Primary School Headteachers Research Articles

Modelling Resilient Educational Leaders for Resilient Schools: Malaysian High Performing Primary School Head Teachers

In this paper, we explore the modelling of resiliency among educational leaders which promote to resilient schools. The pandemic has a firmer grip on everybody and batters each of people more physically, mentally, and emotionally. Disruptions and change in daily activities caused by the pandemic have led to uncontrolled feelings of stress. Stress is, however, normal in daily life. It could stimulate creativity, promote diligent and increase performance. As a result, in most studies, the key to coping strategy is positive thinking which inhibit self-development. It is between being good stress and being positive thinking. They could have the best of intentions of spending their time on issues that matter most. The high performing head teachers have sustainable work done and they find ways to develop the resilience to focus their work from distractions. Resiliency is an absolute must keep people engaged, passionate, and committed to achieve challenging situations. This study lighted up effective ways on courage to support others. This study explored resilient factors and challenges of seven of high performing head teachers and two expertise from a few states in Malaysia. Based on the data collected through semi-structured interviews the study seeks to identify the positive relationship between resilience and positive school outcomes. The findings would provide useful ideas for head teachers in primary schools and future researchers. The concept associated to the leaders’ need to help resilient leaders thrive as individuals and as leaders in educational leaders’ resiliency.

Influence of Adapted Physical Facilities on the Execution of Inclusive Education in Public Preschools in Belgut Sub-County, Kenya

Inclusive education is one of the key areas articulated in Sustainable Development Goal No.4. which global nations aspire to implement. Effective execution of Inclusive education requires institutions of learning to create disability-friendly environments whereby the physical facilities are structured to allow learners with special needs to participate on an equal basis in school activities with their typically growing peers. However, the execution of Inclusive education is yet to be accomplished globally. The objective of the study was to establish the influence of physical facilities on the execution of Inclusive education in the public preschools in Belgut Sub-County, Kenya. The study adopted the social model of disability theory. The study also utilised a descriptive survey research design. The target population of the study was 238 out of which a sample size of 168 participants comprising 113 preschool teachers and 65 primary school head teachers was selected. Sampling was done using stratified and simple random sampling techniques. Data for the study was collected using an observation checklist, pre-primary school teachers and the head teachers’ questionnaires. Data were analysed using descriptive statistics with the help of Statistical Package for Social Sciences (SPSS) Version 22 and presented in the form of frequencies and percentages displayed in distribution tables. The results showed that the majority of preschools had classrooms that were accessible to learners with disabilities. However, the results also revealed that the majority of them lacked rails on entrances to buildings, adapted toilets, ramps, swings, wide pavements, adapted desks/ furniture, and swings. The study concluded that adapted physical facilities influence the execution of Inclusive education in public preschools negatively. The study recommends that the County Government provides sufficient funds to preschools to aid in restructuring the existing physical facilities to attain disability friendly status.

Impact of Vernacular Radio Regulatory Policies on Peacebuilding During 2007, 2012, and 2017 Conflicts in Presidential Elections in Kisumu County, Kenya

The purpose of this study was to investigate the role of the Ramogi Vernacular FM Radio Station and peacebuilding interventions during conflicts arising from presidential elections in 2007, 2012, and 2017. Specifically, the study aimed to assess the impact of Vernacular Radio regulatory editorial policies on peacebuilding. The study was guided by Agenda setting theory. The study used a mixed method (triangulation) research design. Purposive, Stratified, and Simple random sampling techniques were used to select the sample size of 384 respondents. However, 345 (89.8%) respondents from the sample were injected into the study whereby 104 were Head teachers of Primary Schools; 44 principals of secondary schools; 7 Sub-County Administrators; 67 Market Chairpersons; 38 supermarket Proprietors: 56 Bodaboda (Motor Cycle) Operators; 25 Bodaboda Sacco Chairpersons in Kisumu County and 4 Media Persons returned questionnaires and a ration of 1:10 was interviewed. Data for the study was collected by the use of questionnaires, interview schedules, and document analysis. Pearson’s r for the reliability of piloted data was +0.89 for educationists and +0.82 for business fraternity which indicated good internal consistency. Quantitative data was analysed through descriptive and inferential statistics and presented using tables and pie charts. Qualitative data was thematically analysed using NVIVO and presented through thematic narratives, which involved the identification and interpretation of patterns and themes whereby inferential statistics were used to gauge influence. The finding showed that the media outlets freely broadcast to residents. Further, social actors’ utterances were not monitored and this was a recipe for chaotic outcomes. This research recommended that there is a need for policy formulation to fill gaps in media policies to facilitate freedom of the press, need for political accountability, and need to adapt inter-cultural dialogue to enhance social cohesion.

