Director Of Education Research Articles

Implication of Professional Development on Teacher Retention in Public Secondary Schools of Nyabihu District

Professional development has been considered and functioned as a booster of any employees’ capacity and career growth, teaching included. This assertion is true in the sense that professional development leads to promotion and career change. Professional development improves employee dedication and capability by providing access to education and training opportunities in the workplace. The Rwandan government has been undergoing a stressful massive recruitment of teachers of secondary schools in order to respond to the needs expressed in NST1 of having improved quality education and building economic based education. The recent recruitment of the teaching staff included the non-certified teachers who eventually were introduced to teaching for a short period. However, it was observed that the latter introduction plays a minor role in retaining teachers in their profession as they keep moving from their job due to the major reason of lacking enough confidence in handling teaching practices. Nyabihu District has been identified among the districts that recognized high teacher turnover for several years back. Many solutions have been thought through REB and MINEDUC and continuous professional development processes have been adopted to update teachers’ capacity in teaching profession in order to stabilize the teacher retention. The main objective of this study was to explore the implication of professional development on teacher retention in Nyabihu District, Rwanda. The highlighted specific objectives were (i) to assess the contribution of induction and mentoring on teacher retention in public secondary schools of Nyabihu District (ii) to analyze the effect of the career ladder pathway on teacher retention in public secondary schools of Nyabihu District (iii) to determine the role of working condition on teacher retention in public secondary schools of Nyabihu District (iv) to identify the contribution of Teacher preparedness on teacher retention in public schools of Nyabihu District. This study used mixed method research design as a method of investigation that associates or integrates both qualitative and quantitative forms. The current study population is made of 662 teachers, 45 head teachers of government secondary schools and 45 Directors of education (DOS), thus the target population is 752. In this research purposive sampling was used to select schools and respective teachers, Directors of studies, Head teachers, in those schools due to their concern in the implementation of professional development in their schools. Questionnaires and interviews were utilized by the researcher to gather data. Tables and graphs were used to display the data after they had been examined using descriptive statistics (frequencies and percentages). Generally, the findings of the study indicated that new teachers are not inducted which shows that this dimension is poorly planned during teachers’ recruitment (34 % of respondents strongly disagreed and 31.5% disagreed) against less than 25% of the respondents who have positively supported each of the items about induction and mentoring of teachers. The findings again indicated that the tendency of the majority of the respondents directed towards the disagreement side of the statements under career pathway development (13.3% strongly disagreed and 40% disagreed) against less than 10% who approved that career pathway processes exist in the schools as one way for professional development. Moreover, the findings indicated that the existing working circumstance neither support teachers nor promote their feeling and mind to do well their profession. Finally, the findings indicated that respondents were against the point that the preparation and planning are important aspects of good teaching and pull teachers to stay in the profession. Therefore, the research recommended that the government institutions in charge of implementation of education policies in regard of teacher professional development wake up for the raised issues such that the teacher retention in teaching profession can be maintained in Nyabihu District and in Rwanda in general. The recommendations also went to innovation of many other mentoring and coaching initiatives that aim at retaining teachers at work together with teachers own initiative to increase their level of education for them to become more professionals.

Nursing colleges in higher education: Determinants of organisational readiness for implementing change

BackgroundTransitioning to higher education is a significant and ongoing change for nursing education, globally. Understanding organisational readiness for implementing change is crucial for the successful transitioning of nursing colleges to higher education. ObjectiveTo determine the perspectives of nursing education leaders on organisational readiness for change to higher education. MethodsThe Organisational Readiness for Implementing Change scale was used to survey the collective commitment of nursing education leaders to change efficacy and change commitment. Seventy-five participants (n = 75) from a target population of 88 nursing college managers and nursing education directors, completed the survey. The survey was conducted in public nursing colleges across three provinces in South Africa: rural, urban, and mixed urban and rural. Descriptive statistics were used to analyse data. Mann-Whitney and Kruskal-Wallis tests were used to compare differences between variables. ResultsStatistically significant differences in readiness levels were found among nursing colleges (p = 0.04). The nursing college in the rural province had the highest readiness (median: 48, IQR: 44–52). Participants with more than 20 years education experience reported higher readiness for change (median: 48, IQR: 42–49). No significant differences were found in readiness based on gender (p = 0.13), qualification level (p = 0.88), and employee designation (p = 0.32). ConclusionChange commitment and efficacy varied across the nursing colleges but were generally positive. Marginally high readiness for change implementation requires strategic support that goes beyond resources, staff qualifications and position. Members’ collective commitment and confidence are important determinants for change readiness.

