EDUCATIONE

FROM PUBLIC-SCHOOL TEACHING TO DIVISION-OFFICE EDUCATIONAL ADMINISTRATION: A LONGITUDINAL AUTOETHNOGRAPHY

2026-08-04T09:31:02+07:00

Moving from classroom teaching to system-level educational administration requires both technical role learning and reconstruction of professional identity. This longitudinal analytic autoethnography examined my transition from nine years of public-school teaching to a division-office education specialist role during the first 16 months of appointment, from August 2024 to November 2025. The study asked how I experienced and interpreted changes in role expectations, professional identity, and engagement with system-level educational constraints. Data were generated through contemporaneous experiential journals, bi-weekly artifact-based reflections, and monthly retrospective entries linking the new role with prior teaching experience. A six-phase reflexive thematic analysis was conducted, followed by interpretation through role identity theory and complexity leadership theory. Three interrelated themes were developed: navigating ambiguous and expanding role expectations, negotiating continuity between pedagogical and administrative identities, and translating classroom experience into context-sensitive responses to system-level constraints. The analysis shows that the transition involved neither abandonment of the teacher identity nor a simple acquisition of administrative procedures. Instead, pedagogical commitments became resources for interpreting policy, coordination, and organizational responsibility. The study contributes a role-specific account of division-office administration and proposes that induction and mentoring should address identity negotiation alongside technical competence. The findings are analytically transferable but remain bounded to one participant and one organizational setting.

ADAPTIVE PRINCIPAL LEADERSHIP FOR DEVELOPING TEACHERS' DIGITAL COMPETENCE IN RESOURCE-CONSTRAINED SCHOOLS

2026-08-04T21:56:26+07:00

This study examines how principal leadership supports the development of teachers' digital competence in a resource-constrained faith-based junior high school in Nabire, Papua. A descriptive qualitative case-study design was used to investigate the leadership process within one school. The principal served as the primary participant, while teacher informants provided supporting perspectives. Data were generated through semi-structured interviews and direct school-based observations and analyzed through data condensation, data display, and conclusion drawing and verification. The findings identify six interrelated practices: role modelling and motivation, participatory digital-program planning, annual training and peer mentoring, technology-focused supervision, incremental resource mobilization, and adaptive responses to internet and device constraints. Participant accounts and observations indicated increased use of presentations and instructional videos and greater student engagement during some technology-supported lessons. The study did not directly measure achievement gains or establish causal effects. The case suggests that digital leadership in resource-constrained schools operates as an adaptive support cycle combining professional learning, distributed peer expertise, supervision, and infrastructure improvisation. The findings are transferable primarily to schools with comparable organizational and infrastructural conditions.

CONTINUOUS LEARNING COMPETENCIES FOR UNIVERSITY STUDENTS’ SOCIETAL ADVANCEMENT

2026-08-07T16:38:05+07:00

Rapid technological and labour-market change requires university students to develop competencies that support continued learning, employability, and constructive social participation. This study examined the objective-planning and personal-drive competencies needed by university students for societal advancement. A descriptive survey design was used with 65 undergraduate business education students selected purposively at a university in Lagos State, Nigeria. Data were collected through the researcher-developed Continuous Learning Competencies in Education Programme for Societal Advancement Questionnaire, comprising 15 items on a four-point scale. The instrument produced a Cronbach’s alpha coefficient of .81. Mean and standard deviation were used for analysis, with 2.50 as the decision threshold. All objective-planning items were rated as needed, yielding a cluster mean of 3.40. Setting deadlines received the highest mean (M = 3.94), while periodic evaluation of objectives received the lowest, though still positive, mean (M = 3.01). All personal-drive items were also rated as needed, with a cluster mean of 3.32. Motivation to satisfy basic needs ranked highest (M = 3.58), followed by maintaining self-possession through accomplishment (M = 3.47). The findings indicate that structured goal management and sustained personal agency are central continuous-learning capacities for business education students. Universities should integrate explicit goal-setting, reflective monitoring, experiential learning, career development, and motivational support into curricula to strengthen students’ adaptability, self-reliance, and contribution to society.

SELF-REGULATION AND PROSOCIAL DEVELOPMENT IN GRANDPARENT CARE AFTER PARENTAL DIVORCE: A CASE STUDY

2026-08-12T14:23:23+07:00

Early childhood social-emotional development may become especially vulnerable when parental divorce is followed by a transfer of daily caregiving to grandparents. This study examined self-regulation and prosocial development in a five-year-old child raised primarily by a grandmother after parental divorce. A qualitative single-case study was conducted in June 2026 using naturalistic observation, semi-structured interviews with the grandmother and a neighboring informant, and supporting documentation. Data were organized through reduction, display, and conclusion verification, with source and technique triangulation and member checking. Findings indicated an uneven, context-dependent profile: responsibility and discipline were comparatively stronger in familiar household routines, whereas waiting for turns became unstable when gratification was delayed. Empathy and helping were more visible toward close family members, while sharing, sustained cooperation, and conflict-free peer interaction were less stable beyond the immediate family circle. The case contributes a competency-level, cross-context account showing that strengths rehearsed in predictable family routines may not automatically generalize to peer situations. The pattern should not be attributed to divorce alone; it was interpreted in relation to family reorganization, caregiving consistency, caregiver capacity, parent contact, and opportunities for peer socialization. Evidence from the case supports cautious, evidence-informed consideration of coordinated home-school routines to scaffold waiting, sharing, cooperative play, and emotion regulation; these applications require further testing because systematic teacher observations were not included. Future multi-case and longitudinal studies should examine variation across grandparent-care arrangements.