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1
Baid, Devesh, and S. V. D. Nageswara Rao. "Management Controls of Teachers—Scale Development and Validation." Global Business Review 18, no. 3 (April 24, 2017): 719–33. http://dx.doi.org/10.1177/0972150917692190.
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Teachers are an important determinant of school outcomes, and their behaviour and actions need to be controlled to ensure desired performance. New public management (NPM) and new institutional theory propose that practices used by ‘for profit’ organizations should also be adopted by ‘not for profit’ organizations, which also include schools. Anthony’s (1965) model of management control has been applied to schools but has been found to have loose coupling with outcomes. This article proposes a scale that covers both formal and informal controls and is contextual. Second, it uses Merchant’s (1998, p. 14) ‘objects of control’ framework to develop such a scale for private unaided schools. An instrument has been developed by operationalizing constructs of action controls, result controls, personnel controls and cultural controls. Items were drawn from school effectiveness and school improvement literature. Data have been collected from the 10th class teachers of private unaided schools affiliated to a state examination board in India. The scale has met reliability and validity measures and is found appropriate for future use. The instrument will help school managements understand the extent of control in their schools, which control dimensions to focus on, and how these aspects of control influence other dimensions such as teacher’s satisfaction, role stress and school performance.
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Wohlstetter, Priscilla, Roxane Smyer, and Susan Albers Mohrman. "New Boundaries for School-Based Management: The High Involvement Model." Educational Evaluation and Policy Analysis 16, no. 3 (September 1994): 268–86. http://dx.doi.org/10.3102/01623737016003268.
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A major challenge facing reformers who are demanding high levels of performance from the educational system is to enable schools to make changes in the way they deliver services to create high performance. This article examines the utility of school-based management (SBM) as a means for generating school improvement and applies a model of high involvement management, developed in the private sector, to determine what makes SBM work and under what conditions. The analysis illustrates the importance of expanding the definition of SBM to include aspects of organizational redesign, beyond the traditional boundaries of shared power, in order to create the capacity within schools to develop high performance.
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Garbenis, Simas, and Paulina Palujanskienė. "DEVELOPMENT OF EMOTIONAL INTELLIGENCE IN THE ASPECT OF PERSONALITY DEVELOPMENT IN THE CONTEXT OF A LEARNING ORGANIZATION." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 4 (May 28, 2021): 90–101. http://dx.doi.org/10.17770/sie2021vol4.6477.
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Today`s schools coexist with an environment that is constantly changing and shifting that is why modern schools should be open to new experiences, possibilities, become learning organizations. Also, educational institutions face the need for competencies in the formulation and implementation of competition policy, which in itself requires managerial knowledge based on an innovative approach. Moreover, the development of emotional intelligence integrated with the school curricula should be considered as one of the criteria for a school to become a learning school. Although some robust knowledge already exists about the positive impact of emotional intelligence development in educational settings. There is little to no research and theoretical data about the means to successfully integrate emotional intelligence development in schools as a context of learning organizations. Moreover, there is not any strong theoretical framework that links several ideas and theories on which they need for emotional intelligence development in learning schools could be based upon. Regarding this knowledge gap, this article aims to reveal the attitude of school staff about the development of emotional intelligence in the context of a school-learning organization. To achieve this goal, methods were used: scientific analysis of literature and documents and theoretical interpretations. Research results: peculiarities of emotional intelligence development in the context of personality development in the context of learning organization: how emotional intelligence is developed, its meaning and importance, possible perspectives, benefits for personality and organization-school in the context of learning organization (L. Vygotsky theoretical aspect). This justifies the need to organize personnel management and professional development processes in the development of emotional intelligence.
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Samrat, Ray, Ghulam Muhammad, and Muhammad Adnan. "The Administrative Role of Principals: Insights and Implication in Secondary Schools Mardan District." journal of social sciences review 1, no. 1 (June 30, 2021): 46–56. http://dx.doi.org/10.54183/jssr.2021.1.1.46.
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Secondary schools are educational establishments tasked with preparing students for postsecondary education and professional training. Principalsare the primary stakeholders entrusted with administrative positions in secondary schools to meet society's demands and provide quality education to students. The study aimed to examine the administrative function of principals in secondary schools in Mardan district, Khyber Pakhtunkhwa, Pakistan, in light of their organizational role at the secondary level. The study's goals were to look at the administrative position of secondary school principals and suggest methods for more effective secondary school administration. The research included 100 government male high school principals from the Mardan district. A reliable instrument was developed, validated, andpilot tested. The information was gathered using a unique administration instrument and evaluated using mean scores, standard deviation, and the chi-square test. The study discovered that principalsplay a primarily administrative function in high school administration. They develop the school's vision and mission, provided school facilities, organize the teaching-learning process, plan co-curricular activities, supervise school activities, identify students' needs and demands, maintain the school's records, ensure financial management, collaborate with parents and society, coordinate with educational authorities, track, and evaluate the school's activities. For effective secondary school administration, the study proposed providing instruction for new principals at the time of admission and capacity building for current principals in financial management, record keeping, staff management, service law, and ICT skills.Keywords:administrative role, Mardan, Pakistan, principals, secondary schools
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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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Roth, Steffen. "Draw your organization! A solution-focused theory-method for business school challenges and change." Journal of Organizational Change Management 34, no. 4 (March 1, 2021): 713–28. http://dx.doi.org/10.1108/jocm-06-2020-0163.
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PurposeThis study aims to present a solution-focused approach to current problems and criticisms faced by business schools.Design/methodology/approachTo facilitate the required shift from problems to solutions, this study outlines a theory method and demonstrates how it has informed my teaching at Financial Times (FT)-ranked business schools and other institutions of higher education in two subjects and on three continents.FindingsThe study reports on two student exercises showing that even advanced business school students confuse organizations with political economic hierarchies.Originality/valueThe study concludes that business schools pursuing a smart specialization strategy by challenging this reductionist view may turn into new schools of management distinguished by a broader, multifunctional concept of themselves and their impact on their environment.
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Grissom, Jason A., and Lara Condon. "Leading Schools and Districts in Times of Crisis." Educational Researcher 50, no. 5 (June 2021): 315–24. http://dx.doi.org/10.3102/0013189x211023112.
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The COVID-19 school closures highlighted the importance of crisis management for school and district leaders. Crisis management, however, has not received sufficient attention from school leadership preparation programs or education leadership researchers. This article synthesizes research spanning schools and other organizations, including those in the private sector, to describe a framework for understanding crises and crisis management in schools and districts and the key competences this literature suggests for successful navigation of crisis situations. We use this framework to discuss leaders’ responses to the COVID-19 school closures in spring 2020. We conclude with an argument for more consciously incorporating crisis management training into both preservice and in-service preparation and support for education leaders and for opening new lines of inquiry into crisis leadership at the school and district levels.
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Naz, Rashida, Sajida Naureen, and Zeenat Sana Baloch. "Identification Of Managerial Problems Faced By Primary School Head Teachers In Quetta." Pakistan Journal of Applied Social Sciences 6, no. 1 (September 8, 2017): 77–90. http://dx.doi.org/10.46568/pjass.v6i1.310.
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The primary schools year is an important phase of children education. The objective of this research was to identify the managerial problems faced by Primary Schools Head teachers. For primary data the sample was comprised 10 school heads 100 teachers from the primary schools, questionnaires were distributed among teachers and head teachers. The samples were randomly selected. Results showed that teachers were trying to achieve the students learning outcomes. A large number of head teachers agreed that they knew the process of school management and they were able to control the management of schools. They were trained by the education department regarding primary school management. But on the other hand less number of professional trainings were available for primary school teachers and head teachers. There were some evidences that most of the non-government organizations introduced some training programs for primary school teachers. Most of the head teachers of primary schools faces the shortage of physical and human resources in their schools. A number of head teachers had no qualification related to school management. It was concluded that almost all the in charge and teachers had no clear concept regarding curriculum 2006. Majority of the head teachers had no ability to manage the learning and teaching process. They were found incompetent for report writing and implement their decisions in jurisdiction of school. It was recommended that new posts should be created for head teachers in primary schools and their job description should be cleared. All the incharges or head teachers should be trained in school management and resource management.
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Prince, Christopher, and Graham Beaver. "Commercial and Corporate Activities of New University Business Schools." Industry and Higher Education 18, no. 4 (August 2004): 217–25. http://dx.doi.org/10.5367/0000000041667547.
