Asian Journal of Education and Social Studies

The Challenges Facing in Implementing Effective Instructional Supervision in Public Secondary Schools in Mvomero District Council, Tanzania

Grace Nangusu, Nolasko Mwinami, Mary Jibrea — Fri, 16 Oct 2026 00:00:00 +0000

Effective instructional supervision is important for supporting teaching practice, yet its implementation in rural public schools may be constrained by institutional and logistical challenges. This study examined the challenges facing the implementation of effective instructional supervision in public schools under Mvomero District Council, Tanzania. Guided by Developmental Supervisory Theory, the research adopted a pragmatist philosophy, a mixed-methods approach and a convergent design, involving 325 students, 79 teachers and 10 heads of schools selected through simple random and purposive sampling. Data were collected using questionnaires, interviews and focus group discussions and analysed using SPSS, with instrument reliability indicated by a Cronbach’s alpha of 0.82. The findings revealed that instructional supervision was hindered by erratic supervisory practices, resource shortages, excessive administrative workloads and inadequate training of supervisors, which collectively eroded teacher confidence, undermined classroom innovation and limited the developmental impact on instructional delivery. The study further highlighted tensions between teacher autonomy and accountability, alongside punitive supervisory techniques that reduced motivation and professional growth. These challenges were associated with poor learning outcomes, low academic achievement and weakened literacy and numeracy skills among students. The study recommends the provision of transport allowances, continuous professional development for supervisors and the adoption of mentoring-oriented supervisory practices to transform inspection into developmental support. The results provide insights for policymakers, school leaders and local communities seeking to strengthen decentralised supervision and improve instructional quality in rural Tanzanian schools.

Metacognitive Awareness, Test Anxiety, and Mathematics Performance among Ghanaian Senior High School Students: The Mediating Role of Self-efficacy

Fri, 16 Oct 2026 00:00:00 +0000

This study examined the direct and indirect relationships among metacognitive awareness, test anxiety, and mathematics performance among Ghanaian senior high school students, with particular emphasis on the mediating role of self-efficacy. The study employed a quantitative cross-sectional research design using data from 300 third-year senior high school students selected from three senior high schools in the Ho Municipality of Ghana. Data were collected using a structured questionnaire and previous Core Mathematics examination scores obtained from official school records. Data were analysed using structural equation modelling, with bootstrapping based on 5,000 resamples to assess indirect effects. The structural model showed excellent fit to the data, χ²(49) = 45.862, p = .601, CFI = 1.000, and RMSEA = .000. Metacognitive awareness was positively associated with self-efficacy (β = .557, p < .001) and mathematics performance (β = .293, p < .001), whereas test anxiety was negatively associated with self-efficacy (β = −.438, p < .001) and mathematics performance (β = −.213, p < .001). Self-efficacy was positively associated with mathematics performance (β = .443, p < .001). Self-efficacy statistically mediated the association between metacognitive awareness and mathematics performance (β = .247, 95% BC CI [.175, .328]) and between test anxiety and mathematics performance (β = −.194, 95% BC CI [−.271, −.134]). These findings indicate that mathematics performance is associated with cognitive, affective, and motivational factors, with self-efficacy accounting for part of the associations of metacognitive awareness and test anxiety with performance. Given the cross-sectional design, the indirect effects should be interpreted as statistical mediation rather than definitive evidence of causal mechanisms. The findings highlight the relevance of supporting students’ metacognitive skills and self-efficacy and addressing test anxiety as part of efforts to improve mathematics learning outcomes.

The Essence of Becoming a Board Topnotcher: A Phenomenological Study toward Holistic Development Support Program for Future Examinees

Brenda B. Bacani — Sat, 17 Oct 2026 00:00:00 +0000

Aims: This study explored the lived experiences of Philippine board examination topnotchers to inform a proposed holistic Development Support Programme for future examinees.

Study design: A qualitative phenomenological approach informed by van Manen’s Phenomenology of Practice was employed.

