Journal articles on the topic 'School principals In-service training Victoria'
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1
Barnes, Melissa, Seham Shwayli, and Pamalee Matthews. "Supporting EAL students in regional education contexts: “It creates a huge workload and often times disappointment”." TESOL in Context 28, no. 1 (December 19, 2019): 45–64. http://dx.doi.org/10.21153/tesol2019vol28no1art906.
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There has been increasing attention on mainstream teacher beliefs on English as an Additional Language (EAL) students in their classrooms, particularly in regards to how these beliefs impact on teacher expectations and actions. With many teachers holding deficit beliefs towards EAL students, many have argued that professional development is one way to counter these beliefs. However, with a push for the regional settlement of migrants in Australia, there is limited understanding of mainstream teachers’ beliefs about EAL students in regional contexts. Drawing on Bourdieu’s concepts of habitus and field, this study investigates the beliefs of teachers and principals in two regional secondary schools in Victoria, Australia. The findings suggest that while many teachers hold common misconceptions regarding EAL students, their views regarding the inclusion of these students are generally positive and both the teachers and principals are open to additional training and support. However, the prevailing issue regarding supporting EAL students is time and/or timing—a commodity that both teachers and students do not have. This paper argues that EAL support in a regional context needs to be further interrogated, identifying a variety of approaches, such as professional development for mainstream teachers, additional EAL specialist support, and after-school programs, to better meet the needs of EAL students in regional areas.
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ОВДІЄНКО, Ірина, and Тетяна ЧАУСОВА. "The content and structure of social and psychological training "Formation of secondary school principals' psychological readiness to interact with school psychological service"." EUROPEAN HUMANITIES STUDIES: State and Society, no. 2 (May 11, 2020): 163–73. http://dx.doi.org/10.38014/ehs-ss.2020.2.12.
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This article discusses the objectives, content and structure of social and psychological training "Formation of Secondary School Principals' Psychological Readiness to Interact with School Psychological Service." Special attention is paid to the analysis of interactive techniques used in training secondary school principals for interacting with school psychological service. It is noted that a system of secondary school principals' psychological and pedagogical training is based on special social and psychological training for interacting with school psychological service, studying, analyzing and designing specific psychological and managerial situations during principals' advanced training, use of active forms and methods of teaching (problem mini-lectures, practical classes, role-playing and business games), individual projects, setting adequate training objectives and use of appropriate training forms, etc.
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Syahril, Syahril, Nelfia Adi, Ahmad Sabandi, and Sulastri Sulastri. "School Management Training as an Effort to Create a Quality Culture in the Revolutionary Era 4.0." JMAEL: Journal of Management, Administration and Educational Leadership 1, no. 4 (November 15, 2020): 86–90. http://dx.doi.org/10.51376/jmael.v1i4.182.
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The background of this community service activity is that the implementation of school management is not optimal so that schools cannot realize a school with a quality culture. The purpose of this service is to increase the principal's understanding of quality management in order to create a quality school. The solution given is to provide training to school principals on quality management to realize schools in theoretical and practical forms. Theoretically, the resource persons provide material about school management, school development plans, and school quality culture. Meanwhile, in practice, train principals in implementing school management, provide training in designing school development plans, and train tracks to create a quality cultured school. The school principals were very motivated and enthusiastic in participating in the training activities coupled with reliable resource persons. They really hope this activity can be carried out in a sustainable manner in the form of cooperation. So that there is an increase in the ability of school principals in various aspects.
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Tortosa Álvarez, Carmen. "School principals’ preparation in Spain and in the USA: alignments between higher education and supranational recommendations." Revista Española de Educación Comparada, no. 37 (December 27, 2020): 299. http://dx.doi.org/10.5944/reec.37.2021.27821.
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This article tackles one of the relevant issues related to the professionalization of school principals’ role: their pre-service training or, in other words, the mandatory training they receive before they can take the roles as public-school principals. The research conducted about the cases of Spain, and specifically the Region of Madrid, and the USA, and specifically the State of Washington, let us draft some conclusions on their policies and practices on this matter within these countries and regions. Also, the study of the recommendations by the international organizations selected leads us to further understand and explain the alignments between those recommendations and the real policies and practices on principals’ pre-service preparation programs in Spain and the USA. This article aims to serve education stakeholders to further develop their work towards the improvement of the professionalization of the school principals’ role.
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Rochaendi, Endi, Andi Wahyudi, Kana Safrina Rouzi, An-Nisa Apriani, Indah Perdana Sari, Dyahsih Alin Sholihah, and Mufida Awalia Putri. "Education and training for strengthening school principals through an online mode approach in Lampung Utara District." Abdimas: Jurnal Pengabdian Masyarakat Universitas Merdeka Malang 7, no. 2 (May 19, 2022): 358–72. http://dx.doi.org/10.26905/abdimas.v7i2.5553.
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Based on the data, there are still 38,688 principals who have not adjusted their administrative requirements to the Regulation of the Minister of Education and Culture of the Republic of Indonesia concerning the Assignment of the Principals. Many of them do not have a certificate (STTPL) candidate principal. To overcome this problem through community service activities, Alma Ata University conducted a Principal Strengthening Training in Lampung Province in collaboration with the Ministry of Education and Culture. This activity aims to provide certificates (STTPL) and improve principals' managerial, entrepreneurial, and supervisory skills. The implementation through Online Mode is carried out in three stages: (1) On-the-Job Training-1, (2) In-Service Training, and (3) On-the-Job Training-2, and attended by 99 principals. The learning pattern uses the U theory syntax: observation, reflection, and action to solve problems in the learning process and develop good practices. The results of the training activities include that 99 principals have received certificates (STTPL) very satisfactorily, and there has been an increase in managerial, entrepreneurial, and supervisory skills of those who have participated.
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Lola Dano, Jaffer, and Aminu Jibril Arfasa. "Primary School Principals’ Readiness and Qualification to Implement Inclusive Education in western Oromia: Ethiopia." International Journal of Multicultural and Multireligious Understanding 7, no. 1 (January 17, 2020): 184. http://dx.doi.org/10.18415/ijmmu.v7i1.1348.
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The purpose of the study was to find out primary school principals’ readiness and qualification to implement inclusive education in western Oromia. Quantitative research design was followed. The sample of the study was 225 primary school principals. Data was collected from participants using questionnaire to answer. For the purpose of data, percentage, mean and standard divisions and independent t-test were used. The result indicated that, among the sample respondents 141 were responded to attend special needs education course in their pre-service training program. This group comprises 62.67% among the sample. To the contrary 84 (37.33%) didn’t take any course related to special need education during their pre-service training. Based on the result of the study recommendations were forwarded training and workshops should be organized for principals on general inclusive education techniques to improving overall quality of teaching.
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Valiente Sandó, Pedro, José J. Del Toro Prada, Yunier Pérez Sarduy, and Jorge González Ramírez. "The training of school principals: A study in the Cuban context." Educational Management Administration & Leadership 46, no. 2 (August 24, 2017): 258–78. http://dx.doi.org/10.1177/1741143217725321.
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The article analyzes the results of a study in which the objective was to assess the process of school principals’ training in Cuba. Data collection was done through the revision of existing documents and administering of questionnaires to subjects involved in the training process. Universities and provincial and municipal departments of education in eight provinces as well as schools in the province of Holguín were included in this study. The triangulation of the information obtained allowed analysts to conclude that the formation of a school principal is recognized as a specialized process, of a strategic nature, that must be carried out in stages. The conception of its implementation helps to prepare candidates and existing school principals in office for their professional management activity. However, conception of training does not ensure a coherent articulation between its stages and does not allow it to fully fulfill its fundamental role in the specialization and professionalization of the school principals. The enhancement of preparation for school management during initial teacher training, the accreditation of pre-service training of candidates, and the promotion of postgraduate academic training programs should be considered as ways for training and improvement of the didactic–methodological conception of the training process.
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Sergienko, Aleksandra. "Organization of school leaders' training abroad: approaches to training and guidance." Man and Education, no. 3 (68) (2021): 167. http://dx.doi.org/10.54884/s181570410019381-4.
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The article provides an overview of the organization of the school leaders professional development in a number of foreign countries. The official requirements for persons wishing to become school leaders abroad are described: teaching experience, administrative experience, experience as a supervisor, special training and education. It is shown that the level of professionalism of the school head varies from country to country and different types of development programmes are offered. Countries' approaches to training and supporting school principals are divided into: a) pre-service or preparatory training, b) induction training, c) in-service training. All three types of training are discussed in detail with examples from selected countries (Great Britain, Netherlands, Australia, Sweden, Austria, etc.).
