Academic literature on the topic 'School personnel management School management and organization Teacher participation in administration'

Purpose: The purpose of this study is to build a broader framework for Chinese principal leadership and to determine what aspects of principal leadership correlate most highly with school outcomes from the perspectives of both principals and teachers. Method: The data come from a 2013 national student achievement assessment in China comprising 37,749 students in Grade 8 and 9,165 teachers in 613 secondary schools. Adopting Grissom and Loeb’s measurement framework, we use both exploratory and confirmatory factor analyses to examine the structure of principal leadership. Then, a hierarchical linear model is employed to analyze the relationship between principal leadership and five school outcomes, controlling for basic student and teacher demographics and certain school context variables. Findings: We identify many differences and some similarities between China and the United States. We obtain five leadership factors from the principals’ self-rating data (Visibility and Direct Participation, Instruction Organization, Internal Environment Organization, Planning and Personnel, and External Relations) and three leadership factors from the teachers’ rating data (Organization and Management, Instruction and Curriculum, and Visibility and Direct Participation). Regarding student reading achievement and learning efficacy, from both the principals’ and teachers’ perspectives, the most highly correlated aspect is Instruction Organization. For teachers’ occupational stress, job burnout, and teaching efficacy, teachers’ ratings of principal leadership exhibit more significant relationships than does principals’ self-rated leadership. Implications: We explore a broader framework of principal leadership in China. We identify the benefits and analyze alternative views of the indirect effects of principal leadership on students.

