Importance of Instructional Supervision in the Performance Lag Address Program (PLAP): A Comparative Study of Former Group A (SI) and Former Group B (S2) Secondary Schools in Mutare Urban, Zimbabwe | Chapter 2 | An Overview of Literature, Language and Education Research Vol. 9

The Ministry of Primary and Secondary Education in Zimbabwe launched the Performance Lag Address Program (PLAP) in October 2012 in Manicaland Province after realizing the underachievement of students at both primary and secondary schools which was caused by the socio-economic meltdown from 2006 to 2008. The PLAP program aims to improve the achievement of primary and secondary students by revisiting the syllabus and targeting concepts that have proven persistently difficult for pupils to catch up on with the overall aim of teaching from the last point of success. The study sought to determine instructional supervision of the Performance Lag Address Program (PLAP) at the secondary school level. Two schools participated in the study (one from former group A (S1) and the other from former group B (S2) schools). A total of 100 volunteer teachers (fifty from each school type) participated. A questionnaire with closed and open questions was used. Data was analyzed using a chi-square for independence while open-ended questions showing similar themes were grouped together. During the study, teachers agreed that all students can learn implying that given the right environment, all students can achieve to the best of their ability. The results show significant differences by school type on vision, curriculum modifications, staff development classroom supervision by HODs and head teachers. Teacher comments indicate that head-teachers do not supervise classes and there is little staff development. No differences were found in collaborative work and resources but teacher comments indicated that there are no teacher teams in the same subject areas or different subjects. All the findings indicated that not much effort is being put into the Performance Lag Address program in terms of instructional supervision at the secondary school level. Henceforth, the effort of all participants involved in the supervisory process is important. Peer coaching, wherein teachers work collaboratively in small teams to improve instruction is recommended.

 

Author (s) Details

 

Elliott Nkoma
Department of Psychology, Faculty of Social Sciences, Great Zimbabwe University, P.O Box 1235, Masvingo, Zimbabwe.

Courage Tipedze
Department of Psychology, Faculty of Social Sciences, Great Zimbabwe University, P.O Box 1235, Masvingo, Zimbabwe.

 

Please see the book here:- https://doi.org/10.9734/bpi/aoller/v9/3050

The Influence of School Internal Factors on Teacher Effectiveness: A Case Study from Secondary Schools in Lira District, Uganda | Chapter 4 | Research Highlights in Language, Literature and Education Vol. 7

 The objective concerning this study was to decide the influence of School internal factors on faculty member effectiveness in subordinate schools in Lira District.Studies on teacher influence provide some visions into the qualities that combine teacher influence and student achievement. A correlational research design was used to measure the friendships between the study variables. The study fixated on all secondary schools in Lira District, all teachers in subordinate schools in Lira District, all head  teachers in subordinate schools in Lira District, all Board of Governors (BOG) in secondary schools in Lira District all Parent Teacher Association (PTA), in addition to District inspectors of schools (DIS) and District Education Officer (DEO).The result showed a strong certain correlation betwixt school internal determinants and teacher effectiveness in subordinate schools in Lira district (r= 0.751, P<0.05), meaning that the school internal determinants which are the predictor variables considerably account for the professor effectiveness even though they account for only 56% (R2 = 0.564, p<0.05). The qualitative interviews grasped with the head educators, DEO, DIS and focused group discussions grasped with BOG and PTA again revealed that school within factors influence teacher influence. The thematic syllabus is believed that it will advance education quality in Uganda, more particularly by increasing the accomplishment levels of students in learning, numeracy and life skills.Teacher adeptness in secondary schools in the Lira community is significantly definitely correlated with school within characteristics. This plans that elevating or lowering within school factors in subordinate schools causes a significant advancement or diminution in teacher efficiency.. Extensive research is required on determinants other than school-within issues that may affect assistants' efficacy in the lecture room, and similar studies concede possibility be carried out at Uganda's elementary schools and bigger educational organizations.

Author(s) Details:

Emmanuel Odit,
Department of Curriculum Studies, Faculty of Education and Humanities, Gulu University, Uganda and Department of Biology, Faculty of Science and Education, Busitema University, Uganda.

John Bismarck Okumu,
Department of Curriculum Studies, Faculty of Education and Humanities, Gulu University, Uganda.

Wilfred Lajul,
Department of Curriculum Studies, Faculty of Education and Humanities, Gulu University, Uganda.

George Opio,
Department of Curriculum Studies, Faculty of Education and Humanities, Gulu University, Uganda.

Denis Omara,
Department of Biology, Faculty of Science and Education, Busitema University, Uganda.

