Public Schools Research Articles

A Multi-Year Characterization of Confiscated Vaping Products from Virginia School Youth.

The United States (US) Food and Drug Administration's (FDA) regulatory oversight over electronic cigarettes (e-cigs) includes access restriction for persons <21 years of age and flavor restrictions for "cartridge-based" products. Despite the restrictions, consumption by US youth perseveres. Studies on youth e-cig use are limited by the reliability and accuracy of self-reports. As an alternative to self-reports, the current study examined nicotine, cannabinoid, and unlabeled e-cigs and other vaping products confiscated from Virginia public schools to characterize trends among students. Findings highlight a shift from JUUL and pod-based products to single use disposable e-cigs following the FDA flavor restrictions on cartridge-based e-cigs. Chemical analysis of e-liquids by gas chromatography-mass spectrometry identified a wide variety of flavorants and an increase in the prevalence of synthetic coolants. Most confiscated products were nicotine salt formulations, but the prevalence of cannabinoid-based vaping products increased. The popularity of flavored disposable e-cigs highlights the need for further restrictions to reduce youth consumption. The increasing use of synthetic coolants instead of menthol may suggest that manufacturers are employing tactics to bypass regulations. Continued youth access to e-cigs and the abundance of cannabinoid-based products is problematic from health and safety perspectives. Continued research incorporating confiscated product analysis can be used to understand youth access to vaping products and evolutions in manufacturing practices.

Digital violence in schools: a unified theory and structural equation model to counteract cyberbullying

Purpose This study aims to investigate the dynamics of cyberbullying among minority youths, focusing on its increasing prevalence in the digital realm, which does not necessitate technical expertise from the offenders. It explores a shift from conventional bully characteristics to individuals assuming new digital personas, merging traditional criminology with flag theory to analyze violent behavior online, specifically in educational environments, and studying the correlation between low self-control, affiliations with delinquent peers and the likelihood of cyberbullying occurrences. Design/methodology/approach The research uses structural equation modeling to examine survey data from 237 eleventh-grade students in St. Louis public schools, focusing on the relationships between cyberbullying, low self-control and association with delinquent peers within a comprehensive theoretical framework that includes the flag theory and demographic factors, as well as using multigroup analysis to investigate racial dynamics and confirming indirect effects using bootstrapping techniques. Findings The research establishes strong connections between low self-control, delinquent peer involvement, and cyberbullying, supporting the flag theory in digital violence contexts, while also showing that low self-control and peer engagement play a mediating role in cyberbullying incidents among minority youth, with racial composition having no significant impact on these dynamics. Research limitations/implications The study is restricted by its focus on a particular geographical area, in conjunction with its reliance on self-reported information obtained exclusively from a specific age group. This specificity raises concerns about the applicability of the findings to diverse populations. Furthermore, the study’s dependence on a three-item assessment for cyberbullying, combined with the challenges encountered in achieving complete scalar invariance during multigroup analysis, emphasizes the need for more precise measurement tools and improved methodological frameworks. Practical implications This research discloses actionable insights fundamental to the advancement of cyberbullying prevention strategies. The finding that the connection between race and the effects of peer association and self-control on cyberbullying is minimal suggests that these interventions can be generally applied, transcending racial boundaries. Moreover, identifying self-control as a critical intermediary offers fresh avenues for cybercrime research, shifting the conventional focus from established predictors. By zeroing in on peer influence as a fundamental element, this study provides innovative angles to bolster the understanding of digital violence mitigation in educational settings. Social implications This research emphasizes the urgent concern of cyberbullying among minority youths, along with its psychological and academic impacts. By elucidating the interaction between personal traits and social networks, the findings can guide comprehensive strategies aimed at cultivating safer digital spaces and bolstering social wellness within educational frameworks. Originality/value This research presents an original and ground-breaking method that combines various theories in criminology specifically in the context of cyberbullying among minority youths. By proposing a new and redefined role for self-control, which is not seen as the common main predictor but rather as a crucial mediator, this study provides fresh insights into the dynamics of cyber aggression. Through the detailed examination of the flag theory framework, the study uncovers the complex reciprocal relationship between self-control and peer engagement, revealing previously overlooked mechanisms in a broader landscape of digital violence.

