Perceptions Of Administrators Research Articles

Perceptions on the Application of Guiding Standards by University Administrators to Promote Quality Assurance Practice in Selected Teacher Training Universities in Mozambique

: One of university administrators’ key mandates is to close the gap between guiding standards and the practice of quality assurance. This study explored teacher trainees’ perceptions of administrators’ application of guiding standards during quality assurance practice in selected teacher training universities in Mozambique. Descriptive survey design, which has ability to collect precise opinions on targeted phenomena was used. The target population was students in fourth year in government teacher training universities in Mozambique. Permission for the study was obtained from the Ministry of Higher Education and Technology. Confidentiality was assured. All information would be used for research purposes. For validity, expert opinion was sought from the researcher’s supervisors. Reliability was ensured at 0.93 using Cronbach Alpha Coefficient. Data was collected from 242 randomly sampled fourth year teacher trainees using questionnaires. Data was analyzed using SPSS version 29. Descriptive statistics were mainly used to analyze data. Findings showed that Administrators excelled in marketing developmental aspirations and in international cooperation. The study however showed the need to scale up on ensuring visibility of standard guidelines, peer assessment and marrying of theory and practice among others. These had heterogeneous standard deviations of 1.54; 2.19; 2.14 respectively. Key recommendations included: ensuring visibility of universities’ standard declarations and the sourcing of more resources to ease the process of marrying theory with practice during teacher training. Also, that universities be well resourced in order to be more inclusive of disabled teacher trainees. Further, studies are required to explore practical acceptable ways of promoting peer assessment.

Analysis of Bandung City Muzaki Satisfaction with the Services of the National Amil Zakat Agency (BAZNAS)

The National Amil Zakat Agency in Indonesian “Badan Amil Zakat Nasional” (BAZNAS) in Bandung City places a high priority on measuring muzakki satisfaction in all aspects of service delivery. In order to increase the muzakki's (those who pay zakat) trust in BAZNAS in Bandung City, it is obvious that service improvement is required. This study has a descriptive study design and a quantitative methodology. Its goals are to assess the level of community satisfaction with the services supplied by the local institution, explain and comprehend the quality of services offered, and gauge how closely community satisfaction corresponds to the institution's actual performance of services. Purposive sampling is the method of sampling that was used, and 344 respondents made up the sample. The measurement method for the public service satisfaction index and the calculation described in the Regulation of the Minister of State Apparatus Empowerment and Bureaucratic Reform of the Republic of Indonesia Number 14 of 2017 regarding Guidelines for Preparing Public Service Organizer Satisfaction Surveys and SERVQUAL are combined in the analysis method used to calculate the muzakki satisfaction index for BAZNAS in Bandung City. 90% of the muzakki express concern and high concern for BAZNAS activities, despite the fact that they have no direct interaction with BAZNAS in Bandung City, according to an analysis of muzakki perceptions of zakat administration by BAZNAS in that city. 50.56% of the muzakki reported that the “Unit Pengumpul Zakat” UPZ (collecting and distribution units) at their individual universities are how they find out about BAZNAS initiatives. Information is accessed by the remaining 49.49% of the muzakki via various digital channels. About 60% of the muzakki in Bandung City believe that BAZNAS' official website and social media pages are "informative" in how they publish their activity reports. 85% of the muzakki in Bandung say that the needy and poor groups should be the focus of the zakat distribution carried out by BAZNAS. Bandung Sehat, Bandung Taqwa, Bandung Makmur, Bandung Cerdas, and Bandung Peduli are the five BAZNAS projects in Bandung City that earn the maximum support from the muzakki, each receiving 43.56%. Almost all of the components (indicators) of the muzakki satisfaction measurement fall into the "good" category, scoring between 3 and 4. Only one indication receives a score of 4.01 or above, which is in the trust area and represents a very good result. One more indication, rating 3.69 (good), is above 4.00 in the satisfaction category. The Bandung City Muzakki's impression of service quality was used to calculate the BAZNAS Service Quality Index, and the outcome is 77.03. In general, the muzakki rate the zakat management and distribution services offered by BAZNAS in Bandung City as being pretty satisfactory.

