Good School Research Articles

Community Service Vocational School Management at State I Vocational School Tomohon, Tomohon City

This research aims to analyze and develop the management of Vocational High Schools (SMK) through the Community Service program at SMK Negeri 1 Tomohon, Tomohon City. The research method used is a qualitative approach with data collection techniques in the form of observation, in-depth interviews, and documentation. This research is motivated by the important role of vocational schools in preparing skilled workers who are ready to compete in the industrial world. SMK Negeri 1 Tomohon was chosen as the research object because it has unique potential and challenges in implementing effective school management. The research results show that good school management requires collaboration between schools, industry, and society. The aspects analyzed include competency-based curriculum, learning facilities, and the involvement of parents and the community in supporting educational activities. This research found that several areas require improvement, including improving facilities and infrastructure, developing a curriculum that is more relevant to industry needs, and increasing teacher capacity through continuous training. Based on these findings, this research recommends several strategies to improve the management of SMK Negeri 1 Tomohon, namely: (1) increasing collaboration with local industry to provide relevant facilities and training programs, (2) developing community service programs that involve students in projects real, and (3) strengthening the evaluation and monitoring system to ensure sustainable education quality. It is hoped that this research can make a real contribution to the development of vocational school management in Indonesia, especially in the context of community service, as well as encourage the active involvement of all stakeholders in improving the quality of vocational education.

Violence outcomes in later adolescence with the Good School Toolkit-Primary: a nonrandomized controlled trial in Uganda

BackgroundWe sought to determine whether the Good School Toolkit-Primary violence prevention intervention was associated with reduced victimisation and perpetration of peer and intimate partner violence four years later, and if any associations were moderated by sex and early adolescent: family connectedness, socio-economic status, and experience of violence outside of school.MethodsDrawing on schools involved in a randomised controlled trial of the intervention, we used a quasi-experimental design to compare violence outcomes between those who received the intervention during our trial (n = 1388), and those who did not receive the intervention during or after the trial (n = 522). Data were collected in 2014 (mean age 13.4, SD 1.5 years) from participants in 42 schools in Luwero District, Uganda, and 2018/19 from the same participants both in and out of school (mean age 18, SD: 1.77 years). We compared children who received the Good School Toolkit-Primary, a whole school violence prevention intervention, during a randomised controlled trial, to those who did not receive the intervention during or after the trial. Outcomes were measured using items adapted from the International Society for the Prevention of Child Abuse and Neglect Child Abuse Screening Tool-Child Institutional. We used mixed-effect multivariable logistic regression, with school fitted as a random-effect to account for clustering.Results1910 adolescents aged about 16–19 years old were included in our analysis. We found no evidence of an average long-term intervention effect on our primary outcome, peer violence victimization at follow-up (aOR = 0.81, 95%CI = 0.59–1.11); or for any secondary outcome. However, exposure to the intervention was associated with: later reductions in peer violence, for adolescents with high family connectedness (aOR = 0.70, 95% CI 0.49 to 0.99), but not for those with low family connectedness (aOR = 1.07, 95% CI 0.69 to 1.6; p-interaction = 0.06); and reduced later intimate partner violence perpetration among males with high socio-economic status (aOR = 0.32, 95%CI 0.11 to 0.90), but not low socio-economic status (aOR = 1.01 95%CI 0.37 to 2.76, p-interaction = 0.05).ConclusionsYoung adolescents in connected families and with higher socio-economic status may be better equipped to transfer violence prevention skills from primary school to new relationships as they get older.Trial registrationClinicaltrials.gov, NCT01678846, registration date 24 August 2012.Protocol for this paper: https://www.researchprotocols.org/2020/12/e20940.

Can club activities foster adolescents' citizenship in sub‐Saharan Africa?: The evidence from the Good Neighbors' club in Malawi

AbstractThe purpose of this study was to explore the effects of adolescent' participation in club activities on their citizenship in sub‐Saharan Africa countries, specifically focusing on participation in Good Neighbors International's club activity in Malawi. For this, the Good Neighbors' Hope School Project Survey data were analysed through ordinary least squares and propensity score matching regression. The results showed that participation in club activities had a positive effect on improving adolescents' citizenship. This study also showed that school‐related factors and relationship with others affect adolescents' citizenship. Based on this finding, the study concluded that participation in club activities can be understood as a process that connects adolescents with their lives and community problems or internalizes the global agenda, and it implies adolescents can grow up as global citizens through club activities in Malawi.

