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Journal articles on the topic 'Primary schools'

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Author: Grafiati

Published: 4 June 2021

Last updated: 1 August 2024

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1

Noor, Ady Ferdian, A’am Rifaldi Khunaifi Supardi, and Sukirno, Haryanto. "Multicultural Education Praxis for Primary Schools: Perspective of Muhammadiyah Primary Schools Indonesia." International Journal of Psychosocial Rehabilitation 23, no. 4 (December 20, 2019): 1039–52. http://dx.doi.org/10.37200/ijpr/v23i4/pr190432.

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2

Broadhead, Pat, Pat Cuckle, Janet Hodgson, and John Dunford. "Improving Primary Schools through School Development Planning." Educational Management & Administration 24, no. 3 (July 1996): 277–90. http://dx.doi.org/10.1177/0263211x9602400305.

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3

Wong, Angela F. L., Goh Swee Chiew, S. Gopinathan, and Vilma D'Rozario. "Singapore's primary schools." Education 3-13 26, no. 2 (June 1998): 33–41. http://dx.doi.org/10.1080/03004279885200191.

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4

Elder, Todd, and Christopher Jepsen. "Are Catholic primary schools more effective than public primary schools?" Journal of Urban Economics 80 (March 2014): 28–38. http://dx.doi.org/10.1016/j.jue.2013.10.001.

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5

Komiljanovna, Durdona Toshpulatova, and Turdali Sultonov Muhtarovich. "Shaping Mathematical Thinking Skills In Primary Schools." American Journal of Social Science and Education Innovations 02, no. 10 (October 28, 2020): 157–60. http://dx.doi.org/10.37547/tajssei/volume02issue10-25.

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The arithmetic material forms the main content of the course. The core of the elementary course consists of arithmetic of natural numbers and basic quantities. In addition, the basic concepts of geometry and algebra are combined in this course.

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6

Selvaraja, Kavitha, Ramli Basri, Abdullah Mat Rashid, and Arnida Abdullah. "School culture as predictors of primary schools’ performance." Journal of Research, Policy & Practice of Teachers & Teacher Education 13, no. 1 (April 25, 2023): 44–60. http://dx.doi.org/10.37134/jrpptte.vol13.1.4.2023.

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This purpose of this study is to explore the level of school culture and its prediction towards school performance as perceived by teachers. The data was collected using survey questionnaire. Organizational Culture Assessment Instrument (OCAI) developed by Cameron and Quinn (2006) was used to measure school culture. A total of 324 questionnaires were distributed to 36 primary schools in the state of Selangor, Perak, Johor and Pahang in Peninsular Malaysia. Subsequently, the data was analysed using descriptive analysis and multiple regression. The result shows that teachers in National schools and National Type Tamil schools perceive that the level of school culture in their schools is significantly higher than National Type Chinese schools. In addition, clan culture is perceived as most practiced culture in National and National Type Tamil schools. While, hierarchy culture is perceived as the most practiced culture in National Type Chinese schools. There is a similarity between these schools in terms of culture practice where the adhocracy culture become the least culture practiced in these schools. Apart from that, the result also showed that teachers perceived school culture significantly predict the school performance. Hence, it is noted that emphasis in school culture is vital to have an environment, which supports the school performance in the long run. This study would be very helpful for all the relevant stakeholders to identify primary school culture as well as its contribution towards school performance to take any action for school improvement.

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7

Bellová, Slavomíra. "Bullying in Primary Schools from the Perspective of Primary School Teachers." Studia Scientifica Facultatis Paedagogicae Universitas Catholica Ružomberok 22, no. 3 (2023): 51–56. http://dx.doi.org/10.54937/ssf.2023.22.3.51-56.

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One of the most common types of aggressive behavior among school-aged children is bullying which is no longer just a matter of the army, prison, or the lives of people in borderline life situations. It is not infrequently encountered by pupils and teachers in our schools as well. Nowadays, this phenomenon is moving from the age of adolescence and puberty to increasingly younger age groups - even to the younger school age or pre-school age. This paper deals with the issue of bullying among pupils of younger school age. The aim of the presented contribution is to present the experiences of primary school teachers with bullying among pupils and to map what forms of prevention they use in their practice.

