scholarly journals Professional Image, Anger Management and Instructional Leadership of Non-Sectarian School Administrators

10.17158/485 ◽  
2016 ◽  
Vol 19 (1) ◽  
Author(s):  
Nelia R. Pacaña
Keyword(s):  
Instructional Leadership ◽  
Anger Management ◽  
School Administrators ◽  
Correlation Method ◽  
College Faculty ◽  
School Year ◽  
Validated Questionnaire ◽  
Professional Image ◽  
Instruction Leadership ◽  
Gathering Data

<p>The goal of this study was to determine whether professional image and anger management significantly influence instructional leadership of nonsectarian school administrators. It used descriptive-correlation method employing a validated questionnaire in gathering data. It was conducted to 101 college faculty of non-sectarian selected colleges in Region XI School Year 2009-2010. Random sampling was utilized in this study. The statistical tools used, percentage, Pearson r, and multiple regression. The findings revealed that the level of professional image of school administrators is moderately positive. The level of anger management of school administrators is moderately managed. The level of instructional leadership of school administrators is sometimes manifested. Professional image is significantly related to instructional leadership. Anger management is significantly related to instructional leadership. Professional image and anger management have significant influence to instructional leadership of school administrators.</p><p><br /><strong>Keywords:</strong> Professional image, anger management, instruction, leadership, Region XI, Davao City, Philippines.</p>

Dialectical Variations in English: Its Effects on Speaking Proficiency

10.17158/213 ◽  
2011 ◽  
Vol 17 (1) ◽  
Author(s):  
Ariel E. San Jose
Keyword(s):  
Economic Status ◽  
Correlation Method ◽  
First Semester ◽  
Bachelor Of Science ◽  
School Year ◽  
Speaking Proficiency ◽  
Validated Questionnaire ◽  
English Speaking ◽  
Information Technology Students ◽  
The Relationship

This study determines the relationship between the use of dialects and the English speaking proficiency among the students of the University of the Immaculate Conception. Employing descriptive-correlation method and involving 72 Freshmen Bachelor of Science in Information Technology students in English 1 of the First Semester, School Year 2010-2011, the author made use of validated questionnaire with Cronbach Alpha = 0.83 to ascertain the level of dialect use and also considered Thomas E. Miller’s standard scoring rubric for integrated speaking to evaluate the speaking proficiency of the respondents, in addressing the main issues of the investigation.  Based on the collected data and their statistical analyses set at α = 0.05, it was found that respondents have moderately used dialects in their communication and that they do not solely engage the dialects in their day to day communication. The study establishes also that English speaking proficiency of the respondents is generally poor and that each of the tested variables namely,  sex,  status of the high school, community profile, as well as the economic status of respondents, has failed to establish itself as a discriminating factor with respect to English speaking proficiency.  Likewise, the study also points out the non-significance of the relationship between the dialect use among the respondents and their English speaking proficiency.  However, it is important to note that among the indicators of the speaking proficiency, delivery has established a significant relationship with dialect use. <br />

scholarly journals School Administrators’ Personality Traits: Its Relationship to Teachers’ Performance

2021 ◽  
Vol 04 (06) ◽  
Author(s):  
Harly Israel G. Bandojo ◽  
Keyword(s):  
Educational Attainment ◽  
Personality Traits ◽  
School Administrators ◽  
Length Of Service ◽  
Personal Traits ◽  
School Year ◽  
Social Traits ◽  
Public Elementary Schools ◽  
Civil Status ◽  
Physical Traits

