School Empowerment Research Articles

The Role of 3D Printing Technology Education and Practice Courses in Talent Training and Employment Guidance in Vocational Colleges

3D printing technology, that is, additive manufacturing technology, is a multi-disciplinary technology, involving mechanical engineering, materials science, architecture, product design and other disciplines. Vocational colleges as an important position to train high-skill talents, its educational goal is not only to teach students theoretical knowledge, but also pay more attention to training students’ practical ability and professional quality. In this context, incorporating 3D printing technology into the curriculum system of vocational colleges can not only improve students’ technical skills but also lay a solid foundation for their employment and career development. This paper will discuss the important role of 3D printing technology education and practical courses in the talent training and employment guidance of vocational colleges, with special emphasis on the positive role of the integration of industry and education and school-enterprise cooperation in promoting the employment of vocational college students, as well as the influence of enterprises on the empowerment of schools.

The development and status of self-evaluation as a component of school inspection and quality assurance: A comparison across four countries

Objective and rationaleThe increasing prominence of school self-evaluation (SSE) as a pivotal element in global quality assurance practices is attributed to its cost-effectiveness, relevance to school contexts, empowerment of schools in managing and leading the school self-evaluation processes and holding them accountable for achievement standards. This paper aims to explore various approaches and SSE practices through the evolution and current status of school self-evaluation within the realms of school inspection and quality assurance in Dubai, Ireland, New Zealand and Pakistan. The paper emphasises a comparative perspective to showcase SSE models from these countries as pioneering initiatives for quality assurance in educational improvement, especially for nations where SSE practices are still evolving. MethodsThis study employs literature review, document analysis, and semi-structured interviews with school leaders (n = 32) to offer insights into current school self-evaluation practices in these four countries through a comparative analysis. These methods were chosen in line with the specific aims and research questions of the paper which are to provide an overview from the research literature of the development and current status of SSE as an element of school evaluation in each country studied. To analyse, compare and contrast policy in the area in each case and to obtain, through interviews, rich deep data and findings on the attitude and opinions of key personnel in each country on SSE as a policy and practice. ResultsSchool self-evaluation (of varying types) is being built into each school evaluation system and becoming an integral part of inspection and quality assurance, and it is argued here, broadly moving along a similar spectrum in each case. However, for now, SSE practices are different in all four countries, usually due to the stage of development of the school inspection system and, above all, the overall structure of their respective educational landscapes— that is to say, whether it is a centralised, controlled and hierarchical education system or a decentralised and autonomous system. ConclusionThe study suggests that it is possible to integrate school self-evaluation into a wide range of educational systems and philosophies, eventually leading to educational improvement in any country following the case study countries discussed as models.

PRINCIPAL LEADERSHIP, POLITICAL SKILLS AND TEACHER EMPOWERMENT: A PATH MODEL ANALYSIS ON SCHOOL CLIMATE AMONG PUBLIC SCHOOLS

The study tried to find the Best Fit Path Model for school climate in public schools as influenced by principal leadership, political skills, and teacher empowerment in public schools using descriptive-correlational technique through Path Model Analysis among 400 teachers in Davao Region, Philippines. Findings revealed very high levels of all variables, namely: principal leadership, political skills, teacher empowerment, and school climate. Further, significant correlations were revealed between independent variables and dependent variables, principal leadership and school climate; political skills and school climate; and teacher empowerment and school climate. Further, results showed that the generated Model 3, The Best Fit Path Model exhibited the relationship between principal leadership and teacher empowerment as they both impacted political skills. Additionally, it also displayed that teacher empowerment and the perceived political skills of the school heads are predictive factors of school climate. The findings of the study could be a significant baseline for policy-making for school programs and initiatives in maintaining school climate in public schools and a reference for further studies.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0715/a.php" alt="Hit counter" /></p>

The Degree of Practicing Technological Competencies by School Principals in Jordan in the Light of the Standards of the International Society for Technology in Education (ISTE) and its Relation to the Organizational Creativity from their Point of View

