School Heads Research Articles

Effects of Classroom Management Strategies on Students’ Behavior Regulation in Boarding Secondary Schools in Rwanda: A Case of Muhanga District

This study aims to investigate the effect of classroom management strategies on students’ behavior regulation in boarding secondary schools in Rwanda, a case of Muhanga district. The study was guided by three specific objectives which are to determine the influence of establishing clear classroom rules on students’ engagement and academic performance in boarding secondary schools in Muhanga district, to determine the effect of proactive planning in teaching on behavior regulation in boarding secondary schools in Muhanga district, Rwanda, to assess the effect of gamified personal learning plans in teaching on students’ behavior regulation in boarding secondary schools in Muhanga district. The study was guided and supported by social learning theory. Survey with mixed- approaches was employed in this study. The target population in this research was 5750 respondents including 5290 boarding secondary school students, 414 teachers, 23 directors of discipline and 23 boarding school head teachers. Directors of discipline and head teachers were selected through purposive sampling while simple random sampling was used to select teachers and students. The study used questionnaires for teachers and students and interview guide for directors of discipline and head teachers in data collection due to their availability and daily responsibilities. Data analysis employed SPSS, version 22.0 and data were summarized into means, percentage, standard deviation, correlation coefficients and coefficients of regression. The findings highlighted the significant impact of clear classroom rules on students’ behavior, with 73.8% of students affirming their positive influence and a high mean score of 4.232. While 54.4% reported consistent enforcement, some inconsistencies remain. Teachers overwhelmingly agreed on the importance of these rules in reducing disruptions, achieving a perfect mean score of 5.000, though only 26.9% feel they communicate rules consistently. Proactive planning shows mixed results, with low scores for technology use in lessons (2.293) but more support for structured environments (3.404). Additionally, gamified personal learning plans (GPLPs) are positively perceived by students and teachers, with 53.8% believing they enhance focus and strong support for rewards in maintaining discipline.

Relationship between Emotional Intelligence and Leadership Abilities of Head Teachers of Girls Secondary Schools in District Rahim Yar Khan

The present study aims to measure emotional intelligence level leadership abilities and find out the relationship between emotional intelligence and leadership abilities of head teachers of girls' secondary school at district Rahim Yar Khan. This descriptive correlational nature study used a survey research design. Headteachers of girls’ secondary schools in the district of Rahim Yar Khan constituted the population of the study. The 96 head teachers contributed to data collection. An online questionnaire was used as a research tool for data collection. The collected data was analyzed by SPSS-22 and presented in tables and figures. The study found a significant positive correlation between the emotional intelligence and leadership abilities of secondary school head teachers at district Rahim Yar Khan. The researchers recommended that the head teachers be given proper training in emotional intelligence in order to provide them with sufficient know-how about emotional intelligence and teach them how to use it for handling and motivating the employees under their auspices. The researchers also recommended that the study be replicated in other districts and at different levels of education to pave the way for generalizing the results of studies already conducted in this regard.

Effect of Technical and Vocational Education and Training Institutional Learning Outcomes on Job Creation and Innovation in Rwanda: A Case of Kicukiro District

