Perceptions Of School Research Articles

Belonging, student identity and school activity preferences: Views from Year 4 in the global cities of Hong Kong, Singapore and Melbourne

Students in East Asian locations often obtain high academic results in international high-stakes testing, but lower results on affective aspects of their schooling, such as sense of belonging. These findings indicate the need for more holistic research into children’s lifeworlds, including their experiences of school. In this article, we draw on a survey with 627 Year 4 students in three global cities in the Asia Pacific (Hong Kong, Singapore, and Melbourne), exploring dimensions of their perceptions of school. Responses from students were generally positive in terms of sense of school belonging and student identity. Students who responded positively in terms of belonging and student identity were more likely to want academic activities to occur more often. The article adds to the existing literature by offering an exploratory consideration of the relationships between sense of belonging, student identity, and school activity preferences of Year 4 students in Hong Kong, Singapore and Melbourne. It is argued that all of these are essential factors that need to be considered and incorporated in policy planning and curriculum development.

Expanding the Pipeline to Teach: Recruiting Future Urban Teachers of Color Through a Dual Enrollment Program.

This qualitative case study explores the perceptions of schools, schooling, and teaching prior to and after engagement in a dual enrollment program. Data from nine participants revealed insights into the ways pre-college students thought about careers in teaching, how experiences in the dual enrollment program shaped their interest in teaching, and their perceptions of the pathways to and aspirations for teaching. Pre-college students envisioned teaching as a career possibility due to intrinsic factors, such as intellectual interests and racial identity; these factors were reinforced by family and salient schooling experiences. The dual enrollment program confirmed prior interests in teaching through its focus on the education major, mentoring, and the opportunity to take college coursework at the host university.

Factors Affecting Teacher Performance At SDN Pondok Pucung 05 Bintaro

In recent years, SDN Pondok Pucung 05 Bintaro has experienced an alarming decline in the number of students. In fact, students who attend SDN are free of charge because the costs are paid by the government. This phenomenon reflects the problems that are happening at SDN Pondok Pucung 05 Bintaro. One of the problems that urgently and urgently needs to be addressed is the teacher's performance. Based on some literature, it is known that to improve organizational performance; a conducive organizational climate is needed–where there is full employee engagement and employee satisfaction. Therefore, the performance of teachers at SDN Pondok Pucung 05 Bintaro is thought to be influenced by several factors, such as organizational climate, job satisfaction, and teacher engagement. The purpose of this study was to determine the effect of organizational climate and job satisfaction on teacher performance mediated by teacher engagement at SDN Pondok Pucung 05 Bintaro, Indonesia. The research model used in this study is a structural model to test the proposed hypothesis using path analysis. There were 30 teachers who participated in this survey using a saturated sample. The data collection instrument used was a questionnaire distributed to 30 teachers at SDN Pondok Pucung 05 Bintaro. This study indicates that teacher performance in SDN Pondok Pucung 05 Bintaro is influenced by many factors, which organizational climate, job satisfaction, and employee engagement are important parts of the factors supporting the teacher's performance. The limitation of this study is that there are many other variables that can affect teacher performance in SDN Pondok Pucung 05 Bintaro but were not examined in this study, such as work motivation, organizational commitment, school facilities, and perceptions of public and private schools. These variables are suggested to be investigated in further research. The originality of this study shows that these results emphasize the importance of creating and managing organizational climate, job satisfaction, and employee engagement to improve teacher performance at SDN Pondok Pucung 05 Bintaro in carrying out their duties and obligations at school.

The Relationship between Teacher Perceptions of Distributed Leadership and Schools as Learning Organizations

