scholarly journals School Principals’ Levels of Administrative Competences based on the Perceptions of Principals and Teachers

2021 ◽  
Vol 4 (1) ◽  
pp. 43-62
Author(s):  
Sabit Menteşe ◽  
Keyword(s):  
School Administration ◽  
School Principals ◽  
School Administrators ◽  
Correlation Coefficients ◽  
Academic Community ◽  
Great Emphasis ◽  
School Type ◽  
National Education ◽  
Sustainable Policy ◽  
Administrative Competencies

This study aims to determine school principals’ level of administrative competencies according to the perceptions of teachers and principals. The study group consists of 134 teachers and 35 principals. The data of the research, which was designed in the survey model, were collected with the "School Administrators' Competences Inventory". The results revealed that school principals and teachers exhibited high levels of administrative Competencies as expected from the school principals. The opinions of the teachers and principals did not differ significantly in the comparisons according to gender, seniority, school type, and duties (teacher vs. principal). Likewise, the correlation coefficients between the administrative competence subscales were estimated above a moderate level. As a result of the research, it can be said that teachers and principals have positive views about the competencies of the school administrators. However, though the Ministry of National Education and the academic community put great emphasis on it, and a significant deal of knowledge and database has been accumulated about it; it is an important problem that school administration has not been defined as a profession in Turkey and no sustainable policy in this aspect has been developed yet.

scholarly journals Identifying the administrative challenges encountered by the principals in low-performing public secondary schools of Faisalabad District, Pakistan

2021 ◽  
Vol 4 (1) ◽  
pp. 5-16
Author(s):  
Khalida Parveen
Keyword(s):  
School Improvement ◽  
Secondary School ◽  
Secondary Schools ◽  
School Administration ◽  
School Administrators ◽  
Sampling Technique ◽  
Basic Knowledge ◽  
School Type ◽  
Chi Square ◽  
National Education

According to the current situation, the most controversial issues emerging in developing countries are the excellence and quality of the national education. Several escalating challenges, especially those related to the secondary school administration, are inevitably responsible for poor administrative and academic performance. In addressing those challenges, school administrators are expected to take full accountability for the implementation of educational policies into practice efficiently. The key objective of the study is to explore the prospective challenges principals are encountering in low-performing public secondary schools. To fulfil the research purpose, a 5-point Likert scale questionnaire was developed. A sample of 122 secondary school principals in Faisalabad District was selected by taking advantage of purposive sampling technique. As a result, a total of 24 challenges were collectively validated through questionnaire survey. Frequency analysis approach was initially applied to figure out the most critical challenges. Accordingly, 7 challenges were found statistically significant with a frequency ≥50% for each factor. Additionally, school-type-based (rural vs. urban) analysis was performed by applying Chi-Square test. Furthermore, a taxonomy was developed to classify the identified challenges into nine basic knowledge-areas of school administration. The results revealed ‘Governance and Relationships” is the most significant knowledge-area attribute for school improvement.

scholarly journals ANALISIS KOMPETENSI TENAGA KEPENDIDIKAN DI SEKOLAH MENENGAH ATAS NEGERI 18 GARUT

2020 ◽  
Vol 3 (3) ◽  
pp. 132-139
Author(s):  
Ikeu Kania
Keyword(s):  
Service Quality ◽  
Government Regulation ◽  
School Administration ◽  
School Administrators ◽  
Descriptive Analysis ◽  
Education Professionals ◽  
National Education ◽  
Educational Personnel ◽  
Education School ◽  
Improve Service Quality

Principals, school administrators, and other personnel deliver quality education. School administration employees are educators that help school administration. This research seeks to evaluate how education staff may improve service quality at SMA Negeri 18 Garut. This study employed qualitative research with descriptive analysis. Based on the study, SMA Negeri 18 Garut's education professionals have three skills to improve service quality in line with the National Education Government Regulation No. Efforts to improve school administration at SMA Negeri 18 Garut include training educational personnel, finger prints at every entry and exit, monthly motivation and morale meetings, and comparison studies with other schools. Provide care for the teaching personnel of SMA Negeri 18 Garut.

Perspectives of Urban School Principals From Nontraditional Contexts: A Study of Urban Public Charter and Private School Leaders

2017 ◽  
Vol 50 (4) ◽  
pp. 303-327 ◽  
Author(s):  
Philip V. Robey ◽  
Robert J. Helfenbein
Keyword(s):  
Private School ◽  
Catholic Schools ◽  
School Administration ◽  
School Principals ◽  
School Leaders ◽  
Urban School ◽  
School Type ◽  
Urban School Principals ◽  
High Level ◽  
Administrative Tasks

Principals from 76 urban public charter and private (Catholic) schools located in three midsized cities participated in a sequential explanatory investigation measuring perceptions of key elements related to school administration. Topics include students, selves, and elements related to the job of principal. Findings indicate that most principals view few administrative tasks as very challenging yet regard experience and skills as very important. Principals also perceive high level of authority over areas related to instruction. Comparisons by school type indicate close alignment of perspectives.

