High School Performance Research Articles

Investigating the Use of Data to Inform Instructional Leadership and Build Data-Use Capacity: Case Studies in Kuwaiti Context

ABSTRACT This study aimed to investigate how data are used to inform instructional leadership practices in three Kuwaiti public schools, in addition to the factors that impact building data-use capacity. This study conducted three qualitative case studies in high-performing public schools. The findings reveal that data usage in the Kuwaiti schools facilitates the diagnosis and mentoring of students’ academic performance, instructional supervision and change, and the establishment of new plans and activities. Furthermore, the factors helping and hindering the data-use capacity were also assessed.

The role of differentiation strategy and organizational citizenship behavior in mediating the effect of transformational leadership on the performance of private high schools

This study aimed to develop a conceptual model of the role of differentiation strategy and organizational citizenship behavior in mediating the effect of transformational leadership on the performance of private high schools in Pekanbaru. The sample was 140 principals and vice-principals of private high schools in Pekanbaru. The data obtained were processed using Structural Equation Modeling Partial Least Square (SEM PLS). The findings in this study are that transformational leadership has a positive effect on the performance of private high schools in Pekanbaru, differentiation strategy and organizational citizenship behavior mediate the effect of transformational leadership on the performance of private high schools in Pekanbaru. The most effective pathway to affect the performance of private high schools is the mediating pathway of organizational citizenship behavior on the effect of transformational leadership on the performance of private high schools.

THE PRACTICE OF CRITICAL THINKING SKILLS IN TEACHING MATHEMATICS: TEACHERS’ PERCEPTION AND READINESS

Purpose - This study was conducted to identify the relationship and influence of mathematics teachers’ perception and readiness on the practice of critical thinking skills (CTS) in implementing pedagogical processes in secondary schools. Methodology - Participants of the study consisted of 226 mathematics teachers who taught in three different secondary school categories, namely high performing schools (HPS), moderate performing schools (MPS) and low performing schools (LPS) throughout the state of Kelantan, Malaysia. The instrument used was adapted from Thurman (2009) to test the teachers’ perception of CTS, while the teachers’ readiness to apply CTS was adapted from Nagappan (2001) and Yusof and Ibrahim (2012). Besides, measurement of the teachers’ practice of CTS was adapted from Aldegether (2009), Barak and Shakhman (2008), and Shim and Walczak (2012). Findings - Teachers’ perception, readiness, and CTS practice in mathematics teaching were high in HPS but low in LPS. There was a strong positive relationship between teachers’ perception of CTS practice and teachers’ readiness to implement CTS practice in mathematics teaching. In addition, a total of 65 percent variance was contributed by both variables, namely teachers’ perception and teachers’ readiness for CTS practice in mathematics teaching, and this contribution was very high. Significance - The findings of the study also proved that the practice of CTS has improved the pedagogical quality of teachers, especially in meeting the needs of 21st century learning in the classroom. The emphasis on higher order thinking skills (HOTS) is a continuation of the excellence of teaching strategies through a variety of planned learning resources.

Correlation of Performance of Alternative Learning System (ALS) Completers, Life-long Learners and Senior High School (SHS) Graduates

This study aims to carry out the factors affecting students’ academic performance of senior high school (SHS) graduates, Alternative Learning System (ALS) completers and life-long learners enrolled at a State University, Philippines during the academic year 2019-2020. 310 freshmen from the different academic programs were asked to self-evaluate their study habits, personal condition and attitudes towards school and make personal assessment on the impact of home environment, school environment and lecturer/instructor to their academic performance. Furthermore, their academic performance was measured based on their first semester GPA. Attitude is a significant factor for some students (but not all who are under study) that affects their performance; study habits and personal condition are not an important variable in this situation. However, students should be encouraged to develop effective study habits as some experts have discovered; neglecting to do so might lead to poor academic achievement. Furthermore, it appears that some factors, which are not limited by personal background, may influence habits, and as a result, negatively or favorably effect academic achievement. External factors such as family, school and instructors had no meaningful correlation with the respondents' academic achievement.

A zaklatás jelenségének vizsgálata városi általános iskolás tanulók körében

The study presents the results of a survey among pupils of grades V-VIII of an urban primary school in Szeklerland, where the author investigated the phenomenon of bullying in the school environment. The results of the data collection are summarized in five aspects: (1) to what extent bullying is present in the studied group of pupils, (2) to what extent bullying is present in each grade, (3) to what extent bullying is experienced by pupils with high school performance and pupils with low school performance, (4) in which school locations bullying is experienced, and (5) what reasons are given by pupils.