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Njathi, Samuel N., Dr Boniface Ngaruiya, and Dr Paul Maithya. "Principal’s Computer Application Skills as a Determinant of Computer Use in Administration of Public Secondary Schools in Kiambu County, Kenya." Journal of Education and Practice 2, no. 1 (September 21, 2018): 26. http://dx.doi.org/10.47941/jep.241.
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Purpose: The purpose of this study was to establish the relationship that existed between principals’ computer application skills and computer use in administration of public secondary schools in Kiambu County. Computer use in schools administration is a contemporary issue in the improvement of quality leadership in schools. The study was triggered by the need for effective leadership in schools which would lead to improved academic performance in Kiambu County.Methodology: The study adopted descriptive survey research design. The target population for this study was all the 307 principals of public secondary schools in Kiambu County. The study sample comprised of 205 principals which translated to 67% of the target population. Simple random and purposive sampling techniques were used in the selection of the respondents. A questionnaire was used for data collection. Relationship between the two variables under study was established by use of spearman rho. Pearson’s Chi- square test of independence with the help of Statistical Package for Social Sciences (SPSS) was used to test the null hypotheses. Findings: The study found out that principals’ possession of computer skills influenced the use of computers among school principals. Unique contribution to the theory, practice and policy: The study recommended provision of computer skill courses relevant to administration work, and ICT technical support to advise school principals on usage and maintenance of computers and review of both teacher preparation and staff development programs to ensure that universities and Teacher Training Colleges provide pre-service and in-service training programs to enable school principals to successfully use computers carrying out administrative tasks. The study further recommended that the government should develop a policy framework for training all educators/education officers on computers and ICT applications in Schools.
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Syahril, Nelfia Adi, Ahmad Subandi, and Sulastri. "Pelatihan Manajemen Sekolah Sebagai Upaya Menciptakan Budaya Mutu di Era Revolusi 4.0." Journal of Practice Learning and Educational Development 2, no. 3 (September 30, 2022): 132–35. http://dx.doi.org/10.58737/jpled.v2i3.56.
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The background of this community service activity is that the implementation of school managementis not optimal so that schools cannot realize a school with a quality culture. The purpose of this serviceis to increase the principal's understanding of quality management in order to create a quality school.The solution given is to provide training to school principals on quality management to realize schoolsin theoretical and practical forms. Theoretically, the resource persons provide material about schoolmanagement, school development plans and school quality culture. Meanwhile, in practice, trainprincipals in implementing school management, provide training in designing school developmentplans, and train tricks to create a quality cultured school. The school principals were very motivatedand enthusiastic in participating in the training activities coupled with reliable resource persons. Theyreally hope this activity can be carried out in a sustainable manner in the form of cooperation. So thatthere is an increase in the ability of school principals in various aspects.
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Gaudreau, Nancy, Égide Royer, Éric Frenette, Claire Beaumont, and Tara Flanagan. "Classroom Behaviour Management: The effects of in-service training on elementary teachers’ self-efficacy beliefs." Articles 48, no. 2 (December 11, 2013): 359–82. http://dx.doi.org/10.7202/1020976ar.
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We examined a training program in classroom management in relation to the efficacy beliefs of elementary school teachers. The training program used a quasi-experimental design with a waitlist control group. Twenty-seven elementary school teachers in the greater Quebec City area participated. The repeated measures ANOVA results revealed positive effect of the program on teachers’ personal teaching efficacy beliefs, and in the teachers’ perceived self-efficacy in managing difficult behaviours in the classroom. A group by time interaction effect was also observed with regard to the teachers’ perceived self-efficacy in eliciting principals’ support where participating teachers were more confident in their interactions with principals at follow-up. Factors that influence the development of self-efficacy beliefs of teachers and implications for practice are discussed.
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Gaziel, Haim. "The Effectiveness of In-Service Training Systems for School Principals: A Comparative Study." International Review of Administrative Sciences 55, no. 4 (December 1989): 653–66. http://dx.doi.org/10.1177/002085238905500407.
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Truong, Felicia R. "The good principal: A case study of early-career charter principals’ role conceptualizations." Management in Education 33, no. 4 (January 8, 2019): 157–65. http://dx.doi.org/10.1177/0892020618795202.
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Up to 75 percent of charter principals in the United States leave the role within five years. Understanding how early-career principals conceptualize the role could help strengthen principal preparation and in-service training. This study analyzed early-career charter principals’ descriptions of the principalship in order to understand their framework for what it means to be a good principal. A qualitative case study was used, focused on semi-structured interviews with 15 charter school principals. Charter school principals in this study primarily defined being a ‘good’ principal using examples and descriptions of soft skills and personality traits.
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Townsend, Michael A. R., and Dennis W. Moore. "Co-Operative Group versus Individual Evaluations of Instruction in Professional In-Service Training." Australian Journal of Education 38, no. 2 (August 1994): 139–46. http://dx.doi.org/10.1177/000494419403800204.
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School principals and senior school administrators evaluated an in-service training course in which they had participated, concerned with the use of co-operative learning programs in schools. Approximately half of the participants made their evaluations as individuals, whereas the remaining participants made their evaluations as members of three-person groups which were asked to reach consensus on each rating item. Course evaluations were more positive in the group-evaluation condition. The results are discussed in terms of group polarisation theory and validity issues concerning the uses of such evaluations in higher education settings.
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Waruwu, Marinu, Yari Dwikurnaningsih, Wasitohadi Wasitohadi, Bambang Ismanto, Ade Iriani, and Sophia Tri Satyawati. "Pelatihan Calon Kepala Sekolah Berbasis Moda Daring Yayasan Pendidikan Kristen Kota Salatiga." Magistrorum et Scholarium: Jurnal Pengabdian Masyarakat 2, no. 1 (September 10, 2021): 27–38. http://dx.doi.org/10.24246/jms.v2i12021p27-38.
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Community service activities are carried out at the Central Christian Education Institution, Salatiga City. The objective of this activity is to prepare teachers who are selected as prospective principals to understand the concept and implementation of school principal competency standards in the fields of managerial, supervision, and entrepreneurship. Activities are held in the form of online mode-based training. The school development plan is the final product of this training activity. This activity is expected to create prospective school leaders of the Central Christian Education Institution Salatiga who can improve the quality of education through their leadership, creativity, and innovation qualities. The results of this community service activity can improve managerial competence, supervision, and entrepreneurship for prospective principals of the Christian Education Institution Salatiga.
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Ekere, Scholastica C. O. "Principals Gender and the Utilization of Legal Provisions in Administration of Secondary Schools in Cross River State, Nigeria." Journal of Economics Education and Entrepreneurship 2, no. 2 (October 17, 2021): 37. http://dx.doi.org/10.20527/jee.v2i2.3896.
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This study investigated the influence of principals` gender on the utilization of legal provisions in secondary school administration in cross river state, Nigeria. The sample consisted of four hundred and twenty six principals from both private and public secondary schools in cross river state. One hypothesis was formulated to guide they study. Ex-post facto design was adopted for the study. A sample size of 426 principals from public secondary schools, were drawn from a population of 780 principals using stratified random sampling technique. The instrument for data collection was a questionnaire titled “Principals utilization of legal provisions in secondary schools Administration Questionnaire (PULPSSAQ). The data collected were subjected to statistical analysis using independent t-test. The results of the data analyzed showed that female principals utilized legal provisions more than their counterparts’. The principals’ sex did not have any influence on staff administration and school community relation. It was concluded that sex of the principal was critical in some aspect of utilizations of legal provisions should be made for in service training, regular workshops and seminars for principals especially males to help upgrade their knowledge with modern techniques of utilizing legal provisions in secondary school administration.
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Waweru, Nancy Minjire, Hazel Gachunga, and John Mwangi Kihoro. "Effect of principals' relationship management on the organisational commitment of teachers in secondary school in county governments in Kenya." Independent Journal of Management & Production 11, no. 7 (December 1, 2020): 2755–77. http://dx.doi.org/10.14807/ijmp.v11i7.1030.
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The purpose of this study was to investigate the influence principals’ relationship management (RM) on the organizational commitment (OC) of secondary school teachers in county governments in Kenya as moderated by teachers’ self-efficacy. This study hypothesized that principals’ RM has no significant relationship on the teachers’ OC. Survey research design was employed to establish the relationship between principals’ RM and teachers’ OC. Simple random sampling was used to draw a sample of 120 principals and 480 teachers from Nairobi, Machakos, Kajiado, and Kiambu counties in Kenya. The method of data collection was through the use of questionnaires. This study established that principals’ RM was a significant predictor of teachers’ OC. The study also established that teachers’ self-efficacy moderated the relationship between principals’ RM and teachers’ OC and that self-efficacy had positive influence on teachers OC. The study recommends that Teachers’ Service Commission (teachers’ employer) should put more emphasize on training of RM among principals in secondary schools in Kenya. This study makes useful contribution in the advancement of knowledge on the effects of principals’ RM on teachers’ OC in Kenya.
