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The study examined the teaching effectiveness of secondary school teachers in Mysuru city secondary schools. A descriptive research of the survey design was used in the study. The sample consisted of 100 students studying 9th standers at secondary schools. Stratified simple random sampling technique was used to select the sample. Data collected were analyzed using Percentage analysis, ‘t’ test and One way ANOVA. The two null hypothesis were formulated were tested at 0.05 level of significance. The study revealed that significant difference was found between male and female secondary school teachers with respect to their teaching effectiveness. Comparing the mean value it is found that female teachers have high level of teaching effectiveness when comparing to their male counterparts. The study also revealed that no significant difference was found between secondary school teachers belonging to government, private aided and private unaided secondary school teachers with respect to their teaching effectiveness. Based on the findings it was recommended that pre-service and in-service teacher training institutes should provide training to teachers in the form of workshop, seminar, and symposium to enhance teaching effectiveness in secondary school teachers. School should pay special attention to provide healthy atmosphere in the school by providing better environment, salary, housing facility, medical facility.

Introduction: Intestinal parasitic diseases constitute a global health burden in numerous developing countries mainly due to fecal contamination of water and food, lack of adequate basic sanitation, environmental and socio-cultural factors enhancing parasitic transmissions. Objectives: To measure the prevalence of intestinal parasitic infestation and to identify risk factors associated with parasitic infestation among the school children of Biratnagar Submetropolitan. Materials and Methods: The cross?sectional study was conducted in Grade VI, VII and VIII in Government and private schools of Biratnagar. Stratified random sampling method was applied to choose the schools and the study subjects. The Chi?square test was used to measure the association of risk factors and parasitic infestation. Results: Overall prevalence of intestinal parasitic infestation among the school children was 35.5 percent. Around 15.5% of the study population was found to be infested with helminthes and 20% of the study population was protozoa infected. Hookworm species was found higher (6.5%) in comparison to other worms i.e. Ascaris lumbricoides (5.5%), Trichuris trichuria (2.5%) and Hymenolepsis nana (1.0%). Regarding protozoal infestation, Giardia Lamblia was seen higher (12.5%) followed by Entamoeba histolytica (7.5%). Irregular bath, not using soap after defecation, not wearing sandals, unhygienic skin, nail and clothes cleanliness, habit of nail biting and thumb sucking were found to be significant relationship in the causation of intestinal parasitic infestation. Conclusions: The prevalence of intestinal parasitic infestation was found to be high in school children of Biratnagar. Poor personal hygiene and sanitary condition are supposed to play an important role in establishing intestinal parasitic infections.

Principal leadership issues are becoming increasingly debated and explored in international and comparative contexts due to the changing context of educational provision. In the South African education context and the world over, there is unprecedented interest in how school leadership influences the performance of learners. Teaching and learning environments in schools have become more complex and diverse, where effective principalship is required to achieve high standards of educational success. The quality of leadership in schools is the cornerstone for driving transformational change that is required in schools. In this article, we argue that principals need to adopt leadership styles that would enhance the culture of teaching and learning. It was the goal of our qualitative study to explore the role of school principals in improving learning outcomes. Six schools in the North-West province, South Africa, were purposively selected to participate in this study. Semi-structured interviews were conducted with principals and teachers from the selected schools. We found that principals use several leadership styles to enhance the culture of teaching and learning in their schools. The study concluded that leadership in schools plays a significant role in improving learner performance.

The social representations of school performance have proven to be very diverse, and vary according to the aspirations of the stakeholders involved, the position they occupy in the system and the issues attached to it. In Morocco, there are multiple stakeholders in the public education system (The ministry of education and its decentralized services, teacher unions, the civil society, parents, students, etc.), and each of them has a specific mission which is in dynamic complementation with the other stakeholders in the system. The school principal remains the local actor par excellence. He occupies a decisive position in the functioning of the school. This position, which involves critical decision making, is where the execution of educational policies is exercised and where the aspirations of the different stakeholders are expressed. This paper aims at questioning how school principals perceive the \"performance of their schools\". In other words, it enquires on the signification (meaning) that these school leaders give to the performance of a school. To respond to this inquiry, data is collected using a questionnaire, which is administered to 40 different schools in the region of Guelmim Oued Noun.

The reality of learning a language is that students are diverse in terms of capability to grasp the language lessons given. Cognitive development, socio-cultural background, gender, motivation are a few factors that affect their ability to learn a target language. Thus, this paper is concerned about the effectiveness of Differentiated Instructions (DI) in catering low proficiency students so that they could excel in their ESL writing tasks and their perceptions of DI in improving their writing skills. A study was conducted in a sub urban primary school in Sandakan, Sabah, Malaysian Borneo. There were 29 respondents altogether from a class of Standard 4 which are categorized as low proficiency students based on their LINUS results in the previous year. The data were collected using mixed methods and, an analysis and discussion about the effectiveness of DI were done by comparing students’ pre-test and post-test scores and their perceptions towards DI were concluded from the interview and observations throughout the study. A questionnaire adapted from VARK questionnaire version 7.0 was used to determine students’ learning preferences before they were divided into three groups to undergone the DI strategies. The results of the study show there are some improvements in students’ writing as shown in the post-test results. Their behaviours in writing classes also have changed from being anxious to being confident at the end of the study. In general, it seems that DI could be used as one of the approach to help primary schools’ students to excel their ESL writing lessons. Besides, teachers should also take into consideration of implementing DI not only for writing skills but also other language skills.

