Educational Administration Research Articles

ABSTRACT This article maps and discusses the state of public administration education in the Czech Republic. The main method is the multiple case study, covering three topics. The first case enhances information about the scope and scale of public administration in the country. The data suggest that, especially at public schools, the number of students is continuously falling, and public administration did not develop as a specific discipline. The second case focuses on scientific output and internationalization of public administration education, and the last one on the impact of public administration programs on the public sector and national policies. We can observe a gradual convergence toward Western PA standards, which, however, lags behind economic and social developments. The main causes of this lock‐in in the past are the legacy of economic transformation, a demand‐driven approach, inappropriate funding of science, the accreditation system, and the influence of professional organizations.

Technological developments have had a significant impact on various sectors that continue to innovate, including education, one of which is Artificial Intelligence. Artificial Intelligence is the science and engineering of creating intelligent machines, particularly in creating intelligent computer programs or applications that function like human intelligence. This transformation responds to the challenges of 21st-century learning needs that demand flexibility, efficiency, and technological relevance. This study uses a descriptive qualitative method with a Systematic Literature Review approach. The data sources were taken from 30 scientific publications published from 2020 to 2025, taken from the Scopus, IEEE Xplore, and Google Scholar databases. The research was conducted by collecting data in several stages, namely: first, identification; second, article selection; third, data extraction and article synthesis. The results of the study found five conclusions. First, there was an increase in personalized learning. Second, there was efficiency in educational administration. Third, AI still had weaknesses in terms of ethical and privacy challenges. Fourth, there was a gap in infrastructure and human resources. Fifth, there was an increase in decision-making through learning analytics.

School management is essential for the organization and functioning of educational institutions, as it influences the quality of learning and the participation of the school community. Participatory management, as an educational administration model, seeks to decentralize decision-making power and encourage shared responsibility among managers, teachers, students, and families. This study aims to describe the implications of school organization and management in participatory management, analyzing how the principal’s decisions regarding resource allocation and the use of school space impact community participation. To achieve this, a bibliographic research was conducted, based on theoretical references discussing school management and the democratization of educational administration. The results indicate that the adoption of participatory practices contributes to decision-making transparency, strengthens the bond between the school and the community, and improves the school environment. However, resistance to participation and the need for managerial training still pose challenges to implementing this model. It is concluded that participatory management is a path to democratic school administration, making it essential to invest in policies that promote this practice.

This article explores the signature pedagogies enacted by university academics in Türkiye’s Non-Thesis Educational Administration Master’s (NTEA-M) programmes, which are designed to prepare effective school leaders. Using a qualitative, phenomenological design, data were collected from 12 academics across 10 universities specialising in educational leadership. The findings reveal a range of pedagogical strategies grounded in situational, transformational and instructional leadership theories, alongside an emphasis on critical skills such as communication, problem-solving and collaboration. Ethical values, including responsibility, justice, honesty and transparency, emerged as central to the formation of leadership. The study highlights ongoing tensions between theory and practice, and it proposes actionable recommendations such as strengthening school–university partnerships and embedding field-based learning. By foregrounding the lived pedagogical choices and situations, this study contributes to the signature pedagogy literature from within Türkiye’s distinctive policy and educational context.

ABSTRACT The growing capabilities of facial recognition technology have driven the innovation of digital attendance solutions, offering a more reliable alternative to conventional systems that tend to be inefficient and vulnerable to misuse. This research focuses on designing and applying a digital attendance system utilizing face detection and recognition at the Department of Information and Communication Technology Education, Universitas Negeri Manado. This is a research and development (R&D) study using the prototype method, in which the system is built using face encoding technology and the K-Nearest Neighbors (KNN) algorithm to detect and recognize users' faces through a webcam in real-time. The system was tested in real-world scenarios to evaluate accuracy, duplicate prevention, and system response time. The results showed that the system successfully recognized faces with 92% accuracy, prevented duplicate face registration, and recorded attendance quickly and automatically. The implemented web-based dashboard demonstrated strong performance in helping administrators oversee user information and attendance records. As a result, the system has proven to be effective in improving the precision and speed of attendance monitoring in academic environments, establishing itself as a modern solution that supports the digitalization of educational administration

Although the prevalence associated with dyscalculia in the school population is estimated to be between 5% and 7%, this disorder is considered underdiagnosed, leading to an insufficient educational response. In light of this situation, the aim of this research was to identify the main problems currently faced by students with dyscalculia and the people who are part of their environment, as well as to seek consensus about possible solutions that can contribute to improving their relationship with mathematics learning. To this end, a qualitative approach was adopted, using the Delphi method by consulting a group of 19 experts belonging to six sectors connected to students with dyscalculia (families, teachers, psychopedagogical teams, associations, teacher trainers and educational administrations). The method was carried out in a two-round process through the application of two questionnaires structured around three dimensions: knowledge and experience of dyscalculia, identification of problems, and proposed solutions. The results indicate that, on one hand, students with dyscalculia in Spain are currently at a disadvantage, mainly due to widespread lack of awareness about this disorder among those involved in their education. On the other hand, improving this situation requires both training processes and awareness-raising actions.

