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Journal articles on the topic 'School Effectiveness'

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Author: Grafiati

Published: 4 June 2021

Last updated: 10 March 2023

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1

Muijs, Daniel. "New Directions for School Effectiveness Research: Towards School Effectiveness Without Schools." Journal of Educational Change 7, no. 3 (August 25, 2006): 141–60. http://dx.doi.org/10.1007/s10833-006-0002-7.

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2

ÖZGENEL, Mustafa. "An Organizational Factor Predicting School Effectiveness: School Climate." International Journal of Psychology and Educational Studies 7, no. 1 (January 30, 2020): 38–50. http://dx.doi.org/10.17220/ijpes.2020.01.004.

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3

Ali, Niaz, Sailesh Sharma, and Amir Zaman. "SCHOOL CULTURE AND SCHOOL EFFECTIVENESS: SECONDARY SCHOOLS IN PAKISTAN." Malaysian Online Journal of Educational Management 4, no. 4 (September 30, 2016): 50–65. http://dx.doi.org/10.22452/mojem.vol4no4.4.

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4

Abdulkadiroğlu, Atila, Parag A. Pathak, Jonathan Schellenberg, and Christopher R. Walters. "Do Parents Value School Effectiveness?" American Economic Review 110, no. 5 (May 1, 2020): 1502–39. http://dx.doi.org/10.1257/aer.20172040.

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School choice may lead to improvements in school productivity if parents’ choices reward effective schools and punish ineffective ones. This mechanism requires parents to choose schools based on causal effectiveness rather than peer characteristics. We study relationships among parent preferences, peer quality, and causal effects on outcomes for applicants to New York City’s centralized high school assignment mechanism. We use applicants’ rank-ordered choice lists to measure preferences and to construct selection-corrected estimates of treatment effects on test scores, high school graduation, college attendance, and college quality. Parents prefer schools that enroll high-achieving peers, and these schools generate larger improvements in short- and long-run student outcomes. Preferences are unrelated to school effectiveness and academic match quality after controlling for peer quality. (JEL D12, H75, I21, I26, I28)

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5

Angrist, Joshua D., Parag A. Pathak, and Christopher R. Walters. "Explaining Charter School Effectiveness." American Economic Journal: Applied Economics 5, no. 4 (October 1, 2013): 1–27. http://dx.doi.org/10.1257/app.5.4.1.

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Lottery estimates suggest Massachusetts' urban charter schools boost achievement well beyond that of traditional urban public schools students, while nonurban charters reduce achievement from a higher baseline. The fact that urban charters are most effective for poor nonwhites and low-baseline achievers contributes to, but does not fully explain, these differences. We therefore link school-level charter impacts to school inputs and practices. The relative efficacy of urban lottery sample charters is accounted for by these schools' embrace of the No Excuses approach to urban education. In our Massachusetts sample, Non-No-Excuses urban charters are no more effective than nonurban charters. (JEL H75, I21, I28)

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6

Holdaway, Edward A., and Neil A. Johnson. "School Effectiveness and Effectiveness Indicators." School Effectiveness and School Improvement 4, no. 3 (August 1993): 165–88. http://dx.doi.org/10.1080/0924345930040301.

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7

Carroll, H. C. M. "School Effectiveness and School Attendance." School Effectiveness and School Improvement 3, no. 4 (January 1992): 258–71. http://dx.doi.org/10.1080/0924345920030403.

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8

Mortimore, Peter. "School Effectiveness and School Improvement." Scottish Educational Review 27, no. 1 (December 20, 1995): 4–12. http://dx.doi.org/10.1163/27730840-02701004.

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9

Teodorovic, Jelena. "School effectiveness: Literature review." Zbornik Instituta za pedagoska istrazivanja 41, no. 1 (2009): 7–24. http://dx.doi.org/10.2298/zipi0901007t.

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In this paper, the reader embarks on the first part of the review of school effectiveness research. The aim of the review is to offer a clearer picture on whether, which, and how much teacher and school variables impact student achievement, as there is currently no wider and accepted consensus on this matter, in spite of the wealth of various school effectiveness studies. An introduction is followed by a section on fragmented research paradigms. Four subsequent sections describe and critique findings from these paradigms, namely from student background, input-output, effective-schools, and instructional effectiveness studies. The paper concludes with the section on synthesis of findings, which implicate student background variables as the most important for student achievement, followed by instruction and teacher-related variables (in very poor developing countries, input-output factors are also relevant for student success). Subsequent paper will showcase more recent school effectiveness studies that use appropriate methodology and conceptual framework for identification of the most important school effectiveness factors.

