Educational Achievement Research Articles

Educational achievement and health during adolescence in second generation immigrants in Sweden

Abstract Background Over the last decades, immigration have increased markedly in Sweden. Educational achievement is essential for successful integration; however, second generation immigrants have been shown to lag behind. There is a complex intertwinement between educational attainment and health outcomes. Thus, schooling is crucial in terms of integration but also from a public health perspective. We aim to compare school performance and health in children of immigrant parents and children of parents born in Sweden. Methods In this population-based cohort study, 1723 children were followed from birth to age 20. Of these 246 (14.3%) had at least one parent born abroad. Logistic regression was performed controlling for gender, language spoken at home and sociodemographic data obtained at 3 months, 3-, 12- and 20 years. Outcome measures were school performance at age 12 (n = 984), grades from compulsory and upper secondary school (n = 1668) and register data on psychiatric diagnoses (n = 737). Self-response questionnaires on general health, long term health problems and psychiatric conditions were administered at age 20 (n = 731). Results There were no differences in reading (p = 0.676) or mathematics (p = 0.324) at age 12, eligibility to upper secondary school (p = 0.298) or university (p = 0.232) between second generation immigrants and children of native-born parents. No differences in frequency of psychiatric diagnoses (p = 0.112), presence of long-term health problems (p = 0.267) or self-reported health (p = 0.595) were shown. Conclusions The results indicate that young adults born in Sweden in the middle of the 1990’s with immigrant parents perform similarly in school compared to children of parents born in Sweden. They are not at increased risk for mental illness, long-term health conditions and report their general health equivalently to children of native-born. The comprehensive school system and child health programs used in Sweden are likely important factors to promote education and health. Key messages • In a birth-cohort of children followed into early adulthood, no difference in educational achievement or health was shown between second generation immigrants and children of parents born in Sweden. • International comparative studies are needed to highlight the importance of underlying structural and socio-cultural factors.

Prenatal risk factors for child executive function at 3–5 years of age: the roles of maternal mood, substance use, and socioeconomic adversity in a prospective cohort study

BackgroundA growing body of literature links prenatal mood and substance use to children's cognitive and behavioral development. The relative contribution of these risk factors on children's executive function (EF) in the context of socioeconomic adversities needs further evaluation. To address this gap, we investigated the role of prenatal maternal anxiety and depression on childhood EF, specifically inhibitory control and working memory, within the context of socioeconomic adversities and prenatal substance use. We hypothesized that higher maternal mood symptoms, higher persistent prenatal drinking and smoking, and lower socioeconomic status would be associated with lower EF skills during early childhood.MethodsWe used data from 334 mother–child dyads followed prospectively through pregnancy and the offspring’s childhood. Prenatal maternal depression and anxiety were assessed via standardized questionnaires. Prenatal alcohol and tobacco consumption were assessed via a timeline follow-back interview. The EF touch battery assessed child inhibitory control and working memory at 3–5 years of age (4.76 ± 0.58 years, 171 females). Separate linear regression models were used to estimate the association of prenatal tobacco, alcohol, anxiety, and depression exposure with our two components of child EF, inhibitory control and working memory, while adjusting for gestational age, sex, and age at assessment. The following variables were also included as covariates: maternal educational achievement, employment status, parity, and household crowding index.ResultsChildren of mothers with high trait anxiety scores had reduced inhibitory control compared to children of mothers without trait anxiety or depression (β = -0.12, 95% CI:-0.22,-0.01). Children of mothers in the moderate to high continuous smoking group showed lower inhibitory control (β = − 0.19, 95% CI:-0.38,-0.01) compared to children of mothers in the none smoking group. Additionally, lower maternal education and higher household crowding were each associated with reduced inhibitory control. We found no significant association between prenatal maternal depression, anxiety, or socioeconomic factors with working memory.ConclusionsThese results underscore the need for comprehensive context-specific intervention packages, including mental health support for women to promote healthy inhibitory control development in children.

Development of the Academic Policy of Universities in Kazakhstan through the Strategy of Authentic Assessment of Students' Educational Achievements

This chapter explores the strategy of authentic assessment of students' educational achievements and its role in the implementation of the academic policy of universities. The research upon which it is based includes a text analysis of the rhetoric of the academic policy of 4 universities in Kazakhstan and several regulatory documents on assessment. We studied the strategy of authentic assessment at the University of Westminster in the UK. The results of the study point to the need to expand and modernize the conceptual apparatus, improve, and revise the principles and strategies of assessment at the universities of Kazakhstan. It also determines the constraints on the transition to authentic assessment.

