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Journal articles on the topic 'School performance'
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Pistilli, José Carlos Teixeira, and Tamara Tania Cohen Egler. "SCHOOLS, DISCRIMINATION AND SCHOOL PERFORMANCE." International Journal of Human Sciences Research 3, no. 26 (August 2, 2023): 2–10. http://dx.doi.org/10.22533/at.ed.5583262301089.
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Chavan, Vishwajeet Manohar, and Girish Manohar Chavan. "School health performance score: a comparative study between rural and urban school performance." International Journal Of Community Medicine And Public Health 5, no. 6 (May 22, 2018): 2421. http://dx.doi.org/10.18203/2394-6040.ijcmph20182170.
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Background: Safe, secure and healthy environment for children to learn better and face the challenges of future life can be achieved by school sanitation and hygiene education. The objective of the study was to study School health performance score and compare between rural and urban school performance.Methods: A cross sectional study was carried out. It included randomly selected 46 rural schools and 11 urban schools. Both the school was compared in terms of school health services parameters.Results: In our study, 33854 students in total were enrolled from 46 rural schools as compared 9904 students from 11 urban schools. Mean number of students per school was noted to be 735.95±303.72 in rural schools and 900.36±172.83 students in urban schools. From the 46 rural school teachers, 7 teachers had semi-English as their mode of teaching as compared to 39 teachers whose mode of teaching was Marathi; while all the 11 urban school teachers taught their students only in Marathi.Conclusions: It was found that the school performance score overall as well as on individual item studies was significantly better in urban schools than the rural schools.
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Gamala, Javen J., and Eliseo P. Marpa. "School Environment and School Heads’ Managerial Skills: Looking into their Relationships to School’s Performance." International Journal on Social and Education Sciences 4, no. 2 (May 26, 2022): 218–35. http://dx.doi.org/10.46328/ijonses.285.
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This study examined the degree of the influence of school environment and school heads managerial skills on school’s performances. Using a correlational method of research, a total of 115 school heads, 1044 teachers, 115 pupils, and 115 parents of public elementary schools in the 6th Congressional District of Negros Occidental, Philippines was chosen as study participants. An expert-validated and standardized questionnaire was used for data collection. Results show that school environment was moderately favorable while the school heads’ managerial skills and schools’ performances were very high. Results further revealed that school heads’ managerial skills and school environment relates to school performance, however, the relationship is not significant. Although results hold that school heads exhibited managerial skills in a favorable school environment, but this does not mean that it has influence on schools performance as reflected in this study. In this regard, the study suggests examining other factors that might influence school performance.
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Malik, Muhammad Irfan, Muhammad Akram, and Abdul Hameed Qamar. "Effect of School Climate on School Performance at Secondary School Level." Global Educational Studies Review VIII, no. I (March 30, 2023): 154–67. http://dx.doi.org/10.31703/gesr.2023(viii-i).14.
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The study aimed to examine effect of school climate on performance of schools. School climate includes measuring quality of the schools on various indicators such as dealing with internal and external dynamics, sustaining and fostering the school climate, high expectation and respects, handling conflicts and crisis, and shared decision making. Performance of schools is described as accomplishment of all short-term and long-term educational goals by the students, schools, and teachers. In district Sahiwal, 740 Secondary school teachers were selected randomly by using multistage sampling technique who evaluated their head teachers’ performance on quality practices of school climate on Head Teacher Effectiveness Questionnaire adopted for this study. For school performance, scores of student achievement were collected from their institutions along with the data on school performance questionnaire that included factors related to the teacher presence, school cleanliness, functioning of the facilities, and student presence. The data were obtained by reports of monthly visits collected through the evaluation teams of the districts authorities. The study explored that head of the institutions developed school climate effectively, and excellent level of schools performance was also found. The study found reasonable relationship between school climate and performance of schools (r=.57), and 32% variance in performance of school could be explained through school climate. The study also added that climate of school might be evaluated by using these quality practices of head teachers.
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Lamas, Héctor A. "School Performance." Propósitos y Representaciones 3, no. 1 (2015): 351–86. http://dx.doi.org/10.20511/pyr2015.v3n1.74.
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Mishra, Badrinarayan. "Relationships of School Performance and Responsibility-sharing with Bully Activities in Indian Schools." Journal of Advanced Research in Medical Science & Technology 08, no. 02 (August 5, 2021): 7–11. http://dx.doi.org/10.24321/2394.6539.202105.
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Background: The coexistence of schools and school bullying are time contextual. Though its components are explored to different lengths at different geography the relationship with school performance and responsibility-sharing for Indian subcontinents are far and few. Aim and Objectives: The study took cognizance of this knowledge gap and tried to explore the existence of any relations between academic performance and responsibility-sharing with school bullying. Methods: A cross-sectional study was conducted in 6 randomly selected schools (3 urban and 3 rural) in a district of Madhya Pradesh, India. The participants from the 6th to 10th standard were selected by systematic random sampling and 96 participants per class were enrolled. The tools used were back-translated and pilot tested. They are the Bullying Prevalence Questionnaire (BPQ) and the Rosenberg Self-esteem questionnaire. School performance and responsibility-sharing information were collected from concerned school records. Results: From 480 participants, 48.3% were involved in some form of school bully activities. Students’ academic grade (ꭓ2 - 0.20) and school attendance (ꭓ2 - 0.75) were not associated with school bully behaviors, but their non-cocurricular recognition and lack of responsibility-sharing made them vulnerable to bullying (ꭓ2 and ANOVA p = 0.02 each) and victimized (ANOVA p = 0.03). Participants who shared school responsibilities and received acclaim were prosocial (ANOVA p = 0.00) and immune to bullyism. Conclusion: Schools are places where the pupils are groomed to be responsible and productive. The results established these points.
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Mohamed, El Taher Osman Abdo Mohammed Al-Mekhlafi. "School Effectiveness And Students' Academic Achievement." Multicultural Education 9, no. 5 (May 26, 2023): 101. https://doi.org/10.5281/zenodo.7974852.
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<em>School Effectiveness Studies show that school effectiveness factors can also determine the academic performance and the academic achievement of students. Nyagosia et al. (2013) studied the relationship between school effectiveness factors and academic performance in Kenya, and tried to examine how the implementation of the correlates of effectiveness influenced the academic performance of students. They selected seven correlates formulated by Lezotte (2010 as cited in Nyagosia et al 2013: p.2) are ‘instructional leadership, focus on school mission, school safety and orderliness, expectations for success, home-school relations, monitoring students’ progress, and opportunity to learn’. Moreover, the findings of school effectiveness studies in Kenya by Nyagosia (2013: p.9) point out that ‘the data analysis showed that seven correlates are good predictors of academic performance in Kenyan schools and the results showed that, in comparison with low achieving schools, high performing schools were putting more emphasis on six of the seven correlates with only frequent monitoring of students’ progress returning no significant results’.</em>
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Muhammad, Iqbal Safia Rehmat Ullah Atia Arshad Malik Muhammad Iftikhar Bakht Zaib U. Nisa. "Exploring The Relationship Between School Culture And Teachers' Performance." Multicultural Education 8, no. 11 (December 15, 2022): 109. https://doi.org/10.5281/zenodo.7443166.