Examining the challenges faced by head teachers on Social Justice Education in Dagoretti South Sub-County primary schools

This study sought to examine challenges of social justice education (SJE) among primary school head teachers in Dagoretti South Sub-county. Consequently, the study sought to understand how head teachers translate these challenges to meaningful decisions. The study adopted a qualitative approach to data collection and analysis. A target population of 132 schools (113 private and 19 public) was considered. A purposive sampling, through key informant sampling method was employed and 12 participants were selected based on specific school variables of interest to the study. Data was collected using interviews after which it was coded, analysed and summarized in themes with the aid of MAXQDA 2020 software. The findings showed that primary school head teachers faced a myriad of challenges related to SJE. Though they addressed the emerging issues, they showed elements of insufficiency due to the complexities compounded in the matter. There is no direct, simple and clear panacea to SJE challenges. Eliminating SJE issues is an ongoing struggle that requires joint efforts of many stakeholders. The authors recommend education stakeholders to adopt a collective SJE solution bargain that will provide lasting solutions to the problem. Further, the authors recommend a longitudinal study to explore the factors that contribute to the achievement of SJE in schools.

An Investigation into The Role of Network Ties and The Management of Public Primary Schools in Luweero District

The study focused on the role of network ties in the management of public primary schools in Luweero district. Three research objectives guided the study thus; (i) To examine headteachers’ perceptions regarding their role in the formation of network ties in public primary schools in Luweero district. (ii) To examine factors influencing the formation of network ties in public primary schools in Luweero district. (iii)To assess the effect of network ties on the management of public primary schools in Luweero district. The study employed a cross-sectional survey design using a mixed methods approach. The study population included education officers at the district headquarters and headteachers in public primary schools in Luweero district. A total of 5 education officers and 210 headteachers participated in the study. The study findings revealed that network ties are an important component in strengthening the management of public primary schools in Luweero district. Headteachers perceived their roles in the formation of network ties essentially as initiating ideas to promote collaborations among schools and sensitizing key stakeholders about the importance of network ties. The major factors influencing the formation of school network ties were mainly geographical proximity and religious affiliation of schools. It was noted that network ties are quite influential in the management of schools because they create an enabling environment for headteachers to acquire additional knowledge and skills as well as other resources needed to improve the performance of schools.

Students-Teachers' Professional Development during Teaching Practice in Tanzania: Experience from the Host Institutions

This study sought to explore the opportunities and challenges experienced by student-teachers during their Teaching Practice (TP) in various host institutions in Tanzania. A mixed research approach with cross-sectional survey was employed in this study. The study was carried out in Dar es Salaam, Mbeya and Morogoro regions in Tanzania. Data were collected through questionnaires and semi-structured interview. The study involved 245 participants, whereby 230 were the student-teachers, 10 heads of secondary schools, 3 primary school head teachers and 2 principals from teachers’ training colleges. The findings indicate that student-teachers received positive mentorship from host institutions through orientation on different matters before getting the direct classroom exposure. It was also found that student-teachers had a collaborative working relationship with the host institutions. Findings indicate further that student-teachers were involved in both administrative and academic activities. However, there were some challenges that faced them such as limited teaching and learning facilities, limited exposure to the use of Information, Communication and Technology (ICT) as a pedagogical tool, and the overall limited infrastructural support for their stay in various host institutions. It was also found that in some institutions, student–teachers were not trusted to handle the administrative activities. It is recommended in this study that there is a need for Higher Education Institutions (HEIs) and educational stakeholders to collaborate with schools for the creation of a conducive learning environment for student-teachers.

Emerging Issues of Curriculum Implementation Policies and Their Influence on Management Roles of Primary School Managers

