Perceptions Of School Administrators Research Articles

Perceptions of school administrators, teachers, and students on the use of CCTV cameras and their impact on learning mathematics

Perceptions of school administrators, teachers, and students on the use of CCTV cameras and their impact on learning mathematics

Αn ICT’s integration Model in the Educational Context and the Greek STEM education (1984-2006)

School heads in the modern educational and social context are called upon to effectively manage schools and manage a variety of pedagogical and administrative issues. The administration of the school unit is a factor of primary importance for its effectiveness and smooth operation. The purpose of this thesis is to investigate the administrative competence of principals and teachers in the Prefecture of Achaia, according to the perceptions of school administrators. This research is the first phase of a long-term management competence program for newly appointed managers, following the recent executive selection crises, designed at the initiative of the Directorate of Secondary Education of Achaia. For the investigation, an electronic structured questionnaire was constructed, which was answered by 72 principals out of a total of 122.The results showed a satisfactory degree of administrative competence and managerial readiness, while the administrative competence of teachers is presented with a low grade according to the perceptions of the interviewed principals.

Perceptions of school administrators about teacher leadership in Azerbaijan

One of the concepts with unclear definitions is teacher leadership. Teachers must be inclined to take various risks to become leaders. In fact, in practice, most teachers are not taught leadership skills in career preparation programs. Teachers' success in decision-making processes and school leadership efforts is sometimes limited. Teachers who achieve control in their classrooms have much more power to make suggestions to other adults in the school and can bring valuable qualities to the school as teacher leaders. In addition to aiming to organize effective classroom activities, teacher leadership also requires taking part in school activities. This research was conducted to discuss the roles and strategies of principals and teachers in developing teacher leadership in Azerbaijan. To achieve the purpose of the research, the scanning method was followed and a theoretical analysis was made. Leadership is the ability to motivate a group, gather them around certain goals, and achieve these goals together. As an effective leader, the teacher has the responsibility of developing a vision, sharing his vision, and organizing learning experiences appropriate to the development and individual differences of all students.

Technological Leadership Self-Efficacy Perceptions of School Administrators

Bu araştırmanın amacı, temel eğitim kademesinde (ilkokul ve ortaokul) görev yapmakta olan okul yöneticilerinin güncel teknoloji uygulamalarını okul yönetiminde, eğitim süreçlerine uygun olarak kullanmak konusunda sahip oldukları teknolojik öz yeterlik algılarını ortaya çıkarmaktır. Araştırma var olan bir durumu betimlediğinden “tarama modeli” şeklinde düzenlenmiştir. Araştırmanın evrenini, Çanakkale merkez ve ilçelerinde temel eğitim kademesindeki (ilkokul, ortaokul) devlet okullarında görev yapan 198 okul yöneticisi oluşturmaktadır. Çanakkale il genelinde temel eğitim kademesindeki (ilkokul, ortaokul) tüm okullara ulaşılabildiğinden araştırmada örneklem alma yoluna gidilmemiştir. Araştırmada veri toplama aracı olarak Banoğlu’nun (2012) geliştirmiş olduğu “Eğitim Yöneticilerinin Teknoloji Liderliği Yeterlikleri Ölçeği”nden faydalanılmıştır. Araştırmadan elde edilen tüm veriler SPSS 26.0 programı aracılığıyla analiz edilmiş ve veriler analiz edilirken, yüzde, ortalama, t testi, frekans, tek yönlü varyans analizi (One-Way ANOVA) kullanılmıştır. Araştırma bulguları okul müdürlerinin teknolojik liderlik öz yeterlik algılarının tüm boyutlarında kendilerini büyük oranda yeterli gördüklerini göstermektedir. Teknolojik liderlik öz yeterlik algıları cinsiyet, medeni durum, eğitim durumu, teknoloji yönetimi ve liderlik/yöneticilik ile ilgili hizmet içi eğitime dâhil olma durumu değişkenlerinden etkilenirken, hizmete ait çalışma yılı değişkeninden etkilenmemektedir. Ülkemizde okul yöneticisi yetiştirmeye yönelik bir programın olmaması sebebi ile araştırmaya ait bulguların bu yönde yapılacak olan çalışmalar için kaynak teşkil edebilmesi beklenmektedir.

