Educational Administrators Research Articles

Practice of Educational Administration Theories in Secondary School of Bangladesh

The efficient execution of educational programs in schools has made the position of educational administrators increasingly important. Theories offer a conceptual structure that facilitates comprehending, forecasting, and managing behavior within organizational settings. The purpose of this study is to explore the practice of educational administration (EA) theories in secondary school of Bangladesh, and the role of educational administrators. A qualitative approach is used for gaining in-depth understanding in the real-life-situation. Semi-Structure Interview and Focus Group Discussion have been used to collect data. Data have been analyzed using thematic analysis technique. Findings show that secondary schools of Bangladesh are practicing the Scientific Management Theory and System Theory collaboratively through maintaining formal structure. Human Relationship and Behavioral Approach Theory have been practiced in the shadow of formal structure. As well a hybrid approach is being practiced in the schools. The administrators find the challenges to practice these theories. The challenges are lack of infrastructure, scarcity of teaching learning resources, teacher-student-ratio, local conflict, and school managing committee’s internal clash. The findings of this study would be useful for educators, educational administrators and researchers in advancing EA theories in education. Teacher’s World: Journal of Education and Res arch, 50(1): 135-154

Legal and Administrative Factors of the Transformation of the Content of Education under the Pressure of the COVID-19 Pandemic

The objective of this study is to examine the administrative and legal aspects impacting the transformation of educational content and form during the COVID-19 pandemic, with the aim of understanding their role in adapting educational systems to crisis conditions. This research is grounded in administrative law and educational theory, exploring how legal frameworks and administrative policies have shaped educational transformations during the pandemic. The IDEF0 method, a functional modeling methodology, provides a structured approach to analyzing these transformations. The methodology adopted for this research utilizes the IDEF0 method to model the administrative and legal influences on education during the pandemic. This approach involves a detailed analysis of existing legal documents, administrative guidelines, and educational policies that have been implemented in response to COVID-19. The analysis resulted in the development of an IDEF0 model that maps the key administrative and legal factors influencing educational transformation. The discussion contextualizes these findings within the broader framework of emergency education response and administrative law, highlighting the dynamic interplay between legal mandates and educational practices. The implications of this research are significant for policymakers and educational administrators as they provide insights into the effective legal and administrative strategies that can support educational continuity in crisis situations. These findings can inform future legislative and policy-making processes to enhance the resilience of educational systems. This study contributes to the literature by employing the IDEF0 method to model the influence of administrative and legal frameworks on education during a global health crisis.

The silent shadow in primary school: The invisible face of bullying

The rates published by organizations such as UNICEF, WHO, UNESCO, and PISA on bullying in educational institutions worldwide are quite frightening. In fact, this is the reason for conducting this research. Because there is no concrete and urgent intervention plan on how to combat bullying in primary schools. This situation also constitutes a gap in the related field. Therefore, this research aims to prepare a concrete, urgent intervention plan on how educational stakeholders will fight against bullying in primary schools. The study was conducted with a nested single-case design, one of the qualitative research designs. In the study, “students, teachers, educational administrators, parents, and guidance counselors” were included in the study by using the “criterion sampling” technique, one of the purposeful sampling methods. Focus group interview was selected as the data collection tool in the study. The data obtained from focus group interviews were subjected to theme, descriptive, and content analysis. Throughout the research, eight themes, sixteen categories, and thirty-six codes were reached for the emergency intervention plan for combating bullying in primary schools. As a result, an eight-stage concrete emergency intervention plan was prepared on how educational stakeholders will act against bullying in primary schools.

