Delivery Of Quality Education Research Articles

Estimating the extent of educational resource deprivation among basic schools and its effect on quality education in Ghana

Policymakers continue to contend with the challenge of measuring and classifying schools concerning educational resources, which makes it difficult for policy development and implementation towards efficient allocation of the scarce resources available to education managers. This study, therefore, sought to estimate the extent of educational resource deprivation among Basic Schools in Ghana and find out its effect on the delivery of quality education. The study used data from the Annual School Census (ASC Data) (2015/16–2018/19) and Basic Education Certificate Examination (BECE) pass rates (2015/16–2018/19) The findings revealed that the extent of educational resource deprivation has improved from 45.1 % in 2015/16–35.4 % in 2018/19 with higher regional disparities. The incidence of deprivation has also improved from a highest 83.6 % to a lowest 77.9 % while the intensity of the deprivation in Ghanaian basic schools changed from 49.6 % to 46.7 % with the northern sector of the country, especially the Brong Ahafo Region recording highest levels of deprivation. Again, it was found that quality basic education as evident in performance in BECE is determined by the availability of library facilities and ICT infrastructure, the nature of school building, supervision, teacher-pupil ratio, and availability of professional teachers. The study recommends the adoption of the Multidimensional Education Resource Deprivation Index (MERDI) as a guiding index in Ghana's educational resource distribution. Also, the Ghana Education Service should prioritise the deployment of quality teachers and the distribution of textbooks and other reading materials.

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

The study examined teachers’ development and secondary school effectiveness in Ekiti State, Nigeria. The study sought to establish the relationship between teachers’ 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’ 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’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’ 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’ development programmes should be organized for secondary school teachers in order to ensure continuous quality education delivery and secondary school effectiveness.

Implementing extended reality (XR) and artificial intelligence (AI) in health professions education in southern Africa

Background. The rapid uptake and pace at which digital transformation tools have impacted educational provision in health professions education (HPE) may reshape our teaching and learning practices in southern Africa. This article explores some ideas about the implementation using extended reality (XR) and artificial intelligence (AI) in HPE. Objectives. The objective of this article is to offer potential uses for implementing XR and AI in HPE in the southern African context. Methods. This article used a desktop approach to curate some novel ideas regarding the use of XR and AI in HPE. Results. The outcome of this article presents 10 novel ideas to implement XR and/or AI in the classroom, such as delivery of quality education, personalised learning and simulation and training. Conclusion. The use of XR and AI may improve training of students, improve patient outcomes, and ensure adequate professional development of staff in HPE.

The impact of teacher training on the delivery of quality education: A study of schools in Mogadishu, Somalia

Today, improving the quality of education is central to Africa’s strategic goal of catching up with industrialized nations. This study focused on the effects of pre-service and in-service teacher training on the quality of education in private and public schools in the Mogadishu Benadir region of Somalia. The research used a quantitative approach, collecting data through a questionnaire distributed to a significant sample of individuals. Non-probability sampling was utilized, targeting teachers and school principals who were readily accessible and selected purposefully. The study involved 145 participants, including both principals and teachers from private and public schools in the region. Factor analysis was used to examine the relationship between pre-service and in-service teacher training and the provision of quality education. The findings indicated that both pre-service and in-service training are crucial investments for enhancing educational quality, with correlation coefficients of 0.648 and 0.660, respectively, showing a positive relationship with the quality of education. The study demonstrates the significant positive impact of teacher training on educational quality and suggests further research is needed to explore how this training aligns with educational curriculum and standards.

The Impact of Integrated Patient Education on Short-Term Revisit Rates in Healthcare Settings: A Quality Improvement Project.

