ANN AND EDUCATIONAL INTEGRITY: EXAMPLE OF SOLOMON’S POLYFUNCTIONAL

Objective: The student's humanistic position is not only the result of the teacher's personal influence but also a controlled process. As a result of the implementation of this process, the student receives an understanding of what should relate to the humanistic process and the humanistic function of society. Background: The basis for the formation of humanism for all participants in the students' educational process is determined either by the teacher's position or by the installation in the pedagogical process. So, any impact on the part of the teacher can be perceived as an exceptional factor of influencing the student's personality, which can be perceived as a compulsory education requirement. Method: Assessment of pedagogical effectiveness was carried out by means of an expert survey. Diagnostic and processing of empirical data was carried out according to the methodology for assessing the importance of each individual requirement for the proposed educational materials. Results: The study examines the components that form the student’s humanistic position on the basis of the traditional components of the formation of the pedagogical teaching strategy. The practical significance of the study is determined by the fact that it is possible to implement the concept of the formation of active skills in students during certain actions and the formation of other humanitarian positions. Conclusion: The study shows that the level of formation of the students' humanistic position concerning all participants in the educational process depends on updating the educational process of training specialists based on the developed theoretical and methodological foundations.

The current study's objective is to investigate the impact of demographic factors on secondary school students' emotional and behavioral issues. To investigate the hypothesis of this study, the current study used a cross-sectional and correlational research design. 600 high school students aged 13 to 18 were used to gather the data. The government and private secondary high schools in the Peshawar KPK district provided the information. The Problem with School Children Scale (PWSCS) was administered in Urdu to gather data. The data were analyzed using multiple regressions and an independent t-test. The findings indicated that demographic factors like socioeconomic status and family structure are significantly positively correlated with emotional problems among secondary high school students, while gender, physical health, and type of school are significantly negatively correlated with emotional problems. The study also found that gender, sickness, and type of school were significantly negative predictors of behavioral problems among secondary high school students, while socioeconomic position and family structure were positively related to behavioral problems. The study also showed that pupils at private schools experience a higher level of emotional and behavioral issues than students in public schools. Keywords: Demographic Factors, Emotional Problems, Behavioral Problems, School Students.

Abstract. Introduction. Higher education institutions are a multicomponent centers of professional development of future specialist and centers of formation of human and social capital of country. An important condition for ensuring the competitive functioning of education institution, its ability to increase spiritual and intellectual potential of country is the development of organizational culture of institution. Organizational culture is a collective characteristic of the sociopsychological environment of educational institution, formation and development of which is determined by adaptability to external changes. Effective organizational culture contributes to the achievement of intellectual and cultural social goals by clearly defining the mission, goals and development strategy of higher education institution. Purpose. The purpose of the article is investigation the formation and development of powerful organizational culture of higher education institutions and presentation of its role in achieving competitive advantages of organizations at educational services market. Results. The essence of organizational culture of higher education institution is investigated. The views of scholars on interpretation of the terms «organizational culture» and «corporate culture» are presented and generalized. There is noted that organizational culture is a basis for formation of corporate culture of organization. Factors influencing the formation and development of organizational culture of higher education institution are identified and characterized, such as: professional activity of management, personal and professional development of teachers and students, macroeconomic environment, structural and organizational characteristics of institution. The influence of organizational culture on achievement of higher educational institutions' competitive advantages due to improvement of effective indicators of educational and scientific activity is presented. Modern tendencies in educational services market caused by migratory moods of youth, aging of the population are presented. The main measures to improve the organizational culture of higher education institutions at different levels (administrative, teaching, student and service) are described, which will increase the competitive position of organization. Conclusions. Organizational culture is very important for ensuring the quality and effectiveness of educational, scientific and cultural processes of higher education institutions, uniting the values, goals and norms of behavior and communication between all participants in educational process, regardless of positions and social roles. The full development of organizational culture of higher education institutions requires the coordination of values, skills and abilities of all representatives of organization to achieve a synergistic effect.

Uspostavljanje modela filmske edukacije u srednjoj školi

Incidence of NSSI rises during adolescence and peaks in young adulthood. Secondary school and university students, representing these age groups, have been the focus of research on how emotion regulation strategies impact NSSI. However, a comprehensive study of the interrelations among different symptoms is needed. Research based on network analysis, a questionnaire survey on emotion regulation strategies and NSSI was conducted with 378 secondary school students and 593 first-year university students, all of whom reported a history of engagement in NSSI. The results indicated that Cognitive reappraisal symptoms showed a positive or no correlation with NSSI, while expressive suppression symptoms demonstrated a negative or no correlation. Secondary school and university students using cognitive reappraisal or expressive suppression also tended to use the other type of emotion regulation strategy simultaneously. In secondary school NSSI groups, core symptoms were linked to cognitive reappraisal, while in university groups, they were linked to expressive suppression. Intervention targets for NSSI in secondary school students included “I keep my emotions to myself”, and for university students, “I control my emotions by not expressing them.” Research reveals a complex mechanism underlying the link between NSSI and emotion regulation strategies in university and secondary school students, offering valuable insights for promoting the psychological health of adolescents and youths.

