Government Schools Research Articles

Implementation of Community Governance in the Field of Education

The purpose of this article is to describe the implementation of community governance in education. This article is expected to provide an overview and perspective on community governance and the successful implementation of education to achieve community governance in Indonesia. In this article, the method used is descriptive qualitative, using secondary data. The sources used to obtain data in this study are journals and books that support research studies, namely about community governance in the field of education. The results obtained in this study are the implementation of governance observed from transparency, participation, and accountability in schools. Educational governance covers various aspects such as the application of curriculum and learning, facilities and infrastructure as well as education financing. There are also problems in implementing this community governance, namely in implementing school governance not all teachers have IT skills, there are limited teachers in developing teaching materials (KI/KD) and learning methods, limited school facilities and infrastructure, limitations of parents in learning assistance and the economic limitations of parents in supporting distance learning.

Assessment of depression, anxiety, stress, and insomnia among government school teachers in the rural catchment areas of Nandyal district: A cross-sectional study.

Among the most demanding careers that many Indians choose is teaching. Teachers are under a lot of stress because of all the extra responsibilities and duties they have from the school, education boards, and institutions. This can be a fertile ground for psychological problems among teachers. To assess depression, anxiety, stress, and sleep disturbances among school teachers and to find out their correlates. A cross-sectional observational study was planned in 100 teachers working in the government schools of the rural catchment of Nandyal district, Andhra Pradesh. Teachers were assessed through a semistructured proforma containing sociodemographic information, information about job-related factors, and DASS 21 to assess depression, anxiety, and stress and Insomnia Severity Index to assess sleep disturbances. The overall prevalence of depression, anxiety, and stress symptoms among teachers was found to be 28%, 61%, and 24%, respectively, and sleep disturbances were 38%. Depression was found to be independently associated with marital status (married > single, P < 0.001), position at workplace (secondary grade > primary grade, P < 0.001), mode of transport (public transport > personal, P = 0.001), source of income (single > family, P = 0.013), higher level of income (P < 0.001), stress (P < 0.001), and anxiety (P < 0.001). Anxiety was associated with migration for the job (P < 0.001), stress (P < 0.001), and depression (P < 0.001), while insomnia was associated with the type of family (nuclear > joint, P = 0.015), source of income (single > family, P = 0.039), no interaction with a colleague (P = 0.007), being dissatisfied with job (P = 0.002), and stress (P = 0.005). The significantly moderate proportion of depression, anxiety, stress, and insomnia among government schoolteachers is suggestive of the need for the necessary psychological aid and counseling for such teachers. Therefore, appropriate methods must be introduced to address the concerns of teachers, thereby reducing anxiety and stress among them.

Pentingnya Membangun Budaya Literasi di Sekolah Dasar Islam Terpadu

This research aims to describe the implementation of literacy culture programs in elementary schools. This research uses a qualitative phenomenological approach. The subjects were school principals, teachers, students selected using purposive sampling techniques. Test the validity of the data using triangulation techniques by comparing the results of observations, interviews and documentation. The research results show that: 1) The policy of implementing a literacy culture in elementary schools using the government's School Literacy Movement program. This is based on Minister of Education and Culture Regulation no. 23 of 2015 which focuses on character development. (2) Implementation of literacy culture in elementary schools. This is based on the habituation stage which involves 10 minutes of reading the Koran and story books before learning. The activity development stage carried out was responding to the contents of reading books by reading independently, giving appreciation to students' literacy achievements, and having a school literacy team. The learning stage involves getting used to reading textbooks and using various strategies that support learning.

A Comparative Study on Smartphone Addiction among High School Students: Analysis based on Locality and Nature of Institution

Smartphone addiction has become an escalating issue among adolescents, raising significant concerns about its potential detrimental effects on various aspects of their lives. This growing phenomenon is particularly worrisome due to its capacity to negatively impact academic achievement, alter social dynamics, and compromise overall mental and physical well-being. This study examined smartphone addiction among high school students in Madurai District, focusing on differences based on locality (rural vs. urban) and the nature of the institution (Boys, Girls, and Co-education schools).The study involved 865 high school students (470 males and 395 females) from government, aided, and corporation schools in Madurai District. Data was collected using a standardized smartphone addiction scale, and statistical analyses, including t-tests and one-way ANOVA, were performed. The analysis of locality-based differences revealed that rural students had a higher mean score of smartphone addiction (M=102.22, SD=18.048) compared to urban students (N=617, M=99.08, SD=29.403). However, this difference was not statistically significant (t(863)=1.567, p=0.118). This suggests that the locality of students (rural or urban) does not significantly influence their level of smartphone addiction. In contrast, when examining the nature of the institution, significant differences were found among students from Boys, Girls, and Co-education schools (F (2, 862) =17.544, p&lt;0.001). This indicates that the type of school (single-gender or co-educational) plays a significant role in the levels of smartphone addiction among high school students in Madurai District.

