Purpose To explore the nature of leader–member-exchange (LMX) characterising laissez-faire leadership as exercised by superiors towards headteachers and by headteachers themselves, and its influence on subordinate-effectiveness in educational setting, particularly that of government secondary schools in Uganda. Design/methodology/approach Phenomenology was the research design employed following interpretivism and hence a qualitative approach informed by the LMX theory. Cross-sectional interview data were collected from BOG chairpersons; head teachers and teachers purposively selected from five government secondary schools in Central Uganda and analysed using Yin’s (2015) framework of thematic analysis. Findings Laissez-faire leadership enacted by Board of Governors or Directors (BOGs) and headteachers is underpinned by high-quality LMX relationships, cultivated through role-taking, role-making and routinisation, grounded in superiors’ trust, respect and confidence in headteachers. Similarly, headteachers’ trust in teachers’ professional capacity to undertake instructional and extracurricular responsibilities without direct supervision fosters a dual influence, enhancing both headteacher and teacher effectiveness. However, when excessively exercised, such autonomy yields adverse outcomes, including headteacher disengagement and deliberate teacher absenteeism to pursue external employment. Research limitations/implications While high-quality LMX translates into enhanced subordinate effectiveness, excessive application of it compromises its effectiveness under laissez-faire. The study’s qualitative nature limits generalisation of its findings. Practical implications Under laissez-faire, balancing trust in subordinates with leadership responsibilities enhances their effectiveness. Originality/value Revealing the high-quality LMX defining laissez faire leadership, giving a new side that contradicts the dominant view that this leadership style is associated with no or low-quality LMX.

Instructional leadership plays a central role in improving teaching quality and student learning outcomes in schools. School principals are expected to guide curriculum implementation, support teachers, and ensure that resources and technology are effectively utilized to enhance instructional delivery. Despite these responsibilities, many school leaders encounter various challenges that influence their capacity to perform these roles effectively. This study examined the instructional leadership challenges experienced by school principals, focusing on three key domains: curriculum management, resource allocation, and technology integration. A quantitative research approach using a descriptive survey design was employed. Data were collected from thirty school principals who had passed the National Qualifying Examination for School Heads and were currently serving in public elementary and secondary schools. A structured questionnaire was used as the primary instrument for data collection. The instrument demonstrated strong reliability with a Cronbach’s alpha coefficient of 0.91. Descriptive statistics, including mean and standard deviation, were utilized to determine the extent of leadership challenges. Inferential statistical tests such as t-test and analysis of variance were conducted to examine differences in the level of challenges when grouped according to selected profile variables, including age, sex, years of experience, educational attainment, and school size. The findings revealed that principals experienced slight challenges in curriculum management, resource allocation, and technology integration. Most demographic variables did not significantly influence the level of instructional leadership challenges encountered by principals. However, school size showed a significant relationship with technology integration challenges, indicating that principals managing larger schools experienced greater difficulty in implementing digital initiatives. The results suggest that while school leaders demonstrate resilience in managing instructional responsibilities, structural constraints such as limited resources and technological infrastructure remain key concerns. Strengthening institutional support systems, providing targeted professional development, and improving access to technological resources may enhance the effectiveness of instructional leadership in schools. Keywords: Instructional Leadership, School Principals, Curriculum Management, Resource Allocation, Technology Integration, Educational Leadership, School Administration, Instructional Supervision

The study aimed to identify the effectiveness of cognitive apprenticeship (CA) via the Internet in developing mathematical prowess (MP) among academically outstanding (AC) high school students. The research sample consisted of 32 first-year secondary students at the 10<sup>th</sup> of Ramadan School, Suez Governorate, Egypt, who exceled academically in the middle school certificate. The sample was randomly divided into two equal groups, each consisting of 16 students. The control group studied in the usual way, while the experimental group studied using the CA strategy via the Internet. The quasi-experimental design was used, and the research tools (mathematical prowess test & productive desire scale) applied pre- and post-intervention to the research groups. The most important results concluded the effectiveness of CA via the Internet in developing MP among AC high school students. The study recommended providing technical support and training for teachers to employ CA in teaching mathematics to students in general and CA students in particular.

