Educational Leadership and Policy Analysis

TVET functions as a crucial foundation for sustainable development since it develops skills that enable individuals to become more employable through increased productivity alongside innovation capabilities. The developing labor markets and globalized economy with technological progress and environmental threats have heightened awareness about TVET systems as tools for resolving economic disparity and environmental preservation together with establishing social equity. The worldwide TVET setting encounters constant barriers which obstruct its capability to achieve these goals. This study examines the barriers which affect TVET program quality and inclusiveness as well as relevance using recent research combined with secondary data especially from developing nations with constrained resources and noticeable education disparities. The research proves that removing these obstacles requires investments by governments together with educational institutions and industry leaders as well as international organizations implementing solutions. The effectiveness of TVET programs can be improved through investments in contemporary infrastructure, modernization and digital education combined with green skills training alongside strengthened partnerships which promote work-based learning methods and policies which integrate inclusive approaches for disadvantaged groups. The report proposes that governments establish strong governance procedures which will boost policy execution and monitoring as well as evaluation practices. TVET will enhance its contribution to United Nations SDGs (especially quality education and decent work alongside climate action) through implementing key improvements. The research investigates pragmatic methods alongside important findings that guide policy decision makers and educational professionals and stakeholder groups to enhance the sustainable development outcome of TVET in the dynamic global landscape.

This study the need and importance of developing school leadership for institutional effectiveness in Nigeria. It reviewed literatures on school leadership development, school leaders/managers, strategies for developing effective school leadership, waving the path for successful leadership development for school effectiveness, preparing the school leaders for the challenges of tomorrow. The study concluded that In all successful schools, the school leaders have high expectations for all students and have multiple responsibilities such as supporting curriculum and instruction, fostering a positive and caring culture, recruiting and retaining school staff, engaging parents and community resources, keeping up with the paperwork, e-mails, parent calls, evaluating teachers, attending school meetings, and community events among others. In the light of the literature discussed in the paper, it made some suggestions that educational leaders need the following for school effectiveness.

In order to understand the impact of New Jersey's standards and assessment policies, this study examined how leaders in six school districts responded to the state's standards and the fourth grade Elementary School Proficiency Assessment, specifically in the area of mathematics. Building on earlier work exploring district responses to testing, this study investigated the relationship between district pedagogy around testing and the will and capacity in particular districts, including physical capital (resources), human capital, and social capital. Data from interviews with 19 district administrators indicated that districts had varying capacity for reform. Districts ' responses to standards and testing were heavily influenced by their capacity to support more general reform efforts. In the one district where responses were most consistent with the expectations of state reform advocates, a combination of factors were involved. For example, the human capacity and will w...

Coimbra) ficaram um pouco aquém dos 50%, facto que pode também ser explicado por 2 Este total de professores foi obtido a partir de registos realizados em grelhas elaboradas para o efeito e que foram preenchidas aquando da aplicação dos inquéritos. Estes dados, foram, entretanto, confirmados, via telefone tendo alguns responsáveis das escolas referidas que estes são totais aproximados. Devem, por isso ser interpretados nessa base.

The purpose of this qualitative research study was to develop a better understanding of how successful principals lead at private schools of rural areas. The study was focused on the principal’s role in providing transformational, transactional and laissez-faire leadership as defined by Bass and Avolio (1995), specifically in the context of school education. The study was designed to explore the use of four transformational leadership behaviors that are: idealized influence, inspirational motivation, intellectual stimulation, and individualized consideration. Other leadership styles were also made part of interview questionnaire to assess whether they are practiced by principals along with transformational leadership in different situations or not. The study sample was drawn from private schools of rural areas of Gujrat. The participants were selected through judgmental sampling and one to one interviews of open ended questions was conducted to acquire the needed information. The re...

Inclusive sustainable development (ISD) in education is a critical goal for African nations. This paper explores the integration of inclusive education principles and practices (IEPs) into instructional leadership (IL), the challenges faced by African school leaders, and the impact of inclusive leadership on student outcomes. It also examines the role of community engagement (CE) and the design of professional development (PD) programmes to equip school leaders with the necessary skills. Using evidence-based examples, this paper provides valuable insights for policymakers, educators, and researchers.The findings highlight the importance of IEPs, CE, and targeted PD in achieving sustainable educational outcomes in Africa. The research underscores the positive impact of inclusive instructional leadership (IIL) on student outcomes, with schools in Nigeria showing better academic performance and improved student engagement due to IIL. Additionally, the study identifies several challenges, such as funding constraints and inadequate teacher education, which hinder the implementation of inclusive education. The Nigerian government's efforts to allocate more funds to education and implement teacher training programmes focused on inclusive practices are steps in the right direction. CE emerged as a crucial factor in promoting ISD in schools. Effective school-community partnerships in Nigeria addressed the root causes of educational challenges, such as unprepared students and poor teaching quality. Finally, the paper emphasizes the need for PD programmes tailored to the unique challenges and contexts of the region, highlighting the African Centre for School Leadership's blended professional development programmes. By addressing these issues, policymakers, educators, and researchers can work towards creating more equitable and sustainable educational environments across Africa.

