Primary School Headteachers Research Articles

Factors motivating head teachers in Marakwet west Sub County to enroll for the KEMI diploma in educational management course

Head teachers of primary schools have to deal with a lot of shifting managerial environments, which sometimes makes them ineffective in their expanding responsibilities. Therefore, providing targeted in-service training has never been essential. Head teachers in Kenya's Marakwet West Sub County were asked to participate in the KEMI Diploma in Educational Management Course as part of this study. The research design was a descriptive survey. The sample consisted of 38 head teachers chosen through stratified random sampling from 57 schools whose heads had completed the KEMI Diploma in Education Management, 42 teachers chosen at random, and 13 chairpersons of the Board of Management chosen intentionally from the same schools. Data was gathered through the use of questionnaires. The information was summed up and introduced utilizing recurrence tables, charts and rates. The study found that head teachers were motivated by the need to improve their skills, a raise in pay, and a higher job grade. In order to encourage teachers to participate in useful professional development programs, the study suggested that head teachers' job evaluations include an audit of skill requirements, continuous short-term refresher courses in areas that were studied, decentralization of training, and recognition of head teachers' academic achievement through promotion and salary increments. The study found that there were gaps between the course content and the actual management skills that school managers need, such as ICT skills and financial management bookkeeping. The TSC's selection, promotion, and deployment of head teachers of primary schools should also be reviewed, according to the study.

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.

Developing of Comprehensive Resilient Educational Model for Head Teachers’ High Performance in Malaysia Primary School

This paper explores the modelling of resiliency among educational leaders, which promotes resilient schools. The pandemic has a firmer grip on everybody and batters each of people more physically, mentally, and emotionally. Disruptions and changes 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 diligence and increase performance. As a result, in most studies, the key to a coping strategy is positive thinking which inhibits self-development. It is between being good at stress and positive thinking. They could have the best intentions of spending their time on issues that matter most. The high-performing head teachers have sustainable work done and find ways to develop the resilience to focus their work from distractions. The high stakes work in schools today facing the COVID-19 pandemic, learning and teaching at home and managing school through online basis. Resiliency is an absolute must to keep people engaged, passionate, and committed to achieve challenging situations. Besides helping leaders to help themselves, resilience helps them to help others within the school and in partnership with communities. This study lighted up effective ways of courage to support others. This study explored the resilient factors and challenges of seven high-performing head teachers and two experts 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 valuable ideas for head teachers in primary schools and future researchers who interested in conducting similar studies to develop more high-performing primary school head teachers’ literature from primary school leader’s context. The concept associated with the leaders’ need to help resilient leaders thrive as individuals and as leaders in educational leaders’ resiliency.

A Review of Resilience Leadership in Challenging Circumstances: A Case Study of Malaysia Primary School Head Teachers

Educational leaders were faced with the combined difficulty of handling noticeable improvements outside their organisations and all across the ministry of learning plan and execution in addition to reacting to unprecedented requires the social. Education in Malaysia saw an unusual rate and degree of change over some few fortnight in March 2020, trying to equate earlier worldwide trends. The outbreak made it the more crucial to act quickly in the field of education. The syllabus has already been altered, facial expression instruction is in jeopardy, and the public primary school test has already been delayed. Effective school administration is the responsibility of school administrators, especially in basic schools. There were many decisions that needed to be made, conveyed, carried out, and evaluated, all of which called for resilience. Throughout this study, we provide a number of important resilience elements and lessons discovered from the head teachers' perspectives as educational leaders in Malaysian primary schools, both in the now and in the years to come. We depend on the knowledge of six principals of Malaysian public primary schools. Resilient leaders must meet stringent standards in primary schools. The standards are broken down into leadership categories where school leaders' social skills and compassion more towards the school community, parents, and stakeholders should be handled. People as educational leaders gained a fresh appreciation of the resiliency and ingenuity of teachers and elementary school students as a consequence of the ramifications of these responses. In order to prepare for an exceptional event that may emerge in the modern day, we provide illustrations of these classes and topics, as well as suggestions for how to operate the school mostly in "new baseline" of dealing with COVID-19 and help overcome.

