To see the other types of publications on this topic, follow the link: School autonomy.
Journal articles on the topic 'School autonomy'
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the top 50 journal articles for your research 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.
Browse journal articles on a wide variety of disciplines and organise your bibliography correctly.
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
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 textAbstract:
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.
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 textAbstract:
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.
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 textAbstract:
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.
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 textAbstract:
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.
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 textAbstract:
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.
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 textAbstract:
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.
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 textAbstract:
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.
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
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
11
Shah, Madiha, and Azhar Haseeb. "Relationship Between Job Autonomy and Job Stress Among Public Secondary School Principals in Punjab, Pakistan." International Journal of Learning and Development 9, no. 4 (November 27, 2019): 94. http://dx.doi.org/10.5296/ijld.v9i4.15938.
Full textAbstract:
School principals play a dynamic role in schools’ administrative processes where independent decision-making is inevitable. The present study investigates the level of job autonomy as experienced by public secondary school principals of Punjab, Pakistan. The study further determines the relationship between job autonomy and job stress among school principals. The study uses a survey research design where two scales i.e., Job Autonomy Scale by Breaugh (1985) and Organizational Stress Index by Shrivastava and Singh (1984) were used to measure job autonomy and job stress respectively. The study comprises the sample of 145 public secondary school principals, working in a district of Punjab, Pakistan. The research questions are addressed by conducting descriptive as well as inferential statistics. The study identifies a positive and moderate relationship between job autonomy and job stress among secondary school principals. It is found that school principals perceive themselves more autonomous in method autonomy and scheduling autonomy while less autonomous in criteria autonomy. The results exhibit that school principals suffered from greater stress because of low self-esteem. The current study suggests that school principals should be provided with middle-level job autonomy to mitigate their job stress.
12
Polidano, David. "Exploring the Relationship Between School Autonomy and School Responsiveness as Perceived by Heads of Primary Schools in Malta." Malta Journal of Education 3, no. 2 (November 17, 2022): 7–33. http://dx.doi.org/10.62695/oydr9981.
Full textAbstract:
This paper presents the outcomes of a research study on the perspective of Heads of primary schools in Malta about the relationship between school autonomy and school responsiveness. Knowing whether, and how, school autonomy is related to school responsiveness can provide a key to action for improvement in the Maltese education system. A mixed methods approach allowed the collection and analysis of data from a relatively large proportion of the target population and its interpretation through the participation of a sample from the same population. Most Heads were found to believe that greater school autonomy, especially in the curriculum and instruction domain, would help increase responsiveness. Most were also personally in favour of increased autonomy, especially in the mentioned domain. Acknowledging the complexity of the subject matter, the paper suggests an iterative approach to change that prioritises the professional autonomy of school-based educators as the guiding principle.
13
Salas-Velasco, Manuel. "Does greater school resource allocation improve efficiency in education production? Performance assessment of Spanish public sector-funded schools." International Journal of Educational Management 34, no. 5 (January 2, 2020): 903–15. http://dx.doi.org/10.1108/ijem-08-2019-0305.
Full textAbstract:
Purpose The purpose of this paper is to measure the efficiency performance of public sector-funded schools in Spain. Design/methodology/approach Using school-level data from Program for International Student Assessment 2012, cross-sectional models were estimated using stochastic frontier analysis (SFA). Technical efficiencies of public sector-funded schools (public schools and centros concertados), and their determinants were estimated using a one-step maximum likelihood procedure. SFA models include both a stochastic error term and a term that can be characterized as inefficiency; the non-negative technical inefficiency effects are assumed to be a function of school characteristics. Findings The results show that greater school autonomy and school responsibility for resource allocation are associated with efficiency improvement. Subsidized private schools (called centros concertados) were more efficient than public schools. The former are free of bureaucratic constraints that encumber public schools, and they are able to control many more decisions at the school level (e.g. they select their own teachers). Originality/value This paper shows the value of school autonomy for educational performance. The author defines school autonomy as the operational empowerment of the principals and teachers. Therefore, the government could grant greater autonomy to public schools (school-based management), since school autonomy is a driver of efficiency. Further, teachers’ morale is also an environmental driver of efficiency. Schools tend to be more efficient when teachers work with enthusiasm or value academic achievement. And this is more likely to occur in private schools, even though teachers are hired (they are not civil servants) and have a lower salary than public school teachers. The lack of motivation of many teachers in public schools may be in the absence of incentives – there is no possibility of promotion and everyone is guaranteed a wage increase every three years –and in the bureaucratization of the public school system.
14
Urbanovič, Jolanta, Jolanta Navickaitė, and Rūta Dačiulytė. "Autonomy, Collaboration and Competition: The Impact of Education Management Reforms which Aim to Increase School Autonomy on Relations between Schools." NISPAcee Journal of Public Administration and Policy 12, no. 1 (June 1, 2019): 175–97. http://dx.doi.org/10.2478/nispa-2019-0008.
Full textAbstract:
AbstractIn recent decades, the neoliberal education policy has been implemented in many countries, by reducing the state’s role in education management. Lithuania is one of the countries which after the restoration of Independence in 1991 and collapse of the Soviet Union has decentralized its education management system by giving more autonomy to schools and local authorities. Education-management reforms, which have already been implemented or are currently being implemented in response to social, economic and political changes in the country, have an impact on relationships between schools. Purpose: This article reports the findings of a study which reviewed education management reforms aimed at increasing school autonomy and their impact on inter-school collaboration and competition. Research Method: This study employs a qualitative research design with semi-structured interviews. Twenty-four elementary and secondary school principals from different regions of Lithuania were interviewed. Findings: The results reveal that a significant influence on relations between schools comes from government decisions which relate to school autonomy, school choice, allocation of funds, school ranking, and the like. Implications: This study generates discussions on the impact of the education management reforms which aim to enhance school autonomy on inter-school relationships. In order to answer that question, a theoretical model of research was developed, including the theoretical basis of school autonomy, collaboration and competition, as well as the characteristics of Lithuanian education governance.
15
Nicolaidou Solomou, Galatia, and Petros Pashiardis. "An effective school autonomy model." International Journal of Educational Management 30, no. 5 (June 13, 2016): 718–34. http://dx.doi.org/10.1108/ijem-05-2015-0054.
