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This study examines the issues and concerns of developing countries about education particularly on the aspect of education funding and teacher migration. The study is conducted using document analysis and data mining methods. The various education policies and programs of developing countries worldwide were examined and analyzed. There are at least three (3) developing countries from each continent subjected to the study. The data gathered from each country were compared by identifying the similarities and dissimilarities in its educational system. The result of the analysis reveals that education funding in developing countries is critical in ensuring quality education that is accessible to all. However, issues such as ineffective management of funding appropriation and allocation from the government and school leaders are prevalent in some countries. Furthermore, teacher migration to more developed countries becomes a contemporary challenge experienced by developing nations that need to be addressed by each government through targeted interventions, school programs, and policies. Overall, the study revealed that the role of education funding from the government or private sector is significant for developing countries to improve their educational system, promote teacher satisfaction, and increase student achievements. [ABSTRACT FROM AUTHOR]

This paper explores the use of school self-evaluation (SSE) conclusions in school leaders' decision making regarding school management. Originating from the understanding that school management is a complex process that thrives when informed and substantiated by rigorous and contextualised information on school functioning, this study highlights that SSE processes are a valuable source of such information. The present study was conducted following a qualitative approach in which 18 school leaders (i.e., headteachers) from schools in Portugal were interviewed through semi-structured interviews to explore how they perceive SSE, and if and how they use it to make decisions in their schools. The results reveal that school leaders value SSE processes and the knowledge produced by them as a source of contextualised information that can be used to validate and legitimise decisions. Likewise, the results indicate that school leaders use the information provided by SSE to inform their decisions in collaborative and shared debates and reflection processes with their school communities. Nonetheless, the headteachers also report some constraints in decision-making processes. It is evident that school leaders rely on SSE results and information to substantiate their decisions. Although not generalisable, these results provide valuable insights into the topic and contribute to closing a gap in the literature concerning the effective use of SSE in school management and decision making. [ABSTRACT FROM AUTHOR]

Copyright of Revista Foco (Interdisciplinary Studies Journal) is the property of Revista Foco 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.)

Principals have an important role to play in the implementation of digitalization in schools. They can be seen as role models for teachers with regard to information and communication technology (ICT) usage. Furthermore, there is nowadays a solid research linking educational leadership and management indirectly to student achievement. However, there is a lack of studies on the specific ICT usage of principals and the relationship with students' ICT skills. Against this background, our research aimed to find out whether different clusters of principals in Chile, Denmark, Germany, the Republic of Korea, and the United States can be identified on the basis of their leadership and management activities using ICT and whether there are differences in the distribution of the identified clusters across the countries. A latent class analysis was conducted using the International Computer and Information Literacy Study (ICILS) 2018 school questionnaire data. Across the five countries, three different clusters were identified based on principals' activities using ICT. Proportions of principals' distribution across the clusters varied significantly between the countries. In addition, it was investigated whether the clusters are related to students' computer and information literacy (CIL) using the means of student's scores in the computer based CIL test. No significant relation was found either when the five countries were considered together or individually. [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]

Copyright of Revista Foco (Interdisciplinary Studies Journal) is the property of Revista Foco 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 Ciencia y Educación (2707-3378) is the property of Duanys Miguel Pena Lopez 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 article proposes a quantitative exploratory study conducted in 330 schools in Latin America. The objective is focused on analyzing the different pedagogical leadership practices that enhance teachers' professional development and encourage student learning. School principals from 19 countries participated in the study, who were administered a survey and subsequently analyzed the data with the multiple regression technique. It was concluded that supervising and evaluating teaching, defining the school's objectives and monitoring student progress, favor commitment to higher professional qualification and encouraging quality learning in students. [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]

Copyright of Arab Gulf Journal of Scientific Research is the property of Arabian Gulf University 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 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]

This article analyzes the effects of large-scale assessments policies on the management and organization of work in public schools in the states of Paraíba and Pernambuco, which are notable for implementing strong accountability policies with direct impacts on school staff. The research corpus for this analysis consists of: a review of the literature on the relevant topics, a document survey on the implementation process of evaluation and accountability policies, and an analysis of surveys conducted with school principals and teachers. The results showed that in both states, there is significant pressure for results, especially on Portuguese and Mathematics teachers, leading to increasingly test-oriented teaching and curricula. There is a high presence of teachers and school administrators with precarious employment contracts, and the bonuses have masked the low wages of teachers. Despite the efforts of school management and teachers to improve evaluation results, the Ideb scores for the final years of elementary education in these two states were below the national average, as was the high school score in Paraíba, demonstrating that there are more complex structural issues affecting student performance, even with all the mechanisms used to control results. [ABSTRACT FROM AUTHOR]

This qualitative and exploratory article prepares a systematic bibliographical review on school management in schools located in vulnerable contexts. We sought to deepen the discussion on burning issues regarding the implementation of school management actions to ensure effective community participation in schools located in vulnerable contexts, between 2013-2023. The text integrates a larger scope investigation Included in an ongoing doctoral thesis project - anchored in the ethnographic method - which examines the role of public schools as relevant social facilities in establishing welcoming and participatory relationships (or not) with the school community. The discussion of research on school management in vulnerable contexts is essential to enrich the reflection on the role of schools in these locations in promoting quality education. The analyzed studies converge towards finding resources to underpin a fair school, in the pursuit of a broader school transformation and in the emancipation of students. [ABSTRACT FROM AUTHOR]

Copyright of Revista Foco (Interdisciplinary Studies Journal) is the property of Revista Foco 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.)