Negotiating Common Goals Among Diverse Stakeholders: An Ethnography of the Czech Environmental Education’s Organisational Field

AbstractThe development of environmental education (EE) goals has rarely been problematised. To shed light on this process, we focused on EE in the Czech Republic. Non-governmental organisations (NGOs) play a key role there, facilitating the process in coordination with government institutions, schools and for-profit companies. Drawing on three theoretical perspectives that explain the formation of organisational goals (consensus building, community of discourse and practice and governmentality), we examined how different stakeholders contribute to the definition of common goals for EE. Through ethnographic research in an NGO and at EE events, complemented by interviews with lecturers and leaders, our research revealed that despite the high diversity of stakeholder positions and interests, the organisational field of EE is highly inclusive and shows few internal conflicts. Using chosen theoretical perspectives, we explain how vaguely defined common goals and weak manifestations of conflict contribute to the sharing of knowledge, practices and ethical responsibilities in the EE field.

Needs and Problems of Students with Disabilities Enrolled in Inclusive Governmental Schools

Needs and Problems of Students with Disabilities Enrolled in Inclusive Governmental Schools

Teachers&amp;#39; contributions to online teaching initiatives in Haryana government schools during the COVID-19 Lockdown

Teachers&amp;#39; contributions to online teaching initiatives in Haryana government schools during the COVID-19 Lockdown

Study of the family environment of students studying in government and non-government upper primary schools

The study of the family environment of students studying in government and private upper primary schools is an important topic. It helps in understanding their family context, social structure, economic status, and motivational environment. The families of students studying in government upper primary schools are often economically weak, and their infrastructure usually depends on government schemes. The families of students studying in these schools are often socially organized, and they have more knowledge of leadership and social change in society. There is more support for education in the families of students, and this supports their education. The message of understanding the importance of education is often propagated more intensively among the families of students. The families of students studying in private upper primary schools are often socially diverse, and this gives the students a diversity of experiences. The families of students studying in these schools are usually financially stable, and this gives them more resources. The level of enthusiasm and support for education is higher in the families of students, and they have more freedom in making decisions regarding their education. The families of students studying in these schools are more insistent in participating and supporting the students in their studies. The difference and importance of the family environment of students studying in government and non-government upper primary schools can be understood. Findings from the research study - No significant difference was found in the family environment of male students studying in government and non-government upper primary schools. No significant difference was found in the family environment of female students studying in government and non-government upper primary schools.

Critical Discourse Analysis in the Reporting of the NTT Governor's School Entry Hours Policy Controversy

This essay discusses the construction of the news about implementing school entry rules for Senior High Schools (SMA), issued by the Governor of East Nusa Tenggara (NTT), Viktor Laiskodat, on kompas.com. This study uses a descriptive-qualitative approach with Norman Fairclough's critical discourse analysis model. To conclude from the research that has been conducted, kompas.com highlights the controversy arising due to such a policy implemented by the Governor of NTT regarding school entry time rules. In addition, kompas.com also compiles its news neutrally by presenting various viewpoints with pros and cons. The problem context highlighted by kompas.com is processed through a text writing strategy that uses a light and short language structure appropriate to social reality and accessible for the public to understand. Kompas.com also describes assorted realities that emerge with various titles but retain the same theme about the reported problem.

Patterns of Internet use by the Teenagers: An Inquiry of School students of Nagarjun Municipality

The internet has changed the whole perspective of information dissemination and communication systems, making the world a global village through the World Wide Web. However, studies regarding the patterns of teenagers' use of the internet in Nepal in the light of their attitudes and purposes for using the internet are scarce. This study aims to identify the patterns of teenage students towards the use of the internet. This study adopted a descriptive research design with a quantitative approach, based on a sample of 91 students from government and private schools in Nagarjun Municipality, Kathmandu, Nepal. Data were collected from the selected students through questionnaires, analyzed, and presented with the help of tables and graphs. Respondents were selected using convenience sampling technique. Primary data were collected through a self-administered questionnaire. The study found that 49% of respondents spent 20-60 minutes daily on the internet. Mobile phones were the most common mode to access the internet. 24% of the respondents stated that the purposes of internet use were to seek general information and communication. Similarly, about 73% of teenagers learnt to use the internet themselves. Results showed that users frequently used the internet for educational and entertainment purposes. It also revealed that mobile phone usage leads to an increase in internet accessibility. The study recommended for the productive use of the internet in education. It provides meaningful data for developing policies on education and enhancing digital literacy in developing countries.

