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Journal articles on the topic 'School administrators'
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1
Albez, Canan, and Şükrü Ada. "School Administrators Skills in Organizing the Parent Participation Studies." Journal of Education and Training Studies 5, no. 4 (March 20, 2017): 165. http://dx.doi.org/10.11114/jets.v5i4.2184.
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The objective of this study is to ascertain administrator, teacher and parent opinions on the level of school administrators’ skills of organising parent participation efforts. The study group of the study conducted according to the descriptive survey model using the quantitative method consists of 273 school administrators, 916 teachers and 395 parents from primary schools, secondary schools and high schools, determined according to the stratified sampling method. The quantitative data of the research were obtained through the ‘scale for school administrators’ skills of organising parent participation efforts' applied to school administrators, teachers and parents after the validity - reliability studies were conducted. The study reached the conclusion that school administrators’ skills in organising parent participation efforts and the parent participation efforts conducted were inadequate.
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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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INCE, Zuhal, and Mustafa Fedai ÇAVUŞ. "The Effect of Management Skills of School Administrators on Organizational Citizenship Behavior of Teachers." Journal of Studies in Education 6, no. 3 (August 22, 2016): 124. http://dx.doi.org/10.5296/jse.v6i3.9791.
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Educational institutions are establishments that concern the majority of the society. The administrator of teachers and students in a school should motivate them to work together in the direction of the purposes of the school. The place of learning in education system is important. It should be known in which situations learning is adapted to teaching process. The school administrator should include the teachers to the decisions and should recognize the influencing factors of school management. Defining the skill levels about the management process of the school administrators who are the responsible ones for managing schools, the effect of this skills of the school administrators on organizational citizenship behaviors of the teachers constitute the purpose of the research. “Management Skills Scale” that was developed by Quast and Hazucha (1992) was used in the research. Level of the effect of management skills of the school administrators on organizational citizenship behaviors of the teachers is determined in the research. It has importance because the effectiveness in management skills of the school administrators who will lead the schools to success is going to be defined.
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Akan, Durdağı. "Effective School Evaluation in Primary Schools from the dimension of Parents." Journal of Education and Training Studies 5, no. 1 (December 21, 2016): 134. http://dx.doi.org/10.11114/jets.v5i1.2094.
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The aim of this study is to analyze the effectiveness of the primary schools depending on “parents” dimension according to the perceptions of administrator and teacher in terms of different variables. It employed descriptive survey model. Data was collected through effective school questionnaire with the aim of determining the perceptions of school administrators and teachers working in primary schools in Erzurum. 155 school administrators and 616 teachers were selected through simple random sampling method and the obtained data was analyzed through arithmetic mean t-test, one -way analysis of variance (ANOVA). The data revealed that the school administrators and teachers expressed parents had a medium-level contribution to the effectiveness of primary schools. It is likely to state that school administrators and teachers in different duty stations and professional seniorities had different opinions about the attitudes of parents related to the effectiveness of schools while school administrators and teachers had similar opinions.
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Hone-Warren, Martha. "Exploration of School Administrator Attitudes Regarding Do Not Resuscitate Policies in the School Setting." Journal of School Nursing 23, no. 2 (April 2007): 98–103. http://dx.doi.org/10.1177/10598405070230020701.
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Few school districts in the United States have policies relating to do not resuscitate (DNR) orders in the school setting. School administrators are the gatekeepers of policy development. Little is known about administrator attitudes related to DNR orders in the school setting. School nurses need to understand administrator attitudes in order to facilitate DNR policy development. This study explored the attitudes of 15 administrators about DNR orders in the school setting through structured interviews. Administrators were asked their attitudes about DNR orders in the school setting and about DNR policy implementation. The majority of administrators believed that DNR policies should not be developed for the school setting because of the emotions involved and lack of administrator knowledge related to DNR orders. The majority of administrators did agree that having a DNR policy would clarify how staff should respond to DNR orders at school.
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Khan, Asif. "A Case Study of Instructional Contributions of Community and Government Secondary School Administrators in Pakistan." Journal of Education and Vocational Research 4, no. 2 (February 28, 2013): 47–59. http://dx.doi.org/10.22610/jevr.v4i2.100.
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The study examined the instructional contribution of a community and government school administrator in Pakistan. While using qualitative tools to generate data, the research exclusively examined the administrators’ engagements in such instructional processes as conducting class visits, arranging inschool professional development programs, and contributing to curriculum enrichment. The study noted that as compared to government administrator, the community administrator seemed more active in the instructional processes of his school. The detachment of the government administrator from classroom practices had many implications that also influenced the quality of education in the government school. On the basis of the findings of this study, I maintain that the efficiency of school administrators is contingent upon multiple elements, such as provisions of job related training, introduction of an effective accountability tool, support of instruction oriented educational officials, and contribution of community/parents The study suggested Pakistan should address the above-mentioned elements when defining the instruction-oriented role of school administrators in the country.
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Durgun, Serpil. "Organization communication problems and the ways of solving these problems of school administrators working at secondary schools." Pegem Eğitim ve Öğretim Dergisi 1, no. 2 (June 1, 2011): 57–68. http://dx.doi.org/10.14527/c1s2m6.
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The purpose of this qualitative study is to determine organizational communication problems and the ways of solving these problems from the views of school administrators working at secondary schools. The sample of this study consists of 14 school administrators in 7 secondary schools in Mersin. The data were gathered by utilizing interview technique through a semi-structured interview including 16 questions which were developed by the researcher. The data collected through interviews were content-analysed including the process of identifying, coding, and categorising the primary patterns of data. Regarding administratoradministrator communication, results indicated that there is no problem. On the other hand, the results of this study provide evidence that school administrators have a number of significant organizational communication problems regarding administrator-teacher, administratorstudent, and administrator-parent communication. In addition, analysis of data revealed that there are some differences among female and male school administrators in defining organizational communication problems and proposing solutions to these organizational communication-related problems.
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Keeler, Carolyn M. "Exploring the Validity of Standards for School Administrator Preparation." Journal of School Leadership 12, no. 5 (September 2002): 579–602. http://dx.doi.org/10.1177/105268460201200506.
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The purpose of this study was to investigate the validity of the Idaho Foundation Standards for School Administrators, an adaptation of the ISLLC standards, as the basis of Idaho administrator preparation. If the objective of creating standards is to prepare administrators to lead successful schools, then a preparation program based on the standards should result in principals who get higher achievement results, create responsible citizens, or otherwise produce successful students. Data from three sources, building administrators, superintendents, and administrative interns, were compared to the standards. Identified areas of need not addressed by the standards included counseling skills, training in change strategies, and the laws governing programs for special populations. This exploratory research into the validity of the Idaho Foundation Standards for School Administrators has resulted in the identification of some discrepancies between administrator preparation, the standards, and administrator practice. Results will be used in revising program curriculum to meet both administrators’ needs in the field and the new National Council for Accrediation of Teacher Education (NCATE) program accreditation guidelines.
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Mukazhanova, A. М., and K. M. Nagymzhanova. "Causes of conflicts between teachers and school administrators in schools according to the teachers’ pеrspective." BULLETIN of the L.N. Gumilyov Eurasian National University. PEDAGOGY. PSYCHOLOGY. SOCIOLOGY Series 146, no. 1 (2024): 242–53. http://dx.doi.org/10.32523/2616-6895-2024-146-1-242-256.
