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International Journal of Evaluation and Research in Education (IJERE)
Published by Institute of Advanced Engineering and Science
ISSN : 22528822     EISSN : 26205440     DOI : -
Core Subject : Education,
Education
The International Journal of Evaluation and Research in Education (IJERE) is an interdisciplinary publication of original research and writing on education which publishes papers to international audiences of educational researchers. The IJERE aims to provide a forum for scholarly understanding of the field of education and plays an important role in promoting the process that accumulated knowledge, values, and skills are transmitted from one generation to another; and to make methods and contents of evaluation and research in education available to teachers, administrators and research workers. The journal encompasses a variety of topics, including child development, curriculum, reading comprehension, philosophies of education and educational approaches, etc.
Arjuna Subject : -
Articles 78 Documents
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Search results for , issue "Vol 14, No 2: April 2025" : 78 Documents clear
Principal instructional leadership practice and its relationship with teacher job performance Yuanyuan, Xiang; Alias, Bity Salwana
International Journal of Evaluation and Research in Education (IJERE) Vol 14, No 2: April 2025
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v14i2.31127

Abstract

Excellent principal leadership actions will be guidance for teachers’ high-quality teaching performance. However, the role of instructional principal is not fully utilized, and principals lack the highly effective leadership qualities necessary to promote teachers in improving teacher job performance. This study was conducted in Shenzhen, China to investigate the effect of principal instructional leadership practices on teachers’ job performance. This study employed a quantitative approach. The sample of the study was all private secondary school teachers in Shenzhen China, consisting of 297 teachers selected from 1,300 populations. To figure out the research questions, SPSS software was used with the help of descriptive and inferential analysis. The findings of this study show that both principal instructional leadership practice and teachers’ job performance are at a high level. Moreover, there was a very strong positive relationship between two variables (r=0.974). In conclusion, the findings underscore the significance of principals’ instructional leadership attributes on teacher job performance and provide implications for the government and the school principals regarding the implementation of principal training system or the improvement of educational management policy in private schools throughout Shenzhen, China.
Teacher technology usage, a catalyst for principal digital leadership practice Zhu, Rui; Alias, Bity Salwana; Hamzah, Mohd Izham Mohd; Wahab, Jamalullail Abdul
International Journal of Evaluation and Research in Education (IJERE) Vol 14, No 2: April 2025
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v14i2.31914

Abstract

In the digital age, university principals and teachers share the same responsibility for improving educational digital transformation. However, their performance remains disadvantaged. This study aims to investigate the relationship between principal digital leadership and teacher technology usage, and explores how teacher technology usage contributes to principal digital leadership. The study employed a quantitative method, collecting data from 500 teachers across 25 universities in Jilin Province, China. Pearson correlation analysis examined the association between principal digital leadership and teacher technology usage, while multiple regression explored how teacher technology usage contributes to principal digital leadership practices. The results revealed a positive relationship between principal digital leadership and teacher technology usage. All four dimensions of teacher technology usage contribute to digital leadership practices, with the professional development dimension showing the greatest impact. Overall, these findings prove that teacher technology usage indeed catalyzes principal digital leadership practices, which contributes to understanding of the interaction in leadership and provides a new perspective for enhancing principal digital leadership. It implies that principals and teachers can grow together in their interactions. Therefore, strengthening teachers’ professional development can contribute to principal digital leadership practice.
Academics’ research productivity dynamics: psychological needs, research orientation, and desire for recognition Albaram, Badr Mohammed; Lim, Yet Mee; Keoy, Kay Hooi; Siek, Hwee Ling
International Journal of Evaluation and Research in Education (IJERE) Vol 14, No 2: April 2025
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v14i2.31164

