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1
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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Nhema, Alfred G. "Relevance of Classical Management Theories to Modern Public Administration: A Review." Journal of Public Administration and Governance 5, no. 3 (September 29, 2015): 165. http://dx.doi.org/10.5296/jpag.v5i3.8337.
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ABSTRACTThis study focuses on the analysis of management theories of the 19th and early 20th centuries that are commonly referred to as classical organization theories. These ideas are contrasted with the human relations school of thought that achieved great popularity in the 1930s and 1940s. The study asserts that there are valuable lessons that modern public bureaucracies and other public institutions can draw from these early theoretical frameworks. Public organizations molded on the classical organizational management theoretical perspectives have proven remarkably stable in different circumstances around the world. However, they are now increasingly expected to adapt to new and unforeseen circumstances by integrating the foundations inherited from the past and the lessons learnt over the past three decades. Such an approach will enable public institutions to adapt to rapid changing circumstances and in the process be well equipped to meet the demands of their citizens at the levels of theory and practice. Key words: classical organization theory, human relations perspectives, rationality, rule of law, public administration.
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Alfianto, Cahyo, Neti Karnati, and Diah Armeliza. "Hubungan antara Motivasi dengan Komitmen Organisasi di Sekolah Menengah Atas Negeri Wilayah I Kota Administrasi Jakarta Timur." IMPROVEMENT Jurnal Ilmiah untuk peningkatan mutu manajemen pendidikan 3, no. 1 (May 1, 2017): 33. http://dx.doi.org/10.21009/improvement.03104.
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This study aims to determine whether there is a relationship between motivation with Organizational Commitment at Senior High School Region 1 East Jakarta Administration. The research approach was quantitative research. The research method used was survey data. With the analysis of correlational studies. The population in this study were all teachers Senior High School in Region I East Jakarta Administration. The research sample using simple random sampling technique. Total sample study as many as 91 people. Data collection motivation variable (X) and organizational commitment variable (Y) using a questionnaire. The results of the study there is a relationship between motivation and commitment to the organization, this means that the higher the motivation, the higher organizational commitment of teachers at the Senior High School Region I East Jakarta Administration.
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Hunter, Richard, and Frank Brown. "The Organization and Administration of Public Education After Brown: School Desegregation." Journal of the World Universities Forum 2, no. 1 (2009): 147–64. http://dx.doi.org/10.18848/1835-2030/cgp/v02i01/56543.
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Whaley, Ollie. "ORGANIZATION AND ADMINISTRATION: Common Mistakes In High School Weight Training Programs." National Strength & Conditioning Association Journal 14, no. 6 (1992): 45. http://dx.doi.org/10.1519/0744-0049(1992)014<0045:oaa>2.3.co;2.
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Emilia, Deri. "Gaya Kepemimpinan Kepala Sekolah terhadap Motivasi Prilaku Kerja Staff TU SMK Negeri 9 Sarolangun." J-MAS (Jurnal Manajemen dan Sains) 6, no. 1 (April 24, 2021): 232. http://dx.doi.org/10.33087/jmas.v6i1.249.
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School Action Research is conducted collaboratively between researchers, observers, and subjects studied by Administration. The main objective in this study is to improve the results of pedagogic competence of administrative staff in arranging the administration of human resources schools is one of the fanctors that make the goal of an organization can be achieved, to see the leadership style to the motivation of administrative work in SMK Negeri 9 Sarolangun. The performance of administrative staff is closely related to the achievement of the objectives of an organization and cannot be separated from the human resources itself, especially in the influence of the leadership style of the democratic principal that becomes the motivation for administrative staff to achieve the goals of the school organization. The motivation of administrative staff work is closely related to the achievement of the objectives of a school organization, the influence of transformational leadership style on staff performance. Work motivation and leadership style to staff performance in the form of, quality of work, promptness, initiative, capaility, and communication
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Spillane, James P., and Matthew Shirrell. "Breaking Up Isn’t Hard to Do: Exploring the Dissolution of Teachers’ and School Leaders’ Work-Related Ties." Educational Administration Quarterly 53, no. 4 (March 15, 2017): 616–48. http://dx.doi.org/10.1177/0013161x17696557.
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Purpose: School leaders are central to the development of work-related ties among school staff. Although prior work has examined the predictors of the presence of work-related ties, little is known about the breakup or dissolution of ties among school staff. This study examines the extent of tie dissolution among school staff, as well as both the individual- and organizational-level predictors of the breakup of ties. Research Methods: This study uses social network analysis of 4 years of survey data from 14 elementary schools in one suburban U.S. district. Social network models predict the likelihood of the breakup of a tie between school staff in three types of networks: close colleague networks, and instructional advice networks in mathematics and language arts. Findings: Work-related ties between school staff dissolve at high rates from year to year, and ties that dissolve generally do not re-form. Aspects of the formal school organization—particularly changing grade levels and losing leadership positions—predict the breakup of ties, while individual-level factors such as commitment to the school, perceptions of school leadership, and beliefs about instruction generally do not predict tie dissolution. Implications for Research and Practice: School leaders should carefully consider grade reassignments and changes in leadership positions, as these changes strongly predict the breakup of ties between school staff. School leaders should also invest in the promotion and maintenance of cross-grade ties after changes to grade-level assignments.
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Soubagleh, Moussa Khaireh. "Exploring Conflict Management Strategies among School Administrators: A Case Study of an International Islamic School in Malaysia." IIUM Journal of Educational Studies 7, no. 1 (February 4, 2020): 3–14. http://dx.doi.org/10.31436/ijes.v7i1.158.