Analysis of Cultural and Political Factors Affecting Chinese English Learners to Become Native-like

The EF EPI (English Proficiency Index) ranking survey was carried out in 2020 across 100 countries and areas where the primary language is not English. China was identified as one of the countries with a poor level of proficiency in the measured indicators. English has long received enough attention as a compulsory subject in China, while students cannot master the language well. In order to determine the cause of this occurrence and help Chinese students in their language learning, this essay builds on social-linguistic aspects and analyzes the English language education policy in China prior to higher education. It concludes that the currently prescribed textbooks under the education policy are insufficient for students to learn authentic English. Furthermore, this article recommends that educational government officials and school managers to better improve current jobs and help students achieve more authentic knowledge through several aspects, such as educational policies, suggestions for educational government and school managers.

ACADEMIC PERFORMANCE AND PARENTAL INVOLVEMENT OF INDIGENOUSSECONDARY STAGE STUDENTSIN RI-BHOI DISTRICT OF MEGHALAYA

Parental participation is acknowledged as a significant aspect influencing students academic achievement. This research is an effort to ascertain the influence of parental involvement on the academic performance of Indigenous secondary stage students in Ri-Bhoi district of Meghalaya. A descriptive survey method was employed, involving 340 secondary stage students. Data was collected using the Parental Involvement Scale developed by Vijaya Laxmi Chaunhan and Gunjan Ganotra Arora (2022). The findings revealed an average level of academic performance among secondary stage students, with varying levels of parental involvement. Significant differences in academic performance were observed between males and females, urban and rural students, and those attending government and private schools. However, no significant difference in parental involvement is seen among secondary school students based on gender and school type, though a significant difference is noted based on location. Additionally, no significant correlation between the academic performance of secondary stage students and parental involvement is noticed concerning this group of participants.These findings highlight the need for a multifaceted approach to improve educational outcomes, addressing disparities in academic performance, enhancing parental involvement, and providing targeted support to students based on their unique needs and circumstances.

Supporting students with English as an additional language during emergency remote teaching: a Q methodology study

AbstractStudents with English as an additional language (EAL) comprise approximately a third of the government school population in Australia’s second most populous state of Victoria. While the broad impact of the COVID-19 pandemic on teachers and students has been the focus of recent studies, there is a lack of information on how EAL educators adapted to meet the needs of this diverse cohort of students during periods of emergency remote teaching (ERT). In this mixed-methods study, eleven EAL educators from diverse educational contexts in Victoria completed a Q-sort of 49 statements followed by in-depth interviews. The by-person factor analysis resulted in a three-factor solution that revealed the transition to remote learning during the COVID-19 pandemic brought both challenges and opportunities for EAL educators. Some students who struggled in traditional classrooms engaged more effectively in remote learning, while others experienced significant anxiety. Additionally, some educators experimented with digital tools and strategies, gaining valuable insights into effective approaches for students with EAL. These findings render a nuanced picture of educators’ experiences during this time, enhancing our understanding of transformative educational practices for linguistically diverse students.

&amp;nbsp;Menstrual hygiene management among government school going adolescent girls in Tumakuru District, Karnataka in India: a comparative cross-sectional study

&amp;nbsp;Menstrual hygiene management among government school going adolescent girls in Tumakuru District, Karnataka in India: a comparative cross-sectional study

Malaysian youth’s propensity towards ambidextrous learning: an in-depth analysis of behavioural insights dimensions

The aim of this experimental study was to compare the results before and after an intervention that included ambidextrous training to accelerate the enrolment of adolescents in technical, vocational, and educational training (TVET). In particular, the effects of an ambidextrous learning-based training programme on increasing the intention to enter TVET were examined. The independent variables constructed in this study include self-efficacy and TVET knowledge, while the dependent variable is TVET intention. The sample consisted of 480 16-year-old students from government schools in four Malaysian regions selected by cluster sampling. The study used a randomised experimental design with a no-treatment control group. The intervention included training developed as part of Behavioural Insights. Methods of analysis included descriptive and bivariate analysis of mean differences and structural equation modelling to describe the predictive model. The results showed significant differences between the actual and the control groups in terms of post-test results across all factors, including TVET intention, TVET knowledge, and self-efficacy. The structural equation modelling test found that TVET knowledge emerged as the strongest predictor of TVET intention, surpassing self-efficacy. As knowledge about TVET is the most important factor influencing a person’s intention to choose TVET, these initiatives should provide clear and comprehensive explanations of the concepts of TVET, the different TVET clusters available, and the potential career opportunities within these sectors.

