scholarly journals Understanding the Relationship between School-Based Management, Emotional Intelligence and Performance of Religious Upper Secondary School Principals in Banten Province

2015 ◽  
Vol 5 (3) ◽  
Author(s):  
Oleh Eneng Muslihah
Keyword(s):  
Emotional Intelligence ◽  
Secondary School ◽  
School Principals ◽  
Secondary School Principals ◽  
Upper Secondary School ◽  
School Based ◽  
Upper Secondary ◽  
School Based Management ◽  
And Performance ◽  
The Relationship

Linguistic correlates to communicative proficiency levels of the CEFR

2014 ◽  
Vol 14 ◽  
pp. 1-30 ◽  
Author(s):  
Henrik Gyllstad ◽  
Jonas Granfeldt ◽  
Petra Bernardini ◽  
Marie Källkvist
Keyword(s):  
Secondary School ◽  
School Setting ◽  
First Year ◽  
Upper Secondary School ◽  
Syntactic Complexity ◽  
Strong Correlations ◽  
Proficiency Levels ◽  
Upper Secondary ◽  
The Relationship ◽  
Swedish School

This study is a contribution to the empirical underpinning of the Common European Framework of Reference for Languages (CEFR), and it aims to identify linguistic correlates to the proficiency levels defined by the CEFR. The study was conducted in a Swedish school setting, focusing on English, French and Italian, and examined the relationship between CEFR levels (A1–C2) assigned by experienced raters to learners’ written texts and three measures of syntactic complexity (based on length of t-unit, subclause ratio, and mean length of clause (cf. Norris & Ortega, 2009)). Data were elicited through two written tasks (a short letter and a narrative) completed by pupils of L2 English (N = 54) in years four, nine and the final year of upper-secondary school, L3 French (N = 38) in year nine and the final year of upper-secondary school, and L4 Italian (N = 28) in the final year of upper-secondary school and first year of university. The results showed that, globally, there were weak to medium-strong correlations between assigned CEFR levels and the three measures of syntactic complexity in English, French and Italian. Furthermore, it was found that syntactic complexity was homogeneous across the three languages at CEFR level A, whereas syntactic complexity was different across languages at CEFR level B, especially in the data for English and French. Consequences for the empirical validity of the CEFR framework and the nature of the three measures of complexity are discussed.

scholarly journals Emotional Intelligence and Decision Making: A Correlational Study of School Principals

2021 ◽  
Vol VI (III) ◽  
pp. 128-136
Author(s):  
Nazir Haider Shah ◽  
Muhammad Naqeeb ul Khalil Shaheen ◽  
Sobia Yaseen
Keyword(s):  
Decision Making ◽  
Emotional Intelligence ◽  
Secondary School ◽  
School Principals ◽  
Secondary School Principals ◽  
Demographic Data ◽  
Sampling Technique ◽  
Survey Method ◽  
Decision Making Styles ◽  
Private And Public

The objective of the study was to find out the relationship between emotional intelligence and the decision-making of secondary school principals. The current study was descriptive and quantitative in nature, and a survey method was applied to collect the data.All the secondary school principals working in District Haveli and Punch were the population of the study. The instrument used was a self-developed questionnaire to collect the data. The questionnaire was used comprising of three parts. Part A of the questionnaire was used for demographic data, part B was used to measure emotional intelligence, and Part C of the questionnaire was utilized to measure the decision-making styles. The researcher collected data from all secondary school principals of both districts, District Haveli and District Bagh, including private and public school principals, using a universal sampling technique. Data were analyzed through SPSS by using Pearson's correlation analysis. It is inferred that a significant and strong positive relationship exists between emotional intelligence and decision-making styles of principals.

scholarly journals ACADEMIC PERFORMANCE OF EMOTIONALLY STABLE SECONDARY SCHOOL PRINCIPALS

2021 ◽  
Vol 4 (3) ◽  
Author(s):  
Syed Kamran Ali Shah, Irum Muzammil, Muqaddas Butt
Keyword(s):  
Academic Performance ◽  
Secondary School ◽  
Random Sampling ◽  
School Principals ◽  
Secondary School Principals ◽  
Performance Standards ◽  
Sampling Technique ◽  
Student Academic Achievement ◽  
Eysenck Personality Inventory ◽  
The Relationship

