School Effectiveness Research Articles

Transformational Leadership: A Force for School Effectiveness in the Era “Freedom of Learning”

Transformational Leadership: A Force for School Effectiveness in the Era “Freedom of Learning”

Long-term effects of the school context on depressive symptoms among Asian Americans.

Despite the importance of the school environment for mental health outcomes, there is little research on how the school context during adolescence may impact depressive symptoms among Asian Americans (AAs) over time. The purpose of this study was to investigate (a) the long-term effects of perceived prejudice from peers and teachers on school belonging and depressive symptoms in adolescence, early young adulthood, and young adulthood among AAs and (b) the mediating effects of school belonging and two early depressive symptoms on the associations between perceived prejudice from peers and teachers and young adulthood depressive symptoms. The data came from the National Longitudinal Study on Adolescent Health. The present study used a subsample of 689 AAs who completed interviews during adolescence, young adulthood, and adulthood. The major data analysis strategy was structural equation modeling. The structural equation modeling results indicated that the major path coefficients from school context to depressive symptoms at the three time points for AAs were statistically significant, except for the path from adolescent depressive symptoms to young adulthood depressive symptoms. There were three significant mediating effects of school belonging and two early depressive symptoms on the association between perceived prejudice from teachers and young adulthood depressive symptoms in AAs. The results emphasize the importance of identifying school contextual risk factors leading to mental health disparities and developing culturally appropriate intervention strategies for AAs. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

Organizational Learning Of School As A Determinant Of School Effectiveness In Public Secondary Schools In Digos City Division

Organizational Learning Of School As A Determinant Of School Effectiveness In Public Secondary Schools In Digos City Division

‘Gaming’ in the English primary school: ‘do whatever you need to do to make your data look good’

ABSTRACT In an international policy environment of intensified high-stakes accountability, pupil assessment data are an invaluable commodity and critical indicator of both school and teacher effectiveness. Teachers’ engagement with pupil data and the associated experiences of increased accountability are of great consequence, and highly contentious for perceptions and experiences of policy. In the context of the English primary school, this paper explores the progressively tactical nature of teachers’ enactment of assessment policy, and the impetus to ‘make the data look good’. It draws upon an empirical study of rich qualitative data from 42 interviews with 22 primary teachers employed in the South-East of England. The findings add to an evolving field about ‘gaming’, and particular consequences for teacher identity are discussed. The paper further advances insights about teachers’ experiences of ‘in-school assessment’ as pertinent for understanding gaming. It locates the pupil progress meeting as an iteration of teacher accountability and performativity, and particular site of contestation, and a specific contribution to knowledge in this regard.

Desigualdade educacional nos exames de larga escala e a jornadas escolares extendidas: uma análise da rede pública de ensino médio de Pernambuco (Brasil)

Abstract This paper analyzes the relationship between full-time journeys and schooling inequality in Pernambuco, Brazil. Using standardized test scores on the school level, we tested the inverted u-curve hypothesis proposed initially by Simon Kuznets in 1955 and adapted with a focus on schooling expansion and inequality by Rati Ram in 1990. We build a panel data analysis to perform the test, with data aggregated by region and scores on standardized tests as the output variable. Initially, the hypotheses described an inverted U-curve correlating schooling effectiveness and inequality. However, we have found that the relationship follows a regular U shape. It is also inferable that the equity of the result is more connected to the effects of the diversity of school typology, the location of schools, and the way the region is developed.

Instructional Leadership As A Leading Construct Of School Effectiveness In Tagum City Division

Instructional Leadership As A Leading Construct Of School Effectiveness In Tagum City Division

Internal Quality Assurance and Challenges Inhibiting its Effectiveness in Public Primary Schools: A Case of Chato District, Tanzania

This paper set out to examine teachers’ perception on internal quality assurance in public primary schools and challenges inhibiting its effectiveness in Chato District, Tanzania. It used Case study design and involved the sample of 88 stakeholders. Interviews, focus group discussion and documentary were used to collect data. The findings reveal that teachers had a positive perception on their involvement in the establishment and introduction of Internal School Quality Assurance as a mechanism for provision of quality education. However, ISQA committee members were de-motivated by factors such as lack of training, inadequate time to execute ISQA Programs, lack of cooperation from teachers and teachers overloaded. The study concludes that despite the challenges impeding the effectiveness of ISQA committee, the program is important in monitoring and supervising the provision of quality education. Based on the conclusions, the study recommends that the school administration should encourage mutual collaboration between teachers and ISQA committee members for effective results to be realized.

The relationship between teachers' disciplinary practices and school bullying and students' satisfaction with school: The moderated mediation effects of sex and school belonging.

