Pub Date : 2022-05-30DOI: 10.37870/joqie.v12i19.319
M. Hasan, Zakir Hosen
Evaluating the service quality of higher educational institutions in Bangladesh has become crucial to ensure continuous improvement and strategy development for tertiary education sector. The present study has aimed to investigate the influence of higher education service quality dimensions on student satisfaction and student loyalty. Moreover, the study also tests the mediating impact of university reputation and external prestige between university service quality and satisfaction and loyalty. The research work has shown the performance of selected public universities in higher education service quality dimensions. Data has been collected through a structured questionnaire from a sample of 390 graduate and undergraduate students of two public universities of Bangladesh. The study reflects that the performance on service quality dimensions of selected public universities is not satisfactory. The results of the study have shown that Teaching, Support services, Library and lab facilities and internationalization have significant influence on student satisfaction except Administrative service and Hostel facilities. Teaching, Administrative services, Library and lab facilities and Internationalization have significant influence on student Loyalty. The mediating analysis has shown that student satisfaction partially mediates between service quality and student loyalty. The results of the study have also indicated that university reputation and external prestige partially mediate between service quality and student satisfaction and loyalty. The previous studies which measure service quality of Bangladeshi higher educational institutions have applied SERVQUAL model which is not absolutely suitable for an educational institution. However, this study has applied higher education service quality model which has been uniquely developed to measure service quality of higher educational institutions.
{"title":"Influence of University Service Quality on Student Satisfaction and Loyalty in Bangladesh","authors":"M. Hasan, Zakir Hosen","doi":"10.37870/joqie.v12i19.319","DOIUrl":"https://doi.org/10.37870/joqie.v12i19.319","url":null,"abstract":"Evaluating the service quality of higher educational institutions in Bangladesh has become crucial to ensure continuous improvement and strategy development for tertiary education sector. The present study has aimed to investigate the influence of higher education service quality dimensions on student satisfaction and student loyalty. Moreover, the study also tests the mediating impact of university reputation and external prestige between university service quality and satisfaction and loyalty. The research work has shown the performance of selected public universities in higher education service quality dimensions. Data has been collected through a structured questionnaire from a sample of 390 graduate and undergraduate students of two public universities of Bangladesh. The study reflects that the performance on service quality dimensions of selected public universities is not satisfactory. The results of the study have shown that Teaching, Support services, Library and lab facilities and internationalization have significant influence on student satisfaction except Administrative service and Hostel facilities. Teaching, Administrative services, Library and lab facilities and Internationalization have significant influence on student Loyalty. The mediating analysis has shown that student satisfaction partially mediates between service quality and student loyalty. The results of the study have also indicated that university reputation and external prestige partially mediate between service quality and student satisfaction and loyalty. The previous studies which measure service quality of Bangladeshi higher educational institutions have applied SERVQUAL model which is not absolutely suitable for an educational institution. However, this study has applied higher education service quality model which has been uniquely developed to measure service quality of higher educational institutions.","PeriodicalId":32732,"journal":{"name":"The Journal of Quality in Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-05-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47988042","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}
Pub Date : 2022-05-30DOI: 10.37870/joqie.v12i19.310
Chinaza Uleanya, J. Alex
Sequel to the outbreak of the COVID-19 pandemic, many institutions of learning: primary, secondary schools and universities across the world, regardless of their location have seen the urgent need to transit from onsite to online teaching. Meanwhile, many institutions of learning especially those in rural areas with limited infrastructures, and students are unprepared for such. This is envisaged to negatively impact the learning abilities of students. Hence, this study explored the acceptance and preparedness of students for self-regulated online learning, using a purposively selected South African Rural Higher Institution of Learning (SARHIL). Quantitative method was adopted for data collection in the study. Data was collected from 274 randomly selected undergraduates studying at the selected rural university. The statistical software SPSS version 25 was used to analyse the collected data using descriptive statistics. The finding of the study showed that students from the selected rural university are unprepared for self- regulated learning due to different factors and lack of support. The study recommends amongst others that students should be motivated using various means to embrace self-regulated learning especially as it concerns the current trend in the global world.
