Research/Technical Note
The Role of School Leaders on Students’ Academic Achievement in Secondary Schools of Wolisso Town
Tesfaye Shibiru*,
Tadesse Regassa
Issue:
Volume 12, Issue 3, September 2024
Pages:
49-55
Received:
30 January 2024
Accepted:
7 March 2024
Published:
11 September 2024
Abstract: School leaders are the primary figures in school settings. And, the success of schools is largely ascertained by the efforts of their school leaders. Therefore, the main objective is to reveal the role of school leaders in students’ academic achievements in secondary schools of Woliso town. A mixed approach and descriptive design that was accompanied by survey method has been utilized. Three primary schools in the town were selected using purposive sampling. From a total of 200 staff in the designated primary schools, 142 participants were recruited using a proportional simple random sampling and availability method in 2023. Data was collected using questionnaires and interviews. The numerical statistics were examined using expressive statistical methods. Mean, ratio and standard deviation are supported by SPSS version 26. The findings show that school leaders’ roles should be considered and taken into account. Developing parents' participation and community involvement, communicating with parents about students' result, facilitating communication between the school and parents regarding academic matters, assigning properties on behalf of appropriate operation and success of school visualization and aims, fulfilling facilities like text books, table, chairs, black boards and other materials to improve academic achievement of students’, facilitate teachers’ adequate workspace for preparation such as library and staff. The government and other interested parties should set priority to work strongly toward improving school leaders’ role and other aforementioned factors sequentially for the success of the students’ academic achievement.
Abstract: School leaders are the primary figures in school settings. And, the success of schools is largely ascertained by the efforts of their school leaders. Therefore, the main objective is to reveal the role of school leaders in students’ academic achievements in secondary schools of Woliso town. A mixed approach and descriptive design that was accompani...
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Research Article
Effects of Variation Theory Integrated Guided Inquiry-Based Instruction on Grade Ten Students Self-Belief in Learning Solid Geometry
Issue:
Volume 12, Issue 3, September 2024
Pages:
56-67
Received:
7 August 2024
Accepted:
3 September 2024
Published:
20 September 2024
DOI:
10.11648/j.ijsedu.20241203.12
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Views:
Abstract: In mathematics education, students’ beliefs that could take many different forms like students' beliefs about mathematics learning mathematics teaching; and about themselves play a significant role in their learning and achievement. In particular, self-belief (SB) that is students’ evaluation and judgment about themselves in learning solid geometry, which encompassing control belief (CB), goal orientation (GO), self-concept (SC), self-efficacy (SE), and task value (TV), is critical to their success in learning solid geometry. Addressing these SB dimensions can substantially improve students' learning outcomes in solid geometry. Innovative, student-centered instructional approaches like GIBI, especially when combined with variation theory, offer a potential solution for overcoming Ethiopian secondary schools’ educational challenges by promoting active learning and providing varied examples to enhance engagement and achievement. However, there is a lack of research on the effectiveness of this combined approach in Ethiopia context. This study aims to fill this gap by investigating the effects of variation theory integrated GIBI on grade ten students' SB in learning solid geometry in Ethiopia. Employing a quasi-experimental with non-equivalent control group pretest-posttest design, 102 students from three public secondary schools in Debre Tabor city, Amhara region were randomly assigned into three groups: Experimental Group 1 (EG1) received GIBI with variation theory, Experimental Group 2 (EG2) received GIBI without variation theory, and the Control Group (CG) received traditional teaching methods. A SB questionnaire was used to measure students' CB, GO, SC, SE, and TV before and after the intervention. The results revealed significant improvements in the SB dimensions among students in EG1 compared to those in EG2 and CG. Specifically, EG1 students showed higher post-test scores in CB (F (2,99)=40.29, p=0.000, η²=0.449); GO (F (2,99)=3.43, p=0.036, η²=0.065); SC (F (2,99)=32.09, p=0.000, η²=0.393); SE (F (2,99)=24.02, p=0.000, η²=0.327); and TV (F (2,99)=5.35, p=0.000, η²=0.097). Tukey post hoc tests indicated that EG1 students' scores were significantly higher than those of the CG in CB and GO, and higher than EG2 and CG in SC, SE, and TV. These findings suggest that the integration of variation theory with GIBI effectively enhances students' SB in learning solid geometry, thereby addressing the educational challenges faced by Ethiopian students. The study recommends adopting this instructional approach more widely to improve student outcomes in mathematics.
Abstract: In mathematics education, students’ beliefs that could take many different forms like students' beliefs about mathematics learning mathematics teaching; and about themselves play a significant role in their learning and achievement. In particular, self-belief (SB) that is students’ evaluation and judgment about themselves in learning solid geometry...
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Review Article
Leading Change and Innovation Effectively in Secondary Schools: A Literature Review
Tesfaye Shibiru*,
Mitiku Bekele
Issue:
Volume 12, Issue 3, September 2024
Pages:
68-74
Received:
9 August 2024
Accepted:
7 September 2024
Published:
23 September 2024
DOI:
10.11648/j.ijsedu.20241203.13
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Abstract: This literature review investigates the concepts of innovation and change within the context of secondary education, distinguishing between these concepts while highlighting their interconnectedness. It emphasizes the importance of leadership in driving innovation and change to better prepare students for the 21st-century workforce, enhance student engagement and achievement, and address issues of equity and inclusion. Effective leadership is shown to be crucial for fostering a culture of adaptability, creativity, and continuous improvement in schools. The review also explores various theoretical frameworks, including Fullan’s educational change theory, Rogers’ Diffusion of Innovation, and Lewin’s process theory, to provide a comprehensive understanding of how change and innovation are implemented and sustained in educational settings. Challenges such as resistance to change, limited resources, and the need for teacher professional development are discussed, along with strategies to address these issues. Recent advancements in educational technology and the growing emphasis on equity-focused leadership are highlighted as key factors in shaping the future of secondary education. The review concludes by underscoring the necessity of visionary and resilient leadership to navigate the evolving educational landscape and create adaptive, innovative, and inclusive secondary schools.
Abstract: This literature review investigates the concepts of innovation and change within the context of secondary education, distinguishing between these concepts while highlighting their interconnectedness. It emphasizes the importance of leadership in driving innovation and change to better prepare students for the 21st-century workforce, enhance student...
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,
Tesfu Belachew
