School Behavior Research Articles

Analisis Dampak Perilaku Bullying terhadap Prestasi Belajar Peserta Didik pada Tingkat Madrasah Ibitidaiyah dan Sekolah Dasar

This study aims to: 1) determine the effect of bullying behaviour on student achievement; 2) Analyze the impact of bullying behaviour and its impact on learning achievement. This research includes ex post facto research conducted based on events or phenomena to find bullying behaviour on learning achievement and other impacts on students. The approach taken is a descriptive quantitative approach and a literature review method. This method is used to collect, identify, evaluate and interpret articles describing the impact of bullying behaviour in madrasah and elementary schools. The results showed that bullying behaviour impacted students' learning achievement. Shows that 15.4% of student achievement at MIN 2 Sinjai is influenced by bullying behaviour, and other causes affect the remaining 84.6%. Through the literature review method, it was found that bullying behaviour can impact poor socialization, low self-confidence, decreased self-esteem in the future, low social skills of students, inability to communicate with others, experience depression, anxiety, and the possibility of self-harm.

A Preliminary Investigation of a Brief Tier 1 Classroom Management Measure

Multitiered systems for supporting students’ behavior in schools rely on teachers using generally effective classroom management strategies, such as Tier 1 practices. However, few tools exist to easily assess classwide Tier 1 practices. In this brief report, we describe one potential tool, the Classroom Atmosphere Rating Scale–Brief (CARS-B) and assess the properties of the tool using item response theory and multilevel models. We found that most items on the CARS-B had acceptable discriminations and difficulty estimates. Teachers’ CARS-B latent scores were positively associated with student group on-task. We discuss potential changes to the CARS-B and its use in research and practice.

Asasinarea atitudinii față de școală: de la chiul și absenteism la violență și abuz de substanțe

This article provides a theoretical analysis of the inadequate behavior of some teachers, that can generate a series of harmful changes that can be found in the attitudes that their students show towards the educational institution, and towards the opportunity and purpose of their presence within it. Upon a more in-depth symptomatological analysis, it can be seen that they can be reflected in at least three variants of school behavior: the variant non-antisocial behaviour, when there is a low degree of dangerousness in relation to the educational institution turnacy, school absenteeism, school dropout), the variant of asocial behaviour, (acts of school vandalism, opposition and insubordination to the school authorities) and the variant of conduct with a pronounced antisocial character.

Peranan Guru Bimbingan dan Konseling (BK) dalam Pemberian Layanan Informasi untuk Mengembangkan Perilaku Jujur Siswa

This study aims to describe the role of guidance and counseling teachers (BK) in providing information services to develop honest behavior of students at SMP 6 Percut Sei Tuan. This research uses a type of qualitative research that is descriptive. Data collection techniques are observation, interviews, and documentation. The data used in this study is primary data. The object in this study was 9 junior high school students grade VII. This research data analysis technique uses data analysis techniques developed by Miles and Huberman. Analysis in this model consists of data reduction, display data, and conclusion/verification. Data validity techniques are through source triangulation, data collection technique triangulation, time triangulation. The results in this study are 1). The application of information services provided to the nine students was quite effective because students could understand how to instill an honest attitude to themselves. 2). The role of guidance and counseling teachers (BK) in responding to dishonest behavior is to provide information services containing material about the value of an attitude of honesty assisted by media infocus and lectures. 3). The factors found from honest behavior in junior high school were 9 respondents who experienced problems with honesty such as cheating. The reasons given were that students reasoned that the exam time was too short, lack of interest in studying, underestimated lessons and exams, habitually cheated, and lacked confidence in their own answers

Educators’ Perceptions and Approaches to Environmental Education and Pro-Environmental Behaviour in South African Secondary Schools

