Education legislation worldwide has placed staff in schools under enormous pressure to improve students’ performance in school to ensure that they become lifelong learners, contributing citizens and effective employees in an international marketplace (Partee & Sammon, 2001). These demands have been accompanied by an emphasis on schools that nurture these expectations for student performance and reflect staff members’ new responsibilities to account for students’ learning (Anonymous, 2001/2002). Since Invitational Education (IE) is regarded as the product of conscious and well-planned thinking as well as regular evaluation, based on a strong commitment to certain basic values about people and how they should be educated, it presents an appropriate approach to addressing this issue (Novak & Purkey, 2001). ACCESS FULL MANUSCRIPT HERE:
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