Las competencias y habilidades directivas son los factores más importantes que impulsan a la organización a lograr mayor productividad, es por ello que el objetivo fundamental de este proyecto fue cubrir los aspectos faltantes de un profesor de yoga en materias de competencias, para brindar u servicio de mayor calidad a los practicantes, comunicarse efectivamente, resolver conflictos y crear un ambiente favorable donde los objetivos de la empresa puedan cumplirse. A través de la aplicación de un Programa de Crecimiento Personal y Desarrollo Profesional en Profesores de la Escuela Prema Yoga, esta investigación es guía de referencia para nuevos trabajos y sirve de documento de consulta para ideas que puedan mejorar la productividad en las organizaciones que desean implementarla, no solo en el yoga, sino también otras filosofías y terapias alternativas. Es la primera vez que se unen los conceptos holísticos del yoga con la claridad y objetividad de las competencias directivas. Mediante una acción participativa y trabajo de campo con los 21 profesores de yoga, se ameritó un contacto directo y personalizado, implementando observaciones directas, entrevistas y revisión de la estructura organizativa de la empresa. La utilización de encuestas, entre otras herramientas ha permitido sistematizar la información y precisar los puestos de trabajo para la elaboración del programa, mejorando la calidad de trabajo de los profesores. De esta manera se elaboró un Programa con las competencias: comunicación interpersonal, liderazgo, resolución de conflictos e inteligencia emocional; y a través de la implementación, el personal ha comprendido la importancia de estos factores no solo para logro de los objetivos de la empresa, sino también para su propio crecimiento personal, profesional y gestión emocional. Evitando así conflictos de intereses, y aumentando la productividad, permitiendo mejorar el clima organizacional para el alcance de los metas individuales y organizacionales.
Conceptos Clave: Competencias Directivas, Inteligencia Emocional, Crecimiento Personal, Desarrollo Profesional, Yoga

In a small rural school district in the southern region of the United States, a newly hired superintendent in a traditionally high-performing school district recognized the need for increasing collaboration and depth of instructional knowledge both within and across the district's schools. To address the concern, the superintendent introduced a district-wide Professional Learning Community (PLC) initiative as a means of increasing instructional collaboration. Simultaneously, a teacher from the district attending a graduate program for licensure in school administration was studying the Internal Coherence (IC) framework in her degree program. She was learning that the framework provides a pathway for continuous improvement by placing the development of collective teacher efficacy for high-impact instruction at its core (Forman et al., 2017). Seeing the connection between the IC framework and the district's PLC initiative, the teacher/leadership candidate began conversations with the superintendent regarding the connection and potential value of framing the district's PLC initiative with the IC theory of practice. This paper describes how the district utilized a PLC model as an improvement strategy; it also details how the teacher/leadership candidate connected the work of the PLCs to the IC framework. In doing so, she recognized evidence of teachers' increasingly robust instructional insights and increasing depth of collaboration. The paper presents a case for extending and deepening the work of PLCs when the work is framed by a theoretical model such as the IC framework. The argument is based on the work of Ford et al. (2020), noting that without anchoring improvement work in a sound theoretical model, the work may lack clear direction, resulting in weakened potential for sustainability. The case was developed from interviews with the district superintendent and the teacher/leadership candidate. Participant names have been excluded to preserve anonymity.

Statement of the Problem: The assistant principal position is a stepping stone to the principalship in many school systems. The position is underutilized, as many assistant principals are relegated to managing routine administrative functions and student discipline (Schmidt-Davis and Bottoms, 2011, p. 24). Research has reported that experience as an assistant principal in the principal’s current school is associated with higher performance (Rebelen, 2009), and previous experience as an assistant principal in any school is associated with longer tenure as principal (Young and Fuller, 2011). These findings beg the question “If these findings are true, why do assistant principals preclude themselves from candidacy for a promotion?”

This study explores the relationship between occupational stress and psychological well-being among teachers and teacher educators in Jammu. Using the Occupational Stress Index (OSI) and Psychological Well-Being (PWB) scales, data were collected from 100 participants. The study found no significant difference in occupational stress or psychological well-being between teachers and teacher educators. However, a moderate negative correlation was observed between occupational stress and psychological well-being, indicating that higher occupational stress is associated with lower psychological well-being. These findings have important implications for developing policies and interventions that promote the well-being of educators.

Este artículo examina la coherencia interna del Plan Horizonte 2034: Plan Decenal de Educación en relación con tres marcos normativos y orientadores clave: la Constitución Dominicana, la Ley General de Educación 66-97 y los principios de la UNESCO en materia de educación. A partir de un cuadro comparativo, se identifican coincidencias sustanciales en torno al reconocimiento de la educación como derecho humano y bien público, así como en los principios de equidad, inclusión y justicia social. No obstante, también emergen tensiones: el Plan tiende a priorizar un lenguaje tecnocrático y modernizador (innovación, STEAM, bilingüismo) que diluye componentes de identidad cultural, valores éticos y ciudadanía global. El análisis reflexivo concluye que la coherencia del Plan es parcial y que requiere ajustes para alinearse con los principios fundamentales de la educación nacional e internacional. La educación, concebida como derecho humano y bien público, constituye uno de los pilares de las sociedades democráticas modernas. En la República Dominicana, el Plan Horizonte 2034 se erige como la estrategia oficial para orientar la política educativa durante la próxima década. Sin embargo, todo plan nacional debe ser examinado no solo desde su diseño interno, sino también en su coherencia con los marcos legales y normativos que le dan sustento: la Constitución Dominicana, la Ley General de Educación 66-97 y los principios universales de la UNESCO. Este artículo ofrece un análisis crítico de dicha coherencia, a partir de un cuadro comparativo elaborado con los valores y principios rectores de cada uno de estos documentos.

