In e na ional Jou nal o Recen Inno a ions in
Academic Resea ch
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Volume-9, Issue-4, Oc obe -Decembe -2025: 157-163
157
Resea ch A icle
E ec o S a De elopmen P ac ice on Academic Pe o mance in
Public P ima y Schools in Endebess Sub-Coun y, Kenya
*aMusi Ru h and bEmily Ki wok
a&bDepa men o Educa ion Adminis a ion and Managemen , Moun Kenya Uni e si y, P.O. Box 342-01000
Thika, Kenya
*Co esponding Au ho Email: u [email protected]
Recei ed: Oc obe 16, 2025 Accep ed: No embe 06, 2025 Published: No embe 12, 2025
Abs ac
This s udy in es iga es he in luence o leade ship and managemen p ac ices on s uden achie emen in
public p ima y schools in Endebess Sub-Coun y, T ans Nzoia Coun y, whe e academic pe o mance emains
below he na ional a e age despi e in as uc u al imp o emen s and inc eased eache deploymen .
D awing on T ans o ma ional Leade ship and Social In e dependence heo ies, he esea ch ocuses on
ision se ing, collabo a ion, s a de elopmen , and s akeholde communica ion as key d i e s o academic
ou comes. Using a quan i a i e su ey and co ela ional design, da a was collec ed om 331 educa ion
leade s and analyzed h ough desc ip i e and eg ession me hods. The indings aim o in o m school
leade ship s a egies and enhance ins i u ional e ec i eness. The s udy indings on s a de elopmen
indica ed ha esponden s gene ally held a ou able iews ega ding he ele ance and impac o
p o essional aining, pa icula ly in enhancing hei eaching o adminis a i e oles and con ibu ing o
s uden achie emen . The s udy concluded ha s a de elopmen had a s a is ically signi ican posi i e
ela ionship wi h academic pe o mance. The s udy ecommended ha , The Minis y o Educa ion, in
collabo a ion wi h he Teache s Se ice Commission, should es ablish uni o m s a de elopmen
amewo ks ha ensu e equi able access o quali y aining ac oss all zones o Endebess Sub-Coun y. I was
also ecommended ha school leade ship should pe iodically assess s a de elopmen needs o ailo
aining con en o speci ic ins uc ional and adminis a i e gaps.
Keywo ds: Academic Pe o mance, S a De elopmen P ac ices, Public P ima y Schools.
In oduc ion
The head eache s’ leade ship skills play a pi o al ole in os e ing he p o essional g ow h and ins uc ional
e ec i eness o eache s (Ka aköse e al., 2025). In u n, when eache s a e suppo ed and pe o m a high
le els, s uden lea ning is mo e likely o h i e. Fo his eason, he leade ship beha io s exhibi ed by head
eache s mus align wi h he demands o a eaching and lea ning en i onmen ha is ocused on clea
educa ional goals. A s udy conduc ed by Pa dosi and U a i (2021) explo ed he impac o p incipal
leade ship s yles on bo h eache pe o mance and s uden academic achie emen . The indings indica ed a
clea and posi i e link: as head eache s exhibi ed mo e e ec i e leade ship beha io s, eache pe o mance
imp o ed co espondingly. This enhancemen in eache pe o mance, in u n, was associa ed wi h be e
s uden lea ning ou comes. Sha a and Sibanda (2021) in es iga ed he e ec s o school leade ship on
lea ne s' achie emen in Sou h A ican u al schools. The s udy concluded ha e ec i e school leade ship,
cha ac e ized by clea ision, communi y in ol emen , and suppo i e eaching en i onmen s, signi ican ly
enhances lea ne achie emen . The esea ch highligh s he unique challenges aced by u al schools and he
pi o al ole o leade ship in add essing hese challenges o imp o e academic ou comes.
Sengendo and Musinguzi (2024) conduc ed a s udy on p i a e seconda y schools in Uganda, ocusing on
head eache s' ans o ma ional leade ship a ibu es. The indings indica ed ha idealized in luence
posi i ely impac ed academic pe o mance a he Uganda Ce i ica e o Educa ion (UCE) le el, while
inspi a ional mo i a ion had a nega i e e ec . Be and Be (2021) ca ied ou esea ch in Ke icho Coun y o
explo e how s a egic leade ship p ac ices in luence academic pe o mance in public seconda y schools. The
indings e ealed a s ong posi i e link be ween aspec s o s a egic leade ship-namely leade ship
app oaches, s akeholde pa icipa ion, e ec i e esou ce managemen , and compliance wi h school policies-
In e na ional Jou nal o Recen Inno a ions in Academic Resea ch
158
and s uden s’ academic achie emen . Ka ema and Mu ilu (2024) in es iga ed he in luence o head eache s’
leade ship app oaches on academic achie emen in public p ima y schools wi hin Ganze Sub-Coun y, Kili i.
