Journal articles on the topic 'Deputy principals'
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Goksoy, Suleyman. "LEADERSHIP PERCEPTIONS AND COMPETENCIES OF DEPUTY PRINCIPALS." Problems of Education in the 21st Century 71, no. 1 (June 25, 2016): 16–30. http://dx.doi.org/10.33225/pec/16.71.16.
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The research aims to determine the leadership levels the deputy principals feel, their perceptions of their personal features and the environment of the organization in which they demonstrate leadership role. In the research, case study method from qualitative research methods was used. The data were collected by one of the qualitative data collection tools; interviewing. The data were analysed with descriptive analysis techniques. The following results were obtained in the research: Deputy Principals consider themselves as leaders in terms of personal features and behaviours. The competencies of deputy principals in terms of leadership are; technical competencies, interpersonal competencies, conceptual and cognitive competencies. The aspects that deputy principals think that they need to improve and enhance are; human relations, determinedness, consistency, sensitivity, talkativeness and hurriedness. According to research results, it is found that deputy principals are of the opinion that schools have the centralist, inflexible, disaggregated, officialised and non-creative features of the organizational structure in terms of institution, culture, legislation and management. Key words: case study, deputy principals, leadership roles and attitudes, leadership competencies.
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B Khumalo, Jan, Herman J van Vuuren, Philip C van der Westhuizen, and C. P. Van der Vyver. "Problems experienced by secondary school deputy principals in diverse contexts: a South African study." Problems and Perspectives in Management 16, no. 2 (May 21, 2018): 190–99. http://dx.doi.org/10.21511/ppm.16(2).2018.17.
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This paper reports on research that was undertaken to determine the problems experienced by deputy principals in secondary schools, and the extent to which these problems were experienced. Although some research was conducted on the deputy principalship, no research treats the problems that deputy principals experience upon appointment comprehensively. An understanding of the problems experienced by secondary school deputy principals is a necessary precursor of an induction program to address the problems. A quantitative approach which was underpinned by the post-positivist paradigm was adopted. In order to determine the extent to which the problems were experienced, a survey was conducted among one hundred and fifty seven secondary school deputy principals in the North West Province. The participants came from a diverse context of rural, township and urban schools. The deputy principals who participated in the study included those who were newly appointed (one to three years of service) and those who were experienced (more than three years of service). Data were analyzed by means of descriptive statistics such as frequencies, means and percentages. There were no significant differences in the responses of both newly-appointed and experienced deputy principals. The results revealed that deputy principals experienced administrative, financial management, work pressure, personal and physical resources problems. In an attempt to address the problems identified, a context-specific induction program is recommended. The induction program should be an on-going program of professional development and should preferably include specific aims, action steps to be taken to achieve the aims that are set and measures to evaluate progress.
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Khumalo, Jan B., and C. P. Van der Vyver. "Critical skills for deputy principals in South African secondary schools." South African Journal of Education, no. 40(3) (August 31, 2020): 1–10. http://dx.doi.org/10.15700/saje.v40n3a1836.
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The development of critical skills for deputy principals is a matter which deserves attention, owing to the critical role which deputy principals are expected to play in school management. However, this area of research is neglected and has received limited attention in the literature that focuses on school leadership development. In this vein, the critical skills needed by deputy principals should be identified in order to suggest measures or programmes to develop the skills. Moreover, the role of deputy principals in school management and leadership brings expectations which need to be met through effective performance. In order for deputy principals to perform their duties as expected, they need proper skills and professional development. The purpose of the study reported on here was to identify and establish the extent of the need of critical skills for deputy principals in secondary schools. In order to achieve the aim of the study, a quantitative survey was adopted to collect the data. The paradigm used was the post-positivist paradigm. The participants in the study were 157 secondary school deputy principals from one province in South Africa. Data were gathered using a standardised questionnaire and analysed by means of descriptive statistical techniques, including frequencies, means and percentages. The results reveal that deputy principals in the studied sample needed positional-awareness or role-awareness, technical, socialisation and self-awareness skills in order to perform their duties effectively. We recommend a preparation programme, mentoring and ongoing professional development to develop these skills for deputy principals in order to empower them to contribute to the attainment of quality education.
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Prof. John, N. Ochola; Prof. Frederick B. J. A Ngala, Dorcas K. Okindo;. "Relationship between Principals’ Transactional Leadership Style and Students’ Conformity to Rules in Public Secondary Schools in Nakuru County, Kenya." Editon Consortium Journal of Educational Management and Leadership 1, no. 1 (September 30, 2020): 29–36. http://dx.doi.org/10.51317/ecjeml.v1i1.171.
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This study sought to determine the relationship between principals’ transactional leadership style and students' conformity to rules in Public Secondary Schools in Nakuru County, Kenya. The study was underpinned on the Social Control Theory by Hirschi (1969). The study adopted a correlational research design. The target population of this study was 338 principals, 338 deputy principals, 3426 teachers and 116,374 students in 338 public secondary schools in Nakuru County. Stratified random sampling was used to select 100 schools. Purposive sampling was used to select 100 principals while Proportionate, and simple random sampling was used to select 346 teachers and 383 students. Ten per cent of the deputy principals were selected. Questionnaires were used to collect data from principals, teachers and students, while interviews were used to collect data from Deputy Principals. Test-retest reliability had a coefficient of 0.70, indicating that the instruments were reliable. The finding revealed a statistically significant positive relationship between transactional leadership style and students’ conformity to school rules r (=0.410; p=0.000). It was concluded that principals' transactional leadership style significantly relates to students' conformity to school rules. Provision of rewards and recognition constantly to students who conform to school rules and reprimand to those students who do not conform to school rules by the principal is necessary. The study recommends that the principal should be willing to use suspension and even repeated suspension where necessary as a tool for dealing with students demonstrating chronic behaviour problems that disrupt the school climate.
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Prof. Frederick B. J.A Ngala; Dr. Betty J. Tikoko, Sigei Jackline;. "Relationship between Implementation of Safety Standards and Guidelines for Drug and Substance Abuse, and Student Safety in Public Mixed Boarding Secondary Schools in Kenya." Editon Consortium Journal of Psychology, Guidance, and Counseling 2, no. 1 (September 30, 2020): 169–79. http://dx.doi.org/10.51317/ecjpgc.v2i1.165.
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The objective of this paper was to find out the relationship between implementation of Safety Standards and Guidelines for Drug and Substance Abuse and student safety in public mixed boarding secondary schools in Nakuru County, Kenya. The target population was made up of 16 principals, 18 deputy principals and 2130 Form 4 students drawn from all 16 public mixed boarding secondary schools in Nakuru County, Kenya. The study adopted a descriptive survey design. The sample size for students comprised of 327 Form 4 students. A census approach was used whereby, all the 16 principals and 18 deputy principals were used for the study. The population of the study was clustered into 9 sub counties. Stratified sampling technique was used to categorize the population into three strata namely principals, deputy principals and Form 4 students. The principals and deputy principals were selected using purposive sampling technique, while the students were selected using simple random sampling technique. Data from students was collected using questionnaires and observation checklist, while that from principals and deputy principals was collected using interview schedules. Prior to use, the instruments were subjected to validity checks with the help of university supervisors and reliability tests guided by the 0.7 Cronbach’s Alpha Reliability Coefficient level. Data analysis was done using tools in the SPSS version 22. Analysis involved computation of descriptive statistics: frequencies and percentages, and inferential statistics: Pearson Correlation and Regression coefficients. The data was then presented in tables and textually.
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Fetrimen. "PERAN PERILAKU KEPEMIMPINAN WAKIL KEPALA SEKOLAH BIDANG KESISWAAN DALAM PENGORGANISASIAN SISWA BERBASIS MEDIA SOSIAL DI SMK KOTA BEKASI." Paedagogia: Jurnal Pendidikan 7, no. 2 (November 30, 2019): 103–20. http://dx.doi.org/10.24239/pdg.vol7.iss2.22.
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Principal leadership activities in utilizing social media can affect the effectiveness of organizing, coaching, and communication. This study discusses effective communication with students through utilizing social media. Communication through social media is done by forming groups in various social media. This research was conducted with a survey method that uses data analysis with path analysis methods where calculations are performed with the program used are Data Analysis packages found in Microsoft Excel and SPSS. The subjects of this study were the deputy principals of the Vocational High School students' field of 100 people in the city of Bekasi. The determination of the sample was taken using Slovin formula and random sampling technique, as many as 80 deputy principals in the student field were the sample of the study while 20 deputy principals in the student field were used to test the validation of the research instruments. This research is expected to contribute to society.
