Administrative Support Research Articles

The Expanding Role of Designated Institutional Officials in Graduate Medical Education

Abstract The Accreditation Council for Graduate Medical Education (ACGME) plays a pivotal role in ensuring the quality of graduate medical education (GME) training across the United States. Central to the success of this mission are designated institutional officials (DIOs), who usually serve as chief GME officers within the ACGME-accredited sponsoring institutions (SIs). Despite the critical role of DIOs, the qualifications, level of administrative support, and responsibilities of DIOs are not defined and vary significantly among SIs. Although responsibilities mandated by ACGME Institutional Requirements provide a framework, the actual scope of work of DIOs often extends far beyond what is outlined in the ACGME Institutional Requirements, involving collaboration with a wide variety of institutional stakeholders and harnessing the GME enterprise to achieve institutional goals. Nearly all DIOs face a multitude of challenges, including adapting to new ACGME requirements and initiatives, addressing resident and fellow wellness concerns, promoting health equity, nurturing scholarly endeavors, and advocating for their residents and fellows. Additionally, emerging technologies and innovations as well as the changing financial climate for SIs and the health care facilities that host GME learners can present both educational opportunities and new challenges for DIOs in ensuring trainees are prepared for their roles as the next generation of physicians. As the health care landscape evolves, DIOs will continue to play a vital role in shaping the educational experiences of physicians in training while balancing institutional priorities and ensuring high-quality patient care.

Co-Teaching: Are We There Yet?

ABSTRACT Over the past three decades, states, districts, and schools have introduced co-teaching as a means of educating students with disabilities, even though it is not included as a placement option in the Individuals with Disabilities Education Act, the law governing special education. Cultivated by evolving federal legislation, regulation, and policy, co-teaching can address the intersection of the least restrictive environment, general curriculum access, and improved school outcomes. In this systematic review of co-teaching research published between 2010 and 2024, we found that empirical studies remain sparse and inconclusive. Confounding factors include ill-defined and uneven implementation likely affecting the fidelity of the model, lack of evidence regarding the amount and impact of administrative support, and inattention to contextual differences across elementary and secondary school settings. Looking to the future, research on co-teaching is likely to focus on specially designed instruction (SDI) and student outcomes. We suggest the use of the co-teaching framework to ensure fidelity in future research and encourage the use of mixed methods to clarify ambiguous results. Further, co-teaching applications are likely to expand, suggested by its nascent use as a model for an inclusive approach for educating multilingual learners (MLs) and those from other marginalized groups.

Administrator Turnover: The Roles of District Support, Safety, Anxiety, and Violence from Students

Researchers have examined the importance of school administrative support for teacher safety, victimization, anxiety, and retention; however, studies to date have rarely focused on school administrators’ perceptions of support by their district leaders, and its relation to administrators’ anxiety/stress, safety, and their intentions to transfer or quit their jobs. In the current study of 457 PreK-12th grade school administrators in the United States, structural equation modeling was used to examine relations between administrators’ perceptions of support from their district leaders and their anxiety/stress, safety, and intentions to transfer or quit their jobs. Administrator experiences of violence by student offenders served as a moderator. Results indicated that administrators’ perceptions of district leaders’ support were associated with lower intentions to transfer or quit their positions both directly and indirectly as a function of decreased anxiety/stress. District support was positively related to administrator safety, particularly for administrators who reported experiencing more student violence. Findings highlight the importance of district support of administrators for reducing mental health concerns and transfer/quit intentions in the context of student violence against school administrators. Implications of findings for research and practice are presented.