Objectives: This study aims to investigate the extent to which school principals in Jordan practice technological competencies in light of the International Society for Technology in Education (ISTE) standards, and to explore their organizational creativity from their perspective. Additionally, the study examined the relationship between technological competencies and organizational creativity. Methods: Descriptive and correlational methodologies were employed to address the study's questions. The study tools were applied after verifying their validity and reliability on a sample of 331 school principals in Jordan. Results: The study's results revealed that the degree of practicing technological competencies and organizational creativity was high among the study sample. There was a statistically significant relationship between the practice of technological competencies and organizational creativity, with a Pearson correlation coefficient of (.627), considered moderate. Conclusions: The study recommends that school principals enhance and develop their technological competencies in accordance with the ISTE standards, as it contributes to improving their organizational creativity, leadership capabilities, and the empowerment of schools, connecting them to the digital world. The study's findings open up avenues for further research on the impact of suggested variables, such as the number of technology-related training courses and the learning environment, whether governmental or private, on the relationship between technological competencies and organizational creativity.

LOKAKARYA KOMUNITAS BELAJAR 1 PROGRAM SEKOLAH PENGGERAK (PSP) ANGKATAN 3 KABUPATEN SIMALUNGUN

The 21st century, teachers as educators must be responsive to change. One crucial aspect for an educator is how a teacher responds to changes through small innovations in their workplace..The Community Learning Workshop 1 of the School Empowerment Program (PSP) Generation 3 in Simalungun Regency convened at SDN 091440 Manik Hataran, Sidamanik District, Simalungun Regency, engaging 20 teachers. This workshop served multiple objectives: educating attendees on pertinent learning, knowledge, and teaching practices; fostering collaborative support among practitioners; particularly assisting novice members to seamlessly integrate into the community; and mentoring them in their tasks. Furthermore, it encouraged skill dissemination and growth among members through discussions and practical teaching practices. The workshop exemplified a concerted effort to enhance educational practices in Simalungun Regency, emphasizing the importance of collaborative learning and community support in advancing education.

The State of Teacher Empowerment in Schools: A Review of Retention Challenge and Strategies

Teachers are the cornerstone of a strong education system. However, teacher retention has become a pressing issue globally (Hanushek et al., 2009). This paper examines the current landscape of teacher employment in schools, focusing on the factors that contribute to teacher attrition and strategies that can be implemented to retain educators. The paper draws on existing research to explore challenges such as workload, compensation, lack of support, and student behavior (Freiberg, 2019). It then analyzes successful retention strategies like professional development opportunities, mentoring programs, and fostering positive school cultures (Bryman et al., 2018). This paper concludes by emphasizing the need for a multi- pronged approach involving policymakers, school administrators, and educators themselves to create a sustainable teaching environment that attracts and retains high-quality talent (Desimone et al., 2002).

Effective Approaches to Teacher Professional Development in Thailand: Case Study

This research aimed to investigate effective approaches to teacher development as a meaningful form of professional development (PD). The objective was to assess the impact of teachers’ learning as an approach to PD and to summarize best practices. The study involved teachers from two primary schools who participated in the Healthy School Empowerment Project, a four-year collaborative learning initiative designed to support educators in improving classroom instruction and enhancing school performance. The findings revealed the most effective approaches for professional development and enhancing teachers’ learning include establishing the school as a professional learning community (PLC), implementing teacher-as-learner programs, providing coaching by master teachers, and fostering teacher networks. Bottom of Form

The role of education in curbing corruption: A comparison of Indonesia and Hong Kong

Indonesia has been dealing with corruption for a long time. Several strategies are applied to address the complexities of corruption, one of which is anti-corruption education (ACE). Some countries have tried implementing ACE, with Hong Kong being one of the most successful. Using a comparative method, this study seeks to examine the impact of ACE on corruption, analyse how Hong Kong and Indonesia differ in implementing ACE, and develop suggestions for Indonesian leaders based on the best practices found in Hong Kong’s way of approaching ACE while still considering the Indonesian context. Improved collaborations among stakeholders (KPK, Ministries, and private parties), empowerment of schools and teachers, use of public media, and adequate political support are all found to be relevant to improving ACE in Indonesia.

Healthy Principal Leadership Concepts

One of the goals of a healthy principal's leadership is to produce graduates who have achievements on a national and international scale. Therefore, healthy school principal leadership is influenced by the education system that supports it. In writing this article, we will discuss the characteristics of a healthy school principal's leadership and its role in the school, the method used is literature study. The findings from this research are to ascertain the characteristics and role of a healthy school principal's leadership, especially for school empowerment. The characteristics of healthy leadership behaviors that can encourage an effective school sustainability process include having visionary thinking, strong self-confidence and trusting others, strong will, courage and consistency. The role of leadership is very necessary in supporting the process of improving the quality of education, the behavioral characteristics shown by leaders will be able to influence and move individuals or groups in the organization they lead.