Place and duration: Twelve individuals who achieved top-ten rankings in Professional Regulation Commission licensure examinations in the Philippines between 2023 and 2025 participated.

Methodology: Participants were selected purposively and interviewed using an expert-reviewed, semi-structured guide. The interviews were transcribed and analysed using Colaizzi’s phenomenological method. Member checking, an audit trail, reflexive journalling and contextual description supported trustworthiness.

Results: Five interrelated themes emerged: personal motivations and aspirations; study habits, strategies and practices; the influence of family, peers and mentors; challenges and coping mechanisms; and reflections and meaning-making. Participants described purposeful goals, structured yet adaptable study practices, emotional pressures, interpersonal encouragement and changing understandings of achievement. Coping approaches included rest, self-reflection and social support. Faith and prayer were personally meaningful to some participants but were not uniformly reported. Preparation demands also differed across professional fields.

Conclusion: Becoming a topnotcher was experienced as a multidimensional process involving academic effort, resilience, relationships and reflection, rather than examination performance alone. The findings informed a proposed Development Support Programme integrating preparation strategies, mentoring, well-being, coping and values-oriented reflection. The programme remains a proposal, and the findings should be understood in the context of these participants’ experiences.

Breastfeeding Practices and Their Associated Factors among Mothers in Urban Communities of Punjab and Chandigarh: A Cross-sectional Study

Jasmeen Saini, Dinesh Kumar, Manoj Kumar — Sat, 17 Oct 2026 00:00:00 +0000

Suboptimal breastfeeding practices present a significant public health challenge, contributing heavily to childhood undernutrition and mortality.

Aims: This study was undertaken to assess breastfeeding practices—specifically early initiation, prelacteal feeding, and exclusive breastfeeding (EBF) and to identify their associated socio-demographic and delivery-related factors among mothers in selected urban communities of Punjab and Chandigarh.

Study Design: This was a community-based, cross-sectional descriptive study.

Place and Duration of Study: The study was conducted over six months, from January to June 2025 in four urban clusters across Chandigarh and Jalandhar district, Punjab.

Methodology: A total of 340 mothers of infants under one year of age who met the predefined eligibility criteria were randomly selected using a multistage sampling technique and were interviewed using a structured, face-to-face questionnaire. Data quality was verified before analysis. SPSS version 26.0 was used for descriptive statistics and Pearson chi-square tests to evaluate associations between factors.

Results: Among the 340 participants, 64.7% initiated breastfeeding within one hour of birth, 52.9% administered prelacteal feeds, and 44.7% practised exclusive breastfeeding. Maternal age was significantly associated with prelacteal feeding (p = 0.019), timing of initiation (p = 0.045), and EBF (p = 0.002). Socioeconomic status also showed significant associations with prelacteal feeding (p = 0.016) and initiation timing (p = 0.001). Only 3.4% of mothers undergoing caesarean sections initiated breastfeeding within the first hour compared to 86.5% of those with vaginal deliveries. Caesarean delivery also was associated with higher prelacteal feeding rates (86.5% vs. 41.0%). Maternal working status was not significantly associated with any breastfeeding indicator.

Conclusion: Significant gaps persist in urban Punjab and Chandigarh regarding breastfeeding practices, marked by low EBF prevalence and a high prevalence of prelacteal feeding. Targeted antenatal counselling, structured postnatal lactation support for mothers undergoing caesarean delivery, and community-level interventions may help improve child nutrition outcomes.

Mathematics Teachers’ Beliefs and Instructional Practices in Sekyere South, Ghana: Moderating Roles of Teacher and School Factors

