To see the other types of publications on this topic, follow the link: School Discipline Management.
Journal articles on the topic 'School Discipline Management'
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the top 50 journal articles for your research on the topic 'School Discipline Management.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Browse journal articles on a wide variety of disciplines and organise your bibliography correctly.
1
McDaniel, Thomas R. "Classroom Management and School Discipline." Clearing House: A Journal of Educational Strategies, Issues and Ideas 67, no. 5 (June 1994): 247. http://dx.doi.org/10.1080/00098655.1994.9956077.
Full text
2
Baumann, Chris, and Hana Krskova. "School discipline, school uniforms and academic performance." International Journal of Educational Management 30, no. 6 (August 8, 2016): 1003–29. http://dx.doi.org/10.1108/ijem-09-2015-0118.
Full textAbstract:
Purpose – The purpose of this paper is to examine the role of school discipline in achieving academic performance. The study aims to clarify the role of permissive vis-à-vis authoritative teaching styles with an overarching hypothesis that better discipline leads to better academic performance. The authors also probe whether uniformed students have better discipline. Design/methodology/approach – The authors analyse Organisation for Economic Co-operation and Development’s Programme for International Student Assessment data on school discipline dimensions: students listening well, noise levels, teacher waiting time, students working well, class start time. Analysis of variance (ANOVA) with post hoc analysis on five geographic groups established by Baumann and Winzar (2016) was applied to test for geographic differences (Europe, Americas, Far East Asia, Rest of Asia, Anglo-Saxon cluster) in school discipline. ANOVA was further used to test for school discipline and academic performance. Third, t-tests on five discipline dimensions were run to test for differences between students who wear uniforms and those who do not. Findings – The results demonstrate differences in school discipline across five geographic clusters, with East Asia leading the way. The authors demonstrate significant differences in discipline for low, medium and high performing students. Peak-performing students have the highest level of discipline. Students wearing a uniform listen better with lower teacher waiting times. Originality/value – Students peak perform when teachers create a disciplined atmosphere where students listen to teachers, where noise levels in the classroom are low and they do not have to wait to start class and teach. Good discipline allows students to work well and this ultimately leads to better academic performance. Uniforms contribute to better discipline in everyday school operations. The findings support that in general, implementing school uniforms at schools might enhance discipline and allow for better learning. The authors recommend keeping uniforms where they are already used and to consider introducing uniforms where they are not yet common.
3
Said, Osman, Mohd Nasir Rayung, Syahrul Nizam Salam, and Abdul Said Ambotang. "THE INFLUENCE OF TEACHER ATTITUDE, TEACHER KNOWLEDGE, AND TEACHER SOFT SKILLS WITH COMPETENCE OF DISCIPLINE MANAGEMENT AT PRIMARY SCHOOL IN SABAH." International Journal of Education, Psychology and Counseling 5, no. 35 (June 15, 2020): 188–205. http://dx.doi.org/10.35631/ijepc.5350017.
Full textAbstract:
This study aimed to identify the influence of the attitude on discipline, knowledge, and skills of the discipline headteacher on discipline management competency in a national school in Sabah. A total of 320 disciplined headteachers as respondents were selected through a combination of graded random sampling techniques. The data were analyzed using IBM SPSS statistics and SEM-AMOS analysis. The findings show that attitudes on discipline are at an extremely high level, while knowledge, the skill of the discipline headteacher, and discipline management competency are at a high level. Pearson correlation analysis showed that there was a significant correlation between attitudes on discipline, knowledge, and skills of head discipline teachers with discipline management competence of national school. Data also showed regression analysis it was found that there was a significant influence on predictor factors (attitude on discipline, knowledge, and skills of head discipline teachers) on discipline management competency in primary national school. SEM analysis showed that there is a significant contribution model. The implications of this study suggest that national school discipline management competencies need to be constantly enhanced and improved over time to produce balanced academic, personal, co-curriculum, and spiritual human capital.
4
Obadire, Olufunmilayo Tenidade, and Dzivhonele Albert Sinthumule. "Learner discipline in the post-corporal punishment era: What an experience!" South African Journal of Education 41, no. 2 (May 31, 2021): 1–8. http://dx.doi.org/10.15700/saje.v41n2a1862.
Full textAbstract:
Learner discipline is one of the bases of effective teaching and learning. If learners are not well disciplined, schools will not provide the best possible education. Therefore, it is important that good disciplinary measures and procedures be put in place in any school. In this article we investigate how learners in schools are currently being disciplined without violating their human rights. The nature and the causes of learners’ disciplinary problems are fundamental. A qualitative data-collection approach was employed in this research. Purposive non-probability sampling was used to select the participants for the study. Experienced educators from school disciplinary committees, Representative Councils of Learners (RCLs) and the school principals of 4 schools were interviewed. We found that the common causes of learners’ disciplinary problems varied from school to school. Furthermore, effective school management was found to be at the heart of learner discipline and the general academic performance of the school. We recommend that parents as first teachers should instill values and morals for their children to distinguish right from wrong.
5
Gcelu, Ntombizandile, Amy Sarah Padayachee, and Sekitla Daniel Makhasane. "Management of indiscipline among secondary school students in Ilembe District, KwaZulu-Natal, South Africa." African Journal of Gender, Society and Development (formerly Journal of Gender, Information and Development in Africa) 9, no. 4 (December 1, 2020): 139–56. http://dx.doi.org/10.31920/2634-3622/2020/v9n4a6.
Full textAbstract:
South African schools are faced with a serious problem of indiscipline. The available literature reveals that despite the efforts of school administrators and teachers to instil discipline among learners, indiscipline still abounds to the extent of getting out of hand. Based on the intention of this study, a qualitative study was adopted. A qualitative-based study underpinned by the interpretive research paradigm was employed to explore the perspectives of educators in their collaborative roles in managing discipline. The sample comprised twelve educators who were purposively selected from four secondary schools in the Ilembe District, KwaZulu-Natal. A semi-structured interview schedule was used to collect the data. The findings revealed that educators should apply the school code of conduct as a whole-school approach to managing discipline to create meaningful relationships with parents as stakeholders and communicate expected behaviours with learners. It is recommended that in implementing strategies to manage discipline, learners, educators, school managers and the school governing boards of all schools should take a collaborative approach to the management of discipline in secondary schools
6
Bayraktar, Hatice Vatansever, and M. Cihangir Dogan. "Investigation of Primary School Teachers’ Perception of Discipline Types They Use for Classroom Management." Higher Education Studies 7, no. 1 (January 16, 2017): 30. http://dx.doi.org/10.5539/hes.v7n1p30.
