Introduction The professional collaboration of teachers is highly important for the success of educational outcomes. This study aimed to determine the conditions under which distributed leadership influenced the collaboration of teachers. The study focused on identifying the previously undetermined complex relationships between distributive leadership, teacher professional collaboration, teaching enthusiasm, and teacher optimism, which were found in the literature to be associated with improving the quality of education, enhancing teaching, and achieving successful student outcomes. Methods Data collected from 547 teachers working at 38 different public schools in 20 provinces across Türkiye were analyzed in a cross-sectional manner using the bootstrap method. The effects of distributed leadership on teacher collaboration were examined using a moderated mediation model in which teaching enthusiasm was the mediator variable, and teacher optimism was the moderator variable. Results The results revealed that distributed leadership had direct and indirect significant effects on teacher collaboration through the mediation of teaching enthusiasm. Additionally, teacher optimism plays a moderating role in both the effect of distributed leadership on teaching enthusiasm and the effect of distributed leadership on teacher collaboration through teaching enthusiasm. In other words, the positive effects of distributed leadership became stronger in cases where teacher optimism levels were high. Discussion The leadership approach which distributes positive emotions such as optimism and enthusiasm, which are at the core of positive psychology, and leadership roles to all teachers in the school, can help increase collaboration among teachers and positive workplace behaviors. This research indicates that teachers being enthusiastic while teaching and taking an active role in school management may enable them to be more collaborative in fulfilling these roles and other teaching roles. Teachers’ enthusiasm for teaching can function as an emotional mechanism that connects teachers’ collaboration with a leadership approach that distributes leadership throughout the school. Moreover, when teachers are more optimistic, they trust school administrators’ leadership practices more, participate more in management, and can teach more collaboratively and enthusiastically. Future research may further examine these associations across different cultural contexts.

The implementation of Project-Based Learning through the Pancasila Student Profile Strengthening Project (P5) has been widely promoted to foster 21st-century skills and work readiness. However, systematic and decision-oriented evaluation models capable of generating evidence-based insights for curriculum improvement remain limited. This study addresses this gap by applying an Evidence-Based DIPPO Evaluation Model to assess the implementation of P5 and its impact on students’ competencies. This research employed a mixed-methods evaluative design based on a pilot (preliminary) study involving students, teachers, and school administrators. The evaluation was structured around the DIPPO framework (Design, Input, Process, Product, Outcome). Quantitative data were collected using structured questionnaires and pre–post skill assessments, while qualitative data were obtained through interviews, observations, and document analysis. Descriptive statistics, paired-sample t -tests, ANOVA, effect size analysis, and data triangulation were used to support evidence-based interpretation. The findings indicate strong performance in the Design, Process, Product, and Outcome dimensions, demonstrating high conceptual alignment, implementation fidelity, and positive learning outputs. Significant pre–post improvements were observed across all measured 21st-century skills, including critical thinking, collaboration, communication, creativity, and work readiness ( p < .001; medium to large effect sizes). The Input dimension showed comparatively lower scores, highlighting resource and capacity gaps. Stakeholder comparisons revealed significant differences only in perceptions of input readiness, providing actionable insights for targeted improvement. The pilot findings suggest that the Evidence-Based DIPPO Evaluation Model is a feasible and effective framework for evaluating P5 implementation and supporting evidence-based decision-making. By systematically linking project-based learning processes with skill development and work readiness, the model offers practical value for policy, practice, and curriculum reform. Further large-scale and longitudinal studies are recommended to validate and extend these preliminary results.

ABSTRACT School counsellors play a vital role in fostering immigrant students’ development through consultation services. However, counsellors often face significant challenges in delivering these services to immigrant families. This study explored school counsellors’ experiences in their consultation roles, focusing on their challenges, competencies, and needs. A qualitative research methodology using a phenomenological approach was employed. Twelve school counsellors (nine females and three males) participated in the study. Data were collected through semi-structured interviews containing six open-ended questions. The results yielded three overarching themes: complexity of addressing immigrant parents’ consultation needs, facilitating support resources, and school counsellor competencies and areas of need. The findings identify the multifaceted and multisystemic issues counsellors face, and counsellors’ assets and needs to provide better consultation services for immigrant families. The findings are discussed based on the literature and several implications are provided for school counsellors, administrators, communities, governmental institutions, and counsellor educators.