A chapter to be published in a forthcoming edited volume on Ellen G. White prepared by the Ellen G. White Research Center at Newbold College, UK.

Aimed at both scholars and laity, this chapter analyzes Ellen G. White’s views on academic education in the context of the development of Adventist schooling and her predictions regarding future educational needs. Although some of her statements have been used to justify anti-intellectual attitudes, the author demonstrates that they should be understood within the specific historical circumstances of the initially misguided curricular direction of the first Adventist educational institution, Battle Creek College, which in its first two decades failed to implement her counsel for holistic education—one that includes the Bible as its foundation and, alongside intellectual training, also physical training.

Aside from those critiques, White had a strongly positive view of academic education, provided that God and His purpose for the life of the academically trained individual are not forgotten. Her enthusiasm for academic education is also evident in her most famous work, The Great Controversy, where she consistently and in strong terms praises the academic achievements of faithful Reformers. She placed special importance on educating Adventist youth for the purpose of reaching highly educated classes but also emphasized the need for more thorough education of all Adventists as society’s overall education level increased—hence her acceptance of the move toward accreditation of Adventist institutions. According to Ellen G. White, Adventist identity and academic excellence are not mutually exclusive but instead—as in biblical examples like Daniel and his friends—together form men and women who glorify God through both their moral lives and intellectual achievements.

ENGLISH: This article analyzes Ellen G. White’s views on academic education in the context of the development of Adventist schooling and her predictions regarding future educational needs. Although some of her statements have been used to justify anti-intellectual attitudes, the author demonstrates that they should be understood within the specific historical circumstances of the initially misguided curricular direction of the first Adventist educational institution, Battle Creek College, which in its first two decades failed to implement her counsel for holistic education—one that includes the Bible as its foundation and, alongside intellectual, also physical training. Aside from those critiques, White had a strongly positive view of academic education, provided that God and His purpose for the life of the academically trained individual are not forgotten. Her enthusiasm for academic education is also evident in her most famous work, The Great Controversy, where she consistently and in strong terms praises the academic achievements of faithful Reformers. She placed special importance on educating Adventist youth for the purpose of reaching highly educated classes but also emphasized the need for more thorough education of all Adventists as society’s overall education level increased—hence her acceptance of the move toward accreditation of Adventist institutions. According to Ellen G. White, Adventist identity and academic excellence are not mutually exclusive but instead—as in biblical examples like Daniel and his friends—together build men and women who glorify God through both their moral lives and intellectual achievements.

HRVATSKI: Ovaj članak analizira stavove Ellen G. White o akademskom obrazovanju u kontekstu razvoja adventističkog školstva i njezinih predviđanja o budućim obrazovnim potrebama. Premda se neke njezine izjave koriste za opravdavanje antiintelektualnih stavova, autor pokazuje da ih treba razumjeti u konkretnim povijesnim okolnostima prvotno promašenog kurikulumskog smjera prve adventističke obrazovne ustanove Battle Creek Collegea koji je prva dva desetljeća propustio primijeniti njezine savjete za cjelovito obrazovanje, što uključuje Bibliju kao temelj te, osim intelektualnog, i tjelesni odgoj i obrazovanje. Osim tih kritika, White je izrazito pozitivno gledala na akademsko obrazovanje, pod uvjetom da se pritom ne zaboravi Bog i Njegova svrha za život akademski obrazovane osobe. Njezino oduševljenje akademskim obrazovanjem vidljivo je i u njezinom najpoznatijem djelu Veliki sukob, u kojemu dosljedno i snažnim riječima hvali akademska postignuća vjernih reformatora, unatoč tome što je te hvale pisala tijekom najvećih borbi da se Battle Creek College preusmjeri s isključivo akademskog na cjelovito obrazovanje. Posebnu važnost je pridavala i obrazovanju adventističke mladeži u svrhu dosezanja visokoobrazovanih slojeva društva, ali je isto tako upućivala i na potrebu temeljitijeg obrazovanja svih adventista kako se razina obrazovanosti u društvu povećavala, zbog čega je prihvatila i kretanja prema akreditaciji adventističkih učilišta. Za White, adventistički identitet i akademska izvrsnost ne isključuju jedno drugo, već — kao i u biblijskim primjerima poput Daniela i njegovih prijatelja — zajedno izgrađuju muškarce i žene koji Boga proslavljaju i svojim moralnim životom i intelektualnim postignućima.

Pierre Bourdieu, the French sociologist whose work spanned over 40 years, died in January 2002. His work took in such diverse topics as international politics, colonialism, art and the media, marriage patterns of French farmers, and gender studies. As the Chair in Sociology at the College de France, Bourdieu published a number of major studies of French society, but it is perhaps as a sociologist of education that he will be best remembered. His interest in education began in the 1950s and resulted in studies of French schools and schooling. Later, he concerned himself increasingly with higher education and the French systems for recruiting the political elite. This paper offers a reconsideration of Bourdieu's work on education and sets out his main instruments of analysis. The paper also considers some recent trends in classroom practice in England and discusses these in the light of Bourdieu's approach. It considers how sociology can give people a perspective in aspects of education that are not immediately apparent and that certainly run counter to their stated aims and objectives. Specifically, it discusses how the ideas of Bourdieu provide insights and possible ways of understanding which enrich knowledge of pedagogic processes. (Contains 52 references.) (BT) Reproductions supplied by EDRS are the best that can be made from the original document. Pierre Bourdieu, the French sociologist, died in January 2002. His work spanned over forty years and took in such diverse topics as international politics, colonialism, art and the media, marriage patterns of French farmers, and gender studies. Holding the Chair in Sociology at the College de France, he published a number of major studies of French Society. He also became increasingly involved in politics, both at home in France and abroad. However, it is perhaps as a sociologist of education that he will be best remembered. His interest in education began in the 1950s and resulted in studies of French schools and schooling. Later, he concerned himself increasingly with Higher Education and the French systems for recruiting the political elite. This paper offers a reconsideration of his work on education and sets out his main instruments of analysis. It also considers some recent trends in classroom practice in England and discusses these in the light of his approach.

