Role Of School Administrators Research Articles

Safe and Inclusive School Bus Transportation System for Special Needs Children

This white paper does a thorough analysis of school-age special needs children, the current challenges, and surveys a list of all the resources, guidelines, bodies, policies, and best practices that need to be followed in conjunction with each other for this to be successful. It discusses various policies and programs, including those established by the US Department of Health and Welfare (HHS), the U.S. Department of Education, the American Academy of Pediatrics (AAP), and the NHTSA regarding children with special needs, the categorization of disabilities in children, and their various health care requirements. The article then discusses the functions of other bodies, starting with the IEP (Individualized Education Program), which is tailored to each kid and includes details on the services and goals that each student will get in terms of education. Besides these regulations and guidelines, the white paper also discusses experiential-based industry best practices in special education student transportation and emphasizes how the parents, the school bus contractor services with its bus services and equipped fleet, the school bus driver, and the accompanying attendant/monitor with the child, the vehicle - school bus /van, the equipment on the bus, the kind of training that needs to be imparted to all these bodies and also the role of school administrators and staff - all in conjunction with each other is so important and that all these need to come together to give special needs kids the best school bus transportation.

현장교사들이 생각하는 학교에서의 학생 문제행동에 대한 단계별 지도 매뉴얼 개발 연구

A purpose of this study is to identify teachers’ perceptions and demands for student problem behavior in schools, and to develop a problem behavior checklist, guide, and problem behavior dealing flow chart. For that, The study conducted need analysis to analyze teachers’ perceptions and needs using survey methodology. Based on the results of demand analysis and literature review, initial checklist, guide, and problem behavior dealing flow chart was developed. The usability evaluation of the developed field solution was conducted through the second questionnaire. As a result of the study, the checklist of the final problem behavior stage was classified into three stages of problem behavior according to words and actions, attitudes, risk and 3 stages by severity. The problem behavior guide introduced a problem behavior guidance method that can be used for students' problem behaviors divided into three stages depending on whether they are initially, middle, or continuous interference. Finally, through the problem behavior flow chart, the role of school administrators was emphasized when problem behavior occurred.

Role of School Administrators in the Implementation of Early Years Education Program in Khwisero Sub-County, Kenya

With the promulgation of the Kenya Constitution in 2010, the responsibility of Early Year’s Education (EYE) was delegated to county governments. This study, therefore, sought to find out the role of school administrators in the implementation of early childhood education programs in Khwisero sub-county, Kenya. The study used contextual interaction and supervision theories. The study employed a cross-sectional survey research design. The population of this study consisted of 61 schools from the sub-county, 61 EYE teachers in charge, 61 head teachers, 67 assistant teachers, 61 parent representatives, 1 program officer, and 4 ward representatives from Khwisero Sub-County. From the results of the piloting, Cronbach reliability revealed that all constructs had a coefficient above 0.7, indicating that the instrument was reliable. Stratified random sampling was used in the selection of 10 schools, from which purposive sampling was used to select 10 head teachers, 10 teachers in charge, 1 program officer, and 4 ward representatives, while random sampling was used to select 50 assistant teachers. Instruments that were used to collect data were questionnaires and interview guides. The data was analyzed using descriptive statistics with the aid of Statistical Package for Social Science (SPSS) version 20, and the findings were presented in the form of frequency tables, bar graphs, and pie charts. From the findings, there was a moderately positive and significant correlation between the role of administrators in teacher supervision and program implementation (r =0.542, p<.05). This implies that the role of administrators enhanced program implementation among ECDE schools in schools in Khwisero Sub County in Kakamega. Therefore, it can be concluded that school administrators' role has a positive effect on the implementation of programs in these schools. Under program and instruction, the respondents noted that they concentrated on ensuring that teachers were following the laid-out program. Under schemes of work, the respondents noted that they observed the time the schemes were prepared. On the issue of records of work covered, the respondents noted that they look at how teachers keep and update their records. On teaching and learning facilities, the respondents noted that they check how teachers handle teaching aids. Teacher supervision practices were effective. In addition, school administrators had many roles in teacher supervision. The study concluded that school administrators have a big role to play in schools and therefore recommended that they should be supported to accomplish their role. Future research is to be done in other sub-counties to compare the findings.