Please see the link here: https://stm.bookpi.org/RHLLE-V7/article/view/11154    

Assessment of Literacy among the Secondary Schools Students in Malaysia| Chapter 8 | Current Research in Language, Literature and Education Vol. 5

The purpose of this study is to learn more about Malaysian secondary school students' literacy rates in Malay, English, and mathematics, as well as the variables that impact them. The study's conceptual framework is based on the definition of literacy provided by the International Adult Literacy Survey (IALS). A total of 5,635 respondents were chosen from Remove Class to Form Five secondary schools across the country. According to the report, the total basic literacy rate was 95.2 percent, while critical literacy was 71.2 percent. At the basic and crucial levels, Malay literacy was higher than English and mathematical literacy. As a result, the Malaysian Ministry of Education (MOE) should prioritise math literacy, particularly among secondary school pupils. One-way ANOVA analysis found substantial variations in the rate of basic literacy and critical levels of pupils based on their level of education and ethnicity. Teachers must be taught about the notion of literacy and how students' literacy abilities affect their development. All stakeholders must collaborate to guarantee that secondary school pupils achieve a decent literacy rate.

Author(s) Details:

Chew, Fong Peng,
University of Malaya, Malaysia.

Please see the link here: https://stm.bookpi.org/CRLLE-V5/article/view/6724

Investigating the Teachers’ Leadership Styles for Learning and Students’ Academic Press/Emphasis | Chapter 4 | Selected Topics in Humanities and Social Sciences Vol. 7

 The purpose of this investigation was to look into two research hypotheses. H1: English subject teachers in selected national secondary schools in Kuala Lumpur, Malaysia, used coercive (COE) and coaching (COA) leadership approaches to lead their students, and H2: There is a significant relationship between English subject teachers' leadership styles practises and students' AP/AE in selected national secondary schools in Kuala Lumpur, Malaysia. The research demonstrated that academic press/emphasis (AP/AE) is influenced by leadership style approaches, mostly COA excluding COE. Surprisingly, despite COA being the most influential predictor, there is substantial evidence that almost all English subject instructors from all three selected schools understudy did not display COE leadership style. They will most likely strive to avoid using the COE leadership style because it will reinforce student behaviour patterns. Bass and Riggio [1] characterised COE leadership style as a lack of leadership as a result of this.

Author (S) Details

Hemathy A/P Kunalan

Kulliyyah of Education, International Islamic University Malaysia, Malaysisa.

Hairuddin Mohd. Ali

Kulliyyah of Education, International Islamic University Malaysia, Malaysisa.

Mohamad Sahari Nordin

Kulliyyah of Education, International Islamic University Malaysia, Malaysisa.

View Book :- https://stm.bookpi.org/STHSS-V7/article/view/4099

Study on Social Benefits of Secondary School Farms in Rivers State, Nigeria | Chapter 4 | New Horizons in Education and Social Studies Vol. 10

 The aim of this study was to assess the social benefits of school farms in Rivers State, Nigeria's secondary schools. In Nigerian secondary schools, agriculture has been recognised as a core curriculum subject. With a total of 560 questionnaires distributed to teachers and students, the study used two research questions and a basic random sampling technique for data collection. A holistic agricultural science curriculum implementation in secondary schools is required to provide both classroom teaching and realistic interactions that students in agriculture are exposed to. According to the results, 75 percent of Rivers State secondary schools had sufficient farm space, and 85.71 percent of students practised farming with basic farm equipment. All social benefits derived from school farms include allowing students to develop their farming skills (with a mean score of 2.93), assisting students in forming a valuable background as future agriculturalists (2.80), and assisting students in appreciating the fact that profitable farming was possible within the constraints of available technology (2.73). About 96 percent of the schools visited lacked tractors and harvesters, and about 85 percent lacked well laid out farm plots. Just 23.21 percent of the schools surveyed had barns and livestock pens, 21.43 percent had fishing facilities, and 22.79 percent had well-established and maintained fish ponds. According to this report, school administrators in Rivers State, Nigeria, use all available tools to raise funds for secondary school farm facilities and material inputs.

Author (s) Details

Emeya, Salome
Department of Agricultural Science, Ignatius Ajuru University of Education, Ndele Campus, P.M.B. 5047, Port Harcourt, Rivers State, Nigeria.

Ojimba, Thankgod Peter
Department of Agricultural Science, Ignatius Ajuru University of Education, Ndele Campus, P.M.B. 5047, Port Harcourt, Rivers State, Nigeria.

View Book :- https://stm.bookpi.org/NHESS-V10/article/view/792