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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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Asy’ari, Hasyim, Zahruddin Zahruddin, and Syipa Fauziah. "Implementasi Prinsip-Prinsip Sistem Manajemen Mutu ISO 9001:2008 di SMK Ekonomika Depok Jawa Barat." MANAGERIA: Jurnal Manajemen Pendidikan Islam 2, no. 2 (November 14, 2017): 205–33. http://dx.doi.org/10.14421/manageria.2017.22-02.
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This study aims to describe the application of the principles of quality management system (SMM) ISO 9001:2008 in VOCATIONAL SCHOOL of economics. The method used in this research is descriptive qualitative approach. Data were collected using the documentation, interviews with principals, quality management representative (WMM), 2 teachers, and 3 students, and observation. The results show that the application of the principles of the ISO 9001:2008 at SMM SMK Economics Depok went well. This is evidenced by the existence of the school’s business that always maintains customers’ trust, a curriculum which is in accordance with the educational enhancement principles, the implementation of the planned program and goals, the involvement of the entire school’s members, continuous evaluation, problems resolution based on existing data and facts, and the mutual cooperation between the school and other parties. The results of this research is expected to be able to provide insight to the school’s principal to always foster a shared commitment to the various parties in the schools in regard to the implementation of the principles of the ISO SMM 9001:2008.
Keywords: The quality of education, the principles of SMM 9001:2008, ISO quality management system (SMM)
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Chavez, Dionisio, and Araceli Doromal. "Compliance with School-Based Management Standards: An Assessment for Policy Formulation." Philippine Social Science Journal 1, no. 1 (December 31, 2018): 55–66. http://dx.doi.org/10.52006/main.v1i1.12.
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Basic education is challenged to be responsive to the current demands ofquality education through the efficient delivery of educational servicesand the translation of knowledge, skills, and attitudes that enable thelearners to attain mandated learning outcomes. Over the past decades,many initiatives and reform efforts have been implemented to realizethe thrusts of Basic Education Reform Agenda. One key response of thenational government is the implementation of the standard principles ofthe School-Based Management (SBM). Two elementary schools in theDivision of San Carlos City in Negros Occidental, Philippines, implementSBM with an ultimate goal of achieving learning outcomes. This studyaimed to assess the level of compliance with the standard principles ofSBM and its implication to the quality of life among the learners beyondbasic education using a descriptive-comparative research design. Theparticipants were internal and external assessors identified througha predetermined criterion. The data were collected through SBMstandardized survey form with the necessary supporting documentsincluding focus group discussion (FGD) relative to the compliance withSBM standards. The findings revealed that the two central schools areon Level 2 and are categorized as maturing schools, wherein, most ofthe standard principles of SBM are complied with and implemented forcontinuous improvement. Both schools are prepared for National SBMlevel 3 accreditation relative to the SBM principles.
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Et al., Phrakrukosolpariyattayanukij (Tharueti Rungchaiwitoon). "An Enhancement of Human Relation Integrating Buddhist Principles for Administrators of Primary Schools in Thailand." Psychology and Education Journal 58, no. 1 (January 15, 2021): 3782–88. http://dx.doi.org/10.17762/pae.v58i1.1391.
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The purpose of the research article was to propose the enhancement of human relation integrating Buddhist principles for administrators of primary schools in Thailand. Mixed methods research was used for research design. Questionnaires was used for data collection from 390 administrators and teachers in primary schools. Interview form was designed for interviewing 24 key informants, including focus group discussion with 9 experts. Qualitative data was analyzed by using content analysis whereas descriptive statistics was used to analyze quantitative data analysis. Results indicated that the enhancement of human relation integrating Buddhist principles for administrators of primary schools in Thailand can be developed through 3 aspects consisting of 1) personal characteristics, 2) understanding others, and 3) working with others, and analysis results showed at a high level in all aspects. For the integrating of human relations with Buddhist principles for administrators in primary schools in Thailand composed of 1) the principles of human relations for school administrators. In communication, both formal and informal between the school administrators and teachers, students and the community in order to work together to achieve the objectives divided into 3 areas which were (1) personal characteristics, (2) understanding of others, and (3) working with other. 2) Buddhist principles used in school administration, it is the Buddhist Dhamma principle which is integrated with human relations principles, consisting of 7 things which are (1) Kalyanmittita, (2) Yonisomanasikara, (3) Gracing virtues II, (4) Honesty III, (5) Secular Theology IV, (6) Sangahavatthu IV, and (7) Sappurisadhamma VII. The guidelines for the enhancement of human relation integrating Buddhist principles for administrators of primary schools in Thailand focused on 3 aspects: 1) Principles of human relations, 2) Buddhist principles used in school administration, 3) principles of school administration. The operation enhancement can be divided into 4 aspects of the school, which were (1) academic administration, (2) budget administration, (3) human resource management, and (4) general administration. The body of knowledge from this research can be divided into 3 areas as follows: Personal characteristics by integrating Buddhist principles. In understanding others is to be able to integrate with the Buddhist principles in 3 topics which are Kanlayanamitta, Yonisomanasikara and Gracing virtues II. In working with others is able to integrate with the Buddhist principles with 2 principles which are Gharavasa Dhamma IV and Sangahavatthu IV.
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Oliveira, Pedro Henrique de, Marco Antonio Catussi Paschoalotto, Diego Valério de Godoy Delmônico, Fernando De Souza Coelho, Fernando César Almada Santos, and Edmundo Escrivão Filho. "Strategic Management in Public Administration: A Balanced Scorecard Applicability Framework in School Management." Future Studies Research Journal: Trends and Strategies 12, no. 3 (September 1, 2020): 458–82. http://dx.doi.org/10.24023/futurejournal/2175-5825/2020.v12i3.517.
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Purpose - This study aims at developing a framework of the Balanced Scorecard (BSC) in public educational organizations.Theoretical framework – There are 3-sections: Strategic planning in public sector, Balanced Scorecard and BSC in the public sector. Strategic management in public administration is an important issue, with the BSC as one of the most widely used tools. Although, the application of this technique in public schools is still unexplored and uncommon, it does possess the potential to improve their effectiveness.Methodology - A 3-stage qualitative approach: (i) 8 semi-structured interviews with the principals of participating schools; (ii) 4 stages of focus groups with 3 of the principals from different schools; and (iii) non-participant observation using a field diary. Also, the data were analyzed through content analysis and cross-referencing the different forms of data collected.Findings - The results do not indicate a vast knowledge concerning the BSC’s techniques and tools, or an alignment between management planning posture, principles nor objectives of BSC application. Also, school planning is realized through the expertise of the Principal, without instruments of strategic management. Finally, adapted BSC models and strategic maps were proposed in public schools to collaborate and facilitate the strategic management process.Research, Practical Social implications - The paper contributes towards developing new research agendas for strategic management in Brazil, with the possibility of improving public results and to appoint new practices in public schools.Originality/value - We have collaborated with the creation of a tool to use in the strategic planning of primary schools and pushing BSC studies into public sectors.
