Relevant bibliographies by topics / Principles of School Management

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Principles of School Management'

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Published: 4 June 2021
Last updated: 3 February 2022

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Journal articles on the topic "Principles of School Management"

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Elahi, Fazal, and Muhammad Ilyas. "Quality management principles and school quality." TQM Journal 31, no. 4 (July 8, 2019): 578–99. http://dx.doi.org/10.1108/tqm-11-2018-0173.

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Purpose The purpose of this paper is to test the relationship of process approach (PA), customer focus approach (CFA) and school quality with the moderation of professional certification of school principal to fill the gap of quality management practices in private schools. Design/methodology/approach Study applied quantitative design with the sample of 401 principals of private schools. Questionnaires were adapted from different studies, and pilot study was carried out. Confirmatory factor analysis was done along with structural equation modeling. Findings Results indicate that the process approach has a significant effect on functional quality and academic quality of schools. Customer focus approach medicates the relationship of process approach and functional quality. The study found no evidence of the relationship of moderation of professional certification of school principal with process approach, functional quality and academic quality. Practical implications Study contributed through the generation of new dimensions of school quality, putting professional degree of school principal as a moderator and by providing basis to understand the implementation of quality management system in schools. The outcomes of study will guide school managers to implement the process management approach to improve the school quality. Originality/value Originality of the study is defined in three ways; first, it is first study that examines the relationship of process approach, customer focus approach and school quality with the moderation of professional certification of principal. Second, it chooses “single” schools that have not been subject of any quantitative research exclusively. Third, it is a first attempt to examine the working of private schools in Pakistan with respect to quality management principles.
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Mappadang, Agoestina, and Khusaini -. "The Productivity of Vocational Schools: The Role of Efficiency, Fairness, Transparency, and Accountability of Financial Management." WIDYAKALA: JOURNAL OF PEMBANGUNAN JAYA UNIVERSITY 8, no. 1 (March 30, 2021): 1. http://dx.doi.org/10.36262/widyakala.v8i1.379.

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In the last decade, vocational education quality is one of the productivity measurements. To measure productivity were internal and external efficiency, the quality of graduates, financial management, and effectivity. This study aims to examine and analyzed the effect of the principles of efficiency, fairness, transparency, and accountability in financial management on vocational school productivity simultaneously or partially. The sampling technique used was a census. Data collection methods using questionnaires. Data analysis methods using logistic regression analysis. The results of this study could be concluded that teachers' perceptions of school productivity were good, but they're still needs to be an improvement in school policies in keeping schools productive and even increasing. The results both partially and simultaneous were the application of the principle of transparency and accountability proven to contribute significantly to increasing school productivity. Whereas the principle of efficiency and fairness didn’t significantly contribute to increasing the productivity of vocational schools in Business and Management in Tangerang Municipality. While simultaneously, the application of the principles of efficiency, fairness, transparency, and accountability in school financial management contributed to creating school productivity. The implication of this research was useful for improving the quality and productivity of vocational schools in Tangerang Municipality.
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Meladih, Muhamad, Nanat Fatah Natsir, and Amie Primarni. "PERAN KEPEMIMPINAN KEPALA SEKOLAH DALAM IMPLEMENTASI MANAJEMEN BERBASIS SEKOLAH DI SDIT AL IMAN BOJONGGEDE." Jurnal Dirosah Islamiyah 1, no. 2 (November 20, 2019): 183–200. http://dx.doi.org/10.47467/jdi.v1i2.84.

