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1
Dickson, Thomas V. "Attitudes of High School Principals about Press Freedom after Hazelwood." Journalism Quarterly 66, no. 1 (March 1989): 169–73. http://dx.doi.org/10.1177/107769908906600123.
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Rizzo, Terry L. "Principals’ Intentions to Promote Physical Education." Journal of School Leadership 30, no. 3 (November 22, 2019): 275–92. http://dx.doi.org/10.1177/1052684619887548.
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The Principals’ Attitude toward Physical Education ( PAPE) survey was used to assess public principals’ intention to promote physical education (PE). Principals ( n = 106) from randomly selected middle and high school schools in California completed the PAPE. Results indicated favorable attitudes, perceived behavioral control, and normative beliefs were associated with promoting PE. Middle school principals are more likely to promote PE than high school principals, especially if they promoted PE in the past. Principals who reported higher perceived competence along with positive professional and personal experiences with PE indicated they would likely promote this subject-matter content in their school.
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Hunt, Sharon Bailey, and Merry Moiseichik. "Attitudes of Arkansas High School Principals toward Interscholastic Sports and Intramurals." Recreational Sports Journal 16, no. 3 (May 1992): 22–29. http://dx.doi.org/10.1123/nirsa.16.3.22.
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ALKHARRAZ, Rola Abd Al-Rahman, and Majdi Hamad Tawfik AL-ATAR. "ATTITUDES OF GOVERNMENT SCHOOL PRINCIPALS TOWARDS INTEGRATING STUDENTS WITH PHYSICAL DISABILITIES IN NABLUS GOVERNORATE." International Journal of Humanities and Educational Research 03, no. 06 (December 1, 2021): 208–23. http://dx.doi.org/10.47832/2757-5403.6-3.15.
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The study aimed to measure the attitudes of public school principals towards integrating students with motor disabilities in Nablus governorate and to measure the differences in the attitudes of government school principals towards integrating students with mobility disabilities in Nablus Governorate according to the different variables (gender, educational level, experience), and the descriptive survey method was used, and it was The study population consisted of all school principals in Nablus governorate, totaling (267) principals. The questionnaire was randomly distributed to a sample of (167) principals in Nablus governorate, which was statistically analyzed. The study showed the presence of high positive attitudes among public school principals towards integrating students with motor disabilities in Nablus governorate, and the presence of apparent differences in the attitudes of government school principals towards integrating students with motor disabilities in Nablus governorate due to gender in favor of females, and the absence of differences due to educational level and experience Based on the results of the study, it recommends preparing schools in a way that contributes to educating all workers to better accept the idea of inclusion in order to be successful in an optimal manner, and the need to issue legislation by the competent authorities, which guarantees the principle of equal opportunities for the disabled to obtain education, and the necessity of holding courses And workshops for managers in the field of inclusion of the disabled and special methods of dealing with them.
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Rogers, George L. "Attitudes of High School Band Directors and Principals toward Marching Band Contests." Journal of Research in Music Education 33, no. 4 (1985): 259. http://dx.doi.org/10.2307/3345252.
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Cheng, Jao-Nan. "Attitudes of principals and teachers toward approaches used to deal with teacher incompetence." Social Behavior and Personality: an international journal 42, no. 1 (February 15, 2014): 155–75. http://dx.doi.org/10.2224/sbp.2014.42.1.155.
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My main purpose in this study was to investigate school principals' approaches to dealing with incompetent teachers and the effects of such approaches. I conducted a survey with 2,180 elementary and junior-high school principals and teachers in Taiwan. The results revealed that, besides using active approaches of encouragement and assistance, soliciting support from senior teachers to invite incompetent teachers to join their teaching teams to improve teaching skills, and initiating a process of teaching improvement, school principals should also show tolerance with incompetent teachers. The use of 2 approaches concurrently was found to be more effective than using just 1 approach in dealing with incompetent teachers. According to structural equation modeling, the 3 following approaches should be involved in, and may improve, the effectiveness of dealing with incompetent teachers: minimizing the difference in principals' and teachers' attitude toward dealing with incompetent teachers; ensuring that there is fairness in the workload allocation for incompetent teachers; and increasing teachers' satisfaction with the approaches used for dealing with incompetent teachers. Use of these approaches may also raise the morale of teachers and enhance teaching quality.
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Lahiri, Sudeshna, Eliezer Yariv, and Simona Butnaru. "School Principals' Informal Criteria in Assessing Their Teachers: A Comparative Study." European Journal of Education and Pedagogy 3, no. 3 (June 9, 2022): 160–70. http://dx.doi.org/10.24018/ejedu.2022.3.3.326.
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Teacher appraisal is a necessary tool to manage staff, hire new candidates, and develop senior members. Principals use formal quantitative tools that reflect the competitive social environments in which schools operate. This study explores school principals' informal attitudes regarding the personal and professional traits they believe teachers should have or not have. Following Yariv's (2009) study we compare heads in four countries – Botswana, Romania, India, and Israel. Within a non-random convenience sampling, we held a short telephone interview (or written questionnaire) with 132 elementary and high school principals. The two most preferred traits in the entire sample were high motivation and accountability. As it turns out, school principals are less impressed by traits like professionalism or honesty. The two least preferred traits are the poorly motivated teachers and those who lack professional values and conduct. Phi and Cramer’s V test indicated a significant association between nationality and the traits of effective and ineffective teachers. The discussion analyzes the hierarchy of considerations principals maintain and the central role of the common characteristics of principalship upon national and cultural influences.
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Peddell, Lewes, David Lynch, Richard Waters, Wendy Boyd, and Royce Willis. "How do Principals of High Performing Schools Achieve Sustained Improvement Results?" IAFOR Journal of Education 8, no. 4 (November 27, 2020): 133–49. http://dx.doi.org/10.22492/ije.8.4.08.
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Education systems across the globe have enacted national testing regimes to monitor and report student achievement progress as an outcome of teaching performance. This paper reports on an investigation of strategies that Principals of high achieving schools use to achieve school results, based on NAPLAN reports (the National Assessment Program in Australia) and interpreted via the Alignment, Capability and Engagement (ACE) model of organisational readiness. Our findings identified specific Principal behaviours, actions and attitudes as necessary for effective school-wide improvement programs, as well as the existence of commonly shared strategies and approaches that help to explain why these particular Principals have been successful in their pursuit of school improvement. These include a shared vision for improvement, use of data-driven decision making, and building positive, “transparent” relationships to encourage teacher buy-in. Importantly, these findings identified “organisational readiness”, a foundational principle of the ACE model, as a fundamental requisite to effective school improvement.
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Foroutan, Masoud, Saeed Rajaeepour, and Seyed Ali Siadat. "Investigating and Comparing Primary, Secondary, and High School Principals’ and Teachers’ Attitudes in the City of Isfahan towards In-Service Training Courses." International Journal of Human Resource Studies 6, no. 1 (February 19, 2016): 46. http://dx.doi.org/10.5296/ijhrs.v6i1.9058.
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One of the factors of improving teaching and learning as well as realization of aims of educational institutes depends on improving the quality of teachers’ and principals’ in-service educational courses. The present study aims at investigating principals’ and teachers’ attitudes towards in-service course in Isfahan City. The research method employed in the study was descriptive and the data collection method was the survey research. The population includes all teachers and principals in the City of Isfahan. Participants were selected using proportionate stratified random sampling method. The sample size included 284 participants. The data collection instrument was a researcher-made questionnaire including 46 close-end questions designed based on the five-point Likert scale. Its reliability was obtained as 95% based on Cronbach's alpha coefficient in the pilot study. Comparing male and female participants’ attitudes regarding professors and lecturers of in-service educational courses indicated significant differences. In other words, female participants evaluated the degree of lecturers’ skills as higher than male ones did. But, no significant difference was observed regarding educational needs, textbook contents, assessment methods, environment and equipment, time of holding courses, and the increase in capabilities between male and female participants. No significant difference can be indicated the comparison of participants’ attitudes regarding their educational sections (primary, secondary, and high schools) in relation with educational environment and equipment as well as the time of holding courses, but the attitudes of the same participants regarding educational needs, textbook content, assessment methods of professors and lecturers, the increase in their professional and scientific capabilities indicate no significant difference. In addition, participants’ attitudes regarding educational sections and in terms of the increase in professors and lecturers’ scientific and professional capabilities indicate a significant differences. In other words, primary school participants considered the increase in their own scientific and professional capabilities higher than those of high school participants.
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Gunnulfsen, Ann Elisabeth, and Astrid Roe. "Investigating teachers’ and school principals’ enactments of national testing policies." Journal of Educational Administration 56, no. 3 (May 9, 2018): 332–49. http://dx.doi.org/10.1108/jea-04-2017-0035.
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Purpose The purpose of this paper is to examine teachers’ reported experiences, practices, and attitudes on the use of national test results in a low-stakes accountability context. Whether the stakes are high or low, teachers and school leaders have different experiences, knowledge, and beliefs concerning how to use national test results to benefit individual student learning. This paper addresses how teachers experience school leadership and policy requirements for using national test results in local schools. Design/methodology/approach This paper is part of a larger study conducted in a Norwegian educational context investigating school leaders’ and teachers’ enactments of policy demands via the use of national test results data. The sub-study reported in this paper is based on survey data from all lower secondary teachers (n=176) in one Norwegian municipality. Micro-policy perspectives and the concept of crafting policy coherence served as analytical tools. Findings Diversity between the schools was found in how teachers perceive the principals’ role. Practices and attitudes appeared restrained, somewhat conformed by, but still indifferent to the policy intention. However, there was a close relationship between the principals’ facilitation of national tests and the teachers’ practices of utilizing the results. Originality/value This study clarified how micro-policy works in local schools in a low-stakes context. A prominent difference was found between the policy intentions and local schools’ practice of using national test results.
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AKTAŞ, Niyazi, and Feride KARACA. "The relationship between Turkish high school administrators' technology leadership self-efficacies and their attitudes and competencies towards technology use in education." Participatory Educational Research 9, no. 5 (September 1, 2022): 430–48. http://dx.doi.org/10.17275/per.22.122.9.5.
