International Journal of Educational Studies

An Analysis of Cultural-Bound Terms in the Turkish Subtitles of the Movie “A Separation” Based on Gottlieb’s Subtitling Strategies

2025-02-08T14:54:59+00:00

Film translation is separated from all other types of translations because of its audio-visual nature. Cultural categories are crucial components in visual and auditory texts, serving a vital function in effectively transmitting and eliciting the primary concepts to the audience. Translators, particularly those working on movies, are primarily concerned with accurately comprehending, receiving, and conveying these aspects. The translator can effectively communicate the cultural concepts of the movie to the audience by accurately employing textual counterparts in the movie subtitles. Subtitles allow for reaching a global audience by translating content into multiple languages. This helps overcome language barriers, enabling people who don’t speak the original language to understand and appreciate the videos. The aim of this study was to identify the most and the least frequent strategies used for the translation of Persian movies into Turkish. To this end, a famous Iranian film “A Separation” was selected; the film had millions of viewers in France as well as in Iran and won 50 international awards. For this research, 54 sentences were selected along with their corresponding Turkish subtitles. They were analyzed based on Gottlieb’s interlingual subtitling strategies, and the results showed that “Transfer” was the most widely used strategy and “Decimation” was the least frequently used strategy.

Optimistic Outlook on the Wellbeing of Teachers: Understanding Mental Health Literacy and Burnout Mitigation

2025-02-11T10:24:56+00:00

This study investigates the relationship between teachers' mental health literacy and their levels of burnout in public elementary schools. It explores key demographic and professional characteristics, mental health literacy, and burnout dimensions, including emotional exhaustion, depersonalization, workload stress, and reduced personal accomplishment. The teacher profile reveals that the majority have 1-5 years of service, with a significant portion pursuing advanced education. Most teachers are married, highlighting a young and educated workforce balancing professional and personal responsibilities. Findings indicate that teachers possess strong mental health literacy, as evidenced by positive attitudes toward stigma reduction, accessing help, self-awareness, and mental health first aid skills. Despite this, burnout remains a concern, with emotional exhaustion, depersonalization, and workload stress notably affecting their well-being. Reduced personal accomplishment also highlights areas of diminished motivation and job satisfaction. The analysis reveals no significant relationship between mental health literacy and burnout, as all constructs stigma reduction, accessing help, self-awareness, and mental health first aid skills show low r-values and high p-values across burnout dimensions. This suggests that while mental health literacy is crucial for general well-being, factors such as workload and systemic pressures likely play a greater role in teacher burnout. The study concludes that enhancing mental health literacy is essential but must be paired with strategies addressing broader challenges to effectively reduce burnout and support teachers’ well-being and effectiveness.

Teachers' Emotional Intelligence and Its Influence on Learners' Behavioral Development

2025-02-11T13:22:25+00:00

This research explores the relationship between teachers' emotional intelligence and student behavior in an educational setting, focusing on key behavioral aspects such as emotional regulation, social skills, respectful behavior, and engagement. Emotional intelligence, which encompasses self-awareness, self-regulation, motivation, mental health first aid skills, and relationship management, is believed to play a significant role in fostering a positive learning environment. However, the findings revealed no statistically significant relationship between the emotional intelligence of teachers and students' behavior, as all p-values exceeded the 0.05 threshold. Despite the high levels of emotional intelligence among teachers, the study suggests that these competencies do not directly influence student behavior in the areas assessed. The research emphasizes the importance of bridging the gap between emotional intelligence and its practical application in classrooms. Based on the findings, a development program is proposed to enhance teachers' ability to leverage their emotional intelligence effectively, focusing on training in classroom management, student engagement strategies, and fostering respectful and collaborative learning environments. The program aims to provide actionable insights and tools for teachers to translate emotional intelligence into impactful teaching practices that positively shape student behavior. This study underscores the need for further research into other factors influencing student behavior and calls for targeted interventions that integrate emotional intelligence with practical pedagogical approaches. The findings and proposed program provide valuable guidance for educators and administrators striving to improve student outcomes through teacher professional development.

