Journal articles on the topic 'High school principals Selection and appointment'
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1
Hariyati, Nunuk, Tarma Tarma, Dian Fajarwati, and Aditya Chandra Setiawan. "Identifying School Principal Candidates’ Perception on Teacher’s Appointment as School Principal." Jurnal Pendidikan dan Pengajaran 54, no. 2 (July 17, 2021): 220. http://dx.doi.org/10.23887/jpp.v54i2.33186.
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In order to establish a successful school, prospective school principals' perceptions are crucial. Perception has an effect on school quality because it impacts reaction and decision-making. The aim of this study was to understand prospective school principals' perceptions of the Ministry of Education and Culture Regulation Number 6 of 2018 concerning the Appointment of Teachers as School Principals, which was conducted using a quantitative approach through a survey of 77 prospective school principals from Central and East Java Provinces. The findings revealed that: the age of the prospective school principal does not have a significant effect on policy perceptions; the length of work as a prospective school principal teacher has no significant effect on policy perceptions; there is a significant difference between the principal candidates for primary school, junior high school and senior high school/vocational high school in perceiving policies; there is no significant difference between male and female principal candidates in their perception of the policy; there is no significant difference between prospective school principals based on tank (from III b to IV b) in perceiving policies; there is a significant difference between prospective school principals with bachelor's and master's degrees in perceiving policies; there is no significant difference between prospective school principals who have not and have read Ministry of Education and Culture Regulation No. 6 of 2018 in perceiving the policy; and that there is no significant difference between prospective school principals who have not and have specifically reviewed Ministry of Education and Culture Regulation No. 6 of 2018 in perceiving the policy.
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Kurniady, Dedy Achmad, Sururi, and Suryadi. "MODEL PENILAIAN KINERJA (PERFORMANCE APPRAISAL) KEPALA SEKOLAH MENENGAH PERTAMA NEGERI." PEDAGOGIA 14, no. 3 (March 30, 2017): 387. http://dx.doi.org/10.17509/pedagogia.v14i3.5896.
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The role of the principal is important for directing school life to achieve school goals. The principal appointment is attained through formal and rational consideration, determined by procedures, requirements, and regulations. This study is concerned with the development of performance appraisal model of junior high school principals and is aimed to achieve the following aims: 1) to detect rules and system regarding principals performance appraisal; 2) to verify and describe components, process and measures results of principals appraisal, and 3) to analyse Performance Based required by principals; and 4) to generate hypothetical models of principal performance appraisals in junior high school level. In order to have principals with all standard criteria, efforts to improve principal professional capacities are needed to conduct in a well-planned manner through continuous quality improvement. These improvements are mapped out intermittently so that principals profiles based on measures results of Principals Performance Appraisal can be put into actual. Performance appraisal is designed to identify data on principals performance.
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Kimbrel, Laurie A. "Teacher Selection: School Principal Hiring Practices, Level of Training, and Confidence." International Research in Education 7, no. 2 (September 19, 2019): 106. http://dx.doi.org/10.5296/ire.v7i2.15332.
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Student success is dependent on teacher quality; therefore, principals must hire the most effective teachers in order to ensure continuous school improvement. This study investigated teacher hiring processes to determine the extent to which principals use research-based practices that are most likely to identify high-quality teachers. This study also sought information about the type of personnel selection training principals receive and confidence of the principal in their ability to hire high-quality teachers. Data were gathered using a survey e-mailed to principals in ten states in the southern and western regions of the United States. Analysis indicated that principals favor traditional interviews as the primary teacher selection instrument and are unlikely to utilize predictive screening tools or research-based structured interviews. In most cases, principals do not make final hiring decisions based on measurable data or research-based qualities known to be predictive of high teacher performance. Most principals reported minimal teacher selection training through one-time workshops and graduate courses and yet possess a high degree of confidence in their skill to hire the best teachers.
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Fauziah, Fauziah, Jimmi Copriady, and Sudirman Sudirman. "IMPLEMENTASI PERMENDIKNAS NOMOR 28 TAHUN 2010 TENTANG PENUGASAN GURU SEBAGAI KEPALA SEKOLAH DI KABUPATEN SIAK." Jurnal Manajemen Pendidikan Penelitian Kualitatif 5, no. 1 (March 31, 2021): 30. http://dx.doi.org/10.31258/jmppk.5.1.p.30-37.
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Permendiknas implementation research on the appointment of pricipals is inseparable from the basic permendiknas namely: (1) permendiknas number 13 year 2007 about pricipal standar, (2) permendiknas number 28 tahun 2010 about teacher assignment as Head of school. This research discloses how the process of appointment of headmaster of SMP negeri in Dinas Education and culture of Siak Regency, is in accordance with the provisions set by the government in permendiknas number 28 year 2010. This implementation research isbased on metter and Horn theory and describe the findings using approach qualitative methods. Data obtained by interviuw, observation and document. Futher data are analyzed and performed continuously to complate. The results of the study note that the general requirements in administrative selection are not met well. Because three is still the age of principals who do not meet the provisions with the number 85%. This means that only 15% of the principals are appointed in accordance with the provisions of the first appointment process in office. Even 29% of headmaster who served in Siak district will now undergo more than 2 periods of duty. At the rank and class of principals also found 13% of principals who are currently still in rank/class IIIB. While on special requirenments found arround 65% of school principas in Siak Regency do not have a certificate of principal issued by LP2KS is a NUKS certificate. There are several factors that become obstacles in implementing permendiknas number 28 year 2010 in Siak Regency. Namale; (1) the SDK of siak Distric employees, especially the lack of education, (2) the cost of education and training to obtain NUKS certificate, (3) the role of the acceptability team in the process of placing the principal the carry out his duties as principal.
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Wills, Gabrielle. "Informing principal policy reforms in South Africa through data-based evidence." South African Journal of Childhood Education 5, no. 2 (December 7, 2015): 28. http://dx.doi.org/10.4102/sajce.v5i2.392.
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In the past decade there has been a notable shift in South African education policy that raises the value of school leadership as a lever for learning improvements. Despite a growing discourse on school leadership, there has been a lack of empirical based evidence on principals to inform, validate or debate the efficacy of proposed policies in raising the calibre of school principals. Drawing on findings from a larger study to understand the labour market for school principals in South Africa, this paper highlights four overarching characteristics of this market with implications for informing principal policy reforms. The paper notes that improving the design and implementation of policies guiding the appointment process for principals is a matter of urgency. A substantial and increasing number of principal replacements are taking place across South African schools given a rising age profile of school principals. In a context of low levels of principal mobility and high tenure, the leadership trajectory of the average school is established for nearly a decade with each principal replacement. Evidence-based policy making has a strong role to play in getting this right.
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Gokalp, Serkan. "The Relationship Between School Principals' Cultural Intelligence Level and Teachers' Job Satisfaction and Intention to Leave the Job." European Journal of Educational Research 11, no. 1 (January 15, 2022): 493–509. http://dx.doi.org/10.12973/eu-jer.11.1.493.
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<p style="text-align: justify;">This research aims to determine the relationship between school principals' cultural intelligence level and teachers' job satisfaction and intention to leave. The relational survey model was used in this study. The data of the research were collected from 800 teachers working in public middle schools in the central districts of Mersin Province in the 2020-2021 academic year. The data were collected through Personal Information Form, Cultural Intelligence Scale, Job Satisfaction Scale, and Intention to Leave Scale. The data were analyzed through correlation analysis, Structural Equation Modeling and Sobel Test. According to the results of the research, a strong, positive and significant relationship was found between the cultural intelligence level of school principals and the job satisfaction of teachers. A strong, negative, and significant relationship was determined between the cultural intelligence level of school principals and teachers' intention to leave. A strong, negative, and significant relationship was determined between teachers' job satisfaction and their intention to leave. It was found that the cultural intelligence level of school principals negatively predicted teachers' intention to leave. It was also determined that cultural intelligence levels of school principals negatively predicted teachers' intention to leave through job satisfaction, and teachers’ job satisfaction was a partial mediator of the relationship between the cultural intelligence levels of school principals and teachers' intention to leave. It was suggested that candidates with high cultural intelligence levels should be given priority in the appointment process of school principals.</p>
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Saifuddin, Ridwan, Elip Heldan, Zainal Mutaqim, and Ika Tri Wulan. "Evaluation of SMKN Unggul Terpadu Anak Tuha In Lampung Province." Inovasi Pembangunan : Jurnal Kelitbangan 6, no. 03 (December 1, 2018): 223–38. http://dx.doi.org/10.35450/jip.v6i03.116.
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The policy of the establishment of SMKN Unggul Terpadu by the Provincial Government of Lampung is a form of commitment to education development in the region. This policy needs to be followed up properly, so that the initial purpose of establishing the vocational school can be realized. Evaluation is done to know the existing condition, learning process, and educational process achievement in school. This study was conducted with qualitative approach with descriptive method. Evaluation results indicate Provincial Governments need to strengthen human resource policies, especially the provision of qualified teachers and education personnel; selection and appointment of school principals; strengthening school management by optimizing the Internal Quality Assurance System (SPMI) and the External Quality Assurance System (SPME); arrangement of financial management; support of practical facilities and laboratories; and encourage the splitting of land status that is still integrated with BPPT.