This descriptive study ascertained the perceived personality traits of school administrators’ and its relationship to teachers’ performance in public elementary schools in the district of Estancia, Iloilo. The respondents of the study were the ninety (90) purposively selected public elementary teachers from the district of Estancia, Iloilo during the school year 2017-2018. A researcher-made questionnaire which was validated and reliability tested was used. The results revealed that the school administrators had strong personality traits as perceived by the respondents, when taken as a whole and when classified as to age (above 30 years old), sex, civil status, length of service and highest educational attainment. However, those who were 30 years old and below perceived that school administrators have very strong personality traits. In terms of school administrators’ physical traits, teachers perceived school administrators to have very strong physical traits except for those who aged above 30 years old and master’s degree holders who perceived school administrators to have strong physical traits. In terms of school administrators’ social traits, teachers perceived school administrators to have strong social traits except for those who aged 30 years old and below who perceived school administrators to have very strong social traits. In terms of emotional traits and moral traits, teachers perceived school administrators in both aspects to have strong emotional traits and strong moral traits in all categories. The teachers in the district of Estancia, Iloilo had a very satisfactory performance when taken as a whole and when classified as to age, sex, civil status, length of service and highest educational attainment. Results further revealed no significant differences in teachers’ performance in the district of Estancia, Iloilo. Moreover, no significant relationship between the school administrators’ personal traits and teachers’ performance was found.

scholarly journals B’laan Population Structure and School Indicators: Basis for School Planning

2020 ◽  
pp. 30-41
Author(s):  
Amelie T. Bello ◽  
Susan E. Bardos
Keyword(s):  
Population Structure ◽  
Elementary Schools ◽  
Elementary Education ◽  
Survey Design ◽  
School Administrators ◽  
Cellular Phone ◽  
Relevant Information ◽  
Cluster Sampling ◽  
School Planning ◽  
School Year

Aims: The aim of this study was to determine the B’laan population structure and school indicators of Matanao II District as basis for school planning. Study Design: Descriptive survey design. Place and Duration of Study: Matanao, Davao del Sur during the School Year 2017-2018. Methodology: The respondents of the study were the fifty (50) Grade Six B’laan pupils, twenty-one and (21) school administrators of Matanao II District. Universal sampling method using the complete enumeration technique was utilized where respondents of the survey were school administrators and barangay personnel. However, cluster sampling was used in selecting the Grade Six pupils among elementary schools in Matanao District.Three sets of survey instruments were used to gather the relevant information. Data gathered were treated using the frequency and relative frequency. Results: Majority of the Grade Six B’laan pupils were in the age of 12 years old and above, female, and believers of Christ to the Orient. Most of them did not have siblings studying in college. Their parents were in the elementary level, earning a monthly income of ₱1,001.00 to ₱3,000.00, and had 1 to 6 children. The common household appliances they had were television set, cellular phone, radio, electric fan, DVD player and motorcycle. The mode of transportation from home to school was mostly through walking. Majority of them did not spend any amount for their transportation, food and daily allowance. As to the profile and structure of the elementary schools, most schools in Matanao II District had a total land area of 2.0 to 2.9 hectares occupied by 4 to 6 buildings having 5 to 8 classrooms. Schools offered complete elementary education with 5 to 8 teachers handling the classes of 100 to 200 B’laan pupils. The number of B’laan pupils graduated from the schools per year was within the range of 10 to 60 pupils. Moreover, the National Achievement Test results showed that schools had an average MPS of 81-85. From the map generated, the researcher found that the average population density of B’laan were 2.07 with barangay Manga, Lagaan and Bangkal as that the top 3 barangays having the largest density of B’laan population.

scholarly journals Understanding Principals’ Knowledge of Special Education

2021 ◽  
Author(s):  
Whitney G. Schexnider
Keyword(s):  
Professional Development ◽  
Special Education ◽  
Students With Disabilities ◽  
Principal Preparation ◽  
School Administrators ◽  
The United States ◽  
Preparation Programs ◽  
Principal Preparation Programs ◽  
Related Information ◽  
School Year

