Issue 2 (December)

The present study aims to explore the psychological factors that influence parental involvement in schools. Parental involvement plays a crucial role in a child's academic success and overall development. This research investigates the impact of various psychological variables on the level of parental engagement observed in school settings. Factors such as parental self-efficacy, perception of school climate, and attachment to the child are considered in this context. Through a comprehensive literature review and empirical analysis, it was found that parents with higher self-efficacy and positive perceptions of school climate tend to be more involved in their children's education. Conversely, parents who have a fragile attachment with their child or negative perceptions of the school environment are less likely to engage actively in school activities. The findings suggest that enhancing parental self-efficacy and fostering a positive school climate can be effective strategies for promoting parental involvement. This study contributes to the understanding of the complex interplay between psychological factors and parental engagement, providing valuable insights for educators and policymakers.

The effectiveness of teachers is a critical factor in shaping the educational experiences of students. This paper explores the psychological factors that significantly influence teacher effectiveness. Drawing on a comprehensive review of existing literature, it identifies several key psychological variables, including self-efficacy, emotional intelligence, burnout, and teacher stress. Self-efficacy, or a teacher's belief in their own ability to manage the classroom and educate students, is shown to directly impact educational outcomes and classroom management. Emotional intelligence, or the capacity to understand and manage one's emotions, as well as those of others, is crucial for fostering a positive learning environment and enhancing teacher-student relationships. On the other hand, burnout and stress can undermine teacher effectiveness, leading to decreased engagement, reduced motivation, and poor student achievement. The paper further discusses the implications of these psychological factors for teacher training, professional development, and support systems. It concludes by emphasizing the importance of addressing these psychological aspects to improve teacher effectiveness and ultimately enhance the quality of education.

This paper explores the critical psychological factors that underpin effective school governance. It argues that effective governance in educational institutions is not merely a matter of administrative mechanisms or structural frameworks but is deeply rooted in the psychological dynamics at play among stakeholders. The study delves into the psychological theories that can inform governance practices, such as leadership styles, group dynamics, and decision-making processes. Key psychological concepts like trust, collaboration, and moral reasoning are examined as they relate to the functioning of school boards and leadership teams. Findings suggest that a supportive and empowering governance structure, characterized by transparent communication, shared decision-making, and an emphasis on the well-being of students and staff, is essential for fostering a positive school climate and achieving educational goals. The paper concludes by proposing a framework for psychological-based governance practices that can enhance the effectiveness and sustainability of school leadership.

This paper examines the intersection of psychological theories and educational policy making, highlighting the critical role that psychological insights play in shaping effective educational policies. The discussion begins by outlining the fundamental principles of educational policy and their objectives, emphasizing the need for policy to reflect the developmental and learning needs of diverse student populations. Drawing from psychological perspectives, such as social cognitive theory, attachment theory, and motivation theory, the paper analyzes how these frameworks can inform policy decisions. It explores the implications of understanding student motivation, the importance of fostering positive teacher-student relationships, and the impact of educational environments on cognitive development. Furthermore, the paper discusses the challenges of implementing evidence-based policies and the need for ongoing evaluation to ensure that psychological considerations are integrated into policy making. The conclusion underscores the importance of a multidisciplinary approach to educational policy, where psychological knowledge serves as a foundational element in creating inclusive, supportive, and effective educational systems.

The present study investigates the relationship between psychological resilience and burnout prevention among teachers, aiming to provide insights into the factors that contribute to their mental well-being and professional sustainability. Drawing on a sample of 200 primary and secondary school teachers from different regions, the study employed a mixed-methods approach involving both quantitative surveys and qualitative interviews. The quantitative data were collected through the Maslach Burnout Inventory (MBI), while the qualitative data were gathered through semi-structured interviews. Results indicated that a higher level of psychological resilience was associated with lower levels of burnout among teachers. Furthermore, specific resilience strategies such as emotional regulation, social support, and positive reframing were found to play a crucial role in preventing burnout. The findings suggest that fostering psychological resilience through professional development programs, school support systems, and individual coping mechanisms could be a viable strategy for reducing burnout rates and enhancing teacher job satisfaction. This study contributes to the existing literature on burnout prevention in education and provides practical implications for policymakers, educators, and mental health professionals.