Relevant bibliographies by topics / School autonomy

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'School autonomy'

Author: Grafiati
Published: 4 June 2021
Last updated: 31 July 2024

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles

Select a source type:

Consult the lists of relevant articles, books, theses, conference reports, and other scholarly sources on the topic 'School autonomy.'

Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.

You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.

Journal articles on the topic "School autonomy"

1

Finnigan, Kara S. "Charter School Autonomy." Educational Policy 21, no. 3 (March 13, 2007): 503–26. http://dx.doi.org/10.1177/0895904806289189.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Hašková, Alena, and Miriam Bitterová. "SCHOOL AUTONOMY AND SCHOOL LEADERSHIP: CASE STUDY OF SCHOOL OPERATION IN SLOVAKIA." Problems of Education in the 21st Century 76, no. 3 (June 15, 2018): 299–308. http://dx.doi.org/10.33225/pec/18.76.299.

Full text
Abstract:
During as near as three decades after the political changes in Slovakia its system of education has undergone many reforms. As an integral part of them have been changes regarding school autonomy as it influences quality of education. To achieve an optimal model of autonomy offered to schools is very difficult, as appropriate level of autonomy is dependent on time and social conditions. To improve democratic participation of primary and secondary school leaders in Slovakia, a research aimed at assessment of the current state of the level of school autonomy was carried out. The research data were obtained from a questionnaire survey, the respondents of which were 93 headmasters and deputy headmasters. These school leaders assessed the power they (the schools) have in five fields, namely in the fields of school activity in the whole, school curricula matters, school financing and budgeting, staff recruitment, selection, employing and sacking, administrative and operational management. The assessment they give once with respect to the level in which to them given autonomy matches the tasks and problems they have to cope with, and the second time with respect to their opinion where the scope of the autonomy should be changed. Although the school leaders assessed the level of the powers they are given in a positive way, as average or broader, they still feel a need to have a broader scope of the powers and responsibilities, mainly in the field of financing and budgeting. Keywords: power extension, school autonomy, school deliberation, school leaders.
APA, Harvard, Vancouver, ISO, and other styles
3

Fuad, Nurhattati, Choirul Fuad Yusuf, and Rihlah Nur Aulia. "School Autonomy Policy Implementation in Emerging Country." International Journal of Early Childhood Special Education 14, no. 1 (March 17, 2022): 210–24. http://dx.doi.org/10.9756/int-jecse/v14i1.221026.

Full text
Abstract:
The purpose of this study was to analyze how school autonomy was implemented in Jakarta's Special Capital Region, which administratively serves as a barometer for the successful implementation of policies in Indonesia and emerging economies. The research examined how school autonomy has been applied at the school level in terms of program and budget management, curriculum creation, teacher development, and community development. The topics were administrators, teachers, school leaders, and school committee members from 313 Jakarta public primary schools. Data were gathered utilizing a combination of qualitative and quantitative methods, including surveys, interviews, focus groups, and documentary studies. The research indicated that the implementation of school autonomy in Jakarta varies in terms of success, and is contingent on the school's competence and innovation in utilizing its authority and responsibility to grow the institution. Additionally, it is discovered that the weaknesses that must be addressed in order for autonomy to be effective are related to the low quality of leadership demonstrated by school principals, teachers, and school committee participation in management, all of which contribute to the ineffective implementation of school autonomy.
APA, Harvard, Vancouver, ISO, and other styles
4

Alajmi, Munirah. "School principals' experiences of autonomy and accountability: outcomes of the School Education Quality Improvement Project in Kuwait." International Journal of Educational Management 36, no. 4 (April 5, 2022): 606–17. http://dx.doi.org/10.1108/ijem-09-2021-0366.

Full text
Abstract:
PurposeThis study aimed to explore Kuwaiti public school principals' experiences in relation to autonomy and accountability after the implementation of the School Education Quality Improvement Project, which aimed to increase the autonomy and accountability of Kuwaiti public schools.Design/methodology/approachThis study adopted a qualitative approach using semistructured interviews with 24 Kuwaiti public school principals who had participated in the education reform project.FindingsThe study results indicated that Kuwaiti public school principals have limited autonomy in four main areas: accountability, personnel management, budget allocation and instructional programs. The results also revealed that the Integrated Education Reform Program failed to develop more autonomy in schools, creating a lack of balance between autonomy and accountability.Originality/valueThe study's findings on school principals' experiences of autonomy in the reform era will be informative for policymakers. Practical suggestions are provided to reduce the autonomy gap in schools.
APA, Harvard, Vancouver, ISO, and other styles
5

Steinberg, Matthew P. "Does Greater Autonomy Improve School Performance? Evidence from a Regression Discontinuity Analysis in Chicago." Education Finance and Policy 9, no. 1 (January 2014): 1–35. http://dx.doi.org/10.1162/edfp_a_00118.

Full text
Abstract:
School districts throughout the United States are increasingly providing greater autonomy to local public (non-charter) school principals. In 2005–06, Chicago Public Schools initiated the Autonomous Management and Performance Schools program, granting academic, programmatic, and operational freedoms to select principals. This paper provides evidence on how school leaders used their new autonomy and its impact on school performance. Findings suggest that principals were more likely to exercise autonomy over the school budget and curricular/instructional strategies than over professional development and the school's calendar/schedule. Utilizing regression discontinuity methods, I find that receipt of greater autonomy had no statistically significant impact on a school's average math or reading achievement after two years of autonomy. I do find evidence that autonomy positively affected reading proficiency rates at the end of the second year of autonomy. These findings are particularly relevant for policy makers considering the provision of greater school-based autonomy in their local school districts.
APA, Harvard, Vancouver, ISO, and other styles
6

Nguyen Dieu, Cuc. "School cultural values to students in the context of school autonomy in finance: a case study in a public secondary school in Ha Noi." Journal of Science Educational Science 67, no. 5 (December 2022): 83–94. http://dx.doi.org/10.18173/2354-1075.2022-0166.

Full text
Abstract:
The literature on school autonomy in secondary schools in Viet Nam and the international context has highlighted the need for further studies on the impacts of school autonomy on school culture. To fill this research gap, this paper explores key features of school cultural values to students in the context of school autonomy in finance based on the theoretical framework of Schoen & Teddie (2008). The article employs a qualitative research design with data collected from 26 semi-structured interviews and 27 observations in a public self-financed secondary school in Ha Noi. Research findings present four key school cultural values, namely students first, making every effort for student’s success, no student left behind and respecting student autonomy. The research findings could be a source of reference for public secondary schools in Viet Nam in the context of increasing school autonomy and accountability.
APA, Harvard, Vancouver, ISO, and other styles
7

Sulistianingsih, Sulistianingsih, Juniawan Mandala Putra, Ali Yusron, Arif Saefudin, Hegar Harini, and Kundharu Saddhono. "The Role of School Autonomy in Promoting Collaboration and Competition Among Schools." QALAMUNA: Jurnal Pendidikan, Sosial, dan Agama 14, no. 2 (December 28, 2022): 433–46. http://dx.doi.org/10.37680/qalamuna.v14i2.3325.

