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Chidinmachinenye, Thompson, and ObinnaNonso Anachuna. "SCHOOL ADMINISTRATORS’ UTILIZATION OF MANAGEMENT INFORMATION SYSTEM FOR ADMINISTRATIVE EFFECTIVENESS IN SECONDARY SCHOOLS IN ENUGU EDUCATION ZONE." International Journal of Research -GRANTHAALAYAH 7, no. 9 (2019): 102–9. http://dx.doi.org/10.29121/granthaalayah.v7.i9.2019.565.
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The study ascertained school administrators’ utilization of management information system for administrative effectiveness in secondary schools in Enugu Education Zone. Two specific purposes were formulated and two research questions guided the study. Descriptive survey design was adopted for the study. The population of the study comprised all the 31 principals in public secondary schools in Enugu education zone. A 14 items researcher developed instrument titled; School Administrators’ utilization Management Information System Questionnaire (SAMISQ) was used for data collection. The instrument was structured on a four rating scale of Strongly Agree (SA), Agree (A), Disagree (D) and Strongly Disagree (SD) weighted 4, 3, 2 and 1 respectively. The instrument was face validated by three research experts. The Cronbach alpha was used to determine the reliability of the instrument which yielded a high reliability coefficient value of 0.82. Data were analyzed using mean and standard deviation. The findings revealed among others that school administrators’ do not utilize management information system for students’ personnel administration in secondary schools by not; allowing students to apply for admission online, processing students results using spreadsheet software, managing students attendance using spreadsheet software, disseminating information to students and parent through the school website, encouraging teachers to issue home assignment to student using email system, and encouraging multi-media instructional delivery using PowerPoint software application. Thus, the study recommended among others that the Government through the State Ministry of Education should organize seminars and workshop for secondary school administrators in order to train them on the utilization of management information system for student personnel administration. Conclusion was drawn based on the findings.
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Mujiati, Mujiati, Tri Joko Raharjo, and Achmad Rifai RC. "The Analysis of Learning Model in Office Administration Training at Semarang Job Training Development Center." Journal of Nonformal Education 5, no. 1 (2019): 25–34. http://dx.doi.org/10.15294/jne.v5i1.18339.
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One reason for the high level of secondary and vocational school participation in quality that does not meet the competency standards required by the labor market. The need for new breakthroughs in order to improve the quality of human resources as an effort to prepare students in the world of work. The purpose of this research is to describe and analyze: (1) The learning model that is implemented in the office administration training that refers to the principle of adult training, (2) the readiness of the participants after completing the training. This research uses qualitative approach method. The subject is the section of training, training instructors, FMD team and trainees. Engineering data collection done by observation, interviews, and documentation. Data analysis techniques include the collection of data, data presentation, data reduction and withdrawal of the conclusion. An examination of the validity of the data using triangulation of sources and method. The research results showed that: (1) the model of learning which is implemented in office administration training refers to information processing model, personal model and behavior modification model. Implementation of the three models includes: learning syntax, social systems, reaction principles, support systems, instructional impacts and impact accompaniment. In the implementation of learning model in office administration, the training is based on adult learning principle, (2) participants' readiness is nurtured through job training activities that include 14 competency units, softskills activities, and character building.
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Mulyanto, Yudi, and Fery Ramdani. "APLIKASI PENGELOLAAN INVENTARIS BARANG DI SMK NEGERI 1 PLAMPANG BERBASIS WEB." Jurnal Informatika, Teknologi dan Sains 1, no. 2 (2019): 133–42. http://dx.doi.org/10.51401/jinteks.v1i2.419.
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Inventory of goods is an activity of recording goods as well as processing data on inventory of goods owned by a school. In educational institutions, school facilities and infrastructure are very important. Facilities and infrastructure are useful to support the implementation of the teaching and learning process, both directly and indirectly in an institution, to achieve educational goals. Good data management will provide great benefits for smoothness and success in the activities of an organization. Research with the title "Application Inventory Management Application at Vocational School 1 Plampang". Problem formulation: How to design and build an Inventory Management Application in SMK Negeri 1 Plampang ?. Objective: To design and build an Inventory Management Application in SMK Negeri 1 Plampang. Research Methods: Descriptive with a qualitative approach. The data collection methods used are observation, interviews, and literature. The software development method used in designing the Inventory Management Application at SMK Negeri 1 Plampang is a waterfall. The data sources used are primary data and secondary data. Conclusion: This application can help employees of administration at SMK Negeri 1 Plampang in managing goods data such as fading in the search for data and when making reports.
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Salikin, Salikin, Wildan Wildan, and Joni Rokhmat. "Financing Strategy for Modern Islamic Boarding School Al-Muwahidin Lelede in District Kediri, West Lombok." International Journal of Multicultural and Multireligious Understanding 6, no. 4 (2019): 405. http://dx.doi.org/10.18415/ijmmu.v6i4.1014.
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The purpose of this study is to describe the financing strategy of Modern Al-Muwahidin Lelede Islamic Boarding School in the administration of education. This type of research is a qualitative study with Grounded Theory. This research was conducted for six months starting from November to April 2019. The types of data in this study are primary data and secondary data. In this study the data was obtained by conducting several techniques or in the form of research instruments, namely observation, interviews and documentation, so as to obtain the information needed. Data collection techniques carried out by interview, observation, and documentation. The results showed that: 1) Education funding at the Modern Al-Muwahidin Lelede Foundation was sourced from the Government, private sector and entrepreneurial results. Funds coming from the government in the form of Operational Assistance Funds (BOS), Poor Student Assistance (BSM), DBO, and Special Allocation Funds (DAK), while funds from the private sector can be in the form of donations from parents of students and donations from donors, as well as Funds for entrepreneurship include, among others, the results of the business of eating and drinking santri, the results of the cooperative business of santri, the results of the mini market business and the results of the foundation's productive land processing. 2) The use of education funds is to finance eight education standards which include: content standards, process standards, graduate competency standards, teacher and education personnel standards, facilities and infrastructure standards, management standards, financing standards, and education assessment standards. 3) Accountability realization of the use of the budget carried out with an orderly administration, orderly targets, and orderly time. All forms of income and expenses are recorded in a cash book, accompanied by proof of payment and reported in accordance with applicable procedures.
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Hendartho, Dony. "ANALISIS IMPLEMENTASI SISTEM MANAJEMEN MUTU ISO 9001:2008 PADA SEKOLAH TINGGI ILMU ADMINISTRASI MANDALA INDONESIA." Transparansi Jurnal Ilmiah Ilmu Administrasi 6, no. 2 (2018): 124–38. http://dx.doi.org/10.31334/trans.v6i2.37.
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Implementation of Total Quality Management makes organization to maintain quality standards in all aspects of organization's business. Standard quality management system (QMS) that has been developed and suitable for education is ISO 9001, achievement of quality device that is expected to respond to the challenges of globalization by increasing the efficiency and effectiveness to satisfy stakeholders. Higher School of Administration Sciences of Mandala Indonesia (STIAMI) proved itself as a reliable organization that received the ISO 9001:2008 certificate issued by QS Zurich AG no. 7011 on April 19, 2011.This research aims are (1) To determine the implementation of Quality Managements System ISO 9001:2008 from the aspect of dokumentation, (2) To determine the implementation of Quality Managements System ISO 9001:2008 from the aspect of management responsibility and alternative implementation strategies for corrective action.The data used in the form of primary and secondary data, both from qualitative and quantitative. Processing of qualitative data using descriptive analysis is based on interviews with party organization consists of nine informen who master the Quality Management System and its implementation in STIAMI on the right target and can affect policy. The collected data is processed by the method of analytic hierarchy process AHP with Microsoft Excel 2010 software, version AHPcalc 12:08:13.The results of data processing show that the essential elements of QMS ISO 9001:2008 in STIAMI are Quality Management System (25.8 %), Responsibility Management (25 %), Product Realization (23.8%), Measurement, Analysis & Improvement (17 , 4 %) and Resource Management (8%); the most responsible actor is Top Management (51.4 %); goals to be achieved are the Quality Improvement Services (59.7 %), Improvement of Administration (31.2 %) and Reference (9.1 %); alternative measures such as Education and Training (1st priority), Monitoring and Evaluation (2nd priority) and Teamwork (3rd priority) Based on this research, it can be concluded that the implementation of QMS ISO 9001:2008 in STIAMI is going well.
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Mbewe, Gift. "Exploring Implementation of National Special Needs Education Policy Guidelines in Private Secondary Schools." IAFOR Journal of Education 9, no. 1 (2021): 95–111. http://dx.doi.org/10.22492/ije.9.1.06.
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The implementation of the National Special Needs Education Policy Guidelines in Malawi began in 2009. There is limited literature on how the guidelines are implemented in secondary schools, particularly in private secondary schools of Malawi. Therefore, the study aimed at exploring the implementation of the guidelines in private secondary schools. The study used a phenomenological design and qualitative methodology. Data were generated through a triangulation of methods including semi-structured interviews, observation and document analysis. The data generated were analysed thematically. The findings revealed that there was a lack of thorough knowledge of the guidelines, resources for implementing the guidelines in private secondary schools were not available, and support for learners with special education needs was not sufficient. The results of this study indicate that communication with key school stakeholders is key for the effective implementation of the National Special Needs Education Policy Guidelines.
