Global Journal of Guidance and Counseling in Schools: Current Perspectives
https://un-pub.eu/ojs/index.php/gjgc
<p align="justify"><strong>Global Journal of Guidance and Counseling in Schools: Current Perspectives (GJGC)</strong> is an international peer-refereed journal. The mission of the journal is to publish articles which are relevant to current theoretical and practical issues and perspectives on guidance and counseling in schools. Papers may address a variety of appropriate approaches in the conduct of research and inquiry in theoretical, empirical and experimental issues.</p> <p align="justify"><em>No publication charge or article processing charge is required. All accepted manuscripts will be published free of cost.</em></p> <p><strong>Basic Rules</strong></p> <p>1) The Contac author must be one of the <strong>article authors</strong>. Other than the authors, no one else can submit the article. <strong>It is immediately rejected</strong>.</p> <p>2) Make sure that issues about publication ethics, copyright, authorship, figure formats, data, and references format have been appropriately considered.</p> <p>3) Ensure that all authors have approved the content of the submitted manuscript. Once a manuscript has been submitted, no author changes, additions or reductions can be made. In that case, the manuscript will be <strong>rejected at any stage</strong>.</p> <p>4) An author can publish a maximum of two articles per year.</p> <p>5) Manuscripts submitted to GJGC Journal should neither been published before nor be under consideration for publication in another journal or conference.</p> <p>6) An article can have a maximum of six (6) authors.</p>en-USgjgc.editor@gmail.com (Prof. Dr. Kobus MAARE)bdcenter.editorial@gmail.com (Daniel Sekyere-Asiedu)Wed, 30 Apr 2025 00:00:00 +0300OJS 3.3.0.8http://blogs.law.harvard.edu/tech/rss60A lesson study-based clinical supervision model for enhancing teacher performance
https://un-pub.eu/ojs/index.php/gjgc/article/view/9643
<p>This study addresses the need for teacher support in understanding educational goals, curriculum, and active learning strategies, with supervisors playing a crucial role in guiding effective teaching. The study develops and implements a clinical supervision model based on lesson study to improve instructional performance at Simeulue Regency Public High School. Grounded in Total Quality Management principles, the model emphasizes continuous improvement. The primary objective was to evaluate the application and impact of this model on teaching quality. The research methodology involved expert validation and practical implementation of the model, with participants including teachers, vice principals, and principals from the eight schools in the region. Findings reveal that expert validators rated the model as valid and that its implementation resulted in significant improvements in teachers' instructional performance. The study highlights that structured supervision models, incorporating lesson study principles, can enhance professional development and teaching quality in schools. These findings offer valuable insights for educational leaders and policymakers seeking to improve instructional practices. Conducted as Research and Development (R&D), this study used a systematic model development process, including design, testing, evaluation, and revisions, based on the Dick and Carey development model. The results suggest that this clinical supervision model can effectively support teachers in achieving continuous professional growth, contributing to better learning outcomes.</p> <p><strong><em>Keywords</em></strong>: , Clinical supervision; lesson study; teacher; teaching performance</p>Sariakin, Yulsafli, Fajriansyah, Syarfuni
Copyright (c) 2025 Global Journal of Guidance and Counseling in Schools: Current Perspectives
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https://un-pub.eu/ojs/index.php/gjgc/article/view/9643Wed, 30 Apr 2025 00:00:00 +0300Physical and social factors influencing university students' preferences for informal learning spaces
https://un-pub.eu/ojs/index.php/gjgc/article/view/9644
<p>This research examines the physical and social characteristics influencing college students' preferences for cafés as informal study spaces. Additionally, it explores students' learning habits, use of learning spaces, and perspectives on café learning environments. The study employed a quantitative approach, surveying 772 students from universities in a designated district. Researchers applied the Beckers & Dewulf framework model to assess the relationships between eight factors affecting students' choice of informal learning spaces. The results revealed a positive correlation among the eight factors, which were grouped into two dimensions: amenity quality, naturalness, ICT facilities, interior design, student autonomy, customer presence, friend’s presence, and sense of belonging. High-tech equipment and a sense of belonging were found to have the greatest influence on students’ preferences for specific cafés. This research provides valuable insights for educators, offering a deeper understanding of the learning habits of the new generation of students and how they engage with informal learning spaces.</p> <p><strong><em>Keywords: </em></strong>Informal learning space; physical characteristic; social characteristic; university students</p>Anh Nguyen, Binh Nguyen, Huy Le , Khang Pham
