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Journal articles on the topic 'Teacher participation in management'
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1
Sabo, Dennis J., Kevin Barnes, and Wayne K. Hoy. "Organizational Health and Decision Participation: An Empirical Analysis of Healthy Interpersonal Dynamics and Teacher Participation." Journal of School Leadership 6, no. 6 (November 1996): 576–99. http://dx.doi.org/10.1177/105268469600600601.
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Important domains of teacher participation in decision making and school climate are identified and examined in this empirical study of middle schools. In general, healthy interpersonal dynamics in schools are associated with lower levels of decision deprivation among teachers. Although a healthy school climate seems important in limiting decision deprivation in classroom decision areas, it is less significant in the management domain. The results suggest that although a healthy school climate may be a necessary condition for authentic teacher participation, it is not a sufficient one.
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Chychuk, Antonina. "The System of Teacher Education Management in Great Britain." Comparative Professional Pedagogy 5, no. 4 (December 1, 2015): 80–86. http://dx.doi.org/10.1515/rpp-2015-0070.
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Abstract The system of teacher education management, namely, forms and principles of teacher education management according to the normative base (Education Reform Act (1988); Education Act (1992; 1993; 1996; 1997; 2002); School Standards and Framework Act (1998); Higher Education Act (2004), etc.), monitoring and participation of the public in its management have been analyzed. It has been proved that lately the democratization process in British education management has been combined with the increased attention of the state to monitoring, requirements to appropriate activity of educational establishments and trends seem to be forward education quality enhancing, democratization of evaluation, monitoring and information providing processes. Changes in education management in the historical context have been considered. The organizations participating in education management in Great Britain have been outlined. The data has been presented that enabled to distinguish similarities and differences in the functioning of the organizations participating in education management in Great Britain and ensure the existing of independent management authorities within them.
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Iddrisu, Issah. "Improving school feeding through participation: should the teacher be actively involved?" International Journal of Educational Management 32, no. 1 (January 8, 2018): 141–54. http://dx.doi.org/10.1108/ijem-01-2017-0013.
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Purpose Maintaining the success of educational institutions largely depends on the teacher. It is the teacher whose main efforts and contribution help in achieving the goals in education. The purpose of this paper is to examine the current state of the programme delivery and how involving the active participation of the teacher will help enhance effective and efficient delivery of the school feeding programme at the school level. Design/methodology/approach A total of ten basic schools were purposefully selected for the study with the use of the case study method. Interviews and observations were made in all the selected schools using a semi-structured interview guide. It was also done for some selected stakeholders within the study area under the school feeding programme. Findings There is an indication that teachers as managers and administrators of the school system are not actively involved in the feeding programme leading to an ineffective and efficient delivery. The school children do not get the best from the programme. There is a need to put teachers in charge of operations at the school level. This will improve trust and cooperation between caterers, students and opinion leaders. The structure at the school level should be redesigned making caterers answerable to the teacher. Teachers as implementers in the case of the capitation grant will enhance efficiency leading to the achievement of the goal of the programme. Originality/value The study underlines the importance, efficiency and influence of the teacher within the school system, in the operations of the school feeding programme and in the Ghanaian society.
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Tobin, Kenneth, and John Malone. "Differential Participation in Whole-Class Activities." Australian Journal of Education 33, no. 3 (November 1989): 320–31. http://dx.doi.org/10.1177/168781408903300309.
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Target students are defined as those who dominate interactions with the teacher, usually in whole-class interactions by asking and responding to questions. In this study of five Year 8 mathematics classes, approximately five target students were evident in three of five participant classes. The majority of the target students were high ability males. Target student involvement was facilitated by the behaviours of teachers and students and management problems which prevailed in each of the three classes. The two other classes provided a marked contrast to those which contained target students. In one class, the teacher systematically involved a larger number of students in whole-class interactions and, in the other, there were few whole-class interactions. The disproportionate involvement of target students is regarded as problematic because of the relatively high proportion of time allocated to whole-class activities.
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Tamrin, Husni, Nuzuar Nuzuar, and Syahrial Dedi. "Manajemen Kepala Madrasah dalam Meningkatkan Kompetensi Profesional Guru Pendidikan Agama Islam." Journal of Administration and Educational Management (Alignment) 2, no. 1 (June 30, 2019): 70–82. http://dx.doi.org/10.31539/alignment.v2i1.717.
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The purpose of this study was to determine the management of madrasa principals in improving the professional competence of Islamic religious education teachers. In this study, the authors used a type of qualitative research with a descriptive approach that is research that describes or illustrates the state or status of phenomena. The results of the study, several things that need to be done by the madrasa head include: 1) Knowing the condition / condition of the teacher in the background of environmental, social and economic life, 2) stimulating the teacher's work spirit in various ways, 3) maintaining the availability of facilities needed to develop the ability teacher, 4) increasing teacher participation in the school environment, 5) fostering a sense of family within the school environment, 6) strengthening the relationship of the school with the community, committee and student guardians. Conclusions, the management of madrasas in improving the professional competence of Islamic religious education teachers (PAI) are: 1) involving teachers in training activities, 2) promoting discipline, 3) motivating teachers, 4) supervision. Conclusion, The application of the management of the madrasa head at the MA Al-Manshuriyah Sungai Baung has already been implemented, the professional competence of PAI teachers at the Al-Manshuriyah MA has been very good
Keywords: Principal Management, PAI Teacher Competence
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Fika, Ibrahim Baba. "COMMUNITY PARTICIPATION: A NEW DEVELOPMENT IN EDUCATIONAL MANAGEMENT." Sokoto Educational Review 13, no. 2 (December 29, 2017): 256–64. http://dx.doi.org/10.35386/ser.v13i2.205.
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Communities can play a variety of roles in the provision and management of education and learning processes. Community contribution to schools can go beyond the traditional financial contribution. It can however extend to a broader range of functions which include administrative (such as school maintenance), managerial (such as student and teacher discipline), financial (mobilizing of funds and resources), pedagogical (establishing a preschool), personnel (monitoring teacher attendance). The community is responsible for providing a harmonious working condition in school. The focus of the school, teaching methods, the focus of the curriculum as well as the school discipline are all ultimately desired from the community in which the school functions. If there is no harmonious and dynamic relationship between the community and school, education will be pallid, illusive and unable to make any positive impact on the learners' behavior. It is therefore against this backdrop, that this paper examines community participation and effective school management.
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Sulistyowati, Margaretha Diah Retno. "Pengelolaan MGBK Dalam Meningkatkan Profesionalisme Guru Bimbingan Dan Konseling SMA/MA." Media Manajemen Pendidikan 1, no. 2 (October 17, 2018): 169. http://dx.doi.org/10.30738/mmp.v1i2.3120.
