Pub Date : 2023-06-02DOI: 10.9734/jesbs/2023/v36i81242
Anteson Daniel Shamo
The study adopted a quantitative and qualitative case study approach to investigate the impact of transformational leadership characteristics on leaders in University of Education, Winneba, Ghana. Two assumptions accompanied the study. The conceptual framework of the state government work environment and the transformational theory by Avolio and Bass was adopted in this study. The study employed the non-experimental case study design. The target population was all people running administrative duties in University of Education, Winneba. Multi-stage sampling technique was employed by using purposive sampling and convenience sampling to sample the universities and the participants respectively. Fifty participants were single out in this study. The study adopted Avolio and Bass Multifactor leadership questionnaire (MLQ) together with an interview guide as a supplementary instrument for the study. Data from the respondents was analyzed using inferential statistics t-test to evaluate the difference between the means of two different groups on the major transformational leadership features descriptive statistics include mean, standard deviation, and calculated probability (p-value) using the SPSS19.0. It was found that demographic features of an individual such as gender and marital status affect their transformational leadership styles. It was also unveiled that the leaders’ exhibit transformational leadership features such as spending time to teach and coach followers; paying attentiveness to each individual follower’s demand for accomplishment and growth, and identifying the capabilities and limitations of followers. The independent t-Test revealed that the leaders’ exhibit the four I’s of transformational leadership frequently. Finally it was established that leaders should mobilize followers’ commitment to achieve results beyond what would normally be expected and emphasize ethics with symbolic actions to ensure leadership development in Ghanaian universities. It was recommended that University of Education, Winneba should provide male and females with equal education on regular basis in order for them to build upon their prerequisite skills at the same level to unravel the notion that school administration is gender sensitive. Also, administrators, HODs and deans in University of Education, Winneba should primarily exhibit the transformational leadership features in their administration to enhance the efficient acquisition of the institutional needs and wants.
本研究采用定量和定性的案例研究方法来调查变革型领导特征对加纳温内巴教育大学领导者的影响。这项研究有两个假设。本研究采用州政府工作环境的概念框架和Avolio和Bass的转型理论。本研究采用非实验案例研究设计。研究对象为温内巴教育大学的行政管理人员。采用多阶段抽样技术，对高校和被调查者分别采用目的抽样和方便抽样。在这项研究中，50名参与者被挑选出来。本研究采用了Avolio and Bass多因素领导力问卷(MLQ)和访谈指南作为研究的辅助工具。采用推理统计t检验对被调查者的数据进行分析，以评估两组在变革型领导主要特征上的均值差异。描述性统计包括均值、标准差和计算概率(p值)，使用SPSS19.0。研究发现，个人的人口统计学特征，如性别和婚姻状况，会影响他们的变革型领导风格。研究还发现，这些领导者表现出变革型领导的特点，比如花时间教导和指导追随者;关注每个追随者对成就和成长的需求，并确定追随者的能力和局限性。独立t检验结果显示，变革型领导的4个I特征在领导者中频繁出现。最后，确定领导者应该动员追随者的承诺，以实现超出通常预期的结果，并以象征性的行动强调道德，以确保加纳大学的领导力发展。有人建议温内巴教育大学应定期为男女提供平等的教育，以便他们在同一水平上建立必要的技能，以消除学校管理对性别敏感的观念。此外，温内巴教育大学的管理人员、主任和院长在管理中应主要表现出变革型领导的特征，以提高对机构需求和愿望的有效获取。
{"title":"Impact of Transformational Leadership Characteristics on Leaders of University of Education, Winneba, Ghana","authors":"Anteson Daniel Shamo","doi":"10.9734/jesbs/2023/v36i81242","DOIUrl":"https://doi.org/10.9734/jesbs/2023/v36i81242","url":null,"abstract":"The study adopted a quantitative and qualitative case study approach to investigate the impact of transformational leadership characteristics on leaders in University of Education, Winneba, Ghana. Two assumptions accompanied the study. The conceptual framework of the state government work environment and the transformational theory by Avolio and Bass was adopted in this study. The study employed the non-experimental case study design. The target