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Abril, Carlos R., and Brent M. Gault. "The State of Music in Secondary Schools." Journal of Research in Music Education 56, no. 1 (April 2008): 68–81. http://dx.doi.org/10.1177/0022429408317516.
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The purpose of this study was to profile secondary school music programs in the United States and investigate principals' perceptions of those curricula. A survey form was sent to 1,000 secondary school principals, yielding a 54% response rate. That form was designed to answer the following questions: What is the profile of secondary music programs in the United States? How effective do principals think music programs are in helping students attain specific learning outcomes and broad educational goals? To what degree do certain variables (e.g., standardized tests, teachers, parents) impact a given music program? Ninety-eight percent of respondents indicated that their schools offered music courses, yet 34% required music. There were significant differences in the diversity of course offerings based on school socioeconomic status profiles. Standardized tests and No Child Left Behind were thought to have the most negative impact on music programs.
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Osaro, Ngechuwa Gladys, and Ebiwari Wokekoro. "Stakeholders Roles in Improving the Current State of Public Secondary Schools Infrastructure in Rivers State, Nigeria." International Journal of Social Sciences and Humanities Invention 5, no. 3 (March 10, 2018): 4503–8. http://dx.doi.org/10.18535/ijsshi/v5i3.05.
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The study ascertained the roles of stakeholders in improving the current state of public secondary school infrastructures in Rivers State, Nigeria. The purpose of this paper is to assess the current state of public secondary school infrastructures and to ascertain the functions of each stakeholder as to solving the problems in terms of sustaining and maintaining schools insfrastructures. This study sampled 120 stakeholders in selected 6 public secondary schools built in 1970’s in 6 Local Government Areas of the state with purposive sampling method Questionnaires were administered to the 120 sampled but 78 questionnaires were retrieved representing 65% response rate and the collected data were analyzed using descriptive statistical tools. The findings showed that 70% of respondents admitted that the existing conditions of the schools were in a deplorable state. The result also showed that inadequate funding, lack of government intervention, lack of maintenance, delayed maintenance, vandalism, neglect, no sense of ownership by stakeholders, lack of community’s involvement, and overcrowding as the factors influencing the present condition of existing school infrastructures. It is observed that the public secondary schools are in a deplorable state of dilapidation that needed collective efforts of various stakeholders to improve them. This paper concludes that if proper attention is given to school infrastructures by the stakeholders there will be improvements in the public secondary school buildings in Rivers State and the study proposes a multi-stakeholders function framework for the proper maintenance of public schools infrastructure to eradicate the existing poor conditions.
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Putri, Mika Nusa, Muhammad Kristiawan, and Rohana Rohana. "MAPPING PRINCIPAL’S COMPETENCY OF SECONDARY SCHOOL." INTERNATIONAL JOURNAL OF EDUCATIONAL REVIEW 2, no. 2 (May 2, 2020): 151–59. http://dx.doi.org/10.33369/ijer.v2i2.10961.
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This research aimed at describing the competencies of the Principal in State Secondary school in Banyuasin Regency, it can be mapped the right program given to optimize it. This study was mixed method. The results obtained the competencies of principals in State Secondary schools Banyuasin Regency have moderate managerial competency; entrepreneurship competencies are mostly included in the medium criteria; Supervision competencies in the medium category. Overall, most of the principals have good competency.
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Morenike, Olaseni Vivian. "The Practice of School-Based Management in Ondo State Public Secondary Schools: Implication of School Location." American International Journal of Social Science Research 4, no. 2 (July 14, 2019): 88–93. http://dx.doi.org/10.46281/aijssr.v4i2.352.
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The practice of School-Based Management (SBM) has been widely liked to variety of wide positives in schools and increasingly acceptable in major developed and developing nations, however, the disposition and acceptance of the SMB policy remained unclear in Ondo State, Nigeria. In Nigeria, there is paucity of literature addressing the role of school location in the practice of SBM policy. This study, therefore examined the practicality of SBM in public secondary schools in Ondo State and the implication of school location. Descriptive survey design was adopted by the study. Key players from sixty (60) public secondary schools in Ondo State participated in the current study using purposive sampling techniques. In determine the efficiencies and effectiveness of School-Based Management Committees, participant were opened to Effective School-Based Management Index (E-SBM-INDEX). The instrument reported a strong overall Cronbach alpha of 0.97, while the subscales factors entails, power decentralization (α =.92); facilities obligation (α =.73); monitoring and evaluation (α =.65); recruitment and retrenchment (α =.85); and financial obligation (α =.71). Information on socio-demographic factors and geographical location of schools were also obtained from the participants. Descriptive analysis and T-Test of independent sample were used to analyze data and accepted at P < 0.05. Respondents’ mean age was 49.5±11.5 years. It was revealed that 35% of the public schools engaged practice effective SBM in Ondo State, while 65% of public schools engaged were practicing ineffective SBM. Furthermore, It was revealed that there was significant difference in the practice of SBM in rural and urban public secondary schools in Ondo State (T (58) = 26.60; P < 0.01), such that, public secondary schools located in the rural area ( = 75.20, SD = 1.80) practice effective SBM’s policy than counterparts located in the urban area ( = 34.97, SD = 02.67). Majorly the practice of SBM in public secondary school remained ineffective in Ondo State. The practice of SBM in rural and urban public secondary schools in Ondo State is significantly different. Public secondary schools located in the rural area of Ondo State practice effectively SBM’s policy than public secondary schools located in the urban area of Ondo State. It is recommended that the government should be pro-active in creating an enabling environment in terms of policy upon which SBM can be practice effectively and efficiently.
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Valentine J, Owan. "School-Community Relationship and School System Effectiveness in Secondary Schools in Cross River State." World Journal of Vocational Education and Training 1, no. 1 (2019): 11–19. http://dx.doi.org/10.18488/journal.119.2019.11.11.19.
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Uzoamaka, Emegwa Tina Uzoamaka. "Principals’ Learning Resources Managerial Practices for Implementing Entrepreneurship Studies in Public and Private Secondary School in Anambra State, Nigeria." International Journal of Innovative Science and Research Technology 5, no. 6 (June 26, 2020): 311–15. http://dx.doi.org/10.38124/ijisrt20jun162.
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The purpose of this study was to ascertain principals’ learning resources managerial practices for the implementation of entrepreneurship studies in public and private secondary school in Anambra State. One research question and one hypothesis guided the study. This study was conducted in public and private secondary school in Anambra State. The descriptive survey research design was adopted for this study. The population for this study is 16,727 respondents made up of 481 principals and 9,697 teachers from the 481 private secondary schools and 256 principals and 6,293 teachers from the 256 public secondary schools in Anambra state. The sample size for this study is 1,332 respondents drawn from public and private secondary schools in Anambra state. The multi-stage sampling technique was utilized to arrive at the sample size. The first stage involved randomly drawing three education zones out of the six education zones in Anambra state. Accordingly, Aguata, Awka, and Nnewi zones were drawn using simple random sampling technique balloting with replacement. The second stage involved the use of proportionate stratified sampling technique to draw 74 secondary schools from the three education zones, consisting of 26 public and 48 private secondary schools. Each zone was regarded as a stratum. From each stratum, 10% of principals and teachers were sampled from the public and private secondary schools in the stratum. Researcher-developed instrument was the instrument for data collection. The validity of the instrument was determined using three lecturers. The reliability of the questionnaire was determined using respondents from Enugu State
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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 (March 25, 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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Atolagbe, Adedapo Adetiba, Olayiwola Raheef Oparinde, and Olubukola James Ojo. "Staff Relationship Strategies and School Effectiveness in Public Secondary Schools: Depicting Kwara State, Nigeria." African Journal of Inter/Multidisciplinary Studies 2, no. 1 (October 9, 2020): 103–13. http://dx.doi.org/10.51415/ajims.v2i1.845.