PurposeThere is evidence that academic pressure has been rising among adolescents in the UK. While this may be a modifiable risk factor for mental health problems, there are few validated measures of academic pressure and all have limitations.MethodsWith secondary-school students, we co-produced a student-reported measure of academic pressure, the 7-item Academic Pressure Questionnaire (APQ). This was included in the baseline survey of students aged 12-13 within the Positive Choices trial, a whole-school intervention to promote sexual health in English secondary schools. We ran factor analyses and assessed internal consistency, associations with sex and depressive symptoms, and variation in academic pressure between schools.ResultsWe extracted one factor (Cronbach's alpha 0.76). Female students had higher APQ scores than males (mean difference = 2.18, 95% CI: 1.88 to 2.49). Higher APQ scores were associated with more depressive symptoms (coefficient = 0.51, 95% CI: 0.48 to 0.55) and associations were larger in female than male students (p value for interaction <0.001). School-level factors explained 2.6% of variation in APQ scores after adjusting for individual-level factors (ICC = 0.026, 95% CI: 0.01 to 0.06).ConclusionThe APQ is a valid and reliable tool to investigate academic pressure in secondary-school adolescents.

ABSTRACT Humour can be a powerful tool for navigating the emotional challenges of learning about difficult topics. This paper explores the reactions of 13 teachers from three Australian secondary schools to a satirical video created by youth co-researchers from the African Diaspora Youth Belonging Project. Inspired by the TikTok trend ‘Of course I’m … ,’ the video highlighted stereotypes experienced by African diaspora students in Australian schools. As part of a year-long action research project, the video was shown during professional learning workshops with teachers. This paper examines the affective responses of these teachers to the video, arguing that emancipatory racial humour can support critical conversations about racism and teacher bias. Drawing on the concept of a pedagogy of discomfort, it shows how humour enabled teachers to confront defensiveness and denial, encouraging reflection on their own practices and assumptions. The study highlights humour’s potential as a transformative tool in anti-racism education.

This study analyzes how the use of artificial intelligence (AI) technologies influences the emotional well-being of adolescents, taking gender into account. A non-experimental correlational methodology was employed with a sample of 400 secondary school students, selected using probabilistic sampling. Significant links were found between intensive AI use and higher levels of anxiety and depression, as well as lower self-esteem.

Indonesian students’ low performance in international mathematics literacy assessments highlights the need for instructional approaches that foster higher-order thinking and learner autonomy. Conventional, procedure-oriented instruction has shown limitations, whereas Android-based learning modules implemented within the context of mobile-assisted learning provide opportunities to integrate deep learning pedagogy with students’ intrapersonal intelligence. Intrapersonal intelligence, particularly self-regulation, metacognitive reflection, and goal setting, plays an important role in supporting students’ engagement and mathematics literacy development. This study aimed to compare secondary students’ mathematics literacy outcomes between Android-based deep learning instruction and conventional teaching, while examining the structural contribution of intrapersonal intelligence dimensions to mathematics literacy. A quasi-experimental design was employed involving 68 secondary school students, divided into an experimental group (n = 34) and a control group (n = 34). Instruments included a mathematics literacy test and an intrapersonal intelligence questionnaire. Data were analyzed using independent samples t-tests, effect size estimation, Pearson correlation, and structural equation modeling. The results indicated that students in the experimental group demonstrated significantly higher post-test mathematics literacy scores than those in the control group (t = 7.25, p&amp;lt;0.001), with a large effect size (Cohen’s d = 1.25). Significant positive associations were found between intrapersonal intelligence dimensions and mathematics literacy (r = 0.41-0.63, p &amp;lt; 0.01), with goal setting and planning (β = 0.28) and metacognitive reflection (β = 0.24) showing the strongest standardized contributions. These findings suggest that integrating deep learning pedagogy with intrapersonal intelligence through Android-based modules is associated with higher mathematics literacy outcomes and provides practical insights for designing technology-enhanced mathematics instruction in secondary education.

