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Gotowe bibliografie tematyczne / Primary school principals

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Gotowa bibliografia na temat „Primary school principals”

Autor: Grafiati

Data publikacji: 4 czerwca 2021

Data aktualizacji: 25 lipca 2025

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Artykuły w czasopismach na temat "Primary school principals"

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Febyola, Velerisa, Rizki Ananda, Alta Feros, and Citra Wulandari. "Policy Analysis of Principals' Competency in Primary Schools." Edunesia: Jurnal Ilmiah Pendidikan 4, no. 3 (2023): 1109–21. http://dx.doi.org/10.51276/edu.v4i3.527.

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Education is one of the most important aspects of the continuity of human life. The role of school principals in educational institutions is crucial and is connected with implementing various elements in carrying out their duties. Various policies under the control of school principals determine the level of educational quality success, which also depends on the school principal's policies. Problems arise when it is known that several school principals throughout the provinces of Indonesia need more competence. The purpose of this research is to investigate the implementation of school princip

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Kumari, H. M. Lalitha. "Instructional Leadership Role of Primary School Principals in Sri Lanka." International Journal of Latest Technology in Engineering, Management & Applied Science XII, no. IV (2023): 08–17. http://dx.doi.org/10.51583/ijltemas.2023.12402.

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This study explores the instructional leadership (IL) role of primary school principals in Sri Lanka. The purpose of this study was to examine the practices of primary school principal’s role as instructional leader. The main research questions of the study were to find out what roles principal’s play as instructional leader in primary schools; Identify how primary school principal fulfill his/her instructional leadership role? And which activities do principals as instructional leaders engage in promoting the education of students and upgrading the pedagogy of teachers in primary schools. The

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Leman, M. Mas'ud. "Pengaruh Gaya Kepemimpinan Virtual terhadap Penguasaan Manajemen dan Kinerja Kepala SD di Tanah Grogot, Kalimantan Timur." Cendekia: Jurnal Pendidikan dan Pembelajaran 14, no. 2 (2020): 196–211. https://doi.org/10.30957/cendekia.v14i2.642.

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This study examines the effect of competence on school management and principal performance on virtual leadership of Primary School principals. The independent variables of this study were competence in school management and principal performance. The dependent variable was virtual leadership. The study took place at Tanah Grogot City, Paser Regency East Kalimantan. The study used a multilinear design and a quantitative approach to analyze data. This study recruited 44 principals of Primary Schools in Tanah Grogot City as the participants. Data were collected using an online questionnaire that

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Markus, Markus, Muhammad Syukri, and Usman Radiana. "Headmaster Leadership in Increasing Effective School (Case Study of Primary School (SDN) 06 Tae Tukong)." JETL (Journal Of Education, Teaching and Learning) 4, no. 2 (2019): 408. http://dx.doi.org/10.26737/jetl.v4i2.1928.

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The roles and responsibilities of principals and teachers in achieving school success in preparing learning programs or programs are very important. The purpose of this study is to find out (1) the preparation of effective school planning at SDN Tae Tukong; (2) Principal leadership in implementing effective schools in SDN 06 Tae Tukong (3) Supervision of school principals on the implementation of teachers in SDN 06 Tae Tukong; (3) Evaluation of teacher performance at SDN 06 Tae Tukong conducted by the principal; and (4) Supporting and inhibiting factors that influence the leadership of school

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Nguyễn, Hảo Thi, Philip Hallinger, and Chia Wen Chen. "Assessing and strengthening instructional leadership among primary school principals in Vietnam." International Journal of Educational Management 32, no. 3 (2018): 396–415. http://dx.doi.org/10.1108/ijem-02-2017-0046.

