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Journal articles on the topic 'School management and organization Educational planning'
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Belousov, Yu V., and O. I. Timofeeva. "International Experience of Community Participation in the School Education Management." Management Science 10, no. 3 (November 7, 2020): 48–60. http://dx.doi.org/10.26794/2404-022x-2020-10-3-48-60.
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Community participation in management helps to improve the quality of planning of educational work in order to meet people’s needs better and allows the organization of efficient monitoring of the quality of knowledge and skills of school students by consumers. The purpose of this article is to study current modes of community participation in school education management abroad and to analyze their possible implementation in the Russian environment. Methodologically, the modes of community participation have been studied at all levels of education management: national, regional, and institutional. Different modes of community participation in the educational process management are regarded as an element of an integral system. Based on results of the conducted analysis it has been concluded that, to enhance the management system in general education in Russia, the use of certain foreign practices seems to be reasonable, provided that they are tailored to the Russian system. The methods of involvement of independent experts and organizations in the implementation of certain functions of the State in the field of school education are of interest. Moreover, there can be used various modes of community participation in the quality of education monitoring in schools. The implementation of such practice in the Russian system of school education management will help to enhance the quality of school education.
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Sumarto, Sumarto. "PENINGKATAN ASPEK PERENCANAAN UNTUK MEWUJUDKAN SEKOLAH EFEKTIF DALAM LEMBAGA PENDIDIKAN ISLAM." At-Tajdid : Jurnal Pendidikan dan Pemikiran Islam 3, no. 01 (September 17, 2019): 85. http://dx.doi.org/10.24127/att.v3i01.978.
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The future of schools is largely determined by managerial factors one aspect is planning. Small schools will develop significantly when professionally managed. With the same easy management, large schools will grow. Conversely, advanced schools will experience a setback when management is not well managed. If schools neglect management, small schools will close down in the face of multimensional dimensions. Planning patterns in schools that have not been conducive to face the challenges of modernization even need to be changed into planning patterns that are more responsive to the needs of society and the demands of the times. The pattern must lead to activities that involve more and more people in the leadership ranks, to jointly run the wheels of the school organization towards conditions that are advanced and established, both in terms of institutional, educational system, learning process, and quality of students so that they can realize effective school.Keywords: Planning, Effective Schools and Islamic Education Institutions
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Kutsevych, V. "Formation of architectural and planning organization of general education schools with inclusive education." Research and methodological works of the National Academy of Visual Arts and Architecture, no. 27 (February 27, 2019): 17–25. http://dx.doi.org/10.33838/naoma.27.2018.17-25.
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With the ratification of the United Nations Convention on the Rights of Persons with Disabilities (UN General Assembly Resolution 6/106, adopted at 61 session of the UN General Assembly, 2006), the Law of Ukraine No. 176-VI dated December 13, 2009 approved a number of legislative acts. Thus, the Convention on the Development of Inclusive Education, approved by the order of the Ministry of Education and Science of Ukraine dated 10.10.2010 No. 912 states that inclusive education is a complex process of ensuring equal access to quality education for children with special educational needs by organizing their education in general educational institutions based on the application of personally oriented teaching methods, taking into account the individual peculiarities of educational and cognitive activity of such children.
The solution of the problem of organizing inclusive education in general educational institutions of Ukraine is aimed at fulfilling the provisions of the UN Convention on the Rights of Persons with Disabilities, which led to intensification of scientific research. In this direction, textbooks have been published, methodological recommendations have been developed, scientific articles have been published, defended dissertations.
At the same time, in new school projects, investors and authors of general education institutions often do not envisage the organization of inclusive education, believing that children with special educational needs will not study in these institutions.
First of all, we should note that in Ukraine society is not entirely prepared to solve the problem of organizing inclusive education in secondary schools. For example, not everyone knows that the formation of a class with inclusive education is carried out by the head of a comprehensive educational institution, taking into account educational needs of the population, provided that there is a necessary material and technical and methodological base, appropriate pedagogical staff and premises, in agreement with the relevant education management body.
The article examines the issues of creating equal access for children with special educational needs to quality education by forming a comfortable architectural and planning organization of general educational institutions. Recommendations are given regarding the occupancy of classes with inclusive education, the parameters and areas of the main premises of schools are determined.
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Rouf, Muhammad. "IMPLEMENTASI TQM (TOTAL QUALITY MANAGEMENT) PADA LEMBAGA PENDIDIKAN." At-Tuhfah 7, no. 1 (September 13, 2018): 50–67. http://dx.doi.org/10.36840/jurnalstudikeislaman.v7i1.116.
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“School/madrasah as an educational institution is an institution that serves as an agent of change to solve the nation's problems. Therefore, in order to produce the quality of education, it is necessary to implement the concept of TQM (Total Quality Management) that in history has successfully led the business world in creating production quality best and can even exceed the satisfaction of customers standard. This study used a qualitative approach with methods of library research. The formulation of the problem involves understanding implementation of TQM, TQM in education, implementation of TQM principles in educational institutions, the pillars of TQM in educational institutions, measures the implementation of TQM in education and description of the failure in the implementation of TQM. The study results were obtained, among others; The first, implementation of total quality management (TQM) is an implementation or embodiment of a management concept that involves all components in the organization to jointly contribute to the organization's policies oriented to the improvement of product quality to customer satisfaction. Second, in educational institutions, implementation of TQM are used to improve administrative functions and operations, to manage the educational process as a whole, integrate TQM in the curriculum, the use of TQM in teaching methods in the classroom, the use of TQM for managing research and development activities. In addition, educators must be responsible for their duties proactively, they must develop a problem-solving process that makes sense and can identify and towards the main cause, capable of being the organization model and can measure what's working well and what is not, so that we will get a good system in institutional schools / madrasah. Third, in applying TQM, there are some principles that should be held, among others; focusing on consumers (users of educational services), broad involvement (teachers, staff, students, and community), their measurements, to understand education as a system, and their continuous improvement. Fourth, the five main pillars of TQM here are their products, relying on the process undertaken, the leader who moves in producing quality products, and a commitment among the leaders in the organization. Fifth, steps in implementing TQM in educational institutions include; the preparatory phase, the planning phase and the implementation phase. Sixth, the failure may occur in implementing TQM in educational institutions, if; there is a gap in the commitment of top management, one focus of attention, lack of adequate staff and support, relying solely training, the hope of obtaining results of a moment and force adopt a method that doesn’t comply with the requirement.”
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Alsarayrah, Amneh Zakariah, and Amal Mohammad Alsarayrah. "The Impact of Performance Management on Organizational Excellence in Educational Institutions and How to Strengthen it in Private Schools." Journal of Educational and Social Research 11, no. 2 (March 5, 2021): 154. http://dx.doi.org/10.36941/jesr-2021-0038.
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The study was designed to measure performance management's impact on organizational excellence in educational institutions and how to support it. It used a descriptive-analytical method to deal with data and its classification, and its tool was designed to collect data from the study sample and then analyze it through the statistical package program (SPSS). The study community determines the educational institutions and how to strengthen them. The inspection unit consisted of all directors, heads of departments, and consultants in educational institutions and how to support them and their number (70). The study found a high level of performance management in its dimensions (performance planning, performance development, performance guidance, and performance evaluation) and a high level of organizational excellence in its dimensions (excellence of leadership, the excellence of strategies, and excellence of operations). It also concluded that there is a significant and statistically significant impact on management (Performance planning, performance development, performance guidance, performance evaluation) on organizational excellence in its dimensions (excellence of leadership, the excellence of strategies, and excellence of processes) in educational institutions and how to support them. To maintain the high level of application of the process of performance management in the organization and recommended the study of the need to strengthen and develop after the development of performance through the support and development of activities and training courses for staff more than it is through the results obtained a positive impact on all dimensions of organizational excellence.
Received: 19 December 2020 / Accepted: 8 February 2021 / Published: 5 March 2021
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Soleh, Badrus, and Iswatul Hasanah. "MANAJEMEN PENDIDIKAN PESANTREN AL-ULUM WAL-ALTHOF DALAM MENGUATKAN SIKAP MODERASI BERAGAMA SANTRI." re-JIEM (Research Journal of Islamic Education Management) 4, no. 1 (June 30, 2021): 34–47. http://dx.doi.org/10.19105/re-jiem.v4i1.4733.
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This research was conducted because it aims to find out about the function of education management in Al-Ulum Wal Althof Islamic boarding school in strengthening religious moderation. This type of research is case study research (field research) using a qualitative approach. The results of this study are educational planning at the Al-Ulum Wal Althof Islamic boarding school in strengthening religious moderation, namely by establishing formal education and cottage programs organized by schools, pesantren administrators, and Kiai where the implementation is following the schedule or written regulations which are the result of deliberation. together. The educational organization of the Al-Ulum Wal Althof Islamic boarding school is led by a Kiai who has the right of authority to distribute tasks to the school and boarding school administrators who then the school and the boarding school administrator cooperate with the parties involved such as teachers. The implementation of education at the Al-Ulum Wal Althof Islamic Boarding School is regulated in writing and scheduled so that all activities both in formal education or in pesantren run well and smoothly. Supervision of education at the Al-Ulum Wal Althof Islamic boarding school is carried out by the school and the boarding school.
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Lim, Siew Hui, and Gurcharan Singh Bishen Singh. "The Influence of Instructional Leadership on Learning Organisation At High Performing Primary Schools in Malaysia." Asian Journal of University Education 16, no. 2 (August 6, 2020): 69. http://dx.doi.org/10.24191/ajue.v16i2.10298.
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Transforming a school into a learning organization requires a significant cultural shift, change of mind-sets and a school-wide commitment to self-reflection and evaluation. The headmaster’s presence and drive in the school are urgently needed to bring the school to its intended purpose. Various styles of leadership will characterize the behaviour of a leader in performing their duties. It is essentially crucial for headmasters to increase competencies and skills in their practice of instructional leadership at the school. This study was conducted to identify the influence of instructional leadership on learning organization. It involved 286 teachers from 14 high-performing primary schools in the northern zone of Peninsular Malaysia. The modified Principal Instructional Management Rating Skills (PIMRS), and Middle School Teacher Survey (MSTS) were applied as research instruments. Data was analyzed using Structural Equation Modeling (SEM) aided program AMOS 24. Findings indicated that instructional leadership was significantly related to learning organization. Results showed that loadings were significantly fit based on all index values tested with SEM and achieved the required level of the Goodness-of-Fit. Hence, findings could potentially benefit educational practitioners in planning, designing, implementing and evaluating future training such as professional development programs to sustain and enhance the leadership excellence of school leaders in Malaysia. Considerable time, efforts, and resources, however, will need to be allocated strategically, to turn any school into a successful and sustainable learning organization. What is important in bringing change and improvement is the collective agreement of the vision and objectives of the school.