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Commercial and corporate activities and the income they generate are of increasing importance to all UK higher education institutions. For new or modern university business schools in particular, the falling unit of resource attaching to undergraduate student teaching income and the virtual disappearance of research revenues as a result of the poor results in the 2001 Research Assessment Exercise have combined to produce a scenario in which commercial activity is likely to be an increasing priority as business schools attempt to remain effective and solvent. While there has been considerable research into management development in general, there has been very little research into the structuring and operation of commercial activity in new university business schools. Indeed, what research there has been into university commercial activity has examined all UK universities at a level of aggregation that makes it impossible to determine levels of business school commercialization, let alone the level of individual performance. The research presented in this paper focuses on the commercial activity of new university business schools and reveals findings about the nature and choice of strategy, product portfolio, delivery, client expectations, organization and management structure. The evidence suggests that many business schools have a considerable way to go if they are to grow commercial revenue in what will be an increasingly competitive and volatile market.
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Watson, Terri Nicol. "Effective school leadership and New York City’s immigrant and migrant children: a study." International Journal of Educational Management 31, no. 5 (June 12, 2017): 622–32. http://dx.doi.org/10.1108/ijem-11-2016-0244.
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Purpose This paper provides insight into the effective education of immigrant and migrant children: many of whom are classified in New York City’s public schools as English language learners. It also highlights the ways in which New York City prepares school leaders and the policies that govern their actions. Design/methodology/approach Literature review. Findings The practices of New York City’s school leaders are governed by the Chancellor’s Regulations. These comprehensive mandates consist of four components and address issues related to students in grades K-12, school-based budgets, personnel matters, and parent and community engagement. In relation to students, including those classified as immigrant, migrant, and English language learners the Chancellor’s Regulation A-101 makes it clear: children may not be refused admission to a public school because of race, color, creed, national origin, gender, gender identity, pregnancy, immigration/citizenship status, disability, sexual orientation, religion, or ethnicity. Research limitations/implications Implications for future research: How can school leaders (and educational activists) continue to support and advocate for immigrant and migrant children under the presidency of Donald J. Trump. Practical implications Knowledge gleaned from this study may be of use to schools, districts, and educational leaders in the USA and abroad faced with similar demographic trends. Social implications This manuscript examined the ways in which The City University of New York prepares school leaders, the required State exams for school leaders, and the educational policies that govern the practices of New York City’s school leaders that are germane to English language learners. Originality/value This review of the literature may study may be of use to schools, districts, and educational leaders in the USA and abroad.
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Girotto, Eduardo Donizeti, and Fernando L. Cássio. "A desigualdade é a meta: Implicações socioespaciais do Programa Ensino Integral na cidade de São Paulo." education policy analysis archives 26 (September 10, 2018): 109. http://dx.doi.org/10.14507/epaa.26.3499.
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This article proposes an analysis of the Integral Teaching Program (PEI), implemented in the São Paulo State (Brazil) public-school system, from a point of view of the dynamics of production of socio-spatial and educational inequalities. In the present case, we have investigated the role of public education policy, under the New Public Management logic, as an inducer and reproducer of inequalities. Our results suggest that PEI is based on an insular logic, which produces school units for students already privileged in their relations with the city. In addition, the implementation of the Program has provoked an outflow of students, with a positive effect on the socioeconomic levels (SEL) of the PEI schools and on their results in large-scale evaluations. This effect was counterbalanced by the negative effect in the school units around the PEI schools, where we observed a decrease in the number of students with higher SEL. In addition, if compared to the surrounding schools and to the public-school system itself, PEI schools have fewer classes and students. They are schools for the minority: the students with highest SEL of the system. In these schools, we also observe the preference for a single-cycle organization, which places PEI in the same line as the controversial proposal of School Reorganization in 2015.
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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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Benji-Rabinovitz, Shiran, and Izhak Berkovich. "Psychological ownership of a team of change agents during second-order change in schools and its implications for school culture." International Journal of Educational Management 35, no. 1 (September 1, 2020): 75–86. http://dx.doi.org/10.1108/ijem-05-2020-0279.
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PurposeTaking ownership is considered vital for sustaining change in organizations, particularly when second-order changes are the goal. Yet, few studies explored psychological ownership of change agents in educational organizations. Moreover, no knowledge exists on how agents' individual psychological ownership augments psychological ownership in schools and on how collective psychological ownership of change relates to school culture. The present study aims to address these two lacunae.Design/methodology/approachA case study method was adopted to investigate the psychological ownership of teams of change agents in schools. Six Israeli secondary state religious schools adopting a new liberal curricular program were studied. Thirty one interviews were conducted with principals, program coordinators, mid-level teacher leaders and teachers who were active change agents in the promotion of the program. The interviews were complemented by quantitative data on students' perceptions of school discipline and tolerance of diversity based on the national school culture survey.FindingsThe analyses revealed the prevalence of three types of psychological ownership in the sample of schools. The analyses also showed how key components of psychological ownership, i.e. responsibility and territoriality in relation to change manifest in the schools that were explored. Institution-level analysis shed light on the different effects psychological ownership of the change team had on sharing within the faculty. In addition, analyses showed how the scope of agreement between two key change agents, the program initiator and the principal, on psychological ownership affected various psychological ownership aspects of the team. Last, the analysis shows that two types of collective psychological ownership emerged in the course of a liberal school change, and that types were differently related to school outcomes.Originality/valueThe study offers an innovative typology of collective psychological ownership during second-order change in schools, mapping two ideal types: cooperative and fragmented collective psychological ownership. The new types provide a better understanding of the dynamic of collective psychological ownership and its outcomes in organizations in general and schools in particular.
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Huguenin, Jean-Marc. "Determinants of school efficiency." International Journal of Educational Management 29, no. 5 (June 8, 2015): 539–62. http://dx.doi.org/10.1108/ijem-12-2013-0183.
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Purpose – The purpose of this paper is: to measure school technical efficiency and to identify the determinants of primary school performance. Design/methodology/approach – A two-stage data envelopment analysis (DEA) of school efficiency is conducted. At the first stage, DEA is employed to calculate an individual efficiency score for each school. At the second stage, efficiency is regressed on school characteristics and environmental variables. Findings – The mean technical efficiency of schools in the State of Geneva is equal to 93 per cent. By improving the operation of schools, 7 per cent (100−93) of inputs could be saved, representing 17,744,656 Swiss francs in 2010. School efficiency is negatively influenced by: operations being held on multiple sites, the proportion of disadvantaged pupils enroled at the school and the provision of special education, but positively influenced by school size (captured by the number of pupils). Practical implications – Technically, the determinants of school efficiency are outside of the control of headteachers. However, it is still possible to either boost the positive impact or curb the negative impact. In the context of the State of Geneva, the policy-related implications of the current study could be summarized as follows. New schools or existing multi-site schools should be concentrated on common sites; if this is not possible, the use of information and communication technology in school management and teaching should be developed and encouraged. In order to correct the negative influence of disadvantaged pupils on school performance, policymakers should focus on related social policies, such as pre-school, health, housing and benefits policies, rather than on allocating additional resources to schools. Finally, with an average of 381 pupils per school, school size could be increased to maximize school efficiency. Originality/value – Unlike most similar studies, the model in this study is tested for multicollinearity, heteroskedasticity and endogeneity. It is therefore robust. Moreover, one explanatory variable of school efficiency (operations being held on multiple sites) is a truly original variable as it has never been tested so far.
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Giles, David. "A storyline of ideological change in a New Zealand primary school." International Journal of Organizational Analysis 23, no. 2 (May 11, 2015): 320–32. http://dx.doi.org/10.1108/ijoa-09-2012-0614.
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Purpose – This article aims to report on the findings from a research project that explored a school’s changing ideological storyline with the appointment of a new Principal and the Board of Trustees’ intention to move towards a strengths-based approach to education. Following the school’s dialogue and decision-making over a three-year period enabled the identification of a range of competitive processes between the dominant and an emergent ideology within the school. Design/methodology/approach – Using an ideological framework proposed by Meighan et al. (2007), the research focussed on the development and maintenance of shared understandings within each ideology. For the purpose of this article, the participants have been limited to those in school governance, the school’s senior leadership team and some teachers across a three-year period. Data were gathered through semi-structured interviews, online surveys and informal observations and analysed through interpretive and hermeneutic processes. Findings – The findings show the subtleties and nuances of two dominant and competing ideologies that represented different philosophies for education: a deficit discourse of progressive ideals and a strengths-based ideology of education. The existing and dominant ideology is challenged by the determination and moral purpose of the principal with the unanimous support from those in governance. In due process, the school emerged into a creative enterprise through the adoption of shared understandings that were underscored by a strengths-based ideology. Originality/value – It is incumbent upon school principals to notice the shifting organisational storylines within their schools and communities and act in a manner that realises the moral imperative of schooling for the students (Fullan, 2011). This article opens specific ideological processes that have appreciatively moved a school towards pedagogical excellence and a repurposing of the organisation for the students’ sake.