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Conflict is a condition that defines a social life. Conflicts and disagreements can arise as a result of differences in values, beliefs, personalities, goals and perceptions of individuals. In an educational organization it is common to have conflicts between teachers and administrators for various reasons. However, it is essential for both parties to cooperate, interact and work together in order to prevent or resolve conflict situations that have arisen. The purpose of the study is to try to determine the causes of conflicts between teachers and school administrators according to the teachers' perceptions. The participants of the research consisted of 30 schools from the city of Ust-Kamenogorsk, Kazakhstan, including Kazakh, Russian and Kazakh-Russian mixed schools all over the city, and 432 teachers who worked in these schools during the academic year 2019-2020. The data were collected using “Personal Information Form” and the “Reasons of Conflict Questionnaire”. The arithmetic means and standard deviation of the organizational conflict questionnaire determined the results of the study. The results of the study revealed, according to the teachers’ perspective the items that “mostly” causes conflicts in schools are the following: “Too much paperwork”, “The administrator keeps teachers under constant and tight control”, “The administrator interferences in teacher's private life”, “The administrator punishes failure rather than rewarding success”, “Differences in perception”, “The administrator is too distant from teachers”, “The administrator pretends to consult teachers when he/she makes the decision”, “The administrator looks down on teachers”, “The administrator neglects his/her responsibilities due to professional incompetence”, “The administrator’s favoritism policy”, “The parties have different views on the management methods”, “The administrator trusts only close people to him/her at school”, “The administrator always uses only written communication type”. As a result, it was concluded that Ust-Kamenogorsk has an unsatisfactory school environment which must be eliminated.
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Aramburo, Corrine, and Janelle Rodl. "Boosting School Administrator Confidence When Evaluating Special Educators Through District Support and Training." Journal of School Administration Research and Development 5, no. 2 (December 4, 2020): 86–95. http://dx.doi.org/10.32674/jsard.v5i2.3147.
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This current study is an exploratory, secondary data analysis of a survey assessing training, district support, and confidence of school administrators when it comes to special education teacher evaluation. The present study specifically examines (a) if the influence of district training regarding special education teachers influences the confidence of school administrators to evaluate and observe special education teachers, (b) if administrators with a general education credential differ from administrators with a special education credential regarding the type of district support needed to better evaluate special education teachers; and (c) if possessing a special education credential influences an administrator’s confidence when evaluating both general and special education teachers at their school site. Results indicated that district training regarding special education teacher evaluation increased administrator confidence and that administrators with general education credentials desired more district support overall than did their counterparts with a special education credential. The data also showed that administrators with a special education credential felt significantly more confident evaluating special education and general education teachers than did their counterparts from general education backgrounds. Implications for the field of special education evaluation and future directions are discussed.
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Karimah Darojat and Heri Purwanto. "Considering Kyai's Transformational Leadership Style for Employee Engagement of Islamic Boarding School Administrators, mediated by Self-Efficacy." ORGANIZE: Journal of Economics, Management and Finance 2, no. 3 (December 19, 2023): 146–55. http://dx.doi.org/10.58355/organize.v2i3.57.
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Islamic boarding school administrators are the determinants of the running of activities at the Islamic boarding school. The service carried out by administrators is generally without material rewards so that their attachment to the management organization is largely determined by the caregivers as the center of Islamic boarding school leadership. Confidence in the management's own abilities is also a supporting factor in carrying out service duties. The method used in this research is a quantitative method, using a transformational leadership style scale, employee engagement scale and self-efficacy scale. The aim of this research is to prove the influence of the transformational leadership style of caregivers as the main leaders on employee engagement of Islamic boarding school administrators, as well as support from the self-efficacy of administrators as a form of readiness in carrying out service duties. The results of this research show that the transformational leadership style significantly influences the employee engagement of Islamic boarding school administrators, F(1,39) = 58.243, P < 0.01 with R2 = 0.599, and this result is stronger when mediated by their self-efficacy. administrator with results F(2,38) = 40.268, P < 0.01 with R2 = 0.679. This means that the transformational leadership style possessed by kyai influences the engagement of Islamic boarding school administrators, this is also supported by the existence of self-efficacy as the administrator's belief in their own ability to carry out their service duties.
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Kearney, W. Sean, and Page Smith. "Student Bullying, Teacher Protection, and Administrator Role Ambiguity." Journal of School Leadership 28, no. 3 (May 2018): 374–400. http://dx.doi.org/10.1177/105268461802800305.
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This investigation examines the impact teacher protection and principal role ambiguity have on elementary school student bullying. Data were collected from 1,554 teachers and 198 campus administrators from 104 elementary schools in Texas. HLM analyses are employed to identify the effect that teacher protection, administrator role ambiguity, school size, and socioeconomic status have on student bullying. The findings indicate when teachers espouse a belief in protecting students from bullying and administrators clearly understand their roles, bullying incidents decrease. Thus, enhancing teacher protection and administrator role clarity may serve as useful tools to help educators reduce incidents of school bullying.
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Sairam, Boonchauy, Chaiyuth Sirisuthi, and Kanjana Wisetrinthong. "Development of Program to Enhance Team Building Leadership Skills of Primary School Administrators." International Education Studies 10, no. 7 (June 27, 2017): 143. http://dx.doi.org/10.5539/ies.v10n7p143.
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Team building leadership skills are important to understandings of how the primary school administrators might work towards creating more effective teamwork in the school. This research aimed 1) to study the components of team building leadership skills needed for primary school administrators, 2) to examine the current states and desirable conditions and needs for team building leadership skills of primary school administrators, 3) to develop team building leadership skills for primary school administrator enhancement program, and 4) to explore the efficiency level of team building leadership skills of primary school administrator enhancement program by using the developmental research process. Sampling and data collection were as follows: step one, collect data from the relevant literature, publications, online research and academic databases regarding leadership and team building skills. Moreover, the components of team building leadership skills were verified by 9 experts. Step 2, 379 primary school administrators of the planning programs were consulted for studying current states and desirable characteristics of team building leadership skills and needs in development of primary school administrator enhancement program. Step 3 required 9 experts to evaluate and comment on the program. Step 4 required a group of 20 primary school administrators under the Office of Ubonratchathani Education Service Area Zone 2 for efficiency assessment. Research instruments were a questionnaire and an evaluation form. Statistics used in data analysis and verification were percent, means, standard deviation, Modified Priority Needs Index (PNImodified) and Independent t-test. The research results showed that team building leadership skills of primary school administrators’ enhancement program consisted of 5 toolkits. The application of the program showed that the participants receiving the development of team building leadership skills of primary school administrators’ enhancement program had higher team building leadership skills after the development than before. The primary school administrators manage teamwork more efficiently and the overall progress of team building successfully.
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Saba, Nosheen, Abdul Ghaffar, and Amir Zaman. "Epistemological Beliefs and Practices in High Schools of Khyber Pakhtunkhwa: Teachers’ Perspective." Global Regional Review II, no. I (December 30, 2017): 228–40. http://dx.doi.org/10.31703/grr.2017(ii-i).16.
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This paper describes teachers perceptions about the epistemological beliefs of the administrator, about school setting and what are the effects of these practices on effective school culture. Open-Ended interview questions were constructed to collect data and distributed among a sample of respondents. 16 teachers from 16 schools with one teacher from each school were selected randomly through convenient sampling technique. The study was guided by two research questions: How teachers perceive administrative beliefs and practices? How epistemological beliefs of administrators affect their practices? Themes and categories were examined to determine what administrators epistemological beliefs are and what administrators perceive they do in their schools to enact their epistemological beliefs. The study also concluded that better beliefs and practices of school principals have a very effective role in the school setting. The research design used for this study was qualitative approach, which further involved case study based on data grounded theory.
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Gokyer, Necmi, İlkay Okay, Berkan Okay, and Umran Gokyer. "The Relationship between Teachers' Perceptions of Compliance with the Psychological Contract and School Administrators' Empowering Leadership Behaviors." International Journal of Contemporary Educational Research 10, no. 2 (June 26, 2023): 395–410. http://dx.doi.org/10.52380/ijcer.2023.10.2.319.