INFLUENCE OF THE ATTITUDE OF TEACHERS ON ACADEMIC PERFORMANCE OF VISUALLY IMPAIRED LEARNERS IN PRIMARY SCHOOLS OF RONGO SUB-COUNTY, KENYA

<p>Visual impairment has a negative impact on the learner’s ability to learn. In Kenya learners with visual impairment experience problems interacting with the learning environment just like other learners with other forms of impairment. The purpose of the study was to investigate the influence of the Attitude of Teachers on Academic Performance of Visually Impaired Learners in Primary Schools of Rongo Sub-County, Migori County, Kenya. The study was based on Bandura’s (1968) Social Cognitive Theory of learning which outlines the process of learning as a result of the surrounding environment. The study employed a descriptive survey design. The study population included 29 headteachers of public primary schools with the integrated program, 40 Special Needs Education (SNE) Teachers and 5 Curriculum Support Officers (CSOs) giving a total of 74 respondents. Purposive and Saturated sampling techniques were used to get a sample size of 29 headteachers, 40SNEteachers and 5 CSOs. Reliability of research instruments was done through piloting on 4 SNE teachers, 3 headteachers and 1 CSO in UririSub-County. Using the test-retest technique, a reliability index of 0.79 and 0.81 was attained for teachers’ and headteachers’ questionnaires respectively. The reliability test for the interview schedule was carried out by parallel-form reliability. The content validity of instruments was established by presenting the instruments to an expert for confirmation. Quantitative data was analyzed using descriptive statistics of frequencies, percentages and means and Inferential statistics of Pearson Correlation Coefficient and Chi-square. Qualitative data was analyzed based on emerging themes generated from the study objective. Data were analyzed using the Statistical Package of Social Sciences (SPSS) version 22. Frequency and percentage tables were used to present collected data. The study established that there was a significant relationship between teachers’ attitude and teaching learning materials and academic performance at p <0.05. Therefore the null hypothesis was rejected and it was concluded that teachers’ attitude affect academic performance in Integrated Primary Schools in Rongo Sub-County. From the study it was recommended that teachers handling visually impaired learners should work on their attitude to improve the performance of visually impaired learners; teaching and learning materials that are relevant and appropriate should be made available to visually impaired learners in order to aid their academic performance. Research findings will assist in identifying appropriate teaching methods, teacher training, and a conducive working environment to boost teacher morale and adequate teaching and learning resources.</p><p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0025/a.php" alt="Hit counter" /></p>

Mainstreaming Instructional Materials for Early Childhood Education and its Influence on Children’s Participation Rates in Public Primary Schools in Embu County, Kenya

Mainstreaming instructional materials in Early Childhood Education (ECE) is of paramount importance in the teaching and learning process. The purpose of this research was aimed at discovering how availability of instructional materials influences participation rates, an aspect of internal efficiency. The study was guided by correlation design and adopted stratified and simple random sampling techniques. A total of 39 public primary schools were sampled; in addition to 39 and 156 primary school headteachers and teachers respectively and 39 ECE teachers. Data for the study was collected through the use of questionnaires and documentary analysis guide. SPSS and Pearson correlation was used to analyse data and results were presented in percentages, frequencies, means, and standard deviations. Data analysed revealed that there was a positive correlation between ECE instructional materials and internal efficiency in public primary schools (r = .703, n = 37, p< .01). The study concluded that there is a positive correlation between ECE instructional materials and children’s participation rates. Therefore, there is need for headteachers in collaboration with the county government and parents to avail adequate instructional materials to enhance children’s participation rates.

Assessment of school based management committees' involvement in managing public primary schools in Maiduguri Metropolis, Borno State, Nigeria

The study assessed school based-management committees' (SBMCs') involvement in Managing public primary schools in Maiduguri Metropolis Borno State, Nigeria. The objectives of the study were to assess: SBMCs' involvement in provision of educational resources; maintenance of educational resources and SBMCs' involvement in maintenance of discipline among pupils in public primary schools in Maiduguri Metropolis, Borno State, Nigeria. Three research questions were answered. Survey research design was adopted for the study. Simple random sampling technique was used to select 19 head teachers out of the population of 39 head teachers of public primary schools in Maiduguri Metropolis, Borno State. Questionnaire was used for data collection. The questionnaire was validated and pilot tested. The validity index yielded a coefficient of 0.78, while the reliability index yielded a coefficient of 0.72. Mean and standard deviation were used to analyze the data. The findings of the study revealed that there were passive SBMCS' involvement in the provision of educational resources, there were active SBMCS' involvement in the maintenance of educational resources, as well as active involvement in maintenance of discipline among pupils in public primary schools in Maiduguri Metropolis Borno State, Nigeria. Based on the findings of the study, it was recommended that government should create awareness to enlighten parents, alumni, community leaders, religious leaders on the importance attached to SBMCs involvement in provision and managing educational resources as well as maintenance of discipline among pupils in public primary schools in Maiduguri Metropolis, Borno State, Nigeria.

