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This research study aimed to develop and evaluate reading intervention booklet for grade 10 students at San Jose National High School, District II-A, Division of Antipolo City during the school year 2023-2024. The descriptiveevaluative method of research was used with the questionnaire - checklist as data gathering instrument. The developed reading intervention booklet was evaluated by the fifteen (15) Language experts consist of English Master teachers, Head Teachers, and teachers in the teaching profession for more than 10 years and (25) English teachers from San Jose National High School, Dela Paz National High School and Marcelino National High School in the Division of Antipolo City. The English teachers and expert respondents evaluated the developed Reading Intervention Booklets Very Satisfactory with regard to objectives, activities, analysis, abstraction, application, and Evaluation, with grand means of 3.88 and 3.95, respectively. In addition, there was no significant difference between the evaluations of the two groups of respondents on the developed Reading Intervention Booklets in terms of Objectives, Analysis, Abstraction, Application, and Evaluation. On the other hand, there was a significant difference between the evaluation of the two groups of respondents on the developed reading intervention booklets in terms of Activities. Comments and suggestions were given by the respondents to further improve the developed learning material. [ABSTRACT FROM AUTHOR]

This study aimed to determine the principals' managerial roles as correlates to school performance which served as basis for an enhanced management training workshop during the school year 2023-2024. The perception of the two groups of respondents on the managerial roles of school principals. The school administrator-respondents obtained a grand weighted mean of 3.63, while the teacher-respondents obtained 3.65, which were both verbally interpreted as Strongly Agree. Significant difference between the perceptions of the two groups of respondents as regards the managerial roles of school principals. There is no significant difference between the perceptions of the two groups of respondents as regards the managerial roles of school principals except in the aspect of teamwork. School performance rating during the school year 2022-2023. The school performance rating achieved was 4.31 which was given an adjectival rating of Very Satisfactory. Significant relationship between the managerial roles of the principals and the school performance. There is no significant relationship between the managerial roles of the principals and the school's performance. [ABSTRACT FROM AUTHOR]

This study aimed to determine the principals' leadership on technology integration and its effect on school performance, which served as the basis for training development program during the school year 2023-2024. The perception of the respondents on the leadership of school principals on technology integration. With respect to the Respondents' Perceptions on the Leadership of Principals on Technology Integration, the administrator-respondents obtained a grand weighted mean of 3.60, while the teacher-respondents obtained 3.50, which were both verbally interpreted as Strongly Agree. Significant difference between the perceptions of the two groups of respondents on the principals' leadership on technology integration. There is no significant difference between the perceptions of the two groups of respondents except for technological competence, innovativeness, and effect on teachers' performance. The performance ratings of the schools during the school year 2022-2023. The performance ratings of the schools during the school year 2022-2023 are 4.36, 4.48, 4.39, 4.42, and 4.39, respectively, and they were given an adjectival rating of Very Satisfactory. Significant correlation between the principals' leadership on technology integration and the school performance. There is a very low significant correlation between the principals' leadership on technology integration and school performance. [ABSTRACT FROM AUTHOR]

This study aimed to determine the school principals' leadership competence and transparent governance, which served as inputs for a proposed leadership training program during the school year 2024-2025. The assessment of the school principals and teachers regarding the leadership competence of the school principals. Regarding strategically leading, the school principal-respondents got a composite mean of 3.40, while the teacher-respondents got 3.39, both verbally interpreted as Strongly Agree. Regarding managing school operations and resources, the school principal respondents got a composite mean of 3.62, while the teacher respondents got 3.61, both of which were verbally interpreted as Strongly Agree. In terms of focusing on teaching and learning, the school principal respondents got a composite mean of 3.60, while the teacher respondents got 3.63, both of which were verbally interpreted as Strongly Agree. In terms of empowering self and others, the school principal-respondents got a composite mean of 3.68, while the teacherrespondents got 3.67, both of which were verbally interpreted as Strongly Agree. In terms of building connections, the school principal respondents got a composite mean of 3.52, while the teacher respondents got 3.46, both of which were verbally interpreted as Strongly Agree. The significant difference between the perceptions of the two groups of respondents as regards the leadership competence of the school principals with respect to the above-mentioned variables There is no significant difference between the perceptions of the two groups of respondents regarding the leadership competence of the school principals with respect to the above-mentioned variables, except for Empowering Self and Others. The assessment of the two groups of respondents regarding the transparent governance of the school principals. In terms of decision-making, the school principal respondents got a composite mean of 3.57, while the teacher respondents got 3.72, both of which were verbally interpreted as Strongly Agree. In terms of financial matters, the school principal respondents got a composite mean of 3.58, while the teacher respondents got 3.51, both of which were verbally interpreted as Strongly Agree. In terms of documentation of resources, the school principal respondents got a composite mean of 3.57, while the teacher respondents got 3.55, both of which were verbally interpreted as Strongly Agree. The significant difference between the perceptions of the two groups of respondents as regards the transparent governance of the school principals with respect to the above-cited variables. There is no significant difference between the perceptions of the two groups of respondents regarding the transparent governance of the school principals concerning the above-cited variables. [ABSTRACT FROM AUTHOR]

