School Quality Research Articles

Peran Kepemimpinan Dalam Meningkatkan Kualitas Manajemen Bisnis Sekolah Di SMAN 2 Mandailing Natal

The Service Learning approach has been adopted as a method to improve the quality of school business management at SMAN 2 Mandailing Natal. Through Service Learning, steps to identify community needs, project planning, implementation, evaluation and reflective learning have been carried out. With effective collaboration between school stakeholders and the local community, Service Learning projects succeed in providing real benefits to the surrounding community and strengthen students' skills and understanding of business management. As a result, SMAN 2 Mandailing Natal has been able to integrate business management principles into its school operations, including resource management, marketing and business strategy development. Thus, the Service Learning approach has brought positive changes in improving the quality of school business management, while producing a significant impact on local communities and student learning. This means that this article emphasizes that the role of leadership in encouraging Service Learning has been the key to success in developing quality and sustainable school business management.

Implementation of a Digital Leadership Model in Improving the Quality of Islamic Boarding Schools

This study aims to obtain information on how the implementation of the principal's digital leadership model has changed in improving school quality. The method used in this research is the descriptive method. This study took data using a qualitative approach with descriptive methods. The sampling technique uses the Purfocefull technique as a data collection technique. This research was conducted at Al Kamil Cianjur Modern Islamic Boarding School. The results of this study obtained information about how school principals implement digital leadership models in their schools. This research has implications that if this digital leadership model is applied in schools it can improve the quality of leadership which has implications for achieving previously planned goals.

Instilling Religious Values in Shaping the Character of Students at School

Education not only increases students' knowledge, but instilling religious values to shape students' character is essential. The objectives of this research include: How does the education system instill religious values to shape students' character at school? How do programs shape student character? How does the process of instilling religious values in schools affect student character? How do the results of instilling religious values affect student character? This research used a qualitative approach with a natural, reasonable situation and in an authentic setting to describe phenomena and obtain accurate data related to uncovering the implementation of strategic planning in improving the quality of Islamic boarding schools and full-day schools. The research location is At-Tadzkir IT Middle School and Tazkia Insani IT Middle School, Indonesia. The research results show that At-Tadzkir IT Middle School is an Islamic boarding school-based Integrated Islamic Middle School using a full-day education system that is part of the Indonesian Integrated Islamic School Network. The At-Tadzkir IT Middle School program can influence students' character by requiring them to board at the Islamic boarding school, build da'wah, and participate in all activities there. Meanwhile, Tazkia Insani IT Middle School has programs like Al-Quran learning, mentoring, good habits, and home visits. The religious values instilled at At-Tadzkir IT Middle School and Tazkia Insani IT Middle School include habits, supervision, and guidance. The results of applying religious values in shaping student character are the output of students with strong faith, knowledge, and good deeds, producing preachers and people with good character.

Predicting New York Housing Prices: A Machine Learning Approach Incorporating School, Living facilities and Real Estate Market Factors

This study aims to predict housing prices in New York by utilizing machine learning methods that incorporate factors such as schools, living facilities, and the real estate market. This paper collected extensive data, including metrics on school quality, assessments of living facility convenience, and real estate market data. Employing a regression-based machine learning algorithm, the study incorporated these factors into a predictive model. Through training and testing the model, this study discovered that school quantity and the convenience of living facilities significantly impact housing prices. The predictive model demonstrated good accuracy and predictive capability on the test set, validating the effectiveness of this approach. The findings of this study provide valuable insights for real estate market participants, policymakers, and investors to better understand and forecast housing price trends in New York.

