Middle School Principals Perceptions About LGBTQ+ Students in Their Schools

Background/Context Policy makers and scholars have long called for the large-scale recruitment of teachers of color, partly based on evidence highlighting the positive effects of racial/ethnic matching between students and teachers of color on various student experiences and achievements. A more nuanced understanding of racial/ethnic matching effects moderated by contextual factors may help policy makers’ and administrators’ assignment decisions on how to consider student and teacher race/ethnicity. Purpose/Objective/Research Question This study examined the contextualized effects of racial/ethnic matching between high school students and teachers, focusing on the urbanicity of schools in the United States, by asking two main research questions: (1) What are the associations between the racial/ethnic matching of students and teachers, and students’ math achievement and self-efficacy in the United States overall? (2) What are the associations among racial/ethnic matching, math achievement, and math self-efficacy in urban schools, and do these patterns differ for suburban and rural schools? Research Design This study used restricted-use national longitudinal data provided by the NCES High School Longitudinal Study of 2009. A strategy of disaggregating data by schools’ urbanicity and three separate analyses with fixed-effect models for each urbanicity (urban, suburban, and rural) was followed to capture the variations across different schools’ urbanicity and to obtain unbiased estimates of racial/ethnic matching effects. Findings/Results Relatively lower percentages of Black, Hispanic, and Asian students were matched with their same-race/ethnicity math teachers compared with White students in all communities. This study found no supporting evidence for positive associations between racial/ethnic matching and math achievement scores and self-efficacy without considering urbanicity. Within the context of urbanicity, positive associations for math achievement were mainly found in the racial/ethnic matching of Black and Asian students taught by same-race/ethnicity teachers in suburban schools. Conversely, the racial/ethnic matching among Asian students and teachers in rural schools was significantly and negatively associated with both math achievement and self-efficacy. Conclusions/Recommendations By focusing specifically on schools’ urbanicity contexts, policy makers and education leaders should consider the relatively lower percentage of racial/ethnic matching between Black students and teachers in urban and suburban schools, and Hispanic students and teachers in urban and rural schools. As rural Asian populations grow and diversify, Asian teachers from diverse cultural backgrounds are urgently needed in these communities. Contextualized policy solutions that consider school environments and cultural differences and that challenge the one-size-fits-all approach will ultimately better address the specific and diverse needs of students of color living in different communities across the United States.

One of the potential dangers related to technology occurs when technology access and use are not equitably distributed. This study examined the access and use of technology in urban, suburban, and rural schools by using teacher survey data from the eighth-grade cohort of the National Educational Longitudinal Survey of 1988 (NELS:88). The subjects were 3,825 eighth-grade mathematics teachers who answered questions on the extent to which students had access to technology and how they were using it in their mathematics class. The results indicated that there were several significant differences on technology use by type of school setting. Teachers from suburban schools were more likely to report using calculators than teachers from urban and rural schools. Teachers from rural schools reported that they were less likely to use calculators and computers than teachers from suburban and urban schools. Finally, teachers from rural and suburban schools were more likely to report that their students used computers for enrichment purposes, while urban teachers were more likely to report that computers in their schools were used for remediation.

The findings reported in this paper are based on surveys of U.S. high school students who registered and managed their science and engineering fair (SEF) projects through the online Scienteer website over the three years 2019/20, 2020/21, and 2021/22. Almost 2500 students completed surveys after finishing all their SEF competitions. We added a new question in 2019/20 to our on-going surveys asking the students whether their high school location was urban, suburban, or rural. We learned that overall, 74% of students participating in SEFs indicated that they were from suburban schools. Unexpectedly, very few SEF participants, less than 4%, indicated that they were from rural schools, even though national data show that more than 20% of high school students attend rural schools. Consistent with previous findings, Asian and Hispanic students indicated more successful SEF outcomes than Black and White students. However, whereas Asian students had the highest percentage of SEF participants from suburban vs. urban schools- 81% vs. 18%, Hispanic students had the most balanced representation of participants from suburban vs. urban schools- 55% vs. 39%. Differences in students' SEF experiences based on gender and ethnicity showed the same patterns regardless of school location. In the few items where we observed statistically significant (probability < .05) differences based on school location, students from suburban schools were marginally favored by only a few percentage points compared to students from urban schools. In conclusion, based on our surveys results most students participating in SEFs come from suburban schools, but students participating in SEFs and coming from urban schools have equivalent SEF experiences, and very few students participating in SEFs come from rural schools.