Transitioning of higher institution learners makes the fundamental human need for belonging more pressing. This desire is more acute in college settings when students feel disconnected from other students, instructors, and workers. A sense of belonging, defined as the perceived acceptance and inclusion in a community, has been identified as a crucial factor in fostering student success . How friendly the school atmosphere and its societal relationships influence a student's sense of inclusion . However, figuring out the social patterns of a college campus is more challenging than determining its natural obstacles . Due to the interpersonal aspect of belonging, any social interaction that results in unfavorable behaviors from teachers, workers, and colleagues affects students' feelings of rejection, belonging, scholarly tenacity, and overall personal growth (McCall, 2015;. Social exclusion is linked to poor brain retention and sadness, both of which have cognitive effects . Therefore, a low sense of connectedness may have a negative effect on education, success in the classroom, and general wellness (Bowskill et al., 2022; Lyken-Segosebe et al., 2019). Learning in the classroom is seen as a socially organized activity, and the setting is seen as a social ecology. A lack of belonging among some students causes them to perform poorly and put their education on hold. A substantial amount of study has connected engaging learning settings to the growth of students' societal involvement, with investigations examining the association in both dimensions . A student's sense of belonging is now crucial for fostering inclusive and fair learning environments (Hilliger et al., 2022) and a crucial societal and emotional requirement for college students (Singh, 2018). An organization can impact a learner's sense of belonging by providing deliberate and appropriate academic assistance (Perez, 2020). According to Durand (2018), to belong means to matter. This means that

Purpose: Although California school discipline policy changes over the past decade have resulted in significant drops in suspension rates, scholars have found that racial disproportionality in punitive discipline persists for Black, Indigenous, and at times Latinx students. This study utilizes racial capitalism as an analytical framework to examine the mechanisms and justifications for racially disproportionate discipline across three distinct California political economies. Research Methods/Approach: Drawing on a subset of qualitative comparative case study data of five schools taken from a larger 5-year study of 31 schools in 17 California districts with distinct racial and economic composition, we investigate

The importance of primary education in equipping children with foundational literacy, numeracy, and life skills, while preparing them for higher levels of learning, cannot be overstated. Since teacher motivation is central to achieving primary education goals, this study investigated headteachers' motivational practices and teachers' work attitudes in Calabar Metropolis, Cross River State. Two hypotheses were formulated to guide the study, which adopted a correlational research design. The population comprised 598 teachers across 24 public primary schools in Calabar Municipality. Using simple random sampling through the 'Hat and Draw' method, 239 teachers, representing 40% of the population, were selected. Data were collected using an 18-item questionnaire titled Headteachers' Motivational Practices and inadequate motivation contributes to low morale, absenteeism, and teacher attrition. The study therefore recommends that headteachers strengthen support for in-service training and welfare initiatives to improve teachers' effectiveness.

The incorporation of Artificial Intelligence (AI) in educational management has significantly enhanced administrative efficiency, data-driven decision-making, and personalized learning. However, its rapid integration raises ethical challenges concerning fairness, transparency, privacy, and accountability. The paper develops a conceptual review for Artificial intelligence, educational management, Ai in educational management, ethical and sustainable AI adoption in educational management and explores the ethical imperatives essential to responsibly deploying AI in educational management. The paper emphasizes the importance of fairness and non-discrimination, explainability of AI decisions, protection of personal data, and human-centered approaches in decision-making processes. The study argues that for AI to be sustainable and trusted in educational systems, it must operate under clear ethical guidelines and governance frameworks. It concludes by offering practical suggestions to guide educators, policymakers, and developers to adopt ethical standards that safeguard the rights and dignity of all stakeholders, aligned with core educational values and the United Nations Sustainable Development Goals (SDGs). Upholding these values ensures that AI supports-not undermines-the core principles of inclusive and equitable education.

This systematic review examines the principles of educational equity and evaluates case studies from disadvantaged communities to identify effective strategies for promoting equitable educational outcomes. Through analysis of ten peer-reviewed studies, five core principles of educational equity emerge: addressing racial and socioeconomic disparities, ensuring educational access, implementing fair resource distribution, promoting equal opportunities, and creating inclusive learning environments. The review reveals that transformational and collaborative leadership approaches, particularly through full-service community schools and intentionally designed online learning platforms, demonstrate significant potential for addressing systemic inequities. Key findings indicate that successful equity interventions require sustained community engagement, policy reform, and professional development initiatives that address both structural barriers and mindset transformation. The analysis highlights persistent challenges including systemic bias, resource limitations, and insufficient training capacity, whilst identifying promising practices in collaborative design, family engagement, and data-driven monitoring. Implications for K-12 and higher education curricula emphasise the need for equity-focused leadership preparation, community partnership development, and culturally responsive teaching methodologies.

