scholarly journals Administrative Perspective on Violence in School Environment in Official High Schools (Sample of Bursa Province)

2021 ◽  
Author(s):  
Halime GÜNGÖR ◽  
Muammer DEĞİRMENDERE ◽  
Suat GÜRBÜZ
Keyword(s):  
High Schools ◽  
School Environment

scholarly journals Strategy in Creating School Environment: Lessons from High Schools in Indonesia

2014 ◽  
Vol 143 ◽  
pp. 112-116 ◽  
Author(s):  
Ismail Suardi Wekke ◽  
Asmaun Sahlan
Keyword(s):  
High Schools ◽  
School Environment

EXPLORING THE IMPLEMENTATION OF TEACHER LEADERSHIP IN LESOTHO HIGH SCHOOLS

2021 ◽  
Author(s):  
Lieketseng Lethole ◽  
◽  
June Palmer ◽  
Edwin de Klerk ◽  
◽  
...  
Keyword(s):  
High Schools ◽  
Teacher Leadership ◽  
School Environment ◽  
Leadership Skills ◽  
Change Agents ◽  
Leadership Succession ◽  
Interpretive Paradigm ◽  
Sustainability Principles ◽  
Collaborative Efforts ◽  
Do So

Whilst teacher leadership is an evolving concept with a potential that has yet to be realized, the fostering of teachers’ leadership growth remains a sustainability element in education worldwide. Teacher leadership for sustainability indicates a fresh and extended consideration of leadership emphasising sustainability principles and providing leadership that transforms the school environment while engaging in collaborative efforts to do so. Located in the interpretive paradigm, this qualitative study sought to elicit the views of Heads of department (HoDs) and District Education Managers (DEMs) in Lesotho high schools to explore the views they consider most relevant in developing teacher leadership skills to ensure leadership succession as sustainable practice. The findings reveal that to achieve sustainable teacher leadership, there is a need to withdraw from a top-down hierarchical model of leadership towards more flexible, transformative, and empowering approaches to leadership. Furthermore, in order to maintain sustainable teacher leadership, HoDs and DEMs must be innovative in providing reflective plans for professional development that can sustain teachers throughout their careers and foster learning environments that are healthy for teachers, learners, and the school. The study recommends that school leaders should mobilise the leadership expertise of teachers in their schools in order to create more chances for transformation and capacity building. Sustainable teacher leadership can help bring about great improvements in a school, including extending the scope of leadership beyond what the HoDs and DEMs cannot achieve alone, and building their relationship capacity to become collaborative change agents.

Factors Affecting Students’ Academic Achievement according to the Teachers’ Opinion

2021 ◽  
Vol 6 (1) ◽  
pp. 1-18
Author(s):  
Mehmet Ozcan
Keyword(s):  
Academic Achievement ◽  
High Schools ◽  
Academic Success ◽  
School Environment ◽  
Role Model ◽  
Professional Competence ◽  
Economic Effects ◽  
Study Group ◽  
History Teachers ◽  
Factors Affecting

The aim of this research is to reveal the ideas of teachers serving in high schools regarding the factors that affect students’ academic achievement. For this purpose, the aim is to investigate and reveal in depth the thoughts of teachers serving in high schools. The research was designed with the case study type of qualitative research method. The study group of this research consists of 11 female, 9 male branch teachers employed in high schools. The participants’ professional experience ranged from 1 to 13 years. The participant group consisted of 5 Turkish language and literature teachers, 5 mathematics teachers, 3 English teachers, 2 history teachers, 1 biology teacher, 1 information technology teacher, 1 chemistry teacher, 1 physics teacher and 1 physical education teacher. The study group was determined with the criterion sampling type of purposive sampling method. The criteria determined for this research were that teachers should be working in high schools, be branch teachers and be serving in schools in the province and district. According to the research findings family education level effects students’ academic success in terms of academic support, being a role model, concern, intellectual and motivation dimensions; school’s physical conditions effects students’ academic success in terms of learning, motivation and creativity; School Management effects students’ academic success in terms of operation and attitude. School Environment effects students’ academic success in terms of motivation, social effects and socio-economic effects. Teacher effects students’ academic success in terms professional competence, being a role model, communication, attitude, motivation and guidance.

