scholarly journals An Assessment of School-Community Relationship in the Public Secondary Schools of Khyber Pakhtunkhwa, Pakistan

2021 ◽  
Vol 1 (1) ◽  
pp. 28-45
Author(s):  
Abdur Rahman ◽  
Arshad Ali ◽  
Alam Zeb
Keyword(s):  
Secondary Schools ◽  
Qualitative Data ◽  
School Administrators ◽  
School Community ◽  
Structured Interview ◽  
Academic Goals ◽  
Khyber Pakhtunkhwa ◽  
Supportive Role ◽  
Explanatory Sequential Design ◽  
Community Relationship

Human relationships directly influences the success of educational organization and therefore, constructive partnership of instructors, administrators, heads, and students is required to ensure the efficient achievement of academic goals. Keeping in view the significant influence of school-community relationship on schools’ performance, the study investigated school-community relationship in secondary schools of Khyber Pakhtunkhwa, Pakistan. The objectives of the study were to explore school-community relationship in secondary schools and recommend strategies for effective school-community relationship. The study used mixed methods explanatory sequential design. The population of the study were all the 361 heads of secondary schools in KhyberPakhtunkhwa. A sample of 65 heads was selected with simple randomly, while for qualitative data 10 heads were selected. Data were collected with self-developed questionnaires and semi-structured interview guides. Quantitative data were analyzed with percentages and chi-squaretest while qualitative data were analyzed thematically. The study found that school-community relationship was not friendly as didn’t collaborate with school administrators and teachers, parents, community, PTCs, and BOGs were not cooperative for schools,educational authorites at district and provincial level didn’t satisfy the needs of the school and political leaders and their influence destroyed the environment of school for learning. The study recommended active community participation in affairs of the school, friendly attitude of authorities and supportive role of policy makers for the betterment of school-community relationship in secondary schools.Keywords: assessment, Khyber Pakhtunkhwa, Pakistan,relationship, secondary schools

scholarly journals An Assessment of School-Community Relationship in the Public Secondary Schools of Khyber Pakhtunkhwa, Pakistan

2021 ◽  
Vol 1 (1) ◽  
pp. 28-45
Author(s):  
Abdur Rahman ◽  
Arshad Ali ◽  
Alam Zeb
Keyword(s):  
School Administrators ◽  
Political Influence ◽  
Structured Interview ◽  
Educational Goals ◽  
Ministry Of Education ◽  
Academic Goals ◽  
Chi Square ◽  
Khyber Pakhtunkhwa ◽  
Mixed Approach ◽  
School Heads

Human relationships directly influence the success of educational goals. As a result, a constructive partnership with instructors, administrators, heads, and students is required to achieve academic goals. It has been observed that good relationships among teachers, students, heads, parents, and the community decide a school's performance. As a result, the study aimed to investigate human relationship issues and their effects on school success to change the situation in the future. The study's participants were all heads of (GHS) Schools in Pakistan's Khyber Pakhtunkhwa province. The researcher used convenience sampling techniques to pick 65 heads from all GHSS in Malakand Division for the sample. Since it was a mixed approach study, a Likert-style questionnaire was used to collect quantitative data. A semi-structured interview guide was used to collect qualitative data from the purposefully chosen ten school heads. SPSS was used to tabulate and interpret the data, which was done using percentages and the Chi-square test.The bulk of students, according to the study, do not collaborate with school administrators. The analysis also found that parents, communities, PTCs, and BOGs are not entirely cooperative. Higher authorities do not perform their duties to the complete satisfaction of secondary school principals. In contrast, political influence has uprooted and ruined the whole educational structure. As a result, the study suggested that prominent representatives of the group (Khan, Malak, Pesh Imams) be welcomed to schools regularly to encourage parents and community members to cooperate and share school concerns and concerns with them. The Ministry of Education should include daily training and workshops for principals, BOGs, and PTCs to develop their leadership skills and increase community awareness and interest in school management issues. They will establish a sense of ownership as a result, and they will play an important role in the growth of organizations.  

