Optimizing Financial Management in Tanzanian Public Secondary Schools: A Case Study of Arumeru District, Tanzania | Chapter 8 | Business, Management and Economics: Research Progress Vol. 2

 

The main purpose of this study was to investigate the skills of the head of schools in managing unit costs for financing students in public secondary schools in the Arumeru District Council. Effective financial management is critical for optimizing the limited resources available to public schools, and the competence of school heads in handling unit costs plays a pivotal role in this regard. The study was guided by the following specific objectives: To examine how the heads of schools are familiar with the concepts of unit cost; To determine the extent to which the heads of schools are familiar with factors that affect students’ unit cost; To examine the extents head of schools are involved in the budget allocation processThe research employs a mixed-methods approach, combining quantitative surveys and qualitative interviews with school heads, teachers, and district education officers. The design used in this study is a convergent research design. The target population for this study was all heads of secondary school teachers in public schools in Meru district, Tanzania.  A sample size of 30 heads of secondary schools (total sampling), 60 secondary school teachers, and 1 district education officer to provide supplementary insights in this research. The findings reveal that while some heads of schools demonstrate proficient financial management skills, others lack the necessary expertise, leading to inefficiencies in resource allocation and utilization. Also, the study revealed that the heads of schools are involved in the process of making a budget.  However, the key factors influencing their financial management skills include professional training, experience, and support from district education authorities. The report emphasizes the necessity of focused professional development initiatives to improve school heads' capacity for financial management. The adoption of peer learning opportunities, ongoing training seminars, and more robust support systems from the district education offices are among the recommendations. The enhancement of educational achievements and the maintenance of sustainable funding mechanisms can be achieved by Tanzanian public secondary schools through improved resource allocation and improved financial management abilities of their school heads.

 

Author(s) Details

Wilson Daniel John
Institute of Accountancy Arusha (IAA), Tanzania.

 

Please see the book here: https://doi.org/10.9734/bpi/bmerp/v2/1531

Empowering Learning: Botswana Primary School Teachers’ Motivational Strategies and Beliefs about Mathematics Classroom Instructional Practices | Chapter 8 | Language, Literature and Education: Research Updates Vol. 4

This chapter explores the relationship between teachers' beliefs, motivational strategies, and instructional practices in mathematics education in Botswana’s primary schools. Grounded in Self-Determination Theory and Expectancy-Value Theory, the study examines how teachers perceive and implement motivational strategies to enhance student engagement and achievement.  The chapter integrates quantitative and qualitative approaches to explore the use of motivational strategies in mathematics instruction. Using a descriptive survey design, data were gathered through questionnaires and interviews from 88 primary school mathematics and science teachers with diverse qualifications and experience across three educational regions. Findings reveal that over 90% of teachers employ activity-based, learner-centred strategies, including real-world problem-solving and reward systems, to foster motivation. However, challenges such as high workloads, large class sizes, and inconsistent feedback hindered the consistent implementation of these strategies. The study underscores the need for targeted professional development and policy support to equip teachers with practical tools for integrating motivational strategies effectively. Aligning instructional practices with motivational frameworks can enhance student autonomy, competence, and engagement, ultimately improving mathematics learning outcomes. The chapter contributes to the discourse on student-centred mathematics education, offering insights for educators, policymakers, and researchers to create supportive and engaging learning environments.

 

Author (s) Details

End Salani
Department of Primary Education, Faculty of Education, University of Botswana, Private Bag 00702, Gaborone, Botswana.

 

 

Please see the book here:- https://doi.org/10.9734/bpi/lleru/v4/4353

The Impact of Regular Staff Meetings on School Belonging, Peer Learning, and Teaching Quality in Arab High Schools in Israel | Chapter 2 | Language, Literature and Education: Research Updates Vol. 5

This mixed-methods study investigated the impact of bi-monthly staff meetings on organisational effectiveness in an Arab high school in Israel across three dimensions: teachers' sense of belonging, peer learning, and teaching quality. Employing a sequential explanatory design over the 2023-2024 academic year, data were collected through surveys, interviews, focus groups, observations, and reflective journals from 49 educators. Quantitative findings revealed significant improvements in all three domains: organisational belonging (d = 0.89), peer learning (d = 1.13), and teaching quality (d = 0.79). Regression analyses identified shared decision-making opportunities (β = .46), culturally responsive discussion formats (β = .37), and recognition of professional expertise (β = .39) as significant predictors of enhanced belonging. Qualitative data revealed that meetings fostered belonging through cultural validation, collective voice, and boundary spanning. Both quantitative and qualitative data documented a three-phase developmental pattern: initial increase, plateau, and secondary increase. Culturally responsive meeting components proved particularly effective, with cultural congruence mediating the relationship between meeting participation and organisational belonging. The findings suggest that properly structured and culturally responsive staff meetings can simultaneously strengthen professional development and cultural identity in minority educational contexts, challenging the false dichotomy between cultural preservation and educational advancement. These results contribute to theories of professional learning communities, social capital, and culturally responsive pedagogy, while providing practical guidance for educational leaders in designing effective organisational structures in culturally distinctive settings.