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Kaya, Volkan Hasan, and Yasemin Gödek. "Perspectives in regard to factors affecting the professional development of science teachers." Journal of Human Sciences 13, no. 2 (May 27, 2016): 2625. http://dx.doi.org/10.14687/jhs.v13i2.3769.
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As one of the crucial elements of education system, teachers’ professional development is important to equip them with the education to compensate the needs of modern life. The major aim of this research is to determine the views of school principals and science teachers on the concept of professional development, and identify factors which affect science teachers’ professional development. Both qualitative (semi-structured interview) and quantitative (survey) research methods were used in the research. The sample consisted of school principals and science teachers who were working in Nevşehir province and its districts. 6 school principals and 6 science teachers were interviewed in-depthly. In addition, data from 109 science teachers were also collected through questionnaires. The data obtained through interviews were analyzed by descriptive analysis. Simple correlation technique and percentage distributions were used to analyze the questionnaires. The research findings show that in general, the teaching profession is being perceived as a profession which starts with pre-service training and continues with in-service training; therefore, it is an ongoing process. It has also been discovered that in this process, "personal and external factors" affect science teachers' professional development. Thus, teachers’ professional development should be supported in line with these factors.
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Samrat, Ray, Ghulam Muhammad, and Muhammad Adnan. "The Administrative Role of Principals: Insights and Implication in Secondary Schools Mardan District." journal of social sciences review 1, no. 1 (June 30, 2021): 46–56. http://dx.doi.org/10.54183/jssr.2021.1.1.46.
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Secondary schools are educational establishments tasked with preparing students for postsecondary education and professional training. Principalsare the primary stakeholders entrusted with administrative positions in secondary schools to meet society's demands and provide quality education to students. The study aimed to examine the administrative function of principals in secondary schools in Mardan district, Khyber Pakhtunkhwa, Pakistan, in light of their organizational role at the secondary level. The study's goals were to look at the administrative position of secondary school principals and suggest methods for more effective secondary school administration. The research included 100 government male high school principals from the Mardan district. A reliable instrument was developed, validated, andpilot tested. The information was gathered using a unique administration instrument and evaluated using mean scores, standard deviation, and the chi-square test. The study discovered that principalsplay a primarily administrative function in high school administration. They develop the school's vision and mission, provided school facilities, organize the teaching-learning process, plan co-curricular activities, supervise school activities, identify students' needs and demands, maintain the school's records, ensure financial management, collaborate with parents and society, coordinate with educational authorities, track, and evaluate the school's activities. For effective secondary school administration, the study proposed providing instruction for new principals at the time of admission and capacity building for current principals in financial management, record keeping, staff management, service law, and ICT skills.Keywords:administrative role, Mardan, Pakistan, principals, secondary schools
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Ndebele, Clever. "Gender and School Leadership: Breaking the Glass Ceiling in South Africa." Multidisciplinary Journal of Gender Studies 7, no. 2 (June 25, 2018): 1582. http://dx.doi.org/10.17583/generos.2018.2438.
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This study looked at leadership from a gender perspective in a rural context in South Africa. The study investigated the challenges faced by female school principals because of their gender in one rural district. Grounded in the qualitative paradigm and using the social realist theoretical analytical framework, a thematic approach was used in analysing qualitative data gathered through semi-structured interviews with ten female school principals. Findings showed that female school principals were not perceived as incompetent and unable by male colleagues only, but also by female staff colleagues as a result of an entrenched culture of male dominance. Among the challenges faced by female principals included: negative attitude from some parents and educators; being undermined because of their gender and lack of confidence on their side. The study recommends the mounting of gender awareness workshops with both parents and educators to sensitive them on gender equity issues. In addition the study calls for mentoring and networking workshops, in service training opportunities and role modelling to be given to female teachers who aspire to, and have potential in leadership so that these female teachers can feel empowered and see that they have the potential of being leaders.
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Frydenberg, Erica, Terry Lee, and Vicki McKenzie. "From Teacher to School Psychologist: A Programme of Counsellor Training." Australian Educational and Developmental Psychologist 2, no. 2 (November 1985): 4–7. http://dx.doi.org/10.1017/s0816512200025165.
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In Victoria Guidance Officers provide school psychology and guidance services to families and schools. Most are located throughout Victorian centres which service local school communities and these by and large provide a generalist service which is supplemented by the service of statewide specialists.New recruits are drawn from the teaching service and those teachers with the necessary combination of experience, qualifications and personal qualities are eligible to apply. There is usually a new intake each year and this number varies according to staff ceilings and vacancies. In 1983 the intake was 45 trainee Guidance Officers which was the largest number of teachers ever recruited. These trainees were allocated to local centres where they would undertake their supervised apprenticeship, which together with the compulsory central training, would make them eligible in two years to become registered Guidance Officers.
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Sumarsono, Raden Bambang, Maisyaroh Maisyaroh, Sri Untari, and Tutut Chusniyah. "Peningkatan Kapasitas Kepala Sekolah, Guru, dan Tenaga Administrasi Sekolah Dalam Mengelola Keuangan Berbasis Teknologi Informasi." Abdimas Pedagogi: Jurnal Ilmiah Pengabdian kepada Masyarakat 4, no. 2 (October 27, 2021): 105. http://dx.doi.org/10.17977/um050v4i2p105-112.
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This community service activity aims to increase the capacity of school principals, teachers, and school administration staff in managing information technology-based finance. The location of community service activities is at the Laboratory Elementary School (SD) State University of Malang in Blitar City. The methods used in this training activity include material presentation, discussions, demonstrations, and assignments. These methods are integrated into the training strategy. The results of this community service are (1) the capacity of school principals, teachers, and school administration staff in managing information technology-based finance significantly increased after attending the training, and (2) based on the product effectiveness criteria, namely completeness, convenience, attractiveness and usefulness, the product is declared very effective.Kegiatan pengabdian kepada masyarakat ini bertujuan untuk meningkatkan kapasitas kepala sekolah, guru, dan tenaga administrasi sekolah dalam mengelola keuangan berbasis teknologi informasi. Lokasi kegiatan pengabdian kepada masyarakat berada di Sekolah Dasar (SD) Laboratorium Universitas Negeri Malang di Kota Blitar. Metode yang digunakan dalam kegiatan pelatihan ini antara lain: pemaparan materi, diskusi, demonstrasi, dan penugasan. Metode-metode tersebut terintegrasi ke dalam strategi pelatihan. Hasil pengabdian masyarakat ini yakni (1) kapasitas kepala sekolah, guru, dan tenaga administrasi sekolah dalam mengelola keuangan berbasis teknologi informasi meningkat secara signifikan setelah mengikuti pelatihan, dan (2) berdasarkan kriteria keefektifan produk yakni kelengkapan, kemudahan, kemenarikan dan kemanfaatan, produk dinyatakan sangat efektif.
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Rifma, Rifma, Rusdinal Rusdinal, Sufyarma Marsidin, and Ranti Meizatri. "Pelatihan Supervisi Berbasis Kategori Guru Bagi Kepala Sekolah Dasar Kota Solok." Abdi: Jurnal Pengabdian dan Pemberdayaan Masyarakat 4, no. 2 (November 28, 2022): 472–79. http://dx.doi.org/10.24036/abdi.v4i2.357.
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Efforts to improve and improve the quality of the learning process cannot be separated from the role of professional teachers and principals. In the context of efforts to improve the quality of educational resources, especially teachers, it is necessary to carry out programmed and continuous supervision by school principals who also have competence in carrying out supervision. The purpose of this training is to provide knowledge and skills to school principals in implementing teacher category-based supervision. The method of implementing this training is through lectures, discussions, case studies, and assignment methods (recitation). Supervision competency improvement training in this proposal is grouped into 2 major activities, namely the delivery of material and guided assignments. Supervised assignments are carried out for three months after the training is given. In this guided assignment the school principal implements the supervision program documents that have been prepared at the training stage. During its implementation, the principal is guided by the service team and resource persons with an agreed schedule. Activity evaluation is carried out 3 times, namely before the main activity, during the process, and after the activity. Evaluation prior to core activities is carried out in the form of a pre-test. The results of the Pre-test and Post-Test of Solok city school principals showed that there was an increase in the principal's understanding of 27.5% in the aspects of: (1) supervisory competence, (2) understanding of curriculum content, approaches, and assessment based on literacy and numeracy, and (3) understanding related to the psychology of communication in the implementation of supervision.
