انحراف استاندارد

This study investigated the extent to which public school principals in the First Zarqa Education Directorate practice transformational leadership and examined its relationship with teachers’ organizational commitment. The study adopted a descriptive correlational design. Data were collected using a questionnaire developed to measure two main constructs: transformational leadership and organizational commitment. The sample consisted of 562 male and female teachers selected randomly from public schools in the directorate. The findings showed that teachers perceived principals’ practice of transformational leadership to be high, with a mean score of 3.74 and a standard deviation of 0.62. No statistically significant differences were found in teachers’ perceptions of transformational leadership according to gender, whereas significant differences were found according to years of experience, in favor of teachers with fewer than ten years of service. The results also indicated that teachers’ organizational commitment was high, with a mean score of 3.74 and a standard deviation of 0.64. In addition, a positive correlation was found between principals’ transformational leadership practices and teachers’ organizational commitment. These findings highlight the importance of transformational leadership in strengthening teachers’ attachment to their schools and enhancing commitment within public education institutions. The study recommends that school leaders adopt transformational leadership practices, particularly those related to motivation, shared vision, professional support, and participatory decision-making, as these practices may contribute to improving teachers’ organizational commitment.

این پژوهش به بررسی میزان به‌کارگیری رهبری تحول‌آفرین توسط مدیران مدارس دولتی در اداره آموزش و پرورش اول زرقاء و رابطه آن با تعهد سازمانی معلمان پرداخت. روش پژوهش توصیفی-همبستگی بود. داده‌ها با استفاده از پرسشنامه‌ای که برای سنجش دو سازه اصلی رهبری تحول‌آفرین و تعهد سازمانی تدوین شده بود، گردآوری شد. نمونه پژوهش شامل ۵۶۲ معلم زن و مرد بود که به صورت تصادفی از مدارس دولتی این اداره انتخاب شدند. یافته‌ها نشان داد که معلمان، میزان به‌کارگیری رهبری تحول‌آفرین توسط مدیران را بالا ارزیابی کردند (میانگین ۳٫۷۴ و انحراف معیار ۰٫۶۲). تفاوت معنادار آماری در ادراک معلمان از رهبری تحول‌آفرین بر اساس جنسیت مشاهده نشد، اما بر اساس سابقه خدمت، تفاوت معناداری به نفع معلمان با کمتر از ده سال سابقه وجود داشت. نتایج همچنین نشان داد که تعهد سازمانی معلمان بالا بود (میانگین ۳٫۷۴ و انحراف معیار ۰٫۶۴). علاوه بر این، همبستگی مثبت بین رهبری تحول‌آفرین مدیران و تعهد سازمانی معلمان مشاهده شد. این یافته‌ها بر اهمیت رهبری تحول‌آفرین در تقویت دلبستگی معلمان به مدرسه و افزایش تعهد در نهادهای آموزش و پرورش دولتی تأکید دارد. پژوهش توصیه می‌کند که مدیران مدارس، به ویژه در زمینه‌های انگیزش، چشم‌انداز مشترک، حمایت حرفه‌ای و تصمیم‌گیری مشارکتی، از شیوه‌های رهبری تحول‌آفرین بهره گیرند، چرا که این شیوه‌ها می‌تواند به بهبود تعهد سازمانی معلمان کمک کند.

At Madrasah Tsanawiyah Syech Qurro Al-Alawi Cikampek, Karawang. Several teachers difficulties in implementing teaching methods due to a lack of support, both in terms of facilities and school policies. There are absence of development programs like training, workshops, seminars, and so on, which hinder teachers' performance and motivation in developing their professionalisme. The objectives of this study are: to identify the leadership style of the school principal, to assess the professional competence of the teachers, and to determine the influence of the principal’s leadership on the professional competence of the teachers. This study employs a quantitative approach, The method for data collection is the survey method. The population in this study includes the principal and all teachers at MTS Syech Qurro Al-Alawi Cikampek, Karawang. The sampling technique used is total sampling (saturated sampling), in which all members of the population are taken as samples, totaling 40 individuals. The results shows that the school principal's leadership at Madrasah Tsanawiyah Syech Qurro Al-Alawi Cikampek, Karawang, has a minimum score of 19.00, a maximum score of 60.00, and a mean score of 47.3250 with a standard deviation of 9.40918. This indicates that the distribution of data falls within the Good category. The professional competence of teachers, the minimum score is 28.00, the maximum score is 56.00, and the mean score is 45.4750 with a standard deviation of 7.26067. These figures also indicate that the distribution of data is within the Good category. The results of the hypothesis testing and data analysis show that the leadership of the school principal (variable X) has a significant influence on the professional competence of teachers (variable Y), as evidenced by a t-count value of 4.064. This is supported by a significance value (Sig.) of < 0.001, which is much smaller than the standard significance threshold of 0.05. This means that there is a significant influence of the school principal's leadership on the professional competence of teachers.

