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The purpose of this research is to find out i) the quality of the accountability management system of superior schools, ii) elementary school digital transformation capabilities, and iii) the relationship between the quality of the accountability management system for superior schools and the digital transformation capabilities of elementary schools in Indonesia. The research approach used is quantitative. The research location is in public elementary schools in Malang City. The population of this research is all 195 public elementary schools. The research sample is 22 public elementary schools. The research subjects were school principals, class teachers, and subject teachers totaling 51 people. Data collection is done by using a questionnaire. Elementary schools with superior school accountability management systems have the ability to drive their digital transformation capabilities. Excellent school accountability management systems and school digital transformation capabilities guarantee equal access to education for all students. Implications for improving teaching and learning are also discussed in this paper. The variables studied can be used to determine the priority scale for planning, implementing and evaluating superior school accountability management systems in digital transformation, in increasing teacher competency. [ABSTRACT FROM AUTHOR]

Artificial intelligence (AI) and big data methodologies have provided a vast possibility of applications in different public policy sectors. AI and big data provide essential innovations in school teaching and learning practices, curriculum, and management in education, transforming the entire formulation and implementation of education policy. The possibilities of AI in education present a high potential for improvement but a series of new risks and threats that question the benefits of adopting AI in education. This article discusses the possibilities and limits of artificial intelligence in education, observing the institutionalization of new governance practices in education that emerge with digital technologies. To discuss these new governance practices, we deal with the Beijing Consensus on artificial intelligence in education and the challenges of building new education governance. In addition, we discuss potential impacts of AI on education, with a special focus on social justice. [ABSTRACT FROM AUTHOR]

This study aims at evaluating the effectiveness of school management in the integration of ICTs within the schools with emphasis on students' performance and teachers' perception. The data were obtained from questionnaires and interviews conducted on 11 high schools in the Arab and Bedouin localities of Israel. This study shows that strategic management, structural design, and leadership enhance students' performance especially in Mathematics and English. The schools that have well defined policies on ICT and good leadership achieved high levels of student engagement and better academic performance. However, the study reveals that some inequality prevails in the system; the northern schools are in a better condition as compared to the Bedouin schools in the south where inadequate resources and cultural barriers are also seen. Leadership was found to be the most important variable affecting the teachers' perception on ICT use in teaching and learning process; particularly the hybrid leadership practices positively affected the teachers' involvement and student achievement. The findings imply that more leadership and specific strategies are required to support effective integration of ICTs in the underprivileged areas. [ABSTRACT FROM AUTHOR]

This paper aims to present the views of Greek school principals on whether and how working amid the crisis caused by the COVID-19 pandemic affected principal–teacher relationships. It mainly focuses on the factors that contributed to the quality and course of these relationships. A qualitative methodology was adopted. Data were collected from 57 principals of public primary and secondary schools who answered the open-ended questions of an online questionnaire. Written answers were analyzed using the method of thematic analysis. The analysis revealed that, given the adverse working conditions, principal–teacher relationships were affected to varying degrees and in different ways in each school unit. For forty-seven percent of principals, the relationships remained unaffected; for forty percent, the relationships worsened; and for thirteen percent, they became stronger. It was found that teacher-related factors (attitude towards increased duties/obligations and ability to manage stress and fear), as well as work climate-related factors (communication and interaction, togetherness, and pre-existing work climate) contributed to the course of principal–teacher relations amid the pandemic. The findings provide practical and theoretical implications for school leadership and human resources management in a crisis context. [ABSTRACT FROM AUTHOR]

Multiculturalism is increasingly present in schools, especially in Melilla (Spain), where cultural diversity is one of its defining features due to its geographical location on the border between Africa and Europe. In the light of the importance of educational leaders in dealing with this diversity, this research proposes two main objectives. First, to analyze initial and ongoing training in terms of interculturality, skills, and knowledge that an educational leader must have in their position, and second, to determine the impact of COVID-19 on school management in education centers. We used a qualitative methodology with semi-structured face-to-face interviews to collect data, and content analysis as a data analysis method. The participants (school leaders) represent the six districts that comprise the city of Melilla, nine infant and primary education and six secondary education school leaders. The results reveal that the training received by educational leaders is rather limited and not very useful in practice. Moreover, the COVID-19 pandemic has increased the inequality gap between families from the schools, given that the situation exacerbated their economic status. [ABSTRACT FROM AUTHOR]

The period of Covid-19 outbreak led to the interruption of normal school functionality due to unprecedented turmoil in the management of high school subject teachers worldwide. The unexpected increase in the number of teachers who were directly or indirectly affected and infected during the pandemic brought hesitation to school principals on the appropriate crisis management approach. Thus, this study aims to revisit the management of high school subject teachers during Covid-19 at the Ubombo Circuit Management Cluster in South Africa. Using a case study design, a qualitative telephone semi-structured interview was conducted to gather data. This study finds that the chaos brought by the Covid-19 pandemic in the Kwa-Zulu Natal Department of Education was too sudden that nobody was initially trained to face its impact both in teaching and management. As a result, there was no concrete action plan and crisis management strategies the school principals followed in handling high school subject teachers. During the height of the pandemic, most of Ubombo Circuit Management Cluster school principals creatively attempted various management strategies that they believed would cater for their schools. Hence, this study finds it necessary for the Department of Education to develop policies to equip school principals with necessary skills and knowledge to face future contingencies.

