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University Entropy from the Teachers' Perspective Highlights Challenges in Terms of Structure, Communication, or Resource Management Efficiency. The study aims to determine teachers' perception of entropy in university institutional management. The methodology employed was quantitative, descriptive level, cross-sectional, and non-experimental in design. The population consisted of 300 teachers from various public universities in Lima who voluntarily participated. A key characteristic was that the universities had obtained institutional licensing. The entropy instrument has 2 dimensions: management and metamanagement, with 16 items using a dichotomous scale. It was validated by experts and subjected to a pilot test for reliability, obtaining a KR20 of 0.87. The study results revealed that entropy associated with the licensing process is perceived at high and medium levels, reflecting the persistence of fear, anxiety, uncertainty, and controversy regarding potential loss of autonomy. This autonomy is considered crucial in the university setting as it contributes to the development of critical thinking and professional formation of students. It is concluded that there is an urgent need to adopt a more holistic and reflective approach to address the challenges facing the education system in its constant pursuit of excellence and continuous improvement. This implies avoiding the influence of political control and management in the academic sphere, thus allowing for a more conducive environment for the overall growth and development of higher education.

Received: 12 January 2024 / Accepted: 23 April 2024 / Published: 5 May 2024

In this study, an attempt has been made to study the Teaching competency of secondary grade teachers and its different components, in Trivandrum District of Kerala, India. Also it is intended to study to find out the teaching competency based on the selected subsamples of the study. The Teaching Competency Scale for English Language Teacher (TCSELT) constructed and standardized by Mahalakshmi N (2014) was used collect the data from the sample of 500 secondary grade teachers, working in Trivandrum District of Kerala, India. The survey method has been followed and the Cluster sampling technique was used in administration of the research. The result of the analysis reveals that the secondary grade teachers are having average level of teaching competency. Also it was found that Male secondary grade teachers are having high level of teaching competency than their counterparts. Secondary grade teachers working in government schools are having relatively high level of teaching competency than those working in private schools and Secondary grade teachers having above 10 years of experience are having relatively high level of teaching competency than other groups.

This study aimed at identifying the teachers' teachers' perception toward factors hindering learning phonetic transcription of Received Pronunciation. The researcher used the descriptive analytical approach to suit the aims of this study. The sample consisted of (150) male and female teachers at the governmental schools in Palestine. The instrument of the study is a questionnaire. Also, the tool has three domains in which the first domain is the teachers' factors. The second domain is the language factors, and the last is the curricula and courses factors. Validity and reliability were conducted for the questionnaire, therefore, the reliability is good. Data were collected through a link prepared through Google Drive. The responses were collected and treated by SPSS statistics. The results showed that the domain of language factors occupied the first rank with a percentage weight of ( 72.37%), Then the domain of teachers factors occupied the second rank with a percentage weight of (66.95%). Finally, the domain of curricula and courses factors occupied the third rank with a percentage weight of (63.41%). The total degree of the domains reached a percentage weight of (67.58%. In addition, the results showed that there are statistically significant differences at (0.05) in the curricula and courses factors in favor female and there are no statistically significant differences in the other domains. Besides, there are no statistically significant differences at (0.05) due to years of experience variable. The researcher recommended the teachers to revise the rules of IPA and do efforts in practicing the use of phonetic transcription. Teachers should remember the irregularities of such English words as possible as they can to develop their schemata.

In recent years, many teachers in Hong Kong are reported as dissatisfied, stressful, and burnt out. The literature has suggested the negative emotions affect both teachers' well-being and teaching quality. Therefore, it is necessary to investigate the phenomenon of teachers' emotional experiences at work in Hong Kong. Since a large number of teachers in Hong Kong are found to be unhappy, their emotional experiences can be regarded as a social issue more so than a psychological one. Thus, this research studies teachers' emotional experiences from sociological perspective. In order to have an in-depth understanding about Hong Kong teachers' emotional experiences, this study interviewed 21 Hong Kong secondary school teachers who were selected by maximum variation sampling and snowball sampling, investigated the documents of the informants' schools, and analyzed the education policy documents and the Hong Kong educational news which were published between 1980 and 2011. The findings show that all the informants were committed to making a difference in students' lives as their major teaching purpose. When there was a mismatch between how they perceived their work and what in actual the teaching purpose was, they would feel negatively; otherwise, they would feel positively. The study also finds that positive student-matters were the source of teachers' positive emotions because the positive student-matters signified the informants that they successfully made a difference in students' lives. On the other hand, workload, especially the administrative or what the informants called "non-instructional work", tended to signify to the informants that they spent a lot of time on work that was unhelpful in making a difference. Therefore, the teachers were dissatisfied with heavy workload not only because the workload gave them no leisure, but because they perceived their work as purposeless and unworthy. However, when this study took a closer look at the "non-instructional work", it found that most of the "non-instructional work" suggested by the informants were "instructional" or had "instructional" values in nature. The phenomenon was a result of the power relation between school administrators and teachers which was embedded in and structured by career stage, school administration, and education reforms. Under this relation, the power of school administrators overpowered the teachers in school when it came to the decision-making process. In other words, the teachers often were unable to access the "instructional" values behind their work, school policies and measures decided by the administrators. Under this situation, they might find it difficult to make a difference in students' lives by doing their work, resulting in a negative self-concept. Therefore, they were inclined to experience negative emotions at work. Nevertheless, it is noted that different groups of teachers enjoyed different levels of power in the power relation. For example, the late-career teachers tended to have more power because they were the members of school administrators, but the early- and mid-career teachers were more powerless because most of them were front-line classroom teachers excluded from many school decision-making processes. In addition, some school administrative practices might favour the overpowering relation, but some school administrative practices might not. Accordingly, Hong Kong teachers' emotional experiences should be differentiated across different groups of teachers, although they generally feel negatively at work. According to the findings, this study gives different recommendations to school administrators, the government, and teacher education to improve Hong Kong teachers' emotional experiences at work. ; published_or_final_version ; Education ; Doctoral ; Doctor of Philosophy