Chaplains in Australian public schools? A matter of philanthropy

ABSTRACT This paper uses the case of chaplains in Australian public schools to construct a Foucauldian dispositif. In examining the interplay between discourse and material structures, we argue that the embedding of chaplaincy in public schooling is driven by economic rather than purely ideological discourse. We highlight the evolving social and political dynamics and the construction and regulation of knowledge and practices, demonstrating that philanthropy is central to student welfare provision in Australian public schools. Using excerpts from parliamentary debates in the Australian Federal Hansard, policy documents, case law, and Australian tax regulations, we identify significant political moments that position chaplains as critical welfare workers in public schools. This analysis underscores the subtle, often invisible power of philanthropy in sustaining and deeply embedding chaplaincy within public schools.

Reactions of adolescent cyber bystanders toward different victims of cyberbullying: the role of parental rearing behaviors

BackgroundGroup-based situations are common settings for cyberbullying, making bystander responses crucial in combating this issue. This study investigated how adolescent bystanders respond to various victims, including family members, friends, teachers, and celebrities. This study also examined how different parenting styles influenced children’s cyber bystander involvement.MethodsThis study employed data from a cross-sectional school survey covering 1,716 adolescents aged 13–18 years from public and vocational schools in China collected in 2022. Logistic regression analyses were conducted to measure demographic characteristics, cyberbullying experiences, and parental rearing behaviors in predicting bystander reactions.ResultsThe findings showed that middle school students preferred to “ask for help” while high school students tended to choose “call the police” when witnessing cyberbullying incidents. Bystanders growing up with parental rejection and overprotection, having previous cyberbullying victimization experiences, where the victims were disliked by them, exhibited fewer defensive reactions.ConclusionsThis study has implications for future research and practices involving parental involvement in cyber bystander interventions, which could provide implications for future practice in designing specific intervention programs for cyberbullying bystander behavior. Future research and interventions against cyberbullying may provide individualized training including parents’ positive parenting skills and parent-child interactions.

Facilitators and Barriers to Implementing a Comprehensive Sexual Health Education Policy in Chicago Public Schools.

In 2013, the Chicago Public Schools (CPS) district passed a policy requiring schools to deliver comprehensive sexual health education (SHE) to all K-12th grade students. A performance improvement case study was conducted in the 2019-2020 school year to evaluate the implementation of the policy and identify lessons learned to support implementation in schools. Key informant interviews were conducted with 11 school principals and 29 teachers to discuss SHE implementation at their school. Interviews were recorded, transcribed, and analyzed to assess school and classroom factors that affect implementation. Themes that cut across these factors were then identified and summarized by 2 evaluators. The following themes were identified across key informant interviews: (a) principal prioritization of SHE helps ensure SHE is implemented, (b) the expansion of school and teacher capacity facilitates SHE implementation, and (c) the creation of accountability mechanisms in classrooms and schools fosters adherence to SHE policy. Principals play a crucial role in building capacity to deliver SHE and ensuring SHE accountability mechanisms are implemented in their school. CPS is using these findings to adjust technical assistance and resources provided to principals and SHE instructors.

An Overview of Teachers’ Development and Secondary School Effectiveness in Ekiti State, Nigeria

The study examined teachers&amp;rsquo; development and secondary school effectiveness in Ekiti State, Nigeria. The study sought to establish the relationship between teachers&amp;rsquo; development training and secondary school effectiveness in Ekiti State. Descriptive research design of survey type was adopted in the study. The population of the study comprised all the teaching staff (teachers and principals) numbered 5,908 in public secondary schools in Ekiti State. The total number of public secondary schools in Ekiti State was 202. The sample of the study was made up of 240 teachers and 24 principals selected from 24 public secondary schools in each of the three senatorial districts in Ekiti State. Multistage sampling procedures which involved simple random sampling and stratified random sampling techniques were used to select sample of the study. The instruments tagged Teachers&amp;rsquo; Development Training Questionnaire (TDTQ) and Secondary School Effectiveness Questionnaire (SSEQ) were used to collect data. The instruments were validated and found reliable with the reliability coefficient of 0.84 and 0.86 respectively. Descriptive statistics of frequency counts, percentages scores, mean and standard deviation were used to answer the research questions and Pearson&amp;rsquo;s Moment Correlation was used to test the hypothesis at 0.05 level of significance. The findings of the study revealed that there is a significant relationship between teachers&amp;rsquo; development and secondary school effectiveness in Ekiti State. Based on the findings and conclusions of the study, it was recommended that regular and relevant teachers&amp;rsquo; development programmes should be organized for secondary school teachers in order to ensure continuous quality education delivery and secondary school effectiveness.