Full textAbstract:
The objective of this study is to examine the primary school teachers’ the perceptions of discipline types they use for classroom management; and also to find out if there is a statistically significant difference between the perceptions of discipline types used in classroom management according to the demographic characteristics of primary school teachers.The research is prepared in accordance with the survey model. Population consists of primary school teachers working in İstanbul province in 2015-2016 academic years. As for the sample, it consists of 275 primary school teachers working in Bağcılar, Bahçelievler, Başakşehir, Gaziosmanpaşa and Küçükçekmece districts in İstanbul province in 2015-2016 academic years. Data were collected through “personal information form” and “discipline types that teacher use for classroom management scale”. Data were analyzed with SPSS and frequency, percentage, t-test, Mann Whitney-U Test, Kruskal Wallis-H Test were used.As a result of the study, it was found out that the total perception of primary school teachers regarding the sub-dimensions of the types of discipline they use in classroom management, and their perception of the sub-dimensions of preventive discipline, supportive discipline and corrective discipline are at the level of “totally agree (always)”. In general, teachers use all three types of discipline in classroom management. It was seen that primary school teachers prefer most the preventive discipline approach in classroom management, which is followed by the supportive discipline approach. The types of discipline used by primary school teachers in classroom management do not vary significantly by the variables of gender, age, education status and professional seniority. The perceptions of the primary school teachers working at private schools of preventive discipline are higher than those of the primary school teachers working at a state school. Widowed teachers prefer the preventive discipline and corrective discipline practices more than single, married and divorced teachers. Teachers who worked at their school for 16-20 years prefer supportive discipline practices more than teachers who worked at their school for 1-3 years, 4-7 years, 8-10 years and 11-15 years. Teachers who worked at their school for 16-20 years prefer corrective discipline practices more than the teachers who worked at their school for 1-3 years, 4-7 years, and 8-10 years. Furthermore, teachers who worked at their school for 11-15 years prefer corrective discipline practices more than the teachers who worked at their school for 1-3 years.
7
Nandeke, Erick, Sammy K. Chumba, and Catherine Kiprop. "Rethinking of Public Secondary Schools Discipline in Kenya." European Scientific Journal, ESJ 13, no. 19 (July 31, 2017): 156. http://dx.doi.org/10.19044/esj.2017.v13n19p156.
Full textAbstract:
Student Council is a representative structure through which students in a secondary school become involved in school affairs. The study set out to investigate student council participation in the management of discipline in public secondary schools in Teso North Sub-County in Busia County, Kenya. The study sought to establish: the influence of student council participation in the formulation of rules and regulations on management of discipline, and the influence of student council involvement in formulating punishment on the management of discipline. The target population was 7379 students and 189 teachers and 27 principals from 27 schools. The research employed descriptive survey design using a random sample of 365 students, 18 teachers and 9 principals. This sample size was determined using Krejcie and Morgan’s table of sample determination and using coefficient variation of 30% and a standard error of 2% through stratified simple random sampling technique. The data was collected using a selfadministered questionnaire. The study established that schools involved students in designing punishment but students never took punishment positively and that common disciplinary problems experienced in schools was due to lack of students involvement. It was further established that students were haphazardly involved in the school management of students’ discipline. Thus the study recommends schools to empower students’ council in which students’ views and ideas are heard and discussed; Ministry of education to organize and offer seminars where school heads are well sensitized on involving students in school management.
8
“Trey” Marchbanks, Miner P., Anthony A. Peguero, Kay S. Varela, Jamilia J. Blake, and John Major Eason. "School Strictness and Disproportionate Minority Contact." Youth Violence and Juvenile Justice 16, no. 2 (December 29, 2016): 241–59. http://dx.doi.org/10.1177/1541204016680403.
Full textAbstract:
There are racial and ethnic disparities associated with school discipline practices and juvenile justice contact. In addition, research suggests that stricter school discipline practices and disproportionate minority contact for minority youth are relatively more prevalent in urban areas. What remains unknown, however, is the relationship between race and ethnicity, school discipline practices, and juvenile justice referrals across urban, rural, and suburban schools. Therefore, this study draws from the Texas Education Agency’s Public Education Information Management System to investigate the relationship between school discipline practices and juvenile justice contact with a focus on racial and ethnic disparities in urban, rural, and suburban schools. Findings indicate that both stringent and lenient school discipline practices have effects on juvenile justice referrals as well as racial and ethnic disparities across distinct school locations; however, there are important and distinctive nuances that are presented and examined.
9
SOYDAN, Sema BUYUKTASKAPU, Devlet ALAKOC PIRPIR, and Ayse OZTURK. "Pre-School Teachers’ Classroom Management Competency and The Factors Affecting Their Understanding of Discipline." Eurasian Journal of Educational Research 18 (March 1, 2018): 1–18. http://dx.doi.org/10.14689/ejer.2018.73.9.
Full text
10
Asad, Kamonges Wahab. "Parental Guidance Skills and Students' Discipline Management in Secondary Schools in Kapchorwa District, Uganda." INTERDISCIPLINARY JOURNAL OF EDUCATION (IJE) 3, no. 1 (May 31, 2020): 62–77. http://dx.doi.org/10.53449/ije.v3i1.103.
Full textAbstract:
The study investigated on the parental guidance skills and students' discipline management in secondary schools in Kapchorwa district. The purpose of this phenomenological study was to help us better understand the experiences of teacher counsellors on the guidance skills expected of parents in the management of students' discipline in secondary schools. Four informants were purposively selected from four out of the six government aided secondary schools in Kapchorwa District and data was collected via interviews and analysed based on the perspectives of the teacher counsellors on the parental guidance skills and their management of discipline of students. The following conclusions were derived; There was less teamwork between the school administrations and the parents in the management of students' discipline, the parents gave little audience to their children which made them not to express their issues freely and openly, there is a poor parent-child relationship on matters regarding indiscipline, the parents lack adequate knowledge on the growth and development changes that children go through at different stages of development, and the parents lack adequate guidance skills necessary for the management of students' discipline. It was recommended that; parents should work in collaboration with school counsellors and teachers so as to reduce on the number of indiscipline cases in secondary schools, they should improve on their relationships with their children through establishment of good rapport, and that the school administrators should organise workshops and seminars geared towards educating parents on various issues affecting students.
11
Fika, Ibrahim Baba. "COMMUNITY PARTICIPATION: A NEW DEVELOPMENT IN EDUCATIONAL MANAGEMENT." Sokoto Educational Review 13, no. 2 (December 29, 2017): 256–64. http://dx.doi.org/10.35386/ser.v13i2.205.