Integrity and Transparency in Managing Examination in Public Universities in Nigeria: The Role of School Administrators

Exams are essential feature of every educational system because it is the structure for teaching, learning, and the educational system's overall successes are evaluated based on the examination system's aims and efficacy. The import of tests in a university system cannot be flashy, as they are used to evaluate student performance and decide if they attain the obligatory scholastic learning and knowledge standards. Exams stimulate kids to compete with one another in order to meet up with the expectations of their blood relations, teachers and the society at large. If examination is not conducted correctly and the outcomes are not shared precisely, the projected feedback may not yield the desired consequences. No matter how ambitious, admirable, laudable, or expansive the educational goals are or how well the school curriculum is designed, if no provision is made for accurate evaluation and reporting of learning achievement, these efforts will be in vain. Considering the dynamics of examination delinquency in Nigeria universities, advance the need to enthrone integrity and transparency in the system. This piece generally scrutinized examination in universities, integrity and transparency in university examination, examination malpractice in Nigeria universities, causes of examination malpractice in Nigeria universities, measures taken to curb examination malpractice in Nigerian universities, roles of administrators in the university settings, administrators and examination in Nigerian universities system. The piece concluded that administrators in Nigeria university system can be regard as prime-mover for sustaining most wanted height of integrity and transparency in the university system of the country. The piece in addition made some hints that formation of examination misconduct team should be echoed prior to the commencement of the examination so that students will know they will be put on trial if caught up in any misconduct before, during or after the conduct of the examination. Also, when administrators are habituated and motivated to unconditionally discharge their roles effectively and efficiently, it will resolve among other things to enhanced level of integrity and transparency in the assessment practices in Nigeria University system.

Peran Pengawas terhadap Profesionalisme Guru melalui in House Training (IHT) pada TK Islam Terpadu Ananda

The primary responsibility of school supervisors in general is to supervise in the managerial and academic fields. The role of school administrators is critical in overcoming problems, particularly in increasing teacher professionalism and adapting to technological advances and changing times. Teacher professionalism refers to the necessary competencies, which include pedagogic competence, personal competence, professional competence, and social competence. In today's globalized world, school administrators are faced with roles that require more skills in terms of school construction. The following are the goals of this study: Describe the supervisory role of teacher professionalism at the Ananda Pante Raya Integrated Islamic Kindergarten in the Wih Pesam sub-district of the Bener Meriah district. 2) Describe how IHT was implemented at Ananda Integrated Islamic Kindergarten in the Wih Pesam. This is a qualitative study that takes a descriptive approach and employs case study analysis. The findings of the study are as follows: 1). School supervisors are capable of carrying out their roles effectively in Ananda Integrated Islamic Kindergarten, which includes the role of school supervisors as trainers, coaches, mentors, innovators, motivators, facilitators, and motivators. As the supervisor of the Ananda Integrated Islamic Kindergarten, he has been able to invest in improving teacher professionalism as a resource, coworker, and relation. 2) The Ananda Integrated Islamic Kindergarten's in-house training activities have an effect on changes in good character, changes in the social field, personal changes, pedagogical changes, and changes in professional competence. This in-house training activity was developed through discussions with school supervisors, principals, and teachers.

A Study on the Role of School Administrators in Teaching Practice Process in Poland and Türkiye

Changes in the quality and content of education are among the most discussed topics in the world. These changes depend on the content and quality of changes in teacher education. In recent years, it has associated the insufficiency of education systems of many countries with teacher education and has been carrying out continuous reform studies in this regard. As a result, it is seen that there are many different programs in teacher training and teaching practices in the world. During the teaching practice, school administrators have important responsibilities. The purpose of this research is to examination of education policies and programs for teaching practice activities in the teacher training system in Poland and to compare the education of school administrators in Türkiye and Poland. The case study method used in this research and training policies for teaching practice activities examined in Türkiye and Poland.

AN EDUCATIONAL POLICY CHANGE: THE CONFLICTS IN SCHOOLS IN THE PROCESS OF ONLINE EDUCATION

The online education process has caused conflicts between school administrators and teachers because it is a new situation and the need to adapt to this new situation quickly. This study aims to examine the teacher-administrator conflicts experienced in schools in the online learning process according to the opinions of teachers. In line with this purpose, the researchers have been sought answers to these questions; “What is the role of school administrators in the online learning process?”, “What are the conflicts that teachers have with school administrators in the process of online learning?”, “How do conflicts between teacher and administrator affect the teaching process in the online learning process?”, “What are the proposals to resolve these conflicts in the online learning process?". The working group of the study consists of 12 secondary school teachers who applied online education in Manisa province during the 2020-2021 academic year, selected by the criterion sampling method. In the research, the phenomenological method was used as one of the qualitative research designs. A semi-structured interview form was used in the data collection process. The collected data were interpreted using the content analysis method and supported by one-to-one quotations from the participants. According to the research findings; it has been determined that the school administrator has roles as a planner, supervisor, and informer in the online education process. The findings revealed that conflicts have arisen due to reasons such as lack of communication, lack of empathy, wrong management style, and inability to adapt to the process in the online education process. The reflection of these conflicts in the teaching process was in the form of lack of motivation, fatigue, and inefficiency. Teachers' suggestions for solutions to the conflicts experienced in this process include effective communication by school administrators, improving their digital age skills, increasing cooperation, and developing effective organizational skills.

