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Relevant bibliographies by topics / School administration organization

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Academic literature on the topic 'School administration organization'

Author: Grafiati

Published: 4 June 2021

Last updated: 1 February 2022

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Journal articles on the topic "School administration organization"

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Kenney, Allison W. "Negotiating Authority in the Ritual of the Public School Board Meeting." Educational Administration Quarterly 56, no. 5 (December 3, 2019): 705–35. http://dx.doi.org/10.1177/0013161x19891223.

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Purpose: To investigate how and in what way local governance of education is consequential to the work of changing public schools. The focus is on the board of education meeting as a ritual performance where authority is socially negotiated to manage the emotional and symbolic interactions that shape the district organization. Research Design: Data are drawn from 30 months of organizational fieldwork in New Haven Public Schools. Analysis is conducted on meeting transcripts, participant observer field notes, and stakeholder interviews. Findings: Observed as a ritual chain, four aspects of board of education meetings can be manipulated by those attempting to assert their authority within the organization. Organizational members used copresence, shared understandings of the ritual, emotions and symbols, and feelings of solidarity to set boundaries around the organization and maintain stability. Conclusions: Performances of organizational routines such as board meetings are consequential to the micro-level work of leading and changing education. School improvement and reform initiatives must account for the midlevel of school governance at the district and board level to make meaningful and sustainable change.

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Hayes, Michael S., and Edmund C. Stazyk. "Mission Congruence: To Agree or Not to Agree, and Its Implications for Public Employee Turnover." Public Personnel Management 48, no. 4 (February 15, 2019): 513–34. http://dx.doi.org/10.1177/0091026019829847.

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Previous studies within and outside of the field of public administration consistently find positive organizational outcomes when there is high compatibility or fit between employees and organizations—a concept now widely known as person–organization fit. Previous public administration scholars have established the link between employees’ person–organization fit perceptions and employee turnover intention. However, no previous study has examined whether there is a link with actual turnover. This study addresses this gap in the literature on public sector employee fit by examining the relationship between one particular type of fit—mission congruence—and public employee turnover. Using nationally representative data on public school teachers, we find that teachers in U.S. schools who perceive themselves to be compatible with their organizations’ central mission are at least 11% more likely to remain at their current school. Results are discussed in terms of their implications for research and practice.

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Hooge, Edith H., Nienke M. Moolenaar, Karin C. J. van Look, Selma K. Janssen, and Peter J. C. Sleegers. "The role of district leaders for organization social capital." Journal of Educational Administration 57, no. 3 (May 13, 2019): 296–316. http://dx.doi.org/10.1108/jea-03-2018-0045.

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Purpose Although it is assumed that school district governance by districts leaders can impact schools’ capacity to improvement and educational quality, there is little systematic evidence to support this claim. The purpose of this paper is to discuss how governance goals and interventions affect school districts’ social capital. Design/methodology/approach The empirical enquiry used quantitative data on district leaders enacting governance as perceived by their school principals. These data were collected among 399 school principals of 23 Dutch school districts in elementary education, using a survey. Social network data on social capital within school districts were collected using a social network survey among educational administrators (i.e. district leaders, central office administrators and school principals). Additionally, examples of the relation between school district social capital and governance at six school districts were described. Findings Results suggest that district leaders can promote the organizational social capital of their school districts through focusing on educational goals. In addition, the findings show that they can reinforce their impact by using interventions varying in coercion level, of which offering support to school principals appears to be “a golden button” to make organizational social capital thrive. Research limitations/implications Limitations to the study are the generalizability of the findings (they can be questioned because “convenience sampling” was used) and warrant a longitudinal design to examine how organization social capital develops over time. Originality/value The study is unique as it addresses the impact district leaders may have on their districts’ social capital by focusing on social network approach in the study of school district governance.

