Artykuły w czasopismach na temat „School Culture Survey”
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Lee, Suk Yeol. "Analysis of the Effect of School Organizational Culture and Professional Learning Communities on Teacher Efficacy". Integration of Education 24, nr 2 (30.06.2020): 206–17. http://dx.doi.org/10.15507/1991-9468.099.024.202002.206-217.
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Introduction. The aim of the study is to find ways to expand teacher efficacy by examining how the teacher’s efficacy varies according to the school organisation culture and the level of the professional learning community. Materials and Methods. Survey methods were used to collect the data from 400 in-service teachers at elementary, middle, and high schools in South Korea, with five schools selected from each region, respectively. This study utilizes the data from 359 teachers. This study used a random sampling method, taking the location of the school into consideration. Descriptive statistics were used to examine the overall trends in school organisation culture. T-test was used to examine differences among research variables depending on the personal background of gender and teacher level, and the F-test and Scheffe tests were used for school level and teaching experience. Results. First, school’s organization culture is transforming and evolving into a more ideal and model culture. As schools increasingly transform into innovative schools, innovative cultures and group cultures gradually form. Second, a school is a type of organization system that elicits responses elicits a variety of responses from the teachers depending on their personal background and characteristics. Third, professional learning communities have a positive effect on teacher efficacy. Therefore, school organisation culture can be seen as a better predictor of teacher ef ficacy than a professional learning community. Discussion and Conclusion. The article is of interest to the managers of the school educat ion system.
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Klein, Esther Dominique, i Hanna Bronnert-Härle. "Mature school cultures and new leadership practices—An analysis of leadership for learning in German comprehensive schools". Zeitschrift für Erziehungswissenschaft 23, nr 5 (25.09.2020): 955–77. http://dx.doi.org/10.1007/s11618-020-00968-4.
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Abstract In international school improvement research, a long-standing theme is that school improvement is shaped to a great extent by principals and their leadership for learning. In contrast to that, this role is comparatively new in German-speaking countries. Since the leadership practices associated with this new role differ from old role expectations, it is reasonable to assume that “mature” school cultures might prevent principals from adopting these practices. In this paper, we examine the difference in leadership practice between principals of “mature” and “young” culture schools in socially disadvantaged areas using a standardized teacher survey. The results suggest that while schools with a mature school culture founded during the old principal role were less likely to have such leadership practices that are more proximal to teachers’ instruction and pedagogical practice, this result could largely be explained by other characteristics of the school culture and professional community.
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Hanson, Janet, Arthur Bangert i William Ruff. "A Validation Study of the What’s My School Mindset? Survey". Journal of Educational Issues 2, nr 2 (3.11.2016): 244. http://dx.doi.org/10.5296/jei.v2i2.10138.
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<p>The What’s My School Mindset? (WMSM) survey is purported to operationalize teachers’ beliefs of their school’s ability to help all children learn and grow. In today’s data driven educational climate it is important to select a reliable instrument for collecting teacher perceptions about their school culture. Accurate data is necessary to support development of realistic continuous improvement goals and to measure progress toward those goals. This study collected teacher and administrator responses (n = 348) from a stratified random sample of 31 PK-12 public schools in a large northwestern state. A split-half exploratory factor analysis (n = 178) was used to identify a proposed factor structure model. The proposed model was tested using the second half confirmatory factor analysis sample (n = 174) and confirmed the model revealing school mindset is a second order, unidimensional factor with three subfactors. The results of this study are useful for school leaders and researchers who seek to use the What’s My School Mindset? scale to measure growth mindset within a school’s culture. Accurately interpreting the measurement of one’s school culture can increase administrator effectiveness and provide a foundation for opening realistic dialogues with teachers about their self-reported beliefs. A useful discussion of the background of school growth mindset, development of the What’s My School Mindset? instrument, and theoretical framework of learning organization theory is provided.</p>
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Volkova, Liudmyla. "A SURVEY OF CHANGES INTRODUCED INTO SCHOOL CURRICULAR FROM THE POSITION OF MULTICULTURALISM". Naukovì zapiski Nacìonalʹnogo unìversitetu «Ostrozʹka akademìâ». Serìâ «Fìlologìâ» 1, nr 9(77) (30.01.2020): 262–65. http://dx.doi.org/10.25264/2519-2558-2020-9(77)-262-265.
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The article deals with a coverage and analysis of experience of Britain school authorities in implementing the principle of multiculturalism in the curriculum of key 3 and 4 stage of studying. The author begins with an analysis of the term ‘multiculturalism’, stating that the term is now widely used in scientific works of European researchers, while the term policulturalism that is used in Ukrainian discourse, is only a translation of it. Further on, the article describes the views of European scientists on the notion of ‘culture’, which, according to them, is a changeable and flexible phenomenon, and can accumulate and absorb phenomena that belong to different cultures. The author’s aim in writing this article was to spread the knowledge about how school curricular in the UK and principles of teachers’ training have changed in order to disseminate and implement ideas of multiculturalism in school training. These changes include equal and honest representation of diverse scientific ideas and views highlighting the contribution of all nations in the global culture and science. The article also underlines that there are 2 sides in the process of implementing multiculturalism, and one should not exaggerate the idea of European values contrary to local ones. The arcticle emphasizes the necessity of adopting the results of the mentioned research, made in British schools, to the educational environment of Ukraine, including such steps as: implementing the notion of multiculturalism into all the documentation that concerns school education, providing teachers with a proper training and resources, and forming the image of an Ukrainian as a representative of a multi-cultured and multinational nation that is united by common national values.
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., Yufiarti, Sri Nuraini, Muhammad Solihin i Reza Rachmadtullah. "Moral Disengagement in Middle School Students: Survey in Religious Education". International Journal of Engineering & Technology 7, nr 3.30 (24.08.2018): 80. http://dx.doi.org/10.14419/ijet.v7i3.30.18160.
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Indonesian culture has many schools which based on religion. The main objective of the Islamic school is to make their students have moral or wonderful behavior. The purpose of this study was to investigate moral disengagement of students at religious education. This survey on 171 students included female and male. Data analysis used descriptive as graph and percentage. Children can enroll to the religious schools. Profile shows that many children varieties such as gender, age. Student’s at moral disengagement was multiple diverse.
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Loh, Chin Ee, Mary Ellis, Agnes Alcantara Paculdar i Zhong Hao Wan. "Building a successful reading culture through the school library". IFLA Journal 43, nr 4 (26.09.2017): 335–47. http://dx.doi.org/10.1177/0340035217732069.
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Much research has documented the strong correlation between independent reading and academic achievement, and the school library can serve a crucial role in encouraging reading. Drawing from one case study out of a larger dataset of six schools, this paper details how one school transformed its school library, making it a central place for reading within the school. Data collected provided evidence of the kinds of strategies, programmes and design that works to encourage reading. Data collection to help us understand the reading and school library culture included: A school-wide reading survey, interviews with the principal, teachers and students, library observations, timed counts, narratives and time-lapse photographs of library space contributed. Factors for building a reading culture include: (1) Curating the book selection for readers, (2) Making books visible (3) Creating programmes to excite readers, (4) Designing spaces for reading, and (5) Building an ecology for reading.
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Gedrovics, Janis, i Inese Urpena. "ERGONOMIC CULTURE OF STUDENTS AS COMPUTER USERS". Problems of Education in the 21st Century 49, nr 1 (10.12.2012): 81–94. http://dx.doi.org/10.33225/pec/12.49.81.
