School Effectiveness

This study sought to investigate the extent to which transformational headteachers influence learner academic performance in selected Catholic secondary schools in Zambia. Grounded in transformational leadership theory, the study examined how headteachers articulate a clear vision to their teachers and help them experience the same passion and motivation to fulfil educational goals. These school leaders serve as role models for their teachers. And because teachers trust and respect them, they emulate them and internalise their ideals, which influence academic outcomes. Using a quantitative research approach, data were collected from a sample of Catholic secondary schools across the Central Province of Zambia through surveys among teachers and academic performance records of learners. The findings reveal a significant positive correlation between transformational leadership traits and improved learner achievement in schools where headteachers actively foster a culture of collaboration, high expectations, and moral integrity. The study brought out a unique educational value system that may have shaped Catholic School leadership practices closely aligning them with the Transformational leadership style dimensions of …. And …. The study underscored the need for professional development to enhance transformational competencies among school leaders in environments where academic performance was compromised. Implications for policy, transformational leadership training, and future research are recommended.

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...

Based on District Education Office indicate that the highest number of non-effective schools compared to effective schools. The purpose of this article to review the school effectiveness studied by local or international researchers. This article was written based on the history of school effectiveness, school effectiveness models and previous studies that have been done locally and internationally. There are several models of school effectiveness that have been highlighted in this discussion and this paper also discusses the elements of school effectiveness models. For further studies are needed to examine school effectiveness practice in the school. The paper shows that policymakers, administrators, managers and headteachers at secondary school level may improve the schools by adopting effective strategies.

Are children born into poor neighborhoods with bad schools destined to remain there? In new research that tracks student mobility in New York City public schools, Sarah Cordes along with co-authors Amy Ellen Schwartz, Leanna Stiefel, and Jeffrey Zabel, find that while many students begin school in very poor neighborhoods, more than 40 percent move between grades one and ten, with many moving to areas with better schools. They find that while moving in general has a negative relationship with student performance, if students move to an area with better quality schools, this can overcome the negative impacts of moving.

Randomized trials of social programs yield internally valid estimates of causal impacts on key outcomes. While estimates of gross impact serve as useful summaries, program developers require deeper information to drive improvement efforts, especially when no impact is observed. The first main goal of this work is to present a seven-stage diagnostic method for assessing process bottlenecks in experiments. Designed for programs still in development, the troubleshooting sequence uses mixed methods to assess where, in a program's logic model, the process is compromised. It includes post-experimental methods that are built into the design, to account for impact variation and test where effects are intensifying or diminishing. The second main purpose of this work is to demonstrate one such method in detail. The approach tests the relationship between fidelity of program implementation and impact. First, levels of achieved fidelity in the treatment group are modeled in terms of rich baseline covariates. The model is then used to index fidelity in both conditions. Informed only by pre-randomization characteristics of individuals, the model-based fidelity scores are unbiased by endogeneity, and allow assessment of whether impacts on key outcomes vary by levels of fidelity. Results can help program developers focus improvement efforts. We illustrate the seven-step diagnostic process through a randomized trial of the Internet-Based Reading Apprenticeship Improving Science Education (iRAISE) program. Eighty-two high school science teachers and 1468 students were randomly assigned to a literacy program or control. There was no overall impact on achievement. Applying the diagnostic process revealed this was not due to a weak program contrast between conditions, or an inadequate assessment; rather, lowerthan-expected impact was likely due to weaker than intended implementation; further, limited opportunity for face-to-face collaboration and subject-specific program-tailoring potentially reduced impact.

Professional development of teacher is acknowledged to be centrally important in maintaining and enhancing the quality of teaching and learning in schools. Cognizant of this, nationwide professional development has been designed and enacted since 2003 in Ethiopia. This paper aims to reflect on the practices of teachers' professional development in schools. In so doing, it relied on the narratives of three informants, current literature and the experiences of the researcher as an insider and teacher educator. Methodologically, the study employed narrative research, which is the process of studying and understanding experience through story telling. The findings indicated that the participants found the current teacher professional development problematic and unhelpful to bring the desired change in teachers classroom practice and student learning. The available teacher professional development was narrowly understood, poorly practiced, and orchestrated tightly from the top.

