Changes In School Organization Research Articles

The determinant factors of school organizational change in Madura, East Java, Indonesia

<span>Organizational change is a phenomenon that must be faced and carried out by every individual in the organization to achieve organizational goals. Embodiments of organizational change often occur not because it suits the needs of the organization but because of personal interests and power. This study aimed to determine the main factors that can create change, namely the relationship of leadership and political pressure of school principals that influence organizational change in the Public Secondary School in Madura, East Java, Indonesia. This research used a quantitative approach to survey methods. Based on the achievement of its objectives, this study included causal explanation research, the analysis of this study using Structural Equation Modeling (SEM) and a sample of about 650 people collected from 1000 respondents taken from 130 schools through probability sampling techniques using AMOS software. The results showed that the leadership and political pressure of regional heads were the main factors of organizational change at SMPN (Public Secondary School) in Madura, East Java. Organizational Change depends very much on the role of the political pressure of the regional head through education policy, as well as the role of the principal's leadership in running the wheels of the organization so that the school's goals can be achieved. This study also showed that the principal's leadership as an intermediary variable from political pressure shows no influence because the political pressure of the regional head is directly related to organizational change.</span>

Change of School Organizations

the purpose of this study is to describe organizational changes, changes in school organizations and the meaning of changes in school organizations. This study uses a literature review study method with content analytic analysis techniques. The results of the analysis show that schools have three basic links, namely: Input - transformation process - output - (outcome). The internal and external environments that affect the three basic links are also connected. Changes in school organization are caused by government intervention, societal values, technological and scientific developments, administrative processes and meeting the needs of employees. Schools cannot resist change. Any change in its form makes the school organization more adaptive, manages change, empowers internal and external potential so that school excellence becomes the aspiration of the institution.

ENHANCING AN ORGANIZATIONAL CHANGE: AN ANALYSIS OF FACTORS AFFECTING CHANGES IN SCHOOL ORGANIZATIONS

Organizational change is a phenomenon that must be faced and carried out by every individual to achieve organizational goals. Organizational change is required by every organization to maintain its existence amid competition and as a tool to achieve organizational goals. In addition, organizational change aims to improve the performance to be better. This study aims to create changes in school organization by analyzing the factors that influence better organizational change. This study was qualitative research which analyzes literature reviews related to organizational change. Considering the data analysis, this study used library research to examine the literature related to organizational change. This research was conducted on research results, library books, documents, and information contained on the internet. The data collected in this study were analyzed qualitatively by considering the research objectives. The results showed that the changes in school organization were caused by political practices, organizational learning, organizational culture, and principal leadership. The results showed that the changes in school organization were caused by political practices, organizational learning, organizational culture, and principal leadership. Therefore, leadership greatly influence the factors that can bring about organizational change.

Principal's Leadership on Students’ outcomes

This study aims to explore, in a sample of Portuguese schools, if there is an impact of school leadership, particularly of the principal, on students‘outcomes. The study adopts mixed-methods, combining the analysis of national examination, questionnaire surveys (from LOLSO, Leithwood, Mulford&Silins, 2004), structured open-ended interviews and focus groups to the principals of 6 school groupings, heads of department, teachers and students. This study reports results from the interviews analyses of the principals, and the focus group of the head of departments and students. By means of content analysis, we make inferences from data to the context, providing knowledge and new insights on the object of the study. A preliminary analysis of data identifies some contradictions between what principals claim to do and the perceptions of heads of department and students in categories like Building a shared vision through the school project and communicating that vision; High performance expectations to students and teachers and Providing individual support (mainly in schools over 1000 students). In the interviews and in the questionnaires principals, head of departments and students say that the students‘outcomes promote changes in school organization and in the leadership practices of the principal.

P-866 - The whole school approach for enhancing childern's mental health in Pakistani schools

Background Whole -school approach is a mental health promotion program in schools, which will provide a framework for mental health promotion in Pakistani schools. Objective To find out Pakistani teacher's perception of whole - school approach to guidance and its practice. Place and Duration of the study Trainings were held at department of Psychiatry, PIMS in collaboration with British council, THET, federal directorate of education and Kings College, London. Tenure of both training workshops was four days each from 6th Apr - 13th Apr 2011. Design & Method This study involving 58 (Male & Female) teachers. Data was collected with the help of Pre and post - tests for the assessment of their knowledge regarding mental health and whole school. Study design is comparative descriptive. Results were then computed by using percentages to compare the knowledge of participants before and after receiving trainings. Results Results revealed an overall mismatch between teachers’ beliefs about a whole-school approach, childhood mental health problems and their perceived school reality and mental health issues. A whole-school approach was not seen as practiced in majority of these schools. Conclusion Whole school approaches encompass how to use school policies, systems and structures to create an environment that promotes mental wellbeing. Reference Butler, H., Bond, L., Glover, S. & Patton, G. 2001, ‘The Gatehouse Project: Mental health promotion incorporating school organizational change and health education’, in Mental Health Promotion and Young People: Concepts and Practice.

