Public School Principals Research Articles

Factors affecting the attitudes of principals of saudi general education public schools toward the inclusion of students with disabilities

BackgroundResearch has indicated that the attitudes of principals toward students with disabilities may affect the success of the implementation of inclusive programs in schools. This study was designed to address a gap in the research regarding Saudi principals’ attitudes toward inclusion. Relationships between attitudes and a number of variables were analyzed (i.e., gender, years of experience, level of school, type of student disability, personal relationships with individuals with disabilities). Methods and procedureThe study sample was drawn from the 600 public general education elementary, middle, and high schools with special education programs in Riyadh (n = 366 schools) and Jeddah (n = 234 schools) in Saudi Arabia. Each of the principals of these schools for AY2022/2023 was sent an email invitation to participate. A total of 403 respondents (67.17% response rate) successfully completed Bailey’s (2004) Principals’ Attitudes Toward Inclusive Education (PATIE) scale via electronic survey link. Results and outcomesOverall, the research found that Saudi principals of public general education schools have positive attitudes toward inclusion. The factors of training in special education, personal experience with individuals with disabilities, and years of experience as principal were found to be significant in regard to more positive attitudes. Conversely, the variables of gender, level of school, and type of student disability were not found to correlate with more or less positive attitudes. Conclusions and implicationsWhile the findings of the study bode well for the implementation of inclusion in Saudi public schools, certain limitations exist, including that the study sample was entirely drawn from the two largest cities in the country. In addition, the Saudi Ministry of Education has created an incentive plan that provides financial bonuses to principals at public schools who implement inclusive and special education programming in their schools. This indicates that the target population of this study might be more inclined to be positive toward inclusion than their colleagues at private schools. The findings have implications for expanding special education training in university teacher education programs and the creation of public awareness programs designed to improve understanding of disabilities and how inclusion positively impacts society as a whole.

Comparative Analysis of Principal’s Managerial Practices for Teacher’s Retention in Public and Private Secondary Schools in Anambra State, Nigeria

The seeming teacher turnover in secondary schools in Nigeria necessitated this study on managerial practices of principals for teachers’ retention in public and private secondary schools in Anambra State, Nigeria. The study adopted the descriptive survey research design. Two research questions guided the study, while two hypotheses were tested at 0.05 level of significance. The population of the study comprised 650 principals in the 256 public and 394 private secondary schools in Anambra State. There was no sampling as the entire population was used for the study. A researcher’s developed questionnaire was the instrument used for data collection. The instrument was validated by three experts who are lecturers, two in Educational Measurement and Evaluation, Department of Educational Foundations and the other in Educational Management and Planning, Department of Educational Management and Policy all in the Faculty of Education Nnamdi Azikiwe University, Awka, Anambra State Nigeria. The Cronbach’s alpha method was used to determine the internal consistency of the items which yielded an overall reliability coefficient of 0.75. The researcher with the help of ten research assistants distributed and successfully collected 490 copies of the questionnaire administered. The research questions were answered using the arithmetic mean while the hypotheses were tested using t-test. It was found among others that principals in public and private secondary schools in Anambra state to a high extent apply managerial practices of collaborative school culture for teachers’ retention. Based on the findings of the study, it was recommended among others that principals of public and private secondary schools should provide an avenue for team teaching, peer coaching and formation of study group among teachers towards enhancing teachers’ retention.

Motivation mediating effect on principals’ personality, job satisfaction, and affective commitment

<span lang="EN-US">Affective commitment is ultimately carried out by a leader in an organization, including in high schools. This study mainly aims to examine the influence of personality and job satisfaction on the affective commitment of high school principals mediated by motivation. A quantitative survey was employed in this study. The sample studied was 90 public high school principals in Jakarta, Indonesia. The data were collected through a questionnaire, which has been tested for validity and reliability. The data were analyzed using Partial Least Squares Structural Equation Modelling (PLS-SEM) using SmartPLS 3.0 software. The results showed a significant relationship between the public school principals’ personality and job satisfaction on their affective commitment which is mediated by motivation. In more detail, the results indicated: i) a positive direct effect of personality on affective commitment, personality on motivation, and job satisfaction on the motivation of public school principals; ii) no significant direct effect of job satisfaction on affective commitment; and iii) a mediating role of motivation, that directs to a positive and significant influence on personality, job satisfaction, and principals’ affective commitment. The study’s implications for related authorities are presented.</span>