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Muthoni, Mercy, and Daniel Mange. "INFLUENCE OF PROMOTION PROCEDURES AND REMUNERATION ON JOB SATISFACTION OF DEPUTY PRINCIPALS IN PUBLIC SECONDARY SCHOOLS IN TANA RIVER COUNTY, KENYA." International Journal of Advanced Research 9, no. 06 (June 30, 2021): 210–19. http://dx.doi.org/10.21474/ijar01/13002.
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Tana River being an Arid and Semi-Arid region has its own unique issues on the work force. The deputy principals work in this unique environment compared to their counterparts working in urban and other geographical regions.The purpose of this study was to determine the influence of promotion procedures and remuneration on deputy principals job satisfaction in public secondary schools in Tana River County. Herzbergs two factor theory guided this study. The target population consisted of 33 deputy principals and 3 TSC Sub-County Directors. Descriptive survey design and mixed research method approach was adopted in this research to gather both qualitative and quantitative data. Questionnaire and interview schedule were used to collect data. Stratified random sampling was used in selecting the 3 deputy principals for the pilot study and the 30 deputies were selected purposively for the main study. The 3 TSC Sub- County Director were included in the study. Reliability was ascertained by use of Cronbach alpha coefficient.The quantitative data obtained were subjected to descriptive statistics analysis. The statistical package for social sciences (SPSS version 22) was used to generate Frequency and percentages. Tables and graphs were used in data presentation Qualitative data were analyzed thematically.The study findings revealed that half of the deputy principals were satisfied with promotion policies with reference to fairness in promotion, promotion policies, current career guidelines and chances for future promotion however they were dissatisfied with the pay package.The recommendation made included improvement of the pay package for deputy principals. The research findings are significant to policy makers such as the Teachers Service Commission (TSC) and Ministry of Education (MOE) in formulation of policies in regard to promotion and remuneration of deputy principals.
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Dr. Betty J. Tikoko; Prof. Frederick B. J. A Ngala, Sigei Jackline;. "Relationship between Implementation of Safety Standards and Guidelines for Physical Infrastructure, and Student Safety in Public Mixed Boarding Secondary Schools in Nakuru County, Kenya." Editon Consortium Journal of Curriculum and Educational Studies 2, no. 1 (September 30, 2020): 275–85. http://dx.doi.org/10.51317/ecjces.v2i1.167.
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The study aimed at finding out the relationship between implementation of Safety Standards and Guidelines for Physical Infrastructure in public mixed boarding secondary schools in Nakuru County, Kenya. The study was guided by Invitational Theory by Purkey and Schmidt and Systems Theory by Von Bertalanffy. The target population was 16 principals, 18 deputy principals and 2130 Form 4 students drawn from all 16 public mixed boarding secondary schools in the county. The study adopted a descriptive survey design. The sample size comprised 327 Form 4 students. A census approach was used. . The population of the study was clustered into 9 sub counties. Stratified sampling technique was used to categorize the population into three strata namely principals, deputy principals and Form 4 students. The principals and deputy principals were selected using purposive sampling technique, while the students were selected using simple random sampling technique. Data from students was collected by use of questionnaires, while that from principals and deputy principals was collected using interview schedules. The researcher also used observation checklist to determine the level of implementation of the selected Safety Standards Guidelines in the schools. Prior to use, the instruments were subjected to validity checks with the help of university supervisors and reliability tests guided by the 0.7 Cronbach’s Alpha Reliability Coefficient level. Data analysis was done using tools in the SPSS version 22. Analysis involved computation of descriptive statistics: frequencies and percentages, and inferential statistics: Pearson Correlation and Regression coefficients. The data was then presented in tables and textually.
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Khumalo, Jan Balotlhanyi, Philip Van Der Westhuizen, Herman Van Vuuren, and Cornelius P. van der Vyver. "The Professional Development Needs Analysis Questionnaire for Deputy Principals." Africa Education Review 14, no. 2 (April 3, 2017): 192–208. http://dx.doi.org/10.1080/18146627.2017.1294972.
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Prof. Frederick B. J. A Ngala; Prof. John, N. Ochola, Dorcas K. Okindo;. "Relationship between Principals’ Democratic Leadership Style and Students’ Conformity to Rules in Public Secondary Schools in Nakuru County, Kenya." Editon Consortium Journal of Curriculum and Educational Studies 2, no. 1 (September 30, 2020): 203–12. http://dx.doi.org/10.51317/ecjces.v2i1.159.
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This study sought to examine the relationship between principals' democratic leadership style and students' conformity to regulations in public secondary schools in Nakuru County, Kenya. The study was anchored on the Social Control theory by Hirschi (1969). The study adopted a correlational research design. The target population was 338 principals, 338 deputy principals, 3426 teachers and 116,374 students in 338 public secondary schools in Nakuru County, Kenya. 100 schools were selected using stratified random sampling. Purposive sampling was used to select 100 Principals, while proportionate and simple random sampling was used to select 346 teachers and 383 students. Ten per cent of the Deputy Principals were selected. Questionnaires were used to collect data form Principals, teachers, and students, while interviews were used to collect data from Deputy Principals. Test-retest reliability revealed a coefficient of 0.70, indicating that the instruments were reliable. The findings revealed a statistically significant between principals use of democratic leadership style and students’ conformity to school rules (r=0.334; p< 0.05. It was concluded that the democratic leadership style, when used by principals in public secondary schools in Nakuru County, Kenya, enhances students' conformity to school rules. The findings will help school principals to fully embrace democratic leadership style to enhance students’ conformity to school rules. The study also recommends that the administration develops a process for handling students’ non-conformity issues in a calm, consistent and supportive manner. The study also recommends, principals should involve all stakeholders, for instance, teachers, students and parents in developing school rules and policies that affect students.
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Service, Brenda, Gulay Erin Dalgic, and Kate Thornton. "Implications of a shadowing/mentoring programme for aspiring principals." International Journal of Mentoring and Coaching in Education 5, no. 3 (September 5, 2016): 253–71. http://dx.doi.org/10.1108/ijmce-03-2016-0031.
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Purpose – The purpose of this paper is to explore the impact of a shadowing/mentoring component of a post-graduate programme designed to prepare deputy and assistant principals for the principalship. Design/methodology/approach – The research design is a qualitative evaluation of the shadowing/mentoring component of a principal preparation programme. The experiences of 13 individual aspiring principals who had taken part in the programme were explored using semi-structured interviews. Findings – The shadowing/mentoring component of this programme allowed the aspiring principals to gain an understanding of the complexity of a principal’s role by shadowing and being mentored by experienced principals in a range of New Zealand schools. In addition to providing them with a network of effective principals, the experience led the aspiring principals to reflect on their leadership development. Research limitations/implications – The study drew on a small sample of 27 students enroled in the programme, 13 of whom were included in the data collection process. Originality/value – This study presents the views of aspiring principals who valued the opportunity to relate theory to practice as part of a post-graduate programme.
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Leaf, Ann, and George Odhiambo. "The deputy principal instructional leadership role and professional learning." Journal of Educational Administration 55, no. 1 (February 6, 2017): 33–48. http://dx.doi.org/10.1108/jea-02-2016-0029.