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Natawibawa, I. Wayan Yeremia, Gugus Irianto, and Roekhudin Roekhudin. "SELF-EFFICACY AND CONTROLLABILITY AS WHISTLEBLOWING INTENTION PREDICTORS OF FINANCIAL MANAGERS IN EDUCATIONAL INSTITUTIONS." Jurnal Tata Kelola & Akuntabilitas Keuangan Negara 4, no. 2 (December 19, 2018): 147. http://dx.doi.org/10.28986/jtaken.v4i2.213.

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Whistleblowing policy is considered as an effective technique in an investigation audit that is useful for the organization to avoid losses due to fraud. However, employees who intend to report fraud encounter ethical dilemma. Whistleblowing is a behavior that respects honesty, but is also a behavior that can possibly compromise organizational loyalty. The objective of this research is to analyze factors influencing whistleblowing intention of financial managers in school organization by understanding the action based on decomposed theory of planned behavior (DTPB). Data were collected through questionnaires that were distributed to financial managers of school organizations, particularly principals, vice-principals, administration heads, treasurers, and financial administration employees of public senior high schools, vocational high schools, and Islamic high schools in Malang City. Research population comprised of 214 persons. Response rate was 89.72%, or there were 192 questionnaires that were duly completed. The analysis method employed was multiple regression. Two independent variables were observed in this research, namely self-efficacy and controllability, while only one dependent variable was examined, namely whistleblowing intention. Result of the research shows that self-efficacy and controllability have positive effect on whistleblowing intention, entailing that whistleblowing intention of employees will increase when they possess selfconfidence and strong intention to conduct whistleblowing.

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Whitford, Andrew B., H. Brinton Milward, Joseph Galaskiewicz, and Anne M. Khademian. "A Place at the Table: Organization Theory and Public Management." Perspectives on Public Management and Governance 3, no. 2 (March 20, 2020): 77–82. http://dx.doi.org/10.1093/ppmgov/gvaa008.

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Abstract In November 2018, the University of Arizona’s School of Government and Public Policy hosted an international workshop on the role of organization theory in public management. The intention was to renew interest in organization theory in public management research. Scholars such as Herbert Simon, Herbert Kaufman, and Richard Selznick made seminal contributions to organization theory through the study of public organizations from the 1940s through the 1960s. In our estimation, organization theory is underrepresented in public administration scholarship for the last several decades. There are natural reasons for this trend, including the discipline’s turn towards organizational behavior and the ascendancy of techniques that advance the study of large datasets and those that allow for experimental control. The recent emergence of “behavioral public administration” is a prominent example of this evolution. This symposium is an attempt to make a place at the table of public management for organization theory. The articles in this symposium contain articles from scholars who operate in the tradition of classic organization theory in new and innovative ways to lend intellectual purchase to studies of public organizations and public organizational networks.

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Ogawa, Rodney T. "Change of mind." Journal of Educational Administration 53, no. 6 (September 7, 2015): 794–804. http://dx.doi.org/10.1108/jea-06-2014-0064.

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Purpose – The purpose of this paper is for the author to recount how his use of organizational theory to understand educational reform in the USA led to a change of mind. Design/methodology/approach – My shift resulted from my conclusion, derived from the new institutionalism, that only marginal changes can be made in schools and, thus, fundamental change requires the design and construction of new systems. Findings – I moved from applying organization theory to find ways in which schools could improve academic outcomes for students, generally, and students from underserved communities, specifically to using organization theory to develop conditions that support efforts to design new systems to support learning. Originality/value – This paper’s contribution is that it encourages students of school organization to consider applying their theoretical perspectives to designing innovative social arrangements to foster learning and teaching.

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Kartiwi, Asti Putri. "ORGANIZATIONAL CLIMATE AND ADMINISTRATIVE PERFORMANCE’S CONTRIBUTION TOWARD ACADEMIC SERVICE SATISFACTION IN VOCATIONAL SCHOOL (A STUDY ON PUBLIC VOCATIONAL SCHOOLS IN PALANGKARAYA)." Educational Administration Research and Review 1, no. 2 (November 29, 2019): 62–66. http://dx.doi.org/10.17509/earr.v1i2.21418.