The Degree of Self-Assessment Practiced by Public School Principals in Al-Koura District and its Relationship to School Performance

This study aimed to uncover the degree of self-assessment practice of public school principals in Al-Koura district and its relationship to school performance from the teachers' point of view. The researchers used the correlational descriptive methodology to analyze the data. The sample of the study consisted of (311) teachers who were chosen by the simple random method. The results showed that the degree of self-assessment practice in these schools was large and in all domains, as well as for school performance. The study found a positive correlation between the degree of self-assessment and school performance from the viewpoint of school teachers in Al-Koura District.

School Facilities Maintenance Strategies and Quality Education Delivery in Public Junior Secondary Schools, Lagos State

This study used five assumptions to guide the examination of the techniques for maintaining school infrastructure and providing high-quality education in public junior secondary schools in Lagos State Education District 1. All 42 public junior secondary school principals and teachers in the chosen education district made up the study's population, which used a descriptive and correlational research approach. 216 principals and teachers made up the sample, which was selected using multistage - stratified, simple random, and purposive selection approaches from the sampled 18 schools. A self-constructed questionnaire with two dimensions, one with 20 items on quality education delivery and the other dimension on school facilities maintenance strategies, were used to collect data for the study. For each dimension, the reliability coefficients for this instrument's were found to be 0.77 and 0.79, respectively with a face and content validity being ensured. Person product moment correlation analysis was used as an inferential statistical technique to analyze the data at the 0.05 level of significance. The research findings indicates a noteworthy correlation between preventative maintenance strategy(r = .813; N=216; p< .05), corrective maintenance strategy (r = .786; N=216; p< .05), routine maintenance strategy (r = .765; N=216; p< .05), emergency maintenance strategy (r = .745; N=216; p< .05), remedial maintenance strategy (r = .925; N=216; p< .05) and quality education delivery in Lagos State Education District I. The study thereafter concluded that school facilities maintenance strategies is apparently a major determining factor of quality education delivery in public junior secondary schools in Lagos State Education District I. Thus, the study's recommendations include, among other things, the requirement that maintenance practices and culture be ingrained in everyone and that all parties involved in the education sector bear responsibility for them in order to guarantee the delivery of high-quality education.

Climate Change: A Correlate of Educational Under-Development in Rivers State, Nigeria

The global focus on climate change has been driven by its profound influence on social, economic, educational, technical, and environmental domains. This research investigated the relationship between climatic change and educational under-development in Rivers State, Nigeria. Three objectives and three hypotheses guided this research. The study utilized a correlational survey design. The population included 286 principals of public senior secondary schools and 18,846 senior secondary school students in Rivers State, Nigeria. The research sample consisted of 559 respondents (167 principals and 392 students). The Taro Yamane method was utilized to determine the sample size. The research questions were analyzed using Simple Regression, while hypotheses were analyzed utilizing t-test associated with regression, at a significance level of 0.05. The results indicated a notable correlation between the view of principals and students about the effect of climate change and the educational underdevelopment in secondary schools. Furthermore, climate change substantially influences students’ academic performance in Rivers State, Nigeria. The survey found that the majority of instructors have not received proper orientation on the potential significance of climate change and how to adjust and minimize its influence on teaching and learning. Also, students understand better in the morning hour, which has a tendency to increase their academic performance. The researchers therefore, recommended, amongst others, that classroom lessons or workshop practice should be carried out in the morning and considerably in the evening to enable better student performance; teachers and students should be properly educated on the dangers of climate change and its mitigating measures.

Non-Educator Stakeholders and Public-School Principals' Views on the Proposed Amendments to the South African Schools Act 84 of 1996