Teacher empowerment has been recognized as an imperative management practice to develop and implement innovations in schools. However, studies investigating the relationship between teacher empowerment and the innovation climate are scant, inhibiting the development of effective strategies to foster educational innovation. This study examines the impact of teacher empowerment on schools' innovation climate in Malaysia. The sample consisted of 376 teachers who were randomly selected from 12 primary and secondary schools in Kuala Terengganu. Structural equation modeling analysis revealed a strong positive effect of teacher empowerment on innovation climate, wherein teacher empowerment predicted 50% of the variability in the innovation climate. Findings of this study suggest that school leaders should invest in empowering teachers through programs that value their perspectives and actively encourage contributions to foster an innovation climate. [ABSTRACT FROM AUTHOR]

Technological innovations are slowly finding their way to schools as a means of enhancing the management of schools and improving the school environment. The adoption of technology in schools today aims at using technological solutions that may include cloud-based storage. The use of an LMS, artificial intelligence, and data analytics in streamlining daily administration activities that employees perform manually. The use of other technology-enabled tools known as digital solutions to enhance the collaborative ecosystem of schools. Technologization understands cultural transformation as a move towards increasing rationalization for the sake of students, educators, and administrators' sides. The writer specifically looks at the effects of management solutions facilitated by technology on the efficiency of schools. The various types of technologies used and their efficiency levels, and the kinds of challenges that institutions of learning encounter in embracing the use of technology. This research uses both quantitative and qualitative research to investigate the topic of technological implementation in school administration. Online Survey and Telephone questionnaires are given to 50 schools where management systems incorporated technology, and participants included school administrators, teachers, and IT personnel. The survey compares the efficiency of the software in terms of perceived effectiveness, ease of use, cost, and difficulty in using the software. Questionnaires are administered together with interviews aiming at gaining in-depth and comprehensive data arising from the experiences of the various stakeholders. The results of this study have revealed that technology play an important role in changing the management roles of schools through increasing efficiency in accessing and entering data while at the same time increasing efficiency in collaboration. There are factors like costs, the technical nature of the system, and organizational resistance that may hamper complete adoption. [ABSTRACT FROM AUTHOR]

The purpose of the Basic Education Act No. 14 of 2013 is to increase professionalism in the administration of public elementary schools by establishing Boards of Management. The purpose of this research is to analyse the effect that Boards of Management policies have on student achievement in public primary schools in the Manga sub-county of Kisii County, Kenya. The study set out to answer several questions about the impact of various factors on students' academic success, including the availability of instructional resources, the quality of the school's physical environment, the quality of the teaching staff, and the effectiveness of the school's management's efforts to motivate its employees. The research was based on the open systems theory and the Path Goal Leadership Theory. The study used a variety of research strategies. Concurrent triangulation, a research strategy that blends quantitative and qualitative data, was used for this investigation. Principals, BOM members, and the Sub County Director of Education made up the study population. Sampling was performed using a stratified random sampling technique. Strata were designated as learning environments. Questionnaires and interview scripts were used to compile the data. The researcher piloted the surveys with two elementary schools in Manga Sub County that have certain demographic and social characteristics with the study area. Pearson's Product Coefficient was used to verify reliability. Co-efficient. If the dependability co-efficient was lower than 0.7, then the instruments would need to be improved. The instruments' validity and reliability were established by having them crafted under the watchful eyes of the supervisors and by consulting with subject-matter experts. Both qualitative and quantitative techniques were used to analyse the data. Descriptive and inferential statistics were used in the quantitative approaches. Descriptive statistics included measurements of central tendency and dispersion, such as means and standard deviations. Chisquare tests and spearman rank order correlations were used for inferential statistics. Analysing qualitative data required making sense of the responses and contrasting them with prior research. Frequency tables, percentages, and other numerical were used. Ethical considerations were taken into account during the investigation. The vast majority of respondents agreed that their schools' ability to provide necessary teaching and learning resources was facilitated by adhering to a schedule of events. The majority of respondents said that BOM members are capable of accurately forecasting and budgeting for physical infrastructure on their own. All respondents said that those working in BOM were trustworthy because of their moral rectitude and upright character. The research concluded that the Ministry of Education should institute safeguards to guarantee that only qualified individuals serve on public elementary school governing boards. It is imperative that steps be taken to guarantee the exchequer allocates sufficient funds for the purchase of physical infrastructure for public elementary schools. [ABSTRACT FROM AUTHOR]

