scholarly journals Learning to Lead: What Constitutes Effective Training for Student Leaders in New Zealand Secondary Schools?

2021 ◽  
Author(s):  
◽  
Bronwyn Davies
Keyword(s):  
New Zealand ◽  
Secondary Schools ◽  
Leadership Training ◽  
School Environment ◽  
Student Leadership ◽  
Student Leaders ◽  
Structured Interviews ◽  
Student Leader ◽  
Effective Training ◽  
Training Programmes

<p><b>Student leaders in New Zealand secondary schools may include tutors, head students, sports and cultural captains, mentors and prefects. This study is based on the premise that student leaders can provide inspiration to other students and work skilfully to shape the culture of a school. The possibilities that stem from the role of student leader can be endless, yet there seems to be little evidence of consensus regarding what kind of training should be provided for student leaders.</b></p> <p>This is an investigation of student leadership training programmes. The main purpose is to discover what constitutes effective training for student leaders. This study is designed to provide educators with examples of what effective training could involve. It is a multiple-case study of three different New Zealand secondary schools. Data were collected through semi-structured interviews, an observation and a survey. The study uses a distributed leadership framework and thematic analysis of data.</p> <p>This study reveals some aspects of effective student leadership training and, based on findings, includes recommendations for components of future training programmes. The analysis highlights the importance of creating a school environment that supports student leadership. The findings also reveal the value of designing leadership training programmes that adhere to principles of experiential learning.</p>

scholarly journals Learning to Lead: What Constitutes Effective Training for Student Leaders in New Zealand Secondary Schools?

2021 ◽  
Author(s):  
◽  
Bronwyn Davies
Keyword(s):  
New Zealand ◽  
Secondary Schools ◽  
Leadership Training ◽  
School Environment ◽  
Student Leadership ◽  
Student Leaders ◽  
Structured Interviews ◽  
Student Leader ◽  
Effective Training ◽  
Training Programmes

<p><b>Student leaders in New Zealand secondary schools may include tutors, head students, sports and cultural captains, mentors and prefects. This study is based on the premise that student leaders can provide inspiration to other students and work skilfully to shape the culture of a school. The possibilities that stem from the role of student leader can be endless, yet there seems to be little evidence of consensus regarding what kind of training should be provided for student leaders.</b></p> <p>This is an investigation of student leadership training programmes. The main purpose is to discover what constitutes effective training for student leaders. This study is designed to provide educators with examples of what effective training could involve. It is a multiple-case study of three different New Zealand secondary schools. Data were collected through semi-structured interviews, an observation and a survey. The study uses a distributed leadership framework and thematic analysis of data.</p> <p>This study reveals some aspects of effective student leadership training and, based on findings, includes recommendations for components of future training programmes. The analysis highlights the importance of creating a school environment that supports student leadership. The findings also reveal the value of designing leadership training programmes that adhere to principles of experiential learning.</p>

scholarly journals Gender identity: Exploring struggles & school support among New Zealand senior secondary students

2021 ◽  
Author(s):  
◽  
Krishn Chandra
Keyword(s):  
New Zealand ◽  
Secondary Schools ◽  
Secondary Students ◽  
Gender Diversity ◽  
Research Approach ◽  
Diverse Students ◽  
Structured Interviews ◽  
Gender Diverse ◽  
Senior Secondary ◽  
Academic And Social Experiences

<p>This research was undertaken with an intention to contribute to the existing literature and research on issues related to struggles and support for gender diverse students in New Zealand secondary schools. Gender diversity is a classification of individuals who do not see themselves as just male or female. LGBTQIA [lesbians, gays, bisexual, transgender and Queer] has been an acronym used to describe individuals of alternative lifestyles. The main objective of this study was to investigate in-depth to understand the positive and negative experiences of gender diverse students in New Zealand Secondary schools. A qualitative research approach was utilised and pragmatics as the research paradigm, as the focus was on the experiences of the learners and view of the teachers. Semi-structured interviews were used as this is regarded as a process of in-depth inquiry which has generated detailed descriptions. The outcomes of this research have been in line with the current and existing literature related to the experiences of gender diverse students in secondary schools in New Zealand. A review of existing literature indicates that gender diverse students are subjected to negative academic and social experiences such as verbal slurs, emotional harassment and abuse. Further, the disengagement of the curriculum and the support of the teachers in schools. The positive indication of this research was the support of the heterosexual students and teachers in the school however, there is a need for more support. It is recommended from this research that the school needs to provide professional development for its teachers and design their curriculum to create equality in the school.</p>

scholarly journals Gender identity: Exploring struggles & school support among New Zealand senior secondary students