This research aims to reveal how prospective teachers express democratic school culture. It is a descriptive study using a phenomenological design to examine preservice teachers' views on the characteristics of a democratic school, employing qualitative research techniques. In this context, the study aims to highlight learning opportunities about creating and maintaining democratic processes and reflectives related to its implementation. This study follows a qualitative research approach within a phenomenological model. The study group consists of 221 senior prospective teachers.A convenient sampling method, one of the purposeful sampling methods, was used. Descriptive analysis was used to analyze the data. The research concludes that the characteristics of prospective teachers regarding democratic school culture fall under the categories of (i) student, (ii) teacher, (iii) parent, (iv) school administration, and (v) learning environment. According to the findings, the most expressed characteristics were self expression respect for human rights, equality and participation. In schools with a democratic culture, there is a learning environment and management that respect human rights. It is seen that teachers treat everyone equally and that students can express themselves and participation.The importance of creating a participatory school culture that includes values, beliefs, and attitudes supporting democratic principles and institutions among citizens, as a requirement of democracy, is discussed.

Youth Transitions and the Politics of Risk: Schooling amid Drug-related Violence in Mexico City.

ABSTRACT A Coordination of Services Team (COST) is a model of interprofessional collaboration in which a diverse group of professionals coordinate efforts and resources to systematically promote well-being and identify, refer, assist, and monitor students in need of support. In this qualitative case study, we examined suggestions for establishing and implementing a COST based on insights from well-functioning COST members and county program leaders. Six group interviews were conducted with five schools’ COSTs (N = 29) and one small group of county-level clinical supervisors (N = 3) in order to garner recommendations for the process of establishing and maintaining a COST. Findings indicated that experienced COST members recommended launching the team without delay and adjusting as needed, adapting the COST to fit the local context of the school, and prioritizing positive relationships among team members. Participants also recommended continuously seeking engagement and support from school administrators and teachers and measuring the success of a COST both through standardized data collection and through anecdotal evidence. This study provides a systematically derived description of the process of developing and implementing a COST, which may be transferable to teams aiming to establish or refine a COST system in their own schools.

Increasing use of artificial intelligence in education has transformed the instructional practices and teaching learning resources. This study aims to explore the perceptions, practices and challenged faced by primary school science teachers for developing instructional material at district Lahore. Globally use of AI tools is increasingly incorporating in teaching learning process. This study is conducted by using descriptive survey research. Data was collected through questionnaire via online form. This study is guided by Technology Acceptance Model (TAM) by Fred D. Davis 1989, focusing on perceived usefulness and perceived ease of use to understand adoption of AI tools for developing instructional material. Population of the study were primary school science teachers. 306 teachers were the sample of the study. Findings revealed that teachers have a positive attitude regarding use of AI in their instructional practice. They are using it for making their daily lesson plans and other personalized learning material. Still, they are facing some challenges in use of AI. These include limited AI access to digital resources in some schools. Teachers also have identified need professional development training for AI. They have also showed concerns regarding ethical use of AI. The study conclude that AI holds significant importance for developing science AI instructional material. This research contributes to the growing body of literature on AI integration in school education and offers practical implications for policymakers, teacher educators, and school administrators.

This study focuses on the level of implementation of online Chinese painting education in terms of resources investment in junior high schools. Adopting a quantitative method, the research targets Chinese painting teachers and school administrators from five junior high schools in Jinan’s High-tech Zone, with a total of 130 respondents. Data were collected via an online questionnaire using a 4-point Likert scale, and analyzed through weighted mean calculations to assess implementation levels. The findings reveal that the overall implementation of online Chinese painting education is at a moderately implemented level (overall mean = 3.22). Among the key indicators, “abundant financial support from government or social organizations” (mean = 3.38), “specialized online Chinese painting teaching effect evaluation system” (mean = 3.35), and “online platforms for displaying and exchanging Chinese painting works” (mean = 3.27) are fully implemented, providing a solid foundation for online teaching. In contrast, “special online Chinese painting classrooms for teachers’ Chinese painting teaching” (mean = 2.92) is the lowest-rated indicator, indicating moderate implementation and room for improvement in dedicated teaching spaces and equipment. Based on the results, the study recommends maintaining current resource investment, strengthening teacher professional development, optimizing course design, and establishing regular monitoring mechanisms. These strategies aim to enhance the quality and sustainability of online Chinese painting education, facilitating the integration of traditional cultural heritage with digital technology in junior high school settings.