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The aim of this study is to examine the effect of school administrators’ empowering leadership behaviors on the psychological contract perceptions of secondary education institution (high school) teachers. The population of the study consists of 2,878 teachers who were working at 47 high schools located in central Elazığ during the 2019-2020 school year. The sample of the study consisted of 470 teachers selected from 12 schools using the stratified sampling method. Data were collected by using the "Scale for School Administrator Compliance with Psychological Contract" developed by Koçak (2016) and the “Scale for Teacher Compliance with Psychological Contract". Teacher perceptions of the level to which school administrators displayed empowering leadership behaviors were measured by using the Empowering Leadership Behaviors Scale developed by Konczak and Stelly and Trusty (2000) and adapted to Turkish by Aras (2013). It was found that teachers had high perceptions of school administrator compliance with psychological contract (SACPC) and that they also had a high level of compliance with psychological contract (STCPC). Additionally, it was found that teacher perceptions of school administrators displaying empowering leadership behaviors (OYGLD) were also high. Perceptions of teachers who had been working for 7-11 years in the same school regarding school administrator compliance with psychological contract were higher than those of teachers who had been working in the same institution for 2-6 years. Moderately positive and significant relationships were found between the Scale for School Administrator Compliance with Psychological Contract (SACPC), the Scale for Teacher Compliance with Psychological Contract (STCPC) and its subdimensions, and the Empowering Leadership Behaviors Scale (ELBS). The variables of deciding on one’s own, knowledge sharing and innovative performance did not have a significant impact.
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Chatchawaphun, Pimpisa, Suwat Julsuwan, and Boonchom Srisa-ard. "Development of Program to Enhance Strategic Leadership of Secondary School Administrators." International Education Studies 9, no. 10 (September 28, 2016): 34. http://dx.doi.org/10.5539/ies.v9n10p34.
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<p class="apa">This research aimed to 1) study principles, attributes and skills needed for secondary school administrators, 2) investigate current situations, desirable conditions and needs for strategic secondary school administrators, 3) develop a strategic secondary school administrator enhancement program, and 4) explore the efficiency level of the strategic secondary school administrator enhancement program by using the developmental research process. Sampling and data collection were as follows: step one, collect data from the relevant literature, publications, online research and academic databases regarding leadership and strategic leadership. Moreover, in-depth interviews were conducted with 7 informants while the elements of strategic leadership were verified by 7 experts. Step 2, 369 directors, deputy directors and heads of the planning programs were consulted for studying current conditions of strategic leadership and needs in development of a strategic secondary school administrator enhancement program. Step 3 required 7 experts to evaluate and comment on the program. Step 4 required a group of 15 directors from 4 schools under the Office of Secondary Schools Services Area Zone 30 for efficiency assessment. Research instruments were an interview form, a questionnaire, and an evaluation form. Statistics used in data analysis and verification were percent, means, standard deviation, Modified Priority Needs Index (PNI<sub>modified</sub>) and Independent t-test. The research results showed that the strategic leadership for secondary school administrators’ enhancement program consisted of 3 modules as module 1 principles of strategic leadership, module 2 strategic leadership attributes and module 3 strategic leadership skills. The application of the program showed that the participants receiving the development for the secondary school administrators’ enhancement program had higher strategic leadership after the development than before, and managed the school more efficiently.</p>
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Retelle, Ellen, and Wendy Poole. "Identity-Based Othering and Collaborative Leadership: Implications of Contradictory Messages for New Administrators." Journal of School Leadership 16, no. 3 (May 2006): 319–50. http://dx.doi.org/10.1177/105268460601600305.
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A study of beginning administrators in a school district reveals that they receive contradictory messages about school leadership. Although the school district emphasizes collaborative, facilitative leadership through documents and orientation of new administrators, bureaucratic, political, and identity-based messages reinforce traditional hierarchical structure and the othering of teachers. The contradictions make it difficult for new administrators to develop strong, coherent identities. Those who possess a strong sense of leadership dentity at the beginning of their 1st year as administrators may have a better chance of resisting the pull of traditional leadership models. Although the findings are not generalizable, they raise important contemporary issues in the identity development of new administrators. This article examines the teacher–administrator relationship, particularly the “we–they” construction that tends to underlie the relationship. The norm of othering tends to exist whether parties perceive the teacher–administrator relationship in their particular settings to be generally positive or adversarial. The focus of this article is how vice principals in one school district, while making the transition from teaching to administration, make sense (or not) of the teacher–administrator relationship.
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Stone, Carolyn. "School Administrators and School Counselors’ Legal and Ethical Alliance." Professional School Counseling 26, no. 1c (November 15, 2022): 2156759X2211346. http://dx.doi.org/10.1177/2156759x221134668.
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The importance of a cooperative school administrator–school counselor alliance is explored against the backdrop of legal proceedings involving professionals in both disciplines who at different points could have prevented or averted lengthy, energy-draining legal action. Most legal battles involving school administrators and school counselors revolve around child abuse reporting, confidentiality, and advocacy for equitable educational opportunities. An examination of case law, statutes, office of civil rights investigations, and other legal proceedings underscores the implications and consequences of school administrators (e.g., principals and assistant principals) and school counselors neglecting to understand disparate, and often mutual, legal and ethical imperatives. An alliance can afford greater comfort for both educational fields in ambiguous and situational dilemmas that are part of the daily work of school administrators and school counselors. Positive collaboration also can lead to increasing opportunities to develop social capital and better support outcomes for students.
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Eisinger, Peter K., and Richard C. Hula. "Gunslinger School Administrators." Urban Education 39, no. 6 (November 2004): 621–37. http://dx.doi.org/10.1177/0042085904266995.
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ERTÜRK, Ramazan. "The Relationship Between Supportive Behaviors of School Administrators and Psychological Empowerment According to Teacher Perceptions." Bartın University Journal of Faculty of Education 12, no. 3 (July 11, 2023): 446–59. http://dx.doi.org/10.14686/buefad.1072689.
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This study aims to determine the relationship between school administrators' supportive behaviours and psychological empowerment according to teacher perceptions, relational survey model as a quantitative research method was used. The population of the study consisted of 400 teachers working at primary schools in central Bolu, Turkey in the 2020-2021 academic year. As data collection instruments, Administrator Support Scale (PSS) and Psychological Empowerment Scale (PES) were used. Since the data showed normal distribution, parametric tests were employed in the analysis of the data. According to the results of the study, the fact that the teachers' perceptions of the supportive behaviors of the school administrators in terms of emotional and educational support are at the level of slightly agree shows that school administrators are inadequate at supporting teachers emotionally and educationally. Since the school administrators who should be the closest source of information in the professional development of the teachers have supervision and guidance duties, it should be taken into consideration that they are incapable of supporting the teachers in educational sense. That the teachers’ perceptions of psychological empowerment in the dimension of self-determination are at the moderate level is also a striking result. There is a positive and highly significant relationship between the supportive behaviours of school administrators and teachers' perceptions of psychological empowerment. Supportive behaviors of school administrators are a significant predictor of teachers' perceptions of psychological empowerment
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Koçak, Ercay. "Eğitim Yöneticilerinin Stres Düzeyleri ve Stres ile Başa Etme Yöntemlerinin İncelenmesi." International Journal of Social Sciences 7, no. 30 (June 20, 2023): 1–14. http://dx.doi.org/10.52096/usbd.7.30.01.
