Journal articles on the topic 'School: School of 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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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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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 good†both in public and private vocational schools.
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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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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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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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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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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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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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Lee, Daphnee Hui Lin, and Chi Shing Chiu. "“School banding”." Journal of Educational Administration 55, no. 6 (September 4, 2017): 686–701. http://dx.doi.org/10.1108/jea-02-2017-0018.
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Purpose The purpose of this paper is to explore how principals’ leadership approaches to teacher professional development arise from school banding and may impact upon teacher professional capital and student achievement. Design/methodology/approach The case study is situated within the context of school-based management, comprising reflective accounts of nine school principals selected by stratified sampling from a sample of 56 Hong Kong schools to represent Bands One, Two, and Three schools. The reflective accounts were triangulated with observations of teachers and analysis of school websites. Findings First, under school-based management, principals remain obliged to recognize the power of state-defined examinations in determining the schools’ future priorities. Second, the exercise of school autonomy in response to this obligation varies, depending upon the competitive advantage schools have in the school banding system. Ideally, effective school-based management is dependent upon the principal’s capacity to facilitate good instructional practices. However, principals need to adjust their leadership practices to school contextual demands. Third, adaptations to contexts result in the varied developments of teacher capacities in schools, corresponding with the types of principal leadership adopted. Originality/value While statistical studies have identified attributes of exemplary principal leadership, few studies have examined the qualitative reasons for the exemplification of these attributes, and the influence of the school context in shaping these attributes. Departing from assumptions that leadership attributes are intrinsic to individuals, this paper considers how principals contextualize leadership in teacher professional development to the schools’ student academic achievement.
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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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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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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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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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Fatayan, Arum, Ivan Hanafi, Eliana Sari, and Abd Rahman A Ghani. "SCHOOL COMMITTEE INVOLVEMENT IN SCHOOL-BASED MANAGEMENT IMPLEMENTATION IN ISLAMIC JUNIOR HIGH SCHOOLS." Social work and education 6, no. 2 (June 30, 2019): 208–12. http://dx.doi.org/10.25128/2520-6230.19.2.9.
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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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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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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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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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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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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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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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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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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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Olsson, Cecilia, and Maria Waling. "School meals do not have a given place in Swedish school’s quality management." Health Education Journal 75, no. 8 (July 28, 2016): 961–71. http://dx.doi.org/10.1177/0017896916644000.
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Objectives: Sweden is one of three countries worldwide which has a legal requirement to ensure that pupils in compulsory school should be offered free, nutritious school meals. Furthermore, the law states that school meal provision should be included in schools’ internal quality management (IQM) system. The objective of this study was to examine to what extent schools in Sweden are following the legal requirement to include school meals in IQM and the relationship between this inclusion and the application of government advisory guidelines regarding school meals. Design: Cross-sectional study. Setting: Head teachers evenly distributed across all regions in Sweden representing municipality schools, independent schools and Sami schools. Method: Web-based questionnaire completed by 216 head teachers. Results: About half of the schools did not meet the legal requirement to include schools meals in the IQM. Furthermore, familiarity with and use of the National Food Agency (NFA) guidelines and the web-based tool School Food Sweden, as well as activities considered as part of a pedagogical school meal and the inclusion of school meals in interdisciplinary work, were reported to be less common in schools not including school meals in their IQM system. Conclusion: Findings suggest that when there is inclusion of school meals in a school’s quality management system, the school is also more likely to include school meals as part of educational activities. By acknowledging school meal provision as part of the educational process, possibilities are opened up for health-promoting activities to prevent non-communicable disease.
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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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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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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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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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Codilla, Leo, Jr. "Management of School-Community Partnership: Basis for Teacher Enhancement Program." International Journal of Multidisciplinary: Applied Business and Education Research 3, no. 1 (January 12, 2022): 106–10. http://dx.doi.org/10.11594/ijmaber.03.01.12.
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This study aimed to determine the practices and challenges in managing school-community partnerships in East Butuan District II elementary schools. The participants of the study were the Elementary School Teachers and School heads of East Butuan District II. Complete Enumeration is used in the study. The tested variables were practices of elementary schools, challenges in forging a school-community partnership, and the extent of school-community partnership.
The findings reveal that the practices of elementary schools in the district showed a moderate level of manifestation except for participation in the athletic meet and preparation for the national achievement test (3.80), indicating a high level of manifestation. Similarly, the challenges forging school-community partnerships have moderate manifestation.
On the other hand, the majority revealed either a moderate or low extent of school-community partnerships. This suggests that elementary schools in the East Butuan District II still want to manage school-community partnerships. It is interesting to note that practices and challenges significantly influence the extent of school-community partnership; a higher manifestation of practices but a lower manifestation of challenges implies a greater extent of school-community partnership.
