Journal articles: 'School management'

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Mandal, Ranjit Kumar. "Importance of School Management Committee in Managing Schools." Journal of Advanced Research in English & Education 03, no. 04 (January 19, 2019): 1–4. http://dx.doi.org/10.24321/2456.4370.201809.

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Lamaro, Gloria, and Jimmy Lukwiya. "School Management Committee’s Participation and Effectiveness of School Management in Primary Schools." East African Journal of Education Studies 7, no. 4 (November 19, 2024): 599–606. http://dx.doi.org/10.37284/eajes.7.4.2424.

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This study investigates the relationship between School Management Committee (SMC) participation and the effectiveness of school management in primary schools within Gulu District, Uganda. The challenge of improving parental involvement at the basic educational level is pivotal for enhancing educational outcomes. The objective was to establish the correlation between SMC participation and school management effectiveness. Employing both qualitative and quantitative methods, including in-depth interviews, focus group discussions, direct observation, and documentary analysis, the study sampled 352 participants. Data analysis, using the Pearson Correlation Coefficient, reveals a significant positive correlation between SMC participation and school management effectiveness. Recommendations include developing enhanced management strategies and exploring additional variables like gender, political situation, and religion

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Muslihah, Eneng. "SCHOOL BASED MANAGEMENT." ALQALAM 26, no. 3 (December 31, 2009): 427. http://dx.doi.org/10.32678/alqalam.v26i3.1565.

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School based management is the main issues in the educational quality improvement of both elementary and secondary education institutions in the world in the last three decades. It is the alternative school management believed to be potentially able to elevate the education quality. In Indonesia, it was introduced as early as the end of 1999 following the enactment of the decentralization policy. School based management, which is seen as a panacea of Indonesian education problems especially from primary up to senior secondary schools, when the 2003 Education Law No 20 was introduced, Indonesia formally adopted a policy of "school-based management" for the quality improvement of its 227.298 public and private schools, and madrasahs (Islamic schools), 47.813.166 students and 3.218.7 54 teachers. SBM in Indonesia is focused on the four aspects of basic education: quality, equality, relevance and efficiency. While international research has not yet proved conclusively that schoolbased management improves student outcomes, but in Indonesia, the experience has been to a certain degree more positive.

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Morales, Reggie R., and Angelito S. Manalastas. "Exploring Instructional Leadership of School-Based Management Level III Schools." International Journal of Research Publication and Reviews 4, no. 10 (October 16, 2023): 2798–815. http://dx.doi.org/10.55248/gengpi.4.1023.102825.

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Morales, Reggie R., and Angelito S. Manalastas. "Exploring Instructional Leadership of School-Based Management Level III Schools." International Journal of Research Publication and Reviews 4, no. 10 (October 16, 2023): 2798–814. http://dx.doi.org/10.55248/gengpi.4.1023.102836.

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Buthelezi, Alan B., and Oluwatoyin Ayodele Ajani. "Transforming school management system using participative management approach in South Africa." International Journal of Research in Business and Social Science (2147- 4478) 12, no. 6 (September 14, 2023): 307–17. http://dx.doi.org/10.20525/ijrbs.v12i6.2708.

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The South African educational system relies on school management. The link between good management and academic success is well-established. This study examined establishing participatory school management as part of secondary school reform in South Africa. The study sampled schools in KwaZulu-Natal's King Cetshwayo area. The relationship between participatory management and school reform was quantified. The study investigated school participatory management literature. Primary data was also collected from 25 school principals from 25 schools in King Cetshwayo's Nkandla, Richards Bay, uMlalazi, and uMthonjaneni circuits. The research suggests that most schools need participatory management to transform. Principals without participatory management methods may confront problems when administering their schools. Principals should promote this unique school management strategy. Thus, South African school principals should include other stakeholders in school management.

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Gaspar, Erriz S. "Correlates Transformational Management Styles and School-Based Management (SBM) Practices of School Heads." American Journal of Interdisciplinary Research and Innovation 1, no. 1 (August 15, 2022): 86–97. http://dx.doi.org/10.54536/ajiri.v1i1.474.

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Transformational Management Style is a leadership style that School Heads may use to lead and manage the school. Whereas, School-Based Management, also known as SBM, is a hot topic among public schools nowadays. The study aimed to determine the correlations between transformational management styles and school-based management (SBM) practices of school heads in Congressional District I-B of the Schools Division of Nueva Ecija. The 174 school heads were selected using total enumeration sampling, while 318 teachers were selected using a stratified sampling design. The descriptive correlational research design was utilized in satisfaction with the objectives of the study. On the school-based management practices of school heads in Congressional, District I-B have the same point of view and were strongly agreed that School Heads were evidently practiced and performed well in the school operations and management. Furthermore, the school heads’ number of training and seminars attended in national, regional, division, district, and schools found a positive correlation between transformational management styles in all areas-individual considerations, intellectual stimulation, inspirational motivation, and idealized influence. Moreover, the highest educational attainment found a positive correlation between school-based management and the management of resources. Trainings and seminars attended by the School Heads in regional, division and district level have a significant relationship to their SBM ratings. Furthermore, School Heads’ Intellectual Stimulation and Idealized Influence have significant relationship to their SBM ratings. School heads’ and teachers' assessments found a low level of significance based on the assessments of school heads' transformational management styles and school-based management practices.

