Family Structure and Its Influence on Students' Well-Being and Decision-Making Skills

The aim of the study is to examine the influence of student council’s decision-making skills on discipline management in secondary schools in Kenya. The study adopted correlational research design. The number of the study’s target population was 848 comprising deputy principals and student council leaders from 53 public secondary schools. Stratified and purposive sampling was used to select a sample of 272 respondents. Data were collected using questionnaires, which were piloted in four secondary schools selected purposively in Mbeere North Sub-County. The study establishes that: most schools train their student council leaders to acquire decision-making skills and also involve them in the decision-making process in their schools; involving leaders of student council in the decision-making process in their schools influences discipline management; the frequency at which school administration involves the leaders of student council in the decision-making process is low; majority of the student council leaders lack decision-making skills; and the decision-making skills of the leaders of student council significantly influence discipline management. The study recommends that: The Ministry of Education (MoE) should instruct all school boards of management to allocate some portion of their annual budget for the training and welfare of student council leaders, and school administrations should develop performance appraisal system for student council leaders, which would give them an opportunity to undertake self-evaluation and identify their gaps in leadership. The findings will be significant to school principals, teachers, student council leaders and educational policy makers to formulate strategies for managing students’ discipline. The findings also provide literature on the management of students’ discipline in secondary schools in Kenya. Keywords: leadership skills, management of discipline, decision-making skills, student discipline, student council, discipline

This study determined the influence of decision-making skills on leadership effectiveness among public school administrators in Tarragona District, Davao Oriental division. It employed a descriptive-correlational research method. Gathering data from 143 respondents, results revealed that female school administrators had (n=72) higher educational qualifications compared to their male counterparts (n=71). Most of the administrators were in their retirement age (x=54-60). They had moderate levels of decision-making skills, specifically in rational, intuition, dependent, avoidant, and spontaneous decision-making. In terms of leadership effectiveness, the school administrators were categorized as high in instructional programs, financial resource management, and school community relations while moderate level in staff administration and student services. There was a strong positive correlation between decision-making skills and the leadership effectiveness of the administrators in terms of their educational attainment. The direct effect of decision-making skills and the leadership effectiveness of public school administrators was categorically small in size. Among the fit indices for decision-making and leadership inventory skills, only Joreskog-Sorbom's Fit Index (GFI) was the only best-fit model. Parallel studies may be conducted by examining other aspects and the nature of variables related to decision-making skills and leadership effectiveness so that further assessments on the reliability and validity of the data in this research could be ascertained.

The study examined the management of school administrators’ effectiveness through capacity building training and development in secondary schools in Sokoto state, Nigeria. The study used descriptive survey research design and the population of the study consisted of 161 participants (school administrators). Research Advisor (2006) was used to select sample size of 132, using multi-stage sampling techniques such as deliberate, proportionate and simple random sampling. Self-constructed questionnaire titled: Managing school Administrators. Effectiveness through Capacity Building Questionnaire (MSAETCBQ) to collect data based on four (4) Likert scale rating. Face and content validity of the research instrument was done by jury experts in educational administration and planning, Usmanu Danfodiyo University, Sokoto, Nigeria. The study used test re-test method of reliability for the research instrument through a pilot study conducted and a reliability index of 0.82 was obtained. Descriptive statistics such as mean (X), percentages (%), tables and frequency counts were used for the data analysis. The study found that school administrators’ regular participation in capacity building programmes updates and enhances their administrative effectiveness. The study recommended that, there is need for government through the Ministry of education to provide adequate funds for regular capacity building programmes for school administrators for improved skills and effective service delivery.

In spite of the initiatives which have been taken by the government of Tanzania towards access to higher education for qualified students who came from low - income backgrounds, the studies and real situation reveal the reality of how this group of people has been denied to parity and fair for accessing higher education. Thus, Tanzania government has established Higher Education Students Loans Board with the Act No.9 of 2004 aiming at giving assistance to the students who got admission in universities, but came from low-income families with no financial strength to support their schooling. However, since its inception higher education loans board had failed to identify students from low-income background resulting in some students dropping out or postpone their studies as they look for other sources of funds. This article is qualitative in nature with the use of document analysis technique. The author uses relevant literature, officially published statistical data and various theoretical justifications for examining the impact of HE loan towards students from low-income background. The results of this study identified some challenges leading to a misallocation of fund to the needy students, application of Means Testing being one of them. Meanwhile, the author concludes with careful planning and effective use of means testing with a sustainable operational mechanism which will address the issue of parity and justice for the needy students in accessing higher education in Tanzania.

