European Journals of Education Studies
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INFLUENCE OF EMOTIONAL INTELLIGENCE IN EDUCATIONAL LEADERSHIP ON ORGANISATIONAL CLIMATE: A SYSTEMATIC LITERATURE REVIEW
Full text linkEmotional intelligence (EI) is a crucial attribute for effective leadership in educational institutions, as it enhances decision-making, interpersonal relationships, and organisational outcomes. This systematic literature review explores the influence of EI on the teachers' working environment, focusing on its impact on the organisational climate. The inclusion criteria include studies that investigated the impact of the educational leader's EI on the work environment within public secondary schools worldwide, written in English peer-reviewed articles published no later than 2015, and articles that employed qualitative and quantitative methods from the ERIC database. This study found that EI plays a significant role in the work environment of education leaders, contributing to improved relationships, conflict resolution, teacher professionalism, and job satisfaction. However, challenges such as inadequate training, traditional leadership styles, and external factors need to be addressed to ensure the success of EI-based practices in education. Professional development trainings to enhance the emotional intelligence skills of the educational leaders and to foster an EI culture in the school organisation are recommended to address the challenges. Article visualizations
INFLUENCE OF PRINCIPAL’S INSTRUCTIONAL SUPERVISORY PRACTICES ON TEACHER’S JOB PERFORMANCE IN PUBLIC SECONDARY SCHOOLS IN MUKURWEINI SUB-COUNTY, NYERI, KENYA
Full text linkThis study examined the influence of principals’ instructional supervisory practices on teachers’ job performance in public secondary schools in Mukurweini Sub-County, Nyeri, Kenya. Guided by the Instructional Leadership Theory, the study explored how principals’ collaborative decision-making and data-informed decision-making affect teacher job performance. The study adopted a mixed methods approach with a convergent parallel mixed methods design. The target population comprised 32 public secondary schools, 32 principals, 672 teachers, and one Quality Assurance and Standards Officer (QASO). The sample size included 10 schools selected through proportionate stratified and simple random sampling, 10 principals and 1 QASO purposively sampled, and 184 teachers sampled through stratified and simple random sampling. Data were collected using questionnaires for teachers and interview guides for principals and QASO. Tangaza University research experts validated research instruments. Quantitative data were analysed using descriptive and inferential statistics, including Pearson correlation analysis for hypothesis testing, while qualitative data were analysed thematically through content analysis. Quantitative findings were presented using tables and bar graphs, while qualitative results were presented using narratives and direct quotes. Ethical standards were upheld through participants signing informed consent forms, confidentiality, and honesty in reporting. Pearson correlation analysis revealed statistically significant positive relationships between principals’ collaborative decision-making (r = .179, p = .042) and data-informed decision-making (r = .201, p = .022) with teachers’ job performance. These findings support generalization to the broader population and underscore the importance of inclusive and evidence-based leadership practices. The study concluded that principals’ instructional supervisory practices, specifically collaborative decision-making and data-informed decision-making, positively influenced teacher job performance in public secondary schools in Mukurweini Sub-County, Nyeri. It is recommended that principals promote participatory decision-making to enhance teachers’ motivation and performance. Additionally, education policy should encourage inclusive planning that values teachers’ input, and comparative studies should be conducted to develop context-responsive supervisory practices. Article visualizations
CURRENT STATE OF MOTOR SKILLS AND PHYSICAL FITNESS OF GRADE 4 STUDENTS AT VIET MY PRIMARY SCHOOL, DISTRICT 11, HO CHI MINH CITY, VIETNAM
No full textMotor skills and physical fitness play an important and decisive role in physical activities that improve health, especially for individuals at the school age. The purpose is to identify the criteria through which the current status of motor skills and physical fitness of 4th-grade students at Viet My Primary School, District 11, Ho Chi Minh City. Using research methods such as document synthesis, pedagogical observation, expert interviews and statistical analysis, the study assessed the current status of motor skills and physical fitness of 4th grade students at Viet My Primary School, District 11, Ho Chi Minh City during the process of participating in the study of Physical Education through 4 criteria to assess motor skills and 4 criteria to assess physical fitness based on the regulations of the Ministry of Education and Training. The results showed that the physical fitness of students was at a low average level and the motor skills of students were at a level that did not meet the requirements. Therefore, this will be the premise, helping the study have a basis to propose appropriate exercise exercises for students to improve their physical fitness and motor skills during the study of Physical Education at school. Article visualizations
GENDER-BASED PARTICIPATION IN PHYSICAL EDUCATION ACROSS PRIMARY AND SECONDARY SCHOOLS