Objective: This paper examines Basic education and economics reform of subsidy removal in Nigeria with focus on implication for educational administration and planning. Method: The study uses quantitative methods to analyze data from various sources including government reports, academic articles, and surveys. Results: The paper revealed that the gains of subsidy removal in Nigeria on education include; increased government revenue for education investment, enhanced funding for educational infrastructure, strengthening teacher welfare and capacity development, promotion of equity through reinvestment in social programs and encouragement of public-private partnerships in education. The paper also disclosed that increased cost of living for families, reduced access and affordability of education, strain on educational administrators and planners, potential decline in teacher welfare and morale and widening inequality in education access. Novelty: The study recommends that government should ensure that a significant portion of the savings from subsidy removal is directly allocated to basic education. Policymakers and educational planners must adopt data-driven approaches to ensure that resources are distributed equitably across states and local governments. To cushion the effect of inflation on teachers, government should adjust salaries and allowances in line with current economic realities. Conditional cash transfers, scholarships, and provision of free uniforms and textbooks should be expanded to ensure that children from low-income households are not excluded from school due to financial hardship.

Understanding Diversity, Equity, and Inclusion: Policies and Practices (2024), edited by Dr. Smita Sinha (Berhampur University, India), Dr. Abha Gupta (Old Dominion University, USA), and Dr. Pratip Kumar Mishra (Bhubaneswar, India), is a compelling edited volume reflecting aninsightful collaboration among eminent scholars with deep expertise in linguistics, education, literacy, and public administration. The editors bring decades of leadership in equity, language policy, and community engagement. This collection, introduced by Dr. Pamela Mason (Harvard University), includes 19 well-crafted chapters, an epilogue, and three reflective essays, contributed by authors from Asia, Europe, and North America. Adopting a multidisciplinary lens, spanning linguistics, psychology, sociology, and education, the volume comprehensively addresses global policies and practices in diversity, equity, and inclusion (DEI). The chapters are organized by themes into four sections as listed below. It aligns closely with the Educational Role of Language (ERL) framework, especially the major strands concerning discourse formation, language-related identity, and equitable educational access.

This study aimed to develop a structural equation model for ICT competency in administrators affecting school administration and propose implementation guidelines. The research involved two phases: model development and focus group discussions for guideline formulation. The sample included 310 educational administrators and department heads from secondary schools under the Songkhla and Satun Secondary Educational Service Area Office. A questionnaire was used as the primary research instrument. The findings showed the developed structural equation model had an excellent fit with empirical data (Chi-Square=188.4, df=166, p-value=.11, GFI=.95, NFI=.97, TLI=.99, CFI=.99, RMSEA=.02, RMR=.00). A key finding was the significant positive direct influence of the competency to appropriately use and manage ICT for education and work performance (influence coefficient = 0.66, p < .01). Overall, the ability to use, manage, promote, and support ICT legally, ethically, professionally, appropriately, and safely for administrative improvement collectively explained 72% of the variance in educational institution administration. Recommended guidelines for applying the model include organizing workshops, developing ICT strategic plans, creating learning networks, establishing Professional Learning Communities (PLCs) for administrators, and setting ICT competency indicators. These measures are expected to boost administrative efficiency and quality, aligning with current Ministry of Education policies.