A Model for Developing Academic Leadership of Teachers in the 21st Century Under the Office of Primary Educational Service Area in Thailand

This research aimed to present a model for developing the academic leadership of teachers in the 21st century under the Office of Primary Educational Service Area. This study used an integrated research method divided into two phases. Phase One aimed to study the current state of academic leadership of teachers in the 21st century under the Office of the Primary Educational Service Area. The sample group of this phase included 335 educational institution administrators, teachers, and heads of the academic department at schools under the jurisdiction of the Primary Educational Service Area Office Government Inspection Area 14, derived from stratified random sampling and three exemplary educational institutions. Phase Two aimed at creating a model for developing teachers’ academic leadership in the 21st century under the Office of the Primary Educational Service Area. The sample group of this phase consisted of 12 experts for a focus group meeting, obtained from purposive sampling. The research tools used were questionnaires, interviews, and evaluation forms. Data were analyzed to investigate average, standard deviation, and content analysis. The research results showed that the current overall condition in every aspect was practiced at a high level. In addition, there were five academic leadership development models for teachers in the 21st century under the Primary Educational Service Area Office: principles of the model; objectives of the model; methods of operation of the model; evaluation of the model, and conditions for success of the model. The models were appropriate and the overall feasibility was high.

Teacher Disappointments from Teacher's Perspective

The psychological aspect of teachers in the context of the field of education has attracted significant scholarly attention in recent years due to its potential to enhance the academic achievements of students, teachers, and school leaders, as well as to cultivate a positive learning environment amidst modern uncertainties. Nonetheless, the disappointments experienced by teachers, who hold a crucial position within educational institutions, have been somewhat overlooked. The principal aim of this paper is to gain a comprehensive understanding of teachers' encounters with disappointment, specifically focusing on their daily experiences in school settings. By employing a qualitative research methodology, this investigation adopts a phenomenological framework. The application of thematic analysis enabled an in-depth exploration of teachers' experiences in relation to the phenomenon of disappointment. The analysis was rooted in data collected through semi-structured interviews with 28 teachers from schools in İzmir, Türkiye. The findings of the research reveal that the primary sources of teachers' disappointments include the education system, educational administrators, parents, students, the teaching profession, and colleagues. These key themes were meticulously examined in the study, and both the positive and negative impacts of disappointments on teachers were also deliberated.

Validity and Reliability of an Evaluation Instrument for English Curriculum System in Chinese Vocational Higher Education Institutions

The English curriculum is the basic part of the curriculum system of vocational higher education institutions (VHEIs) in China, and it is the public compulsory curriculum that students of all majors must study. It not only cultivates students' ability to learn and apply English but also lays an English foundation for students' future further learning and lifelong development. The purpose of this study is to validate the evaluation instrument for English curriculum system. This is a quantitative research and the questionnaire has adapted from previous scholars. A stratified random sampling technique has been employed to select 350 English lecturers from a total of 864 English lecturers at 20 vocational HEIs in Shandong Province, China. The results showed: ⅰ) Each dimension Clonbach alpha coefficient and McDonald’s omega (Composite reliability) are more than 0.70. ⅱ) For the convergent validity, each item factor loading > 0.5, each dimension AVE >0.5. ⅲ) For the discriminant validity, the square root of the AVE of the five dimensions is greater than the corresponding correlation coefficients between the two dimensions. ⅳ) Measurement model meet the fit indices, that CMIN χ2=411.228, with degrees of freedom (df) 314, CMIN/df=1.310 (1-3), CFI=0.979 (>0.9), GFI=0.916 (>0.9), NFI=0.916 (>0.9), and RMSEA=0.031(<0.08). The results prove that this English curriculum implementation instrument has good validity and reliability. The instrument can measure the level of English curriculum systems in VHEIs in Shandong Province, China. The research findings showed there were five dimensions in the evaluation of English curriculum system. The research can be used as the basis for evaluation curriculum system for other researchers and education administrators.

Determinants of Parental School Selection for Early Childhood Education: A Confirmatory Factor Analysis (CFA) Approach

Choosing the most suitable education for their children is often challenging for parents due to the many factors that must be considered. The desire to find the ideal kindergarten is complicated by the need to meet various criteria, leading to confusion and difficulty in decision-making. This study addresses this complexity by employing Confirmatory Factor Analysis (CFA) to simplify selection. Focusing on TKIT Al Farabi, the research validates a hypothesised model comprising ten critical factors: location, accreditation, facilities, fees, curriculum, religious education, teacher competence, extracurricular activities, school order and cleanliness, and alumni achievements. Data were collected from 154 parents through a structured questionnaire and analysed using SPSS software. The CFA results confirmed five dominant factors: school excellence, teacher professionalism, education costs, social development, and language development, collectively explaining 60.9% of the total variance. The study demonstrates that the CFA method effectively aids parents in making quick and accurate decisions regarding early childhood education. The findings also emphasise the significance of academic and non-academic attributes in school selection, suggesting that educational institutions should adopt more holistic curricula. These results have substantial implications for policymakers and educational administrators, underscoring the need for integrated programs that align with the diverse expectations of parents. Despite the study's valuable insights, further research in diverse settings is recommended to enhance the generalizability of the findings.