Keywords: High Performing School, Instructional Leadership, Learning Organisation,
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Hamal, Sanjay. "Understanding Education Decentralization and 'Sustained' Elite Capture – Explicating Cases From Two Public Schools." Journal of Education and Research 8, no. 1 (September 10, 2019): 29–45. http://dx.doi.org/10.3126/jer.v8i1.25478.
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The paper aims at uncovering the practices of educational decentralization in Nepal that started after the restoration of democracy in 1990. Though decentralization in education in Nepal began with the aim of greater community participation and autonomy to the needs and priorities perceived by the local level functionaries in school, it has been subject to elite capture in its governance. Because of control in planning, organization, management, financial liability and different activities for the education system, the paper argues that practices of educational decentralization have been shaped by the local elites who capture the local resources and power to operate the school with their network and 'one-upmanship'. While arguing so, the paper is based on the ethnographic case study of two public schools located in the Mid-Western region of Nepal. Applying the Gramscian concept of hegemony, the paper narrates the process of a 'sustained' selection of the School Management Committee Chairpersons and shows how they negotiate and balance their power to sustain their capture. The paper concludes that the informal mechanisms of individual attributes such as trust and capital are playing an important role in their sustained elitism.
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Yanto, Murni. "Manajemen Mutu Pendidikan Anak Usia Dini Wijaya Kusuma Rejang Lebong." Zuriah : Jurnal Pendidikan Anak Usia Dini 1, no. 2 (December 31, 2020): 97. http://dx.doi.org/10.29240/zuriah.v1i2.2020.
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This study aimed to discribe the application of management of Early Childoon Education in Wijaya Kusuma, jalan Suprapto, Talang Rimbo Baru, Curup Tengah District, Rejang Lebong Regency, Bengkulu. This tyfe of research is a qualitatifve descriptive study by taking a teacher at the wijaya Ealy Childhood Education Park Kusuma as the object of research. The data collection technique was carried out using structured interviews. The results showed that the Wijaya Kusuma Early Childhood Education Park had met management standards, namely (a) Planning, all institutational activities concerning what to do,where to do it,when it will be done, (b) Organization,planned to be compeleted by members of the work group, determining the work relationship between them and providing the appropriate work environment. (c) Direction,is the encouragement that will provide motivation in an organization. (d) Supervision to determine the realization of personnel behavior in educational organizations and whether the level of attainment of educational goals is as desired. Supervision is carried out to collect data on the implementation of cooperation between tearhers, principals, counselors. (e) The quality of services provided to steakholders consisting of students, alumni and old school student.
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Odeniyi, O. A., and A. S. Adeyanju. "ASSESSMENT OF SCHOOL RECORD MANAGEMENT IN SECONDARY SCHOOLS IN FEDERAL CAPITAL TERRITORY." Open Journal of Educational Development (ISSN: 2734-2050) 1, no. 1 (March 10, 2020): 54–65. http://dx.doi.org/10.52417/ojed.v1i1.63.
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The study was carried out with the purpose of assessing school record management in FCT secondary schools. Record management is the area of administrative management that is concerned with achieving economy and efficiency in the creation, maintenance, use and disposal of records of an organization throughout its life cycle. Implementing good record management practices in schools would provide information for educational planners and administrators, serves as historical source for documenting history of the school. School records comprise all existing and accessible records, books, files and other documents containing useful information that relates to what goes on in the school system They are evaluation tools for accessing progress made by schools and also show evidence of compliance with legislative laws. The descriptive research design was used for this study. The population was drawn from ten (10) secondary schools in FCT. The instrument for data collection comprised of questionnaire titled “Assessment of School Record Management in Secondary Schools in FCT” (ASRMSS). A sample size of eighty respondents from schools was used. Simple percentage was adopted in analyzing the research questions while chi-square was adopted in analyzing the hypotheses. Research findings revealed that the various record books used in schools include: log-book, attendance register, lesson plan, syllabus, staff movement book, visitors’ book, admission and withdrawal register, to mention a few. It was also revealed in the findings that most of the records in school are not properly kept. Also, timely supply of school records, availability of funds, teachers’ training and proper back up of records were the solutions proffered by respondents. It was however recommended that stakeholders in the school should make use of the school’s record books for efficiency purposes. Furthermore, stakeholders should ensure timely update of record materials and finally, delegation and follow-up on record procedures should be given adequate attention by school principals.
Odeniyi, O. A. | Department of Education Administration and Planning, National Open University, Abuja, Nigeria
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Kuchma, V. R., and Svetlana B. Sokolova. "Harmonization of European and Russian standards of evaluation of the quality of delivery of health care in educational organizations." Russian Pediatric Journal 19, no. 3 (April 30, 2019): 157–62. http://dx.doi.org/10.18821/1560-9561-2016-19-3-157-162.
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Harmonization of European and Russian standards of the quality of the delivery of school health services and competencies for school health professionals allowed to justify the concept of the evaluation of the quality of the delivery of medical help to students in educational institutions. The concept does not prescribe a concrete methodfor the organizing school health services, unified process of the activity of health professionals. The concept consists of 7 groups of indices of quality and competences of health care workers. Quality criteria include the presence of a regulatory framework, indices of benevolence towards children, social equity and access to health care for students, requirements for premises, equipment of medical rooms in schools, cooperation with the administration and teachers of schools, parents and children, the medical community, the requirements for health care workers, a minimum list of services, covering both population and individual needs of students, the secure storage, the management and use ofpersonal medical data of children and adolescents. The competences of the staff of medical units are determined by provided medical services and technologies of the work. Properly medical competences of workers of medical care units for the delivery of medical aid to students are contributed by willingness to ensure the rights of children in the process of health care delivery in the educational organization, skills in the field of communication, sharing of information with children, parents and teachers, cooperation with colleagues, planning and coordination of the organization of medical care, the provision of sanitary epidemiological well-being of students, informational-elucidative activity for shaping of healthy lifestyle, research activity. Concept is the basis of the algorithm of the evaluation of the quality of the delivery of medical aid to students and quality assessment technology as well by medical organizations and institutions, as in the form of an independent audit of the quality of the delivery of medical aid to students in educational institutions.
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Daroni, Gangsar Ali, Gina Solihat, and Abdul Salim. "Manajemen Pendidikan Khusus di Sekolah Luar Biasa Untuk Anak Autis." Kelola: Jurnal Manajemen Pendidikan 5, no. 2 (December 27, 2018): 196–204. http://dx.doi.org/10.24246/j.jk.2018.v5.i2.p196-204.
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This study aims to determine the implementation of special education management at Special School for Autism. This research is descriptive qualitative research. The speakers in this research are the principal and two teachers at Special School for Autism in Karanganyar. Data were collected by interview, observation, and documentation. Data analysis techniques using Miles and Huberman models. There are three steps in this model, namely data reduction, data display, and conclusion. The implementation of special education management at Special School for Autism in coordination by a principal. In planning educational programs, tailored to the ability of each autistic student using IEP (Individual Educational Program). The school has an organizational structure that works in accordance with its duties. The principal is in charge of coordinating school management, while the teacher is responsible for the management of the class. Special School for Autism is a recently established school. The condition of autistic students who have different characteristics, the location of the foundation's office with the school is very far away, and the entry of students with different disorder conditions with autistic students makes the implementation of education management in Special School for Autism not running optimally. Therefore, schools have made efforts to minimize these barriers.
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Koç, Ahmet, and Mert Bastas. "The Evaluation of the Project School Model in Terms of Organizational Sustainability and Its Effect on Teachers’ Organizational Commitment." Sustainability 11, no. 13 (June 27, 2019): 3549. http://dx.doi.org/10.3390/su11133549.
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The Turkish Ministry of National Education has been implementing a new management model in the Turkish educational system. The structural features of state-run project schools are being developed with various innovations in terms of management and education models. Specifically, the new management model in which school principals share the authority to make their own teams is of great importance to researchers, educational policy makers, and executors. This study aims to designate the effects of project schools’ structural and managerial characteristics on teachers’ organizational commitment and the schools’ organizational sustainability. It was designed using a sequential mixed research method including scaling and interviewing techniques. In addition, the teachers’ organizational commitment levels in project schools, which were designated as the experimental group, are compared with the teachers’ organizational commitment levels in non-project schools, which were selected as the control group. The study, conducted in 2018–2019, is comprised of 15 project schools and 9 non-project schools located in Istanbul and involved 603 teachers working in these schools. The results show that the structural and managerial features of project schools have positive effects on teachers’ organizational commitment and that this school model seems sustainable, based on all the positive points gathered.
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Mîndrescu, Iulia. "Reconsiderarea managementului școlii de arte A. Stârcea”, mun. Chișinău, din perspectiva pedagogiei competențelor." Revistă de Ştiinţe Socio-Umane = Journal of Social and Human Sciences 46, no. 3 (2020): 78–85. http://dx.doi.org/10.46727/jshs.2020.v46.i3.p78-85.
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The article addresses the opportunity of reconsidering the management of the art school nowadays, the reconceptualization of the designing-planning-organizational process and the development of the educational process from the perspective of the macro-structural and micro-structural competences, integrated in the Project of the pedagogical aims from the instrumental-artistic education perspective vis-à-vis the education plan, designing a Model for learning the basic instrumental-artistic competences with their respective specification.
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Bezrukova, Tatyana. "FOUNDERS OF ECONOMIC SCIENCE OF VORONEZH FORESTRY SCHOOL." Forestry Engineering Journal 10, no. 4 (January 19, 2021): 23–34. http://dx.doi.org/10.34220/issn.2222-7962/2020.4/2.
