Early Published: 29.04.2026
Published: 01.05.2026

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Article - 2   (Research Paper)                                                     (ENG)

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Primary School Teachers' Views on Contemporary Assessment Tools  

 

Hüseyin İŞERİ
Classroom Teacher, Mimar Sinan Primary School, Turkiye, https://orcid.org/0009-0002-8580-806X

Assoc. Prof. Dr. Behsat SAVAŞ
Dokuz Eylül University, Buca Faculty of Education, Department of Primary Education, Turkiye, https://orcid.org/0000-0003-3164-9745

 

Abstract

This study aims to examine primary school teachers’ existing knowledge of contemporary assessment tools, their learning needs, and the gains they achieved following a structured in-service training program. The research used a qualitative case study design. The participants consisted of 43 volunteer primary school teachers working in the Konak district of İzmir, Türkiye. Data were collected through forms based on the KWL technique (What I know, What I want to learn, What I learned) and analyzed using content analysis. The findings indicate that teachers’ initial knowledge was largely limited to performance- and product-oriented tools such as portfolios and rubrics, while their awareness of diagnostic and process-oriented assessment tools was relatively low. Teachers’ learning needs primarily focused on becoming familiar with new assessment tools, integrating them into classroom practices, and receiving guidance on their practical applicability. Following the training, a significant increase in teachers’ knowledge and awareness of tools such as structured grids, scoring rubrics, word association tests, and diagnostic branched trees was observed. The results suggest that practice-based professional development activities are effective in enhancing teachers’ assessment literacy.

Keywords:  Contemporary assessment tools, primary school teachers, assessment literacy

 

CITATION:  İşeri, H., & Savas, B. (2026). Primary school teachers' views on contemporary assessment tools. J-EDUCAT: Journal of Educational Studies, 4(1), 558–569. https://doi.org/10.5281/zenodo.19893963

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Article- 3   (Research Paper)                                                    (TUR)

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Barriers to Teacher Motivation

Öğretmen Motivasyonunun Önündeki Engeller


Sultan TURAN
Öğretmen, Milli Eğitim Bakanlığı, Sakarya, Türkiye, https://orcid.org/0009-0005-7548-2969

Doç. Dr. Ender KAZAK
Düzce Üniversitesi, Eğitim Fakültesi, Eğitim Bilimleri, Düzce, Türkiye, https://orcid.org/0000-0001-5761-6330

Abstract

This research aims to examine in depth the obstacles to teachers' motivation through teachers' experiences. Designed using the phenomenology approach, one of the qualitative research methods, the study was conducted with 12 teachers who have at least ten years of experience and who were working in Sakarya and Istanbul provinces during the 2024-2025 academic year. Data from participants selected using purposive sampling were collected through a semi-structured interview form and analyzed using descriptive analysis techniques. The research findings show that the barriers to motivation fall into three main themes: social, individual, and professional. Economic concerns and negative attitudes of parents were identified as the main obstacles at the social level; low student achievement and professional burnout at the individual level; and administrative pressure, physical inadequacies, and constantly changing curricula at the professional level. To overcome these obstacles, it is recommended to improve financial rights, strengthen social prestige, ensure teacher participation in curriculum processes, and establish social/professional support mechanisms that will strengthen internal school communication. 
    

Keywords:  Motivation, teacher, qualitative research

 CITATION:  Turan, S., & Kazak, E. (2026). Öğretmen Motivasyonunun Önündeki Engeller. J-EDUCAT: journal of educational studies, 4(1), 570–598. https://doi.org/10.5281/zenodo.19895376

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Article- 4           (Research Paper)                                                (ENG)

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Student Engagement and Withdrawal in Synchronous Online FSP in Algeria: A Systemic Approach

Dr. Yamina BOUNOUARA
University of Batna 1, Algeria, https://orcid.org/0009-0004-3842-2273

Abstract

This study examines the nature and dynamics of student engagement in synchronous French for Specific Purposes (FSP) at the University of Batna 1 (Algeria), within the context of post-COVID-19 digital transformations. Grounded in a systemic approach, the study draws on the multidimensional engagement theory and the Community of Inquiry framework. It also incorporates the interactionist perspective on language learning and conceptualizes withdrawal as a systemic regulator. The research employs an adapted and validated version of the Live Online Classes Engagement Scale (LOCES) with 144 undergraduate economics students. The results reveal high overall engagement (M = 3.91/5), a finding that is counterintuitive given contextual constraints. The analysis highlights a clear hierarchy of dimensions: instructional engagement (M = 4.25) and behavioral engagement (M = 4.05) constitute a core, while social, emotional, and technological dimensions act as moderators. The withdrawal dimension emerges as an integrated antagonistic regulator, negatively correlated with all positive forms of engagement (r from -.37 to -.57) and loading negatively onto a single latent factor (-.704). Correlations and confirmatory factor analysis suggest that positive forms of engagement mutually reinforce each other, whereas withdrawal signals latent disinvestment. These findings, rooted in the Algerian university context, highlight the systemic nature of engagement and emphasize the importance of active pedagogical practices and institutional vigilance regarding withdrawal signals.

Keywords: Student engagement, withdrawal, synchronous online FSP, Algerian higher education, Live Online Classes Engagement Scale (LOCES).

CITATION:  

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