Developing Strategies to Promote Physical Fitness for University Students

Background and Aims: The physical fitness problems of university students must be paid great attention to. As the backbone of training university students, how to guide the students to exercise scientifically and achieve the best physical fitness for effect has become an urgent problem for physical educators in universities and universities. The objective of this research was to develop strategies to promote physical fitness for university students. Methodology: This research is mixed methods research. The population for this research includes 5,275 first-year students enrolled at Guangdong University of Foreign Studies for the 2023 academic year. Using the Taro Yamane formula, the sample size was calculated to be 371 university students. The questionnaire was distributed to 371 university students to investigate the problems and current situation of physical fitness of university students. After that, 7 experts were invited to develop a question framework for a focus group. 10 experts conducted a focus group to develop the question framework for use in the Delphi consensus, and 19 experts were invited to conduct a two-round Delphi consensus, to develop the strategies to promote physical fitness for university students. Finally, a connoisseurship method was used to confirm the developed strategies with 9 experts. The data gathered from the questionnaire were analyzed using the average and standard deviation, while consensus data were evaluated through the median and interquartile range. The established criteria for consensus required a median of ≥ 3.50 and an interquartile range of ≤ 1.50. Results: The strategies to promote physical fitness for university students were organized into 6 key aspects and comprised 51 factors. These 6 key aspects include: (1) Policy and Administrative Support, (2) Physical Education Curriculum and Programs, (3) Facilities and Equipment, (4) Engagement and Motivation, (5) Monitoring and Assessment, and (6) Sustainability of Fitness Programs. Conclusion: The study emphasizes a thorough strategy for improving university students' physical fitness by addressing program sustainability, policy, curriculum, facilities, motivation, and assessment. These six tactical elements guarantee a balanced, encouraging atmosphere for sustained health and fitness.

The Impact of Digital Transformation on Educational Leadership: Assessing Digital Burnout and Mental Health in Virtual Teaching

This paper explores the role of digital transformation in altering the effects of educator burnout and mental wellbeing by affecting virtual teachers. The increased use of digital technologies in educational institutions has introduced educators with dual content management and technological platform duties that have led to levels of stress among educators. The research methods applied were quantitative, incorporating data that was sourced from 385 teachers. Various educational levels were included: the relationship between digital workload, digital literacy, support administration offered, and psychological indicators of mental health. The findings of this research revealed very highly positive correlations between digital workload and burnout (r = 0.62) and between burnout and mental health, notably anxiety and depression (r = 0.60 and r = 0.65 respectively). Indeed, the study found that increased digital literacy and administration support showed a positive relationship with reduced burnout. Results raise an enormous need for educational leaders to take strategic interventions through the enhancements of support systems, the development of digital literacy, and other resources related to mental health to counter some of the complexities of teaching related to the point of digital teaching. With such strength at its findings, there are indeed still limitations to this study, among which it relied on the self-reported data and the cross-sectional designs where it could not make way for causal inference. Future research should focus on long-term effects of digital transformation for educators' mental health as well as the potency of interventions to prevent burnout in digital educational settings. Findings from this study have implications for policymakers and education institutions looking to develop environments that promote educator wellbeing in the context of digital transformation.

“Teachers Reflect on the State of Project-Based Learning (PBL) in South Carolina”

In 2022, authors conducted a research study of SC teachers who had completed the first-in-the-nation teaching endorsement in Project-Based Learning (PBL) between the years of 2014 and 2020. Researchers’ key question was to what extent have teachers trained in the SC PBL endorsement implemented PBL in their classrooms? This study sought to assess how many of the 153 teachers endorsed through one SC university’s cohort programs were still actively implementing project-based teaching and learning, and to gather teacher input on the state of PBL within SC. The study found that a majority continued to implement the methodology though many felt they had less administrative support to integrate it into their classrooms.

Determinants of Students Performance in Information and Communication Technology Program in DEPED Secondary Schools

This study investigated the relationship between the observed organizational attributes and determinants of students performance in the information and communications technology program along five factors: provision of equipment, training of teachers, administrative support, monitoring and Evaluation assessment, and leadership style of school heads and learner’s academic performance in terms of mean percentile scores involving 59 classroom teachers in five public secondary schools in DepEd Eastern Samar division during the school year 2023-2024. The data concerning the respondents’ perceived observation on the determinant factors of students’ performance in ICT program were collected via an expert validated researcher-modified survey instrument and analyzed using frequency count, percentage, mean, spearman rho correlation at 0.05 level of significance. Findings revealed that all of the organizational attributes and determinant factors were “moderately observed” with a mean of 3.3146 and the learner’s academic performance in ICT were “satisfactory” at an average of 78.98%. Test on correlation indicated that training of teachers (p=0.45) as a determinant of success is significantly related to the learner’s academic performance in ICT. All the other determinant factors have p-values greater than the level of significance i.e., provision of equipment (p=.864), administrative support (p=.134), M & E Assessment (p=.191) and leadership style of school head (p=.160) and are not significantly related to the performance of learners in the DepEd secondary schools. Thus, the null hypothesis saying that there is no significant relationship between these determinant factors to the academic performance of learners in DepEd secondary schools is therefore true and accepted. Hence, the researcher recommends the conduct of extensive ICT training programs for teachers for them to teach better and to advance the digital literacy in Philippine schools.