Patient education plays a critical role in healthcare, influencing outcomes and resource utilization. However, effectively integrating patient education into clinical practice remains challenging due to time constraints and inconsistencies in information delivery. Enhancements in Electronic Health Records (EHR) offer potential solutions by facilitating customized, quality education delivery. This study investigates the impact of an EHR-enhanced patient education intervention on short-term revisit rates to healthcare facilities. A quasi-experimental, pre-test/post-test design without a control group was employed at the International Medical Center in Riffa, Bahrain. The intervention consisted of modifications to the EHR system to support patient education, along with staff training on effective education delivery. Patient revisit rates within seven days post-consultation were compared before and after the intervention using chi-square tests and logistic regression, adjusting for potential confounders. A total of 1,239 patients participated in the study, which was divided into two groups: 754 patients in the pre-intervention group and 485 patients in the post-intervention group. A significant change was observed in the patient revisit rates: in the pre-intervention group, 53.32% of patients (402 out of 754) returned within seven days, compared to 41.44% of patients (201 out of 485) in the post-intervention group, with a p-value < 0.01. Enhancements to EHR systems, combined with comprehensive staff education on patient education, can lead to significant reductions in short-term patient revisits. This underscores the importance of integrating technological and educational interventions in healthcare settings to improve patient outcomes and efficiency.

STUDENTS’ PERSPECTIVES OF QUALITY EDUCATION AT A SELECTED SOUTH AFRICAN UNIVERSITY

This study aimed to investigate the perspectives of undergraduate students in the TME (Technology and Mathematics Education) department within the Faculty of Education at a South African higher education institution regarding the quality of education they receive. Quality education is vital for equipping students with the knowledge and skills necessary for their academic and professional growth. The research was framed by the Octet of Quality Theoretical Framework in Higher Education developed by Zaki and Rashidi. A qualitative case study approach was employed on ten Technology and Mathematics Education (TME) students to gather rich and in-depth data that would offer profound insights into the experiences of the students. Data collection was carried out through semi-structured interviews, and the interview responses were subjected to thematic content analysis. The primary findings of the study revealed several challenges, including limited access to resources as well as student support and involvement in curriculum. These challenges can hinder the attainment of quality education. In conclusion, it is evident that both students and academics require support to ensure the delivery of quality education. To bridge the gap in achieving quality education, this paper suggests that students' perspectives on quality education are multifaceted and necessitate focused attention from higher education institutions. By addressing these multifaceted concerns, institutions can take substantial steps toward enhancing the overall quality of education for their students.

Clinical Supervision for Quality Education Delivery in Public Schools in Nigeria

This paper discussed clinical supervision for quality education delivery in public schools in Nigeria. Clinical supervision is a formal process of professional support and learning that enables individual practitioners to develop knowledge and competence, assume responsibility for their own practice, and enhance consumer protection and safety of care in complex clinical situations. Clinical supervision stands as the cornerstone of educational excellence in Nigerian public schools, offering a dynamic and transformative approach to elevate the quality of education delivery. The paper emphasized that clinical supervision can bring about quality education delivery in several key aspects which include: Professional Growth and Development, Contextual Adaptation, Innovative Pedagogies and Technology Integration, Quality Assurance and Standardization, Professional Collaboration and Peer Learning, Emotional and Social Well-being, Observation and Feedback, Assessment of Teacher Competencies and Reflective practices. Also, identified the impacts of clinical supervision on quality education delivery, which includes: Enhanced Teaching Practices, Professional Development, Increased Teacher Self-Efficacy, Alignment with Standards, Retention and Job Satisfaction, Technology Integration, Positive Student Outcomes, Promotion of Reflective Practice, Enhanced Collaboration, Leadership Development and Quality Assurance. It therefore concluded that clinical supervision emerges not merely as a pedagogical process but as a transformative force poised to elevate the landscape of education delivery in public schools across Nigeria. The paper likewise made some outstanding suggestions that; School Administrators should clearly define the objectives of clinical supervision, outlining specific goals for professional development, teaching improvement, and student outcomes. This clarity provides a roadmap for both supervisors and educators. Finally, Federal ministry of education should offer regular professional development opportunities aligned with the needs identified through clinical supervision. Provide access to workshops, training sessions, and resources to enhance educators' skills and knowledge.