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Lee, Daphnee Hui Lin, and Chi Shing Chiu. "“School banding”." Journal of Educational Administration 55, no. 6 (September 4, 2017): 686–701. http://dx.doi.org/10.1108/jea-02-2017-0018.
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Purpose The purpose of this paper is to explore how principals’ leadership approaches to teacher professional development arise from school banding and may impact upon teacher professional capital and student achievement. Design/methodology/approach The case study is situated within the context of school-based management, comprising reflective accounts of nine school principals selected by stratified sampling from a sample of 56 Hong Kong schools to represent Bands One, Two, and Three schools. The reflective accounts were triangulated with observations of teachers and analysis of school websites. Findings First, under school-based management, principals remain obliged to recognize the power of state-defined examinations in determining the schools’ future priorities. Second, the exercise of school autonomy in response to this obligation varies, depending upon the competitive advantage schools have in the school banding system. Ideally, effective school-based management is dependent upon the principal’s capacity to facilitate good instructional practices. However, principals need to adjust their leadership practices to school contextual demands. Third, adaptations to contexts result in the varied developments of teacher capacities in schools, corresponding with the types of principal leadership adopted. Originality/value While statistical studies have identified attributes of exemplary principal leadership, few studies have examined the qualitative reasons for the exemplification of these attributes, and the influence of the school context in shaping these attributes. Departing from assumptions that leadership attributes are intrinsic to individuals, this paper considers how principals contextualize leadership in teacher professional development to the schools’ student academic achievement.
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Syahril, Syahril, Nelfia Adi, Ahmad Sabandi, and Sulastri Sulastri. "School Management Training as an Effort to Create a Quality Culture in the Revolutionary Era 4.0." JMAEL: Journal of Management, Administration and Educational Leadership 1, no. 4 (November 15, 2020): 86–90. http://dx.doi.org/10.51376/jmael.v1i4.182.
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The background of this community service activity is that the implementation of school management is not optimal so that schools cannot realize a school with a quality culture. The purpose of this service is to increase the principal's understanding of quality management in order to create a quality school. The solution given is to provide training to school principals on quality management to realize schools in theoretical and practical forms. Theoretically, the resource persons provide material about school management, school development plans, and school quality culture. Meanwhile, in practice, train principals in implementing school management, provide training in designing school development plans, and train tracks to create a quality cultured school. The school principals were very motivated and enthusiastic in participating in the training activities coupled with reliable resource persons. They really hope this activity can be carried out in a sustainable manner in the form of cooperation. So that there is an increase in the ability of school principals in various aspects.
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P. Bailes, Lauren, and Wayne K. Hoy. "Designing school contexts for success: paternalism or libertarianism?" International Journal of Educational Management 28, no. 5 (June 3, 2014): 484–97. http://dx.doi.org/10.1108/ijem-02-2013-0027.
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Purpose – The purpose of this paper is to develop, illustrate, and apply the concept of choice architecture to schools. Design/methodology/approach – The analysis is a synthesis of concepts from the social science research that nudge people toward positive actions. Findings – A dozen concepts are identified, defined, and illustrated as a set of principles and guidelines that are elaborated to guide school leaders in the science and art of choice architecture. Practical implications – The principles of choice architecture are demonstrated to be of practical utility for school leaders in designing educational contexts for school achievement. Originality/value – A mental toolbox of concepts and principles that are highlighted for use by school leaders to benefit students and teachers.
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Nurhafni, Nurhafni, Almasdi Syahza, Auzar Auzar, and Nofrizal Nofrizal. "Strategi Pengembangan Program Sekolah Adiwiyata Nasional di Tingkat SMA Kota Pekanbaru." Dinamika Lingkungan Indonesia 6, no. 1 (January 9, 2019): 45. http://dx.doi.org/10.31258/dli.6.1.p.45-54.
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School is an important vehicle for educating and fostering people to understand and understand a science. In realizing a caring and cultured school, the school community needs to be involved in various environmental learning activities. In addition, schools are also expected to involve the surrounding community in conducting various activities that benefit both the school community, the community and the environment. These activities include creating extracurricular / curricular activities in the field of participatory-based environment in schools, participating in environmental action activities carried out by outsiders, building partnership activities or initiating the development of environmental education in schools, management and development of school supporting facilities. . School is a community that consists of students, teachers, principals, and administration and employees which is one of the effective mediums for learning and awareness of school residents. So that individuals, ranging from teachers, students and workers are involved in efforts to stop the rate of environmental damage caused by human hands. Creating a caring and cultured school requires a school management strategy that supports the implementation of environmental education by all school members in accordance with the basic principles of the Adiwiyata Program which is participatory and sustainable.
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Tanner, C. Kenneth, and Cheryl D. Stone. "School Improvement Policy--Site-Based Management." education policy analysis archives 6 (March 1, 1998): 6. http://dx.doi.org/10.14507/epaa.v6n6.1998.
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Have administrative functions of principals changed in schools practicing site-based management (SBM) with shared governance? To deal with this issue we employed the Delphi technique and a panel of 24 experts from 14 states. The experts, which included educational specialists, researchers, writers, and elementary school principals, agreed that the implementation of SBM dramatically influences the roles of the principal in management/administration and leadership. Data revealed that the elementary principal's leadership role requires specialized skills to support shared governance, making it necessary to form professional development programs that adapt to innovations evolving from the implementation of SBM.
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Jumintono, Jumintono, Suyatno Suyatno, Muhammad Zuhaery, Hamdan Said, and Mohamed Nor Azhari Azman. "Vocational Education Principal of Leadership: A Case Study in East Nusa Tenggara." Journal of Social Sciences Research, SPI6 (December 25, 2018): 825–31. http://dx.doi.org/10.32861/jssr.spi6.825.831.
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This paper proposes 5 principles of leadership reinforcement intervention for developing their leadership in the vocational education. The principles are drawn from a qualitative study in twenty-two (22) private and public vocational schools located in the province of East Nusa Tenggara. A total of 40 principals and senior school teachers participated in the study. The principles draw from their understanding and perception of leadership reinforcement. The leadership reinforcement requires the principals to have a clear vision in producing ready-to-work graduates. Principals reinforce their leadership by (1) enhancing the understanding of local wisdom, (2) benchmarking, (3) involving professional training, (4) instilling the beliefs, and (5) having a strong character with high integrity. The activities that mostly do are carrying out activities related to East Nusa Tenggara regional culture at school, involving directly the industry partners in the planning, process and distribution of graduates, participating the seminars or workshops related to strengthening leadership and management, giving good ethical examples and exemplary in actions and words, applying openness and transparency in making policies and decisions.