Digital Transformation Framework for Higher Education: Principles, Guidelines, and Actionable Recommendations

Transforming higher education through technology does not simply mean adopting new technologies; rather, it involves reimagining educational models in order to enhance learning, accessibility, and institutional efficiency. In order to integrate digital tools into their curricula and administrative functions, universities and colleges require a comprehensive framework. The author presents a structured approach to navigate this transformational process. An integrated approach to curriculum development, teaching methods, student engagement, and administrative activities is provided through this framework. With actionable insights tailored to the specific needs of educational institutions, this paper lays out principles, guidelines, and actionable recommendations along with a digital transformation framework for higher education that serves as the foundation for successful digital integration into higher education. This framework and paper will enable higher education institutions and educational administrators to respond not only to immediate technological trends, but also to shape the educational practices of the future.

Global Kingdom Citizenship: A Model of Holistic Intercultural Competence Development

In this article, we provide Christian higher education administrators and faculty with an emerging conceptual model for the development of global kingdom citizens. Cultivating global kingdom citizens requires intentionality in both the curricular and co-curricular realms of Christian higher education, utilizing a holistic intercultural competence development framework as a heuristic. While some institutions may be focused on developing the intercultural competence (IC) of their constituents, others have rejected that term in favor of a more biblical-sounding term—cultural humility (CH). Still others, following the frameworks of a popular Christian businessperson, have preferred to employ the construct of cultural intelligence (CQ). In comparing the philosophical underpinnings and components of these three widely used intercultural competence frameworks, we posit that the cultivation of global kingdom citizens can best be achieved by combining current models into a holistic model entitled Global Kingdom Citizenship (GKC). We likewise propose that this holistic approach is better aligned with the spiritual objectives of Christian higher education, as it appropriately addresses the development of intercultural knowledge, skills, and attitudes for today’s students.

Collaboration, Connection, & Culture: Understanding the Impact of Institutional Culture on Online Teaching in Higher Education

Teaching and learning online is an increasingly important aspect of higher education, especially post-Covid-19. Previous studies have shown a relationship between Technological Pedagogical Content Knowledge (TPACK) and teaching efficacy and teaching efficacy and student success. However, the contextual factors impacting TPACK have not been adequately explored. The purpose of this quantitative study was to determine if the contextual factor of institutional culture impacts TPACK among online higher education faculty at institutions in the Southeastern United States as well as to what extent specific dimensions of institutional culture affect TPACK levels. Data were collected using an anonymous online survey that was shared with potential participants through email and social media. Data were analyzed through SPSS software using a multiple linear regression model to determine significance between the independent variables, the seven dimensions of institutional culture, and the dependent variable, TPACK. Results indicated that significance was found between two individual elements of institutional culture, 1) collaboration and team learning and 2) connection between the organization and its environment, and TPACK. These findings indicate that higher education administrators should focus efforts on creating opportunities for faculty to engage in professional development and move beyond siloed work to collaborative projects. Administrators should also ensure that the institution is connected to the local, regional, and global community through aligned institutional goals with the needs of the community and establishing opportunities for faculty to connect globally. Future research should focus on exploring the relationship between specific aspects of institutional culture that may impact quality online teaching.

