School Effectiveness Research Articles

Influence of Organizational Technology on Administrative Performance of Public Secondary Schools in Nakuru County, Kenya

The purpose of this study was to assess the influence of organizational technology on administrative performance in public secondary schools in Nakuru County, Kenya. The study adopted a mixed-method research design. The study targeted 352 principals in public secondary schools and 11 Sub-County Quality Assurance and Standards Officers in Nakuru County. Using stratified random sampling, a sample size of 106 principals and 4 Sub-County Quality Assurance and Standards Officers (30 % of the population) was selected. Data collection methods included questionnaires administered to principals and interviews conducted with Sub-County Quality Assurance and Standards Officers (SCQASO). Quantitative data were analyzed using descriptive and inferential statistics, including Pearson’s correlation and regression analysis, while qualitative data underwent thematic analysis. A pre-test involving 11 schools in Nyandarua County confirmed the reliability of the research instruments, yielding a Cronbach’s alpha of 0.805. The findings reveals a strong and significant correlation between organizational technology and administrative performance (r = 0.876, p = 0.004). It was concluded that organizational technology, significantly influenced the administrative performance of principals, ultimately enhancing school effectiveness. To improve public secondary school administration, it is recommended that operational efficiency be enhanced, and technology be integrated.

Influence of Organizational Roles on Administrative Performance of Public Secondary Schools in Nakuru County, Kenya

The purpose of this study was to assess the influence of organizational roles on administrative performance in public secondary schools in Nakuru County, Kenya. The study adopted a mixed-method research design. The study targeted 352 principals in public secondary schools and 11 Sub-County Quality Assurance and Standards Officers in Nakuru County. Using stratified random sampling, a sample size of 106 principals and 4 Sub-County Quality Assurance and Standards Officers (30 % of the population) was selected. Data collection methods included questionnaires administered to principals and interviews conducted with Sub-County Quality Assurance and Standards Officers (SCQASO). Quantitative data were analyzed using descriptive and inferential statistics, including Pearson’s correlation and regression analysis, while qualitative data underwent thematic analysis. A pre-test involving 11 schools in Nyandarua County confirmed the reliability of the research instruments, yielding a Cronbach’s alpha of 0.805. The study found that the correlation coefficients between organizational roles and administrative performance in public secondary schools in Nakuru County, Kenya (r = 0.567, p = 0.002) was strong and significant. Organizational role significantly influenced the administrative performance of principals, ultimately enhancing school effectiveness. To improve public secondary school administration, it is recommended that clearly defined administrative roles be established.

An empirical study on the effectiveness of collaborative school implementation in central China: a value-added approach

ABSTRACT School effectiveness refers to an educational institution’s ability to achieve its predetermined goals, especially regarding student learning outcomes, development, and well-being. Although forming and strengthening partnerships between schools is commonly used to improve school effectiveness, empirical evidence on the connection between school collaboration and school effectiveness remains insufficient. This study investigates the relationship between school collaboration and effectiveness by employing a hierarchical linear model based on a value-added analysis of student scores in selected schools in a central Chinese city. We found that some student- and school-level variables significantly influenced students’ achievement. After controlling for both student and school demographic variables, the study results indicated that collaborative schools exhibited greater school effectiveness than non-collaborative schools, and the effectiveness continued improving as collaborative schools continued to grow. In general, it is viable to employ the value-added approach to assess the impact of school collaboration within the Chinese education system.

Five key actions for redesigning adult skills assessments from learners, employees, and educators

AbstractSummative assessments provide data to evaluate the effectiveness of schools, teachers, and educational policies, contributing to a robust accountability system worldwide. However, educators and scholars argue that summative assessments do not effectively promote ongoing learning, enhance teaching practices, or align with the skills required in the workplace. Furthermore, traditional summative testing approaches lack culturally responsive practices and overlook the diverse needs of adult learners. This article summarizes research conducted through focus groups, interviews, and listening sessions to gain insight into learners’, employees’, and educators’ perceptions of assessment needs in adult education and workforce development in the United States. We conducted six focus groups, four interviews with diverse learners and employees, and two listening sessions with educators and administrators. In-person and online formats were used in Spanish and English. The results indicate that the backgrounds and needs of learners, employees, and educators in this study are diverse, but all agree there is a strong need for open assessment resources for mid- and lower-skilled and culturally diverse learners that provide them with useful information to help them achieve their personal and occupational goals. Educators in this study needed assessment information connected to the standards and curriculum that guide their instruction, and employees and their employers needed tools to identify and train adult learners for in-demand skills within industries and occupations. Assessing adult skills requires addressing these needs by designing tests that focus on learners’ characteristics and goals and are integrated with educators’ and employers’ needs and goals. The research findings suggest that assessments should be personalized to learners, integrated with instruction or job training, and embrace the cultural diversity of the adult learner population better to serve learners, employees, and educators.

