Analyzing School Images To Reveal The Values And Norms Of Greek Middle Schools

The study attempts to explore the challenges confronting head teachers in the management of special schools in Ghana. The study was conducted using qualitative research design. Nine out of 29 head teachers were sampled for the study. All head teachers stressed that they were confronted with numerous challenges that affect the management of the schools. The main challenge identified by the study participants was that special education teachers in Ghana were not adequately motivated. The study therefore recommended that special incentive packages be instituted for teachers in the schools and that the Ministry of Education should release funds on time to the schools to enable the school management acquires the resources needed for effective teaching and learning in the special schools.

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Qualitative Analysis Of Challenges Facing Head Teachers In Management Of Special Schools In Ghana: Implications For Teacher Retention

West East Journal of Social Sciences ◽

10.36739/wejss.2019.v8.i2.28 ◽

2019 ◽

Vol 8 (2) ◽

pp. 202-214

Author(s):

Felix Kwame Kumedzro

Keyword(s):

Special Education Teachers ◽

Teaching And Learning ◽

School Management ◽

Ministry Of Education ◽

Special Schools ◽

Head Teachers ◽

Qualitative Research Design ◽

Main Challenge ◽

Study Participants ◽

Effective Teaching And Learning

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معيقات تطبيق التعليم الالكتروني في مدارس مديرية تربية جنوب الخليل من وجهة نظر مدراء المدارس

مجلة كلية فلسطين التقنية للأبحاث والدراسات ◽

10.47641/jrs.2015-2-1.03 ◽

2015 ◽

Vol 2 (1) ◽

pp. 53-79

Keyword(s):

Reliability And Validity ◽

School Management ◽

Learning Technologies ◽

Ministry Of Education ◽

Head Teachers ◽

Female Head ◽

Academic Qualification ◽

E Learning ◽

Infrastructure System ◽

Learning Projects

الملخص: هدفت الدراسة إلى معرفة معيقات تطبيق التعليم الإلكتروني في مدارس مديرية تربية جنوب الخليل من وجهه نظر مدراء المدارس، كما هدفت إلى معرفة أثر متغيرات (الجنس، التخصص و المؤهل العلمي) في تقدير المدراء لهذه المعيقات. و قد استخدم الباحثان المنهج الوصفي التحليلي لملاءمته لهذا النوع من الدراسات و مضامينها. و تكونت عينة الدراسة من (167) مديراً و مديرة في مديرية تربية جنوب الخليل من أصل المجتمع البالغ عددهم(192) مديراً و مديرة. و بنسبه بلغت(87%) تقريبا. وقد صمم الباحثان استبانة لغايات جمع البيانات. تضمنت خمس مجالات رئيسه هي(مجال المعيقات المتعلقة بالمعلم و مجال المعيقات المتعلقة بالتمويل و البنية التحتية، و مجال المعيقات المتعلقة بالنظام و الإدارة المدرسية و مجال المعيقات المتعلقة بالمجتمع ومجال المعيقات المتعلقة بالمنهاج الدراسي).و بعد التأكد من صدق الأداة و ثباتها تم توزيعها و تحليل بياناتها باستخدام البرامج الإحصائية و بالتحديد برنامج(SPSS).و تمخضت الدراسة عن النتائج التالية: أهم معيق من معيقات تطبيق التعليم الالكتروني حسب مدراء المدارس هو معيق التمويل و البنية التحتية إذ بلغ المتوسط الحسابي(4.04). تلاه المعيق المتعلق بالمعلم بمتوسط حسابي (3.91) و كان اقل هذه المعيقات تلك المتعلقة بالنظام و الإدارة التعليمية و بمتوسط حسابي(2.90).تبين عدم وجود فروق ذات دلاله إحصائية عند مستوى الدلالة (a≤05) في تقدير معيقات تطبيق التعليم الالكتروني في مدارس مديرية تربية جنوب الخليل تعزى لمتغيرات(الجنس، المؤهل العلمي، وسنوات الخبرة).تبين وجود فروق ذات دلالة احصائية عند مستوى الدلالة (a≤05) في تقدير معيقات تطبيق التعليم الإلكتروني لدى مدراء المدارس في مديرية تربية جنوب الخليل تعزى لمتغير المؤهل العلمي عند المعيق المتعلق بالمعلم. و بناء على ما تقدم من نتائج أوصى الباحثان بمجموعة من التوصيات منها توفير الدعم المادي الكافي لتطوير البنى التحتية و تطوير المحتوى و الموظفين لتصميم المنهاج بما يتناسب مع هذا النوع من التعلم. و تقديم الحوافز المادية و ضرورة تبني وزارة التربية و التعليم مشاريع لتبادل الخبرات مع الجامعات المحلية و دول الجوار. Abstract The study aims at investigating obstacles of implementing E-learning in schools of Southern Hebron Directorate of Education as perceived by head teachers. It also aims at recognizing the effect of some variables (gender, specialization and academic qualification) as appeared in head teachers’ responses. The researcher used the descriptive analytical method as it suits this kind of studies. The sample of the study consisted of 467 male and female head teachers out of 192 with a percentage of approximately 87%. A five-domain questionnaire was constructed as a tool of the study. The questionnaire was divided into five domains (obstacles related to teachers, funding and infrastructure, system and school management, society and finally obstacles related to curriculum)Guaranteeing reliability and validity, the researcher used SPSS package having the following results:The most significant obstacles were related to funding and infrastructure with a mean of (4.04) followed by the obstacles related to teachers with a mean of (3.91). The least important obstacles were those related to system and school management with a mean of (2.90).There were no statistically significant differences at level (a=0.05) as appeared in head teachers’ responses attributed to gender, academic qualification and years of experience.There were statistically significant differences at level (a=0.05) as appeared in head teachers’ responses attributed to academic qualification of teachers.Upon completing this study, the researcher concluded many recommendations. Some of which are funding E-learning projects by the Ministry of Education, strengthening the infrastructures at schools and helping teachers to be competent in using E-learning .technologies in classes.

