School Administrators Research Articles

Instructional Scaffolding and Metacognitive Strategies of Language Teachers in Public Secondary Schools

This study examines the relationship between instructional scaffolding and metacognitive strategies of language teachers in selected public secondary schools in the Division of Island Garden City of Samal. A descriptive-correlational research design was used with a sample of 132 language teachers. Data were collected through standardized questionnaires administered via face-to-face surveys. The data were analyzed using mean, standard deviation (SD), Pearson product-moment correlation, and multiple linear regression analyses. The results revealed that both instructional scaffolding and metacognitive strategies were rated very high. Correlation analysis indicated a significant positive relationship between these variables. Furthermore, specific domains of instructional scaffolding, including situation, visual, question stems, graphic organizers, and processing, were found to significantly influence teachers' metacognitive strategies. It is recommended that school administrators focus on further strengthening instructional scaffolding to enhance the development of metacognitive strategies among teachers. Promoting teacher collaboration, providing professional development opportunities, and encouraging reflective practices will help sustain strong levels of metacognitive strategies and improve teaching effectiveness in schools.

Workload model in school-based occupational therapy practice: Administrators’ perspectives

ABSTRACT School-based occupational therapy practitioners (OTPs) experience burnout related to the excessive work demands associated with a commonly used approach, in which compensation is tied to students-facing time. The workload model has the potential to alleviate this burnout, in part because it compensates an OTP for all tasks performed. This model, promoted by the American Occupational Therapy Association for more than a decade, is not widely used in the United States. The reasons for this slow espousal are not yet understood. School administrators are believed to be the linchpin to a broader use of the workload model. A preliminary study aimed to understand school district administrators’ perspectives on the factors that influence occupational therapy compensation. To this aim, a qualitative study was conducted with school administrators (n = 7). Analytic rigor was ensured through audit trail, reflexivity journal, multiple coders, and triangulation via artifacts. Deductive analysis of transcribed semi-structured interviews revealed three interrelated themes: external factors, beliefs/knowledge, and service delivery. The external factors, such as finances, impact service delivery; compensation decision was affected by a combination of regulatory and fiscal factors, both real and perceived; administrator knowledge of the workload model remains limited; and occupational therapy is clearly valued within the school setting. The study, while giving voice to a key stakeholder group, identified factors influencing occupational therapy service delivery and compensation and avenues for promoting workload model adoption.

Empowering Youth in The Digital Age with Cyber Security Education

As cyberthreats increasingly target vulnerable youth, the need for comprehensive cybersecurity education becomes more critical. Integrating cybersecurity into secondary school curricula offers a promising solution, equipping students with the necessary skills to identify and mitigate cyber risks. Despite the increasing number of cyber risks targeting young people, cybersecurity education in secondary schools is still in its early stages of development. This study investigates the perspectives of 27 secondary school teachers in Wales, United Kingdom, on incorporating cybersecurity education into their curricula. The qualitative insights gathered through semi-structured interviews reveal key challenges and opportunities, including a lack of resources, age-appropriate materials and pedagogical support for teaching cybersecurity. Our findings highlight a need for targeted educational reforms and closer collaboration between schools and cybersecurity professionals. Based on the interview results, we provide practical recommendations for educators, school administrators, and cybersecurity practitioners to enhance secondary cybersecurity education.

Exploring differential change in student performance during the COVID-19 pandemic across the United States