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AbstractAs educational organizations, schools are vulnerable to experiencing conflict. Notwithstanding the views of many scholars in the existence of functional conflict in a formal organization like school setting, proper management of conflict is required to be established by school administrators in order to ensure the smooth running of the school. The aim of this study was to explore the understanding of sources of conflict and conflict management among Islamic school administrators with the aim of formulating practical and effective strategies in conflict management within the school setting. The researchers used the qualitative case study method to explore the strategies adopted by three Islamic school administrators in handling conflict. The findings show that individual differences, commodification of education, school system and policy, human resource issues and practices, and attitude were the main factors giving rise to school conflict, while depression was identified as its resulting effect. The school needs to build trust, respect, stability, and teamwork into its atmosphere, culture and practices in order to prevent misunderstanding and conflict within its community.Keywords: Conflict management, functional conflict, dysfunctional conflict, Muslim administrators, Islamic schools, Islamic administration
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Zheng, Qiao, Lingyan Li, Huijuan Chen, and Susanna Loeb. "What Aspects of Principal Leadership Are Most Highly Correlated With School Outcomes in China?" Educational Administration Quarterly 53, no. 3 (May 3, 2017): 409–47. http://dx.doi.org/10.1177/0013161x17706152.
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Purpose: The purpose of this study is to build a broader framework for Chinese principal leadership and to determine what aspects of principal leadership correlate most highly with school outcomes from the perspectives of both principals and teachers. Method: The data come from a 2013 national student achievement assessment in China comprising 37,749 students in Grade 8 and 9,165 teachers in 613 secondary schools. Adopting Grissom and Loeb’s measurement framework, we use both exploratory and confirmatory factor analyses to examine the structure of principal leadership. Then, a hierarchical linear model is employed to analyze the relationship between principal leadership and five school outcomes, controlling for basic student and teacher demographics and certain school context variables. Findings: We identify many differences and some similarities between China and the United States. We obtain five leadership factors from the principals’ self-rating data (Visibility and Direct Participation, Instruction Organization, Internal Environment Organization, Planning and Personnel, and External Relations) and three leadership factors from the teachers’ rating data (Organization and Management, Instruction and Curriculum, and Visibility and Direct Participation). Regarding student reading achievement and learning efficacy, from both the principals’ and teachers’ perspectives, the most highly correlated aspect is Instruction Organization. For teachers’ occupational stress, job burnout, and teaching efficacy, teachers’ ratings of principal leadership exhibit more significant relationships than does principals’ self-rated leadership. Implications: We explore a broader framework of principal leadership in China. We identify the benefits and analyze alternative views of the indirect effects of principal leadership on students.
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Lin, Warangkana, and Moosung Lee. "Linking Network Learning Capacity (NLC) to professional community and organizational learning in an International Baccalaureate (IB) school in Taiwan." Journal of Educational Administration 56, no. 6 (September 3, 2018): 620–42. http://dx.doi.org/10.1108/jea-10-2017-0150.
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Purpose The purpose of this paper is to explore a concept that has been less examined in empirical research on school organization, namely Network Learning Capacity (NLC). It is proposed that teachers’ professional networks enhance teachers’ individual NLC. This process leads to a formation of professional community (PC) and therefore affects the level of organizational learning (OL). Design/methodology/approach The quantitative study with multiple methods comprising social network analysis, confirmatory factor analysis and structural equation modeling was conducted. Data were collected from a school implementing the International Baccalaureate (IB) programs in Taiwan. Findings Findings suggest that certain network positions were crucial in forming NLC on instruction. In addition, reflective dialogue, shaped by NLC, is the key component in establishing learning in this case school. Originality/value As the first of its kind in an educational context, the study highlights the linkages between network position and the development of professional learning community, which is mediated through NLC. This study contributes to illuminating the process of how PC practices and OL can be promoted in schools.
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Flink, Carla M. "Ordering Chaos: The Performance Consequences of Budgetary Changes." American Review of Public Administration 48, no. 4 (April 6, 2017): 291–300. http://dx.doi.org/10.1177/0275074016687072.
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Literature on punctuated equilibrium theory has aimed to explain the causes of policy punctuations. What remain unknown are the consequences of those punctuations (and other size changes) for organizations. Specifically, this study analyzes how budgetary changes affect organizational performance. While the connection between financial resources and organization outcomes has been examined before, the analyses here expand upon previous work by considering the full spectrum of budgetary changes from negative punctuations to positive punctuations. This topic is important given today’s fiscal uncertainty. For managers and bureaucrats, they are expected to stabilize organization outputs no matter what policy inputs are established in the organization. At times, inputs can be erratic and unstable—successful organizations can find a way to maintain performance despite these obstacles. In the context of school districts, this study examines the performance consequences (measured by annual changes in the statewide standardized test pass rate) of different size alterations in instructional expenditures. Results indicate that, generally, organizations are able to dampen the impact of negative financial changes and improve upon budgetary increases in the translation to outcomes.
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Ford, Timothy G., and Patrick B. Forsyth. "Teacher corps stability: articulating the social capital enabled when teachers stay." Journal of Educational Administration 59, no. 2 (February 17, 2021): 233–52. http://dx.doi.org/10.1108/jea-02-2020-0036.
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PurposeThe evidence is strong that the instability of teacher rosters in urban school settings has negative consequences for student learning, but our concern is with the opposite phenomenon: What is the value added to the organization when a school's teaching roster is stable over time? Our theory of teacher corps stability hinges on the claim that the stability of a teacher corps over time is a sine qua non that, under certain conditions, permits formation of the social capital needed to catalyze school effectiveness.Design/methodology/approachWe test this claim using longitudinal data from 72 schools in a large, urban southwestern US school district. We first identified a subset of 47 schools with either chronic teacher turnover (high, stable turnover) or a stable teacher roster (low, stable turnover) via school-level HLM growth modeling techniques. These classifications were then used as a covariate in a series of HLM growth models investigating its relationship to growth in structural, relational and cognitive social capital over time.FindingsOur findings sustain a claim of the importance of teacher corps stability. In our sample of urban schools, we found robust increases in the relational and cognitive dimensions of social capital over time in those schools with stable rosters. Furthermore, schools with chronic turnover were declining significantly in relational social capital, but no appreciable growth in structural social capital was found in either stable roster or chronic teacher turnover schools.Practical implicationsGiven the nature of teacher corps stability and its relationship to key organizational outcomes, school leaders play a central role in realizing teacher corps stability within their school. A certain amount of this effort must necessarily be focused on retaining a stable corps of quality, happy, committed teachers. However, building social capital concerns the active engagement of all actors; thus, school leaders need to think beyond retention to how the teachers that remain can play larger leadership roles in this process.Originality/valueFew studies have examined the positive benefits that can emerge in schools where the majority of teachers remain year after year. Collectively, the study findings suggest that teacher corps stability can provide fertile conditions for the development of social capital that has the potential to enhance school effectiveness and that its staff can leverage for school improvement.