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The use of computer as an important educational tool throughout the world is increasing with every year and Latvian schools is no exception. Currently there are some important topical issues in pedagogy, as well as in school ergonomics: student’s work posture, time spent at the computer, health friendly work organization on the computer, etc. This paper presents a pilot survey data collected in grade 5-12 (a total of 507 respondents) in several Latvian schools in the school year 2010/2011. Computer usage among school children more deviates to the side of the computer use as a tool for entertainment, thereby reducing the proportion of computer use for educational purposes. However, the total time spent on the computer is likely to increase, therefore, it is especially important to obtain high level ergonomic culture skills as a necessary condition for health friendly work organization at the computer. Key words: use of computer, culture, learners, ergonomics.
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KIRAL, Erkan, i Omer KACAR. "The Relationship between Teachers’ School Commitment and School Culture". International Education Studies 9, nr 12 (28.11.2016): 90. http://dx.doi.org/10.5539/ies.v9n12p90.
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<p class="apa">The study, which aims to put forth the relationship between school commitment and school culture, is designed on causal-comparative, relational survey model. The study group is composed of 150 voluntary teachers working in Aydin. In the research, “organizational culture” and “organizational commitment” scales are used. In the analysis of the data, descriptive and proof testing statistical techniques are used. At the end of the study, it is found that teachers have affective commitment perceptions at the highest level, and bureaucratic culture perceptions at the lowest. While the perceptions of the teachers related to school commitment and culture does not show any significant difference according to their gender, educational status and specialty; these perceptions show a significant difference according to seniority, type of school, and length of service at the same school. It is detected that affective commitment is predicted by task culture; continuance commitment is predicted by achievement and support culture; and normative commitment is predicted by support culture significantly. All the dimensions of organizational culture predict affective commitment at the highest level. Together with the fact that school culture is an effective factor in teachers’ commitment to their school, some suggestions are given towards developing school culture based on especially support and achievement culture.</p>
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Kalkan, Ümit, Fahriye Altınay Aksal, Zehra Altınay Gazi, Ramazan Atasoy i Gökmen Dağlı. "The Relationship Between School Administrators’ Leadership Styles, School Culture, and Organizational Image". SAGE Open 10, nr 1 (styczeń 2020): 215824402090208. http://dx.doi.org/10.1177/2158244020902081.
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In this study, the relationships between the leadership styles of school principals, school culture, and organizational image are examined according to the teachers’ perceptions. The study is designed according to a relational survey model, and it consists of 370 teachers working in 20 schools in Selçuklu, Karatay, and Meram districts of Konya, Turkey. The leadership style scale of school principals (LSSSP), the scale for school culture (SSC), and the scale of the organizational image (SOI) were used as data collection tools. Pearson’s correlation, regression, and path analysis were used for analyzing data in addition to descriptive statistics. It was found that school principals manifest transformational leadership characteristics, the perception of school culture by the teachers is strong and the perception of the organizational image by the teachers is medium. It was also found that there are significant relationships between leadership styles, the school culture, and organizational image, along with the leadership style of school principals, which significantly predicted school culture, and school culture, which significantly predicted organizational image. School culture has a mediator effect on both leadership styles and the organizational image. This is due to the realization of the leadership styles that have an important role in developing an organizational image, through school culture. This research offers the presumptions that leadership manifested by the principal creates a positive effect on the members of the organization and contributes to the formation of strong school culture, in addition to leadership and school culture making a positive contribution to the organizational image of the educational institution.
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Niqab, Muhammad, Janet Hanson, Arthur Bangert, Sathiamoorthy Kannan, Sailesh Sharma i Abdul Ghaffar. "Measuring Organizational Citizenship Behaviors (OCB) in Secondary Schools in Pakistan and a Comparison with Factors of a School Growth Mindset Culture". International Journal of Learning and Development 9, nr 2 (12.06.2019): 83. http://dx.doi.org/10.5296/ijld.v9i2.14919.
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The study adds important contributions to the research literature on organizational citizenship behavior by providing empirical evidence of the leader’s influence as a factor in the development of OCB at the organizational level in government schools (n=34) in Pakistan. Research has shown that where OCB is present, both teachers and leaders increase work diffusion and move toward increasing productivity in their schools. This study meets the current need for reliable measures that operationalize constructs, such as OCB, by testing the validity and reliability of a new measurement scale for school level OCB; using SEM methods and survey responses from secondary school teachers (n= 408). Results revealed the survey reliably operationalizes school level OCB using three-factors named shared leadership, civic virtue, and collaborative problem solving. These factors compared favorably to the construct of a school growth mindset. Implications for schools include directing resources at professional development to increase the school leader’s capacity to promote OCB in their schools.
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Özgenel, Mustafa, i Samet Ankaralıoğlu. "The Effect of School Administrators’ Spiritual Leadership Style on School Culture". Spiritual Psychology and Counseling 5, nr 2 (15.06.2020): 137–65. http://dx.doi.org/10.37898/spc.2020.5.2.93.
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This study aims to determine whether administrators’ spiritual leadership style predicts school culture according to the perceptions of teachers working at different school levels. The study was carried out according to the correlation survey model used in quantitative research methods. The population of the study consists of 3657 teachers working in primary, secondary, and high schools in the Kartal district of Istanbul in the 2018-2019 academic year. The sample of the study was selected using a simple random sampling method; It consists of a total of 446 teachers working in primary, middle school, and high school levels. The Managerial Spiritual Leadership Perception Scale that was developed by Akıncı and Ekşi (2017) and The School Culture Scale that was developed by Terzi (2005) were used to collect the data. Data were analyzed by t-test, ANOVA, correlation, and regression analysis. The findings of the study showed that there was a moderate and positive relationship between school culture and the spiritual leadership styles of administrators according to teachers’ perceptions. In addition, it was concluded that the spiritual leadership styles of school administrators were a predictor of school culture according to the teachers’ perceptions. While significant differences were found between gender and school-level variables in the support culture sub-dimension of the school culture, age and school-level variables in the success culture sub-dimension, age, occupational seniority, and school-level variables in the bureaucratic culture sub-dimension, age and school-level variables in the task culture sub-dimension, there was no difference between the sub-dimension of school culture and educational status. While there was a significant difference in the level of spiritual leadership perceived by teachers according to the school level variable, there was no significant difference according to the variables of gender, educational level, age, and professional seniority.According to the results of the research, some suggestions were developed.
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Harijanto, Sutji. "Empowering Organizational Culture to Increase Senior High School Principal’s Performance". JETL (Journal of Education, Teaching and Learning) 5, nr 2 (30.09.2020): 415. http://dx.doi.org/10.26737/jetl.v5i2.2302.
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This study aims to explore the empowerment of organizational culture in increasing the senior high school Principal’s performance. This research used a survey method with a causal approach. The affordable population in this study were 146 heads of public and private high schools in East Jakarta. The sampling technique used is simple random sampling. The data were collected using a questionnaire. The data analysis technique used descriptive analysis and inferential analysis (path analysis). The result shows that the senior high school Principal’s performance can be increased by empowering organizational culture. It also shows that the senior high school Principal’s performance strengthens the notion that the higher score of the independent variables of organizational culture, the higher score of the senior high school Principal’s performance serving as the dependent variable. Strengthening organizational culture will improve senior high school Principal’s performance. Finally, the senior high school Principal’s performance was examined at one point in time. The quality of the principal’s performance will increase if organizational culture also increases.
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Tsang, Kwok Kuen, Yuan Teng, Yi Lian i Li Wang. "School Management Culture, Emotional Labor, and Teacher Burnout in Mainland China". Sustainability 13, nr 16 (16.08.2021): 9141. http://dx.doi.org/10.3390/su13169141.