در مدرسه متوسطه دینی Syech Qurro Al-Alawi چیکامپک، کاراوانگ، برخی از معلمان در اجرای روش‌های تدریس به دلیل کمبود حمایت، هم از نظر امکانات و هم سیاست‌های مدرسه، با دشواری‌هایی مواجه هستند. نبود برنامه‌های توسعه‌ای مانند آموزش، کارگاه‌ها، سمینارها و غیره، عملکرد و انگیزه معلمان را در توسعه حرفه‌ای‌شان مختل می‌کند. اهداف این پژوهش عبارت‌اند از: شناسایی سبک رهبری مدیر مدرسه، ارزیابی شایستگی حرفه‌ای معلمان و تعیین تأثیر رهبری مدیر بر شایستگی حرفه‌ای معلمان. این پژوهش از رویکرد کمی استفاده می‌کند و روش گردآوری داده‌ها، روش پیمایشی است. جامعه آماری این پژوهش شامل مدیر و کلیه معلمان مدرسه متوسطه دینی Syech Qurro Al-Alawi چیکامپک، کاراوانگ است. روش نمونه‌گیری مورد استفاده، نمونه‌گیری کامل (نمونه‌گیری اشباع) است که در آن همه اعضای جامعه به عنوان نمونه انتخاب می‌شوند و مجموعاً ۴۰ نفر را شامل می‌شود. نتایج نشان می‌دهد که رهبری مدیر مدرسه در مدرسه متوسطه دینی Syech Qurro Al-Alawi چیکامپک، کاراوانگ، دارای حداقل نمره ۱۹٫۰۰، حداکثر نمره ۶۰٫۰۰ و میانگین ۴۷٫۳۲۵۰ با انحراف معیار ۹٫۴۰۹۱۸ است. این امر نشان می‌دهد که توزیع داده‌ها در دسته «خوب» قرار می‌گیرد. شایستگی حرفه‌ای معلمان نیز دارای حداقل نمره ۲۸٫۰۰، حداکثر نمره ۵۶٫۰۰ و میانگین ۴۵٫۴۷۵۰ با انحراف معیار ۷٫۲۶۰۶۷ است. این ارقام نیز نشان می‌دهد که توزیع داده‌ها در دسته «خوب» قرار دارد. نتایج آزمون فرضیه و تحلیل داده‌ها نشان می‌دهد که رهبری مدیر مدرسه (متغیر X) تأثیر معناداری بر شایستگی حرفه‌ای معلمان (متغیر Y) دارد، چنان‌که مقدار t محاسبه‌شده ۴٫۰۶۴ است. این موضوع با مقدار معناداری (Sig.) کمتر از ۰٫۰۰۱ که بسیار کمتر از آستانه معناداری استاندارد ۰٫۰۵ است، تأیید می‌شود. این بدان معناست که تأثیر معناداری از رهبری مدیر مدرسه بر شایستگی حرفه‌ای معلمان وجود دارد.

Non-Commissioned Officers (NCOs) provide frontline guidance and support in demanding military environments, where operational workloads can affect personnel well-being and performance. This study described junior enlisted personnel’s assessments of NCO leadership, occupational burnout, and operational performance at the 560th Air Base Group, Brigadier General Benito N. Ebuen Air Base, during 2026, and examined challenges encountered by First Sergeants. A descriptive survey design involved 180 junior enlisted personnel selected from 326 eligible personnel through squadron-stratified sampling, supplemented by qualitative accounts from 11 First Sergeants. Adapted questionnaires measured four leadership dimensions, three burnout dimensions, and four performance dimensions; frequency, percentage, weighted mean, standard deviation, and thematic analysis were used. Leadership ratings ranged from 3.9236 for supervision, mentorship, and welfare support to 4.0361 for task guidance. Emotional exhaustion was moderate (M = 2.7833), whereas depersonalization (M ≈ 2.42) and reduced personal accomplishment (M = 2.1375) were low. Operational performance ratings were favorable (M = 4.0056–4.1667). Interview accounts identified manpower shortages, inadequate resources, strain on personnel welfare, and interpersonal leadership concerns. The findings informed a proposed Leadership Enhancement and Sustainability Framework prioritizing staffing, mentoring, workload management, and leadership integrity. Because the thesis did not report predictive regression or correlation tests, the results support descriptive assessment and an intervention proposal rather than established statistical prediction.

This study investigates the influence of planning and coordination in quality assurance practices on management of instruction in public secondary schools in North-Central Nigeria. The study examined how planning activities and coordination mechanisms enhance instructional effectiveness within the school system. A descriptive survey research design was adopted. The study covered Kwara, Kogi, Niger, Benue, Nasarawa, and Plateau States. The population comprised 1,730 principals, 30,232 teachers, and 402 quality assurance officers. Using a multi-stage sampling technique, a sample of 785 participants (274 principals, 375 teachers, and 136 quality assurance officers) was selected from 274 public senior secondary schools. Data were collected using a self-structured questionnaire titled Influence of Planning and Coordination in Quality Assurance Practice on Management of Instruction in Public Secondary Schools (IPCQAPMIPSS). Reliability was established through Cronbach’s alpha (α = 0.889), indicating strong internal consistency. Descriptive statistics (mean and standard deviation) were used to answer research questions with a decision mean of 2.50. Findings revealed that planning practices such as timely preparation of timetables and lesson plans were generally accepted, while coordination practices showed moderate implementation across schools. The study concludes that strengthening coordinated quality assurance strategies is essential for improving instructional management and educational outcomes in the region

This research study was conducted to provide a comparative analysis of the writing skills of intellectually disabled boys and girls studying at the secondary level. The primary objective of the study was to test the hypothesis that "intellectually disabled boys at the secondary level will exhibit higher writing skills compared to intellectually disabled girls." A total of 60 intellectually disabled students (30 boys and 30 girls, aged 12–18 years) were selected from special and inclusive schools in the Raipur district (Chhattisgarh) using purposive random sampling. Data were collected using a standardized 'Writing Skill Assessment Scale' (WSAS), which evaluated fine motor skills, shape imitation, clarity of letters/words, and copying speed. Statistical analysis of the data was performed using the mean, standard deviation (SD), and t-test. The results indicated no statistically significant difference between the scores of boys (M=54.20, SD=8.15) and girls (M=52.80, SD=8.40) (t=0.65, p=.518). Consequently, the formulated hypothesis is rejected. The study concludes that, in the context of intellectual disability, the development of writing skills is not gender-dependent but rather relies on individual motor coordination and regular practice.

Effective school leadership is vital to school management, teacher performance, and quality education. This study examined the leadership skills, core behavioral skills, and administrative practices of public secondary school heads in the Schools Division of Cagayan de Oro City during the school year 2025–2026. It assessed key leadership and behavioral competencies and determined their relationships with administrative practices. A descriptive-correlational design was used, with universal sampling of 105 school heads. Data were gathered through a standardized questionnaire anchored on the Results-Based Performance Management System and the Philippine Professional Standards for School Heads. Frequency, percentage, weighted mean, standard deviation, and Pearson correlation were used. Findings showed high levels of leadership skills, core behavioral skills, and administrative practices. People development was the strongest leadership dimension, while teamwork and innovation were the most evident core behavioral competencies. Managing school operations and resources, and focusing on teaching and learning, were among the strongest administrative practices. The study found significant positive relationships between leadership skills and administrative practices, and between core behavioral skills and administrative practices. The study concludes that effective school leadership requires a combination of people leadership, professional behavior, instructional leadership, strategic management, and administrative competence. It recommends needs-based leadership development, mentoring and coaching, stronger results-focused practices, ongoing instructional leadership training, stakeholder engagement, reflective practice, and individualized professional development plans to support the continued growth of school heads.