Does Principal Leadership Affect Teacher’s Performance? A Case of Junior High School Teachers in Tangerang

Objective: This research investigates the principal leadership that might affect teachers' performance at the Junior High School level. Methods: This research used a quantitative method with the type of correlational study. The sample of this research was 145 Junior High School teachers from Tangerang City. The samples were selected based on the simple random sampling technique. The instruments of this research are teacher performance questionnaires and principal leadership. The data was analyzed quantitatively using a simple regression formula with the help of SPSS IBM version 25. Result: The result indicated that the principal's leadership positively affected Indonesian language teachers' performance at Junior High School in Tangerang City. The abilities of a qualified school principal develop teacher professionalism because the principal conducts his duties appropriately, the principal understands the needs of the teachers and teaching staff, and leads his teachers well so that the four teacher competencies will not only develop but will increase so that teacher’s professionalism will be realized. The quality of education will be improved. Novelty: This research studies further topics that show that the principal leadership might have different styles applied to teachers that will influence their performance at work.

Wellbeing and School Improvement: A Scoping Review

ABSTRACT Over the past decade, the intentional promotion of student and staff wellbeing (i.e., positive states of psychological, cognitive, social and physical being) has become recognized as an essential dimension of quality schooling. This development has coincided with a growing body of research that demonstrates significant correlations between wellbeing and positive school outcomes (i.e., attendance, academic achievement, classroom engagement, disciplinary absences). While this body of literature identifies why wellbeing is important to school improvement, it is not necessarily clear whether it provides insight into how wellbeing may be effectively incorporated into the praxis of school improvement. This paper reports on a scoping review that sought to identify how the construct of wellbeing is presented as an imperative within the school improvement (SI) literature. The review identified that promoting wellbeing in schools as a means of improving school outcomes can be understood through three core concepts: (a) the development of personal wellbeing and academic capability are complementary; (b) significant cultural and structural reform is necessary in schools to enable effective approaches to promoting wellbeing; and (c) a nurturing style leadership is a determining factor in a school’s capability to substantively promote wellbeing. The paper also provides recommendations for further research in this area.

PROTOCOL: Effectiveness of public-private partnerships on educational access and quality of primary and secondary schooling in low- and middle-income countries: A systematic review.

This protocol serves as a guiding source for a Campbell registered systematic review aiming to assess the effectiveness of Public-Private Partnerships (PPPs) in education in Low- and Middle-Income Countries (LMICs). The primary question for this review is: What is known about the impact of PPPs on improving access (i.e., enrolment, attendance, drop-out, and completion) and quality (i.e., students' learning outcomes and teachers' teaching practices) of primary and secondary schooling in LMICs? Using a predefined search query, we will retrieve studies from various databases including Scopus, Campbell Library, EBSCO Education Research Complete, NBER, Dissertation and Theses Global (ProQuest), along with other sources of grey literature. Covidence will be used for screening and extraction. A bias assessment tool will be used for the included studies. A standardised mean difference (SMD) effect size of Hedges' g will be calculated for the outcome variables using RevMan. This review will provide updated evidence about the impact of PPP in school education across LMICs, which will be instrumental for policy and practice level decisions for education improvement.

Quality Index of School Education by Multiplicative aggregation

Quality school education depends on a host of factors like tangible learning outcomes, efficient governance, necessary infrastructure, equitable academic opportunities, etc. For evaluation of evidence-based policy making in the education sector, the Ministry of Human Development and NITI Aayog, Govt. of India developed School Education Quality Index (SEQI) and assessed performance of States and Union Territories of India. The paper describes methodologically sound measure of overall performance in school education (OPSCI), avoiding normalization/scaling, selection of weights and covers all chosen indicators to reflect overall improvement/decline of a State/country in current year with respect to base year. The proposed index considering multiplicative aggregation of the chosen indicators has wider applications, satisfies desired properties, facilitates construction of OPSCI for India, in addition to State-wise indices. Thus, it is possible to have inter-country comparisons and inter-region comparisons. OPSCI also helps in identification of critical indicators requiring managerial attentions, plotting path of overall progress across time by a State or a country, testing statistical hypothesis regarding equality of the index for two countries/States or equality of the index for a single country/State across time using conventional t-tests on the logarithms of the observations. OPSCI with theoretical advantages is recommended. Future studies suggested.

