Government Schools Research Articles

One Core with Multiple Coordination:A Practical Exploration of Extramural Education Governance in Guizhou

In recent years, extramural education has rapidly developed, but the educational agencies of varying quality have seriously damaged the education ecology, and standardization of extramural education has become the focus of the current education governance. Since the implementation of the “double reduction” policy, Guizhou Province has attached great importance to the implementation of the relevant decisions and deployments of the central government and has made it an important political task by playing a “combination of punches”———formulating detailed policies, implementing multiple regulations across the board and giving strengthened transformation guidance--to norm the extramural education. Therefore, how to better improve the effectiveness of governance, promote the process of modernization of the governance of extramural education in Guizhou, and build a better ecological “Guizhou practice” is an important practical issue that needs to be resolved in the process of modernizing social governance in Guizhou. Based on theoretical research and empirical analysis, this paper defines the practice of modernizing the governance of extramural education in Guizhou as an educational modernization governance system under the leadership of the Party coordinated with government management, social tuning, school management and platform. autonomy, which, with the orientation of educating people, will build a governance structure of “one core with multiple coordination” to promote the modernization of extramural education governance. Based on the empirical analysis of the effectiveness of governance in Guiyang City, the paper has analyzed and summarized the results of the model analysis, integrated the corresponding tracking case validation analysis, and the effectiveness of the governance process of estramural education in various regions of Guizhou with exploration of the rules and summarization of the experiences and lessons. This paper aims to bring into play the role of multi-subject collaborative governance of government management, social regulation, school management, and platform. autonomy under the guidance of Xi Jinpin’s thought on socialism with Chinese characteristics for a new era to achieve the goal of governance of extramural education in the unity of co-governance, co-construction and sharing, to contribute to the modernization system of governance of extramural education with “Guizhou experience”, to provide a new methodology and path for the community of governance of extramural education in which everyone has the responsibility, everyone does his/her part and everyone enjoys the benefit.

Islamic Management and Risk Management Applications in Pesantren Based on Waqf

Waqf-based educational institutions are currently still in the "low" category, according to Indonesia's National Waqf Index (IWN) report. In this case, pesantren is an educational institution that was mostly established with waqf assets and has recently experienced fairly good development; pesantren are also categorized as waqf-based schools and were established by nadzir to waqf managers, currently totaling 26.23% of the total number of schools in Indonesia. This waqf-based school still has shortcomings in its management, as seen from its small development. The relatively low number of the National Waqf Index (IWN) occurs because philanthropists currently do not see good results from waqf management. Of the various purposes for which waqf assets are allocated, pesantren is one of the choices for which nadzir can endow their assets. However, there are still many obstacles found in management, and in general, they must be overcome by waqf managers. The method of analysis in this research uses descriptive literature analysis and primary data from semi-structured interviews in the in-depth interview category. Moreover, the results of the analysis found various important principles and steps of risk management according to Islam. They included the benefits of risk management for waqf-based pesantren by applying Islamic management and risk management. The implementation uses the principles of Islamic management and applies the initial planning stages of risk management. Pesantren must also follow the development of government schools so that they can compete and walk together for the advancement of education.

How to ameliorate employee engagement among government school teachers? Empirical evidence

PurposeThe purpose of this paper is to investigate the impact of three predictors (emotional intelligence, perceived supervisor support and work–life balance) on employee engagement.Design/methodology/approachThe employee engagement and its predictor variables considered have been assessed by a survey using a structured questionnaire. Data were collected for 628 government school teachers of Punjab state of India. SEM using SmartPLS software was used to estimate the relationship between employee engagement and its predictors (emotional intelligence, perceived supervisor support and work–life balance).FindingsThe results reveal that the three predictors (emotional intelligence, perceived supervisor support and work–life balance) have a significant positive impact on employee engagement of the government school teachers.Practical implicationsSchool authorities need to draft teacher-friendly policies so that teachers can stay deeply engrossed in their work and can handle work and family demands. Engaged teachers brim with positive energy, thereby energetically and vigorously preoccupying themselves in their work, leaving no time and space for negative thoughts.Originality/valueThe influence of emotional intelligence, perceived supervisor support and work–life balance on employee engagement of government school teachers is unprecedented. The study also tested the model in a holistic manner. Since the study is based on an Indian sample, it also adds to growing literature on employee engagement in nonwestern countries. The results are of great value to government authorities, school managements, HR managers and policymakers who are seeking to develop practices that enhance employee engagement at workplaces.