This study examined the reported levels of reading skills, writing skills, academic success, and challenges in literacy development among Grade 5 and Grade 6 learners. The study was conducted in selected public elementary schools in Lutayan, Sultan Kudarat during the School Year 2025–2026. A quantitative descriptive-correlational research design was employed. The respondents were 56 learners selected through proportionate sampling. Data were collected using a researcher-developed 40-item questionnaire covering reading skills (comprehension, vocabulary, and fluency); writing skills (syntax, grammar, and morphology); academic success; and challenges in reading and writing. The instrument obtained a mean validity score of 4.36 and a Cronbach’s alpha of 0.762, indicating acceptable internal consistency. Mean, standard deviation, and Pearson Product-Moment Correlation Coefficient were used to analyze the data. The findings showed that learners reported a very high level of reading skills (M = 4.40) and writing skills (M = 4.51). Academic success was reported as Very Satisfactory (M = 4.50), while challenges in developing literacy skills were reported as Challenged (M = 3.71). The correlation analysis showed a negligible positive relationship between reading skills and academic success (r = 0.119) and a negligible negative relationship between writing skills and academic success (r = -0.097). Neither relationship was statistically significant at the 0.05 level. The findings suggest that although learners reported high levels of reading and writing skills, these skills alone were not significantly related to their reported academic success. Other factors may also contribute to learners’ academic development.

This study aimed to: (1) examine the efficiency of learning activities for basic Thai word reading using electronic books integrated with the Student Teams - Achievement Divisions (STAD) cooperative learning technique for Grade 5 students based on the 80/80 criterion; (2) compare students’ basic Thai word reading ability before and after the instruction; and (3) investigate students’ satisfaction with the learning activities. The sample consisted of 36 Grade 5/1 students from Mueang Wapi Pathum School during the first semester of the 2025 academic year, selected through simple random sampling. The research instruments included lesson plans, a basic Thai word reading ability test, and a satisfaction questionnaire. Data were analyzed using percentage, mean, standard deviation, and a dependent t-test. The results revealed that: 1) the learning activities achieved an efficiency of 82.39/85.83, exceeding the 80/80 criterion 2) students’ basic Thai word reading ability after the instruction was significantly higher than before the instruction at the .01 level and 3) students’ satisfaction with the learning activities was at the highest level.

این مطالعه با اهداف زیر انجام شد: (۱) بررسی کارایی فعالیت‌های یادگیری برای خواندن واژگان پایه زبان تایلندی با استفاده از کتاب‌های الکترونیکی تلفیق‌شده با تکنیک یادگیری مشارکتی Student Teams - Achievement Divisions (STAD) برای دانش‌آموزان پایه پنجم بر اساس ملاک ۸۰/۸۰؛ (۲) مقایسه توانایی خواندن واژگان پایه زبان تایلندی دانش‌آموزان پیش و پس از آموزش؛ و (۳) بررسی میزان رضایت دانش‌آموزان از فعالیت‌های یادگیری. نمونه شامل ۳۶ دانش‌آموز پایه پنجم/۱ از مدرسه Mueang Wapi Pathum در نیمسال اول سال تحصیلی ۲۰۲۵ بود که به روش تصادفی ساده انتخاب شدند. ابزارهای پژوهش شامل طرح درس، آزمون توانایی خواندن واژگان پایه زبان تایلندی و پرسشنامه رضایت بودند. داده‌ها با استفاده از درصد، میانگین، انحراف معیار و آزمون t وابسته تحلیل شدند. نتایج نشان داد: ۱) فعالیت‌های یادگیری به کارایی ۸۲٫۳۹/۸۵٫۸۳ دست یافتند که بالاتر از ملاک ۸۰/۸۰ بود؛ ۲) توانایی خواندن واژگان پایه زبان تایلندی دانش‌آموزان پس از آموزش به طور معناداری در سطح ۰۱/۰ بالاتر از پیش از آموزش بود؛ و ۳) میزان رضایت دانش‌آموزان از فعالیت‌های یادگیری در بالاترین سطح قرار داشت.

Vocabulary acquisition constitutes a fundamental component in learning English as a foreign language; however, traditional teaching methods do not always promote motivation or long-term lexical retention. In this context, the present study aimed to analyze the effectiveness of storytelling with urban legends in teaching vocabulary to young English learners. The re-search was developed under a quantitative approach and a quasi-experimental pretest and posttest design with a single group. The sample consisted of 48 students from the National and Foreign Languages Pedagogy major at the Technical University of Cotopaxi, and for data collection, a 30-item multiple-choice vocabulary test was used, which was applied before and after a pedagogical intervention based on four storytelling sessions using urban legends, de-signed for this research and validated through the judgment of three expert professors from the National and Foreign Languages Pedagogy major. The data were analyzed using descrip-tive statistics in Microsoft Excel, and the results showed an increase in the mean scores, which went from 20.27 in the pretest to 24.94 in the posttest; likewise, the minimum score increased from 5 to 11 points and the standard deviation decreased from 5.79 to 5.03, evi-dencing a more homogeneous performance after the intervention. In conclusion, the findings suggest that storytelling with urban legends constitutes a pertinent pedagogical strategy to strengthen English vocabulary learning by providing meaningful narrative contexts that favor the comprehension, retention, and use of new words.