2021 ◽  
Author(s):  
◽  
Krishn Chandra
Keyword(s):  
New Zealand ◽  
Secondary Schools ◽  
Secondary Students ◽  
Gender Diversity ◽  
Research Approach ◽  
Diverse Students ◽  
Structured Interviews ◽  
Gender Diverse ◽  
Senior Secondary ◽  
Academic And Social Experiences

<p>This research was undertaken with an intention to contribute to the existing literature and research on issues related to struggles and support for gender diverse students in New Zealand secondary schools. Gender diversity is a classification of individuals who do not see themselves as just male or female. LGBTQIA [lesbians, gays, bisexual, transgender and Queer] has been an acronym used to describe individuals of alternative lifestyles. The main objective of this study was to investigate in-depth to understand the positive and negative experiences of gender diverse students in New Zealand Secondary schools. A qualitative research approach was utilised and pragmatics as the research paradigm, as the focus was on the experiences of the learners and view of the teachers. Semi-structured interviews were used as this is regarded as a process of in-depth inquiry which has generated detailed descriptions. The outcomes of this research have been in line with the current and existing literature related to the experiences of gender diverse students in secondary schools in New Zealand. A review of existing literature indicates that gender diverse students are subjected to negative academic and social experiences such as verbal slurs, emotional harassment and abuse. Further, the disengagement of the curriculum and the support of the teachers in schools. The positive indication of this research was the support of the heterosexual students and teachers in the school however, there is a need for more support. It is recommended from this research that the school needs to provide professional development for its teachers and design their curriculum to create equality in the school.</p>

scholarly journals Tama Samoa Stories: Experiences and Perceptions of Identity, Belonging and Future Aspirations at Secondary School

2021 ◽  
Author(s):  
◽  
Fuapepe Rimoni
Keyword(s):  
New Zealand ◽  
Secondary School ◽  
Secondary Schools ◽  
School Context ◽  
Structured Interviews ◽  
Future Aspirations ◽  
Zealand Secondary School ◽  
And Gender ◽  
Key Aspects ◽  
Critical Discourses

<p>This thesis investigates the experiences of twelve strong, articulate and thoughtful tama Samoa (Samoan boys) through their participation in secondary schools and lives outside the classroom and through the stories of others. The study looked at how the students enacted their identities as Samoans, as learners and as young men who are anticipating the future. The study is premised on the view that Pacific identities are fluid, diverse, multi-dimensional and include a range of different perspectives relating to social class, ethnicity, culture and gender. Such a view of identity as complex is not generally taken into consideration in the literature on educational success and achievement of Pacific students in New Zealand.  The study employed a phenomenological qualitative design, using focus groups and semi-structured interviews by talanoa (conversations). As the study involved a group of indigenous tama Samoa, the Samoan fa’afaletui method was used. Participants were a group of twelve tama Samoa in three Wellington secondary schools and their twelve nominated persons.  The study found that there are key aspects to making the experiences of tama Samoa positive and successful within the secondary school. These include acknowledging tama Samoa and their multiple identities while attending secondary school; supporting the development of a sense of belonging through everyday interactions with peers and teachers, and affirming the belief by tama Samoa that secondary school socialisation serves to help them make future decisions.  This study argues that the experiences of tama Samoa are deeply embedded within wider social, economic and political trends. Indeed, their “voices” are shaped in part by these broader forces that construct and represent them as being historically “disadvantaged” and socio-economically “underserved.” Further, this study advocates for the diverse voices of tama Samoa, along with their experiences, stories, hopes, aspirations and dreams to be brought to light and placed alongside the official accounts of Pacific “disadvantage” to enable more balanced critical discourses taking place.  It is hoped that this study will offer further insights into the experiences of tama Samoa in the New Zealand secondary school context, from which valuable knowledge is derived to inform and support schools in improving the New Zealand secondary school experiences of Samoan adolescent boys.</p>

scholarly journals Modelling Positive Behaviour: A Vital Strategy in Instilling Positive Discipline Among Secondary School Learners

2020 ◽  
Vol 1 (2) ◽  
pp. 157-172
Author(s):  
Lwazi Sibanda ◽  
Joyce Mathwasa
Keyword(s):  
Secondary Schools ◽  
School Environment ◽  
Role Models ◽  
Structured Interviews ◽  
Staff Members ◽  
Positive Discipline ◽  
School Counsellors ◽  
Development Committee ◽  
Group Interviews ◽  
School Heads