Context: This paper reports on a study of the progress of vocational education and training (VET) and the need for further profession-oriented training of lecturers in public, technical vocational colleges in South Africa, under the consideration of societal and political conditions. Approach: The study is based on a mixed methods approach in which an analysis of educational policy documents and a qualitative and a quantitative study with VET teachers and representatives of education authorities in South Africa are conducted. Findings: The classification of the results is conducted in line with the conditions defined by Phillips and Ochs regarding policy transfers. The following can thus be observed through the bilateral relationship between Germany and South Africa: (1) The Guiding Philosophy of the educational system is characterised by societal and political power structures. This is evident in an analysis of approved reforms within the last two decades. (2) The desired effects of "Ambitions Goals" have thus far not taken hold. Nonetheless, there is a willingness to enact reforms to continue developing vocational education, including the training and further education of lecturers that must be noted. Minimum requirements regarding lecturers' basic qualifications have been formulated, which one in five vocational lecturers in South Africa currently cannot fulfil. (3) The Strategies formulated to implement training methods face the main problem of difficulty in implementation in colleges. (4) The Enabling Structures, i.e. the education-management-system as well as the financial and personnel support of the educational system, are widely perceived by lecturers as unsupportive, ineffective and discriminatory. This is observed, for example, when looking at the equipment used, teachers' salaries, classroom sizes as well as the mentorship programme and further training opportunities. (5) Processes: a discrepancy exists on the level of the lecturers and the central need for further training regarding modern technologies, especially those used by foreign firms in their production in South Africa. (6) The results of the conducted study document a high variation of qualifications among TVET lecturers when it examines their teaching Techniques. Conclusions: Overall, the empirical results of the study reveal a complex structure with respect to the requirements for further training of TVET lecturers, describe central needs for further training of lecturers and deliver connectable knowledge for both the practical educational advancement of lecturer training and further education training, as well as for research in the context of the internationalisation of vocational training in South Africa. (DIPF/Orig.)

The Constitution for the Republic of South Africa (Act 108 of 1996) embraces language as a basic human right and multilingualism as a national resource. One latest foreign language to be given recognition by the Department of Basic Education (DBE) in 2015 is Mandarin, a Chinese language, for incremental implementation as a non-official optional language from 2016 in primary schools. One of the stakeholders at the centre of the implementation of this latest foreign language to be recognised, whose voice has not been heard, are teachers. The methodology adapted in the collection of data is quantitative in that pre-service teachers completed a questionnaire. The results indicate mixed attitudes with more appearing to be not entirely supportive of this move by the DBE. Teachers do not share the same sentiments that are expressed at political level about the significance of Mandarin for trade and globalisation. The findings suggest a need for the DBE to rethink this plan and training proportional to the minimum training requirements for the teaching of a foreign language to be provided to teachers. There would need to be some consultation to ensure a greater teachers' support as the project continues to be piloted and implemented in more schools across the country.

The Maltese Government, being concerned about the quality of school education, is attempting to increase teacher effectiveness and student learning. To achieve these goals, it is argued that current in-service programmes need to be improved and focused for all school leaders and teachers. Whilst emphasising the need to focus on school-based development initiatives, it is also emphasised that the school head needs to start promoting teacher development from within. Heads can do much to improve teaching and learning by using professional formative evaluation of their staff. For this to be achieved heads require specific training. Organisations such as the Faculty of Education need to be more involved in providing up-to-date staff development for all educational leaders and other educators. ; peer-reviewed