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Ramadan, Ramadan, Ade Evriansyah Lubis, and Eka Abdurrahman. "School Health Enterprise Management." Journal Management of Sport 1, no. 2 (March 31, 2023): 72–80. http://dx.doi.org/10.55081/jmos.v1i2.1796.

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School Health Efforts are part of the substance of special service management engaged in school health. Special service management in schools is implemented to support learning and can meet the special needs of students in schools. This study aims to determine (1) the planning of School Health Effort at SDS Budi Mulia Medan, (2) the implementation of School Health Effort at SDS Budi Mulia Medan, (3) the control and implementation of School Health Effort at SDS Budi Mulia Medan, and (4) the factors that influence School Health Effort management at SDS Budi Mulia Medan. This research used a qualitative approach and case study research design. Data were collected through interviews, observation, and documentation techniques. To obtain data validity, researchers used source triangulation by finding different resource persons to find similar information. This study aims to describe the management of UKS at SDS Budi Mulia Medan.

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Amalia, Arwinda Putri. "Education Budget Management, New Public Management and the COVID-19 Pandemic." Dinamika Pendidikan 16, no. 1 (June 30, 2021): 1–11. http://dx.doi.org/10.15294/dp.v16i1.27141.

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This paper aims to describe the management of education budget in a private school during the pandemic and how the New Public Management sight. How do a private school with very limited budget resources during the pandemic survives and controls spending with minimal amounts of income and how the New Public Management concept views the Education Budget management process in a private school seen from the government's role in helping schools meet their budget needs. This study had been observed in Muhammadiyah Vocational High School in Purwokerto used a qualitative perspective and deep interviews to collect the information. The result of this research is the private school with limited funding sources has an ability to apply the new public management concept and the government as the provider of development funding assistance made this school could compete with other private schools and public schools, moreover, the school is able to manage a limited education budget during a pandemic.

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Akhtar, Muhammad, and Muzammila Akram. "A STUDY OF ISSUES IN EDUCATIONAL MANAGEMENT AT HIGH SCHOOL LEVEL AT PUNJAB." Pakistan Journal of Social Research 04, no. 01 (March 31, 2022): 213–19. http://dx.doi.org/10.52567/pjsr.v4i1.644.

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The school management is regarded as one of the most important managements in perspective of Pakistani schools. Educational management is a discipline with respect to the management of educational organizations was established to develop disciplines at schools. The present study comprises on to find out the issues in existing school management in education system at high school level in Punjab through survey method. The main objectives of this study were to study some existing school management models, to find out the issues in school department at secondary level and to find out the need for school management improvement. This study has a qualitative approach. The data was collected through a structured interview from four schools of district Bahawalnagar and analyzed data was expressed in detail. The conditions of the public sector school were far different from those of private sector. The schools lacked basic physical infrastructure to carry out daily routine tasks Keywords: Management, School heads, Quality education

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Cowan, Bryan J. "School management." International Journal of Educational Development 14, no. 4 (October 1994): 424. http://dx.doi.org/10.1016/0738-0593(94)90059-0.

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Latypova, Maua. "School Management." Russian Education & Society 43, no. 5 (May 2001): 25–41. http://dx.doi.org/10.2753/res1060-9393430525.

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Зотов and V. Zotov. "School Management." Administration 4, no. 2 (June 17, 2016): 84–87. http://dx.doi.org/10.12737/20830.

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Planning, preparation, defending doctorate thesis, not accidentally for the majority of onlookers seems to be an extremely complex, time-consuming, lengthy task, the formulation and the solution of which is not available for every researcher, the more serious the busy practice manager. The media, including foreign ones, traditionally prevailing public opinion steadily form an idea of what scientific degree of heads of large state or business organizations do not always result from the activities of their authors. A specific story about how, in the framework of the scientific school of management theory at the department of theory of organization and management of the State University of Management was prepared and defended the dissertation of doctor of economic sciences, acting prefect of the southeastern administrative district of Moscow, Zotov Vladimir Borisovich gives an exhaustive answer to this question.

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Sagir, Mahmut. "Innovational Leadership in School Management." Üniversitepark Bülten 6, no. 1 (February 15, 2017): 45–55. http://dx.doi.org/10.22521/unibulletin.2017.61.4.

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Staribratov, Ivaylo. "HUMAN RESOURCES MANAGEMENT IN SCHOOL." Education and Technologies Journal 11, no. 1 (August 1, 2020): 188–93. http://dx.doi.org/10.26883/2010.201.2262.