Full textAbstract:
Communities can play a variety of roles in the provision and management of education and learning processes. Community contribution to schools can go beyond the traditional financial contribution. It can however extend to a broader range of functions which include administrative (such as school maintenance), managerial (such as student and teacher discipline), financial (mobilizing of funds and resources), pedagogical (establishing a preschool), personnel (monitoring teacher attendance). The community is responsible for providing a harmonious working condition in school. The focus of the school, teaching methods, the focus of the curriculum as well as the school discipline are all ultimately desired from the community in which the school functions. If there is no harmonious and dynamic relationship between the community and school, education will be pallid, illusive and unable to make any positive impact on the learners' behavior. It is therefore against this backdrop, that this paper examines community participation and effective school management.
12
Fissel, Erica R., Pamela Wilcox, and Marie Skubak Tillyer. "School Discipline Policies, Perceptions of Justice, and In-School Delinquency." Crime & Delinquency 65, no. 10 (August 17, 2018): 1343–70. http://dx.doi.org/10.1177/0011128718794186.
Full textAbstract:
School crime has been a national issue for nearly 40 years and remains a concern for students, administrators, parents, and the public. Schools engage in numerous strategies aimed at curbing crime, ranging from harsh disciplinary practices to proactive strategies focused on gaining student compliance. This study examines the impact of disciplinary practices on in-school delinquency, while also considering the influence of students’ perceptions of injustice. Using student- and school-level data from the Rural Substance Abuse and Violence Project and hierarchical Poisson regression analyses, findings reveal that students’ perceptions of injustice were significantly related to in-school delinquency, while proactive and reactive discipline practices, spanning the punitiveness continuum, were not. The findings provide tentative guidance for school-based discipline management policies and practices.
13
Jinot, Belle Louis. "Barriers to the Effective Implementation of Behavioural Strategies by Principals of State Secondary Schools in Mauritius." Mediterranean Journal of Social Sciences 9, no. 4 (July 1, 2018): 9–18. http://dx.doi.org/10.2478/mjss-2018-0110.
Full textAbstract:
Abstract One of the leadership role of the secondary school principal is learner discipline management. However, in the context of Mauritius, the behavioural strategies that they implement are found to be ineffective due to various barriers. This study examines the current barriers that are imbedded into the education system and which are obstacles to effective learner discipline management. A qualitative research approach was adopted in order to collect data on the barriers among principals, educators, parents, superintendents and learners. It was found that political interference of parents, the universal free transport system, too much bureaucracy when reporting cases of indiscipline to the Ministry of Education, a lack of collaboration between educators, the school superintendent and the principal, and a lack of parental involvement in learner discipline management in schools are the main barriers to the effective implementation of behavioural strategies by principals in the state secondary schools in Mauritius. Based on the findings, the study recommends that the Ministry of Education rethink about the educational policies in terms of free transport for learners and that the school principal, along with the parents, educators, learners and superintendent, sets up a school discipline plan that would adopt a collaborative management of the problem of learner discipline.
14
Magdalene, Wamugunda, Gachahi Michael, and Kimosop Maurice. "Students’ Conceptions of Role of Guidance and Counselling in Discipline Management in Secondary Schools in K1rinyaga County, Kenya." International Journal of Education and Literacy Studies 7, no. 4 (October 31, 2019): 163. http://dx.doi.org/10.7575/aiac.ijels.v.7n.4p.163.
Full textAbstract:
Discipline is vital in the success of educational processes. Guidance and Counselling (GC) have been adopted as strategy to manage student discipline the world over including Kenyan schools. Though students form the major clientele of services provided in schools, studies regarding provision of counselling and guidance in relation to management of learners’ behaviour have largely ignored students’ conceptions. This study sought to establish students’ conceptions of the role of GC in managing discipline among learners in public secondary’ schools in Kirinyaga County, Kenya. The descriptive survey research design was used and a sample of 167 students was randomly taken from 13 secondary schools and questionnaires used to collect data. Results indicated that though students knew of availability of counselling services, they rarely sought them. The study further noted that students experienced punitive forms of punishment, including corporal punishment, despite availability of GC departments and government policies guiding the handling of learners’ discipline in Kenyan schools. The study concluded that secondary school students sampled have not fully embraced GC services. Therefore, the practice of GC as currently structured, may fail as a discipline management strategy. The recommendations based on findings are that the Education Ministry and School Boards of Management should not only enforce government policies on discipline management and explore ways of winning students’ confidence in the GC services.
15
Roch, Christine H., and Mahmoud A. A. Elsayed. "Race, school discipline, and administrative representation." International Public Management Journal 23, no. 2 (September 24, 2019): 161–85. http://dx.doi.org/10.1080/10967494.2019.1659196.
Full text
16
Deakin, Jo, and Aaron Kupchik. "Tough Choices: School Behaviour Management and Institutional Context." Youth Justice 16, no. 3 (September 16, 2016): 280–98. http://dx.doi.org/10.1177/1473225416665610.
Full textAbstract:
In the light of recent disciplinary reform in United States and United Kingdom schools, academic attention has increasingly focused on school punishment. Drawing on interviews with school staff in alternative and mainstream schools in the United States and the United Kingdom, we highlight differences in understandings and practices of school discipline. We argue that, in both countries, there is a mismatch between mainstream schools and alternative schools regarding approaches to punishment, techniques employed to manage student behaviour and supports given to students. While these disparities mirror what one would expect based on the distinct institutional arrangements and organizational priorities of alternative and mainstream schools, they pose particular problems for children transitioning between the two types of school. In this article, we raise a series of questions about the impact of these mismatches on children’s experiences and the potential for school disciplinary reform to achieve lasting results.
17
Klasnić, Irena, Marina Đuranović, and Nevenka Maras. "EFFECTIVE SCHOOL DISCIPLINE – THE PRECONDITION FOR SUCCESSFUL TEACHING." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 2 (May 25, 2018): 229–39. http://dx.doi.org/10.17770/sie2018vol1.3125.
Full textAbstract:
Students and their behaviour at school has been the subject matter of many scientific texts. This article aims to present Croatian and international literature of the past 30 years on the subject of school discipline. School and classroom discipline, or lack thereof, is a problem that troubles many schools around the world. The article discusses the epistemological roots of the term discipline. Looking at discipline from a pedagogical point of view, it is not considered to mean unquestioned obedience, but a requirement for achieving a high quality learning and teaching process. As such, discipline does not represent the objective of the teaching process, but rather a means of ensuring optimal and encouraging circumstances, as well as harmonious cooperation between students and teachers. Working in such conditions is characterized by a high degree of commitment and motivation of all participants of the teaching process. The article presents possible causes of indiscipline, the importance of a teacher’s personality in achieving the desired discipline and possible strategies for classroom management. The authors present several suggestions that could help teachers practitioners in establishing and maintaining discipline.
18
Zhelyazkova, Zlatka, and Mariya Teneva. "CLASSROOM MANAGEMENT AND SUSTAINING DISCIPLINE IN AN ENGLISH-LEARNING CLASS." Proceedings of CBU in Social Sciences 1 (November 16, 2020): 283–88. http://dx.doi.org/10.12955/pss.v1.86.