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Purpose The purpose of this paper is to report on a study examining the perceptions of secondary principals, deputies and teachers, of deputy principal (DP) instructional leadership (IL), as well as deputies’ professional learning (PL) needs. Framed within an interpretivist approach, the specific objectives of this study were: to explore the extent to which DPs are perceived as leaders of learning, to examine the actual responsibilities of these DPs and to explore the PL that support DP roles. Design/methodology/approach The researchers used multiple perspective case studies which included semi-structured interviews and key school document analysis. A thematic content analysis facilitated qualitative descriptions and insights from the perspectives of the principals, DPs and teachers of four high-performing secondary schools in Sydney, Australia. Findings The data revealed that deputies performed a huge range of tasks; all the principals were distributing leadership to their deputies to build leadership capacity and supported their PL in a variety of ways. Across three of the case study schools, most deputies were frequently performing as instructional leaders, improving their school’s performance through distributing leadership, team building and goal setting. Deputy PL was largely dependent on principal mentoring and self-initiated but was often ad hoc. Findings add more validity to the importance of principals building the educational leadership of their deputies. Research limitations/implications This study relied upon responses from four case study schools. Further insight into the key issues discussed may require a longitudinal data that describe perceptions from a substantial number of schools in Australia over time. However, studying only four schools allowed for an in-depth investigation. Practical implications The findings from this study have practical implications for system leaders with responsibilities of framing the deputies’ role as emergent educational leaders rather than as administrators and the need for coherent, integrated, consequential and systematic approaches to DP professional development. Further research is required on the effect of deputy IL on school performance. Originality/value There is a dearth of research-based evidence exploring the range of responsibilities of deputies and perceptions of staff about deputies’ IL role and their PL needs. This is the first published New South Wales, Australian DP study and adds to the growing evidence around perceptions of DPs as instructional leaders by providing an Australian perspective on the phenomenon. The paper raises important concerns about the complexity of the DP’s role on the one hand, and on the other hand, the PL that is perceived to be most appropriate for dealing with this complexity.
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Shore, Kevin, and Margaret Walshaw. "Assistant/deputy principals: what are their perceptions of their role?" International Journal of Leadership in Education 21, no. 3 (December 28, 2016): 310–26. http://dx.doi.org/10.1080/13603124.2016.1218550.
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Prof. Frederick B. J.A. Ngala; Dr. Betty J. Tikoko, Lamech Siko Ongige;. "Relationship between Student Motivation Practices and Retention in Public Secondary Schools in Kisii County, Kenya." Editon Consortium Journal of Educational Management and Leadership 1, no. 1 (September 30, 2020): 1–13. http://dx.doi.org/10.51317/ecjeml.v1i1.169.
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The study aimed to establish the relationship between student motivation practices and students retention in public secondary schools in Kisii County, Kenya. The study was guided by Vroom's expectancy and McGregor's X and Y theories. A conceptual framework involving the variables under investigation was drawn at the end of the literature review. The survey research design was employed in conducting the study. The study was conducted in Kisii County. The target population was 354 Public Secondary Schools with a population of 115,683 composed of Principals, Deputy Principals, Students and School Head Cooks. A sample of 35 Public Secondary Schools was selected for the study using a Multi-stage sampling technique. The study sample was 525 respondents comprised of 420 students, 35 Deputy Principals, 35 Principals and 35 Head Cooks. Questionnaires, document analysis and interview schedules were used in data collection. Reliability of the instruments was tested using split-half technique and Spearman-Brown prophecy formula. A coefficient of 0.8 in both the students’ and Deputy Principals’ questionnaires was obtained. Inferential and descriptive statistics were used in analysing quantitative data, while qualitative data was analyzed thematically. From the findings, there was a strong and positive correlation between student motivation practices and retention in public secondary schools (r=.717). Tables, pie charts, bar graphs and textual forms were used in presenting the findings. This study was significant because it provides new knowledge on how secondary school principals can improve student management practices to improve student retention.
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Navarro-Corona, Claudio, and Charles Slater. "The integration of the functions of principals and deputy principals in the management of secondary school." Journal of Educational Leadership, Policy and Practice 32, no. 2 (2019): 58–68. http://dx.doi.org/10.21307/jelpp-2017-0018.
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Aloo, Joash Okello, Jack Odongo Ajowi, and Peter Jairo O. Aloka. "Influence of Teachers Performance Appraisal Policy on Timeliness in Implementation of the curriculum in Public Secondary Schools in Kenya." Journal of Educational and Social Research 7, no. 3 (September 1, 2017): 71–78. http://dx.doi.org/10.1515/jesr-2017-0005.
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Abstract The study investigated the influence of Teachers Performance Appraisal (TPA) policy on timeliness in the implementation of the curriculum in Public Secondary Schools in Kenya. The study adopted an Ex post facto design. Additionally, the study population consisted of 5450 teachers, 334 Principals, the TSC-County Director and 334 Deputy Principals of public secondary schools. Stratified random sampling technique was used to select 179 Principals and 179 Deputy Principals. Questionnaires were used to collect data from the Principals and Deputy Principals. Document analysis guide was used to collect data which was not readily obtained through questionnaires. Reliability of the instruments for data collection was tested by assessing the scale’s internal consistency using Crobanch’s alpha and reliability coefficient of at least 0.7 was achieved in all the sub-scales of the questionnaire. Validity was determined by experts in Educational Administration. Quantitative data from questionnaires was analyzed by using inferential statistics, for instance, Linear Regression analysis and Pearson Correlation. The study established that TPA policy had a positive significant influence on; timeliness in curriculum implementation (r=.604, p<.05), curriculum evaluation by teachers (r =.726, p<.05). The TPA was established to be a significant predictor of the timelines in curriculum implementation [F (1, 316) = 181.90, p < .05]. The study recommends that TSC should enforce TPA policy and use it as a tool for promoting and deploying teachers into leadership positions. The study recommends that the Ministry of Education should guide every school to come up with syllabus coverage monitoring tool that can be administered alongside TPA.
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Dr. Betty J. Tikoko; Prof. Frederick B. J.A. Ngala, Lamech Siko Ongige;. "The Relationship between Student Safety Practices and Retention in Public Secondary Schools in Kisii County, Kenya." Editon Consortium Journal of Curriculum and Educational Studies 2, no. 1 (September 30, 2020): 187–202. http://dx.doi.org/10.51317/ecjces.v2i1.158.
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The purpose of the study was to investigate the relationship between students’ safety practices and students’ retention in Public Secondary Schools in Kisii County, Kenya. The study was guided by Vroom's expectancy and McGregor's X and Y theories. A conceptual framework involving the variables under investigation was drawn at the end of the literature review. The research employed a survey research design in conducting the study. The study was conducted in Kisii County. The target population was 354 Public Secondary Schools with a population of 115,683 composed of Principals, Deputy Principals, Students and School Head Cooks. A sample of 35 Public Secondary Schools was selected for the study using a Multi-stage sampling technique. The study sample was 525 respondents comprised of 420 students, 35 Deputy Principals, 35 Principals and 35 Head Cooks. Questionnaires, document analysis and interview schedules were used in data collection. Experts in the area under study validated the instruments. A coefficient of 0.8 in both the students’ and Deputy Principals’ questionnaires was obtained. Descriptive and inferential statistics was used in analysing quantitative data, while qualitative data was analyzed thematically. The study findings advocated that there was a strong and positive correlation between student safety practices (r=.689) and student retention in public secondary schools in Kisii County, Kenya. Tables, pie charts, bar graphs and textual forms were used in the present the findings. This study was significant because it provides new knowledge on how principals can improve student management practices to improve student retention.
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Gapor, Rohamina Palakad, and Teresita Rubang Doctor. "Engagement and Performance among Administrators of Public Secondary School in Nakhon Nayok, Thailand." World Journal of Education 10, no. 5 (October 20, 2020): 29. http://dx.doi.org/10.5430/wje.v10n5p29.
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This study used a descriptive-quantitative research method. The objectives were to assess administrators' level of work engagement, work performance, and to determine the correlation between work engagement and work performance. The respondents of this study were 22 principals/deputy principals, 22 directors/deputy directors, and one hundred seventy-six (176) department heads and deputy department heads of the public secondary schools of Nakhon Nayok, Thailand. All data were based on a self-report. The findings showed that the administrators' engagement level (mean =4.07) and performance level (4.21) was high at a 0.5 level of significance. There is also a strong correlation (r = 0.96) between engagement and performance. The implication of this study is to help administrators maintain or enhance engagement and performance for continuous improvement in the indicators mentioned in this study for the success of school management.
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Evans, Nyaboga Nyagaka, Peterson Ondieki Osero, and Dr Jack Ajowi. "Analysis Of Working Conditions Of Support Staff In Public Secondary Schools In Nyamira County, Kenya." International Journal for Innovation Education and Research 3, no. 7 (July 31, 2015): 132–44. http://dx.doi.org/10.31686/ijier.vol3.iss7.403.