Although the COVID-19 pandemic was a major disruptor to K-12 learning and instruction in general, there is particular concern that there was differential impact by student group and instructional mode offered (e.g., in-person versus remote learning). The National Assessment of Educational Progress (NAEP) Long-Term Trend (LTT) assessment administered in 2020 and 2022 to age 9 students (primarily grade 4) offers a unique opportunity to analyze changes in student performance before and during the pandemic: The 2020 timepoint occurred immediately prior to schools closing in March 2020, the majority of schools in 2022 were also sampled in 2020, both years constitute a national sample, a single, summative assessment program was used, and the 2022 school administrator survey included a key question related to instructional modes offered in the 2020–2021 school year. In mathematics, controlling for the school (with school fixed effects) and student background variables, we found students identifying as Black or Hispanic had mean score losses from 2020 to 2022 that were 10 and 4 points, larger than White students, respectively. Similarly, students eligible for free-or-reduced-priced lunch had mean score losses 3 and 4 points larger in mathematics and reading, respectively, than those not eligible, controlling for the same school and other student covariates. In addition, for schools that had at least some classes going remote in the 2020–21 school year, student scores dropped about 7 and 8 more points in mathematics and reading, respectively, on average, from 2020 to 2022 than schools that had no classes going remote, holding all other covariates constant. These findings are critical to understanding variability in educational progress following the COVID-19 pandemic and can support planning for future disasters.

Instructional Support System and Mechanism Among School Administrators: Springboard to Supervisory Tool Development

Instructional Support System and Mechanism Among School Administrators: Springboard to Supervisory Tool Development

Prediction of Cyberbullying in Turkish Adolescents: School Alienation, Digital Social Pressure, Cognitive Flexibility, Gender and Time Spent in Cyberspace.

Although there has been an increase in studies based on the socioecological theory in recent years examining cyberbullying in both social contexts, such as schools, and individual contexts, certain gaps still exist in the literature. Therefore, the current study aims to examine whether school alienation, digital social pressure, cognitive flexibility, gender, and time spent in cyberspace predict the cyberbullying levels of secondary school students. A sample of 368 volunteer students was selected using the convenience sampling method, and ordinal logistic regression analysis was applied to the data collected through the Cyberbullying Scale, Student Alienation Scale, Digital Social Pressure Scale, and Cognitive Flexibility Scale. As a result, it was determined that school alienation, digital social pressure, gender, and time spent in cyberspace significantly predicted cyberbullying. Based on the findings, it was concluded that a positive school environment is important in preventing cyberbullying and that school psychologists, teachers, school administrators, and families have important responsibilities in developing and implementing effective intervention strategies.

Implementation of Competency-Based Merit Selection Plan (MSP) on School Administration Positions and Performance

Implementation of Competency-Based Merit Selection Plan (MSP) on School Administration Positions and Performance

Guidelines for Development of Information Technology in Primary School Administration: A Case Study of Ariyamongkol Network Groups under Rayong Primary Education Service Area Office, 2

Background and Aim: Information technology advancements in elementary school administration increase productivity by simplifying duties including communication, record-keeping, and attendance. Additionally, it facilitates data-driven decision-making, which enhances student results and general school administration. This study aims to (1) investigate the use of information technology (IT) in educational administration within the Ariyamongkol Educational Network, under the Rayong Primary Educational Service Area Office, Area 2, and (2) establish guidelines for enhancing IT use in these educational institutions. The survey targeted teachers and school administrators within the Ariyamongkol Educational Network for the 2023 academic year, comprising a total population of 255 individuals. A sample of 152 participants was selected based on Krejcie and Morgan's sample size determination table using simple random sampling. Data collection was conducted through a questionnaire designed with a five-level Likert scale, and data analysis involved statistical methods such as percentage, mean, and standard deviation. Materials and Methods: The research utilized a quantitative survey design, employing a structured questionnaire to gather data on current IT usage, challenges, and perceived barriers in educational administration. The questionnaire was developed based on existing literature and validated through expert reviews. Statistical analyses, including descriptive statistics (percentages, means, and standard deviations), were performed using SPSS software to interpret the data collected from the sample. Results: The findings revealed that (1) current conditions, challenges, and barriers in IT usage for educational administration in the Ariyamongkol Educational Network are perceived at a high level overall, indicating a strong recognition of the importance of IT in educational processes, and (2) the principles and strategies for IT integration in administration within this network are also rated highly. Specific areas identified for improvement include enhancing IT adoption for curriculum development, facilitating budget planning, and supporting manpower planning. Conclusion: To promote further development, it is essential to enhance IT adoption by providing access to adequate and modern IT tools and resources. Implementing these guidelines will facilitate more efficient educational administration and improve overall educational outcomes within the Ariyamongkol Educational Network. Future research should explore the long-term impact of these IT enhancements on teaching and learning outcomes.