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Initially, this research was conducted to know and present the description or information about (1) MGBK program management in improving the professionalism of teachers and counseling SMA / MA Bantul Regency, as a recommendation material for the management of MGBK next period. (2) the participation of guidance and counseling teacher of SMA / MA of Bantul Regency in following MGBK activities; (3) the efforts made in increasing teacher participation in MGBK activities. However, after the research was conducted for almost a semester, not only those things in advance were found, but also information about the fulfillment of standard development of MGBK as well as fulfillment of operational standards of organization of MGBK SMA / MA Bantul Regency.The method used in this research is qualitative based on postpositivism / Interpretative philosophy. The focus of the research is the active participation of the BK Teachers in the MGBK activities in relation to the increased professionalism of BK Teachers SMA / MA Bantul District. The research data was obtained from the event during the activity process of MGBK activity, with the informants of BK Teachers, BK Board, Principals, and Subject Teachers. The techniques used in this data collection are interviews, observations and document studies, which are complemented by photographs of activities. Analysis begins from the field or empirical facts by plunging into the field, studying, analyzing, interpreting, and drawing conclusions from existing phenomena in the field.Keywords: Teacher Participation BK; MGBK, Professionalism
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Sarafidou, Jasmin‐Olga, and Georgios Chatziioannidis. "Teacher participation in decision making and its impact on school and teachers." International Journal of Educational Management 27, no. 2 (February 15, 2013): 170–83. http://dx.doi.org/10.1108/09513541311297586.
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Pelser, A. M. F., and C. Van Wyk. "Teacher Participation In Stress Management Through Different Theoretical Lenses: A Study Conducted In The Mahikeng Area." Journal of International Education Research (JIER) 12, no. 1 (January 15, 2016): 1–12. http://dx.doi.org/10.19030/jier.v12i1.9562.
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The purpose of the research reported in this article was to place the known facts of the topic of teacher participation in stress management in the context of management and leadership in education. The emphasis in the conceptual and theoretical framework was on showing points of connection between leadership and management on the one hand and stress on the other. The investigation focused on how theoretical points of departure impact on teachers and how teachers experience stress through participation or non-participation in school management. The theoretical investigation was followed by a quantitative investigation by using a structured questionnaire known as the ASSET tool (An Organisational Stress Screening Tool) developed by Carthwright and Cooper. The main objective of the questionnaire was to measure potential exposure to stress in respect of common workplace stressors. The instrument was used to conduct a survey amongst teachers in the Mahikeng area. It was found that although there are many examples of how aspects of the different theories can be applied in the practice of stress management, the reality is that managerial leadership still features strongly in schools and that, in many instances, transformational and distributed leadership does not provide realistic alternatives to stress management theories in schools.
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Wiesner, Gisela, and Nurhening Yuniarti. "Systematic Quality Management in Vocational Educational Institutes: Role of Teachers in Development of Organizational Quality." Jurnal Pendidikan Teknologi dan Kejuruan 24, no. 1 (April 17, 2018): 162–70. http://dx.doi.org/10.21831/jptk.v24i1.18835.
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A quality management system for vocational educational institutes is a system aimed at ensuring the quality goals of vocational education are achieved to meet the quality standards and develop the quality work. In practice, teachers play a vital role because the key elements in a quality assurance system are strongly related to teachers especially the learning process as the spearhead of the success of vocational education. In addition, most activities undertaken in vocational education involve teacher participation. Therefore, teachers hold a great responsibility in the successful implementation of the educational quality management system. The main point to be emphasized is how a teacher has a suitable common understanding of quality. Understanding the quality drives all activities undertaken by teachers to be quality improvement oriented.
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Msimanga, Mothofela Richard. "The Impact of Micro Teaching Lessons on Teacher Professional Skills: Some Reflections from South African Student Teachers." International Journal of Higher Education 10, no. 2 (December 2, 2020): 164. http://dx.doi.org/10.5430/ijhe.v10n2p164.
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Micro lessons in teacher education are intended to empower student teachers by developing skills which are necessary in their teaching careers. The study used student teachers’ reflections to explore how participation in micro lessons develops skills which are key in the teaching profession. Experiential learning theory was the theoretical framework for this study. Purposive sampling was used to select 14 fourth year Bachelor of Education student teachers. A focus group interview was used to collect data which was narratively analysed. The findings revealed that micro lesson presentations can develop student teachers’ skills when there are different forms of progression in micro lesson presentations; micro lesson presentations should progress from friendship groupings, random groupings, and peer presentations. Participation in micro lessons develops teacher professional skills such as lesson planning, craft of teaching, how to use resources, reflection, decision making, time management, responsibility and professional conduct.
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Kwok, Andrew. "Relationships Between Instructional Quality and Classroom Management for Beginning Urban Teachers." Educational Researcher 46, no. 7 (August 15, 2017): 355–65. http://dx.doi.org/10.3102/0013189x17726727.
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This mixed-methods study explores the differences in 1st-year urban teachers’ classroom management beliefs and actions. The teachers in this study were in their first year of teaching in an urban context concurrent with their participation in a teacher education program offered at a large public university. Using program-wide surveys of 89 elementary and secondary teachers and qualitative data from five case participants, this study explores teachers’ behavioral, academic, and relational beliefs and how these beliefs shape the actions used in managing their classrooms. Specifically, the participants focused on both student behavior and academics when managing classrooms and did not singularly consider enforcing behavioral systems for obtaining teacher authority. Even with this focus, some of the participants were more relational in their classroom management approach and actively searched for ways to build relationships with students. More relational classroom managers were associated with higher ratings of instructional quality. These findings speak to the need for future large-scale studies on the use of relational classroom management approaches and how those approaches relate to instructional quality.
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Sudana, I. Made. "Analisis meta pada manajemen pasca pelatihan untuk meningkatkan produktivitas guru di SMK." Jurnal Pendidikan Vokasi 1, no. 1 (February 28, 2011): 133. http://dx.doi.org/10.21831/jpv.v1i1.5808.
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META ANALYSIS IN POST TRAINING MANAGEMENT TO IMPROVE TEACHER PRODUCTIVITY IN VOCATIONAL SCHOOLPost in-service training programs of teachers have never been evaluated to investigate their effectiveness and productivity. Some factors are indicated to affect unmeasured productivity of the program: (1) there is no a clear procedure in evaluating productity of in-service training program, (2) there is no standardized procedures to evaluate teacher performance, (3) a complex teachers' background make evaluation instrument is difficult to be developed, (4) trainings have not been based on teachers needs, (5) training content could not be implemented, and (6) monotonous methode were usually employed. However, this research investigated seven advantages: (1) School productivity is improved, (2) relationship between management and staff is in harmony, (3) a faster decision making is achieved, (4) a high commitment and motivation for school community, (5) to push more open management through implementation of participative managerial, (6) more effective communication, and (7) a functional conflict resolution. The advantages for teacher: (1) help teacher to make a better decision making, (2) to help teacher to solve problems, (3) motivational factors are internalized and operationalized, (4) to develop teacher to improve performance, (5) to help teacher to be a self confidence teacher, (6) to help teacher to acquire intellectual and technical ability, (7) to improve teacher's work satisfaction, (8) more recognition on individual performance, (9) more independent teachers, and (10) lessen teacher's anxious toface future.
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Cheng, Eric C. K., Yan Wing Leung, Wai Wa Yuen, and Hei Hang Hayes Tang. "A model for promoting student participation in school governance." International Journal of Educational Management 34, no. 4 (December 5, 2019): 737–49. http://dx.doi.org/10.1108/ijem-06-2019-0186.