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Dr. Uthai Satiman, Dr. Thanee Suwanprateep, Dr Phumphakhawat Phumphongkhochasorn,. "Model for the Development of Educational Quality and Standards of Secondary Schools Under Bangkok Under the New Quality Assurance Framework." Psychology and Education Journal 58, no. 1 (2021): 3824–31. http://dx.doi.org/10.17762/pae.v58i1.1409.
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The purposes of this research were 1) to study the characteristics of educational quality development and standards of secondary schools under the Bangkok Metropolitan Administration. Under the new educational quality assurance framework. 2) Create a model for quality development and educational standards of secondary schools under the Bangkok Metropolitan Administration. Under the new educational quality assurance framework and 3) evaluate the development of educational quality and standards of secondary schools under the Bangkok Metropolitan Administration Under the new educational quality assurance framework, with 4-step research Namely 1) studying new educational quality assurance characteristics 2) adjusting the quality and educational standards of secondary schools under the Bangkok Metropolitan Administration Under the new educational quality assurance framework With Delphi technique From experts, amount 21 3) Analyze the research elements and 4) Assess the feasibility of the model for quality development and educational standards of secondary schools under the new educational quality assurance framework from the secondary school administrators under Krungthep. May And 210 persons responsible for educational quality assurance. Statistics used for data analysis were percentage, quartile range, mean, standard deviation.
 Research findings 1. The characteristics of the development of educational quality and standards of secondary schools under Bangkok Metropolis under the new educational quality assurance framework have 5 components which are student result, research and innovation, academic service, art and culture and Thinness and management 2. Model for development of educational quality and standards of secondary schools Ltd. Bangkok, according to a new quality assurance. Must develop the quality and education standards by focusing more on student outcomes and there is research and creation of innovation, academic services management, and quality management. 3. The model for the development of educational quality and standards of secondary schools under the Bangkok Metropolitan Administration under the new framework for educational quality assurance is possible. Yes, and suitable at a high level.
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Olajumoke, Akinwumi, Babalola Yemisi, and Alegbeleye Gabriel. "INFORMATION AND COMMUNICATION TECHNOLOGY USE ON EFFECTIVE ADMINISTRATION OF PUBLIC SECONDARY SCHOOLS, LAGOS STATE, NIGERIA." International Journal of Innovative Research in Education, Technology & Social Strategies 8, no. 1 (2021): 37–47. http://dx.doi.org/10.48028/iiprds/ijiretss.v8.i1.04.
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This study investigated information and communication technology use on effective administration of senior secondary schools. It evaluated the extent of use of the various ICT devices and their influence on the administration of secondary schools. To guide the study, one research question and one hypothesis were tested. The design used for the study was survey design and the population comprised the school administrators involved in the running of the schools on a daily basis and these were the principals, vice- principals and heads of the various subjects’ departments in the public senior schools in Lagos State, Nigeria. The instrument for data collection was a 19-item questionnaire while means and t-test statistics were used for data analysis. Findings from the study showed ICT use has a significant positive influence on the effective administrations of public senior secondary schools in Lagos state. Additionally, the study found that the level of ICT use for administrative purposes in public senior secondary schools in Lagos State was moderate. The ICT devices highly utilized were photocopiers and mobile telephones. While printer, computer systems, social media, e-mails services, internet, and scanners were moderately utilized. However, ICT devices like projectors and smart boards were rarely utilized. The study recommends the provision of the necessary ICT equipment and infrastructure in an enabling physical and psychological technological environment for effective public secondary school administration.
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Njideka Gloria, Ikgbusi,, and Iheanacho, Rowland Chima. "Factors Militating against Effective Administration of Secondary Schools in Anambra State." World Journal of Educational Research 3, no. 1 (2016): 213. http://dx.doi.org/10.22158/wjer.v3n1p213.
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The study was embarked upon with a view to finding out some of the hitches influencing effective<br />administration of secondary schools in some selected zones of Anambra state namely: Aguata, Onitsha<br />and Otuocha. The population which is also the same size consists of 110 secondary school principals. A<br />self-administered questionnaire which has eight research questions and twenty-four questionnaire items<br />guided the study. The data was analysed through the use of frequency counts and simple percentages.<br />The study revealed among others that many schools are understaffed and are still facing inadequate<br />subject teachers, in other words, most principals are forced to teach some classes in addition to their<br />official work of administration. On the strength of the findings, some recommendations were made<br />among which are the provision of adequate and qualified teachers for effective teaching and learning;<br />the principals should be released from classes so that they can fully concentrate on administration of<br />their schools.
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Kryshchuk, Mikola, Juris Lavendels, and Vjaceslavs Sitikovs. "Models of data and their processing for introductory courses of computer science." Environment. Technology. Resources. Proceedings of the International Scientific and Practical Conference 3 (June 16, 2015): 134. http://dx.doi.org/10.17770/etr2015vol3.178.
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<p class="R-AbstractKeywords">Evolution of secondary school course on Informatics during 1990s is discussed. This evolution gave for secondary school graduates rather high level knowledge of applications usage. On the other hand Informatics became purely pragmatic matter within generally academic nature of secondary school curricula. As the result graduates of secondary schools are not prepared enough for mastering of university’s course in Computer Science. Authors are not aware of serious studies and methods of prevention of such negative habits caused by evolution of Informatics course. In this article one method applied in university’s introduction course of Computer Science is considered. The method provides use of algorithmic system closed to the human mind, and to some extent compensates topics removed from the Informatics course in secondary school.</p>
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Betty Jeruto Tikoko. "Examining hindrances to Students Participation in Decision Making in Nakuru County, Kenya." Editon Consortium Journal of Curriculum and Educational Studies 3, no. 1 (2021): 325–30. http://dx.doi.org/10.51317/ecjces.v3i1.217.
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This study investigated the hindrances to student participation in decision making in secondary schools in Kenya. The study was prompted by the frequent student unrests in Kenya. The institutionalization of the Student Councils in secondary schools was aimed at reducing the incidences of unrests by offering the students opportunity to present their grievances to the school administration for action before resorting to violent acts. The study utilised a survey research design. There are 87 boarding secondary schools in Nakuru County. 15 secondary schools were selected using simple random sampling to form the study sample. A survey questionnaire was used in collecting data; it was distributed among 300 secondary school learners. Data analysis involved descriptive statistical technique. The findings revealed that though students' councils have been instituted in schools, there are hindrances towards their successes, such as lack of support from the adults in the school community and the students not being taken seriously. Other hindrances included: suggestions from the students taking too long to be implemented; students are not taken seriously by the school administration; students participation in decision making seen as rebellion and the view that students have insufficient knowledge to deal with certain issues such as finance.
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Abraham, Lois Nkechi, and John Bariyaa. "Status of Principals’ ICT Usage in Secondary School Administration in Rivers State." African Research Review 14, no. 1 (2020): 61–71. http://dx.doi.org/10.4314/afrrev.v14i1.6.
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This study examined the status of principals’ ICT usage in secondary school administration in Rivers State. The study adopted a descriptive research design. The population of the study was 276 Principals from the 276 Senior Secondary Schools in Rivers State. A sample size of 138 was drawn using simple random sampling techniques. This represented 50% of the total population. Five research questions and five hypotheses guided the study. A self-designed questionnaire tagged “Principals’ Information and Communication Technology Usage Questionnaire (PICTUQ)”, which was a modified 2 points rating scale of YES =2 points and NO= 1 point. The data were analyzed using Mean and Standard Deviation. The criterion mean of 1.50 was used as benchmark for taking decision of each of the items of the research questions. Any score up to 1.50 and above was accepted; while score below 1.50 was rejected as not having desired impact. The z-test was used to test the hypotheses. The findings of the study revealed that both the rural and urban principals upheld the fact that there is no computer laboratory, computers, scanners, projector and power generating plants in public secondary schools in Rivers State. The study recommended that: ICT facilities should be installed in all secondary schools in Rivers State; adequate number of experts should be employed to train principals and students in ICT; adequate funds should be provided to manage the process for adequate educational quality service delivery in schools; government should set committee to install and monitor ICT facilities and its usage in public schools in Rivers State.
 Key Words: ICT, Administration, ICT access, ICT application, ICT literacy, Principals’ performance.
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Ogunode, Niyi Jacob. "Challenges Confronting the Administration of English Language Program: Secondary School Context in Nigeria." REiLA: Journal of Research and Innovation in Language 2, no. 2 (2020): 59–69. http://dx.doi.org/10.31849/reila.v2i2.4506.
