International Journal of Research in Social Science and Humanities (IJRSS) ISSN:2582-6220, DOI: 10.47505/IJRSS

The Impact of Foreign Direct Investment in Africa’s Economic Growth: The Mediating Role of Financial Development

2025-11-13T15:33:02+00:00

Foreign direct investment (FDI) and the development of domestic financial systems are two key factors influencing growth in many countries worldwide. This study investigates the impact of FDI on the economic growth of African countries with emphasis on the mediating role of financial development. The study examines 43 African Countries over a period spanning from 2010 to 2024 using longitudinal data. The study employs Fixed Effects Regression analysis based on the results of the Hausman Test conducted. The results indicate that FDI exhibits a statistically insignificant negative relationship with economic growth. Also, the effect of financial development on economic growth is negative and significant. However, the interaction coefficient between FDI and financial development exhibited a positive, albeit non-significant, impact on the economic growth of African Countries. The study recommends implementing policies to deepen financial markets in African countries. Additionally, policymakers should de-emphasise the FDI volume inflows. Instead, governments should target productive and technology-intensive FDI that focuses on sectors like manufacturing, renewable energy, and ICT. Finally, African country governments should invest in Human Capital to strengthen the strong positive link between human capital, productivity and growth, through increased investment in education, technical skills, and healthcare.

Implementation of the Policy on Electronic ID card Management Services in Ponorogo Regency

2025-12-10T16:13:59+00:00

This research is to study complaints from the community regarding difficulty in applying for electronic ID cards. According to Ponorogo Regency Regulation Number 1 of 2018, Chapter X, Article 74, paragraph 1, the issuance of electronic ID cards or similar documents must be completed within 14 days after all documents are complete and received by the Ponorogo Regency Population and Civil Registration Office. The objectives of this study are (1) to describe and analyze the implementation of the electronic ID card application service policy in Ponorogo Regency based on Ponorogo Regency Regulation No. 1 of 2018. (2) To describe and analyze the factors that support and hinder the implementation of the electronic ID card service policy in Ponorogo Regency based on Ponorogo Regency Regulation Number 1 of 2018. This study employs Edward III's theory, utilizing indicators of communication, resources, disposition, and bureaucratic structure. This study employs a qualitative descriptive research method, utilizing snowball sampling to select 10 informants. The results of this study indicate that the implementation of the electronic ID card administration service policy in Ponorogo Regency has been carried out effectively, utilizing communication patterns, resources, and a straightforward bureaucratic structure that is easy to follow. The supporting factors for the electronic ID card administration service policy at the Ponorogo Regency Population and Civil Registration Office are direct and indirect communication, a proportional number of human resources providing services, sufficient budgetary resources, adequate equipment resources, clear, precise, and accurate policy disposition, and a simple bureaucracy that utilizes digital technology. The inhibiting factors include the lack of socialization within the community and frequent disruptions in the network system between the Ponorogo Regency Population and the Civil Registration Office and the center, which hinder the completion of the KTP-el service process.

Influence of Teachers' Competence on Student Learning outcomes: Study of Teacher Development Program

2025-11-23T03:32:48+00:00

Teacher competence is widely recognized as a key factor in promoting student achievement. However, this study in Public Secondary School revealed contrasting patterns. Correlation analysis showed a strong negative relationship between measured teacher competence and student academic performance (r = –0.63, p < 0.001). While this indicates a significant association, the negative direction suggests that high competence scores, as measured by PPST indicators, did not correspond to higher student outcomes. This mismatch may reflect gaps between formal standards and the realities of student learning needs. By contrast, students’ perceptions of teacher competence demonstrated a weak but significant positive correlation with performance (r = 0.22, p = 0.01). Although weak, this result highlights the motivational role of perceived teacher effectiveness, suggesting that students who view their teachers as competent are more likely to engage and achieve better academically. This underscores the importance of relational and affective dimensions of teaching, beyond technical skills alone. Qualitative findings pointed to barriers such as workload, limited training, and lack of institutional support. These issues may limit the translation of competence into learning gains. Thus, the proposed Teacher Development and Instructional Impact Program (TDIIP) aims to align competence with inclusive pedagogy and student-centered practices. The study concludes that competence alone does not determine achievement; perceptions and systemic supports are equally critical.

Leading with AI: Exploring the influence of AI-enhanced leadership on employee

2025-11-26T15:33:43+00:00

Purpose

This study aims to investigate the influence of AI-enhanced leadership on employee well-being in the Middle East and North Africa (MENA). It examine the mediating role of perceived fairness of AI.

Design/methodology/approach

A quantitative study was conducted using data collected from a survey of 104 professionals in Tunisia, Egypt, and Saudi Arabia. This research applied the Partial Least Squares Structural Equation Modeling (PLS-SEM) technique to test the proposed conceptual framework.

Findings

The results show that AI-augmented leadership has a positive impact on employee well-being. This relationship is partially mediated by perceptions of AI fairness.

Originality/value

This research is among the first to empirically explore the intersection between AI technologies, leader behavior, and employee well-being in the underinvestigated context of the MENA region. It proposes a regionally based, human-centered model of technology leadership, thus addressing the pressing need for ethical and inclusive AI adoption frameworks in public and private organizations undergoing digital transformation.

A Quantitative Analysis of Over-Schooling and Early Childhood Development

2025-11-27T07:49:25+00:00

This study investigated the effects of over-schooling on early childhood development, with a specific focus on behavioural, cognitive, and social domains. Guided by Bronfenbrenner’s Ecological Systems Theory and developmental readiness perspectives, the research employed a descriptive survey design with a sample of 350 respondents (parents, teachers, administrators, and community stakeholders). Data were collected using a structured 4-point Likert-scale questionnaire. Analysis using ANOVA and descriptive statistics revealed that over-schooling significantly affects behavioural outcomes (F = 5.62, p < 0.05), cognitive development (F = 7.84, p < 0.01), and social relationships (F = 6.47, p < 0.05). The findings demonstrate that excessive academic pressure, extended school hours, and limited play opportunities compromise children’s attention spans, creativity, and family bonding. The study concludes that while academic learning is crucial, over-schooling disrupts holistic development. It recommends balanced curricula, policy reforms limiting excessive schooling, and increased parental and community engagement.