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The core of the study was focused on the factors which affect service satisfaction, it includes the organizational climate and administrative performance. Based on this matter, the main problem revealed in this research was the measurement of organization climate and school administration performance’s contribution toward the satisfaction of academic service. The results showed: (1) organizational climate, was in the already good category. (2) Administrative performance, was in the high category. (3) The satisfaction of academic service, was in high enough category. (4) The results of relationship analysis showed that both variables have a positive and significant relationship. Recommendations given to schools was to improve the quality of school administration in relation to the quality assurance of academic services at public vocational schools in Palangkaraya.

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Sleegers, Peter. "Understanding school-NGO partnerships." Journal of Educational Administration 57, no. 4 (July 8, 2019): 322–28. http://dx.doi.org/10.1108/jea-03-2019-0053.

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Purpose In the author’s reflection on the special issue, the author will start with a brief discussion of the different theoretical, methodological and empirical contributions of the articles. In addition, the author will argue that the challenge for research on school–non-governmental organization (NGO) interactions is to move beyond the use of a myriad of conceptual models to a more coherent framework to better understand what system and nonsystem actors do, how they do it and how the broader institutional system enables or constrains collective action. The author concludes with some suggestions for future research. The paper aims to discuss these issues. Design/methodology/approach In this paper, the author reflects on the design and findings of articles that focus on the involvement of non-governmental or third sector organizations in education. Findings By taking up these different themes, the articles reported in this special issue help the author to get a better picture of the growing plurality and power of third sector organizations and their interactions with schools. The work also raises questions about the legitimacy of NGOs in education, the weakening of democratic control over public schooling and the possible role of private interests and the concentration of power in facilitating equal opportunities for all students and promoting educational excellence. Given their methodological designs, the studies make an important contribution to our understanding of what nonsystem actors do and how they interact with schools. Research limitations/implications By using a neoinstitutional framework, the research on school–NGO interactions will be informed by a coherent conceptual framework that conceives school systems as open systems and focuses on the intersection of instruction and organization, while simultaneously treating the system as the relevant unit of analysis (see Cohen et al., 2018). The works of Glazer et al. and Peurach et al. reported in this special issue are good examples of the kind of research that is needed. Following this work, future studies into the involvement of third sector organizations in education using a neoinstitutinal lens should give careful attention to historical analysis and also need to examine changes over a longer period of time as new institutionalized patterns do not emerge quickly and “interact with the hand of history in shaping instruction” (Peurach et al., p. 25). Practical implications The articles in this special issue may prompt more researchers to inquire school–NGO interactions and push future research efforts to understand the complex picture of increasing institutional diversity from a more neoinstitutional perspective. Findings from these cross-national studies, with careful attention to historical analysis of the intersection between organization and instruction, may help the author to develop a theory of design (Rowan and Miskel, 1999) that can provide practitioners with tools to redesign and change the regulative, normative and cognitive mechanisms that constrain and enable collective action. Originality/value Different studies have examined how policy decisions emerge and are implemented, and how this affects the “technical core” of schools (Cohen and Hill, 2001; Hiebert et al., 2005). However, most of these studies have predominantly focused on the vertical interactions between formal system actors at the state, district and school levels to analyze how policy decisions are shaped as they move through the multilayered system. Little attention has been paid to the horizontal exchange relations between the public policy system and NGOs and how these connections influence management and instruction (Coburn, 2005; Rowan, 2006). Given the increasing institutional diversity, conflicting trends and dilemmas school systems are faced with, scholars have emphasized the need to develop an understanding of the role the educational infrastructure can play in supporting improvement (Cohen and Moffitt, 2010; Cohen et al., 2018).