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The literature suggests that teacher burnout is influenced by the market and hierarchy cultures of school management and teachers’ emotional labor strategies of surface and deep acting. However, studies have suggested that school management cultures and emotional labor strategies may not function independently based on the emotional labor theory. Nevertheless, the literature has paid less attention to the relationship between the school management cultures, emotional labor, and teacher burnout. Therefore, this study aims to investigate the relationship between the three variables in China via an online questionnaire survey. After surveying 425 kindergarten, primary and secondary teachers who participated in a professional development program organized by a public university in Beijing, the study found that teacher burnout was positively related to market culture but negatively related to hierarchy culture. Moreover, the impact of the market culture was fully mediated by surface acting while the impact of hierarchy culture was partially mediated by surface acting and deep acting.
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Bieliune, Simona. "Culture as a Tool for School Improvement: The Case of Children’s Socialisation Centres". Economics and Culture 15, nr 1 (1.06.2018): 70–77. http://dx.doi.org/10.2478/jec-2018-0008.
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Abstract The concern for delinquent children’s social and emotional development in closed institutions is a significant topic in educational research. This shows the need to improve the existing re-socialisation practice. Despite the fact that school effectiveness and school improvement researches theoretically have different general purposes and value bases, educational effectiveness and improvement paradigm involves both trends, which are combined by the same aspects: scientific approach and empirical data based on educational settings; knowledge of how to improve the school practice; and use of this knowledge for social purposes. In this context, the concept of the school culture is one of the main variables that allow us to answer how to address the needs of all children and improve their academic or social outcomes. The aim of this article is to illustrate the cultural characteristics of children’s socialisation centres as specific schools and to identify the guidelines for improving their performance. The mission of children’s socialisation centres is to re-socialise delinquent behaviour of children and to help them to integrate into the society. Quantitative data for measuring the school culture is obtained from the survey that was conducted using the School Culture Inventory (Maslowski, 2001). This instrument is based on the Competing Values Framework (Cameron, Quinn, 2011) consisting of four dimensions, which are labelled by human relations, open systems, rational goal and internal process orientation. The theoretical value of the survey is the analysis of school culture in terms of successful re-socialisation. The cultural profiles of these schools showed the priorities that require practical changes.
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Webster, Robert L., Kevin L. Hammond i Harry A. Harmon. "Comparing Market Orientation Culture of Businesses and Schools of Business: An Extension and Refinement". Psychological Reports 96, nr 2 (kwiecień 2005): 377–82. http://dx.doi.org/10.2466/pr0.96.2.377-382.
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This study extends previous work concerning the market orientation culture within specialty businesses and schools of business. Specifically, member schools of the Association to Advance Collegiate Schools of Business International are separated into public and private universities. Data were collected via a mailed survey to business schools holding membership. 106 public school deans and 35 private school deans responded, for a 23% response rate. Input from the deans was sought on their perceptions of the market orientation culture within the schools. Respondents' perceptions, rated on a 7-point scale, measured four dimensions of market orientation: customer orientation, competitor orientation, organizational coordination, and overall market orientation. Data for specialty businesses were drawn from a previous study. Comparison testing between the public and private business schools' deans and business managers was conducted. Analysis indicated perceived market orientation was significantly higher for deans of private business schools than public business schools. Compared with business managers, private school deans were statistically different on only one of the four dimensions, whereas public business school deans' scores were significantly different from those of business managers on all four. Compared with each other, business school deans were statistically different on three dimensions, with private school deans reporting greater market orientation.
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Daniel, Larry G., i Kevin D. Blount. "The Middle School Description Survey: A Quantitative Instrument for Measuring Organizational Culture in Middle Schools". Research in Middle Level Education 16, nr 1 (wrzesień 1992): 13–34. http://dx.doi.org/10.1080/10825541.1992.11669999.
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Walker, Aneta Hogan. "Exploring the Relationships Among Innovation, Collaboration, and School Change in a Mixed Methods". INTERNATIONAL JOURNAL OF RESEARCH IN EDUCATION METHODOLOGY 9, nr 1 (3.07.2018): 1463–73. http://dx.doi.org/10.24297/ijrem.v9i1.7460.
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Continuous school improvement efforts require schools to prepare, organize, and lead change. This study examined how a school created a context for change by implementing an innovation to improve teaching practices, school culture, and student learning outcomes. Implementing innovation requires school leaders to understand the process of change to successfully sustain school improvement efforts. The purpose of this research study was to assess the effectiveness that an innovative hybrid schedule had on improving student learning outcomes and school culture. This mixed-method research study used data generated by the AdvancEd®’s Stakeholder Feedback Survey, the ACT Aspire® Student Achievement Tests, and teacher interviews.
The analysis of this study’s data indicated several factors that facilitated change through the implementation of the innovative hybrid schedule. The researcher discovered these overall factors related to the benefits of students changing classes, teachers becoming content specialists, collaboration through PLCs and vertical planning. Additionally, the results revealed that significant change occurred in school culture based on the AdvancEd®’s Stakeholder Feedback Survey. Additionally, student learning outcomes measured by ACT Aspire® Reading and Mathematics Student Achievement Tests showed a statistically significant improvement in both reading and math.
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Harijanto, Sutji. "PENGARUH BUDAYA ORGANISASI, GAYA KEPEMIMPINAN, DAN KEPUASAN KERJA TERHADAP KINERJA KEPALA SEKOLAH MENENGAH ATAS DI JAKARTA TIMUR". Jurnal Manajemen Pendidikan 1, nr 1 (1.07.2010): 80. http://dx.doi.org/10.21009/jmp.01109.
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This survey focuses on the effects of organizational culture, leadership style and job satisfaction on senior high school principals' performance in East Jakarta. Sixty schools were selected randomly as a unit of analysis and data were analyzed by path analysis. Findings of the research indicated direct effects of: 1) Organizational culture and leadership style on job satisfaction, and 2) Organizational culture, leadership style, and job satisfaction on the principal’s performance. The results also showed indirect effect of organizational culture and leadership style on the principal’s performance through job satisfaction. In addition, job satisfaction was the most dominant variable that effected senior high school principal’s performance.
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Utha, Karma, Sonam Rinchen, Bhupen Gurung, Ganeshman Gurung, Tshewang Rabgay i Changa Dorji. "Entrepreneurship Education in Bhutan: Perception, Culture and Challenges". World Journal of Educational Research 3, nr 2 (4.11.2016): 460. http://dx.doi.org/10.22158/wjer.v3n2p460.
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<p><em>The present study was </em><em>undertaken</em><em> to determine </em><em>the perception of Bhutanese students towards entrepreneurship and the influence of entrepreneurship in their career choice by a team of lecturers from Samtse College of Education and a teacher from the Samtse Higher Secondary School. It was a multifaceted research involving survey, interviews, focus group interviews and document analysis. The samples include 921 students [19 diploma, 248 undergraduate, 654 school students (460</em><em>=</em><em>HSS & 194</em><em>=</em><em>MSS)], currently studying in the schools, colleges and VTIs under Samtse, Chhukha and Thimphu Dzongkhags. The major findings include: perception of students is inclined more towards entrepreneurship second to government jobs, students and parents are aware of the increasing unemployment scenario in Bhutan, minimal focus on entrepreneurship education in the school and university level curriculum, and the pedagogical practices doesnot adequately favour entrepreneurship knowledge and skill development. Some of the recommendations are a need to include entrepreneurship education in the school curriculum right from primary education, and to disseminate information related to entrepreneurship among students in all the schools and colleges.</em></p>
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Collins, Jonathan E. "Do Teachers Want Democracy? Deliberative Culture and Teachers’ Evaluations of Schools". Urban Affairs Review 56, nr 5 (24.08.2019): 1529–52. http://dx.doi.org/10.1177/1078087419869550.
