Educational Management and Advancement Journal
Educational Management and Advancement Journal (EduMAJ) is a peer-reviewed, open-access journal dedicated to advancing educational research, theory, and practice. EduMAJ provides a platform for academics, researchers, practitioners, and policymakers to exchange knowledge, foster innovation, and address contemporary and emerging educational challenges across diverse educational contexts. EduMAJ welcomes high-quality empirical studies, theoretical developments, conceptual papers, systematic reviews, and case studies. The journal particularly values interdisciplinary perspectives that promote equity, inclusivity, sustainability, and innovation in education. The scope of EduMAJ includes, but is not limited to, the following areas: Educational Management and Leadership (school management, higher education governance, leadership practices, instructional leadership, strategic planning, organizational change, quality assurance, and accreditation). Educational Policy and Reform (policy development, implementation, and evaluation, with implications for innovation, equity, and systemic improvement in education). Curriculum, Teaching, and Pedagogy (curriculum design, instructional innovations, professional development, and teacher education). Educational Research, Evaluation, and Assessment (measurement, assessment systems, learning analytics, program evaluation, and applied research methodologies). Learning, Students, and Learning Outcomes (student engagement, motivation, equity, inclusion, special education, well-being, and lifelong learning). Technology, Innovation, and Digital Learning (e-learning, blended learning, digital literacy, online assessment, and the impact of emerging technologies on teaching and leadership practices). Equity, Diversity, and Inclusion (inclusive education, access, social justice, gender equity, and leadership strategies for diverse learning communities). Global and Comparative Perspectives in Education (internationalization, multicultural education, sustainability, cross-national studies, and global perspectives in education). Contemporary and Future Issues in Education (artificial intelligence in education, ethics in education, future skills, and other transformative issues shaping the future of education). Professional Development and Capacity Building (leadership preparation, teacher professional learning, mentoring, and human resource development in education).
Articles
10 Documents
<![CDATA[Activating constructivist learning through student presentations in university classrooms ]]>
<![CDATA[Turyasingura Jane]]>
<![CDATA[ Educational Management and Advancement Journal Vol. 1 No. 1 (2026): February 2026 ]]>
Publisher : <![CDATA[Kadewa Bakti Cendekia ]]>
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DOI: 10.67958/edumaj.v1i1.40
<![CDATA[University classrooms are increasingly conceptualised as learning communities in which students actively construct knowledge through dialogue, collaboration, and shared inquiry rather than passively receiving information. Within this pedagogical shift, student presentations are widely used as instructional and assessment practices intended to promote engagement, communication skills, and constructivist learning. However, evidence suggests that the effectiveness of presentation-based pedagogy varies significantly across institutional, cultural, and technological contexts. This article presents a conceptual and critical literature review methodology that examines how student presentations activate constructivist learning communities in university classrooms. Drawing on constructivist learning theory, decolonial perspectives, and critical digital pedagogy, the review analyses global discourses promoting student presentations, their enactment within African higher education contexts, and their implications for classroom power relations, equity, and participation. The analysis identifies key tensions between the ideals of active learning and the practical realities of presentation-based assessment, particularly regarding cultural norms, linguistic diversity, and digital mediation. The article concludes by highlighting conditions under which student presentations can meaningfully support inclusive, dialogic, and collaborative learning communities in higher education and offers conceptual insights relevant to pedagogical design, academic development, and educational policy.]]>
<![CDATA[The impact of digital literacy on cognitive development in early childhood ]]>
<![CDATA[Malka Shahzadi]]>;
<![CDATA[Malika Shahzadi]]>
<![CDATA[ Educational Management and Advancement Journal Vol. 1 No. 1 (2026): February 2026 ]]>
Publisher : <![CDATA[Kadewa Bakti Cendekia ]]>
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DOI: 10.67958/edumaj.v1i1.42