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Secondary school support staffs are less satisfied with their posts in general, their contracts and conditions of employment, working arrangements for their post, training and development opportunities available to them are always demoralizing them. Going by the foresaid conditions of work, this study was set to analyze of working conditions of support staff in public secondary schools in Nyamira County, Kenya. The study adopted a descriptive survey design. The specific objective of the study was to: examine the working conditions of the support staff in public secondary schools. The study population consisted of 170 public secondary schools, 170 principals, 172 deputy principals and 170 BOM chairpersons with 1020 support staff, totaling to 1532. Simple random and stratified sampling techniques were used to select 16 secondary schools, out of which one principal, six support staff, one deputy principal and the BOM chairperson from each of the sampled schools were selected, making a total sample of 144 respondents for the study. The study established that support staff in Nyamira County work under very poor conditions. The findings reveals that support staff motivation depends on the working conditions set by the principal in a school also influence workers motivation to work. The study recommended that there should be salary increase to support staffs and that the yearly increment should be effected considering the fact that they were few and were doing too much work. Principals should avail adequate working tools.
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Kin, Tai Mei, and Omar Abdull Kareem. "The Relationship between Emotional Intelligence of School Principals in Managing Change and Deputy Principal Change Beliefs." International Journal of Learning and Change 1, no. 1 (2019): 1. http://dx.doi.org/10.1504/ijlc.2019.10016999.
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Kin, Tai Mei, and Omar Abdull Kareem. "The relationship between emotional intelligence of school principals in managing change and deputy principal change beliefs." International Journal of Learning and Change 12, no. 2 (2020): 124. http://dx.doi.org/10.1504/ijlc.2020.106718.
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Arar, Khalid. "Deputy-principals in Arab schools in Israel: an era of reform." International Journal of Educational Management 28, no. 1 (January 7, 2014): 96–113. http://dx.doi.org/10.1108/ijem-01-2012-0003.
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Opiyo, Pascal Ochieng, Peter J. O. Aloka, Pamela A. Raburu, and John Agwaya Aomo. "Relationship between Permissive Parenting Style and Examination Cheating Tendencies among Kenya Secondary School Students." Mediterranean Journal of Social Sciences 9, no. 3 (May 1, 2018): 225–31. http://dx.doi.org/10.2478/mjss-2018-0064.
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Abstract The study investigated the relationship between permissive parenting styles and examination cheating tendencies among secondary school students in Siaya Sub County, Kenya. Diana Baumrind’s parenting styles theory and Ajzen’s theory of Planned Behaviour provided a theoretical framework for the study while adopting a Correlational study design within a mixed methods approach. The target population was 1,908 form three students, 35 Teacher Counselors and 35 Deputy Principals. A sample size of 190 Form Three students, which was 10% of the population of students, was used after stratified random sampling. In addition, 8 Teacher Counselors and 8 Deputy Principals purposively sampled formed part of the participants. Parenting style and Involvement in Examination Cheating Tendency Questionnaires were used to collect quantitative data from form three students while interview schedule was used to collect qualitative data from the Teacher Counselors and Deputy Principals. Validity was ascertained by expert judgment of two university lecturers while reliability of the instrument was ensured using Cronchbar reliability test, where an index of 0.77413 was obtained. Quantitative data was analyzed using descriptive statistics as well as inferential statistics such as Pearson Correlation, aided by SPSS version 22, while qualitative data was analyzed through thematic framework. The findings revealed that permissive parenting has a strong positive influence on examination cheating tendencies with r=0.641 p<0.05. The study recommended that Kenyan Teachers’ Service Commission should train more teacher counselors in schools to cope with the large number of students who have varied parental backgrounds.
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Vateh, Adnan, and Dwi Esti Andriani. "School Leadership Practices in the Conflict Region of South Thailand - Pattani." Jurnal Manajemen Pendidikan: Jurnal Ilmiah Administrasi, Manajemen dan Kepemimpinan Pendidikan 3, no. 1 (April 26, 2021): 86–96. http://dx.doi.org/10.21831/jump.v3i1.39441.
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This study aims to gain an understanding of the leadership practices of the principals in the conflict region of South Thailand – Pattani. It was a qualitative case study. This study was located at two private Islamic schools in the Yala province, Southern Thailand. Data were collected through interviews and observation. The informants were 14 in total consisting of two principals, two deputy principals, and ten teachers from studied schools. The collected data were analyzed following the interactive model proposed by Miles, Huberman, and Saldana. Audit trail and member checks were used to check the credibility of the data. The results show that building a good relationship with communities and working together to develop a safe environment at school are considered to be important. The principals also motivate students to go to school. In order to make students enjoy studying at school, the principal put a serious effort to provide adequate learning facilities and school infrastructure and to develop the teaching competencies of their teachers. Furthermore, they assure the student parents that it is safe to allow children to go to school.
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Chingara, Remigio, and Jan Heystek. "Leadership as agency in the context of structure." International Journal of Educational Management 33, no. 7 (November 4, 2019): 1596–609. http://dx.doi.org/10.1108/ijem-01-2018-0028.
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Purpose The purpose of this paper is to examine how principals, deputy principals, heads of departments (HoDs) and teachers as leaders exercise their agency within and through the organisational structure of their schools to improve academic quality. Design/methodology/approach A case study was conducted in the wider context of school-based leadership. Principals, deputy principals, HoDs and teachers selected by means of purposive sampling from six primary and secondary schools in Harare Province of Zimbabwe participated in the study. Findings Leaders in schools in Harare Province were found to have the capacity to use their agency within and through the organisational structure to improve pass rates. They were able to use their agency to work within the supposed rigid bureaucratic organisational structures to enable bureaucratic organisational structures, or, in participants’ views, democratic structures. Research limitations/implications Some limitations of the research ought to be considered. The research scope and site had its limitations. The research site was limited to a few primary and secondary schools in Harare Province (one out of ten provinces) of Zimbabwe. Although the sampling procedures were implemented to ensure good representation of participants’ views, the sampling was limited to a few schools. Owing to time and financial constraints, a larger sample could not be selected to conduct the interviews. These limitations are acknowledged, but they do not undervalue the significance of the study, as they can provide potential avenues for further research. For example, the study may be replicated in rural provinces of Zimbabwe. Such further research could help improve school leadership in Zimbabwe. Practical implications Principals, deputy principals, HoDs and teachers as leaders can exercise their agency in the structure of their schools to improve academic quality, expressed as and measured by pass rates. School leaders who have a positive attitude and requisite experience are able to change the rigid bureaucratic structures of their schools to enable bureaucratic structures, which are similar to democratic structures. Originality/value This paper provides a critical perspective on how leaders exercise their agency in the context of the organisational structure of their schools to improve academic quality.
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Munandar, Oval Ari, and Imam Makruf. "إدارة تجنيد معلمي اللغة العربية في المدرسة الثانوية أسلام سوكوهارجو." 'ARABIYYA: JURNAL STUDI BAHASA ARAB 10, no. 1 (June 30, 2021): 61. http://dx.doi.org/10.47498/arabiyya.v10i1.473.
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Recruitment of Arabic Teachers is a very important initial stage in maintaining and improving the quality of Arabic Language Education. This is because the Arabic teacher has a direct effect on the students' Arabic competence. From this background, the researcher aims to reveal how the management of the recruitment of Arabic teachers at Assalaam High School. This type of research is field research. The research method uses descriptive qualitative research. The data collection uses in-depth interviews with school principal, deputy principals, teachers, and Human Resources Development (HRD) and documentation studies. To achieve the degree of validity of the data, the author uses the source triangulation technique. The results of the study began with school planners who needed Arabic language teachers and then sent a request to the HRD. Organizing is carried out by HRD as the main implementer. The recruitment process is handled by the HRD by involving elements of the school and the Director of Assalaam as well as third parties. Controlling is carried out from all parties because all parties involved have a role to be able to evaluate each other. The involvement of the Director of Assalaam, HRD, school principal, deputy principals, teachers, students and third parties is unique in this study. So as to create a comprehensive and holistic system in the recruitment of Arabic teachers. The limitation that occurs is the technical nature of the availability of places.
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Steed, Kevin, John De Nobile, and Manjula Waniganayake. "Merit selecting school leaders: Australian principals' perspectives." International Journal of Educational Management 34, no. 8 (April 25, 2020): 1303–15. http://dx.doi.org/10.1108/ijem-12-2019-0417.