Studies conducted on student profiles in academic settings reveal that a significant proportion of students, ranging from 10% to 20% , encounter various forms of stressors that include poverty, trauma, abuse, neglect, and domestic violence . Such stressors will likely manifest as disruptive behaviours within the school environment. This paper focuses on identifying the perceptions of professionals regarding effective behaviour management by considering the relevance of an Attachment Theory perspective (ATP) for students with social, emotional, and behavioural difficulties. This research is a qualitative study, and the data were collected by conducting key informant interviews with 13 participants who advocate an ATP in understanding and supporting students with challenging behaviours, who were selected purposefully. The participants are professionals who hold various positions related to research, policy, and practice, and the data gathered from them were analysed thematically. The professionals highlighted the need for a greater understanding of the relevance of an ATP in managing challenging behaviour in schools. The main finding to emerge from the interviews is that awareness of an ATP potentially leads to a better understanding of underlying reasons for challenging behaviours in the classrooms, and this awareness helps educators look for the best ways to support students in providing not only an optimum and sustainable classroom environment but also an enjoyable school experience. Moreover, with the help of extra targeted support for students, the school behaviour management system will be more inclusion-oriented rather than exclusion-oriented. [ABSTRACT FROM AUTHOR]

Using a large administrative dataset of schools in India, we examine the impact of increasing female representation in school management on school performance and children's learning outcomes. Exploiting an education legislation that mandated female representation in school governing committees, we show that participation of females in these committees results in improvement in number of teachers, qualification of teachers and student enrollment. Besides, we provide evidence of positive impact on learning outcomes of children, particularly for girls. We conduct an array of robustness checks to ensure that confounding factors like initial school characteristics, pre-trends are not driving the results. [ABSTRACT FROM AUTHOR]

Most private schools in India fall under the category of Affordable Private School (APS). The paper tries to state, that with growing privatization of education, APS is likely to grow further. But the APS sector has certain problems. The problems are mostly associated with staff-management relationship. The paper opines that if these problems are not addressed properly then the sector may face sustainability problems and may not even grow in spite of huge scope. At the end, the paper tries to suggest some remedies that can help the sector to overcome its problems. [ABSTRACT FROM AUTHOR]

The article discusses the relationship between school management, including human resource management and the implementation and use of innovative teaching methods in Arab schools in Israel in the case of students at risk. The quantitative research used a questionnaire which was administrated to 400 teachers from Arab schools situated in the central region of Israel. The results indicate a positive correlation between school management and the use of various innovative teaching methods in Arab Israeli schools dealing with students at risk. In conclusion, the use of innovative teaching methods is influenced by the management of the school including human resource management. Several recommendations for school principals are made. School principals should be promoting a school culture focused of innovation. They should actively involve all school staff categories in the process of innovation of school and provide adequate incentives to stimulate teachers to implement innovative teaching methods in their educational activity. They should also encourage and allocate needed resources for the participation of their school teachers to professional development trainings organized by teachers training centers.

This research investigates headteachers' leadership and management roles and challenges in leading government secondary schools in Sindh, Pakistan. Employing a qualitative hermeneutic phenomenology methodology, forty semi-structured interviews were conducted with twenty headteachers. The thematic analysis of the data explored that headteachers were performing several academic and administrative-focused responsibilities, although their involvement was more administrative than academic and entailed more management than leadership. However, headteachers faced enormous challenges in leading and managing their schools. Some critical challenges were a lack of basics in terms of clean water, reliable electricity, and sufficient school furniture. Others included a lack of funds, a shortage of teachers, managing professionally weak teachers, teacher union issues and a lack of authority. Nevertheless, some headteachers were making admirable efforts to address these challenges. This research may open a window to understanding the roles and challenges of headteachers and inform policymakers of how-to better support headteachers in leading their schools successfully in the 21st century. [ABSTRACT FROM AUTHOR]

Copyright of Italian Journal of Health Education, Sport & Inclusive Didactics is the property of Edizioni Universitarie Romane and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This research investigates the influence of the whole school approach (WSA) on the education for sustainable development (ESD) practices of teachers in Japan. We focus on understanding how school organizations that facilitate WSA influence teachers' ESD practices in a multifaceted and hierarchical manner. The multilevel analysis, which targeted 683 elementary and middle school teachers in ESD-promoting schools, revealed that the actual working environment may be more important than the school's management system for helping individual teachers implement ESD, and that school-level WSA made a clear contribution to promoting ESD. The research suggests the importance of establishing the environmental conditions, such as the school board and principals' guarantee of basic conditions (e.g., working hours, teaching materials, and an environment where teachers can exercise ownership), so that teachers who are interested in ESD practice can feel secure and assume ownership of ESD activities. [ABSTRACT FROM AUTHOR]

The article discusses the relationship between school management, including human resource management and the implementation and use of innovative teaching methods in Arab schools in Israel in the case of students at risk. The quantitative research used a questionnaire which was administrated to 400 teachers from Arab schools situated in the central region of Israel. The results indicate a positive correlation between school management and the use of various innovative teaching methods in Arab Israeli schools dealing with students at risk. In conclusion, the use of innovative teaching methods is influenced by the management of the school including human resource management. Several recommendations for school principals are made. School principals should be promoting a school culture focused of innovation. They should actively involve all school staff categories in the process of innovation of school and provide adequate incentives to stimulate teachers to implement innovative teaching methods in their educational activity. They should also encourage and allocate needed resources for the participation of their school teachers to professional development trainings organized by teachers training centers. [ABSTRACT FROM AUTHOR]

