Secondary School Head Teachers Research Articles

PARENTAL INVOLVEMENT AND STUDENT ACADEMIC PERFORMANCE IN SECONDARY INCLUSIVE SCHOOLS IN RWANDAA CASE OF GASABO

The study aimed to investigate the influence of parental involvement on performance of students with diverse learning needs in inclusive settings in secondary schools in Gasabo District-Rwanda. Specifically, the research sought to assess the influences of parent-school communication on students performance in secondary schools in Gasabo District, Rwanda to examine the influence of parents participation on students performance in secondary schools in Gasabo District-Rwanda and to determine the influences of parent-home assistance on students performance in secondary schools in Gasabo District, Rwanda The research used the descriptive survey design with quantitative and qualitative methods of data collection and analysis. The study populationwas made up of 1,918 people from which a sample size of 331 was drawn using the Yamane formula including 302 teachers, 8 head teachers, and 21 parents. The researcher adopted purposive sampling to select both teachers and head teachers of secondary schools, and convenient sampling to select parents. This study used questionnaire given to teachers, Focused group discussions (FGDs) given to parents whose children are disabled and interview guide given to head teachers. The information was analyzed using frequency, percentage, mean and standard deviation and correlational analysis. The results showed that there is a statistically significant relationship (r = .793, p < .01) between Parent-School Communication and students academic performance in secondary inclusive schools in Gasabo District. This also implies an association between the effect of parental involvement and students academic performance in secondary inclusive schools in Gasabo District. Furthermore, according to the findings, there is a strong positive correlation (r = .815, p < .01) between Parent-participation and students academic performance in in secondary inclusive schools in Gasabo. 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 = .935, p < .01) between parent-home assistance and students academic performance in in secondary inclusive schools in Gasabo. The researcher recommends several key strategies to address the issue of parental involvement in Rwanda. These include parent participation in school events and decision-makingprocesses, implement structured communication channels between the school and parents, establish clear guidelines and frameworks for schools to foster effective parental involvement in secondary inclusive schools. The researcher suggests exploring how teacher training and professional development can better prepare educators to engage parents in the education of their children.

Relationship between Emotional Intelligence and Leadership Abilities of Head Teachers of Girls Secondary Schools in District Rahim Yar Khan

The present study aims to measure emotional intelligence level leadership abilities and find out the relationship between emotional intelligence and leadership abilities of head teachers of girls' secondary school at district Rahim Yar Khan. This descriptive correlational nature study used a survey research design. Headteachers of girls’ secondary schools in the district of Rahim Yar Khan constituted the population of the study. The 96 head teachers contributed to data collection. An online questionnaire was used as a research tool for data collection. The collected data was analyzed by SPSS-22 and presented in tables and figures. The study found a significant positive correlation between the emotional intelligence and leadership abilities of secondary school head teachers at district Rahim Yar Khan. The researchers recommended that the head teachers be given proper training in emotional intelligence in order to provide them with sufficient know-how about emotional intelligence and teach them how to use it for handling and motivating the employees under their auspices. The researchers also recommended that the study be replicated in other districts and at different levels of education to pave the way for generalizing the results of studies already conducted in this regard.

Effect of Using Problem Solving Technique of 5Es Instructional Model on Student’ Learning at Secondary Level: An Analysis

The study aimed to analyze,” Effect of Using Problem Solving Technique 5Es Instructional Model on Student’ Learning at Secondary Level”. The descriptive part was based on data collected through the questionnaire and the interview protocol from head teachers, teachers and students of class 10th. The experimental part was based on data collected through pre-test and post-test for 9th class students. The (QUAN-QUAL) method was executed and the explanatory sequential method was used. Four 4 Head teachers,16 English Teachers and 400 students200 girls and 200 boys studying in government schools in tehsil and district R.Y. Khan. The stratified sampling technique was implemented. The desired data was collected from Tehsil Rahim Yar Khan. The sample, sampling and sample size of the study was comprised; 4 secondary school head teachers with the same ratio of male and female; 16 secondary school English teachers with the same ratio of male and female; 400 students of secondary classes with the same ratio of male and female. The study found that majority (55%) of respondents agreed that they were interested in using problem solving technique in teaching of English. Mean value 2.94 shows a central tendency towards neutrality with a slight inclination towards agreement, indicating a moderate recognition of the role of interest in learning among respondents. The standard deviation 1.034 indicates moderate variability in responses suggesting that while there was some consensus; opinions on the influence of interest on learning still vary among the respondents. On the basis of these findings researcher presented some recommendations.