Результаты лонгитюдного диагностического исследования по проекту «Шахматы для общего развития»

<p>The relevance is due to the expansion of the practice of including chess into school as an academic subject. At the same time, there are very few studies devoted to the analysis of the influence of chess on the development and academic performance of students studying chess as a school subject. This diagnostic study is being carried out as part of the Chess for Overall Development project, which has been implemented in the city of Satka, Chelyabinsk Region, from 2004 to the present. The aim of the study is to establish a relationship between teaching chess in elementary school using the «Chess for Overall Development» technology and the dynamics of the development of higher mental functions of students playing chess using the «Chess for Overall Development» technology (N=331), not playing chess (N=146) or engaged in other methods (N=160). In a cross-sectional longitudinal study, methods are used to diagnose the development of attention, memory, verbal and non-verbal intelligence, performance, and the ability to act in the mind. In total, three cross-sectional studies were conducted: with students in the second grade, in high school and in the ninth grade. The results of a comparative study show that in the second grade, students who played chess using the «Chess for Overall Development» technology for a year were ahead of their peers from the comparison groups in almost all indicators. According to some indicators, the advance in development remained until the ninth grade. In terms of academic performance, students who studied using the «Chess for Overall Development» technology showed significantly higher results than their peers from the two control groups: every third graduate from those who entered the tenth grade became a gold medalist. The conclusion is made about the expediency of using the «Chess for Overall Development» technology in elementary school for cognitive development and growth in academic performance in middle and high school.</p>

HEADTEACHERS’ ADMINISTRATIVE DUTIES AND TEACHER JOB PERFORMANCE IN PUBLIC JUNIOR HIGH SCHOOLS AT AGONA SWEDRU, GHANA

<p>The study investigated the relationship between headteachers’ administrative duties and teacher job performance in public Junior High Schools at Agona Swedru in the Agona West Municipality of the Central Region of Ghana. This study adopted the quantitative correlational research design. Teachers in all public Junior High Schools at Agona Swedru in the Central Region of Ghana, formed the target population, while the accessible population covered all teachers in public Junior High Schools at Agona Swedru who had spent at least a year in their respective schools. Simple random sampling technique was used to obtain 70 teachers whose responses to items in closed-ended questionnaire were used for the analysis for this study. One significant finding was that the headteachers performed all the administrative duties outlined in the study even though they predominantly performed the duty of school-community relationship. Generally, the performance of the teachers was very good with discipline and punctuality recording the highest mean. Again, a strong positive and significant relationship between administrative duties of headteachers and teacher job performance was established. Among the recommendations is that the Education Directorate in the Agona West Municipality should organise in-service training for headteachers of public Junior High Schools at Agona Swedru to enable them to improve on their administrative duties to influence teacher job performance. </p><p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0973/a.php" alt="Hit counter" /></p>

INSTRUCTIONAL COMPETENCE AND STUDENTS’ ACADEMIC PERFORMANCE IN SENIOR HIGH SCHOOL

This study investigated the teachers’ instructional competence and students’ academic performance in senior high school. Descriptive -correlational method was utilized in this study. Twelve (12) senior high school teachers’ and one hundred fifty (150) students’ who participated in this study. The data on instructional competence was obtain through the adapted and modified questionnaire which include the ICT Literacy, Learning and Thinking Skills, Core Subjects, Assessment, Content and Life Skills. The academic performance was also obtained from their teacher advisers. The findings of this study revealed that teacher’s instructional competence and students’ academic fall in a Satisfactory level. The result on correlation analysis found out that students’ academic performance is substantially associated to teachers’ instructional competence particularly in ICT Literacy, Assessment and Life skills. This analysis shows that when teachers lack on the ICT literacy skills needed to integrate technology into their teaching, teamwork and communication significantly affect student achievement. Likewise, the findings also indicate that when teachers' lack of use technology to increase efficiency and timeliness during formal and informal assessments and, in particular, to give students opportunities to develop moral decisionmaking and behavior, tends to affect students' academic achievement. Thus, senior high school teachers should participate in conferences, seminars, and training sessions pertaining to ICT literacy in order to expand their knowledge, utilize this modern technology in the teaching - learning activities, and develop their abilities. In this method, teachers could help students’ increase their motivation and improve their academic performance.