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Rahmaniati, Rita, and Bulkani Bulkani. "Sosialisasi Kebijakan Pelaksanaan Akreditasi Sekolah dan Madrasah bagi Kepala Sekolah dan Pengawas di Barito Selatan." PengabdianMu: Jurnal Ilmiah Pengabdian kepada Masyarakat 7, no. 2 (March 31, 2022): 348–54. http://dx.doi.org/10.33084/pengabdianmu.v7i2.2697.
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There is a paradigm shift in the assessment of school/madrasah accreditation from an administration-based assessment (compliance) to a performance-based evaluation or rule to principles. AISP-2020 was developed with an emphasis on evaluating four assessment components, namely Graduate Quality, Learning Process, Teacher Quality, and School/Madrasah Management. The existence of these changes requires schools that will be the targets of accreditation need to understand the new instrument. This community service aims to provide insight and increase understanding of the 2020 IASP for school principals and supervisors. This service activity was carried out well and ran smoothly according to the previously planned plan. Socialization participants can understand IASP-2020 through test activities by filling out performance achievements with an accreditation simulation model. Thus this training can increase the knowledge and understanding of school principals and supervisors in South Barito Regency.
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Agyapong, V., M. Migone, and B. Marckey. "Perception of Primary School Teachers About Asperger’s Syndrome." European Psychiatry 24, S1 (January 2009): 1. http://dx.doi.org/10.1016/s0924-9338(09)71117-4.
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Objectives:To assess the knowledge and perception of primary school teachers about Asperger's Syndrome (AS).Methods:Structured questionnaires about AS were posted to 90 primary school principals for them to distribute to teachers in their schools.Results:343 completed questionnaires were returned by 54 principals giving a response rate of 60%. Of these, 49% of the teachers reported that recognition and management of emotional and behavioural disorders was covered in their undergraduate training whilst 58% said they had ever taught a child with AS. 90% said intense absorption in certain subjects was a feature of AS, 84% recognised lack of empathy and poor social interaction whilst 58%, 64% and 69.7% respectively recognised pedantic repetitive speech, clumsy or ill-coordinated movements or odd postures and poor non-verbal communication as features of AS. 71% said children with Asperger's Syndrome should be taught in mainstream classes. However, only 10.5% of the teachers believed that main stream schools in Ireland are adequately resourced to cater for children with AS. 87.2% said they saw the need for a closer collaboration between schools and psychiatric services in the management of children with AS whilst 96.2% said they would like to receive in-service training on the management of children with AS.Conclusion:Most primary school teachers recognise the features of AS and want schools to have greater collaboration with psychiatric services regarding management of AS. An in-service training for teachers on the management of AS might be of benefit to children with AS.
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Meisari, Meisari, Saiful Akhyar Lubis, and Abdurrahman Abdurrahman. "The Implementation of Information Services in the Prevention of Drugs Abuse in School." Jurnal Basicedu 6, no. 4 (June 1, 2022): 6774–80. http://dx.doi.org/10.31004/basicedu.v6i4.3210.
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This study aims to describe the implementation of information services in the context of preventing drug abuse in schools. The type of this research is a qualitative approach with a descriptive study method. Informants in this study included school principals, deputy principals, heads of administrative affairs, counseling guidance teachers (counselors), and students. The research was carried out for 3 (three) consecutive months, namely June, July, and August 2021. The research data will be tested for credibility through diligent observation, triangulation, discussing research results, adequacy of references, and analysis of research cases. The results show that the implementation of information services in the context of preventing narcotics abuse in schools includes aspects of information service material (understanding, types, and factors of narcotics abuse) and information service methods (lectures, discussions, questions and answers, and the use of guide books). Supporting this implementation, it is hoped that there will be a strengthening of the concept and consistency of counselors (supervising teachers) and peer tutors in equipping students with insights, knowledge, skills, values and attitudes in implementing these information services through the effectiveness of training and deepening of information material.
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Foroutan, Masoud, Saeed Rajaeepour, and Seyed Ali Siadat. "Investigating and Comparing Primary, Secondary, and High School Principals’ and Teachers’ Attitudes in the City of Isfahan towards In-Service Training Courses." International Journal of Human Resource Studies 6, no. 1 (February 19, 2016): 46. http://dx.doi.org/10.5296/ijhrs.v6i1.9058.
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One of the factors of improving teaching and learning as well as realization of aims of educational institutes depends on improving the quality of teachers’ and principals’ in-service educational courses. The present study aims at investigating principals’ and teachers’ attitudes towards in-service course in Isfahan City. The research method employed in the study was descriptive and the data collection method was the survey research. The population includes all teachers and principals in the City of Isfahan. Participants were selected using proportionate stratified random sampling method. The sample size included 284 participants. The data collection instrument was a researcher-made questionnaire including 46 close-end questions designed based on the five-point Likert scale. Its reliability was obtained as 95% based on Cronbach's alpha coefficient in the pilot study. Comparing male and female participants’ attitudes regarding professors and lecturers of in-service educational courses indicated significant differences. In other words, female participants evaluated the degree of lecturers’ skills as higher than male ones did. But, no significant difference was observed regarding educational needs, textbook contents, assessment methods, environment and equipment, time of holding courses, and the increase in capabilities between male and female participants. No significant difference can be indicated the comparison of participants’ attitudes regarding their educational sections (primary, secondary, and high schools) in relation with educational environment and equipment as well as the time of holding courses, but the attitudes of the same participants regarding educational needs, textbook content, assessment methods of professors and lecturers, the increase in their professional and scientific capabilities indicate no significant difference. In addition, participants’ attitudes regarding educational sections and in terms of the increase in professors and lecturers’ scientific and professional capabilities indicate a significant differences. In other words, primary school participants considered the increase in their own scientific and professional capabilities higher than those of high school participants.
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Gümüş, Sedat, and Mehmet Şükrü Bellibaş. "The relationship between professional development and school principals’ leadership practices: the mediating role of self-efficacy." International Journal of Educational Management 34, no. 7 (May 23, 2020): 1155–70. http://dx.doi.org/10.1108/ijem-10-2019-0380.
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PurposeThere is an extensive body of contemporary educational literature concerning teachers' professional development (PD), but little attention has been paid to the PD of principals, despite their vital role in improving student learning outcomes. The available literature on principals' PD deals with content and quality while mostly ignoring whether and how PD activities have an impact on leadership practices. In our study, we wanted to examine the extent to which principals perform learning-centred leadership practices and whether and how their practices are influenced by the PD programmes they have engaged in during the past twelve months.Design/methodology/approachA total of 130 Turkish principals participated in the study. Using the SEM model, we examined the direct and indirect links between principals' PD and their self-perceived learning-centred leadership practices, with self-efficacy as the mediating variable.FindingsWe found a positive, statistically significant yet weak relationship between principals' PD and their leadership practices, with self-efficacy playing a considerable mediating role.Originality/valueWe argue that traditional types of PD activities can contribute to the leadership practices of principals, at least in countries where school principals are not adequately prepared for principalship positions. We suggest that such activities can contribute by providing newly appointed school principals with certain basic knowledge regarding effective leadership that many principals in developing countries are missing due to the lack of pre-service training. These activities can also strengthen principals' belief in their ability to overcome school problems and improve student learning. This, in turn, could motivate them to focus more on learning-centred leadership practices.
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Senimetu, Ileuma. "PRINCIPALS’ MANAGERIAL SKILLS ANDEFFICIENT MANAGEMENTOF EDUCATIONAL RECORD KEEPING IN SECONDARY SCHOOLS, EDO STATE." International Journal of Strategic Research in Education, Technology and Humanities 8, no. 1 (September 3, 2020): 96–106. http://dx.doi.org/10.48028/iiprds/ijsreth.v8.i1.09.
