Elementary School Administrators Research Articles

School administrators’ and teachers’ pedagogical responses to demographic change based on their meaning-making of multicultural students in South Korea

ABSTRACT Public schools in South Korea have faced unprecedented changes because of demographic shifts, particularly the influx and growth of three types of ‘multicultural students’: children of married migrant women, foreign workers, and North Korean refugees. In this situation, teachers are challenged to implement educational policies and a standardised national curriculum for those unfamiliar with the Korean language, culture, and education system. This study, conducted between Fall 2022 and Summer 2023, involved interviews with 16 elementary and secondary school administrators and teachers from urban and rural regions. It revealed that teachers’ perceptions and biases about multicultural students significantly influenced their educational practices, resulting from interpretive processes and problematic framing. The data indicate that teachers’ meaning-making and pedagogical responses to multicultural students are insufficient for systematically addressing the structural inequalities and social injustices faced by these students. Ultimately, these teachers’ responses and practices fell short of providing equitable education that South Korea’s multicultural education policies aim for. The study concluded that comprehensive teacher training in cultural competence and bias awareness is essential for bridging the gap between policy and practice. It recommends the development of reflective practices, continuous professional development, and the creation of supportive school environments to enhance multicultural education’s effectiveness.

Implementation of the Elementary School Administration Model in Increasing the Effectiveness of Learning Management

This research aims to investigate the implementation of the elementary school administration model in increasing the effectiveness of learning management in the school environment. The administrative model implemented combines various strategies and approaches that focus on optimizing management, improving the quality of teaching, and strengthening relationships between all relevant stakeholders. The research method used is a qualitative approach with data collection techniques through in-depth interviews, observation and document analysis. Research respondents included principals, teachers, administrative staff, and students from several elementary schools that participated in the implementation of the administrative model. The research results show that the implementation of the elementary school administration model has contributed significantly to increasing the effectiveness of learning management. This model helps in increasing administrative efficiency, optimal use of resources, and more targeted learning planning. In addition, this administrative model encourages better collaboration between school stakeholders, including collaboration between school principals, teachers, administrative staff, and parents. This research concludes that the implementation of a holistic and collaboration-based elementary school administration model can provide great benefits in increasing the effectiveness of learning management. This model can be a reference for elementary schools in improving the quality and achievement of education and creating a more effective and competitive learning environment.

Exploring key informants’ perceptions of weather-modified recess

ABSTRACT Outdoor recess presents an opportunity for children to be physically active, socialize with their peers, and spend time in nature. Inclement weather may detract from these activities. The purpose of this study is to explore how teachers and administrators adapt their school day during inclement weather and how it may impact the wellbeing of students. Ten elementary school teachers and administrators with an average of 10 years of experience were interviewed. The interviews were transcribed verbatim and analyzed using content analysis. Key informants reported that approximately 26 days of recess per year are modified to be indoors due to inclement weather. Two key themes were identified: consequences of indoor recess and modifiable barriers to wellbeing activities in inclement weather. Indoor recess reduces students’ opportunities for physical activity, experiencing nature, and socializing with peers. It is pertinent to children’s wellbeing that these opportunities are maximized throughout the school year.

마을학습 교육과정의 개념 및 의의 고찰

Purpose: The purpose of this study is to explore the significance of the village learning curriculum by examining the concept and content of the village learning curriculum. Method: For this purpose, in-depth interviews were conducted with elementary school teachers, administrators, parents, and village teachers who had experience participating in the village learning curriculum. Results: The village learning curriculum involves learning through organic relationships with the village, which is the object and subject of learning, in the village. Conclusion: The significance of the village learning curriculum was discussed focusing on the research results.

The Dissemination and Implementation of Recess Guidelines, Policies, and Practices During the COVID-19 Pandemic

Purpose: There are limited school physical activity policy dissemination and implementation studies. This is a concern given the adverse mental, physical, and socio-emotional effects the COVID-19 pandemic has had on children and adolescents. This study explored New Jersey school administrators’ experiences in disseminating recess guidelines, procedures, and policies as well as implementation strategies in their schools during the pandemic. Methods: A total of 29 elementary school administrators participated in semi-structured interviews. The data were analyzed inductively using a conventional approach to qualitative content analysis. Results: In analyzing the data, five themes were identified: (a) adjustments for recess, (b) communications about recess, (c) successes and challenges of recess, (d) health and well-being among children, and (e) recommendations for recess postpandemic. Discussion/Conclusion: When planning, organizing, and implementing a recess in a postpandemic era, school leaders may want to consider establishing cohorts, developing a handbook, creating a rotation schedule (i.e., blacktop, field, playground), developing a recess committee, utilizing the physical education teacher for staff development, assigning recess equipment and bags, offering a variety of activities, and teaching children how to play.

