Excellencia: International Multi-disciplinary Journal of Education (2994-9521)
The Excellencia: International Multi-disciplinary Journal of Education (ISSN 2994-9521) is a distinguished, double-blind, peer-reviewed publication that operates on a monthly basis. Dedicated to advancing the frontiers of knowledge, this esteemed international journal serves as a vital platform for academics, researchers, and educators to share their profound insights and expertise with a global audience. With an unwavering commitment to excellence, EIMJ publishes cutting-edge research that delves deep into multifaceted topics, enriching the scholarly landscape. Emphasizing the significance of rigorous evaluation, the journal boasts a swift and meticulous peer review process, ensuring the dissemination of high-quality and well-vetted contributions to the academic community worldwide. JOURNAL INFORMATION Journal title : Excellencia: International Multi-disciplinary Journal of Education Initials : IJME Abbreviation : Int. Multi. Jour. Edu. Frequency : Monthly Published DOI : Publisher Association : Antis Publishing House Online ISSN : 2994-9521 Collaboration Institution : Tashkent branch of Plekhanov Russian University of Economics Publisher : Multi Journals Press Citation Analysis : IEEE Reference Style Accreditation : - Abstracting and Indexing : Click here
Assessing Teachers’ Self-Efficacy and its Influence on the Delivery of Quality Instruction in Mainstreamed Classrooms
This study examined the relationship between teachers’ perceived self-efficacy and their actual teaching performance in mainstreamed classrooms at Dapa Central Elementary School & SPED Center during the 2025–2026 school year, serving as a basis for an Action Plan. Demographic data, including age, gender, educational attainment, position, teaching experience, and participation in inclusive education trainings, were collected. Data were gathered through a structured survey measuring teachers’ perceived self-efficacy and actual classroom practices. Frequency counts, percentages, and weighted means analyzed levels of self-efficacy and teaching performance, while Pearson’s correlation coefficient determined the relationship between the variables. Findings showed a predominantly young and female workforce, mostly aged 20–29 years with bachelor’s degrees. Teacher I comprised the largest group, and most had six to ten years of experience. Participation in inclusive education seminars was limited. Teachers reported high self-efficacy in assessing student progress and using results to improve instruction but lower confidence in collaborating with Special Education/Resource Teachers and providing individualized accommodations. Actual teaching performance was generally effective, with strengths in classroom management and differentiated instruction, while collaborative practices were less frequent. Correlation analysis revealed a negligible negative and non-significant relationship between perceived self-efficacy and teaching performance, indicating that confidence does not necessarily predict instructional effectiveness. The study concluded that while teachers demonstrate strong classroom performance, gaps in collaboration and individualized support persist. An Action Plan is recommended to enhance self-efficacy and teaching performance.
Copyright (c) 2026 Excellencia: International Multi-disciplinary Journal of Education (2994-9521)
Evaluation of the Trends of Students’ Academic Performance in Basic Science in Secondary Schools in a Hoada East LGA (2020–2024)
The study investigated the trends in students’ performance in basic science in secondary schools in Ahoada East LGA. The study adopted a descriptive survey design with a trend analysis approach. The population comprise all junior secondary school’s students in public and private schools. A sample size of 200 students was selected through the stratified random sampling techniques. The study was guided by 4 research questions and also four null hypotheses was formulated and tested at 0.05 alpha level. Data were gathered through the student’s termly results for a period of five years. Data was analysed using the mean and SD for the research Questions while the t-test and analysis of variance (ANOVA) was used for the testing of the null hypotheses. The results show that student’s performance fluctuated over the years with 2021 having the lowest and 2024 recording the highly. There was a significant difference among the group, while students’ gender did not have a significant effect on student’s performance trend in basic science during the period under study. Also, there was no significant difference in the performance trends between urban and rural schools. Contrarily, school type had a significant influence on student performance trends during the study period. Based on the results, it recommended that.
Copyright (c) 2025 Excellencia: International Multi-disciplinary Journal of Education (2994-9521)
Effect of Model- Lead-Test (MLT) Instructional Strategy on Students Academic Performance in Basic Science in Secondary Schools in Rivers State
Improving students’ academic achievement in Basic Science remains a critical challenge in Nigerian secondary schools, as traditional teacher-centered methods often limit engagement and conceptual understanding. Despite evidence supporting interactive instructional strategies, there is limited empirical research on the application of the Model–Lead–Test (MLT) strategy at the junior secondary level. This study adopted a quasi-experimental design with a non-equivalent control group, involving 100 Junior Secondary 2 students from two public schools. The experimental group (n = 50) received MLT instruction, while the control group (n = 50) was taught using the conventional lecture method. Data were collected using the 40-item Basic Science Achievement Test (BSAT) and analyzed with mean, standard deviation, and ANCOVA. Results indicated that the experimental group achieved a higher mean gain (4.00) than the control group (3.70), although the difference was not statistically significant (F(1,97) = 3.37, p = 0.069). Gender did not significantly influence performance. It is recommended that MLT be adopted alongside extended instructional periods to enhance learning outcomes, fostering deeper engagement and improved academic performance.