Full text
Abstract:
This article aims to determine the impact of education management reforms on school autonomy in encouraging collaboration and competition between schools conducted in Jakarta, Bogor, and Bekasi. This qualitative case study research was conducted over two months using data collection techniques through interviews, observation, and documentation. Semi-structured face-to-face interviews were conducted with 12 school principals in Jakarta, Bogor, and Bekasi, who were selected using purposeful sampling. Data analysis used triangulation techniques. The results showed that government decisions related to school autonomy and similar matters significantly influence relationships (collaboration and competition) between schools. The implications of these findings trigger a discussion on the impact of education management reforms aimed at increasing school autonomy in the context of school-to-school relationships. This study showed that educational management associated with school autonomy significantly influences relationships between schools. Decreasing the role of the state and increasing school autonomy exert different effects on school-to-school relationships depending on the governance model adopted. This study also shows that the experience of school collaboration and competition depends largely on the current policy of reorganizing school networks in cities and districts.
APA, Harvard, Vancouver, ISO, and other styles
8

KARADENİZ, Derya, and Seval FER. "Predictive Power of Teachers’ Perceptions of Autonomy on High School Students’ Term Grade." Cukurova University Faculty of Education Journal 52, no. 1 (April 30, 2023): 126–59. http://dx.doi.org/10.14812/cuefd.1143008.

Full text
Abstract:
This study aims to investigate the predictive power of teachers’ perceptions of autonomy on the term grade of high school students and differences in terms of school type and field of instruction. The study groups of this research, which was carried out with a predictive design and survey design among the quantitative research methods, included 230 teachers working in state high schools in affiliated with the Turkish Ministry of National Education in Battalgazi and Yeşilyurt in Malatya Province and 3005 students enrolled in the 11th grade at those schools. The teachers’ data were obtained via the Teacher Autonomy Perception Scale developed by the researchers. The students’ data consisted of term grade for 11th grade students in the 2020-2021 academic year. According to multiple regression analysis, the scale factors of autonomy in the classroom, autonomy at school and professional autonomy together explained 7% of the change in students’ term grade. While the autonomy at school score was a significant predictor of students’ term grade, autonomy in the classroom and professional autonomy were not significant predictors. Regarding to Kruskal-Wallis H test findings, while there was a significant difference in teachers’ perceptions of autonomy at school in terms of school type, there was no significant difference in their perceptions of autonomy in the classroom or professional autonomy. According to MANOVA findings, there was a significant difference in teachers’ perceptions of autonomy in the classroom in terms of field of instruction but no significant difference in their perceptions of autonomy at school or professional autonomy. The findings of this research might provide guidance for researchers, curriculum development experts, policymakers, academics in teacher training institutions, and other relevant stakeholders.
APA, Harvard, Vancouver, ISO, and other styles
9

Theodorou, Theodoros, and Petros Pashiardis. "Exploring partial school autonomy." Educational Management Administration & Leadership 44, no. 1 (June 19, 2015): 73–94. http://dx.doi.org/10.1177/1741143214559227.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Honig, Meredith I., and Lydia R. Rainey. "Autonomy and School Improvement." Educational Policy 26, no. 3 (October 17, 2011): 465–95. http://dx.doi.org/10.1177/0895904811417590.

Full text
APA, Harvard, Vancouver, ISO, and other styles
More sources

Dissertations / Theses on the topic "School autonomy"

1

Johnson, Daniel Nordwall. "Principal Vision, Environmental Robustness, and Teacher Sense of Autonomy in High Schools." PDXScholar, 1991. https://pdxscholar.library.pdx.edu/open_access_etds/1321.

Full text
Abstract:
This study focused on leadership and its correlates. Theory and research both point to the centrality of the principal's leadership role in school effectiveness. Yet, few studies of school leadership actually examine relationships among leadership variables. This study examined, from the perspective of high school teachers, three leadership correlates: principal vision, environmental robustness and teacher autonomy. Principal vision was conceptualized as the capacity of the principal to see the difference between what is and what might be, thus enabling others to accept and act on the possibilities of what might be. Environmental robustness was defined as the perceived dramatic content of the school structure. Teacher autonomy was referred to as the extent to which teachers perceived they were able to maintain professional discretion and independence in their classrooms. It is believed that these variables do not stand alone but are interwoven in the leadership discussion. Principal vision is only as powerful a concept as the context in which it is shared (environmental robustness) and the receptivity and willingness to respond to it by the followers (teacher sense of autonomy). This study examined the collective perspective that high school teachers have regarding these three variables. Data were collected from 1338 high school teachers in 34 public high schools in Oregon. The school was the statistical unit of analysis. Mean scores were calculated for each of the three variables and subscales within each variable. Data were statistically analyzed using the Pearson product moment correlation and ANOVA. The study hypothesized a significant positive relationship between principal vision and environmental robustness; principal vision and teacher autonomy; environmental robustness and teacher autonomy. Using the Pearson product moment correlation as the statistical test, positive relationships were observed for all three of the hypotheses. The strongest of the relationships was found between principal vision and environmental robustness. Although not as strong, a significant positive relationship was also found between environmental robustness and teacher autonomy. While principal vision and teacher autonomy demonstrated the weakest correlation, there were several significant relationships among the vision and autonomy subscales. This study found stronger correlations among the three variables at the high school than were found in an earlier study at the elementary level and explores reasons for those differences. This study also investigated relationships among the theoretical variables and several contextual variables including demographic and school improvement indicators. After data were collected and analyzed, several principals of participating schools were interviewed regarding visionary attributes of their leadership roles in their schools. These interviews provided a broader perspective in understanding and interpreting the findings. This study concluded by considering implications of the relationships among these three variables and their impact in creating and sustaining effective instructional leadership. Of significant interest were the implications for the hiring processes for high school principals.
APA, Harvard, Vancouver, ISO, and other styles
2

Gomes, Luana Amorim. "Limites e potencialidades da participaÃÃo estudantil em experiÃncias de Radioescola em Fortaleza." Universidade Federal do CearÃ, 2013. http://www.teses.ufc.br/tde_busca/arquivo.php?codArquivo=10503.

