Distinguishing Libyan Educational Leadership of Developing Skills Required in the Digital Age

Authors : Nadia M. Ben Amer

DOI : doi.org/10.47752/sjell.51.17.22

Abstract:
It is just a little exploration that has been led on how these difficulties and innovation-driven changes are related to modified necessities for the ability set required by chiefs. In this paper, the researcher tries to overcome that issue by applying three-stage research plans. To start with, the researcher fosters an original calculated system wherein we order authority abilities and partner them with errands, the executives’ level, and authority experience. The method that the researcher builds on this is to lead semi-organized meetings with chiefs and methodically research work promotions at the administration level. Our meeting results show that correspondence abilities, subject-explicit information, self-association abilities, and self-reflection abilities are viewed as especially significant amid fast innovation-driven change. The results have shown that the interview participants in the education minister identified the three most significant challenges (in descending order) as being personnel acquisition, digitalization, and pressure for innovation. In the context of personnel acquisition, demographic change in connection with a shortage of qualified applicants is seen as particularly challenging. The researcher concluded that key authority abilities are relational abilities, language information, authoritative abilities, subject-explicit information, advanced proficiency, and self-reflection.

The Portrayal of Nineteenth Century’s Byronic Hero in Don Juan

Authors : Muhammad Ishtiaq

DOI : doi.org/10.47752/sjell.51.10.16

Abstract:
The goal of this article is to look at the nineteenth-century Byronic Heroes, based on Don Juan by Lord Byron. It demonstrates how he embodies this poem as an 1819 poem with social value due to its original concept. It investigates Byron’s attitudes to culture through portraying the major characters along with primary depictions of upper-class parents, which is one of the visions of England in the nineteenth century. It also focuses on Byron’s representation of nineteenth-century attitudes on romantic writing and the exact scenario of extramarital affairs. This study delineates gender discrimination and its influence on social lives in the nineteenth century. The main focus of this research is how Don Juan demonstrates Byronism through portraying authentic characters, attitude to living conditions, the impact of parents and religion, revolution, and class judgment.

Factors That Affect the Teaching of English Composition at Ordinary Level: Case of Hwange District in Zimbabwe

Authors : Gasva D.

DOI : doi.org/10.47752/sjell.51.1.9

Abstract:
This study sought to establish factors that affect the teaching of English composition at Ordinary (O) level in Zimbabwe. The participants (n=10) were O level English teachers from Hwange District in Matabeleland North Province, Zimbabwe. The teachers were selected through purposive sampling. Interviews were used to generate data that were presented in percentages and analysed through content analysis, while being guided by research objectives. The major findings of the study were that the teaching of English composition at O level is largely affected by teachers’competencies, teaching methods used by the teachers, a language-rich learning environment and teacher motivation and morale, among other factors. Other school related factors such as the amount of time allocated to the teaching of English composition on the school timetable, provision of timely and meaningful feedback to learners on written compositions as well as teachers’ attendance of staff development workshops; were also noted to be influential. Accordingly, the researcher concluded that the teaching of O level English composition in the area under study is largely affected by a combination of teacher and other school related factors. It is recommended that for improvement and effectiveness in the teaching of English composition, teachers need to be motivated, boost their teaching competencies, use learner-centred teaching methods and provide a language-rich and conducive learning environment to O level English students.