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<em>The purpose of the study was to find out the effect of school culture on teachers’ performance in public and private secondary schools in Khyber Pakhtunkhwa, Pakistan. The population of the study comprised 197 public and private secondary schools in District Charsadda Khyber Pakhtunkhwa province. A representative sample of 118 schools was selected through a stratified sampling technique to get principals’ perceptions about school culture and four students from each selected school useda homogenous sampling technique to rate their teachers. Two separate questionnaires were used to collect data from principals and students about school culture and teachers’ performance respectively. Inferential statistics wereused to analyse data. The findings of the study revealed that the distribution of authority is the most important dimension of school culture that affects teachers' performance followed by collaboration and recognition. The study concluded that there was no significant difference in the school culture of public and private secondary schools in district Charsadda.</em>
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Fernando, Lalitha S., E. Achini Indrachapa Kularathna, and I. D. C. D. Kumarasinghe. "Impact of effective leadership style on school performance: with reference to Central Colleges in the Western Province of Sri Lanka." Sri Lanka Journal of Social Sciences 46, no. 02 (June 29, 2024): 159–76. http://dx.doi.org/10.4038/sljss.v46i02.8765.
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The primary goal of any school is to improve the academic performance of students, which in turn leads to higher performance by school children and the school as well. Research has proved that school leaders can make a difference in school and student performance. Thus, the leadership style and the role of principals are crucial in directing their schools towards better performance. Central Colleges in Sri Lanka as secondary and collegiate levels of schools have shown higher performances in the past, but there is evidence that the performances of the Central Colleges are declining at present. Having explored the meaning of school performances, this study identifies characteristics of effective leadership and examines the impact of the effective leadership style on the school performance of Central Colleges in the Western Province of Sri Lanka. Based on quantitative research methods, primary data were collected using a structured questionnaire from a sample of 357 teachers using a random sampling method. Descriptive and inferential statistics were used to analyse the data. Based on the analysis five characteristics of effective leadership were identified explaining 81.4% variance in school performance and these characteristics significantly and positively affect school performance. Thus, school performances could be improved if principals are inclusive, innovative, resourceful, and thoughtful of others, encourage their teachers to get the best results, and create a stimulating environment for improving performance as there is a lack of research specifically, exploring the qualities of effective leadership style, this study filled an apparent knowledge gaps in prior research concerning effective leadership characteristics with empirical data.
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Herresthal, Claudia. "Performance-Based Rankings and School Quality." Economic Journal 130, no. 630 (April 9, 2020): 1729–52. http://dx.doi.org/10.1093/ej/ueaa036.
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Abstract I study students’ inferences about school quality from performance-based rankings in a dynamic setting. Schools differ in location and unobserved quality; students differ in location and ability. Short-lived students observe a school ranking as a signal about schools’ relative qualities, but this signal also depends on the abilities of schools’ past intakes. Students apply to schools, trading off expected quality against proximity. Oversubscribed schools select applicants based on an admission rule. In steady-state equilibrium, I find that rankings are more informative if more able applicants are given priority in admissions or if students care less about distance to school.
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Papa, Katherine. "Critical Performance Roles of School Heads and City Schools in the Division of Cabuyao." Psychology and Education: A Multidisciplinary Journal 24, no. 8 (September 4, 2024): 986–89. https://doi.org/10.5281/zenodo.13684546.
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This study was conducted to determine the level of manifestation of critical performance roles among school heads and the level of school performance in the City Schools Division of Cabuyao that becomes the basis in crafting the performance roles mentoring program. As the results revealed, the level of manifestation of critical performance roles of school heads in terms of relational, authentic, visionary, quality and service leadership were all highly manifested. There is no significant difference between the assessments of teachers and school heads on the critical performance roles. In terms of school achievement rate, none of the public schools has gotten a high level of school achievement rate. In terms of Teachers’ Performance, there have been 14% of the teachers who have outstanding level of performance. Meanwhile, 86% of the teachers’ performances fall in the very satisfactory level of performance. It implies that there is significant relationship between the level of manifestation of critical performance roles among school heads and school performance in terms of service and teachers’ performance. On the other hand, there is no significant relationship between the level of manifestation of critical performance roles among school heads and school performance in relational, authentic, visionary and quality leadership. Based from the findings, the school heads are able to establish good relationship with their teachers and stakeholders; able to perform their duties particularly in developing and promoting an open and change-friendly culture; able to demonstrate leadership skill which focuses in producing self-directed and quality learners by creating and implementing school programs and projects; able to exhibit excellent leadership in handling the teachers, dealing with the school stakeholders, and managing school operations. It also depicts that the teachers’ performance in school has been influenced by the service leadership of their school heads. It also hints that teachers are capacitated by the school principals in doing priority assessment needs of the school that increase their school performance.
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ACE, MARK R. ANTIPOLO, EDUARD C. PAZ JOHN, A. DAVID MERCY, and T. FERRER ADORA. "The Impact of Technological Advancements on The Academic Performance of Senior High School Students." International Journal of Innovative Research in Multidisciplinary Education 03, no. 05 (May 29, 2024): 792–804. https://doi.org/10.5281/zenodo.11382393.
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Inclusion of technology in education was utilized even before pandemic. As the pandemic hit, technology usage for personal and academic purposes among senior high school students significantly increased. This study aimed to determine the impact of technological advancement to the academic performance of senior high school students from selected public and private school in the province of Zambales and City of Olongapo, Philippines. There were 187 senior high school students from the selected schools who were the respondents chosen through stratified random sampling. The study used the descriptive survey research design with survey questionnaires as the main instrument to describe the emerging impact of technological advancement to the academic performance of students. The results showed that students often experience the impact of technological advancements in their academic performance, and that it poses both positive and negative impact. Furthermore, it was found that there is a significant difference in the correlation between technological advancements and academic performance of students in terms of sex, school, and strand. The study suggests that the Department of Education (DepEd) may spearhead seminars and trainings to assist and help teachers in the successful inclusion of technology in the classroom; allocate enough fundings for the creation of programs that will help solve the digital divide that exist between students; allocate adequate funding for the provision of additional technological equipment in schools; teacher educators may practice using and including more technologies in the teaching-learning process and in their lesson plans; students may start utilizing technology to assist them in their academic performance; and parents may monitor their children’s use of technology to avoid misuse and negative impacts on academic performance.
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Shireye, Cheramlak Fekadu, and Fekadu Dabesa Etecha. "Teachers Involvement in School Decision Making and School Performance in Primary Schools of Elu Gelan Woreda." Advanced Educational Research & Reviews 02, no. 01 (April 6, 2025): 12. https://doi.org/10.5281/zenodo.15161808.
