Primary School Headteachers Research Articles

Collaboration and support between Chilean schools from an egonet mixed-method approach

AbstractThis study aims to characterise inter-organisational collaboration and support networks between schools in a privatised, marketised, and competitive school system. It is located within and contributes to a body of literature on school networks, which has primarily focused on studying the architecture and conditions for the sustainability of the arrangements where collaboration and support between schools are meant to take place. However, there has been less focus on examining the partnerships themselves, particularly those formed organically by schools. This is an exploratory study that takes a novel convergent mixed-method egonet Social Network Analysis approach. Primary data were produced from interviews with sixteen primary school headteachers from a local area in Santiago, Chile. Participants were encouraged to name and reflect on other schools with which their schools have an inter-organisational relationship. Insights show that schools draw on both mandated and organically formed inter-organisational relationships to collaborate and support each other. These ties tend to be built with schools alike and geographically close. Some of the main drivers to turn to others are ensuring the sustainability of schools, generating coordinated responses to policy mandates, sharing practice and knowledge, and ensuring students’ schooling trajectories. This study, situated within the broader context of school networking literature, proposes that schools exist within multiple networks, with various connections serving different purposes, some of which are rarely acknowledged. It suggests that while formal school networks and governance structure are important, they are insufficient to represent the inter-organisational relationships in which schools are involved.

EFFECTS OF CLASS REPETITION ON STUDENTS COMPETENCE ACQUISITION IN PUBLIC LOWER PRIMARY SCHOOLS IN RWANDAA CASE OF KICUKIRO

The study intended to assess the effects of class repetition on students competence acquisition in public lower primary schools in the Kicukiro District-Rwanda. Specifically, this research sought to examine the influence of students level of participation on students content comprehension in public lower primary schools in the Kicukiro District, Rwanda to determine the influence of students regular academic practice on students content retention in public lower primary schools in the Kicukiro District, Rwanda and to assess the influence of students intellectual maturity on students content mastery in public lower primary schools in the Kicukiro District, Rwanda the researcher adopted the descriptive survey design with quantitative and qualitative methods of collection and analyzing data. The study population comprises 1271 from which a sample size of 312 was collected using the Yamane formula including 302 teachers, and 10 head teachers. The researcher used simple random sampling to select the teachers and purposive sampling to select head teachers of public lower primary schools. This study used the questionnaire and interview guide to gather information. Information was analyzed descriptively in terms of frequency, percentage, mean and standard deviation, and correlational analysis was given by multiple regression through statistical product and service solution (SPSS version 21). Data was tabulated and statistically analyzed using descriptive statistics such as percentages, frequencies and means. Data was presented in frequency and percentages tables. Multiple regression analysis technique was used to determine the effect of independent variables on the dependent variables. The results showed that there is a statistically significant relationship (r = .865, p < .01) between students level of participation and students content comprehension in lower primary schools of Kicukiro District. This also implies an association between the effect of students level of participation and students content comprehension in lower primary schools of the Kicukiro District. Furthermore, according to the findings, there is a strong positive correlation (r = .802, p < .01) between students regular academic practice and content retention. This indicates that students who engage in regular academic practice are more likely to retain the information they learn. Finally, the results indicate that there is a moderate to strong positive correlation (r = .735, p < .01) between students intellectual maturity and content mastery. These results suggest that a combination of active engagement, consistent practice, and critical thinking is crucial for student success. However, individual differences, including those influenced by class repetition, can also impact these factors. To address this issue, the researcher advocates for a multifaceted approach that includes strengthening student support systems, improving teacher capacity, and optimizing educational policies. By prioritizing early intervention, resource allocation, and data-driven decision-making, the study concluded that it is possible to significantly reduce class repetition rates and enhance overall student outcomes.