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The aim of the study was to investigate whether there would be a positive relationship between principals’ managerial skills and efficient educational records keeping. Descriptive survey research design was employed in the study. Simple random sampling technique was used to select a total of One hundred and two principals from public secondary schools in Edo State. One research question was raised for the study. Four research hypotheses were formulates to guide the study. A researcher-designed instrument titled” Principal managerial skills and educational record keeping Questionnaire (PMSERKQ) was used for the study. The face validity of the instrument was ascertained and a reliability Coefficient of 0.71 of the instrument was obtained using the test-retest method. The means of standard deviation was used to analysis the research question. Data were analyzed using Pearson Product moment correlation and multiple regressions. Results indicated a significant relationship between the administrative leadership styles of the principals and the management of record keeping in the public secondary schools (r = .618, p< 0.05); it was revealed a significant relationship between the educational qualifications of the principals and the management of records keeping in the public secondary schools(r = .526,p< 0.05): also it was revealed that supervisory styles of the principal correlates with management of record keeping (r=.463, p< 0.05); both variables jointly explain 38% of the variance observed in the management of records keeping in public secondary schools in Edo state and it was statistically significant at F (df =2, 99) = 6.423.The result revealed that secondary school principals have different ways of managing school records in other to meet with the management of school records. Based on the findings, it was recommended that secondary school principals should be encouraged to attend conferences, workshops in-service training and retraining and seminars in other to polished and enhance their administrative skills. School principals should properly keep and manage educational records for utilization and future retrieval thereby enhancing efficiency and effectiveness of the school system. Supervisory styles by the school principals would promote the effectiveness and efficiency of the educational records in the school system.
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Agyapong, Vincent, Maria Migone, Charles Crosson, and Bernadette Mackey. "Recognition and management of Asperger's syndrome: perceptions of primary school teachers." Irish Journal of Psychological Medicine 27, no. 1 (March 2010): 6–10. http://dx.doi.org/10.1017/s0790966700000835.
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AbstractBackground: Most children who have Asperger's Syndrome (AS) are not identified until early school age, when social difficulties with other children become evident. Consequently, primary school teachers have an important role to play both in the recognition and management of the condition.Objectives: Our study sought to examine the perception of primary school teachers regarding the recognition and management of AS.Methods: A structured questionnaire on the recognition and management of AS was circulated to all 90 primary school principals in the Fingal County of Dublin for them to copy and distribute to teachers in their schools for completion. Self-addressed envelopes were provided to each principal for the return of completed questionnaires.Results: Three hundred and forty-three completed questionnaires were returned by 54 out of the 90 school principals. Fifty-eight per cent of respondents reported that they had ever taught a child with the condition and 49% reported that recognition and management of emotional and behavioural disorders was covered in their undergraduate training. Some 78.4% said that they would recognise the symptoms of AS in a child, with those who had training on the recognition and management of emotional and behavioural disorders being more likely to report that they would recognise such symptoms while 71.1% said children with AS should be taught in mainstream classes. However, 77.3% did not think mainstream schools are presently adequately resourced to cater for children with AS. Some 96.2% said they would like to receive in-service training from the Child and Adolescent Mental Health Services on the detection and management of children with AS.Conclusion: There is a need for formal in-service training for all primary school teachers in the recognition and management of children with Pervasive Developmental Disorders (PDD). The recognition and management of children with PDD should also be included in the curriculum of all undergraduate teacher training institutions in Ireland.
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Kania, Ikeu. "ANALISIS KOMPETENSI TENAGA KEPENDIDIKAN DI SEKOLAH MENENGAH ATAS NEGERI 18 GARUT." PAPATUNG: Jurnal Ilmu Administrasi Publik, Pemerintahan dan Politik 3, no. 3 (December 23, 2020): 132–39. http://dx.doi.org/10.54783/japp.v3i3.451.
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Principals, school administrators, and other personnel deliver quality education. School administration employees are educators that help school administration. This research seeks to evaluate how education staff may improve service quality at SMA Negeri 18 Garut. This study employed qualitative research with descriptive analysis. Based on the study, SMA Negeri 18 Garut's education professionals have three skills to improve service quality in line with the National Education Government Regulation No. Efforts to improve school administration at SMA Negeri 18 Garut include training educational personnel, finger prints at every entry and exit, monthly motivation and morale meetings, and comparison studies with other schools. Provide care for the teaching personnel of SMA Negeri 18 Garut.
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Maino, Nancy, and Stephen Tomno Cheboi. "Professional Growth Opportunities and Its Influence on Job Performance of Deputy Principals of Public Secondary Schools in Lugari Sub-County, Kenya." East African Journal of Education Studies 4, no. 1 (December 20, 2021): 119–28. http://dx.doi.org/10.37284/eajes.4.1.515.
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This study sought to explore the influence of professional growth opportunities on the job performance of deputy principals of public secondary schools in Lugari Sub-County, Kenya. Adopting the descriptive research design, the study utilised mixed methods approach engaging both questionnaires and interview guide. The focus population for the study included 28 principals, 28 deputy principals and 420 teachers of public secondary schools within Lugari Sub- County. All the 28 principals and 28 deputy principals were purposively sampled for study whereas, 200 teachers were identified for study by simple random sampling technique. A pilot test-retest study was conducted in three public secondary schools from nearby Uasin Gishu County and a reliable Cronbach’s Alpha coefficient of 0.79 and 0.81 was obtained for the deputy principal response questionnaire and teacher response questionnaire, respectively. Supervisors and researchers from Mount Kenya University School of education were engaged to ascertain the validity of the research instruments and necessary adjustments effected on the tools before use. The questionnaires gathered quantitative data from teachers and deputy principals whilst the interview guide assembled qualitative data from the principals. The statistical Package for Social Sciences version 23.0 was used for the analysis of quantitative data yielding frequencies, percentages, means, and standard deviation. Qualitative data were analysed thematically based on the objectives and presented along with the quantitative data. The findings established that schools in Lugari Sub County hardly support deputy principals for in-service training, the majority of deputy principals perceived unfairness in promotion procedures and that the position of deputy principal did not adequately prepare deputy principals for principal-ship. The study recommends that deputy principals need to be supported by the school management to collaborate and improve their requisite skills to discharge their duties effectively.
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Sanger, Dixie D., Karen Hux, and Katherine Griess. "Educators’ Opinions About Speech-Language Pathology Services in Schools." Language, Speech, and Hearing Services in Schools 26, no. 1 (January 1995): 75–86. http://dx.doi.org/10.1044/0161-1461.2601.75.
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This study examined 628 educators’ opinions about the role and performance of school speech-language pathologists. Regular and special education teachers, elementary school principals, and school psychologists from four states responded to a 78-item survey about speech-language pathologists’ academic preparation, collaborative efforts, and service provision. Overall, results indicated that educators have positive opinions about speech-language pathologist services; however, responses suggested some uncertainty about speech-language pathologists’ roles with certain student groups and the adequacy of their training in behavior management, reading, multicultural issues, and teaching English as a second language. Educators gave neutral responses about the amount of time speech-language pathologist spend with students and the efficacy of various service provision models. Also, despite positive overall responses about speech-language pathologists’ contributions toward collaborative efforts, classroom teachers’ responses were less favorable than those of other professionals. Results of the current study were compared to earlier research on educators’ opinions about speech-language pathologist services in school settings.
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Wamba, Nathalis. "Headteacher Preparation in Mzuzu, Malawi, Africa." Journal of Education and Learning 4, no. 4 (November 8, 2015): 119. http://dx.doi.org/10.5539/jel.v4n4p119.
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<p>The purpose of this researcher was to examine the in-service experiences of seven headteachers in Luwinga ward in Mzuzu, Malawi, and the challenges they encountered in their first year on the job. A modified version of the questionnaire and interview guide developed by the members of the International Study of the Preparation of Principals at the University of Calgary, Canada was used to conduct this study. The collected data were clustered, coded, analyzed and interpreted. The findings suggest that opportunities for pre-service and in-service headteacher training in Mzuzu are almost nonexistent. Training is ad hoc, idiosyncratic and does not seem to follow a specific pattern. Criteria for the selection of headteachers include a successful record of teaching, prior record of leadership in school or outside, religious affiliation, a university certificate or degree and last but not least political influence. In the last section, the author offers recommendations.</p>
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Osei-Himah, Valentina, Joseph Parker, and Anna M. Naah. "Effects of Peer Tutoring on Pre-Service Teachers’ Physics Performance in Colleges of Education, Ghana." European Journal of Education and Pedagogy 3, no. 2 (April 7, 2022): 107–10. http://dx.doi.org/10.24018/ejedu.2022.3.2.269.
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At Atebubu College of Education, the study attempted to determine the impacts of peer tutoring on gender and senior High school background courses of pre-service teachers in physics. To achieve the purpose of the study an action research design was used and a total number of 140 (78 males and 62 females) who are offering primary Education program were purposively selected. The major research tools were accomplishment tests, which were used to collect quantitative data from pre-service teachers. Using the independent sample t-test and one-way ANOVA to analyse the quantitative data. It was found that the male students’ performance in Physics (M = 8.81, SD = 0.927) does not significantly differ from that of the female students’ (M = 8.65, SD = 0.925) as a result of the peer tutoring method adopted for the study. The results of the one-way ANOVA show that there are no differences in the mean score of the pre-service teachers’ performance in Physics and their senior High School course background. It is therefore recommended among other things that the principals and head of science departments of Colleges of Education in Ghana should organise workshops, seminars and in-service training on how to utilize peer tutoring method effectively in teaching scientific concepts to pre-service teachers they training.