Emotional intelligence, which forms the basis for individuals to cope with emotions effectively, can also contribute to how effectively leaders address the needs of the individuals they serve, how they motivate others, and how they develop a sense of belonging in the workplace. This research aimed to examine the studies on the emotional intelligence of school principals who lead education through systematic analysis and to draw attention to the importance of emotional intelligence in educational management. Studies published in peer-reviewed journals aiming to explore the emotional intelligence of school principals were analyzed. The study results show that research on the emotional intelligence of school principals has increased in recent years; descriptive, correlational, and predictive designs are followed in studies, and self-assessment tools are preferred for data collection. Moreover, there are significant relationships between emotional intelligence and self-efficacy, political skills, workplace happiness, crisis management, and conflict resolution of principals. Principals' emotional intelligence can predict organizational synergy, conflict management, leadership, managing differences, time management, organizational citizenship, and job satisfaction. [ABSTRACT FROM AUTHOR]

This study aims to: (1) describe the level of ethical climate at middle schools, (2) compare the ethical climate at public schools based on teacher-student analysis, public school-private school analysis and district level analysis, and (3) explore findings to gain an intensive understanding of issues within the ethical climate realm at middle schools. Using a mixed-method approach with both quantitative and qualitative components, the research involved 360 participants across four schools (288 students and 72 teachers). Proportional stratified random sampling and a modified questionnaire based on Schulte’s instruments were used for collecting data during the quantitative phase. During the qualitative phase, the data were gathered through focused group discussions (FGDs), involving 20 teachers and 4 school principals. The results showed that the level of ethical climate at middle schools in the region was high at an average score of 3.285 out of 4 (82.125%). Notably, there were discrepancies between teacher and student perspectives. The study confirmed that the perceptions were significantly different between teachers and students and among the four schools. However, no discernible disparity in the ethical climate was found between public and private schools. In the qualitative phase, the study highlighted the imperative of discouraging negative behaviors, specifically teenage delinquency and bullying. Socioeconomic disparities were barriers to student interaction, prompting the recommendation for schools to intensify character building for consistent positive behavior. The promotion of honesty was particularly emphasized to mitigate cheating and bullying.

Occupational health and safety (OHS) services are important for the sustainable development of countries. Education in OHS is needed, specifically in developing countries and schools. Knowledge and awareness about OHS are sparse in low- and middle-income countries. The identification of potential risks and hazards, and their control measures, provide the foundation for a successful safety programme. This paper assesses OHS in schools, in developing countries, and an OHS management framework for schools is established. The methodological steps were to conduct a literature search, identify relevant studies, extract evidence from publications, and synthesise the evidence. The findings provided a basis for the proposed OHS management framework for schools. It was found that OHS are neglected in schools in developing countries, due to insufficient legislation, regulation, and policies. The study recommends that schools and governments work cooperatively to improve OHS. The school management should ensure that a safety culture exists, and health and safety awareness is raised. Schools should also introduce, maintain and develop their OHS activities and built these into their strategic plans, objectives, and policies.

Inevitable disasters pose a concealed threat that school leaders must address to prevent calamity and safeguard lives and assets. This study determined the disaster risk reduction awareness in selected secondary schools, aiming to mitigate current risks and enhance the resilience of vulnerable institutions. This study uses a quantitative approach. The research employed online surveys to gauge disaster risk reduction management among 50 secondary school heads and teachers in Northern Puerto Princesa City, Philippines. The findings revealed a high level of awareness among respondents, highlighting the importance of implementing programs like budget allocation for DRRM activities, student-led hazard mapping, and collaboration with local government units and NGOs. In conclusion, strengthening disaster risk reduction management and fostering partnerships are recommended for secondary schools to enhance preparedness and resilience.

Adaptive resilience, as a theory, is examined from an Islamic perspective in schools that practice the Dayah system in Aceh. This study aims to identify Islamic adaptive resilience in schools that were built after conflicts and natural disasters. The method used in this study is qualitative, employing a case study approach. Data was collected through observation, interviews, and documentation at three schools in Aceh and their foundations in Jakarta. Data analysis was conducted using NVivo. The results demonstrate that Islamic adaptive resilience plays an active role in the post-disaster and post-conflict school recovery processes. The common aspects of Islamic adaptive resilience that were found include learning from experience, strong leadership at both the top and middle levels, collaboration, staff engagement, and well-being. The research recommends that institutions prioritize flexibility and the ability to respond quickly to any problem, as well as a commitment, particularly from the leadership, to the vision and mission that were established from the outset. Building a school with a strong foundation in beliefs and incorporating local culture requires significant attention in order to maintain and operate a creative and harmonious organization. This research contributes to assisting schools in post-conflict and post-disaster areas in developing effective strategies to promote adaptive resilience and enhance their ability to respond to future challenges. Moreover, it may contribute to the broader literature on leadership, organizational resilience, and Islamic values, providing insights into how leaders can integrate Islamic values into their leadership practices to promote organizational resilience in various context.

