Teaching Management Research Articles

WHO LEADS THE PACK? PROFILING SCHOOL LEADERS’ DEMOGRAPHIC BACKGROUNDS FOR INSTRUCTIONAL LEADERSHIP PRACTICES IN GHANAIAN PUBLIC BASIC SCHOOLS

The extent to which demographic characteristics of educational heads differentiate their instructional leadership practices has been a contentious matter for several decades. The aim of this study was to investigate the instructional leadership practices of school heads as well as examine the extent to which headteachers’ gender, professional qualification, and work experience differentiated their instructional leadership practices in public basic schools in Ghana. This was a quantitative study underpinned by the positivist paradigm. The study employed the descriptive survey research design where 127 headteachers and 643 teachers were selected through census and proportionate stratified random sampling techniques respectively. The Principal Instructional Management Rating Scale (PIMRS) was adapted from Hallinger and Murphys (1985) and used to collect numerical data for the study which was analysed using descriptive statistics like mean and standard deviation as well as inferential statistics including independent samples t-test and one-way analysis of variance (ANOVA). The findings revealed that defining school mission dimension of instructional leadership practice was most prevalent among the headteachers as compared to managing the instructional programme and protecting school climate respectively. Additionally, the findings established that gender accounted for differences among headteachers in promoting a positive school climate where male headteachers rated higher than their female peers. Furthermore, the study established that work experience of the headteachers led to significant differences in defining school mission, managing instructional programme, promoting a positive school climate as well as the overall instructional leadership practice. Therefore, the study concluded that headteachers’ gender matters in promoting a positive climate in the schools while the work experience of the headteachers is a determinant of differences in their instructional leadership practices in the schools. Based on these findings, the study recommended that Ghana Education Service through the Regional and District Directorates of Education should liaise with instructional leadership specialists to organise in-service and refresher training programmes for headteachers on instructional leadership practices so as to sustain, improve, and intensify its practice in public basic schools.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0841/a.php" alt="Hit counter" /></p>

Innovation in Education Management and Talent Cultivation Models for New Quality Productivity: Based on Data Driven and Intelligent Teaching Management

The rapid development of information technology and the emergence of new quality productivity, the education management and talent cultivation models that meet the needs of modern society have to be innovated. Data-driven education management combined with intelligence, is an important innovation direction that improves the utilization of teaching resources, optimizes the teaching process, and provides customized learning support for students by leveraging data analysis and intelligent algorithms, has become an important innovation direction. This paper elaborated the key concepts and principles of data-driven, intelligent-based teaching management mode, and analyzed the realization and roles of data-driven, intelligent-based teaching management mode in terms of education management, and talent cultivation. The application of intelligent teaching management model based on data has achieved positive results. Teachers have given a positive evaluation of the model proposing that it can improve the utilization efficiency of teaching resources, optimize the teaching process, and personalize the support of student learning.

Student engagement and concerns on studies and future professions: exploratory research in a Palestinian higher education context

PurposeStudent engagement evaluation is considered to be connected to many aspects of the management of higher education, but outside Western higher education, research and evaluation on student engagement and experiences has been limited so far. Our study focuses on the underexplored aspects of Palestinian higher education with the aim of gaining an actionable understanding from the overall student engagement situation to enhance the management and development of local teaching and learning practices.Design/methodology/approachA quantitatively oriented, sequential mixed-methods design was adopted. With the applied and validated engagement measurement we collected 946 engagement questionnaire responses from Palestinian university students. Quantitative data were analysed using structural equation modelling, K-means cluster analysis and chi-squared tests. Inductive and deductive thematic analysis was employed for the open answers.FindingsWith the three validated student engagement dimensions, the applied cluster analysis allowed three different engagement profile groups to be distinguished: strongly, moderately and loosely engaged. In the subsequent statistical and qualitative thematic analyses, these three engagement clusters differ in the degree to which they had a clear vision of a future profession or in their academic engagement with their studies. Moreover, qualitative analysis brought up many shared concerns regarding theoretically oriented studies and uncertain professional and career prospects in the Palestinian higher education context.Originality/valueThis study is one of the first attempts to develop tools for student engagement management in Palestinian higher education. The study findings are particularly significant for developing micro- and meso-level management practices in Palestinian higher education institutions.