Evaluation of the Effect of Accessibility of Smart Classroom on Learning Outcomes and Academic Achievement among Students’

Technology is integrated into education to increase accessibility and convenience for all individuals. Technology has been integrated into education to enhance the traditional classroom teaching and learning process. To evaluate the effect of accessibility of smart classrooms on learning outcomes and academic achievement among students. The study was conducted by involving a sample of 140 students. Data was collected by using a random sampling technique. A self-prepared research tool is used to collect the data for the present study. The calculated value between the accessibility of smart classrooms on learning outcomes and academic achievement is 51.09 at 0.01 level. The calculated values between government schools and private schools in the effect of accessibility of smart classrooms on the learning outcomes is 3.10 at 0.01 level. The calculated values between rural and urban schools in effect of accessibility of smart classrooms on the learning outcomes is 2.26 at 0.05 level. As per the result, we reject the null hypothesis. There is a significant difference between the accessibility of smart classrooms on learning outcomes and academic achievement, government schools and private schools in effect of accessibility of smart classroom on the learning outcomes and, rural and urban schools in effect of accessibility of smart classrooms on learning outcomes of middle class students.

Evaluating social studies teachers’ use of cognitive trips for teaching via the web (government schools in the southern region of the Hashemite Kingdom of Jordan as an example)

Evaluating social studies teachers’ use of cognitive trips for teaching via the web (government schools in the southern region of the Hashemite Kingdom of Jordan as an example)

The effectiveness of using distance learning (Madrsti platform) in light of the Corona pandemic and the obstacles to application from the point of view of Arabic language teachers in basic government schools in Marka District

The effectiveness of using distance learning (Madrsti platform) in light of the Corona pandemic and the obstacles to application from the point of view of Arabic language teachers in basic government schools in Marka District

Undiminishing school governance: investigating ‘governance maturity theory’ for school governing bodies

ABSTRACT Organizational maturity can inform decision-making, build strategy and underpin development. This paper argues that ‘Governance Maturity Theory’ (GMT) can act as a developmental modality for school Governing Bodies – and offers an alternative to disciplinary mechanisms such as inspections. Evidence generated by governors, Chairs, and Governance Professionals of Boards in England were used to map the value of inspections for developing school governance and to co-construct GMT. Grounded in organizational maturity theory and governmentality, the project developed two key findings. First, despite inspections driving much of what schools and Boards did, they had diminished the role of governance and had negligible value as either a developmental framework or for ascertaining the value of governors’ work. Second, GMT could support Boards to build their decision-making and strategic leadership capabilities and drive their development. The paper concludes that GMT can enable Boards to resist the inspectorate’s gaze and its notions of undemocratic ‘good’ governance and move towards mature strategic leadership.

Unlocking Potential: Navigating CLT for Adolescent English Learners in Egyptian Public Schools

This study critically analyzes the intricate relationship between age and Second Language Acquisition (SLA), particularly within the framework of Communicative Language Teaching (CLT) in English as a Foreign Language (EFL) settings. Recent research challenges conventional views on the optimal age for language acquisition, highlighting the diverse factors influencing learning across different life stages. Insights from contemporary studies offer a nuanced understanding of the multifaceted aspects shaping language acquisition, prompting a reevaluation of age-related concepts in SLA. Utilizing a mixed-method approach integrating literature review and personal reflection through autoethnography, the study investigates the complex dynamics between age and SLA within CLT frameworks in Egyptian government schools. It aims to offer valuable insights and implications for instructional practices tailored to adolescent English language learners in this context, including an examination of specific challenges and opportunities within the Egyptian secondary school EFL setting. The review concludes by exploring new perspectives on the Critical Period Hypothesis (CPH) and its implications for instructional practices in CLT-based environments for adolescent English language learners in Egyptian government schools.