Self-Efficacy among Undergraduate Students in West Bengal: A Multidimensional Analysis
Self-efficacy, defined as individuals' beliefs in their capabilities to organize and execute actions required for achieving specific goals, constitutes a foundational construct in educational psychology with profound implications for academic achievement and career development. This study investigated self-efficacy levels among 639 undergraduate students (186 male, 453 female) from 16 colleges across four districts of West Bengal, India, examining variations across gender, geographical location, family income, family type, and scholastic stream. A comprehensive Self-Efficacy Scale was developed and validated, initially comprising 63 items across 10 dimensions. Following expert validation (κ > 0.75) and reliability analysis (Cronbach's α = 0.915), factor analysis revealed a three-factor structure explaining 63.571% of total variance: Personal Competence and Confidence (16 items, α = 0.799), Persistence and Resilience (15 items, α = 0.802), and Adaptability and Problem Solving (13 items, α = 0.816). Results indicated that 32.7% of students demonstrated high self-efficacy (scores 138-217), 11.3% moderate self-efficacy (scores 116-137), and 56.0% low self-efficacy (scores 44-115). Arts students (M = 116.57, SD = 35.80) showed significantly higher self-efficacy than Science students (M = 106.21, SD = 35.52; t = 2.90, p < 0.01). No significant gender differences emerged, though females (n=145 in high category) outnumbered males (n=63). Urban students (n=146 in high category) demonstrated stronger self-efficacy than rural students (n=62). Students from nuclear families (n=113 in high category) and middle-income families (₹10,001-20,000: n=95 in high category) showed highest self-efficacy. The findings highlight the need for targeted self-efficacy enhancement programmes, particularly for Science students, rural youth, and students from lower-income families.
The Importance of STEAM Education in Helping Students Acquire Life Skills
Developing students' creative abilities, ensuring their multifaceted personal development, and creating conditions for them to acquire the necessary organizational and managerial skills are among the urgent tasks in the school education system. This holds great importance in shaping their life skills
Computer Literacy Skills and Digital Grading of Students among Business Education Teaching Staff of Ignatius Ajuru University of Education
This study investigates the relationship between computer literacy skills and digital grading of students among business education teaching staff at Ignatius Ajuru University of Education (IAUE). Specifically, the study examined how basic computer operation skills, software manipulative skills, and data/information management skills relate to the proficiency of lecturers in executing digital grading tasks. Design: The study used a correlation design. The population comprised all 24 business education teaching staff of Ignatius Ajuru University of Education, and because this number was small, a census sampling technique was used which entailed covering the entire population. We used an instrument called Computer Literacy Skills and Digital Grading of Students Questionnaire (CLSDGSQ), developed by the researchers themselves, to collect data. It was validated by experts in Business Education and trial-tested with 10 lecturers from another faculty at the same university; the reported Cronbach Alpha reliability coefficient is 0.72, reflecting acceptable consistency. Data analysis involved the use of descriptive statistics (mean and standard deviation) to answer research questions and Pearson Product Moment Correlation (PPMC) to test hypotheses at the 0.05 significance level. Findings revealed that business education teaching staff possessed moderate proficiency in basic computer operations (e.g., turning on, navigating, and managing files) and some competence in software use (Microsoft Word and Excel). However, weaknesses were observed in the use of PowerPoint, learning management systems, result-processing software, and advanced data management practices such as cloud backup and digital security. Overall, the study established positively strong and significant relationship between computer literacy of basic computer operation skills and digital grading of students. However, the study found weak and no significant relationship with software manipulative skills and data/information management skills. This means that the better the computer literacy of business education teaching staff, the more effective, expedient, accurate, and transparent the processes of student assessment become. The implication from the study is that increased computer literacy is critical for sustainable digital assessment practices within IAUE and may also be relevant outside of IAUE itself. The report suggested ongoing training programs for educators, provision of modern information and communications technology infrastructure, and a policy-based approach to the adoption of digital grading systems to ensure proper assessment of students.
Copyright (c) 2026 Excellencia: International Multi-disciplinary Journal of Education https://creativecommons.org/licenses/by/4.0
Learned Helplessness, Self-Concept Clarity and Fatigue as Predictors of Suicidality Among Adolescents and Adults in Oyo State, Nigeria
Suicide is widely recognised as a global phenomenon requiring evidence-based preventive measures. Quite a number of variables have been documented to predict the existence of this menace globally. While some are theoretical postulations others have been empirically proven. There is, however, paucity of information on the combined impact of variables on suicidality in the literature. Consequently, this study examined the combined and separate predictive impact of learned helplessness, self-concept clarity and fatigue on suicidality among adults and adolescents in Ibadan metropolis, Oyo State. A cross-sectional survey design was adopted, and data was collected from 2493 participants using a cluster sampling technique. Multiple regression analysis (Stepwise) was employed to test the two stated hypotheses. Results indicate that learned helplessness, self-concept clarity and fatigue jointly accounted for 99.6% of the variance in suicidality and separately predicted suicidality at different degrees in this order fatigue, self-concept clarity and learned helplessness. These findings have implications for SDG 8. Economic development programmes targeted at achieving SDG 8 should be designed in a way to curtail the predictive value of these variables among adolescents and adults for them to be alive and make productive economic impacts in their various countries.