Prince Baah Acheamfour Senior — Sat, 17 Oct 2026 00:00:00 +0000

This study examined associations between mathematics teachers’ beliefs and self-reported instructional practices and assessed whether teacher characteristics and school conditions moderated these associations. A cross-sectional census survey included 99 mathematics teachers across eight public Senior High and Senior High/Technical Schools in Sekyere South District, Ghana. Data were collected using an expert-reviewed questionnaire measuring beliefs about mathematics, mathematics teaching and learning, social-constructivist and transmission-oriented instructional practices, perceived resource adequacy and instructional leadership/support. Descriptive statistics, reliability analysis, Pearson correlations and multiple regression models with interaction terms were employed. The moderation models incorporated school fixed effects and HC3 robust standard errors. Stronger learner-centred and problem-solving beliefs were positively associated with social-constructivist practice (r = .381, p < .001) and negatively associated with transmission-oriented practice (r = −.452, p < .001). Teaching experience, gender, class size and perceived instructional leadership/support significantly moderated the belief–social-constructivist practice association. Gender and instructional leadership/support also moderated the association with transmission-oriented practice. Although class size and perceived resource adequacy significantly moderated transmission-oriented practice in the primary models, these effects were less stable in sensitivity analyses. The postgraduate qualification interaction for social-constructivist practice did not meet the specified significance threshold. The findings indicate that associations between teachers’ beliefs and reported instructional practices vary across professional and school conditions. Efforts to support learner-centred mathematics instruction should therefore consider both pedagogical beliefs and the circumstances in which teachers work.

An Empirical Study on the Status and Determinants of Secondary Education among Tribal Students

Anil Tadingi, Manoj Kumar Behera — Thu, 22 Oct 2026 00:00:00 +0000

This study examined the status and determinants of secondary education among tribal students, focusing on school attendance, dropout intentions, academic performance, socio-economic characteristics, school facilities and government support. A descriptive survey design was employed, involving 150 students enrolled in Classes IX and X in selected tribal regions. Data were collected using questionnaires, interview schedules, school-related observations and secondary records, and were examined using descriptive and reported statistical analyses. Of the respondents, 73.3% attended school regularly, while 26.7% attended irregularly. Thirty per cent reported an intention to discontinue schooling. Half of the students obtained academic scores between 50% and 75%, while 30% scored below 50% and 20% scored above 75%. Regarding family background, 40% of parents were reported to be illiterate, and 43.3% of families had monthly incomes below ₹5000. Basic school amenities were relatively common, although library and playground availability and teacher adequacy were less consistent. Government benefits included midday meals, free books, uniforms and scholarships, but awareness of available schemes was not universal. The most frequently reported challenges were poverty, language barriers, distance from school and family responsibilities. The reported analyses indicated associations between parental education, family income and academic performance, whereas no significant association was reported between gender and dropout intention. The findings highlight the coexistence of educational participation and persistent socio-economic and institutional challenges among the surveyed students.

Challenges Associated with Inclusive Education for Students with Special Educational Needs and Disabilities in Selected Public Secondary Schools in Northern Unguja, Zanzibar, Tanzania

Hamid Othman Khamis, Reginald Lyamuya, Onesmo Amos Damka — Thu, 22 Oct 2026 00:00:00 +0000

This study examined reported challenges associated with inclusive education in selected public secondary schools in Northern Unguja, Zanzibar, Tanzania. A pragmatist, convergent mixed-methods approach was described for 210 participants from 12 schools: 76 teachers, 12 heads of school, two educational officers, and 120 students. Teacher questionnaires provided the quantitative results (n = 76), while interviews with school leaders and education officers and focus-group accounts from students contributed qualitative perspectives. Descriptive frequencies and mean scores were reported, alongside an instrument-level Cronbach's alpha of 0.88. Across ten five-point items, combined agreement ranged from 67.1% to 78.9%; the largest proportions concerned teacher collaboration (78.9%), accountability for individualized support (77.6%), and universal design for learning (76.3%). Because several item labels do not specify whether an educational condition is present or deficient, these responses reflect endorsement of inclusion-related topics rather than independently verified prevalence of barriers. Qualitative accounts described perceived gaps in accessible infrastructure, assistive-device maintenance, classroom planning, teacher collaboration, assessment adjustments, and administrative follow-through. Taken together, the findings identify concerns raised by participating stakeholders, not independently established institutional failure or causal effects on student outcomes. Context-specific efforts to improve accessible environments, practical teacher support, assistive technology, and monitoring of individualized provision merit further investigation.