Environmental education is taught within the geography curriculum in the basic education system of South Africa. However, owing to various contextual challenges faced in 21st century South African schools, the teaching of environmental education has remained largely paper based. This poses a challenge to educators who are assigned the responsibility to teach environmental education and foster pro-environmental behaviour in learners. The objective of this study was to investigate how geography educators understand environmental education, as well as determining the possible reasons for the gap between content knowledge of environmental education principles and learners’ pro-environmental behaviour. This study was conceptualised and articulated using the Tbilisi Principles of Environmental Education (TPEE) of 1978. An interpretivist paradigm was utilised for this study as it supports the qualitative approach of the study. This study was guided by phenomenology. Five geography educators from five non-fee-paying schools were sampled from a population of educators in the Kwa-Mashu Circuit of the Durban Pinetown educational district of KwaZulu-Natal, South Africa. Data was acquired through voice recordings of five semi-structured interviews, which were consequently transcribed non verbatim to eliminate redundancies in the data. The data was analysed thematically according to the Tbilisi Principles, and discussed according to the research questions they satisfy. The findings indicate that educators are failed by a lack of resources to teach environmental education, as well as a curriculum which does not accommodate the teaching of environmental education constructively. The results of this study further revealed obstacles such as a lack of interest from geography learners, which then increases educators’ challenges when teaching environmental education. It is recommended that the National Curriculum and Assessment Policy Statement (CAPS) document be revised to include environmental education constructively within grade 11 geography. This can be done by allocating teaching time specifically for environmental education, as well as ensuring that assessment methods are specific and allocated with resources.

BULLYING BEHAVIOR IN SCHOOLS IN THE PERSPECTIVE OF ISLAMIC PSYCHOLOGY

Bullying behavior in schools has been going on for a long time and is still growing today. The purpose of writing this article is to discuss bullying behavior in schools in the perspective of Islamic Psychology. The method used in this writing is the study of libraries by taking literature from the Quran and Hadith, journals through google scholar and scopus, news and related books. The results of this study show that bullying behavior in schools in the perspective of Islamic Psychology is abusive behavior that a person does to others in verbal or physical form according to an Islamic point of view. This behavior can result in mental disorders even to suicide. Efforts to overcome bullying are to instill awareness as early as possible about the bullying virus and give love to children. For victims of bullying who experience mental disorders are given guidance and forgiveness techniques, al-Tasywiq and al-Tadzkir, Tsawab and Iqab, tazkiyah and ta'lim al-hikmah.

The impact of head teacher incivility on teacher engagement and safety behavior in secondary schools: the mediating role of perceived insider status

PurposeIncivility constitutes an increasing trend in different workplaces across the world. However, incivility has largely been overlooked in public organizational settings and mainly in the field of secondary education. The purpose of this paper is to provide a better understanding of the effects of supervisor incivility (SI) on psychological safety and work engagement of teachers of secondary schools, through the schools' level of perceived insider status (PIS).Design/methodology/approachData were collected through an online questionnaire that was based on previously validated scales. The final sample included 396 educators who taught different subjects in a Greek region.FindingsResults revealed a negative correlation between head teacher incivility and teacher attitudes (psychological safety/work engagement) through the mediating role of PIS. However, a direct link between SI and psychological safety was also discovered.Originality/valueThe contribution of the study is in exploring one part of the dark side of leadership behavior, e.g. SI, at school and leadership behavior's effects on teacher attitudes, which remain largely unexplored due to teacher embarrassment or fear in acknowledging supervisor misbehavior. Further, the study does not only examine direct, but also indirect effects of incivility. Finally, the current study is the first study to investigate the phenomenon of SI in the Greek context, therefore, extending the geographical and cultural data base concerning incivility.

The feasibility of using the Körperkoordinationstest fur Kinder (KTK) in a U.S. elementary physical education setting to assess gross motor skills specific to postural balance.

For the past ten years, falls have been the leading cause of nonfatal injuries for all age groups less than 15 years old. A significant rise in childhood sedentary behavior in schools and limited opportunities to be outside has led to motor coordination deficits which have contributed to fall injuries. A German assessment tool, the Körperkoordinationstest fur Kinder (KTK), which has been used for decades in Western European countries, allows researchers and physical education teachers to evaluate typical and atypical children's motor coordination competencies related to dynamic postural balance successfully. No research has been published on the use of this assessment tool in the United States. If its use were found to be feasible in this country for identifying motor coordination deficits in typical and atypical children, it would close the gap in determining motor coordination. Therefore, this study sought in Phase 1 to determine the feasibility of using the KTK assessment in U.S. children and Phase 2 sought to determine the adaptability of the scoring protocol from use in other countries to the United States. The Phase 1 results revealed the KTK assessment was feasible to administer in U.S. physical education class by addressing three challenges for U.S. schools: 1) KTK implementation, 2) time to assess each skill, and 3) the equipment availability and cost to implement the test in a physical education setting. In Phase 2, the researchers were able to determine the raw scores and motor quotient scores in this population and then were able to show similar scoring trends between U.S. children and Flemish children from a previous study. This assessment tool was deemed feasible and adaptable which is the first step to use the KTK in U.S. physical education elementary school settings.