Introduction This study treats adolescent athletes' self-efficacy as a dynamic process rather than a fixed quantity, asking how its fluctuations arise in online social settings and how that volatility shapes training engagement. Methods We recruited a stratified sample of 320 youth athletes across sport discipline, competitive tier, and sex, and combined ecological momentary assessment with weekly follow-up over 8 consecutive weeks, using instruments released under open licenses and open-source software throughout. Two dispersion indices, the intraindividual standard deviation and the root mean square of successive differences, summarized fluctuation at the person level, while absolute occasion-to-occasion change indexed momentary instability at the event level. We fitted multilevel linear models, a two-level dynamic structural equation model, latent growth curve models, and multilevel structural equation models, with each path labeled by its level of analysis. Results Momentary self-efficacy showed genuine within-person temporal dependence rather than independent scatter, and its trajectory was phase-linked to the competitive calendar and unevenly distributed across individuals. Between persons, fluctuation amplitude tracked the intensity of negatively valenced comparison rather than the sheer volume of feedback, and comparison orientation amplified that association on the negative arm alone. Within persons, negative comparison enlarged momentary instability both immediately and at a one-occasion lag, whereas positive signals steadied confidence only briefly. Amplitude was negatively associated with all three engagement facets beyond mean efficacy, most strongly for absorption, although a formal equality test separated absorption from dedication but not vigor. The direct reach of negative comparison into engagement proved facet-specific: vigor and absorption were affected, dedication was not, so the facet-by-facet hypothesis holds only in part. Sensitivity analyses adding competitive-calendar phase, splitting the series by season phase, partialling the person mean and the person-specific autoregression out of the amplitude index, entering competitive tier as a covariate, and checking participant-coded valence against automated sentiment scoring left the pattern intact. Discussion The findings extend social cognitive theory's vicarious and persuasive sources into a temporally dense digital regime and point toward protective coaching and self-regulation strategies.

This study examined the coping mechanisms and pedagogical challenges experienced by elementary teachers in utilizing interactive multimedia tools in selected public elementary schools in the Schools Division of Leyte, during School Year 2025–2026. Specifically, it determined the teachers’ demographic and professional profiles, assessed the extent of pedagogical challenges encountered in terms of technological fluency, competence, curriculum and lesson integration, time management, and resource management, and identified the coping mechanisms used to address these challenges. The study also examined whether significant differences existed in the teachers’ assessments when grouped according to their demographic characteristics and determined the relationship between pedagogical challenges and coping mechanisms. A quantitative descriptive-correlational and descriptive-comparative research design was employed, involving the total population of 145 elementary teachers from five selected public schools. Data were gathered using a researcher-made questionnaire validated by educational technology experts and analyzed using frequency, percentage, weighted mean, standard deviation, t-test, analysis of variance, and Pearson product-moment correlation at the 0.05 level of significance. The findings showed that teachers experienced varying degrees of difficulty in integrating interactive multimedia tools, particularly in managing technological demands, aligning digital resources with lessons, allocating preparation time, and addressing limitations in available resources. Despite these challenges, teachers demonstrated adaptive coping practices, particularly through collaboration and peer support, resourcefulness, adaptation, personal reflection, and self-care. The findings further indicated differences in some assessments when respondents were grouped according to selected demographic characteristics, while the relationship between pedagogical challenges and coping mechanisms reflected the teachers’ efforts to adjust to technology-related demands. Based on the findings, enhanced digital-based literacy teaching-learning activities were developed to strengthen teachers’ technological and pedagogical competencies and support more practical, engaging, and sustainable technology integration in elementary classrooms.

The study aimed to find whether differences exist in the perspective of teachers towards online learning when grouped according to profile. Specifically, the study endeavored to describe the profile of the respondents in terms of age, gender, civil status, and educational attainment; determine the extent of teachers’ perspective towards online learning in the areas of access, interaction, response, and results; ascertain the level of teachers’ preparedness towards online learning in teaching social studies; and find out whether a significant difference exists in the preparedness of teachers towards online learning when grouped according to age, gender, civil status, and educational attainment. The study was conducted among the national high schools in the Division of Malaybalay City, Bukidnon for the School Year 2020-2021. A total of 96 Social Studies teachers were drawn from (6) national schools through purposive sampling. To gather relevant information needed for the study, the researcher adopted the questionnaire developed by Larsen (2012) and Lichoro (2015). Descriptive statistics such as frequency, percentage, mean, standard deviation, t-test, and analysis of variance were used to treat the data. The majority of the teachers were in middle adulthood and were predominantly female. It is further revealed that most of them were single and bachelor’s degree holders. Access and interaction were observed in great extent, while responses and results were demonstrated in moderate extent, suggesting that the teachers’ perspective towards online learning showed certainty in the way they take online learning as a learning platform in this pandemic period. Similarly, teachers’ preparedness towards online learning yielded positive results in all indicators, implying that teachers consider online learning as a powerful tool for them to teach and support the learning of the students in response to the COVID-19 pandemic. There was a significant difference in the preparedness of teachers when they were grouped according to age, where younger teachers are construed to be ready for this kind of learning delivery, while sex, civil status, and educational attainment did not show significant differences. This means that regardless of their characteristics in these three variables, their preparedness for online learning is the same. Thus, school administrators have to consider teachers to acquire new skills, sharpen existing ones, perform better, increase productivity and be better teachers in this new way of approaching learning.

This study determined the administrative strategies employed by school leaders in implementing enhanced digital-based literacy instruction in selected public elementary schools in the City of Naga, Cebu (Region VII), and Calubian, Leyte (Region VIII), during School Year 2025–2026. It examined the respondents’ demographic and professional profiles; the level of implementation of digital-based literacy instruction in terms of curriculum integration, technological infrastructure and resources, and teacher pedagogical competence; the administrative strategies employed in resource allocation and maintenance, capacity building and professional development, and instructional supervision and monitoring; and the issues and concerns encountered. The study employed a quantitative descriptive-correlational and descriptive-comparative research design. The respondents comprised 110 school heads and teachers from six public elementary schools, consisting of six school heads (5.45%) and 104 teachers (94.55%). Data were gathered using a researcher-made structured questionnaire anchored on the Technological Pedagogical Content Knowledge (TPACK) framework and the Philippine Professional Standards for School Heads (PPSSH). Frequency, percentage, weighted mean, and standard deviation were used for descriptive analysis, while an independent-samples t-test or analysis of variance (ANOVA) and Pearson’s correlation coefficient were proposed for examining differences and relationships. The findings revealed that digital-based literacy instruction was implemented to a great extent (overall weighted mean = 3.45, SD = 0.42), while administrative strategies were employed to a great extent (overall weighted mean = 3.51, SD = 0.39). Instructional supervision and monitoring were revealed to be the most frequently implemented administrative strategy, whereas technological infrastructure and resources were revealed to be the area requiring the greatest improvement. A significant positive relationship was revealed between administrative strategies and the level of implementation (r = 0.62, p < 0.001). Limited internet connectivity, insufficient digital equipment, and the need for continuous teacher training were revealed to be the major implementation concerns. These findings suggest the value of an enhanced digital-based literacy instruction framework emphasizing strategic resource allocation, sustained professional development, reliable technological infrastructure, and consistent instructional supervision.

