Relevant bibliographies by topics / Style administratif

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Academic literature on the topic 'Style administratif'

Author: Grafiati
Published: 4 June 2021
Last updated: 27 January 2023

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Journal articles on the topic "Style administratif"

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Mangenot, Michel. "La revendication d'une paternité: Les hauts fonctionnaires français et le "style" administratif de la Commission européenne (1958-1988)." Pôle Sud 15, no. 1 (2001): 33–46. http://dx.doi.org/10.3406/pole.2001.1121.

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Mabunga, Ronald Allan S., and Maria Eljie M. Mabunga. "Conflict Management among Selected Officials of State Universities and Colleges in the Philippines." MIMBAR PENDIDIKAN 4, no. 1 (May 1, 2019): 1–20. http://dx.doi.org/10.17509/mimbardik.v4i1.16967.

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ABSTRACT: The study concerns on dominant conflict management approach of officials of selected SUCs (State Universities and Colleges) in the Philippines. Related studies and literature on the importance of systems approach in organizational analysis along with theories and practices on the role of culture in conflict analysis and resolution along with the principles and theories in negotiation and conflict management system design are presented and utilized as the research theoretical framework. Kenneth W. Thomas Ralph H. Kilmann (2017)’s conflict behavior survey instrument was also used. The results show that the dominant conflict management style of officials from the selected SUCs in the Philippines is that of “collaborator”. The respondents open to other conflict management styles in responding to conflicts, including compromiser, accommodator, controller, and avoider. While the sex and administrative positions of the respondents (university officials) do not have any statistical significant difference in their preference of conflict management styles. So, more than majority of the respondents are using several conflict management styles as they address interpersonal conflicts in various contexts.KEY WORD: Conflict Management Style; University Officials; Interpersonal Conflicts. ABSTRAKSI: “Manajemen Konflik diantara para Pejabat Terpilih pada Universitas dan Perguruan Tinggi Negeri di Filipina”. Studi ini mengenai pendekatan manajemen konflik yang dominan dari para pejabat SUCs (Universitas dan Perguruan Tinggi Negeri) tertentu di Filipina. Terkait dengan studi dan literatur tentang pentingnya pendekatan sistem dalam analisis organisasi bersama dengan teori dan praksis tentang peran budaya dalam analisis dan resolusi konflik bersama dengan prinsip-prinsip dan teori dalam negosiasi dan desain sistem manajemen konflik disajikan dan digunakan sebagai kerangka teori penelitian. Instrumen survei perilaku konflik dari Kenneth W. Thomas Ralph H. Kilmann (2017) juga digunakan. Hasil kajian menunjukan bahwa gaya manajemen konflik dari pejabat yang dominan dalam SUC terpilih di Filipina adalah "kolaborator". Responden terbuka terhadap gaya manajemen konflik lainnya dalam menanggapi konflik, termasuk kompromi, akomodator, pengontrol, dan penghindar. Manakala jenis kelamin dan posisi administratif responden (pejabat universitas) tidak memiliki perbedaan statistik yang signifikan dalam preferensi mereka terhadap gaya manajemen konflik. Jadi, lebih dari mayoritas responden menggunakan beberapa gaya manajemen konflik ketika mereka menangani konflik interpersonal dalam berbagai konteks.KATA KUNCI: Gaya Manajemen Konflik; Pejabat Universitas; Konflik Antarpribadi. About the Authors: Ronald Allan S. Mabunga, Ph.D. is a Director, Center for Planning Quality Assurance PNU (Philippine Normal University), Taft Avenue, Manila 1000, the Philippines. Maria Eljie M. Mabunga, M.A. is a Professor in Peace Education at the PNU, Taft Avenue, Manila 1000, the Philippines. For academic interests, the authors are able to be contacted via e-mails address at: mabunga.ras@pnu.edu.ph and mabunga@gmail.com Suggested Citation: Mabunga, Ronald Allan S. Maria Eljie M. Mabunga. (2019). “Conflict Management among Selected Officials of State Universities and Colleges in the Philippines” in MIMBAR PENDIDIKAN: Jurnal Indonesia untuk Kajian Pendidikan, Volume 4(1), Maret, pp.1-20. Bandung, Indonesia: UPI [Indonesia University of Education] Press, ISSN 2527-3868 (print) and 2503-457X (online). Article Timeline: Accepted (October 28, 2018); Revised (December 27, 2018); and Published (March 30, 2019).
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Putra, Mardi Yudhi, Intan Dwi Fatmaningtyas, Indra Muis, Rita Wahyuni Arifin, and Didik Setiyadi. "Pelatihan Online Dasar HTML untuk ASN dan non ASN Pemerintah Kota Bekasi." JUDIMAS 1, no. 1 (August 30, 2020): 14. http://dx.doi.org/10.30700/jm.v1i1.1020.

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<p><em>Memahami dan mempelajari aplikasi berbasis website merupakan sebuah peluang di masa revolusi industri 4.0. Kemampuan penguasaaan teknologi dan informasi khususnya pada para ASN dan Non ASN Pemerintah Kota Bekasi dalam penguasaan HTML dan CSS sangat diperlukan mengingat dalam hal pelayanan administratif didukung dengan teknologi informasi dan komunikasi dalam menjalankan proses bisnis pemerintahan yang terintegrasi. Permasalahan yang terjadi pada saat ini adalah kurangnya memahami konsep dasar HTML (HyperText Markup Language), Kurangnya memahami konsep CSS (Cascading Style Sheets) dan kurangnya memahami pembuatan website dinamis. Pelaksanaan pelatihan Basic HTML dilakukan secara online melalui media <a href="http://www.zoom.us/">www.zoom.us</a>, <a href="http://www.youtube.com/">www.youtube.com</a> dan media sosial <a href="http://www.instagram.com/">www.instagram.com</a>. Kegiatan ini diikuti oleh 98 peserta dengan hasil akhir memberikan hasil yang positif yang terlihat dari umpan balik peserta terhadap materi yaitu pada nilai 4 (Bagus) 49,3% dan nilai 5 (Sangat Bagus) 42.2%.</em></p>
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NB., Mudzakkar. "Strategi Manajemen Konflik Dalam Upaya Penyelesaian Konflik Politik: Suatu Tinjauan Teoritis." JEMMA (Journal of Economic, Management and Accounting) 3, no. 2 (February 4, 2021): 194. http://dx.doi.org/10.35914/jemma.v3i2.643.