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10

Hargreaves, David H. "School Culture, School Effectiveness and School Improvement." School Effectiveness and School Improvement 6, no. 1 (March 1995): 23–46. http://dx.doi.org/10.1080/0924345950060102.

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11

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

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12

Walford, Geoffrey. "Redefining School Effectiveness." Westminster Studies in Education 25, no. 1 (January 2002): 47–58. http://dx.doi.org/10.1080/0140672020250105.

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13

Klein, Stephen, David Freedman, Richard Shavelson, and Roger Bolus. "Assessing School Effectiveness." Evaluation Review 32, no. 6 (December 2008): 511–25. http://dx.doi.org/10.1177/0193841x08325948.

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14

Scheerens, Jaap, and Bert P. M. Creemers. "Conceptualizing school effectiveness." International Journal of Educational Research 13, no. 7 (January 1989): 691–706. http://dx.doi.org/10.1016/0883-0355(89)90022-0.

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15

Nuttall, Desmond L., Harvey Goldstein, Robert Prosser, and Jon Rasbash. "Differential school effectiveness." International Journal of Educational Research 13, no. 7 (January 1989): 769–76. http://dx.doi.org/10.1016/0883-0355(89)90027-x.

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16

Abd-Rabo, Aysha Mohammad Qasem, and Sherine Adnan Ismail Hashaikeh. "Assessing School Principals' Perceptions of School Effectiveness in the Palestinian Schools." Universal Journal of Educational Research 8, no. 11 (October 2020): 5536–46. http://dx.doi.org/10.13189/ujer.2020.081157.

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17

Hussain, Sajida, and Sikandar Hayat. "EFFECTIVENESS OF LEADERSHIP STYLES AND SCHOOL CULTURE AT THE SECONDARY SCHOOL LEVEL IN PAKISTAN." Pakistan Journal of Social Research 04, no. 04 (December 31, 2022): 106–15. http://dx.doi.org/10.52567/pjsr.v4i04.792.

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Leadership in schools is a flexible and ever-changing concept. School headteachers' leadership styles are complicated, and they play a significant role in shaping a school's culture. The current study explores the school's effectiveness concerning headteachers' leadership style and school culture. It had three research objectives; 1) to compare headteachers' and secondary school teachers' perceptions regarding the indicators of school cultures, 2) to investigate the difference between secondary school teachers' perceptions regarding the indicators of school effectiveness, and 3) to find the relationship between headteachers' leadership styles and school culture. The nature of the current investigation was quantitative, and the researchers opted descriptive survey research design. The study sample comprised 1014 respondents consisting of headteachers (342) and secondary school teachers (672) from two districts of Punjab. The data were collected by using two different questionnaires, and it was analysed using inferential statistics. The investigation showed that school leaders had a somewhat better understanding of the characteristics of school culture than teachers in secondary schools. Principals gave indicators of school culture greater weight and attention than the relevant teachers. A significant relationship was found between headteachers' leadership styles (democratic and authoritative) and the school culture. The current paper suggests school leaders deploy the democratic and authoritative styles in the students' best interest to develop a student's centerd school culture. Furthermore, secondary school teachers had a less established awareness of school culture and effectiveness than school leaders. Therefore, the research recommends expanding teacher education to raise educators' understanding of school culture and effectivenss issues. Keywords: Leadership styles, school culture, school effectiveness, democratic styles, authoritative style

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18

Garber, Herbert. "World Class Schools: International Perspectives on School Effectiveness." School Effectiveness and School Improvement 14, no. 4 (December 1, 2003): 463–66. http://dx.doi.org/10.1076/sesi.14.4.463.17154.

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19

Brown, Sally. "School effectiveness research and the evaluation of schools." Evaluation & Research in Education 8, no. 1-2 (January 1994): 55–68. http://dx.doi.org/10.1080/09500799409533354.

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20

Kempa, Rudolf, Marthen Ulorlo, and Izaak Hendrik Wenno. "Effectiveness Leadership of Principal." International Journal of Evaluation and Research in Education (IJERE) 6, no. 4 (December 1, 2017): 306. http://dx.doi.org/10.11591/ijere.v6i4.10774.