Challenges and Opportunities in an Alternative Approach for Academic Workload in the New Normal

COVID-19 challenged the delivery of quality education as it abruptly altered in-person schooling in all educational institutions across the globe. College administrators were compelled to design and adopt a scheme that suits the environment of remote learning but safeguards quality teaching and learning. This quantitative-descriptive research evaluates the alternative approach to academic workload adopted by a local college in Batangas City, during the pandemic, when in-person classes were called-off. The adopted workload scheme aimed to ensure effective and efficient delivery of remote instruction so that quality learning will be sustained. The evaluation focused on the challenges and opportunities of the adopted system called the “two-term academic workload scheme.” Data were gathered through a content-validated questionnaire distributed to two hundred and seventy-seven (277) respondents via Google form. The respondents were full-time teachers and students in the College of Education. Data gathering happened in the first quarter of 2022, a year and a half after the adopted scheme was implemented. It was found that teachers and students shared similar views, especially on the opportunities that resulted from the scheme but slight contrasting views on the challenges were observed. This, however, did not result to a significant difference in responses. The study revealed that the adopted scheme created more opportunities than challenges and hence has served the purpose of sustaining excellent delivery of instruction and the expected quality output was achieved.

Balancing Act: School Reforms, Parental Concerns and the Dilemma of No Child Left Behind Era

This research aimed to explore educators' perspectives on the No Filipino Child Left Behind Act of 2013. Employing a qualitative research design, the study involved ten participants selected from five schools in Iligan City, Division Lanao del Norte, using purposive sampling. Through in-depth interviews, the researcher collected substantial data subjected to thematic analysis. The findings indicated that compulsory education for school-age children contributes to a more promising and secure future. Moreover, unwavering parental support emerged as a crucial factor in ensuring education for all. However, participants expressed concerns about Section 2 of the Act, suggesting that it might foster dependency on teachers and compromise the delivery of quality education. The study also unveiled a need to reorient participants on specific Act provisions. Consequently, these results prompted the development of a program aimed at revisiting and clarifying the Act's key provisions.

Schools within the uMgungundlovu district: Principals’ perspectives on categorization and school functionality

School categorization has impaired the functionality of schools and led to dysfunctional teaching and learning processes. This study explores principals' perspectives on categorization and school functionality. The existing literature on school categorization focuses on the geographical areas of schools and resource allocation, ignoring the complexities of learner behavior and other dynamics within schools. Based on a qualitative case study within an interpretive paradigm, this study was conducted in the uMgungundlovu district of KwaZulu-Natal using semi-structured interviews, document reviews, and observations with five purposefully selected principals of five primary schools. Data analysis revealed that schools were paying significant maintenance and bills to sustain themselves without sufficient funding. In addition, the quintile classification indicates that the socioeconomic status of schools weakens the institution's ability to provide intensive development and growth for administrative and learning needs and to the extent that schools generate their resources for the reconstruction of structures and facilities, affecting the well-being of teachers and learners, as well as external factors such as professional development and academic training, which have a significant impact on the delivery of quality education.

Effect of Instructional Supervision on Education Quality in Secondary Schools in Kaham District, Tanzania

The pursuit of quality learning experiences is vital to fostering individual growth, societal progress, and global competitiveness. This paper assessed the role of instructional supervision in the delivery of quality education. This study was conducted in 5 selected secondary schools in Kahama, Tanzania. A mixed research approach and a convergent parallel design were used. One hundred and fifty seven (157) respondents composed of 142 teachers, 5 heads of schools, 5 school board members, 4 ward educational officers and 1 district educational officer were involved. Data were collected through questionnaires, interviews, and document analysis. Quantitative data were analysed using Statistical Packages for Social Science (SPSS, version 21) while qualitative data were analysed thematically. The findings indicate that when instructional supervision is conducted appropriately it significantly contributes to teacher professional growth which in turn contributes to optimizing the quality of education. Additionally, the study found maximum cooperation between supervisors and supervisees to be paramount in instructional supervision. The findings also indicated that for instructional supervision to be effective, school leaders are to promote a culture of academic excellence, by ensuring conducive teaching and learning environment. Moreover, classroom visits should be regarded as supporting and encouraging teachers rather than a faulty finding strategy. Hence, this study is a wakeup call to all those involved in instructional supervision to strive towards promoting a positive mindset towards instructional supervision and to give it the priority it deserves to ensure the achievement of quality education