 

Author (s) Details

Abdul Kareem Igbaria
Musheirfa Comprehensive School-M'aleh Iron, Ministry of Education, Israel.

 

 

Please see the book here:- https://doi.org/10.9734/bpi/lleru/v5/5210

 

Learning Action Cells as Educational Technology: Enhancing Retention via Social Learning | Chapter 5 | Language, Literature and Education: Research Updates Vol. 4

This study examines the efficacy of Learning Action Cells (LACs) as a social learning-driven educational technology to address teacher retention and professional growth in the Bangsamoro Autonomous Region of Muslim Mindanao (BARMM), focusing on the Madamba School District. Grounded in Albert Bandura’s Social Learning Theory (SLT), LACs are structured as peer-driven collaborative platforms that foster resilience among educators in a region marked by geographic isolation, socio-cultural diversity, and systemic neglect. Using a total enumeration approach, the study included all 107 teachers across 13 schools in the Madamba School District, integrating quantitative metrics—such as an 83.50% retention rate among active participants (vs. 0% among non-participants), mean professional growth scores (4.296–4.361), and validated survey instruments (Cronbach’s α = 0.89)—with qualitative insights from teacher narratives (e.g., “LACs make me want to stay”). Total enumeration ensured comprehensive coverage of the teacher population, eliminating sampling bias and aligning with studies emphasising its advantages over partial sampling in small, defined populations. Findings reveal that LACs mitigate attrition by enhancing teacher agency, adaptability, and community integration, aligning with UNESCO’s benchmarks for effective professional development. The study underscores LACs’ scalability as a low-cost, high-impact model for fragile contexts, offering actionable insights for policymakers to institutionalise collaborative frameworks that bridge theory, practice, and cultural responsiveness in underserved educational systems.

 

Author (s) Details

Omerah Barangai
Madamba Central Elementary School, Lower Madamba District, Division of Lanao Sur II, Philippines.

 

Renato Base
University of Science and Technology of Southern Philippines, Philippines.

 

 

Please see the book here:- https://doi.org/10.9734/bpi/lleru/v4/5215

Evaluation and Professional Development of Teachers in Greece | Chapter 6 | Language, Literature and Education: Research Updates Vol. 3

The educational evaluation is a set of organized and systematic actions that aim to achieve the goals of education. Additionally, this is a tool that assesses the degree of achievement of predetermined objectives, provides feedback to the teacher, identifies methods for shaping the teaching approach and improves self-awareness. The purpose of this study is to explore the views of teachers regarding their evaluation and professional development. The preferred methodology is a qualitative approach which has used the semi-structured interview as a data collection technique with a sample of ten primary school teachers. The participating teachers have been working in public education from four to thirty-five years, while four of them serve as substitutes. With regard to the first research question, the categories of the analysis created from the thematic analysis (atlas) of the data literal, interpretative and reflective aspect. The respondents considered as the main purpose of their evaluation the improvement which results from the interlinkage between the identification of weaknesses and the implementation of training interventions. As far as the evaluation criteria are concerned, they mainly highlighted the teacher's professional skills, the learning environment and the consistency of service. Persons close to the teacher, such as the director, colleagues, the teachers themselves and the Education Advisοr are considered to be the most appropriate actors of their evaluation. According to the findings, the benefits of the evaluation include the rewarding of the teachers and the recognition of their work, as well as the establishment of a culture of evaluation, while the disadvantages include negative emotions and unfair practices (e.g., stress, fear, pressure, insecurity, competition), negative consequences (e.g., salary reduction, dismissal), categorization of teachers and additional workload. Professional development is regarded as extremely useful and necessary and is achieved through formal, non-formal or informal processes. It helps teachers to acquire additional qualifications, knowledge and skills that enhance their role, improve their work and, above all, strengthen their professional identity. Finally, the respondents considered that the teachers’ evaluation is directly linked to their professional development, as the former feeds the latter.

 

Author (s) Details

Giorgos Maggopoulos
Hellenic Open University, Greece.

 

Konstantia Svarna
Hellenic Open University, Greece.