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The article discusses the main aspects of human resource management in secondary schools. Emphasis is placed on the differences between school management and business. The essential factors influencing the management of human resources in secondary schools are pointed out. The strong connection between the ability of principals to create a positive environment and attitudes for full-fledged work in school was studied. The article promotes the idea that good human resource management is important for the image of a school, not only from the point of view of the principal, but also of each teacher managing his class and communication with parents. Unfortunately, there is a lack of competence in this area, which leads to negatives in the management of schools.

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Effendi, Mohammad Sofwan, and Supadi. "Child-Friendly School Environment Management." JPI (Jurnal Pendidikan Indonesia) 12, no. 4 (December 23, 2023): 732–40. http://dx.doi.org/10.23887/jpiundiksha.v12i4.68681.

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Implementing child-friendly schools must be based on principles without violence or discrimination against disability, gender, ethnicity, religion, or parental background. Obstacles in creating Child-Friendly school include the need for more complete and adequate facilities. Educators also do not have the ability to implement Child-Friendly school. Therefore this study aims to analyze how environmental management realizes Child-Friendly Schools. This study used qualitative descriptive methods. The data collection techniques use in this study is through observation, interviews, and documentation. Data is analyzed interactively by data reduction, data presentation, and conclusions. The results showed that environmental management followed the components of child-friendly schools well. That can be seen from the average value of statement items on the child-friendly school indicator which shows respondents' answers tend to agree and strongly agree. However, several suggestions need to be considered: transparency in preventing students from dropping out of school, increasing health requirements, and cooperation with various related parties.

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Elahi, Fazal, and Muhammad Ilyas. "Quality management principles and school quality." TQM Journal 31, no. 4 (July 8, 2019): 578–99. http://dx.doi.org/10.1108/tqm-11-2018-0173.

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Purpose The purpose of this paper is to test the relationship of process approach (PA), customer focus approach (CFA) and school quality with the moderation of professional certification of school principal to fill the gap of quality management practices in private schools. Design/methodology/approach Study applied quantitative design with the sample of 401 principals of private schools. Questionnaires were adapted from different studies, and pilot study was carried out. Confirmatory factor analysis was done along with structural equation modeling. Findings Results indicate that the process approach has a significant effect on functional quality and academic quality of schools. Customer focus approach medicates the relationship of process approach and functional quality. The study found no evidence of the relationship of moderation of professional certification of school principal with process approach, functional quality and academic quality. Practical implications Study contributed through the generation of new dimensions of school quality, putting professional degree of school principal as a moderator and by providing basis to understand the implementation of quality management system in schools. The outcomes of study will guide school managers to implement the process management approach to improve the school quality. Originality/value Originality of the study is defined in three ways; first, it is first study that examines the relationship of process approach, customer focus approach and school quality with the moderation of professional certification of principal. Second, it chooses “single” schools that have not been subject of any quantitative research exclusively. Third, it is a first attempt to examine the working of private schools in Pakistan with respect to quality management principles.

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Powell, Neal J. "School-Based Management in Smaller Secondary Schools." NASSP Bulletin 75, no. 533 (March 1991): 11–15. http://dx.doi.org/10.1177/019263659107553303.

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Ujang, Yusak, M. Syukri, and Sukmawati Sukmawati. "Management of Filial School Development (Case Study on Management Standards on Singkawang 11 State Junior High School)." JETL (Journal Of Education, Teaching and Learning) 3, no. 1 (March 15, 2018): 166. http://dx.doi.org/10.26737/jetl.v3i1.742.

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<p>The filial school is one of the model of school development where learners study and learn various skills as the basic capital to continue to higher education level. The responsibility of the school's management is fully filial by the parent school in accordance with the quality standards of education services. This research aims to reveal the management of philial school development on the standard of management at Singkawang 11 State Junior High School (SMP Negeri 11 Singkawang ) with the focus of: 1) development planning of filial school in management standard, 2) organizing the development of filial school in management standard, 3) implementation of filial school development on management standard, 4) supervision of filial school development on management standards, 5) constraints faced in the development of filial schools on management standards, and 6) efforts undertaken in the development of filial schools on management standards. The research method used descriptive research with qualitative approach. Data collected by in-depth interviews, participant observation, documentation and analyzed by data reduction, data presentation, conclusion or verification. Testing of data reliability is done by extending the observation period, and triangulation and member checking. The results of the study conclude: 1) Filial School Development Planning in Management Standards, has been done by Singkawang 11 State Junior High School by making the vision and mission is implied that support the implementation of philial school development and has been socialized and arranged based on consultation with certain teachers by considering the needs of the school as a basis making, 2) organizing the development of filial schools on the standard of management, that the head of Singkawang 11 State Junior High School has arranged the organizational structure in connection with the division of main tasks and functions of the teacher and socialized. 3) Implementing the development of filial schools on the standard of management that Singkawang 11 State Junior High School refers to document I which includes all aspects of school management including philial schools covering curriculum aspects, student aspects, educator aspect and educational staff, aspects of facilities and infrastructure, finance and financing , school culture and school areas, school committees and partnerships, and school management information systems, 4) supervision of filial school development on process standards, that Singkawang 11 State Junior High School has conducted School Self Evaluation (EDS) conducted annually as a basis for preparation of the Plan School Work (RKS) and principals have conducted classroom supervision activities on teachers. For managerial supervision of the eight national standards of education by school supervisors has been undertaken but not scheduled, 5) The barriers faced in the development of filial schools in management standards consist of internal (internal) and external (external) barriers. obstacles from within include the limitations of learning facilities and infrastructure of students in the form of limited learning buildings, laboratories, libraries, canteen, prayer room, learning books and desks and student learning seats. External obstacles in the form of poor, perforated, and muddy access roads make it difficult for teachers to carry out teaching duties at the filial schools. 6) The efforts made in the development of filial schools in the management standards include the proposal for the rehabilitation of the 2017 study by the principal to the education and cultural offices of Singkawang city, the cooperation of the principal of Singkawang 11 State Junior High School with Singkawang 3 State Junior High School in a grant program of learning facilities in the form of help desk and desk study as well as reference books for studying students in filial schools. </p>