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YILMAZ, Salih. "How to Enhance Occupational Health and Safety Practices in Schools: An Analysis Through the Eyes of School Principals." International Journal of Psychology and Educational Studies 9 (October 23, 2022): 922–33. http://dx.doi.org/10.52380/ijpes.2022.9.4.871.
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School principals are responsible for occupational health and safety (OHS) issues that may arise, and they play a critical role in ensuring that health and safety procedures in schools.The purpose of this study is to determine how occupational health and safety practices in schools can be improved with reference to the views of school principals. Twenty-one principals from kindergarten, primary, secondary and high schools participated in this qualitative research. The research data were collected via official documents and semi-structured interviews. Document and content analyses were utilized to examine the data. At the end of the research, the findings show that the OHS activities for school administrations are listed under the following headings: 'Occupational health and safety services', 'training and information, 'emergency drills', 'projects and activities, 'chemical waste and zero waste project', 'audit, guidance and supervision activities', 'health observation', 'precautions, measurements, safety and periodic checks', 'notifications', and 'OHS module'. The expectations of school administrations from senior management for the development of OHS practices address budget/financial support; directing the solutions to the school; the appointment of an OHS specialist, health and security personnel; more training, seminars, audit and technical support; cooperation among institutions. However, school administrators are expected to properly follow work.
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Budiarti, Ratna, Bedjo Sujanto, and Mukhneri Mukhtar. "Organizational commitment building to the principal of the senior high school." International Journal of Evaluation and Research in Education (IJERE) 11, no. 4 (December 1, 2022): 2147. http://dx.doi.org/10.11591/ijere.v11i4.23094.
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<p><span lang="EN-US">This quantitative study aimed to determine the effect of personality and decision-making on the commitment of principals from high schools in the state of DKI Jakarta, Indonesia. The survey method was used in this study, along with path analysis for testing hypotheses. This was done with 89 random selection principals as respondents. This study revealed that personality has a direct positive influence on organizational commitment. There is a positive direct decision-making influence on organizational commitment. Hence, there is also an indirect influence on organizational commitment through decision-making. This paper can be a reference to improving the quality of the school by having a principal who has a strong commitment to his school, supported by a brave personality to get out of his comfort zone and is ready to sacrifice for the school’s progress.</span></p>
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Ng, Ashley Yoon-Mooi. "School leadership preparation in Malaysia." Educational Management Administration & Leadership 45, no. 6 (October 13, 2016): 1002–19. http://dx.doi.org/10.1177/1741143216662922.
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This paper examines the preparation of school principals in Malaysia, and the aspiration of the Malaysian Education Blueprint 2013–2025 to ensure high-performing school leaders in every school. It reports on the principal preparatory programme, the National Professional Qualification for Educational Leaders, which is mandatory to those who aspire to be school principals. Documentary analysis was undertaken on materials used for leadership training programmes by the National Institute of Educational Management and Leadership or Institut Aminuddin Baki (IAB), which is the country’s main leadership training and development centre, equivalent to the National College for Teaching and Leadership in England. Eight primary and secondary schools, chosen by stratified purposive sampling, were selected for the study. Interviews were conducted with principals and assistant principals of the eight schools, to establish how they were selected and prepared for their leadership roles. Interviews with Ministry of Education and IAB officials offered a provider perspective while an interview with an education minister clarified the policy and political contexts of the study. The findings of the study draw attention to the need to refine the selection criteria, with a focus on higher entry standards to ensure excellent leadership in schools, an emphasis on instructional leadership to improve student learning in schools, the conflict between central direction and the importance of situational leadership, and the political imperative for programme outcomes.
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Padgurskytė, Vaida. "CHANGES IN EDUCATION POLICY: SCHOOL HEAD TRAINING, SELECTION AND APPOINTMENT PROCESSES." ŠVIETIMAS: POLITIKA, VADYBA, KOKYBĖ / EDUCATION POLICY, MANAGEMENT AND QUALITY 14, no. 1 (June 25, 2022): 9–25. http://dx.doi.org/10.48127/spvk-epmq/22.14.09.
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Recent transformations in the education sector have been receiving considerable attention both in the pedagogical society and in the political debates. Issues related to the updating of curricula and educational programmes, teacher training and professional development, an earlier start of compulsory education and other important issues related to education are being addressed. Particular attention is being paid to the improvement of the administrative sector of education – the submission and criteria of terms of office and performance evaluation reports of the heads of educational institutions (except for higher education institutions), the formation of the Reserve of School Heads. The most important provisions of the educational documents that have an impact on the assessment of the situation in the general education school sector have also been newly adopted and the lack of heads of educational institutions has become apparent. Although the Reserve of School Heads established by the government should provisionally eliminate this problem, there have been no significant changes in recent years. A questionnaire survey of the heads of educational institutions was conducted. The study involved 11 heads of educational institutions from Vilnius, Šiauliai, Panevėžys counties, who work in general education schools and pre-school education institutions and have different managerial experience in terms of duration. The qualitative content analysis of the data suggests that some of the heads of educational institutions who participated in the study are not satisfied with their salaries, high responsibilities, work for an idea, frequent transformations in education policy. The respondents also specifically identified solutions that could help education policy strategists eliminate the problem of the shortage of heads of educational institutions – the need and opportunities for further improvement, simplified assessment of competencies, higher salaries, extension of terms of office. Keywords: changes in education policy, educational institution, head of the educational institution
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Ünsal, Yildiz. "Servant-leadership roles of principals on the work alienation perceptions of teachers." African Educational Research Journal 9, no. 2 (April 21, 2021): 350–66. http://dx.doi.org/10.30918/aerj.92.21.037.
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Servant leadership is a modern approach to leadership that has been the subject of a growing number of investigations in recent years. As with any organization within the social structure, alienation is also occurring in the school organization. High level of alienation threatens the functioning of the school organization; in a healthy way function. It was seen as important to know the effect of servant leadership behavior on the alienation of teachers. This research was conducted to examine the relationship between servant leadership and work alienation, based on the opinions of teachers. The data of the research conducted in the descriptive screening model were obtained from 484 teachers working in all primary, secondary and high schools in the Central Districts of Şanlıurfa Province in Turkey. The Servant Leadership Scale and Teachers' Alienation Scale for Teachers were used to determine the servant leadership behaviors of principals that teachers perceive and their level of work alienation. As a result of this research, it was found that the perceptions of the servant leadership of the participants towards their principals were high, and their job alienation levels were weak. While the perceptions of the servant leadership differed in terms of the teachers’ school location, the way their administrators were appointed, the type of their school, the number of teachers in their school and their marital status variable, these did not differ significantly in terms of the teachers’ gender, years of service, branch and educational status. Participants' level of alienation to work; showed a significant difference according to the school location and branch variable. On the other hand, there was no significant difference in terms of gender, years of service, appointment of administrators, school type, number of teachers in school, marital status and educational status. A negative relationship was found between teachers' perceptions of servant leadership and work alienation. According to this result, as the servant leadership score increases, the level of work alienation decreases. These results were studied according to the literature and recommendations were made to teachers and administrators.
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Heath, Don, Rozan Maghrabi, and Nora K. Carr. "Implications of Information and Communication Technologies (ICT) for School-Home Communication." Journal of Information Technology Education: Research 14 (2015): 363–95. http://dx.doi.org/10.28945/2285.
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Research demonstrates the positive impact of parental involvement on students, families and schools. Studies also indicate a close connection between effective school-home communication and increased parental involvement and engagement in learning. Effective selection and use of Information Communication Technologies (ICT) invites more effective school-home communication, increasing parental involvement and improving student outcomes. However, ICT adoption rates are heterogeneous, influenced by cultural, socioeconomic and other factors. Also, gaps may exist between parent/school communication preferences. Our multi-case study investigates principals and parents from three different public elementary schools (suburban/high wealth; urban/low wealth; urban magnet/mixed income) to understand the impact of misalignment in ICT adoption and use on school-home communication. We find misperceptions by parents and principals regarding their ICT adoption beliefs and actual use. Our results also indicate alignment between parent and principal ICT preferences and expectations improves parent satisfaction with the principal and the school, while misalignment has the opposite effect.
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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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Young, I. Phillip, and Kimberly Miller-Smith. "Effects of a State Mandated Policy (Site-Based Councils) and of Potential Role Incumbents on Teacher Screening Decisions in High and Low Performing Schools." education policy analysis archives 14 (March 2, 2006): 7. http://dx.doi.org/10.14507/epaa.v14n7.2006.
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Some states have viewed teacher selection as a means of improving student performance and have mandated the use of site-based teacher councils. To assess the utility of this legislative action, an experimental study was conducted. This study uses a 2X3X2 factorial design that varies state legislation, role of the decision maker, and academic performance of the school site. Credentials of hypothetical teacher candidates were evaluated as if screening for a vacant position, and evaluations were submitted to a MANOVA. Results indicate that legislated alterations in the teacher-selection process failed to have any substantial effects on outcomes in the screening of teacher candidates for elementary school positions. Although screening decisions were found to be the same for participants affiliated with both low- and high-performing school districts, teachers were more appreciative of candidate’s credentials than either principals or parents.