Fighting Aggression in the Schools: Evaluating the Second Step Curriculum

Safety concerns, increased staff turnover, emotional problems, and truancy are just a few outcomes of aggressive behavior in schools (Ellis, 2019). Schools should consider implementing prevention-based aggression programs to obtain long-term benefits (James et al., 2019). Some prevention programs focus on social–emotional (SE) skills like emotional awareness, empathy, regulation, and relationship skills (Taylor et al., 2017). Others address deficits in executive functioning (EF) such as inhibitory control, working memory, and attention (Diamond & Ling, 2016). Second Step was designed to address both EF and SE skill deficits. These early skills have been found to be more important to overall educational achievement than interventions for learning basic numbers and letters (Upshur et al., 2019). The goal of Second Step is to promote interpersonal and intrapersonal competencies while reducing social, emotional, and behavior problems in school settings (Moy & Hazen, 2018). Second Step is an early intervention and prevention curriculum designed to teach children from preschool through eighth grade. Second Step is heavily rooted in social learning theory (SLT), which describes how children learn from observing others (Ahn et al., 2019). The program uses SE strategies to help students learn to recognize and control emotions, gain empathy, form healthy relationships, engage in effective decision making, and deal with challenging situations (Moy & Hazen, 2018).

Leadership dimensions and behaviors in business schools’ forced digital transformation

The digital transformation in business schools during the COVID-19 pandemic is unique since external factors, not internal initiatives, drive it. This event is called 'forced digital transformation.' It raises new challenges for business schools to ensure that the transformation continues in the future since the post-pandemic situation has encouraged social and economic activities to return offline. As the situation begins normal, less external pressure can result in declining creative initiatives from business schools to explore more opportunities from digital technologies. Consequently, the digital transformation process that started during the pandemic could stagnate. One of the essential factors that play a role in encouraging continuous digital transformation is leadership. Leadership is believed to be the core of every digital innovation process. However, research investigating the role of leadership in business schools' digital transformation during the COVID-19 pandemic is still limited. Therefore, this study aims to describe leadership's role in structural and behavioral changes during forced digital transformation in business schools by applying a systematic literature review.

An Analysis of Ubuntu Theory of Management: Reimagining Africanised Leadership Towards Improving Discipline in Nigerian Secondary Schools

School indiscipline is an issue that is a worry all over the world. Particularly in Nigerian secondary institutions, the threat of indiscipline poses a challenge to overall academic efficacy and has impeded the achievement of educational goals and objectives. In response to the scourge of indiscipline that has infiltrated Nigerian schools, this paper’s goal is to consider the application of the Ubuntu Theory of Management (UTM) in addressing students’ indiscipline in Nigerian secondary schools. It argued that Ubuntu is an African perspective management tool that can be used to tackle students’ indiscipline in African countries in general and Nigeria in particular. In the same spirit, it turns into a helpful tool for maintaining student behaviour in secondary schools in Nigeria. The theory’s applicability to disciplinary management has been sufficiently illustrated in this paper. Keywords: Discipline, Ubuntu, Secondary School, Inclusivity, Decision-making

Optimalisasi Budaya Sekolah Dalam Meningkatkan Perilaku Ramah Lingkungan Hidup di SMP Negeri 1 Lasem

Character is an attitude or behavior that is owned and attached to a person's personality. School as a place of learning and education can be used as a place to instill character in students. Through instilling school culture, it is hoped that the character of students can be formed. The problems at SMP Negeri 1 Lasem regarding the cultivation of this character are not optimal. Originally the person in charge of the character of the students was the 7K Team (Beauty, Discipline, Cleanliness, Health, Tidiness, Shade and Family) which consisted of 7 people. The reality that happened in schools was not optimal in enforcing 7K. The main cause was that the 7K team lacked cooperation in carrying out their duties. To overcome this, the school formed a School Culture Team consisting of 12 teams. The twelve teams include: Quality Culture Team, Healthy Culture Team, Clean Culture Team, Green Culture Team, Safe Culture Team, Religious Culture Team, Nationalist Culture Team, Independent Culture Team, Mutual Cooperation Culture Team, Integrity Culture Team, Discipline Culture Team and Literacy Culture Team. Each team has a program set out in the Guidebook. All programs are implemented and reported and evaluated. Coordination between teams is carried out routinely in each semester. The existence of this team was able to help shape the character of SMP Negeri 1 Lasem students in increasing environmentally friendly behavior to become more optimal. Furthermore, the final goal can be achieved, namely the formation of a school culture with character by realizing environmentally friendly behavior in schools.

