The study examined the conflict resolution mechanism and its influence on quality education in private secondary schools in Arusha district council, Tanzania. Objectives were to; examine conflicts and their resolution mechanisms in private secondary schools and the extent to which conflict resolution mechanisms influence quality education in private secondary schools. Conflict Resolution Theory steered the study. Convergent mixed methods design appropriate to collect data through questionnaires and interview guides was adopted. Sample size consisted of 270 respondents; 192 students, 66 teachers selected by simple and stratified random sampling techniques while 8 school heads, 3 WEOs and one DEO were purposively sampled. Validity was established through expert judgment whereas reliability was determined using test-retest technique and reliability index, SQ, r=0.91 and TQ, r=0.83 was reported. Qualitative data were analyzed thematically alongside the research questions and presented in narrative forms while quantitative data were analyzed using descriptive statistics in the SPSS and results were presented in tables of frequencies and percentages. The findings show that financial mismanagement, unfair treatment of students and teachers, frequent fee increments, competition for limited resources, overlapping responsibilities, poor working environments and intimate relationships are conflicts in private secondary schools. In conclusion, by implementing conflict resolution mechanisms, schools can create a well-coordinated, disciplined, and inclusive learning environment that promotes collaboration among stakeholders and ultimately improves the quality of education. The study recommended fair treatment of students and teachers should be promoted through the development of clear policies and guidelines in order to address emerging conflicts.
{"title":"Conflict Resolution Mechanisms and Their Influence on Quality Education in Private Secondary Schools in Arusha District Council","authors":"Glory Mlay, K. Otieno","doi":"10.59765/fqjp9174","DOIUrl":"https://doi.org/10.59765/fqjp9174","url":null,"abstract":"The study examined the conflict resolution mechanism and its influence on quality education in private secondary schools in Arusha district council, Tanzania. Objectives were to; examine conflicts and their resolution mechanisms in private secondary schools and the extent to which conflict resolution mechanisms influence quality education in private secondary schools. Conflict Resolution Theory steered the study. Convergent mixed methods design appropriate to collect data through questionnaires and interview guides was adopted. Sample size consisted of 270 respondents; 192 students, 66 teachers selected by simple and stratified random sampling techniques while 8 school heads, 3 WEOs and one DEO were purposively sampled. Validity was established through expert judgment whereas reliability was determined using test-retest technique and reliability index, SQ, r=0.91 and TQ, r=0.83 was reported. Qualitative data were analyzed thematically alongside the research questions and presented in narrative forms while quantitative data were analyzed using descriptive statistics in the SPSS and results were presented in tables of frequencies and percentages. The findings show that financial mismanagement, unfair treatment of students and teachers, frequent fee increments, competition for limited resources, overlapping responsibilities, poor working environments and intimate relationships are conflicts in private secondary schools. In conclusion, by implementing conflict resolution mechanisms, schools can create a well-coordinated, disciplined, and inclusive learning environment that promotes collaboration among stakeholders and ultimately improves the quality of education. The study recommended fair treatment of students and teachers should be promoted through the development of clear policies and guidelines in order to address emerging conflicts.","PeriodicalId":305882,"journal":{"name":"Journal of Research Innovation and Implications in Education","volume":"22 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-08-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127913684","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study investigated the contribution of Hidden Curriculum (HC)on students’ discipline in public secondary schools in Kigoma District, Tanzania. Objectives were to; determine the effectiveness of aspects of HC on students’ discipline in public secondary schools and examine the strategies to enhance the effectiveness of HC on students’ discipline in public secondary schools in Kigoma District. Hidden Curriculum Theory guided the study. Convergent mixed methods design was adopted. Interview guide and questionnaires were used to collect data from 65 students, 25 teachers & 5 school administrators. Stratified & simple random sampling techniques were employed to select students & teachers while school administrators were purposively sampled. Validity was established through expert judgment. The reliability index, SQ; r=0.83 & TQ; r=0.61 for questionnaire were obtained. Quantitative data were analyzed using descriptive statistics in the SPSS. Results were presented in tables of frequencies and percentages. Qualitative data were thematically analyzed alongside research questions and presented in narrative forms. Findings revealed aspects of HC such as teachers’ and parents’ dressing code, time management, self-drive, teamwork and public relations that influence students’ discipline. In conclusion, various strategies employed to enhance the effectiveness of HC on students’ discipline include encouraging students to imitate positive values from adults, guidance and counselling. The study recommends awareness among teachers that it is relatively easier for learners to pick up the manners and way of life of teachers and other actors in the school and internalise them better than even what is actually taught.
