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International Journal of Educational Management & Development Studies

ISSN 2719-0633 (Print) 2719-0641 (Online)

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Volume 5 Issue 4

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Language:

English

Paper size:

8.5 x 11 inches

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In this issue

Teachers’ performance at Islamic School Foundations: The impact of self-efficacy, organizational culture, environment, and job satisfaction

Virgana Virgana & Soeparlan Kasyadi
DOI: https://doi.org/10.53378/ijemds.353137
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Effectiveness of multimedia tools in enhancing consonant-vowel-consonant reading performance and phonics interest and enthusiasm among kindergarten ESL students

Rhazhiel Dominica P. Pesebre, Rosario F. Quicho, Leila M. Collantes, Carlos N. Lamson Jr. & Jupeth T. Pentang
DOI: https://doi.org/10.53378/ijemds.353131
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The effective management of teachers’ habitual tardiness: Protecting scheduled teaching time

Michael Moreti Mahome & Lydia Kgomotso Mphahlele
DOI: https://doi.org/10.53378/ijemds.353128
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The practicality of inclusive education in Eswatini primary schools

Phumuzani Mpofu & Nhlanhla Mkhatshwa
DOI: https://doi.org/10.53378/ijemds.353123
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The use of screening, identification, assessment and support policy to support vulnerable learners

Inneth Baby Makofane, Simon Mfula Ndlovu, Hunadi Mphahlele & Mahlapahlapana Johannes Themane
DOI: https://doi.org/10.53378/ijemds.353121
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Revitalizing rural areas by boosting educational advancement through social capital integration

Marole Nkosikhona Moloi & Sibongamandla Silindokuhle Dlomo
DOI: https://doi.org/10.53378/ijemds.353116
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School-based management practices and utilization of special education fund

Edwin T. Castillo & Maria Kristina M. Cay
DOI: https://doi.org/10.53378/ijemds.353115
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Examining the experiences of school governing body in handling school funds

Bhekithemba Phumlani Ngema, Simanga Phillip Lukhele & Rudzani Israel Lumadi
DOI: https://doi.org/10.53378/ijemds.353114
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Examining the enablers and constraints of correctional students’ access in higher education: A case study

Mahlangu Vimbi Petrus
DOI: https://doi.org/10.53378/ijemds.353113
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“There isn’t much support given”: Rural teachers’ perception of curriculum implementation

Kevin L. Teise & Redouane Y. Februarie
DOI: https://doi.org/10.53378/ijemds.353111
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