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This study examines the influence of staff relationship strategies adopted by school principals and their effectiveness in Kwara State Public Secondary Schools (KSPSS). The study population comprises principals and teachers from the 64 public secondary schools in Ilorin metropolis, where 20 were selected randomly. From each of the 20 schools, ten teachers were selected randomly using a convenience sampling method while the school principal and a vice principal in each sampled school were purposively selected. Questionnaires were used to obtain data from 240 respondents. The descriptive statistics technique was used to answer the research question while the hypotheses which were formulated were tested using Pearson Product-Moment Correlation. The result shows a high level of school effectiveness in Ilorin metropolis’ public secondary schools. Furthermore, the four hypotheses tested showed strong positive relationships between: communication and quality leadership, shared goals and school discipline, motivation and staff satisfaction, and career development or work balance and student academic performance. It was concluded that public secondary schools in Ilorin metropolis are effective and that a strong relationship exists between staff relationship strategies and school effectiveness. The study recommends that schools should improve on their organised environment to increase its contributions to school effectiveness.
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Atolagbe, Adedapo Adetiba, Olayiwola Raheef Oparinde, and Olubukola James Ojo. "Staff Relationship Strategies and School Effectiveness in Public Secondary Schools: Depicting Kwara State, Nigeria." African Journal of Inter/Multidisciplinary Studies 2, no. 1 (October 9, 2020): 103–13. http://dx.doi.org/10.51415/ajims.v2i1.845.
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This study examines the influence of staff relationship strategies adopted by school principals and their effectiveness in Kwara State Public Secondary Schools (KSPSS). The study population comprises principals and teachers from the 64 public secondary schools in Ilorin metropolis, where 20 were selected randomly. From each of the 20 schools, ten teachers were selected randomly using a convenience sampling method while the school principal and a vice principal in each sampled school were purposively selected. Questionnaires were used to obtain data from 240 respondents. The descriptive statistics technique was used to answer the research question while the hypotheses which were formulated were tested using Pearson Product-Moment Correlation. The result shows a high level of school effectiveness in Ilorin metropolis’ public secondary schools. Furthermore, the four hypotheses tested showed strong positive relationships between: communication and quality leadership, shared goals and school discipline, motivation and staff satisfaction, and career development or work balance and student academic performance. It was concluded that public secondary schools in Ilorin metropolis are effective and that a strong relationship exists between staff relationship strategies and school effectiveness. The study recommends that schools should improve on their organised environment to increase its contributions to school effectiveness.
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Efendi, Muhamad, Suryadi Suryadi, and Ma’ruf Akbar. "THE EFFECTS OF SCHOOL SELF-EVALUATION, QUALITY POLICY, QUALITY PLANNING, AND QUALITY IMPROVEMENT ON QUALITY ASSURANCE OF STATE JUNIOR SECONDARY SCHOOLS IN JAKARTA." Journal of Education Research in Administration and Management (JERAM) 2, no. 1 (January 10, 2018): 143. http://dx.doi.org/10.29061/jeram.v2i1.84.
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THE EFFECTS OF SCHOOL SELF-`EVALUATION, QUALITY POLICY, QUALITY PLANNING, AND QUALITY IMPROVEMENT ON QUALITY ASSURANCE OF STATE JUNIOR SECONDARY SCHOOLS IN JAKARTA
MUHAMAD EFENDI
Education Management Study Program, postgraduate faculty, State University of Jakarta, Indonesia
ABSTRACT
The purpose of this study is to find out the effects of school self-evaluation, quality policy, quality planning, and quality improvement on the quality assurance of State Junior Secondary Schools in Jakarta. The population of this study is two hundred and eighty nine state junior secondary schools. Empirical data was drawn from the research sample were collected by using questionnaires that have been checked for validity and reliability distributed to one hundred and sixty five state junior secondary schools. The data was analyzed using statistical package for social science (SPSS V.20) and Microsoft Excel package and it was presented in tables and bar graphs. The results of this study revealed: 1) Three factors have a significant direct positive effect on quality assurance are quality policy, quality planning, and quality improvement of State Junior Secondary Schools in Jakarta. 2) School self-evaluation has a significant direct positive effect on quality policy, quality planning, and quality improvementof State Junior Secondary Schools in Jakarta.3) The Quality policy has a significant direct effect on quality planning, and quality planning has a significant direct effect on quality of State Junior Secondary Schools in Jakarta. The researcher recommended the deployment of a culture of school self-evaluation activities, and all stakeholder play an active role in supporting the quality policy established by the school leadership and implement the quality plan as planned and educators to always improve the quality of learning and teaching in order to improve the quality of education in school.
Keywords: Quality assurance, School Self-evaluation, Quality policy, Quality planning, Quality improvement.
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Sabitu, Abdulmalik, Magaji Yunusa Matazu, and Ibrahim Sukola Tambaya. "A Survey on Availability and Utilization of School Health Services Among Junior Secondary Schools in Funtua Zone Katsina State, Nigeria." Journal of Multidisciplinary Research in Healthcare 3, no. 1 (October 3, 2016): 1–9. http://dx.doi.org/10.15415/jmrh.2016.31001.
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Sharipova, Dina. "State Reforms and Informal Payments in Secondary Education of Kazakhstan." Central Asian Affairs 7, no. 2 (July 20, 2020): 175–95. http://dx.doi.org/10.30965/22142290-00702003.
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This paper explores the issue of informal payments in the education sector. State underinvestment in education has significantly increased the scope of informal payments in the post-independence period. The authorities of Kazakhstan have legalized informal payments by introducing Councils of Trustees, creating open school budget accounts, and making changes in the distribution of public expenditures. Although these measures have reduced informal payments in schools, the money received from parents is still an important part of school budgets.
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Makarova, M. N. "Secondary School Graduates and the Unified State Examination." Russian Education & Society 54, no. 8 (August 2012): 26–35. http://dx.doi.org/10.2753/res1060-9393540803.
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Bako, Aliyu. "Investigating Secondary School Physics Teacher’s Competency in Using Inquiry-based Learning in Kebbi State, Nigeria." Journal of Advanced Research in Dynamical and Control Systems 12, no. 3 (March 20, 2020): 435–40. http://dx.doi.org/10.5373/jardcs/v12i3/20201211.
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Felix, Omemu. "Correlates of Effective Instructional Supervision in Bayelsa State Secondary Schools." World Journal of Education 7, no. 4 (August 14, 2017): 40. http://dx.doi.org/10.5430/wje.v7n4p40.
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The purpose of this study is to examine the correlates of effective instructional supervision in secondary schools inBayelsa State. A critical examination of all the policies and personnel put in place by the government to achieve theaim of supervision of instruction in secondary school in Bayelsa State were elucidated. The study involved empiricaldesign with the stratified population of fifteen (15) secondary schools, comprising three hundred (300) teachers andsixty (60) supervisors (Principals) randomly selected from three geo-political zones (Sub divided into: Riverine,Upland and Midland). The research instrument used for the study was rating scale consisting of five (3) researchquestions. The analysis involved the use of mean and standard deviation, why the hypotheses were analyzed usingZ-test at 0.05 level of significance.The results of the analysis indicated that: demography, status/personality and perceptions are not a major factor thatinfluences supervision of instruction in schools, but quality and number of teachers, incentives and motivation,quality and number of supervisors, and school location are the correlates factors that influence supervision ofinstruction in schools. Conclusively, the researcher recommends that supervision is very important for effectiveinstruction in secondary schools and that government should provide all it takes to motivate teachers as to enhanceregulation of supervision of instruction.