Emerging issues are concepts or ideas that may perhaps fringe thinking today and could develop into a critical mainstream issue in the future. The study investigated influence of emerging issues of curriculum Implementation Policies on management roles of public primary school head teachers in Nyatike sub-county, Kenya. The sub-county had the highest number (19.31%) of demoted head teachers in Migori County due to improper implementation of curriculum policies in the years 2018/2019. The study was guided by the objective that stated ‘to assess the influence of emerging issues of curriculum implementation policies on management roles of public primary school head teachers in Nyatike sub-county’. The study used cross sectional descriptive survey research design and a mixed research approach. Contingency theory of management was used to guide the study. Out of targeted 129 public primary schools in Nyatike sub-county and a target population of 1169, the total sample size was 358 respondents. Purposive and stratified sampling technique was applied. Validity was established through expert judgment from the department of educational management and foundations.’ The content validity index was computed to determine the level of accuracy of the instruments which was .81. Reliability as established using the split half method and a reliability coefficient computed using Spearman’s Brown prophecy formula. The instrument was used after it attained a Cronbach’s Alpha reliability index of .80. The main data collection instruments were questionnaires and interview schedule. The study used both quantitative and qualitative data analysis. The researcher accorded due respect to the respondents’ privacy and treated them with utmost confidentiality. The analyzed findings of the objective showed that emerging issues of curriculum implementation policies have significant and average positive influence (r = .482) on management roles of public Primary school head teachers. There is statistically significant evidence of influence of the emerging issues of curriculum implementation policies on management roles of public primary school head teachers. The study findings will guide policy makers on the need of preparing public primary school head teachers on emerging issues of curriculum implementation policies on management roles upon being appointed into the positions. It will also contribute to a pool of knowledge on the same. Keywords: Emerging Issues , Curriculum and Policies. DOI: 10.7176/JEP/13-18-08 Publication date: June 30 th 2022

Assessment of Initial Teacher Preparation: A Tracer Study of Serving NCE Graduates of Shehu Shagari College of Education, Sokoto State, Nigeria

The study assessed how adequately prepared serving Shehu Shagari College of Education, Sokoto (SSCOE), Nigeria Certificate in Education (NCE) graduates were by their Initial Teacher Preparation (ITP) to teach at Basic Education level. It was Mixed method that involved Descriptive Survey and Case Study research design and the population of the study are all the 7, 246 NCE graduates teaching in primary schools across the 23 LGEAs in Sokoto state represented in the multi-stage sampling procedure by 357 serving SSCOE Sokoto NCE graduates as recommended by Research Advisor (2006). Triangulation was used in data collection; the instruments were two Researcher-designed questionnaires for the teachers and Head-teachers of primary schools they teach, Researcher-designed Classroom Observation Checklist for teachers and In-depth Interview guide. All the instruments were validated by team of experts and supervisors from the Department of Educational Foundations, Usmanu Danfodiyo, University, Sokoto. While reliability index (.61, .68 and .63) of Questionnaires and Checklist were obtained through Test-re-test method using Spearman Rank Order Correlation. For the Qualitative interview, a technique of repeating question in a slightly different form during the interview was used. Data was analysed using frequency and mean score as well as thematic analysis. Among the findings of the study were serving SSCOE Sokoto NCE graduates perceived themselves inadequately prepared by their ITP in some pedagogical areas namely Classroom management, application of instructional materials and management of school records and thus one of the recommendations was that Colleges of Education, SSCOE in particular should give extensive ITP to the NCE pre-service teachers on pedagogical aspects of training especially those considered inadequate by the College’s serving graduates.

Discussion on the Experience of Class Administration of Primary School Head Teachers to Build a Class with Soul

Discussion on the Experience of Class Administration of Primary School Head Teachers to Build a Class with Soul

Teaching Activities and Facilities for Pre-school Children in District Karak

Abstract
 Pre-school education is offered in the government primary schools of Khyber Pakhtunkhwa (KP), Pakistan. Very little attention is given to the pre-school aged children in these schools. Therefore, this study was carried on to explore teaching activities and facilities for Pre-school Children in district Karak. The objectives of the study were to explore the availability of teaching facilities and to investigate teachers’ teaching activities while teaching pre-school children in the government primary schools. The population of the study were all the 438 head teachers of government primary schools for boys of district Karak, KP,Pakistan. Total 216 head teachers were selected as sample through proportionate cluster random sampling technique. The study was descriptive and survey method was adopted. Self-developed questionnaire was used for the collection of data. Data was analyzed through descriptive statistics and the use of Chi Square (X2) test. Non availability of Audio-Visual (AV) aids, unavailability of specialized teachers and the absence of separate classroom for preschool children were major findings of the study. Ensuring of AV aids, construction of additional classroom, recruitment of specialized preschool teachers and arrangement of refresher courses for teachers of preschool children are the major recommendations of the study.
 
