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The asymptotic integration problem has a rich historical background and has been extensively studied in the context of ordinary differential equations, delay differential equations, dynamic equations, and impulsive differential equations. However, the problem has not been explored for impulsive dynamic equations due to the lack of essential tools such as principal and nonprincipal solutions, as well as certain compactness results. In this work, by making use of the principal and nonprincipal solutions of the associated linear dynamic equation, recently obtained in [Acta Appl. Math. 188, 2 (2023)], we investigate the asymptotic integration problem for a specific class of nonlinear impulsive dynamic equations. Under certain conditions, we prove that the given impulsive dynamic equation possesses solutions with a prescribed asymptotic behavior at infinity. These solutions can be expressed in terms of principal and nonprincipal solutions as in differential equations. In addition, the necessary compactness results are also established. Our findings are particularly valuable for better understanding the long-time behavior of solutions, modeling real-world problems, and analyzing the solutions of boundary value problems on semi-infinite intervals. [ABSTRACT FROM AUTHOR]

ABSTRACT The ability of school principals to demonstrate resilience enables them to effectively lead, adapt and thrive amidst the ever‐changing landscape of educational challenges and transformations. Despite its necessity, research on principal resilience remains largely underdeveloped and is still in its early stages. The current study aims to fill this gap using network analysis to examine the inter‐structural principal resilience network and gender differences in terms of network estimation, centrality indices, network stability and network comparison using a sample of 1274 principals from China. The results reveal a comprehensive understanding of the dynamic network and gender effects on school principal resilience at the dimension and item levels. It is noted that social resilience exhibits the highest strength, indicating the critical importance of social support networks and relationships. The gender analysis indicated that spiritual resilience emerged as a central dimension in the resilience network of female principals, while emotional and psychological resilience was the central dimension in the resilience network of male principals. This study advances the conceptual and practical understandings of school principal resilience by examining the interactions among different dimensions and items, thereby contributing to the maturity of knowledge production and intervention efforts in the field. [ABSTRACT FROM AUTHOR]

Autistic children have the right to be included in early childhood educational (ECE) settings. Motivated by the need for knowledge of how such education can be developed, this study examined the perspectives of ECE staff (i.e. teachers, child carers, and principals) on interprofessional collaboration regarding identifying and working with autistic children. Qualitative interviews were used. By using Interpretative phenomenological analysis, three themes were found: (1) identifying children, (2) professional collaboration in ECE settings, and (3) collaboration with professions from outside ECE settings. The findings were analysed in light of the concepts of power, jurisdiction, and interprofessional collaboration and discussed in relation to inclusive education. The study found that rigid labour divisions, power imbalances, and lack of knowledge were perceived to hinder collaboration concerning identifying and working with autistic children. The study concludes that future research on interprofessional collaboration is needed to improve inclusive education. [ABSTRACT FROM AUTHOR]

This article elaborates on the multiple approaches to develop and support school leadership. In a 5-year quasi-experimental longitudinal mixed-methods study based on a sample of 122 schools in three regions in a German state, 75 school leaders and their teams participated in a 3-year program using multiple approaches; the rest served as the control group. The multiple approaches covered the school leaders' (a) professional development, comprising (i) a professional development program, (ii) individual coaching series, and (b) support for them, including (iii) school consultancy and (iv) additional financial resources. The quality of the interventions (regarding both the process and didactic qualities, as well as outcome qualities) and how the quality of both the school leadership and the schools changes over time as a consequence of these interventions are analyzed. The study's results show a highly positive assessment of the quality and advantages of the multiple approaches and their benefits for the quality of school leadership and further aspects of the school. The regression analyses demonstrate that positively perceived outcome qualities of the interventions are associated with improvements in numerous dimensions of school quality. [ABSTRACT FROM AUTHOR]