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Et al., Phramaha Thanasak Thammachoto (Cheunsawang). "Development of Administrative Management for Charity School in Buddhist Temples." Psychology and Education Journal 58, no. 1 (January 15, 2021): 3806–10. http://dx.doi.org/10.17762/pae.v58i1.1399.
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This academic article was to propose the development of administrative management for charity school in Buddhist temples. This paper was written from area studies in the collaborative activities in schools and communities cooperated with 3 organizations consisted of home, temple and school in friendly for sustainable coordination. These three harmonize together in a manner that was known as being born from the mind who wants to participate in a particular activity in order to affect the needs of people in line with the social way of life. Therefore, providing the community enter to truly get involved of participation activities need to be considered lifestyle, noble values, culture and attitude for voluntarily participate in community-based activities that supported by public schools and temples. The religious training team advises personnel, students and community members to gain sustainable morality. Mission of great importance is that the school administrators must be able to lead the organization to survive and must set a plan and method as well as various steps in operating systematically by relying on the budget and resources from the state that needs to use with saving and wisely including people, money, time and other assets. If the administrative system within the school is not good, it will affect other parts of the organization. Therefore, success or failure in the school administration will depend on the competency of the school administrators.
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Pounder, Diana G., Rodney T. Ogawa, and E. Ann Adams. "Leadership as an Organization-Wide Phenomena: Its Impact on School Performance." Educational Administration Quarterly 31, no. 4 (November 1995): 564–88. http://dx.doi.org/10.1177/0013161x9503100404.
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Romero, Lisa S. "Trust, behavior, and high school outcomes." Journal of Educational Administration 53, no. 2 (April 13, 2015): 215–36. http://dx.doi.org/10.1108/jea-07-2013-0079.
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Purpose – The purpose of this paper is to contribute to the literature on student trust and to examine the relationship between student trust, behavior, and academic outcomes in high school. It asks, first, does trust have a positive effect on high school outcomes? Second, does trust influence student behavior, exerting an indirect effect on schooling outcomes? Third, are school size and student socioeconomic status (SES) antecedents of trust? Design/methodology/approach – A nationally representative sample of students attending public high schools in the USA (n=10,585) is drawn from the Educational Longitudinal Study. Structural equation modeling is used to examine the relationship between student trust, behavior and high school outcomes, controlling for SES, school size and prior achievement. Multiple measures of academic achievement are considered. Findings – There is a significant relationship between student trust, behavior and high school outcomes. Students who trust have fewer behavioral incidents and better academic outcomes with results suggesting that trust functions through behavior. This is true regardless of SES, school size or prior achievement. Practical implications – School leaders cannot change parental income or education, but can build trust. Developing and attending to student trust may not only mean that students are better behaved but, more importantly, are more successful academically. Social implications – In spite of decades of policy and legislation intended to improve schools, closing the achievement gap has proven elusive. One reason may be the relentless focus on physical artifacts of schooling, such as school organization, curriculum, testing and accountability, and a concomitant lack of attention to sociocognitive factors key to learning. Schools are social systems, and high levels of learning are unlikely to occur without a nurturing environment that includes trust. Originality/value – This research makes a valuable contribution by focussing on student trust in high schools and by illuminating the relationship between trust, behavior, and academic outcomes. Results suggest that trust impacts a broad range of high school outcomes but functions indirectly through behavior.
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Khairuddinov, Mukhiddin. "Mplementation of pre-administration of joint activity of doo and advanced school on formation of preparedness to school education." Scientific Visnyk V.O. Sukhomlynskyi Mykolaiv National University. Pedagogical Sciences 66, no. 3 (2019): 244–48. http://dx.doi.org/10.33310/2518-7813-2019-66-3-244-248.
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In article the problem of ensuring continuity of preschool, primary education is considered. The success of its training and socialization in general depends on pithiness and continuity of process of psychology and pedagogical escort of the child at early stages of his development. The continuity declared in conceptual and normative documents in education quite often does not find implementation in activity of the educational organizations and institutions. The educational environment and educational practicians of institutions of preschool and primary education, as a rule, rassoglasovana with widely known theoretical regulations on continuity and the continuity of educational process. The organization of collaboration of specialists of comprehensive school and children's preschool educational institutions for scientific and pedagogical maintenance of development of these processes is necessary. The author pays attention to essence of the concept "continuity" in the context of continuous education of children of preschool and younger school age. The bases, components and means of ensuring of continuity of preschool and primary education are presented. Need of scientific and pedagogical maintenance of activities of pedagogical staff of educational institutions for creation of uniform educational space of comprehensive school and institutions of preschool education is proved. The author pays attention to essence of the concept "continuity" in the context of continuous education of children of preschool and younger school age. Organizational and pedagogical conditions of realization of the principle of continuity in teaching and educational activity of elementary school and kindergarten reveal.
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Van der Vegt, Rein, Leo F. Smyth, and Roland Vandenberghe. "Implementing educational policy at the school level – Organization dynamics and teacher concerns." Journal of Educational Administration 39, no. 1 (February 2001): 8–23. http://dx.doi.org/10.1108/09578230110366883.
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Sarwar, Shakeel, Usama Awan, and Mehak Nazeer. "Performance Evaluation in Private Schools: a Case Study of the Educators School." Journal of Public Administration and Governance 3, no. 4 (January 2, 2014): 82. http://dx.doi.org/10.5296/jpag.v3i4.4934.
