Measurement of teacher influence in the decision making of secondary schools

2021 ◽  
Vol 22 (2) ◽  
pp. 229-255
Author(s):  
Su-kyung Yeo ◽  
Joo-Ho Park
Keyword(s):  
Decision Making ◽  
Secondary Schools ◽  
Teacher Influence

scholarly journals Choice Shifts in School Disciplinary Decision Making: Analysis of Age Differences of Panel Members

2020 ◽  
Vol 13 (1) ◽  
pp. 86-94
Author(s):  
Peter J.O. Aloka
Keyword(s):  
Decision Making ◽  
Multivariate Analysis ◽  
Secondary Schools ◽  
Age Differences ◽  
Age Groups ◽  
Target Population ◽  
Ministry Of Education ◽  
Quasi Experimental ◽  
Choice Shift ◽  
Consistency Method

Background: Decision making is critical to each organization and it requires the ability to find a possible balance between risky and cautious decisions. The Kenyan secondary schools are mandated by the Ministry of Education to manage students’ misbehaviors by the disciplinary panels. Aim: The present study investigated the choice shifts in disciplinary decision making in Kenyan secondary schools based on age groups of the panel members. Methods: The Quasi-Experimental Pretest-Posttest Design was adopted. The study targeted 360 teachers- members of disciplinary panels in 45 secondary schools in the Rongo sub-county of Kenya. A sample size of 78 members of disciplinary panels in 10 secondary schools was involved. This was 22% of the target population of members of disciplinary panels in the Rongo district. The choice shift in decisions was ascertained using the Modified Choice Dilemma Questionnaire. The validity of the tools was ensured by the expert judgment by two Kenyan psychologists, while the reliability was determined using the internal consistency method and an alpha of 0.695 was reported. Results: The results of the Multivariate Analysis Of Variance indicated that there were differences in choice shifts from the pre to post-disciplinary hearing decisions among the members of selected school disciplinary panels on the basis of their age groups (Wilk’s Lambda (λ) test: F (12, 188) = 7.40, P = 0.000, P < 0.05). Conclusion: It was concluded that the age of the members of disciplinary panels influenced the nature of choice shifts in decisions. It was recommended that principals should ensure that the membership of school disciplinary panels is broad-based.

scholarly journals Effect of School Management on Students’ Perceived Academic Achievement among Seventh-Day Adventist Secondary Schools in North-East Tanzania

2020 ◽  
Vol 1 (3) ◽  
pp. 105-110
Author(s):  
Emmanuel Allen Senguo ◽  
Onesto Ozias Ilomo
Keyword(s):  
Academic Achievement ◽  
Decision Making ◽  
Secondary Schools ◽  
School Leaders ◽  
School Management ◽  
Seventh Day Adventist ◽  
Effective School ◽  
Managerial Practices ◽  
North East ◽  
Teachers And Parents

This study investigated the effect of school management on students’ perceived academic achievement among Seventh- day Adventist secondary schools in in North-East Tanzania. The study employed survey research design, whereby a self-administered questionnaire was distributed to 311 randomly selected students and their responses were analyzed through the Statistical Package for Social Sciences. The study established that school management was effective in planning, motivating and encouraging students to work hard toward maximized academic achievement. However, the school management was perceived ineffective in accepting ideas from students and involving parents in decision making. Students were satisfied with their academic achievement and believed that their academic competence keeps increasing from day to day but were undecided whether teachers and parents are satisfied with their academic achievement. Finally, students’ academic achievement is positively influenced by effective school management. Based on the conclusions, the researchers recommended that, while school management is effective in planning, motivating and encouraging students to work hard toward maximized achievement, the school leaders need to improve on acceptance of constructive ideas from students and involving parents in decision making processes. While students were satisfied with their academic achievement and they were undecided whether teachers and parents are satisfied with their academic achievements, there is a need to enhance the interaction between students and their parents and teachers for them to grasp how parents and teachers perceive their academic achievement. Finally, while students’ academic achievement is positively influenced be effective school management, there is need for school leaders to improve their managerial practices which will enhance the level of academic achievement by students in the respective schools.

