Educational Administration and Management

Management of academic programmes in institutions is key to effective realization of college objectives. Principals and trainers are the planners and managers of activities that take place in colleges. The objective of the study was to establish whether guidelines provided in colleges on continuous assessment tests influence trainee academic performance in Bungoma county, Kenya. The study was guided by signaling theory. The theory posits that, one party, the sender, must choose whether and how to communicate (or signal) information, and the other party, the receiver, must choose how to interpret the signal. The theory applied to this study since it describes two parties who were the continuous assessment tests managers and the trainees. The study employed descriptive survey design. The sample size was 130 which consisted of Principals, Deputy Principal, Academic head of Department and selected Trainees obtained through random sampling. The study found out that most colleges were provided with guidelines for tests which significantly influenced trainee’s academic performance while a small percentage stated thar the management of continuous assessment tests influenced academic performance in institutions. The conclusions made from the study were, colleges in the county had come up with their own test guidelines, that the principal plays a key role in the provision of tests in colleges. It is recommended that colleges be given uniform test implementation guidelines

Philosophy and Education can be construed as inseparable entities because both penetrate all aspects to search for wisdom and understanding of events in the universe. Philosophy and Education ought to be instruments that will develop morally responsible individuals in the society. Nevertheless, one can observe that the society we live presently is full of crises in which the education system is not exempted. The crises faced by the education institutions in Nigeria are not different from those faced by the society at large and one can attribute this to the abuse of freedom and irresponsible behaviour of the stake holders. If one is to accept the postulation of Pythagoras that man is the measure of all things then one is equally right to rationalise that man is the architect of the crises in Nigeria educational system. It is on this note that the paper tries to give philosophical appraisal of educational crises in Nigeria by looking into what education is and what education is not. Through the philosophical method of analysis, the paper also rationalises different crises in Nigeria education and educational institutions.

This study examined the accreditation trends for education programmes in Nigerian universities from 2010 to 2023. A longitudinal descriptive research design was employed with data collected from the official NUC accreditation records (2010-2023) for all education programmes in Nigerian universities. Data were analysed using descriptive statistics (frequency count and percentage) and line graph. Findings from the study revealed that federal universities exceeded the NUC's goal of 80% full accreditation, whereas state and private institutions are near or slightly below that benchmark, and full accreditation rose from about 50.6% (2010-2012) to 80.9% (2019-2021) and 75.20% (2022-2023). The study concluded that accreditation outcomes have generally improved over time, with more programmes moving from interim to full status in Nigeria. It was recommended that, targeted intervention should be implemented to provide more resources for education, and the government should provide and implement a comprehensive monitoring system to ensure consistent quality improvement across all Nigerian universities.

ABSTRACT: The study evaluated the impact of assessment reforms on the teaching of History in Public Senior
secondary schools in Rivers State. The study adopted a descriptive survey research design. A total of 633 History teachers
in public senior secondary school in Rivers State (386 male & 247 female) form the population. A sample size of 317 was
determined using 50% of the entire population for the study. A proportionate sampling approach, multistage sampling
technique and simple random sampling technique were used. A structured questionnaire titled: Evaluating the Impact of
Assessment Reforms Questionnaire (EIARQ). The questionnaire validated by experts in History education and
measurement and evaluation. Cronbach method was used to determine a reliability index of 0.83. The researchers
personally administered 317 copies of the questionnaires with the help of trained assistants to ensure accurate distribution
and 300 copies of the questionnaire were retrieved. Mean and standard deviation was used to answer research questions,
while t-test was used to test the null hypotheses at a 0.05 level of significance. The study found that formative assessment
reform has a positive effect between male and female History teachers on the teaching of History, standards-based
assessment reform positively influence male and female History teachers on the teaching of History, integrated assessment
reform has a strong positive impact on male and female History teachers on the teaching of History and monitoring and
evaluation reform effectively enhance male and female History teachers the teaching of History in public senior secondary
schools in Rivers State. The study recommended among others that school principals should be empowered to enforce
standards-based assessment for male and female History teachers by providing benchmarks supervision collaboration data
use fairness orientation and instructional support to strengthen effective History teaching in Rivers State public schools.
KEYWORDS: Assessment Evaluating, History, Impact, Reforms, Teaching.