The percentage of students identified as eligible to receive special education services in the United States has grown from 8.3% in the 1976-77 school year to 14% during the 2018-19 school year (Hussar et al., 2020). Given this level of growth and the myriad of levels of support principals provide for students with disabilities, one would assume that principal preparation programs have adjusted their curriculum to ensure future school administrators are prepared to support every student, including those with disabilities. The purpose of this research study is to better understand how current school administrators learned special education-related information for their role, what they believe are the most important aspects of special education, and to identify how background, experience, and self-efficacy play a role in principals’ skills related to their role as their building’s special education leader. A web-based survey was used to gather information from current school administrators working in Idaho’s P-12 school districts. Results of this study show that the majority of Idaho’s school administrators are learning special education-related knowledge and skills on the job and through professional development, rather than as part of their principal preparation programs. Recommendations are made to enhance the learning opportunities in both principal preparation programs as well as in-service professional development to develop strong, supportive, school-based special education leaders.

Instructional leadership and its relationship with some variables

2019 ◽  
Vol 6 (7) ◽  
pp. 25-32
Author(s):  
Omur Coban
Keyword(s):  
Instructional Leadership ◽  
Significant Relationship ◽  
School Administrators ◽  
Educational Status ◽  
Two Dimensions ◽  
Male Teachers ◽  
Teachers Perceptions ◽  
Female Teachers ◽  
Academic Year ◽  
Perceptions Of School

The purpose of this study is to investigate the instructional leadership and its relationship with some variables such as gender, educational status, career and working year in the same school in Turkey. The study conducted with 614 teachers at 45 schools all over Turkey in the 2017–2018 academic year. Data were collected via instructional leadership scale which was applied to teachers and it had two dimensions: trust and focus on instruction. The findings showed that teachers’ perception of trust about school administrators had a significant relationship according to their gender. In other words, male teachers thought school administrators more trustful than female teachers. Another result indicated that perceptions of teachers on instructional leadership had no significant relationship according to teachers’ educational status and their career years. However, teachers’ perceptions of school administrators’ focusing on teaching had a statistically significant relationship to teachers’ working years in the same school. Keywords: Instructional leadership, age, gender, career year, working years in the same school.

scholarly journals ¿Cómo percibe el alumnado universitario de educación física la evaluación recibida? Contraste de dos metodologías diferentes (How do the university physical education students perceive the assessment received? Contrast of two different methodologies)

Retos ◽  
2015 ◽  
pp. 66-70 ◽  
Author(s):  
David Hotigüela Alcalá ◽  
Ángel Pérez Pueyo ◽  
Alejandro Saliceti Fonseca
Keyword(s):  
Physical Education ◽  
Personal Responsibility ◽  
Real Life ◽  
Evaluation Methodology ◽  
Key Factors ◽  
School Year ◽  
Physical Education Students ◽  
Validated Questionnaire ◽  
Spanish Universities ◽  
The University

El objetivo de este estudio es analizar cuál es la percepción que tiene el alumnado sobre la evaluación recibida a lo largo del curso escolar, incidiendo en tres factores fundamentales: la responsabilidad individual y grupal, la regulación del trabajo durante el proceso y la autenticidad de los aprendizajes adquiridos vinculados a la vida real. Los participantes son 642 estudiantes de ocho asignaturas vinculadas al ámbito de la enseñanza de la Educación Física (EF) de dos Universidades españolas, de los cuales 307 han recibido una evaluación tradicional y 335 han participado en la estrategia evaluativa del reparto de notas. Se ha utilizado un cuestionario validado sobre metodología y evaluación en formación inicial, en el que se especifican diferentes ítems vinculados al tipo de evaluación recibida. Se ha empleado un análisis cuantitativo, dividiéndose en descriptivo: medias, desviación típica (DT) y varianzas para cada uno de los factores de análisis e inferencial: tablas de contingencia y χ2, correlaciones y ANOVAS. Se ha observado cómo el alumnado que ha participado en el reparto de notas percibe el proceso de aprendizaje más guiado y coherente, asumiendo también que requiere de una responsabilidad mayor, tanto de uno mismo como para lo demás. Del mismo modo, se demuestra que el alumnado que más veces ha trabajado en grupo percibe el reparto de notas como una estrategia que facilita un aprendizaje más auténtico. Sin embargo, el curso en el que se encuentre el alumnado o su edad no determina su percepción respecto a esa autenticidad de los aprendizajes.Abstract. The aim of this study is to analyze the perception of the students on the evaluation received during the school year, focusing on three key factors: personal and group responsibility, labor regulation during the process and the authenticity of the acquired learning linked to real life. Participants were 642 students from eight school years related to Physical Education Teaching Education (PETE) of two Spanish Universities where 307 received a traditional evaluation and 335 participated in the assessment strategy of sharing notes. We used a validated questionnaire on evaluation methodology and initial training, in which there are different items related to the type of assessment received. The design followed a quantitative analysis, divided into descriptive: means, standard deviation and variances for each of the factors, and inferential analysis: contingency tables and χ2, correlations and ANOVAS. Students who participated in the distribution of notes perceived the learning process more coherent and directed, assuming a greater personal responsibility for oneself and the others. Similarly, students who have worked in groups more times perceived the distribution of notes as a strategy that facilitates a more authentic learning. However, school year or age did not determine their perceptions regarding the authenticity of learning.