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8

Dondofema, Tazivei, and Dr Wellington Samkange. "Challenges Faced by Primary School Teachers in Schools with Multi-Grade Classes in Zimbabwe: A Case for Ten Primary Schools in Gutu District in Masvingo Province of Zimbabwe." Scholars Journal of Arts, Humanities and Social Sciences 4, no. 7 (July 2016): 758–65. http://dx.doi.org/10.21276/sjahss.2016.4.7.3.

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9

Hill, R. A., P. J. Standen, and A. E. Tattersfield. "Asthma, wheezing, and school absence in primary schools." Archives of Disease in Childhood 64, no. 2 (February 1, 1989): 246–51. http://dx.doi.org/10.1136/adc.64.2.246.

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10

Ju, Yucui, Shuqiong Wang, and Wenxin Zhang. "Intervention research on school bullying in primary schools." Frontiers of Education in China 4, no. 1 (January 21, 2009): 111–22. http://dx.doi.org/10.1007/s11516-009-0007-0.

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11

Lydian Eku, Maru, and Ngemunang Agnes Ngale Lyonga. "SCHOOL SAFETY AND TEACHERS’ EFFECTIVENESS IN GOVERNMENT PRIMARY SCHOOLS IN MANYU DIVISION, SOUTH WEST REGION OF CAMEROON." American Journal of Social Science and Education Innovations 06, no. 02 (February 29, 2024): 50–59. http://dx.doi.org/10.37547/tajssei/volume06issue02-07.

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This study investigated the effect of school Safety on Teachers’ Effectiveness in Government Primary Schools in Manyu Division, South West Region of Cameroon. The study sought to find out the extent to which School Safety affect Teachers’ Effectiveness in Government Primary Schools in Manyu Division. The methodology used in this study was the descriptive survey research design. The area of the study was Manyu Division, South West region of Cameroon. The target population of the study was all the teachers in Government Primary Schools in Manyu Division. The accessible population was teachers in 22 Government Primary Schools in Mamfe Central, Eyumojock and Upper Bayang Sub Divisions. The sample population was 114 teachers (22 head teachers and 92 teachers). Purposive sampling and convenience sampling techniques were used in the study. Questionnaire was used to collect data for teachers and constructed in a 4 responds likert scale. Interview guide was used for head teachers. Data was analysed using SPSS software and presented on tables. The hypothesis were tested using Pearson product moment correlation. The validity focused on face, content and construct. The reliability of the instrument was conducted using a pilot test of 15 teachers who were not part of the study. Findings revealed that school safety to a greater extent affects teachers’ effectiveness in government primary schools in Manyu Division. Finally, it was concluded that school safety has an effect on teachers’ effectiveness in government primary schools in Manyu Division. Based on the findings, it was recommended that the government and educational managers should encourage a school environment that is physically, cognitively and emotionally safe so that teachers can be effective.

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12

Selvaraja, Kavitha, Ramli Basri, Abdullah Mat Rashid, and Arnida Abdullah. "School Innovativeness as Predictors of School Performance in Malaysian Primary Schools." Journal of ICT In Education 8, no. 2 (August 25, 2021): 93–109. http://dx.doi.org/10.37134/jictie.vol8.2.9.2021.

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This study is an attempt to explore the level of school innovativeness and its prediction towards school performance as perceived by teachers. The data was collected using survey questionnaire from the sample of 324 teachers from primary schools in Johor, Perak, Pahang and Selangor. Subsequently, the collected data was analysed using descriptive analysis, One-way ANOVA and multiple regression. The result showed that Malaysian schools practiced moderate level of innovativeness as overall. However, National Type Tamil schools practiced higher level of innovativeness in comparison with National schools and National Type Chinese schools based on teacher’s perception. Apart from that, the result also showed that teachers perceived school innovativeness significantly predict the school performance. With the result obtained, this study proposed some recommendations to the ministry, policy makers as well as researchers to improve school performance in Malaysian primary schools.