Internal Quality Assurance Framework Implementation in Ward Secondary Schools: Evidence from Morogoro Municipality, Tanzania

Emmanuel Mlekwangano, Eugenia Wandela, Noah Mtana — Thu, 22 Oct 2026 00:00:00 +0000

Internal Quality Assurance (IQA) has become a vital mechanism for monitoring and improving the quality of teaching, learning and school management in secondary schools. The establishment of Internal Quality Assurance Teams provides schools with an opportunity to monitor their practices, identify areas that need improvement and thereby support continuous school improvement. However, the existence of an internal quality assurance framework does not guarantee its straightforward implementation. This study explored Internal Quality Assurers' perspectives on the implementation of the IQA framework in ward secondary schools in Morogoro Municipality, Tanzania. The study adopted a qualitative approach using a phenomenological research design. Total Quality Management (TQM) theory was adopted as the theoretical framework guiding the study. Data were generated from 25 purposively selected participants, comprising five heads of schools and 20 Internal Quality Assurers, through semi-structured interviews, focus group discussions and document reviews. The data were analysed thematically. The findings revealed that implementation of the IQA framework involved classroom observation, monitoring of teaching and learning processes, assessment of teaching and learning documents, and utilisation of feedback reports. These practices supported improvements in instructional practices, teacher accountability and continuous school improvement. Furthermore, the findings revealed that effective implementation of the IQA framework was impeded by overlapping responsibilities, excessive workloads, overcrowded classrooms and limited integration of information and communication technology (ICT) into IQA activities. These challenges reduced the time and attention available for quality assurance activities and made quality assurance responsibilities additional duties rather than an integrated part of everyday school improvement. The study recommends regular training, manageable workloads, motivation for IQAs and the use of information management systems for IQA activities.

Social Competence as a Predictor of Psychological Well-being among Secondary School Students in Delta Central Senatorial District

Thu, 22 Oct 2026 00:00:00 +0000

Social competence may be associated with psychological well-being during adolescence, when interpersonal relationships and adjustment to school life become increasingly important. This study examined social competence as a predictor of psychological well-being among secondary school students in Delta Central Senatorial District, Delta State, Nigeria. A correlational research design was adopted. The study population comprised 17,915 Senior Secondary Two students in public secondary schools, from whom 375 students were selected using stratified and simple random sampling techniques. Data were collected through a questionnaire comprising a 15-item Social Competence Rating Scale and a nine-item Psychological Well-Being Rating Scale. The reported Cronbach’s alpha coefficients were 0.70 and 0.72, respectively. Pearson’s product-moment correlation was used to assess the relationship between the variables, while simple linear regression was used to test the null hypothesis at the 0.05 significance level. The findings indicated a weak positive correlation between social competence and psychological well-being (r = 0.27). The regression analysis also indicated a statistically significant relationship (F = 29.924, p < 0.001), with a reported standardised coefficient of 0.274. These results suggest that students with higher social competence tended to report better psychological well-being, although the correlational design does not establish causation. School guidance and counselling services may therefore consider opportunities for constructive peer interaction and interpersonal skills development, while evaluating their effects independently.

Influence of Formative Assessment Guidelines on Students’ Academic Achievement: Evidence from Public Secondary Schools in Kigoma Municipality, Tanzania

Barakuba N.M Dobeye, Eugenia Lucas Wandela, Daniel J. Mkude — Thu, 22 Oct 2026 00:00:00 +0000