Thei s udy e ealed ha ansac ional leade ship-de ined by se ing clea expec a ions and ewa ding
pe o mance-was s ongly linked o be e academic esul s. T ans o ma ional leade ship was also
bene icial, especially when i in ol ed pe sonalized suppo and p o essional de elopmen sessions. Among
he s yles, pa icipa i e leade ship p o ed mos e ec i e, as i os e ed a suppo i e psychological clima e
ha con ibu ed o highe academic pe o mance. Alwala e al., (2023) illus a e ha he leade ship
app oaches adop ed by head eache s signi ican ly in luence pupils’ academic achie emen in p ima y
schools. Thei esea ch indica es ha e ec i e leade ship c ea es a lea ning- iendly a mosphe e, wi h
s a egies such as ans o ma ional and ins uc ional leade ship di ec ly con ibu ing o imp o ed s uden
ou comes. These indings highligh he need o leade ship de elopmen p og ams and policy ini ia i es ha
equip school leade s wi h he compe encies equi ed o maximize academic pe o mance.
Pu pose o he S udy
The pu pose o he s udy was o e alua e he e ec o s a de elopmen p ac ice on academic pe o mance
in public p ima y schools in Endebess Sub-Coun y.
Li e a u e Re iew
Bada and P asadh (2019) p esen a ho ough empi ical e iew o eache in-se ice p o essional
de elopmen (PD) in Andh a P adesh, d awing on indings om a ious s udies, including hose by
Desimone e al., (2009) and Ege e al., (2018). Thei analysis emphasizes ha e ec i e PD is cha ac e ized
by se e al key ea u es: collabo a i e lea ning en i onmen s ha os e pee in e ac ion and knowledge
sha ing; ex ended du a ion o allow o sus ained engagemen and g adual implemen a ion o new p ac ices;
oppo uni ies o e lec i e p ac ice, enabling eache s o c i ically assess and e ine hei ins uc ional
me hods; and con en - ocused s a egies ha align p o essional lea ning di ec ly wi h subjec -speci ic
eaching. A s udy by Mahlangu and Mampane (2021) in es iga ed he in luence o con inuous p o essional
de elopmen (CPD) on eache e icacy and lea ne ou comes in Gau eng p o ince. The s udy e ealed a
s ong posi i e co ela ion be ween s a pa icipa ion in CPD p og ams and imp o emen s in eaching
s a egies, lea ne engagemen , and o e all academic pe o mance. The indings highligh ed ha well-
s uc u ed and needs-based de elopmen p og ams equipped eache s wi h mode n pedagogical skills ha
ansla ed in o measu able imp o emen s in s uden achie emen .
Ngcobo and Dube (2022) conduc ed a mixed-me hod s udy on he ole o ins uc ional leade ship in
acili a ing s a de elopmen in unde pe o ming schools. They concluded ha he p esence o collabo a i e
s a de elopmen ini ia i es, such as pee coaching and men o ing, signi ican ly enhanced educa o s’
ins uc ional quali y, which in u n con ibu ed o imp o ed lea ne pe o mance. The s udy emphasized he
impo ance o leade ship in suppo ing and sus aining hese p o essional de elopmen ini ia i es. Odeke
(2024) in es iga ed he in luence o suppo supe ision-comp ising collabo a i e cul u e, needs
assessmen , and moni o ing and e alua ion (M&E)-on eache s' p o essional de elopmen in Ka akwi public
seconda y schools. Employing a mixed me hods, c oss-sec ional design wi h inpu om 132 eache s and
key in o man s, he s udy ound ha M&E (β = .636, p < .05) and needs assessmen (β = .211, p < .05)
signi ican ly p edic ed eache de elopmen , while collabo a i e cul u e, hough posi i ely ela ed, did no
uniquely con ibu e.
