Open research questions in Teacher Education and Leadership Studies

What the literature leaves open

• The government should strengthen stakeholder involvement in the provision of teaching and learning materials in schools and review the community involvement policy in order to strengthen community participation in the learning process of the learners in schools, especially in the provision of teaching and learning materials. REFERENCES Ama, H. A., Moorad, F. R., & Mukhopadyay, S. (2020). Assessment of Stakeholders' Views on Accessing Quality and Equity of Basic Education in Rural Communities of Abia State, Nigeria. Educational Research and Reviews, 15(8), 454-464. Appellegate, A. J., & Appelagate, M. D. (2004). The Peter Effect Reading habits and Attitudes of preservice Teachers. The Reading Teacher, 57(6), 554-563 Benson, O. (2017). Impact of Community Level Engagement in Primary Educatio: Acase study of Oyam District, Northern Uganda, Uganda, East Africa. Copperstone Collection, 3037. Boakye, N. A. Y. (2021). Using role play and explicit strategy instruction to improve first year students’ academic reading proficiency. Reading and writing, 12(1), 285. Cayabas, J. P., Jr., & Sumeng-ang, D. A. (2023). Challenges and Interventions in Developing Instructional Materials: Perspectives of public-school teachers in Basic Education. International Journal of Innovative Research and Scientific Studies, 6(4), 849-855. Chella, J., Tambulukani, G. K., & Mkandawire, S. B. (2023). The contribution of ‘room to read’libraries and reading materials to literacy development in selected primary schools of Zambia. British Journal of English Linguistics, 11(3), 66-85. Chipeta. L. (2018). Community Involvement in Planning and Management: A Case of Mphamba and Lundazi Primary Schools in Lundazi District, Zambia. Masters’ Degree Thesis- University of Zambia. Lusaka. Chipili, J. M. (2016). Factors Affecting the Teaching and Learning of Reading and Learning in Lower Primary Schools in Zambia (Master’s Thesis). University of Zambia. Chohi, G. (2015). Stakeholder Involvement in Schools in 21st Century for Academic Excellence. International Journal of Education and Research, 3(2), 13-22. Creswell, J. W., & Creswell, J. D. (2018). Qualitative, Quantitative and Mixed Methods Approaches. Sage Publications. Fatih, M. (2020).

  Support Teachers Receive from Schools and Stakeholders on Phonics Instructions at Lower Primary Schools of Vubwi District, Zambia · 2026 · DOI

• Based on the findings of this study, several recommendations for future research are proposed. First, future studies should use longitudinal or experimental research designs to better investigate the causal relationships among values- centered school culture, organizational justice, and organizational citizenship. Longitudinal data will enable researchers to observe changes over time and provide stronger evidence concerning the directionality of these relationships. Second, it is recommended that future research use mixed-methods approaches that combine quantitative surveys with qualitative techniques like interviews, focus groups, or observations. Qualitative data can provide deeper insights into how a values- centered school culture is implemented in schools and how teachers perceive organizational justice and citizenship behaviors in their daily professional experiences. Third, to improve the generalizability of the findings, it is important to expand the sample to include teachers from various educational levels, such as primary and higher education, as well as from different geographic regions and cultural contexts. Conducting cross-cultural and comparative studies could be par- ticularly valuable in determining whether the observed relationships are consistent across diverse educational systems. Furthermore, future research should involve multiple stakeholders, including school administrators, students, and support staff, to provide a more comprehensive understanding of organizational culture and justice within schools Examining leadership roles, such as ethical or transformational leadership, can help clarify how a values-centered school culture is developed and maintained. Additionally, future research should consider controlling for or investigat- ing various organizational and individual factors, such as leadership style, school climate, workload, job stress, teacher tenure, and institutional policies. Finally, employing multi-level modeling techniques in future studies could enhance our understanding by capturing both school-level and individual-level relations. This approach would allow researchers to PLOS One | https://doi.org/10.1371/journal.pone.0354841 July 28, 2026 15 / 20 explore how organizational characteristics interact with individual perceptions and behaviors, leading to a more nuanced understanding of organizational dynamics in educational settings.