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Purpose The purpose of this paper is to add to an emerging literature on educational leadership and management in Vietnam by addressing several goals. First, the study sought to translate, adapt, and validate an existing measurement instrument, the Principal Instructional Management Rating Scale (PIMRS) Teacher Form, for use in Vietnam. Next, it aimed to describe patterns of instructional leadership evidenced among a sample of urban and rural primary school principals. Then, the researchers examined if these patterns of principal instructional leadership could be linked to one or more “anteced

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Darmody, Merike, and Emer Smyth. "Primary school principals ' job satisfaction and occupational stress." International Journal of Educational Management 30, no. 1 (2016): 115–28. http://dx.doi.org/10.1108/ijem-12-2014-0162.

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Purpose – The purpose of this paper is to explore the factors associated with occupational stress and job satisfaction among Irish primary school principals. A principal’s job has become increasingly demanding and complex in recent decades. However, there is little current research into their levels of stress and job satisfaction, particularly based on nationally representative data. In order to understand how principals perceive their job and how best to support them, new insights into factors contributing to job satisfaction and stress of school principals are warranted. Design/methodology/a

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Ozer, Niyazi. "Trust Me, Principal, or Burn Out! The Relationship Between Principals’ Burnout and Trust in Students and Parents." Alberta Journal of Educational Research 59, no. 3 (2014): 382–400. http://dx.doi.org/10.55016/ojs/ajer.v59i3.55725.

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The purpose of this study was to determine the primary school principals’ views on trust in students and parents and also, to explore the relationships between principals’ levels of professional burnout and their trust in students and parents. To this end, Principal Trust Survey and Friedman Principal Burnout scales were administered on 119 primary school principals (F=7, M=112) working in Malatya, a city located in the eastern part of Turkey. Research results revealed that principals’ views on trust in students differ significantly in terms of school size. It was revealed that principals work

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Nhlumayo, Buhle Stella. "Rural primary school principals’ leadership strategies for ICT integration." Research in Social Sciences and Technology 9, no. 1 (2024): 171–84. http://dx.doi.org/10.46303/ressat.2024.10.

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This paper explored the factors influencing the leadership strategies of school principals in rural primary schools regarding the integration of information and communication technologies (ICTs) in the process of teaching and learning in their schools. School principals are responsible for ensuring that there is ICTs integration in their schools’ teaching and learning processes. Embedded within the theory of learning-centred leadership (LCL), school principals have a responsibility to lead, foster, manage, and support the learning process for teachers and learners in their schools. Thus, schoo

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Sun, Xiaonan, and Poonpilas Asavisanu. "DEVELOPMENT OF A LEADERSHIP COMPETENCY MODEL FOR PRINCIPALS IN PRIMARY SCHOOLS IN SHANGHAI, CHINA." EUrASEANs: journal on global socio-economic dynamics, no. 4(47) (July 30, 2024): 303–15. http://dx.doi.org/10.35678/2539-5645.4(47).2024.303-315.

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The effective running of schools requires principals to possess leadership competence. In the Chinese context, the selection of principals is based on criteria established by the government, not necessarily the demonstration of leadership ability. Therefore, school principals may still need to enhance their leadership competencies. The goal of this study is to create a leadership competency model specifically for primary school principals in Shanghai. The study was structured around four key objectives: 1) To determine the leadership competencies needed for primary school principals; 2) To det

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M. Jali. "Manajemen Kepala Sekolah Sebagai Penggerak Mutu Pendidikan di Madrasah Aliyah Darul Ulum Kubu Raya." Jurnal Ilmiah Edukatif 9, no. 2 (2023): 96–105. http://dx.doi.org/10.37567/jie.v9i2.2507.

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Driving schools and school principals are the foundation of hope for education, and teachers are the driving force to achieve the goals of quality education. The school principal's leadership is a determining factor in driving organizational change and management in schools; its existence is not only a symbol but also a determinant of the success and quality of education in schools. This research aims to determine the management of school principals as a driver of educational quality at MA Darul Ulum Kuala Dua. This research uses a qualitative approach with a descriptive research type. Data co

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Rozprawy doktorskie na temat "Primary school principals"

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Wang, Jing. "Training primary school principals in China." Thesis, University of Manchester, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.509096.