EXAMINING THE RELATIONSHIP BETWEEN TRANSFORMATIVE LEADERSHIP STYLE AND TEACHERS' JOB SATISFACTION IN SELECTED PUBLIC SECONDARY SCHOOLS IN KAGADI DISTRICT. A CROSS-SECTIONAL STUDY.

Background There has been a growing recognition of the importance of transformational leadership in education, where head teachers inspire and motivate teachers to achieve high levels of performance. The study aims to examine the relationship between transformative leadership styles and teachers' job satisfaction in selected public secondary schools. Methodology A descriptive, correlational, and cross-sectional survey design was undertaken with a mixed approach with both quantitative and qualitative data in 8 secondary schools within Kagadi district. Means and standard deviations were also used to analyze data collected on the dependent variable and the dependent variable using the Likert 5-point scale of the responses. The target population comprised 146 participants which included 08 head teachers and 138 secondary school teachers. Results 24% of the respondents were female while 76% were male. 32%of the respondents had a diploma education level, 62% had a degree and 6% had a master’s degree. The correlation between transformative leadership style and teacher's job satisfaction in Selected public secondary schools in Kagadi District was (r=0.534, sig= 0.011) indicating a moderate positive correlation between Transformative Leadership Styles and Teacher's Job Satisfaction. The coefficient for transformative leadership style (B = 4.379) is statistically significant (p = 0.002), indicating that teachers' job satisfaction increases by 4.379 units for every one-unit increase in transformative leadership. Conclusions The moderate positive correlation between transformative leadership style and teachers' job satisfaction suggests that implementing transformative leadership practices in schools can lead to increased job satisfaction among teachers and are characterized by vision, inspiration, and empowerment, are likely to create a positive work environment that fosters satisfaction and fulfillment among teachers. Recommendations The Ministry of Education and Sports should offer training opportunities for head teachers to enhance their transformative leadership skills further.

Establishing an indoor agriculture system at a rural Montana PreK‐12 school creates hands‐on experiences for college seniors studying horticulture

AbstractIn 2022, seniors studying horticulture at Montana State University (MSU; Bozeman, MT) had the opportunity to participate in a unique community‐based learning project in collaboration with the newly built PreK‐12 public school in the rural town of Winifred, MT, to establish the greenhouse infrastructure to be used in curriculum at the school. The new greenhouse facility presented an opportunity for Winifred students to not only gain experience growing vegetables, but also to provide a source of fresh vegetables for school lunches and for community members. This course presented two unique opportunities for the MSU horticulture students: (1) to experience problem‐solving horticultural challenges through designing and troubleshooting the setup of the cropping systems for the greenhouse and (2) to participate in a course with a real‐world impact on improving food security in rural areas of Montana. Over the course of the semester, the MSU students successfully established the infrastructure for the Winifred School greenhouse, which has continued to be integrated into the curriculum as well as providing fresh produce for students and community members. By the end of the course, MSU students demonstrated program learning outcomes including demonstrating the content knowledge and skills necessary to function successfully in a horticultural career and being able to identify and analyze plant growth problems and develop solutions or strategies to solve those problems.

Preventing Intolerant Understandings, Attitudes, and Behaviors Among Generation Z Muslims in Public and Islamic Schools

This research aims to explore school efforts to enhance resilience against intolerance through school policies. The study builds upon a survey conducted by previous researchers, which revealed that intolerant thoughts, attitudes, and behaviors have influenced Generation Z Muslim students in high schools. This research employs a qualitative method by conducting an in-depth and comprehensive analysis of the phenomena and the meaning of events, social dynamics, attitudes, beliefs, and perceptions of individuals or groups closely related to intolerance in high schools. The phenomena are examined through interviews, observations, and focus group discussions (FGD). The research findings conclude that schools have implemented various measures to enhance the resilience of the school community members through both internal and external policies. These include school policies and vision, curriculum quality and teaching, leadership and management, culture, student activities, and collaboration with external parties, including the facilitation of extracurricular activities. The research provides recommendations for more comprehensive efforts by developing a model of school policy insertion, both internal and external, that emphasizes tolerance values and prevents violence in schools. Keywords: Intolerance, Violence, School Prevention, Z-generation

The Association Between a Neighborhood Adverse Childhood Experiences Index and Body Mass Index Among New York City Youth.