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A correlational study was conducted to examine the relationship between high school administrators’ technology leadership self-efficacies and their attitudes and competencies towards technology use in education. The participants were 338 school administrators (67 administrators and 271 vice administrators) working in 112 high schools located in the Anatolian side of Istanbul and the data were collected through a questionnaire. According to the findings, the school administrators' technology leadership self-efficacies were all sufficient and they had positive attitudes and sufficient competencies towards using technology. In addition, there were positive relationships between school administrators' technology leadership self-efficacies, their attitudes towards the use of technology and their competencies in using technology in education. Similarly, there was a positive relationship between the attitudes and the competencies of school administrators towards using technology. Conducted with a group of school administrators, accepted as the technology leaders of the school, this study sheds light on the relationship between the necessary school administrator characteristics in technology integration processes. The present study is indeed valuable in exploring the relationship among these three critical factors influencing the school principals’ effectiveness in the technology integration process. Examining these important school administrator characteristics, this study will cast light on the ways through which creating a digital school culture by improving their leadership qualifications may become possible.
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Bibi, Shazia, Ifrah Khalid, and Zunaira Fatima. "A Study of Head Teachers' Leadership Qualities and Teachers' Attitude to Teaching towards School Performance." Global Educational Studies Review VII, no. I (March 30, 2022): 459–71. http://dx.doi.org/10.31703/gesr.2022(vii-i).44.
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Education is a social paradigm. The objectives of the current study were to; figure out the basic needs for successful leadership, determine the leadership tools and service delivery methods that advance to greater performance leadership, to analyze the impact of teachers' attitudes towards teaching in high-performing schools. This is a quantitative research design and descriptive method. A survey includes questionnaires for data collection with the intention to generalize from a sample to a population. Male and female teachers and principals teaching at secondary public schools' tehsil Chichawatni District Sahiwal were the populations of the study. A sample of 60 Principals (30 male and 30 female) and 240 teachers (120 male and 120 female) were selected. The researcher used self-developed two questionnaires one for teachers and one for principals to collect the data and it was validated by the experts. The data were analyzed through (frequency distribution) and the Inferential method (t-test, ANOVA).
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Ahmad Jumi' Mohamad Bani Fawaz, Ahmad Jumi' Mohamad Bani Fawaz. "The Role of School Administration Methods in Enhancing Attitudes Towards Vocational Education Among Basic Stage Students in Public Schools in Ajloun Governorate from The Teachers’ Point of View: دور الإدارة المدرسية في تعزيز اتجاهات طلبة المرحلة الأساسية بالمدارس الحكومية لمحافظة عجلون نحو التعليم المهني من وجهة نظر المعلمين." مجلة العلوم التربوية و النفسية 6, no. 19 (April 29, 2022): 103–14. http://dx.doi.org/10.26389/ajsrp.w191021.
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This study aimed to identify The role of school administration methods in enhancing attitudes towards vocational education among basic stage students in public schools in Ajloun Governorate from the teachers’ point of view. The researcher used the Descriptive approaches, study Sample consisted from (542) Female and male teachers in the basic stage, chosen randomly, to collect data Questioner used, which consisted (27) paragraph. The result of SPSS analysis shown that the degree of the role of school administration methods in enhancing attitudes towards vocational education among basic stage students in public schools in Ajloun Governorate from the teachers’ point of view was High with average (3.72 out of 5), The finding also showed there is no statistically significant differences at (α≤0.05) refers to principals sex (male and female). In addition, there were statistically significant differences refers to principals years of experience in favor of (Less than 10 years). The study recommended a number of recommendations, the most important of which is holding educational courses for students aimed at raising their awareness of the importance of vocational education.
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Zainb Hassan Ahmad Alrishoud, Zainb Hassan Ahmad Alrishoud. "Attitudes of Teachers and Principals of Public Schools in Mafraq Governorate Towards E-learning: اتجاهات معلمي ومدراء المدارس الحكومية في محافظة المفرق نحو التعليم الإلكتروني." مجلة العلوم التربوية و النفسية 5, no. 25 (July 28, 2021): 79–65. http://dx.doi.org/10.26389/ajsrp.b010221.
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The study aimed to identify the Attitudes of Teachers and Principals of Public Schools in Mafraq Governorate Towards E-learning, and the study sample consisted of (325) directors and teachers from the Directorate of Education and Teaching in the Governorate of Mafraq, who were chosen in a simple random way, and the descriptive approach and the questionnaire were used as a tool for data collection. Attitudes of public school teachers in the governorate of Mafraq towards e-learning came in a moderate degree, with an average of (3.36) and a percentage (67.2%), while the attitudes of school principals towards e-learning were high, with an average of (3.79), and with a percentage (57.8%). It also found that there are statistically significant differences in the estimates of the study sample towards e-learning due to the variable of gender, the nature of work in favor of females and the nature of work for the benefit of teachers, and in light of the results of the study, a set of recommendations were presented, the most prominent of which is an increase in the use of distance learning and its inclusion within the courses Students to be able to fully benefit from them, and to give training courses to teachers, especially with modern strategies for dealing with electronic applications that work to attract students' attention.
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Küçükgöz, Mehmet. "The effect of paternalist leadership style of principals on the professional burnout of special education teachers." Revista Tempos e Espaços em Educação 14, no. 33 (July 22, 2021): e16089. http://dx.doi.org/10.20952/revtee.v14i33.16089.
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This study was applied to determine whether the paternalist leadership of school principals affected the burnout levels of special education teachers. The research was carried out with mixed method. 192 teachers participated in the quantitative dimension and 25 teachers and 25 principals participated in the qualitative dimension. Paternalist Leadership Scale, Maslach Burnout Scale and Semi-Structured Question Set were used. In the research, it was determined that teachers' perception of paternalist leadership is high and their burnout levels are low. It was determined that variables of gender, age and working year did not make a significant difference on teachers' paternalist leadership perception. However, these variables cause a significant difference on teachers' professional burnout. It was determined that there was a moderately negative relationship between teachers' paternalist leadership perceptions and their burnout. As the paternalist leadership levels of the principals’ increase, the burnout of the teachers decreases. It was revealed in qualitative findings that teachers define their principals just like a paternalist leader using father and boss metaphors, and the benevolent attitudes of the principals reduce teachers' burnout. A supportive result in qualitative findings is this; it was determined that the paternalist leadership style of principals prevented insensitivity from burnout dimensions in teachers.
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Derrington, Mary Lynne, and James Anthony Martinez. "Exploring Teachers’ Evaluation Perceptions: A Snapshot." NASSP Bulletin 103, no. 1 (March 2019): 32–50. http://dx.doi.org/10.1177/0192636519830770.
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Teacher perceptions after 5 years of implementing evaluation protocols that were initiated under Race to the Top revealed attitudes about the evaluation instrument used and the nature of their relationship with the evaluator. This study surveyed middle and high school teachers in nine Eastern Tennessee school districts. Data indicated unintended consequences as a result of their evaluations, including impacts on relationships with principals as well as the concerns with principal time needed for evaluations. Findings imply that the reformed evaluation system is not effectively providing learning opportunities for secondary teachers who had previously been judged as competent.
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Badrudin, Badrudin, and Guntur Jakariya. "Visionary Leadership of the Principal of Senior High School (SMAN) 1 Pabuaran and Senior High School (SMAN) 1 Kalijati Subang West Java." Jurnal Pendidikan Islam 6, no. 2 (December 27, 2017): 479. http://dx.doi.org/10.14421/jpi.2017.62.479-498.
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The visionary principal takes part in determining the quality of educational institution. The problem is that not all principals are able to apply the optimal visionary leadership. This study examines the strategy and characteristics of the visionary principal of SMAN 1 Pabuaran and SMAN 1 Kalijati. This is a qualitative study with the method of collecting the data is through observation, interview, and documentation study. The results of the study conclude that (1) the visionary strategy of the principal of SMAN 1 Pabuaran and SMAN 1 Kalijati is by formulating, transforming, and implementing the vision and missions so that they become a commitment of all stakeholders and emerging the sense of belonging and sense of ownership attitudes. (2) The characteristics of visionary leadership of the principal of SMAN 1 Pabuaran and SMAN 1 Kalijati can be seen in their foresights, their ability to transform the vision into action, encourage their subordinates to work hard, motivate, and build a good relationship with the employees so that the concept of the vision is clearly accepted by the subordinate. The principal of SMAN 1 Pabuaran has a strong vision which affects the commitment of the subordinates to implement the vision, while the principal of SMAN 1 Kalijati could stimulate self leadership of the teachers so they are able to design work performance by using their own authority in making decisions.
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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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Wibowo, Novika Adi, Sarwono Sarwono, and Yasin Yusup. "Environmental Care Attitude of The Students in Senior High School At Pati Regency." GeoEco 7, no. 2 (April 29, 2021): 165. http://dx.doi.org/10.20961/ge.v7i2.50055.
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<em>The research aims to determine the environmental care attitude in Senior High School 1 Kayen. The research samples were the tenth-grade students, eleventh-grade students, and third-grade students of Social Science (IPS) class at Senior High School 1 Kayen. The research used Slovin formula to obtain 192 samples from the tenth grade, eleventh grade, and twelfth grade. The study used a random sampling technique. Questionnaires were used as the data collection techniques to measure knowledge about environmental care attitudes using calculation techniques of Likert scale and percentage formula. The result shows the students in Senior High have the moderate category on environmental care attitude, with a total frequency of 89 students consisting of tenth-grade students, eleventh-grade students, and twelfth-grade students in Social Science (IPS) class with a percentage score of 46,35%. In an attempt to increase students’ environmental care, we suggest several educational agents, such as Educational supervisors, Principals, and Teachers give the students examples of good actions to the environment in daily routine.</em>
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Kaminskienė, Lina, Vilma Žydžiūnaitė, and Rūta Juozaitienė. "Relationship between factors of teachers’ leadership." Management 26, no. 2 (December 21, 2021): 197–210. http://dx.doi.org/10.30924/mjcmi.26.2.11.
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Today, the traditional role of teachers is challenged, and teaching practice requires less time for face-to-face instruction, a unique position that does not impose responsibilities on one person (teacher or student) and creates a common teaching and learning space in which new knowledge is co-created and socially developed. This change requires teachers’ high professionalism and leadership skills, which is the key component of a successful educational process. Therefore, it is important for researchers, school principals, and teachers to understand better the predictive factors of teachers’ leadership, which should be developed, nurtured, and sustained. This study addresses the teachers’ leadership regarding their attitudes toward themselves, attitudes towards the school, teachers’ activeness, and stress experienced at school. The study involved 418 teachers from five regions in Lithuania. The findings indicate that the four analyzed factors, influencing teacher leadership are strongly interrelated. Moreover, the research results reveal determinants surrounding the factors of interest, which leads to a more complex understanding of underlying reasons and problems related to practicing teachers’ leadership at school.