Full textAbstract:
The lack of respectful behaviour towards teachers and classmates is considered to be the main problem of Bulgarian schools today. A great number of public school teachers have considered leaving the job or have already quit because of students' misbehaviour and their inability to cope with discipline problems. English language teachers are not an exception in this respect despite the popular view that there is a great motivation for learning foreign languages. The focus of the article is the discipline which is necessary to be created, worked upon and maintained in the classroom throughout the whole of the school year. The study was aimed at defining the aspects of the problem with discipline, collect data regarding the existing situation with classroom management and suggest some strategies and techniques for developing and keeping an effective practice. The results confirmed the theoretical concept that the teacher's goal is not to restore the order through respective reactions to misbehaviour but to organize a system of classroom activities and perform a study that would lead to the prevention of the disruptive actions in the first place.
Research methods: content analysis, pedagogical research, scientific enquiry, percent analysis.
Scope and results of the study: The study was performed with pedagogical students in the specialty Primary School Education with a Foreign Language at the Faculty of Education at Trakia University, Stara Zagora, Bulgaria. The results point at a desperate need for change in the practice of language teaching in the country so as to face adequately the new generations of students with their attitudes and characteristics.
19
Varela, Kay S., Anthony A. Peguero, John M. Eason, Miner P. “Trey” Marchbanks, and Jamilia Blake. "School Strictness and Education: Investigating Racial and Ethnic Educational Inequalities Associated with Being Pushed Out." Sociology of Race and Ethnicity 4, no. 2 (October 14, 2017): 261–80. http://dx.doi.org/10.1177/2332649217730086.
Full textAbstract:
There are racial and ethnic disparities associated with school discipline practices and pushout rates. In addition, research suggests that urban schools have stricter school discipline practices and higher pushout rates. What remains unknown, however, is the relationship between racial and ethnic inequality, school discipline practices, and pushout rates across urban, rural, and suburban schools. Therefore, this study draws from the Texas Education Agency’s (TEA) Public Education Information Management System (PEIMS) to address two questions about the relationship between racial and ethnic inequality, school punishment practices, and academic progress that remain unanswered by the previous literature. First, is the relationship between stringent or lenient discipline practices and pushout rates similar in urban, rural, and suburban school contexts? Second, is the relationship between stringent or lenient discipline practices in urban, rural, and suburban contexts associated with racial and ethnic differences in pushout rates? This study seeks to contribute to racial and ethnic educational inequality research by investigating if there is a relationship between school discipline practices and pushout rates and establishing if there are racial and ethnic differences in urban, rural, and suburban contexts. Findings indicate that there are significant racial and ethnic disparities in pushout rates across all school contexts, particularly for Black/African American and Latina/o American students. Findings indicate that both stringent and lenient school punishment practices have effects on pushout rates; however, there are important and distinctive nuances that are presented and examined.
20
Mohr, Wanda K., and Jeffrey A. Anderson. "Reconsidering Punitive and Harsh Discipline." Journal of School Nursing 18, no. 6 (December 2002): 346–52. http://dx.doi.org/10.1177/10598405020180060701.
Full textAbstract:
Corporal punishment and other harsh interventions continue to be widespread despite the fact that the leading theories or models of behavioral management do not support their effectiveness. There is overwhelming evidence that harsh interventions are damaging to children, both emotionally and physically. The effects of such trauma may be compounded when a child has preexisting learning difficulties. When schools respond to these challenges using harsh methods, children can be further traumatized. The authors review principles of childhood neurodevelopment, describe a model to understand children in context, and discuss how exposure to certain noxious sensory experiences can affect children’s responses to threat or perceived threat. They also describe implications for school nurses.
21
Winkler, Jennifer L., Michele E. Walsh, Madeleine de Blois, Jeannette Maré, and Scott C. Carvajal. "Kind discipline: Developing a conceptual model of a promising school discipline approach." Evaluation and Program Planning 62 (June 2017): 15–24. http://dx.doi.org/10.1016/j.evalprogplan.2017.02.002.
Full text
22
Pensieri, C. "Le 5 leggi della Quinta Disciplina nel Management Sanitario / The 5 Laws of the Fifth Discipline in Health Management." Medicina e Morale 67, no. 2 (June 20, 2018): 175–86. http://dx.doi.org/10.4081/mem.2018.534.
Full textAbstract:
Le aziende sanitarie, gli ospedali e le cliniche private sono diventate nell’ultimo ventennio aziende alla continua ricerca di un pareggio dei conti e in alcuni casi di profitto. Per raggiungere questi obiettivi di pareggio di bilancio o di profitto è stato necessario lavorare sul Management. I livelli dirigenziali hanno dovuto modellarsi sulle aziende a scopo di lucro per fare benchmarking delle migliori pratiche economiche e amministrative. La Quinta Disciplina, frutto della Sloan School of management del Massachusetts Institute of Technology (MIT), è un sistema di management e leadership delle Learning Organization che hanno dimostrato una forte capacità di adattamento e superamento delle crisi. In questo articolo trattiamo le 5 Leggi della Quinta Disciplina che i top manager sanitari dovrebbero conoscere per gestire, prevedere e controllare i cambiamenti aziendali. ---------- In the last twenty years, hospitals and private clinics have become companies searching for a break or, in some cases, for profit. To achieve these profits or balance goals, it was necessary to work on management. Leadership levels needed to model on profit-making companies to benchmark the most effective economic and administrative practices. The Fifth Discipline (result of the MIT’s Sloan School of Management) is an organization management and leadership system that has demonstrated a strong ability to adapt and overcome the crisis. In this article, we deal with the 5 Laws of the Fifth Discipline that the top health managers should know about managing, predicting, and controlling business changes.
23
T. Liguluka, Anunsiata, and Daniel Oduor Onyango. "Effectiveness of Secondary School Boards in Managing Students’ Discipline among Public Secondary Schools in Ulanga District, Morogoro Tanzania." EAST AFRICAN JOURNAL OF EDUCATION AND SOCIAL SCIENCES 1, no. 3 (December 27, 2020): 184–90. http://dx.doi.org/10.46606/eajess2020v01i03.0058.
