Abstract: This study examined the relationship between principals’ conflict resolution strategies effectiveness in public secondary schools in Delta and Edo States, Nigeria, with attention to the moderating role of teachers’ professional experience. A correlational survey design was adopted, drawing a sample of 445 teachers from a population of 10,262 teachers across 810 schools through a multistage sampling procedure. Data were collected using the researcher-developed Principals’ Conflict Resolution Techniques and Teachers’Effectiveness Questionnaire (PCMTWPQ), which yielded Cronbach Alpha reliability coefficients of 0.72 and 0.83, and were analyzed using descriptive statistics - mean, standard deviation, coefficient of determination, and inferential statistic -  regression analysis at the .05 level of significance. Results showed that teachers’ exhibited a high level of work effectiveness, that principals’ conflict resolution strategies had a strong, significant, positive relationship with teachers’ work effectiveness, and that professional experience significantly strengthened this relationship. The study concludes that principals’ competence in resolving conflicts, reinforced by teachers’ accumulated professional experience, is central to sustaining teacher effectiveness in Nigerian public secondary schools.

Keywords: Conflict resolution strategies, educational leadership, teachers’, effectiveness, professional experience.

Title: CONFLICT RESOLUTION STRATEGIES AND TEACHERS' WORK EFFECTIVENESS: A CASE OF DELTA AND EDO STATES’ SECONDARY SCHOOLS, NIGERIA

Author: EHIWARIOR, Samuel, Prof. V. F. Peretomode, Dr J. E. Anho

International Journal of Novel Research in Humanity and Social Sciences

ISSN 2394-9694

Vol. 13, Issue 3, May 2026 - June 2026

Page No: 28-35

Novelty Journals

Website: www.noveltyjournals.com

Published Date: 22-June-2026

Abstract: India's bilateral diplomacy in the 21st century has been a revolutionary change from its traditionally non-aligned position to a sharper and pragmatic foreign policy. The study discusses how India's rebalanced bilateral engagements—especially with South Asian neighbours, major powers such as the U.S. and China, and through mechanisms such as BIMSTEC—are reshaping regional cooperation and global stability. Relying on qualitative approaches and secondary data sources, the study examines India's strategic options, economic diplomacy, and geopolitical realignments. The study confirms that bilateralism provides India more flexibility in coping with regional asymmetries, enhancing trade, and finding a balance between strategic autonomy and global cooperation. The study also assesses India's contribution to the collapse of multilateral institutions such as SAARC and the emergence of bilateral and sub-regional processes as substitutes. The results highlight India's ability to be a stabilizing influence in the multipolar world by engaging with targeted diplomatic initiatives, infrastructure investments, and security alignments. The study concludes with policy innovation recommendations and further empirical study into the changing dynamics of India's regional power.

Keywords: India’s Foreign Policy, Bilateral Diplomacy, South Asian Cooperation, Regional Stability, BIMSTEC and SAARC.

Title: Re-imagining the India's bilateral relations and its impact on South Asian Corporation and Global Stability

Author: Ankit Singh

International Journal of Novel Research in Humanity and Social Sciences

ISSN 2394-9694

Vol. 13, Issue 3, May 2026 - June 2026

Page No: 17-27

Novelty Journals

Website: www.noveltyjournals.com

Published Date: 22-June-2026

Abstract: The integration of critical thinking into English as a Foreign Language (EFL) reading instruction represents a profound pedagogical shift, requiring learners to move beyond literal comprehension toward deep textual analysis. Simultaneously, the rapid emergence of generative artificial intelligence provides novel avenues for scaffolding these advanced cognitive skills. However, the successful deployment of such technologies depends heavily on teacher cognition—specifically, how educators perceive, evaluate, and integrate AI tools to foster critical analysis rather than superficial reading. This paper explores the intersection of teacher beliefs, EFL reading practices, and AI-supported critical thinking paradigms. By proposing a structured methodological framework, we aim to align educators' pedagogical strategies with the capabilities of generative AI, ensuring that learners actively perform critical thinking rather than merely demonstrating it through AI-generated outputs.

Keywords: critical thinking, requiring learners, generative artificial intelligence, advanced cognitive skills, AI-generated outputs.

Title: Teacher Cognition and Practices Regarding Critical Thinking Integration in EFL Reading Classes: An AI-Augmented Perspective

Author: Ahmed A.Hamza

International Journal of Novel Research in Humanity and Social Sciences

ISSN 2394-9694

Vol. 13, Issue 3, May 2026 - June 2026

Page No: 13-16

Novelty Journals

Website: www.noveltyjournals.com

Published Date: 02-June-2026

Abstract: This study explored the underlying causes of indiscipline among learners in selected secondary schools in Mwinilunga District of North-western Province, Zambia. The study was motivated by the increasing cases of learner misconduct reported in many secondary schools, which have negatively affected academic performance, school management, and the overall teaching and learning environment. The objectives of the study were to (i) identify the underlying causes of indiscipline among learners and (ii) examine the effects of learner indiscipline on teaching and learning processes in selected secondary schools in Mwinilunga District, Zambia. The study employed a descriptive survey research design using both qualitative and quantitative research approaches. The target population comprised secondary school learners, teachers, and head teachers from 5 selected secondary schools in the district. Data were collected using structured questionnaires for learners and interview guides for teachers and head teachers. The findings of the study revealed that the most common forms of indiscipline included absenteeism, truancy, bullying, drug and alcohol abuse, fighting, examination malpractices, lateness, and disrespect towards teachers and school authorities. The study further established that indiscipline among learners was caused by several interrelated factors such as poor parental supervision, peer pressure, poverty, broken families, ineffective school disciplinary policies, negative influence of social media, and inadequate guidance and counselling services in schools. In addition, the findings showed that indiscipline negatively affected learners’ academic achievement, teacher effectiveness, classroom management, and school discipline standards. The study concluded that indiscipline remains a serious challenge in secondary schools and requires collective efforts from schools, parents, communities, and government stakeholders. The study therefore recommended strengthening guidance and counselling services, enhancing parental involvement, promoting moral education, and enforcing consistent disciplinary measures to improve learner behaviour and academic performance in secondary schools.

Keywords: Absenteeism, Academic Performance, Indiscipline, Parental Guidance and Truancy.

Title: Exploring the Underlying Causes of Indiscipline among Learners in Selected Secondary Schools in Mwinilunga District of North-western Province, Zambia

Author: Mutonyi Violet, Chanda Chansa Thelma, Neroh H. Mwanapabu, Anock Saishi

International Journal of Novel Research in Humanity and Social Sciences

ISSN 2394-9694

Vol. 13, Issue 3, May 2026 - June 2026

Page No: 1-12

Novelty Journals

Website: www.noveltyjournals.com

Published Date: 22-May-2026