Participation, change and promotion of the child in the experimentation of full-time education. The case of Groppello primary school (Cassano d’Adda 1969-1985)

At the beginning of the 1970s, a group of teachers inspired by Mario Lodi’s educational thought and the MCE (Cooperative education movement) ideas created, in Cassano d’Adda near Milan, a very innovative experimentation in the local primary school. The Groppello d’Adda experience brought forth for more than 30 years an alternative idea of school and educational design. The local archives keep a large array of uncatalogued materials documenting the experience. These documents are very interesting because of their depiction of a school conception consistently defined as horizontal, inclusive and aimed at the promotion of the child, and for the variety and richness of pedagogical instruments and models proposed. The article aims at showing, through this case study, the historical-social conditions of the birth of Decreti Delegati in Italy in the Seventies, and the theoretical and practical inspirations leading to the inversion of the relation between school and society. At the end, the article will illustrate how the original concept at the basis of Decreti Delegati was larger than a simple introduction of representatives in the school governance.

Struggle and health. Sociability and literacy in the “150 hours” courses in Turin

Throughout the years of the reforms, Turin’s political and trade union organizations succeeded in collecting and combining the requests coming from people’s workplace and everyday’s life to develop new models of social governance of schools and social services. All this was realized by reversing the responses given to social discomfort and suffering through a re-appropriation of spaces and a growing participation of citizens in all the social choices. This contribution aims at reconstructing the initiatives and experience of the courses of the so-called “150 hours school” in the years 1974-1978: in this period, the training on prevention on women’s health was carried out in middle schools and in university seminars, and it was open to male and female workers. These training started a process of awareness, active citizenship and representation that – from the collegial bodies of the schools to the newly born local councils, up to the factory councils – brought into question and “in motion” parents, school staff and new residents and workers.

OPTIMISING LEARNING FOR HEARING-IMPAIRED STUDENTS: A COMPARATIVE ANALYSIS OF LET'S WRITE, A MOBILE APPLICATION, AND GOOGLE CLASSROOM LEARNING PLATFORM ON USABILITY, LEARNING MOTIVATION AND ACADEMIC PERFORMANCE

Hearing-impaired students struggle with writing, frequently make errors, and have limited sentence construction skills. Current learning platforms like Google Classroom do not have sign language support or content specifically designed for students with lower written comprehension, leading to frustration, sentence structure difficulties, and decreased motivation, as their unmet needs affect academic achievement. This study aimed to investigate if Let's Write, a mobile application, could address the essential writing skills needed for simple sentences, specifically focusing on the Preposition of Positions. The goal was to improve handwriting, accuracy, sentence structure, and punctuation by comparing it to the Google Classroom learning platform. The study was conducted using an experimental design, and the participants were chosen from government schools in Perak and Penang using purposive sampling. The study divided 80 hearing-impaired students into control (n=40) and experimental (n=40) groups, each using a different platform. Pre-tests, treatment (platform use), and post-tests were used to measure academic progress, while questionnaires assessed usability and motivation. The results showed that the Let's Write application provided a significantly more user-friendly and interactive learning environment. Students using the Let's Write application displayed higher self-assessment, focused on learning from mistakes, sought independent knowledge, and reported overall satisfaction. Importantly, the Let's Write application group showed greater academic improvement than the Google Classroom learning platform group. This suggests that mobile applications, particularly those incorporating sign language, can greatly enhance learning for hearing-impaired students by improving usability and learning motivation. It highlights the importance of tailored educational technologies in bridging the achievement gap. The study provides valuable insights for educators and developers to refine digital learning tools further.

Analysis of Selected Physical Fitness, Physiological, and Psychological Variables among Government, Government-Aided, and Private School Boys in Chennai District

Purpose: This study aims to analyze and compare selected physical fitness, physiological, and psychological variables among boys from government, government- aided, and private schools in the Chennai district. The purpose is to understand how different school environments impact these variables and to provide insights that can inform policy and practice in physical education and health promotion.  Methodology: A sample of 300 boys aged 12-15 years was selected through stratified random sampling, with 100 boys from each school type (government, government-aided, and private schools). Physical fitness was measured using the Fitness Gram test battery, physiological variables such as BMI, resting heart rate, and blood pressure were assessed using standard clinical procedures, and psychological variables were evaluated using the Rosenberg Self- Esteem Scale and the Perceived Stress Scale. Data were analyzed using ANOVA to compare the means across the three school types, with post-hoc tests conducted to identify specific group differences.  Conclusion: The study found significant differences in physical fitness, physiological health, and psychological well-being among boys from different types of schools. Boys from private schools exhibited better physical fitness and lower stress levels compared to their peers in government and government-aided schools. These findings highlight the influence of socio-economic factors and access to resources on students' health and suggest the need for targeted interventions in government and government- aided schools to improve physical and psychological well- being among students.