Social media use and social capital: Social media usage habits and perceptions of school administrators

Social media allows people to spend time together online and interact and connect. The relationship between well-being and social media usage is being studied more and more because it affects many areas and is discussed from different aspects. In this study, a complete count was made, and an online questionnaire was applied to all 1282 school administrators working at Antalya Provincial National Education public schools. Results reveal how the social media usage habits and social media perceptions of school administrators are, and accordingly how social media may help fertilize their social capital and establishing a healthy work environment. In light of the findings, social media usage habits are gathered under four dimensions: research/information, entertainment, recognition, and development. These gratified needs are the key elements of building one's social capital.

The Relationship Between School Administrators' Supportive Leadership Behaviors and Organizational Citizenship According to Teacher Perceptions

The research, which aims to determine the relationship between the supportive leadership behaviors of school administrators and organizational citizenship according to teacher perceptions, was designed in the relational survey model, which is one of the quantitative research methods. The study population of the research consisted of 465 teachers working in primary schools in the city center of Bolu in the 2021-2022 academic year, and valid data were obtained from 306 teachers. Supportive leadership scale and organizational citizenship scales were used to collect data in the research. Parametric tests were used because the research data showed normal distribution. According to the results of the research, teachers' perceptions of school administrators' supportive leadership behaviors and organizational citizenship perceptions are high. According to another result of the study, there is a moderately positive and significant relationship between the supportive leadership behaviors of school administrators and organizational citizenship. Supportive leadership is a significant predictor of organizational citizenship. School administrators, as supportive leaders, can help teachers with their problems related to their lessons, make an effort to create a quality and peaceful working environment for teachers, make constructive criticism and create a fair working environment at school, be open to teachers' opinions and suggestions, appreciate their success, and enable their organizational citizenship behaviors to emerge. In order to ensure continuity in the supportive leadership behaviors of school administrators, it will be good to ensure continuity in their professional development. In this regard, they can participate in in-service trainings, workshops, panels and symposiums and congresses related to their fields.

Always Full Performance! The Relationship between Burnout, Organizational Commitment and Job Performance in School Administrators

In this study, the job performance of school administrators, a significant factor of school effectiveness, was discussed. Accordingly, the aim of the survey is to examine the relationship between burnout, commitment to school and the job performance of school administrators. 320 school administrators working in public schools in Turkey participated in the research. In the research, causal comparative design and correlational survey model, which are among the quantitative research methods, were used. The data of the study were collected using the "Burnout Measure", "Organizational Commitment Scale" and "Job Performance Scale". Descriptive and evidential statistics techniques were used in the analysis of the data. As a result of the research, it was determined that especially the job performances were at a very high level according to the perceptions of school administrators. School administrators' level of burnout was found to be low despite their medium level of commitment to school. A negative and very weak correlation was found between school administrators' burnout and their organizational commitment. When analyzed in terms of demographic variables, the job performance of the principals was higher than that of the assistant principals. Burnout of assistant principals was found to be higher than that of principals. In addition, it was revealed that female school administrators' burnout was higher than that of male school administrators. Demographic variables did not make a significant difference on the organizational commitment of school administrators. In the study, it was also founded that the burnout of school administrators and the continuance commitment dimension of their organizational commitment to their schools are significant predictors of their job performance. Recommendations were made in the light of relevant findings and literature.

Perceptions of School Administrators and Students on Security and Safety at Selected Tertiary Institutions in Ghana

The goal of the study is to review the perceptions of school administrators and students on security and safety at selected tertiary institutions in Bono Region, Ghana. The study was conducted at two public tertiary in Ghana's Bono Region. The study used a concurrent mixed-methods approach to collect both quantitative data through Likert scales and qualitative data through open questions within a single questionnaire and some interviews with school administrators. A sample size of seven hundred and fifty-eight (758), including students and administrators was used for this study. The survey revealed that students believe there is good security and safety on the two campuses. Additionally, students say they feel comfortable on campus during the day and night. They also say they feel safe overall. In addition, students do not carry something on them for protection when walking on campus and students are ready to report crime/s against them to the university security. It, however, came out from the study that students avoid certain places on campus because of fear of their security and safety. The study revealed proactive security and safety management practices in the two universities. It came out that the universities provide annual security and safety reports detailing any security and safety-related events with crime prevention details. The study further recommends that University management should prioritize efforts to enhance campus security and safety by employing more strong security personnel and deploying modern security gadgets/items, particularly in locations that students perceive as unsafe.