An authoritative school climate, along with greater teacher support and warm relations among peers are frequently connected with less school bullying. The main aim of this paper is to examine the direct link as perceived by students between teachers' disciplinary practices and bullying in school and students' satisfaction with school. The indirect relationships are explored via the mediation of school belonging and the moderation of sex. High school students (N = 860, 40.4% male students) completed the Delaware School Climate Survey, the Multidimensional Students' Life Satisfaction Scale, and the Psychological Sense of School Membership Scale at a single time point. In general, teachers' disciplinary practices have significant direct effects on perceptions of bullying and satisfaction with school. Positive disciplinary (direct effect = .28, SE = .04) and SEL techniques (direct effect = .22, SE = .04) are related to bullying only among males, while punitive techniques are directly linked to school bullying unrelated to sex (b = .03, SE = .05). Similarly, the effect of positive disciplinary (direct effect = .27, SE = .08) and SEL (direct effect = .21, SE = .08) techniques on satisfaction with school was significant only among males. A direct relationship between punitive disciplinary techniques and satisfaction with school was not recognized. The mediation analysis revealed the indirect effects of teachers' disciplinary practices on the dependent variables via school belonging to be stronger among females. Teachers' negative modeling through punitive disciplinary practices leads to more bullying. School belonging may serve as a protective factor related to the negative impact of teachers' disciplinary practices on school bullying as well as satisfaction with school, especially among females. Interventions should be focused on fostering school belonging along with the development of positive sex-specific disciplinary practices.

OCB Saints and OCB Sinners in Schools: Effects of Principals’ Leadership Styles on Teachers’ Motivation by OCB Levels

Purpose This study investigated the relationships between leadership styles (transformational, transactional, and passive) and teachers’ autonomous motivation (intrinsic and identified) in teachers with high and low levels of organizational citizenship behavior (OCB). Design/Approach/Methods In a sample of 651 teachers from Israeli schools, several groups were identified: 107 teachers with the highest OCB scores (saints), 104 teachers with the lowest OCB scores (sinners), and 440 teachers with OCB scores in the middle range. Findings Regression analysis indicated that the intrinsic motivation of OCB saints was significantly predicted by passive leadership style, whereas that of the OCB norm by transformational leadership style. The analysis further indicated that the identified motivation of OCB sinners was significantly predicted by transactional leadership style, whereas that of the OCB norm by transformational leadership style. Originality/Value The results challenge the assumption of a one-size-fits-all approach to “effective” principals’ leadership styles and suggest that to cultivate teachers’ autonomous motivation they should be treated differently in leadership efforts. The implications of the study may be useful in improving school effectiveness and designing training programs for school leaders to enhance their leadership skills.

Elements in system analysis on principals’ managerial effectiveness in public secondary school

elements in system analysis on principals’ managerial effectiveness in public secondary school

Application of Data Mining to Measure the Effectiveness of the Islamic Boarding School’s Independent Curriculum based on Learning Achievement using the Clustering Method

The evolution of educational curricula has been a focal point for institutions aiming to enhance learning outcomes and adapt to students' diverse needs. In this context, Islamic boarding schools, or pesantren, are increasingly exploring independent curricula to better serve their students. This research aims to measure the effectiveness of the independent curriculum at the Al Binaa Bekasi Islamic Boarding School, especially regarding learning achievements in general and Islamic subjects. The method used is data mining clustering to analyze student learning achievement data. In the initial stage, the data collected includes student scores in general subjects (such as Islamic Religious Education, Pancasila Education, Indonesian, English, Mathematics, Science, Social Sciences, Arts, Sports, ICT, Sundanese) and Syar'i (Quran tajwid, hadith, aqidah, fiqh, Hadassah, short). Then, data mining clustering techniques are used to group students based on their achievements in the two subjects. The results of the analysis show that the independent curriculum at Al Binaa Islamic Boarding School effectively increases student learning achievement. The groups formed from data mining clustering show patterns consistent with curriculum objectives, where students in the same group have similar levels of achievement in general and star subjects. This indicates that the independent curriculum has succeeded in leveling student learning achievement. This research contributes to understanding the effectiveness of the independent curriculum in Islamic boarding schools. It can be a basis for further development in designing Islamic boarding school education curricula that are more adaptive and responsive to student needs.