The study investigated the leadership practices of Department Heads and Teachers' Engagement of JHS teachers in Selected Private Schools in Gumaca, Quezon, to come up with a Basis for Professional Development Program. The study was designed using a descriptive method. The Junior High School teachers participated in the study. A questionnaire was utilized as the main data-gathering tool. This study revealed that the leadership practices of the respondents towards selected department heads were excellent as employed or applied in the schools. This is reflected in innovative leaders, where the department heads have the abilities and qualities to push for innovation in the activity field of the organization. When it comes to Charismatic Leaders, the department heads seize new opportunities in order to achieve goals. And, as referred to by Command and Control Leaders, the department heads apply to all subsets of an enterprise, to the functions performed, to the levels of organizations, and to the focus of the activity, whether strategic or tactical. In addition, the leadership practices of the department heads have an excellent impact on teachers' engagement and motivation, as can be observed in the school performance. This can be inferred to Unity of Purpose where the school mission provides a clear sense of direction for teachers, teachers understand the school's mission, and the school mission statement reflects the values of the community. Along with Collegial Support, it indicated that teachers are willing to help out whenever there is a problem and that other teachers value teachers' ideas. In terms of professional development, it is exemplified that teachers regularly seek ideas from seminars, colleagues, and conferences and that the faculty values professional development. Lastly, in general, there is no significant relationship between leadership practices and the impacts of leadership practices on teachers' engagement and motivation. However, each leadership practice has at least one but at most five of the teachers' engagement indicators exhibiting a significant relationship between leadership practices and their impacts on teachers' engagement and motivation. [ABSTRACT FROM AUTHOR]

This study aimed to ascertain the extent of implementation of Indigenous People's Education in Sarangani Province, the key performance indicators, the significant relationship between the implementation and the key performance indicators, and the extent of compliance of the school heads and teachers on the implementation. The researcher utilized descriptive-evaluative research design. The respondents are school leaders and select teachers in the Department of Education, Division of Sarangani. The data were gathered through a survey questionnaire. The results show that all the indicators on the extent of implementation: Pedagogy and Methodology, Indigenous Knowledge System Practices Curriculum Content and Planning, Language and Instruction, Teacher Training, Materials, Assessment and Evaluation got very satisfactory results in terms on implementation, meaning this indicates that the program component is in high level of implementation. In addition, among all the performance indicators, retention rate got the highest percentage, meaning that 100.45% of the school-aged indigenous people learners continue their schooling. It is also supported by the very low dropout rate of the schools at 0.16%. On the other hand, statistics shows that the participation rate, cohort survival rate, completion rate, and dropout rate of the implementing schools has a significant relationship by the extent of implementation of the indigenous people's education program. Based on the results, it is recommended that the DepEd must increase the involvement of community members on the team creating the teaching materials translated into IPs' mother tongues, particularly those who are knowledgeable in that language. [ABSTRACT FROM AUTHOR]

According to Hoy, Tarter, & Kottkamp (2011), effective teachers need high level of organizational commitment. This suggests that high level of student's achievement requires dedicated teachers who contribute effectively. There is no doubt that high level of student's achievement is strongly related to high level of organizational commitment. The study is anchor on the following educational theories, Social Cognitive Theory of Bandura. Bandura's stresses the importance of observational learning, imitation and modeling. His theory integrates a continuous interaction between behaviors, personal factors-including cognition - and the environment referred to as reciprocal causation model. This study aims to determine the relationship of the teacher's commitment and the academic performance of HS students in the 2nd Congressional District of Milaor toward quality learning of k-12 programs SY 2017-2018. The significance of this study sprung from the importance of enhancing teachers' level of school commitment and the strong intention to develop and improve the students' outcome. The school administrators school principals, teachers and students will benefit from the useful suggestions to ameliorate the teachers' conditions which lead to enhancement of teachers' level of commitment, hence the enhancement of educational level including the students' achievement. The finding of the study will provide a practical significance to serve as a guide to practice framework for understanding teacher's commitments towards their profession and the effects on the students learning. It can possibly contribute to the knowledge concerning school performance and elements that contribute to the student's quality education. [ABSTRACT FROM AUTHOR]

Teacher surveys of principal leadership are a common component of school improvement efforts. The usefulness of teacher feedback surveys is dependent on teachers' interpretation of survey items. The current study explores evidence regarding the validity and reliability of teacher surveys for evaluating principals and explores their alignment to nationally recognized standards. We examine the responses of 6,965 teachers who took the Network for Educator Effectiveness Teacher Survey to evaluate 652 elementary, middle, and high school principals and assistant principals in Missouri. We explore how teacher perceptions aligned with the Professional Standards for Educational Leaders. Results of a multilevel exploratory and confirmatory factor analysis suggest that teacher perceptions aligned well with the standards, both at the teacher and principal levels. Responses showed good internal consistency. These results support the use of standards-based teacher surveys when evaluating principals, and suggest that teachers can effectively distinguish different domains of principal leadership. [ABSTRACT FROM AUTHOR]

Aim: The purpose of this paper is to identify teacher-level latent profiles of open innovation mindset and explore how these profiles moderate the effects of leader-member exchange on their exploitation and exploration activities. We also aim to investigate the indirect effects of principal transformational leadership on exploration activities via leader-member exchange. Research Design: Using a sample of 3,075 teachers working in 261 schools from 12 provinces across Türkiye, this study, first, employed a moderation analysis with latent profiles variables and, second, conduct a two-level structural equation model. Findings: Latent profile analysis produced three types of teacher mindset profiles: growth, average, and fixed. Findings indicate the quality of the dyadic exchange with the school principal did not influence engagement in exploitation activities of teachers with a growth mindset, whereas it contributed to the exploration activities of those teachers. Our results showed that when teachers perceived that their principal exhibited a higher level of transformational leadership behavior, they were more likely to have a higher leader-member exchange, which in turn increased the teachers' exploration behavior. Implications: This study highlights both exploitative and explorative activities are facilitated by high-quality work-related social processes within the school, and we need to recognize affective and relational contexts in the schools, as they are primarily social institutions. [ABSTRACT FROM AUTHOR]

In this article, we explore how educational leadership, administration, and special education students can effectively use Coordinated Early Intervening Services (34 CFR §300.226) funding. These funds, available under IDEA Part B, aim to address racial disproportionalities in educational opportunities. Through a case study, we examine how a school principal navigates the complexities of using IDEA Part B funds for academic and behavioral support services. It highlights the challenges school leaders face and suggests activities to help educators address the root causes of racial/ethnic disproportionality in student identification, placement, and disciplinary actions. [ABSTRACT FROM AUTHOR]