Background: The role of neighborhood factors in the association between adverse childhood experiences (ACEs) and body mass index (BMI) has not been widely studied. A neighborhood ACEs index (NAI) captures neighborhood environment factors associated with ACE exposure. This study examined associations between BMI and an NAI among New York City (NYC) youth. An exploratory objective examined the NAI geographic distribution across NYC neighborhoods. Methods: Data for students attending NYC public general education schools in kindergarten-12th grade from 2006-2017 (n = 1,753,867) were linked to 25 geospatial datasets capturing neighborhood characteristics for every census tract in NYC. Multivariable hierarchical linear regression tested associations between BMI and the NAI; analyses also were conducted by young (<8 years), school age (8-12 years), and adolescent (>12 years) subgroups. In addition, NAI was mapped by census tract, and local Moran's I identified clusters of high and low NAI neighborhoods. Results: Higher BMI was associated with higher NAI across all sex and age groups, with largest magnitude of associations for girls (medium NAI vs. low NAI: unstandardized β = 0.112 (SE 0.008), standardized β [effect size]=0.097, p < 0.001; high NAI vs. low NAI: unstandardized β = 0.195 (SE 0.008), standardized β = 0.178, p < 0.001) and adolescents (medium NAI vs. low NAI: unstandardized β = 0.189 (SE 0.014), standardized β = 0.161, p < 0.001, high NAI vs. low NAI: unstandardized β = 0.364 (SE 0.015), standardized β = 0.334, p < 0.001 for adolescent girls; medium NAI vs. low NAI: unstandardized β = 0.122 (SE 0.014), standardized β = 0.095, p < 0.001, high NAI vs. low NAI: unstandardized β = 0.217 (SE 0.015), standardized β = 0.187, p < 0.001 for adolescent boys). Each borough of NYC included clusters of neighborhoods with higher and lower NAI exposure, although clusters varied in size and patterns of geographic dispersion across boroughs. Conclusions: A spatial index capturing neighborhood environment factors associated with ACE exposure is associated with higher BMI among NYC youth. Findings complement prior literature about relationships between neighborhood environment and obesity risk, existing research documenting ACE-obesity associations, and the potential for neighborhood factors to be a source of adversity. Collectively, evidence suggests that trauma-informed place-based obesity reduction efforts merit further exploration as potential means to interrupt ACE-obesity associations.

Nature and Determinants of Emotional Intelligence among Social Studies Teachers in Public Senior High Schools in the Central Region of Ghana

Emotional intelligence (hereafter as EI) is highlighted in literature to be crucial attribute for teacher effectiveness in coping with changes and pressure in the work environment especially in the growing emphasis on acquisition of 21st century competencies among students. Hence, in response to the mounting concerns, teachers’ level of EI has become pertinent more than ever before. However, there are controversies in literature on the influence of demographic characteristics and their impact on levels of EI amongst teachers. Therefore, this study investigated the level of EI as well as how demographic characteristics (sex, age, academic qualification and years of experience) influence EI among Social Studies teachers in public Senior High Schools in the Central Region of Ghana. Bar-On (2007) mixed model of EI guided the study. The cross-sectional descriptive survey research design within the positivists’ quantitative methodology was used to collect quantitative data with the main instrument being structured questionnaire. Data were collected from all the 380 Social Studies using the census sampling technique. With the aid of the version 28 of Statistical Product for Service Solutions (SPSS) descriptive (mean, standard deviation) and inferential statistics such as independent samples t-test and one-way between groups ANOVA were used to analyse the data. The findings revealed that Social Studies teachers had high level of EI. Specifically, even though Social Studies teachers indicated several dimensions of EI, they had very high emotional intelligence in interpersonal relationship and intrapersonal relationship and high EI in stress management, adaptability and general mood. The study further revealed that whereas sex and academic qualification did not account for any statistical significance, age and years of teaching experience statistically significantly influenced Social Studies teachers level of EI. Therefore, the study recommended that Ghana Education Service through the Central Regional Directorates of Education should consider age and years of teaching experience when organising training programmes and interventions that have the potential of sustaining the high levels of EI to improve their effectiveness in the teaching and learning of Social Studies.

