scholarly journals General high school administrators’ views about budget management competenciesBütçe yönetimi yeterliklerine ilişkin genel lise müdürlerinin görüşleri

2017 ◽  
Vol 14 (4) ◽  
pp. 4097
Author(s):  
Kasım Karakütük ◽  
Ece Özdoğan Özbal
Keyword(s):  
High School ◽  
High School Principals ◽  
School Principals ◽  
School Administrators ◽  
Budget Management ◽  
Management Competencies ◽  
High School Administrators ◽  
Chi Square ◽  
Service Training ◽  
Chi Square Analysis

The purpose of this research is to determine the competencies which the high school principals already have or should have about budget management. Within the scope of research, out 2412 high school principals, which create the population of the research, 332 were counted as a 5% margin of error  and 385 principals were reached out in total. Collection of the research data was conducted via “The Survey of School Principals’ Budget Management Competencies”, which was prepared by researchers. While analyzing the data, frequency tests and chi square analysis were used.  Within the scope of the research, it was found out that the high school principals were not as qualified as they though they should have been about budget planning, budget application and legal regulations about budget. In addition, it was also found out that there was not a huge difference but a visible one in terms of the competencies that high school principals should have and already have in accordance with the education they received. This result shows that there is the need of in-service-training for high school principals in order to raise their level of sufficiency about budget management.Extended English abstract is in the end of Full Text PDF (TURKISH) file. ÖzetBu araştırmanın amacı genel lise müdürlerinin bütçe yönetimi konusundaki yeterliklerinin belirlenmesi amaçlamaktadır. Araştırma kapsamında araştırmanın evrenini oluşturan 2412 genel lise müdüründen % 5 kabul edilebilir hata oranı göz önünde bulundurularak 332 genel lise müdürü belirlenmiş, araştırma kapsamında 385 genel lise müdürüne ulaşılmıştır. Araştırma kapsamında verilerin toplanması araştırmacılar tarafından hazırlanan “Okul Yöneticilerinin Bütçe Yönetimi Yeterlikleri Anketi” aracılığı ile gerçekleştirilmiştir. Veriler; yüzde, frekans ve ki kare ile analiz edilmiştir. Bu araştırma sonucunda; genel olarak lise müdürlerinin bütçenin planlanması, bütçenin uygulanması, bütçeyle ilgili hukuksal düzenlemelere ilişkin sahip oldukları yeterliklerin, sahip olunmasını düşündükleri yeterliklere göre daha az olduğu saptanmıştır. Ayrıca araştırmaya katılan lise müdürlerinin bütçe yönetimine ilişkin sahip olunması gereken ve sahip oldukları yeterliklerin bütçe yönetimi konusunda eğitim alma durumlarına göre anlamlı bir farklılık olmasa da ortalamaları açısından farklılaştığı sonucuna ulaşılmıştır. Bu sonuç, okul müdürlerine hizmet içi eğitim verilerek bütçe yönetimi konusundaki yeterliklerinin artırılması gerektiğini ortaya koymaktadır. 

IMPACT OF DISCIPLINE ISSUES ON SCHOOL EFFECTIVENESS: THE VIEWS OF SOME GHANAIAN PRINCIPALS

2016 ◽  
pp. 50-65
Author(s):  
Inusah Salifu ◽  
Joseph S Agbenyega
Keyword(s):  
High School ◽  
Public Schools ◽  
High School Principals ◽  
Teaching And Learning ◽  
School Effectiveness ◽  
School Administrators ◽  
Senior High School ◽  
High School Administrators ◽  
Counselling Services ◽  
Effective Teaching And Learning

This research focuses on discipline issues as one of the major concerns of educators in public schools in Ghana. Qualitative and quantitative enquiries were undertaken into discipline issues and their implications on student learning as perceived by senior high school principals in Brong Ahafo Region of Ghana. The study reveals that senior high school administrators perceived indiscipline as an issue affecting their administration, and prevented the provision of congenial atmosphere for effective teaching and learning. In addition, it tarnished the image of the schools before the outside world, thus discouraging donors, parents and other interest groups from having interest in the schools. Recommendations for involvement of students in decision making and the provision of guidance and counselling services are explored.