Full textAbstract:
Purpose – Although school autonomy has been a matter of great interest during the last decades and several relevant measures have been implemented toward this end, the relation between school autonomy and school effectiveness has not been examined thoroughly. The purpose of this paper is to explore this relation and to propose an effective school autonomy model for Cyprus, a small European country with a highly centralized educational system. The suggested model indicates which decisions (related to various administrative, financial, academic, pedagogical and human resources matters) must be made at school level, which decisions can be made partly from the school with a higher level of control from the ministry and which decisions have to be made exclusively by a central authority, in order to enhance school effectiveness. Design/methodology/approach – An unusual methodological design is followed, using scenarios to examine hypothetical situations. Cypriot headteachers’ job satisfaction and work-related stress is examined in the case of full autonomy and in the opposite scenario of very limited autonomy. The results from this phase of the study lead to the design of the suggested school autonomy model, which is then tested in terms of effectiveness through a third scenario. The scenarios are given in questionnaires and the sample includes 300 out of a population of 350 primary school headteachers of Cyprus. Findings – The findings of the study suggest that headteachers’ job satisfaction and work-related stress is affected by the level of school autonomy that characterizes an educational system. The most effective scenario for the case of Cyprus does not refer to the existing situation of very limited autonomy, neither to the opposite scenario of full autonomy. The most effective scenario refers to the suggested model of school autonomy where all decisions related to various academic, managerial, financial and human resource matters are taken at school level, except for the decisions related to teaching materials and textbooks, teacher placements, promotions, payroll and dismissals. For these decisions the guidance, support and/or control from the educational authorities have to be enhanced. Research limitations/implications – In this study school effectiveness is examined through the headteachers’ job satisfaction and stress as the dependent variable, and not through the conventional student achievement variable. A part of the existing literature suggests that these variables affect school effectiveness in an indirect way. Taking into consideration student achievement was not possible for the case of Cyprus, since the only scenario currently existing refers to very limited or no school autonomy. Therefore, it is not possible to compare the academic results of students coming from schools with different levels of autonomy. Practical implications – The methodological approach of the study can be followed in other contexts as well, in order to design an effective school autonomy model for a different educational system, district or school. Scenarios can also be used to test and make corrections for a suggested educational reform, before this is implemented, in order to avoid waste of time and/or financial resources. Originality/value – The value of this study first lies in its attempt to design a school autonomy model, based on all the educational decisions and matters that can be affected from a school autonomy reform; this became possible through an extensive literature review. Second the study, does not only support some suggestions based on the results, but also tests the effectiveness of the suggestions before these are implemented, following the unusual methodological approach of scenarios. Moreover, the relation between school autonomy and school effectiveness has not been examined thoroughly in the existing literature and some conflicting opinions exist. The findings of the study can help us gain a better understanding of the above relation.
16
Weiner, Jennie M., and Sarah L. Woulfin. "Controlled autonomy: novice principals’ schema for district control and school autonomy." Journal of Educational Administration 55, no. 3 (May 2, 2017): 334–50. http://dx.doi.org/10.1108/jea-03-2016-0032.
Full textAbstract:
Purpose The purpose of this paper is to gain insights into how a group of novice principals, all in schools that deployed principles of autonomy as mechanisms for improvement, conceptualized what the authors label “controlled autonomy” – a condition in which school leaders are expected to both make site-based decisions and be accountable to district oversight. The study aims to support more effective interactions between school and district leaders around controlled autonomy to increase performance. Design/methodology/approach Using schema as a framework to guide the inquiry, this paper uses qualitative methods and interviewing in particular to explore the questions of interest. Seven novice principals were each interviewed three times over the year each interview lasting approximately one hour (n=21). Data were analyzed thematically using both inductive and deductive coding techniques. Findings Findings show that principals tended to group potential district supports into four categories: operations, instruction, advocacy, and vision and their perceptions regarding the balance between their and the district’s control over activities in each category was dynamic, varied and dependent on views relating to issues as broad as values alignment to perceptions of bureaucratic efficiency. Research limitations/implications Because of the small sample size and methodological approach, it may be inappropriate to generalize the findings across all controlled autonomy contexts. Further research in additional settings is encouraged to support the proposed findings. Practical implications This paper has a number of implications for districts and school leaders. Among these is the need for districts to better articulate the parameters of controlled autonomy and for school leaders to receive more and more effective training and support to effectively utilize autonomy as a mechanism for reform. Originality/value This work fills a gap in the research regarding on how principals conceptualize controlled autonomy or, more specifically, how they view what school autonomy should look like relative to district control and is this paper’s focus. It also provides insights into practice and potential means to enhance a growing, but so far unevenly implemented and under performing reform initiative (i.e. controlled autonomy).
17
Dukpa, Norbu, L. S. S. Orong, and Samdrup Jongkhar. "Comparison of Academic Results between Fully Autonomous and Non-autonomous Schools." Asian Journal of Education and Social Studies 43, no. 1 (April 29, 2023): 32–40. http://dx.doi.org/10.9734/ajess/2023/v43i1933.
Full textAbstract:
School autonomy empowers schools to make decisions to invest in matters that are important for the school. School autonomy is also related to increased or improved student performance. Since 2014, the Bhutanese Ministry of Education implemented Central School reform initiative, which granted school autonomy in financial matters and school governance. The reform initiative was as a result of surmounting evidences on the perceived decline on the quality of education and student performance. This research attempted to determine if students’ performance in board examinations improved over the consecutive years in one of the central schools. Using students’ board examination marks for four years, this research determined that there were significant improvements in students’ performance, however the findings were inconsistent. Possible reasons for the inconsistent findings are discussed.
18
Wangchuk, Namgay. "Principals Perspectives on Autonomous Schools in Bhutan." International Journal for Research in Applied Science and Engineering Technology 10, no. 1 (January 31, 2022): 932–44. http://dx.doi.org/10.22214/ijraset.2022.39948.
Full textAbstract:
Abstract: The study intends to find out perspectives of school leaders on autonomous schools in Bhutan. The report explores the satisfaction level of school principals with the autonomy granted to them by the government and the ministry. Out of 19 autonomous schools, 17 schools’ principals were assessed with questionnaires and interviews. The study is based on primary and secondary data collected from the respondents and other relevant materials. The study found out that 65% of principals were satisfied with the autonomous school system in Bhutan. A majority (89%) of principals said there is decentralization of power and finance, while 78% of school principals said Bhutanese schools should go for autonomy. At the same time, school principals want more autonomy in terms of recruitment of staff, award contracts, maintenance of school infrastructure, paying travel allowances and daily allowances and salary to the staff, termination of nonperforming staff, promoting staff, preparing curriculum frameworks, and fixing school fees.