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Nuranifah, Nuranifah, Cut Zahri Harun, and Nasir Usman. "Management of Strengthening Islamic Character Education in Senior High School." Jurnal Ilmiah Peuradeun 10, no. 3 (September 30, 2022): 629. http://dx.doi.org/10.26811/peuradeun.v10i3.659.
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Islamic character education aims to continuously shape individual self-improvement to train one's ability to lead a life through Islamic guidance. This study aimed to determine: strengthening programs, strengthening implementation, determinant factors in strengthening, and obstacles faced in strengthening Islamic character education at MAN Aceh Besar. This study used a descriptive method with a qualitative approach. Data collection techniques were carried out through observation, interviews, and documentation study. The research subjects were supervisors, school principals, and teachers. The results showed that: (1) The formulated program was incomplete and not detailed, especially regarding using the budget for teacher training activities. The program that was arranged was still implemented as well as possible by the principal to strengthen Islamic character education; (2) The program was implemented by involving all school personnel; (3) The principal followed up on the determinant factor in strengthening Islamic character education is through monitoring activities appropriately every activity that has been programmed; and (4) Obstacle encountered in strengthening Islamic character education include the lack of available funds for teacher training outside of service hours.
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Özkan, Metin, and Özgür Çakmak. "School Principals Views on Syrian Refugee Students’ Education in Turkey: Challenges and Recommendations." International Journal of Education and Literacy Studies 9, no. 2 (May 1, 2021): 125. http://dx.doi.org/10.7575/aiac.ijels.v.9n.2p.125.
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The aim of the present study was to identify the administrative problems that school principals face at schools in the city located in the east of Turkey with high Syrian student population and to provide suggestions for overcoming these problems. The city is a province in Turkey having the highest ratio of Syrian to Turkish population with 95.61 %. Therefore, the city is an important topic for the education and social integration of Syrian students. Based on the findings, it has been identified that school principals experience problems such as language and communication problems, crowded classrooms and environments, registration uncertainties, accordance between the parents (Turkish-Syrian), school culture, discipline and behavior. In addition, problems were also identified under headings such as financial resource insufficiency, personnel requirements and in-service training requirements. It has been emphasized that making courses more active, increasing the number of course hours for the targeted culture language will be more beneficial for overcoming the language issues. It has also been indicated that equal distribution of Syrian students to the schools and balancing the student ratio in the province through the use of transportation options if necessary will also be beneficial.
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Nisar, Neelam, Abid Shahzad, and Mehartab Rabica. "Transformational Leadership Style Training for School Leaders." International Journal of Innovation in Teaching and Learning (IJITL) 6, no. 1 (July 1, 2020): 17–34. http://dx.doi.org/10.35993/ijitl.v6i1.867.
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This research focused on the training of school leaders in transformational leadership - which is recommended for educational leaders all over the world (Alkhasawneh, 2018) - and to determine if it impacts their leadership skills or not. Based on relevant literature and training need analysis, training was planned and given to 120 in-service school heads for one month. The research was quasi-experimental that used a one-group pre-test post-test design because no similar group was available. The experimental group was divided into two groups; public and private, for a comparison. Also, a follow-up study was conducted to keep it nearer to the experimental approach. The training delivered to the school principals comprised of selected content about the concept of leadership and transformational leadership. This content was reinforced by real-world examples and relevant leadership activities. Participants were assessed under pre-defined grading criteria that were their attendance, participation, and performance in quizzes and assignments during the training. After completion, they were observed and evaluated for their leadership skills at their workplaces and awarded with the points. This quantitative data were analyzed by using mean, standard deviation, and paired sample t-test for knowing and comparing the results. It was found that the transformational leadership style training had improved the effectiveness and leadership skills of school leaders. Similar training courses have been endorsed by training participants for enhancing the leadership styles of school leaders.
Keywords: School Leadership, Transformational Leadership Development, School Leadership Development, Transformational Leadership in Schools
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Fisher, Yael. "The timeline of self-efficacy: changes during the professional life cycle of school principals." Journal of Educational Administration 52, no. 1 (January 28, 2014): 58–83. http://dx.doi.org/10.1108/jea-09-2012-0103.
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Purpose – The first purpose of this paper is to investigate the relationship between principal self-efficacy and work experience. The second purpose of this paper is to re-study the structure of a multidimensional and hierarchical Principal Self-Efficacy Scale (PSES). Design/methodology/approach – PSES was measured using the Brama-Friedman scale (PSES) (Brama and Friedman, 2007). During the 2010 school year, 123 principals participated. Exploration of PSES was based on Facet Theory (Guttman, 1959). Findings – The findings show that the highest levels of the PSES were found with principals that were at their first year of leading the school. The levels of PSES drop significantly during the second year and up to the fifth year of work experience. The levels of PSES start to rise after the fifth year, and stabilize after ten years. Furthermore, the findings show that PSES is comprised of organizational leadership, educational, and pedagogical leadership and external and communal relations. Research limitations/implications – The sample was relatively small and mostly from the center school district of Israel. The second limitation was that the sample included only Jewish principals. Since 20 percent of the population in Israel is Arabs, further studies should include all minorities in order to enlighten the issue. Practical implications – Understanding the relations between PSES levels and work experience could assist policy makers with decisions concerning continuing professional development (in-service training) of principals. Originality/value – Little is known about the relations between perceived self-efficacy of principals and their work experience.
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Prasetyo, Aris Kukuh, and Yari Dwikurnaningsih. "Performance Evaluation of Principals of Public Elementary Schools." International Journal of Elementary Education 4, no. 2 (July 12, 2020): 235. http://dx.doi.org/10.23887/ijee.v4i2.26595.
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This study aimed to evaluate the performance of public-school principals in Tuntang District. The subjects of this study were the heads of SD Negeri 01 Tomplakan and SDN Tlompakan 03 using qualitative data collection techniques through interviews and observations. Data triangulation using technique triangulation and source triangulation. Triangulation of techniques through interviews, documentation studies, and observations. Triangulation of sources from the results of interviews of principals was matched with the results of interviews of supervisors, teachers, and school committees, with the same questioning instrument. The data analysis technique used is qualitative with qualitative interview data from research results at SD Negeri 01 Tomplakan out of 13 competencies, 10 competencies are able, and 3 competencies that are less capable while SDN Tlompakan 03 there are 11 capable competencies and 2 competencies that are less able. The ability of principals to the maximum is in aspects of developing school planning, developing organizations, leading schools, creating a conducive school culture, management of teachers and staff, infrastructure, community relations, managing students, curriculum and special service units, information systems, and monitoring evaluation. Conclusions from this study the headmaster has been able to carry out his managerial competence well despite having to improve his administration and use of IT in schools. Recommendations from the results of this research that are "poor" need to be improved by adding administrative staff in elementary schools and conducting training in the use of IT.
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Raudenbush, Stephen W., Suwanna Eamsukkawat, Ikechuku Di-Ibor, Mohamed Kamali, and Wimol Taoklam. "On-the-Job Improvements in Teacher Competence: Policy Options and Their Effects on Teaching and Learning in Thailand." Educational Evaluation and Policy Analysis 15, no. 3 (September 1993): 279–97. http://dx.doi.org/10.3102/01623737015003279.
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On-the-job teacher learning is vital to the success of reforms aimed at improving the quality of primary education in the developing world. In this study, we consider two policy options for improving the competence of the incumbent teacher: providing in-service training and encouraging regular classroom supervision. The results, based on a nationwide sample of small rural primary schools in Thailand, indicate that a teacher’s experience in in-service training courses predicts neither instructional quality nor student achievement. In sharp contrast, intensity of internal supervision significantly predicts both instructional quality and student achievement, after controlling for a variety of covariates measured at the school, teacher, and classroom levels. The supervision effect, similar in magnitude to the preservice education effect, is quite large. Intensive fieldwork in carefully selected rural schools suggests that, for effective principals, teacher supervision is a critical component in a larger strategy designed to create and sustain an “ethos of improvement” in academic teaching and learning
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Stadnick, Nicole A., Rosemary D. Meza, Jessica Suhrheinrich, Gregory A. Aarons, Lauren Brookman-Frazee, Aaron R. Lyon, David S. Mandell, and Jill Locke. "Leadership profiles associated with the implementation of behavioral health evidence-based practices for autism spectrum disorder in schools." Autism 23, no. 8 (March 27, 2019): 1957–68. http://dx.doi.org/10.1177/1362361319834398.