Transformational Leadership and Change Management Competency in Response to Sudden Disruptions Among Administrators of Jiangling Town Central High School, DaZhou City

Background and Aim: Transformational leadership is vital in educational administration, particularly during periods of unexpected challenges. This study investigates the transformational leadership qualities of school administrators at Jiangling Town Central High School in DaZhou City, which has experienced various disruptions affecting educational delivery. Understanding these leadership traits can enhance change management practices within the educational sector. Objectives: The research aimed to (1) assess the transformational leadership of school administrators under Phon Phet Sara Sin’s supervision and (2) compare these leadership qualities based on position, work experience, and school size. Materials and Methods: A quantitative research design was employed, utilizing structured questionnaires as the primary data collection tool. The sample comprised 223 school administrators and teachers from Jiangling Town Central High School, selected through simple random sampling to achieve a 95% confidence level with a 0.05 margin of error. The questionnaire evaluated dimensions of transformational leadership, including idealized influence, inspirational motivation, intellectual stimulation, and individualized consideration. Descriptive statistics (percentages, means, standard deviations) and inferential statistics (ANOVA) were applied for data analysis. Results: The assessment indicated a high overall level of transformational leadership among administrators. Significant differences were noted based on administrative position and years of experience (p < .01), suggesting that more experienced administrators exhibit stronger transformational leadership qualities. Furthermore, individualized consideration demonstrated significant variance in three areas: ideological influence, inspiration, and stimulation of wisdom (p < .05). No significant differences in transformational leadership were found when comparing school sizes. Conclusion: The findings underscore the significance of transformational leadership in managing sudden disruptions within educational contexts. Administrators displaying strong transformational leadership qualities can better inspire and motivate their teams during crises. Practical Recommendations: Professional development programs should focus on enhancing transformational leadership skills among school administrators, with particular emphasis on individualized consideration and inspiration. Schools should also provide mentorship opportunities for less experienced administrators to foster transformational leadership competencies. Future Research Directions: Further studies are encouraged to explore the long-term effects of transformational leadership on school performance during disruptions, as well as comparative analyses across different educational settings and regions to gain broader insights into effective leadership practices.

Preliminary validity evidence for a rapid fundamental movement skill assessment tool for primary education settings

IntroductionAssessment of motor competence is critical for planning and monitoring children's development. However, many assessment tools require time, training, and resources not available to most teachers. We aimed to evaluate the external aspect of construct validity of a rapid product-oriented fundamental movement skill assessment tool designed specifically for primary education settings.MethodsFundamental movement skills of 73 children aged 4–8 were assessed using the KIDDO Challenge assessment tool and the Test of Gross Motor Development-2 (TGMD-2). We conducted correlational analyses between scores derived from the assessment tools.ResultsWe found significant associations (ranging from weak to moderate in nature; r range = −0.17 to 0.68) between scores of individual skills on the KIDDO Challenge and the TGMD-2. Age- and gender-standardised overall proficiency ratings between assessment tools exhibited a significant moderate, positive correlation (r = 0.52, p < .01).ConclusionsOur findings indicate that the KIDDO Challenge and TGMD-2 were significantly associated in their assessment of children's overall fundamental movement skill proficiency. These findings may assist teachers or school administration in selecting rapid fundamental movement skill assessment tools with evidence of validity for motor competence screening in primary education settings.