This study aims to investigate the effect of TVET institutional learning outcomes on job creation and innovation in Rwanda, specifically the case of Kicukiro district. The study has three specific objectives which are to assess the TVET learning and training outcomes in Kicukiro district, Rwanda, to identify factors influencing the effectiveness of TVET programs in driving innovation and job creation in Kicukiro district, Rwanda, to evaluate the relationship between TVET learning outcomes and Job creation in Kicukiro district, Rwanda. This research was supported and underpinned by two theoretical frameworks: the human capital theory, by Gry Becker and Theodore Schultz, and the transformation learning theory, developed by Jack Mezirow in 2000. A descriptive survey design for data collection was implied in the study. The respondents were 437 respondents made of 138 TVET trainers, 23 headteachers and 276 TVET graduates from different TVET schools in Kicukiro district, Rwanda. A variety of methods, including simple random and purposive sampling methods were used to choose the study participants. Guided interviews and questionnaires were used to collect date. Specifically, the questionnaires were made for TVET graduates and TVET trainers, while interview guides were designed for school head teachers. Interview guides collected quantitative date which were thematically analyzed. Each item from the questionnaires was analyzed using IBM SPSS 22.0 software. And the data were presented and discussed using tables and figures. The study's findings showed that 78.8% of respondents strongly agreed or agreed that TVET programs equipped them with necessary technical skills, while 73.5% combined strongly agreed and agree that problem-solving abilities were enhanced. Findings also revealed that 68.2% of graduates combined strongly agreed and agreed on the relevance of the TVET curriculum to industry needs, though concerns about access to modern technology persisted. Finaly results of the study revealed that 71.2% of graduates strongly agreed that TVET skills contributed to employment, while 68.9% highlighted problem-solving skills as enhancing their job performance and career prospects. Based on the findings, the research recommended Rwanda Polytechnic to update the TVET curriculum to better match industry needs, focusing on technology and entrepreneurship. Strengthening industry partnerships for hands-on experience is crucial, and trainers should seek continuous professional development. Students are encouraged to fully engage in both theoretical and practical learning to boost job readiness and innovation.

Influence of Gender Participation in Sport on Students’ Academic Performance in Public Day Secondary Schools in Rwanda: A Case of Muhanga District

The study explored the influence of gender participation in sport on students’ academic performance in day public secondary schools in Rwanda, specifically the case of Muhanga district. The specific objectives of this research were to assess the availability of sport resources in day public secondary schools in Muhanga district, Rwanda, to examine the students’ academic performance in day public secondary schools in Muhanga district, Rwanda, and to evaluate the relationship between gender participation in sport and students’ academic performance in day public Secondary schools in Muhanga District, Rwanda. The research targeted a population of 912 including 720 students, 144 teachers and 48 Head teachers selected from different schools in all sectors of Muhanga district, Rwanda. A sample size of 279 respondents were used, this include 221 students and 44 teachers were randomly selected and 14 head teachers selected purposively. Data collection was through questionnaires made for students and teachers, and interview guides designed for school head teachers. The method of data analysis involved the utilization of IBM SPSS 22.0. Every piece of information from the surveys and interviews was consistently grouped into categories. Following that, the information was showcased and talked about through the use of tables and figures. The research findings reveal critical gaps in sports resources in public day secondary schools in Muhanga district, Rwanda. A significant 57.9% of students reported inadequate sports facilities, and 52.9% cited insufficient equipment, highlighting the need for improvement. While 54.8% felt sports did not enhance their academic performance, 44.8% indicated it motivated academic engagement. Regarding gender participation, 54.3% believed sports positively influenced academic results, yet 56.1% felt insufficient efforts were made to promote gender equality in sports. Teachers largely recognized the academic benefits of athletic involvement. These findings emphasize the need for improved sports resources and greater gender inclusivity to enhance academic success. The research emphasizes the need for educational policymakers to integrate sports with academics to enhance student development and ensure gender equality in sports participation. It advocates for structured programs that develop essential skills and calls on the Ministry of Education to provide adequate resources and training for teachers.

Harmony of Transformational and Transactional Leadership Styles towards Positive Change in Teachers’ Motivation, Attitude, and Performance

This study aimed to establish correlations using a correlational research design. It was guided by the Full Range Model which emphasizes the effectiveness of combining transformational and transactional leadership. A sample of 134 public elementary and secondary school teachers from 21 schools in Calauan Sub-Office, Laguna Province, was surveyed to examine these relationships. The instrument used was a researcher-made survey-questionnaire which underwent multiple validation stages. Based on the results, there was a very high level of transactional and transformational leadership styles among school heads, positively correlating with teachers' motivation, attitude, and performance. Specifically, transactional leadership behaviors such as contingent rewards and active management significantly influenced these factors, along with transformational leadership dimensions of idealized influence, inspirational motivation, intellectual stimulation, and individualized consideration. These findings emphasize the critical role of leadership in fostering positive teacher outcomes. Recommendations include the investment in leadership development programs focusing on expanding beyond transactional approaches towards transformational leadership. Initiatives should sustain and deepen transformational practices, capitalize on teacher motivation and positive attitudes, and reinforce effective performance through targeted interventions and continuous professional development.