Components of Intellectual Methodical Systems
This article analyzes the concept of intelligent methodological systems and their main components based on a systematic-theoretical approach. Intellectual methodological systems enhance efficiency by applying new knowledge to solve complex problems and by developing flexible decision-making methods. The research results show that the system's effectiveness is formed through the integral interconnection of all its elements.
School Administrators’ and Teachers’ Preparedness for Inclusive Education in the Elementary Schools of District II, Division of San Carlos City
Inclusive education refers to an educational method that make sure all learners, regardless of their disabilities, background or learning differences, learn together in the same learning spaces where obstructions are detached and individualized supports are given. This study intended to determine the relationships between school administrators’ preparedness and teachers’ preparedness for inclusive education. The descriptive-correlational method was used. A total of one hundred seven (107) respondents answered the survey questionnaire regarding school administrators’ preparedness and teachers’ preparedness in inclusive education. Results revealed that school administrators’ and teachers’ preparedness demonstrated a very high level of preparedness in all domains. Statistical analysis showed very high and significant correlation between administrators’ preparedness and teachers’ preparedness, indicating that strong administrative support substantially enhances teachers’ capacity to implement inclusive practices. While the district has effectively established many inclusive practices, enhancements are still needed in infrastructure accessibility and the availability of assistive devices. Strengthening leadership skills and resource allocation is possible to further uplift teachers’ performance in addressing the needs of learners with disabilities. Overall, results indicate that District II schools are well prepared for inclusive education but must continue in developing resources and facility accessibility to ensure equitable, approachable and fully inclusive learning environments. The output of this study is the Professional Development Training Program for all school administrators and teachers.
School Management Support and Instructional Supervision: Associations with Teacher Motivation
This study examined the relationship between school management support, instructional supervision, and teacher motivation in selected public secondary schools in the Division of San Carlos City. Using a descriptive–correlational design, data were collected from 209 full-time teachers using a researcher-developed questionnaire. The study focused on school management support (administrative support, professional development, and teacher welfare and recognition), instructional supervision (observation and feedback, guidance, and motivation), and teacher motivation (intrinsic, extrinsic, and personal commitment and growth). Results showed high levels of perceived school management support and instructional supervision, as well as a very high level of teacher motivation. Significant positive relationships were found between school management support and teacher motivation, as well as between instructional supervision and teacher motivation. However, when analyzed jointly, school management support and instructional supervision did not significantly predict teacher motivation, indicating the influence of other motivational factors. Based on the findings, a Teacher Motivation Enhancement Toolkit was developed to support school administrators and instructional leaders in strengthening leadership practices, fostering professional growth, and enhancing instructional quality. The study highlights the role of supportive leadership and developmental supervision in sustaining motivated teachers in public secondary schools.
public secondary schools in the Division of San Carlos City
descriptive correlational research survey method
School Leadership Support for Technology and Livelihood Education Teachers’ Instructional Challenges
This study examined the extent of school leadership support provided to Technology and Livelihood Education (TLE) teachers and the instructional challenges they encountered in selected public secondary schools within the San Carlos City Division during the 2025–2026 school year. Utilizing a descriptive-correlational-comparative research design with 45 TLE teacher respondents, the research explored demographic profiles, perceived leadership support across four domains (provision of resources, professional development opportunities, classroom monitoring, and performance feedback), and instructional challenges related to material availability, facility adequacy, learner engagement, and curriculum implementation. Findings revealed that while teachers rated leadership support in classroom monitoring and performance feedback as very high, significant challenges persisted in resource provision, facility maintenance, and insufficient instructional time for curriculum delivery. Notably, learner engagement was identified as a strength and not a challenge. Statistical analyses indicated no significant differences in perceptions based on age, sex, or teaching experience, but a strong positive correlation was observed between leadership support and instructional challenges, suggesting a responsive leadership approach to existing difficulties. Based on these results, the study concludes that TLE instruction is bolstered by strong supervisory and developmental leadership but constrained by systemic resource and logistical gaps. Consequently, a comprehensive School Leadership Support Action Plan is proposed to strengthen resource management, differentiate professional development, optimize curriculum implementation time, and formalize supportive supervision systems to enhance the quality of competency-based TLE education.
Technology and Livelihood Education (TLE)
Impact of Pastoral Counselling on the Psychological Adjustment of Patients in Rehabilitation Centres in Port Harcourt City
This research work examines the effect of pastoral counselling on psychological adjustment of patients in rehabilitation centres in Port Harcourt City. It focused on the impact of pastoral counselling on emotional adjustment as well as coping and self-esteem. A descriptive survey design was employed and a population included patients from, five rehabilitation centres purposefully selected. We used stratified random sampling to extract a sample comprising 150 patients proportionately. Data were collected via a structured questionnaire validated via a pilot study (reliability coefficient = 0.82). Data were analysed using descriptive statistics (mean and standard deviation). The results found pastoral counselling was associated with a significant greater emotional, adjustment for patients and higher coping and improved self-esteem (over one, two and three months) [56]. Finally, results revealed mean scores of 3.26, 3.32, and 3.33 for emotional adjustment, coping ability, and self-esteem, respectively (1 = disagree; 4 = agree), indicating the respondents' general agreement to the positive effects of pastoral counselling. These results are consistent with previous research highlighting the contribution of faith-based interventions for increased psychological resilience, emotional well-being, and adaptive coping. Pastoral counselling may therefore be an important adjunct therapy that meets the spiritual rights of patients and facilitates their holistic care in rehabilitation services. Incorporating organized religious counselling programs, increasing training for counsellors, and increasing teamwork between clinical and spiritual care providers in rehabilitation centres may aid in attaining better rehabilitation outcomes. More research is needed to test the effect of pastoral counselling on rehabilitation success and adaptation to post-treatment life in the long term.