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<p>Effective principal leadership is a leadership that can foster cooperative efforts and maintain an ideal working climate in schools. The purpose of this research is to know the effectiveness leadership of the principal of the 2<sup>nd</sup> State Junior High School of Ambon, with qualitative approach. Data sources include school principals, vice principals, heads of administration, heads of affairs, library coordinators, teacher subject coordinators, counselors coordinators, and school supervisors. Data collection techniques through Focus Group Discussion, Interview, Observation, and documentation study. The analysis technique used is descriptive narrative. The results concluded that the leadership style of principal in the 2<sup>nd</sup> State Junior High School of Ambon has not been effective.</p>

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21

Bibi, Amna, and Muhammad Akram. "Effect of Organizational Learning Culture on School Effectiveness." Global Educational Studies Review VII, no. IV (December 30, 2022): 27–39. http://dx.doi.org/10.31703/gesr.2022(vii-iv).03.

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Every part of the school, including school success, is influenced by school culture, which is viewed as a system of meanings. The goal of this study was to determine how much organizational learning culture impacts school effectiveness in Punjab province's public schools. .The study used a causal-comparative approach with a survey design. A sample of 1037 teachers was chosen from public schools in the Punjab through multi-stage sampling. Dimensions of Learning Organizational Questionnaire (DLOQ) and School effectiveness Questionnaire (SEQ) were used to collect the data. Both questionnaires were found to be highly reliable. The study found a significant positive moderate relationship between the factors of organizational learning culture and school effectiveness with the overall relationship as .46.Further, organizational learning culture predicted 16 percent of the variance in school effectiveness.The results provide clarity to the concept of an organizational learning culture as a crucial element of effective schools. The recommendations have been suggested in the end.

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22

Bell, Les. "Book Review: School Effectiveness for Whom: Challenges to the School Effectiveness and School Improvement Movements." Australian Journal of Education 43, no. 2 (August 1999): 218–22. http://dx.doi.org/10.1177/000494419904300211.

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23

ISMAİL, Mamdooha, Ali KHATİBİ, and S. M. Ferdous AZAM. "Impact of School Culture on School Effectiveness in Government Schools in Maldives." Participatory Educational Research 9, no. 2 (March 1, 2022): 261–79. http://dx.doi.org/10.17275/per.22.39.9.2.

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24

Hofman, Roelande H., and Adriaan Hofman. "SCHOOL CHOICE, RELIGIOUS TRADITIONS AND SCHOOL EFFECTIVENESS IN PUBLIC AND PRIVATE SCHOOLS." International Journal of Education and Religion 2, no. 1 (July 24, 2001): 144–64. http://dx.doi.org/10.1163/1570-0623-90000035.

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The article analyses the Dutch paradox of an education system that includes a large proportion of private religious schools in one of the most highly secularized of Western societies. Using a three - factor model of school choice, the authors analyze the most important motives for parental school choice and try to answer the question of why so many Dutch children from secularized families still attend private religious schools. Reasons for unconventional school choice and reflections of religious traditions within the schools are addressed as possible explanations for the Dutch paradox. The importance of school effectiveness is examined as a motive for school choice, along with factors contributing to effectiveness of public and private schools.

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25

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

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

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26

Thody, Angela. "Book Reviews: School Management and School Effectiveness." Management in Education 7, no. 4 (November 1993): 34–35. http://dx.doi.org/10.1177/089202069300700422.

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27

Creemers, Bert P. M., and Gerry J. Reezigt. "School Effectiveness and School Improvement: Sustaining Links." School Effectiveness and School Improvement 8, no. 4 (December 1997): 396–429. http://dx.doi.org/10.1080/0924345970080402.

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28

Abdullah, Sediono. "HUBUNGAN ANTARA PENGELOLAAN SEKOLAH, IKLIM SEKOLAH, DAN PARTISIPASI MASYARAKAT DALAM MENINGKATKAN MUTU SEKOLAH DENGAN EFEKTIVITAS SEKOLAH DI PROVINSI JAWA TIMUR." Jurnal Manajemen Pendidikan 1, no. 1 (July 1, 2010): 70–79. http://dx.doi.org/10.21009/jmp.v1i1.2490.