Discontents and Blessings of Emergency Distance Learning During Covid-19: A Qualitative Study in Two Universities of Karachi, Pakistan

Objective: The purpose of this research was to investigate the perceptions of undergraduate medical students, faculty and administrators, regarding their experience of emergency distance online teaching, the challenges faced, and future opportunities digital learning. Study Design and Setting: A qualitative study design was used with a phenomenology approach. This study was conducted in two public sector universities in Karachi in November and December 2021. Methodology: In-depth-interviews (IDIs) were used to assess the perceptions of administrators and faculty, and focus group discussions (FGDs) for perceptions of medical students. Qualitative data was analyzed by thematic analysis. Results: Participants reported unpreparedness of institutions, internet connectivity and technological expertise issues, lack of student-teacher engagement, untrained faculty, lack of practical and clinical exposure, loss of learning environment and infrastructure issues, as the barriers, while appreciating the convenience, flexibility, time-efficiency, accessibility and continuity of medical education as the advantages of distance learning. Conclusion: The new dictum of education is digital learning and it is here to stay. The consensus opinion seems to be for blended learning, with theoretical component of curriculum being delivered online and practical and clinical, face-to-face.

Seeds of trust ripe as luscious fruits: Faculty mentorship forum at Aga Khan University Medical College.

Faculty members require mentoring in all stages of their professional development. Aga Khan University (AKU) has initiated mentorship programs for students and faculty at AKU Medical College (AKU- MC) and AKU School of Nursing and Midwifery (AKU-SONAM). This study aimed to explore perceptions of mentors, mentees, administrators (chairs, co-chairs, founder members and coordinators of the mentoring program) and leadership and further investigate the strengths and challenges faced by 'Faculty Mentorship Program' at AKU- MC. We conducted a qualitative exploratory study from February till December 2021 after approval from AKU using purposive criterion sampling. Mentors, mentees, administrators and dean of AKU- MC were included in the study. The interview guide was developed, validated and reviewed by experts. After piloting, four focused group discussions and 8 in-depth interviews were conducted in AKU- MC. The findings described the transition from informal to formal mentorship, identified challenges faced by mentors and mentees and suggested the role of leadership / administrators. The themes identified were "Continuous improvement of mentoring practices", "Building strong foundations for mentoring relationships", and "Growth and development through challenging experiences". The faculty mentorship program at AKU-MC was in line with the goals and vision of the institution. All participants identified the need of additional resources, administrative support, rewards, incentives and recognition of mentors for sustainability of the program.

Student support services: Perceptions and recommendations for the next generation.

Student support services/student affairs are central to the student academic experience and success at US and Canadian dental schools. This manuscript evaluates student and administrator perceptions of support services and offers recommendations for best practices in student services in predoctoral dental education to help institutions improve the student experience. A survey of administrators and dental students found perceptions of student support services vary between these groups. Seventeen student services administrators and 263 students started the survey, and 12 administrators and 156 students completed the full survey. Survey comments indicated access to student support services is a concern. Results of the student survey, in conjunction with current literature, were utilized to develop recommendations for dental student support services. Recommendations for student support services in dental schools include accessibility of student services, and ensuring students have access to support in the domains of wellness, academic support, and peer support as well as implementation of humanistic practices. Wellness supports should include behavioral health services, physical health services, and access to mindfulness interventions. Academic support services should include study skills, time management training, and academic supports such as tutoring. Structured peer support programs should also be implemented. Dental schools should also be mindful of the changing support needs of incoming dental students.

The Relationship Between School Administrators' Supportive Leadership Behaviors and Organizational Citizenship According to Teacher Perceptions

The research, which aims to determine the relationship between the supportive leadership behaviors of school administrators and organizational citizenship according to teacher perceptions, was designed in the relational survey model, which is one of the quantitative research methods. The study population of the research consisted of 465 teachers working in primary schools in the city center of Bolu in the 2021-2022 academic year, and valid data were obtained from 306 teachers. Supportive leadership scale and organizational citizenship scales were used to collect data in the research. Parametric tests were used because the research data showed normal distribution. According to the results of the research, teachers' perceptions of school administrators' supportive leadership behaviors and organizational citizenship perceptions are high. According to another result of the study, there is a moderately positive and significant relationship between the supportive leadership behaviors of school administrators and organizational citizenship. Supportive leadership is a significant predictor of organizational citizenship. School administrators, as supportive leaders, can help teachers with their problems related to their lessons, make an effort to create a quality and peaceful working environment for teachers, make constructive criticism and create a fair working environment at school, be open to teachers' opinions and suggestions, appreciate their success, and enable their organizational citizenship behaviors to emerge. In order to ensure continuity in the supportive leadership behaviors of school administrators, it will be good to ensure continuity in their professional development. In this regard, they can participate in in-service trainings, workshops, panels and symposiums and congresses related to their fields.