Shaping Young Minds: The Influence of Environmental Factors on Students Attitude

The study focused on how the environment influences primary school children's attitudes, thoughts, and behaviors. It looked at factors like family, school, and community settings, as well as physical characteristics such as climate. The study aimed to understand students' environmental attitudes and determine the impact on their feelings and behaviors, while also promoting knowledge and values for environmental protection. The study was descriptive, targeting primary school students in Lodhran district. A sample of 325 students was selected using random sampling. A 35-item questionnaire was used, and data was collected through self-effort. The validity and reliability of the questionnaire was ensured through pilot testing and experts’ opinions. The data was analyzed using frequency, mean score, percentage, and standard deviation. Overall, the study concluded that creating welcoming, supportive, and interactive environment in various settings was essential for fostering positive attitudes and self-confidence in primary school children. This study recommends that school heads and teachers should create a conducive learning environment to promote students' behaviors essential for their future lives.

Unveiling The Lived Experiences of School Heads in Managing Intergenerational Diversity among Proficient Teachers

This transcendental phenomenological study explored the lived experiences of school heads in managing intergenerational diversity among proficient teachers in public elementary schools in Noveleta, Cavite. Through in-depth interviews, participant observations, and document analysis, the study revealed how generational differences impacted school management practices. Seven key themes emerged: Intergenerational Dynamics and Work Culture, Leadership and Adaptive Management Strategies, Technological Evolution and Pedagogical Adaptation, Communication, Collaboration, and Team Cohesion, Coping with Change and Navigating Resistance, Personal Well-being and Professional Growth, and Cultural and Societal Influences. The findings highlighted that school heads faced distinct challenges when managing generational gaps in work ethics, discipline, and professional values. Older generations of teachers, such as Baby Boomers and Generation X, exhibited stronger work ethics and commitment, often working through breaks to ensure student learning. In contrast, younger generations, particularly Generation Y and Z, were perceived to prioritize work-life balance and demonstrated less initiative. These differences posed significant challenges in fostering collaboration and innovation within schools. School heads employed adaptive strategies, such as empathetic leadership, fostering open communication, and promoting flexible solutions to bridge these generational divides. Moreover, the study emphasized the need for school management to address stereotypes and biases associated with different generations, creating inclusive environments that promoted cohesion and mutual respect. The implications extended to educational policies and professional development programs aimed at fostering intergenerational understanding and improving staff relations.

Bullying Prevention Practices and Child Stress in Public Elementary Schools

This quantitative study employed surveys to assess the extent of bullying prevention efforts from schools and parents, and to measure levels of child stress in terms of distress, lack of well-being, and absence of social support. The sample consisted of students from multiple public elementary schools. Data were analyzed using mean, standard deviation, correlation coefficients, and regression analysis. The study found that both school and parental bullying prevention efforts were very extensive. Child stress levels were generally low across various indicators. A significant negative relationship was found between bullying prevention practices and child stress, indicating that effective prevention efforts are associated with reduced stress levels in children. Both school-based and parental efforts were identified as significant predictors in reducing child stress. The findings suggest that comprehensive bullying prevention efforts are effective in reducing child stress. The study emphasizes the importance of a multi-faceted approach involving both schools and parents in bullying prevention programs. The study concludes that effective bullying prevention practices are associated with lower levels of child stress, highlighting the need for collaborative efforts between schools and parents. Recommendations are made for researchers, the Department of Education, school heads, and teachers to enhance bullying prevention programs.