Performance-based assessment is a purposive-oriented assessment activity in revealing student understanding of unwrapped concepts, skills, and big ideas. This study aimed to determine the effects of performance task assessment on the students' self–efficacy, problem–solving, and decision–making skills in learning science that used the quantitative and correlation methods of research. There were 35 Grade 9 students of the University of San Carlos, Basic Education Department – South Campus in science class as respondents of the study. The assessment was given after the engagement session of the instructional plan to be accomplished after the transfer task session and evaluated using specific rubrics. A modified Albert Bandura's Instrument was used to measure self–efficacy and Mind Tool: Essential Skill for Excellent Career questionnaires for the problem–solving and decision–making skills of the students in learning science. The study's findings indicated that the Performance Assessment developed students' self–efficacy in learning science and had a significant impact on how students think, feel, and behave in the process of learning. Moreover, the assessment conveyed positive influence in developing students' problem–solving and decision–making skills. This assessment encouraged students to apply the scientific processes in evaluating the identified options before deciding the problem's solution.

A family is a fundamental unit in society. However, the structure of a family has been changing from the traditional family structure comprising of parents and their children to other forms of family structures that provides alternative dependence system. The emerging family structures may have an influence on academic performance in secondary schools’ as students depend on the family emotional and material support. This study examined the influence of family structure influence on students’ academic performance within Bungoma East Sub-County. The study objectives were to examine the Nuclear family structure influence on academic performance of students’ public secondary schools in Bungoma East Sub-County; to examine the Single parent family structure influence on academic performance of students in public secondary schools in Bungoma East Sub-County. This study was guided by Bronfenbronner’s principles of ecological theory of child on child development, a risk and protective model. Descriptive research design and mixed methodology was used to determine the extent to which variation in family structure and school setting influences students’ academic performance. A sample size of 323 respondents was used in the study and a response rate of 95.7% was achieved. The questionnaire and interview schedule provided data that was analysed and presented findings through frequency tables, pie-charts, bar charts and others. Inferential statistics was used to analyse and ascertain relationship between family structure and academic performance. A regression analysis between family structure background and academic performance was performed and a Pearson Correlation test done to reveal significant correlation between the variables. The findings of this study revealed that good performance of learner with nuclear family was due to economic support, family support, parental motivation and home study environment. Nuclear family background positively influenced academic performance of student and it significantly accounted 16.7% variance in student performance. Single parent family background attributed good performance of learners with small percentage as shown by 92(30%). Single parent family background negatively influenced academic performance of student and it significantly explained 1.6% variance in student performance. Policy makers should always take the subjective views of their wards into consideration in order to avert the problem of single parenthood, step parenthood and grandparenthood in the society. By doing so, the increase in nuclear family parenthood will provide socio-economic support and motivation needed for students to perform well in their academics. Boarding schools setup will reduce the parenting influence.

Purpose– The purpose of this paper is to focus on the effects of career development and guidance among students (age 17-23) enrolled in higher education in The Netherlands. First the paper explores whether the development of career competencies contribute to career identity, learning motivation, certainty of career choice and drop out, and also whether the learning environment affects these variables. In the study, four career competencies are identified: career reflection (reflective behavior), work exploration (exploring behavior), career action (pro-active behavior) and networking (interactive behavior). Aspects of the learning environment that are taken into account are practice- and inquiry-based curriculum and career guidance conversations.Design/methodology/approach– A questionnaire-based study was carried out among 4,820 students and 371 (school) career counsellors in 11 universities.Findings– The results show that career competencies are related to learning motivation, career identity, certainty of career choice and drop out threat. The learning environment also contributes to these outcome variables. Students who participate in a practice-based and inquiry-based curriculum, and who have helping conversations about their study with their teachers, feel more motivated for learning, are more certain of their career choice and are less likely to quit their study.Research limitations/implications– A limitation of this study is that, due to the cross-sectional design with no control group, no strong evidence for effectiveness can be presented. Moreover, the lack of well validated instruments limits the value of the results. The explained variance of the outcome variables, however, does indicate that there are relationships between career competencies and career learning environment on one hand, and career identity, learning motivation and certainty of choices on the other.Practical implications– Constructing and attributing meaning when engaging in these dialogues is of central importance; the development of personality traits and qualities only takes place when those learning find the content meaningful (and that is something quite different than content being considered “necessary”). In order to achieve such a learning environment within the dominant educational culture, transformative leadership is essential. Such leadership, however, is rare in Dutch universities of applied sciences until now.Social implications– Universities are increasingly acknowledging that they have a strong responsibility to guide students not only in their academic growth, but also in their career development. Universities – and especially universities of applied sciences – cannot leave this task to the public or private sector for two key reasons. First, universities are funded by the government and are therefore expected to prepare their students adequately for life in our individualized society as well as for the labor market. In the second place because organizations in the private and public sector often lack the knowledge and the motivation to guide young people on their career paths.Originality/value– A limitation found in the research, as well as in actual career interventions in schools, is that they focus on change in students’ knowledge, attitudes and decision-making skills, while students’ behaviors are not examined. Hughes and Karp (2004) maintain that research should focus on exploring the relationships between guidance interventions and positive students’ behavioral outcomes. Therefore, the paper concentrates – in search of the influence of school-based career interventions – not on decision-making skills, attitudes or knowledge but on actual career behavior, i.e. career competencies of students.