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Šuťáková, Valentína, Janka Ferencová, and Martina Kosturková. "School Environment as a Determinant of Organizational Learning Support." Lifelong Learning 9, no. 1 (2019): 20–44. http://dx.doi.org/10.11118/lifele2019090120.
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Organizational learning as a strategic tool for organizational change and stabilization of success has been discussed in a school environment since the 1990s. Its importance is increasing in the context of dynamic development of the society and the need to flexibly adapt to constant changes. Organizational learning research focuses on analyzing factors that are important to organizational learning and adaptability. The study aim was to examine a school environment as a determinant of organizational learning support. We chose a design of qualitative research, in which a group interview with 32 teachers from four schools was carried out. Based on the interviews we specified five categories of organizational learning support – psychological safety, open communication, cooperation, openness to new ideas, engagement and participation. Through an analysis of participants‘ responses, we identified the most significant barriers to organizational learning in the environment of selected schools. Their recognition has made it possible to formulate recommendations related to school management and to the promotion of organizational learning at schools.
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Kesim, Eren. "A New Perspective for School Management in the Digital Age." International Journal of Information Communication Technologies and Human Development 6, no. 4 (October 2014): 1–13. http://dx.doi.org/10.4018/ijicthd.2014100101.
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All nations throughout the world have been influenced by rapid developments and transformations in the twenty first century. Throughout this process of rapid change, in which newly developed technologies and globalization gained momentum, all social establishments are being restructured. The restructuring process may only be realized with the involvement of individuals raised and trained in accordance with the age we live in, thus the strategic importance of educational organizations has risen. For educational organizations to fulfill the expectations of the responsibilities assigned to them, they must be managed in accordance with the requirements of this era. School principals are laden with important responsibilities throughout this process. One of the foremost variables of the transformation process enabled by digital technologies in the digital age is the concept of digital culture. This concept must be analyzed regarding its repercussions in educational organizations. This study analyzes the digital culture which has emerged in the digital age regarding its repercussion in schools and school management from a conceptual perspective.
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Leechman, Gareth, Norman McCulla, and Laurie Field. "Local school governance and school leadership: practices, processes and pillars." International Journal of Educational Management 33, no. 7 (November 4, 2019): 1641–52. http://dx.doi.org/10.1108/ijem-12-2018-0401.
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Purpose The purpose of this paper is to investigate the processes and relationships between school councils and school leadership teams in the local governance of 18 independent, faith-based schools in New South Wales, Australia. Design/methodology/approach A three-phase, mixed-method research design was used incorporating development of a conceptual framework for local school governance drawn from current literature, face-to face interviews with chairs of school councils and principals, and a subsequent survey of school council members and within-school leadership teams. Findings Noting a lack of research into the practices and processes of school council operations and their interface with school leadership, the study identified five key areas that were seen to be foundational to the effectiveness of local governance. Research limitations/implications The study contributes an Australian perspective to an international need to better understand local governance arrangements in school leadership and management. Practical implications At a practical level, the study provides valuable insights to principals, and to those aspiring to the role, on the nature of the relationship between the school council and school leadership teams. Social implications The study responds to a marked increase internationally in local governance arrangements for schools by way of school councils or boards. Originality/value A review of literature reveals that, somewhat surprisingly, there has been relatively little research undertaken in this key area of leading and managing schools.
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Vidosavljevic, Sladjana. "The beginnings of institutional education of female children in Serbia." Zbornik Matice srpske za drustvene nauke, no. 155-156 (2016): 353–61. http://dx.doi.org/10.2298/zmsdn1656355v.
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Institutional vocational education of female children in the Principality of Serbia began in 1846, when the Statute for setting up girl?s education was brought, defining a specific task, organization and content of girl?s schools. The biggest role in the opening of vocational schools for female children had women's associations - communities. The communities represented humanitarian organizations which took care of the protection of women and their right to enlightenment. Their work is largely tied to the vocational education of female children, school work, management, financing, charitable and humanitarian activities. Women?s communities established the women ?s vocational schools, which were an important factor for the general education of young women, both in the economic and the cultural- educational plan. The women students who finished vocational schools in the second half of the nineteenth and the early twentieth century had the ability to successfully carry out handicraft activities, to be advanced, giving a contribution to the formation of a new, modern society.
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Gonzales, Miguel, and Maria Roberts. "Franchise model schools: rethinking educational practices and structures." Development and Learning in Organizations: An International Journal 34, no. 2 (December 2, 2019): 41–44. http://dx.doi.org/10.1108/dlo-08-2019-0196.
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Purpose How will schools reinvent themselves to respond to the technological and economic demands of the mid-21st century? In response to the demands, a school district in the western region of the United States implemented a model patterned after the franchise business model. Two effective principals were tasked to simultaneously lead multiple high-risk elementary schools and to replicate the success they achieved from their flagship school. This paper aims to introduce the concept of franchise model schools. It also examines the innovative impact of the model as it relates to student achievement and leadership development. Design/methodology/approach The methodology for this research was a case study approach. This case study sought to examine teacher and school leaders' perceptions of the implementation of the franchise model school framework. The setting of this case study was five franchise model elementary schools in the western region of the United States. Participants of this study included 37 grade-level teacher leaders and 133 teacher respondents to an online questionnaire. Semi-structured focus group interviews were conducted with grade-level teacher leaders at each participating school. State and site-based academic assessments were also collected and analyzed. Findings Due to the novelty of the franchise model schools, the long-term effects on student outcomes are not yet discernable. Interviews with the teachers and school leaders revealed that staff morale was low after the initial implementation of the model and student assessment scores also decreased after the first year of implementation. The current pattern of student assessment revealed a decrease after the first year of implementation and a small increase after the second year. Findings revealed assistant principals within the model increased their leadership capacity and efficacy. Assistant principals felt confident in their ability to lead a school as principals. Originality/value The implementation of franchise model schools is unique to the United States education system. Minimal research exists which examines the novelty and impact of franchise model schools. This case study has the potential to inform school systems, policy-makers and educator preparation programs of new practices and innovative structures that can help meet the demands of obtaining a mid-21st-century education. For educational leadership preparation programs, the use of this model provides new practicum and internship opportunities for aspiring school administrators.
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Stosich, Elizabeth Leisy, Candice Bocala, and Michelle Forman. "Building coherence for instructional improvement through professional development." Educational Management Administration & Leadership 46, no. 5 (May 29, 2017): 864–80. http://dx.doi.org/10.1177/1741143217711193.
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This study explores how six school leadership teams in a rural district in California responded to professional development (PD) designed to strengthen leadership practices and organizational conditions in schools for improving teaching and learning. Specifically, the PD was intended to address the problem of practice identified by the schools: teachers needed to learn to work in new ways to support students in meeting the Common Core State Standards (CCSS). Researchers used design-based implementation research (DBIR) to understand the connection between the design and implementation of the PD model and the impact on participating schools. Findings suggest that in developing PD programs, three challenges need to be addressed in designing experiences for educators that strengthen their capabilities to lead instructional improvement: maintaining the connection between organizational processes and instructional practice; approaching school leadership team collaboration as joint work; and utilizing a developmental approach to improvement. The article concludes by exploring the potential of DBIR for designing and refining models for school leaders’ professional learning.
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Jandaghi, Gholamreza, Hamid Reza Irani, Ehssan Jandaghi, Zeinab Sadat Mousavi, and Maryam Davoodavabi. "Evaluating the Readiness of Management Schools to Execute Knowledge Management." International Letters of Social and Humanistic Sciences 26 (April 2014): 78–83. http://dx.doi.org/10.18052/www.scipress.com/ilshs.26.78.
