Journal of Educational Leadership in Action

Supervision of secondary education in the 21st century has raised deep concern among relevant stakeholders in educational industry as decline in the quality of education in the nation’s school system could be attributed to ineffective supervision. Thus, the paper examined issues and challenges associated with supervision of secondary education in the 21st century. The concept of supervision was examined taking into cognizance the basic principles, types, purpose and supervision process consecutively. Specifically, various models such as integrative model, discrimination model and systems approach model of supervision were used to justify the importance of supervision. Issues and challenges facing the supervision of secondary education in Nigeria in the 21st century were equally overviewed meticulously. Also, measures for effective supervision in Nigerian secondary schools were elucidated consecutively. In view of the theoretical approach employed to explain the challenges of supervision in Nigerian secondary schools, it was concluded that for efficiency and effectiveness to be accomplished in Nigerian secondary schools, synergy must be established between the internal and external mechanisms in educational context. It was recommended among others that educational supervision should be redefined and earnestly undertaken either by appointed supervisors from the ministry of education or school based supervisors, professional accountability, values and standard required of teachers and educational supervisors should be appropriately recognized, well-defined, practiced and sustained, timely appraisal of supervisors’ reports should be effectively addressed to ensure effective learning and promote students’ cognitive growth.

This paper examines the nature of classroom-based, teacher-led action research in schools. The process of action research is described, along with its potential applications and benefits—including, but not limited to, the empowerment of teachers and staff, and the support structure for a program of customizable professional development for educators. One school’s venture into school wide action research is presented and discussed, largely from the perspective of the building administrator. Both challenges and the successes are openly discussed. Finally, the authors make a case for the widespread and large-scale benefits associated with the implementation of an action research initiative in schools and districts.

This study is part of a larger dissertation study that explored perceptions of Public Relations (PR) among graduate higher education publics regarding distance learning as contrasted with face-to-face learning contexts. Today, online degrees are seen as inferior to traditional, face-to-face classroom degrees, and because one primary goal of obtaining a higher education degree is to receive gainful employment, this portion of the dissertation study assessed employer perceptions of online versus traditional education at the graduate level. Human resource administrators from educational establishments who had experience hiring people with graduate education degrees were interviewed. The findings of this study indicate that employers have a positive impression of online learning, dependent on the discipline. However, employers do not hold a positive view of degrees obtained from for-profit institutions. Lastly, the findings indicate that colleges and universities should strive to ensure rigor and quality in their online offerings while exploring ways to engage students in their virtual classrooms.

Background: In the contemporary era characterized by globalization and rapid technological advancement, education is a paramount force driving human progress, with academic performance as an essential metric for its efficacy. Researchers have diligently investigated various factors affecting academic performance, encompassing environmental and student-centered variables. Objective: This paper undertakes a distinctive exploration, directing attention to the nuanced impact of the principal's leadership on the overall performance of the educational community, including educators and students. Delving into factors beyond conventional metrics, such as the principal's leadership style, classroom size, teacher's salary, and faculty development and mentoring, the study unravels the complex dynamics that contribute to a comprehensive understanding of the way principal's leadership shaped the academic performance in this dynamic age of learning. Conclusion: In conclusion, the principal's indispensable role in shaping the educational community involves adapting diverse leadership styles as the situation demands. Their strategies, spanning educator recruitment, resource allocation, and positive relationship-building, profoundly impact the school environment, teaching effectiveness, learning outcomes, and student achievements.

While working in Thailand, education professionals from Western backgrounds often remark on a certain social eminence accorded to teachers by Thais, and many will also experience, especially in abridged form, the rituals of the Wai Khru, or Homage to Teachers, ceremony. However, it could be that few without direct cultural orientation can appreciate these traditions to the depth such long-standing cultural practices deserve. More detrimentally, they may not be aware of the social expectations these traditional views place on educators within Thai society. Drawing on primary sources from Thai literature and media and their own experiences as educators in Thailand, the authors of this article—both Thai-American and foreign—place the Wai Khru ceremony, along with the social status and responsibilities implicit on being an educator in Thailand, into historical and social context, with the aim of shedding light on these topics for other professionals looking to work or conduct research in this Southeast Asian nation.

The purpose of this research project and professional development series is to shed light on the influence and effect that teacher biases, perceptions, and interactions have on student behavior. Often, teachers become apprehensive when exceptional students attend their class. This notion is amplified if the student is accompanied with a behavior intervention plan or a disability that manifests as externalizing behavior. In many cases, teachers report a lack of proper training in behavior mitigation strategies that extend beyond common, general education practices. If schools are to promote an inclusive environment, all teachers require the background knowledge to properly implement and adhere to behavior intervention plans to create a safe, efficient learning environment for all. Fishbein and Ajzen (1975) theorized that six constructs influence individual behavior in humans. These constructs are utilized to determine human behavior based on a perceived result or product of learned behavior. Thus, I theorize that The Theory of Planned Behavior can be used to possibly predict behavior in students much like B.F. Skinner’s Behaviorism theory. Combining these theories can help to analyze external factors, namely teacher interactions and perceptions, that could influence adverse behavior in students. I have found that preconceived notions can affect teacher-student interactions. Weiner’s Theory of Attribution (1985) outlines the effect that positive teacher-student interactions have on identifying and referring students for special education and mental health services as well as the willingness of adolescents to seek assistance. Teachers can become hyper-vigilant of typical behavior of students at the middle school level. I theorize that if educators are aware of target behaviors, it can cause typical behaviors to be identified as adverse behavior resulting in office referral or punitive styles of punishment where strategies like Positive Behavioral Interventions and Supports would be more appropriate. Calling unnecessary attention to behaviors in the classroom can possibly result in an increase of disruptive behavior and negative student-teacher interactions.