Although special education and its legal provisions under the Individuals with Disabilities Education Act (IDEA) were designed to support all children with disabilities, it has created a litigious and bureaucratic environment that further marginalizes disabled and labeled children of color and their families. Falling short of a collaborative ideal, school principals who can serve pivotal roles are often siloed from the rest of the school team, often lack special education knowledge and training beyond procedural matters, and can perpetuate inequities through their actions or inactions. We present a scenario illustrating the challenges and possibilities for school principals to promote equitable transformation through (a) an equitable, active leadership role, (b) embodying systemic equity commitments using intersectionality as praxis, (c) moving beyond school and district compliance, and (d) a co-advocacy role with families. [ABSTRACT FROM AUTHOR]

This study aims to characterise inter-organisational collaboration and support networks between schools in a privatised, marketised, and competitive school system. It is located within and contributes to a body of literature on school networks, which has primarily focused on studying the architecture and conditions for the sustainability of the arrangements where collaboration and support between schools are meant to take place. However, there has been less focus on examining the partnerships themselves, particularly those formed organically by schools. This is an exploratory study that takes a novel convergent mixed-method egonet Social Network Analysis approach. Primary data were produced from interviews with sixteen primary school headteachers from a local area in Santiago, Chile. Participants were encouraged to name and reflect on other schools with which their schools have an inter-organisational relationship. Insights show that schools draw on both mandated and organically formed inter-organisational relationships to collaborate and support each other. These ties tend to be built with schools alike and geographically close. Some of the main drivers to turn to others are ensuring the sustainability of schools, generating coordinated responses to policy mandates, sharing practice and knowledge, and ensuring students' schooling trajectories. This study, situated within the broader context of school networking literature, proposes that schools exist within multiple networks, with various connections serving different purposes, some of which are rarely acknowledged. It suggests that while formal school networks and governance structure are important, they are insufficient to represent the inter-organisational relationships in which schools are involved. [ABSTRACT FROM AUTHOR]

This article focuses on Nordic school leaders and how rural principals experience autonomy and control in current governance regimes using a sample of principals in the very north of Norway and Sweden as a case. An analysis instrument constituting four different schooling domains (educational; social; developmental; administrative) and the ways in which autonomy and control are perceived within each domain structured the analytical work. The analysis showed that both Norwegian and Swedish principals experience a high degree of autonomy within the four domains. Regarding control, principals of the two countries intimated that control is generally more evident within the educational and administrative domains and less evident within the developmental and particularly within the social domain. Regarding differences between the two countries, Norwegian principals experienced more control from regional and local municipal level compared to their Swedish colleagues. The findings add important pieces to the current body of research on rural principals and school system governance. [ABSTRACT FROM AUTHOR]

This study focuses on public secondary schools to examine the extent to which leader-level job demands impact the relationship between employees' job resources, job demands, and well-being. Specifically, we investigate (1) how teachers' developmental rewards and expected contributions relate to their work engagement and emotional exhaustion and (2) the role of school principals' work pressure in this relationship. Building on recent developments in job demands-resources (JD-R) theory, we argue a leaders' work pressure can trickle down to the employee level. Hierarchical linear analyses reveal that principals' work pressure moderates the relationship between teachers' expected contributions and emotional exhaustion. We thus add to JD-R theory by suggesting that employee work outcomes are also shaped by job demands at the leader level. Policies aimed at improving employee well-being should therefore be based on a comprehensive image of the organization that also takes the leader's job demands into account. [ABSTRACT FROM AUTHOR]

Conducting an investigation on the needs and experiences of doing Reflective Practice (RP) by Indonesian EFL teachers, this article exposes three main points: EFL teachers' needs for RP model, their understanding and previous experiences of conducting RP, and a proposed RP model with the integration of Lesson Study (LS) principles. All data were collected through a closed and open-ended questionnaire, semi-structured interview, and focus group discussion involving 125 EFL teachers, 3 school principals, and 3 supervisors. The data reveal that the majority of the teachers, principals, and supervisors admitted that RP in EFL context is highly needed to evaluate the instructional documents as well as the teaching and learning processes that can be carried out before, during, and after the class ends. However, their understandings of RP and their previous and present practices of teaching reflection are limited. For example, the practice of their reflection-after-lesson only requests the students to give comments on the teacher's performance. While peer collaboration is highly recommended in LS, it is the principal and supervisor's visit/supervision that is considered collaborative reflection by the teachers. Hence, a holistic and integrative RP model with LS principles for EFL classrooms needs to be specifically designed and developed that is appropriate with Indonesian cultural teaching context. [ABSTRACT FROM AUTHOR]

The availability, adequacy and relevance of instructional materials in the classroom can influence quality teaching, which can have a positive effect on the students' learning and academic performances as well as the teachers' performances. In this study, the teaching performance of the DepEd science teachers in using Adaptive Learning Materials (ALMs) and Alternative Delivery Mode (ADMs) were identified and their relationships were determined. The pre-test and post-test performances of the science students under ALMs and ADMs and their mean gain scores were determined. The problems encountered by the teachers and perceptions of students in using ALMs and ADMs were identified. Using prescribed questionnaires and pre and post-test, 30 science teachers, 5 school heads, and 60 science students from two selected sections were evaluated. The results showed that the use of ALMs and ADMs in teaching science subject were both effective in enhancing teaching performances as rated by their head teachers, peers and students. The teachers' performances under ALMs and ADMs have a significant difference (t-value=2.18, tvalue= 2.72, Tabular=1.76, Tabular=1.69) based on the head teachers and peers' ratings while they have no significant difference (t-value=-1.407, Tabular=1.69) based on the students' ratings. The student's pre-test improved after introducing both ALMs and ADMs and there is a significant difference in the mean gain score under ALMs and ADMs (t-value=3.099, Tabular=1.672). Thus, the use of Adaptive Learning Materials (ALMs) increases DepEd science teachers' and students' performances in teaching and learning science subject. [ABSTRACT FROM AUTHOR]