EXPLORING NEW WAYS TO IMAGINE OUR FUTURE THROUGH INTERGENERATIONAL CASE STUDY PROJECTS IN ELEMENTARY SCHOOL

Abstract Aging education is largely absent from the PK-12 curriculum. When students do encounter messages about aging and older adults it is generally through such activities as dressing “like a 100-year-old” to celebrate the 100th day of school which promotes the internalization of ageist stereotypes starting at a young age. Motivated by a desire to push back against these ageist messages in school, the presenter partnered with elementary school educators and school administrators to develop and deliver two intergenerational case study projects involving elementary school-aged children, undergraduate students, and older adults. The presenter will highlight objectives, activities, and outcomes of the Let’s Dream Together and Ages & Stages in Our Community projects and provide suggestions for aging educators interested in similar initiatives.

FEASIBILITY STUDY OF ASH SHAFF ISLAMIC ELEMENTARY SCHOOL DEVELOPMENT IN MANDALAJATI DISTRICT, BANDUNG CITY

Abstract - The problem of the availability of school infrastructure, especially classrooms, to the number of students who are or will enroll is a classic problem that occurs in almost all schools in Indonesia, both in schools with state and private status. Madalajati Subdistrict is one of the subdistricts in the city of Bandung which has schools with a limited number of classrooms, including the Ash Shaff Islamic Elementary School. Therefore, the feasibility study for the development of the Ash Shaff Islamic Elementary School is very important to do. The research was conducted using quantitative methods with principals, teachers, and elementary school administration staff as the research objects. From the results of the analysis conducted, the social demand in Mandalajati District is quite large. Referring to the projected population of 6-12 years old who are elementary school age, the ratio of the number of classrooms needed to the available classrooms is 50%. The 154 classrooms needed in 2022 have not been fulfilled, and will continue to increase in the following years. The results of the financial analysis show that this development is feasible with a breakeven point in year 6, the NPV is positive, namely 15815992.17 0, the results of the interpolation found that i1 or the interest rate that produces the smallest positive NPV is 2.55% with NPV1 = 8,250,616.43 and i2 or the interest rate that produces the smallest negative NPV of 2.56% with NPV2 = -811,339.58., BCR 3.6% 1 feasible investment, Pay Back Period (PBP) 6.5 years. Keywords – infrastructure, classrooms, social demand, worthy

Implementation of elementary school physical education quantity and quality law through school district audit, feedback, and coaching

BackgroundTo address low state physical education (PE) quantity and quality law implementation in elementary schools, the New York City Department of Education (NYCDOE) delivered a multilevel intervention (PE Works; 2015-2019), which included a district-led audit of school PE-law implementation, feedback, and coaching with principals. Using the Reach, Effectiveness, Adoption, Implementation, Maintenance (RE-AIM) implementation science framework, we assessed the primary multilevel drivers of success for this approach in increasing adherence to PE quantity and quality law.MethodsWe conducted in-depth, semi-structured interviews with district-level personnel (n=17), elementary school administrators (n=18), and PE teachers (n=6) in 2020-21.ResultsInterview results suggested several key RE-AIM drivers of successful PE law implementation. Reach: Ensure higher-need schools receive the necessary initial support to improve PE and later focus on lower-need schools. Effectiveness: Provide support tailored to school needs, not penalties, to improve PE. Adoption: Increase the priority of PE at both district and school levels (e.g., audit and feedback, themselves, appear to elevate PE’s priority). Streamline data collection and feedback reports; collecting/reporting too much information is burdensome and leads to lack of focus. Involve qualified (i.e., skilled in both school administration and PE programming/pedagogy) district-level personnel to work collaboratively with schools. Implementation: Build strong, trusting district-school relationships. Maintenance: Provide ongoing district-level support to schools and involve parents to advocate for quality PE.ConclusionsPE audits, feedback, and coaching (PEAFC) can guide schools in establishing long-term plans for successfully implementing PE-related law. Future research should examine the impact of PEAFC elsewhere (e.g., secondary schools, other districts).

