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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]

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]

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 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]

Innovations in school organizations are necessary for solving today's challenges in the field of education and for the effective preparation of students for today's dynamic and complex society. This article looks at management techniques and tools that can be implemented in school organizations to promote innovation, efficiency and adaptability. The study focuses on change management methods, digital tools, transformational leadership and cultivating an organizational culture based on learning and collaboration. [ABSTRACT FROM AUTHOR]

This article analyzes school management policies in the context of social regulation linked to the control of globalized financial capital, with the aim of understanding their political-pedagogical principles and their contradictions. It presents the historical bases of political and economic globalization, as well as the changes in the model of social regulation that have impacted educational policies in Brazil. Through bibliographical research and guided by historical-dialectical materialism, it discusses the concept of regulation and its analytical potential to unravel the contradictions of school management policies in Brazil since the 2000s, highlighting the political-pedagogical divergences between “management by results” and democratic management. The results indicate that educational reforms inspired by neoliberal ideology reconfigured the regulation of school management, assigning to the school greater responsibility for planning, resource management, and evaluation. The study concludes that, although they aim to increase administrative efficiency and transparency, by restricting the participation of the community and educators to results-oriented management logic, these reforms compromise the development of democratic and inclusive education.

Leadership, innovation, mastery of New Information and Communication Technologies and creativity are fundamental elements for school managers in public schools to face the challenges of the 21st Century and Generation 5.0 in a proactive and efficient way. Furthermore, leadership plays a crucial role in creating an environment conducive to students' academic development, motivating teachers and implementing viable educational policies that guarantee quality teaching. The present study aims to analyze the importance of leadership, innovation and creativity in the school management of these public schools, identifying the main challenges faced and the strategies to overcome them. The research was descriptive and exploratory, of a mixed, qualitative and quantitative nature, with the participation of 183 directors from the Municipalities of Bailundo and Mungo where a questionnaire with multiple choice, open and closed questions was applied during the training. The data were tabulated, analyzed and processed using IBM SPSS version 25 and Microsoft Word. Resistance to change, the lack of adequate infrastructure, technological means, adequate training for school managers, financial and material resources, and bureaucracy have hindered the implementation of innovative pedagogical practices and the promotion of a culture of creativity in public schools that aims to instill an entrepreneurial spirit in students.

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.

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]

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 Venezolana de Gerencia (RVG) is the property of Revista de Filosofia-Universidad del Zulia 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 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.)

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.)

Copyright of Intercontinental Journal of Sport Management / Revista Intercontinental de Gestão Desportiva is the property of Revista Intercontinental de Gestao Desportiva 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 Orientamenti Pedagogici is the property of Pontificio Ateneo Salesiano (Facoltà di Scienze dell'Educazione dell'Università Pontificia Salesian) 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.)

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]

This study explores the relationships between Principal’s Leadership, School Management Practices, Teacher Motivation, and Teacher Performance. This study uses a quantitative methodology and takes the form of the questionnaires as the data collection instrument. The teacher served as the focus of this investigation, while the leadership and administration skills of junior high school principals served as the study’s target. This study employed using Smart Partial Least Squares (PLS) to analyze how these factors interact and influence educational outcomes. The research employed Smart PLS to model and evaluate the complex relationships between these variables, highlighting the significant roles of leadership and management in shaping teacher effectiveness and overall school performance. The findings reveal that Principal’s Leadership significantly enhances both Teacher Motivation and Teacher Performance, underscoring the critical role of effective leadership in inspiring and improving teacher performance. In contrast, School Management Practices were found to significantly impact Teacher Performance but did not significantly affect Teacher Motivation, suggesting that management practices alone may be insufficient to boost motivation levels among teachers. Teacher Motivation was identified as a key driver of Teacher Performance, emphasizing that motivated teachers are more likely to perform at higher levels. The study advocates for a comprehensive approach that integrates strong leadership, effective management practices, and targeted strategies to enhance teacher motivation and performance. The research provides valuable insights and guidance for educators and administrators aiming to foster a productive educational environment.