Research on school organizational change and its impact on organizational effectiveness with organizational citizenship behavior and organizational culture as mediators

The primary purpose of this research was to verify the impact of a school's organizational changes on organizational effectiveness. The research object was a university of science and technology in Taiwan with organizational citizenship behavior (OCB) and organizational culture as the mediating variables. Convenience sampling was adopted to get samples from the population. SEM was used to verify the goodness-of-fit of this research's overall model and its structural model and measure model. Then, aiming at the path coefficient among the “implicit variables” (or called latent variables) of the structural model the Sobel Test was conducted with the maximum likelihood estimation (MLE) to examine whether the direct effects, mediating effects, and overall effects of the model was significant. The research results showed that the impact of organizational effectiveness by the school organization change has an “insignificant” direct effect and a “significant” mediating effect. Mediating effect was shown through the two mediators, “organizational citizenship behavior” and “organizational culture”.

Escola em meio rural: uma escola portadora de futuro?

This article synthesizes the problematic, the methodology and the main outcomes of a research work, undertaken for almost twenty years, in rural schools and communities, of the Northeastern Alentejo, in the South of Portugal. The rural school is seen as much more than a mere education institution, rather as an important local node for the promotion of the communities. It is this way of participation of school in the development of the communities that is considered to be able to extend the possibilities of its transformation and of innovation of its pedagogical practice. In one ethnographic kind of research, enhancing the “being inside” of the intervention, as the researcher’s personal and professional landmark, conclusions are drawn about the impact of a long term project in rural communities, in four areas. In the changes in school organization, since it tests the school model and the forms of pedagogical organization that support it, given the more intense relationships that were intended to be established with the community. In the children’s education and experience dimension, enriched by the diversity of ages and school levels in the educative process, by the participation of other actors in this process, beyond the teachers and, mainly, by the confrontation between local culture and school culture. In the scope of animation and local development, as the school practices contributed to a process of identity reconstruction in the rural communities, having school, on the other hand, integrated partnerships for the solution of problems, such as of the social support to the elderly, or for the creation of services, such as communitarian museums or centers. Finally, in the area of the teachers’ training and professional development, gradually stressing the social component of their work, helping to reconstruct the meaning of this work and the development of competences in a cooperative process of training with the peers and in a network of schools and communities.

Timeless and Timely Advice: A Commentary on “Consultation to Facilitate Planned Organizational Change in Schools,” an article by Joseph E. Zins and Robert J. Illback

This commentary on Zins and Illback's (1995) article, Consultation to Facilitate Planned Organizational Change in Schools, argues that the authors provided a solid foundation for well-planned, proactive, sustainable, internally-driven systemic change in schools that has yet to be widely realized. Their school organizational change model and more recent change models provide guidance for realizing a change from an individual, remedial focus to a population-based and preventative practice.

Strategic Relationship Management in School Public Relations

Research supports the need for schools to operate as professional learning communities fueled by a supportive accurate understanding of collaborative relationships among school stakeholders. These relationships are necessary to build trust and foster discourse focused on improved teaching and learning practices and increased student achievement. This article posits the strategic relationship management process as a theoretical framework for the development, nurturing, and sustaining of meaningful relationships in learning organizations. Strategic relationship management process encompasses the development of a relationship portfolio strategy, partnering engagement process, and evidencebased ongoing assessments to quantify program outcomes and, ultimately, accelerate and sustain school organizational change toward learning communities.

Inclusive education in accelerated and professional development schools: a case-based study of two school reform efforts in the USA

This case-based study of two school reform efforts in the USA examines how the process of inclusive education works for SEN students and the extent to which these students and their teachers feel as though they are an integral part of school reform. At its heart, this study focuses on three central questions. Do the philosophy, process, practices and organizational structures of these school reform movements promote inclusion for all students? What is the impact of the schools' practices and principles on individual students? What conditions and contexts best promote inclusion, and which ones act as barriers to successful inclusion? The schools in these two school reform movements provide powerful examples of how changes in school organization, climate, curriculum and instructional strategies build on the strengths of students, staff and community to create optimal learning results for all students. In this study, the perception of pedagogical and political ‘gaps’ between school effectiveness reform agendas and inclusive education reveal a narrow, rational-technical view of reform. The hope for the future is that the growing efforts in support of inclusive education within the broader socio-political and constructivist school reform movements, exemplified by the schools in this case study, will become an influential counter-force for social justice and disability-rights' action in schools everywhere.

