Educational Administrators Research Articles

The Aesthetics of Learning: Factors Shaping Art Spaces in High School Libraries

This study explores the diverse factors influencing the aesthetics of learning within high school libraries in Hanoi, Vietnam, highlighting the transition of these spaces from traditional book repositories to dynamic learning environments. Employing a structured questionnaire administered to 200 teachers and school administrators, the research utilizes multiple linear regression analysis to investigate the impact of physical layout, institutional policy, educational objectives, student engagement, technological integration, and cultural and community influences on learning aesthetics. The results reveal significant positive contributions from the physical layout, institutional policy, educational objectives, student engagement, and technological integration. In contrast, cultural and community influences did not show a significant effect, indicating a more complex relationship between local culture and educational aesthetics that may require deeper analysis. These findings provide valuable insights for educational policymakers and school administrators by underscoring the importance of strategic design and resource allocation in enhancing library environments to bolster learning outcomes. The study addresses a critical gap in the existing academic literature and offers actionable recommendations for optimizing library spaces' aesthetic and functional aspects to enhance educational effectiveness.

Enhancing Reflective Teaching in Vietnamese Tertiary Education: Exploring the Role of Organizational Support in EFL Teachers’ Professional Development

This qualitative study explores the organizational supports necessary for effective reflective teaching practices among Vietnamese tertiary English as a Foreign Language (EFL) teachers and how these supports contribute to their professional development. Conducted within the specific context of Vietnam’s rapidly evolving educational landscape, the study involved semi-structured interviews with nine tertiary EFL teachers from two institutions, representing a range of career stages: novice, mid-career, and near-end career. The thematic analysis revealed a significant need for structured professional development programs focused on reflective teaching methodologies. Teachers across all career stages emphasized the importance of such programs, highlighting their role in enhancing teaching efficacy and pedagogical skills. The findings were interpreted through the lenses of Reflective Practice Theory and Organizational Support Theory, underscoring the importance of institutional support in the professional growth and reflective practices of teachers. The study contributes to the field by highlighting the specific needs and perceptions of Vietnamese tertiary EFL teachers regarding organizational support, offering insights for educational administrators and policymakers. It emphasizes the necessity for tailored professional development initiatives and institutional cultures that foster reflective teaching. These findings have implications for the enhancement of teaching practices and the professional development of EFL teachers, not only in Vietnam but in similar contexts globally.

Digital Leadership Relationships Among School Administrators with the Effectiveness of Academic Work in the New Normal Era

This research article aims to 1) study the digital leadership of educational institution administrators under the Sukhothai Primary Educational Service Area Office, Area 2, Thailand 2) study the effectiveness of academic work in the new normal era of administrators under the Sukhothai Educational Service Area Office, Area 2, Thailand. Sukhothai Primary Educational Service Area Office 2, Thailand and 3) study the relationship between digital leadership of school administrators and academic work effectiveness in the new normal era under the Sukhothai Primary Educational Service Area Office 2, Thailand. This is quantitative research. The sample group is educational institution administrators. and academic teachers of affiliated educational institutions Sukhothai Primary Educational Service Area Office 2, 230 people. The research tool is a questionnaire on digital leadership of school administrators and academic effectiveness in the new normal era. It is a 5-level rating scale questionnaire. Data is analysed using basic statistics to find the average. and standard deviation and the relationship was analysed using the Pearson correlation coefficient. The results of the research found that 1) the digital leadership of educational institution administrators under the Sukhothai Primary Educational Service Area Office, Area 2, Thailand is overall at a high level; 2) academic work effectiveness in the new normal era of administrators under the district office Sukhothai Primary Educational Service Area Office 2, Thailand, overall is at the highest level, and 3) the relationship between digital leadership of school administrators and academic work effectiveness in the new normal era under the Office of Sukhothai Primary Educational Service Area 2, Thailand, was found. that there is a statistically significant relationship at the .01 level

Enhancing Quality Learning in East African Higher Education: Towards a Common Understanding of Formative Feedback

The quest for enhancing quality learning in higher education across East Africa necessitates a cohesive understanding of what formative feedback is and how it can be used to promote student learning. This study explores how formative feedback is understood as it relates to improving student learning outcomes within the East African higher education context. By synthesizing existing policies and conducting qualitative analyses of current practices, the research identifies key challenges and opportunities for having a common understanding of formative feedback. Findings reveal a widespread misunderstanding of formative feedback, with many perceiving it as equivalent to course evaluations, continuous summative assessments, and student ranking based on grades. The study highlights a lack of consensus among government officials, higher education administrators, faculty, and students regarding the definition and implementation of formative feedback. This research suggests the need for a comprehensive qualitative study to examine how formative feedback is defined and perceived across East Africa. Such an investigation could catalyze robust discussions among key stakeholders, leading to the development of shared definitions and sustainable formative feedback systems, ultimately enhancing educational outcomes in the region.