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ABSTRACT The leading purpose of this study was to investigate the teachers’ involvement in school decision making and school performance in Elu Gelan woreda primary schools. Quantitative approach and Correlation design was employed. Six primary schools were drawn from 33 schools using simple random sampling technique. The total 186 (180 teachers, and 6 principals) respondents are included to the study. The data were collected through questionnaire, interview and document review. Descriptive and inferential statistics were used to analyze quantitative data. Qualitative data was analyzed by summarizing and re-summarizing. The findings of the study show that teachers’ involvement in planning and monitoring was found to be moderate. The result of one way of ANOVA at 95% showed absence of statically significance difference between six sampled schools. The extent of participation in different areas of school decision making is insufficient and there was statically significance difference in teachers’ involvement among six schools. Generally, the performance of school was found to be not meeting standard. It was, thus, concluded that teachers role in school decision-making was not given due attentions in primary schools under the study. It was recommended that WOE need to assign trained and experienced principals and train principals who can empower teachers to involve and improve the decision making practices and performances of schools.
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Selvaraja, Kavitha, Ramli Basri, Abdullah Mat Rashid, and Arnida Abdullah. "School Innovativeness as Predictors of School Performance in Malaysian Primary Schools." Journal of ICT In Education 8, no. 2 (August 25, 2021): 93–109. http://dx.doi.org/10.37134/jictie.vol8.2.9.2021.
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This study is an attempt to explore the level of school innovativeness and its prediction towards school performance as perceived by teachers. The data was collected using survey questionnaire from the sample of 324 teachers from primary schools in Johor, Perak, Pahang and Selangor. Subsequently, the collected data was analysed using descriptive analysis, One-way ANOVA and multiple regression. The result showed that Malaysian schools practiced moderate level of innovativeness as overall. However, National Type Tamil schools practiced higher level of innovativeness in comparison with National schools and National Type Chinese schools based on teacher’s perception. Apart from that, the result also showed that teachers perceived school innovativeness significantly predict the school performance. With the result obtained, this study proposed some recommendations to the ministry, policy makers as well as researchers to improve school performance in Malaysian primary schools.
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Munyantore, Jean Claude, Mukamazimpaka Mari Claire Dr., and Mugiraneza Faustin Dr. "Contribution of School Feeding Program on Students' Academic Performance in Public Secondary Schools of Rwanda." International Journal of Recent Research in Social Sciences and Humanities (IJRRSSH) 11, no. 3 (September 4, 2024): 134–42. https://doi.org/10.5281/zenodo.13685736.
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<strong>Abstract</strong><strong>:</strong> The study assessed the contribution of school feeding program on students’ academic performance in public secondary schools more especially in Kicukiro District. The specific of this study was to ascertain the relationship between school feeding and students’ academic performance. This sample size of 288 participants was composed of students and teachers from public secondary schools. Both students and teachers were sampled by simple random sampling techniques, and then stratified sampling techniques were employed to select students from their schools and classes, where they are scattered. As showed by Karl Pearson coefficient on the relationship between school feeding and students’ academic performance in secondary schools, there was high positive correlation equivalent to .57. Again, the R2 of .491 clearly demonstrated that the increase of provision of school quality lunch to students positively increase students’ performance in their daily learning. Based on findings, the research recommend that parents should provide the contribution in implementation and smooth running of school feeding program. School leaders, local leaders, Ministry of Education and stakeholders should work hand in hand to provide all needed facilities and supports in order to smoothly implement school feeding program by providing school feeding funds and establishing related infrastructures in all schools like supporting schools to have well-equipped kitchens used for preparing lunch. Further study should be on impact of school feeding to primary education due to the fact that the Government of Rwanda through the Ministry of Education introduced the program to primary schools. <strong>Key</strong><strong>words:</strong> Academic Performance, School Feeding. <strong>Title:</strong> Contribution of School Feeding Program on Students’ Academic Performance in Public Secondary Schools of Rwanda <strong>Author:</strong> Munyantore Jean Claude, Dr. Mukamazimpaka Mari Claire, Dr. Mugiraneza Faustin <strong>International Journal of Recent Research in Social Sciences and Humanities (IJRRSSH)</strong> <strong>ISSN 2349-7831</strong> <strong>Vol. 11, Issue 3, July 2024 - September 2024</strong> <strong>Page No: 134-142</strong> <strong>Paper Publications </strong> <strong>Website: www.paperpublications.org</strong> <strong>Published Date: 04-September-2024</strong> <strong>DOI: </strong><strong>https://doi.org/10.5281/zenodo.13685736</strong> <strong>Paper Download Link (Source)</strong> <strong>https://www.paperpublications.org/upload/book/Contribution%20of%20School%20Feeding%20Program-04092024-1.pdf</strong>
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Selvaraja, Kavitha, Ramli Basri, Abdullah Mat Rashid, and Arnida Abdullah. "School culture as predictors of primary schools’ performance." Journal of Research, Policy & Practice of Teachers & Teacher Education 13, no. 1 (April 25, 2023): 44–60. http://dx.doi.org/10.37134/jrpptte.vol13.1.4.2023.
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This purpose of this study is to explore the level of school culture and its prediction towards school performance as perceived by teachers. The data was collected using survey questionnaire. Organizational Culture Assessment Instrument (OCAI) developed by Cameron and Quinn (2006) was used to measure school culture. A total of 324 questionnaires were distributed to 36 primary schools in the state of Selangor, Perak, Johor and Pahang in Peninsular Malaysia. Subsequently, the data was analysed using descriptive analysis and multiple regression. The result shows that teachers in National schools and National Type Tamil schools perceive that the level of school culture in their schools is significantly higher than National Type Chinese schools. In addition, clan culture is perceived as most practiced culture in National and National Type Tamil schools. While, hierarchy culture is perceived as the most practiced culture in National Type Chinese schools. There is a similarity between these schools in terms of culture practice where the adhocracy culture become the least culture practiced in these schools. Apart from that, the result also showed that teachers perceived school culture significantly predict the school performance. Hence, it is noted that emphasis in school culture is vital to have an environment, which supports the school performance in the long run. This study would be very helpful for all the relevant stakeholders to identify primary school culture as well as its contribution towards school performance to take any action for school improvement.
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Tarusa, Ma. Cecilia, and Julieta Nabos. "School Operations in the Implementation of K-12 Curriculum and Performance of School Heads in CALABARZON: Basis for Curriculum Management Framework." Psychology and Education: A Multidisciplinary Journal 17, no. 2 (February 14, 2024): 126–32. https://doi.org/10.5281/zenodo.10659369.
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This study aimed to determine the level of school operations of elementary school heads in the CALABARZON in the implementation of K-12 curriculum and the level of performance using the Philippine Professional Standards for School Heads among five (5) Schools Division Offices in CALABARZON region. This descriptive research integrates quantitative data using validated research-made questionnaire using percentage, mean, two-way ANOVA and Pearson moment of correlation. Most school heads were principal I, with master’s degrees, and 6-10 years of experience. Findings revealed that school heads manifested “Best” in school operations and “To a Very Much Extent” in the level of performance, and that there is no significant difference in the school operations and in the level of performance of the school heads. In terms of relationship between the level of school operations and performance it found out that there is a significant relationship between curriculum and instruction and leading strategically. Addressing operational challenges enhances overall school system effectiveness. Elementary School Heads exhibit commitment to delivering an enhanced educational experience. Proactive approaches to leadership, curriculum, accountability, and resource challenges align with the best practices for quality education and improvement.