Generative artificial intelligence (GenAI) has rapidly emerged as a transformative educational technology, raising questions about how educators and pre-service teachers critically engage with AI-produced content. This case study investigates how WebQuests, a long-established, inquiry-based pedagogical model, can foster critical engagement with GenAI tools. Situated within an initial teacher education programme, a WebQuest, incorporating GenAI sources, was implemented with 24 pre-service language teachers, who engaged with curated resources alongside ChatGPT and Copilot to produce infographics for secondary school audiences. Data were collected through semi-structured interviews and were analysed using Braun and Clarke’s thematic analysis. Findings indicate that scaffolded engagement with GenAI encouraged participants to compare AI-generated outputs with trusted sources, critically evaluate accuracy and reliability, and reflect on integration into their future practice. Whilst pre-service teachers valued GenAI’s accessibility and efficiency, they expressed concerns about clarity, verbosity, and trustworthiness. The WebQuest model effectively supported synthesis of multiple information sources, fostering functional AI engagement and critical evaluation of its affordances and limitations. This case study concludes that integrating GenAI within structured, inquiry-based pedagogies advances digital and AI literacy in initial teacher education, whilst highlighting the need for institutional guidance, professional development, and further research in this area.

There is a growing consensus that we must look beyond IQ to understand the mechanisms of talent development. Grounded in the Actiotope Model of Giftedness, this study adopts a resource-based approach and examines the incremental and interactive contributions of educational and learning capital to STEM achievement beyond IQ. Data were collected from 318 German secondary school students (grades 6–10; Mage = 12.08; 50.3% male) using domain-specific measures of educational and learning capital, a nonverbal matrix intelligence test, and STEM grades. Robust regression and mediation analyses showed that learning capital significantly predicted STEM achievement beyond general intelligence, whereas educational capital exerted no direct effect. Instead, the relationship between educational capital and achievement was fully mediated by learning capital. Moreover, the interaction term of educational and learning capital predicted achievement. A further interaction indicated that the positive effect of learning capital on STEM achievement was stronger for students with higher intelligence, consistent with an intelligence utilization (Matthew) effect. These findings support a systemic interpretation of achievement in which intelligence reflects prior resource utilization and functions as a catalyst, while current learning resources constitute the proximal determinants of STEM performance.

Teachers in different contexts continue to integrate technology into their classrooms to enhance their instructional practices. However, teachers in rural villages encounter several challenges when incorporating technology in their classrooms. Therefore, this qualitative study explores the strategies adopted by teachers in schools in rural villages to overcome the challenges associated with technology integration. This study is located within the interpretive paradigm and a case study research design was adopted. The diffusion of innovation theory was employed as the theoretical lens of this study, while interviews were used to collect the data. Twelve grade 9 teachers from the secondary schools in Bojanala District in the North-West Province were selected purposefully. Thematic analysis was used to analyze the data. The study revealed that teachers devised different strategies to overcome challenges they encounter when integrating technology into their classrooms. From this, the study concluded that teachers have accepted technology and that it adds value to their classroom instruction, hence they devise strategies to overcome the challenges associated with technology integration. Based on this, the study recommends that the government should intervene and eliminate the infrastructural challenges that teachers encounter when integrating technology into their classrooms. The study also suggests that schools should adopt peer mentoring in order to entrench technology integration among the teachers.

Accidents in school environments can occur unexpectedly and require quick and appropriate first aid response. This study aimed to evaluate the effectiveness of simulation-based health education in improving knowledge and first aid skills among adolescents in secondary school. Methods:A quasi-experimental study was conducted with 33 students from class XII SMA Negeri 9 Pekanbaru. Intervention consisted of interactive lectures, demonstrations, and practical simulations on various types of accidents (bleeding wounds, burns, nosebleeds, fainting, and choking). Knowledge was assessed using pretest and posttest, while skills were evaluated through observation during practical sessions. Results: Significant increase in knowledge scores from pretest to posttest. Observationally, students demonstrated improved confidence and competence in recognizing accidents, applying safety principles, and delivering appropriate first aid techniques.Simulation-based health education is effective in improving knowledge and skills related to first aid among secondary school students. Should be implemented as a routine component of school health programs and can serve as a model for replication in other schools.

