<?xml version="1.0" encoding="UTF-8"?><xml><records><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Sevilay Şahin</style></author><author><style face="normal" font="default" size="100%">Türkoğlu Özdemir, S.</style></author><author><style face="normal" font="default" size="100%">Özdemir, G.</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">DEVELOPMENT AND VALIDATION OF THE PSYCHOMETRIC PROPERTIES OF THE SCHOOL LEADERSHIP PRACTICES SCALE (SLPS)</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">factor analysis</style></keyword><keyword><style  face="normal" font="default" size="100%">scale development</style></keyword><keyword><style  face="normal" font="default" size="100%">school leadership practices</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2026</style></year><pub-dates><date><style  face="normal" font="default" size="100%">April/2026</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">https://journals.indexcopernicus.com/search/article?articleId=4843276</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">84</style></volume><pages><style face="normal" font="default" size="100%">Continuous</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">Before designing professional development programs aimed at improving the leadership practices of school principals, it is necessary to determine which leadership practices school principals need to improve. However, it can be said that the literature contains a limited number of measurement tools that allow for the evaluation of school principals' leadership practices, and that these tools address leadership practices within a narrow scope. For this reason, the purpose of the research conducted is to present the development process of the School Leadership Practices Scale(SLPS), which function of making sense of school principals’ leadership practices based on teachers’ perceptions. The measurement tool was developed in four stages: generation of the item pool; ensuring content validity; conducting a pilot study; and verifying the structure of the vehicle with the actual application. The sample of the study consisted of teachers working at the secondary school level. Exploratory factor analysis reveals that the total variance explained is 65.06%. When the absolute fit indices are evaluated as a whole, it is concluded that the developed measurement model provides a high level of fit to the data. CR values (.90-.93) indicate that all dimensions exhibit high levels of reliability. Upon the confirmation of the instrument's structure, a multidimensional model is identified, which measures school principals’ leadership practices through 35 items under five factors: (a) professional ethics; (b) strategic management; (c) personal leadership resources; (d) change and data-based school development; and (e) a safe and supportive school climate. </style></abstract><issue><style face="normal" font="default" size="100%">2</style></issue><work-type><style face="normal" font="default" size="100%">Research article </style></work-type><section><style face="normal" font="default" size="100%">327-345</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Ignacio Jr., A. G.</style></author><author><style face="normal" font="default" size="100%">Percival S. Paras</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">TEACHER BELIEFS OF PROSPECTIVE FILIPINO EDUCATORS: A ROBUST THREE-FACTOR MODEL</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">factor analysis</style></keyword><keyword><style  face="normal" font="default" size="100%">factor model</style></keyword><keyword><style  face="normal" font="default" size="100%">Filipino</style></keyword><keyword><style  face="normal" font="default" size="100%">prospective teacher</style></keyword><keyword><style  face="normal" font="default" size="100%">teacher beliefs</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2025</style></year><pub-dates><date><style  face="normal" font="default" size="100%">February/2025</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">https://oaji.net/articles/2023/457-1741762174.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">83</style></volume><pages><style face="normal" font="default" size="100%">Continuous</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">Shifting to student-centered teaching-learning in the Philippines entails closer scrutiny of teacher beliefs. These beliefs shape the adoption and application of knowledge in classroom settings and educational reforms. Thus, this study aims to support the theoretical underpinnings of teacher belief. In particular, this study aims (1) to identify a factor structure of teacher beliefs among prospective Filipino educators via exploratory factor analysis (EFA), (2) to evaluate the identified factor model's fit indices and psychometric properties via confirmatory factor analysis (CFA), and (3) to provide a CFA-based measurement model with excellent model fit. In this two-phase study, EFA and CFA were used. Using the thumbs-up rule 10:1 observation-to-variable ratio, 435 teacher-education students from Central Luzon, Philippines, agreed to participate voluntarily in the EFA study, while 441 students participated in the CFA study. Three experts validated the self-made instrument prior to EFA and CFA procedures. The stability of the three-factor solution—Reliable Improver, Knowledge Dispenser, and Equity Promoter—is evident in both EFA before and after transformation. The broader construct Reliable Improver combines Growth Advocate and Engagement Advocate items, highlighting shared concepts. The three teacher beliefs identified are distinct. Equity Promoter shows a negative correlation with Knowledge Dispenser and Reliable Improver beliefs, highlighting a tension between structure and adaptability. Strategic Scaffolder items were removed due to cross-loadings, suggesting its harmonization within Reliable Improver and Knowledge Dispenser beliefs, both leveraging scaffolding structures for structured teaching or guided improvement. Reliable Improver via systematic, dependable teaching methods for continuous improvement complements Knowledge Dispenser's structured delivery.