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Torres, A. Chris, Katrina Bulkley, and Taeyeon Kim. "Shared Leadership for Learning in Denver’s Portfolio Management Model." Educational Administration Quarterly 56, no. 5 (April 1, 2020): 819–55. http://dx.doi.org/10.1177/0013161x20906546.

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Purpose: This study examines how district governance and different school contexts in Denver’s portfolio management model affect shared leadership for learning. We define this as shared influence on instructional leadership and school-wide decision making, which research suggests have strong ties to student achievement and teacher commitment. Method: We analyze interview data from 53 administrators, teacher leaders, and teachers in eight case study schools and teacher surveys in 48 schools. In both data sets, we purposively sampled based on variance in school performance ratings and by school type (e.g., traditional public, standalone charter, charter management organization [CMO], and innovation schools). Findings: We find that perceptions of shared instructional leadership were generally high across the school contexts, though CMO and innovation schools had the highest perceptions in both the survey and case study data. Schools varied substantially in shared decision making, but innovation schools had higher average scores than other school models. Centralized policies and supports, alongside organizational visions spanning networks of schools, helped explain the enactment of shared leadership for learning. For example, schools within Denver’s “innovation” network shared a common vision of teacher empowerment, while CMOs that had more prescribed policies and practices across their schools had lower reported levels of shared decision making. Implications for Research and Practice: Portfolio management models that prioritize school-based autonomy and choice between different kinds of schools are proliferating in urban areas. Our study helps explain why and how shared leadership for learning differs between school models and explores important implications for this variation.

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Aziza, Nurul, Patdono Suwignyo, and Ahmad Makki. "Performance Measurement using the Integrated Performance Measurement System Approach." Jurnal Teknik Industri 20, no. 1 (February 22, 2019): 73. http://dx.doi.org/10.22219/jtiumm.vol20.no1.73-84.

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As a non-profit organization in education, Senior High School has the responsibility to achieve educational goals. The school is required to have accountability to the public. Performance measurement is needed to determine organizational performance. Performance measurement can also find out the company success in vision and mission. This study aims to measure performance in schools use integrated performance measurement system (IPMS). This method becomes the starting point for setting goals and identifying Key Performance Indicators (KPI). The results of IPMS produced eight objectives and 33 KPIs. Objectives performance includes human resources, curriculum, finance, administration, teaching and learning activities, evaluation processes, work programs, and graduation. The results showed 8 KPIs were red, 4 KPIs were yellow, and 11 KPIs were green. This performance measurement model can also be used in other organizations. This performance measurement model is useful for assessing organizational performance.

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Dissertations / Theses on the topic "School administration organization"

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Lai, Hoi-yuen Hilary. "A study of decision-making : recent theoretical perspectives in educational administration /." Hong Kong : University of Hong Kong, 1998. http://sunzi.lib.hku.hk/hkuto/record.jsp?B20135956.

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Rolle, Bridgette Deanne. "Educational administration organizations: A decision base for effective selection." Diss., The University of Arizona, 1993. http://hdl.handle.net/10150/186165.

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This dissertation explores and examines various foundations for thinking about organizational systems, i.e., organizational epistemics. There are several ways to examine "systems" and several levels at which criteria apply to systems. First, the study establishes the minimum demands on "systems" and formulates what is essentially a system for systems or an organizational system for selecting organizations' designs. By adopting a generic model, one that stipulates minimum requirements for assessing organizational designs, each administrative organization is evaluated in terms of the theoretical justification used to ensure an effective and efficient organizational structure. The future effectiveness of organizational designs is contingent on changes in society, in education, and in the private sector, e.g., responses to social, economic, and cultural exigencies. This dissertation explores possibilities for the future as organizations respond to new and unusual variables. The format suggested in this study may well provide a glimpse of what the future holds for organizational designs in the world of tomorrow.