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This objective of this study was to investigate the challenges facing the administration of English Language program in Senior Secondary schools in Abaji Area Council of Federal Capital Territory (FCT), Nigeria. The study used questionnaire as instrument for data collection. 80 respondents were selected from the entire population of English teachers and school administrators in Abaji. Purposive research techniques were employed to select the respondents. Research survey method was adopted for the study. To determine the reliability of the instrument, test and retest methods. The data collected were analysed using simple percentage, mean statistical and chi-square was employed to test the hypotheses. The result collected from the study led to the following conclusion that scant fund, shortage of professional English teacher, inadequate English language instructional materials, deficient English laboratory, poor capacity development of English language teachers and paltry motivation of English language teacher are the challenges affecting the effective administration of English language program in Abaji secondary Schools.
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Oghuvbu, Enamiroro Patrick. "Data Inquiry and Analysis for Effective Administration: A Comparative Study of Private and Public Secondary Schools." Journal of Social Sciences 13, no. 3 (2006): 205–13. http://dx.doi.org/10.1080/09718923.2006.11892551.
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Vanisri, C. "Quality Monitoring of School Education and Evaluation Platform Based on Big Data." Asian Journal of Computer Science and Technology 8, S1 (2019): 46–49. http://dx.doi.org/10.51983/ajcst-2019.8.s1.1960.
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The Collection and analysis of quality monitoring data of Schools. I consider this data along with combination of effective and efficiency processing of big data and data interpretation, evaluation, and monitor the status of school education and construct a school education quality monitoring and evaluation platform. The platform is teaching centred with schools including system of collecting data, analysis of data, systematic data storage and other areas [1]. With the application of the school education quality monitoring platform, it is possible to understand the current scenario of the development of school education scientifically, and provide the good decision making to the schools administration department.
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Jain, Sonia, Alison K. Cohen, Kevin Huang, Thomas L. Hanson, and Gregory Austin. "Inequalities in school climate in California." Journal of Educational Administration 53, no. 2 (2015): 237–61. http://dx.doi.org/10.1108/jea-07-2013-0075.
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Purpose – School climate, or the physical and social conditions of the learning environment, has implications for academic achievement. The paper aims to discuss this issue. Design/methodology/approach – The authors examine how school climate varies by school-level characteristics in California using administrative data and the California School Climate Survey. Findings – Teachers/staff at secondary schools, schools in large cities, schools that serve low-income populations, Hispanic- and black-majority schools, and/or low-performing schools reported less positive school climates, including staff/student relationships, norms and standards, student facilitative behaviors, and perceived safety, than their counterparts, paralleling other education inequity trends. Originality/value – The authors encourage educators and school leaders to use data-driven and evidence-based strategies to overcome systematic inequities in positive school climate in order to create social contexts that nurture students’ academic progress and teacher retention particularly in historically under-resourced schools.
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Braaten, Melissa, Chris Bradford, Kathryn L. Kirchgasler, and Sadie Fox Barocas. "How data use for accountability undermines equitable science education." Journal of Educational Administration 55, no. 4 (2017): 427–46. http://dx.doi.org/10.1108/jea-09-2016-0099.
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Purpose When school leaders advance strategic plans focused on improving educational equity through data-driven decision making, how do policies-as-practiced unfold in the daily work of science teachers? The paper aims to discuss this issue. Design/methodology/approach This ethnographic study examines how data-centric accountability and improvement efforts surface as practices for 36 science teachers in three secondary schools. For two years, researchers were embedded in schools alongside teachers moving through daily classroom practice, meetings with colleagues and leaders, data-centric meetings, and professional development days. Findings Bundled initiatives created consequences for science educators including missed opportunities to capitalize on student-generated ideas, to foster science sensemaking, and to pursue meaningful and equitable science learning. Problematic policy-practice intersections arose, in part, because of school leaders’ framing of district and school initiatives in ways that undermined equity in science education. Practical implications From the perspective of science education, this paper raises an alarming problem for equitable science teaching. Lessons learned from missteps seen in this study have practical implications for others attempting similar work. The paper suggests alternatives for supporting meaningful and equitable science education. Originality/value Seeing leaders’ framing of policy initiatives, their bundling of performance goals, equity and accountability efforts, and their instructional coaching activities from the point of view of teachers affords unique insight into how leadership activities mediate policies in schools.
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Edward Tanui, Katitia Melita David; Florence Oruta;. "Analysing the Extent of ICT Implementation and Use in the Administration of School Records in Kajiado County, Kenya." Editon Consortium Journal of Curriculum and Educational Studies 1, no. 3 (2019): 94–108. http://dx.doi.org/10.51317/ecjces.v1i3.103.
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The purpose of this study was to analyse the extent of ICT implementation and use in the administration of school records in Kajiado County, Kenya. Descriptive survey design was used. The target population was 61 public secondary schools’ principals, 1220 teachers, 610 students, 25 ICT teachers, 6 Sub-county Directors of Education and 1 County Director of Education in Kajiado County. The sample size for this study was 18 principals, 366 teachers, 8 ICT teachers, 183 students, 2 Sub-county Directors of Education and 1 County Director of Education. This study used questionnaires administered to Principals, teachers and ICT coordinators, observation schedules and interview schedule administered to the students, Sub-county Directors of Education and the County Director of Education as tools for data collection. The pilot test was done in schools with similar characteristics to those sampled through random sampling. All the respondents were seven principals of public secondary schools. Validity was determined by pre-testing of data collection tools while reliability through test-retest method. Cronbach alpha was used to test the internal reliability of the measurement instrument. Drop and pick methodology was adopted for data collection. The findings showed that use and implementation ICT in school administration in Kajiado County was very low. The study concluded that most schools in Kajiado County had not embraced ICT in various areas of administration. Therefore, the study recommends that proper technology should be put in place by purchasing of the required ICT facilities in schools to enhance management of schools using the current technology.
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Yemisi, Babalola, Akinwumi Olajumoke, and Alegbeleye Gabriel. "INFLUENCE OF RECORDS MANAGEMENT PRACTICES ON ADMINISTRATIVE EFFECTIVENESS IN PUBLIC SECONDARY SCHOOLS IN LAGOS STATE, NIGERIA." International Journal of Development Strategies in Humanities, Management and Social Sciences 11, no. 1 (2021): 13–29. http://dx.doi.org/10.48028/iiprds/ijdshmss.v11.i1.02.
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Administrative effectiveness in secondary schools is germane to making education relevant to the growth of the society.The operational processes and functions in school administration depend on the good management of the documented activities of the school programs, infrastructures, staff and students found in school records for successful executions. Previous studies found that school records were basically created in paper formats which ran into many volumes with the problems of inadequate storage and in-effective preservation methods among others, although the studies did not use the records life cycle in the appraisal of the records management practices. These reported poor records management practices made the retrieval of school records difficult and sometimes impossible resulting in in-effective school administration. This paper examines the influence of records management practices on administrative effectiveness in public secondary schools in Lagos State, Nigeria. Survey research design was adopted for this study and the instrument for data collection was a questionnaire administered on a sample size of360 administrative team members in public senior secondary schools in Lagos State, Nigeria. Data analysis was done using frequency counts and simple percentages to answer the research questions while regression analysis technique was employed to test he hypotheses. Research findings revealed that the schools have all the statutory and non- statutory records for proper and adequate administrative duties, the records management policy manual was available and the records management practices were based on the records life cycle in the public senior secondary schools in Lagos State. Additionally, the study found that the records creation stage was well managed while the maintenance and use stage were fairly managed and the disposition stage was poorly managed. Based on the findings, the study recommends the provision of equipment that would ensure that school records are properly stored, preserved and disposed to achieve best practices in records management for effective school administration.
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Ubogu (Ph.D.), Rowell. "Analysis of Leadership Styles on School Administration in Public Secondary Schools in Delta Cental Senatorial Districts, Delta State, Nigerial." World Journal of Educational Research 5, no. 1 (2018): 77. http://dx.doi.org/10.22158/wjer.v5n1p77.
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<p><em>This paper, analyses Leadership Styles on School Administration in Public Secondary Schools in Delta Central Senatorial Districts. The study consented to use the descriptive survey research design, with t</em><em>wo research questions and one hypothesis. </em><em>The population size for the study was all the teachers from 179 public secondary school in Delta Central Senatorial District. Selecting five male teachers and five female teachers at random from each school, the sample size used for the study was 1,790 public secondary school teachers. Fifty copies of the questionnaire were administered to teachers in public secondary schools in Delta North Senatorial District outside the study area, and the data obtained were analysed with Cronbach alpha yielding a coefficient of 0.86. Frequency and mean were also used. The Pearson Correlation was further used to test for the statistical significance between variables at a 0.05 significance level. The study showed that </em><em>to an average extent, </em><em>the level of school administration in public secondary schools in Delta State is effective, and that </em><em>that as leadership style increases, the effectiveness of school administration decreases and vers-a-visa, therefore exemplifying that with the introduction of more autocratic leadership style the effectiveness of school administration tends to dwindle, but however there exists a significant relationship between leadership styles and school administration in public secondary school in Delta State. The researcher recommends </em><em>care should however be taken on the measure or mix of the leadership style used by school administrators.</em><em></em></p>
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Jacob, Ogunode Niyi. "An Investigation into the Challenges Facing Administration of STEM Education in Gwagwalada Universal Basic Education Junior Secondary Schools in FCT, Nigeria." International Journal on Research in STEM Education 2, no. 1 (2020): 59–78. http://dx.doi.org/10.31098/ijrse.v2i1.200.