This qualitative study, guided by interpretive paradigm, explored how secondary schools use modelling positive behaviour strategy to instil positive discipline among learners in Bulawayo Metropolitan Province, Zimbabwe. The study was enthused by the abolition of corporal punishment, exclusion due to delinquent behaviour and adoption of positive, inclusive discipline strategies to maintain order in schools. A case study design purposively sampled four schools in which four school heads, twenty members of the disciplinary committee, four school counsellors, two education officers, four School Development Committee chairpersons and forty prefects participated. Data collected through focus group interviews, semi-structured interviews and document analysis were thematically analysed. The results indicated that secondary schools adopted the modelling positive behaviour strategy to instil positive discipline among learners. New staff members’ orientation focused on conduct, modelling of positive behaviour whenever teachers, learners and parents interact as they perform various activities in the school environment. The study also established that prefects as role models were afforded opportunity to lead assembly sessions. The study concluded that in spite of a few cases of misconduct, it is evident that modelling positive behaviour strategy produced affirmative outcomes in schools understudy. The study recommends further research that explores other strategies that could be adopted by schools to maintain positive discipline particularly in rural schools.

scholarly journals Student-Teachers’ Experiences and Strategies of Managing Disruptive Behaviours in Tanzania Secondary Schools.

2020 ◽  
Vol 9 ◽  
pp. 152-174
Author(s):  
William Pastory Majani
Keyword(s):  
Secondary Schools ◽  
Student Teachers ◽  
Structured Interviews ◽  
Relational Support ◽  
Support Strategies ◽  
Qualitative Thematic Analysis ◽  
Teachers Experiences ◽  
Analysis Strategies ◽  
Disruptive Behaviours ◽  
Training Programmes

This paper reports on student-teachers’ experiences during a six-week teaching practicum of disruptive classroom behaviours by students in selected Tanzanian secondary schools and the strategies that the student-teachers employed to manage them. Questionnaire and semi-structured interviews were employed to collect data from 70 student-teachers. Using qualitative thematic analysis and descriptive quantitative analysis strategies, it was revealed that student-teachers did very little to enhance appropriate classroom behaviours. Instead, they relied on punitive strategies such as punishment to deal with disrupting students. Reliance on punitive measures limited their ability to use positive feedback, tolerance and relational support strategies, which are regarded as more effective in fostering appropriate classroom behaviours by empowering students to take control of their own behaviour. These findings have important implications for teacher training programmes, and students learning. The paper concludes by asserting that like any other lessons, appropriate behaviours in classrooms need to be taught and nurtured not simply demanded.

Leading with humour and its effect on resilience in the workplace: The perspectives of principals in Kuwaiti secondary schools

2022 ◽  
pp. 089202062110722
Author(s):  
Meznah Saad Alazmi ◽  
Salem Saad Alhajeri
Keyword(s):  
Secondary School ◽  
Secondary Schools ◽  
Leadership Training ◽  
School Principals ◽  
Secondary School Principals ◽  
School Principal ◽  
It Impacts ◽  
The State Of Kuwait ◽  
Training Programmes ◽  
Perceptions Of School

This study aimed to explore the extent to which the principals of secondary schools in the State of Kuwait said they practiced leadership with humour and if it impacts on their level of resilience in the workplace. The study sample consisted of 121 male and female secondary school principals from six educational districts in Kuwait who were selected using the random stratified method. The study findings showed that the perceptions of school principals regarding the extent to which they practice leadership with a sense of humour were moderate in all fields. The study also found that school principals enjoy high resilience in their workplace, especially when solving a problem. Finally, the results showed that the more a school principal used humour the more resilient he/she would be in the workplace. The study concluded that humour should be considered as one factor in effective leadership and that leadership training programmes should include this dimension. The level of resilience can be clearly predicted by identifying the extent to which school principals claim to practice leading with humour.

scholarly journals Student and Parent Perspectives of the Transition From Primary to Secondary School for Students With Autism Spectrum Disorder

2020 ◽  
Vol 5 ◽  
Author(s):  
Karen Stack ◽  
Jennifer E. Symonds ◽  
William Kinsella
Keyword(s):  
Autism Spectrum Disorder ◽  
Secondary School ◽  
Secondary Schools ◽  
Primary School ◽  
Peer Relationships ◽  
School Environment ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Structured Interviews ◽  
School Environments