Mental health stigma: the effect of religiosity on the stigma perceptions of students in secondary school in Jordan toward people with mental illnesses

The main aim of this article is the disclosure of new form education of aviation specialists potential, that is the work of aviation educational centers and also students opportunity for realization themselves in aviation field in any level of their abilities and liabilities. The main research tasks: to get to know the role of state and private partnership in developing of national and aviation education; reveal the complex of specific fields of preparing aviation specialists; consider the main factors and directions of perfection their preparation in new social and economical circumstances and the changes of aviation technics generation; fast moving transferring on new technologies of theirs developing and production; examine the main problems of pedagogical combination of educational centers; to learn the standard claims to professional preparation of flying and technical specialists to which the aviation and technical educational centers should be oriented. The article considers the factors which influence the process which takes place in the sphere of aviation community preparation in modern society, the creation of new educational infrastructure - Aviation educational centers of civil aviation, the description of experience of Aviation educational center in Ulyanovsk higher civil aviation school. The main factors are the following: globalization; unification of main demands to the education of aviation specialists; denationalization which leads to the reduction of control from the side of the state; the transition to new technology of project and production of aviation equipment, which demands principally new approach to retraining flying, air controller and engineer stuff; the rapid development of private companies which can use the possible resources to improve the educational process. The model of integrated national system of preparation of aviation and technical staff for aviation is introduced in the paper - PPP - Public Private Partnership, which describes the functions of reasonable tracking changes of mark demand to modern aviation education, the division of field of responsibility between participants of educational process and also structures which control the process as a whole.

The study focuses on reforms in Ukrainian modern education industry, in particular, on the attempt to outline the functional state of one of the most important phenomena of changes, i.e. the concept of “education quality”. The authors point to the possibility of analysing the phenomenon from several perspectives: terminological, conceptual and ideological. They envisage that such an approach can help to parameterize the contemporary educational phenomenon, which is too complex to define unequivocally. The text of the article demonstrates the complexity of the problem to analyse in one way as it is multicomponent and multidimensional. Most researchers engaged in assessing education quality within the contemporary Ukrainian educational space focus their attention on two or more dimensions, which is projected on educational activities in terms of analysing its process or its outcome. According to the authors, strategic inaccuracy and blurred approach to the phenomenon are the reasons for numerous attempts to conceptualize a complex concept unidimensionally at the same time losing its multidimensionality. One of the reasons for this is the dynamics of educational processes under the conditions of information society formation. The authors consider the problem of “education quality” concepts functioning against the background of rapid development of educational communication processes during modern digital epoch. Most current approaches used to define the concept of “education quality” give grounds for justifying the multidimensionality of the phenomenon, which can be explained by reforming the educational communication itself, the dynamics of global processes of cognition and information change in the methods of interaction between educational process participants. The dynamics of information process development in modern society requires systematic and reasonable steps in regard of implementing educational innovations, and the matter of “education quality” phenomenon necessitates a new and integrated target-driven research in order to establish clear boundaries of this too broad and multidimensional concept. Key words: education, education quality, information technologies in education, pedagogical communication, information society, terminology.

Provision of healthcare to secondary school students is paramount. However, in Kenya, this undertaking is often curtailed by inadequate funding, poor infrastructure, food insecurity, high poverty levels, and unemployment challenges. These challenges complicate the choice of a service model for managing healthcare of students in public secondary schools in Meru County -Kenya. The purpose of this study was to analyze personal medical insurance as an approach for managing students' healthcare in public secondary schools in Meru County. This study is systematic review paper where secondary sources of information were analyzed and synthesized as guided by the main theme. Documentary analysis coupled with systematic review of existing literature from reports, past studies and conference proceedings were central in forming the theoretical foundation and systematic argument developed in this paper. The study established that the adoption of personal medical insurance in secondary schools does not only affect the education outcomes, but it also enhances equity of secondary school education and leads to improved retention and completion rates of students in schools. However, its adoption in public secondary school is not widespread in Meru County, Kenya. This is attributed to shortages of infrastructures, resources, weak structures and mechanisms on health provision, and absence of policy on personal medical health insurance for students in public secondary school in Kenya. These findings raise questions on policies by Ministry of Education and Ministry of Health on provision of healthcare to students in secondary schools. Medical health insurance companies are called upon to remodel and customize their personal health insurance products to fit students in public secondary schools