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The aim of this study is to examine the stress levels of educational administrators and methods of coping with stress. One of the most important criteria for schools to be able to achieve the goals they have determined in advance, that is, to be effective, is school principals as an administrator. The task of the school administrator is to evaluate the resources in the school in the most efficient way, in accordance with the goals of the school. School principals have very important tasks in reducing or eliminating the existing sources of stress in the school environment. A good education manager is someone who tries to get to know his staff and can also deal with their problems. For this reason, they should be able to provide professional guidance, especially to newly appointed education administrators, from the preparation of plans to the solution of in-school and out-of-school problems, as well as provide the moral support they will need. He should be able to use his authority to eliminate or reduce the sources of institutional stress. School and course schedules should not be changed every year unless they are needed by education administrators. Changes should be made only in accordance with today's requirements. The problem of overcrowding of classrooms must be solved. This can be solved by allocating more financial resources to the education sector, by making new schools and appointing enough teachers. Since schools are one of the most stressful environments of our society, education managers are one of the most important building blocks of this environment. Education administrators are Decently acting as a bridge between National Education and teachers, teachers and students, and teachers and parents. All problems that may occur in the working environment are tried to be resolved by contacting the school principal. In this case, it is inevitable that education managers will encounter the most commonly used word today, namely “stress”. In the rankings of stress sources that affect education managers the most, it is observed that the management understanding factor usually ranks first. Efforts to manage the school, which are seen as a critical factor in educational administrator stress, are perceived as highly stressful. Key Words: Education Manager, Stress Levels, Methods of Coping with Stress
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Beard, Karen Stansberry, and Sara I. Thomson. "Breaking Barriers: District and School Administrators Engaging Family, and Community as a Key Determinant of Student Success." Urban Education 56, no. 7 (January 9, 2021): 1067–105. http://dx.doi.org/10.1177/0042085920987284.
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This qualitative case study explored administrators’ perceptions of family and community engagement activities that enhanced student well-being and ultimately impacted academic achievement in one urban district. Template analysis of 11 semistructured interviews and observation notes employed the positive psychology well-being theoretical construct, PERMA(H). Illuminated was the administrations’ focused attention to student attendance, engagement, and well-being preceded academic achievement gains. The narratives addressing identified non-academic barriers informed six key findings. The findings are supported by 19 specific administrator activities that could be useful for other urban administrators desiring to address non-academic barriers to improve academic achievement.
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Antonio A. Remojo and Gary C. Garcia. "MANAGEMENT VALUES AND EDUCATIONAL PRODUCTIVITY OF SCHOOL ADMINISTRATORS." Journal of Educational and Human Resource Development (JEHRD) 2 (December 10, 2014): 168–79. http://dx.doi.org/10.61569/cex8jt31.
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The extent of commitment of school administrators to management values is considered to be vital in development. Differences in value commitments among groups of administrators and the association between levels of management values as possessed and the levels of educational productivity measured in terms of subordinates' job satisfaction were determined. The study reveals that administrator groups vary in their commitments to management values. Secondary school administrators showed reliable commitments while primary school administrators showed varying commitments to values. Educational productivity levels in terms of job satisfaction were high in advancement and work interest but low in terms of giving responsibility to the teachers.
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Riyaphan, Kusuma, and Patumphorn Piatanom. "The Competencies in School Administration of School Administrators as Perceived by Teachers in School under the Bangkok Secondary Educational Service Area Office (BSESAO), Thailand." Shanlax International Journal of Education 11, no. 3 (June 1, 2023): 37–44. http://dx.doi.org/10.34293/education.v11i3.6156.
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The purposes of this research were to study and compare a competency in school administration of school administrators as perceived by teachers in school under the BSESAO. The study employed a survey research design with samples consisting of 308 teachers in the academic year 2022. The samples were categorized by using the Cohen’ sample sizes which were selected by stratified random sampling. The instrument was a questionnaire with a reliability of 0.986. Mean, standard, t-test, One-way ANOVA, and Scheffe’s multiple comparison method were used to analyze the data. The findings were as follows: 1) the results of competency in school administration of school administrators was at high level, considering each dimension of the opinion, all of them were also at high level; and 2) the comparison’ s levels of school administrators: the opinions’s competency in school administration of school administrators with different service area offices, academic standings, and school sizes were found to be no difference.
Keywords: Competency, School administration, School administrators, Competency of Thai School Administrator
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Şahin, Fatih, and Hasan Tabak. "Investigation of School Administrators’ Humour Styles and School Climate according to Teacher Perceptions." Acta Educationis Generalis 10, no. 3 (December 1, 2020): 34–49. http://dx.doi.org/10.2478/atd-2020-0019.
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Abstract Introduction: This research aims to determine the humour behaviours of school administrators according to teacher perception and to reveal the relationship between humour behaviours and school climate. Methods: The research was carried out in a survey model. The data of the study were obtained from 221 primary school teachers working in Ankara and Aksaray provinces via a questionnaire created online. Regression analysis technique was used to determine the relationship between variables. Results: According to the results of the research, school administrators showed relatively more positive humour (producer-social humour and affirmative humour) behaviours. In terms of climate, it is seen that the perception of a positive school climate (supportive and intimacy based school climate) is higher than the negative ones. When the relationships between the variables were examined, it was seen that there was a definite increase in the school climate with the school administrator using humour positively. With the rise in the use of refusing or sarcastic humour, there was an adverse increase in school climate. Discussion: According to these results, it can be argued that humour behaviours of school administrators are an essential determinant in the context of creating a positive school climate in schools. Limitations: Data from the sample of the study were collected through online questionnaires. Therefore, this research has no claim of generalisability. Conclusions: Therefore, it is necessary to increase the knowledge and sensitivity of school administrators on how to use and manage humour.
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Çetin, Münevver, and Meral Halisdemir. "School Administrators and Generation Z Students’ Perspectives for a Better Educational Setting." Journal of Education and Training Studies 7, no. 2 (January 3, 2019): 84. http://dx.doi.org/10.11114/jets.v7i2.3773.
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The purpose of this study is to examine the school administrators and Generation Z’s perspectives towards each other. The conflict between school administrators and the emerging generation has always been a hot-debate research topic, and it is undeniable that each generation with new defining characteristics make this subject to be worthwhile to re-consider and re-discuss. For this research, from various schools in Istanbul, Kadikoy province, 15 different school administrators and 20 different students of Z generation which were born 2000 and after were volunteered to participate to the research group. This study employed phenomenology pattern and semi- structured negotiation for data collection, and the analysis of the data has been done by using NVIVO 10 program. The study revealed that there are numerous factors that affect the school administrator’s lives: new demands and challenges emerging with new generation, the adaptation problem to the modern instructional technologies and computer-aided teaching system, the role ambiguity, parent’s approach and outside relations influence quality and school management adversely. On the other hand, the analysis of Generation Z student’s perspective brings up a new perspective to the issue of generation gap. From their perspective, the school administrators fail to act in accordance with the changing time and its demands. Most important of all, the generation gap causes the problem of communication, empathy and identification, and this has a decisive, particularly negative influence on their perspective of school life and school administrators. In this study, expectations, responses and critical insights are examined from the lenses of school administrators and students in a way to provide recommendations that could be remedy for the concerns of the school administrators and Generation Z students not only in theory but also in practice.
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Dodson, Tammy. "Advocacy and Impact: A Comparison of Administrators’ Perceptions of the High School Counselor Role." Professional School Counseling 12, no. 6 (August 2009): 2156759X0901200. http://dx.doi.org/10.1177/2156759x0901200606.
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This article compares administrators’ perceptions of the high school counselor role in a Recognized ASCA Model Program (RAMP) versus the perceptions that administrators had of the high school counselor role in counseling departments that had not received the RAMP designation. An analysis of the data revealed that administrators from both RAMP and non-RAMP designated counseling programs had both positive and negative perceptions of the appropriate and inappropriate roles of the school counselor role. The most significant finding in the administrator perceptions was that RAMP administrators viewed their school counselors as having a significant role in collaborating with teachers to present guidance curriculum lessons.
