Effective School Management Research Articles

Quality management strategies for educational institutions: Promoting excellence in teaching and learning

The aim of this study was to investigate quality management strategies in educational institutions, with an emphasis on promoting excellence in teaching and learning. It was assumed that quality in education is fundamental for the academic and personal development of students. Therefore, the research focused on how institutions can achieve and maintain high standards of quality. The methodology employed in this study involved a literature review that addressed theories and practices related to quality management in educational contexts. Theoretical references and case studies were considered to identify effective strategies for promoting quality. Quality in education, which goes beyond the transmission of knowledge, is a global concern. Quality management in education is a dynamic process that requires commitment and collaboration. Effective school management is crucial for promoting quality education. The implementation of a Quality Management System (QMS) is essential to ensure equitable and high-quality education. Quality management in education is an investment in the future.

Managing Staff Diversity for Effective Secondary School Management in Delta State, Nigeria

This study investigated the management of staff diversity for effective management of secondary schools in Delta State. It was a descriptive survey. The population consisted of all Delta State high school principals. A sample of 250 respondents (150 men and 100 women) was selected. The study was guided by two research questions and two hypotheses. A researcher-designed instrument called the Employee Diversity Management Questionnaire (EDMQ) was used to collect data. The instrument was verified by experts. The reliability index determined for the instrument using Cronbach Alpha was 0.78. Mean and standard deviation were used to answer the research questions, while the Z-test was used to analyze the hypotheses at 0.05 level of significance. Among other things, the findings of the study revealed that there are certain strategies for managing age and gender diversity for effective management of public secondary schools and that both male and female school principals do not differ in their strategies for managing age and gender diversity. Based on the findings, it was recommended, among other things, that the government formulate policies to guide school administrators in managing diversity among teachers, and that the Ministry of Education and other relevant authorities organize training programs for school administrators.

Assessing the School Management Decision Practices: Insights from the Policy Provisions

This study investigates the management decision-making practices of community school management in Nepal, focusing on the policy perspective. An analytical approach has been used to analyze the information. The authors conducted a comprehensive review of the school education policies that pertain to school management decision-making practices. The authors analyzed the policy requirements on community school management decisions and practices. According to the policy provisions, the school head teachers, school management committee (SMC) members, and teachers' representatives are actively engaged in management decision practices. This study reveals that the head teacher and school management committee hold the authority over important aspects of school management decision-making, such as teacher recruitment, school development planning, and teaching learning activities. The role of local government has crucial in the overall development of community schools in Nepal. Implementing effective school management practices can greatly enhance the development of the school and ensure the delivery of high-quality education. In this context, the authors emphasized the importance of harmonizing management practices to ensure effective decision-making and encourage active participation, ultimately leading to improved school administration.

Parent–school-community relationship: a comparative study of highly effective schools and schools with low effectiveness in Andalusia

When studying an educational system, the relationship between school and parents is one of its most important components. The literature shows that highly effective schools demonstrate good parent–teacher relationships, while schools with low effectiveness are generally characterised by a lack of good parent–school linkage. The purpose of the research carried out in this article was to identify the differences between parent–school relationships in highly effective and less effective primary schools in the autonomous community of Andalusia. Twenty-five interviews with members of management teams from both types of schools were analysed in order to understand the existing school reality. The results obtained show that parental involvement, parent–school communication, the perceived needs of the parents, the parent–teacher association, the relationships with entities of the educational community and parental complaints about the school are all factors that contribute to differentiate parent–school relationships between highly effective schools and schools with low effectiveness. The conclusions reached reveal that highly effective school management teams perceive greater involvement of parents and better parent–teacher association functioning. However, the people in the schools with low effectiveness highlight the complaints they receive from parents and the needs they present.

