scholarly journals The Role of Distributive Leadership of Headmasters In Selected Primary School, Ampang, Selangor.

2020 ◽  
Vol 2 (1) ◽  
Author(s):  
LEONG FERN NEE ◽  
ZURAIDAH ABDULLAH
Keyword(s):  
Primary School ◽  
Leadership Style ◽  
School Context ◽  
Primary Teachers ◽  
Distributive Leadership ◽  
Effective School ◽  
Four Dimensions ◽  
Strategic Approach ◽  
High Level

The main purpose of this study is to investigate the role of distributive leadership (DL) of headmasters in selected primary school at Ampang, Selangor. DL is an important strategic approach which leads to quality education. Headmasters’ distributive roles have four dimensions includes shared mission, vision and goals, school culture, spontaneous collaboration and shared responsibilities. The research design of this study is a quantitative method, and questionnaire is used to collect the data. There are N=351 primary teachers from two type’s school categories which are Sekolah Kebangsaan (SK) and Sekolah Jenis Kebangsaan Cina (SJKC) were selected by random sampling. Findings show that there is a high level of DL (M=3.74, SD=.59) demonstrated by headmasters. This study clearly shows Malaysia practices a bureaucratic system in education. Results also show that headmasters' leadership style influence the school managements which is lead to students’ learning outcomes. These studies have implications for administrator, teachers, students and education policymaker. The results of this study provide ideas to policymakers to take action to enact the appropriate module with school context. In brief, headmasters play distributive roles in enhancing teachers’ development and students’ improvement to realise an effective school. 

scholarly journals Predicting direct and indirect aggression based on gender and temperament in first-grade primary school pupils

2015 ◽  
Vol 47 (1) ◽  
pp. 81-108
Author(s):  
Jovana Trbojevic ◽  
Natasa Perisic ◽  
Milica Lazic ◽  
Jelica Petrovic
Keyword(s):  
Primary School ◽  
Peer Relations ◽  
School Context ◽  
First Grade ◽  
Indirect Aggression ◽  
Level Of Activity ◽  
High Level ◽  
Primary School Pupils ◽  
Class Teacher

The research explores the role of gender and temperament in explaining direct and indirect aggression in first-grade primary school pupils. It is precisely at this age that some forms of aggression - which have been tolerated previously - become unsuitable in the school context and in peer relations. Due to the complexity of the topic, direct and indirect aggression were taken as relevant forms of aggression. Research participants were 146 first-grade primary school pupils and four class teachers. In order to assess pupils? direct and indirect aggression we constructed the Scale for assessing aggression by the class teacher, and to assess pupils? temperament we used a modified Scale for assessing temperament by the class teacher. Research results have revealed that at this age boys exhibit a higher level of both direct and indirect aggression. In order to determine the predictive value of temperament for pupils? aggression, in addition to gender, the predictive model also included two types of temperament obtained based on factor analysis: active-inconsistent and passive-focused temperament. Direct aggression is best predicted by gender and both types of temperament, with the following dimensions as the most prominent: low adaptability, high level of activity and high distractibility. In the case of indirect aggression, both types of temperament proved to be significant predictors, with the following dimensions as the most prominent: high intensity of reaction and high level of activity. The results of moderation analysis have suggested that only the interaction of gender and active-inconsistent temperament is significant for explaining both types of aggression. The practical and theoretical implications of these findings are discussed further in the text.

scholarly journals Applying Positive Discipline in School and Adolescents’ Self-esteem

2021 ◽  
Vol 9 (1) ◽  
pp. 1-11
Author(s):  
Slađana Zuković ◽  
◽  
Dušica Stojadinović ◽  
Keyword(s):  
High School ◽  
High School Students ◽  
Personality Development ◽  
School Context ◽  
Self Esteem ◽  
School Students ◽  
Convenience Sample ◽  
Positive Discipline ◽  
High Level

Starting from the general principles of the concept of positive discipline, the paper points out that schools and teachers can significantly contribute to the application of positive discipline to affect different aspects of a student’s personality development. The potentials of applying positive discipline in the school for developing adolescents’ self-esteem are particularly emphasized. Accordingly, this paper will present the results of a study that aimed to establish a correlation between assessing the presence of positive discipline in a school context and the level of adolescents’ self-esteem. The survey included a convenience sample of 195 high school students from three high schools - art, technical, and grammar school. The Rosenberg Self-Esteem Scale and the scale for assessing the presence of positive discipline in the school were used to collect the data. The results showed that adolescents exhibit a high level of self-esteem, while their assessment of the presence of positive discipline in school is moderate. Also, it was found that with the increase in the assessment of the presence of positive discipline in school, the level of adolescents’ self-esteem increased, and the statistically significant moderating role of the measured variables was found only in the type of high school. The conclusion points to the need to sensitize teachers to manage the classroom according to the principles of positive discipline, as well as the importance of creating the conditions that, through the phenomenon of positive discipline, effectively raise the quality of schoolwork as a whole.