<![CDATA[This study looks at how digital tools affect early childhood education, how theoretical frameworks guide digital literacy practices, and how to balance digital and traditional literacy activities. The study concludes, based on a literature review, that interactive learning experiences and digital tools such as educational apps and tablets can enhance engagement and complement traditional methods. Though, well, circumstances are such that kids will get excessively dependent on technology, which could limit their opportunities for physical play and face-to-face interaction. Theoretical frameworks, such as constructivist and sociocultural perspectives, emphasize the need to integrate digital literacy in a balanced manner that supports comprehensive development. To provide students with a well-rounded educational experience, the study emphasizes integrating digital tools with traditional literacy activities. Access issues and cultural differences are also raised, highlighting the importance of context-sensitive approaches and further research. Overall, even though digital tools can improve early childhood education, they should be used alongside more conventional methods to ensure students receive a complete education and are treated equally.]]>
<![CDATA[The evolution of education in Rwanda: From traditional roots to modern reforms ]]>
<![CDATA[Faustin Ndikubwimana]]>
<![CDATA[ Educational Management and Advancement Journal Vol. 1 No. 1 (2026): February 2026 ]]>
Publisher : <![CDATA[Kadewa Bakti Cendekia ]]>
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DOI: 10.67958/edumaj.v1i1.48
<![CDATA[Rwanda's economic, social, and political revolution has been centered on education. This study examines the history of Rwanda's educational system, from traditional pre-colonial indigenous learning methods to current initiatives aimed at promoting the country's development. The research examines four key periods from a historical and policy perspective, encompassing pre-colonial community-based education, colonial missionary-led schooling, post-independence reforms, and the massive reconstruction that occurred after the 1994 Genocide against the Tutsi. According to the findings, post-independence efforts increased access and fostered a national identity, but they also undermined indigenous knowledge systems and exacerbated societal inequalities due to enduring structural limitations. Conversely, the post-genocide reforms represented a significant turning point with changes to language policy, the introduction of Universal Primary Education, nine- and twelve-year basic education, the competency-based curriculum, and the extension of technical and vocational education and training (TVET) to improve regional and global integration. Other notable accomplishments highlighted by the study include greater enrollment, increased gender equality, ICT integration, and more possibilities for higher education. Ongoing issues still exist, including remarkably low adult literacy rates, a shortage of skilled teachers, limited graduate programs, and financial constraints. In general, the study finds that sustained investment in educational quality, equity, and skills development is necessary to realize Rwanda's Vision 2050 and promote long-term national development.]]>
<![CDATA[Principals' supervisory skills: Precursor of teachers' morale and instructional delivery in southwestern Nigerian secondary schools ]]>
<![CDATA[Busuyi Francis Olowo]]>
<![CDATA[ Educational Management and Advancement Journal Vol. 1 No. 1 (2026): February 2026 ]]>
Publisher : <![CDATA[Kadewa Bakti Cendekia ]]>
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DOI: 10.67958/edumaj.v1i1.53
<![CDATA[The study was carried out to ascertain the extent to which school principals' supervisory skills affected teachers' morale and instructional delivery in public secondary schools in the Southwestern region of Nigeria. The factors that led to this study included inconsistent supervisory practices among principals and the associated implications for teacher motivation, performance, and the quality of instruction. A descriptive survey research design was chosen. A structured, validated questionnaire was used for data collection, with a reliability coefficient of 0.72. Four hypotheses were tested using linear multiple regression statistics at the 0.05 significance level. The results showed that all four supervisory components had a significant effect on teacher outcomes. Demonstration and guidance techniques were found to be the most effective in enhancing teachers' job performance (R² = 0.451, p < 0.05). Principals' supervision of workshops was a significant factor in improving teachers' instructional delivery (R² = 0.433, p < 0.05). Teacher morale was positively and significantly influenced by classroom visitation techniques (R² = 0.443, p < 0.05). The same can be said for feedback and evaluation practices, which resulted in greater teachers' motivation and morale (R² = 0.467, p < 0.05). The study concludes that principals' supervisory skills are strong predictors of teachers' morale and instructional delivery in Southwestern Nigerian secondary schools.]]>
<![CDATA[Societal vices, social values, and civic competence among senior secondary students in Ife Central, Nigeria ]]>
<![CDATA[Babatunde Adeyemi]]>
<![CDATA[ Educational Management and Advancement Journal Vol. 1 No. 2 (2026): August 2026 ]]>
Publisher : <![CDATA[Kadewa Bakti Cendekia ]]>
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DOI: 10.67958/edumaj.v1i2.55