SINERGI MANAJEMEN DAN PENDIDIKAN: Model Pembelajaran yang Menunjang Potensi Siswa

Effective education in the digital age requires synergy between school management and education to break the 'one-size-fits-all' paradigm. This study aims to analyze the implementation of potential-based learning models at SMPIT Al Qalam Kendari. In the context of Islamic Religious Education, this study particularly highlights the need for a learning approach that not only prioritizes religious knowledge, but also fosters students' emotional, spiritual, and social intelligence. By assessing educational practices that are often monotonous and unable to accommodate the diversity of students' potential, this study examines how innovative and potential-based learning models can overcome the gap between potential and learning outcomes achieved. Effective school management synergies are needed to support these didactic innovations, empower teachers with relevant competencies, and ensure that student-centred learning achieves holistic educational goals. This model is expected to make a significant contribution to developing students' potential as a whole and sustainably.

Survey of Nigerian Secondary School Principals’ Educational Innovation and Leadership Behaviour: Implications for Effective School Management

The Nigeran education system at various levels has witnessed a lot of setbacks in the recent past due to the economic hardship meted on the school administrators. This economic hardship resulted from several factors of which the emergence of coronavirus in late 2019 was a part. This situation has brought a lot of drastic negative changes in the school administration in Nigeria and beyond. Moreover, it is worthy to note that the school's development revolves around the principal who is a major determinant of effective school administration. Thus, the principal's involvement in exhibiting leadership qualities and behaviour is a key element in deciding if the school is successful in attaining its objectives. However, there is a dearth of research on the level of educational innovation of school principals in the Nigerian context. Therefore, this research explored the association between principals’ educational innovation and their leadership behaviour for effective management of schools. This research adopted cross-sectional correlational survey research using a sample of 250 secondary school principals. Innovation and leadership behaviour questionnaires were used for data collection. Data analysis was conducted using regression analysis. The findings of the study revealed that principals' leadership and work behaviours significantly predict their educational innovation. The implication of this is that a principal without good leadership and work behaviours will not be able to exhibit quality educational innovation for the management of schools. The researchers, therefore, recommend that secondary school principals should be properly trained through in-service training to be able to acquire good leadership and work behaviours that are healthy for effective school management.

Perceived Influence of Nigeria Union of Teachers (Nut) Activities on the Management of Secondary Schools in Benue State

This study investigated the perceived influence of Nigeria Union of Teachers (NUT) activities on the management of secondary schools in Benue State. Two specific objectives with corresponding research questions guided the study and two hypotheses were formulated and tested at 0.05 Alpha level of significance. The study adopted a survey research design. The population of the study is 4888 secondary teachers of all the 301-government grant aided secondary schools in Benue State. The sample size is 370 gotten by the use of Taro-Yamane formula. Multi-stage sampling procedure was used for the study. The instrument used for data collection is a structured questionnaire title “Trade Union and Management of Secondary Schools Questionnaire” (TUMSSQ) developed by the researcher. The instrument was subjected to face and content validation by three experts, two of which are Educational Administration and one in Measurement and Evaluation. Cronbach Alpha Statistic was used to determine the internal consistency of the items of the instrument and an overall reliability coefficient of 0.91 was obtained. The data collected were analyzed using Mean and Standard Deviation to answer the research questions and Chi-Square Goodness of fit-test to test the null hypotheses at 0.05level of significance. Findings of the study revealed that trade unionism have positive significant influence on teachers productivity and teachers welfare in the management of public secondary schools in Benue State, Nigeria. Based on the findings of the study, it was recommended among others that; members of Nigerian Union of Teachers (NUT) should ensure the establishments of a functional staff development centre that would constantly organize seminars, workshops, conferences and correspondence course purposively geared towards improving teachers pedagogical skills for effective school management. Also, members of Nigerian Union of Teachers (NUT) should encourage regular payment of salaries, regular payment of teachers promotion arrears, fringe benefits and special bonuses as this would further enhance teachers classroom participation for an enhanced school management. Furthermore, NUT Benue State Branch should do more to pressurize the government of Benue State to constantly improve teachers’ welfare services, regularize payment of teachers’ retirement benefits in Benue State.