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ABSTRACTThe importance of the principal's role in managing and developing the quality of education in the education unit, a school if managed with good school management will certainly make the school a quality school and has a good output. This research aims to 1. To Know the Role of School Principals in Empowering SD IT AL IMAN Bojonggede teachers for the creation of a quality learning process, 2. To find out the Role of School Principals in establishing cooperation with the community / SD IT AL IMAN Bojonggede committees 3. To find out the Role of the Principal Schools in applying the principles of SBM in SD IT AL IMAN Bojonggede, 4. To find out the role of the School Principal in monitoring and evaluating SBM in SD IT AL IMAN Bojonggede, this study is descriptive qualitative, object studied by foundations, principals, teachers, staff and committee. The method of data collection is observation, interviews, and documents. The interactive data analysis model starts with data collection, data presentation, reduction and conclusion drawing. The results of this study indicate that 1. There is an effort from the School Principal in empowering and increasing the competence of SD IT AL IMAN Bojonggede teachers by holding seminars, training in motivational training by bringing in resource persons, following teachers in MGMP activities, 2. There is good collaboration between schools and community / commitment with the participation of the Community in school management and social activities. 3. In his leadership the school principals apply the principles of school-based management including independence of school staff in managing schools in various aspects, there is justice in school management, among which the headmaster is fair in deciding suatau permaslahan, being fair placement and assignment of teachers and staff, openness, the leadership of the school is open to all parties, including foundations, teachers / staff and the committee both in terms of administration and finance. 4. there is monitoring and supervision conducted by school principals in the application of school-based management among school program monitoring, administrative monitoring, learning monitoring, teacher and staff disciplinary monitoring.Keywords: Leadership, Principal. Management, Integrated Islamic Elementary School.
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Ismara, Ketut Ima, Didi Supriadi, M. Riza Syifaulliya, and Kitisak Keaw-aram. "The School-based Occupational Safety and Health Management in Vocational School." TAMANSISWA INTERNATIONAL JOURNAL IN EDUCATION AND SCIENCE 2, no. 2 (April 29, 2021): 11–22. http://dx.doi.org/10.30738/tijes.v2i2.9937.

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The vocational high school graduates are required to have the competence to implement Occupational Safety and Health (OSH). This study investigated the implementation of school-based Occupational Safety and Health Management in the vocational school. The OSH implementation viewed from seven principles: curriculum management, student management, educator management, facilities and infrastructure management, funding management, school and community management, and cultural and environmental management. This study is descriptive research that used subjects from 10 public vocational schools and ten private vocational schools in Yogyakarta Province. The data obtained from the Education Report Card Mapping Report Evaluation Results of the Directorate of Vocational Education at the Ministry of Education and Culture of Indonesia. The findings showed that the management of OSH in private vocational schools higher than the public one. The principle of OSH for the management of students is "fairly good" both in public and private vocational schools. The teacher management in public vocational schools higher than the private one. The management of facilities and infrastructure is "fairly good" both in public and private vocational schools. The funding management in private vocational schools higher than the public one. The management of school relationships in the public vocational school is "bad" and "fairly good" in the private one. The management of culture and environment is "fairly good” both in public and private vocational schools.
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Iskandar and Hamlan Andi Baso Malla. "MANAJEMEN KEPEMIMPINAN KEPALA SEKOLAH DALAM MENGEMBANGKAN KESADARAN EKOLOGI DI SMA MODEL NEGERI 3 PALU SULAWESI TENGAH." Paedagogia: Jurnal Pendidikan 7, no. 1 (December 31, 2019): 141–54. http://dx.doi.org/10.24239/pdg.vol7.iss1.36.

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Head of SMA Negeri 3 Palu implements the form of management based on five management functions, namely planning, organizing, staffing (placement), coordinating and controlling (control). In managing ecology-oriented schools refers to the school adiwiyata ie schools that maintain the environment, the arrangement of a clean environment, beautiful and healthy in order to produce a good learning environment. this effort also aims to provide understanding of the school community in the preservation of environmental functions and resources in the school environment. Environmentally sound environmental (ecological) school programs have participatory and sustainable principles. The participatory principle is that the school community involved in school management covers the whole process of planning, implementation, and evaluation based on responsibility. The principle of sustainability is that all activities are carried out comprehensively, planned and continuously in improving the learning conditions more comfortable and conducive for all citizens of the school.
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Grinshtain, Yael, and Dan Gibton. "Responsibility, authority, and accountability in school-based and non-school-based management." Journal of Educational Administration 56, no. 1 (February 5, 2018): 2–17. http://dx.doi.org/10.1108/jea-01-2017-0005.

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Purpose The purpose of this paper is to understand how primary school principals in Israel cope with the gaps between authority and responsibility in their work, deriving from partially implemented decentralization processes, and how this relates to school-based management (SBM) and accountability principles. Design/methodology/approach Using the qualitative method, 20 semi-structured interviews were conducted with school principals from one district in Israel. Thematic analysis was used in order to identify themes in the interviews that enable creating codes for the characteristics of authority and responsibility and for the principals’ strategies. Findings Gaps were found between authority and responsibility, with particularly low levels of authority alongside high levels of responsibility. Coupled with the demand for accountability, those gaps led principals to adopt three strategies – active, partly active, and passive – to help reduce the tension resulting from them. The SBM definition has links to the specific strategy that principals used. Originality/value The results indicate the importance of clear definitions of authority and responsibility in principals’ work. The current study deepens the understanding of the gaps between these concepts as key for understanding accountability at decentralized schools; tensions that principals cope with as a result of those gaps; and the strategies that enable principals to ease the tension for the benefit of all those involved in the principals’ work.
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Wataha, John C., Wendy E. Mouradian, Rebecca L. Slayton, John A. Sorensen, and Joel H. Berg. "Modern Management Principles Come to the Dental School." Journal of Dental Education 80, no. 4 (April 2016): 393–402. http://dx.doi.org/10.1002/j.0022-0337.2016.80.4.tb06096.x.