The study assessed the physical security management practices applied by principals for ensuring safety in secondary schools in Anambra State. One research question guided the study and two hypotheses were tested at 0.05 level of significance. The descriptive survey research design was used for the study. The population of the study comprised 258 public secondary schools' principals. A 15 items structured questionnaire which was validated by three experts in the Faculty of Education, Nnamdi Azikiwe University, Awka was used for data collection. The questionnaire was structured on a five-point rating scale. To establish the reliability of the instrument, it was administered on 10 Principals of Public Secondary Schools in Enugu Metropolis, Enugu State who were not included in the population of the study. The Cronbach Alpha reliability method on the obtained data yielded internal consistency value of 0.70. Out of the 258 copies of the questionnaire distributed, 238 copies were returned and were used for data analysis. The data collected from the respondents were analyzed using mean, standard deviation and t-test. Findings of the study indicated that principals of public secondary schools in Anambra State applied physical security management practices to a low, location and gender did not significantly affect the respondents mean ratings of their application of physical security management practices for ensuring safety in secondary schools. Based on these findings, the study recommended among others that the State government through the State Ministry of Education should ensure the provision of physical security management infrastructures and tools for secondary school safety. It was also recommended that secondary school principals should ensure that school identity cards are made for students' teachers and other staff as well as badges or tags for visitors in the schools.

ABSTRACT
    This research work is centered on ‘Effect of political instability on implementation of Nigeria policy among the secondary school students.’(A case study of the Ilorin east local government) the selected secondary schools used for this research are Karuma Secondary school and Akerebiata junior secondary school. The objectives of the study are to analyze the effect of political instability on students and how it has affected their academic performance and how political instability has affected the educational policy in Nigeria. During the research process the researcher collected data from survey research design, the primary source of data was used by the use of questionnaires. A total sample of 150 respondents was sample of the population of the study. On the bases of the findings, the study will make relevant conclusions to the political instability implementation and how its affect the educational system. Based on the relevant findings done on the research, the researcher made relevant recommendations to positively caution its effect on students.

The objectives of this research were 1) to study the situation of instructional leadership; 2) to compare the instructional leadership among students and institutions; and 3) to elicit factual data and information from the respondents, both teachers and students, to be guided for improving the instructional leadership of the education administrators affecting the quality of teaching and learning at Teacher Training Institutes (TTIs) in Laos PDR. There were 217 target participants, including 75 teachers and 142 students. The self-constructed questionnaire as a research instrument with a five-Likert rating scale, openended questions of two sets, and the validation and reliability check by experts are performed. The statistics used to analyze data were frequency, percentage, mean, standard deviation, t-test, f-test, or one-way ANOVA were conducted. The recommendations via open-ended questions were narrative and interpretive. The main findings are as below: 1) The 75 teachers' opinion toward the instructional leadership of education administrators affects the quality of teaching and learning at TTIs under the 3 aspects in the overall mean score. Each aspect has been found at a much higher level. At the same time, we considered and rearranged the mean average from high to low. Each aspect has shown that TTIs' mission creation, teaching and learning management, and teaching and learning environment management, respectively. In part 142, students' points of view toward the instructional leadership of education administrators affect the quality of teaching and learning at TTIs under the 3 aspects in the overall mean score. Each aspect was found at a moderate level. When we considered and rearranged the mean average from high to low, each aspect found that teaching and learning environment management, follow-up teaching-learning by embedding TTI mission, and teaching-learning were performed, respectively. 2) There are no statistically significant differences or homogeneous opinions of students classified by gender on the instructional leadership of education administrators toward the quality of teaching and learning at TTIs, which is against the earlier hypothesis established. However, students classified by TTIs' different locations have been found statistically significantly different or heterogeneous at the 0.05 level that matched the hypothesis established. 3) The majority of respondents both teachers and students have recommended that TTI's boards should be promoted strengthening amongst teachers through multi-self-teaching skill pursuing such as creating teaching aids, and their application, communication skill, strengthening ICT capable, making the motivation each other's, sharing new teaching techniques, teaching performance appraisals and encouraging their feedback, learning resources development, creating the network, establishing an academic promotion fund, foreign language competency promotion among teachers, strongly supporting teachers doing scientific researches by group and individually, together with authentic evaluation, disseminating of research results regularly and continually.