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Shen, Lin, and Hui Xu. "The Exploration of Performance Evaluation on School Rear-service in China." Administrative consulting, no. 8 (164) (June 7, 2022): 124–36. https://doi.org/10.22394/1726-1139-2022-8-124-136.
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The logistic service in China’s schools, especially in college schools, has become more and more socialized, which requires higher quality of the management to meet it. The performance evaluation about school logistic service in China includes six aspects: the effectiveness of the operation system, the quality of the school asset, the ability of the development, the service quality, the social contribution and the level of the management. This paper will introduce the current situation of logistic service management in China’s schools, and then make an analysis of the school logistics performance management, followed by a design of performance evaluation index system of school logistics management, which includes 6 indexes and 42 subindexes, with the purpose of improving the quality of school logistics assets, ensuring sustainable development and perfecting the logistics management and economic efficiency. Finally, the paper will try to propose some suggestions on how to reform the school logistics service performance management in China and learn some useful experience from abroad.
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Dr., (Mrs) B.E. Uwameiye. "Assessment of the impact of the UNICEF Supported School Feeding Programme on Academic Performance of Pupils in the Federal Capital Territory." American Based Research Journal 8, no. 5 (May 31, 2019): 16–21. https://doi.org/10.5281/zenodo.3456915.
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<em>This paper examined the impact of the UNICEF supported school feeding programm on the academic performance of pupils in the Federal Capital. The survey research design was adopted in this study. A sample of 385 pupils; from school feeding schools, 216 from non-school feeding schools and 30 teachers from school feeding schools were utilized for the study. One research question and one hypothesis guided the study. A self-structured 13-item questionnaire was administered to gather data for the study. The Mean Standard Deviation was used to analyze the research question while t-test was utilized to test the hypothesis at.05 level of significance. Findings revealed that: teachers agree that the SFP had a positive impact on the performance of pupils in the area of the attention span of pupils, the stability of pupils in class and that pupils were consistent in their academic performance. The hypothesis tested revealed a significant difference between the performance of pupils under the school feeding program and the pupils without a school feeding program. This paper recommends among others that the federal government of Nigeria should scale up the implementation of the SFP to cover all states of the federation so as to benefit more school children in their academic performance.</em>
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Bickel, Robert, and Craig Howley. "The Influence of Scale on School Performance." education policy analysis archives 8 (May 10, 2000): 22. http://dx.doi.org/10.14507/epaa.v8n22.2000.
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In this study, we investigate the joint influence of school and district size on school performance among schools with eighth grades (n=367) and schools with eleventh grades in Georgia (n=298). Schools are the unit of analysis in this study because schools are increasingly the unit on which states fix the responsibility to be accountable. The methodology further develops investigations along the line of evidence suggesting that the influence of size is contingent on socioeconomic status (SES). All previous studies have used a single-level regression model (i.e., schools or districts). This study confronts the issue of cross-level interaction of SES and size (i.e., schools and districts) with a single-equation-relative-effects model to interpret the joint influence of school and district size on school performance (i.e., the dependent variable is a school-level variable). It also tests the equity of school-level outcomes jointly by school and district size. Georgia was chosen for study because previous single-level analysis there had revealed no influence of district size on performance (measured at the district level). Findings from this study show substantial cross-level influences of school and district size at the 8th grade, and weaker influences at the 11th grade. The equity effects, however, are strong at both grade levels and show a distinctive pattern of size interactions. Results are interpreted to draw implications for a "structuralist" view of school and district restructuring, with particular concern for schooling to serve impoverished communities. The authors argue the importance of a notion of "scaling" in the system of schooling, advocating the particular need to create smaller districts as well as smaller schools as a route to both school excellence and equity of school outcomes.
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Kaugama, Haladu Haruna. "Assessment of the Impacts of School Feeding Programme on Pupils' Retention and Academic Performance in Nomadic schools of Jigawa State." International Journal of Research in Education and Sustainable Development 4, no. 5 (May 9, 2024): 39–50. https://doi.org/10.5281/zenodo.11160963.
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<em>The study examined the impacts of school feeding programme on pupils’ enrolment, rate of school completion or retention and academic performance in nomadic schools of Jigawa state. It was conducted using descriptive survey design using a structured questionnaire and pupils’ academic records from schools. The pupils from class three, class masters and head teachers participated in the study. The participants were drawn using random sampling process from the nomadic primary schools across the three senatorial district of Jigawa state. The study revealed an improvement in pupils' enrolment, attendance, school completion rate and academic performance following the introduction of the school feeding programme. It was recommended for government and other agencies to look for the possibility of sustaining the feeding programme in schools. Parents and pupils should also be enlightened about the benefits of nomadic education as well.</em>
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Mark, Christian L. Lapuz, and S. Pecajas Elvira. "SCHOOL HEADS' AUTHORITY, ACCOUNTABILITY, AND EMPOWERMENT AS FUNCTIONS OF SCHOOL PERFORMANCE." International Journal of Novel Research in Humanity and Social Sciences 9, no. 3 (June 23, 2022): 69–83. https://doi.org/10.5281/zenodo.6701039.
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<strong>Abstract:</strong> This study generally aimed to determine the relationship between authority, accountability, and empowerment of school heads and the performance level of schools in Leyte Districts of Leyte Division during the school year 2020-2021. Utilizing the descriptive-correlational research design, this study elicited data from the 28 school heads across Leyte Districts I and II. Based on the findings of the study, most of the school heads in Leyte I and II Districts were teacher-in-charge, completed academic requirements (CAR) in master's degree, have five years and below experience as school heads, and have attended training in the division level. Further, the school heads have a very satisfactory level of authority, an outstanding level of accountability, and an outstanding level of empowerment. It was also found that most of the schools in Leyte I and II Districts have better performance based on the assessment tool of the School-Based Management (SBM) level of practice by the Department of Education. Nevertheless, it was found that there is no significant relationship between the profile of school heads and the school's performance level. Likewise, there is no significant relationship between the performance level of the school and the school heads' level of authority, accountability, and empowerment. On account of the results of the study, the school heads’ level of authority was very satisfactory, while their levels of accountability and empowerment were outstanding. Hence, the researcher came up with a conclusion that the levels of authority, accountability, and empowerment of school heads did not affect the performance level of schools in Leyte Districts. It is thus recommended that the district heads may provide technical assistance to school heads on the appropriate approaches for higher school performance management (SBM) level. <strong>Keywords:</strong> school heads, higher school performance management, authority, accountability. <strong>Title:</strong> SCHOOL HEADS’ AUTHORITY, ACCOUNTABILITY, AND EMPOWERMENT AS FUNCTIONS OF SCHOOL PERFORMANCE <strong>Author:</strong> Mark Christian L. Lapuz, Elvira S. Pecajas <strong>International Journal of Novel Research in Humanity and Social Sciences</strong> <strong>ISSN 2394-9694</strong> <strong>Vol. 9, Issue 3, May 2022 - June 2022</strong> <strong>Page No: 69-83</strong> <strong>Novelty Journals</strong> <strong>Website: www.noveltyjournals.com</strong> <strong>Published Date: 23-June-2022</strong> <strong>DOI: https://doi.org/10.5281/zenodo.6701039</strong> <strong>Paper Download Link (Source)</strong> <strong>https://www.noveltyjournals.com/upload/paper/SCHOOL%20HEADS%20AUTHORITY-23062022-1.pdf</strong>
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Suhaya, Suhaya. "Fungsi Kepemimpinan Kepala Sekolah Terhadap Kinerja Guru Serta Implikasinya Terhadap Kompetensi Lulusan SMA." Jurnal Ilmiah Manajemen Kontigensi 4, no. 1 (June 15, 2016): 24–42. https://doi.org/10.5281/zenodo.3375438.