Do Educators’ Demographic Characteristics Drive Learner Academic Performance? Examining the Role of Gender, Qualifications, and Experience

The influence of educators’ demographic characteristics on learner academic performance has garnered attention, particularly in developing countries. However, gaps remain in understanding the relationship between demographic factors, professional qualifications, and student academic performance, especially in under-resourced educational environments; this study examines the impact of educator demographics and qualifications on learner performance. The study investigates four key objectives: (i) analysing the relationship between educator qualifications and learner academic performance, (ii) evaluating the effect of educator demographic factors on learner academic performance, (iii) comparing the relative influence of demographic characteristics and professional qualifications, and (iv) assessing the validity of Mincer’s Earnings Function in capturing diminishing returns to experience. Using secondary data from the South African School Administration and Management System (SA-SAMS), this study examines 70 educators across five secondary schools. An Ordinary Least Squares (OLS) regression model is employed for estimation, with Robust Least Squares (RLS) used as a validation technique to ensure result consistency. The empirical results reveal that teaching experience and gender significantly influence learner performance, whereas age and formal qualifications exhibit no statistical effect. The findings further confirm diminishing returns to experience, indicating that while teaching experience enhances academic performance, its marginal impact declines beyond a certain threshold.

Development of Research Tool for Inclusive Education in the Philippine Context

The research aimed to create a valid and reliable instrument for evaluating inclusive education programs. It utilized a mixed methods research approach, specifically an exploratory sequential design. Data were gathered and analyzed through thematic analysis to identify themes that informed the creation of a quantitative inclusive education questionnaire. Exploratory factor analysis determined the number of underlying dimensions within the data. Findings indicated that the inclusive education scale developed for the Philippine context is structured around five dimensions: parent-school partnership, instructional leadership, formal curriculum, inclusive environment, and teacher involvement. Furthermore, the scale was assessed for reliability to evaluate the internal consistency of its items. The reliability of all dimensions was exceptionally high, indicating that the tool demonstrates strong internal consistency. In the Philippines, the success of inclusive education programs relies on the collaborative efforts of school administrators, teachers, and parents. Additionally, inclusive schools can offer learning services for children with special needs by ensuring that facilities and infrastructure are tailored to student requirements. However, students with special needs often face challenges in their teaching and learning experiences, which stem from a lack of competencies acquired by teachers during their pre-service and in-service training. Furthermore, inclusive schools must implement an inclusive curriculum designed to address the needs and perspectives of students with and without special educational needs.

Helping school leaders see variation and build the capability to improve complex systems

This study investigates how educational leaders within a research-practice partnership used improvement science thinking and tools to address declining attendance rates following the COVID-19 pandemic. Utilizing time-series data and run charts, central office leaders and school administrators visualized system performance, allowing them to see variations and patterns over time. The partnership’s focus on variation helped leaders challenge their initial biases, leading to a more accurate understanding of the factors driving attendance improvement. Cypress Elementary, identified as a positive outlier, demonstrated that small-scale, context-specific interventions, including personalized outreach and incentives, played a crucial role in enhancing attendance. The study also highlights the importance of building leadership capability to interpret data effectively and implement sustainable, locally relevant solutions. Through this process, leaders developed greater proficiency in diagnosing system-level issues and enacting systemic improvements, contributing to the broader literature on data-driven decision-making, sensemaking, and educational equity. This research demonstrates how improvement science can support leaders in understanding data more clearly and building their capacity to lead system-wide improvements.

Gatekeeping and ableism in physical education provision for disabled children: perspectives and practices

ABSTRACT In the United States (US), physical education (PE) and adapted physical education (APE) are mandated to be available services for disabled children and can be an avenue to combat health disparities often found amongst disabled communities. However, poor quality and limited access of PE and APE for disabled children has frequently been cited in the extant literature. This issue is exacerbated by systemic ableism, which manifests through negative attitudes, inadequate training, and resource allocation, further marginalising disabled children. Using a critical ableism and interpretivism perspective we interviewed 22 PE and APE provision gatekeepers (11 physical educators, 9 parents, and 2 school administrators) about their experiences and challenges related to PE and APE services for disabled children. Using a reflexive thematic analysis four intersecting themes were constructed: (1) Systemic neglect of APE: Legal and institutional challenges, (2) If you don’t advocate, who will?, (3) Falling Short with APE Preparation, and (4) Relationship building to foster inclusive experiences. These findings align with existing research showing that PE and APE are often under-prioritized and poorly understood in US schools. It also reveals a complex network of gatekeeper relationships that influence the quality and accessibility of these services that is underpinned by ableist norms. These findings emphasise the need for targeted interventions to combat ableism and enhance support for disabled children, including integrating anti-ableism curricula into PE and APE teacher education, revising APE certifications to align with anti-ableism initiatives, and establishing disability advocacy groups to ensure disabled children receive appropriate PE and APE services.