Knowledge and performance management of the work of technical supervisors in the sports activity department of education directorates in Iraq

Knowledge and performance management of the work of technical supervisors in the sports activity department of education directorates in Iraq

A Pre-requisite for Better Students’ Academic Outcomes: Physical Facilities’ Conditions and Teachers’ Commitment in Cape Coast Senior High Schools

As time passed, the focus of nations’ economic and social development in this current dispensation has been centered on students’ academic outcomes. Hence, proper planning and systematic and holistic approaches should be implemented in the education field. This goal cannot be achieved without the efforts and involvement of committed teachers and physical facilities conditions. However, an attempt made by the Government of Ghana through the Ministry of Education and the Ghana Education Service to improve and maintain teachers’ commitment to ensuring a low retention rate has paid little or no attention to physical facilities’ conditions that undermine quality education. Given this, the study aimed to determine the relationship between physical facilities’ conditions and teachers’ commitment to senior high schools. The study utilized a descriptive survey design.Top of Form A sample size of 297 teachers completed a questionnaire to determine their commitments whilst an observational checklist was employed to evaluate the conditions of the facilities. Version 23.0 of the Statistical Product and Service Solution (SPSS) was employed to conduct a statistical analysis of the data. The study indicated a positive strong correlation between good physical facilities and teachers’ commitment. The study suggests that the Cape Coast Metro Office should allot a portion of its annual budget to the Cape Coast Education Directorate to provide good physical facilities and also maintain the existing ones for senior high schools in the Metropolis to positively influence teachers’ commitment to work to ensure better students’ academic outcome because physical facilities’ conditions improves teachers’ commitment which in turn commensurate better students’ academic outcome.

Education Directors Acting as an Agent for a Transformation: A Case-based Investigation

Education is a moral endeavour aimed at improving society. The education directors of the College were supposed to lead the way in implementing the changes by acting ethically. Regretfully, in certain instances, they face criticism for their immoral actions. Thus, this research article aims to investigate how well college education directors function as agents of change in the direction of transformative ethics. Using the interpretivism paradigm and the narrative inquiry approach, the lived narratives produced by four governmental college education directors from three distinct regions of the Bagmati province—Lalitpur, Kathmandu, and Bhaktapur—were purposefully chosen. We used in-depth interviews to determine how administrators felt about the ethical phenomena in light of the developments. Additionally, it shows ethical sensitivity, a fundamental component of a flexible society with sensible people. It implies that treating others with kindness and respect empowers them to consider change. Humanity is the primary source of ethical development, after which everything shifts simultaneously. This discovery clarified the role that ethics plays in bringing about improvements. It disseminates ethical knowledge, values, and expertise throughout the community, college, and individuals.

Implementasi Aplikasi Setara Daring Dalam Pembelajaran Pendidikan Agama Islam Pada Program Paket C di PKBM Bangkit Semarang

The online seTARA application is a Learning Management System application, a technological development in the form of software that functions to conduct, plan, and also provide assessments in specific learning processes. This research is of a qualitative descriptive type with the type of data used in the form of primary data and secondary data. Primary data is data obtained from the field by researchers, secondary data is data obtained from primary data. This article aims to describe the Implementation of Online Equivalent Applications in Learning Islamic Religious Education in the Package C Program at PKBM Bangkit Semarang. The results showed that PKBM Bangkit chose applications provided by the directorate of community education and special education, namely online equivalent applications. The advantage in using the application is that the online SeTARA application makes it easier for tutors and residents to learn in the learning process, while the disadvantages are visible: The low relationship between tutors and residents learning so that it will affect the formation of character in the teaching and learning process

The impact of the S.N.I.P.S strategy on the achievement of fifth grade literary students in literature and texts and the development of their inferential thinking

