     Teachers should actively participate in LAC sessions and apply the strategies learned to improve classroom management

The gap

Evidence profile

Sourced from the recommendations of the source papers, classified as general, spanning 8 journals. Those papers have been cited 3 times in total.

Supporting evidence — 8 representative gaps

• Family participation in emergency distance learning: A multiple case study on sixth-grade students, parents, and teachers (2026) · Uluslararası Türk Eğitim Bilimleri Dergisi · doi

  The study revealed that parent education is necessary for parents to have sufficient knowledge about family involvement. In this context, it can be suggested that school administrators should encourage teachers to organize parent meetings regularly and at a level appropriate for parents. In addition, it is recommended that school administrators be supportive in planning seminars and training sessions for parents at schools or online. Teachers, on the other hand, are expected to plan project work and activities involving families and students to increase family involvement and to strengthen cooperation and interaction between school and family by including families in out-of-school learning environments. Furthermore, it is believed that addressing issues related to family participation at parent meetings and taking parents' expectations into account at these meetings will strengthen teacher-parent communication. It is evident that policymakers and relevant field experts need to review education policies and programs to prioritize family involvement and ensure that family participation activities are incorporated into education programs at all grade levels. It is also important for relevant field experts to plan training for teachers on family involvement. In order to ensure that the family participation process is carried out more effectively in schools, it is considered necessary to make it mandatory for every school to have a guidance counselor and for this to be monitored by the relevant ministry department. It is recommended that guidance research centers (RAM) in districts plan educational programs aimed at raising awareness among parents, and that guidance counselors in schools also organize training for parents on this subject. It is recommended that these educational programs offered to parents cover topics such as the definition of family participation, child psychology, the emotional and social development of children, empathy, communication skills, adolescence, values education, communicating effectively with children during distance learning, and conscious parenting. According to the literature review, since studies on family participation are insufficient, it is recommended that researchers working on this topic include family participation studies at all grade levels and conduct research on involving families in the education process. 80  Özlem Tokgöz  Sinem Şengül

  generalrecommendations
  Keywords: family parents participation education school parent involvement recommended programs teachers meetings training schools plan families
• Implementation of learning action cell engagement on the classroom management skills by the public elementary school teachers (2026) · International Journal of Research Studies in Education · doi

       Teachers should actively participate in LAC sessions and apply the strategies learned to improve classroom management and instructional outcomes. Structured follow-ups and mentorship can support this process. Schools should promote collaboration through co-teaching, peer observation, and sharing of teaching resources. Clear schedules and protocols can enhance consistent teamwork and professional growth. Reflective practices should be systematically encouraged, using tools like journals, checklists, and discussion sessions, allowing teachers to evaluate instructional effectiveness and plan improvements. Teachers should attend professional development programs, workshops, and seminars on advanced instructional strategies, classroom management, and innovative teaching practices to stay updated and improve competence. School administrators should provide sufficient instructional materials, resources, and structured support. Monitoring systems can assess teacher performance, classroom management, and the effectiveness of strategies learned from LAC sessions.

  generalrecommendations
  Keywords: instructional teachers sessions strategies classroom management teaching learned improve structured support resources professional practices effectiveness
• Student-Centered Approach in Primary Mathematics: Teachers' Perceptions and Practices in Rural Cambodia (2026) · Journal of Social Sciences and Humanities · doi