19
Ibrohim, Busthomi. "MANAJEMEN BERBASIS SEKOLAH: STRATEGI ALTERNATIF DALAM PERSAINGAN MUTU." Tarbawi: Jurnal Keilmuan Manajemen Pendidikan 4, no. 01 (June 30, 2018): 57. http://dx.doi.org/10.32678/tarbawi.v4i01.1771.
Full textAbstract:
Politically, School Based Management (SBM) becomes the mouthpiece of all issues in the field of education that will be portrayed in schools, because the school is the last network of educational bureaucracy. SBM is also a form of operationalization of the decentralization or education autonomy policy in relation to regional autonomy. Theoretically, SBM is also a concept that offers autonomy to schools in order to improve quality, efficiency and equity of education in order to accommodate the interests of local communities as well as establishing close cooperation between schools, communities and governments. Operationally SBM is an idea that places the authority of school management in a system entity. Based on the above view, this article outlines the basic framework of SBM as a strategy for improving the quality of education. With SBM, principals, teachers and learners get the opportunity to innovate and improvise in schools related to curriculum, learning, managerial and others. So the principal serves as an educator, manager, administrator, supervisor, leader, innovator, motivator, figure, and mediator. SBM also calls for the creation of new institutional arrangements and institutions, including: the establishment of school boards, development of school strategy planning, develop of annual school planning, internal monitoring and self-assessment, annual reporting, school opinion surveys of school stakeholders.
Keywords. School Based Management, Decentralization of Education, Quality Assurance, Autonomy of Education, School Committee
20
Ko, James, Yin Cheong Cheng, and Theodore Tai Hoi Lee. "The development of school autonomy and accountability in Hong Kong." International Journal of Educational Management 30, no. 7 (September 12, 2016): 1207–30. http://dx.doi.org/10.1108/ijem-10-2015-0145.
Full textAbstract:
Purpose The purpose of this paper is to trace the development of school autonomy and accountability and related multiple changes and impacts in key areas of school education in Hong Kong since implementing school-based management (SBM) from 1990s. Design/methodology/approach To explore the evolution and the uniqueness of autonomy and accountability in the Hong Kong school system, the paper begins with an historical account, followed by an evaluation of the effects of SBM as shown in policy documents, local research, international reviews and illustrative findings from a case study. The local and international implications of SBM for research and practice are then discussed. Findings This paper shows the links between school autonomy and accountability by exploring the potential effects of both of these factors on educational management and student achievement, which are increasingly emphasised in educational policies. The investigation shows that the assumed links and effects are not always consistent or empirically supported. The positive effects that school autonomy has on school governance and management, teachers’ work, school-based curriculums and student learning are all significant when there is also strong leadership, comprehensive continuous professional development and a positive, collaborative school climate. These key elements work alongside school autonomy to facilitate positive change. Research limitations/implications School autonomy and accountability should be viewed as necessary, but not sufficient, conditions for school improvement and development. Further characterisation of the processes happening in schools is needed to explore the different realisations of school autonomy and accountability. Originality/value This investigation of school autonomy and accountability in Hong Kong provides the international audience with a deeper understanding of the dynamics involved in the development of SBM.
21
Kongkea, TEP, and SIENG Sovanna. "School autonomy, organization and performance in Europe –A comparative analysis for the period from 2000 to 2015. 1st Edition. By Susana da Cruz Martins, Luís Capucha and João Sebastião, 2019. 136 pp." Insight: Cambodia Journal of Basic and Applied Research 5, no. 01 (June 30, 2023): 70–81. http://dx.doi.org/10.61945/cjbar.2023.5.1.7.
Full textAbstract:
School autonomy is very important for modern education in the twenty-first century. It compels school principals, teachers, and stakeholders to work and respond together to decide what they will do to promote the students' achievement in their schools. Thus, this review seeks to elaborate on the insights of a book about school autonomy in Europe in order to draw out the best practices for the Cambodian context. The book “School Autonomy, organization, and performance in Europe -- A Comparative Analysis for the period from 2000 to 2015,” which was written by Susana da Cruz Martins, Luís Capucha, and João Sebastião and published at the Lisbon-based Centre for Research and Studies in Sociology (CIES-Iscte) in 2019, should be considered a very useful work for teachers and administrator. It is one of the most interesting books I have ever read. The book not only provides general concepts such as the autonomy and performance of education systems and policies of autonomy and school organization in Europe but also introduces some innovative ideas for new perspectives on school autonomy for developing education in Cambodia.
22
Glass, Sandra Rubin. "Markets & Myths: Autonomy in Public & Private Schools." education policy analysis archives 5 (January 6, 1997): 1. http://dx.doi.org/10.14507/epaa.v5n1.1997.
Full textAbstract:
School choice is the most controversial education policy issue of the 1990s. John Chubb and Terry Moe's Politics, Markets and America's Schools stimulated this investigation. They concluded that teacher and administrator autonomy was the most important influence on student achievement. They assumed that the organization of private schools offered greater autonomy resulting in higher student achievement and that the bureaucracy of public schools stifles autonomy limiting student achievement. The research undertaken here elaborates, elucidates, and fills in the framework of teacher and principal autonomy in public and private secondary schools. Interviews of more than thirty teachers and administrators in six high schools, observations, field notes, and analysis of documents collected in the field form the empirical base of this work. The sites included three private, independent, nondenominational secondary schools which are college preparatory and three public secondary schools noted for high graduation rates and offering numerous advanced placement courses.The feelings expressed by both public and private school participants in this study testify to equally high degrees of autonomy. Issues that emerged from data analysis in this study which mitigate and shape autonomy include the following: conflicting and contradictory demands, shared beliefs, layers of protection, a system of laws, funding constraints and matters of size of the institution. These issues challenge oversimplified assertions that differences of any importance exist between the autonomy experienced by professionals in public and private high schools. This study reveals the complexity of the concept of autonomy and challenges the myth that teachers and principals in private schools enjoy autonomy and freedom from democratic bureaucracy that their public school counterparts do not.
23
Lynov, Kostiantyn, and Iryna Lynova. "PRINCIPAL’S ATTITUDE TO THE EXPANSION OF THE AUTONOMY OF THE INSTITUTION OF GENERAL SECONDARY EDUCATION: THE RESULTS OF ANALYTICAL RESEARCH." Continuing Professional Education: Theory and Practice, no. 3 (2021): 60–70. http://dx.doi.org/10.28925/1609-8595.2021.3.7.