Effect of Teaching Strategies on Academic Performance of Learners with Special Needs in All Public Primary Schools in Emuhaya Sub-County, Vihiga County, Kenya

Learners having special needs encounter diverse trials in their schooling, which considerably manipulate their approach, and wide-ranging contribution in educational set of courses. The purpose of this research study was to the effect of teaching strategies on academic performance of learners with special needs in all public primary school in Emuhaya Sub-County, Vihiga County, Kenya. This study embraced Albert Bandura’s Social Cognitive Theory, which underscores on the substance of self-assurance as an important constituent within an individual’s character. It as well emphasizes that schooling programs can be planned to offer appropriate knowledge for all learners building on their exceptional wants. The study utilized a descriptive survey design. The target population included 159 head teachers of public primary schools, 798 teachers, and 1,003 learners with special needs, totaling 1,960 individuals. Krejcie and Morgan's table was employed to get a sample size of 322 respondents who were selected using stratified and Simple random sampling techniques. The study utilized interview schedules for head teachers, questionnaires for teachers and learners as well as observation checklists for data collection. Quantitative data was analyzed by means of Statistical Package for Social Sciences (SPSS) while qualitative data was analyzed thematically from the interview schedules and observation checklists and was stated in narrative forms. Quantitative data was presented in form of frequency tables, percentages, bar graphs and pie charts. The study established that teaching strategies positively and significantly influenced academic performance of learners with special needs in public primary schools. The study recommended that school teachers should modify their instruction approaches and come up with a policy that learners with disabilities are able to gain access to government scholarships.

Pedagogical Strategies Limitations and Practices Leading to Improved Teacher-Learners’ Classroom Interactions through English in Lower Primary Schools of Rwanda

Strategies employed by teachers and learners in lower primary schools in Rwanda were judged insufficient and ineffective, as learners’ learning performance, especially in rural schools, was still unsatisfactory in examinations set in English. The study aimed to investigate the limitations of the strategies used by teachers and learners in their English classroom interactions and to propose effective practices to enhance teacher-learner interactions in lower primary grades. The constructivism theory guided this study, employing a mixed method with a sequential exploratory research design. The research population consisted of 56,691 people, including 56,125 learners, 449 teachers, and 117 head teachers of primary schools in Musanze District. A sample of 115 respondents, including 109 teachers and six head teachers, were randomly selected. Semi-structured interviews with 18 teachers and 6 school head teachers yielded qualitative data, while 91 teachers completed a written questionnaire, which provided quantitative data. Thematic analysis helped to treat qualitative data, and descriptive statistical analysis by cross-tabulation was utilized in quantitative data cleaning and analysis. Findings revealed that strategies employed in teacher-learner classroom interactions present some limitations to effective teaching and learning through English. Furthermore, various practices, including special preparatory programs in preschool centers, improved methodology for pre- and in-service teachers’ training on the English language, and an emphasis on practical tasks to equip learners with sufficient knowledge and skills to solve school and real-life problems, were suggested. The study recommended the collaboration and cooperation of multiple educational partners during the implementation of the proposed practices. The proposed practices are expected to have a great impact on the journey of re-examining and re-contextualizing teaching and learning in Rwandan schools.

The Role of Early Childhood Education in Boosting Learning Abilities at Subsequent Levels: A Case of Selected Primary Schools in Musanze District, Rwanda

This study investigated the influence of early childhood education on enhancing learning abilities at subsequent educational levels. Specifically, it examined the contributions of cognitive and social development acquired through early childhood education. Embracing a holistic perspective, the study addressed physical, cognitive, social-emotional, and linguistic development until children entered primary school. Employing a descriptive research design using a mixed-methods approach, combining qualitative and quantitative research methods, the study drew on Vygotsky’s socio-cultural theory. Data collection involved the administration of questionnaires to a diverse group of respondents. The research population encompassed 71 primary schools (13 private, 58 public) and 54 nursery schools (19 private, 35 public) within Musanze district. The target population comprised 71 primary school head teachers, 71 primary school District Education Officers (DOSs), and 54 kindergarten head teachers. A sample size of 132 was determined using Yamane's formula. Data collection involved questionnaires, structured interviews, and a pilot study to ensure the reliability of the instruments. The findings revealed a positive and significant correlation between cognitive and social development and enhanced learning abilities in subsequent educational levels. The study underscored the importance of early childhood education and recommended increased governmental and non-governmental efforts to develop policies and programs that support early childhood development.