Impact of Enhancing Balance and Strength in Young Volleyball

2025-02-11T14:19:45+00:00

Balance training has the potential to improve performance in selected components of muscle development by focusing on balance training, muscle strength, power, and movement speed during directional changes. An essential element in improving volleyball performance is balance training, which also has a positive effect on addressing posture problems in volleyball players. While heavy training may positively impact an athlete's performance, it can also have negative effects, particularly regarding the risk of injury to these players in various parts of the body. Methodology: Studies were selected to review protocols for measuring balance and posture, as well as exercise programs that have been used to enhance balance, strength, and spinal health. The literature referenced comes from electronic data sources on websites such as PubMed, ResearchGate, Google Scholar, and Scopus, primarily from the last 10 years. Considering that the works cited in this material are among the quality studies addressing the phenomenon of postural asymmetry, balance, and strength, both in the context of scientific research and in developing quality and sustainable training programs for youth volleyball, for both men and women, we have formulated and organized theoretical concepts along with testing and intervention protocols to meet the goals and objectives of our study.

Secondary Science Curriculum Standards, Sustainability, and National Development in the Saudi Arabian Context

2025-02-17T16:58:09+00:00

An exploratory, descriptive research design entailed a content analysis that explored Saudi Arabia’s new science standards to judge their potential to prepare adolescents to become mature adults who can contribute to achieving the Kingdom’s national development plan (Vision 2030). Findings and their interpretation may help improve future science education standard development according to the requirements of the modern era, the fourth industrial revolution, and a knowledge-based economy. We concluded that Saudi Arabia’s secondary science standards served “moderately well” in ensuring future adults’ contributions to a thriving economy and an ambitious nation. The standards especially reflected the development of learners’ balanced personality, self-confidence, independence, leadership, and cognitive/intellectual/reasoning abilities. The science standards implied respect for human capital, decision-making, and innovation. Future revisions of these standards, with sustainability in mind, should ensure that secondary science education concerns (a) decision-making for nation-building; (b) the importance of human capital in national development; and (c) the preparation of citizens to take initiative and innovate so Saudi Arabia can successfully transition to the fourth industrial revolution as a knowledge-based economy grounded in principles of sustainability.

Assessing the Role of Adaptive Materials in Inclusive Classrooms at Colon Integrated School

2025-02-17T17:01:47+00:00

This study explored the level of access to inclusive education resources among teachers and its relationship to learners’ academic performance. It focused on three key resources: adaptive materials, assistive technology, and classroom aides. Descriptive method of research was utilized, using frequency and percentage for the relevant information of teachers, while, mean for the level of access to resources and correlation analysis for the test of relationship. Data showed that teachers had positive access to these resources, with adaptive materials rated as effective and relevant, assistive technology seen as enhancing student independence, and classroom aides viewed as collaborative and supportive. However, despite these positive evaluations, no significant relationship was found between the level of access to these resources and learners’ academic performance, suggesting that other factors may play a role in influencing outcomes. The study also highlighted areas for improvement, such as the need for enhanced teacher training, better integration of resources into the curriculum, and improved technical support and maintenance for assistive technology. Based on these findings, the study recommends a strategic plan to address these gaps, focusing on teacher training, resource integration, collaboration among staff, and holistic support for learners. The plan aims to maximize the impact of inclusive education resources, ensuring that they contribute more effectively to both academic and non-academic outcomes. This study underscores the importance of a comprehensive approach to inclusive education, where resources are not only accessible but also strategically utilized to meet the diverse needs of learners. The findings provide valuable insights for educators, policymakers, and stakeholders working towards inclusive and equitable education for all.

Teachers’ Preparedness for Inclusive Education: Analyzing Knowledge, Confidence, and Classroom Management