Full text linkA growing body of international research has documented what many physical educators observe daily: girls consistently participate less actively in school-based physical education than boys. This troubling pattern manifests differently across developmental stages, while minimal divergence appears in early primary years (ages 5-11), pronounced disparities emerge during the critical transition to secondary education (ages 12-18). This systematic examination interrogates this phenomenon through multiple analytical lenses: first, by mapping participation trajectories across institutional contexts; second, by deconstructing the psychosocial dimensions of motivation and engagement; third, by evaluating pedagogical efficacy across instructional paradigms. Furthermore, these findings are situated within broader sociocultural frameworks, analysing how institutional policies and extracurricular infrastructures both constrain and enable equitable access to physical literacy development. A comprehensive literature search of peer-reviewed studies from 2015–2025 was conducted using databases including Scopus, SPORTDiscus, and Inclusion criteria focused on quantitative or qualitative research, reviews, and intervention trials examining gender differences in PE participation and related factors among school-aged youth. Data were extracted and thematically organized. Methodological quality and biases were noted to contextualize findings. Results showed that girls exhibit consistently lower PE participation frequency and intensity than boys, with the gender gap widening during adolescence. In addition, policy interventions have had mixed effects. While policies ensure access, they do not automatically close the participation gap without supportive implementation. Notably, positive PE experiences (enjoyment, supportive climate, sense of competence) are strongly linked to higher physical activity both within and outside school. However, interventions have achieved moderate success in sustaining girls’ participation. Article visualizations
PARENTAL PERCEPTIONS OF QUALITY IN EARLY CHILDHOOD DEVELOPMENT IN URBAN BULAWAYO: IS ENGLISH PROFICIENCY OVEREMPHASISED IN ECD CENTRES?
Full text linkIn urban Zimbabwe, parental perceptions of quality in early childhood education (ECD) increasingly prioritise English proficiency, often at the expense of mother-tongue instruction and holistic development, creating tensions with national language policies. This study explored parental criteria for ECD centre quality in Bulawayo Central District, assessing the dominance of English proficiency, its impact on children’s development and strategies to align perceptions with policy goals. Employing a pragmatic mixed-methods design, the study integrated quantitative surveys (n=100 parents) with qualitative interviews (n=20 teachers, n=10 administrators), focus groups (n=3 with parents), non-participant observations and document analysis in 13 registered and unregistered ECD centres. Findings revealed that 68% of parents prioritised English fluency, particularly high-income families (76%), with a significant socio-economic association (χ²=9.32, p<0.05), though 24% valued safety and play-based learning. Elite centres allocated 45% of instructional time to English, neglecting arts (15%), physical (10%) and socio-emotional (15%) domains, contrasting with public centres’ balanced approach. Narratives highlighted teachers’ struggles with policy-parental tensions, with public centres demonstrating multilingual resilience. The study extends Vygotsky’s sociocultural theory by positioning parental aspirations as mediators of language use, proposing awareness campaigns, teacher training in multilingual pedagogies and community engagement to bridge policy-practice gaps. Limitations include urban focus and self-report bias, suggesting further urban-rural comparative research. These findings inform Zimbabwean ECD policy by advocating inclusive curricula that balance linguistic and developmental priorities in multilingual urban contexts. Article visualizations
SOME LEXICO-GRAMMATICAL FEATURES OF CAMEROON FRANCOPHONE ENGLISH
Full text linkIn Cameroon, the complexity of the linguistic landscape has led to the speaking of two non-native varieties of English to express the country’s realities. Cameroon English is spoken by Anglophone Cameroonians of the North/South West Regions of the country. Cameroon Francophone English is spoken by Francophones in the remaining eight regions of Cameroon. The phonological features of the two varieties of English have been extensively studied and are quite stable, but their lexical, syntactical and grammatical characteristics, among others, still need a lot of investigation. They are full of innovations, neologisms, and coinage (Simo Bobda 1994; Safotso 2020) that some students’ dissertations continue to consider as errors, though many of them are very regular. This study analyses data gathered from university students’ essays (N=600), classroom presentations and discussions, debates on various national radio stations and TV channels (Safotso 2022) to highlight some lexico-grammatical features of Cameroon Francophone English. Results show that, like its phonological aspects, Cameroon Francophone English has lexico-grammatical hallmarks despite the ample teaching of Standard English to its speakers. Article visualizations
PERSPECTIVES ON TRIGGERS FOR PEER INTERACTIONS FROM EARLY CHILDHOOD EDUCATION TEACHERS AND SPECIAL EDUCATION TEACHERS
