ABSTRACT. The relationship between instructional leadership behaviours and lecturers’ job performance is important in higher education. Understanding this relationship can help academic leaders support lecturers and improve teaching, research, and academic development. Therefore, this study determines how instructional leadership behaviour of heads of departments (HoDs) influences lecturers’ job performance at the major public universities in Kumasi, Ghana. A cross-sectional survey design was employed to collect data from lecturers in public universities at a single point in time. The sample includes public university lecturers. A stratified random sampling technique was used to select 155 lecturers to provide quantitative data. Data were collected using a questionnaire and analyzed with both descriptive and inferential statistics, including frequencies, percentages, means, and standard deviations, along with the Pearson product-moment correlation coefficient. The findings indicate that HoDs demonstrate active involvement in setting institutional direction, monitoring instruction, and supporting staff development. However, the findings reveal insufficient mentorship to support lecturers’ professional learning and performance. This lack of mentorship could limit opportunities for developing leadership potential among teachers and supporting their career growth. Lecturers displayed effectiveness in their teaching practices. The statistical results confirmed a significant effect of instructional leadership behaviours on lecture delivery (F(4,98) = 20.382, p < 0.01). It was recommended that HoDs should communicate departmental goals clearly and ensure that lecturers understand their teaching, assessment, research, and administrative responsibilities. Additionally, the strong positive correlation between the communication of institutional objectives and lecturer effectiveness highlights the need for university goals, teaching expectations, and performance standards to be communicated clearly across departments.
Abstract Faculty development (FD) and the preparation of future faculty are central to university teaching quality, yet in Japan they are studied separately and remain underexamined in English. Pre-faculty development (pre-FD), a term coined within Japanese higher education, exclusively denotes the pre-service teaching preparation of doctoral students and other prospective academics, broadly corresponding to the American “Preparing Future Faculty” movement. Treating the two as tracks of a single academic-development continuum, this article asks how each has been institutionalized and localized in Japan, and what constrains the translation of policy into teaching improvement. The study is a narrative, document-based conceptual review of policy documents, statutory standards, national surveys, and Japanese- and English-language scholarship, using the Scholarship of Teaching and Learning (SoTL) as an analytical lens. Three findings emerge. First, both tracks advanced through top-down policy-driven and policy-induced reform: In-service FD became a legal mandate in 2008, whereas pre-FD remains a best-effort obligation. Second, in-service FD has developed a distinctive cluster of locally grounded practices: inter-university networks, mutual FD, the collegial model, and student-engaged FD. Third, national survey data show participation rising while collegial formats and dedicated provision declined over the same period, indicating that participation rates are a poor proxy for teaching-development quality. Reading the tracks together reveals what single-track accounts obscure: shared organizational carriers and a common ceiling set by the absence of a continuing professional role in academic development. The article argues, as a proposition derived from the analysis, that sustainable development depends on connecting the two tracks into a continuous career pathway framed by SoTL.
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.
Purpose: This study examines the role of individual management educators in implementing Responsible Management Education (RME). It addresses a critical gap in the literature, which has disproportionately focused on institutional adoption and programme-level commitments rather than the agency, practices, and development of academics who translate these principles into reality. Methodology: Following PRISMA guidelines, this systematic literature review identified 42 peer-reviewed articles from Google Scholar (2000–2025). The data were analyzed using the inductive Gioia methodology to capture educators' actions and mapped against the UN’s seven Principles for Responsible Management Education (PRME). Findings: The review synthesizes individual academic action into four interconnected, mutually reinforcing themes: curriculum revisions, enhanced external engagement, embodiment of pedagogical changes, and academic development in teaching, learning, and researching (TLR). Crucially, academic development serves as the foundational connective thread, empowering educators with the research capability, credibility, and peer support required to drive the other three dimensions. Implications: For academics, the study demonstrates that RME is enacted through everyday choices in classroom pedagogy and collaborative research. For