scholarly journals THE INFLUENCE OF SCHOOL BASED MANAGEMENT AND WORK MOTIVATION TOWARDS TEACHER’S PERFORMANCE

2020 ◽  
Author(s):  
Bukman Lian
Keyword(s):  
Elementary Schools ◽  
Significant Influence ◽  
Work Motivation ◽  
School Based ◽  
Public Elementary Schools ◽  
School Based Management

This study was to determine whether there was an influence of school-based management (SBM) and work motivation on the teacher’s performance of SD Negeri in Pulau Rimau. The method used was descriptive quantitative. The population used was 19 public elementary schools in Pulau Rimau and the sample was 3 schools. Data were collected using questionnaires and documentation. The results showed that there is significant influence between school-based management (SBM) and work motivation together on teacher’s performance.

scholarly journals THE INFLUENCE OF SCHOOL BASED MANAGEMENT AND WORK MOTIVATION TOWARDS TEACHER’S PERFORMANCE

2020 ◽  
Vol 2 (2) ◽  
pp. 183-191
Author(s):  
Mochammad Sultoni ◽  
Bukman Lian ◽  
Mulyadi Mulyadi
Keyword(s):  
Elementary Schools ◽  
Significant Influence ◽  
Work Motivation ◽  
School Based ◽  
Public Elementary Schools ◽  
School Based Management

This study was to determine whether there was an influence of school-based management (SBM) and work motivation on the teacher’s performance of SD Negeri in Pulau Rimau. The method used was descriptive quantitative. The population used was 19 public elementary schools in Pulau Rimau and the sample was 3 schools. Data were collected using questionnaires and documentation. The results showed that there is significant influence between school-based management (SBM) and work motivation together on teacher’s performance.

Approaches towards Measuring Success in Public Elementary Schools

2017 ◽  
pp. 1847-1862
Author(s):  
Maciej Brzozowski ◽  
Eyal Jacob Keydar
Keyword(s):  
Elementary School ◽  
Elementary Schools ◽  
Current Knowledge ◽  
Relevant Literature ◽  
Relevant Information ◽  
Theory And Practice ◽  
School Based ◽  
Public Elementary Schools ◽  
New Directions ◽  
Efficiency Performance

This chapter examines new directions in theory and practice of measuring schools' success. Relevant literature is synthesized to provide a holistic picture of current knowledge of the topic, highlighting meanings, principles and consequences. The chapter discusses the nature of success in schools. The major aim of the research is to analyze the most popular approaches towards measuring the success of schools, including effectiveness, efficiency, performance, and accountability. This chapter suggests measuring the success in public elementary school, based on extended set of measures and indicators. The expanded set of measurements could increase the validity of inferences about schools' effectiveness as well as efficiency and offer relevant information to principals and teachers about how to improve the school's performance.

Approaches towards Measuring Success in Public Elementary Schools

2017 ◽  
pp. 362-377
Author(s):  
Maciej Brzozowski ◽  
Eyal Jacob Keydar
Keyword(s):  
Elementary School ◽  
Elementary Schools ◽  
Current Knowledge ◽  
Relevant Literature ◽  
Relevant Information ◽  
Theory And Practice ◽  
School Based ◽  
Public Elementary Schools ◽  
New Directions ◽  
Efficiency Performance

This chapter examines new directions in theory and practice of measuring schools' success. Relevant literature is synthesized to provide a holistic picture of current knowledge of the topic, highlighting meanings, principles and consequences. The chapter discusses the nature of success in schools. The major aim of the research is to analyze the most popular approaches towards measuring the success of schools, including effectiveness, efficiency, performance, and accountability. This chapter suggests measuring the success in public elementary school, based on extended set of measures and indicators. The expanded set of measurements could increase the validity of inferences about schools' effectiveness as well as efficiency and offer relevant information to principals and teachers about how to improve the school's performance.

scholarly journals THE EFFECTS OF LEADERSHIP KNOWLEDGE, WORK ENVIRONMENT, WORK MOTIVATION ON THE PERFORMANCE OF PRINCIPALS OF PUBLIC ELEMENTARY SCHOOLS (SDN) IN ROKAN HILIR REGENCY OF RIAU PROVINCE

2017 ◽  
Vol 1 (3) ◽  
pp. 90
Author(s):  
Zuhri - Daim ◽  
Rugaiyah Rugaiyah ◽  
Matin Matin
Keyword(s):  
Elementary Schools ◽  
Work Environment ◽  
Direct Effect ◽  
Work Motivation ◽  
Knowledge Work ◽  
Survey Method ◽  
Exogenous Variables ◽  
Public Elementary Schools ◽  
Endogenous Variables ◽  
Positive Direct

The purpose of this study was to study the effects of leadership knowledge, work environment, work motivation to the performance of principals of Public Elementary Schools in Rokan Hilir Regency of Riau Province. This research uses the quantitative approach with survey method with causal approach and path analysis technique. This study analyzes the influence of one variable on other variables. The variables studied consist of two kinds, namely exogenous variables and endogenous variables. Exogenous variables have an influence on endogenous variables. While endogenous variables can also affect other endogenous variables. The affordable population which is simultaneously the sampling frame is the entire principals who served in Public Elementary Schools at Rokan Hilir Regency as many as 265 schools. The results of this study indicate that: (1) There is a positive direct effect of leadership knowledge on performance, (2) There is a positive direct effect work environment on performance, (3) There is a positive direct effect of work motivation on performance, (4) There is a positive direct effect of leadership knowledge on work motivation, (5) There is a positive direct effect of work environment on work motivation. Thus, the improvement of teachers’ performance can be achieved well if there is a strong effect from the leadership knowledge, work environment, and work motivation that are well built.  Keywords:   leadership knowledge, work environment, work motivation, and performance

scholarly journals Effects of Socialization Methods and Peer Attachment on Character Strength of School-Aged Children

