School Heads Research Articles

Implementation Of Educational Discipline In Synergy Between Parent and Teacher In Schooling In Babussalam Lombok East SMK

The purpose of this research is to further describe how the implementation of the character education discipline students. The type of research used is a qualitative approach that uses descriptive methods, data collection techniques that are observations, interviews and documentation. Primary data sources are obtained from observations and interviews with teachers, head of school and some parents of pupils, and primary data resources are derived from previous research journals that investigate disciplinary character education. The results of the research showed that there are four ways that schools are trying to support student character education, namely, performing character education programming at school, setting up school rules and class rules, monitoring student disciplinary behavior at home Through the recording of daily activities and the involvement of parents in supporting the character education programme of this discipline by the school.

A Comparison of Conflict Management Strategies Used by Heads of Educational Institutions in Punjab

The goal of the present paper was to explore the conflict management strategies used by institutional heads in Punjab. A sample of 144 from heads of schools, principals of colleges, and heads of departments of universities was drawn using a convenient sampling technique. An instrument, the Farooqi Organizational Conflict Inventory (FOCI) used for data collection. SPSS 26 was used for data analysis. The results reported that institutional heads employ avoiding and integrating styles of managing conflicts. Furthermore, no difference in the conflict management styles employed by institutional heads based on their gender, qualification, and experience was found except for the administrative background. It was recommended that research be carried out to explore how conflict management strategies of institutional heads affect teachers’ performance.

Effect of Educational Equity on the Quality of Education in Selected Schools in Kwimba District, Tanzania

This study examined the effect of educational equity on the quality of education specifically, how the equitable distribution of resources affects quality education in public secondary schools in Kwimba district. It employed a mixed research approach with an embedded design and comprised 271 participants, including students, teachers, heads of schools, ward education officers (WEOs), and district education officers (DEOs). The study was carried out in kwimba district, Mwanza Tanzania from July,2023 to September, 2023. Both probability and nonprobability sampling techniques were used to select the participants. The data were collected through questionnaires, interviews and document reviews. The findings revealed that despite the number of challenges, the equitable distribution of resources significantly affected the attendance, retention, and performance rate of students. The results show that equity in resources improves education through the provision of nutrition and food, fee-free programs, the equitable distribution of teaching and learning materials, the construction and rehabilitation of infrastructure, and the allocation of qualified and adequate teachers. Basing on the findings, it was concluded that to improve the quality of education in secondary schools in Kwimba district, there should be a concerted effort to ensure the equitable allocation of educational resources. There should be a collaborative effort among parents, the community and the government to ensure that the challenges that limit students from accessing school resources are minimized or eliminated.

Implementation of Basic Continuity and Recovery Plan, Teacher Engagement, and Parental Involvement in Public Secondary School: A Basis for School-Home Framework

As the face-to-face classes progress schools reopen their ground for the school year 2022-2023. Although expected, it is discovered that many learners do not meet the expected outcomes in mastery of basic numeracy and literacy skills and competencies. The Department of Education instantly developed a recovery learning plan framework to guide schools in addressing learning gaps. The main thrust of this paper was to determine the level of implementation of the Basic Continuity and Recovery Plan, Teacher Engagement, and Parental Involvement in public schools. The findings of the study revealed that the implementation level of basic continuity and recovery plan as assessed by the school head in terms of the development and implementation of long-term and catch-up plans to accelerate learning and reintegration of learners’ safe return to the school system was implemented. in terms of establishment of teachers' and learners' support systems through community and stakeholders' collaboration, literacy and numeracy assessment levels and learners' overall situation, especially the marginalized and modification learning package focused on fundamental skills towards resiliency were fully implemented. The level of teacher engagement in terms of vigor, dedication, and absorption were very often. The level of parental involvement was highly involved. There was no significant difference amongst respondents’ assessment on Implementation of Basic Continuity and Recovery Plan, Teacher Engagement, and Parental Involvement. There was a significant relationship between basic continuity and recovery Plan, teacher engagement and parental involvement. A localized School-Home Framework that focused on the four pillars of school-home partnership and connection was proposed.