“It’s a Complicated Conversation”: Ncaa Division III Athletic Administrators’ Perceptions of Adaptive Sports

In the U.S., adaptive sports have existed for more than 100 years, providing opportunities for individuals with disabilities. Despite the growth of adaptive sports in interscholastic and professional spaces, as well as the NCAA’s commitment to inclusion, there are minimal opportunities for students with disabilities to compete in sports at the collegiate level. Through semi-structured interview method, the purpose of this study was to understand Division III athletic administrators (N= 8) perceptions of adaptive sports. Throughout the data, 4 themes emerged: lack of knowledge, how, impact, and resources. Implications from this study suggest that a strategic plan needs to be developed to improve visibility, awareness, and general knowledge regarding adaptive sports. Additionally, a strategic plan targeting collegiate athletics is necessary to promote conversations around adaptive sports. Sponsoring adaptive sports is in line with the Division III philosophy. Although the participants indicated interest in adopting adaptive sports, barriers (e.g., resources, compliance with federal law) were a deterrent. To this, the NCAA should educate the membership on the benefits of adaptive sports and incentivize institutions to implement adaptive sports programming.Keywords: Adaptive Sports, Athletic Administration, Division III, Intercollegiate Athletics

Review and Prospects of Proactive Administration in Republic of Korea’s Public Service Sector

Purpose: This article is to review the current state of proactive administration in the public service sector of Republic of Korea (ROK) and to present prospects for the people’s better life.
 Method: This study reviews previous research to identify obstacles of proactive administration and approaches an empirical analysis of progress in proactive administration to address mitigation options.
 Results: Public servants hesitated to perform their duties creatively and proactively, fearing that they would be punished if the results were not good. On the other hand, some public servants are abusing the purpose and incentives of proactive administration. Therefore, it is necessary to identify, predict, and mitigate issues that may or may occur in the process of promoting proactive administration.
 Conclusion: ROK government-wide efforts for proactive administration are necessary for the public service society to move in the right direction. The most important thing is the proper perception of public servants' proactive administration. To this end, it is essential to strengthen and actively utilize the teaching capabilities and skills of dedicated lecturers in connection with compulsory education. In particular, fair and strict punishment should be imposed on public servants who abuse proactive administrative incentives.

Always Full Performance! The Relationship between Burnout, Organizational Commitment and Job Performance in School Administrators

In this study, the job performance of school administrators, a significant factor of school effectiveness, was discussed. Accordingly, the aim of the survey is to examine the relationship between burnout, commitment to school and the job performance of school administrators. 320 school administrators working in public schools in Turkey participated in the research. In the research, causal comparative design and correlational survey model, which are among the quantitative research methods, were used. The data of the study were collected using the "Burnout Measure", "Organizational Commitment Scale" and "Job Performance Scale". Descriptive and evidential statistics techniques were used in the analysis of the data. As a result of the research, it was determined that especially the job performances were at a very high level according to the perceptions of school administrators. School administrators' level of burnout was found to be low despite their medium level of commitment to school. A negative and very weak correlation was found between school administrators' burnout and their organizational commitment. When analyzed in terms of demographic variables, the job performance of the principals was higher than that of the assistant principals. Burnout of assistant principals was found to be higher than that of principals. In addition, it was revealed that female school administrators' burnout was higher than that of male school administrators. Demographic variables did not make a significant difference on the organizational commitment of school administrators. In the study, it was also founded that the burnout of school administrators and the continuance commitment dimension of their organizational commitment to their schools are significant predictors of their job performance. Recommendations were made in the light of relevant findings and literature.

Perceptions of School Administrators and Students on Security and Safety at Selected Tertiary Institutions in Ghana

The goal of the study is to review the perceptions of school administrators and students on security and safety at selected tertiary institutions in Bono Region, Ghana. The study was conducted at two public tertiary in Ghana's Bono Region. The study used a concurrent mixed-methods approach to collect both quantitative data through Likert scales and qualitative data through open questions within a single questionnaire and some interviews with school administrators. A sample size of seven hundred and fifty-eight (758), including students and administrators was used for this study. The survey revealed that students believe there is good security and safety on the two campuses. Additionally, students say they feel comfortable on campus during the day and night. They also say they feel safe overall. In addition, students do not carry something on them for protection when walking on campus and students are ready to report crime/s against them to the university security. It, however, came out from the study that students avoid certain places on campus because of fear of their security and safety. The study revealed proactive security and safety management practices in the two universities. It came out that the universities provide annual security and safety reports detailing any security and safety-related events with crime prevention details. The study further recommends that University management should prioritize efforts to enhance campus security and safety by employing more strong security personnel and deploying modern security gadgets/items, particularly in locations that students perceive as unsafe.