Leveraging Pedagogical Innovation in Nigerian System of Education: An Application of Artificial Intelligence for Personal Learning and Research Writing
Pedagogical landscapes are quickly changing worldwide due to the use of digital technology in the delivery of educational instructions. Digital technology has enormous potential for change in our Nigerian educational system which continues to struggle with issues including overcrowding in classrooms, a lack of resources for instruction, and teacher shortage. This paper discourse analyzes how artificial intelligence (AI) could inspire educational innovation with an emphasis on research writing and tailored learning. This contextual literature-based study critically examines the multifaceted implications of Adaptive Learning Algorithms, Intelligent Tutoring System (ITS), Learning Analytics/Predictive Modeling, Natural Language Processing (NLP), Recommendation Systems, Automated Assessment/Personalized Feedback, and Behavioral/Cognitive Modeling tools that can be used to improve students' academic writing skills, customize instruction, and enable self-paced learning. These include improved access to quality instruction, personalized and student-centered learning, enhanced teacher effectiveness, and the bridging of urban-rural educational divides. However, the paper also identifies a number of contextual obstacles that hinder the successful integration of AI in Nigerian schools and universities and thus suggested that government and other parties involved in education should prioritize them, including collaborations, infrastructure investment, established AI laboratories, digital innovation centers, and smart classrooms.
Exploring Asymmetrical Relations and Diverse Processes of Enslavement in The Educational Sector (Private Schools) in Nigeria
This paper examines asymmetric forms of structural enslavement in the Nigerian system of privately run basic and secondary schools. It is on this basis that contemporary exploitation can be perceived as economic dependency, subordination and disposability rather than historical chattel slavery. Consequent upon the failure of the public school, there is a surge in the emergence of the privately owned schools, ranging from quality to high-end and low-end mushroom schools, which are mostly driven by profit thereby resulting to the commodification of education and exploitation of teachers. The study is anchored on a qualitative interpretivist approach guided by Marxist surplus value extraction, Weberian conflict theory, and Foucaultian disciplinary power through semi-structured interviews with 15 teachers in various private schools in urban/semi-urban southern Nigeria. Thematic analysis revealed four themes, including chronic wage precarity (salaries that are generally less than ₦70,000 minimum, delays, no contracts), denial of autonomy through authoritarian surveillance, devaluation of professional identity, and high retention uncertainty with a large turnover intention. Results point to systematic extracting of proprietor profits at the expense of precarious terms, demoralizing teachers, creating instability, and lowering the quality of education. There is urgent need to make changes to bring back equity and dignity of force through minimum wage, contracts, regulation and support of unions.
Level of Supervisory Practices in Relation to Teachers’ Stress Level and Workload Management
In this study, the authors focused on the connection between the grade of supervisory practice of the school heads and the level of stress and workload among the teachers in the chosen group of public schools in San Carlos City, District 1. In particular, it evaluated the level of instructional, administrative, professional support, and monitoring practices of school heads, assessed the level of stress of teachers in workload, time pressure, role conflict, and work-life balance, and established the strategies of teachers in professional task management. The research design was descriptive-correlationa, and a total of 75 teachers were used as participants with the help of validated survey instruments to gather quantitative data. Findings showed that school heads have high supervisory practices, and they continually monitor classroom teaching, offer constructive feedback, instruct on instructional strategies, promote the use of materials and ICT, acknowledge teacher performance, oversee day-to-day operations, maintain regulatory adherence, and serve professional development. Teachers indicated moderate and high stress levels especially over administrative workload, deadlines, work demands that conflict with supervisory demands, and failure to balance work and life. Nevertheless, despite these stressors, the teachers proved to be very successful in managing their workload by using prioritization of tasks, time management, assigning duties equitably, and use of coping strategies. The analysis was done using correlational analysis, revealed a moderate positive relationship between supervisory practices and teacher stress (r = 0.441, p = 0.458), indicating that even though there were times when there was a perceived increase in teacher stress because of supervision, there was no statistical significance. On the other hand, the positive relationship between supervisory practices and the teachers’ workload management was very high and significant (r = 0.953, p = 0.02), which means that high levels of guidance and support directly influence the effectiveness of teachers in managing work efficiently. The results suggest that although school leadership can improve the quality of teachers’ performance and how they manage their workload, caution should be exercised regarding supervision and teacher’s well-being of teachers. The research proposes systematic feedback, professional development, distribution of workload, time management training and wellness programs as the means of promoting teacher effectiveness, minimizing stress, and improving student learning outcomes.