population was all people running administrative duties in University of Education, Winneba. Multi-stage sampling technique was employed by using purposive sampling and convenience sampling to sample the universities and the participants respectively. Fifty participants were single out in this study. The study adopted Avolio and Bass Multifactor leadership questionnaire (MLQ) together with an interview guide as a supplementary instrument for the study. Data from the respondents was analyzed using inferential statistics t-test to evaluate the difference between the means of two different groups on the major transformational leadership features descriptive statistics include mean, standard deviation, and calculated probability (p-value) using the SPSS19.0. It was found that demographic features of an individual such as gender and marital status affect their transformational leadership styles. It was also unveiled that the leaders’ exhibit transformational leadership features such as spending time to teach and coach followers; paying attentiveness to each individual follower’s demand for accomplishment and growth, and identifying the capabilities and limitations of followers. The independent t-Test revealed that the leaders’ exhibit the four I’s of transformational leadership frequently. Finally it was established that leaders should mobilize followers’ commitment to achieve results beyond what would normally be expected and emphasize ethics with symbolic actions to ensure leadership development in Ghanaian universities. It was recommended that University of Education, Winneba should provide male and females with equal education on regular basis in order for them to build upon their prerequisite skills at the same level to unravel the notion that school administration is gender sensitive. Also, administrators, HODs and deans in University of Education, Winneba should primarily exhibit the transformational leadership features in their administration to enhance the efficient acquisition of the institutional needs and wants.","PeriodicalId":394178,"journal":{"name":"Journal of Education, Society and Behavioural Science","volume":"130 3 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124282582","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 : 2023-05-30DOI: 10.9734/jesbs/2023/v36i71241
None Sutarto, None Indrawati, Iwan Wicaksono
Science, Technology, Engineering, and Mathematics Contextual Problem (STEM-CP) canbe used as a basis for the development of models and media forscience learning whose theoreticaldiscussion and application of science in enabling technology can be created and developed by students. STEM-CP basedscience modules meet validity and practicality. Independent learning as a personal characteristic of students who havecharacteristics that are responsible and active in the learning process. Both interact with each other and are also influencedbythesocialenvironmentintheformofthe rolesandpoliciesoftheorganizinginstitutions.Thisresearchis development research designed to produce a valid, practical, and effective module model product to increase independenceand learning outcomes. The research design used is 4-D or: Define, Design, Develop, and Disseminate. The time forresearch to disseminate STEM-CP Based Science Modules to Improve Student Independence and Learning Outcomes inJunior High School Science Learning is planned for 10 months effective starting when research must be carried out. Theresearch location is set around the Besuki Residency. The research subjects were 4 high school students in 3 classes eacharoundtheformerBesukiResidency. Modul STEM-CP telahmemenuhikepraktisanmeliputi: responsiswa yang positifsebesar 72,91% dan keterlaksanaanmodulpembelajaran 97,56%. SelainituModul STEM-CP telahmemenuhikepraktisanmeliputi: kemandirianbelajarsebesar 95,7% dan teshasilbelajardenganNgainsebesar 0,69 dengankategorisedang.