Most African countries have recently established social safety net programmes as parts of a broader strategy to assist the poor and protect vulnerable. The study investigates the impacts of school feeding programme on pupil's enrolment and attendance in primary school in Nigeria focus on Ikere Local Government Areas of Ekiti State; it will examine the level of awareness among the illiterates especially in the villages that constitute Ikere local government. Also the study will investigate the militating factors confronting the success of the programme in the study area with a sample of 200 respondents including 80 pupils, 40 teachers, 40 parents, 30 school administrators were surveyed using structured questionnaire and Focus Group Discussion (FGDs). The data were collected through both primary and secondary sources. Primary data were collected using questionnaire interview and focus Group Discussions (FGDs) secondary data were gathered through textbooks, journals, and internet materials relevant to the study. The data were analyzed using descriptive statistics and Pearson correlation to access the relationship between school feeding programme and pupil’s enrolment and attendance. Three hypotheses were tested using Pearson correlation method to evaluate the imperative of school feeding programme on pupil's enrolment and attendance. It was relevant in the study, a strong positive correlation between school feeding programme and improved school attendance, with a Pearson correlation coefficient +1 and statistical significant P-value. The study concludes that there is need to encourage school feeding programme to bring more children to school, also the study recommends sustainability of the programme in terms of funds, vendors and improve the quality of the meals available to the pupils.

To explore the association between 24-h movement behaviours and fundamental motor skills in children with intellectual disabilities using compositional data analyses and to investigate the 'dose-effect' characteristics of the reallocation between 24-h movement behaviours and fundamental motor skills. A cross-sectional study was conducted among 306 children with intellectual disabilities aged 6-10 years from 12 special education schools in Beijing and Jinan between 10 September 2023 and 27 March 2024. The ActiGraph GT3X+ accelerometer was used to estimate the amount of time spent in 24-h movement behaviours. The Test of Gross Motor Development-2 was applied to assess fundamental motor skills. The compositional isotemporal substitution was utilized to analyse the relationship between 24-h movement behaviours and fundamental motor skills. (1) After controlling the gender, age and intellectual disability level, MVPA of children with intellectual disabilities was positively associated with their FMS total score, locomotor skills and object control skills (βFMS = 7.70, βlocomotor = 3.68, βobject control = 4.01, all p < 0.01). Additionally, SB was negatively correlated with their FMS total score, locomotor skills and object control skills (βFMS = -5.40, βlocomotor = -2.00, βobject control = -3.39, all p < 0.01). (2) According to the 'dose-response' curves, the mutual substitution of MVPA and other movement behaviours had an asymmetric effect on FMS, while the mutual substitution of LPA and SB had a symmetrical effect on FMS among children with intellectual disabilities. Furthermore, it was demonstrated that replacing SB with MVPA had the best-improving effect on the FMS of children with intellectual disabilities. Special education school administrators, teachers, parents and guardians should consider 24-h movement behaviours as a whole and pay attention to their impact on children with intellectual disabilities. In the process of promoting FMS in children with intellectual disabilities, ensuring adequate sleep and trying to reallocate time from SB to MVPA and LPA may be effective methods.

