Journal articles on the topic 'TEACHERS’ INVESTMENT DECISION'

This study aims to determine the effect of income, financial behavior, and locus of control on the investment decision making of PNS SD teachers in Buleleng District. This research is a type of quantitative research with a total of 217 respondensts. The data were obtained by distributing questionnaires aimed at elementary school civil servant teachers in Buleleng District. Samples were selected using criteria with purposive sampling technique. The data used is primary data in the form of answers from respondents and processed using SPSS 15.0 for Windowns. The results of this study indicate that income has a significant effect on investment decision making for PNS SD teachers in Buleleng District, financial behavior has a significant effect on investment decision making for PNS SD teachers in Buleleng District, and locus of control has a significant effect on investment decision making for PNS SD teachers in Buleleng District.

This study explores the impetus for and impact of four urban teachers’ extracurricular investments. Framing teacher investment as work voluntarily undertaken with an eye toward bringing about a highly desired, yet highly uncertain, end, we argue that the outcome of these often-hidden investments have identity and career implications for teachers. Through a comparison of two case studies in the southeast and northeast United States, we investigate why and how teachers come to invest themselves in particular extracurricular projects, the identity implications of the investments, and how the ultimate outcome of the investments may influence their decision to stay in or leave the profession. Findings reveal that teachers’ extracurricular investments—either in individual students or whole-school projects—are intimately tied to their identities and career trajectories. Implications are offered for research, teacher education, and policy.

Investing is the best option for maintaining financial security in the future. For most people especially beginners, investing is a very complicated thing and will make it confused to take the right investment decision. All types of investments contain elements of risk. Investor decisions are based on consideration of risk factors and expected gains. The purpose of this activity is to socialize the investment measures for beginners who are teachers and learners. Acquire the right knowledge of trends to buy stocks in the capital market for beginners i.e. teachers and students through live practice in the field. This method of community dedication uses lecture methods, direct demonstrations by the speaker, and questions and answers. The lecture method is used to convey knowledge on how to invest stocks for beginners. Demonstrations are used to provide direct examples of how to buy stocks on the capital markets. The result of this activity shows the participants very enthusiastic during the activities until the training is completed. Participants hope the next year can be given the opportunity to get similar training. Therefore, the investment will not be enough if done once. Keywords: Investing, stocks and beginners

This article revisits private warehouse investment decision making, a topic previously examined in 1989 by McGinnis, Kohn, and Myers (1990). Since then there has been a substantial amount of discussion regarding the scope and nature of logistics /supply chain management. In particular the roles of private, contract, and public warehousing has been discussed, increased emphasis on financial performance and strategic decision making may have altered the criteria for investment decisions in private warehousing, increased coordination of supply chains may have altered the relative importance of private, contract, and private warehousing, and increasing emphasis on controlling inventory investment may have shifted inventory responsibilities onto suppliers and customers. Empirical data was collected in 1999and 2008 regarding warehouse investment decisions in large United State manufacturing firms. This research focused on private warehouse investment decisions, topics that might affect those decisions, and the mix of private, contract, public, and other warehouse options. The results of the 1999 and 2008 data were compared to the earlier findings reported by McGinnis, Kohn, and Myers. Changes in private warehouse investment strategies, the roles of market /product mix uncertainties and availability of for-hire warehouse providers, and changes in warehouse mix were examined. Implications for practitioners, teachers, and researchers of transportation, supply chain management, logistics, and warehousing are discussed.

The United Arab Emirates hires many teachers from abroad to work in both the private and public school systems. Recruiting foreign teachers can be exceedingly costly, especially when one considers the financial investment associate with air fare, health insurance, housing, transportation, and a competitive salary, along with the substantial processing time involved in issuing work visas, professional and intercultural training. One way organizations may be able to save on additional expenditures is to retain the teachers who have been hired and are already settled in the country. Naturally, a substantial part of the decision for the teacher to remain working and living in the UAE lies with the expatriate teacher. This exploratory, case study employed a qualitative approach in which descriptive data was collected from six in-depth, semi-structured interviews exploring job satisfaction as one, of what may be other, indicators associated with of length-of-stay among expatriate teachers in the UAE. These descriptive data were analyzed using an interpretive analysis, which culminated with three selective codes: (1) Leadership and community are key to expatriate teacher’s job satisfaction; (2) School leaders’ engagement in improving behavior management would improve satisfaction; and (3) Positive work-life balance may influence expatriate teachers’ length of stay in the UAE. Taken collectively, this data may assist decision-makers, school leaders, and policy-makers on how to foster environments that promote retention among expatriate teachers in the UAE. Keywords: expatriate teachers, UAE, job satisfaction, work-life balance, school leadership

Preschool education is the beginning of lifelong learning, an important part of the national educational system, and an important social welfare undertaking. At the same time, as an important public service, preschool education is an important task to realize the adjustment of income redistribution to ensure that its financial investment is in line with fairness. Since 2010, the preschool educational policy in China has clearly been tilted toward rural areas and poverty-stricken areas in the central and western regions. Based on the 2010–2020 China Education Statistical Yearbook data, this study monitors and measures the completion of the formal goals put forward in the policy document and evaluates the effectiveness of the policy based on the comparison of the development levels of preschool education in urban areas, townships, and rural areas in China. The results show that under the effect of preferential policies, preschool educational resources at the township level in China have rapidly expanded and the level of popularization has improved; the number of township kindergarten teachers has been supplemented, and the educational level has been significantly improved. But at the same time, it is found that the advantages of inclusive preschool educational resources in areas with preferential policies are not obvious; inclusive preschool educational resources are obviously insufficient; and the proportion of children studying in private kindergartens is increasing year by year. The number of kindergarten teachers is still in short supply, and the ratio of students to teachers in rural kindergartens is much higher than in urban areas. The gap in teacher levels is still very large.

Purpose This paper aims to understand the Return on Investment (ROI) of academic libraries. It shows different aspects of returns on investment from academic libraries (ROI concept, components, calculating ROI). The study helps the academic libraries to know the efficiency, performance and achievement in terms of students, research scholars, teachers and staff should be enhanced to increase returns on library investment. Design/methodology/approach This research paper discusses various formulas for calculating ROI from the academic library, like the general ROI formula, the concept of origin ROI's formula and models. However, the study set forth some of the limitations. The study is limited to the ROI analysis of academic Libraries. It is believed that study may be helpful to the libraries to understand the concept of return on investment to offer better library services. Findings The study helps understands the concept of return on investment from academic libraries and services. In times of economic crisis and budgetary constraints, Library Advocacy needs to determine the economic value of resources in institutions to assist in decision-making. This paper presents more extensive study aimed at recognizing the importance of academic libraries. The economic and social pressure to affirm the position of libraries in academic libraries depends on demonstrating their importance, especially in terms of return on investment. Though it is important to get insight into returns, it has several challenges which are outlined and discussed. Originality/value This research can also be useful in decision-making, library collection development and system analysis of the institutional library. ROI presents an essential parameter for increasing the ranking system of the institution. ROI is considered the most important metrics for evaluating the value of libraries is the return on investment.

The paper explicates the immediate concern of gaining a deeper insight of language acquisition in the early childhood bilingualism in the setting of Pontianak city, a multi-ethnic city located in West Kalimantan, Indonesia. It is written through descriptive method or library research to provide the readers, especially the parents and teachers with better insights into a basis for decision making about raising and educating children bilingually. The first part elaborates on four myths, namely the myth of the monolingual brain, the myth of time investment, the myth of bilingualism and language impairment; and the myth of minority language children. It is followed by the argumentative support by the experts in the fields based on the literature review. Next, discussions are presented as a whole, pointing out some of significant implications for parents and teachers. Finally, an overall conclusion of the paper coverage is provided.

AbstractThis article focusses on the motivating factors behind the decision of first-year students in the French Immersion Studies (FIS) program at the University of Ottawa to continue their immersion studies at a university level, how they experience their studies within this program, and how this experience impacts their identity and investment in French language and culture. The findings presented are part of a study that demonstrates the positive influence that parents, teachers and relevant extracurricular experiences have on students’ decision to continue their immersion studies as well as the transformations of the students’ identity construction and investment which are enhanced through the FIS program, the bilingual environment which surrounds it, and students` activities.Keywords: motivation, identity, investment, French Immersion Studies RésuméCet article porte sur les facteurs qui ont motivé des étudiants en première année d’études à s’inscrire au programme du Régime d’Immersion Française (RIF) de l’Université d’Ottawa afin de poursuivre leurs études en immersion au niveau universitaire, leurs expériences dans ce programme ainsi que l’impact que ce programme a sur leur identité et investissement dans la langue et la culture françaises. Les résultats présentés font partie d’une étude qui montre l’influence positive des parents, enseignants, et expériences pertinentes hors programme sur la décision des étudiants de continuer leurs études en immersion ainsi que la transformation associée à leur construction identitaire à l’augmentation de leur investissement à la suite de participation dans le programme RIF, l’environnement bilingue qui l’environne et les activités des étudiants. Mots -clés : motivation, identité, investissement, Régime d’Immersion Française