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AbstrakPenelitian ini bertujuan untuk mengkaji strategi manajemen konflik dalam upaya penyelesaian konflik politik, suatu tinjauan teoritis. Pendekatan yang digunakan dalam penelitian ini merupakan penelitian kualitatif yang didasarkan pada penelusuran terhadap sejumlah literatul dan paper rujukan yang berkaitan dengan strategi manajemen konflik dalam upaya penyelesaian konflik politik. Hasil kajian menunjukan bahwa konflik dapat terjadi karena adanya pertentangan antara apa yang diharapkan oleh seseorang terhadap dirinya, orang lain, organisasi dengan kenyataan yang terjadi. Ada beberapa penyebab konflik yaitu perbedaan kepribadian, penghambat komunikasi, pertentangan kepentingan, kelangkaan sumber daya, dan gaya administratif yang otokrasi. Ada beberapa strategi yang digunakan dalam menangani konflik termasuk konflik politik antara lain yaitu dengan strategi menghindar, mengakomodasi/ merangkul, kompetisi, kompromi atau negosiasi, dan memecahkan masalah atau kolaborasi dalam menyelesaikan masalah.Kata kunci: manajemen konflik, konflik politik.AbstractThis study aims to examine conflict management strategies in efforts to resolve political conflicts, a theoretical review. The approach used in this research is qualitative research based on tracing a number of literatures and reference papers related to conflict management strategies in efforts to resolve political conflicts. The results of the study show that conflict can occur because of a conflict between what a person expects of himself, other people, the organization and the reality that occurs. There are several causes of conflict, namely personality differences, communication barriers, conflicts of interest, scarcity of resources, and an autocratic administrative style. There are several strategies used in dealing with conflicts including political conflicts, including strategies to avoid, accommodate / embrace, competition, compromise or negotiate, and solve problems or collaborate in solving problems.Keywords: conflict management, political conflict.
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NB., Mudzakkar. "Strategi Manajemen Konflik Dalam Upaya Penyelesaian Konflik Politik: Suatu Tinjauan Teoritis." JEMMA (Journal of Economic, Management and Accounting) 3, no. 2 (February 4, 2021): 194. http://dx.doi.org/10.35914/jemma.v3i2.643.

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AbstrakPenelitian ini bertujuan untuk mengkaji strategi manajemen konflik dalam upaya penyelesaian konflik politik, suatu tinjauan teoritis. Pendekatan yang digunakan dalam penelitian ini merupakan penelitian kualitatif yang didasarkan pada penelusuran terhadap sejumlah literatul dan paper rujukan yang berkaitan dengan strategi manajemen konflik dalam upaya penyelesaian konflik politik. Hasil kajian menunjukan bahwa konflik dapat terjadi karena adanya pertentangan antara apa yang diharapkan oleh seseorang terhadap dirinya, orang lain, organisasi dengan kenyataan yang terjadi. Ada beberapa penyebab konflik yaitu perbedaan kepribadian, penghambat komunikasi, pertentangan kepentingan, kelangkaan sumber daya, dan gaya administratif yang otokrasi. Ada beberapa strategi yang digunakan dalam menangani konflik termasuk konflik politik antara lain yaitu dengan strategi menghindar, mengakomodasi/ merangkul, kompetisi, kompromi atau negosiasi, dan memecahkan masalah atau kolaborasi dalam menyelesaikan masalah.Kata kunci: manajemen konflik, konflik politik.AbstractThis study aims to examine conflict management strategies in efforts to resolve political conflicts, a theoretical review. The approach used in this research is qualitative research based on tracing a number of literatures and reference papers related to conflict management strategies in efforts to resolve political conflicts. The results of the study show that conflict can occur because of a conflict between what a person expects of himself, other people, the organization and the reality that occurs. There are several causes of conflict, namely personality differences, communication barriers, conflicts of interest, scarcity of resources, and an autocratic administrative style. There are several strategies used in dealing with conflicts including political conflicts, including strategies to avoid, accommodate / embrace, competition, compromise or negotiate, and solve problems or collaborate in solving problems.Keywords: conflict management, political conflict.
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Alkhasawneh, Fuad S. "The Effect of Leadership Styles of Administrative Leaders on Job Performance Behavior among Staff of Najran University." Journal of Studies in Education 8, no. 1 (February 26, 2018): 107. http://dx.doi.org/10.5296/jse.v8i1.12672.

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The present study is an attempt to investigate the effect of leadership styles of administrative leaders on job performance behavior among staff of Najran University. To achieve the objective of the study, the sample was randomly selected of (117) administrative staff at Najran University. The descriptive approach was adopted in this study, in which the author designed 36-item questionnaire divided into two sections: the first one is leadership style (25) items distributed to three domains (autocratic leadership style, participative leadership style and bureaucratic leadership style), and the second section is job performance (11) items. The questionnaire was applied to the participants after verification of validity and reliability. The study revealed that participative style was high, autocratic style was moderate and bureaucratic style was low. The results showed that there are statistically significant differences in autocratic style (a = 0.05) due to gender in favor of females, while there are statistically significant differences in participative style in favor of males, and no statistically significant differences due to scientific qualification. The results indicated that there are positive correlation between the participative style and job performance and negative correlation between the autocratic style and job performance. The author recommends adopting the participative leadership style in administration due to the positive effects it has on job performance, as well as conducting studies on the common leadership styles in other Saudi universities.
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Arliman S, Laurensius. "PERLINDUNGAN HUKUM UMKM DARI EKSPLOITASI EKONOMI DALAM RANGKA PENINGKATAN KESEJAHTERAAN MASYARAKAT." Jurnal Rechts Vinding: Media Pembinaan Hukum Nasional 6, no. 3 (December 18, 2017): 387. http://dx.doi.org/10.33331/rechtsvinding.v6i3.194.

