International Journal of Education and Practice

Investigation of motivational factors among Chinese kindergarten teachers' engagement in music-specific professional development

Jie Zhao — 2025-10-24

National Chinese education reforms demonstrate a burgeoning interest in inculcating music in early childhood education. Music can be an important part of personal, educational, and social development in the early years of a child. Subsequently, many educators are turning to music-specific professional development (PD) programs, driving the need for music in their teaching. However, there is a lack of understanding of the factors that motivate kindergarten teachers to participate in PD. The study aims to determine why kindergarten teachers enroll in music-specific professional development (PD) programs tailored to music. RQ1: What are the primary drivers behind kindergarten teachers' involvement in music-specific PD? RQ2: How do motivational factors influence kindergarten teachers' involvement in music-specific professional development? A cross-sectional survey including 328 kindergarten teachers aged 20-40 was conducted online. Data analysis involved descriptive statistics, correlation, and moderation analysis. The study found that the important drivers of PD participation included personal interest in music, the potential for career growth, and peer and cultural influence. Additionally, the main motivational factors included self-efficacy, teaching effectiveness, and personal interest as the most influential motivational factors. Comprehensive PD initiatives should integrate intrinsic, career, and social dimensions to create a supportive, dynamic space where teachers can build music-related skills.

Analyzing the influence of student research activities on the development of business communication

Nurmira Zhumay — 2025-11-07

This research article examines the transformative role of student research projects in shaping and improving business communication practices. In recent years, there has been a growing focus on equipping students with practical skills that bridge academic theory and real-world application, particularly in business-related disciplines. Despite this trend, limited scholarly attention has been paid to understanding how student research contributes to the development and evolution of business communication strategies. The aim of this study is to fill this gap by analyzing the extent to which student research initiatives influence communication practices in academic and organizational contexts. Using a mixed-methods approach, the study draws on qualitative data from interviews with faculty and business communication professionals, as well as quantitative responses to surveys of students actively involved in research projects. The analysis highlights how student research contributes to the development of relevant communication strategies, promotes critical thinking, and enhances the ability to effectively communicate complex business concepts. The results show that student research plays a vital role in aligning educational outcomes with industry communication needs. This article presents practical conclusions for educators, practitioners, and policymakers seeking to use student research as a tool to improve communication effectiveness in business education and practice. This study may also be useful in recommending ways to develop the business skills of future businesspeople through business communication.

Factorial structure of the academic buoyancy scale: A psychometric study on a sample of Jordanian university students

Mohammad Saleh Alkaramneh — 2025-11-07

The study aimed to investigate the factorial structure of the Academic Buoyancy Scale (ABS) and verify the validity and reliability of the scale on a sample of Jordanian university students from public and private institutions. The study employed the analytical descriptive approach. The scale consisted of 50 items distributed over five dimensions, which are self-efficacy, uncertain control, anxiety, faculty-student relationship, and academic integration. The results of the confirmatory factor analysis showed the presence of five factors of academic buoyancy. All indicators of the confirmatory factor analysis were appropriate (χ2/df = 2.83, RMSEA = 0.06, GFI = 0.89, CFI = 0.91 and TLI = 0.92). The loadings of the items on the scale’s dimensions were all statistically significant and had high values. The psychometric properties of the scale were verified using several procedures. The results showed that the scale has acceptable validity and reliability indications. The values of the reliability coefficients using Cronbach's alpha ranged between 0.82 and 0.93. This study is a vital step to provide accurate and objective data that helps improve students’ academic experience. Researchers and teachers can provide scientifically based interventions that contribute to enhancing students’ academic success and psychological well-being by developing a valid and reliable scale.

Attuning pre-service teachers’ competencies in the context of Philippine professional standards for teachers

Roldan D Atienza — 2025-12-16

This study focused on the assessment of pre-service teachers’ competencies in accordance with the Philippine Professional Standards for Teachers (PPST), specifically in content knowledge, pedagogy, learning environment, diversity of learners, assessment and reporting, community linkages, and professional engagement. For a comprehensive analysis, the assessments of faculty and pre-service teachers were compared. Additionally, the initiatives of Teacher Education Institutions (TEIs) in integrating the PPST into the curriculum, along with the issues and challenges encountered during this integration, were examined. Based on the findings, a training program for pre-service teachers was proposed. The research employed a descriptive method, utilizing questionnaire as the primary data collection tool, complemented by interviews and focus group discussions. Respondents included 60 faculty members and 335 pre-service teachers from Teacher Education Institutions in Batangas. The statistical tools used were the weighted mean and t-test. Findings indicated that pre-service teachers demonstrate the PPST competencies to a great extent. Faculty and pre-service teachers differ significantly in their assessments of pre-service teachers’ competencies in content knowledge and pedagogy, assessment and reporting, and community linkages and professional engagement. Generally, TEIs have several initiatives to familiarize teachers with PPST standards. Common challenges include instructional materials, outcomes-based assessment tools, and training seminars, which hinder the full integration of PPST into the curriculum. The activities in the proposed training program may serve as relevant resources for enhancing pre-service teachers’ competencies within the PPST framework.