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This study aimed to investigate the challenges facing the administration of STEM Education in Gwgwalada junior secondary schools of FCT, Nigeria. The study employed a descriptive survey design. The instruments used for data collection were questionnaires titled:' Challenges facing Administration of STEM Education Questionnaire” (CFASEQ).The sample for the study comprised of 200 teachers. A simple random sampling method was used to select the sample. One hypothesis and three research instruments were used for the study. Test and retest were employed to determine the reliability of the instrument. Simple percentages were employed to analyze the data collected and a chi-square test was used to test the hypothesis. The study revealed that challenges are facing the administrations of STEM Education in Gwagwalada junior secondary schools and these challenges include; inadequate infrastructural facilities, shortage of science teachers, lack of instructional materials, lack of motivation, inadequate fund, poor supervision, high population, poor capacity development program for science teachers and negative attitude of students towards STEM education. The result also revealed that100% of the respondents agreed that the implications of the challenge facing the administration of STEM Education are responsible for poor implementation of STEM education in Gwagwalada junior secondary schools of FCT, Nigeria. From the finding, it was recommended that the government increase the funding of education and give more priority to STEM Education.
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Irene, Aheisibwe. "Utilization of Information Communication Technologies in Effective Administration of Secondary Schools in Mitooma District of Uganda." African Journal of Teacher Education 9 (June 18, 2020): 140–51. http://dx.doi.org/10.21083/ajote.v9i0.5916.
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The study aimed at assessing the utilization of Information Communication Technologies in the effective administration of secondary schools in Mitooma district, Uganda. A cross-sectional survey design was employed. Data was collected using a closed-ended questionnaire developed by Özdemir et al. (2014) and an interview guide. Statistical Package for Social Scientists software version 23.0 was used to analyze the data. The study revealed a lack of knowledge and skills of ICT, limited electricity supply, poor quality computers, and inadequacy of computer accessories as reasons for the non-utilization of ICT.
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Nkundabanyanga, Stephen Korutaro, Venancio Tauringana, and Moses Muhwezi. "Governing boards and perceived performance of secondary schools." International Journal of Public Sector Management 28, no. 3 (2015): 221–39. http://dx.doi.org/10.1108/ijpsm-10-2014-0135.
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Purpose – The purpose of this paper is to report the results of a study carried out to determine the effect of governing boards on the performance of Ugandan secondary schools. Specifically, the study investigated whether governing boards (board role performance, finance committee role performance, board size, frequency of board meetings and board finance expertise) have an effect on the perceived performance of the schools. Design/methodology/approach – This study is cross-sectional and correlational. Data were collected through a questionnaire survey of 271 schools out of which 200 responded. The data were analysed through ordinary least squares regression using Statistical Package for Social Scientists. Findings – The results suggest that board role performance, finance committee role performance, frequency of meetings and finance expertise of governing boards have a significant effect on the schools’ performance. Research limitations/implications – The authors measure some of the variables qualitatively and perceptively contrary to, for instance, the commonly used quantitative measures of performance, but process factors which are inherently qualitative in nature can better explain variances in secondary schools’ performance. Thus, in this study, the authors do not claim highly refined measurement concepts. More research is therefore needed to better refine qualitative concepts used in this study. The results too suggest that board and finance committee role performance and finance expertise of the board are more important for performance of a school than board size, and frequency of meetings which academics have been focusing on. These findings call for more research to validate the posited relationships. Practical implications – The results are important for governing board policy development; for example, in terms of prescribing the qualifications for schools’ governing board members and also finance committee board members. Originality/value – This study shows that one way to capture the influence of all governing boards’ roles including service role is to adopt a perception-based approach which asks respondents to what extent they think governing boards fulfil all their roles. Unlike previous studies which used proxies for board role performance such as proportion of non-executive directors and board size for monitoring and control and resource provision, the study incorporates proxies as well as perception-based measures of board role performance to determine if governing boards have a significant influence on the performance of Uganda secondary schools.
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Nyeh, Comfort Omori, and G. G. Kpee. "Generating and Allocating Internal Revenue for Public Secondary School Administration in Cross River State." Advances in Social Sciences Research Journal 6, no. 10 (2019): 249–60. http://dx.doi.org/10.14738/assrj.610.7246.
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The design adopted for this study was correlation. Population of the study consisted of all the 504 public secondary schools principals in 18 LGAs in Cross Rivers State. However, purposive sampling technique was use to select the 504 principals a sample for the study. There were two research questions and two hypotheses formulated for the study. Questionnaire was the instrument used for data collection with 20 items and titled “Generation and Allocation of Internal Revenue for School Administration Questionnaire” (GAIRSAQ). The GAIRSAQ was validated by the researchers’ supervisors as well as two experts from Measurement and Evaluation in the Department of Psychology, Guidance and Counseling. Split half statistic associated with Spearman Brown prophecy formula was used to estimate the reliability of the questionnaire with co-efficient of 0.86. Mean, standard deviation and rank order were used to answer the research questions while z-test was used to test the hypotheses at 0.05 level of significance. The findings of the study showed that rentage, community assistance, PTA contributions, fund raising campaigns were among the strategies for generating revenue in public secondary schools in Cross River State. The study also showed that revenue was majorly allocated based on the urgency of the need and that revenues generated were utilized for different administrative needs such as provision of facilities, maintenance and day-to-day running of the school. Therefore, it was recommended among others that principals should develop an equitable revenue allocation formula for effective administration of public secondary schools in Cross River State.
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Qadach, Mowafaq, Chen Schechter, and Rima’a Da’as. "From Principals to Teachers to Students: Exploring an Integrative Model for Predicting Students’ Achievements." Educational Administration Quarterly 56, no. 5 (2020): 736–78. http://dx.doi.org/10.1177/0013161x20907133.
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Purpose: This study explored a theoretical model proposing direct and mediated effects for principals’ characteristics—principals’ information-processing mechanisms (PIPMs) and instructional leadership (IL)—with organizational learning mechanisms (OLMs), for schools’ OLMs with teachers’ characteristics—teachers’ affective commitment (TAC), collective teacher efficacy (CTE), and teachers’ job satisfaction (TJS)—and finally, for teachers’ characteristics with students’ achievements on national math and science tests. Design: Data were collected from a multisource survey of a random sample of 130 elementary school principals representing Israel’s full socioeconomic range, 1,700 teachers from those schools, as well as data on those schools retrieved from the Ministry of Education data set. Data were aggregated at the school level for structural equation modeling (SEM) analysis. Findings: Analysis from SEM confirmed that IL emerges as a prominent mediator between PIPMs and OLMs. OLMs emerged as a prominent mediator between IL and the three teachers’ characteristics. TAC and CTE were significantly directly related to students’ math and science achievements. Finally, OLMs promoted students’ math and science achievements only through CTE. Implications: The relationships found for both principal characteristics (PIPMs and IL) with OLMs in schools highlight principals’ potentially important role in promoting collective learning within schools through utilization of OLMs, which can predict critical teacher characteristics (TAC, CTE, TJS), which in turn can predict school effectiveness measures (i.e., students’ achievements).
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Wilkinson, Jane, Christine Edwards-Groves, Peter Grootenboer, and Stephen Kemmis. "District offices fostering educational change through instructional leadership practices in Australian Catholic secondary schools." Journal of Educational Administration 57, no. 5 (2019): 501–18. http://dx.doi.org/10.1108/jea-09-2018-0179.
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PurposeThe purpose of this paper is to examine how Catholic district offices support school leaders’ instructional leadership practices at times of major reform.Design/methodology/approachThe paper employs the theory of practice architectures as a lens through which to examine local site-based responses to system-wide reforms in two Australian Catholic secondary schools and their district offices. Data collection for these parallel case studies included semi-structured interviews, focus groups, teaching observations, classroom walkthroughs and coaching conversations.FindingsFindings suggest that in the New South Wales case, arrangements of language and specialist discourses associated with a school improvement agenda were reinforced by district office imperatives. These imperatives made possible new kinds of know-how, ways of working and relating to district office, teachers and students when it came to instructional leading. In the Queensland case, the district office facilitated instructional leadership practices that actively sought and valued practitioners’ input and professional judgment.Research limitations/implicationsThe research focussed on two case studies of district offices supporting school leaders’ instructional leadership practices at times of major reform. The findings are not generalizable.Practical implicationsPractically, the studies suggest that for excellent pedagogical practice to be embedded and sustained over time, district offices need to work with principals to foster communicative spaces that promote explicit dialogue between teachers and leaders’ interpretive categories.Social implicationsThe paper contends that responding to the diversity of secondary school sites requires district office practices that reject a one size fits all formulas. Instead, district offices must foster site-based education development.Originality/valueThe paper adopts a practice theory approach to its study of district support for instructional leader’ practices. A practice approach rejects a one size fits all approach to educational change. Instead, it focusses on understanding how particular practices come to be in specific sites, and what kinds of conditions make their emergence possible. As such, it leads the authors to consider whether and how different practices such as district practices of educational reforming or principals’ instructional leading might be transformed, or conducted otherwise, under other conditions of possibility.