Mindset, stereotype threat and the academic achievement gap between Chinese and Latinx English Learners (ELs)

This longitudinal study examined the role of teacher and student mindset and stereotype threat in the achievement gap between Chinese and Latinx English Learners. Our analytic sample consisted of 858 students ranging from 4th through 8th grade and their teachers (N = 66). This study made use of psychological survey data from students and teachers, as well as state-mandated standardized assessment outcomes for Math and English Language Arts (2017–18 and 2018–19). With hierarchical linear modeling analysis, results showed that student growth mindset was significantly associated with higher school performance and stereotype threat was significantly associated with lower school performance. Teacher growth mindset was also significantly associated with school performance, but differentially by ethnicity and grade. Practical and research implications are discussed.

Relationship Between School Leadership, Work Motivation, Morale Spirit and Teacher Performance of State Junior High School of Sub district of North Laut Island, Kotabaru District

The purpose of this study was to determine the relationship between leadership, work motivation, morale with the performance of the teachers of State Junior High Schools se Kecamatan North Laut Island, Kotabaru District. This research uses quantitative methods. The results showed that: 1) teacher performance, principal leadership, work motivation and morale at high categorization, 2) There is a direct relationship between principal leadership and teacher work motivation, 3) There is a direct relationship between work motivation and teacher performance, 4 ) There is a direct relationship between principal leadership and teacher performance, 5) There is a direct relationship between principal leadership and morale spirit, 6) There is a direct relationship between work morale and teacher performance, 7) There is an indirect relationship between principal leadership and performance teachers through teacher work motivation, 8) There is an indirect relationship between principal leadership and teacher performance through morale spirit.

Youth Awareness Level towards Sustainable Development Goals (SDGs) in Greater Kuala Lumpur

In 2015, the United Nations initiated the Sustainable development goals (SDGs) to address the global changes while ensuring better and sustainable actions for the future. Among Asian countries, Malaysia has also made an effort to integrate the SDGs into its national development plan. In this study, the awareness level of youth from high schools in Greater Kuala Lumpur towards Sustainable Development Goals has been assessed through questionnaires with 60 questions given to 421 respondents. Sufficient levels of feedbacks for the whole population were acquired (Confidence level: 95%, Margin of error: 5%). Five schools were selected and grouped into 3 types: high-performance school (national merit of excellence), cluster school (state level merit of excellence), and daily school (normal achievement). The results of the Spearman Rho correlation showed a significant but weak relationship [r= 0.435] between attitude and practice for all schools. Interestingly, the statistical test showed a negligible relationship between knowledge and attitude, and knowledge and practice, indicating a low attitude to practice SDGs amongst youth although equipped with adequate knowledge. The study also found that high-performance schools showed the highest score for all knowledge, attitude, and practice.

THE ACADEMIC JOURNEY OF ENTREPRENEURSHIP STUDENTS IN HIGHER EDUCATION INSTITUTIONS. THE SYSTEMS THEORY APPROACH

In its fifth report, South Africa’s Department of Higher Education and Training (DHET), published on 31 March 2020, called for institutions to carefully investigate undergraduate business education (curricula) after the business, economics, and management studies (in the Classification of Educational Subject Matter (CESM)) category presented the highest dropouts and lowest throughput rates. To understand the academic journey of entrepreneurship students, this study reviewed the literature through the lens of the General Systems Theory (GST), together with Tuckman’s (1999) Tripartite Model of Motivation for Achievement (TMMA). Accordingly, this study viewed the journey of students as a dynamic system with the students having some characteristics and motivations (inputs) when entering higher education, and what the higher education institutions should do (processes) to achieve improved academic performance (output) of students. From the literature reviewed, this study suggests the need to profile students based on their pre-enrolment information and capturing the perceptions of what they think influenced their academic performance in high school. Apart from this, the need to understand the entrepreneurial profile of students has been suggested considering the importance of entrepreneurship in employment creation, especially in South Africa, with an unemployment rate of 32.6%. Thus, it is necessary to produce graduates with the much-needed entrepreneurial capabilities in the South African economy.