Purpose: Entrepreneurship is a creative skill, offers theoretical and practical information to support individuals’ economic growth in society. The research examines teachers’ expectations and awareness of developing entrepreneurship skills among young learners and defines the connection between play strategy and entrepreneurial skills in early childhood education (ECE). Methodology: The researcher employed a qualitative research approach. The population of the study comprised of ECE teachers. A purposive sampling technique was used, and twelve ECE teachers were interviewed from six different ECE Centers District East and Central, Karachi. Thematic analysis was used to analyze the data. Results: Findings showed that teachers have very limited knowledge or don’t have an understanding of entrepreneurship. According to them, this skill is related to business, and it can be done only through heavy investment. According to teachers’ opinions, it isn’t easy to teach students about entrepreneurship skills in early childhood education. However, they also stated that students are trained in preschools through multiple exercises. The play method is one of the many strategies that improve social behaviors; collaboration, exploration, projects, problem-solving, decision-making, and innovation. Students develop positive social habits through entrepreneurship skills (ES). The research reveals the essential relationship between play strategy and entrepreneurship skills. The study advises that schools equip potential entrepreneurs with early childhood education and play strategy that teachers be qualified to build Entrepreneurship skills among children. Applications of the study: The findings of the study promote and activate the curriculum makers, textbook developers, and policymakers to develop entrepreneurship modules that help teachers to enhance their pedagogical skills to promote entrepreneurship skills among young learners through play strategies. The Novelty of the Study: This study checked the concepts of entrepreneurship education through play strategies at the ECE level. Besides this, teachers’ perceptions and understandings about entrepreneurship skills at the ECE level were also explored.

Purpose The purpose of this paper is to describe a pedagogical innovation – a matrix construction exercise – intended to help pre-service teachers (PTs) navigate the multiple and oftentimes competing discourses that shape the school subject English Language Arts (ELA). Design/methodology/approach To explore the various ways the PTs drew on the discursively constructed paradigms of ELA throughout their teacher preparation program, researchers (themselves teacher educators) conducted an intertextual analysis (Prior, 1995) of PTs’ classroom texts and interview transcripts. Findings The intertextual analysis suggested that PTs possessed knowledge of and investment in a range of discourses, which they used to anchor their own pedagogical and curricular decision-making and to anticipate the leanings and ideologies of other stakeholders in ELA. Although the organizational schema of the matrix proved helpful from an orientation standpoint, it also may have disguised the productive tensions between particular discourses for some PTs. Originality/value Although scholars have long noted the plurality of the school subject English and some studies on innovations in teacher education allude to the difficulties that teachers encounter as they navigate the multiple purposes of ELA, there is little scholarship that considers how pre-service and beginning teachers might best navigate that incoherence and unwieldiness. This study, which contextualizes and explores a pedagogical innovation in an English methods class designed to help PTs navigate the many “Englishes”, attempts to fill this gap. The findings suggest that teacher preparation in ELA would do well to conceive of pedagogical innovations in teacher education that allow teachers to grapple with, rather than solve, the uncertainty and unfinalizability of the discipline.

Staff training is considered as an effective tool to help organizations and businesses develop sustainable competitive advantage based on human resources. However, the investment of enterprises in this training activity is still very limited. The article provides an thorough understanding of why businesses do not emphasize human resource training. The analysis results imply that the enterprise's decision to invest in vocational training may depend on the Intellectual capital of employees. Vocational training is reflected from the experimental research on 983 workers in more than 100 enterprises and from group discussions of managers, employers and teachers, with more than 60 people in Binh Duong Province. The analysis (quantitative methods - Correlation and multivariate Binary logistic regression, and qualitative methods - in-depth interviews and focus group discussions) in the context of high demand for human resources in Binh Duong Province, indicates that: (1). The Intellectual capital of the human resources is not high; (2). The proportion of employees receiving training in enterprises is very low; (3). This opportunity mainly belongs to the qualified labour. Therefore, recommendations are proposed to promote vocational training for the workforce in Binh Duong Province in the future.

Abstract. Estimating the impact of different sources of uncertainty along the modelling chain is an important skill graduates are expected to have. Broadly speaking, educators can cover uncertainty in hydrological modelling by differentiating uncertainty in data, model parameters and model structure. This provides students with insights on the impact of uncertainties on modelling results and thus on the usability of the acquired model simulations for decision making. A survey among teachers in the Earth and environmental sciences showed that model structural uncertainty is the least represented uncertainty group in teaching. This paper introduces a computational exercise that introduces students to the basics of model structure uncertainty through two ready-to-use modelling experiments. These experiments require either Matlab or Octave, and use the open-source Modular Assessment of Rainfall-Runoff Models Toolbox (MARRMoT) and the open-source Catchment Attributes and Meteorology for Large-sample Studies (CAMELS) data set. The exercise is short and can easily be integrated into an existing hydrological curriculum, with only a limited time investment needed to introduce the topic of model structure uncertainty and run the exercise. Two trial applications at the Technische Universität Dresden (Germany) showed that the exercise can be completed in two afternoons or four 90 min sessions and that the provided setup effectively transfers the intended insights about model structure uncertainty.

Purpose Shipping courses contain much technical and specialist knowledge and present particular challenges for English medium instruction (EMI). This paper aims to investigate both student perceptions of the importance and satisfaction level of EMI in shipping courses in higher education in Taiwan and the perceptions of expert stakeholders through qualitative interviews. Design/methodology/approach Importance-performance analysis (IPA) is used to gather data on participants’ perceptions of what is (un)important and (un)satisfactory. Based on past studies, four dimensions with 20 items were developed and 121 effective questionnaires were collected. Further, qualitative interviews with expert stakeholders (n = 9) are undertaken to gather data to contextualize and complement the quantitative student data. Findings Findings show students attributed high importance but low satisfaction to items such as course learning objectives and students’ English level, and low importance and high satisfaction to items such as electronic teaching platform and relevance of subject to practice. Factor analysis and cluster analysis were used to divide samples into three groups. Qualitative interview results confirm many of the quantitative findings but also show where some quantitative findings require more attention or investment when delivering EMI programmes. Research limitations/implications Questionnaire samples focus on university students. Other related field samples (e.g. EMI teachers, shipping teachers, English teachers, etc.) could be surveyed and compared in future studies. Qualitative interviews could also be expanded to other stakeholders such as government policymakers. Practical implications The findings of IPA in the shipping courses and the qualitative interviews can be used for both teaching design and implementation in related courses by university lecturers and other stakeholders (e.g. policy and decision-makers). Such approaches can enhance students’ learning motivation and teaching performance. Social implications This paper provides important guidance and diagnosis for how to introduce English teaching in shipping courses. Related courses can be further applied in higher education to popularize and promote EMI teaching in shipping and related fields. Originality/value EMI has seldom been studied in the context of shipping courses in the past. This paper adopts IPA method and qualitative interviews to complement previous studies and address gaps in recent research. It is expected that the research findings could be adapted and applied in other fields.

The 2023 2nd International Conference on Governance of Accounting and Global Business Management (GAGBM 2023) was successfully held in Dublin, Ireland from April 08 to 09, 2023. The conference offered extraordinary opportunities for educators, teachers, researchers, administrators and decision-makers to exchange and gain new insights on the ongoing research works and an opportunity to collaborate with like-minded researchers from across the world. This conference covered a variety of sessions, including the works on 1) governance of accounting; 2) finance & investment; 3) marketing research and strategy; and 4) global business management. GAGBM 2023 is a platform for researchers, engineers, academics and industry professionals from around the world to showcase their sustainability and research results and development activities in marketing research and global business management. We sincerely invite all researchers, scholars, engineers, students and people to be interested in these areas and participate in our conference. On behalf of the committee, we would like to thank the authors, reviewers, advisory board, committee members, presenters, and participants. Recognition should go to the GAGBM 2023 team members who have all worked extremely hard for the details of important aspects of the conference programs and social activities. Special thanks are also given to the conference proceedings publisher. We would like to thank all parties for their participation in supporting this publication. We hope to see you all at the next conference. Kind regards, GAGBM Organizing Committees Dublin, Ireland

The 2022 International Conference on Governance of Accounting and Global Business Management (GAGBM 2022) was successfully held in Yantai, China from July 16-17, 2022 by the Shanghai Maritime University, University of Leicester and University of South Australia. The conference offered extraordinary opportunities for educators, teachers, researchers, administrators and decision-makers to exchange and gain new insights on the ongoing research works and an opportunity to collaborate with like-minded researchers from across the world. This conference covered a variety of sessions, including the works on 1) governance of accounting; 2) economic development; 3) finance & investment; 4) marketing research and strategy; and 5) global business management. GAGBM 2022 is a platform for researchers, engineers, academics and industry professionals from around the world to showcase their sustainability and research results and development activities in marketing research and global business management. We sincerely invite all researchers, scholars, engineers, students and people to be interested in these areas and participate in our conference. On behalf of the committee, we would like to thank the authors, reviewers, advisory board, committee members, presenters, and participants. Recognition should go to the GAGBM 2022 team members who have all worked extremely hard for the details of important aspects of the conference programs and social activities. Special thanks are also given to the conference proceedings publisher. We would like to thank all parties for their participation in supporting this publication. We hope to see you all at the next conference. Kind regards, GAGBM Organizing Committees Yantai, China

Purpose Emerging research demonstrates that the community school model holds promise for meeting the needs of families by improving academic and social-emotional outcomes for students and strengthening communities. In this model, school leaders play an integral role in building relationships among multiple stakeholders, cultivating community partnerships and developing democratic decision making. The purpose of this paper is to focus on the community school coordinator (CSC) as a school leader who carries out all of her/his work in collaboration with students, teachers, school administrators, families and community partners. Design/methodology/approach Findings in this single qualitative case study are based on multiple data sources that include semi-structured interviews (n=29) of stakeholders (families, partners and educators), participant observations of partnership meetings and school events, and document analysis. Findings Data analysis shows how the CSC leads and facilitates professional capital among multiple school and community stakeholders. Findings are organized into three themes: the CSC as bridge-builder who connects and promotes trusting relationships with multiple stakeholders; the CSC as collaborator who fosters joint work and a sense of collective responsibility; and the CSC as leader who supports the emergence of decisional capital. Originality/value Given the nascent literature on the role of CSCs, this case study provides insight into the leadership role of the CSC as builder of professional capital. The research informs practice by providing an example of how one community school made a strategic investment in a leadership role intended to design and develop a culture of professional collaboration.