Purpose This study aims to enhance administrative service quality in higher education by developing an integrated framework for registrar’s office operations. It addresses a notable research gap by applying the HESQUAL model alongside quality function deployment (QFD) and the Kano Model, which are rarely used together in educational administration. This integration allows for capturing student needs, translating them into technical actions and prioritizing service improvements based on impact. Design/methodology/approach An exploratory sequential mixed-methods design was used. Qualitative interviews and focus groups with students were used to construct a HESQUAL-informed survey instrument. The final survey, refined through expert validation and pilot testing, was administered to 286 respondents. Quantitative analysis included QFD matrix construction and Kano classification. Internal consistency was confirmed with a Cronbach’s alpha of a = 0.805, indicating acceptable reliability. Findings Six out of ten service attributes were classified as “must-be” requirements. Responsiveness, clarity and timely assistance emerged as top priorities. The House of Quality highlighted interventions such as queue management systems, digital interface redesign and staff training. Kano analysis emphasized foundational service elements as critical to satisfaction, underscoring the need for reliable and student-centered service delivery. Practical implications Findings provide institutional leaders with actionable strategies to align registrar services with student expectations, strengthen frontline support and enhance student satisfaction. Originality/value To the best of the authors’ knowledge, this study is the first to integrate HESQUAL, QFD and the Kano Model in the context of a registrar’s office. It offers a replicable, evidence-based framework that bridges theory and practice, advancing service quality innovation in higher education administration.

Yaws, a neglected tropical disease caused by Treponema pallidum subsp. pertenue remains a public health challenge in endemic regions. Although the World Health Organization (WHO) has earmarked yaws for eradication by the year 2030, there is a dearth of accurate epidemiological data to facilitate eradication efforts. The WHO recommends the use of seroprevalence surveys and geospatial analysis to guide planned interventions. We conducted a cross-sectional study in Wassa Amenfi East and Aowin districts in Ghana, clinically screening 11,505 school children for yaws. Treponemal Rapid Diagnostic Test (RDTs) detected 117 individuals, and the Dual Path Platform (DPP) confirmed 73 cases, giving an overall prevalence of 0.63%; and 3.85% for Aowin district compared to 0.31% for the Wassa Amenfi East district. Prevalence among RDT-tested was 7.79%, (34.54% from Aowin and 4.42% from Wassa Amenfi East) and DPP seroprevalence was 62.39% (Aowin, 70.69% and Wassa Amenfi East, 54.24%). A prevalence rate of 0.02% for latent infection was recorded in Wassa Amenfi East. Spatial analysis employing multiple mapping techniques including spatial autocorrelation analysis (Moran's I), kriging, nearest neighbour analysis, and kernel density estimation using data from the surveyed communities indicated significantly clustered hotspots in Aowin's central and Wassa Amenfi East's southeastern part. Kriging interpolation with barriers and Empirical Bayesian kriging revealed consistent spatial trends in unsurveyed communities in the study area. This study found an overall yaws prevalence of 0.63% but with significantly clustered hotspots in some parts of the districts. The findings from this study highlight the importance of serosurveys and geospatial modeling in generating critical data to guide surveillance, education, and mass drug administration (MDA) efforts in endemic regions to support the WHO's goal of eradicating yaws by 2030.

Purpose Universities worldwide face significant challenges in maintaining administrative data, including security flaws, delays in verification processes and a lack of confidence among those involved. The purpose of this paper is to design an integrated blockchain-based decentralized application architecture for the University of Technology and Applied Sciences (UTAS) in Oman, aligning with Vision 2040’s sustainability goals. Design/methodology/approach The solution uses a hybrid architecture that combines the benefits of the public blockchain with governance at the consortium level appropriate for educational organizations. The user interface layer has role-based dashboards for various stakeholder groups, ensuring proper access control and user experience improvement. The application layer integrates Web3 using the Next.js framework, allowing for seamless interaction between standard Web interfaces and blockchain capabilities. The smart contract layer is made up of eight specialized contracts that handle various administrative responsibilities, each designed with a modular architecture to provide maintainability and upgradeability. The blockchain layer makes use of Ethereum’s proven infrastructure and proof-of-stake consensus, which is dispersed across UTAS’s 13 campuses to ensure decentralization and fault tolerance. Findings This study broadens the architecture by leveraging well-established blockchain frameworks for credential management to include a wide range of educational administrative tasks such as admissions, certifications, alumni management, library services, on-the-job training, examinations and placements across UTAS’s 13 campuses located in 11 governorates. The suggested system makes use of the Ethereum blockchain platform with smart contracts, as well as the InterPlanetary File System for distributed document storage, to ensure immutability, transparency and cost-effective administrative operations. The architecture consists of eight core smart contracts that regulate various administrative duties, five types of stakeholders and a uniform dashboard system that allows seamless data transmission and verification across campuses. Practical implications Key contributions include a practical implementation framework with phased deployment methods, a complete stakeholder governance model and quantitative benefits showing a reduction in processing times and operational cost savings. The architecture’s modular nature allows it to adapt to changing educational requirements while remaining compatible with new technologies such as artificial intelligence and the Internet of Things. Originality/value This research addresses the present limitations of traditional educational administration systems and establishes a framework for the further deployment of blockchain technology in Oman’s higher education sector.