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Omozele, Beatrice, and Nathaniel Toyosi. "ASSESSMENT OF THE EFFECTIVENESS OF SCHOOL GUIDANCE SERVICES AS PERCEIVED BY SECONDARY SCHOOL PRINCIPALS IN EDO STATE, NIGERIA." International Journal of Research -GRANTHAALAYAH 6, no. 9 (September 30, 2018): 105–15. http://dx.doi.org/10.29121/granthaalayah.v6.i9.2018.1213.
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The study investigated the effectiveness of school guidance services as perceived by principals in Edo State, Nigeria. The study sought to examine secondary school principals’ perception on the effectiveness of guidance services (orientation, appraisal, information and counselling services) and determine gender and school location differences in principals’ perception of the effectiveness of counselling services in schools. The descriptive survey design was adopted for the study. A sample of 36 schools (1 rural and 1 urban) were drawn from public senior secondary schools in the study area using purposive random sampling. The instrument used for the collection of data was a self-developed questionnaire titled: “School Guidance Services Effectiveness Questionnaire (SOGSEQ)”. The construct validity was ascertained by the Principal Component Analysis (PCA) while the Cronbach reliability alpha of the questionnaire yielded an overall index of 0.84. The descriptive statistics such as mean (X ̅) and standard deviation (S.D) was used to analyze the research question 1 while the t-test for independent sample means was used to test the hypothesis at 0.05 alpha level. Results from the analysis showed that principals perceived orientation services to be the only effective guidance service in secondary schools in Edo State. Result further showed that there is a significant difference between rural and urban principals in their perception on the effectiveness of school guidance services (appraisal, information and counselling services) in secondary schools in Edo State. It is recommended that guidance counsellors in the secondary schools should realize that their guidance services should be such that will enable them to meet the needs of learners in schools. For this to be achieved, school heads, teachers, parents and the government must also be actively involved in providing their support for the delivery of the services when necessary
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Ukpebor, Christopher Osaretin. "Availability of Print Resources as a Factor Affecting Reading Culture of Secondary School Students in Edo State, Nigeria." Libri 70, no. 2 (May 26, 2020): 157–67. http://dx.doi.org/10.1515/libri-2018-0160.
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AbstractStudies have shown that Nigerians have a poor reading culture which could be as a result of several factors including unavailability of print resources. Literature has revealed that the quality of reading by secondary school students in Edo State was regrettably on the decline and that inadequate use of print resources was a major factor. The descriptive survey design of correlational type was adopted for the study. Stratified multi-stage sampling technique was adopted in selecting participants for this study. Fifty percent was used to select nine local governments, 10 % to select public and private secondary schools from the already selected nine local governments, making a total of 65 schools. From each of the selected 65 schools, a sampling fraction of 11 % was used to select a total of 895 students for the study. A questionnaire was used for students while an interview checklist was used for school principals in justification of the students’ responses. Regression analysis (at 0.05 level of significance) was used to analyse the data. Findings revealed that secondary school students in Edo State have print resources readily available, while secondary school students had a poor reading culture with the weighted average of 3.06. The effect of print resources (β = 0.141; p < 0.05) in predicting students’ reading culture was significant. Conclusively, the study showed that secondary school students in Edo State have a poor reading culture irrespective of the availability of print resources.
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FEJOH, J., P. A. ONANUGA, and O. A. IBRAHIM. "ORGANISATIONAL CULTURE AS A DETERMINANT OF WORKERS’ JOB COMMITMENT IN PUBLIC SECONDARY SCHOOLS IN OGUN STATE, NIGERIA." Journal of Humanities, Social Science and Creative Arts 13, no. 1 (November 8, 2019): 89–97. http://dx.doi.org/10.51406/jhssca.v13i1.1931.
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This study examined organisational culture as a determinant of workers’ job commitment in public secondary schools in Ogun State. The study adopted an ex-post facto design approach. The population consists of all workers (teaching and non-teaching staff) in secondary schools in Ogun State, Nigeria. A multi-stage random sampling technique was adopted where five (5) public secondary schools (comprising of both junior and senior) were randomly selected from each of the local government area s from twenty (20) local government areas in Ogun State, making a total of ten (10) secondary schools were selected for the study. Stratified random sampling technique was used in selecting ten (10) workers (teaching and non-teaching) from each junior and secondary schools respectively, making a total number of twenty (20) workers from each of the selected ten (10) secondary schools. A total number of 200 workers was selected for the study. The instrument used for this study is a questionnaire which is sub-divided into three sections. Section A was used to collect information on personal characteristics of the respondents while Section B contained Workers Organisational Commitment Scale which was designed to measure workers’ job commitment. Section C contained Organisational Climate Index (OCI) and was used to measure organisational culture. Data was analyzed using regression and T-test analysis at 0.05 level of significance. Findings revealed that organisational culture has significant relationship with public secondary school workers’ job commitment and that there was no significant difference in public secondary school workers’ job commitment between senior and junior school employees. It is concluded that organisational culture determines job commitment of public secondary school employees in Ogun State. Based on the findings, it is therefore recommended that motivation strategies should adopted to improve teachers’ salaries and promotions. Teachers should positively change their attitude s to work and view their job as more of a call than a profession.
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Olusegun, Atoyebi Adeola, Omoteso Bonke Adepeju, and Babalola Tofunmi Matthew. "Influence of Self-efficacy on Academic Competence of Secondary School Students in Osun State." American International Journal of Education and Linguistics Research 3, no. 1 (March 20, 2020): 38–44. http://dx.doi.org/10.46545/aijelr.v3i1.150.
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The study ascertained the level of academic competence of secondary school students in Osun State and also determined level of self-efficacy of the students. It investigated the influence of self-efficacy on the students’ academic competence. These were with a view to providing information on factor that could influence the academic competence of secondary school students. The study adopted descriptive survey research design. The population for the study comprised senior secondary school students in Osun State. The sample size comprised 600 respondents, selected using multistage sampling technique. One Local Government Area (LGA) was selected from each of the three senatorial districts in the State using simple random sampling technique. From each LGA, four senior secondary schools were selected using simple random sampling technique (12 schools in all) and from each school, 50 students were selected from senior secondary II using simple random sampling technique. Three instruments were used to collect information for the study, namely: Academic Competence Evaluation Scale (ACES), and General Self-Efficacy Scale (GSES). Data collected were analyzed using percentages and ANOVA. The results showed that 9.41%, 60.21% and 30.37% of secondary school students in Osun State demonstrated low, moderate and high levels of academic competence respectively. The results of the study also indicated that there was a significant positive influence of self-efficacy on academic competence of the students (F =69.35; p<0.05). The study concluded that self-efficacy influenced academic competence of secondary school students in Osun State.
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Senimetu, Ileuma. "PRINCIPALS’ MANAGERIAL SKILLS ANDEFFICIENT MANAGEMENTOF EDUCATIONAL RECORD KEEPING IN SECONDARY SCHOOLS, EDO STATE." International Journal of Strategic Research in Education, Technology and Humanities 8, no. 1 (September 3, 2020): 96–106. http://dx.doi.org/10.48028/iiprds/ijsreth.v8.i1.09.
