This study investigated principals' ethical leadership practices and their influence on pupils' character development in public senior secondary schools in urban Sierra Leone. The study was motivated by growing concerns over persistent indiscipline and the decline of moral values among secondary school pupils. A mixed-methods research design was employed, combining quantitative data from structured questionnaires administered to 84 teachers and qualitative data from Key Informant Interviews with 12 principals and Focus Group Discussions with 288 pupils, giving a total sample of 384 respondents selected from 12 public senior secondary schools across four major urban centres: Freetown, Bo, Kenema, and Makeni. The Statistical Package for Social Sciences (SPSS) Version 26 was used to analyse quantitative data, yielding descriptive statistics and one-way ANOVA with a Cronbach's alpha reliability coefficient of 0.826 for the teacher questionnaire, while NVivo software was employed for thematic analysis of the qualitative data. The findings reveal that school principals demonstrated ethical leadership through ethical role modelling, upholding ethical standards, enforcing fair and consistent discipline, and maintaining accountability and trustworthiness. Ethical role modelling was the most strongly endorsed dimension (total mean = 4.69), while accountability was the lowest rated (total mean = 4.24), though all dimensions fell within the “Agree” category. ANOVA results showed no significant gender differences in most dimensions (p > 0.05), except in the administration of rewards and punishment (p = 0.022). With respect to character development, teachers perceived pupils as having high moral awareness (mean = 4.69) and reasonable active participation (mean = 3.60) but showing deficiencies in punctuality (mean = 2.79), responsibility (mean = 2.24), empathy (mean = 2.71), and avoidance of examination malpractice (mean = 2.73). Qualitative findings corroborated these quantitative results, affirming that ethical leadership contributes to pupils' character development while acknowledging the persistence of indiscipline. The study recommends that principals consistently model ethical conduct; that the Ministry of Basic and Senior Secondary Education (MBSSE) and the Teaching Service Commission (TSC) integrate ethical leadership into professional development programmes; and that schools implement comprehensive character education curricula emphasizing moral values such as honesty, fairness, responsibility, and empathy.
This study addresses the construction of Political-Pedagogical Projects (PPPs) for university daycare centers in Brazilian federal institutions, with the practical objective of guiding the development of a PPP for the Federal University of Paraná (UFPR). University daycare centers are recognized as strategic instruments for gender equity in academia, enabling mother-scientists, students, and staff to reconcile research and professional activities with parental responsibilities. Despite their importance, these units face persistent challenges, including unstable funding, insufficient qualified personnel, and a lack of comprehensive educational frameworks. The research adopts an exploratory documentary approach with a qualitative methodology. Data collection involved the identification of federal universities with operational early childhood education units whose PPPs were publicly available, resulting in a purposive sample comprising the Federal University of Bahia (UFBA), the Federal University of Paraíba (UFPB), and the Federal University of Santa Maria (UFSM). Document analysis followed the principles of Thematic Content Analysis, organized into two analytical dimensions: pedagogical, encompassing conceptions of childhood, learning theories, the role of play, and assessment methods; and organizational, covering infrastructure, human resources, and integration with undergraduate courses. Results indicate that all analyzed institutions reject the welfare-oriented model, aligning with Vygotskian socio-interactionism and positioning the child as a subject of rights. The documents also converge in integrating daycare centers into the university's teaching, research, and extension triad. Variations were identified in assessment instruments, physical infrastructure, and teacher-to-student ratios, reflecting local budgetary and institutional constraints. The findings demonstrate that no single exportable model exists; rather, effective PPPs require a balance between pedagogical rigor, administrative flexibility, and institutional commitment to the university community.
