Academic Growth Research Articles

Estrategia Aprendo en Casa y la Competencia se comunica oralmente de los estudiantes de primaria

La investigación tiene por objetivo analizar la relación la estrategia aprendo en casa y la competencia se comunica oralmente de los estudiantes del quinto grado de primaria turno mañana de la I.E. N°1150 Abraham Zea Carreón, Cercado de Lima – 2020. Se focalizó en una metodología descriptiva correlacional transeccional. Se concluye que existe relación entre estrategia aprendo en casa y la competencia se comunica oralmente, en este sentido, a pesar de las circunstancias de emplear obligatoriamente las TIC como alternativa para proseguir con el periodo académico en medio de la pandemia por COVID-19, se ha trabajado en razón de desarrollar competencias básicas en el estudiante, como lo es la comunicación oral, derivado de un proceso de lectura, acompañado por los docentes, padres, representantes, quienes han tenido que asumir el rol de docente en casa para que pueda existir un crecimiento académico por parte de los estudiantes.

Transforming student career paths into a project to increase engagement in a project management course

An engaging assignment connecting course curriculum to student career paths was created for an undergraduate business (project management) course. The assignment required students to turn either their job search or career path into a project. Learning goals, objectives, and outcomes were developed for academic, personal, and professional growth areas. Comments collected after completion demonstrated the ability of the project to connect with the students. Many students perceived the assignment as useful and even life-changing. Incorporating more business assignments that connect course material with the career path of students has the potential to increase student engagement and content knowledge.

As influências do PIBID sobre a formação inicial e a prática docente na educação básica, nos cursos de licenciatura presenciais na Universidade Federal de Mato Grosso do Sul

O objetivo deste estudo, de abordagem qualitativa (BIKLEN; BOGDAN, 2013), foi o de analisar as influências do PIBID sobre a formação inicial e a prática docente na educação básica, nos cursos de licenciatura presenciais na UFMS, no período de 2009 a 2018. Para a execução da pesquisa, foram realizadas três etapas que abrangeram: a fase bibliográfica e exploratória, que consistiu no balanço bibliográfico em bases de indexação da produção científica nacional e no levantamento de informações sobre os participantes do programa; a fase da coleta em campo, por meio da disponibilização de questionários online com perguntas abertas e de múltipla escolha e a terceira fase, em que houve tratamento estatístico dos resultados sobre o perfil dos respondentes e uso da metodologia de análise de conteúdo, na perspectiva de Bardin (2016), para análise das informações sobre o PIBID. As principais categorias identificadas acerca do programa foram: relação teoria-prática; formação; oportunidade; conhecimento; importância; inovação e identidade profissional. O programa, segundo os respondentes, proporciona formação da identidade profissional docente, maior fluxo de informações entre as instituições de ensino superior (IES) e a escola, além de representar uma oportunidade de crescimento acadêmico. Concluiu-se que, na percepção dos participantes, há o reconhecimento da importância do programa, especialmente quanto às suas contribuições para a melhoria da formação inicial, construção da identidade docente e valorização do magistério.

تطویر التعلیم الثانوی الأهلی فی ضوء متطلبات برنامج التحول الوطنی- تصور مقترح Developing Private Secondary Education in the Light of the Requirements of the National Transformation Program: A Suggested Proposal

