Inheritance and Innovation at Ziyang Academy in Hankou, Hubei

This paper aims to analyze the distinctive features of the Ziyang Academy in Hankou from the perspectives of inheritance and innovation. The academy shares profound ties with familial traditions, having been established by Huizhou merchants based on native-place solidarity. It traces its intellectual lineage to Zhu, Xi while inheriting the legacy of Confucius, serving as a practical embodiment of Confucian values in cultivating civic virtues. Simultaneously, the academy functioned with guild hall characteristics, blending commercial acumen with a commitment to local development and social welfare initiatives. It evolved into an urban landmark, where its founding, architectural design, and associated cultural landscapes became defining features of the era. The academy’s adherence to Zhu, Xi’s philosophy not only promoted his teachings but also honored Confucian ideals. From Confucius to Zhu, Xi, the Ziyang Academy’s social engagement and practices offer valuable insights for fostering a sense of familial and national responsibility—"cultivating oneself, regulating the family, governing the state, and bringing peace to the world"—in the new era. Its dual approach of "narrating tradition" (inheritance) and "pioneering innovation" provides a referential framework for integrating humanistic spirit into higher education and societal development

Empowering Teachers’ Professional Competence through the PIKOLAK Training Model (Participatory, Integrative, and Collaborative) with a Blended Learning Approach in Humbang Hasundutan Regency

This study applied a Research and Development (R&D) approach to design and evaluate the PIKOLAK Training Model Participatory, Integrative, and Collaborative—integrated with a blended learning format to improve teacher professional competence in Humbang Hasundutan Regency. The development process included needs analysis, model design, expert validation, and field testing. The blended learning structure combined face-to-face workshops with online modules, offering both flexibility and quality. Quantitative results showed a significant increase in teacher competency scores, rising from 65.2 (pre-test) to 83.7 (post-test) with p < 0.01. Qualitative data revealed enhanced teacher engagement, increased collaboration, and more effective teaching practices. Teachers expressed stronger ownership of their learning and found the program highly relevant to classroom needs. The model effectively blended adult learning principles with experiential and social learning theories, contributing to improved pedagogical outcomes. Overall, the PIKOLAK model proved to be a valid and practical framework for professional development, particularly in under-resourced areas. It offers scalable potential for broader use in similar educational contexts, ultimately supporting the advancement of teacher quality and student learning outcomes

The Impact of Leadership and Organizational Culture on Teachers’ Job Satisfaction in Schools under Samdrupjongkhar Dzongkhag

Extensive research has explored the connection between leadership and organizational culture. However, the specific impact of school principals\u27 leadership styles on student achievement, teacher satisfaction, and overall school climate has been under-researched. This study aims to investigate the organizational culture, teacher job satisfaction, and the development of a positive and supportive school culture in various schools in Bhutan, especially Samdrup Jongkhar Dzongkhag. The sample size for this study consisted of 116 school teachers, of whom 90 were currently working in schools in Samdrup Jongkhar. These teachers were asked about their principals’ leadership style and practices, organizational culture in the school, and job satisfaction. It was found that all the teachers agreed on having a positive work culture in their respective schools. Of the 116 teachers, 95 were also satisfied with their job; however, eight were not, and the remaining 13 remained neutral. It can be noted that those who responded positively about their leaders and the organizational culture were the teachers who were satisfied with their job

Managerial Strategies and their Mediating Effects on Ethical Leadership and Job Satisfaction Among Secondary School Teachers in Tanzania

This study examined the mediating role of managerial strategies in the relationship between ethical leadership and job satisfaction among secondary school teachers in Tanzania, focusing on Temeke Municipality. Using a mixed-methods design, the study engaged 150 teachers through structured questionnaires and 14 educational leaders-10 school heads, 3 Ward Education Officers (WEOs), and 1 District Secondary Education Officer (DSEO)-via in-depth interviews. Quantitative data were analyzed using structural equation modeling (SEM) to assess direct and mediated effects, while qualitative data were interpreted through thematic analysis. Findings revealed that ethical leadership positively influences teachers’ job satisfaction, and this relationship is partially mediated by managerial strategies such as participatory decision-making, teacher support, and transparent communication. Thematic insights echoed these results, highlighting that strategic leadership enhances school climate and teachers’ professional commitment. The study concludes that although ethical leadership is essential, effective managerial strategies amplify its impact on job satisfaction. It recommends targeted training for school leaders in ethical conduct and management to boost teacher motivation and school performance. These findings are valuable for policymakers and education stakeholders seeking sustainable ways to enhance teacher satisfaction in Tanzanian secondary schools

Practices and Challenges Encountered by Secondary Mathematics Teachers in Limited Face-To-Face Learning Modality in Zone IV, Division of Zambales

This research studied the practices and challenges encountered by Secondary Mathematics teachers during limited face-to-face learning modality in Zone IV, Division of Zambales for the school year 2021–2022. It utilized a descriptive quantitative research design with a questionnaire as the main instrument. Results showed that teachers strongly agreed on the indicated practices on Health and Safety Protocols; Accessibility, Teacher Performance; Teaching Strategy, and ICT Access and Use. They disagreed with challenges related to Class Scheduling, Teaching and Learning Delivery, Assessment of Students’ Performance; but agreed that Class structuring and Management posed difficulties for effective discussions and student engagement. However, there is no significant difference between the appraised practices and challenges when grouped according to age, gender, teaching position, years in teaching, and average number of hours rendered in mathematics class weekly. There exist significant differences on the perceived practices among respondents handling Grades 7, 10, and 11. Post Tukey HSD tests and the Games-Howell test indicate that Grade 7 and Grade 11 groups differ significantly with their perceived practices of limited face-to-face modality. Therefore, the grade level to which the teachers are assigned has an impact on how they perceive the implementation of the limited face-to-face modality. Lastly, there is no significant relationship between assessed practices and perceived challenges faced by the teachers in the conduct of limited face-to-face learning modality and the correlation that was established was negligible negative correlation, suggesting that teachers who strongly agreed on the indicated practices tend to have low perceived challenges