 Keywords: Preschool, Primary Schools, Audio Visual Aids, Teaching activities, facilities

Analysis on the Problems and Countermeasures of Moral Education of Primary School Head Teachers in the Network Era

Analysis on the Problems and Countermeasures of Moral Education of Primary School Head Teachers in the Network Era

A primary school head teacher’s experience of pressure to join a multi-academy trust

This commentary outlines the views of a current head teacher after receiving increased marketing and persuasive letters from multi-academy trust (MAT) chief executive officers (CEOs) in an attempt to expand their MATs. Following the Department for Education’s academisation programme, which aims to convert all schools in England to MATs by 2030, this reflection highlights the implications of the programme and reflects, from an insider’s perspective, on the author's concerns about this approach for the communities, which will lose local leaders with autonomy and see them replaced with CEOs who have multiple interests, other than those of the local schools.

The Impact of Talking Classroom in Teaching and Learning 3Rs in Public Pre-Primary Schools in Ilemela Municipality, Mwanza-Tanzania

The study confined to public pre-primary schools based on assumption that early age is the best opportunity to teach children the skills of reading, writing and arithmetic (3Rs). The study aim is to assess the impact of talking classroom in teaching and learning basic 3Rs skills in public pre-primary schools in Ilemela Municipality, Mwanza, Tanzania. The study conducted in ten public primary schools which involved twenty participants whereby ten was pre-primary teachers and ten was public primary school head teachers. The study employed qualitative approach method with a case study design. In sampling technique, the study adopted convenience and purposeful sampling technique, which included critical case to obtain participants. Data collected through structured interviews, observation checklist and documentary review guideline. The study revealed that pre-primary teachers in public primary schools had positive perceptions on the use of talking classroom in teaching and learning 3Rs in pre-primary children. Also, the study revealed that for effective use of 3Rs in public pre-primary classroom, there must be enough teaching and learning materials. The study recommends that the government should ensure the increase of school capitation funds especially in primary schools.

An Analysis of Instructional Leadership Practices of Primary School Head-Teachers on Teacher Effectiveness: A Qualitative Study of Teachers' Perceptions

An Analysis of Instructional Leadership Practices of Primary School Head-Teachers on Teacher Effectiveness: A Qualitative Study of Teachers' Perceptions

INFLUENCE OF TEACHERS’ TEACHING EXPERIENCE ON TEACHING OF LITERACY SKILLS AMONG GRADE ONE PUPILS IN MOMBASA, KENYA

<p>Early childhood years are crucial in children’s literacy development since the development of language and literacy begins at birth and is a lifelong process. For early childhood education to be a success, teacher experience is imperative for teaching literacy. The teachers’ experience informs the necessary literacy skills for the child which include writing, reading, speaking, listening and drawing. Policies governing basic education in Kenya do emphasize the importance of skilled, experienced teachers in the classroom, including early childhood settings. However, such requirements have not been adhered to and therefore numerous early childhood teachers lack experience in children literacy issues. This study sought to determine how teacher’s experience influences the teaching of literacy skills in primary school in Mbaraki Zone, Mombasa County, Kenya. Descriptive survey design was adopted in the study. The target population for the study comprised of 20 head teachers, 800 Grade one pupils and 40 Grade one teachers of all the twenty primary schools in Mbaraki Zone, Mombasa County, Kenya. Purposive sampling approach was used to obtain the sample for the primary school head teachers and Grade one teachers because they are relatively small. Three learners were sampled randomly from each class that had a participating teacher. The study findings revealed that majority of teachers had more than five years of experience teaching literacy skills. The inferential analysis revealed that the teaching experience had a statistically significant influence on reading (p 0.014), speaking (p 0.021), listening skills (p 0.038) as well as basic skills (p 0.019). The study calls on the ministry of education and the schools to ensure that teachers assigned to grade one should have extensive experience teaching literacy skills to promote teaching of literacy skills in the classes.</p><p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0975/a.php" alt="Hit counter" /></p>

ICT Infrastructure for the Uptake of One Laptop Per Child Project in Homa Bay County, Kenya

The study was investigating the status of ICT infrastructure in preparation for the launch of Digital Literacy Programme (DLP) in public primary schools in Homa Bay County. Mixed approach research design was adopted. A total of 845 public primary schools were eligible for study. In addition, 845 public primary school head teachers and 6529 teachers were also targeted for interviews. The study randomly picked 85 schools, 6 head teachers and 12 primary school teachers for the study across the six sub counties of Homa Bay. The major findings showed that the general ICT infrastructure was low; however, majority of schools had computer laptop safes (79.9%), electric power (74.8%) and power sockets (90.0%) in readiness for DLP. The study concluded that ICT infrastructures were inequitably distributed in Homa Bay County and a lot was still needed to be done for the DLP rollout to be a success. It was recommended that the government through its line ministries of ICT and energy to improve on both electric power and internet supply to make the project a reality. Keywords: Infrastructure, Information, Communication and Technology, Digital Literacy Programme, One-Laptop-Per-Child DOI: 10.7176/JEP/12-32-09 Publication date: November 30 th 2021