INFLUENCE OF PEER LEARNING PRACTICES ON STUDENT ACADEMIC COMPETENCES IN MATHEMATICS IN PUBLIC SECONDARY SCHOOLS IN RWANDAA CASE OF RUHANGO DISTRICT

Background:Peer learning recognized as a form of collaborative learning has garnered significant attention in educational settings due to its potential to enhance students understanding and retention of subject matter. The purpose of this study was to investigate the influence of peer learning practices on student academic competences in mathematics in public secondary schools in Rwanda. This study was guided by three specific objectives and three research hypotheses focusing on peer learning practices and their influences on student academic competences in mathematics in Public secondary schools. Methods and Materials:The study utilized a mixed-methods research design. The target population included 5 sector education officers, 20 secondary school head teachers, 40 mathematics teachers, and 1435 students from 20 secondary schools in Ruhanago District. Both probability and non-probability sampling procedures were employed to determine the sample size. Specifically, stratified random sampling was used for selecting education officers, head teachers, and mathematics teachers, while convenience sampling was employed for selecting students. Data collection involved the use of interview guides for head teachers and questionnaires for teachers and students. Qualitative data were analyzed using statistically techniques, while quantitative data were analyzed with IBM SPSS. Results:Results pertaining to the relationship between peer learning practices and academic competences in mathematics revealed significant findings. 93.1% of students acknowledged that peer-learning practices positively influenced their mathematics grades, while 91.5% agreed that these practices enhanced their problem-solving skills. Additionally, 94.5% of respondents affirmed that peer-learning practices improved their conceptual understanding of mathematics, while 92% agreed that such practices increased their peer interaction and collaboration skills. Furthermore, 94.5% of students acknowledged that peer-learning practices enhanced their metacognitive skills. A strong relationship was established between students academic competences and peer learning practices where Pearson coefficient of correlation states the correlation (r=0.860, p-value<0.001), Peer learning practices and students problem solving skills (0. 608**.p-value<0.001), Students academic abilities and peer learning practices (r=.876** , p-value <0.001). changes or improvements in their academic competences due to peer learning practices (r=.705** , p-value <0.001) The association is related because p-value was less than 0.05, explaining that peer learning practices influence students academic competences at high level. The researcher suggests further investigation to explore the influence of students academic competences on their overall academic performance in public secondary schools in Rwanda, allowing for comparative analysis. Overall, the results pertaining to the relationship between peer learning practices and students academic competences in mathematics establish a strong correlation. The data consistently demonstrate a high degree of positive correlation between peer learning practices and students math grades, problem-solving skills, conceptual understanding, peer interaction and collaboration skills, metacognitive abilities, and overall academic confidence. Conclusion: It is essential to acknowledge that the effectiveness of these practices may vary based on contextual factors and individual differences among students. Effective facilitation and a supportive learning culture are crucial for realizing the full benefits of peer learning practices, as well as for addressing potential challenges and variations in outcomes.

A Case Study on Effective Secondary School Head

The purpose of the study was to examine the effectiveness of a secondary school head teacher. This study was a case study and delimited to one successful secondary school which was selected purposefully for which fulfill the three basic criteria fixed by the researcher; The highest score opted in Managerial Effectiveness Scale (MES), Results in the tenth board examination and tenure of service in the particular school of the head teacher, during the survey conducted by the researcher in his previous study on forty (40) secondary school head teachers. In this case study unstructured observation and semi-structured interview schedule were used for data collection and the data were analysed through content analaysis. The finding of the study were the head teacher shows positive attitude towards his profession, enthusiastic, innovative, knowledgeable. techno-savvy, honest and sincere to his duties.

Implication of Professional Development on Teacher Retention in Public Secondary Schools of Nyabihu District