2025-02-18T15:36:06+00:00

This research assessed teachers’ knowledge, confidence, and classroom management regarding inclusive education. Findings showed that teachers were confident, moderately knowledgeable, and capable of managing inclusive classrooms, with strengths in fostering inclusive teaching practices, collaborating with others, and managing classroom behaviors respectfully. However, areas for improvement were identified, particularly in adapting to diverse needs, understanding Universal Design for Learning (UDL), utilizing adaptive technologies, and implementing individualized education plans (IEPs). Chi-square test statistics showed no significant association between teachers’ profiles and their levels of knowledge, confidence, and classroom management skills. Additionally, Spearman’s rank-order correlation indicated no significant relationship between the perceived difficulties in handling inclusive education and teachers’ competencies in these areas. The findings suggest that teachers’ knowledge, confidence, and classroom management are not determined by their profiles or the challenges learners face but are likely influenced by external factors such as training, resources, and professional experiences. This highlights the need for targeted professional development programs to address gaps in UDL, adaptive technologies, IEP implementation, and classroom management strategies for equitable participation. Overall, the study promotes the importance of continuous support and training to enhance teachers' effectiveness in inclusive education, ensuring that they are well-equipped to meet and address the diverse needs of learners with special needs.

Comparative Study of Chinese and Foreign Cultures Based on the “Zone of Proximal Development” Theory: Taking 2012 and 2024 Editions for Grade 7 for Example

2025-02-19T16:30:15+00:00

This study aims to compare and contrast the cultural content in old and new secondary English textbooks abiding by the theory of Proximal Development Zone, exploring the sustainability of cultural education within these materials. Adopting a mixed-method approach, this research analyzes the cultural themes, content presentation, and their impact on students’ cultural cognition and intercultural competence. The results indicate significant improvements in cultural diversity and intercultural education in the newer textbooks, though gaps remain between the depth of content and students’ actual understanding. Based on these findings, the paper offers several recommendations to enhance the development and teaching practices of secondary school English textbooks.

The Role of Support Systems in Enhancing Academic Achievement in Special Education

2025-03-04T12:37:23+00:00

This study utilized a descriptive-correlational design to investigate the relationship between the extent of peer, teacher, and school support systems and learners’ academic performance in special education. Data were gathered from teachers regarding their demographics, training, and the dimensions of support provided. Findings revealed that while peer and teacher support systems were highly rated for fostering collaboration, motivation, and emotional well-being, school support received lower ratings due to resource challenges. Learners demonstrated "Very Satisfactory" performance in English, Mathematics, and Science. However, statistical analyses showed no significant relationship between the support systems and academic performance in these subjects, suggesting other factors may influence outcomes. Recommendations include enhancing resource provision, strengthening peer support programs, offering continuous teacher training, and fostering stakeholder collaboration. Additionally, action research is recommended to identify effective strategies and interventions for improving academic performance and support systems in inclusive education settings.

Understanding Teacher Support in Inclusive Learning Environments

2025-03-04T12:40:24+00:00

This study examined the relationship between the level of support teachers receive and learners' academic performance in English, Mathematics, and Science. The profile of 30 teachers was analyzed, revealing a predominantly female workforce, with most teachers having mid-level experience and advanced education, including Master's Degree holder. Teachers participated in in-service training and inclusive education seminars, though fewer attended subject-specific training. The study found that while teacher support systems encompassing accessibility of guidance, school leadership, and administrative encouragement are generally positive, they do not directly influence learners' academic performance. Statistical analyses showed no significant relationship between teacher support and student outcomes across all subjects, with weak correlations observed for various constructs. The findings suggest that student achievement is influenced more by targeted teaching strategies, student engagement, and subject-specific interventions rather than generalized teacher support. The study highlights the need for enhancing professional development programs, improving instructional quality, and implementing personalized interventions for struggling students. Recommendations include aligning teacher support systems with measurable academic goals, providing subject-focused training, fostering collaboration among educators, and introducing innovative, learner-centered approaches to boost engagement. The results underscore the importance of combining teacher support with strategic actions tailored to improve academic outcomes. This study contributes to the understanding of how teacher support can be optimized to foster better student performance while addressing gaps in professional development and instructional practices.