Reproductive Biology of Pterocaesio tile (Cuvier, 1830) in Supporting Responsible Fisheries Encircling Gillnet

Pterocaesio tile are generally caught by encircling gill nets using the schooling behavior of these species. The purpose of this study was analyze the biological reproduction of P. tile which induced sex ratio, gonadal maturity level, gonadal maturity index and size at first maturity. Data collection was carried out from October to December 2022. The data collection method was conducted using experimental fishing methods by operating unit gill net with mesh size of 1,75 and 2,0 inch. Fish samples of each actual fishing were measured total length and weight, dissected to determine sex, measured gonad weight and determined the level of gonadal maturity. The results showed that the sex ratio of male fish was higher than female fish. The GML phase is in phases I-V where the immature gonads are more dominant than the mature gonads, the GSI increases as GML increases. The size at first maturity for males is 20.6 cm and 18.6 cm for females.

CHARTING (CHILDERN SMART ANTI SUNTING): INISIASI GERAKAN GENERASI EMAS BEBAS STUNTING DAN PENINGKATAN KESEHATAN MASYARAKAT

The prevalence of nutritional problems among elementary school children in Indonesia is still high and prevalent. One of the nutritional problems, namely stunting, is caused by infectious diseases due to lack of Clean and Healthy Behavior (CHB). This service aims to provide education on various stunting prevention measures to create a stunting-free golden generation and improve public health. The sample used were elementary school children with a total of 67 children in 3 different schools with different activities. The implementation method consisted of several stages, namely, planning, field action in the form of socialization and demonstration, and the provision of pretest and posttest. The outcome of this activity is the improvement of knowledge and skills related to CHB as a prevalence of stunting nutritional problems measured by a questionnaire instrument (pretest and posttest). From this service, the community can provide education on anti-worm medication for children, the use of magnetic boards with replicas of various food examples and picture cards as learning media, the culture of consuming additional food besides daily staple food, and forming a clean lifestyle through dental, oral, and hand hygiene. The description of the data results based on the average pretest and posttest in the three sample schools shows an increase in knowledge related to nutritious and non-nutritious food and Clean and Healthy Behavior (CHB) in schools from 83% to 93% and Provision of Supplementary Feeding for School Children PMT-AS also increased from 82% to 100%.

Edukasi Perilaku Hidup Bersih Dan Sehat Untuk Siswa Sekolah Dasar Di SDN Mayangan 1

Clean and Healthy Living Behavior (CHLB) is a set of behaviors to strengthen the habits of a person, group or community to care about and prioritize health to create a healthier and quality life. In schools, this activity is practiced by students, teachers, and the community in the school environment, so that they can independently improve health, prevent disease, and play an active role in creating a healthy environment. This activity was carried out in the framework of socializing and increasing knowledge about Clean and Healthy Living Behavior (CHLB) in schools, especially for students so they can practice clean and healthy living behaviors, and play an active role in creating healthy schools. This community service activity is carried out by directly educating students at SDN Mayangan 1. The implementation of this activity is in line with the aim of increasing elementary school students' knowledge about clean and healthy living behaviors as well as increasing students' experience and abilities. in counseling. Clean and healthy living behaviors at school that students can do include washing hands with soap, consuming healthy food, exercising, and disposing of trash in its place. By providing education and instilling knowledge about clean and healthy living behaviors from an early age, it will make it easier for students to implement and remember them, and then become a daily habit at school.