Full text
Abstract:
CoordenaÃÃo de AperfeiÃoamento de Pessoal de NÃvel Superior
Esta dissertaÃÃo busca problematizar o potencial das radioescolas, do ponto de vista da participaÃÃo dos estudantes. Considerando as especificidades do cotidiano das escolas, suas regras estabelecidas e orientaÃÃes educacionais historicamente construÃdas, objetiva compreender se e como os estudantes envolvidos nas atividades de radioescola de duas escolas do ensino fundamental do municÃpio de Fortaleza, vinculadas ao Programa Federal Mais EducaÃÃo, participam da produÃÃo dos programas e da conduÃÃo das atividades inerentes à rÃdio, como, por exemplo, escolha dos temas, conduÃÃo de pesquisas, finalizaÃÃo do roteiro, escolha das mÃsicas e execuÃÃo do programa, incluindo o manuseio dos equipamentos. Nesse sentido, buscamos identificar se as produÃÃes radiofÃnicas tem sido capazes de traduzir o interesse destes estudantes, abordar temÃticas relacionadas ao seu cotidiano e constituir-se como espaÃo favorecedor do desenvolvimento da sua autonomia como sujeitos. Para desenvolver essa anÃlise, nos apoiamos em autores como Foucault, Freire, Soares, Souza, entre outros e recorremos à metodologia utilizada, que foi a observaÃÃo participante com incursÃes etnogrÃficas. TambÃm foram realizadas rodas de conversa com estudantes participantes das atividades das rÃdios das duas escolas investigadas. Com base na pesquisa podemos concluir que, em que pese o potencial de participaÃÃo das experiÃncias de radioescola, a sua existÃncia no espaÃo escolar nÃo assegura per si o desenvolvimento de prÃticas participativas e autÃnomas. Ter disponÃvel o equipamento de rÃdio, o computador, o acesso à internet e outros equipamentos mais sofisticados, ainda que importantes, sÃo insuficientes para garanti-las. Nessa perspectiva, alÃm de um processo de formaÃÃo continuada dos professores, à fundamental que se promova o questionamento de modelos educacionais autoritÃrios e se estimule a abertura ao diÃlogo entre professores e alunos. A radioescola pode colaborar com este processo, mas ela sà o farà se a mediaÃÃo dos monitores e/ou professores estiver pautada por esse compromisso
This dissertation seeks to question the potential of radio schools from the point of view of the studentâs participation. Considering the specificities of everyday school, its established rules and the educational guidelines historically constructed, aims to understand whether and how students involved in radio school activities of two elementary schools in the city of Fortaleza- Brazil, under the Brazilian Federal Program called âMais EducaÃÃoâ, participate in the programsâ production and the conducting of activities related to radio, for example, the choice of topics, research conducting, finalizing the script, choice of music and program implementation, including handling equipments. Accordingly, we seek to identify whether the radio productions have been able to translate the interest of these students, addressing issues related to their daily lives and establish itself as a space which favors the development of their autonomy as subjects. In order to develop this analysis, we rely on authors such as Foucault, Freire, Soares, Souza, among others and we resorted to the methodology used which was the participant observation with ethnographic incursions. Conversations with students participating in the activities of the radios of both schools investigated were also conducted throughout. Based on the research we can conclude that, despite the potential participation of radio school experiences, its existence in the school itself does not ensure the development of autonomous and participatory practices. Making the radio equipment, the computer, the internet access and other more sophisticated equipment available, whereas important, are insufficient to guarantee them. In this perspective, beyond the process of continuous teachersâ training, it is essential to promote the questioning of authoritarian educational models and encourage open dialogue between teachers and students. The radio school can contribute to this process, but it will only do so if mediation of monitors and / or teachers is guided by this commitment.
APA, Harvard, Vancouver, ISO, and other styles
3

Dunn, Linda N. "Transition process| How school systems exchange increased accountability for increased autonomy." Thesis, Mercer University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3577370.

Full text
Abstract:

The Increased Flexibility for Local School Systems Act (O.C.G.A. §§ 20-2-80-84) compels traditional Georgia public school leadership to make a choice whether to operate under a vertical hierarchical operational system compelled to adhere to all Georgia laws, rules and regulations created by state level policy makers or to increase the level of accountability in exchange for autonomy in the form of a horizontal partnership operational system as a contract or charter system. It will be important for education policymakers in these systems to have a clear understanding of the essential elements of the transition process to guide their decisions to best meet the needs of the students.

The researcher employed a three-round Delphi study to describe the elements that were part of the process of transitioning to a charter system or an IE 2 contract system. The researcher gathered data from a panel of 11 experts, who were directly involved in their school system's transition. The data analysis revealed 89 elements that were rated by at least 80% of the panelists, as important or essential to the transition process.

APA, Harvard, Vancouver, ISO, and other styles
4

Toy, Keith J. G. "Teacher autonomy in the context of current approaches to school management." Thesis, Keele University, 1994. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.386943.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Gobby, Brad. "The governmentality of school autonomy and self-management: A Foucauldian analysis." Thesis, Gobby, Brad (2011) The governmentality of school autonomy and self-management: A Foucauldian analysis. PhD thesis, Murdoch University, 2011. https://researchrepository.murdoch.edu.au/id/eprint/6123/.

Full text
Abstract:
Over the past four decades in Australia, many politicians, policy-makers, experts and social commentators have sought to increase the organisational autonomy of public schools and their principals. This trend of shifting the locus of educational decision-making and management away from bureaucratic centres to individual schools and parents continues, with the Western Australian state government recently introducing the Independent Public Schools policy. This policy devolves an increased range of organisational and curriculum responsibilities from the state education bureaucracy to selected public schools. This thesis examines what appears to be the enduring trend towards school autonomy and self-management. The perspective of this thesis is informed by the theoretical, analytical and historical insights of Foucauldian studies of government, or governmentality. Foucault’s studies have increasingly influenced sociological and historical studies in education. His notions of power and discipline have been elaborated and applied in the study of the micro power relations of schooling. Unfortunately, while the study of schooling as a technology for disciplining the individual’s mind and body has received most attention, Foucault’s studies in government have been less widely understood, elaborated and used. This thesis explores Foucault’s genealogy of the formation of the modern liberal state (and governmentality) and the rich and subtle insights it provides into the complex relationship between the state, politics, society and the government of education. I explore Foucauldian studies in government with the aim of teasing out their implication for our understanding of the relationship between selfmanaging school reforms and the state, politics and government. In particular, I argue that the trend in public schools towards school autonomy and self-management cannot be adequately understood without understanding the inherent dilemma embedded within the discourses of politics and government of modern liberal democracies. This problem can be described as an agonistic tension in liberal governmentality between political and governmental authorities enabling individual and economic freedom, whilst needing to secure the state and the welfare of its constituent elements under the condition of freedom. This tension fuelled a ‘crisis of liberalism’ or a ‘crisis of liberal governmentality’ in the late twentieth century. This crisis involved vociferous critiques of the welfare state in conjunction with a cultural renewal of the discourses of individual freedom, emancipation, liberation and empowerment. According to Foucault, central to this crisis was concern about the costs of the perceived growth of excessive government of the post World War Two era, measured both economically and in terms of personal and political freedom. This thesis puts the case that the emergence of ‘self-managing school reforms’ is linked to this ‘crisis of liberalism’. The self-managing school constitutes both an instrument and object of government, re-regulating the domain of education according to an ethos of individual empowerment, activity, enterprise, autonomy and responsibility. To illustrate some of the consequences of these reforms, two case studies are examined. The first explores the emergence at a national level of the devolution of responsibilities and authority to schools, particularly canvassed in the Schools In Australia report (1973) and by the Commonwealth Schools Commission (1973-1988). The second case study examines the use of self-management techniques and practices in schools. These reforms have sought to strengthen the capacity of those within schools to manage themselves and their schools as competitive enterprises with diminished reliance on central education bureaucracies. I argue that this development, like the case of devolution, is linked to the new ways of rationalising and enacting the care and government of the population and the state emerging from the crisis of liberalism. I conclude with a discussion of the implication of this trend towards self-management, specifically in terms of what is at stake for the liberal state from a mode of government that seeks to govern for its citizens’ freedom and also, often antagonistically, for the state’s security.
APA, Harvard, Vancouver, ISO, and other styles
6

Pei, Chao 1957. "Autonomy and private higher education in China." Thesis, McGill University, 2000. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=36786.

