School Affairs Research Articles

Suppressive and Facilitative Factors in the Introduction to the School Affairs System in Early Childhood Education and Care

Suppressive and Facilitative Factors in the Introduction to the School Affairs System in Early Childhood Education and Care

DEVELOPMENT OF UKRAINIAN SCHOOL AND EDUCATIONAL AFFAIR AS A BASIS OF PROFESSIONAL PREPARATION OF THE YOUTH OF UKRAINIAN DIASPORA IN THE SECOND HALF OF THE XX-TH CENTURY

The formation and development of the Ukrainian school and educational affair as the basis for the professional training of Ukrainian youth in the Western countries in the second half of the XX-th century is examined in the article. The emphasis was given to the complexity and multiplicity of this process, which was caused by the socioeconomic and educational policies of the states, which became a new homeland for the Ukrainians, geography and compactness of their resettlement, employment in the different branches of the economy, the presence in the diaspora of the professional intelligentsia, its national awareness, the state religious life, etc. Accordingly, in different countries (Germany, Great Britain, Poland, Canada, USA, Australia, Argentina), this process was different, more or less intense and had results, but it still remains an object of interest as an important support of native cultural heritage, an inexhaustible source of preserving its spirituality bearers.
 The institutional forms and types of obtaining of pedagogical education by Ukrainians in the Western countries of the second half of the 20th century, the peculiarity of teaching and educational activities in different types of educational establishment and the main tendencies of the development of the Ukrainian school and educational affairs are presented. Among them: an expansion of the network of pre-school establishments, primary, secondary and high schools in connection with the arrival of emigrants to countries of Western Europe, America and Australia; public uniting efforts of leading Ukrainian public associations in preserving the national identity and spirituality of Ukrainians born outside Ukraine's native land; development of scientifically grounded, adapted to the needs and conditions of Ukrainians living in the diaspora of the theory of teaching and national education of younger generations; improving the content of studying and educational process in all types of schools, bringing it to the standards of the existing state education system and the increased requirements of economic and cultural life of the countries that have become a new homeland for Ukrainians.

Problems Encountered in Femanine Primary School Headship in Marange in Mutare District.

The purpose of this study was to investigate and identify the problems faced by female head teachers in the management of primary schools in Marange area in Mutare district in Manicaland province. The mixed method research design was used which incorporate both qualitative and quantitative methods. The target population in this study were the female head teachers in Marange area in Mutare district, teachers and the Education Officer of Marange area in Mutare district. Marange area in Mutare district has 52 primary schools, of which seven (7) are headed by female head teachers. The researchers used questionnaires and interview guides for collection of data. The interview was targeted for female head teachers and Education Inspector of Marange area in Mutare district. The data that was obtained was both quantitative and qualitative. Majority of the teachers (75.0%) said that their perception towards their head teachers was good. Majority of the teachers (87.5%) noted that psychological traits do not bar the head teachers from performing school duties effectively. All of the teachers noted that the students accorded male and female teachers at the same level of respect. The following conclusions were drawn. Female head teachers are positively viewed by their teachers and students and are approachable since they encourage them to work to attain their goals in schools. Cultural and social barriers do interfere with the management of school affairs. Half (50%) of the head teachers said there was no role conflict between domestic and professional roles while 50% of head teachers felt that there was conflict. On the psychological factors influencing the head teachers’ performance, 87.5% of the teachers said that biological traits did not bar the head teachers from performing school duties. This was because they had a teaching experience, were assertive and aggressive. The study recommended that since female heads were positively viewed strongly by teachers, there is need for them to be given more posts of leadership in primary schools. Thus, female head teachers are effective hence, they are able to achieve the goals of their respective institutions. Although cultural and social barriers may interfere with the management of school affairs, there is need for female heads to be encouraged to achieve leadership positions since they can manage the roles of leaders through mentorship.
 

Problems Encountered in Femanine Primary School Headship in Marange in Mutare District.