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Performance appraisal system is of important apprehension of any organization while administrating its human resources. The purpose of this paper is to evaluate the performance appraisal system for teachers in private schools and elaborate the problems align with this system. The Educators School has been taken as a case study. A quantitative research approach has been applied which consist on a self administered questionnaire to get primary data for exploring different parts of current performance appraisal system and perceptions of teachers regarding performance appraisal approaches in their school. Research results shows that The Educators School is using performance appraisal system that is closely related with traditional ACR (Annual Confidential Report) conducted annually. This study is conducted on a small level only on one franchise of the school system with small sample size. Researchers suggest that school administration should provide continuous feedback to their teachers and a solution to overcome their weaknesses and this system should only be used for performance improvement purpose.
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Korshunova, Olga V., Svetlana S. Bykova, Olga G. Selivanova, Tatiyana S. Sheromova, and Evgeny V. Shkalikov. "Psychological comfort of education in modern rural school: results of empirical research (on the example of the Kirov region)." Pedagogy Of Rural School 1, no. 7 (2021): 25–43. http://dx.doi.org/10.20323/2686-8652-2021-1-7-25-43.
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Currently, rural school faces many difficulties both within its system and outside (unfavorable challenges of the external society), which complicate the organization of the educational process. Accordingly, the atmosphere of psychological comfort for all subjects of educational activity in rural schools decreases. The purpose of the study is to diagnose, record and describe the state of psychological comfort in the education of a modern rural school. The leading method for collecting primary empirical information was the survey method conducted in the format of a Google questionnaire (a questionnaire for representatives of the administration of an educational organization; a questionnaire for a teacher; a questionnaire for primary and high school students; a questionnaire for parents). In the Kirov region, rural and urban schools participated in the study: totally 338 responses to the questionnaire were received, of which 144 are students, 111 parents, 71 teachers and 12 administrations. The article presents the author's interpretation of the concept «psychological comfort of education in rural school». The diagnostics was carried out and the integral coefficient of psychological comfort of education in rural school was determined, measured in three directions: an integral indicator of the attitude to the educational environment; selection of significant characteristics of the educational environment and the index of satisfaction with them; index of psychological safety of the educational environment of the school. In general, the integral coefficient is characterized by a high level. The materials of the article can be used to diagnose the psychological comfort of the both urban and rural schools. Further research will be aimed at developing a concept and defining pedagogical mechanisms for improving the characteristics of the psychological comfort of education in rural schools.
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Kagema, Josphat, and Cecilia Irungu. "AN ANALYSIS OF TEACHER PERFORMANCE APPRAISALS AND THEIR INFLUENCE ON TEACHER PERFORMANCE IN SECONDARY SCHOOLS IN KENYA." International Journal of Education 11, no. 1 (August 31, 2018): 93. http://dx.doi.org/10.17509/ije.v11i1.11148.
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Every organization has an objective towards optimum performance and the employees are the key drivers in achieving that. It is necessary therefore that the employees’ performance reach optimality for the success of the organization which is a primary goal of every organization including learning institutions. The present research investigated the influence of teacher performance appraisals on teacher performance in secondary schools in Kenya. Employing stratified and simple random sampling methods, 46 secondary schools with 460 teachers in two counties in Kenya were taken as samples. The variables under research included teacher remuneration, government policies, school administration, the school environment, and the school curriculum, which were under investigation in form of comparisons, explanations, and relationships on the aspects of teacher motivation to perform well. The research found that teacher appraisals influenced teacher performance. In general, the teachers perceived that government policies are unfavorable to them in terms of career advancement and introduction of the policies in place. The paper concludes with recommendations on application of the appraisal system to motivate teachers and thereby improve the performance of learners.
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Elmore, Richard F. "Teaching, Learning, and School Organization: Principles of Practice and the Regularities of Schooling." Educational Administration Quarterly 31, no. 3 (August 1995): 355–74. http://dx.doi.org/10.1177/0013161x95031003003.
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Hery Winoto Tj. "The Influence Of Organization Culture And Commitment Mediated By Motivation To Career Development Of School Administrative Staff In The South Tangerang Regional." International Journal of Science, Technology & Management 2, no. 3 (May 27, 2021): 668–72. http://dx.doi.org/10.46729/ijstm.v2i3.204.
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One form of organizational responsibility is in terms of advancing and developing the career of its employees. In educational institutions such as schools, the administrative staff is tasked with maintaining the academic administrative process so that the academic process can run smoothly. This is inseparable from the quality of human resources possessed by schools that have good quality, motivation, and commitment to the institution where they work. Employee career development is one form of rights that quality employees have, this aspect is important because it can provide opportunities for employees and support their welfare.This study aimed to determine organizational culture and commitment mediated by motivation for school administration staff's career development in the South Tangerang Region. Using the purposive sampling technique in this study's data collection, the respondents were administrative staff from schools in the South Tangerang region with 100 respondents. The analysis uses Structural Equation Modeling testing through SmartPLS. The results showed that motivation has a role in mediating the relationship between organizational culture and employee commitment to school administration staff' career development in South Tangerang Region.
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Peurach, Donald J., David K. Cohen, and James P. Spillane. "Governments, markets, and instruction: considerations for cross-national research." Journal of Educational Administration 57, no. 4 (July 8, 2019): 393–410. http://dx.doi.org/10.1108/jea-09-2018-0172.
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Purpose The purpose of this paper is to examine relationships among governmental organizations, non-governmental organizations and the organization and management of instruction in US public education, with the aim of raising issues for cross-national research among countries in which the involvement of non-governmental organizations is increasing. Design/methodology/approach The paper is structured in four parts: an historical analysis of the architecture and dynamics of US public education; an analysis of contemporary reform efforts seeking to improve quality and reduce inequities; an analysis of ways that legacy and reform dynamics manifest in two US public school districts; and a discussion of considerations for cross-national research. Findings In US public education, dependence on non-governmental organizations for instructional resources and services is anchored in deeply institutionalized social, political and economic values dating to the country’s founding and that continue to function as constraints on educational reform, such that new solutions always emerge in-and-from the same problematic conditions that they seek to redress. The consequence is that reform takes on an evolutionary (vs transformative) character. Research limitations/implications The US case provides a foundation for framing issues for cross-national research comparing among macro-level educational infrastructures, patterns of instructional organization and classroom instruction. Originality/value Such research would move beyond reductionist approaches to cross-national research toward new approaches that examine how histories, legacy architectures, contemporary reforms and patterns of instructional organization and management interact to shape students’ day-to-day lives in classrooms.