School principals' leadership behaviours influence the job satisfaction of the teacher, which in turn, defines the effectiveness of the school climate. Therefore, it is crucial to know how the leaderships styles, specially the distributed and instructional leadership, affect the job satisfaction of the teachers in the Chinese school context. So, the aim of the study is to analyse the effect of distributed and instructional leadership of Chinese school principals on the job satisfaction of teachers along with the mediating roles of reward, motivation, and effectiveness. In order to achieve the aim, the study adopted a "review-style" research method and explored the relevant past literature. The researcher confined the time frame from 2019 to 2024 to include the most recent studies and the theses, books, and discussions were not utilized as they did not fit into the standard of research articles. In the context of educational policy and school management practices worldwide, the implications of this study are significant. Therefore, suitable leadership interventions would improve teachers' work satisfaction and consequently, the students' achievements. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Education Research (1680-6360) is the property of Angle Publishing Co., Ltd. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Penelitian ini bertujuan untuk menganalisis implementasi kepemimpinan Kepala Sekolah dalam meningkatkan kualitas pendidikan berdasarkan Instrumen Akreditasi Satuan Pendidikan (IASP) tahun 2020 di MAN 2 Kabupaten Bandung. Metode penelitian yang digunakan adalah deskriptif kualitatif dengan teknik pengumpulan data melalui observasi, wawancara, dan dokumentasi. Hasil penelitian menunjukkan bahwa implementasi kepemimpinan Kepala Sekolah dalam memperbaiki kualitas pendidikan telah mengikuti standar yang ditetapkan dalam IASP tahun 2020. Faktor-faktor seperti komunikasi yang efektif, pemberdayaan staf, dan pengelolaan sumber daya secara efisien menjadi kunci keberhasilan dalam peningkatan kualitas pendidikan. Studi ini memberikan pemahaman yang mendalam tentang pentingnya peran kepemimpinan Kepala Sekolah dalam mencapai standar akreditasi yang ditetapkan. [ABSTRACT FROM AUTHOR]

This article examines how principals socially construct the leadership configuration of principals and vice-principals in Singapore and what factors influenced the principal's shaping of this configuration. The qualitative study, involving the interview of 10 principals, sought to understand how principals made sense of their vice-principals roles vis-a-vis their own roles, as well as what influenced their perspectives. Coding involved a mix of codes from the literature and grounded from the interviews. Findings revealed that principals perceived themselves as the main and final decision maker, guarding certain responsibilities, and needing to be in the know. They perceived the vice-principal's role to be mainly a supporting role, while simultaneously expecting the latter to challenge the principal's thinking. Principals varied in how they include vice-principals in work perceived as more the principal's responsibility. A high-power distance culture and the principals' own induction and experiences as vice-principals shaped the principals' crafting of the leadership configuration. The study highlights the principals' role as a community in reproducing the type of vice-principals that the system values, raising a concern that bounded empowerment limits the leadership and growth of vice-principals. However, there is some evidence that principals' agency can counter predominant socialising forces. [ABSTRACT FROM AUTHOR]

Nations throughout the world have been engaged in efforts to redefine the role of principals to include instructional leadership. This is based upon research that has verified a positive indirect relationship between principal instructional leadership and student learning. This study tested a moderated mediation model of how the power distance orientation of teachers influences the effects of principal instructional leadership on teacher agency and classroom instruction. Data collected from 464 teachers in 65 middle schools in Oman were analysed using structural equation modelling, factor analysis and bootsrapping. The results supported a partial mediation model in which principal instructional leadership was associated with moderate direct and indirect effects through teacher agency on classroom instruction. In addition, lower power distance in principal–teacher professional relationships was associated with stronger effects of instructional leadership on teacher agency. These findings support assertions that instructional leadership is a relational process rather than a top-down bureaucratic form of leadership. [ABSTRACT FROM AUTHOR]

This study investigated Principals’ managerial characteristics: A panacea for teachers’ job performance in Cross River State, Nigeria. To achieve the aim of the research, three hypotheses were raised and tested at .05 significance level. The research design used in this study was survey design. The population of the study consist of all serving teachers with government secondary schools in Cross River State. Records available at Ministry of Education (State Secondary Education Board) shows that there are 5,057 serving teachers with the State. The population comprises 2,732 junior school teachers and 2,325 senior school teachers respectively. The sample for this study comprises 147 teachers comprising 73 female and 74 male teachers proportionally selected from the population. A Questionnaire title Principals’ Administrative Variables and Teachers’ Job Performance Questionnaire (PAVTPQ) was used for data collection. Data were analyzed with Pearson Product Moment Correlation Coefficient (PPMCC) for hypothesis one and One-Way Analysis of Variance for hypotheses two and three. The findings of the study showed that there is a significant influence of variables of Principles’ managerial characteristic and teachers’ performance Cross River State, Nigeria. The researcher recommended that among other things that there is need for the principals of secondary schools to enhance their supervisory skills by having a regular or periodic assessment of the teachers with reference to instructional method and punctuality. [ABSTRACT FROM AUTHOR]