The Relationship between Teachers' Perceptions of Compliance with the Psychological Contract and School Administrators' Empowering Leadership Behaviors

The aim of this study is to examine the effect of school administrators’ empowering leadership behaviors on the psychological contract perceptions of secondary education institution (high school) teachers. The population of the study consists of 2,878 teachers who were working at 47 high schools located in central Elazığ during the 2019-2020 school year. The sample of the study consisted of 470 teachers selected from 12 schools using the stratified sampling method. Data were collected by using the "Scale for School Administrator Compliance with Psychological Contract" developed by Koçak (2016) and the “Scale for Teacher Compliance with Psychological Contract". Teacher perceptions of the level to which school administrators displayed empowering leadership behaviors were measured by using the Empowering Leadership Behaviors Scale developed by Konczak and Stelly and Trusty (2000) and adapted to Turkish by Aras (2013). It was found that teachers had high perceptions of school administrator compliance with psychological contract (SACPC) and that they also had a high level of compliance with psychological contract (STCPC). Additionally, it was found that teacher perceptions of school administrators displaying empowering leadership behaviors (OYGLD) were also high. Perceptions of teachers who had been working for 7-11 years in the same school regarding school administrator compliance with psychological contract were higher than those of teachers who had been working in the same institution for 2-6 years. Moderately positive and significant relationships were found between the Scale for School Administrator Compliance with Psychological Contract (SACPC), the Scale for Teacher Compliance with Psychological Contract (STCPC) and its subdimensions, and the Empowering Leadership Behaviors Scale (ELBS). The variables of deciding on one’s own, knowledge sharing and innovative performance did not have a significant impact.

The Unintended Influence and Impact: Funder-Mandated Performance Metrics, Service Delivery, and Social Justice

ABSTRACT Nonprofit organizations provide services that address the complex needs of diverse populations within a multitude of financial and resource constraints. Necessity requires these organizations to apply for financial support from a variety of stakeholders and engage in evaluation processes that are often driven by funder priorities. Therefore, understanding nonprofit staff perceptions of the influence of funder-mandated metrics upon service is critical. This study utilized qualitative interviews to examine the perceptions of administrators and staff members within nonprofit organizations related to the influence of funder-mandated performance metrics on service provision. Findings suggest that funder-mandated metrics influenced the definitions of client success, client-provider relationships, client motivation, and how services are provided. Social justice questions are raised regarding the impact that culture, privilege, and ideology can have on service delivery and client experiences which highlight directions for future research and practice implications.

AN EVALUATION OF CHANGE MANAGEMENT COMPETENCIES OF BASIC EDUCATION SCHOOL ADMINISTRATORS (THE CASE OF AKDENIZ DISTRICT, MERSIN)

This research aims to determine the competency levels of school administrators serving in public basic education schools in change management in terms of determining the need for change in school, preparing the school for the change process, implementing change in school, and evaluating the change, according to the perceptions of school administrators and teachers. In addition, the study aims to determine whether the perceptions of participants in each dimension differ by gender, age, and seniority variables. The research population consists of teachers and administrators working in basic education schools affiliated with the Ministry of National Education in the Akdeniz District of Mersin Province. The study population includes 90 basic education schools (primary and secondary schools). In these basic education schools, there are 1280 teachers and 195 school administrators (principals and vice principals). The number of teachers included in the sample representing them was 222, and the number of administrators was 101. A Questionnaire for Evaluating School Administrators’ Change Management Competencies, developed by the researcher, was administered to the research participants. The collected were analyzed using the SPSS program. To determine whether the competency levels of school administrators in change management differed by position and gender based on the participants’ perceptions, t-tests were applied, and to determine whether they differed by seniority and age, ANOVA tests were employed. The research findings indicated that according to the perceptions of public basic education school administrators, the administrators demonstrated high competencies in change management in the dimensions of determining the need for change in school, preparing the school for the change process, implementing the change in school, and evaluating the change. According to teachers’ perceptions, the administrators had high competency in all dimensions of change management.