Prevalence of Dental Fear and Anxiety among School Children in Zawia City, Libya

Odontophobia, also known as dental fear and anxiety (DFA), is a type of phobia that can negatively affect the dental and oral health of people who experience it. This phobia has psychosocial characteristics that make it complex to address in dental practice. Dealing with dental fear is a challenging issue in dentistry for various reasons. Although this issue has been studied in children for quite some time around the world, no such studies have been conducted in Zawia, Libya. Therefore, this study aimed to determine the prevalence of dental fear and anxiety (DFA) among pupils aged 5 to 12- years in public and private schools in Zawia City. A cross-sectional survey was conducted in Zawia City over three months. In the survey, 205 students were randomly selected from several private and public schools. All participants were given a self-reported questionnaire containing ten closed-ended questions about DFA. After collecting the data, the results were analyzed based on gender and school type and entered into a Microsoft Excel sheet for further analysis. Results of the study showed that 31.71% of all pupils experienced dental fear and anxiety (DFA). Furthermore, the slight variations in fear levels based on school type indicate that the school environment may influence a pupil's perception of dental visits. Most private school students experienced DFA during physical contact with their dentists and upon seeing dental anesthesia injections. Whereas pupils attending government schools experienced DFA when hearing voices during treatment. Across all areas studied, female students reported slightly higher levels of anxiety than male students. Based on the survey results, it is evident that many pupils experience high levels of dental fear and anxiety (DFA). This highlights the need for intervention and attention in such situations, as DFA can significantly affect a pupil's dental experience and oral health outcomes. Therefore, it is essential to address these fears and anxieties to improve the overall dental experience of pupils and promote better oral health

სკოლის მართვის პოლიტიკა: ლიდერის როლი სკოლის მართვაში

The article aims to establish the factors that have an influence on the transition of school management reform and to outline some of the common trends causing the policy change in this area. The analysis shows that there is a various set of studies covering different aspects of school management. Each of them responds to the issue of adopting school management reform from different angles. The policy perspective relates to school management reforms such as decentralization, autonomy, accountability or contextual changes. An increased focus (on learning outcomes and school improvement perspectives) recognizes the key role of leadership in education reform. The research among principals contributed the adoption of school management reforms. The school management policy perspective shows that countries have implemented reforms, with practices that vary across countries and contexts. Some reforms include a new public management agenda or the globalization of education policy. This review shows that there is a considerable amount of research on school leadership, but relatively less attention has been paid to policy research on effective school management. The paper first provides an overview of the role of school leaders and how has it evolved over the last decade, which serves to clarify the main reasons for the reforms. After the methodology are discussed the factors influencing the adoption of school leadership reforms. Specifically, how different fields of education research influence the development of the school leadership role. The article ends with a conclusion that discusses the factors that influence the implementation of school management reforms. It also provides important perspectives on the development of the role of principals: (1) school management reforms respond to the changing context of education and public school governance in terms of greater decentralization, accountability, and school outcomes; (2) School leadership has an indirect influence on education and schooling, which is considered for the implementation of various reforms and aimed at improving teaching, but does not seem to be itself considered a policy priority. In general, research of school management reforms was conducted in selected countries according to their educational opportunities.

Implementation Of The School Budget And Activity Plan (ARKAS) Application Policy In Realizing Good Governance In Junior High Schools

This study aims to analyze the Implementation of the School Activity Plan and Budget (ARKAS) Application policy in Realizing Good Governance in Junior High Schools, this research uses qualitative research with the type of case study research (Field Research). The data collection techniques used are observation, interviews, and documentation. Data analysis uses triangulation techniques, namely by displaying data, reducing data, and finally drawing conclusions. This research examines the ARKAS application technology used in realizing good governance in the field of BOS fund management. The implementation of the ARKAS policy reflects the concept of e-government by providing easier access to information on activity plans and budget allocations, enabling active participation in the decision-making process. The results of this study reveal that technology can be used optimally to achieve a goal. Through ARKAS, information related to activity plans and budget allocations can be accessed more easily by various stakeholders, which contributes to increased participation, and public trust and still refers to the applicable legal rules. The increased transparency and accountability achieved through ARKAS policy implementation has important implications, obstacles, and efforts in the context of financial management in educational institutions.