This article presents the conceptual analysis which forms the background to an empirical comparative study which is currently in progress. The study compares the initial preparation of secondary teachers offered in three postgraduate courses in France, England and Scotland respectively. It aims to investigate and compare the conceptual frameworks for initial teacher education (ITE) which underpin these three training programmes. The conceptual framework for ITE corresponds to underlying conceptions of the role of the teacher; of teaching as a professional activity; of what constitutes good practice; of the process of learning to teach and how best to support it. “I have no data yet. It is a capital mistake to theorise before one has data. Insensibly, one begins to twist facts to suit theories instead of theories to suit facts.” Sherlock Holmes

This study isolates the causal effects of financial literacy and schooling on wealth accumulation using a new household dataset and an instrumental variables (IV) approach. Financial literacy and schooling attainment are both strongly positively associated with wealth outcomes in linear regression models, whereas the IV estimates reveal even more potent effects of financial literacy. They also indicate that the schooling effect only becomes positive when interacted with financial literacy. Estimated impacts are substantial enough to imply that investments in financial literacy could have large wealth payoffs.

The analysis demonstrates that the average A/AS level results secured by English institutions from year to year are very stable. When account is taken of intake characteristics, however, correlations decrease substantially. The results show that predicting future ‘value added’ performance from past trends is unreliable. The implications of these findings for notions of ‘continuous improvement’ are discussed as well as their consequences for further research on institutional improvement.

This article highlights one strand of a study which investigated the concept of the violence‐resilient school. In six inner‐city secondary schools, data on violent incidents in school and violent crime in the neighbourhood were gathered, and compared with school practices to minimise violence, accessed through interviews. Some degree of association between the patterns of behaviour and school practices was found: schools with a wider range of well‐connected practices seemed to have less difficult behaviour. Interviews also showed that the different schools had different organisational discourses for construing school violence, its possible causes and the possible solutions. Differences in practices are best understood in connection with differences in these discourses. Some of the features of school discourses are outlined, including their range, their core metaphor and their silences. The authors suggest that organisational discourse is an important concept in explaining school eff...

There are a number of reform initiatives underway in Turkey but some of these, which are concerned with curricular and structural changes, have encountered serious difficulties. This paper begins with a brief summary of school effectiveness and school improvement research guiding many educational reforms. It then gives some information about school demographics in Turkey, and the country's performance in some international benchmarking studies. It continues with the shifts introduced as a result of recent curricular reorganisation in Turkey and, subsequently, with various issues related to their implications. Finally, the efforts to legislate some structural changes and the major controversies arising are presented.

The establishment of basic standards for school education in Europe, since the end of the 20th century, alongside with a movement for school autonomy, in the late 80’s (Eurydice, 2007), raised concerns with the quality of schools management and educational service, curriculum included (Climaco, 2005; Key, 2002; Alaiz, Gois, & Goncalves 2003). As a result, many countries created accountability and quality assurance systems, such as school evaluation (SE) processes. This paper aims to answer the question of how SE processes, particularly school external evaluation (SEE) address curriculum planning and development, in Portugal and England, by analysing the SEE framework used in both countries, and identifying key indicators for assessing the curriculum. The main conclusions are: 1) Portugal’s SEE framework covers a wide range of indicators and targets mostly curriculum development initiatives; 2) England’s SEE framework focuses mostly on teachers’ posture and dedication, and on the lea...

This report examines the idea of school effectiveness by breaking it down into three key perspectives, starting from a general framework and progressing to more detailed aspects. It begins by viewing schools as open systems, emphasizing the significance of inputs, internal processes, and outputs. This systems-based perspective offers a foundational understanding of how schools function effectively. The report then draws on four major studies that identify essential features commonly found in high-performing schools. These features provide useful benchmarks for school leaders to evaluate their institutions. Lastly, the report investigates the link between school effectiveness and bullying, arguing that strategies to prevent bullying should be a fundamental component of how school performance is measured.

Ethiopia faces a tremendous challenge producing an adequate supply of teachers to meet demands while maintaining the quality of education. Today, 497,737 (0.55%) of the teaching population in Ethiopia support 44,555,953 (49%) of the student population under the age of 18. Out of which, 70% stated they would leave the teaching profession given the opportunity. To address these issues, the Ethiopian Ministry of Education introduced the 2009 Continuous Professional Development (CPD) framework as part of the strategic intervention plan. The Ministry spent over $132.2 million US dollars on teacher development over nine years to improve the quality of education, teachers’ performance, and students’ achievement. Hence, this study focused on seeking evidence to identify key efficiency and performance indicators of the CPD program’s accomplishments and to find support if its accomplishments produced valid and effective outcomes. This case study centered on identifying the key indicators base...

