Primary School Head Research Articles

Prophetic Leadership of the Integrated Islamic Primary School Head in The Province of Lampung

Prophetic Leadership of the Integrated Islamic Primary School Head in The Province of Lampung

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

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

Utilization of Environmental Sanitation Policy Guidelines on the Use of Sanitation Facilities in Public Primary Schools

There is a need for a healthy and conducive learning environment, safe drinking water, and child-friendly sanitation facilities in the school where children spend a lot of time. The objectives of the study were to establish the use of existing types of sanitation facilities and find out the status of the existing types of sanitation facilities within primary schools concerning Kenya School Health Policy and the Safety Standards Manual for schools. To achieve its objective, the study adopted a descriptive survey design. A sample of 169 schools was selected from the 773 primary schools in Meru County using simple random sampling. Data was collected using a structured direct observation schedule. Data was analyzed using SPSS software. Descriptive statistics including mean and cross-tabulations were used. The study purposively sampled 167 primary school heads with boys and girls populations of 132,180 and 131,712 respectively. Pearson’s Chi-Square test was used to determine relationships between the variables. The study revealed that 75% of the schools visited kept hygiene and had pit latrines with hand washing stations. Through observation, it was evident that 93% of the schools visited had clean environments that were free from litter. The study concluded that ratios for the sample population fell within the WHO guidelines which recommend a ratio of 25:1 for girls and 50:1 for boys’ toilets. It was concluded that in 46.1 % of the sampled primary schools, pupils living with disabilities experienced challenges in accessing sanitation facilities. The study recommended schools come up with clear budget provisions on sanitation that includes employing a staff specifically for cleaning toilets

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

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

Role of Primary School Head Teachers in Curriculum Implementation in Sindh

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

Obstacles Experienced by Primary School Heads and Teachers in the Implementation of the Wood Technology Curriculum in Bikita District of Masvingo Province in Zimbabwe

Obstacles Experienced by Primary School Heads and Teachers in the Implementation of the Wood Technology Curriculum in Bikita District of Masvingo Province in Zimbabwe

Challenges Encountered by Primary School Heads in the Utilisation of Information Communication Technology in Administering Schools in Bulawayo Metropolitan Province, Zimbabwe

Challenges Encountered by Primary School Heads in the Utilisation of Information Communication Technology in Administering Schools in Bulawayo Metropolitan Province, Zimbabwe

Exploring the Competences of Rural Primary School Heads in Financial Management: A Case Study of Primary Schools in Mudzi District, Mashonaland East Province of Zimbabwe

Exploring the Competences of Rural Primary School Heads in Financial Management: A Case Study of Primary Schools in Mudzi District, Mashonaland East Province of Zimbabwe

Pedagogical Content Knowledge of Arabic Vocabulary among Primary School Head Trainers

Pedagogical Content Knowledge of Arabic Vocabulary among Primary School Head Trainers

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

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

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

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

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

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

The Prospects of Effective Management of Educational Data in Primary School at Mbarali District, Tanzania

In recent years, the use of education data has increased attention. They are important in education planning and development in general. This study assessed the prospects of effective management of educational data in Mbarali District. Our study employed a Cross sectional research design. A quantitative research methodology was used. The population of the study included data managers in primary schools. The study's sample included data managers 285 in primary schools from Mbarali district. Questionnaires were used to gather data. Multiple regression analyses were used to analyse the data. The study revealed that all the four independent variables (effective decision making, minimization of errors, cost effectiveness and efficient operations) uniquely, significantly and positively were influenced by effective data management model (β=0.257 P=0.00), (β=0.301 P=0.00), (β=-0.632 P=0.00) and (β=-0.614 P=0.00) respectively. Therefore, an effective data management support efficiency in decision-making, leads to cost-effective, minimize errors, and support operational effectiveness.
 Generally the appropriate investment in education is largely determines the success of the implementation of any education policy in a country. The government of Tanzania has given primary school heads power as a primary source of education data in order to ensure that the data submitted to various education authorities are accurate, dependable, and secured. Computers and data storage facilities should be among the data management tools and systems that should be available in schools.
 Our study then recommends that the government through the Ministry of Education, Science and Technology should make sure current technology is used to manage data in education institutions through updating data management systems and data management tools such as computers, hard drives and data storage facilities to ensure data security and reliability.

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

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

Ofsted suicides: who is responsible for suicide prevention?

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

State of Instructional Educational Facilities of Primary Education at Upazila Level

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

Impact of Ethical Leadership Practices on Teachers’ Psychological Safety and Performance: A Case of Primary School Heads in Karachi - Pakistan

This study investigated the level of effective ethical leadership practices of primary school heads from the perspective of teachers serving in Karachi schools. It also compared the effective ethical leadership practiced by primary school head from the perspective of teachers serving in Karachi schools in terms of their various demographics including gender, academic qualification, professional qualification, and locality of their schools. Using a quantitative exploratory method, it targeted the primary schools in each district of Karachi to approach the teachers currently serving in the respective primary schools. The findings of the study revealed that teachers perceive the effective ethical leadership practiced by primary school heads. However, this perception of teachers changed frequently based on their different demographic characteristics that led the study to infer a potential biasness displayed by the primary school heads while practicing their leadership. The study recommends awareness sessions and training programs for primary school heads to avoid their potential biasness.

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.

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.

We pamper them and suddenly reality hits them: Slovak national testing for Year 5 pupils with special needs

ABSTRACT This article is an output of a comprehensive survey of national testing in Slovakia (Part of VEGA project 1/0303/22 Descholarisation and home education in new social and pedagogical situations and contexts). It is a response to the lack of expert debate in Slovakia on the circumstances under which children with disabilities are included in the national testing. The research findings are from qualitative longitudinal research into the set-up, process, conditions and results of the first test cycle for Year 5 primary school children in Slovakia. Specifically, it looks at the situation of pupils with a special educational needs diagnosis who are integrated into mainstream schools. Drawing on a data analysis of interviews with primary school teachers, heads and special needs teachers, the article focuses on their views of the procedural and content modifications of the test conditions in Slovak schools. It compares these with the approaches, strategies and modified testing processes used mainly in Anglo-American settings. Questions are raised about the targeting of the modifications, which, according to our participants, reflects neither the pupils’ individual needs nor the methods used by pupils in the classroom.