Journal articles: 'School management'

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Mandal, Ranjit Kumar. "Importance of School Management Committee in Managing Schools." Journal of Advanced Research in English & Education 03, no. 04 (January 19, 2019): 1–4. http://dx.doi.org/10.24321/2456.4370.201809.

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Muslihah, Eneng. "SCHOOL BASED MANAGEMENT." ALQALAM 26, no. 3 (December 31, 2009): 427. http://dx.doi.org/10.32678/alqalam.v26i3.1565.

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School based management is the main issues in the educational quality improvement of both elementary and secondary education institutions in the world in the last three decades. It is the alternative school management believed to be potentially able to elevate the education quality. In Indonesia, it was introduced as early as the end of 1999 following the enactment of the decentralization policy. School based management, which is seen as a panacea of Indonesian education problems especially from primary up to senior secondary schools, when the 2003 Education Law No 20 was introduced, Indonesia formally adopted a policy of "school-based management" for the quality improvement of its 227.298 public and private schools, and madrasahs (Islamic schools), 47.813.166 students and 3.218.7 54 teachers. SBM in Indonesia is focused on the four aspects of basic education: quality, equality, relevance and efficiency. While international research has not yet proved conclusively that schoolbased management improves student outcomes, but in Indonesia, the experience has been to a certain degree more positive.

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Sagir, Mahmut. "Innovational Leadership in School Management." Üniversitepark Bülten 6, no. 1 (February 15, 2017): 45–55. http://dx.doi.org/10.22521/unibulletin.2017.61.4.

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Gaspar, Erriz S. "Correlates Transformational Management Styles and School-Based Management (SBM) Practices of School Heads." American Journal of Interdisciplinary Research and Innovation 1, no. 1 (August 15, 2022): 86–97. http://dx.doi.org/10.54536/ajiri.v1i1.474.

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Transformational Management Style is a leadership style that School Heads may use to lead and manage the school. Whereas, School-Based Management, also known as SBM, is a hot topic among public schools nowadays. The study aimed to determine the correlations between transformational management styles and school-based management (SBM) practices of school heads in Congressional District I-B of the Schools Division of Nueva Ecija. The 174 school heads were selected using total enumeration sampling, while 318 teachers were selected using a stratified sampling design. The descriptive correlational research design was utilized in satisfaction with the objectives of the study. On the school-based management practices of school heads in Congressional, District I-B have the same point of view and were strongly agreed that School Heads were evidently practiced and performed well in the school operations and management. Furthermore, the school heads’ number of training and seminars attended in national, regional, division, district, and schools found a positive correlation between transformational management styles in all areas-individual considerations, intellectual stimulation, inspirational motivation, and idealized influence. Moreover, the highest educational attainment found a positive correlation between school-based management and the management of resources. Trainings and seminars attended by the School Heads in regional, division and district level have a significant relationship to their SBM ratings. Furthermore, School Heads’ Intellectual Stimulation and Idealized Influence have significant relationship to their SBM ratings. School heads’ and teachers' assessments found a low level of significance based on the assessments of school heads' transformational management styles and school-based management practices.

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Akhtar, Muhammad, and Muzammila Akram. "A STUDY OF ISSUES IN EDUCATIONAL MANAGEMENT AT HIGH SCHOOL LEVEL AT PUNJAB." Pakistan Journal of Social Research 04, no. 01 (March 31, 2022): 213–19. http://dx.doi.org/10.52567/pjsr.v4i1.644.

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The school management is regarded as one of the most important managements in perspective of Pakistani schools. Educational management is a discipline with respect to the management of educational organizations was established to develop disciplines at schools. The present study comprises on to find out the issues in existing school management in education system at high school level in Punjab through survey method. The main objectives of this study were to study some existing school management models, to find out the issues in school department at secondary level and to find out the need for school management improvement. This study has a qualitative approach. The data was collected through a structured interview from four schools of district Bahawalnagar and analyzed data was expressed in detail. The conditions of the public sector school were far different from those of private sector. The schools lacked basic physical infrastructure to carry out daily routine tasks Keywords: Management, School heads, Quality education

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Cowan, Bryan J. "School management." International Journal of Educational Development 14, no. 4 (October 1994): 424. http://dx.doi.org/10.1016/0738-0593(94)90059-0.

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Latypova, Maua. "School Management." Russian Education & Society 43, no. 5 (May 2001): 25–41. http://dx.doi.org/10.2753/res1060-9393430525.

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Зотов and V. Zotov. "School Management." Administration 4, no. 2 (June 17, 2016): 84–87. http://dx.doi.org/10.12737/20830.