University faculty have fixated on ways to adequately prepare social justice-oriented school leaders for quite some time. This teacher action research project documents the experiences of 14 aspiring school leaders in a principal preparation course focused on a critical race pedagogy curriculum. Using interview data, this qualitative study examines how white and Latinx students experience coursework grounded in the notion of risk-taking rather than safety. Findings from this study illustrate the following: (A) participants most resistant to the curriculum entered coursework having internalized dominant ideologies regarding merit and achievement; (B) these same students had adverse views regarding their critically conscious classmates and instructor; and lastly (C) all participants in this study demonstrated growth in their thinking regarding racial justice and educational equity. The discussion and implications address the nuances and complexities of promoting a pedagogy framed as risk-taking in preparation programs, particularly in mixed-race settings. [ABSTRACT FROM AUTHOR]

This study leverages the theories of racialized and gendered organizations as frameworks to examine a Southeastern school district's aspiring leadership program and hiring practices to determine the extent to which they produce and reproduce gender and race-based norms that promote workplace exclusion for women and people of color interested in the school principalship. Data were obtained from interviews with district administrators, school administrators, and teachers (n = 12). Findings provide support that the district operates in a manner consistent with a racialized and gendered organization. Results are discussed, and implications for improvement are provided. [ABSTRACT FROM AUTHOR]

The purpose of this study is to determine the school heads transformational leadership practices, teachers' morale, and performance. Survey data were gathered from 10 school heads and 150 teachers from public elementary schools of Division of Lanao del Sur. The findings revealed that both the teachers and school heads respondents rated "high" the leadership practices of the school heads, in terms of transformational leadership practices. However, they tend to show high morale when it comes to teacher Rapport with the school head, satisfaction with teaching, rapport among teachers, teacher salary, teacher status, and it shows very high in terms of curriculum issues. Moreover, the result of the Performance Appraisal System for Teachers (PAST) revealed that most teachers' respondents have very high satisfactory performance measured in terms of instructional competence, professional and personal characteristics, punctuality and attendance. However, variables, namely moral satisfaction, teachers' transformational leadership, and school heads' transformational leadership, have no direct association with their PAST. Based on the finding, this study concludes that the elementary school teachers' Performance appraisal has a significant relationship to the teachers' transformational leadership assessment and teachers' morale satisfaction in contrast, it has no significant relationship to school heads transformational leadership. Teachers' morale satisfaction is the best predictor of teachers' performance, which implies that once teachers are satisfied with their personal and professional engagement in the school, their performance would be better. [ABSTRACT FROM AUTHOR]

This study attempted to determine the impact of school disaster risk reduction and management program in public schools in Angono, Rizal for school year 2023 -2024 which served as basis to develop an enhanced contingency plan. The method of research used was the descriptive type of research with the questionnaire as the data gathering instrument. The respondents who rated the nine (9) schools principals, SDRRM coordinators non-teaching personnel, thirty (30) teachers and PTA officers of the nine public school in Angono, Rizal with a total of 442. The findings revealed that the teaching personnel and the SH/DRRMC/NTP respondents rated the impact of Prevention and Mitigation, Preparedness, disaster response and recovery and rehabilitation the grand weighted mean of 3.50and 3.64 respectively with verbal interpretation of strongly agree while the PTA officers -respondents rated the four aspects of grand weighted mean of 3.42 verbally interpreted as agree. Meanwhile, the perceptions of the teaching personnel and the SH/DRRMC/NTP on the challenges encountered on SDRR Program got the grand weighted mean of 3.54 and 3. 65 which interpreted as strongly agree. Meanwhile, PTA officer- respondents rated the four aspects as Agree with grand weighted mean of 3.49. Furthermore, there is a relationship between the impact of disaster risk reduction and management programs as regards preparedness, disaster response and recovery and rehabilitation and the challenges encountered by school. [ABSTRACT FROM AUTHOR]

This study aimed to determine the ancillary functions and teaching performance of secondary public-school teachers at Mayamot National High School, District I-D, Division of Antipolo City during the School Year 2022-2023 which served as basis for school internal policy formulation. There were 20 teachers and 15 administrators that consisted of the school administrators, master teachers, and head teachers who answered the researcher-made questionnaire. It was revealed that both school administrators and the teachers themselves, perceived that the teachers are partly involved with grand weighted mean of 4.17 in handling the different ancillary functions such as grade level coordinators, coaches in academic and non-academic contests/sports, canteen managers, clinic teacher and other ancillary functions. Likewise, it showed that both the school administrators and teachers, despite the ancillaries assigned to them, they were still able to manage the challenges they encountered in performing their main function as teacher about instruction, material preparation, and time consciousness. Moreso, 50 percent of the teachers obtained an Outstanding, while the other 50 percent performed Very Satisfactory performance based on their IPCRF. [ABSTRACT FROM AUTHOR]

This study was conducted to determine the level of manifestation of critical performance roles among school heads and the level of school performance in the City Schools Division of Cabuyao that becomes the basis in crafting the performance roles mentoring program. As the results revealed, the level of manifestation of critical performance roles of school heads in terms of relational, authentic, visionary, quality and service leadership were all highly manifested. There is no significant difference between the assessments of teachers and school heads on the critical performance roles. In terms of school achievement rate, none of the public schools has gotten a high level of school achievement rate. In terms of Teachers' Performance, there have been 14% of the teachers who have outstanding level of performance. Meanwhile, 86% of the teachers' performances fall in the very satisfactory level of performance. It implies that there is significant relationship between the level of manifestation of critical performance roles among school heads and school performance in terms of service and teachers' performance. On the other hand, there is no significant relationship between the level of manifestation of critical performance roles among school heads and school performance in relational, authentic, visionary and quality leadership. Based from the findings, the school heads are able to establish good relationship with their teachers and stakeholders; able to perform their duties particularly in developing and promoting an open and change-friendly culture; able to demonstrate leadership skill which focuses in producing self-directed and quality learners by creating and implementing school programs and projects; able to exhibit excellent leadership in handling the teachers, dealing with the school stakeholders, and managing school operations. It also depicts that the teachers' performance in school has been influenced by the service leadership of their school heads. It also hints that teachers are capacitated by the school principals in doing priority assessment needs of the school that increase their school performance. [ABSTRACT FROM AUTHOR]