هدف البحث إلى تقديم تصور مقترح لتطوير التعليم الثانوي الأهلي في ضوء متطلبات برنامج التحول الوطني في المملکة العربية السعودية، وتم استخدام أسلوب (دلفي) للدراسات المستقبلية على عينة قصديه مکونة من (30) خبير تربوي. وأکدت نتائج البحث أن أهم سبل وآليات تطوير التعليم الثانوي الأهلي في ضوء برنامج التحول الوطني في مجال السياسات والأنظمة التعليمية: صياغة فلسفة جديدة للتعليم الثانوي الأهلي ترکز على متطلبات النمو المهاري والأکاديمي والاتجاهات الإيجابية التي تساعد على تحديد المسار الوظيفي للطلاب، وکذلک المراجعة الفنية لأنظمة المدارس الأهلية وتطوير سياستها بما يتناسب مع رؤية 2030. وفي مجال المقومات البشرية أکدت النتائج على: أهمية تحفيز القائد والمعلم والمرشد للحصول على أفضل ما لديهم من أفکار وبرامج ومبادرات تخدم العملية التعليمية، بالإضافة إلى دعم مشاريع الابتکار والتميز لدى الطلاب وتشجيع المنافسة بينهم. وفي مجال المرافق والتجهيزات أوضحت النتائج: ضرورة بناء شراکات بين المدارس الأهلية ومؤسسات التقنية لتزويدها بتجهيزات تساعد على تحقيق أهداف برنامج التحول الوطني مع إلزام ملاک المدارس بإقامة مباني مطورة تتوفر فيها بيئة تعليمية تحقق اشتراطات الجودة، وفي مجال المناهج وطرق التدريس أظهرت النتائج: أهمية التعاون مع الشرکات العالمية المتخصصة في تقديم برامج نوعية في العلوم والرياضيات ومهارات التفکير النقدي، واعتماد معايير عالمية في اختيار وتطوير المناهج وطرق التدريس، مع تدريب المعلمين والکادر الإداري والإشرافي على هذه الطرق،. This research aimed to present a suggested proposal for the development of private secondary education in the light of the requirements of the National Transformation Program in the Kingdom of Saudi Arabia. The method (Delphi) for future studies was used on a purposive sample consisting of (30) educational experts. The results of the research confirmed that the most important means and mechanisms for developing private secondary education in the light of the National Transformation Program in the field of educational policies and systems are: formulating a new philosophy for private secondary education that focuses on the requirements of skills and academic growth and positive trends that help determine the career path of students, as well as reviewing the technical private schools systems, and developing the educational policy in line with 2030 vision. In the field of human resources, the results of the study emphasized the importance of motivating the leader, teacher and mentor to get the best of their ideas, programs and initiatives that serve the educational process, in addition to supporting innovation and excellence projects among students and encouraging competition among them. In the field of facilities and equipment, the results clarified the need to develop partnerships between private schools and technology institutions to provide them with equipment that helps achieve the goals of the National Transformation Program, while obliging school owners to establish developed buildings in which an educational environment meets quality requirements. In the field of curricula and teaching methods, the results showed the importance of cooperation with international companies specialized in providing quality programs in science, mathematics and critical thinking skills, and adopting international standards in selecting and developing curricula and teaching methods, while training teachers and administrative and supervisory staff on these methods.

OK Boomer: Are We Oversupporting Junior Faculty and Neglecting Career Planning for Mid and Senior Rank?

The current environment in academic medical centers presents radiology faculty with substantial challenges to their academic growth and advancement [1-4]. The competing pressures of rising clinical volumes with an emphasis on relative value unit–based compensation models, ever-changing workflow especially because of the ongoing coronavirus disease 2019 (COVID-19) pandemic, and decreasing protected academic time can substantially hinder faculty in reaching their full academic potential. To support vulnerable early-career faculty, institutions and organizations have developed robust support systems, including career development programming targeted to early-career faculty, formal mentorship opportunities, and work flexibilities that allow for partial partnerships and “stopping the clock” for promotion and tenure [5-7].

Feedback of postgraduate students about workshop on making an effective research paper

Background: Researchers on medical educational technologies use learner's feedbacks containing strengths, weaknesses, opportunities, and threats to develop content and form of training programs in students' learning as a universally approved concept. Objectives: The objectives were to sensitize the first-year postgraduate residents about the publication of research and collect their immediate reflection. Materials and Methods: Feedback was taken from all the 49 participants at the end of the 2-day in-house workshop on “Making an effective research paper.” The data collection tool was unlinked anonymous containing six open-ended questions for immediate postsession evaluation on their futuristic vision on implementation and was analyzed by the researchers. Results: In response to “Comments regarding the research methodology workshop,” more than half agreed on positive aspects of the workshop on improved cognition with relevant information. Overall, favored “best” sessions were “Reference writing,” “Plagiarism check,” and “Search relevant article and write the Literature review.” Regarding the avenue of improvement of the workshop, they stressed on timing of workshop before the synopsis submission of their academic year, pre distribution of reading material, and shorter lengths of sessions. Conclusions: The feedback permitted the participants to echo their candid feelings to meet their learning objective as they rated the workshop constructively for each prompt with gain in broad-based cognitive domain with hopeful attitude for intended practice in their academic growth.