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Popova, L. V., and N. V. Meshkova. "Representations of administrators of educational institutions of gifted students." Psychological-Educational Studies 7, no. 1 (2015): 97–110. http://dx.doi.org/10.17759/psyedu.2015070110.
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We substantiate the necessity of targeted training of school administrators in the organization of work with gifted students, consider foreign experience of such training. We present a study of representations of administrators of the Moscow schools, conducted by the City Resource Center of Giftedness, Moscow State University of Psychology and Education, within the research to identify the conditions of the educational environment for gifted students. The results of interviews and questionnaires of administration officials in 24 schools showed that the majority of the administration are not sufficiently aware of the giftedness and of the range of problems faced by gifted students. We revealed tasks, main directions and training requirements for administrators of educational institutions needed to target the organization of work with gifted students. Provided are practice-oriented recommendations for the preparation of training programs for administrators of educational institutions.
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Petridou, Alexandra, Maria Nicolaidou, and Julian S. Williams. "Development and validation of the School Leaders’ Self-Efficacy Scale." Journal of Educational Administration 52, no. 2 (April 29, 2014): 228–53. http://dx.doi.org/10.1108/jea-04-2012-0037.
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Purpose – Efficacy has been broadly analyzed and explored in depth in various fields. However, in the field of educational leadership, empirical studies and research evidence are weak. The purpose of this paper is to develop and validate a new School Leaders’ Self-Efficacy Scale (SLSES). Design/methodology/approach – Two studies were undertaken. In the first study, the extant literature was critiqued and an initial form of the SLSES was developed; it was then administered to 233 school leaders in Cyprus. Exploratory factor analysis (EFA) was employed to identify the structure of the scale. The second study aimed at validating the proposed model by employing confirmatory factor analysis. For this purpose, a revised SLSES was administered for a second time to 289 school leaders. Findings – EFA suggested an eight-factor structure, namely: Creating an appropriate organizational structure, Leading and managing the learning organization, School Self-Evaluation for School Improvement, Developing a positive climate and managing conflicts, Evaluating classroom practices, Adhering to community and policy demands, Monitoring learning, and Leadership of Continuing Professional Development. Confirmatory model fit indices, factor pattern and structure coefficients, and reliability analyses provided robust evidence for the construct validity of the SLSES. Originality/value – The paper describes the construction and validation of a new scale measuring school leaders’ self-efficacy. The SLSES provides practitioners and researchers with a promising tool, with implications for measuring the outcomes of the professional development of school leaders and for school improvement studies.
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Carroll, Kristen, Kenicia Wright, and Kenneth J. Meier. "Minority Public Administrators: Managing Organizational Demands While Acting as an Advocate." American Review of Public Administration 49, no. 7 (July 4, 2019): 810–24. http://dx.doi.org/10.1177/0275074019859942.
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Building on the work of Adam Herbert, this research examines how minority managers navigate the pressures of their organization versus the pressures of their community. Organizational socialization suggests that the socialization process will introduce employees to the goals and priorities of the organization and result in similar behaviors among managers. However, social identities (i.e., race, gender) also significantly influence the values, attitudes, and behaviors of a public servant. Navigating these two competing pressures, minority managers often experience role conflict in their work. We theoretically explore and empirically examine how race affects minority managers’ perceptions, networking behaviors, and hiring outcomes. We test our hypotheses using 6 years of school superintendent survey data. We find that racial minority managers behave in similar ways to their White peers as they have similar perceptions of their role in the organization and engage in professional networking behavior at similar rates. However, minority managers separately address the interests of their same-race minority community by hiring same-race street-level bureaucrats. As public organizations have grown increasingly diverse, this research revisits the experiences of minority public administrators and contributes to our understanding of how race and social identities contemporarily influence public managerial behaviors.
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Demerath, Peter. "The emotional ecology of school improvement culture." Journal of Educational Administration 56, no. 5 (August 6, 2018): 488–503. http://dx.doi.org/10.1108/jea-01-2018-0014.
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Purpose The purpose of this paper is to understand how high-performing schools develop and sustain improvement culture. While school culture has consistently been identified as an essential feature of high-performing schools, many of the ways in which culture shapes specific improvement efforts remain unclear. The paper draws on new research from social cognitive neuroscience and the anthropology and sociology of emotion to account for the relative impact of various meanings within school culture and how school commitment is enacted. Design/methodology/approach The analysis here draws on three years of ethnographic data collected in Harrison High School (HHS) in an urban public school district in River City, a large metropolitan area in the Midwestern USA. Though the school’s surrounding community had been socioeconomically depressed for many years, Harrison was selected for the study largely because of its steady improvement trajectory: in December, 2013, it was deemed a “Celebration” school under the state’s Multiple Measurement Rating system. The paper focuses on a period of time between 2013 and 2015, when the school was struggling to implement and localize a district-mandated push-in inclusion policy. Findings Study data suggest that the school’s eventual success in localizing the new inclusion policy was due in large part to a set of core interlocking feedback loops that generated specific emotionally charged meanings which guided its priorities, practices and direction. Specifically, the feedback loops explain how staff members and leaders generated and sustained empathy for students from disadvantaged backgrounds, optimism in their capabilities and motivation to help them learn and flourish. Furthermore they show how school leaders and staff members generated and sustained confidence and trust in their colleagues’ abilities to collaboratively learn and solve problems. Originality/value The model of the school’s emotional ecology presented here connects two domains of educational practice that are frequently analyzed separately: teaching and learning, and organization and leadership. The paper shows how several key features of high-performing schools are actually made and re-made through the everyday practices of leaders and staff members, including relational trust, academic optimism and collective efficacy. In sum, the charged meanings described here contributed to leaders’ and staff members’ commitment to the school, its students and each other – and what Florek (2016) has referred to as their “common moral purpose.”
