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Volume 14 (1); 25 March, 2024

Research Paper

Difficulties face third semester students in translating English collocations into Arabic and vice versa at the faculty of languages, Benghazi University

Alhendawi SR and Werfally I.

J. Educ. Manage. Stud., 14(1): 01-07, 2024; pii:S232247702400001-14

DOI: https://dx.doi.org/10.54203/jems.2024.1

Abstract
The purpose of this study was to have some insights about the difficulties students of English may face when translating different types of collocations from English to Arabic and vice versa. It figures out the causes of such difficulties and solutions which help overcoming them. The study is carried out through a test in order to explore the difficulties and problems that face such students. The test is composed of some questions and 32 items, (English to Arabic / Arabic to English) are used for data collection then the researcher analyzes the data quantitatively in order to get the results in numbers and by discussing these results to enhance the validity through the survey by focusing on the practical part. A test has been carried out involving thirty students of third semester / translation department, Benghazi University .The results of the study ensured that third semester translation students encounter difficulties in translating collocations in both languages. The reasons behind these difficulties were mainly attributed to the fact that collocations are both a linguistic and a cultural issue and are not just a matter of substituting words by their equivalents in the other language. Therefore, there should be a separation between Arabic collocations and English collocations in teaching the language because every language has its own collocation which is completely different from other languages.
Keywords: English collocations, Arabic collocations, Translation, Linguistic, Arabic phrases.

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Research Paper

Assessing school heads’ leader innovative behaviours and sustainability of innovations in Gweru rural primary schools, Zimbabwe

Shoko Sh.

J. Educ. Manage. Stud., 14(1): 08-15, 2024; pii:S232247702400002-14

DOI: https://dx.doi.org/10.54203/jems.2024.2

Abstract
This study aimed to assess school heads’ innovative leadership behaviours and schools’ capacity to innovate and sustain the innovation agenda from the perspective of educators. The study was anchored on a mixed methods design. A sample of fifty educators from ten schools, who had worked for at least two years under the particular school head participated in the study. Schools that provided participants were randomly picked from neighbouring Shurugwi, and Gweru Districts as these two districts were convenient for the researcher who lives in Gweru. A questionnaire was used to generate quantitative data that was presented using a frequency table and descriptive statistics. Qualitative data was generated using semi structured interviews. Findings from the study revealed marked fluctuations in the use of leader innovative behaviours by school heads, suggesting that some leader innovative behaviours were used more often and some were rarely used. It was concluded that school heads’ use of innovative behaviours was erratic, inconsistent, pointing to no systematic approach to promote innovation in the schools. Findings of the study also revealed that schools had very limited capacity to push and sustain the innovation agenda as most critical resources needed for this endeavour were not in place in the schools. The innovation culture seems not to have set in most schools that were under study. More school heads training and empowerment was recommended to assist school heads exhibit consistent innovative leader behaviours that will promote and drive innovation in schools.
Keywords: Leadership, Innovation, Sustainability, Innovative behaviours

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Research Paper

Prospects and challenges of teenage mothers’ re-entry into secondary schooling at Chisalu folk development college, Tanzania

Asumini SI and Mwila PM.

J. Educ. Manage. Stud., 14(1): 16-26, 2024; pii:S232247702400003-14

DOI: https://dx.doi.org/10.54203/jems.2024.3

Abstract
Teenage motherhood is a global issue that affects both developed and developing nations. In Tanzania, teenage mothers were previously prohibited from returning to public secondary schools. However, under President Samia Suluhu Hassan, teenage mothers are now granted the opportunity to continue their education after giving birth. This study utilized a qualitative approach to examine the prospects and challenges of teenage mothers' re-entry into secondary schooling at Chisalu Folk Development College. The sample consisted of 27 participants, including 15 teenage mothers, 1 college principal, 3 non-teaching staff and 8 tutors. The findings indicated that a supportive and accommodating environment led to a high enrollment rate among teenage mothers due to the provision of quality services, such as financial aid and child care facilities, including daycare centers within the school. Additionally, the study revealed that there was a negative perception within the community regarding the return of teenage mothers to school. The study recommends that the government ensure teenage mothers receive appropriate support and care, along with equal opportunities as their peers. It also emphasizes the need for zero tolerance towards stigmatization, advocating for its complete eradication in all forms.
Keywords: Teenage motherhood, Teenager, Secondary schooling, Mpwapwa

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