HPB talks: innovative virtual academic experience during the covid-19 pandemic in Colombia

Presenter: Juan C Sabogal Olarte MD, MSc ;Hospital Universitario Mayor Mederi/Universidad del Rosario Background: The covid-19 pandemic brought a myriad of changes both to the way we live and also to the way we learn. It boosted a radical shift in the paradigm of education, opening a new way of learning medicine through on-line seminars with different academic groups adapting in several ways. This article shows the academic experience of an hepatobiliary and pancreatic (HPB) surgery group in Bogota, Colombia during the covid-19 pandemic. Methods: An evaluative qualitative study was made to evaluate the effects of the pandemic on the academic growth and adaptation of a hepatobiliary and pancreatic surgery group. A survey was conducted with the participants of the seminars and results are tabulated taking into account qualitative and ethical parameters. Results: 35 seminars regarding HPB surgery were presented during a 8 month period with the participation of medical students, surgery residents, specialists and subspecialists from different cities of Colombia. 55 people answered the survey. 40% were specialists, 23.6% were residents. 90% of the participants found the themes of the seminars were appropriate and they received excellent both academic and quality of speakers. 96% of the participants considered the seminars were of superior quality confirming that the impact of the talks in academic formation was positive and it shows the necessity of continuing this space even after the end of the pandemic. Conclusion: HPB TALKS is considered a novel, original, innovative and successful academic experience in the Colombia. They contributing to the growth in knowledge regarding HPB surgery in Colombia. The pandemic has accelerated the relationship between technology and education. They also has facilitated access to complex topics and clincial cases on HPB surgery for not only students, Residents and surgical fellows, but also, specialists from different disciplines facilitating the multidisciplinary educational process. This experience constitutes a potential replicable exercise that allows the use of technology and virtuality as a strong strategy for learning.

Case study analysis of reflective essays by chemistry post-secondary students within a lab-based community service learning water project

Intentional reflection is a key component of Community Service Learning (CSL) as it guides students to integrate knowledge of theory with experience in practice. A semester-long chemistry curriculum with an integrated CSL intervention was implemented in a Canadian university to investigate how reflection in the laboratory setting enhances post-secondary students’ (n = 14) conscious awareness of their learning and their attitudes toward having reflection as part of a course. In typical chemistry laboratories, students follow cookbook recipes from the lab manual and are assessed through written lab reports. These lab reports are similar to a technical report with scientific writing where the design aims to communicate scientific information to other scientists. A case study was conducted with reflective essays, focus group interviews, and student observation to analyze qualitatively how students' attitudes changed in their learning over the course of the CSL activity and how they engaged in this type of reflection. The expected audience that may be interested in this study are those involved in teaching chemistry in higher education and those that are interested in Community Service Learning and experiential learning. The results demonstrate that science students are able to articulate their academic growth, civic engagement, and personal growth through reflective pieces. Furthermore, the reflective pieces support self-regulated learning with a positive engagement and attitude over time. The results support the integration of reflective pieces in laboratory settings.

Mentorship in anesthesia: A perspective survey among anesthesia residents in Riyadh, Saudi Arabia.

Context:Mentorship is an integral part of the professional and academic growth; however, the position of mentorships in anesthesia is still yet to be understood. As an attempt to understand this phenomenon, we targeted Riyadh Anesthesiology residents and program directors to explore their perception of mentorship relationships.Aims:The aims of this study were to assess the prevalence of mentorship in anesthesiology training and to assess the perspective of mentorship from anesthesiology residents.Settings and Design:This was a cross-sectional study.Methods and Material:We administered a 20-item validated cross-sectional survey to program directors and anesthesia residents to all Riyadh SCFHS anesthesiology departments. Residents were asked about their perceptions of barriers and benefits to effective mentoring.Statistical Analysis Used:IBM SPSS version 23 and Microsoft Office Excel version 2010.Results:Fifty anesthesiology residents and three program directors responded to our survey. The majority of residents agreed that mentorship was beneficial to the overall success as an anesthesiologist (36 of 50, 72%). Although all three program directors reported that a formal mentorship program is part of their residency program (3 of 3, 100%), only (25 of 50, 50%) responded with access to a mentor. Difficulties reported included lack of formalized meeting times, insufficient times with mentors, and mentor-mentee incompatibility.Conclusions:In conclusion, the study indicated the positive perspective and high principles to mentorship held by anesthesiology residents in Riyadh, Saudi Arabia. It evidenced the beneficial, professional, and social impact that mentoring hails to the development of future anesthesiologists, and despite all that, it remains underutilized.

