Journal articles: 'School administration'

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Deliati, Deliati, Nur Sakinah, and Nadlra Naimi. "Development of Administration Quality In Madrasah Tsanawiyah‘Aisyiyah, Medan." Budapest International Research and Critics in Linguistics and Education (BirLE) Journal 2, no. 3 (August 5, 2019): 538–41. http://dx.doi.org/10.33258/birle.v2i3.425.

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Partners in this research are Madrasah Tsanawiyah Swasta‘Aisyiyah Pasar Merah and Madrasah Tsnawiyah Swasta Islamiyah Belawan. The existence of schools ‘Aisyiyah is equipped with school administration as a means of supporting learning resources and student learning success. As one source of learning in schools, administration helps achieve school quality improvement. Considering the importance of school administration, it is necessary to have a neatly arranged management effectively and efficiently so that the high quality administration functions of the school in order to improve school accreditation can really be realized. The purpose of the administration of Madrasah Tsanawiyah is to advance a school if the administration is neatly arranged and systematic so that it can improve the quality of schools and principals and students. Management of Administration in Madrasah Tsanawiyah Swasta‘Aisyiyah is still inadequate, as stated in Article 35 paragraph (2) Government Regulation Number 19 of 2005 concerning National Education Standards needs to stipulate Minister of National Education Regulation on School / Madrasah Administrative Standards. However, the problems found were not a few school administrations whose management was not professional. This is due to the understanding that the school administration still does not understand about managing the school administration properly. The target to be achieved through this PKPM activity is the development of school administration management for Madrasah Tsanawiyah Swasta ‘Aisyiyah which is effective and efficient. Implementation methods carried out (1) Preparation of deliberations with partners, PWA Majelis Didasmen Wilayah and Madrasah Tsanawiyah Swasta‘Aisyiyah (2) Implementation (actions) fostering management of school administration' Aisyiyah, (3) Observation of management of school administration 'Aisyiyah, (4) Evaluation The Administration Management Development Checklist, and (5) Reflections on Administratio of Madrasah Tsanawiyah Swasta‘Aisyiyah.

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Jordan, K. Forbis, and L. Dean Webb. "School Business Administration." Educational Administration Quarterly 22, no. 3 (August 1986): 171–99. http://dx.doi.org/10.1177/0013161x86022003007.

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Simon, Christopher A. "Public School Administration." Administration & Society 31, no. 4 (September 1999): 525–41. http://dx.doi.org/10.1177/00953999922019229.

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Rasberry, Catherine N., India Rose, Elizabeth Kroupa, Andrew Hebert, Amanda Geller, Elana Morris, and Catherine A. Lesesne. "Overcoming Challenges in School-Wide Survey Administration." Health Promotion Practice 19, no. 1 (September 19, 2017): 110–18. http://dx.doi.org/10.1177/1524839917733476.

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School-based surveys provide a useful method for gathering data from youth. Existing literature offers many examples of data collection through school-based surveys, and a small subset of literature describes methodological approaches or general recommendations for health promotion professionals seeking to conduct school-based data collection. Much less is available on real-life logistical challenges (e.g., minimizing disruption in the school day) and corresponding solutions. In this article, we fill that literature gap by offering practical considerations for the administration of school-based surveys. The protocol and practical considerations outlined in the article are based on a survey conducted with 11,681 students from seven large, urban public high schools in the southeast United States. We outline our protocol for implementing a school-based survey that was conducted with all students school-wide, and we describe six types of key challenges faced in conducting the survey: consent procedures, scheduling, locating students within the schools, teacher failure to administer the survey, improper administration of the survey, and minimizing disruption. For each challenge, we offer our key lessons learned and associated recommendations for successfully implementing school-based surveys, and we provide relevant tools for practitioners planning to conduct their own surveys in schools.

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Alabi, Amos Oyetunde. "Records Keeping For Effective Administration of Secondary Schools." Journal of Public Administration and Governance 7, no. 2 (June 12, 2017): 66. http://dx.doi.org/10.5296/jpag.v7i2.11182.

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This paper examined records keeping for effective administration of secondary schools. The types of records available in schools-statutory and non-statutory were identified, explained and listed. Many of those records were fully discussed pinpointing their relevance to the effectiveness of secondary school administration. Importance of keeping school records to all stakeholders of secondary school education and even beyond was well stated. The paper postulates that without keeping appropriate, adequate and relevant school records, there cannot be effective and efficient administration of secondary schools. Conditions for keeping and maintenance of school records were discussed. Certain problems about records keeping in secondary schools were highlighted and practical solutions to those problems were given. Records keeping are very central to effective administration of any secondary school.

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Fulginiti, Jeanne. "Ethnography in School Administration." Practicing Anthropology 8, no. 3-4 (July 1, 1986): 20–21. http://dx.doi.org/10.17730/praa.8.3-4.37384j14x33176k1.

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Anthropologists often select a field site, live there a number of years, write about their observations, and return to the site late in their careers to assess changes. Contemporary practicing anthropologists inhabit public and private agencies much like classic village-dwelling anthropologists. The notable difference in their behavior within the social system stems from a deeply held belief that the purpose of understanding the sociocultural context includes the creation of change. The practicing' anthropologist uses data collected to facilitate effective social action.