The objectives of this research were 1) to study the situation of instructional leadership; 2) to compare the instructional leadership among students and institutions; and 3) to elicit factual data and information from the respondents, both teachers and students, to be guided for improving the instructional leadership of the education administrators affecting the quality of teaching and learning at Teacher Training Institutes (TTIs) in Laos PDR. There were 217 target participants, including 75 teachers and 142 students. The self-constructed questionnaire as a research instrument with a five-Likert rating scale, openended questions of two sets, and the validation and reliability check by experts are performed. The statistics used to analyze data were frequency, percentage, mean, standard deviation, t-test, f-test, or one-way ANOVA were conducted. The recommendations via open-ended questions were narrative and interpretive. The main findings are as below: 1) The 75 teachers' opinion toward the instructional leadership of education administrators affects the quality of teaching and learning at TTIs under the 3 aspects in the overall mean score. Each aspect has been found at a much higher level. At the same time, we considered and rearranged the mean average from high to low. Each aspect has shown that TTIs' mission creation, teaching and learning management, and teaching and learning environment management, respectively. In part 142, students' points of view toward the instructional leadership of education administrators affect the quality of teaching and learning at TTIs under the 3 aspects in the overall mean score. Each aspect was found at a moderate level. When we considered and rearranged the mean average from high to low, each aspect found that teaching and learning environment management, follow-up teaching-learning by embedding TTI mission, and teaching-learning were performed, respectively. 2) There are no statistically significant differences or homogeneous opinions of students classified by gender on the instructional leadership of education administrators toward the quality of teaching and learning at TTIs, which is against the earlier hypothesis established. However, students classified by TTIs' different locations have been found statistically significantly different or heterogeneous at the 0.05 level that matched the hypothesis established. 3) The majority of respondents both teachers and students have recommended that TTI's boards should be promoted strengthening amongst teachers through multi-self-teaching skill pursuing such as creating teaching aids, and their application, communication skill, strengthening ICT capable, making the motivation each other's, sharing new teaching techniques, teaching performance appraisals and encouraging their feedback, learning resources development, creating the network, establishing an academic promotion fund, foreign language competency promotion among teachers, strongly supporting teachers doing scientific researches by group and individually, together with authentic evaluation, disseminating of research results regularly and continually.

This study examined the effectiveness of political leadership monitoring in improving infrastructure in Universal Primary Education (UPE) schools in Kitagwenda District, Uganda. A descriptive mixed-methods design was employed, targeting district councilors, local council chairpersons, education officers, headteachers, and school management committee members. A sample of 85 respondents was selected using purposive and random sampling techniques. Data collection involved questionnaires, interviews, and document reviews. Quantitative data were analyzed using SPSS (v20.0), while qualitative data were thematically analyzed. The results show that political monitoring positively influenced the development and maintenance of school infrastructure, with timely completion of projects and enhanced accountability. The Chi-square test (χ² = 14.72, df = 6, p = 0.025) confirmed a significant association between political monitoring and infrastructure improvement, while the t-test (t = 2.67, df = 48, p = 0.011) indicated significant differences in infrastructure quality where monitoring was regular. Regression analysis (B = 0.42, p = 0.0003) showed that effective monitoring significantly predicts better school infrastructure outcomes. However, challenges such as inadequate funding, weak coordination, and irregular supervision were noted. The study concludes that political monitoring is vital for infrastructure development in UPE schools and recommends strengthening monitoring frameworks, capacity building for leaders, and enhanced community participation.