The Impact of Parental Education on Childrens Future Income

Abstract: This study examines the casual effect of parental educational achievement and family background on educational outcome and income for children. In addition, the study tests the parental education as an instrumental variable for childrens education. The 2022 United States General Social Survey (GSS2022) has been used as the dataset. This article uses Mincer earning function and instrumental variable regression to generate the outcomes between parental status, parental educational achievement, and the outcomes for children. The result indicates that the impact of parental educational achievement and advantage family background on income for children is negligible. The result also shows that the education has a significant effect on income. Furthermore, the study finds out that there is significant correlation between parental educational achievement and the educational achievement for children. In addition, the advantage family background has a significant impact on educational attainment for children. Moreover, the instrumental variable regression outcomes indicate that the difference between IV regression and OLS regression is small. This research uses the latest dataset to find out the casual effects of family background and parental education on childrens education and future income.

The Multifaceted Impact and Analysis of Family Education on the Field of Educational Equity

Abstract: In the context of enthusiastic desire for better education worldwide, families do have an impact on education and education equity. This paper aims to analyse family educations multifaceted influences on education and education equity. This essay mainly adopts the method of literature review to summarize and conclude the analysis of family education and make discussion of aspects that influence childrens education situation, like literacy, economic conditions and psychological health. It adopts modern and up-to-date articles about family education in the majority of the references, to ensure the timeliness of conclusions and comments. This article found that unlike traditional comments that school is the most essential role in childrens education, family, especially parents are significant in the progress of childrens education. Besides, it points out that families and parents all have to make efforts not only for childrens education but also to develop themselves in order to promote childrens education and future achievements.

Family background, education, and earnings: the limited value of “test-score transmission”

AbstractThis paper investigates the relationship between the inter-generational transmission of educational achievement (“test-score transmission”) and the inter-generational transmission of higher earnings (“income transmission”). We use administrative data from Israel to track the evolution of education and earnings gaps between “second-generation” (SG) students, whose parents have some tertiary education, and “first-generation” (FG) students, whose parents have none. We find that SG students achieve much better results on the screening tests that regulate access to selective tertiary education than FG students with similar eighth-grade test scores. Consequently, they enjoy greater access to the most selective tertiary degree programs, crowding out FG students with higher eighth-grade achievement. Yet this advantage does not manifest itself in earnings differentials at age 29, similarly conditioned on eighth-grade achievement, which are not statistically significant, and we find no evidence that these patterns are driven by SG students choosing study fields with steeper earnings curves. We find evidence of two mechanisms that mediate the relationship between achievement gains and earnings: FG students compensate for fewer options in tertiary education by accumulating more labor market experience; and SG students are more likely to forgo higher earnings for non-pecuniary benefits in employment, particularly by choosing public-sector employment.

“Throw Dat Hat!”: Educational Experiences, Attainment, and Aspirations of Adolescent Female Trafficking Survivors in a Residential Facility

This study addresses the gap in research on the educational experiences of adolescent human trafficking survivors, with a focus on their past, present, and future educational experiences and goals. Its objective is to inform the best practices for educational programming within female adolescent residential care centers in the United States. Drawing on a subset of data from a broader mixed-methods case study conducted at the Allasso House residential facility, this research involved 11 current residents. The data sources included case files detailing their past educational experiences, assessments of their current educational achievements, and interviews exploring their future aspirations. The findings reveal key themes related to the residents past risk factors, current educational successes and barriers, and tensions in setting future goals. Most of the residents expressed a desire to attain high school equivalency, identifying financial stability as a primary motivation. They also aspired to form healthy families, while placing significant value on material success. Unlike studies that define success primarily through survival, sobriety, and the avoidance of re-trafficking, this research highlights the broader aspirations of these adolescents, emphasizing the critical role of education in general wellbeing, risk mitigation, and future success. This study underscores the importance of prioritizing educational attainment and long-term aspirations in future research and in the design of residential programs for adolescent survivors of trafficking.