This research aimed to investigate the components and indicators of school administration in excellent primary schools in Songkhla Province. The study focused on analyzing the administrative components and indicators that contribute to school excellence. The sample consisted of school administrators, teachers, and educational personnel from primary schools that had received the Royal Award School and the Office of the Basic Education Commission (OBEC) Awards. A total of 300 participants were selected in the 2024 academic year. The research instrument was a questionnaire, and the data were analyzed using exploratory factor analysis (EFA) and confirmatory factor analysis (CFA). The results of the exploratory factor analysis revealed four components comprising 26 indicators: teacher competency (7 indicators), student competency (4 indicators), administrators&amp;rsquo; school administration processes (10 indicators), and participation of personnel and stakeholders (5 indicators). The results of the first-order confirmatory factor analysis indicated that the measurement model was consistent with the empirical data. All latent variables demonstrated high reliability, with values ranging from 0.912 to 0.983, and were statistically significant at the .001 level (AVE = 0.727&amp;ndash;0.833, CR = 0.912&amp;ndash;0.983, &amp;chi;&amp;sup2; = 400.001, df = 235, &amp;chi;&amp;sup2;/df = 1.702, RMSEA = 0.048, CFI = 0.985, TLI = 0.979, RMR = 0.008). Furthermore, the results of the second-order confirmatory factor analysis also showed a good fit with the empirical data (&amp;chi;&amp;sup2; = 249.304, df = 163, &amp;chi;&amp;sup2;/df = 1.529, RMSEA = 0.042, CFI = 0.992, TLI = 0.984, RMR = 0.014, p = 0.000).The findings provide empirical evidence supporting a structured framework of components and indicators for school administration toward excellence in primary schools, which can be utilized as guidelines for enhancing administrative effectiveness and achieving sustainable excellence.

This study aimed to assess the instructional strategies of teachers and the academic performance of Grade One pupils in public elementary schools in the Tanay District, Schools Division Office of Rizal, during the School Year 2025–2026. The respondents consisted of the total population of 90 Grade One teachers, described in terms of age, sex, civil status, educational attainment, length of service, position title, and in-service trainings attended. A descriptive survey research design was employed, utilizing a researcher-made questionnaire checklist to measure the extent of instructional strategies in teaching Grade One pupils, specifically differentiated instruction, cooperative learning, and explicit instruction. Documentary analysis was also conducted using the pupils’ average grades in the first quarter as a basis for academic performance.Findings revealed that most teachers were 31 years and above, female, married, and pursuing graduate education, with the majority holding positions as Teacher I or Teacher II. Most had over 10 years of teaching experience and had attended in-service trainings ranging from division to international levels. Explicit instruction was consistently used, while cooperative learning and differentiated instruction were often applied. No significant differences were found in instructional strategies based on sex, civil status, educational attainment, position title, or trainings attended; however, age and length of service showed significant differences. Pupils’ academic performance was satisfactory, and a significant relationship was observed between the extent of instructional strategies and pupils’ academic performance.The study concluded that instructional strategies are influenced by teachers’ age and length of service, and these strategies significantly affect pupils’ academic performance. It is recommended that school administrators provide continuous professional development, and teachers incorporate diverse instructional strategies to enhance students’ learning outcome

This research explores the relationship between principals’ communication planning skills and their administrative effectiveness in public senior secondary schools in Ilorin East Local Government Area, Kwara State, Nigeria. The purpose of this study is to examine how specific communication planning skills open, inclusive, assertive, and aggressive affect the overall administrative effectiveness of school principals. The research employed a descriptive survey design with a correlational approach, using a sample of 266 teachers drawn from 19 schools. Data were collected through a structured questionnaire assessing principals' communication planning skills and administrative effectiveness. The analysis was performed using descriptive statistics and Pearson's Product-Moment Correlation to test the hypotheses. The findings reveal that principals who exhibit strong open and inclusive communication planning skills are more likely to demonstrate higher levels of administrative effectiveness. A significant positive relationship was found between communication planning and administrative success, particularly in conflict resolution, stakeholder communication, and feedback mechanisms. In contrast, aggressive communication skills were not found to significantly impact administrative effectiveness. The study concludes that effective communication planning is a crucial component of successful school administration. It contributes to improved leadership, better resource management, and a more supportive school climate. The research provides valuable insights for policy-makers and school leadership development programs aiming to enhance the administrative capabilities of principals through targeted communication training