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PurposeThis research paper explores the perspectives of Australian school principals in the state of New South Wales (NSW) regarding what they believe constitutes “merit” when selecting deputy principals, assistant principals (primary) and head teachers (secondary).Design/methodology/approachAn online survey was utilised to collect qualitative and quantitative data from school principals across the state of NSW to investigate their understanding of, and approach to, the merit selection of their respective school leadership cadres.FindingsStudy findings indicated a statewide variance in the perceptions of principals when identifying merit for the purposes of recruiting school leadership teams. These findings question the widely held view that candidates compete for school leadership positions on a level playing field.Practical implicationsIn practical terms, the findings indicate that NSW school principals would benefit from more intensive professional learning opportunities designed to enhance their ability to objectively identify and assess merit when selecting school leaders.Originality/valueThis study contributes to an enhanced understanding in an area where there is a paucity of research-based evidence focusing upon the perspectives of school principals regarding their understanding of meritocratic theory and its influence on their school leadership selection practice.
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Aloo, Joash Okello, Jack Odongo Ajowi, and Peter Jairo O. Aloka. "Influence of Teacher Performance Appraisal on Effectiveness in Curriculum Evaluation in Kenyan Public Secondary Schools." Academic Journal of Interdisciplinary Studies 6, no. 3 (November 27, 2017): 77–84. http://dx.doi.org/10.1515/ajis-2017-0024.
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AbstractThe objective of the study was to establish the impact of Teachers Performance Appraisal(TPA) policy on effectiveness in curriculum evaluation in public secondary schools in Kenya. The study employed a Correlational research design. Additionally, the study used Stratified random sampling technique to select 179 Principals and 179 Deputy Principals. Consequently, the study used questionnaires to collect data from the Principals and Deputy Principals. The study also tested reliability of the instruments for data collection by assessing the scale's internal consistency using Crobanch's alpha, and reliability coefficient of at least 0.7 was achieved. Validity was determined by experts in Educational Administration of JaramogiOgingaOdinga University of Science and Technology. Quantitative data was analyzed by using descriptive and inferential statistics. The study established that TPA policy had a significant positive influence on curriculum evaluation by teachers (r =.726, p<.05). The study confirmed that TPA: accounted for 52.5% of the variation in curriculum evaluation. The study established TPA to be a significant predictor of curriculum evaluation [F (1, 316) = 351.92, p <.05)]. The study recommends that the Kenyan Teachers Service Commission should enhance the use of reports when making decisions on teachers to be deployed to senior positions and those to be promoted to the next job groups. Such a step would make teachers respect and adhere to the policy guidelines. This is because the study reported that more teachers had embraced TPA with a view that it would be used to determine their suitability promotion.
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Prof. Henry Kiptiony Kiplangat, Kosgei Kipruto Pius; Prof Frederick B. J. A. Ngala;. "Relationship between Provision of Students' Academic Advising Resources and Effective Performance of Instructional Roles by Teachers in Secondary Schools in Nandi East Sub-County, Kenya." Editon Consortium Journal of Curriculum and Educational Studies 2, no. 1 (December 20, 2020): 304–14. http://dx.doi.org/10.51317/ecjces.v2i1.183.
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This study sought to investigate the relationship between the provision of students' academic advising resources and effective performance of instructional roles by teachers' in secondary schools in Nandi East Sub County, Kenya. The study adopted a correlational research design. Test re-test method was used to test the reliability of the instruments. The study targeted secondary school teachers while the accessible population was 192 teachers teaching in the 30 secondary schools and 30 deputy principals in Nandi East Sub-County. The study used proportionate sampling to categorize respondents into female and male; Boarding and day schools. Proportional sampling was used to apportion teacher respondents from various schools. Simple random sampling method was adopted to sample the actual respondents. The Sample size was 127 teachers in the 30 sampled schools determined by using Krejcie and Morgan Table of Sample Size determination and the 30 deputy principals surveyed. The study reported that that there was a positive and significant relationship between the provision of academic advising resources and performance of instructional roles by teachers' The study concluded that teachers were ineffective in providing career guidance materials to students, regularly giving academic advice to students, and regularly providing students with recreational games, insufficient time was allocated to academic counselling sessions, and some teachers were not effective in regularly organizing school-wide academic advisory services. This study recommends that principals of secondary schools should ensure that academic counselling sessions are scheduled in the timetable to address the issue of insufficient time allocated to academic counselling.
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Hermansyah, Hermansyah, Muljono Damopolii, and Sitti Syamsudduha. "THE LEADERSHIP MANAGEMENT OF SCHOOL PRINCIPALS IN IMPROVING SPIRITUAL INTELLIGENCE OF STUDENTS AT SMK YP-PGRI I MAKASSAR." JICSA (Journal of Islamic Civilization in Southeast Asia) 10, no. 1 (June 29, 2021): 65. http://dx.doi.org/10.24252/jicsa.v10i1.22040.
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This study aims to explain the description of the principal's leadership management in improving the spiritual intelligence of students at SMK YP-PGRI I Makassar and to explain the impact of the principal's leadership management in improving the spiritual intelligence of students at SMK YP-PGRI I Makassar. The type of research used in this research is qualitative. The results showed that the principal was able to manage all school resources, including Educators, Education Personnel, Students, infrastructure, finance, administration, planning of learning programs, programs of religious activities (spiritual activities), and others. other. Planning of school learning programs through structured scheduling by the Deputy Head of Curriculum with the involvement of the Principal and Educators in the preparation. The Principal of SMK YP-PGRI I Makassar seeks to organize educators and education staff through the division of tasks to each educator and education staff based on their potential and educational background, namely the distribution of task decrees in the hope that educators and education staff can work according to their job descriptions each.
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Berry, Jill, and Andrew Townsend. "Peter’s Transition to Headship: What Can We Learn From His Experience About How to Prepare to Make the Transition From Assistant Principal, or Deputy, to Principal or Head Teacher?" Journal of Cases in Educational Leadership 22, no. 3 (May 8, 2019): 28–42. http://dx.doi.org/10.1177/1555458919848131.
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The transition for new head teachers (school principals) can be a difficult and unpredictable one. This article outlines a case of a deputy (assistant principal) in the United Kingdom as he takes up his first headship. We describe some of the challenges involved and prompt readers to consider strategies that could be used and support that may be accessed to negotiate this challenging period. In particular, this illustrative case shows how the lead-in period between appointment and formal assumption of the role can be productively used. This article would be of use to readers aspiring to take on a senior leadership roles. But it would also be relevant for people working at district level and others involved in recruiting, appointing, and supporting senior leaders.
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Isjoni, Isjoni, Sumardi Sumardi, and Daeng Ayub Natuna. "The Effect of School Principal Supervision on Teacher Professionalism in SMA Pekanbaru." International Journal of Educational Best Practices 1, no. 2 (October 28, 2017): 50. http://dx.doi.org/10.31258/ijebp.v1n2.p50-58.
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There are a number of the phenomenon among high school teachers in Pekanbaru. Some of them are in low spirit of work in performing tasks, fewer rewards for teachers, lack of teaching preparation, lack of attention from school principals in running the school vision and mission, low performance of the deputy principal, and absence of regular supervision of the principal. Based on the above description, this paper is aimed at investigating the following research question: Does the principal supervision affect the professionalism of high school teachers in Pekanbaru?. The population of this quantitative research type is 137 people. 104 people were selected as the sample using proportional random sampling. Data were collected through distributing a questionnaire to the respondents after testing its validity and reliability. This study revealed that there is a positive influence of principal supervision (X) on teacher professionalism (Y) in SMA Pekanbaru. This means that the better and more effective the principal supervision (X), then, the higher the teacher professionalism (Y) will be. Therefore, Principal Supervision (X) is an important variable for improving Teacher Professionalism (Y).
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Baştaş, Mert, and Hüseyin Aktunç. "The role of the leader in the institutional communication process in TRNC primary schools." Revista Tempos e Espaços em Educação 13, no. 32 (December 11, 2020): 1–15. http://dx.doi.org/10.20952/revtee.v13i32.14948.
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The general purpose of this research is the examination of the role of the leader in the institutional communication process in TRNC primary schools. While conducting the research, principals and deputy principals, who are administrators in primary schools, were accepted as leaders in schools. At this point, it has been tried to determine how teachers perceive corporate communication in TRNC primary schools and whether their administrators show a leading role in terms of communication skills. Among the most important results of the research; Primary school teachers with a bachelor's degree had a more positive attitude towards the communication skills of their administrators than primary school teachers with a master's degree. Most of the teachers (69.4%) participating in our study stated that the most important feature that a leader should have is "effective communication skills".
