Global Research Society Publisher

GRS Journal of Arts and Educational Sciences

All Issues

1. Multidimensional Graphical Images. Visualization and Fractal Analysis
9

Rozalina Kassabova*, Rosen Ili...
Independent researcher.
1-11
https://doi.org/10.5281/zenodo.17532371

The presented paper deal with the graphical expressions (pictures, images and their transformations) which is believed induced by the communication with the multidimensional space. The last means a space out of the traditional 3D world. There are many examples of people who believe they have an informational communication with the space out of the ordinary one where we exist our ordinary daily life. The author of the images spoke how they have been obtained in several stages – the original picture was drawing in specially selected places with a special technique including direct communication with the outside world. Next step is transformation of pictures by mirroring and rotational algorithm and obtained resulting pictures, displayed in the text. Without going deeper in the energy exchange between the external world and the recipient, we discuss the results of the fractal analysis done by the box-counting method and applied to all presented images. The results obtained show that the investigated pictures are clear fractals. The fractal dimensions are different for the investigated objects, but very similar in their transformed variants. The explanation of the observed results needs more and deeper analysis.

2. Conceptual photography
3

Vakhtang Egiazarov*
Amaghleba st 9 Tbilisi, Georgia.
12-13
https://doi.org/10.5281/zenodo.17551377

Conceptual photography is a genre of photography where the main goal of the photograph is to convey pre-planned ideas that will make the viewer think.

3. The Challenges of English Language in Rwandan Secondary Schools as Med...
9

Nsabiyaremye Lauben*, Emmanuel...
Department of Arts and Humanities
14-20
https://doi.org/10.5281/zenodo.17596255

This study investigates the challenges associated with the implementation of English as the medium of training in Rwandan secondary schools, focusing on Groupe Scolaire Jabana all through the 2022–2023 educational 12 months. These demanding situations are evident in numerous areas. Instructors frequently lack ok English proficiency, main to code-switching between English and Kinyarwanda to facilitate comprehension. This exercise, while practical, might also preclude college students' complete immersion in the English language. Additionally, the shortage of English language assets, together with textbooks and digital getting to know materials, exacerbates the situation. Overcrowded lecture rooms similarly pressure the learning surroundings, proscribing person interest and effective language acquisition. College students at Groupe Scolaire Jabana showcase low self-belief in speaking English, regularly due to fear of creating errors and a loss of motivation. The dominance of Kinyarwanda in day by day communique and restricted possibilities for English practice out of doors the study room contribute to this reluctance. Furthermore, the abrupt coverage shift to English preparation, without sufficient preparatory measures, has left each instructors and students unwell-organized for the demands of English-medium schooling. In end, the case of Groupe Scolaire Jabana underscores the multifaceted demanding situations of implementing English as the medium of practise in Rwandan secondary colleges. Addressing these problems calls for complete techniques, which includes greater instructor training, provision of ok getting to know resources, and fostering an environment that encourages English usage both inside and outside the classroom. Such measures are essential to improve English proficiency and educational results inside the context of Rwanda's evolving linguistic panorama.

4. Contribution of Small and Medium Enterprises to the Improvement of Soc...
5

Mutarambirwa Emmanuel*, Habiya...
Department of project Management, University Of Lay Adventists Of Kigali
21-32
https://doi.org/10.5281/zenodo.17596276

The Government of Rwanda, through the Rwanda Development Board (RDB), has supported local SMEs by promoting standards certification, market linkages, access to finance, and skills development. Over the past five years, RDB helped 44 agro-processing SMEs obtain S-Mark certification by covering 50% of the cost, enabling local producers to access wider markets. Despite these efforts, poverty in 2017 remained at 38.2%, with GDP per capita at US$748, and most rural residents depending on agriculture. This study examined the contribution of SMEs to socio-economic welfare in rural Rwanda, focusing on dairy enterprises in Rutsiro District. Using descriptive and correlative designs, data were collected from 84 dairy SME operators through questionnaires and document reviews. Results showed 70.8% agreed dairy SMEs prioritize local employment, and 85.7% received investment training. Also, 94% could perform financial transactions confidently, and 96.4% agreed SMEs enhance welfare. Regression analysis showed a P-value of 0.007 and an adjusted R² of 0.718, meaning 71.8% of welfare variation was due to employment, skills, and investment. The study recommended increased financial support, management training, and insurance awareness for entrepreneurs.