Analysis of Techniques Employed in Teaching Arabic Components of Islamic Studies in Ilorin Junior Secondary Schools, Nigeria

Abstract: This study aims to analyse the techniques utilised by junior secondary school teachers in teaching Arabic components of Islamic Studies. The research covers three Local Government Areas within Ilorin Metropolis, with a purposive sampling method involving 210 teachers from 90 public and private junior secondary schools. Relevant data were collected through questionnaire and analysed using descriptive, inferential statistics, and one-way Analysis of Variance (ANOVA) as appropriate design and tools for this study. Objectives of the research include identifying common teaching techniques used in imparting Arabic components of Islamic Studies, differences in these techniques based on gender, qualification, teaching experience and school proprietorship. Findings indicated that discussion technique with a mean score of 3.96 along with standard deviation .45 and questioning technique with a mean score of 3.75 alongside standard deviation .78 are commonly employed in teaching Arabic components of Islamic Studies at junior secondary schools because their grand mean scores are close to 4 are considered are always used. The results also reveal that gender, qualification level, years of teaching experience as well as school proprietorship significantly influence the instructional methods used by teachers when delivering lessons on Arabic components of Islamic Studies. Based on these findings some recommendations made which include encouraging Islamic Studies instructors to adopt various modern teaching strategies while delivering lessons on Arabic components; furthermore, updating their knowledge base through attending various in-service trainings or carrying out further researches is highly advised for all interested parties in this field.

P-463 Transforming teen fertility awareness: the impact of a specialized health education initiative delivered by senior human reproduction nurses in high schools

Abstract Study question Can we enhance fertility awareness among young individuals through targeted health education? Summary answer The initiative, led by senior human reproduction nurses, demonstrated a remarkable increase of 23.78% in fertility knowledge among adolescents. What is known already Understanding factors impacting fertility is key to making informed reproductive decisions. However, a pervasive gap exists in evidence-based fertility knowledge within Western societies, underscoring the need for specialized health education. Young adults often overlook fertility considerations until they encounter challenges in conceiving. Interestingly, recent findings indicate that although fertility awareness is valued amongst young people, it can also lead to stress and anxiety. Therefore to foster early and impactful learning, introducing fertility education to high school curriculums is recommended. Study design, size, duration The reproductive health and fertility awareness initiative was conducted across five public high schools in Catalonia, Spain, during the 2022-2023 academic year. The training consisted of 45-minute presentations delivered by 2 senior human reproduction nurses and focused on modifiable factors influencing fertility. To assess the success of the initiative, we compared teenagers’ knowledge before and after the educational sessions. Participants/materials, setting, methods During the academic year, presentations reached 157 high school students. Assessment was carried out through the virtual platform “Kahoot”, employing 10 multiple-choice questions with 4 response options. The responses before and after the intervention were recorded and analyzed using a paired Fisher’s exact test. P-values &amp;lt;0.05 were considered significant. Main results and the role of chance Prior to the initiative, the correct response rates to the fertility questions varied, with averages ranging from 47.6% and 73.8%. Following the fertility awareness presentation, when students were asked the same questions, there was a marked improvement in student performance. Average scores improved to 89.0%, 90.2%, 88.1%, 84.5%, and 89.5% across the respective schools. These improved scores were significant across all five high schools (p-values: 0.0074, 0.0229, 0.0221, 0.0006, 0.0163), emphasizing the effectiveness of the initiative in varying educational environments. The overall average of correct answers initially stood at 64.5%, and significantly increased to to 88.3% (p &amp;lt; 0,0001) post-intervention, reflecting a relative improvement of 23.8%. The consistent increase in knowledge across diverse student demographics suggests that the program’s content was well-received and comprehensible, contributing to its success. Limitations, reasons for caution The initiative only included participants from Catalonia, which may introduce regional biases, limiting broader applicability. Translating increased knowledge into sustained behavior change remains a challenge. A longer-term follow-up period would provide insights into the retention and application of fertility knowledge over time Wider implications of the findings The positive reception and rapid knowledge assimilation among students underscores the potential of targeted health education, extending empowerment beyond classrooms to influence their future reproductive health decisions. This initiative also lays groundwork for addressing potential disparities in fertility knowledge, which has implications for promoting equitable access to reproductive health information Trial registration number not applicable

Impact of Nurse Residency Program on Time-to-Fill Nurse Vacancies at the Veterans Health Administration.