2016 ◽  
Vol 1 (2) ◽  
pp. 1
Author(s):  
Risa Umasyah ◽  
Alfiasari Alfiasari
Keyword(s):  
Elementary Schools ◽  
Significant Influence ◽  
Character Strengths ◽  
Rural Families ◽  
Peer Attachment ◽  
Character Strength ◽  
Cross Sectional ◽  
School Aged Children ◽  
Public Elementary Schools ◽  
Families With Children

<p>This study aimed to analyze the influences of socialization methods and peer attachment on character strength of scholl-aged in rural families. This study employed cross sectional approach using survey and interview. A hundred of families with children at grades 4 and 5 in two public elementary schools at Pamijahan Sub District, Bogor Regency participated in this study. This found only age and peer attachment that had significant influence on character strengths of school-aged children in rural families.</p>

scholarly journals Pengaruh Keterampilan Manajerial Kepala Sekolah Dan Peran Komite Terhadap Efektivitas Manajemen Berbasis Sekolah

2021 ◽  
Author(s):  
Suyitno
Keyword(s):  
Significant Influence ◽  
School Principals ◽  
Validity And Reliability ◽  
Managerial Skills ◽  
Education Management ◽  
School Committee ◽  
School Based ◽  
School Based Management ◽  
School Committees

School-based management is a form of autonomy in education management in educational units, in which case the principal or madrasah and teachers are assisted by the school committee or madrasah in managing educational activities. The purpose of this study, among others, was to determine and analyze the variables of managerial skills of school principals and school committees that influence the effectiveness of school-based management in SD Negeri Se-Karangrejo District. The research method was carried out with an explanatory quantitative design. The data collection technique was carried out by using a questionnaire before the level of validity and reliability had been tested on 60 respondents as the sample in this study. The collected data were then analyzed using multiple linear regression tests with the help of SPSS version 17.0 software. The results showed that (1) descriptively the effectiveness of SBM in good categories, managerial skills of school principals and the role of school committees in good categories, (2) there was a positive and significant influence between principal managerial skills on the effectiveness of SBM by 56.8%, (3) there was a positive and significant role of the school committee on the effectiveness of SBM by 36.8%, (4) there was a positive and significant influence on the managerial skills of school principals and the role of school committees together on the effectiveness of SBM by 63.3%. (5) Between the two independent variables, the managerial skills of school principals had a dominant influence on the effectiveness of SBM

scholarly journals Bridging Public Health and Education: Results of a School-Based Physical Activity Program to Increase Student Fitness

2017 ◽  
Vol 132 (2_suppl) ◽  
pp. 81S-87S ◽  
Author(s):  
Shannon L. Barrett-Williams ◽  
Padra Franks ◽  
Christi Kay ◽  
Adria Meyer ◽  
Kelly Cornett ◽  
...  
Keyword(s):  
Physical Activity ◽  
Professional Development ◽  
Elementary Schools ◽  
After School ◽  
Baseline Survey ◽  
Staff Members ◽  
School Based ◽  
Public Elementary Schools ◽  
Physical Activity Programs ◽  
The Impact

Objective: Power Up for 30 (PU30) is a schoolwide intervention that encourages schools to provide an additional 30 minutes of physical activity during the school day, beyond physical education. The objective of this study was to evaluate the impact of PU30 on Georgia public elementary schools and their students. Methods: A total of 719 of 1320 public elementary schools in Georgia that were sent a baseline survey about school physical activity during October 2013 to September 2014 completed the survey, 160 of which were asked to complete a second survey. In the interim (March to June 2015), half (80) of these schools implemented the PU30 program. The interim surveys, which were completed during March to June 2015, assessed opportunities for student physical activity and staff member professional development focused on student physical activity. Results: Compared with schools that had not implemented the program, more schools using the PU30 program reported offering before- and after-school physical activity programs. Forty-four of 78 (57%) PU30 schools compared with 20 of 53 (38%) non-PU30 schools offered before-school physical activity programs. Likewise, more PU30 schools than non-PU30 schools offered after-school physical activity programs (35% vs 16%), and a greater proportion of students at PU30 schools compared with non-PU30 schools met fitness benchmarks: recess 5 days per week (91% [288 of 323] vs 80% [273 of 341]), offering ≥11 minutes per day of classroom-based physical activity (39% [53 of 136] vs 25% [47 of 189] for kindergarten through second grade; 20% [37 of 187] vs 6% [9 of 152] for grades 3 through 5), and receiving physical activity–related professional development time (42% [136 of 323] vs 14% [48 of 341]). Conclusions: The surveys provided a statewide picture of the physical activity opportunities offered to students and staff members in Georgia elementary schools and demonstrated the effective use of a comprehensive, multicomponent program to offer more school-based physical activity opportunities and to improve student fitness.

Sign in / Sign up

Export Citation Format

Share Document