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<em>The purpose of this study was to analyze the function of the principal's leadership on teacher performance implications for high school students graduate competencies Tangerang Banten Province. The research method is descriptive and verification. Descriptive method using assessment scores on the study variables. Descriptive analysis used single cross-sectional design that describes and illustrates the perception of teachers on the leadership of the principal. Whereas analysis verification used to verify the validity of the proposed research hypotheses. The unit analysis in this study is a high school teacher in the town and district Tangeran Tangerang Banten Province. There are a total of 55 high schools and 208 private high school. Sampling technique using simple random sampling, the total sample of 216 respondents</em><em>.</em> <em>The results can be summarized as follows: 1) The principal function as principals include educator, manager, administrator, supervisor, leader, innovator and motivator, significantly affect the performance of teachers either partially or simultaneously in a high school Tangerang Banten Province , 2) the performance of teachers significantly influence a high school grad in Tangerang Banten Province.</em>
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Dr., Joshua T. Precioso, and Marijo D. Chua Dr. "Performance of School Heads and Teachers in Public Elementary Schools." International Journal of Social Science and Human Research 08, no. 05 (May 7, 2025): 2772–84. https://doi.org/10.5281/zenodo.15354971.
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Republic Act No. 9155, otherwise known as the Governance of Basic Education Act of 2001, mandates that all schools shall be headed by school heads who are trained, monitored, and held accountable for leading the school improvement process. On the contrary, the Philippine Professional Standards for Teachers (PPST) defines the standards and expectations of teachers' increasing levels of knowledge, practice, and professional engagement. Anent to these legal bases, this study sought to determine the levels and relationship between the leadership performance of school heads and the teaching performance of elementary school teachers in the Division of Bacolod City in the School Year 2020-2021. The study respondents were 45 elementary school heads and 321 randomly selected public elementary school teachers. This study employed the sequential explanatory mixed method design involving the phases of conducting surveys to the respondents and interviewing school heads and elementary school teachers as it delved into probing the performances of the respondents. Mean, standard deviation, Mann Whitney U and Kruskal Wall H tests, and simple linear regression analysis were utilized for the treatment analyses of data. The explication process followed the six-step thematic analysis introduced by Braun and Clarke. The findings revealed that the leadership performance of school heads and teachers' teaching performance, when taken as a whole and grouped according to variables, were outstanding. A significant difference in the leadership performance of school heads was noted when they were grouped according to educational attainment. Conversely, a discernible difference was not found when grouped according to age and years of experience as school heads. The teaching performance of the school teachers showed a variation when grouped according to age and educational attainment. Meanwhile, no significant difference existed when they were grouped according to years of teaching experience. Leadership performance cannot predict teaching performance. The school heads considered preserving school buildings, engaging teachers in development activities, properly using operational expenditures, and interacting with stakeholders as best practices. The instructors regarded differentiated activities, essential learning competencies, interacting with community partners, and time management as their best practices.
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Al Hussaini, Muzamil Hussain, and Dwi Sulisworo. "Effect of Tension on Learner School Performance at Primary School Level at Bhakkar, Pakistan." Journal of Pedagogy and Education Science 1, no. 02 (September 20, 2022): 100–107. http://dx.doi.org/10.56741/jpes.v1i02.146.
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Effect of tension on students' school performance at the primary school level is a title of study work. Exploring the tension effect on learner performance at school is one of the study's key goals. A major factor in students' school success is tension. This study was intended to highlight the detrimental effects on students' academic performance. The study's objectives were to identify the types of tension associated with student performance, assess how tension affected learners' school performances, and distinguish between how tension affected learners of each gender differently. The researcher can offer a workable solution for the effect of tension on students' school performance to meet the study mentioned earlier objectives. Every primary school in the district of Bhakkar has provided information about this topic. For this study, ten primary schools were chosen randomly (n=10). The researcher subsequently split the ten primary schools (n = 10) into two groups (n = 5) of males and (n = 5) of females. The learner's academic and performance level is better in the case of low stress and anxiety. The main results of this study demonstrate that the teacher can play a crucial part in easing students' school anxiety, and also, this home is a prominent place where this can decrease.
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Rombaoa, Irish John D. "SCHOOL HEADS' LEADERSHIP PRACTICES AND SCHOOL'S FINANCIAL PERFORMANCE." Ignatian International Journal for Multidisciplinary Research 3, no. 4 (April 30, 2025): 1614–21. https://doi.org/10.5281/zenodo.15332470.
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School heads are the 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. This study aimed to examine the relationship between school heads' leadership practices and the financial management performance of schools in President Quirino Municipality. Specifically, it focused on the leadership dimensions of authority, accountability, and empowerment, and their influence on budget alignment, procurement processes, and the execution of school programs, projects, and activities. The study employed a descriptive-correlational research design, 64 teachers and 22 school heads as respondents. The findings revealed that the school heads' leadership practices were highly practiced, with a significant emphasis on authority, accountability, and empowerment. In terms of financial management performance, the schools were rated as outstanding, demonstrating exemplary practices in budgeting, procurement, and project management. A significant relationship between the school heads’ leadership practices and the schools’ performance in financial management, affirming the positive impact of effective leadership on the overall financial stability of the schools. These suggest that school heads who exhibit strong leadership in the areas of authority, accountability, and empowerment significantly enhance their schools' financial management performance.
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Millichap, J. Gordon. "School Breakfast Program and School Performance." Pediatric Neurology Briefs 3, no. 10 (October 1, 1989): 80. http://dx.doi.org/10.15844/pedneurbriefs-3-10-11.
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GU, QING, and OLOF JOHANSSON. "Sustaining school performance: school contexts matter." International Journal of Leadership in Education 16, no. 3 (September 2013): 301–26. http://dx.doi.org/10.1080/13603124.2012.732242.
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Meyers, Alan F. "School Breakfast Program and School Performance." Archives of Pediatrics & Adolescent Medicine 143, no. 10 (October 1, 1989): 1234. http://dx.doi.org/10.1001/archpedi.1989.02150220142035.
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Miller, William H., Brinck Kerr, and Gary Ritter. "School Performance Measurement." American Review of Public Administration 38, no. 1 (March 2008): 100–117. http://dx.doi.org/10.1177/0275074007304387.
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Karande, Sunil, and Madhuri Kulkarni. "Poor school performance." Indian Journal of Pediatrics 72, no. 11 (November 2005): 961–67. http://dx.doi.org/10.1007/bf02731673.