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O'Brien, Laura. "Insulin Administration at School." AJN, American Journal of Nursing 111, no. 11 (November 2011): 12. http://dx.doi.org/10.1097/01.naj.0000407283.17255.e0.

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Tillman, Beverly A., and Lessie L. Cochran. "Desegregating Urban School Administration." Education and Urban Society 33, no. 1 (November 2000): 44–59. http://dx.doi.org/10.1177/0013124500331005.

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Lee, Daphnee Hui Lin, and Chi Shing Chiu. "“School banding”." Journal of Educational Administration 55, no. 6 (September 4, 2017): 686–701. http://dx.doi.org/10.1108/jea-02-2017-0018.

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Purpose The purpose of this paper is to explore how principals’ leadership approaches to teacher professional development arise from school banding and may impact upon teacher professional capital and student achievement. Design/methodology/approach The case study is situated within the context of school-based management, comprising reflective accounts of nine school principals selected by stratified sampling from a sample of 56 Hong Kong schools to represent Bands One, Two, and Three schools. The reflective accounts were triangulated with observations of teachers and analysis of school websites. Findings First, under school-based management, principals remain obliged to recognize the power of state-defined examinations in determining the schools’ future priorities. Second, the exercise of school autonomy in response to this obligation varies, depending upon the competitive advantage schools have in the school banding system. Ideally, effective school-based management is dependent upon the principal’s capacity to facilitate good instructional practices. However, principals need to adjust their leadership practices to school contextual demands. Third, adaptations to contexts result in the varied developments of teacher capacities in schools, corresponding with the types of principal leadership adopted. Originality/value While statistical studies have identified attributes of exemplary principal leadership, few studies have examined the qualitative reasons for the exemplification of these attributes, and the influence of the school context in shaping these attributes. Departing from assumptions that leadership attributes are intrinsic to individuals, this paper considers how principals contextualize leadership in teacher professional development to the schools’ student academic achievement.

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Plank, David N. "School administration and school reform in Botswana." International Journal of Educational Development 7, no. 2 (January 1987): 119–26. http://dx.doi.org/10.1016/0738-0593(87)90044-7.

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Anisah, Anisah, Rusdinal Rusdinal, Ahmad Sabandi, and Tia Ayu Ningrum. "Analysis of School Administrative Technique Competency in Vocational School." Digital Press Social Sciences and Humanities 6 (2020): 00013. http://dx.doi.org/10.29037/digitalpress.46389.

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The administrative staff has a very important role, so they need to know the analysis of school administration staff competency. For this reason, the purpose of this article is to find out about the competency of school administration personnel in vocational high schools needed. The method of this research is a description of qualitative and quantitative. The population in this study were all administrative forces in 18 city districts. The sample was taken by cluster random sampling and took 7 districts. In more detail, the sample consisted of 158 school administration staff and 63 school administration heads. This research instrument uses a semantic scale that has been tested for validity and reliability. The results showed that the technical competence of technical administration of about 82.75%. This means that administrative staff has the competence of being able to present the percentage of these achievements.

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Dormann, Markus, Stefan Hinz, and Eveline Wittmann. "Improving school administration through information technology? How digitalisation changes the bureaucratic features of public school administration." Educational Management Administration & Leadership 47, no. 2 (October 25, 2017): 275–90. http://dx.doi.org/10.1177/1741143217732793.

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Digital media and digital data processing have substantially influenced public institutions in recent years and changed their efficiency, effectiveness and organisational set-up (nature of organisations). Based on Fountain’s Technology Enactment Framework (TEF), this paper argues that, firstly, in a circular process, digital requirements transform the bureaucratic features of school organisation, and that the effects of digital technologies on the performance and efficiency of schools as bureaucratic organisations are ambivalent. We use interview data from a sample of 51% of the head teachers of vocational school centres in the jurisdiction of Bavaria in order to substantiate these assumptions by means of structured qualitative analysis. Email technology seems particularly significant from a quantitative perspective. Indications for the transformative nature of objective digital technologies with regard to the school bureaucracies can be found for all bureaucratic categories under consideration in this analysis, particularly for the feature ‘standardisation’. The examples presented here seem to highlight that gains in efficiency or reductions of losses in efficiency caused by digitalisation are mostly caused by the concrete use of digital technology within the respective school organisation.

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Istiqomah, Atina. "Pengelolaan Administrasi Sekolah di RA Ar-Rafif Tirtomartani Sleman." Educreative : Jurnal Pendidikan Kreativitas Anak 5, no. 2 (August 3, 2020): 269–77. http://dx.doi.org/10.37530/https://doi.org/10.37530/edu.v5i2.50.

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This study discusses how to manage an administrative school in RA Arrafif Tirtomartani Kalasan Sleman, the next method used in this study is a qualitative study describing how to manage an administration school in RA Arrafif Tirtomartani Kalasan Sleman. Data collection techniques used in this study are observation, interviews and documentation, then data analysis in this study uses miles and huberman data analysis using data reduction, data presentation and drawing conclusions. Based on data collection and analysis conducted on research findings on school administration management in RA Arrafif Tirtomartani Kalasan Sleman, while the results of this study include seven school administrations that manage well such as 1) school administration, 2) class administration, 3) student administration, 4) financial administration, 5) headmaster administration, 6) staffing administration, 7) administration of inventory, but there are some things that still lack.