(2021) Volume 2, Issue 4 Cultural Implications of China Pakistan Economic Corridor (CPEC Authors: Dr. Unsa Jamshed Amar Jahangir Anbrin Khawaja Abstract: This study is an attempt to highlight the cultural implication of CPEC on Pak-China relations, how it will align two nations culturally, and what steps were taken by the governments of two states to bring the people closer.

The aim of this study was to modeling the relationship between of school administrators’ creative and critical thinking dispositions in relation to their decision-making styles and problem solving skills. A total of 586 school administrators participated in research from a district selected through the random sampling method. Data was collected using four different scales; Decision Making Styles Scale, Social Problem Solving Inventory-Short Form, Marmara Creative Thinking Dispositions Scale and Marmara Critical Thinking Dispositions Scale. A theoretical model was proposed to determine the relationship patterns between the research variables and the proposed theoretical model was tested using a structural equation model. The school administrators’ critical and creative thinking dispositions were both predicted decision-making styles and problem solving skills; moreover, it was determined that rational, avoidant and spontaneous decision-making styles significantly predicted the problem-solving skills of school administrators. The school administrators’ critical and creative thinking dispositions also effected their problem solving skills by way of their decision making styles (e.g., rational, avoidant and spontaneous). In addition, the school administrators’ creative and critical thinking dispositions, along with their decision-making styles (e.g., rational, avoidant and spontaneous), constituted 45% of the change observed in their problem solving skills.

The impetus for this study was a concern for student selection of appropriate subject pathways for senior secondary studies. Data indicating that large numbers of students chose not to continue with training and education after leaving secondary education led to this research study. In Queensland, approximately 72 per cent of secondary students take an academic subject pathway for their senior secondary studies although only approximately 36 per cent attend a tertiary institution upon graduation (Department for Education and Industrial Relations, 2011; Department of Education Training and Employment, 2010). In addition, approximately 30 per cent of senior secondary students take a vocational subject pathway however only 25.1 per cent undertake further vocational education and training after graduation (Department of Education Training and Employment, 2010). Following secondary schooling 40 per cent of secondary students do not transition to education or training and 10 per cent of this group are not employed in their first year after school (Department of Education Training and Employment, 2010). Thus, the majority of students take academic subject pathways but do not use the qualification for tertiary studies nor do the young Queenslanders who studied a vocational subject pathway capitalise on their decision and continue with further vocational education and training upon graduation from secondary schooling. This is a concern because studies on youth unemployment have identified increased risk of future of long term casual employment or unemployment for those who do not engage in training and education to enhance their employability skills soon after secondary schooling (OECD Secretariat, 2000; Queensland Government, 2002). Moreover, the youth in Queensland face challenges emanating from global and national factors that mean their employment prospects may not be as assured and the future economy may not be as robust as was previously the case. International factors such as globalisation, youth unemployment and economic recessions interact with the Australian and Queensland economies to affect career pathways of secondary school students. Policies and initiatives introduced by the Australian Government to provide secure career pathways for adolescents are affected by changes to the labour market and economic downturns and these affect the opportunities or constraints facing students upon leaving secondary school in Queensland. Exploration into the dissonance between subject pathway choices and eventual post secondary destinations commenced with this study situated in three selected secondary schools with diverse characteristics and locations in Queensland. This study included: two self-report surveys administered to a group of Year 10 students, and semi-structured interviews with nine students from this cohort. Quantitative data were analysed for general data which raised several unresolved issues. The three schools were compared and the unresolved issues explored with a thematic analysis of the interview transcripts and the outcomes combined and discussed. Results suggested: academic self-efficacy was a salient predictor of the subject pathways that students would pursue; preferences for activities, skills or interests were not predictors of the subject pathways students would choose; and the schools' subject selection processes had a minimal effect on the career choices students made as most entered year 10 with a firm idea of their intended career. Students reported responsibility for their choice of subject pathway and future career at the same time as identifying their families as powerful agents in the choice of career; and teachers in the choice of subjects. Career Guidance Counsellors in the schools were under-utilised by the participants and had little impact on career choice or subject pathway choices. Overall students were found to assess the viability of information used in choosing subject pathways and career options according to how much they trusted the source and this was determined to some extent by the term of their relationship with that source and how closely that information resonated with their personal first-hand experiences, social networks and social identities (Dyke, Foskett, & Maringe, 2008). Results of this study suggest several possible approaches that could be implemented by school administrators and policy makers to provide students with appropriate subject pathway and career advice to smooth the transition for students between secondary studies and their eventual post-school destinations.