Preparedness of School Heads, Teachers and Parents of Public Elementary Schools on the Limited Face to Face Learning Modality in Zone 2, Division of Zambales

The study aimed to evaluate the perspective of school heads, teachers and parents on the preparedness of public elementary schools on the limited face to face learning modality in Zone 2, Division of Zambales. The researcher employed the mixed method where in a quantitative and qualitative approaches was used in the study. Descriptive and inferential statistics was employed in the study. Based on the significant results, most of the respondents are Teacher I, female, and serve for 10-14 years in the Department of Education. Parents are self- employed, most of them are college and elementary graduate and with 3-5 children. The school head & teacher-respondents perceived as Prepared in the preparation of the public elementary schools in terms of curriculum and instruction, school environment, human resource management, and budget. Based on the experienced by parent-respondents that majority of them prepare their children to bring to school such as snacks, alcohol, facemasks, and other supplies/items that will be needed for their education in accordance with school policy. The school head and teacher-respondents perceived as Sometimes a Problem in the limited face to face for leaning modality in terms of curriculum and instruction, school environment, human resource management, and budget. Based on the experienced by the parent-respondents that for fear of the COVID 19 epidemic, majority of parents bring their children with them. Some of them prefer to walk because it is more convenient and economical for them. During a pandemic, transportation is extremely expensive, and they cannot afford to ride a tricycle. There is no significant difference on the perceived level of agreement of school head and teacher-respondents on the preparations of the public elementary schools in the limited face to face learning modality when grouped according to profile of the school heads and teachers. The proposed action plan was developed based on the findings of the study. Based on the salient findings, the researchers recommended that the school heads and teachers may develop and design curriculum and instruction integrating facts on how to combat spreading the COVID 19 viruses. Encourage parents to monitor and check their children’ safety. The curriculum planner should take into account this issue, simplify activities, and eliminate extraneous themes in order to achieve mastery. Teachers are encouraged to attend trainings and seminars related on how to handle learners who are potentially infected. The administrators may consider the medical equipment such as stretchers and wheelchairs if budget warrants. Procurement of a two-way radio for easy communication in case of emergency is suggested. The principal may hold a PTA meeting to inform parents about health protocols. Future researchers may conduct a parallel study to validate the results of this study. The proposed action plan may be implemented by the school heads to the school.

Combating gender stereotypes in schools: Gender, education level, and teaching experience of heads of schools as moderating factors

Gender stereotypes are common in societies. Since schools are social entities, they are susceptible to gender stereotypes. Promoting gender equity can combat gender stereotypes. Gender equity is significant for a patriarchal society such as Tanzania. Gender, education level, and teaching experience of heads of schools can influence how they combat gender stereotypes. However, little is known about the extent to which gender, education level, and teaching experience of heads of schools can influence their behaviour in combating gender stereotypes in schools. Based on this background, this study examined the extent to which gender, education level, and teaching experience of heads of schools can influence their behaviour in combating gender stereotypes in their schools. Using a quantitative research approach, data were collected through a survey and analysed using SPSS. Findings suggest that gender, education level, and teaching experience matter in combating gender stereotypes. It is recommended that the recruitment of heads of schools should consider these factors. Further research may involve longitudinal studies that gauge how perceptions of heads of schools on gender stereotypes change over time.

Exploring the challenges and coping strategies of rural high schools in resuming to in-person classes

This study intends to explore the challenges and coping strategies of selected public rural high schools in transitioning from modular to in-person classes. It utilizes a qualitative-case study design gathering primary data by interviewing school heads, ancillary coordinators, teachers, and parents from 3 public high schools in the rural districts of Pagadian City. Coding was the strategy used to analyze the data gathered. Analysis reveals that amidst the implementation of full in-person classes, schools experienced challenges in adapting to the new normal, managing misbehavior, academic unpreparedness, mental health concerns, maintaining health and safety standards, and sustaining school operations. Consequently, schools applied measures to address such challenges by applying systematic response, resourcefulness, effective communication, sustaining productivity, and creating an encouraging environment. Hence, recommendations to further address challenges were discussed. The primary contribution of this study lies in providing a deeper understanding of the challenges and coping strategies faced by rural high schools in transitioning to the "new normal" of education. This study contributes to providing a deeper understanding of the challenges and coping strategies faced by rural high schools in transitioning to the "new normal" of education.