  The mediating role of organizational justice in the relationship between value-centered school culture and organizational citizenship: A case of North Cyprus · 2026 · DOI

• The research study results lead to specific recommendations that will help teachers from different disciplines succeed while they enhance their teaching methods. The educational authorities, together with school stakeholders, need to create organized support systems that will assist teachers who work outside their main expertise. The support systems should include three specific elements that will help teachers. The establishment of a central system that contains teaching resources and sample lesson materials will assist instructors in decreasing their lesson preparation time while enhancing their teaching performance. Teachers should begin their self-preparation process by studying upcoming curriculum guides, using various learning materials, and attending professional development sessions. Academics who practice continuous learning by reflecting on their work will achieve mastery of content while building confidence and creating better student interactions. Schools should enhance their teaching methods by using digital tools and online learning platforms to establish more effective teaching methods. The availability of dependable technology, together with digital resources and interactive teaching materials, enables teachers to conduct lessons on new subjects while keeping students interested in learning. The upcoming researchers should expand their research on cross-disciplinary teaching by studying different samples through various research methods. The research team will conduct longitudinal studies to analyze how cross-disciplinary teaching impacts teacher performance, and their professional development, and student academic achievements. Future research should investigate how students and school leaders view the phenomenon to create a complete understanding of the situation. REFERENCES Abella, C. R. G., & De Jesus, F. S. (2021). Teaching outside specialization from the perspective of science teachers. Open Access Library Journal, 8(2), 1-13. Adeyemi, K. J. (2016). Effect of Teachers’ Academic Qualification on Students’ Performance at the Secondary Level. Academia. Agan, C. I. E. (2024). Dimensions of teacher mentoring as correlates of teacher performance in the Philippines. Randwick International Education and Linguistics Science Journal, 5(3). https://doi.org/10.47175/rielsj.v5i3.1045 Alonzo, D., Bejano, J., & Labad, V. (2023). Alignment between Teachers’ Assessment Practices and Principles of Outcomes- Based Education in the Context of Philippine Education Reform. International Journal of Instruction, 16(1). Amemasor, S. K., Ghansah, B., & Essel, D. D. (2025). A systematic review on the impact of teacher professional development on digital instructional integration and teaching practices. Frontiers in Education, 10, 1541031.

  Beyond The Comfort Zone: Overcoming Obstacles and Thriving as A Cross-Disciplinary Teacher · 2026 · DOI

• Based on the results, the following recommendations are made: Immediate Administrative Fixes (Short-Term) • Accept any report within 48 hours • Avoid sending messages on WhatsApp to communicate policies or instructions; Make policies and instructions via official channels at work or with a minimum of 1 week's notice for implementation. • Establish a helpdesk system to be accessible on the phone at the District Education Office for the new principals. • Reduce duplicate requests (e.g., student information – once rather than in three different formats) • Favorable treatment for applications for geographic hardship allowances, such as extended deadlines, advance notification of monitoring visits, and fuel reimbursement. • Have monitoring teams spend at least one full day in each school and interview principals about the local constraints Structural Reforms (Long-Term) • Supply straightforward and practical implementation guides with examples for each policy directive • Establish formal peer support groups with monthly meetings (in person or by phone) • Incorporate real-world components into principal preparation programs that address compliance reporting, policy execution, and anxiety management, including required stress management and emotional resilience courses. • Provide all new principals with a mentor for the first 2 years, and have them meet weekly for the first year; mentors to be given a lighter workload and to share experiences of their own early principalship, and reduce anxiety; anxiety should be normalized.

  Leadership Anxiety Among Newly Appointed School Principals: The Role of Administrative Pressure and Policy Expectations · 2026 · DOI