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Atina Istiqomah. "PENGELOLAAN ADMINISTRASI SEKOLAH DI RA AR-RAFIF TIRTOMARTANI SLEMAN." Educreative : Jurnal Pendidikan Kreativitas Anak 5, no. 2 (June 22, 2020): 269–77. http://dx.doi.org/10.37530/edu.v5i2.50.

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This study discusses how to manage an administrative school in RA Arrafif Tirtomartani Kalasan Sleman, the next method used in this study is a qualitative study describing how to manage an administration school in RA Arrafif Tirtomartani Kalasan Sleman. Data collection techniques used in this study are observation, interviews and documentation, then data analysis in this study uses miles and huberman data analysis using data reduction, data presentation and drawing conclusions. Based on data collection and analysis conducted on research findings on school administration management in RA Arrafif Tirtomartani Kalasan Sleman, while the results of this study include seven school administrations that manage well such as 1) school administration, 2) class administration, 3) student administration, 4) financial administration, 5) headmaster administration, 6) staffing administration, 7) administration of inventory, but there are some things that still lack.

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Ficca, Michelle, and Dorette Welk. "Medication Administration Practices in Pennsylvania Schools." Journal of School Nursing 22, no. 3 (June 2006): 148–55. http://dx.doi.org/10.1177/10598405060220030501.

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As a result of various health concerns, children are receiving an increased number of medications while at school. In Pennsylvania, the School Code mandates a ratio of 1 certified school nurse to 1,500 students, which may mean that 1 school nurse is covering 3–5 buildings. This implies that unlicensed personnel are administering medications, a violation of licensing laws in Pennsylvania. The purpose of this study was to determine the policies and practices that Pennsylvania public schools have in place regarding medication administration. The sample consisted of 314 state-certified school nurses who returned a 71-question survey. Findings indicated that school nurses are very concerned about issues related to medication administration. Additional findings identified the lack of standing orders to administer over-the-counter medications, the increase in medication errors when the school nurse had responsibility for multiple buildings, and the lack of understanding of the ramifications of the Nurse Practice Act on school nursing practice in regard to delegation. Recommendations for practice include development of detailed policies and procedures and collaboration among all stakeholders in the development of policies that address legal issues.

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E. Nir, Adam, and Lior Hameiri. "School principals’ leadership style and school outcomes." Journal of Educational Administration 52, no. 2 (April 29, 2014): 210–27. http://dx.doi.org/10.1108/jea-01-2013-0007.

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Purpose – While the significance of principals for the organizational behavior of schools is crucial, school leaders’ influence on school outcomes is indirect and mediated through various means that leaders employ in order to increase the productivity of their school. Although the exercise of power is viewed among the main factors explaining followers’ willingness to comply with leaders’ demands and means to promote school effectiveness, it is rather surprising that the educational administration literature lacks substantial evidence testifying to the mediating effect that principals’ use of various powerbases has on school effectiveness. The purpose of this paper is to make an attempt to fill this gap. Design/methodology/approach – Questionnaires were administered to 954 teachers coming from 191 randomly sampled public elementary schools. Findings – Evidence testifying to the relation between leadership styles and use of powerbases suggests that the transformational leadership style is positively related to the use of soft powerbases and negatively related to the use of harsh powerbases. Findings also show that leadership style and powerbase utilization differentiate effective and ineffective schools. Finally, it is evident that soft powerbases such as expertise, personal reward and referent powerbases partially mediate the relation between the transformational leadership style and school effectiveness, moderating the negative relation found between the passive leadership style and school effectiveness. Originality/value – These findings confirm that powerbases are in fact a mechanism through which school leaders influence school effectiveness. Implications are further discussed.

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Moos, Lejf, John Krejsler, Klaus Kasper Kofod, and Bent Brandt Jensen. "Successful school principalship in Danish schools." Journal of Educational Administration 43, no. 6 (December 2005): 563–72. http://dx.doi.org/10.1108/09578230510625665.

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Ewington, John, Bill Mulford, Diana Kendall, Bill Edmunds, Lawrie Kendall, and Halia Silins. "Successful school principalship in small schools." Journal of Educational Administration 46, no. 5 (August 15, 2008): 545–61. http://dx.doi.org/10.1108/09578230810895483.

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AlZboon, Mohammad Saleem, Sarra AbdelHalim AlSleibi, Nisreen Abdalhafed Alofishat, and Alaa Ahmad Harahsheh. "The Reality of Education on Global Citizenship in Jordanian Schools." Modern Applied Science 12, no. 12 (November 19, 2018): 128. http://dx.doi.org/10.5539/mas.v12n12p128.