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Rahabav, Patrisius, and Sumarny Rumfot. "OMPARATIVE STUDY OF ACADEMIC SUPERVISION, ACHIEVEMENT MOTIVATION AND TEACHER PERFORMANCE AT SOUTHEAST MALUKU REGENCY." EDU SCIENCES JOURNAL 1, no. 3 (December 5, 2020): 153–70. http://dx.doi.org/10.30598/edusciencesvol1iss3pp153-170.
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The purpose of this study was to test the significance of differences in academic supervision by principals on achievement motivation and teacher performance in elementary, junior high and senior high school / vocational high schools in Southeast Maluku Regency. The study population was 136 schools. Teacher samples were taken using a purposive sample technique based on criteria that had 10 years of teaching experience and were certified. The total sample of teachers was 160 people with the following details: elementary school: 52 teachers; Junior High School: 52 teachers; Senior High School: 52 teachers and Vocational High School: 4 teachers. In addition, 6 teachers and 3 principals became participants to be interviewed. Those interviewed did not include the number of samples. This research approach uses mixed methods. Data collection techniques used were questionnaires, interview guides and study documentation. Data analysis techniques used were descriptive statistics, ANOVA 1 lane and qualitative analysis. The results showed that there were no significant differences in the mean of academic supervision and teacher achievement motivation in the three sample groups and there were significant differences in teacher performance in the three samples. Based on the results of the qualitative analysis it was found that academic supervision was carried out without a program, the frequency and intensity of academic supervision conducted by the principal was very less. Supervision of school principals without using standard instruments, and the absence of the results of the analysis of supervision implementation Supervisors still use the bureaucratic-autocratic approach and are not participatory. Teacher achievement motivation is still very dominant triggered by welfare factors. The teacher has shown discipline, not delayed work. However, teachers have not displayed creative, innovative attitudes, independence in work, adaptability and have not reached high performance standards. The results of qualitative analysis of teacher performance variables, it was found that most teachers do not prepare their own lesson plans but copy and paste lesson plans from network sources or other colleagues; teacher copy paste Basic Competencies and indicators exactly as contained in the Minister of National Education Regulation. The teacher does not understand the preparation of HOTS (Higher Order Thinking Skill) questions and also has not been able to compile an assessment rubric. The lesson plans prepared by the teacher are only prerequisites for teaching; so it is only to fulfill formal-administrative demands and not be seen in class performance
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Bogunovic, Blanka, and Nada Polovina. "Educational-material context of the family and students’ attitudes towards schooling." Zbornik Instituta za pedagoska istrazivanja 39, no. 1 (2007): 99–114. http://dx.doi.org/10.2298/zipi0701099b.
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The impact of the family environment, the mode and the quality of parental stimulation may have a decisive role in the student?s capacity development and realization of given capabilities, and affects particularly the level and the quality of his/her academic attainment. A student?s academic attainment is conditioned by educational aspirations formed in a dynamic interaction with stimulating aspects of the family context. The aims of our study were: to examine the students? attitudes towards schooling, and to obtain answers to the question: which stimulating aspects of family context are the most predictable for the development of educational aspirations, i.e. attitudes towards school and gaining knowledge, educational interests and plans for further education. The sample comprised 1.464 eighth-grade students, aged 15, from 34 primary schools in Serbia. The data were collected by the use of questionnaires filled in by the students and school principals. The results indicate a trend of interrelatedness of cognitively and educationally favorable conditions within the family and positive attitudes towards school, attainment, high aspirations and cognitive and intellectual interests for out-of-school activities. It can be concluded that family stimulation is the resultant of the influence of cultural and educational profile of the family and active parental attitudes regarding education and attainment of their children. The findings could have practical implications in the domain of parents/school cooperation, not only in order to increase the awareness of the importance of active participation of both parties, but also to provide useful guidelines for developing optimal contents and procedures. .
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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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Pertiwi, Indah. "Transformation of Middle Mathematics Learning With Character Education Online in South Tangerang." Daya Matematis: Jurnal Inovasi Pendidikan Matematika 8, no. 3 (December 11, 2020): 237. http://dx.doi.org/10.26858/jdm.v8i3.16622.
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This study aims to describe the implementation of character education in mathematics learning in junior high schools in South Tangerang along with its supporting and inhibiting factors. This research is an evaluation research, using quantitative and qualitative approaches. The evaluation model used in this research is the sustainability evaluation model (discrepancy model). The subjects in this study were 18 junior high schools in South Tangerang to follow quantitative data and 6 junior high schools in South Tangerang to collect qualitative data. Data were collected through student questionnaires, teacher questionnaires, interviews, documentation and observation. Data were analyzed using quantitative quantitative analysis and categorization, while qualitative data were analyzed using qualitative descriptive analysis. The results of the evaluation can be removed as follows: First, the implementation of character education in mathematics learning in junior high schools in South Tangerang is in the poor category. Second, the supporting factors include: (1) vision and mission of the school; (2) there is a school agreement related to character building through learning; (3) support from school principals and vice principals; (4) good cooperation between the school environment and school members; (5) the condition of students who have good character basics; and (6) examples of positive teacher behavior as role models. While the inhibiting factors include: (1) teachers do not have an adequate understanding of the concept of character education, especially implementation in mathematics learning, and (2) teachers still experience difficulties in identifying values character of basic competence in mathematics; (3) teachers have not been able to properly implement integrated character education in mathematics learning; (5) incomplete facilities and infrastructure; (6) Teachers have difficulty implementing character education in courageous learning; (7) teachers have difficulty assessing character education in a bold manner; and (8) documentation of student attitudes is still weak
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Bouterakos, M., A. Booth, D. Khokhar, M. West, C. Margerison, K. J. Campbell, C. A. Nowson, and C. A. Grimes. "A qualitative investigation of school age children, their parents and school staff on their participation in the Digital Education to LImit Salt in the Home (DELISH) program." Health Education Research 35, no. 4 (July 6, 2020): 283–96. http://dx.doi.org/10.1093/her/cyaa015.
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Abstract This study explored the views of participants who completed a 5-week, online, interactive, family-based, salt reduction education program (Digital Education to LImit Salt in the Home). A secondary aim was to explore the views of school staff on the delivery of food and nutrition education in schools. Children aged 7–10 years, their parents and principals/teachers from participating schools located in Victoria, Australia, completed a semi-structured evaluation interview. Audio-recordings of interviews were transcribed verbatim and analysed using NVivo. Twenty-eight interviews (13 children; 11 parents; 4 school staff) were included. Thematic analysis revealed that the program was well received by all groups. Children reported that the interactivity of the education sessions helped them to learn. Parents thought the program was interesting and important, and reported learning skills to reduce salt in the family diet. School staff supported the delivery of nutrition education in schools but indicated difficulties in sourcing well-packed nutrition resources aligned with the curriculum. It appears that there is support from parents and teachers in the delivery of innovative, engaging, nutrition education in schools, however such programs need to be of high quality, aligned with the school curriculum and readily available for incorporation within the school’s teaching program.
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Rahmi, Sri. "Kompetensi Manajerial Kepala Sekolah dalam Meningkatkan Etos Kerja Tenaga Kependidikan di SMA N 2 Lhoknga Aceh Besar." MANAGERIA: Jurnal Manajemen Pendidikan Islam 4, no. 2 (December 18, 2019): 183–97. http://dx.doi.org/10.14421/manageria.2019.42-01.
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The managerial expertise possessed by school principal, such as the ability to lead, to actuate, to plan and to interact with his/her subordinates is a major factor in achieving the success of the planned programs. School principals should be able to develop a high level of cooperation and work ethic among their subordinates. This article aims to analyse the types of school principal’s managerial expertise and the work ethihc of the teaching staff at State Senior High School 2 Lhoknga, Aceh Besar. The qualitative data was collected through interviews, observation, and documentation. The result shows that the managerial expertises of the principal of State Senior High School 2 Lhoknga includes skills as educator, manager, administrator, supervisor, leader and motivator. The implementation of the expertise went well in accordance with the existing duties, from the planning to the evaluation process. However, the work ethic of the teaching staff has not been running optimally due to two factors, i.e., (1) internal factor which relates to cultural diversity and various; educational-economy-social background; and (2)External factor which relates to wages, work climate, inculcation of attitudes, and time owned by the educational staff.
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Wubshet, Hailu, and Fekede Menuta. "Improving English Language Skills and Methods through Short Term Trainings: Bridging High School and University Teachers." Studies in English Language Teaching 3, no. 4 (November 17, 2015): 306. http://dx.doi.org/10.22158/selt.v3n4p306.
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<p><em>The purpose of this article was to show how universities can make interventions in improving the classroom practices of high schools and preparatory schools English language teachers. The data gathering instrument was questionnaire and interview from secondary and preparatory school teachers of Tabor cluster that include Tabor Secondary and Preparatory school, Alamura High School Gemeto-Gale Secondary School, and Tula Secondary and Preparatory school and two school principals. The teachers received short term English language trainings from university teachers. It was, therefore, reflections of the teachers on improvements the training brought on their teaching skills on one hand and their attitudes on </em><em>“</em><em>the-to-be</em><em>”</em><em> links between the university instructors and high school teachers on the other hand. The link and the interventions envisaged to bring continuous improvements in the English language skills of secondary school English language teachers and thereby the skills of their students who ultimately and continuously join universities. As the study was based on the teachers and the principals who took part in the training, the sample size considered was the whole population, 40. Since the data was obtained qualitatively through interview and quantitatively through questionnaire, the analysis method also followed mixed methods. The quantitative data was analyzed descriptively with SPSS version 20, and the data obtained through interview was grouped into themes with open-code 3.6 and then described textually. The study showed that the short term trainings, which were based on the trainees’ pre-identified areas of English language skill gaps, helped to alleviate the gaps of the teachers to a greater extent. It also showed that there are other areas of English language skill gaps that need further trainings. Regarding the teachers’ attitude on the high schools and University teachers</em><em>’</em><em> professional link, it was found out that high school teachers need supports from universities </em><em>to</em><em> improv</em><em>e</em><em> their own and their students’ English language skills. It was also discovered that the link among school and university teachers so far is very weak. The trainees suggested areas of their special concerns to improve their English language skills, and areas university teachers may benefit from high schools.</em><em></em></p>
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Febriansyah, Muhammad, and Ahmad Wahyu Hidayat. "PERAN GURU PAI DALAM MENUMBUHKAN SIKAP SOSIAL SISWA SMA NURUL IMAN PALEMBANG." Ar-Risalah: Media Keislaman, Pendidikan dan Hukum Islam 17, no. 1 (April 12, 2019): 129. http://dx.doi.org/10.29062/arrisalah.v17i1.227.