Reading is an important skill for a successful education. This field-experimental study aimed to evaluate the effectiveness of SAAVEDRA Three (3) Reading Models as a reading intervention and its effects on the reading proficiency of Grade 3 learners in urban, rural, and suburban elementary schools. These three reading models are utilized in public schools in Central Mindanao, particularly the SaavedraTech Reading Model (urban school), the Saavedra Booklet Reading Model (rural school), and the Saavedra TechBook Reading Model (suburban school). There were 116 learners who underwent the reading intervention. The reading proficiency level of the respondents was statistically treated using the Phil-IRI’s profiling formula, mean, T-test paired means, ANOVA, and post hoc to ascertain the effectiveness of the Saavedra Three (3) Reading Models. This study found that post-test results were significantly better than pre-test results. The learners reading proficiency increased significantly from frustration level to instructional level and independent level. The managerial parlance of the reading intervention in three schools was the greatest extent as to the preparation and implementation. In spite of the different schools' locations, parents’ education and involvement, and technology integration, the SAAVEDRA Three (3) Reading Models have proven effective in improving learners’ reading proficiency in urban, rural, and suburban schools. It implied that improvements had occurred. Using the combination of adapted reading materials and researcher-made reading materials based on the Marungko approach with technology integration at the end of the assessment indicated learners’ reading proficiency moved towards mastery.

The purpose of this study was to determine and compare the strategies, challenges faced, and experiences of science teachers and the scientific performance of students among rural and urban schools in Liliw, Laguna. This study aimed to answer the following questions What is the profile of science teachers in terms of Type of School where they teach, Age, Years in Teaching, Teaching Position, and Educational Attainment? What are the Strategies of Science teachers in rural and urban schools? What are the Challenges Faced by Science teachers in rural and urban schools? What are the Experiences of Science teachers in rural and urban schools? What is the level of performance of Grade 6 pupils in Science? Is there a significant difference between strategies, challenges faced, and experiences of Science teachers and the level of pupils performance in Science 6 in rural and urban schools? Is there a significant difference between the level of performance of pupils from rural and from urban schools? Is there a significant effect between the profile of the Science teachers and the level of performance of pupils in Science 6 from rural and urban schools? Is there a significant effect between the strategies of Science teachers and the level of performance of pupils in Science 6 from rural and urban schools? Is there a significant effect between the challenges faced by Science teachers and the level of performance of pupils in Science 6 from rural and urban schools? Is there a significant effect between the experiences of Science teachers and the level of performance of pupils in Science 6 from rural and urban schools? The respondents of the study were the forty-two (42) Science teachers and two hundred and fifty-two (252) students from the different urban and rural schools in the district of Liliw in Laguna. A descriptive survey method was employed in this study. The following were the significant findings of the study There is a significant difference between strategies, challenges faced, and experiences of Science teachers and the level of pupils performance in Science 6 in rural and urban schools There is a significant difference between the level of performance of pupils from rural and urban schools There is a significant effect between the profile of the Science teachers and the level of performance of pupils in Science 6 from rural and from urban schools There is a significant effect between the strategies of Science teachers and the level of performance of pupils in Science 6 from rural and from urban schools There is a significant effect between the challenges faced by Science teachers and the level of performance of pupils in Science 6 from rural and from urban schools and, There is a significant effect between the experiences of Science teachers and the level of performance of pupils in Science 6 from rural and urban schools. Based on the results gathered from the study, the following are being recommended: The strategies, challenges faced, and the experiences of teachers should be brought into consideration in improving the education system in the Philippines since they have an impact or influence on students academic performance, particularly in Science Discrimination between the performances of students from rural and urban is highly discouraged since there is no significant difference between where the school is located, whether rural or urban and, Implementation of such programs for teachers and students that are related to Science is recommended.

