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Challenges to the relational integration of urban refugee children into the national education system of Mozambique
Challenges to the relational integration of urban refugee children into the national education system of Mozambique
by Dério Anselmo Lourenço Chirindza
Keep ReadingTransformational leadership practices and its influence on teachers job satisfaction in Addis Ababa government secondary schools
WOMEN TEACHERS IN SCHOOL LEADERSHIP: A CASE OF COMMUNITY SECONDARY SCHOOLS IN RURAL TANZANIA
Challenges to the relational integration of urban refugee children into the national education system of Mozambique
by Dério Anselmo Lourenço Chirindza
This article draws from a qualitative case study, focussing on the educational experiences of urban refugee children in Mozambique. The fieldwork conducted in Maputo and Nampula during 2018–2020 found that urban refugee children fail to relationally integrate into Mozambican schools as they are subjected to stereotypes, bullying and discrimination at schools and its surroundings. This is critical since effective integration entails more than sharing education structures. Therefore, the government of Mozambique must implement policies that maintain social cohesion and belonging among refugees and their native peers. Only then will refugee education in Mozambique provide urban refugee children with security, stability and protection. © 2023 Global South Ltd.
Transformational leadership practices and its influence on teachers job satisfaction in Addis Ababa government secondary schools
by Tigist Metaferia
This study aims to explore the practices of transformational leadership and its influence on teachers’ job satisfaction in Addis Ababa government secondary schools. Narrative research design was employed to achieve the objective of the study. Thirty-nine school principals were selected using a purposive sampling technique. Thematic analysis was used to investigate the qualitative data that was gathered through principal’s interview.The finding of this study reveals that school principals are practicing transformational leadership by consoling their staff members to consider new thoughts, to use a variety of technologies, and to involve in training to fill any knowlege gap. Principals also strive to take into account the needs of each teacher and function as role models in all of their activities. However, it is not operated to its fullest potential in schools due to challenges related to teachers engagement in routine activities than creating new methods and ideas, multiple responsibilities of school principals, COVID-19-related activities, and poor school environment. Teachers’ job satisfaction is also low due to low level of transformational leadership. Hence, enhancing the exercise of transformational leadership through improving the school environment and delegating principals authority to the department heads, teachers,and student representatives is required to escalate the teachers’ job satisfaction. © 2023 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.
WOMEN TEACHERS IN SCHOOL LEADERSHIP: A CASE OF COMMUNITY SECONDARY SCHOOLS IN RURAL TANZANIA
by Joyce Mbepera
This study sought to determine the barriers to women teachers’ access to top leadership positions in rural community secondary schools in Tanzania. The study adopted a qualitative research approach involving 77 participants [7 women heads of schools, 68 women teachers, 1 Regional Education Officer (REO) and 1 District Education Officer (DEO)]. The methods of data collection comprised interview and focus group discussion. The results show that there were only a few women in leadership positions in rural community secondary schools due to lack of support from the family to the societal level. Furthermore, poor working environment, perceived witchcraft and superstitious beliefs scared women teachers of taking leadership posts in rural areas. The study recommends sensitisation programmes on gender equality. Such sensitisation programmes should be incorporated into the education curriculum right from the low level of education to make children aware of the importance of having women leaders in secondary schools. Teamwork is also needed to unlock the hegemonic culture that dominates Tanzanian societies and restricts the number of women in leadership. © 2023, Texas A and M University. All rights reserved.
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