Exploring the Interplay among Study Habits, Attitude Towards Mathematics and Parental Involvement: A Path Analysis of their Impacts on Students’ Performance in Mathematics

This study aimed to examine the relationship between study habits, attitude toward Mathematics, and parental involvement in students' Mathematics performance. It also sought to identify a path model that best predicts students' Mathematics performance. The research involved 224 Grade 8 students from secondary schools in Malungon 2 District, Division of Sarangani, selected through stratified random sampling. Data were collected using surveys and students’ second-quarter grades in Mathematics. The study utilized a questionnaire consisting of thirty statements, with responses ranging from strongly agree to strongly disagree. Results indicated that students exhibited high levels of study habits, positive attitude toward Mathematics, and high levels of parental involvement. Their Mathematics performance was classified as Proficient. Correlation analysis revealed that, among the three variables, only parental involvement had a significant relationship with students’ academic performance in Mathematics. Furthermore, the path model showed that study habits, attitude toward Mathematics, and parental involvement each had a direct influence on students' academic performance. Based on these findings, it is recommended to continue using diverse teaching strategies and differentiated learning activities to further enhance students’ study habits and attitudes. School administrators are also encouraged to implement programs that strengthen parental involvement, such as parent-child tutorials at home, regular parent-teacher conferences, and active participation in school events like recognition days. Original Research Article

Shared Justice Leadership and Digital Access of Teachers in New Normal Education Across Public Elementary Schools

This study aimed to determine the significant relationship between shared justice leadership and digital access in the new normal education among public elementary school teachers. A descriptive-correlational research design was utilized, with 165 public elementary school teachers serving as respondents. Data were gathered using standardized questionnaires and analyzed through mean, standard deviation (SD), Pearson product-moment correlation, and multiple linear regression analyses. The findings revealed that shared justice leadership and digital access were both at a high level. Correlation analysis indicated a moderate but significant positive relationship between shared justice leadership and digital access. Additionally, multiple regression analysis demonstrated that all domains of shared justice leadership—school leader, school context, community context, and policy context significantly influenced digital access, with policy context having the strongest impact. Based on these findings, it is recommended that school administrators continuously reinforce shared justice leadership to further improve digital access. Strengthening leadership initiatives, fostering inclusive school policies, and enhancing collaboration with the community may contribute to a more equitable and technology-enabled educational environment, ultimately supporting both teachers and students in the digital age.

School Administrators’ Preferences in Hiring Home Economics Teachers: The Role of Gender Stereotypes

This study explored the School Administrators' Preferences in Hiring Home Economics Teachers: The Role of Gender Stereotypes. Purposive sampling was used to identify the seven (7) school heads based on the set inclusion criteria. This study used a phenomenology research design to extract the ideas from the participants. In-depth interview (IDI) was employed in this study. Previous study focused on the Filipino Hospitality industry Gender Disparities: Hiring Practices, Salary Levels, and Promotional Opportunities. However, gaps have been identified from the last study, which focused only on the hospitality industry, not the educational settings, particularly the hiring practices of home economics teachers. Thematic analysis used themes that emerged from the work experiences of school heads with different genders: handling difficulty in the workplace, respecting cultural diversity, and being proficient in home economics teaching. The gender preferences of school heads in hiring home economics teachers were valuing diversity and female-dominated. The insights drawn from the study's findings that will contribute to the academic setting were promoting gender and development in the workplace and harmonious relationship to academic settings. Department of Education (DepEd) key officials may conduct school campaigns on the importance of gender equality by integrating it into the school curriculum as an elective subject. School heads may suggest implementing seminars, training, and workshops about gender equality for all the teaching and non-teaching staff in the organization.