business school leadership, it highlights that institutional change requires actively supporting educators through protected time, mentoring, and revised workload and promotion incentives that reward responsible scholarship. Originality: By shifting the unit of analysis from the institution to the individual academic, this paper addresses why top-level PRME commitments often decouple into symbolic rhetoric. It contributes to a dynamic conceptual framework that models the individual educator as the central change agent orchestrating curriculum revision, pedagogical innovation, external collaboration, and scholarship. Limitations and directions for future research: This review primarily draws literature from Google Scholar and provides an interpretive thematic synthesis. Future research should empirically validate the framework through surveys and interviews across diverse geographic and developing-economy contexts, while further exploring the under-researched PRME Practice principle. Keywords: Responsible Management Education; PRME; Business Academics; Business Schools; Higher Education
This study aims to comprehensively examine the potential of the Türkiye Century Education Model Secondary School Mathematics Curriculum to support the development of gifted students. It considers whether, and to what extent, the curriculum offers differentiated and flexible practices suited to gifted students’ academic development needs in mathematics and their educational needs. For the analysis, the curriculum was divided into seven sections: its fundamental approach and specific objectives, principles of implementation, the structure of the curriculum, and the themes for Grades 5, 6, 7, and 8. The sections were then analysed thematically as part of document analysis. The findings show that the curriculum largely helps meet gifted students’ academic development needs in mathematics by fostering higher-order thinking and metacognitive skills, although it remains limited in some respects. Its content was found to have features capable of meeting students’ educational needs. The findings nevertheless suggest that the process component should be enriched to help students feel valued and increase their motivation. They further suggest that the product component should respond more closely to students’ interests and that assessment should provide continuity throughout the process. Further studies are recommended to examine, at the implementation level, how well the curriculum meets gifted students’ developmental and educational needs in school settings.
این مطالعه با هدف بررسی جامع ظرفیت برنامهٔ درسی ریاضیات دورهٔ متوسطه مدل آموزش سدهٔ ترکیه برای حمایت از رشد دانشآموزان تیزهوش انجام شدهاست. در این پژوهش بررسی میشود که آیا و تا چه اندازه این برنامهٔ درسی، شیوههای متفاوت و انعطافپذیری متناسب با نیازهای رشد تحصیلی دانشآموزان تیزهوش در ریاضیات و نیازهای آموزشی آنان ارائه میدهد. برای تحلیل، برنامهٔ درسی به هفت بخش تقسیم شد: رویکرد بنیادی و اهداف اختصاصی، اصول اجرا، ساختار برنامهٔ درسی و محورهای مربوط به پایههای پنجم، ششم، هفتم و هشتم. سپس این بخشها در قالب تحلیل اسنادی بهصورت موضوعی مورد بررسی قرار گرفتند. یافتهها نشان میدهد که این برنامهٔ درسی تا حد زیادی به رفع نیازهای رشد تحصیلی دانشآموزان تیزهوش در ریاضیات از طریق تقویت مهارتهای تفکر سطحبالا و فراشناختی کمک میکند، هرچند در برخی جنبهها محدودیتهایی دارد. محتوای آن دارای ویژگیهایی است که میتواند نیازهای آموزشی دانشآموزان را برآورده سازد. با این حال، یافتهها حاکی از آن است که مؤلفهٔ فرایند باید غنیتر شود تا دانشآموزان احساس ارزشمندی کنند و انگیزهٔ آنان افزایش یابد. همچنین پیشنهاد میشود مؤلفهٔ محصول بیشتر با علایق دانشآموزان همراستا شود و ارزشیابی بهصورت پیوسته در طول فرایند انجام گیرد. انجام مطالعات بیشتر برای بررسی میزان تحقق نیازهای رشدی و آموزشی دانشآموزان تیزهوش در سطح اجرا در محیطهای مدرسهای توصیه میشود.
The discourse on graduate attributes underscores their significance in higher education, yet the pedagogical processes through which they are translated into student learning remain underexplored, particularly in vocational contexts. This study investigates how lecturers at a University of Technology (UoT) in South Africa interpret, negotiate and integrate graduate attributes within their teaching and assessment practices, and how these pedagogical decisions shape students’ opportunities for capability development. The study is framed by cultural-historical activity theory (CHAT) and guided by an interpretivist qualitative approach, with data generated through interviews with lecturers (n = 11) across three faculties and analysed thematically using Atlas.ti. The findings reveal three interrelated insights: persistent contradictions between employability-driven institutional mandates and lecturers’ epistemic and disciplinary commitments; the mediating role of curriculum artefacts, collegial communities and institutional rules in shaping teaching practices; and the emergence of expansive learning as lecturers reframe graduate attributes as integral to disciplinary teaching and student capability development rather than as externally imposed requirements. The study offers practical implications for academic development, curriculum review and institutional policy by highlighting the conditions that enable lecturers to move from compliance to expansive, pedagogy-driven integration of graduate attributes.