The Department of Veterans Affairs (VA) offers a 1-year Post-Baccalaureate-Registered Nurse Residency (PB-RNR) Program. The impact of the PB-RNR program on local RN recruitment was unknown. We aimed to evaluate the effect of the size of the PB-RNR program at a VA facility on its time-to-fill RN vacancies. We used an instrumental variable approach with a 2-stage residual inclusion specification. We included RN filled vacancies in the VA that were posted nationwide between 2020 and 2021. Our independent variable was the facility-year level number of PB-RNR program allocations. The 3 binary outcomes were whether the RN vacancy was filled within 90, 60, or 30 days. An increase of one training allocation was significantly associated with a 5.60 percentage point (PP) (95% CI: 2.74-8.46) higher likelihood of filling a vacancy within 90 days, 7.34 PP (95% CI: 4.66-10.03) higher likelihood of filling a vacancy within 60 days, and 5.32 PP (95% CI: 3.18-7.46) higher likelihood of filling a vacancy within 30 days. The impact was significant in both 2020 and 2021 positions, and in facilities located in areas with lower social deprivation scores, higher-quality public schools, or with either no or partial primary care physician shortages. We found favorable impacts of the size of the PB-RNR program at a VA facility on filling RN vacancies.

The Effect of Teaching with Web 2.0 Tools on Mathematics Achievement and Retention

This research aimed to examine the effects of Web 2.0 tools on mathematics achievement and retention in 6th-grade Algebraic Expressions. The study employed a quasi-experimental design with a pre-test post-test control group design, one of the quantitative research methods. It was conducted during the 2023-2024 academic year with 88 students—44 in the experimental group and 44 in the control group—studying in the 6th grade of a public school in the Yenimahalle District of Ankara. The experimental group was instructed using Web 2.0 tools for three weeks, while the control group was taught following the textbook. The "Algebraic Expressions Achievement Test" was used to determine academic success. Data were analyzed using SPSS 22.0. Independent Samples t-test, Repeated Measures ANOVA, and Benferroni multiple comparison tests were used in the analysis process. The results showed that there was a significant difference in favor of experimental group between the post-test mean scores of algebraic expressions of the experimental and control groups. As a result, the use of Web 2.0 tools in teaching algebraic expressions in mathematics is more effective in increasing students' academic success and retention compared to current teaching methods.

Relationship between attitudes toward mathematics and perceptions of virtual teaching in the COVID-19 context

BackgroundThe shift to virtual education from 2019 to 2021 in response to COVID-19 necessitated both teachers and students to adapt to new technological skills, thereby impacting the teaching and learning dynamics. With limited existing research on this evolving domain, our study aimed to gauge attitudes toward mathematics, and perceptions of virtual education during the COVID-19 era and explore potential correlations between these variables.MethodsIn this cross-sectional quantitative correlational primary study, secondary school students at a public school were asked to rate their attitudes toward mathematics and their perceptions of virtual teaching in the context of COVID-19 using two validated questionnaires. We used linear regression analysis to respond to our objectives.ResultsThe findings show that perceptions of virtual teaching (34.65%) and attitudes toward mathematics (40.16%) are both low. The dimensions of attitudes toward mathematics and perceptions of virtual education have a positive association and influence on one another (B = 0.464, p &amp;lt; 0.001).ConclusionBoth study variables show a low level and found a significant relationship between the dimensions of virtual learning perception and attitudes toward mathematics. More research is required to grasp how cognitive processing influences attitudes toward mathematics. This understanding can improve the proficiency of math educators, benefiting students at all educational stages.

