Pub Date : 2023-06-22DOI: 10.32350/10.32350/uer.61.01
Zofishan Amjad, A. Salahuddin, R. Shaukat
The current study attempted to explore the intersection of gender and disability in university students. It was observed that how the nexus of gender and disability shapes lives. Disability poses many problems for each individual. However, in the context of Pakistani society, the intersection of disability with gender is not explored much. The purpose of this research was to understand the differences between girls and boys as they face disability. This was a qualitative study. The students of public and private sector universities of Lahore were interviewed in this phenomenological study. A total number of eight (8) students including 4 male and 4 female students with physical and visual disability were interviewed. The gender differences were examined through qualitative thematic content analysis. The findings showed that disability tends to effect the social inclusion of the people with special needs. The nexus of disability and gender marginalize women more as compared to men. Women lose confidence which, in turn, impacts their emotional and psychological well-being. The current study is one of the very few researches which explored the intersection of gender and disability among the university students of Lahore, Pakistan. On the basis of the findings, future research could be conducted on a bigger population and with different research designs. Additionally, this study is a step in the direction of raising awareness regarding the added issues faced by girls and women with disabilities.
{"title":"Nexus of Gender and Disability: An Intersectional Study on Shaping Lives of University Students","authors":"Zofishan Amjad, A. Salahuddin, R. Shaukat","doi":"10.32350/10.32350/uer.61.01","DOIUrl":"https://doi.org/10.32350/10.32350/uer.61.01","url":null,"abstract":"The current study attempted to explore the intersection of gender and disability in university students. It was observed that how the nexus of gender and disability shapes lives. Disability poses many problems for each individual. However, in the context of Pakistani society, the intersection of disability with gender is not explored much. The purpose of this research was to understand the differences between girls and boys as they face disability. This was a qualitative study. The students of public and private sector universities of Lahore were interviewed in this phenomenological study. A total number of eight (8) students including 4 male and 4 female students with physical and visual disability were interviewed. The gender differences were examined through qualitative thematic content analysis. The findings showed that disability tends to effect the social inclusion of the people with special needs. The nexus of disability and gender marginalize women more as compared to men. Women lose confidence which, in turn, impacts their emotional and psychological well-being. The current study is one of the very few researches which explored the intersection of gender and disability among the university students of Lahore, Pakistan. On the basis of the findings, future research could be conducted on a bigger population and with different research designs. Additionally, this study is a step in the direction of raising awareness regarding the added issues faced by girls and women with disabilities.","PeriodicalId":34253,"journal":{"name":"UMT Education Review","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-06-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43324621","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 : 2023-06-22DOI: 10.32350/10.32350/uer.61.05
Rabia Aslam, Najmonnisa Khan, U. Ahmed
Generally, Chemistry is the backbone of manufacturing industries, but unfortunately in Pakistan, it is considered a difficult subject for many students, therefore they have found less motivation toward this subject and show poor performance in examinations. Constructive feedback is a technique utilized by teachers in the classroom globally to increase students’ academic performance. From the previous research, it was found that Pakistani teachers use the traditional methods of feedback to access their students’ performance. Hence, the current study aims to investigate the effects of constructive feedback on students’ academic achievement, especially in the chemistry subject. Therefore, by deploying a true-experimental research design, a sample size of 97 students of grade-IX were selected through a purposive sampling technique. Students’ academic achievement was measured through a self-made chemistry achievement test (CAT). The findings inidicated a significant result of constructive feedback on students’ academic achievement. Students’ ability group result was also found significant for academic achievement, which proved that low score achievers performed better when they received proper constructive feedback. Furthermore, these findings may contribute toteachers' ongoing professional development in terms of constructive feedback and teacher-student centered learning process.