On 13 October 2017, the Department of Basic Education (DBE) published Government Gazette No 41178 pertaining to the Basic Education Laws Amendment Bill (hereinafter BELA). The draft bill proposes to amend certain sections of the South African Schools Act 84 of 1996. The DBE gave education stakeholders a window period to make inputs on the proposed Bill. Over 5000 submissions were received.
 On 27 and 28 January 2020, Ms Angie Motshekga (Minister of Basic Education) invited the educator unions and governing body federations to further consultations on the Bill. The Bill was again circulated to the public in 2021 in Government Gazette number 45601 after further amendments.
 In this article, the authors discuss school principals’ (as education stakeholders) opinions on the proposed amendments with a specific focus on school admission and language policies.
 The research on which this article is based was located within the framework of government and management terms like the decentralisation and recentralisation of the powers of principals and school governing bodies (SGBs) and the recent phenomenon of political realism.
 The research took the form of a qualitative case study using triangulation (semi-structured interviews, literature review and document analysis) to gather data.
 The data produced mixed results. Some education stakeholders were very critical of the proposed amendments to the South African Schools Act while other groups welcomed the proposed changes. Some principals felt that the government was employing political realism in rescinding (recentralising) some of the powers that had been devolved to them in 1996 after the dawn of democracy in South Africa. They believed that the recentralisation would impede their autonomy when they carry out their professional and governance duties (the duties the school governing body delegated to the principal) in partnership with their SGBs. They believed it represented a regression to apartheid education. Other principals welcomed a more centralised governance approach where school leadership was dysfunctional and where SGBs provided no meaningful assistance to school principals.

Styles of Educational Leadership among Public School Principals in the Jerusalem Governorate and its Suburbs and their Relationship to Teacher Motivation

Styles of Educational Leadership among Public School Principals in the Jerusalem Governorate and its Suburbs and their Relationship to Teacher Motivation

Nnovative Leadership among Public School Principals in Irbid Governorate: Teachers’ Perspective

nnovative Leadership among Public School Principals in Irbid Governorate: Teachers’ Perspective

Implementation of the Clean School: Challenges and Prospects in the Far North Region’s Secondary Schools in Cameroon

The implementation of the clean schools remains a global interest in 21st-century secondary schools. To make the world a more sustainable and better place to live in, humanity needs to be able to generate solutions to increasingly complex, and ever-growing challenges in the secondary school setting. Secondary schools encounter day-after-day violence linked happenings students. Violence has caused secondary school unrest, refusal to undertake various activities, sitting in and at other instances, complete damage of institutional assets, and in other instances, death. Other reasons that led to drug abuse included social pressure from the media, frustrations due to poverty, low self-esteem, depression, anxiety, need to relax and overcome boredom, among others. This research sought to develop prevention and intervention strategies for curbing violence in public secondary schools in the Far North Region of Cameroon. The objective of the study is to find out various ways and means used by secondary school management to implement the clean school concept in public secondary schools. A purposive sampling technique was used to select 10 participants both inspectors, teachers, and principals in public secondary schools. The study indicated that the effects of drug abuse include addiction, violence, and high-risk sexual behavior. To minimize and eliminate violence the school to educate, guide, and counsel the students, and school management should reward staff that promote the clean school implementation. The study recommended that to implement clean schools every category such as parents, teachers, and administrators should be concerned and keep the focus on the things that bring honor and success to them and the school. All staff in the school should give constant and continuous guidance to students.

Impact of Capacity Building Needs of Principals on Administrative Effectiveness in Public Secondary Schools in Benue State

This study looked into how principals’ capacity-building needs affected the efficacy of administration in public secondary schools in the state of Benue. In particular, the study sought to ascertain the influence of principals’ financial management abilities and students’ personnel management skills on the efficacy of administration in public secondary schools in Benue State, Nigeria. For this study, a survey research design was chosen. The full population of 312 principals of public secondary schools in Benue State served as the study’s sample. Descriptive and inferential statistics, including simple percentage, mean, and standard deviation, were used to analyze the gathered data. In addition, the study’s research questions were tested using the Chi-square. The study’s conclusions showed that principals’ abilities to manage students, personnel, and finances had a major impact on the efficiency of administration in public secondary schools in Benue State. Thus, the study came to the conclusion that principals’ needs for capacity building have a major impact on how well public secondary schools in Benue State are managed. The government should increase the budgetary allocation for principals’ regular training so they can stay up to date on personnel management in schools, among other recommendations made in light of the study’s findings and conclusion.

