Cover Image

Impact of school support and self-efficacy and advocacy on acquisition of 21st century skills in Indonesia, Kyrgyzstan and Tanzania: positive pedagogical practices as a mediator

This study aimed to empirically validate the work of NAMA Foundation by investigating the relationships between students' perceptions of school support, self-efficacy, advocacy, positive pedagogical practices, and the acquisition of 21st-century skills among secondary students in Indonesia, Kyr...

Full description

Saved in:
Bibliographic Details
Main Authors: Abdallah, Ssekamanya Siraje, Khalid, Nursyahidah, Megat Ramli, Puteri Azlian
Format: Article
Language:English
Published: NAMA Foundation 2024
Subjects:
LB Theory and practice of education
Online Access:http://irep.iium.edu.my/117160/1/%282.5%29Impact%20of%20school%20support%20and%20self-efficacy%20and%20advocacy%20on%20acquisition%20of%2021st%20century%20skills-Dr.Siraje.pdf
http://irep.iium.edu.my/117160/
https://namafoundation.org/journal/index.php/nijed/article/view/16
Tags: Add Tag
No Tags, Be the first to tag this record!
id my.iium.irep.117160
record_format dspace
spelling my.iium.irep.1171602024-12-31T13:55:19Z http://irep.iium.edu.my/117160/ Impact of school support and self-efficacy and advocacy on acquisition of 21st century skills in Indonesia, Kyrgyzstan and Tanzania: positive pedagogical practices as a mediator Abdallah, Ssekamanya Siraje Khalid, Nursyahidah Megat Ramli, Puteri Azlian LB Theory and practice of education This study aimed to empirically validate the work of NAMA Foundation by investigating the relationships between students' perceptions of school support, self-efficacy, advocacy, positive pedagogical practices, and the acquisition of 21st-century skills among secondary students in Indonesia, Kyrgyzstan, and Tanzania. The objective was to assess the validity and reliability of the instruments used, examine relationships between factors, and understand cultural differences in these relationships. The study employed a cross-sectional survey using Partial Least Square Structural Equation Modeling (PLS-SEM) technique, considered suitable for complex cause-effect models. Random sampling was used, with 864 high school students from 63 schools in the three countries. The study found strong reliability and validity of measures, with significant positive relationships between perceptions of school support, self-efficacy, advocacy, positive pedagogical practices, and 21st-century skills. Positive pedagogical practices mediated these relationships. Variations were observed across countries, emphasizing cultural nuances. The findings suggest the need for culturally tailored educational interventions, prioritizing positive pedagogical practices, and promoting extracurricular involvement and citizenship. Policymakers and educators should adapt programs to each context. These insights can inform interventions for Muslim youth globally. NAMA Foundation 2024 Article PeerReviewed application/pdf en http://irep.iium.edu.my/117160/1/%282.5%29Impact%20of%20school%20support%20and%20self-efficacy%20and%20advocacy%20on%20acquisition%20of%2021st%20century%20skills-Dr.Siraje.pdf Abdallah, Ssekamanya Siraje and Khalid, Nursyahidah and Megat Ramli, Puteri Azlian (2024) Impact of school support and self-efficacy and advocacy on acquisition of 21st century skills in Indonesia, Kyrgyzstan and Tanzania: positive pedagogical practices as a mediator. NAMA International Journal of Education and Development, 1 (2). ISSN 2948-3638 https://namafoundation.org/journal/index.php/nijed/article/view/16
institution Universiti Islam Antarabangsa Malaysia
building IIUM Library
collection Institutional Repository
continent Asia
country Malaysia
content_provider International Islamic University Malaysia
content_source IIUM Repository (IREP)
url_provider http://irep.iium.edu.my/
language English
topic LB Theory and practice of education
spellingShingle LB Theory and practice of education
Abdallah, Ssekamanya Siraje
Khalid, Nursyahidah
Megat Ramli, Puteri Azlian
Impact of school support and self-efficacy and advocacy on acquisition of 21st century skills in Indonesia, Kyrgyzstan and Tanzania: positive pedagogical practices as a mediator
description This study aimed to empirically validate the work of NAMA Foundation by investigating the relationships between students' perceptions of school support, self-efficacy, advocacy, positive pedagogical practices, and the acquisition of 21st-century skills among secondary students in Indonesia, Kyrgyzstan, and Tanzania. The objective was to assess the validity and reliability of the instruments used, examine relationships between factors, and understand cultural differences in these relationships. The study employed a cross-sectional survey using Partial Least Square Structural Equation Modeling (PLS-SEM) technique, considered suitable for complex cause-effect models. Random sampling was used, with 864 high school students from 63 schools in the three countries. The study found strong reliability and validity of measures, with significant positive relationships between perceptions of school support, self-efficacy, advocacy, positive pedagogical practices, and 21st-century skills. Positive pedagogical practices mediated these relationships. Variations were observed across countries, emphasizing cultural nuances. The findings suggest the need for culturally tailored educational interventions, prioritizing positive pedagogical practices, and promoting extracurricular involvement and citizenship. Policymakers and educators should adapt programs to each context. These insights can inform interventions for Muslim youth globally.
format Article
author Abdallah, Ssekamanya Siraje
Khalid, Nursyahidah
Megat Ramli, Puteri Azlian
author_facet Abdallah, Ssekamanya Siraje
Khalid, Nursyahidah
Megat Ramli, Puteri Azlian
author_sort Abdallah, Ssekamanya Siraje
title Impact of school support and self-efficacy and advocacy on acquisition of 21st century skills in Indonesia, Kyrgyzstan and Tanzania: positive pedagogical practices as a mediator
title_short Impact of school support and self-efficacy and advocacy on acquisition of 21st century skills in Indonesia, Kyrgyzstan and Tanzania: positive pedagogical practices as a mediator
title_full Impact of school support and self-efficacy and advocacy on acquisition of 21st century skills in Indonesia, Kyrgyzstan and Tanzania: positive pedagogical practices as a mediator
title_fullStr Impact of school support and self-efficacy and advocacy on acquisition of 21st century skills in Indonesia, Kyrgyzstan and Tanzania: positive pedagogical practices as a mediator
title_full_unstemmed Impact of school support and self-efficacy and advocacy on acquisition of 21st century skills in Indonesia, Kyrgyzstan and Tanzania: positive pedagogical practices as a mediator
title_sort impact of school support and self-efficacy and advocacy on acquisition of 21st century skills in indonesia, kyrgyzstan and tanzania: positive pedagogical practices as a mediator
publisher NAMA Foundation
publishDate 2024
url http://irep.iium.edu.my/117160/1/%282.5%29Impact%20of%20school%20support%20and%20self-efficacy%20and%20advocacy%20on%20acquisition%20of%2021st%20century%20skills-Dr.Siraje.pdf
http://irep.iium.edu.my/117160/
https://namafoundation.org/journal/index.php/nijed/article/view/16
_version_ 1821105125175853056
score 13.226497

Similar Items