Issued by Goodwood Publishing, the Journal of Social, Humanity, and Education (JSHE) is a peer-reviewed, open access scholarly journal publishing high-quality manuscripts in forms of original research articles, review articles, book reviews, case reports, and discussions to answer important and interesting questions, develop or test theory, replicate prior studies, explore interesting phenomena, review and synthesize existing research and provide new perspectives aimed at stimulating future theory development and empirical research related to social sciences, humanities, communication, language, literature, political science, and education.
Published
2025-11-04
Articles
Professionalism in teaching: A survey study on Afghan EFL educators’ professional development needs
Purpose: The purpose of this study was to explore the perceived professional development needs of Afghan EFL educators and identify the areas of teaching in which they prioritize to be developed professionally.
Methodology/approach: A quantitative survey design was employed to discover EFL teachers’ PD needs. 25 English educators majoring in the TESOL graduate program at Kabul Education University were selected purposively. The data were collected through a questionnaire, and was analyzed using SPSS for more comprehensive results.
Results/findings: The overall results regarding PD needs of Afghan EFL educators indicate that they are generally in need of lesson planning and curriculum development, up-to-date methodologies and differentiated instructions, technology-integrated instruction, reflective practices, and assessment and evaluation techniques.
Conclusion: The study concludes that designing PD programs based on teachers’ actual needs is crucial to improving teaching competence. Context-specific and needs-based PD programs can enhance instructional quality and student learning outcomes in Afghanistan’s EFL context.
Limitations: Limited sample size, absence of female participants, and randomization could be listed as limitation of the study.
Contribution: By identifying the PD needs of Afghan EFL educators, the study can contribute the designers of targeted training programs that aim to enhance teaching quality and effectiveness.
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Garuda
Sinta
Pages: 37-54
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A comparative study of spousal abuse in rural and urban communities: A case of Lafia Local Government Area, Nasarawa State
Purpose: The study is to consider the rural and urban dimension of the problem with a view to proffering sustainable and applicable solutions to the problem.
Methodology/approach: The research design of this study was survey-based. A stratified random selection strategy was used to choose a representative sample of 100 married women in the study area. Instrument used was self-administered questionnaire and Focus Group Discussion (FGD) and analyzed through content analysis and descriptive statistics.
Results/findings: The findings revealed that the prevalence of spousal abuse is higher in rural areas than in urban areas, as indicated by 70% of the respondents. Also, 68% from rural area and 60% from urban area strongly agreed that women's economic standing and educational attainment are related to the occurrence of spousal abuse in every given location.
Conclusion: The study concludes that illiteracy, ignorance, and women’s economic dependence significantly contribute to the higher prevalence of spousal abuse in rural communities. Women empowerment and education are essential to mitigating this issue.
Limitations: The study is limited to comparison between the prevalence of spousal abuse in rural and urban communities without considering personal factors.
Contribution: The study contributes to knowledge in the area of identify the factors that causes variation in the prevalence of spousal abuse in rural and urban communities in the context of socio-economic development in Lafia Local Government area of Nasarawa state. This will add to literature in the field of gender relations and women development.
Influence of teacher pedagogical skills and attendance on students' academic performance
Purpose: The study examined the impact of teacher pedagogical skills and teacher attendance on students' foundational literacy and numeracy performance in eight sampled basic schools across four districts in Northern Ghana.
Methodology/approach: Using a mixed-methods approach, a total of 216 school visits were conducted, with 120 lessons observed.
Results/findings: Results from the study revealed that most teachers in the Kumbungu district were rated either distinguishable or proficient, and the majority in Nanton, Savelugu, and Tolon were rated proficient. The mean scores showed that teachers in Tolon were lagging in some pedagogical skills. Regression analyses revealed that both teacher attendance and teacher pedagogical skills were significant determinants of students’ academic performance, especially in facilitating learners to achieve excellent grades. The qualitative findings also revealed that teacher attendance influenced students’ academic performance and attendance, which may eventually lead to a high rate of school dropout in the long run.
Conclusion: Teacher attendance and teacher pedagogical skills play significant roles in student academic performance in literacy and numeracy even though there may be other contributing factors. Essentially, all stakeholders in education should adopt holistic approaches in addressing identified obstacles to improving learning outcomes.
Limitations: The study considered only grades 1 to 3 teachers in eight schools and hence extending to other grades in these schools could have revealed diverse findings.
Contribution: The study advances knowledge on the impact of teachers’ pedagogical skills and attendance on the academic performance of students and also inform policy makers to implement policies to address associated challenges.