Abstract Study Objectives There is little research on sleep health interventions in Africa. We assessed the feasibility and acceptability of a tiered sleep health intervention among Ugandan adolescents. The intervention, delivered in two secondary schools, comprised universal components (sleep education sessions, structural changes to light, temperature and school-timings) plus targeted psychologist-delivered group cognitive behaviour therapy for insomnia (CBT-I) for students with moderate/severe insomnia (Insomnia Severity Index &amp;gt;15). Methods Feasibility and acceptability were assessed through semi-structured interviews immediately after the intervention (T1) and 3 months later (T2) among students with baseline (T0) insomnia, teachers and dormitory matrons, along with structured implementation trackers. We conducted a quantitative survey at baseline to assess prevalence of dimensions of sleep and mental health, and for those with insomnia only, repeated this at T1 and T2. Results The intervention was feasible and acceptable. High fidelity, dose and reach were achieved through integration of sleep education to the school schedule, structural changes to light, temperature and wake-up time for boarding students, effective small group delivery of CBT-I sessions and good retention despite fatigue due to extended sessions. Acceptability was reflected in high student engagement and positive feedback on the relevance of both universal and targeted components. Among 36 students with baseline insomnia, prevalence of moderate/severe insomnia decreased to 19.4% (7/36) post-intervention and further to 3.6% (1/28) at three months, indicating strong potential for impact. Conclusions Multi-level, school-based sleep interventions can be successful in low-income settings. Large-scale cluster-randomized controlled trials are needed to estimate impact and cost-effectiveness.

Background:Human papillomavirus (HPV) infection is among the most common sexually transmitted infections worldwide and a leading cause of cervical cancer, which claims the life of one woman every minute globally. HPV vaccination is a proven, effective strategy to prevent cervical cancer. Despite vaccine availability, few studies have assessed awareness and perceptions among female secondary school students, a key target group for early vaccination. Addressing this gap is essential for designing interventions to improve vaccine acceptance and coverage.Objectives:This study aimed to assess knowledge and attitudes toward the HPV vaccine and identify associated factors among female secondary school students in Nifas Silk Lafto Sub-City, Addis Ababa, Ethiopia.Methods:Institutional-based cross-sectional study was conducted from May 10 to 20, 2023, in Nifas Silk Lafto Sub-City. Stratified sampling was used to select study participants. A total of 635 students were selected using a simple random sampling technique. Data were collected using structured self-administered questionnaires. The data were entered into EpiData version 4.6 and analyzed with SPSS version 25. Descriptive statistics (such as frequency, percentage, and means) were used to summarize the data, while binary and multivariable logistic regression analyses were performed to identify factors associated with the outcome variables. Adjusted odds ratios with 95% confidence intervals (CI) and p-value <0.05 were used to determine statistical significance.Results:A total of 616 students participated, with a response rate of 97%. Of the respondents, 55.5% had good knowledge and 58.6% had positive attitudes toward the HPV vaccine. Age between 18-20 years (AOR = 2.579, 95% CI = 1.446-4.598, p<0.001) and prior awareness of the HPV vaccine (AOR = 10.441, 95% CI = 6.530-16.694, p<0.001) were significantly associated with good knowledge. Factors significantly associated with a positive attitude included prior awareness of the HPV vaccine (AOR = 0.368, 95% CI = 0.239-0.567, p<0.001), receiving information from healthcare providers (AOR = 2.434, 95% CI = 1.055-5.615, p = 0.037), and knowledge about the HPV vaccine (AOR = 1.464, 95% CI = 1.000-2.144, p = 0.05).Conclusions:Overall knowledge and attitudes toward the HPV vaccine were low compared to other studies. Age and prior awareness of the HPV vaccine were significantly associated with knowledge. Additionally, prior awareness, source of information and knowledge significantly influenced attitudes toward the HPV vaccine. Therefore, targeted health education programs are recommended to improve awareness and attitudes among female secondary school students.