Mediante un estudio descriptivo y correlacional, se analizó la relación entre la percepción de la calidad de la gestión administrativa del director y el grado de compromiso laboral de los docentes de algunos colegios privados de El Salvador, en un contexto donde cada año los docentes renuncian a sus trabajos y pasan a laborar al sector gubernamental. Se administraron dos instrumentos, uno para medir la percepción de la gestión administrativa del director y otro para medir el grado de compromiso de los docentes, a 87 docentes de los siete colegios de las regiones metropolitana y occidental de El Salvador. Se encontró que los docentes tienen un compromiso laboral muy bueno. De igual manera, la percepción que tienen los docentes de la gestión administrativa del director es muy buena. Al observarse la correlación entre ambas variables, se determinó que es positiva y alta. Se observó que cuánto mejor perciben los docentes la gestión administrativa del director mayor es el compromiso con su trabajo. El liderazgo del director es importante para el compromiso laboral de los docentes, por lo cual su selección y nombramiento deben ser realizados con cuidadoso análisis. Referencias Alam, S. (2017). A study on leadership styles executed by principal and academic coordinator in one of the private schools in Gilgit-Baltistan, Pakistan. Academic Research International, 8(3), 71-78. Calik, T., Sezgin, F., Kavgaci, H. y Kilinc, A. (2012). Examination of relationships between instructional leadership of school principal’s and self-efficacy of teacher and collective teacher efficacy. Educational Sciences: Theory & Practice, 12(4), 2469-2504. Chiang Vega, M., Núñez Partido, A., Martín, M. J. y Salazar Botello, M. (2010). Compromiso del trabajador hacia su organización y la relación con el clima organizacional: un análisis de género y edad. Panorama Socioeconómico, 28(40), 92-103. Clayton, J. K. (2014). The leadership lens: Perspectives on leadership from school district personnel and university faculty. International Journal of Educational Leadership Preparation, 9(1), 58-75. Del Valle López, J. (2016). Modelo asociativo entre factores determinantes del desempeño organizacional y la satisfacción de los públicos (Tesis doctoral). Universidad de Montemorelos, Montemorelos, Nuevo León, México. García Rivera, B. R., Mendoza Martínez, I. A. y Puerta Sierra, L. M. (2012). ¿Es el downsizing un factor de impacto sobre los comportamientos innovadores, el compromiso organizacional y las capacidades de aprendizaje de los trabajadores de una empresa de alimentos en México? Revista Internacional Administración y Finanzas, 5(3), 57-78. González de la Rosa, J. (2016). Modelo de factores predictores de desempeño e imagen institucional validado en colegios confesionales dominicanos (Tesis doctoral). Universidad de Montemorelos, Montemorelos, Nuevo León, México. Jiang, D. Y. y Cheng, B. S. (2008). Affect- and role-based loyalty to supervisors in Chinese organizations. Asian Journal of Social Psychology, 11, 214-221. https//doi.org/10.111/ j.14-67-839X.2008.00260.x Kumar, D. N. S. y Shekhar, N. (2012). Perspectives envisaging employee loyalty: A case analysis. Journal of Management Research, 12(2), 110-112. https://doi.org/10.2139/ ssrn.1961430 Lai, T., Luen, W., Chai, L. y Ling, L. (2014). School principal leadership styles and teacher organizational commitment among performing schools. The Journal of Global Business Management, 20(2), 67-75. Mack, K. (2016). The perceptions of the leadership behaviors of elementary school principals through professional experience in Texas (Tesis doctoral). University of Phoenix, Phoenix, EE. UU. Méndez Cruz, A. (2015). Clima y compromiso organizacional percibido por los empleados del parque Eco arqueológico en México (Tesis de maestría). Universidad de Montemorelos, Montemorelos, Nuevo León, México. Mustapha, N., Zainal Abidin, M. Z. y Saufi, S. (2013). Measuring the influence of dispositional characteristics and motivational factors on employee loyalty among teachers at private Islamic schools in Kelantan, Malaysia. International Review of Social Sciences & Humanities, 5(2), 127-134. Oberholster, F. R., Taylor V, J. W. y Cruise, R. J. (2000). Spiritual well-being, faith maturity, and the organizational commitment of faculty in Christian colleges and universities. The Journal of Research on Christian Education, 9(1), 31-60. https://doi.org/ 10.1080/10656210009484896 Okutan, M. (2014). My school principal is not a leader. Education, 135(1), 93-100. Ontiveros Ramírez, F. (2016). Modelo de asociación entre factores predictores del desempeño y compromiso laboral validado en maestros del corporativo educativo adventista de la Unión Mexicana del Norte (Tesis doctoral). Universidad de Montemorelos, Montemorelos, Nuevo León, México. Restrepo-Abondano, J. M. y Restrepo-Torres, M. L. (2012). Cinco desafíos en el ejercicio del liderazgo en los rectores de colegios. Educación y Educadores, 15(1), 117-119. Saad, N. (2012). The effects of teacher’s participation in decision making of commitment. The International Journal of Interdisciplinary Social Sciences, 6(9), 1-16. Samkange, W. (2013). Management and administration in education: What do school heads do? A focus of primary school heads in one district in Zimbabwe. International Journal of Social Sciences and Education, 3(3), 635-643. Shaw, J. y Newton J. (2014). Teacher retention and satisfaction with a servant leader as principal. Education, 135(1), 101-106. Wachira, F. M., Gitumu, M. y Mbugua, Z. (2017). Effect of principal´s leadership styles on teachers´ job performance in public secondary schools in Kieni West Subcounty. International Journal of Humanities and Social Science Invention, 6(8), 72-86. Ward, C. J. (2013). Why leadership matters: One school’s journey to success. Educational Leadership and Administration Teaching and Program Development, 24, 62-74. Wasserman, E., Ben-Eli, S., Yehoshua, O. y Gal, R. (2016). Relationship between the principal’s leadership style and teacher motivation. International Journal of Learning, Teaching and Educational Research, 15(10), 180-192. Zamora Poblete, G. (2009). Compromisos organizacionales de los profesores chilenos y su relación con la intención de permanecer en sus escuelas. Revista Latinoamericana de Psicología, 41(3), 445-460.

This academic article was to propose the development of administrative management for charity school in Buddhist temples. This paper was written from area studies in the collaborative activities in schools and communities cooperated with 3 organizations consisted of home, temple and school in friendly for sustainable coordination. These three harmonize together in a manner that was known as being born from the mind who wants to participate in a particular activity in order to affect the needs of people in line with the social way of life. Therefore, providing the community enter to truly get involved of participation activities need to be considered lifestyle, noble values, culture and attitude for voluntarily participate in community-based activities that supported by public schools and temples. The religious training team advises personnel, students and community members to gain sustainable morality. Mission of great importance is that the school administrators must be able to lead the organization to survive and must set a plan and method as well as various steps in operating systematically by relying on the budget and resources from the state that needs to use with saving and wisely including people, money, time and other assets. If the administrative system within the school is not good, it will affect other parts of the organization. Therefore, success or failure in the school administration will depend on the competency of the school administrators.