Effectiveness of Using Play and Song Strategies to Develop Pre-Reading and Pre-Writing Skills among Preprimary Pupils in Meru District, Tanzania

This study was conducted to assess the effectiveness of using play and song strategies towards developing pre-reading and pre-writing skills among preprimary pupils in Meru district, Tanzania. The study specifically assessed the extent to which the play and song strategies are used in the public primary schools as well as determined the teachers’ level of knowledge and skills for them to effectively implement the strategies. The study was guided by constructivist theory developed by Bruner in 1966. The study adopted mixed methods approach using convergent design. The design helped in the collection of qualitative and quantitative data concurrently. Preprimary teachers and the head teachers in public primary schools in Meru district were targeted. Both probability and non-probability sampling techniques were used to select the study sample which consisted of 20 preprimary teachers and20 head teachers. Data were collected through the use of questionnaires, interview guides and observation guides. Descriptive statistics was used to analyze the quantitative data in terms of frequencies and percentages with the aid of SPSS whereby the hypothesis was tested using correlation analysis at 0.05 levels of significance. Qualitative data were analyzed in themes and presented in narrative being supported by direct quotations. The study found out that play and song strategies are not effectively used by the teachers to develop pre-reading and pre-writing skills in the district. The major reason was that teachers don’t have the required skills as well as lack of resources. Results from hypothesis testing showed no significant relationship between the application of play and song strategies and teachers’ possession of knowledge and skills on the strategies (p-value = 0.241). The study therefore recommended for workshops and seminars to be conducted so as to equip these teachers with the necessary skills and knowledge.

Living and learning through lockdown: a fictionalisation of the challenges and opportunities of homeschooling during a global pandemic

ABSTRACT This article reports on research which investigated the lived experiences of primary school headteachers, teachers and parents during the first lockdown in England between March and July 2020. The study aimed to understand how homeschooling was approached and the challenges and opportunities it afforded. Individual semi-structured interviews were undertaken with participants and the findings are presented in the article in three episodes using fictionalised scenarios. The episodes created are the initial approach to homeschooling, coping with uncertainty and realignment. The themes emerging from each episode are pragmatic decision-making, change and the impact upon welfare and well-being, and shifting priorities. The article illustrates the struggles of homeschooling in lockdown and some surprising outcomes, and also points to future possibilities for education.

Conditions and Determinants of Distance Education for Students during the COVID-19 Pandemic—Evaluation in the Kuyavia-Pomerania Region in Poland

This research project is the first and only comprehensive regional study in Poland including all teachers and headteachers of primary and secondary schools. The aim of the study was to determine the factors influencing the learning process carried out remotely and to examine the potential of this form of education for primary and secondary school students and its future use to improve the quality and accessibility of education. An important aspect of this research was also the assessment of the respondents’ capabilities and competences in the area of operating and using digital tools in the educational process. During the COVID-19 pandemic, a total of 9070 teachers took part in this study. The method of data collection was an online survey. The research instrument consisted of a survey questionnaire. The survey was conducted electronically using tools provided by Google. The following methods were used to evaluate the data: count tables, which allowed for data exploration; a graphical method—cross-sectional analysis; and individual correlation analysis, which allowed for preliminary data evaluation. The results obtained within the research process conducted allowed us to achieve our goals. According to 42.4% of the teachers surveyed, remote learning is a good alternative to traditional teaching. The study also confirmed, inter alia, the presence of a correlation between technical conditions of classes and specific forms and levels of education, with 49.7% of respondents indicating that remote learning depends mainly on the quality of technical parameters, including a good or very good Internet connection. The biggest advantages of e-learning, as indicated by the respondents, were the possibility of working from home, conveniently sharing educational materials, and utilising additional teaching aids. Health issues and long times spent in front of the computer were highlighted as the greatest drawbacks of this teaching method. The results also showed that, as the age of the teachers increases, the acceptance and trust in distance learning activities increases while the fear of using this form of student learning decreases. This study lays the foundation for designing systemic, nationwide solutions, and thus, the authors are planning to continue their research in the context of comparative analysis of different regions and to analyse this process in the context of the entire country. The analyses performed form a part of a global line of research in the field of education and in the implementation of innovative tools and forms of education provision.

Analysis of How Primary and Secondary School Head Teacher Give Psychological Health Counseling to Students

Analysis of How Primary and Secondary School Head Teacher Give Psychological Health Counseling to Students