Role of School Administrators in Bullying Prevention in State Universities Laboratory Schools: Implication to Pre-service Training

School administrators' face significant challenge in addressing bullying in schools. This study utilized multiple case studies to investigate the forms, challenges, resolving mechanism, and intervention plan on anti-bullying of three (3) school administrators of different laboratory schools in Leyte Philippines, purposely selected as respondents. It employed Colaizzi's descriptive phenomenological method of data analysis anchored on social cognitive theory utilizing in-depth semi-structured interviews, questionnaires, and voice recordings to gather data. Through triangulation, findings revealed that common forms of bullying were verbal and non-verbal: student to student, student to pre-service teacher, parent to pre-service teacher. The administrators ' challenges were handling bullies, bullied children, pre-service teachers, and parents. Conducting regular parents-teachers meetings, effective classroom management, clear policy on anti-bullying, orientation both to students, parents, pre-service teachers were the measures initiated by the school. Results of the study point out to school administrators to review policies and provide vital counseling programs on anti-bullying. Future directions also emphasize the development and implementation of anti-bullying education to promote positive interaction among students, pre-service teachers and parents.

The Role of School Administrators in Organizational Learning Processes

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

Creating Safe Schools for LGBTQIA+ Displaced Migrant Youth: A Journey Towards Anti-Oppressive Pedagogy

According to research, abuse and harassment of lesbian, gay, bisexual, transgender/transsexual, two-spirit, queer/questioning, intersex, and asexual (LGBTQIA+) youth in US-based schools continues to rise despite the media’s attention. Although often grouped under one community, the LGBTQIA+ community is vastly diverse. As a result of laws that persecute individuals based on sexual orientation and gender identity, LGBTQIA+ displaced migrant youth are among the world’s most vulnerable populations. Post-migration stressors such as marginalization, isolation, oppression, and microaggressions by staff and students against LGBTQIA+ displaced migrant youth in schools, will be discussed. This article proposes queer theory and intersectionality theory as frameworks to inform the implementation of anti-oppressive, school-based practices in support of LGBTQIA+ displaced migrant students under the age of 21. A case composite example illustrating the experiences of a displaced migrant student identifying as a gay male is included. The role of school administrators, policy landscape, professional development, and reform to education curricula will be addressed as factors that may have significant influence in the development of anti-oppressive and safe schools.

Creating Safe Schools for LGBTQIA+ Displaced Migrant Youth: A Journey Towards Anti-Oppressive Pedagogy

According to research, abuse and harassment of lesbian, gay, bisexual, transgender/transsexual, two-spirit, queer/questioning, intersex, and asexual (LGBTQIA+) youth in US-based schools continues to rise despite the media’s attention. Although often grouped under one community, the LGBTQIA+ community is vastly diverse. As a result of laws that persecute individuals based on sexual orientation and gender identity, LGBTQIA+ displaced migrant youth are among the world’s most vulnerable populations. Post-migration stressors such as marginalization, isolation, oppression, and microaggressions by staff and students against LGBTQIA+ displaced migrant youth in schools, will be discussed. This article proposes queer theory and intersectionality theory as frameworks to inform the implementation of anti-oppressive, school-based practices in support of LGBTQIA+ displaced migrant students under the age of 21. A case composite example illustrating the experiences of a displaced migrant student identifying as a gay male is included. The role of school administrators, policy landscape, professional development, and reform to education curricula will be addressed as factors that may have significant influence in the development of anti-oppressive and safe schools.

Generating Teaching Innovation Among Teachers: What is the Role of School Administrators?

Generating Teaching Innovation Among Teachers: What is the Role of School Administrators?

Security Challenges of Attacks on Schools in Nigeria: The Role of School Administrators, Staff, Parents and Students

This paper discussed the security challenges of targeted attacks on schools in Nigeria by non-state armed, terrorist or criminal’s groups. The discourse was for the purpose of understanding the factors contributing to the frequent attacks while also distinguishing the roles and responsibilities of critical stakeholders in the educational system. The paper employed a desk-review qualitative research methodology with the use of secondary sources of data. Data was analyzed through content analysis. The paper found that the pre-dispositional factors contributing to the attacks directed on schools are linked to the emergence of domestic terrorism and concluded that school administrators, staff, parents and students have critical roles to play in supporting safe school initiative. The paper therefore recommended that all critical stakeholders must commit their resources together and establish an effective working relationship for the purpose of promoting safe school in collaboration with public law enforcement agencies. This will go a long way in addressing the security challenges of schools attacked by the Boko Haram insurgent group and other armed criminal groups.