Qualitative Research Approaches and Data Collection Methods: Understanding Meaning and Experience

Qualitative research aims to explore and understand how individuals make sense of their experiences and the social world around them. Unlike quantitative research, which focuses on measurement and generalisation, qualitative inquiry values depth, context, and human meaning (Creswell and Poth, 2018). This paper outlines the primary approaches and data collection methods employed in qualitative research, illustrating how philosophical assumptions influence the design of inquiry. It discusses key qualitative approaches, including phenomenology, ethnography, grounded theory, narrative inquiry, case study, and participatory action research, each offering a distinct way to study human experience. The article also examines the most common data collection methods, interviews, focus groups, observations, document analysis, and visual or digital tools, highlighting their role in generating rich and authentic data. Finally, it argues that qualitative research is guided by interpretivist and constructivist paradigms, where knowledge is co-created through a process of reflection and interpretation between the researcher and the participant (Schwandt, 2015; Denzin and Lincoln, 2018). This discussion lays the groundwork for the subsequent section, which examines the philosophical foundations and methodological principles of qualitative inquiry

Construction and Standardization of Psychology Aptitude Test for Incoming College Psychology Students

Psychology programs in higher education institutions rely on accurate assessment tools to gauge the aptitude of incoming students effectively. However, existing standardized tests often fail to address the unique skill sets and knowledge domains specific to psychology, emphasizing the necessity for a tailored Psychology Aptitude Test. This study aims to bridge this gap by developing and standardizing a Psychology Aptitude Test tailored for incoming college psychology students. Anchored on Item Response Theory (IRT), the study endeavors to create a test that comprehensively evaluates students\u27 preparedness for the BS Psychology program. Objectives include assessing the Psychology Aptitude Test\u27s validity, item difficulty and discrimination indices, and reliability. Findings reveal a sound measurement with strong content validity, balanced difficulty levels, and internal consistency. Recommendations for ongoing item review, expanded validation studies, and predictive validity assessment are provided to optimize the test\u27s effectiveness in evaluating psychological aptitude within college environments

Cognitive Construction Grammar in Translation Studies

The construction grammar (CG), as a major ramification of cognitive linguistics, has attracted more and more attention in recent years. The study of grammar under cognitive construction grammar takes "construction" as the basic unit of translation, uses the concept of construction to elaborate and explain various phenomena and thinking representations in the field of translation, and reveals the law and essence of translation behavior from the cognitive level. This paper briefly discusses the integration of the constructional grammar and translation studies, reviews and evaluates the principles and strategies of the constructional grammar in promoting translation, the development of translation process and translation transformation, and finally discusses the contribution of translation studies in promoting the constructional grammar

Cultural Differences in Chinese and American Family Education: Situational Narratives in The Pursuit of Happiness and Growing Pain

The family is the first socialized unit that a person comes into contact with after birth, and the educational activities of the family begin at birth and end at death. The cultivation of a person\u27s character and the formation of values are closely related to the moral education he receives from the family.There are many differences between China and the United States in terms of cultural traditions, conceptual awareness, lifestyles, and social customs. The reason for analyzing the difference in family education between the two countries is that we correctly borrow the premise of the advanced education concept of the United States. Finding the best combination among these differences and learning from the reasonable family education methods in the United States will help improve China\u27s family education. This article selects two works for comparison, one is the inspirational movie The Pursuit of Happiness that swept around the United States at the end of this century and the beginning of the last century, and a well-known TV series Growing Pain in China. These two works were chosen because they are very famous in both countries and the family education concepts in them highlight the family education styles of the United States and China respectively, which are very representative. This paper adopts the comparative analysis and the literature research method to compare the commonalities and differences of family education in China and the United States. Through the comparison of situational narrative (comparison of narrative sections, comparison of narrative techniques and comparison of narrative rhetoric) and comparison of family education models (comparison of ideas, parent-child activities and difficulty solving) of the two works, the advanced experience of American family education is summarized,such as paying attention to children\u27s independence, paying attention to cultivating a sense of equality, respecting children and so on. Its essence is refined and absorbed, which has good reference significance for the improvement of Chinese family education

Characteristics of Traditional Costume of Muong Women in Thanh Hoa Province, Vietnam

After experiencing numerous ups and downs throughout history, the 54 ethnic groups of Vietnam have created, preserved, and maintained their own rich and diverse cultural heritage. Throughout history, clothing has been an essential element in shaping the cultural identity of a community, an ethnic group, or a nation. Each ethnic group\u27s clothing has its own distinctive features, reflecting everything from the structure to the decorative patterns on each part of the garment. Through the lines, colors, patterns, and shapes of each component of the clothing, the customs, lifestyle, habits, and aesthetic essence of that ethnic group are also expressed. The traditional clothing of Mường women in Thanh Hóa has very prominent distinctive features in its structure; the garments are bright in color, creating a striking and unique impression. The decorative patterns on the clothing are intricate, showcasing the skill and delicacy of Mường women