scholarly journals PROFESSIONAL ORIENTATION AND ENROLLMENT OF SECONDARY SCHOOL GRADUATES AT THE UNIVERSITY

2013 ◽  
Vol 3 (2) ◽  
pp. 26-38
Author(s):  
Sead Rešić ◽  
◽  
Hariz Agić ◽  
Keyword(s):  
Decision Making ◽  
Secondary School ◽  
Secondary Schools ◽  
Continuing Education ◽  
Continuous Improvement ◽  
University Education ◽  
Orientation Program ◽  
Professional Orientation ◽  
Technical Schools ◽  
The University

Creating an environment for more efficient university education is closely related to effective planning, conducting and continuous improvement of realization of professional orientation program for students in elementary and secondary schools. The lack of personal vision of professional development for students in elementary and secondary schools, even several months before applying at university is defeating for the inputs in the process of higher education. The aim of this research was to evaluate the opinion of examinees – secondary school graduates (comprehensive schools, technical schools and those affine) – on issues regarding their intentions and decisions about continuing education, and to determine how these decisions were made. The analysis of gathered data revealed that the continuing of their education is not in sufficient accordance with their choice of secondary school. The results showed that the choice of current school and professional orientation program for students in elementary and secondary schools is not in accordance with their decision-making regarding continuing education at the university.

scholarly journals Decision Domains and Teacher Participation: A Qualitative Investigation of Decision-Making in Egyptian Schools

2017 ◽  
Author(s):  
Waheed Hammad
Keyword(s):  
Decision Making ◽  
Secondary Schools ◽  
Teacher Participation ◽  
Student Discipline ◽  
Research Approach ◽  
Structured Interviews ◽  
Policy Makers ◽  
Discipline Policy ◽  
Qualitative Descriptive ◽  
Central Administrators

The purpose of this paper is to explore the gap between actual and desired decision domains as a potential factor affecting teacher participation in decision-making in Egyptian schools. In order to explore this gap, the study sets out to answer three questions: (1) what would a typology of school decisions look like in Egypt’s secondary schools? (2) How do Egyptian teachers perceive actual decisions made in their schools? (3) What decision domains are most desired by Egyptian teachers? The study employed a qualitative, descriptive research approach based on individual, semi-structured interviews with a sample of 85 school teachers and senior and middle management members in nine general secondary schools in Damietta County, Egypt. School documents were also collected and analyzed. These included minutes of meetings of school boards and Boards of Trustees (BOTs). A typology of school decisions was developed which revealed the absence of significant decisions related to curriculum. Teachers’ responses showed that they regarded school decisions as insignificant and irrelevant to their concerns, and that significant decisions are retained by central administrators. Desired decision areas were identified which included curriculum and student discipline policy. As this study is consistent with the current interest in decentralization and increased participation in Egypt’s schools, it is hoped that the findings will be useful to educational policy makers as well as practitioners as they implement decentralization initiatives in Egypt. The findings may also have relevance and applicability to comparable secondary schools in other parts of the world.

Developing Entrepreneurial Competencies for Secondary Schools as Social Enterprises

2020 ◽  
pp. 159-174
Author(s):  
Thea van der Westhuizen ◽  
Sthokozile Luthuli
Keyword(s):  
Decision Making ◽  
Secondary Schools ◽  
South African ◽  
Social Enterprise ◽  
External Environment ◽  
Social Enterprises ◽  
Strategic Development ◽  
African Context ◽  
Entrepreneurial Competencies ◽  
Strategic Management Process

The chapter is written from an Afrocentric perspective with a focus on South Africa and aims to investigate the potential of developing a school as a social enterprise while developing entrepreneurial competencies of the school's internal and external environments. Research objectives were set to determine perceptions of educators on learners' and their own involvement in the school's strategic management process, to explore critical organisational aspects that can engage educators in active decision making and educators' view of the current role they play within the decision-making process. It was found that secondary schools within a South African context, as mostly not viewed as a potential social enterprise and that educators have limited entrepreneurial competencies, which can contribute to strategic development of the school. It is recommended that the school's internal and external environment should be included to develop the school as a social enterprise with strategies to alleviate poverty and instill a mindset of entrepreneurial competence among youth and the community alike.

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