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The study aimed at identifying the reality of education on international citizenship in Jordanian schools from the point of view of the secondary school teachers in Jordan and knowing that there are statistically significant differences at the level of (α = 0.05) in the sample of the study due to gender, specialization and years of experience. The study consisted of (33) items divided into (3) areas (school administration, school curriculum and teacher), and the sample of the study consisted of (516) teachers and teachers of secondary school in Balqa Governorate. the tool. The results showed that the reality of education on global citizenship in Jordanian schools from the point of view of teachers came to a medium degree of the tool as a whole, and where the order of areas as follows: teacher, school administration, school curriculum. The results also showed that there were significant differences in (α = 0.05) in the field of school administration due to the gender variable and for the benefit of males, and there were no statistically significant differences in the school curriculum, teacher and the tool as a whole due to gender variable. (1 to 5 years), and there were no statistically significant differences in the school curricula, school administration, and the whole instrument due to the difference in specialization. For the variable of experience of the recommendations in the light of the results reached by the need to rehabilitate and train teachers and school administrations on how to achieve education on global citizenship by subjecting them to multiple training programs before and during the service and the need to include values, knowledge and skills of education on global citizenship in the school curriculum more clearly and accurately. Which is based on critical thinking, problem solving, cooperative work and work through projects.

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Güngör, Semra Kiranli, and Funda Özkara. "A Qualitative Research on Administration Ethics at School." Journal of Education and Training Studies 5, no. 11 (October 15, 2017): 44. http://dx.doi.org/10.11114/jets.v5i11.2705.

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The aim of the research is to reveal the opinions of the school administrators about the administration ethics. In this study, 30 administrators working in the middle schools of Eskişehir province center in the 2016–2017 academic year were reached. In the study, data were gathered by interview technique which is one of the qualitative research methods. All of the interviews were conducted by the researcher individually. During the interviews, voice recordings were made with the interviewers who consented to this and note-taking system was used with the interviewers who did not consent to voice recording. Data were analyzed by content analysis method. Analyzing the content of the interview, themes and sub-themes were created according to thematic coding. According to the results of the research, the administrators stated that there was no written professional ethical principles in the school and they did not need them. However, there are officially written professional ethical principles. According to school administrators, the source of unethical behavior is inadequacy and being under pressure by many factors. However, some administrators can ignore unethical behavior. School administrators prefer to give punishment to the staff directly who will act unethically. Ethical practices in school administrators' schools are not at the level as it is supposed to be and are not functional. School administrators indicate that there is a professional difference between men and women. It is obvious that school administrators who participated in this study have deficiencies in ethics in school administration.

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Carlson, Deven, and Stéphane Lavertu. "School Improvement Grants in Ohio: Effects on Student Achievement and School Administration." Educational Evaluation and Policy Analysis 40, no. 3 (March 23, 2018): 287–315. http://dx.doi.org/10.3102/0162373718760218.

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The federal School Improvement Grant (SIG) program allocated US$7 billion over nearly a decade in an effort to produce rapid and lasting improvements in schools identified as low performing. In this article, we use a regression discontinuity design to estimate the effect of Ohio’s SIG turnaround efforts on student achievement and school administration. The results indicate that Ohio’s SIG program significantly increased reading and math achievement, with effects in both subjects of up to 0.20 standard deviations in the second year after SIG eligibility identification. Estimates for the third year are somewhat larger, in the range of one quarter of a standard deviation. We provide evidence that these effects were primarily attributable to schools that implemented the SIG Turnaround model. We also show that SIG eligibility had a positive effect on per-pupil spending, but no average effect on administrative outcomes, including staff turnover, the number of staff members in the school, and school closure. These null overall effects mask heterogeneity across SIG models, however. Most notably, Turnaround schools experienced more turnover than they otherwise would have, whereas Transformation schools experienced less.

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Jeongho [John], Lee, and Jeong Jin Woo. "Explanatory Factors for the Uneven Implementation of Charter School Policy." Korean Journal of Policy Studies 27, no. 1 (April 30, 2012): 153–72. http://dx.doi.org/10.52372/kjps27108.

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Charter schools are regarded as the fastest growing and most impressive innovative institution in public education in Colorado. However, a charter school policy has been unevenly implemented across Colorado school districts. This study aims to clarify what conditions lead to this uneven implementation. To examine the efforts of Colorado school districts to innovate within the conventional public school system, it analyzes several hypotheses based on the diffusion model and socioeconomic factors with an ordinary least squares regression model. Statistical analysis demonstrates that three predictor variables-diffusion, educational level, and alternative innovation-positively influence the social phenomenon that each Colorado school district shows different efforts in the implementation of charter school policy. Among them, the number of alternative schools is the strongest regressor, and the existence of neighboring school districts with charter schools is the second strongest regressor that exerts powerful effects to account for the wide variance in the implementation of Colorado school districts` charter school policy.

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Jain, Sonia, Alison K. Cohen, Kevin Huang, Thomas L. Hanson, and Gregory Austin. "Inequalities in school climate in California." Journal of Educational Administration 53, no. 2 (April 13, 2015): 237–61. http://dx.doi.org/10.1108/jea-07-2013-0075.

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Purpose – School climate, or the physical and social conditions of the learning environment, has implications for academic achievement. The paper aims to discuss this issue. Design/methodology/approach – The authors examine how school climate varies by school-level characteristics in California using administrative data and the California School Climate Survey. Findings – Teachers/staff at secondary schools, schools in large cities, schools that serve low-income populations, Hispanic- and black-majority schools, and/or low-performing schools reported less positive school climates, including staff/student relationships, norms and standards, student facilitative behaviors, and perceived safety, than their counterparts, paralleling other education inequity trends. Originality/value – The authors encourage educators and school leaders to use data-driven and evidence-based strategies to overcome systematic inequities in positive school climate in order to create social contexts that nurture students’ academic progress and teacher retention particularly in historically under-resourced schools.