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The aim of the study was to investigate whether there would be a positive relationship between principals’ managerial skills and efficient educational records keeping. Descriptive survey research design was employed in the study. Simple random sampling technique was used to select a total of One hundred and two principals from public secondary schools in Edo State. One research question was raised for the study. Four research hypotheses were formulates to guide the study. A researcher-designed instrument titled” Principal managerial skills and educational record keeping Questionnaire (PMSERKQ) was used for the study. The face validity of the instrument was ascertained and a reliability Coefficient of 0.71 of the instrument was obtained using the test-retest method. The means of standard deviation was used to analysis the research question. Data were analyzed using Pearson Product moment correlation and multiple regressions. Results indicated a significant relationship between the administrative leadership styles of the principals and the management of record keeping in the public secondary schools (r = .618, p< 0.05); it was revealed a significant relationship between the educational qualifications of the principals and the management of records keeping in the public secondary schools(r = .526,p< 0.05): also it was revealed that supervisory styles of the principal correlates with management of record keeping (r=.463, p< 0.05); both variables jointly explain 38% of the variance observed in the management of records keeping in public secondary schools in Edo state and it was statistically significant at F (df =2, 99) = 6.423.The result revealed that secondary school principals have different ways of managing school records in other to meet with the management of school records. Based on the findings, it was recommended that secondary school principals should be encouraged to attend conferences, workshops in-service training and retraining and seminars in other to polished and enhance their administrative skills. School principals should properly keep and manage educational records for utilization and future retrieval thereby enhancing efficiency and effectiveness of the school system. Supervisory styles by the school principals would promote the effectiveness and efficiency of the educational records in the school system.
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Justina U, Eze,, and Igbo, Janet N. "Socio-Psychological School Services and Improvement of Intellectual Functioning of Secondary School Students in Enugu Education Zone of Enugu State, Nigeria." Indian Journal of Applied Research 4, no. 3 (October 1, 2011): 102–7. http://dx.doi.org/10.15373/2249555x/mar2014/32.
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E. Okon, James, Festus O. Arop, Rosemary O. Osim, and Nse N. Ukpong. "Principals’ Management of School Material Resources and Secondary Education Goal Attainment: A Case Study of Secondary School Managers in Akwa Ibom State, Nigeria." Journal of Social Sciences Research, no. 69 (September 30, 2020): 856–64. http://dx.doi.org/10.32861/jssr.69.856.864.
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The main thrust of this study was to examine principals’ resources management and goal attainment in public secondary schools. Three null hypotheses were formulated following the specific purposes of the study. This study was tailored to follow the ex-post facto research design. The population of this study consisted of 681 secondary school administrators (227 principals and 454 vice principals) distributed across 227 public secondary schools situated in Akwa Ibom State, Nigeria. Census technique was adopted in studying the entire population. A self-structured and administered questionnaire titled, “Principals’ Resources Management and Goal Attainment Questionnaire (PRMEAQ)” was used as data collection instrument. The null hypotheses of the study were all tested at. 05 level of significance using the Pearson Product-Moment Correlation Analysis. Findings of the study indicated that financial management, management of school libraries and school records management all have a partial significant relationship with goal attainment in secondary schools. In line with this finding, relevant policy implications were discussed. It is recommended, among others, that secondary school principals should effectively and prudently utilize available material resources as well as internally generated funds for judicious purposes.
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Regina, N. Osakwe. "Management of School Records by Secondary School Principals in Delta State, Nigeria." Social Sciences 6, no. 1 (January 1, 2011): 40–44. http://dx.doi.org/10.3923/sscience.2011.40.44.
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Glen, John, and Joseph Nellis. ""The price you pay": The impact of state-funded secondary school performance on residential property values in England." Panoeconomicus 57, no. 4 (2010): 405–28. http://dx.doi.org/10.2298/pan1004405g.
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This paper examines the relationship between state-funded secondary school performance and local residential property values in seven major English cities. When choosing which secondary school they wish their children to attend, parents will be aware of the school?s performance in Key Stage 3, GCSE and A- level examinations. We suggest that GCSE examination results will be the measure of school performance that parental choice will be most closely correlated with. Therefore, secondary schools with good GCSE examination results will be ?oversubscribed? in that more students will wish to attend these schools than there are places available. Schools will then have to develop mechanisms for rationing the available places - central to rationing strategies in English schools at the moment is geographical proximity of the family home to the school of choice. Parents will thus have a strong incentive to purchase houses in the ?catchment? area of high performing schools. Our results suggest that this is the case, with high performing schools stimulating a price premium in local residential property markets of between 1% and 3% for each additional 10% point improvement in the pass rate in GCSE examinations.
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Aduwa, John. "Impact of boarding secondary schools on students’ achievement in mathematics in Bayelsa State, Nigeria." Tropical Journal of Education 2, no. 1/2 (February 28, 2021): 45–55. http://dx.doi.org/10.47524/tje.v2i1.6.
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The study examined the impact of boarding Secondary Schools on students’ achievement in mathematics. The study was conducted in Ogbia Education Zone of Bayelsa State, Nigeria. Two research questions and their corresponding null hypotheses guided the study. A post-test only of quasi- experimental research design was adopted. Furthermore, a purposive sampling technique was used to select a sample size of 219 senior secondary school class 1 (SSS 1) mathematics students from a mixed model boarding secondary school. This school consisted of both boarding and day students. A Mathematics Achievement Test (MAT) was used to collect data from the students after a period of instruction that lasted for one full academic term. All data collected were analysed by the methods of mean, standard deviation and t-test statistics. The finding indicated that the establishment of the model boarding secondary schools by the Bayelsa State Government had a very significant impact on students’ achievement in mathematics. The study recommended that more model boarding secondary schools should be established by the Bayelsa State Government.
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Wirth, Alex, and Boris Aberšek. "STATE AND DEVELOPING OF DISCIPLINE AT LOVER SECONDARY SCHOOLS." ŠVIETIMAS: POLITIKA, VADYBA, KOKYBĖ / EDUCATION POLICY, MANAGEMENT AND QUALITY 9, no. 2 (November 25, 2017): 89–97. http://dx.doi.org/10.48127/spvk-epmq/17.9.89.
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Discipline is essential in class. Without it the educational process is difficult if not impossible. In this manner students and teachers will not meet curricula goals. There are and there will always be some kind of conflicts between teachers and students, but they should not evolve to become a problem that threatens achieving curricula aims. Teachers (especially elderly teachers) often express pessimism about contemporary students. They say that today's students have less knowledge and that they misbehave more often than previous generations. A research was conducted among students which tried to determine the rate of discipline in schools in Celje to see if these statements are true. Questionnaires were distributed to students of one primary and one high school in Celje, Slovenia. Answers were collected from 234 students. On the one hand, it was found out that senior high school students have the worst level of discipline of all the grades involved in the study. They themselves assess their class atmosphere as less disciplined. They report that teachers use a lot of time to calm the class down. All this is probably a factor in lower average mark that the senior high school students report to have. On the other hand, it was found out that teachers do not react to the disturbance or they are trying to be repressive. These are not the correct ways of dealing with discipline issues. Keywords: state of discipline, contemporary students, discipline problems.
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Asiyai, Romina Ifeoma. "Deviant Behaviour in Secondary School and its Impact on Students’ Learning." Journal of Educational and Social Research 9, no. 3 (September 1, 2019): 170–77. http://dx.doi.org/10.2478/jesr-2019-0034.