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The objective of this research is to get information on the relationships among school management, school climate, and community participation in improving educational quality toward school effectiveness at schools which received Piloting School Based Management Program.The research was conducted at the schools in Probolinggo district, East Java Province with n = 100, selected randomly.The research concludes that there is positive correlation between: (1) school management and school effectiveness; (2) school climate and school effectiveness; (3) community participation in improving educational quality and school effectiveness. Furthermore, there is positive correlation between those three independent variables with school effectiveness.Therefore school effectiveness could be improved by enhancing school management, school climate and community participation in improving educational quality.

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29

Abdullah, Sediono. "HUBUNGAN ANTARA PENGELOLAAN SEKOLAH, IKLIM SEKOLAH, DAN PARTISIPASI MASYARAKAT DALAM MENINGKATKAN MUTU SEKOLAH DENGAN EFEKTIVITAS SEKOLAH DI PROVINSI JAWA TIMUR." Jurnal Manajemen Pendidikan 1, no. 1 (July 1, 2010): 70. http://dx.doi.org/10.21009/jmp.01108.

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The objective of this research is to get information on the relationships among school management, school climate, and community participation in improving educational quality toward school effectiveness at schools which received Piloting School Based Management Program.The research was conducted at the schools in Probolinggo district, East Java Province with n = 100, selected randomly.The research concludes that there is positive correlation between: (1) school management and school effectiveness; (2) school climate and school effectiveness; (3) community participation in improving educational quality and school effectiveness. Furthermore, there is positive correlation between those three independent variables with school effectiveness.Therefore school effectiveness could be improved by enhancing school management, school climate and community participation in improving educational quality.

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30

Greene, Jay P., Paul E. Peterson, and Jiangtao Du. "Effectiveness of School Choice." Education and Urban Society 31, no. 2 (January 1999): 190–213. http://dx.doi.org/10.1177/0013124599031002005.

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31

Martin, Andre Anthony. "Examining Teachers’ Perceptions of School Effectiveness in Public Primary and Secondary Schools." American Journal of Social Sciences and Humanities 7, no. 2 (December 30, 2022): 178–92. http://dx.doi.org/10.55284/ajssh.v7i2.818.

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The purpose of this study was to examine teachers’ perceptions of School Effectiveness based on school level, sex and role in management in public schools in Grenada. Using a quantitative descriptive correlational research design, a survey was administered to a sample of 729 primary and secondary schools’ teachers using a 58-item Likert scale questionnaire. Principal Component Analysis identified 5 components of School Effectiveness and this result was analysed using descriptive statistics, the independent samples t-test, and the Pearson Moment Corelation. The findings indicated that the teachers’ perceptions of School Effectiveness were highly positive and moderately positive in primary and secondary schools respectively. The t-test revealed significant differences between primary and secondary school teachers, however, none were detected based on sex and role in management. The findings also revealed that there were significant substantial direct relationships among the components of School Effectiveness. This study establishes a discourse on the perceptions of School Effectiveness, adding to the School Effectiveness literature in a Caribbean context. It further suggests that schools should focus on key elements of School Effectiveness to lead school to development, however, the initiative is for practitioners to decide what key components of school effectiveness should be the highlighted in their school development plan.

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32

Muhammad Akram, Farrukh Munir, and Ahmad Bilal. "Effect of Teacher Performance Evaluation on School Effectiveness." sjesr 4, no. 1 (March 17, 2021): 431–39. http://dx.doi.org/10.36902/sjesr-vol4-iss1-2021(431-439).

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This study was conducted to measure the effect of teacher performance evaluation on school effectiveness in public high schools in Pakistan. Teacher evaluation is a formal and systematic process of evaluating teacher performance that plays an important role in enhancing school effectiveness. School effectiveness is a process that ensures that a particular school has effectively maintained a safe and orderly environment, implemented an instructional framework and curriculum that focuses on enhancing student learning, where the school monitoring system is highly responding, and where a competency-based system is in practice that ensures increased student achievement. A correlational research design was used to conduct this study. Using multistage sampling techniques, data were collected from 580 secondary school teachers in district Okara. Self-Assessment Instrument for Teacher Evaluation (α=.88) and School Effectiveness Questionnaire ((α=.86) were used for data collection. The Pearson correlation coefficient showed that teacher evaluation scores and school effectiveness were significantly correlated with each other (r=.69). As teacher performance evaluation scores increased, the score on school effectiveness also increased. Multiple linear regression analysis revealed that teacher performance evaluation score significantly predicted 46% of variance in school effectiveness. Further, female teachers were better on teacher performance evaluation score and school effectiveness. Teachers in urban schools showed higher scores on teacher performance evaluation scores and school effectiveness as compared to rural school teachers.