Gene-environment interaction analysis of school quality and educational inequality

We study to what extent schools increase or decrease environmental and genetic influences on educational performance. Building on behavioral genetics literature on gene-environment interactions and sociological literature on the compensating and amplifying effects of schools on inequality, we investigate whether the role of genes and the shared environment is larger or smaller in higher-quality school environments. We apply twin models to Dutch administrative data on the educational performance of 18,384 same-sex and 11,050 opposite-sex twin pairs, enriched with data on the quality of primary schools. Our results show that school quality does not moderate genetic and shared-environmental influences on educational performance once the moderation by SES is considered. We find a gene-environment interplay for school SES: genetic variance decreases with increasing school SES. This school SES effect partly reflects parental SES influences. Yet, parental SES does not account for all the school SES moderation, suggesting that school-based processes play a role too.

Scrutinizing the Impact of Family Economic Status on Students' Academic Achievement

A chief objective of this article is to scrutinize the impact of family economic status on the students' academic achievement. Children’s academic success is a multifaceted outcome influenced by various factors, and family economic status is one of the significant determinants. The study synthesizes existing literature to provide a comprehensive understanding of how socioeconomic factors shape students' educational courses. This article has been based on the cross-sectional survey design which employed the socio-economic status as an independent variable the students’ academic achievement as a dependent variable. Data were collected through the survey questionnaire from 386 students who were studying at 14 high schools situated in Makawanpur district, Nepal. Linear regression analysis was conducted to examine the impact of family economic status on the students' academic achievement. The regression analysis (R-Square: .647) which is known as a predictive analysis depicted that 64.7% change in the students’ academic achievement was due to the family economic status, and remaining 35.3% change was due to others factors. Studying the impact of family economic status on students' academic achievement is crucial for understanding and addressing the potential inequalities and challenges that may arise in educational outcomes. Such a study allows for targeted interventions and support to improve overall educational equity. The impact of family economic status on students' academic achievement is multifaceted. It encompasses resource access, school quality, socioemotional well-being, and parental involvement. Acknowledging these dynamics is crucial for educators, policymakers, and researchers in developing interventions to bridge achievement gaps and promote equal opportunities for all students, irrespective of their family's economic background.

Exploration of Universal Basic Education Policy and its impact on Overall Education Quality of Schools in Nigeria

Universal Basic Education (UBE) programme was developed internally, although it is heavily influenced by global trends and developments in education. It is anticipated that its implementation will provide all Nigerians who are willing to learn with a top-notch basic education, as required by various international accords. Nevertheless, Nigeria is confronted with problems such a lack of resources, a lack of public awareness, an inadequate implementation of the new UBE curriculum, and low teacher motivation. These barriers continue to limit how effective the UBE policy may be. This study provided an important contribution to explore Universal Basic Education Policy and its impact on overall education quality of schools in Nigeria. More so, certain recommendations were made amongst others that cooperation between the School administration, Local Government, and parents is required to stop children from working and begging during school hours to reduce absenteeism.

Qualitology – selected concepts of the general theory of quality developed by the representatives of the Polish School of Quality

Qualitology – selected concepts of the general theory of quality developed by the representatives of the Polish School of Quality

IDF23-0143 Managing Type 1 Diabetes in Saudi Primary School Quality Improvement and Advocacy Project

IDF23-0143 Managing Type 1 Diabetes in Saudi Primary School Quality Improvement and Advocacy Project

Race and the Mismeasure of School Quality

In large urban districts, schools enrolling more White students tend to have higher performance ratings. We use an instrumental variables strategy leveraging centralized school assignment to explore this relationship. Estimates from Denver and New York City suggest that the correlation between school performance ratings and White enrollment shares reflects selection bias rather than causal school value added. In fact, value added in these two cities is essentially unrelated to White enrollment shares. A simple regression adjustment is shown to yield school ratings uncorrelated with race while predicting value added as well as or better than the corresponding unadjusted measures. (JEL H75, I21, I24, I28, J15)