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Odunola, Olaitan Olutayo, and Babatunde Femi Akinyode. "Impact of Informal Activities on Public Secondary School in Ogbomoso, Nigeria." Advances in Social Sciences Research Journal 6, no. 11 (2019): 15–26. http://dx.doi.org/10.14738/assrj.611.7298.
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Secondary education plays important roles in educational system and serves as link between primary and tertiary education for children to acquire additional knowledge, skills and qualities beyond their primary school level. However, informal activities surround majority of secondary schools in developing nations. Although, informal activities have lot of benefits especially in the areas of employment opportunities and income generation. Nevertheless, this study hypothesize that, the activities generate varieties of social, educational and psychological effects on secondary schools. This study employed quantitative technique through questionnaire administration and qualitative techniques through direct observation and personal interview for data collection within five selected senior secondary schools among 281 respondents. Quantitative data were analyzed by descriptive statistics, chi-square tests and development of Informal Activities Effect Index (IAEI). On the other hand, qualitative data used content analysis for analysis. The analysis were to assess the impact of informal activities on the public secondary schools. The result reveals that men of middle age majorly engaged in informal activity as possible avenue for employment opportunity and poverty alleviation strategy. However, their location have greater impact on students’ academic performance and becomes nuisance to the public secondary schools environment. The authors suggest enforcement of discipline to maintain educational standard, fencing of the school’s environment and employment of food vendors to prevent sneaking out of students during the school hours. The effectiveness of planning officers at local and state government levels for proper design and implementation of the development plan is inevitable for appropriate development control.
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Tariq, Nomana, Imran Yousuf, and Fouzia Ajmal. "THE IMPACT OF ADMINISTRATORS ON TEACHER RETENTION AT PRIVATE SECONDARY SCHOOLS IN PAKISTAN." SEPTEMBER 37, no. 03 (2021): 337–49. http://dx.doi.org/10.51380/gujr-37-03-08.
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It is a crucial issue to retain highly qualified educators to provide high quality education in private schools. High turnover of educators in private schools has a negative impression on the pupil satisfaction and on their educational progress as well. Retention of educators refers to retaining qualified and efficient teachers in schools for a long time. As recruitment is a complex process for the selection of qualified and competent teachers so, retention of teachers is most crucial and extensive issue for private schools in of Pakistan. The present research study was conducted to explore the impacts of school’s administrations on educators’ retention at the private schools in Pakistan. The descriptive statistics and t-test statistical tools were applied to assess collected data with respect to school’s administrations, their behavior and facilities. The findings of the study based on the Likert Scale indicated that most of teachers were not satisfied with their school’s administration, their behaviors and facilitation. T-test analysis indicated that no significance difference was found between the retention intentions of male and female teachers.
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Gladys, O., Ifeanyichukwu Ugwu, and Israel Chijiuka Oparaji. "PRINCIPALS’ STRATEGIES FOR THE IMPROVEMENT OF STAFF PERSONNEL ADMINISTRATION OF SECONDARY SCHOOLS IN ENUGU NORTH EDUCATION ZONE, ENUGU STATE, NIGERIA." International Journal of Research -GRANTHAALAYAH 8, no. 5 (2020): 322–28. http://dx.doi.org/10.29121/granthaalayah.v8.i5.2020.116.
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This study investigated the principals’ strategies for the improvement of staff personnel administration of secondary schools in Enugu North Education Zone, Enugu state. The study has two purposes, and was guided by 2 research questions and two hypothesis. It adopted a descriptive research design. The population of the study consist 108 secondary school principals and 1,423 secondary school teachers in Enugu North Education Zone, Enugu state. Through multistage and simple random sampling, the sample size of 16 secondary school principals and 170 secondary school teachers were drawn. The instrument for data collection was a 20-item structured questionnaire. The questionnaire has two sections: section A for secondary school principals while section B is for secondary school teachers. The instrument were validated by three experts: two from Educational Management and Policy while the other one from Department of Measurement and Evaluation, all from faculty of education, Nnamdi Azikiwe University, after which they were subjected to test-retest on 15 secondary school principal and 15 secondary school teachers in Enugu West Education zone. Their scores were computed with Cronbach Alpha technique which yielded a reliability value of 0.75 which indicates that the instruments were valid. Data collected in this study were analyzed using arithmetic mean and standard deviation while the hypotheses were tested at 0.05 level of significance. Findings reveal that strategies adopted by secondary school principals in for the improvement of staff personnel administration include: involving teachers in decision making, teacher motivation, good leadership, assigning teachers with official responsibilities among others. It was also revealed that teachers were enhanced with s good leadership strategies from principals, motivation and engaging staff in re-training exercise.
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Ojeme, Emmanuel O. "Perceived and Actual Role of Secondary School Physical Educators." Journal of Teaching in Physical Education 8, no. 1 (1988): 33–45. http://dx.doi.org/10.1123/jtpe.8.1.33.
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This paper describes a study conducted to determine the role perception and enactment (or performance) of secondary school physical educators as well as the magnitude of role deficits that physical educators experience in schools. The data for the study were collected using a 28-item test instrument classified into four role-subsets of teaching, coaching and sports administration, research and development, and student welfare roles. The results indicated that the physical educators studied possess an acceptable perception of their roles, and that they differentially enact or perform these roles. The coaching and sports administration role-subset is more enacted by physical educators than are teaching, research and development, and student welfare roles, respectively. Furthermore, the magnitude of role deficits experienced by physical educators is higher for teaching, research and development, and student welfare roles compared with role deficits in the coaching and sports administration role-subset. Further studies are required to ascertain the forces that shape the role of physical educators in the school system as well as the sources of role deficits.
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Arfasa, Aminu Jibril, and Fisseha Mikrie Weldmeskel. "Practices and Challenges of Guidance and Counseling Services in Secondary Schools." Emerging Science Journal 4, no. 3 (2020): 183–91. http://dx.doi.org/10.28991/esj-2020-01222.
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The purpose of this study was to examine the practices and challenges of guidance and counseling services in southwest Ethiopia secondary schools with the intention of understanding the state of secondary school guidance and counseling and forward improvement options to student service. The study employs a descriptive survey design that involves quantitative and qualitative research methods. The study participants were 392 students and 108 teachers who were selected from the secondary schools of southwest Ethiopia by systematic random sampling. Moreover, 8 counselors, 8 principals, and 8 educational bureau officers were selected by a means of availability sampling. The data for the study were collected by the administration of questionnaires and the use of oral interviews. The quantitative data were analyzed using the frequency of student visits to guidance and counseling office and mean perception score on practices of guidance and counseling. The qualitative data were analyzed using the thematic analysis method with a focus on the major challenges of guidance and counseling services in the sampled schools. The result of the study showed that the majority of secondary school students never visit guidance and counseling offices. The mean perception score of students and teachers towards the usefulness of the service was positive though the provision was either very much limited or most of the time unavailable. The services of guidance and counseling are also influenced by several challenges such as the lack of professionally trained counselors and the required facilities. The researchers conclude the implication of guidance and counseling service and the associated challenges to considerably influence secondary school student learning and personal wellbeing.
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Riveros, Augusto, Carolyne Verret, and Wei Wei. "The translation of leadership standards into leadership practices." Journal of Educational Administration 54, no. 5 (2016): 593–608. http://dx.doi.org/10.1108/jea-09-2015-0084.
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Purpose – The guiding question of this study is: how is the Ontario Leadership Framework (OLF) translated into practices in elementary and secondary schools in the province of Ontario? The purpose of this paper is to provide a contextual account of the processes by which school leadership standards are incorporated into the practices of school administrators in the province of Ontario, Canada. Design/methodology/approach – This qualitative exploratory case study focusses on the incorporation of the OLF into the practices of school administrators in four secondary and five elementary schools in two large school boards. The data were collected through document analysis, observations registered in a field notes journal, and semi-structured interviews with principals and vice-principals. The data were coded into analytical categories and analyzed to identify emerging themes and patterns. Findings – The analysis identified two emerging themes that illustrated how school leaders translate leadership standards into practices: the first theme, the school leader as an emergent identity, demonstrated the intersections between standards and professional identities. The analysis showed that standards contribute to the configuration of the leader as a political actor in the school. The second theme, standards, and the configuration of leadership practices, offered insights about the intersections and disconnections between standards and leadership practices in the participant schools. Originality/value – This study aims to inform conversations between policy makers, practitioners, and scholars about leadership standards in schools. Given the saliency of the topic, this research aims to illuminate the often-unexplored nexus, policy-leadership, as well as to expand and enrich theoretical understandings of educational leadership by recasting leadership as a policy-bounded phenomenon.