{"title":"Constructive Feedback Intervention for Students’ Academic Achievement in Chemistry: A Case of Public Secondary Schools of Pakistan","authors":"Rabia Aslam, Najmonnisa Khan, U. Ahmed","doi":"10.32350/10.32350/uer.61.05","DOIUrl":"https://doi.org/10.32350/10.32350/uer.61.05","url":null,"abstract":"Generally, Chemistry is the backbone of manufacturing industries, but unfortunately in Pakistan, it is considered a difficult subject for many students, therefore they have found less motivation toward this subject and show poor performance in examinations. Constructive feedback is a technique utilized by teachers in the classroom globally to increase students’ academic performance. From the previous research, it was found that Pakistani teachers use the traditional methods of feedback to access their students’ performance. Hence, the current study aims to investigate the effects of constructive feedback on students’ academic achievement, especially in the chemistry subject. Therefore, by deploying a true-experimental research design, a sample size of 97 students of grade-IX were selected through a purposive sampling technique. Students’ academic achievement was measured through a self-made chemistry achievement test (CAT). The findings inidicated a significant result of constructive feedback on students’ academic achievement. Students’ ability group result was also found significant for academic achievement, which proved that low score achievers performed better when they received proper constructive feedback. Furthermore, these findings may contribute toteachers' ongoing professional development in terms of constructive feedback and teacher-student centered learning process.","PeriodicalId":34253,"journal":{"name":"UMT Education Review","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-06-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49509412","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 : 2023-06-22DOI: 10.32350/10.32350/uer.61.03
Nazia Naureen Saif, Riffat-un-Nisa Awan
Leadership as a practice involves moral and ethical elements needed to run an organization justly and effectively. Empowered teachers who possess a strong morality can change the fabric of Higher education institutions. This study was designed to examine the mediating role of psychological empowerment in the relationship between ethical leadership of department heads (as perceived by university teachers) and teachers’ moral competence. It also strived to investigate gender differences in the relationship between ethical leadership of department heads and teachers’ moral competence and empowerment. An adopted questionnaire was used for data collection. The sample consisted of 265 teachers from five public sector universities in Punjab, Pakistan. Gender differences were explored through t-test. Pearson’s moment correlation coefficient was used to determine the relationship between ethical leadership of department heads and teachers’ moral competence. Structure Equation Modeling (SEM) was used for mediation analysis. The results revealed that leaders’ ethical behavior is positively related to teachers’ psychological empowerment and moral competence. It was also found that the ethical leadership practices of male and female department heads were the same. Simultaneously, there was no gender difference was found in teachers’ moral competence. SEM results indicated that all direct effects were significant, except for ethical leadership and moral competence. The indirect effect of leadership on moral competence through the mediation of psychological empowerment was found to be significant, which suggests complete mediation.
{"title":"Fostering the Moral Competence of University Teachers through Ethical Leadership: Exploring the Mediating Role of Psychological Empowerment","authors":"Nazia Naureen Saif, Riffat-un-Nisa Awan","doi":"10.32350/10.32350/uer.61.03","DOIUrl":"https://doi.org/10.32350/10.32350/uer.61.03","url":null,"abstract":"Leadership as a practice involves moral and ethical elements needed to run an organization justly and effectively. Empowered teachers who possess a strong morality can change the fabric of Higher education institutions. This study was designed to examine the mediating role of psychological empowerment in the relationship between ethical leadership of department heads (as perceived by university teachers) and teachers’ moral competence. It also strived to investigate gender differences in the relationship between ethical leadership of department heads and teachers’ moral competence and empowerment. An adopted questionnaire was used for data collection. The sample consisted of 265 teachers from five public sector universities in Punjab, Pakistan. Gender differences were explored through t-test. Pearson’s moment correlation coefficient was used to determine the relationship between ethical leadership of department heads and teachers’ moral competence. Structure Equation Modeling (SEM) was used for mediation analysis. The results revealed that leaders’ ethical behavior is positively related to teachers’ psychological empowerment and moral competence. It was also found that the ethical leadership practices of male and female department heads were the same. Simultaneously, there was no gender difference was found in teachers’ moral competence. SEM results indicated that all direct effects were significant, except for ethical leadership and moral competence. The indirect effect of leadership on moral competence through the mediation of psychological empowerment was found to be significant, which suggests complete mediation.","PeriodicalId":34253,"journal":{"name":"UMT Education Review","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-06-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44689349","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 : 2023-06-22DOI: 10.32350/10.32350/uer.61.02
Farzana Iqbal, Maham Muzamil, M. Shiraz
Job satisfaction is a favourable feeling toward one’s job. However, job dissatisfaction is a negative feeling about a job. The purpose of the current study was to investigate and analyze the levels of job satisfaction of female and male teachers in private and public secondary schools in Lahore, Pakistan. The targeted population selected for this cross-sectional quantitative study was teachers of the private and public schools of Lahore, Pakistan. The study sample was selected through a convenience sampling design. The final sample comprised 500 male and female secondary school teachers. The survey was self-administered, based on a structured questionnaire consisting of 36 items. For data analyses, descriptive statistics and inferential statistics were used to analyze the gathered data. One-way ANOVA and an independent sample t-test were used to find the difference in job satisfactions by categorizing them according to their, experience, qualification, age, gender, and type of institution (public vs. private). The results indicated that female teachers were more satisfied than the male teachers. A significant difference was found between the job satisfactions in terms of salaries (F =2.610, p < 0.075), supervision (F = 3.534, p < 0.030), fringe benefits (F =5.761, p < 0.003), promotion (F =2.396, p < 0.092), and nature of work (F =4.400, p < 0.013). Furthermore, public secondary schools have more facilities and benefits as compared to private schools. It is suggested that the Executive District Officers (EDO) must include some strategies and teachers’ welfare packages for public or private secondary school teachers. However, future studies can indicate their research towards other factors, which might be considered as a prime predictor for teachers' job satisfaction.