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The article discloses the information of the scientific life of the founders of economic science in Voronezh forestry school. In Voronezh Forestry Institute at the Faculty of Forestry, students studied economic disciplines at the Department of Forest Taxation, from which in 1933 the Department of Economics, Organization and Planning of Socialist Forestry was separated under the leadership of G.P. Motovilov, who later became the director of the institute. Professor Voronin I.V. made a huge contribution to the development of economic science in the country and in Voronezh forestry school. He was the developer of the concept of "forestry production" and combined three different types of products in this concept: wood, non-timber products and services for other industries. He created a concept for the economic assessment of forest resources, efficiency and human resources of the country's forestry enterprises. He created textbooks for Russian universities on Economics, organization and management of agricultural enterprises. Outstanding scientists and teachers of higher education worked under the guidance of Professor Voronin I.V.: professors Ilyev L.I., Bychkov V.P., Kontsevoy P.Ya., associate professors Veretennikov A.T., Tryanov M.A., Egorov V.N., Kulikov M.A. ., Voronina V.F., Koretsky N.E., Kazantseva N.V., Panischeva L.I., Bezrukova T.L. They showed an example of selfless devotion to the development of economic science in the University, which is currently being continued by professors, doctors of Economics, who (with the results of their scientific research and educational developments) contribute to the development of economic science and educational process at Voronezh Forestry School
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Lixandru, Ionel Florian, and Mihaela Gabriela Todrican Rosca. "The policies of the Organization for Economic Cooperation and Development (OECD) in financing pre-university education." Proceedings of the International Conference on Business Excellence 14, no. 1 (July 1, 2020): 407–21. http://dx.doi.org/10.2478/picbe-2020-0039.
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AbstractIn this article, we want to present the comparative report, as well as the results of the Organization for Economic Co-operation and Development policy review to improve the efficiency of the use of educational resources (Review Resources Resources). The Organization for Economic Cooperation and Development report provides analysis and options to assist governments in achieving the goals of education policies, as well as the fair use of financial resources in this area. This report focuses on the more topics of interest, such us: how responsibilities for raising and spending school funds in increasingly complex education systems can be effectively organized, the way in which mechanisms for distributing funding to schools can be designed effectively to support the learning of young people and how planning procedures can support the preparation of education budgets to ensure their long-term sustainability and align them with the priorities of government education policies. At the same time we set out to present the governance of school funding and describes increasing the involvement of different bodies in the management and allocation of school funds in different States as well as how they are organized and interact with each other. The article also contains some examples of sources of education funding in Organization for Economic Co-operation and Development Member States such as Austria, Finland, Germany, Greece, The United Kingdom and the United States of America.
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Ujang, Yusak, M. Syukri, and Sukmawati Sukmawati. "Management of Filial School Development (Case Study on Management Standards on Singkawang 11 State Junior High School)." JETL (Journal Of Education, Teaching and Learning) 3, no. 1 (March 15, 2018): 166. http://dx.doi.org/10.26737/jetl.v3i1.742.
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<p>The filial school is one of the model of school development where learners study and learn various skills as the basic capital to continue to higher education level. The responsibility of the school's management is fully filial by the parent school in accordance with the quality standards of education services. This research aims to reveal the management of philial school development on the standard of management at Singkawang 11 State Junior High School (SMP Negeri 11 Singkawang ) with the focus of: 1) development planning of filial school in management standard, 2) organizing the development of filial school in management standard, 3) implementation of filial school development on management standard, 4) supervision of filial school development on management standards, 5) constraints faced in the development of filial schools on management standards, and 6) efforts undertaken in the development of filial schools on management standards. The research method used descriptive research with qualitative approach. Data collected by in-depth interviews, participant observation, documentation and analyzed by data reduction, data presentation, conclusion or verification. Testing of data reliability is done by extending the observation period, and triangulation and member checking. The results of the study conclude: 1) Filial School Development Planning in Management Standards, has been done by Singkawang 11 State Junior High School by making the vision and mission is implied that support the implementation of philial school development and has been socialized and arranged based on consultation with certain teachers by considering the needs of the school as a basis making, 2) organizing the development of filial schools on the standard of management, that the head of Singkawang 11 State Junior High School has arranged the organizational structure in connection with the division of main tasks and functions of the teacher and socialized. 3) Implementing the development of filial schools on the standard of management that Singkawang 11 State Junior High School refers to document I which includes all aspects of school management including philial schools covering curriculum aspects, student aspects, educator aspect and educational staff, aspects of facilities and infrastructure, finance and financing , school culture and school areas, school committees and partnerships, and school management information systems, 4) supervision of filial school development on process standards, that Singkawang 11 State Junior High School has conducted School Self Evaluation (EDS) conducted annually as a basis for preparation of the Plan School Work (RKS) and principals have conducted classroom supervision activities on teachers. For managerial supervision of the eight national standards of education by school supervisors has been undertaken but not scheduled, 5) The barriers faced in the development of filial schools in management standards consist of internal (internal) and external (external) barriers. obstacles from within include the limitations of learning facilities and infrastructure of students in the form of limited learning buildings, laboratories, libraries, canteen, prayer room, learning books and desks and student learning seats. External obstacles in the form of poor, perforated, and muddy access roads make it difficult for teachers to carry out teaching duties at the filial schools. 6) The efforts made in the development of filial schools in the management standards include the proposal for the rehabilitation of the 2017 study by the principal to the education and cultural offices of Singkawang city, the cooperation of the principal of Singkawang 11 State Junior High School with Singkawang 3 State Junior High School in a grant program of learning facilities in the form of help desk and desk study as well as reference books for studying students in filial schools. </p>
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Дипломатова, Зоя Юрьевна. "TEACHER CAREER MANAGEMENT AS A SYSTEM ACTIVITY OF THE MANAGER OF EDUCATIONAL ORGANIZATION." Bulletin of the Chuvash State Pedagogical University named after I Y Yakovlev, no. 4(109) (January 26, 2021): 187–96. http://dx.doi.org/10.37972/chgpu.2020.109.4.023.
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В статье рассматривается процесс управления карьерным ростом учителя как системная деятельность руководителя образовательного учреждения. На основе метода функционального анализа автором статьи рассматриваются основные функции управления в контексте данного исследования: целеполагание, планирование, организация, регулирование, контроль. Показана взаимосвязь и взаимообусловленность этих функций как единой сложной системы. Описаны факторы, влияющие на результаты карьерного роста учителя: стаж учителя; требования федеральных государственных образовательных стандартов, профессионального стандарта «Педагог»; мотивы профессиональной деятельности учителя; личностные качества и возможности учителя; перспективы развития системы образования. На основе актуальных источников в статье рассмотрены современные тренды образования, обусловливающие профессиональное развитие педагога. В частности, на основе материалов национального проекта «Образование», включающего в себя федеральные проекты «Современная школа», «Успех каждого ребенка», «Цифровая образовательная среда», «Учитель будущего», «Социальная активность», автором статьи рассматриваются основные тренды развития Российского образования как факторы, обусловливающие профессиональное развитие и карьерный рост учителя. В статье отмечается важная роль национальной системы учительского роста и новой модели аттестации педагогических кадров в управлении карьерным ростом учителя. На основе проведенного анализа делается вывод о том, что управление карьерным ростом учителя является деятельностью, требующей системного подхода со стороны администрации. The article examines the process of managing the teacher’s career growth as a systematic activity of the head of an educational institution. Based on the method of functional analysis, the author of the article examines the main functions of management in the context of this study: goal-setting, planning, organization, regulation, control. The article shows the interconnection and interdependence of these functions as a single complex system. The article describes the factors influencing the results of the teacher’s career growth: teacher’s experience; requirements of the federal state educational standards, professional standard “Teacher”; motives of the teacher’s professional activity; personal qualities and capabilities of the teacher; prospects for the development of the education system. On the basis of current sources, the article examines modern trends in education that determine the professional development of a teacher. Basing on the materials of the National Project “Education”, which includes the federal projects “Modern School”, “Success of Every Child”, “Digital Educational Environment”, “Teacher of the Future”, “Social Activity”, the author of the article considers the main trends in the development of the Russian education as factors that determine the professional development and career growth of a teacher. The article stresses the important role of the national system of the teacher’s growth and the new model of attestation of teaching staff in the management of the teacher’s career growth. On the basis of the conducted theoretical research, it is concluded that the management of the teacher’s career development is an activity that requires a systematic approach of the administration.
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TARGINO, Ozaina Alves, Luan Duarte SOUZA, and Antonio Gautier Farias FALCONIERI. "PIBID/ UERN- AN EVALUATIVE OVERVIEW OF SCHOOL MANAGEMENT AND TEACHING PRACTICE IN A PUBLIC INSTITUTION OF EDUCATION." Periódico Tchê Química 10, no. 19 (January 20, 2013): 46–56. http://dx.doi.org/10.52571/ptq.v10.n19.2013.46_periodico19_pgs_46_56.pdf.
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The PIBID program which come in favor of improving education in publics schools, in UERN the program initially focus on enriching the curricula of graduate students providing them the opportunity to put their knowledge in practice. In this direction, a field research was held in a high school, located at Mossoró/RN, aiming to characterize the School Management and the Teaching Performance in natural sciences and mathematics classes by observing the scholar routines and analyzing the proposed curriculum. Then, through this field research, it was possible to notice planning difficulties and, thus, outdated teaching policies, which reflected in a low synergy among teachers, students and society, an inefficient school board, and little to no interest of the school staff in archiving post-graduated degrees or investing in others self-improving experiences. This research also provided a concise and wide view of the school's routines and problems, permitting the researches to suggest new teaching methodologies and overcoming mechanism to improve the management, organization and teaching of that school.
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Prasetyo, Muhammad Anggung Manumanoso, and Sukatin Sukatin. "Nilai Strategis dalam Meningkatkan Competitive Value Perguruan Tinggi Agama Islam Swasta di Provinsi Jambi." Idarah (Jurnal Pendidikan dan Kependidikan) 4, no. 2 (December 15, 2020): 121–34. http://dx.doi.org/10.47766/idarah.v4i2.1037.
