ethanporcaro/eric-fulltext-meta huggingface dataset:
Examining the Key Effect of Authentic Leadership on Organizational Citizenship Behaviors of University Teachers in Pakistani Context
Author: Saleem, Hina
Date: 2021-08-00
Type: Journal Articles
Subjects: Foreign Countries,College Faculty,Teacher Behavior,Public Colleges,Correlation,Leadership Styles,Cultural Influences,Ethics,College Environment,Administrator Effectiveness,Teacher Characteristics,Values,Citizenship

It is widely recognized that leaders distinctly inspire individuals of an organization to maintain a healthy culture regardless of diverse circumstances. The need of authentic leadership has been recognized to promote positive organizational behaviors in teaching institutions. Moreover, previous research has emphasized the role of organizational citizenship behaviors in facilitating employee retention by increasing their commitment towards organizations. This study explored the role of authentic leadership in promoting organizational citizenship behaviors of teachers from public sector universities of Pakistan. The population of this study comprised permanent faculty members of public sector universities of Pakistan and a sample of 450 teachers were selected. A quantitative research strategy was employed. The cross-sectional time period has been used for the data collection through the survey questionnaire during the pandemic situation. Findings revealed a strong positive association between authentic leadership and organizational citizenship behaviors of teachers. Moreover, the findings support the research findings in other cultural contexts. It revealed that public sector teachers need authentic leadership to motivate teachers to display organizational citizenship behaviors which in turn spread positivity throughout the organization. Because when authentic leaders in teaching organizations play their positive role then teachers tend to reciprocate with beneficial behaviors within the organizations.
How and to What Extent Managerial Practices of School Heads Are Influencing the Morale of Primary School Teachers?
Author: Khan, Najeeb Ullah
Date: 2021-08-00
Type: Journal Articles
Subjects: Elementary School Teachers,Teacher Morale,Teacher Administrator Relationship,Educational Administration,Public School Teachers,Incidence,Legislation,Educational Practices,Teacher Attitudes,Administrator Attitudes,Correlation,Leadership Styles,Foreign Countries,Authoritarianism

The purpose of the study was to explore influence of the managerial practices of heads on the morale of teachers. The informants of the study comprised both public primary school heads and teachers. The study was mixed-methods and employed concurrent triangulation design. The Purdue Teacher Opinionaire (Bentley &amp; Rempel, 1980) was adapted for measuring managerial practices and morale. Quantitative data for the study were collected from teachers (n=806) through multistage sampling technique and qualitative data from heads (n= 20) and teachers (n=31) through interview protocols. The study also verified the link between the managerial practices of heads and morale of teachers through positive statistical correlation. Findings of the study revealed that school heads were using autocratic managerial practices. The study concluded prevalence of dissatisfaction among teachers about the managerial practices of school heads, AEOs, Dy.DEOs and frequent threat of Punjab Employees Efficiency &amp; Disciplinary Act (PEEDA, 2006). Hence, the overall practices of school heads are found autocratic in nature by causing low morale of teachers. The study recommends that the primary school heads, AEOs, Dy.DEOs should be trained on establishing democratic attributes, relationship, and behaviour with the teachers by the Quaid-eAzam Academy for Education Development (QAED) to heighten the morale of teachers.
Relationship between Secondary School Students&apos; Physics Academic Achievement Scores and Their Conceptual Knowledge
Author: Khan, Wajid Ali
Date: 2021-08-00
Type: Journal Articles
Subjects: Science Achievement,Physics,Scientific Concepts,Concept Formation,Knowledge Level,Secondary School Students,Secondary School Science,Gender Differences,Correlation,Grade 9,Foreign Countries,Rural Urban Differences

Policies shift their focus from increasing enrolment to quality improvement and enhancing the conceptual knowledge and investigating skills of the students. Students' achievement scores are generally considered the true reflectors of quality improvement. This study investigated the relationship between public sector students' physics achievement scores and their conceptual knowledge at secondary school level. In this quantitative research a self-developed achievement test was used to investigate the conceptual knowledge, validated by six experts and pilot tested. Reliability of the test was found 0.85 Cronbach Alpha. Four secondary schools were selected as clusters from which 135 students were selected randomly. Pearson correlation and independent sample t-test were used for data analysis. Significant positive relationship was found between the variables, academic achievement and conceptual knowledge gender-wise and locale-wise in the subject of physics. Effect size shows the moderate and large size practical significance. This study has some implications for stakeholders in education.
The Role of Teacher Training Programs in Optimizing Teacher Motivation and Professional Development Skills
Author: Ahmed, Hafiz Nauman
Date: 2021-08-00
Type: Journal Articles
Subjects: Faculty Development,Teacher Motivation,Teaching Skills,Teacher Persistence,Self Efficacy,Teacher Effectiveness,Public Schools,Private Schools,Program Effectiveness,Inservice Teacher Education,Foreign Countries