{"title":"STEM-CP Modul Based Science to Improve Student Independence and Learning Outcomes in Junior High School Science Learning","authors":"None Sutarto, None Indrawati, Iwan Wicaksono","doi":"10.9734/jesbs/2023/v36i71241","DOIUrl":"https://doi.org/10.9734/jesbs/2023/v36i71241","url":null,"abstract":"Science, Technology, Engineering, and Mathematics Contextual Problem (STEM-CP) canbe used as a basis for the development of models and media forscience learning whose theoreticaldiscussion and application of science in enabling technology can be created and developed by students. STEM-CP basedscience modules meet validity and practicality. Independent learning as a personal characteristic of students who havecharacteristics that are responsible and active in the learning process. Both interact with each other and are also influencedbythesocialenvironmentintheformofthe rolesandpoliciesoftheorganizinginstitutions.Thisresearchis development research designed to produce a valid, practical, and effective module model product to increase independenceand learning outcomes. The research design used is 4-D or: Define, Design, Develop, and Disseminate. The time forresearch to disseminate STEM-CP Based Science Modules to Improve Student Independence and Learning Outcomes inJunior High School Science Learning is planned for 10 months effective starting when research must be carried out. Theresearch location is set around the Besuki Residency. The research subjects were 4 high school students in 3 classes eacharoundtheformerBesukiResidency. Modul STEM-CP telahmemenuhikepraktisanmeliputi: responsiswa yang positifsebesar 72,91% dan keterlaksanaanmodulpembelajaran 97,56%. SelainituModul STEM-CP telahmemenuhikepraktisanmeliputi: kemandirianbelajarsebesar 95,7% dan teshasilbelajardenganNgainsebesar 0,69 dengankategorisedang.","PeriodicalId":394178,"journal":{"name":"Journal of Education, Society and Behavioural Science","volume":"153 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-05-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135643616","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 : 2023-05-25DOI: 10.9734/jesbs/2023/v36i71240
S. Filipova, Vasilka Galevska Jovchevski, Vesela Milankov
Aims: To determine the frequency and the types of dysfunctions in sensory integration in children with Autism Spectrum Disorder (ASD). Study Design: Quantitative study. Place and Duration of Study: Centre for rehabilitation of pathology of verbal communication – Skopje, between January and December 2022. Methodology: We surveyed 40 patients (32 boys, 8 girls; age range 3 – 7 years) with ASD. The research method used was qualitative description. Content analysis and documentation analysis were used as research tools. Sensory Profile Caregiver Questionnaire was used as an instrument. Results: Out of 40 patients, 33 patients displayed definite differences at least in one of the Sensory Profile sections. The most frequent differences in Sensory Processing section were observed in Vestibular and Multi-Sensory Processing (39,4% in each of both sections, out of the total number of children with total score in definite differences range). In Modulation score pattern, definite differences were most frequent in Modulation of Sensory Input affecting Emotional Responses (48,5% of the total number of children in the definite differences range). In Behavior and Emotional Responses score pattern, the most frequent were the definite differences in Behavioral Outcomes of Sensory Processing (45,5% of children with total score in definite differences range). Referring to the Factors section, most of the participants had definite differences in Emotionally Reactive and Fine Motor/Perceptual factors (39,4% in each of both sections) Regarding the Quadrants section, 54,5% out of the total number of children with total score in definite differences range had definite differences in Sensory Avoiding. Conclusion: Sensory abnormalities in children with ASD may be the key to understand many of their challenging behaviors, and thus it is a relevant aspect to be taken into account in their management. A formal evaluation of sensory integration processes should be performed in these children.
{"title":"Types and Frequency of Dysfunction of Sensory Integration in Children with Autism Spectrum Disorder","authors":"S. Filipova, Vasilka Galevska Jovchevski, Vesela Milankov","doi":"10.9734/jesbs/2023/v36i71240","DOIUrl":"https://doi.org/10.9734/jesbs/2023/v36i71240","url":null,"abstract":"Aims: To determine the frequency and the types of dysfunctions in sensory integration in children with Autism Spectrum Disorder (ASD). \u0000Study Design: Quantitative study. \u0000Place and Duration of Study: Centre for rehabilitation of pathology of verbal communication – Skopje, between January and December 2022. \u0000Methodology: We surveyed 40 patients (32 boys, 8 girls; age range 3 – 7 years) with ASD. The research method used was qualitative description. Content analysis and documentation analysis were used as research tools. Sensory Profile Caregiver Questionnaire was used as an instrument. \u0000Results: Out of 40 patients, 33 patients displayed definite differences at least in one of the Sensory Profile sections. The most frequent differences in Sensory Processing section were observed in Vestibular and Multi-Sensory Processing (39,4% in each of both sections, out of the total number of children with total score in definite differences range). In Modulation score pattern, definite differences were most frequent in Modulation of Sensory Input affecting Emotional Responses (48,5% of the total number of children in the definite differences range). In Behavior and Emotional Responses score pattern, the most frequent were the definite differences in Behavioral Outcomes of Sensory Processing (45,5% of children with total score in definite differences range). Referring to the Factors section, most of the participants had definite differences in Emotionally Reactive and Fine Motor/Perceptual factors (39,4% in each of both sections) Regarding the Quadrants section, 54,5% out of the total number of children with total score in definite differences range had definite differences in Sensory Avoiding. \u0000Conclusion: Sensory abnormalities in children with ASD may be the key to understand many of their challenging behaviors, and thus it is a relevant aspect to be taken into account in their management. A formal evaluation of sensory integration processes should be performed in these children.","PeriodicalId":394178,"journal":{"name":"Journal of Education, Society and Behavioural Science","volume":"44 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-05-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114132208","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 : 2023-05-23DOI: 10.9734/jesbs/2023/v36i71239