Linking school leaders’ core practices to organizational school climate and student achievements in Norwegian high-performing and low-performing rural schools

Prior research has suggested that well-performing school leadership clusters around a set of general core practices, which appear to be effective across a range of national, social and cultural contexts, yet contingent of school leaders being responsive to context and responding appropriately to their different contextual demands when they employ these core practices. So far school leadership in rural regions has received only modest attention in leadership research. Therefore, this study was designed to explore the relationship between the core practices of school leaders, organizational school climate and student academic achievement in primary and lower secondary rural schools in a county in Norway. The research design involved a cross-sectional study based on ratings from 275 teachers situated in 20 rural schools, split into two sub-groups of 10 ‘high-performing’ and 10 ‘low-performing’ schools. The results from the multivariate analysis and comparisons between the sub-groups suggest that two distinct core practices of school leadership emerge as critical in Norwegian rural school settings. Further, the results indicate that in the higher performing rural schools, the teachers reported a more positive organizational school climate, with higher level of collaborative learning and self-confidence, than in the opposite sub-group.

The influence of entrepreneurial leadership and sustainability leadership on high-performing school leaders: mediated by empowerment

The fifth shift of the Malaysian Education Blueprint (MEB) 2013–2015, stated that the ministry will ensure high-performing school leaders are placed in every school. But the main challenge for the Malaysian school leader is to improve and achieve the key performance indicators of high-performing schools. This study supports the aspirations of MEB 2013–2015 by identifying the best practices of leadership to achieve outstanding student performance as well as to maintain the high-performance of schools. Therefore, this study examines the influence of entrepreneurial leadership, sustainability leadership and empowerment towards high-performing school leaders in primary schools of East Coast Malaysia. The instrument used is a questionnaire adopted from several questionnaires developed by previous researches on entrepreneurial leadership, sustainable leadership, empowerment and high-performing school leaders. A total of 486 questionnaires were distributed to the respondents of 15 high-performing primary schools in Kelantan, Terengganu and Pahang using the random sampling technique. With a 58 percent return rate, the data were analyzed using SPSS version 24 and SmartPLS version 3.28 for descriptive analysis, measurement model and structural model. The findings show that variables such as entrepreneurial leadership exerted a significant influence on high-performing school leaders and sustainability leadership also exerted a significant influence on empowerment. In addition, the results of this study support the contributions of the study that have been proposed. The findings of this study will contribute to future research, particularly to researchers aiming to examine this leadership style in depth on school performance in Malaysia.

“Inter-District School Transfers and the Role of Educators in Black Students’ Sense of School Belonging”

Inter-district racial and socioeconomic segregation continue to affect students’ educational opportunities. Housing mobility programs provide a way for low-income families to access lower-poverty and higher-performing schools in nearby districts. However, changing schools is also disruptive for students. Through interviews with 67 low-income Black youth who moved from Baltimore city into the suburbs with a mobility program, we examine how students’ interactions with educators shaped their school transition. Educators who provided academic and interpersonal support helped mitigate disruption by promoting students’ sense of school belonging. Yet, we find significant heterogeneity in the support students received as they entered new schools.

Factors Influencing the Quality of Academic Performance in Higher and Middle Secondary Schools of Trashi Yangtse Dzongkhag

The purpose of this article includes is to identify the factors that will determine the quality of academic performance of students and to assess teachers’ perceptions on factors that influence the quality of academic performance. In light of the deteriorating education quality and poor academic performance in high schools, it became important more than ever before to study the factors influencing the performance. The research focused mainly on educational article, thus, it was convenient to adopt descriptive research and follow the mixed method as a research design. The quantitative data was collected from 100 school teachers through e-mail and four principals for in-depth study. The interviews were recorded using the mobile device and then transcribed to analyze and develop themes. The research found that there is insufficient resources in school that has deteriorated the quality of academic performance, lack of professional development training. It was also evident that school culture contributes to improve the quality of academic performance. Therefore, the study recommends the concerned agencies need to allocate enough resources, improve social ambience, conduct frequent in-service workshops for the teachers and as well act as change agent for further improvement of conducive environment in all the levels of schools across the country.

Coaching and Mentoring as a Teaching Supervision Approach in Secondary School

Teaching supervision is an effective assessment tool to ensure effective teaching and learning in the classroom. Effective teaching supervision refers to the appropriate approaches taken by supervisors to supervise teachers in the classroom. In this light, the coaching and mentoring approach is a form of teaching supervision that increases the effectiveness of teaching supervision in schools. However, this approach requires an in-depth understanding of aspects related to coaching and mentoring. Thus, this study aims to examine the implementation of coaching and mentoring as a teaching supervision practice among Secondary School principals. This study focuses on two main objectives, first, examining supervisors’ understanding of coaching and mentoring, and second, identifying the extent of supervisors’ readiness towards implementing the coaching and mentoring approach as a teaching supervision practice. This study adopted the qualitative exploratory research design and involved eight samples selected by purposive sampling. Interviews, observation and document analysis were used as the main tools in collecting the study data. The data collected were analysed using i) in-depth reading, ii) open coding, and iii) axial coding. The study’s findings indicate that ineffective teaching and learning practices have contributed to declining student academic achievement. In this regard, ineffective teaching and learning practices are attributed to teachers’ failure to adopt effective teaching techniques and the lack of curriculum mastery. Thus, coaching and mentoring could enhance the competence of teaching supervisors, especially school leaders, particularly in high-performing schools. In turn, this approach will increase the commitment, satisfaction and professional development of teachers leading to improved performance.