 

Please see the book here:- https://doi.org/10.9734/bpi/lleru/v3/5061

The Modern Agricultural Educator: Understanding Professional Competencies through TPACK Framework Analysis | Chapter 9 | An Overview of Literature, Language and Education Research Vol. 10

Introduction: Preparing students for modern agricultural demands in developing regions is a challenge for agricultural education, especially in integrating technological knowledge and effective teaching strategies. The critical need for comprehensive research on teachers’ instructional capabilities regarding agricultural literacy is emphasized by persistent low levels of agricultural literacy among most teachers. Additionally, the rapid technological progress in education and new teaching approaches demand an improved comprehension of teachers' agricultural education competencies.

Purpose: The purpose of this study was to investigate the relationships between teachers' demographic characteristics and their technological, pedagogical, and content knowledge (TPACK) domains among agriculture teachers in the Division of Camarines Sur, Philippines. The study evaluated teachers' proficiency levels in the three important educational domains through specific demographic-based measurements.

Methods: A descriptive correlational research design using a mixed methods approach was used. The study included 20 public school teachers who taught agricultural crop production programs. Demographic questionnaires, TPACK assessment instruments, and agricultural literacy assessments were used as data collection instruments. The collected data was analyzed using multiple linear regression, and Pearson correlation. The research used validated measurement tools along with rigorous statistical methods to ensure the reliability of the results.

Results: The results showed different levels of knowledge in TPACK domains. The most proficient (Mean = 3.55) was technological knowledge, followed by pedagogical knowledge (Mean = 3.52) and content knowledge (Mean = 3.28). Significant negative correlations existed between years of teaching experience and technological knowledge, proving that younger teachers are more knowledgeable about technology. Research showed significant patterns regarding how demographic variables relate to teaching competencies.

Conclusion: The research focuses on the interplay between demographics and TPACK in agricultural education, and suggests targeted professional development programs, technology integration initiatives, and hands-on learning experiences. The results show that teachers’ TPACK can be improved through continuous professional development and innovative pedagogical approaches, which in turn will improve students’ agricultural literacy and prepare them for the challenges of contemporary agriculture. The findings present substantial implications that affect both teacher training aspects and educational policy development for agricultural education.

Author (s) Details

Nikko Karlo B. Villareal
Payak High School, Payak, Bato, Camarines Sur, Philippines.

Myra Luz M. Homillano
Central Bicol State University of Agriculture, San Jose, Pili, Camarines Sur, Philippines.

Please see the book here:- https://doi.org/10.9734/bpi/aoller/v10/4381

Impact of Digital Transformation for the Professional Development of College English Teachers | Chapter 5 | Progress in Language, Literature and Education Research Vol. 8

This paper investigates the professional development of college English teachers in the context of digital transformation. As technology advances rapidly and digital tools become increasingly integrated into education, English teachers face the imperative to enhance their digital literacy and adapt their teaching practices accordingly. This research explores the challenges and opportunities associated with digital transformation for college English teachers and examines effective strategies for their professional development. By providing insights into how English teachers can upgrade their skills and leverage digital tools to enhance their teaching practices, this study contributes to the existing knowledge base and offers valuable directions for further research in this field.

Author(s) Details:

Linli Chen,
School of Cultural Tourism and International Exchange, Yunnan Open University, Kunming, China.

Xi Zhu,
Faculty of Information Technology, Beijing University of Technology, Beijing, China.

Please see the link here: https://stm.bookpi.org/PLLER-V8/article/view/14238

Navigating the American Dream: Unraveling the Hierarchical Influences on Self-Initiated Expatriation in the United States | Chapter 1 | Contemporary Research in Business, Management and Economics Vol. 2

 The application of a grading strategy in self-initiated expatriate evaluation is critical with regard to the goals and objectives. Unfortunately, researchers are not paying attention to the state of self-initiated expatriates in the process of empowering communities on the presentation of issues including prevention, adjustment, and the most critical criteria that influence them in getting jobs as well as the technical qualities that are involved. The aim of this study is to investigate the hierarchical criteria that influence individuals to become self-initiated expatriates in the United States of America (USA). This study conceptualized five main variables as the motives of self-initiated expatriates, namely: “Economic”, “Professional development”, “Lifestyle”, “Culture” and “Family”. The self-initiated expatriates used for this study are those people who have lived and worked in the United States for an extended period of time. Meta- analytical techniques were integrated with multi-criteria decision analysis in order to find the key attribute that empowers self-initiated expatriates. Ultimately, at the time of writing this paper, the results of this kind of study were not yet available in the public domain, to the best of the research knowledge. As a result, the study makes a contribution by revealing that the “family factor” is the principal reason for self-initiated expatriation, while its effects are shown in economic, professional, lifestyle, and cultural elements. “Lifestyle factors” have no effect on other components in this study. This suggests lifestyle has no effect on self-initiated expatriation variables. Self-initiated expatriates don’t mind the US lifestyle. This suggests that none of the other factors thought to be related to self-initiated emigration are affected by one’s way of living. Also, any expat who leaves on their own will not miss the American way of life.