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Darmadi, Hamid. "Impact of Management Authority Transfer of SMA/SMK from Regency/City Government to Provincial Government in West Kalimantan." JETL (Journal Of Education, Teaching and Learning) 4, no. 1 (March 30, 2019): 244. http://dx.doi.org/10.26737/jetl.v4i1.1095.
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The purpose of this study is to obtain objective information and clarity regarding the impact of management authority transfer of senior high school (SMA)/vocational high school (SMK) from regency/city government to the provincial government in West Kalimantan Province. The benefit of the results theoretical and practical for teachers, school principals, education and culture services and regional governments. The population in this study were SMA/SMK teachers, SMA/SMK principals, regency/city education office and the provincial education office of West Kalimantan. This study uses direct communication techniques, direct observation techniques, and documentation techniques. The results of this study indicate that: (1) Management of SMA/SMK by the regency/city government and school activities run smoothly before the authority transfer of SMA/SMK to the Provincial Government Staffing. There is no separation between elementary school, junior school, high school and vocational school by Regency/City Education Service; (2) Management of SMA/SMK after the transfer of authority by the provincial government is obtained data and information there is a tendency for SMA/SMK to be abandoned by Regency/City Education Services because they are not responsible anymore to take care of SMA/SMK, while the Provincial Education Service which has the mandate to take care of SMA/SMK is difficult to reach schools, especially SMA/SMK far in remote areas, outermost, disadvantaged and remote areas; (3) The workload of the Head of Regency/City SMA/SMK Court MKKS after the transfer of management of SMA/SMK to the province is felt to be increasingly heavy. Because the duties of the School Supervisor that should be handled by the SMA/SMK Supervisor cannot be implemented properly due to the limited budget of the visit, the location of the SMA/SMK is too far away. Finally, the task of the School Supervisor was forced to be taken over by the Chairperson of the Regency/City MKKS. Even to the extent that the selection of selected SMA/SMK principals is conducted by the Chairperson of the MKKS.
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Kearns, Caitlin, Douglas Lee Lauen, and Bruce Fuller. "Competing With Charter Schools: Selection, Retention, and Achievement in Los Angeles Pilot Schools." Evaluation Review 44, no. 2-3 (April 2020): 111–44. http://dx.doi.org/10.1177/0193841x20946221.
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Charter schools place competitive pressure on school districts to retain students and public funding. Many districts also have moved to decentralize control of budgets and teacher hiring down to school principals, independent of competitive pressures. But almost no evaluation evidence gauges the effectiveness of charter-like schools, relative to traditional public schools. We find that autonomous pilot schools in Los Angeles enroll more low-income and Spanish-speaking students, compared with traditional schools. Pilot pupils are significantly less likely to exit the school district. But pilot pupils displayed lower test scores in mathematics and fell slightly below traditional students in English-language arts, taking into account prior performance and their propensity to enter pilot schools. We tracked 6,732 students entering pilot high schools between 2008 and 2012, statistically matched in multiple ways with traditional peers from identical sending middle schools. We discuss the advantages of our evaluation strategy and the implications of our findings for education leaders and policy makers.
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Hanim, Zaenab. "Principal Managerial Competence in Realizing Excellent and Quality Vocational High Schools at East Borneo." EduLine: Journal of Education and Learning Innovation 2, no. 4 (December 18, 2022): 517–25. http://dx.doi.org/10.35877/454ri.eduline1290.
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This study aims to describe the managerial competence of principals in turning their schools into centers of excellence. This concept is derived from the experience expressed by the leaders responsible for the development of quality management in public and private vocational high schools at East Borneo. This research is a comparative study that uses a qualitative approach with a case study method at two vocational high schools in East Borneo-collecting data using interview, observation, and documentation methods. Semi-structured interviews were conducted to obtain information and excellent school programs from the six informants who participated in this study. They consist of two principals, two curriculum officers, and two teachers who support the flagship program in their school. The results of this study indicate that the principal leads his school to realize a superior and quality Vocational High School; this is the implementation of their managerial competence. Vocational High Schools are organized to prepare a skilled middle-level workforce to support national development in employment and career selection and develop student competencies to compete globally and create jobs. Public and Private Vocational Schools in East Borneo have great potential to become centers of excellence. The principal's managerial competence supports this. Adequate infrastructure according to standard equipment in the industry. In addition, they apply all the knowledge obtained from school about attitudes, manners, character, and Pancasila student profiles in the studio environment and the community in their environment. The Center for Excellence Vocational School's management responsibilities includes developing policies, conducting research, and proposing ideas to the Directorate of Education. Following that, a schedule of tasks is completed to acquire tangible and intangible infrastructure and mentoring activities related to each vocational school's area of specialization.
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Surbakti, Febry Harissa, Khoirul Anwar, Aviani Harvika, Megah Stefani, and Hardinsyah Hardinsyah. "NUTRITION AMBASSADOR COMPETITION AS A METHOD TO IMPROVE NUTRITION KNOWLEDGE OF HIGH SCHOOL STUDENTS." ICCD 1, no. 1 (December 11, 2018): 119–22. http://dx.doi.org/10.33068/iccd.vol1.iss1.18.
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Indonesia, a developing country, is still facing nutrition problems caused by lack of access to food and nutrition knowledge. Adolescents play an important role in a long term preventing of nutrition problem. Competition and award are ways of increasing adolescent interest and motivation in gaining nutrition knowledge. Therefore, the purpose of this empowerment program is to improve nutrition capacity og high school students (HSS) through a nutrition ambassador competition and award. The selection of nutrition ambassador candidates is carried out through written selection for 2nd grade HSS in 5 high schools (HS) in each selected city oN 8 cities of Indonesia. Five best couples from each HS then follow a second stage written selection at city level. Finally, the five best couple nominated from the second stage were then interviewed to determine the best three couple as nutrition ambassadors for every city. The result showed about 200 HSS involved as the candidates: and they read the balance nutrition guidebook from ministry of health as an online compulsory reading book which was uploaded in the web of PERGIZI PANGAN Indonesia. The mean nutrition knowledge score of the NA was 65.4 ± 12.9 which categorized as moderate level. This activity was appreciated by school principals and by local health district office heads. The nutrition ambassadors helped local health office to educate nutrition to HSS in each city. Now with the assistance from PERGIZI PANGAN Indonesia, they are sharing nutrition information and experience via WhatsApp Group. This implies that nutrition ambassador competition and award could be developed to improve nutrition capacity of HSS.
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Hsiao, Hsi-Chi, Ming-Chao Lee, and Ya-Ling Tu. "The Effects of Reform in Principal Selection on Leadership Behavior of General and Vocational High School Principals in Taiwan." Educational Administration Quarterly 49, no. 3 (October 16, 2012): 421–50. http://dx.doi.org/10.1177/0013161x12462387.
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Sari, Ferra Puspito. "Education Fair: Layanan Bimbingan Karier dalam Perencanaan Studi Lanjut Siswa di Tumbuh High School." Nusantara: Jurnal Pendidikan Indonesia 2, no. 3 (September 30, 2022): 391–406. http://dx.doi.org/10.14421/njpi.2022.v2i3-1.
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Student problems related to planning for further studies require career guidance services from guidance and counseling teachers at schools. Tumbuh High School, through the Education Fair program, seeks to assist students in the process of planning further studies. This study aims to describe and analyze the application of education fair as a career guidance service in planning for further studies for Tumbuh High School students. This study uses descriptive qualitative research methods, data collection through interviews, observation, and documentation. The subjects in this study were school principals, guidance and counseling teachers, parents, and Tumbuh High School students who were involved in and affected by the education fair program. The results of this study indicate that the education fair held at Tumbuh High School begins with an in-depth assessment to determine the talents and interests of students, the selection of universities or partner institutions according to the results of the assessment, the implementation of the educational fair by partner institutions attended by students and their parents; and evaluation of implementation. Students are more mature in planning a career related to studies based on their talents and interests.
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Bush-Mecenas, Susan, Julie A. Marsh, and Katharine O. Strunk. "Guiding Principals: Middle-Manager Coaching and Human-Capital Reform." Teachers College Record: The Voice of Scholarship in Education 122, no. 10 (October 2020): 1–50. http://dx.doi.org/10.1177/016146812012201004.