{"title":"Student satisfaction with access and infrastructure in preparation for self-regulated online learning in South African rural Universities","authors":"Chinaza Uleanya, J. Alex","doi":"10.37870/joqie.v12i19.310","DOIUrl":"https://doi.org/10.37870/joqie.v12i19.310","url":null,"abstract":"Sequel to the outbreak of the COVID-19 pandemic, many institutions of learning: primary, secondary schools and universities across the world, regardless of their location have seen the urgent need to transit from onsite to online teaching. Meanwhile, many institutions of learning especially those in rural areas with limited infrastructures, and students are unprepared for such. This is envisaged to negatively impact the learning abilities of students. Hence, this study explored the acceptance and preparedness of students for self-regulated online learning, using a purposively selected South African Rural Higher Institution of Learning (SARHIL). Quantitative method was adopted for data collection in the study. Data was collected from 274 randomly selected undergraduates studying at the selected rural university. The statistical software SPSS version 25 was used to analyse the collected data using descriptive statistics. The finding of the study showed that students from the selected rural university are unprepared for self- regulated learning due to different factors and lack of support. The study recommends amongst others that students should be motivated using various means to embrace self-regulated learning especially as it concerns the current trend in the global world.","PeriodicalId":32732,"journal":{"name":"The Journal of Quality in Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-05-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43287727","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}
Pub Date : 2022-05-30DOI: 10.37870/joqie.v12i19.314
Hicham Laabidi, Y. Laabidi
To prepare students to face the challenges of the twenty-first century, teachers should integrate computer technologies into their teaching practices. These modern technologies are very beneficial for both teachers and students. They help teachers develop professional through the use of various ways of teaching. Students, on the other hand, can increase their achievements in the sense that they access several materials. The use of ICT in classroom practices is extremely significant for providing opportunities for students to function appropriately in an information age. This paper aims to explore the effect of the gender factor on English professors’ use of computer technologies in Moroccan higher education institutions. Descriptive analysis of means, and standard deviations were employed to analyse the collected data. Also, inferential statistics, especially the Independent-samples t- test, were used to determine the impact of gender on ICT implementation in the classrooms. The findings revealed that there were statistically significant differences in the means of males and females when using ICT in their classroom practices, t (161) = -3.921, p< 0.05.
{"title":"The Impact of Gender on English Professors’ Use of Computer Technologies in Moroccan Universities","authors":"Hicham Laabidi, Y. Laabidi","doi":"10.37870/joqie.v12i19.314","DOIUrl":"https://doi.org/10.37870/joqie.v12i19.314","url":null,"abstract":"To prepare students to face the challenges of the twenty-first century, teachers should integrate computer technologies into their teaching practices. These modern technologies are very beneficial for both teachers and students. They help teachers develop professional through the use of various ways of teaching. Students, on the other hand, can increase their achievements in the sense that they access several materials. The use of ICT in classroom practices is extremely significant for providing opportunities for students to function appropriately in an information age. This paper aims to explore the effect of the gender factor on English professors’ use of computer technologies in Moroccan higher education institutions. Descriptive analysis of means, and standard deviations were employed to analyse the collected data. Also, inferential statistics, especially the Independent-samples t- test, were used to determine the impact of gender on ICT implementation in the classrooms. The findings revealed that there were statistically significant differences in the means of males and females when using ICT in their classroom practices, t (161) = -3.921, p< 0.05.","PeriodicalId":32732,"journal":{"name":"The Journal of Quality in Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-05-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46926517","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}
Pub Date : 2022-05-30DOI: 10.37870/joqie.v12i19.299
Hanane Aboulghazi
The present research paper examines how Moroccan political public authorities’ communication strategies influence Moroccan male and female publics’ feedback, and the perception of government’s crisis response strategies in light of a new atmosphere, a new condition at the pandemic time of the coronavirus Covid-19. By collecting data from 132 Moroccan internet users via online survey, which was conducted between May and June, 2020, after the declaration of the state of emergency, the present study gathered concrete information and viewpoints regarding Moroccan male and female internet users’ feedback about political leaders’ communication strategies; trust in different sources and media channels, and perception of the Moroccan political leaders’ crisis communication management. The findings of the study have revealed that younger male and female publics, who got news from social media, had negative views of authority messages, and expressed more negative opinions of the government’s crisis response and communication strategies as weeks went by. Therefore, trust in public authorities’ decreased as the crisis evolves. Other age group, 60 years or older of the respondents get information about the crisis from institutional political sources and mainstream news media, which have been more aligned with authorities’ information at the start of the health crisis. In addition, women have used multiple media platforms, but they have less direct access to information than do men. While some progress has been made in women’s political use of information and news consumption during the outbreak on social media, on the overall, the participation of women in both feedback and news consumption is still very limited in Morocco.