Child Labour and Child Abuse as Predictors to Girl Child Dropout in Junior Secondary Schools in Ilorin East Local Government, Kwara State

Child Labour and Child Abuse as Predictors to Girl Child Dropout in Junior Secondary Schools in Ilorin East Local Government, Kwara State

Differential Influence of Demographic Factors on Academic Stress of Higher Secondary School Students of Kerala

This descriptive study aimed to find out the differential influence of selected socio-demographic factors like gender, type of family, birth order, socio-economic status and the type of school management on academic stress of higher secondary school students of Kerala. The normative survey method was adopted to collect data from a stratified random sample of 1232 higher secondary school students (Male = 583; Female = 649) by administering the Academic Stress Scale for Secondary School Students and a Personal Data Sheet, both developed by the investigators. The data were analysed by employing independent sample t-test, one way ANOVA and Scheffe's post-hoc test to test five null hypotheses formulated for the study. The result showed that while socio-demographic factors like gender, type of family, birth order, and type of school management has significant differential influence on academic stress of higher secondary school students, the effect of socio-economic status is not significant. Being female student and member of nuclear family are contributory to academic stress among higher secondary school students. The ‘only-child’ experience greater academic stress than the ‘last-born’. The government schools exert lowest academic stress on learners compared to schools in aided and unaided sector.

Assessing the Use of Creative Writing Strategies in English Language Teaching in Jordan: Challenges and Teacher-Proposed Solutions from their Point of View

Objectives: This study aimed to investigate the degree English Language Teachers (ELTs) in Jordan apply creative writing strategies to teach writing. It also aimed to explore the challenges that face teachers when they apply the strategies, and their suggestions to overcome them. Methods: This study employed a mixed-methods approach, collecting quantitative data through a structured questionnaire involving 200 teachers from 48 government and private schools in Jordan. Qualitative data were also gathered through classroom observation notes and interviews with 20 participating teachers from the questionnaire. Results: The analyses revealed significant differences in teachers' usage of creative writing techniques based on their teaching experience. Specialized English language teachers with less than three years of experience showed a greater preference for these methods compared to those with longer teaching experience. However, academic qualifications, whether bachelor's or master's/doctorate degrees, did not significantly impact the usage of these strategies. Conclusions: The study highlights the necessity of implementing targeted training programs to enhance the usage of creative writing strategies among English language teachers. Additionally, it encourages further research to better understand the motivations and effects of using these strategies on improving English language teaching.

Jordanian EFL Supervisors' Perspectives towards EFL Teachers' Using Authentic Assessment Strategies and Tools

Objectives: The current study aimed to explore the perspectives of English language supervisors in the Hashemite Kingdom of Jordan regarding the extent to which English as a Foreign Language (EFL) teachers in government schools practice authentic assessment strategies and tools. Additionally, the researcher attempted to uncover the challenges faced by EFL teachers in using authentic assessment strategies and tools.. Methods: For this study, the researcher followed a hybrid approach, constructing a questionnaire distributed to English language supervisors, totaling 102, supplemented by interviews with 10 selected supervisors based on accessibility. Results: Statistical results revealed that pen-and-paper and observation-based assessment strategies were the most commonly used and applied by English language teachers, while self-assessment strategy was the least used according to supervisors' perspectives. The study also showed that checklist and rubric were the most commonly used authentic assessment tools. Moreover, the study indicated a strong gender effect on the use of authentic assessment strategies and tools in favor of females. The study identified several challenges hindering the use of authentic assessment strategies and tools, revolving around three main axes: students' proficiency level, infrastructure, and teachers' readiness in terms of attitude, skills, and knowledge. Conclusions: The researcher recommends designing an educational program on authentic assessment strategies and tools with a focus on practical aspects and implementing it through a series of face-to-face workshops at the school network level to refine the skills of English language teachers in the field of authentic assessment, especially in boys' schools.

A Comparative Study of Job Satisfaction among Government and Private School Primary Teachers

A Comparative Study of Job Satisfaction among Government and Private School Primary Teachers