The conducting of universal mental health screening is one widely endorsed practice suitable for use within P-12 school settings to more proactively identify children and young people experiencing or displaying characteristics of a mental health disorder. Absent routine screening, many school-age youth with mental health concerns, especially those of an internalizing nature, may go unidentified and left without timely treatment, support, and services. The current study, which employed survey methodology with principal respondents from four Midwestern states, primarily sought to contribute to and update the literature on the universal mental health screening practice habits of P-12 schools. Most principal respondents reported that their school does not currently conduct universal mental health screening and cited barriers (e.g., money, time, lack of support system in place) to screening commonly documented in prior studies. Many principals reported at least a moderate degree of interest in their school beginning to conduct universal screening in their buildings; however, a similar majority reported little to no knowledge about this important practice. Fortunately, principal respondents were generally interested in and receptive to support from their school psychologist in exploring and eventually implementing the conducting of universal mental health screening in their building. Implications for practice and future research, along with the potential for school psychologist leadership and role expansion, are discussed. [ABSTRACT FROM AUTHOR]

Background: The portfolio is a vital component of the evaluation of principals and serves as a repository of evidence of achievements, skills, and capabilities. It facilitates the meticulous recording and documentation of experiences undertaken. Furthermore, the portfolio is instrumental in the refinement of conceptual ideas over time, while simultaneously offering a panoramic vista of a school's operational ethos and its alignment with professional benchmarks. Objective: This study delves into the practices surrounding the principal portfolio and the formative and summative evaluation of principals by their evaluating supervisors. It aims to uncover principals’ perceptions regarding the obligatory nature of portfolios and other evaluative methodologies throughout both assessments. In light of the pivotal role that portfolios occupy in the realm of professional development and evaluation for school principals, the Abu Dhabi Education Council has mandated the compilation of principal portfolios within public schools. This mandate requires a detailed accounting of principals' proficiencies, achievements, and developmental trajectories. Markedly, this exploration stands as one of a scant number of inquiries probing the application of portfolios by school principals, with a particular focus on the context of the United Arab Emirates. It is poised to enrich the discourse on the utility of portfolios as instrumental tools for fostering leadership acumen and evaluative competency within the spheres of educator and principal preparation over the preceding two decades. The critical examination of these practices is vital for a nuanced understanding of their operational dynamics, the efficacy and challenges of e-portfolios, the array of opportunities they unveil, the identities of the involved stakeholders, and their ultimate objectives. Methods: This study adopted a qualitative research approach to gather and analyze non-numerical data in the form of concepts, opinions, and experiences presented by principals and their supervisors within the Al-Ain School District (overseen by the Abu Dhabi Education Council)). The cohort of participants comprised nine individuals endowed with extensive portfolio experience, six principals and three cluster managers. All worked in public educational institutions and were meticulously selected based on predefined criteria. This study relied on several data collection methods to obtain participants’ perspectives on their experiences with portfolio practices, including face-to-face interviews and documents from their portfolios. Results: A thematic analysis of the participant data yielded five salient themes reflecting the experiences of the principals: (1) inconsistent expectations for portfolio evidence; (2) portfolios summoned in response to rising tensions at the summative evaluation; (3) portfolios promoting reflective practices in formative evaluation; (4) portfolios susceptible to manipulation or falsification; and (5) excessive time spent building and developing portfolios. In order to maximize the utility of portfolios, this result invites school principals to unleash the latent potential inherent in their actions by leveraging portfolios as mirrors for reflective leadership and ongoing self-assessment. Conclusions: This research delineates both practical and theoretical ramifications for the application of professional portfolios. It elucidates the nature of evidence principals ought to incorporate within their portfolios. Furthermore, it endeavors to better inform principals of the evidence collection process, including what artifacts and documentation to gather and how to do so.

The quality of learning depends not only on the quality of students and the quality of teachers, but also depends on seven other dimensions, namely curriculum, leadership, management, infrastructure, society, environment, and cultural dimensions. And in the learning process the main activity of students is learning and the main activity of teachers is teaching, so that the dimension of learning and teaching becomes the main focus in School Quality Assurance. The purpose of this research is so that the quality of education can meet government standards. And as a leader is something that can influence others. The consequences of this research method require the operationalization of variables that can be measured quantitatively in such a way as to be able to use a hypothesis test model with statistical methods. This result is reinforced by qualitative analysis that based on all the analyses that have been carried out shows that the variables of leadership, Competency Improvement and Quality Culture are implemented in ECCE institutions where this research is conducted, but of the three variables that have a significant influence is the principal's leadership variable. [ABSTRACT FROM AUTHOR]