Streamlining Organization Tasks: A Grounded Theory on the Perspective and Coping Mechanism of School Administrators in Response to DepEd Order 002, s. 2024

In order to cope with organizational changes that simplify administrative work, educators and administrators must be resilient (Towler, 2021). Recently, public school teachers in the Philippines were relieved of administrative responsibilities, as ordered by the Department of Education (DepEd Order 002, s. 2024), and the responsibility is transferred to school administrators and non-teaching staff. According to the Department of Education (DepEd), administrative responsibilities include all tasks necessary to run schools efficiently while utilizing the fewest resources possible. These obligations include activities, services, and programs that are geared toward problem-solving; they have nothing to do with academics or the educational system. Through in-depth interviews and focus groups with school heads in the public institutions, the research utilized grounded theory to comprehensively explore the impact of shifting administrative responsibilities from classroom teachers to school heads and non-teaching personnel as well as their coping mechanism within educational institutions. This allowed the researcher to develop theories based on the data collected (Cooke, 2014). This study's generation of themes and theories led to the creation of a framework for efficient coping strategies with organizational activities that require flexibility and ongoing modifications. In order to strengthen an adaptive organization, the data collected from the respondents also contributed significantly to the conceptualization of the Modernized Educational Resiliency theory.

Impact of Instructional Supervision Strategies on Teacher Performance in Hinabangan Samar District 1

The effectiveness of instructional supervision strategies on teacher performance is a critical area of educational research. This study aimed to determine the effectiveness of different instructional supervision strategies employed by school heads and their impact on the instructional performance of teachers in the Hinabangan Samar District I. This study utilized the descriptive-correlational research design using the researcher-developed survey questionnaire administered to 81 public school teacher-respondents who were randomly sampled. The high effectiveness of school heads' instructional supervision practices in the Hinabangan Samar District I as evidenced by a composite mean of 4.82 highlights the positive influence of strong leadership and supportive practices. The very high positive correlation observed in the Hinabangan Samar District I reinforce the importance of robust supervision systems in educational settings. School heads should prioritize regular classroom observations, provide constructive feedback, and offer professional development opportunities. Additionally, fostering a collaborative culture among teachers can further enhance the effectiveness of instructional supervision.

Heads of Schools Preparation of School Environment for Actualizing Student Mothers’ Continuation with Education in Public Secondary Schools in Dodoma Municipality

This study aimed to investigate the heads of schools' preparation of the school environment in actualizing student mothers’ continuation with education in public secondary schools in Dodoma municipality. Guided by the Clinical Supervision Model (CSM) developed by Goldhammar in 1969, the study used the convergent design under a mixed methods research approach. Targeted 40 heads of schools, 312 secondary school teachers, and 291 student-mothers, a sample of 6 heads of schools, 60 teachers, and 12 student-mothers was drawn, making a total of 78 respondents. Data was collected using questionnaires and interview guides whose validity was ensured by education experts in educational administration and planning. Based on the pilot test data, the reliability of teachers' and student mothers’ questionnaires was established through Likert-type items where 0.81 and 0.75 Cronbach-Alpha coefficients were separately obtained with the aid of SPSS version 22. The credibility and dependability of the qualitative data gathered through interview guides were carried out through instrument triangulation and peer debriefing approaches. At the same time as the qualitative data were analyzed thematically and presented in quotations, the quantitative data were analyzed descriptively and tabulated in frequencies, percentages, and means. The study revealed that public secondary schools in Dodoma Municipality did not have on-site childcare facilities. The study also exposes that schools are striving for inclusive learning, but lack counseling, mentorship, financial aid collaboration, teacher professional development, and flexible academic programs. The study concluded that there are still inadequacies in assistance, even if school administrators have made strides toward fostering inclusive learning environments and honoring the accomplishments of student mothers. As adaptive academic programs are being introduced, additional supportive measures should be strengthened. Student mothers should participate in school-run initiatives and programs intended to assist them.