Educational futures: Alternative scenarios for the primary school curriculum

In an increasingly complex and uncertain world of the future and aligned with the emergence of Society 5.0, exploring alternative futures of education and the curricula in terms of fulfilling the mission of education systems is necessary. Therefore, this study set out to do foresight for the primary school curriculum in Iran. The study was conducted using the scenario planning method, which resulted in four alternative scenarios. The first scenario, called “The Magic School Bus” represents “curriculum as a personal roadmap.” The second scenario, entitled “The Pursuit of Happyness” describes the “curriculum revival.” The third scenario, named “The Ice Age” represents the “curriculum collapse.” The fourth scenario, entitled “Dead Poets Society” narrates the situation of “curriculum in limbo.” The findings showed that innovation comes from agency of players rather than impeccable structures and requires a transformation in perspectives about the educational aims in the digital era, as well as an increase in the authority and empowerment of schools. A key policy priority should thus be developing practical ideas for reshaping the curriculum and producing prototypes of future-proof educational models.

Building the comprehensive educator research program: action research as a vehicle for empowerment, growth, and professionalization in K12 schools

ABSTRACT This article presents findings from a four-year collaboration focused on building the research capacity of educators at a university laboratory school. The Comprehensive Educator Research Program (CERP) intentionally builds the research capacity of educators, leadership, and counselors throughout the school using action research within their own practice. The foundational principles of the program are reviewed, as well as the roles and responsibilities of the partners involved. Data sources included a survey of the educators involved in the program, reflections from program facilitators, and an analysis of the action research projects and dissemination outcomes from educators across the program. Findings highlight the importance of self-selection of research topics, evolving opportunities for involvement in the research process and layered support structures within and outside the laboratory school. This project has shown that teachers can produce a rigorous amount of classroom and school-based research that includes data that has historically been left out of many data-informed decisions made in educational research.

Influence of principal leadership across contexts on the science learning of students

The present study provides insights on the influence of family socioeconomic and school resources on principal leadership and, in turn, the influence of principal leadership on the science learning of students. The study uses data from the Programme for International Student Assessment (PISA) in 2015 (248,620 students and 9370 principals) from 35 developed countries. Three-level structural equation modeling indicates that family and school contexts influenced the enactment of principal leadership. Specifically, principals were able to exercise leadership (envisioning, conducting instructional management, promoting professional development, and advocating empowerment) in schools with more science resources. In contrast, principals seemingly addressed teacher capacity issues by envisioning and promoting the professional development and empowerment of teachers in schools with low socioeconomic status. The instructional management of principals was positively related to the enjoyment and interest of students in science, and those with high levels of such learning attitudes obtained high levels of science achievement. In contrast, the promotion of the professional development of teachers was negatively related to science enjoyment and interest of students.

Evaluation of the Islamic Boarding School Empowerment Program in East Java Province

The purpose of this study is to evaluate the efforts of the East Java Provincial Government in empowering Islamic Boarding Schools, with a specific focus on their roles as educational and religious institutions, by Law No. 18 of 2019 on Islamic Boarding School. This study adopts a qualitative research approach guided by Peter H. Rossi's Program Evaluation Theory. Data collection methods encompass in-depth interviews with key stakeholders, including government officials, Islamic Boarding School leaders, educators, and community members. Additionally, policy document analysis and direct observations within Islamic Boarding School institutions. The collected data is transcribed and thematically analyzed, guided by Program Evaluation Theory by content analysis. The findings reveal significant advancements in the empowerment of Islamic boarding schools by the East Java Provincial Government. These improvements encompass increased accessibility, elevated educational quality, and economic empowerment within the Islamic Boarding School system. Notable measures contributing to these enhancements include teacher training, the development of inclusive curricula, and improved financial support. Law No. 18 of 2019 serves as a robust legal framework underpinning the empowerment of Islamic Boarding Schools. Nevertheless, challenges persist, including resource limitations, restricted stakeholder cooperation, and the imperative for more effective monitoring and evaluation mechanisms. This research contributes valuable insights into evaluating Islamic Boarding School empowerment programs within the context of Law No. 18 of 2019. It employs the Program Evaluation Theory as a robust framework for assessment. The findings emphasize the value of policy support and collaboration to sustain and improve Islamic Boarding School empowerment in East Java.