The Impact of Multimedia Teaching Management on Teaching Effectiveness in Dance Majors at Hebei Colleges

The Impact of Multimedia Teaching Management on Teaching Effectiveness in Dance Majors at Hebei Colleges

PROJECT MANAGEMENT PEDAGOGY: CULTIVATING CRITICAL THINKING SKILLS IN HIGHER EDUCATION

The present study explores the integration of critical thinking skills concepts in agricultural project management instruction at the undergraduate level, using the traditional classroom theoretical approach and a blended learning model. The study, encompassing 118 undergraduate students, compares the effectiveness of these methods in enhancing students' understanding, measured through examination scores, group presentations, and students’ overall perceptions of the use of the methods. Students achieved a mean examination score of 64.82% under the traditional approach and 72.66% for the blended learning approach. Statistical analysis, including a t-test, revealed significant differences favoring the blended approach. Additionally, performance assessments using six criteria during presentations yielded varied mean scores. ANOVA analysis showed a significant difference among the groups, and post hoc tests highlighted distinctions between specific groups’ means, emphasizing the effectiveness of blended learning in enhancing students understanding. Students' perceptions, gathered through a 5-point Likert scale, underscored satisfaction with the blended approach due to its flexibility, catering to diverse learning styles, and fostering critical thinking skills. We recommend institutions strengthen project management instruction by adopting blended learning, emphasizing critical thinking, and prioritizing continuous assessment and student-centric approaches since they cultivate an engaging learning experience, preparing students for managing future complexities on projects.

Investigating Students’ Perceived Satisfaction and Performance in Online Class: Basis for Online Learning Improvements

The landscape of education has experienced significant changes as a result of the global COVID-19 pandemic. Central to the recent developments is the increasing concerns related to the levels of student satisfaction and performance in Mathematics within the context of online learning. This study seeks to fill the gaps in existing research literature on how mathematics is taught online during the pandemic. In particular, the goal of this research was to investigate the relationship between students' perceived satisfaction and reported academic performance in a Mathematics online class and suggest important satisfaction factors to improve student online learning experiences. The study was a descriptive research design utilizing mixed methods, and the data were collected from a volunteer sample of ???? = 153 respondents, composed of senior high school students from three private schools, through an adapted online survey instrument. Results showed that the association between satisfaction and performance was significant and positively correlated. Furthermore, there was a low but positive significant correlation between satisfaction with their performance. Regardless of their performance levels, students were generally satisfied with online learning. Students, however, pointed out three (3) additional factors that affect their satisfaction – flexible and considerate task management, effective communication and subject mastery in teaching; and accessibility and clarity of educational resources. To improve online learning, these additional factors are essential to have a high level of satisfaction and performance in online learning.

The Impact of Educational Informatics on School Management Decision-Making in the Context of Big Data

In the domain of private education, particularly vocational education, school management encounters a complex and variable environment with diverse demands. As the advancement of educational informatics progresses, schools have accumulated a substantial amount of data, including student learning behavior, teaching data, and classroom utilization statistics. However, the efficient utilization of these data for scientific management decisions to enhance the quality of education and resource efficiency presents an urgent challenge. The study of the impacts of educational informatics on school management decision-making is of significant importance. It aids administrators in comprehensively understanding and analyzing the allocation and usage of educational resources, thereby enhancing management efficiency and teaching quality and further promoting the development of educational informatics. Despite some progress in data analysis and decision-making methods within educational informatics, deficiencies remain. Traditional methods often overlook comprehensive considerations of spatiotemporal data, failing to accurately reflect the dynamic changes in educational resources. Existing decision-making methods, predominantly based on single-agent models, lack studies on multi-agent collaborative decision-making, resulting in suboptimal decision outcomes. This study comprises three main components: first, the data modeling of educational informatics based on a spatiotemporal data model; second, an intelligent decision-making framework for school management under a reinforcement learning mechanism; and third, the implementation of an intelligent school management decision-making method based on multi-agent reinforcement learning. Through these investigations, the scientific nature and efficiency of school management are enhanced, providing new ideas and methods for management decision-making in other educational domains.