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Rečs, Normunds. "Public Governance Principles in General Education School Management of Latvia." SOCIETY, INTEGRATION, EDUCATION. Proceedings of the International Scientific Conference 1 (July 24, 2015): 468. http://dx.doi.org/10.17770/sie2014vol1.764.

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In contemporary world the effect of globalisation and information technologies cause transformational processes of states` public management that promote the application of new managament approaches and principles in public institution management.The changes in the public managament have effected and still effects processes of management also in education. The increase of school autonomy, a stronger focus on the process of education and its results created the need to expand the application of contemporary public management principles also in the managament of education institutions. The main goal of the report is to analyze the principles of public management and their implementation in the management of comprehensive schools of Latvia in the context of public management of Latvia and the world, and education reforms.
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Poudyal, Chandra Sharma. "Private Schooling and Fayol’s Principles of Management: A Case from Nepal." Journal of Education and Research 3 (March 27, 2013): 6–23. http://dx.doi.org/10.3126/jer.v3i0.7849.

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Henri Fayol is popularly known as the founder of administrative management for his contribution to the field of management. Although his principles of management are termed as classical management theory, the principles are still applicable in the field of management. In this paper I explore the issues of management and ownership in two private schools in Nepal using Fayol’s principles of management. The data were collected from two private schools using a case study approach. I conducted semi- structured interviews with teachers, administrators and principals of two private schools. In the case study schools, the owners were also working in the capacity of principal of the school and hence the term owner/principal has been used in this paper. The owners/principals were taken as the participants to represent the voice of the employers while the teachers were taken to represent the voice of the employees. Similarly, the administrators in this study represent the voices of both the employer and the employees of the school.This study suggests that when management and ownership are not separated, there is a concentration of power. The power concentration in individual or group of owners gives rise to a number of management related issues such as unequal distribution of authority and responsibility, role ambiguity, negative motivation and conflict of interest. Fayol’s principles of authority and responsibility, initiative, subordination of individual interest to group interest, stability of tenure of personnel and spirit of cooperation have been used in this paper to explain several issues of management and ownership that emerged from the case study.DOI: http://dx.doi.org/10.3126/jer.v3i0.7849Journal of Education and Research March 2013, Vol. 3, No. 1, pp. 6-23
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Nawelwa, Joyce, Chanda Sichinsambwe, and Bupe Getrude Mwanza. "An analysis of total quality management (TQM) practices in Zambian secondary schools." TQM Journal 27, no. 6 (October 12, 2015): 716–31. http://dx.doi.org/10.1108/tqm-06-2015-0080.

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Purpose – Total quality management (TQM) is a management approach that was established to seek sources of continuous motion of improvement to provide quality products and services to customers or clients. TQM promotes organizational effectiveness through promoting stakeholder satisfaction, pursuing continuous improvement and fostering proactive leadership. The purpose of this paper is to explore TQM practices in secondary schools. The researchers set objectives which were to identify the TQM principles being practiced in secondary schools, the extent to which these principles are practiced and finally to determine the factors that affect the practice of these principles. The paper includes findings from an exploratory study of TQM practices in Zambian secondary schools. Design/methodology/approach – The research employed a purposive and simple random sampling in order to collect data from 120 secondary school teachers from a total of 1,740 secondary school teachers in Lusaka district drawn from ten secondary schools which were stratified into five zones, namely, Lusaka Central, Chilenje, Mumuni, Chibolya and Chunga zones. Questionnaires and structured scheduled interviews were used to collect data for the research. The research was also anchored on the theoretical and conceptual framework where hypotheses were formed and tested. Findings – The research formed hypotheses based on the seven principles of TQM and this was also verified through the analysis of questionnaires and structured interviews conducted. From the analysis and interpretation of the results, the following was found. Teamwork principle was found to be practiced although most respondents did not know the extent to which it was been practiced. Continuous improvement and training are also principles which were explored and found to be practiced. For continuous improvement, most of the respondents indicated this to have been achieved through carrying out monthly tests and end of term examinations to measure the excellence in-service delivery, as for the training principle; this has been interwoven with the policy of the ministry in programmes aimed at training in-service teachers and anticipated teachers. For the commitment principle, there was commitment from management with a view to working together for pupil satisfaction. For the quality principle, it was found that, at 95 per cent confidence level the mission statement, the motto and the vision of the school depicted quality-related activities. The research also established that at 95 per cent confidence level, teachers were empowered to take direct action whenever action is likely to affect quality. Practical implications – First, the value of this research was to inform management on the need to employ strategies aimed at sensitization programmes before, during and after the programme has come to an end. Second, to promote work attitudes that should promote quality management in education for continuous improvement in pupil performance. Third, for TQM to create a platform among head teachers, teachers, pupils, parents and other stakeholders to work to everyone’s ultimate advantage. Originality/value – This research is original work as it has never been done before in Lusaka district.
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Dissertations / Theses on the topic "Principles of School Management"