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Teachers have become important actors in national, state, and, especially, local politics. Most research on the political behavior of teachers focuses on their relationship with public-sector unions. While extremely useful, little is known about how teachers form the evaluations of schools and districts that motivate their political behavior. I propose and test a new theory of how teachers form evaluations of school satisfaction that centers on deliberative democracy. I argue that, in addition to student performance, teachers factor in how “deliberative” school districts are when expressing satisfaction. Using two separate survey analyses, this article finds that teachers of districts with a stronger deliberative culture are significantly more likely to feel satisfied with the schools in their districts. Moreover, in districts with a stronger deliberative culture, teachers and students are more likely to be included in decision-making at the school level. This latter relationship holds true even for teachers in districts with high levels of student poverty.
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Ho, Wai-Chung, i Wing-Wah Law. "Sociopolitical culture and school music education in Hong Kong". British Journal of Music Education 26, nr 1 (marzec 2009): 71–84. http://dx.doi.org/10.1017/s0265051708008292.
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In the last two decades, educational and curricular reforms in Hong Kong have been designed to prepare students for the challenges of the return of Hong Kong's sovereignty from the UK to the People's Republic of China (PRC) in 1997. This paper focuses on students' and teachers' attitudes towards a multicultural music education, which includes Chinese music, in response to this socio-political change. A mixed method design, involving a content analysis of relevant official educational and music documents, a questionnaire survey to 3,243 school students, and semi-structured interviews with 20 music teachers have been employed to further understanding of the development of politics and culture in Hong Kong society, which was investigated between winter 2006 and spring 2007. This paper argues that access to various musical cultures is a necessary but not sufficient condition for the development of music education in Hong Kong. Questions of how to integrate both Chinese music and other musical cultures in music education will remain a challenge for the future.
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Ding, Yiran, i Lijie Lv. "Are Students Satisfied with the Current School-Based Curriculum of Chinese Traditional Culture? A Survey of 120 Elementary and Middle Schools in China". Best Evidence in Chinese Education 6, nr 2 (23.11.2020): 863–79. http://dx.doi.org/10.15354/bece.20.ar079.
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The school-based curriculum is one of the crucial ways of Chinese traditional culture education. Therefore, it is essential to discuss the current elementary and middle school students’ satisfaction with the traditional cultural school-based curriculum. A survey of the curriculum satisfaction of 120 elementary and middle schools in China with a traditional cultural school-based curriculum found that students’ satisfaction with these curriculums is generally average. However, students believed that the quality of the curriculum is still low. Its main manifestations were passive satisfaction, compromise satisfaction, excellent satisfaction, fall satisfaction, and autonomous satisfaction. This highlighted the problems of some traditional cultural school-based curriculums like the positioning is based on subjective guesswork, the content has not been effectively screened, and the implementation method is a single indoctrination. Based on this, we suggest that: (i) create an all-round atmosphere for students to learn traditional culture actively; (ii) reshape the traditional culture in the curriculum according to the value of the times; (iii) guarantee the cultural resources and professional teachers of curriculum implementation with discipline construction, and (iv) focus on the experience of the implementation process.
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Uiterwijk-Luijk, Lisette, Meta Krüger i Monique Volman. "Promoting inquiry-based working: Exploring the interplay between school boards, school leaders and teachers". Educational Management Administration & Leadership 47, nr 3 (1.11.2017): 475–97. http://dx.doi.org/10.1177/1741143217739357.
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Inquiry-based working contributes to teacher professionalization and educational improvements. This article presents the key findings of a qualitative case study carried out in three primary schools in the Netherlands. That study focused on the inquiry-based working of school boards, school leaders and teachers, with the goal of better understanding how schools establish an inquiry-based culture. As a follow-up to a nationwide survey, this case study used semi-structured interviews, observations and document analysis to gain insight into the interplay between school boards, school leaders and teachers regarding inquiry-based working. It identified multiple ways in which educators can encourage others to work in an inquiry-based manner. These approaches are not only top-down (i.e., from school board to school leader, and from school leader to teacher) but also bottom-up (i.e., from teacher to school leader, and from school leader to school board).
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Deem, Jackie W., Pam J. DeLotell i Kathryn Kelly. "The relationship of employee status to organizational culture and organizational effectiveness". International Journal of Educational Management 29, nr 5 (8.06.2015): 563–81. http://dx.doi.org/10.1108/ijem-02-2014-0018.
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Purpose – This study investigates the relationship between employment status (full time (FT)/part time (PT)), organizational culture and institutional effectiveness in higher education. The purpose of this paper is to answer the question, “Does the growing population of PT faculty preclude effective cultures from developing and, accordingly, adversely affect institutional effectiveness?” Design/methodology/approach – The study surveyed 159 PT faculty and 65 FT faculty from seven schools of an online, proprietary university. The instrument, consisting of the Organizational Culture Survey Instrument and demographic questions, was distributed and data collected utilizing an online survey application. Statistical analysis methods including descriptive statistics, analysis of variance and correlation analysis were used to analyze the data. Findings – The study found no significant differences between perceptions of organizational culture or institutional effectiveness FT and PT faculty. Inter-school differences in perceptions were identified. Further research in this area is warranted to investigate discipline as a cause for the inter-school differences. Research limitations/implications – The study included respondents from only one online university. Therefore, additional studies involving traditional, ground based and hybrid institutions are required to establish generalizability. Additionally, self-assessments of institutional effectiveness were used. Future studies should consider quantitative research models for the measurement of institutional effectiveness. Practical implications – The study indicates that PT faculty are not less committed to the institution than their FT counterparts. This strengthens the case for using PT faculty, particularly in an online environment. Originality/value – This study investigates the relationship between organizational culture and institutional effectiveness in higher education from the faculty perspective. This has not been done before.
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Demir, Özden, Halil İbrahim Kaya i Meral Metin. "An investigation of high school students' school quality of life perceptions as an element of school culture". Pegem Eğitim ve Öğretim Dergisi 2, nr 4 (1.12.2012): 09–28. http://dx.doi.org/10.14527/c2s4m2.
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This study aims to investigate regular and vocational high school students' perceptions of school quality of life. In line with this purpose, the questions that guided the study are "Are there any significant relationships between the sub-dimensions of school quality of life perceptions (teachers, positive feelings about school, status, school authorities, negative feelings about school, students and social activities)?", "Do the perceptions of students about school quality life differ depending on the factors such as school type, gender, grade level, and parents' education level?", and "Are there any significant relationships among sub-dimensions of school quality of life perceptions (teachers, positive feelings about school, status, school authorities, negative feelings about school, students, and social activities) of 9th, 10th, and 11th grade students?". The study was conducted as a descriptive study making use of survey method. The participants are 358 randomly selected students from three schools randomly selected among regular, vocational, and Science and Anatolian high schools located in Kars city centre. The participants' perceptions of school quality of life were identified through Scale for Measuring Quality of Life in High Schools (LISEYKO) which was revised by Sarı (2011). Cronbach-Alpha internal consistency coefficient of the original scale is .86 while that of used in the present study was found .70. The data were analysed using factor analysis, numbers, percentages, arithmetic mean scores, t-test for independent groups, one-way analysis of variance, and correlation analysis.The results indicate that there is not any significant relationship between gender and the sub-dimensions of the school quality of life scale, and between the type of high school and positive feelings about school, status, negative feelings about school, students, social activities, and total sub-dimension scores. There is a significant difference between the grade levels and the sub-dimensions of quality of school life scale in relation to teachers, positive feelings about school, negative feelings about school and total scores in favor of the 12th graders. While mothers' education level reveals significant difference in terms of teachers, school authorities, social activities, and total scores the other subdimensions indicate no difference. Similarly, fathers' education level demonstrates significant difference in teachers and students sub-dimensions, but not in the other subdimensions. There is not any statistical difference between the teacher sub-dimension and school authorities, status and between the student sub-dimension and negative feelings towards school and total scores. However, there are statistically significant relationships in the other sub-dimensions of the scale.