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<p><span style="font-family: Calibri; font-size: medium;">Usaha Mikro Kecil dan Menengah (UMKM) memiliki peran strategis dalam memperkokoh perekonomian rakyat secara nasional, sehingga pemerintah harus memberi perhatian terhadap strategi dan kebijakan bagi pemberdayaan UMKM. Tulisan ini membahas problematika pengembangan UMKM dalam rangka peningkatan kesejahteraan masyarakat, bentuk-bentuk eksploitasi UMKM dan bentuk perlindungan hukum UMKM. Penelitian ini menggunakan metode yuridis nomatif dengan pendekatan deskriptif analitis. Hasil penelitian menunjukkan bahwa problematika pengembangan UMKM meliputi beberapa hal seperti kesulitan pemasaran, keterbatasan finansial, keterbatasan SDM, masalah bahan baku, dan keterbatasan teknologi. Sedangkan pola eksploitasi UMKM meliputi akumulasi modal, penciptaan ketergantungan secara ekonomi maupun secara sosial, dan struktur pasar yang monopolitis. Sampai saat ini, bentuk perlindungan hukum UMKM yang diberikan pemerintah adalah melalui penyederhanaan syarat dan tata cara permohonan izin usaha, tata cara pengembangan, pola kemitraan, penyelenggaraan koordinasi dan pengendalian pemberdayaan UMKM, serta tata cara pemberian sanksi administratif. Dari kesimpulan tersebut pemerintah direkomendasikan membuat pengaturan yang lebih lanjut, terkait perlindungan hukum UMKM, mengawasi pihak-pihak yang bermain curang, serta memberikan perlindungan hukum yang lebih baik bagi UMKM. Selain itu, negara seharusnya melakukan reformasi, salah satunya dengan memberikan bantuan hukum gratis untuk UMKM dan pemutihan pajak.</span></p>
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Emilia, Deri. "Gaya Kepemimpinan Kepala Sekolah terhadap Motivasi Prilaku Kerja Staff TU SMK Negeri 9 Sarolangun." J-MAS (Jurnal Manajemen dan Sains) 6, no. 1 (April 24, 2021): 232. http://dx.doi.org/10.33087/jmas.v6i1.249.

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School Action Research is conducted collaboratively between researchers, observers, and subjects studied by Administration. The main objective in this study is to improve the results of pedagogic competence of administrative staff in arranging the administration of human resources schools is one of the fanctors that make the goal of an organization can be achieved, to see the leadership style to the motivation of administrative work in SMK Negeri 9 Sarolangun. The performance of administrative staff is closely related to the achievement of the objectives of an organization and cannot be separated from the human resources itself, especially in the influence of the leadership style of the democratic principal that becomes the motivation for administrative staff to achieve the goals of the school organization. The motivation of administrative staff work is closely related to the achievement of the objectives of a school organization, the influence of transformational leadership style on staff performance. Work motivation and leadership style to staff performance in the form of, quality of work, promptness, initiative, capaility, and communication
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Windusancono, Bambang Agus. "STRATEGI PEMBANGUNAN EKONOMI DAERAH DI INDONESIA." MIMBAR ADMINISTRASI FISIP UNTAG Semarang 18, no. 1 (April 29, 2021): 89. http://dx.doi.org/10.56444/mia.v18i1.2170.

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<p><br />Abstract<br /> <br />Regional development is generally associated with decentralization. That relate to the allocation<br />of budgets under goverment authority to lower levels of government for : spending, collecting<br />taxes, electing regional of head and providing assistance from the government. Decentralization<br />includes political isue, administrative and fiscal aspects. Based on data it shows that financial<br />autonomy has a positive effect on economic growth, and also effect on percapita income. The<br />problem of decentralization are gaps each regional development and economic disparities in<br />the population. So that regional development strategy is needed with efforts to develop the local<br />economy of each region that focuses on improving the quality of life and the ability of human<br />resources in self and regional development.</p><p>Key Word: Regional development, economic policy, distribution, investment</p><p><br />Abstrak</p><p>Pembangunan daerah pada umumnya dikaitkan dengan desentralisasi yang berhubungan<br />dengan alokasi anggaran secara wewenang dari pemerintah pusat ke pemerintah di bawahnya<br />untuk melakukan pembelanjaan, memungut pajak, memilih Kepala Daerah dan adanya bantuan<br />dari pemerintah pusat. Umumnya desentralisasi mencakup aspek politik,administratif dan fiskal.<br />Berdasarkan data nasional menunjukkan bahwa otonomi keuangan berpengaruh positif<br />terhadap pertumbuhan ekonomi, pengaruh positif dari pendapatan perkapita.<br />Permasalahan desentralisasi muncul dengan masih adanya kesenjangan pemerataan<br />pembangunan daerah,dan kesenjangan ekonomi penduduk, sehingga diperlukan strategi<br />pemerataan pembangunan daerah dengan upaya pengembangan ekonomi lokal setiap daerah <br />yang menitik beratkan pada peningkatan kualitas hidup dan kemampuan sumber daya<br />manusia dalam pengembangan diri dan wilayah.</p><p>Kata Kunci : Pembangunan Daerah, Kebijakan Ekonomi,Distribusi, investasi </p><div id="gtx-trans" style="position: absolute; left: 383px; top: 536px;"> </div>
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Jamal Asad Mezel, Nedhal Abdul Hafedh Taher, and Kiran Das Naik Eslavath. "Impact Of Leadership Styles On Teaching Activities Of Math Faculty Members." Restaurant Business 118, no. 11 (November 16, 2019): 289–302. http://dx.doi.org/10.26643/rb.v118i11.9953.