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Griesel, Issabella. "The teaching of financial management principles to school leaders in disadvantaged schools." Thesis, Nelson Mandela Metropolitan University, 2011. http://hdl.handle.net/10948/1538.

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The objective of this study was to find out how a course in School Financial Management should be designed and presented in order to bring about an improvement in the practice of school financial management in disadvantaged schools in the Eastern Cape Province of South Africa. The study was conducted in the interpretive and critical theory paradigms, and employed a qualitative empirical approach. The focus of the research was two cohorts of school leaders taking part in the Advanced Certificate in Education: School Management and Leadership programme at the Nelson Mandela Metropolitan University in Port Elizabeth. The researcher presented a course in Financial Management to both of these cohorts, and employed an action research method in her research, introducing the insights and lessons learned from teaching the first cohort in the design and teaching of the second cohort. Data were collected in various ways, including written assignments of students, class discussions, personal interviews and document analyses. More data were collected during school visits at which the researcher observed the level of financial practice at schools, and could also, from the one-to-one interactions with the students, identify the issues that were still problematic to them. Another aspect of the data gathering process was the detailed analysis of the section on Financial Management in the ACE study material provided by the Department of Education. This enabled the researcher to compare her study material and teaching approach to that of the Department’s study material, so as to ascertain which content and methods of teaching were best suited to bringing about an improvement in practice. The study’s main findings were that designers of such programmes in Financial Management should focus on basic Accounting principles and avoid an overload of content of issues which are “good to know”, but do not contribute to the understanding of Accounting principles necessary for the drawing up of financial statements. The method of teaching should predominantly be an interactive approach based on adult learning principles, with enough time for students to complete certain assignments and activities with feedback by the lecturer. The role v of mentors and of the lecturer visiting schools was emphasised as one of the key ways to assist participants in implementing what they had learned. The most important recommendations emanating from the study were the suggestion that the Department of Education should play a bigger formational role in providing feedback to schools on the financial statements submitted to the Department by these schools, the rethinking of the Department of Education’s module on Financial Management in the ACE for School Principals, and the development of a follow-up course in which all the additional aspects of School Financial Management could be included.
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Van, Alstyne Marshall W. (Marshall Ware). "Managing information : networks, value, policy, and principles." Thesis, Massachusetts Institute of Technology, 1998. http://hdl.handle.net/1721.1/9820.

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Koral, Nesrin Özlem. "A atudy primary school teachers' perceptions of the total quality management principles." Ankara : METU, 2003. http://etd.lib.metu.edu.tr/upload/12604768/index.pdf.

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Rampa, SH. "A customised total quality management framework for schools." University of South Africa Press, 2010. http://encore.tut.ac.za/iii/cpro/DigitalItemViewPage.external?sp=1001183.

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Abstract Research has revealed that many of the historically disadvantaged schools in South Africa experience difficulty in implementing policies aimed at restoring the quality of teaching and learning. The difficulty has been attributed to several factors such as poor conceptualisation and implementation of quality management systems at school level. This article reports on empirical research that investigated the possibility of applying Total Quality Management principles in schools for the purpose of restoring the culture of learning and teaching. Data was collected through qualitative and quantitative methods in selected schools situated in the Tshwane North District. The findings revealed that there is a gap between what is provided in the policy framework on the management of quality teaching and learning. It is recommended that in order to fill the gap, schools need to apply customised principles of Total Quality Management. The primary aim of this research was to develop such an integrated framework that is not only theoretically sound but that has been customised for schools’ contexts and conditions.
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Carlson, Brian Kenneth. "A critical analysis of the application of total quality management principles in two schools." Thesis, Rhodes University, 1996. http://hdl.handle.net/10962/d1003353.