Full text
Abstract:
This study explores the notion of autonomy in the dynamics of private higher education in China. Focusing on the role and function of autonomy in the operation of private institutions of higher education, it examines the evolution of government policy, documents the recent rapid development of private post-secondary institutions, and investigates the quality of the relationships between private institutions, their communities, society and government.
Data were collected from government sources and from fifty-six private institutions through various methods, including interviews, questionnaires and case studies.
Qualitative analysis of the data revealed different dimensions, perceptions, and patterns of autonomy in these institutions.
The study found that institutional autonomy has generally promoted efficiency and flexibility in the operation of these institutions and allowed adaptability and responsiveness to changing social and economic conditions which in turn, have enabled private higher education to contribute significantly to the on-going transformation of Chinese society. However, such autonomy is subject to both external internal constraints and problems, including some restrictive government policies, the lack of financial resources and inexperience in private school operation.
APA, Harvard, Vancouver, ISO, and other styles
7

Cameron, Allan Walter. "How perceptions of autonomy affect suburban elementary school teachers’ perceptions of efficacy regarding state-mandated testing." Thesis, Boston College, 2008. http://hdl.handle.net/2345/718.

Full text
Abstract:
The No Child Left Behind Act directs states to establish annual assessments to measure student mastery of state-established learning expectations. American public school students in grades 3 through 8, with few exceptions, take a series of state-mandated assessments each year; students in grades 10 through 12 take a series of state-mandated assessments at least once during those years. NCLB and state laws mandate considerable consequences if students do not perform well on the assessments. Research suggests that the standardized tests associated with NCLB affect curricula and pedagogy. What is not known is the level of control teachers believe they have over the curricular and pedagogic changes, and how that level of perceived control affects teachers’ perceptions of their ability to prepare students for the state-mandated tests. The purpose of this research study was to examine how teachers’ perceptions of autonomy affect their perceptions of efficacy regarding state-mandated testing. Data were collected with the Teaching Autonomy Scale (Pearson & Hall, 1993) and follow-up interviews with teachers from a suburban Connecticut public school district. The findings of the study suggest that teacher perceptions of autonomy do not significantly affect their perceptions of efficacy regarding the state-mandated tests associated with NCLB. The findings also suggest that teacher perceptions of autonomy do affect how teachers view the state-mandated standardized tests. Teachers with high perceived autonomy tended to report that the state-mandated tests had less of an impact on their classroom practices; had some discretion regarding how to use curricular materials in their classes; said that their students performed well on the state-mandated tests because the students engaged in authentic learning exercises that taught the students the skills and concepts assessed by the tests; tended to view the state-tests as assessments of the reading, writing, and math curricula; and tended to report that the state-mandated tests had mostly positive effects on education. Implications for practice, public policy, and further research are presented
Thesis (PhD) — Boston College, 2008
Submitted to: Boston College. Lynch School of Education
Discipline: Educational Administration and Higher Education
APA, Harvard, Vancouver, ISO, and other styles
8

Aguiar, Sérgio Miguel Pereira de. "O reforço da autonomia e gestão escolar no 1º ciclo do ensino básico da RAM: estudo de caso no concelho da Ribeira Brava." Master's thesis, Instituto Superior de Ciências Sociais e Políticas, 2014. http://hdl.handle.net/10400.5/6558.

Full text
Abstract:
Tese de Mestrado em Administração Pública - Administração da Educação
Em Portugal, desde o final dos anos oitenta que se tem vindo a assistir a um conjunto de reformas educativas relacionadas com a mudança do papel do Estado no governo da educação. Na Região Autónoma da Madeira (RAM) e tendo em conta a consagração da sua autonomia político-administrativa, desde 1979 que o Governo da República transferiu competências nos domínios da educação e investigação científica. Passados sete anos sobre a publicação do Decreto Legislativo Regional n.º 21/2006/M que alterou o Decreto Legislativo Regional n.º 4/2000/M, que aprovou o regime de autonomia, administração e gestão dos estabelecimentos de educação e de ensino públicos na RAM, este diploma ainda não foi aplicado na íntegra aos estabelecimentos de educação e do 1º Ciclo do Ensino Básico. Considerou-se que seria um processo excessivamente pesado para as realidades das escolas deste nível de ensino. Atendendo a que o diploma salienta que a sua aplicação far-se-á num momento posterior, numa lógica que privilegie e valorize a identidade destas escolas e exclua a lógica da uniformidade burocrática e que também o recente Programa de Ajustamento Económico e Financeiro da Região Autónoma da Madeira (PAEF), apresenta algumas medidas de execução para o setor da educação, de onde se destaca, a reestruturação das estruturas escolares, tentamos indagar junto dos profissionais deste ciclo, em que medida é necessário efetuar um reforço da autonomia e gestão escolar nas Escolas Básicas do 1º ciclo com pré-escolar da RAM, tendo em vista, o aumento da eficácia e eficiência destas escolas, num quadro de valorização do papel dos indivíduos e do contexto social onde se inserem.Do ponto de vista metodológico, esta investigação teve um enfoque Qualitativo e Descritivo, através da realização de um Focus-Group. Recolhemos então a informação a partir de um grupo pré-determinado de 4 diretores de escolas do 1º ciclo do ensino básico do concelho da Ribeira Brava, com o objetivo de, por um lado, fazer um estudo mais detalhado sobre o problema e, por outro, mediante a adoção da técnica de análise de conteúdo, apresentar os dados e respetiva análise sob a forma de uma síntese descritiva, utilizando um enfoque indutivo de onde foi extraída toda a informação. Ao utilizarmos este método de recolha de informação pretendemos perceber se o modelo existente é desejado por parte dos diretores ou se pelo contrário, se resume a uma imposição da administração central. Os resultados da investigação sugerem que os diretores solicitam a concessão de mais autonomia e de maior poder de decisão, a nível pedagógico e financeiro. Contudo reforçam que têm a autonomia suficiente, no que concerne às opções organizacionais das suas escolas. Consideram que o modelo é adequado, embora a falta de autonomia financeira, alicerçada também em restrições económicas estejam a complicar o bom funcionamento das suas escolas. Desta forma, concluímos que embora se denote pouca vontade de mudança, um maior poder de decisão nos domínios pedagógico, curricular, administrativo e financeiro, só se poderia enquadrar neste nível de ensino com uma reformulação de base no seu modelo de funcionamento, implicando, por exemplo, a fusão de núcleos escolares e constituição de novos órgãos diretivos.
Portugal, since the late eighties has been witnessing educational reforms related to the changing role of the state in the education governance. In the Autonomous Region of Madeira (ARM) and taking into account the consecration of its political and administrative autonomy, since 1979 the Republic Government transferred education and scientific research competences. Seven years after the Regional Legislative Decree n.º 21/2006/M publication, amending the Regional Legislative Decree n.º 4/2000/M, which approved ARM’s educational and public teaching establishments autonomy, administration and management, has not yet been fully applied to educational establishments and to the 1st Cycle of Basic Education. It was considered an extremely hard process for school realities in this educational level. Taking into account that the statement refers implementation should happen later time, concerning a logic that privileges these schools identity and values and deleting bureaucratic uniformity and also the recent Economic Adjustment Programme and Finance of the Autonomous Region Madeira (EAPF) that presents some implementation measures for the education sector, where stands the school structures restructuration, it was tried to find out with this education level professionals to what extent is it necessary to perform an enhanced autonomy and school management in ARM preschools and 1st cycle Primary Schools, in order to increase the effectiveness and efficiency of these schools by valorizing individuals role context and, also, the social context where they operate .From the methodological point of view, this research had a Qualitative and Descriptive approach, by a Focus–Group methodology. Data was collected from a predetermined group of 4 school principals 1st cycle of basic education in the county of Ribeira Brava, in one hand in order to make a more detailed study of the problem and on the other hand, by adopting the content analysis technique, to present data and the corresponding analysis in the form of a descriptive synthesis, through an inductive approach from where all the information was obtained. By applying this data collect method we want to see if the existing model is desired by the school principals or, if it’s only a central government’s imposition. Research results suggest that school principals would like to have more autonomy and empowerment in the educational and financial area. However, reinforce that they have enough autonomy in what concerns to their school organizational options. They also consider it an adequate model, although the lack of financial autonomy, due to economical restrictions means a difficulty while running their schools. Thus, we conclude that although the unwillingness to change, a pedagogical, curricular, administrative and financial power of decision could only fit this educational level if based on an operating model reformulation, implying, for example, educational centers fusion and new school governing bodies creation.
APA, Harvard, Vancouver, ISO, and other styles
9