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Purpose The purpose of this paper is to highlight the urgent need for a genuinely effective and attainable citizenship education model in Hong Kong’s schools, which focusses on promoting student participation in school governance. It is an empirical citizenship education management model for school leaders that illustrates the predictive effects of personally responsible, participatory, justice-oriented and patriotic citizenship, necessarily supported by school management practices, school ethos and teacher beliefs. Design/methodology/approach A total of 3,209 students from 51 secondary schools in Hong Kong participated in a quasi-experimental design questionnaire survey. A structural equation model (SEM) was applied to confirm the model. Findings The results of the SEM show that the values and cultural practices held by a school’s teachers drive the implementation of its citizenship education. Moreover, it is well known that organizational values can exert a powerful influence and it is the same within educational structures: management practices in schools have an impact on ethos, teachers’ beliefs and student participation in school governance. Practical implications The paper provides practical proposals for school leaders to create opportunities for student participation in school governance. Originality/value This study builds on existing literature and provides school leaders with a practical model for implementing student participation in school governance.
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Wanjiru, Jenestar. "Post-conflict reconstruction: Negotiating school leadership practice for inclusive education of conflict-affected children in Kenya." Educational Management Administration & Leadership 48, no. 3 (January 3, 2019): 496–513. http://dx.doi.org/10.1177/1741143218817554.
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Provision of education during/after violent conflicts remains a global dilemma with many conflict-affected children excluded from/within education. Likewise, school leadership is increasingly seen as a key element in developing inclusive schools across communities. This single intrinsic case study with aspects of ethnography was conducted in one post-conflict community school in Kenya, where 71% of the pupil population comprised conflict-affected children following the 2007–2008 post-election violence. The aim was to explore and understand how the headteacher and teachers perceived and developed teacher participation in school leadership practice, in order to respond to learning and development needs of conflict-affected children, and promote inclusive practices in post-conflict schooling. Thematic analysis of interviews, observations, and textual displays indicated that by diagnosing the state of local affairs, that is, violence-disrupted livelihoods, school demographics, and systemic demands, the headteacher encouraged active participation of teachers in school leadership practices. Although overall accountability remained locked in hierarchical structures, teacher leadership emerged in arrangements like “office-referenced” individual leadership and collaborating groups (e.g., task groups and “team leadership”). With school leadership practice often attributed to headteachers in Kenya, this study contributes to debates on the construction of teacher leadership and offers insights into the experiences of school leaders in combating exclusionary practices after societal violence.
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Pagnano, Karen, and David J. Langley. "Teacher Perspectives on the Role of Exercise as a Management Tool in Physical Education." Journal of Teaching in Physical Education 21, no. 1 (October 2001): 57–74. http://dx.doi.org/10.1123/jtpe.21.1.57.
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This study explored the perspectives of two experienced female high school teachers regarding their use of exercise as a management tool. The participants were specifically chosen to embody one of two positions: exercise was an appropriate and frequent strategy for managing student misbehavior, or an inappropriate and unused strategy. A qualitative approach was adopted, and multiple forms of data were obtained and analyzed thematically. Two concepts on the nature of the sport participation experience were adapted to frame teacher perspectives on the use of exercise to manage student misbehavior. It is suggested that both participants integrated their prior sport experiences into an evolving life structure and subsequently constructed a management style that was consistent with that structure. Prior experiences involving power and performance sports helped to rationalize the use of exercise to manage student misbehavior. In contrast, prior experiences associated with pleasure and participation sports influenced the belief that exercise was an inappropriate strategy for managing student misbehavior.
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PRICE, MICHAEL, and KEN REID. "Personal variables affecting the perspectives of head‐teachers and teachers towards teacher participation in school decision‐making." School Organisation 7, no. 1 (January 1987): 113–18. http://dx.doi.org/10.1080/0260136870070117.
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Cejas Martínez, Magda Francisca, Derling Jose Mendoza Velazco, Mercedes Navarro Cejas, and Juan Pablo Morales Corozo. "Pedagogical Leadership within the Framework of Human Talent Management: A Comprehensive Approach from the Perspective of Higher Education in Ecuador." Integration of Education 25, no. 1 (March 30, 2021): 8–21. http://dx.doi.org/10.15507/1991-9468.102.025.202101.008-021.
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Introduction. University higher education in recent decades has seen the need to participate in projects that lead to its evolution, transformation and adaptation to the demands of current times. The leading role of the teaching professional is becoming more visible in these changes, which is why it is considered that the recognition of it as a leader is of vital importance to transform reality. The study presented has as a general objective to study teacher leadership in the higher education system of Ecuador considering its leading role in the transformative participation of educational processes. Materials and Methods. The research carried out was part of the development of the mixed or qualitative methodology. This was a two-phase sequential study. The first quantitative phase involved a questionnaire with descriptive analysis, applied the reliability with the Cronbach’s alpha coefficient. The qualitative phase consisted of an interpretative documentary analysis. Results. The results showed that most of the teachers surveyed do not recognize themselves as leaders, or at least are not known as leaders in some areas of the educational processes in which they participate. Teachers have three types of leadership: instructional, distributed and university. Discussion and Conclusion. At the present time the participation, commitment and responsibility in the area of competence of the university teacher, the educational leadership represented in the professional of university teaching, it is vitally important to move from discourse to action and active participation in the transformation of the realities.
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Lee, Dabae, Jiyoon Jung, Suhkyung Shin, Anne Otternbreit-Leftwich, and Krista Glazewski. "A Sociological View on Designing a Sustainable Online Community for K–12 Teachers: A Systematic Review." Sustainability 12, no. 22 (November 22, 2020): 9742. http://dx.doi.org/10.3390/su12229742.
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As a way to support teachers’ professional development activities and build communities of practice for teachers, education researchers and practitioners have put considerable effort into building an online learning community for K–12 teachers to create a venue to facilitate teachers’ joint knowledge construction. However, a substantial number of such online communities have failed due to lack of participation of members. Therefore, it is critical to understand how to design a sustainable community that fulfills members’ needs and elicits active participation of members. In this literature review, we adopted a sociological framework to investigate how to create a sustainable online community. This framework suggests that the sustainability of a community comes from individual members’ three types of commitments: instrumental, affective, and moral commitments. Such commitments are results of members’ cognitive, cathectic, and evaluative processes and lead to membership retainment, cohesive relationships, and socially regulated participation. Using this framework, we conducted a systematic literature review on online teacher community articles published from 1990 to 2018. Our findings provide insights on factors associated with teacher members’ instrumental, affective, and moral commitment to an online community. Based on these findings, we further provide design suggestions to build a sustainable community for teachers.
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Dora Choi Wa Ho. "Teacher Participation in Curriculum and Pedagogical Decisions: Insights into Curriculum Leadership." Educational Management Administration & Leadership 38, no. 5 (September 2010): 613–24. http://dx.doi.org/10.1177/1741143210373739.
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Susanti, Anita. "the Application of Classroom Management in English Language Teaching to Increase Students’ Speaking Ability at Tenth Grade of SMK Trisakti Bandar Lampung." Pedagogy : Journal of English Language Teaching 5, no. 2 (January 2, 2018): 113. http://dx.doi.org/10.32332/pedagogy.v5i2.937.
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This research focused on the application of classroom management in English language teaching to increase students’ speaking ability at private vocational high school at Bandar Lampung. Data come from tenth class X accounting 1consists of35 students involving a writer and an English teacher. The research was conducted through a Classroom Action Research (CAR). The result showed that classroom management could be used to increase students’ speaking in learning English by implementing proper classroom management. Classroom management could be effective if it is supported by the ability of the teacher in managing a classroom. How teachers’ talk and behave are important factors in managing a class. Making a classroom climate was comfortable and condusive by proper classroom managing and adequate classroom facilities. The successful application of classroom management can be seen from the students’ positive response and their active participation in speaking learning activities.
