scholarly journals Education for Sustainable Development: The Impact of the Values in Mobile Phone Addiction

2021 ◽  
Vol 13 (3) ◽  
pp. 1479
Author(s):  
Gladys Merma-Molina ◽  
Diego Gavilán-Martín ◽  
Juan-Francisco Álvarez-Herrero
Keyword(s):  
Sustainable Development ◽  
Secondary Education ◽  
Mobile Phone ◽  
Study Design ◽  
Social Values ◽  
Digital Competence ◽  
Primary And Secondary Education ◽  
Mobile Phone Addiction ◽  
Key Competences ◽  
The Impact

The key competences for sustainable development, among which is digital competence, will not be achieved without the integration of values in education. The objective of this research was to identify and analyze the relationships between the values taught in schools and mobile addiction. The study design was predictive correlational. The sample consisted of 1453 students of primary and secondary education (61.3% women; 38.7% men). The findings have shown a significant correlation between the values taught in schools and mobile phone addiction. It is concluded that the greater the formation of values, the less the mobile addiction. These correlations are especially significant regarding social values such as solidarity, inclusion, and justice, and personal values such as enthusiasm, patience, impartiality, openness of ideas, honesty, and balance. Likewise, there are significant differences depending on the educational stage; the younger the age, the less the mobile addiction.

The soft side of TQM and teachers job satisfaction: an empirical investigation in primary and secondary education

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Niki Glaveli ◽  
Fotios Vouzas ◽  
Myrsine Roumeliotou
Keyword(s):  
Job Satisfaction ◽  
Secondary Education ◽  
Continuous Improvement ◽  
Validity And Reliability ◽  
Measurement Scales ◽  
Online Questionnaire ◽  
Content Type ◽  
Primary And Secondary Education ◽  
Appraisal Systems ◽  
The Impact

PurposeThe current study provides insights on the application of critical soft TQM practices in primary and secondary education and their impact on teachers' job satisfaction (TJS).Design/methodology/approachBased on a review of the literature related to TQM application in primary and secondary education, six soft TQM elements were traced as critical to the success of TQM implementation in the school environment: participation/involvement in continuous improvement, teamwork, empowerment, appraisal systems/recognition and reward for quality, training and development (T&D) and leadership (vision/commitment to quality culture). Moreover, their relationship to JS was theoretically founded and empirically tested. An online questionnaire was used as the research instrument. The participants were 200 primary and secondary public school teachers working in urban, semi urban and rural regions of Greece. After assessing the validity and reliability of the measurement scales, multiple regression analysis was applied to test the hypothesized relationships.FindingsThe research findings revealed that leadership and empowerment are the most highly implemented TQM practices in primary and secondary education. Moreover, participation/involvement, appraisal systems/recognition and rewards and leadership were the TQM elements that had a positive association with TJS.Practical implicationsThe outcomes of the study are of help to school principals and policy-makers in order to design and implement TQM policies that advance the quality of teaching and the effectiveness of processes in the primary and secondary education system, as well as to satisfy and motivate teachers for continuous improvement.Originality/valueThis was, to the best of our knowledge, the first study that has explored the impact of soft TQM elements on TJS.

A Study of Online Purchasing Intention During the COVID-19 Pandemic in the Lebanese Context

2021 ◽  
Vol 11 (3) ◽  
pp. 15-33
Author(s):  
Nasser Fathi Easa ◽  
Soumaya Mounir Kaakour
Keyword(s):  
Mobile Phone ◽  
Purchase Intention ◽  
Mediation Effect ◽  
Hierarchical Regression ◽  
Future Research ◽  
Website Quality ◽  
Online Purchase ◽  
Mobile Phone Addiction ◽  
The Impact ◽  
The Relationship

This study aims to investigate the impact of selected factors (website quality, website brand, trust, SNS usage through mobile application, eWOM, and mobile phone addiction) on online purchase intention during the COVID-19 pandemic. The study also investigates the mediating impact of trust on the association between website quality, website brand, and online purchase intention. Data were collected from 226 Facebook users in Lebanon. The hierarchical regression analysis was used to evaluate the impact of these factors on online purchase intention. The results show that only website brand and mobile phone addiction were significantly related to online purchase intention. It was also found that trust does not have a mediation effect on the relationship between website brand and online purchase intention. However, trust can be considered as a partial mediator of the relationship between website quality and online purchase intention. Finally, practical implications are discussed. Then directions for future research are presented.

scholarly journals Evaluation of the teachers’ digital competences in primary and secondary education in Portugal with DigCompEdu CheckIn in pandemic times