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Learner discipline in the post-corporal punishment era: What an experience!

South African Journal of Education ◽

10.15700/saje.v41n2a1862 ◽

2021 ◽

Vol 41 (2) ◽

pp. 1-8

Author(s):

Olufunmilayo Tenidade Obadire ◽

Dzivhonele Albert Sinthumule

Keyword(s):

Teaching And Learning ◽

Qualitative Data ◽

School Principals ◽

School Management ◽

Effective School ◽

Disciplinary Problems ◽

Common Causes ◽

The Common ◽

Effective Teaching And Learning ◽

Data Collection Approach

Learner discipline is one of the bases of effective teaching and learning. If learners are not well disciplined, schools will not provide the best possible education. Therefore, it is important that good disciplinary measures and procedures be put in place in any school. In this article we investigate how learners in schools are currently being disciplined without violating their human rights. The nature and the causes of learners’ disciplinary problems are fundamental. A qualitative data-collection approach was employed in this research. Purposive non-probability sampling was used to select the participants for the study. Experienced educators from school disciplinary committees, Representative Councils of Learners (RCLs) and the school principals of 4 schools were interviewed. We found that the common causes of learners’ disciplinary problems varied from school to school. Furthermore, effective school management was found to be at the heart of learner discipline and the general academic performance of the school. We recommend that parents as first teachers should instill values and morals for their children to distinguish right from wrong.

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Teachers Preparedness on Implementation of Competence Based Curriculum in Lower Public Primary Schools in Kilifi and Nandi Counties, Kenya

International Journal of Scientific Research and Management ◽

10.18535/ijsrm/v8i04.el04 ◽

2020 ◽

Vol 8 (04) ◽

pp. 1292-1303

Author(s):

Mary Jebii Chemagosi

Keyword(s):