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Okorji, Perpetua N., Innocent C. Igbokwe, and Carol O. Ezeugbor. "Relatıonshıp Between School Clımate And Prıncıpals’ Job Performance In Secondary Schools." European Scientific Journal, ESJ 12, no. 4 (2016): 55. http://dx.doi.org/10.19044/esj.2016.v12n4p55.
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This study investigated the relationship between school climate and principals’ job performance in secondary schools in Enugu State, Nigeria. It adopted a correlational study design. Five research questions and five hypotheses guided the study. The population of the study embraced all the principals from 283 secondary schools in the six education zones of Enugu State. Out of the population, a sample of 177 principals was selected through simple random sampling technique. The instruments used to collect data were Organizational Climate Index and Principal Self-Assessment Questionnaire, adapted and developed by the researcher, respectively. The two sets of questionnaires were duly validated by experts in Measurement and Evaluation, and Educational Management and Policy. Cronbach Alpha method was used to determine the reliability coefficient of the instruments which yielded 0.83 for the Organizational Climate Index and 0.94 for the Principal Self-Assessment Questionnaire. . Pearson Product Moment correlation coefficient was used for data analysis. The findings showed among others that: there was a moderate positive relationship existing between the two variables- school climate and principal’s job performance. Based on the findings of the study, it was recommended that principals should embrace the collaborative and collegial style of administration where teachers are included and free to share ideas and concepts for managerial and school effectiveness. It was also recommended that principals should create an atmosphere that is supportive, comfortable, friendly, productive, and relaxed, to motivate students’ greater participation in learning and achieving educational goals.
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Njathi, Samuel N., Dr Boniface Ngaruiya, and Dr Paul Maithya. "Principal’s Computer Application Skills as a Determinant of Computer Use in Administration of Public Secondary Schools in Kiambu County, Kenya." Journal of Education and Practice 2, no. 1 (2018): 26. http://dx.doi.org/10.47941/jep.241.
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Purpose: The purpose of this study was to establish the relationship that existed between principals’ computer application skills and computer use in administration of public secondary schools in Kiambu County. Computer use in schools administration is a contemporary issue in the improvement of quality leadership in schools. The study was triggered by the need for effective leadership in schools which would lead to improved academic performance in Kiambu County.Methodology: The study adopted descriptive survey research design. The target population for this study was all the 307 principals of public secondary schools in Kiambu County. The study sample comprised of 205 principals which translated to 67% of the target population. Simple random and purposive sampling techniques were used in the selection of the respondents. A questionnaire was used for data collection. Relationship between the two variables under study was established by use of spearman rho. Pearson’s Chi- square test of independence with the help of Statistical Package for Social Sciences (SPSS) was used to test the null hypotheses. Findings: The study found out that principals’ possession of computer skills influenced the use of computers among school principals. Unique contribution to the theory, practice and policy: The study recommended provision of computer skill courses relevant to administration work, and ICT technical support to advise school principals on usage and maintenance of computers and review of both teacher preparation and staff development programs to ensure that universities and Teacher Training Colleges provide pre-service and in-service training programs to enable school principals to successfully use computers carrying out administrative tasks. The study further recommended that the government should develop a policy framework for training all educators/education officers on computers and ICT applications in Schools.
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Njathi, Samuel N., Boniface Ngaruiya, and Paul Maithya. "Influence of Principals’ Perception of Computers on Their Use in Administration of Public Secondary Schools in Kiambu County, Kenya." European Scientific Journal, ESJ 14, no. 31 (2018): 178. http://dx.doi.org/10.19044/esj.2018.v14n31p178.
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This paper is a report of a study carried out to establish the relationship that existed between principals’ Perception towards computer application and the actual computer use by principals in public secondary schools in Kiambu County. Computer use in schools administration is a contemporary issue in the improvement of quality leadership in schools. The study was triggered by the need for effective leadership in schools which would lead to improved academic performance in Kiambu County, a county surrounding the Kenyan capital city of Nairobi.. The study adopted descriptive survey research design. The target population for this study was 307 principals of public secondary schools in Kiambu County. The study sample comprised of 205 principals which translated to 67% of the target population. Simple randomand purposive sampling techniques were used in the selection of the respondents. A questionnaire was used for data collection. Relationship between the two variables under study was established by use of spearman rho. Descriptive statistics and Pearson’s Chi- square test of independence through the Statistical Package for Social Sciences (SPSS) were used to test the null hypotheses. The study found out that principal’s attitude towards use of computers influenced the use of computers among school principals. The study recommended that the MOE in collaboration TSC to mount regular ICT workshops to sensitize school principals on the need to use computers in school administration with a view of changing their attitudes towards computer use.
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Davies, Peter, Colin Diamond, and Thomas Perry. "Implications of autonomy and networks for costs and inclusion: Comparing patterns of school spending under different governance systems." Educational Management Administration & Leadership 49, no. 1 (2019): 128–44. http://dx.doi.org/10.1177/1741143219888738.
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Policy reform around the globe has increased the autonomy that schools enjoy in spending on resources. This reform assumes that schools face strong incentives to use their resources to maximise pupil attainment and that they know best how to spend their money to achieve this aim. This study provides evidence of the relationship between governance and how schools choose to spend their money. It uses data for all state-funded secondary schools in England for the academic years 2009/10, 2011/12 and 2015/16. This enables a comparison of schools operating under three forms of governance: local authority maintained schools (LAMs); schools operated as a single ‘academy’ trust outside local authority control (SATs); or those in a network of academy schools governed by a multi-academy trust (MATs). The data provide no support for claims that academy schools will spend less on administration or that networks of schools will enjoy economies of scale. The data do show that academy schools spent proportionately less on teacher salaries and educational support, and more on back office costs, after taking account of pupil characteristics.
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Kurgat, Joyce J., Kosgei K. Zachariah, and Tirop Anastacia. "Quest for Teacher Effectiveness Parameters." International Journal for Innovation Education and Research 4, no. 12 (2016): 197–205. http://dx.doi.org/10.31686/ijier.vol4.iss12.75.
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Teacher effectiveness is the capacity of teachers to perform their duties optimally and achieve desired educational goals and standards. The purpose of this study was to establish the factors influencing teacher effectiveness and quality education in public and private secondary schools in the north rift region. To establish factors that influence the effectiveness of teachers, the study employed descriptive research design, which entailed the collection of data using questionnaires observations and interviews. The target populations for the study were teachers and head teachers in selected public and private secondary schools. Stratified sampling method was used in the selection of permanent and temporary teachers, whereas purposive sampling method was used in the selection of head teachers. The study sampled 22 temporary teachers from the private schools and 100 teachers from public schools, where 13 were temporary teachers and 87 were permanent teachers. Data were analyzed using both descriptive and inferential statistics. The findings showed that a myriad of parameters gravitate around the teacher effectiveness concept and the earlier these parameters are isolated and teased out the better for the education fraternity. The study therefore recommends that parameters such administration, teachers, students, and classroom be leveraged to improve teacher effectiveness in both public and private secondary schools.
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Suleman, Qaiser, and Ishtiaq Hussain. "Role of In-Service Promoted Secondary School Heads in Strengthening Secondary Education in Kohat Division (Pakistan)." International Journal of Human Resource Studies 3, no. 1 (2013): 38. http://dx.doi.org/10.5296/ijhrs.v3i1.3114.
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The purpose of the current paper was to explore the role of in-service promoted secondary school heads in strengthening secondary education. The objectives of the study were: (a) to investigate the role of in-service promoted secondary school heads in strengthening secondary education; (b) to investigate the weak areas of in-service promoted secondary school heads in strengthening secondary education; and (c) to suggest workable recommendations to improve the administrative performance of in-service promoted secondary school heads. All the teachers and students at secondary school level in Kohat Division, Khyber Pakhtunkhwa (Pakistan) constituted the population of the study. The study was delimited to male secondary school heads, teachers and students only. The study was further delimited to 30 secondary schools in each district of Kohat Division i.e., Karak, Kohat and Hangu. In order to ensure adequate representation of the population, 450 teachers and 900 students were selected through simple random sampling technique. The nature of the study was descriptive and questionnaires were used as research instrument. Pilot testing was conducted to eliminate the weaknesses, misconceptions and ambiguities of the questions in the questionnaires. Data was collected through personal visits. Then it was organized, tabulated, analyzed and interpreted. Statistical tools, i.e., percentage and chi square were used for the statistical treatment of the data. After analysis of the data, the researchers arrived at the conclusions that the overall administrative performance of in-service promoted secondary school heads was ineffective and unproductive. They lack the qualities of effective leadership and successful administration. Based on findings of the study, it is strongly recommended that a special professional training programme regarding school administration and management should be institutionalized so that in-service promoted secondary school heads may be equipped with the modern techniques of school management and administration. KEYWORDS: Role, In-service Promoted Secondary School Heads, Strengthening, Secondary Education
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Vanblaere, Bénédicte, and Geert Devos. "The Role of Departmental Leadership for Professional Learning Communities." Educational Administration Quarterly 54, no. 1 (2017): 85–114. http://dx.doi.org/10.1177/0013161x17718023.