Delirium care burden of intensive care nurses caring for patients undergoing open-heart surgery: A mixed-method research.

Delirium is an acute confusional state characterized by inattention, cognitive dysfunction and an altered level of consciousness. Delirium causes negative outcomes in patients, and patients with delirium increase the workload of nurses. Therefore, it is important to recognize the challenges and burdens experienced by nurses caring for patients with delirium. To determine the subjective burden experienced by intensive care nurses caring for patients who have undergone open-heart surgery. A mixed-method sequential explanatory design. A non-probability purposive sampling method was used for the quantitative stage. Using OpenEpi, we employed the method of sample calculation with an unknown universe. The sample size of the quantitive study comprised 130 nurses. Quantitative data were collected with Google survey. For gathering qualitative data, online video interviews were conducted with 10 nurses, an interpretive phenomenological approach was used and content analysis was performed. In the quantitative phase, we found that the subjective burden was high. In the qualitative phase, five main themes emerged: difficulty in recognizing delirium, physical burden, emotional burden, burden in care management of patients with delirium and the effect of patients with delirium on other patients. The nurses experienced physical and emotional burden in delirium management and felt lonely while caring for patients with delirium. Because nurses play a key role in the care of patients with delirium, reducing the burden nurses experience when caring for patients with delirium should be considered important in ensuring that this patient population receives adequate care. Delirium patients create a care burden for intensive care nurses. To reduce this burden of care, in-service training in patient management and bedside teaching support should be provided to nurses. Furthermore, the use of a valid scale to diagnose delirium should be integrated into health policies. Nurses should not be left alone in the management of delirium. Managing delirium patients with a team including physicians, nurses and professionals from other health disciplines will ensure that patients receive high-quality care, thereby reducing the care burden of nurses.

Benchmarks of New Teaching Modalities and Instructional Management in Physical Education in Selected Universities in Asia

The Philippines' education system is still undergoing significant change as it adopts innovative strategies to continue offering high-quality instruction in the face of the pandemic. The COVID-19 epidemic has caused havoc on the economy, exacerbating poverty, undermining the health care system, altering people's lives from the traditional to the new normal, and particularly affecting the education sector. Digital technology is currently being used to improve instructional management and teaching modalities. It will also analyze the practices of colleges and universities across selected Asian countries. This study utilized the mixed method approach, specifically the explanatory mixed method by Creswell (2013). The result shows that blended and flexible teaching modalities are being utilized by physical education teachers across selected Asian countries. It also showed that there is a strong correlation between the variables in teaching modality, such as functionality, accessibility, and efficiency, and the instructional management that includes curriculum, assessment, and evaluation. Moreover, it is also revealed that there are still some concerns that they need to address, including their accessibility whenever and wherever possible and the submission and checking of outputs using the existing teaching modalities. Based on the results of the study, the researcher developed the PEFLEX PLUS teaching modality that will strengthen the best practices and address the concerns of physical education teachers. This teaching modality will utilize the three existing modalities, which are blended, flexible, and interactive modular, simultaneously in one teaching session. This will address the needs of the students and their concerns about how to access quality physical education through the use of technology in the teaching and learning process.

Design and implementation of college students’ physical education teaching information management system by data mining technology