  Based on the findings of this study, several recommendations are directed at key educational stakeholders. School principals and administrators should adopt a more proactive role in supporting teachers' professional growth by facilitating regular inter-school classroom visits, enabling newly qualified teachers to observe and learn directly from experienced colleagues' instructional practices. Such school-based peer learning initiatives have been identified as among the most contextually relevant and cost-effective forms of professional development available in under-resourced settings (Boateng & Wolfenden, 2022). SRAWUNG: Journal of Social Sciences and Humanities Vol. 5, Issue 2, (2026) 93 Student-Centered Approach in Primary Mathematics: Teachers' Perceptions and… At the institutional level, school administrators should ensure the provision of adequate teaching and learning facilities, including sufficient textbooks, pedagogical guide books, and SCA-aligned instructional materials, as the absence of these resources was identified as a primary constraint on effective implementation. The Ministry of Education, Youth and Sport should expand and systematize its teacher professional development programs, ensuring that in-service training opportunities are distributed equitably across all teaching staff rather than being limited to a small number of senior teachers per school. Particular attention should be directed toward newly qualified teachers, who currently receive the least structured support at the most critical stage of their professional formation (Sok & Heng, 2024). Finally, the government should allocate increased budgetary resources to the sustained development of teacher professional competencies in SCA, particularly in rural and remote provinces where structural disadvantages are most acute. Future research is recommended to extend this inquiry to larger and more diverse samples of primary mathematics teachers across multiple provinces, employing mixed- methods designs to quantify the relationships identified qualitatively in the present study. Longitudinal studies tracking the development of SCA practices over time would further enrich understanding of how teacher perceptions evolve in response to professional development and classroom experience within Cambodia's continuing curriculum reform process. REFERENCES Adnan, W. I. W., Wahid, N. A., Majid, N. A., Jaafar, F. W., & Ismail, N. A. (2020). Technology Integration in Implementing a Curriculum: Teachers’ Beliefs and Willingness to Change. Journal of Physics: Conference Series, 1529(5), 052081. https://doi.org/10.1088/1742-6596/1529/5/052081 Atkinson, L., & King, E. (2025). Creating space for teacher voice: insights on professional development in two diverse settings. Globalisation, Societies and 1210–1225. Education, https://doi.org/10.1080/14767724.2023.2252428 23(5), Beng, S. (2021). Project Information Document - Cambodia General Education Improvement Project - P174335. World Bank Group. Boateng, P., & Wolfenden, F. (2022). Executive Summary Moving Towards Successful Teacher Professional Development in the Global South. Foundation for Information Technology Education and Development. Braun, V., & Clarke, V. (2022). Thematic Analysis : A Practical Guide. SAGE. Bremner, N. (2021). The multiple meanings of ‘student-centred’ or ‘learner- centred’ education, and the case for a more flexible approach to defining it. 159–186.

  generalrecommendations
  Keywords: professional development teachers school education teacher identified primary based directed administrators classroom newly qualified instructional
• Investigating the relationship between individual learning opportunities and improved teaching practices in public primary schools (2026) · Frontiers in Education · doi

  Informed by the study findings, specific recommendations are offered to relevant stakeholders to address gaps in individual learning opportunities and instructional practices. 7.1 Recommendations to headteachers revealed variability - Plan individual learning opportunities programs aligned with teachers’ instructional needs and school priorities, as findings to individual learning opportunities and differences in its perceived impact across schools. - Provide ongoing mentoring since headteachers reported improvements in teaching practices when support was provided. teachers’ access coaching, and in - Monitor the impact of individual learning opportunities through classroom observations and reflective feedback, due to inconsistent application of individual learning opportunities supported practices across schools. 7.2 Recommendations to directors of studies - Ensure equitable access to individual learning opportunities for all teachers, supported by the perception gap between Directors of Studies and teachers. - Facilitate peer learning sessions and collaborative problem- solving forums, given the strong perceived impact of individual learning opportunities on teaching practices. - Track and evaluate the influence of individual learning student and instruction were not opportunities on outcomes, as consistently reflected in improved teaching practices. teaching practices improvements in 7.3 Recommendations to teachers - Actively engage in individual learning programs, including workshops, coaching, and online courses, as teachers

  generalrecommendations
  Keywords: learning individual opportunities practices teachers recommendations teaching impact ndings instructional headteachers programs perceived across schools
• STRATEGIES TO DEVELOP CULTURALLY RESPONSIVE LEADERSHIP TO ENHANCE EVIDENCE-BASED PRACTICES FOR SCHOOL MANAGEMENT OF THE 12TH MIDDLE SCHOOL OF LINYI, SHAN DONG PROVINCE, CHINA (2026) · Zenodo (CERN European Organization for Nuclear Research) · doi