Tigu ye a e al., (2024) explo ed he ela ionship be ween ins uc ional leade ship and academic s a sel -
e icacy in ou Ugandan public uni e si ies using a quan i a i e co ela ional design and Pa ial Leas
Squa es S uc u al Equa ion Modeling (PLS-SEM). Thei indings e ealed ha while p o essional
de elopmen (PD) had a posi i e ye s a is ically insigni ican e ec on sel -e icacy, cu iculum coo dina ion
and s uden moni o ing had s onge and s a is ically signi ican impac s. Fille e and Andala (2023)
conduc ed a s udy on ma hema ics eache aining in Ka ongi Dis ic , employing a desc ip i e-co ela ional
design wi h 484 pa icipan s. Thei indings e ealed a s ong and s a is ically signi ican posi i e
co ela ion ( = 0.498, R² = 0.248) be ween eache aining and s uden academic pe o mance in
ma hema ics, indica ing ha nea ly a qua e o he a iance in s uden pe o mance could be a ibu ed o
eache aining.
Louis and Andala (2023) conduc ed a s udy on con inuous p o essional de elopmen (CPD) among
seconda y school eache s in Rusizi Dis ic , using a sample o 373 pa icipan s. Thei indings e ealed a
signi ican posi i e co ela ion be ween CPD and se e al key educa ional ou comes, including imp o ed
s uden academic pe o mance (p < .05), enhanced class oom managemen , and he adop ion o di e se
In e na ional Jou nal o Recen Inno a ions in Academic Resea ch
159
pedagogical s a egies. The s udy also linked CPD o measu able imp o emen s in s uden ou comes, such as
highe es sco es and g adua ion a es, highligh ing he c i ical ole ha ongoing eache de elopmen plays
in os e ing e ec i e eaching and lea ning en i onmen s. A asa and Kinyili (2022) conduc ed a s udy in
Machakos Coun y, e ealing ha eaching s a aining and de elopmen posi i ely and signi ican ly
in luenced he academic pe o mance o seconda y schools. The s udy emphasized he need o inclusi e and
comp ehensi e aining p og ams o enhance academic ou comes.
Dawo e al., (2012) e alua ed academic s a de elopmen p ac ices in selec ed public uni e si ies in Kenya.
The s udy ound ha s a de elopmen enhances job pe o mance among PhD holde s. Howe e , challenges
such as a low pe cen age o PhD-quali ied s a and high lec u e - o-s uden a ios we e no ed, indica ing a
need o in igo a ed s a de elopmen ini ia i es. Se em and Ongesa (2023) assessed he in luence o
ad ancemen oppo uni ies on non-academic s a pe o mance a he Uni e si y o Eldo e . The s udy
concluded ha p o iding oppo uni ies o ad ancemen signi ican ly imp o es pe o mance, sugges ing
ha uni e si ies should in es in p o essional de elopmen o non- eaching s a . Wanyonyi (2020)
explo ed human esou ce p ac ices in Bungoma Coun y's public schools, inding ha aining and
de elopmen posi i ely impac academic pe o mance. The s udy highligh ed he impo ance o con inuous
p o essional de elopmen and e ec i e pe o mance managemen sys ems in enhancing educa ional
ou comes.
Ma e ials and Me hods
The s udy adop ed a quan i a i e app oach using a su ey and co ela ional esea ch design o examine he
ela ionship be ween leade ship p ac ices and s uden achie emen . Da a we e collec ed om a sample o
331 pa icipan s, comp ising head eache s, depu y head eache s, senio eache s, and cu iculum suppo
o ice s. S uc u ed ques ionnai es se ed as he p ima y da a collec ion ool, enabling he cap u e o
s anda dized esponses ac oss key a iables. The da a we e analyzed using desc ip i e s a is ics o
summa ize ends and eg ession analysis o de e mine he s eng h and signi icance o ela ionships. This
me hodology p o ided obus insigh s in o how leade ship and managemen p ac ices in luenced academic
pe o mance and ins i u ional e ec i eness. The s udy analysis was based on a esponse a e o 168 ou 331
ques ionnai es sen ou o da a collec ion. Thei esponses we e eco ded in Table 1.
Resul s
The s udy sough o examine he e ec o s a de elopmen p ac ices on academic pe o mance as cap u ed
in Table 1.
Table 1. S a de elopmen and academic pe o mance.