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Fu, Tak-wah. "The impact upon teaching staff of the implementation of computer applications to secondary school administration." Click to view the E-thesis via HKUTO, 1987. http://sunzi.lib.hku.hk/HKUTO/record/B38627176.

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Chiu, Shiu-yim. "The administration of bisessional primary schools challenges and strategies /." Click to view the E-thesis via HKUTO, 1989. http://sunzi.lib.hku.hk/HKUTO/record/B38626512.

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Go, Cheung-ngai Alfred. "Organizational health in a sample of Hong Kong secondary schools implications for school administration /." Click to view the E-thesis via HKUTO, 1987. http://sunzi.lib.hku.hk/HKUTO/record/B38627188.

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McMillan, Julia Curruth. "Christian School Administration: exercising Biblical competence A consecrated heart and an educated mind /." Lynchburg, Va. : Liberty University, 2007. http://digitalcommons.liberty.edu.

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Collins, Betty J. "A High School as a Learning Organization| The Role of the School Leadership Team in Fostering Organizational Learning." Thesis, The George Washington University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10041787.

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The study was designed to understand the role that the school leadership team (SLT) plays in fostering practices consistent with organizational learning. The study population included five administrators and eight teacher leaders in a large, comprehensive high school in a mid-Atlantic school district. A qualitative case study approach was employed, purposively selecting a site where the SLT members were intentionally involved in distributed leadership based on expertise. The findings indicated that SLT members engaged in four practices associated with improved teaching, all of which, past research suggests, are also aligned with organizational learning: providing feedback, engaging in collaborative decision-making, building positive relationships, and focusing on student results. Collaborative roles facilitated collegial discourse about teaching practices and built a culture of trust among members of the SLT. Collaborative structures supported common goals, values, and norms. Further, fostering a collaborative environment supported knowledge building and the development of shared ideas about teaching and learning. The school’s administration, including a strong collaborative principal, provided leadership and support for the work of the SLT throughout the study.

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Estes, Ronald James. "California school administrators and school board presidents' perceptions of grade level organization in school districts." Scholarly Commons, 1996. https://scholarlycommons.pacific.edu/uop_etds/2772.

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The purpose of this study was to determine which factors associated with particular school configurations are considered when "reconfiguring" suburban and rural school districts. Superintendents, site administrators, and school board presidents from suburban and rural California school districts of no less than 800 and no more than 6,000 ADA served as the population for this study. A survey questionnaire was developed and sent to superintendents, site administrators and school board presidents in school districts that had considered reconfiguration in the last ten years. Within the questionnaire, perceptions towards factors related to grade configuration were explored. Open-ended questions and in-depth interviews were also conducted by the researcher. The typical survey respondent was between 45 and 49 years of age, Caucasian (over 90%) and had an average education at the master's degree level. The typical school district of the respondents had an enrollment between 2,000 and 2,999. Respondents indicated that their districts had been reconfigured within the last three years. The five most cited factors were: To better meet the needs of children, Desire to improve academics, Overcrowded conditions, Building a new school, and Evaluation of the education program. Responses to the open-ended questions revealed that there is not consistent support for any particular grade level organization. Responses to the open-ended questions also revealed that overcrowding and a lack of adequate facilities significantly hastened district efforts in reconfiguration. The recommendations from this research to district policy makers are: (1) Be thorough in the study of district reconfiguration, survey all groups but remain focused on the issues brought forth in this study, (2) Decision makers should consider the research but not allow the dialog regarding district reconfiguration to become muddled by its conflicting findings and recommendations, (3) Prioritize what you wish to accomplish when reconfiguring and stay focused on those issues, and (4) Decisions should be based on local concerns and needs.

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Shum, Siu-kin Herman. "Impact of school administration computerization on extension activities management." Click to view the E-thesis via HKUTO, 2003. http://sunzi.lib.hku.hk/hkuto/record/B3984867X.