Implementasi Sistem Penjaminan Mutu Internal (Spmi) Dalam Meningkatkan Mutu Layanan Pendidikan

Improving the quality of education, it is important to build a culture of quality in schools through the implementation of the Internal Quality Assurance System (SPMI) as ordered by the government. This research focuses on the implementation of SPMI at SMP Lab School FIP UMJ Cirendeu Ciputat Tangerang Banten. The aim is to analyze how the implementation of SPMI improves the quality of educational services at the school. Data is collected through observation, interviews and documentation, then analyzed to draw conclusions. The research results show several aspects: 1) quality mapping instruments that are not fully in accordance with the quality indicators of the 8 National Education Standards (SNP), 2) quality fulfillment targets that are not yet optimal, 3) fulfillment of the 8 SNP fulfillment targets, 4) improving the quality of the learning process and school management, 5) improving the quality of learning outcomes, establishing a quality culture, and continuing quality improvement. Thus, the implementation of SPMI at SMP Lab School FIP UMJ Cirendeu Ciputat Tangerang Banten has a positive impact in improving the quality of educational services.

Curriculum Leadership of Academic Administrators in Selected Higher Vocational Schools in China

In today's ever-changing and developing educational environment, the curriculum leadership ability of school administrators has become a key factor in improving the quality of school education. Therefore, an in-depth understanding of teachers’ and administrators’ evaluations of administrators’ curriculum leadership abilities and best practices in school curriculum development is of great significance for promoting educational innovation and improving the overall quality of schools. This study aims to delve into this topic through literature research, logical analysis, interviews and other methods, provide scientific guidance and practical experience for school administrators, and deeply explore the evaluation of teachers and administrators on the curriculum leadership ability of school administrators and their best practices for administrators in school curriculum development. In terms of evaluation, the current design status shows the characteristics of diversification, comprehensiveness, combination of quantitative and qualitative, dynamic and interactive, providing managers with more comprehensive course leadership feedback. In terms of instructions, clear, specific, and consistent features provide a clear direction for evaluation and ensure that the evaluation is fair and effective. The implementation process focuses on standardization, comprehensiveness, objectivity, effectiveness and sustainability, making evaluation a continuous driving force for the development of managers. The evaluation process emphasizes science, comprehensiveness, combination of qualitative and quantitative, dynamic and developmental nature, and provides managers with targeted development suggestions. Finally, in terms of best practices in school curriculum development, managers can effectively lead the development of school curriculum through steps such as needs analysis, curriculum design, teacher training, resource integration, feedback and improvement, curriculum evaluation and quality assurance, and curriculum promotion and sharing, improve the quality of education. These findings provide a useful guidance framework for school administrators to better understand and improve their own curriculum leadership.

ISU GLOBAL MANAJEMEN MUTU DAN KUALITAS TOTAL PENDIDIKAN STUDI PADA UNIVERSITAS ISLAM INDONESIA “UII” YOGYAKARTA

This research aims to understand the efforts made by Universitas Islam Indonesia in improving the quality of its education, as well as to get an overview of how total quality management is implemented at Universitas Islam Indonesia. Through this analytical qualitative approach, it is expected to reveal a picture of the quality, reality, and effectiveness of the Islamic University of Indonesia's educational institutions, especially in terms of its performance management. The results of total quality management at the Islamic University of Indonesia educational institution can show a significant positive impact on the institution, as well as for Muslims, especially in Indonesia and in general for Muslims around the world. There is a convincing correspondence between the data that the author obtained from observations and the results of interviews with the school, so it is known that the Islamic University of Indonesia Palembang has a quality appearance. This school has carried out a total management process or Total Quality Management (TQM) at every level of management, starting from determining the school quality policy by the top leadership, interpreting and implementing the policy into operational procedures at the middle management level, and carrying out technical work by the lowest line management and carrying out quality control with ISO 9001: 2008 standards very well.

