The administration of Special Education schools is a complex field of educational leadership in which institutional accountability coexists with the need for interdisciplinary collaboration, participatory decision-making, and responsiveness to the heterogeneity of students' needs. The purpose of this study is to critically examine the shift from hierarchical and control-oriented models of administration toward collaborative, distributed, and inclusive forms of leadership, while also considering the Greek institutional framework. A focused integrative literature review was adopted, using thematic analysis of international peer-reviewed publications and relevant Greek legislative and regulatory texts. The synthesis identified six interrelated dimensions: institutional responsibility and accountability, professional participation, distributed responsibility, interdisciplinary collaboration, inclusive leadership, and inclusive school capacity. These dimensions do not constitute linear stages but interacting components of organizational transformation. The Greek institutional framework establishes structures and roles for collaboration; however, their formal provision alone does not guarantee the substantive distribution of leadership. It is concluded that effective leadership in Special Education does not require a weakening of administrative responsibility, but rather a redesign of the way in which it is exercised, so that institutional authority functions as an infrastructure for collective professional capacity and a sustainable inclusive culture.
Keywords: Special Education, educational leadership, collaborative leadership, distributed leadership, inclusive leadership, interdisciplinary collaboration, inclusive school capacity.

This study examined the relationships between human resource management, technological resource management and students’ academic achievement in public secondary schools in North Central Nigeria. A cross-sectional descriptive survey design was adopted. The study population comprised 23,134 principals and teachers in 487 public secondary schools, from which 2,313 respondents in 49 schools were sampled; 2,195 usable questionnaires were retrieved, representing a 94.9% response rate. Data were collected with the Questionnaire on Relationship between School Resource Management and Students’ Academic Achievement (QRSRMSAA), complemented by a pro-forma for harvesting students’ examination scores. The 24-item questionnaire used a four-point response scale, had a reported logical validity index of 0.80 and a split-half reliability coefficient of 0.82. Mean and standard deviation addressed the research questions, while Pearson’s product–moment correlation tested the hypotheses at the 0.05 level. Human resource management recorded a cluster mean of 3.34, while technological resource management recorded 3.37. Both human resource management and technological resource management showed positive, statistically significant relationships with students’ academic achievement (r = 0.364, p < .05 for each). The study concludes that effective management of personnel and technology is associated with stronger academic outcomes, while cautioning that the cross-sectional design does not establish causation. It recommends sustained teacher development, supportive school leadership, appropriate regulation and pedagogical use of digital technologies, and improved maintenance of ICT resources.
Keywords: human resource management, technological resource management, academic achievement, ICT, public secondary schools

Human settlements in Kenya's arid and semi-arid lands (ASALs) have undergone significant spatial and temporal change driven by rapid population growth, rural-urban migration, infrastructure development, and environmental pressures. This study focused on Central Ward in Mwingi Central Sub-County, Kitui County, where unplanned settlement growth has progressively altered land use and land cover, degraded the environment, and strained public services. The study analysed spatial and temporal changes in human settlements between 1999 and 2025, examined drivers of those changes, assessed their effects on land use and land cover (LULC), and modelled future LULC changes to 2055. Central Place Theory guided the study. A cross-sectional research design was adopted, targeting 13,151 households, four chiefs, and the Sub-County Director of Planning. Using Cochran's formula, 373 households were sampled through simple random sampling. Key informants such as chiefs and the Director of Planning were purposively chosen. Primary data were collected through semi-structured questionnaires, observation checklists, and interviews. Secondary data comprised KNBS census reports. Quantitative data were analysed using IBM SPSS version 27. Findings revealed that total households increased by 80% from 7,311 in 1999 to 13,151 in 2019, with settlement growth decelerating from 4.2% per annum between 1999 and 2009 to 2.67% between 2009 and 2019. Growth was spatially uneven, concentrated in Mwingi and Kyanika sub-locations, while Enzui recorded negative growth. Clustered settlement patterns dominated Central Ward. The study recommends integrated land use planning.