Abstract This paper is based on a comparative quantitative research design, which examines the variation in the levels of creativity and academic performance of adolescents who were exposed to supportive and non-supportive classroom settings. The sample population was selected through purposive sampling of 240 secondary school students by taking an equal ratio of students in non-supportive and supportive classroom environments. Research questions were investigated on the level of creativity, academic performance, classroom climate, teacher encouragement and student autonomy. The results show that there were great variations in the two groups in terms of measures of creativity and academic achievement. Higher creativity score and superior performance of students in supporting classroom settings have been shown to be better than students in non-supportive classroom settings. The t-tests of independent samples show that both the creativity and academic achievement of the two kinds of classrooms are significantly different. Additional results obtained indicate that teacher encouragement and participative classroom climate are two significant factors to enhance better student outcomes, which involves 45% of the relationship between creativity and achievement scores. The research highlights the significance of favorable classroom environments in ensuring cognitive flexibility as well as academic achievement among teenagers. The results are in line with the modern education theories that address the importance of environmental support to develop creative and academic growth. Nevertheless, the article mentions such limitations as the limitation of the sample size and the use of institutional academic records. Further studies of other psychosocial factors and the use of longitudinal studies to enhance the understanding of the long-term developmental outcomes are important in the future. Keywords – Classroom climate, Creativity, Academic performance, Supportive environment, Adolescents

Background: Within the family context, one of the problems that has gained particular relevance in adolescence is child-to-parent violence, understood as physical, verbal, or psychological behaviors perpetrated by children against their parents. Despite existing evidence, a knowledge gap persists regarding the combined effect of family life satisfaction and child-to-parent violence on school satisfaction, especially in Latin American contexts. Objective: This study aimed to determine the association between satisfaction with family life and child-to-parent violence on school satisfaction among secondary school students in Nueva Cajamarca, Peru. Method: An analytical-correlational study was conducted, testing a structural model of relationships between variables using SEM. Participants were selected through non-probability sampling, including 497 secondary school students from Nueva Cajamarca, Peru. Result: The average age was 14 years, with the majority being female (255 students, or 51.3%), and 276 students (55.5%) reporting living with both parents. The instruments used were the High School Satisfaction Scale (H-SatP Scale), the Brief Child-to-Parent Violence Scale, and the Satisfaction with Family Life Scale (SWFLS). Conclusion: The results revealed that satisfaction with family life had a significant positive effect on school satisfaction, while child-to-parent violence had a negative effect. This suggests that satisfaction with family life serves as a protective factor for school satisfaction, while child-to-parent violence represents a risk factor for school satisfaction.

Past research has shown engagement during lessons to be pivotal for secondary education students to develop learning skills and to master curriculum objectives. Knowing which teaching behaviours matter most in creating sustainable student engagement is of the utmost importance for schools and school managers to be able to decide on the nature of the support beginning teachers need during their induction period to become competent teachers. Which dimensions of beginning teachers’ teaching behaviours are most in need of monitoring and support to guarantee active student engagement are still unclear. To provide some light on this issue, this study used data from a large database containing data of Dutch students’ perceptions of their teachers’ teaching behaviours during lessons, measured with the My Teacher Questionnaire, and data about self-reports of their own emotional and behavioural engagement during lessons. Our findings, based on multilevel analyses, indicate that differences between teachers’ classroom management skills and activating learning practices are the most salient components of teaching behaviour that impact the level of student engagement, regardless of student gender and family background. These findings suggest that, in general, students in Dutch secondary education seem to benefit in terms of academic engagement from efficient classroom management and more intensive and activating instruction practices of their beginning teachers.

ABSTRACT This study examines the joint, specific, and unique contributions of prior knowledge, executive functions (working memory, inhibition, and cognitive flexibility), fluid intelligence, and academic motivation (expectancy and subjective task value) in predicting overall mathematics performance among secondary school students. Ninety-six second-year students from Argentina participated (52.5% female; M age = 13.12). Regression analysis indicated that, except for inhibition and subjective value, these variables accounted for 66% of the variance in math performance. Prior knowledge and fluid intelligence emerged as the strongest unique predictors. These results emphasize the importance of cognitive factors over affective ones in predicting mathematics performance at the secondary level. They further suggest that assessing these abilities can help identify students at risk of mathematical difficulties, enabling educators to anticipate learning constraints and implement targeted interventions. Future research might investigate whether interventions addressing these cognitive factors can enhance mathematics learning at this stage of schooling.