Design and Implementation of an Adaptive Evaluation System for Teachers’ Information-Based Teaching Ability in the Intelligent ERA

The rapid development of teacher informatization has become a major highlight in current teaching. The information system under adaptive conditions has become the key to the reform of the intelligent era. The goal of this study is to design and implement an adaptive evaluation system for teachers’ information-based teaching ability, aiming at improving ability to meet the needs of modern education. This system analyzes the level of acceptance under key learning technologies. It combines elements by learning and analyzing their impact on general forms. It aims to analyze the rule algorithm dataset in a single machine environment. By analyzing multiple sets of different datasets, it calculates the number of key technologies that appear together in the same report based on the key technology word matrix. A co-occurrence matrix is constructed. The system adopts an advanced adaptive algorithm, which can conduct personalized assessments according to the actual ability and needs of teachers, so as to provide more accurate and effective feedback, help teachers understand their own advantages and disadvantages, and formulate more targeted promotion strategies. In the process of system design, the detailed requirement analysis is carried out first, and the function and performance requirements of the system are clarified. Then, we design the architecture of the system and determine the main modules and functions of the system. The function module is designed and the system is implemented. Through the practical application and effect evaluation of the system, we find that the system has high effectiveness and practicability. It can not only help teachers understand their own level of information-based teaching ability and provide personalized suggestions for improvement, but also provide decision support for education administrators and promote the development of education based on information. We expect that this system can play a greater role in the future education practice and promote the further development of education informatization.

Motivations to Engage in Physical Activity Among Non-traditional College Students at a Hispanic-serving Institution

Exercise motivations for undergraduate college students vary for numerous reasons. Regardless of those reasons, it is important for higher education administrators to understand these motivations to provide opportunities that increase exercise behavior. Undergraduate students attending a Hispanic-serving Institution (HSI) in a metro area in the northeast region of the United States were administered the Exercise Motivations Inventory-2 (EMI-2) (N = 140) to ascertain their motivations to engage in physical activity (PA), particularly to compare the differences between traditional (TS) and non-traditional (NTS) college students. Three variations (i.e., age, children, and employment status) were used to compare the different motivations to engage in PA. NTS over 25 years old or having children scored significantly higher on the physical and psychological health-related motivations (e.g., ill-health avoidance, positive health, stress management, and revitalization). TS scored significantly higher on social-related motivations (e.g., affiliation and competition). There was no significant difference in motivation to engage in PA between students’ employment status. Results highlight different motivations to engage in PA between TS and NTS. This article presents tailored interventions for specific student cohorts to promote an increase in PA participation at HSI.Keywords: Exercise Motivation, Hispanic-Serving Institution, Non-Traditional College Students, Physical Activity, Traditional College Students

Drivers of Higher Education Rankings: A Case Study of Uzbekistan

Uzbekistan is strategically focused on enhancing its international academic stature by exploring the determinants influencing higher education institution rankings. This study delves into the myriad factors shaping these rankings through qualitative interviews conducted with university authorities, local expert consultants, and the QS Consulting Team. Key determinants identified include the academic reputation of the university, research output, internationalization efforts, faculty development initiatives, and industrial collaborations. The findings underscore the significance universities place on robust research infrastructure, fostering international relations, and ensuring student success. While there is a shared vision among institutions, disparities exist in resource allocation and engagement in international collaborations. This comprehensive review of higher education in Uzbekistan not only contributes to rankings research but also holds potential to inform policymakers and educational administrators in enhancing the national education landscape. Recommendations stemming from this study include the development of a comprehensive government framework for internationalization, increased financial investment in education, fostering industry-academic partnerships, and promoting acceptance and diversity within universities. This paper offers specific policy and practice recommendations tailored to assist Uzbek institutions in enhancing, sustaining, and attaining global recognition. Its detailed analysis of how rankings influence institutional policies and strategic decisions serves as a valuable resource for stakeholders within and beyond Uzbekistan, facilitating a deeper understanding of how higher education rankings shape global academic benchmarks.