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Falla, Greta Guardi, Rusmala Santi, and Evi Fadilah. "Sistem Informasi Administrasi Sekolah Dasar (Studi Kasus : SD Negeri 2 Lingkis)." Journal of Software Engineering Ampera 1, no. 1 (March 16, 2020): 52–59. http://dx.doi.org/10.51519/journalsea.v1i1.15.

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Primary schools are educational institutions which are the main source educational data needed by education actors to carry out their duties and profession. All activities of recording or recording data in the school are called with administration, administration in schools there are many kinds and types, one of them student administration. Student administration, there are various kinds of activities carried out, starting from enrollment of new students until students leave the school. And management student administration currently running at SD Negeri 2 Lingkis is currently not very good management, especially in storage so that we need an information system Can support the activities of recording data and reports on school student administration. Purpose This research is to build an Elementary School Student Administration Information System which will be more effective and efficient to support all data recording and reporting activities which will be built with a web-based information system. The method used in the development of the school administration information system is Prototype where this prototype model consists of communication, planning, modeling, construction and delivery . The result of this research SD Negeri 2 Lingkis can make it easier for registranst, student, teacher, administrators and principals in student administration

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Lisova, N. "PUBLIC ADMINISTRATION: TRENDS, TRUST, SCHOOL." INNOVATIVE SOLUTIONS IN MODERN SCIENCE 1, no. 20 (February 22, 2018): 79. http://dx.doi.org/10.26886/2414-634x.1(20)2018.6.

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Kutsyuruba, Benjamin, and Keith Walker. "Ethical Challenges in School Administration." Organizational Cultures: An International Journal 12, no. 3 (2013): 85–99. http://dx.doi.org/10.18848/2327-8013/cgp/v12i03/50919.

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Yáñez, Marcelo. "School of Administration and Economy." Oikos 20, no. 41 (July 27, 2016): 10. http://dx.doi.org/10.29344/07184670.41.939.

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McIsaac, Donald N., and Dennis Wanless. "Simulated Experiments in School Administration." Educational Administration Quarterly 21, no. 3 (August 1985): 223–33. http://dx.doi.org/10.1177/0013161x85021003006.

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Kelleher, Paul. "The Ethics of School Administration." Teachers College Record 107, no. 11 (November 2005): 2430–32. http://dx.doi.org/10.1111/j.1467-9620.2005.00599.x.

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Lalic, Natasa. "Administration of punishment in school." Zbornik Instituta za pedagoska istrazivanja, no. 35 (2003): 245–66. http://dx.doi.org/10.2298/zipi0335245l.

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Giving consideration to punishment, one of the inevitable elements of school discipline, always reactivates the issue of punishment administration and its effects in school setting. Punishment is administered by a beforehand-determined intention, its general and final goal being the attempt to make a child change his/her behavior so as to more successfully take part in school life. The issue of how much it is justifiable to administer punishment, as a way of directing child?s behavior, is not only raised in professional discussions but occurs as a personal dilemma with parents, teachers and all those involved in child upbringing. The definition of punishment contains certain incompatible elements in attitudes, which is reflected in punishment administration within different social contexts. Based on the analysis of research results, the paper discusses all the elements the teacher should be well acquainted with, influencing the effectiveness of punishment. The effects of punishment administration depend, among other things, on the type of punishment, way in which a person experiences and perceives punishment and the way of administering it. Prior to punishment administration, as a means of directing child?s behavior factors influencing successfulness of punishment should be established consistency in punishment administration, postponement of punishment intensity of punishment, explanation for punishment administration, nature of interrelations between a child and a person punishing him/her.

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Herman, Jerry J., and Janice L. Herman. "Educational Administration: School-Based Management." Clearing House: A Journal of Educational Strategies, Issues and Ideas 65, no. 5 (June 1992): 261–63. http://dx.doi.org/10.1080/00098655.1992.10114219.

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Levine, Daniel U. "Administration, Leadership, and School Effectiveness." Contemporary Psychology: A Journal of Reviews 36, no. 10 (October 1991): 874–76. http://dx.doi.org/10.1037/030264.

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Teran, Rosemarie C., and Joseph W. Licata. "Moving Up in School Administration." Urban Education 20, no. 4 (January 1986): 419–42. http://dx.doi.org/10.1177/004208598602000404.

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Daresh, John C., and Marsha A. Playko. "Mentoring for Effective School Administration." Urban Education 25, no. 1 (April 1990): 43–54. http://dx.doi.org/10.1177/0042085990025001005.

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Ade Hermawan, Abd. Rohman, and Riky Welli Saputra. "Analysis of School Administration Implementation." East Asian Journal of Multidisciplinary Research 1, no. 9 (October 29, 2022): 1833–44. http://dx.doi.org/10.55927/eajmr.v1i9.1489.

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Administrative order and regularity required because it is one of the important components for learning process. This study aimed to analyze the implementation of school administration tasks with evaluation method, which is a method that evaluated the success of implementing a program/activity. Data collection techniques used distributing questionnaires, observation, and documentation. Furthermore, the data were analyzed qualitatively. The results showed that the implementation of school administration in the areas of personnel administration, financial administration, infrastructure administration, public relations administration, archive administration, and student administration were in good category. Overall there are 67% of respondents who answered good administrative services, 31% answered quite well, and 2% answered less well. It can be concluded that the implementation of school administration work in general is good.