{"title":"Comparative Study of Job Satisfaction of Male and Female Teachers of Private and Public Secondary Schools in Lahore, Pakistan","authors":"Farzana Iqbal, Maham Muzamil, M. Shiraz","doi":"10.32350/10.32350/uer.61.02","DOIUrl":"https://doi.org/10.32350/10.32350/uer.61.02","url":null,"abstract":"Job satisfaction is a favourable feeling toward one’s job. However, job dissatisfaction is a negative feeling about a job. The purpose of the current study was to investigate and analyze the levels of job satisfaction of female and male teachers in private and public secondary schools in Lahore, Pakistan. The targeted population selected for this cross-sectional quantitative study was teachers of the private and public schools of Lahore, Pakistan. The study sample was selected through a convenience sampling design. The final sample comprised 500 male and female secondary school teachers. The survey was self-administered, based on a structured questionnaire consisting of 36 items. For data analyses, descriptive statistics and inferential statistics were used to analyze the gathered data. One-way ANOVA and an independent sample t-test were used to find the difference in job satisfactions by categorizing them according to their, experience, qualification, age, gender, and type of institution (public vs. private). The results indicated that female teachers were more satisfied than the male teachers. A significant difference was found between the job satisfactions in terms of salaries (F =2.610, p < 0.075), supervision (F = 3.534, p < 0.030), fringe benefits (F =5.761, p < 0.003), promotion (F =2.396, p < 0.092), and nature of work (F =4.400, p < 0.013). Furthermore, public secondary schools have more facilities and benefits as compared to private schools. It is suggested that the Executive District Officers (EDO) must include some strategies and teachers’ welfare packages for public or private secondary school teachers. However, future studies can indicate their research towards other factors, which might be considered as a prime predictor for teachers' job satisfaction.","PeriodicalId":34253,"journal":{"name":"UMT Education Review","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-06-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49438729","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 : 2023-06-22DOI: 10.32350/10.32350/uer.61.04
Imdad Ullah Khan, Akbar Ali, Syed Attia Bibi
The creation of language policies is a socially embedded process that affects the socioeconomic well-being of those who live in a given language ecosystem. Unrealistic presumptions about a nation’s linguistic landscape on the part of its government run the risk of perpetuating an unequal social climate in which some demographic groups are given more possibilities for social mobility, while others are pushed into a marginalized position of powerlessness. In multilingual societies, the power structures that exist mirror the roles that various languages are given in social, educational, and other domains. The current study examines the ecology/practice of language in multilingual Indian and Indonesian contexts and strives to determine if it receives adequate reflection in the language policies (LPs) of both nations. To comprehend how multilingual social practice is managed and planned through official policy framing, it construes these situations as case studies. In social contexts where societal multilingualism is the norm, the current study takes a critically reflexive approach toward the formulation and application of policy. To determine whether there is a correlation between contentious LPs in multilingual situations and social justice, in terms of equal access to high-quality education, it links top-down government language management with local linguistic realities. Moreover, it draws its own conclusions regarding the implications of policy analysis for fair language management in multilingual contexts and teachers’ participation in policy implementation as part of their regular professional activities.
