Search Results (10)

This article addresses the validation of an instrument designed to measure organizational leadership practices for inclusion and evaluates the said instrument’s factorial structure and convergent validity. This work responds to the need for quantitative tools to assess how school principals promote inclusion, in recognition of its importance for guaranteeing student access to an equitable quality education at all levels, from early childhood education through high school. The above-referenced instrument was developed based on a comprehensive literature review and consultations with experts, resulting in a 36-item scale structured in six key dimensions: D1: Professional Development; D2: Inclusive Vision; D3: Support for the Teaching–Learning Process; D4: Building Networks; D5: Participation and Dialog, and D6: Resource Management. The validation process included a confirmatory factor analysis that supported the existence of a hierarchical structure of a general factor of leadership for inclusion that determines the aforementioned key dimensions, with adequate fit indices (χ²(588) = 1694.624, p < 0.001, CFI = 0.945, TLI = 0.941, RMSEA = 0.060, SRMR = 0.034) and high internal consistency in the general scale (α = 0.98, Ω = 0.96). In terms of convergent validity, the instrument showed significant and consistent correlations with related constructs such as teacher self-efficacy and pedagogical leadership. This study highlights the importance of leadership for inclusion as a central element of fostering participation and learning in diverse school contexts, by providing a reliable tool for continuous improvement of the school management team’s performance of its functions. Also, it is important input for education policymakers charged with formulating student equity, who recognize the enhanced well-being and active participation in the social environment that result from the greater inclusion of students in their educational communities. Full article

Chronic stress, culminating in burnout, evolves gradually and is notoriously difficult to detect due to vague symptoms and individuals’ hesitances to acknowledge their struggles. To expedite the identification and recognition of this condition, enabling timely psychological intervention, the integration of Artificial Intelligence (AI) is increasingly being considered. This research does not assert the feasibility of an AI system managing all aspects of chronic stress’s impact. However, it highlights the capability of current technology to detect stress indicators based on quantifiable data like Heart Rate (HR) and organizational climate dimensions. Although other physiological markers such as oximetry, skin galvanic response, and EKG have been explored, they have not shown reliable differentiation between stress and joy. Focused on the unique context of school principals in the Bedouin region of Israel, this study investigates the interplay between HR, organizational climate, and stress levels. It introduces a novel application of a fuzzy logic tool that combines HR and organizational climate metrics to aid in stress diagnosis. This tool incorporates the psychologist’s expertise to provide real-time data crucial for developing effective coping strategies. While the AI-supported fuzzy system does not replace professional psychological intervention, it significantly enhances the speed of condition identification and intervention planning, thus shortening the response time to stress-related issues in educational leadership within culturally specific settings. The application of such AI-driven tools is pivotal for sustaining the well-being and effectiveness of educational leaders, thereby supporting the broader goal of educational sustainability. Full article

In Mexico, suicide has become an important public health problem, representing the third leading cause of death in the adolescent population. Suicidal behavior in adolescents is associated with the interaction of complex relationships between personal, interpersonal, and sociocultural factors. Through a quantitative, descriptive, and correlational cross-sectional study, the present study aimed to analyze the prevalence and risk factors associated with suicidal ideation among adolescents from different high schools of the high school system (SEMS) of the University of Guadalajara, in response to the psychosocial impact of the COVID-19 pandemic. A descriptive statistical analysis was carried out on the data obtained from the 3583 students surveyed, followed by a principal component analysis (PCA) to identify closely related social, emotional, and behavioral variables. The PCA yielded eight principal components, which together represent 75.42% of the variance across psychometric tests. A multiple linear regression analysis was used, with a regression value (R²) of 0.4811, indicating that the explanatory model can predict 48.1% of the variability in suicidal ideation, with a statistical significance level of 0.05. According to the studies conducted, 19% (688 students) showed indicators of high suicide risk and 26.8% (960 students) showed moderate risk. Depression, mental health, health-related quality of life, physical and psychological well-being, and mood and emotions are the most influential factors in suicidal ideation. Full article

In response to the COVID-19 pandemic, many governments ordered school closures as a containment measure, with Israel being among over 100 countries to do so. This resulted in the abrupt shift to online and remote education for many students. Despite attempts to minimize the effects of disrupted education and create a dynamic virtual learning environment, the literature highlights various challenges including lack of communication with implications of distress faced by key stakeholders (students and their parents, teachers, and principals). In this cross-sectional study, we assess the perceived levels of communication and psychosocial aspects during both distance and frontal learning, as well as the long-term impacts (following over two and a half years of an ongoing pandemic) on distress among the key stakeholders of the Israeli education system— high school students, parents, teachers, and principals. The study findings demonstrate severe implications of distance learning on communication and psychosocial aspects, with lingering long-term impacts on distress, among all stakeholders (particularly among students). This reveals the need for tailored capacity building and resilience intervention programs to be integrated in the long-term response to the current ongoing pandemic to improve well-being and reduce distress among the various stakeholders, with particular attention to those that are most vulnerable and were hit the hardest. Full article