S a emen
N
Minimum
Maximum
Mean
S anda d
de ia ion
I ha e a ended a su icien numbe o s a
de elopmen sessions in he pas yea .
168
1
5
3.75
1.177
The ypes o aining o e ed a e ele an o my
eaching o adminis a i e ole.
168
1
5
3.92
1.072
S a de elopmen p og ams imp o e my
abili y o suppo s uden academic
pe o mance.
168
1
5
3.83
1.143
The e is a clea link be ween he aining I
ecei e and s uden achie emen ou comes.
168
1
5
3.88
1.112
S a de elopmen enhances collabo a ion
among s a , leading o be e ins uc ional
p ac ice.
168
1
5
3.73
1.261
I eel mo i a ed and empowe ed a e a ending
p o essional de elopmen sessions.
168
1
5
3.69
1.243
The quali y o aining p o ided in his sub-
coun y mee s p o essional s anda ds.
168
1
5
3.61
1.440
The e a e enough oppo uni ies o con inuous
p o essional de elopmen in his egion.
168
1
5
3.53
1.362
My pa icipa ion in s a de elopmen has
esul ed in no iceable imp o emen s in
s uden s’ pe o mance.
168
1
5
3.57
1.361
In e na ional Jou nal o Recen Inno a ions in Academic Resea ch
160
The da a on s a de elopmen e eals gene ally posi i e pe cep ions among he 168 esponden s, wi h
mean sco es ac oss all i ems anging be ween 3.53 and 3.92 on a i e-poin scale. The s a emen wi h he
highes mean (3.92), “The ypes o aining o e ed a e ele an o my eaching o adminis a i e ole,”
indica es ha mos s a membe s ind he aining hey ecei e applicable and bene icial o hei speci ic job
unc ions. This sugges s ha he p o essional de elopmen p og ams a e well-aligned wi h s a needs.
Simila ly, he s a emen “The e is a clea link be ween he aining I ecei e and s uden achie emen
ou comes” has a ela i ely high mean o 3.88, showing ha s a pe cei e a angible connec ion be ween
aining e o s and s uden success, which unde sco es he e ec i eness o he de elopmen p og ams.
The mean sco e o 3.83 o he s a emen “S a de elopmen p og ams imp o e my abili y o suppo
s uden academic pe o mance” ein o ces he idea ha p o essional lea ning posi i ely in luences
ins uc ional quali y. Howe e , sligh ly lowe means we e eco ded o i ems ela ed o mo i a ion (3.69),
collabo a ion (3.73), and oppo uni ies o con inuous p o essional de elopmen (3.53). This implies ha
while s a alues he aining con en , he e may be gaps in sus aining engagemen , eamwo k, o access o
on-going lea ning oppo uni ies. The lowes mean (3.53) in pa icula sugges s ha some s a eel
oppo uni ies o p o essional g ow h a e limi ed in hei egion.
The ela i ely high s anda d de ia ions ( anging om 1.072 o 1.440) ac oss i ems sugges a iabili y in
pe cep ions, meaning no all pa icipan s sha e he same le el o sa is ac ion wi h s a de elopmen . Fo
ins ance, he high s anda d de ia ion (1.440) o “The quali y o aining p o ided in his sub-coun y mee s
p o essional s anda ds” indica es di e ing expe iences and possibly unequal access o quali y aining.
O e all, he indings poin o a gene ally a ou able iew o s a de elopmen as ele an and impac ul,
hough wi h oom o imp o emen in consis ency, mo i a ion, and con inuous access o aining
oppo uni ies.
S a De elopmen P ac ices
The in e en ial analysis was ca ied ou o examine he ela ionship be ween s a de elopmen and
academic pe o mance. This sec ion p esen s he s a is ical esul s and hei implica ions o unde s anding
how p o essional g ow h ini ia i es in luence educa ional ou comes.
Table 2. ANOVA o s a de elopmen and academic pe o mance.