This study presents the role of in-service teacher training sessions in motivating and developing professional skills among teachers in Pakistani context. The study had two main objectives. The first was to analyze the role of teacher training sessions in enhancing teachers' motivation for training programs and for staying in teaching profession, and the second was to analyze their role in improving teachers' professional skills, building self-efficacy and confidence. The study applied a survey research design for data collection. A structured questionnaire was designed to collect the data from 450 teachers of both private and public schools in Punjab, Pakistan. The data collected through the questionnaire was analyzed by using statistics analysis. The results of the study show that training sessions are not very effective in motivating in-service teachers and developing professional skills in them as they are supposed to be. The chief factors for the teachers' participation in these training sessions are the social and financial benefits of these sessions. The study shows that these in-service training sessions lack some necessary components of effective teacher trainings. Therefore, the study recommends that training programs should leave the traditional approaches and upgrade themselves according to the present-day needs of the teachers. Training sessions should be more than just formal sessions and should train the teachers for real learning outcomes. The findings of the study might be useful for teacher training providers and future researchers. [Note: The publication month (April) shown on the PDF is incorrect. The correct month of publication is August.]
Transformational Leadership of Head Teachers and Academic Optimism: Perspectives of Teachers in Secondary Schools
Author: Khalil, Atif
Date: 2021-08-00
Type: Journal Articles
Subjects: Correlation,Transformational Leadership,Positive Attitudes,Leadership Styles,Teacher Leadership,Secondary School Teachers,Educational Change,Measures (Individuals),Foreign Countries,School Districts,Validity,Reliability,Teacher Attitudes

The ideal leadership behaviour of head teachers has become extremely important for the overall progress of schools. This research aimed to investigate the relationship between transformational leadership behaviour of head teachers and academic optimism in secondary schools. The population of this research comprised of all secondary school teachers: male (65331) and female (59885) in Punjab province. The sample of 900 teachers was selected through multistage random sampling technique based on the district performance rankings from 2017-18, presented by Punjab Education Sector Reform Program (PESRP), however a total of 872 teachers responded. The researcher developed the instrument (TLQ) based on transformational leadership of head teachers and adapted an instrument (SAOS) for academic optimism. Validity of both research instruments was ensured by expert opinions and reliability of both instruments was checked through Alpha value 0.944 and 0.823 respectively. The study inferred a significant and strong positive correlation between transformational leadership of head teachers and academic optimism in schools. This study can provide guidelines for the ideal leadership model at the school level in order to improve the performance of teachers and students.
Declaring War on COVID-19: How Chinese Government and Educators Act
Author: Li, Dongmei
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,COVID-19,Pandemics,Government Role,Teacher Role,Barriers,School Closing,Elementary Secondary Education,Higher Education,Online Courses,Educational Resources,Teacher Competencies,Family Environment,Internet,Faculty Development,Parent Teacher Cooperation,College Role,Planning,Rural Areas

The purpose of this paper is to highlight the joint effort of the Chinese Government and the educators in reacting to the threat of COVID-19 in China to keep learning continue while schools close. The sources of data in this paper are from the most current reports of the Chinese Government, newspapers, televisions and the latest published journal articles. These reports cover the challenges, the immediate actions of the Government and the stakeholders during the toughest COVID-19 period in China. The paper also includes the Post COVID-19 Plan of the Chinese Government to bring normal learning back after the pandemic. The courageous acts of the Chinese Government and the educators to save Chinese education during the pandemic have significant implications to educational planning worldwide.
The Impact of COVID-19 in Nigeria: Strategic Planning to Mitigate Its Effects on Very Young Children
Author: Adelakun, Olasumbo
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,COVID-19,Pandemics,Disease Control,At Risk Persons,Preschool Children,Infants,Toddlers,Strategic Planning,Access to Health Care,Public Health,Infant Mortality,Child Health,Immunization Programs,Intervention

The authors of this article identify the status of the COVID-19 pandemic in Nigeria and propose the use of a classic strategic planning paradigm to mitigate its spread until it may be completely arrested. Vaccines have been developed to combat the disease which current evidence suggests is spread by respiratory droplets among people who are in close contact with each other (WHO, 2020). But this presumed mode of transmission has led to concerns in the scientific and medical communities about the disastrous effects the virus may have on the African continent which has historically lagged the rest of the world in the delivery of quality health care especially for some of the most vulnerable populations like children under 5 years of age. This article provides information regarding the contemporary health care situation in Nigeria for such vulnerable populations, analyzes the current impact of COVID-19, and recommends a successful strategic planning paradigm to address similar catastrophic health experiences in the future.
Campus Climate for Diversity and Students&apos; Sense of Belonging in Ethiopian Public Universities
Author: Manaze, Mesfin
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Diversity,Public Colleges,College Students,Ethnic Diversity,Religion,Student Attitudes,Student School Relationship,College Environment,College Faculty,Individual Characteristics,Student Experience,Bias,Student Satisfaction