TRUST RELATIONSHIPS AND PROFESSIONAL IDENTITIES IN GREEK PRIMARY SCHOOLS: A STUDY IN THE CONTEXT OF PERMACRISIS

In the present paper, we attempt to present and analyze the levels of trust in the school unit, both the existence of trust relationships and the degree to which they exist, as well as the quality that characterizes them. We focus on differentiated professional identities and whether these are related to levels of trust. The structural condition of the permacrisis is particularly important for the study. The fact that Greece's recent social, economic, and political context has been characterized by volatility also adds significant weight to the study. The debt crisis, as the starting point of the successive crises, the permacrisis, has brought about insecurity and uncertainty. At the same time, the social subject cannot act within the social and economic context. The permacrisis is a compound word, defined as a prolonged period of instability and insecurity, incorporating all the crises. Health, economic, environmental, and geopolitical crises, and the social subject's sense of yet another anticipated crisis. All these individual mosaics that each crisis brings gradually make up the setting for the diversification of the professional identity of the teacher. We chose mixed methods research as the methodological approach, combining quantitative and qualitative approaches. Questionnaires and semi-structured interviews were used as research data collection tools. The target population included teachers and primary school headteachers of primary education school units in Western Greece. The research sample was extracted from these populations through simple random sampling, ensuring the sample's representativeness. This research, including the quantitative and qualitative approaches, was conducted from May 2023 to February 2024. The main results include that the condition of the permacrisis is gradually entering the micro level, negating the linear, and replacing it with the liquid. The risk society is no longer located only in the theoretical sphere but also in the lifeworld, in the everyday life of the social subject. We observed that it is evident that the social subject, and in our case, the teacher and the headteacher, is trying to cope with multiple changes and incorporate structural crisis, liquidity, and subjective risk into his actions. Several conceptualizations emerge by linking the phenomenon of the permacrisis with the phenomenon of the trust crisis.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0711/a.php" alt="Hit counter" /></p>

Conceptualising collaboration for educational change: the role of leadership and governance

ABSTRACT This paper critically examines the concept of collaboration, and how it can be mobilised in policy and practice in the pursuit of educational change in the context of the Scottish education system. Policy analysis and interviews with primary school headteachers highlighted the lack of definitional agreement but common conceptual characteristics of collaboration, and the implications of this for how it is led and governed in the pursuit of change. Highlighted in this paper is the complex interplay between forms of, influences on, and drivers of collaboration and how this results in varied outcomes of it. It is argued that collaboration across systems should be focused, purposeful, and supported with high levels of trust from those involved or enabling it to happen, and meso- and macro-level structures which are flexible to enable diverse forms of collaboration to emerge. This paper presents a framework for collaboration that supports the complex consideration of the interrelated domains of forms, influences, and drivers of collaboration, and the leadership practices and governance arrangements necessary for collaboration to lead to improvement and change.

ATTITUDES OF TEACHERS TOWARDS LEARNERS WHO ARE MENTALLY CHALLENGED IN NYAMAIYA DIVISION NYAMIRA COUNTY, KENYA; A CROSS SECTIONAL STUDY.

Background: This study aims to find out the attitudes of teachers toward learners who are mentally challenged in Nyamaiya division of Nyamira County, Kenya. Methodology: This study adopted a cross-sectional survey research design. The study was conducted in Nyamira Township, Nyamira County Kenya. The target population needed all countries in the continent as they served less than 1% of the population with special needs consisting of head teachers and teachers of public primary schools. The total number of teachers was 260. The study adopted proportionate random sampling to select (30%) of public primary schools from the township. The data was generated using questionnaires and observation schedules. Results: The gender distribution of the respondents shows that 48 (61.5%) are males, while 30 (38.5%) are females. data reveals that teachers in Nyamaiya Division generally have mixed attitudes towards learners who are mentally challenged. Only 12.8% strongly agree, 19.2% agree, 2.6% are neutral, 51.3% disagree, and 14.1% strongly disagree. The majority of teachers either have negative attitudes or are unsure about their stance. There was a pessimistic view among teachers regarding the academic potential of mentally challenged learners. Only 7.7% strongly agree, 7.7% agree, while a significant 33.3% strongly disagree. Conclusion: The identified gaps in attitudes underscore the urgency of a multifaceted approach involving targeted interventions, resource allocation, and collaborative efforts among stakeholders. The study emphasizes the need for strategic investments in training, infrastructure, and awareness programs to create an inclusive educational environment conducive to the holistic development of all learners. Recommendation: Awareness Campaigns: Launch awareness campaigns targeting both teachers and regular students to foster a positive and inclusive mindset, reducing negative attitudes towards mentally challenged learners.