The Effective Provision of Pre-School Education (EPPE) project is the first major European longitudinal study of a national sample of young children’s development between the ages of 3 and 7 years. To investigate the effects of pre-school education, the EPPE team collected a wide range of information on 3,000 children. The study also looks at background characteristics related to parents, the child’s home environment and the pre-school settings children attended. Settings (141) were drawn from a range of providers (local authority day nurseries, integrated1 centres, playgroups, private day nurseries, nursery schools and nursery classes). A sample of ‘home ’ children (who had no or minimal pre-school experience) were recruited to the study at entry to school for comparison with the pre-school group. In addition to investigating the effects of pre-school provision, EPPE explored the characteristics of effective practice (and the pedagogy which underpins it) through twelve intensive ca...

We propose a simple investment model which shows that, in the presence of fluctuations in and uncertainty about the opportunity cost of time, marginal individuals may choose to delay their education if the opportunity cost of time is temporarily high. Importantly, it is when the completion of the degree is uncertain, but likely enough that individuals will consider delaying their education. As a result, when returns to education are relatively low, education and timing of education will be sensitive to fluctuations in the opportunity cost of time. If return is high, delay is never optimal. These findings are supported by Swedish university enrolment patterns, and cross-country evidence on age of university freshmen.

Involving Art Education teachers in the PreSchool , and, School Administrators as respondents, this study was conducted to assess the level of the implementation of Art Education in the PreSchool Instruction for school year 2022-2023. The researcher employed the descriptive method of research by utilizing a questionnaire as the main tool for gathering the needed data. Intervention Measures were designed to address the problems encountered by the Art Education Teachers in the PreSchool. It was found that all of the respondents are educationally qualified to teach Art Education in the PreSchool. The majority of them have earned units leading to a Master's degree and a good number of the respondents have earned units leading to a doctoral program. Based on the findings the most commonly implemented teaching strategies are guided observations, question and answer strategy, listening, problem-solving, constructivism in teaching, simulation, brainstorming inquiry-discover lesson strategy, and Demonstration. On the other hand, the teacher respondents encountered six major problems in implementing Art Education in the Preschool program. Namely competence in using Art Education strategies in preschool instruction, facilities and equipment, instructional materials, supervisory technical assistance, training and seminars, and curriculum content and standards. The teachers teaching Art Education in the PreSchool are using/implementing a variety of teaching strategies and instructional materials to bring about effective instruction in the school. It was concluded that all of the teachers in this study are qualified to teach preschool.,

Involving Art Education teachers in the Pre-School, and, School Administrators as respondents, this study was conducted to assess the level of the implementation of Art Education in the Pre-School Instruction for school year 2022-2023. The researcher employed the descriptive method of research by utilizing a questionnaire as the main tool for gathering the needed data. Intervention Measures were designed to address the problems encountered by the Art Education Teachers in the Pre-School. It was found that all of the respondents are educationally qualified to teach Art Education in the Pre-School. The majority of them have earned units leading to a Master's degree and a good number of the respondents have earned units leading to a doctoral program. Based on the findings the most commonly implemented teaching strategies are guided observations, question and answer strategy, listening, problem-solving, constructivism in teaching, simulation, brainstorming inquiry-discover lesson strategy, and Demonstration. On the other hand, the teacher respondents encountered six major problems in implementing Art Education in the Preschool program. Namely competence in using Art Education strategies in preschool instruction, facilities and equipment, instructional materials, supervisory technical assistance, training and seminars, and curriculum content and standards. The teachers teaching Art Education in the Pre-School are using/implementing a variety of teaching strategies and instructional materials to bring about effective instruction in the school. It was concluded that all of the teachers in this study are qualified to teach preschool.,

Achievement is taken as the major goal for which classroom is set up. This is because society frowns at any classroom effort that does not lead to pupils' high achievement. Hence, the reason society may hold both home and school factors responsible in this regard among others. In order to improve pupils' academic achievement, educationists continue to encourage teachers to change their methods to bring about quality learning and achievement. This study therefore investigated effects of two different teaching strategies among primary school pupils. The research design employed was the pre-test, post-test control group quasi-experimental design. Two research hypotheses were formulated and tested at 0.05 level of significance. The participants (58 males and 42 females) were drawn from randomly selected primary five classes in public schools in Ibadan North Local Government Area of Oyo State. The instrument used to collect the data was English Language Achievement Test (ELAT). The data collected were analysed using descriptive statistics which includes mean, standard deviation while inferential statistics includes use of t-test. The result revealed significant main effect on pupils' performance on English Language achievement test. However, there was no significant difference in the performance of male and female pupils. Based on the findings, it was recommended that the use of small group instruction should be adopted in primary school to enhance the teaching and learning of English Language among others.