scholarly journals The Experience of Transitioning Two Adolescents With Asperger Syndrome in Academically Focused High Schools

2013 ◽  
Vol 37 (1) ◽  
pp. 28-48 ◽  
Author(s):  
Roselyn M. Dixon ◽  
Kathleen Tanner
Keyword(s):  
High School ◽  
High Schools ◽  
Asperger Syndrome ◽  
School Environment ◽  
Classroom Teachers ◽  
Key Stakeholders ◽  
Academically Able ◽  
High School Environment

Adolescents with Asperger syndrome (AS) are increasingly being placed in academically focused high schools. These students, although academically able, may not be coping with the wider classroom and social demands of transition to, and within, the high school environment. Schools are keen to enrol these students. However, there appears to be a gap between the rhetoric and the reality relating to the varying perceptions of key stakeholders. In this paper we present the results of a study of the perceptions of key stakeholders in the transition of two students with AS into two academically focused high schools. Eight participants were involved in semistructured, one-on-one interviews. Key stakeholders included executive teachers, classroom teachers, students and their caregivers. The results indicated that there were some differences in the teacher and caregiver perspectives across physical, academic and social areas of transition.

scholarly journals The effects of situational factors on the choice of the mechanical engineering expertise program in Vocational High Schools

2017 ◽  
Vol 7 (2) ◽  
pp. 180 ◽  
Author(s):  
Dwi Rahdiyanta
Keyword(s):  
High Schools ◽  
Social Environment ◽  
Family Environment ◽  
School Environment ◽  
Mechanical Engineering ◽  
Junior High ◽  
Junior High Schools ◽  
The Social ◽  
The Family ◽  
Vocational High Schools

The objective of this study was to determine the effects of the family environment, the previous school environment, the social environment, and the students’ attitude on the choice of the mechanical engineering expertise program in Vocational High Schools (VHSs) by the graduates of Junior High Schools. This was a correlational study which was ex post facto in nature. The study population totaled 1095 students. The sample, consisting of 300 students, was selected using the proportional random sampling technique by means of the Krejcie and Morgan formula. The data were collected through inventories, observation sheets, and documents. The content validity was assessed through expert judgment. The construct validity was assessed using the factor analysis and the reliability using the Cronbach’s Alpha formula. The data were analyzed using the descriptive analysis, regression analysis, and path analysis at a significance level of 0.05. The results showed that, there were significant effects of the family environment, the previous school environment, the social environment, and attitude in the choice of mechanical engineering expertise program in VHSs by the graduates of Junior High Schools

scholarly journals EFL Teachers’ Perceptions: Challenges and Coping Strategies of Integrated Skills Approach (ISA) Implementation at Senior High Schools in Aceh

2020 ◽  
Vol 4 (2) ◽  
pp. 363
Author(s):  
Saiful Akmal ◽  
Yuliar Masna ◽  
Mutiara Tria ◽  
Titin Arifa Maulida
Keyword(s):  
High School ◽  
High Schools ◽  
Coping Strategies ◽  
School Environment ◽  
Language Skills ◽  
Teachers Perceptions ◽  
Efl Teachers ◽  
Grouping Students ◽  
And Coping ◽  
Banda Aceh

Integrated Skills Approach (henceforth ISA) is valuably considered to practice all language skills simultaneously with wide and various activities offered to expose learners to the real communicative purpose. This research aims to find out teachers’ perceptions of challenges and coping strategies in implementing ISA at their respective schools. The research participants were chosen by using purposive sampling, in which the information towards six English teachers from different Senior High School in Banda Aceh and Aceh Besar by using unstructured interviews. The findings revealed that generally, most teachers had positive perceptions towards ISA. Only one teacher’s face constrains in applying ISA. Furthermore, the teachers also faced challenges in applying integrated skills approach in the classroom, those are; students’ lack of vocabulary, school environment and facilities, and teachers’ difficulties in designing activity/material. Nevertheless, the teachers have their strategies to cope with those challenges such as; enriching vocabulary through flashcards, grouping students randomly, preparing their own material and equipment, motivating them by giving interesting short movies and games and expanding their knowledge more about integrated skills approach.