A well implemented entrepreneurship education programme of colleges of education provides a study on entrepreneurship skill to prepare students of the programme for entrepreneurship. The study examined the Perceived influence of entrepreneurship skills on poverty alleviation as perceived by colleges of education graduates. The study was guided by two research questions and two null hypotheses. The study employed a descriptive research design method. The population of the study comprised business education graduates in Kwara State Public Colleges of Education. There are 2052 graduates (2019 – 2021 academic session) in the three public colleges of education offering business education in Kwara State. A sample of 300 business education students in all the three public colleges of education in Kwara State were selected in this study. A structured 20-item questionnaire tagged "Influence of Entrepreneurship Skills on Poverty Alleviation Questionnaire (IESPAQ) designed by the researcher was used to gather data for the study. Research questions were analyzed using mean and standard deviation. The null hypotheses were tested at 0.05 level of significance using independent samples t-test. Through the findings from the study, it was concluded that entrepreneurship skills had a positive influence on poverty alleviation among public colleges of education graduates in Kwara State. Among the study's recommendations was that Entrepreneurial education curriculum planner should widen the scope of her entrepreneurship education given to the students to enable them meet up with the entrepreneurial skills required in the present world.

یک برنامه آموزش کارآفرینی به‌خوبی اجراشده در دانشکده‌های تربیت معلم، مطالعه‌ای درباره مهارت‌های کارآفرینی به‌منظور آماده‌سازی دانشجویان این برنامه برای کارآفرینی فراهم می‌کند. این پژوهش تأثیر ادراک‌شده مهارت‌های کارآفرینی بر کاهش فقر را از دیدگاه فارغ‌التحصیلان دانشکده‌های تربیت معلم مورد بررسی قرار داد. پژوهش حاضر توسط دو سؤال پژوهشی و دو فرضیه صفر هدایت شد. روش پژوهش توصیفی به‌کار گرفته شد. جامعه آماری پژوهش شامل فارغ‌التحصیلان رشته آموزش بازرگانی در دانشکده‌های تربیت معلم دولتی ایالت Kwara بود. در سه دانشکده دولتی آموزش بازرگانی در ایالت Kwara، تعداد ۲۰۵۲ فارغ‌التحصیل (سال تحصیلی ۲۰۱۹ تا ۲۰۲۱) وجود داشت. نمونه‌ای متشکل از ۳۰۰ دانشجوی آموزش بازرگانی در هر سه دانشکده دولتی تربیت معلم ایالت Kwara برای این مطالعه انتخاب شد. برای گردآوری داده‌ها از پرسشنامه ساختارمند ۲۰ ماده‌ای با عنوان «پرسشنامه تأثیر مهارت‌های کارآفرینی بر کاهش فقر (IESPAQ)» که توسط پژوهشگر طراحی شده بود، استفاده شد. سؤالات پژوهش با استفاده از میانگین و انحراف معیار تحلیل شدند. فرضیه‌های صفر در سطح معناداری ۰٫۰۵ با استفاده از آزمون t مستقل بررسی شدند. بر اساس یافته‌های پژوهش، نتیجه‌گیری شد که مهارت‌های کارآفرینی تأثیر مثبتی بر کاهش فقر در میان فارغ‌التحصیلان دانشکده‌های تربیت معلم دولتی ایالت Kwara داشته است. از جمله توصیه‌های پژوهش این بود که برنامه‌ریزان برنامه درسی آموزش کارآفرینی باید دامنه آموزش کارآفرینی ارائه‌شده به دانشجویان را گسترش دهند تا آنان بتوانند با مهارت‌های کارآفرینی مورد نیاز در جهان امروز همگام شوند.

For more than seven decades, Alan Turing’s imitation game has shaped how the AI community discusses machine intelligence, although it was never a psychometric instrument. AI systems now outperform humans in strategic games, scientific prediction, and pattern recognition, achievements better described as domain-specific superhuman performance than as general intelligence unless a novelty condition is enforced. This paper argues that imitation-based evaluation is misaligned with such systems and introduces the Reversed Turing Test (RTT), which asks whether a machine can be identified precisely because its performance is measurably superhuman. The test combines a standardized superhuman index (SI), expressed in standard-deviation units relative to a human reference sample, with a panel of judges whose identifications are verified against the performance evidence. The paper provides a formal definition of the RTT, a taxonomy of novelty types with verification methods, a worked example in protein structure prediction, and a pre-registered text-generation study (n = 500; composite SI ≈ 3.2; 90% identification accuracy grounded in stylometric cues), interpreted as superhuman stylometric performance rather than superhuman intelligence. The RTT is compared against established benchmarks, its philosophical limits are stated, and implications for trust, creativity, governance, and evaluation design are discussed.

بیش از هفت دهه است که بازی تقلید آلن تورینگ نحوه بحث جامعه هوش مصنوعی درباره هوشمندی ماشین را شکل داده است، هرچند که هرگز یک ابزار روان‌سنجی نبوده است. سامانه‌های هوش مصنوعی اکنون در بازی‌های راهبردی، پیش‌بینی علمی و شناسایی الگو از انسان‌ها پیشی گرفته‌اند؛ دستاوردهایی که بهتر است به‌عنوان عملکرد فرابشری خاص حوزه توصیف شوند تا هوشمندی عمومی، مگر آنکه شرط نوآوری اعمال شود. این مقاله استدلال می‌کند که ارزیابی مبتنی بر تقلید با چنین سامانه‌هایی هم‌راستا نیست و آزمون تورینگ معکوس (RTT) را معرفی می‌کند که می‌پرسد آیا می‌توان یک ماشین را دقیقاً به این دلیل شناسایی کرد که عملکرد آن به‌طور قابل سنجشی فرابشری است. این آزمون شاخص فرابشری استانداردشده (SI) را که بر حسب واحدهای انحراف معیار نسبت به نمونه مرجع انسانی بیان می‌شود، با هیئتی از داوران که شناسایی‌های آنان بر اساس شواهد عملکردی راستی‌آزمایی می‌شود، ترکیب می‌کند. مقاله تعریف رسمی RTT، طبقه‌بندی انواع نوآوری با روش‌های راستی‌آزمایی، یک مثال عملی در پیش‌بینی ساختار پروتئین و یک مطالعه از پیش ثبت‌شده در تولید متن (n = 500؛ SI ترکیبی ≈ 3.2؛ دقت شناسایی ۹۰٪ مبتنی بر نشانه‌های سبک‌شناختی) را ارائه می‌دهد که به‌عنوان عملکرد سبک‌شناختی فرابشری تفسیر می‌شود نه هوشمندی فرابشری. آزمون RTT با معیارهای تثبیت‌شده مقایسه می‌شود، حدود فلسفی آن بیان می‌شود و پیامدهای آن برای اعتماد، خلاقیت، حکمرانی و طراحی ارزیابی مورد بحث قرار می‌گیرد.