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Implementation of evidence-based practice (EBP) for autism spectrum disorder (ASD) in the education system is a public health priority. Leadership is a critical driver of EBP implementation but little is known about the types of leadership behaviors exhibited by school leaders and how this influences the context of EBP implementation, particularly for students with ASD. The objectives of this study were to determine (1) the leadership profiles of principals involved in EBP implementation for students with ASD and (2) how these leadership profiles related to school characteristics and implementation climate. The Exploration, Preparation, Implementation, Sustainment (EPIS) framework was used to guide the design and analysis of this study. Participants (n = 296) included principals, teachers, and classroom support staff. They provided demographic information and completed the Multifactor Leadership Questionnaire and Implementation Climate Scale. Using latent profile analysis, a three-pattern solution was identified: Disengaged (6% of sample), Undifferentiated (23% of sample), and Optimal (71% of sample). Principals in schools with higher proportions of students with an individualized education program were more likely to be classified as Undifferentiated than Optimal. The Optimal group was associated with more positive implementation climate than the Undifferentiated or Disengaged groups. Findings suggest that leadership behaviors rated by principals and their staff involved in implementation of common autism EBPs can be meaningfully clustered into three discernible profiles that are shaped by organizational context and linked to strategic implementation climate. Our study findings have implications for leadership training and service delivery in schools by underscoring the critical nature of school leadership during implementation of EBPs for children with autism and the interplay between specific leadership behaviors and strategic implementation climate.
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Karakütük, Kasım, and Ece Özdoğan Özbal. "General high school administrators’ views about budget management competenciesBütçe yönetimi yeterliklerine ilişkin genel lise müdürlerinin görüşleri." Journal of Human Sciences 14, no. 4 (December 10, 2017): 4097. http://dx.doi.org/10.14687/jhs.v14i4.5010.
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The purpose of this research is to determine the competencies which the high school principals already have or should have about budget management. Within the scope of research, out 2412 high school principals, which create the population of the research, 332 were counted as a 5% margin of error and 385 principals were reached out in total. Collection of the research data was conducted via “The Survey of School Principals’ Budget Management Competencies”, which was prepared by researchers. While analyzing the data, frequency tests and chi square analysis were used. Within the scope of the research, it was found out that the high school principals were not as qualified as they though they should have been about budget planning, budget application and legal regulations about budget. In addition, it was also found out that there was not a huge difference but a visible one in terms of the competencies that high school principals should have and already have in accordance with the education they received. This result shows that there is the need of in-service-training for high school principals in order to raise their level of sufficiency about budget management.Extended English abstract is in the end of Full Text PDF (TURKISH) file. ÖzetBu araştırmanın amacı genel lise müdürlerinin bütçe yönetimi konusundaki yeterliklerinin belirlenmesi amaçlamaktadır. Araştırma kapsamında araştırmanın evrenini oluşturan 2412 genel lise müdüründen % 5 kabul edilebilir hata oranı göz önünde bulundurularak 332 genel lise müdürü belirlenmiş, araştırma kapsamında 385 genel lise müdürüne ulaşılmıştır. Araştırma kapsamında verilerin toplanması araştırmacılar tarafından hazırlanan “Okul Yöneticilerinin Bütçe Yönetimi Yeterlikleri Anketi” aracılığı ile gerçekleştirilmiştir. Veriler; yüzde, frekans ve ki kare ile analiz edilmiştir. Bu araştırma sonucunda; genel olarak lise müdürlerinin bütçenin planlanması, bütçenin uygulanması, bütçeyle ilgili hukuksal düzenlemelere ilişkin sahip oldukları yeterliklerin, sahip olunmasını düşündükleri yeterliklere göre daha az olduğu saptanmıştır. Ayrıca araştırmaya katılan lise müdürlerinin bütçe yönetimine ilişkin sahip olunması gereken ve sahip oldukları yeterliklerin bütçe yönetimi konusunda eğitim alma durumlarına göre anlamlı bir farklılık olmasa da ortalamaları açısından farklılaştığı sonucuna ulaşılmıştır. Bu sonuç, okul müdürlerine hizmet içi eğitim verilerek bütçe yönetimi konusundaki yeterliklerinin artırılması gerektiğini ortaya koymaktadır.
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Molla, Solomon, and Yilfashewa Seyoum. "Status of ICT Integration in Secondary Schools: Dire Dawa City Administration in Focus." Education Research International 2022 (November 15, 2022): 1–11. http://dx.doi.org/10.1155/2022/8752809.
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The purpose of this study was to explore the status of information and communication technology integration in Dire Dawa City Administration secondary schools’ curriculum. The study was conducted using a survey design. A total of 563 respondents (374 students and 189 teachers), four school supervisors, and 12 school principals and vice principals were selected using systematic random and purposive sampling techniques from the eight secondary schools. Data were gathered by questionnaire, interview, and observation. The data were analyzed using mean, standard deviation, and an independent sample t-test. The findings revealed that the integration of information and communication technology was minimal and inconsistent across secondary schools. It was found that there was a significant mean difference in the integration of information and communication technology between private and government secondary schools. The study revealed that lack of training and technical knowledge, the high cost of technological devices and internet service, and a lack of internet connectivity were major challenges. A shortage of computers in private schools and a lack of enthusiasm in government secondary schools were particular problems mentioned by respondents. As a result, it is critical to establish a rigorous monitoring and control mechanism to improve the current practices through the provision of necessary facilities. It is recommended that schools, in partnership with the Dire Dawa City Administration Education Bureau, should arrange training on raising awareness and developing the necessary skills for effective integration of information and communication technology into the curriculum.
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Zain, Moh Irawan, Sudirman Sudirman, and Abdul Kadir Jaelani. "PELATIHAN PENINGKATAN KOMPETENSI SUPERVISI KEPALA SEKOLAH DAN GURU PAMONG DALAM PENDAMPINGAN PPL MAHASISWA PGSD FKIP UNIVERSITAS MATARAM DI GUGUS 2 KOTA MATARAM." Jurnal Interaktif: Warta Pengabdian Pendidikan 1, no. 1 (June 20, 2021): 26–29. http://dx.doi.org/10.29303/interaktif.v1i1.5.
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The purpose of this activity is to provide supervision provisions for school principals and tutors so that tutors in particular are able to provide correct and measurable assistance to PGSD FKIP students who carry out PPL in elementary schools. The problem in this service is the lack of maximum assistance carried out by civil servant teachers to PPL students in Mataram District. The method applied in this counseling is multi-method, namely the lecture method, question and answer method, and demonstration method as well as the assignment method. The training was held at SDN 19 Mataram with a total of 34 teachers. It should be stated that this service was quite successful because 80% of all participants who were targeted for the training managed to complete the given training tasks. The number of participants who took part in the training was 34 of the 30 people planned, this result was due to the request of the principal from cluster 2 of Mataram District on average asking for additional participants, this means that the implementation of this service has met the previously desired standards.
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Hikmawati, Hikmawati, Julia Izni Malika, Firda Aprilia Insani, Nur Rahmah, and Paramita Suhartanti. "Melatih keterampilan siswa SMP dalam menggunakan Microsoft Office dan PhET." Unram Journal of Community Service 2, no. 4 (December 26, 2021): 105–10. http://dx.doi.org/10.29303/ujcs.v2i4.154.
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Skills in running computer programs are important for students so that they are able to learn and work in accordance with developments in technology, information, and communication. The purpose of this community service activity is to train junior high school students' skills in using Microsoft Office and PhET. This activity was carried out at SMPN 19 Mataram for 8 weeks, starting from September 27 to November 21, 2021. This activity is part of the Campus Teaching Program Batch 2. The methods of implementing the activities are: planning, implementing, and evaluating activities. At the activity planning stage, the team coordinated and discussed with supervisors, subject teachers (ICT and Science), and school principals. At the activity implementation stage, the team trained students in using software applications, namely Microsoft Office and PhET. Applications in Microsoft Office that are chosen to be trained to students are Excel, Word, and PowerPoint. Meanwhile, PhET Simulation taught to students is the topic of Static Electricity. The training schedule for Microsoft Office uses ICT subject time, while for PhET uses Science subject time. At the activity evaluation stage, the team together with the supervisors identify the obstacles experienced and the improvement efforts made every week. The team also coordinated and discussed with ICT subject teachers, science teachers, and school principals about the follow-up plan of the training activities. The training provided by the team on technology adaptation in the form of using software applications has improved the skills of junior high school students in using computer programs, namely Microsoft Office and PhET.