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Abstract Students come to school to acquire knowledge, skills, positive behaviour and values for good citizenship. Students learning become more effective and meaningful when the classroom and school environment is calm and devoid of distractions. This study examined deviant behaviour in schools and how it impacts on students’ learning The study drew its sample from a population of public secondary schools in Edo State, Nigeria. The sample comprised 500 teachers selected through random sampling techniques from twenty secondary schools in the state. The questionnaire was the instrument for data collection from the respondents. Descriptive statistics were employed in the analysis of data. The findings revealed that deviant behaviour was prevalent in urban and rural schools but was more prevalent in urban schools than in rural schools. The findings further revealed that the extent of prevalent of deviant behaviour in large schools was more than in small schools. Deviant behaviour severely impacted on students’ learning. The study concluded by recommending the adoption of appointing two principals to head large schools. Principals of large schools should employ collaboration with school management team to effectively combat deviant behaviours.
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Eddy, Lisa, Kevin English, Beth Shaum, and Sarah Andrew-Vaughan. "The Way We Teach Writing Now: The Secondary School Perspective." PMLA/Publications of the Modern Language Association of America 133, no. 1 (January 2018): 171–78. http://dx.doi.org/10.1632/pmla.2018.133.1.171.
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Class size and teaching load, hierarchical relations between college and high school, mandates from federal and state government as well as school districts and principals, the socioeconomic status of communities in which schools are located, required external assessments, student and faculty retention rates, and literacy levels of English language learners all shape the way writing is taught in secondary school.
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Abdullahi, U., T. G. Atsua, B. G. Amuda, and A. A. Habu. "IMPACT OF INSECURITY ON SCHOOL ATTENDANCE OF JUNIOR SECONDARY SCHOOL STUDENTS IN MAIBUGURI METROPOLIS, BORNO STATE, NIGERIA." Sokoto Educational Review 14, no. 2 (July 13, 2019): 7. http://dx.doi.org/10.35386/ser.v14i2.114.
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The study addressed three questions, what is the level of school attendance under the crisis situation in Maiduguri metropolis? Are parents and teachers willing to send back their children to the affected schools? Does insecurity have a significant impact on attendance of school children? Impact of Insecurity Questionnaire (IIQ) was developed for the study. The alpha reliability of the questionnaire was .965. It was administered to 225 parents and teachers in 21 junior secondary schools in Maiduguri, Borno state that were affected in the activities of Boko Haram in the metropolis. The responses to the questionnaire were summarized using percentages. Chi-square was computed to test for differences in responses on the impact of insecurity on school attendance. The students were found the level of school attendance under the crisis situation in Maiduguri metropolis has been low but that of male students seems to be lower than that of female students. Parents and teachers were willing to send their children back to the affected schools. The impact of insecurity on school attendance was found to be significant.
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Sangodapo, Akinbode, and Anasthasia, A. Ola. "Effect of School Environmental Factors on Academic Development of Secondary School Students in Boripe Local Government Area of Osun State." International Journal for Innovation Education and Research 8, no. 12 (December 1, 2020): 146–55. http://dx.doi.org/10.31686/ijier.vol8.iss12.2828.
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This study is designed to investigate the effect of school environmental factors, particularly the serenity of school environment and adequacy of school facilities on academic development of secondary school students in Boripe Local Government, Osun State. The study made use of descriptive survey research design. Structured questionnaire was used to collect primary data from the sample size of 41 respondents selected from ten selected secondary schools in Boripe Local Government. relevant works of authorities in related fields were reviewed. Data were presented in tabular form and analyzed, using mean rating and standard deviation as descriptive statistics. Chi square test statistics was used to test the hypotheses at 0.05 level of significance. The study found that the serenity of school environment influences academic development of secondary school students, and that adequate school facilities enhances academic development of secondary school student as wells. It was recommended that government should set standard for serenity of secondary school environment and enforce same to ensure compliance always. Further to this, upgrade, renovation and provision of adequate secondary school facilities should be ensured to enhance students’ academic development at both state and federal level.
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Шарипова, Н. Ж., Қ. Қ. Тоғызбаева, Э. И. Кусайынова, and А. К. Текманова. "PSYCHOEMOTIONAL STATE OF SECONDARY SCHOOL STUDENTS IN DISTANCE LEARNING." Vestnik, no. 2 (June 25, 2021): 138–46. http://dx.doi.org/10.53065/kaznmu.2021.76.26.024.
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Среди проблем глобализации 21 века особое место занимает психоэмоциональное и физическое здоровье детей школьного возраста. В результате научно-исследовательской работы в настоящее время все больше подростков и детей с психоэмоциональным состоянием. Усиление учебного процесса из года в год, повышение требований к учебному процессу в школе, внедрение новых программ, семейная атмосфера, нарушение отношений ребенка с учителем, друзьями, последствия негативного влияния социальной среды приводят к возникновению психоэмоциональной дисгармонии среди подростков. Также ситуация с пандемией, объявленная ВОЗ 1 марта 2020 года в связи с эпидемией covid-19, не повлияла на психологическое и физиологическое состояние школьников, как указано во многих литературных источниках. Формат самоизоляции и перехода на дистанционное обучение снижение физической активности, длительная работа за компьютером, возникновение материальных изменений в семье, связанных с системой карантина, привели к ухудшению настроения ребенка, общей усталости, депрессии, различным дисфункциональным психическим реакциям. Все это способствует нарушению здоровья школьников, возникновению и распространению психосоматических заболеваний Among the problems of globalization of the 21st century, a special place is occupied by the psycho-emotional and physical health of school-age children. As a result of research work, there are now more and more teenagers and children with a psychoemotional state. Strengthening the educational process from year to year, increasing the requirements for the educational process at school, the introduction of new programs, the family atmosphere, the violation of the child's relationship with the teacher, friends, the consequences of the negative influence of the social environment lead to the emergence of psychoemotional disharmony among adolescents. Also, the situation with the pandemic, announced by WHO on March 1, 2020 in connection with the covid-19 epidemic, did not affect the psychological and physiological state of schoolchildren, as indicated in many literary sources. The format of self-isolation and the transition to distance learning reduced physical activity, prolonged work at the computer, the occurrence of material changes in the family associated with the quarantine system, led to a deterioration in the child's mood, general fatigue, depression, and various dysfunctional mental reactions. All this contributes to the violation of the health of schoolchildren, the emergence and spread of psychosomatic diseases
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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 (February 26, 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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Ali Elssalih, Elssadig. "The level of teachers' job satisfaction in secondary schools of East Darfur state in Sudan." Technium Social Sciences Journal 21 (July 9, 2021): 250–65. http://dx.doi.org/10.47577/tssj.v21i1.3754.
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The purpose of the study was to investigate teachers’ job satisfaction in secondary schools of East Darfur state in Sudan. The sources of data for this research remained secondary school teachers and school principals. The primary data collection instrument was questionnaire for teachers. Besides, the sample school principals was an interview. The sample consists of 650 teachers and ten principals. Teachers were selected using simple random sampling; the school principals were selected using purposive sampling. The questionnaire was distributed to 284 teachers, and the interview was administered to 8 principals, 284 teachers, and eight principals who filled in the questionnaire and returned them. Descriptive statistics, one-sample t-test, and ANOVA test were employed in this study using SPSS to analyze the quantitative data. The qualitative data were analyzed utilizing the thematic analysis method and interview. The study's main findings indicated that there is statistical significance since it is P <0.5. There is a lower level of teachers’ job satisfaction in secondary schools of East Darfur state. One-Way ANOVA showed that were statistically significant differences between groups about the teachers’ job satisfaction of the variables. In conclusion, the teachers ‘satisfaction in secondary schools requires continuous support to raise the level of school teachers. The paper proposed research recommendations and significant suggestions. Since this study was delimited only to education in Eldaien within a single locality, in East Darfur State, the findings lack comprehensive and generalizability of the area. As a result, researchers are recommended to undertake similar research secondary schools at the national level and develop all-embracing and superior findings.