Copyright (c) 2025 Global Journal of Guidance and Counseling in Schools: Current Perspectives
http://creativecommons.org/licenses/by-nc-nd/4.0
https://un-pub.eu/ojs/index.php/gjgc/article/view/9644Wed, 30 Apr 2025 00:00:00 +0300Overcoming bullying: A phenomenological study of students' perceptions
https://un-pub.eu/ojs/index.php/gjgc/article/view/9645
<p>Efforts to reduce bullying in schools require effective strategies. However, existing approaches primarily reflect teachers' perspectives, with limited attention to how students perceive and manage bullying. This study explores students' strategies for coping with bullying in schools in Special Region of Yogyakarta. Using a qualitative phenomenological approach, data were collected through interviews, focus group discussions, and questionnaires administered via Google Forms. The 41 participants were selected through simple random sampling. Data analysis followed Miles, Huberman, and Saldana's interactive model, including data condensation, data display, and conclusion drawing. The findings indicate that students cope with bullying through social, internal, and external factors. Some effective strategies include reporting bullying incidents to parents, teachers, or peers, and fostering healthy friendships through participation in extracurricular and organizational activities. These findings highlight the importance of empowering students with coping mechanisms and promoting supportive school environments to mitigate the impact of bullying. </p> <p><strong><em>Keywords:</em></strong> Bullying; coping strategy; phenomenology; student perception</p>Riana Nurhayati, Suranto, Siti Irene Astuti Dwiningrum, Heri Retnawati, Herwin
Copyright (c) 2025 Global Journal of Guidance and Counseling in Schools: Current Perspectives
http://creativecommons.org/licenses/by-nc-nd/4.0
https://un-pub.eu/ojs/index.php/gjgc/article/view/9645Wed, 30 Apr 2025 00:00:00 +0300Instilling social tolerance in elementary school students
https://un-pub.eu/ojs/index.php/gjgc/article/view/9646
<p>This study aims to explore the process of instilling social tolerance values in elementary school students through the content of local wisdom from Betawi culture. The value of tolerance is crucial for elementary school students, as it can significantly impact their daily interactions and long-term behavior. The research employs a descriptive method with a qualitative approach, which allows for an in-depth understanding of how teachers incorporate Betawi culture and local wisdom into their teaching of tolerance. The study involved 28 participants from 9 different ethnic groups in Indonesia, making it a multicultural study. Data were collected through interviews, observations, and questionnaires. The findings indicate that the use of Betawi culture’s local wisdom has a positive impact on teaching tolerance, as students can easily remember and model these values in their own lives. This research has important implications for educators, including teachers and university lecturers, to emphasize the teaching of tolerance as an essential value in multicultural contexts.</p> <p><strong><em>Keywords</em></strong><em>:</em> Culture; learners; local wisdom; tolerance value</p>Linda Zakiah, Sarkadi, Arita Marini
Copyright (c) 2025 Global Journal of Guidance and Counseling in Schools: Current Perspectives
http://creativecommons.org/licenses/by-nc-nd/4.0
https://un-pub.eu/ojs/index.php/gjgc/article/view/9646Wed, 30 Apr 2025 00:00:00 +0300The family's role in high school graduates' higher education decision-making
https://un-pub.eu/ojs/index.php/gjgc/article/view/9647
<p>The career path choices of school-leavers are influenced by various factors, but the role of family values in shaping these decisions remains understudied. This research addresses the gap by exploring the direct and indirect influence of family on the higher education decisions of Russian and Kazakh school-leavers. The primary objective was to investigate how family traditions and values impacted students' choice of major. Surveys were conducted with first-year university students and their parents from Russia and Kazakhstan to gather data. A total of 80 families participated, representing different educational backgrounds and geographical locations. The findings revealed that a significant majority of students made their major choices under the influence of their families, although parents often failed to recognize the pressure they exerted. The study highlights the critical role of family dynamics in career decisions, with implications for understanding the broader socio-cultural factors influencing student choices. The results provide valuable insights into the intergenerational transmission of career values and suggest directions for future research into family influence on educational trajectories.</p> <p><strong><em>Keywords:</em></strong> Decision making; higher education; influence of family family; family traditions; schoolchildren</p>Nailya Askarova, Olga Shalamovа , Liia Voronova
Copyright (c) 2025 Global Journal of Guidance and Counseling in Schools: Current Perspectives
http://creativecommons.org/licenses/by-nc-nd/4.0
https://un-pub.eu/ojs/index.php/gjgc/article/view/9647Wed, 30 Apr 2025 00:00:00 +0300