Exploring Head Teacher’s Perspectives Regarding the Execution of the Single National Curriculum (SNC) in Public Primary Schools

The Single National Curriculum (SNC) is envisioned to provide a balanced platform for all learners belonging to all sections of society to burgeon fair and equal opportunities for all children. This research was supposed to explore the views of the school head teachers. A purposive sampling technique was used in the research. A sample of 12 primary head teachers of government schools were selected. It was a qualitative study and Interview protocols were used to assemble data from primary school head teachers. Qualitative data were analyzed and themes were generated manually. Results showed that the majority of the head teachers believed that SNC would help remove social disparities and promote equity in education, improve language and literacy skills, increase critical and creative thinking, and contribute to personal, social, and emotional development. Primary teachers' demographics, perceptions, and inferential analysis revealed that SNC would help remove social disparities, improve language and literacy skills, increase critical and creative thinking, and contribute to personal, social, and emotional development. Head teachers in Pakistan view the implementation of the SNC positively, believing it has the potential to create a more equitable and accessible education system. However, they emphasize the need for proper training, guidance, and monitoring to ensure the success of SNC. Overall, the findings suggest a collective understanding of the benefits of SNC and a commitment to realizing them through cooperation, and collaboration and further to widen fair and equal educational opportunities for all learners.

From Primary School Teacher to Ethno-Psychotherapist: Why Sound and Pedagogy Mattered for Beryl Gilroy (1924–2001)

ABSTRACT Beryl Gilroy (1924–2001) is often referred to as one of the first Black primary school headteachers in London, England. Her refusal to continue teaching in schools once she reached her fifties has not been explored in recent publications. Her interest in sound, pedagogy and therapeutic recovery can be revisited retrospectively. She strove to counter racism through the power of communication as a teacher, radio broadcaster, headteacher, therapist and published writer of memoir, novels and children’s reading books. The unifying thread in this article interweaves different perspectives on why Beryl Gilroy tried to create colloquial and phonetic speech in her published writings. It is argued that perhaps this was devised to help the reader share in her own reimagining of “poignant veridicality” – an appreciation of truth as something reached through sonic immersion in valuable and contrasting interpretations and feelings that do not always have to have rational explanations.

Role of Primary School Head Teachers in Curriculum Implementation in Sindh

Abstract
 This research work has been led to explore the role of head teachers (HTs), particularly in Curriculum Understanding and its Implementation (CU&I). In order to create school leaders that can cope as unique practices, the Instructional leaders have to implement the leadership practices to improve the overall activities in realm of the school generally and CU&I particularly.
 The purpose of this qualitative research was to explore HTs perform as leaders in CU&I, to develop the educational institution, supervise the teaching and learning process, to understand the curriculum, seek achievement of the learners. Discovering the role of HTs concerning CU&I it in the context of upper Sindh has remained almost unexplored. The purposive and convenient sampling was used to select the head teachers (n.6). Data were analyzed using the thematic analysis for the emergent themes. The findings were that head teachers as leaders in CU&I perform differently in different areas. These findings support the head teachers to apply better CU&I to improve the process of the schooling in above terms. The implication is for the head teachers working in the public sector schools to be set the example for the current and upcoming head teachers.

The Role of Abamura/Morans in Cross-Border Conflicts among the Maasai and the Kuria of Kenya, 1920-1963