School Effectiveness, Teaching Effectiveness and School Climate Change

School Effectiveness, Teaching Effectiveness and School Climate Change

Longitudinal trajectories in recovery capital and associations with substance use among adult drug treatment court clients

BackgroundRecovery capital (RC) refers to the resources individuals use to support substance use disorder (SUD) recovery. Individuals with SUD who are involved with the criminal justice system often have limited RC. Drug treatment courts (DTCs), including traditional drug treatment courts (tDTCs) and opioid intervention courts (OICs), can link clients to important sources of RC in the short-term, but few studies have assessed RC longitudinally. MethodsThe current study analyzed five waves of data from a one-year longitudinal study on substance use and RC collected from clients of tDTCs and OICs (n=165, 52% male, 75% non-Hispanic White, Age=21–67 years). Mixed-effects models examined (1) within-person trends over time in RC, (2) individual characteristics associated with differences and changes in RC, and (3) patterns of relationships between RC and substance use over time. We also tested differences by court type. ResultsFirst, OIC participants had lower RC at baseline relative to tDTC participants, and there was considerable within-person variability in RC over time. Second, the effect of a high school diploma/GED at baseline on RC change over time was greater for OIC relative to tDTC participants. Third, there was a negative concurrent within-person association between drug use and RC that became stronger over time for OIC relative to tDTC participants. ConclusionsThis study is among the first to examine longitudinal, within-person trajectories in RC. Results revealed important within-person variability over time in RC that was linked to education and drug use, particularly among OIC clients. Findings could help inform DTC treatment approaches.

School belonging mediates the association between negative school climate and depressive symptoms among Chinese adolescents: a national population-based longitudinal study

BackgroundA negative school climate is an important factor affecting students’ mental health. However, few studies have focused on the mechanisms underlying the relationship. This study aimed to explore the mediating effect of school belonging on the association between negative school climate and depressive symptoms among Chinese adolescents, using a nationwide longitudinal survey.MethodsWe conducted a longitudinal study using data from the 2013 (T1) and 2014 (T2) waves of the China Education Panel Survey (CEPS). A negative school climate was assessed by school administrators’ reports. School belonging and depressive symptoms were evaluated using adolescents’ self-reports. We used a cross-lagged panel model to explore the mediating effect of school belonging on the association between negative school climate and depressive symptoms, adjusting for a set of covariates.ResultsIn total, 7,049 Chinese adolescents with a mean age of 12.9 years were included in this study. The results of the cross-lagged model showed that negative school climate at T1 was significantly negatively associated with school belonging at T2 (β = −0.089, 95%CI = −0.111–−0.067, p < 0.001), and was positively associated with depressive symptoms at T2 (β = 0.032, 95%CI = 0.012–0.054, p = 0.002). In addition, school belonging at T1 was significantly negatively associated with depressive symptoms at T2 (β = −0.025, 95%CI = −0.050–−0.001, p = 0.045). Mediation analysis showed that school belonging played a mediating role in the association between negative school climate and depressive symptoms (β = 0.002, 95%CI = 0.001–0.005, p = 0.041).ConclusionAmong Chinese adolescents, a negative school climate is associated with a greater risk of depressive symptoms. Improving school belonging may be helpful in decreasing the impact of a negative school climate on depressive symptoms in adolescents.

Heterogeneous peer effects under endogenous selection: An application to local and migrant children in elementary schools in Shanghai

This paper develops a model that allows for heterogenous contemporaneous peer effects among different types of agents who are endogenously selected into different peer groups. We apply our approach to migrant and local students in Shanghai, where local students all go to public schools, but migrant students are endogenously selected into either public schools or lower-quality private schools. The results suggest large contemporaneous peer effects among all student groups. We conduct policy experiments to examine the effect of transferring migrant students from private schools to public schools, and show that peer effect can be substantially more important than the school effect.

Peran Teknologi Informasi Dalam Meningkatkan Korespondensi Sekolah di MAS PAB 1 Sampali

This research aims to investigate the role of information technology in enhancing school correspondence at MAS PAB 1 Sampali. The introduction of the research explains the importance of using information technology to improve communication effectiveness in the educational environment. The research method used is qualitative with a literature review approach, involving analysis of various related literature. The research objectives are to understand the implementation of digital platforms in school correspondence, the impact of information technology on interaction and social relations in schools, and enhancing communication effectiveness among schools. The research findings indicate that digital platforms have had a positive impact in facilitating online learning, expanding communication networks among students, teachers, and parents, and increasing engagement in school life. However, the use of technology also brings challenges related to privacy and data security that must be addressed with appropriate policies and security measures. In conclusion, information technology has great potential to enhance school communication effectiveness, but its use must be managed wisely to ensure data security and privacy are maintained.