{"title":"Covid-19 Crisis Communication Management in Morocco","authors":"Hanane Aboulghazi","doi":"10.37870/joqie.v12i19.299","DOIUrl":"https://doi.org/10.37870/joqie.v12i19.299","url":null,"abstract":"The present research paper examines how Moroccan political public authorities’ communication strategies influence Moroccan male and female publics’ feedback, and the perception of government’s crisis response strategies in light of a new atmosphere, a new condition at the pandemic time of the coronavirus Covid-19. By collecting data from 132 Moroccan internet users via online survey, which was conducted between May and June, 2020, after the declaration of the state of emergency, the present study gathered concrete information and viewpoints regarding Moroccan male and female internet users’ feedback about political leaders’ communication strategies; trust in different sources and media channels, and perception of the Moroccan political leaders’ crisis communication management. The findings of the study have revealed that younger male and female publics, who got news from social media, had negative views of authority messages, and expressed more negative opinions of the government’s crisis response and communication strategies as weeks went by. Therefore, trust in public authorities’ decreased as the crisis evolves. Other age group, 60 years or older of the respondents get information about the crisis from institutional political sources and mainstream news media, which have been more aligned with authorities’ information at the start of the health crisis. In addition, women have used multiple media platforms, but they have less direct access to information than do men. While some progress has been made in women’s political use of information and news consumption during the outbreak on social media, on the overall, the participation of women in both feedback and news consumption is still very limited in Morocco.","PeriodicalId":32732,"journal":{"name":"The Journal of Quality in Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-05-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43185993","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}
Pub Date : 2021-12-07DOI: 10.37870/joqie.v11i18.268
Mohamed Benhima
This study aims to investigate some linguistic features of the SABEER report on Moroccan Teachers by the World Bank (2017) as educational development discourse. The approach adopted is that of Critical Discourse Analysis and the Hallidayan Functional framework. More specifically, the report was analysed in terms of labelling, nominalization, passivation, and modality. The results show that the report uses special vocabulary to portray that teachers' situation is in crisis and needs reform. Hence, it is recommended that reports on development discourse should not be taken for granted. It is used to justify the needs for loans granted by some international organizations.
{"title":"Critical Discourse Analysis of the World Bank’s Report on Teacher Status in Morocco","authors":"Mohamed Benhima","doi":"10.37870/joqie.v11i18.268","DOIUrl":"https://doi.org/10.37870/joqie.v11i18.268","url":null,"abstract":"This study aims to investigate some linguistic features of the SABEER report on Moroccan Teachers by the World Bank (2017) as educational development discourse. The approach adopted is that of Critical Discourse Analysis and the Hallidayan Functional framework. More specifically, the report was analysed in terms of labelling, nominalization, passivation, and modality. The results show that the report uses special vocabulary to portray that teachers' situation is in crisis and needs reform. Hence, it is recommended that reports on development discourse should not be taken for granted. It is used to justify the needs for loans granted by some international organizations.","PeriodicalId":32732,"journal":{"name":"The Journal of Quality in Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-12-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45463486","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}
Pub Date : 2021-12-07DOI: 10.37870/joqie.v11i18.277
Abdesselam Mili, Jaouad Erouihane, Lahcen Toubi
La formation continue des enseignants au Maroc a pris des formes multiples et diversifiées sur le plan organisationnel et fonctionnel. Aussi le recours à la formation continue reste-t-il, malgré tout, faible et n’atteint généralement pas les résultats escomptés. Actuellement, les CRMEF[1] sont les seules entités chargées de la formation du personnel du MEN[2] (enseignants, administrateurs, techniciens…). Cette mission, parmi d’autres, attribuée aux CRMEF est dans sa phase d’implémentation. En effet, la formation continue des enseignants, qui constitue la mission phare des CRMEF, n’a pas encore pris l’élan qu’il faut. S’agit-il d’un blocage institutionnel, financier, ou pédagogique ? Rappelons que, selon le décret en vigueur, les CRMEF et les AREF[3] doivent coordonner entre eux pour réaliser cette mission. Or, il est plus facile de dire que de faire. Nous allons montrer à travers l’expérimentation du dispositif de formation continue de la langue française durant l’année scolaire 2014/2015, l’importance de la prise en compte de certaines dispositions notamment : la qualité du dispositif de formation, le type de motivation attendu par les bénéficiaires, le processus de changement des représentations des concernés, pour garantir une formation qui pourrait avoir un impact positif sur le système. La nature de la nouvelle formule de formation est permanente, hebdomadaire et assurée au CRMEF selon un créneau horaire négocié. [1] Les centres régionaux des métiers de l’Education et de la Formation. [2] Ministère de l’Education Nationale et de la Formation professionnelle. [3] Académie Régionale de l’Education et la Formation.