Stress and Burnout amongst Business School Staff

2025-03-10T12:00:05+00:00

This study aims to evaluate stress levels and burnout experiences among business school staff while identifying the primary workplace stressors contributing to burnout. It addresses the need for an updated assessment in the post-Covid-19 work environment, with the ultimate goal of informing the development of targeted interventions to mitigate burnout and improve overall staff wellbeing. This study employed a cross-sectional survey design targeting the complete business school staff population. Data were collected using a self-designed survey measuring workplace stressors alongside the Maslach Burnout Inventory – Educators Survey (MBI-ES). Analyses involved reliability tests (Cronbach’s alpha), Confirmatory Factor Analysis, one-sample t-tests, and correlation analyses using standard statistical software. The study achieved a 34% response rate with demographics representative of the business school staff. Results indicated moderate emotional exhaustion, low depersonalisation, and high personal accomplishment. Workplace stressors were observed at average levels and correlated most strongly with emotional exhaustion, with task overload and restricted autonomy emerging as the primary contributors to burnout. The findings can be applied in academic administration, human resource management, and organisational behaviour within higher education settings. The insights support the development of targeted interventions, policies, and wellbeing programmes to reduce burnout. Additionally, the study indicates that while theory links certain factors with others, these connections vary in strength when applied in practice. The study offers a contemporary perspective on stress and burnout in the context of the post-Covid-19 work environment. By integrating a self-designed survey with the established Maslach Burnout Inventory – Educators Survey, it advances current knowledge on burnout antecedents. The somewhat surprising results provide insights to inform targeted managerial interventions and enhance staff wellbeing strategies.

The Cultural implication of Gender Equity Policies in Academia

2025-03-11T12:53:34+00:00

This study explores the intersection of gender equity policies in the education sector and their broader cultural implications, particularly in advancing Sustainable Development Goal 5 (SDG 5). Using a qualitative literature review methodology, this study synthesizes academic research, policy reports, and case studies to assess the effectiveness of institutional policies in fostering gender equity and driving cultural transformation. The analysis highlights how gender action policies contribute to increased female participation in STEM fields, enhance research quality, and promote diverse academic discourse. Moreover, it examines how these policies shape student aspirations and gender identities, influencing societal perceptions of gender roles. By identifying key themes and patterns within the literature, this study underscores the role of academic institutions as agents of systemic change. Findings suggest that well-designed gender equity strategies not only improve representation in education but also catalyze long-term cultural shifts toward greater inclusivity and equality. This research contributes to the ongoing discourse on gender equity by providing a critical examination of existing policies and their transformative potential in academic and social contexts.

Mentorship of Special Education Teachers of Students who have Treatment and Rehabilitation Needs

2025-03-13T13:57:51+00:00

This study examines the role of mentorship in enhancing the self-efficacy of special education teachers working with students requiring treatment and rehabilitation. It also explores how mentorship supports the implementation of the new Ontario Language (OME, 2023) curriculum within Education and Community Partnership Programs (ECPP). A qualitative case study approach was used. Semi-structured interviews were conducted with three experienced mentors and one mentee from a publicly funded Ontario school board. Data were analyzed using thematic analysis to identify key themes related to mentorship and teacher self-efficacy. The study identified four major themes: teacher isolation, challenges of language and literacy instruction and the new Ontario Language curriculum, congruous mentorship support in ECPP settings, and informal communications and responsive mentorship. Findings highlight the importance of trust-building and technology in mentorship. This study is relevant to educators, policymakers, and administrators in special education, mentorship programs, and alternative education settings. It provides insights for improving teacher support systems within ECPP and similar learning environments. This study contributes to the limited research on mentorship for special education teachers in ECPP. It highlights the role of mentorship in overcoming professional isolation, improving instructional practices, and integrating technology to enhance teacher development.

Palestinian Arab Teachers’ Quality of Work Life in a Divided Educational System in Israel

2025-03-13T14:00:59+00:00

This study investigates the quality of work life (QWL) among Palestinian Arab high school teachers in Israel. QWL significantly influences individual well-being, health, social values, effectiveness, productivity, and overall organizational outcomes. A total of 1,245 Palestinian Arab high school teachers participated in a QWL survey. The confirmatory factor analysis identified six key dimensions of QWL: (1) autonomy and positive working relationships; (2) fringe benefits; (3) job security and skills utilization; (4) open communication and resource balance; (5) equitable compensation; and (6) training and professional development. The findings indicate that Palestinian Arab high school teachers experience a moderate level of QWL, with autonomy and positive working relationships being the most highly valued factors, while fringe benefits and fair wages ranked the lowest. Additionally, variations in the perception of specific QWL dimensions were noted based on gender, age, and teaching experience.