This research aimed to: 1) investigate the current conditions, desirable conditions, and priority needs for enhancing the digital leadership of teachers under the Mahasarakham Primary Educational Service Area Office 3; and 2) develop a program for enhancing teachers’ digital leadership. The study employed a research and development (R&D) design consisting of two phases. The sample comprised 278 teachers selected through proportionate stratified random sampling. Five administrators and teachers were purposively selected to provide best-practice information, and five experts were purposively selected to evaluate the program. The instruments were a questionnaire, a semi-structured interview form, and a program appropriateness and feasibility evaluation form. The questionnaire had IOC values of 0.80–1.00 and reliability coefficients of 0.867 and 0.921 for the current and desirable conditions, respectively. Data were collected through questionnaires, interviews, and expert evaluation. Percentage, mean, standard deviation, the Modified Priority Needs Index (PNImodified), and content analysis were used. The findings were: 1) the overall current condition was moderate ( = 2.93), whereas the desirable condition was at the highest level ( = 4.68). Priority needs were digital literacy (0.916), technology for measurement and assessment (0.651), digital technology for teaching and learning (0.473), and digital resource management (0.439); and 2) the program consisted of objectives, principles and structure, four content modules, development methods using training, study visits, and workplace practice based on the 70:20:10 model, and evaluation. Overall program appropriateness and feasibility were rated at a high level.

این پژوهش با اهداف: ۱) بررسی وضعیت موجود، وضعیت مطلوب و نیازهای اولویت‌دار برای ارتقای رهبری دیجیتال معلمان تحت پوشش اداره آموزش و پرورش ابتدایی منطقه ۳ مهاساراکام؛ و ۲) توسعه برنامه‌ای برای ارتقای رهبری دیجیتال معلمان انجام شد. این مطالعه با طرح پژوهش و توسعه (R&D) در دو مرحله صورت گرفت. نمونه شامل ۲۷۸ معلم بود که با روش نمونه‌گیری تصادفی طبقه‌ای متناسب انتخاب شدند. پنج نفر از مدیران و معلمان به صورت هدفمند برای ارائه اطلاعات بهترین تجارب و پنج نفر از خبرگان به صورت هدفمند برای ارزیابی برنامه انتخاب شدند. ابزارهای مورد استفاده شامل پرسشنامه، فرم مصاحبه نیمه‌ساختاریافته و فرم ارزیابی مناسب بودن و امکان‌پذیری برنامه بود. مقادیر IOC پرسشنامه بین ۰.۸۰ تا ۱.۰۰ و ضرایب پایایی برای وضعیت موجود و وضعیت مطلوب به ترتیب ۰.۸۶۷ و ۰.۹۲۱ بود. داده‌ها از طریق پرسشنامه، مصاحبه و ارزیابی خبرگان گردآوری شد. برای تحلیل داده‌ها از درصد، میانگین، انحراف معیار، شاخص نیازهای اولویت‌دار اصلاح‌شده (PNImodified) و تحلیل محتوا استفاده شد. یافته‌ها نشان داد: ۱) وضعیت موجود به طور کلی در سطح متوسط ( = ۲.۹۳) و وضعیت مطلوب در بالاترین سطح ( = ۴.۶۸) قرار داشت. نیازهای اولویت‌دار شامل سواد دیجیتال (۰.۹۱۶)، فناوری برای سنجش و ارزیابی (۰.۶۵۱)، فناوری دیجیتال برای آموزش و یادگیری (۰.۴۷۳) و مدیریت منابع دیجیتال (۰.۴۳۹) بود؛ و ۲) برنامه شامل اهداف، اصول و ساختار، چهار ماژول محتوایی، روش‌های توسعه با استفاده از آموزش، بازدیدهای مطالعاتی و تمرین در محیط کار بر اساس مدل ۷۰:۲۰:۱۰ و ارزیابی بود. مناسب بودن و امکان‌پذیری کلی برنامه در سطح بالا ارزیابی شد.

This descriptive-survey study assessed the readiness of kindergarten learners in Barobo II District, Schools Division of Surigao del Sur, as basis for a School Readiness Enhancement Plan. Using an adopted ECCD-based questionnaire, the study examined seven developmental domains: gross motor, fine motor, self-help adaptive, social/emotional, receptive language, expressive language, and cognitive skills. The supplied data comprised 12 learner readiness records assessed through teacher ratings and analyzed using frequency, percentage, mean, and standard deviation. Results showed an overall High Readiness level (WM = 4.15, SD = 0.47). Gross motor skills (WM = 4.33) and cognitive skills (WM = 4.22) attained Very High Readiness, while fine motor, self-help adaptive, social/emotional, receptive language, and expressive language were rated High Readiness. Specific skills requiring further reinforcement were identified, particularly in self-help adaptive, expressive language, and selected fine motor and receptive language indicators. Based on these findings, a School Readiness Enhancement Plan was proposed to sustain developmental strengths and address areas needing additional support through coordinated school- and home-based interventions.

