Full-Time Teachers' Teaching Strategies and the role of Universities and Families on Students' Achievement with Financial Difficulties

Abstract

Purpose: This study explores the intricate interaction of the teaching approach of full-time teacher, the teacher leadership skills, and the combined influence of all of these factors on students' academic progress, with a special emphasis on those students who are having difficulty financially. Theoretical framework: In order to conduct an in-depth investigation into the connections between these factors, the research makes use of a quantitative methods methodology, which incorporates quantitative surveys, and an examination of academic performance data. Design/ methodology/approach: The possible role that student engagement may play as a mediator in the pathways leading from these determinants to academic accomplishment is explored as part of this study. Findings: The results are intended to focus light on the essential role that teacher leadership and collaborative efforts play in aiding students who have financial restrictions, which will eventually contribute to more successful educational practises and policies. Research, Practical & Social Implications: The present milieu not solely cultivates scholarly triumph but also endows learners with the fortitude and proficiencies requisite for surmounting pecuniary obstacles and attaining their enduring educational and vocational aspirations. The concept of teacher leadership extends beyond the mere transmission of knowledge, encompassing the profound objective of motivating and enabling students to realise their utmost capabilities, irrespective of their socioeconomic backgrounds.