Ethiopia is known as a 'museum of people' with over 80 ethnic groups and a variety of religions. In such a diverse country, the need for diversity management is critical and ongoing. This convergent parallel mixed method study explored diversity management on public university campuses, by examining a representative student sample from eight Ethiopian public universities. A stratified random sample of universities was chosen, and 458 students participated in a modified version of the Diverse Learning Environment survey, and 24 individuals were chosen through purposeful sampling for interviews. In addition, documents were analyzed at both the country and institutional levels. The findings indicate public universities in Ethiopia are generally ethnically and religiously diversified, and students generally have a positive attitude towards ethnic and religious diversity, low levels of negative diversity related experiences, and moderate levels of diversity related satisfaction. Results showed a moderate yet statistically significant positive relationship between diversity related satisfaction and students' sense of belonging at their universities. These findings indicate that the climate for diversity on campuses is moderately positive. Recommendations to increase diversity and the students' attitudes toward diversity include policy and planning implications, as well as continued research to increase knowledge and understanding.
Leading Schools through COVID-19: A Constraint or an Opportunity for Change?
Author: Nir, Adam E.
Date: 2021-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Coping,Leadership Responsibility,Administrator Role,Educational Change,Well Being,Stress Management,Principals,Planning,Change Strategies,Public Schools,Elementary Secondary Education,Foreign Countries

The outbreak of the COVID-19 pandemic undermined basic routines and typical conduct of schools, introducing uncertainty and instability to an extent that schools had never encountered in the last decades. The current study focuses on leaders' coping strategies while struggling to maintain school stability and on the extent to which these extreme conditions of uncertainty and turbulence may potentially promote innovation and change, as many stakeholders argue. Interviews conducted with eleven school leaders reveal that they have invested efforts to maintain school stability and decrease teachers' and students' stress. They changed school priorities, placing more emphasis on the wellbeing of teachers and students than on academic achievements. They shifted control patterns from centralized to collaborative ones with extended autonomy to teachers. They increased the support they provided teachers and created open communication channels. Although many school leaders viewed the pandemic as an opportunity for change, all of them agreed that schools would not dramatically change. All principals shared the notion that it is more likely that schools would return to their traditional routines and modes of operation with only minor changes after the pandemic is over. Some implications of extreme turbulence on innovation-oriented planning are discussed.
Problems of Teaching Phonological Awareness to Learning Disabilities Students
Author: Khasawneh, Mohamad Ahmad Saleem
Date: 2021-00-00
Type: Journal Articles
Subjects: Phonological Awareness,Teacher Attitudes,Learning Disabilities,Teaching Methods,Second Language Learning,Second Language Instruction,English (Second Language),Foreign Countries,Special Education,Special Schools,Students with Disabilities,Gender Differences,Teaching Experience,Language Teachers

This study seeks to identify problems related to teaching phonological awareness in English to students with learning disabilities from the point of view of their teachers in Irbid city, Jordan. The study also explored if gender and years of experience of the teacher affect their opinions toward the problems of teaching phonological awareness in English for students with learning disabilities. The study used online questionnaires to gather data from 140 teachers. The results showed that the problems of teaching phonological awareness in the English language for students with learning disabilities were of medium significance. As the problems related to the English language curriculum for students are very important. The problems related to the educational environment for students with learning disabilities were also of great importance. Finally, the problems related to the English language teacher in special education schools in Irbid city were of medium importance. The results also showed that there were no differences in the problems of teaching English for students with learning difficulties from the point of view of their teachers according to the variables of gender and years of experience.
Transforming an Educational Community in Guatemala Using the Plan Do Study Act Cycle
Author: Daniel, Mayra C.
Date: 2021-00-00
Type: Journal Articles
Subjects: Case Studies,Urban Areas,Low Income Groups,Faculty Development,Preschool Teachers,Kindergarten,Longitudinal Studies,Literacy Education,Family Involvement,Critical Thinking,Democracy,Foreign Countries,Neighborhoods,Educational Change,Community Needs,Needs Assessment,Teacher Attitudes