The purpose of this study was to investigate and identify the problems faced by female head teachers in the management of primary schools in Marange area in Mutare district in Manicaland province. The mixed method research design was used which incorporate both qualitative and quantitative methods. The target population in this study were the female head teachers in Marange area in Mutare district, teachers and the Education Officer of Marange area in Mutare district. Marange area in Mutare district has 52 primary schools, of which seven (7) are headed by female head teachers. The researchers used questionnaires and interview guides for collection of data. The interview was targeted for female head teachers and Education Inspector of Marange area in Mutare district. The data that was obtained was both quantitative and qualitative. Majority of the teachers (75.0%) said that their perception towards their head teachers was good. Majority of the teachers (87.5%) noted that psychological traits do not bar the head teachers from performing school duties effectively. All of the teachers noted that the students accorded male and female teachers at the same level of respect. The following conclusions were drawn. Female head teachers are positively viewed by their teachers and students and are approachable since they encourage them to work to attain their goals in schools. Cultural and social barriers do interfere with the management of school affairs. Half (50%) of the head teachers said there was no role conflict between domestic and professional roles while 50% of head teachers felt that there was conflict. On the psychological factors influencing the head teachers’ performance, 87.5% of the teachers said that biological traits did not bar the head teachers from performing school duties. This was because they had a teaching experience, were assertive and aggressive. The study recommended that since female heads were positively viewed strongly by teachers, there is need for them to be given more posts of leadership in primary schools. Thus female head teachers are effective hence, they are able to achieve the goals of their respective institutions. Although cultural and social barriers may interfere with the management of school affairs, there is need for female heads to be encouraged to achieve leadership positions since they can manage the roles of leaders through mentorship.

An Experiential Analysis on Working Stress of Elementary School Affairs Manager Teachers who wants to be Promoted

An Experiential Analysis on Working Stress of Elementary School Affairs Manager Teachers who wants to be Promoted

체육계열 학과조교들에 대한 대학조직 하위문화 이해

This study started with the judgement that it is necessary to understand the members of subcultures in sport areas as well as to study the sport subculture in general from the sociology standpoints. It is very important to study subcultures of professor assistants in sport-related colleges as they have their own unique subculture, about which nobody has studied. Accordingly, I tried to make this thesis an attempt to understand the forming process of their subculture, by which we can understand their social identity, as it is evident their culture has been established as a subculture of the organizations in sport colleges. The field research had been conducted three times: the first was to interview with graduate students by using questionnaires, the second was to directly interview 6 professor assistants about high topics and low topics, and the third was to conduct interviews with experts in order to enhance the credibility of this research. The findings are as follows; firstly, they are school workers as the capacity of administrators but when it comes to rights they were nothing but assistant without any actual arbitrary power. secondly, they are senior students helping student unions, playing the role of homeroom teachers for freshmen, and helping younger students as managers of school affairs. thirdly, as learners, they are providers of academic information, academic subcontractors of professors, and laborers rather than students. fourthly, as teachers, they are well-versed in academic affairs, teaching students passionately without being paid, and creating curricula of courses.

English Schools with a Religious Ethos: For a Re-Interpretation of Religious Autonomy

Abstract Rooted in a principle of non-interference in matters of religious beliefs, supported by an ideology of parental school choice, faith state schools in England have enjoyed a large discretion to promote their religious ethos. Recent judicial and legislative interventions into the affairs of religious schools may be criticized as they betray these philosophical roots, without offering an alternative coherent justificatory model for law and religion relationships. By seeking to remove the allegedly socially or racially divisive edge of religious autonomy, these interventions have provoked an unwarranted and inconsistent mingling of the secular and the religious. Moreover, they have imposed a form of state governance which has reinforced religious authorities to the detriment of the autonomy of local stakeholders, parents and schools. It is claimed that a more deliberative and contextual re-interpretation of the principle of religious autonomy in English law would lead to less confrontational and more acceptable outcomes.