Examining the Influence of Principal Leadership on School Effectiveness : A Comprehensive Analysis in The Context of Primary Schools in Surabaya

This study aims to analyze the influence of principal leadership on the effectiveness of primary schools. This research used a quantitative method. The research targets teachers in Surabaya, utilizing a sample of 376 respondents selected through a systematic random cluster sampling technique. The research instrument Principal Leadership adapted "The Successful School Leadership Survey," comprising 22 items, and the school effectiveness instrument was adapted "PESOC," consisting of 17 items from previous studies. Data was collected using an online questionnaire administered through Google Forms. The analysis employed Structural Equation Modeling with Partial Least Squares (SEM PLS), encompassing both inner and outer model evaluations. The study's result was that principal leadership positively affected the effectiveness of schools. The research findings strongly supported the notion that the leadership exhibited by school principals was a critical factor in the establishment and maintenance of effective schools. The study emphasized the importance of leadership that specifically addresses the four dimensions outlined in the Successful School Leadership survey, highlighting their integral role in shaping and sustaining educational institutions that are deemed effective.

Modern Educational Institution Management Strategies

Background and Aim: Modern educational institution management strategies are critical for adapting to students' and educators' rapidly changing needs, ensuring school effectiveness and sustainability. These strategies allow institutions to create responsive and flexible learning environments, which improves educational outcomes and operational efficiency. This paper aims to analyze Modern Educational Institution Management Strategies. Materials and Methods: To identify and evaluate effective management practices, a comprehensive review of existing literature and case studies was performed. The review combined findings from various sources to provide a comprehensive view of strategies for improving educational institution effectiveness and sustainability. Results: The study discovered that implementing modern educational institution management strategies is critical for providing a flexible, efficient, and responsive environment for today's students and educators. Institutions can improve their effectiveness and sustainability by focusing on data-driven decision-making, technology integration, collaborative leadership, and inclusive practices. Continuous stakeholder engagement, professional development, and a focus on student wellness are essential for fostering a dynamic and supportive learning environment. Conclusion: The study discovered that implementing modern management strategies is critical for fostering a flexible and responsive learning environment. Institutions can improve their effectiveness and sustainability by focusing on data-driven decision-making, technology, collaborative leadership, and inclusivity, as well as creating a supportive and dynamic learning environment through ongoing stakeholder engagement, professional development, and student wellness.

Influence of Principals’ Supervisory Practices on Teachers’ Effectiveness in Public Secondary Schools in Meru Central Sub-County Meru County, Kenya

Influence of Principals’ Supervisory Practices on Teachers’ Effectiveness in Public Secondary Schools in Meru Central Sub-County Meru County, Kenya

Transformational Leadership, Interpersonal Communication, Information and Communication Technology Literacy, and Knowledge Management

The purpose of this research is to identify strategies to enhance school effectiveness by strengthening transformational leadership, interpersonal communication, ICT literacy, and knowledge management. A quantitative method with path analysis was applied, and SITOREM analysis was used to optimize each indicator. The study involved 445 teachers from private vocational schools in Depok City, with a sample of 211 teachers. The findings reveal that school effectiveness can be improved by reinforcing transformational leadership, interpersonal communication, ICT literacy, and knowledge management. Key strategies include addressing weak indicators such as feedback, empathy, knowledge application, and access. Statistical tests show significant positive direct effects of: 1) transformational leadership on school effectiveness (Sig=0.032), 2) interpersonal communication on school effectiveness (Sig=0.000), 3) ICT literacy on school effectiveness (Sig=0.001), and 4) knowledge management on school effectiveness (Sig=0.001). Additionally, transformational leadership, interpersonal communication, and ICT literacy all positively affect knowledge management. Knowledge management serves as an effective mediator for the influence of transformational leadership (Sig=0.004) and interpersonal communication (Sig=0.001) on school effectiveness, but not for ICT literacy (Sig=0.356).

Primus inter pares effect in high schools.

