Understanding role conflict and role ambiguity of school principals in Nepal

In the context of developed countries, a lot of research has been done to uncover and identify the problems school leaders face in their work but little is known about the school leadership of underdeveloped countries. In a quest to discover contextual problems in terms of role conflict and role ambiguity of school leaders, this qualitative study tries to capture the experiences of principals in Nepal through in-depth interviews of six community school principals. The findings reveal that the major sources of role conflict and ambiguity for principals from Nepal are problematic power-sharing, low job autonomy, dual role conflict, limited professional development training, and lack of leadership knowledge. The study has several policy-level implications such as importance of hiring principals with proven leadership skills and increasing the leadership skills of current principals to ensure that they can tackle these challenges.

An Evaluation of Whole-School Trauma-Informed Training Intervention Among Post-Primary School Personnel: A Mixed Methods Study

Students’ ability to reach their potential in school—both behaviourally and academically – is linked to their educator’s knowledge of child and adolescent development, childhood adversity and trauma, and how these impact learning and behaviour. However, teacher pre-service training programmes often offer inadequate instruction to meet the needs of trauma-impacted students. The purpose of the study was to investigate the benefits of professional development training in trauma-informed approaches on school personnel attitudes and compassion fatigue. There is a paucity of research on whole-school trauma-informed approaches and most have methodological limitations via the absence of a control group. In addressing this gap, the study is one of the first to utilise a control group in the research design to ensure findings are robust. The study utilised a quasi-experimental wait-list control pre-post intervention design to evaluate the efficacy of trauma-informed professional development training. We compared attitudes and compassion fatigue among 216 school personnel (n = 98 intervention, n = 118 comparison) utilising the Attitudes Related to Trauma-Informed Care (ARTIC) scale and the Professional Quality of Life scale (Pro-QoL). Quantitative data was supplemented by qualitative focus group data. Findings demonstrated that school-personnel within the intervention group reported significant improvements in attitudes related to trauma-informed care, and a significant decrease in burnout at 6-month follow-up. Our findings demonstrate that with minimum training on the dynamics of trauma, personnel attached to a school can become more trauma-informed and have more favourable attitudes towards trauma-impacted students and consequently be less likely to experience burnout.

Teaching climate risk for water planning: a pilot training for tertiary students and practitioners in Brazil

Climate change is one of the major challenges of our society; thus educational resources on climate risk and adaptation are needed. In this case study, we present a short-duration face-to-face training for water professionals about the Intergovernmental Panel on Climate Change (IPCC)'s climate risk framework. The training uses problem-based learning (PBL) pedagogy, and its suitability and benefits are evaluated with qualitative observation and self-assessment of knowledge of tertiary students and practitioners from five independent groups in Brazil. We find that the application of a mapping exercise using the IPCC's climate risk framework supports learning about climate risk, as well as data interpretation, creativity, teamwork, communication, and critical thinking by the participants. This work merges the IPCC's climate risk framework and PBL for climate risk training. The proposed training enables the teaching of climate risk in stand-alone courses and professional development training in areas where climate is an embedded component.

Professional development training of cadets at military universities

The research appears to be of relevance due to the ongoing modernization of the system of military training. One of its directions is to establish the compatibility of personal and professional qualities of cadets with the model of a modern military specialist. The aim of the research is to carry out a qualitative analysis of the requirements imposed on the modern military by society and the state in order to reveal the essence of the professional development training of cadets. The study hypothesizes that the collective and co-operational nature of professional development training implemented on the basis of a culturological approach to education creates optimal conditions for the professional and personal growth of cadets in the process of their introduction to military culture. The difference between professional training and military training is analyzed. The culturological approach to cadet professional development training is justified as the methodological basis of professional development training. The author proposes an axiological interpretation of the process of professional development training within the framework of the culturological approach. The main aspects of professional development training are briefly described: intellectual, moral, physical, labor. The key principles of professional development training based on the culturological approach are identified: purposefulness, consistency, continuity, professional orientation, patriotic orientation, humanism, and collectivism. The article emphasizes the collective and co-operational nature (polysubjectivity) of professional development training. The author suggests the definition of the “subject of professional development training”. The subjects of professional development training are cadets, officers, teachers, and university cultural organizations. Apparently, the structure of professional development training (its organizational, content and procedural aspects) varies depending on the subject of professional development training. The article concludes that introduction of practices of psychological and pedagogical support of the prospective military into their professional development training can be seen as the way to modernize the system of professional development training at military universities.