This paper aims to present the views of Greek school principals on whether and how working amid the crisis caused by the COVID-19 pandemic affected principal–teacher relationships. It mainly focuses on the factors that contributed to the quality and course of these relationships. A qualitative methodology was adopted. Data were collected from 57 principals of public primary and secondary schools who answered the open-ended questions of an online questionnaire. Written answers were analyzed using the method of thematic analysis. The analysis revealed that, given the adverse working conditions, principal–teacher relationships were affected to varying degrees and in different ways in each school unit. For forty-seven percent of principals, the relationships remained unaffected; for forty percent, the relationships worsened; and for thirteen percent, they became stronger. It was found that teacher-related factors (attitude towards increased duties/obligations and ability to manage stress and fear), as well as work climate-related factors (communication and interaction, togetherness, and pre-existing work climate) contributed to the course of principal–teacher relations amid the pandemic. The findings provide practical and theoretical implications for school leadership and human resources management in a crisis context.

Inevitable disasters pose a concealed threat that school leaders must address to prevent calamity and safeguard lives and assets. This study determined the disaster risk reduction awareness in selected secondary schools, aiming to mitigate current risks and enhance the resilience of vulnerable institutions. This study uses a quantitative approach. The research employed online surveys to gauge disaster risk reduction management among 50 secondary school heads and teachers in Northern Puerto Princesa City, Philippines. The findings revealed a high level of awareness among respondents, highlighting the importance of implementing programs like budget allocation for DRRM activities, student-led hazard mapping, and collaboration with local government units and NGOs. In conclusion, strengthening disaster risk reduction management and fostering partnerships are recommended for secondary schools to enhance preparedness and resilience. [ABSTRACT FROM AUTHOR]

Copyright of Revista Transdisciplinaria de Estudios Sociales y Tecnológicos (RTEST) is the property of Editorial Exced and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This document provides an overview of the Midday Meal Scheme in Siddipet district, Telangana state, India. The scheme aims to provide meals to school children and addresses various aspects such as infrastructure, enrollment, attendance, and the opinions of teachers, cooks, helpers, and students. The study found that while the quality of food grains received for the meals was rated as average by beneficiaries and teachers, students generally rated the quality of the meals as good. However, there were concerns about the availability of clean water, proper toilets, and kitchen facilities in schools. The document concludes with suggestions for improving the scheme, including providing LPG connections or solar cooking systems, improving kitchen facilities, and ensuring safe drinking water for students. [Extracted from the article]

This research aims to analyze the utilization of Net Zero Carbon school buildings in primary and secondary schools in Jakarta and its implications on students' green behavior and the involvement of various stakeholders in supporting the net zero school program in efforts to reduce emissions in the city of Jakarta. This study employs qualitative methods, gathering data through questionnaires, interviews, and document studies. The findings indicate that, besides producing a low Energy Consumption Index or being energy efficient, Net Zero Carbon schools also have a positive impact on increasing students' awareness and sustainable behaviors. Stakeholder engagement is found to be crucial in supporting the implementation and success of this initiative. These findings provide insights for further development in sustainable building in the education sector. [ABSTRACT FROM AUTHOR]

Background/purpose. In the field of educational management, different approaches and models have been developed to improve the success and quality of educational organizations. However, there is still a need for approaches that are appropriate to the unique characteristics of educational organizations. The concept of "organizational citizenship," inspired by the relationship between the state and the citizen, can make important contributions to this need. Materials/methods. This paper, which is a theoretical and conceptual discussion aims to outline the concept of school citizenship, thus offering a proposal for a new approach in the field of educational administration based on the organizational citizenship system. It also aims to define school citizenship, types of school citizens, and the school citizenship contract within this context. Adopting organizational citizenship as a central concept, this analysis is expected to contribute to the creation of a meaningful ground for the restructuring of the school as an educational institution. Results. This paper attempts to draw the general framework of school citizenship on the basis of organizational citizenship understanding, in which school citizenship is defined, its different types explained, and the general characteristics and stages of the school citizenship contract are discussed. This paper also aims to outline school citizenship based on the organizational citizenship system, with school citizenship types defined and the school citizenship contract emphasized. [ABSTRACT FROM AUTHOR]