The current research aims to identify the impact of the S.N.I.P.S strategy on the achievement of fifth grade literary students in Literature and Texts and the development of their deductive thinking. In order to achieve the two goals of the research, the researcher relied on the experimental method in explaining the impact of the strategy. For this reason, the researcher formulated the appropriate hypotheses for his research. The current research was limited to students of the fifth literary grade in secondary schools for boys affiliated to the General Directorate of Education in Salah al-Din for the academic year 2022-2023. The researcher relied on the experimental design, and the research sample consisted of (63) students from the fifth literary grade. In Al-Bahili Secondary School, there were (32) students in the experimental group and (31) students in the control group, and parity was conducted between the two research groups. The researcher prepared an achievement test consisting of (35) items, which he applied at the end of the experiment. The researcher prepared a deductive thinking test consisting of (60) items. It was applied before the beginning and at the end of the experiment, and the validity, stability, and psychometric properties of the two tests were verified. The results showed: The students of the experimental group who studied according to the S.N.I.P.S strategy outperformed the students of the control group who studied according to the usual method in the achievement test and deductive thinking.

Need Assessment of Capacity Building Trainings for the Teaching Staff of Non-Formal Schools in Afghanistan A Case Study

Non-Formal Schools (NFSs) for its flexibility and cost-effectiveness is an essential aspect of the education system of developing countries. The success of these schools in delivering quality education relies significantly on the competence of their teaching staff. This study explores the essential qualifications and the required capacity-building training for the teaching staff in non-formal schools in Kunar province of Afghanistan. Employing a case study qualitative research design, 31 participants from the education sector, including directors of education, headmasters and teachers, were purposively selected. Data was gathered through semi-structured interviews and analysed using thematic analysis. The findings revealed that teachers in non-formal schools should ideally possess a master's or bachelor's degree. Additionally, the study identifies crucial capacity-building training areas, including teaching methods, curriculum development, lesson planning, and classroom management. This research contributes valuable insights for enhancing the educational landscape of NFSs in Kunar province and beyond.

The impact of the SHOR strategy on fifth grade literary students' achievement in rhetoric and the development of their positive thinking

The current research aims: ((The effect of the SHOR strategy on the achievement of fifth grade literary students in rhetoric and the development of their positive thinking)). In order to achieve the goal of the study, the researcher relied on the experimental approach to demonstrate the impact of the strategy on the literary achievement of fifth grade students in rhetoric and the development of their positive thinking, the researcher formulated the appropriate hypotheses for his research. The current research was limited to students of the fifth literary grade in secondary schools for boys affiliated to the Directorate of Education of Salah al-Din for the academic year 2022-2023, and the researcher relied on the experimental design with partial control with a pre and post test. The research sample consisted of (63) students from the fifth literary grade in Yathrib High School, with (31) students for the experimental group and (32) students for the control group. the research, consisting of (40) items. He also prepared a measure for positive thinking consisting of (30) items of multiple-choice type. The results showed that the students of the experimental group who studied rhetoric within the steps of the SHOR strategy were distinguished over the students of the control group (in the traditional way).

Inclusive Education Topics Teachers Learned at Teacher Professional Development Programmes: How Did They Benefit?

This study employed a single case study design involving twenty-two basic schoolteachers from the Ga East Education Directorate in Greater Accra, Ghana. Through interviews, we examined the inclusive education (IE) topics covered in professional development (PD) programmes and the resultant benefits for teachers. The findings demonstrate that IE PD programmes focused on sensitising teachers to IE policies and practices, identifying students with Special Education Needs (SEN), and fostering collaboration among teachers, headteachers, and special education (SPED) coordinators. Notably, participants derive substantial benefits from these programmes, acquiring knowledge on SEN identification, developing a willingness to embrace students with SEN, enhancing teacher agency, and fostering collaborative partnerships among teachers, headteachers, and SPED coordinators to better support students with SEN. The study’s findings underscore the imperative for comprehensive support from diverse education stakeholders in organising ongoing, practical, and hands-on IE PD programmes for Ghanaian basic schoolteachers.