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Hardie, Lorraine. "Successful primary school principal leadership /." Title page, contents and abstract only, 1991. http://web4.library.adelaide.edu.au/theses/09EDM/09edmh262.pdf.

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Yeung, Kin-chung Clifton. "Understanding primary school principals the biographies approach /." Click to view the Table of Contents. Click to view the abstract. Click to view the E-thesis via HKUTO, 2000. http://sunzi.lib.hku.hk/hkuto/record/B31962087.

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Yeung, Kin-chung Clifton, and 楊健忠. "Understanding primary school principals: the biographies approach." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2000. http://hub.hku.hk/bib/B31962087.

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Dung, Kwong-ping. "In-service training programme for primary school principals in Dongshan region of Guangzhou." Hong Kong : University of Hong Kong, 1997. http://sunzi.lib.hku.hk/hkuto/record.jsp?B18810676.

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Al-Shaibani, Hama. "Leadership behaviour of public primary school principals in selected schools in the UAE." Thesis, University of Exeter, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.312420.

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This is primarily a study of the leadership behaviour of women principals in primary schools in the UAE. Differences between principal's views of their own behaviour and teacher's perceptions of the principals leadership behaviour were analysed. Data was collected through a demographic Questionnaire and the use of the Leader Behaviour Descriptive Questionnaire (LBDQ), Form XII. The sample consisted of 60 elementary school Principals and 425 teachers. Women principals face problems peculiar to their situation as working women in a deeply conservative society and this is put into the wider conte

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Bezzina, Christopher George. "The Maltese primary school principalship : perceptions, roles and responsibilities." Thesis, Brunel University, 1995. http://bura.brunel.ac.uk/handle/2438/5149.

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The main aim of this research was to investigate the conditions that influence and shape the occupational perceptions of principals; systematically observe primary school principals in the islands of Malta, and to contrast these findings with the perceptions of a group of deputy principals. To achieve this aim three studies were conducted. The first study employed a self-administered questionnaire survey method employed with all principals in primary schools (i. e. state, church and private). 'Discussions with parents', 'discussions with staff' and 'desk work' have been highlighted as the majo

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O'Mahony, Gary Raymond McColl, and mikewood@deakin edu au. "Learning the role: Through the eyes of beginning principals." Deakin University. School of Scientific and Developmental Studies, 2002. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20051017.120428.

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This study examines how first year principals learn their roles and provides the picture through their eyes. As there is no formal preparation requirement to become a principal in Victorian government schools, new principals must seek out and direct their own learning for the role. The study describes the informal and formal sources of learning that are sought by beginning principals to help them learn about their new role. The focus is on identifying what sources of learning were used through different phases of the study and how some became more critical than others in shaping and developing

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Wong, Shuk-ching. "Improving ICT use in a primary school." Click to view the E-thesis via HKUTO, 2004. http://sunzi.lib.hku.hk/hkuto/record/B40040069.

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Gillan, Kevin P. "Teaching principals : Educational restructuring and transformational leadership." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 1997. https://ro.ecu.edu.au/theses/879.

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The restructuring of. the Education Department of Western Australia (EDWA) since 1987 has seen the devolution and decentralisation of administrative responsibilities from the central education authority to schools. The onset of an era of educational restructuring has significantly changed the work of primary school principals. They have become responsible for the transformation of schools from a bureaucratic form of organisation to ones that are characterised by school based decision-making and management. The new form of organisation is intended to sustain a process of continuous school impro

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Książki na temat "Primary school principals"

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Coulson, Alan A. The managerial work of primary school head-teachers. Department of Education Management, Sheffield City Polytechnic, 1986.

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Kent, Mike. Tales from the head's room: Life in a London primary school. Continuum, 2011.

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Clegg, David W. Leading primary schools: The pleasure, pain, and principles of being a primary headteacher. Open University Press, 1997.