Initiatives of Skills University and significance for youth empowerment in India

India can become a major skilled youth workforce provider catering to global needs and its own needs. In past, education and skilling stand as parallel and independent streams. Need based frame work has to be developed to upgrade skill education to global standards by working in the lines of Government of India`s Skill Mission. This study analyses how promoting excellence in Skill Education in close association with industry, and boost economic status of youth by enhancing employability or establish as an entrepreneur. So, setting up skills universities will address the challenge of student mobilization through National Standard Qualification Framework. A skills university must have the dynamism to follow a demand-driven model following the work-integrated training model or the institutional model or a combination of both. Findings provide a unique insight into the requirement of Skills University. Findings highlights that Skills University canemerge as one of the common platform to provide skilled manpower by imparting quality skill education and bridging the gap between demand and supply of skill acknowledged by industry, globally. Skills University promotes academic growth by offering certificates/ Diploma/ state of the art graduate / under graduate cources for connecting the supply of skilled human resources based on regional demands.

Guidelines for EFL Teacher Education and Development in the Humachine Era

To keep abreast of the needs and abilities of the Humachine or the ICT age, we need to recruit, reward, train, learn from, and honor a new generation of talented teachers. The foremost importance should be given to successful teacher preparation programs because we ask much more of teachers today than even decade ago. Today teachers are asked to achieve significant academic growth for all students at the same time that they instruct students with ever-more diverse needs. Teaching has never been more difficult, it has never been more important, and the desperate need for more student success has never been so urgent. Are we adequately preparing future EFL teachers to win this critical job?

Tertiary Education Trust Fund interventions and sustainable development goals of Olabisi Onabanjo University

Tertiary Education Trust Fund (TETFUND) was established by Federal Government of Nigeria to tackle the problem of inadequate funding of tertiary institutions which had been a major obstacle to the achievement of sustainable developments in these institutions. This study therefore examined the impact of TETFUND interventions on sustainable development goals (research and academic growth and continuous provision of instructional materials and laboratory equipment) of Olabisi Onabanjo University, Ogun State, Nigeria. Descriptive survey research design was adopted and qualitative data were collected using a questionnaire to elicit information from a total number of 250 respondents from total population of 1,723 staff of the university. From the sample size, 128 (56%) were male while 122 (54%) were female. Data collected were analyzed using regression analysis to test all the hypotheses at 0.05 level of significance. Findings revealed that TETFUND interventions have significant impact on sustainable development goals of Olabisi Onabanjo University. It is therefore recommended that Federal Government should step up efforts to ensure that tertiary institutions (federal and state owned) are adequately funded through TETFUND and also do more in the area of human resource development for the research and academic growth of these institutions.

Teacher Narratives of Social (in)justice: Early Experiences Shaping Pedagogy

This paper explores a sample of English language teachers’ perceptions and practices of social justice in Johannesburg, South Africa. These teachers teach substantial numbers of learners who are not mother tongue speakers of English, learning exclusively through an English medium. This accounts for injustices that face learners regarding access to and performance in education. These learners are of various linguistic backgrounds and require support to meet the basic promotion and pass requirements for English proficiency. Guided by critical pedagogy, social justice education and multilingualism, this study explored teachers’ narratives of their experiences of justice/injustice. In examining teachers’ narratives this study explored whether these experiences of justice/injustice shaped teachers’ perceptions of social justice and if teachers actively took up positions as agents of change through their teaching practices. Using a qualitative exploratory case study method, data in the form of written narratives was elicited from ten English teachers from two secondary school sites. This study found that teachers’ views, values, and attitudes were shaped by their own experiences of injustices and marginalization. All teachers believed they play a critical role in the personal and academic growth of their learners and acknowledged the potential role they possibly play as agents of individual and social transformation. Curriculum demands and contextual factors for some made the enactment of social justice pedagogy challenging. Language was highlighted as a key area where learners were disadvantaged in the learning process and further support was needed.

ICTs, Mindfulness and Emotional Intelligence in Inter-National Educational Policies

The current paper gives a brief description of the position of ICTs, Mindfulness and Emotional Intelligence at the inter-National educational policies. Therefore, many researchers note that ICTs, Mindfulness and Emotional Intelligence play a key role in education for sustainable development and benefit both the teachers and the students. Thus, the research team of this paper presents the contribution of the above practices to the personal and academic growth of the students and al-so highlights the efforts of the governments to include them in their policies. Lastly, it is worth noting that the inclusion of these practices to the national poli-cies will eventually lead to a sustainable society and should be a priority for the governments.