Pupil-centred spiritual leadership: an empirical study of thirteen church primary school headteachers in England

The place of Church school headteachers as spiritual leaders of the school community is rarely highlighted. This article investigates how 13 Church primary school headteachers (Catholic Church of England, and Methodist) interpret this role. It draws on the Faith in the Nexus research which investigated how church primary schools nurtured pupils’ spiritual development and facilitated faith activity in the home. The head teacher interviews revealed several recurring themes, such as empowering children, collective worship, relationships with church and parents, and the visibility of faith in school. This research brings together a comparison of leadership approaches from Catholic and Anglican headteachers. Evidence of differences emerged; Catholic headteachers tended to use ‘overtly religious’ language while many Anglican headteachers employed a more ‘secular’ language to express their vision of spiritual leadership. A comparison with Shaw’s (2015, 2017) model of ‘ethotic leadership’, highlighted much in common. The headteachers’ ethos was pupil-centric and shaped by a focus on the spiritual development of the child. An adaptation of Shaw’s model is offered which places the child at the centre.

Investigating inclusive education in primary schools in Ghana: what inclusive cultures, environment, and practices support implementation?

Schools create an inclusive environment and cultures and enact inclusive practices to cater for the learning and social needs of learners. Using an adapted Ghana Inclusive Education Monitoring Tool (IEMT), which is based on the Index for Inclusion, we collected data from 74 headteachers of primary schools. Data analysis involved percentages and frequencies of multiple‐scaled items of the adapted IEMT. Findings revealed headteachers admit learners with special needs and disabilities (LwSEND) to set the stage for inclusion, while teachers accept these learners in schools. Collaborative cultures among teachers, parents, and other community stakeholders support inclusive education. While classrooms had somewhat good ventilation and lighting, school facilities were less accessible to all learners. Knowledge to adapt the curriculum and the flow of inclusive knowledge among teachers was limited. Suggestions to improve inclusive education include school‐wide professional development for sharing inclusive knowledge, enhancing teachers' pedagogical competence and promoting supportive inclusive cultures.

Head teacher Leadership Styles and Teacher Performance in Primary Schools in Kaabong District, Uganda

Purpose: This study investigated the influence of headteacher leadership styles on teacher performance in primary schools in Kaabong District. Specifically, the study was to establish whether headteacher transformational leadership style had a significant influence on teacher performance; whether headteacher instructional leadership style had a significant influence on teacher performance; and whether headteacher transactional leadership style had a significant influence on teacher performance in primary schools in Kaabong District.
 Methodology: The study adopted a cross-sectional descriptive survey research design in which structured questionnaires and face-to-face interviews were used to collect data from 308 respondents that included headteachers, directors of studies, teachers, pupil leaders and members of school management committees. The sampling of respondents was done mainly using simple random and census.
 Findings: The study found out that most headteachers in primary schools in Kaabong used the three leadership styles in their management. However, the study found out that most of the respondents disagreed that teacher performance in the primary schools was good. The results of the linear regression showed that use of transformational leadership style had an insignificant influence on teacher performance; use of instructional leadership style had a moderate significant influence on teacher performance; and use of transactional leadership style had an insignificant influence on the teacher performance in the primary schools.
 Unique Contribution to Theory, Policy and Practice: The findings of the study will provide a basis for policy makers to consider which leadership styles to emphasize in a bid to improve on teacher performance in schools. The findings from this study will provide an insight among head teachers on the importance of adopting appropriate leadership styles that can ensure good teacher performance in the primary schools. The findings will provide a basis for identifying the relationship between head teachers and teachers in forging best practices for improved teacher performance in schools.

School-Community Collaboration: A Correlate of Teachers’ Productivity in Public Primary Schools in Enugu, Nigeria

The productivity of primary school teachers is increasingly questionable, while head teachers seem helpless in the face of the situation. While seeking to improve the teachers’ productivity, one wonders if the school’s host community has no role to play. This study investigated the relationship between the host community’s interaction with the school and the teachers’ productivity in primary schools in Enugu state. The study adopted a correlational research design. The population of the study comprised all the head teachers in the public primary schools in Enugu state. The study’s sample sizetudy’s sample size was 84 headteachers, representing 20% of the population. Random sampling procedure was used to draw the sample. Data was collected using a researcher made structured instrument titled “School-Community Collaboration and Teachers’ Productivity Questionnaire” (SCTPQ). The instrument was validated by three experts and trial tested. An internal consistency reliability index of 0.76 was obtained using Cronbach alpha method. Simple linear regression analysis was utilized in analyzing the data collected. The study’s findings revealed a positive relationship between school-community collaboration and teachers’ productivity. The recommendation therefore, is that headteachers should maintain mutual and cordial collaboration with the schools’ host community.