Management of indiscipline among secondary school students in Ilembe District, KwaZulu-Natal, South Africa

2020 ◽  
Vol 9 (4) ◽  
pp. 139-156
Author(s):  
Ntombizandile Gcelu ◽  
◽  
Amy Sarah Padayachee ◽  
Sekitla Daniel Makhasane
Keyword(s):  
Secondary Schools ◽  
South African ◽  
School Administrators ◽  
Code Of Conduct ◽  
Structured Interview ◽  
School Students ◽  
Whole School ◽  
Kwazulu Natal ◽  
Whole School Approach ◽  
Meaningful Relationships

South African schools are faced with a serious problem of indiscipline. The available literature reveals that despite the efforts of school administrators and teachers to instil discipline among learners, indiscipline still abounds to the extent of getting out of hand. Based on the intention of this study, a qualitative study was adopted. A qualitative-based study underpinned by the interpretive research paradigm was employed to explore the perspectives of educators in their collaborative roles in managing discipline. The sample comprised twelve educators who were purposively selected from four secondary schools in the Ilembe District, KwaZulu-Natal. A semi-structured interview schedule was used to collect the data. The findings revealed that educators should apply the school code of conduct as a whole-school approach to managing discipline to create meaningful relationships with parents as stakeholders and communicate expected behaviours with learners. It is recommended that in implementing strategies to manage discipline, learners, educators, school managers and the school governing boards of all schools should take a collaborative approach to the management of discipline in secondary schools

scholarly journals Human relationship and its impact on schools’ performance in secondary schools of Khyber Pakhtunkhwa

2021 ◽  
Vol 1 (2) ◽  
pp. 53-69
Author(s):  
Abdur Rahman ◽  
Arshad Ali ◽  
Alam Zeb
Keyword(s):  
Secondary Schools ◽  
School Administrators ◽  
Political Influence ◽  
Vital Role ◽  
Educational Goals ◽  
Human Relationship ◽  
Management Skills ◽  
Chi Square ◽  
Khyber Pakhtunkhwa ◽  
Staff Members

Teachers, administrators, heads, and students all need to have good relationships to meet educational goals. It has been found that a school's performance is measured by positive relationships between instructors, pupils, administrators, and other stakeholders. As a result, the study aimed to investigate human relationship issues and determine their effects on school success to change the condition in the future. The study's participants were all heads of Government Higher Secondary Schools (GHSS) in Pakistan's Khyber Pakhtunkhwa province. The researchers used basic random sampling techniques to pick 65 heads from all GHSS in Malakand Division for the sample. Since it was a detailed study, the data was collected using a Likert scale questionnaire. The Chi-square tests and percentage used to tabulate and interpret the data in SPSS. According to the findings, the number of teachers does not comply with school administrators. On the one side, the lack of collaboration among staff members impedes a conducive atmosphere at the colleges. The school principals are dissatisfied with the behaviour and actions of the high-ups when it comes to some subject concerning the college. The report has found that political influence and intervention had uprooted and disrupted the whole educational structure. As a result, the suggestion of depoliticizing the education department was given. The Education Ministry should provide daily seminars and training for teachers and principals to strengthen management skills and involvement, commitment in school matters, and sense of duty, which play a vital role in the growth of organizations.  

scholarly journals Factors Influencing Teaching of Chemistry in Class Nine and Ten in the Schools under Chhukha District, Bhutan

2021 ◽  
pp. 13-25
Author(s):  
Ngawang Chogyel ◽  
Norbu Wangdi
Keyword(s):  
Secondary Schools ◽  
Mixed Method ◽  
Quantitative Data ◽  
Qualitative Data ◽  
Structured Interview ◽  
Chemistry Teachers ◽  
Factors Influencing ◽  
Analysis Technique ◽  
Mixed Method Design ◽  
Structured Questionnaire