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Planning, preparation, defending doctorate thesis, not accidentally for the majority of onlookers seems to be an extremely complex, time-consuming, lengthy task, the formulation and the solution of which is not available for every researcher, the more serious the busy practice manager. The media, including foreign ones, traditionally prevailing public opinion steadily form an idea of what scientific degree of heads of large state or business organizations do not always result from the activities of their authors. A specific story about how, in the framework of the scientific school of management theory at the department of theory of organization and management of the State University of Management was prepared and defended the dissertation of doctor of economic sciences, acting prefect of the southeastern administrative district of Moscow, Zotov Vladimir Borisovich gives an exhaustive answer to this question.

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Amalia, Arwinda Putri. "Education Budget Management, New Public Management and the COVID-19 Pandemic." Dinamika Pendidikan 16, no. 1 (June 30, 2021): 1–11. http://dx.doi.org/10.15294/dp.v16i1.27141.

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This paper aims to describe the management of education budget in a private school during the pandemic and how the New Public Management sight. How do a private school with very limited budget resources during the pandemic survives and controls spending with minimal amounts of income and how the New Public Management concept views the Education Budget management process in a private school seen from the government's role in helping schools meet their budget needs. This study had been observed in Muhammadiyah Vocational High School in Purwokerto used a qualitative perspective and deep interviews to collect the information. The result of this research is the private school with limited funding sources has an ability to apply the new public management concept and the government as the provider of development funding assistance made this school could compete with other private schools and public schools, moreover, the school is able to manage a limited education budget during a pandemic.

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Staribratov, Ivaylo. "HUMAN RESOURCES MANAGEMENT IN SCHOOL." Education and Technologies Journal 11, no. 1 (August 1, 2020): 188–93. http://dx.doi.org/10.26883/2010.201.2262.

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The article discusses the main aspects of human resource management in secondary schools. Emphasis is placed on the differences between school management and business. The essential factors influencing the management of human resources in secondary schools are pointed out. The strong connection between the ability of principals to create a positive environment and attitudes for full-fledged work in school was studied. The article promotes the idea that good human resource management is important for the image of a school, not only from the point of view of the principal, but also of each teacher managing his class and communication with parents. Unfortunately, there is a lack of competence in this area, which leads to negatives in the management of schools.

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Narayan Biswal, Bibhuti. "Ethical Issues in School Educational Management." Issues and Ideas in Education 4, no. 1 (March 7, 2016): 29–36. http://dx.doi.org/10.15415/iie.2016.41003.

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Elahi, Fazal, and Muhammad Ilyas. "Quality management principles and school quality." TQM Journal 31, no. 4 (July 8, 2019): 578–99. http://dx.doi.org/10.1108/tqm-11-2018-0173.

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Purpose The purpose of this paper is to test the relationship of process approach (PA), customer focus approach (CFA) and school quality with the moderation of professional certification of school principal to fill the gap of quality management practices in private schools. Design/methodology/approach Study applied quantitative design with the sample of 401 principals of private schools. Questionnaires were adapted from different studies, and pilot study was carried out. Confirmatory factor analysis was done along with structural equation modeling. Findings Results indicate that the process approach has a significant effect on functional quality and academic quality of schools. Customer focus approach medicates the relationship of process approach and functional quality. The study found no evidence of the relationship of moderation of professional certification of school principal with process approach, functional quality and academic quality. Practical implications Study contributed through the generation of new dimensions of school quality, putting professional degree of school principal as a moderator and by providing basis to understand the implementation of quality management system in schools. The outcomes of study will guide school managers to implement the process management approach to improve the school quality. Originality/value Originality of the study is defined in three ways; first, it is first study that examines the relationship of process approach, customer focus approach and school quality with the moderation of professional certification of principal. Second, it chooses “single” schools that have not been subject of any quantitative research exclusively. Third, it is a first attempt to examine the working of private schools in Pakistan with respect to quality management principles.

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Ismara, Ketut Ima, Didi Supriadi, M. Riza Syifaulliya, and Kitisak Keaw-aram. "The School-based Occupational Safety and Health Management in Vocational School." TAMANSISWA INTERNATIONAL JOURNAL IN EDUCATION AND SCIENCE 2, no. 2 (April 29, 2021): 11–22. http://dx.doi.org/10.30738/tijes.v2i2.9937.

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The vocational high school graduates are required to have the competence to implement Occupational Safety and Health (OSH). This study investigated the implementation of school-based Occupational Safety and Health Management in the vocational school. The OSH implementation viewed from seven principles: curriculum management, student management, educator management, facilities and infrastructure management, funding management, school and community management, and cultural and environmental management. This study is descriptive research that used subjects from 10 public vocational schools and ten private vocational schools in Yogyakarta Province. The data obtained from the Education Report Card Mapping Report Evaluation Results of the Directorate of Vocational Education at the Ministry of Education and Culture of Indonesia. The findings showed that the management of OSH in private vocational schools higher than the public one. The principle of OSH for the management of students is "fairly good" both in public and private vocational schools. The teacher management in public vocational schools higher than the private one. The management of facilities and infrastructure is "fairly good" both in public and private vocational schools. The funding management in private vocational schools higher than the public one. The management of school relationships in the public vocational school is "bad" and "fairly good" in the private one. The management of culture and environment is "fairly goodâ€ both in public and private vocational schools.