<![CDATA[This study examined the relationships between societal vices, social values, and civic competence among senior secondary school students in Osun State, Nigeria. It investigated the relationships among societal vices and civic competence, social values and civic competence, and the combined influence of both factors on students' civic competence. A descriptive survey research design was adopted. The study population comprised senior secondary school students in Osun State, and a sample of 200 students was selected from four schools in the Ife Central Local Government Area using a multistage sampling procedure. Data were collected using a researcher-developed instrument, the "Societal Vices, Social Values and Civic Competence Questionnaire" (SVSVCCQ), and analyzed using frequency counts, simple percentages, and Pearson Product-Moment Correlation (PPMC). The findings revealed a significant relationship between societal vices and civic competence among the students (r = 0.882; p < 0.05). The findings further indicated that societal vices and social values are important dimensions of the social environment that are associated with students' civic competence. The study highlights the need for schools, families, and other stakeholders to strengthen positive social values and address societal vices as part of efforts to promote responsible and active citizenship among secondary school students.]]>
<![CDATA[The effectiveness of inquiry-based learning in improving students' learning outcomes ]]>
<![CDATA[Yohanes Umbu Lede]]>;
<![CDATA[Mariana Dappa Moda]]>
<![CDATA[ Educational Management and Advancement Journal Vol. 1 No. 1 (2026): February 2026 ]]>
Publisher : <![CDATA[Kadewa Bakti Cendekia ]]>
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DOI: 10.67958/edumaj.v1i1.56
<![CDATA[Teacher-centered learning results in low student engagement and learning achievement. This study aims to examine the quality of the learning process and student learning outcomes through the application of inquiry-based learning. The study used a classroom action research design conducted in two cycles on seventh-grade students at a public junior high school in Southwest Sumba Regency. The number of participants involved was 15 students. Data were collected through observation of learning activities and learning outcome tests to assess changes in learning practices, student engagement, and academic achievement. The results indicate a consistent improvement in student learning activities and learning outcomes from the first cycle to the second cycle. The application of the inquiry model encourages students to be more active in exploring concepts, expressing opinions, and building understanding independently through questioning and guided discussion. Inquiry-based learning contributed positively to strengthening student-centered learning and developing critical thinking and independent learning skills. It confirms the importance of developing pedagogical strategies and improving teacher competence in implementing innovative learning.]]>
<![CDATA[Path-goal leadership styles of school heads and teachers' job performance ]]>
<![CDATA[Solomon Temitope Adebola]]>;
<![CDATA[Deborah Oreoluwa Adebola]]>
<![CDATA[ Educational Management and Advancement Journal Vol. 1 No. 2 (2026): August 2026 ]]>
Publisher : <![CDATA[Kadewa Bakti Cendekia ]]>
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DOI: 10.67958/edumaj.v1i2.85
<![CDATA[The study examined the relationship between path-goal leadership styles of school heads and teachers' job performance in public secondary schools in Ekiti State, Nigeria. A correlational research design was adopted for the study. The population comprised all public secondary school principals and teachers in the state. A sample of 528 respondents, consisting of 48 principals and 480 teachers, was selected using a multistage sampling technique. Data were collected using two validated instruments: the School Heads Leadership Styles Questionnaire (SHLSQ) and the Teachers' Job Performance Questionnaire (TJPQ), with reliability coefficients of 0.83 and 0.86, respectively. Data were analyzed using Pearson Product-Moment Correlation at a 0.05 level of significance. The results showed that directive (r = 0.530, p < 0.05), supportive (r = 0.465, p < 0.05), participative (r = 0.360, p < 0.05), and achievement-oriented (r = 0.321, p < 0.05) path-goal leadership styles were significantly and positively related to teachers' job performance. The study concluded that all four path-goal leadership styles were significantly and positively related to teachers' job performance.]]>
<![CDATA[Education policy reform to improve education quality and equity in Probolinggo Regency ]]>
<![CDATA[Satunggale Kurniawan]]>;
<![CDATA[Arini Sulistyowati]]>;
<![CDATA[Ahmad Zainul Ihsan Arif]]>
<![CDATA[ Educational Management and Advancement Journal Vol. 1 No. 2 (2026): August 2026 ]]>
Publisher : <![CDATA[Kadewa Bakti Cendekia ]]>
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DOI: 10.67958/edumaj.v1i2.107