Full textAbstract:
The purpose of this study was to investigate the effectiveness of secondary school boards in managing students’ discipline among public secondary schools in Ulanga District, Tanzania. The study employed mixed research approach and convergent parallel research design. The researcher used stratified sampling and simple random sampling methods to select 75 out of 298 teachers and 76 out of 324 student leaders. Purposive sampling was used to select one (1) District Education Officer, one (1) Standard Quality Assurer, one (1) Ward Education Officer, four (4) Heads of Schools and four (4) Chairpersons of School Boards. Data was collected using questionnaires, interview guides and documents. Data was analyzed through descriptive statistics and thematic approach. The study revealed that although school boards discussed discipline issues in public secondary schools, they did not take any appropriate disciplinary action such as discontinuing students with disciplinary issues, warning or suspend the students. The study recommended that apart from discussing about disciplinary issues, school boards should take appropriate disciplinary actions such as suspending discontinuing and giving warnings to the students with disciplinary issues. It is recommended that the school boards should ensure constant communication with disciplinary committees to maintain students’ discipline in schools. The study further recommended that the government should enhance budgetary allocations to the schools for better effectiveness of discipline management. The Heads of schools and board members should be trained on effective leadership and the parents should be educated on the importance of cooperation in managing students’ discipline in public secondary schools.
24
Syahril, Syahril, and Hadiyanto Hadiyanto. "Improving School Climate for Better Quality Educational Management." Journal of Educational and Learning Studies 1, no. 1 (December 30, 2018): 16. http://dx.doi.org/10.32698/0182.
Full textAbstract:
School climate is a situation formed by a relationship between the principal and teachers, teachers and teachers, teachers and staffs, teachers and students or relationships among students that characterizes a school and distinguishes a school from others. School climate might influence and determine the success of teaching and learning process at schools. The school climate consists of at least four dimensions, namely dimension of relationship, personal growth/development, system maintenance and change, and dimension of physical environment. Based on the studies done in several countries, school climate can be a variable influencing other variables, such as learning achievement, behavior and teacher job satisfaction, teacher work motivation, teacher morale, teacher creativity, teacher work performance, and teacher discipline. So, when the school principal wants to improve those practices, he or she has to make better school climate through common stages namely preliminary assessment, feedback, reflection and discussion, intervention, and finally reassessment.
25
Musa, Matovu, and Atim Agnes Martha. "School Management Mechanisms and Control of Discipline among Pupils in Primary Schools: An Analysis of Discipline in Upper Primary Level." Anatolian Journal of Education 5, no. 1 (April 1, 2020): 1–16. http://dx.doi.org/10.29333/aje.2020.511a.
Full text
26
Cho, Vincent, Katrina Borowiec, and Kaitlyn F. Tuthill. "Organizational problem-solving and school discipline: comparing the roles of schoolwide behavior management technologies." Journal of Educational Administration 59, no. 3 (February 24, 2021): 302–17. http://dx.doi.org/10.1108/jea-10-2020-0229.
Full textAbstract:
PurposeApplications for tracking and managing classroom behavior have become increasingly commonplace, thus making it possible to incorporate nonacademic data into collaborative problem-solving and school improvement. Whether or how these platforms might support such aims, however, is not known. Accordingly, this study explores practices involving these applications, focusing especially on problem-solving among educators and with students' families.Design/methodology/approachThis comparative case study took place in three schools. In total, 34 semistructured interviews were conducted with teachers and school leaders. Analysis included qualitative coding as well as the development of within- and cross-case summaries.FindingsSchools varied greatly when it came to using behavior management platforms as a part of problem-solving. At a basic level, it was not uncommon for educators to use behavioral data for classroom troubleshooting or check-ins with students and transactional communications with families. However, only two schools attempted to use behavioral data for more systemic, “big picture” problem-solving, such as to make discipline policies more equitable or to improve teacher practices. The richness of collaboration with families seemed especially shaped by how and how frequently data were shared (e.g. automated notifications and paper printouts).Originality/valueEmpirical research about behavior management applications has been limited and focused only at the classroom level. The present study contributes new knowledge about the school-level implications of these platforms, while also expanding conversations about how behavioral data may be incorporated into data-informed problem-solving. Implications for leadership and theory are also discussed.
27
Krskova, Hana, and Chris Baumann. "School discipline, investment, competitiveness and mediating educational performance." International Journal of Educational Management 31, no. 3 (April 10, 2017): 293–319. http://dx.doi.org/10.1108/ijem-05-2016-0099.
Full textAbstract:
Purpose The purpose of this paper is to combine seemingly unrelated factors to explain global competitiveness. The study argues that school discipline and education investment affect competitiveness with the association being mediated by educational performance. Crucially, diachronic effects of discipline on performance are tested to demonstrate effects over time. Design/methodology/approach Partial least square (PLS) modelling is used to analyse the Organization for Economic Co-operation and Development’s Programme for International Student Assessment (PISA) data. The study further draws from World Bank data on Government Expenditure and World Economic Forum data on competitiveness. Five PISA dimensions of school discipline (students listening well, noise levels, teacher waiting time, students working well, class start time) are hypothesised to affect academic performance in reading, math and science, and to ultimately impact competitiveness. Findings Findings confirm the relative importance of school discipline (88 per cent) in comparison to education investment (12 per cent) on educational performance, with both variables also being found to be significantly associated with competitiveness directly. Originality/value This study demonstrates the time effects of discipline, more specifically that discipline dimensions (students listen well in 2003 and students work well in 2009) are associated with competitiveness in 2012. Implications for school policy and further research are discussed.
28
Bickmore, Kathy. "Discipline for Democracy? School Districts' Management of Conflict and Social Exclusion." Theory & Research in Social Education 32, no. 1 (January 2004): 75–97. http://dx.doi.org/10.1080/00933104.2004.10473244.
Full text
29
Perryman, Jane. "School leadership and management after Special Measures: discipline without the gaze?" School Leadership & Management 25, no. 3 (August 2005): 281–97. http://dx.doi.org/10.1080/13634230500116355.
Full text
30
Johnson, Daphne. "Boundary Issues." Management in Education 3, no. 2 (January 1989): 4–5. http://dx.doi.org/10.1177/089202068900300202.
Full text
31
Mubarok, Muhammad Syauqi. "Management of Guidance and Counseling on Learning Discipline." International Journal of Islamic Khazanah 10, no. 2 (July 31, 2020): 60–74. http://dx.doi.org/10.15575/ijik.v10i2.8993.
Full textAbstract:
This article aims to examine and describe the influence of guidance and counseling management on learning discipline. The method used in this research is descriptive analysis method using survey techniques. Data collection techniques that used are documentation studies and field studies. Moreover, the data analysis technique that has been used to answer the research hypothesis is statistical analysis with a path analysis model. The location of the study was at the Ciledug Vocational High School Al-Musaddadiyah Garut, with 85 respondents taking part in the survey. The results of the discussion show that guidance and counseling management has a positive and significant effect on the discipline of learning
32
Townsend, Brenda L. "The Disproportionate Discipline of African American Learners: Reducing School Suspensions and Expulsions." Exceptional Children 66, no. 3 (April 2000): 381–91. http://dx.doi.org/10.1177/001440290006600308.