ABSTRACT The precise definition of digital literacy has long been contested. Although early definitions recognised the importance of traditional literacy (the ability to read and write) for engaging in digital practices (Gilster 1997), this connection is often overlooked in recent scholarship, policy initiatives, and digital literacy frameworks. This article draws on ethnographic data from two secondary schools in England to present a case that highlights the relationship between traditional and digital literacies, underscoring the importance of acknowledging and better understanding their interplay. Situated within a socio-technical approach and complemented by Rosenblatt’s transactional theory of reading (1978, 1986, 1995) to conceptualise technology-as-text and user-as-reader, the article presents analysis of three classroom vignettes to illustrate how students’ interactions with an ‘adaptive’ EdTech platform intended to support literacy learning are shaped by their traditional literacy skills. Our analysis identifies a series of transactional breakdowns between reader and text, each marking a moment in which no meaningful transaction can occur due to insufficient consideration of how traditional and digital literacies intersect. Framing EdTech as a straightforward solution to literacy challenges without attending to the nuanced and context-specific ways students engage with such technologies ultimately risks reinforcing the very disparities they seek to address.

Adolescence is a critical developmental period characterized by heightened vulnerability to emotional and psychological challenges, particularly during the transition to secondary education. This study examined the emotional and mental stability of Grade 9 students at Ginatilan National High School in Kidapawan City, Philippines, with the aim of identifying demographic differences and informing targeted school-based interventions. A quantitative research design was employed involving 100 Grade 9 students selected through random sampling. Data were collected using two standardized instruments: the Strengths and Difficulties Questionnaire (SDQ) and the Warwick–Edinburgh Mental Well-being Scale (WEMWBS). Descriptive statistics, Pearson correlation, regression analysis, and analysis of variance (ANOVA) were conducted using Jamovi statistical software. Results indicated that the overall mean SDQ score fell within the abnormal range, suggesting the presence of notable emotional and behavioral difficulties among the respondents. In contrast, WEMWBS scores reflected moderate levels of mental well-being. Significant differences were observed across age and gender groups, with female students and younger adolescents (aged 14) demonstrating higher levels of emotional difficulties. Regression analysis identified age and gender as significant predictors of emotional difficulties. In contrast, no significant predictors emerged for overall mental well-being, underscoring the complexity of factors influencing positive mental health. The findings highlight the prevalence of emotional and mental health concerns among early adolescents and emphasize the need for developmentally appropriate and gender-responsive interventions. This study contributes context-specific evidence to the growing literature on adolescent mental health. It supports the integration of comprehensive mental health programs within secondary school settings to promote students’ holistic well-being and academic success.

Purpose This study examines how budi pekerti (character) values are discursively constructed in Indonesian secondary school textbooks through linguistic and visual representations. Grounded in critical discourse theory, critical perspectives on character education, social semiotics and Social Domain Theory, the study conceptualizes character education as a socially situated and ideologically mediated process rather than a neutral transmission of moral values. Design/methodology/approach Adopting a qualitative research design, the study employs critical discourse analysis (CDA) based on Fairclough’s three-dimensional model, combined with multimodal analysis. Data were drawn from the Pendidikan Agama Islam dan Budi Pekerti Grade X textbook and complemented by semi-structured interviews with twelve university lecturers from teacher education programs. The analysis integrates textual, visual and contextual dimensions to examine how moral meanings are produced, legitimized and interpreted within educational discourse. Findings The findings reveal that moral values such as cooperation, humility, responsibility and religiosity are constructed through coordinated multimodal strategies in which textual narratives and visual imagery reinforce normative moral identities. Interpreted through social domain theory, the textbooks frequently blur distinctions between moral, social-conventional and personal domains, positioning culturally and religiously specific norms as universal moral obligations. From a critical character education perspective, these discourses privilege harmony, discipline and faith-based responsibility while marginalizing alternative moral perspectives. Originality/value This study contributes original insights by integrating CDA, social semiotics and social domain theory to advance critical understandings of character education in textbook research. Empirically, it provides a nuanced account of how Indonesian textbooks function as ideological and pedagogical instruments shaping students’ moral subjectivities and civic identities. Methodologically, it demonstrates the value of multimodal discourse analysis for uncovering the subtle mechanisms through which moral values are normalized and reproduced in formal education.