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Chan, Cheuk-Ting, Kiko Tsz Lan Cheng, and Dickson K. W. Chiu. "Alert Driven Communications Management for Children Music Learning Based on Suzuki Method." International Journal of Systems and Service-Oriented Engineering 5, no. 3 (July 2015): 75–90. http://dx.doi.org/10.4018/ijssoe.2015070105.
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It is widely believed that parents' involvement in students' music learning is vital to their success. Shinichi Suzuki not only provided teachers with useful and logical teaching skills, but also stressed on the importance of the parents as a “home teacher”. To enhance the interactions among parents, students, and teachers as well as encourage parental participation, this paper proposes a Web 2.0 learning platform (WASSAP) with an Alert Management System (AMS) as a solution to tackle problems of busy parents who do not have adequate time to involve in students' music learning. The system can facilitate busy parents to pay more attention to students' learning progress, with the AMS managing the underlining communication among various parties involved.
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Ho, Dora, and Haze Lam. "A study of male participation in early childhood education." International Journal of Educational Management 28, no. 5 (June 3, 2014): 498–509. http://dx.doi.org/10.1108/ijem-02-2013-0024.
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Purpose – The function of early childhood education (ECE) has shifted from mothering to nurturing child development in Hong Kong. Teaching in kindergartens seems to be more attractive to men nowadays. The purpose of this paper is to explore the issues of male participation in ECE through a case study of a local kindergarten. Design/methodology/approach – A case study methodology was used in the research design and the data were collected through semi-structured interviews. The interviewees all came from a single, case study school, and included the kindergarten principal, head teacher, teachers, both Chinese and foreign nationals, and parents. Findings – The findings of the study indicated that most of the school staff support hiring male teachers in kindergartens and perceive that male teachers play an important role in educating young children. On the other hand, the views of parents who participated in the study were divided. This reflects gender bias on the part of parents. Originality/value – Minimal research on male participation in kindergartens has been conducted in Hong Kong. The findings of the study shed some light on the issues of male participation in ECE in a Chinese context. It is argued that overcoming the low participation of male teachers in ECE will require changes in deeply rooted institutional and management practices. From a wider perspective, providing better career prospects and improving the professional status of kindergarten teachers will attract more men to teach in kindergartens.
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Ocham, Lillian, and Ursulla Achieng Okoth. "Head-teachers ' motivational practices in public secondary schools in Kenya." TQM Journal 27, no. 6 (October 12, 2015): 814–22. http://dx.doi.org/10.1108/tqm-08-2015-0110.
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Purpose – The purpose of this paper is to determine the effects of head teachers’ motivational practices on teacher performance in public secondary schools in Kenya. The objectives of the study: to determine the influence of staff recognition; shared leadership by teachers; participation in staff development programmes; and head teachers’ support for the teachers on performance. Design/methodology/approach – The study design was descriptive survey involving 186 teachers and 32 head teachers from Koibatek district. The instruments comprised of a questionnaire and an interview guide. Data were analysed using descriptive statistics, and presented using tables and pie charts. Findings – Recognition of teachers and good working conditions enhance teachers’ performance. Shared leadership between teachers and head teachers has a positive effect on teacher performance Teachers’ professional growth enhances performance. The teachers who receive head teachers’ support such as teaching materials are more motivated enhancing performance. Research limitations/implications – Administrators of schools should often recognize teachers. The Board of Management, Teachers Service Commission, and head teachers should provide opportunities for shared leadership. The Quality Assurance and Standard (QAS) Directorate, need funds to engage teachers in in-service courses. Practical implications – Teachers should be supported by providing teaching resources and ICT, and be given opportunities for advancement by government agencies. Social implications – Teachers should be recognized through appreciation and other incentives during prize giving days and assemblies. Teachers be given responsibilities and freedom to act to develop abilities. Originality/value – The research shows teacher motivation as a means of enhancing performance for quality management.
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Gathercole, Katie. "Managing cystic fibrosis alongside children’s schooling: Family, nurse and teacher perspectives." Journal of Child Health Care 23, no. 3 (December 28, 2018): 425–36. http://dx.doi.org/10.1177/1367493518814930.
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The treatment regimen for children with cystic fibrosis (CF) is vast and is usually undertaken in the family home. Managing CF coincides with other important family routines such as children’s participation in education. There is a dearth of research that considers family routines that may influence, and be influenced by how CF is managed. To address this gap, this patient-led study examined how families manage CF alongside children’s education in England. Semi-structured interviews were conducted with 14 participants comprising 5 children and young people with CF, 4 parents, 2 CF nurse specialists and 3 teachers. The results revealed that CF routines were organized to minimize disruption to education, although families experienced challenges in meeting all daily health and education demands. Families chose between children doing their treatments or participating in school activities when doing both were not feasible. Treatments were sometimes a barrier to education participation and children’s learning. Families found treatment routines restrictive upon children’s friendships. Education is a priority for families, which affects how they manage CF. CF clinical teams should consider bidirectional influences between important family routines and families’ management of CF, when planning appropriate treatment regimens.
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Alsaluli, Abdullah, Abdullahi Ahmed, and John Davies. "Public engagement in integrated urban water management in Saudi Arabia: teachers' perceptions in relation to water awareness." Water Supply 15, no. 4 (April 2, 2015): 871–80. http://dx.doi.org/10.2166/ws.2015.006.
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This paper presents an overview of interpretative analysis of a survey to evaluate the potential for public engagement/ positive public participation in integrated urban water management (IUWM) in Saudi Arabia. The research targeted different stakeholders to investigate the current practices and visions, in order to determine the extent to which IUWM could be enhanced by positive stakeholder participation and public awareness. The paper concentrates on teachers'/schools' perspectives; even though the wider study investigates the views of a number of key public stakeholder groups within Saudi society, all of the selected stakeholder groups have a public interface within the selected section of society. Data collection was through in-person administering of hardcopy questionnaires in Riyadh, Jeddah and Albaha, collecting responses from a wide range of stakeholder groups, including teachers, policy makers, water professionals and managers, environmental managers, technical practitioners and engineers, industrial managers, lecturers and researchers, and from the general public. This paper presents initial findings of questionnaire responses of teachers in 60 schools (one teacher for each school), relating to teachers' perception of students' awareness level of water issues and the potential role of schools in raising levels of awareness and engagement.
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López-Alcarria, Abigail, María Fátima Poza-Vilches, María Teresa Pozo-Llorente, and José Gutiérrez-Pérez. "Water, Waste Material, and Energy as Key Dimensions of Sustainable Management of Early Childhood Eco-Schools: An Environmental Literacy Model Based on Teachers Action-Competencies (ELTAC)." Water 13, no. 2 (January 10, 2021): 145. http://dx.doi.org/10.3390/w13020145.