The Relationship between Teachers' Perceptions of Compliance with the Psychological Contract and School Administrators' Empowering Leadership Behaviors

The aim of this study is to examine the effect of school administrators’ empowering leadership behaviors on the psychological contract perceptions of secondary education institution (high school) teachers. The population of the study consists of 2,878 teachers who were working at 47 high schools located in central Elazığ during the 2019-2020 school year. The sample of the study consisted of 470 teachers selected from 12 schools using the stratified sampling method. Data were collected by using the "Scale for School Administrator Compliance with Psychological Contract" developed by Koçak (2016) and the “Scale for Teacher Compliance with Psychological Contract". Teacher perceptions of the level to which school administrators displayed empowering leadership behaviors were measured by using the Empowering Leadership Behaviors Scale developed by Konczak and Stelly and Trusty (2000) and adapted to Turkish by Aras (2013). It was found that teachers had high perceptions of school administrator compliance with psychological contract (SACPC) and that they also had a high level of compliance with psychological contract (STCPC). Additionally, it was found that teacher perceptions of school administrators displaying empowering leadership behaviors (OYGLD) were also high. Perceptions of teachers who had been working for 7-11 years in the same school regarding school administrator compliance with psychological contract were higher than those of teachers who had been working in the same institution for 2-6 years. Moderately positive and significant relationships were found between the Scale for School Administrator Compliance with Psychological Contract (SACPC), the Scale for Teacher Compliance with Psychological Contract (STCPC) and its subdimensions, and the Empowering Leadership Behaviors Scale (ELBS). The variables of deciding on one’s own, knowledge sharing and innovative performance did not have a significant impact.

AN EVALUATION OF CHANGE MANAGEMENT COMPETENCIES OF BASIC EDUCATION SCHOOL ADMINISTRATORS (THE CASE OF AKDENIZ DISTRICT, MERSIN)

This research aims to determine the competency levels of school administrators serving in public basic education schools in change management in terms of determining the need for change in school, preparing the school for the change process, implementing change in school, and evaluating the change, according to the perceptions of school administrators and teachers. In addition, the study aims to determine whether the perceptions of participants in each dimension differ by gender, age, and seniority variables. The research population consists of teachers and administrators working in basic education schools affiliated with the Ministry of National Education in the Akdeniz District of Mersin Province. The study population includes 90 basic education schools (primary and secondary schools). In these basic education schools, there are 1280 teachers and 195 school administrators (principals and vice principals). The number of teachers included in the sample representing them was 222, and the number of administrators was 101. A Questionnaire for Evaluating School Administrators’ Change Management Competencies, developed by the researcher, was administered to the research participants. The collected were analyzed using the SPSS program. To determine whether the competency levels of school administrators in change management differed by position and gender based on the participants’ perceptions, t-tests were applied, and to determine whether they differed by seniority and age, ANOVA tests were employed. The research findings indicated that according to the perceptions of public basic education school administrators, the administrators demonstrated high competencies in change management in the dimensions of determining the need for change in school, preparing the school for the change process, implementing the change in school, and evaluating the change. According to teachers’ perceptions, the administrators had high competency in all dimensions of change management.

Adapted Physical Educators’ Experiences With School Administration and Marginalization

Background: While preliminary research has indicated that adapted physical education (APE) teachers experience marginalization, little research has examined how specific relationships factor into these experiences. Purpose: This study sought to examine APE teachers’ experiences and perceptions of school administrators. Methodology: Occupational socialization theory was used to guide semistructured interviews with 24 APE teachers about their relationship with administrators. Results: A collaborative approach to qualitative data analysis was used to construct four themes: (a) APE teachers are socialized to be marginal and settle for inadequate support; (b) negative impressions of general physical education led to a similar outlook on APE; (c) administrators focus on compliance with mandates over quality practice in APE; and (d) support depends on administrative effort, and many administrators look uncomfortable in the gym. Conclusion: Although these findings shed light on the complex, and often absent, relationship between APE teachers and their administrators, still additional research is needed.