It is a historical fact that most Kenyan communities are haunted by actual or potential ethnic conflicts. Kenya comprises of many ethnic communities that are religiously shaped by their cherished cultures. These are the cultures which influenced the peoples’ behavior and conduct. It is therefore true that most Kenyan communities were directly or indirectly affected by inter-ethnic community crisis. Inter-ethnic conflicts that were so prevalent among the Kenyan communities concerned cultural issues though culture was not uniform in all communities. This study analyzes the contribution of culture in the frequent conflicts between the Maasai and Kuria communities from 1920 to 1963. Conflict theory was employed to examine the conflicts and was reinforced by structural functionalism theory in the analysis. The assumption in this study was that culture was specifically a contributory factor in regional conflicts and therefore needed a local examination. The study relied on secondary and primary data such as those from the existing written sources and from the affected peoples of Kuria and Trans-Mara region. Purposive sampling was used to reach out to the informants. The research was guided by the specific research questions and objectives which included establishing the influence of rites of passage, Moranism/Abamura and religious beliefs on cross-border conflict between the Maasaiand Kuria from 1920 to 1963. This research was confined to cultural issues between 1920 – 1963. Scarce data, hostile respondents, vast land, sparse population and poor means of transport were some of the limitations encountered. The targeted groups of people for interview included the District Commissioners, head teachers of primary and secondary schools, church leaders, chiefs, clan elders, Border Peace Committee members, traditional healers, Morans/Abamura, Agricultural officers and ordinary residents. This research is descriptive and was based at Kegonga Division of Kuria and Masurura Division of Trans-Mara. Data collected was analyzed and the validity of the research examined together with its reliability. The backgrounds of the Kuria and Maasai were also studied to examine the progressive development of cross-border conflict between them since 1920 to 1963 and how culture had been a hindrance to positive adoption of modern lifestyle. Data collected from the field of study was analyzed, discussed, presented and interpreted within the set objectives of the study. The study also examined the aspects of the cultures of both the Maasai and Kuria which were seen to perpetuate cross-border conflict. Such cultural aspects include circumcision, marriage, Moranism/Abamura and traditional religion. Lastly, the summary of the findings, recommendations, suggestions for further research and contribution to literature are presented. The findings of the study revealed that the rites of passage, Moranism/Abamura and religious beliefs contributed to cross-border conflicts between the Maasai and Kuria.

The potential solutions to the challenges faced by leaders of small schools in the UK: A systematic review

Small schools often serve an important function in the local community, where their staff can enjoy close relationships with pupils, colleagues, and local community members. As with any leadership role, leaders of small schools can face challenges, some of which are unique to the small school context. To better understand these challenges and identify potential solutions to these challenges, a systematic review of the literature was conducted on the challenges and the potential solutions reported by leaders of small schools in the UK. Seventeen studies published between 2000 and 2023 were included for synthesis, which captured the experiences of headteachers of small primary schools in England, Scotland, and Northern Ireland. From meta-aggregating the extracted findings, five challenges were identified: (a) nature of the leadership role; (b) finances and resources; (c) relationship and partnership management; (d) teaching and learning; and (e) schools’ location and accessibility. Five potential solutions to these challenges were noted: (a) inclusive and focused leadership; (b) enhanced finances and pooled resources; (c) developing relationships and partnerships; (d) providing leaders and staff with effective support and Continuing Professional Development (CPD); and (e) enhanced school provision. Suggestions for policy and practice that can help leaders of small schools are discussed.

Training Needs by Head Teachers in the Implementation of Competency-Based Curriculum in Kenya’s Primary Schools: A Study of Marakwet East Sub County

The head teachers in primary schools undertake leadership roles in ensuring that the goals of the school and curriculum are attained. Nevertheless, the extent to which head teachers undergo continuous training in light of the implementation of the new competency-based curriculum has not been adequately undertaken. The paper looks at the training needs of head teachers in the implementation of CBC in Kenya’s primary schools with a focus on Marakwet West Sub County, Kenya. The study is anchored on descriptive research design and targeted Quality Assurance and Standard Officers and Headteachers of public primary schools. A sample size of 47 head teachers from all schools and 4 QASOs were selected as the sample for the study. Out of 47 targeted, only 37 responded to the questionnaire. Data was collected through questionnaires for head teachers and interview schedules for QASOs. Data analysis was done using qualitative (thematic content analysis) and quantitative (descriptive analysis using frequencies and percentages). The results of the paper are presented in tables, graphs, and narrations. It was found that the head teachers were not undertaking their responsibilities effectively to ensure CBC was properly implemented in their schools. Training programmes were found to be rare, and those provided by the Ministry of Education did little to enhance the implementation of CBC in public primary schools. The study suggests that there is a need for the Ministry of Education to conduct a needs analysis as the training required by head teachers in a particular region differs from another one. There is also a need for headteachers to work with the board of management in organising seminars and mentorship sessions with other schools as a way of enhancing their capacity towards the implementation of the CBC curriculum. The research can be utilised as a guide in the implementation of training programmes for head teachers in Kenya and other countries implementing competency-based curricula