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Chu, Kai-wing. "Leading knowledge management in a secondary school." Journal of Knowledge Management 20, no. 5 (September 12, 2016): 1104–47. http://dx.doi.org/10.1108/jkm-10-2015-0390.
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Purpose This paper aims to explore the influence of a principal’s leadership in kicking off knowledge management (KM) implementation and the following KM processes in the school. The author tries to propose a model of knowledge leadership for principals to adopt at the beginning of KM journey and during the process of KM implementation. The paper shares the lessons learned during the process of implementation: what he has done and what should be improved. Thus, this paper can provide a model for school principals to implement KM in their schools. This paper also sheds light for KM researchers about the issue of leadership during KM implementation. Design/methodology/approach The study uses an action research (AR) to explore how the principal’s leadership can enhance KM implementation in a school environment and evaluates the effectiveness of the knowledge leadership framework for KM implementation in a school setting. An insider AR methodology was adopted to study and reflect on the processes of KM implementation and lessons learned. Multiple data sources, including observations, questionnaires and interviews, have been collected for evaluation. Findings In this study, the principal kicked off KM in the school. It was found that KM “cannot” be implemented without the principal’s effective knowledge leadership. If there was only little KM leadership, such as the leadership in Stage 1, the launching of KM was found to be difficult. After awareness of the need of strengthening leadership in Stage 2, the principal exercised stronger leadership in pushing the KM process further, and the school had more obvious KM outcomes. Therefore, this study proves that leadership is essential for KM implementation, especially at the beginning of the KM processes. The principal acted as the knowledge leader with the roles of the knowledge vision builder, knowledge enabler builder and knowledge role model. The roles of knowledge leadership are found to be potent and critical for the process of KM implementation to facilitate sharing information/knowledge and nurturing a sharing culture and trust. In this study, the principal kicked off KM in the school. It was found that KM “cannot” be implemented without the principal’s effective knowledge leadership. If there was only little KM leadership, such as the leadership in Stage 1, launching KM was found to be difficult. After awareness of the need of strengthening leadership in Stage 2, the principal exercised stronger leadership in pushing the KM process further, and the school had more obvious KM outcomes. Therefore, this study proves that leadership is essential for KM implementation, especially at the beginning of the KM processes. The principal acted as the knowledge leader with the roles of knowledge vision builder, knowledge enabler builder and knowledge role model. The roles of knowledge leadership are found to be potent and critical for the process of KM implementation to facilitate sharing information/knowledge and nurturing a sharing culture and trust. Research limitations/implications Although the results of the study conducted in one school may not be generalized to other school contexts, the lessons learned in the study might be a reference to other schools for their future development. Because of his unique position as the principal in the researched school, the researcher adopted an insider approach generating value for investigation of KM implementation in this study, as there were multiple mediating processes through which leaders could influence school functioning, and, hence, knowledge sharing or other issues in KM implementation. Practical implications This study could contribute toward KM implementation in the public sector, especially in schools. Moreover, the approaches, the strategies, the processes and the challenges the principal and the school faced can shed light on practice and research for further KM implementation. In addition, although leadership has been commonly regarded as an important factor in KM implementation, few studies have explored the impact of leadership during the KM process. With the principal’s leadership as the main component, this study is important for an analysis of the role of leadership during the process. The framework of knowledge leadership adopted in this study has been tried and evaluated to be applicable and necessary for KM implementation in a school environment. Social implications Most people might think that KM can be applied only in the commercial sector. This study shows that KM can also be adopted in schools and in other sectors. Moreover, it shows that the principal’s leadership was the key driver for KM implementation. The principal’s leadership with clear direction and thoughtful procedures of implementing may be a showcase for the leaders in other sectors. Originality/value Fullan (2002) mentions the essence of KM in schools, the importance of principals’ leadership in the promotion of KM in schools, the moral purpose and knowledge sharing and leadership and sustainability, but he does not provide any practical suggestion for how principals can become knowledge leaders. Therefore, this paper hopes to further propose a model to show how to help a principal transform into a knowledge leader to overcome barriers and difficulties in kicking off KM at the beginning of their KM journey and during the process of KM implementation.
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YAKUBIV, VALENTYNA, and ROMAN YAKUBIV. "SYSTEM OF ORGANIZATIONAL AND ECONOMIC SUPPORT OF HUMAN RESOURCES MANAGEMENT AT ENTERPRISES." Journal of Vasyl Stefanyk Precarpathian National University 6, no. 3-4 (December 20, 2019): 88–95. http://dx.doi.org/10.15330/jpnu.6.3-4.88-95.
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The paper analyses various scientific approaches to the interpretation of the essence of the concept of “personnel management”, defines the specific characteristics and principles of this process. For a detailed study of the essence and content of the concept of the personnel management, theoretical approaches to this definition and substantiation of its content in the context of various scientific schools and management theories are analysed. Scientific approaches to understanding the functional role and essence of the personnel management in various scientific schools are analysed, namely: schools of scientific management, classical (administrative) school of management, theory of perfect bureaucracy, school of human relations, empirical school of management, school of social systems, and “new school”.
The main differences in understanding the process of the personnel management in different theories of management are investigated, the main of which are: situational management theory; system theory of management; theory of organizational culture; theory of human resources management; theory of management culture. The relationship scheme and the place of the personnel management system in the enterprise management in general are substantiated. A three-level personnel management system for tactical, operational and ongoing tasks is proposed. The mechanism of organizational and economic support of the personnel management as a system of synergistically interconnected organizational and economic factors for establishing high-performance HR-management in the enterprise is substantiated. The main elements of organizational and economic support for improving the personnel management system of enterprises are scientific and theoretical approaches to the forming of this system; principles of personnel management; methods of labour management; functions of HR-management; economic levers; methodological support; information support; monitoring of personnel management.
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Chizoba Roseline, Igwegbe,, and Prof A. S. Omenyi. "Principals Application of Students’ Satisfaction and Leadership Principles of Total Quality Management for Secondary School Improvement in Anambra State." International Journal of Innovative Science and Research Technology 5, no. 6 (June 26, 2020): 316–22. http://dx.doi.org/10.38124/ijisrt20jun164.