Objective: Transition from primary school to secondary school is an important point in a young person's development. Children's experiences at transition have been found to have an enduring impact on their social and academic performance and potentially their success or failure at secondary school. This primary-secondary transition frequently presents challenges for children with Autism Spectrum Disorder (ASD), resulting in uncertainty and anxiety. The objective of this study was to explore the perceptions of children with ASD, on the topic of which features of school environment fit more or less well with their needs, as they transferred from primary to secondary schools.Method: Semi-structured interviews were used to gather the experiences of 6 students with ASD, and their parents, before and after the transition to secondary school. A thematic analysis of these data identified common themes that captured the fits and misfits between the children's needs and their primary and secondary school environments.Result: Overall, participants voiced more positive perspectives of secondary school than primary school. Data analysis identified themes of feelings about school, peer relationships, relationship with school staff, curriculum, school organization, and accommodations.Conclusion: Inclusion and integration of students with ASD in mainstream secondary schools at transition can be a positive experience when the school environments are a good fit with the individual needs of each child with ASD. The transition can be challenging for children when a one size fits all approach is taken.

scholarly journals RAISING AWARENESS OF SCHOOL SOCIAL WORK IN SLOVAKIA

2019 ◽  
Vol 7 ◽  
Author(s):  
Veronika Šimonová ◽  
Miroslav Tvrdoň
Keyword(s):  
Social Work ◽  
Secondary Schools ◽  
Social Workers ◽  
School Environment ◽  
School Social Work ◽  
Professional Staff ◽  
Social Risk ◽  
Social Risk Factors ◽  
Structured Interviews ◽  
Staff Members

The objective of the present study was to point out the current perception of the roles of school social workers and other professional staff members in secondary schools from the perspective of school managers. In conducting the research, the authors focused on interrelationships between social work and education. In using the qualitative method of semi-structured interviews, the authors analysed the current state in the school environment from the perspective of school managers in secondary schools in the Nitra Region. There were 16 respondents included in the study. According to the respondents, the school environment is able to recruit professional staff members, and thus reflect the increasing need for professional interventions in dealing with increasing social risk factors. According to our findings, the most acceptable form is employing a school social worker directly by the school. In the present, however, there is insufficient funding, legislative anchoring of school social work, and specialised education for social workers.

scholarly journals Exploring Teachers’ Perceptions in Managing Interracial Interactions in a Multicultural setting: A Case study of Five Malaysian Secondary Schools in Klang Valley

2013 ◽  
Author(s):  
Azam Othman ◽  
Ismail Sheikh Ahmad ◽  
Hamidon Abdul Rahman ◽  
Shahrul Fhaizal Shabu
Keyword(s):  
Secondary Schools ◽  
School Environment ◽  
National Language ◽  
Structured Interviews ◽  
Interracial Interactions ◽  
Teachers Perceptions ◽  
Multicultural Environment ◽  
Klang Valley ◽  
Multicultural School

The multicultural school environment at the Malaysian national schools presents a number of issues and challenges for the in-service teachers. This study investigated the experiences of 16 teachers in five selected national type schools in Klang Valley. Through a series of semi-structured interviews, responses from the teachers provided insights to the multiculturalism school environment in a multiracial society such as Malaysia. The findings of this study revealed that low proficiency of the national language among non-Malay students, inadequate multicultural trainings for teachers, and lack of programmes and initiatives that promote unity in a multicultural environment are among the major hurdles faced by teachers. The implications of the findings and recommendations from the teachers on ways to improve the multicultural environment in schools are also presented.   Abstrak   Persekitaran sekolah kebangsaan yang majmuk budaya di Malaysia menampilkan beberapa isu dan cabaran bagi guru-guru dalam perkhidmatan.  Kajian ini menyelidik pengalaman 16 orang guru daripada lima buah sekolah jenis kebangsaan yang dipilih di sekitar Lembah Klang.  Respons daripada para guru melalui satu siri temubual separa berstruktur, memberi maklumat lebih dalam tentang persekitaran sekolah majmuk budaya dalam masyarakat majmuk seperti Malaysia.  Hasil kajian mendapati penguasaan Bahasa kebangsaan yang rendah dalam kalangan pelajar bukan Melayu, kekurangan latihan tentang kemajmukan budaya dalam kalangan guru dan kekurangan program dan inisiatif bagi memajukan perpaduan kaum dalam persekitaran majmuk budaya merupakan beberapa halangan utama yang dihadapi oleh guru. Kertas ini turut membentangkan implikasi bagi dapatan kajian dan mengesyorkan beberapa saranan daripada para guru tentang cara untuk menambahbaik persekitaran majmuk budaya di sekolah. Kata kunci: pendidikan majmuk budaya; kemajmukan budaya di Malaysia; sekolah di Malaysia; pengalaman guru tentang kepelbagaian bangsa.

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