Education Authorities Research Articles

The Role and Impact of Collaborative Decision-Making in Schools

Collaborative decision-making has emerged as a transformative approach to educational institutions’ governance, addressing schools’ complex social dynamics and fostering inclusive participation. This paper examines the principles, benefits, challenges, and best practices associated with school collaborative governance. Integrating stakeholder voices—including teachers, administrators, students, and parents—not only enhances democratic processes but also improves educational outcomes and community relationships. Key theories such as systems thinking and collaborative learning underscore the value of shared leadership and mutual trust. However, barriers such as resistance to change, time constraints, and inadequate training impede its implementation. By adopting strategic practices like transparent communication, capacity building, and modeling collaborative behaviors, schools can cultivate environments conducive to innovation and shared ownership. This exploration highlights the significance of collaboration as a critical pathway toward creating inclusive and effective educational settings. Keywords: Collaborative decision-making, Educational governance, Stakeholder participation, Systems thinking, Shared leadership, School culture.

Generation apprenticeships – a perspective through the lens of industry learners

ABSTRACT Apprenticeship pathways are widely recognised as effective for earning while learning and acquiring practical and theoretical skills on the job. The rise of consortia-led apprenticeships reflects growing recognition by educational institutions, government bodies, and industry of the benefits of combining work, learning, and academic awards. However, there is a notable lack of published literature on the unique experiences of apprentices in third-level education, particularly in consortia-led supply chain programmes. This study seeks to fill that gap by offering insights to establish best practices and enhance the success of the supply chain apprenticeship programme. It examines experiences from 67 apprenticeship learners across various industries. Understanding apprentices’ journeys, from their initial awareness of programmes to the support they receive, while identifying the challenges they face is essential. This research offers valuable insights for all stakeholders to positively influence the effectiveness of future consortia-led supply chain apprenticeships.

Teachers’ voices on the poor reading skills of Setswana-speaking Foundation Phase learners

Background: Proficient reading skills are crucial for Foundation Phase learners to develop critical thinking and problem-solving abilities. The 2021 PIRLS assessment highlighted alarmingly low reading proficiency among ten-year-olds. Effective reading instruction, and a positive reading environment are essential for developing confident, skilled readers.Objectives: This research focused on the reading instruction challenges of selected Setswana-speaking Foundation Phase teachers in the Dr Kenneth Kaunda Education District in the North West Province in South Africa.Method: Using a qualitative approach, the study employed a multiple case study design, incorporating interviews and document analysis.Results: The findings revealed significant challenges for Grade 3 teachers in teaching reading to Setswana-speaking students. A key issue was inadequate training in reading instruction methods, which hindered their effectiveness. Teachers also lacked sufficient subject knowledge of Setswana, complicating their ability to support reading development. Additional problems included a severe shortage of essential resources: textbooks, visual aids, and access to libraries were limited, depriving learners of necessary reading materials and opportunities.Conclusion: The study highlighted the critical role of teacher training and sufficient resources in effective teaching and the impact of their absence on instructional challenges. It underscored the need for education authorities to address the difficulties rural schools and their staff face.Contribution: Currently, there is no effective system in place for teachers in this district to enhance reading instruction and better support their learners. This research aimed to address this gap by establishing how the extent of these problems may help identify measures to address them.

Evidence-based Lead Indicators to Drive Equitable Early Years Services: Findings from the Restacking the Odds Study

Abstract Children living in adversity are disproportionately affected by inequities in early childhood health and education service delivery, leading to differential outcomes that track into adulthood. Previous research has demonstrated the inconsistency, lack of effectiveness, and harm that human services can cause across the social sector when service delivery is poor. A significant factor preventing equitable responses to performance challenges is the lack of relevant data. In both health and education sectors there is an over-reliance on outcome or lag indicators; necessary but not sufficient to drive change. Evidence-based process or lead indicators can provide a standardised approach to service improvement that allow communities, health and education professionals, governments, and policymakers to create sustainable systems change, reduce unjust equity gaps and reduce the costs associated with poor service provision. The Restacking the Odds (RSTO) ‘proof of concept’ project aimed to address some of the data limitations practitioners and policy-makers face as they make decisions affecting early years services in Australia. An actionable, evidence-based framework of lead indicators for quality, quantity, and participation across five early years services was derived from the literature. These are summarised in this paper together with the subsequent data collected and analysed against these indicators in seven Australian communities.