Australia is a federation of six states and two territories. Education is primarily the responsibility of the States and Territories and so differences in priorities and/or expectations can lead to variability in policy between States and Territories despite overarching efforts by the Federal government to influence the overall policy agenda. The schooling system in Australia comprises government schools (which approximately 65 % of students attend), Catholic schools (approximately 20 % of students) and independent schools (approximately 15%). Although policy is set by Government Education bureaucracies, the Catholic and Independent sectors also have the ability to adjust and adapt policies to suit their particular needs. Over at least the last 20 years there has been a consistent focus across the Australian Education Systems on the nature of teacher professional development. As a consequence, what professional development is, how it is constructed and delivered, and how it is exper...

In certain situations, grade equivalent scores are the most appropriate statistic available for reporting achievement test data. It is noted that testing practitioners have found that raw scores, normal curve equivalents, stanines, and standard scores are very useful. However, it is best to convert to either grade equivalents or percentiles before communicating them to lay audiences. In the Austin, Texas Independent School District, both grade equivalents and percentiles are routinely reported to high school students' parents. Elementary school parents receive percentile scores routinely, but may request grade equivalents. Both percentiles and grade equivalents are often misinterpreted; the shortcomings of percentiles are merely less well known. Seven critical questions that can be used to decide whether achievement test results should be reported in grade equivalent or percentile scores are presented and briefly discussed. These questions can be located along two dimensions: comparison standard and time. The five standards of comparison are: (1) grade level; (2) peers; (3) all students, all grades; (4) self; and (5) students at the same achievement level. The two criteria involving time periods are: achievement status to date; and pretest posttest gain. Appendices include a 1977 publication describing myths in interpreting grade equivalent scores and an information kit containing training materials on grade equivalents, percentiles, and norming a standardized test. (GDC)

The purpose of this paper is to critically review two studies conducted ten years apart to examine the roles and responsibilities of school principals in China. Data of one study were collected from seven provinces of south China while those of the other study were mainly from Changsha area, Hunan Province. Though the same survey instrument was used in both studies for data collection, because of time and location differences, direct comparison of findings tend to be inappropriate. Longitudinal approach of school leadership studies in the future is recommended. Results of this review showed that principals in these two studies had unbalanced workload in distributing their effort in dealing with daily school businesses. The research approaches and findings of these two studies have significant implications for planning of educational leadership programs, planning of daily school practices and planning for future research in school leadership.

Conjoint behavioral consultation (CBC) is a structured indirect form of service delivery in which parents, teachers, and other support staff are joined to work together to address the academic, social, or behavioral needs of an individual for whom all parties bear some responsibility. In this article, outcome data from 4 years of federally funded projects in the area of CBC are presented. Thirty graduate students were trained in CBC and were responsible for providing consultation services to parents and teachers of students with disabilities or at risk for academic failure. Consultation clients included 52 students with disabilities such as behavior disorders, attention-defi cit hyperactivity disorder, anxiety, and learning disabilities. The primary research objective concerned assessing the effi cacy of CBC across home and school settings. Secondarily, a prediction model was investigated based on client age, case complexity, and severity of symptoms. Perception of effectiveness, process acceptability, and consultee satisfaction with consultants was also investigated. Meaningful effect sizes were yielded across home and school settings. A model fi tting client age and symptom severity was found to predict school effect size relatively well. Consultees' perceptions of effectiveness, acceptability of CBC, and satisfaction with consultants were also favorable. Implications of these fi ndings and directions for future research are explored.

This study sought to investigate stakeholders’ perceptions of the challenges encountered in the implementation of the Schools Positive Behaviour Management Programme (SPBMP) in Barbados, and the factors influencing its sustainability. A total of 137 teachers, 14 principals and 13 School Focal Points (SFPs) drawn from a sample of 16 primary and secondary schools were interviewed. A lack of resources, teacher/school buy-in and time were identified by all stakeholders as the main challenges faced in implementing SPBMP. In addition, the leaders (principals and SFPs) viewed themselves as contributing to sustainability of the programme by motivating their staff but failed to acknowledge their more important leadership roles as creators of the shared vision and conducive environments needed to support the sustainability of the SPBMP initiative.

Research shows that leadership matters in improving student achievement. In fact, among school-related factors over which policy makers have some control, effective leadership practices rank second only to the quality of teaching in influencing student learning . Quality leadership is particularly important in schools serving youngsters living in high poverty urban schools . Much of the available leadership practice research focuses on improved elementary schools. , in their research review, showed that direction setting, developing people and redesigning organizations are core leadership practices necessary, though not sufficient, for school success regardless of context. A recent study of successful leadership in three high poverty urban elementary schools supports this contention; finding that the principals examined all exhibited these core practices . These principals set and maintained a clear direction that focused explicitly on the educational needs of the students and schools they served. Each exerted a strong, positive influence on people's willingness to follow. All three were passionate about making a difference in the lives of poor children and purposefully assumed leadership of schools with high needs and limited resources.