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The main argument defended in this article is that the involvement of teachers in decision-making about environmental aspects related to the management of educational institutions constitutes a powerful tool for training, teacher professional development, and environmental literacies. A group of early childhood education teachers across various institutions work under a collaborative action-research model for an entire year that is focussed on the following: (1) the institution’s water, solid waste, and energy management; (2) the planning of innovative activities related to water, solid waste, and energy, and; (3) participation in transformative actions that involve families and impact their neighbourhoods. The experience enables the building of a theoretical model of teacher training aimed at acquiring action skills from a comprehensive perspective of triple helix environmental literacy (management, research/innovation, and teaching) that affects their commitments to the management of environmental resources, the eco-auditing of their eco-school, the curricular greening of activities, the renewal of educational programs, and the implementation of an action-research focussed on aspects related to sustainability.
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López-Alcarria, Abigail, María Poza-Vilches, María Pozo-Llorente, and José Gutiérrez-Pérez. "Water, Waste Material, and Energy as Key Dimensions of Sustainable Management of Early Childhood Eco-Schools: An Environmental Literacy Model Based on Teachers Action-Competencies (ELTAC)." Water 13, no. 2 (January 10, 2021): 145. http://dx.doi.org/10.3390/w13020145.
Full textAbstract:
The main argument defended in this article is that the involvement of teachers in decision-making about environmental aspects related to the management of educational institutions constitutes a powerful tool for training, teacher professional development, and environmental literacies. A group of early childhood education teachers across various institutions work under a collaborative action-research model for an entire year that is focussed on the following: (1) the institution’s water, solid waste, and energy management; (2) the planning of innovative activities related to water, solid waste, and energy, and; (3) participation in transformative actions that involve families and impact their neighbourhoods. The experience enables the building of a theoretical model of teacher training aimed at acquiring action skills from a comprehensive perspective of triple helix environmental literacy (management, research/innovation, and teaching) that affects their commitments to the management of environmental resources, the eco-auditing of their eco-school, the curricular greening of activities, the renewal of educational programs, and the implementation of an action-research focussed on aspects related to sustainability.
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Quental, Carlos, and Luis Borges Gouveia. "Web Platform for Public E-Participation Management." International Journal of Civic Engagement and Social Change 1, no. 1 (January 2014): 60–77. http://dx.doi.org/10.4018/ijcesc.2014010105.
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The e-participation can be considered an area under constant focus. This paper presents a brief analysis of e-participation and e-democracy, and proposes a platform for electronic participation based on social media principles, designed to gather teachers and unions in a shared deliberative space. Interaction and collaboration are supported through questions, answers, suggestions, comments, votes, surveys and live debates. This proposal is intended to narrow the communication gap between teachers and unions and encourage teachers to become involved and participate in educational debates and important topics about the profession. The platform presented enables effective participation in formal and informal decision-making processes via the Internet, either as standalone or widgets with full integration into any Website. It is under constant development and will be improved along with this project. The actors in this study were chosen from the National Federation of Teachers due to its representativeness regarding associate teachers and provide an opportunity to assess the platform potential to support participation in a union context. The platform will be used in a trade union linked to teachers of several grade levels to understand their participation in this organization.
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Quental, Carlos, and Luis Borges Gouveia. "Web Platform for Public E-Participation Management." International Journal of Civic Engagement and Social Change 1, no. 2 (April 2014): 1–22. http://dx.doi.org/10.4018/ijcesc.2014040101.
Full textAbstract:
The e-participation can be considered an area under constant focus. This paper presents a brief analysis of e-participation and e-democracy, and proposes a platform for electronic participation based on social media principles, designed to gather teachers and unions in a shared deliberative space. Interaction and collaboration are supported through questions, answers, suggestions, comments, votes, surveys and live debates. This proposal is intended to narrow the communication gap between teachers and unions and encourage teachers to become involved and participate in educational debates and important topics about the profession. The platform presented enables effective participation in formal and informal decision-making processes via the Internet, either as standalone or widgets with full integration into any Website. It is under constant development and will be improved along with this project. The actors in this study were chosen from the National Federation of Teachers due to its representativeness regarding associate teachers and provide an opportunity to assess the platform potential to support participation in a union context. The platform will be used in a trade union linked to teachers of several grade levels to understand their participation in this organization.
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Mason, Christine Y., Marcy Mcgahee-Kovac, Lora Johnson, and Sandy Stillerman. "Implementing Student-Led IEPs: Student Participation and Student and Teacher Reactions." Career Development for Exceptional Individuals 25, no. 2 (October 2002): 171–92. http://dx.doi.org/10.1177/088572880202500206.
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Somantri, Manap. "RESEARCH AREAS IN THE DEVELOPMENT OF EDUCATIONAL MANAGEMENT." International Journal of Educational Management and Innovation 1, no. 2 (March 9, 2020): 144. http://dx.doi.org/10.12928/ijemi.v1i2.1684.
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The objectives of this study are elaboration research areas in the development of educational management at the teacher and educational science faculty. Elaboration of research areas significant for the development of competitiveness study program, and can be references candidates for the topic choices of thesis and dissertation or lecturer research at the teacher and educational science faculty. The study will be done to literature analysis on educational management as a dimension process and substances in education. As a dimension, process management has explored while on planning, organizing, staffing, directing, budgeting, controlling, evaluating, and reporting. Substantial management included the curriculum, student, teacher, staff, money, facilities, and participation in educational management. The organization level can be analyses on global, regional, local, and institutional levels. The organizational function can be analyses on leadership, planning, supervision, communication, decision making, and innovation in the management process. The area's research in educational management has used for institutional innovation and student achievement.
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Zhao, Decheng, and Luhuan Wang. "School Governance Structure and Its Impact on Student Performance: A Comparative Study between Four Provinces of China and the PISA2015 High-Scored Countries/Economies." Best Evidence in Chinese Education 6, no. 2 (November 23, 2020): 825–43. http://dx.doi.org/10.15354/bece.20.ar072.
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Improving the school governance structure and establishing a modern school system are the current research focuses in elementary and middle school management. Through a comparative analysis of the school governance structure of four provinces and cities in China (Beijing-Shanghai-Jiangsu-Guangdong, BSJG) and PISA2015 high-scored countries/economies, we found that the school autonomy in seven major aspects including “teacher selection, teacher dismissal, evaluation policy, enrollment policy, textbook selection, curriculum content, and curriculum design” in BSJG schools was significantly lower than that of high-scored countries/economies. The average decision-making of BSJG principals and teachers in various affairs was also substantially lower than the high-scored countries/economies. The multilevel analysis found that the impact of school governance structure on student performance presented different patterns between BSJG and high-scored countries/economies. Therefore, China needs to (i) expand the autonomy of school management further and establish a new government-school relationship; (ii) give priority to curriculum management and ensure its autonomy in schools; (iii) improve the principal accountability system, and strengthen the principal’s power and responsibility in school management; (iv) strengthen democratic management, thereby promoting teachers’ participation in the decision-making of school affairs.
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Du, Peng Ying, Hao Jiang, Guo Hai Ren, and Xuan Chang Zhou. "Experimental Teaching Model on Information and Electrical Engineering Speciality." Advanced Materials Research 271-273 (July 2011): 1322–25. http://dx.doi.org/10.4028/www.scientific.net/amr.271-273.1322.