Teacher Training and Integration of Information Communication Technology in Teaching and Learning in Public Primary Schools, Kenya

The purpose of the study was to investigate the influence of teacher training in information communication technology on integration of information communication technology in teaching and learning in public primary schools in Kakamega County in Kenya. The study objectives sought to determine the level of teachers’ training in information communication technology for integration of information communication technology in teaching and learning; ascertain the influence of teachers’ academic qualification in information communication technology on integration of information communication technology in teaching and learning and to establish the influence of teachers attendance of in service course in information communication technology on integration of information communication technology in teaching and learning in public primary schools in Kakamega County, Kenya. Technological Pedagogical Content Knowledge theory was used for the study. A descriptive survey research design was used for the investigation. The sample size was determined using the census sampling, proportionate sampling, simple random sampling, and purposive sampling techniques. The sample size included 356 public primary school teachers, 189 public primary school head teachers, and 1 County Director of Education. The study used questionnaires and interview schedules to collect responses from 546 participants. Tables and charts were used to present the data. The results were analyzed both quantitatively and qualitatively. The Chi-square (x2) test was used to assess the degree of correlation between teachers’ use of information and communication technology and teaching and learning in public primary schools. Cronbach alpha (0.05) was the criterion for significance. This study was significant since it increased our understanding and aided in the development of future ICT integration strategies for teaching in the classroom. The study revealed that the majority of public primary school teachers lacked Information Communication Technology training. In order to integrate ICT into teaching and learning, the study recommended that teachers acquire training in information and communication technology.

Influence of Headteachers Roles on Implementation of Competence based Curriculum in Public Primary Schools in Likoni Sub-County, Mombasa County, Kenya

In Likoni Sub-County public elementary schools, this study aimed at ascertaining how the head teacher’s responsibilities affect the implementation of the competency-based curriculum. Its specific objectives were to examine the influence of the head teachers role on provision of teaching and learning resources on CBC implementation; to assess the influence of the head teachers role of ensuring trained personnel through BOM on CBC implementation in Likoni Sub County public primary schools. The participatory leadership theory and the contingency theory of leadership were the theories that are directing the study. The research employed a descriptive survey study methodology. 17 public primary school head teachers, 129 classroom teachers, and 68 members of the board of management committee, totaling 214, were the sample size. Basic random sampling and purposeful sampling was utilized. A survey was used to gather data. In order to guarantee the study instruments about their reliability, 30 respondents were selected randomly and issued with the questionnaires. The scores from their responses were analyzed by using SPSS version 28. Cronbach’s coefficient alpha determined inside consistency. Additionally, the researcher conducted a test-retest on the piloted questionnaire. The questionnaires were checked and rechecked, adjusted where necessary and all missteps were wiped out. After being collected data was tabulated and analyzed with the use descriptive statistics using SPSS version 28. The following model, Y =B0+B1X1+B2X2+B3X3+B4X4+e, was used by applying correlations and regression analysis to examine the impact of the independent variables on the dependent variable. Confidentiality, informed permission, privacy, and anonymity are among the ethical criteria for this investigation. The study’s findings reveal the critical importance of several factors in CBC implementation, including the availability of teaching and learning resources, the presence of trained personnel, the adequacy of infrastructure, and effective monitoring and evaluation mechanisms. These factors, in conjunction with the leadership of headteachers, play a pivotal role in shaping the quality of CBC delivery. The successful implementation of CBC is a dynamic process that requires harmonious synergy between various factors and the leadership of headteachers. This study offers insights into the multifaceted nature of CBC implementation and its resonance with international research. It highlights the significance of resource allocation, personnel development, infrastructure enhancement, and monitoring and evaluation in CBC success. Based on the findings, the study provides actionable recommendations for policymakers, school administrators, and stakeholders to enhance CBC implementation. These recommendations encompass resource allocation and enhancement, professional development, infrastructure enhancement, monitoring and evaluation, leadership and management, research and innovation, and stakeholder engagement.