Workload Management Instructional Leadership
Classification of Terms Used in International Logistics and Their Translation Challenges
The dynamic evolution of the logistics sector is a key guarantee for the smooth and continual movement of goods in international turnover of goods. The functional and semantic aspects of logistics terminology combine to make a very diverse and intricate system that expands across many disciplines. The article also analyze the main directions of modern logistics, as well semantic and functional classification of different definitions widely used in international trade, such as Bill of Lading (B/L), FOB, CIF, Incoterms and Freight Forwarding. It also looks into the problems of translation and interpretation of these terms explaining in detail the need for a correct translation of these terms in connection with the Uzbek language. An interdisciplinary approach and systems based on international standards for ensuring clarity and mutual understanding of such terminology are required.
The Role of Vocabulary Development in Enhancing Speaking Skills at Primary School Level
Developing vocabulary is an important aspect of promoting young learners’ oral production of English in EFL situations. Primary learners struggle with speaking largely for the following reasons: a scarcity of vocabulary, a lack of confidence, and too few contexts in which to use language to communicate. The importance of vocabulary development in improving the speaking skills of primary school learners: A review. Based on a review of various international studies and theories related to the topic, this paper discusses the role that vocabulary knowledge has in young learners' speaking fluency, accuracy and communicative confidence. It also includes some of the cognitive/psychological traits of primary school learners that will affect vocabulary and oral language development. It also identifies and analyze specific problems that affect the integration of vocabulary teaching with speaking in primary English language contexts, followed by a review of research-based teaching practices that have potential to enhance vocabulary activation in the context of communicative task work. The results find that speaking through vocabulary integrated instruction significantly enhance young learners’ oral production. Finally, the article addresses the necessity of coherent instructional practices that connect vocabulary learning with speaking competence in English language classes in primary school.
Conference Paper Full-text available Vocabulary development
Rural Development: Urgent Needs in the 21st Century
Rural development remains one of the most pressing challenges in contemporary development discourse, particularly in developing and emerging economies. This research paper examines the urgent needs and critical priorities in rural development through a comprehensive analysis of infrastructure deficits, socioeconomic disparities, and institutional frameworks. The study employs a mixed-methods approach, integrating quantitative analysis of rural-urban gaps with qualitative assessments of policy interventions across multiple domains including agriculture, healthcare, education, and digital connectivity. Findings reveal significant disparities in infrastructure access, with rural areas demonstrating 30-50% lower access rates to essential services compared to urban counterparts. The research identifies seven priority areas requiring immediate intervention: agricultural modernization, digital infrastructure, education and skill development, healthcare services, road connectivity, financial inclusion, and renewable energy. Analysis of development indicators from 2015-2021 shows gradual improvement in rural literacy rates and modest poverty reduction, yet persistent challenges in income generation and employment opportunities remain. The paper argues that sustainable rural development requires integrated policy frameworks that address multidimensional poverty, promote technology adoption, strengthen institutional capacity, and ensure participatory governance. The findings contribute to policy formulation by providing evidence-based recommendations for resource allocation and strategic planning in rural development initiatives.
Copyright (c) 2024 Excellencia: International Multi-disciplinary Journal of Education (2994-9521)
Privatization of Education: Impact on Access and Social Justice
Over the past few decades, education systems across the world have experienced a steady expansion of privatization, shaped by neoliberal ideologies, globalization, and policy reforms emphasizing market efficiency and private participation. While advocates argue that privatization enhances choice, efficiency, and innovation, critics highlight its adverse implications for equity, access, and social justice. This research article critically examines the privatization of education with a focus on its impact on access and social justice. Drawing on theoretical perspectives and empirical evidence from global and national contexts, the study analyzes how privatization reshapes educational access, contributes to social stratification, and affects marginalized groups, including the poor, girls, and disadvantaged communities. The article also explores issues of quality, accountability, and public–private partnerships, highlighting key policy dilemmas. It argues that without strong regulation and a robust public education system, privatization risks undermining education as a public good. The study concludes by emphasizing the need for balanced policies that align efficiency with equity and social justice.
Instructional Supervision of School Heads and its Relationship to Teachers Performance based on PPST Domains
This study examined the relationship between instructional supervisory competence of school heads and teachers’ performance based on PPST Domains 1, 3, and 5 in public elementary schools of Ubay 1 District, Division of Bohol. A descriptive-correlational design was employed using survey questionnaires administered to 20 school heads and 100 teachers. Results revealed outstanding supervisory skills among school heads (overall mean = 4.54) and excellent teacher performance in both school head ratings (mean = 3.59) and self-assessment (mean = 3.74), with Domain 5 strongest and Domain 3 consistently weakest. Significant positive correlations were found: moderate (r = 0.479, p < 0.001) between teacher-perceived supervision and self-assessed performance, and moderate-to-strong (r = 0.606, p = 0.005) between heads’ self-rated supervision and their teacher evaluations. Despite high competence levels, 52% of teachers feared negative judgment, 36% felt anxious about unannounced visits, and supervision was widely seen as evaluative rather than developmental, indicating a critical trust deficit that limits supervisory impact. The study concludes that while technical supervisory excellence exists, its effectiveness is severely constrained without psychological safety. It recommends adopting a trust-based supervisory framework featuring co-planned observations, timely resource-supported follow-ups, and developmental feedback to transform supervision into a genuine catalyst for teacher growth and improved learning outcomes.