Abstract

Malaysian higher education institutions aim to improve their reputation and visibility by focusing on research publications. Consequently, they face complexity in motivating research productivity compared to the high demand for academic research output and diversity of academics. This paper aims to fill the knowledge gap in investigating the dynamics of research productivity through the interplay of psychological needs satisfaction (PNS) to share knowledge, research orientation, and desire for recognition as intrinsic motivators. This quantitative research surveyed academics (N=310) in public and private Malaysian universities and data was analyzed using partial least squares structural equation modeling (PLS-SEM). The findings revealed that both research orientation and desire for recognition play a critical role in motivating academics’ research productivity. Additionally, the study demonstrates that when academics perceive their psychological needs as satisfied, they engage in knowledge-sharing behavior (KSB), which positively affects research productivity, though not as significantly as previously assumed. The study contributes to the literature as pioneering research investigated the role of research orientation, and desire for recognition in motivating academics’ research productivity. It widens the decision makers awareness in higher education institutions to understand the intrinsic motivations of research productivity that motivate them to develop research productivity policies.
Digital learning models: experience of online learning during the pandemic Muzayanah, Umi; Maknun, Moch Lukluil; Sa'ad, Faidus; Mustolehudin, Mustolehudin; Taruna, Mulyani Mudis
International Journal of Evaluation and Research in Education (IJERE) Vol 14, No 2: April 2025
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v14i2.30032

Abstract

During the global pandemic of COVID-19, the learning model has been “forced” to transition from conventional to distance learning. At the beginning of its implementation, digital-based learning received many complaints from teachers, parents, and students. Gradually, they can adapt to distance learning that utilizes many digital devices. Through quantitative and qualitative research approaches, this paper aims to describe the online learning model in schools and Islamic boarding school (pesantren) based on their experience during COVID-19. From these studies, several digital-based learning models can be identified. First, social media-based learning. Social media-based learning is carried out by optimizing the use of WhatsApp as the main media in learning. Second, learning through virtual classrooms, which is face-to-face learning between teachers and students in a digital space. Third, education platform-based learning, where the learning process is conducted through internal school or government platforms. Fourth is blended learning, which is learning partly online and offline. This fourth lesson aims to accommodate the learning needs of students or teachers who have obstacles such as signal difficulties and weak economies. The findings contribute to the availability of references for digital learning models that can be applied in the future.
Improving ESP Vietnamese learners’ EFL speaking fluency and vocabulary with DMGA scaffolding: a modular approach Nhi, Nguyen Tran Uyen; AlSaqqaf, Asmaa
International Journal of Evaluation and Research in Education (IJERE) Vol 14, No 2: April 2025
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v14i2.30468

Abstract

Teaching English as a foreign language (EFL) speaking in an English for specific purposes (ESP) classroom can be challenging as many Vietnamese students find it difficult to master this language skill. To address this issue, scaffolding is believed to be beneficial in language learning programs. This paper aims to investigate the effectiveness of the Diagnosing, Modeling, Sharing, Guiding, and Applying (DMGA) scaffolding-based module on improving the speaking skills of ESP Vietnamese learners at a public university in Vietnam in terms of fluency and vocabulary use. The study employed a quantitative method with an experimental design. The participants were 25 ESP undergraduates. The English-speaking performance test (ESPT), which served as a pretest and posttest, revealed that most posttest indicators improved from pretest values, though significance and size effects varied. Students performed significantly better in both breakdown fluency and speech rate, but there was no progress in repair fluency. While there was no statistically significant improvement in all vocabulary metrics (type-token ratios (TTR), voice-to-text ratio (VOCD), English vocabulary profile (EVP)), the students did achieve higher mean scores on the measures of vocabulary used in the post-test. Based on the findings, the DMGA scaffolding model should be applied to teach speaking skills in ESP settings within an EFL context to benefit both teachers and learners.
Attitude toward flexible learning of college students in Albay, Philippines Bercasio, Rebecca Rosario Oroña; Dugan, Marinel Agustin
International Journal of Evaluation and Research in Education (IJERE) Vol 14, No 2: April 2025
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v14i2.30498