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Hecht, Amelie A., Jacob M. Grumbach, Karla E. Hampton, Kenneth Hecht, Ellen Braff-Guajardo, Claire D. Brindis, Charles E. McCulloch, and Anisha I. Patel. "Validation of a survey to examine drinking-water access, practices and policies in schools." Public Health Nutrition 20, no. 17 (September 12, 2017): 3068–74. http://dx.doi.org/10.1017/s1368980017002312.
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AbstractObjectiveEnsuring ready access to free drinking-water in schools is an important strategy for prevention of obesity and dental caries, and for improving student learning. Yet to date, there are no validated instruments to examine water access in schools. The present study aimed to develop and validate a survey of school administrators to examine school access to beverages, including water and sports drinks, and school and district-level water-related policies and practices.DesignSurvey validity was measured by comparing results of telephone surveys of school administrators with on-site observations of beverage access and reviews of school policy documents for any references to beverages. The semi-structured telephone survey included items about free drinking-water access (sixty-four items), commonly available competitive beverages (twenty-nine items) and water-related policies and practices (twenty-eight items). Agreement between administrator surveys and observation/document review was calculated using kappa statistics for categorical variables, and Pearson correlation coefficients and t tests for continuous variables.SettingPublic schools in the San Francisco Bay Area, California, USA.SubjectsSchool administrators (n 24).ResultsEighty-one per cent of questions related to school beverage access yielded κ values indicating substantial or almost perfect agreement (κ>0·60). However, only one of twenty-eight questions related to drinking-water practices and policies yielded a κ value representing substantial or almost perfect agreement.ConclusionsThis school administrator survey appears reasonably valid for questions related to beverage access, but less valid for questions on water-related practices and policies. This tool provides policy makers, researchers and advocates with a low-cost, efficient method to gather national data on school-level beverage access.
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BEYTEKİN, Osman Ferda, and Bahar YAZICI. "AN EDUCATIONAL POLICY CHANGE: THE CONFLICTS IN SCHOOLS IN THE PROCESS OF ONLINE EDUCATION." IEDSR Association 7, no. 20 (July 22, 2022): 31–50. http://dx.doi.org/10.46872/pj.558.
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The online education process has caused conflicts between school administrators and teachers because it is a new situation and the need to adapt to this new situation quickly. This study aims to examine the teacher-administrator conflicts experienced in schools in the online learning process according to the opinions of teachers. In line with this purpose, the researchers have been sought answers to these questions; “What is the role of school administrators in the online learning process?”, “What are the conflicts that teachers have with school administrators in the process of online learning?”, “How do conflicts between teacher and administrator affect the teaching process in the online learning process?”, “What are the proposals to resolve these conflicts in the online learning process?". The working group of the study consists of 12 secondary school teachers who applied online education in Manisa province during the 2020-2021 academic year, selected by the criterion sampling method. In the research, the phenomenological method was used as one of the qualitative research designs. A semi-structured interview form was used in the data collection process. The collected data were interpreted using the content analysis method and supported by one-to-one quotations from the participants. According to the research findings; it has been determined that the school administrator has roles as a planner, supervisor, and informer in the online education process. The findings revealed that conflicts have arisen due to reasons such as lack of communication, lack of empathy, wrong management style, and inability to adapt to the process in the online education process. The reflection of these conflicts in the teaching process was in the form of lack of motivation, fatigue, and inefficiency. Teachers' suggestions for solutions to the conflicts experienced in this process include effective communication by school administrators, improving their digital age skills, increasing cooperation, and developing effective organizational skills.
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Khanthap, Juladis. "Innovative Leadership Factors and Leader Characteristics that Affecting Professional Learning Community of Primary Schools in Bangkok and Its Vicinity." World Journal of Education 12, no. 4 (August 15, 2022): 50. http://dx.doi.org/10.5430/wje.v12n4p50.
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This research aimed to investigate the innovative leadership factors and leader characteristics of school administrators in affecting teachers’ involvement in the professional learning community of primary education schools in Bangkok and its vicinity of Thailand. Hence, the researcher would shed light on a linear structural relationship model to examine the impacts of innovative leadership factors and leader characteristics of primary school administrators on teachers’ involvement in the professional learning community. A quantitative approach survey design was employed in this research. A total of 840 respondents responded to questionnaires in a proportional of two teachers to one school administrator from 280 primary schools. The respondents participated in a survey utilizing a multi-stage sampling technique. The researcher planned to test whether the identified innovative leadership factors and leader characteristics are fitting with empirical data as the key research output. The findings indicated that there was a total of five innovative leadership factors and three leader characteristics in a professional learning community model. The linear structural relationship model was supported to the empirical data, with χ2 = 42.321, df = 31, χ2 /df = 1.3652, CFI = 0.998, TLI = 0.997, RMSEA = 0.021, and SRMR = 0.01, p = 0.0845. In conclusion, the linear structural relationship model for primary school administrators has a goodness of fit with the attained data. Finally, the findings of this research have successfully proposed a linear structural relationship model that would be guidelines for a primary school administrator to develop his capabilities to promote a professional learning community.
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Raksanakorn, Kuljira, and Supattarasak Khumsamart. "The Management Model for Effectiveness of Primary Schools Administrators Administrators." World Journal of Education 10, no. 6 (December 16, 2020): 35. http://dx.doi.org/10.5430/wje.v10n6p35.
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The present research aimed to investigate current and desirable states of the effective management of primary schools and to develop the model of effective management of primary schools. The present research consisted of 6 phases. In Phase 1, rationale, and related theories and a review of literature were studied to formulate the conceptual framework and knowledge of elements of effective management of primary schools; in Phase 2, the pilot study on those components was conducted, and the concept on the predetermined components was revised. In Phase 3, a focus group discussion on the components of effective management was held, and the concept was further developed. Phase 4 involved investigating the current and the desirable states as well as the needs for effective management of primary schools; simultaneously, statistical results were taken into account to improve management. In Phase 5, the model of effective management was created. The final phase involved public hearing for evaluation, confirmation, and approval of the model. The samples of this study were 370 of school administrators and teachers. The target group for the pilot study was primary school administrators from three schools awarded with the Best Practice, while that for a focus group discussion included 10 qualified experts. In addition, the target group for public hearing was 39 stakeholders, namely 1 administrator and 10 teachers from each school. The research instruments were a content validity evaluation form, a questionnaire and an evaluation, confirmation and approval form. Assessment of content validity showed that the reliability coefficient of the questionnaire was 0.98 with the 0.60 – 1.00 IOC range. Statistics used for data analysis included frequency, percentage, means, standard deviation and priority needs index using PNImodified. The research Results were as follows: Overall, the current state of management of primary schools was at a moderate level. When each element was considered individually, it was found that organizational cultures and strategic management had the highest level of opinions, whereas information technology had the lowest level. As regards the desirable state, effective management of primary schools was overall at the highest level. In this aspect, leadership had the highest level of opinions, while strategic management came second; school effectivenesshad the lowest level. What’s more, sorted by priority levels, the aspect with the highest priority was information technology, followed by a learning organization, leadership, strategic management, effectiveness of schools and organizational cultures. In relation to appropriateness of the model of effective management of primary schools, the results indicated that the elements had overall 96.07 percent approval and 3.93 percent disapproval. Among all elements, leadership had the highest percentage points, followed by organizational cultures, and a learning organization had the lowest percentage points. Moreover, all elementsin this aspect had more than 87.20 percent. As regards utility, the elements had overall 96.87 percent approval with 3.13 percent disapproval; strategic management had the highest percentage points, followed by school effectiveness, and information technology with the lowest percentage points. All elementsin this aspect had above 87.20 percent. As for feasibility, the results showed that the elements had overall 97.33 percent approval and 2.67 percent disapproval. Of all elements, strategic management had the highest percentage points, followed by organizational cultures, whereas information technology had the lowest percentage points. All items in this aspect had above 87.20 percent.