Burnout and Sources of Stress among Primary and Secondary Teachers in the Republic of North Macedonia

The study focuses on professional burnout and its sources of workplace stress among teachers. Burnout, as a complex psychological phenomenon, is characterized by emotional exhaustion, depersonalization and reduced professional efficiency. Teachers play a crucial role in the development of our future generations and their well-being is central to their ability to effectively fulfil this role. The general aim of the research is to measure burnout levels and sources of stress among primary and secondary teachers who are working in public schools in the Republic of North Macedonia, by examining the degree of emotional exhaustion, depersonalization and personal accomplishment. The research sample is randomly chosen and consists of 320 teachers. To collect data, a personal information form and Maslach Burnout Inventory were used to measure burnout levels of teachers. The obtained results found that primary and secondary teachers in public school in Republic of North Macedonia experienced a high level of emotional exhaustion and an average level of depersonalization and personal accomplishment dimension. Emotional exhaustion represents a critical warning sign of burnout, signaling the need for individual and organizational interventions to restore balance and resilience. The research detects nine significant factors that cause stress and professional burnout among teachers. The present study has contributed to the field by providing new insights into the stress and burnout experienced by primary and secondary teachers and should encourage education policies makers, national and local education authorities in developing a healthy, safe and productive environment for the growth and development of all involved in. Instead of looking at teacher burnout as an individual problem, leaders in education must shift their focus to assess the problem as a systemic, institutional, or policy-based issue.

EFFECTS OF TREFFINGER LEARNING MODEL ON STUDENTS’ INTEREST ON GRAPHIC-RELATED CONCEPTS IN ECONOMICS

This study investigated the effects of Treffinger learning model on Senior Secondary School students’ interest on graphic-related concepts in Economics in Plateau State, Nigeria. The population of the study was 15, 554 Senior Secondary school II Economics. Multi-stage sampling techniques was used to sampled 183 SSS II Economics students comprising 92 in the experimental group (43 male and 49 female) and 93 in the control group (45 male and 48 female). The instrument that was used for collecting data was researchers-designed questionnaire. Mean score and standard deviation were used to answer the research questions and Analysis of Covariance (ANCOVA) was used to test all hypotheses at 0.05 level of significance. The findings of the study revealed there is a significant effect in the mean interest scores of students taught Graph related concepts in Economics using the Treffinger learning model than those taught using the conventional lecture method and there is no significant effect in the mean interest scores of male and female students taught Graph related concepts in Economics using Treffinger learning model. The study recommended that Schools and educational authorities should adopt the use of the Treffinger Learning Model as a teaching strategy to enhance students' interest and engagement in Economics. This model’s emphasis on creativity and problem-solving can help students better understand and appreciate graphic-related concepts amongst several others.

Are we catching up - Teaching Mathematics with Technology in Early Childhood Classrooms

This study contributes to the existing research on early childhood teachers’ perceptions of technology and its integration into mathematics-related activities. In this qualitative study, the analysis draws on focus group discussions with 20 teachers. The findings suggest that although early childhood teachers held a positive attitude towards technology and acknowledged its role in young children’s lives and learning, its integration remains limited in these classrooms. The participant teachers mentioned barriers that hinder technology integration, including inadequate classroom equipment, limited teacher competence, and insufficient professional development opportunities. Also, most participants reported only using songs, videos, and images to teach mathematical concepts through drills and practice within a controlled instructional setting. Therefore, education authorities should re-consider early childhood teacher education programs and professional development opportunities to enable pre- and in-service teachers to teach mathematical concepts to young children with technology. Implications for future studies and limitations of the study are provided.

Predictors of the Higher Education Psychosocial Learning Environment: Students’ Perspectives

Research indicates that the psychosocial learning environment in higher education substantially influences the quality of teaching and learning by shaping classroom instructional practices. However, the extent to which teachers’ communication style, classroom management strategies, and the classroom physical environment predict the learning climate remains largely unexplored. Using the structural equation modelling technique, this study aimed to determine how these factors predict the psychosocial learning environment in Ghanaian public universities. A cross-sectional survey design was adopted, involving 403 students from four public universities in Ghana. Exploratory and confirmatory factor analyses validated the conceptual framework of the psychosocial learning environment. Structural equation modelling revealed that teachers’ communication style and classroom physical conditions positively and significantly predict the psychosocial learning environment in higher education. The study concludes that teachers’ classroom management style and physical environment jointly play critical roles in shaping the psychosocial learning environment, which encompasses students’ sense of belonging, emotional support, involvement, cohesiveness, interactions, cooperation, satisfaction, and task orientation. The researcher argue that these factors are essential and should be prioritised to enhance the higher education psychosocial learning environment. Teachers and higher education authorities must take deliberate steps to improve the classroom physical environment by providing necessary facilities and resources that ensure student comfort and security. Furthermore, improving the communication style and effectiveness of higher education teachers should be a key focus in initiatives aimed at enhancing teaching, learning, and student welfare. Future research should explore the impact of the psychosocial learning environment on students’ motivation and self-reported academic achievement."