scholarly journals Anxiety Tests in Primary School

2021 ◽  
Author(s):  
Alina Ruxanda (Șuhan)
Keyword(s):  
Anxiety Disorders ◽  
Primary School ◽  
Test Anxiety ◽  
Theoretical Approach ◽  
Research Methodology ◽  
Personality Development ◽  
School Context ◽  
The Third ◽  
Word Test

The purpose of this paper is to present both theoretical and practical aspects related to student’s test anxiety. The role of this paper is to inform the teachers about haw the word” test” should be used in the school context and to highlight the aspects of anxiety and everything that lies behind this rich subject. The main objective underlying this paper is the detailed analysis of what anxiety means and haw it manifests itself among the students. The paper is structured of 3 chapters, two of them presenting the theoretical part and one practical part. In the first part called, Theoretical Approach” the paper aims to analyse the following: anxiety, anxiety theories and contemporary theories and implications of anxiety towards the test. In the second chapter called, Anxiety and stress towards tests” the paper focuses on the following aspects: anxiety about test, anxiety disorders and their effects on personality development, the role of tests in education children of primary school, blocking anxiety and recovering from failure, affectivity and perfectionism. In the third chapter named, the research methodology” I will try to analyse haw children are affected during the assessment and haw high their level of anxiety is when they are faced with these situations. Also, in performing the processing and interpretation of the data from this research, the statistical method was used. Thus, after centralizing the results of the students participating in the study, we reached the following conclusions: during the tests some of students trembled their hands, often students forget what they have learned or have problems in remembering. Many students do not give 100% performance when undergoing tests because they are stressed, became anxious and they block. The teacher has to teach children that the role of testing is to figure out where you went wrong or what needs to be improved. From study the material needed for this paper I was able to discover what each child (even myself) felt and lived when he heard the word, test”.

scholarly journals Factors Influencing ESL Primary School Teacher’s Readiness in Implementing CEFR-aligned Curriculum

2021 ◽  
Vol 3 (2) ◽  
pp. 44-51
Author(s):  
Nabilah Yasin ◽  
Hamidah Yamat
Keyword(s):  
Primary School ◽  
Teaching And Learning ◽  
Language Education ◽  
Primary Teachers ◽  
School Teachers ◽  
Esl Teachers ◽  
Primary School Teachers ◽  
School Based ◽  
High Level ◽  
Teachers Training

English as a Second Language (ESL) teachers in Malaysia, as in many other countries, are anxious to exploit the potential of Common European Framework of Reference (CEFR) –aligned curriculum to enhance the teaching and learning process. Given the increasing pressure exerted by various stakeholders on language education, it is important to understand the underlying factors behind primary school teachers’ readiness regarding CEFR-aligned curriculum. Even though there are studies conducted in local contexts, it is still very limited. This study seeks to find out the level of ESL primary teachers’ readiness to implement CEFR-aligned curriculum. This study also investigates the factors that can influence teachers’ readiness towards the implementation of CEFR-aligned curriculum. Data was collected via questionnaire survey from ESL primary school teachers in Pasir Gudang, Johor. The questionnaire data was analysed using descriptive statistics. The findings revealed that most of the teachers have high level of readiness in implementing CEFR-aligned curriculum. Several factors are also highlighted in this study. Teachers’ training, competency, materials as well as school-based assessment are some of the main challenges identified in this study. In conclusion, the implementation of CEFR-aligned curriculum is seen as inevitable but more preparation and support should be provided by the ministry to ensure that teachers are fully prepared and familiar with the implementation of CEFR-aligned curriculum.

scholarly journals Complicity and contestation in the gentrifying urban primary school

Urban Studies ◽  
2017 ◽  
Vol 55 (14) ◽  
pp. 3076-3091 ◽  
Author(s):  
Ayo Mansaray
Keyword(s):  
Social Change ◽  
Middle Class ◽  
Primary School ◽  
Urban Schools ◽  
Leadership Style ◽  
Primary Schools ◽  
Teaching Assistants ◽  
Ethnographic Research ◽  
Institutional History

The transformation of primary schools in gentrifying localities has sometimes been referred to as a form of ‘class colonisation’. This article draws on ethnographic research with teachers, teaching assistants and parents in two inner-London primary schools to explore the largely unexamined role of school leaders (headteachers) in mediating gentrification processes within urban schools. It argues that institutional history, contexts of headship and leadership style all play an important role in negotiating and recontextualising middle-class mobilisation and power to re-shape primary schools. Headteachers’ relationship to gentrification is therefore not simply one of complicity, but often of contestation and conflict. This article therefore challenges understandings of gentrification as a hegemonic process, and contributes to a more nuanced picture of the educational consequences of gentrification, particularly the institutional realities and experiences of urban social change.