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Training applied talent is the goal of current college. Several common experimental teaching methods, such as 1 × N Class -Team Teaching Model, N × N Class-Team Teaching Model, N × N Teacher-Team Teaching Model, are analyzed and compared. These experimental teaching methods have some disadvantages, which are that the ratio of teacher-student is small, or teacher professional expertise is not conducive to student’s comprehensive knowledge. A new experimental practice teaching model is given, which is Double Teams Model of Teachers and Students (DTMTS) experimental practice teaching model. This model can be used in course practice training, students’ research training and academic competition training. The implementation process of this model are teachers team building, students team building, to carry out experimental method of teaching practice, experimental practice teaching organization, the team teaching process management, strengthen the hardware platform construction of experimental practice. Its implementation can improve student’s participation in practice and innovation ability.
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Anwar, Lalu Mathlaul, A. Wahab Jufri, and Lalu Muhaimi. "Application of Madrasah Based Management in Improving the Quality of Aliyah Madrasah Education." International Journal of Multicultural and Multireligious Understanding 6, no. 5 (October 18, 2019): 257. http://dx.doi.org/10.18415/ijmmu.v6i5.1086.
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This study aims to identify and describe the steps to implement madrasah-based management, describe the forms of community participation in contributing to improving madrasa quality, identify and describe madrasa efforts in order to ensure effective communication between schools and communities and describe the results of improving madrasah education quality. . The approach used in this research is a qualitative approach through descriptive analysis. The research subjects were the head of the Madrasah, the teacher, the school committee, students and the community. Data collection techniques using interview, observation and documentation. Data validity checking techniques with triangulation include credibility, transferability, dependability and confirmability. Data analysis techniques are using data reduction methods, data presentation and drawing conclusions. The results of data analysis show that the application of madrasah-based management is inseparable from the factors that can support and hinder the process of implementation. Community participation in the development of madrasah-based management can grow and develop in conditions of openness because of the mutual trust between madrasas and the community. One of the efforts of the madrasa committee in exploring community participation in madrasa development needs to get support from all components of education, both teachers, madrasa principals, students, parents / guardians of students, community, and Madrasah Aliyah Al-Aziziyah. Therefore we need close cooperation and coordination among the education components so that efforts to improve the quality of education carried out can be effective and efficient.Keywords: Application of MBM, Community Participation, Quality of Education
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Ha, Margaret L., Tricia M. Kasamatsu, Tamara C. Valovich McLeod, Johna K. Register-Mihalik, and Cailee E. Welch Bacon. "Teachers’ Perceived Knowledge and Confidence Regarding Adolescent Concussion Management." Journal of Education and Learning 9, no. 5 (August 17, 2020): 27. http://dx.doi.org/10.5539/jel.v9n5p27.
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Teachers play an important role in facilitating a student’s return to school after a concussion. Currently, there is limited evidence on teachers’ experiences and their role in managing concussions in the classroom. This study investigated teachers’ perceived knowledge and confidence regarding concussion recognition and management. A cross-sectional design was used for this online survey of secondary school teachers in the United States. Practicing teachers self-reported being moderately knowledgeable and confident in their knowledge of concussion signs and symptoms. Whereas teachers were moderately knowledgeable and confident in their knowledge of academic support strategies after a student’s concussion, teachers were minimally knowledgeable and confident in their knowledge of the criteria for the student’s return to school and activity. Personal history of concussion and participation in formal concussion education were associated with increases in teachers’ perceived knowledge and confidence regarding concussion and its management process. Overall, teachers believed it was important to learn about concussions to support a student’s return to school. Therefore, integration of concussion education into preservice teacher education programs and in-service trainings is recommended. Providing teachers with practical resources on academic adjustments can enhance the support provided to symptomatic students, reduce misconceptions about concussion, and facilitate dialogue among stakeholders involved in the management of concussions.
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Kingi, Petronilla M., and Jeremiah M. Kalai. "Effects of Teachers’ Participation in Management of Physical and Material Resources on Their Motivation, Kenya." European Scientific Journal, ESJ 14, no. 10 (April 30, 2018): 280. http://dx.doi.org/10.19044/esj.2018.v14n10p280.
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Motivation is one of the many factors that contribute to employee performance. Teachers’ motivation in public secondary schools has been highlighted as one of the factors that contribute to employee performance (Matoke, Okibo & Nyamongo, 2015). There is however a dearth of literature on the effects of teachers’ level of participation in management of physical and material resources on their motivation. The purpose of this study was to investigate the effects of teachers’ levels of participation in management of physical and material resources on teachers’ motivation in public secondary schools in Kiambu, Machakos and Kajiado Counties, Kenay. The study sought to establish whether there was a significant relationship between the teachers’ level of participation in management of physical and material resources on teachers’ motivation in secondary schools. The study used Kurt Lewin change management model (1951) and Herzeberg Motivation Hygiene Theory (1959). Correlation design was adopted with a sample size of 58 principal and 345 subject teachers. Data was collected using questionnaires for the teachers and principals and self-administered observation guide. Stratified random sampling technique was used to get the sample size of the respondents. Validity was established through expert consultation and reliability determined using cronbach alpha. Means were computed to compare the teachers’ and principals’ opinions on the teachers’ level of participation in management of physical and material resources. Mean of below 2.00 was considered low level, mean between 2 to 3.5 was moderate whereas as mean above 3.5 was regarded high level. Independent t-test was used to establish whether there was a statistical mean difference between the teachers and school principals’ opinion on the teachers’ level of teachers’ participation in management of physical material resources. Simple regression analysis was carried out in order to establish the effect of teachers’ participation in the management of physical and material resources on their motivation. The study established that teachers were moderately involved in management of physical and material resources. The independent sample t-test results shows that there was a significant difference in the mean difference between the means of principals’ and teachers’ views on teachers’ participation in management of physical and material resources t (377) = -6.073, p = 0.00. The study revealed a statistical significant relationship between teachers’ level of participation in the management of physical facilities and their motivation ( = .399, p-value< .01).There is need to embrace participative structures that encourage teachers’ participation in management of physical facilities and material resources. Through such ventures the teachers will highly be motivated to work and consequently improving the quality of education in Kenya.
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Al Nuaimi, Samira, Hossan Chowdhury, Konstantinos Eleftheriou, and Marios I. Katsioloudes. "Participative decision-making and job satisfaction for teachers in the UAE." International Journal of Educational Management 29, no. 5 (June 8, 2015): 645–65. http://dx.doi.org/10.1108/ijem-07-2014-0090.
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Purpose – Knowledge of teachers’ participative decision making (PDM) and job satisfaction (JS) is important, as teachers comprise most of a school’s staff. The purpose of this paper is to examine the effect of teacher gender, nationality and school type on teachers’ PDM and JS in Abu Dhabi’s schools and to determine whether there any significant differences in PDM and teachers’ JS among teachers of different genders, school types and nationalities. Design/methodology/approach – A questionnaire was used to collect data for the study by measuring each responding teacher’s involvement in making school decisions in both the instructional and managerial domains and JS. The questionnaire was distributed among teachers in 28 different schools around the Emirate of Abu Dhabi. Findings – The primary results demonstrated that teachers’ PDM differs by teacher gender, nationality and school type, whereas teacher’s JS differs by teacher gender and nationality, with school type having in general no significant effect on teacher JS. Originality/value – This study contributes to literature on the UAE educational field, educational leadership and school management.