Successful management in education depends mostly on the managerial qualities of the head of the educational institution. Today we need leaders who can make quick decisions and take immediate action in times of crisis. The principal as a leader is not an exception to the generally valid universal qualities and abilities of leaders managing large companies and corporations in the pursuit and achievement of goals. The article analyzes the results of a survey conducted among 236 teachers and 12 principals of schools from the Shumen region regarding the principal's leadership qualities. According to the teachers, the most important qualities are: innovativeness; making decisions; honesty; problem solving; strong communication; caring for others. Four of the six leadership qualities most important to teachers are also among the most important according to principals, although not in the same order: fair treatment; honesty; making decisions; self-discipline; strong communication; innovativeness. All of the above qualities to one degree or another are necessary for the principal to lead the school and achieve good results, but one quality, if neglected, will sooner or later fail the principal as a leader and make his school uncompetitive. This quality is being able to learn quickly. Schools and other organizations will henceforth thrive only under the leadership of leaders who can bring certainty to the uncertain. [ABSTRACT FROM AUTHOR]

This case study explores the effect of the relationship between the principal of a secondary school within a poor community and the school governing body (SGB) on Grade 12 learner performance. The paper challenges the negative stereotype of the relationship between school principals and SGBs in lower-quintile schools. Much of the literature reports on allegations by principals that SGBs do not contribute to the improvement of schools; rather, they interfere negatively with the management thereof. This paper is couched in the collegial model. Using a single case study, the findings are based on qualitative data collected during interviews conducted with the principal and the chair of the SGB as well as observations in the classrooms and on the school grounds. The study found that there was a good relationship between the principal and the SGB chair. The paper concludes that a harmonious relationship between the principal and the SGB allows the SGB to support the school, resulting in enhanced Grade 12 academic performance in mathematics. A harmonious relationship between the principal and SGB forms the foundation for the academic performance of learners, as the majority of the SGB is represented by parents of the school. The data collected during the research study suggests that the greater school community must ensure that the chair of the SGB and the school principal have a good relationship and that the SGB is supportive of the school in advancing its educational activities. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Bayburt Education Faculty / Bayburt Eğitim Fakültesi Dergisi is the property of Bayburt University and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Trakya Journal of Education is the property of Trakya Journal of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Principal autonomy has been identified as an important ingredient in effective and healthy schools. However, little is known about the various dimensions of the phenomenon and how it takes form in different contexts. This article presents an analytical device contributing to further understand the complex nature of principal autonomy. The device follows the seminal work of Richard Ingersoll on autonomy in school organisations operationalised as decision-making and control. Moreover, we put forward a multidimensional device to organise decisions and control in several schooling domains: educational, social, developmental and administrative. By exemplifying the device on principals' perceptions of autonomy in the very North of Sweden, Norway and Finland, we can reveal important differences between the three Nordic neighbouring cases. Related to these reforms, principals' work can be compared in terms of different grades of complexity and risk, with corresponding consequences for their autonomy. [ABSTRACT FROM AUTHOR]

Public-Private Partnerships (PPPs) have been adopted globally to reduce funding gaps amidst an increasing need for public infrastructure. However, they are prone to several risks. Little attention has been paid to this crucial phenomenon in Uganda, despite the rising interest in the use of the PPP model. Through a questionnaire survey with PPP experts in Uganda, 34 principal risks were identified of which the top 10 are construction completion, government corruption, construction cost overrun, land acquisition, delay in project approval and permits, high financing cost, operation cost overrun, inadequate tender competition, procurement risk, and inability to service debt risk. Most of these were found to arise from inadequate experience in PPPs, the complexity of the PPP model, high levels of corruption and the immature domestic financial market. The knowledge of these risks can guide PPP contract negotiations and potential investors in their investment decisions, especially the objective assessment of PPP projects. [ABSTRACT FROM AUTHOR]

This research aims to evaluate the role of principal supervision in improving teacher performance, identify obstacles related to academic supervision analysis, and design strategies to overcome these obstacles. This research was conducted at a public elementary school in Blora Regency. Qualitative data analysis techniques were used in this research. Sampling used purposive sampling technique. Data collection through observation and in-depth interviews. The informants taken included the Principal, Teachers, Supervisors, Chair of the School Committee, and Students. The results of the study show that academic supervision is carried out by the principles of academic supervision by going through the stages of planning, implementing, evaluating, and following up. The techniques and models of academic supervision that are applied vary according to the situation and condition of the school, as well as the principles of academic supervision that are applied. The obstacles found include the role of the principal as a supervisor who is often given additional tasks by the department, teachers as the party being supervised have various activities and competencies, as well as a lack of facilities and infrastructure. Another obstacle is the limited study time and the limited communication skills of students. Efforts have been made, among others, by rearranging schedules, involving teachers in training, allocating budgets for new facilities and infrastructure through the School Operational Assistance program, and building good cooperation with school committees. [ABSTRACT FROM AUTHOR]