This study intends to improve the efficiency of physical education teaching management, accelerate the normal teaching process, and meet the modern management requirements that traditional teaching management methods cannot meet. Based on data mining technology, this study designs a college student physical education teaching information management system, and makes a detailed design of each functional module. The main task of this study is to investigate how to effectively integrate data mining techniques with existing university student physical education teaching databases. Then, this study finds useful data information from massive data information to provide information support for university student physical education teaching. In order to effectively mine the relevant information of the data, the student evaluation module in the system is designed based on decision trees, and the teacher-student related data analysis module in the system is designed based on association rules. The research results indicate that 1039 records and 8205 student records are extracted from the teaching management database as mining objects. Rule 1: The support rate for “a professor's degree is a doctoral degree” is 20.4 %, indicating that there are 20.4 % of records in the teacher database that “the title is a professor and a doctoral degree”; the confidence level of Rule 1 is 78.2 %, indicating that 78.2 % of professors have a doctoral degree. Through the analysis of the rules that evaluate teaching as good, it can be found that the three attributes of professional title, education level, and teaching experience are the most important relevant factors affecting teaching effectiveness. Research has shown that the longer and richer the teaching experience, the stronger the teaching ability. Secondly, the mining results obtained through data mining techniques are analyzed. The maximum difference between the original algorithm's support mining results and the true values is 0.08, while the maximum difference between the improved algorithm's support mining results and the true values is 0.01. Compared to the original algorithm, the improved algorithm's mining results are accurate and effective. The application of data mining ideas in this system has laid a solid foundation for the development of physical education and teaching. Moreover, a three-layer system architecture model is adopted to better adapt to the development of school physical education, which is beneficial for later system maintenance and greatly reduces the work pressure of teachers. The system has been successfully launched and running in universities, and it is in good working condition.

New tools for learning airway management

INTRODUCTION Game-based learning, also called edutainment, has been promoted as an alternative to the unidirectional, passive teaching of traditional medical education. Solving enigmas and problems through creativity and critical thinking, which is encapsulated in ‘escape rooms’, has been adapted to teach medicine as a way to enhance the mental models of proceeding. We considered an educational escape room as an activity to promote teaching and training in airway management, integrating knowledge, technical and nontechnical skills and collaborative teamwork during crisis situations. METHODS No published experience on this topic was found. Therefore, we created an educational escape room focused on airway management. We describe the steps undertaken from the design and development of the escape room process (as part of the curriculum of an international airway course) to the results of a survey completed by the participants at the end of the escape room process. RESULTS Satisfaction with the experience was rated at least 8 points (0 to 10 numerical rating scale) by 80% of the 147 course participants. Two thirds also rated the experience as at least 8 points (0 to 10 Likert scale) as being helpful in improving behaviour in real cases, and enhance organisational teamwork skills. CONCLUSION The airway escape room was feasible for training in airway management. Participants rated it as valuable to gain team competencies. The experience encourages further development and its possible use in other clinical settings.

A Structural Equation Modeling of the Impact of Teacher Self-Efficacy on Teachers' Teaching Practice in Saudi Arabia: Evidence from TALIS 2018

This paper intends to investigate the causal relationship between teachers' self-efficacy and teacher teaching practices in Saudi Arabia using Structural Equation Modeling (SEM) based on the public database of the Teaching and Learning International Survey (TALIS 2018). In this study, 2744 teachers responded to the survey, representing lower secondary in mainstream public and private schools in Saudi Arabia. Based on the literature review and the exploratory factor analysis presented in the TALIS 2018 technical report, three constructs represent teacher teaching practices including (clarity of instructional, cognitive activation, and classroom management practices). Teacher self-efficacy includes two constructs (classroom management efficacy and instruction efficacy). After applying structural equation modeling, the main finding indicates a positive influence of teacher self-efficacy on the clarity of instructional practices, cognitive activation practices, and classroom management practices.

Headteachers’ Instructional Leadership Practices: A Comparison of Public and Private Basic Schools in Two Selected Districts in Ghana

ABSTRACT This study compared headteachers’ instructional leadership practices in public and private basic schools in two selected districts in Ghana. The study used a quantitative cross-sectional survey design and a simple random sampling technique to invite 336 teacher participants. The research utilized the teacher version of Hallinger and Murphy’s Principal Instructional Management Rating Scale (PIMRS) as the research instrument and descriptive statistics and multivariate analysis of variance (MANOVA) as analytical tools. Results showed that headteachers in private basic schools enacted instructional leadership functions significantly higher than their counterparts in public basic schools. Among other things, headteachers in private basic schools framed and communicated school goals, supervised and evaluated instruction, monitored student progress, protected instructional time, and promoted teacher professional development significantly higher than headteachers in public basic schools. As the government of Ghana hopes to improve learners’ academic achievements in public basic schools, the study recommends that pragmatic strategies that could improve the instructional leadership practices of the headteachers should be implemented.

