Thematische Bibliographien / Principal-initiated Motivational Speakers Strategy

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Auswahl der wissenschaftlichen Literatur zum Thema „Principal-initiated Motivational Speakers Strategy“

Autor: Grafiati
Veröffentlicht am 7. Juni 2025
Zuletzt aktualisiert am 2. August 2025

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Zeitschriftenartikel zum Thema "Principal-initiated Motivational Speakers Strategy"

1

Enose, M.W. Simatwa, and Chuchu Adede Alfred. "Influence of Principal-initiated Motivational Speakers Strategy on Academic Achievement of Students in Kenya: A Study across Public Secondary Schools in Mbita Sub County." International Journal of Current Science Research and Review 08, no. 03 (2025): 1224–37. https://doi.org/10.5281/zenodo.15031318.

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Abstract : The use of motivational speakers strategy in enhancing students’ academic achievement in schools in Kenya was adopted by many school administrators in the late 1980s after the introduction of private / holiday tuition in the late 1970s. By 2010, many charismatic professional motivational speakers were commonplace in schools on invitation. Currently many schools are utilising services of motivational speakers. This is based on the premise that worldover research has shown that motivation of the students enhance their academic achievement. There was therefore need to conduct a r
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2

Alfred, Chuchu Adede, M.W. Simatwa Enose, and N. Were Marciana. "Influence of Principal-initiated Goal Setting Strategies on Students' Academic Achievement in Public Secondary Schools in Kenya: A Study across Secondary Schools, Mbita Sub County." International Journal of Current Science Research and Review 08, no. 03 (2025): 1211–23. https://doi.org/10.5281/zenodo.15031297.

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Abstract : Goal setting is one of the most important principal initiated strategies that facilitate students’ academic achievement in schools. This is because it energizes the students’ participation in academic programs and as a result enhances their academic achievement. World over, research has shown that motivation of the students enhance their academic achievement. In Mbita Sub-County, despite the existence of motivation strategies put in place by principals, the Sub-County was still performing poorly as was revealed by the Kenya Certificate of Secondary Education (KCSE) exami
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3

Frolov, Serge. "Is the Narrator also among the Prophets? Reading Zechariah without Presuppositions." Biblical Interpretation 13, no. 1 (2005): 13–40. http://dx.doi.org/10.1163/1568515053279166.

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AbstractThe article proposes a strategy for integrated reading of the canonical book of Zechariah. This strategy demonstrates that preconceived notions about the book's literary history and especially about the identity of the voices recorded in it are the main factors that have thus far prevented the scholars from adequately accounting for heterogeneity of its form and content in a synchronic perspective. Examined without presuppositions, Zechariah can be plausibly interpreted as an integral, if complex, composition featuring two interrelated principal speakers, Zechariah (in 1:2–6; 1:8–6:15;
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4

M.W. Simatwa, Enose, and Alfred Chuchu Adede. "Influence of Principal-initiated Motivational Speakers Strategy on Academic Achievement of Students in Kenya: A Study across Public Secondary Schools in Mbita Sub County." International Journal of Current Science Research and Review 08, no. 03 (2025). https://doi.org/10.47191/ijcsrr/v8-i3-26.

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The use of motivational speakers strategy in enhancing students’ academic achievement in schools in Kenya was adopted by many school administrators in the late 1980s after the introduction of private / holiday tuition in the late 1970s. By 2010, many charismatic professional motivational speakers were commonplace in schools on invitation. Currently many schools are utilising services of motivational speakers. This is based on the premise that worldover research has shown that motivation of the students enhance their academic achievement. There was therefore need to conduct a rigorous study to
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5

Chuchu Adede, Alfred, Enose M. W. Simatwa, and Marciana N. Were. "Influence of Principal-initiated Goal Setting Strategies on Students’ Academic Achievement in Public Secondary Schools in Kenya: A Study across Secondary Schools, Mbita Sub County." International Journal of Current Science Research and Review 08, no. 03 (2025). https://doi.org/10.47191/ijcsrr/v8-i3-25.

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Goal setting is one of the most important principal initiated strategies that facilitate students’ academic achievement in schools. This is because it energizes the students’ participation in academic programs and as a result enhances their academic achievement. World over, research has shown that motivation of the students enhance their academic achievement. In Mbita Sub-County, despite the existence of motivation strategies put in place by principals, the Sub-County was still performing poorly as was revealed by the Kenya Certificate of Secondary Education (KCSE) examination results of 2018,
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6

Agyei, Isaac T., and Vuyokazi Mtembu. "Cultural intelligence and interactional adjustment of Chinese expatriates in Ghana." Acta Commercii 23, no. 1 (2023). http://dx.doi.org/10.4102/ac.v23i1.1124.

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Orientation: Expatriates must adjust to geographical and cultural gap, a change that demands cultural intelligence (CQ). Chinese self-initiated expatriates (SIEs), who have travelled out of their own volition with no institutional support, are in Ghana for investment opportunities due to Ghana’s political stability and the recently discovered oil in commercial quantities.Research purpose: The study purpose was to examine which construct of CQ (metacognitive CQ, cognitive CQ, behavioural CQ and motivational CQ) best predicts interactional adjustment (IA) of Chinese SIEs in Ghana.Motivation for
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