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This research included in the research field (Field Resarch) are purely qualitative. As for the subject of the study i.e. principals, Islamic education, Teachers and students of class X SMA NURUL IMAN Palembang. While the collection of data in this study using the method of observation, in-depth interviews and documentation. The analysis in this study uses data reduction techniques, presentation of data and verification.
The results of this research is to 1). There is a positive and significant role of competence education teachers of Islamic religion in fostering social attitude 2). The attitude of Social discipline and cooperation of students is already good, disciplined students already in the school and the role of Teacher Education coupled with the religion of Islam to be quite good. 3.) factor endowments in the cultivation of the social attitudes of HIGH SCHOOL students at NURUL IMAN Palembang was school rules or code of conduct compulsory school students observe, the teacher shows a great attitude towards students, teachers reprimand students whenever students are less invited to well, as well as the teacher always invites students to cooperate in maintaining and cleaning up the environment of the school.
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Rismawati, Novi, Ivan Hanafi, and Siti Zulaikha Zulaikha. "The strategy of Implemented Limited Face-to-Face Learning Policy in Junior High School During the Covid-19 Pandemic." Jurnal Kependidikan: Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran dan Pembelajaran 8, no. 1 (February 27, 2022): 190. http://dx.doi.org/10.33394/jk.v8i1.4838.
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The purpose of this study was to describe the strategy of implementing a limited face-to-face learning policy in junior high school during the covid-19 pandemic. The study used qualitative method. This research was conducted at a State Junior High School in Merauke, Papua Province. Participants consisted of 30 people consisting of principals, teachers, and school committees. Data collection techniques using observation, interviews, and documents. Data analysis techniques consist of 1) data collection, 2) data Reduction, 3) data display, and 4) conclusion. The validity of the data were credibility, transferability, dependability, and objectivity (confirmability). The finding shows that there were two main strategy which implemented in limited face-to-face learning policy in the school. It used to make the concepts of communication, the readiness of human resources, and the development of cooperative attitudes. The strategies were standard operational procedures and fragmentation. School made the rule for limited learning process. Standard Operational Procedures that are used as internal school demands to implement policies uniformly in junior high schools. Fragmentation is designed as a form of division of responsibility for implementing limited face-to-face learning policies. It is carried out by taking into account the nature of the policy to be implemented, and the distribution of responsibilities to all policy implementers. The strategy provided the concept of face-to-face learning is limited to meeting the needs of children's growth and development towards educational needs so learning activities must refer to the principles of health, safety, and children's rights.
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Faidah, Mutimmatul, Hery Rusmanto, and Lilik Rahmawati. "Islamic Values-based Sex Education to Prevent Loss Generation for Senior High School Students." Tadris: Jurnal Keguruan dan Ilmu Tarbiyah 5, no. 1 (June 30, 2020): 131–40. http://dx.doi.org/10.24042/tadris.v5i1.5852.
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Teenagers’ behavior problems such as free sex, abortion, pornography, and drug abuse have increased in developing countries. The purposes of this research were to formulate the views of experts, education practitioners, and teenagers about the importance of teaching sex education (SE) in schools and to formulate the prototype of sex education, material, media, and learning strategies. This research was a descriptive research. The data was obtained through interviews to reveal experts’ views. The sources of data in this research were teachers, principals, psychologists, scholars, reproductive experts, and sociologists. The data were analyzed using content analysis. A questionnaire was used to find out the students' opinions. The population of this study was the senior high school students in Surabaya, Indonesia. The samples taken were 171 students. The data taken from the questionnaire were analyzed descriptively. The percentage was obtained from the number of respondents who chose ”Agree” and then divided by the number of ”Disagree” of each statement. The results of this research reveal that sex education is expected to provide an understanding of sexuality, the formation of responsible self-attitudes, society, and religion in overcoming sexual turmoil, as well as the skills to avoid promiscuity. Sex education should be given within an ethical and religious framework. Sex education materials include social ethics, the effects of promiscuity, abortion and its effects, and marriage. The media used were films, multimedia, and other media within the framework of Islamic ethics. This research concludes that sex education is important to students, especially high school students.
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Lyby, Thorkild C. "Grundtvig og Rødding Højskole." Grundtvig-Studier 50, no. 1 (January 1, 1999): 65–93. http://dx.doi.org/10.7146/grs.v50i1.16333.
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Grundtvig and the Folk High School at RøddingBy Thorkild LybyIn his book Vision og Virkeliggørelse (Vision and Fulfilment) Helge Grell has advanced the argument that Grundtvig had reservations about Rødding Folk High School, because it identified itself with the national struggle to such an extent that it did not fully practice Grundtvig’s original folk high school ideas.Against this view, the present article claims that it is impossible to disqualify Rødding as non-Grundtvigian. Following a discussion of what it takes for a folk high school to be called Grundtvigian, the article gives an outline of the history of Rødding up to the 1864 war which necessitated the transfer to Askov. The emphasis is on the attitudes of successive principals, predominantly, however, that of Christian Flor. Not only was he the driving force behind the establishment of the high school, but was its leader himself in 1845-46, and, as chairman of the Board of Governors and later the Committee, continued to exert a decisive influence on its affairs until it was closed down.It is argued that Flor was entirely a Grundtvig disciple, and that his only wish was to translate Grundtvig’s folk high school ideas into practice. It is true that Rødding was also intended as a school with a role to play in the national struggle, but in the circumstances this should not disqualify it as Grundtvigian since Grundtvig’s cultural struggle at the time must necessarily take the form of a national struggle. It is pointed out, moreover, that to the various principals the cultural view was more important than the national - if it is at all possible to distinguish between them.Another thing is that Grundtvig’s attitude to Rødding was ambiguous. He expressed delight at its establishment and welcomed it without reservations, and later too there is evidence of a sympathetic interest in it. On the other hand, there is also evidence of a strange indifference, as it appears for example from the fact that he never visited the school in spite of repeated invitations. No doubt, the reason is that he had envisaged his ideas about the education of the people to be realized through the great, state-supported high school at Sorø, which he had dreamed about since his youth, and which had very nearly become a reality in 1847-48. Only gradually did he realize that it was through the many smaller schools modelled on Rødding that his ideas were to attain their great importance.
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Ben-Tov, Shoshana, and Shlomo Romi. "Parents’ involvement, identification and alertness and their children’s functioning in school." International Journal of Educational Management 33, no. 1 (January 7, 2019): 194–214. http://dx.doi.org/10.1108/ijem-07-2017-0177.
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Purpose The purpose of this paper is to examine the relationship between parents’ involvement related to their alertness of what happens in school and their identification with school and their children’s attitudes toward school, social adjustment, self-efficacy and academic achievements. Design/methodology/approach Questionnaires were answered by 339 parents and 343 students, and yielded 34 parents whose levels of identification with school and alertness were low, and 57 parents whose levels were high. 10; path analysis was used (structural equation model). The theoretical model was tested by a software AMOS 7.0. Findings Involvement characterized by low identification and alertness predicted a direct, significant and negative relationship with children’s self-efficacy; alertness predicted a direct, significant and negative relationship with self-efficacy. The group with high identification and alertness predicted a direct, significant and positive relationship of their identification with children’s self-efficacy. Research limitations/implications Further research is recommended because of the small sample in this study. In addition, especially it is recommended to add to the study parents whose identification is low and their alertness is high. Practical implications The way to solve problems is not by mutual accusations, but by trusting each other. Parents and school must create useful communication channels and forums for straightening out issues and find solution through cooperation. Originality/value This paper reveals that parents’ alienation from school is a predictor of their children’s negative functioning in school. This document is intended for school principals, educational staff and parents to improve students’ functioning.
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Qiuyan, Huang. "The Crucial Impact of Leadership Style Towards Academic Achievement in China." Journal of Digitainability, Realism & Mastery (DREAM) 1, no. 04 (September 30, 2022): 69–79. http://dx.doi.org/10.56982/dream.v1i04.39.
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With the emergence of the knowledge economy society, education has gained high prestige in China since the majority of Chinese citizens believe that education is the key to a country's future progress. It is essential for every school administrator to exercise effective management of the organisation through strong leadership. The leadership styles of principals have an effect on the climate of the school; the attitudes that teachers have toward leadership; the turnover rate of instructors; and the academic achievements of students. Therefore, this conceptual article investigated the various clusters of leadership styles and the relationship between the principal's leadership style and student academic achievement in China. Two main clusters of leadership, which are transactional leadership and transformational leadership, will be measured as significant measurements for student academic achievement. Contingency or situational theory has been proposed to support the whole body of study. The suggested framework on principal leadership style and its relationship with student achievement in China's schools was to understand where each leadership style was applied and how leadership styles are linked to student achievement. It is critical for subsequent analysis to confirm that different principal leadership practices and their philosophies were strongly related to the contingency of principals' positions and that differences in leadership philosophies can affect student progress. Taking into account the methodological implications for academics and policymakers, this study also made two suggestions for future research on executive leadership and leadership styles.
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Januarti, Agi, Amrazi Zakso, and Supriadi Supriadi. "IMPLEMENTASI PENDIDIKAN MULTIKULTURAL DI SMA NEGERI 1 TELUK KERAMAT." Proceedings International Conference on Teaching and Education (ICoTE) 2, no. 2 (December 24, 2019): 242. http://dx.doi.org/10.26418/icote.v2i2.38236.
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This study aims to describe the implementation of multicultural education in 1 Teluk Keramat senior high school. This research is a qualitative research. The research subjects were Principals, Teachers, and Students. The results of the study show the strategies carried out by schools in implementing multicultural education through the implementation of multicultural education in schools seen from the dimension of content integration. integration into self-programmed and programmed self-development activities. Programmed self-development activities in the form of extracurricular activities, and non-programmed self-development activities consist of routine activities carried out on a scheduled basis, spontaneous activities and exemplary activities. Integration into social studies subjects, integration in subjects is carried out in each subject or theme in learning. Supporting factors are the school climate, school curriculum, facilities and infrastructure, the role of teachers, school programs and activities, and students. The inhibiting factors are individual attitudes, lack of diversity media, posters about diversity and multicultural values, and lack of socialization. In addition, multicultural education in the form of practical activities outside of school in particular is still lacking in schools. Efforts to overcome obstacles include emphasizing values of respect, respect and tolerance. Supported by school policies that carry out noble character education, add diversity posters, socialize, conduct activities outside of school by participating students in various activities outside of school.