Alfred Meso, E. Bosire, Elseba Massey
Knowledge management is recognized as an important tool for sustaining competitive merit and improving performance of work. It is a means through which law firms can clout their knowledge base and intensify work performance. The assessment of knowledge management performance has become increasingly invaluable since it provides the indicator for guiding organizations to improve their work execution and competitiveness. Many law firms have no documented and planned approach to tap the organization’s knowledge and make it accessible to the staff for enhancement of service delivery. The study was informed by the learning organization theory. The research design for this study was a descriptive and positivism case study that was analysed largely through quantitative methods with a small qualitative component. Purposive sampling design was employed to select 222 law firms, qualitative data was collected using focus group discussions from 12 key informants supported by document review. The results revealed that most of the respondents 86.5% were aware of knowledge management whereas 64.9% indicated that knowledge management contributed to their law firm’s legal practice. From the inferential statistics analysis, there was a significant relationship and influence across different attributes examined that knowledge management is a tool for improving work performance which is, p<0.05. This was also reflected in focus group discussion results. Awareness of knowledge management and contribution of knowledge management to legal practise were significant tools for improving work performance. The study recommended awareness forums for knowledge management.
{"title":"Knowledge Management as a Tool for Improving Work Performance in Selected Law Firms in Nairobi County, Kenya: An Assessment","authors":"Alfred Meso, E. Bosire, Elseba Massey","doi":"10.9734/jesbs/2023/v36i71239","DOIUrl":"https://doi.org/10.9734/jesbs/2023/v36i71239","url":null,"abstract":"Knowledge management is recognized as an important tool for sustaining competitive merit and improving performance of work. It is a means through which law firms can clout their knowledge base and intensify work performance. The assessment of knowledge management performance has become increasingly invaluable since it provides the indicator for guiding organizations to improve their work execution and competitiveness. Many law firms have no documented and planned approach to tap the organization’s knowledge and make it accessible to the staff for enhancement of service delivery. \u0000The study was informed by the learning organization theory. The research design for this study was a descriptive and positivism case study that was analysed largely through quantitative methods with a small qualitative component. Purposive sampling design was employed to select 222 law firms, qualitative data was collected using focus group discussions from 12 key informants supported by document review. The results revealed that most of the respondents 86.5% were aware of knowledge management whereas 64.9% indicated that knowledge management contributed to their law firm’s legal practice. From the inferential statistics analysis, there was a significant relationship and influence across different attributes examined that knowledge management is a tool for improving work performance which is, p<0.05. This was also reflected in focus group discussion results. \u0000Awareness of knowledge management and contribution of knowledge management to legal practise were significant tools for improving work performance. The study recommended awareness forums for knowledge management.","PeriodicalId":394178,"journal":{"name":"Journal of Education, Society and Behavioural Science","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-05-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130271791","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 : 2023-05-22DOI: 10.9734/jesbs/2023/v36i71238
Liliana Rodrigues
This work has as its theme the ethical procedures of research and aims to provide a framework of practical guidelines to ensure the protection of all actors involved in the development of scientific knowledge, particularly at the stage of research design and project. This is a theoretical reflection on the ethical dimension of data collection practices and the limits that the researcher should consciously attend to in the scientific research process. For this reflection, I carried out a literature review and a document analysis of several legal documents, highlighting the European directive on data protection. This led to several questions, namely: what documents should be ensured in the research project design process? What is the scope of informed consent and how can anonymity and confidentiality of data be preserved? These and other questions are answered in a thoughtful way for those who understand that there is no science without ethics, nor ethics without conscience. Here the hermeneutic method is the natural choice because it allows the interpretation of questions related to values and principles that must be contextualized. This interpretative analysis requires asking questions related to duty, but also to the norm or law. With this questioning it is hoped that the reader will understand in a systematized way the ethical procedures of research and will be able to draw on a documentary listing of the ethical point of view that will protect the informants, but also the researcher himself and affiliating institutions or participants.