School Facilities Maintenance Strategies and Quality Education Delivery in Public Junior Secondary Schools, Lagos State

This study used five assumptions to guide the examination of the techniques for maintaining school infrastructure and providing high-quality education in public junior secondary schools in Lagos State Education District 1. All 42 public junior secondary school principals and teachers in the chosen education district made up the study's population, which used a descriptive and correlational research approach. 216 principals and teachers made up the sample, which was selected using multistage - stratified, simple random, and purposive selection approaches from the sampled 18 schools. A self-constructed questionnaire with two dimensions, one with 20 items on quality education delivery and the other dimension on school facilities maintenance strategies, were used to collect data for the study. For each dimension, the reliability coefficients for this instrument's were found to be 0.77 and 0.79, respectively with a face and content validity being ensured. Person product moment correlation analysis was used as an inferential statistical technique to analyze the data at the 0.05 level of significance. The research findings indicates a noteworthy correlation between preventative maintenance strategy(r = .813; N=216; p&lt; .05), corrective maintenance strategy (r = .786; N=216; p&lt; .05), routine maintenance strategy (r = .765; N=216; p&lt; .05), emergency maintenance strategy (r = .745; N=216; p&lt; .05), remedial maintenance strategy (r = .925; N=216; p&lt; .05) and quality education delivery in Lagos State Education District I. The study thereafter concluded that school facilities maintenance strategies is apparently a major determining factor of quality education delivery in public junior secondary schools in Lagos State Education District I. Thus, the study's recommendations include, among other things, the requirement that maintenance practices and culture be ingrained in everyone and that all parties involved in the education sector bear responsibility for them in order to guarantee the delivery of high-quality education.

DIGITAL EMPOWERMENT IN EDUCATION: EXPLORING THE DYNAMICS AND SIGNIFICANCE OF ICT – A REVIEW

In the wake of the unprecedented global transformations triggered by the pandemic, various sectors underwent profound changes, with Education being notably affected. This prompted the exploration of novel approaches and refined methodologies to sustain continuous learning without encountering disruptions. Information and Communication Technologies (ICTs) emerged as pivotal change agents in the realm of education. Teaching, acknowledged as a profession that shapes individuals' character and destinies, faced challenges in adapting to digital platforms. This study delves into the digital literacy of educators, the hurdles encountered in embracing ICT, and the application of ICT in diverse teaching scenarios. Data for this research were gathered from faculty members across different undergraduate colleges in Bangalore city. ICTs have evolved into potent tools for fostering effective teaching and learning experiences. Notably, the assimilation of ICTs has heightened educators' confidence, transforming lessons into more engaging and interactive experiences for students. Observations suggest that the prudent use of ICT can serve as a catalyst, revolutionizing traditional teaching methods and ushering in an era of blended learning. The inclusion of diverse resources and technologies represents a significant development, benefiting both students and faculty members and ultimately ensuring the delivery of quality education. Keywords: - ICT, Teaching – Learning, digital technologies, Higher education, Technology, online learning

Curriculum Contents for Quality Education Delivery and Sustainable National Development in Nigeria

This study “Curriculum contents for Quality Education Delivery and Sustainable National Development in Nigeria’ investigated public opinion and other Education stakeholders’ reservations to the provision of quality education delivery across Nigeria. Three hundred and eighty-two (382) respondents, 268 males and 114 females were randomly selected and used as a sample of the study across six (6) geo political zones in Nigeria. The samples cut across teachers, family members, educational administrators, policy makers, university lecturers, and politicians. Survey research design was employed for the study. Cluster sampling technique was used to identify the sample of the study. Self-developed questionnaire was used to generate information for the study. Chronbach’s reliability coefficient of .701after test re-test was obtained. Simple percentage count was used to report the demographic variables of the study while descriptive statistics was used to answer the research questions, the hypotheses were tested using z test and Analysis of Variance (ANOVA) at 0.05 level of significance. The Findings of the study have showed there is need to reform the Nigeria Basiceducation curriculum to provide elements of skills acquisition. All education stakeholders should team up to provide conducive learning environment for teaching and learning. No significant gender difference was found across the sample that the perceived curriculum impacted sustainable National Development at z = 2.7, Quality teacher production need to be revisited by the Nigeria National Commission for Colleges of Education (NCCE). Based on the findings the writer offers some recommendations; the Nigeria National Curriculum Reviewers should reflect National development through education. School plants should be revisited to provide befitting structures, teaching and learning materials as a means for individual and community overall development. There is need to improve salary of teachers to avoiding attrition from schools. Stigmatisation of teachers should be avoided as a means of improving performance of teachers.