Full textAbstract:
The authors of the article analyze the results of a survey of school principals conducted in December 2020 in Kyiv. The Law of Ukraine «On Education» provides for granting educational institutions the right to expand the scope of autonomy, namely – academic, organizational, personnel and financial autonomy. This process, among other things, depends on the level of readiness of the principals for self-government at school, the desire and ability to use the opportunities provided by the legislation of Ukraine. The purpose of the article is to publish the results of a study to determine the current state of the attitude of the head of the capital's school to the implementation of the declared autonomy of the school and the factors that prevent it. Realization of the set purpose provides the following: definition of the relation of the head of school to introduction of the autonomy of educational institutions declared by the legislation; determining the readiness of the head of the school in the near future to begin implementing the autonomy of the educational institution; identification of conditions, the satisfaction of which will be able to accelerate the introduction of autonomy of educational institutions. Participants in the survey «Autonomy of educational institutions and its impact on the quality of education management in the capital», conducted by the analytical center of Borys Grinchenko Kyiv University «OsvitAnalityka», were 472 principals of secondary schools and specialists of Kyiv education departments and the capital Department of Education and Science. This article presents an analytical review of the results of the survey of the heads of educational institutions in Kyiv, a statistical portrait of the school principals and the conclusions of the authors. Heads of schools in Kyiv support the ideas, possibilities of autonomy and introduce the autonomy of the educational institution with different speed, sequence of stages and a combination of components. The main conditions for the implementation of the autonomy of educational institutions, laid down by domestic legislation, leaders consider the following: development of an algorithm of actions for introduction of autonomy; training of school administration as educational managers; ensuring the appropriate level of current funding; deprivation of redundant functions of educational institutions; providing advisory assistance and developing a mechanism to encourage managers, etc.
24
Felayabi, Hasbie, Pupung Purnawarman, and Didi Sukyadi. "Autonomy Practiced by English Primary School Teachers to Develop Teaching Professionalism." Mimbar Sekolah Dasar 9, no. 1 (April 30, 2022): 209–30. http://dx.doi.org/10.53400/mimbar-sd.v9i1.44130.
Full textAbstract:
Teachers’ autonomy allows teachers to be in charge of their teaching, from preparing syllabuses, teaching materials, and evaluation. For elementary school teachers, this autonomy is essential since this level of education is fundamental to the lifelong learning process. Teachers’ autonomy can also be a form of professional action that leads to professional development. Hence, this study aims at identifying teachers’ perceptions about teachers’ autonomy, finding out what they have implemented in promoting teachers’ autonomy, and acknowledging their awareness of the importance of teachers’ autonomy. This study employed qualitative research and case studies as its framework. Online questionnaires were distributed to elementary school teachers of public and private schools, and interviews were conducted to follow up on the answers obtained from the questionnaires. The results suggest that teachers’ autonomy was driven by the teachers’ needs for personal and professional development. It was also revealed that the participants had practiced the five dimensions of autonomy-supportive practices, namely organizational and procedural autonomy, rationale and relevance, responsiveness, feedback, and cognitive autonomy support. Additionally, they also believe that the practice of teachers’ autonomy will be optimal with the support of the managerial system, be it the school, the stakeholders, or the government.
25
Elstad, Eyvind, Eli Lejonberg, and Knut Andreas Christophersen. "Ungdomstrinn i utvikling: Hvilke faktorer påvirker læreres kollektive engasjement for å stimulere elevers skriftlige ferdigheter i skolefagene?" Acta Didactica Norge 12, no. 3 (September 5, 2018): 1. http://dx.doi.org/10.5617/adno.4689.
Full textAbstract:
I de siste årene har nasjonale utdanningsmyndigheter initiert flere skole-utviklingsreformer. En av disse reformene er «Ungdomstrinn i utvikling»: en nasjonal satsing med tilbud om støtte til lokalt utviklingsarbeid i klasseledelse, regning, lesing eller skriving. Et særpreg ved denne typen skoleutviklings-reformer er at kompetanse skal utvikles på kollektiv basis blant skolens personale på tvers av skolefag. En rekke utfordringer knyttet til design og gjennomføring har imidlertid blitt påpekt. Det er ledelsen på en skole som har ansvaret for å kommunisere reformens intensjoner og lede reformens arbeids-prosesser på skolen. Samtidig er det et kjennetegn ved læreryrket i Norge at lærerne har høy beslutningsautonomi. Med en slik bakgrunn er det interessant å studere styrkene i empiriske relasjoner mellom tydelig skoleledelse, lærernes opplevde autonomi og oppfattet nytte av å diskutere med kollegaer. Alle lærerne ved 5 ungdomsskoler deltok i en tverrsnittsundersøkelse basert på spørreskjema. Skolene disse lærerne arbeidet ved, deltok i en satsing på å stimulere skriving som grunnleggende ferdighet. Strukturell likningsmodellering ble brukt for å beregne styrken i de empiriske relasjonene mellom begreper som inngår i en teoretisk begrunnet modell. Begrepene baserte seg på flere indikatorer. Tydelig kommunisert lederskap er klart positivt relatert til lærernes kollektive diskusjon om skriving, som igjen er sterkt positivt relatert til lærernes kollektive vurdering av satsingen. Tydelig lederskap er derimot bare svakt, men positivt relatert til lærernes opplevde beslutningsautonomi, som igjen er svakt positivt relatert til lærernes kollegadiskusjoner. Imidlertid er ikke opplevd autonomi relatert til lærernes kollektive vurdering av satsingen. Implikasjoner for ledelse og for-bedringsarbeid drøftes.Nøkkelord: Ungdomstrinn i utvikling, kollektivt lærerengasjement, skoleledelse, opplevd autonomi, skolebasert kompetanseutvikling, utdanningsreformDevelopment at lower secondary level:Which factors influence teachers’ collective engagement for stimulating students’ writing skills in school subjects?AbstractIn recent years, Norwegian national education authorities have initiated several school improvement reforms. One of these is “Ungdomstrinn i utvikling” (Development at lower secondary level): a national reform which supports schools to encourage classroom management, numeracy, reading or writing. A characteristic of these school improvement reforms is that competencies are to be developed on a collective basis among school staff across school subjects. However, a number of challenges related to the design and implementation of “Ungdomstrinn i utvikling” have been identified. While the school administration is responsible for communicating the intentions of the reform and for its implementation, the teaching profession in Norway is characterized by teachers’ high level of decision autonomy. In this context, it is interesting to study the strengths of empirical relations between school leadership and the perceived autonomy of teachers as well as the perceived benefits of discussion with colleagues and the drive in teachers’ collective endeavor. All teachers at five secondary schools participated in a cross-sectional study based on a questionnaire. These schools all participated in an initiative to promote writing as a basic skill. Structural equation modeling was used to calculate the strengths of empirical associations between concepts from a theoretical model, based on several indicators. Clearly communicated leadership is strongly and positively related to the perceived benefit from discussions with colleagues about writing, which again is strongly and positively related to the drive of teachers’ collective endeavor. Clearly communicated leadership is only weakly, but positively, related to teachers’ sense of autonomy, which again is weakly, but positively, related to the drive of teachers’ collective endeavor. However, the teachers’ perception of autonomy is not related to the teachers’ overall perception of the school reform. Implications for leadership and improvement are discussed.Keywords: teachers’ collective engagement, lower secondary level, school leadership, perceived autonomy, school-based development of competencies, educational reform
26
Dou, Diya, Geert Devos, and Martin Valcke. "The relationships between school autonomy gap, principal leadership, teachers’ job satisfaction and organizational commitment." Educational Management Administration & Leadership 45, no. 6 (August 19, 2016): 959–77. http://dx.doi.org/10.1177/1741143216653975.