Schwingel, Mara. "Autonomia e participação na escola pública municipal de Salvador: verso e reverso." reponame:Repositório Institucional da UFBA, 2006. http://www.repositorio.ufba.br/ri/handle/ri/10264.

Full text
Abstract:
Submitted by Edileide Reis (leyde-landy@hotmail.com) on 2013-04-29T18:09:19Z No. of bitstreams: 2 Mara Schwingel parte 2.pdf: 5672159 bytes, checksum: d5aad663656c99205e666549a2c73cec (MD5) Mara Schwingel parte 1.pdf: 2811263 bytes, checksum: 21749ffb0a77131cd01f98bd0b86aa64 (MD5)
Approved for entry into archive by Maria Auxiliadora Lopes(silopes@ufba.br) on 2013-05-03T18:49:25Z (GMT) No. of bitstreams: 2 Mara Schwingel parte 2.pdf: 5672159 bytes, checksum: d5aad663656c99205e666549a2c73cec (MD5) Mara Schwingel parte 1.pdf: 2811263 bytes, checksum: 21749ffb0a77131cd01f98bd0b86aa64 (MD5)
Made available in DSpace on 2013-05-03T18:49:25Z (GMT). No. of bitstreams: 2 Mara Schwingel parte 2.pdf: 5672159 bytes, checksum: d5aad663656c99205e666549a2c73cec (MD5) Mara Schwingel parte 1.pdf: 2811263 bytes, checksum: 21749ffb0a77131cd01f98bd0b86aa64 (MD5) Previous issue date: 2006
A pesquisa analisou o exercício da autonomia e o processo participativo de uma escola pública de Ensino Fundamental de 1ª a 4ª série, da rede municipal de Salvador. Foram considerados os dispositivos legais vigentes, o envolvimento das comunidades escolar e local na tomada de decisões e o impacto no exercício da autonomia nos processos administrativo, pedagógico e financeiro. A abordagem metodológica adotada foi a qualitativa, na forma de Estudo de Caso, pela possibilidade da visão interpretativa, naturalista, na qual o foco de investigação foi a significação que os atores envolvidos atribuíram à participação, e à prática da autonomia. A pesquisa foi realizada no período de julho/04 a dezembro/06 e a análise dos dados evidenciou que há uma relativa autonomia e participação das comunidades escolar e local nos aspectos administrativo, pedagógico e financeiro da E. M. Girassol. Conclui-se, verificando que é muito importante que sejam criadas oportunidades para que as comunidades escolar e local aprendam a exercer a autonomia e a participarem das decisões da unidade escolar, tendo em vista não só os aspectos legais, mas considerando também o referencial teórico, a experiência da participação e o exercício da autonomia.
Salvador
APA, Harvard, Vancouver, ISO, and other styles
10

Savage-Speegle, Amanda. "Autonomy Supportive Teaching Strategies and Student Motivation in Middle School Physical Education." Thesis, Walden University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10638670.

Full text
Abstract:

Many U.S. adolescents struggle with obesity and a lack of motivation to be healthy and physically active, which affects individual as well as public health. The purpose of this mixed-method study was to evaluate students’ motivation to participate in physical education class and better understand the teaching strategies currently used by physical education teachers who participated in an interview and 2 observations. Self-determination theory framed the research questions, which focused on students’ intrinsic motivation to participate in physical education class and physical education teachers’ use of autonomy supportive teaching strategies. Learning Climate and Basic Need surveys were administered to 6th–8 th grade students (n = 261). Analysis of descriptive statistics revealed students felt the strongest fulfillment of relatedness from their teacher (M = 5.6) and autonomy support to be the least (M = 4.6). Overall inferential statistics revealed similar results when teachers were compared. Analysis of variance resulted in no significant differences between the teachers as related to competence, relatedness, autonomy, and perceptions. Qualitative data was coded and revealed similar themes; all data revealed relatedness scores were the highest for all the teachers, and autonomy support was the lowest for all the teachers. Positive social change provides an updated 9-week curriculum plan with new units that have been designed to enhance their motivation and create awareness of lifelong physical activities; autonomy supportive teaching strategies have been incorporated in the curriculum.

APA, Harvard, Vancouver, ISO, and other styles
More sources

Books on the topic "School autonomy"

1

Paek, Wŏn-sŏk. Hakkyo chach'i rŭl mal hada: Kyosadŭl i tŭllyŏ chunŭn hakkyo chach'i hyŏnjang ŭi iyagi = School automomy. Sŏul T'ŭkpyŏlsi: Edyunit'i, 2021.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
2

E, Mutchler Sue, and Educational Resources Information Center (U.S.), eds. Variations on autonomy: Charter school laws in the southwestern region. [Austin, TX]: Southwest Educational Development Laboratory, 1998.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
3

Upadhyaya, Hari Prasad. Understanding school autonomy: A study on enabling conditions for school effectiveness. Kathmandu: Research Centre for Educational Innovation and Development, Tribhuvan University, 2007.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
4

Hwang, Chun-sŏng. Kogyo tayanghwa chŏngch'aek ŭi sŏngkwa punsŏk mit kaesŏn pangan yŏn'gu. Sŏul-si: Han'guk Kyoyuk Kaebarwŏn, 2013.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
5

