Educational Leadership in Greece during the Covid-19 Pandemic: Challenges and Prospects

The subject of this paper is a discussion on the treatment of the Covid-19 pandemic in the educational system of Greece. More specifically, it focuses on the policies and practices implemented by the principals of secondary education schools regarding the health crisis management in the school environment. The paper studies the actions concerning the administration of online teaching during the March-May 2020 period, as well as the reopening of schools in September after the first phase of the pandemic. Despite the difficulties, problems and various obstacles that the leaders met, it is expressed that certain positive elements can arise from the “experience” of the health crisis in education. At the same time, reference will be made to the policies and mandates of the Ministry of Education. So, the approach of the “leaders’ practices” on a central and local level includes: 1) the organization and coordination of e-learning and 2) the challenges faced by secondary education principals during the conventional teaching period.

Influencing of Leadership Styles on Management of Teaching and Fostering Self-Directed Learning for Primary Schoolers at District 10 Ho Chi Minh City

The research investigated the relationship between current management of fostering and developing self-directed learning and leadership styles of headmasters at primary schools at District 10 Ho Chi Minh City. The sample was applied with a formula by Waston (2001). According to Waston (2001), with a population varied from 700 to 800, and confident level of 95%, and a variable of 50%, the accepted sample should be varied from 255 to 267. The total population of primary teachers at District 10, Ho Chi Minh City was 769 teachers, thus, the sample within this research was 265 teachers. The result indicated that transactional leadership impacted significantly to the management of fostering and developing self-directed learning at primary schools at District 10 Ho Chi Minh City. The result also indicated that headmasters should be flexible in applying leadership styles with different staffs.

The Importance of Using Hashtags on Raising Awareness about Social Issues

Hashtags are a great way for people to search for topics on social networks that have a common theme. This study tried to explore the importance and power of hashtags that have gained popularity, on raising awareness about social issues. 252 participants (118 males and 134 females) participated in this study. In order to collect data, a questionnaire survey was used. The final questionnaire consisted of 20 items. It was a 4-point Likert scale: (1) Strongly disagree, (2) Disagree, (3) Agree, (4) Strongly agree. Means, standard deviations, a t-test and degrees were scored to analyze the participants’ responses to the items of questionnaire. The results revealed that the overall degree of the expected benefits of using hashtags on raising the awareness about social events was high. Moreover, the results also revealed that there were no statistically significant differences, regarding gender (male and female).

Management of Anger in the Context of Constructionism and Contributions of Derrida, Lacan, Hattie, Spielberger, Mishra, and Sochos

This paper reflects the views of psychologists Gergen, andWeishar, and social constructionists like Harre. The management of anger teaches us to forgive someone and to have a clear ideology. The holy books ‘Geeta’ and the Bible both emphasize the request to “replace anger with love.”The authors like Novaco, Van Leuven, and Claude Steiner, have their own views on anger. The views of Mishra (Age of Anger) are praiseworthy. Daniel Goleman says anger is poison. Similarly, the views of Peale, Murphy, Hattie, and Watkins expressed their views on religion and self-esteem. Derrida’s logocentrism shows an emphasis on justice and Murphy’s view of the subconscious mind and on altruistic motives. Spielberger expressed his lucid views on stress and anger. This research focuses on the views of the six theorists mentioned in the title. Anger management teaches us how to forgive a person and one should have clarity in his or her conscience.

Academics’ Perceptions on the Factors Affecting Strategic Changes: The Case of an Australian University

Over three decades, a number of external and internal factors that are linked to the political and economic environment have influenced Australian universities to adopt strategies and management styles similar to any other business organisation. The shifts in the strategic focus of the universities have been reflected through their policies and governance at different levels of the organisations. However, there is a need for understanding from different levels’ staff perceptions on whether they equally perceive the changes as legitimate. Based on a social constructionist approach, utilising the intellectual merits of Institutional Theory, this paper draws on the in-depth interview of three levels of staff of an Australian university to understand their perceptions on the impact of major influential factor(s) responsible for strategic changes in their operating environment. The study finds that academics at different levels carry a mix of attitudes towards identifying the major influential factors, not by its merit but rather the way the top managements have implemented the changes within the organisation. The study also finds that the strategy implementation that is based on the new business model and adopted by the University has not been positively accepted by the operational level academics as it conflicts with their traditional values. The perception gaps at different levels identified in the study would help management in future strategy development and the implementation process with a stronger focus on the behavioural aspects of change.

Language Interpreting in Undergraduate Medical Education: Developing a Framework for Educational Practice

Linguistic differences between patients and clinicians can result in ineffective and inequitable healthcare delivery. Medical students should therefore be facilitated to develop the requisite knowledge and skills to work effectively within language discordant clinical situations. This paper explores language interpreting processes in an undergraduate medical education programme. The study utilizes a constructivist paradigm incorporating an action research approach. Action Research Cycle 1 (ARC1) examines the use of interpreters during clinical examinations while Action Research Cycle 2 (ARC2) focuses on language translation technology. In Action Research Cycle 3 the data that was generated in ARC 1 and ARC 2 is reviewed in association with international literature to develop a framework for practice. This study demonstrates that language interpreting procedures should be based within a collaborative framework with students, interpreters and educators receiving appropriate educational preparation, predicated on a cross cultural approach to care.