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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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Sander, William. "Private Schools and Public School Achievement." Journal of Human Resources 34, no. 4 (1999): 697. http://dx.doi.org/10.2307/146413.
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Sundari, S., A. Abdurrahman, H. Hariri, D. Karwan, Sowiyah, and B. Rahman. "School-based quality improvement management for creating green school in central Lampung secondary schools." Journal of Physics: Conference Series 1572 (June 2020): 012057. http://dx.doi.org/10.1088/1742-6596/1572/1/012057.
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Atakpa, S. K., and Y. A. Ankomah. "Baseline study on the state od school management in Ghana." Journal of Educational Management 1, no. 1 (November 1, 1998): 1–20. http://dx.doi.org/10.47963/jem.v1i1.233.
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Improving the quality of management in schools has been identified as an effective strategy for improving the quality of student performance in schools. This paper presents a report on a study which sought to examine management methodology for promoting quality teaching and learning even under adverse conditions and in the face of serious resource constraints in basic schools in Ghana. The study identified ten factors that make the difference between effectively managed and ineffectively managed schools: Instructional leadership skills of the school head. time management. school vision and mission. tradition of performance. commitment and attachment to work of the school. learning environment, community value and support from the district office. school community relations and school location. The study affirms that these ten factors are key determinants of effective school management.
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Paulus, Kristo, Nur Irsyadiah, and Ahmad Rifa’i. "Affirmation of School Management and Success of Islamic Religious Education Learning." Journal of Sosial Science 2, no. 2 (March 25, 2021): 162–75. http://dx.doi.org/10.46799/jsss.v2i2.114.
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School management is an activity that is carried out effectively and efficiently to improve school performance, including learning Islamic religious education. Therefore it is necessary to affirm that school management will be more organized and focused on goals. Schools that run a good managerial system will certainly pay attention to the quality of education in them so that learning in these schools will run optimally. The object of this research is Islamic education learning in schools with good school management. The research methodology used is qualitative research methods with descriptive methods. The findings in this study show that schools that carry out affirmation of school management will be able to encourage the success of Islamic Education learning in these schools.
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Abdullah, Sediono. "HUBUNGAN ANTARA PENGELOLAAN SEKOLAH, IKLIM SEKOLAH, DAN PARTISIPASI MASYARAKAT DALAM MENINGKATKAN MUTU SEKOLAH DENGAN EFEKTIVITAS SEKOLAH DI PROVINSI JAWA TIMUR." Jurnal Manajemen Pendidikan 1, no. 1 (July 1, 2010): 70–79. http://dx.doi.org/10.21009/jmp.v1i1.2490.
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The objective of this research is to get information on the relationships among school management, school climate, and community participation in improving educational quality toward school effectiveness at schools which received Piloting School Based Management Program.The research was conducted at the schools in Probolinggo district, East Java Province with n = 100, selected randomly.The research concludes that there is positive correlation between: (1) school management and school effectiveness; (2) school climate and school effectiveness; (3) community participation in improving educational quality and school effectiveness. Furthermore, there is positive correlation between those three independent variables with school effectiveness.Therefore school effectiveness could be improved by enhancing school management, school climate and community participation in improving educational quality.
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Abdullah, Sediono. "HUBUNGAN ANTARA PENGELOLAAN SEKOLAH, IKLIM SEKOLAH, DAN PARTISIPASI MASYARAKAT DALAM MENINGKATKAN MUTU SEKOLAH DENGAN EFEKTIVITAS SEKOLAH DI PROVINSI JAWA TIMUR." Jurnal Manajemen Pendidikan 1, no. 1 (July 1, 2010): 70. http://dx.doi.org/10.21009/jmp.01108.
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The objective of this research is to get information on the relationships among school management, school climate, and community participation in improving educational quality toward school effectiveness at schools which received Piloting School Based Management Program.The research was conducted at the schools in Probolinggo district, East Java Province with n = 100, selected randomly.The research concludes that there is positive correlation between: (1) school management and school effectiveness; (2) school climate and school effectiveness; (3) community participation in improving educational quality and school effectiveness. Furthermore, there is positive correlation between those three independent variables with school effectiveness.Therefore school effectiveness could be improved by enhancing school management, school climate and community participation in improving educational quality.
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Jennings, Jennifer L. "School Choice or Schools’ Choice?" Sociology of Education 83, no. 3 (July 2010): 227–47. http://dx.doi.org/10.1177/0038040710375688.