Pruneri, Fabio. Il cerchio e l'ellisse: Centralismo e autonomia nella storia della scuola dal XIX al XXI secolo. Roma: Carocci, 2005.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
6

Serpieri, Roberto. Governance delle politiche scolastiche: La provincia di Napoli e le scuole dell'autonomia. Milano: FrancoAngeli, 2008.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
7

Silva, Jair Militão da. A autonomia da escola pública: A re-humanização da escola. Campinas: Papirus Editora, 1996.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
8

Centre régional de documentation pédagogique d'Amiens., ed. Objectif: Formation à la pédagogie de l'autonomie : relation de la mise en place d'un itinéraire de formation depuis 1981. Amiens: Centre national de documentation pédagogique, Centre régional de documentation pédagogique d'Amiens, 1986.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
9

Peter, Posch, Altrichter Herbert, Sertl Michael, and Bachmann Helmut, eds. Schulautonomie in Österreich. 2nd ed. Wien: Bundesministerium für Unterricht und Kunst, 1993.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
10

Severinski, Nikolaus. Schulautonomie und die Schulkrise der Gegenwart: Elemente einer liberalen Theorie der Schule. Wien: WUV Universitätsverlag, 1992.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
More sources

Book chapters on the topic "School autonomy"

1

Niesche, Richard. "School and principal autonomy." In Challenges for Public Education, 31–43. Abingdon, Oxon ; New York, NY : Routledge, 2018. | Series: Local/global issues in education: Routledge, 2018. http://dx.doi.org/10.4324/9780429436765-3.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Mitchell, David. "Claymore School – toward teacher autonomy." In Hyper-Socialised, 105–18. Abingdon, Oxon; New York, NY : Routledge, 2020.: Routledge, 2019. http://dx.doi.org/10.4324/9780429441295-8.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Volansky, Ami. "Self-Management and School Autonomy." In The Three Waves of Reform in the World of Education 1918 – 2018, 335–59. Singapore: Springer Nature Singapore, 2023. http://dx.doi.org/10.1007/978-981-19-5771-0_17.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Hayes, Remy, Frances Blumenfeld, Susan McPherson, Penny Cavenagh, and Caitlin Phillips. "Escape, autonomy, friendship and resilience." In The Psychological Impact of Boarding School, 130–53. London: Routledge, 2023. http://dx.doi.org/10.4324/9781003280491-9.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Bagwell, Jack Lawrence. "Insights into school governance and autonomy." In School Governance in Global Contexts, 159–74. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003221456-10.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Vieira, Flávia. "Addressing Constraints on Autonomy in School Contexts: Lessons from Working with Teachers." In Learner Autonomy across Cultures, 220–39. London: Palgrave Macmillan UK, 2003. http://dx.doi.org/10.1057/9780230504684_13.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

De Forsberg, Nuzzly Ruiz. "School Autonomy in Nicaragua: Two Case Studies." In School Decentralization in the Context of Globalizing Governance, 95–114. Dordrecht: Springer Netherlands, 2007. http://dx.doi.org/10.1007/978-1-4020-4700-8_5.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Rubinstein, Israelit. "Education Management — Information Technology and School Autonomy." In Information Technology in Educational Management, 215–19. Boston, MA: Springer US, 1995. http://dx.doi.org/10.1007/978-0-387-34839-1_29.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Tan, Charlene. "Autonomy and Accountability: The School Appraisal System." In Learning from Shanghai, 99–107. Singapore: Springer Singapore, 2012. http://dx.doi.org/10.1007/978-981-4021-87-6_9.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Wylie, Cathy, Graeme Cosslett, and Jacky Burgon. "New Zealand Principals: Autonomy at a Cost." In A Decade of Research on School Principals, 269–90. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-23027-6_13.

Full text
APA, Harvard, Vancouver, ISO, and other styles

Conference papers on the topic "School autonomy"

1

Germani, Sara, and Tommaso Palombi. "RELATIONSHIP BETWEEN AUTONOMY SUPPORT AND STUDENTS’ SCHOOL WELL-BEING: THE MEDIATING ROLE OF NEED FOR COMPETENCE." In International Conference on Education and New Developments. inScience Press, 2022. http://dx.doi.org/10.36315/2022v1end096.

Full text
Abstract:
"Within a Self-Determination Theory perspective (SDT; Deci and Ryan, 2000), this study aims to examine the relationship between students’ perception of autonomy support provided by teachers and their school well-being (439 students, mean age = 12.2 years; 51% male). SDT proposed the existence of three universal, innate psychological needs of all human beings: autonomy, relatedness and competence. In the school context, the need for autonomy refers to students’ desires to experience a sense of self-determination of their behavior. The need for relatedness refers to students’ desires to experience a sense of connection with teachers and classmates. The need for competence refers to students’ desires to interact effectively with the school environment. The satisfaction of these needs plays an important role in several educational outcomes (e.g. school satisfaction and motivation), particularly when teachers support students’ autonomy, attempting to understand, acknowledge, and where possible, be responsive to students’ perspectives. In the school specific domain, many recent empirical studies have used the SDT as a conceptual framework, to show that an autonomy-supportive teaching style tends to predict adolescents students’ needs satisfaction and school well-being (Ryan and Deci, 2020). Satisfaction of need for competence seems to be a particularly strong predictor of adolescent students’ subjective well-being at school (Tian, Han and Huebner, 2014). According to Tian (2008), subjective well-being in school includes students’ school satisfaction and affect, that is the frequency with which students experience positive emotions. In Italy, research based on the SDT in schools is limited, particularly as regards the effect of students’ needs satisfaction on their well-being. The present paper looks carefully at the mediating role of need for competence considering the relation between the support for autonomy provided by teachers and the adolescents students’ positive and pleasant emotions at school, using a Structural Equation Modelling. The posited model fitted the data quite well: x² = 225 (df = 101), p< .001; TLI = .968; SRMR = 0.037; RMSEA = 0.053, 90% CI [.044, .062]. Results show that a greater perception of support for autonomy has a positive effect on the students’ positive emotions, and this effect is partially mediated by the satisfaction of the need for competence. This finding suggest that students’ psychological needs should be considered and teachers should not only be aware of the importance of autonomy-supportive teaching, but also of how they can improve their teaching style (Vandenkerckhove et al., 2019)."
APA, Harvard, Vancouver, ISO, and other styles
2