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Bahman, Bahman, and Dian Hidayati. "KINERJA GURU DALAM IMPLEMENTASI KURIKULUM 2013 DI SMA ISLAM AL-MA’ARIF PANDAN INDAH KABUPATEN LOMBOK TENGAH PROVINSI NUSA TENGGARA BARAT." Academy of Education Journal 12, no. 2 (July 1, 2021): 227–36. http://dx.doi.org/10.47200/aoej.v12i2.683.
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Teacher performance is a necessity in improving the quality of learning services which includes the implementation of the curriculum for all components of the learning eye. The curriculum is a collection; the contents, objectives, and methods used by the teacher to achieve educational goals in school. This study aims to determine the teacher's performance and the obstacles faced by ISLAM AL-MA'ARIF high school teachers Pandan Indah district Lombok Tengah province Nusa Tenggara Barat in the implementation of the 2013 curriculum. To achieve this goal, this study uses a descriptive qualitative approach. While the subjects of the study were school supervisors, principals, deputy principals in the curriculum, K-13 assistant teachers and subject teachers. Data collection techniques are carried out through interviews, observation, and documentation studies. The data analysis procedure is data reduction, data display, and data verification.
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Sufriadi, Sufriadi, Neneng Patri Yuni, Jamaluddin Jamaluddin, and Maya Kasmita. "The Effectiveness of Communication Ethics in Achieving Learning Objectives at State Vocational High School 4 Makassar." Jurnal Office 5, no. 1 (July 30, 2019): 63. http://dx.doi.org/10.26858/jo.v4i2.9804.
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This study aims to determine the effectiveness of communication ethics in achieving learning goals at SMK Negeri 4 Makassar. This research is descriptive qualitative with a description of the focus on honesty, mutual understanding, obligation to care (well-being), confidentiality, and consequences. The number of informants in this study were five people consisting of principals, deputy principals, subject teachers, and two female students at Makassar State Vocational High School 4. The sample technique used was purposive sampling by sampling data sources based on certain considerations. Data collection was carried out by observation, interview, and documentation techniques. The results of the study showed that the ethics of communication in achieving learning objectives at SMK Negeri 4 Makassar were effective. This can be seen from the five aspects of behavioral guidance in building communication ethics, namely honesty, mutual understanding, obligation to care (well-being), confidentiality and consequences.
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Muhaimin, Muhaimin, Nur Ali, and Sutiah Sutiah. "Model-model Penciptaan Suasana Religius pada SMUN Kodia Malang." ULUL ALBAB Jurnal Studi Islam 3, no. 1 (December 26, 2018): 33–51. http://dx.doi.org/10.18860/ua.v3i1.6078.
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This study aims to examine how educational models create religious atmosphere in schools. This research is a concrete effort to find the right pattern to realize a religious environment in an academic context. This study uses a qualitative research approach with case study design. While the subjects in this study included a number of school principals, former principals, deputy principals, teachers and students of 4th State High School of Malang. The techniques used in data collection in this study include observations to obtain data about various teaching and learning activities, and religious activities as well as the religious atmosphere in schools as well as in-depth interviews. The implementation of religious activities in the school, which was originally "top down", was then developed to "bottom up". Through this approach, it turns out that it can bring peace, peace and increase brotherhood, unity, and friendship between leaders, employees, teachers and students. Besides, the religious atmosphere in the school is running dynamically. How to create a religious atmosphere, among others, through various types of progammed religious activities, both of Islamic and non-Islamic. In addition, school leaders use a personal approach both to students and to students' families.
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Wildy, Helen, and John Wallace. "School Leadership Development in Western Australia: An Impact Study." Journal of School Leadership 5, no. 3 (May 1995): 248–71. http://dx.doi.org/10.1177/105268469500500304.
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This paper reports an impact study of the Western Australian School Leadership Program, an innovative leadership development program for principals, deputy principals and heads of department of elementary and secondary government schools in the state of Western Australia. Approximately half of the people in promotional positions in state government schools had participated in the program at the time of the study. Perceptions of the nature and extent of change in leader practice as a result of involvement in the program were sought from all program participants using a questionnaire and a series of case studies. A design feature of the study was that participants were asked to select a colleague with whom they worked closely to give their perceptions of the nature and extent of change. It was found that the program was perceived to have an impact on leader behavior in schools. This effect was enhanced when a number of leaders from the same school participated in the program.
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Rindaningsih, Ida, Yulian Findawati, Wiwik Dwi Hastuti, and Eni Fariyatul Fahyuni. "SYNCHRONOUS AND ASYNCHRONOUS WITH FLIPPED LEARNING ENVIRONMENT IN PRIMARY SCHOOL." PrimaryEdu - Journal of Primary Education 5, no. 1 (February 27, 2021): 33. http://dx.doi.org/10.22460/pej.v5i1.1883.
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The challenges of learning during the pandemic are currently a big task for the world of education. The unpreparedness of school institutions, students, and parents in facing changes in the distance learning system has an impact on the implementation of learning during the COVID-19 pandemic. For this reason, it is necessary to have a learning solution that can answer the challenges of learning using digital-based learning. This research aims to develop a model of the reverse learning environment. This development research examines various aspects of the needs of the student learning environment during the COVID-19 pandemic. The subjects of this study were school principals, deputy principals, and elementary school teachers who have implemented the 2013 Curriculum. The results of this study show that the synchronous and asynchronous framework with the reverse learning environment approach is proven valid and feasible applied to learning COVID-19. The findings synchronous, and asynchronous that are implemented efficiently by the teacher, and applications will continue to be developed.
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Tsakeni, Maria, Paul Munje, and Loyiso Jita. "Issues and challenges influencing school improvement opportunities for science and mathematics." Cypriot Journal of Educational Sciences 16, no. 3 (June 30, 2021): 1300–1318. http://dx.doi.org/10.18844/cjes.v16i3.5853.
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This qualitative interpretive study explores issues and challenges influencing school improvement opportunities for Science and Mathematics in selected South African high schools through a systems leadership lens. Unstructured interviews were conducted with 13 participants comprising a principal, deputy principals, heads of department (HODs) for Science and Mathematics, and Mathematics and Physical Sciences teachers in four schools. The data from the interviews were analysed using the constant comparison techniques, allowing for inductive theme and concept building through abstraction. Findings show that participants, irrespective of school context, were generally eager to enhance the teaching and learning of Science and Mathematics. These challenges include the curriculum policy, the role of the district education office, professional development, learner‑related challenges, and resources. It is recommended that the Department of Basic Education work closely with the relevant stakeholders, including teachers, to ensure context-friendly educational policies, thus ameliorating implementation challenges.
Keywords: Issues and challenges, Science and Mathematics, school improvement, systems leadership
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Ain Purwanto and AKHTIM WAHYUNI. "Implementation of Curriculum Development Management in the Improving Of the Qualityof Educationin Senior High School Muhammadiyah 02 Cottage Modern Paciran." International Journal on Integrated Education 3, no. 4 (July 2, 2020): 68–73. http://dx.doi.org/10.31149/ijie.v3i4.429.