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Asadullin, Rail Mirvaevich, i Oleg Viktorovich Frolov. "The dictatorship of bureaucratic ideology in modern school culture". Moscow University Pedagogical Education Bulletin, nr 1 (30.03.2021): 3–15. http://dx.doi.org/10.51314/2073-2635-2021-1-3-15.
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The article presents the results of a study of the infuence of bureaucracy values on the functioning and development of a modern educational organization and, in particular, on its management, due to the traditionally conservative intention of the cultural activities of legitimate bearers of power. Analyzing the reasons for the bureaucratization of school management, the authors believes that they are determined both by the mental parameters of the value preferences of Russians and by changes in the political environment, stating the defeat of the democratic orientation of school life. Hypertrophied «with the load of all sorts of nonsense and absurd ideas» (N. A. Khrenov), bureaucratic culture, bringing to life previously unthinkable forms in education management, ceases to perform positive functions, destroying the value- existential meanings of school communication, pushing pedagogical creativity to the periphery, disrupting parity of values as parity of cultures. The methodological basis of the study, within which the methods of theoretical and empirical research were used: interdisciplinary analysis of scientifc literature, analytical interview, written survey, is an axiological approach that allows us to consider the current space of bureaucratic culture, in accordance with the norms of which the local reformatting of the school value system is carried out. The empirical basis of the scientifc work was the materials of the study of the problems of bureaucratization of education, prepared by undergraduates of the Department of General and Professional Pedagogy of Orenburg State University. In 2019, an anonymous written survey of teachers and heads of educational organizations of the Orenburg region and the Republic of Bashkortostan was conducted, in which 1457 people took part. The problem of bureaucratization of school management is relevant both in theoretical and applied terms, since the provision of normal life of an institutionally united school community depends on the degree of its development.
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Routen, Ash, Maria Gonzalez Aguado, Sophie O' Connell i Deirdre Harrington. "The Daily Mile in practice: implementation and adaptation of the school running programme in a multiethnic city in the UK". BMJ Open 11, nr 8 (sierpień 2021): e046655. http://dx.doi.org/10.1136/bmjopen-2020-046655.
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ObjectivesThe aim of this study was to generate new evidence on how The Daily Mile (TDM), a popular school-based running programme in the UK, is implemented in a diverse and multiethnic city in the UK and also the barriers faced by non-implementer schools.DesignMixed method cross-sectional study (including survey data collection and qualitative interviews).SettingPrimary schools in a multiethnic city in the East Midlands, UK.ParticipantsForty-two schools in Leicester city completed an online survey, and five teaching staff from five schools took part in follow-up semistructured qualitative interviews.ResultsOverall, 40.5% of schools who completed the survey reported having never implemented TDM, and 96.0% of implementer schools reported delivering TDM on three or more days per week. Reported barriers included space limitations and safety issues, timetabling and curriculum pressures, and pupil and teacher attitudes. Facilitators of implementation were teacher engagement and school culture/ethos, communication of the initiative and substantial delivery adaptations.ConclusionsThe findings from this study, based on data from schools in a multiethnic city in the UK, suggest that implementation of TDM is variable, and is influenced by a range of factors related to the school context, as well as the characteristics of TDM itself.
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Brockberg, Kevin H. "The Infrastructure of School Culture: Measuring Commitment, Discourse, Efficacy, and Sensemaking in Adequate Yearly Progress". World Journal of Educational Research 1, nr 1 (3.07.2014): 17. http://dx.doi.org/10.22158/wjer.v1n1p17.
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<p><em>While achievement test results lead to <strong>after-the-fact</strong> AYP results, this research delves into measures behind and beyond test scores, </em>the <strong><em>matter-of-fact</em></strong><em> workplace norms of schools. Elementary teachers completed items in the VISTAA survey as analysis revealed five constructs of school culture: commitment to student learning, commitment to collegiality, discourse, efficacy, and sensemaking. As a single aggregate factor, defined standard deviation gains in the school culture composite increased the likelihood of attaining AYP by 81%. The results also show positive associations for individual predictors concerning the infrastructure of school culture with the outcome of AYP.</em><em></em></p>
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Hanson, Janet, William Ruff i Arthur Bangert. "Investigating the Relationship between School Level and a School Growth Mindset". Journal of Educational Issues 2, nr 2 (3.11.2016): 203. http://dx.doi.org/10.5296/jei.v2i2.10052.
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<p>This study explored the relationship between school level and the psychosocial construct of a growth mindset school culture. Data was collected on the What’s My School Mindset (WMSM) Survey from a stratified random sample of PK-12 faculty and administrators (n = 347) in 30 schools across a large northwestern state. The overarching research question was, “Is there a relationship between school level and a school’s growth mindset?” Results revealed a significant decrease in the WMSM mean between elementary school level and high school level participant self-reports. Therefore, the results of this study could be used to create opportunities for faculty dialogue and reflection to changes perspectives, inform future practice, provide realistic ways to implement change by using research-based evidence to challenge assumptions; and give sound reasons for new practices.</p>
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Wibowo, Agus, i Ari Saptono. "Kepemimpinan Intrapreneurship, Budaya Sekolah dan Kinerja Inovasi Guru". Jurnal Pendidikan Ekonomi Dan Bisnis (JPEB) 5, nr 2 (31.10.2017): 176–93. http://dx.doi.org/10.21009/jpeb.005.2.5.
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This article aims to determine the relationship intrapreneurial leadership, school culture and innovation performance of elementary school teachers in East Jakarta. This research uses survey method with correlation approach. The results showed that there was a significant correlation between intrapreneurial leadership and school culture on teacher innovation performance of elementary school in East Jakarta where the result of double correlation coefficient test (Ry.12) = 0,885 and F count (F Change) = 266,395, and p -value = 0,000 <0.05, and While the coefficient of determination (R square) = 0,784, which means that the intrapreneurial leadership (X1) and school culture (X2) together influence 78,4% to the performance of innovation (Y).
Keywords: Intrapreneurial Leadership, School Culture, Teacher's Innovation Performance
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Haug, Matthew E., i Teresa Wasonga. "Understanding How Leadership Matters: Collective Efficacy and Student Achievement". ATHENS JOURNAL OF EDUCATION 8, nr 2 (29.01.2021): 197–222. http://dx.doi.org/10.30958/aje.8-2-5.
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The purpose of this study was to examine the relationships among collective efficacy factors, as measured by the Illinois 5Essentials Survey, and college readiness scores, as reported by American College Testing (ACT), for high schools in the state of Illinois. The 5Essentials have been considered crucial to school success and therefore used to describe learning environments and as basis for decisions on school improvement. However, little research has investigated the efficacy of the 5Essentials in their impact on academic achievement. This study used Illinois 5Essentials Survey and ACT data to interrogate the value of 5Essentials. Analysis of data determined that while correlational relationships do exist among the 5Essentials (collective efficacy factors) and that some have predictive qualities for student achievement, the strengths of those relationships are, at best, weak. Outcomes of this survey provide insights that policy makers should consider when recommending the use of these factors to influence school culture and student achievement. Keywords: collective efficacy, Illinois 5Essentials Survey, reciprocal causality, self-efficacy, student achievement, leadership
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YOSHIDA, Minoru, Yukio YAMAMURA, Fumio ARAI, Hideomi TAKADA i Sigehiko YAMAMURA. "A survey on lead exposure in Shippoh-yaki (Japanese cloisonne ware) culture school." Sangyo Igaku 28, nr 1 (1986): 34–35. http://dx.doi.org/10.1539/joh1959.28.34.
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Ukpebor, Christopher Osaretin. "Availability of Print Resources as a Factor Affecting Reading Culture of Secondary School Students in Edo State, Nigeria". Libri 70, nr 2 (26.05.2020): 157–67. http://dx.doi.org/10.1515/libri-2018-0160.