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Park, Joo-Ho, In Heok Lee, and North Cooc. "The Role of School-Level Mechanisms: How Principal Support, Professional Learning Communities, Collective Responsibility, and Group-Level Teacher Expectations Affect Student Achievement." Educational Administration Quarterly 55, no. 5 (December 31, 2018): 742–80. http://dx.doi.org/10.1177/0013161x18821355.
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Purpose: The purpose of this study was to examine how principal support, professional learning communities, collective responsibility, and group-level teacher expectations affect 11th-grade student math achievement. Research Methods: Data for this study were from the High School Longitudinal Study of 2009, administered by the U.S. Department of Education, National Center for Education Statistics. This study used a multilevel structural equation model to examine how principal support, professional learning communities, collective responsibility, and teacher expectations at the group level affect school math achievement. Findings: The study identified a model of school-level factors affecting students: Principal support positively influenced both professional learning communities and collective responsibility, which in turn, affected student math achievement via group-level teacher expectations; on the other hand, the impact of principal support on group-level teacher expectation and the direct associations of both professional learning communities and collective responsibility with student achievement were not statically significant. Implications: Focusing on how a school-level mechanism influences student achievement provides a better understanding of sustaining high school performance through school reform initiatives (e.g., principal leadership training, building professional learning communities, or interventions to improve group-level teachers’ expectations). To improve student achievement, the current study emphasizes why principals should give more attention to exerting supportive and egalitarian leadership that can contribute to a school’s positive climate and lead to changing teachers’ instructional behaviors and attitudes, rather than focusing on directive or restrictive leadership and managing behaviors.
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-Muhibin, Muhibbin, and M. Arif Hidayatullah. "Implemntasi Teori Belajar Konstruktivisme Vygotsky Pada Mata Pelajaran Pai Di SMA Sains Qur`An Yogyakata." Belajea; Jurnal Pendidikan Islam 5, no. 1 (May 22, 2020): 113. http://dx.doi.org/10.29240/belajea.v5i1.1423.
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This study aims to answer the question of how and the implementation of vygotsky constructivism learning theory in PAI subjects at the Qur`an High School. The method used in this study is a qualitative research method, the instruments used by researchers in this study, are the researchers themselves and notebooks. Furthermore, the results of research on the implementation of constructivist learning theory in general can be said to be going well and in accordance with the steps of its application. In implementing constructivist learning models in general, PAI subjects in the Qur'an Science High School can run well and cannot be separated from several supporting factors such as the accuracy of teaching materials, methods, principals, teachers, and adequate infrastructure. In addition to supporting factors there are also several inhibiting factors in the constructivist learning model in general, namely the insufficient allocation of time and the lack of self-confidence of students at the beginning of the application of constructivist learning models. Efforts that can be made to overcome the inhibiting factors of constructivist learning models in general are teachers trying to form positive attitudes in students such as self-confidence and mutual respect besides sending teachers to attend training, work shops.
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Tibo, Paulinus, and Ona Sastri Lumban Tobing. "The Role of Catholic Religious Education Teachers in Developing Moral Values for High School Students: A Case Study at Parbuluan." American Journal of Arts and Human Science 1, no. 4 (December 23, 2022): 27–32. http://dx.doi.org/10.54536/ajahs.v1i4.841.
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Teenagers experience a crisis of moral values such as honesty, justice, discipline, responsibility, wisdom, and fear of God. Teenager moral problems are a concern for parents, families, schools and society in general. Currently, the most important factor for students in schools is moral education. The presence of religious teachers in schools through Catholic religious education is very important for the moral development of students in dealing with this reality. This study aimed to determine the role of teachers in developing the moral values of class X and XI students at State Senior High School 1 Parbuluan. This study employs a qualitative methodology. Catholic Religious Education Teachers, Deputy Principals, and Students were interviewed for this study. The function of Catholic Religious Education Teachers in Developing Moral Values is to cultivate the spiritual, social, and behavioral attitudes of students. Teachers encourage and guide students to possess moral values like honesty, responsibility, justice, and discipline. Catholic teachers continue to have deficiencies in developing the moral values of their students, as evidenced by the fact that students are still tardy in entering and submitting assignments. Catholic teachers have not done their utmost to foster moral students, particularly in the application of honesty, responsibility, justice, and discipline. School conditions and situations have not maximally influenced the moral values of students. Recommendations for schools need to do character building education for students and moral education to become extra-curricular activities in schools.
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Stephens, Julie. "School Librarires: Are they Places to Learn or Places to Socialize?" Evidence Based Library and Information Practice 2, no. 4 (December 7, 2007): 64. http://dx.doi.org/10.18438/b8d027.
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Objectives – To explore how students use the school library in their daily activities, who visits the school library, what activities occur during these visits, and how students value the school library.
Design – Comparative, multi-case study.
Setting – Two Norwegian senior high schools in two different counties.
Subjects – Students in year one, two, and three at two high schools; and teachers, principals, and school librarians at each of the two schools.
Methods – Data was collected from interviews, observations, documents, and questionnaires during the first five months of 1998. Most data was gathered from 25 observations in the school library (each observation was 3-4 hours in length). Observations were made in three specific areas of each library: work tables, the computer site, and a reading hall quiet area. In addition, seventeen 45-minute observations were made in various classrooms. To gain student perspectives and to learn how and why students valued the school library, in-depth interviews were conducted with 28 students, consisting of 2 boys and 2 girls from each of years 1, 2, and 3 at each school, plus 2 boys and 2 girls from the International Baccalaureate classes at one school. Four teachers from each school, the school librarians, and the principals from each school were also interviewed to explore attitudes about the school library, how they valued it and what instructional role they believed the library played in students’ daily lives. Sixty students completed questionnaires that asked when and for what reason students used the library, what locations in the library they used, and what the library meant to them in both their schoolwork and free time. Documents such as class schedules and curricula, and school policies and rules were also considered.
Main Results – Data analysis indicated students had a lot of appreciation for the school library, but mainly for its role as a “social meeting place,” rather than as resource center for information. Students were aware of the function, purpose, and importance of the school library, but rarely used it for projects or research. The library was most appreciated for the fact that users went there to meet friends and talk. One observed group did not borrow books or bring work to do, clearly demonstrating that their purpose in the library was strictly social. There were students who used the library for research and information retrieval, but these students were the minority. Most of the students who did instruction-related activities in the library did homework from textbooks they brought to the library. There was no indication that teachers or the school librarians made any efforts to alter the attitudes of students or their use of the library as a social club. Based on observations, the researcher offered several possible reasons for her findings: weak rules and few sanctions, invisibility of the school librarians, failure of teachers to use the library or make assignments that required information seeking, and lack of a cafeteria in School A (which may have also contributed to the value of the library as a “meeting place”). Leisure-related activities in the quiet reading hall were highest among the girls, and highest among the boys at the work tables and computer sites. Daily users (occupants) of the library at School A were second and third year boys and girls. Only boys from first, second and third year vocational classes were “occupants” at School B. The occupants at both schools influenced the activities of new users.
Conclusion – The findings of this study reveal a “gap between the rhetoric on instruction and school library use and actual practice” (pg.12). Students were rarely given assignments that required use of the library and there was no collaboration between the classroom teachers and the school librarian. The library was not perceived as a resource center and was not viewed as an integral part of daily instruction. Weak rules, few sanctions, misperceptions, and inadequate instructional leadership by the school librarian appeared to contribute to the observed behaviors related to library use in the two schools. The author suggests the need for organization, leadership, and the proper training of students on the use of the library. She mentions the need for principals, teachers, librarians, students, and teacher preparatory colleges to work hand-in-hand to bring about a change of attitude about – and usage of – the school library.
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Zamzami, Zamzami. "An Analysis of Quran Study Implementation at Secondary School in Padang Panjang City West Sumatera." Khalifa: Journal of Islamic Education 5, no. 1 (February 19, 2021): 14. http://dx.doi.org/10.24036/kjie.v5i1.98.
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This study aims to analyze how the process, implementation and results of learning the Qur’an in Junior High Schools in Padang Panjang City, West Sumatra Province, Indonesia. This study uses a qualitative method with a case study approach, data sources are taken through direct observation of the object of research and in-depth interviews with school principals, teachers and students. All data were then analyzed thematically with techniques of collection, reduction, data analysis and closed with research conclusions. Overall the results of the study found that; First, the study planning has gone well, because administratively the school has fully prepared all the learning preparations such as teachers, curriculum, lesson plans, media and other aspects of learning support. Second, the process of implementing Qur'anic learning has also been going well, because all teachers carry out professionally their duties and responsibilities related to what has been planned and agreed upon so that the desired goals are achieved. Third, further evaluation of learning has shown good results, evaluation of learning the Qur’an is assessed based on three aspects of learning outcomes, namely aspects of knowledge, attitudes and skills of students related to knowledge and ability to read the Qur’an. The results of the study show that the seriousness of all school elements is the most important part of the success of a program, in fact it can be an example and reference for other schools related to the Qur'an learning program.
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Ervin, Kaye, Carol Reid, Tegan Podubinski, and Jacquie Phillips. "Trauma-informed knowledge, awareness, practice, competence and confidence of rural health staff: A descriptive study." Journal of Nursing Education and Practice 11, no. 9 (April 22, 2021): 1. http://dx.doi.org/10.5430/jnep.v11n9p1.
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Background and objective: By adopting a trauma-informed approach to care at the organisational and clinical levels, health care systems and providers can enhance the quality of care that they deliver and improve health outcomes for individuals with a trauma history. This study aimed to explore the trauma-related knowledge, attitudes awareness, practice, competence and confidence of health service staff from three small rural health services in Victoria, Australia, and examine their self-reported capacity to respond to clients with a trauma history.Methods: Staff from each site were invited to complete a paper-based survey. The survey included demographic information and questions related to knowledge and understanding of trauma, experience of trauma-informed care and confidence engaging in, and perceived importance of, trauma-informed practices. Results: The respondents were predominately nurses. Results showed that 16% of respondents had undertaken training in trauma-informed care and 44% disagreed that they had an understanding of trauma-informed practices. There were high levels of agreement for statements related to knowledge and understanding of trauma and low levels of agreement with statements related to experience of trauma-informed care. More than 70% of respondents reported that they had little knowledge of the principals of trauma-informed care, and little experiencing with practicing trauma-informed care.Discussion and conclusions: Overall, the survey results showed that staff were trauma-aware, but supported the need for more education and training in trauma-informed practices and improved organisational approaches to support trauma-informed approaches. It is important for organisations to shift from being trauma aware to being trauma-informed, by building foundational awareness of these practices and reinforcement through continuing education.