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The research aims to increase the competing advantages of colleges in Jambi Province, Indonesia, through cooperation between Islamic colleges. The study introduced a model of organizational culture as a strategic value in creating an effective college governance system. Qualitative-type research by descriptive survey methods. In total, 3 rectors and 24 lecturers were interviewed, participated in focused group discussions, and observed. The results of the study showed that the increase in the competing excellence of Islamic colleges in Jambi consisted of increasing the value chain (value chain), which divided the organization into the various activities it was executing in designing, innovation of educational activities, program marketing, and achievements that educational output demonstrated. In addition, effective Organizational Culture became a critical success factor in teaching learning activities in classes as well as in roles as well as in school service. The research makes an important contribution to Islamic educational institutions in competitive college management models that have several stages namely: necessity analysis, planning design, implementation and development evaluation. The proposed model can be made a reference to policy amplifiers in order to increase the quality of higher education nationwide.
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Ciesielski, Heather A., Leanne Tamm, Aaron J. Vaughn, Jessica E. M. Cyran, and Jeffery N. Epstein. "Academic Skills Groups for Middle School Children With ADHD in the Outpatient Mental Health Setting: An Open Trial." Journal of Attention Disorders 23, no. 4 (April 29, 2015): 409–17. http://dx.doi.org/10.1177/1087054715584055.
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Objective: To conduct an open trial assessing the initial efficacy of an intervention focusing on increasing skills related to academic performance (planning, organization, studying, and homework behaviors) for middle school children diagnosed with ADHD. The intervention is modeled on evidence-based interventions but designed for administration in the outpatient setting. Method: Parents and their children diagnosed with ADHD attended seven weekly group sessions targeting academic, organizational, and homework skills. Parents completed the Homework Problem Checklist and Impairment Rating Scale pre- and post-treatment. Results: Following intervention, significant improvements in homework completion and management, as well as reductions in academic impairment and improvements in parent confidence and family relations, were reported. Conclusion: Despite limitations including small sample size and lack of a control group, our results demonstrate initial efficacy of an academic skills intervention designed for use in the outpatient setting with middle school children diagnosed with ADHD on clinically relevant outcome measures.
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Kartika, Sisvi, Jumira Warlizasusi, and Aan Rifanto. "ANALISIS INOVASI MANAGERIAL KEPALAH SEKOLAH DALAM MENJAGA EKSISTENSI MIS 01 LEBONG TAMBANG." Adaara: Jurnal Manajemen Pendidikan Islam 10, no. 2 (August 1, 2020): 99–120. http://dx.doi.org/10.35673/ajmpi.v10i2.987.
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A qualified madrasah is strongly influenced by the leader’s role of the Madrasah per se because managerial abilities are a significant factor in determining the success of education. One of which is by making educational innovations at the Madrasah (school) that he leads. The head of a Madrasah that has seriousness and high working performance will be capable of making good innovations. Besides, such innovations should also be espoused by reliable managerial abilities in order to capably realize an effective, conducive, and dynamic Madrasah. This study sought to find out a depiction of the managerial innovations made by the principal of MIS of Lebong Tambang in Lebong Regency, Bengkulu, in an effort to maintain the existence of Madrasah he leads. This study used a qualitative approach. The data collection techniques deployed observation, interview, and documentation techniques, and then the data were analyzed in ways according to Miles, Haberman and Saldana. This study concluded that the principal together with all teachers strived to make innovations through: preparation of school planning; development of school organization; effective involvement of teachers and staffs at school; management of facilities and infrastructure; student management; curriculum development; and management of school financial and administration.
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Bandur, Agustinus. "Stakeholders’ responses to school-based management in Indonesia." International Journal of Educational Management 32, no. 6 (August 13, 2018): 1082–98. http://dx.doi.org/10.1108/ijem-08-2017-0191.
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Purpose The purpose of this paper is to explore the key determinants of effective school-based management (SBM) for improved teaching−learning environments and student achievements, while identifying the major reasons as to why poor implementation of SBM is associated with lower student achievements. Design/methodology/approach Both dimensions of quantitative and qualitative research were applied for the purpose of this study with active participation of 334 school stakeholders, including principals, teachers, parents, and school council members. In addition to the survey, 33 Interviews and FGDs were conducted with the participation of 61 key informants. These were followed by an examination of school documents, including students’ national examination results. Findings This study concludes that SBM drives the emergence of decision-making authority of principals, the presence of participatory school decision-making, and high involvement of school council for better teaching and learning environments. In turn, effective implementation of SBM policy is associated with healthier teaching−learning environment and better student academic achievements. However, less effective implementation of SBM is due to lack of proper understanding of the school stakeholders that resulted in lower academic achievement. Practical implications Adequate provisions of training on the part of school council members and school principals are required for significant results of SBM policy and programs for improved teaching–learning environment and increased student achievements. The training focuses on, among others: school leadership, school development planning and changing roles of school leaders under SBM reform. Originality/value This study builds on global and Indonesian developments of the decentralized education through SBM model. This study is highly significant in addressing the current debates in existing literature about whether or not SBM has resulted in school improvements and higher student achievements. Practically, this study provides adequate insight to educational leaders, policy makers and international donor agencies in demonstrating why SBM is effective in particular school settings as well as why SBM policy and programs are not effectively implemented in other schools that resulted in lower student achievements.
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Zainuddin, Mohammad Riza. "DEVELOPMENT OF CLASS MANAGEMENT IN INCREASING LEARNING EFFICIENCY IN ISLAMIC EDUCATION." JIE (Journal of Islamic Education) 4, no. 1 (August 21, 2019): 52. http://dx.doi.org/10.29062/jie.v4i1.111.
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The decentralized system of education in this era give a chance to each school institutions to improve the quality of schools that participate in improving the quality of education responded by seeking to every teacher to be creative to improve classroom management appropriately for learning run efficiently and effectively. Arguing that the media class is meeting all the educational component as well as the cutting edge and also educational base. This class management concept seeks to provide a solution to the problem in the class, whose scope is not limited to delivery of content, but also includes some things thoroughly to organize classes include: first academic activities such as planning, implementation and assessment of learning. Both administrative activities that include activities such as procedural and organizational arrangement of the room, grouping students in the division of tasks, classroom discipline, the procurement of test, organizing classes, reporting. So the concept of classroom management is trying to empower the potential of existing classes as optimally as possible to support the process of educational interaction in achieving learning goals that are particularly effective in the material Islamic Education.
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Muhasim, Muhasim. "Manajemen Peserta Didik Profesional dalam Praktik." PALAPA 6, no. 1 (May 26, 2018): 164–79. http://dx.doi.org/10.36088/palapa.v6i1.63.
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Student management must first understand the management of both expert opinion and etymologically. In the general sense management as one of the system functions and utilization of elements of management within the organization. Another view views management as Science and Art, as a social process that views the functions of planning, organizing functions, mobilizing functions and oversight functions as a cycle. As a process that is to see the function of Planning is a decision in applying other management functions.The process of these management functions simultaneously regulates the relationships between functions and will serve as an overview of the flexibility of the planning function as an early organizing, moving and monitoring. In terms of management as described above, the management of learners can be defined as an effort to regulate the learners from the students enter the school until they graduate school. Student management focuses on the planning, arrangement, supervision and service of students in the classroom and beyond the classroom such as: recognition, enrollment, individual services such as the development of the overall skills, interests, needs until it matures in school. In prospective learners have a variety of expectations that must be realized when they have finished their education at the level of schooling. Prospective learners will succeed as required, if the management of learners is professionally managed. Professional teachers in the formation of attitudes as well as a set of competence learners that have knowledge, and skills. To examine the complexity of the method used in this paper, the descriptive method means to understand what the object of writing, to observe the various situations and social realities that exist in the community from various sources that can be trusted, writing, online media that match the object of writing. With this method found how important the management of professional learners in practice, in printing learners who have competencies as dictated by the learners themselves and educational institutions where learners are learning.
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Дресвянникова, Маргарита Олеговна. "MATRIX MANAGEMENT AS A WAY TO ORGANIZING TEACHERS’ EFFECTIVE INTERACTION." Tomsk state pedagogical university bulletin, no. 2(214) (March 24, 2021): 78–87. http://dx.doi.org/10.23951/1609-624x-2021-2-78-87.
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Введение. Обоснована необходимость качественного изменения системы управления образовательной организации, в частности возможность применения матричного подхода для организации эффективного взаимодействия в педагогическом коллективе. Цель – обоснование роли матричного управления в организации эффективного взаимодействия педагогов. Материал и методы. Материалом исследования послужили результаты психолого-педагогического поиска отечественных и зарубежных ученых (А. В. Афониной, А. А. Бодалева, Я. Л. Коломинского, В. А. Маликовой, А. Х. Маслоу, А. Б. Орлова), а также опытно-экспериментальной работы, проведенной сотрудниками, магистрантами и студентами бакалавриата Северного (Арктического) федерального университета в период с 2017 по 2019 г., позволившей изучить особенности и динамику взаимодействия педагогов, обусловленные качественными изменениями системы управления. Результаты и обсуждение. Основная цель государственной образовательной политики – повышение качества образования и организация эффективного взаимодействия в педагогическом коллективе – являются прогрессивным средством ее достижения. Однако феномен синергетической интеракции, обладая потенциалом для качественного роста команд, в сфере образования в полной мере не изучен. Более того, практика показывает, что в современной школе создание персональных образовательных пространств превалирует над групповой и коллективной работой сотрудников, а проблема выстраивания эффективного взаимодействия на местах является одной из ключевых. Ответственность за функционирование и развитие продуктивных трудовых взаимоотношений возложена на административный корпус, и именно в системе управления кроются регулятивные механизмы организации эффективного взаимодействия. В основе гармоничного менеджмента в любой отрасли, включая профессиональную образовательную деятельность, заложены четыре основные управленческие функции – планирование, организация, мотивация и контроль. Критериями эффективного взаимодействия, согласно исследованиям А. В. Афониной, являются взаимопознание, взаимопонимание, взаимоотношение, взаимные действия и контроль. Использование в управленческой структуре двух данных равноправных организационных блоков, взаимодействующих между собой на паритетном основании (матричный подход), является действенным механизмом для организации эффективного взаимодействия педагогов, что доказали результаты проведенного эксперимента. Заключение. Матрично-структурированный менеджмент обладает позитивным потенциалом для построения и поддержания эффективного взаимодействия педагогов и в отношении образовательной среды представляет собой инновационно ориентированную организационную управленческую систему. Introduction. The purpose of the article is proving the expediency of necessity of a qualitative change in the management system of educational organizations, in particular, the possibility of applying the matrix approach, in order to organize effective interaction in the teaching staff. Material and methods. The research materials were the results of the psychological and pedagogical findings of national and foreign scientists (A. V. Afonina, A. A. Bodalev, Ya. L. Kolominsky, V. A. Malikova, A. Kh. Maslow, A. B. Orlova), and the experimental work, which was carried out by employees and students of Master’s program of the Northern (Arctic) Federal University from 2017 to 2019. These data allowed studying the peculiarities and dynamics of the secondary school teachers’ interaction, due to qualitative changes in the management system. Results and discussion. The main goal of the state educational policy is to improve the quality of education, and the organization of effective interaction in the teaching staff is a progressive means for achieving it. However, the phenomenon of synergetic interaction, possessing the potential for qualitative growth of teams, has not been fully studied in the field of education. Moreover, practice shows that modern teachers prefer the creation of personal educational spaces. There is an extremely low level of teachers’ group and teamwork at school, and the problem of building effective interaction between pedagogues is one of the key. Responsibility for the functioning and development of productive labor relations lies with the administrative stuff, and there is a lot of regulatory methods for organizing effective interaction. Professional educational activity is based on the main principles of harmonious management in any industry. There are four the most important management functions. They are planning, organization, motivation and control. The criteria for effective interaction, according to the research of A. V. Afonina, are mutual cognition, mutual understanding, relationships, mutually defined actions and mutual influence. Using the data of these equal organizational units in the managerial structure on a parity basis (a matrix approach) is an effective way for organizing of teachers’ effective interaction. This idea was proved by the results of the experiment, which had been conducted in one of the Arkhangelsk secondary schools. Conclusion. Matrix-structured management has a positive potential for building and implementing of teachers’ effective interaction. Moreover, in conformity with the educational environment, it is an innovatively oriented organizational management system.