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33

Ekwen, Tam Vivian, and Prof Fonkeng Epah George. "Human Resources Management and School Effectiveness in Government Technical Secondary and High Schools in Cameroon." International Journal of Trend in Scientific Research and Development Volume-2, Issue-6 (October 31, 2018): 721–33. http://dx.doi.org/10.31142/ijtsrd18728.

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34

Deming, David J. "Using School Choice Lotteries to Test Measures of School Effectiveness." American Economic Review 104, no. 5 (May 1, 2014): 406–11. http://dx.doi.org/10.1257/aer.104.5.406.

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Value-added models (VAMs) are increasingly used to measure school effectiveness. Yet, random variation in school attendance is necessary to test the validity of VAMs and to guide the selection of models for measuring causal effects of schools. In this paper, I use random assignment from a public school choice lottery to test the predictive power of VAM specifications. In VAMs with minimal controls and two or more years of prior data, I fail to reject the hypothesis that school effects are unbiased. Overall, many commonly used VAMs are accurate predictors of student achievement gains.

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35

Sroinam, Somkid. "The administrative factors affecting school effectiveness of municipal schools in Udon Thani Province." New Trends and Issues Proceedings on Humanities and Social Sciences 5, no. 1 (May 8, 2018): 24–31. http://dx.doi.org/10.18844/prosoc.v5i1.3378.

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School effectiveness is a main goal of all schools because it means organisational success that must be achieved. This study explored the level of the administrative factors and school effectiveness including investigated administrative factors effecting the management of school effectiveness. The 5-level rating scale questionnaire was applied for collecting data from 217 teachers in municipal schools in Udon Thani province, Thailand. The descriptive statistics, Pearson product-moment correlation coefficient and stepwise multiple regression analysis were used for data analysis. The research findings indicated that the school culture, technology, school climate and budgeting were the best predictors. This may lead to policy of developing the school administration to achieve the school goals. Keywords: School effectiveness, school factor, municipal schools.

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36

Ibrahim, Sueb, Parmjit Singh Aperapar Singh, Ng Kui Choo, and Ramilah Boje. "Focus Group Interview as a Means to Determine School Effectiveness Indicators." International Journal of Service Management and Sustainability 3, no. 2 (March 2, 2020): 37. http://dx.doi.org/10.24191/ijsms.v3i2.8115.

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The growth of interest in school effectiveness has been striking and is gaining momentum. Similarly in Malaysia, school effectiveness has become a dominant theme in contemporary educational reform and development. Thus, the growing concern about educational reform has resulted in a wide variety of school effectiveness interventions, initiatives and strategies. Although school effectiveness has become the central focus in most schools, there is still a strong need to determine the constructs or dimensions that are suitable to measure school effectiveness in Malaysian secondary schools. In this study, a focus group interview consisting of eight selected excellent and senior school principals were conducted. Thefindings from the focus group interview indicated 5 indicators for school effectiveness which comprised academic performance, school programme, organizational effectiveness, learning environment and school achievement. The findings also indicated 15sub-indicators for school effectiveness consisting of curriculum, public exam, student assessment, academic programme, co-curriculum programme, student development, resource management, technology advancement, data and information management, teaching and learning, community relation, staff professional development,, award and recognition, innovation and niche area.

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37

Lam, Y. Raymond, Kam-cheung Wong, and Lai-ming Ho. "School Effectiveness of a Streamed-School System: A Multilevel Modelling of the Hong Kong Secondary Schools." Australian Journal of Education 46, no. 3 (November 2002): 287–304. http://dx.doi.org/10.1177/000494410204600304.

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This study has two distinct features that are different from current studies using multilevel analysis on school effectiveness. First, it uses a very large dataset, and second, the analysis is on a streamed-school system. The initial findings of this study record three differences from studies in the West: (a) the relatively large size of school effect in the Hong Kong schools; (b) the negative correlation between intercepts and slopes for prior attainment; and (c) the differential effectiveness for low and high ability students. The study highlights the issue of whether or not the results of school effectiveness research based on mixed ability schools can be generalised to some countries in East Asia where students are streamed to schools according to their academic ability. It suggests the need to explore whether the contextual factors that influence the effectiveness of schools in a mixed system are duplicated in a streamed-school system.