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Nir, Adam E. "The Impact of School-Based Management on School Health." Journal of School Leadership 12, no. 4 (July 2002): 368–96. http://dx.doi.org/10.1177/105268460201200402.

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What are the influences of school-based management (SBM) on schools’ organizational health? This study assessed the effects of SBM on schools operating in a centralized system of education. The health qualities of 28 schools were measured in a longitudinal study spanning 3 sequential years, including the year before introduction of SBM in schools and in the 2 years that followed implementation. The results indicated no significant changes when comparing the integrated index for school health among the 3 years. However, significant differences appeared when the various subsets of school health were compared. The results indicated that teachers put more emphasis on children's outcomes. Yet, at the same time, teachers reported having lower morale and increased bureaucratic load in comparison to the circumstances that existed in their school prior to the introduction of SBM. Implications for student growth and teacher development are discussed.

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Ismara, Ketut Ima, Didi Supriadi, M. Riza Syifaulliya, and Kitisak Keaw-aram. "The School-based Occupational Safety and Health Management in Vocational School." TAMANSISWA INTERNATIONAL JOURNAL IN EDUCATION AND SCIENCE 2, no. 2 (April 29, 2021): 11–22. http://dx.doi.org/10.30738/tijes.v2i2.9937.

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The vocational high school graduates are required to have the competence to implement Occupational Safety and Health (OSH). This study investigated the implementation of school-based Occupational Safety and Health Management in the vocational school. The OSH implementation viewed from seven principles: curriculum management, student management, educator management, facilities and infrastructure management, funding management, school and community management, and cultural and environmental management. This study is descriptive research that used subjects from 10 public vocational schools and ten private vocational schools in Yogyakarta Province. The data obtained from the Education Report Card Mapping Report Evaluation Results of the Directorate of Vocational Education at the Ministry of Education and Culture of Indonesia. The findings showed that the management of OSH in private vocational schools higher than the public one. The principle of OSH for the management of students is "fairly good" both in public and private vocational schools. The teacher management in public vocational schools higher than the private one. The management of facilities and infrastructure is "fairly good" both in public and private vocational schools. The funding management in private vocational schools higher than the public one. The management of school relationships in the public vocational school is "bad" and "fairly good" in the private one. The management of culture and environment is "fairly goodâ€ both in public and private vocational schools.

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Venalia, Agantina, Siti Dwiningrum, and Burgawanti. "Effective School Management Through Total Quality Management." Jurnal Pendidikan Nusantara 3, no. 1 (April 24, 2024): 56–66. http://dx.doi.org/10.55080/jpn.v3i1.50.

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Realizing the quality of education that is good and remains controlled, there must be a national standard of school management. The purpose of this research is to analyze and describe in depth, through a literature review, effective school management through Total Quality Management (TQM). The study employs a qualitative method; the data is collected using a literature review that is critically and comprehensively reviewed. TQM in program implementation requires high commitment from the members or individuals involved. The eight TQM components should ensure the success of its activities. School principals play an important role because they must be able to develop, train, and implement these eight components in the implementation of educational programmes in schools. TQM will fail if it is not based on ethics, integrity and trust. Training for TQM empowerment as well as specific technical skills are essential for program implementation as they can create a work environment conducive to program objectives. The lack of communication between sections and implementers can be a burden or obstacle in the implementation of activities.

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Sumiyati, Sumiyati, and Rahmat Mulyono. "School-Based Management in Creating Healthy Schools in Elementary Schools." Gema Wiralodra 14, no. 3 (October 3, 2023): 1096–105. http://dx.doi.org/10.31943/gw.v14i3.423.