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Purpose: Department heads play a pivotal role in the functioning of departments in secondary schools. However, quantitative research about the role of departmental leadership for the development of professional learning communities (PLCs) in subject departments in secondary schools remains scarce. As PLCs are seen as promising contexts for teachers’ continuous professional development, it is highly relevant to study how department heads can facilitate PLC characteristics in their department. Research methodology: This study examines how two dimensions of departmental leadership (group- and development-oriented) relate to interpersonal PLC characteristics in departments. Survey data were collected from 248 experienced mathematics and French teachers in 62 departments in secondary schools in Flanders (Belgium). Two multilevel regression analyses were conducted with collective responsibility and reflective dialogue as dependent interpersonal PLC characteristics. We controlled for several demographic teacher variables and structural departmental variables. Findings: Our results nurture optimism about the potential of departmental leadership for interpersonal PLC characteristics. More specifically, teachers who perceive high group-oriented departmental leadership experience more collective responsibility in their department. Furthermore, teachers’ perceptions of both group-oriented and development-oriented departmental leadership are significantly related to the reported frequency of teachers’ reflective dialogues. Implications: This study suggests that department heads play a critical role in facilitating interpersonal PLC characteristics in departments. As a result, department heads need to be carefully selected and adequately supported. As this article is one of the first to offer a quantitative perspective on this matter, it offers an instrument for future studies and informs policy about departmental leadership practices.
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Engel, Mimi, Marisa Cannata, and F. Chris Curran. "Principal influence in teacher hiring: documenting decentralization over time." Journal of Educational Administration 56, no. 3 (2018): 277–96. http://dx.doi.org/10.1108/jea-05-2017-0061.
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Purpose Over the past decade, policy researchers and advocates have called for the decentralization of teacher hiring decisions from district offices to school principals. The purpose of this paper is to document the trends across two and a half decades in principals’ reported influence over teacher hiring decisions in the USA and explore how and whether principal influence varies systematically across contexts. Design/methodology/approach Regression analysis with secondary data using seven waves of nationally representative data from the Schools and Staffing Survey. Findings Principals report increased influence over the 25 years that the data span. While principals of urban schools were much more likely to report having less influence over teacher hiring compared to their non-urban counterparts in the late 1980s and early 1990s, their reported influence increased more than that of other principals. Research limitations/implications Empowering principals as primary decision-makers assumes that they have the best information on which to make hiring decisions. At the same time, other research suggests that local teacher labor market dynamics contribute to the inequitable sorting of teachers across schools. This study raises questions regarding the implications of the increased influence of principals in teacher hiring on equity of access to quality teachers across schools. Originality/value This is the first study to explore whether and how principal influence in teacher hiring decisions has changed over time.
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Ullah, Azmat, Malik Amer Atta, and Muhammad Ayaz. "Teachers Humanistic Role Regarding Students Guidance." Volume V Issue I V, no. I (2020): 248–59. http://dx.doi.org/10.31703/gssr.2020(v-i).26.
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This study was conducted to explore and compare perceptions of Subject Specialist Teachers about their role as a humanistic student guide. Subject specialists were taken from 28 male and 13 female higher secondary schools situated in Dera Ismail Khan, Khyber Pakhtunkhwa province, Pakistan. Structured questionnaire was used for data collection. As per the data analysis, it was concluded that most of the teachers did not possess proper awareness f a humanistic approach for the guidance of the student. Student guidance was almost absent due to lack of skills, resources, time specification for the purpose of the school administration and expertise. It was noticed that the situation in female higher secondary schools was almost the same as it was noted in the male schools as no significant difference of perception was found among male and female teachers. There was a need for proper training, and provision of resources for an appropriate guidance of the students.
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Malefors, Christopher, Pieter Callewaert, Per-Anders Hansson, et al. "Towards a Baseline for Food-Waste Quantification in the Hospitality Sector—Quantities and Data Processing Criteria." Sustainability 11, no. 13 (2019): 3541. http://dx.doi.org/10.3390/su11133541.
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There is an urgent need for primary data collection on food waste to obtain solid quantification data that can be used as an indicator in the goal of halving food waste by 2030. This study examined how quality baselines for food waste can be achieved within the different segments of the hospitality sector, encompassing establishments such as canteens, elderly care units, hospitals, hotels, preschools, primary schools, restaurants, and upper secondary schools. The empirical material comprised food-waste quantification data measured in 1189 kitchens in Sweden, Norway, Finland, and Germany for 58,812 quantification days and 23 million portions. All the data were converted to a common format for analysis. According to the findings, around 20% of food served became waste. Waste per portion varied widely between establishments, ranging from 50.1 ± 9.4 g/portion for canteens to 192 ± 30 g/portion for restaurants. To identify the measurement precision needed for tracking changes over time, we suggest statistical measures that could be used in future studies or in different food-waste tracking initiatives.
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Dormann, Markus, Stefan Hinz, and Eveline Wittmann. "Improving school administration through information technology? How digitalisation changes the bureaucratic features of public school administration." Educational Management Administration & Leadership 47, no. 2 (2017): 275–90. http://dx.doi.org/10.1177/1741143217732793.
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Digital media and digital data processing have substantially influenced public institutions in recent years and changed their efficiency, effectiveness and organisational set-up (nature of organisations). Based on Fountain’s Technology Enactment Framework (TEF), this paper argues that, firstly, in a circular process, digital requirements transform the bureaucratic features of school organisation, and that the effects of digital technologies on the performance and efficiency of schools as bureaucratic organisations are ambivalent. We use interview data from a sample of 51% of the head teachers of vocational school centres in the jurisdiction of Bavaria in order to substantiate these assumptions by means of structured qualitative analysis. Email technology seems particularly significant from a quantitative perspective. Indications for the transformative nature of objective digital technologies with regard to the school bureaucracies can be found for all bureaucratic categories under consideration in this analysis, particularly for the feature ‘standardisation’. The examples presented here seem to highlight that gains in efficiency or reductions of losses in efficiency caused by digitalisation are mostly caused by the concrete use of digital technology within the respective school organisation.
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Wekesa, Violet, Lydia Kipkoech, and Peter Okemwa. "Financial Resource Planning Dynamics and Performance of Upgraded Extra-County Schools to National Status in Western Kenya Counties." East African Journal of Interdisciplinary Studies 3, no. 1 (2021): 27–39. http://dx.doi.org/10.37284/eajis.3.1.280.
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The assessment of secondary school success is according to the number of students they are producing to join universities and other higher learning institutions. To increase access to all pupils from primary schools to access secondary schools, the government of Kenya upgraded previously extra county schools to national status to ensure regional distribution of schools across the nation. With the upgrade, the government was required to inject funds to enable facilities expansion. Despite the upgrade, the money allocated and disbursed to schools has always been inadequate to meet the needs of students. Therefore, this demands that school management makes plans for financial mobilisation to ensure that school operations are done without interruptions. The paper looks at the financial resource planning strategies that upgraded national schools in western Kenya have in place for the purpose of improving their performance. Data was collected from eight of the upgraded schools making up the study population where principals and teachers were the respondents. A sample of 156 respondents was selected to answer research questions through interviews and questionnaires. Analysis of data was performed using quantitative and qualitative methods. SPSS facilitated quantitative data analysis. The study found out that schools experienced financial shortfall arising from inadequate capitation grants from the government and delay in payment of schools by students. To cushion themselves, schools had made several financial plans like applying for grants for infrastructure development. Further, despite schools having large tracts of land, some school management did not put into use either through growing grass for dairy farming or planting crops for subsidising school food supplies. Computed correlation statistics showed a weak correlation that existed (r=0.191 and p=0.016) between financial planning dynamics and academic performance of upgraded national schools in the western region of Kenya. The paper concludes that financial resource planning strategies had minimal effects on the academic performance of upgraded national secondary schools in Kenya Certificate of Secondary examinations. The paper recommends that there is a need for school administration to work with stakeholders to identify profitable projects that can be implemented in their school to earn income.
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Memunat Tunrayo, Ajadi, Falaye Elijah Kayode, and Adebayo Babatunde Samson. "Dynamism of Instructional Aids on Teaching Physical Education Among Secondary School in Kogi State, Nigeria." Indonesian Journal of Sport Management 1, no. 1 (2021): 41–49. http://dx.doi.org/10.31949/ijsm.v1i1.931.
Full textAbstract:
This study examined Dynamism of instructional aids on teaching of Physical Education among secondary school in Kogi State, Nigeria. Descriptive research design of survey type was used. The population for this study consist all Secondary School students within the study area. Purposive and random sampling techniques were used to select 394 respondents. Researcher–structured questionnaire was used for data collection. The instrument was validated by three lectures in the department of Human Kinetics Education, University of Ilorin and tested for reliability. A correlation coefficient of 0.85 was obtained. The administration of the instrument was done by the researchers. The data collected were analysed using Pearson Product Moment Correlation (PPMC) and percentage count. The results revealed that, there was a significant relationship between behavioural benefits and cognitive benefits of instructional aids on teaching of Physical Education among Secondary Schools. The study concluded that uses of instructional aids are significant to quality teaching of physical education in schools. The study recommends that effective uses of instructional aids plays a significant role in teaching and learning of Physical Education in schools which also enhance the behavioural and cognitive benefits of the students.