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Drawing on a year and a half of ethnographic research in three New York City small high schools, this study examines the role of the school in managing school choice and asks what social processes are associated with principals’ disparate approaches. Although district policy did not allow principals to select students based on their performance, two of the three schools in this study circumvented these rules to recruit and retain a population that would meet local accountability targets. This article brings together sensemaking and social network theories to offer a theoretical account of schools’ management of choice in an era of accountability. In doing so, the author demonstrates that principals’ sensemaking about the accountability and choice systems occurred within the interorganizational networks in which they were embedded and was strongly conditioned by their own professional biographies and worldviews. Principals’ networks offered access to resources that could be activated to make sense of the accountability and choice systems. How principals perceived accountability and choice policies influenced whether they activated their social networks for assistance in strategically managing the choice process, as well as how they made sense of advice available to them through these networks. Once activated, principals’ networks provided uneven access to instrumental and expressive resources. Taken together, these results suggest that schools respond to accountability and choice plans in varied ways that are not simply a function of their short-term incentives.
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Nadeak, Bernadetha. "PRINCIPAL LEADERSHIP AND SCHOOL CLIMATE ON VOCATIONAL HIGH SCHOOLS’ SCHOOL PRODUCTIVITY IN BEKASI REGENCY." Interdisciplinary Social Studies 1, no. 8 (May 10, 2022): 994–99. http://dx.doi.org/10.55324/iss.v1i8.180.
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Graduates of Bekasi's Vocational Schools haven't made much of an impact in business or industry thus far. Vocational High Schools (SMK) with Business and Management Skills in Bekasi Regency have a negative influence because of their low productivity, which is the primary cause of SMK productivity in Indonesia. The purpose of this study is to examine the influence of school climate and leadership on school productivity in the business and management of SMK in Bekasi district. In this study, data was collected through the use of a quantitative technique and an explanatory survey involving a questionnaire. Multivariate regression is used to analyze the data. As a result of this research, we can say: The Business and Management Skills Vocational School in Bekasi Regency's productivity is positively influenced by the leadership of the school's principal, as well as the school's overall climate. The productivity of SMK Business and Management in Bekasi district is greatly influenced by the leadership and school climate at Vocational School in Bekasi Regency. The principle of SMK is advised to maximize the supporting aspects of the school environment, such as the school climate, in order to boost productivity.
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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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Olaivar, Rowell, and Leonarda Loayon. "SCHOOL HEADS’ HUMAN RESOURCE MANAGEMENT PRACTICES, TEACHERS’ SCHOOL ENGAGEMENT, AND TEACHING PERFORMANCE." International Journal of Research -GRANTHAALAYAH 10, no. 9 (September 30, 2022): 27–41. http://dx.doi.org/10.29121/granthaalayah.v10.i9.2022.4758.
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The main thrust of the study was to evaluate the school heads’ human resource management (HRM) practices in relation to teachers’ school engagement and teaching performance. The study employed a descriptive survey method. It was conducted among the 55 private elementary schools in the Division of Bohol using modified questionnaire checklists from Khan N. (2015), Klassen et al. (2012), and the Education Manpower Bureau (2003). The Spearman Rank Correlation Coefficient determined the relationship between variables, while the p-value tested the significance level. With the sudden shift in the educational landscape, school heads’ HRM practices, teachers’ school engagement, and teaching performance among private schools have not shown an interdependent relationship since their p-values 0.846, 0.103, and 0.178, respectively, are greater than the 0.05 level of significance. Teachers have independently performed their duties and responsibilities in the new normal setup regardless of the intervention of their school heads. School heads’ human resource management practices have not been associated with teachers’ school engagement and teaching performance. Hence, the researcher recommends that the Board of Directors (BODs), owners, and school heads of private elementary schools should maintain the high practice of the human resource management policies and procedures with more emphasis on the compensation and reward management and conduct of professional developmental activities for teachers regarding modular distance learning delivery modality. Moreover, teachers should maintain school engagement, focusing more on the issues they met in implementing modular distance learning, like student cheating. They should design an anti-cheating scheme regarding the answering of learning modules. Also, teachers should safeguard their mental health as they carry out their roles and responsibilities as curriculum implementers in the new normal. In terms of teaching performance, teachers should stress more on providing support to their students to ensure quality learning despite the absence of face-to-face interaction between them and their students.
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Willyarto, Mario Nugroho, and Anggaripeni Mustikasiwi. "Principals’ Challenges to Implement School Based Management in English-Speaking Schools Setting." Humaniora 11, no. 3 (November 30, 2020): 161–68. http://dx.doi.org/10.21512/humaniora.v11i3.6462.