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Chen, TingHao. "Using Hybrid MCDM Model for Enhancing the Participation of Teacher in Recreational Sports." Journal of Decision Systems 20, no. 1 (January 2011): 33–49. http://dx.doi.org/10.3166/jds.20.33-49.
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Silva Lorente, Isabel, and Juan Carlos Torrego Seijo. "Percepción del Alumnado y Profesorado sobre un Programa de Mediación entre Iguales." Qualitative Research in Education 6, no. 2 (June 27, 2017): 214. http://dx.doi.org/10.17583/qre.2017.2713.
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The principal aim of this study is to evaluate the perception of the students and teachers involved in the mediation team at a secondary school in Madrid, specifically, in terms of its performance. To conduct this research study, we have used a qualitative research method. Firstly, to evaluate the teachers’ perception, we designed a semi-structured interview questionnaire to gather their opinions about their participation in the mediation team. In addition, we created two focus groups; one with students and another with teachers. The results demonstrate a high degree of teacher and student satisfaction towards the implementation of the mediation program. The students’ perception after participating in the mediation program suggests that this type of experience helps to improve their personal and social skills. Our research also demonstrates the importance attached to the selection of the mediator students, as well as the relevance of the management team for setting these types of programs in motion.
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Göldağ, Battal. "Investigation of relationship between high school teachers' self- efficacy perceptions and job satisfaction." Cypriot Journal of Educational Sciences 15, no. 6 (December 31, 2020): 1464–79. http://dx.doi.org/10.18844/cjes.v15i6.5285.
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This research aims to determine the relationship between self-efficacy perceptions and job satisfaction of teachers working in high schools. The universe of the research is composed of the teachers working in high schools in Malatya Battalgazi and Yeşilyurt districts in the fall semester of the academic year 2019-2020. Simple random sampling method has been used for sample selection. In our study, the “Teacher Self-Efficacy Scale” and the short form of the adapted “Minnesota Job Satisfaction Scale” have been used. According to the new results we obtained in our research; teachers' job satisfaction is at a moderate level; self-efficacy perceptions are quite sufficient. There is a moderately significant positive correlation between self-efficacy levels perceived by teachers, self-efficacy levels of student participation, classroom management self-efficacy levels, teaching strategies self-efficacy levels, general job satisfaction levels, internal satisfaction levels and external satisfaction levels.
Keywords: Self-efficacy, Teacher Self-Efficacy, Job Satisfaction, High School Teachers;
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Winingsih, Lucia H., Iskandar Agung, and Agus Amin Sulistiono. "Talent Management Based-Education: Indonesian Case." Mediterranean Journal of Social Sciences 11, no. 3 (May 10, 2020): 79. http://dx.doi.org/10.36941/mjss-2020-0032.
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This study aims to determine the effect variables on the implementation of talent management of based education (TMBE). The paper is part of the results study in 3 (three) cities in DKI Jakarta, Banten, West Java Province, Republic of Indonesia with a sample of three senior high schools each taken by purposive technique, especially good criteria and have teacher guidance and counseling status. From each school 20 high school teachers were randomly drawn to answer the questionnaire distributed to them. The questionnaire was previously validated and reliable using the product moment test criteria from Pearson and Cronbach Alpha with the help of the SPSS program version 24.0. Data is processed and analyzed using the Structural Equation Modeling (SEM) approach using the Lisrel 8.70 program. The study resulted that the provincial government policy variables (PDS), school conditions (SC), teaching activities (LT), teacher guidance and counseling (GC) functions, and parent participation (PP) had a direct positive effect on the TMBE, Cultural Values (CV), and National Education (NE) variables. The indirect effect of PDS, SC, LT, GC, PP on TMBE is greater through CV and NE, then TMBE has a positive effect on Student Outcome (SO). It is recommended that TMBE implementation requires a holistic approach taking into account the variables and all the indicators studied. Ignoring one or more variables and trend indicators will influence the success or failure of talent-based education management and in turn will have an impact on student achievement (SO).
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Findley, Bev, and Dale Varble. "Creating A Conducive Classroom Environment: Classroom Management Is The Key." College Teaching Methods & Styles Journal (CTMS) 2, no. 1 (July 22, 2011): 49. http://dx.doi.org/10.19030/ctms.v2i1.5252.
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Creating a classroom environment which is conducive to learning is one of the most important things a teacher can do. This becomes even more crucial as students enter classrooms with their cell phones, pagers, and beepers. Additionally, many students are tardy for class, leave early, or may not appear in class on numerous occasions. Therefore, classroom management takes on greater significance at the university level. Effective classroom management starts at the first class meeting. Everything a teacher does on Day One will set the stage for the procedures, routines, and expectations throughout the course. Having a detailed syllabus, outlining requirements for the course, defining expectations for attendance and participation, and explaining the rules of the road are just the beginning of how a teacher models expected behavior of the students. This paper provides successful strategies used in university classrooms and presents a review of literature on effective university classroom management practices.
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Findley, Bev, and Dale Varble. "Creating A Conducive Classroom Environment: Classroom Management Is The Key." College Teaching Methods & Styles Journal (CTMS) 2, no. 3 (July 22, 2011): 1. http://dx.doi.org/10.19030/ctms.v2i3.5262.
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Creating a classroom environment which is conducive to learning is one of the most important things a teacher can do. This becomes even more crucial as students enter classrooms with their cell phones, pagers, and beepers. Additionally, many students are tardy for class, leave early, or may not appear in class on numerous occasions. Therefore, classroom management takes on greater significance at the university level. Effective classroom management starts at the first class meeting. Everything a teacher does on Day One will set the stage for the procedures, routines, and expectations throughout the course. Having a detailed syllabus, outlining requirements for the course, defining expectations for attendance and participation, and explaining the rules of the road are just the beginning of how a teacher models expected behavior of the students. This paper provides successful strategies used in university classrooms and presents a review of literature on effective university classroom management practices.
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chow, alice w. k. "Teacher learning communities: the landscape of subject leadership." International Journal of Educational Management 30, no. 2 (March 14, 2016): 287–307. http://dx.doi.org/10.1108/ijem-07-2014-0105.
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Purpose – Teacher learning communities (TLCs) formed within subject departments are conceptualized as reform platform for facilitating school improvement and teacher development. The purpose of this paper is to examine the ways in which three TLCs were structured and managed for generating change capability in secondary schools in Hong Kong. Design/methodology/approach – A review of the literature on the contribution of learning communities to teacher professional development, and the functions and styles of subject leadership provides the theoretical background of the study. Participant observations and semi-structured interviews were employed as the main instruments for the investigation into the potentials of TLCs for enhancing professional renewals. Narrative accounts were obtained from a total of 21 teachers (including three subject leaders) on the nature and process of their participation in the renewal projects. Findings – The findings of the interview study reveal the landscape of subject leadership orientations that shaped the collaborative practices, power relations and knowledge representations within TLCs. Variability is noted in the subject leaders’ concerns for harmonious relationship, executive control, professional growth and leadership empowerment. The spectrum of knowledge structure in these communities is marked by a hierarchical relationship on one end, and a heterarchical relationship on the other. Research limitations/implications – This paper portrays the dynamics within three TLCs, and depicts a continuum of three leadership styles. The literature on subject leadership in TLCs could be enriched with further investigations into the contextual variables and sources of influence that affect the choice of leadership orientations of subject leaders who grapple with a balance between managerial imperative for control and accountability and a learning imperative for participative explorations that satisfy teachers’ aspirations for autonomy and creative investments in their own professional enhancement. Practical implications – Subject leadership training should emcompass reflective discourse on epistemological beliefs and assumptions on teacher learning and development, and leadership orientations that shape collaborative professional renewal practices. Originality/value – While research studies conducted in the Western world show that reflective and collaborative inquiries within professional communities have helped to improve classroom practices and teacher development (e.g. Hord, 1997), yet little is known about the management practices of subject leaders that shape the internal cultural conditions, power relations and knowledge representation within their departments in the context of Hong Kong.