This study explored the impact of principals' administrative competence on teachers' motivation in public schools in Davao de Oro. Using a quantitative research design, the study collected data from a sample of public-school teachers to assess their perceptions of their principals' administrative competence and their own motivation levels. The findings revealed a significant positive correlation between principals' administrative competence and teachers' motivation, leading to the rejection of the null hypothesis. The results underscored the importance of effective administrative practices in enhancing teacher motivation, suggesting that principals who demonstrate strong administrative skills can significantly boost teacher morale and engagement. These findings are consistent with existing literature emphasizing the role of supportive and competent leadership in fostering a positive educational environment. The study recommends that educational institutions invest in professional development for school administrators to sustain and enhance teacher motivation and overall school performance. [ABSTRACT FROM AUTHOR]

This study investigated the implication of teachers' burnout to teaching effectiveness. This study ascertained the experiences, realizations and insights of the teachers of Munoz and Boay Elementary School, Monkayo East District, Davao de Oro as they experienced burnout while they delivered teaching effectiveness toward the learners. In the course of the study, those experiences, realizations and insights of eight teachers were identified. Using qualitative phenomenological research design, analysis of data revealed that the teachers' burnout make teachers tired, stress, irritated, drained, exhausted and the contributing factor were heavy workload, overwork, urgent reports, pressure by school head and toxic colleague. The effect of teachers' burnout to teaching effectiveness were negative wherein it resulted on ineffective in teaching delivery, less work enthusiasm, less creativity and efficiency to deliver teaching performance. As a result, the teachers realized that the teaching effectiveness delivered for the sake of learners' despite of effect of burnout. Teachers, school head and higher authorities must continue to do their share to eliminate burnout and continue deliver the teaching effectiveness. [ABSTRACT FROM AUTHOR]

This study aimed to evaluate the implementation of solid waste management (SWM) in public secondary schools within the Municipality of Matnog, Sorsogon, during the school year 2021-2022. The research focused on four key aspects of SWM: waste minimization, waste segregation, waste storage and collection, and waste disposal, as perceived by students, teachers, and school administrators. Additionally, the study sought to identify significant differences in perceptions among these groups and to propose an intensified action plan based on the findings. A descriptive research design was employed, utilizing a questionnaire adapted from the Department of Environment and Natural Resources (DENR) manual. The study involved 213 respondents, including school principals, assistant principals, head teachers, and students from four public secondary schools. Data were analyzed using weighted mean and ANOVA to determine the level of implementation and the significance of differences in perceptions among respondents. The results revealed varying levels of SWM implementation across the four domains. School administrators generally perceived the implementation as highly implemented, while teachers and students perceived it as moderately to slightly implemented. Significant differences were found between the perceptions of students, teachers, and administrators in waste minimization, storage, collection, and disposal, but not in waste segregation. The study underscores the need for an intensified SWM action plan to address the disparities in implementation and to enhance waste management practices in the schools and the broader community. These findings provide valuable insights for the Department of Education, local government units, and other stakeholders to strengthen SWM efforts in public secondary schools in Matnog. [ABSTRACT FROM AUTHOR]

Few studies investigate the issue of kindergarten assistants, most probably because kindergarten assistants are often considered ‘invisible’ and are unappreciated because of their lack of appropriate education and training and low wages. This article examined how Israeli kindergarten teachers perceive the role of their assistants in an attempt to show the changes in the perception and definition of the role, especially following changes introduced by the ministry of education, which considers early childhood education an important goal and supreme value for the future of education and the state. Based on a questionnaire among kindergarten teachers in northern Israel, the study found a division of duties between the kindergarten teacher and the assistant, while the character of change in this division of duties stemmed from the managerial culture of the kindergarten and/or the kindergarten teacher’s years of experience. This suggests that kindergarten teacher assistants should receive appropriate professional development to ensure optimal fulfilment of their role. [ABSTRACT FROM AUTHOR]

This study delves into the leadership experiences of Latinx women in their professional work contexts who serve as K-12 school principals in public schools located in New Jersey. It accentuates the obstacles faced by these Latina administrators in their roles as school principals to deconstruct negative perceptions and biases toward Latina principals rooted in social identity stereotypes of gender and ethnicity. The study’s findings reveal how their leadership challenges have empowered them to confront microaggressions from intersecting social identity stereotypes related to gender and ethnicity. The primary objective of the research is to dispel misconceptions about Latina school principals and advocate for inclusive leadership practices. The findings indicate that the sustained career success of the Latina school principals in this study was driven by resistant capital (CCW, Yosso & Yosso, 2005; Yosso & Escobedo, 2022), a form of cultural asset that presents an alternative narrative about Latina educational leaders. This study underscores the significance of recruiting and retaining Latina school principals in urban districts and proposes a framework for preparing Latina leaders from K-12 through college. [ABSTRACT FROM AUTHOR]