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Throughout the years, scientists have produced an overflow of work and information that includes esteem in the field of initiative examination. In spite of the fact that initiative is only an expression that is regularly utilized as a part of discussion and is every now and again depicted by different modifiers, for example, great administration, compelling authority, viable initiative, poor initiative and awful authority. Most researchers have arrived at the conclusion that the idea of administration does not credit to one particular definition. Despite the fact that an absence of amicability keeps on existing around a definite importance for administration, the vast majority of the analysts concur that initiative is an impact relationship between the pioneers and the supporter who have their mutual purposes and the pioneer accomplishes objectives through ceaseless motivation and inspiration of their adherents and there must adopt the leadership styles in to make impact on the faculty members. From the findings of the study we can assume that the respondents didn’t recognize the differences among the styles and so they have lack of knowledge about the leadership styles. The poor information about the leadership styles that for the respondents could not able to recognize the preferred style. The above two conclusions seems that the leaders themselves are not following specific style, so it’s difficult to indicate which style is adopted in management process in math departments
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Dissertations / Theses on the topic "Style administratif"

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Rem, Margit. "De taal van de klerken uit de Hollandse grafelijke kanselarij (1300-1340) : naar een lokaliseringsprocedure voor het veertiende-eeuws Middelnederlands /." Amsterdam : Stichting Neerlandistiek VU, 2003. http://catalogue.bnf.fr/ark:/12148/cb391296857.

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Desbiens, Karine. "La personnalisation dans les courriels administratifs : un portrait pour l'identification des facteurs favorisant la compréhension." Thesis, Université Laval, 2006. http://www.theses.ulaval.ca/2006/23982/23982.pdf.

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Arsenault, Marie-Ève. "Comment susciter l'intérêt du lecteur : analyse de contenu de 38 guides rédactionnels." Master's thesis, Université Laval, 2015. http://hdl.handle.net/20.500.11794/25933.

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Cette étude traite du concept de l’intérêt (à susciter chez le lecteur) dans les guides de rédaction professionnelle. Une analyse de contenu de 38 livres électroniques sur la rédaction nous a permis d’observer la prise en compte et la variété du concept de l’intérêt. Les discours sur l'intérêt portent essentiellement sur l’importance de le créer ainsi que sur les moyens pour le susciter. Parmi les 21 sous-catégories de moyens qui se sont manifestées dans le discours des auteurs, les 5 principales concernent l’importance de cibler le lecteur (50 énoncés, 17 sources), d'attirer l'attention (42 énoncés, 22 sources), d’être pertinent (22 énoncés, 12 sources), d’être concis (16 énoncés, 13 sources) et d’écrire avec simplicité (14 énoncés, 11 sources).
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Taylor, Demetria M. "A study of administrator cognitive style and administrator teaching style preference as perceievd by administrators and teachers." DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 1991. http://digitalcommons.auctr.edu/dissertations/912.

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The purpose of this study, a correlational design using the Pearson Product- Moment Linear Correlation Coefficient, was to determine the existence of significant relationships between the following pairs of variables: (a) administrator cognitive style as related to administrator preference for teaching style, (b) administrator cognitive style and teacher perceptions of administrator cognitive style, (c) administrator preference for teaching style and teacher perception of administrator preferred teaching style. The study also investigated eight key descriptive variables to determine significant correlations to the administrator cognitive style and to administrator teaching style preference: (1) principal gender, (2) principal race, (3) teacher gender, (4) teacher race, (5) school level, (6) socioeconomic status of student population, (7) racial composition of the student population, and (8) achievement level of students. The study incorporated the generally accepted characteristics attributed to hemisphericity theory (right and left modal) and to the brain quadrants/cognitive styles (upper right, lower right, upper left, lower left) in the development of the twoformed Cognitive Type-Teaching Style Preference Delineator (CS-TSP). Based on the responses from thirty (30) principals' self-assessments and 258 teachers' perceptions of administrators, the study obtained the following results: (a) Five of nineteen null hypotheses were rejected. (b) There was no significant relationship between administrator cognitive style and administrator preference for teaching style. (c) There was a significant relationship in administrator teaching style preference and teacher perception of administrator preferred teaching style. (d) Administrator cognitive style and teaching style preferences were consistently lower right modal tendencies. (e) Teacher perception concurred with administrator perception of dominant right modal cognitive styles and teaching styles. (f) Administrator teaching style preference had a significant relationship to teacher perception of the administrator teaching style preference. (g) Administrator Cognitive Dominance was significantly related (inversed) to principal ethnicity. (h) Administrator cognitive style was significantly related (inversed) to teacher race. (i) Administrator teaching style preference was significantly related to the school level (elementary or secondary). (j) Administrator teaching style preference was significantly related (inversed) to the socioeconomic level of the student population.
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Wang, Jianmin. "WIKI-style administration of online course content." CSUSB ScholarWorks, 2003. https://scholarworks.lib.csusb.edu/etd-project/2445.

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A Wiki is a piece of server software that allows users to freely create and edit Web page content using any Web browser. This project created the program, "Wiki-Style Administration of Online Course Content" (WAOCC) which can be used as a teaching assistant board. Students can edit their works online and the instructor can review the work and correct it directly if necessary from the WAOCC.
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Ruiz, Ernesto. "A study on cultural flexibility, leadership style, leadership style flexibility and leadership style effectiveness among Mexican-American principals in Northern California." Scholarly Commons, 1995. https://scholarlycommons.pacific.edu/uop_etds/2795.