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Vionalita, Gisely, Devi Angeliana Kusuma Ningtiar, and Sella Puspita Sari. "IMPLEMENTATION OF SCHOOL HEALTH UNITS BASED ON WORK TEAM AND TRIAS UKS IN THE PRIMARY SCHOOLS." INDONESIAN JOURNAL OF HEALTH SCIENCES RESEARCH AND DEVELOPMENT (IJHSRD) 3, no. 2 (June 26, 2021): 66–75. http://dx.doi.org/10.36566/ijhsrd/vol3.iss2/92.
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Background: The proper management of School Health Units (in Indonesian abbreviation as “UKS”) in educational institutions has the ability to sustain health behavior and optimize student growth and development. As evaluation of the program is a reliable process to measure efficiency and effectiveness of their activities, we aimed to report the evaluation of development the UKS work team and the Three Main Programs of Schools Health Units (TRIAS UKS) in Ngawen Subdistrict, Blora Regency as an indicators’ for Indonesia health research networks and programs. Methods: This is a quantitative descriptive research with data obtained from principals of 30 Primary Schools by using purposive sampling. The evaluation using the work team form and TRIAS UKS form indicators, including health education, health services and healthy school environments, is designed to profile the development of school health program. Results: Based on those indicators, the UKS work team still had problems in showing the decree on the organization of UKS team. In terms of health education, many of the schools hd lack of media to promote health. The schools also had difficulties in doing some consultation for mental health for students and some of schools were unsuccessful developing the healthy canteen. Conclusion: Research evaluation the UKS work team and TRIAS UKS are important elements in the success of the School Health Units (UKS). Thus, it creates constructive positive learning process and provides an overview of the limitations and challenges which can be used for better planning and promotion of the health research system nationally and globally.
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Nurhamzah, Nurwadjah Ahmad E.Q., Muhibbin Syah, and Suryadi. "CONCEPTUAL MODEL OF QUALITY-BASED EDUCATION FINANCING MANAGEMENT IN MODERN PESANTREN." Jurnal Pendidikan dan Kebudayaan 5, no. 2 (December 27, 2020): 131–52. http://dx.doi.org/10.24832/jpnk.v5i2.1629.
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Penelitian ini bertujuan untuk mengidentifikasi model konseptual manajemen pembiayaan pendidikan berbasis mutu di pesantren modern. Penelitian ini menggunakan metode multikasus karena ada dua lokus penelitian, yaitu Pesantren Daarut Tauhiid Bandung dan Pesantren Modern Sahid Bogor. Adapun teknik pengumpulan data dilakukan dengan cara wawancara. Sedangkan teknik analisis adalah analisis lintas kasus. Hasil penelitian menunjukkan bahwa model konseptual manajemen pembiayaan pendidikan berbasis mutu di pesantren modern dilakukan mulai dari perencanaan, pengorganisasian, pelaksanaan, pengawasan, pertanggungjawaban, dan perbaikan berkelanjutan pembiayaan pendidikan. Perencanaan pembiayaan pendidikan berpedoman pada tiga hal, yaitu rencana pengembangan yayasan, rencana strategis (renstra) yayasan, dan program kerja pesantren. Pengorganisasian pembiayaan pendidikan secara struktural terdapat pembagian tugas antara pengelola dan pengawas internal pembiayaan. Dalam melaksanakan pembiayaan pendidikan, para pengelola pembiayaan secara konsisten berpedoman pada prinsip-prinsip pencatatan penerimaan dan pengeluaran keuangan. Sedangkan dalam pengawasan pembiayaan pendidikan, audit internal dilakukan secara berkala. Pertanggungjawaban pembiayaan pendidikan diwujudkan dengan pelaporan penggunaan pembiayaan yang tepat waktu, akurat, transparan, dan akuntabel. Perbaikan berkelanjutan pembiayaan pendidikan dilakukan dengan dua tahap, yaitu bulanan dan tahunan. Dengan demikian, model konseptual manajemen pembiayaan pendidikan berbasis mutu di kedua pesantren modern dilakukan secara komprehensif-integral.
The purpose of this study was to identify the conceptual model of quality-based educational financing management in modern pesantren (Islamic boarding school). This study used a multi-case method because there were two research locations, namely the Pesantren Daarut Tauhiid in Bandung and the Pesantren Modern Sahid in Bogor. The data collection techniques was taken by interview and the analysis technique used a cross-case analysis. The results showed that the conceptual model of quality-based educational financing management in modern pesantren was carried out starting from planning, organizing, implementing, monitoring, accountability, and continuous improvement of educational financing. Educational financing planning was guided by three points, namely the foundation’s development plan, the foundation’s strategic plan (renstra), and the pesantren’s work program. In educational financing organization, structurally, there was a division of tasks between the manager and the financing internal supervisor. Educational financing implementation was consistently guided by the principles of recording financial income and expenditure. Educational financing was supervised by conducting internal audit regularly. Educational financing accountability was performed by reporting the use of financing timely, accurate, transparent, and accountable. Continuous improvement of educational financing was carried out monthly and annually. To conclude, conceptual model of quality based-education financing management at both pesantren is implemented comprehensively and integrally.
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Keser Ozmantar, Zehra, and Tokay Gedikoglu. "Design principles for the development of the balanced scorecard." International Journal of Educational Management 30, no. 5 (June 13, 2016): 622–34. http://dx.doi.org/10.1108/ijem-01-2015-0005.
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Purpose – The purpose of this paper is to investigate the development and implementation process of the balanced scorecard (BSC) approach in an educational institution in the context of the Turkish educational system. It also aims, on the basis of the results of the applications in a particular school, to define principles through which the development of BSC could be successfully achieved. Design/methodology/approach – The study adopts a design-based research method which provides a particularly useful approach to the solution of real problems in the field of education. The study was carried out in a private educational institution with 161 members of staff including managers, teachers and personnel of the support units. Scorecards for the institution as well as 161 members of staff were developed. Findings – The examination of the developmental process suggests 12 design principles: willingness to change; managerial support; flexible management structure; appropriate team members; training of staff; availability of strategic planning; distinctive BSC dimensions; smart strategic objectives; balance between leading and lagging indicators; developing individual scorecards; open communication system; structured report format. Originality/value – This is the first study that develops BSC for a school in a Turkish context. The design principles, the author believes, are particularly useful for schools that do not have a strategic performance management background. This study is also important in terms of putting forward the applicability of BSC in educational organizations in different cultures and thus gaining new insights about the developmental process of BSC.
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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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Hirsh, Åsa, and Mikael Segolsson. "Enabling teacher-driven school-development and collaborative learning: An activity theory-based study of leadership as an overarching practice." Educational Management Administration & Leadership 47, no. 3 (November 2, 2017): 400–420. http://dx.doi.org/10.1177/1741143217739363.
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The current study reported here is one within a research project aimed at the identification of enabling and constraining factors in a two-year school-development project at a large secondary school in Sweden, where all teaching staff were involved in improving the quality of instruction through collaborative analyses. In this project a development group, consisting of one principal and eight lead teachers/middle leaders, played a vital role. Based on activity theory and an understanding of leadership as practice involving individuals, organization and artefacts, this study sets out to deepen the knowledge of leadership practices in locally situated, teacher-driven, school-development work. Organizational changes occurring when the development group sought to achieve a model for systematic collaborative learning are analysed, with a specific focus on the role of middle leaders. Data were collected through observations and interviews during the project’s planning phase and through subsequent interviews and continuously written self-reflections during its operational phase. Several contradictions on various levels in the activity system are identified, and it is suggested that the school’s way of organizing teacher-driven school-development work – by transforming the rules, division of labor and mediating artifacts of the activity system – enabled collaborative learning and analyses of instruction that involved all teachers at the school.
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Eviyana, Eviyana, Nirva Diana, Idham Kholid, and Rubhan Masykur. "PARTICIPATORY MANAGEMENT IN IMPROVING THE QUALITY OF MADRASAH." Edukasi Islami: Jurnal Pendidikan Islam 9, no. 02 (April 22, 2021): 637. http://dx.doi.org/10.30868/ei.v9i02.1285.