Offensive behaviour towards school employees is widespread and involves a number of potentially harmful acts. There is evidence that school employees' experiences of offensive behaviour are shaped by demographic, role and school-based factors that mediate the likelihood of victimisation. However, very few studies have investigated the prevalence and correlates of offensive behaviour against school leaders. This study analysed 13,028 survey responses from the Australia Principal Occupational Health, Safety and Wellbeing survey that were completed between the years 2011 and 2019. The analysis determined the prevalence of bullying, threats of violence and physical violence against government school leaders, the main perpetrators of these offenses and the moderating effects of key socio-demographic factors. Results from the study demonstrated that considerable proportions of Australian government school leaders were subjected to offensive behaviour with an average (pooled) prevalence of 36.2% for bullying, 48.6% for threats of violence and 38.7% for physical violence. School leaders report that students and parents are responsible for most offensive behaviours, but that colleagues also contribute considerably to incidents of bullying. Our findings illustrate that offensive behaviours against Australian school leaders are very high and that particular groups of school leaders are at elevated risk of victimization, especially female school leaders and to a lesser extent assistant principals and those inner or outer regional areas. [ABSTRACT FROM AUTHOR]

Increased international attention paid to research-based education has resulted in various national initiatives to exploit research in education. However, this poses challenges for school professionals. Based on an ethnographic single case study in a Swedish educational setting, this article investigates how national policy on research-based education is realized at local school level from the perspective of principals. Theoretically, the study applies a policy enactment understanding, arguing that policy is put into action in original ways in various local settings. Through thematic analysis four interrelated main strategies deployed by the principals were identified: strategies facilitating durable structures, developing learning cultures, developing teachers' competencies, and strengthening leadership. The strategies demonstrate the complexities in policy enactment as it involves multiple embedded local processes and settings. Additionally, the study contributes to an understanding of how different interrelated national policies and initiatives intersect when enacted at school level. [ABSTRACT FROM AUTHOR]

The COVID-19 pandemic and the rapidly changing societal issues that it occasioned have accelerated the dynamic nature of the principalship. Changing demographics, technological advances, teachers' working conditions, social unrest, and in particular the global pandemic are among the factors driving this continuous role transformation. This study explored the ever-changing principalship and evolving professional support needed by school principals in a post-pandemic environment. This qualitative study included in-depth interviews with six sitting principals. We identified five themes -- deep knowledge of technology, social-emotional support, school operations, collaboration and teamwork, and flexibility -- which required further support. Our findings make plain the need for extensive cooperation, collaboration, and partnership between P-12 school districts and university leadership preparation providers. [ABSTRACT FROM AUTHOR]

Despite daily interactions by principals with a variety of adults, there is scant research on the experiences which are so disrespectful that they become instances of workplace mistreatment. This study reveals, in a first of its kind, that workplace mistreatment does exist for principals and there are challenges to preventing it. Therefore, the purpose of this article is to confirm the existence of mistreatment in principals' workplaces using the principals' voices to describe their experiences of mistreatment. This study concentrates on adult-on-principal mistreatment across a range, from incivility to mobbing and its relative frequency. The presentation of this qualitative data originates in a mixed-methods study of 12 middle years principals, using two rounds of in-depth semi-structured interviews, plus three quantitative surveys. Parallel data analysis followed by cross data-set comparison was employed. Many adults were perpetrators: parents, teachers, superintendents, school trustees, and more, with particular types of incidents perceived as more frequent than others. While instances were not everyday occurences, principals identified the provocations for and types of harm caused from such incidents. This study suggests that principals could benefit from professional development regarding dealing with mistreatment at work, as well as a reworking of policies to protect principals from workplace mistreatment. Challenges regarding dealing with mistreatment episodes in a school environment are discussed. Further research is needed as data in this exploratory study are not generalizable over larger populations due to self-selection bias, scope and representativeness of the sample. [ABSTRACT FROM AUTHOR]

