Education

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https://ds.dmiseu.org/handle/123456789/37

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Browsing Education by Author "Jesu Arockia, Venice"

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    Perceptions of Smartphone Use in Primary Schools A Case Study of Pupils Teachers and Parents in Chikankata District Zambia
    (ASET Journal of Managment Science, 2025) Jesu Arockia, Venice; K. Sripathi, Sumathi
    This study explores the perceptions of smartphone use among pupils, teachers, and parents in primary schools within Chikankata District, Zambia. Utilizing a mixed-methods approach, data were collected through surveys, interviews, and focus group discussions involving 150 pupils, 20 teachers, and 30 parents. The findings reveal a spectrum of attitudes towards smartphones: while many participants recognize the potential benefits for educational engagement and communication, concerns about distractions, misuse, and unequal access persist. Teachers identify challenges in integrating smartphones effectively due to limited training and infrastructural constraints. Parents express ambivalence regarding screen time and its effects on children’s behavior and learning. The study underscores the need for comprehensive digital literacy initiatives, improved infrastructure, and inclusive policy frameworks to optimize the educational advantages of smartphone use while mitigating associated risks in primary education
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    School Leadership Approaches and Challenges: A Comparative Study of International Schools within Zambia and Zambian Schools
    (ASET Journal of Management Science, 2025) Jesu Arockia, Venice
    This comparative study investigates school leadership approaches and challenges in international and local Zambian schools. Employing a mixed-methods design, data were collected from school leaders, teachers, and education stakeholders to explore leadership styles, decision-making processes, and their effects on school performance and community engagement. Findings indicate that international schools predominantly use transformational and participatory leadership models, fostering innovation and collaboration, while local Zambian schools often rely on hierarchical and bureaucratic structures. Despite contextual differences, both settings face challenges such as resource limitations, staff turnover, and policy gaps. The study highlights the need for adaptive leadership development programs and policy reforms that support effective, context-sensitive leadership practices. Recommendations emphasize hybrid leadership approaches that integrate global best practices with local realities to enhance school effectiveness and stakeholder satisfaction.