Pilot Study ◽

Primary Schools ◽

Teaching And Learning ◽

Teacher Preparedness ◽

Ministry Of Education ◽

Interview Schedule ◽

Design Data ◽

Head Teachers ◽

Significant Difference ◽

Competency Based

The competency based curriculum was introduced in Kenya in 2016 as pilot study for the new curriculum but adapted in 2019 in all pre-schools and lower primary school levels. The curriculum is viewed as a panacea in solving problems of unskilled school leavers with knowledge based to practical based curriculum. The objective of the study was to establish teachers’ preparedness on implementation of competence based curriculum in lower public primary schools in Kilifi and Nandi counties, Kenya. The study used descriptive research design. Data was collected by use of questionnaire, interview schedule and observation schedule. The sample used was 48 head teachers, 48 teachers that were purposively selected. A pilot study was conducted in two schools one from each of the two Counties to pre-test the instruments. The study made use of teachers’ questionnaire, head teachers interview schedule and observation schedule to collect and analyse data from the participants. Validity was ensured by face and content validity while Split-half technique ensured reliability. The quantitative and qualitative data were simultaneously analysed in order to triangulate the findings of the study. The results shows that the overall model is significant (F=6.006, p<0.05) and the coefficient also shows that teacher preparedness contributes significantly on implementation of competency based curriculum (β=0.342, t=7.985, p>0.05).This implies that teacher preparedness significantly influence implementation of competency based curriculum and therefore the hypothesis that there is no significant difference between teachers’ preparedness and implementation of competency based curriculum was rejected. The study recommended that the Ministry of education to ensure teachers are equipped with requisite skills, knowledge and teaching and learning resources to adequately prepare teachers for competency based curriculum.

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Teachers` level of support in the use of teaching and learning resources of learners who are physically challenged in regular primary Schools in Kisumu West Sub County, Kenya.

Advances in Social Sciences Research Journal ◽

10.14738/assrj.73.7832 ◽

2020 ◽

Vol 7 (3) ◽

pp. 92-112

Author(s):

Dorine Adhiambo Obara ◽

Charles Michael Were

Keyword(s):

Primary Schools ◽

Teaching And Learning ◽

Sampling Technique ◽

Drop Out ◽

Learning Resources ◽

Ministry Of Education ◽

Head Teachers ◽

The Government ◽

Physically Challenged ◽

Out Of School

The Government of Kenya made inclusive education a policy requirement in the provision of education to all children. Research has shown that the support given by teachers plays a very important role in curriculum implementation that ensures success in a child`s career. Education Assessment records in Kisumu county indicate that between the year 2012 and 2016, 846 learners who are physically challenged had been assessed and placed in regular schools in Kisumu West, Kisumu Central and Kisumu East sub-counties, out of which 246 had dropped out of school. However, Learners who are physical challenged often drop out of school more as compared to their regular counterparts particularly in Kisumu West Sub-County. The number of learners who are physically challenged enrolled in regular primary schools has been decreasing due to dropouts despite the fact that officers in Kisumu EARC conducted sensitization programs and workshops yearly for teachers and stakeholders in education. This decrease is confirmed at 138 (31.9%), which is higher as compared to the dropout of neighboring sub-counties namely: Kisumu East 31 (21.8%) and Kisumu Central 77(28.4%). Reason for this high dropout has not been established. The purpose of this study was therefore to establish teachers’ level of support in the use of teaching and learning resources of learners who are physically challenged in regular primary schools in Kisumu West Sub-County and objective of this study therefore was to establish teachers’ level of support in the use of teaching and learning resources of learners who are physically challenged. A conceptual framework was used to show the interaction of dependent and independent variables. The study adopted descriptive survey research design. Target population of the study consisted of 15 head teachers, 30 teachers, 6 EARC coordinators and 90 learners who are physically challenged. Saturated sampling technique was used to select 13 head teachers and 4 EARC coordinators, while purposive sampling was used to select 27 teachers and 81 learners who are physically challenged. Data was collected using questionnaires, interview schedules and observation checklist. Face and content validity of instruments was established through expert judgment and revision. Reliability of instruments was established through test-retest method on 10% of study population using Pearson’s product correlation. Reliability coefficient for head teachers questionnaire was 0.8, teachers’ questionnaires was 0.9; Learners who are physically challenged questionnaires was 0.7. This was above the accepted value of 0.7. Correlation coefficient analysis was used to establish teachers’ level of support in the use of teaching and learning resources f learners who are physically challenged. Quantitative data was analyzed using frequency counts, percentages and mean. Qualitative data from interview and observation schedules were collected, organized and categorized into themes and sub-themes, which were reported. Findings of the study indicated that most regular primary schools did not have adequate adapted teaching and learning resources required for learners who are physically challenged. The study recommended that Ministry of Education should ensure adequate supply of adapted teaching and learning resources, Findings of this study would be useful to teachers, EARC coordinators, and Ministry of Education.