Purpose: This study aims to evaluate instructors' perceptions of e-learning at the Public Authority For Applied Education and Training (PAAET) in Kuwait. It sheds light on the effectiveness of Ms-Teams as a learning management tool used by instructors and students. The outcome of the study will help to introduce guidelines for enhancing the role of instructors in virtual and blended learning. . Theoretical framework: Information technology will change education if used properly by skilled teachers. Technology's rapid adoption and investment have changed education, and instructors are crucial to 21st-century learning standards and methods. Because AI, advanced technology, and automation will rule the future, the next generation of workers must be tech-savvy. This study will identify instructors' digital skills and provide recommendations and a road map to support advanced technological tools and new innovative learning strategies in human resource management. Design/Methodology/Approach: The research used both qualitative and quantitative methods. A focus group session was conducted to investigate further, and the results of the session helped shape a survey questionnaire that was distributed to 161 instructors at PAAET. The survey aimed to identify the challenges and opportunities presented by online learning. Findings: Instructors have a positive view of online learning and Ms Teams as a learning management. The study also found some obstacles to online learning platform implementation. These issues include poor helpdesk support, training, management motivation, and electronic educational resources. These obstacles must be overcome for PAAET to adopt a learning system that improves academic performance. No significant gender differences in instructors' perceptions are found. Originality/Value: This study should help education policymakers be more brave when investing in IT and human resources "Instructors" to create a better and more competitive teaching and learning environment. This study proposes an HRM-based framework to improve digital instructors and the educational process.

There Group V Mandara Giri Kec. Kubutambahan is one of a collection of several elementary schools in the Kubutambahan District. Training in financial literacy is very important for every individual, one of which is the teachers in Cluster V Mandara Giri Kec. kubutambahan. Financial literacy really helps individuals to improve investment decisions, both in terms of the type of investment, where to invest, and the investment nominal that the individual will choose. This service is carried out through the Research and Community Service Center of the Satya Dharma College of Economics in collaboration with the Head of Cluster V Mandara Giri Kec. kubutambahan. In this community service activity, teachers in cluster V Mandara Giri Kec. kubutambahan, they were given financial literacy material, namely regarding investment. The results obtained from this activity can help teachers, in particular, to increase their understanding of financial literacy and investment decisions they have.

The present study aims to analyze how the permanence of teachers within public education is affected by entrenchment, according to the three dimensions of Carson, Carson, and Bedeian (1995). We describe the trajectory of teachers through their occupational embeddedness; investigate how the investments in the career made by the teacher help him or her to remain in the career; identify emotional aspects that may be related to career permanence; and analyze the possible alternatives of permanence in the teaching career. This research is characterized as qualitative and descriptive, conducted through semi-structured interviews with 15 teachers from basic education in the State of Ceará, Brazil. The results indicate that occupational embeddedness mainly stemmed from familiarity with the chosen discipline and the sense of vocation with the teaching work; the most significant investment that keeps individuals in the teaching profession is the security of holding a public office; the positive emotional aspect that stood out the most was the possibility of transforming the lives of the students, irrespective of negative situations experienced in the classroom. Finally, it was possible to conclude that teachers perceive several career alternatives within teaching and that, if they stopped teaching, it related to financial issues or educational reforms coming from political decisions.

The main purpose of this study is to review practical experience and provide guidance on the use of Stock-Trak software (trading virtual assets of various types of investment assets) by students to make investment decisions under uncertainty. The article uses such scientific methods of analysis as analysis, synthesis, comparison, abstraction, and modeling. The information base for the study is students enrolled in bachelor’s degree programs in economics at Northeastern State University (USA). Based on the analysis of students’ reports for the period 2014-2017, it is established that the most common mistakes in the study of socio-economic processes include the neglect of transaction costs and the non-accounting of dividends in the calculations. For the most part, students have difficulty calculating financial ratios correctly because they are not sufficiently familiar with the procedure for acquiring investment assets using margin, and are unable to determine the initial amount of investment when purchasing assets using margin and have difficulty separating the profit option. Previous studies of methods and models of mastering knowledge of investment activities show that gamification of the educational process, an interactive form of practical exercises helps to improve the quality of communication of learning subjects, improve the overall level of learning effectiveness, as well as better mastering of knowledge through their practical use in the beginning. mode and subsequently in further professional activity. The results of the study may be useful to teachers in the financial and economic disciplines in terms of a detailed analysis of the major difficulties encountered by students in using the program and avoiding these errors in their activities. Keywords: investments, mutual fund, options, portfolio, stock, Stock-Trak.

Machine learning approaches may establish a complex and non-linear relationship among input and response variables for the assessment of the Basic Education Development Index (IDEB) database and show indicators that may contribute to monitoring the quality of education. This paper uses extensive experimental databases from public schools, consisting of a case study in Brazil, to analyze data such as the physical and technological structure of schools and teacher profiles. The research proposes decision tree-based machine learning models for predictions of the best attributes to positively contribute to IDEB. It employs a newly developed SHapley Additive exPlanations (SHAP) approach to classify input variables, so to identify variables that impact the most the final model; a non-probabilistic sample was used, composed from three official databases of 450 schools, and 617 teachers. Results show that the number of computers per student, teachers’ service time, broadband internet access, investments in technology training for teachers, and computer labs in schools are the variables that have the greatest effect on IDEB. The model applied shows high prediction accuracy for test data (MSE = 0.2094 and R² = 0.8991). This article contributes to improving efficiency when monitoring parameters used to measure the quality of a teaching-learning process. Doi: 10.28991/ESJ-2022-SIED-020 Full Text: PDF

Machine learning approaches may establish a complex and non-linear relationship among input and response variables for the assessment of the Basic Education Development Index (IDEB) database and show indicators that may contribute to monitoring the quality of education. This paper uses extensive experimental databases from public schools, consisting of a case study in Brazil, to analyze data such as the physical and technological structure of schools and teacher profiles. The research proposes decision tree-based machine learning models for predictions of the best attributes to positively contribute to IDEB. It employs a newly developed SHapley Additive exPlanations (SHAP) approach to classify input variables, so to identify variables that impact the most the final model; a non-probabilistic sample was used, composed from three official databases of 450 schools, and 617 teachers. Results show that the number of computers per student, teachers’ service time, broadband internet access, investments in technology training for teachers, and computer labs in schools are the variables that have the greatest effect on IDEB. The model applied shows high prediction accuracy for test data (MSE = 0.2094 and R² = 0.8991). This article contributes to improving efficiency when monitoring parameters used to measure the quality of a teaching-learning process. Doi: 10.28991/ESJ-2022-SIED-020 Full Text: PDF

Education process in Latvian Academy of Sport Education (LASE) is directed to provide all education level physical education (PE) teacher adequate preparation. Everyone in any country has the right to a quality education, which is determined by the contribution in student preparation, teacher qualification, learning environment organization, investment in education, and the planned outcomes. Contextual approach to quality is not determined; it depends on the creativity and continuous development. Learning outcomes assessment approach is the basis for an objective study achievement assessment. In the result of the research are obtained assessments of future PE teacher's ability to develop lessons, choose their content, conduct them using holistic approach, critically analyze their performance and make decisions for the improvement of their qualification. Education leaders will use the obtained results in long-term program changes.

The COVID-related financial market decline and economic recession have raised new concerns regarding the financial sustainability of retirement plans for state and local government employees, the largest group of whom is public school teachers. Using data from the Public Plans Database and the National Income and Product Accounts, I analyze teacher pension plans over the 2001–2019 period, seeking to answer questions regarding teacher pensions’ funded status, investment decisions and returns, adequacy of contributions, and generosity of benefits. These data show that teacher pension funding peaked at the beginning of the 2001–2019 period due to the tech bubble’s inflation of asset values, but then it declined thereafter due to investment returns that significantly underperformed assumptions, failures by sponsoring governments to consistently make full contributions, and increases in the generosity of pension benefits. School districts will face substantial funding challenges in the post-COVID period, as investment losses are factored into contribution rates, government revenues available to make contributions shrink, and education funding from state governments comes under pressure. I outline several policy alternatives that policymakers may consider, but none would make restoring teacher pensions to full funding a painless process.