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Cook, Clayton R., Aria Fiat, Madeline Larson, Christopher Daikos, Tal Slemrod, Elizabeth A. Holland, Andrew J. Thayer, and Tyler Renshaw. "Positive Greetings at the Door: Evaluation of a Low-Cost, High-Yield Proactive Classroom Management Strategy." Journal of Positive Behavior Interventions 20, no. 3 (February 19, 2018): 149–59. http://dx.doi.org/10.1177/1098300717753831.
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Externalizing behavior is a significant concern among teachers. Teachers could benefit from incorporating proactive strategies to prevent problem behaviors and promote academic engagement as students transition into the classroom learning environment. The purpose of this study was to conduct an experimental investigation of the Positive Greetings at the Door (PGD) strategy to improve middle school students’ classroom behavior. Teachers were nominated by their principals for participation and then randomly assigned to the PGD or attention control condition. Observational data on academic engaged time and disruptive behavior were collected pre- and post-implementation. Results revealed that the PGD strategy produced significant improvements in academic engaged time and reductions in disruptive behavior. Moreover, results from a social validity questionnaire indicated that teachers found the PGD strategy to be feasible, reasonable, and acceptable. The limitations of this study and implications of these findings for teacher pre- and in-service trainings are discussed.
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Nilsson, Marie, Ingemar Andersson, and Kerstin Blomqvist. "Coexisting Needs: Paradoxes in Collegial Reflection—The Development of a Pragmatic Method for Reflection." Education Research International 2017 (2017): 1–12. http://dx.doi.org/10.1155/2017/4851067.
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This paper addresses a feasibility study of a method for recurrent collegial reflection. A qualitative approach, using a participatory research design, was adopted. The collegial reflection was implemented in a school, in a middle-sized municipality in southern Sweden, with 21 teachers participating in the intervention. Data collection included digital recordings of collegial reflection, open questions by mail, and individual interviews. Findings indicated one major theme, paradoxes in the design of the collegial reflection, and three categories: wanting to decide and wanting to be guided; meeting each other as teachers and/or as persons; and looking for the safe and/or looking for the new. Before implementing the method in another context, management needs to appreciate these contradictory experiences, allow for voluntary participation, address participants’ expectations, and allocate time and tasks. This study implicates that collegial reflection may contribute to teachers’ professional development, and it is thereby relevant to teachers’ classroom practice and pupils’ learning. We conclude that, by creating a structure which supports teachers’ collegial reflection, the school may function as a supportive environment, which may contribute to teacher retention.
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García-Carrión, Rocío, Maria Padrós Cuxart, Pilar Alvarez, and Ainhoa Flecha. "Teacher Induction in Schools as Learning Communities: Successful Pathways to Teachers’ Professional Development in a Diverse School Serving Students Living in Poverty." Sustainability 12, no. 17 (September 1, 2020): 7146. http://dx.doi.org/10.3390/su12177146.
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Teacher induction has been an object of interest in teacher education and professional development, mostly as a result of the analysis of the difficulties faced and the coping strategies developed by newly qualified teachers. However, the specific mechanisms to facilitate teachers’ induction when being appointed by schools working under challenging contexts have been less explored. This study aims to explore the potential of a community-based school model named Schools as Learning Communities to induct new teachers and to help them embrace the school’s project. A single case study was conducted in a high-poverty school located in Barcelona (Spain). Data collection included observations and interviews with teachers and the school management team. Findings highlight two main features of the school model that facilitate teacher induction: the dialogic approach to teachers’ professional development and the participation of family and community members in the school, which operates as a pedagogical resource. Furthermore, our results reveal this model as a successful pathway for the new teachers to embrace the school mission and to become agents of transformation who contribute to the project’s sustainability. The study offers lessons on how to support the induction of teachers who join diverse schools serving students living in poverty.
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Marks, Helen M., and Karen Seashore Louis. "Does Teacher Empowerment Affect the Classroom? The Implications of Teacher Empowerment for Instructional Practice and Student Academic Performance." Educational Evaluation and Policy Analysis 19, no. 3 (September 1997): 245–75. http://dx.doi.org/10.3102/01623737019003245.
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Findings from recent research about the relationship of teacher empowerment to other school reform objectives of interest, such as classroom practices or student academic performance, are mixed. This study investigates teacher empowerment in schools that have at least four years of experience with some form of decentralized or school-based management. Based on the assumption that participation in school decisionmaking can enhance teachers’ commitment, expertise, and, ultimately, student achievement, we hypothesize a positive relationship between empowerment and student performance through the linkages of school organization for instruction and pedagogical quality. The data we use to examine empowerment are drawn from a sample of 24 restructuring elementary, middle, and high schools—8 schools at each grade level. Most of the schools are urban, representing 16 states and 22 school districts. Data sources include teacher surveys, ratings of pedagogical quality, assessments of student academic performance, and case studies based on interviews and observations; the primary method of analysis is hierarchical linear modeling (HLM). The results suggest: (1) Overall, empowerment appears to be an important but not sufficient condition of obtaining real changes in teachers’ ways of working and their instructional practices; (2) The effects of empowerment on classroom practice vary depending on the domain in which teacher influence is focused; (3) Teacher empowerment affects pedagogical quality and student academic performance indirectly through school organization for instruction.
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Kurniasih, Ary Woro, Isti Hidayah, and Mohammad Asikin. "Teacher Support for Eliciting Students Mathematical Thinking: Problem Posing, Asking Questions, and Song." International Journal of Learning, Teaching and Educational Research 19, no. 10 (October 30, 2020): 265–85. http://dx.doi.org/10.26803/ijlter.19.10.15.
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Mathematical thinking and reasoning are at the core of mathematics learning, strategies to facilitate their development are global issues for various countries. This qualitative study aims to describe the fifth-grade elementary school teacher’s stimulus form, to expand students’ thinking ability in mathematics learning and obtain a stimulus formulation of the fifth-grade elementary school teacher in developing students’ mathematical thinking ability. Data were obtained by using open-ended questionnaire methods and passive participation observation. The study results showed that the stimulus form of the fifth-grade elementary school teacher in expanding students’ thinking skill in learning the mathematics comprises problem posing, asking guiding questions, facilitating technology (learning videos/PowerPoint/Plickers), and song. The recommendation of fifth-grade elementary school teacher stimulus for developing students’ mathematical thinking ability was asking the probing question, playing, and games. Furthermore, the results of the second year’s research were widely disseminated to teachers. Primary school teachers who are part of the teacher working group also need to improve their professionalism, especially concerning developing stimulus thinking and applying it in learning. Therefore, the follow-up as the management of learning in the form of INNOMATTS training.