
MJBAS Journal
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Elena Paskaleva
Universiteit Leiden
Svetlana Gorshenina
Centre National de la Recherche Scientifique / French National Centre for Scientific Research
Gözde Sazak
Istanbul University
İsmail MANGALTEPE
Istanbul University
Slavomir Horak
Charles University, Prague
Elmira Gyul
The National University of Uzbekistan
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Papers by MJBAS Journal
A randomized complete block design comprising three replications, three speed levels, and three hopper loading levels was the experimental setup. According to the study, the faba bean varieties Tumsa and Gabalcho had sphericity values of 65.82±4.42 and 65.42±4.33, respectively. At operating speeds of 3, 5, and 7 km/hr, the planter's percentages of visible mechanically damaged seed were 0.41, 0.87, and 1.34, respectively. The amount and the extent of internal seed damage initiated by the metering device-directed mean percent seed germination of 95.59, 95.13, and 94.66% at 3, 5, and 7 km/hr forward speed, respectively, were evaluated through germination tests. The percentage miss index, percentage multiple indexes, percentage quality feed index, and percentage precision index were all significantly impacted by the planter's forward speed at p < 0.05, and the ideal operating speed should not be greater than 5 km/h. At 3, 5, and 7 km/hr speed levels, the average field capacity and field efficiency were, 0.42 ha/hr, 0.66 ha/hr, 0.89 ha/hr, and 87.22%, 82.48%, and 80.48% respectively. It is determined that the constructed planter can be used in faba bean row planting operations in an economical and efficient manner based on the results of the performance evaluation.
Findings indicate that the SBM program is aligned with the school's vision and mission, focusing on enhancing teacher competency and student learning quality. Implementation shows strong commitment and smooth program operation, though facility limitations present a challenge. The school culture supports student comfort and positive community relations, contributing to effective SBM outcomes. While SBM positively impacts school quality, challenges include limited facilities for developing student talents and low parental involvement. To address these, the principal plans regular evaluations, more diverse programs, and enhanced parental engagement.
The research method used is qualitative. The data sources consist of school principals, teachers, educators, and educational staff. Data collection techniques include interviews, observations, and documentation. Data analysis is conducted through data reduction, data presentation, and drawing conclusions.
The research results show that: 1) The transformational leadership programs of the school principals include: Idealized influence, where the principal involves all elements in decision-making. Inspirational motivation, where the principal serves as a role model for the school community. Intellectual stimulation, where the principal acts as the main driver in every school development change. Individualized consideration, where the principal pays attention to individual staff members. 2) The implementation of transformational leadership by the school principals is evident in their vision and mission, based on data on the number of graduates accepted in the workforce and industry, as well as those who work independently in their respective fields of expertise. 3) The principal’s ability is demonstrated through the encouragement and motivation provided to teachers and staff through various methods, including training or rewards. 4) The principal’s ideas and efforts to improve quality include adding adequate infrastructure, incorporating teaching factories into learning, providing additional training for students, establishing collaborations with national-scale companies, forming alumni communities, and offering student industrial work practice.
A randomized complete block design comprising three replications, three speed levels, and three hopper loading levels was the experimental setup. According to the study, the faba bean varieties Tumsa and Gabalcho had sphericity values of 65.82±4.42 and 65.42±4.33, respectively. At operating speeds of 3, 5, and 7 km/hr, the planter's percentages of visible mechanically damaged seed were 0.41, 0.87, and 1.34, respectively. The amount and the extent of internal seed damage initiated by the metering device-directed mean percent seed germination of 95.59, 95.13, and 94.66% at 3, 5, and 7 km/hr forward speed, respectively, were evaluated through germination tests. The percentage miss index, percentage multiple indexes, percentage quality feed index, and percentage precision index were all significantly impacted by the planter's forward speed at p < 0.05, and the ideal operating speed should not be greater than 5 km/h. At 3, 5, and 7 km/hr speed levels, the average field capacity and field efficiency were, 0.42 ha/hr, 0.66 ha/hr, 0.89 ha/hr, and 87.22%, 82.48%, and 80.48% respectively. It is determined that the constructed planter can be used in faba bean row planting operations in an economical and efficient manner based on the results of the performance evaluation.
Findings indicate that the SBM program is aligned with the school's vision and mission, focusing on enhancing teacher competency and student learning quality. Implementation shows strong commitment and smooth program operation, though facility limitations present a challenge. The school culture supports student comfort and positive community relations, contributing to effective SBM outcomes. While SBM positively impacts school quality, challenges include limited facilities for developing student talents and low parental involvement. To address these, the principal plans regular evaluations, more diverse programs, and enhanced parental engagement.
The research method used is qualitative. The data sources consist of school principals, teachers, educators, and educational staff. Data collection techniques include interviews, observations, and documentation. Data analysis is conducted through data reduction, data presentation, and drawing conclusions.
The research results show that: 1) The transformational leadership programs of the school principals include: Idealized influence, where the principal involves all elements in decision-making. Inspirational motivation, where the principal serves as a role model for the school community. Intellectual stimulation, where the principal acts as the main driver in every school development change. Individualized consideration, where the principal pays attention to individual staff members. 2) The implementation of transformational leadership by the school principals is evident in their vision and mission, based on data on the number of graduates accepted in the workforce and industry, as well as those who work independently in their respective fields of expertise. 3) The principal’s ability is demonstrated through the encouragement and motivation provided to teachers and staff through various methods, including training or rewards. 4) The principal’s ideas and efforts to improve quality include adding adequate infrastructure, incorporating teaching factories into learning, providing additional training for students, establishing collaborations with national-scale companies, forming alumni communities, and offering student industrial work practice.