Dynamisms of Spirituality Formation in the Biography of Natalia Tułasiewicz

This article aimed to demonstrate the importance of spirituality for achieving happiness in all life circumstances, based on the biography of the Polish teacher Natalia Tułasiewicz. The biographical material is organised according to the dynamisms (powers) of education identified by the classical pedagogical thought of Stefan Kunowski. These dynamisms include bios, representing the natural, psycho-organic development of the human being; etos, denoting the social action of educators; agos, signifying the power of the moral action and mental authority of educators; and fate, an unpredictable and unquantifiable force. It has been assumed that educational growth arises from the simultaneous interaction of these dynamics, with spirituality playing a crucial role. The analytical-synthetic method has been employed, with the primary source being Natalia Tułasiewicz’s four volumes of diary entries covering the years 1938–1943. This paper outlined the four dynamisms in Natalia Tułasiewicz’s life, emphasising the role of spirituality in overcoming adversity. For her, spirituality was not an end in itself but a means to develop relationships with God and others. In doing so, she attained a level of maturity in both natural and religious spirituality, enabling her to perceive each event of fate as meaningful and valuable. During the tragic times of war, she managed to find happiness and bring hope to others too in a concentration camp – a place where hope had seemingly vanished.

The Impact of Legislation on School Management Practices

This paper examines the influence of legislation on school management practices, with a focus on historical, federal, and state-level laws that govern education. It analyzes the interplay between law, leadership, and educational management, highlighting key legislative frameworks such as the Every Student Succeeds Act, the Individuals with Disabilities Education Act, and the South African Schools Act. The discussion outlines the challenges and opportunities these laws present to school managers, including regulatory complexities, accountability requirements, and the integration of diverse policies. Case studies demonstrate effective management practices within legislative boundaries, showcasing strategies that align governance with legislative mandates. The paper concludes with recommendations for enhancing legal knowledge among educational leaders and advocates for collaborative research to optimize the synergy between legislation and school management practices. Keywords: Educational legislation, School management, Federal and state policies, Governance in education, Accountability in education.

Effect of Perception of Transformational Leadership on Job Satisfaction, Innovative Behavior, and Work Performance of University Staff in Phnom Penh, Cambodia: A Conceptual Framework

The governance of higher education has suggested improving research at universities that focus on developing human resources for higher education and digital transformation. Meanwhile, the higher education system and resources must receive enough financial support to improve weaknesses, which is essential for higher education. They must have considered a rule of development that will crucially enhance intellectual capability for creating leadership to all the degrees in their job. Transformational leadership absorbs the pressure at the workplace and encourages them to challenge hard work. At the same time, leadership behavior is the most observed, help to changing the employees behavior to get a more interested in a job, diagnostic, and reduce turnover and stress. This study reviews and discusses the effect of the perception of transformational leadership on job satisfaction, innovative behavior, and work performance of the university’s staff in Phnom Penh, Cambodia. Participate, transformational leadership, job satisfaction, and innovative behavior are independent of influencing work performance, in which work performance is a dependent variable; thus, the development hypothesis will be shown in the literature review.

Lessons learned in transition: a bibliometric analysis of educational management in school transfer to provincial administrative organizations during decentralization

This study conducts a bibliometric analysis to explore the dynamics of educational management during the transfer of schools to Provincial Administrative Organizations (PAOs) as part of Thailand’s decentralization efforts. The primary aim is to identify key themes, trends, and influential works that shape the discourse surrounding this policy shift. Using a dataset of 190 publications and authors’ keyword co-occurrence data, the study examines trends, patterns, and knowledge gaps from 2018 to 2024. By applying bibliometric techniques, including citation and co-citation analysis, the research maps the intellectual landscape of educational management within the context of decentralization. Despite a downward trend in the volume of publications, these methods remain essential for handling quantitative research data and understanding the citation patterns within the field. The findings reveal a concentrated focus on administrative challenges, stakeholder engagement, and the impact on educational outcomes. However, there is a notable lack of research addressing the long-term effects and sustainability of the management structures that have been transferred to PAOs. Additionally, the study highlights key authors, institutions, and journals that have significantly contributed to the field, showcasing an academic network of collaboration and knowledge production. This bibliometric overview provides policymakers, educators, and researchers with a consolidated view of the lessons learned during this transition. It underscores the need for continued investigation into best practices and innovative approaches to educational management in decentralized systems. Future research directions are proposed to address the identified gaps and further explore the evolving landscape of educational governance in Thailand. Ultimately, this study contributes to the broader discourse on decentralization and its implications for educational administration, offering valuable insights to inform policy and practice in similar contexts globally.