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Ngunut Playen Gunungkidul State Elementary School is located near the Cemoro Jajar tourist attraction and is known for being beautiful, clean, and comfortable. Likewise, the surrounding environment, including Ngunut State Elementary School. This research aims to obtain a fact-based picture in the form of data and information regarding school-based management in creating healthy schools. The purposes of this research include: (1) To find out about school-based management at SDN Ngunut. (2) To find out the efforts of a healthy school at SDN Ngunut. (3) To determine the role of school-based management in healthy school efforts. This research uses qualitative research, where the techniques used are interviews, observation, and documentation.

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Narayan Biswal, Bibhuti. "Ethical Issues in School Educational Management." Issues and Ideas in Education 4, no. 1 (March 7, 2016): 29–36. http://dx.doi.org/10.15415/iie.2016.41003.

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Sugiyarti, Sri, and Muhammad Iqbal Arrosyad. "MUHAMMADIYAH SCHOOL MANAGEMENT STRATEGY IN BANGKA BELITUNG." Berumpun: International Journal of Social, Politics, and Humanities 3, no. 1 (March 31, 2020): 13–22. http://dx.doi.org/10.33019/berumpun.v3i1.24.

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The charitable endeavors of Muhammadiyah in the Bangka Belitung Region in the field of education from the levels of Elementary Schools, Junior High Schools, and High Schools and Vocational High Schools are spread to all districts/cities. However, the discussion about Muhammadiyah education in Bangka Belitung is very minimal. This research is a descriptive study with a qualitative approach. This study took the sample of the oldest and best senior high school as an illustration of Muhammadiyah education management in Bangka Belitung. The results showed that Muhammadiyah Education experienced various obstacles to the threat of closure, however, they were able to rise from adversity. Muhammadiyah Pangkalpinang High School as the oldest school departed from a school that boarded at Muhammadiyah Middle School and later became one of the most popular schools in the era of the 1990s to accommodate students up to 18 classes, but later it fell free and was almost closed due to the lack of students. Several times the change of school principals has not improved, a new hope is obtained when the management of this school is submitted to the STKIP Muhammadiyah Bangka Belitung to become its lab school. Now with new facilities and management, the number of students is increasing, slowly but surely this school is starting to improve itself. Meanwhile, Muhammadiyah Toboali High School, South Bangka Regency, which was established in 1994, almost lost public confidence, due to a large number of students who failed the National Examination for the 2006/2007 school year. The situation changed along with Supiandi's leadership, his persistence in managing the school, and finally, the trust in the community returned. Now the number of students has reached nearly 500 students

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Wright, John S. "School Site Budgeting: Decentralized School Management." NASSP Bulletin 69, no. 477 (January 1985): 98–99. http://dx.doi.org/10.1177/019263658506947720.

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Rose G. Pagunsan, Cherry, and Gregorio Moyani Jr. "School Heads’ Accountability in School Management." Polaris Global Journal of Scholarly Research and Trends 3, no. 2 (April 12, 2023): 14–32. http://dx.doi.org/10.58429/pgjsrt.v3n2a120.

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School heads are considered persons in authority who manage the school and are considered the pillars of the educational system. Along with their authority, they are accountable for the outcomes of the school operations, programs, and projects. In this context, this paper determined the school heads’ levels of accountability in school management in a District, in a first-class municipality, in Negros Occidental during the School Year 2022-2023. Data needed for this descriptive study was collected from 133 respondents, mostly senior educators with bachelor's degrees, using a self-made survey questionnaire that passed the rigorous test of validity and reliability. The ensuing analysis showed school heads possessing a very high level of accountability in the domain of focusing on teaching and learning. However, in the domain of leading strategically, managing school operations and resources, developing self and others, and building connections, the level of accountability was observed to be high. The perception of school heads' accountability varied based on profile variables such as age, length of service, and highest educational attainment. Younger teachers and those with shorter length of service perceived higher levels of accountability. Moreover, teachers with lower educational attainment attributed higher levels of accountability across all domains. The findings of this study call for the school heads’ and those aspiring to become school heads to the importance of practicing accountability as leaders of the school, for more efficient and effective school leaders and eventually improve the level of school-based management.

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Dalton, Wilbur, and Allen Arpon. "Principals’ Management Skills and School Academic Achievement." Journal of Innovative Technology Convergence 6, no. 2 (June 30, 2024): 9–20. http://dx.doi.org/10.69478/jitc2024v6n002a02.

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School management skills are seen as the dominant indicating factors for the success of the school, such as academic achievement. This study examines the relationship between management skills and academic achievement in the respondents’ schools in Leyte Division, utilizing a descriptive research design. Questionnaires and documentary analysis were used in gathering the relevant data. The school principals with at least three years of experience were involved in the study. The weighted mean and Pearson correlation coefficient were used in the data analysis. Results revealed that the principals had very high management skills in technical, conceptual, human relations, administrative and supervisory, resource generation and fiscal management, and networking and linkages. Overall, the school principals possess the necessary management skills to govern the school. On the other hand, the academic achievement of the selected schools was categorized as moving towards mastery. This indicates that the schools had their best practices in place. Moreover, findings showed that there is no significant relationship between management skills and school academic achievement. For the continual improvement of quality education, future studies, including additional variables such as schools’ ICT facilities, may be correlated with school achievement.