• Based on the findings and conclusions of the study, it was recommended that school heads may continuously strengthen innovative human resource management (HRM) practices by enhancing mentoring, coaching, performance management, and recognition systems to improve teacher effectiveness, instructional quality, and career advancement opportunities. Teachers may actively engage in professional development programs, research activities, leadership roles, and collaborative learning initiatives to continuously enhance their competencies and support effective curriculum implementation. Likewise, the Department of Education (DepEd) may provide sustained support for innovative HRM initiatives by expanding professional development opportunities, establishing clearer career advancement pathways, and addressing challenges related to specialization and work-life balance. Schools may also foster a collaborative and 180 International Journal of Education, Learning, and Pedagogical Sciences (INJELPS) reflective professional culture that promotes evidence-based instructional practices, continuous learning, and organizational improvement. Finally, future researchers may examine the long-term effectiveness of innovative HRM practices and the proposed development program on teacher career advancement, instructional performance, leadership effectiveness, and student learning outcomes across diverse educational contexts. REFERENCES Ambon, J., Alias, B. S., Komariah, A., & Mansor, A. N. (2024). The impact of continuous professional development on teaching quality: A systematic review. International Journal of Evaluation and Research in Education, 13(6), 3838–3847. https://doi.org/10.11591/ijere.v13i6.30427 Aquino, D. A. L. B., Capacio, L. J. A., & Naparan, G. B. (2024). Human resource management practices of school heads. Edukasiana: Jurnal Inovasi Pendidikan, 3(4), 451–464. https://doi.org/10.56916/ejip.v3i4.875 Bao, Y. (2024). The effect of principal transformational leadership on teacher innovative behavior: The moderator role of uncertainty avoidance and the mediated role of the sense of meaning at work. Frontiers in Education, 9, 1378615. https://doi.org/10.3389/feduc.2024.1378615 Chen, X.-M., Liao, X. L., Chen, I.-H., Gamble, J. H., Jiang, X.-Y., Li, X.-D., & Bo, C.-X. (2024). The long-term effects of perceived instructional leadership on teachers' psychological well-being during COVID-19. PLOS ONE, 19(8), e0305494. https://doi.org/10.1371/journal.pone.0305494 Chiang, K. M., Yin, H., Lee, I., & Chang, C. H. (2024). Taking stock of the research into professional learning communities: Paradigms, pathways, and possibilities. Teaching and Teacher Education, 139, 104431. https://doi.org/10.1016/j.tate.2023.104431 Collie, R. J. (2023). Teacher well-being and turnover intentions: Investigating the roles of job resources and job demands.

  Innovative human resource management practices of school heads and teacher career advancement opportunities in public secondary schools · 2026 · DOI

• Based on the study's findings, the following are the key recommendations:  Schools should ensure fair and equitable compensation by offering competitive salaries and improving remuneration structures to enhance job satisfaction and reduce teacher turnover.  School principals and teachers should maintain open and effective communication channels.  Work responsibilities should be distributed fairly among staff members to help minimize stress, prevent burnout, and promote overall well-being among teachers.  Schools should continue to provide professional support, recognition, and opportunities for career advancement to strengthen teachers' commitment, improve job satisfaction, and enhance long-term retention. 237 Journal of Development and Social Sciences (JDSS) May-June2026, Vol. 7, No.

  School Leadership and Teacher Retention: Principals' Experiences in Managing High Teacher Turnover · 2026 · DOI

• Further research is needed to examine the long-term impact of collaborative appraisal practices on both teaching quality and student outcomes. While appraisal and professional learning are widely acknowledged as important for teacher growth, there is limited longitudinal evidence demonstrating whether appraisal practices translate into sustained improvements in instructional practice or measurable gains in student learning over time (Cardno et al., 2016; OECD, 2023). Future studies should also investigate appraiser perspectives, including experiences of training, the challenges encountered, and clarity of role in providing effective developmental feedback. The effectiveness of appraisal systems depends largely on the quality, specificity, and consistency of feedback delivered, making appraiser capacity a critical area for exploration (OECD, 2023; Smyle, 2022). Comparative research across diverse school cultures and education systems would be valuable to understand how contextual factors—such as leadership approaches, organisational structures, and policy frameworks—shape the integration of accountability and development within appraisal systems (Cardno et al., 2016; McChesney et al., 2024). Finally, further investigation into the professional growth and retention of experienced teachers is warranted. Evidence suggests that appraisal can support teacher development, but the needs, perceptions, and engagement of experienced educators may differ significantly from those of early-career teachers, highlighting the importance of examining differential impacts and tailored approaches (OECD, 2023; Talmor et al., 2020). Reframing Teacher Appraisal as Professional Growth 67 CONCLUSION This study examined how primary schools in New Zealand navigate the integration of accountability and development within teacher appraisal, addressing a longstanding tension in appraisal discourse. Findings indicate that a strong culture of professional learning—anchored in transformational, pedagogical, and distributive leadership—was critical for aligning appraisal systems with both institutional accountability and teacher growth. Principals played a central role in fostering reflective, collaborative, and supportive environments, enabling teachers to engage meaningfully with appraisal processes.