In the last few years, millions of homes around the country have entered foreclosure, pushing many families out of their homes and potentially forcing their children to move to new schools. Unfortunately, despite considerable attention to the causes and consequences of mortgage defaults, we understand little about the distribution and severity of these impacts on school children. This paper takes a step toward filling that gap through studying how foreclosures in New York City affect the mobility of public school children across schools. A significant body of research suggests that, in general, switching schools is costly for students, though the magnitude of the effect depends critically on the nature of the move and the quality of the origin and destination schools.

The interview for the principal’s position at the new school was drawing to a close, and the panel Chairperson moved her empty coffee cup to one side, and then asked the applicant for a short summation of what he would bring to the role. Applicant: Thanks for allowing me to tell you about my leadership philosophy and successes. I believe I have been a transformational leader all of my life and that I have inspired staff and the community to do great things. I have never had to use transactional strategies because my vision and relationships ensure that I always win commitment, not compliance in respect to the school’s operations. The applicant then stood, thanked the panel, and moving around the table he shook the hands of the panellists with a firm two-handed connection. The door closed, and the chairperson turned to the other members of the panel and said with a wry smile, “School leadership is never that clean and defined!” and turning to the deputy principal she asked, “Jane did...

This article investigates conceptually and practically what it means for schools to engage in the practice of continuous improvement. The analysis draws upon prior research and discussion to predict core elements of the practice of continuous improvement in schools. The predictions are then applied to a case study of continuous improvement efforts in a Pakistani secondary school that was involved in a 10-year school-university school improvement partnership. The article concludes with a set of eight empirically based propositions about the practice of continuous improvement schools.

The purpose of this quantitative study was to examine teachers’ perceptions of an association between principal leadership and their leadership competencies on a schools’ culture. This paper explored teachers’ perceptions of principal leadership and the health of the school culture. In a Southern California school district 835 teachers were e-mailed 2 surveys for a quantitative study, 68 participants completed the surveys. The first survey focused on teachers’ perceptions of principal leadership competencies, which were identified in the literature. The other survey from Dr. Christopher Wagner (2006) focused on the health of the school culture. The survey included 4 teacher demographic variables: years of experience, gender, years at current school, and age. This study found a significant connection between teachers’ perceptions of principal leadership and school culture using a Pearson correlation test. This study adds to the existing body of knowledge for education, and this paper...

The gross differences in scholastic achievement among public, private
government-dependent, and private independent schools in 22 countries are
analyzed with Programme for International Student Assessment 2000 data. In
a multilevel approach, the authors estimate these sector effects, controlling for
sociological characteristics of students and parents, school composition, teaching
and learning conditions of schools, and students’ and principals’ perception of
the climate of their schools. The main explanation of their gross differences in
scholastic achievement is the better social composition of private schools, both
government dependent and independent. But pupils at private governmentdependent
schools have a higher net educational achievement than do comparable
pupils at public schools with the same social composition. The explanation
of these remaining net differences in scholastic achievement seems to be their
better school climate. These net differences in scholastic achievement between
public and private school sectors are equal across nations, despite historical
differences of educational systems.

This research report is part of a series entitled IN PURSUIT OF BETTER SCHOOLS: WHAT RESEARCH SAYS that is supervised by Bruce J. Biddle and David C. Berliner and supported by The Rockefeller Foundation. The series provides timely and trustworthy summaries of research on major issues facing education today, with special emphasis on how America's poor and minority students are affected by educational policies. Each report in the series reviews and evaluates research and scholarship on a specific topic and concludes with recommendations based on research knowledge available at the time of writing. Printed copies of reports from the series may be ordered from The Rockefeller Foundation {please consult for instructions}. Further information about the series and downloadable versions of this report may be found at the following website: views expressed in each report are the sole responsibility of its authors and may not reflect the views of The Rockefeller Foundation or the site supervisors.