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Feketea, Gavriela, John Lakoumentas, Evangelia Papatriantafyllou, Nikolaos Douladiris, Dimitris Efthymiou, Luminita Aurelia Stanciu, and Emilia Vassilopoulou. "Food Allergy Management Competence in Greek Schools." Children 10, no. 3 (March 11, 2023): 541. http://dx.doi.org/10.3390/children10030541.

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Background: Schoolchildren are likely to consume meals and snacks at school, with a possibility of allergic food reactions and anaphylaxis in the school environment. The school personnel should be informed of the presence of schoolchildren with food allergy (FA) and need to be trained in the management of allergic reactions, as to prepare them to intervene appropriately when necessary. Limited knowledge of FA and its management is documented globally among school staff and there is no uniform protocol in schools. Methods: In this observational cross-sectional study, teachers at state schools throughout Greece completed an online anonymous questionnaire on their awareness of FA reactions and the plans for the management of medical emergencies in their schools of employment. Results: Among the 289 teachers who responded the online invitation, 203 (70.24%) were female and 157 (54%) were aged under 40 years. Females expressed a higher level of concern about the presence of school personnel trained to manage FA symptoms (p = 0.001), written instructions, and the availability of adrenaline (epinephrine) at school (p < 0.001). A younger age was associated with a higher level of both interest and knowledge on FA management in schools. School directors were more certain about the availability of a special record of children with FA at school (p = 0.01), the availability of adrenaline (p = 0.006), and written guidelines on the management of serious health incidents at school (p = 0.04). Written guidelines instructing children to avoid sharing cutlery, glasses, home-prepared meals, and snacks bought from the school canteen were more common in schools in urban areas (p = 0.015). Only 20% of respondents could confirm with certainty that adrenaline autoinjectors (AAIs) were available at their schools, for the purpose of administering to children in the case of a severe FA reaction. Approximately 3/4 of the participating teachers stated that completion of this questionnaire raised their awareness of the risk of FA reactions in children at school. Conclusions: This study, the first in Greece to explore the knowledge of teachers about FA in schoolchildren, revealed the following absences in many schools: a process for identifying children with FA, a written emergency treatment plan, and immediate access to emergency AAI. School FA guidelines are necessary in Greece, and training, which includes the use of AAIs, is required to prepare teachers to manage FA reactions in children at school.

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PATRICK, MAKOMBE, and MANGWIRO TEMBA. "CONFLICT MANAGEMENT, HEADS AND SCHOOLS’ DEVELOPMENT COMMITTEES: IMPLICATIONS FOR EDUCATIONAL MANAGEMENT." International Journal of Social Sciences and Management Review 07, no. 06 (2024): 24–40. http://dx.doi.org/10.37602/ijssmr.2024.7603.

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The study was motivated by conflicts between school heads and their School Development Committees. Such conflicts affected learners’ quality of education contrary to the purpose of their (SDCs) creation. Since the purpose of such a study is to improve practice, the study was guided by the pragmatism research philosophy. Pragmatism facilitated the collection of data using methods contingent with the variable being captured. Mixing qualitative and quantitative methods enhanced the validity and reliability of the study findings. The population of the study was composed of teachers and parents who propose and activate school development policies. Data was gathered from a purposive sample of 57 teachers and 93 parents from Nyanga district. Such a sample is statistically large enough for the variables to be normally distributed and findings generalised for similar school environments. Data was captured from a sequence of document analysis, focus group discussions and in-depth interviews. Questionnaires were used to provide a record of conflicts and their solutions. The study found that: the major source of conflict was perceived and real financial misappropriation. This was followed on the rank by learners' low academic performance. School Development Committee members’ lack of trust in the School Heads was linked to, School Heads' dominance in decision-making. Party-politics safeguarded conflict environment within the school. The study recommends the training of SDC members and their terms can be a maximum of five years rather than one. There is need for an increased communication between the school and its SDCs. A team-oriented approach can be inculcated for SDCs to co-own their schools. Regular consultative meetings can be used to enhance the teaching and resources for the schools. School Heads and their SDCs can use the party political influences for the infrastructure development. For example, the local MP can be influenced to source funds for a block of classrooms which can be named after him/her.

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Fidler, Brian, Ron Glatter, Margaret Preedy, Colin Riches, and Mary Masterson. "Understanding School Management." British Journal of Educational Studies 36, no. 3 (October 1988): 280. http://dx.doi.org/10.2307/3120954.

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Van, Renka. "School Management Application." Qubahan Academic Journal 1, no. 2 (November 14, 2020): 16–28. http://dx.doi.org/10.48161/qaj.v1n2a10.

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Brzychcy, Katarzyna. "School development management." European Journal of Service Management 27 (2018): 57–63. http://dx.doi.org/10.18276/ejsm.2018.27/2-07.