This research investigates how self-efficacy and employee engagement jointly influence employee performance through a systematic literature review of recent empirical research. The review addresses the central question of how psychological resources and behavioral involvement shape individual contributions to organizational outcomes. Self-efficacy is examined as a belief in one’s capability to perform tasks successfully, while employee engagement represents a positive work-related state characterized by vigor, dedication, and absorption. Using data drawn from peer-reviewed studies across sectors such as education, healthcare, aviation, and public administration, the analysis reveals consistent evidence that self-efficacy strengthens confidence, resilience, and adaptability, whereas engagement channels these qualities into sustained effort, motivation, and goal-directed behavior. The discussion highlights engagement as a key mediator that converts self-efficacy into measurable performance and identifies contextual factors—including work–life balance, organizational support, and social environments—that amplify these effects. Findings show that self-efficacy and engagement create a reinforcing cycle in which confidence drives involvement and involvement enhances results, ultimately improving task completion, productivity, and innovative work behavior across diverse organizational settings.

The objectives of the present paper are to study the contribution of the Kautilya’s Arthasastra in the fields of educational administration and educational management and importance of combining practical and theoretical education. Kautilya’s Arthasastra, though primarily a treatise on sociology, statecraft, economics, and military strategy, also offers valuable insights into educational management and governance. This study used to content analysis through hermeneutics approach to finds the Kautilya’s Arthashastra as an ancient Indian treatise on statecraft, economics, and governance, offers profound insights that can be effectively applied to modern educational management and leadership. Educational implications of Kautilya’s Arthashastra demonstrate that ancient Indian wisdom offers valuable insights into modern educational management and leadership. Kautilya’s Arthashastra offers profound insights into educational management through its principles of discipline, leadership, ethical conduct, curriculum design, and institutional governance. Systematic approach to training, personnel selection, motivation, and evaluation is remarkably aligned with the modern theories of educational leadership and administration.

This study aims to analyze the management and administration of multicultural education at the Nurul Muhibbin Islamic Boarding School in dealing with the cultural diversity of santri. Using a qualitative approach with a descriptive method, this study was conducted at the Nurul Muhibbin Islamic Boarding School, East Kalimantan, in November 2024. Data were collected through semi-structured interviews with ustadz (teachers), teachers, boarding school leaders, and santri (students), as well as direct observation and documentation analysis. The results showed that the understanding of multiculturalism among ustadz and santri varied, with ustadz emphasizing the importance of tolerance and unity among santri to prevent cultural conflict. In contrast, santri demonstrated adaptability through using Indonesian as a connecting language and learning the language and dialect of their respective regions. Implementing multiculturalism in Islamic boarding schools takes place naturally through integrating religious values as a unifying element and using Arabic and Indonesian as a means of communication. Despite facing challenges such as limited facilities and differences in the character of santri (Islamic boarding school students), Islamic boarding schools can create an inclusive and harmonious environment through a daily approach based on Islamic values. The conclusion of this study confirms that Nurul Muhibbin Islamic Boarding School manages cultural diversity without a formal program specifically for multicultural education. This Islamic boarding school is a real model of how multiculturalism can be effectively applied in daily life, ultimately improving social adaptation, language skills, and attitudes of tolerance among santri.

This study was aimed to investigate the extensiveness on students obedience with rules and regulations enhance learning process in public secondary schools in Moshi District, Tanzania. The social Control Theory, developed by Travis Hirschi in the late 1960s, guided this study. The study employed convergent research design under a mixed-method approach. The study targeted 63 public secondary schools, 63 heads of school, 63 discipline teachers, and 16,850 students and 1 District Secondary Education Officer (DSEO) resulted to a total of 16,977. Sampling techniques that was used in this study include; simple random sampling, purposive sampling, and proportional stratified random sampling techniques was used to select the respondents. The study used a sampled of 12 discipline teachers, 12 head teachers, 394 students and 1 District Education Officer, results of a total of 419 respondents. The research instruments for data collection included questionnaires for teachers and students, interview guides for head of school and District Education Officer. Two research experts specializing in educational planning and administration from Mwenge Catholic University validated the research instruments. A pilot study was conducted in one public primary school in Moshi District Council which consisted 32 students, 1 discipline teacher, and 1 head of school resulted to 34 respondents. The reliability of the Likert-type questionnaires was established using Cronbach’s Alpha coefficient, with values of .914 for questionnaire for students. The credibility of interview guide was ensured through triangulation techniques. Quantitative data were descriptively analysed into frequency, percentage, and mean through statistical Package for Social Sciences (SPSS) version 26 while qualitative data were thematically summarized. The study adhered to ethical considerations throughout the research process. Findings revealed that students acknowledged obedience to school rules and regulations as a significant factor in enhancing the learning process. Compliance was reported to promote life skills such as self-discipline, responsibility, and accountability, which are essential for academic success. Students indicated that following rules helps them stay focused on studies, manage time effectively, and maintain positive behavior in class. Additionally, a disciplined environment was seen to create a fair, safe, and respectful atmosphere that fosters positive teacher-student relationships. The study concluded that students’ obedience to school rules and regulations greatly enhances the learning process in public secondary schools. It recommended that parents actively support school rules by reinforcing values of respect, responsibility, and discipline at home, and maintain regular communication with schools to monitor their children’s behavior and academic progress.