Following a review of the literature to identify core principles of schoolwide positive behavior interventions and supports (SWPBIS), this study employed coding methods to examine teacher concerns as expressed in their responses to an open-ended probe in five middle schools. Teachers in all schools expressed concerns for their colleagues’ support for implementation, Tier 2 and 3 supports, use of reinforcement and consequences, and student investment. Fewer teachers expressed concerns for prevention, structuring the environment to support positive behavior, using data to make decisions, teaching expectations, and the need to understand the function of behavior. Within and across schools, teachers expressed diverse views as they affirmed their support, expressed concerns for their colleagues’ non-support, and, in fewer cases, expressed misunderstandings or beliefs in opposition to the principles of SWPBIS. Overall, tensions seemed to stem not from opposition or resistance to SWPBIS but from poor application of the SWPBIS principles in their building—by the team, the administrators, and/or colleagues. Limitations, recommendations for practice, and future research are discussed.

Teachers are vulnerable non-essential workers that continue to have significant misgivings about in-person school reopening. Dialogue around pandemic management has relatively neglected these concerns so far. This perspective offers a broad framework for risk assessment related to COVID-19 and in-person instruction. The accumulated general body of knowledge related to COVID-19 is particularized to the special dynamics of education. We highlight the impact of historic investments and underinvestment in education on the viability of adapting best practices to mitigate risk. Gaps in public health planning to supply educators with needed personal protective equipment and vaccination are explored. The challenges for low-income and minority-predominant districts receive special attention. We place these problems within the broader context of socioeconomic disparities and the societal consequences of the pandemic. The local level of community transmission, resources, and circumstances should dictate reopening dates. Without effective infection control, teachers are justified to fear infection. The transparency and scientific rigor that would allow teachers to assess their personal health risk and characterize the process for decision-making has been largely absent.

The publication reveals the importance of using remote learning technologies in the process of training future doctors in wartime conditions in Ukraine. The place and role of distance learning technologies in the system of higher education is defined. It is noted that with the development of the technical capabilities of teaching methods and technology, the means of the teacher's educational activity are changing. Emphasis is placed on the need for a medical university teacher to master modern information, communication and educational technologies. Although distance learning provides easy access to learning materials, the ability to virtually attend classes from home, safety and the reduction of possible risks in addition to the ease of communication, it can be considered as a temporary method of emergency response to adverse conditions that have developed in the country, this especially applies to higher medical education, as most of the formed clinical competencies of the future doctor are inextricably linked with face-to-face forms of education that require personal presence, primarily practical manipulations and communication skills. The impact of the pandemic and then the martial law in Ukraine on medical education became unprecedented and created unique problems. In connection with this, there was a need to form a new educational system that would be safe, sustainable and equipped for all kinds of unexpected scenarios in the future. Therefore, investments in virtual training are in demand today, as it is destined to become a method of modern medical education. Moreover, it is necessary to create more online platforms that are convenient for students and teachers, and can be used not only in emergency cases, but also in long-term use. However, a middle ground should be found between virtual learning and direct face-to-face classroom learning. Moreover, medical students should be involved in the decision-making process regarding future medical education and play an active role, as they are the ones most affected by the consequences of such decisions.

Purpose Due to the complexities of place and the limited knowledge of citizenship education in rural contexts, the purpose of this paper is to examine civics teachers’ perceptions of place in rural schools and its influence on their decision making about the curriculum. Design/methodology/approach A qualitative case study design was utilized. Four 12th grade civics teachers were sampled across three rural schools in a southern state. Data came from interviews, classroom observations and teaching artifacts. A constant comparison method of data analysis led to the emergence of a major theme: the paradoxical treatment of place in civic education in rural schools. Findings Participants implemented place-based pedagogies while simultaneously promoting the narrative that students leave their home communities after graduation due to limited post-secondary opportunities (i.e. place-based learning for future (dis)placements). Participants reconciled leaving narratives and the displaced futures of students by emphasizing “the basics” devoid of place. Originality/value The paradoxical treatment of place, as influenced by teachers’ perceptions and civic sensibilities, contrasted with theoretical perspectives on place-based education that emphasize inhabiting and attending to place. Findings suggest the need to prepare rural civics teachers for place-conscious civic pedagogies to challenge paradoxical treatments of place and engender democratic investments in rural communities.

Financial literacy needs to be owned by every individual because decisions in managing finances must be financial literacy. Financial literacy is one of the basic needs for every individual to avoid financial problems. The purpose of this study is to describe the level of financial literacy of lecturers and aspects of financial literacy including aspects of basic financial knowledge, savings and savings, insurance, and investment. This research method is descriptive research based on a survey of research subjects. The subjects of this study were lecturers at the Teaching and Education Faculty of Langlangbuana University in 2022. The results of the study illustrate that the average financial literacy level of lecturers at the Teaching and Education Faculty, Langlangbuana University in 2022 is 76.21% and is included in the medium category, which means that they still have efforts are made to increase the understanding of lecturers' financial literacy in every aspect of financial literacy to be even better to reach the level of well literate.

The Kenyan Constitution devolves to County governments the responsibility to deliver quality Early Childhood Development and Education (ECDE) services. This study focused on determining infrastructural facilities that influenced ECDE enrolment during the first three years of devolution, viz. 2013/14, 2014/15 and 2015/16. Its purpose was influence County Government’s investment decisions in ECDE infrastructural facilities, as well as contribute to relevant policy discourses and stimulate research in developing countries. Quantitative data were sourced from 145 participants, including education officers, administrators and teachers; while qualitative data were obtained from 12 participants including senior education officers, non-governmental agencies and head teachers of primary schools hosting ECDE centres. Results show that the extent of increase in ECDE enrolment significantly associated with improvement in the status of classrooms (x2 = 30.453, df = 8 and ρ-value = 0.000); and furniture (x2 = 25.938, df = 8 & ρ-value = 0.001). However, no significant association existed between the extent of increase in ECDE enrolment and improvement in the status of: sanitation facilities (x2 = 3.057, df = 8 & ρ-value = 0.931); outdoor play equipment (x2 = 1.609, df = 6 & ρ-value = 0.925); as well as assistive facilities (x2 = 2.840, df = 6 & ρ-value = 0.829). Of the five infrastructural facilities, only classrooms and furniture improved to the extent of causing a significant influence on enrolment. The results amplify the need for the County Government to broaden the scope of infrastructural facilities considered in the investment plan for public ECDE centres to provide holistic development to children; thereby, build a strong foundation for lifelong educational attainment and socio-economic development.

English has become a crucial aspect of South Koreans' lives, and there exists a transnational linguistic market where English is a highly prized commodity. Private and public academic institutions, as well as national English programs, make significant financial investments to find Native-speaking English Teachers (NETs) to work in South Korea. Previous studies have revealed employment decisions for EFL teachers in Asia are frequently influenced by a candidate's “nativeness” as opposed to their professional accomplishments, such as their teaching experience and academic credentials. The NETNNET dichotomy in the EFL area is very problematic as it fosters discriminatory practices, yet little is known is known how these tensions play out in the South Korean context. By employing Norman Fairclough’s three-dimensional CDA framework, this paper seeks to critically examine the discourses surrounding the native and non-native English language teachers are constructed in the Korean English market. This paper identifies how relations of inequalities, power, and domination are reproduced or produced in discourse. Data include analysis of the texts in hiring advertisements for English language teachers in South Korea. Through CDA, I sought to reveal and confront dominant ideologies and discourses reflected in the texts. This paper concludes with suggestions on how to challenge the inequitable practices and policies widely present in the South Korean English market.

THE INFLUENCE OF LAW REGULATIONS ‘‘THE TEACHER’S CHART” ON THE SOCIOECONOMIC DEVELOPMENT OF PARISHES — BASED ON THE EXAMPLE OF MIRSK PARISHThe following article is atrial to reflect upon the way the legal regulations — the Teacher’s Chart frames the budget of local territorial governments, in this case the parish of Mirsk, and in particular influences the dynamics of capital investments. These in turn has amajor impact on the social–economic development. In the initial considerations, Iconducted adetailed analysis of the teacher’s wages broken down accordingly to the teacher’s qualifications and main components of the pension. Ialso analyzed the origin of entitlements that derive form the above mentioned act. Next, Ipointed out the sources of financing education, both from the state budget and the local governments. Ipresented examples of schools of adifferent status than state schools together with motivating and determining factors that led the local governments to such decisions quoting the court and administrative judicial decisions. In the subsequent part of the article which is dedicated to the analysis of the budget’s incomes and expenses connected with education in Mirsk parish, in charts I enclosed detailed actual state of education in this parish.The data depicts the state of affairs both from the organizational and finical side, in 2012 and 2013. This comparison shows that the Mirsk parish in year 2013 alloted 1,375,837 zł 7,93% of the total income from its own funds, to finance the current functioning of education basic wages and several entitlements listed at the beginning of this article. This sum decreased the sum for capital investments in the infrastructure area in Mirsk parish, such as building of roads, water-supply network or the sewage system. These factors have amajor impact on the social–economic development of the parish. The following article recommends several propositions of reconstruction of school network on the parish territory together with enlisting potential savings deriving from these propositions. The summary of the article encloses the criticism of the existing normative solutions together with the final conclusion that for the last 25 years there has been aconstant lack of political possibility to actually improve and modernize this provision of the law.