Exploring Heterogeneity of International Students’ Racial and Native/Non-Native Language Backgrounds in Learning Engagement, Cultural Adjustment, Social Connections from QuantCrit Perspective

The academic engagement of international students is intricately linked to their diverse social and cultural adjustments in the host culture. However, these aspects have often been investigated from a homogeneous point of view. This study explores the interpersonal characteristics of students from different racial groups and native/ non-native language backgrounds in learning engagement, cultural adjustment, social media use, and social capital. Data were collected using the Qualtrics Survey from 209 international students between November 2021 and May 2022. The results of the MANOVA indicate significant disparities based on their race and native/ non-native language backgrounds within the examined constructs. The findings enrich the body of research through the QuantCrit lens, underscoring that international students are not monolithic. Generalizing their experiences by aggregating various identity group data may fail to capture their complexities. The results revealed that Black students exhibited elevated levels of bridging social capital and learning engagement, potentially linked to increased social media usage. Hispanic students demonstrated lower levels of engagement and socialization. White international students displayed superior cultural adjustment and bonding capital. Conversely, Asian students reported lower levels of learning engagement, cultural adjustment, social media use, and social capital compared to their White, Black, and Hispanic peers. Native language international students outperformed non-native speakers in all assessed areas. The potential reasons for these group differences and administrative support that assists in coping with language, socialization and acculturation challenges are discussed.

“With an unwanted pregnancy, we are looking for midwives in the neighbourhood to show us what to do.” Stakeholder perceptions of midwife-led woman-centred comprehensive abortion care in the province of Kinshasa, Democratic Republic of Congo: a qualitative descriptive study

ProblemMidwives are an essential yet underutilised health human resource for improving unsafe abortion outcomes and increasing abortion access and contraceptive care. BackgroundIn Democratic Republic of Congo (DRC), morbidity and mortality resulting from unsafe abortions are alarmingly high. The recent ratification of the Maputo Protocol in 2018 has made safe abortion accessible. National implementation strategies recognise midwives as providers of comprehensive abortion care (CAC), yet there is little understanding of their current role in its provision. AimTo understand the obstacles and facilitators in integrating the midwifery model of CAC in DRC's health system. MethodsA qualitative descriptive design was used to explore health system stakeholders' perceptions regarding the midwifery model of CAC in Kinshasa, DRC. Data sources included n=43 key informant interviews and n=2 FGDs. Results were member-checked with DRC Midwives’ Association (SCOSAF) members. FindingsFindings highlight midwives provided all aspects of CAC, with attention to the psycho-social well-being of their clients and acted as health service navigators in the community. Appropriate midwifery legislation, scope of practice that includes CAC, administrative support and remuneration, and better access to continuing education are facilitating health system factors for the midwifery model of CAC. Finally, SCOSAF, the Midwives’ Association, played an influential role in the implementation, positively supporting CAC integration by midwives. DiscussionUnderstanding health system levers and the involvement of Midwives’ Associations are important considerations when integrating and sustaining the midwifery model of CAC. Gender transformative approaches are appropriate given systemic gender inequities inherent in midwifery. ConclusionFurther research is needed to understand the impact of the midwifery model of CAC in DRC.

Improving the quality of postgraduate training in educational science and teacher training in Viet Nam