Copyright of Profesorado: Revista de Currículum y Formación del Profesorado is the property of Profesorado: Revista de Curriculum y Formacion del Profesorado and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This study aims to investigate the influence of certification, competence, education, discipline, and work motivation on the performance of kindergarten heads. This research is included in survey-type research and is quantitative. The collected data were analyzed quantitatively. The analysis method used in this research is the Structural Equation Model (SEM) using the SmartPLS 4.0 application. The results obtained in the validity test state the loading factor value = 0.7 and the AVE value = 5 so that it can be declared valid, in the composite reliable test and Cronbach alpha = 0.7 so that it can be declared reliable. The results showed that the certification variable (X1) had a positive and significant influence on the discipline variable (Z1). The certification variable (X1) has a positive and significant influence on the work motivation variable (Z2). The certification variable (X1) has a positive and significant influence on the performance variable (Y). The competency variable (X2) has a positive and significant effect on the discipline variable (Z1). The competency variable (X2) has a positive and significant influence on the work motivation variable (Z2). The competency variable (X2) has a positive and significant effect on the performance variable (Y). The education variable (X3) has a positive and significant effect on the discipline variable (Z1). The education variable (X3) has a positive and significant influence on the work motivation variable (Z2). The education variable (X3) has a positive and significant influence on the performance variable (Y). The discipline variable (Z1) has a positive and significant effect on the performance variable (Y). The work motivation variable (Z2) positively and significantly affects the performance variable (Y). [ABSTRACT FROM AUTHOR]

Research has consistently demonstrated the benefits of school mental health (SMH) services on the well-being of students. Administrators play an important role in the implementation and sustainability of SMH services within a school. However, school principals' perspectives regarding their role in SMH implementation are underrepresented in research examining the implementation of SMH services. The present study utilized a semi-structured interview format to examine principals' perceptions of their role regarding the implementation of SMH services in one Midwestern state. Four themes developed: (1) principals perceive SMH services to be beneficial due to increasing mental health needs; (2) principal involvement in SMH implementation varies; (3) critical staff promote SMH; and (4) systemic complexities exist related to SMH implementation and sustainability. Implications for practice, future research, and limitations are discussed. [ABSTRACT FROM AUTHOR]

Morphometric characterization of male genitalia is an important aspect for studying intraspecific variation in Lepidoptera. In this study, size variation in the male genitalia of rice yellow stem borer (YSB) Scirpophaga incertulas (Walker) collected from nine locations through sex pheromone traps was examined. Measurements of male genitalial parts like uncus length (UL), uncus width (UW), valva length (VL), valva width (VW), saccus length (SL), saccus width (SW), aedeagus length (AD) were considered. Significant size variation was observed among the populations, and the measurements SL, SW, VL, VW, UL, UW and AD contributed to about 16% to location variability. The results showed that all characters except valva width was significantly different (p≤0.05) among the nine populations. [ABSTRACT FROM AUTHOR]

The principal, as a leader, must possess several abilities, including personal skills, knowledge of educational staff, the school's vision and mission, decision-making abilities, and communication skills. This research is a qualitative study with a descriptive approach. The data collection methods used in this study include observation, interviews, and documentation. For data analysis, the study employs the analysis framework by Huberman and Miles, which consists of data reduction, data display, and conclusion drawing. The validity of the data is ensured through Lincoln and Guba's criteria, including credibility, transferability, dependability, and confirmability. The findings of this study show that: 1). The strategy of the principal at SD IT Roudhotul Ilmi Anshor in preparing teacher professionalism involves examining and assessing teachers' competency levels, providing guidance and motivation, offering opportunities, conducting evaluations, and giving rewards to teachers. 2). The principal's performance in preparing teacher professionalism is evaluated based on several competencies, including personality competence, managerial competence, entrepreneurial competence, supervisory competence, and social competence. 3). An effective strategy for the principal in preparing teacher professionalism involves closely observing teachers' abilities, providing guidance and motivation, offering opportunities and training, conducting evaluations, and giving rewards to teachers.

Supervision activities are intended to advance learning through professional improvement of teachers. Supervision encourages teachers to be more qualified and of course makes teaching and learning situations more effective, teachers become more flexible and ready to carry out their daily routine tasks. This research aims to find out how management supervises school principals. This study uses a qualitative method. The subjects in this research were 3 teachers and 1 principal at SMA Negeri 1 Sula Islands. Data collection was carried out through interviews, observation and documentation, to see how the principal supervised management was planned, implemented, evaluated, supported and inhibited.