This study emphasizes the importance of accountability in education by examining the relationship between the accountability levels of school principals and the motivation of teachers. It is wellrecognized that accountability in the relationships educational institutions establish with students, teachers, and parents is critically important. The study highlights the necessity for effective accountability processes in educational institutions to respond to changing needs. It demonstrates that accountability is directly linked to the goal of enhancing quality in education. It is noted that school administrators and teachers are responsible for the educational levels in their schools and must increase efficiency in education to meet student expectations. This process plays a key role in evaluating educational performance and scrutinizing learning outcomes. The research involves a review of the current literature on accountability in education, covering studies, laws, and social transformations in this field. This examination reveals an increase in concrete information about school performances and how discussions of accountability have become significant in education. Accountability occupies a central position in the management of the education system and its overall structure. The relationship between the accountability levels of school principals and the motivation of teachers, the focus of this study, is considered a critical factor in enhancing educational quality and maximizing student success. The role of accountability in distinguishing good from bad practices and identifying the sources of problems is discussed. The findings of this research are anticipated to contribute to the development of educational policies and practices. [ABSTRACT FROM AUTHOR]

Copyright of Revista ID EST: Investigación, Desarrollo, Educación, Servicio, Trabajo is the property of Fundacion de Estudios Superiores Monsenor Abraham Escudero Montoya FUNDES and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Answers from a set of questions about institutional management are analyzed, they were part of The Reconfiguration of the Academic Profession in Mexico survey, taken in 2007-2008. The study compares the perspective of technological public institutions professors and public state universities, relative to the communication, collegiality and administrative practices. The results show that the academicians of the first institutions perceived, with regard to the academicians of the seconds, the most complicated administrative processes, minor communication and a deficient participation on decisions making are discussed in the light of the federal policies and organizations concepts. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Contemporary Educational Studies / Sodobna Pedagogika is the property of Association of Slovenian Educationalists and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of GeSec: Revista de Gestao e Secretariado is the property of Sindicato das Secretarias e Secretarios do Estado de Sao Paulo (SINSESP) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This paper analyses and compares the use of social media in school management in Ukraine and the United States. It examines the types of social media used, purposes for use, and challenges faced. Key findings show that Facebook, YouTube, Instagram and X are most popular in both countries. Social media communicates with stakeholders, showcases school activities, and builds relationships. Challenges include data privacy, digital literacy, and misinformation. The paper reviews training programs in both countries to improve social media competency for school leaders. It concludes that social media has become an essential communications tool in education, accelerated by the pandemic's impacts.

School Management is an activity carried out effectively and efficiently to improve school performance in achieving educational goals, both national goals and institutional goals, the results of which can be seen from several factors as indicators of the performance achieved by the school. School management is tasked with creating a learning schedule that will be implemented at school. Lesson schedules cannot be created haphazardly. A lesson schedule is required in every school. This type of research is quantitative research. The method used is descriptive analytical correlation aimed at finding whether there is an influence and if there is an influence, how much influence the school management has on the performance of teachers at Bina Pangudi Luhur Vocational School. In this study, the population was all 33 teachers at Bina Pangudi Luhur Vocational School, Jakarta. From the results of observations in the field, it is known that school management carried out by Bina Pangudi Luhur Vocational School teachers has an impact on teacher performance and determines the quality of teacher performance. Thus, this condition shows that school management has no significant effect on teacher performance variables. the same as the law of cause and effect, the better the learning management carried out by the principal and teachers of Bina Pangudi Luhur Vocational School, the better the teacher's performance in the learning process and the work results that can be achieved by a teacher in an educational institution in accordance with their duties and responsibilities.

Purpose – This study aims to address the moral decline among students in the context of globalization by exploring the concept of character education management based on religious culture in special education schools in Cirebon, Indonesia. The focus is on understanding how religious culture can enhance the quality of graduates and provide a solution to the moral challenges faced by the younger generation. Design/methods/approach – A qualitative case study design was employed to investigate the character education management at SLB Bina Mandiri, a special education school in Cirebon. Data were collected through in-depth interviews, participatory observations, and document analysis involving teachers, principals, and students. Thematic analysis was used to categorize and interpret the data, ensuring validity through triangulation and expert reviews Findings – The study found that effective character education management based on religious culture involves strategic planning, clear organizational roles, consistent implementation, and thorough supervision. Programs such as daily Quran recitation, congregational prayers, and religious observances foster a positive school environment and significantly enhance student discipline, respect, and religious understanding. These initiatives have led to the development of students with strong moral characters and high-quality graduates. Research implications – The findings suggest that other special education schools can adopt this model to improve their character education programs. The study highlights the importance of the principal's role in planning and organizing religious programs to ensure consistency and commitment from all school components. Future research should explore the long-term impacts and applicability of this management model in different educational contexts.

The purpose of this article is to determine the association between decentralised strategic planning and capacity development as driving forces of leadership for improved performance in public high schools in Mpumalanga Province, South Africa. This study used pragmatism as a research paradigm and followed a parallel convergent mixed methods research approach. The sample comprised 170 respondents consisting of 130 school governing body (SGB) members and 40 Department of Education (DoE) officials. Quantitative data were collected from SGB members through a survey while qualitative data were collected from participants using focus group discussions (FGDs) and individual interviews. The qualitative data were analysed using thematic analysis while SPSS software was used to analyse quantitative data. In testing the hypothesis, it was proven that decentralised strategic planning capacity in SGBs was associated with the effectiveness of strategic planning in Mpumalanga’s high schools. The study revealed that the variables, capacity development and decentralised strategic planning, are well associated, and influence leadership for improved performance in high schools. The study also found that school leaders who can develop capacity are able to promote better performance in their schools. Meanwhile, the qualitative results concurrently supported the results of the quantitative study as the influence of capacity development on decentralised school planning proved to have improved school performance and effective decentralised school leadership.