Introduction. The digitalization of education in the context of a pandemic served as an important factor in the transformation of traditional forms of communication, transferring all the variety of interactions between participants in educational relations into a distance format. In a situation of variability and uncertainty, the problem of finding effective organizational and managerial solutions to fulfill the tasks facing the school with the use of modern distant technologies has become keener. Research methods. To identify organizational and managerial decisions, to assess their effectiveness, a set of methods was used: questioning of teachers based on the research of Heldt, Lorenz and Eickelmann; statistical methods in the analysis of personal data (mean, standard deviation), a method for comparing the design of distant interaction between educational institutions in Russia and Germany. Results. Organizational and managerial solutions have been identified that ensured effective communication in solving the problems of the gymnasium in a distant format; it was found that the effectiveness of remote work is provided by a set of management decisions aimed at providing different types of support – technical, pedagogical, organizational; substantiated that the development and adoption of a media concept, regulations, instructions, recommendations for the organization and implementation of digital communication, the creation of unified media channels in the interaction systems "students – teacher", "parent – teacher", "teacher – school administration", "parent – school administration”, the participation of teachers in advanced training programs in aggregate ensured the solution of a complex of problems in the context of an aggravated epidemiological situation and in order to preserve health; defined the forms of corporate digital dialogue: exchange of effective communication practices, a system of support and mutual assistance, mutual training.

В статье описывается организация наставничества в общеобразовательных школах муниципалитета, расположенного в сельской местности, как условие профессионального становления молодого специалиста с последующим выстраиванием карьерного роста. Современная образовательная организация нуждается в пополнении новыми кадрами, соответствующими требованиям профессиональных стандартов «Педагог», «Учитель», «Воспитатель». Для определения реальной ситуации с наставничеством проведено перекрестное анкетирование среди молодых специалистов и администрации общеобразовательной школы, которое позволило выявить проблемы учителей на начальном этапе профессиональной деятельности. Результаты исследования среди молодых специалистов помогут администрации школы проанализировать свою работу по организации наставничества, принимать управленческие решения по успешной адаптации молодых учителей и разработать рекомендации по эффективной организации наставничества. Стоит обратить внимание на результаты анкетирования высшим и средним профессиональным образовательным организациям в плане пересмотра программы подготовки специалистов. Процесс становления будущего учителя начинается в стенах учебных заведений, профессиональный опыт формируется в ходе взаимодействия с участниками образовательного процесса. Значимая роль в формировании будущего учителя и выстраивании карьерного роста принадлежит наставнику. Взаимодействие между наставником и стажером может быть взаимовыгодным, так как современная молодежь более прогрессивна в применении цифровых ресурсовв профессиональной деятельности. The article describes the organization of mentoring in secondary schools of a municipality located in rural areas as a condition for the professional development of a young specialist with the subsequent building of career growth. A modern educational organization needs to be replenished with new personnel that meet the requirements of the professional standard “Educator”, “Teacher”, “Mentor”. To determine the real situation of mentoring, a cross-questioning was carried out among young specialists and the administration of a general education school, which made it possible to identify the problems of teachers at the initial stage of professional activity. The results of the study of the young specialists will help school administrators to analyze their work on mentoring, make management decisions for successful adaptation of young teachers and to develop recommendations for effective mentoring. It is worth paying attention to the results of the questionnaire survey for higher and secondary professional educational organizations in terms of revising the training program for specialists. The process of becoming a future teacher begins within the walls of educational institutions, professional experience is formed in the course of interaction with participants in the educational process. A mentor plays a significant role in shaping the future teacher and building career growth. The interaction between a mentor and a trainee can be mutually beneficial, since modern youth are more progressive in the use of digital resources in their professional activities.