The Principal-Teacher Churn: Understanding the Relationship Between Leadership Turnover and Teacher Attrition

Purpose: Principals are critical to school improvement and play a vital role in creating inclusive and high-performing schools. Yet, approximately one in five principals leave their school each year, and turnover is higher in schools that serve low-income students of color. Relatedly, high rates of teacher turnover exacerbate challenges associated with unstable learning environments. Our study examines the extent to which principal turnover influences teacher turnover. We build on past work by exploring how the relationship between teacher and principal turnover differs in urban, high-poverty settings and by examining the effects of chronic principal turnover. Research Methods/Approach: We draw on a student- and employee-level statewide longitudinal dataset from Texas that includes all public K-12 schools from school years 1999–2000 to 2016–17. We estimate teacher-level models with school fixed effects, allowing us to compare teacher turnover in schools leading up to and immediately following a principal exit, to otherwise similar schools that do not experience principal turnover. Findings: Teacher turnover spikes in schools experiencing leadership turnover, and these effects are greater among high-poverty and urban schools, in schools with low average teacher experience, and in schools experiencing chronic principal turnover. Implications: Improving leadership stability, especially in urban schools experiencing chronic principal turnover may be an effective approach to reducing teacher turnover. Principal and teacher turnover and their relationship with each other requires further investigation. The field would benefit from qualitative research that can provide important insights into the individual decisions and organizational processes that contribute to principal turnover.

Early bilingualism predicts enhanced later foreign language learning in secondary school.

Foreign language learning is generally not required in the United States, despite its link to various cognitive and social benefits later in life. Students who speak a home language different from the instructional language of school may experience unique benefits when learning additional languages in school. The present study examined whether students' early language status (monolingual, dual language learner [DLL], or bilingual) in Kindergarten predicts later foreign language course enrollment and performance in middle and high school. A total of 33,247 students (48% female, 59% Latino, 34% Black, 7% White/Asian/other, 82% receiving free/reduced-price lunch) were assessed for school readiness at age 4 and prospectively followed through high school. Regression analyses predicted foreign language course enrollment and performance in middle or high school, with students' demographic, school readiness, and prior academic performance as covariates. Results show early language status significantly predicts later enrollment and performance in foreign language courses, even after controlling for student demographics, school readiness skills, and early academic achievement. Early bilinguals were more likely to take foreign language courses than DLLs, who enrolled in such courses more than monolingual students. The same pattern favoring bilinguals, then DLLs, then monolinguals was found for performance in foreign language courses. Early bilingualism is an important resource for young children that continues to offer benefits throughout schooling. Implications for heritage language maintenance, language learning, and bilingual education are discussed. (PsycInfo Database Record (c) 2021 APA, all rights reserved).

Leadership Style and Principal Supervision in Improving Teacher Performance at State High Schools in Kutai Kartanegara Regency, East Kalimantan Province, Indonesia

This study examines the leadership style and supervision of principals in improving teacher performance in several public high schools in Kutai Kartanegara Regency, East Kalimantan Province. This study uses a qualitative approach with a cross-sectional descriptive method. Observation and interview techniques were used to obtain data. The collected data were analyzed in the form of data reduction, data presentation, and conclusion drawing, as well as checking the validity of the data using observation and triangulation. The results of this study indicate that the principals' leadership style in improving teacher performance is a leadership style democratic and authoritarian. Authoritarian style is done through observation timeliness of attendance of teachers in schools and teaching time in the classroom. The democratic style is carried out by providing opportunities for teachers to attend training according to the needs of the school and the needs of teachers. The Teaching supervision program principal's oriented towards the guidance of teachers' tasks, such as preparing teaching programs and preparing learning tools. Obstacles in the supervision of principals are the low competence of most supervisors, activities outside the supervision schedule, and difficulty changing old habits.