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Go, Cheung-ngai Alfred, and 吳長毅. "Organizational health in a sample of Hong Kong secondary schools: implications for school administration." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1987. http://hub.hku.hk/bib/B38627188.

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Books on the topic "School administration organization"

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Ukeje, B. Onyerisara. Educational administration. Enugu, Nigeria: Fourth Dimension Pub. Co., 1992.

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Enaohwo, J. O. Educational administration. Ibadan: Paperback Publishers Ltd., 1989.

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Demuth, Dennis M. Christian school administration: Management guide. Tulsa, OK: DEL Publications, 1995.

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Bird, Patrick. Microcomputers in school administration. 2nd ed. London: Hutchinson, 1986.

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Bird, Patrick. Microcomputers in school administration. 2nd ed. London: Hutchinson, 1986.

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Durand-Prinborgne, Claude. L' administration scolaire. Paris: Sirey, 1989.

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Illinois State Board of Education (1973). School district organization in Illinois. Springfield, Ill. (100 N. 1st. St., Springfield 62777): The Board, 1985.

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Stuckey, Dale C. School districts of South Carolina: Organization and administration. Columbia, S.C: South Carolina Dept. of Education, Division of Administration and Planning, 1988.

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K, Olsen Larry, and Baffi Charles R, eds. Organization of school health programs. New York: Macmillan, 1986.

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Organization of school health programs. 2nd ed. Madison, Wis: WCB Brown & Benchmark, 1993.

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Book chapters on the topic "School administration organization"

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Cousins, J. Bradley. "Understanding Organizational Learning for Educational Leadership and School Reform1." In International Handbook of Educational Leadership and Administration, 589–652. Dordrecht: Springer Netherlands, 1996. http://dx.doi.org/10.1007/978-94-009-1573-2_19.

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Angus, Lawrence. "Cultural Dynamics and Organizational Analysis: Leadership, Administration and the Management of Meaning in Schools." In International Handbook of Educational Leadership and Administration, 967–96. Dordrecht: Springer Netherlands, 1996. http://dx.doi.org/10.1007/978-94-009-1573-2_28.

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Dinçman, Müzeyyen Petek, and Didem Koşar. "Analysis of Scientific Papers on Organizational Uncertainty in Education and School Administration (1990–2016)." In Springer Proceedings in Complexity, 407–41. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-64554-4_30.

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Dinçman, Müzeyyen Petek. "Chaos, Complexity, and Leadership in the Context of Organizational Uncertainty in Education and School Administration." In Springer Proceedings in Complexity, 247–77. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-64554-4_19.

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Ostendorf, Annette, and Michael Thoma. "Images of Corporate Participation and Democratic Structures in Business Administration Textbooks used in Higher Vocational Schools in Austria, Switzerland and Germany." In Democratic Competences and Social Practices in Organizations, 86–101. Wiesbaden: VS Verlag für Sozialwissenschaften, 2012. http://dx.doi.org/10.1007/978-3-531-19631-2_6.

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Martin, Virginia D. "Perceptions of School Library Media Specialists Regarding the Practice of Instructional Leadership." In Advances in Library Administration and Organization, 207–87. Emerald Group Publishing Limited, 2011. http://dx.doi.org/10.1108/s0732-0671(2011)0000030008.

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Rusdinal, R., and Y. Santoso. "Implementation of organization development of public elementary schools according to school management standards." In Educational Administration Innovation for Sustainable Development, 259–62. CRC Press, 2018. http://dx.doi.org/10.1201/9780203701607-37.

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Steverson Ragle, Kelli. "The Perceptions of High School Teachers on the Roles and Responsibilities of Library Media Specialists." In Advances in Library Administration and Organization, 289–334. Emerald Group Publishing Limited, 2011. http://dx.doi.org/10.1108/s0732-0671(2011)0000030009.

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Cobbinah, Joseph Ezale, and Samuel Agyemang. "Types of Leadership." In Advances in Educational Marketing, Administration, and Leadership, 431–47. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-9108-5.ch024.