Model
Sum o squa es
d
Mean squa e
F
Signi icance
1
Reg ession
3.179
1
3.179
15.674
.000b
Residual
33.668
166
.203
-
-
To al
36.847
167
-
-
-
a. Dependen a iable: Academic pe o mance
b. P edic o s: (Cons an ), S a de elopmen
The ANOVA able indica es ha he eg ession model examining he e ec o SD ( he p edic o ) on academic
pe o mance ( he dependen a iable) is s a is ically signi ican . The F- alue o 15.674 wi h a signi icance
le el (p = .000) shows ha he model explains a signi ican po ion o he a iance in academic pe o mance
beyond wha would be expec ed by chance. The eg ession sum o squa es (3.179) compa ed o he esidual
sum o squa es (33.668) sugges s ha while SD con ibu es meaning ully o p edic ing academic
pe o mance, mos o he a iabili y emains unexplained by his single p edic o . O e all, he esul s imply
ha SD has a s a is ically signi ican , hough mode a e, impac on academic pe o mance.
Table 3. Model summa y o s a de elopmen and academic pe o mance.
Model
R
R-squa e
Adjus ed-R-squa e
S anda d e o o he
es ima e
Du bin-Wa son
1
.694a
.686
.681
.45035
1.669
a. P edic o s: (Cons an ), S a de elopmen
b. Dependen a iable: Academic pe o mance
The eg ession esul s indica e a s ong posi i e ela ionship be ween s a de elopmen and academic
pe o mance, as shown by he co ela ion coe icien (R = .694). The R-squa e alue o .686 sugges s ha
app oxima ely 68.6% o he a ia ion in academic pe o mance can be explained by s a de elopmen alone,
which e lec s a high explana o y powe o he model. The adjus ed R-squa e (.681), which adjus s o he
numbe o p edic o s, emains close o he R-squa e alue, con i ming he model’s eliabili y and minimal
o e i ing. The s anda d e o o he es ima e (.45035) indica es a mode a e le el o a iabili y a ound he
In e na ional Jou nal o Recen Inno a ions in Academic Resea ch
161
eg ession line. Finally, he Du bin-Wa son s a is ic (1.669), which es s o au oco ela ion in he esiduals,
alls wi hin an accep able ange (app oxima ely 1.5–2.5), sugges ing ha he esiduals a e ela i ely
independen . O e all, he eg ession model demons a es ha s a de elopmen is a s ong and signi ican
p edic o o academic pe o mance.
Table 4. Coe icien s o eg ession o s a de elopmen and academic pe o mance.
Model
Uns anda dized
coe icien s
S anda dized
coe icien s
Signi icance
B
S anda d e o
Be a
1
(Cons an )
1.585
.114
-
13.889
.000
S a de elopmen
.116
.029
.294
3.959
.000
a. Dependen a iable: Academic pe o mance
The eg ession esul s indica e ha s a de elopmen has a posi i e and s a is ically signi ican e ec on
academic pe o mance. The uns anda dized coe icien (B = 0.116) sugges s ha o e e y one-uni inc ease
in s a de elopmen , academic pe o mance is expec ed o inc ease by 0.116 uni s, holding o he ac o s
cons an . The s anda dized coe icien (Be a = 0.294) shows a mode a e s eng h o he ela ionship,
meaning s a de elopmen con ibu es meaning ully o a ia ions in academic pe o mance. The - alue o
3.959 and he signi icance le el (p = 0.000) con i m ha his ela ionship is s a is ically signi ican a he
0.05 le el. The cons an alue (1.585) ep esen s he baseline le el o academic pe o mance when s a
de elopmen is ze o. O e all, he analysis implies ha enhancing s a de elopmen ini ia i es can lead o
measu able imp o emen s in academic pe o mance.
Discussion
The s udy indings on s a de elopmen indica ed ha esponden s gene ally held a ou able iews
ega ding he ele ance and impac o p o essional aining, pa icula ly in enhancing hei eaching o
adminis a i e oles and con ibu ing o s uden achie emen . S a membe s ecognize he alue o
de elopmen p og ams in imp o ing ins uc ional quali y, ye exp ess mode a e conce ns abou sus ained
mo i a ion, collabo a i e engagemen , and he a ailabili y o con inuous lea ning oppo uni ies. No ably, he
a iabili y in esponses sugges s une en expe iences ac oss he sub-coun y, wi h some pa icipan s
pe cei ing limi a ions in he quali y and accessibili y o aining. These insigh s unde sco e he need o
mo e consis en , inclusi e, and mo i a ing s a de elopmen ini ia i es.
In e en ial s a is ics e ealed a clea and s a is ically signi ican posi i e ela ionship be ween s a
de elopmen and academic pe o mance, indica ing ha imp o emen s in s a aining a e associa ed wi h
co esponding gains in s uden ou comes. The analysis demons a es ha s a de elopmen con ibu es
meaning ully o explaining a ia ions in academic pe o mance, e en when o he ac o s a e held cons an .