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Brulles, Dina. "School District and Researcher Collaboration: A School Administrator’s Practice and Perspective." Gifted Child Today 42, no. 2 (April 2019): 81–85. http://dx.doi.org/10.1177/1076217518825372.
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The author, as a school administrator, wrote this article to describe an effective collaboration with several universities on research projects that benefit both institutions. The outcomes described here focus on the process involved in such collaborations and the benefits to the school district these collaborations can create. Directed toward other school administrators, the article outlines processes employed to encourage similar partnerships between other school districts and universities. Based largely on the collaborative partnership between Paradise Valley Unified School District (PVUSD) and the College of William & Mary, the author shares a framework for initiating and planning such collaboration from a school administrator’s perspective. Within this framework, she describes approaches for obtaining administrative support, methods for planning proactively, suggestions for allocating time and resources, and the importance of integrating projects into existing structures and aligning them to district initiatives. The outcomes discussed describe what schools can expect from these collaborative partnerships. These outcomes can include professional learning opportunities with leading experts in the field, free curriculum and other resources, and access to school or district research-based data that have been analyzed by the higher institution’s researchers.
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Ata, Erol, and Nezahat Güçlü. "The relationship between selfself-efficacy beliefs of school administrators and effective school leadership." Journal of Human Sciences 15, no. 2 (June 3, 2018): 1137. http://dx.doi.org/10.14687/jhs.v15i2.5197.
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The aim of this study is to examine the relationship between self-efficacy beliefs of school administrators working in Anatolia High Schools and Vocational High Schools and effective school leadership. In line with the aim of the project, self-efficacy, school administrators’ self-efficacy, effective school leadership and a conceptual framework were explained in introduction part of the study. The sample of the study is comprised of 60 school administrators and 1050 teachers working in Central Anatolia Region cities Kırşehir, Kayseri, Ankara, Nevşehir, Kırıkkale, Aksaray and Yozgat. The School Administrators Self-Efficacy Scale formed by McCollum, Kajs and Minter (2009) was used in order to obtain data from the school administrators in the study. Furthermore, The Effective School Leadership Scale formed by the researcher with the help of the questionnaires used by Balcı (2001) and Dağlı (2000) so as to measure the effective school leadership. The validity and reliability studies of the both scales used in the study were carried out by the researcher. According to the findings of the study, there is a significant relationship in the same way between the self-efficacy beliefs of the school administrators and the effective school leadership levels according to the opinions of the teachers. The self-efficacy levels of the school administrators also predict their effective school leadership levels. The self-efficacy beliefs of the school administrators and the effective school leadership levels according to the opinions of the teachers were measured in high levels.
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Khan, Dania Shoaib, and Dr Zehra Habib. "EFFECTIVENESS OF COMMUNITY SCHOOL NETWORKING FOR CHILDREN WITH AUTISM: PERSPECTIVES OF TEACHERS AND SCHOOL ADMINISTRATORS." Pakistan Journal of Rehabilitation 12, no. 2 (July 6, 2023): 24–34. http://dx.doi.org/10.36283/pjr.zu.12.2/005.
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Objective: In order to provide equal educational opportunities, community school networking is an emerging trend to facilitate inclusion of children with mild-moderate Autism. This quantitative research aims to investigate the effectiveness of community networking for children with Autism from Pakistani lower socio-economic stratum of society. Study Design: Qualitative Research Design Study Settings and Participants: Six mild-moderate autistic children were enrolled in three mainstreams schools and a liaison between these schools, and a rehabilitation center located in the same area was created to facilitate inclusion. The researchers interviewed six teachers from mainstream schools, three school administrators and one administrator of rehabilitation regarding the effectiveness of community school networking for children with Autism after eight months of this collaboration. Data Collection Tool: Data were obtained through semi-structured interviews Results: All participating administrators and teachers underscored the changes in social and behavioral patterns of autistic children which included an imitation of positive behaviors from peers, acceptance, and awareness as strengths of community school networking model. However, major challenges faced were unacceptability from parents of normal children, learning differences, curriculum modifications, time constraints and dependency on the resource teacher. The administrators and teachers recommended that creating awareness programs for parents of normal children, curriculum modifications and in-house psychologists can further facilitate inclusion of children with disabilities. Conclusion: It was concluded that community school networking model can assist inclusive education and encourage engagement for all children, including those who are autistic.
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Puruwita, Dita, Leele Susana Jamian, and Norazah Abdul Aziz. "Instructional Leadership Practices at High-Performing Vocational Schools: Administrators’ vs Teachers’ Perception." Humanities and Social Sciences Letters 10, no. 2 (May 30, 2022): 173–85. http://dx.doi.org/10.18488/73.v10i2.3009.
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Instructional leadership continues to be a prevalent subject in educational leadership and has been progressively implemented to solidify educational leadership practices globally. The duty of school leaders as instructional leaders has long been recognized as an essential factor in school organizations to improve the quality of learning in schools. This study aimed to explore and report the instructional leadership practices among school administrators (principals, and vice-principals, head of programs) from high-performing vocational schools based on administrators’ and teachers’ perspectives. A survey was used to acquire the quantitative data. The Principal Instructional Management Rating Scale (PIMRS) was employed and administered to 155 school administrators and 336 teachers from twenty-three high-performing vocational schools. Data were analyzed using descriptive statistics to measure the level of instructional leadership practices. The t-test was utilized to assess the substantial differences between school administrators and teachers. The findings indicated that the school administrators’ instructional leadership practices are high in defining school goals, managing instructional Programme, and promoting positive school climate dimensions. The findings also show a substantial difference in scores between the perceptions of school administrators and teachers concerning instructional leadership practices by school administrators. This study contributes to the understanding of instructional leadership practices, which had previously received limited attention.
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Heckman, Paul E. "Democratic Leadership and Places to Practice It." Journal of School Leadership 6, no. 2 (March 1996): 142–54. http://dx.doi.org/10.1177/105268469600600203.
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The renewal or reform of public schools and their communities calls for a moral democratic concept of leadership, which includes the principles and practices of caring, trust, social justice and collaborative inquiry. In contrast to the bureaucratic concept of leadership that has prevailed in public schools and placed a few people in leadership roles, a democratic concept involves everyone and requires the development of leadership skills in teachers, school administrators, students, parents and neighborhood residents. Such a concept can best be served by a merger of teacher and administrator preparation programs, so that future teachers may develop as leaders as well as followers, and future administrators may develop as followers as well as leaders. In such a merger, there must be community and school forums in which preservice teachers and administrators may practice for their future roles and extend the democratic concept of leadership to students, parents, and neighborhood residents. Efforts of one eight-year school and community change initiative, which is now in its sixth year, indicate the type of forum that might effectively serve this need.
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Young, Rachel, Melissa Tully, and Marizen Ramirez. "School Administrator Perceptions of Cyberbullying Facilitators and Barriers to Preventive Action: A Qualitative Study." Health Education & Behavior 44, no. 3 (October 17, 2016): 476–84. http://dx.doi.org/10.1177/1090198116673814.