Influence of Electronic Monitoring and Evaluation on Administrative Decision-Making in the Educational Sector

This study investigates the essential role of Electronic Monitoring and Evaluation (EMAE) in enhancing the elementary education sector. EMAE frameworks offer systematic methodologies for assessing educational programs, fostering accountability, and facilitating data-driven decision-making. This research serves as a case study of the primary education authority in Bauchi Local Government, with a particular focus on their teachers. According to the 2023 Annual School Census, there are 4,226 staff members, from which 367 were sampled using the Yamane formula. The sampling frame was stratified to reach the target respondents effectively. Data were collected using a structured questionnaire comprised of closed-ended questions that were designed and validated, achieving a Cronbach’s Alpha of 0.83. Based on 358 completed questionnaires, the responses were analyzed using descriptive and inferential statistics. The findings emphasize how effective EMAE practices can lead to improved educational outcomes by identifying successful teaching strategies and fostering continuous enhancement. Additionally, the involvement of diverse stakeholders—including educators, parents, and community members—strengthens collaboration and ensures that educational reforms remain relevant and sustainable. The results highlight the significance of EMAE in aligning national education systems with global standards, such as the Sustainable Development Goals (SDGs). Ultimately, this research underscores that robust EMAE practices are essential for cultivating an effective, responsive, and equitable educational environment, ensuring that all students receive a quality education.

Impact of Urban Expansion on School Quality in Compulsory Education: A Spatio-Temporal Study of Dalian, China

With rapid urbanization, improving school quality in compulsory education is critical for optimal educational resource allocation. This study integrates a random forest machine learning model, GIS spatial analysis, and a spatial econometric model to examine the spatiotemporal differentiation of school quality in Dalian, China, in 2016 and 2020, as well as its relationships with the construction land development cycle, population density, and housing prices. The findings reveal a core–periphery structure, with overall school quality on the rise and basic facility configuration exerting a stronger impact than teacher strength. Among internal resources, per capita sports venue area (PCSFA) and per capita teaching equipment value (PCTRE) contribute most significantly to school quality, while high-quality clusters in traditional educational hubs, university-covered areas, and transitional zones spur improvements in surrounding schools. The population density, housing prices, and the construction land development cycle all positively correlate with school quality, highlighting the need for coordinated action among urban planners, education authorities, and housing regulators to ensure that land development, housing affordability, and school facility investments advance equitable access to quality education. These results provide a novel perspective on compulsory education quality assessment and offer a valuable foundation for guiding education policies and urban development strategies.

RESEARCH ON THE IMPACT OF CAREER CHOICE AND EMPLOYMENT BEHAVIOR DECISION-MAKING ON THE EMPLOYMENT QUALITY OF COLLEGE STUDENTS

This study employs an empirical analysis research method, delving into the impact of career views and employment decision-making on the employment quality of college students. The study primarily draws upon foundational theories such as employment theory, decision-making theory, and other related theories. Based on these theories, we constructed a research model containing seven hypotheses. During the empirical data collection phase, we collected a total of 640 questionnaires. After excluding those that did not meet the requirements, the final number of valid questionnaires was 500. The study first examines the influence of career views on employment quality, then explores the mediating effect of employment decision-making in this relationship, and finally analyzes the moderating effect of employability in the relationships between relevant variables. To help contemporary college students establish reasonable career views, we propose policy recommendations that serve as references for the country and education authorities in formulating employment policies and regulations. These recommendations also serve as a guide for institutions involved in the cultivation of college students and offer support for individual college students to navigate their theoretical guidance during the employment process.

Talent Management in the Digital Era: Utilizing Technology for Recruitment and Retention at PT Arutmin Indonesia

This research examines Talent Management in the Digital Era with a focus on the application of technology for recruitment and retention at PT. Arutmin Indonesia. This company has successfully implemented a technology-based talent management strategy using digital platforms, artificial intelligence and data analysis. Recruitment processes, career development and employee retention management through technology have a positive impact on efficiency, effectiveness and employee satisfaction. The research results show that PT. Arutmin Indonesia faces challenges, including employee resistance to technology and data security. Companies address these challenges through technology training, involvement of IT experts, and implementation of strict data security policies. In facing changes in higher education governance, PT. Arutmin Indonesia also implements innovation and change management strategies. Therefore, the conclusion is to increase technology integration, develop data analysis, and strengthen technology-based skills development. The application of intelligent technologies, such as artificial intelligence, may be a future focus for improving talent management. The conclusion confirms that the technological approach to talent management has had a positive impact and provides valuable insights for other companies that wish to involve technology in managing their human resources in the digital era.