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The purpose of this study was to examine the relationship among cultural flexibility, leadership style, leadership style flexibility and leadership style effectiveness among Mexican-American principals in Northern California. Three instruments were utilized to collect quantitative self-perception data from principals regarding these variables. Qualitative data was collected through interviews to elicit information that might not be provided through the surveys. Two additional questionnaires were utilized to validate principals' self perceptions and to strengthen the overall research design. Instruments were mailed out to 105 Mexican-American elementary and secondary principals in Northern California. Forty-three subjects returned and completed all three questionnaires. Completed surveys were also received from 16 supervisors and 59 teachers. Fifteen principals were randomly selected for the follow-up interviews and 10 were actually interviewed. The study contained six major hypotheses and nine research questions. The results of this study indicated that the predominant leadership style among Mexican-American elementary and secondary school principals is high supportive, low directive. These principals also scored in the average range of leadership style flexibility and effectiveness. Findings further revealed that 37% of the Mexican-American principals possessed a high or very high degree of cultural flexibility, 46% a moderate degree of cultural flexibility and 17% a low or less than average degree of cultural flexibility. This data demonstrated that 37% of the principals in this study possessed a "mostly modern" orientation, 22% possessed a balanced orientation and 51% possessed a "mostly traditional" orientation. The hypotheses in this study were rejected. The findings did not reveal a positive correlation between principals' cultural flexibility scores and their leadership style, leadership style flexibility and effectiveness. The interview qualitative data, however, indicated that a majority of principals interviewed perceived that cultural flexibility does influence their leadership style and leadership effectiveness, particularly as it relates to communicating with students and parents, working with teachers, and possessing a broader sensitivity and understanding of educational issues in multicultural school environments. Considering the mixed findings and conclusions emerging from the quantitative and qualitative data, this study is an important first step in the investigation of the relationship between cultural flexibility and leadership in educational settings. This study provides recommendations for further inquiry and suggests implications for administrator preparation.
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Ward, R. J. "A stylistic analysis of administrative English through a qualitative and quantitative investigation of government information leaflets." Thesis, Bangor University, 1988. https://research.bangor.ac.uk/portal/en/theses/a-stylistic-analysis-of-administrative-english-through-a-qualitative-and-quantitative-investigation-of-government-information-leaflets(d597d1a4-45d0-4ea9-8668-c37d7c80a8c1).html.

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Previous work in stylistics has concentrated a great deal on theory to the exclusion of practical investigation of styles. The practical investigations deal with Newspapers or Advertising copy. No thorough stylistic analysis has been made of Administrative English. A qualitative analysis of Government Information leaflets, reveals that they are stylistically distinct at all linguistic levels, but that two different types of text emerge, closely linked to the means by which the reader is addressed either personally as 'you' (P.A.) or impersonally as for example in 'the claimant (I.A.). A subsequent quantitative analysis of a selection of the most prominent stylistic features of Government Information Leaflets and their comparison with the leaflets published by financial institutions reveals that whilst most of the variables chosen are stylistic, there is little evidence to assume a single Administrative variety. Checks on the relationship between supposed style categories and the individual texts assigned to than are shown by a Cluster Analysis to be very accurate. Patterning of variables is revealed around 2 stylistic dimensions: Status and Mbdality. leaflets are distinguished from P.A. largely by Status variables. The leaflets of Financial Institutions group with P.A. texts. All three of these styles are grouped together by Modality Variables.
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Ducote, Lacey. "The Relationship Between Administrator Leadership Style and Job Experience of School Counselors." ScholarWorks@UNO, 2017. http://scholarworks.uno.edu/td/2315.

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Since the inception of the school counseling profession, the role of school counselors has evolved in response to the social, political, and economic needs of society (Ergüner-Tekinalp, Leuwerke, & Terzi, 2009). Currently, the role of school counselors is to address the personal, social, academic, and career needs of students through a comprehensive development program (American School Counseling Association, ASCA, 2005). In school settings, counselors who are satisfied with their work are more effective in caring for clients and students (DeMato & Curcio, 2004). In recent years, administrators, including those working in school settings, have been called on to reassess the manner in which they lead, since leadership has an effect on the performance of employees and the functions of the institution (Armstrong, MacDonald, & Stillo, 2010; Luthans, 2002b). The present study assessed school counselors’ perceptions of their administrators’ leadership styles (i.e., positive, transformational, transactional, and passive-avoidant) and the relationship between those perceptions and school counselors’ job experience (i.e., job satisfaction, feelings of mattering, and overall wellness). Administrators’ leadership styles were grouped for statistical purposes into two groups: 1) transformational and positive and 2) transactional and passive-avoidant. School counselors’ job experience was assessed through three interrelated variables that included job satisfaction, mattering (i.e., mattering to administrators and mattering to teachers), and overall wellness. In this study, administrators’ positive and transformational leadership styles, transactional and passive-avoidant administrator leadership styles, and school counselors’ job satisfaction, wellness, and mattering were correlated. Additionally, administrator leadership styles had the largest variance in school counselors’ job satisfaction, mattering, and wellness scores.
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Daughtry, Lillian H. "Vocational administrator leadership effectiveness as a function of gender and leadership style." Diss., This resource online, 1995. http://scholar.lib.vt.edu/theses/available/etd-06062008-162311/.

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Coleman, Clive. "Teachers' Perceptions of Administrative Leadership Styles and Schools as Professional Learning Communities." ScholarWorks@UNO, 2005. http://scholarworks.uno.edu/td/257.

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This study examined the relationship of principal and assistant principal leadership style in shaping teachers' perceptions of their schools as professional learning communities. The researcher proposed that the traditional distinctions between the classic modes of leadership, namely, transactional and transformational modes of leadership, are difficult to interpret within the framework of professional learning community without considering the interaction of the principal and assistant principal leadership roles. Using Leithwood's (1992, 1993, 1994) definitions of leadership as transformational and management as transactional, empirical evidence from 81 schools is presented that supports the need for both leadership and management skills in the development of a professional learning community. The data also suggest that the principal alone need not be responsible for both. A leadership model for principals and assistant principals with complementary transactional and transformational modes of leadership styles is advanced.
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Books on the topic "Style administratif"

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administratif, France Comite d'orientation pour la simplification du langage. Lexique administratif: Un langage clair, c ʹa simplifie la vie ! Paris: Le Robert, 2003.