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Robinson, Susan. School and system leadership: Changing roles for primary headteachers. Continuum International Pub. Group, 2012.

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Moody, Michael A. The position and role of the vice-principal in the primary school in the Republic of Ireland. University College Dublin, 1996.

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Gillooly, Margaret A. Primary school principalship: The early years. University College Dublin, 1998.

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Usman, Adamu Kyuka. My headmaster. Trafford Publishing, 2009.

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Roger, Smith. The primary head teacher's handbook: The essential guide for primary heads. Kogan Page, 2002.

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Southworth, Geoff. Talking heads: Voices of experience : an investigation into primary headship in the 1990s. University of Cambridge Institute of Education, 1995.

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Néill, Pádraig G. Ó. Principals' concepts of their role as instructioanl leaders in Irish primary schools. University College Dublin, 1999.

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Części książek na temat "Primary school principals"

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Maya, İlknur Çalışkan. "Primary School Principals’ Crisis Management Skills." In Chaos, Complexity and Leadership 2012. Springer Netherlands, 2013. http://dx.doi.org/10.1007/978-94-007-7362-2_13.

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Raković, Jelena, Tom O’Donoghue, and Simon Clarke. "Perspectives of Primary School Principals in Serbia on School Governance." In Leaders and Leadership in Serbian Primary Schools. Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-030-03529-7_5.

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Moyi, Peter. "Policy context and time use of primary school head teachers in Kenya." In How School Principals Use Their Time. Routledge, 2021. http://dx.doi.org/10.4324/9780429327902-13.

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Costa, Estela, Mónica Baptista, and Carolina Carvalho. "The Portuguese Educational Policy to Ensure Equity in Learning in Times of Crises." In Primary and Secondary Education During Covid-19. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-81500-4_8.

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AbstractThis study aims to analyze the Portuguese government policy pronouncements to face COVID-19 and to examine how the policy measures have been enacted and interpreted by teachers to ensure equity in learning. The study is rooted on a cognitive approach to public policy, and grounds on the notion of theréférentiel. A qualitative and interpretative methodology was used, based on the analysis of official and public documents prepared and made available during the confinement period (March to July 2020) on the Ministry of Education website. Also, interviews were conducted with 15 teachers fr

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Raković, Jelena, Tom O’Donoghue, and Simon Clarke. "Perspectives of Primary School Principals in Serbia on Their Roles and on Their Professional Learning." In Leaders and Leadership in Serbian Primary Schools. Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-030-03529-7_6.

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Raković, Jelena, Tom O’Donoghue, and Simon Clarke. "Perspectives of Primary School Principals in Serbia on Societal Changes and Their Relationship to Education Changes." In Leaders and Leadership in Serbian Primary Schools. Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-030-03529-7_4.

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Dietze, Torsten, Lisa Marie Wolf, Vera Moser, and Jan Kuhl. "Fragmentation Management from Policy to Practice. Special Educational Needs Teachers (SEN Teachers) in Mainstream Schools in Germany." In Policy Implications of Research in Education. Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-36970-4_10.

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AbstractInclusive education is one of the most far-reaching reform projects in school policy since decades in Germany. In the perspective of educational governance the chapter examines how and by which stakeholders the job profile and role clarification of special educational needs teachers (SEN teachers) in primary schools in Germany is steered. The analysis is based on data from the project FOLIS, which used a mixed-methods design to interview school administration experts, school principals, and SEN teachers from 4 out of 16 federal states. The results show a “fragmentary form” of steering,

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Chan, Anita K. W. "Making Sense of Their Career Pathways: The Work Narratives of Women Primary School Principals in Hong Kong." In Inequalities in the Teaching Profession. Palgrave Macmillan UK, 2014. http://dx.doi.org/10.1057/9781137328601_9.