</style></abstract><issue><style face="normal" font="default" size="100%">1</style></issue><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">62-80</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Jewelle V. Olarte</style></author><author><style face="normal" font="default" size="100%">Eddie G. Fetalvero</style></author><author><style face="normal" font="default" size="100%">Garry Vanz V. Blancia</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">CONSENSUS CLASSROOM CLIMATE INVENTORY: SCALE DEVELOPMENT AND VALIDATION</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">consensus classroom climate</style></keyword><keyword><style  face="normal" font="default" size="100%">factor analysis</style></keyword><keyword><style  face="normal" font="default" size="100%">reliability test</style></keyword><keyword><style  face="normal" font="default" size="100%">scale development</style></keyword><keyword><style  face="normal" font="default" size="100%">validity test</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2024</style></year><pub-dates><date><style  face="normal" font="default" size="100%">October/2024</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">https://oaji.net/articles/2023/457-1728583869.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">82</style></volume><pages><style face="normal" font="default" size="100%">Continuous</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">Science education is a key area of research, largely due to its inherent complexity and challenges. Various teaching methods have been developed to address these difficulties, which include the consensus classroom climate. However, no standardized tool has been created to evaluate the consensus within a classroom. This study aimed to develop and validate the Consensus Classroom Climate Inventory (CCCI), an instrument designed to measure the consensus climate of a classroom. The research was conducted in two phases: (1) initial item pool development based on an extensive literature review and (2) expert panel review for content validation. The resulting 29-item scale was pilot-tested with 120 freshmen students from a state university.  Exploratory factor analysis using SMART-PLS yielded four distinct factors: Student Agency, Collaborative Learning Environment, Inclusive and Flexible Learning, and Student Autonomy. The final scale consisted of 23 items. Confirmatory factor analysis demonstrated strong factor loadings (&gt;0.8) for all items, indicating good construct validity.  Model fit indices suggested a generally good fit, though some indices indicated room for improvement. Reliability analysis revealed high internal consistency across all factors. The CCCI shows promise as a reliable and valid tool for assessing consensus classroom climate, though further refinement is recommended to enhance model fit. This instrument can assist educators in evaluating the consensus climate of Science classrooms and help educators enhance teaching to improve students’ Science learning. </style></abstract><issue><style face="normal" font="default" size="100%">5</style></issue><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">708-722</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Yavuz Ercan Gül</style></author><author><style face="normal" font="default" size="100%">Yeşil, R.</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">THE DEVELOPMENT AND INITIAL TESTS FOR THE PSYCHOMETRIC PROPERTIES OF THE EQUAL OPPORTUNITY IN EDUCATION SCALE</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">equal opportunity in education</style></keyword><keyword><style  face="normal" font="default" size="100%">factor analysis</style></keyword><keyword><style  face="normal" font="default" size="100%">scale development</style></keyword><keyword><style  face="normal" font="default" size="100%">validity and reliability</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2024</style></year><pub-dates><date><style  face="normal" font="default" size="100%">June/2024</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">https://oaji.net/articles/2023/457-1718792274.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">82</style></volume><pages><style face="normal" font="default" size="100%">Continuous</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">Although equality of opportunity in education is a current and important issue, most of the studies on this subject are based on theoretical studies rather than empirical studies. The main reason for this can be said to be the lack of a valid and reliable measurement tool in this field. For this reason, this study aims to develop a valid and reliable measurement tool for determining pre-service teachers' perceptions of equality of opportunity in education. For this purpose, data were collected from four different samples using a simple random sampling technique. First, a literature review was conducted, and qualitative interviews were conducted with the first sample on equal opportunities in qualitative education. After the item pool was created, the first application was made in order to determine the factor structure of the measurement tool. Data were collected from a separate sample to test the resulting structure and perform confirmatory factor analysis. Then, in the context of reliability studies of the measurement tool, calculation of the internal consistency coefficient, extracted mean variance, composite reliability and