Socio Economic Determinants and Effective Menstrual Management among Primary School Girls in Rural Schools in Nyatike Sub County

Access to menstrual hygiene products is a major challenge facing women and girls in developing countries, including Kenya. This study is about the socioeconomic determinants of menstrual management among girls in Nyatike Sub County. The study was guided by the following specific objectives: to establish the effects of traditional practices on menstrual management among primary school girls, examine the effects of knowledge and awareness of hygiene on menstrual management, analyze the effects of family income on the menstrual management of girls, and assess the current measures that are in place to enhance menstrual health management of girls in rural primary schools in Nyatike Sub County. A descriptive survey design was used, and cluster sampling coupled with simple random sampling was used to select 689 respondents for the questionnaire, who were mainly primary school girls, head teachers and teachers, and the female heads of households. Descriptive analysis showed that 59.3% of the girls have encountered traditional restrictions during their menstruation. About 74.4% of the respondents believe that knowledge about menstrual hygiene has improved their overall confidence and comfort during menstruation. Additionally, 53.2% of the girls always have access to the menstrual hygiene products they need. However, 46.8% still have difficulties obtaining the necessary products. Consequently, 76.8% of the respondents revealed that their schools are sensitizing students about menstrual health and hygiene. The inferential analysis showed that traditional practices have various effects on menstrual management among primary school girls. In conclusion, there is a positive effect of knowledge and awareness of hygiene on menstrual management among primary school girls. It is also clear that most primary schools have implemented some menstrual health management strategies for girls. The study recommends regular awareness and sensitization programs for students, teachers, parents, and the community to eliminate stigma, myths, and misconceptions around menstruation.

Administrative Support According to Sears theory and its Relationship to Leadership Capability of Primary School Head teachers in Wasit Governorate

يهدف البحث الى التعرف على مستوى الدعم الاداري وفق نظرية سيزر لدى مديري المدارس الابتدائية في محافظة واسط المركز، وكذلك التعرف على مستوى القدرة القيادية لدى مديري المدارس الابتدائية في محافظة واسط المركز الكليات ثم ايجاد العلاقة الارتباطية بين الدعم الاداري والقدرة القيادية، وقد استخدم الباحث المنهج الوصفي الارتباطي كوسيلة للوصول الى نتائج البحث اما مجتمع البحث فقد كان المعلمين في الدارس الابتدائية في محافظة واسط وكان عددهم (3149) معلما اما عينة البحث فقد اختيرت بالأسلوب العشوائي وبنسبة (10%) وكان عددهم (315) معلما، وبعد اجراء كافة متطلبات اعداد المقياسين (الدعم الاداري وفق نظرية سيرز والذي تكون من ثلاث مجالات والتي هي (العدالة التنظيمية– سلوك القائد المساند للمرؤوسين– المشاركة في اتخاذ القرار ووضع لكل مجال ستة فقرات واصبح عدد الفقرات 18 فقرة) وكذلك مقياس (القدرة القيادية والذي تكون من ثلاث مجالات والتي هي استخدام السلطة- المرونة– فهم الاخرين وضع لكل مجال ستة فقرات واصبح عدد الفقرات 18 فقرة) وتم اجراء الصدق والثبات اصبح المقياسين جاهزين بصيغتهما النهائية، وقد استخدم الباحث الوسائل الاحصائية المناسبة لتحقيق اهداف بحثه مثل الوسط الحسابي، الانحراف المعياري، الاختبار التائي لعينة واحدة والاختبار التائي لعينتين مستقلتين. ومعامل ارتباط بيرسون، وقد توصلت نتائج البحث الى ما يلي (وجود دعم اداري لدى مديري المدارس الابتدائية)، وجود قدرة قيادية لدى مديري المدارس الابتدائية، وجود علاقة ارتباطية بين الدعم الاداري والقدرة القيادية لدى مديري المدارس الابتدائية كل ذلك من وجهة نظر المعلمين، وقد قفي محافظة واسط، ثم قدم الباحث بعض الاستنتاجات والتوصيات والمقترحات لبحثه

