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Volume 5 Number 6 June 2019

A Multidimensional Analysis of Teacher Preparation in Texas

Authors: Daniella G. Varela ; Lori Kupczynski ; Marie-Anne Mundy
Pages: 106-113
DOI: doi.org/10.32861/rje.56.106.113
Despite a healthy production of teachers, teacher attrition is a significant concern faced by school administrators across the state of Texas. This study sought to determine the extent to which questions on the Exit and Principal Surveys reflect three sets of standards which guide educator preparation in Texas: Association of Teacher Educators (ATE) Standards for Teacher Educators, Texas Administrative Code (TAC) Educator Preparation Program Curriculum Standards, and Pedagogy and Professional Responsibilities (PPR) Exam Standards. This analysis provides important information about the validity of survey questions as a measure of standards compliance for educators’ preparation in Texas and also sought to determine if there is a difference between teacher candidates’ Exit Survey evaluation of preparation and principals’ Principal Survey evaluation of first-year teachers’ preparation. Findings indicated a clear disconnection. Recommendations are provided as a contribution to future discussion on much-needed educator preparation program standards reform.

Effect of Individual Counselling on Academic Performance of Underachiever Pupils in Maimusari Public Primary School, Jere Local Government Area, Borno State, Nigeria

Authors: Hamsatu Joseph Pur ; Lawas Adamu Mbahi ; Amos Audu
Pages: 99-105
DOI: doi.org/10.32861/rje.56.99.105
The study sought to investigate the effect of individual counselling on academic performance of underachievers’ pupil in Maimusari Public Primary School, Jere local Government Area, Borno State, Nigeria. The objectives of the study were to examine the nature and causes of underachievement in Maimusari Public Primary School, also the effect of individual counselling on academic performance of the underachiever pupils. Based on these objectives, two research questions and one null hypothesis were answered and tested respectively. Quasi-experimental design was used for the study. Twenty-two underachieving pupils were purposively sampled from the population of the study. Both questionnaire and interview were used as method of data collection; Effect of Individual Counselling on Underachievers in Public Primary Schools (EICUPPS) and interview schedule. The data collected was analysed using descriptive and inferential statistics. The findings of the study discovered that coming late to school, not having complete learning material, depression, anxiety and teachers’ attitude in the classroom were the major causes of underachievement in Maimusari primary school. The study also revealed that individual counselling helped the pupils in overcoming their learning barriers. It is, therefore, concluded that individual counselling has significant effect on underachievement among pupils of public primary school in Maiduguri, Borno State. It is recommended among others that class teachers need to be oriented on how to identify underachieving pupils in their various classes and inform the appropriate authority for proper management.

A Multi-Case Study of Instructional Decision-Making Processes of Teachers in Kindergarten Classrooms in the Cape Coast Metropolis

Authors: Mumuni Thompson ; Winston Kwame Abroampa
Pages: 91-98
DOI: doi.org/10.32861/rje.56.91.98
The study contributes to the on-going debate regarding the significance of early childhood teachers’ instructional decision-making that takes into consideration their theoretical knowledge (explicit theories) and practical experiences (implicit theories) and how they impact their instructional decision-making processes in diverse socio-cultural contexts of children. To address this gap in the literature, a qualitative multi-case study into the perceptions and classroom practices of four kindergarten teachers in two Ghanaian schools, Tata and Kariba, was carried out over a six-month period. One research question that sought to explore factors and beliefs influencing teachers’ instructional decision-making in a kindergarten classroom guided the study. Data sources used were semi-structured individual interviews and pair-based interviews and field notes of classroom observations. Both within and across case interpretative analysis was outlined. The study’s findings revealed that these teachers’ explicit theories and implicit theories of teaching influenced their instructional decision-making processes in kinder garten classrooms.

Human Resource Management for Vocational Schools at Bac Ninh Province, Vietnam: A Model Faculty Development Program

Authors: Nguyen Quoc Hieu - Peter
Pages: 86-90
DOI: doi.org/10.32861/rje.56.86.90
The study aimed to evaluate the “Human resource management for vocational schools at Bac Ninh province, Viet Nam: A model of faculty development program”. It concentrated on evaluating the existing Human resource management for vocational schools of the province, determining the demographic profile of the respondents, profile of vocational schools. In order to come up with this analysis, a survey covering 50 specific vocational schools was implemented aiming to assess the current status of the development of contingent of teachers and the factors affecting the development of teaching staff for vocational schools in Bac Ninh province such as Human resource planning; recruitment and selection; Training and development Retention and maintenance; Promotion; Labor relations; and Transfer and retirement. Thereby, identifying the limitations in Human resource management of vocational schools. Based on all the findings of this study, the following conclusions were derived: The human resource management of vocational schools on Bac Ninh province was still limited. Human resources were in sufficient quantity, but the structure not to be reasonable, lack of highly qualified and experienced faculty. Support policies are not sufficient to motivate faculty and attract highly qualified human resources. From the cited summary of findings and conclusions, the following are hereby recommended: Re-examining all the plans and programs for the Quality of Human Resource so that necessary updating and modification can be done; Strongly focusing on the recruitment process and policies of training and retraining human resources, Specific strategies for implementing these plans must also be considered. Conducting regular evaluations of all the programs must be implemented.

Differences in Leadership Styles of Principals in Public Colleges of Education in Ghana Based on their Personal Characteristics

Authors: Kweku Esia-Donkoh
Pages: 78-85
DOI: doi.org/10.32861/rje.56.78.85
The study investigated the differences in leadership styles exhibited by principals of public Colleges of Education in Ghana in relation to their sex, age, years of work experience, and academic qualification. A cross-sectional survey design was adopted for the study. The target population consisted of all 46 principals of public Colleges of Education in Ghana. The target population consisted of all 38 public Colleges of Education which were in existence before the absorption of eight private Colleges of Education by the government of Ghana into the public system. The purposive sampling technique was used to select 38 principals for the study. The Multifactor Leadership Questionnaire developed by Bass and Avolio (2004) was adapted to collect data. Means, standard deviations, t-test, and ANOVA were used to analyze the data. The findings revealed that there were no statistically significant differences in the leadership styles of the principals of public Colleges of Education in Ghana based on their sex, age, and academic qualification. However, there were statistically significant differences in the leadership styles adopted by the principals in relation to their years of work experience. It was therefore concluded that many years of experience of principals of public CoEs in Ghana were critical for good leadership in these colleges. Among the recommendations was that the National Council for Tertiary Education (NCTE) should consider years of work experience in the selection and appointment of principals for public Colleges of Education in Ghana. Additionally, in-service training and refresher courses should be organized regularly by NCTE for principals on the leadership styles suitable for achievement of objectives and goals of their colleges.