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Moe, Greg. "ORGANIZATION AND ADMINISTRATION: Garrett High School Weight Room: From Storage Room to Modern Facility." National Strength & Conditioning Association Journal 14, no. 5 (1992): 66. http://dx.doi.org/10.1519/0744-0049(1992)014<0066:oaa>2.3.co;2.
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Manalo, Blademer, and Larry Ojales. "Career Development Program for Junior High School English Teachers." International Journal of Research in Engineering, Science and Management 3, no. 9 (September 12, 2020): 8–12. http://dx.doi.org/10.47607/ijresm.2020.267.
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Despite the existence of some policies to promote career growth, still the fact remains that many teachers face problems about this matter. This study aimed in proposing a career development program by describing the profile of junior high school English teachers and showing its association to the extent of their commitment and responsiveness to instruction, research and community service. Moreover, it also identifies both issues related to career development. In order to attain the objectives, this research endeavour utilized descriptive method of research using questionnaire as data gathering instrument. Findings showed that teachers responded to the call of continuing professional development by earning post graduate degrees but had few related trainings and limited memberships. In addition, they showed commitment and responsiveness only on a moderate extent with regards to research and community service. The data further proved that instruction depends on training and development while research depends on membership to professional organization. It also stressed the findings that an organized and well-planned career development contributes to individual and organizational growth. However, issues and challenges may occur in the workplace if the administration fails to prioritize this. There is also a need for more training and memberships in various organizations and often participation in professional development activities is also recommended.
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Manalo, Blademer, and Larry Ojales. "Career Development Program for Junior High School English Teachers." International Journal of Research in Engineering, Science and Management 3, no. 9 (September 12, 2020): 8–12. http://dx.doi.org/10.47607/ijresm.2020.270.
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Despite the existence of some policies to promote career growth, still the fact remains that many teachers face problems about this matter. This study aimed in proposing a career development program by describing the profile of junior high school English teachers and showing its association to the extent of their commitment and responsiveness to instruction, research and community service. Moreover, it also identifies both issues related to career development. In order to attain the objectives, this research endeavour utilized descriptive method of research using questionnaire as data gathering instrument. Findings showed that teachers responded to the call of continuing professional development by earning post graduate degrees but had few related trainings and limited memberships. In addition, they showed commitment and responsiveness only on a moderate extent with regards to research and community service. The data further proved that instruction depends on training and development while research depends on membership to professional organization. It also stressed the findings that an organized and well-planned career development contributes to individual and organizational growth. However, issues and challenges may occur in the workplace if the administration fails to prioritize this. There is also a need for more training and memberships in various organizations and often participation in professional development activities is also recommended.
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Manalo, Blademer, and Larry Ojales. "Career Development Program for Junior High School English Teachers." International Journal of Research in Engineering, Science and Management 3, no. 9 (September 12, 2020): 8–12. http://dx.doi.org/10.47607/ijresm.2020.274.
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Despite the existence of some policies to promote career growth, still the fact remains that many teachers face problems about this matter. This study aimed in proposing a career development program by describing the profile of junior high school English teachers and showing its association to the extent of their commitment and responsiveness to instruction, research and community service. Moreover, it also identifies both issues related to career development. In order to attain the objectives, this research endeavour utilized descriptive method of research using questionnaire as data gathering instrument. Findings showed that teachers responded to the call of continuing professional development by earning post graduate degrees but had few related trainings and limited memberships. In addition, they showed commitment and responsiveness only on a moderate extent with regards to research and community service. The data further proved that instruction depends on training and development while research depends on membership to professional organization. It also stressed the findings that an organized and well-planned career development contributes to individual and organizational growth. However, issues and challenges may occur in the workplace if the administration fails to prioritize this. There is also a need for more training and memberships in various organizations and often participation in professional development activities is also recommended.
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Allen, Tim, and Melissa Parker. "DEWORMING DELUSIONS? MASS DRUG ADMINISTRATION IN EAST AFRICAN SCHOOLS." Journal of Biosocial Science 48, S1 (July 18, 2016): S116—S147. http://dx.doi.org/10.1017/s0021932016000171.
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SummaryRecent debates about deworming school-aged children in East Africa have been described as the ‘Worm Wars’. The stakes are high. Deworming has become one of the top priorities in the fight against infectious diseases. Staff at the World Health Organization, the Gates Foundation and the World Bank (among other institutions) have endorsed the approach, and school-based treatments are a key component of large-scale mass drug administration programmes. Drawing on field research in Uganda and Tanzania, and engaging with both biological and social evidence, this article shows that assertions about the effects of school-based deworming are over-optimistic. The results of a much-cited study on deworming Kenyan school children, which has been used to promote the intervention, are flawed, and a systematic review of randomized controlled trials demonstrates that deworming is unlikely to improve overall public health. Also, confusions arise by applying the term deworming to a variety of very different helminth infections and to different treatment regimes, while local-level research in schools reveals that drug coverage usually falls below target levels. In most places where data exist, infection levels remain disappointingly high. Without indefinite free deworming, any declines in endemicity are likely to be reversed. Moreover, there are social problems arising from mass drug administration that have generally been ignored. Notably, there are serious ethical and practical issues arising from the widespread practice of giving tablets to children without actively consulting parents. There is no doubt that curative therapy for children infected with debilitating parasitic infections is appropriate, but overly positive evaluations of indiscriminate deworming are counter-productive.
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Devi Yana, Vinda, and Asmendri Asmendri. "Islamic Integrated-Based School Principal Decision Making In Junior High School." JIES: Journal of Islamic Education Students 1, no. 1 (May 9, 2021): 28. http://dx.doi.org/10.31958/jies.v1i1.3018.
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School principal decision-making is essentially a change in certain conditions. The purpose of this study was to describe the process of Islamic integrated-based decision-making by the junior high school principals. Descriptive qualitative was chosen as the method of the research. Sources of data in this study were principal, vice-principal, head of administration, and teachers at SMP IT Qurrata A’yun Batusangkar. The data were collected using observation, interview, and documentation techniques. The result of the study described that making decisions in an education organization could run well by doing the right procedures of analyzing problems, developing solution alternatives, making decisions after discussion, implementing the decision, and evaluating. The principal’s decision-making is a determinant of strategic policies in realizing programs at his/her school.