Applicability of the Theoretical Model of a School Becoming a Learning Organization in the Pakistani City of Karachi

This study aims to develop and validate a scale to measure the concept of a school as a learning organization within the context of Karachi, Pakistan. Given the growing emphasis on fostering continuous learning and adaptability in educational institutions, the research seeks to understand how schools in this emerging era can embody the principles of a learning organization. The study employs a quantitative methodology, beginning with a survey questionnaire developed on a scale consist of seven constructs adopted from the work of Kools and Stoll (2016) by measuring the responses of school heads/principals, vice principals, coordinators and teachers The data is analyzed using exploratory and factor analysis to ensure the reliability and validity of the scale. The findings obtained provide insights into the specific characteristics and challenges of implementing learning organization principles in schools within the unique cultural, social, and educational landscape of Karachi. The scale is further analyzed for its predictive validity to find out its effect on job satisfaction The validated scale that is obtained by collecting the responses from different sector schools in Karachi Pakistan will serve as a valuable tool for educational policymakers and administrators aiming to promote a culture of continuous improvement and learning in schools through transformation of their school into a learning organization across Karachi, Pakistan.

The autonomy of middle managers in local education administrations: a Swedish viewpoint

ABSTRACT The focus of this article is on how the relative autonomy of middle managers is expressed in the context of local education administrations. In the Swedish education system, middle managers often constitute the link between principals at schools and local government education administrators. Little is known about what such middle managers do and why. To fill this knowledge gap, this article presents and discusses the results of interviews with middle managers, chief education officers and principals linked to four local education administrations in Sweden. A previously developed analytical model has been adapted to facilitate the interpretation of results and how they relate to the concept of autonomy in education administration. The framework encompasses four cognitive domains: educational, social, developmental, and administrative. The results display middle manager autonomy as fostered and limited by all four domains and how the use of relative autonomy varies between middle managers. There are differences between middle managers in separate local education administrations and middle managers working in the same organization. A major finding is that autonomy is always conditioned, not only by organization but significantly also by cognition and administrative interaction.

Saudi Students’ Reluctance to Engage in English Communication: Critical Issues and Considerations

Teaching English as a foreign language is an important aspect of global education. Yet, a common pedagogical hurdle for EFL instructors is fostering students’ confidence in spoken English, an essential skill for cross-cultural communication and collaboration in today’s interconnected world. Therefore, the paper aims to examine why Saudi EFL students may experience comparable challenges in speaking English, akin to those faced by students in other EFL settings. A comprehensive literature review was carried out, exploring speaking reluctance across diverse contexts, including the Saudi EFL setting. The paper adopted an alternative approach to address students’ reservations about speaking. Diverging from the conventional emphasis on motivations and anxiety as primary contributors to speaking reluctance, this study delved deeper, highlighting the underlying conditions that lead to reduced motivation and heightened anxiety. The review’s findings revealed that conditions including, students’ unreadiness, lack of relevance, artificial and limited learning environments, fear, lack of self-confidence, and low proficiency level are critical sources of anxiety, lack of motivation, and interest. The paper concluded with a thorough discussion of potential implications for language instructors, educational administrators, teaching methodologies, theoretical frameworks, and future research directions, all directed toward overcoming speaking reluctance among Saudi EFL students.

A Research on the Application of Modern Information Technologies in Teaching

This paper examines the use of modern information technologies in Bulgarian pre-school and primary education, focusing on teachers' knowledge and use of technologies and the challenges they face. The study is based on an extensive literature review, which highlights the potential of modern information technologies such as programmable devices, virtual reality (VR) and augmented reality (AR) to improve the quality of education, student engagement and continuous learning. However, the research also identifies persistent barriers to their implementation, including insufficient resources, limited training opportunities and teacher resistance to technological change. The main objective of the study is to assess the level of knowledge and use of technologies among Bulgarian teachers, with a focus on identifying the main barriers to their effective integration into educational practice. The preliminary hypothesis suggests that despite the recognition of the potential benefits of technologies, their use remains limited due to institutional and personal factors. Methodologically, the study used a descriptive survey approach with 205 participants, including pre-school and primary school teachers, principals and education administrators. Data was collected using an online survey platform included in Microsoft Office 365. Key findings show varying levels of knowledge and use of modern technologies among teachers. Although a significant proportion of respondents use technology in their teaching, the level of adoption of more advanced technologies such as programmable devices, VR and AR is significantly lower. Teachers expressed a strong desire for additional information and training on modern technologies, highlighting their potential to enrich learning experiences in a variety of subjects. The study has important implications for the Bulgarian education system. It highlights the gap between the recognised potential of technologies and their practical application in the classroom. Addressing the identified barriers through targeted investment in resources, comprehensive professional development programmes and ongoing support for teachers is crucial. By overcoming these barriers, educational institutions can better prepare students for the challenges of the digital age, improve learning outcomes and create a more dynamic and effective educational environment.

