Elementary School Principals’ Instructional Leadership Practices to Retain Novice Teachers in the Philippines

Elementary school principals at the study site were inconsistently implementing instructional leadership practices to retain novice teachers in the Philippines. The purpose of this basic qualitative research design was to explore the instructional leadership practices implemented by elementary school principals that help retain novice teachers. The conceptual framework was the instructional leadership model characterized into three dimensions: (a) defining the school mission, (b) managing the instructional program, and (c) promoting a positive school learning climate. The research question was about what instructional leadership practices are implemented by elementary school principals to retain novice teachers in their job. Purposeful sampling was used to select 15 elementary school principals. Data were collected via interviews. Thematic analysis was used to analyze the interview data for emergent themes. The participants implement instructional leadership practices to support the retention of novice teachers through (a) PD for novice teachers to improve their teaching practices, (b) instructional support for novice teachers to improve their teaching practices by visiting these teachers in their classrooms, (c) classroom observations to identify their instructional needs, and (d) communication via collaborative discussions during classroom observations or staff meetings and with memos and announcements. Findings of the study can lead to positive social change by helping elementary school principals to better apply instructional leadership practices to retain novice teachers to stay in the school to help students graduate from school

Values as a Driver for Capacity Development: Promoting Justice in Papua New Guinea

This case study shows how the Office of the Public Solicitor of Papua New Guinea developed a social change vision built on clearly articulated values and used this as a driver for enhancing both its legitimacy and its capacity more generally. The experience was monitored using the capacity development framework developed by the European Centre for Development Policy and Management. This emphasises individual empowerment and engagement as well as skills, and how these are articulated with collective capabilities in particular contexts to build a system's capacity to perform. The authors suggest that evolution of systemic capacity is a process that requires drivers beyond organisational self interest, personal advantage or greater efficiency. The experience of the OPS shows that capacity can emerge out of fruitful relationships among people holding common ideals who want to make a difference, rather than just resulting from improvements to technique, structure or assets

Rethinking capacity development for critical development practice. Inquiry into a postgraduate Programme

Our proposal focuses on a theoretical framework intended to characterise and understand capacity development processes oriented towards the promotion of a critical development practice, an approach that faces the tensions between reformist and critical views of development management. This is what we call capacity development for emancipatory social change. From this viewpoint, we explore a postgraduate university programme in development management offered by the Universidad Politécnica de Valencia (Spain), with a twofold aim: first, to carry out an inquiry of the programme as a capacity development process in the training of critical development practitioners and second, to discuss the suitability of the framework for understanding similar capacity development processes

Teachers' Attitudes Toward Generative AI in Assessment Planning: A UTAUT-Based Structural Equation Model

The quick rise of generative AI, particularly in educational settings, brings challenges to instructional practices; however, its impact on teachers' attitudes, especially in assessment planning, is still largely unexamined. This study uses the Unified Theory of Acceptance and Use of Technology (UTAUT) framework to explore teachers' attitudes towards generative AI in assessment planning with a focus on key constructs such as performance expectancy (PE), effort expectancy (EE), and social influence (SI), aimed at supporting more effective integration of these technologies in assessment planning. The study collected data from 419 educators and used the Partial Least Squares-Structural Equation Modeling (PLS-SEM). The findings show that performance expectancy significantly affects opinions (β = 0.392, t = 7.122, p < 0.001), indicating that teachers who believe AI will be helpful are likelier to use it. Similarly, effort expectancy (EE) strongly influences attitudes (β = 0.319, t = 5.528, p < 0.001), indicating the significance of ease-of-use beliefs in order for teachers to use generative AI in their assessment planning. Although social influence had a lesser impact (β = 0.133, t = 2.589, p = 0.01), it is still considered significant. These insights stress the importance of providing targeted professional development among teachers to improve their acceptance and implementation of generative AI in assessment planning