Correlational relationship between strategic conversation and wellness in the workplace - a descriptive study of a sample of employees in the Najaf Directorate of Education

سعت الدراسة الحالية الى الكشف عن طبيعة العلاقة بين المحادثة الإستراتيجية والعافية في مكان العمل. وانطلاقاً مما تقدم نلخص مشكلة الدراسة بالتساؤل الاتي: (كيف يمكن للمحادثة الإستراتيجية لمديرية تربية النجف من تعزيز العافية في مكان العمل)؟ وتجسدت أهمية الدراسة محاولتها لقياس وتشخيص متغيري المحادثة الإستراتيجية والعافية في مكان العمل باعتبارها من الضرورات التي تتحتم على مديرية تربية محافظة النجف الاشرف من تعزيزها ومعرفتها في ظل بيئات ديناميكية. تم اختيار عينة عشوائية من العاملين في مديرية تربية النجف الاشرف، ليكونوا مجتمع الدراسة وبما يحقق الدقة في النتائج المتوخاة من الدراسة ويتناسب مع توجهات متغيرات الدراسة (المحادثة الاستراتيجية، العافية في مكان العمل)، لتكون عينة البحث (122) موظفاً عاملاً في مديرية تربية النجف الاشرف, أظهرت مديرية تربية النجف الاشرف قدرتها على تحسين محادثتها الاستراتيجية من خلال الوعي بميول الاتصال الفردي واستعمال مهارات التدريب القابلة للتطبيق كالاستماع العميق، والتعاطف، والاحترام، والملموسية، والصدق وبحسب ما يقتضي الموقف من سلوكيات، وان تركيزها على الاستماع لما يقال وادراكه وإصدار الاحكام بشكل موضوعي.

Situational Leadership and School Improvement: A Correlational Analysis

The primary aim of this study was to investigate how situational leadership impacts school improvement in secondary-level education within Islamabad. The research sought to assess the relationship between situational leadership and advancements in secondary schools. To achieve these goals, a quantitative methodology was utilized, involving the administration of questionnaires to gather data on leadership and school improvement. Islamabad Capital Territory is reported to have 250 public secondary schools by the Federal Directorate of Education, while the Private Educational Institutions Regulatory Authority Islamabad indicates 354 secondary schools. The study's target population encompassed 604 principals and 7023 teachers from secondary schools across Islamabad. School selection employed convenient sampling based on specific inclusion criteria, with purposive sampling utilized for data collection. Two schools were chosen to represent situational leadership styles, and the sample included both principals and teachers.

Effect of using educational media in familiarizing children with their rights in kindergartens in Sulaimaniyah

The aim of this study was to determine the level of familiarity of kindergarten children with their rights ,as well as the effect of the use of educational media in familiarizing children with their rights ,and it is affected by variables such as (gender ,age, children' s ranking in the family).
 The researcher used an experimental approach, the research community was the (Kurd Genesis / 1 ) kindergarten in the western education directorate in the center of Sulaimaniyah .The sample of study was (30) kindergarten children aged between (4,5) years, were purposely selected , the tool used was individual interviews. The results of study showed that the level familiarity of kindergarten children with their rights is low ,it was found that there was a statistically significant difference between the pretest and the posttest ,and the difference was in favor of the posttest, indicating that the use of educational media had an effect on familiarizing children with their rights.It was also found that the variables (gender ,age ,children' s ranking in the family) had no affect on creating with children' s rights.

Determining the Professional Development Needs of Primary School Teachers Working in Science and Art Centers

Science and Art Centers (SACs) are educational institutions affiliated with the Ministry of National Education that focus on the education of gifted individuals. In SACs, primary school teachers are responsible for implementing specialized and enriched curricula designed for gifted students in 2nd, 3rd, and 4th grades. The professional development needs of primary school teachers at SACs differ from those in regular primary schools.. However, it is essential for teachers to continue their professional development throughout their tenure and actively participate in in-service training activities. Recognizing the significance of continuous professional development in the teaching profession, this study aims to identify the areas where primary school teachers at SACs require professional development and provide recommendations for incorporating these needs into future professional development activities. The research data for this study were collected using the Classical Delphi Technique. Academicians working in the field of Classroom Education or Special abilities, who conduct research on gifted individuals, and primary school teachers who work with gifted students participated in this data collection process. The data obtained were analyzed through descriptive analysis and content analysis. The study revealed that primary school teachers working at SACs require professional development training in various content areas, including recognizing gifted students, understanding relevant legislation, implementing enriched and differentiated education for gifted individuals, exploring education-teaching models, and fostering family involvement in the educational process. Based on these identified needs, it is strongly recommended that policy makers develop and implement professional development programs specifically tailored to primary school teachers employed at SACs.