This study investigated the factors influencing the teaching of chemistry in class nine and ten in the schools under Chhukha District, Bhutan. Adopting convergent mixed method design, the study employed structured questionnaire to collect quantitative data and semi-structured interview and classroom observation to collect qualitative data. The sample comprised of 10 Chemistry teachers and 500 students from class nine and ten from three middle secondary schools and two higher secondary schools. Quantitative data were analyzed using descriptive statistics in the form of tables, mean and standard deviation whereas the qualitative data were analyzed based on content analysis technique. The findings of this study highlighted that the lack of laboratory resources, limited time allocated for chemistry theory and practical classes, and teachers’ heavy workload impacted teaching of chemistry negatively while the teacher’s sound knowledge on the chemistry subject impacted the teaching of chemistry positively.

scholarly journals ASSESSMENT OF THE ROLE OF SCHOOL COMMUNITY RELATIONSHIP IN THE DEVELOPMENT OF SECONDARY EDUCATION IN ZAMFARA STATE

2013 ◽  
Vol 14 (1) ◽  
pp. 11
Author(s):  
Bala Bakwai Kwashabawa
Keyword(s):  
Secondary Education ◽  
School Administrators ◽  
School Community ◽  
Management Decision ◽  
Secondary Classrooms ◽  
Vice Principals ◽  
Senior Secondary Schools ◽  
Senior Secondary ◽  
Descriptive Survey ◽  
Community Relationship

This study investigated the roles of school community relationship in the development of secondary education in Zamfara State. The population of the study consisted of all the principals, vice principals, teachers and PTA officials of the 89 senior secondary schools in Zamfara state. The research design adopted was descriptive survey and questionnaire was used in collecting data. Among the major findings of the study is that school community relationship is very significant in the development of secondary education in Zamfara State because it helps in the discipline of students, welfare of teachers, the planning of curriculum, information sharing and dissemination, provision of school facilities, finance, policies, security, management decision and in monitoring students' progress. It is also found resources which Zamfara State Senior Secondary classrooms, halls and lecture theatres, playgrounds, libraries, business centres, restaurants and/or canteens, furniture, parks and gardens and school farms. It is concluded that school community relationship plays a very significant role in the development of secondary education in Zamfara State. It is recommended that School principals should have some information about the composition of the community, what community opinion is regarding both broad educational issues and day to day operation of the school itself. And also school administrators should acquaint themselves with educational resources available in the community in order that they can be utilized to enrich and enhance the school programmes.

scholarly journals Listening Skills Teaching Practice at Secondary Level: Gondar Secondary Schools in Focus

2020 ◽  
Vol 8 (10) ◽  
pp. 103-117
Author(s):  
Birhan Assefie
Keyword(s):  
Secondary Schools ◽  
English Language ◽  
Qualitative Data ◽  
Teaching Practice ◽  
Survey Design ◽  
Structured Interview ◽  
Language Teachers ◽  
Listening Skills ◽  
Listening Skill ◽  
English Language Teachers

The objective of this study was to assess the exercise of teaching listening skill at general secondary schools found in Gondar city. Thus, adopting descriptive survey design, a total of 115(male=90 & female=25) English language teacher who taught grade 9 students participated in the study. The study used both quantitative and qualitative data. The quantitative data were collected through structured questionnaire whereas the semi-structured interview was used to collect the qualitative data. Data analysis was undertaken using quantitative and qualitative techniques. Quantitatively, frequency and percentage were used whereas thematic analysis was used for analyzing the qualitative data. Findings show that the majority of English language teachers use the bottom-up approach during the teaching of the listening skill. Findings also show that English language teachers failed to properly and fully implement the pre, while and post listening activities. Findings also show that teachers’ emphasis on grammar, teachers’ preference to explanation and demonstration than to create students listening opportunities, teachers’ preference to teacher-centered approach, teachers’ reluctance to provide students opportunities to exercise listening were some of the challenges facing the class room exercise of teaching the listening skill. Finally, it is recommended that English language teachers should clearly understand and properly exercise the pre, while and post-listening activities in the process of teaching the listening skills. Moreover, practical in-service trainings on how to teach listening skill should be given to teachers  

scholarly journals Organization communication problems and the ways of solving these problems of school administrators working at secondary schools