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13

Tsayang, Gabatshwane Taka. "Primary School Managers Perceptions of the Importance of Computers in Primary Schools." International Journal of Educational Sciences 3, no. 2 (December 2011): 85–94. http://dx.doi.org/10.1080/09751122.2011.11890012.

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14

Ramadhanty, Evila, Hermanto Hermanto, and Anang Fathoni. "Primary School Teachers Perceptions toward Urgency of Interpersonal Relationships in Primary Schools." Jurnal Pendidikan Progresif 13, no. 2 (2023): 544–59. http://dx.doi.org/10.23960/jpp.v13.i2.202330.

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15

Wood, Patrick, Andrew Pollard, Patricia Broadfoot, Paul Croll, Marilyn Osborn, and Dorothy Abbott. "Changing English Primary Schools." British Journal of Educational Studies 43, no. 3 (September 1995): 356. http://dx.doi.org/10.2307/3122002.

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16

Huckman, Lynda. "LMS in Primary Schools." Management in Education 8, no. 2 (June 1994): 32–34. http://dx.doi.org/10.1177/089202069400800215.

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17

Fokides, Emmanuel. "Tablets in Primary Schools." International Journal of Smart Education and Urban Society 9, no. 3 (July 2018): 1–16. http://dx.doi.org/10.4018/ijseus.2018070101.

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This article presents the results of a short project in which tablets were used for teaching the respiratory, circulatory, and digestive systems to 162 sixth-grade primary school students who were divided into three groups. The first group was taught conventionally using a textbook, while in the second a constructivist teaching method was applied and the teachers actively participated in the process. The third group was also taught using the same constructivist teaching method, but the instruction was technologically enhanced with tablets and an application with augmented reality features. Data was collected by means of evaluation sheets and a questionnaire. The results indicated that students in the third group outperformed students in the other two groups. As for students' misconceptions, the only notable difference was between the third and first group. These results can be attributed to students' strong positive attitude towards the use of tablets, motivation, and enjoyment, as well as to the teaching method. The study's implications are also discussed.

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18

Southworth, Geoff. "How primary schools learn." Research Papers in Education 15, no. 3 (January 2000): 275–91. http://dx.doi.org/10.1080/02671520050128768.

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19

White, John. "Philosophy in Primary Schools?" Journal of Philosophy of Education 46, no. 3 (August 2012): 449–60. http://dx.doi.org/10.1111/j.1467-9752.2012.00860.x.

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20

Storr, J., E. Barrell, and W. Lenney. "Asthma in primary schools." BMJ 295, no. 6592 (July 25, 1987): 251–52. http://dx.doi.org/10.1136/bmj.295.6592.251.

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21

Mancebon, M. J., and C. Mar Molinero. "Performance in primary schools." Journal of the Operational Research Society 51, no. 7 (July 2000): 843–54. http://dx.doi.org/10.1057/palgrave.jors.2600980.

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22

Gibbons, Steve, and Stephen Machin. "Valuing English primary schools." Journal of Urban Economics 53, no. 2 (March 2003): 197–219. http://dx.doi.org/10.1016/s0094-1190(02)00516-8.

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23

Mancebon, M. J., and C. Mar Molinero. "Performance in Primary Schools." Journal of the Operational Research Society 51, no. 7 (July 2000): 843. http://dx.doi.org/10.2307/253965.

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24

van de Grift, W. J. C. M., and A. A. M. Houtveen. "Underperformance in primary schools." School Effectiveness and School Improvement 17, no. 3 (September 2006): 255–73. http://dx.doi.org/10.1080/09243450600697317.

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25

Nam Hai, Hoang. "ABOUT TEACHING AND LEARNING STATISTICS AT PRIMARY SCHOOLS." Journal of Science, Educational Science 60, no. 8A (2015): 231–35. http://dx.doi.org/10.18173/2354-1075.2015-0289.

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26

Poesen-Vandeputte, Mayke, and Ides Nicaise. "Rich schools, poor schools. Hidden resource inequalities between primary schools." Educational Research 57, no. 1 (December 24, 2014): 91–109. http://dx.doi.org/10.1080/00131881.2014.983722.