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AbstractStudies have shown that Nigerians have a poor reading culture which could be as a result of several factors including unavailability of print resources. Literature has revealed that the quality of reading by secondary school students in Edo State was regrettably on the decline and that inadequate use of print resources was a major factor. The descriptive survey design of correlational type was adopted for the study. Stratified multi-stage sampling technique was adopted in selecting participants for this study. Fifty percent was used to select nine local governments, 10 % to select public and private secondary schools from the already selected nine local governments, making a total of 65 schools. From each of the selected 65 schools, a sampling fraction of 11 % was used to select a total of 895 students for the study. A questionnaire was used for students while an interview checklist was used for school principals in justification of the students’ responses. Regression analysis (at 0.05 level of significance) was used to analyse the data. Findings revealed that secondary school students in Edo State have print resources readily available, while secondary school students had a poor reading culture with the weighted average of 3.06. The effect of print resources (β = 0.141; p < 0.05) in predicting students’ reading culture was significant. Conclusively, the study showed that secondary school students in Edo State have a poor reading culture irrespective of the availability of print resources.
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Møller, Jorunn. "Creating Cultures of Equity and High Expectations in a Low-Performing School". Nordic Journal of Comparative and International Education (NJCIE) 2, nr 2-3 (2.11.2018): 86–102. http://dx.doi.org/10.7577/njcie.2802.
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The literature on successful schools has revealed that a school culture of high expectations is beneficial for student achievement and that leaders may exercise significant influence on their school’s success trajectory. However, less information is known about how leaders at different levels interact to build such cultures in local schools or how standards of professional work and new demands interact to support teachers’ com-mitment to quality education for a diverse student population. This study aimed to examine the interplay between district and school leadership in creating cultures of equity and high expectations for all students in a Norwegian low-performing school. Methods included interviews with the principal and the superin-tendent, focus group interviews with deputies, teachers and students, and a survey among all students in grade 10 at the selected school. The study demonstrated how leading teachers’ effort to raise academic and social standards among students was a complex endeavour and how a productive interplay between district level leadership and school-level leadership became one of the key enabling factors. A main argument is that promoting quality education for all begins with the question of purpose and requires understanding how principals’ and teachers’ work is embedded in broader social structures of power.
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Dziubiński, Zbigniew, i Beata Magdziarz. "The Impact of the Place of Residence on Middle School Pupils' Attitudes towards Physical Culture". Polish Journal of Sport and Tourism 21, nr 1 (1.03.2014): 13–16. http://dx.doi.org/10.2478/pjst-2014-0002.
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Abstract Introduction. Differences and inequalities connected with the place where a person lives are a subject of interest to social sciences, sociology in particular. Empirical findings indicate that residents of urban and rural areas differ significantly in terms of such variables as physical development, health condition, life expectancy, affluence, education level, access to power, cultural capital and so on. It is interesting to check whether the above regularity also applies to young people's attitudes towards physical culture. The aim of this study was to examine attitudes which middle school pupils (ages between 13 and 16) in Poland's urban and rural areas held to physical culture. Material and methods. The study involved a survey conducted between 10th November 2011 and 10th March 2012 on a purposive sample of 336 children. They were pupils aged 13-16 in two middle schools in Świętokrzyskie province: the Jan Karski no. 4 Middle School in the city of Kielce and the John Paul II Middle School in the village of Masłów, Kielce county. The diagnostic poll method was used in the study and an original, categorised poll was the research tool. The surveying technique was an auditorium questionnaire. Results. After analysis, empirical data obtained from the survey shows that the place of residence causes slights differences in middle school pupils' attitudes towards physical culture. The data allows for the conclusion that pupils from urban areas possess a little better knowledge of physical culture than their peers from rural areas. Pupils from villages have, in turn, a slightly more positive emotional approach to physical culture than pupils in cities. Urban middle school pupils manifest more positive behaviours within physical culture than rural pupils. The place of residence does not cause such striking differences in attitudes to physical culture as it does in other social and cultural variables, such as affluence, education level, access to power, health condition, fitness, participation in culture and so on.
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Walker, Aneta. "A Case Study on School Innovation and Change". Advances in Social Sciences Research Journal 7, nr 4 (24.04.2020): 148–63. http://dx.doi.org/10.14738/assrj.74.8083.
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The implementation of the rigorous, complex Common Core State Standards (CCSS) has prompted schools to initiate change in traditional organizational structures. The CCSS have required teachers to have a deeper understanding of subject matter and specialized content instruction to effectively teach the standards. There is a vast amount of research on educational change as related to school improvement, however, this research analyzed how schools create a context for change to implement a new innovation and improve the learning environment.
The purpose of this research study was to evaluate the effectiveness of an innovative hybrid schedule in improving student learning outcomes and school culture. This mixed-method research study used data generated by the Stages of Concern Questionnaire (SoCQ), AdvancEd®’s Stakeholder Feedback Survey, ACT Aspire® Student Achievement Tests, and teacher interviews. The conceptual framework of the case study was based on the five attributes of the PLCs identified through the work of Shirley M. Hord (2004) and Michael Fullan’s Educational Change Theory (2007). The results of this study indicated the implemented innovation had a significant impact on school culture based on the two administrations of the AdvancEd®’s Stakeholder Feedback Survey. Additionally, student learning outcomes measured by ACT Aspire® Reading and Mathematics Student Achievement Tests showed statistically significant improvements in both reading and math. Lastly, the analysis of teacher interviews supported the findings in the quantitative data.
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Crawford, Charles, i Ronald Burns. "Support or Punishment Practices: What Works to Reduce School Violence". Social Sciences 9, nr 12 (28.11.2020): 220. http://dx.doi.org/10.3390/socsci9120220.
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School culture and violence have garnered much public and scholarly attention in recent years. Research in the area has focused on the extent to which strict enforcement of school policies and the law results in safer schools. Other research focuses on providing more supportive, less enforcement-oriented environments for students. We advance this work by using a sample of 2092 respondents from public schools in the United States from the 2015–2016 school survey on crime and safety from the Department of Education. There were several statistically significant supportive practices that reduced violent incidents and disciplinary actions for violence, and the findings generally suggest that punitive policies were not effective in increasing campus safety while controlling for relevant security practices and school contextual variables.
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Testa, Doris. "COVID-19 and student well-being: Catholic school staff perspectives and experiences". Health Education Journal 80, nr 7 (22.04.2021): 861–71. http://dx.doi.org/10.1177/00178969211010851.
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Background: COVID-19 has dramatically changed how school communities operate. Many schools have had to navigate enforced closures and modify their usual teaching and learning practices. Furthermore, they have had to rethink how they address student well-being issues. In Australian Catholic schools, there is little data on the concerns of Catholic school staff during enforced school closures. Aims: This article describes findings from a study of the experiences and concerns of school staff in two Catholic primary school communities to understand how staff in these settings experienced and re-imagined or reinforced student well-being practices and processes. Methods: Data were collected by means of a survey assessing staff experiences and concerns, with a particular focus on student well-being. Results: Results indicated that enforced school closures were perceived as negatively affecting student well-being programmes with staff members being particularly concerned about students who were socially, educationally, culturally and economically disadvantaged. However, negative impacts were mitigated by a school culture underpinned by a pastoral and health-promoting perspective. Strong leadership in the face of systemic lethargy prompted schools to utilise their engagement and partnership arrangements for additional support. Conclusion: During forced school closures, an inclusive school ethos, environment and culture ensured an effective response to the diverse needs of staff, students and other school community members.