This study aimed to identify the relationship between teachers' distributed leadership and perceptions of schools as learning organizations. This study used correlational survey model and made use of correlations to determine the relationship between the two variables. Study population consisted of 600 teachers employed at secondary schools in the central district of Bolu in 2018-2019 academic year. The study was carried out on the population and therefore no sampling was required. Of the 600 scales distributed, 268 were returned and evaluated. The measurement tool used in the research consists of three parts. First part of the scale included demographic characteristics of teachers. The second part included the Distributed Leadership Scale and the third part consisted of the Learning School Scale. Some of the results of the research are as follows: Teachers have high perceptions of learning school and sub-dimensions such as team learning, mental models, shared vision, personal domination and shared leadership. Male and female teachers are similar in learning schools and sub-dimensions of learning in teams, mental models, shared vision and shared leadership perceptions. According to the results of the research, female teachers 'perceptions of personal dominance dimension are higher than male teachers' perceptions. Teachers with different types of in-service participation and project numbers have similar characteristics to the learning school, learning as a team, mental models, shared vision and personal dominance sub-dimensions and shared leadership perceptions. The teachers' perceptions of teachers in schools whose schools have different number of teachers show different characteristics in other dimensions and shared leadership perceptions except for personal dominance dimension.

The school environment-related predictors of fights and bullying among School-Age Children in Serbia

Abstract Background The health and development of school-age children is a contemporary topic of various health policies and programs, which has become even more of a focus in critical situations such as the COVID-19 pandemic. The study aims to assess the prevalence of school-age children's participation in fights and bullying in Serbia, and to examine the relevance of students’ socio-demographic characteristics and perceptions of school and relations with other students and professors for participation in fights and bullying. Methods A secondary analysis of the original data of the 2017 HBSC study is performed on 3267 students in a nationally representative sample of primary and high schools in Serbia. Predictors of taking part in fights and taking part in bullying were examined by using univariate and multivariate logistic regression. Results The main results show that 50.8% of boys and 17.1% of girls have taken part in fights, while 17.7% boys and 10.4% of girls have taken part in bullying. Students who felt a large and very large burden of school obligations were 1.43 times more likely to participate in bullying at least once, while they were 1.38 and 2.12 times more likely to participate in multiple fights and 4.04, 1.24, and 2.78 times more likely to participate multiple times in bullying. Fights among school-age children are significantly positively associated with living with relatives/legal guardians and poor quality of life. Conclusions The prevalence of participating in at least one fight/bullying is higher than in multiple fights/bullying. These associations suggest a necessity to enhance the monitoring and control of peer behavior among school-age children. The findings of the study imply key enablers of protection, such as building relationships based on team spirit and work, friendly behavior, empathy, and help, which should be included in the value system of school and family activities in programs to combat fights and bullying in school-age children. Key messages • In Serbia, every second boy and every fifth girl participated in fights, while less than every fifth boy and every tenth girl participated in bullying. • Study results can inform school and healthcare actors’ efforts to improve school-age children’s development and health capacity for life.

Scare-Away Risks: The Effects of a Serious Game on Adolescents’ Awareness of Health and Security Risks in an Italian Sample

Digital games can be defined as games supported by audiovisual apparatus and based on storytelling. This work aims to frame video games in the recent perspective offered by positive psychology and focuses on risk perception and on the promotion of protective behaviors in adolescent students, by means of a new Italian ad hoc created digital game named ‘Scare-away risks’ (Scacciarischi). In its storytelling, the different characters must defeat monsters that symbolically represent potential risks in home, school and work contexts. On this basis, the present study assumes that playing video games, as an engaging and motivating activity, can improve the adolescents’ psychological perception of home, school and work risks. To verify these hypotheses, a quasi-experiment comparing students who played Scacciarischi (experimental group) with a control group was conducted. At the end of the game, a questionnaire was administered to 149 participants, balanced for gender, investigating (a) the level of engagement during the game, (b) the perceived risks, (c) the locus of control, (d) the protective behavior intentions. The results showed that playing Scacciarischi is related to higher levels of engagement, internal locus of control, risk perception and protective behavioral intentions. In addition, both engagement and internal locus of control act as precursors of the other two variables. Finally, reflections about the importance of the engaging experience of Scacciarischi in the domain of safety, prevention and health issues are proposed.