{"title":"Monoglot Ideologies in Multilingual Ecologies: Case Study of Language-in-Education Policies in India and Indonesia","authors":"Imdad Ullah Khan, Akbar Ali, Syed Attia Bibi","doi":"10.32350/10.32350/uer.61.04","DOIUrl":"https://doi.org/10.32350/10.32350/uer.61.04","url":null,"abstract":"The creation of language policies is a socially embedded process that affects the socioeconomic well-being of those who live in a given language ecosystem. Unrealistic presumptions about a nation’s linguistic landscape on the part of its government run the risk of perpetuating an unequal social climate in which some demographic groups are given more possibilities for social mobility, while others are pushed into a marginalized position of powerlessness. In multilingual societies, the power structures that exist mirror the roles that various languages are given in social, educational, and other domains. The current study examines the ecology/practice of language in multilingual Indian and Indonesian contexts and strives to determine if it receives adequate reflection in the language policies (LPs) of both nations. To comprehend how multilingual social practice is managed and planned through official policy framing, it construes these situations as case studies. In social contexts where societal multilingualism is the norm, the current study takes a critically reflexive approach toward the formulation and application of policy. To determine whether there is a correlation between contentious LPs in multilingual situations and social justice, in terms of equal access to high-quality education, it links top-down government language management with local linguistic realities. Moreover, it draws its own conclusions regarding the implications of policy analysis for fair language management in multilingual contexts and teachers’ participation in policy implementation as part of their regular professional activities.","PeriodicalId":34253,"journal":{"name":"UMT Education Review","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-06-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48830130","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}
Internships are a great opportunity for university students to engage in job-relevant activities and enhance their chances of employability. The purpose of thecurrent study was to explore the relationship betweenthe perceived value of internships and the employability skills of the students. The target population for this quantitative study comprisedgraduate level students fromthe government universities of Lahore, Pakistan. This study used a cross-sectional survey design. Its sample was based on 291 students selected through convenience sampling from fouruniversities in Lahore. The data wascollected through a self-administered andclosed-ended questionnaire.Descriptive and inferential statistics were computed using the Pearson correlation coefficient, independent sample t-test,and one-way ANOVA test. The results of the correlation betweenthe perceived value of internship and employability skills showeda significant positive correlation between them (p<0.001).The independent sample t-testshowed that the students with higher CGPA performed better in the workplace as compared to the students with lower CGPA.The results of One-wayANOVA test indicated that the students of Human Resource Management (HRM) and Information Technology(IT) performed better in terms of acquiring employability skills as compared to the banking, finance, and marketing students.These skills are essential for job employment.It is recommended that future research studies should be conducted in other areas of experiential learning. These studieswould help to emphasizethe importance of internshipsin relationto employability skills that are directly linked to the students'job opportunities.
{"title":"Impact of Perceived Value of Internship on the Employability Skills of Students at University Level","authors":"F. Shaheen, Maham Muzamil, M. Shiraz","doi":"10.32350/uer.52.03","DOIUrl":"https://doi.org/10.32350/uer.52.03","url":null,"abstract":"Internships are a great opportunity for university students to engage in job-relevant activities and enhance their chances of employability. The purpose of thecurrent study was to explore the relationship betweenthe perceived value of internships and the employability skills of the students. The target population for this quantitative study comprisedgraduate level students fromthe government universities of Lahore, Pakistan. This study used a cross-sectional survey design. Its sample was based on 291 students selected through convenience sampling from fouruniversities in Lahore. The data wascollected through a self-administered andclosed-ended questionnaire.Descriptive and inferential statistics were computed using the Pearson correlation coefficient, independent sample t-test,and one-way ANOVA test. The results of the correlation betweenthe perceived value of internship and employability skills showeda significant positive correlation between them (p<0.001).The independent sample t-testshowed that the students with higher CGPA performed better in the workplace as compared to the students with lower CGPA.The results of One-wayANOVA test indicated that the students of Human Resource Management (HRM) and Information Technology(IT) performed better in terms of acquiring employability skills as compared to the banking, finance, and marketing students.These skills are essential for job employment.It is recommended that future research studies should be conducted in other areas of experiential learning. These studieswould help to emphasizethe importance of internshipsin relationto employability skills that are directly linked to the students'job opportunities.","PeriodicalId":34253,"journal":{"name":"UMT Education Review","volume":"100 11","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-12-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41279843","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 purpose of the current study was to investigate the function of psychological safety as a mediator in the connection between servant leadership and voice behavior (promotive and prohibitive). Psychological safety partially mediates (beta value of IV-DV reduced to 0.505) and positively impacts the servant leadership. The results showed that servant leadership positively impacts psychological safety (β = 0.487**) and voice behavior (β = 0.664**). The sample consisted of 176 full-time employees of private HEC institutes in South Punjab. Both the theoretical and practical ramifications of the findings were explored.