PRINCIPALS’ ADMINISTRATIVE NEGLIGENCE AND TEACHERS’ JOB COMMITMENT IN PUBLIC SECONDARY SCHOOLS IN BAYELSA AND DELTA STATES, NIGERIA

This study was undertaken to examine principals’ administrative negligence and teachers’ job commitment in public secondary schools in Bayelsa and Delta States. Four research questions were raised and two hypotheses were formulated and tested. The study adopted ex post facto research design. The population of the study comprised 17,190 consisting of principals, teachers and members of Post Primary Education Board (PPEB). The sample used was 1035`. The main instruments used were the questionnaires. The statistical tool used for analysis of the research questions were the mean and standard deviation while Pearson’s product moment correlation was used for the test of hypotheses at 0.05 level of significance. The study found among others, that there is neglect of basic administrative functions of principals in Bayelsa and Delta States. The average level of teachers’ job commitment for both states was high but principals’ administrative negligence did not account for teachers’ job commitment in public secondary schools in Bayelsa and Delta States respectively. In Delta State, there was a significant relationship between administrative functions that principals neglect and teachers’ job commitment in public secondary schools but in Bayelsa State there was not. Based on the findings, it was recommended among others, that principals should be more effective in the discharge of their administrative functions, the staff of the Post Primary Education Board should beef up their monitoring functions in public secondary schools and principals in public secondary schools should be exposed to regular seminars on school administration.

Influence of Principals’ Management Strategies in the Achievement of Quality Assurance in Public Secondary Schools in Benue State, Nigeria

The study investigated the influence of principals’ management strategies in the achievement of quality assurance in public secondary schools in Benue State, Nigeria. The study was guided by three (3) specific objectives. Three research questions were raised for the study. Also, three hypotheses were formulated and tested at 0.05 level of significance. This study adopted the survey research design. The population of the study is 4888 principals and teachers in all the public secondary schools in Benue State. The sample size is 370 respondents. The instrument used for data collection was a structured questionnaire titled “Influence of Principals’ Management Strategies in the Achievement of Quality Assurance Questionnaire (IPMSAQAQ)”. An overall reliability coefficient of 0.89 was obtained for the instrument. Mean and Standard Deviation were used in answering the research questions while Chi-square goodness of fit was used to test the null hypotheses at 0.05 level. The findings of the study revealed that principals’ instructional, physical facilities and supervisory management strategies significantly influence the achievement of quality assurance in public secondary schools in Benue State. In view of the findings of this study, it was concluded that the utilization of instructional, physical facilities and supervisory management strategies by principals will enhance the sustainability of quality assurance in public secondary schools in Benue state. In view of the findings of this study, it was recommended that; School administrators in Benue State should prioritize the development and implementation of effective personnel management strategies for principals in public secondary schools.

Transformational Leadership Behaviours of Public Secondary School Principals for Teachers’ Job Performance in Ebonyi State

This study focused on transformational leadership behaviours of public secondary school principals for teachers’ job performance in public secondary schools in Ebonyi State. Two specific purposes with two corresponding research questions and null hypotheses were formulated to guide the study. Correlation survey research design was adopted for the study. The population consists of 4682 teachers in all public secondary schools in Ebonyi State. There are two hundred and eighty one (281) junior public schools, four thousand six hundred and eighty two (4682) teachers in junior public secondary schools in Ebonyi State. Simple random and proportionate sampling technique were adopted to select the sample size of 468 teachers for the study. Pearson Product Moment Correlation Coefficient statistical tool was used to answer the research questions while Linear Regression was used to test the hypotheses. The findings from the data analysis showed that: there is positive relationship between Principals Intellectual Stimulation, Principals’ Individualized Consideration, Principals influence idealized in Ebonyi State while the hypotheses revealed that there is significant relationship between Principals Intellectual Stimulation, Principals’ Individualized Consideration, Principals Idealized influence and teachers’ job performance in Ebonyi State. Based on the findings, the study recommended that Government of Ebonyi State should from time to time organize capacity-building workshops for principals on enhancing their Intellectual Stimulation for effective school administration.