The importance of primary education in equipping children with foundational literacy, numeracy, and life skills, while preparing them for higher levels of learning, cannot be overstated. Since teacher motivation is central to achieving primary education goals, this study investigated headteachers' motivational practices and teachers' work attitudes in Calabar Metropolis, Cross River State. Two hypotheses were formulated to guide the study, which adopted a correlational research design. The population comprised 598 teachers across 24 public primary schools in Calabar Municipality. Using simple random sampling through the 'Hat and Draw' method, 239 teachers, representing 40% of the population, were selected. Data were collected using an 18-item questionnaire titled Headteachers' Motivational Practices and inadequate motivation contributes to low morale, absenteeism, and teacher attrition. The study therefore recommends that headteachers strengthen support for in-service training and welfare initiatives to improve teachers' effectiveness.

This research evaluated the acceptability and functionality of the improvised fire alarm control panel designed as a substitute training equipment for the Don Andres Soriano National High School Grade 12 learners in Technical-Vocational-Livelihood specializing in Electrical Installation and Maintenance in preparation for the National Certificate Level II (NCII) Assessment to be conducted by the Technical Education and Skills Development Authority (TESDA). Primarily, the study employed quantitative-descriptive analysis to assess the level of acceptability and functionality of the improvised fire alarm control panel, as well as its usefulness, effectiveness, and safety as instructional material in teaching. Although there was a significant difference between learners' and teacher-experts' ratings-particularly in aspects of usability and complexity-the control panel was deemed highly acceptable overall. Specifically, the study assessed the perceptions of both 40 learners and 10 teacher-experts, revealing that despite a significant difference in their ratings, the control panel was highly acceptable overall. Teacher-experts rated the control panel favorably, particularly in terms of functionality, effectiveness, usefulness, and safety, meeting the required standards for smoke/heat detectors, manual call points, and initiating devices. Learners also found the control panel highly acceptable, noting that it enhanced their skills in circuit connection, troubleshooting, and hands-on activities. They believed it increased their chances of passing the NCII assessment and developed their initiative as future electrical practitioners. The study highlighted the importance of addressing learners' usability challenges, particularly in troubleshooting and circuit connection, suggesting future revisions in the design and supplementary training materials. Ultimately, the research highlighted the potential of the improvised fire alarm control panel to enhance teacher-learner engagement and practical competencies, while recommending simplifications to the design and the inclusion of more comprehensive training materials to improve its usability for learners further.

This study examined the effectiveness of multimedia integration in enhancing the academic performance of Grade 10 students in English at Cabancalan National High School, Mandaue City, during the 2024-2025 school year. Based on Robert Lengel's Media Richness Theory and Noam Chomsky's Competence Theory, a quantitative quasi-experimental design with a pre-test-post-test approach was employed to assess students' mastery of key competencies, including interpreting information from oral texts, understanding textual aids, and analyzing expanded word definitions. Various multimedia tools, including videos, interactive games, audiovisual presentations, and web-based platforms, were incorporated into classroom instruction over a six-week period. The findings revealed that multimedia-based learning significantly enhanced student engagement, comprehension, and overall performance, creating a more dynamic and interactive classroom environment. Students also reported positive experiences with multimedia, noting improvements in collaboration, critical thinking, ease of use, and satisfaction with the learning process. These results highlight the potential of multimedia integration as a powerful pedagogical strategy for enhancing English instruction and cultivating 21st-century skills within the Philippine education system.

School culture-shaped by values, attitudes, and beliefs-is vital to school success in the Philippines, where teacher performance plays a pivotal role in shaping the quality and direction of education. However, this issue is not only confined to the local setting. On a global scale, a limited understanding of school culture remains a challenge, hindering progress toward quality education under UN SDG 4. The study aimed to identify how school culture correlates with and potentially influences variations in teachers' professional performance and behavioral attributes. This descriptive-correlational study examined how school culture influences teachers' work proficiency and behavioral competencies in seven (7) private schools in General Santos City, using two questionnaires: one on school culture and the DepEd Self-Assessment Tool (SAT), with 182 teacher respondents-both were administered for quantitative data analysis. The results showed private school teachers practice school culture to a great extent (M = 4.00), with high work proficiency (M=3.98), high behavioral competence (M=3.71), and school culture significantly influences teachers' work proficiency and behavioral competencies, and there was a significant difference between variables (p = 0.0000). This recommends that school administrators should foster a positive school culture through regular teacher collaboration training, clear harmony policies and feedback surveys, encourage teachers to share best practices that contribute to a strong school culture and establish a mentoring program where highly proficient teachers can support their peers, promoting an exchange of best teaching practices, private schools should do a reassessment of the existing practices that greatly contribute to the school culture and refine the domains that need to be improved and future researchers may explore how school culture affects other areas of the organization.