Predicting preschool moral development with school climate: Fuzzy Delphi approach

Education is vital for a person’s development, especially from an Islamic perspective, where the first goal is to foster a servant attitude, talent, personality, and outlook on life. Preschool education is crucial in nurturing a child's nature, emotions, and cognitive and social skills in the first five years. However, the significance of a good school environment, particularly in moral formation, varies among institutions. Therefore, this article aims to build consensus among experts on the role of school environment and classroom management in preschoolers’ moral development. Eleven-panel members validated the survey instrument with items and analyzed it using the Fuzzy Delphi method (FDM). According to the study, the experts agree that the physical school environment and classroom management are essential for promoting healthy moral development. Expert consensus was obtained on 19 out of 20 items in the physical school environment and classroom management dimension with an expert agreement level greater than 75% with an average (d) value less than 0.2. The undeniable consensus is that the school environment and classroom management play a crucial role in fostering the moral development of preschool children.

Charisma, claimocracy and education policy in England and Norway

ABSTRACT Education reform internationally has focused on school principals as corporate transformational leaders. Our research in England and Norway has identified the problematics of this model, where we have recognised an education reform claimocracy that has committed policy violence through this imposed identity. We explain the meaning and evidence for a claimocracy, and we show convergences in reform design and intentions. We then examine the divergences, and show how the political system and the ideological views of those who occupy roles and institutions matter, and this is used to explain how corporate transformational leadership has been variously adopted, resisted and developed within the two systems. We argue that the field of critical educational leadership needs to give attention not only to the problematics of this model, but to examine how the political system and the policy practices of its occupants need to be examined historically in regard to assertions about the good school leader.

학교상담자가 인식하는 ‘좋은 학교상담자’의 특성

The purpose of this study is to understand the perception of ‘good school-counselors’ in school counseling. For this purpose, data were collected through open-ended questions about 'good school counselors' from 146 school counselors who agreed to participate in the study. Text network analysis method was used to analyze the collected data. As a result of the study, the most central words in school counselors' perception of a 'good school counselor' were 'client', 'counseling', and 'understanding'. As a result of analyzing the substructure of 'good school counselors', five communities emerged. The five communities were named ‘self-improvement as an expert’, ‘systematic application ability’, ‘ability to solve clients' problem’, excellent collaboration ability as a school member’, ‘student centered and permissive counseling attitudes’, and ‘attitude to realize a positive influence through counseling’. In this regard, the discussion revealed the implications of the research results and the limitations of the research.

Health and health behaviours in adolescence as predictors of education and socioeconomic status in adulthood – a longitudinal study

BackgroundThe positive association of health with education level and socioeconomic status (SES) is well-established. Two theoretical frameworks have been delineated to understand main mechanisms leading to socioeconomic health inequalities: social causation and health selection but how these work in adolescence is poorly known. We studied if adolescent health and health behaviours predict higher education and higher SES in adulthood and if family background and school performance in adolescence explain these associations.MethodsSurveys on health and health behaviours were sent to representative samples of 12–18-year-old Finns in 1981–1997 every second year (response rate 77.8%, N = 55,682). The survey data were linked with the respondents’ and their parents’ socioeconomic data from the Finnish national registries. Both latent variables, namely, health (perceived health, health complaints, chronic disease), health-compromising behaviours (smoking status, drunkenness frequency), and family background (parents’ occupation-based SES, education, family type) and variables directly measuring health-enhancing behaviours (toothbrushing, physical activity) and school performance were used to predict higher education and higher occupation-based SES at age 34. Logistic regression analysis and structural equation models (SEM) were used.ResultsIn logistic regression analyses, good health, health-enhancing behaviours, and lack of health-compromising behaviours were related to higher education and SES, also after controlling for family background and school performance. In the SEM analyses, good health, health-enhancing behaviours, and lack of health-compromising behaviours directly predicted higher SES and higher education, although the standardised coefficients were low (from 0.034 to 0.12). In all models, health, lack of health-compromising behaviours, and health-enhancing behaviours predicted school performance, which in turn, predicted the outcomes, suggesting indirect routes to these. Good socioeconomic prospects in terms of family background predicted good health, healthy behaviours, and good school performance in adolescence and higher SES and higher education in adulthood.ConclusionHealth and health behaviours in adolescence predicted education and SES in adulthood. Even though the relationships were modest, they support the health selection hypotheses and emphasise the importance of adolescence for health inequalities during the life-course. Health and health behaviours were strongly associated with school performance and family background which together modified the paths from health and health behaviours to the outcomes.

