All learners learn best when they are motivated; so do adults. Hence, the way to ensure success of students in higher education is first to know what motivates and sustains them in the learning process. Based on a study of 203 university students, this paper presents eight top most motivating factors for adult learners in higher education. These include quality of instruction; quality of curriculum; relevance and pragmatism; interactive classrooms and effective management practices; progressive assessment and timely feedback; self-directedness; conducive learning environment; and effective academic advising practices. The study concludes that these eight factors are critical to eliciting or enhancing the will power in students in higher education toward successful learning. The implications for practice and further research are also discussed.

As the need is rife for today's leaders to make swift and perfect decisions, they need to learn critical thinking and interpersonal skills as quickly as they can. The traditional pedagogical techniques of training lack the potentiality to make these happen. Not only are they rigorous, and less dynamic, but also they are less learner-centered, less experiential, and often predispose learners to evaluation anxiety situations. The method of role-playing differs in many unique ways. Its ability to induce participants to quick understanding notwithstanding, it also has the potential to transform theoretical concepts into an experiential format. In all the scenarios presented in this paper, role-playing has presented itself as one of the most promising training techniques today. This paper attempts to reflect on the efficacy of role-playing as an effective pedagogical technique. Implications for practice and research are also discussed.

The importance of quality instruction in motivating students in higher education cannot be overemphasized. Without quality instruction, students' motivation to learn recedes. Five focus groups of graduate students aided the data collection for this study. More than one-third of the 119 participating graduate students involved in this study claimed that quality of instruction was the raison d'être for their motivation in higher education. The implications of quality instruction for practice (i.e., andragogical competency, adequate preparation and organization, content and currency of knowledge, technological competency, resourcefulness, and dispositional attributes), institutional policy, and further research are also discussed.

With the need for rapid school reform amid changes in socioeconomic and political situations, evidence abounds that today's school principals operate in a stress-strained environment. Participants of this study identified at least a form of stress on the job. More than 96% claimed to have experienced work-related stress at a level they believed was affecting their mental and physical health, work habits, and productivity. With continuous frustrations and challenges, many principals are thinking of quitting or seeking early retirement. The seven major stress factors identified were unpleasant relationships and people conflicts, time constraints and related issues, crises in the school, challenging policy demands and overwhelming mandates, budgetary constraints and related issues, fear of failure, and negative publicity and dealing with media. Coping tips were explicated from the perspectives of behavioral modification cues, physical exercises, relaxation techniques, professional help, and medical care. Through interviews with 52 principals in Connecticut for about 2.5 years, this article brings to the fore various causes of stress in school administration as well as some cop-ng techniques for principals. Implications for school districts, enhanced leadership preparation practices, and further research are also discussed.

The study examined the impact of a 19-year-old leadership training program on the participants Both qualitative (interviews, document analyses, and direct observations) and quantitative (preworkshop, end-of-session, postworkshop, andfollow-up questionnaires) research techniques were combined in the study. Data were collected from four groups of stakeholders—namely, the participants, the sponsoring organizations, the instructors or facilitators, and the administrators of the program. In all, 234 respondents were involved in the study. The increase and/or changes in participants' leadership knowledge, skills, and attitudes constituted the criteria used for determining the impact of the program. The participants perceived that, because of the training, their knowledge and skills increased and their attitudes changed from preworkshop to postwork shop. Significant differences m mean response values were found in the leadership behavior of the participants on the job after the training. Implications of the findings for organizations, programmers, and future research are discussed.