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Background/Context School leaders are central to state and district human-capital reforms (HCRs), yet they are rarely equipped with the skills to implement new evaluation, professional development, and personnel data systems. Although districts increasingly offer principals coaching and training, there has been limited empirical work on how these supports influence principals’ HCR-related practices. Purpose Drawing on a two-year, mixed-methods study in the Los Angeles Unified School District (LAUSD), this article examines the role of principal supervisors in HCRs. We ask: What role did principal supervisors (Instructional Directors [IDs]) play in the implementation of human-capital reforms? What did high-quality coaching on the part of IDs look like in this context? Research Design Our two-part analysis draws upon survey and interview data. First, we conducted descriptive analyses and significance testing using principal and ID survey data to examine the correlations among principals’ ratings of ID coaching quality, ID coaching practices, and principals’ implementation of HCRs. Second, we conducted in-depth interviews, using a think-aloud protocol, with two sets of IDs—those consistently highly-rated and those with mixed ratings—who were identified using principals’ reports of coaching quality. Following interview coding, we created various case-ordered metamatrix displays to analyze our qualitative data in order to identify patterns in coaching strategy and approach across IDs, content, and contexts. Findings First, our survey data indicate that receiving high-quality coaching from IDs is correlated with stronger principal support for and implementation of HCRs. Our survey findings further illustrate that IDs support a wide range of principals’ HCR activities. Second, our think-aloud interviews with case IDs demonstrate that coaching strategy and approach vary between consistently highly-rated and mixed-rated coaches: Consistently highly-rated IDs emphasize the importance of engaging in, or defining HCR problems as, joint work alongside principals, while mixed-rated IDs often emphasize the use of tools to guide principal improvement. We find that, on the whole, the consistently highly-rated IDs in our sample employ a nondirective approach to coaching more often than mixed-rated coaches. Conclusions These findings contribute to a growing literature on the crucial role of principal supervisors as coaches to improve principals’ instructional leadership and policy implementation. While exploratory, this study offers the first steps toward building greater evidence of the connections between high-quality coaching and policy implementation, and it may have implications for the design and implementation of professional development for principal supervisors and the selection and placement of supervisors with principals.
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Kalbasi, Afsaneh, Ahmad Reza Nasr Esfahani, Seyed Ebrahim Mir Shah Jafari, and Ahmad Abedi. "Complementary Books of Gifted High Schools in Iran: A Content Analytic Study." Journal of Studies in Education 8, no. 1 (February 26, 2018): 97. http://dx.doi.org/10.5296/jse.v8i1.12185.
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In Iranian educational system, there are special schools offering specialized curriculum for gifted students. In the curriculum of their first degree high school course, complementary contents have been provided in order to improve the process of learning. The objective of the present study has been to evaluate the content of such books which has played a pivotal role in educational process of Iranian gifted schools. We employed the triangulation method. The project was implemented between September 2014 to September 2015 by interviews and researcher-based questionnaires provided by principals, assistant principals, consultants and teachers of middle schools from gifted schools of the Isfahan province of Iran. The reliability coefficient of the questionnaire was 0.88 based on Cronbach's alpha. In order to analyze the qualitative and quantitative data, categorical analysis and descriptive statistics have been applied, respectively.Our questionnaire results showed that the four evaluated complimentary books were in quite desirable status. Based on the findings from the interviews and evidences from the gifted education literature we suggest principles by which selection and revision of complementary contents can be possible. Such principles are as follows: (i) content deepening, (ii) integrative and interdisciplinary organization, (iii) to be problem-oriented, (iv) understanding daily life use of the knowledge and (v) classification of exercises based on their complexity level.
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Potapova, O. M. "The use of cloud-based computing in the research activities of future engineers while learning higher mathematics." CTE Workshop Proceedings 4 (March 21, 2017): 187–91. http://dx.doi.org/10.55056/cte.348.
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The aim of the study is to rationale for selection cloud-oriented means of ICT and the methods of their use in the research activities of future engineers while learning higher mathematics. The objectives of the study is to analyze the existing modern scientific and methodological sources and the practical work of Universities with the questions of the use of cloud-based computing in a process of learning mathematical disciplines of students of the high school, selection and experimental application cloud-oriented means of ICT in the research activities of students of engineering specialties of high school while learning higher mathematics. The object of research is a process of learning higher mathematics students of engineering specialties of high school. The subject of research is the use of cloud-based computing in educational-research activities students of engineering specialties of high school. In this work there was conducted analysis of the sectoral standards of higher school, an analysis scientific sources which explore problems of the use cloud-based computing and an analysis of the cloud-oriented means of mathematical appointment. There was determined the relevance of organisation of educational-research activities students of engineering specialties of high school while learning higher mathematics with the use cloud-oriented means of ICT. There was grounded and experimentally realised the process of the use of cloud-oriented means of ICT in research activities of students while learning higher mathematics. The results of research are can be used for organization research activities of students of technical specialties of high school while learning higher mathematics.
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Muhith, Abd. "Model of Strengthening the Pedagogic Competence of Islamic Religious Education Teachers in Improving the Quality of Education in Junior High Schools in Jember Regency." Jurnal Pendidikan Agama Islam 18, no. 1 (June 30, 2021): 125–44. http://dx.doi.org/10.14421/jpai.2021.181-07.
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Teacher competence is one of the supporters of the successful implementation of education. The purpose of this study will be to explain the competency strengthening model for Islamic religious education teachers carried out by junior high schools in Jember Regency. This research is a qualitative research with a narrative approach. The main data sources in this study consisted of school principals and teachers in the district of Jember totaling 10 people consisting of Islamic religious education teachers and school principals. The selection of participants used purposive sampling technique. Data collection techniques were carried out by in-depth interviews and observations. The analytical technique used in processing the data is by reducing the data, presenting the results and interpreting the data. The results showed that there were three models of strengthening teachers' pedagogic competencies. First, training to equip and strengthen the knowledge, skills and attitudes of teachers in teaching. Second, mentoring is carried out to direct teachers in strengthening skills. Third, the supervision carried out by the principal to measure and provide an assessment of the competence of teachers who have been trained and assisted. The research that has been produced is expected to be the basis for making policies on strengthening competence for teachers in the future. Subsequent more in-depth research is very helpful in adding information about similar research.
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Dwiningrum, S. I. A., N. Sitompul, A. A. Nisa, and D. R. S. Sumunar. "School resilience policy development and strategic steps to disaster-resilient communities." IOP Conference Series: Earth and Environmental Science 989, no. 1 (February 1, 2022): 012017. http://dx.doi.org/10.1088/1755-1315/989/1/012017.
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Abstract Mitigation education policies have not been implemented optimally in schools because they have not received synergistic social support. This study will articulate four main points, which are: 1) social support for disaster mitigation education policy; 2) school resilience profile; 3) development of school’s resilience policy, and 4) factors influencing the success of policy implementation. The research method is descriptive analysis approach to describe the respondents’ opinions as they are regarding the draft policy brief and the indicators of school resilience policies for disaster mitigation. The study sample consisted of the heads of the education office and the principals of upper secondary schools in Indonesia. Sample selection was done by purposive sampling, from the regions in 18 disaster-prone provinces, 24 heads of department and 24 principals of each disaster-prone area at the high school level in Indonesia are taken as respondents. The data collection technique used in the study was the use of online media through Google Forms and focus group discussion through Zoom meetings. The results of the study concluded that: 1) disaster mitigation education policies require social support from the central government, regional governments, higher educational establishments, and students who work synergistically; 2) the school’s resilience profile is still relatively low and requires school policies strengthening; 3) the development of school resilience policies requires strategic and proactive steps from the school; 4) the success of the policy implementation is largely determined by the school’s strategy in dealing with the supporting and hindering factors. By successfully implementing school resilience policies in schools in Indonesia, the role of schools will be more optimal in disaster mitigation.
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Juwita, Ratna, and Siswandari Siswandari. "Teacher’s Readiness in the New Principal Preparation Program (PPP)." International Journal of Pedagogy and Teacher Education 2, no. 2 (September 19, 2018): 343. http://dx.doi.org/10.20961/ijpte.v2i2.24008.
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This descriptive study reports on the learning readiness of teachers in the Indonesia Principal Preparation Programme (PPP). The Republic of Indonesia Ministry of Education and Culture has decreed that school principal candidates are to have school principal certificates before they can be appointed as school principals. The school principal certificate can only be attained by completing the PPP, one of the important stages of which is education and training. As a form of learning, education and training in the PPP demands school principal candidates to exhibit learning readiness. It has long and widely been acknowledged that learning readiness is one of the most important determining factors of success in learning. The PPP itself, in short, is a programme designed to equip teachers with previously determined competencies to enable them to take on the role of school leader and school manager. The PPP consists of several stages, which are: proposal of principal candidates, selection, and education and training. Each stage of the PPP comes with certain requirements. This study focuses on the stage of education and training. The preconditions of this stage determine the success of the process of learning and the achievement of the learning goals. Based on this notion, this paper aims to describe the training readiness of teachers nominated as school principals, with particular regard to their physical, psychological, and material readiness. Further attention is given to proposing possible alternatives to improve PPP training readiness. The method used in this study is the descriptive qualitative method. Data were collected through pre-test and post-test, questionnaires, and document study. Descriptive statistics were employed to analyse the data. The analysis results show that, while teachers’ material readiness for training is relatively high, they lack psychological and physical readiness. Better time management, competent trainers, a contextual curriculum, and a matriculation programme are proposed as alternatives to improve psychological and physical readiness.
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Donoso - Diaz, Sebastian, Juan Pablo Fernandez -Negrete, and Daniel Reyes Araya. "Directores de escuelas públicas chilenas seleccionados por alta dirección removidos de su cargo antes de finalizar su período de gestión: Lecciones para América Latina." education policy analysis archives 27 (April 22, 2019): 43. http://dx.doi.org/10.14507/epaa.27.3798.