The Influence of Availability of Internet Connectivity on Teachers’ Integration of Information Communication Technology in Teaching and Learning in Public Primary Schools in Kenya

The study sought to investigate the influence of availability of internet connectivity on teachers’ integration of information communication technology in teaching and learning in public primary schools in Kakamega County, Kenya. The study objectives sought to determine the influence of the degree of internet connectivity in various categories of schools on integration of information communication technology in teaching and learning and in public primary schools in Kakamega County, Kenya and to establish the influence of internet accessibility on integration of information communication technology in teaching and learning in public primary schools in Kakamega County, Kenya. The study used Technological Pedagogical Content Knowledge theory. The study used descriptive survey design. The target population of the study was 1County Director of Education, 356 public primary school head teachers and 3204 public primary school teachers. The sample size for the study was 1 County Director of Education, 189 public primary school head teachers and 356 public primary school teachers who were selected using purposive sampling, proportionate sampling, simple random sampling and census sampling techniques. The sample frame for the study consisted of 546 respondents. Data was collected using questionnaires and interview schedule. Data for this study was presented in frequency tables. Both a quantitative and a qualitative analysis of the results was performed. In order to determine the degree of relationship between internet connectivity and teachers’ integration of information communication technology in teaching and learning in public primary schools, the Chi-square (X2) test was utilized. It was anticipated that, the planners and policy makers will use the study’s findings as a basis for revamping the country’s present internet strategy in order to address the problems impending teachers’ integration of information communication technology in teaching and learning in public primary schools, students would graduate with knowledge and abilities that are competitive on a worldwide scale and go on to play an important role in the development of their country. The results of this study showed that, 76.12% of the sampled public primary boarding schools were connected to internet while 23.88%were not connected to internet. 12.84% of the public primary day schools were connected to internet while 87.16% of these categories of schools were not. The Chi-square (x2)test results showed that internet connection in public primary schools was not significantly different in public boarding primary schools than in public day primary schools (X2 =14.249, P Value =0.512). These findings indicate that, most public primary schools were not connected to internet and therefore, teachers’ integration of information communication technology in teaching and learning in public primary schools in Kenya was minimal. The study therefore recommends that, the government of Kenya through the Ministry of Education should offer broadband internet connection packages to teachers at fair installment and payment terms.

Fiscal cuts in education and their effects: Politicising learned helplessness as a disciplinary technology in education leaders in Catalonia. An exploratory research study

The paper aims to explore how head teachers and other education service leaders and their teams have been experiencing shifts in their identities during the last decade of education cuts in Catalonia (Spain), and the possible effects during the current COVID-19 crisis on educational leaders. Our exploratory hypothesis covers the crisis years (2008–2015) and on into the non-recovery years (2015–2020) until the onset of the COVID-19 pandemic. During these years, through what Ball (2008) describes as a “ratchet effect,” education cuts and their everyday effects in schools produced learned helplessness (LH) in head teachers and leaders. Theoretically, we propose to examine this malaise from a political angle, seeing it as a disciplinary technology to transform education leaders’ identity and practices. To corroborate this, we conducted four interviews with head teachers of different public primary, secondary, and special education schools, and a psychopedagogical service leader in the same semi-rural area in Catalonia. The exploratory results show that the incremental and selective cuts soon became a new normal and created feelings of (political) learned helplessness that may be seen not as negative side effects but as a disciplinary technology that reshaped leaders’ subjectivity. At the same time, education leaders carried out some (ir)responsible practices of resistance that can be understood as care of the self and others. More research needs to be done with different agents to capture the complexity and ambiguity of cuts and LH as a political phenomenon.

Practice of Symbiosis Education Theory in the Management of Primary School by Head Teachers

At this stage, China has implemented a new round of educational reform. After a period of practice, the development of China's education has made considerable progress. However, there are still some problems. It is difficult to effectively communicate and coordinate the development between teachers, students and students, which affects the promotion of quality education. In particular, primary education is a key shaping period in school education, which is related to children's quality and quality cultivation. Under the policy of double reduction, the key to carry out quality education is to find out the educational concept and mode of transformation from examination oriented education to quality education. The symbiotic education theory attaches great importance to giving play to the advantages and enthusiasm of students and teachers. Both parties participate in class management and form a good symbiotic circle by exploring appropriate symbiotic points. In order to promote and realize quality education, the author, based on teaching practice, integrates the symbiosis theory into class management, attaches importance to cultivating and giving play to students' individual advantages, actively participates in class collective management, and achieves common progress through assistance, thus forming a class collective with distinctive class culture and strong cohesion, and realizing a new model for the common development of individuals and collectives. Through the cultivation of symbiotic education mode, the cohesion of the author's class has been significantly enhanced, teachers, students and students can develop synchronously and harmoniously, and a good class ecology has been built. This paper can provide some reference for the primary school head teacher to carry out class management.

