School-IntegrIS: An Integrated System Approach to a School Management System of a State College in Northern Mindanao, Philippines

The aim of the study was to explore the challenges that principals experience in the implementation of quality management system (QMS) in Schools within Mpumalanga Province, South Africa. The main problem which the study investigated was concerned with the factors that lead to principal’s leadership challenges in implementing QMS in the Mashishila and Badplaas circuits’ schools. The study utilized pragmatism as a research paradigm, this allowed for many different ways of interpreting data in this case from both quantitative and qualitative sources. The population of the study was 443 school principals of Gert Sibande District of Mpumalanga province of South Africa. The sample size was 214 and this included 8 participants who took part in a focus group discussion while the rest participated in a survey. In terms of data analysis quantitative analysis was applied for close ended questions that were drawn from responses from the survey. Quantitative data was processed using the Statistical Package for Social Science (SPSS) computer software version 2.0 and results of such analysis were presented in tables and figures. Qualitative data analysis was completed by first categorizing and discussing responses for each item according to themes (thematic analysis), before editing and coding. From the findings of the FGD study it was clear participants felt strongly regarding the Department of Education’s failure to give school adequate technical support to ensure that the QMS implementation is efficient. Furthermore, evidence drew from some of the participants through the FGD voiced and severe shortages of specialists in QMS who can best advise the schools on the technical aspects of the implementation. The study also revealed that there is existence of sabotage and politics at the workplace. This scenario was regarded as one of the factors significantly influencing the lack of effectiveness of QMS implementation by the principals. It was revealed that the inadequacy of leadership skills amongst principals was a challenge they faced in the implementation of the QMS. It is recommended that the DoE reviews the financial resource being channeled to schools for the implementation of QMS with the view of liaising with schools in order to increase the resources. An increase in the available resource will ease some of challenges especially on resources required to engage the technical support through frequent workshops for school managers to effectively implement the programmes. It was recommended that the DoE considers the engagement of the independent body or bodies to oversee and evaluate the implementation of quality management system in schools. This will bring integrity and transparency to the implementation process of QMS.

This participatory action research project responded to the needs for educational reform and involved cooperation between Mahasarakham Municipality, which provided primary school education, and the Faculty of Education at Mahasarakham University, which played a role as academic mentor. The project aimed to improve the quality of education management by empowering teachers. In order to do so the school had to admit restricted opportunity students rather than well qualified ones. The project, which was divided into four phases, took place between 2000 and 2005. It studied collaboration between the teaching staff of the Faculty of Education who worked as academic mentors and a group of 160 teachers at seven municipal schools. In Phase 1 the emphasis was on the development of 40 model teachers from these seven schools, giving them the skills to design curricula, promote learner-centred instruction, and undertake classroom action research for problem solving. In Phase 2 this developmental activity was extended to all 160 teachers. In Phase 3 the emphasis was on the extension of teacher networks to exchange learning among these schools and to develop best practices. In Phase 4 the emphasis was on developing the curricular management system in each school to ensure and enhance quality and in order that teachers could meet national teaching standards. This would promote a positive attitude and enhance the confidence of the parents and the community in the schools because the teachers would be as qualified as those from successful government schools. The interventions used in the four phases were: workshop training, coaching, learning exchanges, clinical supervisory visits, and reflection. The results of the research and development had a positive impact on raising the quality of teaching and the curriculum in the schools and promoted educational opportunities for disadvantaged students.

The aim of the study reported on here was to evaluate the roles of supervisors in the implementation of the Integrated Quality Management System (IQMS) in South African schools. The supervisors are the School Management Teams (SMTs), namely principals, deputy principals, or heads of department (HoD), circuit managers, and district coordinators. We followed a qualitative approach to evaluate the implementation of the IQMS based on supervisors’ perspectives. A case study research design was used with an interpretive paradigm to evaluate the day-to-day practices of the IQMS. The population in this study consisted of 38 supervisors (circuit managers, principals, deputy principals and HoDs). Purposive sampling was used to select 12 participants who have been supervisors in the past 10 years. Data were collected through individual semi-structured interviews and document analysis. Kolb’s learning theory was used as a theoretical lens to evaluate how the IQMS was applied in the circuit under study. Thematic analysis was used to analyse the data. The study revealed that there was no proper implementation of the IQMS in schools. Teachers conducted the IQMS for monetary reward instead of quality assurance. We conclude that the roles and responsibilities of supervisors are crucial during the implementation of the IQMS in schools, and that a huge discrepancy existed between the perceptions of supervisors and educators. We recommend that continuous training for both supervisors and educators is necessary for better implementation.