Why Engagement Matters to Gerontological Student Learning

Learning opportunities beyond the classroom create lasting and positive effects on students’ academic and professional growth. When faculty members participate in engaged scholarship in their local communities, out-of-classroom learning opportunities for students likewise expand. In the context of aging, the array of opportunities for students to engage with community partners is vast, from interactive course assignments to research opportunities, clinical experience, local policy efforts, and more. This paper builds on previous theoretical and empirical work from scholars (including AGHE and GSA Fellows) in the science of engagement, and integrates case examples of campus-community relationships from our collective years in the academy. Examples will showcase how engaged teaching, engaged research, and engaged service collectively informs and enriches our students’ experiences. In the spirit of the 2020 conference theme, we will discuss opportunities for university-community engagement as a way to strengthen and inspire current and future gerontological pedagogy.

Learning at home: What preschool children’s parents do and what they want to learn from their children’s teachers

This study investigated the beliefs parents of preschoolers ( N = 126) have for facilitating their children’s reading and mathematics development. The study used an online survey distributed via social media to examine parents’ views of their children’s home-based reading and mathematics engagement, parents’ confidence to support their children’s reading and mathematics development, and the information they received and would like to receive from their children’s teachers. The results demonstrated three patterns: (1) parents prioritized children’s reading over their mathematics development, (2) the difference in children’s reported engagement in such activities may come from parents lacking confidence in how to foster their children’s mathematics skills, and (3) almost two/thirds of the parents wanted to receive more information from their children’s teachers, typically about children’s progress and activities and apps to do with their children at home. Preschool teachers play an important role in supporting home learning of reading and mathematics. Preschool teachers and parents need to collaborate on home-based activities that support such learning. We have demonstrated that even highly educated parents may lack the confidence to support their young children’s academic growth, particularly in mathematics, and so the support teachers provide to parents is critical.

Būsimųjų muzikos pedagogų požiūris į reflektyvaus mokymo(si) galimybes

Straipsnyje analizuojamas reflektyvus mokymas(is), aptariami mokymo(si) taikant refleksiją lygmenys, reflektyvaus mokymo(si) metodai. Tyrimo tikslas ̶ atskleisti būsimųjų muzikos pedagogų požiūrį į reflektyvaus mokymo(si) galimybes. Tyrimo tikslui pasiekti iškelti šie uždaviniai: 1) apibrėžti reflektyvaus mokymo(si) sampratą; 2) aptarti reflektyvaus mokymo(si) metodus; 3) empiriškai ištirti būsimųjų muzikos pedagogų požiūrį į reflektyvaus mokymo(si) galimybes. Tyrimo metodai: mokslinės literatūros analizė, anketinės apklausos rezultatų analizė. Tyrimas vyko 2019 m. balandžio mėnesį, kuriame dalyvavo 37 būsimieji muzikos mokytojai. Anketinės apklausos metodu buvo siekiama atskleisti būsimųjų muzikos pedagogų požiūrį į refleksijos aktualumą jų profesinio tobulėjimo procese, į veiksmingiausius refleksijoje taikomus metodus ir refleksijos taikymo galimybes muzikiniame ugdyme.Išanalizavus mokslinę literatūrą galima teigti, kad reflektyvus mokymas(is) yra procesas, kuriame patirtis paverčiama mokymusi. Reflektyvaus mokymo(si) metu galima stebėti savo asmeninį augimą ir rasti būdus tobulinti mokymo mokytis procesą. Tyrimas atskleidė, kad, pasitelkus refleksiją, analizuojant profesinę patirtį ieškoma sėkmingiausių problemos sprendimo būdų. Būsimųjų pedagogų ugdyme taikomi reflektyvaus mokymo(si) metodai užtikrina proceso individualizavimą ir asmeninio progreso įvertinimą. Sėkmingiausiai profesinė patirtis reflektuojama taikant dienoraščio rašymo, laisvosios asociacijos bei struktūruotos diskusijos metodus. Atliktas empirinis tyrimas atskleidė, kad būsimieji muzikos pedagogai mano, jog labiausiai refleksija padeda analizuoti savo mokymąsi, ugdyti kritinį mąstymą ir skatina tobulinti savo akademinius ir profesinius pasiekimus.Tiek ugdymo proceso, tiek būsimųjų muzikos pedagogų tobulėjime aktualiausias, respondentų nuomone, yra struktūruotos diskusijos metodas. Respondentai nurodė, kad refleksijos taikymas muzikiniame ugdyme leidžia mokytojui atpažinti ir įvertinti savo klaidas, moko vaikus vertinti savo muzikinius gebėjimus ir reikalauja mokytojo kūrybingumo. Tyrimas parodė, kad pedagogui, kaip nuolat besimokančiai asmenybei, reflektyvus mokymas(is) yra vienas svarbiausių veiksnių, padedančių nuolat atsinaujinti, permąstyti savo veiklą ir asmeniškai tobulėti.