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27

Kholis, Nur, Fatah Syukur, and Ade Ishs. "Quality Management of Teacher Empowerment in Pekalongan Primary Islamic Schools." Edukasia Islamika 7, no. 2 (December 31, 2022): 251–70. http://dx.doi.org/10.28918/jei.v7i2.6275.

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A school's quality is heavily determined by the competence of its teachers. In terms of Islamic schools where building Islamic character in students serves as the main objective, the teachers play an even more significant role. This article discusses concepts related to empowering Islamic primary schools in Pekalongan. Promoting quality services to the community, the schools develop a strategy to empower their teachers. The research uses multiple case studies whereby a variable-oriented approach is employed to develop several propositions upon which a cross-case analysis is constructed. This research article discusses theories related to human resource management, builds interconnection between the theories and the concept of teacher empowerment, and finally analyzes some profound findings upon which the schools are considered successful in empowering their teachers. It underscores the role of -amongst which- a teacher's forum in improving schools' teaching and learning quality

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28

Olabimpe, Kofoworade, Abdulkadir Mohammed, Adesiyun Omotayo, Ojuawo Ayodele, Ojedokun Samson, and Oladibu Olanike Taye. "Assessment of school health programmes implementation in Nigeria primary schools." International Journal Of Community Medicine And Public Health 9, no. 5 (April 27, 2022): 2055. http://dx.doi.org/10.18203/2394-6040.ijcmph20221221.

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Background: School health program (SHP) involves all aspects of the school program that contribute to understanding, maintaining, and improving school health. This study aimed to assess the level of implementation of SHP in all its domains among primary schools.Methods: The study is a comparative, cross-sectional study carried out in 64 public and private primary schools each in Ilorin Nigeria using the school health program evaluation scale (SHPES) pre-tested, self-administered questionnaire to obtain data. The data collected on the questionnaire was appropriately verified and computed for analysis.Results: A total of 128 primary schools were surveyed. Eighty-three (64.8%) of the 128 schools had school health committee. One hundred and four (81.3%) of the sampled primary schools in Ilorin had no designated health personnel. Significantly more private schools had no health hazards at the site (p=0.001) than public schools. Twenty-seven schools (21.1%) met the minimum acceptable total SHP score of 103. One hundred and seven met the minimum acceptable score of 19 in SHS. Six schools (all private) met the minimum acceptable score of 57 in HSE. Ninety-eight schools met the minimum acceptable score of 27 in SHI. 25 private schools (39.1%) performed well in the total SHP score compared with 2 (3.1%) among the public schools.Conclusions: The SHP implementation was poor in this study area. However, private schools performed better than public schools and the difference was statistically significant.

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29

Gibbons, Stephen, and Olmo Silva. "Faith Primary Schools: Better Schools or Better Pupils?" Journal of Labor Economics 29, no. 3 (July 2011): 589–635. http://dx.doi.org/10.1086/659344.

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30

Nyatuka, Benard Omenge, and Eleanor Maud Lemmer. "Home-School Communication Practices in Primary Schools in Kenya." Journal of Education and Training 5, no. 1 (February 23, 2018): 22. http://dx.doi.org/10.5296/jet.v5i1.12703.

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Effective two-way communication between the parents and schools is crucial in realizing meaningful learning among children. However, home-school communication was reported to be poor, especially among primary schools in Kakamega County, Kenya. Thus, this study sought to ascertain the effectiveness of family-school communication practices in these schools. A literature review concerning family-school communication and interviews were conducted. Twelve parents, thirteen Parent Teacher Association (PTA) chairpersons and ten District Quality Assurance and Standards Officers (DQASOs), as being information-rich informants, were purposively sampled for the interviews. Semi-structured individual interviews, guided by interview schedules were used. The presentation of the relevant data was done in a narrative format substantiated by verbatim quotations. The findings revealed inadequacies in as far as home-school communication was concerned. It was established that the family-school communication practices in the county were largely ineffective. The findings could be used to improve practice with intent to enhance meaningful learning among the children.