This program aims to develop an effective waste management system in schools to increase environmental awareness. A segregated waste bin system with color categorization (green, yellow, nir, red) is implemented to make it easier to sort waste, especially organic and inorganic waste. This program is carried out based on needs analysis, system design, implementation and effectiveness evaluation. The results show an increase in students' waste sorting accuracy of 75% and increased awareness of the environment. However, challenges such as consistency of sorting, maintenance and changing habits still need to be addressed. This program recommends ongoing maintenance and education to increase the effectiveness of waste management systems in schools. In this way, it is hoped that environmental awareness and the quality of the school environment can be improved. This program contributes to the development of waste management systems in schools.

پژوهش حاضر با هدف طراحی مدل مدیریت استعداد در مدارس انجام پذیرفته است. این پژوهش بر پایه پژوهش آمیخته و به صورت کیفی و کمی در پارادایم قیاسی استقرایی انجام پذیرفته که از نظر هدف، کاربردی و از حیث ماهیت و روش، توصیفی پیمایشی است. جامعه آماری پژوهش کارشناسان آموزش و پرورش و مدیران مدارس مقطع متوسطه شهرستان خرم‌آباد هستند که با استفاده از روش نمونه‌گیری هدفمند اعضای نمونه آن انتخاب شده‌اند. در این پژوهش داده‌های کیفی و کمی به ترتیب با استفاده از نرم‌افزار Atlas.ti و Matlab برای آماده‌سازی داده‌ها جهت انجام مدلسازی با استفاده از رویکرد ISMبکار گرفته شده است. نتایج پژوهش نشان دهنده آن است که وجود نظام کارآمد مدیریت استعداد در مدارس مستلزم تدوین چشم‌انداز و نگرش مبتنی بر استعداد پروری است. از این رو سازمان آموزش و پرورش باید حین استخدام، خزانه‌های استعدادی تشکیل دهد که از طریق آن بتواند افراد با استعداد را بر اساس نوع تخصص مورد‌نیاز به راحتی شناسایی و به استخدام مدارس درآورد. باید توجه داشت که افراد باید با توجه به نوع استعدادشان در تخصص‌های مرتبط قرار گیرند. بر اساس مدل پژوهش مدارس باید این افراد را با فعالیت‌های اساسی خود درگیر کنند و آن‌ها را در فرآیند برنامه ریزی و تصمیم گیری خود دخالت داده و از طرف دیگر برای آن‌ها برنامه ریزی مسیر شغلی مناسب را انجام دهد تا فرصت رشد و تعالی سازمانی و فردی به صورت توامان برای مدارس و افراد با استعداد بوجود آید.

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Addressing school health and safetyis an important public health issue. The aim of this study was to identify the status of safety and health (HSE) in Iranian schools, and to provide a monitoring and evaluation scoring system. A 81-item checklist was applied to obtain data regarding the performance of HSE in 60 schools in five Iranian provinces to award health stars (15-level stars). In all provinces, inadequacies and limitations were documented in safety measures such as access to emergency exits, and the risk of firing. By passing this pilot phase, now an agreement is signed between the Ministry of Health & Medical Education and the Ministry of Education & Training, and this plan is implemented as a national program in Iran for improvement of the safety in schools. We suggest that establishment and maintenance of the health management system in schools and ranking and granting stars to them is one of the most appropriate plans in this regard to be implemented in the region. An innovational plan is going to be executed for the first time in Iran and may be set forth as a successful pattern of institutionalization of health systematic and dynamic system in collective environments such as schools in the region.

The purpose of this study is to investigate the attitudes of teachers toward the adoption of learning management systems (LMS) in secondary schools in Delta State. A descriptive survey research design was employed, and a total of three research questions were answered and one hypothesis was tested. The study initially recruited 384 teachers, evenly distributed between genders, but a final total of 361 participants completed the study. Data collection involved the use of a validated questionnaire, with a reliability index of 0.83. The data was analyzed using the mean, standard deviation and an independent samples t-test, with a significance level set at 0.05. The findings of the study revealed that teachers' attitudes toward LMS adoption in secondary schools in Delta State are generally positive, and there was no statistically significant difference in the attitudes toward LMS adoption between male and female teachers. Based on these results, it is recommended that educational institutions in Delta State continue to invest in the integration of learning management systems in their teaching and learning processes.

The present paper intends to uncover the truth about teacher’s perception of the introduction and use of Integrated Quality Management System in South African public schools for teacher development. The South African education system has a notorious history of providing education of doubtful quality to its citizens. The history of the quality of its education is traceable from the missionary and throughout the Bantu and the current system of education. The study adopted a qualitative research approach and semi-structured interview questionnaire instrument was developed for data collection to determine the perception of the school managers and the teachers about the implementation of the Integrated Quality Management system in district schools. The authors therefore propose that only provision of sufficient resources by the Department of Education should ensure the successful implementation of Integrated Quality Management System in South African schools.