Digital Learning Inquality: The Role of Socioeconomic Status in Access to Online Education Resources

The rise of digital learning has transformed education, but it has also exposed significant inequalities, particularly in access to online education resources. This study examines the role of socioeconomic status (SES) in shaping digital learning opportunities and outcomes. Using a qualitative approach, this research adopts a literature review method, analyzing existing studies on digital learning inequality, SES, and online education access. Findings indicate that lower SES is strongly associated with reduced access to essential resources, such as high-speed internet, digital devices, and quality educational content. Students from disadvantaged backgrounds are less likely to have conducive home environments for learning, leading to a widening gap in educational achievement between high- and low-SES groups. The literature further highlights that, despite the increasing availability of online learning platforms, these resources are not equally accessible to all, exacerbating pre-existing educational disparities. Additionally, the digital divide is shown to have broader implications, affecting not only academic performance but also long-term economic and social mobility. This study emphasizes the urgent need for policies that address these inequalities by ensuring equitable access to digital learning tools and fostering digital literacy among underserved populations. By synthesizing existing research, this paper contributes to a deeper understanding of the intersection between SES and digital education access and offers insights for policymakers and educators working to bridge the digital divide.

Science and Mathematics Teachers’ Integration of TPACK in STEM Subjects in Qatar: A Structural Equation Modeling Study

This study aimed to explore how secondary school science and mathematics teachers in Qatar integrate Technological Pedagogical Content Knowledge (TPACK) into their teaching practices. The study examined the relationships between the subcomponents of TPACK using structural equation modeling (SEM), complemented by an analysis of additional categorical variables. A total of 245 science and mathematics teachers from Qatar participated in the research. The model’s findings showed that the internal components—technological knowledge, pedagogical knowledge, and content knowledge—had a significant and positive direct effect on the external factors: technological pedagogical knowledge, technological content knowledge, and pedagogical content knowledge. However, these internal components did not directly impact TPACK itself. Together, these variables accounted for 77% of the variance in TPACK. Among the findings, Technological Content Knowledge (TCK) emerged as one of the most influential variables affecting TPACK, emphasizing its importance in teachers’ TPACK integration. On the other hand, it was found that Pedagogical Content Knowledge (PCK) did not have a direct and significant effect on TPACK. Categorical variables like certificates and postgraduate education significantly impact TPACK and its subcomponents, while gender, field of study, and teaching experience do not. This finding underscores the importance of structured training and postgraduate education in enhancing TPACK skills for science and mathematics teachers. Participation in technology-based certification programs and postgraduate studies in STEM is crucial for their TPACK development in teaching STEM subjects. Future studies could explore the long-term impact of structured, technology-based training programs on enhancing STEM teachers’ TPACK development and assess how this improvement influences student learning outcomes in science and mathematics classrooms. This would provide deeper insights into the effectiveness of such programs and their potential to transform teaching practices and student achievement in STEM education.

ICT and academic achievement in secondary education: A hierarchical linear modelling

AbstractBackgroundThe unprecedented access to information in the 21st century entails a deep understanding of information and communication technology (ICT)‐related factors in education and their impacts on learning and teaching. The role of attitudes towards ICT is a proven factor in student achievement. However, there is no consensus about the direction of this impact.ObjectivesThis study aimed to explore the relationship between student attitudes towards ICT including interest in ICT (INTICT), perceived ICT competence (COMPICT), perceived autonomy related to ICT use (AUTICT) and ICT in social interaction (SOIAICT), and their achievement scores for mathematics, reading, and science by analysing student‐, school‐, and country‐level factors hierarchically in the quartiles of performance.MethodsThe study group was determined as 300,279 15‐year‐old students from 21,903 schools in 53 countries. Descriptive and correlational analyses were carried out in addition to the hierarchical linear modelling (HLM) employed to reveal the relationship between attitudes towards ICT and academic achievement in mathematics, reading, and science through the investigation of student‐, school‐, and country‐level factors hierarchically in the quartiles of performance.Results and ConclusionsThe results detected moderate to weak relationships among the constructs of INTICT, COMPICT, AUTICT and SOIAICT. Based on the HLM findings, complex interactions between ICT attitudes and academic performance were identified with a tendency towards positive associations between specific attitude components and high achievement levels, particularly in mathematics and science. The research identified the significance of considering student‐, school‐, and country‐level factors for high, above‐average, below‐average, and low achievers to comprehensively understand the role of ICT attitudes in shaping educational outcomes.TakeawaysPolicymakers should design educational policies, subject‐specific strategies and ICT‐related interventions by considering the multifaceted factors influencing student performance across different subjects and achievement quartiles. Particularly at the school and country levels, contextual factors should be evaluated when designing interventions to support low achievers.