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AN INVESTIGATION OF SCHOOL-BASED CHALLENGES FACING THE IMPLEMENTATION OF INCLUSIVE EDUCATION IN THE PRIMARY SCHOOLS IN MALAWI: A CASE STUDY OF FOUR PRIMARY SCHOOLS IN ZOMBA DISTRICT

International Journal of Online and Distance Learning ◽

10.47604/ijodl.1316 ◽

2021 ◽

Vol 1 (1) ◽

pp. 16-47

Author(s):

Grames Chirwa ◽

Francis Lingolwe ◽

Devika Naidoo

Keyword(s):

Special Education ◽

Inclusive Education ◽

Primary Schools ◽

Teaching And Learning ◽

Ministry Of Education ◽

Head Teachers ◽

Special Education Needs ◽

Education Needs ◽

Education Science

Purpose: This study sought to investigate the challenges which schools are facing in implementing inclusive education in mainstream primary schools in Zomba district. Methodology: Qualitative research method which employed a case study design was used. Thirty-four participants were involved in this study. These were purposely sampled. Data was collected through interviews, documents review and classroom lesson observations to provide methodological triangulation. Data was analyzed using thematic content analysis method inductively. Results: The results of the study indicated that the implementation of inclusive education is facing a number of challenges such as ineffective orientation of head teachers and teachers to inclusive education, unavailability of teaching and learning materials for special needs learners in the mainstream schools, lack of special needs specialist teachers and lack of infrastructure suitable for the diverse special education needs learners. Unique contribution to theory and practice: The study recommended, that the Ministry of Education, Science and Technology officers, that is the District Education Managers and the Primary Education Advisors involved in the implementation of inclusive education need to ensure that there is effective orientation training of the head-teachers teachers and teachers on inclusive education. The Ministry of education, Science and Technology should provide teaching and learning materials for the special education needs learners in the mainstream schools.

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Persepsi Bakal Guru Pendidikan Khas terhadap Pendidikan Khas di Malaysia

Sains Insani ◽

10.33102/sainsinsani.vol6no1.260 ◽

2021 ◽

Vol 6 (1) ◽

pp. 113-120

Author(s):

Nurul Hidayah Liew Abdullah ◽

Siti Fatimah Mohd Jamil ◽

Marina Ibrahim Mukthar ◽

Maziana Mohamed ◽

Aini Nazura Paimin

Keyword(s):