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This study exposes the opinions of a group of former directors of public schools in Chile who were selected by the system of high public management, and who had to leave their posts before the end of their appointment period. The responses evidence the fragility of the local organization of public education, in terms of the interference of the local political authority in the early dismissal of school leaders and identify the various pressures the leaders received from the higher authorities in the exercise of their position. The main problems they faced were the lack of support during the installation phases as well as a lack of monitoring and evaluation of their performance, which are widespread among Latin American countries, given the trends. This paper examines the selection process for High Public Management, the background on the subject, the answers of the interviewees, and an analysis of the interviews. It concludes with some proposals to improve the selection system.
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Pancasasti, Ranthy, Sri Ndaru Arthawati, and Anna Susi Mulyani. "Analysis of Policy Models in Improving Effectiveness of HR Leadership for Educators at Senior High Schools in Banten Province." IJHCM (International Journal of Human Capital Management) 5, no. 2 (November 11, 2021): 32–43. http://dx.doi.org/10.21009/ijhcm.05.02.4.
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Background: Facing the era of globalization as it is today, every country must have a competitive advantage, especially in the field of education in order to be able to survive, play a role, and compete, both in input, process, output, and outcome. According to Unesco (2018), one of the causes of the low Educational Development Index (EDI) in Indonesia in 2018 is the low effectiveness of the leadership of school principals as human resources for educators, where there are still principals who do not carry out their duties and functions as leaders. education because: (1) in the process of appointment it is not in accordance with the provisions (procedures) as set by the government, (2) low management knowledge, intellectual and emotional intelligence, independence, and competitive advantage of the Principal which will affect the effectiveness of his leadership in carrying out his duties, so that it becomes an inhibiting factor in improving the quality of education, and has implications for the low productivity and quality of the principal's human resources (input, process, output/outcome). Purpose: The grand design of this study will analyze the basic framework or policy model in improving management knowledge, emotional intelligence, independence, competitive advantage, and the effectiveness of the Principal's leadership as Human Resources for Educators at Senior High Schools (SLTA) in Banten Province. Originality/value: What distinguishes this research from previous research (novelty) is the difference in: (1) the aspects studied, namely aspects of management knowledge, emotional intelligence, independence, competitive advantage, and the effectiveness of the principal's leadership as human resources for educators in schools Senior High School (SLTA) in Banten Province, (2) the unit of analysis used in this study, namely HR Principals as Educators at Senior High Schools (SLTA) in Banten Province, and (3) Independence (X3) and Excellence Competing (X4) has no significant effect on Leadership Effectiveness (Y), and Emotional Intelligence (X2) has no significant effect on Competitive Advantage (X4). Research Limitations: The limitations in this study are only to analyze and calculate the influence of management knowledge, emotional intelligence, independence, and competitive advantage on the effectiveness of the Principal's leadership as Human Resources for Educators at Senior High Schools (SLTA) in Banten Province. Design/methodology/approach: This research was conducted in Banten Province, for 6 months. The population in this study is the Principal as Human Resources for Educators at Senior High Schools (SMA, SMK and MA) in Banten Province. Sampling was carried out using a random sampling method of 60 respondents, which were processed using the Smart PLS Ver 3.0 application and SEM. Findings: The results of this study explain that Knowledge Management (X1), and Emotional Intelligence (X2) have a significant effect on Leadership Effectiveness (Y). Independence (X3) and Competitive Advantage (X4) have no significant effect on Leadership Effectiveness (Y). Management Knowledge (X1) has a significant effect on Independence (X3), while Emotional Intelligence (X2) has no significant effect on Competitive Advantage (X4).
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Theriot, Matthew T., Phyllis D. Betz, and Frank J. Spicuzza. "Retaining Social Work Majors: Targeting the “Influentials”." Journal of Baccalaureate Social Work 11, no. 2 (March 1, 2006): 28–39. http://dx.doi.org/10.18084/1084-7219.11.2.28.
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Targeting people who are influential in the lives of students is a marketing strategy that has potential to positively effect retention of students in social work. A first step to initiating this strategy is to identify the targets. This study addresses two key questions: Who supports students after their selection of social work as an undergraduate major and what level of support is provided? To answer these queries, the Majoring in Undergraduate Social Work: Level of Support Survey was developed and implemented. Results from the study indicate college advisors and mothers provide the most support whereas high school principals, counselors, and teachers provide the least support. Implications of these findings for marketing and retention strategies in BSW programs are presented.
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Iqbal, Muhammad. "Pemasaran Jasa Pendidikan dan Implementasinya sebagai Strategi Pengembangan Pendidikan di SMP Muhammadiyah 1 Depok Sleman Yogyakarta." MANAGERIA: Jurnal Manajemen Pendidikan Islam 4, no. 1 (July 16, 2019): 127–46. http://dx.doi.org/10.14421/manageria.2019.41-08.
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This research focused on the experience of Muhammadiyah Junior High School I (SMP 1) in Depok Sleman Yogyakarta in improving students trust and choice to study in the institution through an education marketing strategy. How the strategy of marketing is developed and work for educational services and its implementation is highlighted in this study. Using a qualitative research this paper utilizes the marketing strategy theory approach to educational services. The data were collected through: (1) observation, (2) documentation, and (3) in-depth interviews with school principals, public relations staff, student affairs, parents and students. It was validated by using source and technical triangulation technique in a qualitative research. The results of the study indicated that: First, the marketing strategy of educational services in improving the educational services in SMP 1 Muhammadiyah Depok, involves: (1) internal, (2) external, and (3) interactive marketing strategies. Second, the implementation of marketing strategies in improving education services in SMP 1 Muhammadiyah Depok covers: (1) implementing market selection strategies by segmenting the market, targeting and positioning. (2) establishing the marketing mix by applying quality products from this junior high school, highlighting its geographical location, applying competitive prices, and carrying out promotional steps. Third, the supporting and inhibiting factors of the marketing strategy in the school were summarized in the strengths, weaknesses, opportunities and threats (SWOT) analysis.
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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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Herlanti, Yanti, Usawatun Amalia, and Ai Nurlaela. "PROFILE OF SCHOOL READINESS IN APPLYING STEM (SCIENCE, TECHNOLOGY, ENGINEERING, MATHEMATIC) EDUCATION." EDUSAINS 14, no. 1 (June 30, 2022): 14–23. http://dx.doi.org/10.15408/es.v14i1.25541.
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STEM knowledge and skills are needed by students in order to survive in the era of the industrial revolution 4.0. This study aims to determine the level of readiness of public high schools in Bogor City in implementing STEM education. Descriptive research with survey method with stratified sample selection. The number of samples is three principals, nine science teachers, and 75 students. The research instrument was in the form of a questionnaire assessing readiness from aspects of the curriculum, supporting extracurriculars, admission selection, and STEM supporting facilities as well as students' interest in STEM. Data analysis uses a modified readiness score according to Aydin & Tascy (2005). The findings of the study show that public high schools in the city of Bogor are ready to implement STEM education. Readiness to apply STEM education is shown by the Principal. Students also showed readiness to apply STEM education, but needed a little improvement. As for the teacher, it shows unpreparedness and needs improvement.PROFIL KESIAPAN SEKOLAH SMA NEGERI KOTA BOGOR DALAM MENERAPKAN PENDIDIKAN STEM (SCIENCE, TECHNOLOGY, ENGINEERING, MATHEMATIC)AbstrakPengetahuan dan keterampilan STEM diperlukan peserta didik agar dapat bertahan pada era revolusi industry 4.0. Penelitian ini bertujuan untuk mengetahui tingkat kesiapan sekolah SMA Negeri di Kota Bogor dalam menerapkan pendidikan STEM. Penelitian deskriptif dengan metode survei dengan pemilihan sampel secara stratafikasi. Jumlah sampel adalah tiga orang kepala sekolah, sembilan orang guru Sains, dan 75 orang peserta didik. Instrumen penelitian berupa angket menilai kesiapan dari aspek kurikulum, ekstrakuler penunjang, seleksi masuk, dan fasilitas penunjang STEM serta minat peserta didik terhadap STEM. Analisis data menggunakan skor kesiapan menurut Aydin & Tascy (2005) yang telah dimodifikasi. Temuan penelitian menunjukan SMA Negeri di Kota Bogor siap menerapkan pendidikan STEM. Kesiapan penerapan pendidikan STEM ditunjukkan oleh Kepala Sekolah. Peserta didik pun menunjukkan kesiapan penerapan pendidikan STEM, namun perlu sedikit peningkatan. Adapun dari guru, menunjukkan ketidaksiapan dan perlu peningkatan.How To Cite: Yanti, H., Amalia, U., Nurlela, A. (2022). Profil Kesiapan Sekolah Sma Negeri Kota Bogor Dalam Menerapkan Pendidikan Stem (Science, Technology, Engineering, Mathematic). EDUSAINS, 14 (1) : 14-23.
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Deriushkin, V. G. "Analysis of the selection of antimicrobial drugs for community-acquired pneumonia by final year medical students." Kachestvennaya Klinicheskaya Praktika = Good Clinical Practice, no. 2 (August 13, 2021): 31–38. http://dx.doi.org/10.37489/2588-0519-2021-2-31-38.