The Impact of Achievement Orientation on Goal Clarity

Purpose: This study is to enrich the scientific paradigm in the field of Islamic education management, and to explore the effect of achievement-oriented leadership style on the goal clarity, particularly the study of organizational behavior. Study design/methodology/approach: This study employs a quantitative research approach using the survey method. The population consists of all teachers employed in a private Islamic high school in one of the provinces in Indonesia. The sample size was determined to be 120 in number, selected through the area sampling technique. Data collection utilized a questionnaire featuring a Likert scale as the primary instrument. Findings: It revealed that being achievement-oriented has a direct positive impact on goal clarity. The conclusion of this study is that the achievement-oriented, approach influences the goal clarity of Islamic Private High School in one of the provinces in Indonesia. Originality/value: In light of these criteria, the observed t-value (11.11) surpasses the tabulated t-value (1.98), leading to the rejection of the null hypothesis (H0) and acceptance of the alternative hypothesis (H1). The research hypothesis asserts a direct influence of achievement-oriented heads of Islamic Private High School (X1) on the goal clarity of Islamic Private High School (X2), which is supported by the evidence.

School Head’s Professional Identity, Emotional Intelligence and Perfectionism: Three-Tier Factors to Advance Pedagogical Leadership

This study is focused on the school head’s professional identity, emotional intelligence, and perfectionism as three tier factors to advance pedagogical leadership. The study employed the quantitative descriptive methodology, combining descriptive and multiple linear regression analysis. The researchers-made online survey instrument, via a google form. Responses from 132 school heads were analyzed using descriptive statistics such as mean, and standard deviation. Multiple linear regression analysis was employed to determine the significant relationships of the variables. The results reveal that professional identity has a positive relationship with pedagogical leadership. Contradicting result is the emotional intelligence which has a negative relationship with pedagogical leadership. Lastly, perfectionism has a positive relationship with pedagogical leadership. It is concluded that a school head’s professional identity, emotional intelligence and perfectionism significantly predict pedagogical leadership. Hence, the department (DepEd) may conduct series of training and workshops for teachers as a capacity building to equip them with knowledge and competencies to handle the numerous challenges in the delivery of quality, relevant, inclusive, and liberating education to the Filipino learners. Further, during Gender and Development programs one activity to consider is the training in emotional development among teachers and school heads.

Challenges Facing Secondary School Teachers in Achieving Effective Job Performance: A Case Study of Meru District Council, Arusha Region

This study examines the challenges facing secondary school teachers in executing their duties for effective job performance through a qualitative case study design. The study participants were secondary school teachers, heads of schools, and the District Education Officer. A total of 111 respondents were involved, including 100 teachers, 10 heads of schools, and 1 District Education Officer. In collecting data, interview and focus group discussion (FGD) methods of data collection were used for the purpose of this study. The data were analyzed through content and thematic analysis. The study found teachers are burdened with several challenges, including but not limited to an unfriendly working environment, a shortage of teaching and learning materials, low achievement of students in science subjects, poor cooperation between parents and teachers, poor cooperation accorded by employers, a lack of overtime and/or housing allowances, and political influences on teaching and learning processes. The study concluded that teaching, apart from being a noble profession that prepares not only leaders but also champions of various fields, has grown to be forgotten. Thus, it is recommended that there are significant needs to shift priorities and attention towards the teaching profession. One key aspect highlighted is the need for better compensation and entitlements for teachers, including salaries, subsistence allowances, extra-time allowances, and access to teaching and learning materials. Moreover, addressing these challenges requires comprehensive support and tailored interventions from educational institutions, policymakers, and other stakeholders in the education sector.