Student–teacher relationships are highly important issues in education. Trust between these actors seems crucial in terms of forming a pedagogical alliance. Studies also suggest that educational systems dominated by test regimes may reduce trust in teachers. In this protocol, we describe a scoping review that will map research on students’ trust in schoolteachers. Specifically, we will examine what research designs have been applied, whether trust is studied as a result of a process or as a cause that affects other factors, and finally, whether student–teacher trust is studied in a micro perspective, organizational perspective, or a societal perspective. Ten databases will be searched, including ERIC, CINAHL, Web of Science, and Scandinavian scientific databases.

AbstractTeacher job satisfaction is the degree to which employees like or dislike their profession; they are satisfied when they have positive attitudes and feelings towards their job. Many studies were conducted in developing and developed countries, but unfortunately, studies focusing on teacher job satisfaction in the Afghan context are very limited. The purpose of this study was to investigate job satisfaction variance among public and private school teachers in Takhar schools. The data were collected using a survey questionnaire, and statistical techniques were used to analyze the data. The finding of the study showed that almost half of the respondents were satisfied with their profession. The study found statistically significant differences in the satisfaction level of teachers by their schools, teachers in private schools were more satisfied with most of the variables than their counterparts in public ones. However, public school teachers were more satisfied with their job security than private schools. The findings of the study will help educational authorities and policymakers to improve strategies for school leadership and teachers’ job satisfaction.

One of the biggest challenges during the COVID-19 pandemic was to integrate ICT (Information and Communication Technology) into remote teaching. As managers, school leaders play a principal role in deciding how to overcome this challenge. This study aims to identify how school leaders support ICT integration at schools. To do so, the authors conducted a systematic literature review (SLR). A literature search using the ISI Web of Science, SCOPUS, and the Education Resources Information Center (ERIC) yielded a total of 537 articles published between 2011 and 2020 (a manual search was undertaken between September 2020 – January 2021). The results suggest that school leaders influence ICT integration at schools in seven ways: encouraging ICT integration in the school community, facilitating ICT use, providing financial support, giving ICT training, collaboration, planning, and monitoring. The findings from this SLR provide valuable data, which could help authorities to evaluate school administrators' roles in integrating ICT at schools. Additionally, policymakers can use the research results to provide a baseline for future assessments and guidelines for school leaders' professional development. Finally, future research could examine the relationships between the factors identified in the SLR and how to measure school leaders' support for ICT integration. [ABSTRACT FROM AUTHOR]

Implementation of One Roof School Management is one of the government's policies to provide educational services in remote, isolated, and scattered areas. This effort is intended to provide opportunities for the entire community to enjoy education even in areas that are difficult to reach. Using a qualitative descriptive method, research was conducted to obtain an in-depth picture of the implementation of One Roof School management at the Pimpin Small Public Elementary School and Satap Pimpin Middle School. Information was collected using observation techniques, interviews, and document studies with the research instrument being the researcher himself, the results of the analysis obtained were that the implementation of one-roof schooling at SD Negeri Kecil Pimpin and SMP Negeri Satu Atap Pimpin involved a pattern of two managers, careful planning, and collaboration between elementary and middle school teachers. Obstacles faced include a shortage of teachers in junior high schools, teacher qualifications that do not meet standards, administrative staff who are not professional, limited funds, and minimal participation from parents and the community. Based on the conclusions, it is recommended that all stakeholders continue to improve their performance and active participation. Teachers who do not meet the qualification requirements are advised to pursue higher education. The education department has been asked to increase teacher professional development activities, the North Minahasa Regency government needs to pay attention to the placement of teachers and administration, as well as provide additional operational costs for schools in remote areas. The community is also expected to support the implementation of one-roof schools by increasing active participation, especially in efforts to meet school operational needs. [ABSTRACT FROM AUTHOR]

Drawing upon influencing factors in public organizations' performance, this paper systematizes organizational culture and strategic management factors to improve school management. The team conducted a survey with 407 principals from public schools in Brazil, along with a factorial analysis to explore the cultural and strategic management factors. The results show two factors influencing school management, technical and political. More specifically, six factors influence the process, such as planning, participation, citizen formation, innovative practices, pedagogical practices, and community participation. The conclusion points out factors and establishes elements to provide a guide for public organizations toward improved management. [ABSTRACT FROM AUTHOR]