Building the scale of the scouting curriculum in the Ministry of Education from the point of view of the leaders who bear the wooden badge in Iraq

The research aimed to build a measure of the reality of the scouting curriculum in the Ministry of Education, and the researchers followed the descriptive survey approach to suit it with the nature of the research. The General Directorates of Education and those affiliated to the Ministry of Education, and the research sample was chosen from (152) scout leaders. The researchers carried out the process of statistical analysis of the expressions of the scale to ensure the availability of the scientific conditions for the scale represented by the validity and reliability, and the researchers adopted the Likert method in building the questionnaire of the scale, and the scale consisted of (67) items, in the final form after the construction process.

Formation of civil identity and cultural and historical memory of Russian youth in the territories of new constituent entities of the Russian Federation: approaches, principles and directions for implementation

Introduction. The relevance of the problem considered in the article is due to the processes of integration of new subjects of the Russian Federation into the Russian space, the need to form civic identity and cultural-historical memory among young people living in these territories as a basic prerequisite for the consolidation of Russian society, strengthening Russian statehood and national sovereignty. A theoretical analysis of research on this problem is presented, and the fragmentation of its solution is revealed. The purpose of the article is to determine and substantiate methodological approaches, principles and directions for the formation of civil identity and cultural and historical memory of young people in new subjects of the Russian Federation.Materials and Methods. The study used theoretical methods, including a systematic analysis of the subject of research, generalization and systematization of philosophical, psychological, pedagogical and methodological literature, normative documents and reports; design. Empirical methods include conversation and observation.Results. Based on the analysis of scientific research, methodological approaches, principles and directions were identified that make up a theoretical and methodological outline, which serves as the basis for the development by educational organizations of programs, methodological recommendations, modules, technological maps, scenarios of educational activities for the formation of civic identity and cultural and historical memory of youth ( 14 - 22 years old), living in the territories of new constituent entities of the Russian Federation. The key methodological approaches were identified and justified: systemic, cybernetic, program-targeted, axiological, personal-activity, cultural, homeland studies, adaptive, and the principles of their implementation were presented. The directions of content of the formation of civil identity and cultural-historical memory of young people are identified and disclosed: cultural-historical, spatial-territorial, linguistic, value-orientation, legal, social-activity, psychological-pedagogical.Discussion and Conclusions. Prospects for further research are related to the development of a pedagogical model of an adaptive system of educational activities for the formation of civic identity and cultural and historical memory of young people in new subjects of the Russian Federation; the creation for teachers, advisers to the director of education, class teachers, future teachers, teaching aids containing a set of pedagogical tools and adapted educational practices for the formation of new regions of civic identity and cultural-historical memory among young people.

Robin J. Hailstorks (1954-2023).

Memorializes Robin J. Hailstorks (1954-2023). Robin taught at Howard University and the University of Tennessee Knoxville before coming to Prince George's Community College (PGCC) in Largo, Maryland. At the time of her death, Robin had been a professor of psychology for over 30 years. For many of those years, she served as department chair where she mentored countless part-time and full-time faculty. Robin was involved in making community college psychology education a national concern. She served as associate executive director and director of Precollege and Undergraduate Education in APA's Education Directorate from 2006 to 2020. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

The Role of Effective Leadership in Achieving Administrative Creativity among Employees: A Field Study in the General Directorate of Vocational Education at the Ministry of Education in Iraq