Full textAbstract:
School disciplinary practices for students with disabilities and their peers without disabilities have long been questioned. Moreover, the school discipline of both dominant culture and ethnic minority children and youth has raised concerns. In that regard school discipline has in general become a hotbed for litigation and debate. While suspect discipline practices have been used with students across ethnic backgrounds, they are disproportionately meted out to African American students, particularly males (Harry & Anderson, 1995). This article examines exclusionary discipline practices and their impact on African American students. Culturally responsive instructional and management strategies are identified that can mitigate school suspensions and expulsions of African American children and youth.
33
Masya, Hardiyansyah, and Badrul Kamil. "Effectiveness of Self Management in Reducing Truancy Behavior of High School Students in Bandar Lampung." KONSELI: Jurnal Bimbingan dan Konseling (E-Journal) 6, no. 1 (June 26, 2019): 43–48. http://dx.doi.org/10.24042/kons.v6i1.4373.
Full textAbstract:
The phenomenon of disciplinary problems of the student is still happen. Discipline behavior is a behavior that demonstrates obedience and compliance which requires students to comply with established regulations. One of the most frequent disciplinary violations is leaving school without permission. Several factors that influence students to break discipline are environmental factors. Therefore, it needs proper handling in overcoming discipline problems of students. one technique that can be used in overcoming disciplinary problems, namely self-management. In the use of self management techniques to overcome undisciplined behavior students are directed to modify environmental aspects that can influence the emergence of undisciplined behavior.
34
Durrani, Muhammad Ismail, Irshad Hussain, and Muhammad Ali Rasheed. "Studying the Operational Management Strategies for Promoting Quality of Secondary Education." Global Social Sciences Review III, no. IV (December 30, 2018): 427–40. http://dx.doi.org/10.31703/gssr.2018(iii-iv).29.
Full textAbstract:
This study examined the operational management strategies for promoting the quality of education at the secondary level in Punjab Province. The secondary school heads, teachers and students were subjects of the study. It used three questionnaires developed for them respectively. The findings suggest that the head teacher perceived his role as an operation manager. These role dimensions indicate that the head teacher acts as an educational manager by using operational management strategies deliver professional support to teachers by; solving the school-based problems of their teachers, promoting a culture of discipline in the school, conducting a performance evaluation of school staff and checking lesson plans regularly, consulting teachers in academic decisions, holding periodic meetings of teachers regarding coverage of syllabus and maintaining conducive to the working environment in their schools.
35
Pokharel, Manda, and Mani Ram Sharma. "Classroom Management: Glocalized Contexts." Journal of Social Work and Science Education 2, no. 1 (March 29, 2021): 11–20. http://dx.doi.org/10.52690/jswse.v2i1.136.
Full textAbstract:
This research based article discusses on issues and practices of classroom management from the local perspectives. It is based on the context of public school of Nepal. The participant is an EFL teacher of public school in Kathmandu, teaching in middle school and secondary level there. The classroom management practices in the EFL teacher’s classes are seen using classroom observation tool, in her classes of both the levels for a week using qualitative framework. The findings show the traditional practice still dominating the classroom activities. Therefore the article is based on the issues of classroom management being specific to the seating arrangements, discipline, peer work, group work, space, presentation, and time management in the public school where classroom observation has been done.
36
Belle, Louis Jinot. "Student Discipline Management: An Examination of the State Secondary School Principal’s Leadership in Mauritius." International Research in Education 6, no. 1 (January 18, 2018): 30. http://dx.doi.org/10.5296/ire.v6i1.12271.
Full textAbstract:
The purpose of this study was to determine the leadership approaches that state secondary school principals adopt in Mauritius in order to manage student discipline. Semi-structured interviews and non-participant observation were done in this multisite case study. Purposive convenient sampling was used to gather information from 84 participants. It was found that principals use visionary leadership, distributed leadership, learner leadership, inclusive leadership and ethical leadership. This is the result of the political and legal framework, the unwillingness of the educators to assume their professional commitment to discipline students, the complicated protocol to be observed by principals to address indiscipline, and the feeling of disempowerment of the principal to manage student behaviour due to the centralisation of the education system. The study recommends for a mix of leadership approaches to ensure effective student discipline.
37
Lewis, Chris Timothy J. "Effective Behavioral Support: A Proactive Alternative to School Discipline." Australasian Journal of Special Education 24, no. 2-3 (2000): 60–73. http://dx.doi.org/10.1017/s103001120002474x.
Full textAbstract:
Schools today are faced with an increase in problem behavior. Behavioral challenges often take extreme forms such as violence and aggression toward teachers and students. Even minor behaviors such as non-compliance are becoming chronic to the point of limiting educator’s ability to effectively teach. For a myriad of reasons, traditional “discipline” procedures are not effective in re-directing students toward more appropriate behavior. This article outlines and describes features of an alternative model that encourages educators to move from a reactive, consequent based system of behavior management to a pro-active instructionally focused system. Examples from on-going research with schools who are currently implementing systems of Effective Behavioral Support (EBS) are also provided.
38
Brown, Katie E., and Aimy S. L. Steele. "Racial Discipline Disproportionality in Montessori and Traditional Public Schools: A Comparative Study Using the Relative Rate Index." Journal of Montessori Research 1, no. 1 (November 14, 2015): 14. http://dx.doi.org/10.17161/jomr.v1i1.4941.
Full textAbstract:
<p class="normal">Research from the past 40 years indicates that African American students are subjected to exclusionary discipline, including suspension and expulsion, at rates two to three times higher than their White peers (Children’s Defense Fund, 1975; Skiba, Michael, Nardo, & Peterson, 2002). Although this phenomenon has been studied extensively in traditional public schools, rates of racially disproportionate discipline in public Montessori schools have not been examined. The purpose of this study is to examine racial discipline disproportionality in Montessori public elementary schools as compared to traditional elementary schools. The Relative Rate Index (RRI) is used as a measure of racially disproportionate use of out-of-school suspensions (Tobin & Vincent, 2011). Suspension data from the Office of Civil Rights Data Collection was used to generate RRIs for Montessori and traditional elementary schools in a large urban district in the Southeast. While statistically significant levels of racial discipline disproportionality are found in both the Montessori and traditional schools, the effect is substantially less pronounced in Montessori settings. These findings suggest that Montessori schools are not immune to racially disproportionate discipline and should work to incorporate more culturally responsive classroom management techniques. Conversely, the lower levels of racially disproportionate discipline in the Montessori schools suggests that further study of discipline in Montessori environments may provide lessons for traditional schools to promote equitable discipline.</p>
39
Sofanudin, Aji, Rahmawati Prihastuty, and Hamidulloh Ibda. "Student Care Patterns in Integrated Islamic Boarding School Bina Amal Semarang." Dialog 44, no. 1 (June 29, 2021): 89–99. http://dx.doi.org/10.47655/dialog.v44i1.392.