Relatively little systematic research has been undertaken on the role of the principal/headteacher in developing countries. In this study six headteachers of government and non-government secondary schools in Karachi were interviewed in depth and five completed diaries of their activities for one week. The study drew upon Rosemary Stewart's analysis of management roles in terms of the demands and constraints which are placed upon managers and the ways in which available choices are exercised by them. Significant differences were found both between and within government and non-government sectors. This paper describes these findings and explores their implications for educational change.

The study investigated awareness of entrepreneurship opportunity among preservice counsellors in Kwara State. Descriptive design was employed for them study with the population of 7,693 and simple random technique was used to select 402 respondents for the study from the targeted population. The instrument was a researcher-designed questionnaire, titled: "Awareness of Entrepreneurship Opportunity AmongPreservice Counsellors Questionnaire" (AEOPCQ). The reliability was ascertained by using test-retest method with a coefficient of 0.88. The data collected were analysed using frequency and percentage, t-test and Analysis of Variance (ANOVA). The findings revealed a low level of awareness (75.6%) among preservice counsellors regarding entrepreneurship opportunity in the counselling profession in Kwara State, while 24.4% had received education or training on counselling entrepreneurship. Findings showed further that there were no significant differences in the awareness of entrepreneurship opportunity among preservice counsellors in Kwara State based on gender and level of education. However, there was a significant difference in the awareness of entrepreneurship opportunity among preservice counsellors in Kwara State based on age. The study however concluded that there were few preservives counsellors are aware of the career opportunities in counselling profession. Based on the conclusion and findings of the study, it was recommended that there is need for integration of entrepreneurship education into counselling programmes in Kwara State to equip preservice counsellors with necessary knowledge and skills. Also, mentorship programmes and practicum/internship opportunities should be established in schools to pair preservice counsellors with experienced counselling entrepreneurs, providing guidance and support.

The study was carried out to ascertain the principals' leadership style and business studies teachers' productivity in secondary schools in Awka education zone, Anambra State. Four research questions guided the study and two null hypotheses were tested at 0.05 level of significance. A correlation research design was adopted for the study. The population of the study consisted of 427(122 principals and 305 business studies teachers) who have worked for more than five years in their respective institutions in SouthEast Nigeria. A structured questionnaire was used for data collection. The instrument was validated by three experts in Nnamdi Azikiwe University, Awka. The reliability of the instrument was ensured using pilot test technique Data collected were analyzed with Cronbach Alpha reliability to ascertain the internal consistency of the questionnaire items and the computation yielded a reliability coefficient of 0.86. Data related to the research questions 1 and 2 were analyzed using mean and standard deviation while research questions 3 and 4 with the null hypotheses were analyzed using Pearson Product Moment correlation analysis to test the degree of relationship at 0.05 level of significance. Findings revealed that there is a negligible negative relationship between principals' transformational leadership style and productivity of business studies teachers and a significant positive relationship between principals transactional leadership style and productivity of business studies teachers in secondary schools in Awka education zone, Anambra State. It was also recommended that principals should adopt a transactional leadership style rather than transformational styles to enhance business studies teachers' motivation consistently and efficiently; which will in turn generate higher quality performance on the employees' part and boost educational performance among others.

This study investigates preventive education and gender-based violence T (GBV) in secondary schools across Cross River State, Nigeria, focusing on effective strategies for intervention. e study examines how preventive education can reduce incidences of school-related violence and promote safer learning environments. A qualitative research design was employed using interviews, focus group discussions, and observations across six secondary schools in Calabar, Ikom, and Ogoja education zones-representing both urban and rural contexts. Data were analyzed thematically. e ndings reveal that preventive education signi cantly improves students' awareness of GBV, fosters positive a itudes, and encourages nonviolent behavior. However, implementation barriers such as inadequate teacher training, cultural taboos, weak institutional policies, and limited resources impede sustainability. e study concludes that effective school-based preventive strategies-including counseling, community engagement, gender clubs, and peer mentorship-are crucial for curbing GBV. Recommendations emphasize the integration of gender-sensitive curricula, stakeholder collaboration, and stronger policy enforcement to ensure safe, inclusive educational spaces.