{"title":"Contribution of Hidden Curriculum on Students’ Discipline in Public Secondary Schools in Kigoma District","authors":"K. Otieno, Daniel Doto","doi":"10.59765/gcri2514","DOIUrl":"https://doi.org/10.59765/gcri2514","url":null,"abstract":"This study investigated the contribution of Hidden Curriculum (HC)on students’ discipline in public secondary schools in Kigoma District, Tanzania. Objectives were to; determine the effectiveness of aspects of HC on students’ discipline in public secondary schools and examine the strategies to enhance the effectiveness of HC on students’ discipline in public secondary schools in Kigoma District. Hidden Curriculum Theory guided the study. Convergent mixed methods design was adopted. Interview guide and questionnaires were used to collect data from 65 students, 25 teachers & 5 school administrators. Stratified & simple random sampling techniques were employed to select students & teachers while school administrators were purposively sampled. Validity was established through expert judgment. The reliability index, SQ; r=0.83 & TQ; r=0.61 for questionnaire were obtained. Quantitative data were analyzed using descriptive statistics in the SPSS. Results were presented in tables of frequencies and percentages. Qualitative data were thematically analyzed alongside research questions and presented in narrative forms. Findings revealed aspects of HC such as teachers’ and parents’ dressing code, time management, self-drive, teamwork and public relations that influence students’ discipline. In conclusion, various strategies employed to enhance the effectiveness of HC on students’ discipline include encouraging students to imitate positive values from adults, guidance and counselling. The study recommends awareness among teachers that it is relatively easier for learners to pick up the manners and way of life of teachers and other actors in the school and internalise them better than even what is actually taught.","PeriodicalId":305882,"journal":{"name":"Journal of Research Innovation and Implications in Education","volume":"60 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-08-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115361218","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Stephen Njini, E. Thokozani, Thomas E. B. Assan, B. M. Sithole, H. Ngoshi
The purpose of this study was to investigate the linguistic accessibility of financial management policies and practices in documents in Zimbabwe’s education system. The study was guided by two research questions: how does English become a barrier to financial management policies in Zimbabwe? What strategies can Zimbabwe use to solve language related barriers to financial management policy implementation in the Zimbabwe education system? The study adopted a qualitative research approach. The research population was school heads, teachers, school inspectors, accountants, auditors and treasurers of development committees. The sampling technique was purposive sampling. The sample size was 19. The data was analysed using thematic approach. The study illustrated that finances are mostly mismanaged and language barrier is one of the reasons as interpretation of some English concepts become a barrier leading to financial malpractices. Additionally, the study found out that the use of the colonial language English as the legal and official language for government financial management documents in schools was one of the barriers to effective use of documents to guide financial management and practices in schools. The documents should be written in local languages for better understanding of the financial documents so as to put up to ideal financial practices. The study recommends linguistic accessibility of language used to write policy documents through training, simplification of the documents and use of local vernacular language when writing the documents as a strategy to promote effective use of policy documents in schools.
