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All Journal International Journal of Evaluation and Research in Education (IJERE) Journal of Education and Learning (EduLearn)
Prakasha, G. S.
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Humanities Education Library & Information Science Social Sciences Other

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Journal : Journal of Education and Learning (EduLearn)

 1 
Teachers’ professional development on student achievement: perceptions of district superintendents of schools in USA Prakasha, G. S.; Grundmeyer, Trent; Arulnesan, Sivaselwam; Bahubali, G. P.; Sangtam, Yolila
Journal of Education and Learning (EduLearn) Vol 19, No 4: November 2025
Publisher : Intelektual Pustaka Media Utama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/edulearn.v19i4.23295

Abstract

The perceptions of school superintendents on planning and designing of school teachers’ professional development programmes (PDP) place a crucial role in inservice teacher development. The present study aimed to examine the school superintendents’ perceptions towards professional development of teachers based on students’ academic achievement. The study employed quantitative descriptive research design which included descriptive and inferential statistics to interpret the superintendents’ perceptions on teachers’ professional development plan. The researchers utilized quntitiatve surveys to gather data from 128 public school superintendents and captured their perceptions on Teachers PDPs. Findings reported that superintendents’ perceived PDPs must integrate knowledge on student achievemet, skills needed, and worthwhile-content mastery. Study further revealed that, students’ academic achievement details can provide accurate components to be included in teachers PDP. Future researchers may explore the evidence-based planning of PDPs to motivate the teachers’ active participation in professional growth activities.
Impact of online cooperative learning strategies on self-directed learning among pre-service teachers Chakyarkandiyil, Nisha; Prakasha, G. S.
Journal of Education and Learning (EduLearn) Vol 19, No 4: November 2025
Publisher : Intelektual Pustaka Media Utama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/edulearn.v19i4.23496

Abstract

Self-directed learning (SDL) often drives learners to engage with what they want to learn. Thus, investigating teaching-learning strategies that drive SDL gains importance in this technology-driven era. The present study investigates the impact of online cooperative learning (OCL) strategies on SDL skills among pre-service teachers (PST). The study engaged 130 PSTs using a quasi-experimental non-equivalent control group design with a pretest and posttest. The study divided PST into a control group and an experimental group. The experimental group underwent OCL strategy, and the control group had a traditional online lecture method. The researchers measured the SDL of PST using the SDL scale. The paired sample t-test results indicated a significant enhancement in SDL skills among the experimental group compared to the control group. The findings underscore the importance of integrating cooperative learning (CL) strategies in online instruction to foster SDL ability among learners. Further studies may create user-friendly features in video-conferencing platforms that provide more opportunities to engage students with CL pedagogies.
K-12 schools’ campus, food service, and transportation directors’ COVID-19 and current challenges Prakasha, G. S.; Grundmeyer, Trent; Arulnesan, Sivaselwam; Thirumalesha, S.; Gururaja, C. S.
Journal of Education and Learning (EduLearn) Vol 20, No 2: May 2026
Publisher : Intelektual Pustaka Media Utama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/edulearn.v20i2.23359

Abstract

This study examines the COVID-19 experiences of K-12 school campus directors, especially in terms of building and grounds, transportation, and food services from the Midwestern United States. The COVID-19 pandemic has changed to online education mode and implemented safety protocols to ensure equitable access to K-12 education. School directors play a crucial role in United States’s school administration. The researchers used a mixed method research design and purposive sampling. The sample included 9 school-grounds directors, 34 food service directors, and 31 transportation directors. A 5-point Likert-type questionnaire was prepared by the researchers to collect the relevant data for the study. The data were analyzed using descriptive statistics and thematic analysis. While revealing their experiences, various school directors mentioned that key challenges are reliable sources of information for them to work, inequities in resource allocation, finance allocation, and lack of professional training. The survey highlighted the need for several resources, including federal and state funding, teacher professional development programs, and community partnerships that support K-12 education. School directors addressed challenges regarding transportation, buildings, grounds, and food services during COVID-19. The study revealed the need for systemic policy changes and communication resources to create resilient and adaptive learning environments for K-12 education. Eventually, the study recommended that policymakers and educational leaders bring changes to K-12 infrastructure to withstand crises like COVID-19.
Co-Authors Arulnesan, Sivaselwam Bahubali, G. P. Chakyarkandiyil, Nisha Chennattuserry, Joseph Chacko DCosta, Anil Grundmeyer, Trent Gururaja, C. S. Kumari, J. A. Mary Sahani, Chatterjee Sangtam, Yolila Srivastava, Kiran Thirumalesha, S.