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Ujang, Yusak, M. Syukri, and Sukmawati Sukmawati. "Management of Filial School Development (Case Study on Management Standards on Singkawang 11 State Junior High School)." JETL (Journal Of Education, Teaching and Learning) 3, no. 1 (March 15, 2018): 166. http://dx.doi.org/10.26737/jetl.v3i1.742.

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<p>The filial school is one of the model of school development where learners study and learn various skills as the basic capital to continue to higher education level. The responsibility of the school's management is fully filial by the parent school in accordance with the quality standards of education services. This research aims to reveal the management of philial school development on the standard of management at Singkawang 11 State Junior High School (SMP Negeri 11 Singkawang ) with the focus of: 1) development planning of filial school in management standard, 2) organizing the development of filial school in management standard, 3) implementation of filial school development on management standard, 4) supervision of filial school development on management standards, 5) constraints faced in the development of filial schools on management standards, and 6) efforts undertaken in the development of filial schools on management standards. The research method used descriptive research with qualitative approach. Data collected by in-depth interviews, participant observation, documentation and analyzed by data reduction, data presentation, conclusion or verification. Testing of data reliability is done by extending the observation period, and triangulation and member checking. The results of the study conclude: 1) Filial School Development Planning in Management Standards, has been done by Singkawang 11 State Junior High School by making the vision and mission is implied that support the implementation of philial school development and has been socialized and arranged based on consultation with certain teachers by considering the needs of the school as a basis making, 2) organizing the development of filial schools on the standard of management, that the head of Singkawang 11 State Junior High School has arranged the organizational structure in connection with the division of main tasks and functions of the teacher and socialized. 3) Implementing the development of filial schools on the standard of management that Singkawang 11 State Junior High School refers to document I which includes all aspects of school management including philial schools covering curriculum aspects, student aspects, educator aspect and educational staff, aspects of facilities and infrastructure, finance and financing , school culture and school areas, school committees and partnerships, and school management information systems, 4) supervision of filial school development on process standards, that Singkawang 11 State Junior High School has conducted School Self Evaluation (EDS) conducted annually as a basis for preparation of the Plan School Work (RKS) and principals have conducted classroom supervision activities on teachers. For managerial supervision of the eight national standards of education by school supervisors has been undertaken but not scheduled, 5) The barriers faced in the development of filial schools in management standards consist of internal (internal) and external (external) barriers. obstacles from within include the limitations of learning facilities and infrastructure of students in the form of limited learning buildings, laboratories, libraries, canteen, prayer room, learning books and desks and student learning seats. External obstacles in the form of poor, perforated, and muddy access roads make it difficult for teachers to carry out teaching duties at the filial schools. 6) The efforts made in the development of filial schools in the management standards include the proposal for the rehabilitation of the 2017 study by the principal to the education and cultural offices of Singkawang city, the cooperation of the principal of Singkawang 11 State Junior High School with Singkawang 3 State Junior High School in a grant program of learning facilities in the form of help desk and desk study as well as reference books for studying students in filial schools. </p>

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Nir, Adam E. "The Impact of School-Based Management on School Health." Journal of School Leadership 12, no. 4 (July 2002): 368–96. http://dx.doi.org/10.1177/105268460201200402.

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What are the influences of school-based management (SBM) on schools’ organizational health? This study assessed the effects of SBM on schools operating in a centralized system of education. The health qualities of 28 schools were measured in a longitudinal study spanning 3 sequential years, including the year before introduction of SBM in schools and in the 2 years that followed implementation. The results indicated no significant changes when comparing the integrated index for school health among the 3 years. However, significant differences appeared when the various subsets of school health were compared. The results indicated that teachers put more emphasis on children's outcomes. Yet, at the same time, teachers reported having lower morale and increased bureaucratic load in comparison to the circumstances that existed in their school prior to the introduction of SBM. Implications for student growth and teacher development are discussed.

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Powell, Neal J. "School-Based Management in Smaller Secondary Schools." NASSP Bulletin 75, no. 533 (March 1991): 11–15. http://dx.doi.org/10.1177/019263659107553303.

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Sugiyarti, Sri, and Muhammad Iqbal Arrosyad. "MUHAMMADIYAH SCHOOL MANAGEMENT STRATEGY IN BANGKA BELITUNG." Berumpun: International Journal of Social, Politics, and Humanities 3, no. 1 (March 31, 2020): 13–22. http://dx.doi.org/10.33019/berumpun.v3i1.24.