Multigrade Teachers in Rural Areas: Thoughts to Ponder

Multigrade teaching, involving a single teacher instructing students from multiple grade levels in a single classroom, is a prevalent approach in rural education. This study delved into the lived experiences of multigrade teachers, aiming to provide a comprehensive understanding of the challenges they encounter, how they cope, and the insights derived from their unique pedagogical environment. Utilizing a qualitative research design, in-depth interviews were conducted with multigrade teachers from diverse rural areas. The participants shared their experiences, shedding light on challenges related to time constraints, limited resources, diverse academic levels, and cultural diversity. Coping mechanisms such as collaborative learning, resource- sharing, flexibility, and continuous professional development were explored. The study identified common challenges faced by multigrade teachers, including time constraints due to instructional demands, limited educational resources, varied academic levels, and cultural diversity. Coping strategies involved collaborative learning, resource-sharing, flexibility, and a commitment to continuous professional development. The findings emphasize the need for tailored support from education officials and administrators to enhance teacher training and resource provision. Collaborative learning emerges as a powerful tool for addressing diverse academic levels and fostering a positive learning environment.

The Nexus of ISTE Standards and Academic Progress: A Mapping Analysis of Empirical Studies

Technology has become commonplace in K-12 classrooms with students actively using digital technology to support learning. The purpose of this study was to investigate whether there is empirical support that implementing the ISTE Standards for Students can result in learning gains. A scoping review methodology was used to map extant literature to evidence of learning gains. To ensure transparency in the selection of the articles and the evidence gathering procedure, an a priori method was used. This study is unique in that it provides the first examination of a set of student standards for technology use to learning gains within empirical articles. The findings reveal that there is evidence that all seven of the standards can lead to learning gains. This study is helpful in providing direction and guidance for all, such as educational leaders, teachers, administrators, researchers and policy makers who are looking for a roadmap for effective technology integration that leads to student success.

Dr. Bhupendra Bharthi Gosai (1967-2024), Professor of Anatomy

It is with deep sadness that we report the passing of Dr. Bhupendra Bharthi Gosai, a renowned anatomist, educator and academic administrator. Dr. Gosai died on March 18th, 2024 at the age of 56 years.

Faculty and students perspectives towards game-based learning in health sciences higher education

BackgroundGame-Based Learning (GBL) is an innovative pedagogical approach that utilizes digital applications to enhance health sciences higher education. Therefore, analyzing faculty and students' perspectives on GBL can help educational administrators, educators, and researchers tailor GBL to students' needs. PurposeThis study aimed to explore faculty (teachers) and students’ perspectives towards GBL in health sciences higher education. Further to identify barriers affecting the use of GBL as well as recommendations for its use from their perspectives. MethodsA descriptive-qualitative approach was conducted at a Saudi university. A total of 42 semi-structured interviews were completed with a purposive sampling of 22 faculty members and 20 students until data saturation. The data were analyzed using a thematic content analysis approach. ResultsFaculty members and students reflected on their personal experiences using GBL, and the data presented seven themes and 30 categories emerged from the content analysis: common digital apps, purpose and uses, effect or benefits of GBL, personal experience with GBL, challenges and barriers affecting the use of digital games, and recommendations for educators on using GBL apps. ConclusionThe experiences of both students and faculty demonstrated that GBL can enhance classroom learning and complement traditional teaching approaches in health sciences higher education. GBL's safe, immersive environment lets students practice many generic skills, boosting interest, motivation, and peer-mediated learning. Faculty and students shared their GBL experiences, responsibilities, and enthusiasm. Health sciences higher education institutions should consider ways to increase flexibility in providing resources and training to educators who want to build and use the GBL approach in their classroom.

Standardization, White Supremacy, and Racial Self-Definition: African American Secondary Schools in Rural North Carolina, 1920-1954

In this historical examination, Amato Nocera, Kyle P. Steele, and John Hensley argue that the development of Black rural high schools in the decades leading up to the Brown v. Board of Education decision represented the dynamic between standardization, white supremacy, and Black self-definition that has shaped US education reform. Focusing on the interplay of state-level education administrators, local white officials, and Black community members, the authors’ analysis of Black rural high schools draws on archival data from DuBois High School in rural Wake Forest, North Carolina, to broaden the literature on the history of the American high school and contribute to an understanding of the Black Freedom Movement by recognizing secondary schools as vital to institution building in the Jim Crow South.