  institutions, Based on the findings of this study, several practical recommendations can be proposed for and educational to policymakers. These recommendations aim enhance improve teaching performance, leadership capacity, and ultimately improve school outcomes. professional development, administrators, strengthen For educational institutions, it is essential to SCIENTIFIC CULTURE, Vol. 12, No 2.1, (2026), pp. 11697-11711 11710 GAOQIAN et al provide continuous structured professional development establish systems training, that mentoring, and support for educators. Institutions should focus on developing programs that enhance both theoretical knowledge and practical skills, ensuring that educators are equipped to meet the demands of modern education. Additionally, institutions should create supportive environments innovation, and that encourage collaboration, reflective practice. invest For administrators, it is important to recognize the critical role of leadership in driving organizational in performance. Administrators should leadership development programs that focus on building both professional and instructional competencies. They should also work to reduce organizational barriers and create flexible structures that enable educators to perform effectively. Encouraging open communication, shared decision- making, and a culture of continuous improvement can further enhance leadership effectiveness. For policymakers, the findings highlight the need that support professional to develop policies development and leadership capacity building. Policymakers should allocate resources to training programs, promote evidence-based practices, and establish frameworks that encourage innovation and adaptability within educational institutions. Policies should also address systemic constraints that may hinder performance, ensuring that schools operate in environments and development. support growth that Overall, the recommendations emphasize the importance of a holistic approach to educational improvement, in which professional development, teaching, leadership, and organizational conditions are addressed simultaneously. REFERENCES 8. FUTURE STUDY While this study provides valuable insights into the relationships among key variables in educational management, several areas for future research can be identified. First, future studies could expand the model by incorporating additional variables, such as organizational culture, technological integration, or student outcomes, to provide a more comprehensive understanding of educational effectiveness. Second, this study was conducted within a specific context, which may limit the generalizability of the findings. Future research could replicate the study

  generalrecommendations
  Keywords: educational leadership development institutions professional organizational future recommendations policymakers enhance performance administrators culture support educators
• The Relationship Between Parenting Styles and Academic Performance Among Students in Mixed-Day Secondary Schools in Karuri Ward, Kiambu County, Kenya (2026) · Journal of sociology, psychology & religious studies. · doi

  1. The study recommends training workshops for teachers on handling students from different parenting style backgrounds in a bid to support good academic performance. This can be implemented by the Ministry of Education, through the Teachers Service Commissioner (TSC). 2. The study further recommends strengthening structures such as Parents and Teachers Association (P.T.A) and enlightenment programs on good parenting should be organized in order to expose parents to different parenting styles and how they influence academic performance. In addition, parents should be taught how to support students through a healthy dialogue concerning their academic performance. 3. The study recommends that teachers in the guidance and counseling department enhance their relationships with the students so as to gain a better understanding of their parenting backgrounds and organize counseling sessions with parents while addressing specific student issues. 4. The study recommends that parents be included in counselling sessions regarding students’ academic performance so they can understand how to support their children. 5. The study finally recommends the use of systems and structures in schools where parents are more involved in the academic journey of their children, for example, in the collection of their children’s report forms at the end of every term.

  generalrecommendations
  Keywords: parents recommends academic teachers students parenting performance support children different backgrounds good structures counseling sessions
• Parental Involvement’s Effect on Grade-4 Students’ Mathematics and Science Performance in the United Arab Emirates (2026) · International Journal of Early Childhood · cited 3× · doi