Administrator Perceptions of Campus Sexual Assault Policy at an HBCU: A Composite Counterstory

Abstract: This article explores the campus climate of a Historically Black University in the Southeastern United States by providing an overview of the campus’ sexual assault policy and administrators’ perceptions of the climate surrounding sexual assault on the campus. The research question that guided this study is: How does institutional context shape the policy development and implementation of campus sexual assault policy at an HBCU? The research design consists of semi-structured interviews with six administrators that were analyzed using Counterstory. The significance of this study is to contribute to the body of research which exists about campus sexual assault policies at HBCUs. The findings of this study discuss how the institution views their stance on campus sexual assault policy. This study provides administrators with information that can assist in the development and implementation of campus sexual assault policy.

Improving Organizational Climate Using Appreciative Inquiry in a University Setting, in Cebu City, Philippines

This study tried to determine the effects on organizational climate in the university resulting from the Appreciative Inquiry (AI) workshop implemented.as an intervention in this participative action research study It provided answers to the PRE-WORKSHOP perceptions of administrators and faculty members in terms of Interpersonal Relationships, Vertical and Lateral Collaborations, Creativity Resulting from Synergy, Quality of Work Life, Management Support, Loyalty to the Organization. The results of the AI WORKSHOP along the 4D Model of AI were also analyzed. Likewise, it also tried to analyze the POST-WORKSHOP perceptions of administrators and faculty members in terms: Interpersonal Relationships, Vertical and Lateral Collaborations, Creativity Resulting from Synergy, Quality of Work Life, Management Support, Loyalty to the Organization. For its theoretical framework, the study applied the 4D Appreciative Inquiry Model. The study applied participatory action research. The Appreciative Inquiry Seminar-Workshop be made at a later time so that the remedial actions can be undertaken to further improve work conditions and productivity. The study concludes that the participating faculty members of university were satisfied with their existing organizational climate before the Appreciative Inquiry Seminar-workshop took place. However, an improvement was needed. It is recommended that Appreciative Inquiry seminar-workshop should be conducted again after the research was completed.

Administrators’ Perception of Teacher-educators’ Exhibition of Pedagogical Skills and Implementation of Early Childhood Education Curriculum in Primary Teachers’ Colleges in Eastern Uganda

The major intention of this study was to assess the perception of college administrators on the extent to which Teacher-educators exhibit the required pedagogical Skills to be emulated by their trainees to the expectations of the Ministry of Education and Sports in Uganda. The authors of this paper were motivated by the notion that Teacher-educators ought to exhibit desirable pedagogical Skills as a mentorship strategy to their trainees. There is a persistent public outcry about the pseudo-trained graduates from Primary Teachers’ Colleges (PTCs) in Uganda. The objectives of this study were threefold, namely: (1) identify the pedagogical Skills stipulated in the ECE curriculum for teacher trainees in PTCs; (2) establish the extent to which teacher-educators facilitate their trainees to acquire the required pedagogical Skills in the ECE curriculum; and (3) find out the challenges associated with Teacher-educators’ competencies to exhibit pedagogical Skills in PTCs in Eastern Uganda. A phenomenology research design was adopted with a qualitative approach. Thirty-eight informant interviews and nineteen focus group discussion schedules were conducted with participants who included; Principals, Deputy Principals, the Director of Studies and an ECE Official from Kyambogo University. The key findings indicated that the Primary Teacher Education (PTE) curriculum of 2012 stipulates pedagogical Skills to be exhibited by Teacher-educators to their trainees; however, teacher-educators experienced the inability to exhibit desirable pedagogical Skills for their trainees to emulate. It was difficult for the Teacher-educators to offer what they never possessed. The greatest challenge reported by the majority of the participants was inadequate funding and yet ECE is a practical learning area and limited access to opportunities for Continuous Professional Development (CPD) courses for capacity building was yet another concern. It was therefore, recommended that Teacher-educators be trained to acquire desirable competencies in exhibiting pedagogical Skills so as to mentor and support their trainees. If the quality of teacher education is to be realised as expected, Teacher-educators’ CPDs on pedagogical Skills are crucial. Trainees are expected to tap into the vast experience of their Teacher-educators through mentorship as emphasised by the Vygotsky social-cultural theory.