  Reframing Teacher Appraisal as Professional Growth: A Qualitative Study of Practice and Perception in New Zealand Schools · 2026 · DOI

• Future research should prioritise longitudinal data to Additionally, future studies should focus more on teacher recruitment and pre-service educators, as the current literature mainly addresses in-service teachers. A key limitation in the current literature is the heavy reliance on cross-sectional studies, which offer only a snapshot of teacher shortages at a specific point in time. Longitudinal studies tracking shortages and the impact of targeted interventions over time are scarce.

  Teacher Shortages in Developed Countries: A systematic literature review of measures and their effectiveness · 2026 · DOI

• administrators actionable for to LITERATURE REVIEW The provided literature reveals that despite the central role of instructional practices in student achievement, teachers face significant challenges in their effective implementation. These challenges span from the macro-level of policy implementation to the micro-level of specific classroom strategies. 276 Asian Journal of Applied Education (AJAE) Vol. 5 No. 2, 2026: 275-290 A foundational challenge is the persistent gap between research, policy, and classroom practice. For instance, while the K-12 curriculum in the Philippines was implemented to improve academic standing, Bibon (2022) found that science teachers were not proficient enough in applying its intended instructional practices, leading to student academic achievement below national standards. This suggests that policy changes alone are insufficient without ensuring teachers' deep understanding and proficiency in new methods. Similarly, Grossman et al. (2013) highlight a core issue in educational research: while it is known that "teachers matter," there is less certainty about which specific attributes and instructional practices make the most difference. Their study, however, provides evidence that high-impact teachers do employ a distinct profile of practices, particularly explicit strategy instruction, pointing to a need for more targeted professional development (Asio & Jimenez, 2020; Asio et al., 2019). Specific pedagogical skills also present considerable challenges. The development of students' higher-order thinking skills, such as problem-solving, is a key area of concern. Veerasamy et al. (2019) demonstrate that students with poor problem-solving skills (PSS) perform significantly worse on summative assessments, viewing complex tasks as threats. This implies that instructors must develop interventions to assess and improve PSS, a task that requires specialized knowledge and instructional design. In the realm of language teaching, Abad (2023) found that English as a Foreign Language (EFL) teachers’ practice focused on task completion and product over process, lacking crucial decoding instruction. Asio et al., (2023) also shared the valuable contribution of Tiktok in improving the English-speaking skills of learners. For reading aspects, Obispo et al., (2026), shared some unique experiences of pre-service teachers in the community. This indicates a challenge in moving beyond surface-level teaching to foster deeper, process-oriented learning. Hence, extra activities or teacher remediation programs are implemented (Asio & Jimenez, 2020).

  Challenges of Teachers in Instructional Practices and Job Performance · 2026 · DOI

• • To promote teacher participation in decision-making processes in public schools. • To grant public school leaders greater autonomy for context-specific decision-making. • To provide professional development programs on democratic, situational, and distributed leadership. • To formalize shared leadership structures in private schools to ensure sustainability. • To balance accountability requirements with innovative practices in public schools. • To allocate additional funding, technology, and training resources, particularly for public schools. Vol. 6 No. 2 (May, 2026) 137 Buriro, Salam, Irshad & Sheikh • To strengthen communication channels among school leaders, teachers, parents, and policymakers. • To utilize data-driven approaches for leadership evaluation and policy reforms. integrating theoretical Perspectives Taken together, the findings suggest that private institutes exemplify a blend of democratic, situational, and distributed leadership styles. These approaches encourage participation, flexibility, and shared ownership, contributing to more effective decision-making and positive outcomes. Public institutes, while benefiting from bureaucratic stability, are constrained by hierarchical processes that limit teacher involvement and reduce adaptability.

  Comparative Analysis of Leadership Effectiveness in Decision Making in Private and Public Secondary Schools in Pakistan · 2026 · DOI

• Based on the findings of this study, it is recommended that universities and schools provide structured frameworks and institutional support to guide and strengthen mentorship practices, ensuring that mentors' responsibilities and adaptive strategies are clearly defined and executed. Notably, professional development programmes should be implemented expeditiously to upskill mentors in adaptive mentoring, student-centred approaches, scaffolding, and reflective practice. Moreover, focus should be on reducing mentor–mentee ratios to allow for sufficient guidance, observation and timely feedback. In addition, mentors should actively engage PSTs in lesson planning, goal setting, and reflective discussions to foster professional agency, critical thinking and ownership of learning. Relational and collaborative practices, such as empathy, active listening, and constructive feedback, should also be prioritised to build trust and confidence. Lastly, structural and contextual challenges, such as mentor availability, workload issues and conflicts arising from tight schedules, must be addressed to enhance the sustainability and effectiveness of mentorship. This, in turn, will ultimately contribute to the professional development of PSTs and lead to improved classroom outcomes.