Examining Ways of Social Science Curricula on Students' Life Skill Acquisition in Secondary Schools of Mbeya Region

This study examined ways through which social science curricula implementation can be employed in enhancing students' acquisition of life skills in community secondary schools of Mbeya region in Tanzania. The study was guided by an objective that aimed to examine ways in which the implementation of social science curricula can enhance students' acquisition of life skills. The study employed an interpretivism research philosophy, interpretivist qualitative research approach and a case study research design. This study had 50 participants in total, including 10 heads of community secondary schools, 20 social science subject teachers and 20 head prefects from selected community secondary schools. Data were gathered using observation and focus group discussion. The study findings were analysed through transcribing field results as acquired by equipment, sorting and synthesizing data into categories and developing themes. The study results found theoretical implementation of social science curricula which does not match with the students' acquisition of life skills. The study concludes that the social science implementation is done through stakeholders like Ministry of education, Science and Technology, teachers, students, parents, education officers and school quality assurance officers to mention a few. The implementation is lacking students' acquisition of life skills. The curricula implementation was found to have no relationship between social science curricula and students acquisition of life skills.

Exploring Head Teacher’s Perspectives Regarding the Execution of the Single National Curriculum (SNC) in Public Primary Schools

The Single National Curriculum (SNC) is envisioned to provide a balanced platform for all learners belonging to all sections of society to burgeon fair and equal opportunities for all children. This research was supposed to explore the views of the school head teachers. A purposive sampling technique was used in the research. A sample of 12 primary head teachers of government schools were selected. It was a qualitative study and Interview protocols were used to assemble data from primary school head teachers. Qualitative data were analyzed and themes were generated manually. Results showed that the majority of the head teachers believed that SNC would help remove social disparities and promote equity in education, improve language and literacy skills, increase critical and creative thinking, and contribute to personal, social, and emotional development. Primary teachers' demographics, perceptions, and inferential analysis revealed that SNC would help remove social disparities, improve language and literacy skills, increase critical and creative thinking, and contribute to personal, social, and emotional development. Head teachers in Pakistan view the implementation of the SNC positively, believing it has the potential to create a more equitable and accessible education system. However, they emphasize the need for proper training, guidance, and monitoring to ensure the success of SNC. Overall, the findings suggest a collective understanding of the benefits of SNC and a commitment to realizing them through cooperation, and collaboration and further to widen fair and equal educational opportunities for all learners.

TRANSFORMATIONAL LEADERSHIP OF SCHOOL HEADS AND INDIVIDUAL WORK PERFORMANCE OF TEACHERS: THE MEDIATING EFFECT OF ORGANIZATIONAL COMMITMENT

The purpose of this study was to determine the transformational leadership of school heads and the individual work performance of teachers as mediated by organizational commitment. Utilizing quantitative, non-experimental design via correlational technique, data were obtained from 256 respondents of the study who are teachers among public elementary schools in Cateel 1 and 2, Davao Oriental. The researcher utilized a stratified random sampling technique and an online survey mode of data collection. The researcher also utilized the statistical tools mean, Pearson r, and Medgraph using the Sobel z-test. From the results of the study, it was found that there is a very high level of transformational leadership and individual work performance. There is a high level of organizational commitment. Also, results revealed that there is a significant relationship between transformational leadership and individual work performance, a significant relationship between transformational leadership and organizational commitment, and a significant relationship between organizational commitment and individual work performance. Further, organizational commitment has a partial mediating effect on the relationship between the transformational leadership of school heads and the individual work performance of teachers.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0458/a.php" alt="Hit counter" /></p>

Context-relevant strategies for ICT integration in teaching and learning science subjects in Tanzania secondary schools