Teacher Performance descriptive quantitative design
The Impact of Climate Change on Sustainable Development: Challenges and Solutions
The issue of climate change is now a serious threat to sustainable development and it is interfering with ecosystems, economies and human well-being. The climatic extremes which have increased in frequency with floods, droughts, storms influence agriculture, water resource, biodiversity, and infrastructure accompanied by a slow rise in temperature levels throughout the world. All these effects have weakened the realization of major sustainable development goals (SDGs), especially those focusing on poverty eradication, food security and the availability of clean water. The issue of climate change needs a combined approach that entails mitigation strategies that involve reduction of greenhouse gas emissions and the adaptation measures that will help in mitigating the changes that are bound to occur. By sustaining urban planning, agriculture and disaster management in improving resource efficiency and promoting renewable energy as well as building climate resilience we will go miles in having a stable future. The impediments created by climate change on the path of sustainable development and insight into the possible ways out that we can develop to establish a better and more resilient and equal society globally.
Technologies for Forming Terminological Competences in Financial Literacy
There has been a shift in the way that education is evolving towards the entire learning being independent, having its internal ignition, and focusing more on learnt skills rather than passive knowledge transfer. In this regard, the formation of terminological competence in the field of financial literacy becomes relevant, since the proper understanding of economic concepts directly determines the ability of students to make responsible decisions in real-life practice. Nonetheless, there is still a research gap on how educational institutions can use modern interactive and digital technologies and how financial terminology skills can be systematically developed. To fill this gap, this study examines current pedagogical approaches to determine which technological strategies are most effective at developing financial literacy terminology competence. The research used classification, descriptive, historical comparative, contextual, complex, functional analysis to analyze the nontraditional education methods and their effect on the students’ participation and the learning achievements of the students. Results reveal that interactive learning technologies like case analysis, business games, debate, brainstorming, project work, and multimedia-supported instruction enhance the cognitive activity of students, motivation, critical thinking, and communication skills. Findings suggest that the use of electronic text materials, multimedia content, and web-based interactive learning environments enhances retention of financial terms in the long term and helps students apply key concepts in real-world scenarios. The findings suggest that financial literacy education cannot afford to be offered online using outdated digital media, nor in a move that relies on traditional lecture-style didacticism. These approaches enhance the financial security skills of students as well as facilitate a progressive shift toward a practice-oriented educational paradigm.
School Industry Collaborative Plan: Bridging Students’ Cookery Skills and Industry Demands
This research assessed the actual skills of cookery students and their relationship to industry demands at Subangdaku Technical Vocational School, Division of Mandaue City, during the School Year 2024 – 2025, as a basis for developing a School–Industry Collaborative Training Plan. It aimed to determine the level of students’ actual skills in food preparation, food safety and sanitation, and professional attributes and work values, as well as the level of industry demands in technical skills, workplace efficiency, and professional work ethics. The study also examined the profile of the respondents, including the students’ age, gender, and length of immersion, and the industry partners’ type of establishment, position, and years of professional experience. A descriptive– correlational research design was utilized using adapted and validated survey instruments. The respondents consisted of Grade 12 cookery students and industry partners from restaurants, catering companies, and hotel establishments within Mandaue City. Findings revealed that most students were female, aged 19 to 20 years old, and had completed the required 320-hour work immersion. Industry partners were mainly kitchen supervisors, cooks, and operations managers with three to six years of professional experience in various food service sectors. Both students’ actual skills and industry demands were rated high, indicating strong alignment between training and workplace expectations. However, limited immersion exposure, outdated facilities, and weak school– industry coordination remained key issues. The study confirmed a significant relationship between students’ skills and industry demands, forming the basis for the School–Industry Collaborative Training Plan to strengthen curriculum alignment, upgrade facilities, and enhance employability.
Learning Action Cell (Lac) Sessions on Professional Development and Their Impact on Quality Instruction
This research examined the influence of Learning Action Cell (LAC) sessions on the professional development of teachers at Subangdaku Elementary School during the 2025–2026 school year, serving as a basis for crafting a Professional LAC Development Plan. Specifically, it assessed the implementation of LAC sessions in terms of active learning, content focus, duration, coherence, and collective participation. It measured their impact on teachers’ professional competence across the domains of curriculum, content, pedagogy, assessment, and integration, guided by the Philippine Professional Standards for Teachers (PPST). Utilizing a descriptive-correlational design, data were gathered from seventy-five (75) teacher-respondents through a validated survey questionnaire and analyzed using mean, standard deviation, and correlation analysis. Findings revealed that most teachers were female (88%), aged 41–50 (44%), and highly experienced, with an average of 22.68 years in service. They demonstrated strong engagement in professional learning, with 60% having attended more than 51 hours of training. Teachers strongly agreed that LAC sessions enhance active learning (AWM = 4.61), are content-focused (4.54), and promote collective participation (4.57). A significant relationship was found between LAC sessions and teacher competence (r = 0.661, t = 7.258, p < 0.05), indicating that the implementation of LAC has a positive influence on professional growth. Teachers also exhibited high competence across PPST domains (overall AWM = 4.33). The study concludes that LAC sessions effectively enhance teachers’ professional competence and recommends the institutionalization of a Professional LAC Development Plan to ensure regular scheduling, relevant content, and sustained administrative support for continuous teacher development.