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31

Zhu, Chang, Geert Devos, and Jo Tondeur. "Examining school culture in Flemish and Chinese primary schools." Educational Management Administration & Leadership 42, no. 4 (November 18, 2013): 557–75. http://dx.doi.org/10.1177/1741143213502190.

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32

Morrison, Keith. "Developing a Whole-school Behaviour Policy in Primary Schools." Pastoral Care in Education 14, no. 1 (March 1996): 22–30. http://dx.doi.org/10.1080/02643949609470951.

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33

Eyles, Andrew, Stephen Machin, and Sandra McNally. "Unexpected school reform: Academisation of primary schools in England." Journal of Public Economics 155 (November 2017): 108–21. http://dx.doi.org/10.1016/j.jpubeco.2017.09.004.

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34

O.A., Shevchuk, and Zelman L.N. "SPECIFIC FORMATION OF ENVIRONMENTAL BEHAVIOR IN PRIMARY SCHOOL SCHOOLS." Modern Information Technologies and Innovation Methodologies of Education in Professional Training: Methodology, Theory, Experience, Problems 465, no. 51 (2018): 85–89. http://dx.doi.org/10.31652/2412-1142-2018-51-85-89.

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35

MacGilchrist, Barbara, and Peter Mortimore. "The Impact of School Development Plans in Primary Schools∗." School Effectiveness and School Improvement 8, no. 2 (June 1997): 198–218. http://dx.doi.org/10.1080/0924345970080202.

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36

Merike Darmody and Emer Smyth. "Exploring School and Classroom Environments in Irish Primary Schools." Children, Youth and Environments 22, no. 1 (2012): 178. http://dx.doi.org/10.7721/chilyoutenvi.22.1.0178.

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37

Campbell, Anne. "The Mentoring School: tensions and dilemmas for Primary schools." Mentoring & Tutoring: Partnership in Learning 2, no. 3 (March 1995): 6–13. http://dx.doi.org/10.1080/0968465950020302.

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38

Othman, Radiah, and Fatimah Abd Rauf. "Implementing school performance index (SPIn) in Malaysian primary schools." International Journal of Educational Management 23, no. 6 (August 14, 2009): 505–22. http://dx.doi.org/10.1108/09513540910981032.

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39

Pusztai, Gabriella, Péter Róbert, and Hajnalka Fényes. "Parental Involvement and School Choice in Hungarian Primary Schools." Journal of School Choice 17, no. 1 (January 2, 2023): 118–35. http://dx.doi.org/10.1080/15582159.2023.2169812.

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40

Meri, Meri, Sofyan Sofyan, and Yanto Yanto. "Evaluation of the School Literacy Movement in Primary Schools." Edunesia: Jurnal Ilmiah Pendidikan 4, no. 3 (June 24, 2023): 1259–74. http://dx.doi.org/10.51276/edu.v4i3.480.

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This research aims to evaluate the implementation of a literacy program based on predetermined indicators, with the expectation that the findings will benefit future policy formulation. The research used a qualitative approach, specifically the Context, Input, Process, and Product (CIPP) evaluation. Data collection involved interviews and observations. The School Literacy Movement is a government initiative aimed at improving literacy levels in Indonesia. In the Muaro Jambi District, a primary school serving as an implementer of the School Literacy Movement experienced a decline in literacy education based on educational report card scores. After conducting the research, it was found that the school already had clear goals in the context, but it required additional inputs such as integrating the vision and mission to motivate teachers and students, establishing a School Literacy Team (TLS), implementing Standard Operating Procedures (SOP), and optimizing the use of facilities and resources. In the process, academic supervision and creativity in finding appropriate learning media were still needed, along with personalized guidance for students to identify their learning styles to ensure that the outcomes aligned with the intended goals. The research highlights the importance of various factors in implementing the literacy program, and the findings can contribute to improving future literacy policies in schools.