يسعى البحث بشكل أساسي إلى تعزيز العلاقة بين المتغيرات في الدراسة الحالية التي تتمثل في القيّادة البارِعة بأبعادها (المنفتحة والمغلقة) والإبداع الإداري المتمثل بأبعاده (الأصالة، المرونّة، الطلاقة، الإحساس بالمُشكلة، القُدرة على التحليل) للتعرف إلى الدور الذي يؤديه داخل مديريات العامة للتربية في العراق. يتمثل مجتمع دراستنا بالمديريات العامة في وزارة التربية العراقية، ولصعوبة تحديد العدد الكلي لمجتمع دراستنا، حددت عينة البحث بصورة عمدية على أساس المواقع الإدارية بالمديرية العامة للتعليم المهني/العراق على أفراد المجتمع وهم مدراء ومعاونيهم ومدراء الأقسام والشعب والموظفين كونهم مؤهلين أكاديميا ومهنيا ويمثلون مستوى الإدارة العليا والوسطى التي تقود العمل والعاملين في المديرية. وبعد أن قام الباحث بتحليل البيانات واختبار الفرضيّات تم التوصل إلى النتيجة الرئيسية ومضمونها " هنالك دور للقيادة البارِعة بأبعادها (المنفتحة والمغلقة) على الإبداع الإداري المتمثل بالأبعاد (الأصالة، المرونّة، الطلاقة، الإحساس بالمُشكلة، القُدرة على التحليل) في مديريات التربية العراقية, وقد اعتمد الباحث على الاستبانة كأداة رئيسية لجمع البيانات من العينة وقد بلغت العينة الاجمالية (195) فرداً, حيث تم استخدام ادوات القياس المتمثلة بمعامل كرونباخ الفا والوصف الاحصائي الذي يشمل المتوسط الحسابي والانحراف المعياري وتم اختبار الفرضيات بالاعتماد على معامل الارتباط البسيط (Pearson) وتم الاستعانة بالبرنامج الاحصائي (SPSS).

Professional Development of Teaching Staff in the Issues of Education and Socialization of Students Using the Resources of the Urban Environment

The article presents the results of a study of the practice of professional development of the director's advisers on education and interaction with children's public associations, an analysis of foreign and domestic approaches, models, practices and programs of professional development of pedagogical and managerial personnel in the issues of education and socialization of students, including using the resources of the urban environment. In the course of the study, various groups of methods were used, including the method of comparative analysis of normative, legal documents; analysis, systematization and generalization of the data obtained; complex analysis, classification and structuring of information and statistical data; modeling method; generalization of research results. As a result, model solutions have been developed and theoretically substantiated for the professional development of pedagogical and managerial personnel, including advisers to the director for education and interaction with children's public associations, in matters of education and socialization of students. It should be noted that one of the conceptual ideas that is reflected in almost all countries is the idea of continuity and individualization of professional development of teachers in the field of education and socialization of students. It should be noted that one of the conceptual ideas that is reflected in almost all countries is the idea of continuity and individualization of professional development of teachers in the field of education and socialization of students. Continuous professional development of teachers, including advisers to the Director of education and interaction with children's public associations, is carried out through the integration of formal and non-formal education, as well as through self-education and self-development. Teachers, advisers to the director of education should be able to design a socio-cultural educational environment for the upbringing and positive socialization of students, while including socio-cultural objects and resources in educational practice.

Influence of Principals Problem-Solving Skills on Management of Student Discipline in Public Secondary Schools in Bureti Sub-County, Kenya

Student discipline is an issue that concerns several stakeholders across the globe. Despite the Kenyan government's commitment to upholding local and international trends in recognising children's rights, managing student discipline in schools through alternative disciplinary methods is mostly unexplored. The paper investigates the influence of principals' problem-solving skills on the management of student discipline in public secondary schools in Bureti Sub County, Kenya. The social cognitive theory was used as the study guide. This research study employed the descriptive survey research design. The accessible population was 3853, comprising 1 sub-county education director, 51 principals and 3801 form two students. The sample size 176 respondents comprised of 145 students, 38 principals and 1 sub-county director. The simple random and purposive sampling were adopted in selecting desired respondents. This study used a structured questionnaire and interview schedule as the main research instruments. The study produced both qualitative and quantitative data. The qualitative data gathered through interviews was examined using content analysis of respondents' meanings and implications. Quantitative data was coded, cleaned, and analysed using the 24th version of the Statistical Package for Social Science (SPSS) to obtain descriptive statistics. The results indicated that students involved in addressing various issues during school assemblies scored the highest of all the items. Principals’ used student leadership as a method of solving student issues, students' welfare and were entrusted in resolving conflicts among students. Student engagements in problem-solving, management of peer pressure and giving reasons before punishing the students had also positive impact on reducing indiscipline. However, students’ leadership were limited to staff and BOM meeting especially during decision making. Principal’s problem-solving skills has an important role in reducing indiscipline among the secondary schools. The study concluded that Principals’ fmoeproblem-solving skills played a significant role on students’ discipline. The study recommended that the School Management should implement strategies such as training for the principals to learn various competency skills such as decision-making and conflict management to better suit them for managing student discipline in their institutions