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 article presents elements of school supervision from the perspective Decolonial, which makes it possible to understand how modern ethics has been an instrument of ideological domination. Also explaining how the relations of material production constitute a conditioning of consciousness and, therefore, a preponderant factor in current Venezuelan educational work. Although the State has tried to be consistent, promoting a quality model - that could constantly and progressively specify the effectiveness and relevance of the teachinglearning processes - ideologically colonial thinking persists. Thus, the harmonious and precise development of the assumed school scheme was entered into. These lines define a study with a methodology inscribed in the Participatory Action Research (PAR) approach. The investigation has real support in the daily praxis of school work at El Liceo “July 24, 1783” of the Friars of Pantanillo, Cumaná, Sucre State, Venezuela; assuming school management as a central theme, especially with regard to how the supervision and direction of the State is shown in this specific territory; that is, in “the place” where it [ABSTRACT FROM AUTHOR]

The objective of this study was to review the literature on school management in confessional education networks, noting the gap in scientific research on this topic. Although Brazilian national laws promote the democratization of school management, it is observed that most studies focus on public networks rather than private educational networks. The research uses specific descriptors to identify the presence of academic works on democratic management in confessional networks. The results reveal a significantly smaller number of studies in this area, indicating the need for further investigations. The literature review is presented as a crucial tool for identifying gaps and guiding future research. [ABSTRACT FROM AUTHOR]

This article is an excert from a doctoral thesis in Education entitled "Perceptions of managers and teachers of Semed Manaus / AM about Integrated School Management (GIDE): a critical analysis". The study aims to identify the effects of GIDE on democratic management in municipal public schools based on the reports from seven managers and eight teachers who work at Semed Manaus. GIDE is a management system that integrates strategic, political and managerial aspects for the educational, aiming to expand the quantitative results of the teaching - learning process of students. However, as a management approach with managerial perspectives that uses control tools, and standardization in all school management and pedagogical activities, it runs counter to the democratic principles established in the National Education Guidelines and Framework Law (LDBEN/9.394/96). This is a qualitative research study, in which semi-structured interviews, which were then transcribed and analyzed using thematic-categorical content analysis. The analysis shows that managers and teachers perceive that the centralizing and inflexible methodology of GIDE impacts on democratic practices in daily school life, creating a culture of compliance with goals, deadlines, and pre-established tasks, with little spaces for divergent thinking amongby school leaders and teachers, who find themselves limited by this management approach. [ABSTRACT FROM AUTHOR]

Copyright of Calidad en la Educación is the property of Consejo Nacional de Educacion 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 Educación XX1 is the property of Editorial UNED 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.)

Technological advancements are profoundly impacting various aspects of life, including education. This study investigates the necessity of Technology Leadership Competency Standards for school leaders to facilitate technology integration in schools. Employing a qualitative approach with basic interpretive methods, the study gathered insights through expert interviews. The findings indicate that Technology Leadership Competency Standards for School Leaders are essential for enhancing educational quality in the digital age, providing structured guidance, and fostering uniformity in technology use across schools. Expert insights reveal that these standards significantly improve leadership skills, support professional development, and create a clear framework for effectively integrating technology into educational practices. Implementing these standards ensures schools are prepared for future technological challenges and fosters ongoing growth and innovation in education. [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]

Copyright of Revista Caribeña de Investigación Educativa is the property of RECIE 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.)

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]

Copyright of Revista Foco (Interdisciplinary Studies Journal) is the property of Revista Foco 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.)

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]

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 Revista de Ciencias Sociales (13159518) is the property of Revista de Ciencias Sociales de la Universidad del Zulia Venezuela 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 Diálogos Pedagógicos is the property of Universidad Catolica de Cordoba 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 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.)

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]

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]

This is a qualitative study that sought to understand the development of management and pedagogical work in public schools in Distrito Federal, in a pandemic context. The data were obtained between october 2021 and march 2022, using questionnaires on Google Forms. It has attended in the study: teachers, pedagogical coordinators, education specialists and principals of public schools in Distrito Federal. In theoretical-philosophical terms, public basic education is understood in the ambit of social rights, coexisting with the expectations of merchants, financiers and big techs and. At the same time, it coexists with the power relations locked in political and social institutions. The research outcomes indicate the limitations of the public school during the pandemic, the intensification of managers' work, but also its recognition as a social institution in the local community. They reaffirm that the school is not reduced to school education, since it is a public space of formation, socialization, and guarantee of human, social, and digital rights. [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.)

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]

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]

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Copyright of Revista Práxis Educativa is the property of Revista Praxis Educativa 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 Revista Foco (Interdisciplinary Studies Journal) is the property of Revista Foco 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 Revista Foco (Interdisciplinary Studies Journal) is the property of Revista Foco 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 Revista Foco (Interdisciplinary Studies Journal) is the property of Revista Foco 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.)

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]

Copyright of Profesorado: Revista de Currículum y Formación del Profesorado is the property of Profesorado: Revista de Curriculum y Formacion del Profesorado 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.)

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]

Copyright of Revista Fatec Zona Sul (REFAS) is the property of Revista Fatec Zona Sul (REFAS) 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 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]