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Charalambous, Kyriacos, and Photos Papaioannou. "The Cypriot Public Primary School Principals’ Self-Perceived Competence and Use of ICT for Personal, Teaching, and Administrative Purposes." In Research on e-Learning and ICT in Education. Springer New York, 2011. http://dx.doi.org/10.1007/978-1-4614-1083-6_10.

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Dickson-Deane, Camille, Laurette Bristol, Dauran McNeil, Talia Esnard, and Lorraine Leacock. "Intersectionality and Compromise: Enacting Government Policies in the Caribbean." In Global Perspectives on Educational Innovations for Emergency Situations. Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-99634-5_12.

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AbstractThe Caribbean as a region managed the education delivery response to COVID-19 through policy that emphasised a holistic government approach. Though each State maintains its sovereign right, throughout the various phases of the COVID-19 pandemic, locally governed Ministries of Education (Carrington, 1993) created guidance for what and how education was to continue in this region. This approach produced unique ways of continuing primary and secondary school education in the region. It also inevitably had unintended outcomes that many other regions experienced but few could quantify and q

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Streszczenia konferencji na temat "Primary school principals"

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Djafri, Novianty, and Risnawati R. Ibrahim. "The School Principals' Strategies for Effective School Development in Primary Schools in Bulango Timur, Gorontalo." In 9th International Conference for Science Educators and Teachers (ICSET 2017). Atlantis Press, 2017. http://dx.doi.org/10.2991/icset-17.2017.121.

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Pavicic, Jurica. "School Principals as Jugglers." In 2nd International Conference on Advanced Research in Education. Acavent, 2019. http://dx.doi.org/10.33422/2nd.educationconf.2019.11.799.

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At daily basis school principals need to balance between needs and wishes of different stakeholders. As the most important stakeholder stands out pupils from which is expected to perform at high level all the time. Another very important stakeholders are teachers which (often) are not motivated enough (financially, emotionally, socially) to give the best in the classrooms. Also, there are parents which expect that their children are exposed to best knowledge; government who expect that school system in general is at internationally competitive level; and also, companies who wishes to have peop

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Kristiawana, Muhammad, Nila Kesumawati, and Rohana. "Mapping Managerial Competence of Primary School Principals in South Sumatera." In 3rd Sriwijaya University International Conference on Learning and Education. SCITEPRESS - Science and Technology Publications, 2018. http://dx.doi.org/10.5220/0009994400002499.

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Chatzipanagiotou, Paraskevi, Valentina Theodosiou, and Eirene Katsarou. "THE PROFESSIONAL WELL-BEING OF PRIMARY SCHOOL PRINCIPALS IN GREECE." In 16th International Conference on Education and New Learning Technologies. IATED, 2024. http://dx.doi.org/10.21125/edulearn.2024.1313.

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Shu-jing, Fu. "Analyzing exchanges between principals and teachers in primary and middle school." In 2012 2nd International Conference on Consumer Electronics, Communications and Networks (CECNet). IEEE, 2012. http://dx.doi.org/10.1109/cecnet.2012.6201623.

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Mirfani, Aceng Muhtaram. "The Innovativeness and The Decision-Making Skills of Primary School Principals." In 9th International Conference for Science Educators and Teachers (ICSET 2017). Atlantis Press, 2017. http://dx.doi.org/10.2991/icset-17.2017.86.

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Handayani, Suharti Munawaroh, Happy Fitria, and Yessi Fitriani. "Supervision of Principals and Teacher Work Discipline on the Primary School Teacher Performance." In International Conference on Education Universitas PGRI Palembang (INCoEPP 2021). Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210716.161.

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Kalogeratos, Gerasimos, Konstantina Lourida, Eleni Anastasopoulou, Danai Tsogka, and Christos Pierrakeas. "GENDER AND AGE AS FACTORS AFFECTING THE DIGITAL SKILLS OF PRIMARY SCHOOL PRINCIPALS." In 18th International Technology, Education and Development Conference. IATED, 2024. http://dx.doi.org/10.21125/inted.2024.0470.