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Sadia, Siddiqui. "Effects of Leadership on School Performance: Comparison between Perceptions of Teachers and Head Teachers of Special and Regular Schools." Global Social Sciences Review 4, no. 4 (December 30, 2019): 308–16. https://doi.org/10.31703/gssr.2019(IV-IV).40.
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This study compared the perception(s) of teachers and headteachers working in special schools and those in regular schools about the effect of leadership on the performance of the school. The sample included 100 teachers and 50 headteachers from each of the school categories in Karachi city. The analysis of data was carried out by using descriptive statistics and Independent Samples t-test. The results revealed that teachers and headteachers perceived leadership style to be affecting the performance of the school. The headteachers and teachers from regular schools and teachers from special schools scored highest on their response(s) demonstrating that headteachers anticipated the role teachers working under their leadership in inculcating knowledge, skills, and attitudes among students; whereas, the score of the responses of the headteachers of special schools appeared to be highest indicating that they guide their teachers how to attain the goals of their school(s).
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Pandapatan, Alican Mendez. "Public School Performance vis-à-vis Safety and Readiness: An Assessment." ASEAN Journal of Science and Engineering Education 4, no. 2 (June 21, 2023): 107–20. https://doi.org/10.17509/ajsee.v4i2.60079.
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Safety and readiness are the primary basis for stakeholders to determine security and for conducive teaching-learning. The study focused on assessing the performances of selected public schools. Five schools have participated in this study. A survey questionnaire was distributed to gather the data. The design used is a descriptive method. Three objectives were specified in this study, and these are identifying the respondents’ demographic profile, rating the level of school performance in terms of safety and readiness, and comparing the significant difference in the school performance with the respondents’ demographic profile. It is revealed in the research that the respondents are diverse when it comes to their age, sex, length of service, field of study, and training attended related to safety. Among the school performance indicators, health protocols are rated high by the respondents. Their response is adaptive to the Covid 19 pandemic. The study also revealed that there is no significant difference in school performance perceived when grouped according to demographic profile, however, the level of training of the respondents influences the perceived performance of their schools which indicates significance. School safety and readiness are implemented through the good leadership of school administrators and sending teachers to training to develop skills and more critical observation in the school performance.
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Himanshu, Tripathi. "ASSESMENT OF PHYSICAL ACTIVITY ON ACADEMIC PERFORMANCE OF SCHOOL CHILDREN." International Journal of Research – Granthaalayah 4, no. 2 (August 24, 2017): 232–38. https://doi.org/10.5281/zenodo.848144.
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There is a need to find out the association between school-based physical activity, including physical education and academic performance among school-aged youth. To better understand these connections, this research paper first finds out the independent variables upon which academic performance depends. Study is from a range of physical activity contexts, including school-based physical education, recess, classroom-based physical activity and extracurricular physical activity. In his attempt researcher studied 120 students from 04 CBSE schools of Bikaner District, Rajasthan. He uses Physical Activity Questionnaire for Children (PAQ-C) to find out physical activity performance of students, examination/ test scores to find out the academic achievement and stroop colour word task to find out the academic performance which includes cognitive dimension also.
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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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Akram, Muhammad, Muhammad Irfan Malik, and Saira Taj. "Effect of Instructional Leadership on School Performance." Global Social Sciences Review VII, no. IV (December 30, 2022): 10–22. http://dx.doi.org/10.31703/gssr.2022(vii-iv).02.
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The study examined the effect of instructional leadership on school performance. Instructional leadership is a process that how quality practices: building and sustaining the school vision, monitoring of curriculum and instruction, leading a learning community, data gathering and assessing, and shared leadership were implemented by head teachers effectively. School performance is defined as the attainment of targets by teachers, students and schools. In district Sahiwal, head teachers were evaluated for instructional leadership by their SSTs (N=1026) on HTEQ. For school performance, a score of student achievement were obtained from their schools, while data on factors: cleanliness of schools, student presence, the functionality of facilities, and teacher presence were obtained through monthly visit reports of MEAs. The study revealed that head teachers were used practices of instructional leadership effectively and excellent level of schools' performance were found. The study explored a moderate relationship between variables (r=.54), and a 39 % variance in school performance could be explained through instructional leadership. The recommendations were also added in the study.
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Abednego, Abednego, Patrisius Rahabav, and John Rafafy Batlolona. "Performance Analysis Towards Excellent Schools." International Journal of Learning, Teaching and Educational Research 22, no. 7 (July 30, 2023): 70–86. http://dx.doi.org/10.26803/ijlter.22.7.4.
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The elementary level is the foundation for children to continue their education to a higher level. Therefore, governance is essential. This study measures school performance and factors inhibiting elementary school performance in Ambon City. The results showed that 1) the dimension of performance action; sub-dimensions that have been achieved by the school, namely the school's physical appearance, staff cooperation, and excellent service. The sub-dimensions that have not been achieved maximally, namely the championship rankings that have not been achieved much, especially in accredited schools B and C. 2) The dimension of performance achievement; sub-dimensions that the school has achieved, namely: all schools have been accredited, the average score on the education report is 7; the average student attendance is good; the Drop-Out presentation is minimal; the average repeating classes and repeating subjects is less, and students show civilized behavior or good character. The sub-dimension that has yet to be achieved is the ranking of championships or non-academic activities. 3) The dimension of performance outcomes: The sub-dimension achieved, namely the attendance of graduates who continue their studies to junior high schools, is 100%. The sub-dimensions that have yet to be achieved, namely the level of customer satisfaction and community support for school programs, still need improvement. Therefore, it is concluded that several dimensions still need to be achieved in heading toward a superior school. It is a challenge for the school to improve and repackage the program so that it runs well.
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Chun Sing Ho, Maxwell, and Jiafang Lu. "School competition in Hong Kong: a battle of lifting school academic performance?" International Journal of Educational Management 33, no. 7 (November 4, 2019): 1483–500. http://dx.doi.org/10.1108/ijem-07-2018-0201.
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Purpose Under-examination of the notion of competition between schools has created a considerable asymmetry between the reality and the literature of schooling. Therefore, the purpose of this paper is to investigate the validity of school competition and verify the propositions regarding the effects of school marketing practices in literature, particularly Direct Subsidy Scheme (DSS) and aided schools in Hong Kong. Design/methodology/approach It tests the relationships between student intake and school academic performance and school marketing practices. It also compares the pattern of the relationships between the DSS and aided secondary schools. Secondary data from 441 secondary schools were retrieved from a popular secondary school admission magazine in Hong Kong and from the schools’ websites. Findings Hierarchical regression analysis revealed that the school’s academic performance was positively related to discretionary student intake. In addition, marketing school academic performance, but not marketing school features, was positively related to student intake. At last, it was found that marketing school academic performance intensified the relationship between the school’s academic performance and student intake in aided schools but not in DSS schools. The results were interpreted as demonstrating that school competition in Hong Kong is a battle of lifting academic performance. Originality/value This study is potential and worthwhile in at least two ways. First, testing the relationships of student intake with academic performance and school marketing practices helps to verify the notion of school competition in the education sector, which, in turn, can bridge the gap between the practice and literature of schooling. Second, examining school competition in Hong Kong can help to identify an important contextual reality for future scholars whose research site is located in Hong Kong.