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The main purpose of the study was to determine the principals’ application of students’ satisfaction and leadership principles of total quality management for secondary school improvement in Anambra State. Two research questions guided the study and two hypotheses were tested at 0.05 level of significance. The descriptive research design was adopted for the study. The study was carried out in Anambra State. The population of the study comprised 6664 principals and teachers (258 principals and 6406 teachers) from the 258 public secondary schools in the six education zones of the State. The sample of this study was 1999 respondents made up of 77 principals and 1922 teachers in secondary schools in Anambra State. A structured questionnaire was used to collect data. The instrument was validated by three experts in the Faculty of Education, Nnamdi Azikiwe University, Awka. The questionnaire reliability was ascertained through a pilot test. The data collected were analyzed with Cronbach Alpha and coefficient values of 0.75 and 0.77 for the two clusters with an overall reliability co-efficient value of 0.76 for the instrument. The data collected from the respondents were analyzed using descriptive statistics such as arithmetic mean and standard deviation and inferential statistics specifically the t-test. Findings revealed that principals applied students’ satisfaction and leadership principles to a moderate extent.
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Li, Meng Lun, and Zhi Bin Liu. "Research on Sports Information Management Application System Development." Advanced Materials Research 998-999 (July 2014): 1311–14. http://dx.doi.org/10.4028/www.scientific.net/amr.998-999.1311.
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In recent years, more and more information has appeared with the development of network technology. To manage the information effectively has become an important research direction. Under this background, the information management application system has developed rapidly. The sports information management application includes information collection, processing and collation. Using information management application system to manage all work in the field of sports is an important way to realize the sports informatization. At first, this article introduces the sports information management application system development principles which include systemic principle, standardized principle and cooperative principle. Then under the guidance of these principles, a set of school sports information management application system which is developed by the authors is introduced. This system uses the combination of Client/Server mode and Browser/Server mode. It contains fours subsystems: the sports teaching management subsystem, the physical test management subsystem, the sports competition subsystem and the system management subsystem.
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Suparmi. "The Implementation of Classroom Management Principles in Teaching English at Vocational High School 3 Padang." Lesson Journal: Languange, Applied Linguistics, and Education Journal 3, no. 1 (June 30, 2021): 13–17. http://dx.doi.org/10.35134/jlesson.v3i1.4.
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The aim of this research was to find out how the teachers implemented principles of classroom management in teaching and learning process at SMKN 3 Padang during teaching and learning process. This is a qualitative research. The data were the result of observation and interview. The participants of this research were three English teachers of SMKN 3 Padang who teach at grade X, XI and XII. The finding of this research indicates that English teachers at SMKN 3 Padang do not implement almost all of the principles of classroom managements during teaching and learning process. They implemented them in three stages of teaching; such as pre-activity, whilst-activity and post activity. Almost all of the principles of classroom management are implemented in whilst-activity. At pre and post-activity, the teacher only implemented three principles, such as warm and enthusiasm, emphasizing on the positive things and building self-discipline. Moreover, the data shows the teachers’ reasons in implementing classroom management. The reason is increasing students’ motivation and achievement. It can be concluded that the English teachers at SMKN 3 Padang should improve their focuses to the principles of classroom management in teaching English. Hopeful, this research can be a significant contribution for English teachers in teaching.
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Латфуллин and Gennadiy Latfullin. "Scientific School of Management Theory." Administration 4, no. 2 (June 17, 2016): 5–8. http://dx.doi.org/10.12737/20817.
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With man’s appearance on the earth everything of his existence, functioning and development was provided
by a targeted impact on the environment. Expressing this impact the process of setting and achieving goals
is now defined as a universal management of the widest range of objects, most notably human society.
Naturally, this process became a matter of practical observation, applied research, theory building, causing
over time, formation of management science. The initiator, founder and organizer of the first in our country
scientific school of management theory and of the Department, got in the beginning, the name “Scientific
fundamentals of production management” of the Moscow Engineering Economic Institute, became doctor
of economic Sciences, Professor Kozlova Olympiada Vasil’evna. She united and directed the research
and teaching activities of scientists and practitioners to the design, development and application of
holistic management theory. Today it has become one of the fundamental principles of presentation and
development of contemporary management science.
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Rotich, Joyce Cheruto, Pauline Keitany, and Hellen W. Sang. "Ethical Principles and Procurement Management in Selected Public Secondary Schools in Kericho County, Kenya." East African Journal of Business and Economics 3, no. 1 (March 16, 2021): 57–64. http://dx.doi.org/10.37284/eajbe.3.1.298.
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Ethical practices are norms that are accepted and should be adopted in institutions to ensure a flawless procurement management process. The procurement system varies depending on the organisation in a major way due to the fact that most projects are donor-funded, thus creating inconsistency in public schools. This study aimed to determine the relationship between ethical principles and procurement management in selected public secondary schools in Kericho County. The study was guided by the following theories deontological theory and virtue ethical theory. The study adopted a correlation research design. The target population used 220 public secondary schools, which comprised of 1100 tendering committees. The study used stratified and simple random sampling techniques to sample the school. The sample size was 294 respondents, which were derived using Yamane’s formula. Questionnaires were used for data collection. It is hoped that the findings of the study may benefit school management, scholars, policymakers, and other stakeholders. Descriptive and inferential methods were utilised for data analysis and presentation. ANOVA results indicated that ethical principles had a significant relationship with procurement management (p < 0.05). Ethical principles should be adhered to since it has improved procurement management significantly. Therefore, there is a need to tighten internal control systems in detecting procurement corruption and fraud to ensure integrity in the process.
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Boodhoo, Suvera, and Sanjana Brijball Parumasur. "Academics’ Perceptions of the Principles for Responsible Management Education (PRME) for Sustainable Development." Journal of Economics and Behavioral Studies 9, no. 2 (May 18, 2017): 174. http://dx.doi.org/10.22610/jebs.v9i2.1659.