The King Midas Monoculture

The King Midas Monoculture

INTEGRASI MADRASAH DINIYAH TAKMILIYAH PADA SEKOLAH NEGERI (ALTERNATIF PENGUATAN PENDIDIKAN KARAKTER SISWA PASCA BERLAKUNYA PERATURAN PRESIDEN NOMOR 87 TAHUN 2017 TENTANG PENDIDIKAN KARAKTER)

This study is based on the lack of learning hours of PAI with many material and lack of public attention with non formal education such as Madrasah Diniyah Takmiliyah and less optimal religious education for the students of the State. From those backgrounds, the writer encourages explorers to explore the issues of how the implementation, achievements, supporting factors and inhibitors of Madrasah Diniyah Takmiliyah Model are integrated in the State School. This study aims to explain the prediction of the implementation, explain the achievements, and explain the supporting factors and factors inhibiting Madrasah Diniyah Takmiliyah Integrated in School Affairs. Based on the above background, what is to be disclosed in this paper is how the integration effort of madrasah diniyah takmiliyah in public school as an effort to strengthen character education of students post-Presidential Regulation number 87 year 2017 about character education. The study concludes that the integration of Madrasah Diniyah Takmiliyah in the School of Schools as an effort to strengthen the education of the character of the students after the Presidential Regulation number 87 of 2017 on character education can be done in the following way: First, integrate the sub-system of Madrasah Diniyah Takmiliyah at Sekolah Negeri in time after the school's learning activities are over; Second, integrate the methods used in conventional and unconventional PAIs; Third, develop the subjects of PAI, to be some of the same material in madrasah diniyah, namely Al Qur'an and Hadith, Aqidah, Akhlak, Fiqh, Tarikh or History of Islamic Culture. Keywords: Integration, Madrasah Diniyah Takmiliyah, Presidential Regulation No. 87 of 2017, Character Education.

College Students, Experiences on Smart Phone Technology Usage: A Qualitative Content Analysis Study

Besides many benefits of the cell phone technology, numerous arguments are raised on the different and important negative effects of such a technology. This qualitative content analysis study explored the common usages of smart phone technology, its challenges, and benefits among Iranian college students. Participants were 32 bachelor degree students who were recruited using purposive sampling method with maximum variation. Data were collected through 11 individual semi-structured interviews and 3 focus group discussions (5-8 students in each group). Data analysis was done based on a conventional content analysis approach. Data analysis resulted in 3 main themes and 12 sub-themes. The main themes included “Easy life” (achieving information, handling school affairs, easy communication, and cheap communication); “Spending time” (virtual friendship, participation in various social networks, computer games, watching movies and cartoons, and reading stories and novels); and “The experience of challenges” (physical problems, psychosocial stress, and mood and behavioral problems). Based on the students' experiences about the smart phones technology usage, authorities, cultural institutions, and educational policy makers should encourage culture development using education through media and education during the early childhood and before using any software.

Rethinking of Public Secondary Schools Discipline in Kenya

Student Council is a representative structure through which students in a secondary school become involved in school affairs. The study set out to investigate student council participation in the management of discipline in public secondary schools in Teso North Sub-County in Busia County, Kenya. The study sought to establish: the influence of student council participation in the formulation of rules and regulations on management of discipline, and the influence of student council involvement in formulating punishment on the management of discipline. The target population was 7379 students and 189 teachers and 27 principals from 27 schools. The research employed descriptive survey design using a random sample of 365 students, 18 teachers and 9 principals. This sample size was determined using Krejcie and Morgan’s table of sample determination and using coefficient variation of 30% and a standard error of 2% through stratified simple random sampling technique. The data was collected using a selfadministered questionnaire. The study established that schools involved students in designing punishment but students never took punishment positively and that common disciplinary problems experienced in schools was due to lack of students involvement. It was further established that students were haphazardly involved in the school management of students’ discipline. Thus the study recommends schools to empower students’ council in which students’ views and ideas are heard and discussed; Ministry of education to organize and offer seminars where school heads are well sensitized on involving students in school management.