Professional development has been considered and functioned as a booster of any employees’ capacity and career growth, teaching included. This assertion is true in the sense that professional development leads to promotion and career change. Professional development improves employee dedication and capability by providing access to education and training opportunities in the workplace. The Rwandan government has been undergoing a stressful massive recruitment of teachers of secondary schools in order to respond to the needs expressed in NST1 of having improved quality education and building economic based education. The recent recruitment of the teaching staff included the non-certified teachers who eventually were introduced to teaching for a short period. However, it was observed that the latter introduction plays a minor role in retaining teachers in their profession as they keep moving from their job due to the major reason of lacking enough confidence in handling teaching practices. Nyabihu District has been identified among the districts that recognized high teacher turnover for several years back. Many solutions have been thought through REB and MINEDUC and continuous professional development processes have been adopted to update teachers’ capacity in teaching profession in order to stabilize the teacher retention. The main objective of this study was to explore the implication of professional development on teacher retention in Nyabihu District, Rwanda. The highlighted specific objectives were (i) to assess the contribution of induction and mentoring on teacher retention in public secondary schools of Nyabihu District (ii) to analyze the effect of the career ladder pathway on teacher retention in public secondary schools of Nyabihu District (iii) to determine the role of working condition on teacher retention in public secondary schools of Nyabihu District (iv) to identify the contribution of Teacher preparedness on teacher retention in public schools of Nyabihu District. This study used mixed method research design as a method of investigation that associates or integrates both qualitative and quantitative forms. The current study population is made of 662 teachers, 45 head teachers of government secondary schools and 45 Directors of education (DOS), thus the target population is 752. In this research purposive sampling was used to select schools and respective teachers, Directors of studies, Head teachers, in those schools due to their concern in the implementation of professional development in their schools. Questionnaires and interviews were utilized by the researcher to gather data. Tables and graphs were used to display the data after they had been examined using descriptive statistics (frequencies and percentages). Generally, the findings of the study indicated that new teachers are not inducted which shows that this dimension is poorly planned during teachers’ recruitment (34 % of respondents strongly disagreed and 31.5% disagreed) against less than 25% of the respondents who have positively supported each of the items about induction and mentoring of teachers. The findings again indicated that the tendency of the majority of the respondents directed towards the disagreement side of the statements under career pathway development (13.3% strongly disagreed and 40% disagreed) against less than 10% who approved that career pathway processes exist in the schools as one way for professional development. Moreover, the findings indicated that the existing working circumstance neither support teachers nor promote their feeling and mind to do well their profession. Finally, the findings indicated that respondents were against the point that the preparation and planning are important aspects of good teaching and pull teachers to stay in the profession. Therefore, the research recommended that the government institutions in charge of implementation of education policies in regard of teacher professional development wake up for the raised issues such that the teacher retention in teaching profession can be maintained in Nyabihu District and in Rwanda in general. The recommendations also went to innovation of many other mentoring and coaching initiatives that aim at retaining teachers at work together with teachers own initiative to increase their level of education for them to become more professionals.

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.

Exploring Teachers' Perspectives on Effective Leadership Styles at Secondary Level in Karachi, Pakistan

This research explored the teachers' perspective on the effective leadership style of public secondary school head-teachers of District Korangi Karachi. Leadership is important in every aspect of life, including in schools. This was a simple descriptive survey research. The target population consists of all District Korangi, Karachi, Pakistan secondary school teachers. The quantitative method was used in this study to collect data from teachers. A leadership-style questionnaire for teachers was used to collect data. The responses of teachers were quantified as Strongly Agree =5, Agree=4, Have no opinion=3, Disagree=2 and strongly disagree=1. Using stratifies random sampling, 140 secondary school teachers were selected, including 77 male and 63 female teachers from public sector secondary schools. Data was analyzed using descriptive statistics, including mean, standard deviation, frequency, percentage, independent sample t-test, and one-way ANOVA in SPSS version 22. According to the results, the teachers showed that the democratic leadership style was the most effective style of leadership, which enhanced the motivation of teachers' motivation, suggested that more attention should be focused on enhancing awareness about different leadership styles to enhance their motivation and student performance at the secondary level.
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English headteacher perspectives on school responses to protect student and staff mental wellbeing in the later stages of the COVID-19 pandemic

Objective: The COVID-19 pandemic has had a significant impact on pupils and staff in English schools. This study aimed to provide an in-depth understanding of the challenges schools faced and the processes they implemented to protect the mental wellbeing of students and staff in the later stages of the pandemic, focusing on January–June 2022. Design: Qualitative study. Setting: Primary and secondary schools in England from April to September 2022. Method: Ten semi-structured interviews were conducted using Zoom with six primary and four secondary school headteachers (or other members of the senior leadership team) in England. Results: Mental wellbeing programming for students and staff was scaled up in both primary and secondary schools amid concerns that the COVID-19 pandemic would impact on mental health. Headteachers perceived changes in the behaviour of students, including increased dysregulation, and staff struggling with fatigue and a sense of being devalued as professionals. Schools scaled up the supports they offered to students and staff, but challenges remain in maintaining such increased support due to the perceived additional needs of staff and students within the context of funding constraints. Despite initial concerns that there would be tension between promoting mental wellbeing and academic catch-up among students, headteachers identified work addressing these two priorities as synergistic. Conclusion: Mental wellbeing impacts of the pandemic on pupils and staff required increased provision of support programmes. Ongoing efforts to monitor the wellbeing needs of students and staff is required. Formal and informal methods to enhance the mental health for pupils and staff should continue into the recovery period.