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Guide pratique de l'écrit: Professionel, commercial, administratif, personnel. Bruxelles: Evo, 1997.

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Bureau, Conrad. Le français écrit dans l'administration publique: Étude-témoin. Québec, Qué: Conseil de la langue française, 1986.

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Le français plus que parfait ; pour le bureau et la maison. Outremont, Qc: Éditions Québécor, 1997.

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Gérard, Laganière, Collinge Pierre, and Cajolet-Laganière Hélène, eds. Rédaction Technique et administrative. 2nd ed. Sherbrooke, Qué: Editions Laganière, 1986.

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Les communications d'affaires: Style, efficacité, méthode. Montréal: Éditions Saint-Martin, 1992.

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Cajolet-Laganière, Hélène. Rédaction technique, administrative et scientifique. 3rd ed. Sherbrooke: Éditions Laganière enr, 1997.

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Rédaction de rapports administratifs, de la théorie à la pratique. 3rd ed. Sainte-Foy: Éditions Le Griffon d'argile, 2003.

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Westheimer, Patricia H. Savoir écrire pour communiquer: Notes et rapports professionnels. 2nd ed. Paris: Eyrolles, 1990.

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Mieux rédiger vos écrits personnels: Lettres, messages électroniques, comptes rendus, rapports, analyses et synthèses. Paris: Éditions d'Organisation, 2004.

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Book chapters on the topic "Style administratif"

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Rung, Margaret C. "Political and Administrative Style." In A Companion to Franklin D. Roosevelt, 385–404. Oxford, UK: Wiley-Blackwell, 2011. http://dx.doi.org/10.1002/9781444395181.ch20.

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Knill, Christoph, Yves Steinebach, and Louisa Bayerlein. "How Administrative Styles Matter." In International Public Administrations in Global Public Policy, 103–24. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003323297-8.

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Knill, Christoph, and Stephan Grohs. "Administrative Styles of EU Institutions." In The Palgrave Handbook of the European Administrative System, 93–107. London: Palgrave Macmillan UK, 2015. http://dx.doi.org/10.1057/9781137339898_6.

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Bayerlein, Louisa, Christoph Knill, and Dionys Zink. "The concept of administrative styles." In The Routledge Handbook of Policy Styles, 153–64. Abingdon, Oxon ; New York, NY : Routledge, 2021. | Series: Routledge international handbooks: Routledge, 2021. http://dx.doi.org/10.4324/9780429286322-16.

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Young, Aaron J. "Leadership Style in Entrepreneurship." In Global Encyclopedia of Public Administration, Public Policy, and Governance, 1–11. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-319-31816-5_4204-1.

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Gritsenko, Daria, and Mikhail Zherebtsov. "E-Government in Russia: Plans, Reality, and Future Outlook." In The Palgrave Handbook of Digital Russia Studies, 33–51. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-42855-6_3.

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AbstractRussia, like other countries, is facing a challenge to integrate new Information and Communication technologies in its administrative system. This chapter traces the evolution of e-Government concept from the first state program “Electronic Russia” (2002) to the latest “Government as a Platform” (2018) concept. Analyzing the digital transformation of government through the lens of public administration, the chapter demonstrates procedural, infrastructural, and political challenges that shaped the Russian version of electronic government. Emphasizing the discrepancy between plans and reality, we show how the “Russian style” of unrolling e-Government from above in combination with the focus on infrastructures have created a situation where further development of the reform has stagnated. Finally, the tensions between transparency and control accentuated by digitalization in Russian public administration are discussed.
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Behnke, Nathalie, and Sabine Kropp. "Administrative Federalism." In Public Administration in Germany, 35–51. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-53697-8_3.

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AbstractThe German federal architecture is shaped by a peculiar mix of strong decentralisation and high autonomy at lower levels of government coupled with an administrative culture of uniformity, solidarity and coordination. This system has been described as ‘administrative federalism’ to emphasise the prominent role of executives and administrations in policymaking and policy implementation. The federal level relies on the Länder for executing its tasks; in turn, the Länder executives possess rights of co-decision in federal legislation via the Bundesrat. While formal jurisdictions are strongly decentralised, a dense web of interlocking powers and processes, as well as institutions of coordination, creates incentives for territorial governments to closely cooperate with each other. The German-style administrative federalism has been successful, but is requiring adaptation and developments caused by trends like the upward shift of tasks from the Länder to the federal level and increasing party-system fragmentation.
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Bayerlein, Louisa, Christoph Knill, Yves Steinebach, and Dionys Zink. "Empirically assessing administrative styles as bureaucratic routines." In The Routledge Handbook of Policy Styles, 176–87. Abingdon, Oxon ; New York, NY : Routledge, 2021. | Series: Routledge international handbooks: Routledge, 2021. http://dx.doi.org/10.4324/9780429286322-18.

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Howard, Joanne, Leodis Scott, Diane Howard, and Angela Freeman. "Leadership Styles: Choose Early." In Global Encyclopedia of Public Administration, Public Policy, and Governance, 1–6. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-319-31816-5_4103-1.

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Wiering, Mark, and Tetty Havinga. "Convergence in administrative implementation styles in the European Union?" In The Routledge Handbook of Policy Styles, 188–203. Abingdon, Oxon ; New York, NY : Routledge, 2021. | Series: Routledge international handbooks: Routledge, 2021. http://dx.doi.org/10.4324/9780429286322-19.

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Conference papers on the topic "Style administratif"

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Hamdi, Sameer, Alaa Jameel, Aram Massoudi, and Abd Rahman Ahmad. "Leadership Styles and organizational citizenship behaviour in secondary schools." In 3rd International Conference on Administrative & Financial Sciences. Cihan University - Erbil, 2021. http://dx.doi.org/10.24086/afs2020/paper.231.