Full textAbstract:
This study examines the relationship between school autonomy gap, principal leadership, school climate, teacher psychological factors, teachers’ job satisfaction and organizational commitment under the context of school autonomy reform. A path model has been developed to define the relationships between principal leadership and teachers’ outcomes via mediating variables. Multiple-group comparison was used to explore the effect of school autonomy gap in this process. We collected the data through a survey carried out in 26 senior secondary schools in China. In total 528 teachers and 59 principals and assistant principals participated. The results suggest a significant influence of instructional and transformational leadership on teachers’ job satisfaction and organizational commitment, mediated by the indirect impact of school climate and teachers’ self-efficacy. School autonomy gap, which is closely related to principal leadership, emerged as an important influence in the path model.
27
Klein, Esther Dominique. "Autonomy and accountability in schools serving disadvantaged communities." Journal of Educational Administration 55, no. 5 (August 7, 2017): 589–604. http://dx.doi.org/10.1108/jea-06-2016-0065.
Full textAbstract:
Purpose Increased school autonomy and accountability have been a common denominator of national reforms in otherwise heterogeneous governance systems in Europe and the USA. The paper argues that because schools serving disadvantaged communities (SSDCs) often have lower average performance, they are more often sanctioned or under closer scrutiny, but might also receive more additional resources. The purpose of this paper is to therefore analyze whether SSDCs have more or less autonomy than schools with a more advantageous context in four countries with heterogeneous autonomy and accountability policies. Design/methodology/approach The paper is based on the data from the Programme for International Student Assessment 2012 school and student questionnaires from Finland, Germany, the UK, and the USA. The choice of countries is based on different governance models described by Glatter et al. (2003). The data are used to identify SSDCs and analyze the reported autonomy in resource allocation and curriculum and assessment. Using regression analyses, patterns are analyzed for each country individually. They are then juxtaposed and compared. Differences are related back to the governance models of the respective countries. Findings The results indicate an association between the communities the schools are serving and the autonomy either in the allocation of resources, or the curriculum and assessment. SSDCs appeared to have a little more autonomy than schools with a more advantageous context in Finland, Germany, and the UK, but less autonomy in the USA. The comparison suggests that in the USA, autonomy is rather a reward for schools that have the least amount of need, whereas in the other three countries it could be a result of strategies to improve schools in need. The paper discusses possible explanations in the policies and support structures for SSDCs. Originality/value The effects of increased school autonomy and accountability on student achievement have been discussed at length. How different accountability policies affect the autonomy of schools with the highest needs has so far not been studied. The study can be understood as a first step to unravel this association. Following steps should include in-depth investigations of the mechanisms underlying increased or diminished autonomy for SSDCs, and the consequences for school improvement in these schools.
28
Caldwell, Brian J. "School Leadership and Professional Autonomy." Cylchgrawn Addysg Cymru / Wales Journal of Education 20, no. 2 (November 1, 2018): 10–34. http://dx.doi.org/10.16922/wje.20.2.3.
Full text
29
Velez, William, Ellen Jane Hollingsworth, Henry S. Lufler, and William H. Clune III. "School Discipline: Order and Autonomy." Contemporary Sociology 14, no. 6 (November 1985): 737. http://dx.doi.org/10.2307/2071448.
Full text
30
BOUBIR, Naouel. "SCHOOL ASSESSMENT: TRAINING, HELP, AUTONOMY." RIMAK International Journal of Humanities and Social Sciences 03, no. 07 (September 1, 2021): 288–93. http://dx.doi.org/10.47832/2717-8293.7-3.26.
Full textAbstract:
In this paper, we would like to present our evaluation methodology called Accompanied Assessment Learning. Assessment is part of the teacher’s task. In the school context, this activity improves learning. Divided into three stages, our assessment method is first based on training to do a task within a group of cooperative learners accompanied by a teacher. In the second step, based on the help and assistance of peers in the same group, the teacher assesses the proper course of the task by observing the reasoning and work of each group. After the measures taken by the teacher in the previous steps, the learner becomes more autonomous by performing the task individually.
31
Higham, Rob, and Peter Earley. "School Autonomy and Government Control." Educational Management Administration & Leadership 41, no. 6 (September 19, 2013): 701–17. http://dx.doi.org/10.1177/1741143213494191.
Full text
32
Skinner, Richard G., and David L. Maciejewski. "Seeking Energy Autonomy at School." Energy Engineering 115, no. 1 (November 22, 2017): 26–46. http://dx.doi.org/10.1080/01998595.2018.11950816.
Full text
33
Porter, Andrew C. "National Equity and School Autonomy." Educational Policy 8, no. 4 (December 1994): 489–500. http://dx.doi.org/10.1177/0895904894008004011.
Full text
34
Karsten, Sjoerd. "School Autonomy in the Netherlands." Educational Management & Administration 26, no. 4 (October 1998): 395–405. http://dx.doi.org/10.1177/0263211x98264005.
Full text
35
Göksoy, Süleyman. "How autonomous should schools be? Research based on teacher opinions." International Journal of Human Sciences 13, no. 1 (January 28, 2016): 582. http://dx.doi.org/10.14687/ijhs.v13i1.3553.