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In light of business leaders’ failings, including corporate corruption, the financial crisis and various ecological system crises there is a growing expectation that management education institutions should be leading thought and action on issues related to corporate responsibility and sustainability. Therefore, there is a need to ascertain management education institutions’ ability to ensure responsible and sustainable management education. This paper seeks to assess academics’ perceptions of how the University of KwaZulu-Natal has adopted the United Nation (UN) supported initiative, Principles for Responsible Management Education (PRME), to ensure responsible and sustainable management education in South Africa. The sample was drawn using the probability sampling technique called cluster sampling. Permanent academic staff from the Graduate School of Business and Leadership and the School of Management, Information Technology and Governance who responded to the structured, self-administered questionnaire formed the sample. Questions asked related to fostering a sustainable culture, strategically adapting curriculum, creating learning environments, aligning research, fostering sustainable partnerships and encouraging constant dialogue with regards to PRME. In order to assess the implementation of the PRME for sustainable development, a quantitative research design was adopted. This is the first study, to the researcher’s knowledge, to examine the University of KwaZulu-Natal’s Graduate School of Business and Leadership and the School of Management, Information Technology and Governance’s motives, effects and challenges of engaging in PRME. The study has also explored key aspects such as the adaptation of teaching practices by the academic staff, the role of academics and diversification that influences the decision of the Graduate School of Business and Leadership and School of Management, Information Technology and Governance to participate in PRME. The results indicate that academic staff in both schools is engaging in activities that pursue the cause of sustainable development. There is evidence of addressing modern societal and environmental challenges by fostering change in design in curricula, fostering a sustainable culture and creating a learning environment. However, evidently more careful and deliberate attention needs to be given to fostering constant dialogue and aligning PRME and research to enhance economic, environmental and social development. This study provides a model/framework to present current practices and obstacles/setbacks experienced in adopting PRME and will present recommendations to facilitate the adoption of PRME by UKZN.
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Shaked, Haim, and Pascale Sarah Benoliel. "Instructional boundary management: The complementarity of instructional leadership and boundary management." Educational Management Administration & Leadership 48, no. 5 (May 8, 2019): 821–39. http://dx.doi.org/10.1177/1741143219846905.
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Instructional leadership, which emphasizes the teaching and learning aspects of school principalship, is an essential ingredient for improving student achievement. At the same time, boundary management, which includes both internal and external boundary activities, is intrinsic to today’s schools and poses one of the most persistent and potentially rewarding challenges to principals. The current study seeks to explore the overlap of these two frameworks and the ways in which they complement each other both conceptually and practically. Data collection included interviews with a diverse sample of 37 Israeli principals. Data analysis identified behaviors of principals that reflected instructional leadership and boundary management simultaneously. Findings suggested a new area of school leadership—instructional boundary management, which is a synthesis of instructional leadership and boundary management, where the two different frameworks merge with each other rather than compete for the principal’s attention and limited time.
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Yakavets, Natallia. "Negotiating the principles and practice of school leadership." Educational Management Administration & Leadership 45, no. 3 (July 9, 2016): 445–65. http://dx.doi.org/10.1177/1741143216628537.
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This paper aims to provide an account of how school leaders in Kazakhstan learn about leadership and management, and what strategies are in place to support leadership development. The paper draws on empirical data collected over three years, derived mainly from interviews and focus groups with school leaders and teachers. The findings suggest that a hierarchical education system and strict policy regulations diminish the likelihood that the changes needed to encourage leadership practice by teachers will take place. The paper examines Kazakhstani school leaders’ learning opportunities, and focuses on the implications of borrowing leadership theories from the West. The key argument is that, if genuine change is to occur, these leaders will require time and space for critical reflection about what it is they need to learn and to do. The paper raises important issues about the conceptualisation of leadership learning and development in non-Western contexts.
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Mathaba, Richard Siphamandla Ryan, and Nirmala Dorasamy. "Education within public management in South Africa: A focus on external Whole-School Evaluation process’ contribution in Mpumalanga province." Risk Governance and Control: Financial Markets and Institutions 5, no. 3 (2015): 145–56. http://dx.doi.org/10.22495/rgcv5i3c1art6.
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The study focused on the role played by public sector management in South Africa towards the country’s total development and improvement. This article also analyses how through the Whole School Evaluation (WSE) process, the education system in South Africa seeks to ensure that the schooling is effective. This paper examines public management, public administration as well as new public management (NPM). The aim is to illustrate a view of how education fits in the broader public management and how the WSE process assists schooling in South Africa and Mpumalanga in particular. This is to ensure that the schooling is effective and contribute towards service delivery and the country’s overall development and improvement. Furthermore, WSE as a process, is viewed through five of NPM undisputable and debatable characteristics of accountability for performance; performance measurement; performance auditing; policy analysis and evaluation; and strategic planning and management. Public management functions and public management principles are discussed from a point of how the WSE process strives to ensure that it complies with these function and principles, and how this compliance benefit school improvement. This paper came to a number of conclusions regarding education within public management from a WSE perspective. Firstly, education through the external WSE process conforms to this principle of New Public Management in that evaluation is aimed at improving the quality of education. Also, the external WSE, as a process, and education in general, through the NPM principles can be performed within public management. Furthermore, external WSE conforms to public management principles as well as Batho Pele principles.
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Nurlita, Juniatul Ana. "Application of Classroom Management Principles and Their Effect on Student Motivation in Elementary School." Social, Humanities, and Educational Studies (SHEs): Conference Series 3, no. 4 (July 17, 2021): 126. http://dx.doi.org/10.20961/shes.v3i4.53293.
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<p><em>This research is a qualitative descriptive study. The aim is to describe the application of classroom management principles and explain its effect on the learning motivation of grade 1 students at SDN Mangunlegi 01 Batangan. The participants of this study were 14 students and 1 teacher. The data analysis technique used in this research is interactive data analysis. Based on the analysis, it was concluded that classroom management at SDN Mangunlegi 01 Batangan was carried out properly in accordance with the principles of classroom management, namely: teacher attitudes such as enthusiasm, warmth, and intimacy. Challenging learning. Various learning activities. The flexibility of the teacher in every action. Positive instruction to students. Cultivate discipline in students. Through the implementation of classroom management, students become motivated and exhibit behaviors such as: Active in class. Willing to try hard things. Desire to study successfully. I want to start with myself. Persevere in the face of learning difficulties. Pay attention to the teacher. So it can be concluded that the principle of classroom management has an effect on students' learning motivation.</em></p>
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Boodhoo, Suvera, and Sanjana Brijball Parumasur. "Academics' Perceptions of the Principles for Responsible Management Education (PRME) for Sustainable Development." Journal of Economics and Behavioral Studies 9, no. 2(J) (May 18, 2017): 174–88. http://dx.doi.org/10.22610/jebs.v9i2(j).1659.