Information and Communication Technology (ICT) can improve science teaching and learning. However, understanding the contexts in which ICT is intended to be integrated for its effectiveness is limited. Therefore, the current study explored context-relevant strategies and challenges for ICT integration in the teaching and learning science subjects in secondary schools in Tanzania. Exploratory sequential design under mixed methods guided the study's conduct. 52 participants (45 science teachers, six heads of schools and one municipal education officer) were purposefully and conveniently involved. Data were collected in two phases: 1st phase was qualitative data through in-depth interviews, 2nd phase was quantitative data through a questionnaire. Thematic analysis guided qualitative data analysis where MS Excel in the form of pivotal charts were used to present the frequency of the responses. SPSS version 27 guided the quantitative data analysis, presenting the output descriptively. Participants presented various context-relevant strategies, including capacity building for teachers, building and equipping computer labs with ICT facilities, maintaining and repairing defective computers, deploying educational technology experts, and making ICT compulsory at all levels of education. On the other hand, participants identified a lack of ICT facilities, limited ICT training opportunities, and digital content as context-relevant challenges for ICT integration in science teaching and learning. The study recommends rigorous pre-service and in-service teacher training programmes on ICT pedagogical integration for science teaching and learning based on these findings. Again, we recommend the improvement of ICT infrastructure in schools to enhance the availability, access, and use of science teaching and learning. The study concludes that if sufficient infrastructures are available and science teachers are equipped with ICT knowledge, teaching and learning of science subjects will be effective.

Leadership Strategies in Improving the Effectiveness of Educational Programs in Nurul Jadid Student Dormitory

Educational institutions play a crucial role in the preparation of quality human resources. The success of education is measured through the achievement of its goals and effectiveness. Successful education achieves goals with results as planned. Effective leadership in educational institutions can increase the effectiveness of educational programs. This study aims to analyze the leadership strategy of the dormitory head in improving the effectiveness of educational programs at the Nurul Jadid Student Dormitory. This research uses a qualitative approach with primary data from interviews and observations and secondary data from reports and documentation. The main informants are the head of the dormitory and the dormitory administrator. The analysis focused on the leadership strategy of the head of the dormitory to support the effectiveness of the education program. The results showed that the head of the dormitory implemented strategies to improve the effectiveness of the education program. One of them is involving experts in various fields in religious activities, such as Koran guidance, book recitation, and seminars. The presence of experts aims to improve the quality of education and provide deep insight. In addition, the head of the dormitory established a partnership with the head of the boarding school to strengthen the religious aspects of students.

Developing the personal readiness of vocational school heads for management in the digital education space through distance postgraduate education

This paper examines the personal readiness of vocational school heads for management in the context of the digitalisation of education. An empirical study revealed insufficient leadership qualities like entrepreneurship, self-efficacy, focus and communication among vocational school heads. A training program was developed to improve these competencies through distance postgraduate education. The program consisted of two modules delivered online over 30 hours. It utilised interactive methods like group discussions, role-playing, case studies and individual assignments. The program's effectiveness was evaluated through a pre/post-test design with experimental and control groups. Results showed statistically significant improvement in personal readiness components like entrepreneurship and focus on business in the experimental group compared to the control. The study demonstrates the potential of distance postgraduate programs to develop the leadership competencies needed to manage vocational schools effectively in the digital era.

An Analysis of Stakeholders’ Perceptions of Moroccan Secondary School Quality

Quality becomes an integral part of a school when the staff’s thinking and vision align with the school’s culture as a global organization. Stakeholders such as school directors, administrators, educational inspectors, and guidance counsellors play a significant role in ensuring quality integration through effective managerial practices in schools. The research study follows a generally inductive qualitative method. The analysis used semi-structured interviews with stakeholders to explore their perceptions of quality in secondary schools. The 24 interviews were conducted, and their responses were transcribed into text, classified, sorted, and coded in the first stage. This was done with two researchers and experts in consultation. In the second stage, we utilized computer-assisted qualitative data analysis software. As a result, the sub-themes from the research have been grouped into 36 major themes in two phases. We identified perceived categories and themes that mainly revolved around the leadership of school heads and their participative management. This research contributes to an analytical discussion of school administrators’ and directors’ perceptions of quality. A set of generic and innovative multidimensional key performance indicators for school quality is finally proposed.