STEM-Gender Stereotypes: Associations With School Empowerment and School Engagement Among Italian and Nigerian Adolescents.

While many sociocultural, contextual, biological, behavioral, and psychological variables may contribute to the widespread under-representation of girls and women in the science, technology, engineering, and mathematics (STEM) field, this study focused on STEM-gender stereotypes, school experiences, and adolescence as critical factors in driving students' interest and motivation in STEM. Based on this, the study (a) investigated differences by gender and national context (Italy vs. Nigeria) in adolescents' STEM-gender stereotypes, school empowerment, and school engagement in a preliminary step, and (b) simultaneously examined how adolescents' STEM-gender stereotypes were related to school empowerment and school engagement as well as to socioeconomic status (SES). These latter relations were considered within the context of the potential moderating role of gender and national context. Participants included 213 Italian adolescents (Mage = 13.91; 52.1% girls) and 214 Nigerian adolescents (Mage = 13.92; 60.3% girls), who completed measures of school empowerment and engagement, STEM-gender stereotypes, and SES. A multivariate analysis of covariance showed that Nigerian girls and boys reported significantly higher levels of school empowerment, school engagement, and STEM-gender stereotypes than their Italian peers. Moreover, regardless of the national context, boys scored significantly higher on school empowerment and STEM-gender stereotypes than girls. Furthermore, a multiple-group path analysis revealed how higher school empowerment was related to lower STEM-gender stereotypes in both Italian and Nigerian girls' groups, while higher school engagement was associated with lower STEM-gender stereotypes only in the Nigerian groups. Regardless of gender and nationality, higher SES was linked to lower STEM-gender stereotypes. These findings particularly suggest that school empowerment and school engagement can be relevant dimensions to be studied and to develop strategies to counteract STEM-gender stereotypes in adolescence. Nonetheless, gender and national context are key factors to be considered. Limitations, strengths, future research, and educational implications are discussed.

CAREER EDUCATION OPPORTUNITIES FOR CHILDREN WITH BEHAVIORAL PROBLEMS AT SCHOOL

Researchers, analysing career education, note that although the topic has recently received a great deal of global interest and schools are actively working to modernize their career education system, however, it is still inconsistent (Surgėlienė, 2014; Falco, 2016; Ho, Sum, Wong, 2018; Seward Gaesser, 2018; Chuang, Lee, Kwock, 2020; Keele, Swann, Davie-Smythe, 2020; Yang Wong, 2020; Gati Kulcsár, 2021). Actually, most graduates are unsure about their future career decisions, tend to change their choices. In this context, there are doubts about the quality of career education in schools as the evaluation of career education at school reveals various vulnerable groups to whom this service is restricted due to various internal and external conflicts (Hu, Hood, Creed, Shen, 2020; Xu, 2020). The analysis, based on the PRISMA 2020 (Page et al., 2021), aims to answer the questions 1) What are the main institutional (school) empowerment conditions that enable students to gain quality career education? 2) How to encourage students with behavioural problems to take advantage of these opportunities? The review of the research allowed to construct a conceptual framework of career education for children with behavioural problems at secondary school.

درجة تمكين المعلمين في المدارس الحكومية بمحافظة مسقط في سلطنة عمان من وجهة نظرهم

This study aimed to explore the degree of teachers' ‎empowerment in public schools in Muscat in the Sultanate of ‎Oman and explore the effect of demographic variables on the ‎sample’s ratings. The study employed a descriptive, quantitative ‎approach and collected data through a questionnaire consisting ‎of 38 items. The study sample included 632 teachers selected ‎using convenience sampling. The results showed a high degree ‎of teacher empowerment‏ ‏in all dimensions except for ‎participation in decision-making and autonomy which received ‎moderate ratings. Statistically significant differences based on ‎sex were found in all dimensions in favor of females, except for ‎participation in decision-making and status, where no ‎differences were found. There were no significant differences ‎attributed to school level in all dimensions except for autonomy, ‎where differences were in favor of first-cycle basic education ‎and continuous schools. No significant differences were found ‎based on years of experience.‎ ‎(Keywords: Teacher Empowerment, Governmental Schools, ‎School Administration, Sultanate of Oman)‎

