Educational Administration: Theory, Research, and Practice

by J. Biggs and C. Tang, Maidenhead, England,
Open University Press, 2007, 360 pp., £29.99, ISBN-13: 978-0-335-22126-4

Teaching for quality learning at university

\n The Fourth World Conference on Women held in Beijing during September 4-15, 1995, was a major success. The platform for action adopted by consensus at the conference is comprised of the mission statement, a global framework, critical areas of concern, strategic objectives and actions, and institutional and financial arrangements. The conference was an extension of other large international conferences organized under UN initiative over the past 15 years. The Beijing platform of action aims to remove all obstacles to women's active participation in all spheres of public and private life through a full and equal share in economic, social, cultural, and political decision-making. The following concerns were defined by the conference: eradicating poverty, increasing school enrollment and eliminating gender inequalities in access to education, improving access to health care and eliminating gender inequalities in access to services, eliminating violence against women, mitigating the consequences of armed conflicts against women, securing equal access of men and women to economic resources and employment, providing equal participation of men and women in power structures and decision making, enhancing national mechanisms to promote the advancement of women, protecting the rights of girls and women, eradicating stereotypes about women, participating in the management of natural resources and environmental protection, and improving the status of girls.\n

The Fourth World Conference on Women.

The study explored perceptions of postgraduate distance education students of University of Cape Coast (UCC). Specifically, associations between UCC postgraduate distance students’ characteristics and satisfaction, as well as students’ perceptions of physical facilities, staff-students relationship, facilitator quality, and student support services were examined. Determinants of students’ satisfaction regarding physical facilities, staff-students relationship, facilitator quality, and student support services were also investigated. A census was used for the study, whereby a questionnaire was used to collect data from 125 students. It was revealed that satisfaction was not dependent on age, gender, or programme of study but was significantly related to study centre location and semester of study. The students were generally satisfied with physical facilities, staff-students relationship, and facilitator quality but were unimpressed with student support services. The three domains that students were impressed with were deemed to be determinants of their satisfaction. It was recommended that those aspects of the programme that received satisfactory responses should be maintained but improved on with time. Those aspects with unfavourable responses, on the other hand, were to be critically considered for immediate improvement.

https://files.eric.ed.gov/fulltext/EJ1250679.pdf

Postgraduate Distance Education in University of Cape Coast, Ghana: Students’ Perspectives

The purpose of this paper is to investigate the effect of service quality on graduates’ satisfaction as perceived by Middle East University (MEU) graduates.,This research is cross-sectional and aims to explore the effect of service quality dimensions (academic staff, administration, classrooms and library services) on graduates’ satisfaction. Data were collected from 399 graduates. After confirming validity, reliability and normality of the data, and the correlation between variables, multiple regressions were used to test the hypothesis.,The results show that all service quality dimensions are highly implemented by the MEU. The relationships between all service quality dimensions and graduates’ satisfaction are strong. Finally, results show that all service quality dimensions affect graduates’ satisfaction.,To generalize the results of this research, further studies are recommended to be carried out on other universities especially in Jordan. Testing the perception and satisfaction of other universities, stakeholders will help to improve service quality and to gain suitable competitive strategies.,Service quality is a key driver for universities’ sustainable competitive advantage; therefore, dimensions of service quality should be included within universities plan, strategies and daily activities.,Considering service quality in higher education improves countries’ economic development, quality of life and well-being. All corporate social responsibility pillars (social, economic, environmental responsibilities and national and international regulation and norms) should be adapted and adopted within services quality systems and programs.,Most of previous studies were carried out to test the students’ perception while this research is dedicated to explore graduates’ perception regarding service quality offered by the MEU.

Effect of service quality on graduates’ satisfaction

Educational Service Quality and Students’ Satisfaction in Public Universities in Kenya.

Quality of academic resources and studentsâ€™ satisfaction in universities has emerged a high profile agenda in the 21 st Century. Universities require the resources in order to effectively fulfill their core mandate of teaching, learning and research hence contributing to a fulfilling educational experience for the students. In Kenya, public universities have expanded rapidly without adequate financing from the Government over the last two decades. These factors have a bearing on the ability of the universities to provide quality academic resources that guarantee studentsâ€™ satisfaction which is yet to be determined. The study adopted cross sectional research design. Eight universities representing 36 percent of the accessible public universities participated in the study. Data were collected from 1062 third and fourth year undergraduate students using a questionnaire. The overall Cronbach's Alpha reliability coefficient for the entire scale was 0.887. The study found that quality of academic resources had four reliable dimensions of quality of teaching facilities, quality of library service environment, availability of text books in the library, and availability of internet services. It was found that independently, quality of teaching facilities, availability of textbooks, and quality of library service environment were positively and significantly related to studentâ€™ satisfaction. Â Availability of internet services was insignificant in determining studentsâ€™ satisfaction in the universities. Â

https://www.ijlter.org/index.php/ijlter/article/download/713/pdf

Quality of Academic Resources and Students’ Satisfaction in Public Universities in Kenya