Supervision needs to be prepared by the school principal and socialized to teachers through school meetings, so that teachers know and understand the aims and objectives of the supervision program. Supervision is seen from the planning, implementation and evaluation of supervision itself as a system, and leads to two elements of supervision, including (1) academic supervision and (2) managerial supervision. This research was carried out at SMP Negeri 11 East Seram, SMP Negeri 33 East Seram, and SMP Negeri 41 Seram Timur. This research aims to describe planning, implementation, evaluation and supporting and inhibiting factors for head supervision management. Qualitative data analysis methods are used to answer research results from interviews and observations. Data was analyzed through data reduction, data display and drawing conclusions. The results of this research show that school principals plan academic supervision programs by involving teachers in determining the supervision schedule. This supervision activity includes planning and assessing the learning process, planning, while implementation activities include assessing the progress of the learning process which involves the use of learning strategies/methods/techniques and classroom management, the implementation of academic and managerial supervision carried out by assigned supervisors. Academic supervision evaluations are carried out by the principal in various ways, evaluations are delivered simultaneously or to many teachers, evaluations are carried out in groups or meetings are held at the end of the month or end of the semester. Supporting factors for implementing academic supervision are availability of time, socializing the schedule and providing motivation to teachers. Meanwhile, the inhibiting factor is insufficient time allocation in carrying out academic supervision. conclusions in this research from the planning aspect. The principal makes a plan before supervising the teacher. From the implementation aspect, the principal carries out the supervision program in accordance with what has been programmed at a predetermined time. From the evaluation aspect, the supervision carried out by the principal aims to correct everything that is lacking from the teacher. in schools, evaluations are carried out in groups or meetings are held at the end of the month or end of the semester, if the evaluation is only a few teachers then the evaluation is carried out individually. In conclusion, the principal first does the planning, provides space and opportunities to develop his/her teaching competence

This study aims to examine the Influence of Madrasah Principal Managerial Competence on Teacher Performance at MAS AL-Washliyah 22 Tembung using a quantitative method. The research design employed is correlational. There are two variables in this study, the independent variable being Principal Managerial Competence (X), and the dependent variable being Teacher Performance (Y). The results of the study indicate that in the partial t-test, the significance value (sig.) is 0.000 < 0.05. Therefore, it can be interpreted that there is a significant influence of madrasah principal managerial competence on teacher performance at MAS Al-Washliyah 22 Tembung. Furthermore, based on the statistical model Summary, the R Square value is 0.606 or 60.6%. Thus, it can be interpreted that the magnitude of the influence of madrasah principal managerial competence on teacher performance at MAS Al-Washliyah 22 Tembung is 60.6%. The magnitude of this influence is categorized as strong.

SMK Negeri 1 Pantai Cermin, the Principal plays an important role in shaping policy, fostering a positive organizational culture, and offering strategic support to teaching staff. It is important to dig deep to understand the significant influence of principal leadership on teacher performance. This article will examine how effective leadership can foster a work environment that motivates and empowers teachers, ultimately improving the quality of education in schools. The main focus of this study is to assess the impact of the principal's leadership effectiveness on teacher performance at SMK Negeri 1 Pantai Cermin. Quantitative research methods will be used to achieve this goal. The process of quantitative research involves the utilization of numerical data to acquire knowledge and analyze information. Data collection methods in this type of research include questionnaires and documentation studies. The findings of this study show that the principal's leadership style has an impact on improving teacher performance. The effectiveness of a teacher's performance is determined by how well the principal displays the success of the school in its management. This is supported by an R square adjust value of 0.232 which shows that the principal's leadership style accounts for 23.2% of the variation in teacher performance. The remaining 76.8% was influenced by other variables that were not studied in this study, such as teacher compensation, teaching materials, teaching methods, curriculum readiness, school facilities and infrastructure.

This study aims to analyze the influence of leadership and organizational culture on quality in educational institutions. The research method used is meta-analysis using 15 relevant studies in the form of articles and theses published in reputable national journals. This research uses research at all levels of education, namely basic education, secondary education, higher education and non-formal education. The meta-analysis results show that the average correlation coefficient is 0.568 with a standard deviation of correlation of 0.514. This means that H1 of this study is accepted and H0 is rejected in other words that there is an influence on leadership and organizational culture on quality in educational institutions.