How AI Literacy Affects Students’ Educational Attainment in Online Learning: Testing a Structural Equation Model in Higher Education Context

Artificial intelligence (AI) has contributed to various facets of human lives for decades. Teachers and students must have competency in AI and AI-empowered applications, particularly when using online electronic platforms such as learning management systems (LMS). This study investigates the structural relationship between AI literacy, academic well-being, and educational attainment of Iranian undergraduate students. Using a convenience sampling approach, we selected 400 undergraduate students from virtual universities equipped with LMS platforms and facilities. We collected data using three instruments—an AI literacy scale, an academic well-being scale, and educational attainment scale—and analyzed the data using Smart-PLS3 software. Results showed that the hypothetical model had acceptable psychometrics (divergent and convergent validity, internal consistency, and composite reliability). Results also showed that the general model had goodness of fit. The study thus confirms the direct effect of AI on academic well-being and educational attainment. By measuring variables of academic well-being, we also show that AI literacy in China and Iran significantly affects educational attainment. These findings have implications for students, teachers, and educational administrators of universities and higher education institutes, providing knowledge about the educational uses of AI applications.

Assessment Strategies, Instructional Resources, Science Course Teaching Methods and Acquisition of Employability Skills by Potential Science Graduates: The Lecturers’ Perspective

The study examines the interconnectedness of assessment strategies, instructional resources, and science course teaching methods relating to employability skills acquisition by potential science graduates from the lecturers’ perspective. The study utilised a research survey design. A sample of 371 was drawn from the population of science lecturers in universities in South-west using a multi-stage sampling technique. This involved purposive, stratified, and quota sampling techniques. A well-structured questionnaire was used to collect data analysed using descriptive statistics (multiple bar charts) and inferential statistics of correlation and regression analyses. The key findings of the study showed that instructional resources [instructional material, physical facilities, and human resources], science course teaching methods, and assessment strategies had joint significant predictions on employability skills acquisition. This implies that these variables must be adequately provided for improved acquisition of employability skills by students. Also, lecturers’ understanding of students’ key employability skills revealed low ratings of information technology, initiative, leadership, problem-solving, and adaptability skills of students. The study recommends that higher education administrators should strive to provide instructional materials, physical facilities and human resources as instructional resources to implement excellent teaching techniques and assessment strategies. The study concludes that lecturers should consciously seek self-upgrade and improve teaching techniques and assessment strategies.

The conceptualisation of employability among higher education administrators in Sri Lanka’s turbulent labour market

PurposeEmployability is an established research theme in Western literature; however, in developing economies, the concept remains unclear and underresearched. This study addresses this lacuna by exploring how Sri Lankan higher education (HE) administrators conceptualise employability and which capitals they perceive as needing development to achieve employability.Design/methodology/approachThe research utilised semi-structured interviews with an expert panel responsible for leading the development of the employment agenda within Sri Lankan HE. The purposive sample included four Sri Lankan vice chancellors (VCs), representing leadership at 27% of the country’s publicly funded universities and the HE funding commission. The qualitative data collected were thematically analysed to identify how employability was conceptualised and the perceived employability skills and capitals required.FindingsThe findings demonstrated that employability was conceptualised as requiring transferable skills and job-specific occupational skills. This view of employability represents a narrow definition with an emphasis on skill development rather than longer-term capability building. The results show the applicability of Bourdieu’s (1986) capitals in the Sri Lankan HE context, with cultural and social capital and proficiency in the English language critical to meeting employability objectives.Originality/valueThis research addresses the shortage of research about the concept and requirements of employability in developing countries. Most employability studies have drawn on samples from students, lecturers and employers, whilst this study considers the phenomenon from the perspectives of strategic administrators in HE who guide the employability agenda in practice. These insights are important in informing policymakers to calibrate a more balanced approach by incorporating employability into the Sri Lankan HE curriculum and sector strategy.