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Leadership is an important component for performance of every organization. Schools like any other organization also need leadership that will make things happen. The social inequalities existing in schools make it very important for school authorities to appreciate that although leadership is a key to improvement in every school, there is the need for school authorities and stakeholders to appreciate that not every type of leadership is needed in every situation of the school. Different situations need different types of leadership. Therefore, the inequalities in schools also calls for different leadership types. This chapter critically examines the various types of leadership needed in PK-12 educational setting and how such leaders could help address the social inequalities that exist in our schools.

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Brzozowski, Maciej, and Ilan Ferster. "Educational Management Leadership." In Advances in Public Policy and Administration, 55–74. IGI Global, 2017. http://dx.doi.org/10.4018/978-1-5225-0731-4.ch003.

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This chapter examines new directions in educational management leadership theory and practice. Relevant literature is synthesized to provide a holistic picture of current knowledge of the topic, highlighting meanings, principles, prerequisites, process and consequences. The major aim of the research is to investigate the interrelation between nigh school principal's management style and parental involvement in school management in Israel. The chapter illustrates recent educational reforms in Israel as the context for introducing a specific style of managing school organizations and staff in a goal-oriented forward-thinking manner. Educational leadership moves the principal beyond upholding the status quo and towards setting an individual vision towards which to lead the school organization. Properly applied, it should help school principals forge a vision of educational success that can anticipate and adapt to the demands of the overall state requirements as well as the localized needs of school staff, the local community, the students, and their parents.

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Conference papers on the topic "School administration organization"

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Hidayatuloh, Dani, and Aceng Muhtaram Mirfani. "Build Teacher Leadership Capacity and Application of Learning Organization (Field study in Vocational School 8 Bandung)." In Proceedings of the 2nd International Conference on Research of Educational Administration and Management (ICREAM 2018). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/icream-18.2019.4.

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Emanova, A. A., and T. A. Stavrova. "On the need for comprehensive improvement of state control and supervision in the sphere of financial legal relations." In VIII Information school of a young scientist. Central Scientific Library of the Urals Branch of the Russian Academy of Sciences, 2020. http://dx.doi.org/10.32460/ishmu-2020-8-0026.

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In each state, organization of the management over public finances plays a crucial role, and a well-established management system is an integral part of public administration. In order to ensure the stability and balance of the country's economy, the task of improving the effectiveness of the state financial management is one of the most important tasks of the state. The result of risk management in the economy, as well as the socio-economic well–being of citizens (and of other aspects) depends on how the issue of the management in the sphere of public (state) Finance is resolved in society.

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Syukriadi, Syukriadi, Yusrizal Yusrizal, and Bahrun Bahrun. "The Implementation of Organization Culture and their Relationship to the Working Satisfaction of Teacher at the Health Asy-Syifa School Aceh Indonesia." In 3rd International Conference on Educational Management and Administration (CoEMA 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/coema-18.2018.23.

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Karacic, Marija, Sandra Kadum, and Maja Ruzic-Baf. "TEACHERS' ATTITUDES ON THE ROLE OF SCHOOL ADMINISTRATION IN THE ORGANIZATION OF STUDENTS' FREE TIME AND THE USE OF DIGITAL MEDIA." In 13th International Conference on Education and New Learning Technologies. IATED, 2021. http://dx.doi.org/10.21125/edulearn.2021.2108.

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Fomina, T. G., E. V. Filippova, N. V. Goryuk, and E. A. Maksimova. "Experience of implementing «multidimensional school engagement scale» in russian sample." In INTERNATIONAL SCIENTIFIC AND PRACTICAL ONLINE CONFERENCE. Знание-М, 2020. http://dx.doi.org/10.38006/907345-50-8.2020.314.325.