scholarly journals Examining the Relationship between Instructional Leadership and Organizational Health

2017 ◽  
Vol 5 (4) ◽  
pp. 18
Author(s):  
Hanifi Parlar ◽  
Ramazan Cansoy
Keyword(s):  
Instructional Leadership ◽  
School Principals ◽  
School Administrators ◽  
Organizational Health ◽  
Academic Emphasis ◽  
Multilinear Regression ◽  
Multilinear Regression Analysis ◽  
Resource Support ◽  
The Relationship ◽  
Organizational Health Inventory

The aim of this study was to examine the relationship between school administrators' instructional leadership behaviours, and organizational health of schools. The participants were 538 teachers working in elementary, middle and high schools located in the Umraniye district of Istanbul. The data was gathered through the "School Principals' Instructional Leadership Behaviours Questionnaire" and the "Organizational Health Inventory". In data analysis, the arithmetic mean, Pearson Product-Moment Correlation Coefficient, and Multilinear Regression Analysis were used. The results showed that the school principals performed the instructional leadership behaviours of determining and sharing the objectives of the school at the highest level. Among the organizational health dimensions of the schools, initiating structure was perceived at the highest level, while resource support and academic emphasis were perceived at lower levels compared to other dimensions. In the study, positive and significant correlations were found between the sub-dimensions of instructional leadership behaviours and those of organizational health of schools. The sub-dimensions of instructional leadership together explained 49% of the variance in organizational health. On the other hand, only determining and sharing the objectives of the school and forming a regular instructional-learning environment and positive school climate among the instructional leadership behaviours were positive and significant predictors of organizational health of schools.

scholarly journals Determining the Views of School Principals and Guidance Teachers on Inclusive Practices at Anatolian High-Schools

2020 ◽  
Vol 9 (1) ◽  
pp. 87
Author(s):  
Tansel Yazicioglu
Keyword(s):  
High Schools ◽  
Inclusive Education ◽  
School Administrators ◽  
Inclusive Practices ◽  
Focus Group Interviews ◽  
School Year ◽  
Special Education Needs ◽  
Inclusive School ◽  
Group Interviews ◽  
Guidance Teachers

The number of students who attend an inclusive school in Turkey has been increasing. This increase in the number of students attending inclusive education makes the inclusive policies more significant and requires that schools of all types and levels should be ready for inclusive practices. This study aims at uncovering the views of school administrators and guidance teachers working at Anatolian high schools concerning the inclusive education. The data of the study were collected through focus group interviews. The study was carried out in Ankara during the school year of 2018&ndash;2019 with a sample of school administrators and guidance teachers working at different Anatolian high schools. The findings of the study indicate that there are serious problems in inclusive education practices at Anatolian high schools, the educational setting needed for students with special education needs cannot be provided and teachers do not have necessary experience in inclusive education.

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