Issue 2 (December)

The integration of educational technology (EdTech) into classroom settings has become increasingly prevalent, transforming traditional teaching methods and student learning experiences. This study aims to explore the psychological impacts of EdTech integration on students, focusing on both positive and negative effects. A comprehensive literature review was conducted to examine various aspects of EdTech implementation, including its influence on motivation, engagement, and self-efficacy. The findings indicate that EdTech integration can significantly enhance student engagement and motivation, fostering a more interactive and collaborative learning environment. However, it also raises concerns about the potential negative effects, such as increased anxiety, social isolation, and a reduced emphasis on critical thinking skills. This paper concludes that while EdTech integration holds immense potential for improving education, careful consideration and balanced implementation are essential to mitigate potential adverse psychological impacts on students.

The present study explores the relationship between emotional intelligence (EQ) and leadership effectiveness in educational settings, specifically within the context of schools. Emotional intelligence is defined as the ability to perceive, understand, and manage one's own emotions, as well as the emotions of others. This study aims to investigate how EQ can impact the quality of leadership among educators and its subsequent effects on school climate and student outcomes. Data were collected through a mixed-methods approach, involving surveys and interviews with school leaders and teachers. Findings suggest that higher levels of emotional intelligence are associated with more effective leadership practices, including greater empathy, better communication skills, and enhanced ability to resolve conflicts. These leadership qualities, in turn, contribute to a more positive school climate and improved student achievement. The study concludes by emphasizing the importance of developing EQ in educational leaders and suggesting strategies for enhancing leadership effectiveness in schools.

This paper explores the intersection of emotional regulation and conflict management strategies within the school environment. Emotional regulation refers to the ability of individuals to manage their emotions and responses in stressful situations, while conflict management involves the techniques and procedures used to resolve disputes and maintain positive relationships. The study aims to examine the effectiveness of various emotional regulation and conflict management strategies employed by educators and students in schools, and their impact on classroom dynamics and overall student well-being. Through a qualitative analysis of interviews and observations, this research identifies key strategies such as mindfulness, active listening, and cooperative problem-solving, which are found to be beneficial in reducing conflict and enhancing emotional well-being among students. Furthermore, the paper discusses the role of educators in fostering an emotionally supportive environment and the importance of integrating these strategies into the curriculum. Overall, the findings suggest that a proactive approach to emotional regulation and conflict management in schools can lead to improved academic performance, stronger social skills, and a more positive school experience for all stakeholders.

The abstract of the paper "Employee Engagement and Organizational Commitment in Academia" delves into the intricate relationship between employee engagement and organizational commitment within the context of higher education institutions. This study investigates how academic employees' engagement levels correlate with their commitment to the organization, exploring factors such as job satisfaction, work-life balance, and professional development opportunities. It highlights that a positive relationship exists between these two constructs, with engaged employees demonstrating higher levels of organizational commitment. The research further examines the mediating role of perceived organizational support and the moderating effects of organizational culture. Findings indicate that promoting a supportive and nurturing work environment fosters both employee engagement and commitment, ultimately contributing to the overall success and sustainability of academic institutions.

This paper explores the concept of ethical leadership within educational institutions, highlighting its significance in fostering an environment that promotes academic integrity, inclusivity, and student success. Ethical leadership is characterized by leaders who prioritize moral principles and demonstrate integrity, fairness, and accountability in their decision-making processes. The discussion delves into the various dimensions of ethical leadership, including transparency, ethical reasoning, and the role of ethical leaders in shaping organizational culture. It further examines the challenges faced by educational leaders in upholding ethical standards, particularly in the context of increasing globalization and societal pressures. Through a critical analysis, the paper argues that cultivating ethical leaders is crucial for the sustainable development of educational institutions and emphasizes the need for ongoing professional development and ethical education in the field of leadership.