گفتمان مربوط به ویژگیهای فارغالتحصیلان بر اهمیت آنها در آموزش عالی تأکید دارد، اما فرایندهای آموزشی که از طریق آنها این ویژگیها به یادگیری دانشجویان منتقل میشوند، به ویژه در زمینههای حرفهای، کمتر مورد بررسی قرار گرفتهاند. این پژوهش بررسی میکند که چگونه مدرسان یک دانشگاه فناوری (UoT) در آفریقای جنوبی ویژگیهای فارغالتحصیلان را تفسیر، مذاکره و در شیوههای تدریس و ارزیابی خود ادغام میکنند و این تصمیمات آموزشی چگونه فرصتهای توسعه قابلیتهای دانشجویان را شکل میدهد. چارچوب نظری پژوهش، نظریه فعالیت فرهنگی-تاریخی (CHAT) است و رویکرد کیفی تفسیرگرایانه راهنمای آن بوده است. دادهها از طریق مصاحبه با مدرسان (n = 11) در سه دانشکده گردآوری و با استفاده از نرمافزار Atlas.ti به صورت تماتیک تحلیل شدهاند. یافتهها سه بینش مرتبط را آشکار میسازند: تناقضات مداوم میان الزامات نهادی مبتنی بر اشتغالپذیری و تعهدات معرفتی و رشتهای مدرسان؛ نقش میانجی مصنوعات برنامه درسی، جوامع همکارانه و قواعد نهادی در شکلدهی به شیوههای تدریس؛ و ظهور یادگیری گسترشیابنده، زمانی که مدرسان ویژگیهای فارغالتحصیلان را به عنوان بخشی جداییناپذیر از آموزش رشتهای و توسعه قابلیتهای دانشجویان بازتعریف میکنند، نه صرفاً الزامات تحمیلی بیرونی. این پژوهش با برجستهسازی شرایطی که امکان گذار مدرسان از تبعیت صرف به ادغام گسترشیابنده و مبتنی بر آموزش ویژگیهای فارغالتحصیلان را فراهم میکند، پیامدهای عملی برای توسعه علمی، بازنگری برنامه درسی و سیاست نهادی ارائه میدهد.
This study is based on by the importance of parental involvement in supporting students’ educational success. In the learning process, some parents do not fully understand the importance of academic support, provide limited supervision of their children’s learning activities. This study aimed to examine parents’ responses to their children’s learning achievement, describe the forms of academic support provided by parents to support learning activities, and determine the impact of parental attention and support on students’ learning achievement in PPKn. The findings showed that parental responses were manifested through attention to learning activities, monitoring academic development, providing motivation, assisting children when they experienced learning difficulties, and communicating with the school. Academic support was provided through learning facilities, educational needs, study assistance, guidance, moral support, and appreciation of children’s efforts and achievements. Such attention and support had positive impacts on students’ motivation, self-confidence, learning enthusiasm, discipline, and academic achievement. Conversely, limited parental attention and support could reduce students’ motivation and enthusiasm for learning. Therefore, parental responses and academic support are important factors contributing to students’ learning success in Pancasila and Civic Education
این پژوهش بر اهمیت مشارکت والدین در حمایت از موفقیت تحصیلی دانشآموزان مبتنی است. در فرایند یادگیری، برخی والدین به طور کامل اهمیت حمایت تحصیلی را درک نمیکنند و نظارت محدودی بر فعالیتهای یادگیری فرزندان خود دارند. هدف این پژوهش بررسی پاسخ والدین به پیشرفت تحصیلی فرزندان، توصیف اشکال حمایت تحصیلی ارائهشده توسط والدین برای حمایت از فعالیتهای یادگیری و تعیین تأثیر توجه و حمایت والدین بر پیشرفت تحصیلی دانشآموزان در درس آموزش شهروندی (PPKn) بود. یافتهها نشان داد که پاسخ والدین از طریق توجه به فعالیتهای یادگیری، پایش پیشرفت تحصیلی، ارائه انگیزه، کمک به فرزندان هنگام مواجهه با مشکلات یادگیری و ارتباط با مدرسه نمود مییابد. حمایت تحصیلی از طریق فراهمسازی امکانات یادگیری، نیازهای آموزشی، کمک در مطالعه، راهنمایی، حمایت اخلاقی و قدردانی از تلاشها و دستاوردهای فرزندان ارائه میشود. چنین توجه و حمایتی تأثیرات مثبتی بر انگیزه، اعتماد به نفس، اشتیاق به یادگیری، انضباط و پیشرفت تحصیلی دانشآموزان داشت. در مقابل، توجه و حمایت محدود والدین میتواند انگیزه و اشتیاق دانشآموزان به یادگیری را کاهش دهد. بنابراین، پاسخ والدین و حمایت تحصیلی از عوامل مهم مؤثر بر موفقیت تحصیلی دانشآموزان در درس آموزش شهروندی (Pancasila and Civic Education) است.