To be effective, school health instruction should be taught by health educators who have graduated from accredited health education teacher education programs and are certified in health education. Unfortunately, the nation has failed to ensure that all those who teach health in schools are well prepared. States vary in the required coursework for health teachers in terms of initial licensure and continuing education for licensure renewal; most elementary teachers are not required to receive preparation in health education; health education and physical education are often viewed as synonymous disciplines; support for in-service education of health teachers is often lacking; and more research is needed in professional preparation and development of school health educators. This article provides a call to action in five areas to strengthen both the professional preparation and professional development of school health educators. Given that education is a social determinant of health, public health educators must become stronger allies in supporting school health to promote health equity. Public health practitioners can advocate to state and community school decision makers for comprehensive school health education taught by teachers with appropriate professional preparation and certification in health education. Public health faculty can educate their students about the Whole School, Whole Community, Whole Child framework and effective strategies for its implementation, and seek rigorous professional preparation and certification and accreditation standards for their school teacher preparation programs. National health and education organizations can call for new leadership and investments in health education teacher preparation and development for a brighter future.

Purpose The purpose of this paper is to contribute to the debate on the employability of graduates from the standpoint of employers by presenting original empirical evidence from a case study on Piedmont, in Northwestern Italy. Design/methodology/approach The empirical material of this paper provides an encompassing view of the educational system and of the labor market, based on qualitative data collected from 98 qualitative interviews and two focus groups that involved employers, teachers, school administrators, and public service authorities. Findings Despite important differences between big and small companies, the findings show some common traits that influence decisions on hiring: interpersonal skills, reliability, and motivation to learn and adapt to change are highly valued; social networks play a central role in finding a job, with consequences in terms of equality of opportunities; firms tend to establish long working relationships with the new hirees (especially college graduates), considering them as investments whose potential will be fulfilled in the long run. Originality/value The focus on the aspect of the demand is the added value of this paper. In fact, while scholars have largely addressed the supply of human capital, the demand side has received little attention and little evidence is available on employers’ decision-making process in hiring new personnel. In addition, the Northwest of Italy is known for its good economic performance but also has some potential weaknesses due to a production system that is rather traditional. Although geographically delimited, the case study provides interesting insights on the employers’ demand, which can be generalized to other contexts. The findings of this work can also have significant applications in other European contexts with similar characteristics, particularly Southern European countries.

ABSTRAK Riset ini bertujuan untuk mendapatkan fakta empiris pengaruh penggunaan m- payment, literasi keuangan syariah, locus of control terhadap perilaku keuangan mahasiswa muslim Surabaya sepanjang pandemi Covid- 19. Riset ini ialah riset kuantitatif. Metode pengambilan sampel dilakukan dengan purposive sampling, kepada 119 mahasiswa muslim Surabaya yang memakai mobile payment. Metode analisis yang digunakan merupakan Structural Equation Modelling-Partial Least Square (SEM-PLS). Hasil riset ini menampilkan bahwa penggunaan m-payment mempengaruhi positif serta signifikan terhadap perilaku keuangan, literasi keuangan syariah mempengaruhi positif serta signifikan terhadap perilaku keuangan, serta economic locus of control mempengaruhi positif serta signifikan terhadap perilaku keuangan. Riset ini mempunyai implikasi bahwa literasi keuangan syariah merupakan aspek yang sangat mempengaruhi dalam menunjang perilaku keuangan seorang, dimana dengan literasi keuangan syariah yang baik diiringi keahlian dalam mengambil keputusan keuangan dapat menghasilkan industri keuangan yang sehat. Walaupun tingkat literasi keuangan syariah mahasiswa muslim Surabaya terletak pada tingkat yang baik, diharapkan pelaku industri keuangan senantiasa mengedukasi warga khususnya mahasiswa dan menyadari bahwa perilaku keuangan sangatlah penting. Riset ini terbatas pada penyebaran sampel yang tidak menyeluruh serta tidak mempertimbangkan bagaimana perilaku keuangan responden saat sebelum pandemi Covid-19 terjadi. Kata Kunci: Mobile payment, Literasi Keuangan Syariah, Locus of control, Perilaku Keuangan. ABSTRACT This research aims to obtain empirical facts about the effect of using m-payments, Islamic financial literacy, locus of control on the financial behavior of Surabaya Muslim students during the Covid-19 pandemic. This research is quantitative research. The sampling method was carried out by purposive sampling, to 119 Muslim students in Surabaya who used mobile payments. The analytical method used is Structural Equation Modeling-Partial Least Square (SEM-PLS). The results of this study show that the use of m-payment has a positive and significant effect on financial behavior, Islamic financial literacy which has a positive and significant influence on financial behavior, and economic locus of control which has a positive and significant influence on financial behavior. This research shows that Islamic financial literacy is a very influential aspect in supporting the behavior of an employee, where good Islamic financial literacy is accompanied by financial decision results that can produce a healthy financial industry. Although the level of Islamic financial literacy of Surabaya Muslim students is at a good level (well literate), it is hoped that the financial industry players will educate citizens, especially students, and realize that financial behavior is important. This research is limited to a sample distribution that is not comprehensive and does not take into account the financial behavior of respondents before the Covid-19 pandemic occurred. Keywords: Mobile payment, Islamic Financial Literacy, Locus of control, Financial behavior. DAFTAR PUSTAKA Dew, J., & Xiao, J. (2011). The financial management behavior scale: Development and validation. Journal of Financial Counseling and Planning, 22(1), 43-59. Grable, J., Joo-yung P., & So-Hyun J. (2009). Explaining financial management behavior for Koreans living in the United States. The Journal of Consumer Affairs, 43(1), 80-107. Ida, I., & Dwinta, C. Y. (2010). Pengaruh locus of control, financial knowledge, income terhadap financial management behavior. Jurnal Bisnis dan Akuntansi, 12(3), 131-144. https://doi.org/10.34208/jba.v12i3.202 Kholilah, N. A., & Iramani. (2013). Studi financial management behavior pada masyarakat Surabaya. Journal of Business and Banking, 3(1), 69-80. http://dx.doi.org/10.14414/jbb.v3i1.255 Liu, T., Pan, B., & Yin, Z. (2020). Pandemic, mobile payment, and household consumption: Micro-evidence from China. Emerging Markets Finance and Trade, 56(10), 2378-2389. https://doi.org/10.1080/1540496X.2020.1788539 Patil, P., Tamilmani, K., Rana, N. P., & Raghavan, V. (2020). Understanding consumer adoption of mobile payment in India: extending meta-utaut model with personal innovativeness, anxiety, trust, and grievance redressal. International Journal of Information Management, 54, 1-16. https://doi.org/10.1016/j.ijinfomgt.2020.102144 Perry, V. G., & Morris, M. D. (2005). Who is in control? The role of self-perception, knowledge, and income in explaining consumer financial behavior. The Journal of Consumer Affairs, 39(2), 299-313. https://psycnet.apa.org/doi/10.1111/j.1745-6606.2005.00016.x Rahim, S. H. A., Rashid, R. A., & Hamed, A. B. (2016). Islamic financial literacy and its determinants among university students: An exploratory factor analysis. International Journal of Economic and Financial Issues, 6(S7), 32-35. Salamanca, N., de Grip, A., Fouarge, D., & Montizaan, R. (2020). Locus of control and investment in risky assets. Journal of Economic Behavior and Organization, 177, 548-568. https://doi.org/10.1016/j.jebo.2020.06.032 Sapir, A. S. M., & Ahmad, W. M. W. (2019). Financial literacy among Malaysian muslim undergraduates. Journal of Islamic Accounting and Business Research, 11(8), 1515-1529. https://doi.org/10.1108/JIABR-10-2017-0149 Sugiyono. (2017). Metode penelitian kuantitatif, kualitatif, dan R&D. Bandung: Alfabeta. Xiao, J. J. (2008). Applying behavior theories to financial behavior. In Handbook of Consumer Finance Research, chapter 5. 10.1007/978-0-387-75734-6_5 Zulaihati, S., Susanti, S., & Widyastuti, U. (2020). Teachers’ financial literacy: Does it impact on financial behavior? Management Science Letters, 10, 653-658. http://dx.doi.org/10.5267/j.msl.2019.9.014

Purpose: This study aims to investigate the viability of relocating Universiti Utara Malaysia International School (UUMIS) from its current location in Sintok to a nearby town in Jitra, Kedah in its effort of increasing student’s enrolment. Theoretical Framework: The study uses the four p’s of marketing mix and Ansoff marketing matrix in evaluating the market demand for international school in Jitra if the school were to be relocated from its current location. Design/methodology/approach: The study conducted interview sessions with UUMIS staffs, existing parents, and potential parents. Following to the input derived, a survey was formulated and distributed to the communities in Kedah and Perlis. Findings: Most existing parents and teachers are willing to send their children to UUMIS should it is relocated to Jitra with a transportation and transit service assistant. This result is supported with the survey distributed, whereby the percentage of willingness are more than half of the existing parents (60.5%). However, despite the willingness, these parents (39.6%) also found this proposal to be burdensome. As such, they suggested UUMIS to provide transportation and transit service with reasonable fees charged instead. Implication: The study has direct implication of policy for UUM and UUMIS in steering the international school development. The study also evidenced that market research prior to investments are needed not only to ascertain the demand in the new location but serving as reflective medium for an organization to improvise existing governance especially when there is an expansion/relocation plan in the pipeline. Originality/value: The study has direct implication of policy for UUM and UUMIS in steering the international school development.