Full textAbstract:
<p>The study intended to contribute to the quality of schools and teachers with the help of suggestions obtained from data and to shed light on regulations in school autonomy. Qualitative research method, which was thought to be more convenient to examine cases in depth, was used in this study and phenomenology was adopted. In order to provide maximum diversity, twenty four voluntary teachers were chosen from pre-school (5 teachers), primary school (7 teachers), secondary school (7 teachers) and high school (5 teachers). Following results were obtained related to more effective school management: Decisions related to teacher dismissal and dismissal of other staff should be taken by upper educational managers and not by schools; schools should be given full autonomy in making decisions about duties and responsibilities of school managers, giving overtime to teachers and other staff, paying for additional courses, choosing school managers, appointing substitutes for absent teachers and other staff and deciding the duties and responsibilities of teachers and other staff. Before schools and teachers are provided with more autonomy, effective, sufficient and qualified school managers should be selected, trained and assigned. Financial issues should be audited externally and controlled carefully.</p>
36
Mulyana, Olievia Prabandini, Umi Anugerah Izzati, and Miftakhul Jannah. "The Role of Tenure on The Relationship Between Job Autonomy and Job Involvement Among Senior High School Teachers in Private Schools." IJORER : International Journal of Recent Educational Research 5, no. 1 (January 5, 2024): 1–11. http://dx.doi.org/10.46245/ijorer.v5i1.475.
Full textAbstract:
Objective: Teachers have a crucial role in the context of education. Teacher productivity relates to the extent of teacher involvement in their work. This study aimed to determine the role of tenure in the relationship between job autonomy and work involvement of high school teachers. Method: This study uses quantitative research with cross-sectional methods. The subjects in this study amounted to 75 high school teachers in private schools. The research instrument uses two forms of scale, namely, the scale of job autonomy and the scale of work involvement. Data collection using SPSS process Moderation Model 1. Results: Results show the role of tenure moderation in job autonomy and work engagement. The correlation of positive research shows that the longer the working period, the more strengthening the relationship between job autonomy and work engagement. Novelty: This study shows the role of tenure as a moderator on the relationship between job autonomy and job engagement in high school teachers in private schools.
37
Park, Eun-Ju. "Understanding school autonomy perceived by elementary school teachers." Education Research Institute 19, no. 2 (June 30, 2021): 159–84. http://dx.doi.org/10.31352/jer.19.2.159.
Full text
38
Duyar, Ibrahim, Nancy Ras, and Carolyn L. Pearson. "Analysis of teachers’ task and extra-role performance under different autonomy regimes." International Journal of Productivity and Performance Management 64, no. 4 (April 13, 2015): 499–522. http://dx.doi.org/10.1108/ijppm-06-2013-0103.
Full textAbstract:
Purpose – Teachers constitute one of the largest groups of knowledge workers. The purpose of this paper is to examine the antecedents and outcomes of teachers’ task and extra-role performance (ERP) under two different autonomy regimes in charter and regular public schools. A special emphasis was given to the ERP of teachers. Both the predictors and outcomes of teacher work performance were comparatively investigated in these two different school environments. Design/methodology/approach – By applying a social-cognitive perspective and a causal comparative design, the study comparatively tested the reciprocal relationships among the study variables in public and charter schools. The clustered sample included 812 public school teachers and 112 charter school teachers. Findings – The findings revealed that the predictors and outcomes of teachers’ task and ERP have differing dynamics in these two distinct types of public schools. The School Type, which represented the differences in school autonomy between public and charter schools, appeared to be the strongest differentiating factor across two groups of schooling. Both types of teacher performance (task and extra role) in charter schools outweighed their counterparts in public schools. Similarities and differences were observed on the predictors and outcomes of teacher work performance. Originality/value – The current study contributed to the scant literature on the effects of school autonomy on teacher task and ERP. A clear understanding on the predictors and outcomes of teacher work performance under two different school autonomy regimes may guide practitioners and policymakers in their efforts to bring public schools to a more competitive edge.
39
Tong, Xing, and Yemei Wei. "The relationship between school autonomy and principals' organizational commitment: A multimediation model." Social Behavior and Personality: an international journal 52, no. 4 (April 3, 2024): 1–15. http://dx.doi.org/10.2224/sbp.12847.
Full textAbstract:
This study analyzed the mechanism of school autonomy on principals' organizational commitment by applying self-determination theory. Participants were 223 Chinese principals from primary and secondary schools. The survey results revealed that (a) school autonomy, job satisfaction, self-efficacy, principal–teacher relationships, and organizational commitment were positively correlated with each other; (b) job satisfaction, self-efficacy, and principal–teacher relationships played multiple mediating roles between school autonomy and organizational commitment; and (c) the respective strength of the three mediation effects was not significantly different. The findings enrich knowledge of school principals' organizational commitment and imply a need to pay attention to the satisfaction of their psychological needs.
40
Watson, Susan, and Jonathan Supovitz. "Autonomy and Accountability in Standards-Based Reform." education policy analysis archives 9 (August 27, 2001): 32. http://dx.doi.org/10.14507/epaa.v9n32.2001.
Full textAbstract:
In this article we discuss the effects of one urban school district's efforts to increase the autonomy and accountability of schools and teams of teachers through a standards-based reform known as team- based schooling. Team-based schooling is designed to devolve decision-making authority down to the school level by increasing teachers' autonomy to make decisions. Increased accountability is enacted in the form of a state-level standards-based initiative. Based on our evaluation over a two-year period involving extensive fieldwork and quantitative analysis, we describe the ways that teachers, teams and school administrators responded to the implementation of team-based schooling. What are the effects of increasing school-level autonomy and accountability in the context of standards- based reform? Our analysis highlights several issues: the "lived reality" of teaming as it interacts with the existing culture within schools, the ways that teachers respond to the pressures created by increased internal and external accountability, and the effects of resource constraints on the effectiveness of implementation. We conclude by using our findings to consider more broadly the trade-off between increased autonomy and accountability on which standards-based reforms like team-based schooling are based.
41
Brauckmann, Stefan, and Alexandra Schwarz. "Autonomous leadership and a centralised school system." International Journal of Educational Management 28, no. 7 (September 2, 2014): 823–41. http://dx.doi.org/10.1108/ijem-08-2013-0124.
Full textAbstract:
Purpose – Although policy makers strengthen the necessity of “deregulation”, discussions about deregulation vs regulation in Europe still seem to be characterized by a lack of sophistication and require a more differentiated picture of specific forms of deregulation. As a consequence, the analysis of new educational governance approaches should consider the local actor's interpretation of new roles and new responsibilities. Relating actions and reactions of school leaders to their formal environment should lead to more contextual patterns of responsiveness. The paper aims to discuss these issues. Design/methodology/approach – The authors investigate, based on a survey among Cypriot school leaders, whether school autonomy needs deregulation, or regulation towards autonomy, respectively. At the time of research the school system of Cyprus could be characterized as a “centralized” system and hence represented a suitable field of study. Using a factor model followed by a cluster analysis the paper explores the school leaders’ profiles of operative and perceived autonomy in different fields of governance issues and identify different types of leadership. Findings – The authors find that the autonomy school leaders experience is not necessarily related to a “defined” degree of autonomy which is prescribed by educational law and driven by concepts of new public management. Their “perceived” autonomy is also due to factors which can be located at a rather individual level. Originality/value – The findings provide insight into principals’ motives to adopt certain styles of leading schools, quite independently from new measures of educational governance. The authors conclude that greater emphasis on systematic support programmes may prepare school principals for gains of autonomy as well as for potential sources of conflict.