Abstract

Instructional delivery was significantly disrupted by the COVID-19 pandemic worldwide, which led to a flexible modality of teaching-learning. This flexible learning modality challenged the readiness of schools and affected the students. This study determined college students’ attitudes toward flexible learning during the COVID-19 pandemic in Albay Province, Philippines, using the explanatory sequential design of the mixed-methods approach. Data were gathered from 365 college students using an online survey, virtual focus group discussions, and informal interviews with 20 students. Salient findings showed that the students generally had favorable attitudes toward flexible learning, with favorable attitudes toward four dimensions: attitudes toward the teacher, learning resources, teaching methods and learning tasks, and technology tools, and neutral attitudes in two dimensions, namely, attitude toward assessment and support services. The students revealed favorable, neutral, unfavorable, and a combination of attitudes toward flexible learning as discerned from their experiences. The students’ experiences indicate that inspiring and competent teachers are crucial figures in sustaining a favorable attitude of students toward flexible learning. This study provides insights into the gaps in implementing flexible learning through the students’ perspectives, especially regarding the schools’ readiness for and improvement of flexible learning in the post-COVID-19 pandemic.
Unveiling the role of organizational commitment on job satisfaction and job performance in Islamic education Yaakob, Mohd Faiz Mohd; Habibi, Akhmad; Halili, Siti Hajar; Abdullah, Hamdy; Yaqin, Lalu Nurul; Alqahtani, Turki Mesfer; Fauzee, Mohd Sofian Omar
International Journal of Evaluation and Research in Education (IJERE) Vol 14, No 2: April 2025
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v14i2.31071

Abstract

This study evaluates the influences of organizational commitment components on job satisfaction and job performance among Islamic boarding school (IBS) teachers. It also aimed to decide the mediating effect of job satisfaction on the relationship between organizational commitment and job performance. This comparative study compares the path coefficient between exogenous and endogenous constructs based on respondents’ countries, Malaysia and Indonesia. Through a simple random sampling, the data were gathered from 247 respondents. The analysis was conducted through partial least square structural equation modeling (PLS-SEM) approaches (measurement model, structural model, and multi-group analysis). The measurement model informed that the obtained data was valid and reliable. The structural model examination reports that normative and continuance commitment strongly predict job satisfaction. Similarly, continuance commitment and job satisfaction are significant predictors of job performance. As a mediator, job satisfaction successfully mediates the relationships between continuance commitment and job performance and between normative commitment and job performance. No significant differences emerge from the multi-group analysis results between IBS teachers from Kedah (Malaysia) and Jambi (Indonesia), regarding all direct paths between the constructs. This article provides knowledge contributions from Indonesia and Malaysia, in the context of Islamic education.
The impact of revenue structure on the financial performance of general colleges and universities in China Yuyan, Hou; Halim, Hazianti Abdul; Basri, Mohd Faizal
International Journal of Evaluation and Research in Education (IJERE) Vol 14, No 2: April 2025
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v14i2.30543

Abstract

Despite the continuous increase in total funding for general colleges and universities in China, these institutions face challenges related to insufficient educational funds and inefficient fund utilization, leading to suboptimal financial performance. Therefore, the main purpose of this study is analyzing their revenue structures, which comprise the proportion of financial subsidy revenue, career revenue and other revenue and to examine the impact of revenue structures on their financial performance (measured by talent cultivation, scientific research, and social services). This study builds linear regression models and combines panel data of general colleges and universities from 2010 to 2021 to study the impact of revenue structure on their financial performance. The findings indicate that the revenue of general colleges and universities in China is based mainly on financial subsidy revenue, with the proportion of such revenue increasing annually. The financial performance of these institutions also predicates an increasing trend. Most importantly, regression analysis shows that financial subsidy revenue has a positive impact on financial performance, whereas career revenue and other revenue negatively impact financial performance. Thus, Chinese general colleges and universities should prioritize increasing financial subsidy revenue while carefully managing career and other revenue to enhance financial performance.

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