2021 ◽  
Vol 43 ◽  
pp. e56383
Author(s):  
Sara Dias-Trindade ◽  
José Ant´ónio Moreira ◽  
António Gomes Ferreira
Keyword(s):  
Secondary Education ◽  
Methodological Approach ◽  
Three Dimensions ◽  
Digital Competence ◽  
Self Assessment ◽  
Online Technologies ◽  
Primary And Secondary Education ◽  
Mainland Portugal ◽  
Proficiency Level ◽  
Digital Skills

The current pandemic crisis the world is living in has brought new and emerging challenges to teachers, making it essential to acquire digital skills, especially in virtual learning environments and online technologies. In this sense, from the DigCompEdu CheckIn self-assessment questionnaire, validated for the Portuguese population by Dias-Trindade, Moreira, and Nunes (2019), the research presented in this paper aims to identify the most fragile and robust areas of digital skills of primary and secondary education (ISCED) perceived by teachers in Portugal. The quantitative methodological approach emphasizes teachers' perception of their digital skills in three dimensions: teachers’ professional competences, teachers’ pedagogical competences and students' competences and involved 434 teachers from mainland Portugal and the Autonomous Regions. The results allow us to conclude that teachers have an overall moderate level of digital proficiency – level B1 - Integrators – and the dimensions pedagogical competences and students’ competences are those where teachers have more weaknesses than in other levels. From a panorama observed before the onset of the COVID-19 pandemic, it is possible to understand their needs regarding work that involves digital technologies at different moments in the teaching activity. The results thus, show the need for teachers to increase their level of digital competence through specific training and the importance of developing public policies that prepare teachers for a more digital school.

The impact of ISO quality management systems on primary and secondary schools in Spain

2018 ◽  
Vol 26 (1) ◽  
pp. 2-24 ◽  
Author(s):  
Jorge Antonio Arribas Díaz ◽  
Catalina Martínez-Mediano
Keyword(s):  
Mixed Methods ◽  
Secondary Education ◽  
Quality Management ◽  
Secondary Schools ◽  
Management Systems ◽  
Quality Management Systems ◽  
Content Type ◽  
Primary And Secondary Education ◽  
Three Phase ◽  
The Impact

Purpose The purpose of this study is to evaluate the application of quality management systems (QMS) based on international standards of quality in education (ISO 9001:2008) and ascertain the influence of this quality model on primary and secondary schools in Spain. Design/methodology/approach The study was conducted in 26 publicly funded, private schools in Spain. The research design was a three-phase, mixed-methods evaluation. In all, 809 teachers answered the main survey questionnaire in Phase 3, which was validated through expert reviews and exploratory factor analysis against two theoretically derived dimensions of quality. The total scores of the two dimensions demonstrated Cronbach’s alpha reliability estimate > 0.95. A discriminant function analysis was applied next to compare three groups of schools based on teachers’ QMS ratings, using students’ achievement and other school quality indicators as predictors. Findings The QMS model was perceived to have contributed to improvements in documentation and management through evaluation, continuous improvement processes, the schools’ external image, management of resources and user satisfaction levels. Some of the improvements lasted over time. The schools rated as “high” by teachers on QMS implementation levels had better educational outcomes, as well as user perception and satisfaction levels, as compared to schools rated as “low”. Drawbacks of the QMS model were perceived as high bureaucratic workloads and a top–down management culture. Practical implications The findings suggest that ISO standards of QMS can be adopted in primary and secondary education institutions successfully, and that they are suitable for improving schools and educational systems overall. Originality/value The study’s originality lies in the demonstrated outcomes of the QMS approach, originally created for industrial environments, in a large Spanish primary and secondary education institution using a three-phase, mixed-methods design.

scholarly journals The Impact of Education Economy on Uzbekistan Based on Public Management

2021 ◽  
Vol 2 (6) ◽  
Author(s):  
Rong Zhao
Keyword(s):  
Secondary Education ◽  
Public Management ◽  
Human Society ◽  
Factors Affecting ◽  
Primary And Secondary Education ◽  
Survey Results ◽  
High Employment ◽  
The Government ◽  
And Gender ◽  
The Impact

In today's economic globalization, education plays an important role in public management. It can not only improve the overall quality of human society, but also a way of cultural communication. This paper mainly introduces the concept of public management and the characteristics of educational economy, and expounds the calculation method of educational economic contribution rate. Then, through investigation and research, this paper finds that there are many factors affecting educational equity. The most direct reason is that the government and schools lack reasonable planning for private schools, resulting in imperfect school facilities and high employment pressure on students; on the other hand, the rapid economic development leads to the shortage of talent supply, which leads to the decline of education quality. At the same time, based on the survey results, this paper finds that the penetration rate of primary and secondary education in Uzbekistan has increased significantly, the cultural level of adults and youth has improved, and gender equality in primary and secondary education opportunities.

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