Schema Mode Inventory—Urdu Version

Riaz, Mah Nazir; Khalily, Muhammad Tahir; Kalsoom, Umme

doi:10.1037/t72310-000

Cited by 2 publications

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“…In this respect, individuals create sense of policies depending on their responsibilities, their understanding and views about the policy, its context, and their personal surroundings (Spillane, 2009). Local actors responsible for the implementation of education policies such as DEOs, SMC members, teachers, and students themselves should be made aware of true purpose of public education system (Riaz, 1998; Cobb et al, 2013).…”

Section: Discussionmentioning

confidence: 99%

School principals, selection criteria, and responsibilities: Challenges in educational policy implementation

Khanal

Regmi

2023

Policy Futures in Education

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Failure in implementing education policy affects not only school leadership practices but also the overall quality of public education. This study aims to investigate the implementation of educational policies made for (a) the recruitment of school principals and (b) guiding their responsibilities in community schools of Nepal. Drawing on interviews conducted with 12 principals and six teachers, we examine whether Education Regulation enacted by the Government of Nepal in 2002—mainly Rule 93 on the criteria for the selection of principals and Rule 94 on their assigned responsibilities—was fully implemented. Our findings show that overpoliticization in school management, top-down approaches to policymaking, lack of transparency and awareness about policy provisions, and workload pressures for principals have resulted into implementation failure. For implementing educational policies related to school leadership, frequent training for principals, presence of media for parental awareness, and legal institutions for justice are important.

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Section: Discussionmentioning

confidence: 99%

School principals, selection criteria, and responsibilities: Challenges in educational policy implementation

Khanal

Regmi

2023

Policy Futures in Education

View full text Add to dashboard Cite

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Antecedents and Consequences of Schema Modes among Adults

Yasmin

Sharif

Rashid

2021

JPDC

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Personality disorders (PDs) have a long history of understanding the causes and consequences of PDs. The Schema Theory explained a series of psychological processes that led to the genesis of PDs, rather than the antecedents-consequences dichotomy. Bad childhood events, according to Young's Schema Theory, contribute to the formation of childhood negative cognitive schemas, some of which (schemas) survive into adulthood and transform into PDs. The same theoretically proposed strategy was tested in this investigation. Mediating role of schema modes between emotional maltreatment and PDs in adults was investigated. The study was conducted with 1000 adults by using cross-sectional survey design. Mediation analysis explained that schema modes mediated between emotional maltreatments and PDs of adults. Thus, the Schema Theory gained support from the empirical data. Schema modes mediated for all personality clusters including cluster-A, B and C. In line with these empirical insights, the maladaptive personality traits also mediated between emotional maltreatments and PDs of adults

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Schema Mode Inventory—Urdu Version

Cited by 2 publications

References 0 publications

School principals, selection criteria, and responsibilities: Challenges in educational policy implementation

School principals, selection criteria, and responsibilities: Challenges in educational policy implementation

Antecedents and Consequences of Schema Modes among Adults

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