Teaching Strategies and Their Effects on Reading Comprehension Performance of Junior High School Students in Inclusive Classroom Setting

Comprehension is the basic condition for meaningful reading. The current quantitative study conducted in the English language context explored the effect of teaching reading strategies on the reading comprehension of junior high school students with a sample size of 30 in an inclusive classroom setting. The findings revealed that majority of the students were at the ages 14 to 17 years old, females, parents’ income ranging from ₱9,520 - ₱19,040 with an educational background at the high school level. The Effective Instructional Methods were more highly utilized than the cooperative learning strategies. Both reading comprehension levels during the pre-test and post-test belonged to the proficient level. There is a significant difference between the pre-test and post-test scores (t = 7.417; p>0.05) of the reading comprehension performance of the respondents. On the other hand, there is no significant relationship (r = 0.158; p>0.05) between the post-intervention and the extent of varying teaching strategies. Findings indicate that teaching reading strategies have a positive impact on the reading comprehension of students at the junior high secondary level. The study has important implications for teachers, students, curriculum planners, policymakers in the field of education, and school heads.

Work-life balance, motivation, and satisfaction as determinants of job commitment

This study evaluated the work-life balance, motivation, job satisfaction, and commitment levels of high school teachers in a city in Laguna, Philippines during the academic year 2022-2023. It narrowed the gap by testing if work-life balance, motivation, and job satisfaction predict job commitment level and if demographic profiles have moderation effect to the relationship between the predictors and outcome variable. Utilizing descriptive-correlational design, 262 teachers were surveyed through multi-stage sampling. Adapted questionnaires were utilized, content validated by experts, and verified through reliability testing. Mean, Standard Deviation, Spearman Rho, Ordinal Regression, and Moderated Regression were employed for data analysis. Results revealed that the teachers’ level of work-life balance, job satisfaction, and job commitment were high, while motivation was very high. Work-life balance had negative very weak correlation with job commitment, while job satisfaction had positive moderately strong correlation with job commitment. Motivation did not show any significant association with job commitment. Only job satisfaction had a significant effect on job commitment, whereas work-life balance and drive did not have significant effect. Age, years of teaching, and position had moderation effect, while sex had no moderation effect, on the link between work-life balance and job commitment, and between job satisfaction and teachers’ job commitment. Further, years of teaching years and position had moderation effect, while sex and age had no moderation effect, on the relationship between motivation and their job commitment. Results of the study had strong implications to the high school teachers, school heads and school administrators.

Effectiveness of project COUNTS in improving students’ numeracy skills

Students with learning difficulties benefit from intervention programs. Hence, this experimental research examined the effectiveness of Project COUNTS (Capacitating, Optimizing and Upgrading the Numeracy skills of The Students), a mathematics intervention program, and a continuous improvement venture in a public school in the Philippines during the academic year 2020–2021. It specifically investigated the numeracy skills pretest and posttest performances and its difference, and the difference in the pretest and posttest according to profiles. This experimental study utilized the data from 175 randomly selected grade 8 (91) and grade 9 (84) students under the low-numerate and non-numerate categories through multi-stage sampling. The study utilized the mean, standard deviation, dependent samples z-test, independent samples z-test, and one-way ANOVA. The results showed that the participants’ numeracy skills pretest and posttest performance reached low-numerate (x̄=15.95, SD=3.30) and numerate (x̄=23.27, SD=3.21) levels, respectively. There is a significant difference in the participants’ posttest performance when grouped according to their sex (z=2.84, p=0.00); females (x̄=24.04, SD=3.22) have better performance than males (x̄=22.57, SD=3.04). There was a statistically significant difference in the pretest and posttest performances (z=-11.38, p<0.001), thus confirming the intervention program’s effectiveness (large effect size) in improving the numeracy skills of students. Teachers, school heads and superiors, students and parents/guardians, and future researchers can replicate or apply the intervention program to other sets of learners.