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The charitable endeavors of Muhammadiyah in the Bangka Belitung Region in the field of education from the levels of Elementary Schools, Junior High Schools, and High Schools and Vocational High Schools are spread to all districts/cities. However, the discussion about Muhammadiyah education in Bangka Belitung is very minimal. This research is a descriptive study with a qualitative approach. This study took the sample of the oldest and best senior high school as an illustration of Muhammadiyah education management in Bangka Belitung. The results showed that Muhammadiyah Education experienced various obstacles to the threat of closure, however, they were able to rise from adversity. Muhammadiyah Pangkalpinang High School as the oldest school departed from a school that boarded at Muhammadiyah Middle School and later became one of the most popular schools in the era of the 1990s to accommodate students up to 18 classes, but later it fell free and was almost closed due to the lack of students. Several times the change of school principals has not improved, a new hope is obtained when the management of this school is submitted to the STKIP Muhammadiyah Bangka Belitung to become its lab school. Now with new facilities and management, the number of students is increasing, slowly but surely this school is starting to improve itself. Meanwhile, Muhammadiyah Toboali High School, South Bangka Regency, which was established in 1994, almost lost public confidence, due to a large number of students who failed the National Examination for the 2006/2007 school year. The situation changed along with Supiandi's leadership, his persistence in managing the school, and finally, the trust in the community returned. Now the number of students has reached nearly 500 students

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Rout, Sarat Kumar. "Functioning of School Management Committee in Rural Elementary School: A Case Study." Issues and Ideas in Education 2, no. 2 (July 1, 2014): 247–54. http://dx.doi.org/10.15415/iie.2014.22018.

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Wright, John S. "School Site Budgeting: Decentralized School Management." NASSP Bulletin 69, no. 477 (January 1985): 98–99. http://dx.doi.org/10.1177/019263658506947720.

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Salvioni, Daniela M., and Raffaella Cassano. "School Governance, Accountability and Performance Management." International Journal of Financial Research 8, no. 2 (February 28, 2017): 176. http://dx.doi.org/10.5430/ijfr.v8n2p176.

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Limited resources, recent reforms of educational system that impose rapid changes in the governance system, high demand for managerial skill and operational autonomy, impose the capability to optimize performance, transparency of behaviour, dialogue with stakeholder to grow results in the school system. It therefore draws attention to the importance of activate long-term positive relations between schools, students, families, governmental authority and other structures of public Administration to improve quality and performance in school management. So is critical an effectiveness accountability system as starting point to develop the quality of relations between the schools and their stakeholders. In this regard, this article proposes the Network Governance as lever to improve an effectiveness stakeholder engagement and to optimize performance in the School System. This study represents a dissertation that aims to raise awareness about the cycle of performance management in schools and for the optimization of the use of public resources.

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Fidler, Brian, Ron Glatter, Margaret Preedy, Colin Riches, and Mary Masterson. "Understanding School Management." British Journal of Educational Studies 36, no. 3 (October 1988): 280. http://dx.doi.org/10.2307/3120954.

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Van, Renka. "School Management Application." Qubahan Academic Journal 1, no. 2 (November 14, 2020): 16–28. http://dx.doi.org/10.48161/qaj.v1n2a10.

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Brzychcy, Katarzyna. "School development management." European Journal of Service Management 27 (2018): 57–63. http://dx.doi.org/10.18276/ejsm.2018.27/2-07.

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Liou, Yi-Hwa. "School Crisis Management." Educational Administration Quarterly 51, no. 2 (May 7, 2014): 247–89. http://dx.doi.org/10.1177/0013161x14532467.

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Imants, Jeroen G. M., Cees M. Van Putten, and Gabrielle Leijh. "School Management Training:." International Journal of Educational Management 8, no. 3 (June 1994): 7–14. http://dx.doi.org/10.1108/09513549410062399.

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DiMartino, Catherine, and Sarah Butler Jessen. "School Brand Management." Urban Education 51, no. 5 (July 30, 2014): 447–75. http://dx.doi.org/10.1177/0042085914543112.

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Southworth, Geoff. "Primary school management." Education 3-13 27, no. 3 (October 1999): 17–23. http://dx.doi.org/10.1080/03004279985200271.

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Lindquist, Karin M., and John J. Mauriel. "School-Based Management." Education and Urban Society 21, no. 4 (August 1989): 403–16. http://dx.doi.org/10.1177/0013124589021004005.

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Kerschkamp, F. O. "School Facilities Management." Facilities 9, no. 1/2 (January 1991): 14–19. http://dx.doi.org/10.1108/eum0000000002138.

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Brown, Frank, and Richard C. Hunter. "School-Based Management." Urban Education 33, no. 1 (March 1998): 95–122. http://dx.doi.org/10.1177/0042085998033001006.