While information systems are used in educational management by many schools in many countries, some schools in some countries use them more effectively than others. This paper questions the reasons for this. The introduction of new computer-based educational management systems in schools should be thought of in terms of innovation. Although a large amount of research has been done on the process of technological innovation some of it is not well grounded in innovation theory, and not much ITEM research relates to this topic. Of the ITEM research that does investigation innovation most is concerned with the management of change in schools and how to best implement these systems, rather than a consideration of why some schools choose to adopt some or all aspects of an ITEM system while others choose not to adopt. This paper outlines two theories of technological innovation and advocates the advantages of the theory of innovation translation in investigations in this area.Key wordsInnovationinnovation diffusioninnovation translationtechnology adoptioncentralised/ decentralised education systemsITEM research

This article made an analysis of the involvement of senior management in the implementation of the Results Based Management System in schools. This was amid concerns from educators that they were finding it difficult to effectively and meaningfully implement the RBM System in schools. The interpretivist/constructivist research paradigm underpinned our study, hence a qualitative research approach was employed. This was a case study of two schools. The population for the study was sixty-eight (68) schools both primary and secondary with a teacher population of nine hundred and forty-nine (949) teachers. Two schools (one primary and the other secondary) were purposefully selected to participate in the study. Thus, twenty-nine (29) teachers and the two (2) school heads became the sample for the study. Included in the sample were the District Schools Inspector and the Education Inspector in the district. Data were generated through in-depth interviews, focus group discussions, observation and document analysis. As such these instruments enhanced the triangulation of the data generated. Data analysis was done concurrently with data generation. Major findings were that senior management in education, starting with the school head through to Head Office personnel, were not visible in schools and the district to assess whether the RBM System was meeting its intended objectives. Of further concern to educators was senior management’s failure to address issues of educators’ training, availability of resources, incentives and feedback which indeed were the province of senior managers. The study recommends that senior managers engage themselves in word and in action in the implementation of RBM.

Creating an integrative assessment system for green schools in Iran

This paper describes the integration of hypermedia adaptive systems for foreign language learners at an early age Our research project is concerned with exploring the relationship between language learning and information technology according to six different phases: a preliminary study of the plausible adaptive system; the development of lessons based on hypermedia and learners’ needs; the examination of language learners’ profiles; the definition of an adapted interface; the integration of the systems in schools; and the evaluation of the use of such systems. While the last three stages are still under way, we have already obtained some significant feedback from preliminary observation and approaches, which chiefly reveal the importance of accounting for interrelated factors at an early age, such as specific learning strategies, skills, and graphical design.

Nowadays the school management can be facilitated by information technology (IT) and your resources, which can promote the integration of people contributing to development of school, city and students. The manager that work with education needs a systemic view of the organization in front of society and your functions into institution, working to found new ways to expand knowledgement, with propose to improvement the school environment. The school management systems were developed based on this context. This work aims to study the implementation of School Management System, analyzing this implementation and your use in cities of Sao Paulo state. To achieve this, has been done a bibliographic search about education management, Law, Directives and Basis of Education (LDBE) and information technology. Thus, we can notice a lot of advantage to implement a school management system, as well the process that helps in school management and the management of a municipal school, since of monitoring of student's as regular and accurate management of your school system.

The Teachers Service Commission introduced performance management in public secondary schools in Kenya in 2016. However, the performance management system did not work as per plan and has not attained the expected teaching and learning outcomes. The purpose of this study was to examine the influence of resource availability on the effectiveness of the performance management system in public secondary schools in Nairobi County, Kenya. This research was anchored on the resource-based view theory and used the positivism research philosophy. The study population was 7,797 drawn from 109 public secondary schools in Nairobi County which included 109 principals, 121 deputies, and 7,567 teachers. Multi-stage sampling was applied to select a sample of 369 teachers, 5 principals and 6 deputy principals. A structured questionnaire was applied to gather data and analysis of the collected quantitative data was through descriptive statistics (frequencies, percentages and means) and inferential statistics (simple linear regression analysis). The research findings established that resource availability had a positive and significant influence on effectiveness of PMS in public secondary schools in Nairobi, Kenya (β = 0.810, t = 23.707, p < 0.05). The study recommends that policymakers in education such as the Ministry of Education and Teachers Service Commission to ensure that public secondary schools have the necessary resources, such as teaching materials, technology, and infrastructure, to support effective performance management system. Public secondary schools should also invest in technology that supports performance tracking and management, including software for tracking student progress and teacher performance