test-retest processes were used. As a result, a valid and reliable scale for determining the perception of equality of opportunity in education consisting of three factors and 23 items has been brought to the education literature. </style></abstract><issue><style face="normal" font="default" size="100%">3</style></issue><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">353-370</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Abdo Hasan AL-Qadri</style></author><author><style face="normal" font="default" size="100%">Wei Zhao</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">EMOTIONAL INTELLIGENCE AND STUDENTS’ ACADEMIC ACHIEVEMENT</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">academic achievement</style></keyword><keyword><style  face="normal" font="default" size="100%">development and relationship</style></keyword><keyword><style  face="normal" font="default" size="100%">emotional intelligence</style></keyword><keyword><style  face="normal" font="default" size="100%">factor analysis</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2021</style></year><pub-dates><date><style  face="normal" font="default" size="100%">June/2021</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2021/457-1623676500.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">79</style></volume><pages><style face="normal" font="default" size="100%">Continuous</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">Emotional Intelligence (EI) is essential attribution among school learners of today. In this respect, determination and normalization of the measures to investigate and recognize dimensions levels help educators have a successful intervention and increase students' academic achievement level. This research aimed to explore the relationship between Emotional Intelligence (EI) and the academic achievement of Arabic basic school students in China. Further, it also sought to determine the level of students' emotional intelligence and motivation to learn.  The research aims are addressed through a tool that explores emotional intelligence and motivation. A 60-item for initial emotional intelligence scale was utilized and analyzed to test their psychometric properties by pilot testing.  A final total of 303 students with ages ranged between 12-16 years old participated in the research. The research findings suggested the final formulation of items of the emotional intelligence scale that can measure the levels of emotional intelligence of students along with a significantly positive relationship to academic achievement. There were statistically significant differences in the respondents' level of emotional intelligence according to the gender variable. In comparison, there were no statistically significant differences in the respondents' level of emotional intelligence according to the grade variable. Recommendations of the research were presented.</style></abstract><issue><style face="normal" font="default" size="100%">3</style></issue><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">360-380</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Vincentas  Lamanauskas</style></author><author><style face="normal" font="default" size="100%">Violeta  Šlekienė</style></author><author><style face="normal" font="default" size="100%">Loreta  Ragulienė</style></author><author><style face="normal" font="default" size="100%">Renata Bilbokaitė</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">DIGITAL TEACHING AND LEARNING CONTENT IN NATURAL SCIENCE EDUCATION: EDUCATIONAL USEFULNESS EVALUATION</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">digital content</style></keyword><keyword><style  face="normal" font="default" size="100%">factor analysis</style></keyword><keyword><style  face="normal" font="default" size="100%">pedagogical evaluation</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2011</style></year><pub-dates><date><style  face="normal" font="default" size="100%">December/2011</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">https://oaji.net/articles/2014/457-1408435877.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">37</style></volume><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">In recent years teaching and learning problems acquire qualitatively new characteristics. It has been thought for a long time that it is an object of classical pedagogy and further research works are not urgent. However, in the process of rapid development of ICT, traditional pedagogy conception also inevitably changes. So-called “classical pedagogy” shifts to “online pedagogy”. An adjacent educational trend - a &quot;shift from teaching to learning&quot; is also related with this shift. Thus, on the one hand, ICT is changing very rapidly, new technologies (not necessarily in a proper educational sense) are penetrating into educational practice. On the other hand, under a great influence of ICT, interrelation mechanisms between teachers and pupils change, also, change educational activities and their characteristics. Thus, a need rises to inevitably observe the current situation, to analyse it and to present adequate educational decisions.
 Therefore, a complex pedagogical evaluation research was carried out between January and April, 2011. 20 teachers participated in the digital content testing, who totally gave 577 lessons. In the lessons a) an interactive board (IL) was used, and a lesson content was prepared by Power Point (PPT) slide show or Active Inspire (AcIns) programme; b) projector (S), and a lesson content - by PPT or AcIns. 
 It can be basically asserted, that digital teaching/learning content is a perspective way searching to improve education process.</style></abstract><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">70-82</style></section></record></records></xml>