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Rifma, Hanif Alkadri, and Ermita. "Supervision Service Practices by School Principals and Impacts towards the Implementation of Teacher Duties in Primary Schools." In Proceedings of the Padang International Conference on Educational Management And Administration (PICEMA 2018). Atlantis Press, 2019. http://dx.doi.org/10.2991/picema-18.2019.9.

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Herawati, Eka, Edi Harapan, and Tahrun. "The Influence of Supervision School Principals and Teachers Work Motivation to Work Discipline in Public Primary Schools." In International Conference on Education Universitas PGRI Palembang (INCoEPP 2021). Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210716.192.

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Raporty organizacyjne na temat "Primary school principals"

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Glewwe, Paul, and Kenn Chua. Learning Environments under COVID-Induced School Closures: Evidence from Vietnam. Research on Improving Systems of Education (RISE), 2023. http://dx.doi.org/10.35489/bsg-rise-ri_2023/056.

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The COVID-19 pandemic has disrupted the education of over 1.5 billion students globally. A majority of students live in countries where schools were either fully closed or were operational only through remote access. As school disruptions are likely to have lasting impacts on children’s human capital accumulation, data documenting how schools and households have adapted to this new learning environment have the potential to provide information on how to curb the adverse effects of school closures on children’s educational progress. Using a telephone survey, the RISE Vietnam country research te

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Larson, Penny, Stacey Pidgeon, and Justin Scarr. Children’s Swimming & Water Safety Skills: Teacher and Parent Perceptions. Royal Life Saving Australia, 2025. https://doi.org/10.62977/89724.

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This study investigates Australian primary and secondary school students' swimming and water safety skills compared to National Benchmarks, utilizing teacher and parent perspectives. Two surveys were conducted: the first targeting physical education teachers and principals to assess students' skills, examine school swimming carnivals, and identify available swimming programs; the second targeting parents and caregivers. Results indicate that 48% of year 6 students cannot swim 50 meters or tread water for 2 minutes, failing to meet benchmarks. Additionally, 84% of year 10 students cannot swim 4

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Donohue, Brenda, Eva Moran, Aidan Clerkin, et al. Digital Learning Framework (DLF) national longitudinal evaluation: Wave 2 Final Report. Educational Research Centre, 2024. http://dx.doi.org/10.70092/0412063.0824.

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This is the final report on the Digital Learning Framework national longitudinal evaluation, following data collection for Wave 2 from Autumn 2021-May 2022. The data presented in this report provide an opportunity to consider how schools and students responded to the challenges of the COVID-19 pandemic with reference to the use of digital technologies for teaching, learning and assessment. The evaluation also considers the ways in which schools have had successes and met challenges in their embedding and implementation of the Department of Education’s Digital learning Framework. The report pro

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Williams, Sarah. Silos and Systems. Auckland University of Technology, 2023. http://dx.doi.org/10.24135/10292/16947.

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Executive Summary Education and health are interrelated. Education is positively associated with health behaviours, life expectancy, and morbidity and is an established social determinant of health. However, for learning to occur, children must be healthy, ready, and able. All too frequently, ill-health compromises learning and school attendance, leading to long-term negative consequences throughout life. Positioning health services alongside schools, and upholding collaborative intersectoral working, has positively impacted education and health outcomes for children and young people internati

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Arif, Sirojuddin, Risa Wardatun Nihayah, Niken Rarasati, Shintia Revina, and Syaikhu Usman. Of Power and Learning: DistrictHeads, Bureaucracy, and EducationPolicies in Indonesia’s Decentralised Political System. Research on Improving Systems of Education (RISE), 2022. http://dx.doi.org/10.35489/bsg-rise-wp_2022/111.