Primus inter pares effect or better-than-average effect is cognitive bias known as illusory superiority in which individuals overestimate their positive abilities and traits in comparison to others. Overestimation and bias are often accompanied with various dangers on a personal, organizational or even societal level. We investigated the presence of overestimation among high school graduates in Slovenia in areas of teamwork, interpersonal skills, emotional intelligence, problem solving, and decision making. Although overestimation was present in all areas, results have also shown indications of indecisiveness. Overestimation was highest in the area of interpersonal skills, which is more of a social skill area in comparison with decision making or problem solving. Individuals probably receive more feedback over the course of high school in decision making, problem solving, and teamwork than in interpersonal skills, as those can directly impact grades while interpersonal skills less so.

Developing Models for Measuring and Evaluating Success in Vocational and Professional Education and Training. An Empirical Study

This study aimed to evaluate the performance of vocational high schools by developing and applying a comprehensive assessment instrument. The focus was on the actual processes occurring within these institutions, rather than solely relying on document-based evaluations. By analyzing factors affecting school performance, constructing a valid instrument, and conducting a thorough evaluation, the study found that the investigated vocational high schools demonstrated satisfactory performance in general management and academic management. Most of the evaluations of education, training and performance carried out in vocational high schools focus on documents or passive data, rather than on the processes taking place in the secondary schools themselves. Recognizing the need to study precisely these processes, this study focuses on the performance evaluation of secondary schools. The study begins with the identification of constructs and the development of instruments to assess the performance of vocational high schools. Based on the problems found in the field, before conducting the evaluation, the researcher must first develop the evaluation tool through three stages of development. The first one is to analyze the concepts related to evaluation by examining the factors affecting the performance of vocational high schools. In the second, instrument development and instrument analysis (content validation of selected criteria) are conducted with the help of experts. The third one, entailed a rigorous evaluation of the effectiveness of vocational secondary schools. Based on the evaluation findings, the investigated vocational high schools demonstrated commendable performance in both general management and academic management.

A critical evaluation of regression discontinuity studies in school effectiveness research

ABSTRACT School start regulations allocate children born immediately either side of a given date to different life paths: those slightly older starting school a full year earlier. School effectiveness literature exploits this to estimate causal effects described as ‘the absolute effect of schooling’ or ‘the effect of an additional year's schooling’, using the logic of regression discontinuity (RD). This paper examines the causal arguments and assumptions underpinning RD, noting particularly the importance of the causal description. It highlights concerns with describing causes in terms of school effectiveness including failure to consider the alternative treatment pathway; presence of other post-allocation causal factors and potential discontinuities at allocation. The paper notes that these can be overcome by using wider causal descriptions but at the expense of no longer identifying school effectiveness.

Assessing the Impact of Leadership Styles on Organizational Effectiveness in Chinese Vocational Schools

This research examines the impact of leadership styles on the organizational efficacy of vocational institutions in China. The main aim is to evaluate the effects of several leadership dimensions—communication, decision-making, motivation, empowerment, conflict management, relationship building, and ethical behavior—on these schools' overall operation and performance. Utilizing a descriptive-comparative and regression analytic methodology, data was gathered from instructors and students at five vocational schools in Guangdong Province via structured questionnaires. The research examined the opinions of leadership effectiveness among instructors and students, finding notable disparities between the two groups, with teachers consistently providing more favorable leadership evaluations. The regression study further substantiated that leadership styles substantially influence critical aspects of organizational success, including strategy planning, resource management, employee engagement, performance management, and student orientation.

Does private education pay off?

AbstractEducation plays a crucial role in promoting innovation, entrepreneurship, and equal opportunities in society, acting as a “social elevator.” However, an inequitable educational system can perpetuate inequalities, leading to significant social consequences. This paper examines two mechanisms through which schooling systems may generate or reinforce inequalities: private schooling and school composition. Earlier studies often suggested that private schooling, particularly government-dependent private schools, had a positive impact on student achievement. However, more recent research has challenged this view, highlighting the importance of contextual factors such as school composition and socio-economic background. Building on these findings, our analysis explores how the advantages attributed to private schools are shaped by the demographic profiles of their students. Using data from the OECD Program for International Student Assessment (PISA) 2015 and employing an education production function, we assess the effects of private schooling and school composition on student performance. Our findings contribute to the growing body of research questioning the comparative advantage of private schools, demonstrating that their perceived superiority often arises from the socio-economic advantages of the students they enroll, rather than the quality of education provided. The study also reveals significant variations across countries, underscoring the urgent need to address the segregation issues linked to private school networks.