The article analyzes the current research of the future teachers’ training in the context of the problems of using innovative technologies in the professional activities. The author concludes that the digital competence of future teachers is an important component of vocational training. In the modern world, the information, presented in the digital format, is the main direction of structural reforms in many countries. The aim of the article is to highlight and characterize the modern requirements of the formation of digital competence of future teachers in the process of professional training in institutions of higher education in Ukraine. The international requirements for digital competence of citizens in an educational context have been characterized. Digital competence indicators of teachers include knowledge, skills and abilities to use online tools creatively while respecting proper rules of ethical behavior on the Internet. The importance of the formation of digital competence, as a vital skill of the personality, in the professional training of future specialists has been proved. In the context of the study, digital skills of a teacher in the 21st century have been highlighted. They should be based on the free and appropriate using of various opportunities in the process of professional activity, inherent in computer services and online technologies. The use of digital technologies in the educational process contributes to the independent cognitive activity of students and the organization of the effective interaction between its participants. Innovative technologies allow students to solve the tasks, which are as close as possible to the reality. The author defines the concept of “digital competence of future teachers” as the ability of a personality to use, select expediently and interact with digital technologies in pedagogical activity, which gives the chance to involve students in training and to cooperate effectively with all participants of educational process. Digital competence of future teachers is an important component of their professional activity, which will contribute to the effective using of innovative technologies in teaching. Owing to the modern information technologies, computer services and online technologies are widely introduced and used in the educational process.

The article considers the development of emotional competence of prospective elementary school teachers, which is understood as a set of views, values, acquired knowledge, skills in the emotional sphere, their understanding, expression, regulation and allows you to successfully organize the educational process on an emotional basis, empathy, respect, cooperation with schoolchildren, their parents, colleagues, to realize themselves in personal and professional activities. The purpose of the article is to study and theoretically substantiate the criteria, levels and indicators of the formation of emotional competence of future primary school teachers. To solve the problem, methods of analysis of psychological and pedagogical literature, systematization and generalization of theoretical material, study of experience were used. On the basis of structural components of the specified phenomenon cognitive, value, activity criteria are developed. Cognitive criterion is characterized by the presence and completeness of knowledge about emotions, feelings, emotional states, ways of their expression, causes, age features of the emotional sphere of primary schoolchildren, awareness of technologies influencing the emotional state of schoolchildren, ways to manage their emotions. The value criterion includes recognition of the value of emotions in professional and personal spheres, acceptance of own emotional experiences and feelings of schoolchildren, their parents, colleagues, humanistic attitude to communication, interaction with participants of educational process, need to be emotionally competent teacher, motivation to succeed in pedagogical activity. The activity criterion includes a set of skills and abilities of the student to adequately perceive schoolchildren' emotions, understand their feelings and their own emotional state, express their own emotions, manage them, establish productive communication, organize interaction with schoolchildren, their parents, colleagues, make a constructive impact on participants' emotional state, educational process, motivate, stimulate them, prevent conflicts, apply constructive strategies to resolve them. Given the degree nature of the acquisition of competence, the low, medium and high level of formation of emotional competence of prospective primary school teachers is determined, their characteristics are described. Keywords: emotional competence, prospective elementary school teacher, criteria, indicators, levels, formations.

The need for school accountability accompanied by demands that teachers must take responsibility for improving students’ performance on standardized test made educators to search for new ways to teach. Assessment is a key process in education and an essential ingredient of accountability. This study explored the effect of embedded assessment on secondary school students’ performance in geography. A set of embedded assessment procedures was developed and used among SS1 students. The objective of this study was to find out whether embedded assessment will be effective in the teaching and learning of geography among SS1 students. The pretest, posttest quasi-experimental research design was used for the study. Two public senior secondary schools were randomly selected from a total of 27 public senior secondary schools in Ilorin-west local government area of Kwara state. Instrument used were practical exercises, tests and quizzes as well as projects assignment were developed and embedded into classroom instructions in geography for experimental group while the regular continuous assessment was used in the control group. Analysis of Covariance was used to test the hypotheses formulated. A significant difference was observed between the performance of geography students exposed to embedded assessment and those exposed to the traditional assessment method. This was because the mean performance of experimental group was 31.06 while the mean performance of control group was 20.33. The implication for this study is that embedded assessment brings about better understanding of the subject content and assessment is done as the instruction takes place.