{"title":"Assessing the Impact of Language Use on Financial Management Practices in Zimbabwean Schools: A Study of Kwekwe District","authors":"Stephen Njini, E. Thokozani, Thomas E. B. Assan, B. M. Sithole, H. Ngoshi","doi":"10.59765/vwai9342","DOIUrl":"https://doi.org/10.59765/vwai9342","url":null,"abstract":"The purpose of this study was to investigate the linguistic accessibility of financial management policies and practices in documents in Zimbabwe’s education system. The study was guided by two research questions: how does English become a barrier to financial management policies in Zimbabwe? What strategies can Zimbabwe use to solve language related barriers to financial management policy implementation in the Zimbabwe education system? The study adopted a qualitative research approach. The research population was school heads, teachers, school inspectors, accountants, auditors and treasurers of development committees. The sampling technique was purposive sampling. The sample size was 19. The data was analysed using thematic approach. The study illustrated that finances are mostly mismanaged and language barrier is one of the reasons as interpretation of some English concepts become a barrier leading to financial malpractices. Additionally, the study found out that the use of the colonial language English as the legal and official language for government financial management documents in schools was one of the barriers to effective use of documents to guide financial management and practices in schools. The documents should be written in local languages for better understanding of the financial documents so as to put up to ideal financial practices. The study recommends linguistic accessibility of language used to write policy documents through training, simplification of the documents and use of local vernacular language when writing the documents as a strategy to promote effective use of policy documents in schools.","PeriodicalId":305882,"journal":{"name":"Journal of Research Innovation and Implications in Education","volume":"123 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-08-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115411661","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
: One of university administrators’ key mandates is to close the gap between guiding standards and the practice of quality assurance. This study explored teacher trainees’ perceptions of administrators’ application of guiding standards during quality assurance practice in selected teacher training universities in Mozambique. Descriptive survey design, which has ability to collect precise opinions on targeted phenomena was used. The target population was students in fourth year in government teacher training universities in Mozambique. Permission for the study was obtained from the Ministry of Higher Education and Technology. Confidentiality was assured. All information would be used for research purposes. For validity, expert opinion was sought from the researcher’s supervisors. Reliability was ensured at 0.93 using Cronbach Alpha Coefficient. Data was collected from 242 randomly sampled fourth year teacher trainees using questionnaires. Data was analyzed using SPSS version 29. Descriptive statistics were mainly used to analyze data. Findings showed that Administrators excelled in marketing developmental aspirations and in international cooperation. The study however showed the need to scale up on ensuring visibility of standard guidelines, peer assessment and marrying of theory and practice among others. These had heterogeneous standard deviations of 1.54; 2.19; 2.14 respectively. Key recommendations included: ensuring visibility of universities’ standard declarations and the sourcing of more resources to ease the process of marrying theory with practice during teacher training. Also, that universities be well resourced in order to be more inclusive of disabled teacher trainees. Further, studies are required to explore practical acceptable ways of promoting peer assessment.
{"title":"Perceptions on the Application of Guiding Standards by University Administrators to Promote Quality Assurance Practice in Selected Teacher Training Universities in Mozambique","authors":"Seviria Muvuti, S. Odek, P. Wahonya","doi":"10.59765/wztn5018","DOIUrl":"https://doi.org/10.59765/wztn5018","url":null,"abstract":": One of university administrators’ key mandates is to close the gap between guiding standards and the practice of quality assurance. This study explored teacher trainees’ perceptions of administrators’ application of guiding standards during quality assurance practice in selected teacher training universities in Mozambique. Descriptive survey design, which has ability to collect precise opinions on targeted phenomena was used. The target population was students in fourth year in government teacher training universities in Mozambique. Permission for the study was obtained from the Ministry of Higher Education and Technology. Confidentiality was assured. All information would be used for research purposes. For validity, expert opinion was sought from the researcher’s supervisors. Reliability was ensured at 0.93 using Cronbach Alpha Coefficient. Data was collected from 242 randomly sampled fourth year teacher trainees using questionnaires. Data was analyzed using SPSS version 29. Descriptive statistics were mainly used to analyze data. Findings showed that Administrators excelled in marketing developmental aspirations and in international cooperation. The study however showed the need to scale up on ensuring visibility of standard guidelines, peer assessment and marrying of theory and practice among others. These had heterogeneous standard deviations of 1.54; 2.19; 2.14 respectively. Key recommendations included: ensuring visibility of universities’ standard declarations and the sourcing of more resources to ease the process of marrying theory with practice during teacher training. Also, that universities be well resourced in order to be more inclusive of disabled teacher trainees. Further, studies are required to explore practical