Background: The ongoing COVID-19 pandemic has influenced educational systems worldwide. School principals coped with numerous significant challenges regarding school management during the epidemiological crisis that could generate a lot of work-related stress. Thus, the presented study examines Polish school principals’ perceived stress and its association with exhaustion and psychosomatic complaints as burnout risk indicators. Principals’ gender and age as sociodemographic control variables were also considered in this paper. Methods: A cross-sectional online study was conducted in eight provinces of Poland from June to December 2021. The study was part of a global COVID-HL school principal survey under the global COVID-Health Literacy Research Network. Two subscales of the Perceived Stress Scale (PSS-10) (perceived helplessness [PH] and perceived self-efficacy [PSE]) were considered independent variables in relation to school principals’ mental and physical exhaustion and psychosomatic complaints. Regression models consisting of two equations were used to test the relationship between variables. The first equation consists of the control variables (age, gender), and in the second equation, the independent variables (PH and PSE) were included in addition to the control variables. Results: Almost 50% of school principals experienced a lack of control that caused anger and stress. Mental and physical exhaustion during the pandemic was often or always felt by 30% of respondents. Nearly half of Polish school principals experienced psychosomatic complaints in the form of muscle pain and headaches. PH, to a greater extent than PSE, was associated with mental and physical exhaustion and psychosomatic complaints. With age, the level of psychosomatic complaints and mental and physical exhaustion decreases, but it was higher among women. Regression analysis revealed significant associations between exhaustion and mental health outcomes, even after controlling for demographic variables Conclusion: This study showed that almost half of Polish school principals indicated a high frequency of perceived stress during the pandemic. PH was more substantially associated with mental and physical exhaustion in younger female principals than PSE. Younger female school principals reported more exhaustion and psychosomatic complaints. This finding should be the baseline information for policymakers to improve the wellbeing of Polish school principals and prevent the risk of burnout. Full article

(1) Objective: Evidence suggests that comprehensive sexuality education (CSE) can protect and empower younger generations to advocate for their reproductive health and wellbeing. This survey aims to investigate the current status and influencing factors of CSE among Chinese junior high school students, and to evaluate its correlation with the learning experience of sex education and subjective social status (SSS) to provide evidence for the implementation of CSE in the future. (2) Methods: A total of 4109 participants aged 11 to 16 years were recruited using data from a cross-sectional survey among junior high school students in China in 2021. CSE knowledge, attitude, and skills were used to generate the CSE comprehensive capacity by a principal component analysis. One-way ANOVA was used to assess the different effects of school sex education and family sex education. Multiple linear regression was used to assess the association between CSE comprehensive capacity and SSS. (3) Results: The average score of CSE comprehensive capacity was 82.44 ± 8.60 (with a total score of 100 points) among participants. After the adjustment, subjective social status was positively related to CSE comprehensive capacity (B = 0.28, 95% CI: 0.20–0.36), and SSS (School) (beta = 0.62) had a higher impact on CSE comprehensive capacity compared to SSS (Family) (beta = −0.10). School sex education was associated with the CSE knowledge level with a larger magnitude compared to family sex education (mean deviation = −0.53, p = 0.031), whereas family sex education was related to the CSE skill level with a greater magnitude (mean deviation =1.14, p = 0.005). (4) Conclusions: These findings suggest that sex education at school and within the family might have a different impact on CSE capacity, which was positively associated with SSS among junior high school students. Full article

Studies on the effect of urban environments on human risk to health and well-being tend to focus on either physiological or cognitive and emotional effects. For each of these effects, several indicators have been proposed. They are determined either by a physiological-emotional theory or by a cognitive theory of direct attention. However, the interrelationships between these indices have not been thoroughly investigated in environmental contexts. Recently, a neuro-visceral model that incorporates all three aspects has been proposed. The present article focuses on understanding the mechanism of coping with urban environments. More specifically, we analyze the interrelations among nine of the more commonly used indices that represent the physiological, emotional and cognitive aspects of coping with urban environments. The data were collected in the following four environments: home, park, city center and residential area. The participants were 72 healthy, middle-class mothers with either high school or postgraduate education. They wherein their fertile age (20–35) with average Body Mass Index (BMI) of 22.2 and S.D. of 0.8 (48 Arab Muslims and 24 Jewish). They were recruited in a snowball method. Path analysis and principal component analysis are used in order to identify the interrelations among the physiological, cognitive and emotional indices and the directions of these interrelations. According to the findings, the Autonomic Nervous System (ANS), as measured by Heart Rate Variability (HRV) and primarily the parasympathetic tone (High frequency-HF) is the pivotal mechanism that modulates emotional and cognitive responses to environmental nuisances. The ANS response precedes and may trigger the emotional and the cognitive responses, which are only partially interrelated. It appears that the autonomic balance measured by Standard Deviation of NN interval (SDNN) and HF, the cognitive index of restoration and the emotional indices of discomfort and relaxation are closely interrelated. These seemingly disparate operands work together to form a comprehensive underlying network that apparently causes stress and risk to health in urban environments while restoring health in green environments. Full article