Full textAbstract:
In light of business leaders’ failings, including corporate corruption, the financial crisis and various ecological system crises there is a growing expectation that management education institutions should be leading thought and action on issues related to corporate responsibility and sustainability. Therefore, there is a need to ascertain management education institutions’ ability to ensure responsible and sustainable management education. This paper seeks to assess academics’ perceptions of how the University of KwaZulu-Natal has adopted the United Nation (UN) supported initiative, Principles for Responsible Management Education (PRME), to ensure responsible and sustainable management education in South Africa. The sample was drawn using the probability sampling technique called cluster sampling. Permanent academic staff from the Graduate School of Business and Leadership and the School of Management, Information Technology and Governance who responded to the structured, self-administered questionnaire formed the sample. Questions asked related to fostering a sustainable culture, strategically adapting curriculum, creating learning environments, aligning research, fostering sustainable partnerships and encouraging constant dialogue with regards to PRME. In order to assess the implementation of the PRME for sustainable development, a quantitative research design was adopted. This is the first study, to the researcher’s knowledge, to examine the University of KwaZulu-Natal’s Graduate School of Business and Leadership and the School of Management, Information Technology and Governance’s motives, effects and challenges of engaging in PRME. The study has also explored key aspects such as the adaptation of teaching practices by the academic staff, the role of academics and diversification that influences the decision of the Graduate School of Business and Leadership and School of Management, Information Technology and Governance to participate in PRME. The results indicate that academic staff in both schools is engaging in activities that pursue the cause of sustainable development. There is evidence of addressing modern societal and environmental challenges by fostering change in design in curricula, fostering a sustainable culture and creating a learning environment. However, evidently more careful and deliberate attention needs to be given to fostering constant dialogue and aligning PRME and research to enhance economic, environmental and social development. This study provides a model/framework to present current practices and obstacles/setbacks experienced in adopting PRME and will present recommendations to facilitate the adoption of PRME by UKZN.
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Townsley, Matt. "Grading Principles in Pandemic-Era Learning: Recommendations and Implications for Secondary School Leaders." Journal of School Administration Research and Development 5, S1 (October 30, 2020): 8–14. http://dx.doi.org/10.32674/jsard.v5is1.2760.
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As the COVID-19 pandemic unfolded in K-12 education, school leaders quickly pivoted from prioritizing continuous instruction and technology access to the output, grades. In response to these unprecedented times, secondary schools utilized “do no harm” grading methods, such as freezing previous grades and replacing letter grades with pass-fail. The purpose of this essay is to describe grading principles that secondary school leaders should consider during future pandemic era learning, and to suggest implications based upon previous literature.
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Et al., Phramaha Siyos Siriyaso (Chaleepriam). "A Model of Buddhist Participatory Education Management of Charity Schools in Buddhist Temples." Psychology and Education Journal 58, no. 1 (February 3, 2021): 3682–86. http://dx.doi.org/10.17762/pae.v58i1.1362.
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The purpose of this research was to propose a model of Buddhist participatory education management of charity school in Buddhist temples. The research design was mixed methods research and three steps of research was divided. Step 1: Study the condition of participatory education management. Questionnaires was used for 400 administrators and teachers, data were analyzed by descriptive statistics which were frequency, percentage, mean and standard deviation. Step 2 Develop the model by interview 10 key informants, and Step 3 proposing the model by conducting focus group discussion with 9 experts, data were analyzed using content analysis. Results showed that Buddhist participatory education management of charity schools in Buddhist temples was the implementation of the principles of education administration in a participatory manner with Buddhist principles such as Sangkhahavatthu IV such as giving polite speech and services. Consistency, the model has four main components consisted of principles, objectives, administrative processes, and evaluation. It was appropriate and feasibility to apply in the educational administration of the temple charity school in Buddhism
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Staribratov, Ivaylo. "HUMAN RESOURCES MANAGEMENT IN SCHOOL." Education and Technologies Journal 11, no. 1 (August 1, 2020): 188–93. http://dx.doi.org/10.26883/2010.201.2262.
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The article discusses the main aspects of human resource management in secondary schools. Emphasis is placed on the differences between school management and business. The essential factors influencing the management of human resources in secondary schools are pointed out. The strong connection between the ability of principals to create a positive environment and attitudes for full-fledged work in school was studied. The article promotes the idea that good human resource management is important for the image of a school, not only from the point of view of the principal, but also of each teacher managing his class and communication with parents. Unfortunately, there is a lack of competence in this area, which leads to negatives in the management of schools.
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UZUN, Tevfik, and Ahmet AYIK. "Relationship between Communication Competence and Conflict Management Styles of School Principals." Eurasian Journal of Educational Research 17, no. 68 (March 22, 2017): 169–88. http://dx.doi.org/10.14689/ejer.2017.68.9.
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Gordon, Jacki, and Katrina M. Turner. "The empowerment principle: casualties of two schools' failure to grasp the nettle." Health Education 104, no. 4 (August 1, 2004): 226–40. http://dx.doi.org/10.1108/09654280410546727.
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Pupil autonomy, empowerment and clarity of school rules are factors underpied that the schools subscribed to different philosophies regarding pupil management. One school was largely authoritarian in its approach and the other was overly lenient. This paper emphasises the importance of furthering democratic principles of pupil participation within the context of clear rules and boundaries.
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Millar, Jill, and Margaret Price. "Imagining management education: A critique of the contribution of the United Nations PRME to critical reflexivity and rethinking management education." Management Learning 49, no. 3 (March 26, 2018): 346–62. http://dx.doi.org/10.1177/1350507618759828.
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Over 650 business schools worldwide have embraced the 2007 United Nations initiative, the Principles for Responsible Management Education. Proponents claim the initiative drives change and a fundamental rethinking of management education through questioning and the challenging of assumptions. Critical discussions of the Principles for Responsible Management Education have been slower to emerge, and this article contributes a necessary critique. We relate claims of questioning and social change to ideas of critical reflexivity, including those of Margaret Archer, who presents it as an open-ended process of deliberation, generating social transformation. In so doing, we ask whether the Principles for Responsible Management Education enables a critical reflexivity which might drive fundamental change in management education. Based on a critical discourse analysis of research data gathered in our UK business school, we answer this question in the negative, arguing that the Principles for Responsible Management Education, far from promoting critical reflexivity, operate as an ‘imaginary’ to inhibit critical reflexivity and to impose a particular agenda, limiting fundamental change. Rather it is resistance to the Principles for Responsible Management Education agenda and the availability of alternative imaginaries providing different meaning-making resources, which may contribute to a much needed rethinking of management education.
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Bekker, Michiel Christiaan. "Project governance: "Schools of thought"." South African Journal of Economic and Management Sciences 17, no. 1 (February 11, 2014): 22–32. http://dx.doi.org/10.4102/sajems.v17i1.595.
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The terminology, definition and context of project governance have become a focal subject for research and discussions in project management literature. This article reviews literature on the subject of project governance and categorise the arguments into three schools of thought namely the single-firm school, multi-firm school and large capital school. The single-firm school is concerned with governance principles related to internal organisational projects and practice these principles at a technical level. The multi-firm school address the governance principles concerned with two of more organisations participating on a contractual basis on the same project and focus their governance efforts at the technical and strategic level. The large capital school consider projects as temporary organisations, forming their own entity and establishing governance principles at an institutional level. From these schools of thought it can be concluded that the definition of project governance is dependent on the type of project and hierarchical positioning in the organisation. It is also evident that further research is required to incorporate other governance variables and mechanisms such as transaction theory, social networks and agency theory. The development of project governance frameworks should also consider the complexity of projects spanning across international companies, across country borders and incorporating different value systems, legal systems, corporate governance guidelines, religions and business practices.