This study examined how principals in eight high-functioning elementary schools provide teacher supervision and evaluation to promote high levels of student achievement. Perceptions of teachers were measured to provide an understanding of which specific principal behaviors translated into better instructional practices within the selected schools. Schools were chosen based on their performance on both state communication arts and math standardized assessments, which were in the top 10% of all elementary schools in the state. Data were collected from 74 teachers using an online survey tool to assess perceptions about principals’ supervision within pre-observation and post-observation conferences. Quantitative analyses, part of a larger inquiry previously analyzed by the authors, revealed that 64% percent of the variability in principals’ pre-conference supervisory effectiveness was accounted for by discussing how students will be engaged in their learning during instruction; 65% of t...

Phenomenology is a qualitative research tradition rooted in philosophy that emphasizes the exploration of human experiences as they are lived and perceived by individuals. This study seeks to unpack the foundational concepts, historical evolution, and methodological significance of phenomenology in social science and educational research. Beginning with the pioneering work of Edmund Husserl and extending through the contributions of Martin Heidegger and Maurice Merleau-Ponty, the discussion highlights how phenomenology shifted the focus from objective knowledge to subjective meaning-making. Core concepts such as intentionality, lived experience, bracketing (epoché), and essence are examined in depth to illuminate the phenomenological approach. The distinction between descriptive and interpretive phenomenology is also clarified, showcasing their respective orientations toward describing or interpreting the meanings embedded in experience. Furthermore, the study explores the epistemological and ontological assumptions underpinning phenomenological inquiry and its practical application in empirical research through interviews and thematic analysis. By integrating theoretical understanding with methodological application, the paper illustrates how phenomenology offers rich, nuanced insights into personal and social realities, particularly in fields like education, psychology, and health sciences. Ultimately, phenomenology is presented as a powerful lens for uncovering the meanings individuals attach to their lived world, enabling researchers to generate authentic, context-sensitive knowledge.

ملخص الدراسة:
  هدف البحث إلى التعرف على واقع تطبيق الرقمنة وانعكاساتها على جودة العملية التعليمية، وتقديم تصور مقترح لتطبيق الرقمنة كآلية لضمان جودة العملية التعليمية في جامعة صعدة، خلال العام2022/2023، استخدم الباحثان المنهج الوصفي المسحي، وكذا أسلوب دلفاي (Delphi) للتحقق من مدى صلاحية تطبيق التصور، وتم بناء استبانة تكونت من (48) فقرة توزعت على محورين هما:(واقع تطبيق الرقمنة في العملية التعليمية، وانعكاسات الرقمنة على جودة العملية التعليمية)، خضعت للتحقق من صدقها وثباتها، وطبقت الاستبانة على عينة عشوائية بسيطة من أعضاء هيئة التدريس بلغ عددهم (80) عضواً، وكان من أبرز نتائج البحث: حصل واقع تطبيق الرقمنة في العملية التعليمية في جامعة صعدة على متوسط حسابي بلغ (2.50)، ونسبة مئوية بلغت (50%)، وهو يقابل التقدير بدرجة ضعيفة، وحصل محور انعكاسات الرقمنة على جودة العملية التعليمية في جامعة صعدة على متوسط حسابي بلغ (4.28)، ونسبة مئوية بلغت (86%)، وهو يقابل التقدير بدرجة مرتفعة جداً، وخلص البحث إلى تقديم تصور مقترح لتطبيق الرقمنة كآلية لضمان جودة العملية التعليمة في جامعة صعدة، تضمّن ثلاثة محاور، هي: المدخلات والمتطلبات، والأنشطة، وأبعاد جودة العملية التعليمية، كما تضمّن كل محور عدة مقترحات إجرائية لتطبيق الرقمنة في العملية التعليمية.
الكلمات المفتاحية: الرقمنة، جودة العملية التعليمية، الجامعات اليمنية، جامعة صعدة.