The Influence of Contextual and Individual Factors on Entrepreneurial Intentions among Youth in Transitional Rural Slovakia

2020 ◽  
Vol 53 (2) ◽  
pp. 113-136
Author(s):  
Stanislav Kološta ◽  
Filip Flaška ◽  
Pavol Kráľ ◽  
Torbjørn Årethun ◽  
Jon G. Nesse
Keyword(s):  
High Schools ◽  
Rural Areas ◽  
School Environment ◽  
Entrepreneurial Intentions ◽  
Career Anchors ◽  
Policy Makers ◽  
Eu Member States ◽  
Self Employment ◽  
Development Policies ◽  
High School Environment

The reduction of out-migration and supporting new job creation are important goals for regional and rural development policies among post-communist EU member states, including Slovakia. Hence, policy makers and educators are interested in studies targeting factors that influence entrepreneurial intentions (EI) and activity in rural areas. This study reveals (i) some of the factors influencing EI among final-year students in a high school environment and (ii) the possible implementation of our results in educational policy. Data were collected in high schools located in three rural Slovakian regions: Banská Bystrica, Prešov, and Žilina. The main findings are that former policy discouraging entrepreneurship left a post-communist generation almost without an entrepreneurial background, and this was reflected in the lack of importance given to creativity and living in an entrepreneurial environment in relation to the EI of Slovakian youth. This could be caused by necessity-driven EI whereby financial motives for self-employment dominate individual interests and preferences. On the other hand, leadership and proactive personality as career anchors, and perceived support from family and friends, are prominent factors explaining EI among these young people. These factors, together with supporting and building a desire for autonomy and creativity, should be developed principally within entrepreneurship education for pupils at high schools in the Slovakian regions investigated.

The impact of school environment on the performance of students of Public High Schools at Khyber Pakhtunkhwa Pakistan

2016 ◽  
Vol 3 (2) ◽  
Author(s):  
Muhammad Rafiq ◽  
Niaz Muhammad Aajiz ◽  
Fazl-e- Wahid ◽  
Atta-ur Rahman ◽  
Rahat Mand ◽  
...  
Keyword(s):  
High Schools ◽  
School Environment ◽  
Public High Schools ◽  
Khyber Pakhtunkhwa ◽  
The Impact

Assessment of the physical school environment of selected private high schools in Ile-Ife, Nigeria

2016 ◽  
Vol 11 (10) ◽  
pp. 408-505 ◽  
Author(s):  
Adesola Adenike Ogunfowokan ◽  
Deborah Tolulope Esan ◽  
Omowumi Romoke Salau ◽  
Yetunde Rasheedat Bamidele ◽  
Damilola Esther Ojo
Keyword(s):  
High Schools ◽  
School Environment

scholarly journals Violência laboral: percepções de professores quanto às medidas de enfrentamento

2020 ◽  
Vol 14 ◽  
Author(s):  
Heloisa Gonçalves Dias ◽  
Julia Trevisan Martins ◽  
Aline Aparecida Oliveira Moreira ◽  
Rita de Cassia De Marchi Barcellos Dalri ◽  
Caroline Vieira Cláudio Okubo ◽  
...  
Keyword(s):  
Public Schools ◽  
High Schools ◽  
Thematic Analysis ◽  
Workplace Violence ◽  
School Environment ◽  
Descriptive Study ◽  
Support Networks ◽  
Age Group ◽  
Analysis Technique ◽  
Qualitative Descriptive