Full textAbstract:
This research aims to determine caring patterns for student in an integrated Islamic boarding school (SMIT) Bina Amal Semarang. Teacher act as parents in this caring activity to conduct supervision, guidance, discipline, giving reward and punishment. SMIT Bina Amal Semarang is an integrated boarding Islamic school which consists of junior and senior high schools. By using qualitative approach, the research found that caring patterns at these schools were developed in a democratic pattern of pesantren model. All students of the schools were automatically deemed as “santri”(students) of the “pesantren” Bina Amal. Supervision, guidance, discipline, reward and punishment implemented at the Bina Amal Semarang schools were carried out by caregivers along with a clear organizational management consisting of three coordinators: Islamic culture and discipline coordinator, tahsin tahfiz coordinator, and academic coordinator. The rules were strictly enforced through student management guidelines that contain academic guidelines and dormitory rules. Learning system was integrated between school and dormitory programmes.
Penelitian ini bertujuan untuk mengetahui pola asuh peserta didik Sekolah Menengah Islam Terpadu (SMIT) Bina Amal Semarang. Pola asuh merupakan cara guru sebagai orang tua dalam melakukan pengawasan, bimbingan, disiplin, pemberian hadiah dan hukuman yang diterapkan kepada peserta didik. SMIT Bina Amal Semarang merupakan Sekolah Islam Terpadu yang dikelola dengan sistem asrama (boarding school) terdiri atas jenjang SMP dan SMA. Dengan menggunakan pendekatan kualitatif temuan penelitian menunjukkan bahwa pola asuh peserta didik pada SMIT Bina Amal Semarang menerapkan pola demokratis model pesantren. Seluruh peserta didik SMIT Bina Amal otomatis adalah “santri” pada “pesantren” Bina Amal. Pengawasan, bimbingan, disiplin, pemberian hadiah dan hukuman yang diterapkan di Bina Amal Semarang dilakukan oleh pengasuh beserta organ struktur organisasi yang jelas: korbid budaya Islami dan kedisiplinan, korbid tahsin tahfiz, dan korbid akademik. Aturan diterapkan secara ketat melalui pedoman pengelolaan peserta didik yang berisi pedoman akademik dan tata kehidupan asrama. Pembelajaran peserta didik terintegrasi antara kegiatan pembelajaran sekolah dan kegiatan santri di asrama.
40
Wilks, Ray. "Classroom Management in Primary Schools: A Review of the Literature." Behaviour Change 13, no. 1 (March 1996): 20–32. http://dx.doi.org/10.1017/s0813483900003922.
Full textAbstract:
A considerable body of classroom management research has attempted to examine teacher and student variables believed to correlate with student academic achievement. However, only some of these variables are alterable by the school. Knowledge of these alterable variables may assist schools to make informed decisions about managing primary school classrooms to maximise student achievement. Evidence suggests that students' activity (level of academic engaged time and academic learning time) may be causally intermediate between the teacher's implementation of the curriculum (including a teacher's managerial skills, discipline procedures, and instructional methods) and the student's learning. This paper reviews the literature related to a number of alterable teacher and student variables that impact on a student's academic achievement. Existing difficulties of, and future directions for, classroom management research are discussed.
41
Райченко and Alyeksandr Raychyenko. "Organizational Direction Formation of the Scientific School of Management Theory." Administration 4, no. 2 (June 17, 2016): 14–23. http://dx.doi.org/10.12737/20819.
Full textAbstract:
Systematizing the basic organizational statements, modern science is the base of structure and interaction in any of the studied area. In turn, submitted by the form, disclosed by the content and classified and determined organization becomes a necessary basis for the construction of any science, and each discipline. General organizational beginning of the formation and development of a system of knowledge, and the action, justify and represent a wide variety of scientific schools, based on mutual understanding of their organization. Formation of the organizational direction of the scientific school of management theory defines the scope of the fundamental notions of order, shape, structure, procedures and methods of construction, design and reflection of all existing and submitted to processes and systems.
42
Saputra, Muhammad Ari. "Classroom Management in DC Public School: Coolidge Senior High School." SALEE: Study of Applied Linguistics and English Education 2, no. 2 (July 29, 2021): 163–72. http://dx.doi.org/10.35961/salee.v2i02.237.
Full textAbstract:
Teaching a language is a scientific process to give knowledge of language to the students in order that the students enable to communicate through in written and spoken form with one another. The students are able to communicate in spoken and written English accurately, fluently and in good manners. Managing a class full of students is one of the biggest challenges faced by teachers. If teachers do not have an effective plan in place, there will not be much opportunity for students to engage in meaningful learning experiences. Thus, teachers will find themselves refereeing instead of teaching. Classroom management is a term used by teachers to describe the process of ensuring that classroom lessons run smoothly despite disruptive behavior by students. Classroom management means teachers’ strategies to create and maintain an orderly learning environment and discipline means teachers’ responses to students’ misbehavior. The goal of classroom management is to create and maintain a positive, productive learning environment, to support and foster a safe classroom community, to assist students to keep task focused, to reduce distraction from learning, to organize and facilitate the flow of learning activities and to help the students to manage them. This is part want to analysis the video taken from YouTube; focus on native or first language in English language teaching on senior high school level. The video coming to DC Public School: Coolidge Senior High School.
43
Rachman, Aulia, and Murniati Agustian. "Meningkatkan Kedisiplinan Siswa Melalui Pengelolaan Kelas di SDN 23 Pagi Palmerah Jakart." Jurnal Perkotaan 8, no. 2 (December 21, 2016): 75–93. http://dx.doi.org/10.25170/perkotaan.v8i2.277.
Full textAbstract:
This study is a classroom action research that aims to improve the students’ discipline by implementing effective classroom management. Discipline is an attitude to obey the order through training, supervision, and habituation. It is created in order, for individuals, to be obedient in school. Classroom management is the effort, in terms of activities, performed teachers, deliberately, to create and to maintain conducive learning situations, to enhance meaningful learning activities (active, effective, efficient, enjoyable), and to reduce boredom. The participants were the fourth grade students of SDN 23 Pagi Palmerah. The research result reported that the students’ discipline was significantly improved. It was proved by the improvement of the level of discipline from 70.75% to 83.49%. It can be inferred that the level of discipline of students can be improved by implementation of effective classroom management.
44
a, Jamhari, Siti Patimah, Rubhan Masykur, Ahmad Fauzan, and Agus Setiawan. "PRIVATE MADRASAH ALIYAH DEVELOPMENT STRATEGY OF THE SOUTH LAMPUNG REGENCY, INDONESIA." International Journal of Advanced Research 9, no. 01 (January 31, 2021): 559–65. http://dx.doi.org/10.21474/ijar01/12328.