{"title":"Les enjeux de la formation continue des enseignants dans les Centres Régionaux des Métiers de l’Education et de la Formation (CRMEF) au Maroc","authors":"Abdesselam Mili, Jaouad Erouihane, Lahcen Toubi","doi":"10.37870/joqie.v11i18.277","DOIUrl":"https://doi.org/10.37870/joqie.v11i18.277","url":null,"abstract":"La formation continue des enseignants au Maroc a pris des formes multiples et diversifiées sur le plan organisationnel et fonctionnel. Aussi le recours à la formation continue reste-t-il, malgré tout, faible et n’atteint généralement pas les résultats escomptés. Actuellement, les CRMEF[1] sont les seules entités chargées de la formation du personnel du MEN[2] (enseignants, administrateurs, techniciens…). Cette mission, parmi d’autres, attribuée aux CRMEF est dans sa phase d’implémentation. En effet, la formation continue des enseignants, qui constitue la mission phare des CRMEF, n’a pas encore pris l’élan qu’il faut. S’agit-il d’un blocage institutionnel, financier, ou pédagogique ? Rappelons que, selon le décret en vigueur, les CRMEF et les AREF[3] doivent coordonner entre eux pour réaliser cette mission. Or, il est plus facile de dire que de faire. Nous allons montrer à travers l’expérimentation du dispositif de formation continue de la langue française durant l’année scolaire 2014/2015, l’importance de la prise en compte de certaines dispositions notamment : la qualité du dispositif de formation, le type de motivation attendu par les bénéficiaires, le processus de changement des représentations des concernés, pour garantir une formation qui pourrait avoir un impact positif sur le système. La nature de la nouvelle formule de formation est permanente, hebdomadaire et assurée au CRMEF selon un créneau horaire négocié. \u0000 \u0000[1] Les centres régionaux des métiers de l’Education et de la Formation. \u0000[2] Ministère de l’Education Nationale et de la Formation professionnelle. \u0000[3] Académie Régionale de l’Education et la Formation.","PeriodicalId":32732,"journal":{"name":"The Journal of Quality in Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-12-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49181104","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}
Pub Date : 2021-12-07DOI: 10.37870/joqie.v11i18.274
Soufian Azouaghe, Adeyemi Adetula, Patrick Forscher, Dana Basnight Brown, Nihal Ouherrou, Abdelilah Charyate, Hans Ijzerman
La qualité de la recherche scientifique s’évalue non seulement par son impact positif sur le développement socio-économique et le bien-être humain, mais également par sa contribution à l’élaboration des connaissances scientifiques valides et fiables. De ce fait, les chercheurs, quelle que soit leur discipline scientifique, sont censés adopter des pratiques de recherche basées sur la transparence et la rigueur. Or l’histoire des sciences et la littérature scientifique nous apprennent qu’une part importante des résultats scientifiques n’est pas reproductible de façon systématique (Ioannidis, 2005)1. Cela renvoie à ce qui est communément connu sous le nom de la « crise de réplication » qui concerne aussi bien les sciences de la nature que les sciences humaines et sociales, dont la psychologie ne fait pas exception. Dans cet article, nous présentons d’abord certains aspects de la crise de réplication et les pratiques de recherche douteuses. Puis, nous abordons la manière dont nous pouvons impliquer plus de laboratoires en Afrique dans la recherche scientifique mondiale, notamment le Psychological Science Accelerator (PSA). Dans ce sens, nous développerons un tutoriel pour les laboratoires en Afrique, en mettant en avant les pratiques de la science ouverte. Enfin, nous discutons de comment rendre la science psychologique plus participative et inclusive.