Graphic Organizer Integration in Teaching-Learning English: Enhanced Interactive Lesson Plan
To create an improved graphic organizer-based lesson plan, this study aimed to determine the impact of incorporating graphic organizers on the performance of Grade 6 students at Subangdaku Elementary School for the academic year 2025–2026. The degree of graphic organizer integration and learners' English competency were examined using a descriptive-correlational research methodology. Surveys and assessment results were used to collect data, with an emphasis on key areas such as written composition, grammar and structure, vocabulary growth, and reading comprehension. The degree of graphic organizer integration and students' English proficiency were found to be significantly positively correlated (p = 0.0038), suggesting that regular and efficient use of graphic organizers improves learners' comprehension, idea organization, and overall language performance. Nonetheless, several problems and difficulties were noted, including students' struggles with completing or understanding graphic organizers, limited access to technology, and issues with classroom management during group projects. Teacher-related issues were also mentioned, including inadequate training and trouble choosing the right organizers. The study concludes that although graphic organizers are helpful tools for enhancing English proficiency, time constraints, limited resources, and varying student reading levels limit their full potential. It is advised that curriculum designers provide flexible lesson plans with visual aids, that schools offer sufficient resources and technology support, and that teachers participate in professional development. Future studies are recommended to compare the efficacy of digital and traditional forms and investigate the long-term effects of integrating graphic organizers across various topic areas.
The Conversion of Secondary Schools Books into Accessible Formats for Persons with Visual Impairments and Effects on Inclusive Education in Some Selected Divisions of the North West Region of Cameroon
Inclusive education remains a cornerstone of global educational development, especially in line with the Sustainable Development Goal 4, which emphasizes equitable quality education for all learners, including those with disabilities. In Cameroon, while national policy frameworks advocate for inclusive education, the lived experiences of learners with visual impairments continue to reflect structural and systemic exclusion, particularly in secondary schools. A critical aspect of this exclusion is the lack of accessible learning materials. This study investigates the process and impact of converting secondary schools’ textbooks into accessible formats specifically braille, audio, and large print for students with visual impairments in selected divisions of the North West Region of Cameroon. The research critically examines how such conversions influence the learning experiences, academic performance, and social inclusion of visually impaired learners, as well as how these efforts affect the broader school environment’s commitment to inclusive education. The study is grounded in two primary theoretical frameworks: the Social Model of Disability and Vygotsky’s Sociocultural Theory of Learning. The Social Model of Disability, originally developed by Michael Oliver (1990), views disability not as a deficit within the individual, but as a result of societal and environmental barriers. This model underscores the importance of structural interventions such as accessible materials in removing obstacles to participation. In the context of this study, it emphasizes that the lack of adapted textbooks is a disabling factor, not the impairment itself. Complementing this, Vygotsky’s Sociocultural Theory (1978) highlights the role of social interaction and cultural tools in cognitive development. Learning materials, in this sense, act as cultural tools that mediate knowledge acquisition. Without equitable access to these tools, visually impaired students are denied equal learning opportunities, which impedes their development and inclusion. A convergent parallel mixed-methods design was adopted for this research. Quantitative data were collected through structured surveys administered to 120 students (visually impaired and sighted peers), 40 teachers, and 10 school administrators across three divisions: Mezam, Ngoketunjia, and Boyo. Qualitative data were gathered via semi-structured interviews with 15 special education teachers and in-depth focus group discussions with 20 visually impaired pupils. The data were analyzed using SPSS for statistical correlation and thematic analysis for qualitative insights. The findings reveal that the conversion of textbooks into accessible formats has a significantly positive impact on the academic performance and classroom engagement of pupils with visual impairments. Students who used braille and audio books scored, on average, 28% higher on standardized assessments than their peers without access to such formats. Furthermore, 85% of the visually impaired students reported greater participation in class activities and increased self-confidence when accessible materials were available. Teachers also indicated that having these materials encouraged them to adopt more inclusive teaching methods, including differentiated instruction and the use of assistive technology. Despite these gains, the study also uncovers substantial barriers to implementation. These include insufficient production of accessible materials due to budgetary constraints, a lack of trained personnel in braille transcription and audio recording, and the absence of standardized guidelines for inclusive publishing in the Cameroonian secondary school system. Moreover, while policies exist to support inclusive education, their practical enforcement remains weak, particularly in rural and conflict-affected zones of the North West Region. Another significant observation is the difference in perception and awareness among teachers and administrators. While most educators acknowledge the importance of inclusive materials, only 37% had received any training in inclusive pedagogy or material adaptation. This gap underscores the need for professional development programs that not only provide skills but also challenge deficit-based perceptions of disability. Additionally, many teachers expressed uncertainty about the compatibility of accessible materials with the national curriculum, reflecting a disconnect between inclusive policy rhetoric and classroom practice. The study also notes that the crisis in the North West Region marked by armed conflict and school closures has further compounded the challenges faced by visually impaired learners. In many cases, the few schools that previously had accessible materials have either been displaced or destroyed. However, this has also led to some innovative community-based responses, such as the use of mobile libraries and audio recordings distributed via WhatsApp and local radio. These informal solutions, while not sustainable long-term, point to the resilience of local actors and the potential of low-cost technology in promoting access. The conversion of secondary school textbooks into accessible formats is not merely a technical exercise but a fundamental component of educational justice. It enables learners with visual impairments to participate equitably, succeed academically, and be socially included in mainstream educational settings. The study affirms that while accessible learning materials significantly enhance inclusive education outcomes, they must be supported by systemic changes including policy enforcement, teacher training, investment in inclusive publishing infrastructure, and context-sensitive strategies that account for crisis realities. Based on the findings, the study recommends the institutionalization of inclusive content creation within the national curriculum development process, capacity building for educators, and partnerships between the government, NGOs, and disability rights organizations to sustainably scale the production and distribution of accessible materials. Only then can inclusive education move from policy discourse to tangible outcomes for learners with visual impairments in Cameroon and beyond.
