scholarly journals Exploring Primary School Principals’ Experiences in Supporting Teachers Living with HIV/AIDS in Gauteng Province

2022 ◽  
Vol 13 (1) ◽  
pp. 43
Author(s):  
Mabatho Sedibe ◽  
Herman Matjeke
Keyword(s):  
Qualitative Research ◽  
Primary School ◽  
Research Method ◽  
School Principals ◽  
Gauteng Province ◽  
Primary Level ◽  
Primary School Principals ◽  
Living With Hiv ◽  
Supporting Teachers ◽  
Hiv Aids

The study highlighted the exploration and description of the primary school principals’ experiences in supporting teachers living with HIV/AIDS in Gauteng Province, South Africa. As a result of qualitative research method through literature review and interviews which were used in collecting data from the primary school participants, the results revealed that at primary level, school principals still lack the experiences in as far as supporting their teachers living with HIV/AIDS in Gauteng province is concerned.   Received: 7 October 2021 / Accepted: 25 November 2021 / Published: 5 January 2022

Supervisi Kepala Sekolah Dalam Penggunaan Media Pembelajaran di Sekolah Dasar

2020 ◽  
Vol 2 (3) ◽  
pp. 1
Author(s):  
Srie Irianisyah ◽  
Edi Harapan ◽  
Houtman Houtman
Keyword(s):  
Qualitative Research ◽  
Primary School ◽  
Learning Process ◽  
Primary Schools ◽  
Research Method ◽  
Teaching And Learning ◽  
School Principals ◽  
Instructional Media ◽  
School Officials ◽  
Two Factors

This study illustrated the implementation of supervision by school principals, particularly in the use of instructional media during the teaching and learning process in 90 Seberang Ulu II Palembang Primary Schools. This research method uses qualitative research methods and data collection is done by direct observation techniques in the field, documentation and interviews with teachers and school officials. The results showed that the implementation of academic supervision of the use of instructional media in Palembang 90 Primary School uses different techniques. To find out the use of instructional media objectively during the teaching and learning process, the Principal of State Elementary School 90 conducted a class visit supervision technique and also an individual meeting technique with a direct approach in accordance with a predetermined plan. There are factors that inhibit the implementation of academic supervision. The two factors influence the implementation of media use supervision learning in Palembang 90 Primary School. Nevertheless, all problems can be overcome until the supervision of the use of instructional media is carried out properly. Keywords: Supervision of the Pprincipals, Learning Media

The future face of school guidance and counselling: what will it look like in 25 years?

1997 ◽  
Vol 7 ◽  
pp. 23-34 ◽  
Author(s):  
Paul C. Burnett
Keyword(s):  
Professional Development ◽  
Primary School ◽  
School Principals ◽  
Qualitative Survey ◽  
Primary School Principals ◽  
The Future ◽  
School Guidance

A total of 130 guidance counsellors and primary school principals completed a quantitative and qualitative survey which focused on perceptions of what school guidance and counselling would be like in 25 years. There were a few differences noted between the guidance counsellors' and the principals' responses but in general similar beliefs were held by all who participated. All respondents were bullish about the employment outlook for the future, with primary principals the most optimistic. There were a number of similarities between the quantitative and qualitative findings and these are outlined. These included noting the increased importance of technology, counselling, consultation, and professional development.

scholarly journals Women’s Leadership Experiences: A Study of Ivorian Women Primary School Principals

2018 ◽  
Vol 4 (1) ◽  
pp. 148
Author(s):  
Rassidy Oyeniran ◽  
Ishmael Bonjah Anchomese
Keyword(s):  
School Improvement ◽  
Primary School ◽  
Learning Process ◽  
Primary Schools ◽  
School Principals ◽  
Policy Makers ◽  
Female Principals ◽  
Home Based ◽  
Primary School Principals ◽  
Leadership Experiences