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In recent years, the principles of Total Quality Management, developed by Edwards Deming and others and used with varying degrees of success in the business world, have been used in schools as part of the process to transform education in terms of school management and classroom learning. This research grew out of my experiences when St. Andrew's Preparatory School participated in a Total Quality Management training programme which highlighted for me the problems and the benefits of such training. This research was undertaken, therefore, to find out how two other schools - one a high school in Grahamstown and the other a high school in Clarke County, U.S.A. had responded to similar training. Open ended questionnaires were used and the responses were analyzed to detect patterns of thoughts, feelings and attitudes, particularly in terms of human relationships at the school and with regard to various components of school culture. Comparisons were also made between the responses from the two schools, and the findings were compared with the claims made for TQM by the theorists and other educational practitioners who have ventured into TQM in their schools. The research findings indicate that Total Quality Management training had a positive impact on the participating schools but that there are problems associated with its adaptation for education. Given the necessary leadership commitment, however, these problems are not insurmountable. Total Quality Management may well be able to contribute towards the restructing of education which seems to be more and more urgently needed both in South Africa and in their countries.
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Paul, Cathy L. "The relationship between the principles of total quality management and school climate, school culture, and teacher empowerment /." free to MU campus, to others for purchase, 1998. http://wwwlib.umi.com/cr/mo/fullcit?p9901304.

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Hager, Dennis M. (Dennis Martin). "Applying continuous flow manufacturing principles to a low volume electronics manufacturer." Thesis, Massachusetts Institute of Technology, 1992. http://hdl.handle.net/1721.1/12809.

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Thesis (M.S.)--Massachusetts Institute of Technology, Dept. of Mechanical Engineering, 1992 and Thesis (M.S.)--Sloan School of Management, 1992.
Includes bibliographical references (leaf 48).
by Dennis M. Hager.
M.S.
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Chung, Lui-pong Gavin. "A principal's views on school-based management : implications for school management in aided secondary school /." Hong Kong : University of Hong Kong, 1999. http://sunzi.lib.hku.hk/hkuto/record.jsp?B21305092.

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Espindle, L. P. (Leo P. ). "Process management principles for increasing the energy efficiency of manufacturing operations." Thesis, Massachusetts Institute of Technology, 2011. http://hdl.handle.net/1721.1/66070.

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Thesis (M.B.A.)--Massachusetts Institute of Technology, Sloan School of Management; and, (S.M.)--Massachusetts Institute of Technology, Dept. of Electrical Engineering and Computer Science; in conjunction with the Leaders for Manufacturing Program at MIT, 2011.
Cataloged from PDF version of thesis.
Includes bibliographical references (p. 81-84).
Energy usage is a significant operating cost for manufacturing facilities in the United States, and interest in energy management has been rising of late, 2, 3]. One approach, recommended by the Environmental Protection Agency (EPA), is to piggyback off of an existing lean program to reduce energy waste in manufacturing processes(4]. Just such a pilot program has recently been launched in a major manufacturing facility at Raytheon, where approximately 48% of the facilities' total energy is used on manufacturing processes. The program focuses on proven process management approaches and rides the coattails of the existing lean program at a major manufacturing facility by creating a pull for continuous improvement ideas[1]. The goal this thesis was to increase the efficacy of the existing program, and to develop a practical roadmap to guide energy managers seeking to execute such programs in manufacturing on the shop floor. We investigated three methods to enhance the program. One was to apply the Design, Measure, Analyze, Improve, Control (DMAIC) method, made popular in Six Sigma literature, to the energy waste reduction efforts of a manufacturing area. By shifting focus to more energy intensive equipment, the area quadrupled the amount of energy savings per improvement, and is in line to achieve a 10% reduction in electricity usage(5, 4]. The second method was to provide real-time feedback on electricity usage of energy intensive equipment to workers in a manufacturing cell. During an experimental period, we found that feedback ultimately engaged area operations managers who instituted an auditing program that reduced waste by 43% (or a 26% total reduction in usage) over a short period of time[6, 7, 8, 9]. The third method was to right-size equipment based on customer demand. An analysis of this approach based on field experience revealed that major savings (50% or more reduction in electricity usage) on targeted systems can be expected as companies remove "monument" equipment in supporting smaller and more responsive process flows such as true cellular manufacturing[3, 4]. In summary, we found that application of continuous improvement principles can positively impact energy efficiency programs at manufacturing facilities. In addition the three methods are different in cost and longevity, with the DMAIC and feedback at low cost and immediate impact (but potentially fading effectiveness), and right-sizing at higher cost, but producing longer term and potentially more durable savings.
by Leo P. Espindle.
S.M.
M.B.A.
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Aldama, Dora Leanne. "Lean principles in an aircraft assembly process." Thesis, Massachusetts Institute of Technology, 2018. http://hdl.handle.net/1721.1/118735.