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41

Darmody, Merike, and Emer Smyth. "Exploring School and Classroom Environments in Irish Primary Schools." Children, Youth and Environments 22, no. 1 (2012): 178–97. http://dx.doi.org/10.1353/cye.2012.0028.

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42

Ogbe, J. O. "Primary Schools Readiness for Health Emergencies among Primary Schools in Delta State, Nigeria." Journal of Educational and Social Research 9, no. 1 (January 1, 2019): 37–44. http://dx.doi.org/10.2478/jesr-2019-0004.

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Abstract The study was meant to explore the readiness of primary schools toward school health emergencies in Delta State, Nigeria. The method was the use of exploratory / descriptive study design of the expost facto method. Three variables of personnel, equipment and environment were used, while three research questions and three hypotheses were used as a guide. Simple questionnaire of Yes or No was used to generate data. Descriptive statistics of frequency count, percentages and paired t-test statistics were used to analysed the data. It was found that personnel for school health emergency were not available in schools and were found to be negatively significant at −30.97 (p = 0.05) and had negative correlation of −1.00. Equipment was found to be available (at least, at the level of First Aid Box) and found significant at paired t - test value of 19.01 (p = 0.05) while environment for school health emergency was not available and negatively significant at paired t – test value of -111.891 (P = 0.05). The study concluded that readiness of primary schools in Delta state for health emergencies is still at its infancy. The study concluded that readiness of primary schools in Delta State is still at its infancy. It was recommended among others Government and stakeholders in primary school education should provide at least one school health Nurse in every primary school and school health teachers be provided with opportunity of training in First Aid and school health emergency.

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Hus, Vlasta, and Polona Jančič Hegediš. "Future Primary School Teachers Attitudes toward Intercultural and Bilingual Education in Primary Schools." Creative Education 09, no. 16 (2018): 2939–49. http://dx.doi.org/10.4236/ce.2018.916221.

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Dhillon, Jaswinder K., Colin Howard, and Jayne Holt. "Outstanding leadership in primary education: Perceptions of school leaders in English primary schools." Management in Education 34, no. 2 (November 10, 2019): 61–68. http://dx.doi.org/10.1177/0892020619885942.

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The nature of leadership and management in a school are key to achieving high-quality education for all pupils. Leadership theories and empirical research have sought to identify characteristics of leaders, aspects of the context in which they work and their relationships with others to identify features of successful school leadership. This article reports on findings from a study into outstanding leadership in primary education using Q-methodology. The perceptions of head teachers, deputy head teachers, governors and academics with personal experience of leadership in English primary schools were gathered using Q-sort and analysed with PQ software. Overall, the analysis identified very strong agreement over six statements from a Q-set of 23 statements of outstanding leadership. There were subtle differences between urban and rural school settings.

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45

Gültekin, Mehmet. "Program reform in primary schools in turkey: what do primary school teachers think?" Procedia - Social and Behavioral Sciences 9 (2010): 1556–60. http://dx.doi.org/10.1016/j.sbspro.2010.12.364.

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46

Masekela, Ngoako Alfred, Elias Tsakane Ngobeni, and Percy Sepeng. "Implementation of School Safety Policy in Primary and Secondary Schools." Research in Educational Policy and Management 6, no. 1 (February 28, 2024): 11–31. http://dx.doi.org/10.46303/repam.2024.2.

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The educational environment within schools serves as a conduit for achieving the educational goals and objectives of each country. Research conducted over a period suggests that effective teaching and learning can only occur in a safe and secure environment. Yet, even with existing laws, policies, regulations, and programs on school safety, teachers and learners face persistent threats to their safety both inside and outside the school grounds in Naboomspruit Circuit Schools. This study examined the implementation of school safety policies in primary and secondary schools within the Naboomspruit circuit in the Waterberg District in Limpopo Province. The study population consisted of principals, teachers, school governing body members, and learners from five (5) schools within Naboomspruit circuit. Participants were selected using purposive sampling, including two schools from quintiles 1 to 3 (representing poor communities), two schools from quintiles 4 to 5 (representing affluent communities), and one combined school covering grades 1 to 12. The study's key features encompassed evidence-based practices to address school safety challenges. Codes were employed to protect the identities of participants and schools involved in the study. The study's trustworthiness was assessed through criteria like credibility, transferability, dependability, and confirmability. The study findings revealed that schools partially implemented school safety policies, often without communicating them to learners and/or stakeholders. The study concluded by offering recommendations for addressing school safety challenges, grounded in contextual factors. The findings and recommendations are relevant to education managers, NGOs, parents and stakeholders who possess full or partial interest in the field of education or school safety.