STRATEGIC EDUCATIONAL QUALITY FOR CRISIS ADAPTABILITY

This article examines the central role of educational quality as a linchpin for crisis management in the education sector. Faced with challenges ranging from economic downturns to public health crises, the study seeks to unravel the complex relationship between educational quality and the resilience of educational institutions. Using a comprehensive approach, the paper delves into the multiple dimensions of educational quality, examining indicators such as curriculum design, teaching methods and institutional accreditation. Methodology. The study uses a mixed-methods approach that combines quantitative analysis of educational indicators with qualitative assessment of crisis management strategies. Data is collected from a variety of educational institutions, including schools, colleges and universities, to provide a detailed understanding of the current situation. Surveys, interviews, and case studies contribute to a comprehensive examination of the dynamic relationship between education quality and crisis response. Results. The findings underscore the critical role of quality education in building resilience to crises. Institutions with a strong emphasis on educational quality demonstrate greater adaptability, use technology for distance learning, implement effective contingency plans, and foster a culture of adaptability among educators and students. The study identifies key indicators that serve as predictors of an institution's ability to successfully manage crises, providing valuable insights for policymakers and educational leaders. Practical implications. The research offers practical implications for educational institutions seeking to improve their crisis management capabilities. Recommendations include the integration of technology for distance learning, the development of comprehensive contingency plans, and the maintenance of a flexible learning environment. The practical strategies outlined in the article aim to enable institutions to respond proactively to crises and ensure the uninterrupted delivery of quality education. Value/Originality. The originality of the research lies in the comprehensive analysis of quality indicators and the identification of practical strategies that can strengthen the education sector against unforeseen challenges.

An Investigation into the Reasons of Conflicts Between Learners and Teachers: A Case of Three Selected Secondary Schools in Zambezi District

The purpose of the study was to investigate the reasons of conflicts between learners and teachers. The objectives of the study were to identify the teachers’ weakness in coming into conflicts with learners, to establish learners’ weakness in coming into conflicts with teachers and to find out views from the community about the reasons of conflicts between learners and teachers. Data was collected from forty respondents from three selected secondary schools in Zambezi district. The study used descriptive survey design and data was collected using interviews, questionnaires and focus groups guides. Random sampling was used to determine the participant. The findings revealed that there are some conflicts between learners and teachers emanating from over socialization. The study therefore, recommends upholding of professionalism among teachers and well discipled learners for quality education delivery.

Influence of selected management factors on strategic planning process in secondary schools in Lagos state

For quality education delivery, quality assessment and suitable policy environment to achieve the goal of secondary schools’ education, principals should transform their schools through development and appropriate implementation of strategic plans. This study investigated influence of selected management factors on strategic planning process in secondary schools in Education District VI Area of Lagos State. Three research questions and one hypothesis were generated for the study. The study employed descriptive survey design. A sample of one hundred and twenty (120) respondents was used. Instrument tagged “Management factors and strategic planning Questionnaire” (MFSPQ) was used to elicit information from respondents. Pearson Product Moment Correlation (PPMC) of 0.81 was obtained as the reliability coefficient. Data collected were analyzed using descriptive and inferential statistics, standard deviation t-test statistical methods). The findings showed that constraint of financial practices, personnel, inability to establish school implementation team, among others affect implementing their schools’ strategic plans by 59.2%. Analyses revealed that there is a significant difference between urban and rural schools in terms of the problems they encounter in the implementation of strategic plan (t= -.689, df = 118, p&lt;0.05).The study recommended among others that schools’ management and educational stakeholders should carry out a Strengths, Weaknesses, Opportunities, and Threats (SWOT) analysis and identify strategic issues affecting the schools; All stakeholders such as SBMC, Principals and staff should be trained in the art of preparation, implementation and continuous evaluation of strategic plans. Government should also assist the rural schools with necessary facilities to enhance the procedure for strategic plans.