Introduction. Higher education plays a pivotal role in addressing the demands of socio-economic development and aligning with the needs of the labor market. To achieve this strategic objective, higher education institutions in Vietnam are redefining their pedagogical approaches, curriculum frameworks, and professional development initiatives. In response, some universities in the Mekong Delta region have introduced more postgraduate training programs in educational science and teacher training. However, these initiatives face challenges that impede their effectiveness. A significant gap exists between actual needs and the prevailing conditions necessary to ensure the quality of these training programs. This study aims to evaluate the effectiveness of quality assurance measures in these programs and highlight key areas for improvement to better align with contemporary educational standards. Materials and Methods. This research employs a convenience sample consisting of 235 participants, comprising managers such as presidents, vice presidents, principals, vice principals, deans, vice deans, and department heads, as well as lecturers from 8 universities offering educational science and teacher training programs in the Mekong Delta region of Vietnam. Notably, approximately 45% of the participants are female. Furthermore, nearly all participants, both managers and lecturers, hold doctoral degrees. Participants completed a comprehensive survey assessing various aspects of postgraduate training. The assessment used a Likert scale with 38 observed variables to quantify perceptions of quality across different facets of the educational experience. Results. Our result showed that there are 8 universities offer programs in educational sciences and teacher training. Postgraduate programs: 19 master's majors across 4 universities and only 4 doctoral majors across 3 universities; Teaching staff: the region has 2 professors, 39 associate professors, and 217 PhDs involved in training. Despite these efforts, challenges remain due to the limited number of postgraduate programs available. Evaluation of postgraduate training quality in the Mekong Delta region highlights areas of strength and opportunities for improvement. Key findings from 136 lecturers and 99 managers include: a) quality of teaching staff: average rating around 2.8 to 2.9, indicating room for improvement; b) research capacity: average rating around 2.7 to 2.8, highlighting the need for enhanced research initiatives; c) facilities and resources: rated positively with averages around 3.5 to 3.6; e) areas of concern: collaboration on scientific research and document compilation received lower ratings (2.2 to 2.4), indicating immediate need for improvement. Conclusion. The study underscores the necessity for continuous development in postgraduate training programs within the Mekong Delta's educational institutions, Vietnam. It recommends the adoption of integrated strategies that encompass upgrading faculty skills, revising curricula to include contemporary educational needs, and bolstering infrastructural and administrative support to foster a conducive learning environment. These enhancements are vital for preparing educators who are capable of navigating the complexities of modern educational demands and contributing effectively to the region's educational advancements.

BioCart© Opinion-based Study on Home Administration Support for Biological Therapies in Patients with Severe Asthma

BioCart© Opinion-based Study on Home Administration Support for Biological Therapies in Patients with Severe Asthma

Factors Influencing Radiation Protection Behavior of Nurses in Intensive Care Units

Purpose : The purpose of this study was to identify the factors that influence the behavior of intensive care unit (ICU) nurses regarding radiation protection, and to provide basic data to improve radiation protection educational programs. Methods : This descriptive research study included 143 nurses working in ICUs. Data were collected through a self-reported structured questionnaire and analyzed using t-test, Pearson’s correlation coefficients, and hierarchical multiple regression analysis. Results : Radiation protection environment (<i>β</i>=.35, <i>p</i>=.001), radiation protection self-efficacy (<i>β</i>=.25, <i>p</i> =.002), type of hospital (<i>β</i>=-.25, <i>p</i>=.002) and experience in ICU (<i>β</i>=-.18, <i>p</i>= .022) affected the radiation protection behavior of ICU nurses. The total explanatory power of model was 60.0% (R<sup>2</sup>=.64, Adj. R<sub>2</sub>=.60, F=17.71, <i>p</i>＜.001). Conclusion : In order to enhance the standards of radiation protection behavior among intensive care unit nurses and improve radiation protection self-efficacy, educational and training programs should be developed. Additionally, administrative support should be considered to create environments with better radiation protection at the organizational level.

Current Status of the Autonomous Major Selection System (Undeclared Major System) and the Direction of Operation

This paper is a study on the current state of the university's the autonomous major selection system and the direction of its operation. To this end, we examined the concept, implications and current status of the undeclared major system, and expressed opinions on the direction of operation. Additionally, it assesses the potential impact of this system on university education.</br>The autonomous major selection system, known by various names such as the Undeclared Major System, Wide-Area System, and Liberal (autonomous) Major Department, allows students to enter university without committing to a specific department. Students typically spend one year studying broadly before choosing a major. While this system has its advantages and disadvantages, past implementations have generally received more negative feedback than positive.</br>Due to policies from the Ministry of Education, universities must thoroughly prepare for the non-major system, which will be implemented in earnest starting from the 2025 academic year. Several considerations are crucial to ensure the successful operation of the Undeclared Major System. Universities need to carefully examine and proactively address issues such as curriculum design, student management, and administrative support. Opinions on these matters have been presented in this paper.</br>The critical point is that the non-major system must robustly address the fundamental questions of what a university's core mission is, what should be taught, how to cultivate talent, and how to provide education for the future. Only then can this system be effectively established in each university, ensuring a cohesive academic ecosystem.