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Juśko, Edmund, and Andrzej Niedojadło. "Tradycja kółek uczniowskich gimnazjów autonomicznej Galicji w Okręgu Szkolnym Krakowskim i Lwowskim II Rzeczypospolitej." Kultura - Przemiany - Edukacja 10 (2022): 13–26. http://dx.doi.org/10.15584/kpe.2022.10.1.
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In addition to their important didactic role, student academic and interest circles in middle schools in autonomous Galicia played an important educational role. They taught respect for national tradition and history, thus shaping patriotic attitudes. They functioned in practically all junior high schools. The number of them in particular schools varied. They enjoyed the interest of students, as evidenced by their significant attendance at classes. After regaining independence the schools of Cracow School District the Lviv continued the forms of work allowing to enrich the scope of students’ scientific knowledge and to extend the curricula of compulsory subjects with new content. After regaining independence the schools of the Cracow School District continued their forms of work allowing to enrich the scope of students’ scientific knowledge and to extend the curricula of compulsory subjects with new contents, which referred to the Galician tradition. Regardless of the model of education – national or state, they shaped in students the patriotic and civic attitudes. They built respect for national values and rich cultural heritage. Both academic and interest circles functioned in autonomous Galicia, and later in the Second Polish Republic, in practically all middle schools. These circles were thematically related to the curriculum subjects: history, theology, natural sciences, mathematics, physics, German studies, Polish studies, philosophy, as well as those arising from specific student interests, for example: abstinence, theater lovers, self-education, aesthetics, tourism, economics, photography, sightseeing, music and singing, sports, bookbinding, literary, ethics, hygiene, physical activities, art, drama, literature and others. As a rule, the tutors were subject teachers or teachers who were interested in the subject of the club. The Galician student clubs had the support of the school principals. According to them, the clubs should maintain their scientific character, their creation should be supported by teachers, and the decision to organize them should be left to youth councils. Student circles in autonomous Galician middle schools as a form of didactic and educational work were an important contribution to the development of this type of student activity. They were an important contribution to the development of this type of student activity in Polish secondary schools in the interwar years, and thus a contribution of Galician education to the Polish school system of 1918–1939.
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Tatnall, Arthur. "Computer education and societal change." Information Technology & People 28, no. 4 (November 2, 2015): 742–57. http://dx.doi.org/10.1108/itp-09-2014-0202.
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Purpose – It is widely acknowledged that the computer has caused great societal changes over recent years, but the purpose of this paper is to relate specifically to those due to the use of computers in education and teaching about computing. The adoption and use of computers in education was very much a socio-technical process with influence from people, organisations, processes and technologies: of a variety of human and non-human actors. Design/methodology/approach – This paper makes use of actor-network theory to analyse these events and their educational and societal impact. Data were collected from published sources, interviews with those involved at the time, discussions and from personal experience and observations. Findings – Computers have, of course, had a huge impact on society, but particularly in relation to the use of computers in school education there was a different societal impact. Some of this related directly to education, some to school administration and some to student attitudes, experiences and knowledge. Research limitations/implications – The paper investigates the development of early courses in computing in universities and schools in Victoria, Australia. The paper does not, however, consider the use of computers in university research, only in education. Practical implications – The paper describes the significant educational events of the era from punch-card tabulating machines in the 1930s to micro-computers in the late 1980s, and investigates the relationship between the development of courses in the Universities and those in the more vocationally oriented Colleges of Advanced Education. It examines whether one followed from the other. It also investigates the extent of the influence of the universities and CAEs on school computing. Social implications – The advent of the computer made a significant impact on university and school education even before the internet, Google, Wikipedia and smart phones in the late 1990s and 2000s. Computers in schools cause a rethink of how teaching should be handled and of the role of the teacher. Originality/value – This paper investigates the history of computers and education in both universities and schools in Victoria, Australia over the period from the 1930s to the early 1990s. It considers how and why this technological adoption occurred, and the nature of the resulting educational and societal change this produced. Primary and High School use of computers did not commence until the 1970s but prior to this there is a considerable and interesting history associated with the development of Higher Education courses relating to computing.
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Sofiani, Erni, and Andi Nurochmah. "Manajemen Pembelajaran Bermuatan Lokal di SMP." Jurnal Administrasi, Kebijakan, dan Kepemimpinan Pendidikan (JAK2P) 2, no. 2 (December 20, 2021): 127. http://dx.doi.org/10.26858/jak2p.v2i2.10557.
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Abstrak: Penelitian ini mengkaji tentang Manajemen Pembelajaran Bermuatan Lokal Di SMPN 7 Enrekang. Fokus penelitian ini adalah Bagaimana gambaran manajemen pembelajaran bermuata lokal yang meliputi (a) perencanaan, (b) pelaksanaan, dan (c) evaluasi di SMPN 7 Enrekang. Tujuan penelitian ini adalah untuk memperoleh gambaran manajemen pembelajaran bermuatan lokal di SMPN 7 Enrekang. Pendekatan yang digunakan dalam penelitian ini adalah pendekatan deskriptif kualitatif. Sumber data dalam penelitian ini adalah kepala sekolah, wakasek kurikulum, dan guru mata pelajaran muatan lokal. Teknik pengumpulan data melalui observasi, wawancara, dan dokumentasi. Teknik analisis data melalui reduksi data, penyajian data dan penarikan kesimpulan. Hasil penelitian tentang manajemen pembelajaran bermuatan lokal di smp negeri 7 enrekang menunjukkan bahwa: (1) perencanaan pembelajaran bermuatan lokal di mulai dengan penyusunan silabus dan RPP yakni disesuaikan dengan kurikulum 2013 yang berisi tentang nilai karakter dan nilai kompetensi. (2) pelaksanaan pembelajaran kemudian di sesuaikan dengan silabus dan RPP yang diterapkan dalam proses pembelajaran yang di dalamnya terdapat kompetensi inti, kompetnsi dasar, indikator, metode pembelajran, media pembelajaran, materi pembelajaran, dan langkah-langkah pembelajaran yang meliputi kegiatan pendahuluan, kegiatn inti, dan kegiatan penutup. (3) evaluasi pembelajaran bermuatan lokal menggunakan penilaian sikap, pengetahuan, dan ketrampilan. Penilaian sikap yaitu penilaian pada saat proses pembelajaran seperti siswa yang aktif, sopan, dan bertanggung jawab. Penilaian pengetahuan berupa penilaian tes seperti ulangan harian, ulangan tengah semster, dan ulangan akhir semester, sedangkan penilaian keterampilan seperti penilaian produk, proyek, dan portofolio. Jadi, kesimpulannya bahwa manajemen pembelajaran bermuatan lokal di SMPN 7 Enrekang sudah terlaksana melalui pencanaan, pelaksanaan, dan evaluasi namun masih terdapat sedikit kendala pada proses pembelajarannya yaitu guru masih kurang memotivasi siswa untuk lebih aktif dalam proses pembelajaran.Kata kunci: Manajemen Pembelajaran, Muatan LokalAbstract: This study examines the management of locally-charged learning in state junior high school 7 Enrekang. The focus of this research is on how local management images are charged which include (a) planning, (b) implementation, and (c) evaluation of in-state junior high school 7 Enrekang. The purpose of this study was to obtain a picture of locally charged learning in state junior high school 7 Enrekang. The approach used in this study is a qualitative descriptive approach. The data sources in this study were principals, curriculum principals, and local content subject teachers. Techniques for collecting data through observation, interviews, and documentation. Data analysis techniques through data reduction, data presentation, and conclusion drawing. The results of research on learning management are locally charged in-state junior high school 7 Enrekang show that: (1) local-charged learning planning begins with the preparation of syllabus and lesson plans which are adjusted to the 2013 curriculum which contains character values and competency values. (2) the implementation of learning is then adjusted to the syllabus and lesson plans that are applied in the learning process in which there are core competencies, basic competencies, indicators, learning methods, learning media, learning materials, and learning steps which include preliminary activities, core activities, and closing activities. (3) locally-charged learning evaluation using assessment of attitudes, knowledge, and skills. Attitude assessment is an assessment during the learning process of students who are active, polite, and responsible. Knowledge assessment in the form of assessment of tests such as daily tests, midterm tests, and end of semester tests while skills assessment such as product, project, and portfolio valuation. So, the conclusion is that the management of locally charged learning in state junior high school 7 Enrekang has been carried out but there are still a few obstacles in the learning process, namely teachers still lack the motivation to be more active in the learning process.
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Ford, Timothy G., Jentre Olsen, Jam Khojasteh, Jordan Ware, and Angela Urick. "The effects of leader support for teacher psychological needs on teacher burnout, commitment, and intent to leave." Journal of Educational Administration 57, no. 6 (November 4, 2019): 615–34. http://dx.doi.org/10.1108/jea-09-2018-0185.
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Purpose The actions of school leaders engender working conditions that can play a role in positively (or negatively) affecting teachers’ motivation, well-being or professional practice. The purpose of this paper is to explore how leader actions might bring about positive teacher outcomes through meeting teachers’ psychological needs at three distinct levels: the intrapersonal, interpersonal and organizational. Design/methodology/approach Using a sample of over 1,500 teachers from 73 schools in a large, high-poverty, urban Midwestern school district, the authors applied a multilevel path analysis to the study of the relationships between the intrapersonal, interpersonal and organizational dimensions of teacher psychological needs and the teacher affective states of burnout, organizational commitment and intent to leave the school and/or profession. Findings Whereas the intrapersonal dimension works primarily through burnout, the findings suggest that the interpersonal dimension (teacher–principal interactions) primarily functions to cultivate organizational commitment among teachers. At the organizational level, cultivating a trusting, enabling work environment where teachers can build on existing knowledge and skills had a demonstrated relationship to collective teacher burnout and organizational commitment, but only to the degree that these actions serve to build collective teacher efficacy. Practical implications In addressing existing deficits in support for teachers’ psychological needs within a school, school leaders have a significant mechanism through which to affect the attitudes and emotions of teachers which precede turnover behavior. However, addressing teacher psychological needs should be thought of as multidimensional – no single dimension (either the intrapersonal, interpersonal or organizational) alone will be sufficient. Principals should expect to work both one-on-one as well as collectively with teachers to address school working conditions which support their psychological needs as learners. Originality/value Prior studies examining the various working conditions of schools have included many common constructs, but the authors demonstrate how self-determination theory could be used to unify these seemingly unique characteristics of school working conditions with respect to how they support (or thwart) the psychological needs of teachers. The authors also empirically test the relationship of these dimensions to a wide-range of commonly-used teacher affective outcomes.