Learning Language Strategy has come out with several of strategies that can be chosen or used among the pupils. Every pupil has also had another potential in using the learning language strategy in many ways. This study was conducted to investigate the learning language strategy by using vocabulary strategy among 19 school pupils at a rural school in Sabah. The survey was carried out among the pupils of Year 4 and Year 6 to find out which strategy they prefer most in language learning strategy. There were choices of strategies that can be chose by the pupils which were listening, vocabulary, speaking, reading, writing and translation. Among those strategies that have been tested, they chose vocabulary strategy as their most preference based on the analysis frequency of the survey that has been distributed. The survey contained the vocabulary test and the vocabulary learning strategy questionnaire. In addition, they least preferred to listening strategies followed by writing strategies. This can be perhaps for the teachers to make a brand-new step to arise the motivation among pupils to expand their vocabulary in many attractive and interesting ways which then affects to many more benefits in speaking, reading and writing.

The performance of physical education teachers depends on various factors. One such factor is Stress that they are going the rough work. Numerous factors affect the teacher’s Stress and this in turn affects their school life and personal life. Many institutions are not particular to provide any measures to reduce Stress. It has been identified that no study has been conducted so far about Stress management among Physical education teachers in schools of Uttarakhand. Thus, this study is devoted towards finding various causes of Stress and its consequences on Physical education teachers. The study also attempts to propose some suggestions to manage Stress. The present study was undertaken to find the job stress among physical education teachers. The present study consists of sample of 50 physical education teachers. The sample sizes were selected from the schools of Dehradun district of Uttarakhand, through random sampling technique.

Background: Globally, Closures of schools to mitigate the increase of COVID-19 have caused unprecedented disruption for nearly 1.6 billion school going children across the globe. Those affected the most are adolescent girls extremely in developing countries and the poorest households. Methods: Cross-sectional, quasi-representative survey of pre-post analysis, using a randomized sample from the adolescent girls in public primary schools. In total, 48 school administrators (24 head teachers and 24 deputy head teachers) and 14,917 pupils from 24 public primary schools in north rift region of Kenya. Therefore, the study population will be 30 administrators and 2378 adolescent girls in public primary schools in Uasin Gishu County of Kenya in 2021 and 2022. A sample size of 343 was assumed as the proportion suitable for this study using stratified random sampling techniques. Results: Majority were in the age bracket of 11-14 years old accounting for 174 (74.0%) compared to 61 (26.0%). Those in class 7 were the majority represented by 100 (42.6%); class 6 accounted for 87 (22.2%) while class 8 accounted for 48 (20.4%). The COVID- 19 containment guidelines were largely violated among the adolescent girls, which is a confirmation of behaviour change and lack of observation of prevention and control measures. not able to have increased access to economic opportunities, better health outcomes or useful, empowering knowledge, attitude and skills due to COVID- 19 Pandemic disruptions to key socioeconomic factors that support various families with composite mean score of (1.58, S,D .858) indicating strong disagreement with all the fifteen items that measured state of COVID- 19 outbreak impacts on wellbeing of adolescent girls. The findings showed that the Pearson’s correlation between COVID- 19 pandemic containment guidelines and the wellbeing of adolescent girls is [R =-0.624, p = 0.000], wellbeing and lockdown measure [R = 0.966, p = 0.000], stay at home measure [R = 0.921, p = 0.000], group gathering restrictions measure [R = 0.926, p = 0.000] and COVID- 19 Pandemic [R = 0.832, p = 0.000], showing a statistically significant bivariate association between the independent and dependent variables. Increased COVID- 19 Pandemic containment guidelines led to greater disruptions of basics of wellbeing environment. School closure had -0.718; Lockdown measure indicated -0.802; stay at home -0.679; while group gathering restrictions showed -0.812 all revealing significant bivariate associations with wellbeing of adolescent girls all explaining 53.2% of the wellbeing dimensions in this paper [R2 = 0.532, p = 0.000, ß = 0.615, t =5.857, ?= 0.000]. Therefore, the hypothesis that “hypothesis that COVID-19 pandemic restriction guidelines do not affect wellbeing of adolescent girls” is rejected and concluded that there is an effect of COVID -19 pandemic restriction guidelines on wellbeing of adolescent girls among the public primary schools. Conclusions: COVID -19 pandemic restriction guidelines has greater negative effects on wellbeing of adolescent girls among the public primary schools. Adolescent girls experienced disrupted fundamental acquisition, access, distribution and delivery of education, health, economic empowerment, all gender-based-violence forms, water-sanitation-hygiene, conflicts-emergency-humanitarian-settings, as well as adolescent girls’ intersecting needs leading to declining state of wellbeing.