School Fees and Vouchers when Quality of Education Matters

Abstract The aim of this paper is to analyse the role that quantity and quality of education may play in the design of public policies. In our model, educated people enjoy a premium on their incomes, and education generates a positive externality for the society. Households live in two areas with different socio-economic characteristics. Altruistic parents choose both the amount and the quality of schooling they want for their children, ignoring the external effect. The latter is, instead, taken into account by the government, which is assumed to provide a composite education service that has a quantity as well as a quality dimension, and is financed mainly via taxes on the income of the parents. We investigate the effects on welfare of balanced-budget policy reforms aimed at introducing or raising i) school fees, and ii) vouchers meant to compensate the costs of attending high-quality schools. We show that, if the external effects are not considered, school fees improve private parental welfare while vouchers do not. Parental altruism is not enough to support high levels of quantity and quality of education. The consideration of social welfare, i.e. inclusive of the impact of the externality, somewhat mitigates the above results, by favouring lower (albeit positive) fees and allowing vouchers to increase social welfare under some circumstances.

Effect of Instructional Supervision on Education Quality in Secondary Schools in Kaham District, Tanzania

The pursuit of quality learning experiences is vital to fostering individual growth, societal progress, and global competitiveness. This paper assessed the role of instructional supervision in the delivery of quality education. This study was conducted in 5 selected secondary schools in Kahama, Tanzania. A mixed research approach and a convergent parallel design were used. One hundred and fifty seven (157) respondents composed of 142 teachers, 5 heads of schools, 5 school board members, 4 ward educational officers and 1 district educational officer were involved. Data were collected through questionnaires, interviews, and document analysis. Quantitative data were analysed using Statistical Packages for Social Science (SPSS, version 21) while qualitative data were analysed thematically. The findings indicate that when instructional supervision is conducted appropriately it significantly contributes to teacher professional growth which in turn contributes to optimizing the quality of education. Additionally, the study found maximum cooperation between supervisors and supervisees to be paramount in instructional supervision. The findings also indicated that for instructional supervision to be effective, school leaders are to promote a culture of academic excellence, by ensuring conducive teaching and learning environment. Moreover, classroom visits should be regarded as supporting and encouraging teachers rather than a faulty finding strategy. Hence, this study is a wakeup call to all those involved in instructional supervision to strive towards promoting a positive mindset towards instructional supervision and to give it the priority it deserves to ensure the achievement of quality education

Disentangling the intersectional field of education and housing in China: Genesis, strategies and discontents

Drawing on the Bourdieusian concept of ‘field’ and the theorization of ‘intersectionality’, this paper proposes a concept ‘intersectional field’ to disentangle the complex interrelations between housing and education in China, where they mutually constitute and co-produce yet trouble and counteract with each other, whereby exerting simultaneous exclusion in cultural and economic (re)production. Drawing on policy documents and 38 in-depth interviews with various stakeholders in China, we first delineate the genesis and evolvement of this intersectional field. We then demonstrate how middle-class parents rationalize and strategize their heavy investment in cultural and economic reproduction against the most recent policies that seemingly aim to de-intersect/decouple these two fields. We show that the intersectional field of housing and education in China emerges from state-imposed rules while being increasingly self-reinforced. It was also temporarily counteracted and suspended responding to the escalated crises of housing unaffordability and over-competition over quality schooling opportunities, through policies like franchising key schools from the city centre to the suburb and random allotting enrolment. These changes in the ‘rules of the game’ indeed bring uncertainties to the intersectional field. However, while discontent to this intersectional field abound, these actions are self-constrained by the internal logic of the intersectional field and thus unable to bring fundamental changes. Those with limited socio-economic capacities remain extremely disadvantageous in both fields. The policy intervention turns out to be merely a spatial reordering that relocates and expands the fierce competition from the city centre to the suburbs while repositioning the suburbs to be the focal point for strategic investment in the intersectional field.