The study examined how secondary schools use proactive teaching social skills strategy to maintain discipline among learners in Bulawayo Metropolitan Province. The study was ingrained in interpretive paradigm, adopted qualitative approach and employed a case study design. Purposive sampling technique was used to select four secondary schools and participants who comprised two education officers, four school heads; four school counsellors, twenty members of the disciplinary committee, forty prefects and four school development committee chairpersons. Data were collected using semi-structured interviews and focus group interviews, and were analysed thematically. The study established that learners were taught social skills during guidance and counselling lessons and club sessions which were part of the co-curricular programmes offered in schools. It was found that the topics taught during the teaching of social skills included conduct, relationships, community involvement; decision-making skills, communication skills, drug and substance abuse, career guidance, stress management, honesty and integrity, conflict resolution, assertiveness, self-awareness and health issues, among others. The study also revealed that some learners were engaged in community activities to reach out to underprivileged members of the society. The results further indicated that the teaching social skills strategy was effective because it taught learners to be responsible for their behaviour and contributed to the reduction of unbecoming behaviour cases in schools. Nevertheless, the teaching social skills strategy faced constraints mainly from some teachers’ and parents’ negative attitudes towards social skills activities. The study concluded that the use of proactive teaching social skills strategy yielded positive results as schools exposed learners to multiple activities that contributed to the modification of learner behaviour which created a safe teaching and learning environment. The study recommended that schools should intensify the training programmes for teachers and parents to positively influence their attitudes towards the teaching of social skills in order to reinforce positive behaviour among learners.

An Investigation of the Perceptions of School Administrators Towards the Roles and Duties of School Counselors

The collaboration between the Local Government Units (LGUs) and thenational secondary schools (NSS) of Misamis Oriental is seen as a need for the schools’ development. This study assessed the level of collaboration between the administrators of the 18 national secondary schools (NSS) and the localgovernment executives (LCE) in the 23 municipalities of Misamis Oriental fromthe calendar years 2007 to 2012. The instruments used were the questionnairesand interview on collaboration involving school administrators and the local chiefexecutives in Misamis Oriental. The questionnaire has a reliability coefficient ofr=.968 using Cronbach’s Alpha. The study adopted the across-stage mixed modelresearch as its statistical tool. The findings of the study showed that both localchief executives and school administrators are mature and responsible leaders intheir respective areas of responsibility. The assistance that the national secondaryschools received from LGUs are funded from the Special Education Fund (SEF)and the Internal Revenue Allotment (IRA). The level of assistance in buildingpartnerships for collaboration LGUs provided to schools is high. Most of thesupport provided by the LGUs to schools is in the form of financial assistance.Some secondary school administrators have strong collaboration with the localchief executives.Keywords: Education, collaboration, impact, school administrator, local governmentunit, IRA, SEF, Department of Education, Across-stage mixed model research,Misamis Oriental, Philippines

Current state and national mandates focusing on academic achievement have drawn critical counseling resources away from career development. As the world of work radically changes and economic situations remain uncertain, the call for a return to school counseling roots based in career guidance has never been louder. The authors explore reoccurring career guidance trends throughout the history of school counseling to expand awareness of the basis of today's career and technical education discussions and increase understanding of the interconnectedness of career guidance and counseling and educational reform.

Chicago Public Schools Evaluate Teaching Methods