Exploring the Capacity of Formal School Governing Bodies in Rural Ghana: The Case of Effutu Municipality

<p><em>As part of wider social and democratic governance reforms, the Government of Ghana embarked on a process of education decentralization in 1987 (GOG, 1996). The central focus of this policy was the prescription of community participation in the affairs of school in each locality (Essuman & Akyeampong, 2011). Free Compulsory Universal Basic Education (FCUBE) policy recommends the formation of School Management Committees (SMCs), governing bodies and Parent-Teacher Associations (PTAs) by individual schools to work hand-in-hand with the head teacher and guide him/her in school policy formulation (GES, 2001). Capacity has become a topical issue in decentralisation discourse and critics of the latter have argued against the lack of technical and human resource availability at the local level (De Grauwe et al., 2005; Robinson, 2007), but unfortunately, research on capacity of formal governance bodies appears to have been less undertaken in poorer rural areas in Ghana. In recognition of this, the study sought to understand the nature and quality of capacity and how that impact on participation in school from the perspectives of SMCs in two rural school communities in Effutu Municipality. The study adopted qualitative methods of focus groups, supported by some initial documentary analysis to gain understanding of school governance from key stakeholder perspectives. The findings revealed that although formal school governing bodies existed in the rural study communities, many of the SMC members lacked human and material resource to engage fully in school management. The study recommends capacity building and training programmes to enable the SMC members upgrade their knowledge and skills in school governance.</em></p>

A study on the application of institutional research to reinforce the financial function of senior high schools

Institutional Research has already developed more than 50 years in the United States and it contributes to produce evidence-based decisions and strategies for universities including planning, programs designing and financial decision-making. Today’s Taiwan is facing the challenges of low birth rate, parental choices, parent’s right to education and population urbanization. Low birth rate has direct and the most negative influence on school management among the above factors. Not only universities but all levels of schools in Taiwan are challenged how to manage and function well. Senior high schools in Taiwan generally left themselves behind the educational revolution before. However more and more administrators, teachers, parents and even students now have started to pay attention to the fierce revolution in education especially those critical and influential ones. Hence, we believe Institution Research concepts will start to root in the senior high schools in confronting the tough school affairs. In this paper, we try to apply institutional research to reinforce the financial function of senior high schools. This study contributes to exploring the potential and limitation of Institution Research on senior high schools’ financial function. A new vision of senior high schools’ financial management is hopefully to be created in this study.

Children as stakeholders in education: Does their voice matter?

<p><span>Children’s right to freely express their opinion in education is very rare, and it is critical for schools to realise it. Although at times they are consulted about their difficulties, children are seldom asked to participate in the development of programmes that affect their lives. The aim of this conceptual article is therefore twofold: (1) to explore the extent to which schools recognise children as rights holders and protect their right to freedom of expression in educational matters, and (2) to determine the implications of the previous findings in children’s right to freedom of expression in their education. Literature on children’s participation in education was reviewed. Legislations and policies on the right to freedom of expression were also analysed. The study revealed that regardless of their legitimate position in education and positive outcomes from engaging children as stakeholders in education, schools resist change. A significant finding of the study was that learners’ engagement in school affairs deepens democracy, and hence school improvement. Hart’s ‘Ladder of Participation’ on involvement of children in school matters is therefore recommended.</span></p>

Education for democratic citizenship in Malawian secondary schools: balancing student voice and adult privilege

In countries that embraced democracy after the fall of communism, education became a particular focus for policy change, particularly within their citizenship programmes. Schools that had been used to inculcate obedience to and unfailing support for authoritarian regimes were now being required to adopt citizenship programmes incorporating democratic values. This paper reports a study in Malawi that explored the school as a location where democratic citizenship is practiced. Using a multiple case study approach in three different kinds of secondary schools to explore students’ participation in school affairs, the study found that different forms of participation were being encouraged, with each school apparently socialising students to distinctive kinds of citizenship roles. The paper highlights a conflict between democratic values and traditional roles of schools leading to new and hybrid school cultures. Providing scope for student voice to be heard can lead to tensions and paradoxical practices.