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Abstract:The essence of participatory management is covered in all concepts, namely: First, the existence of planning, organizing, directing, and monitoring activities; Second, there is more than one person or party involved; Third, there is a goal to be achieved; Fourth, there is the use of organizational resources, both members and other resources; Fifth, the four points above lead to the achievement of goals effectively and efficiently. This article aims to analyze the implementation of participatory management in planning, decision making, implementation and evaluation for quality improvement in Madrasahs in Tulang Bawang district, Lampung Province. This research was conducted at Madrasahs in Tulang Bawang district, Lampung. This study uses a qualitative method. Data collection techniques using in-depth interviews, observation and documentation. Research sources included the head of the Ministry of Religious Affairs in Tulang Bawang district, a sample of madrasah heads, deputy head of madrasah, and students. Data analysis was carried out interactively and continued continuously to completion.The results showed that 1) planning, namely an assessment of the madrasah environment, needs to be carried out at the beginning. The environmental assessment is divided into two, the first is an analysis of the internal environment, this means an analysis that occurs within the madrasa environment. Second, external environmental assessment means parties outside the madrasah.Then the determination of the strategic direction which is an activity to formulate or review the direction of organizational goals that are contained in the vision, mission and values in educational institutions. Madrasahs in Tulang Bawang Regency have made a neat and structured draft. So that at any time it can be read or studied to implement participatory management in Madrasahs in Tulang Bawang Regency. Furthermore, quality objectives are the goals or targets of a madrasah in carrying out a process that is to be achieved within a certain period of time. The targets in Madrasahs in Tulang Bawang Regency are the achievement of an ideal study group ratio with an ideal learning space, the absorption of the number of students from various components of society as educational customers. increase in the acquisition of National exam and exam scores every year. the school institution that is the choice of the community because of the achievement that is its priority. the achievement of complete facilities and infrastructure in accordance with the ratio of the number of students, madrasah in Tulang Bawang Lampung district as the madrasah that is most loved, and in demand by the community. 3) decision making, namely, decision making in the context of implementing participatory management programs in a sub-focus to mobilize funding resource planning, administrative activities, coordination and program elaboration. In driving the planning of financial resources, administrative activities, coordination and program elaboration. The program that has been carried out by Kasi Mapenda / Penmad and external parties at Madrasahs in Tulang Bawang Regency prioritizes models, because the model is a pattern of something to be made or produced. 4) evaluation, which aims to determine the progress of the organization, as well as the obstacles and challenges faced in implementing strategic management. the results of the evaluation will be used as feedback to the organization to determine the achievement of quality implementation. The program that has been carried out by Kasi Mapenda / Penmad and external parties is conducting coordination meetings with UPA and the Education Office related to the quality of graduation, conducting BOS reporting financial training activities with the Palembang Training Center, monitoring all Madrasahs related to 8 Education Standards, in collaboration with UPA Team. as well as the obstacles and challenges faced in implementing strategic management. the results of the evaluation will be used as feedback to the organization to determine the achievement of quality implementation. The program that has been carried out by Kasi Mapenda / Penmad and external parties is conducting coordination meetings with UPA and the Education Office related to the quality of graduation, conducting BOS reporting financial training activities with the Palembang Training Center, monitoring all Madrasahs related to 8 Education Standards, in collaboration with UPA Team. as well as the obstacles and challenges faced in implementing strategic management. the results of the evaluation will be used as feedback to the organization to determine the achievement of quality implementation. The program that has been carried out by Kasi Mapenda / Penmad and external parties is conducting coordination meetings with UPA and the Education Office related to the quality of graduation, conducting BOS reporting financial training activities with the Palembang Training Center, monitoring all Madrasahs related to 8 Education Standards, in collaboration with UPA Team
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Uhbiyati, Nur. "A competency-based model of the human resource development management of ustadz at salaf boarding school." International Journal of Educational Management 29, no. 5 (June 8, 2015): 695–708. http://dx.doi.org/10.1108/ijem-08-2014-0118.
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Purpose – The purpose of this paper is to study the criteria of qualified ustadz and how the salaf boarding school leader (kyai) manages the ustadz in order for them to become qualified ustadz. Design/methodology/approach – This study uses a qualitative research approach. Data were collected by in-depth interview techniques with kyai and mentor as primary source of data, while participants and alumni as secondary ones. The correctness of data from kyai and mentor then were cross-checked against data from participants and alumni. Findings – This paper gives the following findings: the qualified ustadz is ustadz who has competencies of personal religious, professional religious, social religious, and life skills; while efforts undertaken by kyai are planning, organizing, implementation and evaluation. Originality/value – The paper contributes to the Islamic educational institution in development management model for ustadz that has some stages, namely: need analysis, planning design, implementation and development evaluation. The proposed model can be used as a reference for leader of traditional Islamic education around the world in order to improve the quality of ustadz.
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Castarlenas, Elena, Rubén Roy, Isabel Salvat, Pilar Montesó-Curto, and Jordi Miró. "Educational Needs and Resources for Teachers Working with Students with Chronic Pain: Results of a Delphi Study." Sustainability 13, no. 8 (April 19, 2021): 4510. http://dx.doi.org/10.3390/su13084510.
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Children and adolescents spend most of their time at school. Therefore, teachers could be of help to improve the quality of life of students with chronic pain while they are at school. The aim of this study was to identify teachers’ educational needs and resources to help improve the adjustment to and function in the school of students with chronic pain. A Delphi survey including two rounds was conducted. Overall, 49 needs were identified in the first round. They were related to education, training, organization/logistics, and communication with the family and the health care center. Among the most important needs, based on the importance given and consensus reached, were (1) having information about the most appropriate attitudes and responses to a student with chronic pain, (2) how to reduce absenteeism, (3) how to ease the return to school after a long absence due to his or her pain problem, and (4) how to establish effective communication with the family. The results of this study provide new important data on the educational needs and resources which teachers would like to have to help their students with chronic pain at school, which could be used to develop educative programs for teachers.
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Tumlovskaja, Jelizaveta, and Romas Prakapas. "Factors Determining the Success in Self-Evaluation of General Education School: The Case of Lithuania." Pedagogika 137, no. 1 (June 4, 2020): 105–16. http://dx.doi.org/10.15823/p.2020.137.6.
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The self-evaluation of the quality of activities in general education schools in Lithuania was started in 2002. A number of scientific studies have been carried out during the process of design and application of quality self-evaluation tools; however, research showed that the essence of quality self-evaluation processes was not always understood. Meanwhile, there are examples of good practice in Lithuania that have been identified with an external quality evaluation of the schools. Therefore, this article addresses to the problem of the factors that determine the success of self-evaluation of quality in general education schools. The article is based on a case study strategy. Classical and content analysis methods were used to process the research data. The study concludes that the key factors of the success of quality self-evaluation in schools consist of a well-organized self-evaluation process, timely use of self-evaluation data, and an impact on organizational development in response to change challenges. Factors identified with the study are related to clear management decisions related to planning, responsible involvement of all community members, and integration of internal processes focusing on the challenges of educational process change. This helps to clearly understand the mission of the organization, and also provides a great foundation for the leadership of every member of the community and contributes to the development of their professional competencies.
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Kashani, Shamim Razaghi, Ali Mashhadi, and Seyed Mohammad Mahdi Moshirian Farahi. "An Investigation of Executive Functions and Cognitive Emotion Regulation in Labor Children Undergoing Training at Educational Centers." European Scientific Journal, ESJ 13, no. 11 (April 30, 2017): 224. http://dx.doi.org/10.19044/esj.2017.v13n11p224.
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The aim of this study is to determine the comparison of executive functions and cognitive emotion regulation between labor children undergoing training at educational centers and normal children. The sample included 29 male children (mean=9.58, SD=0.50) which was selected from a childcare center. For the control group, 27 third-grade children were selected from a normal primary school (mean= 9.40, SD=0.50). Two questionnaires were used: 1-The extended version of executive function deficiency in everyday life (Barkley, 2011); 2-The child version of cognitive emotion regulation (Garnefski et al., 2007). Part one of this study showed that the scale of executive functions revealed that labor children under training in educational institutions were significantly different in terms of self-direction and time management and self-organization from normal children. Part two of this study showed that there is a significant reverse relationship between planning refocusing, self-regulation, and time management (r value < 0.05). Moreover, there was a significant reverse relationship between positive reappraisal and spontaneity (r value < 0.01), and a significant negative relationship between positive reappraisal and executive functions (r value < 0.05). Overall, it can be posited that children undergoing training in educational institutions are not different from normal children in terms of cognitive emotion regulation.
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Agranovich, Yelena, Amina Amirova, Larissa Ageyeva, Larissa Lebedeva, Sholpan Aldibekova, and Elmira Uaidullakyzy. "The Formation of Self-Organizational Skills of Student’s Academic Activity on the Basis of ‘Time Management’ Technology." International Journal of Emerging Technologies in Learning (iJET) 14, no. 22 (November 29, 2019): 95. http://dx.doi.org/10.3991/ijet.v14i22.11755.
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This article is devoted to the study of self-organisational academic activity of future teachers of primary schools. The purpose of this study is to provide a theoretical basis and methodological support for the self-organisation of the educational activities of a future teacher of primary education based on the time management technology. The study describes theoretical and practical principles of self-organisation academic activity of bachelor students, examines the different approaches of scientists to the concept of ‘self-organisational academic activity’, given the characteristics of this phenomenon from the point of view of pedagogical science, including functions, components of this phenomenon; considered the pedagogical possibilities of technology ‘Time management’ in self-organisation of educational activity of future teachers. The ‘Time management’ technology is presented as the organisation of bachelor student’s life aimed for the most rational planning of the learning process and professional development. The theoretical studies are confirmed by experimental research related to the diagnostic and improvement skills of future elementary school teachers’ self-organisation. On the basis of theoretical, empirical research methods, as well as methods of statistical processing of research results, the results of a search study of students’ self-organisation are presented. The presented experimental results show the feasibility of using a variety of time-management technology tools in training sessions in the process of preparing specialists.
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Maněnová, Martina, Janet Wolf, Martin Skutil, and Jitka Vítová. "Combating the Coronavirus Pandemic in Small Schools." Sustainability 13, no. 13 (June 24, 2021): 7086. http://dx.doi.org/10.3390/su13137086.