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Gusfa, Henni, and Yofrina Octika Gultom. "APPLYING PRINCIPLES OF GOOD GOVERNANCE AT HIGHLANDS INTERNATIONAL BOARDING SCHOOL (HIBS) MALAYSIA." ICCD 2, no. 1 (November 25, 2019): 154–58. http://dx.doi.org/10.33068/iccd.vol2.iss1.152.
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Good governance is one of the factors in improving the quality of education. Some points of good governance in school are to involve all participations of school management, to ensure the use of funds appropriately, and to cooperate with school principals, teachers, and school staffs. The purposes of this program are to inform the significant use of internal communication and to encourage the school members in applying good governance in school. This study is to identify the internal communication existing, the application of good governance, and teacher’s competences. The result of this program is to deliver some comprehension and knowledge related to the awareness of good governance in which the benefits are given to the school. This study was applied at Highland International Boarding School (HIBS) Malaysia. The target program of the community service was one day-training and Focus Group Discussion (FGD) which was held at Highlands International Boarding School (HIBS) in Malaysia. The aim of this program is to gain a better management system based on good governancein its work environment. It was found that applying principles of good governance and building internal communication among school members are essential in increasing the school quality.
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de Jong, Terry. "Strengthening Mental Health Programs for Secondary School Students With High Support Needs: A Framework for Effective School Case Management." Australian Journal of Guidance and Counselling 15, no. 2 (December 1, 2005): 156–67. http://dx.doi.org/10.1375/ajgc.15.2.156.
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AbstractMindMatters Plus (MM+) is a program that focuses on building the capacity of secondary schools to meet the needs of students who have high support needs in the area of mental health. A necessity to supplement this work with specific strategies and processes allied to the delivery of mental health programs in secondary schools was identified. Effective school case management was one key strategy of MM+ that subsequently was targeted for further identification and development. To this end, the Australian Guidance and Counselling Association was commissioned to produce a resource on effective school case management for staff who work with secondary school students who have high support needs in the area of mental health. This article briefly describes the School Case Management Project that was established to achieve this aim, and presents a work-in-progress framework of the principles, definition, aims and strategies of effective school case management. This framework is the basis upon which the resource, a tool kit designed to appraise and improve the quality of a school's case management practices, is currently being developed. The project is due for completion by the end of October 2005.
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V. Tretyakov, Natalia, Vladimir A. Fedorov, Evgeniya V. Ketrish, and Oleg M. Permyakov. "Maintenance of Russian secondary school students’ health (organizational and administrative aspect)." International Journal of Engineering & Technology 7, no. 2.13 (April 15, 2018): 13. http://dx.doi.org/10.14419/ijet.v7i2.13.11571.
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The relevance of the investigated problem is caused by the need to ensure the quality of educational institutions activities aimed at students’ health maintenance through the creation of conditions for the organization and management of the activity.The purpose of the article is to develop organizational and pedagogical conditions of maintenance management process, to preserve students’ health. Leading methodological approach to the study of this problem is systematic approach that allows considering educational organizations activities aimed at health maintenance as a certain system, to identify a specific set of its constituent elements and show their relationship. The article presents a structural-functional model of health service and according to management principles 1) covers the main areas of activity (labor division principle); 2) identifies the basis of their structural units (structuring principle); 3) the functions of health service activity as a whole, its subsidiaries and certain performers (functional operations accounting principle); 4) provides integrative management performance criteria for health service activities. The information contained in the article may be useful to teachers in terms of the organization of activity on health maintenance in educational institutions by changing organizational and management component of this activity.
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Willyarto, Mario Nugroho, and Anggaripeni Mustikasiwi. "Principals’ Challenges to Implement School Based Management in English-Speaking Schools Setting." Humaniora 11, no. 3 (November 30, 2020): 161–68. http://dx.doi.org/10.21512/humaniora.v11i3.6462.
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The aim of the research was to identify and map the school principals’ competence in English-speaking schools setting, according to the Decree of Ministry of Education no 13/2007 regarding competence standard for school principals and in implementing school-based management (SBM). The research applied a qualitative descriptive method, although the data were processed in a quantitative way. The data were gathered through structured questionnaires collected from ten principals and 74 teachers from ten schools. Data validation was conducted through interviews with ten school principals, two teachers per school, and the board’s representatives. The result of the research is the recommendations of the school principals’ competence development program as an alternative solution for the schools. The result shows that the school principals’ competencies have met the government standard competence. In the implementation of SBM, the school principals need to improve their five dimensions of principal competence (personal, managerial, entrepreneurship, supervision, and social). Especially the essence of SBM through training programs are principals’ roles and responsibilities, developing school profiles, school visioning, financial and school facilities management, strategic planning, school as a learning community, academic supervision, monitoring and evaluation, school marketing and branding, and nontraining programs.
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Umar Jaeni, Ismet Basuki, and Moedjiarto. "Culture Learning Management Al-Quran Model Tilawati to Improve Student Character." IJORER : International Journal of Recent Educational Research 1, no. 3 (October 31, 2020): 286–300. http://dx.doi.org/10.46245/ijorer.v1i3.65.
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This study aims to determine the culture of learning, management functions, and the learning process of the Quran with the Tilawati model, as well as to determine the character development by learning the Quran with the Tilawati model at Junior High School Al Muslim of Sidoarjo, Islamic Junior High School of 1 Surabaya and Junior High School of 34 Surabaya. This study used a multi-case study research method with a purposive sampling technique with the research subjects, namely 3 schools. The collection is done by giving questions related to culture, learning management, and the learning process in the three schools. From the research it can be concluded that 1) The culture of learning Al-Quran with the Tilawati model provides a fairly good contribution to fostering student character, 2) The use of management science principles in the implementation of the Tilawati model of Al Quran learning program is very appropriate, 3) The learning process of the Al-Quran model consists of interrelated components, including; graduation targets about quality and quantity, curriculum, management of learning Al-Quran with the Tilawati model, 4) To foster 25 student characters through learning the Tilawati Al-Quran model is done by designing learning with syntax or learning stages that are systematically arranged. This research implies that it can be used as material to improve the implementation of the Al-Quran learning culture by developing modern learning management principles.