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THIS STUDY IS ABOUT THE IMPLEMENTATION OF CURRICULUM DEVELOPMENT MANAGEMENT IN THE IMPROVING OF THE QUALITYOF EDUCATIONIN SENIOR HIGH SCHOOL MUHAMMADIYAH 02 COTTAGE MODERN PACIRAN.TO OBTAIN THE RESULTS OFTHIS STUDY RESEARC HERS USED METHODS OF THE DATA COLLECTION AND ANALYSIS OF DATA BASED ON THE CONCEPT OF QUALITATIVE RESEARCH WITH THE PHENOMENONOLOGOI APPROACH. RETRIEVAL OF RESEARCH DATA IS OBTAINED BY OBSERVATION, INTERVIEW AND DOCUMENTATION TECHNIQUES.THE RESULTS OF THE STUDY REVEAL THE FOLLOWING FINDINGS: 1).MANAGEMENT IMPLEMENTATION DEVELOPS THE CURRICULUM IN TERMS OF: A). MANAGEMENT PLANNING FOR CURRICULUM DEVELOPMENT IN IMPROVING THE QUALITY OF EDUCATION IN SENIOR MUHAMMADIYAH 02 COTTAGE MODERN PACIRAN HIGH SCHOOL IS PREPARED BY INVOLVING THE CURRICULUM DEVELOPMENT MANAGEMENT TEAM. B).ORGANIZING THE MANAGEMENT OF THE CURRICULUM IN IMPROVING THE QUALITY OF EDUCATION IN SENIOR MUHAMMADIYAH HIGH SCHOOL 02 COTTAGE MODERN PACIRAN BY CHIEF ASSIGNING THE DEPUTY OF THE MAM 02 MODERN PACIRAN THE HEAD OF THE CURRICULUM IN THE MADRASAH AND THE DEPUTY HEAD OF THE MADRASAH IN THE MGMP FIELD TO DO SCHEDULING AND DIVISION OF TASKS.C).THE IMPLEMENTATION OF THE CURRICULUM DEVELOPMENT MANAGEMENT IN IMPROVING THE QUALITY OF EDUCATION IN SENIOR MUHAMMADIYAH HIGH SCHOOL 02 COTTAGE MODERN PACIRAN IS CARRIED OUT BY CONDUCTING SUPERVISION ACTIVITIES ON THE IMPLEMENTATION OF THE CURRICULUM BY THE IN SENIOR MUHAMMADIYAH HIGH SCHOOL 02 COTTAGE MODERN PACIRAN HEAD.IN ADDITION, THE HEAD OF THE MADRASAH AUTHORIZES THE DEPUTY HEAD OF THE MADRASAH TO HOLD MEETINGS EVERY SEMESTER AND MIDTERM.D) EVALUATION OF CURRICULUM MANAGEMENT IN IMPROVING THE QUALITY OF EDUCATION IN THE SENIOR MUHAMMADIYAH 02 COTTAGE MODERNPACIRAN HIGH SCHOOL IS CARRIED OUT BY PRINCIPALS AND SCHOOL SUPERVISORS.2) OBSTACLES IN THE IMPLEMENTATION OF CURRICULUM DEVELOPMENT MANAGEMENT IN IMPROVING THE QUALITY OF EDUCATION ARE STILL LACKING INFRASTRUCTURE FACILITIES AND SUPERVISION BY THE PRINCIPAL IS STILL NOT MAXIMAL 3)THESOLUTION IS A).COOPERATION WITH INSTITUTIONS, BOTH GOVERNMENT AND SELF-GOVERNMENT FOR FUNDRAISING FOR THE DEVELOPMENT OF INFRASTRUCTURE.B).IMPROVED SUPERVISION BY THE PRINCIPALTHERESULTS OF THE STUDY INDICATE THAT THE MANAGEMENT OF CURRICULUM DEVELOPMENT IN IMPROVING THE QUALITY OF EDUCATION HAS BEEN GOING WELL.HOWEVER, THERE ARE STILL OBSTACLES, NAMELY THE INFRASTRUCTURE AS A SUPPORTING MANAGEMENT OF THE CURRICULUM DEVELOPMENT IN IMPROVING THE QUALITY OF EDUCATION IS STILL CONSIDERED LACKING AND THE SUPERVISION OF THE PRINCIPAL IS STILL NOT OPTIMAL
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Raupu, Sumardin, and Dwi Risky Arifanti. "Pelaksanaan Supervisi Pendidikan oleh Kepala Sekolah dalam Meningkatkan Profesionalisme Guru Bimbingan Konseling di SMP Negeri 8 Palopo." Kelola: Journal of Islamic Education Management 4, no. 1 (April 20, 2019): 61–66. http://dx.doi.org/10.24256/kelola.v4i1.788.
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Educational supervision is an effort to guide school principals to teachers, and guidance counseling teachers in schools in order to improve the quality of teaching and learning in schools. The purpose of this study is to find out 1) The process of preparing the principal's supervision program in increasing the professional competence of the counseling guidance teacher, 2) The implementation of the educational supervision program by the principal in improving the professional competence of the counseling guidance teacher, and 3) The principal's follow-up in implementing the supervision of education for improve the professional competence of counseling guidance teachers. This research uses descriptive method with a qualitative approach. Data collection techniques are observation, interview and documentation. Research subjects were the principal, vice principal and counseling guidance teacher. The results of his research show that: 1) The supervision program of the headmaster of Palopo 8 Junior High School was prepared at the beginning of each semester of the school year by involving the deputy headmaster, counseling guidance teacher, and teacher in the field of study. The supervision program includes the activities of professional teacher guidance and guidance as well as training for teachers that are tailored to their fields. 2) The supervision of the head of SMP Negeri 8 Palopo follows the program that has been prepared, the technique used is through teacher meetings, classroom observations and personal conversations. Especially for classroom observation techniques, they have already used observation guidelines, but the quantity in the implementation has not been maximized. 3) The follow-up supervision of the headmaster of Palopo 8 Junior High School was observed through individual talks, giving advice, coaching, and guiding counseling guidance teachers with a focus on better implementation of activities, but the principal did not fully understand the counseling guidance program
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Nukman, Muhammad, Supadi Supadi, and Siti Zulaikha. "Mutu Layanan Pendidikan di SMP Assa’adah Kecamatan Duren Sawit Jakarta Timur." IMPROVEMENT Jurnal Ilmiah untuk peningkatan mutu manajemen pendidikan 4, no. 1 (May 17, 2017): 11. http://dx.doi.org/10.21009/improvement.04102.
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The research was conducted in Assa’adah Junior High School District DurenSawit East Jakarta, which aims to identify and obtain an overview of the quality ofeducational services. This research was conducted in October 2016 until February 2017.approach used is qualitative approach with methods descriptions. Data collection wasdone through interviews, observation and documentation. source data from this study isthe principal and several supporting informant as deputy principals and heads ofadministration. Based on the results of research and data analysis, it can be concludedthat the quality of service at Assa’adah Junior High School has been running well. then,from the quality of the services performed directly supervised by the principal. it can beseen from the quality planning services starting from problem analysis, identification ofneeds, formulation of objectives, devise alternative actions, action selection, preparationof work plans, implementation of the work plan, evaluation, and feedback. Furthermore,quality control process of comparing the performance of the service begins with thetarget of evaluation, problem analysis, and manufacture of alternative actions. then, thestrategy of increasing the quality of services consisting of the development of educators,improved quality of service, and continuous improvement.
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Susanti, Ocky Dewi, and Andi Riswandi Buana Putra. "Pelaksanaan Bimbingan Kelompok Untuk Menumbuhkan Solidaritas di Kelas Viii-A SMP Guppi Palangka Raya." Suluh: Jurnal Bimbingan dan Konseling 3, no. 1 (August 10, 2017): 33–41. http://dx.doi.org/10.33084/suluh.v3i1.525.
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The purpose of this study was to find out the form of solidarity of students in class VIII-A and Implementation of Group Guidance in Growing Solidarity in Class VIII-A GUPPI Middle School Palangka Raya. The approach used in this study was to use qualitative methods, while data instruments were used are observation, interviews, and documentation. The objects in this study are BK teachers, Principals, Deputy Principals for Student and Student Fields. Analysis of the data used by using case studies. The results showed that group guidance services had been carried out and carried out in the GUPPI Palangka Raya Middle School and group guidance services could be used as a forum for students to get closer and foster a sense of solidarity in class VIII-A, because through group guidance students could overcome the problem of solidarity and realize this solidarity by instilling a sense of empathy, a sense of togetherness, cooperation, mutual respect and tolerance for students. So that students can apply the values ??of solidarity in their daily lives both in socializing in the school environment or socializing in their daily living environment.
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Moorosi, Pontso, and Carolyn Grant. "The socialisation and leader identity development of school leaders in Southern African countries." Journal of Educational Administration 56, no. 6 (September 3, 2018): 643–58. http://dx.doi.org/10.1108/jea-01-2018-0011.
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Purpose The purpose of this paper is to explore the socialisation and leader identity development of school leaders in Southern African countries. Design/methodology/approach The study utilised a survey of qualitative data where data collection primarily involved in-depth interviews with school principals and deputy principals of both primary and secondary schools. Findings Findings revealed that early socialisation to leadership transpired during childhood and early schooling at which points in time the characteristics and values of leadership integral to the participants’ leadership practice were acquired. Initial teacher training was found to be significant in introducing principalship role conception. Leader identity was also found to develop outside the context of school through pre-socialising agents long before the teaching and leading roles are assumed. Originality/value The study presents an overview of the findings from four countries in Southern Africa, providing a complex process with overlapping stages of career socialisation. Existing research puts emphasis on formal leadership preparation as a significant part of socialisation – this study suggests alternatives for poorly resourced countries. Significantly, the paper improves our understanding that school leader identity is both internal and external to the school environment.