  One size does not fit all: Adaptive Mentorship in South African Primary Teacher Education · 2026 · DOI

• • Principals should prioritise promoting leaders who have a clear understanding of the school’s purpose, as this enables them to navigate challenges effectively and make informed decisions that advance the school’s objectives. • Distributing leadership among various individuals and organisational structures can help schools address contemporary challenges while improving overall efficiency and effectiveness. • Principals should actively encourage teamwork within the school, fostering collaboration and a sense of belonging. When staff are involved in decision-making and collective activities, they are likely to feel more engaged, motivated, and committed to achieving school goals. • Principals should cultivate a culture of shared responsibility rather than mere delegation. Sharing leadership responsibilities ensures that staff feel empowered, valued, and recognised as integral contributors rather than subordinates. • Principals should provide opportunities for teachers to take on leadership roles and support their professional growth, thereby developing future leaders within the school. By implementing these recommendations, the selected school in the Chris Hani West District can establish a distributed leadership that improves academic performance, strengthens staff participation, and contributes to the overall success of the educational institution.

  Effects of distributed leadership on academic performance in selected schools in Chris Hani West District, South Africa · 2026 · DOI

• Based on a comprehensive thematic analysis of professional development literature, the following detailed recommendations are proposed: 61 Ji, Hao, Lingling Suo, and Hua Chen. "AI performance assessment in blended learning: mechanisms and effects on students’ continuous learning motivation." Frontiers in Psychology 15 (2024): 1447680. https://doi.org/10.3389/fpsyg.2024.1447680 62 Cao, “A Meta-Analysis of Effects of Blended Learning on Performance, Attitude, Achievement, and Engagement across Different Countries.” 63 Fernando et al., “Impact of Online Learning Readiness on Online Learning Effectiveness.” 64 Sari and Hermawan, “The Effect of Blended Learning and Teacher-Student Interaction on the Learning Motivation of SMAN 1 Depok City Students.” 65 Nugent et al., “Analysis of Instructional Coaching: What, Why and How.” 66 Li, “Professional Development, Employee Motivation and Work Commitment: Basis for Human Resource Development Plan.” 67 Løken, Helgesen, and Bjørkquist, “Collective Competence as an Enabler for Service Integration in Health and Social Care Services.” 68 Ilaltdinova, Frolova, and Sergeeva, “Character Education Competence of a Teacher in the Professional Life Cycle.” 69 Wu et al., “Key Factors Influencing Design Learners’ Behavioral Intention in Human-AI Collaboration Within the Educational Metaverse.” 70 Meutstege, Van Geel, and Visscher, “Evidence-Based Design of a Teacher Professional Development Program for Differentiated Instruction: A Whole-Task Approach.” Journal of Education and Learning (JELT) 134 Chiphambo, S. M.. / Journal of Education and Learning Technology / Vol.7 No.1 (2026) pp 123 -140 The thematic analysis, several key recommendations emerge to improve professional development programmes and address the identified gaps in current practice. First, professional development designers should prioritise the development of flexible, context-sensitive frameworks that can be adapted to diverse educational settings while maintaining core effectiveness principles. This approach should incorporate both structured content delivery and opportunities for personalised learning pathways.71 In addition, institutions should invest in developing comprehensive support systems that extend beyond traditional workshop formats, including mentoring programmes, professional learning communities and technology-enhanced learning platforms. Furthermore, there is a critical need to establish robust evaluation mechanisms that can assess both immediate and long-term impacts of professional development initiatives.