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Ajgaonkar, Mihir, and Keith D’Souza. "The Muktangan story (Part A): an organizational study and The Muktangan story (Part B): winds of change." Emerald Emerging Markets Case Studies 8, no. 3 (September 24, 2018): 1–25. http://dx.doi.org/10.1108/eemcs-08-2017-0216.
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Subject area The subject areas are organizational management, organizational behaviour and human resource management. Study level/applicability The study is applicable for courses in human resource management and organizational behaviour as part of masters-level programmes in business administration and management, executive development programmes on organization design and development for middle/senior management. Case overview In 2003, Elizabeth and Sunil Mehta had founded a voluntary organization, “Muktangan”, focussed on child-centric education through innovative pedagogy for the community of the urban poor. Elizabeth, an educationist, and Sunil, a highly successful business person, joined hands to contribute to the well-being of urban poor to make a difference to their lives. Elizabeth and Sunil presented a proposal to impart education for “the children of the community, by the teachers drawn from the community” to the residents of the slums in central Mumbai. With a humble beginning of running a small pre-school, Muktangan now manages seven schools with 3,400 children and 500 teachers, and a teachers’ training centre with a capacity to train 100 teachers a year. Muktangan won acclaim for its unique pedagogy and a very effective child-to-teacher ratio. Over the years, Elizabeth and Sunil led Muktangan with a strong passion and a “hands-on” approach. Of late, Elizabeth and Sunil faced questions from their donors about the sustainability of Muktangan with respect to leadership and management succession. Elizabeth and Sunil had a vision for Muktangan for self-directed growth with an empowered team. Muktangan embarked on the journey to create a leadership for self-directed growth. Sunil, Elizabeth and team Muktangan conceptualized and implemented a change management intervention with help from an external consultant to build the desired organization. Expected learning outcomes Outcomes are understanding issues involved in the leadership, organization design and management of change, particularly of those organizations engaged in social change and development in developing societies. Supplementary materials The Muktangan Story: Part A – An Organizational Study; The Muktangan Story Part B – Winds of Change; Teaching Note; References: Bradach J. (1996), Organizational Alignment: The 7-S Model, Harvard Business School Publishing, Boston, MA 02,163. Cooperrider D. and Whitney D. (2005), “A Positive Revolution in Change: Appreciative Inquiry”, In The Change Handbook. The Definitive Resource on Today’s Best Methods for Engaging.Whole Systems, by Peggy Holman, Tom Devane, and Steven Cady. Berrett-Koehler Publishers. Cooperrider D., Whitney D., and Stavros J.M. (2008), Appreciative Inquiry Handbook for Leaders of Change (Second Edition), Berrett-Koehler Publishers. Greiner, L.E. (1998), “Evolution and Revolution as Organizations Grow”, Harvard Business Review, May-June, 3-11. www.muktanganedu.org/ accessed 12 April, 2018. Kessler, E. H., (2013) (ed.), Encyclopaedia of Management Theory, Sage Publications Kotter, J. P. (1996), Leading Change, Harvard Business School Press, Boston. Lewin K. (1951), Field Theory in social science, Harper & Row, New York. Waterman, R. H., Peters, T. J., and Phillips, J. R. (1980), Structure is not organization. Business Horizons, 23(3), 14-26. Subject code: CSS 6: Human Resource Management.
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Roza, Indra, Agus Almi Nasution, and Lisa Adriana Siregar. "Pemberdayaan Remaja Karangtaruna Putus Sekolah Melalui Pelatihan Instalasi Listrik Dan Service AC." JTUNAS 1, no. 1 (November 30, 2019): 20. http://dx.doi.org/10.30645/jtunas.v1i1.7.
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In Karangtaruna School Dropout Youth Training activities in Kotamatsum IV, Medan Area Medan City District has a very dense population, motivated by various tribes, different livelihoods and low parental education. As for the level of life there are still many who live below the average, with poor conditions, where parents are unable to pay for adolescents for school, causing many teenagers who drop out of school and unemployed .. With the Youth Training activities Karangtaruna teenagers dropping out will provide knowledge and ability in installing electricity and AC services to school dropouts from disadvantaged families, assisting the administration of Kotamatsum IV in realizing non-governmental organizations through Youth Organization, to provide skills, so that they have competence in finding work, or entrepreneurship in the field of installation. AC electricity and service.
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Hermawan, Ade. "EVALUASI TERHADAP PELAKSANAAN ADMINISTRASI KESISWAAN PADA SEKOLAH MENENGAH PERTAMA NEGERI 1 KUSAN HILIR KABUPATEN TANAH BUMBU." REFORMASI 9, no. 1 (April 18, 2019): 45. http://dx.doi.org/10.33366/rfr.v9i1.1260.
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Abstract: The implementation of Student Administration at Kusan Hilir 1 Junior High School includes student planning activities, admission of new students, recording of students in the master book, administration of student attendance, school discipline, student transfer, student organization activities, and administration of graduation and alumni. All student administration activities have been done well by the administration staff of the Kusan Hilir 1 Junior High School. Factors Influencing the Implementation of Student Administration at the 1 Kusan Hilir State Middle School are education of administrative staff and the availability of facilities and infrastructure owned by Kusan Hilir 1 Junior High School.
Keyword: Evaluation of Implementation, Student Administration, SMP Negeri 1 Kusan Hilir
Abstrak: Implementasi Administrasi Siswa di SMP Kusan Hilir 1 meliputi kegiatan perencanaan siswa, penerimaan siswa baru, pencatatan siswa dalam buku induk, administrasi kehadiran siswa, disiplin sekolah, pemindahan siswa, kegiatan organisasi siswa, dan administrasi kelulusan dan alumni. Semua kegiatan administrasi siswa telah dilakukan dengan baik oleh staf administrasi SMP 1 Kusan Hilir. Faktor-faktor yang Mempengaruhi Penerapan Administrasi Siswa di Sekolah Menengah Negeri 1 Kusan Hilir adalah pendidikan staf administrasi dan ketersediaan fasilitas dan infrastruktur yang dimiliki oleh SMP 1 Kusan Hilir.