Evaluation of students’ digital literacy through an immersive university-high school collaboration

IntroductionRecent efforts including the U.S. Department of Education’s Raise the Bar: STEM Excellence for All Students, designed to strengthen Science, Technology, Engineering and Mathematics (STEM) education, typify the development of effective outreach programs implemented in high school settings to increase STEM achievement and literacy and to promote future careers in STEM. Specifically, artificial intelligence (AI) and machine learning (ML) are topics of great importance and interest but are often reserved for higher-level education. Introductions of complex subjects in high school promotes student efficacy, enthusiasm, and skill-development for STEM careers. Establishing strong partnerships between universities and high schools is mutually beneficial for the professional development of students, teachers, and professors. In this paper, we detail immersive outreach efforts and their effectiveness in a high school setting.MethodsFrom Spring 2021 to Spring 2024, we conducted eight data-science and analysis-coding style workshops along with two data science units, with 302 students participating in the data science workshops and 82 students in the data science units. All students who participated in the data science lessons completed a comprehensive final project. Surveys measuring knowledge and appeal to data science and coding were conducted both retrospectively and prospectively, before and after each workshop and the data science units. A 1 year follow up survey was conducted for students in the 2023 data science lessons (n = 23).ResultsOverall, average student interest significantly increased from 2.72 ± 1.08/5.0 (n = 205) to 3.15 ± 1.18/5.0 (n = 181, p = 0.001) during the data science workshops, while 70% of students expressed desire to continue with coding. Interest modestly increased in the data science lessons from 3.15 ± 0.65/4.0 to 3.17 ± 0.77/4.0 (n = 82, p = 0.8571), while knowledge significantly increased from 64.16% to 88.5% (% correct out of six questions) in the 2023 data science lessons and from 52.62% to 60.79% (% correct out of 29 questions) in the 2024 data science lessons.DiscussionIncreasing STEM exposure through outreach programs and a modified curriculum can positively alter students’ career trajectory and prepare them for the evolving technologically advanced world and the careers within it.

Komitmen Kerja Kepala Madrasah dalam Meningkatkan Efektivitas Madrasah Tsanawiyah Swasta di Kepulauan Riau

This study was conducted to see the work commitment of the Madrasah principal in improving the effectiveness of Private Junior High Schools (MTs) in the Riau Islands. As an effort to improve the quality of education in madrasas, it is hoped that private madrasas can compete with other public schools. This study uses a qualitative approach that describes the object of study through the process of extracting facts and object data in the field. Data collection techniques use interviews, observation and documentation. Data analysis techniques use data reduction, data presentation and drawing conclusions or verification. The results of the study indicate that the work commitment of the Madrasah principal in improving the effectiveness of private MTs in the Riau Islands is not optimal, because there are still many aspects that have not been achieved in terms of realization, budget constraints for the procurement of Madrasah facilities and infrastructure, increasing the professionalism of human resources, and other facilities that are still very limited. For this reason, the head of private MTs in the Riau Islands Province tries to improve the effectiveness of madrasas by implementing strategic educational development concepts. The roles played by the head of the Madrasah are; 1) focusing on common interests, 2) improving communication and understanding, 3) increasing involvement and participation, and 4) avoiding win-lose solutions. These roles are very helpful in realizing increased effectiveness of education in madrasas.

The Mediating Role of School Adaptation in the Impact of Adolescent Victimization from Bullying on Mental Health: A Gender Differences Perspective.

The primary aim of this study is to investigate the mediating role of school adaptation in the impact of adolescent bullying victimization on mental health, as well as the gender differences therein. These findings offer a novel perspective for parents and educators, aiding bullied adolescents in managing and addressing mental health concerns. The primary data source for this study was the 2020/2021 Adolescent Health Theme Database from the China Population Health Data Center (PHDA). The research sample consisted of high school students from 16 cities in Shandong Province. Descriptive statistics, reliability and validity testing, structural equation modeling, as well as mediation analysis and multiple group analysis were conducted using SPSS 26.0 and AMOS 26.0. School adaptation serves as a mediating variable between adolescent bullying and mental health. The model fit indices are as follows: GFI=0.946, AGFI=0.922, RMSEA=0.070, NFI=0.978, IFI=0.979, CFI=0.97. Even when considering gender, the model still demonstrates good fit. School bullying has significant negative effects on the mental health of both male and female victims (p<0.05). For female victims, the mitigating effect of school adaptation on mental health is slightly lower than that for males (-2.256). Regarding cyberbullying, male victims face a greater threat to mental health (-3.234), with a impact of -0.109 from cyberbullying on male mental health and -0.065 from school bullying on female mental health. The school is found to mediate between school bullying, cyberbullying, and mental health. Schools may play a greater role in improving female mental health than male mental health. The impact of campus bullying on female mental health is greater than that of cyberbullying, whereas the opposite is true for males. Enhancing adolescents' school adaptation levels helps mitigate the adverse effects of school and cyberbullying on adolescent mental health.