Application of Big Data in College Student Education Management Based on Data Warehouse Technology and Integrated Learning

Integrated learning has attracted much attention from industry and academia. In the new era, colleges and universities need to discuss information management in light of actual conditions, integrate different data in each information system into the same database, so as to form a data warehouse based on the integrated database which can truly reflect the historical changes of data and provides support for managers' decision-making. This paper analyzes the clustering effect of standard differential evolution algorithm, improved differential evolution algorithm and K-means algorithm. The algorithm is tested using Iris and Wine database marts, the results show that the K-means algorithm is a relatively poor algorithm and its accuracy is significantly lower than the other two. Based on big data, multi-factor interactive variance analysis technology is used to analyze different data indicators and influencing factors. Therefore, colleges and universities can use the database to better understand the problems and advantages in management, thus to improve management efficiency and teaching level.

Strategic Management on the Preparedness of Selected State Universities and Colleges on the Implementation of Physical Activities toward Health and Fitness (PATHFIT) Courses in Cordillera Administrative Region (CAR)

The Philippine government has implemented the CHED Memorandum Order (CMO) 39, series of 2021, to place a premium on improving student learning outcomes in Physical Education. With the rapid change and quick transition of Physical Education (PE) curriculum as a basic subject at the tertiary level, the higher education institutions (HEIs) need to respond on this reformation. Intuitively, this study desires to contemplate on the preparedness of the new Physical Activities toward Health and Fitness (PATHFIT) courses from selected state universities and colleges in the Cordillera Administrative Region (CAR). This study employed a descriptive quantitative-comparative approach to assess and evaluate the level of preparedness of Physical Education curriculum implementers and their profile towards the implementation of the Physical Activities toward Health and Fitness (PATHFIT) courses along with course program, auxiliary services, and instruction. The reliability and internal consistency of the instrument were measured using Cronbach Alpha. Based on the results, indicators in the instrument fall between 0.70 to 0.90 which implies a good and acceptable questionnaire. For the main data, frequency and percentage distribution were used in treating the profile of the respondents while one-way ANOVA was used to determine the difference in the means of the different groups. T-test and F-test was also utilized to test the significant differences. From the results of the study, the level of preparedness of PE curriculum implementers in terms of course program – which refers to curriculum and auxiliary services like facilities, equipment and materials, and partnership and linkages when grouped according to their profile – is notably prepared. This implies that PE curriculum implementers are equipped when it comes to their knowledge and abilities to teach the different course menus that are stipulated in the CMO 39, series of 2021. Furthermore, the preparedness of PE curriculum implementers in terms of instruction – which refers to teacher competencies in knowledge and skills, instructional management and teaching modality when grouped according to their profile – is prepared. This implies that the implementers are ready and aware in their delivery instruction of course programs and contents.

Executive Ability of Online Learning of Educational Masters: Findings from 249 Postgraduates in Northeast China

The purpose of this study is to describe the Chinese postgraduate students of education major on their learning executive ability in the process of online teaching, especially with the circumstance of COVID-19 spreading around the world, resulting in the temporary fully online learning to almost all the universities. The study does not involve the use of teachers' network teaching, the management of schools' network teaching, the network or technology or platform. Based on the data, this analysis aims to objectively reflect the comprehensive views of first-year students of the Ed.M on their own learning execution in the current online teaching process.

Exploring Innovative Music Teaching Management Systems: A Systematic Literature Review

This systematic literature review explores innovative music teaching management systems (MTMS) to understand current trends, technological advancements, and pedagogical approaches. The review synthesizes findings from various studies, focusing on how MTMS facilitate effective music education through digital tools, platforms, and methodologies. It highlights key innovations such as interactive software, online learning environments, and mobile applications that enhance both teaching and learning experiences. Additionally, the review examines the integration of artificial intelligence and machine learning in personalizing music education, providing adaptive feedback, and fostering student engagement. The pedagogical implications of these technologies are considered, emphasizing their role in supporting differentiated instruction and accommodating diverse learning styles. Furthermore, the review addresses the challenges and limitations associated with implementing MTMS, including issues of accessibility, teacher training, and the digital divide. The findings suggest that while MTMS offer significant potential for enriching music education, successful implementation requires a holistic approach that includes adequate infrastructure, professional development, and continuous evaluation. This review contributes to the field by providing a comprehensive overview of current MTMS innovations and their impact on music education, offering insights for educators, researchers, and policymakers aiming to enhance the quality and accessibility of music instruction through technology.