Associations of connectedness and parental behaviors with adolescent physical activity and mental health during COVID-19: A mediation analysis using the 2021 adolescent behaviors and experiences survey

The purpose of this study was to examine the associations of connectedness and parental behaviors with adolescent physical activity (PA) and mental health during COVID-19. Participants were a representative sample of US high school students who completed the 2021 Adolescent Behaviors and Experiences Survey (ABES; N = 7705; 50.4% female). ABES was completed online during the spring of 2021 and data were analyzed during the spring of 2022. Independent variables were items asking about perceived school and virtual connectedness, parental emotional abuse, and parental monitoring. Latent variables represented both PA and mental health. Two weighted structural equation models tested the associations between connectedness, parental behaviors, and mental health mediated through PA (Model 1) and between connectedness, parental behaviors, and PA mediated through mental health (Model 2) with indirect effect confidence intervals obtained using Monte Carlo simulations. School connectedness directly associated with better mental health in Model 1 (β = 0.17, p < 0.001) and with higher PA in Model 2 (β = 0.19, p < 0.001) while virtual connectedness directly associated with higher PA in Model 2 (β = 0.08, p < 0.001). Parental emotional abuse directly associated with poorer mental health in Model 1 (β = −0.43, p < 0.001). Standardized indirect effects to better mental health mediated through higher PA were observed for school connectedness (IE = 0.017, p < 0.001) and virtual connectedness (IE = 0.007, p < 0.001) and indirect effects to lower PA mediated through poorer mental health were observed for parental emotional abuse (IE = -0.050, p < 0.001). Perceptions of school and virtual connectedness and parental emotional abuse both directly and indirectly impacted adolescent PA and mental health during the COVID-19 pandemic.

Health Literacy and Health-Related Quality of Life in Beijing Adolescents: A Path Analysis.

Health literacy is a critical driver of achieving an equitable world for every child and adolescent. Although the relationship between health literacy and health-related quality of life (HRQoL) has been documented, little is known among adolescents. In addition, due to lack of theory-driven empirical research, it remains unknown about the full relationship between health literacy, its antecedents, and HRQoL. This study aimed to apply Manganello's framework to investigate how health literacy was associated with its antecedents and HRQoL in Beijing secondary students. A cross-sectional study was conducted with 650 students in years 7 to 9 from four secondary schools in Beijing. Based on Manganello's health literacy framework, a self-administered questionnaire was used to collect information on health literacy, its antecedents (i.e., sociodemographics, self-efficacy, social support, school and community environment), and HRQoL. The 8-item Health Literacy Assessment Tool was used to measure health literacy (score range 0-37), and the KIDSCREEN-10 was used to measure HRQoL (score range 10-50). Path analysis was conducted to examine the mediating role of health literacy in the relationship between its antecedents and HRQoL. Overall, the average score of students' health literacy and HRQoL was 26.37 (±5.89) and 37.49 (±5.78), respectively. Health literacy was positively correlated with HRQoL (r = 0.36, p < .01). In the final path model, health literacy was not associated with HRQoL. However, students' social support, school environment, and community environment were associated with HRQoL. Health literacy was affected by self-efficacy, social support, and school environment (all p < .05). A range of intrapersonal, interpersonal, and environmental factors were associated with health literacy and HRQoL. A holistic approach is needed to improve health literacy and HRQoL through multilevel intervention strategies such as increasing personal self-efficacy, promoting social support, and creating positive environments. [HLRP: Health Literacy Research and Practice. 2022;6(4):e300-e309.] Plain Language Summary: We investigated how health literacy was related to its influencing factors and HRQoL among Beijing secondary students in years 7 to 9. Health literacy and HRQoL were independent outcomes affected by a range of social-ecological factors including self-efficacy, social support, and perceptions of school and community environments.

Perception of secondary schools' students about Physics practical work: Intended and enacted curriculum perspective

The syntactic and pragmatic nature of science is learnt better through practical work. Practical work supports cognitive, neuromotor and attitudinal domains of learning through scientific reasoning. Laboratory apparatus availability, their functionality, usability and standard schedule in academic curricula are essential for smooth conduct of practical work. Teachers’ perceptions about practical and students’ scientific inquiry about practical work are linked with effective curriculum implementation. The current study was planned to examine the gap between intended curriculum and enacted national curriculum of physics focusing conduct of practical and the availability of laboratory apparatus. The study was descriptive in nature, following quantitative research design, and a survey method was used to frame the study. A multistage stratified random sampling technique was used to collect the data. Secondary school physics teachers, students, laboratory stock register and the national curriculum for physics were sources of the data. The sample of study consisted of 2,880 students enrolled in 10th grade. The reliability of the instrument was confirmed through calculating Cronbach’s Alpha score; 0.823. The results of the study showed moderate practice 55.8% for the conduct of practical and poor practices 20.2% for the availability of laboratory apparatus for the conduct of practical. There existed gap between theory and practical periods 8:1 in schools’ timetable. Further, the results of the independent sample t-test claimed a significant difference between urban and rural schools’ teachers in conducting practical work, urban teachers were conducting more practical as compared to rural schools’ teachers. The study recommended that government may provide funds to purchase laboratory apparatus, head-teachers ensure availability and functionality of laboratory with apparatus and physics teachers are provided training to conduct practical.