Financial Management Challenges Heads of Schools Experience in Public Secondary Schools in Mbeya Rural District, Mbeya Region, Tanzania

Tanzania has decentralized financial management decision-making to school leaders and their communities. Management of financial resources is essential for the expansion of the skillful and resourceful use of finances in educational institutions. Financial management is the fundamental element on which the success of any organization depends. Where management is weak, success is hard to ascertain. This study explored the financial management challenges heads of schools experience in public secondary schools in Mbeya rural district. The data were collected from 66 respondents using questionnaire and interview guide. The study used simple random sampling and purposive sampling techniques. The quantitative data were analyzed using Statistical Package for Social Science (SPSS ver. 20) and qualitative data were analyzed through content analysis. The study results revealed that, heads of public secondary school face common challenges particularly on budgetary, school accounts, financial reviews, financial accountability and financial recordings which in one way or another reduce work ability and responsibility. The study recommends that, heads of schools should be given full mandate on utilization of capitation grants and other funds, management workshops should be conducted to both heads of schools and teachers, and also there should be a need of organizing regular parental meetings to curb managerial financial challenges facing heads of schools on provision of quality education in public secondary schools. The government should lay down a policy on managerial skills training for the newly appointed and continuing heads of schools as this will enhance effective school management, hence better attainment of school goals and objectives.

Infrastructural Facilities and Supervision: Strategies for Effective Management of Nursery Schools in Ika North East

This work focused on the infrastructural facilities and supervision of instruction as strategies for effective management of nursery schools in Ika North East Local Government Area of Delta State. The research design was ex-post-facto. In carrying out the research 180 teachers were selected from 20 nursery school. The instrument used for eliciting information from the respondents was questionnaire titled strategies for effective management questionnaire (SEMQ). The statistical tool employed was the chi-square. Some of the findings of the study revealed that adequate infrastructural facilities lead to effective management of nursery school, effective use of infrastructural facilities lead to effective management of nursery schools and adequate supervision of instruction leads to effective management of nursery schools. The researcher recommended that adequate infrastructural facilities should be made available in schools, because these facilities help to make learning easy and significant, promote meaningful teaching and learning and consequently, promote the standard of education in the country and there should be adequate supervision of instruction in both public and private nursery schools with a view to improve the management of schools.

Does the sharing of leadership increase the coherence of a school's instructional framework?

PurposeExisting research suggests that organizational learning, jointly implemented by principals and teachers may reduce agency risks and improve school management effectiveness. However, research investigating how this process occurs is lacking. The relationship between school leaders promoting the involvement of teachers in school-wide processes focused on instructional improvement and the coherence characterizing a school's instructional program remains unclear.Design/methodology/approachThe authors identified shared instructional leadership and instructional coherence, as two key variables describing the process of organizational learning and the outcome of agency risk reduction. The authors employed hierarchical linear modeling to test the hypothesis that shared leaderships positively predicts differences among schools in instructional coherence.FindingsBased on a sample of 113 public high schools selected from a U.S. Midwestern state, the results confirm the hypothesis.Research limitations/implicationsThis study uses the existing theoretical and empirical findings to interpret the potential relationship between shared leadership and instructional coherence, and validates it through empirical data analysis. The findings expand the understanding of the shared leadership theory. Although the design of this study is strictly based on theoretical and empirical findings, and part of the purpose of the research is to find the reasons why shared leadership seems to be insignificant in some countries and regions, readers should still note that the sample source is American schools. The findings of this study are worth examining with different samples in future studies.Practical implicationsSince the direct relationship between shared leadership and student standardized test scores has been difficult to measure, and in some countries even negative, there is debate about the need for shared leadership. The difficulty of measurement is caused by the diversity of leadership subjects and the complexity of leadership tasks. This study finds out the direct object of shared leadership and the process of exerting its effects, which will expand the understanding of the positive meaning of shared leadership. This will help different countries and regions better identify and play the role of shared leadership.Originality/valueBased on the combination of organizational learning theory, agency theory and shared leadership theory, the study modeled the process of collaborative organizational learning among principals and teachers. The study employed instructional coherence as a form of structured organizational learning that is a prerequisite for improvement in common measures of student learning such as standardized test scores. Do so provide practical guidance for educators seeking improvement through organizational learning.

