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All Journal International Journal of Evaluation and Research in Education (IJERE)
DCosta, Anil
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Education

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The impact of leader motives in students: a systematic review DCosta, Anil; Chennattuserry, Joseph Chacko; Prakasha, G. S.
International Journal of Evaluation and Research in Education (IJERE) Vol 14, No 3: June 2025
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v14i3.31418

Abstract

Leader motives elucidate the driving forces behind leadership behavior and decision-making, which are pivotal for understanding effective leadership dynamics across diverse contexts. In this context, the systematic literature review (SLR) analyzed leader motives among students, providing insights into the underlying drivers shaping leadership behaviors within educational environments. This paper aims to understand how leader motives impact student behavior, academic performance, and social dynamics within educational environments. Based on McClelland’s needs theory as a conceptual framework, the review examines students’ prevalence and manifestations of achievement, power, and affiliation motives. This study systematically reviewed 16 papers, scholarly databases, and pertinent literature published between 2007 and 2024. A preferred reporting items for systematic reviews and meta-analysis (PRISMA) method was used to report the items. The findings underscore the importance of nurturing leader motives in educational settings, which contribute to positive student outcomes and foster leadership development through the lens of need theory. This study contributes to understanding how leader motives can elevate leadership behaviors and outcomes, offering valuable insights for policymakers and academic leaders aiming to enhance educational quality.
The educational accomplishments scale: development and validation in the context of education institutions DCosta, Anil; Chennattuserry, Joseph Chacko; Thomas, Kennedy Andrew
International Journal of Evaluation and Research in Education (IJERE) Vol 14, No 5: October 2025
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v14i5.34224

Abstract

Educational institutions play a significant role in fostering academic growth and personal development. However, there is a lack of standardized tools to assess the impact of educational accomplishments (EA), particularly integrating dimensions such as quality, value-based, integrated, and culture-enhanced education. This paper aims to create and validate a measurement tool that assesses how EA impacts students and institutions to foster academic growth, personal development, and institutional effectiveness, contributing to the overall quality of education. The data was collected from 120 participants, including religious heads, directors, principals, and coordinators of ten schools run by a specific religious congregation. The study implemented a three-stage systematic procedure in the development of the scale. Stage one consisted of item generation, literature review, and expert judgment. The second stage validated the scale and was followed by an item analysis, principal component with varimax rotation (exploratory factor analysis) using Kaiser normalization on IBM SPSS 26. The third step resulted in the final reliability and validity of the scale. A final 19-item educational accomplishments scale (EAS) is psychometrically reliable and of potential use to policymakers globally, comparing student and teacher perceptions, especially with religious congregational affiliations. This scale can particularly be used by each institution to evaluate the EA and can also be used by other researchers for further research.
Co-Authors Chennattuserry, Joseph Chacko Prakasha, G. S. Thomas, Kennedy Andrew