Existing literature has shown a disparity between the career aspirations of students from rural and urban schools. Unfortunately, no study has been conducted to investigate the differences in the career aspirations of senior secondary school students from urban and rural schools in Eswatini. Therefore, the purpose of the study was to compare the career aspirations of senior secondary school students from rural and urban schools in Eswatini. The target populations were Form 4 students, from eight schools in Eswatini: four rural and four urban schools. A total of 280 students were sampled. A questionnaire was developed and used for data collection. It was validated by three experts in the Department of Agricultural Education and Extension, one professional in the career guidance field, and one career and guidance teacher. Data were analyzed using descriptive and inferential statistics. Findings revealed that the students from both rural and urban schools had their career inspiration to become medical doctors. However, the career aspirations of the students from rural schools were higher than those from urban schools in a few areas. Thus, the study recommends that career guidance and counseling officials should assist students from urban schools in careers where they have low aspirations. Keywords: career aspirations, comparative analysis, Form 4 students, rural school, sources of aspiration, urban school

School principals were surveyed in rural and urban Nebraska schools to compare policies and procedures on school attendance, and to contrast the use of disciplinary procedures for attendance, violence and substance abuse. A survey was sent to a 50 percent random sample of Nebraska schools. Respondent school addresses in metropolitan statistical areas (MSA) areas were categorized as urban, and non-MSA respondents were classified as rural area schools. Of the 680 surveys mailed, 464 (68.2 percent) completed surveys were returned. Overall, 86.2 percent of respondents were from rural schools and 13.8 percent from urban schools. A list of disciplinary problems and procedures was reported for a first-time offense by rural and urban schools. Both an "occasional attendance problem" and a "chronic attendance problem" were most frequently addressed through parent contact in both urban and rural areas. For "fighting with another student," rural schools most commonly reported discipline by teacher, followed by discipline by principal and parent contact. In urban schools, discipline by principal was most common. For "using drugs other than alcohol or tobacco at school" in both areas, disciplinary procedures included parent contact and short-term suspension. A list of disciplinary problems and procedures was also reported for a second-time offense and third-time offense. For "fighting with another student," the most commonly reported procedure was discipline by principal and parent contact for a second-time offense, followed by short-term suspension and long-term suspension for a third-time offense. For "using drugs other than alcohol or tobacco at school," for a second time offense was long-term suspension and semester expulsion for a third-time offense. Principals were also asked in an open-response format, what program or procedures were currently in place to prevent violence in their school. Common responses were "conflict resolution training," followed by "the Boys Town social skills and behaviors model" and "a zero tolerance policy." School principals generally reported similar disciplinary actions for most disciplinary problems. For recurrent offenses and for serious problems, principals generally used tougher disciplinary procedures. Some of the discrepancies in disciplinary actions, however, suggest the need for consistent enforcement and communication of policies for both urban and rural schools.

The current study examined the attitudes of elementary and middle school principals and school counselors toward including students with special needs in regular classrooms. 243 participants completed questionnaires on their self-efficacy, job satisfaction, stress, and attitudes toward inclusion. Additionally, 22 semi-structured interviews were conducted to gain a deeper understanding of how principals and counselors deal with the inclusion of students with special needs in their school. The study’s findings reveal a difference between middle school counselors and principals and those in elementary schools in terms of the desire for inclusion. It was also found that the less the counselors believe in themselves, the less they are in favor of inclusion, while the more satisfied they are with their work, the more they support inclusion. Qualitative analysis brought up various difficulties in the inclusion process.

Problem Statement: “Motivation” can be defined as the action of directing human behavior in a desirable way. School principals are not only the managers who are the most responsible for the school. The vice principals who are officially charged and help the principals with the school tasks are also called school managers. School managers have a direct impact on the performance of personnel. Knowing the opinions of the managers about internal and external motivation increases the success of the educational institution. Purpose of the Study: The aim of this research was to reveal the ideas of primary and secondary school principals about motivation. The problems under review are: (1) What are the opinions of the primary and middle school principals about internal motivation?; (2) Do the opinions of the primary and middle school principals about internal motivation differentiate depending on gender, duty at school, school grade, and education level?; (3) What are the opinions of the primary and middle school principals about external motivation?; (4) Do the opinions of the primary and middle school principals about external motivation differentiate depending on gender, duty at school, school grade, and education level? Method: This study was a descriptive research study. The outcome consists of 55 randomly selected principals and deputy principals working in primary school, middle school, and high school in the center, town, and villages of Denizli Buldan. In order to gather data, a scale developed by the researchers, called “opinions of principals about internal and external motivation”, was used. In the real application of the scale, while the Cronbach Alpha value of internal motivation was 0.80, the Cronbach Alpha value of external motivation was 0.88. The total Cronbach Alpha value of the scale was calculated as 0.87. To confirm whether the allocation was normal, the Kolmogorov Simirnov test was applied. According to the result, the data was said to be normal [(K-s)-z =0.633 p=0.818]. Test T and Anova were used to analyze the data parametric tests. Findings: The principals involved in the research stated “I agree” for internal motivation with the average of 3.74, while they stated “I agree” for external motivation with an average of 4.18. Based on the feedback from the primary and secondary school principals, no meaningful difference was defined related to gender, education level, occupation, and the grade of the school. Conclusion and Recommendations: The participating primary and middle school principals said “I agree” for “internal motivation” with an average of 3.74 and “I agree” for “external motivation” with an average of 4.18. According to the results of the research, these ideas can be suggested: (1) Principals are motivated by “the feeling of achieving difficult tasks”. They should be allowed to create higher targets. (2) The principals are motivated by “team spirit at school”. Creating the principal’s own team is important, based on this result. Key words: School principal, motivation, internal motivation, external motivation, opinion.