  According to the study’s findings, high expectations and parental support had the most beneficial impact on student achievement. Schools must adopt measures that motivate parents to monitor their children’s schoolwork regularly, discuss education-related goals, and provide caring and intellectually stimulating home environments. Parental Involvement’s Effect on Grade-4 Students’ Mathematics and…1 3996 School-based interventions should aim to connect parental expectations with classroom practices through parent workshops, learning guides for families, and regular parent-teacher meetings. Particularly in math and science, such programs are likely to bolster students’ confidence and engagement early on, ultimately con- tributing to long-term achievement. Overall, the findings underscore the impor- tance of collaborative efforts among families, schools, and policymakers to support young children’s early academic development. Effective communication channels must be established between parents and schools. Regular feedback on students’ progress, along with practical tips for parental reinforcement at home, can make parental involvement more productive. This component is especially important in subjects such as mathematics and sci- ence, in which the involvement of parents can really make a big difference in learn- ing outcomes. Active measures are required for effective parental involvement. Schools can conduct workshops and orientation programs for parents during early education to enlighten them on their pivotal role in their children’s education. Early participation helps in laying a solid foundation for academic achievement. Parental involvement should be integrated into school policy. Schools must institutionalize parental involvement through regular parent–teacher conferences, structured vol- unteer programs, and shared student goal setting. Embedding these practices into school policies ensures ongoing and purposeful involvement over time. Teachers play a significant role in connecting parents and schools. Training pro- grams for teachers must incorporate methods of reaching disengaged or aloof par- ents and overcoming communication differences with parents of diverse cultural or socioeconomic status. Empowering teachers with such skills can contribute to developing an inclusive atmosphere that supports greater involvement of parents. Policymakers and schools must promote a balanced approach to parental involve- ment, in which active support is fostered without overpressure. Parents need to be motivated to meet realistic expectations and become constructively involved in their children’s education. Parents can attend workshops or receive resources to help them develop their academic and emotional development. In the UAE, parental involvement strategies must be based on cultural prac- tices and values. Schools must create culturally responsive programs, honor tra- ditional practices, and support best practices in educational support. Customized approaches can guarantee that parental participation is effective and inclusive. Future studies should address parental involvement’s influence on educational outcomes beyond academic success. Such outcomes are related to cognitive pro- cesses, emotional health, and social and life skills. Gaining such information would provide a comprehensive perspective on the significance of parental involvement in the development of children and assist in creating interventions to enhance general student achievement. S. M. Al Zaabi et al.1 3997

  generalrecommendations
  Keywords: parental involvement parents schools must support children achievement education practices programs early academic expectations student
• Teacher characteristics and parental support as determinants of learners’ quality school participation (2026) · Journal of Education and Learning Technology · doi

  Based on the findings of the study, recommendations were made that government and education stakeholders should prioritize ongoing professional development for teachers, focusing on pedagogy, subject mastery, and classroom management in order to improve students’ learning outcomes through effective teacher-student interaction. Otherwise, only professionally trained and certified teachers should be involved in the teaching and learning process to improve instructional quality. More so, school management should organize regular seminars and workshops to educate parents on the importance of their involvement in their children's academic journey. Establishing strong communication channels between schools and parents to ensure consistent engagement will be a plus for learners' academic progress. Both schools and parents should collaborate to ensure that students have access to adequate learning materials and a conducive study environment in schools and at home. Lastly, educational policies that support teacher development and parental involvement must be fully implemented and monitored to ensure effectiveness and accountability. CONCLUSION This study has explored how teacher characteristics and parental support influence students' academic performance in selected public secondary schools. It was established that both variables play significant roles in shaping learners' outcomes. Teacher characteristics—such as professional qualifications, teaching experience, and classroom management skills—were shown to have a direct correlation with students’ academic success. Likewise, the extent of parental involvement, including providing learning materials, attending school meetings, and encouraging academic pursuits at home, was found to significantly boost learner performance. The findings reaffirm the importance of qualified and experienced teachers in the education process. Students taught by teachers with relevant training and pedagogical expertise consistently performed better. Classroom management, a key teacher trait, also played a central role in maintaining a conducive learning environment, thus improving academic achievement. Furthermore, the role of parents cannot be overstated. The data revealed that students whose parents actively participated in their education generally performed better. This support ranged from academic encouragement at home to participation in school-related activities. The synergy between home and school was highlighted as a vital factor in sustaining student motivation and performance. The combined influence of effective teaching and active parental support suggests a systemic approach to educational development. Both stakeholders—teachers and parents—must work in concert to nurture learners’ academic and holistic growth. A well-supported student, both at home and at school, is more likely to thrive academically and socially. In conclusion, the study underscores the need to improve teacher quality through continuous professional development while fostering stronger home-school partnerships. Improving learners’ performance is a collective responsibility that calls for consistent collaboration among all education stakeholders. 60 Ajzen, “The Theory of Planned Behavior.” Journal of Education and Learning Technology (JELT) 370 Olatunbosun, S. O. & Pillay, J. / Journal of Education and Learning Technology / Vol.7 No.4 (2026) pp 358 - 374

  generalrecommendations
  Keywords: academic learning education students teacher school parents home teachers development management schools learners support parental

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