Do early school- and family-related factors predict midlife psychological well-being? Findings from A prospective Black childhood cohort study

The relationship between early school- and family-related factors and later psychological well-being (PWB) has been insufficiently studied. To address this gap, a comprehensive model was employed to investigate the effects of school and family predictors (ages < 14) on PWB, and a related construct, life satisfaction (LS), at age 35 for a large urban childhood cohort. 30-year follow-up data were analyzed for 72 % (N = 1,112) of the original 1,539 participants (93 % Black) in the Chicago Longitudinal Study, a prospective investigation on the impact of an early childhood education program. Hierarchical linear regression analysis revealed both parent (β = 0.51p = 0.013) and student educational attainment expectations (β = 1.48; p = 0.032) as well as peer social skills (β = 0.25; p = 0.003) were the most significant predictors of midlife PWB. Peer social skills (β = 0.02; p = 0.032), school mobility (β = -0.09; p = 0.012), and student educational attainment expectations (β = 0.17; p = 0.022) were strongly associated with midlife LS. Sex differences were also examined. Implications for shaping key components of school-family programs, services, and policies that foster positive development across different social ecologies are discussed. Further research should explore the mediational pathways to better understand the mechanisms behind these observed relationships.

The long-term cognitive and schooling effects of childhood vaccinations in China

The long-term cognitive and schooling effects of childhood vaccinations in China

미래 예비교사의 AI 리터러시와 교수 효능감 발달을 위한 교육청 캠프 운영 사례 연구

Objective: This study analyzes the effectiveness of the Education Office's high school Winter/Summer School camp during school vacations for enhancing the artificial intelligence (AI) digital competences of high school students aspiring to become future teachers, and students' satisfaction. Methods: To measure the effects and satisfaction, we conducted pre- and post-course surveys using Google Forms to assess students' perception of AI, AI literacy, and teaching efficacy. We supplemented these quantitative data with qualitative data by utilizing participants' learning logs and conducting interviews. Finally, we fostered interaction among the participants during the learning process through Naver Band, and observed the outputs and learning process through activities such as creating teaching and learning content using AI and digital tools. Results: We found high satisfaction levels, and significant positive effects on students' perception of AI, AI literacy, and teaching efficacy. Clearly, the camp courses helped participating students develop AI literacy, enhance teaching efficacy, and build their competencies as future teachers. Conclusions: The "AI and Digital Competency Education Practicum for Future Teachers" conducted in the Winter/Summer School can enhance participants' AI literacy, teaching efficacy, and overall learning satisfaction. This has important educational implications for future teacher training.

Infection epidemiological effects of school closures during the second COVID-19 pandemic wave-an exemplary analysis within alower Bavarian region

The rapid global spread of the SARS-CoV‑2 virus during the COVID-19 pandemic led to widespread non-pharmaceutical interventions, such as school closures, to curb infections. This study investigates the influence of school closures on the number of new infections to reduce the existing knowledge gap in this area. The effect of school closures starting on 16December 2020, was quantified using COVID-19 infection data from the district and city of Landshut in Bavaria between November 2020 and January 2021. An interrupted time series (ITS) analysis was performed to analyze daily new infections among 6-18 year olds and the entire population in the region before and after the school closures using anegative binomial regression model. The analysis showed that the trend of daily new COVID-19 infections among 6-18 year olds significantly decreased after the school closures (incidence rate ratio (IRR) 0.93; 95% confidence interval (CI): 0.89-0.96; p < 0.001). This was also true for the entire study population (IRR 0.95; 95% CI: 0.93-0.97; p < 0.001). In the context of various concurrent measures to contain the COVID-19 pandemic, the study provides evidence for asignificant association between school closures and reduced COVID-19 infections. By optimizing the existing incomplete evidence base on the role of school closures in pandemic control, this finding can support involved stakeholders and contribute to strengthening future approaches to pandemic prevention.