Formative assessment is widely regarded as a cornerstone of students’ academic achievement, but its implementation at the classroom level is jeopardised by inconsistent guidelines. This study examined the influence of formative assessment guidelines on students’ academic achievement in public secondary schools in Kigoma Municipality, Tanzania. The study employed a convergent research design under a mixed-methods approach to collect data from 169 respondents. A total of 156 students were selected using simple random sampling, six teachers experienced in using formative assessments, six academic masters/mistresses, and one education officer. Data were collected using questionnaires for students and interviews for educators. The quantitative data were analysed using descriptive statistics (frequencies, percentages, and means) using the Statistical Package for the Social Sciences (SPSS) version 20 with a tested reliability coefficient of 0.713, while qualitative data were analysed using a deductive content analysis approach. The findings indicate that students valued weekly tests and clear teacher instructions as motivating and fair mechanisms that enhanced students’ academic achievement. Teachers also reported that classroom assessment guidelines are useful, but the guidelines lack competence-based clarity. Further, students prioritise formative assessments over national examinations, while socioeconomic limitations undermine the effectiveness of take-home assignments. The study concludes that the use of formative assessment guidelines improves academic achievement, but challenges in teacher preparation and policy-practice alignment persist. The use of technology in formative assessment is limited by infrastructure and connectivity; additionally, the study concludes that increased use of artificial intelligence and the internet is not a feasible option for public secondary schools in Kigoma Municipality. Therefore, policymakers should emphasise capacity-building initiatives for teachers and administrators in competence-based curriculum assessment methods. The shift from traditional teaching and learning approaches to competence-based models is often hindered by resource constraints or shortages. Emphasis on critical thinking should begin at the classroom level and support students’ academic achievement rather than merely high grades in final assessments.

Motivation-related Experiences, Study Skills, and Student Engagement among Senior High School Shielded Metal Arc Welding Students: A Cross-sectional Examination of Indirect Associations

Nonciar B. Refardo, Ester Jean U. Pelayo — Thu, 22 Oct 2026 00:00:00 +0000

This cross-sectional study examined motivation-related experiences, study skills, and student engagement among 310 senior high school students aged 18 years or older enrolled in Shielded Metal Arc Welding (SMAW) across five schools in Davao del Sur, Philippines, during the 2025–2026 academic year. Equal-allocation stratified sampling yielded 62 participants per school. Self-report questionnaires assessed seven motivation-related domains, five engagement domains, and six study-skills domains. Reported internal-consistency coefficients were 0.813, 0.870, and 0.819, respectively. All three overall scale means were 3.51 on a five-point response scale, corresponding to the prespecified High category. The overall motivation–engagement correlation was r = .480, motivation–study-skills correlation was r = .768, and study-skills–engagement correlation was r = .327 (all p < .001). A standardised path decomposition based on these reported overall correlations yielded a conditional study-skills–engagement coefficient of approximately −.102 and an indirect association of −.078. The approximate Sobel statistic (z = −1.30, p = .194) did not support a statistically detectable indirect association through study skills. Motivation-related experiences were positively associated with engagement, but the evidence did not support the proposed indirect pathway. Because the data were cross-sectional, self-reported, and derived from multidimensional questionnaire composites, the results should not be interpreted causally.

Reforming and Implementing an Applied Talent Development Model in Financial Mathematics in the Context of New Quality Productive Forces

Lingrong Gu — Thu, 22 Oct 2026 00:00:00 +0000

Background: The development of new quality productive forces and the digital transformation of the financial sector have increased the demand for interdisciplinary professionals with strong quantitative and practical capabilities. However, existing financial mathematics programmes face challenges in curriculum integration, practical training and innovation-oriented education, highlighting the need to reform applied talent development models.

Aims: To develop an applied undergraduate education model in financial mathematics that responds to the digital and intelligent transformation of the financial sector driven by new quality productive forces.

Study Design: A questionnaire-based investigation supplemented by employer interviews and expert consultations, followed by an educational reform initiative and a follow-up survey.

Place and duration of study: A newly established financial mathematics programme at an application-oriented undergraduate institution in China.

Methodology: Evidence was collected through 107 valid responses to 109 distributed student questionnaires, interviews with 11 financial-sector employers and consultations with six university teaching experts. The questionnaire had a Cronbach’s alpha of 0.812. The study developed a fourfold integration framework to connect values education, research, innovation, and industry with teaching. Four supporting systems addressed holistic student development, curriculum innovation, practical education and faculty development.

