What is a systematic investigation of new facts leading to the discovery of new ideas?

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The purpose of this quantitative, correlational study was to investigate if and to what extent Northeast PA middle school principals’ use of a Transformational Leadership (TL) style related to their teachers’ perceptions of self-efficacy. TL includes four specific leadership behaviors: intellectual stimulation, idealized influence, inspirational motivation, and individual consideration. The sample included 217 middle grade teachers (4th-8th) from six middle schools in four school districts. Instruments included: the Multi- Leadership Questionnaire (MLQ) on Transformational Leadership (TL) behaviors, and Bandura’s Teacher Self-Efficacy Scales (TSES). Transformational leadership and teacher self-efficacy were the theories used to undergird the study. Results indicated that principals’ TL style did have a statistically significant relationship with teacher selfefficacy in regard to total score (rs = .331, p < .001), and a statistically significant relationship with each of the four components of transformational leadership: intellectual stimulation (rs = .301, p < .001); idealized influence (rs = .273, p < .001); inspirational motivation (rs = .289, p < .001); and individual consideration (rs = .243, p < .001). Results revealed that teacher perceptions of their principals’ TL were related to higher levels of teacher self-efficacy. These results offer new insight and add to the existing body of knowledge on how principals can build higher performing schools by transforming teacher self-efficacy through attitudes of empowerment, growth and improvement. The results of this study have implications for school leaders of all levels, educational researchers, and teachers in regard to facilitating teacher self-efficacy development by engaging in transformational leadership behaviors. Keywords: teacher self-efficacy, transformational leadership

Proper conduct of teachers is vital in the promotion of quality education. However, it was noted that there was an increase in the cases of teacher misconduct in some secondary schools in Dowa District. Therefore, it was imperative to explore the possible causes and effects of teacher misconduct in the selected public secondary schools in Dowa District in Malawi. The study employed both qualitative and quantitative research approaches guided by the Social Learning and Transformational Leadership theories. The study used semi-structured interviews, questionnaires and document analysis. It involved ten head teachers and sixty seven teachers from the ten randomly selected public secondary schools. The study found that absenteeism and late coming as common cases of teacher misconduct in the selected public secondary schools despite awareness and knowledge of the Teachers’ Code of Conduct among teachers. The study established that factors related to low job satisfaction, negligence, lack of support as evidenced by irregular school inspection and lack of cooperation among teachers contributed to some of the cases of teacher misconduct. Further, teacher misconduct had an effect on the teaching and learning process. The results also revealed that leadership had no influence on the misconduct of teachers. Findings also showed that human rights issues and lack of resources were some of the challenges in promoting proper conduct among teachers in public secondary schools. The study concludes that unless teaching service working conditions improve, effective professional support and enforcement of the Teachers’ Code of Conduct are put in place, cases of teacher misconduct will continue to increase thereby affecting the teaching and learning process.

The purpose of this research was to examine counselor educators’ perceptions of the gatekeeping process. To fulfill this purpose, a qualitative methodology using grounded theory procedures was utilized. Eight counselor educators participated in three rounds of individualinterviews. These counselor educators were located in the south-east region of the United States and had five or more years of experience teaching in

Tales of unethical reporting, conflict of interest, biases, and corruption characterize media practice in Zambia today. The advent of technology and the mushrooming of media houses have ironically magnified this trend. Such tendencies have compromised ethical reporting, thus undermining journalistic credibility. While some scholars call for a return to African ethics, others hanker for greater professionalism. This study offers an overview of the media in Zambia with Zambia National Broadcasting Corporation and The POST Newspaper as its case study. The study looks at how virtue ethics would be effective in reclaiming media credibility. Using qualitative methods, data were collected via theoretical and methodological triangulation. Open-ended questions were designed and distributed among 10 Zambian journalists. The interviews were conducted within a period of one month. Findings indicated that media credibility in Zambia has reached unprecedented levels of suspicion and that virtue ethics, if well applied, would redeem the lost credibility.

This article provides research guidelines for authors intending to submit their manuscripts to TESOL Quarterly. These guidelines include information about the TESOL Quarterly review process, advice on converting a dissertation into a research article, broad introductions to a number of research methods, and a section on research ethics. The research methods discussed here are experimental research, survey research, ethnographic research, discourse analysis, and practitioner research. These are, of course, not the only methods that authors draw on for their submissions to TESOL Quarterly but ones we thought it would be helpful to provide advice on. Each of the sections on research methods includes a broad introduction to the method (or approach), a guide for preparing a manuscript using the particular method or approach, and an analysis of an article published in TESOL Quarterly using that method or approach.

Is a systematic investigation of new facts leading to the discovery of new idea?

What is systematic investigation?

What is systematic investigation and study of materials and sources to establish facts and reach new conclusions called?

What is the systematic structure of investigation undertaken to discover new facts?