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Thesis: S.M., Massachusetts Institute of Technology, Department of Mechanical Engineering, 2018.
Thesis: M.B.A., Massachusetts Institute of Technology, Sloan School of Management, in conjunction with the Leaders for Global Operations Program at MIT, 2018.
Cataloged from PDF version of thesis.
Includes bibliographical references (page 71).
A universal imperative of most manufacturing firms is to lower cost, increase production rate, and deliver exceptional quality for every product. The manufacturing firm that springs to mind as the standard bearer for all three is Toyota and the generalized lean manufacturing method known as the Toyota Production System. The literature on what lean manufacturing is and how to do it is vast. This thesis first contributes to that cache of lean literature an example of one aerospace company's interpretation of lean and how it is defined in assembly production design. In other words, this thesis tests the claim that lean principles can be incorporated in the design of an aircraft assembly process to achieve the lean goals of producing a perfect product with zero waste at the rate at which a customer demands it. The thesis covers a seven-month research period at an aircraft assembly factory and is broken into three phases. The first phase presents research on an existing lean transformation initiative in the factory and measures its success at achieving lean goals. This evaluation determines that the as-designed system does meet the goals of lean to continuously improve and eliminate waste but also exposes problems to other sub-systems in the factory. Phase I identified several improvement candidates for deeper study, and the rest of the thesis considers one of these opportunities, specifically on the material delivery system. The second part of the thesis focuses on a root cause analysis of the problems associated with the material delivery system at meeting lean goals. The resulting question is what changes to the material delivery system are required to further these goals. The company was already considering several solutions to answer this question; however, the proposed solutions would violate the original design requirements for the system. This hindered the ability to make improvements. The third part of this thesis examines the redefinition of the design requirements that embody lean principles as well as other requirements imposed on the system. This allows for new solutions to be evaluated against the design requirements and a final recommendation is proposed.
by Dora Leanne Aldama.
S.M.
M.B.A.
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Books on the topic "Principles of School Management"

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Brown, Gordon B. Instructional supervision in christian schools: Supervisory principles for the christian school. Whittier, CA (P.O. Box 4097, Whittier 90607-4097): Association of Christian Schools International, 1992.

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Parker, Debbie L., ed. Management principles for Christian schools. 2nd ed. Greenville, S.C.: JourneyForth, 2008.

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Support for school management. London: Croom Helm, 1987.

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Ken, Shenton, ed. Challenges in educational management: Principles into practice. London: Croom Helm, 1987.

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Behavior management in the schools: Principles and procedures. New York: Pergamon Press, 1986.

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Behavior management in the schools: Principles and procedures. 2nd ed. Boston: Allyn and Bacon, 1995.

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Nurture groups in school: Principles and practice. London: P. Chapman, 2002.

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Clegg, David W. Leading primary schools: The pleasure, pain, and principles of being a primary headteacher. Buckingham [England]: Open University Press, 1997.

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Russell, Freeston Kenneth, ed. Beyond piecemeal improvements: How to transform your school using Deming's quality principles. Bloomington, Ind: National Educational Service, 1995.

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Jonathan, Solity, ed. Classroom management: Principles to practice. London: Routledge, 1989.

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Book chapters on the topic "Principles of School Management"

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Sisum, C. "The appliction of quality management principles to school improvement in Sheffield." In Total Quality Management, 466–69. Dordrecht: Springer Netherlands, 1995. http://dx.doi.org/10.1007/978-94-011-0539-2_83.

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Vican, Dijana, Renata Relja, and Toni Popović. "Principals’ Educational Leadership." In School Effectiveness and Educational Management, 87–106. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-29880-1_6.

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Maya, İlknur Çalışkan. "Primary School Principals’ Crisis Management Skills." In Chaos, Complexity and Leadership 2012, 95–101. Dordrecht: Springer Netherlands, 2013. http://dx.doi.org/10.1007/978-94-007-7362-2_13.

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Vican, Dijana, Nikša Alfirević, and Renata Relja. "Managing the School: Principals as Managers." In School Effectiveness and Educational Management, 67–85. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-29880-1_5.