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Merkys, Gediminas, i Daiva Bubelienė. "Preconditions for “Happiness School” Development: the Role of School and Family". Pedagogika 122, nr 2 (15.06.2016): 33–48. http://dx.doi.org/10.15823/p.2016.19.
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This article attempts to justify empirical criteria, which enables how to recognize “Happiness School”, as well as the factors that determine the school’s identity formation. The empirical base: senior students (N = 1 078), 26 Lithuanian schools and social survey results. The sample represents urban/rural schools, as well as cultural differences of schools’. The study of variable structure is abundant, multi-conceptual. Out of the 67 primary items, 16 scales with high psychometric quality were formed. Triangulating various Cluster Analysis methods for classifying students and schools, from 3 ranges of estimates, a group variable was formed: “Happiness School” versus “Happiness School antipode”. Analysis was used to see how the remaining scales (different independent variables, school culture and family factors) separate (discriminate) the said contrast groups. It turned out that all of the variables, that are part of the discriminant analysis model, differentiate contrast groups very well. The following independent variables (factors) are described in their values, separating contrast groups in a relative weakening of order: dissatisfaction with the teachers; lack of socio-educational control within the school; principled response to complaints, maladies; staff and teachers indifference; parental indifference to child’s problems, moralising, clear rules, the ability to maintain order in the school and etc.
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Supeni, Siti. "IMPLEMENTATION OF CHILDREN FRIENDLY SCHOOL TO REALIZE JAVANESE CULTURAL CHARACTER BASED SOCIAL ENVIRONMENT". GeoEco 6, nr 2 (31.07.2020): 209. http://dx.doi.org/10.20961/ge.v6i2.42675.
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The research aims at analyzing the needs of children friendly schools in implementing local culture based character education to realize good social environment based on Javanese cultural character and producing the model of developing local culture based character education to realize good social environment. The methods of collecting the data are interview, survey, observation, and documentation. The technique in analyzing the data is research and development model. The researcher would like to describe the research result during the 1st year in Surakarta City Central Java Indonesia. The research findings show that the needs of children friendly schools in implementing local culture based character education are persistent guidance and assistance for students to create and practice local culture, workshops and seminars for students and teachers in training to preserve local culture, the needs to complete the model for children friendly school that contains benefits, purposes, materials, and technical activities. The conclusion of the research is that the needs of children friendly city in implementing local culture are compulsory to realize social environment based on Javanese culture and to support the implementation of the model for children friendly city.
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Perehinets, Mykhailo, i Liudmyla Dolzhenko. "Expert Evaluation of the Organization of Physical Education in Educational Institutions with in the General Secondary Education System". Physical education, sports and health culture in modern society, nr 1(37) (31.03.2017): 30–34. http://dx.doi.org/10.29038/2220-7481-2017-01-30-34.
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The current relevance of the research is due to a decrease and sometimes lack of motivation in students, especially high school age, to exercise so as the time limit for extracurricular forms of organization of physical education. The goal of the study was to determine the opinions of teachers of physical culture, on the organization of physical education in educational institutions of secondary education. The results of the research paper present data obtained from the survey author Physical Education teachers working in various schools of secondary education in Ivano–Frankivsk, on the organization of physical education in school. The research found that 21,2 % of teachers still do not take into account the views of students in choosing the variant modules. Identified guidance to teachers introduced new variant modules of the program of physical education. Described list of diseases that are ill students and other features of the educational process with physical training. The findings obtained in the study provide an opportunity to «look through the eyes of teachers» in the process of physical education in schools of general secondary education, recommendations for improving curriculum. The material can serve as methodical teacher to develop planning documents for schoolboy of all ages. The actual survey allows luggage improve teacher of physical culture in school.
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Emengini, Boniface, Ada Sam Omenyi i Christopher Amobi Nwankwo. "Organizational culture as correlate of teachers’ job performance and attitude to work in secondary schools in Anambra State Nigeria". OGIRISI: a New Journal of African Studies 16 (2.10.2020): 29–61. http://dx.doi.org/10.4314/og.v16i1.3.
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The study investigated organizational culture as correlate of teachers’ job performance and attitude to work in secondary schools in Anambra State, Nigeria. Five research questions guided the study and six null hypotheses were tested. The study adopted correlational survey research design. The population of the study comprised all the 6396 teachers in public secondary schools in the state. Out of the population, a sample size of 1279 teachers was drawn through proportionate stratified random sampling techniques. Data was collected using three different questionnaires developed by the researchers. The questionnaires include school organizational culture questionnaire (SOCQ), Teachers’ job performance questionnaire (TJPQ) and Teachers’ attitude to work questionnaire (TAWQ). The instruments were validated by three experts from Faculty of Education Nnamdi Azikiwe University Awka. Cronbach Alpha method was used to determine the reliability of the instruments which yielded a reliability coefficient of .959, .957 and 0.701 respectively. The reliability indices were considered high enough and thus the instruments were deemed reliable. Data collection was done by the researchers with the help of ten research assistants. Aggregate score was used to answer research questions 1 to 3 while Pearson r was used to answer research questions 4 and 5 and critical probability table of Pearson r was used to take decision on the six null hypotheses at 0.05 level of significance. The findings showed among others that: teachers rated their school organizational culture to be good; teachers’ job performance is good and teachers have positive attitude to their work. Also, it was found that there is no significant relationship between school organization culture and teachers’ job performance; and no significant relationship between school organizational culture and teachers’ attitude to work. Based on the findings it was recommended that: School management and management of Anambra State post primary school service Commission should ensure improvement in secondary school culture in order that all the teachers would rate their school culture to be good without some rating it to be poor. It was also recommended that in- service training be organized for secondary school teachers through seminars, workshops and advance learning in order to ensure that all of the teachers have good job performance and positive attitude to work.
Keywords: Correlate, Organizational Culture, Teachers, Job Performance and Attitude to Work
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Sarasola, Marcos R. "An Approach to the Study of Organizational Culture Educational Centers". education policy analysis archives 12 (19.10.2004): 57. http://dx.doi.org/10.14507/epaa.v12n57.2004.
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The main goal of this research is to approach to the school’s culture and subcultures knowledge. Teachers, as learning communities’ members, should be conscious of their basic assumptions in order to accomplish effective change. Culture, as a socio-critical metaphor, includes organizational clime and goes over artefacts and values. It refers to the organizational deeper level of the unconscious assumptions constructed and shared by it members. The quantitative research uses two instruments. A cultural model including six elements (Teacher Efficacy, Teachers as Learners, Collegiality, Mutual Empowerment/Collaboration, Shared visions/School-wide Planning and Transformational Leadership) and proposes that the prevailing culture is the result of the level of development of each individual element. It assumes that in different cultures or at different times in the same culture, there would be a variation in these levels of development. The second scale help to reach two organisational constructs: ‘Transformational leadership culture’ and ‘Transactional leadership culture’. This phase of the investigation centred upon the development and administration of a survey instrument in twenty-five schools and almost eight hundred teachers. That phase of the study is followed by case studies of two schools in which there is a combination of quantitative and qualitative research strategies. Finally, main guidelines are featuring in order to orientate change and innovation for both schools.
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Cheng, Eric C. K. "Managing school-based professional development activities". International Journal of Educational Management 31, nr 4 (8.05.2017): 445–54. http://dx.doi.org/10.1108/ijem-02-2016-0042.
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Purpose The purpose of this paper is to present a model to assist school leaders in managing the professional development activities of teachers. The model illustrates the important role of principals in promoting continuing professional development (CPD), chiefly by cultivating a collaborative learning culture and formulating policy. Design/methodology/approach This study tested a framework based on the input of 103 CPD coordinators in Hong Kong, who participated in a quasi-experimental design questionnaire survey. Factor analysis and reliability tests were applied to verify the constructed validity and reliability of a self-developed instrument. A Structural Equation Model (SEM) was then applied to confirm the model. Findings The result of the SEM shows that principal support has a predictive effect on CPD policy and a collaborative learning culture, while the effectiveness of a CPD plan is predicted by collaborative culture and management strategy. Originality/value This study contributes theoretically to existing literature and practically to school leaders, by supplying a model for managing teacher CPD.