42
Sommarström, Kaarina, Elena Oikkonen, and Timo Pihkala. "The School and the Teacher Autonomy in the Implementing Process of Entrepreneurship Education Curricula." Education Sciences 11, no. 5 (May 3, 2021): 215. http://dx.doi.org/10.3390/educsci11050215.
Full textAbstract:
The purpose of this study was to examine the utilization of the opportunities offered by teacher and school autonomy in entrepreneurship education with companies involved. The research question was: How do schools and teachers use their autonomy in the implementation of entrepreneurship education? This research question was complemented by two additional research questions that were: How does teacher autonomy benefit the implementation of entrepreneurship education? and How do teachers want to utilize autonomy in teaching? This qualitative study used content analyses and the data were collected via semi-structured interviews, with a total of 35 people from 23 schools in Finland. The findings show that school and teacher autonomy brought excellent results in implementing entrepreneurship education and, in these cases, the message of the curriculum worked as fuel for the activities carried out by the school and the teachers. At the same time, some groups of schools and teachers disregarded the message of the curriculum for a set of reasons. Hence, the educational authorities nationally and locally need to consider the balance between autonomy and the core curriculum and weigh the pros and cons of the situation. The study suggests further research on teachers’ perceptions of the relationship between the curricula expectations and implementation of entrepreneurship education.
43
Agbuga, Bulent, Ping Xiang, Ron E. McBride, and Xiaoxia Su. "Student Perceptions of Instructional Choices in Middle School Physical Education." Journal of Teaching in Physical Education 35, no. 2 (April 2016): 138–48. http://dx.doi.org/10.1123/jtpe.2015-0010.
Full textAbstract:
Purpose:Framed within self-determination theory, this study examined relationships among perceived instructional choices (cognitive, organizational, and procedural), autonomy need satisfaction, and engagement (behavioral, cognitive, and emotional) among Turkish students in middle school physical education.Methods:Participants consisted of 246 (124 boys, 122 girls) middle school students enrolled in physical education classes at four public schools in the west Turkey. Questionnaires were used to collect the data.Results:Perceived cognitive, organizational and procedural choices were found all important to students’ autonomy need satisfaction and/or engagement. Autonomy need satisfaction fully or partially mediated the relationships between perceived instructional choices and engagement.Discussion/Conclusion:The study provides empirical data that instructional choices supported student autonomy need satisfaction, and were related to student engagement in middle school physical education.
44
Kim, Bo-yeon, and Mi-sook Kim. "The Elementary School Self-Evaluation Policy Enactment." Korean Journal of Teacher Education 40, no. 3 (May 31, 2024): 121–47. http://dx.doi.org/10.14333/kjte.2024.40.3.06.
Full textAbstract:
Purpose: This study analyzed the different enactment contexts and drivers of school self-evaluation policies. Methods: The study used in-depth interviews with key actors, namely narrators, in five elementary schools. The interview questions and analysis utilized Ball, Maguire, and Braun's (2012) concepts of policy enactment. Results: This study analyzed the research subjects as ‘passive policy enactment’ and ‘active policy enactment’ according to the degree of autonomy utilized by the narrator in the process of enacting the school self-evaluation policy. The analysis showed the same policy text led to the restriction or expansion of autonomy depending on the interpretation, and the purpose of explanation and guidance differed depending on the characteristics of the narrator. There were differences in the narration according to the participation of school members, how autonomy was utilized in relation to the scope of policy enactment, and the flow of the evaluation process. The main drivers of the differences in school enactment were as follows. First, the characteristics of the key narrators, including their position in the school, their work history, and their experience with policy sense making. Second, the ways in which schools engaged with narration, including the phenomena of “multiparty engagement” and “connected engagement” in narration. Third, the way they made meaning of the policy, which was highly related to the professional cultures and schools’ specialisms. Conclusion: The enactment of the school self-evaluation policies differed significantly depending on the degree of autonomy utilized by the school, the degree of participation of school members, and the professional culture.
45
Zhao, Decheng, and Luhuan Wang. "School Governance Structure and Its Impact on Student Performance: A Comparative Study between Four Provinces of China and the PISA2015 High-Scored Countries/Economies." Best Evidence in Chinese Education 6, no. 2 (November 23, 2020): 825–43. http://dx.doi.org/10.15354/bece.20.ar072.
Full textAbstract:
Improving the school governance structure and establishing a modern school system are the current research focuses in elementary and middle school management. Through a comparative analysis of the school governance structure of four provinces and cities in China (Beijing-Shanghai-Jiangsu-Guangdong, BSJG) and PISA2015 high-scored countries/economies, we found that the school autonomy in seven major aspects including “teacher selection, teacher dismissal, evaluation policy, enrollment policy, textbook selection, curriculum content, and curriculum design” in BSJG schools was significantly lower than that of high-scored countries/economies. The average decision-making of BSJG principals and teachers in various affairs was also substantially lower than the high-scored countries/economies. The multilevel analysis found that the impact of school governance structure on student performance presented different patterns between BSJG and high-scored countries/economies. Therefore, China needs to (i) expand the autonomy of school management further and establish a new government-school relationship; (ii) give priority to curriculum management and ensure its autonomy in schools; (iii) improve the principal accountability system, and strengthen the principal’s power and responsibility in school management; (iv) strengthen democratic management, thereby promoting teachers’ participation in the decision-making of school affairs.
46
Kim, Jonghun. "Understanding and Applying ‘School-Designed Autonomous Time’ in the 2022 Revised Curriculum: Focused on the cases of elementary research schools." Korean Association For Learner-Centered Curriculum And Instruction 24, no. 1 (January 15, 2024): 89–105. http://dx.doi.org/10.22251/jlcci.2024.24.1.89.
Full textAbstract:
Objectives ‘School-designed autonomous time’, newly introduced in the 2022 revised curriculum, is a note-worthy change in relation to curriculum autonomy and decentralization as it grants schools the authority to develop subjects at a school-level. This study aimed at expanding the autonomy and authority of regions and schools, seeking concrete implementation strategies for school-designed autonomous time, which is newly introduced in the 2022 revised elementary and middle school curriculum.