In each postcolonial multilingual environment, a nativised and standardising form of English is commonly used in the country's educational system, administration, and media, rather than Standard British English (SBE). Despite research indicating that teachers struggle to effectively teach SBE and learners consistently fail to acquire its features, educational authorities in these countries continue to promote SBE. This approach hinders the possibility of embracing flexible language ideologies that could lead to the development of local varieties of English and their acceptance as models for the classroom. In this article, I review the literature on attitudes towards postcolonial nativised Englishes and argue that adopting these Englishes as local standards has significant implications for the local English language teaching industries at sociolinguistic, pedagogic, economic, and policy levels.

Educational institutions are increasingly vulnerable to a wide range of crises, both natural and human-made, that disrupt learning, threaten safety, and damage institutional integrity. This paper examines the critical importance of strategic crisis preparedness in educational settings by analyzing institutional vulnerabilities, legal frameworks, psychological impacts, and operational recovery mechanisms. Drawing on multidisciplinary insights and case studies, it presents a comprehensive blueprint for schools and universities to develop effective crisis management plans. The study emphasizes the need for proactive planning, adaptive communication strategies, regular training and drills, and psychological preparedness to ensure community resilience. It further highlights the unique challenges faced by students and educators during crises and the roles of policy, governance, and collaboration in strengthening institutional response capabilities. Ultimately, this paper advocates for integrating crisis preparedness as a routine element of educational administration, not merely a reaction to catastrophic events. Keywords: Crisis preparedness, educational institutions, emergency management, school safety, psychological resilience, crisis communication.

This study assesses the readiness for artificial intelligence (AI) adoption in administrative processes at the University of Cape Coast (UCC), Ghana, focusing on digital literacy, infrastructure, and policy frameworks. Using an explanatory sequential mixed-methods approach, the research combines surveys (n=311), interviews, and document analysis to evaluate current AI capabilities and institutional barriers. Findings reveal significant gaps: only 19.6% of female and 16.7% of male administrative staff have AI training, while infrastructural constraints (e.g., unreliable internet and power supply) hinder tool adoption. The study identifies high-potential AI applications, including automated student records and chatbot-driven inquiries, which could reduce administrative costs by 20-30%. It highlights the absence of institutional AI policies and proposes a framework for sustainable integration, emphasizing staff training, infrastructure upgrades, and policy alignment with Ghana’s National AI in Education Policy. The research contributes to the limited scholarship on AI adoption in African universities by offering a context-specific model that bridges theoretical frameworks (UTAUT, Task-Technology Fit) with practical challenges in resource-constrained settings. These insights provide actionable strategies for UCC and serve as a blueprint for peer institutions navigating digital transformation in higher education administration.

ABSTRACT This paper considers the role of the District Educational Councils (DECs) in expanding educational provision in the south of India in the 1920s and 1930s. The DECs were intended to provide a central co-ordinating body at a local level which would harness the enthusiasm of social reformers to work alongside state and municipal educational authorities to increase educational provision for Tamil children. The DECs gave new opportunities for philanthropists, teachers, parents and policy-makers to take responsibility for finance, taxation and school management and to influence the nature of the expansion of compulsory education in local areas. This paper traces the twenty-year history of the policy, considering its aims, the successes in pushing for greater educational provision, and the limitations of using local elites to administer and encourage reforms which were usually assumed to be the responsibility of the state. The DECs, as a devolved structure of educational administration, were distinctive in British India, a uniqueness that was consistently emphasised in the education reports of the period. While generally forgotten by scholars, they raise interesting questions around regional difference, the possibilities and constraints of innovation in the provinces, the role of local elites in the education of children and the complex intersections of transnational flows of information, local educational structures and Tamil identity politics.