{"title":"Ethical Procedures in Scientific Research","authors":"Liliana Rodrigues","doi":"10.9734/jesbs/2023/v36i71238","DOIUrl":"https://doi.org/10.9734/jesbs/2023/v36i71238","url":null,"abstract":"This work has as its theme the ethical procedures of research and aims to provide a framework of practical guidelines to ensure the protection of all actors involved in the development of scientific knowledge, particularly at the stage of research design and project. \u0000This is a theoretical reflection on the ethical dimension of data collection practices and the limits that the researcher should consciously attend to in the scientific research process. For this reflection, I carried out a literature review and a document analysis of several legal documents, highlighting the European directive on data protection. This led to several questions, namely: what documents should be ensured in the research project design process? What is the scope of informed consent and how can anonymity and confidentiality of data be preserved? These and other questions are answered in a thoughtful way for those who understand that there is no science without ethics, nor ethics without conscience. \u0000Here the hermeneutic method is the natural choice because it allows the interpretation of questions related to values and principles that must be contextualized. This interpretative analysis requires asking questions related to duty, but also to the norm or law. With this questioning it is hoped that the reader will understand in a systematized way the ethical procedures of research and will be able to draw on a documentary listing of the ethical point of view that will protect the informants, but also the researcher himself and affiliating institutions or participants.","PeriodicalId":394178,"journal":{"name":"Journal of Education, Society and Behavioural Science","volume":"42 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-05-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124862506","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 : 2023-05-16DOI: 10.9734/jesbs/2023/v36i71237
Nguyen Hung Vuong, Vo Thi Ngoc Giau
The beliefs in Vietnamese Mother Goddesses Worship, commonly called Mother Goddesses, worship Mother Goddesses herself, Mother Goddess of Three Palaces and Four Palaces appear to be quite popular and have deep historical and social origins among the people of Lam Dong province, Vietnam.. Although they are all worship of feminine gods, the worship of goddesses, “Thanh Mau”, “Thanh Co”, Mother of the Three Palaces, and the Four Palaces are not completely identical. This article explores the process of formation, development and typical features of Mother Goddess worship in the cultural life of people in Lam Dong province, Vietnam. Based on the analysis of the actual situation of worshiping Mother Goddesses of the people of Lam Dong, the authors propose a number of policy implications that contribute to preserving the beauty of Mother Goddess worship and promoting the Vietnamese culture of progressive, imbued with beautiful national identity.