Results: Before the reform, 17.76% of students reported a clear understanding of new quality productive forces and financial-sector transformation, 57.94% perceived insufficient integration across mathematics, finance and computing courses, and 85.98% described external practical education as primarily observational. Follow-up survey results showed that clear industry understanding increased to 45.79% and curriculum satisfaction to 54.21%. Self-rated big-data skills and financial problem-solving skills increased from 2.41 to 3.02 and from 2.33 to 2.86, respectively, on five-point scales.

Conclusion: The reform provides a practice-based framework for aligning interdisciplinary undergraduate education with industry requirements. The reported improvements indicate its potential value for similar programmes, although longer-term evaluation remains necessary.

Factors Influencing Technology Use among Female Mathematics Education Students: The Roles of Perceived Ease of Use, Perceived Usefulness, and Attitude

Jemima Saah, Samuel Asiedu Addo, Benjamin Adu Obeng — Fri, 23 Oct 2026 00:00:00 +0000

This study examined the influence of perceived ease of use and perceived usefulness on attitudes toward technology and investigated whether attitude predicts technology acceptance and adoption among female mathematics education students in Ghana. The study focused on female students because gender-related experiences, confidence, support, and expectations can shape technology engagement; examining this group separately provides context-specific evidence rather than assuming that findings from mixed-gender samples apply equally to them. A quantitative cross-sectional survey was conducted with 400 female students from three public universities, selected through proportionate stratified sampling and simple random sampling within each institution. A structured five-point Likert questionnaire measured four constructs: perceived usefulness (10 items), perceived ease of use (11 items), attitude toward technology (10 items), and technology acceptance and adoption (9 items). Structural Equation Modelling was used to test the hypothesised relationships. Perceived ease of use (β = .346, p < .001) and perceived usefulness (β = .535, p < .001) significantly and positively predicted attitude, with usefulness showing the stronger relationship. Attitude did not significantly predict technology acceptance and adoption (β = −.053, p = .272). The findings suggest an attitude–behaviour gap: positive perceptions may not be sufficient to ensure technology use. Universities should therefore combine efforts to demonstrate technology’s academic value and usability with support for access, connectivity, training, and institutional provision. Because the sample comprised female mathematics education students from three public universities and the design was cross-sectional, the findings should be interpreted within these boundaries.

Educational Attainment and Aspiration among Rabha Women: A Study in Mendabari Rabha Forest Village, West Bengal, India

Chaitali Datta — Fri, 23 Oct 2026 00:00:00 +0000

Background: Educational attainment and aspirations among women in forest-village communities are insufficiently documented at the local level. This study describes Rabha women’s educational profiles in Mendabari and examines examples of educational and career aspirations.

Methods: A 2021 household enumeration covered 120 Rabha households (511 residents), including 236 women aged seven years or older. Educational profiles were described using counts and percentages. In 2023, interviews with eight purposively selected women aged 18–30 years, identified through referrals and with at least secondary education, provided illustrative accounts. Statewide Census of India data from 1991, 2001, and 2011 were used as historical context rather than as a longitudinal series for the village.

Results: Of the 236 village women aged seven or older, 66 (28.0%) were recorded as not literate, 86 (36.4%) had completed elementary-level schooling, 66 (28.0%) were classified in the middle attainment category, and 18 (7.6%) had reached graduation or above. All 18 women in the highest category were aged 21–35 years; 17 were aged 21–30. The eight interviews illustrated aspirations relating to further study, public service, design, employment, and educational opportunities for children. Digital resources featured in selected accounts but their community-wide effects were not measured.

Conclusion: The enumeration documents variation in completed schooling across age groups, while selected case accounts illustrate diverse aspirations among educated young women. The evidence is descriptive and village-specific; it does not establish a causal increase in aspiration, programme effects, or the emergence of new social strata.

Evaluating a Data-Driven Individualized Support Model for Preschool Children with Special Educational Needs in Inclusive Settings

Zuo Ruijia, Li Wenling, Zhang Xuemei — Sat, 24 Oct 2026 00:00:00 +0000

Background: Data-driven individualised support may help educators connect repeated observations with timely adjustments to preschool support, but evidence from sustained implementation in inclusive settings remains limited.