Correlates of child functional difficulties status in Ghana: A further analysis of the 2017/18 multiple indicator cluster survey

BackgroundFunctional difficulties have long-term implications for children's physical, cognitive, emotional, social, and academic growth and development. Although the subject of functional difficulties has received enough scholarly attention in the developed world, few studies have addressed the issue in Ghana. Therefore, the study aimed to regress child, maternal and household and geographical level factors associated with the functional difficulty of children in Ghana. MethodWe analysed the 2017/18 multiple indicator cluster survey dataset. The study sample consists of weighted cases of 21,871 children within the ages of 5–17 years. Summary statistics were produced for the study variables. Bivariate analyses were performed to select significant correlates for the multivariate analysis. We accounted for sample design and weight before using Poisson regression techniques to do the bivariate and multivariate analysis. ResultsThese factors were significantly associated with functional difficulties among 5–17 years old children in Ghana: not covered with health insurance, mothers who have a functional difficulty and those without information on their functional difficulty status, and children who dwelt in richer households compared to the richest households. Compared to the northern region, children from the remaining nine regions in Ghana were more likely to have had a child functional difficulty. ConclusionGiven the results, the government of Ghana and other development partners should promote policies and programs to reduce the consequences of disability or functional difficulties in children by taking into consideration factors like mothers' functional difficulty, access to health insurance, and regional and economic disparities in Ghana.

WITHDRAWN: A study on policies and implementation of information and communication technology (ICT) in educational systems

Abstract As of late, a few investigations and reviews have features the probabilities and the potential advantages of statistics and correspondence advances with regard to ICT for improving the quality of education. ICT is visible as an element on the school training level that would deliver a method to re-examine and modernize the instructive frameworks, instructional designs and procedures. A significant amount of fund is allocated for usage of technology in education under key Government schemes. Schemes such as ICT at Schools have potential for fostering academic growth and upgrading skills of students, which help immensely in their future employability. Several such schemes exist which pertain to technology in education and executed either directly by the state or through private entities. A policy for implementation of ICT was thought out and designed at national level. The paper evaluates the ICT policy and assesses its implementation at School level in terms of effectiveness towards mass education. It recommends suitable measures for improvement in monitoring, implementation based on outcomes of the survey. Outcome of the research study will help the policymakers to understand the intervention of implementation of ICT Scheme in educational systems and will assist the Government to re-strategize the implementation plan in future as per requirement.

The effects of community-wide distributed leadership on students’ academic achievement

ABSTRACT The purpose of this study is to verify whether students’ academic achievement is enhanced not only by the leadership of school organization members represented by a principal but also by the comprehensive power of community-wide distributed leadership. A questionnaire survey was conducted from July to September 2018. The participants were 1,157 principals from 55 school districts in Japan. A logistic multilevel analysis was conducted using three binary variables as dependent variables. In the logistic multilevel modeling, four district level variables including superintendent leadership and socioeconomic status factors, in addition to 10 school level variables including distributed leadership and socioeconomic status factors, were used as explanatory variables. The analysis results indicated that distributed leadership at the school level had a suppression effect on continuous low-level academic achievement and a promotion effect on academic growth. The main explanatory variables for continuous high-level and low-level academic achievement were socioeconomic status factors. On the other hand, academic growth was explained by distributed leadership and the establishment of support headquarters. However, this study is limited in the method of measuring distributed leadership, professional community, and teacher efficacy, in addition to do not describing the process from distributed leadership to academic achievement.