Published
2024-05-30
Issue
Section
Monográfico
License
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
As a whole, the author(s) declare that ( download model ):
1.- Original and innovative contributions are made through this text. I/we certify that this work has not been published in whole or in part by any other means nor is it under consideration for publication in another journal.
2.- I/we acquire the commitment to accept the writing, publication, review and evaluation standards considered by Fonseca, Journal of Communication.
3.- I/we take responsibility for the content of the text that I/we send and for having contributed to the conception, design and execution of the work, analysis and interpretation of data and for having participated in the writing of the text and its possible revisions as well. as in the approval of the version that I/we finally send.
4.- I/we have been informed that changes in style of the manuscript may occur but that, nevertheless and in any case, the final galleys will be sent to me/us before the text, in case of favorable evaluation, is definitively published as an article. I/we undertake to acknowledge receipt of said proofs as well as, once verified, to give approval for their publication in the shortest possible time. I/we understand that we give tacit approval to the galleys if I/we do not send a response within 10 calendar days of receiving them.
5.- I/we affirm to know that the publication of an article in Fonseca, Journal of Communication does not entail any cost or remuneration.
6.- I/we declare to be free of any personal and/or commercial association that may pose a conflict of interest in connection with the article submitted as well as having respected the ethical principles of research.
7.- The undersigned author(s) transfer/we transfer the property rights (copyright) of this work to Fonseca, Journal of Communication so that it may be published under a Creative Commons license (in the modality indicated at the bottom of the main page of Fonseca, Journal of Communication. I/we assign the editing and reproduction rights.
How to Cite
TO EXPLORE THE MEDIATING ROLE OF HIGH SCHOOL EDUCATIONAL PSYCHOLOGY IN TEACHERS’ CLASSROOM ORGANIZATION AND PLANNING
Zichun Zhao
Faculty of Education, Univerisity of Malaya, Kuala Lumpur, 50603, Malaysia
Chen Tian
Faculty of Education, Univerisity of Malaya, Kuala Lumpur, 50603, Malaysia
Wei Wang
Faculty of Education, Univerisity of Malaya, Kuala Lumpur, 50603, Malaysia
DOI: https://doi.org/10.48047/fjc.28.01.24
Abstract
This study investigates how high school educational psychology mediates the connection between instructors’ planning and the organization of the classroom. It attempts to investigate the relationship between educational psychology and teachers’ use of planning and organization techniques in the classroom. A survey questionnaire was used to gather information from the 320 high school students from China who participated in the study. Data from a sample of high school teachers are gathered through a survey instrument as part of the study’s quantitative research design. Descriptive statistics and structural equation modelling were then used to evaluate the data. The mechanisms underpinning the mediating role of educational psychology were understood using social exchange theory as the theoretical framework. The value of this study rests in its ability to advance our knowledge of the elements that go into good planning and organization in the classroom, as well as the function that educational psychology plays in these activities. Effective teaching requires careful planning and organization of the classroom, and educational psychology has a significant impact on how teachers implement their profession. Teachers, educational officials, and academics will benefit greatly from the study’s findings in developing interventions and techniques to enhance classroom practices. The results imply that teachers’ knowledge of and implementation of educational psychology principles can improve their methods for scheduling and organizing lessons. The study’s findings and their consequences for educational practice will be outlined in the conclusion.