Full text linkInteractions among children requiring varying levels of support in general group settings within Early Childhood Education centers can be complex and challenging. Despite the importance of inclusive practices, limited research exists on the specific factors that trigger or enhance peer interactions. Interactional triggers refer to pedagogical strategies, specific practices or environmental conditions that promote interaction among children. In the Finnish context, special education teachers play a central role in supporting inclusive practices, drawing on their pedagogical expertise and the Early Childhood Education Core Curriculum. This study investigated the perspectives of Finnish early childhood education teachers and special education teachers regarding the triggers that facilitate children's interactions. Data were collected through semi-structured group discussions and individual interviews with eight early childhood education teachers and twelve special education teachers. The data were analyzed using the phenomenographic method to identify variations in teachers’ conceptions of interaction triggers. The findings revealed several perceived practices that promote children's interactions, including inclusive participation strategies, small group activities, content-specific and pedagogical approaches, environmental and resource-based support, and the involvement of familiar adults—such as substitute teachers and practical nurses—within the learning environment. These findings offer valuable insights for early childhood and special education teachers, as well as for universities responsible for teacher education and professional development. Article visualizations
A LITERATURE REVIEW ON DEVELOPMENTAL DYSCALCULIA: EDUCATIONAL PERSPECTIVES FROM BRAZIL
Full text linkThe educational environment plays a key role in human development, requiring structures that meet legislative demands as well as social needs arising from historical movements to recognize marginalized groups. Among these groups are students with dyscalculia, whose identification and appropriate support are essential for school inclusion. This bibliographic study aimed to analyze the main arguments regarding dyscalculia based on selected works. The most recurrent publications adopted a quasi-experimental approach (8 studies), followed by investigations with controlled groups, with or without matching (7), and literature reviews (7). Findings indicate that dyscalculia has a neurobiological origin, resulting in significant impairments in calculation, numerical manipulation, and the abstraction of mathematical concepts, associated with dysfunctions in neural áreas, especially the parietal lobe. Often confused with mathematical learning difficulties, dyscalculia is distinguished by the persistence of deficits even after interventions. This study highlights the need for further research on the subject to develop and implement effective tools for the various types of dyscalculia, contributing to more accurate diagnoses and appropriate pedagogical interventions, thus promoting inclusion and improved educational outcomes. Article visualizations
A QUALITATIVE CASE STUDY OF THE EVOLUTION OF EXAMINATION TOPICS IN OPEN AND DISTANCE LEARNING: THE EKP65 MODULE OF THE HELLENIC OPEN UNIVERSITY (1999–2024)
Full text linkThis qualitative case study examines the evolution of examination topics in the EKP65 module of the Hellenic Open University from 1999 to 2024, analysing how assessment design in Open and Distance Learning (ODL) responds to pedagogical, institutional and technological change. Using NVivo-assisted qualitative document analysis, the study explores transformations in clarity, structural coherence, alignment with learning materials, cognitive demands and authenticity. Findings show significant improvements after 2016, with examination topics becoming more concise, conceptually integrated and pedagogically transparent. The transition to online examinations in 2020 accelerated enhancements in clarity and workload calibration, while the emergence of generative artificial intelligence after 2022 prompted a stronger emphasis on interpretive reasoning and personalised responses to safeguard authenticity. Overall, EKP65 reflects wider assessment transformations in ODL, demonstrating how examination design adapts to digital environments and emerging challenges. The study contributes insights for developing credible, learner-centred and AI-resilient assessment practices. Article visualizations
EFL STUDENTS’ PERCEPTIONS AND PRACTICES OF USING GEMINI FOR DEVELOPING ENGLISH ARGUMENTATIVE ESSAY WRITING SKILLS
Full text linkAs artificial intelligence increasingly shapes education, its impact on language learning has become a critical area of study. This research examines English-major students’ perceptions and practices using Google Gemini to support argumentative essay writing in an EFL context. Eight dimensions of writing development were investigated: vocabulary, grammar, idea generation, organization, transitions, writing style, plagiarism management, and mechanics. A 92-item questionnaire assessed students’ perceptions and practices, supplemented by semi-structured interviews with 10 participants. One hundred students who completed the Reading–Writing B2.2 course took part. Findings show that students generally view Gemini as a valuable writing aid. However, perceived usefulness did not always translate into frequent use, and engagement varied across groups despite stable perceptions. The study highlights both the potential and limitations of AI-assisted writing instruction and offers practical implications for educators aiming to integrate AI responsibly and effectively to enhance academic writing skills. Article visualizations