Awareness of Sustainable Development Goals: Perception of Head Teachers of Secondary School

The member states of the United Nations agreed on the Sustainable Development Goals (SDGs) in 2015. These goals were established to address issues such as poverty, hunger, health, education, gender equality, clean water, sanitation, clean energy, economic development, infrastructure, inequalities, sustainability, responsible production, climate change mitigation, and the preservation of life on land. The agreement was reached unanimously by the member states of the United Nations. By the year 2030, the mission is to make it possible for every person on the planet to live in peace and prosperity. Regarding the Sustainable Development Goals (SDGs), the awareness of head teachers in secondary schools was investigated in a study. According to the findings, a sizeable percentage of secondary school head teachers know the Sustainable Development Goals (SDGs), however there was no discernible variation in levels of awareness based on geography, gender, or district. According to the study's findings, head teachers should consider participating in community engagement activities centered on Sustainable Development Goals (SDG), such as awareness campaigns, workshops, and events involving the participation of local NGOs and the government.

FINANCIAL MANAGEMENT COMPETENCE OF HEAD TEACHERS, UTILIZATION PRIORITIES AND RELATIONSHIP WITH SCHOOL PERFORMANCE

The study aimed at finding the impact of school Head teachers’ budget management competencies, utilization priorities and relationship with school performance. The objectives of the study were; (i) to identify the budget management competencies among Head Teachers of secondary schools, (ii) to explore the priorities of head teachers regarding the utilization of Budget in secondary schools and (iii) to find out the relationship of secondary schools Head teacher’s budget management competency on school performance. The population consisted of 431 head teachers (202 male & 229 female) working in secondary schools of district Sargodha. All 352 head teachers were taken as sample. Two research instruments i.e., questionnaires for head teachers on a five-point rating scale and a checklist on three points were developed. The reliability coefficient Chronback Alpha value was .904. The major findings of the study were; Majority of Headteachers were good enough in budget management competencies and there was a positive and moderate correlation between the financial competencies of head teachers and their school performance. It is recommended that a committee of senior Head Teachers may be notified by the competent authorities for guidelines on financial issues.

WORKING UNDER PRESSURE: HOW ARE HEAD TEACHERS INHIBITED AND CHALLENGED WHILE PURSUING THE HEADSHIP IN SECONDARY SCHOOLS?

This study explored what experiences head teachers had while pursuing secondary school headship when they were inhibited by various pressure groups inside and outside of the school. The study aimed at understanding, describing, and interpreting how do secondary school head teachers manage their headship role, and what are the storied experiences that they had while working as head teachers. The participants of the present study were head teachers (n=13) with a minimum of five years’ headship experience in public sector secondary schools within Sahiwal Division, Province of Punjab, Pakistan. By using of a narrative qualitative inquiry approach, data were collected from participants through semi-structured interviews who were selected purposively. Two main themes were identified after the data were recorded, transcribed and analyzed. The key findings pointed out that the head teachers of Public Secondary Schools continuously faced obstacles from pressure groups during their routine work. These pressure groups comprise of both internal and external pressure groups. The results of the study affirm the need to address these issues to enable the head teachers to work freely to foster quality education in the schools.

Effectiveness of Female Head Teachers Managerial Skills in Improving Teachers Performance

This paper intends to examine public secondary school head teachers competencies and their influence on teacher’s instructional decisions as well the overall school culture. This research paper endeavor to unravel secondary school principal’s managerial competencies and their influence on the performance of secondary school principals and such influence will help to stimulate and transform sophisticated school environment that will make strengthen student’s cognitive, affective as well psychomotor domains. Current study will cover following objective: “To determine the effectiveness of head teacher’s managerial skills on teacher’s academic performance at secondary school level”. Research design utilized for this study is of descriptive qualitative nature. Respondents of the study were secondary school principals/head Masters and secondary school teachers. Population of this research composed of all the 83 females’ secondary and 37 higher secondary schools. Sample of the study extracted from the population were 60 principals/ head masters and 120 secondary school teachers. Through proper consultation the researchers developed data collection instrument titled: “Principals’ Managerial Skills Scale”. Mean, Standard deviation was employed as a statistical data analysis tools. Data analysis was followed by conclusion to render realistic recommendations for the establishment of sophisticated school management.