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Liou, Yi-Hwa. "School Crisis Management." Educational Administration Quarterly 51, no. 2 (May 7, 2014): 247–89. http://dx.doi.org/10.1177/0013161x14532467.

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Imants, Jeroen G. M., Cees M. Van Putten, and Gabrielle Leijh. "School Management Training:." International Journal of Educational Management 8, no. 3 (June 1994): 7–14. http://dx.doi.org/10.1108/09513549410062399.

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DiMartino, Catherine, and Sarah Butler Jessen. "School Brand Management." Urban Education 51, no. 5 (July 30, 2014): 447–75. http://dx.doi.org/10.1177/0042085914543112.

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Southworth, Geoff. "Primary school management." Education 3-13 27, no. 3 (October 1999): 17–23. http://dx.doi.org/10.1080/03004279985200271.

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Lindquist, Karin M., and John J. Mauriel. "School-Based Management." Education and Urban Society 21, no. 4 (August 1989): 403–16. http://dx.doi.org/10.1177/0013124589021004005.

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Kerschkamp, F. O. "School Facilities Management." Facilities 9, no. 1/2 (January 1991): 14–19. http://dx.doi.org/10.1108/eum0000000002138.

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Brown, Frank, and Richard C. Hunter. "School-Based Management." Urban Education 33, no. 1 (March 1998): 95–122. http://dx.doi.org/10.1177/0042085998033001006.

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Bartinelly Sousa da Silva Melo, Sílvia. "DEMOCRATIC SCHOOL MANAGEMENT." Revista Gênero e Interdisciplinaridade 4, no. 05 (September 26, 2023): 245–58. http://dx.doi.org/10.51249/gei.v4i05.1595.

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The educational environment, as a significant social provider, is the result of a collection of protagonists, who, in turn, as demanders of education, have responsibilities that are often not properly assumed. The present article brings to the question the democratization of school management. It presents the high level of difficulty that this action brings with it, considering the experience in a society whose standards are filled with authoritarianism, based on an exacerbated exercise of power not only in a political vision, but also social and economic. The little one reproduces itself and thereby produces the great; and the school, as an institution of the system, is subject to this ambiguous, or perhaps even contradictory, relation as it incorporates the very title of the article. There is a whole historical movement in the search of decentralizing the power in the management of public policies that attempt in the direction of the municipal power. However, a question runs through what is said in this article: how to democratize school in a society that, at times, still resists the basic principles of democracy? This work does not have definite and conclusive answers, but it is concerned with pointing out certain biases that may (or may not) lead to a democratized school process, from a management that makes democracy its greatest desire. In accordance with the information acquired during the work, at the end some considerations are established, through which it is intended to assist other research that may be triggered.

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Andrews, Diane, and Trevor Clarke. "Foundation for behaviour management: A systems approach." Kairaranga 6, no. 1 (January 1, 2005): 35–38. http://dx.doi.org/10.54322/kairaranga.v6i1.13.

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This article outlines the development and implementation of a project designed to help a school reflect on how well it has developed supportive behaviour management systems. The programme further encourages the school to implement more functional systems. When the local Group Special Education (GSE) office was offered an opportunity to develop some innovation projects, a proposal for looking at behaviour management as a school-wide systemsintervention was developed. The conceptual base was to focus on six targeted school systems believed to be the foundations for functional behaviour management, profile them for a school, report them in a way that has meaning and work with the school in improving functionality.The project has been used in seven schools in Southland and one in Canterbury. All the schools reported positive outcomes, and some schools made major advances in developing functional behaviour management systems.

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Salvioni, Daniela M., and Raffaella Cassano. "School Governance, Accountability and Performance Management." International Journal of Financial Research 8, no. 2 (February 28, 2017): 176. http://dx.doi.org/10.5430/ijfr.v8n2p176.

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Limited resources, recent reforms of educational system that impose rapid changes in the governance system, high demand for managerial skill and operational autonomy, impose the capability to optimize performance, transparency of behaviour, dialogue with stakeholder to grow results in the school system. It therefore draws attention to the importance of activate long-term positive relations between schools, students, families, governmental authority and other structures of public Administration to improve quality and performance in school management. So is critical an effectiveness accountability system as starting point to develop the quality of relations between the schools and their stakeholders. In this regard, this article proposes the Network Governance as lever to improve an effectiveness stakeholder engagement and to optimize performance in the School System. This study represents a dissertation that aims to raise awareness about the cycle of performance management in schools and for the optimization of the use of public resources.

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Wihardiyani, Wihardiyani, Wahyudi Wahyudi, and M. Chiar. "Community Empowerment Management in Realizing Healthy School." JETL (Journal Of Education, Teaching and Learning) 4, no. 1 (March 1, 2019): 192. http://dx.doi.org/10.26737/jetl.v4i1.995.