The Validity of Hiring Native and Non-Native English-Speaking Instructors: Professional Observers', Learners', and Programme Administrators' Perceptions

In the recent past, considerable attention has been directed towards the issues relating to non-native English speaker teachers (NNESTs) and native English speaker teachers (NESTs) in English language teaching (ELT), especially their employability as English language teachers. This study aimed to investigate the hiring process for an English as a foreign language (EFL) instructor position. The study has adopted a mixed-design approach using a structured questionnaire on 212 students from the Preparatory Year Program (PYP) at Princess Nora University (PNU) and the Common First Year (CFY) at King Saud University (KSU) and semi-structured interviews on six programme administrators and professional observers from the higher education language institutions in Saudi Arabia to achieve the study’s objectives. Specifically, this study examined three areas: a) the programme administrators’ perception of the hiring criteria of both NESTs and NNESTs; b) the professional observers' perception of the hiring criteria used, linking them to the performance of both NESTs and NNESTs in EFL classes and providing criteria that they deem necessary; and c) the learners' perception of the characteristics of an effective EFL instructor to support the latter's perception. The results revealed that being a native speaker was not important from the perception of programme administrators, professional observers, and learners. However, programme administrators, professional observers, and learners gave more importance to other criteria such as pedagogical skills, personal qualities, and the ability to teach.

Adapted Physical Educators’ Experiences With School Administration and Marginalization

Background: While preliminary research has indicated that adapted physical education (APE) teachers experience marginalization, little research has examined how specific relationships factor into these experiences. Purpose: This study sought to examine APE teachers’ experiences and perceptions of school administrators. Methodology: Occupational socialization theory was used to guide semistructured interviews with 24 APE teachers about their relationship with administrators. Results: A collaborative approach to qualitative data analysis was used to construct four themes: (a) APE teachers are socialized to be marginal and settle for inadequate support; (b) negative impressions of general physical education led to a similar outlook on APE; (c) administrators focus on compliance with mandates over quality practice in APE; and (d) support depends on administrative effort, and many administrators look uncomfortable in the gym. Conclusion: Although these findings shed light on the complex, and often absent, relationship between APE teachers and their administrators, still additional research is needed.

LOCAL ENVIRONMENTAL POLICY AFFECTING SUSTAINABILITY PERCEPTION OF LOCAL ADMINISTRATOR

The objective of research was to predict the local environmental law knowledge affecting sustainability perception of local administrators. The populations were local administrators of Sub-district Administrative Organization (SAO) of Maha Sarakham Province in fiscal year of 2022. The Simple Random Sampling technique was conducted with 400 local administrators. The questionnaire used an instrument for data collection. Multiple Regression Analysis is an inferential statistic for data analysis. Descriptive statistics were mean, and standard deviation. The finding showed that the prediction equation of relationship between independent variables of Local Policy 1, Local Policy 2, Local Policy 3, and Local Policy 4. These 4 local policy affected to sustainability perception of local administrator of Maha Sarakham province. The results illustrated the prediction power of Local Policy 1, Local Policy 2, Local Policy 3, and Local Policy 4 were 68.80%, 67.60%, 72.20% and 73.40% respectively. To accomplish the local sustainability, the proper local environmental policy formulation is a critical part that should be paid attention because the local environmental policy will issue the good plan and action for local administrators to be a best guideline to implement and persuade the local people to actively participate and collaborate in environment and ecosystem conservation with correctly knowledge and clear understanding in all aspects of local environmental policy such as raise the level of maturity in managing natural resources and environment and building partnerships in managing natural resources and environment.

Coaching impact on work-family conflict and occupational stress among educational administrators in primary schools.

Many workers in developing countries have complained about poor working conditions, unhappiness, and job insecurity. As a result, irrationality in employees judgments of the dissatisfactory status of Nigerian organizational environments has been linked to deviant public employee behavior. Apparently, workers in this work environment experience job-induced hazards and distorted feelings about their occupational well-being. With that in mind, we evaluated the impact of rational-emotive occupational health coaching on work-life quality and occupational stress management among educational administrators in Nigeria. This research employed a group-randomized trial design. A total number of 70 administrators were recruited, measured with 2 measurement tools during the study. Frequency, percentage, and Chi-square statistics were employed to describe the recruited sample, and inferential (mixed model ANOVA) statistics were utilized to examine the information gathered from the participants. The result showed a significant effect of the rational-emotive occupational health coaching (REOHC) group in decreasing the perception of stress and work-family conflict management among educational administrators. Also, the study reported a significant effect of time on administrators' occupational stress and work-family conflict management. The results also indicate that administrators' occupational stress and work-family conflict coping skills had a significant influence due to group and time interaction effects. REOHC is a powerful and useful coaching strategy that improves perceptions of administrators about work-life and job stress in work environment. Based on these results, we recommend REOHC for practitioners in different works of life.