The Effect of Job Satisfaction On Teachers’ Performance: A Survey with Elementary School Teachers in Kendari City, Indonesia

The research objective was to examine the effect of job satisfaction on the performance of elementary school teachers in Kendari City, Indonesia. There were 125 elementary school teachers who participated in this study. Data were collected using five-choice Likert scale model questionnaires, namely: the teacher job satisfaction scale r=0.91 and the teacher performance scale r=0.94. The data was analyzed using structural equation modeling (SEM) through analysis of moment structures (AMOS) software. The results showed that there was a significant positive effect of job satisfaction on the performance of elementary school teachers. The study's findings suggest that it is critical for elementary school administrators and education administrators in local governments to ensure teacher job satisfaction in order to improve their performance.

Teacher and School Concerns and Actions on Elementary School Children Digital Safety.

Elementary school children are spending more time using digital technologies. Teachers and schools are concerned about the student’s digital safety. We interviewed ten elementary school teachers virtually to understand their concerns and understand the actions they take regarding elementary school children’s digital safety. Using thematic analysis, we identified themes of concerns and actions of teachers and schools on elementary school children’s digital safety. Some digital safety concerns discussed by the teachers included content-related concerns such as accessing inappropriate content, contact-related concerns, inappropriate contact with others online, sharing personal information, lack of understanding of danger, conduct-related concerns regarding cyberbullying and digital footprint, contract-related concerns such as digital security and privacy, and home-related concerns. Teachers and schools have taken several actions to address these concerns. Some of the digital safety actions included security measures and limits, monitoring student activities, providing education on digital safety, and support from guidance counselors. This study has implications for elementary school educators, administrators, parents, and students on the safe use of digital technologies.Supplementary InformationThe online version contains supplementary material available at 10.1007/s11528-022-00803-z.

PRIMARY TEACHERS' READINESS OF TEACHING STEM - A STUDY AT THE NORTH MOUNTAINOUS IN VIETNAM

STEM education is becoming more and more popular in the world. Vietnam has been performing STEM education in K-12 schools since 2014. However, many teachers have difficulty in teaching STEM, especially in the Northern mountainous area of Vietnam. This study aims to investigate the readiness of primary school teachers for STEM teaching. This research was conducted using a descriptive quantitative method. Data was collected through a survey of 380 primary school teachers in the Northern mountainous area of Vietnam. There are fifteen indicators to measure teacher readiness in teaching STEM. Respondents stated that they were less available to identify learning outcomes and were less prepared in designing learning content of STEM themes. They also have an insufficient understanding of STEM education and related disciplines, and they have additional challenges in deciding the process, planning instructional activities, creating educational facilities, and learning to evaluate student activities. In addition, they were having difficulty identifying STEM themes, designing learning activities, utilizing materials, communicating, and cooperating with students and other instructors. Despite their strong demands and conviction in students' abilities, they were hesitant to teach STEM. The findings suggested that these instructors were not entirely prepared to teach STEM. It is beneficial for elementary school administrators who are adopting STEM in Vietnam.

Integration of Oral Health Interventions in the Health Promoting Schools Program in Iran: A Multi-Stakeholder Feasibility Assessment

Objectives: Based on the recommendations of the World Health Organization, we investigated the feasibility of oral health interventions (OHIs) as part of Health Promoting Schools (HPS) program in Karaj city elementary schools. Materials and Methods: OHIs were accepted to be integrated into the components of HPS program by using the nominal group technique (NGT) and semi-structured interviews. Three NGT meetings were held with the faculty members of the School of Dentistry, Tehran University of Medical Sciences, and Karaj elementary school health care providers. Semi-structured interviews were held with school health executives of the Ministry of Health and Medical Education. The expert panel edited the OHIs and corrected the fragmentations, overlaps, and duplications. OHIs were sent to 24 individuals in six multi-stakeholder groups (faculty members of pediatric dentistry and community oral health departments, elementary school administrators, executive managers of Ministry of Health and Medical Education, elementary school dean and school healthcare providers). They were asked to score the feasibility of each intervention on a scale of 0 to 10. Results : Based on the mean score of feasibility (threshold: 8) the OHIs were divided into two groups of feasible and infeasible. Eighty-six interventions were feasible, with a total mean score of 8.83±0.59 out of 10. The highest feasibility score was related to “comprehensive school health education”. Conclusion: Integration of OHIs in HPS program is acceptable and feasible. The results can help policy-makers support the integration of OHIs in HPS program and encourage them to implement the program at the national level.