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This paper examines the politics of education policies in a decentralised political system. Under what conditions does decentralisation promote learning-enhancing policies? Despite the numerous works that have been written on decentralisation and education, little is known about how politics influenced local education policies. To address this problem, this paper looks at the linkages between local politics, bureaucratic capacity, and the development of learning-enhancing policies in Indonesia’s decentralised political system. More specifically, it assesses how regional variation in the discre

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Sowa, Patience, Rachel Jordan, Wendi Ralaingita, and Benjamin Piper. Higher Grounds: Practical Guidelines for Forging Learning Pathways in Upper Primary Education. RTI Press, 2021. http://dx.doi.org/10.3768/rtipress.2021.op.0069.2105.

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To address chronically low primary school completion rates and the disconnect between learners’ skills at the end of primary school and the skills learners need to thrive in secondary school identified in many low- and middle-income countries, more investment is needed to improve the quality of teaching and learning in upper primary grades. Accordingly, we provide guidelines for improving five components of upper primary education: (1) In-service teacher professional development and pre-service preparation to improve and enhance teacher quality; (2) a focus on mathematics, literacy, and core c

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Bano, Masooda, and Zeena Oberoi. Embedding Innovation in State Systems: Lessons from Pratham in India. Research on Improving Systems of Education (RISE), 2020. http://dx.doi.org/10.35489/bsg-rise-wp_2020/058.

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The learning crisis in many developing countries has led to searches for innovative teaching models. Adoption of innovation, however, disrupts routine and breaks institutional inertia, requiring government employees to change their way of working. Introducing and embedding innovative methods for improving learning outcomes within state institutions is thus a major challenge. For NGO-led innovation to have largescale impact, we need to understand: (1) what factors facilitate its adoption by senior bureaucracy and political elites; and (2) how to incentivise district-level field staff and school

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Clerkin, Aidan, George Piccio, Sylvia Denner, Vasiliki Pitsia, and Grainne McHugh. Environmental knowledge and attitudes in Ireland’s schools: Findings from TIMSS 2023. Educational Research Centre, 2025. https://doi.org/10.70092/5142220.0525.

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This report presents findings for Ireland for two aspects of students’ environmental awareness that were captured for the first time in the 2023 cycle of TIMSS (Trends in International Mathematics and Science Study). These are (i) students’ environmental knowledge – a subscale of the science assessment, drawing on selected items that are related to environmental and climate issues – and (ii) students’ attitudes towards environmental preservation. The report presents data for Fourth Class (primary) and Second Year (post-primary) students, and also describes environmentally relevant practices an

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Hwa, Yue-Yi, and Lant Pritchett. Teacher Careers in Education Systems That Are Coherent for Learning: Choose and Curate Toward Commitment to Capable and Committed Teachers (5Cs). Research on Improving Systems of Education (RISE), 2021. http://dx.doi.org/10.35489/bsg-rise-misc_2021/02.

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How can education authorities and organisations develop empowered, highly respected, strongly performance-normed, contextually embedded teaching professionals who cultivate student learning? This challenge is particularly acute in many low- and middle-income education systems that have successfully expanded school enrolment but struggle to help children master even the basics of reading, writing, and arithmetic. In this primer, we synthesise research from a wide range of academic disciplines and country contexts, and we propose a set of principles for guiding the journey toward an empowered, e

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Groeneveld, Caspar, Elia Kibga, and Tom Kaye. Deploying an e-Learning Environment in Zanzibar: Feasibility Assessment. EdTech Hub, 2020. http://dx.doi.org/10.53832/edtechhub.0028.

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The Zanzibar Ministry of Education and Vocational Training (MoEVT) and the World Bank (the Bank) approached the EdTech Hub (the Hub) in April 2020 to explore the feasibility of implementing a Virtual Learning Environment (VLE). The Hub was requested to focus primarily on the deployment of a VLE in lower secondary education, and this report consequently focuses primarily on this group. The report is structured in four sections: An introduction to provide the background and guiding principles for the engagement with a short overview of the methodology applied. An analysis of the Zanzibar educati

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