The Application of Big Data Technology in Educational Management in Higher Education

Abstract In this paper, we first constructed a college education management system based on big data technology, clarified the system layout, analyzed the functional requirements of different personnel roles, and used the B/S development structure and mode to complete the layout and construction of hardware. Then, the evaluation model is established by using factor analysis and principal component analysis to calculate the eigenvalue, variance contribution rate and comprehensive score of each factor, and the evaluation index system is established. Finally, the effect of digital education management in colleges and universities is evaluated in terms of reliability, responsiveness, assurance and tangibility, and overall perceived quality. The scores of all dimensions are higher than 4, the student’s expectations are all in the range of 5-6.5, and the real perception is in the range of 4-5.5. Teachers’ expectations were in the range of 5-6 points, and their true perceptions were in the range of 4-5 points. Teachers and students are satisfied with the effectiveness of school management. This study has significance for educational reform as well as management upgrading in colleges and universities.

School management in early education centers in Ecuador

Introduction. Early Education Centers in Ecuador play a crucial role in providing quality education to children from 0 to 5 years of age, offering a range of services, including early childhood care, education, and nutrition, to ensure the comprehensive development of children. Effective school management is crucial to successful operation, involving the coordination and integration of various aspects of the center, including curriculum development, teacher training, assessment, and evaluation. Some challenges include poverty, malnutrition, limited access to resources, and inadequate infrastructure. However, the education provided in Ecuador's Early Education Centers ensures that all children have access to quality education, regardless of their socioeconomic background. Objective. Studying the impact of school management in early childhood education centers in Ecuador. Methodology. The methodology for conducting literature review research involves analyzing, synthesizing, and critically evaluating the existing literature on school management in schools. Below I provide a basic structure for describing the methodology of a literature review study: a. Define the scope and objectives. b. Selection of databases and sources of information. c. Inclusion and exclusion criteria. d. Search strategy, selection, and extraction of data. e. Analysis and synthesis of data. f. Presentation of results. g. Conclusions and recommendations. h. Bibliography. Results. The following results are presented: 1. Leadership and vision in school management. 2. Staffing and professional development. 4. Student assessment and evaluation. 5. Parent and community involvement. 6. Budgeting and resource management. Integration of technology in school management. 7. Legal and ethical aspects of school management. Conclusion. Effective school management is crucial to the success of early childhood education centers in Ecuador. The people who lead these institutions must develop an unclouded vision, set goals and objectives, and foster a positive school culture. This requires resources such as curriculum, staffing and professional development, student assessment and evaluation, parent and community involvement, budget and resource management, technology integration, and legal and ethical issues are important aspects of school management that must be addressed. General area of study: Education. Specific Area of Study: School management.

Rationalizing the Role of Teacher Leadership in School Development Towards Creative and Sustainable Development Framework

This research endeavors address the intricate interplay between teacher leadership and school development by formulating a robust and sustainable framework that optimizes the role of educators in propelling educational progress. The study encompasses an in-depth analysis of various dimensions, including teacher profiles based on age, gender, and years of teaching experience. Moreover, the research meticulously evaluates the teacher leadership attributes, intricately aligned with professional practice standards encompassing learner development, handling learning differences, cultivating an enriching learning environment, mastering content knowledge, adeptly applying content, skillful assessment techniques, meticulous instructional planning, effective employment of instructional strategies, dedication to continuous professional learning and ethical practice, as well as adept leadership and collaboration skills. This study further explores potential variations in teacher leadership attributes among different profile groupings. It also examines the extent of participation in school development, considering the active engagement in knowledge dissemination, curriculum enhancement initiatives, fostering teacher growth, and effective school leadership and management practices.