EFFECTS OF RURAL-URBAN YOUTHS MIGRATION ON MAJOR CEREAL CROPS PRODUCTION IN KWARA STATE, NIGERIA.

The study analyzed the effects of rural-urban youth migration on major cereal crops production in Kwara State, Nigeria. A multi-stage sampling technique was used to select 195 respondents that were proportionately drawn from four (4) zones and of the study area. Data were collected through the use of well-structured questionnaire and analyzed using both descriptive and inferential statistics. The result show that majority (55.4%) the of respondents fell within the age bracket of 18-25 years with mean of 32 years and majority (69.7%) were males and married (50.3%) with a mean household size of 5.3 persons. Most of the respondent (60.0%) had farming as a primary occupation. Majority (57.4%) of the respondent were pushed to migrate by poverty, while, more than half (57.7%) of the respondents were pushed to migrate due to absence of social amenities in rural areas. The results of the Poisson regression revealed that age was negatively significant (P<0.01) and sex, marital status, household size, level of education, farming experience and access to credit were positively significant at (P<0.01) in influencing rural-urban migration. The findings also reveal that, annual income was positive and significant (P<0.01) in influencing youth rural-urban migration. The study concluded that age, sex, marital status, household size, level of education, farming experience, annual income and access to credit were the factors influencing youth rural-urban migration in the study area. The study therefore, recommended adequate physical and social infrastructure such as good roads, electricity, schools and hospitals should be put in place in rural areas by Kwara State government in order to encourage youths to remain in agriculture.

The impact of school climate on academic burnout of Chinese students: the mediating effect of psychological capital

BackgroundStudents are in their teenage years during middle school, which is a period of acceleration and transition for individual physical and mental development. Therefore, junior high school students are easily influenced by their internal and external environment, leading to academic burnout. The main activity venue for middle school students in school homework is the external environment that affects their academic performance. Psychological capital is the student’s own resource and the external environment that affects their academic performance.AimsThis study aims to explore the interrelationship among school atmosphere, psychological capital, and academic burnout, and construct a theoretical model among them. This study provides practical and feasible methods and guidance suggestions for educational institutions and teachers, helps students improve their mental health level, enhances the positive perception level of the school atmosphere, and alleviates their academic burnout.MethodsBuilding upon previous research on school climate, psychological capital, and academic burnout, this study employed the following research tools: The Perceived School Climate Questionnaire (PSC), the Positive Psychological Questionnaire (PPQ), and the High School Students’ Academic burnout Scale. A questionnaire survey was conducted on 1,267 students from three different regions of Chongqing, involving various types of junior high schools.ResultsThe findings of this study demonstrate that both the external school climate and internal psychological capital exert an impact on academic burnout. A positive school climate can foster the development of psychological capital, subsequently enhancing academic performance. Additionally, psychological capital directly influences academic burnout. The higher the level of positivity is, the more pronounced the alleviating effect becomes. The school climate can directly affect academic burnout, and it can also indirectly affect academic burnout through the mediation of psychological capital, with psychological capital playing a partial mediating role.ConclusionTo avoid academic burnout, schools should actively create a good school atmosphere and mobilize students’ learning enthusiasm; teachers should provide targeted psychological counseling to reduce students’ negative emotional perception; students should correct their learning attitude and recognize their own learning status.

Prevalence of imposter phenomenon and its correlates among undergraduate medical students of a government medical college, West Bengal, India

Background: The prevalence of imposter phenomenon (IP) is more among students, engineers, health-care-professionals, and researchers. Medical students are particularly predisposed to IP due to stressors like a highly competitive environment both preceding and during medical education. Aims and Objectives: The aims and objectives of the study are to find out the prevalence of IP among undergraduate medical students of a Medical College of Eastern India and to elicit the relationship between background factors and IP. Materials and Methods: One hundred and thirty medical students were selected by stratified random sampling from all four semesters. Twenty point Clance IP scale was used to measure IP. It contains 20 questions, each of them having five options. A score between “60 and 80” indicates frequent imposter syndrome and a score higher than 80 indicates intense imposter feeling. After conducting descriptive analysis, ordinal logistic regression was conducted. Results: Among the study subjects 37.7% had frequent imposter feelings and 10.8% had intense imposter feelings. High level of IP (frequent and intense combined) is more common among second-semester students, females, middle class, those who sleep >56 h/week, who perceived their school performance was good, who have a family history of psychiatric illness, and who take some kind of chronic medication. As per Ordinal regression, second-semester, middle class, good school performance, and history of chronic medication were found to be significant predictors of higher degree IP. Conclusion: The prevalence of IP is alarming among medical students and it is high time to address this before it turns into graver psychiatric morbidity.