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Due to the COVID-19 pandemic, the issue of distance education in primary schools has become a much-discussed topic. It is therefore no surprise that the issues related to it have come to the forefront of many researchers. There is, however, at least one group that has stayed relatively unnoticed, and it is so-called small schools. Thus, we conducted a qualitative study based on the phenomenological approach, searching for answers to our research question: What has been the experience of the directors of small schools with distance education during the pandemic? Our findings offer an in-depth insight into the life of six schools through the eyes of their directors. Semi-structural interviews with school directors helped us reveal three key factors that, in our opinion, had the greatest influence on the form of distance education. These are (1) the factor of ICT competence of all actors, (2) the factor of organization of educational settings, and (3) the factor of the teaching methods and forms used in education. Furthermore, we conclude the result section with a subchapter that captures the positive aspects of distance education as perceived by the addressed school directors.
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Sklyarova, Tatyana V., and Vladimir S. Malyshev. "The Specifics of Training Highly Qualified Personnel in Postgraduate Studies Using Information and Communication Technologies in Russia and Abroad." RUDN Journal of Psychology and Pedagogics 18, no. 1 (December 15, 2021): 153–73. http://dx.doi.org/10.22363/2313-1683-2021-18-1-153-173.
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Modern requirements for Russian higher education in general and the system of training highly qualified personnel in particular arise from the necessity to improve the quality and efficiency in order to ensure the countrys international competitiveness in important areas of life. The research is aimed at filling the need for a detailed analysis of algorithms, frameworks and principles of organizing the process of training highly qualified personnel in graduate school, using information and communication technologies (ICT). The comparative nature of the work, which analyzes Russian and international experiences in this field, allows to obtain data that have not previously been systematized in the present context. The study is based on scientific and pedagogical publications of Russian and international authors. The purpose of the study is to consider the theoretical, methodological and organizational aspects of training graduate students, using ICTs in the selection of the analyzed material. The comparative analysis makes it possible to identify and systematize the specifics of informatization in training scientific and pedagogical personnel, the current implicit state of which complicates its interpretation in terms of the educational process organization and management. As a result, we can identify the following eight characteristics of the system of training highly qualified personnel in postgraduate studies using ICTs: theoretical and methodological foundations, characteristics of electronic learning systems, conditions for effective application and input data for their design, requirements for scientific supervisors and students, factors that update this type of training and a list of basic terms and concepts. The described characteristics can be used as a theoretical basis for further research, for example, in order to determine the actual parameters of designing the environment for students in graduate school as a means of scientific and pedagogical training of highly qualified personnel. The given descriptions of technologies in the context of the peculiarities of the impact of informatization on the implementation of the educational process, together with references to sources, allow to use the materials of the article as data for its planning and organization. The results of the research can be useful for specialists in designing, organizing, implementing and supporting the educational process in higher education using ICT tools: research supervisors, graduate students, managers and designers of educational programs.
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Evariana, Evariana. "Kinerja Kepala Sekolah dalam Meningkatkan Kualitas Pembelajaran di SMA Negeri 1 Kota Jambi tahun Pelajaran 2017/2018." Jurnal Ilmiah Universitas Batanghari Jambi 20, no. 2 (July 1, 2020): 637. http://dx.doi.org/10.33087/jiubj.v20i2.1002.
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Quality of learning will be created when the education organization can be implemented effectively in a conceptual framework. The effectiveness of education organizing will produce the quality of education that is expected in accordance with the vision, mission and objectives of the learning system held in the school. In improving the quality of school responsibility learning lies at the head of the school. A headmaster must be competent in his field and responsible for his duties. The principal as an educational leader has also acted as a consultant to teachers in solving their problems, the Headmaster continues to strive to improve the ability of teachers and staff to work and think together. As the principal's education leader continues to assist teachers to participate in the teaching program. The objectives of the study are: 1) Knowing how the school's performance form in improving the quality of learning in SMA Negeri 1 Jambi City Year lesson 2017/2018; 2) Knowing what are the obstacles facing the school principal in improving the quality of learning in SMA Negeri 1 Jambi City Year lesson 2017/2018. Based on the results of research and discussion it can be concluded that the principal in the context of organizing education has a very strategic role as a leader. Principals are responsible for improving the quality of learning. The school's performance in improving the quality of learning has been excellent. The headmaster as a creative leader should also improve the quality of learning such as the smoothness of thinking which includes: creating quality teachers, realizing the achievement of mission vision, planning achievement of objectives, managing and leveraging the school facilities and infrastructure, student management, curriculum management, and the implementation of IT systems. Furthermore, the headmaster in improving the quality of learning should have the flexibility of thinking which includes: responding to changes in the quality improvement of teachers, to empower existing resources for the achievement of mission vision, and the management of learning outcomes to produce outstanding graduates. Principals should also have elaboration to improve the quality of learning that includes: developing the organization and implementing school programs, and the headmaster must also have an originality in improving the quality of learning that includes: forming an organization for the achievement of the vision of the school mission and implementing class supervision.
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Kravchenko, Olena I., Dmytro S. Tymchuk, Tetiana H. Pavlych, Dmytro P. Kyslenko, and Olena V. Lutsenko. "Educational Management of Innovative Pedagogical Process in Higher Education Institutions (HEIs)." International Journal of Higher Education 9, no. 7 (August 4, 2020): 1. http://dx.doi.org/10.5430/ijhe.v9n7p1.
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The article proves that one of the objectives of the contemporary high school is developing the potential of all participants of the pedagogical process, giving them opportunities for revealing creative abilities. Such a change in the role of education in society has led to innovative processes. We distinguish the following elements of innovative activity in HEIs: the goal (increasing the efficiency of resource use in the HEIs), the content (the processes of creating and applying the innovations, including regular ones) and the product (the quality of training the graduates of the HEIs). We also identified the following types of innovation: organizational, processive and productive, which are the subjects of innovative activity in the HEIs. Under these circumstances, the planning and application of innovations are considered as the area of involving teachers into innovation activity. We specified the factors increasing the number of innovative activities: organizational and technological preparation of creating innovations is considered pre-innovation activity; the production of innovations depends on research and scientific work; the application of innovations includes the stages of implementation, design and dissemination. We distinguished contextual, educational, scientific and innovative processes and the process of strategic development of human potential. We identified the prospects of researching the innovative environment of HEIs as a condition for effective innovative activity of teachers. Generally, the structure of indirect management of the innovative process includes the main stages of the reflexive regulation of searching a new idea: the stages of criticism, conscious rethinking and normalization of the activity. The organizational structure of such management includes the following stages: diagnostic, regulatory, analytical and verification. Knowledge of the varieties of structures and their main stages is necessary to define the whole system of reflective management, because the innovation process consists of micro-innovation processes, which need to be adjusted in communication. We analysed the basic structural components of the authors’ technology of managing the innovation process at the department level as a structural part of НЕІs.
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PROTSENKO, I. "MANAGEMENT OF PROFESSIONAL ADAPTATION OF TEACHERS IN THE SYSTEM OF SECONDARY EDUCATION." ТHE SOURCES OF PEDAGOGICAL SKILLS, no. 26 (April 7, 2021): 165–69. http://dx.doi.org/10.33989/2075-146x.2020.26.227638.
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The article, based on the analysis of scientific and pedagogical literature, substantiates the basic pedagogical conditions of professional adaptation of teachers in the reform and modernization of secondary school and in the process of their lifelong learning, development of a national management system for professional adaptation of teachers. new conditions for the functioning of the educational sector. It is established that the teacher's advancement to mastery is an endless cycle in which each step is performed in accordance with the general management technology - setting goals for adaptation management is to accelerate the achievement of productivity, value for money, skill, readiness for innovation, satisfaction; positively includes the individual in the system of interpersonal relations, planning - a system of pre-determined decisions, the essence of which allows to coordinate individual efforts of employees to achieve goals, predict measures to improve professional adaptation, establish the desired end results in terms of employee adaptation goals by the adapter (formation of values, introduction to the course of the case, setting tasks in time)., decision-making - dynamic decision-making on the adaptive load.
The components of decision-making include - identifying opinions, analyzing the situation, evaluating decisions and situations, generating ideas, organization and implementation - includes building work to effectively and optimally achieve the goal of professional adaptation of teachers, control - a function manifested in effective professional conditions adaptation in the need to ensure the advancement of goals. It is revealed that the problem of ensuring the effectiveness of management of educational institutions requires the need, simultaneously with the achievement of the main goals of organizations, to create favorable conditions for professional development and development of the teacher's personality. One of the most important steps in the professional development of a teacher's personality is the stage of professional adaptation.
The main functions of management of professional adaptation of teachers in the system of secondary education are clarified. A model for managing this process has been developed.
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Bento, António, and Isabel Ribeiro. "Sustainable Leadership of Senior Students: The Case Study of Madeira." Journal of Teacher Education for Sustainability 12, no. 1 (January 1, 2010): 66–74. http://dx.doi.org/10.2478/v10099-009-0047-9.
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Sustainable Leadership of Senior Students: The Case Study of MadeiraSecondary education plays a key role in developing sustainable leadership skills in students. This research analyses the characteristics of sustainable leadership of students at 2 secondary schools in Madeira Island (Portugal) in order to determine whether the type of school or gender of the students affect eight distinct domains: 1) self management; 2) interpersonal relations; 3) problem solving/decision making; 4) cognitive critical development/analysis; 5) organization and planning; 6) self-confidence; 7) diversity awareness; 8) technology. The Student Leadership Outcomes Inventory (SLOI) (Vann, 2000) was used to measure the leadership experiences of 158 senior students in these eight areas. Participants revealed moderate levels of sustainable leadership in the eight sub-scales. The findings show that students of Madeira Island who finish secondary education possess several well-developed sustainable leadership skills.
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Lopukhova, Yulia Victorovna. "Methodical bases of the modular training technology while studying grammar at non-language universities." Samara Journal of Science 6, no. 1 (March 1, 2017): 193–98. http://dx.doi.org/10.17816/snv201761310.