Caring to Try: How Building Students’ Developmental Assets Can Promote School Engagement and Success

Both a sense of belonging and a belief in their own competency seem to be missing from the school experiences of disengaged, underachieving students. Building students’ developmental assets is a promising practice for reconnecting students and supporting achievement. Looking at schools through an assets lens can promote concrete changes in school organization, curriculum and instruction, cocurricular programs, support services, and community partnerships that make the whole environment more conducive to great teaching and learning.

Changing Teachers’ Work: The “Reform” of Secondary Schooling

Changing discourses for new times changing teachers' work -structure, culture and agency changing framework, changing systems changing what teachers teach changing how teachers teach changing patterns of association changing pace of work changes in accountability changes in school organization and management changes in teachers' professional development conclusions.

Fragile Changes, Sturdy Lives: Implementing Authentic Assessment in Schools

This study examines data from four schools that struggled to develop and implement authentic learning and assessment over a 3-year period. The study begins by identifying the factors that were significant in the schools' attempts to implement this pedagogical change. The identified factors serve as a frame for a broader discussion of why changes in the core technology of teaching and assessment are so difficult and how they differ from changes in school organization and governance.

Cooperative Learning and the Organization of Secondary Schools

ABSTRACT This article describes the inter‐relationship between school organization and classroom instructional style. Two distinct models of school organization, the bureaucratic and open‐systems models, are characterized in terms of three major dimensions of school life; a. the behavior of administrators, teachers and students, b. work design and tasks, and c. space‐time allocations. It is shown that the bureaucratic model of school organization parallels, and sustains, the traditional whole‐class method of teaching in all of the three dimensions. An open‐systems model of staff organization at the school level is required to sustain an alternative form of classroom instruction such as cooperative learning. The approach presented here emphasizes the inter‐relatedness of all three dimensions of schooling at the organizational and classroom levels. It also claims that the implementation of genuine instructional change, that entails new patterns of interpersonal relations in the classroom, is contingent upon similar changes being made at the level of the school as an organization. Lack of attention to school organizational change may explain why efforts at changing instruction at the classroom level frequently fail to yield results.

A Lesson Plan Approach for Dealing with School Discipline

eaching school poses no more formidable challenge than managing student behavior. Over the years, a cavalcade of devices has been marshalled by educators to discipline unruly students. Sometimes with inspiration, often times in desperation, teachers have resorted to a wide assortment of discipline methods-ranging from the hickory stick and dunce caps to bribery and capitulation. Whatever the tactic, it has not completely tamed the land of unsavory behavior. Teacher remedies for discipline problems today can be grouped into two categories. One can be labeled reactive discipline. A fly-by-the-seat approach, it is the most common form of discipline used in the public schools. Teachers react when infractions occur by deciding what to do on the spot to handle them. Misbehavior is not anticipated; nor is the response planned to deal with it. With reactive discipline, similar behavior outbursts merit different reactions depending on the individual student. By dealing with problem students on an individual basis, teachers demonstrate an inconsistency that undermines their credibility and authority. Presently, teachers resort to a mixture of reactive practices, most varying from dayto-day, from student to student, and from circumstance to circumstance. Reactive discipline is improvisation and impromptu classroom management. It is a form of free-lancing which may work fine in show business but is fraught with hidden dangers in dealing with aberrant children. An approach that offers better prospect for success is a proactive design of classroom management. Proactive discipline is predicated on the necessity for forethought, anticipation, preparation, and consistency with regard to teacher behavior and the consequences occasioned by student misbehavior. It is a system approach to discipline problems. Like any system, proactive discipline consists of components that can be learned. It rests on the belief that the surest road to resolving classroom management problems is through the establishment of a comprehensive system that can be activated when problems arise. Several excellent proactive discipline systems have been developed for teachers and schools around the country. These include Canter's Assertive Discipline, Glasser's Reality Therapy, Gill and Heller's Diagnostic Discipline, Duke's Systematic Management Plan, and Alschuler's Social Literacy. Most of these discipline plans argue for changes in school organization. Furthermore, they urge that the entire school staff follow the same discipline format. Admittedly, a system-wide discipline plan enjoys the best chance of success since it would reduce inconsistencies in teacher management techniques and lead to collaborative efforts on the part of all educators. A systemwide approach, however, may not be realizable in many schools. While system-wide discipline plans have been implemented around the country, they have not been without problems. It is exceedingly difficult to convince all educators to adopt lock, stock and barrel a single system of school discipline. The reason is that schools differ, classrooms differ, and so do teachers and students-making the typical school heterogeneous and unsusceptible to a uniform discipline approach. Many teachers can be expected to feel uncomfortable with a mandated set of rules that cir-

Replacing Cascades with Supported Education

Twenty-five years ago, Dunn (1968) described a progressive plan to improve special education for students labeled as “slow learners” and “educable mentally retarded.” This blueprint for change contained many recommendations that ring consistent with some of today's calls for educational reform, except for his exclusion of students with severe disabilities from these recommendations. Dunn even used the terms “support” and “neighborhood schools,” as well as calling for changes in school organization and espousing an ecological approach. In this paper, we set forth the basic tenets of his blueprint for change while adding current extensions and giving justifications for broadening the applicable population of students to include those with extensive support needs.

