scholarly journals Teachers’ Views on the Priorities of Effective School Management

2020 ◽  
Vol 10 (1) ◽  
pp. 1 ◽  
Author(s):  
S. Anastasiou ◽  
V. Garametsi
Keyword(s):  
Public Schools ◽  
School Environment ◽  
Work Experience ◽  
School Management ◽  
Team Work ◽  
Capital City ◽  
Successful Implementation ◽  
Effective School ◽  
Public And Private ◽  
North West

The aim of the present study was to investigate teachers’ views on the priorities of effective school management. The possible variability of teachers’ views in relation to age and work experience was also investigated. For this purpose, research was carried out in Secondary Public and Private Education schools of Ioannina, the capital city and the largest in the Epirus Prefecture, North-West part of Greece. Over 300 questionnaires were distributed to 32 Secondary Education Schools and 165 completed questionnaires were collected (return rate 54.99%). Teachers were asked to indicate their views on the priorities which should be set for effective School Management. Teachers pointed as most important priorities team work and collaboration with the Principal and their pupils (56%) whereas as least selected priority (24.4%) they pointed their participation in helping pupils to get a job. Compared to Public Schools, teachers working in Private Schools gave increased priority in: pupils' performance, raising teachers’ aspirations for their pupils, teachers’ job satisfaction, team work, collaboration with the Principal, parental involvement-collaboration between teachers and parents and school environment. The results indicate a significant variability on teachers’ age and work experience regarding their priorities for effective school management. This variability highlights the importance of focusing on teachers’ attitudes for a successful implementation of effective human resources and school management.

Barriers to Implementation of Physical Activity in Danish Public Schools

2020 ◽  
pp. 1-10
Author(s):  
Sofie Koch ◽  
Jens Troelsen ◽  
Samuel Cassar ◽  
Charlotte Skau Pawlowski
Keyword(s):  
Physical Activity ◽  
Public Schools ◽  
School Management ◽  
Management Team ◽  
Successful Implementation ◽  
Socioecological Model ◽  
Team Members ◽  
Public School Reform ◽  
New Public ◽  
Barriers To Implementation

Purpose: In 2014, the Danish Government introduced a new public school reform, which included implementation of 45 min of daily physical activity (PA) within the academic classroom curriculum. The purpose of the present study was to explore school staff’s perceived barriers to implementation of a national PA policy. Method: A mixed-methods approach using a questionnaire and semistructured interviews was conducted. A total of 198 teachers and 26 school management team members (principals, deputy principals, and leading teachers) from 31 schools completed a questionnaire, and 11 school management team members were interviewed. The socioecological model was used as a theoretical framework to examine the results. Results: A total of 15 different barriers were identified and reflected within all levels of the socioecological model. Facilities, motivation, and time were the most prominent barriers identified. Conclusion: Development and deployment of a national PA policy needs to be done in cooperation with consumers from all levels within the socioecological model to ensure successful implementation.

scholarly journals Gender Differences in the Academic Performance of Students

2017 ◽  
Vol 3 (1) ◽  
pp. 39-47
Author(s):  
Mankumari Parajuli ◽  
Ajay Thapa
Keyword(s):  
Gender Differences ◽  
Academic Performance ◽  
Public Schools ◽  
Private Schools ◽  
Family Environment ◽  
School Environment ◽  
Female Students ◽  
Task Completion ◽  
Public And Private ◽  
Structured Questionnaire

This study aimed to examine gender differences in the academic performance of students. The data were collected from 240 students who passed the district level standard exam of grade eight in 2016 and were studying in grade nine in public and private schools in Lekhnath Municipality, Kaski, Nepal. The data on the characteristics of students, their parents, students’ behavior, perceptions, family environment, school environment were collected from the students, and their parents, and teachers using a structured questionnaire. The data on student’s results and divisions scored by students as measures of academic performance of the students were obtained from the District Education Office (DEO) of Kaski. The study found significant gender differences in the academic performance of students. The female students were found outperforming their male counterparts. The study also revealed that a large majority of the students scored first division or higher with relatively an outstanding performance by private schools compared to public schools. The students of private schools seem to perform better in task completion, attendance and assertiveness as well.