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Leadership style has not been effectively examined in educational institution in developing countries. The purpose of this study is to examine the impact of Leadership styles on organizational citizenship behaviour (OCBs) among secondary school teachers. Based on the review, the study proposed that leadership styles and its components; transformational leadership (TFL) and transactional leadership (TAL) will affect OCBs. Methodology, The population of this study, is secondary school teachers. A stratified sampling technique was deployed to collect 174 responses from eight schools. The findings showed that TFL and TAL have a significant effect on OCBs and TFL highly predicted OCBs than TAL. Decision-makers are advised to implement the TFL and increase the OCBs among Teachers.
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de Andreis, Federico, and Federico Leopardi. "SITUATIONAL LEADERSHIP AND ORGANIZATIONAL BEHAVIOR." In Sixth International Scientific-Business Conference LIMEN Leadership, Innovation, Management and Economics: Integrated Politics of Research. Association of Economists and Managers of the Balkans, Belgrade, Serbia, 2020. http://dx.doi.org/10.31410/limen.2020.223.

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In the organizations and their management, an important fundamental role is played by the "leadership style", since administrating the working relationships in complex organizations, influences their final results. The decision-making process, in fact, within the organization is influenced by managerial leadership. Before going into the analysis of the various models through which we can propose to read the phenomenal complexity of leadership within business management, this research aims to identify what is leadership and also the roles and dimensions within an organization. The goal of the analysis is to explore the study of leadership styles, from the more formal and authoritarian to the more participative, and to demonstrate the situational leadership approach, which does not presume a unique approach to every situation in order to be successful.
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Suryadi, Irwan. "Implementation of Leadership Style to Improve The Quality of Education." In 6th International Conference on Educational, Management, Administration and Leadership. Paris, France: Atlantis Press, 2016. http://dx.doi.org/10.2991/icemal-16.2016.38.

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Khaira, Liyal, Murniati A.R., and Nasir Usman. "Leadership Style of Principal to Increase Teacher’s Professionality." In 4th International Conference on Research of Educational Administration and Management (ICREAM 2020). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210212.099.

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nn Sopheak, LANG. "A Study of Leadership Style and Learning Organization in Canadia Bank Plc, Phnom Penh, Cambodia." In Public Administration in The Time of Regional Change. Paris, France: Atlantis Press, 2013. http://dx.doi.org/10.2991/icpm.2013.20.

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Sapian, Nik Rizlina Binti, Reza Badiuzzaman Bin Abdullah, Muhammad Faizal Bin A. Ghani, Zuraidah Abdullah, and Intan Marfarrina Binti Omar. "The Relationship Between Principal’s Communication Style and School Climate." In Proceedings of the 3rd International Conference on Research of Educational Administration and Management (ICREAM 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200130.168.

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Ramadhani, Putri, and Syamsir. "The Effect of Leadership Style and Integrity on Performance at West Sumatera Sar Office." In International Conference on Public Administration, Policy and Governance (ICPAPG 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/aebmr.k.200305.192.

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Sedarmayanti, Sedarmayanti, Sabar Gunawan, and Eldy Rudolfo Nepa. "Influence of Leadership Style and Organizational Commitment on Employees’ Performance in Kupang Wirasakti Hospital." In Proceedings of the First International Conference on Administration Science (ICAS 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/icas-19.2019.69.

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Ismail, Achmad Taufik, Iman Aliman, and Atif Bensulong. "The Leadership Style of Islamic High School Principle in Decision Making." In Proceedings of the 2nd International Conference on Research of Educational Administration and Management (ICREAM 2018). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/icream-18.2019.72.

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Husain, Walidun. "The Influence of Leadership Style on The Village Apparatus Satisfaction With Work Motivation As Moderating Variable -- A Case Study of Village Governments in Gorontalo Regency, Indonesia." In International Conference on Administrative Science (ICAS 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/icas-17.2017.54.

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Reports on the topic "Style administratif"

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Yasuhara, Tsuyoshi. Working Paper PUEAA No. 11. Profit Seeking Model and the Monetary Policy in Japan: cross-border asset holdings via Offshore Financial Centers. Universidad Nacional Autónoma de México, Programa Universitario de Estudios sobre Asia y África, 2022. http://dx.doi.org/10.22201/pueaa.009r.2022.

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Recently, the Junichiro Koizumi and Shinzo Abe administration has adopted labor reforms, and monetary authorities have updated unconventional monetary policies: quantitative easing of money supply and negative interest rate control. It can be identified that quantitative easing policy and negative interest rate policy have introduced and stimulated new styles of profit-seeking through stock market transactions, which only increases corporate and bank profits under a stagnant labor productivity growth rate. Under such a context, this paper analyzes the changing phase of the profit-seeking patterns of the financial and non-financial sector in Japan. The hypothesis is that the large-scale corporate sector has created a new profit-seeking paradigm and that this has been supported by the monetary control of the so-called "Abenomics".
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Tokarieva, Anastasiia V., Nataliia P. Volkova, Inesa V. Harkusha, and Vladimir N. Soloviev. Educational digital games: models and implementation. [б. в.], September 2019. http://dx.doi.org/10.31812/123456789/3242.

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Nowadays, social media, ICT, mobile technologies and applications are increasingly used as tools for communication, interaction, building up social skills and unique learning environments. One of the latest trends observed in education is an attempt to streamline the learning process by applying educational digital games. Despite numerous research data, that confirms the positive effects of digital games, their integration into formal educational contexts is still relatively low. The purpose of this article is to analyze, discuss and conclude what is necessary to start using games as an instructional tool in formal education. In order to achieve this aim, a complex of qualitative research methods, including semi-structured expert interviews was applied. As the result, the potential of educational digital games to give a unique and safe learning environment with a wide spectrum of build-in assistive features, be efficient in specific training contexts, help memorize studied material and incorporate different learning styles, as well as to be individually adaptable, was determined. At the same time, the need for complex approach affecting the administration, IT departments, educators, students, parents, a strong skill set and a wide spectrum of different roles and tasks a teacher carries out in a digital game-based learning class were outlined. In conclusion and as a vector for further research, the organization of Education Design Laboratory as an integral part of a contemporary educational institution was proposed.
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Rarasati, Niken, and Rezanti Putri Pramana. Giving Schools and Teachers Autonomy in Teacher Professional Development Under a Medium-Capability Education System. Research on Improving Systems of Education (RISE), January 2023. http://dx.doi.org/10.35489/bsg-rise-ri_2023/050.