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Manla, Vilma H. "School Climate: Its Impact on Teachers’ Commitment and School Performance." Journal of World Englishes and Educational Practices 3, no. 2 (2021): 21–35. http://dx.doi.org/10.32996/jweep.2021.3.2.3.
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The aims of this study were to determine the perceptions of school climate, teachers’ commitment and school performance held by principals, teachers and parents and the relationship among these variables. Thirty elementary schools of the third congressional district of Bohol consisting of 200 teachers, 30 principals and 60 parents who were randomly sampled took part in the study. The teachers and parents completed two survey instruments: Organizational Health Inventory for elementary schools (OHI-E) from Hoy and Tarter to examine school climate and Organizational Commitment Questionnaire (OCQ)from Celep to test teachers’ commitment, while the principals were made to answer an additional questionnaire that solicits data regarding the school performance. With the school as the unit of analysis, the OHI-E outlined and measured five elements related to school climate (teacher affiliation, institutional integrity, collegial leadership, resource influence and academic influence). Those five were the independent variables used for the study. The dependent variables were the teachers’ commitment with regard to the commitment to school, teaching profession, pupils and work group; and school performance measured by graduation, retention, promotion, participation, repetition, failure, drop-out rates and the National Achievement Test Result. Data were analyzed using frequency count and simple percentage calculation. Weighted mean score was used to assess the level of school climate, teachers’ commitment and school performance. Furthermore, parametric test like Pearson Product-Moment Correlation (rxy) was used to determine the degree of relationship between school climate and the teachers’ commitment; while Spearman Rank Correlation (rs) was used to determine the relationship of school climate and school performance. Results indicated that school climate is related to teachers’ commitment and school performance. These findings have significant implications for the implementation of change in schools, motivation, productivity, well-being, and learner achievement.
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Newmann, Fred, M. Bruce King, and Mark Rigdon. "Accountability and School Performance: Implications from Restructuring Schools." Harvard Educational Review 67, no. 1 (January 1, 1997): 41–75. http://dx.doi.org/10.17763/haer.67.1.14141916116656q6.
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Many politicians and policymakers today link school accountability and school performance. Drawing on evidence from the corporate world, they assume that strong external accountability will impel schools to improve student achievement. In this article, however, Fred Newmann, M. Bruce King, and Mark Rigdon argue that three issues keep this popular theory from working in practice: a) implementation controversies around standards, incentives, and constituencies; b) insufficient efforts to organize the human, technical, and social resources of a school into an effective collective enterprise — what the authors term "organizational capacity" — and c) failure to recognize the importance of internal school accountability. In a study of twenty-four restructuring schools, the authors found that strong accountability was rare; that organizational capacity was not related to accountability; that schools with strong external accountability tended to have low organizational capacity; and the strong internal accountability tended to reinforce a school's organizational capacity. Although the implications of this study for both accountability policy and, more broadly, school restructuring efforts may appear disconcerting, the authors conclude with several practical guidelines to stimulate the kind of internal accountability that they found to be related to enhanced school performance.
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Zvoch, Keith, and Joseph J. Stevens. "A Multilevel, Longitudinal Analysis of Middle School Math and Language Achievement." education policy analysis archives 11 (July 8, 2003): 20. http://dx.doi.org/10.14507/epaa.v11n20.2003.
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The performance of schools in a large urban school district was examined using achievement data from a longitudinally matched cohort of middle school students. Schools were evaluated in terms of the mean achievement and mean growth of students in mathematics and language arts. Application of multilevel, longitudinal models to student achievement data revealed that 1) school performance varied across both outcome measures in both subject areas, 2) significant proportions of variation were associated with school-to-school differences in performance, 3) evaluations of school performance differed depending on whether school mean achievement or school mean growth in achievement was examined, and 4) school mean achievement was a weak predictor of school mean growth. These results suggest that assessments of school performance depend on choices of how data are modeled and analyzed. In particular, the present study indicates that schools with low mean scores are not always “poor performing” schools. Use of student growth rates to evaluate school performance enables schools that would otherwise be deemed low performing to demonstrate positive effects on student achievement. Implications for state accountability systems are discussed.
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Khan, Adeel Ahmed, Soaib Bin Asimiran, Suhaida Abdul Kadir, Siti Noormi Alias, Batool Atta, Bukar Ali Bularafa, and Masood Ur Rehman. "Instructional Leadership and Students Academic Performance: Mediating Effects of Teacher’s Organizational Commitment." International Journal of Learning, Teaching and Educational Research 19, no. 10 (October 30, 2020): 233–47. http://dx.doi.org/10.26803/ijlter.19.10.13.
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This study investigates the mediating effects of teacher organizational commitment on the relationship between principal's instructional leadership and students' academic performance. Principals' effective leadership performance is assumed to be responsible for students' academic performance. However, many findings from the literature indicate no significant direct effect between instructional leadership and students' academic performance. Therefore, the current study hypothesized that principals' instructional leadership indirectly enhances students' academic performances through teacher organizational commitment. Data obtained from 440 primary school teachers from the state of Azad Jammu & Kashmir of Pakistan and pre-existing school academic performance data obtained from each school participated. The data were analyzed using structural equation modeling, employing AMOS. The study's findings indicate that there is an indirect positive effect of principals' instructional leadership and students' academic performance through teacher's organizational commitment. Hence, schools with higher instructional leadership levels had better teachers, commitment to school, teaching work, teaching occupation, workgroup, and higher student's academic performances. Therefore, increasing the instructional leadership practices in schools through teacher organizational commitment contributes to Pakistan's overall student academic performances. Therefore, it is recommended to use instructional leadership components in the curriculum that effectively train new principals.
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Sittar, Khadija, Sumaira Munawar, and Gulshan Fatima Alvi. "School Leadership Development Program on the Performance of Secondary School Heads." Global Educational Studies Review VII, no. I (March 30, 2022): 42–48. http://dx.doi.org/10.31703/gesr.2022(vii-i).05.
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The research was conducted to find out the effect of school leadership development programs on the performance of secondary school heads. The major objectives of this study were to investigate the effectiveness of the school leadership development program on the professional and administrative development of secondary school heads. The study was qualitative in nature. The population of this study comprised all the heads of secondary schools in Pak pattan. Thus, all the headteachers of male and female public secondary schools were selected as a sample from each selected tehsil. For the purpose of qualitative data collection, ten senior teachers of secondary schools who were acting as the vice of the heads were taken as the sample. A structured interview was developed for data collection. The research recommended expanding the circle of the school leadership development program to the other school heads particularly the newly upgraded schools for the betterment of the whole public education sector.The study recommended planning and designing further training for those having less expertise and skill in the disciplines of service rules and information technology.
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Gibson, Alex, and Sheena Asthana. "Schools, Pupils and Examination Results: contextualising school ‘performance‘." British Educational Research Journal 24, no. 3 (June 1998): 269–82. http://dx.doi.org/10.1080/0141192980240303.