This case study with educators from a school in an urban low socioeconomic neighborhood near Guatemala City, Guatemala, explored the effectiveness of the Plan, Do, Study, Act cycle (PDSA) to guide teachers' professional development at a Pre-K-K public school (Langley, 2009). This three-year study focused on developing teacher leaders and researchers through self-reflective accountability. Findings documented institutional problems requiring immediate and long-term attention and ways to involve families in extending literacy instruction at school to the home front. Study results highlight the need for effective and empowering literacy methods to be used in Guatemala and suggest the country's teachers wish to support students' critical thinking and create democratic classrooms.
Higher Education Strategic Planning in Mozambique
Author: Zimbico, Octavio Jose
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Strategic Planning,College Admission,Equal Education,Gender Bias,Graduation Rate,Correlation,Public Colleges,Private Colleges,Gender Differences,School Policy,Sex Fairness

This study is aimed at analyzing trends of gender equity in admission and graduation, during the twenty years (2000-2020) of higher education (HE) strategic planning in Mozambique, to ascertain the extent to which gender equity is being achieved. I also examined a possible association between admission and graduation rates. To address these trends, I adopted a basic research design with three characteristics: quantitative, descriptive, and correlational. The sample consisted of the entire population of students, from public and private higher education institutes. The main conclusions are: (1) male students outnumber female ones, in admission and graduation although in 2011 and 2018 female students outnumbered slightly male ones. This means that the system fails to promote gender equity in both dimensions; and (2) there is a statistically significance (at [less than or equal to] 0.05) and strong relationship between admission and graduation, meaning that the normal flow of students is under the risk of system congestion since graduation rates are about 63.7% of new admission. The study recommends legal effort to rule gender equity achievements as well to revise admission policy to make it more sensitive to gender equity.
Identity, Industry and Citizenship: Students&apos; Perspectives on Basic Education Reform in the Caribbean Community
Author: Henry, Zahra L.
Date: 2021-00-00
Type: Journal Articles
Subjects: Postcolonialism,Foreign Countries,Educational Change,Student Attitudes,Citizenship,Industry,Self Concept,Secondary School Students,Barriers,Cultural Awareness,Secondary Education,Native Language,Indigenous Knowledge,Creativity,Teaching Methods,Civics,Ethics,Activism

The postcolonial states of the English-speaking Caribbean inherited unequal political, social, and economic institutions from British rule. Although the region's forefathers made decided strides towards rebuilding new nations, independence and equality still elude modern Caribbean societies. The systemic challenges that the region faces, situated within the threats and opportunities of globalization, have implications for education and other social services. This paper explores the challenge of education reform by asking the question: What do students' perspectives contribute to the agenda-setting of basic education in the Caribbean Community? Using a grounded theory lens to analyse the site of Kingston, Jamaica, through focus groups and thematic analysis, the paper investigates students' perspectives on basic education reform. The research finds that students view identity, industry, and citizenship as fundamental aims of Caribbean education, but consider standardized testing as an impediment to achieving these objectives. The study recommends the incorporation of identity, industry and citizenship through progressivist curriculum, pedagogy, and assessment into the reform of basic education in the region.
Let the Learners Lead: The Worldwide Transition into Post-Digital Age, Post-Pandemic Education
Author: Douse, Mike
Date: 2021-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Educational Change,Educational Technology,Learning Strategies,Socialization,Independent Study,Learner Controlled Instruction,Self Management,Technology Uses in Education,Equal Education,Student Evaluation

Research into the consequences of and planned responses to COVID-19 across education sectors globally indicates that the considerable disruption that has occurred has significantly exacerbated existing inequalities. Although many believe that substantial investment in educational technology is the essential strategy, very few of the 200 or so documents studied embody 'radical creativity'. There is a general reluctance to seize the opportunity for fundamental change, many preferring the safety of familiar arrangements, embracing a shared desire to 'get back to normal' and to 'catch up on what has been missed'. Drawing upon that investigation, while recognising also that education was already undergoing its elemental transformation prior to the pandemic, the paramount recommendation is that the learner should lead. This involves: (1) primary education concentrating upon the enjoyable acquisition of basic skills and third millennium learning strategies leading to a confident readiness for learning responsibility; (2) emphasis being placed upon schools' and systems' role in strengthening the socialisation process by facilitating a range of artistic and recreational activities, extending to play and informal wandering; (3) self-directed and self-regulated learning, encompassing learner-determined curricula, becoming the prevalent educational mode, from early secondary onwards throughout life; (4) whether in class or online, face-to-face or at a distance, teachers being enabled to come into their own in advising, supporting, coaching and encouraging (but never directing) learners; (5) optimum advantage being derived from universal connectivity, in the context of the duality (tangible and virtual) of contemporary consciousness; and (6) assessment taking the form of helpful personalised feedback, confidentially to the individual learner, embodying informal testing as and when elected by that learner, as opposed to selection based upon the results of formal examinations. Let the Learners Lead should characterise education's forthcoming, fundamental (and COVID-19 hastened) transformation.