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A new branch of management called knowledge management is created for improved application of knowledge capital in organizations. Applying such process improves knowledge processes and enhances organizational knowledge by linking knowledge management with organizational strategies. Also, it provides proper guidelines to compensate current deficiencies and helps organization to keep its competitive advantage. In present study and after brief study of knowledge management concepts by identifying and considering affecting factors on management success and knowledge management enablers, research hypotheses were revealed to evaluate organizational readiness to execute knowledge management in both individual and organizational sections. The readiness of Management Schools in Qom province of Iran to execute knowledge management was assessed and confirmed by a questionnaire and the relevant scores were computed. Then, the weak points were identified according to the readiness of the statistical population and proper guidelines were provided to remove deficiencies.
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YAKUBIV, VALENTYNA, and ROMAN YAKUBIV. "SYSTEM OF ORGANIZATIONAL AND ECONOMIC SUPPORT OF HUMAN RESOURCES MANAGEMENT AT ENTERPRISES." Journal of Vasyl Stefanyk Precarpathian National University 6, no. 3-4 (December 20, 2019): 88–95. http://dx.doi.org/10.15330/jpnu.6.3-4.88-95.
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The paper analyses various scientific approaches to the interpretation of the essence of the concept of “personnel management”, defines the specific characteristics and principles of this process. For a detailed study of the essence and content of the concept of the personnel management, theoretical approaches to this definition and substantiation of its content in the context of various scientific schools and management theories are analysed. Scientific approaches to understanding the functional role and essence of the personnel management in various scientific schools are analysed, namely: schools of scientific management, classical (administrative) school of management, theory of perfect bureaucracy, school of human relations, empirical school of management, school of social systems, and “new school”.
The main differences in understanding the process of the personnel management in different theories of management are investigated, the main of which are: situational management theory; system theory of management; theory of organizational culture; theory of human resources management; theory of management culture. The relationship scheme and the place of the personnel management system in the enterprise management in general are substantiated. A three-level personnel management system for tactical, operational and ongoing tasks is proposed. The mechanism of organizational and economic support of the personnel management as a system of synergistically interconnected organizational and economic factors for establishing high-performance HR-management in the enterprise is substantiated. The main elements of organizational and economic support for improving the personnel management system of enterprises are scientific and theoretical approaches to the forming of this system; principles of personnel management; methods of labour management; functions of HR-management; economic levers; methodological support; information support; monitoring of personnel management.
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Graddy, Kathryn, and Margaret Stevens. "The Impact of School Resources on Student Performance: A Study of Private Schools in the United Kingdom." ILR Review 58, no. 3 (April 2005): 435–51. http://dx.doi.org/10.1177/001979390505800307.
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This article reports the results of an empirical study of the impact of school inputs on pupils' performance in private (independent) schools in the United Kingdom, using a new school-level panel dataset constructed from information provided by the Independent Schools Information Service. The authors show a consistent negative relationship between the pupil-teacher ratio at a school and the examination results achieved by pupils aged 18, controlling for the pupils' performance in examinations two years earlier. The results are noteworthy in comparison with results of studies for the state sector, relatively few of which have found a consistent and statistically significant effect of the pupil-teacher ratio.
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Kaparou, Maria, and Tony Bush. "Instructional leadership in Greek and English outstanding schools." International Journal of Educational Management 30, no. 6 (August 8, 2016): 894–912. http://dx.doi.org/10.1108/ijem-03-2015-0025.
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Purpose – The purpose of this paper is to examine instructional leadership (IL) in outstanding secondary schools within a centralised (Greece) and a partially decentralised (England) education context. Design/methodology/approach – Since the purpose of the study is exploratory, the researchers adopt a qualitative approach, employing a series of four qualitative case studies with the purpose of examining the impact of IL on student learning, teachers’ professional growth and school improvement, using the interpretivist paradigm. Semi-structured interviews with various data sets (stakeholders) within and outside the school, observation of leadership practices and meetings, and scrutiny of relevant macro and micro policy documents are employed to enhance methodological and respondent triangulation. Findings – Recognising that IL is not confined to the principals’ leadership domain, a sense of shared and distributed leadership prevails in schools, while its implementation is inevitably linked to system constraints. The findings from the Greek schools link to the official expectations that principals operate as administrative rather than instructional leaders, while an unofficial instructional “teacher leadership” culture suggests potential for reconsidering leadership in Greek state schools. In contrast, the decentralisation of school activities creates the platform for the emergence of shared and distributed leadership within the English context, where school actors enact direct and indirect IL roles. Originality/value – This cross-country comparative study demonstrates theoretical significance in its focus on the collaborative and reciprocal nature of IL, while its empirical contribution lies in generating new knowledge on how IL is contextually bounded.
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Prince, Christopher, and Graham Beaver. "University Business Schools 2 Business." Industry and Higher Education 17, no. 4 (August 2003): 241–49. http://dx.doi.org/10.5367/000000003101296927.
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There is a substantial and growing body of evidence to suggest that organizations are increasingly recognizing the importance of individual and group learning and knowledge management as ways of attaining competitive advantage (Thomson et al, 2001). A consequence of this phenomenon is the growing demand for management education and training, and this is increasingly linked with the imperative of integrating management development with other organizational systems and processes to ensure their effectiveness in delivering business goals. This paper analyses this trend from the perspective of a ‘new university’ business school (‘new universities’ are the post-1992 universities in the UK, created by the demise of the polytechnics and their subsequent transfer to university status). The authors suggest and identify potential market development opportunities and highlight the competencies required by business schools if they are to compete successfully in this potentially profitable, yet increasingly competitive market. The significance of the corporate education market should not be underestimated. The UK Association of Business Schools (1997) estimated that this kind of activity accounted for up to two-thirds of the programmes offered by its members in their provision.
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Quan-Baffour, Kofi Poku. "School governing body for parents' productive involvement in South Africa." International Journal of Educational Management 34, no. 5 (January 29, 2020): 837–48. http://dx.doi.org/10.1108/ijem-04-2018-0132.
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PurposeThe democratic constitution that came into effect in 1994 and ushered in the new South Africa recognises parents' role in education hence the established of an innovative school governance structure of which parents are in the majority. Before then, there existed parents–teachers association in schools. Its members were handpicked and therefore undemocratic and ineffective. The purpose of this paper is to investigate how the innovation in school governance encourages parents in the rural areas to be productively involved in school matters.Design/methodology/approachThe study used the qualitative research method of focus group interviews to explore the extent to which the school governing body fosters active involvement of parents in school matters. The purposive sampling technique was used in selecting 21 school governors from three rural schools who were deemed information-rich to participate in the study.FindingsThe study found that the post-apartheid school governing body concept, which is an innovation in education management and leadership, encourages and promotes productive parents' involvement in education of their children.Originality/valueThe findings have lessons and implications for school management and leadership in the developing countries because as an Africa adage says, “it takes a whole village to bring up a child”.
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Greany, Toby, and Joanne Waterhouse. "Rebels against the system." International Journal of Educational Management 30, no. 7 (September 12, 2016): 1188–206. http://dx.doi.org/10.1108/ijem-11-2015-0148.
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Purpose The purpose of this paper is to describe and analyse the development of school autonomy, school leadership and curriculum innovation in England over the past 40 years. It provides a baseline picture for the wider international study on school autonomy and curriculum innovation. Design/methodology/approach An initial literature review was undertaken, including policy document analysis. Interviews and observations were undertaken with participants on a pilot professional programme for school leaders seeking to develop their school curriculum. Findings While all schools in England have needed to adapt their curricula to reflect the new National Curriculum introduced from 2014, relatively few schools appear to have used this opportunity to design genuinely innovative curricula that respond to the changing needs of learners in the twenty-first century. This includes the academies and free schools – currently around one in four schools – which are not legally required to follow the National Curriculum. The authors posit that leadership agency by principals and their professional teams is more important than policy/legal freedoms for securing curriculum innovation. Such agency appears to depend on the capacity and confidence of leaders to shape an alternative and innovative curriculum in the face of structural constraints, in particular England’s sharp accountability system, effectively making these leaders “rebels against the system”. Research limitations/implications The empirical findings are preliminary and based on a small convenience sample. Originality/value Given England’s position as a relatively extreme example of high-autonomy-high-accountability quasi-market school reforms this paper provides valuable insights on school autonomy and curriculum innovation that can inform policy and practice more widely.
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Figlio, David N. "Can Public Schools Buy Better-Qualified Teachers?" ILR Review 55, no. 4 (July 2002): 686–99. http://dx.doi.org/10.1177/001979390205500407.