Kata Kunci: Evaluasi Pelaksanaan, Administrasi Kesiswaan, SMP Negeri 1 Kusan Hilir
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Oplatka, Izhar. "Principal workload." Journal of Educational Administration 55, no. 5 (August 7, 2017): 552–68. http://dx.doi.org/10.1108/jea-06-2016-0071.
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Purpose In order to fill the gap in theoretical and empirical knowledge about the characteristics of principal workload, the purpose of this paper is to explore the components of principal workload as well as its determinants and the coping strategies commonly used by principals to face this personal state. Design/methodology/approach Semi-structured interviews were conducted with 50 principals, all from the elementary and secondary educational systems of Israel. The analysis followed the principles of qualitative research. Findings Four subjectively held constructs of principal workload, main sources of this workload, and the key strategies used by principals to face this workload were found in this study. Practical implications It is recommended to strengthen school autonomy, increase the number of positions of middle management, prepare future principals for the heavy workload, and encourage supportive superiors who are sensitive to this issue. Originality/value This study fills the gap in theoretical knowledge concerning principal workload, assuming that the particular characteristics of the school organization have some unique impact on this personal state. It also enables us to identify the types of this personal state occurring in educational organizations from the subjective perspectives of school members and stakeholders, thereby broadening the understanding of employee workload in various settings, including educational arenas.
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Kolleck, Nina. "The power of third sector organizations in public education." Journal of Educational Administration 57, no. 4 (July 8, 2019): 411–25. http://dx.doi.org/10.1108/jea-08-2018-0142.
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Purpose The purpose of this paper is to address school–NGO interactions by analyzing the power of foundations – a specific type of third sector organization or NGO in education. Design/methodology/approach Data are collected through a quantitative survey, qualitative interviews, official documents, reports and websites. Social network analysis and grounded theory are used to analyze the data with the aim to develop a theoretical approach. Findings The study identifies three dimensions, i.e. relational, structural and discursive dimensions of power. Based on the analysis of an illustrative multi-stakeholder initiative, the paper highlights the role of foundations in framing educational settings, concepts and structures of the education system as such. Practical implications The three-dimensional power perspective offered in this paper is particularly useful for scholars investigating school–NGO interactions or multi-stakeholder partnerships in education. Furthermore, it is of crucial importance for practitioners, school principals and education administrators dealing with school–NGO interactions given that foundations seem to be increasingly able to draw on new sources of power in these interactions. Originality/value While the number and power of the third sector in education continues to rise worldwide, there is wide consensus that NGO power in education has, to date, hardly been researched. This paper contributes to this dearth of research by uncovering foundations’ different sources of power and by developing a theoretical approach for analyzing the power of third-sector organizations in education.
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Lynggaard, Mikkel, Mogens Jin Pedersen, and Lotte Bøgh Andersen. "Exploring the Context Dependency of the PSM–Performance Relationship." Review of Public Personnel Administration 38, no. 3 (September 28, 2016): 332–54. http://dx.doi.org/10.1177/0734371x16671371.
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The public service motivation (PSM) of public employees matters to their performance at work. Yet research on how context factors moderate the PSM–performance relationship is sparse. This article shows how the PSM–performance relationship may depend on two context factors: (a) the extent of work autonomy that a public organization provides its employees and (b) the service users’ capacity to affect the organization’s service provision. We test a set of moderation hypotheses using school data (teacher survey data with administrative data on schools and student). Using within-student between-teachers fixed effects regression, we find a stronger PSM–performance relationship in organizational contexts involving greater regulation of employee work autonomy for users with low to moderate user capacity.
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Roy, Debarshi. "Development and Validation of a Scale for Psychological Safety in School Among High School Students in India." Management and Labour Studies 44, no. 4 (September 12, 2019): 394–416. http://dx.doi.org/10.1177/0258042x19870330.
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The concept of psychological safety in the workplace is becoming increasingly important to organizational culture and planning. Kahn (1990, Academy of Management Journal, 33(4), 692–724) had defined psychological safety as ‘being able to show and employ one’s self without fear of negative consequences of self-image, status or career’. For the purposes of this study, the researcher emphasized on the need for the members of an organization to feel safe, which is a step beyond just being safe. This study explores the various dimensions of psychological safety among a group of 405 high school students from across India. The study involved the administration of a confidential questionnaire involving 21 items. A principal component analysis involving the results of the survey led to the extraction of four factors. These factors were termed as protect, support, encourage and include. A confirmatory factor analysis was conducted to validate the model, and the model-fit results were within the acceptable range. The subsequent model was termed as the PSEI (Protect, Support, Encourage, Include) model for psychological safety in schools.
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Malin, Joel R., and Donald Hackmann. "Urban high school principals’ promotion of college-and-career readiness." Journal of Educational Administration 55, no. 6 (September 4, 2017): 606–23. http://dx.doi.org/10.1108/jea-05-2016-0054.
Full textAbstract:
Purpose The purpose of this paper is to ascertain how two urban principals, in high schools that feature comprehensive college-and-career readiness practices, utilize distributed leadership to facilitate their implementation. Design/methodology/approach This study employed qualitative methods. Drawing upon semi-structured interview data, observational data gathered as part of site visits, and internal and electronic documents, case descriptions were developed of each school, focusing on principals’ activities in support of career pathways. Findings The principals contributed significantly to their schools’ college-and-career readiness reforms and programming. Although their approaches were distinct, six common themes were identified: facilitating processes to form a shared vision, developing relational trust, a focus on learning, successful partnerships, conducive structures, and developing leadership skills and capacity. The principals described utilizing distributed leadership approaches – including practices, structures, and tools – to support these reforms. Originality/value This study represents the initial phase of a multi-year research project investigating the implementation of college-and-career pathways in urban communities. Prior research has overlooked the important role of principals in leading and facilitating these reforms, and this study contributes to the literature because it focuses on principals’ contributions in supporting college-and-career readiness. Additionally, in both cases, substantive, regular leadership contributions were made by business representatives external to the organization.