Estimating Missing Panel Data with Regression and Multivariate Imputation by Chained Equations (MICE)

Missing data may occur in various types of research. Regression and multiple imputation by chained equations (MICE) are two methods that can be used to estimate missing data in panel data types. This study aims to compare the accuracy of the missing panel data estimation using the regression and the MICE methods. The data used in this study are 161 random samples of senior high schools and vocational schools in DKI province for the year 2016-2020. Based on the results of the Chow test, Hausman test, and Lagrange Multiplier test on panel data regression, it shows that the appropriate model for the student-teacher ratio (X5) is random, the percentage of teachers who have an educator certificate (X6) is a fixed model with the specific effect of individual school and time, while the percentage of teachers who hold a bachelor degree (X7) is a fixed model with the specific effect of individual. Based on this model, the estimation of missing data is then carried out. The accuracy of the missing data estimation was carried out by comparing the MAPE, MAE, and RMSE values. The results show that the MICE method is quite good for estimating missing data at X5, quite feasible for estimating X6, and very good for estimating missing data at X7. In general, MICE is more accurate than panel data regression

ORGANIZATIONAL DEVELOPMENT AS A CONSTRUCT OF TEACHER EFFECTIVENESS IN PUBLIC SECONDARY SCHOOLS OF PANABO CITY DIVISION

The study explored the relationship between organizational development and teacher effectiveness. This claim was substantiated. However, this had never been explored specifically in the local setting. With this, the study determined the extent of organizational development and teacher effectiveness in public secondary schools of Panabo City Division. Also, it investigated the association of the involved variables and the domains of organizational development that significantly influence teacher effectiveness. With the use of probability sampling, 150 secondary teachers in the public schools were selected as the respondents. Utilizing the descriptive-correlational survey method, the data collated were analyzed through the use of Mean, Product-Moment correlation and Regression Analysis. Results revealed that there was an extensive organizational development and a very extensive teacher effectiveness. Furthermore, there was a significant relationship between the two variables. Moreover, all domains of organizational development were found to have significantly influenced teacher effectiveness. Based on the findings, it was further suggested that higher officials in the Department of Education may identify means on how to help the school heads achieve organizational development leading to teacher effectiveness. More so, future researchers may further explore the involved variables considering other factors and research methods. KEYWORDS: Organizational development, teacher effectiveness, descriptive correlation, Panabo City Division, Philippines

Exploring history teachers’ understanding of the role of professional learning communities in enhancing curriculum implementation

The present study examined the understanding of Professional Learning Communities (PLCs) among history teachers in South Africa. The research focused on a sample of 10 teachers from five schools in the UMgungundlovu District in KwaZulu-Natal. Drawing on the theoretical framework of Community of Practice (CoP) and adopting a qualitative approach, the study employed a case study design and utilised both semi-structured interviews and focus group discussions to generate data. The generated data were thematically analysed using Braun and Clarke's six septs of thematic analysis. The findings indicate that history teachers perceived PLCs as academic groups that fostered the development of historical content knowledge, new teaching approaches, and relevant assessment techniques through collaboration, engagement and the sharing of professional insights. It was also revealed that history teachers employed various strategies within PLCs, such as lesson study, workshops, seminars, and the integration of information and communication technology (ICT), to enhance the implementation of the history curriculum. The study recommends that school principals, with guidance from the Department of Education, take the lead in establishing Subject-Specific Professional Learning Communities (SSPLCs) to fully leverage the potential benefits of PLCs across all subjects in the school curriculum. Furthermore, it is suggested that some history teachers may require additional training in digital skills to effectively participate in virtual PLC activities. By contributing to the existing body of knowledge, this study advances the understanding of the best practices for using PLCs to improve school effectiveness and efficiency.

Disentangling the secondary school effects in the assessment of university inefficiencies

ABSTRACT The inefficacy of the Italian university system has been discussed in the relevant scientific literature, mainly using data from single universities or survey data. This paper uses the data provided by the National Student Archive related to eight cohorts of first-year students who enrolled in Italian universities between 2010 and 2018 to study the risk of dropout and churn during the 1st year. Revisiting the model of Tinto, to include in the analysis the possible effect of university services and linking each student to the high school attended before enrolment, the work has two primary aims: (i) to investigate the determinants of university failure, focusing on how strategic factors – such as students’ mobility choices, previous educational background, and university policies addressed to improve digital communication and services – affect the probability of experiencing churn or dropout; (ii) to disentangle the secondary school effect on these two outcomes by adopting a two steps procedure which relays on multilevel logistic models. Results allowed us to estimate adjusted indicators of inefficiency, which are suitable for comparisons across universities that offer degree programmes in the same disciplinary field and provide evidence on the role played by the secondary school attended in determining substantial inequalities at entrance.