Examining the relationship between student attributional style, perceived teacher fairness, and sense of school belonging

Teacher fairness is a major concern for secondary students and significantly influences their sense of school belonging. This study investigated the relationship between Australian secondary students’ perception of teacher fairness and school belonging, and the indirect effects of student attributional style on that relationship. A sample of 269 students was collected from online surveys, which used the Psychological Sense of School Membership, Teacher Justice Scale, and Adolescent Cognitive Style Questionnaire to measure the key variables. Correlational analysis (two-tailed) revealed a positive relationship between perceived teacher fairness and school belonging, r (269) = 0.47, p <.001, and a negative relationship between maladaptive student attributional style with perceived teacher fairness, r (269) = -0.18, p <.001, and school belonging, r (269) = -0.28, p <.001. Additionally, a multiple regression analysis found that the variability in both student attributional style and perceived teacher fairness jointly explained around 26% of the variability in school belonging. Moreover, student attributional style partly mediated the relationship between perceived teacher fairness and school belonging, with an estimated statistically significant indirect effect of 0.03 units and a dominant direct effect of 0.31 units. These results confirm perceived teacher fairness as an essential ingredient for a positive teacher-student relationship and sense of school belonging. Findings from this study provide implications for classroom justice research and highlight the potential for applying framing interventions to students’ perceptions of teacher fairness to improve teacher-student relationships and enhance students’ sense of school belonging.

Analysis of the Spatial Perception of Antalya Vocational and Technical Anatolian High School as a Historical Building

This study aimed to analyze the spatial perception of educational buildings with historical significance by users. In this context, Antalya Vocational and Technical Anatolian High School, which is a historical building, was discussed as a material. A questionnaire was applied to individuals who graduated from this high school to examine how the facade design and garden layout were perceived in the spatial evaluation of the high school discussed in the study. Three different facade designs (modern, traditional, and mixed) based on the building complex were prepared using the AutoCAD, 3D Max, and Photoshop CS3 programs to be used in the questionnaire form consisting of open-ended and closed-ended questions. The frequency analysis was performed using the SPSS program to evaluate the data obtained after the questionnaire. According to the obtained results, it was determined that the middle age group was highly interested in the traditional and mixed facade design. It was observed that the participants further preferred the modern facade design as their level of education increased. It was observed that the participants preferred the mixed facade design more as their income level increased. Furthermore, it was determined that the mixed facade design was generally preferred more by the participants. In conclusion, the quality of historical buildings from the past should be updated with a modern perspective. Thus, positive effects will be achieved for the continuity of the building and its compliance with the environment. It is foreseen to provide positive effects both in terms of functionality and in the field of visual admiration and comfort by evaluating the changing needs of society over time and environmental factors together. On the other hand, while positive elements ensure the continuity of buildings and building complexes, it will also be possible to contribute to their becoming an urban image.

Investigating the Relationship Between Teachers' Perceptions of Instructional Supervision and Learning School

The purpose of this study is to research into the relationship between instructional supervision and learning school from the perspective of primary school teachers. This study utilized the correlational survey model, which is a type of quantitative research approach. The study's population includes 758 teachers working in primary schools associated with the MoNE in the central of Ağrı in 2021. The study's sample consisted of 257 teachers who were chosen using a simple random sampling method. As a data collection tool in research; "School Principals' Instructional Supervision Behavior (SPISB) Scale" and "Learning School (LS) Scale" were used. For statistical analysis of data; parametric tests were used. As a result of the analysis, it was found that the teachers' perceptions of learning schools were higher than their perceptions of instructional supervision. It was determined that teachers' perceptions of SPISB and LS differed significantly in some sub-dimensions according to their demographic variables. It was found that there is a significant positive relationship between the SPISB Scale sub-dimensions and the LS Scale sub-dimensions. The multiple regression analysis revealed that, with the exception of the personal mastery dimension, the sub-dimensions of the SPISB Scale significantly predicted the sub-dimensions of the LS Scale.