Analysis of The Professional Development Program of General Foundation Course Teachers In Higher Vocational Colleges in China:Basis for The Teacher Professional Development Framework

Higher vocational education in China plays a vital role in national economic development by preparing a skilled workforce. General Foundation Courses (GFC) are crucial in this system, providing essential skills in mathematics, language, and basic sciences, yet they often receive less attention and fewer resources compared to specialized courses. This disparity leads to outdated teaching methods and insufficient professional development for GFC teachers. Professional Development Programs (PDPs) aim to address these issues, but their effectiveness needs thorough evaluation. This study assesses the current state of PDPs for GFC teachers in China's higher vocational colleges, identifying challenges and proposing a comprehensive framework for improvement. Using qualitative research methods, including semi-structured interviews with 12 GFC teachers and document analysis, the study highlights the importance of institutional support, relevance of training programs, and continuous professional development. Findings suggest that increased resources, customized PDPs, and ongoing professional growth opportunities are crucial for enhancing teaching practices and student outcomes. The study's implications underscore the need for policymakers and educational administrators to prioritize resource allocation, design tailored PDPs, and promote continuous learning to improve the quality of vocational education and contribute valuable insights to the literature on teacher professional development.

KNOWLEDGE, ATTITUDES, AND PRACTICES OF SOCIALEMOTIONAL LEARNING (SEL) AMONG SCHOOL ADMINISTRATORS

This study aimed to analyze the knowledge, attitudes, and practices of socialemotional learning (SEL) among school administrators. This study involved 265 primary school administrators in Negeri Sembilan who were selected through a systematic random sampling from the districts of Seremban, Rembau, and Tampin. Data were collected through a questionnaire measuring three main constructs: knowledge of SEL, attitudes towards SEL, and SEL practices. Descriptive analysis and mean with standard deviation analysis were employed to analyze the data.The findings revealed that school administrators demonstrated high levels of knowledge, positive attitudes, and consistent implementation of SEL practices. Significant positive correlations were found between knowledge and attitudes, knowledge and practices, and attitudes and practices regarding SEL. These results suggest that a thorough understanding of SEL fosters positive attitudes towards it, which in turn motivates administrators to implement various practices that support SEL in schools. This study offers valuable implications for educational policymakers, school administrators, teachers, and other stakeholders in their efforts to enhance the effectiveness of SEL in schools. These implications include establishing clear SEL competency standards, integrating SEL into educational leadership curricula, providing ongoing professional development for administrators and teachers, and actively involving parents and the community in supporting SEL initiatives. Further research is recommended to include teachers in school management to understand the most effective administrative practices. This recommendation is based on the study's findings, which indicate that teacher involvement in school management and administration plays a crucial role in achieving teacher job satisfaction.

Analysis of the Implementation of Training and Development Programs for Teachers in the Context of Curriculum Change: Evaluation and Recommendations

The implementation of training and development programs for teachers plays a crucial role in enhancing their skills and capabilities, especially in the context of curriculum change. This study conducts a comprehensive analysis of such programs, focusing on their effectiveness, challenges, and areas for improvement. Through a literature review approach, various scholarly works, empirical studies, and best practices are examined to evaluate the impact of training and development initiatives on teacher performance and student outcomes. The evaluation encompasses aspects such as program design, delivery methods, content relevance, participant engagement, and organizational support. It delves into the strategies employed to address the evolving needs of teachers amid curriculum transformations, considering factors like technological integration, pedagogical innovations, and curriculum alignment. Furthermore, the study explores the role of continuous professional development in sustaining teacher motivation, fostering a culture of lifelong learning, and adapting to dynamic educational landscapes. Based on the analysis, several recommendations are proposed to enhance the efficacy of training and development programs for teachers. These recommendations encompass tailored professional development pathways, collaborative learning communities, mentorship programs, feedback mechanisms, and resource allocation strategies. The findings of this study contribute valuable insights to educational policymakers, administrators, and stakeholders involved in designing and implementing teacher training initiatives within the framework of curriculum change.