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Wihardiyani, Wihardiyani, Wahyudi Wahyudi, and M. Chiar. "Community Empowerment Management in Realizing Healthy School." JETL (Journal Of Education, Teaching and Learning) 4, no. 1 (March 1, 2019): 192. http://dx.doi.org/10.26737/jetl.v4i1.995.

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Schools and communities have a very close relationship in realizing school or education goals. But the reality in implementing school activities is sometimes more often separating between schools and surrounding communities. This study aims to describe the planning, implementation, and evaluation of community empowerment in realizing healthy schools at Public Elementary School (SDN) No. 6 Siantan, Siantan District, Mempawah Regency. The approach used in this study is a qualitative approach with a type of case study research. The data analysis model used is Model Miles and Huberman. Based on the research that has been done, the following results are obtained: 1) The process of planning community empowerment in referring to healthy schools has gone well; 2) The implementation of community empowerment has gone well which can be seen through cooperation in both activities between institutions (SDN No. 6 Siantan) and the community; and 3) Evaluation of community empowerment activities in realizing healthy schools carried out at the end of each activity by the principal of the sub-district education office UPT and the school committee.

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Deakin, Jo, and Aaron Kupchik. "Tough Choices: School Behaviour Management and Institutional Context." Youth Justice 16, no. 3 (September 16, 2016): 280–98. http://dx.doi.org/10.1177/1473225416665610.

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In the light of recent disciplinary reform in United States and United Kingdom schools, academic attention has increasingly focused on school punishment. Drawing on interviews with school staff in alternative and mainstream schools in the United States and the United Kingdom, we highlight differences in understandings and practices of school discipline. We argue that, in both countries, there is a mismatch between mainstream schools and alternative schools regarding approaches to punishment, techniques employed to manage student behaviour and supports given to students. While these disparities mirror what one would expect based on the distinct institutional arrangements and organizational priorities of alternative and mainstream schools, they pose particular problems for children transitioning between the two types of school. In this article, we raise a series of questions about the impact of these mismatches on children’s experiences and the potential for school disciplinary reform to achieve lasting results.

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Lazwardi, Dedi. "IMPLEMENTATION OF SCHOOL-BASED MANAGEMENT." AL-IDARAH: JURNAL KEPENDIDIKAN ISLAM 8, no. 1 (October 16, 2018): 32. http://dx.doi.org/10.24042/alidarah.v8i1.3077.

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Education has an important role in influencing the advancement of a nation'scivilization. A nation that has good education tends to be an advanced nation in civilization, science and technology, social economy, as well asculture. One of the educational problems is the need for adjustment and improvement of educational program material so that it can flexibly movealong with the demands of the workforce and the changing demands of people's lives. The implementation of School-Based Management (SBM) isessentially the granting of greater autonomy to schools with the ultimate goalof improving the quality of the results of the implementation of education sothat it can produce actual achievements through a well established managerial process. School-based management is the granting of broadautonomy at the level of the education unit in order to be able to manageresources and sources of funds and allocate according to the level of need. The aim of school-based management is to improve the efficiency ofeducation quality by independence and flexibility in managing existing resources. Components in school-based management include management ofcurriculum and teaching programs, management of teaching staff,management of students, financial management and financing, managementof educational facilities and infrastructure, public relations management and special service management. Supporting factors for the success of the firstschool-based management, the demands of a considerable democratic life from the people in the reform era. Second, the application of Law No. 22 of1999 concerning Regional Government which emphasizes the autonomy of government at the district / city level. Third, there is a school committee thatfunctions to help implement the Social Safety Net (JPS) program in many schools. Fourth, there is a desire by the government to increase communityparticipation in education by increasing the duties, functions and roles of the Education Provider Assistance Agency (BP3). Factors that become obstaclesin running school-based management come from students, educators, infrastructure and community participation.

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Karmila, Nita, and Ade Wijaya. "IMPLEMENTATION OF SCHOOL BASED MANAGEMENT IN TAMBILUNG ELEMENTARY SCHOOL." JHSS (JOURNAL OF HUMANITIES AND SOCIAL STUDIES) 4, no. 1 (March 29, 2020): 71–73. http://dx.doi.org/10.33751/jhss.v4i1.2044.

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This research aims to determine the extent of the successful implementation of school-based management in Tambilung Elementary School which is one of the small schools in Bogor Regency. This research is a descriptive qualitative research that provides in-depth explanations of data and information related to the implementation of school-based management in terms of three core components namely 1) School Management, 2) Active, Creative and Enjoyable Learning, and 3) Community Participation. From the results of the study it can be concluded that the implementation of school-based management in Tambilung Elementary School has only reached 83.62% which, if elaborated, the success of each component, namely: the school management component 85.89%, the learning activity component amounted to 76.19% and the component of community participation in the implementation of school-based management is 88.80%.