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Currently bacterial community-acquired pneumonia (CAP) remains one of the important problems of providing medical care on an outpatient basis. Despite the high detection rate and modern methods of treatment this disease holds the first place among the causes of death in the category of infectious diseases. Knowledge about rational use of drugs is obtained in higher medical school and subsequently serves as a basis for further work of a practicing physician. Purpose of the study: to analyze the knowledge of final year medical students in the field of rational choice of antimicrobial agent (AMA) in the treatment of non-severe CAP in outpatient setting in patient without concomitant diseases and risk factors. Total 240 final year students of A.I. Yevdokimov Moscow State University of Medicine and Dentistry were offered in February-April, 2019 to indicate their preferred AMA for a young previously healthy patient with mild CAP. The study involved 178 women (74.17 %) and 62 men (25.83 %). The average age of the respondents was 24.8+3.3 years. There were 271 options for the appointment of AMA with 152 (56.1 %) given by the international nonproprietary name and 119 (43.9 %) by trade name. Remarkably, the AMAs which are recommended for the treatment of mild CAP on an outpatient basis, accounted only for 46.2 % in this study. Of particular concern is the fact that only about 40—50 % of AMA prescribing for CAP by medical graduates is in line with current clinical guidelines. The inappropriate choice of a drug in this particular situation not just increases the drug load, the cost of pharmacotherapy and the risk of side effects, but also directly affects the results of treatment. This situation emphasizes the need for a purposeful formation of a personal formulary of medicines for a graduate of a medical university, taking into account the basic principles of rational pharmacotherapy and the provisions of clinical guidelines relevant to the Russian Federation.
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Renton, Tara. "Optimal Local Anaesthesia for Dentistry." Primary Dental Journal 7, no. 4 (May 2018): 51–61. http://dx.doi.org/10.1177/205016841800700412.
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Dentistry is unique in that high-volume surgery is undertaken efficiently on conscious patients, an anathema to most other surgical specialties, who predominantly operate on unconscious patients. Local anaesthesia (LA) provides an efficient block to nociceptive pain (the first stage of the pain pathway) but only addresses one small part of the pain experience. Currently the inferior dental block is the “go to” standard for dental LA for mandibular dentistry, despite its significant short comings. Unfortunately, habit means that we continue to practise what is taught to us at dental school, thus, not developing safer modern LA practice. The dental syringe and deep injections are also the main triggers for fear and anticipated pain by patients expecting their dental appointment. The uptake of infiltration dentistry has been swift in implant dentistry, despite lack of an evidence base, and now other branches of specialty dentistry, general practice is awakening to the advantages of infiltration or “smart” local anaesthetic practices. Inferior dental blocks are inefficient in providing swift pulpal anaesthesia. Stanley Malamed stated: “The rate of inadequate anaesthesia ranged from 31% to 81%, which when expressed as success rates, indicates a range of 19% to 69%. These numbers are so wide ranging as to make selection of a standard for rate of success for inferior alveolar nerve block (IANB) seemingly impossible”. Any block injection is also associated with an increase in the risk of systemic and local complications (including nerve injury), possible heightened medical complications and patient discomfort and fear. Fear of deep dental injections is a key factor in dental anxiety and phobia.
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Youngs, Peter. "District Induction Policy and New Teachers’ Experiences: An Examination of Local Policy Implementation in Connecticut." Teachers College Record: The Voice of Scholarship in Education 109, no. 4 (April 2007): 797–837. http://dx.doi.org/10.1177/016146810710900404.
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Background Studies of new teacher induction have typically examined the structural components of mentoring programs or documented the nature of support provided to beginning teachers. More recently, Susan Moore Johnson and her colleagues examined new teachers’ induction experiences across multiple states and preparation routes. In addition, Thomas Smith and Richard Ingersoll used the 1999–2000 Schools and Staffing Survey to investigate the experiences and retention rates of beginning teachers who received different levels of induction support. Despite these advances, there is little understanding in the research literature of the relationship between district induction policy and the nature and quality of the support experienced by beginning teachers. Purpose One purpose of the study was to explore whether variations in district policy seemed to be associated with differences in the nature and quality of instructional assistance experienced by first- and second-year teachers. A second purpose was to investigate how the understandings of induction held by mentors, principals, and other educators seemed to mediate the effects of district policy on new teachers’ experiences. Research Design The research design involved qualitative case studies during 2000–2001 of two urban high-poverty Connecticut districts, Copley and Ashton. Copley and Ashton served similar percentages of students eligible for free and reduced lunch (58.0% and 54.3%, respectively) and had similar policies with regard to mentor training and work conditions. The two districts differed with regard to district policy related to mentor selection and assignment, district policy related to professional development for second-year teachers, and district size (10,216 students and 3,361 students). Findings The study found that beginning teachers in Copley experienced higher quality assistance than their counterparts in Ashton with regard to acquiring curricular knowledge, planning instruction, and reflecting on practice. These differences seemed related to district policy involving mentor selection, mentor assignment, and professional development. In addition, the understandings of induction held by mentors and others seemed to mediate the effects of district policy on new teachers’ experiences. Conclusions Study findings suggest that future research should examine whether there are grade-level and content-area matches between mentors and mentees and how mentors’ and other educators’ knowledge and skills influence beginning teachers’ induction experiences. In addition, scholars should consider how educators’ understandings of induction interact with school and district policies and organizational conditions to shape their work with beginning teachers. Finally, researchers should conceptualize induction as involving multiple individuals in the provision of support for beginning teachers.
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Liou, Daniel D., and Leticia Rojas. "W. E. B. Du Bois's Concept of Sympathetic Touch as a Mediator of Teachers’ Expectations in an Urban School District." Teachers College Record: The Voice of Scholarship in Education 121, no. 7 (July 2019): 1–38. http://dx.doi.org/10.1177/016146811912100701.
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Background/Context Research has shown teachers’ expectations of students to be a powerful predictor of the racial opportunity gap. Yet, many teachers continue to profile White students and Students of Color very differently in schools when it comes to intellectual capacity and motivation to learn. One of the major ethical challenges of teachers’ expectations is how sympathy is constructed in the classroom. Too often, teachers exhibit sympathy through feeling pity for the life challenges facing low-income Students of Color, a dynamic that can result in the lowering of expectations via anticipation of school failure. Purpose/Objective Inspired by W. E. B. Du Bois's (1935) concept of sympathetic touch, the purpose of this article is to introduce asset-based instructional practices rooted in sympathy as a method for confronting systemic problems of pity and deficit thinking which perpetuate low teachers’ expectations. There is a pressing need for an antiracist framework within which teachers can communicate sympathy in an appropriate manner that still hold students to high expectations for learning. This study intends to fill the gaps in the literatures of teachers’ expectations of students, social context of education, urban education, and teacher education by reenvisioning a way to effectively meet the needs of America's diverse school populations. Participants The study was conducted with a sample of nine teachers from low-income, racially segregated neighborhoods in a large urban school district. These teachers were selected for the study based on the following criteria: (1) minimum of three years of teaching experience; (2) working with a majority of Students of Color; and (3) perceived by either their principals and/or counselors to have a positive impact in the classroom and positive relationships with their students. The participants were screened based on these criteria before their participation in the study. We then drew on the literature to inform the final selection of the teachers. Research Design This case study was conducted over the span of one year and included semistructured interviews, three rounds of teacher reflection prompts, informal observations, and a collection of archival data such as course syllabi, lesson plans, lists of ongoing activities related to content instruction, flyers or other materials related to these activities, examples of students’ assignments, and photographs of classroom activities. Data Collection and Analysis All the data from the interviews, journal responses, and documents were prepared, analyzed, and categorized into codes that were in alignment with the research questions. The coding process was done through both hand-coding techniques and the use of the NVivo qualitative data analysis software program. The codes were then analyzed for patterns and themes across the data to document the ways in which the teachers defined and fostered sympathy with students. In addition to using multiple sources of data for triangulation, we validated our findings by engaging teachers in continuous member-checking during the academic year and a debriefing session to enable them to provide feedback regarding the accuracy of the themes found in the data, as well as additional comments regarding their ethics of classroom expectations. Findings/Results Teachers reported that their expectations and awareness of Students of Color's racialized contexts, as well as their position and responsibilities within those contexts, were important factors in their perceived effectiveness. The study discovered that the ethics and practices of sympathetic touch manifested in the forms of equitable student-teacher relationships, empowering curriculum, and the centrality of students’ voices in the construction of knowledge. Specifically, teachers’ sympathetic touch was found to be an important mediating factor in how their expectations were communicated to students in the classroom. In the context of this school district, these teachers reportedly fostered sympathetic practices through high expectations focused on equity, community, and students’ cultural wealth as the basis to generate knowledge in the classroom. Conclusions The results of the present study underscore the importance of asset-based conceptions of sympathy as a mediator of teachers’ expectations in the classroom. Teachers and school administrators’ ability to reframe and redefine sympathetic practices with students is a key factor in improving the educational experiences of diverse populations.