<![CDATA[Education plays a strategic role in improving human resource quality and regional development, yet disparities in learning quality, access to educational services, infrastructure, teacher distribution, and digital resources remain challenges in Probolinggo Regency. This study aims to analyze the conditions, challenges, and strategic directions of education policy reform to sustainably improve educational quality and equity. A qualitative descriptive approach was employed, focusing on basic and secondary education in Probolinggo Regency. Data were obtained through interviews with local government officials, school principals, teachers, parents, students, and other relevant stakeholders, complemented by observation and document analysis. The data were analyzed through data reduction, data presentation, and conclusion drawing. The findings indicate that sustainable education reform requires simultaneous improvement in learning quality and equitable access. Key priorities include continuous teacher and school leadership development, needs-based allocation of educational resources, equitable distribution of teachers and infrastructure, inclusive digital transformation, integrated data-based governance, stakeholder collaboration, and continuous monitoring and evaluation. The study concludes that education policy reform should move beyond regulatory changes toward an integrated, participatory, and evidence-informed governance approach. These findings contribute to educational advancement by highlighting the importance of aligning quality improvement, equity, digital innovation, and accountable governance to establish an adaptive and sustainable education system]]>
<![CDATA[Principals' digital leadership on teacher performance and student competence in 21st-century education ]]>
<![CDATA[Yohanes Umbu Lede]]>
<![CDATA[ Educational Management and Advancement Journal Vol. 1 No. 2 (2026): August 2026 ]]>
Publisher : <![CDATA[Kadewa Bakti Cendekia ]]>
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DOI: 10.67958/edumaj.v1i2.110
<![CDATA[Principal leadership has become increasingly important as schools respond to digital transformation and the demands of 21st-century learning. How principals guide the use of technology may be associated with the quality of teachers' professional practice and the development of students' competencies. This study examined the relationships among principals' digital leadership, teacher performance, and student competencies and assessed the mediating role of teacher performance in senior high schools in Southwest Sumba. A quantitative ex post facto design was employed, involving 30 teachers selected through proportional random sampling. Data were collected using a five-point Likert-scale questionnaire and analyzed using reflective SEM-PLS. The results showed that principals' digital leadership was positively associated with both teacher performance and student competencies. Teacher performance was also positively associated with student competencies and significantly mediated the relationship between digital leadership and student competencies. These findings suggest that digital transformation in schools depends not only on principals' capacity to provide technological direction but also on teachers' ability to translate that direction into effective professional and instructional practices. Strengthening digital leadership should thus be accompanied by sustained teacher professional development and support for instructional innovation to create learning environments that foster students' competencies]]>
<![CDATA[The effect of role-play learning on students' learning outcomes in Catholic religious education ]]>
<![CDATA[Yohanes Umbu Lede]]>;
<![CDATA[Bergita Ekasanti Milla Malo]]>;
<![CDATA[Ethelreda Rosari Garung]]>
<![CDATA[ Educational Management and Advancement Journal Vol. 1 No. 2 (2026): August 2026 ]]>
Publisher : <![CDATA[Kadewa Bakti Cendekia ]]>
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DOI: 10.67958/edumaj.v1i2.111
<![CDATA[Catholic Religious Education requires learning experiences that help students understand religious values and relate them to everyday situations, yet conventional classroom instruction may provide limited opportunities for active student participation. This study examined the effect of the Role Play learning model on students' learning outcomes in Catholic Religious Education, particularly in learning about the Good Samaritan. A quasi-experimental study using a non-equivalent control group design was conducted with 30 eighth-grade students at a junior high school in Wewewa Selatan, Indonesia. 15 students participated in Role-Play-Based learning as the experimental group, while 15 students received conventional instruction as the control group. Data were collected through multiple-choice achievement tests administered before and after the intervention. The data were analyzed using normality and homogeneity tests, followed by paired-samples and independent-samples t-tests. The findings showed that students who participated in Role Play-based learning achieved greater improvement in learning outcomes than those receiving conventional instruction, with the experimental group's posttest performance significantly exceeding that of the control group. These findings suggest that Role Play can provide a more active, experiential learning environment for Catholic Religious Education, particularly when instructional content includes narrative and moral values. The study contributes empirical evidence supporting the use of structured role-based activities as an alternative strategy for improving students' learning outcomes at the junior high school level.]]>