This paper examined the use of virtual learning on the academic performance of JS 1 Integrated Science Students in Secondary Schools in Port Harcourt Local Government Area of Rivers State, Nigeria. In discussing this, it examined the concept of virtual learning instruction, Synchronous and Asynchronous e-learning as compared to face-to-face traditional classroom learning and the advantages and disadvantages of virtual learning. Quasi experimental design was adopted. Population for the study comprised all JS 1 students in public secondary schools in Port Harcourt Local Government Area. Sample size of 200 students were selected from 2,910 JS 1 students in all the public secondary schools in Port Harcourt Local Government Area using the multi-stage sampling technique. Instrument for data collection was an objective Integrated Science performance test (OIPT). Two hypotheses were formulated and tested using Factorial Analysis of Variance (ANCOVA). Result of the analysis showed that there is no significant difference in student’s academic performance when virtual learning and expository methods are used in teaching Integrated Science in Junior Secondary class (f1.195 = 1.606, p > .05) and that there is no significant difference between the academic performance of female and male students when virtual learning and expository methods are used in teaching Integrated Science in JS 1 (F1, 195 = 717, p > .05). It was therefore recommended that: Teachers should try to apply the virtual learning instruction in the teaching of Integrated Science as this was found to impact on the students achievement positively and that male and female students should be equally engaged in the learning of Integrated Science where VLS is incorp+orated to eliminate the gender bias in sciences.

This study assessed the influence of teaching resources on the educational outcomes of students in secondary schools in Benue South, Nigeria. The study specifically examined the availability, adequacy, and utilization of teaching resources, and the extent to which these factors influence students’ educational outcomes. A descriptive survey research design was adopted for the study. The population comprised teachers and students in public and private secondary schools in Benue South Senatorial Zone. A stratified random sampling technique was used to select a sample of teachers and students from selected secondary schools. Data were collected using a structured questionnaire validated by experts in educational management and curriculum studies. The reliability of the instrument was established using Cronbach’s Alpha method, yielding a reliability coefficient of 0.70 and above. Data were analyzed using descriptive statistics (mean, standard deviation, frequency counts, and percentages) and inferential statistics (Pearson Product Moment Correlation and multiple regression analysis) at 0.05 level of significance. Findings revealed that teaching resources were generally available in secondary schools in Benue South, though their adequacy varied across schools. Teachers were found to utilize available resources to a considerable extent; however, utilization of ICT-based resources was relatively low. Students’ educational outcomes were above average in schools with better availability and utilization of teaching resources. The study further revealed a significant positive relationship between availability, adequacy, and utilization of teaching resources and students’ educational outcomes. The combined influence of these variables significantly predicted students’ educational outcomes. Major challenges identified included inadequate funding, poor ICT infrastructure, large class sizes, and insufficient teacher training. The study concluded that effective availability, adequacy, and utilization of teaching resources are critical determinants of students’ educational outcomes in secondary schools. It therefore recommended improved funding for schools, regular provision and maintenance of teaching resources, capacity building for teachers on resource utilization, and enhanced integration of ICT in teaching and learning to improve educational outcomes in secondary schools in Benue South, Nigeria.

The purpose of the study was to examines teacher appraisal and its relationship with secondary school students’ academic performance in public secondary schools in Garissa Township Sub-County, Kenya. The objectives of the study were to determine whether teachers' professional development is a predictor of secondary school students’ academic performance, examine the relationship between teacher time management and academic performance of secondary school students, assess whether creativity in teaching has a relationship with secondary school students’ academic performance and examine whether teacher performance appraisal perception intervenes the relationship between teacher appraisal and secondary school students’ academic performance. The study was anchored on the theory of Goal setting. The study used a survey research design. The targeted population comprised all 9 Secondary School Principals, 9 Secondary School Deputy Principals, 1 Sub-County Director of Education and 105 teachers in the nine public secondary schools within Garissa Township Sub-County. The study used the census to obtain its respondents. Data was collected using semi-structured questionnaires and interview schedules. The questionnaire was tested for reliability using Cronbach's Alpha method based on the 0.7 Cronbach’s Alpha coefficient’s threshold, while validity was tested using content validity. Quantitative data was analyzed using regression analysis, and qualitative data was analyzed using content analysis. The findings revealed that all the independent variables significantly related to secondary school students' academic performance in Garissa Township Sub-County, Kenya. Teacher performance appraisal perception is also significantly associated with secondary school academic performance in Garissa Township Sub-County, Kenya. Therefore, the study recommends that school management and Teachers Service Commission (TSC) enhance teacher professional development and time management and motivate teachers to improve creativity in teaching to improve students' secondary school academic performance. The research findings will benefit stakeholders on teachers' appraisal systems in public secondary schools, including the TSC, the Ministry of Education, teachers, and future researchers with needs similar to this problem.