  The Missing Link: Understanding Teacher Engagement in Mathematics Professional Development Programmes in South Africa · 2026 · DOI

• The following recommendations are proposed to improve the implementation and outcomes of the QMS: • Reorientation of the purpose of QMS from a score-based administrative exercise to a genuine tool for professional development. • The emphasis of developmental value through coaching, feedback, and self-improvement will restore the integrity and purpose of the system. • Continuous professional development workshops are highly recommended for educators, school leaders, and QMS assessors on the correct processes and goals of QMS are highly recommended. • Formation of dedicated QMS committees within schools to coordinate, monitor, and support the • • implementation process. Institutionalization of peer coaching and mentoring as part of QMS implementation, involving reciprocal classroom visits and collaborative planning. Implementation of robust monitoring systems that go beyond documentation to include qualitative assessments, reflective feedback, and ongoing dialogue between appraisers and appraisees. This will reduce superficial compliance and foster a culture of accountability and improvement, aligned with the intended developmental goals of QMS. • School leadership should cultivate a school culture that encourages open dialogue, trust, and innovation in teaching practices by integrating QMS performance appraisals with individual and school-wide improvement plans to ensure coherence and alignment. • This can be achieved by developing clear communication strategies that explain the purpose, expectations, and benefits of QMS to all stakeholders.

  Exploring educators’ lived experiences of innovative practices in implementing the quality management system: A case study of a selected secondary school in Chris Hani West district, South Africa · 2026 · DOI

• technological and Limitations This study had four main limitations. resources, supported limited by The study concluded that China’s major strength lay in coherent administration and technological innovation, while Namibia’s major strength lay in contextual responsiveness and authentic school- based learning.

  A Comparative Investigation of Pre-Service Teacher Preparation in China and Namibia: Practices, Administration, and Challenges · 2026 · DOI

• through to support effective The study recommends that the Ministry of Education and Sports and district education authorities strengthen continuous professional development programmes with emphasis on learner-centred pedagogy, ICT integration, and in subject-specific competencies, particularly Mathematics and Science, while also investing in improved ICT infrastructure and digital learning teaching. In resources addition, efforts should be made to reduce overcrowded classrooms increased teacher recruitment and classroom expansion in order to enhance individualised learner attention and classroom management. School leadership regular should strengthened to instructional supervision and mentorship support and professional conduct. The government should further improve teacher welfare through timely to remuneration and motivation enhance commitment and reduce burnout. Finally, schools should foster stronger parental and community engagement to support learners’ academic work and reinforce learning beyond the classroom, thereby improving overall academic performance in public primary schools in Gulu City. teaching practices improved strategies through be REFERENCES Belay, S. and (2021). Teacher instructional effectiveness in developing countries. Journal of Education and Practice, 12(4), 45–58. training Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in 77–101. https://doi.org/10.1191/1478088706qp063oa Psychology, 3(2), 393 | This work is licensed under a Creative Commons Attribution 4.0 International License. East African Journal of Education Studies, Volume 9, Issue 2, 2026 Article DOI: https://doi.org/10.37284/eajes.9.2.4943 Bryman, A. (2016). Social research methods (5th ed.). Oxford University Press. for nursing practice (11th ed.). Wolters Kluwer. Chaokromthong, K., & Sintao, N. (2021). Sample size determination in social research. Journal of Applied Statistics, 14(2), 101–115. Robinson, O. (2024). Sampling techniques in educational research. Journal of Research Methods in Education, 15(3), 22–39. Creswell, J. W. (2014). Research design: Qualitative, quantitative, and mixed methods approaches (4th ed.). Sage. Creswell, J. W., & Plano Clark, V. L. (2018).

  Assessment of Teachers’ Professional Proficiency in Public Primary Schools in Gulu City · 2026 · DOI

• • The findings suggest the need for stronger leadership preparation focused specifically on professional leadership learning. Since emerged as the strongest enabling factor, school leaders should be supported to move beyond administrative oversight and take on more active instructional and developmental roles. This means helping head teachers and deputy heads to plan CPD strategically, create space for professional dialogue, follow up on implementation, and foster teacher ownership of learning processes. When school leaders act as facilitators of growth rather than monitors of attendance only, CPD is more likely to have sustained effects. • There is also a strong need for more stable and predictable school-level funding for CPD.

  Architectures of Professional Learning in Rwanda: Institutional Influences on Primary Teachers’ Engagement · 2026 · DOI

• At the national and regional level, policymakers should strengthen the enforcement of gender equity policies and integrate Gender-Responsive Pedagogy (GRP) into teacher education curricula.

  Implementation of Gender-Responsive Pedagogy in the Era of Male Dominance: Experiences from Secondary Schools in the West Nile Region, Uganda · 2026 · DOI

• In transforming higher education for community development Brill. https://doi.org/10.1163/9789004731585_005 in Northern Uganda. 92–114). (pp. Bukuluki, P., & Kabagambe, D. A. (Eds.). (2023). Gender, agency: norms Perspectives from East Africa. Makerere University Press. social and Creswell, J. W., & Plano Clark, V. L. (2018).