One of the most consistent themes evident in the literature dealing with rural education is that of rural disadvantage. Much research and literature indicates that students from rural schools receive an education that is inferior to that of students from larger urban or suburban schools. Of the matrix of factors reported to lead to that disadvantage, geographical isolation and the extent to which it restricts access is reported to result in rural schools not having the same standard of resource allocation as urban schools where access is not a problem. This study addresses the issue of resource availability in rural and urban Australian schools and includes the variables: students' attitudes towards science and mathematics and career aspirations of these students. The analysis includes socioeconomic status and gender of these students and investigates how these variables relate to student achievement. Do students in rural schools have the same educational opportunity as students in urban schools? In this study a multilevel model is used which takes into account the classroom level variance in student achievement as well as individual variance and school level variance.

Using national data from the 2007–08 School and Staffing Survey, we compared the relationships between parental involvement and school outcomes related to adequate yearly progress (AYP) in urban, suburban, and rural schools. Parent-initiated parental involvement demonstrated significantly positive relationships with both making AYP and staying off the category of schools in need of mandatory improvement across urban, suburban, and rural schools, whereas school-initiated parental involvement demonstrated significantly negative relationships with both outcomes across urban and suburban schools. We tested school website as a way of communication with parents. Frequency of updates of school website was significantly positive across both outcomes but for urban schools only. We also tested school support for involvement of parents with limited English proficiency (LEP). Provision of translators to parents with LEP was not statistically significant. Provision of translated materials to parents with LEP was significantly positive only on making AYP only for urban schools.

Research title: Leadership Behavior among primary and middle school principals The current research aims to identify: -The leadership behavior of primary and middle school _The statistically significant differences in the leadership behavior of primary and intermediate school principals according to the variables: gender (males - females) and length of service (1-5, 5-10, 10 and more). The current research has identified the principals of primary and middle schools in the schools of the center, districts, and sub-districts affiliated to the General Directorate of Education in Al-Qadisiyah Governorate for the academic year (2021-2022). To achieve the research objectives, the researcher sought to: _The descriptive associative approach to detect leadership behavior - _Building a leadership behavior scale for primary and middle school principals, based on the administrative network theory. To complete this, the researcher applied the two scales to a sample of (250) principals in the schools of centers, districts, and sub-districts of the General Directorate of Education for Qadisiyah, which were selected according to the proportional method. After collecting and processing the data statistically using the Statistical Portfolio for Social Sciences (SPSS), the results of the research concluded that: Primary and middle school principals have leadership behavior_ _ _There are no statistically significant differences in the leadership behavior of primary and intermediate school principals according to the gender variable (male-female) and the length of service (1-5, 5-10, 10 and more). According to the results of the current research, the researcher came up with a number of recommendations and suggestions, including: - A special brochure for principals of primary and middle schools to work on leadership behavior in order to familiarize them with the various leadership styles because of its paramount importance in raising the level of work and developing performance and thus achieving school goals in the best way - Holding special training courses on the importance of leadership behavior and its areas for school principals and its impact on their professional growth Key: Leadership, primary and middle school principals words