대학생의 융합교육 실천 방법에 대한 인식 및 요구 분석: S대학 사례를 중심으로

Objectives The purpose of this study is to categorize convergence education practice methods into six types and analyze the perceptions and needs of undergraduate students at S University regarding these methods. Methods To achieve the research purpose, the researcher classified convergence education practice methods in-to six types through literature review. Based on them, the needs analysis was conducted through the ques-tionnaire targeting the undergraduate students at S University. For the analysis, the t-test, Borich need assess-ment model, and Hershkowitz's criticality function were used. Results Among the methods of implementing convergence education, the methods that S University under-graduate students recognize as most important were identified in the order of AI liberal arts curriculum expansion, teaching and learning innovation, and student-designed majors. Among these, regarding the operation of the stu-dent-designed major system, the current implementation level of S University was recognized as higher than the level of importance. As a result of calculating the Borich demand value, it was confirmed that the following order was innovation in teaching and learning, system for allowing major changes without division, and innovation in major curriculum content. By synthesizing the results of Hershkowitz's critical function analysis, the practice of convergence education through innovation in the teaching-learning area had the highest level of demand from S University undergraduate students. Conclusions Based on the results of this study, first, in order to practice convergence education in university set-tings, it is important to introduce educational content and curriculum that break down the boundaries between majors, but it is also necessary to discuss educational methods to put this into practice. Second, It was suggested that strengthening the capacity of instructors to practice convergence education is also important, and thirdly, that an administrative and financial support system suitable for each university's situation to practice convergence ed-ucation should be established.

특수교육 분야에서 살펴본 고교학점제: 질적 메타분석 연구

Objectives The purpose of this study is to provide policy implications based on the implementation of the high school credit system in the field of special education in relation to the high school credit system that will be fully introduced from 2025. Methods This study conducted a qualitative meta-analysis on eight qualitative studies conducted on special schools and special classes in general high schools that have been designated and operated as high school credit system research and leading schools. Results First, it was confirmed that teachers, parents, and students agreed on the purpose and significance of in-troducing the high school credit system, but were negative about the curriculum, organization, and support sys-tem for those eligible for special education. Second, regarding the implementation of the high school credit sys-tem in the field of special education, education providers and education consumers proposed the establishment of specific systems and guidelines according to the type and characteristics of disabilities and the expansion of administrative and financial support. Third, while social awareness and environment regarding disabilities are changing, there appears to be a demand for a paradigm shift in career and vocational education for students eligi-ble for special education following the implementation of the high school credit system. Conclusions Based on these results, the high school credit system curriculum, support system, and awareness in the special education curriculum that will be implemented from 2025 were discussed and future tasks were presented.

Professors’ Academic Advising Experience in Faculty-only Model

The purpose of this study is to explore in depth what experiences professors have while providing academic advising at universities. For this purpose, five professors with academic advising experience at K University in Chungcheong Province were selected as research participants and interviews were conducted. The collected data were analyzed using the constant comparison method. The results are as follow. First, professors covered five areas in academic advising: adaptation to college life, academics, career path, psychology-emotion, and others. Second, the positive experiences in academic advising recognized by professors were divided into two areas: direct effects and indirect effects. Third, four areas were identified regarding the difficulties experienced by professors while carrying out academic advising: lack of administrative support, psychological burden, difficulties due to student characteristics, and limitations arising from the role of advisor (dual relationship). Fourth, the support plan for academic advising recognized by professors were organized into two areas: close support for academic advising and separation of professors academic advising, and professional counseling. Based on these results, a support plan for professors' academic advising and implications for higher education were discussed.