Special Education ◽

Special Education Teachers ◽

Education System ◽

Teaching And Learning ◽

Mean Value ◽

Moderate Level ◽

Educational Institutions ◽

Special Education Needs ◽

Level Of Knowledge ◽

Effective Teaching And Learning

Persediaan dan tahap pengetahuan bakal guru pendidikan khas terhadap murid berkeperluan pendidikan khas (MBPK) adalah penting untuk memastikan penyaluran ilmu kepada golongan MPBK dapat dilaksanakan secara maksimum kerana cara mendidik dan mengajar MPBK berbeza dengan murid tipikal. Kajian ini dijalankan bertujuan untuk mengenal pasti persepsi bakal guru pendidikan khas terhadap pengetahuan mengenai pendidikan khas di Malaysia. Kajian ini dilakukan secara kuantitatif deskriptif secara tinjauan di Institut Pendidikan Guru Malaysia (IPGM) Kampus Tun Hussein Onn, Batu Pahat, Johor. Sampel kajian ini terdiri daripada 42 orang pelajar tahun tiga yang mengambil bidang pendidikan khas. Data kuantitatif dianalisis secara deskriptif dengan menggunakan skor min dan sisihan piawai untuk mengenal pasti persepsi bakal guru pendidikan khas terhadap pengetahuan mengenai sistem pendidikan khas dan kategori MBPK di Malaysia. Dapatan kajian menunjukkan bahawa tahap persepsi bakal guru pendidikan khas terhadap pengetahuan mengenai sistem pendidikan khas dan kategori MBPK di Malaysia berada pada tahap sederhana iaitu masing-masing dengan nilai min 3.32 dan 3.61. Kesimpulannya, bakal guru pendidikan khas perlu mempunyai pengetahuan mengenai sistem pendidikan dan kategori MBPK di Malaysia untuk memastikan pengajaran dan pembelajaran yang lebih berkesan dilaksanakan kepada murid MPBK. Oleh itu, institusi pendidikan yang berkenaan perlu mencari inisiatif supaya bakal guru pendidikan khas dapat dibekalkan dengan pengetahuan yang mencukupi sebelum berkhidmat. The readiness and level of knowledge of pre-service special education teachers towards students with special education needs (MBPK) is important. As educating and teaching MPBK is different from typical students, the readiness and knowledge aid to ensure that the distribution of knowledge to MPBK can be implemented to the maximum. Thus, this study was conducted to identify the perception of prospective special education teachers on knowledge of special education in Malaysia. This descriptive quantitative study was conducted by survey at the Malaysian Institute of Teacher Education (IPGM) Tun Hussein Onn Campus, Batu Pahat, Johor. The sample of this study consists of 42 third year students in the field of special education. Quantitative data were analyzed descriptively using mean scores and standard deviations to identify the perceptions of prospective special education teachers on knowledge of the special education system and MBPK category in Malaysia. The findings indicated that the level of perception of pre-service special education teachers on the knowledge of special education system and MBPK category in Malaysia is at a moderate level with a mean value of 3.32 and 3.61 respectively. This means that pre-service special education teachers perceive that the knowledge of the special education system in Malaysia and the knowledge of the MBPK category in Malaysia is at a moderate level only. In conclusion, pre-service special education teachers need to enrich their knowledge about the education system and MBPK category in Malaysia to ensure more effective teaching and learning approach is implemented for MPBK students. Therefore, the relevant educational institutions need to discover effective initiatives so that prospective special education teachers can be provided with sufficient knowledge before serving.

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INFRASTRUCTURAL RESOURCE PLANNING DYNAMICS AND PERFORMANCE OF UPGRADED EXTRA-COUNTY SCHOOLS TO NATIONAL STATUS IN WESTERN KENYA COUNTIES

European Journal of Education Studies ◽

10.46827/ejes.v8i2.3592 ◽

2021 ◽

Vol 8 (2) ◽

Author(s):

Violet Wekesa ◽

Lydia Kipkoech

Keyword(s):

Secondary Schools ◽

Teaching And Learning ◽

National Level ◽

Sampling Technique ◽

Resource Planning ◽

Target Population ◽

Ministry Of Education ◽

Western Kenya ◽

And Performance ◽

Effective Teaching And Learning

Infrastructure resource planning is important to ensure provision of quality education in public secondary schools. When the extra county public secondary schools were upgraded to national status, it was expected that the increased enrolment would match with expansion of existing facilities. This paper addresses the infrastructural resource planning dynamics and performance of upgraded schools in western Kenya. The study adopted a descriptive research design; the target population were 263 and 8 principals from teachers in the 8 upgraded national schools. The sample size was 156 respondents purposively sampled for principals and heads of departments, while teachers were sampled using random sampling technique. Data was collected using questionnaires, interview schedule and observation checklist. The collected data was analyzed using descriptive statistics. Research data showed that Infrastructural resources planning dynamics had no significant (r=0.063, p=0.432) with performance of the upgraded schools to national level. The result found out that the increased enrolment did not match with increased infrastructure facilities. The paper concludes that performance of students in KCSE examinations was negatively affected as the available infrastructural facilities could not accommodate high number of learners admitted hence affecting effective teaching and learning process. The study recommends that Ministry of Education should increase allocation to upgraded national schools to expand their infrastructure and upgraded schools board of management should mobilise financial resources to enable them to put up new and expand the existing facilities for quality secondary education. Article visualizations:<img src="/-counters-/edu_01/0720/a.php" alt="Hit counter" />