This paper explores how primary school principals in the Republic of Ireland engage with the Anti-Bullying Procedures for Primary and Post-Primary Schools (DES 2013b). Informed by theoretical literature on policy enactment, the paper illustrates the complex, context-dependent process of enactment. Through qualitative interviews with ten primary school principals, the research uncovers the challenges they face in enacting standardised anti-bullying procedures in their unique school environments. The findings highlight the crucial role of principals in cultivating a positive school culture and managing the expectations of various stakeholders, including parents and teachers. Although distributed leadership is encouraged, the paper reveals that principals often carry the primary burden of responsibility, leading to feelings of isolation and significant pressure. Additionally, the research identifies considerable gaps in teacher education and professional learning. The paper advocates for more flexible, context-sensitive policies that provide better support for school leaders and recommends improved professional learning, shared leadership, and parental engagement to enhance the effectiveness of anti-bullying efforts. As the Department of Education in Ireland revises its anti-bullying procedures, this paper offers critical insights that can guide the development of more effective, supportive policies tailored to the complex realities faced by school leaders. [ABSTRACT FROM AUTHOR]

AbstractX/Twitter appears to be the preferred social media platform among principals for delivering professional development and learning (PDL) to teachers to reduce the financial and time constraints most often associated with traditional types of PDL. The specific school contexts to create conditions for principals to use X/Twitter to deliver PDL remains unknown. The intent of this study was to develop a profile of principals who use X/Twitter for PDL through the lens of context responsive leadership theory. X/Twitter for Professional Development Scale scores among principals with less than two years of experience differed from principals with 10 or more years of experience, but the effect size of this difference offered little potential practical benefit. The results did not contribute to developing a profile of principals who used X/Twitter in varying school contexts. Future research exploring principals’ use of X/Twitter for PDL, or a different social media and networking platform as the preferred tool, will contribute to developing a profile of principals who embrace these technologies for this important school leadership function. [ABSTRACT FROM AUTHOR]

Background: Implementation strategies are key to enhancing the translation of new innovations but there is a need to systematically design and tailor strategies to match the targeted implementation context and address determinants. There are increasing methods to inform the development and tailoring of implementation strategies to maximize their usability, feasibility, and appropriateness in new settings such as the Cognitive Walkthrough for Implementation Strategies (CWIS) approach. The aim of the current project is to apply the CWIS approach to inform the redesign of a multifaceted selection-quality implementation toolkit entitled Adoption of Curricular supports Toolkit: Systematic Measurement of Appropriateness and Readiness for Translation in Schools (ACT SMARTS) for use in middle and high schools. Methods: We systematically applied CWIS as the second part of a community-partnered iterative redesign of ACT SMARTS for schools to evaluate the usability and inform further toolkit redesign areas. We conducted three CWIS user testing sessions with key end users of school district administrators (n = 3), school principals (n = 6), and educators (n = 6). Results: Our CWIS application revealed that end users found ACT SMARTS acceptable and relevant but anticipate usability issues engaging in the ACT SMARTS process. Results informed the identification of eleven usability issues and corresponding redesign solutions to enhance the usability of ACT SMARTS for use in middle and high schools. Conclusions: Results indicated the utility of CWIS in assessing implementation strategy usability in service of informing strategy modification as part of our broader redesign to improve alignment with end user, end recipient, and setting needs. Recommendations regarding the use of this participatory approach are discussed. [ABSTRACT FROM AUTHOR]

Research underscores how Black women's experiences as members of two marginalised groups, Black and female, influence their educational practices and experiences. Through intersectionality, this study explores three Black women principals' reflections on their journeys to the principalship and leadership styles. Results of this study highlight the women's paths to educational leadership; two principals entered education as a second career choice. The women entered education without leadership aspirations and only considered leadership after others' encouragement. The principals modeled their leadership styles and practices after previous supervisors. As a result of their pre-leadership experiences, the principals were democratic leaders who built teacher-leaders and desired to ensure teachers felt supported. Findings suggest that district and school leaders are essential in identifying leadership candidates who may not evidently express leadership interest. Further, districts must attend to the mentoring of aspiring and novice assistant principals and provide opportunities for Black and underrepresented aspiring principals. [ABSTRACT FROM AUTHOR]

The importance of commercial products increased in schools during the COVID-19 pandemic, particularly as leaders grappled with school closures. Pre-COVID principals viewed their schools as mainly procuring commercial services for administrative support and teacher professional development. After school closures, principals came to emphasise commercialisation as technological infrastructure, online learning platforms, video conferencing software and/or digital tools for community engagement. This shift was borne out of necessity as principals found themselves having to make 'snap decisions' as to the products that could best support their school communities. This is a specific form of 'triaging' as the pandemic required leaders with pedagogical and curricular expertise to make technical decisions. In systems where increasing autonomy has been offset by decreasing central support, the concern is that issues of access and utility of commercial products can be pernicious in rewarding the privileged and effectively punishing the least advantaged within public systems. [ABSTRACT FROM AUTHOR]

The article advances an emergent framework for conceptualizing the relationship between principal leadership and education policy implementation. Based on a qualitative study of school principals and policy implementation in Region X of the Philippines, findings suggested that the way in which policies were interpreted and implemented at the school level was influenced by a variety of intrinsic and extrinsic dynamics and these were shaped in situ by individual, school and community inhibitors and facilitators. These motivations and localized contexts were critical to implementation, and compelled principals to ignore, monitor, or implement education policies as a priority. [ABSTRACT FROM AUTHOR]

This qualitative study examines definitions of school gardening used by preschool educators and examines their views on the value of school gardening in their curriculum. The participants consisted of school principals and teachers working in two different types of preschools as traditional and nature-based. Data were obtained through semi-structured interviews and content analysis technique was used. Findings showed that the educators routinely implemented school gardening, both outdoors and in greenhouse. School gardening was integrated with other curriculum activities. Its positive effects on children's development were expressed with emphasizing the need for additional space, time, financial support, and collaboration with experts. [ABSTRACT FROM AUTHOR]