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38

Griffith, James. "Schools as Organizational Models: Implications for Examining School Effectiveness." Elementary School Journal 104, no. 1 (September 2003): 29–47. http://dx.doi.org/10.1086/499741.

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39

Mizala, Alejandra, and Miguel Urquiola. "School markets: The impact of information approximating schools' effectiveness." Journal of Development Economics 103 (July 2013): 313–35. http://dx.doi.org/10.1016/j.jdeveco.2013.03.003.

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40

Dimmock, Clive. "Reconceptualizing Restructuring for School Effectiveness and School Improvement." International Journal of Educational Reform 4, no. 3 (July 1995): 285–300. http://dx.doi.org/10.1177/105678799500400304.

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41

Reynolds, D. "The Future of School Effectiveness and School Improvement." Educational Psychology in Practice 11, no. 3 (October 1995): 12–21. http://dx.doi.org/10.1080/0266736950110303.

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42

Moeder-Chandler, Markus. "School Counselor–Led School-Wide Advisory Program Effectiveness." SAGE Open 8, no. 3 (April 2018): 215824401879260. http://dx.doi.org/10.1177/2158244018792607.

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43

Ekin, Mehzudil Tugba Yildiz, and Aynur Oksal. "Elementary School Teacher Perceptions of School Counselor Effectiveness." Procedia - Social and Behavioral Sciences 47 (2012): 1917–21. http://dx.doi.org/10.1016/j.sbspro.2012.06.923.

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44

White, John. "Philosophical perspectives on school effectiveness and school improvement." Curriculum Journal 8, no. 1 (March 1997): 29–44. http://dx.doi.org/10.1080/09585176.1997.11070760.

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45

Lutfia, Annisa, Udin Syaefudin Sa’ud, Diding Nurdin, and Danny Meirawan. "Effectiveness of professional learning community programmes to improve school quality." Cypriot Journal of Educational Sciences 17, no. 12 (December 31, 2022): 4570–82. http://dx.doi.org/10.18844/cjes.v17i12.8073.

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The school is a professional learning community. This study aims to examine the effectiveness of professional learning communities (PLC) in improving the quality of schools. The method used in this research is a mixed method that is carried out in two stages. The correlational method was used to examine the correlation between school quality and the implementation of the PLC programme. Experimental methods are used to examine whether PLC can improve school quality. This study involved 3 secondary schools with an average age of 14–18 years. The results show that there is a high correlation between the level of school quality and the implementation of the PLC programme. In addition, the PLC programme has proven to be effective in improving the quality of schools in terms of teacher competence and student academic results in the fields of language and mathematics. This research provides an overview for stakeholders in schools regarding the importance of collaboration among staff. The implication of this research is that school heads can apply PLC programmes to improve the quality of their schools by prioritising collaborative learning between teaching staff and students. Keywords: Community of professional learning (PLC), school quality, teacher and students’ competence.

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46

Abari, Ayodeji Olasunkanmi, Mubashir Olayiwola Babatunde Mohammed, and Idowu Olufunke Oyetola. "ORGANIZATIONAL IDENTITY AND EFFECTIVENESS OF PUBLIC AND PRIVATE SENIOR SECONDARY SCHOOLS IN SOUTH WEST NIGERIA." Problems of Education in the 21st Century 40, no. 1 (March 20, 2012): 7–16. http://dx.doi.org/10.33225/pec/12.40.07.

