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Digital Leadership and Communication Styles on Public Primary School Teachers Job Performance in Nigeria
Chinenye Christiana Obadimeji,
Afolakemi Olasumbo Oredein
Issue:
Volume 10, Issue 1, February 2022
Pages:
1-11
Received:
24 October 2021
Accepted:
25 November 2021
Published:
8 January 2022
Abstract: Teachers’ job performance has not being encouraging especially during this era which could be determined by so many factors. Researchers have work on some factors, but much work has not been done on digital leadership and communication styles. A bid to determine public primary school teachers’ job performance in Oyo State led to this study. To choose the respondents, a multi-stage sampling procedure employing a simple Random Sampling technique was used. A total of six hundred and forty-three (643) respondents from the three senatorial districts participated. Structured Teachers’ Questionnaire (TQ) was validated and Cronbach’s Alpha was used to determine the reliability of the instrument. Frequency counts, percentages, bar graphs and linear multiple regression (ANOVA) were employed to analyse the data collected. Findings showed that the level of teachers’ job performance in Oyo State public primary schools at all times is high, except for the use of instructional material. The most adopted communication style is the passive communication style. Test of Hypotheses reveals that: there is a combined influence of digital leadership and communication styles on public primary school teachers’ job performance in Oyo State (F(2,641) =2343.688 at P < 0,05). Only aggressive communication style among school leaders (P < 0.05) has a significant relative influence on public primary school teachers’ job performance. This study has unveiled that digital leadership and communication styles have a positive influence on public primary school teachers’ job performance in the State which can be an added knowledge to the existing theories. It is recommended that there should be self-development of the school administrators on the use of software programs, applications, among others in this era in other to improve teachers’ job performance in Oyo State public primary schools.
Abstract: Teachers’ job performance has not being encouraging especially during this era which could be determined by so many factors. Researchers have work on some factors, but much work has not been done on digital leadership and communication styles. A bid to determine public primary school teachers’ job performance in Oyo State led to this study. To choo...
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Information and Communications Technology in Education for Persons with Special Needs (ICTEPSN)
Olutomisin Orogbemi,
Margaret Uzor,
Adeyemi Oduwale
Issue:
Volume 10, Issue 1, February 2022
Pages:
12-17
Received:
1 May 2021
Accepted:
24 May 2021
Published:
28 January 2022
Abstract: Education is a prerequisite to and national development. The level of availability and use of information and communications technology (ICT) in Nigeria school settings, particular, for persons (children and adults) with special needs education. The paper investigates the level of using ICT for the development of persons with special needs to meet up with the contemporary educational system in Nigeria school settings. Development in special needs education including availability and adequate use of ICT basic facilities namely: online portal, network service, internet service and ICT devices. The survey questionnaire was developed through a Centre for Visually Handicapped and selected respondents from Department of Adults Education (Federal College of Education Obudu) in Obudu Local Government Area of Cross River State, to collect data. The results revealed that impacts of ICT policy implementation in Nigeria schools for special needs would paves way for standard educational development in Nigeria school settings, inclusion of education for modern stage of using ICT as tools is possible in Nigeria educational system for ICT cutting-edge transformation. Also, it was revealed that inadequate use of ICT facilities for teaching and learning contributed to the limitation of overall performance of persons with special needs, particularly in academic and extra-curricular activities in national development. The conclusions and recommendations amongst others were as follows: the need to teach the persons with special needs (PSN) by using ICT facilities as a tool and computers technology in the Nigerian schools’ settings for achieving educational development goals of Nigeria school settings.
Abstract: Education is a prerequisite to and national development. The level of availability and use of information and communications technology (ICT) in Nigeria school settings, particular, for persons (children and adults) with special needs education. The paper investigates the level of using ICT for the development of persons with special needs to meet ...
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Graffiti and Discursive Legitimacy: The Politics of Spatiality and Agency in Teachers’ Attitudes Towards Student Graffiti in Zimbabwean High Schools
Issue:
Volume 10, Issue 1, February 2022
Pages:
18-27
Received:
3 January 2022
Accepted:
18 January 2022
Published:
9 February 2022
Abstract: The article explores how issues of spatiality and agency are implicated in the construction of teachers’ attitudes on the occurrence of graffiti within the Zimbabwe school system. Graffiti is an important third space in the education system that is, however, negatively conceptualised by both the teaching staff and school authorities, alike. Teachers are a crucial cog in the total education process who have the mandate to determine the range of spaces on which ‘legitimate’ discoursing and learning can take place. Teachers’ attitudes on the presence of graffiti on the school premises are mainly shaped by their perception of (1) the toilet as a discursive space and (2) the nature of the graffiti writers who are mainly perceived as (i) hailing from the ghetto (ii) intellectually and mentally challenged. Data was collected from interviews held with high school teachers in Gweru district. Analysis of the data is couched in Deetz’ theorisation of discursive closure. Analysis of the graffiti texts reveals that, in spite of its many positive contributions to educational institutions, teachers mainly attribute the presence of graffiti in the school to ‘slow learners’, students who come from the ghetto and single/absent parent backgrounds. This is further compounded by its main association with the toilet, which is a space that no ‘sane’ student is supposed to interact on.
Abstract: The article explores how issues of spatiality and agency are implicated in the construction of teachers’ attitudes on the occurrence of graffiti within the Zimbabwe school system. Graffiti is an important third space in the education system that is, however, negatively conceptualised by both the teaching staff and school authorities, alike. Teacher...