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The impact of school principals on implementing effective teaching and learning practices

International Journal of Educational Management ◽

10.1108/ijem-08-2017-0197 ◽

2018 ◽

Vol 32 (6) ◽

pp. 1056-1069 ◽

Cited By ~ 2

Author(s):

Elsa Fourie

Keyword(s):

Qualitative Research ◽

Participatory Research ◽

Teaching And Learning ◽

Management Practices ◽

Community Based Participatory Research ◽

Effective Management ◽

Community Based ◽

Content Type ◽

Qualitative Research Design ◽

Effective Teaching And Learning

PurposeThe purpose of this paper is to identify limitations in managing the implementation of effective teaching and learning in township ECD centres.Design/methodology/approachThis research was grounded in a community-based participatory research approach. A qualitative research design was utilised because phenomena could be studied in terms of the meanings of people. Elements of grounded theory, situational analysis and community-based participatory research were blended. The qualitative research design involved semi-structured face-to-face interviews with teachers in township ECD centres.FindingsThe findings from this research made it evident that principals of ECD centres were often absent; had not been trained to manage an ECD centre; had limited skills to manage finances; did not communicate with parents or teachers; and did not motivate teachers to achieve goals or to improve their qualifications.Practical implicationsChallenges that could impede the effective implementation of an intervention programme should be identified and addressed. Principals of ECD centres should be empowered to manage their centres effectively. A training programme aimed at empowering principals of ECD centres has been developed and will be implemented after consultation with the gatekeeper and principals of the ECD centres.Originality/valueThe findings of this research could be used by principals and researchers to reflect on management practices in ECD centres. A challenge for principals is to acknowledge the principles of effective management and to close the gap between current practices and effective management practices. Interventions from academics are essential to enhance the quality of teaching and learning in ECD centres.

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Challenges of Self-Management Techniques in Providing Better Classroom Settings

European Journal of Social Sciences Education and Research ◽

10.26417/ejser.v4i1.p201-206 ◽

2015 ◽

Vol 4 (1) ◽

pp. 201

Author(s):

Sadullah Yılmaz

Keyword(s):

Classroom Management ◽

Study Skills ◽

Teaching And Learning ◽

Self Management ◽

Special Schools ◽

White Boards ◽

Teachers And Students ◽

Management Techniques ◽

Smart Boards ◽

Effective Teaching And Learning

One of the key elements in having an effective teaching and learning atmosphere goes through classroom management that has gone through series of innovations, from animal leathers used to store data, cave walls used for talents and other purposes; to the alleged digital age, with digital tablets, touchpads, smart boards, special schools with utmost utilities serving both teachers and students spreading all over the world. Moreover, internet oriented education is widening the concept of school to anywhere, anytime. Nevertheless, different needs brought different approaches and strategies to solve the problems of classroom management. The 21st century self-management techniques require quite complex approaches. In today's world technological devices are part of everyday life as our needs brought us to overcome difficulties as well as making life easier. We started education on clay tablets, and had blackboards, then white boards, and now we are getting back to tablets, but this time multitasking digital ones. Smart boards, labs, and multimedia rooms are now serving educational purposes. Thus, in this article, together with aforementioned innovations, it is aimed to present some better ways that may help overcome today's challenges of classroom management in terms of self-management techniques. The set of 10 principles suggested by Thomas J. Zirpoli is dredged up to shed light on the issue or help instructors to develop their own techniques within the process of classroom management. The vitality of students' study skills and secure attachment are perceived in regard with redemption of overwhelming challenges of self-management techniques.

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