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Omotayo, Funmilola Olubunmi, and Michael Chinweike Chigbundu. "Use of information and communication technologies for administration and management of schools in Nigeria." Journal of Systems and Information Technology 19, no. 3/4 (2017): 183–201. http://dx.doi.org/10.1108/jsit-06-2017-0045.
Full textAbstract:
Purpose The purpose of this paper is to investigate the adoption and use of information and communication technologies (ICTs) by school administrators in the management of schools, as well as factors that influence use of ICTs by the administrators. Design/methodology/approach Survey research design was adopted. A two-stage sampling procedure (random and purposive) was used to select the respondents, while quantitative and qualitative methods were used for data collection. Findings Findings reveal that the school administrators use various ICTs to carry out administrative and management duties. Task characteristics, task-technology fit, attitude and perceived ease of use have significant relationships with use of ICTs by the administrators. Research limitations/implications The findings and conclusion from this paper cannot be generalised to all schools in Nigeria because the population was limited to only private secondary schools. Practical implications The study contributes to an existing knowledge on adoption and use of ICTs in schools, and provides information to policymakers on factors that should be given consideration when there is a need to implement ICTs in schools. Social implications This paper could assist school administrators that are yet to adopt and implement ICTs in their schools of the need to do so in order to enjoy the benefits associated with ICTs use in the workplace. Originality/value This paper is one of the first pieces of empirical research that has adopted the integrated technology acceptance and task-technology fit models to investigate use of ICTs by administrators of schools in Nigeria.
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Oluoch, Dornela. "Strategies of Enhancing ICT Use in the Delivery of Management Services in Public Secondary Schools in Siaya County in Kenya." European Scientific Journal, ESJ 12, no. 28 (2016): 375. http://dx.doi.org/10.19044/esj.2016.v12n28p375.
Full textAbstract:
This study was set to determine the strategies of enhancing ICT use in the delivery of services in public secondary schools in Siaya County, Kenya. Although many secondary schools introduced computers in great numbers starting early 1990s, there are limited information on their use to facilitate delivery of services in school administration and management. The extent to which ICT is being used in school management in secondary schools, the types of administrative uses of ICT by school managers and challenges affecting the integration of ICT in the management systems in secondary schools needed to be adequately addressed. This can only be achieved if there are laid down strategies of enhancing ICT use in the delivery of services in public secondary schools in Siaya County. The study was guided by Social Transformation Theory in Education and Visscher (1992) conceptual model of school information system, which were used to show the relationship between variables. The research design that used was descriptive survey. Questionnaires, Interviews and document analysis were used to collect data. The study established that schools were taking several steps to help in enhancing ICT delivery such as looking for grants from the government, prioritizing purchase of ICT equipment and using parents’ involvement to buy computers. The study recommends that effort should be made by the government to post and provide teachers skilled in ICT to each school to impart ICT skills to school managers. The study concludes that more support need to be given to schools to enable them achieve their dream of fully implementing the usage of ICT in the management of school activities.
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Kamundi, Shadrack. "Teacher Retention in Secondary Schools of Seventh-day Adventist Church in East Kenya Union Conference." African Journal of Empirical Research 2, no. 2 (2021): 13–25. http://dx.doi.org/10.51867/ajer.v2i2.20.
Full textAbstract:
The study aimed at examining retention of teachers in secondary schools of the Seventh-Day Adventist (SDA) Church in East Kenya Union Conference (EKUC). It employed a concurrent mixed methods research design and adopted an exploratory approach using a descriptive survey. Out of the twenty secondary schools in the Union, the researcher targeted eleven which sat for the national exams since 2008. The subjects of the study included teachers, principals, the Conferences/Field Education Directors and the BoM chairpersons. The instruments used for data collection were questionnaires for teachers. Interview schedules were organized for education directors, the school BoM chairpersons, the principals and teachers for triangulation. Observation schedule was also organized. This targeted the school infrastructure and generally all what goes on in the school. The school learning facilities and the behavior of teachers in school was also captured here. The other instrument used was the tool for document analysis to collect data for 8 years. Ninety-eight (98) teachers were required to fill the provided questionnaire, but the eleven principals, five education directions and eleven Boards of Management (BoM ) chairpersons were subjected to interviews. Three teachers per school were also interviewed for triangulation purpose. Observations were also done during the visits in schools. Documentary analysis method was also used to gather information on the turnover trends of teachers for eight years. The data collected was analyzed using descriptive statistics such as frequencies, percentages, means and standard deviations. Documentary analysis was done on records about teacher retention. Content analysis was done on responses from interviews and in open-ended questions to identify the emerging themes. The findings show that more teachers were leaving schools than those being employed in most of the years. Generally, it is evident that some teachers left church employment. The turnover was experienced annually. However, teachers intended to remain in the school as long as the administration was cooperative, understanding, appreciative, recognizes their efforts, was caring and was ready to treat them with dignity. The study recommends that the school administration should be cooperative to teachers, by treating them with dignity and appreciating their efforts. There should be stringent measures for motivating teachers, ensuring that they had access to housing and transport and that they were adequately remunerated.
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Kamundi, Shadrack. "Teacher Retention in Secondary Schools of Seventh-day Adventist Church in East Kenya Union Conference." Science Mundi 1, no. 1 (2021): 7–19. http://dx.doi.org/10.51867/10.51867/scimundi.1.1.2021.25.
Full textAbstract:
The study aimed at examining retention of teachers in secondary schools of the Seventh-Day Adventist (SDA) Church in East Kenya Union Conference (EKUC). It employed a concurrent mixed methods research design and adopted an exploratory approach using a descriptive survey. Out of the twenty secondary schools in the Union, the researcher targeted eleven which sat for the national exams since 2008. The subjects of the study included teachers, principals, the Conferences/Field Education Directors and the BoM chairpersons. The instruments used for data collection were questionnaires for teachers. Interview schedules were organized for education directors, the school BoM chairpersons, the principals and teachers for triangulation. Observation schedule was also organized. This targeted the school infrastructure and generally all what goes on in the school. The school learning facilities and the behavior of teachers in school was also captured here. The other instrument used was the tool for document analysis to collect data for 8 years. Ninety-eight (98) teachers were required to fill the provided questionnaire, but the eleven principals, five education directions and eleven Boards of Management (BoM ) chairpersons were subjected to interviews. Three teachers per school were also interviewed for triangulation purpose. Observations were also done during the visits in schools. Documentary analysis method was also used to gather information on the turnover trends of teachers for eight years. The data collected was analyzed using descriptive statistics such as frequencies, percentages, means and standard deviations. Documentary analysis was done on records about teacher retention. Content analysis was done on responses from interviews and in open-ended questions to identify the emerging themes. The findings show that more teachers were leaving schools than those being employed in most of the years. Generally, it is evident that some teachers left church employment. The turnover was experienced annually. However, teachers intended to remain in the school as long as the administration was cooperative, understanding, appreciative, recognizes their efforts, was caring and was ready to treat them with dignity. The study recommends that the school administration should be cooperative to teachers, by treating them with dignity and appreciating their efforts. There should be stringent measures for motivating teachers, ensuring that they had access to housing and transport and that they were adequately remunerated.
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Gunnulfsen, Ann Elisabeth, and Astrid Roe. "Investigating teachers’ and school principals’ enactments of national testing policies." Journal of Educational Administration 56, no. 3 (2018): 332–49. http://dx.doi.org/10.1108/jea-04-2017-0035.
Full textAbstract:
Purpose The purpose of this paper is to examine teachers’ reported experiences, practices, and attitudes on the use of national test results in a low-stakes accountability context. Whether the stakes are high or low, teachers and school leaders have different experiences, knowledge, and beliefs concerning how to use national test results to benefit individual student learning. This paper addresses how teachers experience school leadership and policy requirements for using national test results in local schools. Design/methodology/approach This paper is part of a larger study conducted in a Norwegian educational context investigating school leaders’ and teachers’ enactments of policy demands via the use of national test results data. The sub-study reported in this paper is based on survey data from all lower secondary teachers (n=176) in one Norwegian municipality. Micro-policy perspectives and the concept of crafting policy coherence served as analytical tools. Findings Diversity between the schools was found in how teachers perceive the principals’ role. Practices and attitudes appeared restrained, somewhat conformed by, but still indifferent to the policy intention. However, there was a close relationship between the principals’ facilitation of national tests and the teachers’ practices of utilizing the results. Originality/value This study clarified how micro-policy works in local schools in a low-stakes context. A prominent difference was found between the policy intentions and local schools’ practice of using national test results.