  Implementation of Gender-Responsive Pedagogy in the Era of Male Dominance: Experiences from Secondary Schools in the West Nile Region, Uganda · 2026 · DOI

• participation, engagement, and the impact of GRP. Including multiple stakeholder groups ensured a holistic understanding of GRP implementation from both administrative and experiential viewpoints. classroom on uncovering Focus Group Discussions (FGDs) with students facilitated collective reflection on classroom experiences, peer-influenced perceptions and shared experiences. FGDs were particularly valuable for understanding group dynamics and social influences on participation.

  Implementation of Gender-Responsive Pedagogy in the Era of Male Dominance: Experiences from Secondary Schools in the West Nile Region, Uganda · 2026 · DOI

• female education. The stakeholders participation of both genders helps in understanding how teacher education reforms and new competencies are perceived across gender lines, reflecting to gender the commitment equality in Kenya’s education sector.

  Rethinking Teacher Education for a Changing World: New Competencies for a New Era · 2026 · DOI

• Based on the study findings, the following recommendations were made; • Government authorities should ensure that TRCs are properly maintained and adequately resourced, particularly with up-to-date educational materials and technological equipment to enable teachers to adopt modern teaching practices and positively support their CPD. • Educational stakeholders, and including non-governmental governmental organisations in Mtwara, should prioritise and increase the number of CPD programmes targeting teachers across all primary grade levels and design tailored initiatives that support their in instructional enhancing practices learning. improving and teachers • TRC coordinators should regularly monitor and evaluate TRCs’ activities, conduct follow-up on post-training initiatives, and identify implementation gaps through teacher feedback mechanisms to ensure that TRCs remain responsive and adaptive to teachers' evolving professional development needs. REFERENCES Alfani, C. G. (2014). Assessment of the effectiveness of teacher resource centres (TRCs) in improving the quality of primary school teachers: A case of Iringa Region. Masters dissertation.

  Exploring the Role of Teachers’ Resource Centres in Supporting Continuous Professional Development among Primary School Teachers in Mtwara Municipality, Tanzania · 2026 · DOI

• Costiuc, N. (2021). What is fidelity in simulation? Journal of Education, 23(2), 34–51. Creswell, J. W. (2023). Research design: Qualitative, quantitative, and mixed methods approaches (6th ed.). Sage. Danielson, L. (2019). Teacher leadership that strengthens professional practice. ASCD. Efoghe, O. (2022). Resource constraints and curriculum in secondary implementation schools. African Journal of Educational Research, 15(1), 45– 61. https://doi.org/10.1 080/1360080X.2022.2010235 Fatameh, H. B., Mohammad, R. K., & Azam, A. (2020). The quality curriculum evaluation in postgraduate educational management and planning in the public universities of Tehran City. Procedia – Social and Behavioral Sciences, 13(2), 90–102. studies of Baron, R. M., & Kenny, D. A. (1986). The moderator–mediator variable distinction in social psychological research: Conceptual, statistical considerations.

  Applying Resource Dependence Theory to Examine Resource Capacity, Instructional Efficacy, and Curriculum Implementation Fidelity in Uganda’s Lower Secondary Schools · 2026 · DOI

• Given the clear link between teacher proficiency and academic outcomes, education policymakers should revise teacher recruitment, deployment, and promotion frameworks to emphasise both teaching qualifications competence. Schools foster mentorship systems where experienced teachers support novice staff, promoting peer learning and professional growth. demonstrable should also and REFERENCES Adu, (2024). Relationship Between J. O.

  Influence of Teacher Competence on Pupils’ Academic Achievement in Primary Schools · 2026 · DOI

• • Formalise and teacher professional development as a core function within Uganda’s education system. institutionalise • National education authorities should develop and enforce a comprehensive TPD framework that defines minimum standards for focus 8 | This work is licensed under a Creative Commons Attribution 4.0 International License. East African Journal of Education Studies, Volume 9, Issue 1, 2026 Article DOI: https://doi.org/10.37284/eajes.9.1.4273 (enhancing teaching methods), frequency, content, and evaluation of CPD activities. implications for quality assurance in science education. A Conference Paper, October.

  Teacher Professional Development and the Quality of the Methods of Teaching Science Education in Uganda · 2026 · DOI

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