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Formative Assessment as the Path to a Higher Quality of Knowledge
Issue:
Volume 10, Issue 1, February 2022
Pages:
28-33
Received:
2 December 2021
Accepted:
8 January 2022
Published:
9 February 2022
Abstract: Formative assessment of students' knowledge is seen as the bridge between the learning and teaching process. It mainly involves providing feedback and developing the student's ability to self-evaluate. In essence, the teacher shifts from the role of knowledge provider to the role of a guide through the learning process. Formative assessment increases the quality of knowledge, impacts the students’ involvement in the learning process, and encourages them to be responsible for their own knowledge and learning. It is indirectly already a part of the teaching process of many Slovenian elementary schools that provide education in line with the national education programme, whereas at schools that offer The International Baccalaureate (IB) international education programme, students can only formally be graded after prior formative assessment. The article discusses the discrepancies in understanding the importance of formative assessment in two established education programmes. In the international education programme, it serves as a valid basis for grading and is an integral part of the final grade, while in the national education programme, formative assessment is considered an activity parallel to knowledge assessment, which, according to the rules, should not be considered when grading. The final grade under the national education programme is only a snapshot of the student’s knowledge at that moment. It does not allow taking into account the student’s performance in partial knowledge assessments, which deprives children and parents of applicative and useful feedback about the student's knowledge or their progress. Sophisticated teaching methods, such as individualization, differentiation, and personalization, are considered quality tools of formative assessment as they encourage comprehensive learning and critical thinking, motivate curiosity and imagination, as well as strengthen the student’s ability to connect knowledge from various fields.
Abstract: Formative assessment of students' knowledge is seen as the bridge between the learning and teaching process. It mainly involves providing feedback and developing the student's ability to self-evaluate. In essence, the teacher shifts from the role of knowledge provider to the role of a guide through the learning process. Formative assessment increas...
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An Open eLearning Platform for Robotics Training (OpenPLeRobot Project)
George Koutras,
Aggeliki Psycharaki,
Themistoklis Koutsouras,
Christos Koutras
Issue:
Volume 10, Issue 1, February 2022
Pages:
34-38
Received:
22 December 2021
Accepted:
15 January 2022
Published:
9 February 2022
Abstract: In Greece, educational robotics does not have the impact observed in other countries, mainly because of the limited number of structures that offer educational robotics courses, the cost of participation, the cost of robotic packages and the lack of time of young students combined with the inability to move independently. OpenPLeRobot project promotes development of innovative product of eLearning open platform for Robotics Training, with experimental learning procedures and promotes the idea of an integrated robotics toolbox of education and training, based upon innovative ICT tools, that simulates robotics applications in virtual reality environment, supported with robotics training equipment and ICT toolkits. OpenPLeRobot project is designed to support communication of trainers and trainees of robotics, through synchronous and asynchronous e- learning educational environment, in pre - school and school children and performs as a prototype robotics laboratory that stimulates creative robotics constructions and motivates computational logic in education. As a result this project has positive results at all levels of the educational process, and providing skills (teaching becomes more effective), motivation (the conscious and unconscious factors are enhanced), readiness (helps to build an adequate background of experiences), experience (enhances experience), adaptation (improves the ability of the individual to live harmoniously) and health (contributes to the proper normal physical health, but also to his mental health).
Abstract: In Greece, educational robotics does not have the impact observed in other countries, mainly because of the limited number of structures that offer educational robotics courses, the cost of participation, the cost of robotic packages and the lack of time of young students combined with the inability to move independently. OpenPLeRobot project promo...
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Impact of COVID-19 on the Right to Education of Labour of Tea Gardens in India: A Study on Western Duars Region
Issue:
Volume 10, Issue 1, February 2022
Pages:
39-48
Received:
5 January 2022
Accepted:
24 January 2022
Published:
16 February 2022
Abstract: Human society is facing serious challenges due to outbreak of COVID-19. Education is one of the basic human rights, paralyzed due to the feared situation. 1.6 billion students across world were forced to confined home and 25 crore students from 15.5 lakh schools in India have been affected due to the pandemic. Students from vulnerable communities especially tribal people those who are working in tea gardens as labours are immensely affected. Tribal poor labours of tea garden of western duars region are badly affected due to the adverse situation; although government has taken initiative for online education. In this context the main objects of the paper are to analysis the impact of COVID-19 on the Right to Education of labour of tea gardens in India in general and western duars region in particular and also analysis whether the existing governmental arrangements is able to combat the situation. The empirical study funded by the Indian Council of Social Science Research, New Delhi, India, under IMPRESS scheme based on primary and secondary data. The researcher purposively selected thirty-six tea gardens from 145 as sample and eighteen primary and upper primary schools where students of the gardens are studying. Primary data collected from the students, teachers, guardians and garden management by using structured questioners. As secondary sources researcher consulted with published books, journals, newspapers and government records. Content analysis also followed for the completion of research work. After collection of primary and secondary data researcher used simple statistical tools for drawing findings. The major findings of the research are education rights of the children of labour of tea gardens are totally paralyzed in the pandemic situation, due to the poor socio-economic condition children from the tea gardens cannot able to receive the facilities of online mode of education. In conclusion it is say that there is need to special attention to the children of labours of tea gardens in particular and tribal children in general. Participation of garden management, NGO’s, local government and civil society will be able to protect and promote the education rights of the communities.
Abstract: Human society is facing serious challenges due to outbreak of COVID-19. Education is one of the basic human rights, paralyzed due to the feared situation. 1.6 billion students across world were forced to confined home and 25 crore students from 15.5 lakh schools in India have been affected due to the pandemic. Students from vulnerable communities e...
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