Aims: The study aims to evaluate the developmental outcomes and implementation experiences associated with a data-driven individualised support model (BD-PIE) for preschool children with special educational needs in inclusive education settings.

Study Design: An embedded mixed-methods quasi-experimental study combining quantitative group comparisons with post-intervention qualitative interviews.

Place and Duration of Study: The study was conducted in 12 kindergartens across five cities in Sichuan Province, China, over a 36-week intervention period.

Methodology: A total of 160 children aged 3–6 years with special educational needs were included, with 80 receiving BD-PIE-based support and 80 receiving usual inclusive education support. Outcomes included adaptive behaviour, instruction-following, social participation, and problem behaviour frequency. Pretest–posttest outcomes were examined using analysis of covariance, while weekly social participation trajectories were analysed using multilevel growth modelling. Semi-structured interviews were conducted with 20 teachers and 12 parents from the intervention group to explore experiences of data use, support adjustment, and home–kindergarten communication.

Results: Adaptive behaviour increased by 23.3 points in the intervention group and 10.3 points in the comparison group, with a between-group difference of 13.00 points (95% CI: 11.28–14.72; Cohen’s d = 1.48; p < .001). Instruction-following increased by 37.2 and 15.4 percentage points, respectively, with a between-group difference of 21.80 percentage points (95% CI: 19.24–24.36; d = 1.62; p < .001). Problem behaviour frequency decreased more markedly in the intervention group, with a between-group difference in change of −3.50 episodes (95% CI: −3.98 to −3.02; d = 1.22; p < .001). Multilevel growth analysis indicated a significant Group × Time interaction for social participation (γ = 3.68, SE = 0.31, p < .001). Qualitative findings suggested more continuous use of behavioural evidence, support adjustment, and family communication.

Conclusion: BD-PIE was associated with more favourable developmental patterns and more systematic individualised support practices. However, non-random allocation, unresolved higher-level clustering, and measurement limitations mean that the findings should be interpreted as preliminary and context-specific rather than causal.

School-based Practices Contributing to Students’ Attendance in Public Day Secondary Schools in Mvomero District, Tanzania

Flora Angelus Huka, Eugenia Lucas Wandela, Francis Magingo — Sat, 24 Oct 2026 00:00:00 +0000

Regular school attendance supports students’ participation in learning, yet absenteeism remains a concern in public secondary schools. This study examined school-based practices that contribute to students’ attendance in public day secondary schools in Mvomero District, Tanzania. Guided by Travis Hirschi’s Social Bond Theory, the study employed a mixed-methods approach using a convergent research design. A total of 250 respondents participated in the study. The respondents comprised teachers responsible for attendance, heads of schools and students (class representatives) from 10 public day secondary schools. Quantitative data from structured questionnaires were analysed using SPSS version 20 to generate frequencies, percentages and mean scores. Qualitative data from interviews and focus group discussions were analysed using deductive content analysis. The findings indicated that several school-based practices were perceived to support students’ attendance. These included routine attendance monitoring, record-keeping, positive teacher–student relationships, learner-centred classroom practices, and guidance and counselling. School feeding programmes and co-curricular activities also emerged as practices perceived to support attendance. However, parental monitoring, follow-up of students with persistent absenteeism, and collaboration between schools and parents were rated less favourably. The study recommended strengthening support from school leaders and teachers, promoting a favourable school environment, and improving collaboration between schools and parents to support students’ attendance.