Geçici koruma kapsamındaki Suriyeli çocukların Trabzon devlet okullarındaki durumu

2017 ◽  
Vol 4 (2) ◽  
pp. 119-152 ◽  
Author(s):  
Mine Gözübüyük Tamer
Keyword(s):  
Civil War ◽  
Policy Development ◽  
Primary Schools ◽  
School Principals ◽  
School Administrators ◽  
School Age ◽  
National Education ◽  
Temporary Protection ◽  
Teachers And Students ◽  
War And Conflict

2011 yılı Mart ayından bu yana devam eden Suriye’deki iç savaş ve çatışma ortamı, milyonlarca Suriye vatandaşının komşu ülkelerine sığınmasına yol açmıştır. 2017 yılı itibariyle Türkiye’de geçici koruma kapsamına alınan Suriyelilerin sayısı üç milyonu aşmış durumdadır. Böylesi yoğun bir kitlesel göç içerisinde okul çağındaki çocuklar, geçici koruma kapsamına alınan Suriyeli nüfusun neredeyse üçte birini oluşturmaktadır. Suriye’deki iç savaşın uzaması ve akabinde Türkiye’ye göç eden insanların kalma sürelerinin artmasına paralel şekilde bu çocukların eğitim sistemine dâhil edilmesi gerekmektedir. Bu çalışma, okul çağında olan geçici koruma kapsamındaki Suriyeli çocukları odağına alarak onların eğitim sürecinde karşılaştıkları sorunları, beklenti ve taleplerini ortaya koymayı amaçlamaktadır. Ayrıca, çocukların devam ettikleri okullarda okul müdürleri ve öğretmenlerin deneyimleri de araştırmaya dâhil edilmiştir. Araştırma Mart-Nisan 2016 tarihleri arasında Trabzon İl Milli Eğitim Müdürlüğüne bağlı altı ilköğretim okulunda (ilk ve ortaokulda), öğrenim gören Suriyeli öğrenciler ile bu okullarda görev yapan okul müdürleri ve öğretmenlerle sınırlıdır. Konunun amacına uygun bir şekilde konuya müdahil olan okul yöneticileri, öğretmenler ve öğrencileri anlamaya yönelik saha araştırmasında verilerin toplanması sırasında derinlemesine görüşme tekniği kullanılmıştır. Özellikle öğrencilerle hem bireysel hem de odak grup görüşmeleri yapılmıştır. Bu sayede, geçici koruma kapsamındaki çocukların haklarını gözeten politika üretilmesi kapsamında, etkin bir eğitim programının hazırlanması ve uygulanması, eğitim materyallerinin hazırlanması ve geliştirilmesi, düzenli ve doğrudan bir izleme faaliyetinin yapılması, eğitim süreçlerine erişim için farkındalık sağlanması, gerektiğinde eğitimcilerin ihtiyaç duydukları alandaki yeterliliklerinin güçlendirilmesi ve desteklenmesi hedeflenmiştir.ABSTRACT IN ENGLISHThe civil war and conflict environment in Syria, which has continued since March 2011, has led to the refuge of millions of Syrian citizens in their neighboring countries. As of 2017, the number of Syrians who have been taken into temporary protection coverage in Turkey has exceeded 3 million. In such a massive immigration, children in school age constitute almost one third of the population. In line with the prolongation of the civil war in Syria and the subsequent residence of those who migrate to Turkey, it is necessary to be included in the education system of these children. This study aims to take the Syrian children who are in temporary shelter in the school age and focus their problems, expectations and demands on their education process. In addition, the experiences of school principals and teachers were also included in the study of the children they attend. The research is limited to the Syrian students studying in the six primary schools (primary and secondary) affiliated to the Trabzon Provincial Directorate of National Education between March-April 2016 and the school principals and teachers working in these schools. An in-depth interview technique was used during the gathering of the data in the field survey to determine the school administrators, teachers and students involved in the subject. Particularly, students were interviewed both individually and in focus. In this context, within the scope of policy development for the rights of temporary protection children, preparation and implementation of an effective training program, preparation and development of training materials, regular and direct monitoring activities, awareness of access to training processes.

scholarly journals GESTÃO DEMOCRÁTICA: uma reflexão a partir da percepção dos gestores escolares