Objetivo: conhecer a percepção dos professores dos Ensinos Fundamental e Médio sobre as medidas para se evitar a violência em salas de aula. Método: trata-se de um estudo qualitativo, descritivo, com docentes dos Ensinos Fundamental e Médio de duas escolas da rede pública. Coletaram-se os dados por meio de entrevistas em áudio gravadas, e, para a análise, adotou-se a técnica de Análise de Conteúdo na modalidade Análise Temática. Resultados: registra-se que a maioria dos docentes era do sexo feminino (n=24; 77,42%) e estava na faixa etária dos 31 aos 40 anos de idade (35,48%). Revela-se, em relação à escolaridade (54,84%), que tinham titulação de especialista Lato sensu. Constituiu-se, a partir das falas, uma categoria temática, << Percebendo as formas de proteção contra a violência sofrida pelo professor >>, subdividida por cinco subcategorias. Conclusão: percebeu-se que as medidas para a diminuição da violência na percepção dos professores incluem a legislação rigorosa e a punição dos agressores, a diminuição do número de alunos nas salas de aula, a valorização do trabalho docente e as redes de apoio ao professor, a presença de profissionais de segurança no âmbito escolar, a criação de espaços de diálogos e o apoio de psicólogos. Descritores: Violência no Trabalho; Docentes; Saúde do Trabalhador; Saúde Pública; Instituições Acadêmicas; Prevenção Primária.AbstractObjective: to know the perception of teachers of elementary and high schools about measures to avoid violence in classrooms. Method: this is a qualitative, descriptive study, with teachers from elementary and high schools in two public schools. Data was collected through recorded audio interviews, and for the analysis, the Content Analysis technique was adopted in the Thematic Analysis modality. Results: it is registered that the majority of teachers were female (n = 24; 77.42%) and were in the age group from 31 to 40 years old (35.48%). It is revealed, in relation to education (54.84%), that they had the title of specialist Lato sensu. Based on the speeches, a thematic category was constituted, << Perceiving the forms of protection against the violence suffered by the teacher >>, subdivided into five subcategories. Conclusion: it was noticed that measures to reduce violence in the perception of teachers include strict legislation and the punishment of aggressors, the decrease in the number of students in classrooms, the appreciation of teaching work and teacher support networks , the presence of security professionals in the school environment, the creation of spaces for dialogues and the support of psychologists. Descriptors: Workplace Violence; Faculty; Occupational Health; Public Health; Schools; Primary Prevention.ResumenObjetivo: conocer la percepción de los docentes de las escuelas primarias y secundarias sobre las medidas para evitar la violencia en las aulas de clase. Método: este es un estudio cualitativo, descriptivo, con maestros de escuelas primarias y secundarias en dos escuelas públicas. Los datos se recopilaron a través de entrevistas de audio grabadas, y para el análisis, se adoptó la técnica de Análisis de Contenido en la modalidad de Análisis Temático. Resultados: se registra que la mayoría de los docentes eran mujeres (n = 24; 77.42%) y pertenecían al grupo de edad de 31 a 40 años (35.48%). Se revela, en relación con la educación (54.84%), que tenían el título de especialista Lato sensu. Sobre la base de los discursos, se constituyó una categoría temática, <<Percibir las formas de protección contra la violencia sufrida por el profesor>>, subdividida en cinco subcategorías. Conclusión: se observó que las medidas para reducir la violencia en la percepción de los docentes incluyen una legislación estricta y el castigo de los agresores, la disminución del número de estudiantes en las aulas, la apreciación del trabajo docente y las redes de apoyo docente, la presencia de profesionales de la seguridad en el entorno escolar, la creación de espacios de diálogo y el apoyo de psicólogos. Descriptores: Violencia Laboral; Facultad; Salud Laboral; Salud Pública; Instituciones Académicas; Prevención Primaria.

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