Profiles of teachers' classroom management style: Differences in perceived school climate and professional characteristics

Teachers are tasked with not only delivering high-quality, evidence-based academic instruction, but they are also responsible for managing student behavior within the classroom and school. To manage these behaviors, teachers can use a variety of strategies that result in a range of outcomes on student and school-wide functioning. Although an overreliance on punitive strategies has been shown to worsen behavior problems, positive strategies and social-emotional learning (SEL) techniques are associated with more favorable outcomes for students' global functioning. In a sample of K–12 teachers (N = 111), we examined direct associations between teachers' use of behavior management techniques (i.e., punitive, positive, and SEL) and their self-reports of perceived school climate. Furthermore, latent profile analysis was used to identify teachers' behavior management styles and evaluate whether teachers' characteristics and perceived school climate predicted behavior management style. Findings not only replicate previous research examining direct associations between behavior management techniques and school climate, but also extend the theoretical understanding of teachers' behavior management approaches. Three profiles of teacher behavior management style emerged, including a (a) Moderate Proactive profile characterized by frequent use of positive strategies and SEL techniques and infrequent use of punitive strategies; (b) Moderate Reactive/Proactive profile characterized by moderate use of both punitive strategies and positive strategies, as well as slightly lower use of SEL techniques; and (c) High Proactive profile characterized by very frequent use of positive strategies and SEL techniques and very infrequent use of punitive strategies. Use of these profiles may enhance understanding of how school psychologists can support teachers' behavior management practices through consultation or professional development to promote effective school and classroom behavior management practices.

The Effectiveness of School Program at SDN 21 Taluak, Kecamatan Banuhampu, Kabupaten Agam

The purpose of this research is to describe the effectiveness of school management at SDN 21 Taluak for the 2022/2023 academic year. The management of school activities is the aspects that researched. This research is descriptive qualitative research. The School principal, the teachers, and the committee of SDN 21 Taluak are the subjects. Techniques of collection the data through interviews, observation, and documentation. The data analysis technique that were used are data reduction, data presentation, and drawing conclusions. Credibility test with triangulation of sources and techniques were used to test the validity of the data.
 The finding showed that: 1) The school management in program planning has been implemented, but the involvement of the parental in the formulation of school plans is still low; 2) The school management in implementing the work plan has been implemented, but there are still program implementations that are not going through the plan; 3) In the terms of leadership the management of the school has been implemented, but the supervision to the principal is still low; 4) The school management in monitoring and evaluation has been carried out, but the program of supervision is still low.

LEADERSHIP MANAGEMENT IN THE CONCEPT OF TOTAL QUALITY MANAGEMENT IN INTERNATIONAL STANDARD SCHOOL

Strong leadership is the crucial foundation in creating an effective school management. Leaders in international schools in particular face different challenges because they must be aware of social and cultural contexts in Indonesia. Moreover, the leader must also understand the work ethics of teachers and staff who come from different countries to achieve total quality management in which supports the school organization. This study aims to provide a clear framework for leadership management in the context of international schools in Indonesia using qualitative research methods. The discussion in this study uses the results of observations by referring to the appropriate literature reviews regarding the strategies for achieving total quality management in schools. The result of the study shows that total quality management can be achieved because school leaders perform their roles, committed to their tasks, and responsible in making continuous improvements for the benefit of all stakeholders.

Teacher solidity in the digital age and its effect on the effectiveness of primary school management

<span lang="EN-US">Often an era affects a person’s lifestyle in attitude. The attitude of solidity in the digital age is questionable because of its role in the effectiveness of school management. Some other members still believe in contributing to its effectiveness. To overcome these confusions and doubts, research is needed to test whether solidity still plays a role in improving management effectiveness. The purpose of this study was to determine the effect of teacher solidity on the effectiveness of primary school management. Data were collected using quantitative methods. The data collection technique is to use questionnaires. The data were analyzed through Pearson product moments and t-tests. The results of the interpretation of research data showed that teacher solidity has a direct positive effect on the effectiveness of primary school management. The assessment of the results of the study emphasized that solidity cannot be ignored although it is still necessary to have the individual skills of teachers to face the digital age.</span>

The Implementation of School-Based Management in the Merdeka Curriculum of the Sekolah Penggerak Program in Bima City