액션 치어리딩 참여 활동 학생들의 인식, 가치, 만족도에 관한 연구

The purpose of this study is to investigate the perception, value, and satisfaction of students participating in action cheerleading. For the purpose of this study, a survey was conducted for about two months from October 2021 targeting a total of 543(91 males, 452 females) middle school, high school, and college students who are participating in action cheerleading. The surveyed data were analyzed using frequency analysis, multiple response frequency analysis, exploratory factor analysis, reliability analysis, and correlation analysis using the SPSS statistical program. One-way ANOVA was performed to determine the difference in satisfaction among the participants of action cheerleading activities. The resulting results are as follows. First, the perception of middle school and college students was highest for ‘action cheerleading is good’, and high school students have good teamwork. Next, middle and high school students showed a high level of fun, and college students showed a high level of

Supporting school nurses to deliver emotional and mental health interventions: a service evaluation

School nurses often encounter children and young people with emotional and mental health needs and therefore need to be able to manage potentially distressing situations. A service evaluation explored the experiences and perceptions of a small school nursing team of the support they receive to deliver emotional and mental health interventions. Three school nurses and one child and adolescent mental health services (CAMHS) practitioner, all working in a remote and rural area of Scotland, took part in individual semi-structured interviews.Peer support emerged as the most important facilitator but participants lacked time to access it. Training was identified as another crucial source of support, but again time for it was lacking. Moreover, limited access to further support services for children and young people, and a lack of recognition and understanding of participants’ role by others, made it more challenging for participants to deliver emotional and mental health interventions. School nurses could be better supported in that aspect of their role by ensuring they have time for reflection and learning; by enhancing the training, tools and resources available to them; and by improving their professional recognition within and outside the NHS.

The Effectiveness of the Say-Something Anonymous Reporting System in Preventing School Violence: A Cluster Randomized Control Trial in 19 Middle Schools

ABSTRACT We examined the effectiveness of the Say Something Anonymous Reporting System (SS-ARS) program in improving school safety in a cluster randomized control trial among over 700 students in 19 middle schools in the Miami-Dade County Public Schools. The SS-ARS is a program that emphasizes youth engagement and trains youth to recognize warning signs of possible harmful behaviors and to safely report potential threats. We compared 3-month posttest reports of students’ self-efficacy and intention to report warning signs and 9-month posttest perceptions of school and exposure to school violence in treatment versus control schools. Results show that SS-ARS improved both 3-month and 9-month self-efficacy and intention to report. The intervention also promotes perceptions of school safety and reduced violence exposure at 9-month posttest.

Students' "COVID-19" and "school" perceptions in the pandemic.

This study aims to reveal high school students’ perceptions of COVID-19 and schools in the pandemic process through metaphors. In the study, phenomenology research design based on the qualitative research method was used. The study was carried out with the participation of 134 students at all grade levels from high school. The data were analyzed by content analysis. The metaphors were categorized according to their similarities, and their frequency values were calculated. Seventy-six metaphors and eight categories about COVID-19 were reached, and “flu,” “prison,” and “snake” are the metaphors that have the highest frequency values. They explained the metaphors by making associations with the disease, fast-spreading and damaging things. In the COVID-19 process, 78 metaphors and eight categories were found out for the school. Based on the metaphors created by the students, suggestions were made depending on the research results. It was determined that students had negative perceptions about the COVID-19 pandemic and the school in this process, and it was suggested that this could be eliminated again with educational activities.