Effective schools 10 years on: factors and processes enabling the sustainability of school effectiveness

ABSTRACTA great deal of knowledge has been accumulated on how educational effectiveness and improvement come to be. However, the issue of how these processes behave once they have been achieved has remained relatively unexplored. In this paper, we report on the findings of a multiple case study that delved into the factors and processes explaining different levels of sustainability of educational effectiveness for schools previously identified and studied as highly effective and located in low-income areas. We show that effectiveness is a fragile attainment that is affected by a variety of external and internal processes. Transformations in the local context (demographic changes and the dynamics of the school market), and educational policies and programs are key external factors. In the internal realm, the role of school administrators, principals, and leadership teams, the organization of pedagogical work, and the school culture modulate the sustainability of educational effectiveness in the long term.

The Role of School Administrator in Providing Early Career Teachers’ Support: A Pan-Canadian Perspective

This article is based on an extensive mixed-methods pan-Canadian study that examined the differential impact of teacher induction and mentorship programs on the retention of early career teachers (ECTs). It discusses the findings from the analysis of publicly available pan-Canadian documents detailing the mandated roles, duties, and responsibilities of school administrators in teacher induction and mentorship. It then describes the results of the Teacher Induction Survey (N = 1,343) and the telephone interviews (N = 36) that elicited the perceptions of Canadian early career teachers regarding the school administrator’s role and engagement in effective teacher induction and mentoring programs.

Culturally responsive practice and the role of school administrators

AbstractIn recent years, student populations within public schools in the United States have become increasingly diverse, both culturally and linguistically, and are projected to continue to grow in diversity in the future. Consequently, educators must be prepared to support the needs and education of students with multicultural backgrounds who may differ from them. School administrators play an important role in creating safe, accepting school environments and guiding the education of diverse student populations. However, there is a need for additional guidance for school leaders in cultivating schools that promote equity for all students. Using the National Policy Board for Educational Administration (NPBEA) Professional Standards for Educational Leaders as a guiding framework, this paper provides practical suggestions regarding culturally responsive strategies and practices that school administrators might employ in leading diverse school communities.

The Role of School Administrators in The Use of Technology

The Role of School Administrators in The Use of Technology

Teachers’ Perception of the Role of School Administrators in Motivating High School Teachers

This study investigates the perceptions of high school teachers on the role of school administrators in motivating them. The study used survey method and distributed questionnaires to teachers of ten aided high schools in Malappuram Educational District of Kerala, India, using quota sampling technique. Descriptive statistics, independent sample t-test, ANOVA, correlation, and multiple regression analysis were performed to analyse the data. The findings demonstrate that while the level of motivation received by teachers was low, their job satisfaction was found to be moderate. Only two age groups differed in their job satisfaction level while there were no significant differences found among gender and academic qualifications. The findings also revealed a significant relationship between job satisfaction of the teachers and their perceived level of motivation received from the authority. Instructional field was the largest contributor to teachers’ job satisfaction followed by the welfare and career progression aspects. These findings imply that the District level school administrators, as well as the state Ministry of Education should cultivate proper awareness among the school administrators about their role in motivating their teachers being cognizant of at least the three dimensions on which this study focused.

Teacher Accountability Disposition and Work Performance: The Moderating Effect of Leadership Style

The moderating role of school administrators' leadership style in the relation of teacher accountability disposition (external and internal) to two types of teacher work performance (in-role and OC...

A Case Study of Instructional Contributions of Community and Government Secondary School Administrators in Pakistan

The study examined the instructional contribution of a community and government school administrator in Pakistan. While using qualitative tools to generate data, the research exclusively examined the administrators’ engagements in such instructional processes as conducting class visits, arranging inschool professional development programs, and contributing to curriculum enrichment. The study noted that as compared to government administrator, the community administrator seemed more active in the instructional processes of his school. The detachment of the government administrator from classroom practices had many implications that also influenced the quality of education in the government school. On the basis of the findings of this study, I maintain that the efficiency of school administrators is contingent upon multiple elements, such as provisions of job related training, introduction of an effective accountability tool, support of instruction oriented educational officials, and contribution of community/parents The study suggested Pakistan should address the above-mentioned elements when defining the instruction-oriented role of school administrators in the country.