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May, Josephine. "Revisiting the life of Lucy Garvin, first principal of Sydney Girls High School: expanded biography and use of digital sources." History of Education Review ahead-of-print, ahead-of-print (March 5, 2021). http://dx.doi.org/10.1108/her-10-2020-0053.
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PurposeThe article sets out primarily to fill in some of the gaps in the biography of Lucy Arabella Stocks Garvin (1851–1938), first principal of Sydney Girls High School. As a reflexive exercise stimulated by this biographical research, the second aim is to explore the transformative work of digital sources on the researcher's research processes that in turn generate possibilities for expanded biographical studies in the history of education.Design/methodology/approachThis article encompasses two approaches: the first uses traditional historical methods in the digital sources to provide an expanded biography of Lucy Garvin. The second is a reflexive investigation of the effects of digitisation of sources on the historian's research processes.FindingsThe advent of digital technologies has opened up more evidence on the life of Lucy Garvin which enables a fuller account both within and beyond the school gate. Digital sources have helped to address important gaps in her life story that challenge current historiographical understandings about her: for example, regarding her initial travel to Australia; her previous career as a teacher in Australia and the circumstances of her appointment as principal; her private and family life; and her involvement in extra school activities. In the process of exploring Garvin's life, the researcher reflected on the work of digital sources and argues that such sources transform the research process by speeding up and de-situating the collection and selection of evidence, while at the same time expanding and slowing the scrutiny of evidence. The ever-expanding array of digital sources, despite its patchiness, can lead to finer grained expanded biographical studies while increasing the provisionality of historical accounts.Originality/valueThe article presents new biographical information about an important early female educational leader in Australia and discusses the impact of digital sources on archival and research processes in the history of women's education.
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Martínez, Miryam Martínez, Manuel M. Molina-López, and Ruth Mateos de Cabo. "Explaining the gender gap in school principalship: A tale of two sides." Educational Management Administration & Leadership, April 27, 2020, 174114322091825. http://dx.doi.org/10.1177/1741143220918258.
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This study sheds light on the underrepresentation of women as school principals by analysing which model (organisational or individual) is most identified with the gender differences in the quality of management found in favour of women principals. To do so, this study presents a model for the appointment of school heads in a two-sided market: demand and supply. On the demand side (organisational model), the presence of double standards, with respect to the promotion of women, would imply that higher bars are set for the evaluation of women. Alternatively, on the supply side (individual model), a potential lower self-efficacy perception among women could lead them to self-exclude from managerial positions. In both cases, the findings reveal only highly-skilled females as principals and a gender gap in principal positions. By using the World Management Survey (WMS), data indicate that female principals are associated with higher management quality, which confirms the presence of barriers to female promotion. Exploration of the market side responsible for these barriers found that only the demand side is significant, which signals the double-standard argument. This supports the argument that changes in the principal selection process should be implemented for the maximisation of the available pool of talent.
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Wills, Gabrielle. "Informing principal policy reforms in South Africa through data-based evidence." South African Journal of Childhood Education 5, no. 2 (December 4, 2015). http://dx.doi.org/10.4102/sajce.v5i2.384.
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In the past decade there has been a notable shift in South African education policy that raises the value of school leadership as a lever for learning improvements. Despite a growing discourse on school leadership, there has been a lack of empirical based evidence on principals to inform, validate or debate the efficacy of proposed policies in raising the calibre of school principals. Drawing on findings from a larger study to understand the labour market for school principals in South Africa, this paper highlights four overarching characteristics of this market with implications for informing principal policy reforms. The paper notes that improving the design and implementation of policies guiding the appointment process for principals is a matter of urgency. A substantial and increasing number of principal replacements are taking place across South African schools given a rising age profile of school principals. In a context of low levels of principal mobility and high tenure, the leadership trajectory of the average school is established for nearly a decade with each principal replacement. Evidence-based policy making has a strong role to play in getting this right.
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Murphy, Gavin. "Leadership preparation, career pathways and the policy context: Irish novice principals’ perceptions of their experiences." Educational Management Administration & Leadership, October 29, 2020, 174114322096816. http://dx.doi.org/10.1177/1741143220968169.
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Given recent large-scale reform of school leadership and management policy with implications for leadership preparation, the Republic of Ireland is an interesting context in which to explore leadership preparation. Although policy reforms have influenced the preparation and development of school leaders at all levels in the system, there is little available research on principals’ perceptions of their preparation to lead schools in the contemporary policy context. Addressing this gap in the research, in this study 12 recently appointed, novice primary and post-primary principals’ perceptions of their preparation to become a school leader and the reformed policy context are documented and analysed. Thematic analysis of principals’ accounts exposes a range of dualities they must navigate owing to recent reforms. Their accounts also paint their diverse pathways towards the principalship, illuminate challenges and complexities on this pathway and in their current position. Their perspectives inform a more dynamic framework of leadership preparation than that of the leadership pipeline, a common metaphor in leadership preparation, with relevance for many actors in the system, including policy-makers, researchers, practitioners and those involved in selection and appointment. Implications are drawn for the Irish context but may also be relevant to other jurisdictions considering or implementing reform of school leadership preparation.
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Waleed Zamil Al - Duran. "The Satisfaction Level of Vice Principal at Tabuk Public Schools with the Selection process of School Leaders." مجلة العلوم التربوية و النفسية 3, no. 7 (April 30, 2019). http://dx.doi.org/10.26389/ajsrp.w201118.
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The objective of the study is Disclosure of the satisfaction level with the vice principal of public education schools about the process of selecting school leaders and identifying the most important trends in the selection process for school leaders, And compare them with the trends of the selection process prevailing in the city of Tabuk, And to determine the level of satisfaction of the vice principals of general education schools in the city of Tabuk on the process of selecting school leaders as is currently done, the researcher prepared a questionnaire consisting of (38) items In order to measure the level of satisfaction with the vice principals of public education schools in the city of Tabuk on the selection of school leaders, and distributed to the entire study community, consisting of (116) vice principals and the number of respondents (61) vice principals they were the sample of study, To answer the questions of the study and test hypotheses, The researcher had alpha-cronbach extraced, frequencies and percentages, Pearson correlation coefficient, arithmetic mean and standard deviations, and application of single-variance ANOVA analysis (F).The most important Results of the study were the average score of all the pivots which represents the level of satisfaction of the vice principals of public education schools at Tabuk, came from the selection with school leaders an average with (3.95), and a high level of satisfaction.The highest average score was "the Followed standards" with (4.15) and a high level of satisfaction, while the " Members of the Selection Committee " came last with an average (3.44) and a high level of satisfaction.Adimension "personal qualities", the highest average score with (4.32), and a very high level of satisfaction. Adimension" the candidate's scientific qualification" it received the lowest of average score with (3.75) and a very high level of satisfaction.The highest average score of Phrases it was "peace of thought and methodology"with (4.64), and a very high level of satisfaction. and the lowest average score of Phrases was "passing the school leadership test conducted by the National Center for Measurement and Evaluation by not less than 52%" with an average (3.08), and medium level of satisfaction.There were no statistically significant differences in the level of satisfaction of the vice principals of public education schools in Tabuk about the selection with school leaders according to the variables (stage, number of training courses, and experience), The most important recommendations to involve the educational administrations in the regions with the process & standards setting, expand the base of Selection Committee , By giving more participation to non-governmental educational institutions and bodies with the selection process, achieve cooperation between Department of Management and Educational Planning at Tabuk University (DMEPTU)And school leadership Department at Tabuk Region, in the field of setting standards, Scientific selection, and the DMEPTU contribution with the process, rehabilitation and training of school leaders.
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Brinia, Vasiliki, and EVA PAPANTONIOU. "High school principals as leaders: styles and sources of power." International Journal of Educational Management 30, no. 4 (March 12, 2016). http://dx.doi.org/10.1108/ijem-03-2015-0035.
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Purpose This research presents the characteristics of leadership (style adopted, sources of power exercised and factors affecting leadership) of high school principals in Greece. Design/methodology/approach 235 school principals were surveyed using questionnaires. These questionnaires assessed how often they adopted specific practices while managing their school, in relevance to their educational, managerial and administrative duties. Thus, the researchers were able to assess the leadership style of the principals (transactional or transformational) and the sources of power exercised (reward, punishment, expertise, example and information). Findings The majority of school principals in Greece prefer the transformational leadership style instead of the transactional one and they frequently exercise the power of information. There is a strong positive link between the transformational leadership style and the tendency to exercise the power of information. Furthermore, it is shown that the leadership skills grow with the educational/managerial work experience of a school principal. Research limitations/implications The researchers explored the notion of leadership within the context of a centralized educational system, where most critical decisions are taken by central educational administration (e.g. the Greek Ministry of Education). The findings reveal that being a transformational leader in this educational context is not due to the personal characteristics of the school manager (e.g. age, sex, studies). This fact provides insight on issues related to the recruitment/selection and training/development of school managers. Originality/value Taking into consideration the fact that there is currently a strong debate in Greece on whether school staff should be evaluated or not (and under what kind of criteria), these findings could be very useful to central education authorities as well as the whole educational community. Furthermore, they contribute towards a better understanding on school principals; what their personal characteristics are (education, work experience), what their leadership style is, how they manage their schools and what obstacles they face. Therefore, it is hoped that in the future, better processes could be followed on recruiting, evaluating and promoting managerial staff within school units.