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Since the early 1980s, real teacher salaries in U.S. public schools have increased considerably faster than salaries of other Americans with similar levels of education and training. Providing an important impetus for this development were claims that increased salaries would allow the recruitment of better-qualified teachers. This analysis, which uses panel data on new teachers in 188 public school districts that changed their salaries between 1987–88 and 1993–94, investigates whether a school district can, by unilaterally increasing teacher salaries, improve the quality of the teachers it hires, as indicated by their having graduated from selective colleges and majored in the specific subject matter they teach. For nonunion school districts, the author finds a positive, statistically significant relationship between a given district's teacher salaries and that district's probability of hiring well-qualified teachers. Several tests indicate that this relationship is not found in unionized school districts.
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Bessant, Ceridwyn, and Sharon Mavin. "Neglected on the front line." Journal of Management Development 35, no. 7 (August 8, 2016): 916–29. http://dx.doi.org/10.1108/jmd-09-2014-0105.
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Purpose – The purpose of this paper is to investigate the first-line manager-academic (FLMA) role against a guiding hypothesis that “The first-line manager-academic role is not clearly defined or understood; there is great variety of practice and of recognition of the role across the business school sector”. Design/methodology/approach – A descriptive, deductive approach through three linked (internet) surveys of deans of UK business schools, FLMAs in UK business schools and UK university human resource directors. Findings – The FLMA role in UK business schools is important to organizational effectiveness, personal development and career progression yet is poorly defined and supported, inconsistently enacted and perceived. FLMAs struggle to balance academic and management demands, with line management a particular issue and HR support and development systems are inadequate. Differences between chartered “old” and statutory “new” UK universities provide an additional layer of complexity. Research limitations/implications – FLMA roles need to be better defined and FLMAs better supported to ensure that FLMAs are effective in role contributing to organizational performance and personal development. Practical implications – The paper throws light on a neglected aspect of management in UK business schools that has potential value for university HR directors, university managers and business school deans. Originality/value – First empirical study into the role of the first-line manager academic in UK business schools.
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Chin, Mark, Thomas J. Kane, Whitney Kozakowski, Beth E. Schueler, and Douglas O. Staiger. "School District Reform in Newark: Within- and Between-School Changes in Achievement Growth." ILR Review 72, no. 2 (May 14, 2018): 323–54. http://dx.doi.org/10.1177/0019793918774318.
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In the 2011–12 school year, the Newark Public School district (NPS) launched a set of educational reforms supported by a gift from Facebook CEO Mark Zuckerberg and Priscilla Chan. Using data from 2008–09 through 2015–16, the authors evaluate the change in Newark students’ achievement growth relative to similar students and schools elsewhere in New Jersey. They measure achievement growth using a “value-added” model, controlling for prior achievement, demographics, and peer characteristics. By the fifth year of reform, Newark saw statistically significant gains in English language arts (ELA) achievement growth and no significant change in math achievement growth. Perhaps because of the disruptive nature of the reforms, growth declined initially before rebounding in later years. Much of the improvement was attributed to shifting enrollment from lower- to higher-growth district and charter schools.
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Cheng, Kuo-Tai. "Doing good in public schools: Examining organisational citizenship behaviour in primary school teachers." Journal of Management & Organization 22, no. 4 (December 9, 2015): 495–516. http://dx.doi.org/10.1017/jmo.2015.47.
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AbstractOrganisational citizenship behaviour (OCB) plays a pivotal role in organisational success. This research explored factors hypothesised to facilitate OCB within a primary school context. Two studies using questionnaire survey’s explored: (i) OCB relative to personal differences and psychological contracts; (ii) the relationship between OCB and principals’ leadership frames. Primary school teachers were recruited and responses analysed from 547 and 488 respondents, respectively. Results from both studies combined suggest that the leadership style of the principal and the employee’s expectations of their role within the school strongly influence their OCB. This study identifies factors that influence the prevalence of OCB in primary school teachers and confirms that the new theoretical framework provides a useful heuristic for managers, human resource management policy makers and academic researchers alike.
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Прокопенко, Л. Л. "Katerinoslav provincial zemstvo and development of medical education of the province in the early twentieth century." Public administration aspects 7, no. 11 (December 12, 2019): 49–58. http://dx.doi.org/10.15421/151955.
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The article considers the role of Katerinoslav provincial and county zemstvos in the development ofmedical education of the province in the early twentieth century. It is emphasized that in the conditions ofreforming local self-government, the analysis of the experience of the zemstvos activity, in particular theactivities of the Katerynoslav provincial zemstvo in the training of medical staff, the improvement of themedical service of the population of the Katerynoslav province is of great importance. Thus, the role of theprovincial zemstvo in the organization of the activities of the provincial zemstvo felcher school, its financialsupport and the role of the provincial congresses of the zemstvo doctors and representatives of the zemstvoinstitutions in the improvement of medical education in the country are highlighted. The contribution of theprovincial zemstvo Medical School to the training of medical staff of secondary qualification in the regionis considered. The new Charter of the school, approved by the Ministry of Internal Affairs on October 10,1907, is analyzed, in particular, the purpose of the school establishment, its management system is described,the content of the school curricula according to the "Normal Statute of Zemstvo Feldsher School" 1897 isconsidered, changes in the requirements for educational qualification of graduates are revealed. Particularattention is paid to the analysis of the dynamics of training of felchers in school at the beginning of thetwentieth century, the activity of the zemstvo on organization of training for women as medical workersis shown. Significant attention is paid to the role of the provincial zemstvo in the creation of the systemof training of lower medical staff - schools of nursing and servants at the provincial zemstvo hospitalsand similar special schools at county zemstvo hospitals, as well as the system of advanced training offeldshers of the province in the form of so-called "repetition courses." The contribution to the developmentof medical education in Katerynoslav region of private medical schools is also described.
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Bach, Anabel, Anja Böhnke, and Felicitas Thiel. "Improving instructional competencies through individualized staff development and teacher collaboration in German schools." International Journal of Educational Management 34, no. 8 (April 27, 2020): 1289–302. http://dx.doi.org/10.1108/ijem-08-2019-0294.
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PurposeSchool improvement and effectiveness depend substantially on teachers developing their professional competencies on an ongoing basis. Germany's new approach to school governance combines instruments borrowed from different theoretical concepts: teacher collaboration (in a sense of professional self-regulation with high autonomy) and individualized staff development by principals (in a sense of managerial self-regulation with high within-school accountability). The purpose of the study is to examine whether these instruments are applied at schools in Germany, what factors predict the extent of use, and if the use is associated with the improvement of teachers' instructional competencies.Design/methodology/approachIn order to answer our research questions, we conducted a standardized teacher and principal survey at primary and secondary schools in Germany (658 teachers from 51 schools).FindingsThe analyses indicate that the instruments are not being carried out across the board. The results of a multilevel path analysis furthermore show that teacher self-efficacy, principals' leadership behavior, school size and students' SES are important preconditions for the use of the two instruments. However, the instruments have an impact on the improvement of teachers' instructional competencies but through different pathways.Research limitations/implicationsLimitations concern the cross-sectional design of the study and the focus on measures based on retrospective self-reported data.Originality/valueThis study is the first that examines the implementation and impact of two instruments with differing governance theoretical background in German schools.
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Kafel, Tomasz, and Bernard Ziębicki. "Dynamics of the evolution of the strategic management concept: From the planning school to the neostrategic approach." Journal of Entrepreneurship, Management and Innovation 17, no. 2 (2021): 7–28. http://dx.doi.org/10.7341/20211721.
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Purpose: Strategic management has been developing in business theory and practice for over 50 years. Presently, it constitutes the main area of research interest in management science. The contemporary conditions of business operations create new challenges for strategic management, such as the use of dynamic capabilities in strategy building, relational strategies, networking of organizations, technology development and automation of processes, and global strategies. These challenges are often referred to as neostrategic management. The purpose of this publication is to present the findings of research concerning new strategic management concepts and challenges. Methodology: The main research method of this article was a narrative literature review. On the basis of the research, the development of the concepts as well as contemporary trends and challenges of strategic management were characterized. There is also a synthesis of the problems and research results presented in the articles in this special issue of JEMI. Findings: Various schools and approaches to strategy formulation have been created. They indicate different factors that allow for success in strategic management such as: setting long-term goals, selection of programs and their execution plans (planning school); connection of the enterprise with the environment (evolutionary school); focusing attention on competitive advantage and achieved performance (position-based school); focus on one’s own resources and competences (resource school); use of opportunities and creating innovation (simple rules school); selection of the best option and orientation in business management (real options school); or eclectic perspectives, integrating the listed approaches. The strategic management concept has two dimensions. The first dimension is related to the emergence of subsequent, new strategic management concepts, which often hark back to the previous schools and approaches. The second dimension of development applies to operationalization and adjustment of the previous concepts to the changing conditions. Implications for theory and practice: The paper characterizes the research results presented in the articles included in this JEMI issue. They deal with various problems and challenges in the field of strategic management, such as the relationship between market dynamics, market orientation and performance of enterprises; the innovativeness of companies as a contemporary strategic orientation of companies; the strategy implementation and the management of the organization change; problems of strategic management of the development of the city. Originality and value: The problems presented in the study relate to challenges and new concepts in strategic management. They enrich the existing knowledge on the development of strategic management, and also create inspiration for further research in this area.