Stakeholders’ perceptions towards a career in vocational education and training (VET) in Vietnam negate the country’s industrial development plan. During the last 15 years, the Vietnamese Governments investment in to the sector increased annually. However, parents and their children still pursue the goal of higher education via the mainstream rather than a career path way using the vocational education and training system. Although stereotypical views of vocational students are being challenged, Confucian ideology maintains some influence over stakeholders’ educational decisions leading to the sustained popularity of higher education. This study explores the perceptions of students on the image of and their loyalty towards vocational education and training. A sample of 300 lower secondary school, 300 upper secondary school, and 300 vocational students was drawn from across the Northern and Southern regions of Vietnam. A survey questionnaire was used to collect data and mean analysis conducted to explore the data. The findings indicate that agreement with statements about facilities and equipment, teacher’s ability, curriculum, and soft skills are the clearest indicators of enhanced perceptions about the image of vocational education and training. Encouragement from parents appears most influential to positively affecting lower secondary students’ loyalty. Unexpected was that vocational students had less interesting continuing in vocational education and training compared to lower and upper secondary school students inclination towards a career in VET. First-hand experience seemingly leads to diminished perceptions and loyalty towards vocational education.

Educated and talented people drive progress in every country. That?s why no country can neglect these people; that would mean losing one?s own potential. This paper emphasises the importance of educating scholarship students abroad as a means of developing and accumulating human resources and a key determinant of sustainable development in the modern world. Investing in the education of the best students (scholarship holders) is an investment in the future, which brings multiple benefits on a social, economic, and political level. Migration is an important phenomenon that attracts public attention, especially when it comes to highly educated experts leaving their home country in search of better education. Highly educated experts have been leaving Serbia for several decades, which poses an obvious problem for local society. The topic of permanent migration is dominant both in foreign and domestic literature, but studies on the temporary migration of highly educated students (scholarship holders) is almost nonexistent. The aim of this paper is to point out the value of returnee scholarship holders and the importance of creating the appropriate conditions for them to stay in the country. A survey conducted on a group of 96 returnee scholarship holders identified factors that affect their satisfaction with living in Serbia. The survey involved experts from Serbia who were educated abroad as scholarship holders, where they acquired academic titles and are now employed: as faculty teachers (32); as researchers at scientific institutes (24); in the private sector (21); at universities (12); in state administrative departments (5); and in medical institutions (2). The criterion for selecting this group of respondents was that they had stayed abroad as scholarship holders, whether they used scholarships from domestic (24) or foreign (72) funds. Scholarship students go abroad mostly because of their personal aspirations for training, gaining new experiences, and because of the inability to study the desired discipline in their country, as was the case for 74 respondents. The main reasons for deciding to return are family (25) and the belief that they have a good chance to work in Serbia (18), while 16 respondents could not stay abroad. In this paper, we used the factor analysis method. The main factors that create satisfaction with life in Serbia are isolated. These factors are: satisfaction with work and a set of factors that strongly correlate with it (the ability to make decisions, the implementation of acquired knowledge, peer acceptance), as well as the recognition of their diploma in Serbia without any difficulties. By improving these factors, there might be a significant increase in the chance that returnee scholarship holders remain in Serbia for a long time. Based on this, it would be wise to build a strategy on how to encourage returnee scholarship holders to stay in the country. The results obtained in this study represent a contribution to a search for a strategy that will attract, involve, and retain educated people in the country.

The purpose of the article is to study the use of ICT techniques in Azerbaijan higher education. The objectives of the study are: 1) to substantiate the role of ICT sector in the Azerbaijan national economy, 2) to study the use of ICT sector tools in higher education, in particular in Azerbaijan higher education, 3) to analyse the external factors affecting the implementation of ICT sector tools in Azerbaijan higher education, 4) to analyse internal factors influencing the educational process in Azerbaijan higher education in with the use of ICT techniques and 5) to provide expert assessment of the use of ICT techniques in Azerbaijan higher education. The research methods are the analysis of statistical data, their grouping and comparison, expert evaluation of external (PEST analysis) and internal factors (SWOT analysis) that affect the use of ICT technologies in Azerbaijan higher education. Here were used the statistical data of Azerbaijan State Statistics Committee, electronic pages and internal reports of the Azerbaijan State University of Economics – UNEC. To reveal the role of ICT sector in the national economy, here were used the data for 2015-2022, and data for 2000/01-2021/22 academic years to analyse the activities of Azerbaijan higher education. The main questions of the study were: 1) Is the ICT sector of Azerbaijan sufficiently developed for the application of electronic spheres in the field of banking services, trade, commerce, as well as in the field of medical services and education?; 2) Is the level of ICT techniques provided sufficient for their active application in the field of Azerbaijan higher education?; 3) How has the pandemic contributed to the accelerated use of electronic services – e-education, e-training, e-conference, DocuSign, e-banking etc.? PEST analysis of political, economic, social and technological factors has been conducted and demonstrated the positive and negative assessment of ICT techniques in higher education in Azerbaijan. It has been shown that in a pandemic situation there are both positive and negative aspects of online classes as regards in the fields of techniques, methodology and psychological features. The most significant conclusions concerning ICT implementation in higher education in Azerbaijan after the pandemic have been shown. They cover the following positions: in Azerbaijan, which has 2 artificial satellites, the speed and volume of ICT services should increase; state institutions should support the high level of ICT services in Azerbaijan; both educators and students must have excellent digital skills; control of the quality of education during online education, the use of different tools and technologies in training should take the main place; regular dialogue and feedback should be carried out remotely. SWOT-analysis has been used to examine the opportunities of the ICT sector in higher education in Azerbaijan. It has been established that in the current situation in the Azerbaijanian higher education system, more flexible and optimal content, as well as the implementation of teaching strategies, and the expansion of initiatives related to the promotion of innovations have come to the fore. In the field of higher education attention is paid to the application of distance education, solving and developing the issues of technological equipment and providing quality internet connection. Yet another important direction of the state strategy is improvement of the legislative framework related to the new digital forms of education, as well as development of digital skills of pedagogical staff and students of HEI. Thus, the new world’s situation significantly changes the legal, economic, organizational and managerial regime of HEI functioning. On the one hand, significant investments are needed in new distance learning technologies that ensure the transfer of the educational process into the format of indirect (remote) interaction between teachers and students. On the other hand, it is necessary to take a decision on organizing the remote functioning of educational organizations as objects of management, creation of fundamentally new content, and the retraining of teaching and administrative personnel to ensure their readiness to work with the use of ICT techniques.