این پژوهش توصیفی-پیمایشی به ارزیابی میزان آمادگی نوآموزان پیش‌دبستانی در ناحیه باروبو II، اداره آموزش سورگائو دل سور، به‌عنوان مبنایی برای برنامه ارتقاء آمادگی مدرسه پرداخت. با استفاده از پرسشنامه اقتباس‌شده مبتنی بر ECCD، این مطالعه هفت حوزه رشدی را مورد بررسی قرار داد: مهارت‌های حرکتی درشت، مهارت‌های حرکتی ظریف، مهارت‌های خودیاری-انطباقی، اجتماعی/هیجانی، زبان دریافتی، زبان بیانی و مهارت‌های شناختی. داده‌های ارائه‌شده شامل ۱۲ پرونده آمادگی نوآموزان بود که از طریق ارزیابی معلمان گردآوری و با استفاده از فراوانی، درصد، میانگین و انحراف معیار تحلیل شد. نتایج نشان داد که سطح کلی آمادگی «بالا» بوده است (WM = 4.15، SD = 0.47). مهارت‌های حرکتی درشت (WM = 4.33) و مهارت‌های شناختی (WM = 4.22) به سطح «بسیار بالا» دست یافتند، در حالی که مهارت‌های حرکتی ظریف، خودیاری-انطباقی، اجتماعی/هیجانی، زبان دریافتی و زبان بیانی در سطح «بالا» ارزیابی شدند. مهارت‌های خاصی که نیاز به تقویت بیشتر داشتند، به‌ویژه در حوزه‌های خودیاری-انطباقی، زبان بیانی و برخی شاخص‌های مهارت‌های حرکتی ظریف و زبان دریافتی شناسایی شدند. بر اساس این یافته‌ها، برنامه‌ای برای ارتقاء آمادگی مدرسه پیشنهاد شد تا نقاط قوت رشدی حفظ شده و حوزه‌های نیازمند حمایت بیشتر از طریق مداخلات هماهنگ مدرسه‌محور و خانواده‌محور مورد توجه قرار گیرند.

AbstractEmotional intelligence plays a vital role in accomplishing the determined objectives ofmankind and promoting learning outcomes. The primary purpose of the dissertation entitled“Emotional Intelligence andAcademicAchievement: A Study of Secondary schoolstudents in District Srinager”is to compare male and female secondary school students onemotional intelligence and academic achievement. The study also aims to find out thecorrelation between emotional intelligence and academic achievement of secondary schoolstudents.Here descriptive survey method is used. The population of this study consists of allthe students studying in secondary schools of District Srinager. A sample of 200 secondaryschool students, equally distributed between males and females, was selected using stratifiedrandom sampling. Data collection involved the administration of the Emotional IntelligenceScale (EIS), developed by Dr. Arun Kumar Singh and Dr. ShrutiNarain. Academicachievement data was extracted from the previous year's performance records of the samplesubjects. The collected data underwent statistical analysis, which included calculating Mean,Standard Deviation, conducting a t-test, and determining Pearson's correlation. The study'sresults indicate a significant difference in emotional intelligence based on gender amongsecondary school students. However, no significant gender-based difference was observedin academic achievement among these students. Importantly, the research identified asignificant correlation between emotional intelligence and academic achievement insecondary school students from District Srinager .

چکیده: هوش هیجانی نقش حیاتی در تحقق اهداف تعیین‌شده انسان و ارتقای پیامدهای یادگیری ایفا می‌کند. هدف اصلی پایان‌نامه با عنوان «هوش هیجانی و پیشرفت تحصیلی: مطالعه‌ای بر دانش‌آموزان دبیرستانی منطقه سرینگر» مقایسه دانش‌آموزان پسر و دختر دبیرستانی از نظر هوش هیجانی و پیشرفت تحصیلی است. همچنین این پژوهش در پی یافتن رابطه بین هوش هیجانی و پیشرفت تحصیلی دانش‌آموزان دبیرستانی می‌باشد. در اینجا از روش پیمایش توصیفی استفاده شده است. جامعه آماری این پژوهش شامل کلیه دانش‌آموزان دبیرستانی منطقه سرینگر است. نمونه‌ای متشکل از ۲۰۰ دانش‌آموز دبیرستانی، به طور مساوی بین پسران و دختران، با استفاده از نمونه‌گیری تصادفی طبقه‌ای انتخاب شد. جمع‌آوری داده‌ها از طریق اجرای مقیاس هوش هیجانی (EIS) که توسط Dr. Arun Kumar Singh و Dr. Shruti Narain تدوین شده است، انجام گرفت. داده‌های پیشرفت تحصیلی از سوابق عملکرد سال گذشته آزمودنی‌ها استخراج شد. داده‌های گردآوری‌شده با استفاده از روش‌های آماری شامل محاسبه میانگین، انحراف معیار، آزمون t و تعیین همبستگی پیرسون تحلیل شدند. نتایج پژوهش نشان داد که تفاوت معناداری در هوش هیجانی بر اساس جنسیت در میان دانش‌آموزان دبیرستانی وجود دارد. با این حال، تفاوت معناداری بر اساس جنسیت در پیشرفت تحصیلی این دانش‌آموزان مشاهده نشد. به طور مهم، پژوهش حاضر همبستگی معناداری بین هوش هیجانی و پیشرفت تحصیلی در میان دانش‌آموزان دبیرستانی منطقه سرینگر شناسایی کرد.

AbstractEmotional intelligence plays a vital role in accomplishing the determined objectives ofmankind and promoting learning outcomes. The primary purpose of the dissertation entitled“Emotional Intelligence andAcademicAchievement: A Study of Secondary schoolstudents in District Srinager”is to compare male and female secondary school students onemotional intelligence and academic achievement. The study also aims to find out thecorrelation between emotional intelligence and academic achievement of secondary schoolstudents.Here descriptive survey method is used. The population of this study consists of allthe students studying in secondary schools of District Srinager. A sample of 200 secondaryschool students, equally distributed between males and females, was selected using stratifiedrandom sampling. Data collection involved the administration of the Emotional IntelligenceScale (EIS), developed by Dr. Arun Kumar Singh and Dr. ShrutiNarain. Academicachievement data was extracted from the previous year's performance records of the samplesubjects. The collected data underwent statistical analysis, which included calculating Mean,Standard Deviation, conducting a t-test, and determining Pearson's correlation. The study'sresults indicate a significant difference in emotional intelligence based on gender amongsecondary school students. However, no significant gender-based difference was observedin academic achievement among these students. Importantly, the research identified asignificant correlation between emotional intelligence and academic achievement insecondary school students from District Srinager .

