OPEN ACCESS EDUCATION AND LEADERSHIP REVIEW 2024-03-17T02:03:35+00:00 Open Journal Systems <p><strong>OPEN ACCESS EDUCATION AND LEADERSHIP REVIEW</strong></p> <p>Open Access Education and Leadership Review has been established in 2021 by MDPIP- ISSN: (print) 0000-0000 and (online) 0000-0000) is a multidisciplinary journal. It is published annual with a broad-spectrum Blind Peer-Review and Open Access policy, and the journal is internationally indexed. MDPIP Journals publishes Original Research Papers, Review Articles, Communications, Invited Reviews, Commentaries, and Research Notes that conform to the scope and editorial standards. To further the process, the journal is using an Online Journal Management System. Authors are required to submit manuscripts online. The Journal follows APA format and references. It strictly follows the scientific research standards of WoS, Scopus, and HEC Pakistan for publication. </p> <p><strong>Editor-in-Chief: </strong> DR. MUHAMMAD KAMRAN</p> <p><strong>Executive Editor:</strong> DR. JAY MARTIN HAYS</p> <p><strong>MODE:</strong> OPEN ACCESS</p> <p><strong>PUBLICATION FREQUENCY:</strong> ANNUAL</p> <p><strong>ARTICLE PROCESSING TIME:</strong> AT LEAST SIX WEEKS</p> <p><strong>PUBLICATION POLICY:</strong> DESK REVIEW, EDITORIAL REVIEW, BLIND PEER REVIEW, ACCEPTANCE LETTER/ REJECTION LETTER</p> Editorial Note from Editor in Chief 2024-03-16T06:41:27+00:00 Muhammad Kamran <p>In the realm of education, the spotlight is shining brightly on the interconnected fields of teacher education and education management. These two areas are crucial pillars in the foundation of a robust educational system, as they directly influence the quality of teaching and learning experiences in schools around the globe. The trends and developments in these spheres are not only significant for educators and administrators but also for policymakers, parents, and society at large.</p> <p>As we navigate the challenges of the 21st century, research in teacher education and education management will continue to play a pivotal role in shaping the future of education. By staying attuned to emerging trends, embracing innovation, and fostering collaboration across disciplines, we can create a more equitable, inclusive, and effective educational system for generations to come. Stakeholders at all levels must come together to support and invest in research that advances the field of education and empowers educators and education managers to lead with vision, purpose, and impact. And we are here to provide you with the opportunity to publish with us your quality research.</p> 2024-03-17T00:00:00+00:00 Copyright (c) 2024 OPEN ACCESS EDUCATION AND LEADERSHIP REVIEW Impact of Teacher Classroom Behavior on Academic Stress and School Adjustment of Students 2024-02-26T16:33:15+00:00 Muhammad Shahbaz Muhammad Shah Muhammad Ihsan Muzamil Hussain al Hussani <p>Present study was conducted to find the impact of teacher classroom behavior on academic stress and school adjustment of students at secondary school level in Sargodha division. Sample of 372 students (205 male students and 167 female students) participated in the study and this sample size was determined using Yamane's (1967) formula suggestions. Researcher developed three questionnaire including Teacher’s Classroom Behavior Scale (TCBS), Academic Stress Scale (ASS) and School Adjustment Scale (SAS) were administered for the collection of data. Validation of the instruments was completed through 10 experts in the field of social sciences whereas reliability of the tool was done through Cronbach’s Alpha methods. Different descriptive as well as inferential statistical tools were used for the analysis of data collected through questionnaires. Pearson product-moment correlation, linear and multiple regression, and t-test as inferential statistics whereas Mean and SD were used as descriptive statistics. Results of the study demonstrated that there is a negative association between teacher classroom behavior and academic stress and a positive association between teacher classroom behavior and school adjustment of students. Moreover, a significant impact of teachers’ classroom behavior on the academic stress and school adjustment of students was observed. These results show that good teachers’ behavior removes academic stress and improves the students’ adjustment. Therefore, the study recommends that teachers should keep cooperative behavior with students for better results.</p> 2024-03-17T00:00:00+00:00 Copyright (c) 2024 OPEN ACCESS EDUCATION AND LEADERSHIP REVIEW Effect of Teacher’s Feedback on Self-Concept of Students at Secondary Level 2024-02-27T06:57:01+00:00 Namood-e Sahar Hamid Ali Nadeem <p>Self-concept is set of personal schemas (Gerrig &amp; Zimbardo, 2002) that become more relevant during adolescence or teenage period (Fournier, 2018). Also, it is related to psychological well-being among adolescents (Marshall, 2001; McCullough, Huebner, &amp; Laughlin, 2000). Although many factors contribute in building and shaping the self-concept in adolescents; but the present research intended to examine the role of Teacher’s feedback on the Self-concept among students. The study was conducted on sample (<em>N=</em>300) of students (<em>M=</em>15.6, <em>SD=</em>1.4); comprising of boys (<em>n=</em>150) and girls (<em>n=</em>150) from the public schools in urban areas of Islamabad, Pakistan. The study instruments; Teacher’s Feedback Scale (Burnett, 2003) and Adolescent’s Self-concept Short Scale (Veiga &amp; Leite, 2016), were translated and adapted by the researcher with permission of original authors. Findings suggest that providing positive feedback about the ability of students predict a positive self-concept explaining 23% variance (<em>D</em><em>R=</em>.228), whereas negative feedback is the non-significant negative predictor of the self-concept. The gender differences on both scales were also explored. Results can be employed to devise a teaching plan with a focus on positive feedback by teachers and avoiding negative one to help improve the self-concept among the students.