To ensure inclusive, equitable quality education, and encourage educational opportunities for lifelong learning worldwide; the United Nations set sustainable development goals (SDG) to achieve quality education. Thus, using SDG 4 quality education and system theory, this research seeks to identify the effects of educational management on quality education in rural and urban primary schools in Ghana. Moreover, the mediating role of internet facilities in educational management and quality education relationhsip has been discussed. Thus, 745 urban and 471 rural head teachers and teachers from Ghana participated in an online survey. The data was compiled and executed by structural equation model using SPSS-AMOS. The result reveals that educational management has a positive effect on quality education in urban and rural schools. In addition, urban schools have more quality education than rural schools. Although internet facilities have a positive effect on quality education their absence weakens the quality of education in urban and rural schools. Moreover, it is recommended that the Ministry of Education should arrange professional training for supervisors and head teachers to boost their monitoring and supervision strategies. Furthermore, Parents Teacher Associations can provide funding to support the monitoring and supervision activities to achieve success. Lastly, quality internet facilities should be built with limited charges in rural and urban schools.

Introduction. A significant number of migrant children in Russian schools from cities and rural settlements of Central Asian countries makes it relevant to study the possibilities of supporting their academic motivation, taking into account national and cultural characteristics. The aim of the study is to identify the features of academic motivation of adolescent students in rural and urban schools of the Fergana region. Materials and methods. The study involved 576 teenagers from urban and rural schools of the Fergana region. Methods: "Questionnaire of academic self-regulation of primary and middle school students SRQ-A", "Children's questionnaire of the optimistic style of explaining successes and failures", "Multidimensional scale of satisfaction with life of schoolchildren", "Scale of depression, anxiety and stress". Mathematical and statistical processing of the obtained data was carried out using the Kolmagorov-Smirnov K-S criterion, cluster analysis of the k-means method, the Kruskal-Wallis H-criterion and the Mann-Whitney U-criterion. Results of the study. Students of urban schools have higher rates on the scales of "cognitive motivation", "motivation for self-development", "identified motivation" and "introjected motivation". Using cluster analysis, motivational profiles of students in urban and rural schools were obtained. Motivational profiles of students in urban schools: a) with predominant external motivation; b) with predominant internal motivation, c) students whose learning activities are influenced by both external and internal factors. Motivational profiles of students in rural schools: a) with a high level of both internal and external motivation; b) with an average level of internal and external motivation; c) having a low level of internal and external motivation. A comparative analysis of the identified motivational profiles using the H Kruskal Wallis and U Mann-Whitney criteria made it possible to identify the characteristics of life satisfaction, an optimistic style of explaining the reasons for successes and failures, as well as the level of depression, anxiety and stress among adolescent students in rural and urban schools in the Fergana region. KEYWORDS Discussion and conclusion. The level structure of the learning motivation of rural schoolchildren can be explained by the appearance in their motivation profile of the "Alienated" group - teenagers with a low level of external and internal motivation, when the educational environment does not serve as an environment for satisfying their current needs and is not controlled by the people around them due to the fact that they do not see the importance of the child's education. A group of urban and rural teenagers “Value-oriented towards education” was identified - with a high level of external and internal motivation, whose values of obtaining education are supported by the adults around them.

This study aimed at revealing moral leadership and its relationship to methods of managing organizational conflict among middle school principals in the State of Kuwait from the teachers' point of view, and the basic Hypothesis of this study is: There is no statistically significant correlation at the significance level (0.05 = α) between the level of moral leadership And methods of managing organizational conflict among middle school principals in the State of Kuwait from the teachers' point of view. The relational descriptive method was followed, and a sample consisting of (411) teachers from middle schools in the Farwaniya area in Kuwait was chosen in an accessible way, and two developed questionnaires were applied to them. They are: the ethical leadership questionnaire, and the methods of managing organizational conflict, and the indications of their validity and reliability were verified. The results of the study found that the level of moral leadership among middle school principals in the State of Kuwait was average from the teachers ’point of view, and came after professional relations in the first rank, while personal characteristics came second and last, and that the method of cooperation in managing organizational conflict among school principals The average level in the State of Kuwait from the teachers ’point of view came first and at an intermediate level, then the negotiation method, then the method of coercion, and finally the method of avoidance. Between the level of moral leadership and the two methods of avoidance and compulsion in managing organizational conflict among school principals, the study came out with a set of recommendations, the most important of which is emphasizing the commitment of school principals to moral leadership, training principals and school principals on methods of managing organizational conflict in their schools, and conducting more studies in primary schools. And secondary.