{"title":"Promoting the Leadership Effectiveness in HEC Organizations of Southern Punjab, Pakistan","authors":"Syed Adnan Bukhari, Aqib Ali, Samreen Naeem","doi":"10.32350/uer.52.06","DOIUrl":"https://doi.org/10.32350/uer.52.06","url":null,"abstract":"The purpose of the current study was to investigate the function of psychological safety as a mediator in the connection between servant leadership and voice behavior (promotive and prohibitive). Psychological safety partially mediates (beta value of IV-DV reduced to 0.505) and positively impacts the servant leadership. The results showed that servant leadership positively impacts psychological safety (β = 0.487**) and voice behavior (β = 0.664**). The sample consisted of 176 full-time employees of private HEC institutes in South Punjab. Both the theoretical and practical ramifications of the findings were explored.","PeriodicalId":34253,"journal":{"name":"UMT Education Review","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-12-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47408347","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 process of supervision directly impacts teachers and students in a school. The current study revolved around the comparison of instructional supervision practices carried out by the principals of APS&Cs and FGEIs in Pakistan and its impact on professional development of teachers. A quantitative approach was used to conduct the current study. Sampling was carried out through multi-stage stratified random sampling technique. The study comprised 600 teachers and 120 principals from APS&Cs and FGEIs. The data was collected through questionnaires and the reliability was .871 and .766 respectively. Statistical techniques for instance, t-test, standard deviation, and mean were used for the analysis of acquired data. The findings of the study revealed that the concept of supervision is a much broader phenomenon than inspection. Moreover, it is the duty of the heads of institutions to develop interactive, healthy, and accommodating environment for teachers. The principals need to utilize available resources in institutions in such a way that it results in overall enhancement of teaching-learning process. Moreover, the head of institutions should collaborate and guide the teachers. It would help the teachers to reinforce their competencies in field of teaching which would ultimately result in overall performance.
{"title":"Principal as Instructional Supervisor: Role of Supervisory Practices in Professional Development of APS&CS and FGEIS Teachers","authors":"Sayyam Bin Saeed, NoorUl Ain","doi":"10.32350/uer.52.08","DOIUrl":"https://doi.org/10.32350/uer.52.08","url":null,"abstract":"The process of supervision directly impacts teachers and students in a school. The current study revolved around the comparison of instructional supervision practices carried out by the principals of APS&Cs and FGEIs in Pakistan and its impact on professional development of teachers. A quantitative approach was used to conduct the current study. Sampling was carried out through multi-stage stratified random sampling technique. The study comprised 600 teachers and 120 principals from APS&Cs and FGEIs. The data was collected through questionnaires and the reliability was .871 and .766 respectively. Statistical techniques for instance, t-test, standard deviation, and mean were used for the analysis of acquired data. The findings of the study revealed that the concept of supervision is a much broader phenomenon than inspection. Moreover, it is the duty of the heads of institutions to develop interactive, healthy, and accommodating environment for teachers. The principals need to utilize available resources in institutions in such a way that it results in overall enhancement of teaching-learning process. Moreover, the head of institutions should collaborate and guide the teachers. It would help the teachers to reinforce their competencies in field of teaching which would ultimately result in overall performance.","PeriodicalId":34253,"journal":{"name":"UMT Education Review","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-12-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42569034","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 to determine the degree to which differences were present in the distribution of Instructional Leadership dollars spent per student at the elementary, middle, and high school levels for the 2009-2010 through the 2018-2019 school years in Texas. Texas statewide data for all public schools were obtained from the Texas Education Agency. Because archival data were analyzed, a causal-comparative research design was present. To determine whether statistically significant differences were present in Instructional Leadership dollars spent by school level, inferential statistical procedures were calculated for each school year. Statistically significant differences were established for each school year. The amount of Instructional Leadership dollars spent per pupil were highest at the high school level, followed by the middle school level, and were lowest at the elementary school level. From the 2009-2010 school year through the 2018-2019 school year, expenditures for elementary, middle, and high schools across the State of Texas increased by only $42, $40, and $48, respectively. As such, the Instructional Leadership funding did not keep up with the rate of inflation in this time period.Implications and recommendations for future research were discussed.