{"title":"Psychologie et science ouverte en Afrique : pourquoi est-elle nécessaire et comment peut-on l’implanter ?","authors":"Soufian Azouaghe, Adeyemi Adetula, Patrick Forscher, Dana Basnight Brown, Nihal Ouherrou, Abdelilah Charyate, Hans Ijzerman","doi":"10.37870/joqie.v11i18.274","DOIUrl":"https://doi.org/10.37870/joqie.v11i18.274","url":null,"abstract":"La qualité de la recherche scientifique s’évalue non seulement par son impact positif sur le développement socio-économique et le bien-être humain, mais également par sa contribution à l’élaboration des connaissances scientifiques valides et fiables. De ce fait, les chercheurs, quelle que soit leur discipline scientifique, sont censés adopter des pratiques de recherche basées sur la transparence et la rigueur. Or l’histoire des sciences et la littérature scientifique nous apprennent qu’une part importante des résultats scientifiques n’est pas reproductible de façon systématique (Ioannidis, 2005)1. Cela renvoie à ce qui est communément connu sous le nom de la « crise de réplication » qui concerne aussi bien les sciences de la nature que les sciences humaines et sociales, dont la psychologie ne fait pas exception. \u0000Dans cet article, nous présentons d’abord certains aspects de la crise de réplication et les pratiques de recherche douteuses. Puis, nous abordons la manière dont nous pouvons impliquer plus de laboratoires en Afrique dans la recherche scientifique mondiale, notamment le Psychological Science Accelerator (PSA). Dans ce sens, nous développerons un tutoriel pour les laboratoires en Afrique, en mettant en avant les pratiques de la science ouverte. Enfin, nous discutons de comment rendre la science psychologique plus participative et inclusive.","PeriodicalId":32732,"journal":{"name":"The Journal of Quality in Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-12-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49569147","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}
Pub Date : 2021-12-07DOI: 10.37870/joqie.v11i18.272
J. M. Musyoki, U. Okoth, J. Kalai, Joshua A Okumbe
Transformational leadership is an ideal characteristic which enables the principals to engage with followers and raise consciousness about the significance of specific outcomes and new ways in which those outcomes might be achieved. The purpose of this study was to investigate the influence of principals’ intellectual stimulation on student academic performance in Kenya Certificate Secondary Examination (K.C.S.E) in Makueni County, Kenya. The objective that guided the study was to: assess how the principals’ intellectual stimulation influences students results at Kenya Certificate of Secondary Education. with the hypothesis that there is no relationship between principals’ intellectual stimulation with students’ mean scores at Kenya Certificate of Secondary Education Makueni County, Kenya. The study used transformational leadership theory by Burns (1978) which has four dimensions namely idealized influence, inspirational motivation, intellectual stimulation and individual consideration; all of which are critical in determining academic achievement. The conceptual framework of this study is based on the relationship between the principal transformational with academic performance. The sample comprised of 111 principals, 729 teachers and 12 Ministry of Education officials drawn from 388 secondary schools. Questionnaires and interview guide were used to collect data. Validation of the questionnaires were through test re-test method and use of expert judgment. The coefficient value was 0.85 at alpha = 0.05. Data was analysed using both descriptive Pearson’s correlation coefficient that test showed a strong correlation for Intellectual stimulation and KCSE students’ mean scores. The result indicated a negative and strong correlation between intellection stimulation and students’ KCSE performance (r=-.195, p-value<0.05) respectively. It was concluded that principals’ collective sense of mission and valuing ideas of the followers increased performance. The following recommendations were made: KEMI to carry out transformational leadership seminars for the principals on intellectual practices. The Ministry of Education Policy makers should establish policies on transformational leadership. Teacher trainers especially the universities ought to review curriculum to include analysis of school managers and also have simulated situations.