Wang, Xue. "Effects of School-Based Autonomy-Supportive Interventions on Academic Outcomes and Learning Autonomy: A Meta-Analysis." In AERA 2023. USA: AERA, 2023. http://dx.doi.org/10.3102/ip.23.2044485.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Wilkinson, Jane. "School Autonomy Reform and Social Justice in Australian Public Education." In 2020 AERA Annual Meeting. Washington DC: AERA, 2020. http://dx.doi.org/10.3102/1569647.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Khudorozhkov, Ivan, Boris Ilyukhin, Elena Benks, Natalya Serbina, and Elena Lepustina. "ЕVALUATING THE IMPACT OF SCHOOL AUTONOMY ON LEARNING OUTCOMES QUALITY." In 14th annual International Conference of Education, Research and Innovation. IATED, 2021. http://dx.doi.org/10.21125/iceri.2021.2382.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Yulia, Sri Prihartini. "Junior High School Students’ Autonomy in Computer Assissted Language Learning (CALL)." In International Conference on Educational Assessment and Policy. Kementerian Pendidikan dan Kebudayaan, 2018. http://dx.doi.org/10.26499/iceap.v2i1.103.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Wright-Costello, Beth. ""Playing the Game" and "Buying In": Charter School Teachers Claim Autonomy." In 2020 AERA Annual Meeting. Washington DC: AERA, 2020. http://dx.doi.org/10.3102/1579765.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Khudorozhkov, Ivan, Boris Ilyukhin, Elena Benks, and Natalya Serbina. "ASSESSING THE IMPACT OF SCHOOL AUTONOMY ON THE LEARNING OUTCOMES QUALITY." In 16th International Technology, Education and Development Conference. IATED, 2022. http://dx.doi.org/10.21125/inted.2022.1607.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Postlewaite, Elyse. "The Experience of Autonomy Supportive Classrooms for Middle and High School Students." In 2021 AERA Annual Meeting. Washington DC: AERA, 2021. http://dx.doi.org/10.3102/1689125.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Junianto, Junianto. "The effort of school quality improvement through the autonomy of educational unit." In International Conferences on Educational, Social Sciences and Technology. Padang: Fakultas Ilmu Pendidikan, 2018. http://dx.doi.org/10.29210/20181154.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Lavrinoviča, Beata, Inga Linde, Gunta Siliņa-Jasjukeviča, and Inese Lūsēna-Ezera. "School as a Learning Organisation: Impediments to Its Implementation in Latvia and Abroad." In ATEE 2022 Annual Conference. University of Latvia Press, 2023. http://dx.doi.org/10.22364/atee.2022.15.

Full text
Abstract:
One after another, European educational systems are applying reforms to transform primary and secondary schools to fit continuously changing and dynamic environments. Reforms require schools to serve as lifelong learning centres for various learners’ groups, including school leaders, teachers and school staff, making them more flexible, collaborative and innovative in what comes to the teaching approaches. Simultaneously, gradual transformations in education are contextualised by the decrease in teaching staff and low motivation to remain in the profession due to a variety of reasons. ‘School as a learning organisation’ concept is introduced to define a school that continuously changes and adapts to new environments and circumstances through individual and collective learning of its staff. This paper aims to review the main impediments to implementations of the ‘school as a learning organisation’ concept, considering its functioning in Latvia and abroad. Literature and document analysis was done to assess the characteristics of learning organisations in the European context. With special focus on Latvia, several focus group interviews were conducted with the education managers and stakeholders to verify the implementation impediments in Latvia and define main risks of schools as learning organisations. Content analysis was applied to draw conclusions. The results have shown that institutional autonomy and leadership are the keys to positive changes in educational staff perceptions and motivation to take on risks and obtain new knowledge, skills and competence for the individual and organisational growth. However, there are other impediments, such as lack of time, financial resources and insufficient communication and understanding of the whole idea of the school as a learning organisation, that stops schools from being the agents of change. The obtained results will be further applied in the design of the ‘School as a learning organisation’ model and a tool for its measurement in Latvia.
APA, Harvard, Vancouver, ISO, and other styles

Reports on the topic "School autonomy"

1

Hanushek, Eric, Susanne Link, and Ludger Woessmann. Does School Autonomy Make Sense Everywhere? Panel Estimates from PISA. Cambridge, MA: National Bureau of Economic Research, November 2011. http://dx.doi.org/10.3386/w17591.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Glazer, Joshua L., Diane Massell, and Matthew Malone. Research into Tennessee's Achievement School District: Autonomy, Incentives, and Guidance for Providers. Consortium for Policy Research in Education, January 2015. http://dx.doi.org/10.12698/cpre.2015.tenneseeconsortium.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Dancis, Julia. The Role of Teacher Autonomy Support Across the Transition to Middle School: Its Components, Reach, and Developmental Effects. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.6611.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Rarasati, Niken, and Rezanti Putri Pramana. Giving Schools and Teachers Autonomy in Teacher Professional Development Under a Medium-Capability Education System. Research on Improving Systems of Education (RISE), January 2023. http://dx.doi.org/10.35489/bsg-rise-ri_2023/050.

Full text
Abstract:
A mature teacher who continuously seeks improvement should be recognised as a professional who has autonomy in conducting their job and has the autonomy to engage in a professional community of practice (Hyslop-Margison and Sears, 2010). In other words, teachers’ engagement in professional development activities should be driven by their own determination rather than extrinsic sources of motivation. In this context, teachers’ self-determination can be defined as a feeling of connectedness with their own aspirations or personal values, confidence in their ability to master new skills, and a sense of autonomy in planning their own professional development path (Stupnisky et al., 2018; Eyal and Roth, 2011; Ryan and Deci, 2000). Previous studies have shown the advantages of providing teachers with autonomy to determine personal and professional improvement. Bergmark (2020) found that giving teachers the opportunity to identify areas of improvement based on teaching experience expanded the ways they think and understand themselves as teachers and how they can improve their teaching. Teachers who plan their own improvement showed a higher level of curiosity in learning and trying out new things. Bergmark (2020) also shows that a continuous cycle of reflection and teaching improvement allows teachers to recognise that the perfect lesson does not exist. Hence, continuous reflection and improvement are needed to shape the lesson to meet various classroom contexts. Moreover, Cheon et al. (2018) found that increased teacher autonomy led to greater teaching efficacy and a greater tendency to adopt intrinsic (relative to extrinsic) instructional goals. In developed countries, teacher autonomy is present and has become part of teachers’ professional life and schools’ development plans. In Finland, for example, the government is responsible for providing resources and services that schools request, while school development and teachers’ professional learning are integrated into a day-to-day “experiment” performed collaboratively by teachers and principals (Niemi, 2015). This kind of experience gives teachers a sense of mastery and boosts their determination to continuously learn (Ryan and Deci, 2000). In low-performing countries, distributing autonomy of education quality improvement to schools and teachers negatively correlates with the countries’ education outcomes (Hanushek et al., 2011). This study also suggests that education outcome accountability and teacher capacity are necessary to ensure the provision of autonomy to improve education quality. However, to have teachers who can meet dynamic educational challenges through continuous learning, de Klerk & Barnett (2020) suggest that developing countries include programmes that could nurture teachers’ agency to learn in addition to the regular content and pedagogical-focused teacher training materials. Giving autonomy to teachers can be challenging in an environment where accountability or performance is measured by narrow considerations (teacher exam score, administrative completion, etc.). As is the case in Jakarta, the capital city of Indonesia, teachers tend to attend training to meet performance evaluation administrative criteria rather than to address specific professional development needs (Dymoke and Harrison, 2006). Generally, the focus of the training relies on what the government believes will benefit their teaching workforce. Teacher professional development (TPD) is merely an assignment for Jakarta teachers. Most teachers attend the training only to obtain attendance certificates that can be credited towards their additional performance allowance. Consequently, those teachers will only reproduce teaching practices that they have experienced or observed from their seniors. As in other similar professional development systems, improvement in teaching quality at schools is less likely to happen (Hargreaves, 2000). Most of the trainings were led by external experts or academics who did not interact with teachers on a day-to-day basis. This approach to professional development represents a top-down mechanism where teacher training was designed independently from teaching context and therefore appears to be overly abstract, unpractical, and not useful for teachers (Timperley, 2011). Moreover, the lack of relevancy between teacher training and teaching practice leads to teachers’ low ownership of the professional development process (Bergmark, 2020). More broadly, in the Jakarta education system, especially the public school system, autonomy was never given to schools and teachers prior to establishing the new TPD system in 2021. The system employed a top-down relationship between the local education agency, teacher training centres, principals, and teachers. Professional development plans were usually motivated by a low teacher competency score or budgeted teacher professional development programme. Guided by the scores, the training centres organised training that could address knowledge areas that most of Jakarta's teachers lack. In many cases, to fulfil the quota as planned in the budget, the local education agency and the training centres would instruct principals to assign two teachers to certain training without knowing their needs. Realizing that the system was not functioning, Jakarta’s local education agency decided to create a reform that gives more autonomy toward schools and teachers in determining teacher professional development plan. The new system has been piloted since November 2021. To maintain the balance between administrative evaluation and addressing professional development needs, the new initiative highlights the key role played by head teachers or principals. This is based on assumption that principals who have the opportunity to observe teaching practice closely could help teachers reflect and develop their professionalism. (Dymoke and Harrison, 2006). As explained by the professional development case in Finland, leadership and collegial collaboration are also critical to shaping a school culture that could support the development of professional autonomy. The collective energies among teachers and the principal will also direct the teacher toward improving teaching, learning, and caring for students and parents (Hyslop-Margison and Sears, 2010; Hargreaves, 2000). Thus, the new TPD system in Jakarta adopts the feature of collegial collaboration. This is considered as imperative in Jakarta where teachers used to be controlled and join a professional development activity due to external forces. Learning autonomy did not exist within themselves. Hence, teachers need a leader who can turn the "professional development regulation" into a culture at schools. The process will shape teachers to do professional development quite autonomously (Deci et al., 2001). In this case, a controlling leadership style will hinder teachers’ autonomous motivation. Instead, principals should articulate a clear vision, consider teachers' individual needs and aspirations, inspire, and support professional development activities (Eyal and Roth, 2011). This can also be called creating a professional culture at schools (Fullan, 1996). In this Note, we aim to understand how the schools and teachers respond to the new teacher professional development system. We compare experience and motivation of different characteristics of teachers.
APA, Harvard, Vancouver, ISO, and other styles
5