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Oladapo, Margaret M., and William R. Brieger. "Reproductive Knowledge, Attitudes and Behaviour of Secondary School Students in Akure, Nigeria." International Quarterly of Community Health Education 16, no. 4 (January 1997): 341–58. http://dx.doi.org/10.2190/l85j-x8cj-jlw3-cg6u.
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Adolescents are subject to many life changes as their secondary sexual characteristics emerge. Contrary to parents' and society's wishes, these young people are more sexually active then previous generations and thus at greater risk of unwanted pregnancies, sexually transmitted diseases, and related problems. Adolescents enrolled in school have the potential opportunity to learn ways to prevent these reproductive and sexual health problems, but there is concern whether schools are living up to this challenge. Therefore, this study was designed to learn whether adolescents in secondary school in the Ondo State capital of Akure have reproductive health education and are practicing healthy sexual behaviors. The study was based on a sample of six of the twenty-eight secondary schools in Akure that fell under the jurisdiction of the Ondo State Post-Primary Schools' Management Board. Focus was placed on pupils in the final years of both Junior Secondary School (JSS 3) and Senior Secondary School (SSS 3). Overall, 30 percent of the young people reported having sexual intercourse: 21 percent of females and 38 percent of males. Also 39 percent in SSS 3 reported having had sex compared to 21 percent in JSS 3. Forty percent of students in coeducational school compared to 19 percent in boy's school and 8 percent in girl's school had sex. Respondents averaged only 11 points on a 33-point scale of reproductive health knowledge. Students in the senior classes and those in single sex schools scored higher. The mass media was stated to be the major source of reproductive health knowledge; only one-third reported that they had actually talked with someone about their reproductive health concerns. Attitudes toward pre-marital sex were more favorable among male students, pupils in mixed sex schools and those whose parents had lower levels of education. These findings suggest not only that the schools must take a more active role in providing reproductive health education, but that this should be done in the junior secondary years before most pupils become sexually active.
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Wall, Russell, and James S. Rinehart. "School-Based Decision Making and the Empowerment of Secondary School Teachers." Journal of School Leadership 8, no. 1 (January 1998): 49–64. http://dx.doi.org/10.1177/105268469800800103.
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The purpose of this study was to investigate teacher empowerment in high schools that had a school council over varying lengths of time (either zero, one, two, or three years). Teachers in this study were in a state that mandated a school governance process to involve teachers in the decision-making process. A School Participant Empowerment Scale (SPES) was used to measure empowerment and it contained the following six subscales: decision making, autonomy, self-efficacy, professional growth, status, and impact. Each teacher received a packet containing a demographic form, the School Participant Empowerment Scale (six scales), and a self-addressed, stamped envelope. The returned data were analyzed by a MANOVA technique resulting in a significant Wilkeslambda. A follow-up procedure (ANOVA) indicated that a significant difference existed on the decision-making scale between schools with no experience with councils and those with three years experience. There were no significant differences for the remaining subscales. These results are interpreted and implications for practitioners and policymakers are suggested.
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Kwashabawa, Bala Bakwai. "ASSESSMENT OF THE ROLE OF SCHOOL COMMUNITY RELATIONSHIP IN THE DEVELOPMENT OF SECONDARY EDUCATION IN ZAMFARA STATE." Sokoto Educational Review 14, no. 1 (June 30, 2013): 11. http://dx.doi.org/10.35386/ser.v14i1.86.
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This study investigated the roles of school community relationship in the development of secondary education in Zamfara State. The population of the study consisted of all the principals, vice principals, teachers and PTA officials of the 89 senior secondary schools in Zamfara state. The research design adopted was descriptive survey and questionnaire was used in collecting data. Among the major findings of the study is that school community relationship is very significant in the development of secondary education in Zamfara State because it helps in the discipline of students, welfare of teachers, the planning of curriculum, information sharing and dissemination, provision of school facilities, finance, policies, security, management decision and in monitoring students' progress. It is also found resources which Zamfara State Senior Secondary classrooms, halls and lecture theatres, playgrounds, libraries, business centres, restaurants and/or canteens, furniture, parks and gardens and school farms. It is concluded that school community relationship plays a very significant role in the development of secondary education in Zamfara State. It is recommended that School principals should have some information about the composition of the community, what community opinion is regarding both broad educational issues and day to day operation of the school itself. And also school administrators should acquaint themselves with educational resources available in the community in order that they can be utilized to enrich and enhance the school
programmes.
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Dubuisson, Carine, Sandrine Lioret, Gloria Calamassi-Tran, Jean-Luc Volatier, and Lionel Lafay. "School meals in French secondary state schools with regard to the national recommendations." British Journal of Nutrition 102, no. 2 (December 24, 2008): 293–301. http://dx.doi.org/10.1017/s0007114508149212.
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In 2001, a circular addressing both the composition of school meals and food safety issues was introduced in France to improve the nutrient composition of school meals and provided food-frequency guidelines to guarantee dietary balanced meals. The present study assesses the extent to which secondary state schools are familiar with and implement this circular. In 2005, a nationally representative sample of 1440 secondary state schools received a questionnaire on their catering service and the implementation of the circular's recommendations, and were requested to enclose all menus (lunches and dinners) served over 1 month. Menu analysis shows that progress is still required to achieve a meal composition in accordance with the food-group frequency guidelines appended to the circular. Some recommendations are followed by most of the schools, such as limiting high-fat products and providing plenty of raw fruits and vegetables, cooked vegetables and starchy foods. Other guidelines should be implemented further, especially with regard to the nutritional quality of main courses and dairy products, which are met by less than a third and a half of schools, respectively. Specific efforts are necessary for evening meals to ensure that the nutritional requirements of boarders are covered. Some recommendations, such as the food purchasing manager being trained in nutrition (38 % of schools) and the involvement of dietetic expertise when designing meals (6 %), seem to be linked to better dietary balance of meals. Implementation of the circular must therefore be promoted in schools and may require stronger regulatory nutrition standards and better cooperation between schools.
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Humaidi, Humaidi, Endar Pituringsih, and Muh Irwan. "DETERMINAN AKUNTABILITAS KINERJA SEKOLAH MENENGAH NEGERI SE-PULAU LOMBOK." EKUITAS (Jurnal Ekonomi dan Keuangan) 1, no. 4 (September 4, 2018): 532–51. http://dx.doi.org/10.24034/j25485024.y2017.v1.i4.84.
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This study aims to test and to find empirical evidence about the effect of clarity goal budgeting, budgeting participation, reporting and accounting control system to the accountability performance of the public high schools throughout the Lombok Island. The method used is associative research. The total population are 262 public high schools. To determine the number of population samples used the formula Slovin with standard error of 10% in order to obtain a sample size of 72. Respondents were recruited in this study are development school teams and school stakeholders. The analytical tool used in the study were multiple linear regression, the unit of analysis in this study are state secondary school (junior high school, senior high school, and vocational school) throughout the Lombokisland. The results of this study showed that the goal clarity budgeting, budgeting participation, reporting and accounting control and simultaneous partial effect on performance accountability of state secondary schools throughout the Lombok Island. This study may provide information to stakeholders (government and public) to evaluate and to do the monitoring function process of accountability and transparency of state budgets secondary schools throughout the Lombok Island
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Olofsson, Anders D., Ola J. Lindberg, and Göran Fransson. "Students’ voices about information and communication technology in upper secondary schools." International Journal of Information and Learning Technology 35, no. 2 (March 5, 2018): 82–92. http://dx.doi.org/10.1108/ijilt-09-2017-0088.