This study examines how teacher evaluation in Zambia can be restructured to align with the Competency-Based Curriculum (CBC), which is being implemented in phases. Traditional teacher evaluation models have historically prioritized instructional inputs, such as lesson planning and pedagogical techniques, rather than assessing learning outputs that reflect student competencies (Darling-Hammond, 2017). As Zambia transitions toward a competency-driven approach, this study advocates for an Adaptive Assessment Framework that evaluates teachers based on student mastery of skills and competencies, ensuring that assessment methodologies evolve alongside curricular changes. Grounded in the Constructivist Learning Theory (Vygotsky, 1978) [5], Adaptive Expertise Framework (Bransford et al., 2000), the study emphasizes the need for flexible, inclusive, and performance-based teacher evaluation models. It also integrates principles from Competency-Based Assessment (Wolf, 2001) and Equity and Inclusive Assessment (Brookhart, 2013) [2] to ensure fairness in evaluating teacher effectiveness. This study adopts a qualitative approach, utilising a systematic review of published peer reviewed literature, policy documents and reports to analyse teacher evaluation frameworks. Additionally, descriptive interviews with Education Administrators, Standards Officers (ESOs), School administrators and Heads of Departments (HODs) in Lusaka Province will be conducted. Findings will provide insights into teacher preparedness, assessment gaps, and best practices in competency-based teacher evaluation. Drawing on global best practices and Zambia’s 2023 Zambia Education Curriculum Framework (ZECF), the study proposes strategies for integrating competency-based teacher evaluation models, addressing implementation challenges, and ensuring fairness and inclusivity. The study’s recommendations will guide policy adjustments to align teacher evaluation with CBC principles, ensuring that assessments reflect and promote learner skill mastery rather than merely measuring instructional compliance.

This study investigated the occupational stress coping mechanisms and work performance of public elementary school teachers in the Teresa Sub-Office during the School Year 2024–2025. The research aimed to determine the extent of coping strategies employed by teachers and their relationship to performance outcomes. The total population of 314 teachers from Abuyod, Bagumbayan, Quiterio San Jose, Pantay, Prinza, Sitio Ibabaw I, and Teresa Elementary Schools served as respondents. Data were collected using a descriptive survey research design through a researcher-made questionnaire checklist covering coping domains, including mindset and thinking patterns, managing feelings, action taken, body’s response, support system, and finding purpose and meaning. Documentary analysis of teachers’ Individual Performance Commitment and Review Forms (IPCRF) provided insights into their work performance.Findings revealed that the majority of teachers were mature-aged, predominantly female, married, holding a Teacher I position, and had obtained a master’s degree. Most had 6–15 years of service and attended various in-service trainings. Teachers reported a high extent of occupational stress coping mechanisms across all domains. Significant differences in coping mechanisms were observed based on educational attainment and position title, while other demographic variables such as age, sex, civil status, length of service, and in-service training were not significant. Work performance was generally Very Satisfactory, and statistical analysis indicated a positive relationship between coping mechanisms and work performance.The study concluded that enhancing teachers’ coping strategies positively influences their performance. It is recommended that school administrators design differentiated wellness and coping workshops, integrate stress management modules into training programs, and provide incentives for higher education pursuits. Further studies may explore additional factors affecting teachers’ coping strategies and performance.

This study examined the extent of teacher-parent partnership in selected public elementary schools under the Binangonan Sub-Office during the School Year 2025–2026, specifically Bilibiran, Calumpang, Darangan, Dona Susana Madrigal, Don Jose M. Ynares Memorial, Tagpos, and Tayuman Elementary Schools. Utilizing a descriptive survey research design, the study involved two respondent groups: 228 teachers, representing 50% of the total teaching population, selected through simple random sampling, and 64 General PTA officers, representing the total parent population. Teachers were profiled in terms of age, sex, civil status, educational attainment, position, length of service, and in-service trainings attended, while parents were profiled based on age, sex, civil status, educational attainment, occupation, and monthly family income. Data were gathered using a researcher-made questionnaire measuring teacher-parent partnership in terms of communication, school policies and support systems, parental support, shared decision-making, and challenges encountered.Findings revealed that teachers and parents generally perceive teacher-parent partnerships to be high, with parents rating communication at a very high extent. Significant differences were found between teachers’ and parents’ perceptions across all partnership aspects. Among teachers, perception differences were significantly influenced by profile variables such as age, sex, civil status, position, educational attainment, length of service, and training exposure, whereas parents’ profile variables were not significant. Teachers reported more frequent challenges in fostering partnerships compared to parents. Based on these findings, the study recommends that school administrators implement transparent communication platforms, conduct parent engagement seminars, develop inclusive involvement programs, allocate adequate resources, and conduct advocacy campaigns to strengthen partnerships. An action plan for implementation is proposed, and further research considering additional variables is encouraged.