Assessment of the level of technological literacy among non-teaching staff in selected universities in Edo State, Nigeria

The purpose of the study was to assess the level of technological literacy among non-teaching staff (NTS) in selected public universities in Edo State, Nigeria. Two research questions were raised to guide the study and two corresponding hypotheses were formulated and were also tested at 0.05 level of significance. A survey research design was used for the study. The population of the study comprised 1520 NTS obtained from both public and private universities in Edo State used for this study. A forty-item questionnaire structured on a five-point rating scale was the instrument used for data collection. The content and face validity of the instrument were carried out by experts in measurement and evaluation and a science educator A reliability coefficient of 0.80 was obtained. A reliability test of the instrument was also conducted and analysed using mean, standard deviation, and Z-test statistics. Findings show that non-teaching staff in Edo State selected universities possess moderate level knowledge of: (1) technological literacy, and (2) nature of technology. The study also revealed that there were high differences in technological skill levels between public and privately owned universities. Implication of the study was highlighted as being of great benefit to science and technology education planners and administrators, technical instructors and students. Based on the findings of the study, appropriate recommendations were made and if adopted it will enhance the level of technological literacy among non-teaching staff in universities in Edo State, Nigeria.

Perception of Spanish teachers on their initial training in the educational treatment of diversity

PurposeThe purpose of this study is to determine the perception of graduates from teaching degree programs in Early Childhood and Primary Education carried out in Spain in accordance with the European Higher Education Area, who are currently working in classrooms, on their initial training in the educational treatment of diversity (ETD). In addition, potential differences were examined based on the teaching degree that was studied (Early Childhood or Primary).Design/methodology/approachThis study used a mixed methodology including an ad hoc questionnaire and a semi-structured interview. Participants were 140 working teachers who had previously earned their degree in Early Childhood or Primary Education programs. Data analysis was carried out from an integrative perspective, using a basic descriptive focus and content analysis.FindingsThe results reveal that the new teachers considered that their initial training in the area of ETD was not as extensive as it should have been and as required by their daily teaching needs. They felt that they had acquired better education in the theoretical content as compared to the practical component. They mentioned a lack of training to attend to students entering the system at a later stage as well as for those with high intellectual abilities, noting that the initial training in ETD focused excessively on deficits and not enough on potentialities and other student diversities.Originality/valueThis study may be useful as it offers an improved adaptation to the reality of early education in ETD classrooms of future teachers, both for the competent education administrations and universities. It may also serve as a starting point to adjust the permanent training offer for teachers to their specific needs, making up for the deficiencies of their initial training.

Sustainability of the Public–Benefit Preschool Education Service System in China: Evidence from a National Study

ABSTRACT Research Findings: This study aimed to evaluate the sustainability of the public benefit preschool education service system (PPESS) in China from the perspective of preschool education administrators, principals, and teachers using a newly developed and validated instrument, the Public-benefit Preschool Education Service System Rating Scale (PPESS-RS). Altogether, 349 administrators, 255 principals, and 1,118 teachers from the PPESS were randomly surveyed nationwide. First, analysis of the psychometric properties revealed that PPESS-RS is a reliable and valid scale with five constructs: Policymaking, investment, kindergarten supply, kindergarten management, and caring for the vulnerable. Second, empirical evidence shows that the sustainability of the PPESS is positively evaluated by stakeholders, especially in kindergarten management and policymaking. However, problems persist in terms of investment, kindergarten supply, and caring for the vulnerable. Third, analysis of variance revealed significant differences among geographical regions, urbanicity, and kindergarten types. Practice and Policy: The findings demonstrate that the central and local governments in China need to increase financial investment and improve the investment structure in preschool education, and educational authorities should increase their support for kindergartens in disadvantaged areas to address the disparities in preschool education between urban and rural areas and among different types of kindergartens.

Construction and Application of a Modern Comprehensive Education Management System in Universities Aimed at Fostering Virtue Through Education

The modern educational landscape in colleges and universities demands efficient and dynamic management systems to handle the ever-increasing complexities of student enrollment, course scheduling, and academic performance assessment. In response to these challenges, this research project introduces a novel approach to education management through the application of Artificial Intelligence. By continuously developing through continuous improvement and optimization, this system is expected to provide modern higher education institutions with a path to sustainable development and a path to improve students' moral character and talents. This research provides higher education administrators and policymakers with valuable insights into how to address today's educational challenges.

Success and Challenge Reporting through BOS Fund Management

This study assesses the management of school operational assistance funds (BOS) at Pucang 4 Public Elementary School, Sidoarjo Regency, Indonesia, focusing on planning, utilization, reporting, and identifying supporting factors and obstacles according to the 2021 BOS Technical Guidelines. Through qualitative methods including observation, documentation, and interviews, the study reveals successful planning and utilization but challenges in timely reporting. Despite limited financial expertise among school staff, efforts were made to meet reporting criteria, albeit with delays. The findings emphasize the importance of effective communication and training in financial management to enhance reporting practices, and suggest addressing challenges such as delayed fund disbursement and insufficient guidance from education authorities to ensure transparent and accountable use of BOS funds, offering insights for policymakers and educational administrators to refine guidelines and support mechanisms. Highlights: 1. Efficient BOS fund planning and utilization.2. Reporting challenges despite efforts.3. Communication crucial for transparent financial management. Keywords: School Operational Assistance Funds, Management, Reporting, Challenges, Education Governance