acceptable ways of promoting peer assessment.","PeriodicalId":305882,"journal":{"name":"Journal of Research Innovation and Implications in Education","volume":"23 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-08-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133421161","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study was conducted on Teacher Educators in National Teachers’ Colleges found in the Northern (West-Nile) and South-Eastern Uganda. It focused on didactical questions to help teacher educators explore what it is that creates technology-rich environments to trainees. It was also anchored on a wide range of literature review. It adopted a phenomenological design with a qualitative approach of using interviews and Focus Group Discussions. Three specific objectives were used, namely to: (i). Assess how teacher educators implement technology-enhanced learning (ii). Establish the availability of Technology-enhanced learning tools used (iii). Identify challenges of Technology-enhanced learning in NTCs in Uganda. Participants were Sixty-four (64) in the study. Data was collected and analysed qualitatively using verbatim statements backed with direct quotations of participants. The findings of the study revealed that majority were short of ICT skills to conduct online teaching. The commonest tools were mobile phones because majority could access them as compared to Desktop and Laptop computers. In addition, blending of content and pedagogy was highly challenging, there was inadequate prior knowledge and skills in using ICT applications, coupled with network and unreliable power supply. Institution-based training through CPDs and peer mentorship are recommended in addition to the paradigm shift from teacher-centredness to learner-centredness
{"title":"Exploring the Didactics of Learning in Technology-Rich Environments for Teacher Educators amidst Covid-19 Pandemic in Uganda","authors":"Wycliff Edwin Tusiime, Moses Wambi","doi":"10.59765/vhgp3971","DOIUrl":"https://doi.org/10.59765/vhgp3971","url":null,"abstract":"This study was conducted on Teacher Educators in National Teachers’ Colleges found in the Northern (West-Nile) and South-Eastern Uganda. It focused on didactical questions to help teacher educators explore what it is that creates technology-rich environments to trainees. It was also anchored on a wide range of literature review. It adopted a phenomenological design with a qualitative approach of using interviews and Focus Group Discussions. Three specific objectives were used, namely to: (i). Assess how teacher educators implement technology-enhanced learning (ii). Establish the availability of Technology-enhanced learning tools used (iii). Identify challenges of Technology-enhanced learning in NTCs in Uganda. Participants were Sixty-four (64) in the study. Data was collected and analysed qualitatively using verbatim statements backed with direct quotations of participants. The findings of the study revealed that majority were short of ICT skills to conduct online teaching. The commonest tools were mobile phones because majority could access them as compared to Desktop and Laptop computers. In addition, blending of content and pedagogy was highly challenging, there was inadequate prior knowledge and skills in using ICT applications, coupled with network and unreliable power supply. Institution-based training through CPDs and peer mentorship are recommended in addition to the paradigm shift from teacher-centredness to learner-centredness","PeriodicalId":305882,"journal":{"name":"Journal of Research Innovation and Implications in Education","volume":"49 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122839039","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Winnie Jepleting Bett, Millicent Ojwan’g, Daniel Bakker
The study focused on the exploration of teachers’ perceptions on female leadership in female-led public secondary schools, in Nandi County, Kenya. The objectives of the study were to find out teachers’ perceptions of female leadership in Nandi County and whether there is a significant difference in teachers’ perceptions on female leadership in Nandi County. The study employed a descriptive cross-sectional research design. The respondents of this study included teachers and a government representative. The researcher used questionnaires and an interview schedule. The data analysis was done using descriptive statistics. The findings of this study indicated that 86.18% of the teachers agreed that females’ leadership in secondary schools in Nandi County positively influences the academic performance of the learners. 88.95% agreed that female leadership enhances discipline in secondary schools. 87.90% agreed that female leadership improves school infrastructural development while 73.93% that year of experience is an important consideration for appointment into leadership positions. There was a significant difference in the perception of teachers on female leadership between County and Sub-County schools in academic performance (p=0.05=0.05). There was a significant difference in the perception of teachers on infrastructural development between Extra-County and Sub-County (p<0.05) and Extra-County and County (p<0.05). There was no significant difference in the perception of teachers on discipline across the four categories of schools. There was a significant difference in teachers’ perception on female leadership in years of experience between National and Sub County (p<0.05) The conclusions drawn from the findings of this study were that Female leaders in National and Extra- County schools are perceived to perform better than their counterparts in County and Sub-County schools. The study recommended that school administration should empower female teachers into leadership positions either as subject heads, class teachers, or department heads to prepare them for higher leadership positions. The study further recommended that the Ministry of Education and Teachers Service Commission should sensitize female leaders on matters of school infrastructural development and general discipline of the school.
