School Culture and School Effectiveness in Emergencies: Lessons from Israeli Experience during the Gulf War∗

1998 ◽  
Vol 9 (2) ◽  
pp. 192-217 ◽  
Author(s):  
Jo‐Ann Harrison ◽  
Sara Kuint
Keyword(s):  
School Culture ◽  
School Effectiveness ◽  
Gulf War ◽  
Israeli Experience

scholarly journals Impact of School Culture on School Effectiveness in Government Schools in Maldives

2022 ◽  
Vol 9 (2) ◽  
pp. 261-279
Author(s):  
Mamdooha ISMAİL ◽  
Ali KHATİBİ ◽  
S. M. Ferdous AZAM
Keyword(s):  
School Culture ◽  
School Effectiveness ◽  
Government Schools

scholarly journals Investigating the Relationship Between School Effectiveness Professional Learning Communities and School Culture: Context of Teacher Characteristics

2020 ◽  
Vol 5 (2) ◽  
pp. 45-59
Author(s):  
Hasan Tabak ◽  
Fatih Şahin
Keyword(s):  
Public Schools ◽  
School Culture ◽  
Professional Learning Communities ◽  
Learning Communities ◽  
Professional Learning ◽  
School Effectiveness ◽  
Teacher Characteristics ◽  
Equation Modeling ◽  
Study Results ◽  
The Relationship

This study aimed to test the relationship between school culture (SC), professional learning communities (PLCs), and school effectiveness (SE) in the correlational research model through structural equation modeling. The sample of the study consisted of a total of 358 teachers working at public schools in various provinces of Turkey. Thus, data from a total of 355 teachers were analyzed. In the analysis of the data, the mediator and direct role of the variables were examined through path analysis. Finally, the fourth study hypothesis examined the relationship between these three variables and teacher characteristics. In general, the study results revealed that a supportive, achievement-oriented, and task-oriented SC was important for SE and the exhibiting of PLCs behaviors. In this context, it can be argued that paying attention to these cultural components and applications, which turn teachers into a PLCs, is of significance in making schools effective.

scholarly journals Culture as a Tool for School Improvement: The Case of Children’s Socialisation Centres

2018 ◽  
Vol 15 (1) ◽  
pp. 70-77
Author(s):  
Simona Bieliune
Keyword(s):  
School Culture ◽  
School Improvement ◽  
School Effectiveness ◽  
Open Systems ◽  
Competing Values Framework ◽  
Educational Effectiveness ◽  
Competing Values ◽  
Social And Emotional Development ◽  
Four Dimensions ◽  
Social And Emotional

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.

Sekolah Efektif: Kontribusi Kepemimpinan dan Budaya Sekolah

2018 ◽  
Vol 3 (1) ◽  
pp. 1-8
Author(s):  
Muhammad Fadhli
Keyword(s):  
Elementary School ◽  
School Culture ◽  
Effective Schools ◽  
Correlation Coefficient ◽  
Principal Leadership ◽  
School Effectiveness ◽  
Effective Contribution

Abstrak. Penelitian ini bertujuan untuk mengetahui (1) hubungan Kepemimpinan Kepala sekolah dengan keefektifan sekolah,(2) hubungan budaya sekolah dengan keefektifan sekolah (3) hubungan kepemimpinan kepala sekolah dan budaya sekolah dengan keefektifan sekolah. Hasil penelitian menunjukkan (1) terdapat hubungan yang positif dan signifikan antara kepemimpinan kepala sekolah dengan keefektifan sekolah dengan koefisien korelasi rx1y= 0.497. Sumbangan efektif yang diberikan oleh variabel kepemimpinan kepala sekolah dengan keefektifan sekolah terhadap keefektifan sekolah adalah sebesar 18.77%, (2) terdapat hubungan yang positif dan signifikan antara budaya sekolah dengan keefektifan sekolah dengan koefisien korelasi rx2y= 0.525. Sumbangan efektif yang diberikan oleh variabel budaya sekolah terhadap keefektifan sekolah adalah sebesar 21.96% dan (3) terdapat hubungan yang positif dan signifikan antara kepemimpinan kepala sekolah dan budaya sekolah dengan keefektifan sekolah dengan koefisien korelasi r = 0.638.  Kata kunci: Kepemimpinan kepala sekolah, budaya sekolah, sekolah efektif.  Abstract.  Towards Effective Schools: Leadership and School Culture Contribution. The study aims at determining (1) the correlation between principal leadership and school effectiveness,  (2) the correlation between  school culture and school effectiveness (3) the correlation between principal leadership and school culture towards school effectiveness. The results of this study revealed that (1) there is a positive and significant correlation between principal peadership and school effectiveness,  with the correlation coefficient rX1Y = 0.497. The effective contribution given by the principal leadership variable with school effectiveness towards school effectiveness was 18.77%, (2) there is a positive and significant correlation between school culture and school effectiveness with the correlation coefficient rX2Y = 0.525. The effective contribution given by the school culture variables to the effectiveness of schools is 21.96% and (3) there is a positive and significant correlation between principal leadership and school culture towards school effectiveness with a correlation coefficient R = 0.638..  Keywords: marketing services, education, Islamic elementary school

scholarly journals The Influence of Transformational Leadership, School Culture and Work Motivation on School Effectiveness in Junior High School in Medan

2020 ◽  
Vol 3 (1) ◽  
pp. 625-634
Author(s):  
Gunawan Gunawan
Keyword(s):  
High School ◽  
Transformational Leadership ◽  
High Schools ◽  
School Culture ◽  
Significant Influence ◽  
Junior High School ◽  
School Effectiveness ◽  
Junior High ◽  
Work Motivation ◽  
Junior High Schools

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

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