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The article substantiates the relevance of studying school engagement for research and practical perspectives. The authors analyze foreign psychologists’ experience of using various methods for diagnostics of school engagement, considering their advantages and disadvantages. The study presents the results of adapting “Multidimensional School Engagement Scale” (Wang et al., 2019) on the sample of Russian school students. The questionnaire is used for diagnostics of two global factors — school engagement and disengagement, each assessed by four components: behavioral, cognitive, emotional, and social. The experience of using the questionnaire adapted in Russian language demonstrated that it can be used to evaluate and comparatively analyze the general level of engagement/disengagement of different grade schoolchildren, to assess the quality of educational environment, to analyze individual manifestations of school engagement/disengagement, and identify the corresponding risk groups. The questionnaire adaptation results confirmed the relevancy of considering school engagement as a multidimensional construct, supposing assessment of its behavioral, emotional, cognitive, and social aspects. A comparative analysis of the schoolchildren’ engagement/disengagement by various components makes it possible to obtain valuable data on the peculiarities of children’s reflection of their involvement in the school life. Whereas disengagement (if found) serves as a marker of a student’s maladaptation requiring attention from the school administration. The study confirms the importance of investigating school engagement for the purposes of planning activities related to increasing academic motivation, as well as for understanding the principles and quality of educational activities organization, students’ reflection of their school activities, depending on contextual factors. The authors consider the options for using the questionnaire in the practice of a school psychologist and in the field of educational psychology research.

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Hamdi, Sameer, Alaa Jameel, Aram Massoudi, and Abd Rahman Ahmad. "Leadership Styles and organizational citizenship behaviour in secondary schools." In 3rd International Conference on Administrative & Financial Sciences. Cihan University - Erbil, 2021. http://dx.doi.org/10.24086/afs2020/paper.231.

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Leadership style has not been effectively examined in educational institution in developing countries. The purpose of this study is to examine the impact of Leadership styles on organizational citizenship behaviour (OCBs) among secondary school teachers. Based on the review, the study proposed that leadership styles and its components; transformational leadership (TFL) and transactional leadership (TAL) will affect OCBs. Methodology, The population of this study, is secondary school teachers. A stratified sampling technique was deployed to collect 174 responses from eight schools. The findings showed that TFL and TAL have a significant effect on OCBs and TFL highly predicted OCBs than TAL. Decision-makers are advised to implement the TFL and increase the OCBs among Teachers.

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Simko, N. N., and M. P. Ogorodnikova. "Financial management in Russia and abroad." In VIII Information school of a young scientist. Central Scientific Library of the Urals Branch of the Russian Academy of Sciences, 2020. http://dx.doi.org/10.32460/ishmu-2020-8-0025.

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Development of financial management in each country occurs in a unique way It is due to historical traditions, administrative structure, internal and foreign policy of the state (aimed to improving the socio-economic situation in the country), the needs of various economic structures and organizations of the public administration system, including those aimed to centralizing (decentralizing) the management of financial flows of the country. In the paper, relevance of the research topic is due to strengthening the role of financial management under conditions of digitalization of the economy and searching the ways to improve the effectiveness of financial management in Russia including on the basis of domestic experience and the experience of developed foreign countries.

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Muhammad Yuliansyah, Muhammad. "Correlation of Leadership Behavior of School Headmasters and Organizational Climate on Teacher Job Satisfaction at Public Elementary Schools." In 2nd International Conference on Educational Management and Administration (CoEMA 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/coema-17.2017.38.

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Baoc-Daguisonan, Lotis A. "School Climate and Organizational Commitment of Mindanao State University Feeder High School Teachers: Basis for Improvement." In 3rd International Conference on Educational Management and Administration (CoEMA 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/coema-18.2018.46.

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Burhanuddin, Burhanuddin, Achmad Supriyanto, and Eka Pramono Adi. "Leadership Orientation as Mediator of Organizational Culture Effects on School Leadership." In 3rd International Conference on Educational Management and Administration (CoEMA 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/coema-18.2018.52.

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