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Netshitangani, Tshilidzi. "Management style and school violence: South African perspectives." International Journal of Educational Management 32, no. 1 (January 8, 2018): 96–106. http://dx.doi.org/10.1108/ijem-06-2016-0136.
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Purpose The purpose of this paper is to examine the reduction of school violence from the management point of view. It reflects on the utterances by teachers, principals, learners and members of school governing bodies (SGBs) to establish the influence that school management practices can have on the prevalence of school violence. Design/methodology/approach This was a qualitative case study. Thus, semi-structured interviews with teachers, principals, learners and members of SGBs were conducted. In addition, focus group interviews with pupils and observations were used to collect data. Findings Findings suggest that most schools were still run in an authoritarian manner. Resultantly, it was also found that an authoritarian school management style practiced seemed to encourage the persistence of violence in schools. Practical implications Policies should incorporate and emphasise the use of pragmatic, critical democratic style of management to address school violence. This is important because a well-run, inclusive and more democratic school can help to reduce external and internal forms of violence. The results from this study further indicate that a poorly run and badly organised school is more prone to various forms of violence. Originality/value The paper adds to the growing body of knowledge in the field of educational management and offers a reference point for further research in the pursuit to eliminate violence in schools. The findings may also be a useful resource for school principals, teachers, policy-makers and other stakeholders who are seeking to eliminate violence in schools.
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BERETSKA, S. "MODEL OF MANAGEMENT OF CONTINUITY OF PRESCHOOL AND PRIMARY SCHOOL EDUCATION." ТHE SOURCES OF PEDAGOGICAL SKILLS, no. 26 (April 7, 2021): 12–17. http://dx.doi.org/10.33989/2075-146x.2020.26.227418.
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The article is devoted to substantiation of the model of continuity management of preschool and primary school education. The model of managing the continuity of preschool and primary school education is considered as a tool for constructing future situations, finding alternatives in the development of educational institutions and ensuring its competitiveness. The content of the model is clarified through conceptual, normative, technological and performance levels that are interdependent and interrelated.
The content of the conceptual level reveals the purpose, objectives of continuity management of preschool and primary school education of general secondary education, scientific approaches and principles to the management of the educational institution. The main purpose of the normative level of the model of continuity management of preschool and primary school education is to determine the legal framework and develop local documents on continuity management. The technological level of the model of continuity management of preschool and primary school education is represented by the organizational structure of continuity management of preschool and primary school education and areas of continuity of preschool and primary school education. The effective level of the model is the end result – the creation of a model of a preschool graduate and a model of a primary school graduate. The result is an embodied goal that more or less coincides with the corresponding pattern.
It is emphasized that in the process of modeling and direct construction of the model the following principles were used: multivector influence on the system, system-structural analysis, level approach, sequence and logic of the main stages of search, specificity, expediency of selected methods, integrity and completeness of processes. It is noted that maintaining continuity, the preschool institution and the school should conduct educational activities jointly and systematically – the entire teaching staff. It is emphasized that only by uniting the efforts of pedagogical staff of preschool and primary schools, as well as with the support of the parent community, it is possible to ensure a psychologically balanced and successful transition for the child from the previous level of education to the next.
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Apodaca-Tucker, Mary T., and John R. Slate. "School-Based Management: Views from Public and Private Elementary School Principals." education policy analysis archives 10 (April 28, 2002): 23. http://dx.doi.org/10.14507/epaa.v10n23.2002.
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In this study, we analyzed the principal questionnaire contained in the Early Childhood Longitudinal Study-Kindergarten (ECLS-K) database regarding the extent to which school-based management was reported as having been implemented differently by public and by private elementary school principals. Statistical analyses indicated many differences in the degree of influence reported to be present on the part of principals, parents, and other groups on important decisions made at schools. Differences in school-based management between our public and private elementary school principals were linked to the extant literature. Moreover, recommendations for further research were discussed.
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Gao, Shang, Low Sui Pheng, and Wanying Tay. "Lean facilities management: preliminary findings from Singapore’s international schools." Facilities 38, no. 7/8 (March 15, 2020): 539–58. http://dx.doi.org/10.1108/f-07-2019-0076.
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Purpose Lean has been adopted in various industries (i.e. construction, health care and service) over the years; the level of lean adoption in facility management is relatively unknown. The purpose of this study is to analyze the 14 lean management principles (LMPs) and seek to develop an understanding as to whether LMPs, which are most commonly used by the manufacturing companies, are relevant to the facility personnel’s scope of work. The research scope focuses on international schools located in Singapore. Design/methodology/approach For the purpose of this study, a conceptual framework that focuses on connecting the 14 lean production principles to facility management has been developed. Questionnaire survey and interviews were used. A total of 30 facilities professionals from eight international schools participated in the survey. Six interviews were followed up to gain deeper insights into the extent of lean importance and implementation in the work of facility personnel in a school environment. Findings The survey findings revealed that P8 “use of reliable technology”, P9 and P10 relating to leadership and people development, P12 “go and see for yourself” and P14 “continuous improvement” are generally perceived more important than the other LMPs and are also well implemented. On the contrary, P3 “use the ‘pull’ system” is considered the least important principle. The interview findings also offer insights into modifications of some LMPs for the facilities management (FM) sector. Research limitations/implications There are several limitations affecting this study. First, the research sample size was small. Only 30 respondents participated in this study. Second, as this study is one of the first to explore the applicability of lean in FM, there is no consensus on how to define lean, which means that the LMPs could be interpreted in many ways. Originality/value The adoption of lean in FM can potentially optimize the value of the school organization. It is recommended that more research be conducted, resulting in a more holistic and representative study of the applicability of lean FM.
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Bayburin, R. F., A. G. Kasprzhak, and N. B. Filinov. "Approaches to Recruiting School Principals in Russian University Cities as a Means of Educational Quality Enhancement." Психологическая наука и образование 23, no. 4 (2018): 5–20. http://dx.doi.org/10.17759/pse.2018230401.
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This paper discusses the outcome of the research that was conducted as part of the projects completed in the Centre for Leadership Development in Education, Institute of Education and Faculty of Business and Management, NRU HSE in 2017—2018.The research was carried out in two university cities of the Russian Federation — Moscow and Tomsk — and was based on Alan Rowe’s methodology. The target of the research is the decision-making styles applied by state-funded school principals. The research aims to establish trends in the employment policy in the two cities and claims that it is characterized by the ratio of the number of principles with a peculiar decision-making style to the total number of principles in the sample. The paper contains questionnaire data, focus-groups data and transcripts of interviews with principles and members of their management teams. The outcome correlates with the major structural and employment reforms that have been made in Moscow within the last 7 years.