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
Abstract
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.
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