{"title":"The Role of Mother Goddess Worship in the Spiritual and Cultural Life of People in Lam Dong Province, Vietnam","authors":"Nguyen Hung Vuong, Vo Thi Ngoc Giau","doi":"10.9734/jesbs/2023/v36i71237","DOIUrl":"https://doi.org/10.9734/jesbs/2023/v36i71237","url":null,"abstract":"The beliefs in Vietnamese Mother Goddesses Worship, commonly called Mother Goddesses, worship Mother Goddesses herself, Mother Goddess of Three Palaces and Four Palaces appear to be quite popular and have deep historical and social origins among the people of Lam Dong province, Vietnam.. Although they are all worship of feminine gods, the worship of goddesses, “Thanh Mau”, “Thanh Co”, Mother of the Three Palaces, and the Four Palaces are not completely identical. This article explores the process of formation, development and typical features of Mother Goddess worship in the cultural life of people in Lam Dong province, Vietnam. Based on the analysis of the actual situation of worshiping Mother Goddesses of the people of Lam Dong, the authors propose a number of policy implications that contribute to preserving the beauty of Mother Goddess worship and promoting the Vietnamese culture of progressive, imbued with beautiful national identity.","PeriodicalId":394178,"journal":{"name":"Journal of Education, Society and Behavioural Science","volume":"25 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-05-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121969420","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 : 2023-05-13DOI: 10.9734/jesbs/2023/v36i71236
A. P. Smith, Japnoor Garcha, Arwel James
Background: There has been considerable research on Autism and ADHD, which are recognized as significant special educational needs. Many studies use samples which have been diagnosed with these conditions, but there is also a growing trend to focus on these traits among community populations rather than just among the individuals diagnosed. Recent research has examined the well-being of students using the "well-being process" framework. The present study examined the association between well-being, measured by the Well-being Process Questionnaire and the Strengths and Difficulties Questionnaire, and the autistic and ADHD traits of secondary school students. Aims: The study first examined the associations between autistic and ADHD traits in secondary school students. The second aim was to examine the associations between well-being outcomes and these traits. Finally, analyses controlling for established predictors of well-being examined whether associations between autism and ADHD traits and well-being outcomes remained significant. Methodology: An online survey was carried out. The participants were 155 students from a Welsh Secondary School and represented various year groups. Correlations and regressions were conducted to examine associations between variables. Results: Autistic and ADHD traits were found to be significantly correlated. Both sets of traits were also significantly correlated with well-being outcomes. When autistic and ADHD traits were included in the same regression, ADHD was found to be associated with most outcomes, whereas autistic traits were only associated with hyperactivity, peer problems and reduced prosocial behaviour. When established predictors of well-being were also included in the model, ADHD traits were only associated with hyperactivity and autism with prosocial problems and hyperactivity. There were no significant effects on physical health. Conclusion: Autistic and ADHD traits overlap. Univariate analyses show significant associations between these traits and well-being. However, when established predictors of well-being were included in the analyses, only hyperactivity and reduced prosocial behaviour were still associated with autistic and ADHD traits. The psychosocial profiles of autism and ADHD may help design interventions to increase well-being. For example, both autism and ADHD are associated with high stress and poor coping, both of which may be improved by training.
{"title":"The Associations between Autistic and ADHD Traits and Well-being of Secondary School Students in South Wales","authors":"A. P. Smith, Japnoor Garcha, Arwel James","doi":"10.9734/jesbs/2023/v36i71236","DOIUrl":"https://doi.org/10.9734/jesbs/2023/v36i71236","url":null,"abstract":"Background: There has been considerable research on Autism and ADHD, which are recognized as significant special educational needs. Many studies use samples which have been diagnosed with these conditions, but there is also a growing trend to focus on these traits among community populations rather than just among the individuals diagnosed. Recent research has examined the well-being of students using the \"well-being process\" framework. The present study examined the association between well-being, measured by the Well-being Process Questionnaire and the Strengths and Difficulties Questionnaire, and the autistic and ADHD traits of secondary school students. \u0000Aims: The study first examined the associations between autistic and ADHD traits in secondary school students. The second aim was to examine the associations between well-being outcomes and these traits. Finally, analyses controlling for established predictors of well-being examined whether associations between autism and ADHD traits and well-being outcomes remained significant. \u0000Methodology: An online survey was carried out. The participants were 155 students from a Welsh Secondary School and represented various year groups. Correlations