Methods This study was conducted using a qualitative case study method: in-depth interviews with teachers, participatory observations of open lessons and teacher meetings, and artifacts related to school autonomy (e.g., school curriculum documents, research paper, teacher meeting materials).
Results This study explores the main points of school-designed autonomous time described in the 2021 draft and final version of the 2022 revised curriculum. School-autonomous time is valuable as it is an experimental attempt in a region accepted as a national policy, expansion of school-based curriculum development, and posibilities of teachers’ curriculum.
Conclusions The specific plan and future tasks of school-designed autonomous time in the 2022 revised curricu-lum were explored.
47
Cheng, Yin Cheong, James Ko, and Theodore Tai Hoi Lee. "School autonomy, leadership and learning: a reconceptualisation." International Journal of Educational Management 30, no. 2 (March 14, 2016): 177–96. http://dx.doi.org/10.1108/ijem-08-2015-0108.
Full textAbstract:
Purpose – The purpose of this paper is to develop a framework for reconceptualising research on school autonomy to redress the limitations of traditional research, strengthen the conceptual links between school autonomy and learning outcomes and offer a range of new strategies for studying the interplay of school autonomy, leadership and learning. Design/methodology/approach – Based on a review of international studies and the findings of the Programme for International Student Assessment (PISA) and the Teaching and Learning International Study (TALIS), the conceptual limitations of and gaps in traditional research on school autonomy in relation to leadership and learning are discussed, and their implications for the development of a new framework are outlined. Findings – The conceptual limitations of traditional research on school autonomy are as follows: internal school autonomy is insufficiently differentiated; too little attention is paid to cultural autonomy and internal structural autonomy at individual and group levels; autonomy is measured only as perceived by principals, with no attention to the perspectives of other key stakeholders; and conceptual links between school autonomy and learning outcomes are missing, leading to inconsistent findings on the effects of school autonomy on student learning. To redress these limitations, a new framework for research is developed. School autonomy is reconceptualised as a combination of functional autonomy, structural autonomy and cultural autonomy. Leadership is also reconceptualised by categorising three types of leadership activity: leadership for functional initiatives, leadership for structural initiatives and leadership for cultural initiatives. This categorisation may help to strengthen conceptions of the relevance of leadership to autonomy and performance in future research. Research limitations/implications – A typology of research strategies is developed to broaden the possibilities for implementing the reconceptualisation framework. A single-component strategy, a two-component strategy, an interaction strategy and a holistic case-study strategy are presented. Depending on the research purposes and the available resources, one or a combination of these strategies can be used to conceptualise the study of school autonomy, leadership and performance. Originality/value – The new ideas and perspectives associated with the reconceptualisation framework will contribute to future research in this area on an international scale. Future PISA, TALIS and similar studies will also benefit from this reconceptualisation.
48
Kundu, Arnab, and Tripti Bej. "Relationship between Mental Health and Teaching Efficacy of Indian School Teachers: A Moderated Mediation Model of Autonomy and Emotional Intelligence." Journal of School and Educational Psychology 4, no. 1 (April 10, 2024): 11–29. http://dx.doi.org/10.47602/josep.v4i1.71.
Full textAbstract:
This study aimed to investigate the complex psychological mechanism involved in the relationship between school teachers' mental health and teaching efficacy with the mediating role of emotional intelligence and the moderation of teacher autonomy. It used a descriptive survey method inside an Ex Post Facto study design randomly selecting 500 (female=229) Indian elementary school teachers teaching in grades one to eight. A structural equation model was used to examine the covert relationships among the constructs. The results indicated that mental health was positively associated with teaching efficacy, discretely and via emotional intelligence. Teachers’ autonomy partially mediated the indirect effect such that participants with high teacher autonomy demonstrated a stronger indirect link than those experiencing low autonomy. The findings contribute to a deeper understanding of the synergy between mental health and teaching efficacy with the policy implication for better mental health management for school teachers by paying specific attention to these vital factors like teacher autonomy and emotional intelligence at a time when 15 per cent of Indian school teachers are found suffering from mental health issues and state of teacher autonomy among these schools is lamentably low
49
Strike, Kenneth A. "Toward a Liberal Conception of School Communities." Theory and Research in Education 1, no. 2 (July 2003): 171–93. http://dx.doi.org/10.1177/1477878503001002002.
Full textAbstract:
This article addresses the question of whether schools that are communities erode autonomy, by being grounded in a religion or comprehensive doctrine. I argue, first, that religions and comprehensive doctrines are not to be identified with ways of life. They provide criteria for judging choices, but admit diversity both in membership and in what may be chosen. Second, I claim that autonomy requires that children be provided with some evaluative framework and that the question of whether a school that gives a privileged place to some religion or comprehensive doctrine promotes or inhibits autonomy has more to do with the character of the doctrine and of the virtues it encourages than it has to do with the mere fact that a doctrine is privileged. Finally, I argue that it is unlikely that public schools will encourage the virtues required by autonomy.
50
Greany, Toby, and Joanne Waterhouse. "Rebels against the system." International Journal of Educational Management 30, no. 7 (September 12, 2016): 1188–206. http://dx.doi.org/10.1108/ijem-11-2015-0148.
Full textAbstract:
Purpose The purpose of this paper is to describe and analyse the development of school autonomy, school leadership and curriculum innovation in England over the past 40 years. It provides a baseline picture for the wider international study on school autonomy and curriculum innovation. Design/methodology/approach An initial literature review was undertaken, including policy document analysis. Interviews and observations were undertaken with participants on a pilot professional programme for school leaders seeking to develop their school curriculum. Findings While all schools in England have needed to adapt their curricula to reflect the new National Curriculum introduced from 2014, relatively few schools appear to have used this opportunity to design genuinely innovative curricula that respond to the changing needs of learners in the twenty-first century. This includes the academies and free schools – currently around one in four schools – which are not legally required to follow the National Curriculum. The authors posit that leadership agency by principals and their professional teams is more important than policy/legal freedoms for securing curriculum innovation. Such agency appears to depend on the capacity and confidence of leaders to shape an alternative and innovative curriculum in the face of structural constraints, in particular England’s sharp accountability system, effectively making these leaders “rebels against the system”. Research limitations/implications The empirical findings are preliminary and based on a small convenience sample. Originality/value Given England’s position as a relatively extreme example of high-autonomy-high-accountability quasi-market school reforms this paper provides valuable insights on school autonomy and curriculum innovation that can inform policy and practice more widely.