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Schools and communities have a very close relationship in realizing school or education goals. But the reality in implementing school activities is sometimes more often separating between schools and surrounding communities. This study aims to describe the planning, implementation, and evaluation of community empowerment in realizing healthy schools at Public Elementary School (SDN) No. 6 Siantan, Siantan District, Mempawah Regency. The approach used in this study is a qualitative approach with a type of case study research. The data analysis model used is Model Miles and Huberman. Based on the research that has been done, the following results are obtained: 1) The process of planning community empowerment in referring to healthy schools has gone well; 2) The implementation of community empowerment has gone well which can be seen through cooperation in both activities between institutions (SDN No. 6 Siantan) and the community; and 3) Evaluation of community empowerment activities in realizing healthy schools carried out at the end of each activity by the principal of the sub-district education office UPT and the school committee.

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Msila, V. "School management and the struggle for effective schools." Africa Education Review 8, no. 3 (November 2011): 434–49. http://dx.doi.org/10.1080/18146627.2011.618650.

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Eyre, Gayner. "Local Management of Schools and school library services." Journal of Librarianship and Information Science 25, no. 1 (March 1993): 33–41. http://dx.doi.org/10.1177/096100069302500105.

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Lazwardi, Dedi. "IMPLEMENTATION OF SCHOOL-BASED MANAGEMENT." AL-IDARAH: JURNAL KEPENDIDIKAN ISLAM 8, no. 1 (October 16, 2018): 32. http://dx.doi.org/10.24042/alidarah.v8i1.3077.

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Education has an important role in influencing the advancement of a nation'scivilization. A nation that has good education tends to be an advanced nation in civilization, science and technology, social economy, as well asculture. One of the educational problems is the need for adjustment and improvement of educational program material so that it can flexibly movealong with the demands of the workforce and the changing demands of people's lives. The implementation of School-Based Management (SBM) isessentially the granting of greater autonomy to schools with the ultimate goalof improving the quality of the results of the implementation of education sothat it can produce actual achievements through a well established managerial process. School-based management is the granting of broadautonomy at the level of the education unit in order to be able to manageresources and sources of funds and allocate according to the level of need. The aim of school-based management is to improve the efficiency ofeducation quality by independence and flexibility in managing existing resources. Components in school-based management include management ofcurriculum and teaching programs, management of teaching staff,management of students, financial management and financing, managementof educational facilities and infrastructure, public relations management and special service management. Supporting factors for the success of the firstschool-based management, the demands of a considerable democratic life from the people in the reform era. Second, the application of Law No. 22 of1999 concerning Regional Government which emphasizes the autonomy of government at the district / city level. Third, there is a school committee thatfunctions to help implement the Social Safety Net (JPS) program in many schools. Fourth, there is a desire by the government to increase communityparticipation in education by increasing the duties, functions and roles of the Education Provider Assistance Agency (BP3). Factors that become obstaclesin running school-based management come from students, educators, infrastructure and community participation.

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Deakin, Jo, and Aaron Kupchik. "Tough Choices: School Behaviour Management and Institutional Context." Youth Justice 16, no. 3 (September 16, 2016): 280–98. http://dx.doi.org/10.1177/1473225416665610.

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In the light of recent disciplinary reform in United States and United Kingdom schools, academic attention has increasingly focused on school punishment. Drawing on interviews with school staff in alternative and mainstream schools in the United States and the United Kingdom, we highlight differences in understandings and practices of school discipline. We argue that, in both countries, there is a mismatch between mainstream schools and alternative schools regarding approaches to punishment, techniques employed to manage student behaviour and supports given to students. While these disparities mirror what one would expect based on the distinct institutional arrangements and organizational priorities of alternative and mainstream schools, they pose particular problems for children transitioning between the two types of school. In this article, we raise a series of questions about the impact of these mismatches on children’s experiences and the potential for school disciplinary reform to achieve lasting results.

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Saputra, Rizqiya Windy. "SWOT Analysis on Implementing Project Management Tool for Digitalization Media of Education Management." Jurnal Pendidikan Multimedia (Edsence) 4, no. 2 (December 27, 2022): 117–28. http://dx.doi.org/10.17509/edsence.v4i2.52098.

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School administration assignments is an important part of an education management system in school and a common complicated work in every start of education year especially for boarding-type schools. A School committee have to prepare many things related to students and teachers necessity, teachings materials, dormitories equipment and others in limitation of time. The lack of preparation time make some assignment can not fulfilled or delivered on determination time. In this research, not only many cases will be identified from teachers and schools committee related to effectiveness in maximizing their time to finish their assignments, but also SWOT analysis as a strategic planning and management technique usually used to help a person or organization identify Strengths, Weaknesses, Opportunities, and Threats will be conducted in this area. SWOT analysis will be combine with project management tool to organize the teachers and school committee assignments. This paper supposed to explore many advantages from project management tool that can generate new perspective in managing complicated administration works. The exploration is carried out using the SWOT analysis method to school administrative management. And finally, this papers can proposed a new assignment model and framework in boarding school type to increase their work effectiveness and reduce wasted time.

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

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

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Journal articles on the topic 'School management'

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