Introduction: time and temporality in the datafied governance of education

ABSTRACT This special issue offers an exploration of the interaction of datafication and temporality in educational governance and demonstrates the many ways in which this interaction can be framed, theorized, conceptualized, and studied, adopting poststructuralist, sociomaterial, and new materialist frameworks. The special issue defines temporality as manifestations of time in human existance (Hoy in Kitchin, 2023: 4), and touches upon questions of temporality encompassing aspects like time frames, timing, tempo, duration, sequence, and past, presence, and future. In this introduction to the special issue, we first propose various theoretical perspectives on time that we find fruitful for the study of datafication and temporality, emphasizing poststructuralist, sociomaterial, and new materialist theorizations. Next, we outline three overall research questions relating to the interaction between datafication and temporality, and discuss their critical potential, exemplified through the articles included in the special issue as well as other research. Finally, we present a number of methodological considerations relating to time, exemplified by the final paper of the special issue and other research.

An exploration of governance in teaching hospitals in the Netherlands focused on educational objectives

BackgroundMany countries are improving medical education in teaching hospitals through more focus on internal quality assurance, for example by creating new stakeholders like hospital-wide education committees. Adequate oversight is thought essential to ensure the quality of medical education. How teaching hospitals distribute roles and responsibilities for quality control across educational stakeholders to organize this oversight is rarely investigated. This study aims to answer the following exploratory question: Who are the primary stakeholders involved in educational governance, and what are their roles in safeguarding educational quality in teaching hospitals?MethodsWe conducted an exploratory qualitative study of educational governance structures in all teaching hospitals in the Netherlands with at least three training programs. We carried out document analysis of recent governance codes, documents drafted by Dutch teaching hospitals to describe their methods of internal governance for the national accreditor, and analyzed the data using a thematic analysis approach through the lens of organizational theories of Mintzberg and Freidson.ResultsThe study identified key stakeholders in quality management of medical education in all teaching hospitals of the Netherlands. An overview of their roles and responsibilities is given and a stakeholder map is drafted. Teaching hospitals gave the hospital-wide education committee three different roles: an advisory role, a quality controller role and a conflict mediation role.DiscussionHospitals have set up the assignment of decision-making power in different ways, creating different variants of hospital-wide education committees and potentially causing them to be less effective at quality management. Whether these different roles affect the quality management of medical education in practice requires practice-oriented research. The study reveals remarkable ambiguity regarding the assignment and exercise of decision-making power between actors. This study contributes to the literature by identifying key actors and their roles in the quality management of postgraduate medical education, providing a foundation for follow-up research.

Making Arab socialism palatable: Egyptian housewives and the politics of food in Nasser’s Egypt

ABSTRACT This article looks at the intersection of gender, politics and domesticity in the context of Arab Socialist planning in Egypt by analysing the advice given to women around food shopping and preparation in the 1960s. Discourses around food provision and consumption as a crucial component of socialist domesticity and of state intervention positioned women at the centre of the Nasserist project – as its symbols, beneficiaries, agents and occasionally, as its antagonists. Women – housewives in particular – were responsible, in a multitude of ways for making Arab socialism comfortable and, in the case of food shopping and preparation, palatable in the context of increasing economic austerity. I argue that cooking advice, found chiefly in the women’s press but also in cookbooks, popular culture, the educational system and government discourses around food purchasing under socialism politicised the figure of the housewife in new ways, as both as a beneficiary of the food supply program and as a political subject charged with the success of Arab socialist planning.

Enhancing Educational Quality Through Financial Transparency and Accountability: A Case Study of Pusat Pendidikan Warga Negara Indonesia

This study investigates the role of financial transparency and accountability in enhancing the quality of education at Pusat Pendidikan Warga Negara Indonesia (PPWNI) in Klang, Selangor, Malaysia. The research aims to explore how effective financial management practices contribute to school quality improvement. Using a qualitative case study approach, data were collected through interviews, observations, and document analysis. The findings reveal that transparent and accountable financial practices foster trust among stakeholders, optimize resource allocation, and enhance educational outcomes. A key novelty of this research lies in its focus on an expatriate community school, highlighting unique challenges and strategies in financial management within a multicultural and transnational context. The study contributes to the discourse on educational governance by emphasizing the critical role of financial integrity in achieving quality education. These insights provide valuable implications for policymakers and educational leaders aiming to replicate best practices in similar institutional settings.