Middle Level School Reform: The Rhetoric and the Reality

This article examines the development of junior high and middle level education since the early 1900s, with a special focus on the rhetoric of reform and the reality of practice. Although reformers have consistently focused on the developmental needs of early adolescents, greater success has been achieved in bringing about changes in school organization than in obtaining substantive changes that lead to developmentally responsive curriculum and instruction. Meeting the unique needs of early adolescents continues to be the compelling argument for middle level school reform. Successful reform requires that middle level educators become more knowledgeable about early adolescent development, successful middle level programs and practices, and current middle level research; take appropriate steps to ensure that implemented programs are functioning as intended; become more aggressive advocates for early adolescents and their schools; and take advantage of current reform initiatives to increase funding and support.

Restructuring Secondary Social Studies: The Association of Organizational Features and Classroom Thoughtfulness

Faced with the remarkable absence of thoughtfulness in U.S. classrooms, some proponents of school restructuring have argued that innovative organizational structures are needed to assist teachers in their efforts to improve the thoughtfulness of classroom practice. Building on previous studies of the general relationship between organizational features and the promotion of classroom thoughtfulness, this analysis presents an in-depth analysis of four secondary social studies departments that made structural changes in school organization while also placing an emphasis on promoting higher order thinking. This analysis suggests that although innovative organizational structures in and of themselves are generally not associated with higher levels of classroom thoughtfulness, innovative organizational structures, in specific contexts, have been positively associated with classroom thoughtfulness. Among the four departments studied here, certain organizational structures, when combined with clear curricular emphases, did appear to be associated with higher levels of classroom thoughtfulness.

Preface

This study on "Educational Planning and Secondary School Reform in Italy" is concerned with planning and research in vocational-technical education; the relation between the acquisition of specific skills, and scientific and technical progress is dealt with explicitly as a problem of special relevance. In every case planning in education is premised on particular assumptions about technological development that serve as direct justification for changes in school organization. A paramount question in this regard is whether the evaluations of technical and social development in Italy upon which education planning is based, are borne out empirically. The basic postulates for the expansion of educational institutions, worked out in a period of intensive economic growth (1), must be measured against the results of an analysis of job structure, as well as of pilot experiments in educational planning oriented toward the actual use of acquired skills in the labor process. In addition to these results and their consequences for the school system, in this investigation we shall also draw on studies that have developed approaches to raising general technical competence above the level regarded as strictly necessary and to reorganizing labor in a way implied by such progress.

Internal Organization of Schools and School Systems

THIS SECTION summarizes studies which included organizational features at both elementaryand secondary-school levels. Chapters 2 and 3 of Part II of the Forty-Fourth Yearbook of the National Society for the Study of Education (34) dealt with Changes Needed in School to Provide for Special Groups and Internal of a Local School System. The treatment in the first of these chapters was built around: (a) provisions for the care and training of preschool children, (b) provisions for exceptional children in the regularly organized schools, (c) problems of school organization resulting from migration, (d) children and youth in rural and sparsely settled areas, (e) changes in school organization needed to provide educational opportunities for adults, and (f) the organization of vocational education for youth and adults. Chapter 3 is addressed to the Organization of Services and Staff and the following four questions relating to internal organization: (a) Should the local school organization include a nursery school? (b) Should the elementary school be divided into a lower unit and an upper unit? (c) Should grades seven and eight be included in the elementary school or in the secondary school? (d) Should grades thirteen and fourteen be included in the secondary school? Little (25) completed a survey of the number, distribution, age-grade status, and attendance of Spanish-speaking children in Texas in which he found that there were 260,759 school-age children of Latin-American descent in Texas. This number was 20.4 percent of the total white scholastic population in 1942-43. Spanish-speaking scholastics were found in 238 of the 254 counties in Texas. Only 53 percent of these children, aged six to seventeen, inclusive, were enrolled in school and 68 percent of those enrolled in the public schools were in the first three grades. Quigley's (42) study to determine the extent to which the public and Catholic schools in Pennsylvania were providing an adequate health program showed that daily health inspection fell far below accepted standards. Periodic medical examinations and health services were found to be ade-