Influence of Primary School Head Teachers’ Instructional Leadership on Teachers’ Professional Practices in Musanze District, Rwanda

The purpose of this study was to assess the influence of head teachers’ instructional leadership on teachers’ professional practices in primary schools of Musanze district in Rwanda. The study employed the correlational research design. A questionnaire made of close-ended items was used to collect data related to head teachers’ instructional leadership as well as teachers’ professional practices. Descriptive statistics including mean and standard deviation were used to describe head teachers’ leadership practices and teachers’ professional practices. Furthermore, regression analysis was used to determine the influence of head teachers’ instructional leadership on teachers’ professional practices. Based on the findings, the study concludes that head teachers in primary schools of Musanze District rarely implement practices related to instructional leadership. Furthermore, professional practices were not satisfactory as teachers rarely or sometimes acted professionally. Finally, poor professional practices are explained by the poor instructional leadership practices of their head teachers. The following recommendations have been made: Policymakers should build the capacity of primary school head teachers in terms of instructional leadership in order to improve the quality of teaching and learning. Furthermore, head teachers should make more use of instructional leadership to improve professional practices of teachers.

The Pedagogical Role of the Primary-School Headteacher: Insights From Greece

<p style="text-align:justify">The pedagogical and didactic guidance of teachers has been linked, in the relevant literature, to the school management’s adoption of the model of pedagogical leadership as well as to the assurance of a series of factors that influence it. This study aims at investigating the pedagogical role of the principal in Greek primary schools. Data were collected through an anonymous questionnaire completed by 133 Greek primary school head teachers. Results show that head teachers consider that their pedagogical role has mainly to do with the pedagogical climate, psychosocial and pedagogical guidance of the school unit. Additionally, the research results show that head teachers carry out their pedagogical role cooperating and communicating mainly with the members of the educational community of the school. Another noteworthy finding of the present study is that the factors that support head teachers in their pedagogical leadership role, are hard to exist in hierarchical educational realities such as Greece. The originality of the paper draws attention to the school's socio-economic environment, which significantly influences school leadership. Conclusions on the implications of the study are made and directions for future research are suggested.</p>

Ofsted suicides: who is responsible for suicide prevention?

PurposeThe purpose of this paper is to discuss the response of the relevant authorities to evidence that female primary schoolteachers have an elevated suicide risk in the UK. The paper situates the recent tragic death of a primary school head teacher, following an Ofsted inspection at her school, within the wider context of teacher suicide deaths and asks what, if any, action the authorities have taken to prevent avoidable suicide deaths from occurring.Design/methodology/approachThe paper examines a recent case of suicide by a primary head teacher within the wider context of statistical data on suicides by primary schoolteachers and in relation to previous cases of suicide linked to a school inspection.FindingsThe paper suggests that the relevant authorities have failed to act in relation to evidence of high suicide risk amongst female primary schoolteachers and to previous suicide deaths linked to the impact of a school inspection. Without learning from suicide deaths and acting on available evidence, there is a risk that preventable suicide deaths will continue to occur.Originality/valueThe paper draws together case study evidence and statistical data to make the case for regulatory reform to ensure that work-related suicides are investigated, monitored and prevented.

State of Instructional Educational Facilities of Primary Education at Upazila Level

Primary education is a basic education for all, which depends on different agencies and factors to ensure its quality. The study assessed the state of instructional facilities in primary education at the Upazila level in Bangladesh. An explanatory sequential design and mixed methods have been used in this study. The researcher has collected quantitative data by surveying primary school head teachers and selected schools from two upazilas: Charghat in Rajshahi and Sundargonj in Gaibandha District. The sample for the study was determined by stratified and simple random sampling. The total schools were 12 and 42 in both study areas. Through different interviews, questionnaire surveys, and document reviews, the researcher has explored the scenario of instructional educational facilities and provided suggestions to ensure quality primary education. The study finds that the Upazila Education Office should be at the vanguard of achieving quality primary education by ensuring the excellence of the school environment through instructional facilities with the help of the government, School Management Committee (SMC), Parent-Teacher Association (PTA), and communities. Overall, the government should prioritize investing in the improvement of instructional facilities in primary schools, as it directly impacts the quality of education and the ultimate academic performance of the students.