School climate plays a vital role in a teacher’s job performance, satisfaction, and school effectiveness. There were abundant studies on school climate and effectiveness and its relationship with teachers’ job performance and job satisfaction for primary and secondary schools in developed and developing countries. Unfortunately, there were scarce studies on teachers’ satisfaction in underdeveloped countries with prolonged conflicts and government instability. This study investigated the influence of school climate on teachers’ job satisfaction in a conflict-affected country, Afghanistan. It employed a survey questionnaire to collect data from public high school teachers in the Takhar province of Afghanistan. The data were descriptively and inferentially analyzed with the aid of statistical package for the social sciences (SPSS). Despite prolonged conflicts and government instability, the study found a statistically positive correlation between school climate and high school teachers’ job satisfaction. It also revealed statistically significant differences in the satisfaction level of teachers by their demographic variables, i.e., gender, educational qualification, age, and working experience. The study suggests that education administrators, school leaders, and other stakeholders develop a policy advancing a peaceful and conducive learning environment to improve student’s learning outcomes, teachers’ job performance and satisfaction, and school effectiveness. Future studies may qualitatively examine schools in different parts of the country.

In this article the authors try to locate the place of values (as life-skills) in Further Education and Training institutions in South Africa. They emphasise the fact that education is a valuebased and value-driven activity and that it is impossible to exclude values from education. The problem is whether such a claim would also include institutions of Further Education and Training attended by mainly adults. Reviewing the critical cross-field outcomes formulated for education and training in this country, it could be argued that values are embedded in these outcomes. This then gives rise to the questions: • Whose values? • What values? • How should these be included? Based on doctoral research conducted at selected FET institutions by one of the authors, the article reports on the values identified by people involved in FET and, based on the findings of the research, suggests some guidelines for how values should be integrated in education.

The paper examined the relationship between instructional supervision and teachers' effectiveness in terms of lesson plan, lesson presentation and classroom management in secondary schools in Kano State. Four research questions and four research objectives guided the study while four hypotheses were equally formulated and tested at 0.05 level of significance. The population of the study consisted of 2640 teachers and 45 school principals. The sample size consisted of 333 teachers out of 2640 selected using research advisor (2006) while all the 45 principals from 45 secondary schools in kano metropolis were used as sample for the study. A sample size of 378 respondents was used for the study. A simple random sampling technique was utilized to draw sample size needed for the study while a proportionate sampling technique was also utilized to determine sample size required from each school. A questionnaire titled "Instructional Supervision and Teacher Effectiveness Questionnaire (ISTEQ)" was used for data collection. The validity of the instrument was ascertained by expert in management and evaluation in the Department of Educational Foundations, Usmanu Danfodiyo University Sokoto while the reliability of the instrument was achieved by subjecting the instrument to pilot test using Pearson Product Moment Correlation Co-Efficient and a reliability index of 0.72 was realized. Data collected was analyzed using Pearson Product Moment Correlation Co-Efficient and Multiple Regression Analysis at 0.05 level of significance. One of the findings from the study indicated that, there was a significant positive relationship between teacher effectiveness in terms of lesson presentation and instructional supervision. The study recommended among others that School administrators should regularly visit classrooms to observe instruction delivery in order to provide professional guidance and assistance for teachers when necessary.
Keywords: Relationship, Instructional Supervision, Teaching Effectiveness, School Administration

The rapid evolution of the internet has significantly transformed higher education globally. Nigerian Universities, like many institutions worldwide, are embracing the digital age by providing internet services to enhance learning, research, and administrative operations. This paper assessed the provision and management of internet services among Federal Universities in North-west, Nigeria. The study adopted descriptive survey research design. Population of the study consisted of 19120 (42 management staff, 6447 teaching staff, 12344 non-teaching staff and 287 students’ representatives) from all the Federal Universities in North-west, Nigeria. The sample size for the study was 557 stakeholders (comprising 129 teaching staff, 248 non-teaching staff, 152 students’ representatives and 28 management staff). Hence, this was arrived at using multi-stage sampling technique within all the states in North-west, Nigeria. A closed ended questionnaire adapted from Maina (2016) titled “Assessment of the Provision and Management of Students Internet Services Questionnaire” was used for data collection. The descriptive statistics of frequency count and percentages were used for the analysis of the research question and decision mean of 3.0 was used to determine acceptance or rejection of the item statement as structured in the instrument to answer the research questions. Inferential statistics of Analysis of variance (ANOVA) was used to test the null hypotheses at 0.05 level of significance. Findings from the study revealed that although internet service is provided and managed in Federal Universities in North-west, Nigeria, but there were issues of lack of adequate maintenance of the internet facilities. It was concluded that internet services in Federal Universities are poorly managed. Therefore, the study recommended among others that more effort should be geared towards ensuring that there are adequate measures put in place for regular maintenance of existing internet facilities among Federal Universities in North-west, Nigeria.
Keywords: Internet services, Management, Stakeholders, Provision.