Evaluating Teachers' Learning, Perceptions, and Cultural Differences Following Professional Development for Early Literacy Software

The present study examined the impact of professional development training on Canadian and Kenyan teachers’ confidence, comfort, and perceptions of their abilities to teach early literacy skills in the primary or elementary grades. Data were collected prior to and following training on how to integrate early literacy software as part of ongoing in-class instruction. Domain and technology constructs consistent with Mishra and Koehler’s (2006) technology integration model were assessed, as were perceptions related to delivery pacing. Overall, outcomes reflected more similarities than differences across the two groups of teachers. Limitations in foundational knowledge regarding concepts specific to early literacy were evident in both groups, despite higher levels of perceived confidence in Kenyan teachers compared to Canadian teachers in some content areas. Perceived comfort using technology and teaching with technology were highly correlated, with no differences observed across teacher groups. Pacing was perceived to be faster for Kenyan teachers compared to Canadian teachers. Implications for professional development in this domain are discussed.

Factors Influencing the Quality of Academic Performance in Higher and Middle Secondary Schools of Trashi Yangtse Dzongkhag

The purpose of this article includes is to identify the factors that will determine the quality of academic performance of students and to assess teachers’ perceptions on factors that influence the quality of academic performance. In light of the deteriorating education quality and poor academic performance in high schools, it became important more than ever before to study the factors influencing the performance. The research focused mainly on educational article, thus, it was convenient to adopt descriptive research and follow the mixed method as a research design. The quantitative data was collected from 100 school teachers through e-mail and four principals for in-depth study. The interviews were recorded using the mobile device and then transcribed to analyze and develop themes. The research found that there is insufficient resources in school that has deteriorated the quality of academic performance, lack of professional development training. It was also evident that school culture contributes to improve the quality of academic performance. Therefore, the study recommends the concerned agencies need to allocate enough resources, improve social ambience, conduct frequent in-service workshops for the teachers and as well act as change agent for further improvement of conducive environment in all the levels of schools across the country.

Designing Professional Development in Restorative Practices: Assessing High School Personnel's, Students’, and Parents’ Perceptions of Discipline Practices

We conducted focus groups with high school staff, students, parents, and administrators to gain information about how to design professional development training supporting high school staff in implementing restorative practices within a multitiered support system. Results indicated that all stakeholders valued trust and relationship building and identified equity, accountability, and home−school communications as key elements of effective discipline approaches. We provide recommendations for designing professional development for high school staff in effectively and sustainably integrating restorative practices with existing multitiered student support systems.

School Readiness on The Implementation of Learning Delivery Modalities (LDM’s) in The City Schools Division Province of Laguna: An Input to Curriculum Policy Brief and Intervention Program

This study aimed to determine the relationship between the level of implementation of learning delivery modalities (LDMs) and School Readiness using 7s Model for its implementation in the City Schools Division, Province of Laguna. This study employs the descriptive method of research, specifically the descriptive correlation. It is intended to investigate the correlation between the variables. A stratified sampling method was utilized to select the respondents from the population of teachers and school heads. A survey questionnaire was the primary data gathering instrument of the study. Results of the study show that there is a significant relationship between the post-implementation of the three different distance learning delivery modalities to the 7S McKinsey organizational tools. The results entail that prior to the implementation of the different learning delivery modalities, the schools have provided professional development training that will improve and maximize the competencies and skills of the teachers. It means that the teachers at present were also equipped with the necessary skills needed to face the challenges brought by this pandemic. On the other hand, it also shows that there are teachers who observed that some of the assignments/tasks given to them are not appropriate in some other aspects. The school may provide a copy of teachers' job descriptions for them to be well-informed about their duties and responsibilities. The researcher recommended that the Division Office may conduct training that will further explain the process of utilizing 7S McKinsey Organizational Tools so that the school may enhance and maximize the use of this organizational tool to strengthen the implementation of the different learning delivery modalities. It was also suggested that the school heads, together with the teachers, may carefully plan and implement strategy that will give them ease in the implementation of LDM regardless of the size of the school.