Arif, Sirojuddin, Rezanti Putri Pramana, Niken Rarasati, and Destina Wahyu Winarti. Nurturing Learning Culture among Teachers: Demand-Driven Teacher Professional Development and the Development of Teacher Learning Culture in Jakarta, Indonesia. Research on Improving Systems of Education (RISE), November 2022. http://dx.doi.org/10.35489/bsg-risewp_2022/117.

Full text
Abstract:
Despite the growing attention to the importance of learning culture among teachers in enhancing teaching quality, we lack systematic knowledge about how to build such a culture. Can demand-driven teacher professional development (TPD) enhance learning culture among teachers? To answer the question, we assess the implementation of the TPD reform in Jakarta, Indonesia. The province has a prolonged history of a top-down TPD system. The top-down system, where teachers can only participate in training based on assignment, has detached TPD activities from school ecosystems. Principals and teachers have no autonomy to initiate TPD activities based on the need to improve learning outcomes in their schools. This study observes changes in individual teachers related to TPD activities triggered by the reform. However, the magnitude of the changes varies depending on teachers’ skills, motivation, and leadership style. The study suggests that shifting a TPD system from top-down to bottom-up requires differentiated assistance catered to the school leaders’ and teachers’ capabilities.
APA, Harvard, Vancouver, ISO, and other styles
6

Johnson, Daniel. Principal Vision, Environmental Robustness, and Teacher Sense of Autonomy in High Schools. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.1320.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Verdisco, Aimee, Jennelle Thompson, and Santiago Cueto. Early Childhood Development: Wealth, the Nurturing Environment and Inequality First Results from the PRIDI Database. Inter-American Development Bank, July 2016. http://dx.doi.org/10.18235/0011753.

Full text
Abstract:
This paper presents findings from the Regional Project on Child Development Indicators, PRIDI for its acronym in Spanish. PRIDI created a new tool, the Engle Scale, for evaluating development in children aged 24 to 59 months in four domains: cognition, language and communication, socio-emotional and motor skills. It also captures and identifies factors associated with child development. The Engle Scale was applied in nationally representative samples in four Latin American countries: Costa Rica, Nicaragua, Paraguay and Peru. The results presented here are descriptive, but they offer new insight regarding the complexity of child development in Latin America. The basic message emerging from this study is that child development in Latin America is unequal. Inequality in results appears as early as 24 months and increases with age. There is variation in inequality. For example, correlations with the socio-economic characteristics of the home and maternal education are stronger for cognition, and language and communication than for motor development. The environment within which children develop and the adult-child interactions predominant within this environment ¿ referred to in this study as the nurturing environment - is important for all domains of child development utilized in this study, although stronger associations appear for cognition, language and communication, and socio-emotional development. For all domains measured by the Engle Scale, the nurturing environment bears a statistically stronger correlation than the socio-economic endowment of the home or maternal education. Gaps between the development of children in the top and low extremes in these factors matter. By 59 months, the development of a poor and under-nurtured child will lag by as much as 18 months behind her richer and more nurtured peers. For this child it will be more difficult to recognize basic shapes like triangles or squares, count to 20, or understand temporal sequences. She will also have gaps in her basic executive functioning and socio-emotional skills, including empathy and autonomy. She will not likely be ready for school and may not have success once there. Notably, however, if this same child, in the same poor household, were to benefit from a nurturing environment, her level of development would rise and would start to approach levels found in children in richer but less nurtured households. The nurturing environment thus appears to mitigate the negative association lower levels of wealth have with the domains of development included in this study.
APA, Harvard, Vancouver, ISO, and other styles
8

December 2019 issue – The Bridge. ACAMH, November 2019. http://dx.doi.org/10.13056/acamh.9715.

Full text
Abstract:
Summaries include; if parental consanguinity predicts the severity of Autistic symptoms; study the transmission of intergenerational anxiety in families; systematic review into the effectiveness of available interventions to treat PTSD; the efficacy of teacher assessments vs exams to assess performance in UK schools; relationship between intolerance of uncertainty and extreme demand avoidance in young people with Autism; and how fluctuations in external environmental noise affect the developing Autonomic Nervous System in babies.
APA, Harvard, Vancouver, ISO, and other styles
You might also be interested in the extended bibliographies on the topic 'School autonomy' for particular source types:
Journal articles Dissertations / Theses Books
We offer discounts on all premium plans for authors whose works are included in thematic literature selections. Contact us to get a unique promo code!

To the bibliography