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Bon, Susan C. "Exploring the Impact of Applicants’ Gender and Religion on Principals’ Screening Decisions for Assistant Principal Applicants." International Journal of Education Policy and Leadership 4, no. 1 (February 16, 2009). http://dx.doi.org/10.22230/ijepl.2009v4n1a161.
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In this experimental study, a national random sample of high school principals (stratified by gender) were asked to evaluate hypothetical applicants whose resumes varied by religion (Jewish, Catholic, nondenominational) and gender (male, female) for employment as assistant principals. Results reveal that male principals rate all applicants higher than female principals and that the gender and religion of applicants failed to negatively or positively affect principals’ evaluations. These results suggest that discrimination based on an applicant’s gender and religion failed to be manifested during the pre-interview stage of the selection process. The paper concludes with a theoretical discussion of the distinction between explicit and implicit prejudice, and encourages future researchers to investigate the potential impact of prejudice on employment selection decisions and to consider whether schools should promote diversity in leadership positions.
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Cruzeiro, Patricia A., and Mike Boone. "Rural and Small School Principal Candidates." Rural Educator 31, no. 1 (November 28, 2018). http://dx.doi.org/10.35608/ruraled.v31i1.437.
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This article reports the results of an inquiry into the dynamics of principal selection in rural school districts in two mid-American states with high numbers of rural schools. The study focuses on two questions: (1) are rural school districts experiencing a shortage of qualified applicants for vacant principal’s positions; and (2) what professional and personal characteristics do superintendents seek in selecting principals for rural schools? Data for the study were collected through a review of the relevant research literature and interviews with superintendents of rural school districts. The study confirmed that rural school districts in these two states are in fact not experiencing a shortage of qualified principal applicants and delineates specific professional and personal characteristics superintendents seek in the principals who lead rural schools.
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Hidayat, Fatah, Nurkolis Nurkolis, and Rasiman Rasiman. "MINAT GURU MENJADI KEPALA SEKOLAH DI KABUPATEN KUDUS." Jurnal Manajemen Pendidikan (JMP) 5, no. 3 (December 27, 2017). http://dx.doi.org/10.26877/jmp.v5i3.1941.
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The purpose of this study is to describe and explain: (1) the teacher’s interest become principals in Kudus, (2 recruitment system of principals in Kudus; (3) the factors that cause interest and disinterest of teachers to become principals in Kudus; (4) the problems in the recruitment of principal at Kudus, and (5) the best solution in order to have an interest in becoming the principal at Kudus. This research was conducted in the UPT Pendidikan Kaliwungu Kudus with the respondent principals, teachers, and Kasie PTK Dikpora Kudus. The type and the approach that is used in this study is a qualitative descriptive approach. Data collection methods which is used is interviews and documentation. The analysis of the data used is descriptive analysis.The results of this study indicate that: (1) the majority of primary school teachers in the Kaliwungu Kudus don’t have interest in becoming principals because teachers feel comfortable and satisfied with his position as a teacher. Next, it is because of the burden and the task of the school head is heavier. Salaries and benefits received by teachers is more than enough also be because teachers do not intend to participate in the selection of the school head; (2) principal recruitment system in Kaliwungu Kudus covers the administration and academic selection. The recruitment model that is used is external recruitment. The recruitment procedures begin with data collection and mapping the number of principal empty formations. Then the official quotas applicants and make a selection announcement through a circular letter to all educational units. Applicants are asked to collect file administrative requirements. For those who pass the selection and administration will follow an academic test followed by interview and presentation.; (3) there are no factors that cause the interest of teachers to become principals. While the factors that cause the teachers are not interested in being the principal is the workload is too high when compared with teachers, compensation that is not balanced with the workload and physical readiness, mental and financial; (4) the obstacles in the recruitment principal at Kaliwungu Kudus covers compensation benefits to the principal are not balanced and the requirements of physical readiness, mental and materail; and (5) the best solution so that teachers have an interest in becoming the head of the school is to implement personnel management, especially in the provision of compensation should be reviewed and adjusted to the principal heavy duties. The amount of compensation should be added.
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Wulanningrum, Riana, Budi Haryanto, and Renny Oktafia. "Optimization of Career Services in Improving Student Success in Received at State Universities." Proceedings of The ICECRS 5 (June 14, 2020). http://dx.doi.org/10.21070/icecrs2020405.
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Schools generally prepare class XII students to continue their studies at the higher education level, both official and non-official, this is done because almost 90% more high school students choose to continue their studies in higher education. In general, students take two selection courses at tertiary institutions, namely the national selection of state tertiary institutions (SNMPTN) and the joint selection of state tertiary institutions (SBMPTN). Both of these selections require intense preparation and guidance by the school conducted by the homeroom teacher and tutor. The purpose of this study is to find out whether the optimization of career services can improve the success of students who are accepted into state universities. This study uses qualitative methods, namely research procedures that produce descriptive data in the form of written or oral words from people or observable behavior. The study was conducted at SMA Muhammadiyah 2 Sidoarjo. In this study the source of the data obtained from interviews and observations to counseling guidance teachers, vice principals in the field of student affairs, public relations and school principals. Research data uses alumni data from Muhammadiyah 2 Sidoarjo High School from the 2015-2016 academic year until 2019 - 2020. Guidance and counseling have a very important role in helping the achievement of national education goals, and helping students achieve maximum potential development, independence in their lives, and decision making and choices to create a productive, prosperous and caring public welfare life.
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Arya, Mohan Lal, and Rajkumari Singh. "Principal’s Administrative Effectiveness with respect to their Institutional Academic Performance." विचार 11, no. 02 (December 20, 2019). http://dx.doi.org/10.29320/vichar.11.2.10.
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This research paper is a description of the Principal’s Administrative Effectiveness and his Institutional Academic Performance in the important salient aspect of School Administration and Management. The study under this division: Urban Government, Rural Government, Urban Public and Rural Public. This division is done to keep proper representation of schools from all areas whether Government or Public schools, Urban or Rural areas. It has been decided to select the final sample consists of 27 principals and 154 teachers and 8803 students. The prepared lists are useful for other categories such as Government and Public schools, urban and rural schools. Under all these categories 14 Government and 13 Public schools, 15 Urban and 12 rural schools were selected from U.P. Board and C.B.S.E. The selection of the schools indicates the selection of principals and academic performance of that school. To get data on Principal’s Administrative Effectiveness, “Administrative Effectiveness Scale” was administered on teachers of that school. All students of X and IIX classes were selected from 27 secondary and senior secondary schools for getting scores on ‘Institutional Academic Performance’. The paper finally recommended that that schools those are located in urban areas show high academic performance and rural schools keep low academic performance. The academic standards of urban schools are high then that of rural schools. It is regarded by this finding that students those are studying in urban schools perform better academic level. The students of rural schools show low academic performances.
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Yitzhaki, Moshe, and Yosef Sharabi. "Censorship in Israeli High School Libraries: Analysis of Complaints and Librarians' Reactions." IASL Annual Conference Proceedings, March 7, 2021. http://dx.doi.org/10.29173/iasl7990.
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The study sought to determine the extent of censorship in high school libraries in Israel, using a questionnaire mailed to 442 schools and yielding 187 usable replies. Significant differences were found regarding both complaints about book content and librarians' response, between the religious sectors and the non-religious one, indicating a much lower rate in the latter. More complaints were received from teachers than principals, but the latter elicited a higher compliance, probably due to their special status in school. Very little parental involvement was reported, receiving the lowest compliance. Topics of the complaints ranked as follows: pornography, degrading the Jewish religion, hard violence, sexual permissiveness, missionizing, racism, drug use, holocaust denial and bizarre sects. Pornography and violence ranked high in all sectors, but sexual permissiveness and degrading Judaism ranked high among the two religious sectors but much lower in the nonreligious one. Few complaints about certain genres may result from preliminary censorship during book selection process, but in most cases it indicates less sensitivity in that sector concerning that genre.
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Brenner, Devon, Anastasia Elder, Sarah Wimbish, and Sara Walker. "Principals' Perceptions about Alternate Route Programs in Rural Areas." Rural Educator 36, no. 2 (November 13, 2018). http://dx.doi.org/10.35608/ruraled.v36i2.342.
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Alternate route programs are increasingly serving schools in rural areas that may struggle to recruit new teachers. In this study, ten principals of middle schools from rural areas of Mississippi were interviewed regarding their perceptions of alternate route programs’ recruitment, selection, preparation, mentorship, support, and retention practices. Qualitative analysis of semi-structured interviews suggests that principals of rural schools had limited experience with alternatively certified teachers and, overall, their views were generally positive. They believed that these programs would help meet the high need for teachers in the state, and alternate route candidates may provide benefits to middle school students due to their greater content knowledge, experience, and maturity. However, they also held concerns regarding the absence of student teaching, alternatively certified teachers’ readiness for the classroom, and the amount and quality of support and mentoring in the first year of teaching.