Md. Zinnat Ali Biswas

Social media platforms, particularly Twitter, have become essential sources of data for various applications, including marketing and customer service. This study focuses on analyzing customer interactions with Amazon's official support account, "@AmazonHelp," to understand and predict changes in customer sentiment during these interactions. Using the Twitter API, we extracted English-language tweets mentioning "@AmazonHelp," pre-processed the data, and categorized conversations to facilitate analysis. The primary objectives were to classify changes in customer sentiment and predict the overall sentiment change based on initial sentiment. We conducted experiments using multiple machines learning algorithms, including K-nearest neighbor, Naive Bayes, Artificial Neural Network, Bayes Net, Support Vector Machine, Logistic Regression, and Bagging with RepTree. Our dataset comprised over 6,500 conversations, filtered to include those with four or more tweets. Results indicated that K-nearest neighbor and Support Vector Machine offered the best balance between accuracy and F-measure, while Bagging with RepTree achieved the highest accuracy but had a lower F-measure. This study demonstrates the potential of integrating sentiment analysis and machine learning to effectively predict customer sentiment in social networks, providing valuable insights for improving customer engagement strategies.

The study aimed to examine the complexities around out-of-field teaching (OFT) and its better management by the Head teacher with the strategic leadership role in a Bangladeshi primary education context that has implications for the COVID-19 pandemics. Several eminent researchers, such as Ingersoll, and Anna du Plessis have investigated the issue of OFT such as the implication for educational leadership and school improvement as a 'whole' but overlooked the effective management of OFTs through the related leadership role of the Head teacher using particular leadership approach. To be defined, out-of-field teaching evolves teachers teaching outside their field of educational qualifications and/or training. However, OFT is defined within the context of Bangladesh as being teachers who are trained in one or two specialist subjects for every primary class from year level 1 to 5 and are supposed to teach out of their field of expertise or qualifications, and that could be happened due to the mismanagement of existing resources by the school Head. On the other hand, evidence supports that the deficit of teachers, and the effective management of teachers by the Head teachers exacerbate the issue of OFT alongside a shortage of suitably qualified teachers within the system. Apart from better-qualified teachers, other crucial elements that may influence OFT are recruitment rules, deployment of teachers and their retention, equal distribution of teachers within the Upazilla, initial training (C-in-Ed/DPEd), and continuous professional development (CPD), leadership approach, greater accountability, and performance management are in the focus. These elements within the provision of quality education through equitable access and participation in a Bangladeshi context are viewed as challenges, which influenced me to investigate the notion deeply. Further, the pandemic has a greater impact on the issue of OFTs' management by the educational authorities in terms of recruiting new teachers to fill the vacant positions, initiating required training (subject-based/others) for teachers and teacher leaders as a part of CPD, management and leadership training for the school Heads, knowledge-exchange activities and equal distribution of teachers through administering redeployment within the Upazilla is the potential challenges in managing the situation of OFT, and these essential elements again accelerated the issue by the threat of the COVID'19 need to be informed. In this intention, a few of the aspects have been discussed in this article among the said endeavors through the literature review, documents review, and analysis of findings. A mixed-method research approach was used to focus on the current perceptions, needs, and expectations of different segments of the participants including policymakers and other related stakeholders.

The purpose of the study was to investigate the complexities surrounding out-of-field teaching (OFT) and the related leadership role of the Head teacher in a Bangladeshi context. Several researchers such as Ingersoll (2001, 2003), McConney and Price (2009), Anna du Plessis (2010, 2013) have investigated the issue of OFT for example, the implication for educational leadership and school improvement as a ‘whole’ but overlooked the effective management of Out-of-field teachers (OFTs) through the effective leadership role of the Head teacher/Principal. Out-of-field teaching evolves teachers teaching outside their field of educational qualifications or training or expertise. However, OFT is defined within the context of Bangladesh as being teachers who are trained in one or two specialist subjects for every primary class from year 1 to 5 are supposed to teach out of their field of expertise or qualifications. On the other hand, evidence supports that shortage of suitably qualified teachers and effective management of teachers exacerbates the issue of OFT. Apart from better qualified teachers other than crucial elements that influence OFT are recruitment rules, deployment of teachers and their retention, distribution of teachers, initial training and Continuous Professional Development (CPD), leadership strategies, greater accountability, and performance management. These issues within the provision of quality education in Bangladesh are viewed as critical. A few of the aspects has been discussed in this study through the literature review and analysis of findings. A mixed method research design was used to provide focusing on the aforesaid matters across current perceptions, needs and expectations of different layers of the participants including policy makers. The new knowledge and understanding unveiled through this study could support Head teachers/Principals, OFTs, educational administrators, teacher educators, researchers along with policy makers to develop an in-depth understanding on the problem statement of how to better manage OFT in terms of the strategic leadership role of the school Head in a Bangladeshi context within the provision of quality.