Relationship between Social Skills and Academic Achievement of Elementary Students in Low Income Urban Areas of Islamabad

Social skills have a fundamental role in the academic achievement. Keeping this in view, investigation has been planned out to examine the relationship between social skills and academic achievement of elementary students in low-income urban areas of Islamabad. A descriptive reserch design of correlational type was used in the study. All the students of 6th to 8th grade studying at elementary level in government school live in low-income urban areas of Islamabad constituted the population of the study. Four hundred students were conveniently selected as a sample in the study. Questionnaire was used to measure the social skills of students. To determine academic achievement of elementary level students’ previous results were taken. Five research hypotheses were formulated and tested using Pearson product-moment correlation and multiple linear regression statistics at 0.05 level of significance. The finding revealed that there was no significant relationship between social skills and academic achievement. It was recommended that educational planners, counselors, elementary school teachers and administrators should train student’s positive socials kills and monitor or co-ordinate the activities of the student an ideal environment should be created for better academic achievement.

Teachers' Attributes and Self-Efficacy as Predictors of Classroom Management

This descriptive-correlational research examined the teachers' attributes and self-efficacy as predictors to classroom management. The study aims to help teachers, school principals, and future researchers address some classroom management gaps. This study was participated by 200 senior high school teachers of Monkayo, Davao de Oro. The instruments used in gathering the data were adopted, content validated, and reliability tested. The result showed that the extent of teachers' attributes was very great, and the level of teachers' self-efficacy was also very high. As a result, the level of classroom management of teachers was described as very high. The result further showed the significant relationship between teachers' attributes to classroom management. Lastly, this study revealed that teachers' attributes and self-efficacy significantly predict classroom management. Therefore, the study recommends that the elementary school administrators develop programs that equip teachers with the necessary attributes, skills, and passion for the teaching profession and be given more professional growth consideration

Organizational Loneliness of School Administrators

This study explored the loneliness experienced by school administrators, the causes and results of this loneliness, and the ways the administrators cope with loneliness through their experiences. The study employed the phenomenology design, one of the qualitative research designs. The study group consisted of 14 elementary and middle school administrators working in Zonguldak Karadeniz Ereğli. Criteria sampling and snowball sampling techniques were used while determining the study group. The study data were collected with a semi-structured interview form. The school administrators were asked about their loneliness, the reasons and results of their loneliness, and their ways to cope with it. School administrators stated that they mostly experienced loneliness in situations of power hierarchy and during the execution of work. They also stated that their loneliness was caused by organizational communication problems and the personal demands of their colleagues. In addition, school administrators expressed that organizational loneliness caused disruption of work and ineffectiveness at work the most. Finally, they also expressed that they try to overcome loneliness through organizational communication and individual socialization. Comprehensive and social measures should be taken in consideration as well as individual and organizational measures in order to eliminate school administrators’ loneliness.

Teacher Professional Development and Student Achievement in a Developing Country

Teacher professional development is a common practice used in developed countries. With the ongoing pressure on educators to improve student achievement, teacher continual professional development becomes an obligation for school systems that are committed to improving student achievement. The purpose of this research paper was to find out how important and valued elementary teachers and school administrators find the practice of teacher continual professional development and whether the cost related to the practice can hinder the initiative. This research was conducted in a number of elementary schools in Kinshasa, the Capital of the Democratic Republic of the Congo. The sample (N = 108) was based on the non-probability sampling technique known as convenience sampling from elementary school teachers and principals. The questionnaire was designed based on the literature related to importance of continual teacher professional development and student achievement. Findings were of importance. First, teachers agree on the importance of teacher continual professional development for student achievement. However, they indicate that they do not apply what is recommended. Teachers and principals agree that continual teacher professional development is very important but costly to schools. They also indicate that the cost is not a deterrent to the use of the practice. The result of this study may inform education policy makers and school systems in this country about the necessity to fund projects related to teacher continual professional development if they intend to improve student achievement.

