A three-level hierarchical linear model analysis of the effect of school principals’ factors on primary school students’ learning achievements in Burkina Faso

Explaining Gold-Mining and Non-Gold Mining Areas' Inequalities in Learning Achievements in Burkina Faso's Primary Education: A Decomposition Analysis

“…A plausible explanation of this finding is that many GMA in Burkina Faso are rural ones, putting them at a disadvantage in the provision of educational resources. Burkinabe government seems to confirm this as it is recently trying to solve such issues by identifying communes to prioritize in educational resources investments; however, the implementation of the strategy seems to be suffering from many gaps (Sanfo, 2020a). Teacher training accounts for lower learning achievements of students from these areas, mainly for those at the 50 th percentile and above.…”

“…A concern that needs to be mentioned is that studies on learning achievements point out the clustering of education systems (e.g., students nested in schools) which, in addition to observed characteristics, have a non-negligible effect on learning achievements (Sanfo, 2020a). When the clustering effect is not accounted for, estimations of standard errors are too small, leading to inconsistency in the estimated results (Hox, 2010).…”

“…Better qualified teachers have effective and efficient teaching processes that will make a difference in students' educational achievements. On school management factors, school principals can influence students' learning achievements through the allocation of human and material resources and the creation of a school learning culture (Lortie, 2009;Sanfo, 2020a). Studies on the effect of these factors on students' learning achievements suggest that actions of teachers and principals in GMA are often disrupted (Owusu & Dwomoh, 2012;Adu-Gyamfi, 2014), which implies that they might explain learning achievements differences between GMA and NGMA.…”

Using Integrated Assessment Approach to Prioritise Performance Indicators for Sustainable Construction and Development of Secondary Campuses

“…To discuss factors involved in promoting green, low-carbon campuses in junior high schools and elementary schools in Taiwan, in the literature review section, literature on low-carbon schools, green school buildings and assessment systems, sustainable campuses, and green schools in Taiwan and abroad was collected as the basis for research. The assessment factors and framework selection were based on the principles of objectivity, scientificalness, predictability, and comparableness [23]. Relevant literature on green low-carbon campuses was examined.…”

Teaching Quality and Students' EFL Achievements in Ethiopia: Analysis From the Perspective of the Basic Dimensions of Teaching Quality

“…To do so, Principal Component Analysis (PCA) was used to reduce information dispersed over a number of variables (related to each dimension) into single index variables (Jolliffe, 1990). PCA is often used in educational research to capture concepts which are challenging to measure using a single variable (Sanfo, 2020). Items on each dimension of the model are Likert-type (four categories) and are used to construct indexes representing each dimension (table A-1 in the appendix).…”