scholarly journals Effect of School Environment on Students’ Commitment toward Learning among Secondary Schools in Monduli District, Tanzania

2020 ◽  
Vol 1 (3) ◽  
pp. 60-67
Author(s):  
Furahini Godson ◽  
BARAKA MANJALE NGUSSA
Keyword(s):  
Secondary Schools ◽  
Learning Environment ◽  
School Environment ◽  
School Administrators ◽  
School Management ◽  
Learning Needs ◽  
Effective School ◽  
Effective Learning ◽  
Key Factor ◽  
Monduli District

This study sought to investigate the effect of school environment on students’ commitment toward learning among Secondary Schools in Monduli District, Tanzania. The study employed the quantitative approach in collecting and analyzing data from 346 respondents across five secondary schools in the District. The findings revealed that students’ perception were negative on the school environment as they tended to disagreed with the items. The study further indicates that students were committed toward learning. Finally, the study established the existing relationship between school environment and students’ commitment toward learning. Therefore, effective school environment predicts the rate of students’ commitment toward learning. The study therefore recommends that school management teams should work hard to improve the identified school environment factors as the factors are essential for effective learning to take place. The identified students’ commitment toward learning needs to be rewarded for students to maintain such a spirit as it is a key factor for effective learning to take place. Furthermore, school administrators should find ways to create conducive learning environment.

scholarly journals Relationship between headteachers’ communication competencies and effective school management in public primary schools in Narok county, kenya

2020 ◽  
Vol 19 (1) ◽  
Author(s):  
Joseph Kipkemoi Koskie ◽  
Dr. Cecilis Sang ◽  
Dr. Viviline Ngeno
Keyword(s):  
Public Schools ◽  
Primary Schools ◽  
Descriptive Analysis ◽  
Target Population ◽  
School Management ◽  
Test Reliability ◽  
Mixed Method Research ◽  
Design Data ◽  
Effective School ◽  
Communication Competencies

This study investigated the relationship between headteachers’ communication competencies and effective school management in public primary schools in Narok County, Kenya. The target population was 665 headteachers, 25 Curriculum support officers and County Auditor. The study sample comprised 85 Headteachers, 25 Curriculum Support Officer and County Auditor. This study used the convergent mixed method research design. Data were collected using questionnaires, interviews and checklists of observations. Piloting was conducted in Kericho County. Validity was established by with the help of university supervisors. Split half technique and Cronbach Alpha coefficient test was used to test reliability coefficient. A score of 0.7 was acceptable. Analysis of quantitative data was by use descriptive statistics and inferential statistics with the aid of SPSS Version 23. Qualitative data collected from open ended questions was analyzed using descriptive analysis. These were analyzed through summarizing the set of observations drawn from the respondents. The study findings show that in most of the public schools headteachers communication competencies had a positive influence on effective school management. However, this was not the case in some of the schools in the county. The study recommended that the headteachers should consider scaling up their application of acquired communication skills for instance, by setting and communication of targets to both teachers and pupils, sharing schedules of lesson observation for all teachers, and ensuring that the curriculum is effectively delivered. Keywords: Headteachers’ communication competencies, effective school management, public primary schools

scholarly journals Teachers Perspectives on Headteachers Mistreatment: Exploring the other Side of the Coin

2019 ◽  
Vol IV (IV) ◽  
pp. 350-359
Author(s):  
Fareed Ul Hassan ◽  
Syed Abdul Waheed ◽  
Nadia Gilani
Keyword(s):  
School Improvement ◽  
School Environment ◽  
Phenomenological Approach ◽  
Structured Interview ◽  
Effective School ◽  
Public And Private ◽  
Staff Members ◽  
Teachers Experiences ◽  
Interview Guide ◽  
Teachers Perspectives