Purposes: To explore the associated factors of COVID-19 vaccine hesitancy and examine psychometric properties of the coronavirus-related health literacy questionnaire (HLS-COVID-Q22) and Oxford COVID-19 Vaccine Hesitancy questionnaire. Methods: An online survey was conducted from 23 June to 16 July 2021 on 387 school principals across Taiwan. Data collection included socio-demographic characteristics, information related to work, physical and mental health, COVID-19 related perceptions, sense of coherence, coronavirus-related health literacy, and vaccine hesitancy. Principal component analysis, correlation analysis, linear regression models were used for validating HLS-COVID-Q22, Oxford COVID-19 Vaccine Hesitancy, and examining the associations. Results: HLS-COVID-Q22 and Oxford COVID-19 Vaccine Hesitancy were found with satisfactory construct validity (items loaded on one component with factor loading values range 0.57 to 0.81, and 0.51 to 0.78), satisfactory convergent validity (item-scale correlations range 0.60 to 0.79, and 0.65 to 0.74), high internal consistency (Cronbach’s alpha = 0.96 and 0.90), and without floor or ceiling effects (percentages of possibly lowest score and highest score <15%), respectively. Low scores of vaccine hesitancy were found in male principals (regression coefficient, B, −0.69; 95% confidence interval, 95%CI, −1.29, −0.10; p = 0.023), principals with better well-being (B, −0.25; 95%CI, −0.47, −0.03; p = 0.029), and higher HLS-COVID-Q22 (B, −1.22; 95%CI, −1.89, −0.54; p < 0.001). Conclusions: HLS-COVID-Q22 and Oxford COVID-19 Vaccine Hesitancy were valid and reliable tools. Male principals and those with better well-being, and higher health literacy had a lower level of vaccine hesitancy. Improving principals’ health literacy and well-being is suggested to be a strategic approach to increase vaccine acceptance for themselves, their staff, and students. Full article

Secondary or high school (HS) educational professionals expressed concerns about dealing with environmental and occupational health and safety protocols due to COVID-19. Concerns related to fall 2020 school re-opening and getting back into in-person teaching—whether full-time, part-time or some other approved hybrid model—plus ongoing uncertainty with how the state and federal government will be handling matters about mandates for virtual learning, rapid testing, vaccine distribution, etc. These concerns were related to both their experience as educational professionals and genuine interest in personal and student well-being. This study was a cross-sectional online survey in early fall from mid-September–early October 2020. Of a possible maximum participation of 740 New Jersey (NJ) supervisory-level HS teachers and administrators (e.g., department chairs, district and school principals), 100 confirmed unique respondents (13.5%) consented and completed the survey. Of 100 experienced (mean 18 years teaching) participants, 70% responded to the gender identity question (overall, 61% female, 39% male; by NJ region, gender ratios were similar). There were statistically significant differences (using Fischer’s exact test) between NJ regions regarding provision of online counseling and support services for teachers (p < 0.001); for resources and equipment for teachers to mediate online learning (p = 0.02); for assistive video technology tools (p = 0.03) and accessibility to structured online learning and professional development (p = 0.002); concerning learning aids to engage students in online instruction, online counseling, and support services for students and their families (p = 0.006); appropriate protocol is clean and disinfect areas used by a person with COVID-19 (p = 0.002); and, immediately separate staff and students who screen positive for COVID-19 (p = 0.03). There were few statistical differences by gender. This study reported what participants wanted regarding the development of future policies then implemented as reopening practices. Data can inform recommendations in NJ and elsewhere at federal, state, and local levels. Data provide new insights and valuable information to inform the consideration of acceptability of various policy measures among HS education professionals. Full article

Climate models predict that the global average temperature of Earth will rise in the future. Studies show that high classroom temperatures can affect the ability of the student to learn and function. It is important to understand the impact that heat will have on the health, wellbeing, and academic performance of learners, as they spend a significant amount of time in classrooms compared to any other environment. A follow-up panel study among 20 public primary schools in the Gauteng province (South Africa) will be carried out, in which Grade 4 learners will be selected to complete an hourly heat-health symptom questionnaire. A Cambridge Neuropsychological Test Automated Battery (CANTAB) test will be used to determine their memory and attention span. A nursing practitioner will measure body weight, height, and temperature. Lascar data loggers will be used to measure indoor classroom temperature. School principals will complete a questionnaire on existing school coping mechanisms and policies in place that help deal with hot weather conditions. This is the first study to quantitatively assess the effects of heat on learners’ health, well-being and school performance in South Africa. The outcomes of this study will enable policymakers and public officials to develop appropriate school heat adaptation and mitigation measures and will assist in channeling their resources where it is most needed. Full article