International Journal of Educational Administration and Policy Studies

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International Journal of Educational Administration and Policy Studies

The International Journal of Educational Administration and Policy Studies (IJEAPS) is a peer reviewed open access journal.

The journal was previously titled Journal of educational administration and policy studies – JEAPS. The journal welcomes articles that focuses on theories and practice in the management of educational institutions such post-secondary educational administration, monitoring and evaluation of educational programs, organizational theory as it pertains to educational institutions, international compara

tive educational administration, educational finance, human resource development among teachers, educational planning and policy making, leadership ethics in the management of educational institutions and educational institutions and community relations. IJEAPS welcomes submission of full-length research articles, short communications and review articles. In addition, the journal also welcomes letters and commentaries to the editor.

08/06/2021

Factors influencing the choice of higher education institutions in Angola

Higher education (HE) plays a predominant role in the development of any society. The expansion of HE all over the country (Angola) through the creation of new public and private higher education institutions (HEIs), as well as the creation of internal and external scholarships, have been some of the policies aimed at increasing access to HE, especially the increase in women’s access to HE.

See more: https://academicjournals.org/journal/IJEAPS/article-abstract/232CED866473

02/06/2021

Equity in higher education of Nepal

University education enables people to have better socio-economic return, engage in critical reflection of political affairs, social practices, and inequalities which subsequently strengthens democracy. The educational opportunities for disadvantaged people help them to break the vicious cycle of poverty, marginalization, and discrimination by enabling them to improve the social and economic status.

See more: https://academicjournals.org/journal/IJEAPS/article-abstract/BCF68F266582

26/05/2021

Performance appraisal training of employees: A strategy to enhance employees’ performance in public teacher training colleges in Kenya

This study aimed to establish the relationship between PA training and employees’ performance in Public Teacher Training Colleges (PTTCs) in Kenya.

See more: https://academicjournals.org/journal/IJEAPS/article-abstract/EAD9F1B66519

21/04/2021

Developing necessary leadership characteristics indicators of Secondary Basic School Administrators in Thailand

This research aimed to develop the necessary leadership characteristics indicators of the secondary basic school administrators in Thailand.

See more: https://academicjournals.org/journal/IJEAPS/article-full-text/F0AA8C161234

07/04/2021

The teacher-parent nexus in the competency based curriculum success equation in Kenya

The purpose of this study is therefore to establish the Competency Based Curriculum (CBC) activities that require parental involvement, parents’ opinion towards this expectation, teachers’ perceptions of CBC and the challenges they experience in the implementation of the CBC.

See more: https://academicjournals.org/journal/IJEAPS/article-full-text/0B4906263660

15/03/2021

Balancing work, family and personal life: Perspectives of female staff at the College of Distance Education, University of Cape Coast, Ghana.

The study examined how female staff of the College of Distance Education (CoDE), University of Cape Coast (UCC) balance work, family and personal life roles, amidst their busy work schedules.

Full article: https://academicjournals.org/journal/IJEAPS/article-full-text/0E5ADDC63317

25/01/2021

Demystifying the Ivory tower syndrome in universities through the use of transformational leadership.

The objectives of this paper are to explain how university leaders can demolish the ivory tower syndrome and adopt the transformational leadership style.

See more: https://academicjournals.org/journal/IJEAPS/article-abstract/E37F02565730

08/10/2020

Participatory monitoring and evaluation for quality programs in higher education: What is the way for Uganda?

This paper analyzes the role played by Participatory monitoring and evaluation (PME) to ensure quality programs in higher education institutes in Uganda.

See article: https://academicjournals.org/journal/IJEAPS/article-abstract/B1A4F3B63573

08/10/2020

Policy strategies for effective implementation of inclusive education in Kenya.

The paper discusses the impact of school strategies in overcoming physical barriers that hinder the implementation of inclusive education.

Full study: https://academicjournals.org/journal/IJEAPS/article-abstract/7CA7AE963263

08/10/2020

How school climate predicts teachers’ organizational silence.

This study aims to explore the relationships between school climate constructs and teachers’ organizational silence (OS) and to analyze how school climate predicts teachers’ OS.

See more: https://academicjournals.org/journal/IJEAPS/article-abstract/5E2E5D663057

08/10/2020

Teachers’ decisional participation and job satisfaction in secondary schools in Ekiti State, Nigeria.

The study examined the level of teachers’ participation in decision making and level of job satisfaction.

See more: https://academicjournals.org/journal/IJEAPS/article-abstract/7F6881563020

08/10/2020

Structural modification challenges facing the implementation of inclusive education policy in public secondary schools in Tharaka-Nithi County.

The study adopted mixed-method research approach to examined the structural modification challenges on the implementation of inclusive education policy in schools.

Full study: https://academicjournals.org/journal/IJEAPS/article-abstract/6232C1164787

08/10/2020

Critical success factors for public-private partnership in universal secondary education: Perspectives and policy lessons from Uganda.

The overarching purpose of this study is to explore the stakeholders’ perceptions of public-private partnership (PPP) policy in universal secondary education (USE) and its CSFs in Uganda.

See more: https://academicjournals.org/journal/IJEAPS/article-abstract/C38FFF264687

08/10/2020

Ladder of citizen participation: Insights into female student representatives on public university councils in Uganda.

The study therefore explored perceptions of female student representative participation in leadership on public university councils in Uganda.

Full study: https://academicjournals.org/journal/IJEAPS/article-abstract/8043CD864657

08/10/2020

Challenges facing continuing professional development (CPD) of academic staff of the colleges of education in Ghana.

This study seeks to look at a critical analysis of the challenges facing Continuing Professional Development (CPD) of academic staff of the colleges of education in Ghana.

See more: https://academicjournals.org/journal/IJEAPS/article-abstract/52769DC64353

08/10/2020

Semiotic procedural knowledge model on solution of problems and problem-solving analysis.

This study aims to use problem solving techniques in solving problems at different stages step by step.

See article: https://academicjournals.org/journal/IJEAPS/article-abstract/A9184E464313

08/10/2020

Examining motivation theory in higher education among tenured and non-tenured faculty: Scholarly activity and academic rank.

This study sought to confirm the need to further investigate the impact that long-term job security, in the form of tenure, has on faculty academic productivity in higher education.

See more: https://academicjournals.org/journal/IJEAPS/article-abstract/142310564257

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