{"title":"Exploration of Teachers’ Perceptions on Female Leadership in Female-led Public Secondary Schools, in Nandi County, Kenya","authors":"Winnie Jepleting Bett, Millicent Ojwan’g, Daniel Bakker","doi":"10.59765/qqitv2451","DOIUrl":"https://doi.org/10.59765/qqitv2451","url":null,"abstract":"The study focused on the exploration of teachers’ perceptions on female leadership in female-led public secondary schools, in Nandi County, Kenya. The objectives of the study were to find out teachers’ perceptions of female leadership in Nandi County and whether there is a significant difference in teachers’ perceptions on female leadership in Nandi County. The study employed a descriptive cross-sectional research design. The respondents of this study included teachers and a government representative. The researcher used questionnaires and an interview schedule. The data analysis was done using descriptive statistics. The findings of this study indicated that 86.18% of the teachers agreed that females’ leadership in secondary schools in Nandi County positively influences the academic performance of the learners. 88.95% agreed that female leadership enhances discipline in secondary schools. 87.90% agreed that female leadership improves school infrastructural development while 73.93% that year of experience is an important consideration for appointment into leadership positions. There was a significant difference in the perception of teachers on female leadership between County and Sub-County schools in academic performance (p=0.05=0.05). There was a significant difference in the perception of teachers on infrastructural development between Extra-County and Sub-County (p<0.05) and Extra-County and County (p<0.05). There was no significant difference in the perception of teachers on discipline across the four categories of schools. There was a significant difference in teachers’ perception on female leadership in years of experience between National and Sub County (p<0.05) The conclusions drawn from the findings of this study were that Female leaders in National and Extra- County schools are perceived to perform better than their counterparts in County and Sub-County schools. The study recommended that school administration should empower female teachers into leadership positions either as subject heads, class teachers, or department heads to prepare them for higher leadership positions. The study further recommended that the Ministry of Education and Teachers Service Commission should sensitize female leaders on matters of school infrastructural development and general discipline of the school.","PeriodicalId":305882,"journal":{"name":"Journal of Research Innovation and Implications in Education","volume":"78 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115798945","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study investigated the effect of three constructs of SMS advertising on mobile phone users’ attitudes toward Short Messaging Service (SMS) advertising. In general, the study tested the effect of frequency, irritation, and credibility on consumers’ attitudes toward SMS advertising. A structured digital questionnaire was used to collect data from 168 mobile phone users on Facebook social networking platform. A multiple linear regression model was used to estimate the significant effect of the three constructs of SMS advertising on mobile phone users’ attitudes. The results of the test of hypothesis indicated that the model was a significant predictor of the outcome variable at (F (3, 152) =3.990, p=.009). The coefficient of determination was R2=0.073. This indicates that a 7.3% change in mobile phone users’ attitudes can be explained by irritability, credibility, and frequency of SMS messages. The results further revealed that irritation (β=-0.035, t=-3.420, ρ=.001), significantly influences mobile phone users’ attitudes towards SMS advertising. The outcome of the study implies that mobile phone users are mindful of the value of the type of advertising content that they receive as they seem to possess adequate taste and preferences for the type of information that they seek to receive through SMS adverts. Therefore, the study concludes that the success of SMS advertising medium strongly depends on message characteristics. Based on the findings of the study, it is recommended that marketing managers in telecommunication should ensure proper packaging of messages as well as the target group to whom messages are sent.
{"title":"An Investigation into the Effect of Frequency, Irritability and Credibility of Short Messaging Services (SMS) Advertising towards Mobile Phone Users’ Attitude in Eswatini","authors":"Alex Sipho Lashaba, J. Kule","doi":"10.59765/iae9anpe","DOIUrl":"https://doi.org/10.59765/iae9anpe","url":null,"abstract":"This study investigated the effect of three constructs of SMS advertising on mobile phone users’ attitudes toward Short Messaging Service (SMS) advertising. In general, the study tested the effect of frequency, irritation, and credibility on consumers’ attitudes toward SMS advertising. A structured digital questionnaire was used to collect data from 168 mobile phone users on Facebook social networking platform. A multiple linear regression model was used to estimate the significant effect of the three constructs of SMS advertising on mobile phone users’ attitudes. The results of the test of hypothesis indicated that the model was a significant predictor of the outcome variable at (F (3, 152) =3.990, p=.009). The coefficient of determination was R2=0.073. This indicates that a 7.3% change in mobile phone users’ attitudes can be explained by irritability, credibility, and frequency of SMS messages. The results further revealed that irritation (β=-0.035, t=-3.420, ρ=.001), significantly influences mobile phone users’ attitudes towards SMS advertising. The outcome of the study implies that mobile phone users are mindful of the value of the type of advertising content that they receive as they seem to possess adequate taste and preferences for the type of information that they seek to receive through SMS adverts. Therefore, the study concludes that the success of SMS advertising medium strongly depends on message characteristics. Based on the findings of the study, it is recommended that marketing managers in telecommunication should ensure proper packaging of messages as well as the target group to whom messages are sent.","PeriodicalId":305882,"journal":{"name":"Journal of Research Innovation and Implications in Education","volume":"85 8 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129973752","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Akuoko-Nyantakyi Odomse, P. S. Francis, Millicent Ojwan’g