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Background. Schools are often held responsible for preventing or addressing cyberbullying, yet little is known about school administrator perceptions of cyberbullying and the challenges they face in addressing this public health issue. Aims. The goal of this study is to examine school administrators’ perceptions of the facilitators of cyberbullying and barriers to primary and secondary prevention strategies. Method. Public school administrators ( N = 36) participated in in-depth interviews about bullying and discussed their experiences with cyberbullying and their perceptions of cyberbullying facilitators and barriers to prevention. Results. Three main themes arose from the analysis: (1) cyberbullying as a major challenge; (2) facilitators of cyberbullying and barriers to preventive action, including parents and technology; and (3) prevention efforts, including unclear jurisdiction for action, primary versus secondary prevention efforts, and technology attributes that facilitate school response to bullying. Discussion. Although administrators perceive cyberbullying as a major challenge facing their schools, they are often unsure about appropriate primary and secondary prevention efforts. Relationships with parents and police complicate response and prevention as schools attempt to navigate unclear jurisdiction. Additionally, technology presents a challenge to schools because it is seen as an enabler of cyberbullying, a facilitator of prevention, and a necessary part of education efforts. Conclusion. Lack of research on prevention strategies, parents’ knowledge and attitudes, and confusion about responsibility for addressing cyberbullying are barriers to action. Findings suggest administrators could benefit from additional clarity on which strategies are most effective for primary prevention of cyberbullying, and that prevention strategies should proactively involve parents to promote effective collaboration with schools.
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Rodriguez, Mary Rose Gemma. "Technology Leadership: Assessing the Competency Level of High School Administrators and Teachers in the Use of ICTs." Journal of Educational Management & Social Sciences 1, no. 1 (June 30, 2021): 1–13. http://dx.doi.org/10.48112/jemss.v1i1.227.
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Information and communication technologies (ICTs) have a significant role to play in schools and classrooms. The world is shifting towards a new digital era and school administrators and teachers must adapt to prepare their students for it. This study aimed to assess the ICT competency of high school administrators and teachers in Antique, Philippines in terms of cognitive ability, skills, and attitudes. The results showed that both school administrators and teachers rated themselves to have high proficiency in general computer uses and skills in using Microsoft Office and other productivity tools, use of the internet and data management. They were also rated to have high proficiency in applying ICTs in classrooms to create an ICT learning environment. However, the standard deviation shows that the ratings were varied, particularly for use of internet, data management, and application of ICTs in classrooms. There were no significant correlations between the proficiency of school administrator and teachers. However, sex, age, owned devices, internet speed, and hours using the internet per day were found to be significant factors.
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ELMA, Cevat. "Teachers’ Perceptions on School Administrators’ Spiteful Behaviours." Eurasian Journal of Educational Research 19, no. 83 (October 1, 2019): 1–24. http://dx.doi.org/10.14689/ejer.2019.83.3.
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Tawil, Joumana, Brandon Dickson, and Donna Kotsopoulos. "Mathematics teacher specialization in elementary schools." International Electronic Journal of Mathematics Education 19, no. 2 (April 18, 2024): em0777. http://dx.doi.org/10.29333/iejme/14481.
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This study explores elementary teacher and administrator perspectives related to mathematics specialty teachers in elementary schools, in a jurisdiction, where such roles were known by researchers to not be used. Mathematics specialty teachers are those teachers that have specialized training in both mathematics content and pedagogy. Online surveys were administered and completed by teachers and administrators in one school district in Ontario, Canada. The surveys included open- and closed-ended questions. The results of both the teacher and the administrator survey show that most participants were in favor of a mathematics teacher specialization model in elementary schools. Our findings contribute to the ongoing debate on the need for mathematics specialist teachers. While our findings are small and preliminary in nature, they represent a great interest amongst teachers and administrators on this school board in implementing such a model. These findings will have implications for policy makers both in the province of Ontario, but also in other regions looking to understand international models of mathematics education.
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Lieberman, Daina S., and Jennifer K. Clayton. "Social capital, power, school-based decision making, and the teaching assignment process." Journal of Professional Capital and Community 3, no. 4 (October 15, 2018): 321–40. http://dx.doi.org/10.1108/jpcc-01-2018-0002.
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PurposeThe purpose of this paper is to investigate power and its influence on the teaching assignment process and school-based decision making.Design/methodology/approachQualitative interpretive design and thematic analysis were used. Semi-structured interviews were conducted with teachers and administrators.FindingsBoth teachers and administrators discussed power and social capital as components of the teaching assignment process. Teachers viewed the origins of their social capital differently than administrators and felt social capital was evident in school-based decision making and the teaching assignment process.Research limitations/implicationsParticipants were demographically rather homogeneous. Further studies with a diverse sample could examine race and gender as factors in the teaching assignment process.Practical implicationsThis study demonstrates a need for administrators to examine how they consider social capital when distributing teaching assignments and involving teachers in school-based decision making. Administrators’ actions may result in teacher tracking, disadvantaging marginalized and at-risk student populations.Social implicationsThere is a clear disconnect between administrator and teacher understanding of the purpose and practice of teaching assignment distribution. Administrators were unaware of their own power, how they wielded it, and the effect it had on teachers.Originality/valueFew studies have examined teacher–administrator power relations or the teaching assignment process at the secondary level. This study connects the teaching assignment process to social capital and power.
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Ericson, David P., and Stacey E. Marlow. "Democracy, Power, and Authority: The Development of a Conceptual Basis for Shared Professionalism between Teachers and Administrators." Journal of School Leadership 6, no. 2 (March 1996): 120–41. http://dx.doi.org/10.1177/105268469600600202.
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Overlooked in the recent literatures on the enhancement of teacher professionalism and the changing role of school administrators is the task of rooting such newer ideas in a conceptual framework that would underwrite and give much needed coherence to these ideas. Despite redirections of some existing administrator education preparation programs that move away from emphasising “managerial/supervisory” aspects of school administration, the notion of principal, etc., as authoritarian leader is still ubiquitous in educational practice. The literature on teacher “empowerment,” however, suggests that there should be major, if not radical, changes to the roles and relationships of teachers and school administrators. Some researchers of teacher empowerment issues and school administration have argued that increasing democratic relations between teachers and administrators require that school administrators “should lead from behind” in bottom-up structures of decision making, while the more daring question the need for school administrators at all. This paper examines some of the issues involved. In arguing that both teachers and school administrators have role expectations grounded in a set of moral ideals and commitments external to their current and historic roles, we seek to advance the development of a framework that grounds and makes sense of the call for greater teacher autonomy and empowerment, while establishing the need for and authority of school administrators. In doing so, we attempt to show that educational authority is not an all or nothing, zero-sum, game, but that, because rooted in external ideals and commitments, it is something that requires shared professionalism between teachers and administrators. It is a shared professionalism that features different, but mutually supporting, realms of educational authority.
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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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Şahin, Fatih, and Hasan Tabak. "Investigation of School Administrators’ Humour Styles and School Climate according to Teacher Perceptions." Acta Educationis Generalis 10, no. 3 (December 1, 2020): 34–49. http://dx.doi.org/10.2478/atd-2020-0019.
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AbstractIntroduction: This research aims to determine the humour behaviours of school administrators according to teacher perception and to reveal the relationship between humour behaviours and school climate.Methods: The research was carried out in a survey model. The data of the study were obtained from 221 primary school teachers working in Ankara and Aksaray provinces via a questionnaire created online. Regression analysis technique was used to determine the relationship between variables.Results: According to the results of the research, school administrators showed relatively more positive humour (producer-social humour and affirmative humour) behaviours. In terms of climate, it is seen that the perception of a positive school climate (supportive and intimacy based school climate) is higher than the negative ones. When the relationships between the variables were examined, it was seen that there was a definite increase in the school climate with the school administrator using humour positively. With the rise in the use of refusing or sarcastic humour, there was an adverse increase in school climate.Discussion: According to these results, it can be argued that humour behaviours of school administrators are an essential determinant in the context of creating a positive school climate in schools.Limitations: Data from the sample of the study were collected through online questionnaires. Therefore, this research has no claim of generalisability.Conclusions: Therefore, it is necessary to increase the knowledge and sensitivity of school administrators on how to use and manage humour.