Choosing Honey Over Vinegar: Using Facebook as Intervention Platform to Save Bully Student from Dropping Out

With the purpose to save a bully student from dropping out, the study primarily used Facebook as engagement platform to initiate the ground for communication. The researcher consistently interacted with the learner's Facebook posts, offering positive and inspiring comments to foster a supportive online community. Celebrating achievements and offering empathy during setbacks, the researcher aimed to boost the learner's confidence and encourage continued engagement. With these dynamics, the study intends to yield data on these specific objectives: 1) To yield the frequency of the researcher's engagement with the student on Facebook in terms of Like, Chat, and Comment; 2) To identify other ways and resources extended to save the student from dropping out; and, 3) To determine the personal advices extended by the researcher to save the student from dropping out. The results indicate that chatting on Messenger accounted for the highest frequency, totaling 3,686 times. Following this, the researcher liked the student's Facebook posts 1,746 times, while commenting on them occurred 2,037 times. Additionally, the researcher provided financial support, spending Php1,552.00 on transportation allowance and Php 873.00 on snacks for the student. The researcher continuously worked to boost the student's self-esteem and motivation, ensuring that he felt valued and encouraged to continue posting in the future. Additionally, the researcher closely monitored the student's activities and achievements, offering congratulations on successes and expressing sympathy during difficult times. The continuous interaction nurtured a profound connection between the researcher and the student, surpassing the conventional boundaries of the teacher-student dynamic. This deep bond led to the emergence of valuable life insights for the student, instilling a renewed determination to persevere and successfully complete senior high school. As a result, the student gained clarity of purpose and a strengthened resolve to overcome challenges and achieve academic success. Moreover, the study suggests that the Department of Education and school administrators should encourage supportive online communities to boost teacher-student social media use. Facebook should be used by teachers to motivate kids. Social media relationships with teachers can foster learning and personal growth.

Psychometric properties of the Persian version of the Engaged teachers Scale (ETS)

Background & AimTeacher engagement can be defined as the teachers’ effort and attention to teaching professional tasks, adequate emotions and commitment to relationships with students and colleagues in classroom and school. The Engaged Teacher Scale (ETS) is the frequently used scale, measuring teacher engagement developed by Klassen et al., 2013 in the UK, and consists of four dimensions: cognitive engagement (CE), emotional engagement (EE), social engagement with students (SES), and social engagement with colleagues (SEC). Therefore, the aim of this study was to measure the psychometric properties of the Persian version of the Engaged Teachers Scale (ETS).Materials & methodsA total of 123 teachers who worked at Shahid Beheshti University of Medical Sciences, Tehran, Iran, were included in this study. The study participants were selected using the convenience sampling. The Persian version of a 16-item scale developed by Klassen et al. was validated by this study. Face and Content validity index and reliability were assessed after translation and cultural adaptation, and also construct validity was calculated by confirmatory factor analysis using the PLS22.ResultsOf the 123 study participants, 74 (60.01%) were females and 49 (39.9%) were males. The mean age of the subjects was about 30–40 years. The majority of the study participants were general practitioners (n = 75; 60.9%) and others were from different specialists. Content validity among 15 experts was 0.88. Confirmatory factor analysis for all 16 items loaded across four factors, and this four-factor scale showed a good fit in the Iranian community. Reliability using Cronbach’s alpha was 0.79. The value of root mean square error of approximation (RMSEA) was 0.0094 with the 99% confidence interval, and also the goodness of fit index GFI value was 0.98.ConclusionThe Persian version of ETS had good validity and reliability in Iran and could be a useful tool for measuring the teacher engagement factors of faculty members that can be used by teachers and educational administrators.

Serving adults who have difficulty reading: challenges faced by U.S. adult education administrators

Recent assessments suggest that 43 million adults in the United States have difficulty completing basic reading tasks. Although the federal Workforce Innovation and Opportunities Act (WIOA) prioritizes education for adults with the greatest needs, there is long-standing concern that federally-funded programs might not serve lower-performing students well. This study sought the perspectives of state administrators of WIOA-funded adult education to identify challenges in serving adults who have difficulty reading and areas for future research. Identifying challenges and creating a robust evidence base can center adults who have difficulty reading as important participants in the field of practice and support the creation of effective strategies for their inclusion and success in WIOA-funded programming.