This sugges s ha in es men in p o essional g ow h no only enhances educa o s’ compe encies bu also
ansla es in o angible academic bene i s o lea ne s. The esul s a i m he s a egic impo ance o s a
de elopmen as a le e o imp o ing educa ional quali y and unde sco e i s ole in d i ing pe o mance
wi hin academic ins i u ions.
Conclusion
The s udy concludes ha s a de elopmen signi ican ly in luences academic pe o mance in public p ima y
schools wi hin Endebess Sub-Coun y, Kenya since he educa o s gene ally pe cei e p o essional aining as
ele an and impac ul, pa icula ly in enhancing ins uc ional quali y and p omo ing s uden achie emen .
Recommenda ions
The Minis y o Educa ion, in collabo a ion wi h he Teache s Se ice Commission, should es ablish
uni o m s a de elopmen amewo ks ha ensu e equi able access o quali y aining ac oss all zones
o Endebess Sub-Coun y.
The Minis y o Educa ion should embed p o essional de elopmen me ics in o eache app aisal
sys ems and school pe o mance con ac s o ins i u ionalize i s ole in d i ing academic ou comes.
The Minis y o Educa ion should alloca e dedica ed unding wi hin coun y educa ion budge s o on-
going p o essional de elopmen , p io i izing unde se ed schools and egions.
The school leade ship should pe iodically assess s a de elopmen needs o ailo aining con en o
speci ic ins uc ional and adminis a i e gaps.
Es ablish school-based p o essional lea ning communi ies (PLCs) and in e -school exchange o ums o
os e collabo a i e engagemen and sha ed pedagogical p ac ices.
In e na ional Jou nal o Recen Inno a ions in Academic Resea ch
162
Decla a ions
Acknowledgmen s: I would like o exp ess my since e g a i ude o my supe iso , D . Emily Ki wok, PhD,
o he in aluable guidance, suppo , and supe ision h oughou he cou se o his p ojec . I am also g a e ul
o all he uni e si y acul y membe s o hei insigh ul con ibu ions du ing bo h cou sewo k and esea ch
ac i i ies. Finally, I ex end my hea el app ecia ion o my colleagues and iends o hei cons an
encou agemen and suppo , which mo i a ed me o keep mo ing o wa d.
Au ho Con ibu ions: Bo h au ho s made signi ican con ibu ions o he de elopmen o his s udy i led
“E ec o S a De elopmen P ac ices on Academic Pe o mance in Public P ima y Schools in Endebess Sub-
Coun y, Kenya”. The lead au ho concep ualized he esea ch idea, designed he s udy, and supe ised da a
collec ion, while he co-au ho con ibu ed o he li e a u e e iew, da a analysis, and in e p e a ion o he
indings.
Con lic o In e es : The au ho s decla e ha he e a e no con lic s o in e es ela ed o he publica ion o
his pape . They a i m ha no pe sonal, inancial, o p o essional ela ionships exis ha could ha e
in luenced he con en , in e p e a ion, o conclusions o his wo k.
Consen o Publish: The au ho s ag ee o publish he pape in In e na ional Jou nal o Recen Inno a ions
in Academic Resea ch.
Da a A ailabili y S a emen : The da a ha suppo he indings o his s udy a e a ailable om he
co esponding au ho upon easonable eques . Due o e hical conside a ions, he da a a e no publicly
a ailable.
Funding: This esea ch ecei ed no ex e nal unding.
Ins i u ional Re iew Boa d S a emen : The s udy p oposal was app o ed by he Ins i u ional Re iew
Boa d o Moun Kenya Uni e si y, Kenya.
In o med Consen S a emen : In o med consen was ob ained om all subjec s in ol ed in his s udy.
Resea ch Con en : The esea ch con en o his manusc ip is o iginal and has no been published
elsewhe e.
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Copy igh : ©2025 Musi Ru h and Emily Ki wok. This is an open-access a icle dis ibu ed unde he e ms
o he C ea i e Commons A ibu ion License (h ps://c ea i ecommons.o g/licenses/by/4.0/), which
pe mi s un es ic ed use, dis ibu ion, and ep oduc ion in any medium, p o ided he o iginal au ho and
sou ce a e c edi ed.