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Ağalday, Bünyamin, Habib Özgan, and Mustafa Cüneyt Arslan. "The perceptions of the administrators working in primary and secondary schools related to the organizational dissent." Pegem Eğitim ve Öğretim Dergisi 4, no. 3 (September 1, 2014): 35–50. http://dx.doi.org/10.14527/pegegog.2014.015.
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The research was conducted to find out the perceptions of the administrators working in primary and secondary schools related to the organizational dissent. The research contributes to the teachers in respect to their level of job satisfaction and development of positive attitude towards the school as well as the embracement of democratic units in the schools. The research is a case study from the qualitative research patterns. Working group consists of 15 school administrators (principals and deputy principals) working in primary and secondary schools in Mardın in the academic year of 2012-2013. Criterion sample method was used in determination of school administrators in working group. The research data was collected by interview method and analyzed by using descriptive and content analysis method. According to the results derived from the analysis, teachers mostly dissent in case of the assignments given to them and they prefer lateral dissent strategy. In accordance with the findings, organizing impressive communication seminars for school administrators, arranging face-to-face meetings, whose subject is apart from school affairs, between administrators and teachers periodically, and making legal regulations in respect to organizational dissent which harms educational institutions are proposed.
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Odhiambo Ogal, Dr Joshua. "Determining Ways of Controlling Unruly Students so as to Curb Destruction of School Building in Boarding Public Secondary Schools in Nyanza, Kenya." Sumerianz Journal of Education, Linguistics and Literature, no. 39 (September 25, 2020): 228–38. http://dx.doi.org/10.47752/sjell.39.228.238.
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The research investigated ways of controlling unruly students so as to curb destruction of school building in boarding public secondary schools in Nyanza, Kenya. The concept of discipline should not be associated with pain or fear, but rather it should be viewed as a system of guiding the students to make reasonable decisions. Discipline in school and at home should be that which will produce young people who will be responsible when they become adults. The total number of teachers in affected public secondary schools at the time of the study was 102, 300 students and 50 school principals. A sample size of 150 of the following respondents was suitable for the study, that is 25 deputy principals, 100 students and 25 school principals. Data was collected through questionnaire and interviews. Validity and reliability of the instrument were established through expert opinion and Cronbach’s Alpha Coefficient of 0.80 reliability test respectively. Data was analyzed using Coefficient of Determination, Analysis of Variance, frequency counts and percentages. Ways of controlling unruly students so as to curb destruction of school building in boarding public secondary schools were: preventive type of discipline 33.3%, guidance and counseling 52.4% and application of both preventive and corrective means of discipline scored 47.6%. This study is significant in that it reveals the factors leading to unruly behavior and burning of school premises among boarding public secondary school students in Nyanza. The findings of this study would be useful to the Ministry of Education Science and Technology and the achievement of Kenya Vision 2030 in education.
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Tsani, Iskandar, Nifa Khoirul Miftah, and Noer Hidayah. "Evaluation of Character Education Strengthening Program at SMA Negeri 2 Kediri." Didaktika Religia 7, no. 2 (December 14, 2019): 187–206. http://dx.doi.org/10.30762/didaktika.v7i2.2174.
Full textAbstract:
This article aims to review the evaluation of the character strengthening Program (PPK) with models of CIPP models (Context, Input, Process, and Product). The character education reinforcement Program aims to instil the values of the nation’s character formation massively and effectively through the implementation of the key values of the national movement of the Mental revolution. The purpose of this research is to evaluate the implementation of character education strengthening at SMA Negeri 2 Kediri. This article is a result of field research using the Mixed Methods approach. Data sources obtained from principals, deputy principals, educators, and learners. The population is focused on the XI class students with a sample of 38 students while product component data is collected through questionnaires. The results showed that on the Context component, the school’s understanding of PPK was not maximized, environmental support was excellent, and the purpose of the program was obvious. The Input component indicates that the availability of human resources educators and funding sources insufficient categories. The Process component is good enough with evidence of the implementation of class-based programs. Product component Achievement Five main values of PPK students of class XI SMA Negeri 2 Kediri with the average value of a poll obtained by 78.6 shows the very good category in achieving five main values of PPK characters.
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Dvoryanchikov, N. V., S. V. Budykin, E. S. Avdeev, and I. B. Bovina. "Professionalism in the work of the Director of the school: features of ordinary representations of groups of principals, teachers and parents." Psychology and Law 6, no. 3 (2016): 1–13. http://dx.doi.org/10.17759/psylaw.2016060301.
Full textAbstract:
The purpose of the study was to identify and analyze everyday notions of professionalism in activities of the school Director. The object of the research – group of adults associated with the educational process. The sample consisted of Directors and Deputy Directors of a number of Moscow schools, teachers, and parents of students. The total sample size was 166 persons (N=55 principals and Vice, N=57 teachers, N=54 parents) at the age from 22 to 68 years. The object of research – features of everyday notions of professionalism in activities of the school Director. We put forward a General assumption that the groups of Directors, parents and teachers will vary the ratio of functional and regulatory elements; in the group of Directors in the idea of professionalism will dominate the functional elements in the group of teachers is expected to identify both the normative and functional elements, the group of parents – mostly normative. The main research method was a survey. For its implementation was drawn up a questionnaire. In accordance with the theory of social representations within which we developed the research, the key methodology was the technique of free Association. Our hypothesis received partial empirical support. The results are discussed from the point of view of the theory of social representations.
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Magdalena, Hilyah, Umami Umami, and Hadi Santoso. "SYSTEM MODEL FOR WEB-BASED TEACHER PERFORMANCE ASSESSMENT." Jurnal Transformatika 17, no. 1 (July 29, 2019): 67. http://dx.doi.org/10.26623/transformatika.v17i1.1413.
Full textAbstract:
<p>The performance of teachers in educational institutions needs to have an appreciation and assessment that has a basis. Teacher performance assessment is one of the bases for decision making related to the career of the teacher. To improve the quality and accuracy of performance appraisal, this study designs a web-based teacher performance assessment decision support system. The Decision Support System method used is Analytical Hierarchy Process (AHP), and information system design uses the Object Oriented Analysis and Design (OOAD) method. Respondents in this study were deputy principals, teacher representatives, and committee representatives. The results of the calculation of the respondent questionnaire were carried out with a paired comparison matrix. The results of the combined calculation showed that the first level criteria which were the highest weighted were Social with a weight of 33.4% and the alternative teacher with the best performance was Vera Asmara with a value of 22.9%.</p><p> </p>
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Susanto, Susanto, Muhammad Adlan Nawawi, and Abdul Rohim. "STANDAR PELAYANAN MINIMAL PENDIDIKAN PERSPEKTIF REVOLUSI INDUSTRI 4.0 DI SD BAYAN ISLAMIC SCHOOL." Andragogi: Jurnal Pendidikan Islam dan Manajemen Pendidikan Islam 2, no. 3 (September 29, 2020): 1–19. http://dx.doi.org/10.36671/andragogi.v2i3.114.
Full textAbstract:
This research is an exploratory study using a qualitative analysis approach. Data collection is done through; observation, interview, and documentation. The sampling technique was used by purposive sampling and snowball sampling. Data sources and research informants include; Principals, and Deputy Principals, Teachers, Parents Teachers Association, and Education Personnel. The results showed that (1) Application of Minimum Service Standards for Basic Education at Al-Bayan Elementary School was optimally fulfilled (2) SPM Dikdas' perspective of the industrial revolution era 4.0. First, in the realm of infrastructure is that there is a Smart Classroom that has internet access connectivity facilities in its learning. Second, the curriculum must be reoriented with some changes in competencies that must be possessed. Students must now have mastery of three benefits: data literacy, technological literacy, and human literacy. Third, educators apply to learn oriented to the Technological Pedagogical and Content Knowledge system (3) manifestation of the Implementation of Basic Education SPM perspective of the industrial revolution 4.0 era at SD Al Bayan the realization of computer and projector facilities to implement Smart Classroom despite the absence of internet access connectivity, the creation of technological literacy in learning Science, Mathematics, and English in the form of teaching materials in the way of interactive DVD Rom which is taught at school so students can learn anytime, anywhere. The creation of educators who implement a Computer Assisted Instruction system or learning utilizing Word Processor Learning.