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The aim of the research was to identify and map the school principals’ competence in English-speaking schools setting, according to the Decree of Ministry of Education no 13/2007 regarding competence standard for school principals and in implementing school-based management (SBM). The research applied a qualitative descriptive method, although the data were processed in a quantitative way. The data were gathered through structured questionnaires collected from ten principals and 74 teachers from ten schools. Data validation was conducted through interviews with ten school principals, two teachers per school, and the board’s representatives. The result of the research is the recommendations of the school principals’ competence development program as an alternative solution for the schools. The result shows that the school principals’ competencies have met the government standard competence. In the implementation of SBM, the school principals need to improve their five dimensions of principal competence (personal, managerial, entrepreneurship, supervision, and social). Especially the essence of SBM through training programs are principals’ roles and responsibilities, developing school profiles, school visioning, financial and school facilities management, strategic planning, school as a learning community, academic supervision, monitoring and evaluation, school marketing and branding, and nontraining programs.
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Ridwan, Yusup, Nina Nurmila, Mohamad Erihadiana, and Asep Nursobah. "Quality Management Development of Boarding School Education in West Java: Research at Mifathul Huda Manonjaya Islamic Boarding School Tasikmalaya, Suryalaya Islamic Boarding School and Al-Ittifaq Ciwidey Islamic Boarding School." International Journal of Social Service and Research 2, no. 5 (May 31, 2022): 390–408. http://dx.doi.org/10.46799/ijssr.v2i5.110.
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This study aims to acknowledge the growth of quality management of Islamic boarding school education in the input, process, output, and results of students toward the quality management of pesantren education. The research method used is a qualitative approach and a case study method with data collection techniques through in-depth interviews, field observations and documentation studies. The results of the study are (1) quality planning for Islamic boarding schools is based on the development of educational strategies (education development strategies) and total quality management (TQM) in quality management. Mitahul Huda Manonjaya Islamic Boarding School Tasikmalaya with its salafiyah system based on the mu'adah curriculum, Suryalaya Islamic Boarding School with its hifdutthariqoh development (Tareqat Qadiriyah Naqsyabandiyah) and Al-Ittifaq Islamic Boarding School with its agribusiness development, (2) implementation of the quality of education through the development of institutional quality management based on the leadership of Kyai who have the spirit of taffaquh fi addin, human resources by maximizing the productivity of the management of experts, competent and highly dedicated to Islamic boarding schools, (3) evaluation of education quality management in the three Islamic boarding schools is carried out systematically, effectively and efficiently by developing a follow-up plan (RTL) along with its achievement indicators, (4) education quality management problems faced by the three Islamic boarding schools are not yet evenly distributed in the competence and qualifications of educators and education, limited infrastructure, supervision systems and technology, and (5) efforts to improve education quality management in the three Islamic boarding schools by developing competitive and competitive quality management the potential resources of each Islamic boarding school.
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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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Oxley, Laura. "Experiences of behaviour management in school: A case study of one senior school leader at a secondary school." Psychology of Education Review 42, no. 1 (2018): 44–46. http://dx.doi.org/10.53841/bpsper.2018.42.1.44.
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Managing behaviour in schools is a key consideration for senior school leaders. It is a topic that often draws attention in the media and is a major cause of stress for teaching staff. The case study reported in this article forms the pilot study for a larger piece of PhD research which includes interviews with senior school leaders from around the UK and internationally. The aim of the larger study is to explore alternative approaches to behaviour management in schools, other than the predominant system of rewards and sanctions. This case study examines the views of one senior school leader at a secondary school and explores his perceptions and experiences of behaviour management. An interview was conducted with the senior school leader which was analysed using interpretative phenomenological analysis (IPA). Three superordinate themes were identified from the interview data: aspirations, relationships and the importance of a structured behaviour management system.
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Oxley, Laura. "Experiences of behaviour management in school: A case study of one senior school leader at a secondary school." Psychology of Education Review 42, no. 2 (2018): 44–46. http://dx.doi.org/10.53841/bpsper.2018.42.2.44.
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Managing behaviour in schools is a key consideration for senior school leaders. It is a topic that often draws attention in the media and is a major cause of stress for teaching staff. The case study reported in this article forms the pilot study for a larger piece of PhD research which includes interviews with senior school leaders from around the UK and internationally. The aim of the larger study is to explore alternative approaches to behaviour management in schools, other than the predominant system of rewards and sanctions. This case study examines the views of one senior school leader at a secondary school and explores his perceptions and experiences of behaviour management. An interview was conducted with the senior school leader which was analysed using interpretative phenomenological analysis (IPA). Three superordinate themes were identified from the interview data: aspirations, relationships and the importance of a structured behaviour management system.