Abstract Background Health-promoting schools (HPS) are acknowledged as a comprehensive approach to improving children’s health and educational outcomes through learning and school life. Principals are key players in HPS implementation. However, concrete leadership practices in HPS in low- to middle-income countries have not been clarified. Therefore, this study aimed to explore and generate themes surrounding the leadership practices of principals in implementation of school health in Indonesia, a predominantly Muslim country consisting of diverse religions that have expanded HPS at the national level. Methods In-depth interviews and focus group discussions (FGDs) were conducted with the principals, teachers, parent representatives, and school board committee members in 10 target schools. FGDs were conducted with school health supervisory board members in Mataram City. All interviews were recorded and transcribed. Thematic analysis was undertaken to generate themes. Results The principals demonstrated leadership practices based on their religious beliefs, values, and morals. This may suggest that beliefs and morals support an understanding of their responsibility to ensure the well-being of all school community members, regardless of religion, in a diverse environment that is predominantly Muslim but also multicultural and multi-religious. Further, these beliefs and morals might reinforce implementation of school health. Importantly, the principals’ coordination skills in cooperating with multiple sectors might contribute to successful implementation of school health. Also, principals emphasized they were tasked to develop capacity for implementation of school health. Thus, principals should understand leadership in the implementation of school health as their duty from the training stage to encourage health at the school level. Conclusion In this study, “have professional educators’ beliefs and religious beliefs and Indonesia’s morals” was generated as a new theme, whereas several common themes were found as in previous studies. The results of this study suggested the importance of leadership by principals in the implementation of school health. Strengthening the capacity of school principals by integrating the contents of school health leadership practice into pre- and in-service training through the development of a policy on principals’ duties in school health might contribute to the successful implementation of school health.

Mentoring is one of the professional development tools supporting school principals. Thanks to mentoring, principals can overcome the problems they confront and meet the expectations of different stakeholders. Thus, principals are able to perform more effectively in schools. Mentoring has become a formal process for principals in various countries for a long time. Moreover, several researchers from different countries focus on the various impacts of mentoring on principals. One of these is the self-efficacy of principals. Mentoring has the potential to enhance the principals' self-efficacy. However, it is difficult to note that mentoring and its influence on principals' self-efficacy have been analyzed thoroughly. In this context, this phenomenological study aims to overcome the current inadequacy. The study data was collected based on criterion and snowball sampling from eight principals working in Kahramanmaraş province. MAXQDA 2020 was utilized for data analysis. The results revealed that mentoring plays a critical role in the self-efficacy beliefs of principals. In other words, it develops principals' managerial, instructional, and ethical competencies. This finding significantly contributes to the literature on principals' professional development, professional learning, and self-efficacy. Several suggestions have been offered for policymakers and researchers about the formalization of mentoring and the details of its implementation.

One factor affecting teachers' working conditions and students' academic success is the school principals' innovative work behavior. Researchers have increasingly focused on this issue in recent years. Previous studies show that principals' entrepreneurship and self-efficacy are essential factors in innovative work behavior. However, the holistic view of the effects of the principals' entrepreneurship and self-efficacy on their innovative work behavior has been neglected in these studies. Therefore, in the present study, we explored the direct and indirect relationships among principals' innovative work behavior, entrepreneurship, and self-efficacy through the developed model. We collected the study data from 411 principals working in Trabzon city in Turkiye. Finally, we tested the results of our model with bootstrapping technique. The findings show that the principals' entrepreneurship is a significant mediator between principals' self-efficacy and innovative work behavior. This finding contributes to the literature on the antecedents of innovative work behavior. At the end of our study, we made recommendations to policy-makers and principals based on the findings. [ABSTRACT FROM AUTHOR]

In 2015, a Member of the Executive Council (MEC) of the Gauteng provincial legislature, South Africa, introduced the "Classroom of the Future" programme in previously disadvantaged schools, allowing an integration of information and communication technology into classrooms. In this article we focus on the sustainability of ICT in these schools. We regard sustainability as meeting one's needs without compromising the ability of future generations to meet their own needs. The sample constituted 18 participants from 6 disadvantaged schools in the Classroom of the Future initiative. Semi-structured face-to-face and telephonic interviews were employed for data collection. Our results show that ineffective teacher professional development for ICT, and inconsistent and timeous service delivery from the Gauteng Department of Education (GDE) technicians/teacher trainers were a major deterrent to effective ICT implementation. Additionally, the phasing-in approach to the rollout of ICT was a serious challenge to ICT sustainability in schools. We recommend improved teacher professional development initiatives pertaining to ICT to be instituted in schools where heads of departmenti take responsibility for empowering post-level one (PL 1) teachers on ICT to improve classroom learning. We also advocate for new improved service delivery from GDE technicians/teacher trainers, who are held accountable for fulfilling their mandates. [ABSTRACT FROM AUTHOR]