5. The influence of school leadership on teachers’ motivation: a case stu...
4

Esupat Lekishaan Nuru*
East China Normal University, China.
33-36
https://doi.org/10.5281/zenodo.17630065

This study investigated the influence of school leadership on teachers’ motivation in secondary schools in Morogoro, Tanzania. A mixed-methods approach combined quantitative data from 69 teachers and qualitative insights from 8 heads of schools purposefully selected from public and private institutions. Data were collected through online questionnaires and Key-Informant Interviews (KII) and analyzed using the Statistical Package for the Social Sciences (SPSS) with linear regression. Findings revealed a statistically significant positive correlation between school leadership and teacher motivation. In private schools, leadership predicted teacher motivation more strongly (β = 0.779, p = 0.001) than in public schools (β = 0.680, p = 0.001). Qualitative results confirmed that recognition, participative decision-making, and professional development enhance motivation, whereas inadequate resources constrain public-school morale. The study concludes that effective, participatory leadership is critical for teacher motivation and recommends leadership-training programs, supportive policy environments, and longitudinal research on the link between leadership and teachers’ job satisfaction in Tanzania.

6. Dystopian Realities and the Politics of Power, Control and Individual...
3

Eze, Vincent Chidiebere*
Department of English Language and Literature, Nnamdi Azikiwe University, Awka, Anambra State, Nigeria.
37-47
https://doi.org/10.5281/zenodo.17672763

A significant body of post-independence African literature reflects a deep disillusionment with the failed promises of nationhood. Many of these narratives portray the pervasive corruption, moral decadence, and sociopolitical collapse that followed the euphoria of independence. In Nigeria, this disillusionment manifests as a dystopian experience shaped by the politics of inequality, power monopoly, systemic corruption and exploitation. The resultant society is one characterized by oppression, segregation, and moral degeneration. This study, through close readings of selected fictional works, examines the representation of Nigeria as a dystopian landscape governed by corrupt leadership and marked by socioeconomic disparity. It interrogates the human condition within this fractured society, focusing on the individual’s struggle for survival, identity, and moral integrity in the face of overwhelming sociopolitical decay. Furthermore, the research explores the dialectic of resistance and conformity; how characters negotiate agency and selfhood in contexts where manipulation and control threaten their very sense of being. Ultimately, the study underscores literature’s role in reflecting and challenging the realities of postcolonial disillusionment in Nigeria and by extension, the African society.

7. Balancing Innovation and Integrity: Ethical Guidelines for Ai Integrat...
12

Demetria Gerold Mkulu*
St Augustine University of Tanzania, Mwanza.
48-54
https://doi.org/10.5281/zenodo.17670878

This study explores the ethical implications and responsible implementation of Artificial Intelligence (AI) in tertiary education in Mwanza, Tanzania. Specifically, it examines the strengths of AI in education and critically assesses its limitations, particularly as a writing assistant in the provision of professional writing. Guided by two key objectives, the study employed a mixed-methods approach using a convergent parallel design. A sample of 200 participants was selected from a population of 3,000 using stratified and simple random sampling techniques. Data collection instruments included questionnaires, interview guides, and observations. Instrument validity was confirmed by three experts from the Department of Measurement and Evaluation in the Faculty of Education Foundations. Data were analyzed using the Pearson Product-Moment Correlation Coefficient in SPSS version 23, with reliability coefficients (Cronbach’s Alpha) ranging from 0.80 to 0.89. The findings indicate that while AI offers significant educational benefits, including enhanced efficiency and support in academic writing, it also presents ethical concerns related to fairness, privacy, transparency, and accountability. The study recommends the development and adoption of AI systems that are equitable, comprehensible, and protective of student data. Ensuring ethical integrity in AI integration is essential to maximizing its benefits while mitigating potential harms in educational contexts.

8. The Influence of the School Head Leadership Styles on Teachers’ Commit...
14

Saudan Hadgama*, Demetria Ger...
St. Augustine University of Tanzania.
55-65
https://doi.org/10.5281/zenodo.17758045

This study examined the influence of school head leadership styles on teachers’ commitment in public secondary schools in Ubungo Municipality, Tanzania. A mixed-methods approach utilizing convergent parallel design employed, with data collected through questionnaires from teachers and semi-structured interviews, observations, and documentary reviews. A sample size of 100 participants, including 94 students, 4 head teachers, and 2 Ward Education Officers. The study was guided by Situational Leadership Theory. The instruments were valid and Reliable for data collection, giving Cronbach's Alpha 0.7. The results indicated that the predominant leadership contradictory approach characterized by high control but low support, closely aligning with autocratic tendencies. Teachers felt excluded from decision-making, reported being demotivated by autocratic leadership, and observations confirmed a top-down management style that limited teacher autonomy. Some superficial democratic practices, such as encouraging idea sharing, were observed; there was a significant lack of genuine participatory leadership in critical areas, including policy implementation and consensus building. The study concludes that the prevailing leadership styles significantly undermine teacher morale and commitment. We recommend that secondary school heads should adopt all kinds of leadership styles, policymakers institute continuous leadership training, and revise policies to formalize inclusive decision-making processes, enhance teacher commitment, and improve educational outcomes.





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