Investigation of distributed leadership level of school administrators

The purpose of this study is to determine the distributed leadership level of school administrators. The study is in the cross-sectional survey model to determine the distributed leadership level of school administrators. The sample of the study consists of 325 school administrators (principals and assistant principals) working in schools in the districts of Konya, Türkiye. In the study, the “Distributed leadership scale” developed by Hairon and Goh (2015) and adapted into Turkish by Akyürek (2022) was used to determine the level of distributed leadership. The results show that distributed leadership perceptions of school administrators were high. Moreover, distributed leadership perceptions of school administrators did not show a significant difference according to gender, age, duty, educational status, seniority of administration and school type variables. In this context, cooperation can be made with all education stakeholders, especially school administrators, and their opinions can be sought in order to carry out distributed leadership in schools more effectively on the basis of authorization, participation and sharing.

A Scale Development Study: The Evaluative Scale of Data-Based Management in Education

The purpose of this study is to develop a scale to assess the data-based management applications in education through the perceptions of school administrators. We live in the age of information and data serves as the main source of information. Therefore, data-based management is regarded as an important component of educational management practices today as it can add also to the effectiveness and efficiency of the management practices in education. In this regard, the scale developed through this study can play an important role for the evaluation as well as the improvement of the ongoing data-based management processes in education. The draft scale was formed of 55 items which were set through a detailed literature review. The data was collected in two phases, the first for exploratory factor analysis with participants of 227 school administrators and the second for the confirmatory factor analysis with 313 administrators. It was found out that the scale was formed of 21 items and two factors which were named as “data literacy and management” and “data-based management”.

Perceptions of School Managers Towards the Acceptance and Use of Technology: A Phenomenological Study

This study aims to bring out the perceptions of school principals about technology and its use in educational institutions. The research is important in terms of determining the perceptions of school administrators to accept and use technology in the context of the necessity of using technology in schools in the distance education process and today’s rapid technological developments. The study group of the research consists of 20 school administrators (principal and assistant principal) working in primary, secondary, and high schools in in Istanbul. The data of the research were collected through semi-structured interviews. The collected data were analyzed by content analysis method. It is understood that the administrators who participated in the research have positive perceptions of technology acceptance and consider its use mandatory. According to the participants, it was obtained that with the technological competencies of school administrators, their perceptions of following and using technology were different. In the research, it was found that school administrators use technology more in compulsory situations and to provide benefits. When evaluated in terms of technology in management processes, it was concluded that the administrators participated in the study using technology but they differed according to the age, in-service training, desire, and need of other school administrators in accepting and using technology.

Teachers' and school administrators' perceptions of emergency distance education.

This research was conducted to determine the perceptions of school administrators and teachers about Covid-19 and distance education. The research is a descriptive study conducted to reflect the specific characteristics of the participants. In this context, the research model is the scanning model. In the population of the study, 31 school administrators and 156 teachers voluntarily participated in a province of Turkey in the 2020-2021 academic year. An easily accessible situation sampling technique was used in determining the participants. Within the scope of the research, a distance education satisfaction questionnaire was developed based on the experiences of the researcher himself, and an information form containing the personal information of the participants was used to collect data. The data within the scope of the research were collected by sending the data collection tool prepared online to school administrators and teachers. The data collection tool was delivered to participants via WhatsApp groups via google forms. While analyzing the data obtained within the scope of the study, descriptive statistical analyzes were made in all questions and basic statistical values ​​such as frequency, percentage, standard deviation, mode, median was reported. At the end of the study, it was determined that half of the participants did not consider the distance education conducted in their schools during the epidemic period to be sufficient. Administrators and teachers; 49.7% of them stated that they could partially benefit from distance education while conducting the lessons, 40.1% stated that it is not appropriate to conduct the lessons with distance education, and 10.2% stated that all the lessons could be conducted by distance education.