The Unspecial Place of Special Education in Programs that Prepare School Administrators

1994 ◽  
Vol 4 (6) ◽  
pp. 598-630 ◽  
Author(s):  
Kenneth A. Sirotnik ◽  
Kathy Kimball
Keyword(s):  
High School ◽  
Special Education ◽  
High School Principals ◽  
Educational Administration ◽  
School Principals ◽  
School Administrators ◽  
Contemporary Literature ◽  
National Study ◽  
Principal Preparation Program ◽  
Educational Administration Programs

What is the place of special education in programs that prepare school administrators? In this article, we explore this question by: (1) reviewing selected contemporary literature including recent recommendations for improving educational administration programs; (2) reanalyzing relevant data from a national study; and (3) reporting the results of recent interviews with selected high school principals. The conclusion reached is that special education is treated inadequately (if at all) in programs designed to prepare school administrators. Based upon this body of information collected and our experience with our own principal preparation program, recommendations are discussed concerning why and how special education should have a place in these programs.

scholarly journals The Role of Leadership Skills of High School Principals in Their Knowledge Management Process Competencies

2015 ◽  
Vol 5 (3) ◽  
pp. 1 ◽  
Author(s):  
Betül Balkar ◽  
Sevilay Şahin
Keyword(s):  
High School ◽  
Knowledge Management ◽  
High School Principals ◽  
School Principals ◽  
Leadership Skills ◽  
Active Role ◽  
School Principal ◽  
Management Process ◽  
Management Competencies ◽  
Management Processes

<p>School principals play an important role in assisting educational institutions in achieving knowledge and gaining knowledge management competence and hence, as a real knowledge organization, in meeting the needs of the age. In order to realize knowledge management, principals should take an active role both as knowledge managers and leaders. The aim of this study was to examine the extent to which leadership skills of high school principals predicted their knowledge management process competencies. In the context of this purpose, the study also aimed at investigating the relationships between principals’ leadership skills and their knowledge management competencies. The sample of the study realized in a relational screening model was comprised of 573 high school teachers working in Adana province of Turkey. The surveying method was utilized for data collection and the data obtained were statistically analyzed. The results of the study suggest that there is a statistically significant relationship between principals’ knowledge management competencies and their leadership skills and that the high school principals’ leadership skills are a predictor of their knowledge management process competencies. The findings of the study emphasize applicability of knowledge management at schools from a social perspective and point out that leadership of the school principal is a facilitator factor to carry out knowledge management processes at schools.    </p>

High School Principals' Resources, Knowledge, and Practices regarding the Returning Student with Concussion

2015 ◽  
Vol 166 (3) ◽  
pp. 594-599.e7 ◽  
Author(s):  
Geoffrey L. Heyer ◽  
Kevin D. Weber ◽  
Sean C. Rose ◽  
Sara Q. Perkins ◽  
Caitlin E. Schmittauer
Keyword(s):  
High School ◽  
High School Principals ◽  
School Principals

scholarly journals Teaching Certificates Earned Online and Hiring Practices of High School Principals

2016 ◽  
Vol 2 (1) ◽  
pp. 73 ◽  
Author(s):  
Jonathan Adams
Keyword(s):  
High School ◽  
High School Principals ◽  
School Principals ◽  
Hiring Practices ◽  
Degree Programs ◽  
Residential Setting ◽  
Job Applicant ◽  
Face To Face ◽  
Type Of Institution

<p>A national survey of United States high school principals (n = 2,187) was used to assess the acceptability of job applicant qualifications that included degrees earned either online, partly online, or in a residential teacher-training program. The applicants with coursework taken in a residential setting were overwhelmingly preferred over applicants holding a degree earned partly or wholly online. Analysis indicated that the type of institution, personal experience and perceived benefits of face-to-face interaction play an important role in the formation of the perceived quality of online degree, programs and courses.</p>

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