Ethno-Religious Conflicts in Jos North Local Government Area: Contributing Factors
This paper investigates the recurring ethno-religious conflicts in Jos North Local Government Area, Plateau State, Nigeria, exploring the factors responsible for their persistence. The study identifies religious intolerance, political manipulation, historical grievances, and economic disparities as key contributors to the conflict. Data was collected from 382 respondents through quantitative surveys and 16 interview participants from key categories including traditional leaders, religious leaders, police and military personnel, and youth groups. The findings reveal that political elites often exploit religious and ethnic divisions to fuel tensions, while youth unemployment and weak law enforcement exacerbate the situation. Through a mixed-methods approach involving both surveys and interviews, this research highlights the need for comprehensive conflict resolution strategies. Recommendations include enhancing law enforcement, promoting intergroup dialogue, addressing unemployment through job creation programs, and improving educational access to reduce illiteracy and manipulation. These measures aim to foster lasting peace and development in the region.
The Use of Reflective Practices, Project Work, and Digital Resources in Teaching Folk Instruments at Children’s Music Schools
This article explores the modernization of folk instrument lessons in children’s music schools by emphasizing the role of innovative pedagogical technologies in developing students’ professional and creative competencies. We focus on three interconnected stages of the educational process: reflective practices, project-based teaching/learning and purposeful digital technology integration. This study illustrates the way in which the combination of these approaches is providing students a more student-centered learning environment that encourages students to consciously or alternatively own and manage their own learning activities. This leads to not only competent performers but also critical responders to the musical text, creative interpretive agents, individual project development and independent musicians who are able to operate with musical materials in a digital learning environment. The findings highlight the pedagogical potential of modern technologies in enhancing the quality and relevance of folk instrument education in contemporary music schools.
The Effect of Programmed Exercises Using an Intelligent Expert System Based on Computer Vision in Motion Modeling and the Accuracy of Double Kicks Performed by Young Taekwondo Players
This study aimed to reveal the effect of programmed exercises using an intelligent expert system based on computer vision in motor modeling and the accuracy of double kicks performed by young taekwondo players. The research problem highlights the inadequacy of traditional observation in monitoring subtle mechanical deviations during fractions of a second, leading to an imbalance in the trajectory of the second kick and a loss of angular momentum. The researcher used an experimental approach by designing two equivalent groups on a purposive sample of 20 players from the National Centre for Sports Talent for the 2025-2026 season. The technical tools included high-speed cameras and a tracking algorithm (33 joint points) to build a digital motion model that compares player performance to global standards.
Increasing Junior High Learners Motivation and Participation in Physical Education through Game-Based Warm-Up Activities
This study examined the effectiveness of game-based warm-up activities in increasing learners’ motivation and participation in Physical Education (PE). Using a one-group pretest -posttest design, changes in ARCS motivation components Attention, Relevance, Confidence, and Satisfaction were assessed. Participants were junior high school learners with modest family incomes, large households, and limited home support. Data were collected via ARCS pre- and post-tests, SIMS scales, and teacher evaluation forms, and analyzed using weighted mean and paired sample t-tests. Results showed very high post-intervention motivation (WM = 3.58), with notable gains in Confidence (WM = 3.68), Relevance (WM = 3.57), Attention (WM = 3.53), and Satisfaction (WM = 3.52). Paired t-tests confirmed statistically significant improvements with large to very large effect sizes, indicating meaningful impacts of the intervention. Teachers also strongly agreed that motivation (WM = 3.40) and participation (WM = 3.89) improved. The study concludes that game-based warm-up activities effectively foster motivation, engagement, and active participation in Physical Education. An enhancement action plan is recommended to further strengthen lower-gain areas and address contextual challenges.