This study explored directive leadership style practiced by head teachers’ and job satisfaction of teachers’. The study was conducted among a random sample of 348 primary school teachers from Nakuru County, Kenya. Correlation design was used for the study while a researcher developed questionnaire was administered to respondents. Spearman’s coefficient correlation analysis was used to predict relationships between variables. The objective of the study was to examine the relationship between head teachers’ directive leadership style and teachers’ job satisfaction in primary schools. Teacher job satisfaction is influenced by headteacher in directing teachers’ through guiding and controlling them on how to carry out school tasks. These tasks need to be set clear withrules; guidelines, timelines and standards of performance. The expertise needed to achieve goals must come from a broader base of teachers with diverse skills and knowledge thus in experienced individuals need guidance. Directive leadership style requires leader to communicate to subordinates about the responsibilities formally in order to avoid ambiguity. Spearman rho correlation coefficient relationship between head teachers’ directive leadership style and teachers’ job satisfaction was found to be significantly positive. The study concludes leadership for head teachers’ was not based on specific leadership roles and standards therefore, the leadership system lacked adequate framework to determine competencies required to provide effective leadership in the complex school associated with job satisfaction. The study concludes that head teachers should utilize directive style to ensure that goal and tasks allocated are realized and meet timelines however; structures should be put in place to enhance teacher autonomy.Recommendations include developing formal framework strategy that prepares teachers while schools should continue focusing on leadership practices as part of their professional learning and leadership development.

Relationship between Directive Leadership Style and d Teachers’ Job Satisfaction in Public Primary Schools Kenya: A Case of Nakuru County.

Early Childhood Development Education (ECDE) which is the education for young children up to age of eight requires the effort of all stakeholders to provide kids from childhood through primary school age with embedded growth. This study thus, aimed at identifying how learners’ creativity is hindered by the availability of learning resources and the challenges facing the ECDE programs towards creativity development in children in Nakuru East Sub-County, Kenya. The study employed descriptive research survey design. The population of the study consisted of teachers of public ECDE centers in Nakuru East Sub-County. Data was analyzed for descriptive statistics and cross tabulation of data. The results were then presented in the form of tables. Majority of the respondents indicated that they lacked musical instruments (92.2 percent), display charts Original Research Article Mbugua et al.; AJESS, 15(3): 14-23, 2021; Article no.AJESS.65736 15 (74.4percent), play materials (79.5 percent), while 69.2 percent accepted that they had drawing materials, and also 74.4 percent had reading materials. It was also clear that, creative learners were too fast for the other normal learners which posed a challenge to the teachers on which speed to use in their teaching. These findings implied that most schools (over 75 percent) in the East Sub-County lacked musical instruments, displayed charts, reading materials and play materials which were key teaching resources which would enable the teachers enhance creativity in their learners.

/pdf/influence-and-challenges-of-teaching-and-learning-resources-38dpu7szrh.pdf

Influence and Challenges of Teaching and Learning Resources on Children Creative Development Facing ECDE Programs in Nakuru East, Nakuru County, Kenya

This study investigated supportive leadership style practiced by head teachers’ and job satisfaction of teachers’. The study was conducted among a random sample of 348 primary school teachers from Nakuru County, Kenya. A researcher developed questionnaire was administered and interview schedule. Correlation design was used for the study. Spearman’s coefficient correlation analysis was used to predict relationships between variables however; they were subjected to hypotheses test. The objective of the study was to examine the relationship between head teachers’ supportive leadership style and teachers’ job satisfaction in primary schools. Teacher job satisfaction is influenced by head teacher in giving support to teachers’ through creating pleasant environment in school for instance when teachers show lack of confidence in ability to complete a task they need motivation to move on, creating friendly climate, and verbally recognizes teachers’ achievement in a rewarding modus. Moreover, supportive persons in leadership demonstrate respect, treat everyone equally, and show concern for subordinates’ well-being. Although school tasks need to be set on clear rules; guidelines and standards of performance, routine tasks need to be strengthened to break the monotony. Supportive leader should utilize the expertise to improve activities and school structures. Spearman rho correlation coefficient relationship between head teachers’ supportive leadership style and teachers’ job satisfaction was found to be significantly positive. The study concludes that supportive leadership style practice by head teachers’ has a high positive significant correlation to job satisfaction due to head teachers’ concern for well-being, friendliness and approach. To this end teachers’ workload need to be made more challenging and interesting to eliminate routine activities. The study recommends that schools should continue focusing on leadership practices as part of their professional learning and leadership development. This development enables to maintain a continuous supply of future leaders and sustainable leadership. Institutional heads need to learn more about human behavior as it impacts on teacher performance. Head teachers’ through their actions and attitudes should create environment which induces motivation on teachers. Article visualizations:

Edward K. Tanui

Papers

Educational Service Quality and Students’ Satisfaction in Public Universities in Kenya.

Quality of Academic Resources and Students’ Satisfaction in Public Universities in Kenya

Relationship between Directive Leadership Style and d Teachers’ Job Satisfaction in Public Primary Schools Kenya: A Case of Nakuru County.

Influence and Challenges of Teaching and Learning Resources on Children Creative Development Facing ECDE Programs in Nakuru East, Nakuru County, Kenya

Relationship between supportive leadership style and teachers’ job satisfaction in nakuru county, kenya