Thematic control and criteria-based assessment of foreign language writing skills using artificial intelligence technologies

Importance. Currently, there is a tendency that when teaching a foreign language, teachers are increasingly resorting to the use of artificial intelligence technologies to plan training sessions, generate educational content, as well as to conduct automated testing of formed communication skills. The monitoring of academic achievements and assessment is one of the key components of the organization of the educational process. Traditional methods of control and assessment require significant time and labor-intensive costs from the teacher, while artificial intelligence technologies make it possible to simplify and automate routine tasks: check tests and written papers, analyze them and identify mistakes, provide feedback. Thanks to the integration of natural language processing (NLP) technologies into chatbots and adaptive intelligent learning systems, it becomes possible on a daily basis to check texts created by students, evaluate them from the point of view of grammatical and lexical correctness, as well as identify stylistic and factual errors in real time. The purpose of this work is to test the applicability of artificial intelligence technologies for thematic control and criteria-based assessment of educational achievements using the example of productive and reproductive writing.Research Methods. In carrying out this study, the following groups of methods were used: theoretical methods aimed at familiarizing with scientific and methodological literature on the topic of research, analysis and classification of theoretical and methodological material for conducting thematic control and criterion assessment in foreign language classes, as well as empirical methods that allowed modeling pedagogical control and assessment processes using artificial intelligence technologies, observation, analysis and description of the results obtained.Definition of Concepts. The main concepts used in the study are “control of educational results” and its variety “thematic control”, “criterion assessment”.Results and Discussion. In the course of the study, various types of monitoring educational results using artificial intelligence technologies were considered: preliminary, current, intermediate, thematic, final. The choice of thematic control is due to the opportunity to trace its applicability within the framework of a single lesson in a foreign language and identify the main difficulties in using this form of control. The following criteria for evaluating writing skills are used to evaluate learning outcomes using artificial intelligence technologies: a) the structure of the written text; b) compliance with the main topic; c) coherence; d) relevance; e) grammatical correctness; f) lexical correctness; g) ethics of writing and stylistic correctness.Conclusion. Artificial intelligence technologies at the present stage have a high degree of adaptability and include a wide range of software and hardware solutions that allow for such important pedagogical procedures as monitoring educational achievements and evaluation in accordance with user-defined evaluation criteria. The obtained results are proposed to be used in research devoted to the study of modern methods of monitoring educational achievements in the methodology of teaching foreign languages using artificial intelligence technologies.

Восприятие родительского отношения и общая академическая успеваемость старшеклассников: российско-кыргызское исследование

<p style="text-align: justify;"><strong>Objective. </strong>Cross-cultural analysis of the perception of parental attitudes and its influence on the general academic performance of high school students from Russia and Kyrgyzstan. <br><strong>Background. </strong>The characteristics of parental attitudes are closely related not only to the child’s educational success during life in the family, but also to educational achievements in the future. At the same time, the sociocultural specifics of parent-child relationships, through the perception of a growing child, can change the direction and magnitude of such associations. <br><strong>Study design. </strong>The characteristics of the relationship between mothers and fathers – emotional acceptance and overprotection – by high school students from two countries differing in socio-economic status are analyzed. A cross-cultural analysis of the structure of associations between the characteristics of the perception of parental attitudes and academic performance is carried out. <br><strong>Participants. </strong>The study analyzed data from 528 students in grades 10–11 from Russia and Kyrgyzstan. Russian sample: 230 people (<em>M</em> = 17,31; <em>SD</em> = 0,7), 58,1% girls. Kyrgyz sample: 298 people (<em>M</em> = 17,21; <em>SD</em> = 0,7), 67,6% girls. <br><strong>Measurements. </strong>Russian-language version of the questionnaire “Parental Bonding Instrument” (T.N. Tikhomirova, D.A. Gaysina, S.B. Malykh, 2021). <br><strong>Results. </strong>At high school age, the perception of parental attitude has a culture-specific conditioning, most clearly expressed in the perception of emotional acceptance by the mother and the overprotective attitude of the father. <br><strong>Conclusions. </strong>Given the existence of a universal model of the influence of parental attitudes on the general academic performance of high school students, cross-cultural specificity of functional associations within the model is observed, which is more characteristic of the perception of the attitudes of fathers rather than mothers.</p>

Teachers’ perspectives on determinants of educational (under)achievement of Cigano/Roma students in Portugal