Contribution of Counseling Assistance Services in the Support of the Students’ Acquisition of Life Skills among Public Secondary Schools in Moshi Municipality

The researcher aimed to investigate the extensiveness of counselling assistance services in supporting students’ selected life skills among public secondary schools in Moshi municipality. This study is anchored in Rational Choice Theory. The study utilized a mixed methods approach with a convergent design, focusing on a target population of 1516 individuals, including 1232 students, 17 teacher counselors, 249 teachers, 17 heads of schools, and 1 District Secondary Education Officer. The sample size was 131 respondents, comprising 1 District Secondary Education 5 heads of schools, 5 teacher counselors, and 120 students. Data collection methods included questionnaires, interview guides, and documentary analysis, with two schools used for pilot testing. The research instruments were validated, and the questionnaires had a Cronbach's Alpha reliability coefficient of 0.781. The quantitative data was analyzed using descriptive statistics using SPSS, while the qualitative data was analyzed thematically, with the findings presented using words and verbatim quotes. The researcher adhered to ethical principles, including confidentiality, anonymity, and protection from harm, and the APA 7th edition format was used for referencing. The study found that counselling assistance services contribute to students self-directed and control with a total mean score of 4.2. In conclusion, the study has provided compelling evidence that counselling assistance services significantly contribute to students' self-directedness and control. The study recommended that students should take full advantage of individual and group counselling sessions offered by their schools. Teacher counselors should continue to offer and expand workshops on a range of topics, including career exploration, college preparation, and life skills, to equip students with the knowledge and tools they need for future success

Understanding stakeholders' perception on integrating ICT in teaching and learning science subjects: Experiences from Tanzanian secondary schools

This study investigated stakeholders’ perceptions of the integration of ICT in teaching and learning science subjects in secondary schools. A cross-sectional survey design, using a mixed approach, guided the study. Survey questionnaires and interviews were used for data collection. A total of 221 respondents, including students, teachers, heads of schools and district education officers, were sampled. The SPSS version 24 was used for quantitative data analysis. The qualitative data from the interviews were subjected to thematic analysis. Results indicate that stakeholders had positive perceptions of the benefits of integrating ICT in teaching science subjects. However, their positive perception was hampered by the accessibility of ICT materials, insufficient pedagogical knowledge and limited support from school management. Therefore, it affects the integration of ICT in teaching and learning science subjects. The study recommends government and management support to ensure sufficient ICT materials. Further, teachers should be equipped with sufficient pedagogical knowledge for ICT integration in teaching and learning science subjects.

The use of School Information System in Strengthening the Management of Government Secondary Schools in Meru District Council

This study investigated the use of the School Information System (SIS) in strengthening the management of government secondary schools in Meru District Council. The study adopted the Technology Acceptance Model (TAM). The Diffusion Innovation theory and Technological Acceptance model guided this study. A qualitative research approach alongside a case study research design was adopted. The targeted population of the study was 1203 including 46 heads of schools, 1083 teachers, 46 academic teachers, 26 ward secondary officers, 01 District Education Officer (DSEO) and 01 District Information Communication Technology Officer (DICTO) of which 37 were drawn. Purposive and simple random sampling techniques were used to get respondents. Interview and questionnaire methods were used to collect data. The study's trustworthiness was maintained through the supervisor’s corrections, expert advice, and following all necessary ethical procedures. The study revealed that the School Information System carries user-friendly features that strengthen the management of government secondary schools such as student information management, and teacher and staff management. However, the facilities are not sufficiently available. Furthermore, the study found that the School Information System greatly enhances data management and analysis, streamlining administrative tasks and resource management, promoting teachers’ accountability and improving communication in government secondary schools. The study recommended that there should be the provision of enough facilities, alternative sources of energy, seminars, and training to promote the implementation and use of School Information System in government secondary schools.

Factors Affecting Students Dropout as Perceived by the Senior High School Students of MSU Marawi City. A Basis for a Proposed Guidance and Counseling Intervention Program and School Community Partnership