Copyright of School Administrators is the property of School Administration Research Association, R.O.C. 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 School Administrators is the property of School Administration Research Association, R.O.C. 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 explores the factors influencing teacher enthusiasm in Turkish public schools through a qualitative, exploratory case study design conducted in two provinces in the northwestern region of Türkiye. Data were collected from 28 teachers using semi-structured interviews, with participants selected through convenience and maximum variation sampling methods. Content analysis was employed to analyze the data. The research identified three primary themes: personal factors, contextual factors, and external factors. Personal factors include motivation, affection for teaching and job satisfaction. Contextual factors encompass students' academic performance and behaviors, school leadership practices, relationships with colleagues, and working conditions. External factors involve parental attitudes, educational policies, the value perception of the teaching profession, and incentives and rewards. The findings emphasize the critical role of personal motivation, affection for teaching, and job satisfaction in fostering teacher enthusiasm. Additionally, supportive leadership, positive student interactions, and a collaborative work environment are crucial contextual factors. External factors such as positive parental attitudes, consistent educational policies, societal recognition of the teaching profession, and appropriate incentives and rewards also play a vital role in fostering teacher enthusiasm. These results suggest that policymakers should prioritize consistent educational policies as well as recognition and rewards for teachers, while school principals should create supportive and collaborative environments. By addressing these areas, stakeholders can enhance teacher enthusiasm, ultimately improving teaching quality and student outcomes. [ABSTRACT FROM AUTHOR]

The purpose of this research is to find out i) the quality of the accountability management system of superior schools, ii) elementary school digital transformation capabilities, and iii) the relationship between the quality of the accountability management system for superior schools and the digital transformation capabilities of elementary schools in Indonesia. The research approach used is quantitative. The research location is in public elementary schools in Malang City. The population of this research is all 195 public elementary schools. The research sample is 22 public elementary schools. The research subjects were school principals, class teachers, and subject teachers totaling 51 people. Data collection is done by using a questionnaire. Elementary schools with superior school accountability management systems have the ability to drive their digital transformation capabilities. Excellent school accountability management systems and school digital transformation capabilities guarantee equal access to education for all students. Implications for improving teaching and learning are also discussed in this paper. The variables studied can be used to determine the priority scale for planning, implementing and evaluating superior school accountability management systems in digital transformation, in increasing teacher competency. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Special Education & Rehabilitation (2314-8608) is the property of Association of Arab Universities 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 examined the roles and tasks of school heads in promoting quality education in community secondary schools in Tanzania. Specifically, it assessed the contribution of school principals' administrative roles and tasks, as well as their supervision of classroom pedagogical practices. The study adopted a qualitative approach, utilizing a case study design in the Arusha District. Purposive sampling was employed toget leaders and simple random to get teachers sample size 38 informants. The methods used for data collection include interviews, Focus Group Discussions (FGDs), and documentary review. Content analysis was used to analyze the data. The findings reveal that while there was a school vision in place, there were weaknesses in communicating and preparing action plans to effectively implement the vision and foster team commitment. However, the study reveled that school academic records are properly maintained. It also uncovered that school heads lack the necessary skills and knowledge to ascertain the importance of record keeping in enhancing quality education. Additionally, the study reveals that the efficiency of record keeping is hindered by the lack of technological devices, such as computers, and the absence of electricity in most schools. Furthermore, the study finds that school heads are able to manage school finances, but they lack sufficient funds to effectively carry out school activities. Moreover, the study highlights that most school heads have inadequate skills in supervising classroom instruction. Therefore, the study recommends capacity building in leadership, management, and classroom instruction supervision skills to enhance the provision of quality education in schools. [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]

This research investigates the causal relationship between teachers' administrative positions and students' non-cognitive abilities (NCAs) in China using a quasi-natural experiment of random student-classroom assignment. The results suggest that headteachers' administrative positions significantly improve students' NCAs, especially the extraversion and neuroticism. This positive effect is more pronounced in headteachers with higher administrative positions, middle titles, and more teaching experience. Meanwhile, girls and urban students benefited more from headteachers' administrative positions. Furthermore, the mechanism analysis indicates this positive effect can be explained by the improvement of teachers' job satisfaction, higher frequency of using more advanced teaching equipment, more parental respect, increased sense of belonging to the class, and peer effects. Our findings further enrich the impact of teacher characteristics on students' NCAs and highlight the potential benefits of teachers' administrative positions on student human capital. Also, this paper had policy implications for promoting students' human capital development by optimizing teacher assignment and allocation. [ABSTRACT FROM AUTHOR]

The purpose of this research was to examine the influence of academic emphasis on academic achievement, with the mediating roles of school belonging, student engagement, and academic resilience. The research adopted a cross‐sectional model, with a sample of 452 participants selected through a two‐stage stratified sampling procedure from public primary, middle, and high schools, including students (n = 400) and school principals (n = 52). The research adopted Academic Emphasis Scale, School Belonging Scale, Student Engagement Scale, and Academic Resilience Scale as data collection tools. Also, for determining academic achievement, students' grade point average scores in reading, mathematics, and science were used. Structural equation modeling was used to test the hypothetical model created based on the research variables, by using Mplus 8.3. The results of the research indicated that there were positive associations between variables. The research also showed that the measurement model provided a good fit to the data, with displaying statistically significant paths. The research suggested that academic emphasis has a positive influence on academic achievement, with school belonging, student engagement, and academic resilience playing mediating roles. [ABSTRACT FROM AUTHOR]

While school principals are bestowed with executive powers to lead schools, it appears that, among others, gender contributes significantly to the challenges faced by female secondary school principals. This qualitative study explores challenges encountered by female secondary school principals in Lesotho. The study is framed in Critical Theory (CT) as its overarching theoretical framework. CT is concerned with critiquing the gender-ascribed stereotypes that propagate the challenges confronting female secondary school principals. CT is also concerned with advocating for social justice and social reforms. Fifteen (15) female principals were conveniently selected from Lesotho's three geographical regions: lowlands, foothills and highlands. The rationale was to identify any differences ascribed to specific geographical regions, which differ not only in geographical features but also in socio-economic status and traditional values. Semi-structured interviews were used to generate data, and a deductive thematic analysis approach was used to analyse the data. The study revealed that female secondary school principals experience various challenges, some aggravated by the conditions prevalent in the highland areas. The challenges included the teachers' resistance (both males and females) to follow instructions, difficulties in disciplining boys and sexual harassment. The study recommends teacher induction and sensitisation, community sensitisation, and the induction of female principals themselves as possible strategies that could mitigate the challenges faced by female secondary school principals in Lesotho. [ABSTRACT FROM AUTHOR]