This research focused on identifying the initiatives in place to foster the development of neophyte school heads' capabilities, understanding their specific needs, and proposing a framework for improvement during the academic year 2022-2023. The study uncovered that mentoring programs, professional development courses, networking opportunities, online resources, and in-service support collectively played a pivotal role in equipping neophyte school heads with the skills and competencies essential for effective instructional leadership and achieving positive educational outcomes. Furthermore, the research identified a set of critical needs among neophyte school heads, including Leadership and Management Skills, Understanding Education Policies, Financial Management, Teacher Development and Evaluation, Communication and Stakeholder Engagement, Data-Driven Decision Making, Professional Networking and Collaboration, as well as Emotional Intelligence and Self-Care. Addressing these specific needs through tailored professional development programs and ongoing support emerges as a key strategy to enhance their capabilities as school leaders. In conclusion, the study underscores the significance of professional development initiatives for neophyte school heads who often lack the essential skills and experience required for effective school management. It advocates for investments in specialized training, mentorship, and facilitating access to pertinent resources as pivotal steps towards ensuring their success in leadership roles. To this end, it offers recommendations for the development of comprehensive professional development programs, the establishment of collaborative networks, and the allocation of adequate resources to empower neophyte school heads, ultimately leading to improved educational outcomes. [ABSTRACT FROM AUTHOR]

For 3 decades, policymakers, educators, and scholars have been appealed to the promises of the learning organisation concept. Drawing from the last Teaching and Learning International Survey (TALIS 2018), this paper is the first to use a large-scale cross-country survey to assess the robustness of the relationship between schools operating as learning organisations and teachers' outcomes, a pivotal question for school improvement and effectiveness. Multiple regression analysis highlights that the factors underpinning a school as a learning organisation (namely, culture of inquiry, shared vision, growing leadership, lower professional learning barriers, and teamwork) have a positive impact on teachers' job satisfaction and self-efficacy. Policymakers, school staff, and other education stakeholders can use these findings as supporting evidence to engage with the learning organisation concept. Indeed, in times of increased strain on teachers across the globe, becoming a learning organisation can prove a vital shield against deteriorating teachers' wellbeing. [ABSTRACT FROM AUTHOR]

School management is the administration of a school in accordance with its predetermined vision and mission. School management plays a crucial role in enhancing the quality and achievements of the school. Therefore, this research aims to: 1) understand the implementation of school management; 2) determine the role of school management in implementing the student profile of Pancasila; 3) identify the challenges faced by school management in applying the perspective of Islamic education. In the context of the Merdeka curriculum, the study also seeks to explore the supporting and inhibiting factors, as well as the strengths and weaknesses perceived by teachers and students in the school. This research utilizes a descriptive qualitative approach based on observation, interviews, and documentation of the research subjects to obtain detailed information. The findings reveal that the implementation of the Pancasila Student Profile is not optimal due to various obstacles, leading to a lack of detailed information provided by educators. The research results indicate that the school management implemented is quite effective, encompassing learning management, student management, personnel management, facility management, financial management, community relations management, and special services management. The Pancasila Student Profile aims to shape Indonesian students into lifelong learners with global competence and behavior in accordance with Pancasila values, featuring six main characteristics: (1) faithful, devoted to God Almighty, and possessing noble character, (2) globally diverse, (3) collaborative, (4) independent, (5) critical thinking, and (6) creative. [ABSTRACT FROM AUTHOR]

The South African educational system relies on school management. The link between good management and academic success is well-established. This study examined establishing participatory school management as part of secondary school reform in South Africa. The study sampled schools in KwaZulu-Natal's King Cetshwayo area. The relationship between participatory management and school reform was quantified. The study investigated school participatory management literature. Primary data was also collected from 25 school principals from 25 schools in King Cetshwayo's Nkandla, Richards Bay, uMlalazi, and uMthonjaneni circuits. The research suggests that most schools need participatory management to transform. Principals without participatory management methods may confront problems when administering their schools. Principals should promote this unique school management strategy. Thus, South African school principals should include other stakeholders in school management. [ABSTRACT FROM AUTHOR]

Various existing studies have established the multi-faceted nature of social inequalities in South Africa. The social inequalities also segregate schools into urban and rural schools, with adequate or lack of infrastructure influencing learners' performances in various South African schools. Hence, school principals are expected to manage the available resources to attain curriculum delivery and the whole school's performance. This qualitative study explored principals' perspectives on managing uneven school resources to achieve the goals and objectives of the education system. This study adopted an interpretive paradigm to understand the voices of 20 rural school principals in semi-structured interviews. The principals were purposively selected from 20 rural schools in King Cetshwayo district in KwaZulu-Natal. The audio-recorded interviews were thematically analysed to generate themes for findings and discussion. Findings revealed that most rural schools need more adequate school resources, and the principals need more support to attain quality curriculum delivery in schools adequately. The principals also lamented the high expectations placed on their schools for the academic excellence of their learners. Thus, the contents of each subject curriculum could not be efficiently unpacked and delivered to learners. The study, therefore, recommends improvement in resource provision to rural schools. At the same time, principals should be capacitated on effectively managing available school resources to achieve desired and efficient curriculum implementation in rural schools. [ABSTRACT FROM AUTHOR]