PROCESS EVALUATION OF THE KJP PLUS PROGRAM IMPLEMENTATION AT SMP NEGERI 257 JAKARTA

The number of recipients of the KJP Plus program at SMP Negeri 257 Jakarta, which has increased from 2019 to 2020, is one of the factors that requires process evaluation research. The process evaluation uses the Pietrzak theory with a qualitative approach through the purposive sampling technique. The logical framework used includes inputs and activities. The results of this evaluation study are that the process of implementing the KJP Plus program phase 1 in 2021 at SMP Negeri 257 Jakarta has been in accordance with applicable regulations. The findings of this study were that the school empowerment through collaboration with the school committee. The supporting factor for the program was the role of schools that could coordinate and provide personal social services to reach program targets. Meantime, the inhibiting factor in the process was the lack of technological knowledge on program targets which affected the timeliness of file collection. Input to the program, namely the SOP for the implementation of the KJP Plus program, needed to be conveyed to the school so that there was a uniform technical understanding of implementation in the field, thus it achieved program objectives.

Application of RFID internet of things for school empowerment towards smart school

State Vocational High School (SMK) 1 Perhentian Raja is a school located in Hangtuah village which is known as a catfish-producing village in Kampar Riau Regency, which has a major in Computer Network Engineering (TKJ) and Fisheries Cultivation. After making direct observations to the location of the Community Partnership Program (PKM), we found various forms of partner problems in education services, including student absenteeism which is still manual. The teacher will call the students one by one and then marked by the teacher on the attendance sheet. This will use teaching time in the classroom and laboratory, as a result learning activities will be less effective. This problem is also faced by librarians, with low student visits to the library. Meanwhile, other problems are parking services and school security. the condition of the school is still new, the condition of the school is still open will have an impact on the weakness of school security. especially with parking conditions that are still scattered and not neatly arranged, it will provoke crime in schools. 95 percent of students and teachers using motorized vehicles to school will make it difficult for school guards to maintain the vehicle. The solutions offered to achieve this PKM goal are Smart School Socialization, Internet of Things (IoT) training, Radio Frequency Identification (RFID) technology workshops, RFID Technology Training for Student Attendance and School Libraries, Parking RFID Assembly Training, and School CCTV Installation Training. , RFID and CCTV Maintenance Workshop. The output targets to be achieved from this PKM can be felt by students, teachers and schools. RFID and CCTV technology will provide educational services and school security. This PKM activity will have an impact on improving the quality of education and become one of the reference schools in the Perhentian Raja sub-district, Kampar district.

Teacher empowerment and organisational citizenship behaviour in public schools in Saudi Arabia

This study reports on an investigation of the relationships between teacher empowerment and organisational citizenship behaviours. Data were collected from 457 teachers working in secondary schools in the Eastern Province of Saudi Arabia. The results indicated that teacher empowerment was positively correlated with organisational citizenship behaviours among teachers. Regression analysis indicated that teacher empowerment explained 48% of the variance in organisational citizenship behaviour scores. The results of the study revealed that decision making, professional growth, status and impact had the most contribution in explaining the variance of total organisational citizenship behaviours. These results indicated the significance of empowering teachers in the school settings. The more the teachers are empowered, the more they exhibit behaviors that go beyond their traditional roles towards the advantage of their students, colleagues, and schools. Directions for further research are discussed.

Students with interrupted formal education: Empowerment, positionality, and equity in alternative schools

This article reports on the educational experiences of select students with an inconsistent/interrupted formal education (SIFE) currently enrolled at an alternative high school. Interview data were collected during two consecutive academic years during 2018–2020 and analyzed by drawing on positioning theory and the culture of power to address the many inequities these students have faced at the alternative high school as well as at the traditional public high school. Critical race theory provides an important theoretical lens for exploring connections between the experiences of the students and the lack of equitable practices available to the immigrant student population. Thus, the findings were categorized into the themes of positioning, the power of the institution, culture and language, and resilience and empowerment. These findings have implications for educators who work with and advocate on behalf of English language learners, immigrant students, and more specifically SIFE.