Suicide warning signs that are challenging to recognize: a psychological autopsy study of Korean adolescents

BackgroundIn South Korea, the leading cause of youth death has been suicide for about 20 years. In this study, we conducted a multi-method psychological autopsy to identify the psychiatric diagnosis, developmental history, personality traits, family history, school life, warning signs of suicide, and risk factors related to suicide for the first time in Korea.MethodsThis was a postmortem, retrospective, and descriptive study of 36 adolescents who died by suicide between August 2015 and July 2021 in South Korea. We obtained qualitative and quantitative data from the Korean Psychological Autopsy of Adolescent, conducted by the Suicide and School Mental Health Institute, the official student mental health policy-focused research institute of the Korean Ministry of Education.ResultsThe adolescents comprised equal percentage of girls and boys. Approximately half of the deaths (55.6%) occurred at home and most (72.2%) involved jumping from a height. Most of the adolescents (97.2%) had one major psychiatric disorder before death, with depressive disorder being the most prevalent (75%). They were at a high risk for internet addiction before death. The most common personality trait was avoidance (28.6%), followed by submissiveness (27.3%). Half of the parents reported that the adolescents were satisfied with their school life and the teachers observed that they had no behavioral problems. One year before death, seven (19.4%) adolescents injured themselves and five (13.9%) had attempted suicide. Most of the deceased (80.6%) had expressed suicide warning signs to their families within one year before death. Adolescents had a long experience of family-related adverse events.ConclusionsMost of the adolescents had mental health disorders and expressed suicidal intentions using verbal and nonverbal signs. However, it was challenging for families to recognize the risk signs because of adolescents’ personality traits or a good school life. To prevent adolescent suicide, adolescents, parents, and teachers need to be educated to recognize signs of suicide warning signs and equipped to guide adolescents to appropriate care.

Do management practices matter in further education?

AbstractFurther education and sixth form colleges are key institutions for facilitating skill acquisition among 16–19 year olds in the UK. They enrol half a school cohort after completion of their lower secondary education, and this includes a disproportionate number from low‐income backgrounds. Yet little is known about what could improve performance in these institutions. We conduct the world's first management practices survey in such institutions, and match this to administrative longitudinal data on over 40,000 students. Value‐added regressions with rich controls suggest that structured management matters for educational outcomes, especially for students from low‐income backgrounds. For this group, in a hypothetical scenario where an individual is moved from a college at the 10th percentile of management practices to the 90th, this would be associated with 8% higher probability of achieving a good high school qualification, nearly half of the educational gap between those from poor and non‐poor backgrounds. Hence improving management practices may be an important channel for reducing inequalities.

Does Good School Governance Role in The Performance Of School Operational Assistance Fund Management?

Does Good School Governance Role in The Performance Of School Operational Assistance Fund Management?

Implementation of Islamic Boarding School Cooperative Management in Forming the Entrepreneurial Spirit of Santri

Islamic boarding schools have various functional units, apart from the existing Islamic boarding school education, there are business units called cooperation. The success of management in cooperation cannot be separated from the skills of the management elements in managing the cooperation. One aspect that needs to be considered is the formation of the entrepreneurial spirit of the students. This research aims to find out how the management of the Ainul Hasan Islamic boarding school cooperation (Koperasi Pondok Pesantren/Kopontren) is implemented, and to find out the role of the Ainul Hasan Islamic boarding school Cooperation (Kopontren) in forming the entrepreneurial spirit of students. The research method used is a qualitative method with a case study approach. Data were collected through interviews, observation and documentation with Islamic boarding school caregivers, Kopontren administrators, alumni and several students of the Ainul Hasan Islamic boarding school. The research results showed that the management of the Ainul Hasan Islamic boarding school cooperation (Kopontren) is quite good in implementing its management system because it is seen from the management function which really supports management activities so that the desired goals can be achieved well. The implementation of Ainul Hasan's Islamic boarding school cooperation management (Kopontren) in forming the entrepreneurial spirit of students is by holding entrepreneurship training for students to make brooches from flannel which is held once a week. By implementing good Islamic boarding school cooperation management and entrepreneurship training, students can form the entrepreneurial spirit and help students become successful entrepreneurs in the future.