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WALKER, ALLAN, and JOSEPH MURPHY. "SCHOOL EFFECTIVENESS AND THE DISADVANTAGED SCHOOLS PROGRAM." Journal of Educational Administration 24, no. 1 (January 1986): 74–85. http://dx.doi.org/10.1108/eb009910.

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Waziana, Winia, Widi Andewi, and Sri Suningsih. "ANALYSIS OF THE ROLE OF EDUCATION PERSONNEL IN SCHOOL ADMINISTRATION." JLCEdu (Journal of Learning and Character Education) 2, no. 2 (November 29, 2022): 43–54. http://dx.doi.org/10.56327/jlcedu.v2i2.41.

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Educators and education staff have the same role and task, namely carrying out various activities that lead to the creation of convenience and success for students in learning. The role of educators in facilitating school administration is very important because they have great duties and responsibilities for the smooth running of teaching and learning activities in schools. Every school requires skilled, reliable educators, and understand the job description. The formulation of the problem in this paper is first, what is included in school administration? Second, what is the role of education personnel in school administration? The purpose of this study is to increase understanding of the concept of school administration and the professional ethics of education personnel in school administration. This study uses a qualitative method with a library research approach. Data collection techniques by taking data in the library, reading, taking notes, and processing research material. Based on the results of the data analysis, several conclusions were found as follows regarding matters covered in school administration, namely 1. Curriculum Administration, 2. Student Administration, 3. Infrastructure Administration, 4. Financial Administration and 5. Public Relations Administration. The role of education personnel in school administration is to play an active role in quality service efforts, and the formation of professional human resources in the field of school development and administration. As well as carrying out the educational code of ethics as a form of moral responsibility towards his profession as an educator

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Setyawan, Bagus Wahyu. "E-ADMINISTRATION SYSTEM FOR EFFECTIVITY SCHOOL ADMINISTRATION IN PANDEMIC COVID-19 ERA." International Journal of Business, Law, and Education 2, no. 1 (June 29, 2021): 29–34. http://dx.doi.org/10.56442/ijble.v2i1.9.

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The existence of internet in modern era makes society easy to do their activities. All aspect of human life is based on online or connected to internet. The development of e-administration in school administration is one of them. This study was descriptive qualitative which aims to describe and to explain school administration concept based online to ease school management in digital era. Source of data divided into two, including document and informants referring to education expert, education implementer unit and society as education user. Technique of collecting the data were content analysis and in-depth interview. Triangulation of source of data technique were used to validate the data. The result shows that there are some school administration system based online to ease school administration process. They are school registration based online (e-registration), school payment based online integrated with certain bank account (e-school payment), teaching journal based online (e-journal), and student achievement report based online (e-raport). Besides, school is also facilitated by school administrator which can be contacted via whatsapp and telegram applications to ease education user on asking for information about school and education

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Creed, Benjamin, Huriya Jabbar, and Michael Scott. "Understanding Charter School Leaders’ Perceptions of Competition in Arizona." Educational Administration Quarterly 57, no. 5 (October 1, 2021): 815–58. http://dx.doi.org/10.1177/0013161x211037337.

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Purpose: School choice policies are expected to generate competition leading to improvement in school practices. However, little is known about how competition operates in public education—particularly in charter schools. This paper examines charter-school leaders’ competitive perception formation and the actions taken in response to competition. Research Methods: Using Arizona charter-school leaders’ responses to an original survey, Arizona Department of Education data, and the Common Core of Data, we examined the factors predicting the labeling of a school as a competitor. We estimated fixed effects logistic regression models which examine factors predicting the labeling of competitor schools and of top competitors. We used logistic regression models to understand charter-school leaders’ responses to competition. Findings: We find charter-school leaders in Arizona perceived at least some competition with other schools, and their perceptions vary by urbanicity. While distance between schools mattered generally for labeling a school as a competitor, distance did not factor into labeling “top competitor” schools. Student outcomes did not predict competition between schools, but student demographics were associated with labeling a school a competitor. Charter-school leaders responded to competition through changes in outreach and advertising rather than curriculum and instruction. Competitive responses were related to the respondent school’s quality and the level of perceived competition. Implications for Research and Practice: We found charter-school leaders perceive competition and respond by changing school practices. Responses typically focus on marketing activities over productive responses. The novel state-level analysis allows us to test the effects of local market conditions typically absent in the literature.

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Schwabsky, Nitza, Ufuk Erdogan, and Megan Tschannen-Moran. "Predicting school innovation." Journal of Educational Administration 58, no. 2 (December 23, 2019): 246–62. http://dx.doi.org/10.1108/jea-02-2019-0029.