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HOSSIN, Mahmoud Jameel Mahmoud. "ORGANIZATIONAL CHALLENGES FACING SCHOOL ADMINISTRATORS IN TULKAREM DIRECTORATE FROM THE POINT OF VIEW OF THE SCHOOL PRINCIPALS THEMSELVES." International Journal of Humanities and Educational Research 03, no. 04 (August 1, 2021): 55–73. http://dx.doi.org/10.47832/2757-5403.4-3.5.
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The study aims to identify the organizational challenges facing school administrators in Tulkarem directorate from the point of view of the school principals themselves. In addition, it shows the impact of the variables related to the gender, qualification, experience and geographical location on organizational challenges. An online questionnaire was used as a tool to collect data. The study sample consisted of 138 male and female principals selected randomly. Moreover, the descriptive analytical approach was used to analyze the data through the SPSS statistical analysis software, and to draw the conclusions. The results of the research have shown that the section stating the principals' lack of familiarity with new developments in management science and the lack of valid basic data needed to prepare plans was great. In addition, the arithmetic average was very big for the sections stating the following: the proliferation of generalizations and decisions in such a way which makes following up their implementation take time and effort at the expense of other work, obligating schools to follow rules and instructions to the letter, poor cooperation between the school administration and senior levels of administration, and the regulations established on ideal grounds are difficult to be realistically complied with at schools. Moreover, the results have indicated that there were no individual differences in the most common organizational administrative challenges among public school principals in Tulkarem governorate according to gender, specialization, qualification and years of experience. The researcher recommends that schools should be provided with integral administrative staff, schools should be also provided with equipment and materials, principals should be given more authority especially with regard to students' problems, teachers should be provided and their teaching loads should be reduced, accurate scientific criteria should be established for selecting and training members of school administration, overlapping of school administration specialties should be avoided, and communication channels should be established between the school administration and educational administration.
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Wong, Kenneth K. "Redesigning Urban Districts in the USA: Mayoral Accountability and the Diverse Provider Model." Educational Management Administration & Leadership 39, no. 4 (June 28, 2011): 486–500. http://dx.doi.org/10.1177/1741143211404952.
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In response to public pressure, urban districts in the USA have initiated reforms that aim at redrawing the boundaries between the school system and other major local institutions. More specifically, this article focuses on two emerging reform strategies. We will examine an emerging model of governance that enables big-city mayors to establish authority over the school system, a significant departure from the dominant practice of district governance under an independently elected school board. Mayors in New York, Chicago, Boston and Washington DC, among others, have taken control over the school system with the authority to appoint the school board and/or the superintendent. Further, this article examines a reform strategy that allows for a closer working partnership between public schools and outside providers. This ‘diverse provider’ strategy significantly shifts power from traditionally powerful stakeholders (such as organized teachers’ union) by enabling non-profit and for-profit organizations to manage schools and other services. To illustrate the design and implementation of this type of reform, we will discuss the experience in Chicago (a mayor-led district) and Philadelphia (a district jointly governed by the governor and the mayor). In short, mayoral accountability and the diverse provider model constitute the latest reconfigurations in urban school governance in the USA.
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Gulczyńska, Justyna. "Kontrowersje wokół struktury ustrójowo-organizacyjnej i programowej szkolnictwa średniego ogólnokształcącego w Polsce w latach 1944-1948." Biuletyn Historii Wychowania, no. 23 (March 11, 2019): 47–61. http://dx.doi.org/10.14746/bhw.2007.23.4.
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A new form of government of the Polish state was combined with its rather intensive influence on the character of the educational system, including general secondary schools. That time is distinguished by numerous controversies, which then appeared in various social circles, political parties, and referred to the constitutional and organizational structure as well as the program structure of this school level. In the first years the controversies were more of an evolutionary character, as at that time discussion and exchange of opinions concerning differing standpoints and concepts for the Polish route to socialism were still possible. After 1948 there was no more room for discussion; the decisions about this sphere were also made by one group - the people related to the communist party (Pol. abbr. PZPR). Already right after the cessation of war activities, the tendencies leading to the centralization of education management were noticeable, and consequently, ever more intense influence of the government o f the working classes (lub the people’s government) on the functioning of schools, but, above all, on the teaching content. The process of centralization was linked with the so-called democratization process of school i.e., the question, of which the ruling communists made their priority.A consequence of democratization of the general secondary school and rendering it a tool for the manufacture of future citizens - devoted to and subjected to the government of the working classes - was the aspiration for closing private general secondary schools, and also the expulsion of religion from school. Such changes, falsely justified by the necessity to observe the principle of freedom of conscience and confession, led to the secularization of the school system. The discussed expulsion of the Church from schools, and at the same time from the sphere of educating a young generation, was supposed to serve the formation of a new socialist society in the future.
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Mohrman, Allan M., Susan Albers Mohrman, and Allan R. Odden. "Aligning Teacher Compensation with Systemic School Reform: Skill-Based Pay and Group-Based Performance Rewards." Educational Evaluation and Policy Analysis 18, no. 1 (March 1996): 51–71. http://dx.doi.org/10.3102/01623737018001051.
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Standards-based education reform requires that teachers develop a new array of professional knowledge and skills to teach a thinking-oriented curriculum, engage in the organization and management of schools, and produce higher levels of student achievement. Such a change is systemic and requires that all aspects of the school organization be restructured. This article describes a potential teacher compensation structure that is consistent with these types of systemic and normative changes and that is an example of the kinds of compensation practices they require for successful implementation. Our purpose is to spur systemic thinking about the role of compensation by offering a concrete proposal that includes skill- and competency-based pay as well as group performance awards.
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Vertakova, Yu V., and A. I. Mandrusova. "The role and Meaning of Managerial Decision in Different Management Schools." Management Science 10, no. 3 (November 7, 2020): 61–77. http://dx.doi.org/10.26794/2404-022x-2020-10-3-61-77.
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The unity of conceptual apparatus in all management schools is an essential element for a progressive development of the science. The paper describes the aspect of dividing most resonant theorists of management into schools and the searching for a managerial decision idea in each of those schools. The aim of the work is to develop a generally accepted holistic view of the managerial decision through the analysis of the heritage of the classic theory of management. The research is of a theoretical and general nature, the authors use general scientific methods, including the historical method, analysis and synthesis, methods of analogy and generalization. Here you can find the approach based on the identification of a paradigm including the historical method, analysis and synthesis, methods of analogy and generalization. For the first time, schools of management have been compared from the point of view of their understanding of the essence of management decisions. The paper pays equal attention to the representatives of both world and domestic management theory. The conclusion is about the lack of a common understanding of management decisions shared by all schools. It also revealed the need to formulate its universal idea. As a study result, the sixth school has been added to the five schools identified in management theory. There has been formulated a paradigm for each one including a comparison of schools with respect to their views on a managerial decision. Also, there was compiled a table reflecting ideas about managerial essence and significance in management schools. The results of this research can be useful and relevant both for scientists, involved in management decision-making, and management practitioners who want to reasonably approach the problems and goals facing the organization. The perspective of further research lies in development of a definition that allows to get the most holistic picture of the managerial decision. The complexity of proposing that new definition lies in the need to consider all the achievements of all predecessors and it’s associated with the risk of initial rejection of the innovation by the scientific community.
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Želvys, Rimantas, and Sonata Čigienė. "Management of the Mentoring Process in Vilnius City Secondary Schools." Pedagogika 123, no. 3 (September 2, 2016): 55–66. http://dx.doi.org/10.15823/p.2016.33.