Analysis of the Institutional Barriers to Inclusive Education for Diverse Student Needs in Pakistan

Inclusive education aims to provide all students, regardless of socioeconomic status, special needs, or skill level, with equitable access to high-quality education. However, its implementation is often challenged by institutional barriers, particularly in developing regions. This study investigates these institutional obstacles faced by diverse learners in accessing inclusive education, employing quantitative methods and survey instruments for comprehensive analysis. Specifically, it examines the challenges faced by schools in the Muzaffargarh district of Punjab, Pakistan, in meeting the needs of students from diverse backgrounds. Qualitative data were collected through interviews and focus groups with parents, school administrators, and educators. The findings reveal significant impediments to inclusive education, including inadequate resources, an insufficiently trained teaching workforce, inflexible curriculum requirements, and a lack of governmental financial support. Furthermore, students from marginalized communities and those with disabilities face additional challenges to quality education due to cultural stigma and financial constraints. The study underscores the critical need for policy reforms, enhanced teacher training initiatives, and increased funding to promote inclusive educational practices. The findings offer recommendations for stakeholders, educators, and policymakers to cultivate a more inclusive learning environment in Muzaffargarh, contributing to the broader discussion on educational equity.

Investigating the Impact of Inclusive Education Policies on Access to Education for Students with Special Needs Education: A Case of Bsvi and Rish Schools of Special Needs in Musanze District, Rwanda (2024-2025)

This study examines the impact of inclusive education policies on the access to education for students with special needs, focusing on BSVI and RISH schools in Musanze District, Rwanda. The research aims to explore how the implementation of inclusive education policies affects the educational opportunities for students with special needs. Using a mixed methods approach, the study gathers both qualitative and quantitative data from surveys, interviews and focus groups with teachers, school administrators, students and parents. The study hypothesized that effective implementation of inclusive education policies enhances educational access for students with special needs and further investigates the role of teacher training in improving teaching practices and student outcomes. Stratified random sampling was applied to ensure a balanced representation of teachers, administrators, students and parents, providing a comprehensive perspective on the challenges and successes in implementing inclusive education policies. While inclusive education policies are impactful, their effectiveness is closely tied to their implementation and continuous support. Teacher training, although beneficial, has a relatively smaller impact compared to infrastructure and policy support in enhancing educational access. This study fills a research gap by examining how these elements work together to improve educational access in Rwanda, where limited studies have addressed their combined effect. In conclusion, the research underscores the necessity of a holistic approach that integrates well trained teachers, adequate infrastructure and strong policy support to ensure equitable access to education for students with special needs. Keywords: Inclusion Education Policies, Special Education Needs

Grade 9 mathematics teachers’ experiences and perceptions of destreaming

ABSTRACT Research shows that streaming in schools is associated with different achievement levels among higher and lower ability groups and inequity among disadvantaged groups. In Ontario, Canada, a destreaming policy was implemented to address the unintended effects of streaming. To date, there is little research on teachers’ experiences with destreaming and the meaning they make of them. This study explores the experiences of nine Grade 9 mathematics teachers during the first two years of implementing destreaming and their perspectives on the policy. The interview data revealed five themes: (a) lack of training, resources, and support, (b) feelings of effectiveness, (c) benefits and concerns about implementing destreaming, (d) understanding and perceptions of destreaming, and (e) sustainability of destreaming. For most of the teachers, instructing mixed ability destreamed classes was not a positive experience, and the context in which the policy of destreaming was implemented contributed to negative perceptions of it. The results add to our understanding of the implementation of destreaming, and recommendations for ministries of education and school administrators are provided.