This study aimed at examining the association between the learning context, school choice, and academic performance. An Embedded Mixed Methods design was applied within the framework of the pragmatic research paradigm. The target population consisted of 5 Government-Assisted Adventist secondary schools in the Ashanti Region, Ghana, with 27,388 students and stakeholders. The study involved a sample of 396; 200 students and 196 stakeholders (management and teachers, old students, pastors, church members, and parents). Sampling strategies included simple random, stratified random, purposive, and snowball due to the diversity of the respondents. The data were analysed using ANOVA, Correlation, Crosstabulation, and documentary techniques. The findings indicated a significant difference between Basic Education Certificate Examinations (BECE) and West Africa Senior School Certificate Examinations (WASSCE) performance with p-values of .016 and .000, respectively, P<.05 at a 95% Confidence Interval. There was a significant correlation between the learning context standard and parental school choice. The results showed that schools with low-standard learning contexts mainly attract average and low-performing applicants. The study suggests enhancing the learning context standards of less-endowed secondary schools to boost their competitiveness. Policymakers are urged to incorporate diagnostic, formative, and summative assessment approaches in evaluating secondary schools, taking into account their learning context to ensure fairness, reliability, and equity.
{"title":"Examining the Relationship between Learning Context, School Choice, and Academic Performance: A Study of Government-Assisted Adventist Secondary Schools in the Ashanti, Ghana","authors":"Akuoko-Nyantakyi Odomse, P. S. Francis, Millicent Ojwan’g","doi":"10.59765/tnpx9461","DOIUrl":"https://doi.org/10.59765/tnpx9461","url":null,"abstract":"This study aimed at examining the association between the learning context, school choice, and academic performance. An Embedded Mixed Methods design was applied within the framework of the pragmatic research paradigm. The target population consisted of 5 Government-Assisted Adventist secondary schools in the Ashanti Region, Ghana, with 27,388 students and stakeholders. The study involved a sample of 396; 200 students and 196 stakeholders (management and teachers, old students, pastors, church members, and parents). Sampling strategies included simple random, stratified random, purposive, and snowball due to the diversity of the respondents. The data were analysed using ANOVA, Correlation, Crosstabulation, and documentary techniques. The findings indicated a significant difference between Basic Education Certificate Examinations (BECE) and West Africa Senior School Certificate Examinations (WASSCE) performance with p-values of .016 and .000, respectively, P<.05 at a 95% Confidence Interval. There was a significant correlation between the learning context standard and parental school choice. The results showed that schools with low-standard learning contexts mainly attract average and low-performing applicants. The study suggests enhancing the learning context standards of less-endowed secondary schools to boost their competitiveness. Policymakers are urged to incorporate diagnostic, formative, and summative assessment approaches in evaluating secondary schools, taking into account their learning context to ensure fairness, reliability, and equity.","PeriodicalId":305882,"journal":{"name":"Journal of Research Innovation and Implications in Education","volume":"135 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-07-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127383442","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study ascertained implementation of feedback appraisal to improve teacher performance in public primary schools in Iganga District. A descriptive cross-sectional design was used on a sample of 396 including 317 teachers and 79 head teachers obtained using stratified, purposive, and simple random sampling techniques. A questionnaire and an interview guide were used to collect data. Qualitative data was coded, analyzed, and arranged verbatim. Items for each of the aspects of appraisal by feedback were presented using means and standard deviation. Later, the relationship between appraisal by feedback and teacher performance was performed using the Pearson Correlation Model. A regression analysis was performed to respond to each of the hypotheses using a p-value of 0.05. Differentiated supervision positively predicts teacher performance (B = 0.040; p =.405>0.05). Based on the results, there are no statistical indicators for the implementation of appraisal by feedback to improve teacher performance in public primary schools, was thus refuted. Conclusively, performance appraisal is used in public primary schools in Iganga District but have a marginal impact on teacher performance. The district reports, which indicate that performance appraisal informs excellence in teacher performance, were not the case in public primary schools given the weak coefficients. It was recommended that teachers need to develop a love for the profession, the head teacher's presence in schools should be increased, and the ministry of education should invest more money in school inspections.