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Andrews, Diane, and Trevor Clarke. "Foundation for behaviour management: A systems approach." Kairaranga 6, no. 1 (January 1, 2005): 35–38. http://dx.doi.org/10.54322/kairaranga.v6i1.13.

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This article outlines the development and implementation of a project designed to help a school reflect on how well it has developed supportive behaviour management systems. The programme further encourages the school to implement more functional systems. When the local Group Special Education (GSE) office was offered an opportunity to develop some innovation projects, a proposal for looking at behaviour management as a school-wide systemsintervention was developed. The conceptual base was to focus on six targeted school systems believed to be the foundations for functional behaviour management, profile them for a school, report them in a way that has meaning and work with the school in improving functionality.The project has been used in seven schools in Southland and one in Canterbury. All the schools reported positive outcomes, and some schools made major advances in developing functional behaviour management systems.

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Haryanti, Eliza, Edi Harapan, and Nila Kesumawati. "The Implementation of School Based Management in Primary School." Journal of Social Work and Science Education 2, no. 3 (February 4, 2022): 264–68. http://dx.doi.org/10.52690/jswse.v2i3.257.

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This study aims to review and describe the school based management in Madrasah Ibtidaiyah Ilir Timur II in Palembang. This is descriptive qualitative research. The subject was teachers in Madrasah Ibtidaiyah Riyadhul Janah Palembang. Data in this study was collected by interviews and analyzed using triangulation. The results stated that school based management will take place effectively and efficiently when supported by human resources professional to operate schools, sufficient funds, so schools are able to hire staff in accordance with its function, infrastructure to support the process, parents and community support significantly better in thought and favors a significant contribution.

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Msila, V. "School management and the struggle for effective schools." Africa Education Review 8, no. 3 (November 2011): 434–49. http://dx.doi.org/10.1080/18146627.2011.618650.

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Eyre, Gayner. "Local Management of Schools and school library services." Journal of Librarianship and Information Science 25, no. 1 (March 1993): 33–41. http://dx.doi.org/10.1177/096100069302500105.

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Roswita, Wan. "Adiwiyata-program-based school management model can create environment-oriented school." Journal of Management Development 39, no. 2 (March 5, 2020): 181–95. http://dx.doi.org/10.1108/jmd-01-2019-0005.

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PurposeTo analyze and find a model design of Adiwiyata environment-based management for schools built on wetlands.Design/methodology/approachThe research approach used is qualitative descriptive research, which provides complex details about a phenomenon or situation that has not been expressed through direct observation. The research was conducted at State Senior High School in Dumai city, which has participated in Adiwiyata program. Objects in the study are school communities including educators, education personnel, learners, cleaning personnel, and canteen management. Sampling was done randomly (simple random sampling). Students sample taken were from X, XI, and XII grades for both schools. Number of the population in SMA Negeri 2 (Public Senior High School 2) were 1,006 people. SMA Negeri Binaan Khusus (Binaan Khusus Public Senior High School) were 594 people. The number of samples eligible in the study was 30–500 people. Data collection techniques were conducted by using observation, interview, questionnaire, and documentation performed in both schools. Data analysis used qualitative and quantitative descriptive analysis with a simple statistical approach in the form percentage.FindingsPublic Senior High School 2 and Binaan Khusus Public Senior High School have school plans on activities related to environment-oriented education school management. Planning is outlined in school programs and school development planning programs by fulfilling infrastructure facilities supporting school activities with environmental insight. Programs are made by both schools, some are carried out in accordance with the plan. Nevertheless, some of the programs are not yet realized. For example, Public Senior High School 2 planning in building a greenhouse. Binaan Khusus Public Senior High School's fishpond plan was abandoned.Originality/valueThe originality of this research appears in the novelty of the use of built models that involve all school communities to be able to change and instill caring behavior and attitudes toward the environment in order to realize Adiwiyata-program-based environment-oriented education school management. But, there is no Adiwiyata program implementation model; therefore, the model in this study does not include the components of Environment–Based Curriculum Implementation

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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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Netshitangani, Tshilidzi. "Management style and school violence: South African perspectives." International Journal of Educational Management 32, no. 1 (January 8, 2018): 96–106. http://dx.doi.org/10.1108/ijem-06-2016-0136.

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Purpose The purpose of this paper is to examine the reduction of school violence from the management point of view. It reflects on the utterances by teachers, principals, learners and members of school governing bodies (SGBs) to establish the influence that school management practices can have on the prevalence of school violence. Design/methodology/approach This was a qualitative case study. Thus, semi-structured interviews with teachers, principals, learners and members of SGBs were conducted. In addition, focus group interviews with pupils and observations were used to collect data. Findings Findings suggest that most schools were still run in an authoritarian manner. Resultantly, it was also found that an authoritarian school management style practiced seemed to encourage the persistence of violence in schools. Practical implications Policies should incorporate and emphasise the use of pragmatic, critical democratic style of management to address school violence. This is important because a well-run, inclusive and more democratic school can help to reduce external and internal forms of violence. The results from this study further indicate that a poorly run and badly organised school is more prone to various forms of violence. Originality/value The paper adds to the growing body of knowledge in the field of educational management and offers a reference point for further research in the pursuit to eliminate violence in schools. The findings may also be a useful resource for school principals, teachers, policy-makers and other stakeholders who are seeking to eliminate violence in schools.