This study aimed at exploring the relationship between emotionally stable school principals and their academic performance in terms of student academic achievement. A sample of 32 secondary school principals and 238 teachers working in Ffederal Ggovernment Eeducational Iinstitutions (FGEIs) was selected using a random sampling technique. Data collection was carried out using two adapted questionnaires of Eysenck Personality Inventory (1967) and Stronge (2011). SPSS (21.0) was used for data analysis. The study revealed that the majority of emotionally stable secondary school principals focus to improve the overall learning environment of the school. They are found to be positively correlated with their academic performance. The study recommends that secondary school principals should be provided proper awareness about performance standards of school principals. Principals should be encouraged to adopt positive personality traits of emotional stability.

scholarly journals Seeking Adequate Competencies for the Future

2018 ◽  
Vol 6 (1) ◽  
pp. 4-20
Author(s):  
Meri-Tuulia Kaarakainen ◽  
Suvi-Sadetta Kaarakainen ◽  
Antero Kivinen
Keyword(s):  
Secondary School ◽  
Secondary Students ◽  
Secondary School Students ◽  
Educational Choices ◽  
Upper Secondary School ◽  
School Students ◽  
Upper Secondary ◽  
Digital Skills ◽  
General Goal ◽  
The Relationship

Digital skills are a prerequisite today for working, studying, civic participation, and maintaining social relationships in our digitalised technical world. These skills are also important both as a general goal and an instrument for learning. This study briefly presents the aims that are related to digital skills of the Finnish curricula, and explores, using a large sample (N = 3,206) of Finnish upper secondary school students, these young people’s digital skills and their distribution. The study provides new insights into the state of these skills and differences found in them and focuses on the relationship between these results and the students’ present educational choices and future study/employment intentions. The actual variability of digital skills among upper secondary students is one of the main findings of the study. On the same educational level, it was found that digital skills vary enormously, particularly for students’ current educational choices and their future intentions. Digital skills are also distinctly associated with age for 15 to 22-year-olds. At the same time, gender alone appears to have no prominent effect on the level or adeptness of upper secondary school students’ digital skills.

Female secondary school principals

2017 ◽  
Vol 45 (5) ◽  
pp. 806-824 ◽  
Author(s):  
Elizabeth T Murakami ◽  
Monika Törnsen
Keyword(s):  
Secondary School ◽  
Secondary Schools ◽  
School Principals ◽  
Secondary School Principals ◽  
Professional Identities ◽  
Female Leaders ◽  
Equity Issues ◽  
Female Principals ◽  
Upper Secondary ◽  
Upper Secondary Schools

This study examines two female principals in upper secondary schools and the development of their professional identities, focusing on schools in Sweden and Texas, USA. The study is part of a larger international research project with global conversations about what successful leadership means, and asks: in what ways do female secondary school principals’ professional identities inform equity issues in leadership with implications for recruitment, hiring, and evaluation practices? Using a feminist post-structural discourse analysis, the findings revealed that even when successful, female leaders in upper secondary schools can be evaluated negatively. These considerations relate to the way in which female principals are recruited, hired, and weighed when appraised, where their contributions may not be fully incorporated to establish equitable processes and procedures to sustain their success in educational leadership.

scholarly journals Øvelser i empati og kulturell tilgang. Avgangselevers legitimering av arbeid med eldre skjønnlitteratur i videregående opplæring.

2018 ◽  
Vol 12 (3) ◽  
pp. 5
Author(s):  
Lars August Fodstad ◽  
Astrid Mortensvik
Keyword(s):  
Secondary School ◽  
Reading Skills ◽  
Cultural Literacy ◽  
Literary Texts ◽  
Upper Secondary School ◽  
Literary Reading ◽  
Structured Interviews ◽  
Literature Teaching ◽  
Upper Secondary ◽  
The Relationship