{"title":"Evidence that Feedback Appraisal is Implemented to Improve Teacher Performance in Public Primary Schools in Iganga District","authors":"Isiko Mohammed, Korso Gude, Yona Balyage","doi":"10.59765/jxy4um8l","DOIUrl":"https://doi.org/10.59765/jxy4um8l","url":null,"abstract":"This study ascertained implementation of feedback appraisal to improve teacher performance in public primary schools in Iganga District. A descriptive cross-sectional design was used on a sample of 396 including 317 teachers and 79 head teachers obtained using stratified, purposive, and simple random sampling techniques. A questionnaire and an interview guide were used to collect data. Qualitative data was coded, analyzed, and arranged verbatim. Items for each of the aspects of appraisal by feedback were presented using means and standard deviation. Later, the relationship between appraisal by feedback and teacher performance was performed using the Pearson Correlation Model. A regression analysis was performed to respond to each of the hypotheses using a p-value of 0.05. Differentiated supervision positively predicts teacher performance (B = 0.040; p =.405>0.05). Based on the results, there are no statistical indicators for the implementation of appraisal by feedback to improve teacher performance in public primary schools, was thus refuted. Conclusively, performance appraisal is used in public primary schools in Iganga District but have a marginal impact on teacher performance. The district reports, which indicate that performance appraisal informs excellence in teacher performance, were not the case in public primary schools given the weak coefficients. It was recommended that teachers need to develop a love for the profession, the head teacher's presence in schools should be increased, and the ministry of education should invest more money in school inspections.","PeriodicalId":305882,"journal":{"name":"Journal of Research Innovation and Implications in Education","volume":"62 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-07-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124368985","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The current study ascertained signs that differentiated supervision is implemented to improve teacher performance in public primary schools in Iganga District. A descriptive cross-sectional design was used on a sample of 481 respondents selected using stratified, purposive, and simple random sampling techniques. A questionnaire and interview guide were used to collect data. Mean and standard deviations were used to rate the items while the relationship between differentiated supervision appraisal and teacher performance was tested using correlation and regression analyses. A regression analysis was performed to respond to each of the hypotheses using a p-value of 0.05. According to findings, differentiated supervision positively predicts teacher performance (B = 0.040; p =.405>0.05). Based on these results, therefore, there is no statistically significant evidence of differentiated supervision is implemented to improve teacher performance in public primary schools. Conclusively, performance appraisal is used in public primary schools in Iganga District but have a marginal impact on teacher performance. The district reports, which indicate that performance appraisal informs excellence in teacher performance, were not the case in public primary schools given the weak coefficients. It was recommended that teachers need to develop a love for the profession, the head teacher's presence in schools should be increased, and the ministry of education should invest more money in school inspections.
{"title":"Signs that Differentiated Supervision is Implemented to Improve Teacher Performance in Public Primary Schools in Iganga District","authors":"Isiko Mohammed, Korso Gude, Yona Balyage","doi":"10.59765/5r9ahgr2","DOIUrl":"https://doi.org/10.59765/5r9ahgr2","url":null,"abstract":"The current study ascertained signs that differentiated supervision is implemented to improve teacher performance in public primary schools in Iganga District. A descriptive cross-sectional design was used on a sample of 481 respondents selected using stratified, purposive, and simple random sampling techniques. A questionnaire and interview guide were used to collect data. Mean and standard deviations were used to rate the items while the relationship between differentiated supervision appraisal and teacher performance was tested using correlation and regression analyses. A regression analysis was performed to respond to each of the hypotheses using a p-value of 0.05. According to findings, differentiated supervision positively predicts teacher performance (B = 0.040; p =.405>0.05). Based on these results, therefore, there is no statistically significant evidence of differentiated supervision is implemented to improve teacher performance in public primary schools. Conclusively, performance appraisal is used in public primary schools in Iganga District but have a marginal impact on teacher performance. The district reports, which indicate that performance appraisal informs excellence in teacher performance, were not the case in public primary schools given the weak coefficients. It was recommended that teachers need to develop a love for the profession, the head teacher's presence in schools should be increased, and the ministry of education should invest more money in school inspections.","PeriodicalId":305882,"journal":{"name":"Journal of Research Innovation and Implications in Education","volume":"62 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-07-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114344896","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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