This study examines the integration of problem-solving into English as a Foreign Language instruction at the Faculty of Letters and Human Sciences, Mohammed First University, Oujda. Grounded in Experiential Learning Theory, it investigates how project-based tasks, case analysis, peer collaboration, and reflective evaluation influence the linguistic and analytical development of Semester 5 students in Geography, History, and French Studies. A mixed-methods approach was conducted during the fall semester of 2025-2026 with 50 students using a questionnaire and bi-weekly classroom observations. Before the intervention, 65% of participants reported difficulty initiating tasks without direct instructor guidance. Following the intervention, approximately 70% demonstrated greater autonomy, persistence, and confidence when addressing ill-structured problems. The findings indicate that scaffolded active learning can reduce cognitive hesitation while strengthening original reasoning and collaborative engagement. The study supports curriculum designs that integrate language learning with problem-solving and other transferable skills relevant to humanities graduates’ academic development and employability.
این پژوهش به بررسی ادغام حل مسئله در آموزش زبان انگلیسی به عنوان زبان خارجی در دانشکده ادبیات و علوم انسانی دانشگاه محمد اول، وجده میپردازد. این مطالعه که مبتنی بر نظریه یادگیری تجربی است، بررسی میکند که چگونه وظایف مبتنی بر پروژه، تحلیل مورد، همکاری همتایان و ارزیابی تأملی بر رشد زبانی و تحلیلی دانشجویان ترم پنجم رشتههای جغرافیا، تاریخ و مطالعات فرانسه تأثیر میگذارد. رویکردی ترکیبی در نیمسال پاییز ۲۰۲۵-۲۰۲۶ با مشارکت ۵۰ دانشجو از طریق پرسشنامه و مشاهدات کلاسی دو هفته یکبار اجرا شد. پیش از مداخله، ۶۵٪ از شرکتکنندگان اعلام کردند که بدون راهنمایی مستقیم مدرس، در آغاز کردن وظایف دچار مشکل میشوند. پس از مداخله، حدود ۷۰٪ از دانشجویان خودمختاری، پایداری و اعتماد به نفس بیشتری در مواجهه با مسائل ساختارنیافته از خود نشان دادند. یافتهها نشان میدهد که یادگیری فعال مبتنی بر حمایت میتواند تردید شناختی را کاهش داده و در عین حال استدلال اصیل و مشارکت گروهی را تقویت کند. این پژوهش از طراحی برنامههای درسی که یادگیری زبان را با حل مسئله و سایر مهارتهای انتقالپذیر مرتبط با رشد تحصیلی و اشتغالپذیری دانشآموختگان علوم انسانی ادغام میکند، حمایت مینماید.