Author(s) Details:

Osman Yussuf,
Department of Management, College of Business, Grambling State University, Grambling, USA.

Please see the link here: https://stm.bookpi.org/CRBME-V2/article/view/13662

Use of Learning Intervention for Learning and Organizational Change in a Strategic Management Course | Chapter 8 | Progress in Language, Literature and Education Research Vol. 3

 Crucial management education is essential for preparing pros for real work involvement. This paper reviews the essential component hypotheses of strategic thinking and how they influence clever management educators and researchers to establish knowledge valuable in professional contexts.Design/ Methodology/Approach: The formed a concept learning intervention model (LIM) is implanted in an analysis of policy and organizational change using invasion theory and methods of social psychology. It also draws from theories of adult education and development accompanying a focus on building a education community environment. A record of what happened in a business school surroundings was conducted with a education intervention analysis plan.Findings: The research concludes that clever management instruction draws from diverse theoretical outlooks and learning intervention designs constructed from dependent meaning-making of knowing inside practice outlined as interventionist strategies of education. The practitioner research paper supplies evidence of LIM’s contexts of experienced and acting drawing on my professional experiences utilizing coaching and facilitative roles in the instructional case study of a crucial management course. More specifically, the record of what happened reflects understanding the captured processes that backed the learning environments to a degree the analytical process, composite process, reactive process, and emerging education process. Practice implications: The results of the research advance awareness of believes and methods that educational experts apply in instructing and supporting learners of strategic administration education. It considers the importance of knowledge interventions by captivating strategic management experts to examine how they mix the theory and practice of organizational change in constructing better learning atmospheres.Originality/Value: The study increases value by incorporating education and organizational change methods that integrate theory and methods that guide knowledge development processes through the use of LIM study tools. It finishes with the urged practical serviceableness of the LIM approach as an example of how imaginative teaching techniques for crucial management instruction can be built by instructional practitioners. Future research implications of expert research models are encouraged.

Author(s) Details:

Sydney Moyo,
Collaborating Consulting, Epalinges, Switzerland.

Please see the link here: https://stm.bookpi.org/PLLER-V3/article/view/12962

Teachers’ Perceptions in Shaping Education for Sustainability and Building a Unified School Culture | Chapter 4 | Recent Research Advances in Arts and Social Studies Vol. 2

 A inclusive approach to Education for Sustainability (EfS) remains absent in many instructional settings, with educators frequently working to the side within their disciplines. Education be necessary to involve social, environmental, cultural and economic approaches, accordingly achieving interdisciplinarity, but too the shaping of life stances, values and ideologies. This member aims to explore the role of assistants’ perceptions in advancing a collective school culture towards EfS. In this branch, Nine in-service teachers complicated in European environmental protection programmes were interviewed concerning their experiences, challenges, and advice for improvement. The Findings suggest that private educational policies and scholarships limit the extensive adoption of EfS. There is a pressing need for a exact alignment 'tween EfS teacher education hypothesis, curricular approaches, and implementation before formulating or out for policies.

Author(s) Details:

Amalia Filippaki,
Department of Primary Education, Faculty of Pedagogical Sciences, University of Crete, P.O. Box: 74100, Rethymno, Greece.

Please see the link here: https://stm.bookpi.org/RRAASS-V2/article/view/12532

Postgraduate Study: An Academic Journey| Book Publisher International

 Postgraduate degrees could act as conversion courses, permitting a person to change the direction of his or her study and be able to follow a dream career path. Postgraduate degree enhances the ability to understand and apply an array of speculative and thoughtful situations and be able to objectively apply alternative options. The choice of a university for postgraduate degree is very critical to the success of completing the programme. Building a strong, useful, and productive network can provide the needed support for the student during the postgraduate journey. It is good to work smartly to enhance productivity while avoiding unnecessary and unrelated multitasking that could impede progress. This book provides a simple approach to deciding for postgraduate degree, challenges that the postgraduate student may face, how to handle the challenges in relating with supervisors, doing your research, and writing your thesis etc.

Author(s) Details:

Oluwafemi Omoniyi Oguntibeju,
Phytomedicine and Phytochemistry Group, Department of Biomedical Sciences, Faculty of Health and Wellness Sciences, Cape Peninsula University of Technology, Bellville 7535, South Africa.

Please see the link here: https://stm.bookpi.org/PSAAJ/article/view/12420