2020 ◽  
Vol 27 (4) ◽  
pp. 315
Author(s):  
Ana Lúcia Cunha Duarte
Keyword(s):  
Public Schools ◽  
School Administration ◽  
School Administrators ◽  
Methodological Approach ◽  
School Management ◽  
Academic Community ◽  
Structured Interviews ◽  
Democratic Management ◽  
Democratic School ◽  
Perceptions Of School

A questão central do presente estudo é a análise da percepção dos gestores escolares da rede de ensino público municipal de São Luís sobre gestão democrática. A análise dos dados da pesquisa que foram obtidos de entrevistas semiestruturadas realizadas com 15 (quinze) gestores escolares fundamenta-se em autores como: Libâneo; Oliveira; Toschi (2013); Lück (2011, 2016); Paro (2011, 2015); Dourado (2007), entre outros. Para garantir o anonimato, codificamos todos os participantes da pesquisa, para não serem identificados. Concluídas as análises, consideramos que os resultados poderão subsidiar a comunidade acadêmica em outras pesquisas similares, além de fornecerem dados à Secretaria de Educação do Municípios (SEMED). O artigo está dividido em 5 (cinco) seções: a introdução, que apresenta o objetivo, a questão central, a abordagem metodológica da pesquisa e os instrumentos de coleta de dados. Na segunda seção, aborda-se a administração escolar: o desafio da superação da lógica da empresa na escola pública. Na terceira seção, discutimos a gestão escolar democrática e suas implicações na qualidade do ensino, objetivando reforçar a importância da participação da comunidade escolar no projeto de melhoria da educação ofertada. Na quarta seção, apresentamos as percepções dos gestores escolares, relativas à gestão democrática, a partir das falas dos entrevistados. Por último, as considerações finais, que contemplam uma rápida análise das percepções dos gestores.    Palavras – chave: Gestão escolar democrática. Administração escolar. Qualidade.DEMOCRATIC MANAGEMENT: a reflection from the perception of school managersAbstractThe central issue of the present study is the analysis of the perception of school administrators of the São Luís public school system about democratic management. The analysis of the research data obtained from semi-structured interviews carried out with 15 (fifteen) school managers is based on authors such as: Libâneo; Oliveira; Toschi (2013); Lück (2011, 2016); Paro (2011, 2015); Dourado (2007), among others. In order to guarantee anonymity, we coded all research participants, so as not to be identified. After the analysis is completed, we believe that the results may support the academic community in other similar research, in addition to providing data to the Municipal Education Secretariat (SEMED). The article is divided into 5 (five) sections: the introduction, which presents the objective, the central question, the methodological approach of the research and the data collection instruments. In the second section, school administration is addressed: the challenge of overcoming the company's logic in public schools. In the third section, we discuss democratic school management and its implications for the quality of teaching, aiming to reinforce the importance of school community participation in the project to improve the education offered. In the fourth section, we present the perceptions of school managers, regarding democratic management, based on the interviewees' statements. Finally, the final considerations, which include a quick analysis of the managers' perceptions.Keywords: Democratic school management. School administration. Quality.GESTIÓN DEMOCRÁTICA: una reflexión desde la percepción de los gerentes escolaresResumen El tema central del presente estudio es el análisis de la percepción de los administradores escolares del sistema de escuelas públicas de São Luís sobre la gestión democrática. El análisis de los datos de investigación obtenidos de entrevistas semiestructuradas realizadas con 15 (quince) directores escolares se basa en autores como: Libâneo; Oliveira Toschi (2013); Lück (2011, 2016); Paro (2011, 2015); Dourado (2007), entre otros. Para garantizar el anonimato, codificamos a todos los participantes de la investigación, para no ser identificados. Una vez completado el análisis, creemos que los resultados pueden apoyar a la comunidad académica en otras investigaciones similares, además de proporcionar datos a la Secretaría Municipal de Educación (SEMED). El artículo está dividido en 5 (cinco) secciones: la introducción, que presenta el objetivo, la pregunta central, el enfoque metodológico de la investigación y los instrumentos de recolección de datos. En la segunda sección, se aborda la administración escolar: el desafío de superar la lógica de la empresa en las escuelas públicas. En la tercera sección, discutimos la gestión democrática de la escuela y sus implicaciones para la calidad de la enseñanza, con el objetivo de reforzar la importancia de la participación de la comunidad escolar en el proyecto para mejorar la educación ofrecida. En la cuarta sección, presentamos las percepciones de los gerentes escolares, con respecto a la gestión democrática, basadas en las declaraciones de los entrevistados. Finalmente, las consideraciones finales, que incluyen un análisis rápido de las percepciones de los gerentes.Palabras clave: gestión escolar democrática. Administración escolar. Calidad. 