ABSTRACT The presence of Cigano/Roma students in secondary education in Portugal is still a rarity, considering that less than 3% of young Ciganos/Roma attend secondary education. This article aims to highlight the need for a comprehensive understanding of the perceptions of school teachers and principals on educational (under)achievement, absenteeism and school integration of Cigano students. To this end, we analyse data from an online questionnaire survey of a sample of 819 teachers, school principals and deputy principals and other senior management staff in schools of the Metropolitan Areas. These respondents express persistent representations and stereotypes in relation to the educational trajectories of Cigano students, especially in assigning prime causes of school failure to factors relating to the students’ family or own intrinsic issues, rarely indicating institutional factors or those linked to their teaching practices. Although this is a study centred on Portugal, the lessons drawn from it can point to new directions for other contexts, as the educational achievement of Cigano students represents an opportunity and an invitation to transform and upgrade school institutions as well as the educational system as a whole, which should be more innovative, reflexive and increasingly open to the community.

Comparison of chronotype and learning motivation in medical university students

BackgroundPeople differ in their preferred time for intellectual activities. Morningness-eveningness preferences describe the preferred time for performing daily activities and are determined by chronotype. Chronotype reflects circadian preference in humans and is divided into morning, intermediate, and evening types. Learning motivation is a key predictor of student success and may influence learning and study, academic performance, intention to continue medical research, and well-being. Helping students develop learning motivation may improve their educational achievement and health. There are opposing studies regarding chronotype and academic achievement. We hypothesized that chronotype affects the learning motivation of medical school students.MethodsWe used the reduced Morningness-Eveningness Questionnaire (rMEQ), and the Motivated Strategies for Learning Questionnaire (MSLQ) for Russian, Polish, Japanese, and Australian students in the first and second years of medical university. A total of 540 medical students answered the questionnaires. The MSLQ contains six subscales: intrinsic goal orientation, extrinsic goal orientation, self-efficacy for learning and performance, control of learning beliefs, task value, and test anxiety.ResultsThe rMEQ was used to classify the students into three types, which were morning (26.7%), intermediate (60.5%), or evening chronotypes (12.7%) based on their scores. The learning motivation scores for the intrinsic and extrinsic goal orientations, task value, and self-efficacy were lower in evening chronotypes.ConclusionsOur findings suggest that the evening chronotype had a lower learning motivation than the morning chronotype. Evening-oriented students may need a more flexible schedule, and a shift of the most important courses in the university to the afternoon may help them to attain higher motivation for learning medicine.

Проблеми вивчення математики в межах реалізації концепції Нової Української Школи

In this publication, we pay attention to the problems of learning mathematics in the context of the implementation of the concept of the New Ukrainian School. During preparation for publication, the following work was done. Conversations with mathematics teachers and their questionnaires were conducted. A survey of students was conducted. Sources of information in terms of informing teachers about the implementation of the concept of the New Ukrainian School and methods of teaching mathematics at the National University of Ukraine were analyzed. A comparative analysis of educational achievements of seventh-grade students who studied in experimental and control classes was made. The tasks of the final exams of high school students abroad and our graduates were analyzed.

Reproductive Health Status in India: Comparison of NFHS-IV and NFHS-V Findings

Background This study investigates the disparities in reproductive health and the underlying causes in various Indian states. Based on a large-scale population-based, nationally representative data set, this study aims to track the changes between National Family Health Survey (NFHS)-IV and NFHS-V in the status of reproductive health and examine the factors contributing to it in various regions of India for women aged 15–49 years in 29 states (NFHS-IV and V). Methods According to claims, in India’s states’ reproductive health status is gauged by the reproductive health index (RHI). The total fertility rate, infant mortality rate, childbirth order, mother-and-child delivery care and female educational attainment rate are the five variables that make up this composite index. Results In NFHS-IV, India’s RHI score was 61.5, and in NFHS-V, it was 67.8. Although there has been progress in RHI, it has not been at the level that was anticipated. Eleven NFHS-IV states and eight NFHS-V states have index values below India’s RHI threshold. Conclusion To move the situation forward, desires for using contraception should be given more weight. The level of educational achievement of women should also be raised, as should their passionate participation in economic activity.