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Purpose The purpose of this paper is to explore upper secondary school students’ voices on how information and communication technology (ICT) could structure and support their everyday activities and time at school. Design/methodology/approach In all, 11 group interviews were conducted with a total of 46 students from three upper secondary schools. NVivo PRO 11 was used for a qualitative content analysis. Findings The results show that ICT plays a central role in the students’ schooling, not in terms of “state-of-the-art” technology, but rather as “state-of-the-actual”, by for example supporting the writing process and for peer support, digital documentation and storage. Research limitations/implications A relatively small number of students in three schools and three specific programmes make generalisations difficult. Practical implications Students’ perspectives on the “state-of-the-actual” could influence teachers’ use of ICT in education, their professional development activities and the development of an in-school ICT infrastructure. Social implications The study could lead to a better understanding of students’ expectations and use of ICT at school and in everyday life. Originality/value The originality of this paper is the focus on students’ voices about how the basic use and functionality of ICT could structure and support their everyday activities at school.
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Post, Eric G., Karen G. Roos, Stephen Rivas, Tricia M. Kasamatsu, and Jason Bennett. "Access to Athletic Trainer Services in California Secondary Schools." Journal of Athletic Training 54, no. 12 (December 1, 2019): 1229–36. http://dx.doi.org/10.4085/1062-6050-268-19.
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Context California is currently the only state that does not regulate who can and cannot call themselves athletic trainers (ATs). Therefore, previous national or state-specific investigations may not have provided an accurate representation of AT availability at the secondary school level in California. Similarly, it is unknown whether the factors that influence AT availability in California, such as socioeconomic status, are similar to or different from those identified in previous studies. Objective To describe the availability of ATs certified by the Board of Certification in California secondary schools and to examine potential factors influencing access to AT services in California secondary schools. Design Cross-sectional study. Setting Online survey. Patients or Other Participants Representatives of 1270 California high schools. Main Outcome Measure(s) Officials from member schools completed the 2017–2018 California Interscholastic Federation Participation Census. Respondents provided information regarding school type, student and student-athlete enrollment, whether the school had ATs on staff, and whether the ATs were certified by the Board of Certification. The socioeconomic status of public and charter schools was determined using the percentage of students eligible for free or reduced-price lunch. Results More than half (54.6%) of schools reported that they either did not employ ATs (47.6%) or employed unqualified health personnel (UHP) in the role of AT (7.0%). Nearly 30% of student-athletes in California participated in athletics at a school that did not employ ATs (n = 191 626, 28.9%) and 8% of student-athletes participated at a school that employed UHP in the role of AT (n = 54 361, 8.2%). Schools that reported employing ATs had a lower proportion of students eligible for free or reduced-price lunch than schools that did not employ ATs and schools that employed UHP (both P values < .001). Conclusions With ongoing legislative efforts to obtain regulation of ATs in California, secondary school administrators are encouraged to hire ATs with the proper certification to enhance the patient care provided to student-athletes and improve health outcomes.
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Salisu, Abba. "Empowerment Influence on Turnover Intention of Public Secondary School Teachers in Katsina State Nigeria." Issues and Ideas in Education 9, no. 1 (March 31, 2021): 1–6. http://dx.doi.org/10.15415/iie.2021.91001.
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Background: Secondary school teacher’s turnover is one of the problems bedeviling education sector in Katsina state. The sector can hardly be improved unless the situation is changed. To change the situation the stakeholders should focus on the need to enhance secondary school teacher’s satisfaction, commitment and empowerment.Purpose: The study examines the influence of empowerment on turnover intention of teachers of public secondary schools in Katsina State Nigeria. In addition the study examines which dimension among the dimensions of empowerment best influences turnover intention of teachers of public secondary schools in Katsina state, Nigeria. Methods: Empowerment and Turnover Intention questionnaires were used to get the needed data. Multiple regression analysis was used to analyze the data gathered using SPSS version 20.0. Results: The results show that the dimensions of empowerment significantly and negatively explain 40% of variance of turnover intention. Additionally, among the dimensions of empowerment namely; perceived control, perceived competence and goal internalization, perceived competence makes the largest contribution followed by perceived control; beta -.35 and -.31 respectively. Conclusion: the study establishes that empowerment significantly and negatively relates to turnover intention of teachers of public secondary schools in Katsina state Nigeria.
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Odam, George. "Teaching composing in secondary schools: the creative dream." British Journal of Music Education 17, no. 2 (July 2000): 109–27. http://dx.doi.org/10.1017/s0265051700000218.
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Composing is an obligatory activity at Key Stage 3 in the present National Curriculum in music for England and for Wales. The research programme, based on field visits, seminars and questionnaires, seeks to identify a basis for effective classroom practice through direct observation of experienced teachers and their pupils in twenty-six State secondary schools across England. Visits have also been made to Northern Ireland, Scotland and Wales. Group-work is the dominant working method in most secondary schools. Much time is at present wasted in group-work and it contributes significantly to stress in both teachers and pupils. Composing is largely an individual activity and this is insufficiently acknowledged or planned for at Key Stage 3. Too many teachers use methods inappropriate to the resources available to them. There are problems of progression and preservation of pupils' work. Despite these problems there is strong evidence that many children enjoy composing activities in school and compose music in and out of school for a variety of reasons and occasions. Composing is firmly established in our music education curriculum and provides a unique feature of practice in the United Kingdom. When composing is taught well, pupils look forward to their music lessons in the secondary school and approve of and enjoy composing activities.
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Berger, Lisa. "Equivalence Relations across the Secondary School Curriculum." Mathematics Teacher 106, no. 7 (March 2013): 508–12. http://dx.doi.org/10.5951/mathteacher.106.7.0508.
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Joseph, Babalola Olurotimi. "Evaluating Reading Habit among Junior Secondary School Students in Ekiti State in Nigeria." International Journal of Language Education 4, no. 2 (March 30, 2020): 74. http://dx.doi.org/10.26858/ijole.v4i2.10206.
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Abstract The study evaluated reading habit among students in Ekiti State Secondary Schools. The study specifically examined the frequency and time of reading among Junior Secondary School students in Ekiti State, the extent students read, how teachers’ attitudes affect their students reading habits, and ways reading habit can be improved. The descriptive research design of the survey type was adopted in this study. The population for the study consisted all of the Junior Secondary School Students in public secondary schools in Ekiti \central senatorial district. The size of the sample was 200 students drawn from ten public secondary schools using multistage sampling technique. A self-structured questionnaire tagged Reading Habit Questionnaire (RHQ) was used to collect relevant data for the study. The responses obtained were collated and analyzed using descriptive statistics. The findings revealed that most of the students rarely read as majority of them spend less than 2 hours daily on reading. They settle down to read only when given assignments or when examination was near. Based on the findings, it is therefore recommended among others that parents should teach their children to start reading from an early age and should provide reading materials for them. Also, it was recommended that teachers should engage students in fervent reading and writing activities. Keywords: Reading, Habit, Library, Descriptive, Revealed Students Teachers
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Anna, Ebunu, Akpofure. "Participatory Management for Enhancing Students' Academic Performance in Public Secondary Schools in Rivers State." Advances in Social Sciences Research Journal 7, no. 5 (May 16, 2020): 145–56. http://dx.doi.org/10.14738/assrj.75.8197.