Barriers and enablers to implementation of evidence-based practice in nursing: A systematic review of literature

Background; Evidence-Based Practice (EBP) is an essential aspect of today’s healthcare landscape through which high-quality scientific research evidence can be obtained and translated into the best practical decisions to improve health outcomes. Nurses and midwives deliver the highest proportion of direct patient/client care, and therefore need to utilize evidence based practice to ensure quality patient care. Despite the great importance of evidence-based care, majority practices shown to be effective by research remain unused in the nursing field. Nurses and other health care providers often cite barriers that prevent its delivery. Objective: To describe barriers and enablers to, successful implementation of evidence based Practice in nursing Methods: A Systematic mixed-studies review of literature, synthesizing quantitative and qualitative research was done. The review involved a search on multiple data base engines which included COCHRANE, google scholar and PubMed. A search of the database using keywords (implementation, adoption, compliance, Evidence based practice (EBP), nurses, barrier, challenges and facilitators was conducted. Results: A total of 43 articles were reviewed. Two common themes were identified as barriers to EBP. Individual barriers and organizational barriers. Individual barriers identified include inadequate knowledge on EBP, time constraints and nurse’s attitude towards EBP. Organizational barriers were lack of administrative support and lack of autonomy in nursing. Enablers of EBP identified were administrative support, engagement of stakeholders and nurses autonomy Conclusion: The key barriers to EBP implementation in nursing are deficient knowledge on EBP, time constraints and lack of autonomy in nursing. The barriers can however be overcome by supporting an environment that prioritizes EBP. Recommendations: Addressing barriers to EBP implementation will enhance quality of nursing care leading to better patient’ outcomes. To mitigate the barriers, targeted enablers such as trainings and workshops on EBP, supportive leadership and increasing nurses autonomy ought to be put in place.

The Brazilian Network of Higher Education Institutions for Sustainable Development (Rede UniSustentável)

The Brazilian Network of Higher Education Institutions for Sustainable Development – colloquially known as UniSustentável – is a program of education, research, extension, entrepreneurship, and innovation implemented at the Federal University of Mato Grosso do Sul (UFMS). The Network aims to carry on an environment of cooperation, collaboration, exchange, and communication among member Higher Education Institutions (HEIs) with the purpose of building a more sustainable society, educating people and fostering good practice in sustainability adoption. The Network will be preferably composed of Brazilian HEIs and operates on a non-profit basis, without affiliations to political parties or religious connotations. The coordination of the Network is carried out by an elected Coordinator and Coordinator-adjunct on a biennial basis, with administrative support provided by an administrative committee and a general assembly. UniSustentável is affiliated to the Alliance of Ibero-American Networks of Universities for Sustainability and the Environment (ARIUSA). Founded in September 2023 with 3 member HEIs, as of April 2024, it has expanded to include 20 HEIs located in all 5 Brazilian regions. The network's activities are organized into working groups, each overseen by a responsible HEI and comprised of staff, faculty, and students from member HEIs, as well as the potential involvement of invited experts. Despite its short existence, UniSustentável has already demonstrated that it is possible to work towards sustainability through the collaboration of HEIs.

Kuwaiti Teachers’ Classroom Behavior Management Practices, Experiences, and Beliefs

Recent statistics suggest that student externalizing behaviors are increasing in Western and Asian countries; however, there is a paucity of research on teachers’ perspectives of these behaviors in Middle Eastern countries. A mixed-methods research design was used to investigate Kuwaiti public elementary and middle school teachers’ perceptions of their classroom behavior management (CBM) experiences, including their (a) academic preparation; (b) use of CBM practices to support students with externalizing behaviors; (c) observations of student externalizing behaviors; and (d) perceptions on administrative support and family involvement. Participants included 2,140 general and special education teachers randomly recruited from 45 schools. Results indicated that fewer than half of the teachers surveyed had prior instruction in CBM, reported using a wide variety of CBM practices in response to student behavior problems, and perceived higher levels of administrative support than family involvement. Implications of the study’s findings and suggestions for further research were discussed

Challenges and Professional Support for Principals at Rural Schools for Sustainable Development

This study aims to explore the challenges faced by principals in rural schools in Taiwan and the professional support they require to improve leadership and school management. Utilizing focus group interviews, data was collected from 16 participants (7 women and 9 men), focusing on issues such as limited cultural capital, student retention, teacher shortages, poor student performance, and insufficient school funding. This research highlights the specific challenges of teacher retention, student mobility, and administrative burdens. The key professional support identified includes targeted professional development, curriculum inspection, parental engagement, and collaboration with colleagues and experienced principals. This study suggests that creating professional development communities, fostering collaborative networks, and increasing administrative support can significantly enhance rural school leadership and improve education quality. The findings offer practical insights for policymakers to tailor support systems to meet the unique needs of rural school principals in Taiwan, drawing on successful strategies from both local and international contexts to ensure sustainable educational leadership and development.