Teacher-rated school leadership and adolescent gambling: a study of schools in Stockholm, Sweden

Background So-called “effective schools” are characterised by features such as a strong and purposeful school leadership and a favourable school ethos. A prior study showed that a school's degree of teacher-rated ethos was inversely associated with student gambling and risk gambling. Building on these findings, the current study aims to examine the associations that teachers' ratings of the school leadership share with gambling and risk gambling among students in the second grade of upper secondary school in Stockholm (ages 17-18 years). Methods Data were drawn from two separate surveys performed in 2016: the Stockholm School Survey (SSS) and the Stockholm Teacher Survey (STS), with information collected amongst 5,191 students and 1,061 teachers in 46 upper secondary schools. Gambling and risk gambling was measured by student self-reports in the STS. School leadership was assessed by teachers' responses to ten items in the STS, which were added to an index and aggregated to the school level. School-level information from administrative registers was also linked to the data. The statistical method was two-level binary logistic regression analysis. Results Teachers' average ratings of the school leadership were inversely associated with both gambling (OR 0.96, 95% CI 0.93-0.998, p = 0.039) and risk gambling (OR 0.94, 95% CI 0.89-0.99, p = 0.031) among upper secondary students, whilst adjusting for sociodemographic characteristics at the student and the school level. Conclusions The findings lend further support to the assumption that characteristics of effective schools at different levels of the school organisation may reduce students' inclination to engage in health risk behaviours. Key messages Teachers’ ratings of the school leadership were inversely associated with student gambling and risk gambling, whilst adjusting for student- and school-level sociodemographic characteristics. The findings indicate that a strong school leadership, being one key feature of effective schools, may reduce students’ inclination to engage in health risk behaviours.

Teacher-Rated School Leadership and Adolescent Gambling: A Study of Upper Secondary Schools in Stockholm, Sweden

So-called “effective schools” are characterised by properties such as a strong and purposeful school leadership and a favourable school ethos. In a previous study we showed that a school’s degree of teacher-rated ethos was inversely associated with student gambling and risk gambling. Building on these findings, the current study aims to examine the associations that teachers’ ratings of the school leadership share with gambling and risk gambling among students in the second grade of upper secondary school in Stockholm (age 17–18 years). Data were drawn from the Stockholm School Survey and the Stockholm Teacher Survey with information from 5191 students and 1061 teachers in 46 upper secondary schools. School-level information from administrative registers was also linked to the data. The statistical method was two-level binary logistic regression analysis. Teachers’ average ratings of the school leadership were inversely associated with both gambling (OR 0.96, 95% CI 0.93–0.998, p = 0.039) and risk gambling (OR 0.94, 95% CI 0.89–0.99, p = 0.031) among upper secondary students, whilst adjusting for sociodemographic characteristics at the student and the school level. The findings lend further support to the hypothesis that characteristics of effective schools may reduce students’ inclination to engage in gambling and risk gambling behaviours.

Implementation of Strategies in Shaping Effective and Superior Schools (Multisite Study at SMP Islam al-Azhaar Tulungagung and SMP Negeri 1 Tulungagung)

Implementation of strategies informing effective schools is a follow-up to the process of formulating strategies (planning) by various parties responsible for the process of effective school development. The implementation of the strategy is an action to achieve the educational objectives (effective schools) through the stages that have been set in the form of program structure, budget, operational standards, supervision, and evaluation. This research explore in-depth the implementation of strategies in Junior High School (SMP) Islam al-Azhaar Tulungagung and Junior High School (SMP) Negeri 1 Tulungagung. This research uses qualitative research methods, using phenomenological field studies. Meanwhile, data collection techniques are conducted through in-depth interviews, observations, and passive participants in the field as well as using other literature relevant to the concept of implementing strategies informing effective schools. The results showed that the implementation of strategies in shaping schools was effectively carried out through internal processes and external processes. This process will result in effective learning, effective teaching, and a conducive environment.

STUDENT MANAGEMENT TO IMPROVE THE QUALITY OF EDUCATION IN EFFECTIVE SCHOOLS (A CASE STUDY AT MAN INSAN CENDEKIA SERPONG)

This article aims to explain the planning, development, and evaluation of students in effective schools at MAN Insan Cendekia Serpong Tangerang Banten. Student management has a strategic position in developing the quality of education. Better student management will increase the achievement of students. The author acts as a key instrument in data collection, because this research used a qualitative approach with a type of case study. The author explores data based on the archive system and the effectiveness of decision making, then collects, explains, and analyzes it. This article concludes that the student planning at MAN Insan Cendekia starts with an online new student registration system. Selection is carried out in a transparent and accountable manner by involving independent parties from outside. The selection stages include administrative, scholastic talent, academic, and medical examination selection. The development of students at MAN Insan Cendekia is carried out by involving the active role of schools, mosques and dormitories. These three development centers work together and holistically to achieve the school's vision. The development of students there includes disciplinary, academic and non-academic aspects. Meanwhile, the evaluation of students at MAN Insan Cendekia is implemented in a transparent, accountable, continuous, and comprehensive manner with high standards. In summary, the evaluations carried out are daily tests, midterm exams, final semester exams, and national exams. However, evaluation focuses more on the process, assuming that if the process is good, then the results will also be of high quality.

Just Out of Reach? Unrestrained Supply, Constrained Demand, and Access to Effective Schools in and Around Detroit

Research concerning family preferences for schooling indicates that they value proximity to home as much as academic quality when choosing schools. However, preferences for proximity likely represent inability to access schools farther away from home, especially for disadvantaged students. I test whether distance and district boundaries constrain access to high-performing and effective schools for Detroit students where families choose between intradistrict, interdistrict, and charter schools, as well as an assigned school. I employ a unique data set that includes enrollment records, addresses, and commute times for Detroit residents regardless of where they attend school. Results show that disadvantaged students have little access to the highest quality schools available, specifically those outside Detroit. However, students attend higher performing schools within Detroit.

Leadership Effectiveness and Teacher’s Job Satisfaction in Relation to School Effectiveness at Secondary Stage

The present study intended to examine the effect of leadership effectiveness, job satisfaction and their relationship in respect to school effectiveness. The sample consisted of 24 school principals, and 480 teachers from private secondary schools with high and low effectiveness of Jalandhar Division. The obtained data were analyzed with the help of two way Analysis of Variance. Data analysis revealed that 1) Schools with high effectiveness have more leadership effectiveness than low leadership effective schools. 2) Female principals are more effective leaders than male principals. 3) Schools with high effectiveness exhibit more satisfaction than low effectiveness schools. 4) Male principals in schools with high effectiveness yields higher job satisfaction among faculty than of male and female principals in low effectiveness schools. 5) School effectiveness did not differ in schools with male and female principals and 6) The leadership effectiveness was not different at two levels of school effectiveness.