Language and Early Literacy in the Shadow of the Screen: Preschool Teachers' Perceptions of Electronic Media Impact in Sri Lanka

P. Seneviratne — Sat, 24 Oct 2026 00:00:00 +0000

This cross-sectional study examined preschool teachers’ perceptions of the influence of electronic media on children’s language development and early literacy in Kalutara District, Sri Lanka. Data were obtained through a questionnaire completed by 327 preschool teachers, with structured ratings and open-ended responses addressing listening and pre-literacy skills, information technology (IT) literacy, reading encouragement, and language learning through games. Descriptive analyses summarised teacher ratings, Kruskal–Wallis tests examined differences across demographic and professional characteristics, and open-ended responses were analysed thematically. IT literacy received the highest agreement, with approximately half of respondents endorsing its benefits. By contrast, agreement with the three language-related statements was around one-third, while sizeable proportions expressed neutral or negative views. Age was associated with perceptions of IT literacy (p = .027), whereas the tests did not identify significant demographic or professional differences for the three language-related items. The qualitative responses reflected four themes: perceived vocabulary learning through media; concern about children’s imitation of inappropriate language; emphasis on reading and conversation; and uncertainty about which media resources might support language learning. The findings suggest that teachers distinguish between technological competence and language-related development but remain uncertain about the latter. Professional guidance on identifying language-rich content and supporting adult–child discussion around media may be useful. As the study assessed teacher perceptions rather than children’s developmental outcomes, its findings should not be interpreted as evidence of media effects on language acquisition.

Leadership Role Workload, Psychological Detachment, and Decision-making Skills among Student Leaders in a Private College

Mon, 26 Oct 2026 00:00:00 +0000

Leadership roles in academic settings require students to manage responsibilities that may affect their ability to recover from role demands and make effective decisions. This study aimed to determine the relationships among leadership role workload, psychological detachment, and decision-making skills among student leaders in a private college. A quantitative descriptive-correlational research design was employed, involving 230 student leaders selected through purposive quota sampling. Data were collected using adapted standardised self-report instruments measuring leadership role workload, psychological detachment, and decision-making skills (original Cronbach’s α values of .82, .89, and .80, respectively). Ethical clearance was sought before data collection, and appropriate ethical procedures were observed throughout the study. The findings showed that student leaders frequently experienced leadership role workload, whereas psychological detachment was less consistently experienced and decision-making skills were generally demonstrated. The results indicated weak, statistically significant positive relationships between leadership role workload and decision-making skills (ρ = 0.279, p < .001) and between psychological detachment and decision-making skills (ρ = 0.225, p = .001). These findings suggest that higher reported workload and psychological detachment were associated with higher self-reported decision-making skills among participants. The study concludes that leadership workload, psychological detachment, and decision-making skills are relevant aspects of the student leadership experience. The findings highlight the importance of understanding how student leaders manage leadership demands and recovery experiences, which may inform programmes and support mechanisms for student leadership and well-being. Further research may examine these variables across different institutions and student leadership contexts.

Supporting Children Facing School Readiness Challenges: A Global Review

K. R. M. S. Ranasinghe, T. Mukunthan — Thu, 22 Oct 2026 00:00:00 +0000

School readiness is widely recognised as a key predictor of children's academic achievement, social-emotional adjustment, and long-term educational success. However, many children, particularly those from socioeconomically disadvantaged backgrounds, children with developmental delays or disabilities, and those with limited access to quality early childhood education, encounter significant challenges when transitioning to formal schooling. Evidence from international research indicates that timely, comprehensive, and evidence-based interventions can substantially improve children's readiness for school by strengthening cognitive, language, social-emotional, and self-regulation skills while promoting supportive family and community environments. This review synthesises contemporary global literature on interventions designed to support children facing school readiness challenges and examines the effectiveness of major programmes implemented across diverse contexts. The review highlights successful initiatives such as Head Start and Head Start REDI (United States), Integrated Child Development Services (India), Getting Ready for School, Kids in Transition to School, and several community-based and inclusive early childhood programmes. Across these interventions, common features associated with positive outcomes include early identification of developmental needs, integrated education, health and nutrition services, strong parental engagement, high-quality teacher professional development, inclusive practices, and effective collaboration between preschool and primary education. Drawing on these international experiences, the review discusses their relevance to the Sri Lankan context and proposes directions for strengthening school readiness through a comprehensive, inclusive, and evidence-informed system that supports all children, particularly those most at risk, in making a successful transition to Grade 1.