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The study investigated the relationship between Organizational Identity and Public and Private Senior Secondary School Effectiveness in South West Nigeria. To put the study on course, three hypotheses were formulated. In the same vein, three separate instruments were designed and constructed to collect pertinent data namely the School Identity Questionnaire (SIQ), the School Effectiveness Questionnaire (SEQ) and Performance Records of Students in West African Senior Secondary Certificate Examination (WASSCE). While the first instrument measured identity, the other two simultaneously measured effectiveness. There was a total sample of 2,400 students from 120 sample schools at 20 students per 20 schools in each of the six South West States – Ekiti, Lagos, Ogun, Ondo, Osun and Oyo. Also, a total of 120 principals participated in the study. The Questionnaires were subjected to content and construct validity as well as split-half reliability test. The reliability coefficient for the SIQ was found to be 0.86 and for the SEQ was 0.90. The data were subjected to descriptive and inferential statistical analysis employing the Pearson’s Product-Moment Correlation Coefficient Analysis to test Hypotheses 1and 2, and the Analysis of Variance to test Hypothesis 3. Results of the analysis indicate that there is no significant relationship between organizational identity and school effectiveness in the two categories of schools separately, public and private. However, a significant relationship was found to exist between organizational identity and school effectiveness in private schools only when WASSCE Results were used as a measure of effectiveness. Results also show that a significant difference exists in organizational identity and school effectiveness between public and private senior secondary schools irrespective of the instrument used in measuring effectiveness. Recommendations were then made, in the light of the results, among which are that some degree of autonomy should be given to senior secondary schools for them to grow and develop their identity and effectiveness and, that the identity and effectiveness should regularly be monitored and measured for school improvement purposes. Key words: organizational identity, secondary school, school effectiveness.

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Hung, Chih-Lun. "Internal Marketing, Teacher Job Satisfaction, and Effectiveness of Central Taiwan Primary Schools." Social Behavior and Personality: an international journal 40, no. 9 (October 1, 2012): 1435–50. http://dx.doi.org/10.2224/sbp.2012.40.9.1435.

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In this study the effect of internal marketing on the job satisfaction of primary school teachers and the effectiveness of primary schools was tested. I used structural equation modeling to examine the relationships among internal marketing, job satisfaction, and school effectiveness, and data were collected from 521 teachers in Central Taiwan primary schools. The results showed that both internal marketing and job satisfaction had a direct positive relationship with school effectiveness and job satisfaction had a partial mediating role in the association between internal marketing and school effectiveness. The research implications are that those in charge of primary schools need to emphasize internal marketing strategies and realize, and take into account, the effect of job satisfaction in the relationship between internal marketing strategies of schools and their effectiveness.

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Gunawan, Gunawan. "The Influence of Transformational Leadership, School Culture and Work Motivation on School Effectiveness in Junior High School in Medan." Budapest International Research and Critics Institute (BIRCI-Journal) : Humanities and Social Sciences 3, no. 1 (February 15, 2020): 625–34. http://dx.doi.org/10.33258/birci.v3i1.824.

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This research is a quantitative study that examines the participatory leadership model, school culture and motivation with school effectiveness with path analysis techniques. The respondents of this study were 343 teachers in Junior High Schools in Medan from 2,140 teachers in 44 State Junior High Schools. The findings of this study statistically show that simultaneously there is a positive and significant influence of transformational leadership and school culture on the work motivation of Junior High School in Medan teachers, where the effect is 5.9%. Likewise transformational leadership, school culture and work motivation have a significant and significant influence on the effectiveness of State Junior High Schools in Medan, which amounted to 13.7%.

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Tyas, E. Handayani. "TEACHERS' PROFESSIONALISM EFFECTIVENESS AT VHS IN EAST BEKASI." International Journal of Research -GRANTHAALAYAH 7, no. 11 (June 12, 2020): 215–21. http://dx.doi.org/10.29121/granthaalayah.v7.i11.2020.359.

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This study is focused on the teachers' professionalism effectiveness, it was done to find out how the teachers' professionalism effectiveness at Vocational High School in East Bekasi. This study was conducted at East Bekasi in some private schools. The method of the study was qualitative with a descriptive design. The subjects of the research were the school headmasters, vice school headmasters, teachers, and Teacher Organization (TO). The instruments of this study are observation sheet and interview guidance. The data of the study were analyzed descriptively through the process of data reduction, data display, and concluding. The result of the study shows that the teachers' ability improvement programs were done based on the teachers' need every year, the teachers' ability improvement program was done in and out of the school, there are some obstacles which are faced by schools in improving the teachers' professionalism. So, it is concluded that the teachers' professionalism program needs improving, and it should be goal-oriented. Besides, the obstacles which are faced by the school should be well overcome.

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Gleeson, Cath. "Evidence of school nurse effectiveness." Nursing Standard 19, no. 2 (September 22, 2004): 30. http://dx.doi.org/10.7748/ns.19.2.30.s45.

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