Dark Triad Personality Traits Impulsivity and Aggression in Adolescents

Abstract Background. Study explored the dark triad traits (psychopathy, Machiavellianism and narcissism) predictive relationship with aggression and impulsivity in school going children. Method. In a cross-sectional design with a purposive sample of 200 school-going boys and 200 girls (N= 400), 8th -10th grade, age range of 14-17 years were conveniently taken from government and private schools. We used Dark Triad of Personality (D3- Short, Jones &amp; Paulhus, 2014), Barratt Impulsiveness Scale (BIS-11, Stanford et al., 2009), and Aggression Questionnaire (AQ, Buss &amp; Perry, 1992). Results. Results revealed dark traits (psychopathy, Machiavellianism and narcissism) significantly and positively associated with impulsiveness (Motor Impulsiveness, Non-planning impulsiveness and Attentional impulsiveness) and aggression (Verbal Aggression, Physical Aggression, Anger and Hostility). Boys expressed higher average levels of dark traits, impulsiveness and aggression than girls; and dark traits and gender predicted impulsiveness (44%) and aggression (35%). Conclusion. The study has significant implications especially in educational and school settings. Keywords. Dark Triad Personality Traits, Machiavellianism, narcissism, psychopathy, impulsivity, aggression

Prevalence and Demography of Corporal Punishment: A Study on Middle School Students

The study explores the prevalence of corporal punishment and examines the influence of demographic variables (Gender, Category and Type of schools) on corporal punishment as experienced by middle school students in Rampur Naikin Town of Madhya Pradesh. The study reveals that though corporal punishment is barred in schools in India under Section 17 of the Right to Education Act, 2009, it is still in practice to some extent. Furthermore, it is found that although caste (category) and gender-centric practices are minimal, these practices vary depending on the type of school, with private schools showing a higher prevalence of these detrimental practices compared to government schools. Private schools are perceived to have better education, but whether punishment affects achievement is a bigger question. The results of the study can be used to make policies and strategies to improve mental health and lead to a better life and society.

Preprimary education and early childhood development: Evidence from government schools in rural Kenya

We provide evidence on the link between enrollment in public preschool and child vocabulary, a critical precursor to early literacy. We measure early childhood development among both in-school and out-of-school children in Kenya, allowing us to examine the association between preschool enrollment and cognitive outcomes. Children in our sample are more likely to start school at age three rather than age four if they live within a few hundred meters of the nearest primary school. Three-year-olds living closer to the school also have stronger vocabulary skills, though a similar pattern does not exist among older children. Using proximity to school as an instrument for preprimary enrollment, we find that preprimary enrollment raises mother tongue receptive vocabulary by more than one standard deviation at age three, but does not impact vocabulary at later ages.

Влияние тренинговой профилактической программы среди подростков с целью прекращения буллинга: рандомизированное экспериментальное исследование

&lt;p style="text-align: justify;"&gt;Background: Every child deserves to feel secure and has the right to be free of all forms of bullying. Bullying and prejudice should be opposed and resisted to put an end to this destructive behavior. The aim was to investigate the impact of a training prevention program on reducing bullying and prejudice among adolescents at a specific governmental school (103). Methods: The study employed a randomized experimental design, involving 155 middle-level students who were randomly assigned to either an experimental or a control group. Three assessment tools were utilized, including demographic information, the Bullying Amongst Diverse Populations (BADP) evaluation scale adapted from Ishiyama (2006), and the Basic Empathy Scale (BES) developed by Jolliffe and Farrington (2006). The validity and reliability of these tools were assessed, with reported scores of 83.5 for knowledge, 83.7 for skills, 87.8 for efficacy, 84.8 for intervention, and 7.8 for empathy scales. Results: The mean age of the experimental group was 13.52&amp;plusmn;1.024, while the control group had a mean age of 13.37&amp;plusmn;1.210. Significant differences were found between the experimental and control groups in the pre-and post-test assessments regarding knowledge, attitudes, affective and cognitive domains, as well as total empathy, with a significance level of P&amp;lt;0.05. However, no significant differences were observed in terms of witness communication skills and bullying intervention ability. Conclusion and recommendations: The study demonstrates the effectiveness of interventions aimed at reducing bullying and prejudice. It highlights the importance of providing training programs to vulnerable students in schools as a key component for success. Therefore, it is recommended to implement a comprehensive "No Bullying and Prejudice" policy across all schools and establish laws that address harmful behaviors to ensure the safety and well-being of children.&lt;/p&gt;

Charter school reform in Abu Dhabi: policy borrowing, translation and frenemies

ABSTRACT This research investigates the implementation of charter schools in Abu Dhabi in the United Arab Emirates (UAE) and the effects of this policy change on education workers. Operation by for-profit education management organisations shifts the government policy on UAE national students, changing the education governance of the government system to be more like that of local international schools. This research aimed to understand the reform based on the experiences of charter school administrators, schoolteachers, charter operator managers, and other stakeholders. The main findings relate to policy translation, policy mobilities, and the complexity of the relationship between for-profit school operators and the government regulator. The importance of this research is understanding how a government school system can be subsumed by an entirely private, for-profit education system.