‘It makes you feel like you’re at home, you’re safe, you’re happy in here’: Enacting culturally responsive and enabling pedagogies with refugee students in a university pathway program

AbstractStudents from refugee backgrounds (thereafter ‘refugee students’) are entering Australian universities in increasing numbers, often via university pathway programs (enabling programs), contributing to the superdiversity in higher education institutions. A growing body of literature acknowledges the academic and socio-cultural challenges faced by these students in higher education. This article draws on the narratives, gained through interviews and focus groups, of 10 refugee students and 15 academic and peer support staff within an enabling program at one Australian university. This study explored the pedagogical approaches used by staff in their teaching and the support offered, and how these approaches were perceived by the refugee students. Academic and peer support staff promoted the use of enabling pedagogies and culturally responsive pedagogies as effective teaching approaches for these students. In line with these pedagogical approaches, we argue that the educational achievements of refugee students can be enhanced when academic and peer support staff are responsive to the educational and socio-cultural experiences of their students in both enabling programs and the wider university.

Validity of test score interpretations and cross-cultural comparisons in the First and Second International Science Studies

AbstractIn international large-scale assessments, student performance comparisons across educational systems are frequently done to assess the state and development in different domains. These results often have a large impact on educational policy and on the perceptions of an educational system’s performance. Early assessments, such as the First and Second International Science Studies (FISS and SISS), have been used alongside recent studies to create unique scales for investigating changes in constructs. The implicit assumptions in system comparisons are that the measures are valid, reliable, and comparable. However, these assumptions have not always been investigated thoroughly. This study aims to investigate the validity and cross-system comparability of scores from the FISS and SISS, conducted by the International Association for the Evaluation of Educational Achievement in 1970–1971 and 1983–1984. Findings based on item response theory (IRT) modeling indicate that scores in most educational systems can be viewed as reliable measures of a single science construct, supporting the validity of test score interpretations in these educational systems individually. In a robust assessment of measurement invariance using standard IRT methods, an alignment-based method, and the root mean square difference (RMSD) fit statistic, we demonstrate that measurement invariance is violated across systems. The alignment-based method identified a well-fitting model with complex restrictions but no items exhibited invariance across all systems, a result supported by the RMSD statistics. These results question the appropriateness of score comparisons across systems in FISS and SISS. We discuss the implications of these results and outline consequences for score comparisons across time.

The impact of increased screen time on students during covid-19 school closures

This article is a review performed through an extensive review of previous research. Its purpose is to provide a concise overview of the current knowledge regarding the effects of increased screen usage on kids during the COVID-19 school closures. Our objective was to offer a thorough and all-encompassing examination of the current body of research, scrutinizing and deliberating on the methodologies and findings of previously conducted studies pertaining to the subject matter. The global transition to remote learning during the COVID-19 epidemic resulted in an unprecedented increase in the amount of time students spent using screens. Recent research has indicated that children' screen usage has increased by an average of 11.5 hours per week during school closures. This large growth has had significant effects on students' physical health, mental well-being, and educational achievements. Further digital literacy and access to a wide range of learning tools are two good results. However, there have been proven adverse consequences, including musculoskeletal pain, eye strain, anxiety, sadness, and declining in educational inequalities. In addition to highlighting the benefits and challenges of more screen time, this article shows ways to reduce its negative impacts, including managing screen time, exercising, and engaging in mindfulness exercises. The essay also examines what it means for educators, parents, and lawmakers highlighting the importance of adopting well-rounded strategies for digital learning that protect student well-being and ensure fairness. It also emphasizes how important it is to conduct additional study in order to comprehend the long-term impacts and create efficient solutions catered to various demographics.

Steps of Transformational Leadership by School Principals to Enhance Educator Quality in Early Childhood Education Institutions

PAUD educators hold professional positions, which means they must maintain a high level of professionalism due to their constant interaction with students. The challenges faced by PAUD (Early Childhood Education) educators can hinder the achievement of quality education. The leadership of the PAUD principal plays a significant role in enhancing the quality of educators. This study aims to identify the steps taken by the principal’s transformational leadership to improve educator quality. The research was conducted at Al Irsyad Islamic Kindergarten in Madiun. A qualitative approach was employed, using a case study method. Data collection involved observations, interviews, and documentation. The survey results indicate that enhancing the quality of educators through transformational leadership requires specific steps in leadership transformation. Key actions include determining task priorities, assessing educator readiness, reviewing performance, and formulating a vision. Quality PAUD educators are essential for producing quality students, ultimately contributing to the development of a glorious generation in the future.