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Purpose The purpose of this paper is to examine the role of collective teacher efficacy, academic press and faculty trust, all of which are components of academic optimism (AO), in predicting school innovation. In addition, the authors explored the extent to which faculty trust mediates the association between collective teacher efficacy and academic press with school innovation. Design/methodology/approach In all, 1,009 teachers from 79 schools in Northern Israel completed anonymous questionnaires about AO and innovation. Aggregation, descriptive statistics, bivariate correlation analyses and mediation analysis were performed to analyze the data. Findings Results showed that the components of AO, i.e., collective teacher efficacy, academic press and trust, were positively correlated to school innovation, and that trust mediated the relationship between collective teacher efficacy and school innovation. The study results confirmed that AO holds a significant predictive value in school innovation and highlights the importance of trust in supporting innovation. Practical implications As school leaders are challenged to foster innovative new practices in their schools, the findings suggest that they will need to know how to cultivate collective teacher efficacy, academic press and faculty trust. Originality/value This is the first study to examine the role of the components of AO in predicting innovation. By using a robust sample, the authors were able to examine the proposed school-level model with respect to the factors that affect school innovation. Originality also lies in the organizational approach to educational innovation in relation to faculty’s beliefs and behaviors.

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Jeongho [John], Lee, and Choi Young Hoon. "Local Charter School Policy Implementation: Do Policy Networks Matter?" Korean Journal of Policy Studies 30, no. 1 (April 30, 2015): 185–206. http://dx.doi.org/10.52372/kjps30107.

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This article draws on research focusing on implementation of local charter school policy in the United States. Since Colorado passed charter school law in 1993, charter school policy has spread very fast and many charter schools have been operating across Colorado. However, there is the variation in the implementation of each school district's state charter school policy. Some school districts implement the state's charter school law very actively through providing their students with charter school services while other school districts do not. The primary research question of the study is to examine why the uneven implementation of charter school policy emerges among Colorado's school districts. The statistical results reveal that the policy network factor is the most persuasive evidence in answering the research question.

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Ababneh, Saleh Ahmad Amin. "Developing the Jordanian schools' administrations within the concept of the mutual psychological contract between school principals and teachers." Cypriot Journal of Educational Sciences 17, no. 3 (March 31, 2022): 873–90. http://dx.doi.org/10.18844/cjes.v17i3.6955.

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This study explored the development of the Jordanian schools' administrations within the concept of the mutual psychological contract between school principals and teachers. The study employed the descriptive developmental approach. Two scales were developed, the scale of the school’s commitment to the psychological contract with teachers, which consisted of (30) items, and the scale of teachers’ commitment to the psychological contract with the school, which consisted of (22) items. The sample of the study consisted of (431) teachers and (117) principals at the end of the academic year 2020/2021. The results revealed that the degree of commitment among school principals to the psychological contract with teachers was average. The differences were statistically significant in favor of the teachers with long experience, and the differences were not significant for the rest of the variables. The results of the study also indicated that the degree of teachers’ commitment to the psychological contract with school principals was average. The differences were statistically significant in favor of school principals with short experiences. Mechanisms for developing school administration in Jordan were suggested, and several recommendations were made. Keywords: psychological contract, school administration development, school principals, school teachers, education in Jordan.

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HOSSIN, Mahmoud Jameel Mahmoud. "ORGANIZATIONAL CHALLENGES FACING SCHOOL ADMINISTRATORS IN TULKAREM DIRECTORATE FROM THE POINT OF VIEW OF THE SCHOOL PRINCIPALS THEMSELVES." International Journal of Humanities and Educational Research 03, no. 04 (August 1, 2021): 55–73. http://dx.doi.org/10.47832/2757-5403.4-3.5.

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The study aims to identify the organizational challenges facing school administrators in Tulkarem directorate from the point of view of the school principals themselves. In addition, it shows the impact of the variables related to the gender, qualification, experience and geographical location on organizational challenges. An online questionnaire was used as a tool to collect data. The study sample consisted of 138 male and female principals selected randomly. Moreover, the descriptive analytical approach was used to analyze the data through the SPSS statistical analysis software, and to draw the conclusions. The results of the research have shown that the section stating the principals' lack of familiarity with new developments in management science and the lack of valid basic data needed to prepare plans was great. In addition, the arithmetic average was very big for the sections stating the following: the proliferation of generalizations and decisions in such a way which makes following up their implementation take time and effort at the expense of other work, obligating schools to follow rules and instructions to the letter, poor cooperation between the school administration and senior levels of administration, and the regulations established on ideal grounds are difficult to be realistically complied with at schools. Moreover, the results have indicated that there were no individual differences in the most common organizational administrative challenges among public school principals in Tulkarem governorate according to gender, specialization, qualification and years of experience. The researcher recommends that schools should be provided with integral administrative staff, schools should be also provided with equipment and materials, principals should be given more authority especially with regard to students' problems, teachers should be provided and their teaching loads should be reduced, accurate scientific criteria should be established for selecting and training members of school administration, overlapping of school administration specialties should be avoided, and communication channels should be established between the school administration and educational administration.

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Gauthier, Roger-François. "H.S. Srivastava, Manuals for schools, a guide for school administration." Revue internationale d'éducation de Sèvres, no. 31 (December 1, 2002): 19–21. http://dx.doi.org/10.4000/ries.1827.

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McDonald, Catherine C., Jennifer Pinto‐Martin, Peggy Compton, Madeleine Parikh, and Zachary F. Meisel. "School nurse reported supply and administration of naloxone in schools." Public Health Nursing 37, no. 3 (February 24, 2020): 347–52. http://dx.doi.org/10.1111/phn.12715.