Sex education is concerned with the process of acquiring information and forming attitudes and beliefs about sex, sex identity, relationship and intimacy. It enable the students to learn more about themselves and help in no small measure in correcting the mistakes and anomalies about sex attitude among students in our secondary schools. Therefore, this study sought to find out the factors influencing the teaching of sex education in senior secondary schools in Gusau, Zamfara state. Variables such as age, gender, religion and schools were considered in relation to the study. The study adopted a descriptive survey research design. A sample of 346 SSII student participants was drawn from the population. The researchers designed questionnaire titled “Factors Influencing the Teaching of Sex Education Questionnaire (FITSEQ)” which was used to collect data from the respondents. Hypotheses were formulated and tested at 0.05 level of significance, data collected were analyzed using chi-square. The result showed that availability of teaching materials, method of teaching adopted by teachers and availability of sex education curriculum are factors influencing the teaching of sex education. Based on these findings, recommendations were made to counsellors, teachers, parents, students, government and non-governmental organizations.
Keywords: Perceived Factors Influencing Teaching of Sex Education, Senior Secondary School Students and Zamfara State.

The paper examine the role of the Tertiary Education in human resource development for sustainable feature. Human Resource has been identified as one of the major driving force toward accelerating sustainable development. Therefore for Nigeria to achieve the desired economic growth it all depends on the quality and quantity of human resource skills and material resource available. This can be achieved through sound and qualitative high education. This is because at this level students are being prepared to enter the labour market full of ideas and innovations that support the development of sustainable future. Some of the roles of Tertiary education for sustainable future include: innovative teaching practices, creating awareness on sustainable development issues and engagement with industries, organizations and communities. Some of the challenges of tertiary education in discharging these role are: inadequate funding, inadequate infrastructure and facilities, shortage of qualified personnel. Suggestions made to overcome some of those challenges are: increased allocation of funding, provision of additional infrastructure and facilities and attracting and retaining higher calibre staff.
Keywords: Human Resource, Development, Human Resource Development, Sustainable Future, Tertiary Education.

This paper examined aspects of school climate that positively relate to school outcomes and the impacts they have on teaching and learning. School climate refers to the psychological atmosphere of the school as perceived by those within the school and influence their behaviour. Aspects of school climate that are positively related to school outcomes includes: high expectations, positive engagement of leadership, positive social relationships and high morale. When positive and supportive environment is provided for staff and students more often than not, it improves staff and student's performance and achievement level. Because no matter how good the school programmes and teachers are, they cannot succeed without the presence of positive and supportive school climate. Therefore it was suggested that school heads should concentrate on building positive climate and interpersonal supports that enhances staff and student's opportunities, competence and achievement.
Keywords: School Climate, Impact, Programmes and School Outcomes

Education and quality of it have the greatest impact on the development of societies. The necessity to reform the education structure and environment to developed educational spaces and high-quality education are undeniable in education system. Education environments that have suitable and desirable conditions for the activities progress of children, which is possible through the detailed design of spaces according to children's behavioral patterns. The present study was conducted with the aim of providing an appropriate model of factors affecting the quality of education in elementary schools in Uzbekistan. The research method was exploratory mixed research in terms of applied purpose and data analysis, and was descriptive and survey-type in terms of method. The statistical population in the quantitative part included principals and teachers of elementary schools in Uzbekistan, including 820 people, of which 220 people were selected using cluster and stratified and simple random methods. The research tool included a researcher-made questionnaire consisting of 15 items, the validity and reliability of which were confirmed. The collected data was analyzed using SPSS software and the impact of each factor on the quality of education was examined. First, based on the experts' opinions, structural equation models were identified based on 11 main components of education policy, educational content, infrastructure, educational space, teaching tools, education process, teacher teaching method, culture and society, family and student, management and educational goals. The results showed that teacher teaching method, educational content and management have the greatest impact on educational quality. Finally, solutions were presented to improve the conditions and quality of education according to the experts' opinions and field studies.

Consistency and stability are considered scientific properties of school effect. These properties are important in determining if school effect is constant along subjects and are perdurable during the time. The purpose of this research is to estimate continuity and stability in Colombian high school education during seven years over the past decade for the four main subjects in Colombia: mathematics, language, natural and social science. With this purpose in mind, a retrospective ex post facto study was conducted. The analysis was done for 7, 626 schools and multilevel models of three levels and longitudinal multilevel models were used. As adjusted variables, socioeconomic and sociocultural levels and gender of students were used. The school variable was the tuition. The results indicated that the correlation was over 0.39 for all the subjects; the higher correlations were found among language, natural and social science and the school effect showed change along the time for every subject and by the tuition. The Colombian educational system displays consistency within subjects, but its school effect is not stable and is dependent on the socio-economic variable. The paper discusses the implications of these results for the Colombian educational system and the effect for quality and equity, and their relationship with the development of the country.