PENGELOLAAN SURAT DINAS DAN ARSIP BAGI KEPALA SEKOLAH DAN TENAGA ADMINISTRASI SEKOLAH DASAR DI KECAMATAN JATINEGARA KOTA ADMINISTRASI JAKARTA TIMUR

Elementary school administration is an activity to support the success of thequality of education in elementary schools. The scope of school administration activitiesincludes the management of official letters and school archives. Management of officialletters and archives in primary schools is carried out by the principal, assisted by a schooloperator. Their ability to manage official documents and school archives is still lacking.Efforts to increase the capacity of school principals and elementary school administrativepersonnel can be provided with training on managing official letters and school archives.The object (target audience) of the training activities is 150 people consisting of 2elementary school supervisors, 58 school principals, 83 school administration staff and 7SDN teachers in Jatinegara sub-district. The partners involved are the Regional EducationOffice of East Jakarta Administrative City. The training has been carried out for a day onThursday, October 8, 2020 through virtual zoom cloud metting. The training materialconsists of: school leadership and administration, management of official letters andmanagement of school records. The three materials were delivered by 3 lecturers of the UNJFIP Education Management study program with the lecture, question and answer andassignment method. The results of the training were very satisfying to the participants andthe organizing committee, because all the materials had been delivered well and were veryuseful for all training participants.

Administrators’ Perception of Their Role in School-wide Positive Behavior Interventions and Supports Implementation

School administrators are called upon to enact and maintain school-wide systems and programs that promote student safety and success. The positive behavioral interventions and supports (PBIS) framework is a popular school-wide approach for teaching, maintaining, and addressing student behavior through a three-tiered framework with the aim of reducing challenging behavior and enhancing opportunities for learning by all students. Thus, the purpose of this study was to learn more about how elementary school administrators set the stage for, and participate in, school-wide PBIS implementation. Ten elementary school administrators who were successfully implementing the PBIS framework were interviewed. Analysis of the interviews revealed that administrators indicated that their primary responsibilities in the PBIS implementation process included maintaining the fidelity of systems, rationalizing system for staff, moving the school-wide implementation forward, and building capacity within and across teams and that, central to the success, was continued communication with stakeholders, including teachers.

FIT: A community-engaged approach to health and physical education

Background: The purpose of the Smart Nutrition and Conditioning for Kids (SNACK) pilot study was to increase fitness levels and overall health of children aged 7 to 9 years in two elementary schools, one urban and one urban rim. Fundamental Integrative Training (FIT) was incorporated into physical education class and was considered a vital component of SNACK. Methods: The FIT intervention was performed twice weekly during physical education class for 8 weeks. Pre- and post-Fitnessgram fitness tests were completed by each child. Results: Fitnessgram fitness test scores improved for all fitness tests for both the experimental and control groups in both schools (P<0.05). Significant differences between groups were found in 4 areas: PACER, push-up, curl-ups, and long jump (P<0.05). Conclusions: FIT is one example of an interdisciplinary (nursing, health and exercise science students and faculty, elementary school administration and staff) collaborative approach to improving fitness levels with limited time and resources.

Instructional Leadership Capacity of Elementary School Administrators

Objective - The purpose of this study is to determine the level of instructional leadership among public elementary school administrators in Antique, Philippines. Methodology/Technique – The study was conducted using the descriptive survey design to a sample of 182 purposively selected public elementary school administrators in the School Division of Antique, Philippines. The researcher adapted the National Competency-Based Standards for School Heads Questionnaire for this study. The questionnaire was originally constructed by the Department of Education (DepEd) - National Educators Academy of the Philippines (DepEd - NEAP). Finding - The results reveal that public elementary school administrators have poor knowledge in instructional leadership, specifically in developing programs and or adapting existing programs. The results also show that the public elementary school administrators have moderate knowledge in Assessment of Learning, Implementing Programs for Instructional Improvement, and Instructional Supervision. Novelty - The study suggests instructional leadership training programs for school administrators to increase their competence in instructional leadership so they can achieve the goals of their respective schools. Type of Paper: Empirical. JEL Classification: A21, I23. Keywords: Assessment of Learning; Capability Enhancement Program; Instructional Leadership Capacity; Instructional Supervision; School Programs Development; School Program Implementation. Reference to this paper should be made as follows: Basañes, R.A. 2020. Instructional Leadership Capacity of Elementary School Administrators, Global J. Bus. Soc. Sci. Review 8(2): 113– 123. https://doi.org/10.35609/gjbssr.2020.8.2(5)