and regressions were conducted to examine associations between variables. \u0000Results: Autistic and ADHD traits were found to be significantly correlated. Both sets of traits were also significantly correlated with well-being outcomes. When autistic and ADHD traits were included in the same regression, ADHD was found to be associated with most outcomes, whereas autistic traits were only associated with hyperactivity, peer problems and reduced prosocial behaviour. When established predictors of well-being were also included in the model, ADHD traits were only associated with hyperactivity and autism with prosocial problems and hyperactivity. There were no significant effects on physical health. \u0000Conclusion: Autistic and ADHD traits overlap. Univariate analyses show significant associations between these traits and well-being. However, when established predictors of well-being were included in the analyses, only hyperactivity and reduced prosocial behaviour were still associated with autistic and ADHD traits. The psychosocial profiles of autism and ADHD may help design interventions to increase well-being. For example, both autism and ADHD are associated with high stress and poor coping, both of which may be improved by training.","PeriodicalId":394178,"journal":{"name":"Journal of Education, Society and Behavioural Science","volume":"16 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-05-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132348482","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 : 2023-04-29DOI: 10.9734/jesbs/2023/v36i71235
U. Isah, S. Abdullah
This paper explores the important roles of school counselors in Nigerian secondary schools as career developers and learning motivators. School counselors are critical stakeholders in the educational system, providing guidance and support to students as they navigate the complexities of academic and career choices. As career developers, counselors help students identify their interests and strengths, explore various career options, and make informed decisions about their future paths. In addition, they work with students to develop the necessary skills and knowledge to succeed in their chosen careers. As learning motivators, counselors create a positive and supportive environment that promotes academic success and fosters students' personal growth. They assist students in setting academic goals, developing study skills, and managing stress and other challenges that may arise during their academic journey. By providing this guidance and support, school counselors play a critical role in helping Nigerian students achieve their full potential and prepare for successful futures.
{"title":"Roles of School Counsellors as Career Developers and Learning Motivators in Nigerian Secondary Schools","authors":"U. Isah, S. Abdullah","doi":"10.9734/jesbs/2023/v36i71235","DOIUrl":"https://doi.org/10.9734/jesbs/2023/v36i71235","url":null,"abstract":"This paper explores the important roles of school counselors in Nigerian secondary schools as career developers and learning motivators. School counselors are critical stakeholders in the educational system, providing guidance and support to students as they navigate the complexities of academic and career choices. As career developers, counselors help students identify their interests and strengths, explore various career options, and make informed decisions about their future paths. In addition, they work with students to develop the necessary skills and knowledge to succeed in their chosen careers. As learning motivators, counselors create a positive and supportive environment that promotes academic success and fosters students' personal growth. They assist students in setting academic goals, developing study skills, and managing stress and other challenges that may arise during their academic journey. By providing this guidance and support, school counselors play a critical role in helping Nigerian students achieve their full potential and prepare for successful futures.","PeriodicalId":394178,"journal":{"name":"Journal of Education, Society and Behavioural Science","volume":"31 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-04-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131760869","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 : 2023-04-28DOI: 10.9734/jesbs/2023/v36i71234
Soyhunlo Sebu
Quality education is a matter of great concern and what quality means in education is a subject of intense debate. UNESCO conceptualized quality education as, learning to know, learning to do, learning to live together, and learning to be. Making quality school education accessible to every child in India is a big challenge as the school system faces a huge shortage of trained teachers, a lack of basic infrastructure, school dropouts, and the socio-economic condition of the student’s parents. Such is the reason for the undesirable literacy level. The non-availability of quality Early Childhood Care and Education is a matter of great concern in the country as it has a long-term impact on children. Teachers and headteachers are the most important pillar of the school and need to be strengthened through quality capacity-building training. National Education Policy 2020, emphasis on quality education. Hence making quality education accessible to every child will depend on how the policy [1] is implemented in reality. This article is based on a secondary source and tries to analyze the issues and challenges of providing quality education to every child in India.