That was the year that was! 2021 seemingly arrived just yesterday and now we are shortly to bid it farewell. I hailed its predecessor as heralding the hope for a new clarity of vision – the start of a new decade which promised much. However, I have become reminded that perfect 20/20 vision in the present may not necessarily lead to reliable predictions for the future. Further I have immediately been taken back to my undergraduate days and the unforgettable words of the great poet T. S Eliot in his poem Burnt Norton – the first of the four Quartets Time present and time past Are both perhaps present in time future, And time future contained in time past. If all time is eternally present All time is unredeemable. What might have been is an abstraction Remaining a perpetual possibility Only in a world of speculation. What might have been and what has been Point to one end, which is always present They are words that seem to ring particularly true not only to anyone contemplating their remorselessly advancing years and reflecting on a career nearing completion, but they also seem particularly apposite for the experiences of the last two years. The pandemic started by destroying our expectations and predictions for what lay ahead. It ensured that our best laid plans for our immediate futures would remain unfulfilled and thus unredeemable. Subsequently during the year, we were left to speculate as to our future pathways - not only with regard to our professional activities, but also concerning our personal and family relationships – with a whole world of separation between ourselves and those of our kith and kin domiciled in distant lands. Though for some it may have been no more than a regional border! Such forced isolation caused many of us to think backwards as well, reflecting on our past trajectories and recalling both mistakes and successes alike. Yet for many it became a time to substitute the incessant demands of work and its associated travel and busy-ness with former and forgotten pleasures. Leisurely walks with friends and family, the rediscovering of rhythms and tempos unimpeded by the daily demands of our diaries and other extraneous demands on our time that had required us to respond immediately and forgo the immediate needs of the surroundings and people closest to us. Above all, with the future in limbo and the past re-emerging in our minds, it reinforced the realisation that the present is what we really have, and it contains what is most important. For a time, the incessant chatter and noise of the media retained our attention, just as it had dominated our attention at the end of 2019. Yet, somehow during the year, the hype and frenzied reporting seems to have diminished in impact. This was nowhere more evident than in the responses to COP26 – the 26th United Nations Climate Change Conference in Glasgow, UK. Items in the press came thick and fast leading up to the event: predictions of planetary doom; political conflicts were highlighted as world leaders met or didn’t meet on the conference stage; appearances by the celebrities of the world; demonstrations aplenty. All of this breathless activity faded imperceptibly out of our consciousness as the serious (but more boring?) negotiations between nations started to take place, with much of the brilliance of the limelight now exhausted. The anticlimactic conclusion was judged by Boris Johnson, the chair and among the most optimistic of politicians, as achieving a 6 out of 10. Several positive outcomes were identified such as: commitments to end deforestation; a global methane pledge; a socalled ‘Breakthrough Agenda’, which committed countries to work together to accelerate the clean energy transition. Yet predictably, this was labelled by the critics and activists as too little too late. Although there are many who would see climate crisis as the major crisis that faces us – there are many other current crises of even more pressing and immediate concern to very many of us. The most urgent of which, would depend upon your own circumstances and where you might find yourself in the world. Examples from recent media would include: the loss of previously taken for granted freedoms in Hong Kong; increased fears for personal safety and the prospect of hunger and poverty in Afghanistan; the loss of political freedoms and the prospects of war in Belarus and the Ukraine; the prospect of secession leading to renewed civil war in Serbia; another military coup in Sudan; civil unrest in Cuba, etc etc.. On a global scale the movement of people leaving failed states and war-torn areas looking for the chance to make a better future, has continued to increase on a scale that the world is quite unable to manage. Sadly, even in the countries that are eagerly sought as destinies, there seem to be endless stories of strife, anxiety and anger to be told. The Economist provides the example of France, the ninth largest economy in the world with the 20th largest population of 67+ million. This pillar of Europe is facing a presidential election. Far from rejoicing in its prosperity, stability and proud history – the mood is sombre. Tune in to any French prime time talk show this autumn, and discussion rages over the country’s wretched decline. France is losing its factories and jobs, squeezing incomes and small businesses, destroying its landscapes and language, neglecting its borders and squandering its global stature. Its people are fractious and divided, if not on the verge of a civil war, as a public letter from retired army officers suggested earlier this year. At the second presidential primary debate for the centre-right Republicans party, on November 14th, the five candidates competed with each other to chronicle French disaster. Listen to the hard right, and it is “the death of France as we know it”. The anxiety is widespread. In a recent poll 75% agreed that France is “in decline”. When asked to sum up their mood in another survey, the French favoured three words: uncertainty, worry and fatigue. So, we are entitled to ask, what is happening in the world as we contemplate the path out of Covid? Should we not be expecting some feeling of optimism and gratitude that modern medicine has provided a way forward out of the pandemic through vaccination and new medical treatments? We should be putting the trials and tribulations of the pandemic behind us, embracing the lessons we have learnt and anticipating the benefits of the reassessments and recalibrations we have undergone over the last two years. Yet instead, we seem to be facing re-entry into a world of strife and dissension. It is a view that that would seem to encourage retreat into the comfort of a limited and familiar space, rather than striking out confidently and optimistically. So, to return to Eliot – perhaps we need to be reminded that the present is all we have. We will only be able to experience our future when we arrive there. Therefore, the pathway we choose to it, should be as smooth, rich and rewarding as possible. It should not be characterised by hedonism but rather by enhancing rather than diminishing the future. Every moment spent devaluing either our future or our past, is a moment that further undermines our present. This last point is particularly true when we fail to see our present in the context of both our past and future. One of the major contributions to this current angst within our societies, appears to be the cultural wars being waged by the warriors of WOKE. Passing judgements on figures from a previous time, without a clear understanding of the context in which they operated makes absolutely no sense. It is akin to a capital punishment abolitionist vilifying the heroes of the French Revolution for allowing Madame Guillotine to be the agent of their retribution against the aristocracy. So, it is with defacing statues of those who lived and acted in far different times and were the product of the dominant values and beliefs of that time. It is indeed an act of vandalism. If we remove all evidence of the history to which such people belonged, how can we expect to learn from that time and ensure that the world does indeed move forward? Although we are talking about the context provided by time – this is equally true of all the contexts in which we currently find ourselves. It is impossible to understand human behaviour without knowing and understanding the context in which it occurs. This is a key principle of the science of human behaviour. Alas it is a principle that has been neglected in the sport sciences in recent years. Whereas research into the physiology, psychology and biomechanics of sport has flourished, too often it is reported in a way that fails to adequately take account of the context in which it occurs. It is why so many findings are ungeneralisable and remain in the laboratory rather than making the journey out onto the playing field of life. Understanding the history and the social context within which sport is practised is essential if scientists and professionals are going to be able to make comparisons between findings gained in different settings. Comparative studies in sport and physical education play an important role in enabling knowledge and understanding about these institutions to be widely shared. Our journal therefore has an important role to play in the development and sharing of knowledge and understanding between scientists and professionals in different settings. This is a role that has been filled by our journal over the last forty-three years. I am pleased to be able to report that the society (ISCPES), following a break of four years in activity, will be meeting again at the end of this year. The meeting which can be attended online will be hosted by Lakshmibai National College of Physical Education in India. Details are provided in this edition, and I commend this important meeting to you. That there is an interest and demand in comparative and international studies is clear from the number of submissions we have been receiving for our journal. The chance to meet with fellow researchers and colleagues in real time, if not actually face to face, is to be welcomed. It is my fervent hope that this will lead to continuing growth in interest in our multidiscipline and internationally focused field. I congratulate the organisers for their initiative. I would also like to pay tribute to former president Dr Walter Ho of the University of Macau, for his role in this as well as for his continuing support of our journal. So, I come to commend to you the contributions of this latest volume. They come from four different continents and as such provide a representative cross section of our readership. The topics about which they write give an example of the range of understanding and practices that can usefully be shared amongst us. In our first paper Croteau, Eduljee and Murphy report on the health, lifestyle behaviours and well-being of international Masters field hockey athletes. The Masters sport movement provides an important example of why sport represents a solid investment in assisting individuals to commit to health supporting physical activity across the lifespan. The study is particularly interesting, as it provides evidence of the broader sense of wellbeing to be gained by ongoing participation and also the fact that this benefit seems to apply even in the geographic and culturally different environments provided by life in Europe, North America and, Asia and the Pacific. Our second paper by Kubayi, Coopoo and Toriola addresses a familiar problem – the breakdown in communication between researchers and scientists in sport and the coaches who work with the athletes. The context for this study is provided by elite performance level sport in South Africa and the sports of soccer, athletics, hockey and netball. It is concluded that the sports scientists and academics need to be encouraged to make their work more available by presenting it more frequently face to face during coaching workshops, seminars, clinics and conferences. However, the caveat is that this needs to be done in a way that is understandable, applicable and relevant to helping the coach make effective decisions and solve problems in a way that benefits the athletes as the end product. A team of medical and pedagogical scientists from Gadjah Mada University in Indonesia provide the Asian input to this volume. They raise a concern over the issue of safety and risk in physical education and how well specialists in the subject are prepared in the area of sport injury management. Hidayat, Sakti, Putro, Triannga, Farkhan, Rahayu and Magetsari collaborated in a survey of 191 physical education teachers. They concluded that there was a need for better and more sustained teacher education on this important topic. PE teacher training should not only upgrade teachers’ knowledge but also increase their self-perceptions of competence. PE teachers should be provided with enhanced training on sports injuries and Basic Life Support (BLS) skills, in order to improve the safety and maximize the benefits of PE classes. It is a finding that could usefully be compared with current practices in other countries and settings, given the common focus in the PE lesson on children performing challenging tasks in widely varying contexts. Our final paper by Rojo, Ribeiro and Starepravo takes a very much broader perspective. Sport migration is a relatively new, specialised but expanding field in sports studies. This paper is however significant not for what it can tell us about current knowledge in sport migration, but rather in what it tells us about the way knowledge is gathered and disseminated in a specialist area such as this. Building on the ideas of Bourdieu, they demonstrate how the field of knowledge is shaped by the key actors in the process and how these key actors serve to gather and use their academic capital in that process. As such fields of knowledge can become artificially constricted in both the spaces and cultures in which they develop. The authors highlight a very real problem in the generation and transmission of academic knowledge, and it is one that International Sports Studies is well positioned to address. In conclusion, may I encourage you in sharing with these papers to actively engage in reflecting on the importance of the varying contexts these authors bring and how sensitivity to this can enlarge and deepen our own practices and understanding. John Saunders Brisbane, November 2021

Purpose: This study looks at how socio-economic factors affect school teachers' choices about what to save and invest their money in. It focuses on women teachers in the beautiful and culturally diverse Kodagu district of Karnataka, India. Because of changing social roles and changing financial situations, this study tries to explain the many factors that affect the financial decisions of this important part of the teaching workforce. The study uses a strong research method, such as surveys and data analysis, to look at how women teachers in Kodagu handle their money. The study uses statistical methods like regression models and correlation analyses to look at the collected data and try to figure out the complex connections between different socio-economic factors and financial choices (savings and investments) of women teachers. As part of this qualitative study, women teachers from Kodagu district were asked to describe how they think socioeconomic factors affect their choices about how much to save and spend. It was found that there are no significant variations based on the level of education, marital status, or yearly income. When it came to women teachers, age, employment status, and spending habits were found to have a positive impact on the decision-making process. Design/Methodology: The research relies on primary and secondary data, the study stares at how women teachers save and invest their money. Primary data was gathered through structured questionnaires sent to women teachers working in different schools in the Kodagu district. Secondary data collected from websites, journals, newspapers, magazines, reports, and case studies. The developed conceptual model is empirically proved and analysed using ABCD analysis framework. Originality/value: The Influence of Socio-Economic Factors on Savings and Investment Decisions of School Teachers - A Study with Reference to Women Teachers in Kodagu District of Karnataka, it is helpful to women teachers to know the reason which factors more influencing them towards savings and investment decision and also useful to the investment policy makers where they can concentrate to attract women teachers towards their investment. Paper type: Empirical research