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The paper considers the need of using a modular training technology while studying grammar in a non-language high school. At the same time the great importance is given to the module structure, which must be organized in such a way that final results have to be focused on individual success of students. It becomes possible because modern modular training technologies change the form of communication between a teacher and a student. Here, education is based on subject-subject communications as one of the main goals of the modular training technology is the development of students self-education skills. The awareness of educational activity makes it possible to change the role of a teacher from the source of information into counseling and management. The teacher is released from an informational function, delegating this role to the module and some management functions become self-management ones. Students study themselves most of the time getting self-planning, self-organization, self-control, self-assessment skills. Learning content is submitted in self-contained modules, which are at the same time the bank information and the guide. The implementation of modular training technology from the point of the perspective theory of certain skills stage formation supposes that the main educational purpose can be divided into superposes in the frame of individual elements of training modules.
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Greenwood, Jo, and Catherine Kelly. "Taking a cooperative inquiry approach to developing person-centred practice in one English secondary school." Action Research 18, no. 2 (September 11, 2017): 212–29. http://dx.doi.org/10.1177/1476750317730651.
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Recent legislation within the English special educational needs arena details coordinated child and family centred provision whereby person-centred approaches are advocated for as a central way of working. Pupil voice and participation in planning, however, have not been found to be well embedded in mainstream school practice and are likely to require a high level of understanding and openness, for successful implementation. This paper explores the experiences of a group of educational practitioners aspiring to develop person-centred informed practice by engaging in cycles of inquiry and action. A cooperative inquiry group engaged in dialogue around practice, exploring both personal and professional values and their resonance with values embedded within person-centred practice. A significant claim of the paper is that cooperative inquiry, in its alignment of values with person-centred practice, is a powerful tool to facilitate the learning necessary to embody collaborative person-centred practice, strengthen the voice of both those engaged and in turn the children and young people on the receiving end of practice and make discussable the performative contradiction inherent in developing person-centred practice systemically.
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Tran, Trung, Manh-Toan Ho, Thanh-Hang Pham, Minh-Hoang Nguyen, Khanh-Linh P. Nguyen, Thu-Trang Vuong, Thanh-Huyen T. Nguyen, et al. "How Digital Natives Learn and Thrive in the Digital Age: Evidence from an Emerging Economy." Sustainability 12, no. 9 (May 7, 2020): 3819. http://dx.doi.org/10.3390/su12093819.
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As a generation of ‘digital natives,’ secondary students who were born from 2002 to 2010 have various approaches to acquiring digital knowledge. Digital literacy and resilience are crucial for them to navigate the digital world as much as the real world; however, these remain under-researched subjects, especially in developing countries. In Vietnam, the education system has put considerable effort into teaching students these skills to promote quality education as part of the United Nations-defined Sustainable Development Goal 4 (SDG4). This issue has proven especially salient amid the COVID−19 pandemic lockdowns, which had obliged most schools to switch to online forms of teaching. This study, which utilizes a dataset of 1061 Vietnamese students taken from the United Nations Educational, Scientific, and Cultural Organization (UNESCO)’s “Digital Kids Asia Pacific (DKAP)” project, employs Bayesian statistics to explore the relationship between the students’ background and their digital abilities. Results show that economic status and parents’ level of education are positively correlated with digital literacy. Students from urban schools have only a slightly higher level of digital literacy than their rural counterparts, suggesting that school location may not be a defining explanatory element in the variation of digital literacy and resilience among Vietnamese students. Students’ digital literacy and, especially resilience, also have associations with their gender. Moreover, as students are digitally literate, they are more likely to be digitally resilient. Following SDG4, i.e., Quality Education, it is advisable for schools, and especially parents, to seriously invest in creating a safe, educational environment to enhance digital literacy among students.
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Somech, Anit, and Bat-El Ohayon. "The trickle-down effect of OCB in schools: the link between leader OCB and team OCB." Journal of Educational Administration 58, no. 6 (December 2, 2019): 629–43. http://dx.doi.org/10.1108/jea-03-2019-0056.
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Purpose Research has provided accumulative evidence that the willingness of teachers to invest in organizational citizenship behavior (OCB) is a fundamental component for achieving school effectiveness. However, most studies examined OCB of the individual teacher, while neglecting the fact that such behavior might grow in a context. Furthermore, educational scholars have focused almost solely on OCB of teachers, and have almost completely neglected to address the concept through a managerial prism. By taking a contextual perspective, the purpose of this paper is to postulate a positive link between leader OCB and team OCB, and suggest that organizational justice serves as a moderator in this relationship. Design/methodology/approach Data were collected through a survey from multiple sources, to avoid one-source bias. The sample included 82 schools: 82 management teams and their 82 principals, as well as 246 teachers, who were not members of management. Findings Results of the hierarchical regression analysis confirmed the hypotheses. The authors found a positive association between leader OCB and team OCB and revealed that this positive relationship was significant under high levels of organizational justice, but non-significant under low levels. Practical implications The importance of leader OCB in promoting team OCB can inspire the educational system to learn how to develop organizational mechanisms that encourage principals to perform citizenship behaviors and to take this component into consideration in screening processes and succession planning. Originality/value The contribution of the study is in identifying leader OCB as a key instrument that may encourage teams to invest in OCBs. To the best of the authors’ knowledge, this is the first study ever to examine the link between leader OCB and team OCB. The finding that there is a positive association between the two constructs may imply that leader OCBs contribute to the school, not only directly, by exhibiting behaviors of helping and support, but also indirectly, through the leader’s impact on his or her team’s behavior.
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López-Noguero, Fernando, José Alberto Gallardo-López, and Irene García-Lázaro. "The Educational Community in the Face of COVID-19. Discursive Analysis on Vulnerability and Education." International Journal of Environmental Research and Public Health 18, no. 13 (June 22, 2021): 6716. http://dx.doi.org/10.3390/ijerph18136716.
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This article presents the results of research the objective of which was to know the opinion of directors of different educational centers about the management carried out in their centers and the possible difficulties encountered during the suspension of face-to-face classes caused by the first wave of the COVID-19 pandemic. The research method is qualitative, exploratory, descriptive, and inductive. The study sample is made up of 43 managers of educational centers, who were selected by applying an intentional sampling based on criteria of age, experience, ownership of the center, teachings that are taught, and the socioeconomic context where it is located. A questionnaire was used to collect the information, previously designed and validated through the judgment of experts, to inquire about the organization and management from the management team, the development of the academic task with the students, and the relationship with the families during the course period of cessation of classroom activities. To make an adequate approximation to the reality studied, an exhaustive content analysis of the speeches issued by the participants was carried out. Among the main conclusions of the research are the difficulties they have experienced during the closure of schools in relation to the lack of strategic planning to reconvert face-to-face education to the online format, scarcity of technological resources in centers and homes, training deficit in digital skills, increasing the digital divide, attention to students with special educational needs or communication problems with students and their families.
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Burgher, Joshua, and Herbert Hamers. "A quantitative optimization framework for market-driven academic program portfolios." International Journal of Educational Management 34, no. 1 (January 6, 2020): 1–17. http://dx.doi.org/10.1108/ijem-03-2018-0099.
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Purpose The purpose of this paper is to provide a decision support model for optimizing the composition of portfolios of market-driven academic programs, primarily in schools offering market-driven academic programs. This model seeks to maximize financial performance during a desired planning time period while also achieving targets for other non-financial dimensions of the portfolio (e.g. mission alignment, student demographics and faculty characteristics) by deciding the types of programs to be added, redesigned and/or removed for each year of the planning period. Design/methodology/approach This paper introduces an integer linear program (i.e. mathematical optimization) to describe the portfolio optimization problem. Integer linear programs are widely used for optimizing portfolios of financial and non-financial products and services in non-educational settings. Additionally, in order to use an integer linear program for the model, qualitative data must be incorporated into the quantitative model. To do so, this paper first discusses two methods of quantifying qualitative information related to market-driven program dimensions in the following section. Findings The paper provides empirical insights related to the impact of this model through an illustrative case from a school offering market-driven academic programs at a prestigious private university in the USA. The results of the case highlight the potential positive impact of utilizing a similar model for planning purposes. Financially, the model results in almost double financial surplus than without the model while also achieving higher scores for all non-financial dimensions measured for the portfolio analyzed. Originality/value This paper provides a unique and impactful model for decision support in strategic planning for market-driven academic programs, an area of intense discussion and focus in higher education today.
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Dogani, Besa. "SCHOOL CULTURE AND CLIMATE, FACTORS FOR AN EFFECTIVE SCHOOL." Knowledge International Journal 28, no. 3 (December 10, 2018): 757–60. http://dx.doi.org/10.35120/kij2803757b.
Full textAbstract:
The need for change is particularly expressed in educational organizations. In education, the changes are always associated with the reforms required by the Ministry of Education and Science, and much less often seen as a permanent process that is initiated and continues throughout each school. That is exactly why the school, especially at this time of decentralization, should appear as the initiator of the change. However, it must be noted that in the teaching, non-teaching staff, and in the school leadership, there is resistance to school changes. Hence the idea that resistance to change would be reduced if the director and employees feel the need for change, if they are the initiators of the change or at least participate in the planning and execution of the change. The complexity of the school stems from the everyday relations of a teacher - student, teacher - teacher, and pupil - student. The most frequent occurrence of this is the so-called collision of generations. It practically means a clash of two cultures - climates, an adult culture (teachers), and a culture of youth (students). It all takes place in an environment with its own surrounding called school. This environment and this surrounding are characterized by certain traditions, customs, norms, habits, achieved results, manners of behaviour and communication, religion and so on. All this together with all its complexity, dynamism and openness we call the culture of the school. The word culture has a Latin origin - colare, which means nurturing, developing and embellishing. Culture and climate are interactive states of common characteristics of group influence on the environment. The paradigm of school culture goes hand in hand with the paradigm of inequality and the option of greater autonomy in schools. According to several authors, schools should not be forced to produce quick results, only for the benefit of politicians and for public satisfaction. This means that the educated results should be held accountable by the school principals, not the ministers. This practically means penetration into management, from slow changes to controlled systems (top-down changes), to school support systems (bottom-up changes). It is important to note that each school has its own recognizable culture. The school's culture can be increased in different ways. Basically, it is a content of mutually divided values. Divided values can also be experienced in the form of rituals and repetition ceremonies. This paper aims to show that through the improvement of school culture and school climate, a positive atmosphere of order and discipline, a way of communicating staff, established vision for development will be ensured, and all this towards the construction of an effective and efficient school.