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The importance of mentorship in the field of education is disclosed by the projects under implementation or already implemented where the activities related to the development of mentorship in the educational system of Lithuania are depicted.
However, the activity of the mentor himself/herself is prevailing in the mentorship researches as well as in practice. The activity and possibilities of manager in the process of mentorship are not analyzed or analyzed only episodically.
The aim of this study is to find out whether the schoolmasters manage the process of mentorship and which possibilities of it they use and to prepare recommendations for schoolmasters in the field of mentorship based on the results obtained.
The following scientific problem is formulated: what are the possibilities of the managers to manage the process of mentorship as the tool to implement the aims of the organization and the effect to the employees; what would be the use of it, what are the forms of possible organization. This attitude to mentorship from the position of manager is not much analyzed until now.
The aim of the study – to disclose the activity of the manager in the process of mentorship in secondary schools of Vilnius city.
Tasks:
1. Describe the process of mentorship under analysis.
2. Review the possibilities and needs of the manager to use mentorship as the tool of education of employees and formation of microclimate of school.
3. Reveal the activity of the manager in the process of mentorship in secondary schools of Vilnius city.
Object: the activities of managers of secondary schools of Vilnius city in the process of mentorship in 2013–2014.
Hypothesis:
H1 – in cases mentorship is regulated at school the results achieved are clear and can be evaluated.
H2 – in cases the manager is prepared and participates in the process of mentorship the results achieved correspond to the targets set.
Methods of research: analysis of scientific literature and documentation of the field of education, questionnaire, partly structural interview, data analysis, summarizing and explication.
The process of mentorship and the possibilities of the manager to use it in his/her activities are described in the study. The quantitative and qualitative research revealing the spread of mentorship its forms, target group, participation of managers and attitude to the possibilities of mentorship in the secondary schools of Vilnius city. The research showed the following:
• The mentorship process for the young as well as experienced employee at school is wide spread, nevertheless, the level of this activity is different;
• The mentorship could be used for the development of young as well as experienced employees (in the problematic or new fields), also for the development of mentors and formation of microclimate.
• Active participation of the manager in the process of the mentorship determines focused mentorship, more precise compliance of the results to the ones planned;
During the research hypothesis H1 and H2 were confirmed.
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Torres, A. Chris, and Jennie Weiner. "The New Professionalism? Charter Teachers’ Experiences and Qualities of the Teaching Profession." education policy analysis archives 26 (February 12, 2018): 19. http://dx.doi.org/10.14507/epaa.26.3049.
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While teacher professionalism remains a contested topic, scholars increasingly acknowledge the field has entered a “new professionalism” wherein its parameters are dictated by management and the organization rather than those within the occupation. Many argue that this shift has served to decrease teachers' sense of professionalism, efficacy and persistence. Simultaneously, no-excuses charter schools, considered to embrace this new professionalism, continue to proliferate. Yet little is known about how teachers within these schools view teaching and the qualities of teacher professionalism. To address this gap, we interviewed twenty new and novice teachers teaching in high profile charter organizations in the northeast such as Uncommon Schools, KIPP, MATCH, and Boston Collegiate. Our findings suggest that these teachers largely perceived their schools and the degree of professionalism positively. For example, teachers reported that their schools fostered teacher autonomy, professional accountability, and collaboration. However, their schools' high-accountability climates encouraged feelings of competition and caused teachers to question their efficacy, ultimately reinforcing views of teaching as a short-term endeavor. Finally, professional status and rewards were described as low with many teachers saying they felt underappreciated or undervalued. Our findings demonstrate how the climate of “new professionalism” can produce outcomes both consistent and in tension with efforts to professionalize teaching.
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Iftach, Geva, and Orly Shapira-Lishchinsky. "Principals’ perceptions of school identity: logo, vision and practice." International Journal of Educational Management 33, no. 6 (September 9, 2019): 1170–84. http://dx.doi.org/10.1108/ijem-11-2018-0365.
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Purpose The purpose of this paper is to explore the meaning of the concept “school identity” as reflected in principals’ perceptions of their school logo, vision and practice. Design/methodology/approach In-depth interviews were conducted with 24 principals from Israeli elementary, junior high and high schools. The content analysis of principals’ interviews, including open, axial and selective coding and confirmatory qualitative analysis was used to examine the principals’ perceptions regarding the school’s logo, vision and practice. Findings The principals’ perceptions of the logo, vision and practice comprised five main features: academic, traditional, national, organizational and social-ethical. Different types of relationships were found between these features: correspondence by appearance, correspondence by non-appearance and incongruence. Research limitations/implications The study suggests a new theoretical model for generating the concept of school identity. The study demonstrates that incongruent findings may be viewed as complementary rather than conflicting when establishing a school’s identity. Practical implications The findings can promote an understanding of the function of school logos and vision statements in school practice, and help develop and maintain school identity. All these may affect the surroundings that come in contact with the school principal, such as parental decision on school choice and governmental activities. Originality/value To date, no study has investigated the meaning of school identity based on the principals’ perceptions regarding the school logo, vision and practice. The findings can facilitate the development of an ecological approach, which can help in understanding the meaning of school identity and its effect on students, staff, parents, wider community and national policy.
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Baum, Donald R., and Jacobus Cilliers. "Private school vouchers for expanding secondary school access? The case of Tanzania." International Journal of Educational Management 32, no. 7 (September 10, 2018): 1307–18. http://dx.doi.org/10.1108/ijem-11-2017-0303.
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Purpose The purpose of this paper is to provide insight into the current contributions of private schools to education provision in Tanzania, and to consider the feasibility of a school voucher program to contribute to the expansion of the secondary school system, compared to the alternative expansion of public secondary education. Design/methodology/approach The study offers an analysis of current educational circumstances and educational goals in Tanzania, and projects differential costs and outcomes associated with various options for expanding secondary education. Data come from two sources: a census of the private schooling market in the Morogoro Urban district, conducted as part of the World Bank’s Systems Approach for Better Education Results initiative; and Tanzania’s National Panel Survey 2010–2011. Findings For those students unable to cover the full cost of secondary education, findings suggest that a targeted private school voucher would be an efficient and equitable policy mechanism for secondary school expansion. Such an approach would ease the financial burden on government for constructing all new schools, yet assure access for the most vulnerable. Originality/value The implementation of school voucher programs is increasing in low-income countries. It is important for policy makers to carefully consider the appropriateness of this type of policy intervention for their particular educational contexts. This paper models an approach by which researchers and policymakers can assess the educational circumstances of a particular location, and determine the potential effectiveness of a private school voucher policy.
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Khanal, Puspa, Fabio Bento, and Marco Tagliabue. "A Scoping Review of Organizational Responses to the COVID-19 Pandemic in Schools: A Complex Systems Perspective." Education Sciences 11, no. 3 (March 10, 2021): 115. http://dx.doi.org/10.3390/educsci11030115.
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This study is a scoping review of the literature on organizational adaptation in school settings during the early stages of the COVID-19 pandemic. Dramatic and unexpected environmental changes raise questions about the capacity of schooling organizations to adapt to in response to the pandemic. Different management practices have implications for the selection of organizational behaviors, electively in school settings. The research literature on school responses is analyzed from a selectionist perspective. The aim of this study is to identify and describe three constituting elements of this perspective: variation, interaction, and selection. An additional element is considered in this analysis and comprises the mechanisms of exploration and exploitation in the context of organizational adaptation. Sixteen studies met the selection criteria of describing emergent processes in schools. The findings highlight the emergence of exploration, as teachers actively experimented with a range of strategies and methods in order to maintain educational activities in the complex and uncertain context of the COVID-19 pandemic. However, several questions are raised regarding the effects and maintenance of new practices in the post-pandemic scenario. Management practices that facilitate variation and open communication about learning processes can contribute to the process of organizational adaptation.
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Пивоварова, Анна Викторовна. "TECHNOLOGIES FOR FORMING RESILIENCE IN A MODERN RURAL SCHOOL." Pedagogical Review, no. 6(34) (December 14, 2020): 31–40. http://dx.doi.org/10.23951/2307-6127-2020-6-31-40.