{"title":"Access to Quality Education, a Basic Right of Every Child","authors":"Soyhunlo Sebu","doi":"10.9734/jesbs/2023/v36i71234","DOIUrl":"https://doi.org/10.9734/jesbs/2023/v36i71234","url":null,"abstract":"Quality education is a matter of great concern and what quality means in education is a subject of intense debate. UNESCO conceptualized quality education as, learning to know, learning to do, learning to live together, and learning to be. Making quality school education accessible to every child in India is a big challenge as the school system faces a huge shortage of trained teachers, a lack of basic infrastructure, school dropouts, and the socio-economic condition of the student’s parents. Such is the reason for the undesirable literacy level. The non-availability of quality Early Childhood Care and Education is a matter of great concern in the country as it has a long-term impact on children. Teachers and headteachers are the most important pillar of the school and need to be strengthened through quality capacity-building training. National Education Policy 2020, emphasis on quality education. Hence making quality education accessible to every child will depend on how the policy [1] is implemented in reality. This article is based on a secondary source and tries to analyze the issues and challenges of providing quality education to every child in India.","PeriodicalId":394178,"journal":{"name":"Journal of Education, Society and Behavioural Science","volume":"460 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-04-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125807911","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 : 2023-04-24DOI: 10.9734/jesbs/2023/v36i71233
Francis Dave N. Mabborang, Jasper Kim M. Rabago, Carolyn G. Paguyo, Imelda L. Najorda, R. C. S. Lasaten
The study aimed to explore the instructional and assessment challenges experienced by social science teachers in higher education institutions in the new normal, particularly in the Cordillera Administrative Region (CAR) in the Philippines. The study used the research and development (R&D) methodology and underwent three stages, namely the planning, design, and analysis stages. The researcher utilized one research instrument in the form of a survey checklist as a tool for gathering data for the study. The majority of respondents were young, with one to five years of teaching experience, and the number of years in service was a determinant of having designations. Teachers experienced instructional challenges due to the pandemic, such as the delivery of content and the use of technology. To address these challenges, schools need to improve their learning management system (LMS) and assess performance tasks. Assessment challenges include preparing assessment tasks and identifying assessment criteria. It is in the implementation and authenticity of assessment results that teachers find it difficult to decide on the final grade. Age is negatively correlated with instructional challenges, while age is positively correlated with difficulty in time management and adjusting to the demands of students with special needs. The number of years in service and academic rank are linked to difficulty finding activities that fit the student's level, while academic rank is associated with faster assessment forms. This research shows how important it is to give teachers the right training and opportunities for professional growth, as well as the technical infrastructure and support they need to use technology effectively for instructional delivery and assessment purposes.
{"title":"Social Science Teachers’ Instructional and Assessment Challenges in the New Normal","authors":"Francis Dave N. Mabborang, Jasper Kim M. Rabago, Carolyn G. Paguyo, Imelda L. Najorda, R. C. S. Lasaten","doi":"10.9734/jesbs/2023/v36i71233","DOIUrl":"https://doi.org/10.9734/jesbs/2023/v36i71233","url":null,"abstract":"The study aimed to explore the instructional and assessment challenges experienced by social science teachers in higher education institutions in the new normal, particularly in the Cordillera Administrative Region (CAR) in the Philippines. The study used the research and development (R&D) methodology and underwent three stages, namely the planning, design, and analysis stages. The researcher utilized one research instrument in the form of a survey checklist as a tool for gathering data for the study. The majority of respondents were young, with one to five years of teaching experience, and the number of years in service was a determinant of having designations. Teachers experienced instructional challenges due to the pandemic, such as the delivery of content and the use of technology. To address these challenges, schools need to improve their learning management system (LMS) and assess performance tasks. Assessment challenges include preparing assessment tasks and identifying assessment criteria. It is in the implementation and authenticity of assessment results that teachers find it difficult to decide on the final grade. Age is negatively correlated with instructional challenges, while age is positively correlated with difficulty in time management and adjusting to the demands of students with special needs. The number of years in service and academic rank are linked to difficulty finding activities that fit the student's level, while academic rank is associated with faster assessment forms. This research shows how important it is to give teachers the right training and opportunities for professional growth, as well as the technical infrastructure and support they need to use technology effectively for instructional delivery and assessment purposes.","PeriodicalId":394178,"journal":{"name":"Journal of Education, Society and Behavioural Science","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-04-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128509982","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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