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Halimi, Myriam, Els Consuegra, Katrien Struyven i Nadine Engels. "Predicting adolescent gender role attitudes : Socio-demographic characteristics, family context, and school peer gender culture". Tijdschrift voor Genderstudies 23, nr 1 (1.04.2020): 51–72. http://dx.doi.org/10.5117/tvgn2020.1.004.hali.
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Abstract Research into the construction of individuals’ gender role attitudes (GRA) has primarily focused on the effects of socio-demographic characteristics and primary socialisation. Despite the school environment being recognised as a critical context of socialisation for adolescents’ GRA, quantitative research focusing on the dynamics of gender attitudes during adolescence remains conspicuously understudied. This study investigates the interplay between individual characteristics, the family context, and school peer gender culture on adolescents’ GRA in Flanders (Belgium). A longitudinal survey was administered (Npupil = 4063; Nschool = 57) and multilevel regression analysis confirms that pupils from lower socio-economic backgrounds as well as boys express traditional GRA. It also indicates the importance of religion, rather than religious affiliation, in the construction of traditional GRA. Furthermore, primary socialisation via parental GRA remains an important predictor, although GRA socialisation also takes place within schools through the prevailing school peer gender culture.
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Mutungi, Benjamin, Mabel Minishi-Majanja i Nampombe Mnkeni-Saurombe. "THE STATUS OF SCHOOL LIBRARIES IN KENYA: THE CASE OF PUBLIC SECONDARY SCHOOLS IN NAIROBI COUNTY". Mousaion: South African Journal of Information Studies 32, nr 2 (3.10.2016): 150–72. http://dx.doi.org/10.25159/0027-2639/1694.
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In order for school libraries to contribute sufficiently to better information skills development and the creation of a culture of lifelong learning among students, they require backing through well-articulated policies both at national and individual school level. This article reports on a study that investigated the prevailing status of school libraries in public secondary schools in Nairobi County, Kenya. Using a survey research design, with a response rate of 68 per cent for school principals and 66 per cent for school librarians, the study established that the majority of the schools had school libraries but these were as a result of individual schools’ efforts and not a nationwide government policy. Moreover, the school libraries lacked policies; had not embraced contemporary trends in technology; and lacked financial support. The study concluded that school libraries in Nairobi County were inadequately resourced and supported and recommended that the government of Kenya should develop national policies to entrench and support school libraries in the education system.
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Tabbah, Rhonda. "The perils of Arab American adolescents post 9/11". Journal for Multicultural Education 10, nr 4 (14.11.2016): 449–64. http://dx.doi.org/10.1108/jme-05-2015-0014.
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Purpose This paper aims to describe patterns of experiences and perceptions of inclusion and accuracy of Arab American culture in the multicultural paradigm in schools through the voices of Arab American youth. Design/methodology/approach This study was carried out using a survey research design. Qualitative reports of experiences in school were obtained using open-ended questionnaires. Findings The reports were examined for themes regarding specific types of experiences and for types of inaccuracies taught about Arab culture in schools. Categories that arose for experiences included bullying/harassment, racial stereotyping and religious stereotyping of Arabs. Half of the sample reported that the culture is not represented in the multicultural paradigm in their school. Themes arising from curricular inaccuracies include misinformation involving stereotypes and biases. Research limitations/implications Limitations include generalizability due to research design and sampling methods. Future research may use multiple methods of collecting this type of information, such as focus groups, observations and face-to-face interviews with participants. Practical implications These experiences may affect students’ sense of belonging and inclusion in their schools, which may affect academic and social growth. Strategies for school staff to implement in their schools are provided. Results may be used to inform environmental, policy and curricular reform in schools. Originality/value This study is one of the few to provide qualitative descriptions of Arab American’s experiences in the schools.
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Nakalyakaani, Abdallah, i Ssali Muhammadi Bisaso. "School Branding and Student Enrolment in Private Secondary Schools in Iganga Municipality, Uganda". INTERDISCIPLINARY JOURNAL OF EDUCATION (IJE) 3, nr 1 (31.05.2020): 28–46. http://dx.doi.org/10.53449/ije.v3i1.113.
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The study examined the relationship between school branding and student enrolment in private secondary schools in Iganga Municipality guided by three specific objectives seeking to examine the relationship between 1) school image 2) school culture and 3) customer care, and student enrolment in private secondary schools in Iganga Municipality. The study adopted a cross-sectional survey design with both quantitative and qualitative approaches. A sample of 100 student leaders, 3 head teachers and 33 academic heads of department was selected using simple random sampling and census inquiry respectively. Data collection was by use of a closed-ended Likert type questionnaire, interview guide and focus group discussion guide. Quantitative data was analysed using correlation and multiple regression as well as thematic content analysis for qualitative data. Pearson product-moment correlation coefficients obtained for the study hypotheses were positive and statistically significant; school image and student enrolment (r= .290, p <003), school culture and student enrolment (r= .462, p <0.000) and customer care and student enrolment (r= .358, p <0.000). Overall, school branding indicates a positive weak effect on student enrolment (R2 = .247, p <.000). It was concluded that school branding has a weak relationship with student enrolment. The study recommends piloting of strategies beforehand, improved information flow, government intervention in support of inclusive education, instituting a culture of strategic planning, improved responsiveness and creation of conducive learning climate. Further research is proposed on the same topic at national level as well as considering other factors influencing student enrolment since school branding only contributes 24.7%.
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Suharningsih i Murtedjo. "Role of Organizational Culture on the Performance Primary School Teachers". Journal of Education and Learning 6, nr 1 (10.11.2016): 95. http://dx.doi.org/10.5539/jel.v6n1p95.
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This study aims to identify and examine the role of organizational culture on teacher performance.In the present study examined the role of organizational culture with teacher performance. In accordance with the study design, namely the survey, the data collected in this research is quantitative data. The data is extracted and obtained through the views of teachers through questionnaires. To test the hypothesis formulated likert scale instrument is required to generate the data interval.These results indicate there is no significant effect between Organizational Culture on Teacher Performance. The value of the coefficient is positive, which means that the better the organizational culture will lead to better teacher performance, and vice versa, the less good organizational culture will lead to a decrease in teacher performance. Role between the two is not significant, because it has a relatively weak role as well as through other variables.
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Passarelli, Brasilina, i Alan César Belo Angeluci. "Emerging Trends on Brazilian Connected Students Behavior". Páginas a&b : Arquivos & Bibliotecas, nr 14 (2020): 28–37. http://dx.doi.org/10.21747/21836671/pag14a3.
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This paper aims to present emerging trends of Brazilian connected students towards the use and appropriation of ICT resources through data of two national surveys: 2014 #Connected Youth Brazil and 2018 ICT in Education Survey. #Connected Youth Brazil was developed by the School of the Future Research and Culture Laboratory at the University of São Paulo, NACE EF-USP (www.futuro.usp.br), in association with Telefonica Vivo Foundation Brazil (http://fundacaotelefonicavivo.org.br). The survey interviewed 1,440 Brazilian youngster and also developed focus groups sessions with celebrities and educators plus navigation observation through a special software applied to ten authorized adolescents. 2018 ICT in Education survey was developed by Brazilian Internet Steering Committee and interviewed 11,361 students plus teachers and directors. Main findings are: smartphones to democratize Internet connection; students challenged by fake news and information sources; schools are not the main place of connection and students are autonomous learners regarding media literacy.