Perceptions of Head Teachers about Whole School Development Plan in the Province of Punjab

The present study aimed to check the perception of head teachers about the whole school development plan in the province of Punjab. The research design was qualitative in nature and the main objectives of the study were; to know the perceptions of head teachers of the whole school development plan, to find out the role of head teachers in implementing of whole school development plan, to identify the factors affecting the implementation of whole school development plan and to find out the impact of school development plan on quality education. The population of the study was all the head teachers of high and higher secondary schools in Punjab. The sample was randomly selected and consisted of ten (10) head teachers. An interview schedule was developed by the researchers following the three sections i.e. planning process, implementation and evaluation. Data were collected by the researchers through face-to-face interviews with the head teachers. Data were analyzed by interpreting the results in schematic form. The main finding of the study was that the Whole School Development Plan (WSDP) was designed for 2-3 years on the basis of the need assessment of the school and by setting priorities in order to achieve the set targets. The WSDP was implemented under the leadership of the head teacher with community engagement and proved to be a very effective activity in order to meet the quality of education.

Inhibiters of Positive Interpersonal Relationships among Teachers

This study examines inhibiters of positive interpersonal relationships among senior high school teachers in the Tamale Education Metropolis. The study made used of qualitative research methodology, as such, case study design was adopted. Purposive sampling technique was used to select fifteen (15) teachers and five (5) secondary school head teachers. An interview schedule with open-ended questions was developed to conduct face-to-face in-depth individual interviews. Data collected through pen-and-paper personal interviews were analysed using deductive thematic analytical method. Findings were that tribal differences, religious diversity, superiority complex, gender differences, political ideologies, gossiping and backbiting, poor leadership styles and student-teacher intimate relations were some of the inhibiters of positive interpersonal relationships among teachers in the secondary schools of the Tamale Education Metropolis. Recommendations made were that senior high schools heads should work with the Regional Metropolitan Education and the Ghana Education Service to organize workforce diversity management training to educate all teachers and school managers on the need to embrace all the differences that exist among them and to also confront their own ethnic, cultural, political and gender stereotypes. School heads should foster in teachers a school culture that is characterised by positive teacher-teacher interpersonal relations and to appeal to all teachers who practice superiority complex to desist from such an act as it inhibits good teacher-teacher relations. School heads in their official meetings should sincerely talk to teachers to do away with all forms of gossips and backbiting. Heads of senior high schools should work with the Regional Metropolitan Education and the Ghana Education Service to organize workshop on the Code of Conduct for all teachers. In the same workshop, the need for teachers to desist from teacher-student intimate relations should be emphasised and the kind of relationship that should exist between teachers and students should also be highlighted.

The influence of gender personal and professional qualities of heads of general educational institutions on the effectiveness of management

Introduction. The relevance of the study is due to the fact that it is necessary to study the characteristics of male and female managers in order to develop ways to form general professional personality traits, as well as to compile programs for improving the skills of managers. The process of developing personal and professional qualities is especially important for a leader in the education system, as it affects the effectiveness of management in education. At the same time, the personal and professionally significant features of male and female managers from educational institutions have not been studied enough. Materials and methods. The experimental study was conducted on the basis of the Republican Center for Extracurricular Work (Russia, Kazan). Principals and head teachers of secondary schools, as well as methodologists and inspectors of the district departments of education of the Republic of Tatarstan of the Russian Federation took part in the experiment. A sample of 120 male and female principals were studied (30 persons in each group). The subjects ranged in age from 35 to 65 years old. The work experience was not less than 3 years. The components of self-attitude and professionally important personal qualities of male and female managers were evaluated. Gender differences were determined. Methods of mathematical statistics: Student's t-test and Pearson's χ2 agreement test. The results of the study. A comparative analysis of the data showed that female heads of educational institutions have high values of self-confidence (Хave=7.4) and self-leadership (Хave=8.6). Male managers have high values of self-confidence (Xave=7.2), self-leadership (Xave=8.3) and reflection of self-attitude (Xave=8.3). Female leaders are less diplomatic, collected, with a high super-ego, they have high intelligence, strength of I. Male leaders are less practical and conformal than female leaders. Conformity and practicality distinguish female managers from managers of the opposite sex (at p<0.05). Conclusion. The materials of the article are of practical value for the heads of general educational institutions. The results obtained will enrich the theoretical material on the problem of professionally important qualities of female and male leaders in general. At the same time, the results of this study can help improve the quality of retraining of managers in the system of professional development. They will help the selection, recruitment, and placement of personnel. Keywords: education, manager, management