This systematic literature review explores the factors contributing to classroom burdens that affect teachers' teaching effectiveness and overall well-being. Fifteen (15) relevant studies, published on ERIC and Google Scholar, were analyzed to address two key research questions: (1) What are the elements that contribute to teachers' classroom burdens? The analysis revealed a central theme: teachers' multiple ancillary or administrative functions. Four subthemes were identified under this main theme: instructional-related tasks, student welfare and services, personal and professional development, teachers' workload, and time management challenges. These ancillary functions often divert teachers from their core teaching duties, leading to inefficiencies in instruction and added stress. (2) How do these classroom burdens significantly influence the teachers' well-being? The researchers had identified two primary themes: burnout and stress, and work-life balance. Through this thorough systematic literature review, it was found that the teachers are increasingly experiencing high levels of stress and burnout due to the accumulation of ancillary tasks, which negatively affect their health, job satisfaction, and overall teaching performance. Furthermore, the systematic literature review highlights the challenges that teachers face in maintaining a healthy work-life balance, especially when their responsibilities extend beyond the classroom, leaving them with little time for personal wellbeing. The results underscore the critical need for a more balanced distribution of ancillary tasks, recognizing that the core function of teachers is to provide quality education. Teachers are vital to the education system, and their wellbeing is essential to both their effectiveness and student outcomes. The study recommends for policy reforms that reduce administrative burdens, promote equitable workload distribution, and provide adequate support systems, enabling teachers to focus on their primary role of teaching.

Utilizing technology and Microsoft Applications like Excel has become trendy in this digital era, highlighting promising features that are expected to tackle one of the most demanding crucial teacher’s clerical duties and responsibilities; yet a difficult one to master; that is, to provide learners’ data accurately, confidently and the quality of data. This study aims at investigating teachers’ perceptions and the current actual practices on preparing various school forms as a prescribed teacher’s role with the purpose of providing learners’ permanent records, correlating these perceptions with actual practices in preparing school forms. Adopting a mixed-method approach, the data for this study were gleaned from two data collection instruments, a semi-structured questionnaire and encoded data from focus group discussion. On receiving complete responses, the Microsoft Excel’s Data Analysis was used to do the statistics, whereas the data from the discussion were thematically analyzed. The findings revealed that the majority of participants have high, inspiring positive perceptions of using SFMadeEasy in preparing various school forms. Systematically, the study recommends innovating, implementing, and integrating SFMadeEasy Template in preparing various school forms, along with drilling teachers on how to effectively utilize them.

This article investigates how public relations education is conceptualized by academics, practitioners, and instructional practitioners across diverse global contexts. Using a Delphi study conducted in 24 countries, it examines views on the purpose, content, and structure of future public relations education. The study is theoretically grounded in social constructivism, communities of practice, and critical pedagogy, providing a multidimensional lens for analyzing how learning in public relations is shaped and legitimized. Findings reveal a shared emphasis on experiential learning, ethical responsibility, and real-world engagement, but also highlight diverging priorities based on regional context and professional profile. Three orientationstransformational, practice-oriented, and foundationalemerge, reflecting distinct visions for the future of the field. The article advances current debates on aligning academic training with professional expectations and calls for integrated, reflexive, and socially grounded public relations curricula. It offers new empirical insights into the global dynamics shaping public relations education and proposes concrete directions for bridging the academic-practice divide.

Landmark legal victories over de jure segregation in the wake of Brown v. Board of Education of Topeka 1 helped to secure dramatic decreases in the racial and ethnic segregation of schools in subsequent decades, especially in the formerly segregated American South. 2 The promise of the post-Brown era

Landmark legal victories over de jure segregation in the wake of Brown v. Board of Education of Topeka 1 helped to secure dramatic decreases in the racial and ethnic segregation of schools in subsequent decades, especially in the formerly segregated American South. 2 The promise of the post-Brown era

To make the case for academia’s engagement in knowledge mobilization and public scholarship in social media, we begin by providing a justification for the use of new technological modes for integrating scholarly endeavors. As an example, Sun Tzu’s Art of War philosophy is applied to academic scholarship within the present school reform discourse and education privatization landscape. Next, we discuss how public scholarship in social media can impact aspects of the profession such as peer-reviewed work, the tenure process and commitment to community-engaged research. We conclude that public scholarship and the mobilization of empirical work into social media is an important endeavor to address the persisting lack of scholarly influence and relevance of academics in the public discourse.

The approach to the support of gifted and talented children and youth has changed considerably in the past twenty years. While, until the 2000s, provision programmes predominantly focused on extracurricular activities for pupils, gifted education now follows a systemic and inclusive approach, including all (educational) institutions -kindergarten, school, college and university -as well as the family, the economy, the working world and the community. Furthermore, there have been considerable efforts to provide for gifted children within the regular classroom by way of differentiation and individualised learning. This new approach to talent support was first outlined in 2011 in the "White Paper Promoting Talent and Excellence", which the Austrian Research and Support Centre for the Gifted and Talented published in cooperation with the interministerial Giftedness Research and Gifted Education Task Force. The present article outlines the reasons that led to this new strategy, explains its main features and attempts an analysis of its strengths and weaknesses.

Pelaksanaan kegiatan Praktek Pengalaman Lapangan (PPL) dilakukan pada tanggal 10 Agustus 2015 sampai dengan 12 September 2015. Kegiatan PPL diselenggarakan sebagai upaya untuk melatih dan meningkatkan kompetensi mahasiswa kependidikan dalam mengajar secara nyata di sekolah pada jenjang pendidikan tertentu sesuai kompetensi pendidikan yang telah ditempuh selama perkuliahan sehingga dapat menjadi tenaga pendidik yang berkualitas dan profesional. Dengan diselenggarakannya kegiatan PPL harapannya dapat meningkatkan pengetahuan mahasiswa PPL tentang dunia pendidikan dan proses pengajaran di sekolah agar mahasiswa kependidikan siap menghadapi permasalahan pendidikan. Sebelum diselenggarakannya kegiatan Praktek Pengalaman Lapangan (PPL), mahasiswa kependidikan wajib untuk mengikuti beberapa prosedur yang telah ditentukan dari pihak UNY, yaitu: telah lulus mata kuliah pembelajaran mikro (micro teaching), observasi, serta pembekalan PPL yang diadakan dari pihak LPPMP UNY. Tahap berikutnya ya...