يهدف البحث إلى تقديم إطار نظري متكامل لمفهوم المرونة الرقمية بوصفه مدخلاً أساسياً لمواجهة تحديات التعلم في العصر الرقمي، من خلال تتبع جذوره النظرية، وتحليل أبعاده المتعددة، وبناء نموذج تفسيري يوضح آليات تفاعله مع التحديات التقنية، والنفسية، والاجتماعية، والتربوية. وأظهرت نتائج التحليل النظري أن المرونة الرقمية تمثل منظومة مركبة لا تقتصر على المهارات التقنية، بل تشمل أبعادًا معرفية وانفعالية وسلوكية واجتماعية، تتكامل لتمكين المتعلم من التكيف الفعّال مع بيئات التعلم الرقمية، والمواجهة الواعية لتحدياتها، وتحقيق التوازن بين الضغوط الرقمية، ومتطلبات الاستمرارية. كما أبرز البحث أن التعلم المستدام يشكل إطارًا مرجعيًا حاكمًا لفهم العلاقة بين المرونة الرقمية وتحديات التعلم، حيث يتطلب تحقيقه تفاعلاً ديناميكيًا بين القدرة على التكيف الرقمي، واستمرارية التعلم، والمشاركة النشطة. وفي هذا السياق، تتكامل المرونة الرقمية مع التعلم المستدام بوصفهما مفهومين متلازمين يعززان قدرة المتعلم على مواجهة متطلبات العصر الرقمي وضمان جودة التعلم واستمراريته. ويختتم البحث بتقديم مجموعة من التوصيات التي تدعم تطوير الممارسات التعليمية والسياسات التربوية، بما يسهم في تعزيز المرونة الرقمية وبناء بيئات تعلم أكثر استدامة في مؤسسات التعليم.

Background: Practical activities in Chemistry are vital for students' scientific skills, but the lack of laboratory equipment in Nigerian secondary schools hinders effective teaching and learning. Objective: This study investigated the availability and use of laboratory equipment for Chemistry learning in public secondary schools in Onitsha North, Anambra State, focusing on equipment availability and its usage during lessons. Methods: A descriptive survey research design was adopted. The sample consisted of 200 Chemistry students selected from 10 randomly chosen public secondary schools in the study area. Data were collected using a validated questionnaire with a reliability coefficient 0.72, determined using Cronbach's alpha. Data analysis was conducted using mean and standard deviation to answer three research questions. Results: The study revealed that laboratory equipment is not adequately available, and that the available laboratory equipment is poorly utilized in the learning of Chemistry in the selected schools. As a result, these students encounter difficulty in learning Chemistry, and lack the ability required to acquire scientific knowledge and skills. Conclusions: The study concluded that the limited availability and poor utilization of laboratory equipment negatively impact Chemistry's effective teaching and learning. Without sufficient resources, students are deprived of hands-on experiences vital for understanding scientific concepts. Contributions: This research highlights the infrastructure challenges public secondary schools face in practical science education, emphasizing the need for policymakers and educators to prioritize laboratory equipment and create an environment that supports students' scientific skill development.