Assessment of the Impact of School Inspections to Students’ Academic Performance in Primary Schools: The Case of Mvomero District

The purpose of this study was to assess the impact of school inspection on students’ academic performance in primary schools in Mvomero District. The study used mixed research approach. The sample size of this study was 179 respondents that include 122 ordinary teachers, 1district educational officer, 10 district inspectors, 13 assistant district primary school educational officers, 8 ward educational officers and 25 head teachers. Questionnaires were used to collect information from ordinary teachers, interview was used to collect information from the primary school head teachers, ward education officers, district primary school education officers and the district school inspection officers. Observation was used by the researcher in the field to collect information by observing. Quantitative data were analyzed by using descriptive statistics while qualitative data were analyzed through content analysis. The study found that inspecting of teaching and learning documents, students’ notes and marked exercises, students’ academic records, and providing feedback after inspection for improvements are used in assessing the process of school inspection in primary schools. The results further show that impacts of primary school inspection include improvement of academic performance of students, increase teachers’ accountability to their work of teaching, improve teacher-student academic relations, solve problems of teacher-students relation, and enhance proper use of teaching and learning resources.

Impact of Teachers’ Upgradation Policy on Education Quality Primary School Level in District Swabi

A new service structure for teachers will probably soon be introduced by the Khyber Pakhtunkhwa administration. According to a representative of the department of elementary and secondary education, this has long been a requirement of instructors working in the same grade in public schools. Thus, the present study sought to explore the impact of teachers’ upgradation policy on education quality at primary school level in district Swabi. The current study was designed as descriptive in nature in which the data was collected concerning the existing status of the subject of the study. All the 591 government primary schools constituted the population of the study. In which 2392 teachers were the target population of the designed study. From the total population a sample of 100 primary school head teachers were randomly selected as sample for the study. Therefore, a closed end questionnaire was adopted on the 3-point scale, contained 10 items by taking input from supervisor. Findings of the study shows that Majority of the sampled respondents opined that it is a good step taken by the government. Most of the sampled respondents were of the opinion that upgradation policy is best suited for all of the teachers from the primary. Moreover, Government may upgrade 50% of in-service teachers through upgradation and Government may reserve 50% for the new induction through ETEA/NTS are some of the recommendation based on study findings.

Delocalisation and Psychosocial Wellbeing of Public Secondary School Principals in Selected Counties in Eastern Region, Kenya

The Teachers Service Commission proposed and implemented Delocalisation policy among the teaching fraternity in Kenya since 2017 beginning with Principals of Secondary schools and Head teachers of Primary schools. Aimed at giving a national outlook to the management of educational institutions, enhancing cohesion and quality of their management, implementation of the policy has been met with mixed reactions. While proponents link it with improved institutional management, critics have proposed its scraping due to what they allege are its adverse impacts on especially the Principals are Head teachers. Especially said to be adversely affected are the psychosocial wellbeing of the delocalised Principals. This means that implementation of the policy could be adversely affecting the mental as well as the social health of the personnel. However, empirical literature that could directly link the adverse psychosocial effects to implementation of the policy is still limited. This study therefore set out to establish the relationship between delocalisation process and the psychosocial wellbeing of the Principals with a specific focus on Public secondary school Principals in selected Counties in Eastern region in Kenya. A descriptive cross sectional survey was formulated for the study. Data was collected from 277 delocalised Principals, 12 Education officials and 18 Union officials using questionnaires. Data obtained was analysed descriptively and inferentially to put forward recommendations. Findings showed a negative significant relationship between delocalisation process and psychosocial wellbeing of the delocalised Principals implying adverse effect of the process on their psychosocial wellbeing. The relationship was found to be negatively stronger on older Principals compared to relatively younger ones. At the same time it was established that it was dependent on type of school, Principal delocalised to national and extra county schools having a more positive view on the process. It is therefore recommended that implementation of the process should be cautious approach to minimise its adverse effects.

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.