Treating teachers appropriately is considered extremely important for promoting a healthy and effective school environment. The present research predominantly focused on headteachers professional behaviour towards teachers in an attempt to explore teachers unheard voices. A phenomenological approach was employed to uncover teachers experiences of how they are treated by the headteachers in schools. Fifteen teachers were purposively selected from public and private schools of an administrative division in the province of Punjab, Pakistan. The participants were interviewed using a semi-structured interview guide. The underlying themes were explored through a thematic analysis of the text. The emergent themes include teacher-head teacher interaction, authoritative in the meetings, favouritism and biases, ignoring staff members, hurting self-respect and frustration and isolation. The study has implications for school improvement and further research on headteachers experiences that lead them to a certain type of behaviour towards teachers.

scholarly journals A Study on Employee Voice and its Effect on Work Engagement: Explicating from the Turkish Teachers’ Perspectives

2019 ◽  
Vol 12 (7) ◽  
pp. 80
Author(s):  
Yücel Şimşek ◽  
Muhammed Gürler
Keyword(s):  
Factor Analysis ◽  
Public Schools ◽  
Work Engagement ◽  
School Environment ◽  
Capital City ◽  
Employee Voice ◽  
Validity And Reliability ◽  
Arithmetic Means ◽  
Back Translation ◽  
Average Variance

The objective of the present study is to investigate the effect of employee voice on work engagement according to the views of the Turkish teachers. The sample of the study consisted of 713 teachers randomly selected at 40 public schools from kindergarten to high school from Ayaş, Beypazarı, Güdül and Sincan districts of Ankara, the capital city of Turkey. In order to collect the data for this study, Employee Voice and Work Engagement scales were used. All scales were adapted to the school environment by translation and back translation method. The construct validity and reliability of the scales were examined through Exploratory Factor Analysis, Confirmatory Factor Analysis and Cronbach Alfa, Composite Reliability, Average Variance Explained values. In the first step of the data analysis process; arithmetic means, standard deviations, skewness and kurtosis values were calculated. Relations between the variables were measured by the Pearson product-moment correlation coefficient and regression analysis. Consequently, the results of study show that there is a positive and significant relationship between employee voice and work engagement. Besides, employee voice is a significant predictor for work engagement. The findings of the study exhibit that the level of teachers’ employee voice and work engagement are high degree.

scholarly journals The food environment of Brazilian public and private schools

2018 ◽  
Vol 34 (12) ◽  
Author(s):  
Ariene Silva do Carmo ◽  
Maíra Macário de Assis ◽  
Cristiane de Freitas Cunha ◽  
Tatiana Resende Prado Rangel de Oliveira ◽  
Larissa Loures Mendes
Keyword(s):  
Public Schools ◽  
Private Schools ◽  
School Environment ◽  
Food Environment ◽  
Cross Sectional Study ◽  
School Food ◽  
Chi Square ◽  
Cross Sectional ◽  
Public And Private ◽  
Street Vendors

Abstract: This study’s aim was to characterize the food environment of Brazilian public and private schools. This was a national school-based cross-sectional study with 1,247 schools - among which 81.09% were public and 18.91% were private - in 124 Brazilian municipalities. The data originated from the Questionnaire on Aspects of the School Environment, used in the Study of Cardiovascular Risk in Adolescents (ERICA) in 2013 and 2014. Data analysis was conducted in 2017. The chi-square test was used to compare proportions. A greater proportion of public schools offered school meals (98.15%) in comparison to private schools (8.07%) (p < 0.001). The internal sale of food and beverages was more prevalent in private schools (97.75% vs. 45.06%, p < 0.001). Also, sale and advertisement of processed and ultra-processed foods (sodas, cookies, savory snacks, sandwiches and pizza), as well as the presence of vending machines for industrialized products (18.02% vs. 4%) (p < 0.001) were more common in private schools. Street vendors at the school gate or surroundings were identified in 41.32% of the public schools and 47.75% of the private schools (p > 0.05). These findings reveal the predominance of obesogenic environments mainly in private schools, and can contribute to the design of Brazilian public policies to promote a healthy school food environment.

scholarly journals Oportunidades para a prática de atividade física em escolas públicas e privadas de Curitiba, Brasil