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

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

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Mursidi, Agus, M. Kamal, Harwanti Noviandari, Nurul Agustina, and M. Haddadalwi Nasyafiallah. "Virtual boarding school education management." Linguistics and Culture Review 5, S3 (November 17, 2021): 1054–66. http://dx.doi.org/10.21744/lingcure.v5ns3.1790.

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If general education has been implemented virtually, there is nothing wrong with the same method applied by Islamic education or Islamic boarding schools. For this reason, we will look for data to strengthen this discussion to propose a virtual boarding school education system which is the idea of ??equal distribution of educational services to the millennial generation from house to house. We collect data online on published journals, books, proceedings, and websites that address virtual boarding school education issues. Furthermore, the collected data is analyzed using a coding system, comprehensive evaluation, and drawing conclusions that can answer the main problems of this project. By analyzing and discussing the data, we can conclude that virtual boarding school education is an exciting idea with efforts to distribute Islamic education services to the millennial generation, who happen to be not santri.

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Hardiansyah, Framz. "The Implementation of School-Based Management in Improving Quality of Education in Primary School." Kelola: Jurnal Manajemen Pendidikan 9, no. 2 (December 19, 2022): 148–62. http://dx.doi.org/10.24246/j.jk.2022.v9.i2.p148-162.

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Quality education is an absolute requirement to achieve national development goals; thus, education will produce superior and competitive human resources. Many government efforts improve the quality of education, among others, with regional autonomy or decentralization, which produces school-based management in the world of education. School-Based Management enables schools to be more independent through the granting of authority (autonomy), greater flexibility for schools in managing resources, and encouraging the participation of school members and the community to improve the quality of education. This research aims to determine how to implement school-based management to improve the quality of education in elementary schools. This research uses a qualitative descriptive method with data collection through interviews and observation. The subjects in this study were principals, teachers, school committees, community leaders, and stakeholders. This data analysis used data reduction, data presentation, and data validation (concluding). The results of the research findings indicate that the implementation of school-based management in improving the quality of education in elementary schools has been going well; the activeness of the school committee evidence this by providing suggestions/considerations, supporters, controllers, and mediators, the direct participation of parents in the planning and implementation of the program. In schools as well as management of curriculum and teaching programs, management of students, management of educators and education staff, and management of facilities and infrastructure are carried out well.

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Baid, Devesh, and S. V. D. Nageswara Rao. "Management Controls of Teachers—Scale Development and Validation." Global Business Review 18, no. 3 (April 24, 2017): 719–33. http://dx.doi.org/10.1177/0972150917692190.

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Teachers are an important determinant of school outcomes, and their behaviour and actions need to be controlled to ensure desired performance. New public management (NPM) and new institutional theory propose that practices used by ‘for profit’ organizations should also be adopted by ‘not for profit’ organizations, which also include schools. Anthony’s (1965) model of management control has been applied to schools but has been found to have loose coupling with outcomes. This article proposes a scale that covers both formal and informal controls and is contextual. Second, it uses Merchant’s (1998, p. 14) ‘objects of control’ framework to develop such a scale for private unaided schools. An instrument has been developed by operationalizing constructs of action controls, result controls, personnel controls and cultural controls. Items were drawn from school effectiveness and school improvement literature. Data have been collected from the 10th class teachers of private unaided schools affiliated to a state examination board in India. The scale has met reliability and validity measures and is found appropriate for future use. The instrument will help school managements understand the extent of control in their schools, which control dimensions to focus on, and how these aspects of control influence other dimensions such as teacher’s satisfaction, role stress and school performance.

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Афанасьев, Valentin Afanasev, Куканова, and N. Kukanova. "Scientific School “Real Economy Management”." Administration 2, no. 3 (September 17, 2014): 12–16. http://dx.doi.org/10.12737/5631.

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A concept of formation of scientific school "Real Economy Managing", revealing activity’s basic directions, based on fundamental knowledge, and representation of SUM’s scientific school founders have been done in this paper. The scientific school head has been characterized in detail, his achievements, awards, prizes and activities have been listed. The research team structure, united in the scientific school under direction of V.Ya. Afanasiev, has been represented. New scientific schools emerged from the SUM’s base scientific management school under the guidance of scientists who agree with founders’ scientific positions, have been also marked. As practitioners followers have been marked persons on leadership positions in real economy’s large organizations, such as State Corporation "Rosatom", LLC "NIIgazekonomika", JSC "NK Rosneft". An amount of doctoral candidates and graduate students who have defended their thesis in different specialties and who are scientific reserve for scientific school human resource reproduction has been depicted on diagrams. The main directions of team’s research, its results, patents and licenses, scientific reserve, major publications have been listed further in this article. The team’s research mix with particular purpose mark, justification and problems’ specification has been disclosed in conclusion.