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Pavičić, Jurica, Nikša Alfirević, Goran Vlašić, Zoran Krupka, and Bozena Krce Miočić. "School Principals, Environments and Stakeholders: The Blessings and Heresies of Market Organization." In School Effectiveness and Educational Management, 27–48. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-29880-1_3.

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Narula, Sapna A., Ambika Zutshi, and Rajiv Seth. "Integrating Responsible Education Principles into a Conventional System: The Case Study of TERI School of Advanced Studies, India." In Meeting Expectations in Management Education, 65–71. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-76412-2_6.

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Drysdale, Lawrie, David Gurr, and Helen Goode. "How successful school principals balance their leadership and management roles to make a difference." In How School Principals Use Their Time, 126–40. London: Routledge, 2021. http://dx.doi.org/10.4324/9780429327902-8.

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Nurdiana, Juli, María-Laura Franco-García, and Sharon Hophmayer-Tokich. "Incorporating Circular Sustainability Principles in DKI Jakarta: Lessons Learned from Dutch Business Schools Management." In Infinity in Early Modern Philosophy, 145–63. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-92931-6_8.

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Messenger, Sally, and Humphrey Shaw. "Falmer School." In Hospitality Management, 118–21. London: Macmillan Education UK, 1991. http://dx.doi.org/10.1007/978-1-349-21595-9_22.

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Messenger, Sally, and Humphrey Shaw. "Falmer School." In Hospitality Management, 214–15. London: Macmillan Education UK, 1991. http://dx.doi.org/10.1007/978-1-349-21595-9_52.

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Conference papers on the topic "Principles of School Management"

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Bucha, Agostinho Inácio, and António Ferreira. "INNOVATE SCHOOLS: THE DIFFERENCE." In 4th International Scientific Conference – EMAN 2020 – Economics and Management: How to Cope With Disrupted Times. Association of Economists and Managers of the Balkans, Belgrade, Serbia, 2020. http://dx.doi.org/10.31410/eman.2020.163.

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Schools are currently facing considerable challenges, as the paradigm of today`s society is very different from the view for which most education systems were created. It`s beginning from this principle that many schools in Portugal seek to modify, adapt and improve their teaching practices. Another of the principles that guided this study is the search for good examples at European level. It´s important to create an innovative school culture, marked by collaborative work, openness of school to families, the surrounding environment and a commitment to shared leadership that ensures the sustainability of the innovative culture.
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Pavicic, Jurica. "School Principals as Jugglers." In 2nd International Conference on Advanced Research in Education. Acavent, 2019. http://dx.doi.org/10.33422/2nd.educationconf.2019.11.799.

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At daily basis school principals need to balance between needs and wishes of different stakeholders. As the most important stakeholder stands out pupils from which is expected to perform at high level all the time. Another very important stakeholders are teachers which (often) are not motivated enough (financially, emotionally, socially) to give the best in the classrooms. Also, there are parents which expect that their children are exposed to best knowledge; government who expect that school system in general is at internationally competitive level; and also, companies who wishes to have people / labor force who know what to do when faced with problems. To be able to satisfied all parties involved, school principals need to juggle between them and at the same time ensure that school, as an organization, is function immaculately. Our paper focus on school principals and how marketing and management knowledge can help in juggling between the stakeholders. Context of our paper is Croatia – country that had good primary and secondary school systems but by entering EU and exposing to different kind of practice and demands, needed to adopt them. In that new environment business, and especially marketing and management knowledge, become crucial for school principals.
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Vonny Angelia Sudharta, Vonny, Amalia Amalia Rosidah, and Maria Maria Mujiati. "School Principal's Leadership Behavior in Psychology Perspective." In 2nd International Conference on Educational Management and Administration (CoEMA 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/coema-17.2017.6.

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Gistituati, Nurhizrah, and Hijriyantomi Suyuthie. "Management and Supervision Competences of State Elementary School Principals." In 1st International Conference on Education Innovation (ICEI 2017). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/icei-17.2018.68.

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Ibrahim Bafadal, Ibrahim. "School Principal as Leader of Change: Autoethnography on How to Make School Principals to be Effective Change Leader in Good School." In 2nd International Conference on Educational Management and Administration (CoEMA 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/coema-17.2017.26.

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Katuuk, Deitje, Sjamsi Pasandaran, Apeles Lonto, and Recky Sendouw. "The Analysis of School-Based Management Implementation and Principals’ Managerial Competencies." In Proceedings of the International Conference on Social Science 2019 (ICSS 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/icss-19.2019.248.