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Torres, A. Chris, Katrina Bulkley, and Taeyeon Kim. "Shared Leadership for Learning in Denver’s Portfolio Management Model." Educational Administration Quarterly 56, no. 5 (April 1, 2020): 819–55. http://dx.doi.org/10.1177/0013161x20906546.

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Purpose: This study examines how district governance and different school contexts in Denver’s portfolio management model affect shared leadership for learning. We define this as shared influence on instructional leadership and school-wide decision making, which research suggests have strong ties to student achievement and teacher commitment. Method: We analyze interview data from 53 administrators, teacher leaders, and teachers in eight case study schools and teacher surveys in 48 schools. In both data sets, we purposively sampled based on variance in school performance ratings and by school type (e.g., traditional public, standalone charter, charter management organization [CMO], and innovation schools). Findings: We find that perceptions of shared instructional leadership were generally high across the school contexts, though CMO and innovation schools had the highest perceptions in both the survey and case study data. Schools varied substantially in shared decision making, but innovation schools had higher average scores than other school models. Centralized policies and supports, alongside organizational visions spanning networks of schools, helped explain the enactment of shared leadership for learning. For example, schools within Denver’s “innovation” network shared a common vision of teacher empowerment, while CMOs that had more prescribed policies and practices across their schools had lower reported levels of shared decision making. Implications for Research and Practice: Portfolio management models that prioritize school-based autonomy and choice between different kinds of schools are proliferating in urban areas. Our study helps explain why and how shared leadership for learning differs between school models and explores important implications for this variation.

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Butler, Susan M., Elizabeth A. Boucher, Jennifer Tobison, and Hanna Phan. "Medication Use in Schools: Current Trends, Challenges, and Best Practices." Journal of Pediatric Pharmacology and Therapeutics 25, no. 1 (January 1, 2020): 7–24. http://dx.doi.org/10.5863/1551-6776-25.1.7.

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There are a significant number of students on maintenance medications for chronic diseases or with diagnoses that may result in medical emergencies requiring administration of medications in school. With passing of legislation in all 50 states allowing self-administration of emergency medications for allergic reactions and asthma, the landscape of medication use in schools is changing. These changes have raised questions about the need for legislation or policy development relating to self-carrying and self-administration of medications for other disease states, undesignated stock of emergency medications, and administration of medications by non-medical personnel. Medication administration in the school setting has become a complex issue, and this review will discuss current legislation related to medication use in schools and provide best practices for administering medications to children and adolescents while at school.

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Tarter, C. John, James R. Bliss, and Wayne K. Hoy. "School Characteristics and Faculty Trust in Secondary Schools." Educational Administration Quarterly 25, no. 3 (August 1989): 294–308. http://dx.doi.org/10.1177/0013161x89025003005.

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Astuti, Ninda Dwi. "HELLO PARENTS APPLICATIONS: DEVELOPMENT OF WEB-BASED SCHOOL ADMINISTRATION SYSTEM." AL-ISHLAH: Jurnal Pendidikan 12, no. 1 (June 30, 2020): 98–118. http://dx.doi.org/10.35445/alishlah.v12i1.173.

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The development of technology is currently developing very rapidly. This needs to be utilized in education, especially school agencies. Because currently there are many school activities that need to be developed so that the school system can develop for the better. The purpose of this study is to (1) facilitate the school administration system (2) make it easier for parents to see student’s academic development (3) create innovation in the school administration system. The method used in this study uses a qualitative approach and is developed with the waterfall model. The results of this study are the application design "Hello Parents" which is an application development system administration in web-based schools. This application contains big data in the form of school information, teacher information, student report cards, payments, school agenda, and student academic development.

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Mohammed Jamal Mohammed Al-Azeh, Mohammed Jamal Mohammed Al-Azeh. "Obstacles of applying electronic administration in school administration from the point of view of Jordanian school principals: معيقات تطبيق الإدارة الإلكترونية في الإدارة المدرسية من وجهة نظر مديري المدارس الأردنية." مجلة العلوم التربوية و النفسية 6, no. 14 (March 30, 2022): 60–78. http://dx.doi.org/10.26389/ajsrp.l070921.

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The study aimed at identifying the obstacles of implementations electronic administration in school administration from the point of view of the Jordanian school principals. To achieve this goal, the descriptive-analytical approach with its qualitative content was used, as interviews were conducted with 20 principals in the schools of the North Eastern Badia District of the Directorate of Education in Jordan. The study concluded that among the most important obstacles to the application of electronic administration in school administration is (1) the difficulty of solving technical problems faced by the school administration, (2) the lack of sufficient awareness among teachers of electronic culture and the importance of electronic administration applications in school administration, (3) the lack of classrooms containing the necessary electronic devices, (4) the lack of Funding and infrastructure that result in the inability to provide computer accessories, (5) and the lack of trained human cadres to apply electronic management in school administration. In light of the results that have been reached, it was recommended to emphasize the need to emphasize the training of principals in particular, and teachers in general, on the use of electronic management in administrative school work, and to prepare a guide for the concept of electronic management, its objectives, and its fields in school work, as this contributes to spreading a greater culture of management.

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Journal articles on the topic 'School administration'

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