Artikkelen undersøker avgangselevers legitimering av litteraturundervisningen i videregående skole samt den litterære kompetansen de har utviklet gjennom opplæringsløpet. Spørsmålet om skjønnlitteraturens plass og legitimitet i norskfaget har vært mye diskutert i fagpolitisk sammenheng siden innføringen av Læreplanverket for Kunnskapsløftet. Debatten har til dels vært preget av steile fronter i så vel deskriptive som normative spørsmål om skjønnlitteraturens stilling blant norskfagets andre fagkomponenter, om læreplanens føringer for utvalg av litterære tekster, og om forholdet mellom skjønnlitterær lesing og literacy-dreiningen i faget. Elevenes stemme har imidlertid vært fraværende i debatten, og i denne artikkelen søkes derfor svar på tre spørsmål: I hvilken grad mener avgangselever på studiespesialisering at arbeid med skjønnlitteratur genrelt, og klassiske kanontekster spesielt, har legitimitet i videregående opplæring? Hvilke begrunnelser har elevene for de legitimitetssvarene de gir? Og hvilken litterær kompetanse tyder svarene på at elevene har tilegnet seg gjennom opplæringen? Tilnærmingen er fenomenologisk, basert på semistrukturerte intervju av nylig avgåtte elever fra studiespesialiserende opplæring, men den inkluderer også leselogger knyttet til arbeidet med kanoniserte noveller fra realismen/naturalismen. Resultatene viser at elevene argumenterer for viktigheten av å møte den kanoniserte litteraturen i norskfaget, og at de særlig knytter legitimeringen til nye perspektiver på egen livsverden gjennom empati og historisk bevissthet, og til tekstkulturell tilgangskompetanse. I refleksjoner over tekstene demonstrerer elevene stor grad av fiksjons- og overføringskompetanse, men langt mer varierende grad av analytisk kompetanse og utholdenhet i møte med krevende tekster.Nøkkelord: litteraturdidaktikk, litterær kanon, norskfaget i videregående opplæring, litteraturfaglig legitimering, litterær kompetanse.Practicing empathy and cultural access. Upper secondary graduates’ reading, understanding and legitimization of canonized fiction.AbstractThis article examines newly graduates’ legitimizing of literature teaching in upper secondary school, and what literacy competence they have developed during their education. Fiction and poetry reading in the Norwegian L1 subject has been a highly debated policy question since the new curriculum standards were implemented in 2006, and the discussions have to a certain extent been characterized by steep fronts in as well descriptive and normative questions of literature’s position among other content parts of the L1 subject, the curriculum’s guidelines for selection of literacy texts, and the relationship between literary reading and the literacy turn in the L1 subject. However, in this debate the students’ voice has not been heard, so this article seeks to answer three questions: To what degree do graduates find that literary reading in general and specifically that of canonized texts is legitimate in upper secondary school? How do the graduates justify their legitimatizations? And, finally, what literary competence do the graduates’ answers imply they have acquired throughout their education? The approach is phenomenological, mainly based on semi-structured interviews with academic specialization graduates, but also includes reading logs from encounters with canonized short-stories from the realism/naturalism period. The results show that the graduates advocate the importance of reading canonized literature in the Norwegian L1 subject, and that their legitimatization strategies are particularly related to the literature’s potential for offering new perspectives on their own lifeworld through empathy and historical awareness, and to cultural literacy. Through their reflections on the literary texts the graduates demonstrate highly developed fiction and transfer competence, while their analytical competence and tolerance for texts that demand complex reading skills are more varying.Keywords: literature didactics, literary canon, upper secondary L1, legitimizing literature, literary competence

scholarly journals Yhdeksäsluokkalaisten vieraan kielen oppimismotivaatioprofiilien ja arvosanan yhteydet peruskoulun jälkeisiin jatkosuunnitelmiin -

2021 ◽  
Author(s):  
Teija Kangasvieri
Keyword(s):  
Secondary School ◽  
Vocational Education ◽  
Basic Education ◽  
Language Education ◽  
Upper Secondary School ◽  
Education Choice ◽  
Language Studies ◽  
Upper Secondary ◽  
Motivational Profiles ◽  
The Relationship

In this article I explore the relationship between Finnish ninth graders’ L2 motivational profiles, language grades and future study plans after basic education. The aim of the study is to critically explore the relationship between motivation and language grades and reflect on the possible implications of this for language education policies. The statistically representative data was collected with an e-questionnaire (n=1 206). For this study, I analysed those who planned to continue their studies to general upper secondary school or vocational education after basic education, and who submitted their language grade (n=981). In earlier analyses of the study (Kangasvieri, 2019), five motivational profiles were found: the least motivated, averagely motivated with low anxiety, averagely motivated, the most motivated and students with high anxiety. In this study, the connection between these motivational profiles and students’ education choice is explored, taking into account the effect of grades. A logistic regression analysis was conducted. The results show that the probability to continue to general upper secondary school or vocational education in each motivational profile depends on the grade. The model explains about 30 percent of the students’ educational choices. Additionally, the results show that the more motivated the student is in his/her language studies, the higher grade he/she feels is needed in order to plan to continue to general upper secondary school after basic education. Correspondingly, less motivated students plan to continue to general upper secondary school with poorer grades than more motivated students.

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