Full textAbstract:
Educational institutions are required to implement development strategies to build solidarity, militancy, high discipline, loyalty to the organization, and mental strength to face threats and challenges. This study aims to determine and reveal the strategic management of private Madrasah Aliyah at East Lampung Regency. This research is field research using a qualitative approach. The obtained data arethe development strategy of Madrasah Aliyah Maarif Nahdhotul Ulama 02 Sidorejo Sumbersari in creating a safe, comfortable, and disciplined madrasah so that students can achieve their best performance.The madrasah collaborates with the surrounding community.The development strategy prioritizes customer satisfaction in educational services, fosters responsive and anticipatory attitudes towardstudents needs, increases the community and school membersparticipation, creates a safe and orderly school environment, fosters a quality culture in the school environment, fosters high expectations of achievement, fosters a willingness to change, develops good communication, creates compact teamwork, realizes the vision and mission of the school, manages education personnel effectively, and carries out management in a transparent and accountable manner.
45
Niesche, Richard. "Discipline through documentation: a form of governmentality for school principals." International Journal of Leadership in Education 13, no. 3 (July 2010): 249–63. http://dx.doi.org/10.1080/13603121003692967.
Full text
46
Balasingam, Usharani, Azmawaty Mohamad Nor, and Shanina Sharatol Ahmad Shah. "CORPORAL PUNISHMENT IN MALAYSIAN PUBLIC SCHOOLS: LEGAL AND EDUCATIONAL PERSPECTIVES." IIUM Law Journal 27, no. 2 (December 18, 2019): 525–48. http://dx.doi.org/10.31436/iiumlj.v27i2.462.
Full textAbstract:
There is a need to consider whether the current school environment cum climate and punishment for indiscipline or behaviour management in Malaysia is relevant and effective in the current age. Foundational values primarily begins at home and in schools. In this regard the school is viewed not only as a place of learning but as a community of relationships where bonds are built where characters and values are shaped. It needs to be a conducive environment for the successful realisation of the Malaysian Education Blueprint (2013-2025) to develop value driven, tolerant and responsible Malaysians. It is a place to nurture inclusivity, respect for the person, consideration, cooperation, respect for diversity, unity, trust and other values desired under the Education Ministry. In this regard, this paper argues that Malaysia Education (School Discipline) Regulations 1959 which was made under a repealed Act need to be reconsidered for its effectiveness. The impact of corporal punishment and violence on children is covered in this paper in addition to relevant court decisions involving teachers and schools. Malaysia has acceded to the Convention for the Rights of the Children, this paper explores the compatibility of the convention with the School discipline Regulation 1959.
47
Supriadi, Eddi, and Marinah Binti Awang. "HUBUNGAN KEPEMIMPINAN PENGAJARAN KEPALA SEKOLAH DAN DISIPLIN KERJA GURU TERHADAP PRESTASI AKADEMIK SISWA." Tarbawi: Jurnal Keilmuan Manajemen Pendidikan 4, no. 01 (June 30, 2018): 117. http://dx.doi.org/10.32678/tarbawi.v4i01.1773.
Full textAbstract:
This study aims to know and analyze the relationship of leadership principal teaching and work discipline to student academic achievement in school. This research uses quantitative method, the data is analyzed by using descriptive statistic and inference. Data collection using instruments, instruments compiled from various sources tailored to the research method used. The study was conducted on teachers in elementary schools in Jakarta. The study shows that there is a positive and significant correlation between the principal's teaching leadership and the students 'academic achievement with the correlation correlation value of 0.454, there is a significant correlation between the teacher's work discipline with the students' academic achievement with the correlation value of 0.576. From the results of the study can be concluded that the improvement and improving the quality of student achievement can be done with the improvement and improvement of the leadership quality of teaching the principal and the discipline of teacher work. Student achievement can develop well with the help and touch of a principal through good school management, as well as the discipline of a teacher in carrying out his work as an educator so that will provide a good quality of learning process also with the expected achievement of student learning achievement high in school.
Keywords. Leadership Teaching, Principals, Teachers Dicipline, Academic Achievements.
48
Ramsey, Elizabeth, and Hill M. Walker. "Family Management Correlates of Antisocial Behavior among Middle School Boys." Behavioral Disorders 13, no. 3 (May 1988): 187–201. http://dx.doi.org/10.1177/019874298801300308.
Full textAbstract:
This study examined the family management practices of parents of antisocial and non-antisocial boys. Serving as subjects for the study were 80 fourth-grade boys and their families involved in an extensive longitudinal investigation. Parent management practices including discipline, monitoring, positive reinforcement, involvement, and problem solving were compared. The two groups also were compared across a number of family status variables. Study results indicated between-group differences also were obtained for the status variables associated with adult relationship(s) in the home and father criminal record. Study outcomes are discussed in terms of parent and family contributions to antisocial behavior.
49
Day-Vines, Norma L., and Veronica Terriquez. "A Strengths-Based Approach to Promoting Prosocial Behavior among African American and Latino Students." Professional School Counseling 12, no. 2 (December 2008): 2156759X0801200. http://dx.doi.org/10.1177/2156759x0801200204.
Full textAbstract:
This article presents an overview of a strengths-based school discipline initiative that was developed in response to the high suspension and expulsion rates of African American and Latino male students at a racially diverse, urban high school in California. A school task force made up of adult and youth stakeholders devised a series of interventions that included student-led efforts to improve discipline policies and procedures. The initiative builds on the Strengths-Based School Counseling framework explicated by Galassi and Akos (2007), which stimulates and promotes personal accountability, leadership, resiliency, self-management, and social competence in students as opposed to merely reducing student deficits.
50
Turrahmi, Monadia, and Abhanda Amra. "Implementing Student Management for Children with Special Needs in Special Schools." JIES: Journal of Islamic Education Students 1, no. 1 (May 9, 2021): 1. http://dx.doi.org/10.31958/jies.v1i1.3017.
Full textAbstract:
This study aims to describe and analyze the implementation of student management for children with special needs in a special school. This study used the descriptive qualitative method. Data were collected using three techniques namely observation, interview, and documentation which involved the school principal, vice-principal, and teachers at SLBN 1 Lima Kaum Tanah Datar Regency as the sources of data. The data were analyzed in three steps, they were data reduction, display, and verification. Trustworthiness data was done by conducting triangulation. This study found that the implementation of student management for children with special needs was run well based on the established procedures. It was proven by the existence of student planning managements including needs analysis and school activities program construction; student coaching management including student discipline coaching through scouting activities and special services for the students; and student evaluation management through learning outcome and achievement of teachers and the students as well to optimize the student management.