Education of postpartum hemorrhage management clinical skills among midwifery students in Malawi: A qualitative study

BackgroundUnskilled health professionals in healthcare systems are contributing to the high numbers of maternal mortality in Malawi. It is therefore essential that midwifery students acquire postpartum hemorrhage management clinical skills, especially in view of high maternal mortality, with postpartum hemorrhage being the leading cause. However, there is limited evidence on how the teaching is conducted with regard to students’ learning of postpartum hemorrhage management clinical skills. PurposeThis study aimed to describe the current teaching of postpartum hemorrhage management clinical skills in undergraduate nursing and midwifery program in Malawi. MethodsThe study applied a qualitative exploratory descriptive design. Data were collected through ten individual interviews with lecturers and three focus group discussions with twenty-four students in a midwifery education program in Malawi. The data were analyzed using thematic analysis. ResultsTwo themes emerged from the data analysis: (1) there are various teaching and learning approaches for postpartum hemorrhage management in use and (2) unpreparedness of midwifery students in postpartum hemorrhage management for patient care. ConclusionThe present study demonstrated that teaching of postpartum hemorrhage management clinical skills in an undergraduate nursing and midwifery programme in Malawi focuses on theoretical knowledge rather than practical skills, leaving midwifery students unprepared for postpartum hemorrhage management during clinical practice. The findings from the present study may provide knowledge guiding revision of the curriculum for the undergraduate nursing and midwifery programme in Malawi to consider global standards of midwifery education; enhance the lecturer to student ratio to provide the students with appropriate supervision; and to employ innovative teaching and learning strategies that promote peer education and skills practice among midwifery students. In addition, to conduct more research related to various teaching approaches in nursing and midwifery educational programs and among qualified midwives in Malawi. Statement of significancePostpartum hemorrhage management education in undergraduate nursing and midwifery programme in Malawi focuses more on theory than clinical skills. Improving midwifery students' acquisition of postpartum hemorrhage management clinical skills is needed to ultimately help lower Malawi's maternal mortality ratio.

Analysis of teaching skills in swimming and gymnastics in faculties of physical education

The present study aimed to assess the extent to which faculty members apply effective teaching skills in swimming and gymnastics courses from the perspective of students in physical education faculties. Utilizing a descriptive method, the study involved a randomly selected sample of 195 students from the University of Jordan, Hashemite University, and Yarmouk University during the 2021/2022 academic year. A questionnaire was designed to evaluate effective teaching skills, focusing on the teacher's management of teaching principles, the use of educational aids, and evaluation. Data analysis using SPSS (version 28) revealed that faculty members demonstrated a high level of application of effective teaching skills in both courses, with arithmetic means of 4.35 for swimming and 4.27 for gymnastics. No statistically significant differences were observed in the application of these skills based on gender, university, or course (p > 0.05). The researchers recommend providing faculty members with necessary resources and facilities to enhance the educational process and ensure it meets the highest standards.

The Integration Strategy of Class Teacher Management and Mathematics Teaching

The professional and moral education of high school mathematics teachers will make classroom management work better, but their work pressure will also lead to classroom management problems. To do a good job in high school class teacher management and organically integrate it with mathematics teaching, we need to start from two aspects: mathematics teaching class teachers and class teacher work teaching, and penetrate mathematical thinking into daily classroom management, moral education, and classroom culture construction. Based on the attributes of the subject, we guide high school students to reflect after class to stimulate their self-management initiative through the cultivation of qualified class representatives. In addition, it is necessary to skillfully resolve classroom generative problems, change the roles of teachers and students, and integrate classroom management with mathematics teaching.