</p> 2024-03-17T00:00:00+00:00 Copyright (c) 2024 OPEN ACCESS EDUCATION AND LEADERSHIP REVIEW A Case Study on the Role of Heads of Departments in Improving Teachers’ Professional Development 2024-02-26T16:43:02+00:00 Syed Faiyaz Ahmad Zaidi Naeem Ullah Dr. Jam Muhammad Zafar Muhammad Tariq Bilal <p>The heads of departments (HODs) in universities are educational leaders who have the most power and influence. They are responsible for smooth running of all educational activities for effective learning of students. Their one of the key responsibilities is to improve teachers’ professional development (TPD) to obtain desired objectives. The study aimed to investigate the role of the HODs in TPD. Professional development (PD) is essential for teachers to improve the quality of teaching that enables them to achieve learning outcomes. The study was conducted at Khwaja Fareed University of Engineering and Information Technology (KFUEIT) Rahim Yar Khan. The objectives of the study were to investigate the role of the HODs toward TPD; and to find out the differences in the role of HODs towards TPD. A quantitative research design was adapted for the study. The population of the study consisted of all heads of departments and all faculty members of KFUEIT. A stratified sampling method was used for sampling and two strata were formulated: one for heads of departments and the other for faculty members. Twenty-five (25) HODs and One hundred fifty (150) faculty members were selected as a sample. A self-developed questionnaire for both HODs and Faculty members was used. The results showed that HODs play a significant role in improving the TPD. The perceptions of HODs and faculty members about the role of heads of departments in improving teachers’ professional development are the same.</p> 2024-03-17T00:00:00+00:00 Copyright (c) 2024 OPEN ACCESS EDUCATION AND LEADERSHIP REVIEW Impact of Teachers’ Competency in the Students’ Academic Satisfaction in STEM Subjects at the University Leve 2024-02-29T10:28:45+00:00 Faheem Khan Safia Noor Junaid Siraji <p>The current study aimed to investigate the impact of teachers’ competency on the students’ academic satisfaction in STEM subjects at the university level. A positivist research philosophy was applied. Therefore, survey research was used. A sample of 372 participants (83 teachers and 289 students) was selected by using a stratified sampling method. Tow instruments were used. Teachers’ competency scale was used for data collection from teachers whereas the Students’ satisfaction scale was used for data collection from students in STEM subjects. Instruments were validated by experts at Gomal University whereas reliability was measured through Cronbach’s Alpha. The reliability of teachers’ competency and students’ academic satisfaction scale was estimated at .843 and .789 respectively. Pearson Product Moment Correlation, linear regression, independent sample t-test, and ANOVA were used. The study concluded a positive correlation between students' satisfaction and teachers' overall skills. Student satisfaction is the term used to describe the positive feelings that students have about their education. Teachers' competencies are one of the key factors that impact students' satisfaction among other factors. The study recommended that the Higher Education Commission (HEC) arrange a workshop to uplift the teachers’ competencies in STEM subjects.</p> 2024-03-17T00:00:00+00:00 Copyright (c) 2024 OPEN ACCESS EDUCATION AND LEADERSHIP REVIEW Principals’ Intermediations Role for School Efficacy: A Case Study of Secondary Schools of District Attock 2024-02-26T16:29:52+00:00 Wajid Mahnaz <p>Principals play a central role in the process of professionalizing teaching and learning, which leads to the development of education in any form. They have the responsibility of overseeing all the activities that happen in schools. Additionally, they provide support to teachers through their leadership and managerial skills to help them with their professional work. The study aimed to explore the current intermediation roles of principals for school efficacy and to find out the principals’ contribution to school efficacy. The study consisted of all 19 high schools, 19 heads of high schools, and 125 SST/SSE of Tehsil and District Attock. 15 principals and 85 SST/SSE teachers at the Government High Schools of tehsil and District Attock were the samples of the study. For data collection, the researcher used the Simple Random Sampling technique. A questionnaire developed on the Likert scale was used as the research instrument. For content validity of the instrument, five different experts’ inputs were inculcated in the instrument. Chi-square and percentages were used for data analysis. The finding of the study shows that 70% of the respondents strongly agreed that principals may have crystal clear instructions and guidelines for the employees of the educational institutes. Provide regular training and professional development opportunities for principals to improve their leadership skills and knowledge of best practices in school management.</p> 2023-03-17T00:00:00+00:00 Copyright (c) 2024 OPEN ACCESS EDUCATION AND LEADERSHIP REVIEW