Concerns about women educational leaders, their performance within primary schools, their approaches to leadership, including the hindrances experienced in the school headship have received few if any attention in Côte d’Ivoire. This paper analyses how women principals lead their schools and contributed to schools’ advancement in challenging situations that stand in their ways. The authors used a qualitative approach to collect data through in-depth semi-structural interviews with five female principals in Ivorian elementary schools. Findings showed that women influence directly teachers’ commitment and indirectly students’ learning process as well, particularly those who have learning difficulties. Data also revealed that these female used to create an environment and academic support that gives attention to children, as these learning conditions are similar to that of their actual life at home. Based on the findings, we assumed that women leadership could be a significant contribution to students’ learning course, which in turn positively influence the school improvement. That is even consistent with the literature, which remains constant in the assertion that women leaders own some abilities, such as being caring, attentive, patient. In this regard, educational practitioners, policy makers and stakeholders should pay more attention to women primary school principals for empowering them to display their know-how, expertise and talent useful for the students’ learning process. That seems a possible backup for Ivorian education system to reduce the low academic achievement and enhance schools’ performance.

scholarly journals The Structural Model of Indicators of Educational Leadership for Primary School Principals

2021 ◽  
Author(s):  
Phalad Tipsrirach ◽  
Witoon Thacha ◽  
Prayuth Chusorn
Keyword(s):  
Theoretical Model ◽  
Educational Leadership ◽  
Primary School ◽  
Empirical Data ◽  
Goodness Of Fit ◽  
Structural Model ◽  
School Principals ◽  
Factor Loading ◽  
Primary School Principals ◽  
Fit Index

This research aimed at creating a structural model of the indicators of Educational Leadership for Primary School Principals in Thailand, which is considered to be a theoretical model that has been used to test for coherence with the empirical data collected from a sample group of 580 participants, who were selected from 30,719 Primary School Principals from across the country. To create this theoretical structural model, a study of the suitability of the indicators was carried out so that it could be further used in the selection within the model, as well as in the model’s coherence test with the empirical data and in the investigation of the factor loading. The results of the research were as follows: Firstly, all indicators, which had been applied in the research were selected and were then placed into the theoretical structural model because the average and distribution coefficient values were as set in the criteria. Secondly, the theoretical model is coherent with the empirical data as the values of relative Chi-square, Root Mean Square Error of Approximation, Goodness-of-Fit Index, Adjusted Goodness-of-Fit Index, Comparative Fit Index, and Normed Fit Index were as set in the criteria. Finally, the factor loadings of the key elements, sub-elements, and the indicators were as set in the criteria. This showed that the theoretical model from this research can be beneficial for the research population with construct validity.

scholarly journals Unlocking the Potential of School Libraries: What Actions are New Zealand Primary School Principals Taking to Integrate the School Library in Information Literacy Initiatives? Final Report

2021 ◽  
Author(s):  
◽  
Elisabeth Mei-Xing Ngan
Keyword(s):  
New Zealand ◽  
Primary School ◽  
Information Literacy ◽  
Primary Schools ◽  
School Principals ◽  
School Library ◽  
External Support ◽  
Final Report ◽  
Primary School Principals ◽  
Literacy Initiatives

<p>Information literacy is implicit in the national education curriculum’s key competencies for students, yet primary schools lack an explicit path to develop students’ information skills. The literature shows that school library programs can foster information literacy and improve student achievement, with the principal’s support identified as a significant factor. This study investigates the actions of New Zealand primary school principals to integrate the school library in information literacy initiatives. An online survey collected quantitative and qualitative data from a random sample of primary school principals, stratified by decile rating to reflect the school population in microcosm. Sixty-nine responses were collected and the low response rate meant it was not possible to generalise the results of the survey. Key findings of the research were that a majority of principals supported information literacy initiatives through advocacy; professional development; use of external support; student assessment; separate library budgets; and reasonable library opening hours. A minority maintained a separate information literacy policy; adequately resourced the library with trained staff; or promoted collaborative planning between teaching and library staff through flexible scheduling of class library time. Actions were not affected by decile rating but differences by school size and locale were identified, particularly for small and rural schools. Principals’ perceptions of information literacy did not appear to affect their actions. Suggestions for further research are made to expand upon the findings.</p>

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