The purpose of this article is to present five areas for research and school leadership practice that centre African American girls. An analysis of critical race feminist research published in peer-reviewed articles yielded five themes for inclusive and affirming leadership research and practices: (1) Centring African American girls’ and their families’ voices, identities and lived experiences in school visioning and decision-making; (2) Enacting a school culture to ensure access to rigorous curriculum that centers African American girls’ lived experiences; (3) Cultivating emotionally safe school environments; (4) Dismantling inequitable discipline policies and practices and creating physically safe school environments and (5) Ensuring professional learning that centers critical race feminisms and builds educator capacity to affirm African American girls. To underscore the importance of centring African American girls in principal practice, these areas are aligned with culturally responsive school leader behaviours. [ABSTRACT FROM AUTHOR]

This paper considers the experiences of transition for young people from alternative provision (AP) to post-16 mainstream settings, drawing on an online survey distributed via Headteachers of AP/ post-16 institutions to staff and young people in a large local authority in the Northwest of England. It reflects on previous transition research and argues that transition can be viewed as a site of vulnerability for young people, with consideration of transition from a lens of vulnerability apparently absent in previous research. The pervasive narratives describing young people in alternative provision as “vulnerable” are critiqued, as well as some of the issues in conceptualising vulnerability. “Toblerone model” of relational spaces of vulnerability has been reconceptualised in this paper to model the possible sites of vulnerability that impact on the transitions young people make from alternative provision to post-16 mainstream settings. The paper concludes by presenting an adapted model of vulnerability which could be used to reconsider some of the issues which may impact on young people’s transition to post-16 settings, before and after the point of administrative transfer, and provide the staff who support them, both in alternative provision and in the transfer setting, with new possibilities for action. [ABSTRACT FROM AUTHOR]

Over the last decade there was constant growth of online schools over the last decade, and this is expected to continue. Noting the previous research of the importance of school leadership on student achievement and the expected growth of virtual schools, leaders of these schools need to possess and demonstrate new knowledge and skills beyond those of brick-and-mortar school principals. This study examined how virtual school principals reported supporting student achievement and identified the preparation necessary to lead virtual schools. This exploratory phenomenological study examined the activities in which virtual school principals engaged, the challenges faced, and the preparation needs of virtual school leaders. Through the use of a survey questionnaire, data were collected and analyzed from 52 virtual school principals in 16 states in the U.S. While the responses of virtual school principals in this study illustrated similarities to brick-and-mortar school principal responsibilities, the findings also indicated several areas where specific knowledge and skills are needed by virtual school principals for effective e-leadership. These include communicating effectively using digital platforms, knowing best practices for online instruction, evaluating and supervising teachers online, providing professional development and building capacity of online teachers, and understanding the different funding models for virtual schools. Although scholars have acknowledged the dearth of research regarding the preparation of virtual school principals, this study contributes to the field by identifying distinct areas of preparation that are specific to these leaders. [ABSTRACT FROM AUTHOR]

This research aimed to examine school principals' perceptions and practices during the COVID-19 period through the perspective of school leaders' agency and proactive coping role when facing adversity and crisis. For this purpose, we interviewed 60 principals of elementary, middle, and high schools. Interview analysis yielded five categories of leaders' agency during the COVID-19 crisis pertaining to principals' proactive creation of opportunities in the following fields: (1) principalship; (2) pedagogy; (3) professional development; (4) role autonomy; and (5) relationships and connections with various communities. The study expands knowledge identifying the perceptions and practices embodied in leadership agency. [ABSTRACT FROM AUTHOR]

The presence of Cigano/Roma students in secondary education in Portugal is still a rarity, considering that less than 3% of young Ciganos/Roma attend secondary education. This article aims to highlight the need for a comprehensive understanding of the perceptions of school teachers and principals on educational (under)achievement, absenteeism and school integration of Cigano students. To this end, we analyse data from an online questionnaire survey of a sample of 819 teachers, school principals and deputy principals and other senior management staff in schools of the Metropolitan Areas. These respondents express persistent representations and stereotypes in relation to the educational trajectories of Cigano students, especially in assigning prime causes of school failure to factors relating to the students' family or own intrinsic issues, rarely indicating institutional factors or those linked to their teaching practices. Although this is a study centred on Portugal, the lessons drawn from it can point to new directions for other contexts, as the educational achievement of Cigano students represents an opportunity and an invitation to transform and upgrade school institutions as well as the educational system as a whole, which should be more innovative, reflexive and increasingly open to the community. [ABSTRACT FROM AUTHOR]

This study aimed to investigate the effects of school- and teacher-related factors on teachers' professional learning. A quantitative cross-sectional survey design was employed using the data collected from 810 teachers in Türkiye. Path analysis was used to examine the structural relationships among variables, including instructional leadership, learning climate, teacher self-efficacy, teacher enthusiasm, teachers' attitudes towards professional development and teacher professional learning. Results validated a mediation model in which instructional leadership had direct and indirect effects on teacher professional learning. Results showed that the instructional leadership practices of school principals foster a positive learning climate that enhances teachers' self-efficacy, enthusiasm, and attitudes, ultimately supporting their professional learning. Drawing on evidence from a non-Western educational context, this study contributes to the international knowledge base by demonstrating the effects of both school- and teacher-related factors on teachers' engagement in professional learning. [ABSTRACT FROM AUTHOR]