Parenting and Learner Support in Rural South African Schools: Home Involvement as a Conduit for Strengthening Home-School Partnership

For the delivery of effective and quality education, active parent participation regarding learning support both in schools and at home is crucial. The study, hinged on Bronfenbrenner’s Ecological Model sought to analyse School Management Teams (SMTs) and parents’ views on and interpretations of parental school involvement. Interviews were used to collect data from fifteen (15) purposively selected participants from three Junior Secondary Schools in the OR Tambo Coastal District in the Eastern Cape Province. The data was analysed using Atlas. ti and presented thematically and through network diagrams. The findings revealed that while parents were valued stakeholders in schools, there was a lack of viable partnerships between parents and schools. It emerged that effective home-school partnership was hindered by communication challenges as most parents were illiterate, hence children received minimal learning support from home. The low socio-economic status of the parents drove them towards tilling their land to provide food rather than actively participating in school activities. It was concluded that while parents had a clear and consistent understanding of parental involvement in school activities, the high poverty diminished their motivation for school involvement. Recommendations include the need for the Department of Education to foresee that school governing bodies ensure collaboration between homes and schools. Also, there should be intervention programs to enhance active parental participation in schools. This study adds to the existing literature on inclusive education in South African schools. Keywords: Effective Education, Quality Education, Parent Participation, Team Spirit, Learner Performance.

Views of agricultural science teachers on in-service training needs in the Zambezi region, Namibia

In-service teacher training programs offer opportunities for teachers in both public and private schools to enhance their professional skills, particularly in the areas of required teaching skills, supplementary subject content knowledge, and teaching pedagogy. The lack of availability of in-service teacher training programs for teachers within the education system has undesirable consequences, particularly regarding the delivery of quality education to learners in public and private schools in the Zambezi region, Namibia. This paper discusses the perspectives of Agricultural science teachers on the need for in-service teacher training. To achieve the objectives of this paper, crucial data were collected from Agricultural science teachers in the Zambezi region through face-to-face interviews. Twelve Agricultural science teachers (comprising six from urban schools and six from semi-urban schools) were interviewed using face-to-face interview guides. The study revealed that the in-service teacher training programs attended by Agricultural science teachers were relevant to their teaching roles. Furthermore, the study emphasized that to maintain the relevance of in-service teacher training programs, components such as practical activities, projects, investigations, and subject content knowledge should be the focus, in order to continually enhance the capacities of Agricultural science teachers. The study recommends that the regional education directorate in the Zambezi region establish a policy for continuous in-service teacher training programs, including them in their annual financial plan, to improve teacher performance in the region. Lastly, to ensure the success of in-service teacher training programs, they should be conducted on an ongoing basis.

BUILDING ON SUCCESS: REVISITING THE TELE-ARAL PROGRAM THROUGH THE LENS OF APPRECIATIVE INQUIRY

As the pandemic challenges the education sector, alternative and innovative delivery of quality education has to be done. Notably, this study focused on a qualitative investigation of the successes and strengths of the Tele-Aral program using the 4-D process of Appreciative Inquiry (AI). The data were gathered using both semi-structured interviews and focus group discussions. Guides for the interviews and FGDs were aligned with the research questions and validated by experts. Similarly, I followed the ethical research standards to protect human subjects while maintaining the study's trustworthiness. Additionally, nonprobability sampling techniques such as purposeful and criterion sampling were used in determining the study participants. Then, the data were thematically analyzed and methodologically triangulated. The findings revealed that the Tele-Aral program gave specific benefits to its stakeholders during the discovery stage. Participants envisioned that the program would become more successful in catering to struggling learners in the future. To achieve and sustain these visions, the participants looked into personal and collective upskilling and promoting the program to the local government units to reach more learners. Furthermore, I recommend that education stakeholders explore using appreciative inquiry in making various school reforms. Likewise, further studies are encouraged, focusing on the limitations of this study.