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This study investigated participatory management for enhancing students' performance in public secondary schools in Rivers State. The study adopted descriptive survey design. The population of the study was all the 276 principals and 8,452 teachers in public senior secondary schools as well as 4,455 students’ parents. The sample of the study was 730 respondents, comprising 90 principals, 360 teachers and 280 parents who were selected through the combination of stratified sampling, simple random sampling and purposive sampling techniques. Instrument of data collection was 10 items questionnaire titled, “Teachers and Parents Participation in Secondary School Management Questionnaire (TPPSSMQ). The instrument was a validated four-point likert styled, Strongly Agree (SA), Agree (A), Disagree (D) and Strongly Disagree (SD). It has a reliability index of 0.82, using Cronbach Alpha Statistical test. The research questions were analysed using mean and standard deviation whereas the hypotheses were tested using z-test statistics at 0.05 alpha level. The findings of the study revealed that the involvement of teachers in school decision-making would give teachers broader opportunity to make inputs in policy issues that concern effective instructional delivery. The study further showed that the involvement of parents in school decision-making would give them ample platform to offer their advices on how to improve the quality of teaching and learning. Based on the findings, the study recommended that school managers should give teachers meaningful opportunities to make inputs, that such opportunities will empower them to take decisions on issues affecting their work performance and productivity for enhanced students' achievement. Furthermore, school authorities should accord parents’ opportunities to offer their advices on how to enhance resource accountability to foster efficient school management and quality teaching and learning in the school.
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Uchegbue, Henrietta O., and Melvina N. Amalu. "An assessment of sex, school type and retention ability in basic technology achievement among senior secondary school students." Global Journal of Educational Research 19, no. 1 (June 26, 2020): 1–7. http://dx.doi.org/10.4314/gjedr.v19i1.2.
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Given the laudable purposes attached to study of Basic Technology in JSS, it is therefore important that students retain the skills and knowledge acquired in the course of studying the subject in the school. However, sadly, the intended effect Basic Technology as a subject in the secondary school system should have, has not been seen in the generation of able manpower readily employable for the economy. The study investigated the difference between the retention ability of male and female senior secondary students in Basic Technology, and how school type (public/private) influence retention. Two research hypotheses were formulated for the purpose of the study. The research design used in carrying out this study is Ex–post facto design. This study covered the Southern Educational Zone of Cross River State, Nigeria. The population of the study comprised all senior secondary school three (SS3) students in the government-owned secondary schools and private-owned secondary schools in the southern educational zone of Cross River State. The sampling technique used is stratified random sampling technique. The sample size for this study was 487 senior secondary school three (SS3) students drawn from fourteen schools in seven local government areas of southern educational zone. The research instrument used in the study is the achievement test. The statistical analyses techniques adopted to analyze the data collected were dependent t-test and independent t-test respectively. Findings of the study showed that there is no significant difference in retention between males and females, public and private schools in senior secondary school in Basic Technology. Based on the findings of the study, recommendations were made which include that there is a need to focus on the female folks in the execution of national policy on education. This study shows that the female folk arecapable of achieving and retaining as much the male folks during learning. Much effort should be made by the government to bridge the disparity between male and female folks in enrolment into and completion of the secondary school education.
Keywords: gender, retention ability, achievement, technology, school type
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Myers, Gael, Megan Sauzier, Amanda Ferguson, and Simone Pettigrew. "Objective assessment of compliance with a state-wide school food-service policy via menu audits." Public Health Nutrition 22, no. 09 (February 22, 2019): 1696–703. http://dx.doi.org/10.1017/s1368980019000156.
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AbstractObjectiveThe Healthy Food and Drink Policy was implemented in Western Australian government schools in 2007. The aim of the present study was to assess the compliance of Western Australian school canteen menus with the policy a decade after its introduction.DesignThe traffic-light system that underpins the Healthy Food and Drink Policy categorises foods and drinks into three groups: ‘green’ healthy items, ‘amber’ items that should be selected carefully and ‘red’ items that lack nutritional value. Canteen menus were collected online and each menu item was coded as a green, amber or red choice.SettingWestern Australia.ParticipantsOnline canteen menus from 136 primary and secondary government schools.ResultsThe majority of audited school menus met policy requirements to include ≥60 % green items (84 %) and ≤40 % amber items (90 %), but only 52 % completely excluded red items. Overall, approximately half (48 %) of school canteen menus met all three traffic-light targets. On average, 70 % of the menu items were green, 28 % were amber and 2 % were red. Primary-school canteen menus were more likely than those from secondary schools to meet the requirements of the policy.ConclusionsWhile the sampled Western Australian government school canteen menus were highly compliant with most of the requirements of the Healthy Food and Drink Policy, many offered red foods and/or drinks. Providing all schools with further education about identifying red items and offering additional services to secondary schools may help improve compliance rates.
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Olufunmilola, Olorunsola Edith. "Relationship Between Personnel Management And Students’ Academic Performance in Ondo State Public Secondary Schools, Nigeria." International Journal of Learning and Development 10, no. 2 (May 19, 2020): 1. http://dx.doi.org/10.5296/ijld.v10i2.17060.
Full textAbstract:
This study examined the extent of personnel management and the level of academic performance of secondary schools’ students in Ondo State. The study also examined the relationship between personnel management and academic performance of students. The study adopted the descriptive research design of the survey type. The population of the study consisted of 16,563 public secondary school teachers in 304 public secondary schools in Ondo state. The sample comprised 900 teachers selected from 36 secondary schools in Ondo State using multistage sampling procedure. Two sets of instruments tagged personnel management questionnaire (PMQ) and an inventory on Senior Secondary School Certificate Examination Result (ISSCER) were used for the study. The two instruments were validated by experts in Educational management and Test and Measurement to determine the appropriateness in order to ensure the face and content validity of the instrument. Test retest method of reliability was used to ascertain the reliability of the PMQ and a reliability coefficient of 0.81 was obtained. The research questions were answered using frequency count and percentage score while Pearson Product Moment correlation was used to test the hypothesis. The findings revealed that the level of personnel management in Ondo State was moderate and academic performance of students in Ondo State was fair. It was recommended that teachers should be motivated through prompt payment of salaries, promotion as and when due and other welfare packages should be paid in order to enhance good academic performance of secondary school students in Ondo State.
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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 (June 12, 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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Voit, Wolfgang, and Arne C. Bathke. "Statistics and Probability at Secondary Schools in the Federal State of Salzburg: An Empirical Study." Austrian Journal of Statistics 44, no. 1 (December 11, 2014): 17–24. http://dx.doi.org/10.17713/ajs.v44i1.12.
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Knowledge about the practical use of statistics and probability in today's mathematics instruction at secondary schools is vital in order to improve the academic education for future teachers. We have conducted an empirical study among school teachers to inform towards improved mathematics instruction and teacher preparation. The study provides a snapshot into the daily practice of instruction at school. Centered around the four following questions, the status of statistics and probability was examined. Where did the current mathematics teachers study? What relevance do statistics and probability have in school? Which contents are actually taught in class? What kind of continuing education would be desirable for teachers? The study population consisted of all teachers of mathematics at secondary schools in the federal state of Salzburg.