Effects of Application of Technology on Student Discipline in Public Secondary Schools in Nakuru County, Kenya

High standard of discipline amongst students is not only important in ensuring excellent academic performance, but it also guarantees success in the achievement of other school activities and ensuring sustainable development and instilling of good moral standards amongst students. It is worrying to note that the challenges of managing student discipline in secondary schools in Kenya are pervasive and constant. Different discipline management techniques have been used in schools, but the majority of them fail. This study was designed to investigate the effects of using technology to manage student behaviour in public secondary schools in Nakuru County, Kenya. The study’s goal was to determine how the use of closed-circuit television (CCTV) affected student behaviour in public secondary schools in Nakuru County. The theory of Reasoned Action provided the study’s direction (TRA). Explanatory sequential design, specifically mixed method research design, was employed. The target populations for the study included 579 teachers and 11,412 students, respectively. The sample population for the current study was composed of ten public secondary schools. Five of the schools have installed all of either of the four technologies, while the other five schools do not use technology in discipline management. The study compared the scores of the two categories of schools in regard to several disciplinary parameters. The sample size was 270 participants. Both questionnaires and interviews were used to gather data. Experts from the Department of Educational Management at Kenyatta University determined the validity of the study tools. Reliability was established using the test-retest methodology. Thematic analysis was used to analyse qualitative data, which was then presented narratively. Through descriptive analysis, specifically using percentages and averages, quantitative data was examined. Inferential statistics included regression analysis and analysis of variance (ANOVA). Quantitative data was presented in tables and charts. Results indicated a positive correlation between the independent and dependent variables. It implies that the more schools implement CCTV technologies, the more discipline can be managed effectively

Mother’s Parental Psychological Flexibility and Children’s Self-reliance Behaviors in Chinese Primary School: The Mediating Role of Resilience

Mother’s Parental Psychological Flexibility and Children’s Self-reliance Behaviors in Chinese Primary School: The Mediating Role of Resilience

Escape Addict: A digital escape room for the prevention of addictions and risky behaviors in schools

Preventing addictive behaviors among teenagers is a crucial mission of public health organizations and public education institutions. However, it is chal-lenging to design effective and portable interventions for classroom settings. This research evaluates the effects of a novel classroom intervention called Escape Addict. Escape Addict is a digital escape room learning activity that aims to prevent, and raise awareness of, addictive and risky behav-iors. We conducted a controlled field experiment with 10 classes surveyed before (N = 202 pupils) and after (N = 199 pupils) the intervention, as well as 20 semi-structured interviews. Our results measured three weeks after the intervention show that Escape Addict significantly increased knowledge by 10%. Escape Addict also enabled pupils talk about addictions and risky be-haviors. The intervention had no major effect on risk perceptions and other behaviors. However, Escape Addict had heterogeneous effects. For instance, those pupils who enjoyed the intervention more, played fewer video games afterwards. Also, the effect on knowledge acquisition was stronger for pupils with higher educational achievement. Gender had limited effect. Our find-ings provide overall support that digital escape rooms represent interesting platforms to convey prevention messages in a compelling way.

Knowledge Sharing as Media of Proactive Personality to Influence Teachers' Innovative Work Behavior

Teachers must implement and improve innovative work behavior to maintain educational professional development and school organization. This study aims to analyze the influence of a proactive personality on teachers' innovative work behavior by considering the mediating role of knowledge sharing. The method used in this research was a quantitative survey. Data were collected through questionnaires distributed to 194 private elementary school teachers and analyzed using a Partial Least Square (PLS) approach, a Structural Equation Modelling (SEM) technique. The result shows that proactive personality and knowledge sharing significantly influence innovative work behavior. A proactive personality also has a significant influence on knowledge sharing. And the important finding of this research is knowledge sharing as a mediator of proactive personality to innovative work behavior. Thus, the study's findings can be used to develop a strategy to increase teachers' innovative behavior in schools by creating teacher knowledge-sharing activities and enhancing their proactive personality traits.

Convivencia escolar as a practice of in/exclusion in Chilean schools

ABSTRACT The construct of convivencia escolar (CE) has multiple meanings, some reduce it to school life without conflict and a punitive management of indiscipline. The purpose of this mixed-methods study was to describe, understand and compare the meanings of CE and the procedures involved in school norms used to regulate students’ behaviours in Chilean schools with high and low levels of punitive exclusionary practices (PEP). Schools with higher levels of PEP were mostly low-SES/municipal schools, with low academic achievement and school climate. Qualitative content analysis of schools’ norms showed that schools with high levels of punitive practices constructed a sense of schooling as a way out of poverty through high discipline and values of respect and responsibility. Schools with low punitive practices pursued community values but had previous selection processes. We argue that in both cases, educational inclusion/exclusion is construed by reproducing social class segregation.