An Examination of the Factors contributing to Learner Dropout at Grade Six Level in Manzini Region Primary Schools

Learner dropout remains a challenge in Eswatini despite the introduction of free primary education by the government. The study established the factors that contribute to learner dropout at the grade six level in the Manzini region. An interpretivist research philosophy and a qualitative research approach were adopted to collect the study’s data. A case study design made it possible to collect detailed data from purposively selected participants in three public primary schools. Interviews were held with two head teachers while nine grade six teachers took part in focus group discussions. Findings revealed that school-related factors like overcrowded classrooms, poor performance and non-availability of practical subjects that aligned with learners’ interests and abilities contributed to learner dropout. Findings further revealed that poverty, child labour, peer pressure, teenage pregnancy, lack of parental involvement, and initiation into cultural practices and activities contributed to learner dropout. The study recommended that the government should build more schools and classrooms and hire more qualified teachers to reduce overcrowding in classrooms and the distance walked by learners to school. The government should also support needy learners from disadvantaged backgrounds with basic necessities such as sanitary pads for girls. The Ministry of Education should introduce practical subjects like Carpentry, Art, Music and Dance to cater for the interests and abilities of different learners. Schools should promote parental involvement and core curricula activities to engage, motivate and retain learners. The study contributes to the body of knowledge by suggesting strategies that can mitigate learner dropout which is a widespread challenge in the SADC region and other African countries. Keywords: Factors, Learner, Dropout, Manzini, Primary Schools

Cases of Bullying in the School Environment and Its Impact on Children's Future

Bullying can occur anywhere, both in urban and rural areas, both public and private schools. Whatever the type, bullying is unjustified. School should be a comfortable place for students to study science, because the impact of bullying causing deep trauma can be felt until adulthood. For this reason, to overcome bullying is not only the task of one person but all parties. This study uses a literature review method obtained online, consisting of various journal articles, research results, and subject books on bullying. Descriptive-analytical data analysis, the researcher organized all the data thoroughly about the bullying phenomenon that had been collected through internet searching. The results of the study show that various types of bullying consist of verbal bullying, cyber bullying, physical bullying, and sexual bullying. The impact of bullying victims, such as experiencing physical and verbal violence, can result in deep trauma to suicide. Special program School Violence Prevention Demonstration Program. Designed school aims to address bullying behavior

Differences in the perception of the current state and the desired state of organizational culture in public and non-public universities in Poland from students’ perspective: a study based on Cameron and Quinn’s model

Higher education institutions (HEIs) play a significant role in modern economies, and it is worthwhile to analyze the factors that affect their effectiveness. To our knowledge, few studies have focused on the attitudes of students in Poland to their work environment. The purpose of this paper is to present differences in the perception of current and desired organizational culture in public and non-public HEIs in Poland from the perspective of students. A synthetic review of the literature on organizational culture at HEIs was conducted and presented. Research in the form of a survey based on Cameron and Quinn’s model was conducted in two public and two non-public HEIs in Poland. A sample of opinions of 402 students was gathered and analyzed. According to students from public and non-public schools alike the present culture was clan culture. Both groups also pointed at clan culture as the desired one, with adhocracy culture following closely. The findings may be useful for higher education decision makers in their attempts to create an effective working environment at HEIs. A further, more comprehensive research into the subject will be worth conducting.

Evaluating Teacher Competencies in Pakistan's Public Schools: Enhancing the Impact of Professional Development Programs

Professional Development (PD) programs in Pakistan typically follow a standardized approach, often overlooking the diverse strengths and weaknesses of various teacher groups, which may not adequately address their specific needs. This study aims to evaluate teacher competencies among different groups from the perspective of school principals in Pakistan's public schools, with the goal of enhancing the effectiveness of PD programs. Initially, the study identifies three key themes of 21st-century teacher competencies through an extensive review of recent literature. An interview guide, based on these competencies, was used to gather data from seven public school principals via structured interviews. The data were analyzed using a deductive content analysis approach, with MAXQDA software employed for theme coding. The findings revealed notable differences in teacher competencies from the principals' perspectives. Female and younger teachers exhibited more competencies compared to their male and senior counterparts. These insights provide crucial information for planning and customizing Teacher Professional Development (TPD) programs, emphasizing an objective evaluation of teachers rather than self-assessment. Tailored PD programs based on these findings can more effectively enhance teachers' professional growth and competence."