The integration of Artificial Intelligence (AI) tools offers innovative approaches to addressing challenges in education, particularly in enhancing student personnel management for improved achievement of educational goals. This study explored AI as a predictor of effective student personnel management in secondary schools in Abia State, Nigeria. Employing a survey research design, the study covered the three education zones in the state: Aba, Ohafia, and Umuahia. The target population consisted of 253 public secondary schools and their principals. Through stratified and purposive sampling techniques, 124 schools and principals were selected. Data were gathered using a researcher-designed instrument titled Artificial Intelligence and Student's Personnel Management Questionnaire (AISPMQ), based on a modified 4point Likert scale (Strongly Agree to Strongly Disagree). To ensure the instrument's validity, it was reviewed by three experts-one in Educational Management and two in Measurement and Evaluation at Nnamdi Azikiwe University, Awka. The reliability coefficient ranged from 0.89 to 0.91. Data analysis involved testing null hypotheses using Simple Linear Regression at a 0.05 significance level. Findings showed that AI significantly influences student personnel management, improving resource allocation, data handling, and decision-making processes. This enables school principals to make informed, data-driven decisions, thereby enhancing administrative responsiveness and effectiveness. The study concludes that AI is a strong predictor of effective student personnel management and highlights the need for its adoption in school administration. It recommends that the Abia State Ministry of Education should promote AI integration through leadership training and infrastructure support. Future research should focus on comparative studies across public and private schools in multiple states to examine variations in AI adoption and effectiveness in student personnel management.

Funding plays a crucial role in the development and sustainability of the education system. Unfortunately, the decline in global oil prices has significantly impacted the funding of educational programs in Nigeria, highlighting the need for school administrators to explore alternative funding sources. This study examined the relationship between principals' innovative funding strategies and the sustainability of the secondary education system in Cross River State, Nigeria. The research employed a correlational design, with a population of 281 principals from public secondary schools in the state. A census technique was used to select all principals for the study. Data were collected using a structured questionnaire titled Principals' Innovative Funding Strategies and Sustainability of Secondary Education System Questionnaire (IFSSSESQ), which was validated by five experts. The reliability of the instrument was determined using Cronbach alpha, yielding reliability estimates of .78 and .83. Pearson Product Moment Correlation Coefficient was used to test the null hypotheses at a 0.05 level of significance, with data analyzed using SPSS version 26. The findings revealed a significant relationship between crowdfunding, alumni donations, and the revitalization of business ventures with the sustainability of the secondary education system. The study concluded that for a sustainable secondary education system, principals must innovatively generate additional revenue to supplement government funding. It is recommended that school administrators adopt multiple revenue-generating strategies to effectively manage their schools and ensure long-term sustainability.

This study investigates the competence of school heads in providing instructional supervision and its significance in enhancing teachers' performance within the division of Valencia City during the 2022-2023 school year. A total of ninety-four school heads were selected through universal sampling, along with six hundred eighty-five elementary and secondary teachers chosen via stratified random sampling as respondents. Employing a descriptive survey design and documentary analysis, the assessment of school heads' instructional supervisory skills utilized the adapted DepEd Region 10 Instructional Supervisory Tool (2017), while teachers' performance was measured using the Individual Performance Commitment and Review Form. Descriptive statistics, including frequency, mean, and standard deviation, were applied, with the Pearson Product-Moment Correlation Coefficient (r) used to examine relationships between variables. Findings indicate that school heads consistently exceed expectations in their supervisory roles, resulting in outstanding teacher performance, with a significant relationship identified between school heads' instructional supervisory skills and teachers' performance. Effective instructional supervision enhances teachers' performance by providing targeted support and feedback, leading to improved teaching practices and better student outcomes; conversely, insufficient supervision can hinder professional growth and negatively affect classroom effectiveness. The study underscores the necessity of strong school leadership for improved teaching and student success, recommending further training for school heads to enhance their supervisory skills and foster a supportive school environment.

The current research aims to determine the role of digital human resources management in achieving administrative creativity, a survey study of the opinions of several administrative staff in several colleges and institutes at Duhok Technical University to test the research hypotheses therein. As for the nature of the data collection method, the questionnaire was relied upon as a primary tool for collecting data by distributing forms to a sample of administrative staff in the researched sample, as (49) forms were distributed, and (45) of them were valid for analysis, which was done using the (SPSS) program. The research produced a set of conclusions, the most important of which is the existence of a significant correlation between digital human resources management and administrative creativity, and the existence of a significant impact of digital human resources management in achieving administrative creativity in the researched colleges. The research presented a set of proposals, the most important of which is enhancing awareness within the researched colleges and at all administrative levels of the importance of moving towards applying digital human resources management by holding training courses for its importance in bringing about changes in the performance of these departments in order to achieve administrative creativity.