{"title":"Influence of Principals’ Intellectual Stimulation on Students’ Performance at Kenya Certificate of Secondary Education in Public Secondary Schools, Kenya","authors":"J. M. Musyoki, U. Okoth, J. Kalai, Joshua A Okumbe","doi":"10.37870/joqie.v11i18.272","DOIUrl":"https://doi.org/10.37870/joqie.v11i18.272","url":null,"abstract":"Transformational leadership is an ideal characteristic which enables the principals to engage with followers and raise consciousness about the significance of specific outcomes and new ways in which those outcomes might be achieved. The purpose of this study was to investigate the influence of principals’ intellectual stimulation on student academic performance in Kenya Certificate Secondary Examination (K.C.S.E) in Makueni County, Kenya. The objective that guided the study was to: assess how the principals’ intellectual stimulation influences students results at Kenya Certificate of Secondary Education. with the hypothesis that there is no relationship between principals’ intellectual stimulation with students’ mean scores at Kenya Certificate of Secondary Education Makueni County, Kenya. The study used transformational leadership theory by Burns (1978) which has four dimensions namely idealized influence, inspirational motivation, intellectual stimulation and individual consideration; all of which are critical in determining academic achievement. The conceptual framework of this study is based on the relationship between the principal transformational with academic performance. The sample comprised of 111 principals, 729 teachers and 12 Ministry of Education officials drawn from 388 secondary schools. Questionnaires and interview guide were used to collect data. Validation of the questionnaires were through test re-test method and use of expert judgment. The coefficient value was 0.85 at alpha = 0.05. Data was analysed using both descriptive Pearson’s correlation coefficient that test showed a strong correlation for Intellectual stimulation and KCSE students’ mean scores. The result indicated a negative and strong correlation between intellection stimulation and students’ KCSE performance (r=-.195, p-value<0.05) respectively. It was concluded that principals’ collective sense of mission and valuing ideas of the followers increased performance. The following recommendations were made: KEMI to carry out transformational leadership seminars for the principals on intellectual practices. The Ministry of Education Policy makers should establish policies on transformational leadership. Teacher trainers especially the universities ought to review curriculum to include analysis of school managers and also have simulated situations.","PeriodicalId":32732,"journal":{"name":"The Journal of Quality in Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-12-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42611570","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}
Pub Date : 2021-12-07DOI: 10.37870/joqie.v11i18.276
H. Rachidi, Nezha EL MAHMOUHI
La qualité de service public est devenue une nécessité au département de l’Education Nationale du Maroc. La Direction des Ressources Humaines et de la formation des cadres a lancé une étude analytique quantitative et qualitative sur les contraintes et les conditions ergonomiques de travail ainsi que les besoins de ses fonctionnaires. La principale contrainte relevée s’est focalisée sur une actualisation discontinue du système informatique de la gestion intégrée du personnel, avec un taux d’insatisfaction de 61.76%. De même, le besoin le plus demandé est la formation continue en informatique, avec un taux de 85.29%. La nécessité d’analyser et développer les compétences des fonctionnaires ainsi que leurs satisfactions personnelles et professionnelles est une nécessité absolue.
{"title":"Le capital humain facteur déterminant de la qualité de service public au Ministère de l’Education Nationale du Maroc","authors":"H. Rachidi, Nezha EL MAHMOUHI","doi":"10.37870/joqie.v11i18.276","DOIUrl":"https://doi.org/10.37870/joqie.v11i18.276","url":null,"abstract":"La qualité de service public est devenue une nécessité au département de l’Education Nationale du Maroc. La Direction des Ressources Humaines et de la formation des cadres a lancé une étude analytique quantitative et qualitative sur les contraintes et les conditions ergonomiques de travail ainsi que les besoins de ses fonctionnaires. La principale contrainte relevée s’est focalisée sur une actualisation discontinue du système informatique de la gestion intégrée du personnel, avec un taux d’insatisfaction de 61.76%. De même, le besoin le plus demandé est la formation continue en informatique, avec un taux de 85.29%. La nécessité d’analyser et développer les compétences des fonctionnaires ainsi que leurs satisfactions personnelles et professionnelles est une nécessité absolue.","PeriodicalId":32732,"journal":{"name":"The Journal of Quality in Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-12-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42860401","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}
Pub Date : 2021-12-07DOI: 10.37870/joqie.v11i18.267
Zahra EL AOURI
This paper explores from a qualitative perspective the use of language learning strategies by Moroccan university EFL science students. Actually, it is part of a larger mixed method design research; however, the focus in this paper is just on the qualitative part so that a deep analysis of the informants’ introspections on their language learning process is provided. The aim of this study is to delve deeply in students’ use of language learning strategies and their motivation for learning English and how it relates to their strategy use. To collect data, 60 university students randomly drawn from six science-oriented majors participated in a semi-structured interview which focused on their motivation and their use of language learning strategies to learn English. Then, the interviews were first categorized in themes to have a clear picture of the informants’ use of the different language learning strategies and the different types of their motivation to learn English, and second these themes were analyzed using the content analysis method. The results demonstrate that students use a variety of language learning strategies in different degrees and they exhibit different types of motivation to learn English. This study yields a number of implications both for pedagogical purposes and for further research.
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