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Irfan, Muhammad, and Samsul Hadi. "DIKLAT PENGUATAN KEPALA SEKOLAH KECAMATAN TULANGBAWANG GUNA TERWUJUDNYA STUDENT WELLBEING." Jurnal Terapan Abdimas 6, no. 2 (July 16, 2021): 146. http://dx.doi.org/10.25273/jta.v6i2.7974.
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<p><strong><em>Abstract.</em></strong> <em>Diklat Penguatan Kepala Sekolah aims to improve the competence of school principals in accordance with their duties and functions, and encourage school principals to create independent schools to improve student learning outcomes which lead to the realization of student wellbeing. Diklat Penguatan Kepala Sekolah is held for 71 hours of lessons @ 45 minutes, online via the website: https://sim.tendik.kemdikbud.go.id/penguatanks. Prior to the implementation of the training, participants took the LMS introduction stage by the LMS admin for 6 jp. Training is held for 23 days. The service team consists of three people, namely 1 teacher, 1 LMS admin, and 1 LMS operator. Participants will get a Certificate of Completion of Education and Training (STTPP) with the results according to the predicate, if: (1) have completed the entire series of School Principal Strengthening Training activities, (2) meet at least 95% attendance, and (3) complete all assignments and bill. The implementation of the training to strengthen school principals in Tulang Bawang Regency, Tulang Bawang District was in accordance with the plan. Participants participated in the entire series of training activities enthusiastically and completed all given assignments properly and on time. After carrying out all stages of training to strengthen school principals, the results of the assessment were obtained. Based on the results of the assessment, it was found that all training participants passed and were entitled to a Certificate of Completion of Education and Training (STTPP).</em></p><p><strong><em> </em></strong></p><p><strong>Abstrak.</strong> Diklat Penguatan Kepala Sekolah bertujuan untuk meningkatkan kompetensi kepala sekolah sesuai dengan tugas dan fungsinya, dan mendorong kepala sekolah untuk menciptakan sekolah merdeka demi tercapainya capaian belajar peserta didik yang bermuara pada terwujudnya students wellbeing. Diklat Penguatan Kepala Sekolah diselenggarakan selama 71 jam pelajaran @ 45 menit, secara daring melalui website: https://sim.tendik.kemdikbud.go.id/penguatanks. Sebelum pelaksanaan Diklat, peserta mengikuti tahap pengenalan LMS oleh admin LMS selama 6 jp. Diklat dilaksanakan selama 23 hari. Tim pengabdi terdiri dari tiga orang yaitu 1 pengajar, 1 admin LMS, dan 1 operator LMS. Peserta akan mendapatkan Surat Tanda Tamat Pendidikan dan Pelatihan (STTPP) dengan hasil capaian sesuai predikat, jika: (1) telah menyelesaikan seluruh rangkaian kegiatan Diklat Penguatan Kepala Sekolah, (2) memenuhi kehadiran minimal 95%, dan (3) menyelesaikan seluruh tugas dan tagihan. Pelaksanaan diklat penguatan kepala sekolah di Kabupaten Tulang Bawang, Kecamatan Tulang Bawang telah sesuai dengan rencana. Peserta mengikuti seluruh rangkaian kegiatan diklat dengan antusias dan menyelesaikan seluruh tugas-tugas yang diberikan secara baik dan tepat waktu. Setelah melaksanakan seluruh tahapan diklat penguatan kepala sekolah, diperoleh hasil penilaian. Berdasarkan hasil penilaian, diperoleh bahwa seluruh peserta diklat dinyatakan lulus dan berhak memperoleh Surat Tanda Tamat Pendidikan dan Pelatihan (STTPP).</p><br /><div id="gtx-trans" style="position: absolute; left: -46px; top: 502px;"> </div>
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FA, Ehiaghe. "TEACHERS PERCEPTION OF PUNISHMENT AS CONTROL METHODS FOR SECONDARY SCHOOL STUDENT IN OREDO LOCAL GOVERNMENT AREA OF EDO STATE." JOURNAL OF SOCIAL SCIENCE RESEARCH 3, no. 2 (March 28, 2014): 270–73. http://dx.doi.org/10.24297/jssr.v3i2.3110.
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This study examines teachers perception of punishment as control methods for secondary school students in Oredo Local Government Area of Edo State the rate of indiscipline amongst students in our secondary schools has assumed an alarming magnitude which has occasioned or elicited various control methods as perceived by teachers. The research design adopted was descriptive. The finding of the study revealed that, there is no significant difference between the professional training of a teacher in the perception on the enforcement of punishment by the teacher due to sex. Data was analyzed using descriptive, frequency count and t-test of mean difference statistics with SPSS. The study recommends that opportunities should be made available for both serving teachers and principals to attend in service training programmes, seminars and workshops on the control of students behaviour and punishment. At every level in the course of training a teacher should have some aspects of the legal implication of teachers actions and behaviour should be taught in order to minimize the rate of litigation by parents and students against school authorities.
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Sholeh, Makherus. "Transformational Leadership: Principal Intellectual Stimulation In Improving Teacher Competences." Al-Ta lim Journal 28, no. 2 (July 31, 2021): 167–79. http://dx.doi.org/10.15548/jt.v28i2.708.
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Various efforts have been made to improve teacher competence, but there are still many institutions that have not optimized teacher capacity development. This study examines the intellectual stimulation of principals in improving teacher competence in two favorite institutions in the East Java region of SDI Qurrota A'yun Tulungagung and MI Perwanida Blitar. This study uses a qualitative descriptive method with a multi-case study design. Data were collected through 16 teachers and one school committee, one student guardian, one community leader, and one employee determined by random purposive sampling. Information was obtained through interviews, documentation, and observation. The results of this study indicate the role of leaders in forming various teacher competency improvement programs; (a) Program in-service education. The leader delegates teachers to improve professional and pedagogical competencies, which consist of advanced study programs, equivalency studies, Teacher Professional Education (PPG), (b) Program in-service training. Leaders delegate teachers to improve pedagogical and professional competencies through training activities, seminars, workshops, and webinars. (c) Leaders conducted program on-service training as a facility to improve teacher competence, (1) Supervision Activities and Teacher Working Groups (KKG), (2) teachers are actively competing, (3) actively writing papers, (4) collaboration activity, (5) social service activities, (6) religious activity (7) Job rotation, (8) Curriculum integration according to the institution's development distinction, (9) Technology-based learning.
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Mothowanaga, Ndinelao N. "Rethinking the implementation of the revised history curriculum: challenges faced by teachers, learners and principals in selected public secondary schools in Khomas region, Namibia." Namibian Journal for Research, Science and Technology 3, no. 2 (December 16, 2021): 65–71. http://dx.doi.org/10.54421/njrst.v3i2.91.
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The purpose for this study was to rethink the implementation of revised History curriculum in Namibia focusing on the Khomas regions, Windhoek. In line with qualitative research the study adopted an interpretivism paradigm, qualitative approach and case study research design. The targeted population consisted of school principals, history teachers and learners in three selected schools in Immanuel Shifidi cluster. Purposeful sampling technique was used to select teachers with three and more years of experience as history teachers. Cluster sampling was used to select learners from School A, B & C. Face to face interviews, non-participant observation and document analysis were used as data collection methods and thematic analysis was used to analyse data collected using these instruments. The study revealed that training and workshops were conducted on the implementation of revised history curriculum but the majority of participants did not attend the in-service training and workshop because only few teachers were selected to be part of the training. The study also revealed that some teachers lacked knowledge in some history topics and concepts which affected the implementation of the curriculum. The challenges faced in the implementation of the revised curriculum were overcrowded in classrooms, lack of textbooks, inadequate resources such as libraries, lack of government funds and lack of time management. The study recommended teachers should make an effort to collaborate with other history teachers in the Immanuel Shifidi circuit. The collaboration forums are intended to aid them in sharing subject knowledge and assisting one another in teaching diverse historical themes and topics. The school administration should seek funding from various companies in Namibia to help create libraries, purchase textbooks for students, and purchase classroom desks. NIED should hold regular training and workshops in various circuits and have a follow up system in place to ensure that the trainings are effective. This will aid teachers in understanding the varied expectations of the new curriculum as well as staying current on curricular revisions. The study further recommends that future researchers should focus on training topics that need to be covered during curriculum in-service trainings and workshops for efficient delivery of revised history curriculum.