The Reality of Employing Intelligence in the Educational Process from the point of view of the Principals of Public Schools in Bani Obaid Distract

The Reality of Employing Intelligence in the Educational Process from the point of view of the Principals of Public Schools in Bani Obaid Distract

CONCEPÇÕES DE GESTÃO ESCOLAR DEMOCRÁTICA: ESTUDO FENOMENOGRÁFICO COM DIRETORES DE ESCOLAS PÚBLICAS

ABSTRACT: Given the scarcity of empirical studies on democratic school management in Brazil, the objective of this research is to analyze, according to phenomenography, the different conceptions of democratic school management and their implications for management practices of public school principals. Data collection used in-depth individual interviews with 19 principals of municipal elementary schools. Data were analyzed using a phenomenographic protocol established in the literature. We traced three different conceptions of democratic school management: (1) as fulfillment of roles; (2) as input for decision-making; (3) as meeting the needs of the community. The main contribution of this research is to show how these conceptions lead school principals to adopt different democratic management practices. Another contribution is to provide an alternative interpretation of the role of street-level bureaucrats and other actors who modify public policies when implementing them. The findings also show that the promotion of participation, through dialogue, fosters organizational authorship. Finally, phenomenography is presented as a promising research method for the field of school management.

Resources Allocation as an Institutional Determinant of Strategic Plan Implementation in Public Secondary Schools in Kenya.

The study sought to examine the influence of school resource allocation on Strategic plan implementation. The study used a descriptive survey research design. The study targeted 351 public secondary schools, 351 public school principals, 1,404 class teachers and 1,755 academic Heads of Departments from which the sample of 105 principals, 176 academic Heads of Departments and 140 class teachers were derived. The respondents were sampled using stratified sampling technique. A questionnaire and an interview guide were the data collection instruments. Descriptive and inferential statistics were used to analyze data. Data was presented by used of frequency distribution tables and pie charts. Pearson’s product moment correlation coefficient and multiple linear regression was used to analyze the inferential data. The set level of hypothesis testing was at 0.05 level of significance. This may be significant to the school Board of Management policy makers in terms of know-how skills formulation, implementation and evaluation of strategic plan. This study found that resource allocation does not influence strategic plan implementation. Based on these findings, the study recommends that; the Government need to provide enough funds at the right time to finance the implementation of the schools’ strategic plan and to ensure schools have enough physical resources, enough human resources, and adequate learning resources. The researcher conducted Hypothesis testing using a multiple regression model at the 5 percent level of significance. The results of hypothesis testing gave a negative coefficient of -0.0168 on resource allocation was realized with a p-value of 0.714 which was not statistically significant at the 0.05 level. . Hence we fail to reject the hypothesis that, resource allocation has no effect on strategic plan implementation. This indicates that, resource allocation does not have a statistically significant effect on strategic plan implementation in public secondary schools in Machakos County.

Local Political Party Voting Context Moderates Public School Principals’ Levels of Racial/Ethnic Discrimination

Local Political Party Voting Context Moderates Public School Principals’ Levels of Racial/Ethnic Discrimination

The degree of the Importance of the Welcoming Culture in the Integration and Participation of Parents in the Remote Learning of their Children considering the Corona Pandemic from the Point of View of Public-School Principals who Hold an Advanced Leadersh

The degree of the Importance of the Welcoming Culture in the Integration and Participation of Parents in the Remote Learning of their Children considering the Corona Pandemic from the Point of View of Public-School Principals who Hold an Advanced Leadersh

Principals' Transformational Leadership Style in Public Senior Secondary Schools in Oyo State: Challenges and Prospects

The learning environment is greatly impacted by the leadership styles of principals, largely because of the fast-growing population and rising demand for high-quality education. Principals who choose transformational leadership can promote significant change and establish their schools as centres of excellence for learning and personal development as the global education landscape changes. The paper examines the opportunities and difficulties related to the transformational leadership approach used by principals in public senior secondary schools in Oyo State. The current state of transformational leadership practices among principals in public senior secondary schools in Oyo State was examined alongside the challenges they face and potential solutions. A comprehensive literature research was carried out to shed light on the advantages and challenges associated with the transformational leadership style of principals in Oyo State's public senior secondary schools. Based on the paper, principals encounter challenges such as resistance to change, resource constraints, teacher professional development, parent and community expectations and administrative obstacles while the prospects are cultural shift towards collaboration, creative resource management, empowered teacher leadership, community engagement and support and advocacy for educational reform. The Position Paper provides a more comprehensive and nuanced understanding of the challenges relating to transforming leadership in different learning environments, as well as an insight which can benefit education policymakers, administrators and researchers. In conclusion, this paper calls for collective efforts from all stakeholders in the education sector to promote and support transformational leadership in public senior secondary schools in Oyo State.