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Hakim, Adam Abdul, Suci Siti Lathifah, and Surti Kurniasih. "IMPLEMENTASI PEMBELAJARAN BIOLOGI BERBASIS MULTIPLE INTELLEGENCE DI SMA INKUSI SCHOOL OF HUMAN JATISAMPURNA-BEKASI." Pedagonal : Jurnal Ilmiah Pendidikan 3, no. 2 (September 2, 2019): 56–69. http://dx.doi.org/10.33751/pedagog.v3i2.1307.
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ABSTRAKPenelitian ini merupakan penelitian kualitatif dengan metode deskriptif analitik. Tujuan dilakukannya penelitian ini untuk mendeskripsikan dan menganalisis pembelajaran biologi berbasis multiple intellegence di SMA Inklusi School of Human Jatisampurna Bekasi. Penelitian dilaksanakan mulai Januari – Juli 2018 dengan beberapa informan yaitu guru biologi, direktur sekolah, principal sekolah, kepala sekolah, kepala kurikulum, kepala ruang inklusi, buddy, siswa dan orang tua siswa. Penelitian ini dilakukan dengan pendekatan kualitatif dengan metode deskriptif analitik terhadap subjek penelitian yang ada di lapangan dan diperoleh data yang berasal dari wawancara dan observasi, serta data dari studi dokumentasi. Berdasarkan analisis data yag dilakukan melalui analisis antar situs dan dalam situs, pembelajaran biologi berbasis multiple intellegence dibagi menjadi 3 proses diantaranya perencanaan, pelaksanaan, dan evaluasi. Perencanaan pembelajaran dimulai dengan siswa melakukan tes MIR (multiple intellegence research) untuk melihat dominansi kecerdasan siswa. Kompetensi inti mengacu pada main subject yaitu character building, creativity, enterpreneur, dan problem solving. Aktivitas pembelajaran dilaksanakan dengan pendekatan saintifik. Pelaksanaan pembelajaran guru menggunakan multistrategi mengajar dalam memfasilitasi pembelajaran. Evaluasi pembelajaran menggunakan penilaian autentik terdiri dari afektif sikap, kognitif pengetahuan, psikomotorik keterampilan dengan laporan perkembangan siswa berupa raport portopolio yang berisi perkembangan character building, creativity, enterpreneur, dan problem solving. Pembelajaran berbasis multiple intellegence menyebabkan gaya mengajar guru sesuai dengan gaya belajar siswa. Kata kunci: Pembelajaran Berbasis Multiple Intellegence, Perencanaan Pembelajaran, Pelaksanaan Pembelajaran ,Evaluasi Pembelajaran, Multiple Intellegence ResearchABSTRACTThis research is a qualitative research with descriptive analytics method. The purpose of this study was to describe and analyze biology-based multiple intelligence learning in the Inclusion School of Human Jatisampurna High School Bekasi. The study was conducted from January to July 2018 with several informants, namely biology teachers, school directors, school principals, headmaster, heads of curriculum, heads of inclusion rooms, buddies, students and parents of students. This research was conducted with a qualitative approach with descriptive analytical methods for the research subjects in the field and obtained data derived from interviews and observations, as well as data from documentation studies. Based on data analysis carried out through analysis between sites and on the site, biology learning based on multiple intelligence is divided into 3 processes including planning, implementing, and evaluating. Learning planning begins with students doing MIR (multiple intelligence research) tests to see the dominance of students' intelligence. Core competencies refer to the main subject, namely character building, creativity, entrepreneurship, and problem-solving. Learning activities were carried out with a scientific approach. The implementation of teacher learning uses multi-strategic teaching in facilitating learning. Evaluation of learning uses authentic assessment consisting of affective attitudes, cognitive knowledge, psychomotor skills with student development reports in the form of portfolio portfolios that contain the development of character building, creativity, entrepreneurship, and problem-solving. Multiple intelligence-based learning causes teacher teaching styles in accordance with student learning styles. Keyword: Multiple intelligence-based learning, Planing Learning, Implementing Learning, Evaluating Learning, Multiple Intellegence Research
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Ardialis, Ardialis. "Application Of Information And Communication Technology In Improving Teacher Performance Competency To Develop Learning Plan At Sd Negeri 08 Pasar Surantih." Jurnal Ilmiah Pendidikan Scholastic 2, no. 2 (October 28, 2018): 107–19. http://dx.doi.org/10.36057/jips.v2i2.272.
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Basically the task of teachers to educate, teach, train and evaluate students, so that learners can become human beings who can carry out life in harmony with his nature as human beings. related to the task of teachers in evaluating students then teachers should have the skills to teach. It is therefore necessary for the principal's role to motivate teachers to improve their performance and objectives to help teachers clearly see the purpose of education and to achieve the educational goals by fostering and developing better teaching methods and procedures. The purpose of this research is to improve teacher competence in the use of ICT, so as to improve teacher achievement and performance in competing in this globalization world. So with the use of ICT teachers are able to access and create lesson material that is better and interesting so siswapun will have better learning achievement also especially at SD Negeri 08 Pasar Surantih. The research will be applied is the School Action Research (PTS) is a type of research conducted by the principal and school supervisor. As Mulyasa pointed out that the School Action Research is an effort to improve the performance of the education system and improve school management to be productive, effective and efficient. this type of research needs to be introduced to principals and school supervisors through education and training (PTS) training. In the implementation of the PTS training, it is expected that the principal and school supervisor can: (1) understand the PTS as part of scientific research, (2) understand the meaning of private universities, (3) understand the compilation of the PTS proposal, (4) carry out and report the results of PTS conducted.
According to Directorate of Tendik (2008) Step - Step PTS consists of four stages, yaituplanning (Plan), action (action), observation (observation) and reflection (reflection). The spiral cycle of the PTS stages can be as follows: The preliminary plan, prior to conducting the research the researcher formulates the problem formulation, the objectives and the action plan, including the research instrument and learning device 2. The action is done after the draft is prepared. Action is part of what will be done in Action Research School in research 3. Observation done when the teacher in bombing using a computer. The performance of teachers is strongly influenced by several factors, among others: firstly personality personality and high dedication determine the success of teachers in carrying out their duties as reflected in their attitude and actions in fostering and guiding learners. the two factors of professional development of teachers is very important because the task and its role not only provide information science but to form attitudes and souls that can survive in the era of hyperkompetition; the three factors of teaching ability of teachers is a reflection of the mastery of teachers on their competence; the four relationships and communication factors that occur in the work environment provide support for the smooth task of teachers in schools; the five factors of relationships with the community, the role of teachers in supporting school relations activities with the community can improve the understanding of the community about the goals and targets that the school wants to realize; the six disciplinary factors, A work will reap the rewards that satisfy all parties if the teacher is able to obey the specified signs through the application of discipline in carrying out their duties; the seven factors of the welfare level, provide appropriate incentives as a means of improving the welfare of teachers in order to prevent teachers from doing truancy activities by seeking additional outside to meet the needs of life; and the eight conducive working climate factors provide hope for teachers to work more calmly in line with school goals.
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程雅妤, 程雅妤, 張素惠 Ya-Yu Cheng, 莊謹鳳 Su-Hui Chang, and 王智弘 Jin-Fong Chuang. "華人文化脈絡下高中職輔導教師多重角色衝突倫理判斷歷程之研究." 中華輔導與諮商學報 65, no. 65 (September 2022): 27–62. http://dx.doi.org/10.53106/172851862022090065002.
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高中職輔導教師被賦予多種角色任務，多重角色不僅易涉及多重關係的輔導倫理議題，亦影響輔導教師的專業角色定位與輔導效能。本研究旨在探討華人文化脈絡下台灣高中職輔導教師因承擔多重角色導致倫理衝突之倫理判斷歷程。針對五位高中職輔導教師進行個別深度訪談，採樣版式質性分析進行資料分析。結果顯示：倫理判斷歷程可歸納為四階段：一、倫理衝突階段：衝突情境包括：（1）多重角色間不同角色職責之衝突；（2）專業理念與行政要求之衝突；（3）專業期許與人際需求之衝突；二、倫理判斷階段：主要考量包括：（1）以個案福祉最佳利益為判斷依據；（2）以校園組織行政倫理為判斷考量；（3）以華人人際互動模式為判斷參考；三、倫理行動階段：（1）釐清輔導教師專業角色之職責；（2）尋求專家督導諮詢或參考同業作法；（3）運用外部資源以緩解倫理困境；（4）調整自我期待以符合情境需求；四、倫理影響階段：（1）重新思考輔導教師之角色定位；（2）調整自我不適與接納自我限制；（3）省思衝突事件結果，重新建構倫理態度。藉由倫理判斷歷程之釐清，能了解輔導教師的倫理困境整體經驗脈絡，有助輔導教師洞察困境來源，歷經沉澱與省思後昇華為未來面對倫理挑戰的養分，避免陷於倫理困頓的負向循環導致專業耗竭而影響輔導效能。School counseling plays an important role as the problems that high school students face become more complex. However, there are many challenging ethical situations on school grounds nowadays. Particularly, school counselors frequently confront complex ethical dilemmas that often involve relationships with principals, parents, and other stakeholders. In interacting with different people, school counselors must play various roles involving ethical issues. In Taiwanese high schools currently, school counselors must play multiple roles at the same time, including as educators, counselors, administrators, and so on. The potential for conflict in these situations can be exacerbated by differences in the roles and responsibilities of personnel within the school. Furthermore, unlike Western cultures that value individualism, Chinese culture is strongly influenced by the relationship network society. Therefore, playing multiple roles towards students is more likely to face ethical issues in Chinese culture. Based on the nature and characteristics of Chinese society, the ethical issue of multiple relationships is more complicated in Chinese culture. Hence, this study aims to explore the process of ethical judgment on multi-role conflicts encountered by high school counselors. Ethical judgment involves personal experiences, such as mental health struggles, ethical values, action decisions, adjustment strategies, reflection, etc. Therefore, the current study employed an exploratory, qualitative research design to assess the experiences and perceptions of participants. The study data was collected from the interviews of five participants working in senior high schools for at least three years. This study employed purposive sampling methods to find school counselors for the interviews. All participants indicated their interest in the study by providing their names and signing research consent. The data analysis was conducted with Template Analysis Style, which is a method of thematic analysis that has been applied in a broad range of research areas in the social sciences. Regarding the results, participants' experiences of the ethical judgment process were divided into four stages, including the conflict stage, decision stage, action stage, and influence stage. Initially, the first stage was identified as the conflict stage. High school counselors encountered: (1) the conflict of different responsibilities among multiple roles, (2) the conflict between clients' well-being and administrative requirements, and (3) the conflict between professional expectations and interpersonal needs. In the decision stage, the main considerations included: (1) the best welfare of clients, (2) considering the administrative ethics in a school organization, and (3) the influence of Chinese interpersonal interaction. In the action stage, the current study indicated that high school counselors would take four strategies in the ethical dilemma: (1) clarifying professional responsibilities of school counselors, (2) seeking professional supervisors' assistance or consulting senior colleagues, (3) applying for external resources to reduce the ethical dilemma, and (4) adjusting self-expectations to meet the needs of the situation. The influence stage refers to the impact of ethical dilemmas for high school counselors. According to the result of the study, this stage showed that (1) participants would rethink the professional role of high school counselors, (2) they would adjust inadaptation and accept role restrictions, and (3) they would reflect on the results of the conflict and reconstruct ethical attitudes. Based on the results of the current study, relevant recommendations were proposed: (1) encouraging high school counselors to examine their criteria for making ethical judgments, (2) enhancing the awareness of indigenous psychology in ethical education, and (3) establishing a system of professional supervisors for high school counselors.