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Анализируются современные требования к сельской общеобразовательной организации, актуализирующие необходимость социокультурной модернизации, а также возможности сельских школ соответствовать этим требованиям. Обозначена потребность в новых способах повышения качества образования в сельских школах с учетом их особенностей. Выявлены и описаны содержание резильентности современных образовательных организаций, а также критерии резильентности (доступность, качество, эффективность). Обосновано понятие технологий формирования резильентности как совокупности механизмов организации образовательного процесса и его ресурсного обеспечения с учетом специфики конкретной школы в целях эффективной реализации качественных и доступных образовательных услуг. Доказана необходимость решения конкретных задач, связанных с модернизацией образовательного процесса в соответствии с требованиями федеральных государственных образовательных стандартов общего образования; формированием необходимого ресурсного обеспечения образовательного процесса; созданием кадровых условий реализации образовательного процесса; организацией проектирования и реализации стратегии управления школой и ее взаимодействия с внешней средой. Представлены технологии развития резильентности сельских школ (проектирования и реализации управленческих стратегий и взаимодействия с внешней средой; организации образовательного процесса; формирования управленческо-педагогических команд по развитию кадрового ресурса сельской школы). The article analyzes the modern requirements for the rural educational organization, which actualize the need for socio-cultural modernization, as well as the ability of rural schools to meet these requirements. The need for new ways to improve the quality of education in rural schools, taking into account their characteristics, has been actualized. Revealed and described the content of resilience of modern educational organizations, as well as the criteria of resilience (availability, quality, efficiency). The technologies for the formation of resilience are presented as a set of mechanisms for organizing the educational process and its resource provision, taking into account the specifics of a particular school in order to effectively implement high-quality and affordable educational services. The necessity of solving specific problems related to: modernization of the educational process in accordance with the requirements of the Federal State Educational Standard of of General Education; the formation of the necessary resource support for the educational process; creation of personnel conditions for the implementation of the educational process; ensuring the design and implementation of the school management strategy and its interaction with the external environment, is substantiated. The technologies for the formation of the resilience of rural schools (design and implementation of management strategies and interaction with the external environment; organization of the educational process; formation of management and pedagogical teams for the development of the human resource of a rural school) are presented.
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Montenegro, Carolina Barbosa, Kleber Cavalcanti Nóbrega, and Tereza Souza. "Strategic Management in Education and its Impacts on Service ProvisionHttp://Dx.Doi.Org/10.5585/Riae.V9i3.1682." Revista Ibero-Americana de Estratégia 9, no. 3 (February 14, 2011): 202–23. http://dx.doi.org/10.5585/ijsm.v9i3.1682.
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The constant changes in service standards sharply affect private schools, organizations offering services deemed essential. This context promotes, in effect, a new customer profile, demanding better quality of service, and making use of greater autonomy. Thus, these services are affected by strategies established by senior management. This article’s objective is to analyze how strategies developed in a private school reflect on the quality of offered services, according to the managers’ point of view. Focusing on education services, the formulation, development and control of strategies were analyzed using three directors from one school. To undertake the case study, interviews were conducted, using a subsequent comparative analysis. It was revealed that all employees acknowledge the school’s organizational identity, in addition to a strategic planning process performed at a national level, serving as a basis for development strategies. The three interviewed managers serve different functions, yet the results indicate that despite working in different activities, they seek to maintain harmony when conducting scholastic activities, providing support to existing arrangements. Finally, it can be established that each one, within his/her vision and responsibilities, is working strategically to ensure organizational objectives. Arrangements are made to communicate the principal strategies, in addition, seeking to promptly resolve any interference that may affect the smooth progress of established action plans.
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Афанасьев, Valentin Afanasev, Куканова, and N. Kukanova. "Scientific School “Real Economy Management”." Administration 2, no. 3 (September 17, 2014): 12–16. http://dx.doi.org/10.12737/5631.
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A concept of formation of scientific school "Real Economy Managing", revealing activity’s basic directions,
based on fundamental knowledge, and representation of SUM’s scientific school founders have been
done in this paper. The scientific school head has been characterized in detail, his achievements, awards,
prizes and activities have been listed. The research team structure, united in the scientific school under
direction of V.Ya. Afanasiev, has been represented. New scientific schools emerged from the SUM’s base
scientific management school under the guidance of scientists who agree with founders’ scientific positions,
have been also marked. As practitioners followers have been marked persons on leadership positions in
real economy’s large organizations, such as State Corporation "Rosatom", LLC "NIIgazekonomika", JSC
"NK Rosneft". An amount of doctoral candidates and graduate students who have defended their thesis
in different specialties and who are scientific reserve for scientific school human resource reproduction
has been depicted on diagrams. The main directions of team’s research, its results, patents and licenses,
scientific reserve, major publications have been listed further in this article. The team’s research mix with
particular purpose mark, justification and problems’ specification has been disclosed in conclusion.
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Cho, Vincent, Katrina Borowiec, and Kaitlyn F. Tuthill. "Organizational problem-solving and school discipline: comparing the roles of schoolwide behavior management technologies." Journal of Educational Administration 59, no. 3 (February 24, 2021): 302–17. http://dx.doi.org/10.1108/jea-10-2020-0229.
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PurposeApplications for tracking and managing classroom behavior have become increasingly commonplace, thus making it possible to incorporate nonacademic data into collaborative problem-solving and school improvement. Whether or how these platforms might support such aims, however, is not known. Accordingly, this study explores practices involving these applications, focusing especially on problem-solving among educators and with students' families.Design/methodology/approachThis comparative case study took place in three schools. In total, 34 semistructured interviews were conducted with teachers and school leaders. Analysis included qualitative coding as well as the development of within- and cross-case summaries.FindingsSchools varied greatly when it came to using behavior management platforms as a part of problem-solving. At a basic level, it was not uncommon for educators to use behavioral data for classroom troubleshooting or check-ins with students and transactional communications with families. However, only two schools attempted to use behavioral data for more systemic, “big picture” problem-solving, such as to make discipline policies more equitable or to improve teacher practices. The richness of collaboration with families seemed especially shaped by how and how frequently data were shared (e.g. automated notifications and paper printouts).Originality/valueEmpirical research about behavior management applications has been limited and focused only at the classroom level. The present study contributes new knowledge about the school-level implications of these platforms, while also expanding conversations about how behavioral data may be incorporated into data-informed problem-solving. Implications for leadership and theory are also discussed.
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Anggadwita, Grisna, Leo-Paul Dana, Veland Ramadani, and Reza Yanuar Ramadan. "Empowering Islamic boarding schools by applying the humane entrepreneurship approach: the case of Indonesia." International Journal of Entrepreneurial Behavior & Research 27, no. 6 (June 25, 2021): 1580–604. http://dx.doi.org/10.1108/ijebr-11-2020-0797.
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PurposeIslamic boarding schools are education institutions that have been developing in Indonesia as places for the Indonesian people to learn and gain knowledge in the perspectives of the Islamic religion and Indonesian nationalism. This study aims to explore the potential of Islamic boarding schools as places to support and to empower the economy and to increase the participation of students in entrepreneurial activities by applying the Humane Entrepreneurship approach. This study identifies the humane entrepreneurship approach by analyzing the humane cycle and the enterprise cycle in the entrepreneurship activities occurring in a single case study of an Islamic boarding school.Design/methodology/approachThis article used a qualitative method with a case study approach through deep exploration and observation. In-depth semi-structured interviews were conducted with the key people in one of the Islamic boarding schools in Indonesia using a purposive sampling technique. Miles and Huberman (1984) technique was used for data analysis by grouping similar text segments into codes and categorizing them for further analysis.FindingsThe findings of this study indicate that the Islamic boarding school has implemented humane entrepreneurship through entrepreneurial-oriented activities as the main aspects of the humane cycle and the enterprise cycle. The implementation of humane entrepreneurship aims to achieve entrepreneurial growth, innovation and independence of the Islamic boarding school, as well as the development of the stakeholder's capabilities, knowledge and commitment. In addition, applying the spiritual approach, which is one of the important components of Islamic boarding schools, has proven to be effective in implementing humane entrepreneurship.Research limitations/implicationsThis study has several limitations. First, this study only focused on one Islamic boarding school in Indonesia. Second, there is still very little research in the field of humane entrepreneurship, so the concept itself is still considered to be relatively new. Therefore, further direction is needed for future research regarding the exploration and identification of any other factors that might influence humane entrepreneurship.Originality/valueThis study provides new insights on the implementation of humane entrepreneurship in Islamic boarding schools. This research covers the gap where the humane entrepreneurial approach can be applied not only in large organizations, but also in religious educational institutions. The spiritual approach and religious values as the principles of Islamic boarding schools have been proven to be effective in implementing humane entrepreneurship.