scholarly journals School Principals’ Views on Administration Work, Their “Frequent Turnover” and Its Effects on Their Work

2017 ◽  
Author(s):  
Aydin Balyer
Keyword(s):  
Educational Administration ◽  
Sampling Method ◽  
School Principals ◽  
School Administrators ◽  
Analysis Method ◽  
Leadership Qualities ◽  
National Education ◽  
Qualitative Research Design ◽  
Content Analysis Method

School administrators’ “frequent turnover” has been discussed intensively in the Turkish Educational System recently. Currently, principals are selected for 4 years after an interview conducted by a committee of directors of national education. After that period, they either go back to their classes or are chosen for another 4 years for the last time. This frequent turnover can be disruptive for schools. This study was conducted to determine school principals’ views on administration work and this frequent turnover. The study employed a qualitative research design. The participants were 20 principals chosen with maximum sampling method. The data were analyzed with content analysis method. Results revealed that most principals consider administration work as a professional and career profession which requires expertise, leadership qualities and education in educational administration. They also evaluate the selection system as problematic and limiting their work period with 4 years prevents them from realizing long-term projects. Finally, they think that the system works with political considerations clearly.

The Values of School Administration: Preferences, Ethics, and Conflicts

1998 ◽  
Vol 8 (4) ◽  
pp. 399-422 ◽  
Author(s):  
Paul T. Begley ◽  
Olof Johanssqn
Keyword(s):  
Information Processing ◽  
Problem Solving ◽  
Conceptual Framework ◽  
School Administration ◽  
School Principals ◽  
School Administrators ◽  
The Other ◽  
Value Conflicts ◽  
Processing Theory ◽  
Conducting Research

This article reports the findings of two studies focussed on the personal and professional values of school administrators. Two themes were employed as general organizers for the research: the influence of personal preference and transrational principles on the problem solving actions of school administrators and the value conflicts that administrators experience in their work. One study was conducted in Umea (Sweden), the other in Toronto (Canada). The conceptual framework integrates Hodgkinson's (1991) values theory with information processing theory. Action research methods were adopted as a way of overcoming the special problems associated with conducting research on values. Findings suggest that administrators’ personal values are significant influences on problem solving. Specifically, the rational value types of consensus and consequences predominate in the valuation processes of school principals, personal preferences are infrequently articulated, and transrational principles are employed under particular circumstances.

scholarly journals ORGANIZATIONAL CHALLENGES FACING SCHOOL ADMINISTRATORS IN TULKAREM DIRECTORATE FROM THE POINT OF VIEW OF THE SCHOOL PRINCIPALS THEMSELVES

2021 ◽  
Vol 03 (04) ◽  
pp. 55-73
Author(s):  
Mahmoud Jameel Mahmoud HOSSIN
Keyword(s):  
Educational Administration ◽  
School Administration ◽  
School Principals ◽  
School Administrators ◽  
Geographical Location ◽  
Point Of View ◽  
Online Questionnaire ◽  
Arithmetic Average ◽  
Organizational Challenges ◽  
The Impact

The study aims to identify the organizational challenges facing school administrators in Tulkarem directorate from the point of view of the school principals themselves. In addition, it shows the impact of the variables related to the gender, qualification, experience and geographical location on organizational challenges. An online questionnaire was used as a tool to collect data. The study sample consisted of 138 male and female principals selected randomly. Moreover, the descriptive analytical approach was used to analyze the data through the SPSS statistical analysis software, and to draw the conclusions. The results of the research have shown that the section stating the principals' lack of familiarity with new developments in management science and the lack of valid basic data needed to prepare plans was great. In addition, the arithmetic average was very big for the sections stating the following: the proliferation of generalizations and decisions in such a way which makes following up their implementation take time and effort at the expense of other work, obligating schools to follow rules and instructions to the letter, poor cooperation between the school administration and senior levels of administration, and the regulations established on ideal grounds are difficult to be realistically complied with at schools. Moreover, the results have indicated that there were no individual differences in the most common organizational administrative challenges among public school principals in Tulkarem governorate according to gender, specialization, qualification and years of experience. The researcher recommends that schools should be provided with integral administrative staff, schools should be also provided with equipment and materials, principals should be given more authority especially with regard to students' problems, teachers should be provided and their teaching loads should be reduced, accurate scientific criteria should be established for selecting and training members of school administration, overlapping of school administration specialties should be avoided, and communication channels should be established between the school administration and educational administration.

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