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Feng, Li. "Research on Preschool Justice in Rawls Principles- A Case of Pre-School Three-Year Action Plan in Shaanxi and Gansu." In 4th International Conference on Management Science, Education Technology, Arts, Social Science and Economics 2016. Paris, France: Atlantis Press, 2016. http://dx.doi.org/10.2991/msetasse-16.2016.299.

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Naway, Forry A., and Djariana Dai. "The Effectivitness of Total Quality Management (TQM) Principles in the School (A Case of SMK Negeri 2 Kota Gorontalo, Indonesia)." In 9th International Conference for Science Educators and Teachers (ICSET 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/icset-17.2017.31.

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Sapian, Nik Rizlina Binti, Reza Badiuzzaman Bin Abdullah, Muhammad Faizal Bin A. Ghani, Zuraidah Abdullah, and Intan Marfarrina Binti Omar. "The Relationship Between Principal’s Communication Style and School Climate." In Proceedings of the 3rd International Conference on Research of Educational Administration and Management (ICREAM 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200130.168.

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Yusuf Sobri, Ahmad, Ibrahim Bafadal, Ahmad Nurabadi, and Imam Gunawan. "Validity and Reliability of Questionnaire Problematics Leadership Beginner School Principals." In Proceedings of the 4th International Conference on Education and Management (COEMA 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/coema-19.2019.51.

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Reports on the topic "Principles of School Management"

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McKnight, Katherine, and Elizabeth Glennie. Are You Ready for This? Preparing for School Change by Assessing Readiness. RTI Press, March 2019. http://dx.doi.org/10.3768/rtipress.2019.pb.0020.1903.

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Schools routinely face federal and state mandated changes, like the Common Core State Standards or standardized testing requirements. Sometimes districts and schools want to take on new policies and practices of their own, like anti-bullying programs or using technology to deliver instruction. Regardless of the origin of the change, implementation requires them to take on additional work; yet experts estimate that only 30 to 50 percent of major change efforts in organizations will succeed. Failing change efforts result in not only financial losses but also lowered organizational morale, wasted resources, and lost opportunities. For schools where resources are already stretched thin, the consequences of failed change initiatives can be particularly devastating. In this paper, we discuss results of a study, over a school year, of school principals who were working on implementing a new change initiative in their schools. We apply lessons from the change management literature and focus on the importance of assessing readiness for change as a key step in ensuring the success of new initiatives. We share examples of a change readiness rubric to help schools and districts successfully lead change.
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Frazar, Sarah L., and Gretchen Hund. Management Principles for Nonproliferation Organizations. Office of Scientific and Technical Information (OSTI), March 2012. http://dx.doi.org/10.2172/1037529.

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Jensen, M. E., and P. S. Bourgeron. Volume II: Ecosystem management: principles and applications. Portland, OR: U.S. Department of Agriculture, Forest Service, Pacific Northwest Research Station, 1994. http://dx.doi.org/10.2737/pnw-gtr-318.

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Heyward, Mark, Robert Cannon, and Sarjono. Implementing School-Based Management in Indonesia. Research Triangle Park, NC: RTI Press, October 2011. http://dx.doi.org/10.3768/rtipress.2011.op.0006.1109.

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Hunter, Samaria M. Principles of Information Management for the Operational Commander. Fort Belvoir, VA: Defense Technical Information Center, May 2007. http://dx.doi.org/10.21236/ada470765.

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Osti, Rabindra. Integrating Flood and Environmental Risk Management: Principles and Practices. Asian Development Bank, October 2018. http://dx.doi.org/10.22617/wps189607-2.

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Watkiss, Paul, Robert Wilby, and Charles Andrew Rodgers. Principles of Climate Risk Management for Climate Proofing Projects. Asian Development Bank, July 2020. http://dx.doi.org/10.22617/wps200203-2.

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Bentley, Julian, and Cabell Hodge. Federal Best Practices: Core Principles of Sustainable Fleet Management. Office of Scientific and Technical Information (OSTI), November 2020. http://dx.doi.org/10.2172/1707747.

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Hodge, Cabell, and Julian Bentley. Federal Best Practices: Core Principles of Sustainable Fleet Management. Office of Scientific and Technical Information (OSTI), November 2020. http://dx.doi.org/10.2172/1713290.

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Crawfurd, Lee. School Management and Public-Private Partnerships in Uganda. Research on Improving Systems of Education (RISE), July 2017. http://dx.doi.org/10.35489/bsg-rise-wp_2017/013.

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