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Susilawathi, Anak Agung Rai, Umi Muawanah, and Ahmad Ahmad. "Dampak penerapan GSG dimediasi reputasi sekolah terhadap kinerja SMK Swasta di Kota Malang." Jurnal Ekonomi Modernisasi 17, no. 1 (March 9, 2021): 69–83. http://dx.doi.org/10.21067/jem.v17i1.5297.
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Vocational Education is a level of education that develops students' abilities to carry out certain types of work. Vocational High Schools have many expertise programs that adapt to the needs of the existing world of work. Good School Governance (GSG) is very much needed in improving school performance, especially vocational high schools in order to be able to improve school quality. The research objectives were to analyze the effect of GSG on school reputation, to analyze the effect of GSG on school performance, to analyze the effect of school reputation on school performance. This research is a quantitative study that describes the impact of the implementation of GSG mediated by the reputation of the school on the performance of private vocational high schools in Malang. The data used are primary data from 43 private vocational high schools in Malang. The sampling technique used non-probability sampling techniques, namely saturated sampling, with the principal respondents of private vocational high schools in Malang City. Data were analyzed using Path Analysis. The results showed that GSG had a significant effect on school reputation, GSG had a significant effect on school performance, school reputation had a significant effect on school performance, GSG had a significant effect on school performance mediated by school reputation.
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Marcarelli, Gabriella, and Paola Mancini. "HIGH SCHOOL CHOICE: HOW DO PARENTS MAKE THEIR CHOICE?" International Journal of the Analytic Hierarchy Process 11, no. 1 (April 24, 2019): 91–109. http://dx.doi.org/10.13033/ijahp.v11i1.633.
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Location, well-qualified teachers, leaving score and academic performance are the main factors associated with parents' high school choices. This paper aims to provide students and their parents with a helpful tool for synthesizing these elements. By focusing on a small Italian town, we analyze Eduscopio and ScuolainChiaro’s data concerning high schools’ characteristics and students’ performances, and apply the Analytic Hierarchy Process (AHP) in order to derive the ranking of high schools taking into account three criteria: the students' performance at school, their academic performance and the school’s characteristics (such as the number of students per class and per teacher). The results from the AHP procedure using only school performances and characteristics highlight that the classic lyceum has the best performance and the scientific lyceums rank second, albeit rather close to the other lyceums. Entering the academic performance factor into the model changes the ranking of preferences in favor of the scientific lyceum, whose value is slightly higher than the classic one, and decreases the values of the other lyceums and technical high schools. This is due to the excellent academic performance of those who leave scientific schools, mostly in terms of credits at the end of the first year and average exam scores.
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Abdullah, Mukhammad. "School Culture to Serve Performance of Madrasah in Indonesia." QIJIS (Qudus International Journal of Islamic Studies) 7, no. 1 (June 3, 2019): 71. http://dx.doi.org/10.21043/qijis.v7i1.4809.
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<p>School cultures grow with school ages, school objectives, social changes, and school level, whose success depends on leadership styles. This study, aims to see school cultures development and attainments of the schools. Taking in Kediri, Indonesia, this study used grounded theory and selected Senior Islamic School (MAN): MAN 1, MAN 2 and MAN Tarokan, 12 participants, and employed theme-based analysis. The study revealed MAN 2 is the best to maintain school cultures and achieve better academic attainments. School cultures are derived from (1) values, norms, and behavior; (2). school physical environment: beauty, security, comfort, tranquility, and cleanliness; (3). school system: quality based, principal leadership, discipline and order, rewards and incentives, expectations for achievement, access to information, evaluation, intensive and open communication. Schools with established school cultures achieve better academic and non-academic attainments.</p>
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Samonte., Jerico V., and Nomelita S. Lo. "Interpersonal Leadership Engagement on Teachers’ Performance." International Journal of Research and Scientific Innovation XII, no. IV (2025): 116–27. https://doi.org/10.51244/ijrsi.2025.12040012.
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This study investigated the relationship between interpersonal leadership engagement and teachers' performance in secondary schools within the Paracale District. Specifically, it examined the extent to which school leaders exhibit the qualities of intellectual stimulation, individualized consideration, inspirational motivation, and idealized influence. Evaluates teachers' performance across various dimensions, such as content knowledge, pedagogy, learning environment, curriculum planning, and professional engagement. The researcher employed the complete enumeration sample technique with two hundred thirty-seven (237) teacher-respondents from public secondary schools in the Paracale District, Camarines Norte, labeled as School A, School B, School C, School D, and School E. The findings revealed that school heads generally demonstrate high levels of interpersonal leadership engagement, particularly in individualized consideration and idealized influence. Teachers' performance is predominantly rated as "Very Satisfactory," with strengths in fostering a supportive learning environment and areas for improvement in content knowledge and pedagogy. Despite these findings, no significant relationship was found between the interpersonal leadership engagement of school heads and teachers' performance. Based on these results, the study proposes a Professional Training program addressing intellectual stimulation and Teachers’ Performance on Content Knowledge and Pedagogy to address the identified areas for improvement. This study contributed to understanding the dynamics between leadership engagement and teacher performance, providing insights for potential interventions to enhance both.
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Huguet, Brandy C. Sirchia. "Effective leadership can positively impact school performance." On the Horizon 25, no. 2 (May 8, 2017): 96–102. http://dx.doi.org/10.1108/oth-07-2016-0044.
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Purpose The purpose of this paper is to review literature about effective leadership’s impact on school performance, as a basis for schools to focus on, to encourage similar results in like school settings. Educational professionals are commissioned with the extraordinary task of instructing students with the acquisition of knowledge that will serve them in all future endeavors. In recent years, education has come under attack and has been scrutinized with the implementation accountability measures, in the form of standardized testing, to produce increased success in populations that have previously been underachieving. Design/methodology/approach The approach to compiling this literature was reflective in nature with identification of effective leadership attributes on school performance. Findings Many schools have used various strategies that have had positive impacts on student achievement. To enhance student achievement, the schools’ leadership should be trustworthy administrators who encourage collaboration and teacher leadership, as well as employment of educators who are genuinely passionate about teaching and love children. Examination of characteristics leading to school success may serve as a foundation for other schools. Originality/value The value of this review of literature is the compilation of numerous studies highlighting effective school leadership and structures used to impact student achievement.
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Oldham, Emily, and Hyojin Kim. "IEQ Field Investigation in High-Performance, Urban Elementary Schools." Atmosphere 11, no. 1 (January 9, 2020): 81. http://dx.doi.org/10.3390/atmos11010081.
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School buildings are one of the most commonly occupied building types for children, second only to their homes. Indoor environmental quality (IEQ) is an ongoing issue in schools, especially in urban environments where students are exposed to higher levels of outdoor pollutants. To examine this issue, five elementary school buildings located in a major city on the East Coast of the United States were selected for one-week of quantitative IEQ measurements, with a satisfaction survey collected from teachers at the selected schools. The schools included three high-performance schools, one recently renovated school, and one conventional school. Despite building designers and operators following the recommendations of current high-performance design standards, the three high-performance school buildings did not have measurably better IEQ than the renovated and conventional school buildings, nor were they perceived as better based on the satisfaction survey. This indicates that current high-performance design standards may not place enough emphasis on reducing health-related pollutants in urban schools.