Doing good in public schools: Examining organisational citizenship behaviour in primary school teachers

2015 ◽  
Vol 22 (4) ◽  
pp. 495-516 ◽  
Author(s):  
Kuo-Tai Cheng
Keyword(s):  
Public Schools ◽  
Primary School ◽  
Leadership Style ◽  
School Context ◽  
Psychological Contracts ◽  
Management Policy ◽  
School Teachers ◽  
Policy Makers ◽  
Primary School Teachers ◽  
Leadership Frames

AbstractOrganisational citizenship behaviour (OCB) plays a pivotal role in organisational success. This research explored factors hypothesised to facilitate OCB within a primary school context. Two studies using questionnaire survey’s explored: (i) OCB relative to personal differences and psychological contracts; (ii) the relationship between OCB and principals’ leadership frames. Primary school teachers were recruited and responses analysed from 547 and 488 respondents, respectively. Results from both studies combined suggest that the leadership style of the principal and the employee’s expectations of their role within the school strongly influence their OCB. This study identifies factors that influence the prevalence of OCB in primary school teachers and confirms that the new theoretical framework provides a useful heuristic for managers, human resource management policy makers and academic researchers alike.

scholarly journals Applying Positive Discipline in School and Adolescents’ Self-esteem

2021 ◽  
pp. 1-11
Author(s):  
Slađana Zuković ◽  
Dušica Stojadinović
Keyword(s):  
High School ◽  
High School Students ◽  
Personality Development ◽  
School Context ◽  
Self Esteem ◽  
School Students ◽  
Convenience Sample ◽  
Positive Discipline ◽  
High Level

Starting from the general principles of the concept of positive discipline, the paper points out that schools and teachers can significantly contribute to the application of positive discipline to affect different aspects of a student’s personality development. The potentials of applying positive discipline in the school for developing adolescents’ self-esteem are particularly emphasized. Accordingly, this paper will present the results of a study that aimed to establish a correlation between assessing the presence of positive discipline in a school context and the level of adolescents’ self-esteem. The survey included a convenience sample of 195 high school students from three high schools - art, technical, and grammar school. The Rosenberg Self-Esteem Scale and the scale for assessing the presence of positive discipline in the school were used to collect the data. The results showed that adolescents exhibit a high level of self-esteem, while their assessment of the presence of positive discipline in school is moderate. Also, it was found that with the increase in the assessment of the presence of positive discipline in school, the level of adolescents’ self-esteem increased, and the statistically significant moderating role of the measured variables was found only in the type of high school. The conclusion points to the need to sensitize teachers to manage the classroom according to the principles of positive discipline, as well as the importance of creating the conditions that, through the phenomenon of positive discipline, effectively raise the quality of schoolwork as a whole.

scholarly journals GENDER FEATURES OF POLYCOMMUNICATIVE EMPATHY OF LEADING STUDENTS

2021 ◽  
pp. 53-62
Author(s):  
Nina Pidbutska ◽  
Anastasia Knysh
Keyword(s):  
Higher Education ◽  
Empirical Study ◽  
Leadership Style ◽  
Leadership Skills ◽  
Personality Structure ◽  
Leadership Qualities ◽  
Student Leader ◽  
High Level ◽  
Gender Features

the article considered the problem of manifestation of polycommunicative empathy in students with strong leadership qualities. The role of empathy in the formation of students’ leadership style was analyzed. The study found that empathy is one of the most important features in the personality structure of a modern student leader, and its formation should be given special attention in higher education institutions. An empirical study of leadership skills revealed that about 29% of students have a high level of leadership skills. The analysis of gender peculiarities of the manifestation of polycommunicative empathy of students-leaders allowed to determine that empathy is better developed in girls than in boys. The article presents promising areas of development of the topic.

Motor Coordination, Activity, and Fitness at 6 Years of Age Relative to Activity and Fitness at 10 Years of Age

2014 ◽  
Vol 11 (6) ◽  
pp. 1239-1247 ◽  
Author(s):  
Michele Caroline de Souza ◽  
Raquel Nichele de Chaves ◽  
Vitor Pires Lopes ◽  
Robert M. Malina ◽  
Rui Garganta ◽  
...  
Keyword(s):  
Physical Activity ◽  
Primary School ◽  
Aerobic Fitness ◽  
Motor Coordination ◽  
Primary School Children ◽  
Growth Status ◽  
High Level ◽  
Coordination Activity ◽  
Low Activity

Background:Health benefits of physical activity (PA) and physical fitness (PF) are reasonably well established, but tracking studies of PA and PF in childhood have not ordinarily considered the role of motor coordination.Objectives:To compare the growth status, gross motor coordination (GMC), PA, and PF characteristics of children at 6 years of age relative to aerobic fitness (fit, unfit) and PA (active, sedentary) at 10 years.Methods:285 primary school children (142 girls, 143 boys) resident on the 4 main Azorean islands, Portugal, were measured annually (in the fall) from 6 to 10 years. ANOVA and t tests were computed with SPSS 17.Results:Children with either high aerobic fitness or with high level of PA at 10 years of age tended to have a more favorable profile at 6 years compared with those with low fitness or low activity, respectively. Children who were both fit and active at 10 years of age had a more favorable activity and fitness profile and had better GMC at 6 years compared with children who were unfit and sedentary.Conclusions:Results highlight the need to consider not only PA, but also PF and GMC in health promotion through the primary school years.

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