Pitfalls and Inequalities Complicating the Pursuit of Passion

Pursuing passion for work is highly valuable to both employees and their organizations. However, many employees struggle to pursue and maintain their passion over time, a challenge which may be exacerbated by underlying inequalities. The papers in this symposium demonstrate the pitfalls and underlying inequalities which complicate the pursuit of passion. Across four presentations, we show that (1) the experience of passion is fundamentally self-limiting, that (2) employees do not give up on a job with poor working conditions because of their passion, (3) gender inequalities in the household place an additional burden on women’s pursuit of passion, and (4) mid-performing passionate men are better evaluated than mid-performing passionate women. Together, these presentations recast our understanding of passion, demonstrating that passion can at times drain employees, and may even exacerbate underlying inequalities. Challenge of Maintaining Passion for Work Over Time: A Dynamic Perspective on Passion and Exhaustion Presenter: Joy Bredehorst; Boston Consulting Group Presenter: Kai Krautter; Harvard U. Presenter: Jirs Meuris; U. of Wisconsin-Madison Presenter: Jon Michael Jachimowicz; Harvard Business School People that Give Up on a Passion Overestimate the Negativity of Observers’ Judgments Presenter: Zachariah Berry; Cornell U. Presenter: Brian J. Lucas; Cornell U. How Daily Passion-Fueled Increases in Working Hours Exacerbate Gender Inequality Presenter: Kai Krautter; Harvard U. Presenter: Megan Gorges; Harvard Business School Presenter: Zachariah Berry; Cornell U. Presenter: Sarah Ward; U. of Illinois at Urbana-Champaign Presenter: Jon Michael Jachimowicz; Harvard Business School Perceptions of Passion Boost the Status and Potential of Average-Performing Men Only Presenter: Joyce He; U. of California, Los Angeles Presenter: Celia Moore; Imperial College Business School

Customer satisfaction assessment and brand perception of a football school

The general objective of the study is to determine and analyze the perception of the brand of this club for its customers. The specific objectives are focused on: identifying and characterizing the sports organization's customers and building personas that allow the creation of personalized content; select dimensions of the service provided and assess consumers' perception; identify the value given by customers to the addition of new services. The results of the study offer a different perspective from previous studies, from the point of view of parents, who show greater interest in their students practicing a sport and are simultaneously looking out for their health and well-being, than precisely because they aspire to for them a career in football. Therefore, clubs should pay attention to this trend and try to respond to them. These principles apply both in Portugal and internationally, where opportunities, in financial terms and in terms of raw talent, present themselves as important growth prospects for the sports projects of Portuguese football clubs. To this end, the importance of developing and disseminating a differentiating brand, centered on customer needs, with quality and visible results is highlighted, allowing for an increase in the club's reputation and the opening of more football schools.

A psychoeducational intervention for teachers about bullying behavior prevention among secondary school students

BackgroundBullying among peers in schools is a significant public health problem that contributes to unhealthy outcomes for those who bully or are bullied.AimThe aim of the study is to evaluate the effect of a psychoeducational intervention for teachers about bullying behavior prevention among secondary school students.ResultsThe present study shows that there is highly statistical significance between total intervention regarding bullying at school and total bullying perceptions post-psychoeducational intervention.ConclusionsIt is important for teachers to receive a psychoeducational intervention from time to time to help them teach students how to solve their problems that can redirect potentially negative or passive behaviors to positive problem-solving and leadership skills.

Partnering with immigrant families to promote language justice and equity in education.

Despite USfederal legislation mandates institutions to provide meaningful access and participation to students and families in educational settings, culturally and linguistically diverse (CLD) families and caregivers of children in special education experience cultural and linguistic barriers. A Community Advisory Team (CAT) of parents, advocates, community interpreters and translators, researchers, and teachers explored CLD families' experiences and advocacy efforts. Critical bifocality and circuits of dispossession, privilege, and resistance informed the documentation of inequities and resistance to understand the linkages of structural arrangements of power. Focus groups with families (n = 21) speakers of Spanish, Portuguese, and Cantonese were conducted. Findings indicate perceived discrimination, poor and inadequate interpretation and translation services impact children's access to special education services, hinder family's communication with schools and reduce the perceptions of schools as trustworthy institutions. Families advocate relentlessly for their children and recommend schools listen to families and hire culturally and linguistically competent interpreters and translators. Community psychologists can make significant contributions to promote language justice in education settings through participatory approaches to inquiry that value CLD families' knowledge and expertise.