This study appraises the adequacy, functionality, and sustainability of infrastructural facilities at The Polytechnic, Ibadan, while examining their implications for environmental balance and institutional performance. The objectives were to assess the current state of campus infrastructure, identify maintenance and environmental management challenges, evaluate their effects on academic and extracurricular activities. Using stratified, simple random techniques, data were collected from 342 respondents comprising students, lecturers, administrative, and non-academic staff through questionnaires, interviews, and field observations. Descriptive statistics, Chi-square tests, correlation, and regression analyses were employed. Findings reveal considerable infrastructural disparities: classrooms (mean = 3.32) and road networks (mean = 3.49) were moderately adequate, while drainage systems (mean = 1.99), ICT facilities (mean = 2.68), and laboratories (mean = 2.96) were inadequate. The grand mean (2.56) confirmed substandard overall infrastructure, leading to rejection of the null hypothesis. Maintenance practices were inconsistent, with 45.9% reporting infrequent repairs; major constraints included inadequate funding, weak institutional policy, and rising population pressure (χ 2 = 142.67, p = 0.000). Environmental management was rated fair, with waste disposal (40.1% ineffective) and poor drainage significantly contributing to environmental hazards. Infrastructure quality showed a strong positive correlation with academic and extracurricular performance (r = 0.368, p < 0.001), while regression analysis indicated that laboratories, libraries, sports facilities, and electricity supply were significant predictors of student outcomes. The study concludes that infrastructural inadequacies and weak environmental sustainability practices undermine institutional effectiveness. Strengthening governance structures, enhancing funding mechanisms, improving maintenance systems, and adopting sustainable environmental practices are critical for promoting campus resilience and improved learning environments.
Educational technology in Indonesia is undergoing a massive transformation to expand access, improve quality, and improve efficiency through e-learning platforms, blended learning, and interactive devices such as Interactive Flat Panels (IFPs). This is addressing geographic disparities by reaching remote areas. However, it faces challenges in infrastructure, teacher training, and digital literacy, requiring collaboration between the government and institutions for equitable and optimal implementation in support of the Golden Indonesia 2045 vision. Current technological developments have transformed almost all aspects of life, including education. The current learning process must adapt to the Industry 4.0 era because in this era, technology is merging to combine physical, biological, and digital dimensions, making it difficult to distinguish between them. The use of technology in education has both positive and negative impacts. Integrating technology into education can increase active student participation, facilitate broader access to information for both students and educators, and enhance students' creativity and critical thinking skills. Information and communication technology continues to develop rapidly, changing the way humans work, interact, and learn. In education, technological advances provide various resources that can expand access to knowledge, improve teaching effectiveness, and create a more interactive learning process. This technology encompasses various features such as natural language processing, machine learning, object recognition, and automation systems that are now used in various sectors of life. Students can access information more quickly, gain a personalized learning experience, and adjust the learning process to individual needs. In relation to an individual's personal life, it is a life that is whole and complete and has special or unique characteristics. A person's personal life encompasses various aspects, including emotional, socio-psychological, socio-cultural, and intellectual abilities, which are integrated with environmental factors in their life. It is viewed as a whole and complete in the form of stable behavior and actions. Thus, personal life issues are a form of integration between physical, socio-cultural, and psychological factors. An individual also needs recognition from others regarding his or her self-worth, both from his or her own family and from society. The influence of adolescence as a student, coupled with the dynamic use of technology in modern education, has proven to support student success in the educational process. However, innovation and creativity are needed from all stakeholders in Indonesia, particularly in higher education.
As the education sector in the Philippines returned to face-to-face classes after the two-year implementation of remote education due to the pandemic, learning gaps and losses became an ostensible problem among learners. At the onset of the post-pandemic, flexible, effective, active, and student-centered teaching strategy becomes necessary to deal with the demands of transition from remote to face-to-face learning. Hence, this study aimed to investigate the effectiveness of the flipped classroom (FC) model approach in teaching fractions. Specifically, it sought to assess the mastery levels and experiences of the subjects in learning addition and subtraction of fractions in implementing the flipped classroom model approach. Video lessons and worksheets were used in this study. Pre-posttest and interview questionnaires were used to gauge the mastery levels and experiences of the learners, respectively. Results showed that a significant change in the mean percentage score (MPS) is perceived, implying the effectiveness of the FC model approach in teaching addition and subtraction of fractions. Challenges and beneficial effects of the implemented approach and remarks on the materials used were noted based on the learners' accounts. With the findings of the conducted study, it is recommended that the FC model approach should be considered in teaching Mathematics, especially in teaching the least learned competencies.