The decline in breaktimes and lunchtimes in primary and secondary schools in England: Results from three national surveys spanning 25 years

AbstractBreaktimes are ubiquitous in English schools. Research suggests they have social value for children, but school staff often have a range of concerns about breaktimes and tend to undervalue them. However, there is little understanding about these times, not least because data are not collected about their organisation and characteristics. This paper brings together data from three national surveys undertaken in 1995, 2006 and 2017 of head teachers of primary and secondary schools to provide an understanding of the nature, organisation and staff attitudes towards breaktimes and how they have changed over 25 years. At each survey point, completed questionnaires were received from representative random samples of over 1000 primary and secondary schools. Results showed marked reductions in the average total amount of time for breaks, the virtual abolition of afternoon breaks and a decline in time available for lunchtime breaks. The reductions were largely for behavioural reasons and to increase time for learning. Results also show variations in the length of breaktimes across school types and in relation to socioeconomic disadvantage, and changes to the amount of supervision provided by schools. Attitudes towards breaks varied across primary and secondary phases, and the withholding of breaks was used by schools to address poor pupil behaviour and disengagement. Schools continued to have concerns about the management of behaviour during breaktimes, even when breaks had already been shortened. It is suggested that staff undervalue the potential contribution that breaktimes afford the development and wellbeing of children and young people in school.

Teacher Motivational Strategies on Students’ Academic Performance in Day Secondary Schools in Saboti Sub-County,

Teachers motivation has become an important issue given their responsibility to impart knowledge and skills to learners. Consequently, the purpose of this study was to investigate the influence of teacher motivation strategies on the students’ performance in day secondary schools of Saboti Sub-County, Trans Nzoia County, Kenya. Specifically, the study sought to establish how staff development, recognition, advancement and incentives influence students’ academic performance in day secondary schools. This study was conducted in 20 day secondary schools. The study was limited to the information the respondents gave. Simple stratified sampling technique was used for sampling with each stratum being represented by a sample size using the Kreijcie and Morgan table of sample determination.The data collection instrument was the questionnaire which was tested for validity and reliability before being used in the study. Structured questionnaires were administered to the teachers and head teachers of the day secondary schools in Saboti Sub-County. Data was analyzed using Statistical Package for Social Science (SPSS).The findings of the study were that most teachers lacked motivation in their work and this accounts for the low performance in these schools. Motivation strategies such as recognition, training and development, incentives and career advancement were minimal in the schools. The study recommends that a variety of motivational strategies be consistently employed by the Teachers Services Commission to enhance teachers’ morale and subsequently students’ academic performance. Keywords: Teacher, Motivational Strategy, Students, Academic Performance DOI: 10.7176/JEP/14-12-01 Publication date: April 30 th 2023

Head Teachers’ Instructional Supervisory Practices and Teachers’ Motivation in Teaching

The study determined the relationship between Government Secondary school head teachers’ instructional supervisory practices and teachers’ motivation in teaching. The study was correlational and survey technique was used for data collection. The population of the study was all the male and female head teachers and teachers working in the Government Secondary schools of District Sargodha.

ENSURING STUDENTS’ ACADEMIC ACHIEVEMENTS: A CASE STUDY EXAMINING HEADTEACHERS’ LEADERSHIP STYLES

This study aimed to develop an understanding of secondary school headteachers’ practices related to their leadership styles for ensuring students’ academic achievements in Kashmiri schools. Leadership styles to be studied in this research were three named Autocratic, Democratic, and Laissez-faire. This study used a qualitative research approach, and data were gathered through semi-structured interviews. The criterion sampling technique was used to select 12 secondary school headteachers from Mirpur city. The research instrument used to collect the data from research participants was a self-constructed interview guide consisting of 20 open-ended questions. Most of the headteachers held the conception that instead of a single leadership style, the use of multiple leadership styles is effective for managing teachers in order to improve students’ academic achievement. Moreover, these Headteachers were keen to improve the academic achievement of the students. For this purpose, they use different leadership styles. It is also clear from the data that most Headteachers prefer a democratic leadership style to use for their staff and students. However, sometimes they rely on other leadership styles—but with the aim of improving the academic achievement of the students. Keywords: leadership, headteachers, school, Kashmiri, academic achievement