In this paper, organizational culture was studied as a factor influencing the employee engagement of academic and non-academic employees in institutions of higher education located in South East Nigeria. The study centered on three dimensions, which are the influences of: collaborative culture on employee vigor, innovative culture on employee dedication, and hierarchical culture on employee absorption. Survey design was employed in the sampling of the quantitative data in the selected institutions in the states of Abia, Anambra, Ebonyi, Enugu, and Imo. The study population consisted of 1200 staff members; 292 of whom were selected through Taro Yamane's formula. Stratified random sampling was adopted to ensure proper represented. Data were collected using structured questionnaire according to the instruments that existed in terms of measuring organizational culture and employee engagement. Survey was reviewed by experts and its reliability was checked with the help of Cronbach alpha coefficients which were higher than the acceptable value. Statistical analyses were done using descriptive statistics, Pearson correlation, and multiple regression analyses using SPSS version 28. The findings indicated that the collaborative culture was a highly effective approach in promoting employee vigor with the help of teamwork, participatory decision-making, and open communication. The culture of innovation was very strong in promoting employee commitment in terms of enthusiasm, creativity, and emotional attachment. The role of hierarchical culture in employee absorption was medium but considerable. The study concludes that organizational culture is a strong indicator of employee engagement in higher education institutions.

This study examines the impact of teacher professional development practices on reading engagement among elementary school students. It investigates how workshops, seminars, courses, and other learning opportunities enhance teachers’ abilities to engage students in reading and promote literacy development. To assess this relationship, a study was conducted in Central Elementary Schools in the second district of Eastern Samar Division, involving 54 Grade 5 teachers through a descriptive-correlational research design.Findings reveal that teachers consistently employ feedback, reflection, mentoring, and collaboration as strategies to enhance students' reading engagement. These strategies guide students to improve their reading skills while fostering responsibility for their own learning. Mentoring programs build teaching skills and confidence while equipping educators with resources and strategies to support mentees. Among these strategies, collaboration emerged as the most significant, achieving the highest mean score of 4.67.Moreover, the study highlights that teachers engaged in professional development focused on literacy instruction are better equipped to differentiate reading activities for Grade V pupils, increasing overall reading engagement. A weighted mean score of 4.54 for student reading engagement suggests that students excel in reading, largely due to the support provided by teachers’ professional development practices. The consistent use of feedback, reflection, mentoring, and collaboration fosters a supportive learning environment that enhances students' reading progress and engagement.A strong positive correlation was found between teacher professional development practices and students’ reading engagement. Based on these findings, the study recommends providing ongoing training for teachers, regular updates on teaching strategies, and fostering a collaborative classroom environment. Furthermore, students should actively participate in feedback sessions and peer collaboration, while school principals should ensure resources and opportunities for professional development programs

his study investigates preventive education and gender-based violence T (GBV) in secondary schools across Cross River State, Nigeria, focusing on effective strategies for intervention. e study examines how preventive education can reduce incidences of school-related violence and promote safer learning environments. A qualitative research design was employed using interviews, focus group discussions, and observations across six secondary schools in Calabar, Ikom, and Ogoja education zones-representing both urban and rural contexts. Data were analyzed thematically. e ndings reveal that preventive education signi cantly improves students' awareness of GBV, fosters positive a itudes, and encourages nonviolent behavior. However, implementation barriers such as inadequate teacher training, cultural taboos, weak institutional policies, and limited resources impede sustainability. e study concludes that effective school-based preventive strategies-including counseling, community engagement, gender clubs, and peer mentorship-are crucial for curbing GBV. Recommendations emphasize the integration of gender-sensitive curricula, stakeholder collaboration, and stronger policy enforcement to ensure safe, inclusive educational spaces.