{"title":"Instructional Leadership Expenditures at Texas Schools: A Multiyear, Statewide Analysis","authors":"Tania M. Merik, J. Slate","doi":"10.32350/uer.52.02","DOIUrl":"https://doi.org/10.32350/uer.52.02","url":null,"abstract":"This study was conducted to determine the degree to which differences were present in the distribution of Instructional Leadership dollars spent per student at the elementary, middle, and high school levels for the 2009-2010 through the 2018-2019 school years in Texas. Texas statewide data for all public schools were obtained from the Texas Education Agency. Because archival data were analyzed, a causal-comparative research design was present. To determine whether statistically significant differences were present in Instructional Leadership dollars spent by school level, inferential statistical procedures were calculated for each school year. Statistically significant differences were established for each school year. The amount of Instructional Leadership dollars spent per pupil were highest at the high school level, followed by the middle school level, and were lowest at the elementary school level. From the 2009-2010 school year through the 2018-2019 school year, expenditures for elementary, middle, and high schools across the State of Texas increased by only $42, $40, and $48, respectively. As such, the Instructional Leadership funding did not keep up with the rate of inflation in this time period.Implications and recommendations for future research were discussed. \u0000 ","PeriodicalId":34253,"journal":{"name":"UMT Education Review","volume":"259 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-12-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41272134","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 attempted to map the relationship between corporal punishment and student motivation in public secondary schools of District Muzaffargarh, Punjab, Pakistan. This study hypothesized that there is no significant relationship between corporal punishment and student motivation in public secondary schools. It was also hypothesized that there is no significant difference between urban and rural secondary schools’ students as to facing the corporal punishment and their level of motivation. For this purpose, a correlational research design was adopted to conduct a quantitative survey. Two self-developed questionnaires were used to collect data from students selected via simple random sampling. The reliability of both questionnaires was acceptable according to the prescribed benchmarks. Simple linear regression and independent sample t-test were applied to analyze the collected data. The findings suggested that there is no relationship between corporal punishment and the motivation level of students. The finding of this study further suggested that students of rural secondary schools were facing more corporal punishment in contrast to the urban students, and consequently, their level of motivation was low. On the basis of the findings, it is recommended that strong measures should be taken by the concerned school to avoid corporal punishment, especially in rural schools.
{"title":"Analyzing the Relationship between Corporal Punishment and Student Motivation in Public Secondary Schools of District Muzaffargarh, Punjab","authors":"A. Zulfqar, B. Hussain, Nadia Gilani","doi":"10.32350/uer.52.07","DOIUrl":"https://doi.org/10.32350/uer.52.07","url":null,"abstract":"The current study attempted to map the relationship between corporal punishment and student motivation in public secondary schools of District Muzaffargarh, Punjab, Pakistan. This study hypothesized that there is no significant relationship between corporal punishment and student motivation in public secondary schools. It was also hypothesized that there is no significant difference between urban and rural secondary schools’ students as to facing the corporal punishment and their level of motivation. For this purpose, a correlational research design was adopted to conduct a quantitative survey. Two self-developed questionnaires were used to collect data from students selected via simple random sampling. The reliability of both questionnaires was acceptable according to the prescribed benchmarks. Simple linear regression and independent sample t-test were applied to analyze the collected data. The findings suggested that there is no relationship between corporal punishment and the motivation level of students. The finding of this study further suggested that students of rural secondary schools were facing more corporal punishment in contrast to the urban students, and consequently, their level of motivation was low. On the basis of the findings, it is recommended that strong measures should be taken by the concerned school to avoid corporal punishment, especially in rural schools.","PeriodicalId":34253,"journal":{"name":"UMT Education Review","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-12-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41932521","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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