چکیده: هوش هیجانی نقش حیاتی در تحقق اهداف تعیین‌شده انسان و ارتقای پیامدهای یادگیری ایفا می‌کند. هدف اصلی پایان‌نامه با عنوان «هوش هیجانی و پیشرفت تحصیلی: مطالعه‌ای بر دانش‌آموزان دبیرستانی منطقه سرینگر» مقایسه دانش‌آموزان پسر و دختر دبیرستانی از نظر هوش هیجانی و پیشرفت تحصیلی است. همچنین این پژوهش در پی یافتن رابطه بین هوش هیجانی و پیشرفت تحصیلی دانش‌آموزان دبیرستانی می‌باشد. در اینجا از روش پیمایش توصیفی استفاده شده است. جامعه آماری این پژوهش شامل کلیه دانش‌آموزان دبیرستانی منطقه سرینگر است. نمونه‌ای متشکل از ۲۰۰ دانش‌آموز دبیرستانی، به طور مساوی بین پسران و دختران، با استفاده از نمونه‌گیری تصادفی طبقه‌ای انتخاب شد. جمع‌آوری داده‌ها از طریق اجرای مقیاس هوش هیجانی (EIS) که توسط Dr. Arun Kumar Singh و Dr. Shruti Narain تدوین شده است، انجام گرفت. داده‌های پیشرفت تحصیلی از سوابق عملکرد سال گذشته آزمودنی‌ها استخراج شد. داده‌های گردآوری‌شده با استفاده از روش‌های آماری شامل محاسبه میانگین، انحراف معیار، آزمون t و تعیین همبستگی پیرسون تحلیل شدند. نتایج پژوهش نشان داد که تفاوت معناداری در هوش هیجانی بر اساس جنسیت در میان دانش‌آموزان دبیرستانی وجود دارد. با این حال، تفاوت معناداری بر اساس جنسیت در پیشرفت تحصیلی این دانش‌آموزان مشاهده نشد. به طور مهم، پژوهش حاضر همبستگی معناداری بین هوش هیجانی و پیشرفت تحصیلی در میان دانش‌آموزان دبیرستانی منطقه سرینگر شناسایی کرد.

Purpose: The present study aimed to compare the effectiveness of positive parenting training and Choice Theory–based parenting training on the parent–child relationship. Methods and Materials: This study employed a quasi-experimental design with a pretest–posttest control group and a follow-up assessment. The statistical population consisted of all mothers of boys aged 6 to 9 years enrolled in schools within Educational District 6 of the Mashhad Department of Education during the 2025–2026 academic year. Participants were selected using purposive non-probability sampling based on the inclusion and exclusion criteria (Group 1: positive parenting training, n = 15; Group 2: Choice Theory–based parenting training, n = 15; Group 3: control, n = 15). Following selection, participants were randomly assigned by lottery to the positive parenting training and Choice Theory–based parenting training intervention groups. Data were collected using the short form of the Mother–Child Relationship Scale developed by Pianta (1994). Data were analyzed using descriptive statistics (mean and standard deviation) and inferential statistics (repeated-measures analysis of variance). Findings: The findings indicated that both interventions had a positive and statistically significant effect on improving the parent–child relationship. However, Choice Theory–based parenting training was more effective in strengthening the parent–child relationship. These effects remained stable at the follow-up assessment. Conclusion: Both educational approaches demonstrated practical effectiveness in improving the parent–child relationship. However, the Choice Theory approach, with its emphasis on empathic communication and understanding children's psychological needs, was more effective in fostering a deeper emotional bond between mothers and their children. It is recommended that future parent education programs integrate both approaches to maximize intervention effectiveness.

هدف: پژوهش حاضر با هدف مقایسه اثربخشی آموزش فرزندپروری مثبت و آموزش فرزندپروری مبتنی بر نظریه انتخاب بر رابطه والد–کودک انجام شد. روش‌ها و مواد: این پژوهش از نوع شبه‌آزمایشی با طرح پیش‌آزمون–پس‌آزمون با گروه کنترل و ارزیابی پیگیری بود. جامعه آماری شامل کلیه مادران پسران ۶ تا ۹ ساله مشغول به تحصیل در مدارس ناحیه ۶ آموزش و پرورش مشهد در سال تحصیلی ۲۰۲۵–۲۰۲۶ بود. نمونه‌ها با استفاده از روش نمونه‌گیری هدفمند غیرتصادفی و بر اساس معیارهای ورود و خروج انتخاب شدند (گروه ۱: آموزش فرزندپروری مثبت، n = ۱۵؛ گروه ۲: آموزش فرزندپروری مبتنی بر نظریه انتخاب، n = ۱۵؛ گروه ۳: کنترل، n = ۱۵). پس از انتخاب، شرکت‌کنندگان به صورت تصادفی با قرعه‌کشی به گروه‌های مداخله آموزش فرزندپروری مثبت و آموزش فرزندپروری مبتنی بر نظریه انتخاب تخصیص یافتند. داده‌ها با استفاده از فرم کوتاه مقیاس رابطه مادر–کودک Pianta (۱۹۹۴) جمع‌آوری شد. داده‌ها با استفاده از آمار توصیفی (میانگین و انحراف معیار) و آمار استنباطی (تحلیل واریانس با اندازه‌گیری مکرر) تحلیل گردید. یافته‌ها: نتایج نشان داد هر دو مداخله تأثیر مثبت و معناداری بر بهبود رابطه والد–کودک داشتند. با این حال، آموزش فرزندپروری مبتنی بر نظریه انتخاب در تقویت رابطه والد–کودک اثربخش‌تر بود. این اثرات در ارزیابی پیگیری نیز پایدار ماند. نتیجه‌گیری: هر دو رویکرد آموزشی اثربخشی عملی در بهبود رابطه والد–کودک نشان دادند. با این حال، رویکرد نظریه انتخاب با تأکید بر ارتباط همدلانه و درک نیازهای روان‌شناختی کودکان، در ایجاد پیوند عاطفی عمیق‌تر میان مادران و فرزندانشان مؤثرتر بود. پیشنهاد می‌شود برنامه‌های آتی آموزش والدین، هر دو رویکرد را برای حداکثرسازی اثربخشی مداخلات ادغام نمایند.