2018 ◽  
Vol 20 (3) ◽  
pp. 290-299
Author(s):  
Crisley Vanessa Prado ◽  
José Cazuza de Farias Júnior ◽  
Bruno Czestschuk ◽  
Adriano Akira Ferreira Hino ◽  
Rodrigo Siqueira Reis
Keyword(s):  
Public Schools ◽  
Private Schools ◽  
School Environment ◽  
Household Survey ◽  
After School ◽  
Physical Education Teacher ◽  
Limited Evidence ◽  
Public And Private ◽  
School Activities ◽  
Sponsored Programs

The school represents an space with opportunities for physical activity (PA) practice in children and adolescents. However, there is still limited evidence on local strategies, structures and policies for PA in the school environment in Brazil. The aim of the study was to identify PA opportunities in public and private schools in Curitiba, Brazil. A total of one hundred sixty one schools were identified from a household survey conducted with adolescents from Curitiba, Brazil from which 107 (72.6% publics) participated in this study. One physical education teacher from each participant school was interviewed. Nearly all schools offered two weekly PE classes (97.1%), lengthing 45 to 50 minutes (95.7%). PE annual training was more frequent among public schools (92.9%). Most schools offered one recess interval (92.3%). However, recess interval of 16-30 minutes (75.0%), supervised (65.6%) and with PA equipment (65.6%) were more frequent among private schools. After school activities were offered in eight out of ten schools, and PA opportunities in other contexts were more frequent in private schools (40.0% vs. 14.3%, p = 0.003). However, more public schools participated in state sponsored programs (57.6% versus 31.2%, p = 0.011). Opportunities for PA in the investigated schools is offering by insufficient frequency and length for promoting PA at the recommended levels in this context.

scholarly journals Description of the school environment related to physical education classes, recess, extracurricular activities and physical spaces in the city of Pelotas, RS, Brazil

2015 ◽  
Vol 20 (5) ◽  
pp. 524
Author(s):  
Alan Knuth ◽  
Inácio Silva ◽  
Pedro Hallal
Keyword(s):  
Public Schools ◽  
Physical Education ◽  
Extracurricular Activities ◽  
Private Schools ◽  
School Environment ◽  
Primary Schools ◽  
Public And Private ◽  
Physical Spaces ◽  
The City

The aim of the present study was to describe the school environment of public and private primary schools from the city of Pelotas, RS, Southern Brazil, according to the availability of Physical Education (PE) classes, breaks, extracurricular activities and physical spaces. A cross-sectional study was conducted, including both public and private schools. In each school, the principal or a PE teacher was interviewed to assess PE classes, recess and extracurricular activities, while a checklist was carried out to evaluate the quality and availability of physical spaces.  A total of 71.9% of the 99 schools had PE classes for grades 1 to 4. Extracurricular projects were available in 59.6% of the schools and 71.2% offered free activities to students. The most common activities are dancing and “futsal”. There was a gym in 10.1% of schools (40.0% of private and 4.8% of public schools). Higher availability and quality of outdoor courts, indoor rooms, multimedia rooms and green areas were more consistently found among private schools than public schools. Our findings indicated a low coverage of PE classes in grades 1 to 4, and insufficient availability and quality of physical structures in the public schools, compared to private ones. Many environmental features should be used in order to improve students’ health and well-being.

The Speech-Language Pathologist in the Public Schools: Preparation for Real Life Practices From the Perspective of a Speech-Language Pathology Program Coordinator

2010 ◽  
Vol 11 (2) ◽  
pp. 60-65
Author(s):  
Francine Wenhardt
Keyword(s):  
Public Schools ◽  
School Setting ◽  
Real Life ◽  
Effective School ◽  
Program Coordinator ◽  
Educational Preparation ◽  
The Public ◽  
Speech Language Pathologist ◽  
New Graduate ◽  
Language Pathology

Abstract The speech-language pathologist (SLP) working in the public schools has a wide variety of tasks. Educational preparation is not all that is needed to be an effective school-based SLP. As a SLP currently working in the capacity of a program coordinator, the author describes the skills required to fulfill the job requirements and responsibilities of the SLP in the school setting and advises the new graduate regarding the interview process and beginning a career in the public schools.

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