School leadership plays a vital role in shaping the teaching–learning environment and influencing students’ academic success. Effective leadership contributes to improved instructional practices, teacher motivation, and the overall school climate, which in turn enhances students’ learning outcomes. This study examines the role of school leadership in enhancing students’ learning outcomes by exploring leadership practices, leadership styles, and their influence on teaching effectiveness and student achievement. Using a systematic research approach, the study seeks to identify how school leaders contribute to academic improvement and organizational effectiveness. The findings of this study are expected to provide valuable insights for policymakers, school administrators, and educators in strengthening leadership practices to promote better learning outcomes for students

ABSTRACT Early childhood education (ECE) is a critical stage for encouraging healthy development. Given young children’s dependence on adults, it is imperative that educators and caregivers ensure the health-promoting capacity of educational activities and settings in early childhood institutions. In this context, school administrators bear primary responsibility for establishing and maintaining the physical and pedagogical conditions necessary to support children’s healthy development. This single case-embedded study provides a holistic evaluation of educational activities in three types of ECE institutions across three central districts of Antalya, following the Whole School, Whole Community, Whole Child model. Data from interviews with 16 administrators from distinct institutions and their school strategic plans were analysed through content analysis. Findings indicated a strong emphasis on curriculum-based activities (Physical Education, Physical Activity, Nutrition), with limited attention to Community Involvement and Employee Wellness. Independent Preschools also demonstrated stronger alignment with WSCC standards compared to Preschool Classrooms and Practice Preschool Classrooms, indicating the need for a whole-school health committee with ECE-trained members to integrate ECE-specific health priorities into strategic planning.

This study intends to investigate the components and indicators of trust of secondary school administrators and the fit of the model of components and indicators of trust in the Northeastern area, Thailand. The design for this research is mixed-methods research under a multi-phase design. Phase 1 aims to determine the elements and dimensions of trust in principals. This is done by a review of literature and study of literature related to trust in trustees, which is then expert-rated. Qualitative data were analyzed using content analysis. Phase 2 confirms the goodness-of-fit of trust components and indicators among secondary school administrators in the northeast of Thailand. The sample includes four hundred principals and secondary school teachers from the Northeast region. The data were analyzed to examine model fit using CFA. Study of the components of trust in secondary school administrators and their indicators revealed five main components: Competence, Benevolence, Integrity, Reliability, and Openness. The goodness-of-fit indices of the model analyzed in secondary school administrators' trust factor consist of: 1) model of the components of trust among secondary school administrators in Thailand's Northeastern region: χ² = 72.887, df = 57, χ²/df = 1.279, p-value = 0.0764, comparative fit index (CFI) = 0.998, Tucker-Lewis index (TLI) = 0.997, root mean square error of approximation (RMSEA) = 0.026, and standardized root mean square residual (SRMR) = 0.008.

This study was carried out on servant leadership as an islamic ethical practice: evidence from public secondary schools in Kwara state, Nigeria. The study was guided by two purposes with two research questions. The research design that was used for this study was descriptive survey of the correctional-type method. The population of the study consisted of 8,085 respondents from public senior secondary schools. The sample size was determined using Krejie and Morgan, in which 278 was thereby chosen. Purposive and simple random sampling techniques were used to select the respondents in public senior secondary schools. A questionnaire was used by the researcher to elicit information from the concerned respondent, structured on a 4-point Liker rating scale. All the research questions were analysed using descriptive statistics of mean, standard deviation, frequency count and ranking order. The instrument was validated by my supervisor and two experts in the department of Education Management and Counselling at Al-Hikmah University. The reliability of the instrument was determined with Cronbach alpha at 0.71 and 0.80. The findings indicate that implementing servant leadership in schools aligns closely with Islamic ethical principles of responsibility, care, and service, demonstrating that these values can positively influence teachers’ job performance. One of the recommendations of this study is that the school administrators should organize regular training programs for principals that focus on enhancing servant leadership skills.