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Helmi, Dewilna, and Febriandi Febriandi. "The Strategy of Geography Teachers in Implementing Standards Process of Permendikbud Number 22 the Year 2016 on Geography Learning in SMA Negeri Solok Regency." Sumatra Journal of Disaster, Geography and Geography Education 2, no. 1 (June 6, 2018): 170. http://dx.doi.org/10.24036/sjdgge.v2i1.123.
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The purpose of this research to know the implementation of standard process that consists of analyzing the lesson plan that prepared by the teacher, analyzing the implementation of learning process, seeing the constraints in implementing the standard process, formulating the teacher strategy in implementing process standard and decreasing the priority of policy direction in implementing process standard in SMA Negeri Solok Regency. The type of research used a mixed method which combines qualitative and quantitative research. Data were collected through, observation, interview, and documentation. Data analysis methods consist of reduction, presentation and verification, SWOT analysis and Interpretive Structural Modeling. The results of the research indicate that: 1) the implementation of standards process seen in the teacher's learning plan has designed syllabus and lesson plan but not fully in accordance with the steps and components of RPP preparation.2) In the implementation of classroom management learning process still not fully in accordance with standards process. Judging from the methods, models, media mastery of the material has not been effective and efficient according to the 2013 curriculum this was due to the lack of understanding of teachers towards the curriculum of 2013, from the assessment of learning outcomes in all three aspects of the assessment conducted only the assessment of knowledge, to attitudes assessment and skills not implemented maximally. 3) The obstacle faced is the unavailability of time in the preparation of the implementation plan of learning because the burden of teaching is high enough, difficulties in the implementation of learning are influenced by low student learning interest and in the assessment of learning still constrained by time. 4) There were nine strategies derived from field research. 5) Priority policy directives that arise to improve the implementation of process standards in geography learning were: Increased interest of teachers in training activities held in MGMP forums so as to improve teacher competence, Curriculum Training 2013 to improve understanding of the reforms conducted in ministerial regulations, academic supervision by school principals and teachers to improve teachers' ability to manage the classroom, and to develop media and interesting learning resources to foster student interest in learning.
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Aman, Aman. "PENGEMBANGAN MODEL EVALUASI PROGRAM PEMBELAJARAN SEJARAH DI SMA." Jurnal Penelitian dan Evaluasi Pendidikan 16, no. 2 (January 14, 2013): 437–56. http://dx.doi.org/10.21831/pep.v16i2.1126.
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Penelitian ini menemukan model evaluasi pembelajaran sejarah yang dapat memberikan informasi yang tepat dan akurat bagi pimpinan sekolah dan guru serta bermanfaat secara optimal bagi pelaksanaan program pem-belajaran sejarah di SMA. Model pengembangan yang digunakan pada pe-nelitian dan pengembangan ini memakai model Borg and Gall dengan me-modifikasi 10 tahapan penelitian menjadi 4 tahap penelitian. Uji coba dalam penelitian dan pengembangan dilakukan tiga tahap yakni uji coba pendahuluan melibatkan 20 orang pakar dan praktisi pendidikan, uji coba utama diterapkan pada 241 subjek coba di SMA Negeri I Prambanan Kla-ten, dan uji coba operasional diterapkan pada 377 subjek coba di SMA Negeri I Yogyakarta, SMA Negeri 5 Yogyakarta, SMA Islam I Gamping Sleman, dan SMA Muhammadiyah Wates dengan melibatkan kepala seko-lah, guru, dan siswa. Penelitian menyimpulkan bahwa model evaluasi pem-belajaran sejarah (EPS), memiliki dua komponen evaluasi program, yakni komponen kualitas pembelajaran dan hasil pembelajaran sejarah. Kualitas pembelajaran sejarah terdiri dari tujuh komponen, yakni: kinerja guru seja-rah, materi pelajaran, metode pembelajaran, sarana pembelajaran, suasana pembelajaran, sikap siswa, dan motivasi belajar sejarah, sedangkan hasil pembelajaran sejarah terdiri dari tiga komponen yakni: kecakapan akade-mik, kesadaran sejarah, dan sikap nasionalisme. Model EPS memiliki bebe-rapa karakteristik yang membedakan dengan evaluasi model lain, yakni: (a) model digunakan untuk mengevaluasi program pelaksanaan pembelajaran sejarah di SMA, (b) tidak tergantung pada pendekatan pembelajaran terten-tu, (c) komprehensif, (d) dapat digunakan sebagai evaluasi diagnostik, (e) bersifat terbuka untuk dikembangkan lebih lanjut.Kata Kunci: pengembangan model, evaluasi program, pembelajaran sejarah, SMA______________________________________________________________DEVELOPING MODEL OF HISTORY LEARNING EVALUATION PROGRAM IN SMAThis study discovers a model for the history learning evaluation (HLE) that can give accurate information to the principal and teacher and is optimally useful for the implementation of history learning programs in SHSs. This research used model developed by Borg and Gall with modify-cation from 10 steps to 4 steps. The tryouts in this research and develop-ment study were conducted in three stages, i.e. the preliminary tryout involving 20 education experts and practitioners, the main tryout involving 241 subjects in SMA Negeri I Prambanan Klaten, and the operational try-out involving 377 subjects in SMA Negeri I Yogyakarta, SMA Negeri 5 Yogyakarta, SMA Islam I Gamping Sleman, and SMA Muhammadiyah Wates, and involving the principals, teachers, and students. The study con-cludeed that the HLE model has two components of program evaluation: the history learning quality and learning result. The history learning quality consists of seven components, i.e. history teachers’ performance, history learning materials, teaching methods, history learning sources, learning atmosphere, student attitudes, and history learning motivation. The history learning results consist of three components: academic capability, history awareness, and nationalism attitude. The HLE model has some characteris-tics which are different from other evaluation models in that: (a) it is used to evaluate learning history program implementation in senior high schools, (b) it does not depend on a certain learning method, (c) it is com-prehensive, (d) it can be used as a diagnostic evaluation, and (e) it is open for further development.Keywords: the development model, program evaluation, learning history, high school
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Dabija, Dan-Cristian, Cătălin Postelnicu, Vasile Dinu, and Alin Mihăilă. "Stakeholders’ perception of sustainability orientation within a major Romanian University." International Journal of Sustainability in Higher Education 18, no. 4 (May 2, 2017): 533–53. http://dx.doi.org/10.1108/ijshe-10-2015-0169.
Full textAbstract:
Purpose The research attempts to aim to evaluate the perception that different stakeholder groups have of one of the largest and most important Romanian university with respect to its sustainability orientation. The exploratory empirical research reveals some important aspects which must be closely pursued and properly implemented by the management of the university to further develop sustainability strategies. The paper offers a novel approach regarding the way a university can and must focus on different specific measures on sustainability to gain a better position on the educational market, to attract new students and lifelong learning (LLL) programme participants, as well as to become a trend setter for defining and transferring good practices within the society. Design/methodology/approach Data were collected by questionnaires and in-depth-interview guides which were distributed to different stakeholder groups: bachelor (undergraduate) and master’s students versus LLL programme participants coming from different high schools across the country enrolled on a training course organized by the university and high school principals versus staff members of the university holding coordination and/or management positions. The collected data were then analyzed by means of econometric analysis. Data validity, reliability and internal consistency were checked (Cronbach’s α coefficient, “item-to-total” correlation, the KMO criterion (>0.7) and Bartlett’s test of sphericity). With the help of exploratory factor analysis, the way in which different stakeholders value and perceive the specific measures and efforts undertaken by the university has been extracted. Findings Students, LLL participants and members of the university staff perceived the university’s positive orientation towards sustainability and the measures taken in this respect. All stakeholders expressed highly favourable opinions of the university’s dealings with different sustainability aspects, such as its attitude towards its employees, its performance within the higher education market and its establishment of an attractive and innovative educational programme, in compliance with sustainability principles, environmental protection and modern attitudes towards society. Research limitations/implications The research has been conducted on a sample of students of bachelor and master level, belonging to the biggest faculty of the university (as to number of students and staff). In a more comprising study, the focus should also be on bachelor, master and PhD students of the other faculties of the university, as well as on citizens of the community or in general on people from Transylvania and/or Romania. The university under investigation is one of the most important employers of the region. Further dimensions of sustainable development could also be pursued in a future study. Social implications The university shows an orientation towards civil society by means of specific actions and programs. The university supports and takes part in the organization of cultural and artistic events in cooperation with local authorities and other cultural and/or social institutions and organizations. Respondents also refer to some examples of best practices that might be applied by education institutions to educate young people towards developing a proper sustainable mentality. Originality/value There exist almost no comparative empirical studies of sustainability on Romanian universities that take account of the perspectives of students, LLL participants and staff members. The findings have a high potential in developing a proper strategy for the university involved but could also be used by the government if designing a national wide policy regarding this issue. Different authors argue that young people are more conscious about sustainability, organic stuff, environmental protection, green marketing, etc. Taking into consideration the sensitivity of young peoples (students, staff members, etc.), as well as the fact that the university establishes social trends, the idea of studying sustainability in a university could be regarded as a novelty approach.