English Schools with a Religious Ethos: For a Re-Interpretation of Religious Autonomy

Rooted in a principle of non-interference in matters of religious beliefs, supported by an ideology of parental school choice, faith state schools in England have enjoyed a large discretion to promote their religious ethos. Recent judicial and legislative interventions into the affairs of religious schools may be criticized as they betray these philosophical roots, without offering an alternative coherent justificatory model for law and religion relationships. By seeking to remove the allegedly socially or racially divisive edge of religious autonomy, these interventions have provoked an unwarranted and inconsistent mingling of the secular and the religious. Moreover, they have imposed a form of state governance which has reinforced religious authorities to the detriment of the autonomy of local stakeholders, parents and schools. It is claimed that a more deliberative and contextual re-interpretation of the principle of religious autonomy in English Law would lead to less confrontational and more acceptable outcomes.

Comparative Comparison of Implementing School-Based Management in Developed Countries in the Historical Context: From Theory to Practice

<p class="apa">This paper aims to study the comparative comparison of implementing school-based management in developed countries in the historical context: from theory to practice. School-based management is not by itself and objective but a valuable tool in order to reach sagacity, capabilities and the enthusiasm from most people having shares in school. Emphasizing the empowerment and the promotion of the skill levels and the abilities concerned with the member's active in the school specially the managers, the teachers, and the student’s parents along with the boards motivate their endeavor toward cooperative issues.</p><p class="apa">The findings show the developed countries such as England, Mexico, Australia, The U.S. etc. Making their school management decentralized and autonomous along with submitting full authority to their local councils and their parent -teacher associations have improved their school management qualities and have been able to bring all main agents in the schools into participant in decision making affairs. Of the other strategies concerning the increase in cooperative decision making and turning schools more autonomous, used by leading countries, is to self-centralize (school-based management) and also manage schools in the form as board of trustees in such countries for the managers, the board and the others involved have greater authority to manage school affairs among which countries such as England, Canada, Spain, Iran, etc. can be noted.</p>

Secular Change of Survey for Teachers on School Work Improvement and Needs of Functions in use School Affairs Support System

Secular Change of Survey for Teachers on School Work Improvement and Needs of Functions in use School Affairs Support System

Examination about the Requirements of Functions of School Affairs Support System for Teachers and Staffs

Examination about the Requirements of Functions of School Affairs Support System for Teachers and Staffs

How Well-Being Mediates the Relationship between Social Support and Teaching Effectiveness

When the function of the family does not work adequately, and the value of society is confusing, teachers become important promoters to turn this situation into a clear direction, and their behaviors can deeply influence their students. However, teachers are not isolated individuals left to fight alone or to concentrate only on their own work without having regard with what is happening in the outside world. They need resources from the sharing of the experience of peers, interaction within a social network, and social support for encouragement. A teacher with well-being can build self-confidence and hold an optimistic attitude and will present his or her best to their students. In addition, principal leadership plays a very important role in the operation of a school, and it will profoundly impact a teacher’s service morale, teaching attitude, and effectiveness. Principal leadership is also a critical factor to decide whether the implementation of school affairs will succeed or not. The study aims to examine the impacts of social support, well-being, principal leadership on teaching effectiveness, the mediating effect of well-being between social support and teaching effectiveness, and the moderating effect of principal leadership between social support and teaching effectiveness. The study uses a questionnaire as the survey method to collect data from Chiayi County elementary school teachers in Taiwan. The authors dispatched a total of 300 questionnaires, and collected 265 valid copies. The effective response rate is 81.67%. The findings of the research are as follows: (1) Social support will positively and significantly affect teaching effectiveness, (2) social support will positively and significantly affect well-being, (3) well-being will positively and significantly affect teaching effectiveness, (4) principal leadership will positively and significantly affect teaching effectiveness, (5) well-being has mediating effect between social support and teaching effectiveness, and (6) principal leadership has no moderating effect between social support and teaching effectiveness.