What are the essential skills learned at school that are required for the labour market? The issue is particularly policy relevant in the UK, where the 16±19 secondary school curriculum (A levels) is undergoing major reform. This paper uses data from the UK to investigate the impact of different academic subjects in secondary school on pupils' subsequent earning, particularly the impact of studying advanced mathematical curricula. We find that individuals with an advanced (A-level) mathematics qualification earn 7%± 10% more than similarly educated workers without this qualification, even after controlling for the initial ability of these individuals.

The basic model of concepts and measures developed for the Principal-Teacher Interaclion Study is described. School organizational climate.and contexTUal variables were defined to be consistent with the work of researchers in industrial and military settings. Many of the variables were generic to any type of organization. The model and variables were: PC = f(S, P, PxS, RI). PC represents psychological climate and describes the individuals' perception of his or her organization; S represents the situation; P is for personal characteristics; RI signifies the reciprocal interaction that occurs when the individual's perception of the climate influences S, P, or PxS. A distinction is made between the individual's perception of organizational attributes (PC) and the composite climate, which can be represented by Aumming the individual PC's. The measure developed to assess the variables was entitled the School Ecoldgy.Survey. Items for the survey were drawn Erom the Organizational-Climate Questionnaire, DDAE/CRITERIA, Building Questionnaire, Trouble Shooting Checklist, and School Climate Questionnaire.-The authors used the School Ecologi Survey to assess psychological climate in the district and school surveys they conducted. (DWH)

This thesis is dedicated to my grandmother, the late Alice Mojabatho Lipali, for the remarks that culminated in my courage and determination to pursue educational ideals against all odds. In January 1978 she said to my mother: "He will grow to become the greatest teacher, the teacher of teachers; just let him follow the example of Jesus; teach him to humble himself and the Lord will do everything for him." My heartfelt gratitude is due to my family: my wife Palesa Makoelle, my daughter Nthabikie Makoelle, and my son Mohau Makoelle, for their unstinting encouragement and loyal support. V SUMMARY Globally, there are numerous debates on what constitutes an effective school. Parents strive to choose what they regard as the best school for the education of their children. Historically, school effectiveness is a phenomenon associated with learner attainment. Yet, school effectiveness is measured and conceptualized differently throughout the world. The aim of this research was to determine and define the factors contributing to the effectiveness of secondary schools in the Free State Province of South Africa. A case study was conducted on six schools selected in the Free State Province. Data were collected qualitatively by means of semi-structured and focus-group interviews with principals, SMTs, teachers, SGBs, learning facilitators and school-management andgovernance developers. A documentary analysis was carried out to triangulate data from interviews. The data collected were triangulated and supported by an extensive literature review on school effectiveness and improvement. In particular, the literature review encompassed the policy context of school effectiveness in South Africa, definitions of the concept of school effectiveness, models of school effectiveness, methods of evaluating school effectiveness, the relationship between school effectiveness and school improvement, change and school improvement, approaches to school improvement and the characteristics of effective schools. The legislative framework for both teacher and school evaluations is highlighted and their effectiveness critically reviewed with reference to current investigations in the field. These empirical investigations, which, form part of this larger qualitative research project, show that effective schools exhibited high learner attainment, effective teaching and learning, as well as a highly effective leadership and management. Management, leadership and administration, curriculum, school governance and VI school support structures were confirmed as very instrumental as far as school effectiveness and improvement are concerned. Furthermore the study indicates that the current policies are not enhancing school effectiveness and improvement, thus the study recommends the index of school effectiveness and improvement (ISE&I). The Index of School Effectiveness and Improvement, which is a document that schools can use to review and enhance their effectiveness, is a model developed in the course of this study to assist schools in improving their effectiveness. Unlike the WSE review, which takes place every five years, the index suggests a continuous and regular review process by schools carried out by all stakeholders. In conclusion, an overview of the challenges identified by this research project, as well as the aspects in need of further research, is highlighted.

In the last twenty years the Ethiopian education system has rapidly expanded, leading to a 500% increase in primary school enrolment. The Ministry of Education (MoE) has sought to address a perceived decline in educational quality through nationally-mandated programmes for school improvement (MoE 2007) and teachers' professional development (MoE 2004). Such programmes-imported on the advice of USAID, DfID and other development partners-are implemented 'mechanistically', without adaptation for societal or organisational cultural contexts. This article reviews empirical research from the last decade, including 'grey' literature, in the school improvement (SI) and school effectiveness research (SER) traditions to draw implications for primary school principals in Ethiopia.