Influence of Use of Learning Strategies in Information Communication Technology on Standard Seven Pupils’ Academic Self-Concept in Bungoma County, Kenya

Despite introduction of Information Communication Technology in schools by Government of Kenya, minimal research has been done on influence of learning strategies in information communication technology use on academic self-concept of pupils. Poor trends in academic achievement are associated with pupils’ low academic self-concept as an outcome of continued use of traditional learning strategies. The purpose of the present study was therefore to investigate the influence of learning strategies in the use of information communication technology on pupils’ academic self-concept. Multimedia Learning Theory, Collaborative Learning Theory and the Self Theory of Personality Development formed the theoretical framework of the study. A causal comparative ex post facto research design was used. The study employed mixed methods research by integrating qualitative and quantitative research. The study was done in Bungoma County. The target population was Standard Seven pupils in public primary schools in Bungoma County. A sample of 375 pupils was involved. Purposive sampling was used to select schools with computer program as treatment group and simple random sampling for schools using traditional learning strategies as comparison group. Independent and dependent variables were learning strategies and academic self-concept respectively. Data was collected through an adapted questionnaire with Academic Self-concept Scale and Learning Strategy Rating Scale for learning strategies. Oral interviews and non-participant overt observations were used to collect qualitative data from pupils and teachers who handled learners in the laptop computer programs. The reliability and validity of the instruments was established through a pilot study in 2 sampled schools which were not included in the main study. Data management and analysis was done using both inferential and descriptive statistics using Statistical Package for Social Sciences program. Pearson product moment correlation and t-test were used for inferential statistics. Results showed that significant differences in academic self-concept existed between pupils using traditional learning strategies and those using learning strategies in the use of ICT (t = 3.990, df = 238, p< 0.05), (t= 4.256, df = 238, p< 0.05) and (t= 2.014 df=251, p<0.05). Apart from Individual Learning Strategy in the use of computer, Child-to-Child and Child-teacher learning strategies were found to have significant relationships with academic self-concept [r(186)= 0.300, 0.275 and 0.311, p< 0.05]. Recommendations for adoption of learning strategies in information communication technology use in classroom teaching and learning, policy development in education and curriculum development were made. Further research using pre-test and post-test experimental design with control group using samples at other levels of education and on individual subject academic self-concept was recommended.

Integration of e-Consumer Elements in Adult and Community Education

Kenya, like other countries in Africa and across the world is in the grip of technological advances leading its agencies and parastatals to digitize their operations. A pertinent question, therefore, is whether adult and community education, in its current packaging in Kenya, is empowering the participants to engage in using e-consumer services actively, meaningfully, and in beneficial ways in their daily transactions. This study, therefore, sought to investigate the level of integration of e-Consumer elements in Adult and Community Education. The study adopted a mixed-method research study targeting adult learners in Nairobi County, adult education officers, and adult education instructors. The study collected data using interviews and questionnaires. The study established that integration of ICT services in adult centers is still facing numerous challenges which are evident by the poor use of e-consumer services by the adult learners.

The Relationship Between Self – Efficacy and Readiness for Self – Directed Learning of Students at Vietnam University

The research aims to investigate the readiness of self–directed learning, self–efficacy, and the relationship between them in students at the University of Social Science and Humanities Vietnam National University Ho Chi Minh City. The study was administrated with the self-efficacy scale developed by Schwarzer, R., & Jerusalem, M. (1993) and the readiness for self–directed learning scale developed by Fisher et al. (2001, 2010). The total number of students at the University of Social Sciences and Humanities, Vietnam National University, Ho Chi Minh City was 12,540 students (according to the second term of the academic year 2020–2021). This study’s sample was calculated with the formula developed by Watson (2001). With a confidence level of 95% and a variable value of 50%, in the results table of Watson's sample size for a total population of 10,000 to 15,000 people, the sample size for this study ranged from 385 to 390 people. The official sample of 395 students was suitable, which could represent the total population according to Watson (2001). Research results showed that the level of self-efficacy and readiness for self–directed learning among students at the University of Social Sciences and Humanities, Vietnam National University, Ho Chi Minh City was at an intermediate level. In particular, the results indicated that there was a difference between different academic–year students and readiness for self–directed learning. Research results implied that there was a close correlation between self-efficacy and readiness for self–directed learning in students.

Exploring Teachers' Views on the Impact of an Online Distance Learning Course on Their Self-Efficacy Beliefs

This paper reports on an online distance learning course that emphasizes the improvement of the self-efficacy beliefs of in-service elementary school teachers in teaching biological concepts. The course utilizes digital educational content and Open Educational Resources (OERs) and focuses on the interaction, peer support, and peer teaching into an online learning environment. In the design framework of the course, we investigated the educational needs of teachers and took into consideration the findings of other studies. A total of 251 teachers were enrolled in the online distance learning course and 142 completed it. Quantitative and qualitative data was collected in November 2020 through the bio-STEBI-A instrument and the posts in the forums of the course. The quantitative results revealed an improvement in both subscales of bio-STEBI-A, which were also confirmed by the qualitative ones, that underline the course, thus contributing to the improvement of self-efficacy beliefs of in-service elementary school teachers in teaching biological concepts. Recommendations are made for future research.