This study aimed to determine the Factors affecting Students Dropout as Perceived by the Senior High School Students of MSU Marawi City. A Basis for a Proposed Guidance and Counseling Intervention Program and School Community Partnership. This study undertaken to highlight the answers of the following questions. First, what is the profile of the respondents in terms of Age, Gender, Civil Status, Religion, Affiliation, Ethnicity, Scholarship, Number of Siblings, Siblings Rank. The Father’s Educational Attainment, Father Occupations, Mothers Educational Attainment, Mother’s Occupation and Family Monthly Income. Second, what are the causes and factors affecting drop out in school among the graduating students of Senior High School of MSU Marawi City in relation to the following, Family Related factors, Peers Related Factors, School Related Factors Personal Problems Related Factors, Peace and Order and Ridu. Third, what is school community partnership and intervention program may be formulated based on the findings of the study. This study was conducted in MSU Marawi City Senior High School where three hundred forty-one students served as the respondents. A descriptive design was used in this study. SelfConstructed questionnaire was the main instrument used to gather data for this study. After administering, recording, tabulating and interpreting the data gathered the following finding were drawn: Many (41.64%) of the respondents were between 18 to 20 years of age, (56.89%) of the respondents were female, Majority (64.81%) of them belong to Islam religion. Majority (57.77%) were Meranao. Therefore, Senior High School of MSU Marawi City has an age of brackets of 18 to 20 years old, a female, with a religious affiliation of Islam, a Meranao, and ESC Grantees status, with 6 or more siblings, probably 3rd or 5th in rank, where father’s and mother’s Educational Attainment is college graduate both working in government office with a monthly income of above P 15, 000.00 The researcher observed that the factors related to students dropout was Ridu (3.11%) and peace and order ( 2.77%) family (2.76%) personal( 2.73%) peer ( 2.73%) and School (2.72) were sometime related to students’ dropout in school. As such, there is no one causes and factor that could contribute to dropouts of the students. Studies yielded that no single factor can completely account for student’s performance and decision to continue in school until they finish their senior high school. Just as a student they report a variety of reasons for not pursuing their academic. The decision to drop out is not simply a result of what happens in school. Clearly student’s behavior and performance in school influences their decision to stay or leave, but students’ activities and behaviors outside of school particularly engaging in deviant behavior also influences their determination to pursue their academic. Thus, this study is primarily recommended to the school heads, curriculum makers, guidance counselor, parents, community, teachers, students and to the future researchers to really assess, properly monitor the students’ performance will help them focus their studies and pursue to graduate. The benefits of this study greatly help in motivating the students to stay in school and graduate. Planning and decision making should consider the background knowledge, and culture of the students prior to his needs.

How do Danish humanities PhD school leaders constitute their roles? Interactions of biography, place and time

Purpose Increasingly governmental policy around PhD education has resulted in greater university oversight of programs and student experience – often through creating central PhD Schools. While student experience is well researched, the experiences of Heads of these units, who are responsible for creating student experience, have been invisible. This exploratory Danish case study begins such a conversation: its purpose to examine the perceptions of five Heads of PhD Humanities Schools, each responsible for steering institutional decisions within Danish PhD policy landscapes. Design/methodology/approach A qualitative approach integrated three distinct analyses: a review of Danish PhD education policies and university procedures, each university’s job specifications for the Heads of the Schools and the Heads’ views on their responsibilities. Findings The Heads differentiated between their own and today’s PhD student experience. They had held prior leadership roles and fully supported institutional regulations. They cared deeply for the students under their charge and were working to achieve personal goals to enhance PhD experience. Their leadership perspective was relational: enhancing individual student learning through engaging with multiple PhD actors (e.g. program leaders) – when possible at a personal level – to improve PhD practices. Originality/value This study contributes an expanded perspective on how PhD School Heads constitute their roles by empirically linking: macro-national policies and institutional regulations and individuals’ biographies to their support of the PhD regimes – with implications for academic leadership generally. The authors argue research into PhD School leadership is essential, as it is such individuals who create the organisational settings that students experience.

Effects of Hidden Costs of Fee-Free Education On Students Academic Attainment in Public Secondary Schools in Karatu District, Tanzania

This study aimed at investigating the effects of hidden costs of fee-free education on students’ academic attainment in ordinary level secondary schools in Karatu district, Tanzania. The study employed convergent research resign which used both qualitative and quantitative designs. The study was conducted in 14 public secondary schools selected randomly from 31 public secondary schools in the Karatu district. The sample size was 318, consisting of form four students selected using systematic random sampling whereas fourteen parents, fourteen Head of School’s and fourteen Ward Executive Officers were selected using purposive sampling. Data were collected using questionnaires and semi structured interview guide. Quantitative data were analyzed using descriptive statistics while qualitative data were analyzed thematically. The study found that hidden costs had severe effects on students’ academic attainment. Other negative phenomena found to result from hidden costs include truancy and lack of concentration in class. Based on the findings the study concludes that there are serious negative consequences associated with hidden costs and consequently, in free education provision, hidden costs can be counterproductive, potentially able to decrease the chances of attaining the objectives of free education provision. The study recommends that strategies in free education provision should further expand to counterbalance costs of education. Strategies targeted at enhancing general improvements in people’s wellbeing and livelihood are also measures required to enhance the capacity of parents to shoulder the burden of education.