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A mature teacher who continuously seeks improvement should be recognised as a professional who has autonomy in conducting their job and has the autonomy to engage in a professional community of practice (Hyslop-Margison and Sears, 2010). In other words, teachers’ engagement in professional development activities should be driven by their own determination rather than extrinsic sources of motivation. In this context, teachers’ self-determination can be defined as a feeling of connectedness with their own aspirations or personal values, confidence in their ability to master new skills, and a sense of autonomy in planning their own professional development path (Stupnisky et al., 2018; Eyal and Roth, 2011; Ryan and Deci, 2000). Previous studies have shown the advantages of providing teachers with autonomy to determine personal and professional improvement. Bergmark (2020) found that giving teachers the opportunity to identify areas of improvement based on teaching experience expanded the ways they think and understand themselves as teachers and how they can improve their teaching. Teachers who plan their own improvement showed a higher level of curiosity in learning and trying out new things. Bergmark (2020) also shows that a continuous cycle of reflection and teaching improvement allows teachers to recognise that the perfect lesson does not exist. Hence, continuous reflection and improvement are needed to shape the lesson to meet various classroom contexts. Moreover, Cheon et al. (2018) found that increased teacher autonomy led to greater teaching efficacy and a greater tendency to adopt intrinsic (relative to extrinsic) instructional goals. In developed countries, teacher autonomy is present and has become part of teachers’ professional life and schools’ development plans. In Finland, for example, the government is responsible for providing resources and services that schools request, while school development and teachers’ professional learning are integrated into a day-to-day “experiment” performed collaboratively by teachers and principals (Niemi, 2015). This kind of experience gives teachers a sense of mastery and boosts their determination to continuously learn (Ryan and Deci, 2000). In low-performing countries, distributing autonomy of education quality improvement to schools and teachers negatively correlates with the countries’ education outcomes (Hanushek et al., 2011). This study also suggests that education outcome accountability and teacher capacity are necessary to ensure the provision of autonomy to improve education quality. However, to have teachers who can meet dynamic educational challenges through continuous learning, de Klerk & Barnett (2020) suggest that developing countries include programmes that could nurture teachers’ agency to learn in addition to the regular content and pedagogical-focused teacher training materials. Giving autonomy to teachers can be challenging in an environment where accountability or performance is measured by narrow considerations (teacher exam score, administrative completion, etc.). As is the case in Jakarta, the capital city of Indonesia, teachers tend to attend training to meet performance evaluation administrative criteria rather than to address specific professional development needs (Dymoke and Harrison, 2006). Generally, the focus of the training relies on what the government believes will benefit their teaching workforce. Teacher professional development (TPD) is merely an assignment for Jakarta teachers. Most teachers attend the training only to obtain attendance certificates that can be credited towards their additional performance allowance. Consequently, those teachers will only reproduce teaching practices that they have experienced or observed from their seniors. As in other similar professional development systems, improvement in teaching quality at schools is less likely to happen (Hargreaves, 2000). Most of the trainings were led by external experts or academics who did not interact with teachers on a day-to-day basis. This approach to professional development represents a top-down mechanism where teacher training was designed independently from teaching context and therefore appears to be overly abstract, unpractical, and not useful for teachers (Timperley, 2011). Moreover, the lack of relevancy between teacher training and teaching practice leads to teachers’ low ownership of the professional development process (Bergmark, 2020). More broadly, in the Jakarta education system, especially the public school system, autonomy was never given to schools and teachers prior to establishing the new TPD system in 2021. The system employed a top-down relationship between the local education agency, teacher training centres, principals, and teachers. Professional development plans were usually motivated by a low teacher competency score or budgeted teacher professional development programme. Guided by the scores, the training centres organised training that could address knowledge areas that most of Jakarta's teachers lack. In many cases, to fulfil the quota as planned in the budget, the local education agency and the training centres would instruct principals to assign two teachers to certain training without knowing their needs. Realizing that the system was not functioning, Jakarta’s local education agency decided to create a reform that gives more autonomy toward schools and teachers in determining teacher professional development plan. The new system has been piloted since November 2021. To maintain the balance between administrative evaluation and addressing professional development needs, the new initiative highlights the key role played by head teachers or principals. This is based on assumption that principals who have the opportunity to observe teaching practice closely could help teachers reflect and develop their professionalism. (Dymoke and Harrison, 2006). As explained by the professional development case in Finland, leadership and collegial collaboration are also critical to shaping a school culture that could support the development of professional autonomy. The collective energies among teachers and the principal will also direct the teacher toward improving teaching, learning, and caring for students and parents (Hyslop-Margison and Sears, 2010; Hargreaves, 2000). Thus, the new TPD system in Jakarta adopts the feature of collegial collaboration. This is considered as imperative in Jakarta where teachers used to be controlled and join a professional development activity due to external forces. Learning autonomy did not exist within themselves. Hence, teachers need a leader who can turn the "professional development regulation" into a culture at schools. The process will shape teachers to do professional development quite autonomously (Deci et al., 2001). In this case, a controlling leadership style will hinder teachers’ autonomous motivation. Instead, principals should articulate a clear vision, consider teachers' individual needs and aspirations, inspire, and support professional development activities (Eyal and Roth, 2011). This can also be called creating a professional culture at schools (Fullan, 1996). In this Note, we aim to understand how the schools and teachers respond to the new teacher professional development system. We compare experience and motivation of different characteristics of teachers.
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