This study investigates the impact of organizational vision, culture, and teacher salary on teacher motivation and performance at Little Sun Trilingual School in Surabaya. Acknowledging the pivotal role of teachers in education, the research explores how aligning organizational vision and culture, along with fair compensation, influences teacher motivation and performance. Using surveys and interviews with 100 teachers, the study employs a mixed-methods approach. The quantitative phase analyzes statistical relationships between organizational elements, while qualitative data provides nuanced insights into teachers' experiences. Preliminary findings indicate a significant correlation between a clear organizational vision, positive culture, and enhanced teacher motivation. The study also delves into the nuanced role of teacher salary in shaping motivation and subsequent performance. The research contributes valuable insights for educational institutions seeking to improve teacher satisfaction and performance by understanding the interplay between organizational vision, culture, and compensation. Instrument reliability was assessed using Cornbrash's alpha on Smart PLS, revealing strong connections between organizational culture, teacher motivation, and performance. This paper discusses the varied outcomes resulting from this relationship and significantly contributes to reducing teacher turnover. By establishing specific links between organizational vision, culture, and teacher salary, the paper elucidates why these factors impact teacher motivation, subsequently influencing performance. [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 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]

Student socioeconomic segregation is one of the main sources of educational inequity in Argentina. The objective of this paper is to study the explanatory factors of school attendance in privately managed institutions at the secondary level. Furthermore, given the differences in the participation of the private sector by provinces, we particularly aim to compare these determinants to identify possible discrepancies related to geographic location. Some evidence was found that, beyond purchasing power, various social, economic, and cultural characteristics of households are associated with the type of school attended. Moreover, it can be observed that these relationships are not totally homogeneous between the provinces. [ABSTRACT FROM AUTHOR]

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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]

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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]

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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.)

In today's educational situation, the role of the school principal goes far beyond simple administrative activities. He and his team are expected to be visionary leaders capable of creating a conducive environment for students, teachers and parents. This article explores the multifaceted field aimed at organizing and managing school events as an essential tool for promoting collaboration, creativity and community cohesion in educational institutions. The changing expectations of school principals in modern society are identified. Their task is not only to ensure academic excellence but also to help develop an environment that is inclusive, engaging and conducive for all. The article specifies factors affecting the organization of school events. Their social importance is emphasized, as well as their influence in the process of promoting students' communicative and creative skills. Based on an analysis of the pedagogical practice, logistical factors important for the success of the organized event are highlighted, such as careful choice of place, setting a balanced budget, advertising the upcoming event, taking safety measures, involving volunteers, etc. The importance of meticulous planning and coordination between the various participants in organising and implementing school events is emphasized. Of no less importance is the educational factor affecting school events, which is given a special place in the article. The need for their compliance with the goals of the curriculum, their importance for promoting interdisciplinary learning and creating a school culture, a sense of community, of belonging to the institution is emphasized. Based on the empirical research done, including both teachers and students, key findings are made regarding their preferences regarding the entities that should organize the school events, the way it is done and the expectations from their implementation. Students make several suggestions regarding their preferences for how events are organized, as well as their content and expected outcomes. While, teachers are advocating for streamlined event management, easing time constraints and finding a full-time slot for a teacher-organizer of school events. For their part, students emphasize the importance of events tailored to their interests and seamlessly integrated into the school calendar. Empirical research unequivocally emphasizes the importance of students' voice in planning and organizing events, as it enables them to participate in the decision-making process actively and increases their confidence in their abilities, their sense of significance and satisfaction. The article outlines future actions that principals must implement to improve the organization and conduct of school events. Emphasis is placed on the importance of understanding and incorporating diverse perspectives in planning and organizing events, as well as the use of information and communication technologies to improve communication and engagement. After all, the effective organization and management of school events is evidence of the commitment, and responsibility of the school to promote a vibrant and inclusive school community. [ABSTRACT FROM AUTHOR]