Un cuarto de variabilidad en desempeños escolares podría atribuirse al liderazgo directivo, no obstante, se sostiene que, si tal liderazgo es instructivo y distributivo, esto aumentaría. Sin embargo, son escasos los estudios en Latinoamérica, que empíricamente exploren la relación entre distribución del liderazgo y desempeño escolar y, menos aún, la existencia de instrumentos de diagnóstico y/o medición sobre distribución del liderazgo. Fruto de un estudio mayor, se diseñaron y validaron escalas para un cuestionario multidimensional de distribución del liderazgo, considerando fiabilidad, criterios de apariencia, contenido, valoración de expertos y aplicación del análisis factorial exploratorio, sobre distribución del liderazgo, basado en concepciones predominantes de tal enfoque, en una muestra 51 escuelas primarias chilenas vulnerables, de diversas regiones, que en periodos consecutivos lograron destacarse en Sistema de Medición de la Calidad de la Educación, entre sus similares. Los resultados sobre las propiedades psicométricas que poseen las escalas del instrumento son de alta fiabilidad, medida por alfa de Cronbach. En tanto, los análisis factoriales exploratorios indican que la mayoría de los ítems se agrupan en un factor por escala. Descriptores: Liderazgo distribuido; Liderazgo escolar; Calidad de la educación; Control de calidad; Apreciación. The literature states that leadership is a Sustainable School Improvement Strategy. A quarter of the variation in school performance could be attributed to executive leadership; however, it is argued that if such leadership is distributed, this would increase. For an empirical exploration, a multidimensional questionnaire based on the conceptualizations on the distribution of leadership, applied to seven hundred teachers from a sample of fifty Chilean schools is designed. The results on the psychometric properties of the dimensions have high reliability as measured by Cronbach's alpha; and most of the items that make it are grouped according to the exploratory factor analysis, one factor. Regarding the perception on the distribution of leadership a high valuation on those that are shared observed, since learning favor; whereas the existence of strategies to prepare leaders to renew leadership positions, had low valuation

Globalization is speeding up vis-vis technological advancement and significantly influencing how teaching and learning are delivered in schools. However, underserved communities are still caught up in the web of traditional educational practices and yet to immensely benefits from globalization-induced practices. Based on this, the study evaluates the impact of globalization on traditional teaching and learning practices in culturally sensitive environments like Borno state. With globalization fueling pedagogical changes through technology, standardized curricula and global-inclined learning practices, Borno state faces both opportunities and challenges. The study adopted a descriptive survey design, involving the deployment of structured questionnaire to 300 educators across 15 public secondary schools in urban, semi-urban and rural areas of the state. The sampling was done to capture all social context in Borno. Findings reveal that adoption of global educational practice is very low in Borno State. This implies that the state is still rooted in traditional systems for teaching and learning. Furthermore, the barriers to effective integration of global teaching and learning methods include infrastructure deficit, inadequate educator training, and cultural resistance. The study argues for global practices to be fully embraced; it needs to be combined with traditionally and culturally inclined. The study made case for large-scale investments in infrastructure, capacity building programmes for educators and curriculum overhaul to ensure globalization fortifies local learning structures in Borno.

The study comprises an inquiry into decision- making managerial styles and attitudes towards crisis and recession, by means of 219 structured interviews conducted with managers in 2009, 2015 and 2016. From the refl exive-pragmatic perspective of a cost-benefi t analysis, specifi c patterns emerge concerning autocratic and participative trends, gender and the private vs. public sector. The article streamlines the role of leadership in coping with crisis demands. It highlights strategies by which managers take delicate decisions and communicate them, perform emotional labor during downsizing and respond to deteriorating workplace standards. Results suggest that organizational managers draw more inspiration from artists, historical fi gures and movie characters, and are less inclined to acquire insight from sector-relevant entrepreneurs. As an indicator of globalization, international role models are, overall, considerably more mentioned than national ones. Valuable facets of manageria...

There has been little to no data indicating that candidate scores on the Nelson Denny Reading Assessment, entrance GPA, and basic skills were effective measures for success in educator preparation programs. This study contributed to the body of knowledge by evaluating whether candidate scores on the Nelson Denny Reading Assessment, entrance GPA, and basic skills assessments scores predicted candidate success in the educator preparation program as measured by final GPA. A multiple linear regression analysis was conducted and the results of this analysis indicated that the combined entrance grade point average and various assessments accounted for a significant amount of the teacher candidates’ success, but only Admission GPA contributed significantly to the equation.

This study explores the experiences of academics in Turkey who transition from teaching roles to administrative positions in higher education (HE), with a focus on the implications of this shift for their academic productivity and social relations. Employing a qualitative phenomenological research design, semi-structured interviews were conducted with 25 academics who had undertaken such transitions. The data were analyzed with thematic analysis method. Thematic analysis of the data revealed that motivations for assuming administrative roles include financial incentives, the desire to contribute to institutional development, the pursuit of job security, and the application of theoretical knowledge in practice. However, the findings also suggest that the transition process often overlooks essential administrative competencies, qualifications, and leadership experience, potentially undermining institutional effectiveness. The study concludes by emphasizing the need for a more structured and competency-based transition process, incorporating leadership development, mentoring, strategic planning, and human resource support to ensure sustainable and effective academic leadership. Keywords administration, administrator, faculty, higher education, transition ''One day delivering lectures, the next making high-stakes decisions-academics are stepping into leadership roles with little warning and even less preparation.''