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Ergin, İsmet, Füsun Kaplan, and Ayşe Korkmaz. "Teachers and school administrators’ perceptions of characteristics of an effective school: A study of Anatolian high schools (exam-based entrance high schools) in Turkey." South African Journal of Education 41, no. 4 (November 30, 2021): 1–12. http://dx.doi.org/10.15700/saje.v41n4a1961.
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The aim of the research reported on here was to determine the perceptions of school administrators and teachers working at Anatolian high schools on the characteristics of effective schools. The determined perceptions of teachers and administrators were important for creating more efficient educational domains by sharing leadership among stakeholders in education management. We used the Relational Survey Model to study a group composed of teachers and school administrators working at Anatolian high schools in the Ankara province of Turkey. The sample for this research consisted of 300 teachers selected through proper sampling from within the population. Data obtained from participants using the Effective School Scale were tested by t-test and one-way ANOVA. A significant difference was found between the views of school administrators and teachers regarding the effectiveness of Anatolian high schools in the Ankara province. This study found that the school administrators deemed the Anatolian high schools of Ankara to be a lot more effective than the teachers thought they were. As a conclusion, suggestions for increasing the effectiveness of schools are presented.
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YEONG, CHAW WEI, and Mohd Izham Mohd Hamzah. "Innovative Leadership of Administrator and Its Relationship with ICT Integration in District of Seremban, Negeri Sembilan." Asia Proceedings of Social Sciences 4, no. 2 (April 22, 2019): 105–7. http://dx.doi.org/10.31580/apss.v4i2.756.
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This research aims to identify level of innovative leadership of administrators the level of ICT integration in school. Besides, this research explores the relation between practice of innovative leadership of administrator and the ICT integration in school. The research uses the quantitative approach as the method of survey reseach involving descriptive and inferential analysis. The instrument of this survey is a questionnaire. The research was conducted in primary school in district of Seremban, Negeri Sembilan. The population of this research is all the school administrators (headmaster, senior assistant administrator, senior assistant of student affairs, senior assistant of co-curricular) who are currently serving under Ministry of Education Malaysia. The samples are randomly selected. The total number of respondents who took part in this research was 234 people. the findings show that the level of innovative leadership of the administrators in district of Seremban, Negeri Sembilan is at a very high level (mean = 4.354, standard deviation = 0.339). Furthermore, the result of the ICT integration is at high level (mean = 4.105, standard deviation= 0.414). The result shows that there was a positive correlation between the practice of innovative leadership of administrator and the ICT integration in school, r = 0.441, p<0.001.
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V. Quiroz, Divina, and Dr Fhrizz S. De Jesus. "Administrators’ Communication Styles and their Leadership Effectiveness: Basis for a Proposed Enhancement Plan." International Journal of English Literature and Social Sciences 7, no. 4 (2022): 179–200. http://dx.doi.org/10.22161/ijels.74.27.
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Considering the school administrators’ styles of communicating, teachers are influenced on how to react and act when it comes to the accomplishment of school tasks that reflect the administrators’ leadership. This study aims to determine the impacts of school administrators’ communication styles on their leadership effectiveness. The data were obtained from a total of 233 qualified teachers and school administrators in the chosen public Junior High Schools in Congressional District IV of Nueva Ecija. With the use of descriptive-correlational method, it was found out that most of the school administrators in the chosen schools are Personal Communicators and Functional communicators. The higher level of personal communication and functional communication of the school administrators, the better the leadership effectiveness as to individual consideration, intellectual stimulation, inspirational motivation and task completion among their subordinates. They tend to actualize transformational leadership in the workplace and to be more effective when it comes to their leadership. They should recognize the importance of how the teachers perceived their communication styles and leadership effectiveness so that they can be able to establish good relation and rapport with their teachers to ensure the accomplishment of the schools’ goals.
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Gonzales, Miguel M. "School technology leadership vision and challenges." International Journal of Educational Management 34, no. 4 (November 27, 2019): 697–708. http://dx.doi.org/10.1108/ijem-02-2019-0075.
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Purpose The purpose of this paper is to examine the significant challenges school administrators encountered leading a one-to-one laptop school and what vision school administrators have for one-to-one laptop use in the classroom. Design/methodology/approach The methodology for this study was a case study approach. In total, 15 school administrators were interviewed from the Western region of the USA. Findings Results from the study indicated that significant challenges for school administrators were budgeting and sustaining the initiative, and negotiating and setting expectations for instructional use with teachers. School administrators also envisioned one-to-one laptop use as a mean to enhance student-centered learning and inquiry. Research limitations/implications Further research is needed which examines how school administrators make financial decisions in regards to sustaining one-on-one laptop initiatives and how they manage conflict with teachers in respect to one-to-one laptop instruction. Originality/value Minimal literature exists which examines the challenges and vision of school technology leaders. Policy-makers and school administrators can use the findings to recreate teacher evaluation forms, develop conflict management strategies and teaching standards that are aligned and conducive to one-to-one laptop schools.
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Sadık, Fatma, and Halil İbrahim Öztürk. "Discipline at the school: Examination of school administrators' views about discipline and disciplinary problems." Pegem Eğitim ve Öğretim Dergisi 8, no. 4 (June 13, 2018): 729–70. http://dx.doi.org/10.14527/pegegog.2018.029.
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This research is a phenomenology study which is one of the qualitative studies that examines the views of school administrators about discipline and disciplinary problems. 18 high school administrators participated to the research in Kozan district. Data collected by interview were analyzed by content analysis method. As a result of the study, school administrators defined the discipline as responsibility, system and order. A disciplined school must have the following features: everyone fulfills their duties, students should be academically successful, the educational materials are complete, and schools are clean and orderly. School administrators listed common disciplinary problems as: unfulfilled academic responsibilities at high school, the use of harmful substances, disobeying the dress code and violence. Administrators have associated discipline problems with student characteristics and the attitudes of their families. As a result of the research, it is seen that the school administrators prompt guidance service, classroom teacher and family cooperation in the process of managing the disciplinary problems, and they also take care to make interview and guidance work with the students. School administrators' expectations are that the parents should support the school's decisions and that the discipline regulation in the education system should be updated in accordance with the social conditions.
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Chan, Camelina, Foong Ming Moy, Jennifer N. W. Lim, and Maznah Dahlui. "Awareness, Facilitators, and Barriers to Policy Implementation Related to Obesity Prevention for Primary School Children in Malaysia." American Journal of Health Promotion 32, no. 3 (March 9, 2017): 806–11. http://dx.doi.org/10.1177/0890117117695888.
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Purpose: To assess the awareness, facilitators, and barriers to policy implementation related to obesity prevention for primary school children. Design: A cross-sectional study administered using an online questionnaire. Setting: Conducted in 447 primary schools in a state in Malaysia. Participants: One school administrator from each school served as a participant. Measures: The questionnaires consisted of 32 items on awareness, policy implementation, and facilitators and barriers to policy implementation. Analysis: Descriptive analysis was used to describe the awareness, facilitators, and barriers of policies implementation. Association between schools’ characteristics and policy implementation was assessed using logistic regression. Results: The majority (90%) of school administrators were aware of the policies. However, only 50% to 70% of schools had implemented the policies fully. Reported barriers were lack of equipment, insufficient training, and limited time to complete implementation. Facilitators of policy implementation were commitment from the schools, staff members, students, and canteen operators. Policy implementation was comparable in all school types and locality; except the policy on “Food and Drinks sold at the school canteens” was implemented by more rural schools compared to urban schools (odds ratio: 1.74, 95% confidence interval: 1.13-2.69). Conclusion: Majority of the school administrators were aware of the existing policies; however, the implementation was only satisfactory. The identified barriers to policy implementation were modifiable and thus, the stakeholders should consider restrategizing plans in overcoming them.