2011 ◽  
Vol 1 (2) ◽  
pp. 57-68
Author(s):  
Serpil Durgun
Keyword(s):  
Qualitative Study ◽  
Secondary Schools ◽  
Organizational Communication ◽  
School Administrators ◽  
Structured Interview ◽  
The Other ◽  
Parent Communication ◽  
Interview Technique ◽  
Communication Problems ◽  
Other Hand

The purpose of this qualitative study is to determine organizational communication problems and the ways of solving these problems from the views of school administrators working at secondary schools. The sample of this study consists of 14 school administrators in 7 secondary schools in Mersin. The data were gathered by utilizing interview technique through a semi-structured interview including 16 questions which were developed by the researcher. The data collected through interviews were content-analysed including the process of identifying, coding, and categorising the primary patterns of data. Regarding administratoradministrator communication, results indicated that there is no problem. On the other hand, the results of this study provide evidence that school administrators have a number of significant organizational communication problems regarding administrator-teacher, administratorstudent, and administrator-parent communication. In addition, analysis of data revealed that there are some differences among female and male school administrators in defining organizational communication problems and proposing solutions to these organizational communication-related problems.

scholarly journals Learning by Teaching: Can It Be Utilized to Develop Inquiry Skills?

2017 ◽  
Vol 5 (12) ◽  
pp. 190
Author(s):  
Safiye Aslan
Keyword(s):  
Science Teachers ◽  
Quantitative Data ◽  
Qualitative Data ◽  
Great Majority ◽  
Structured Interview ◽  
Inquiry Skills ◽  
Learning By Teaching ◽  
Explanatory Sequential Design ◽  
Prospective Science Teachers ◽  
Academic Year

This study aims to investigate the effect of learning by teaching on inquiry skills. With its explanatory sequential design, this particular study focuses on interrogating whether learning by teaching has an effect on prospective science teachers’ inquiry skills and to unveil how it does so, only if it had an effect. The current research is conducted upon 47 prospective science teachers who study in a public university in Turkey and take a course termed as Special Topics in Chemistry during the Fall term of 2016-2017 academic year. The quantitative data is gathered with an inquiry skills scale whereas the qualitative data is collected via a structured interview form. While the t-Test is used in the analysis of the quantitative data, the method of content analysis is applied in the analysis of the qualitative data. The quantitative data displays that learning by teaching has a positive effect on the prospective science teachers’ inquiry skills. The qualitative data indicates that a great majority of the prospective science teachers are of the opinion that learning by teaching has an impact on inquiry skills. They think that this effect occurs under three thematic dimensions; information, thinking and affective. The findings of this particular research suggest that learning by teaching can also be a method to develop inquiry skills of prospective science teachers.

Practitioners’ Involvement and Challenges, they Encountered in Curriculum Development: The Case of Secondary Schools in Amhara Sayint Woreda, Amhara Region, Ethiopia

2020 ◽  
Vol 11 (01) ◽  
Author(s):  
Solomon Melesse ◽  
Mulu Melesse
Keyword(s):  
Secondary Schools ◽  
Curriculum Development ◽  
Secondary School Teachers ◽  
School Principals ◽  
Sampling Technique ◽  
Structured Interview ◽  
Amhara Region ◽  
Vice Principals ◽  
Development Phases ◽  
Perceived Involvement

The purpose of this study was to assess practitioners’ perceived involvement and challenges they encountered in the process of curriculum development in Secondary schools of Amhara Sayintworeda. Mixed research design was employed to provide answer to the basic questions of this research. The sample consisted of 125 secondary school teachers, 3 school principals, 4 vice principals, and 1 supervisor. Proportional random sampling technique was used to select the sample teachers and comprehensive sampling technique was used to select the sample school principals, vice principals, and the supervisor. The data was collected through questionnaire and semi-structured interview. The collected data was analyzed using percentage, one sample t-test and thematic description. The findings indicated low practitioners’ perceived involvement in all the curriculum development phases other than curriculum implementation. Absence of financial and material incentives and practitioners’ lack of motivation were considered as the major inhibiting factors for practitioners’ involvement in the different phases of the curriculum development process. On the basis of the major findings, relevant recommendations are suggested in the paper.

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