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Yulianto, Edi, and Agus Zaenul Fitri. "PRACTISING CURRICULUM MANAGEMENT: THE IMPLEMENTATION OF INTEGRATED CURRICULUM MANAGEMENT IN ISLAMIC SCHOOL." MANAGERIA: Jurnal Manajemen Pendidikan Islam 6, no. 2 (December 31, 2021): 205–22. http://dx.doi.org/10.14421/manageria.2021.62-13.

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Chongraksat Wittaya School Pattani, Thailand, is one of the most prominent Islamic schools in Pattani, Southern Thailand. This school has a dualism of management, including the applied curriculum, namely the religious and academic curriculum. Although the Thai kingdom regulates these two curricula, schools can adapt to their needs for religious curricula. This article examines the planning, implementation, and evaluation of the curriculum at Chongraksat Wittaya School Pattani, Thailand. It uses a qualitative method and a phenomenological approach with data collecting from interviews, observation, and documentation techniques. Then, data analysis techniques consist of data reduction, model data, and conclusions. The results showed that the Chongraksat Wittaya school implemented an integrated curriculum, namely the religious curriculum (Sassanah), which contained Dirasah Islamiyah, and the academic curriculum (Saman) included general subject matter. This school has regular classes and special classes. Curriculum planning is carried out together with Village Experts at the beginning of each semester. The curriculum is implemented with 40% of the religious curriculum (Sassanah) and 60% of the academic curriculum (Saman). Evaluation is carried out by briefings, daily meetings, early semester meetings, and annual meetings. Student learning is in the form of numeric and descriptive. The evaluation of the model uses the CIPP (Context, Input, Process, and Product) model.

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Nyambe, Mwangala, and Kenneth Kapalu Muzata. "Secondary school teachers’ perceptions of Catholic school management in selected schools of Lusaka District." Eureka: Journal of Educational Research 1, no. 2 (February 7, 2023): 53–66. http://dx.doi.org/10.56773/ejer.v1i2.7.

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This paper presents the findings of a study conducted to assess Catholic and non-Catholic teachers’ perceptions of Catholic schools’ management in five selected Catholic secondary schools in Lusaka District of Zambia. The objectives of the study were to examine the experiences of teachers teaching in Catholic schools; to assess the teachers’ perceptions of their school management in the Catholic schools, to establish aspects that influence negative perception of teaching in a Catholic school, and to investigate how religious restrictions affected the morale of teachers teaching in Catholic schools. The study used a qualitative approach and semi-structured interviews to generate data. Purposive sampling was used to select 25 participants that included five school head teachers; one in each school, ten Catholic teachers and ten non-Catholic teachers; two in each school that participated in the study. Data analysis was thematic. Among the key findings were that Catholic schools were managed via a strict school management model. Further findings revealed that key management positions were seen to be a preserve for Catholic teachers, management in the schools was perceived to be conservative and mass was made compulsory. Based on the findings, the study recommended the need to make the attendance of Mass, devotion, and other religious activities optional especially for non-Catholic teachers in order to respect religious choice and further adoption of flexible styles of management and minimum supervision of teachers. Positions in school management should be available for all teachers and learners and be based on merit first before religious faith.

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Huddleston, Christina M., Kirsten M. Kloepfer, Jay J. Jin, and Girish V. Vitalpur. "Management of food allergy in the school setting." Journal of Food Allergy 2, no. 1 (September 1, 2020): 104–7. http://dx.doi.org/10.2500/jfa.2020.2.200023.

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Food allergy is a growing health and safety concern that affects up to 8% of school-age children. Because children spend a significant part of their day in school, and the overall number of school-age children with food allergy has been increasing, management of food allergies relies on the collaboration of allergists, families, and schools to treat and prevent acute allergic reactions. For schools, this involves policies centered on food allergen avoidance, preparedness with epinephrine autoinjectors, adequate school personnel training, and accommodations for an equal opportunity learning environment. Partnerships with allergists, primary care providers, students, families, school nurses, and school staff are vital for creating individualized and effective care plans that will allow all children, including those with food allergies, a safe and nurturing learning environment.

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Tamilarasi, B., P. Kanagavalli, and N. Rukuya. "Management of school violence among school teachers." Journal of Nursing Trendz 10, no. 2 (2019): 14. http://dx.doi.org/10.5958/2249-3190.2019.00013.0.

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Journal articles on the topic 'School management'

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