Objectives Students’ well-being is a critical indicator of their academic performance, pro-social behavior, and future development. Students’ perceived relationships with parents, teachers, and peers, along with their sense of school belonging, are significantly associated with their well-being. This study aimed to examine whether students’ sense of school belonging mediates the relationship between perceived parent–teacher–student relationship and well-being. The study also explored whether there were differences between primary and secondary school students on the main dimensions. Methods Data were obtained from the Organisation for Economic Co-operation and Development Survey on Social and Emotional Skills, which included responses from 6,742 students in Suzhou, China (3,508 Grade 4 and 3,234 Grade 10 students). A t -test was used to determine whether any differences existed in the five dimensions between students in Grades 4 and 10. Correlation and regression analyses were used to analyze the relationship between different variables. Structural equation modeling with a bootstrap resampling procedure was employed to test the mediation model. Results The findings showed that primary school students reported positive relationships with parents and peers, greater overall well-being, and a stronger sense of school belonging than secondary school students. However, they reported less positive relationships with their teachers. After controlling for other variables, the findings indicated that students’ perceived parent–teacher–student relationships and sense of school belonging were positively and significantly related with students’ well-being. These four dimensions collectively explain 44.8% of the variation in the differences in students’ sense of well-being. The results of the bootstrap mediation analysis showed that students’ sense of school belonging significantly partially mediated the relationship between perceived parent-teacher-student relationships and well-being. Conclusion Well-being serves as an important indicator that is positively associated with students’ current learning and development and may be relevant to their future success. This study provides empirical evidence that a sense of school belonging serves as a key mediating mechanism through which perceived parent-teacher-student relationships translate into students’ well-being, extending the application of belongingness theory and self-determination theory within the Chinese educational context. It is imperative for school authorities, teachers, and parents to create a learning environment that promotes students’ aspirations, well-being, and academic development.
اهداف: بهزیستی دانشآموزان شاخصی حیاتی برای عملکرد تحصیلی، رفتارهای اجتماعی مثبت و رشد آینده آنها است. روابط ادراکشده دانشآموزان با والدین، معلمان و همسالان، همراه با احساس تعلق به مدرسه، به طور معناداری با بهزیستی آنها مرتبط است. هدف این مطالعه بررسی این بود که آیا احساس تعلق به مدرسه نقش میانجیگری در رابطه بین روابط ادراکشده والد–معلم–دانشآموز و بهزیستی ایفا میکند یا خیر. همچنین، تفاوتهای بین دانشآموزان ابتدایی و متوسطه در ابعاد اصلی مورد بررسی قرار گرفت. روشها: دادهها از پیمایش مهارتهای اجتماعی و هیجانی سازمان همکاری و توسعه اقتصادی (OECD) به دست آمد که شامل پاسخهای ۶٬۷۴۲ دانشآموز در سوژو، چین (۳٬۵۰۸ دانشآموز پایه چهارم و ۳٬۲۳۴ دانشآموز پایه دهم) بود. برای تعیین وجود تفاوت در پنج بعد بین دانشآموزان پایه چهارم و دهم، از آزمون t استفاده شد. برای تحلیل رابطه بین متغیرهای مختلف، از تحلیل همبستگی و رگرسیون استفاده گردید. مدلیابی معادلات ساختاری با روش بوتاسترپ برای آزمون مدل میانجیگری به کار رفت. یافتهها: نتایج نشان داد که دانشآموزان ابتدایی روابط مثبتتری با والدین و همسالان، بهزیستی کلی بالاتر و احساس تعلق به مدرسه قویتری نسبت به دانشآموزان متوسطه گزارش کردند. با این حال، آنها روابط مثبت کمتری با معلمان خود گزارش نمودند. پس از کنترل سایر متغیرها، یافتهها نشان داد که روابط ادراکشده والد–معلم–دانشآموز و احساس تعلق به مدرسه به طور مثبت و معناداری با بهزیستی دانشآموزان مرتبط است. این چهار بعد به طور جمعی ۴۴٫۸٪ از واریانس تفاوتهای احساس بهزیستی دانشآموزان را تبیین میکنند. نتایج تحلیل میانجیگری بوتاسترپ نشان داد که احساس تعلق به مدرسه به طور معناداری به صورت جزئی نقش میانجیگری در رابطه بین روابط ادراکشده والد–معلم–دانشآموز و بهزیستی ایفا میکند. نتیجهگیری: بهزیستی به عنوان شاخصی مهم مطرح است که با یادگیری و رشد فعلی دانشآموزان ارتباط مثبت دارد و ممکن است برای موفقیت آینده آنها نیز حائز اهمیت باشد. این مطالعه شواهد تجربی ارائه میدهد که احساس تعلق به مدرسه به عنوان سازوکار میانجیگری کلیدی عمل میکند که از طریق آن روابط ادراکشده والد–معلم–دانشآموز به بهزیستی دانشآموزان منتهی میشود و کاربرد نظریه تعلق و نظریه خودتعیینگری را در بستر آموزشی چین گسترش میدهد. ضروری است که مسئولان مدرسه، معلمان و والدین محیط یادگیریای فراهم کنند که موجب ارتقای انگیزه، بهزیستی و رشد تحصیلی دانشآموزان شود.
