Research Article
Reduplication in the Modern Bengali Language
Mumtahhina Khatun*
Issue:
Volume 1, Issue 2, June 2026
Pages:
75-82
Received:
15 October 2025
Accepted:
27 October 2025
Published:
26 February 2026
DOI:
10.11648/j.iedu.20260102.11
Downloads:
Views:
Abstract: This study examines the phenomenon of reduplication in modern Bengali, focusing on its structural diversity, functional roles, and linguistic constraints. Reduplication, defined as the repetition of a linguistic unit—ranging from phonemes to entire utterances—is a key component in identifying multiword expressions (MWEs) and plays a significant role in Bengali morphology and syntax. The research categorizes reduplication into two broad types: one based on linguistic purposes and the other on grammatical functions. The first category includes morphological, lexical, semantic, onomatopoeic, correlative, inflected, and phonological reduplication. These forms contribute to word formation, semantic enrichment, and stylistic variation. The second category examines total reduplication—both pure and superadded—across various grammatical classes, including adjectives, nouns, pronouns, numerals, verbs, adverbs, postpositions, and indeclinables. This type of reduplication primarily serves to express multiplicity, intensity, and emphasis, often transforming the syntactic or semantic properties of the original word. Findings suggest that reduplication in Bengali is not merely ornamental but a productive linguistic process that can generate new lexical items and even shift word classes. By analyzing these patterns, the study contributes to a deeper understanding of Bengali grammar and the dynamic nature of its expressive resources.
Abstract: This study examines the phenomenon of reduplication in modern Bengali, focusing on its structural diversity, functional roles, and linguistic constraints. Reduplication, defined as the repetition of a linguistic unit—ranging from phonemes to entire utterances—is a key component in identifying multiword expressions (MWEs) and plays a significant rol...
Show More
Research Article
The Effect of Leadership Practices on School Performance in Secondary Schools of Kaffa Zone
Issue:
Volume 1, Issue 2, June 2026
Pages:
83-95
Received:
3 February 2026
Accepted:
14 February 2026
Published:
27 February 2026
DOI:
10.11648/j.iedu.20260102.12
Downloads:
Views:
Abstract: This study examined leadership practices and their effects on teachers’ performance in secondary schools in Kaffa Zone. The main purpose of the study was to assess how school leadership influences teachers’ motivation, professional commitment, and instructional effectiveness. To achieve this objective, the study employed a mixed research approach, with a particular focus on a descriptive survey design. This approach enabled the researcher to collect both quantitative and qualitative data and to analyze the relationships between leadership practices and teacher performance in a comprehensive manner. The target population of the study included secondary school teachers, school principals, supervisors, Parent-Teacher-Student Association members, Teacher Development Program experts, and student council representatives. A total sample of 158 respondents was selected using random sampling techniques to ensure representativeness, while purposive sampling was applied to identify key informants who possessed relevant experience and knowledge. Data were collected through structured questionnaires and semi-structured interviews, which allowed participants to express their views and experiences regarding leadership practices in their schools. Quantitative data were analyzed using statistical tools such as percentages, frequencies, Pearson correlation, Analysis of Variance (ANOVA), and coefficient analysis to determine the strength and significance of relationships between key variables. Qualitative data obtained from interviews were thematically analyzed to complement and enrich the quantitative findings. The results of the study revealed that several challenges hinder effective school leadership in Kaffa Zone. These included limited autonomy, insufficient professional training, and inadequate educational resources. In addition, weak community engagement and ineffective conflict resolution strategies negatively affected staff morale and school culture. Furthermore, dissatisfaction with leadership training, limited institutional support, and bureaucratic interference weakened leaders’ capacity to effectively support teachers’ professional development. Based on these findings, the study recommends that secondary schools in Kaffa Zone strengthen collaboration with woreda and zonal education offices to enhance professional growth opportunities. It also emphasizes the importance of involving stakeholders in school activities to create a supportive educational environment that promotes staff motivation, improved performance, and overall school success.
Abstract: This study examined leadership practices and their effects on teachers’ performance in secondary schools in Kaffa Zone. The main purpose of the study was to assess how school leadership influences teachers’ motivation, professional commitment, and instructional effectiveness. To achieve this objective, the study employed a mixed research approach, ...
Show More