Islamic Boarding School Education and Its Renewal According to K.H. Abdullah Syukri Zarkasyi

<p><span id="docs-internal-guid-58322240-7fff-08c2-9f15-13bca8e92631"><span>Education is currently faced with problems of crime and deviant behavior, which hinder the effectiveness of teaching Islamic teachings. Effective educational management and experienced leaders are required. One solution is to implement an integrated curriculum as proposed by KH. Abdullah Syukri Zarkasyi in reforming Islamic boarding school education. This research aims to understand the concept of Islamic boarding school education and its renewal according to KH. Abdullah Syukri Zarkasyi. This type of research is qualitative, using the literature review method by obtaining data through journals, books, and documentaries and comparing, contrasting, and critiquing data using thematic analysis techniques. The research results show that according to K.H Abdullah Syukri Zarkasyi, good Islamic boarding school education is based on the values of the five souls of Islamic boarding schools and is total. The reform of Islamic boarding school education that he proposed was rooted in the concept of the five souls of Pondok Modern Darussalam Gontor. K.H. Abdullah Syukri Zarkasyi emphasized three fundamental things in this reform: the totality of life in education, integral education, and Islamic boarding school education orientation.</span></span></p>

Implementation of Biological Learning Management to Produce Productive Teachers

The implementation of learning management plays a very decisive role in the teaching and learning process. The biology teaching and learning process is the core of the formal education process, with the teacher as the main actor. This research uses the field study method (Field Research). Sources of data in this study using the purposive sampling technique. The data collected are data collection (field notes), data reduction (data reduction), data display (data presentation), and conclusion drawing/verification. The results of this study are teachers are very skilled in prioritizing the ability to open lessons, prioritizing Mastery of learning materials, referring to planned teaching and learning activities, and prioritizing the ability to use learning media. The implementation of biology learning management in this study includes four main functions in education management: planning, organizing, acting, and evaluating. Thus, good school management certainly produces school principals with good educational management implementation and has productive teachers in the teaching process in schools.

The Role of School Culture in Shaping A Positive Learning Environment

The Role of School Culture in Shaping A Positive Learning Environment

Adapting a complex violence prevention intervention: a case study of the Good School Toolkit in Uganda

BackgroundAdaptation is a key strategy to extend the reach of evidence-based interventions to prevent violence in new populations, but there is a dearth of practical case examples. The Good School Toolkit was developed by Ugandan NGO Raising Voices for use in primary schools (GST-P). We describe our systematic approach to adapting the GST-P for use in secondary schools in Uganda, and reflect on the utility of the process as well as limitations of existing adaptation frameworks.MethodsWe adapted the GST-P in four phases, which included: I) clarifying the logic model and core intervention components using a streamlined process; II) conducting formative research (cross-sectional survey, focus groups, etc.) to understand the new population; III) selecting and preparing new intervention components and modifying existing intervention components; and IV) pretesting new intervention components with teachers and students in Uganda.ResultsWe identified core components using a logic model. Formative research showed results largely in line with our apriori hypotheses. Teacher violence remained highly prevalent in secondary versus primary schools (> 65% of secondary students reported past year exposure), while peer violence significantly increased (secondary = 52% vs. primary girls = 40%, P < 0.001; secondary = 54% vs. primary boys = 44%, P = 0.009) in secondary versus primary schools. Significantly more secondary girls (51%) than secondary boys (45%) reported past year dating/intimate partner violence (P = 0.03). Inequitable, gendered educational practices emerged as a salient theme, perceived to heighten female students’ vulnerability to violence. In light of these findings, we made several adjustments to the adapted intervention. We strengthened existing teacher and peer violence intervention components. We also developed, pretested and revised new program components to prevent dating violence and promote ‘gender fairness in schools’. Finally, original activities were modified to support engagement with school administration and promote increased student agency in secondary schools.ConclusionsBased on our experience, it was difficult to apply mechanistic models to clarify the intervention logic of the GST-P, a complex multicomponent intervention, and simpler methods may be sufficient. Our team had high levels of contextual knowledge before the adaptation, and formative research to understand the new target population provided only limited additional insight. In similar situations, a simplified approach to mapping the core intervention components, qualitative research to understand the new target population, and pre-testing of new intervention components may be the most informative elements of systematic adaptation processes.

Good Schools, Bad Schools

Syed Ali on the effects of school choice.

Good School Toolkit-Secondary Schools to prevent violence against students: protocol for a pilot cluster randomised controlled trial

IntroductionNo whole-school interventions which seek to reduce physical, sexual and emotional violence from peers, intimate partners and teachers have been trialled with adolescents. Here, we report a protocol for a...