This study aims to explain how adolescents in a rural high school conceptualise school violence. Qualitative data was collected over two, two-day periods (24 hours) through child-centred tasks (drawings, open-ended sentences), informal conversations regarding the given activities, observations documented as visual data (photographs), a research journal, as well as a focus group discussions. In total 4 boys and 5 girls participated in the study. It emerged that the adolescents (aged 15-17 years), view school violence as both negative (causing harm), as well as positive (to ensure order and protection). From the adolescents ‟ perspective, conceptually violence interweaves constructs of power, discipline and aggression. Future adolescent-focused interventions on violence must include conversations about these nuanced understandings.

This paper examines the contrasting leadership styles of Gnaeus Julius Agricola, the principled Roman governor of Britain (77-84 AD), and Emperor Nero, whose reign (54-68 AD) exemplifies the dangers of unchecked power and personal indulgence. Through a comprehensive analysis of their governance methods, economic strategies, military actions, and historical legacies, this study identifies ten fundamental principles of effective leadership that remain relevant for contemporary governance and urban planning. The research demonstrates how Agricola's focus on economic development, military strategy, and territorial integration stands in stark contrast to Nero's self-serving policies, political misjudgments, and crisis mismanagement. These historical examples provide valuable insights for modern leaders, educators, and policymakers seeking to understand the foundations of responsible governance and sustainable development. The paper contributes to leadership studies by bridging ancient Roman governance practices with contemporary public administration principles, offering practical lessons for 21st-century challenges in urban development, crisis management, and civic engagement.

U okviru provedenog istraživanja provjeren je odnos između školskog vođenja i školske kulture, unutar procesa demokratizacije škola. Temelji se na dosadašnjim spoznajama u ovom području koje upućuju na značajnu ulogu voditelja škola u razvoju i mijenjanju školske kulture. Stoga je opći istraživački cilj utvrditi povezanost između demokratskoga školskog vođenja i demokratske školske kulture u percepciji učitelja osnovnih škola. Svrha istraživanja je utvrditi je li i u kojoj mjeri procjena učitelja osnovnih škola o stupnju razvijenosti odabranih obilježja demokratskog školskog vođenja povezana s njihovom procjenom stupnja razvijenosti odabranih obilježja demokratske školske kulture. Istraživanje se provelo kvantitativnom metodologijom, anketnim ispitivanjem učitelja osnovnih škola. Upitnik je sadržavao Instrument za mjerenje obilježja demokratskog školskog vođenja (izrađen za potrebe istraživanja) i Instrument za mjerenje obilježja demokratske školske kulture (preuzet od Spajić-Vrkaš,...

This study critically examines the role of artificial intelligence (AI) in shaping higher education governance in Ghana, with particular emphasis on the ethical, policy, and leadership dimensions required for effective implementation. Against the backdrop of Ghana's post-colonial educational reforms and global technological shifts, AI presents both opportunities and challenges for governance structures. The article situates AI integration within historical and contemporary policy frameworks, including the Education Strategic Plan (2018-2030), the ICT Competency Framework for Teachers (2023), and the Ghana National AI Strategy (2023-2033). Through analysis of implementation strategies, faculty engagement, digital transformation processes, and case studies from Ghanaian universities, this paper argues for a comprehensive, ethically grounded framework to guide decision-making. It further highlights the risks of algorithmic bias, data privacy breaches, inadequate infrastructure, and unsustainable funding models that could undermine progress. By proposing strategic pathways, strengthened policy execution, inclusive governance, and future-oriented leadership, the article contributes to scholarly and policy debates on AI adoption in African higher education systems. The findings suggest that Ghana can position itself as a continental leader in ethical AI deployment in education if its policies align innovation with equity, accountability, and long-term sustainability.

This study investigates how intergenerational trauma contributes to youth disengagement from education in postwar Liberia. This study is guided by Intergenerational Trauma Theory and Self-Determination Theory. It asks how unresolved psychological wounds inherited from the nation's civil war continue to affect young people's motivation, identity, and learning behaviors. The qualitative integrative literature review design was employed to synthesize scholarship from psychology, education, neuroscience, and post-conflict research to analyze trauma's effects across cognitive, emotional, and behavioral domains. The findings indicate that parental trauma manifest through overprotection, detachment, or silence, transmits emotional distress to children, and produces symptoms such as anxiety, withdrawal, identity confusion, and mistrust of authority. These inherited burdens undermine students' autonomy, competence, and sense of belonging, leading to absenteeism, academic apathy, and eventual school dropout. While Liberia has expanded access to education, psychosocial support and trauma-sensitive pedagogy remain limited, leaving many youth disengaged in education and learning activities. The study concludes that educational recovery in Liberia requires more than infrastructural reforms; it must integrate trauma-informed approaches that address both psychological healing and motivation. Embedding psychosocial support, teacher training, and resilience-building strategies into education policy and practice will help Liberia transform classrooms into spaces of healing and re-engagement for its postwar generation.