Strategies Used to Gain an Effective Parental Involvement: School Administration and Teachers' Perceptions

This preliminary study examines the perceptions of school administrators (principals and assistant principals) and teachers regarding the management of parental involvement. Principals, assistant principals, and teachers from both Jewish and Arab elementary schools were interviewed. Using a qualitative research approach, results show that the active participation of parents is the most important factor to achieve beneficial outcomes. At the same time, it is important to draw clear limits to their involvement. The school administrators and the teachers were in favor of parental involvement and some of them expected more involvement for the child’s sake (especially in Arab schools). They believed that it is very important for the student’s academic achievement and success. Regarding parental involvement in pedagogic issues, the staff were more hesitant, with some against this kind of involvement. Principals’ leadership seems to be key for successful parental involvement and the optimal strategies are partnership and collaboration, not only with the parents but also with the teachers.

Perceptions of school administrators on the educational leadership training programs in Oman

The purpose of this research paper is to investigate the perceptions of school administrators in the Sultanate of Oman on the leadership training programs offered by the Ministry of Education and Educational Regions.
 A questionnaire was designed and distributed to 200 school administrators who attended two leadership training programs implemented jointly by the Ministry of Education and Educational Regions. SPSS and a descriptive analysis approach were used to analyze collected data. 
 The sample perceived the training programs to be useful and effective in developing their leadership skills. However, more professional training is needed in areas of problem-solving and strategic planning skills.

Instructional Leadership Practices at High-Performing Vocational Schools: Administrators’ vs Teachers’ Perception

Instructional leadership continues to be a prevalent subject in educational leadership and has been progressively implemented to solidify educational leadership practices globally. The duty of school leaders as instructional leaders has long been recognized as an essential factor in school organizations to improve the quality of learning in schools. This study aimed to explore and report the instructional leadership practices among school administrators (principals, and vice-principals, head of programs) from high-performing vocational schools based on administrators’ and teachers’ perspectives. A survey was used to acquire the quantitative data. The Principal Instructional Management Rating Scale (PIMRS) was employed and administered to 155 school administrators and 336 teachers from twenty-three high-performing vocational schools. Data were analyzed using descriptive statistics to measure the level of instructional leadership practices. The t-test was utilized to assess the substantial differences between school administrators and teachers. The findings indicated that the school administrators’ instructional leadership practices are high in defining school goals, managing instructional Programme, and promoting positive school climate dimensions. The findings also show a substantial difference in scores between the perceptions of school administrators and teachers concerning instructional leadership practices by school administrators. This study contributes to the understanding of instructional leadership practices, which had previously received limited attention.

Comparative Analysis of Democratic Attitude and Value Perceptions of School Administrators, Teachers, Preservice Teachers and Students: A Meta-Analysis Study

This study aims to comparatively analyze the effect size of perceptions related to democratic attitudes and values of school administrators, teachers, preservice teachers, and students. The meta-analysis method, one of the research synthesis methods, was used in the research. Within the scope of the study, master’s and doctoral theses and research articles dealing with this topic in Turkey were investigated. Based on the screening results, a total of 101 studies from 2013 to 2020 abided by the inclusion criteria. For these 101 studies comprising a sample of 33,774 people, four effect sizes were calculated. According to research results, high levels of effect size were determined based on the random effect model for opinions related to democratic attitudes and values of school administrators, teachers, preservice teachers, and students (d=41.14). The perceptions of democratic attitudes and values of participants were ranked from low to high as students (d=30.45), school administrators (d=38.66), teachers (d=47.86), and preservice teachers (d=51.73). There was a significant difference between the opinions of participants (p=0.00). Students appeared to have the lowest perceptions of democratic attitudes and values. According to the results of moderator analysis, the effect sizes of studies were determined to differ depending on publication type (p=0.00), educational level (p=0.00), gender of the researcher (p=0.00), and the region of the research (p=0.00). Concerning the meta-regression results for the effect size in terms of the year the research was performed, there appeared to be a falling trend in perceptions related to democratic attitudes and values of participants.

The Role of School Administrators in Organizational Learning Processes

This study aims to determine the perceptions of school administrators about the roles they played in the organizational learning process. In this qualitative research, interviews were conducted with 30 school administrators in Ankara, Turkey. The content obtained through interviews in a semi-structured form was analyzed descriptively and evaluated within the context of organizational learning processes. The roles of school administrators on organizational learning were discussed in three different categories: the existence or production of knowledge, the sharing or interpretation of knowledge, and the integration or institutionalization of knowledge. This study advances existing research literature by focusing on organizational learning processes.