AbstractBeyond the notion of decision-making of career choice just being rational, this article proposes the primacy of ‘affect’ in the decision to become teachers over time. The article explores the becoming of immigrant English language teachers as an identity formation process, focusing on the lived experiences of 16 English language teachers since early childhood, mostly prior to their migration to Australia. Findings of the hermeneutic phenomenological narrative analysis of the teachers’ reflective accounts revealed two lines of becoming and their intersections—the line of becoming an English language learner and the line of becoming an English language teacher through decision-making for career choice. The histories of their initial professional decision to ‘become’ English teachers demonstrate the interplay of socially produced desires and personal investment in professional learning and capabilities since early childhood. Through unravelling the assemblages within which their desires to become teachers were fomented and strengthened through embodied lived experiences over a long period of time, we argue that the concept of English teachers’ ‘desired becoming’ informed their initial and long-term decision about career choice. This notion provides a window into the teachers’ decision-making of career choice in terms of the formation of their professional identities as an interplay of the affective and the rational. Embracing and appreciating the combined role of the affective and the rational in teachers’ becoming is important to consider in future research in this area as well as for teacher recruitment and retention, hence potentially addressing critical teacher shortages.

The reduction of risk behaviors in secondary schools is a key concern for parents, teachers, and school administrators. School is one of the primary contexts of socialization for young people; thus, the investment in school-based programs to reduce risk behaviors is essential. In this study, we report on youth who participated in an intervention designed to improve decision-making skills based on positive youth development approaches. We examine changes in decision-making skills before and after involvement in the Teen Interactive Theater Education (TITE) program and retrospective self-assessment of change in knowledge, abilities, and beliefs as a result of participating in TITE (n = 127). Youth that reported increases in knowledge, abilities, and beliefs due to the intervention (n = 89) were more likely to think about the consequences of their decisions and list options before making a decision compared to their counterparts that reported less overall learning (n = 38). Implications for intervention research and stakeholders are discussed.

AbstractThis paper reports on the parental perspective on one school’s implementation of a Bring Your Own Device (BYOD) Program to ensure students had access to a personalized computer. Often studies of one computer to one student (1:1) Programs focus on students and or teachers while parent compliance in the Program is assumed. Consequently, there is limited literature that explores parental perceptions and concerns, and subsequent decision-making process, in the implementation of a BYOD Program. The aim of this study was to document the parental voice in the implementation of one such BYOD program. This case study focused on one large co-educational school with 130 parents completing a questionnaire that provided both quantitative and qualitative responses. This enabled an exploration of the effect of the BYOD Program as reported by parents themselves, as well as the examination of a range of related issues, such as textbook use, the financial burden and choice of device. The findings provided insight, through the lens of the parents, into how the BYOD Program was deployed. Three trends emerged from the study: parents clearly expected some kind of trade-off in terms of expenditure, they clearly wanted reassurances that their investment was worthwhile and that the devices would be used for improving learning. Further research needs to be undertaken about parental perspectives, expectations, and concerns of BYOD Programs.

Abstract Background Obtaining information on implementation strategy costs and local budget impacts from multiple perspectives is essential to data-driven decision-making about resource allocation for successful evidence-based intervention delivery. This mixed methods study determines the costs and priorities of deploying Enhanced Replicating Effective Programs (REP) to implement the Michigan Model for Health™, a universal school-based prevention intervention, from key shareholder perspectives. Methods Our study included teachers in 8 high schools across 3 Michigan counties as part of a pilot cluster randomized trial. We used activity-based costing, mapping key Enhanced REP activities across implementation phases. We included multiple perspectives, including state agencies, regional education service agencies, lead organization, and implementers. We also conducted a budget impact analysis (BIA, assessing the potential financial impact of adopting Enhanced REP) and a scenario analysis to estimate replication and account for cost variability. We used an experimental embedded mixed methods approach, conducting semi-structured interviews and collecting field notes during the trial to expand and explain the cost data and the implications of costs across relevant perspectives. Results Based on trial results, we estimate costs for deploying Enhanced REP are $11,903/school, with an estimated range between $8263/school and $15,201/school. We estimate that adding four additional schools, consistent with the pilot, would cost $8659/school. Qualitative results indicated misalignment in school and teacher priorities in some cases. Implementation activities, including training and implementation facilitation with the health coordinator, were sometimes in addition to regular teaching responsibilities. The extent to which this occurred was partly due to leadership priorities (e.g., sticking to the district PD schedule) and organizational priorities (e.g., budget). Conclusions Previous research findings indicate that, from a societal perspective, universal prevention is an excellent return on investment. However, notable misalignment in cost burden and priorities exists across shareholder groups. Our results indicate significant personal time costs by teachers when engaging in implementation strategy activities that impose an opportunity cost. Additional strategies are needed to improve the alignment of costs and benefits to enhance the success and sustainability of implementation. We focus on those perspectives informed by the analysis and discuss opportunities to expand a multi-level focus and create greater alignment across perspectives. Trial registration ClinicalTrials.gov NCT04752189. Registered on 12 February 2021.

Aim: The study assessed factors associated with child labor and students’ education participation in public elementary schools of Wolaita Zone. Design: The study employed a descriptive survey research design. Place and Duration of Study: The study was conducted in four divisions and one administrative town in Wolaita zone from November 2018 to April 2019. Methodology: Data were obtained from 150 household heads purposively selected to respond to a household survey. Additionally, eight focus group discussions were held with 84, 3rd and 4th grade teachers. Data were analyzed using both descriptive statistics, Pearson correlation and Multiple linear regression using SPSS software version 20.0. Results: Findings revealed that child-labor is still common in Wolaita Zone. Results indicated that over three quarters of the sampled households engage their children in paid or unpaid work. The correlation analysis revealed that younger household heads and those with better education, higher income and formal employment were less likely to let their children engage in child labor. The regression analysis found that education participation of 3rd and 4th graders increased with the number of children attending school per household, and on the perception of the household head regarding household needs. The decision to send a child to school or not were also based on; households’ economic standing, health care needs, employment opportunities, and being an orphan or having divorced/separated parents. Conclusion: The study concluded that policies that protect children’s rights and those that increase participation in school should be enforced within the study area. As a policy recommendation, community involvement in protection of children welfare is required to support the long-run investment in human capital development.

Purpose – This study attempts to compare and contrast workaholism and work engagement in terms of their dispositional antecedents. Although both concepts are perceived as heavy work investment, workaholism is associated with negative consequences such as burnout, counterproductive behavior, work-family conflict, psychosomatic symptoms, and declining work performance. Work engagement, on the other hand, is associated with positive aspects that include superior performance, organizational commitment, organizational citizenship behavior, physical and mental health. To distinguish a workaholic from a work engaged employee, this study offers a bird’s eye view using the Big Two, the higher order traits of the Big Five. Design/Methodology/Approach – The study is conducted on a sample of 250 full-time teachers (male: 154, female: 96; mean age:33.38 years) who were working at a higher education institution or a K-12 school in Istanbul, Turkey. The response rate was 90.9%. The convenience sampling method was used in data collection procedures. The data obtained by the survey method were analyzed using the structural equation modeling and common method variance techniques. Finding – According to the results, stability was positively and significantly correlated with work engagement but negatively and significantly correlated with workaholism. Plasticity, on the other hand, was correlated strongly and positively with workaholism yet had no statistically significant correlation with work engagement. The negative and weak correlation between Stability and workaholism became a stronger path in the structural regression model, indicating the presence of a suppressor effect. Discussion – The results of this research reveal that if an organization prefers work engaged employees rather than workaholics, then during the selection process, the hiring decision makers should look for the trait Stability as well.

The study attempted to know the awareness and perception regarding various tax saving instruments available to save the tax to the teachers of higher education. The study conducted to determine the taxsaving investment options which are preferred to save tax and what the factors are considered before making investment decisions. Descriptive statistics used to analyze the data collected through the 347 respondents of the Ghaziabad region. The study found most of the teachers of higher education are availing deduction of fees of their wards under section 80 C. investment in PPF and Life insurance premium are also found most used instruments for availing deduction of 80 C. The teachers of higher education are well aware of the various deductions, reliefs, and rebates available as per the Indian income tax act. They prefer those options of investment which are having low risk, high returns, and full tax benefits. It is also found people are not investing in NPS though there is an option to save extra tax by investing up to Rs. 50,000. That is due to the lack of awareness of NPS. The medical deduction is also underutilized. So, the study recommends to invest in NPS and increase the amount of expenditure on health insurance to reduce the tax liability of the teachers of higher education.