This research examines the application of School-Based Management (SBM) in the context of the Merdeka curriculum used in the Driving School Program (or Program Sekolah Penggerak, PSP, in Indonesian) in Bima City. Qualitative research was conducted in 20 randomly selected PSP schools, using secondary data and descriptive qualitative analysis techniques. The findings indicate that SBM remains relevant in meeting the demands of the community, as it grants schools autonomy to involve community members in decision-making and manage their own resources. Schools are able to allocate resources according to their needs and priorities, based on strategic and operational plans, and develop an organizational culture that reflects local values. This approach encourages community participation, helps to develop the quality of education, and promotes the formation of students with strong character through the application of noble values specific to the community in which the school is located. Overall, the study highlights the importance of SBM in promoting effective school management and improving the quality of education.

Salvaging the Educational System through Effective Leadership: A Case Study of Rural Secondary Schools in South Africa

The South African education system is currently experiencing various challenges such as school violence, drug abuse, vandalism and burning of school properties. Educationists, administrators, policy custodians and leaders of institutions are in a dilemma regarding effective managerial leadership of their organizations. This article discussed appropriate measures that institutional leaders must develop to ensure an open space for other community leaders to actively participate in the running of institutions. The rationale behind this paper was to come up with solutions that would help school leaders to lead and manage schools effectively and efficiently. A phenomenological study was conducted with an interpretive-constructivism approach in schools to establish the capabilities and competencies of school principals regarding the incorporation of other community leaders in their schools. Data was collected through face-to-face in-depth individual interviews with the School Governing Bodies (SGB) chairpersons, SMT members, LRC representing learners in the SGB, community leaders, religious leaders, and business leaders. Data was thematically analyzed and it revealed that: Principals have failed to open up space for community leaders to participate in school matters; Education leaders lack the competencies and capacities to share leadership with other community leaders. The study thus advocates firstly, for school principals through SGBs to accommodate Community Resource Centres (CRCs). Secondly, highly esteemed leaders from various community stakeholders should be involved in prominent school decision-making processes and problem-solving practices. Thirdly, training workshops should be conducted to help school leaders develop necessary leadership skills and to map out strategies to effectively involve community leaders in school matters. Fourthly, the institutional leaders must organize training workshops for both school and community leaders on how to work collaboratively and peacefully for effective school management. This article adds to the existing literature on enhancing the South African Educational System. Keywords: School Principals, Communal Support, Shared Competencies, Teacher Capability and Effective Leadership.

Influence of Teacher’s Self-Worth on Secondary School Learners’ Academic Performance in Kakamega County, Kenya

Teachers are charged with the responsibilities of leadership management in schools in Kenya. Teachers, as decision-makers, are continually faced with problems managing school resources and funds. Since principals have a lot of responsibilities, it is necessary that they be well informed on aspects of good leadership. Despite the government's efforts to ensure that there is effective management of schools, several cases of uninformed decision-making, poor leadership approaches, and dishonesty have been reported in several learning institutions, which may influence the final academic performance of the learners. Some of the substandard academic students’ performance has been linked to the lack of self-efficacy of teachers in their profession. Self-efficacy is one of the eight core competencies in the Competency-Based Curriculum (CBC). Other studies have addressed the issue of teacher leadership approaches in schools, however. The purpose of this study was to ascertain the level to which teachers' self-efficacy affects learners' academic performance. The study adapted the non-experimental research design, which is the ex-post-facto survey research design and correlation research design. Data was collected through questionnaires, interview schedules, document analysis, and focus group discussion. Qualitative data was received in verbative, transcribed, and reported in themes and sub-themes. Quantitative data was analysed using descriptive statistics such as frequencies and percentages, while inferential statistics involved Pearson correlation. The study revealed a statistically significant result between components of teachers’ self-worth and secondary school learners’ academic performance (r=.68, p<.05). The study recommends that school leaders, especially principals, should cooperate with teachers to create and reform the school environment so that it can foster students' interest in learning and improve their academic performance. In addition, school heads need to adopt a transformational leadership style—a kind of leadership that inspires people to attain greater or amazing outcomes.