Factors affecting the liquidation of allocated funds in public elementary schools

This study aimed to discover the factors affecting the liquidation report that leads to delayed or non-submission of the public elementary schools of the Department of Education – Division of Aklan. Using descriptive research method, the 46 public elementary school heads, teacher-in-charge, and head teacher from the District of Banga, Lezo, Makato, Libacao and Malay were surveyed using researcher-made questionnaire. Findings revealed that that demographic profile, timely submission of requirements, leveraging appropriate technologies, and addressing external factors are key determinants in facilitating the liquidation process. Findings underscore the factors influencing the utilization and liquidation of allocated funds in terms of provision and procurement within the public elementary education sector. Addressing these factors requires a comprehensive approach that involves improving budget allocation mechanisms, enhancing administrative capacity through training and support, promoting efficient resource management practices, and fostering transparency and accountability in financial transactions. There is a positive relationship between the factors affecting the liquidation of allocated funds and extent of the factors affecting the utilization and liquidation of allocated funds. This study recommends providing training sessions and capacity-building programs for school administrators and personnel involved in financial management, investing in modern accounting and reporting technologies and enhancing communication channels between the Department of Education Division of Aklan and public elementary schools.

An Assessment of the Administration of Teaching Practice in a Teacher Training Institution of Zimbabwe

This study sought to assess the administration of teaching practice in a primary education teacher training institution in Zimbabwe. The chosen population consisted of lecturers, school mentors and student teachers. Convenience sampling was used to select primary schools in Gwanda town. These were four in total. From these, purposive sampling was used to select heads of schools, teachers who were student-teacher mentors and student teachers who were in teaching practice. There were twelve teachers in total, and there were twelve student teachers. Purposive sampling was also applied to select lecturers who manned the chosen institution's teaching practice department. Semi-structured interviews were used to collect data from the heads of schools and lecturers, while focus group discussion guides were used to gather data from teachers and student teachers, respectively. As one of the core findings, it unveiled that some students went for teaching practice inadequately prepared to meet associated demands. Furthermore, some mentors seemed burdened by constantly supervising the student teachers while at the same time executing other school duties done by other teachers who were not mentors. Based on these, the study recommends intensification of the assessment of the readiness of student teachers to engage in the teaching practice exercise before the institution releases them to schools. In addition, teachers who are assigned the role of student-teacher mentorship should be relieved of other school duties as this might enhance their commitment to student-teacher development.

Prevention of Bullying Behavior through the Roots Program

The study aims to identify the bullying of students and the preventive efforts of the school through the Roots School Movement program. This type of research is qualitative descriptive with a phenomenological approach, and the research location is in the 7th Makassar State High School. The population in this study is the head of school, teachers, and pupils with sampling techniques using probability random samplings. Data collection techniques are done using observations, interviews, and documentation; then, data will be analyzed using triangulation data, i.e., data collection, data reduction, and verification. Based on the research results, conversation forms often occur in both verbal and non-verbal forms. The verbal conversations experienced by the students are extortion, body shaming, kissing, igniting, and exorcism. Whereas the non-verbal negotiations that occur with the pupils are deliberately pushed and beaten. This beating is done between individuals and individuals, groups to individuals, and groups to groups. So based on that, the things that the 7 Makassar State High Schools are doing in dealing with the negotiations are forming anti-negotiation teams, socializing, forming pupils as anti-counseling agents, training teachers, training pupils, anti-conversion exhibitions for pupils and activating school committees and changing the learning paradigm between teachers and pupils.