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47

Luginaah, Isaac, Eleanor Maticka-Tyndale, Wambui Kairi, Janet Wildish, and Chris Brouillard-Coyle. "Extending HIV/AIDS-Prevention Efforts in Kenya: Primary Schools as Community-Based Organizations." Environment and Planning C: Government and Policy 25, no. 3 (June 2007): 439–56. http://dx.doi.org/10.1068/c1511r.

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The question of whether primary schools in Kenya can take on community-based activities beyond their day-to-day functioning, emerged from a larger HIV/AIDS education and prevention program—Primary School Action for Better Health (PSABH). The methodology involved both quantitative and qualitative approaches. The quantitative component was based on 163 schools, which were involved in the larger PSABH program. Qualitative analysis was based on consultative meetings with twenty key informants and follow-up focus-group discussions with representatives from eight schools involved in community-based activities. The results suggest that in this context schools have strong community ties, with most of them willing to take up community-based organization (CBO)-related activities beyond their day-to-day functioning. Schools were more likely to take on CBO-related activities, such as support for orphans, if they had a higher proportion of female teachers, a school sponsor that was involved in the selection of the head teacher, more Parent Teacher Association meetings, and if HIV/AIDS was incorporated into community festivals. A school's involvement was reinforced if it performed well in the Kenya Certificate of Primary Education examination, if the school's head teacher was committed, and if most of the teachers were from the local community. Despite several challenges, the findings point to the need to take schools seriously in their duty as CBOs which can have a positive impact in mitigating not only the effects of HIV/AIDS, but also other community-development activities in ravaged sub-Saharan African countries. The proposed expansion of PSABH further puts Kenyan schools in a stronger position to be involved in their communities through CBO-related activities.

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48

Kristen, C. "Primary School Choice and Ethnic School Segregation in German Elementary Schools." European Sociological Review 24, no. 4 (May 21, 2008): 495–510. http://dx.doi.org/10.1093/esr/jcn015.

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F. Hlanga, Patience, Ncamisile P. Mthiyane, and Edson Muresherwa. "Parental Engagement and Sustainable Learning in Primary Schools: Perspectives of Parents and School Heads in Rural Primary Schools in Zimbabwe." International Journal of Asian Social Science 11, no. 1 (2021): 30–45. http://dx.doi.org/10.18488/journal.1.2021.111.30.45.

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Aina, Adebunmi Yetunde, and Keshni Bipath. "School financial management: Insights for decision making in public primary schools." South African Journal of Education 40, no. 4 (November 30, 2020): 1–9. http://dx.doi.org/10.15700/saje.v40n4a1756.

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Abstract:

To realise the ideal of quality inclusive education, proper financial management is vital. Existing literature indicates that the mismanagement of school funds is largely due to principals and the school governing bodies (SGB) in many schools not having good working relationships with stakeholders and lacking the necessary financial skills, more specifically in schools in townships and rural areas. The study we report on in this article investigated the financial management of public primary schools situated in urban areas by adopting a qualitative research approach and employing a multiple case study research design. Five schools participated and data were collected through individual semi-structured interviews with the principal, school accountant and chairperson of the SGB of the selected schools. Findings revealed that, despite the fact that all South African schools are governed and controlled by the South African Schools Act, the financial management of fee-paying schools differs from no-fee schools situated in townships and rural areas. In many schools, the unavailability of the parent members of SGBs and their limited financial skills were barriers to effective financial decisions. Based on these findings, we recommend that the relevant stakeholders involved in school financial management obtain continuous training from the Department of Basic Education, in order to empower and support school governors to effectively carry out their financial functions.

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