School Management Teams Research Articles

La mirada coeducativa en la formación del profesorado

En este artículo se presentan los resultados derivados de un proyecto de investigación subvencionado por el Ayuntamiento de Vitoria-Gasteiz cuyo propósito es realizar el diagnóstico de la presencia de la coeducación en los centros escolares del municipio. Se presentan también los resultados obtenidos sobre las necesidades formativas que percibe el profesorado y sus actitudes y propuestas ante la formación en coeducación. Para la recogida de la información se han utilizado cuestionarios y realizado grupos de discusión. La muestra de profesorado participante mediante la cumplimentación del cuestionario está formada por 421 profesores y profesoras y 49 personas pertenecientes a los equipos directivos de los centros. Para profundizar en los temas detectados en los cuestionarios, se han realizado cinco grupos de discusión, 2 con profesorado, y 3 con alumnado. Los resultados ponen de manifiesto la necesidad de formación percibida por la mayor parte del personal docente y muestran posturas favorables a la misma y a la sensibilización del profesorado para la igualdad. Únicamente un 7,7% de las personas encuestadas piensa que estos temas no deberían ser responsabilidad de los centros, si bien un 84,4% estiman que en los centros deberían contar con más recursos para integrar la práctica coeducativa en el quehacer diario. Los resultados concuerdan con otros obtenidos en investigaciones anteriores.

A Mirroring Process: From School Management Team Cooperation to Teacher Collaboration

ABSTRACTIn this study, we examine how cooperation and constructive controversy evidenced within school management teams (SMT) relate to collaboration among teachers. Dyad survey data was collected from SMT members and teachers at 32 primary schools in Hong Kong. Results of multilevel regression analysis indicated that cooperation among SMT members was positively related to teacher collaboration. Moreover, constructive controversy within SMTs mediated the path and contributed additional variance explained in school-wide teacher collaboration. These findings affirm that the leadership dynamics of SMTs in Hong Kong primary schools do appear to have a positive influence on potentially important school-level conditions.

Management teams and teaching staff: do they share the same beliefs about obligatory CLIL programmes and the use of the L1?

ABSTRACTThe popularity of CLIL (Content and Language Integrated Learning) continues to spread in education systems around the world. However, and despite the large number of studies recently published, we know little about how CLIL teachers and management teams feel regarding CLIL. In this paper, we analyse two contentious matters that require further analysis: (i) whether CLIL should be obligatory or optional for the students, and (ii) methodological issues such as the use of the students’ linguistic repertoire. This study spans three years and examines the opinions and beliefs of CLIL teachers and management teams from three public schools located in the Basque Autonomous Community (Spain) through 24 discussion groups. The results reveal that, while the schools face similar problems in implementing CLIL (such as students’ heterogeneity and the low level of English among some of them), the school management teams deal with these challenges differently and act on a trial and error basis. Although the management teams’ decisions may not always be in line with their teaching staff's views, they do eventually manage to find some common ground.

Why a Data‐Based Decision‐Making Intervention Works in Some Schools and Not in Others

The use of data for adaptive, tailor‐made education can be beneficial for students with learning difficulties. While evaluating the effects of a data‐based decision‐making (DBDM) intervention on student outcomes, considerable variation between intervention effects, ranging from high‐intervention effects to small or even negative intervention effects, across schools was found. The main purpose of this study was to investigate whether educator and school organizational characteristics are related to the effects of a DBDM intervention on student achievement growth by comparing 10 primary schools with strong intervention effects with 10 primary schools with no intervention effects on student achievement. Supportive and hindering factors were studied by means of surveys and interviews with school management teams, and by examining school reports from the project trainers. Results indicate that schools with strong intervention effects differed from schools with no intervention effects with regard to their teachers’ teaching quality, staff's attitude toward DBDM, and the school data culture.

CHALLENGES FACED BY THE SCHOOL MANAGEMENT TEAM (SMT) REGARDING SCHOOL SAFETY IN SOUTH AFRICA

Ponte Academic JournalMar 2017, Volume 73, Issue 3 CHALLENGES FACED BY THE SCHOOL MANAGEMENT TEAM (SMT) REGARDING SCHOOL SAFETY IN SOUTH AFRICAAuthor(s): Dr. Keshni BipathJ. Ponte - Mar 2017 - Volume 73 - Issue 3 doi: 10.21506/j.ponte.2017.3.36 Abstract:Education is adversely affected by the loss of learning and teaching time due to safety related problems in schools. School management teams (SMTs) thus need to create proper plans to achieve the desired outcomes or set objectives for a safe learning environment. The Department of Education needs to acknowledge the urgency of providing practical training for all SMTs and educators upgrading their knowledge and skills in safety. An interpretative research paradigm was used to unravel how the participants (n=9) have created their reality regarding school safety challenges in rural environments. The Domino Theory is the theoretical lens that was used in this study. The improper attitude from the DoE regarding safety implementation and monitoring and support tools; improper attitude of the SMTs and educators regarding their role in safety issues and the physical unsuitability of the infrastructure of some schools creates confusion in safety management. In order to improve safety issues in South African schools, urgent training on safety management, implementation and control is required by safety experts hired by the DoE, thereafter ongoing on-line platforms for dealing with relevant unsafe situations at school should be easily accessible to all educators and interested parents, councilors, psychologists and safety officials. Communities of Practice with a focus on school safety should be held quarterly and attended by SMTs and school governing body officials. Download full text:Check if you have access through your login credentials or your institution Username Password

The management and governance of racial integration in public secondary schools in Gauteng

The main purpose of this paper was to establish the effectiveness of school management and governance structures in managing racial integration in public secondary schools. A qualitative study was conducted utilising Critical Race Theory (CRT) and Lewin’s Change Management Theory. A sample of grade 10 learners and educators, which included members of the School Management Team (SMT), School Governing Body (SGB), which represented the four previous education departments, was purposefully selected. Semi-structured, individual interviews and focus group discussions, including a questionnaire with open-ended questions, were used to gather data. The findings, obtained through content analysis, indicate that SMTs and SGBs experience difficulty in managing and governing racial integration in public schools due to the following: policy and practice issues, poor interrelationships, need for capacity building of educators, and on-going racial conflict. Based on the findings, recommendations are made on how SMTs and SGBs could effectively manage racial integration in public secondary schools. Keywords: governance, management, racial integration; Critical Race Theory, Lewin’s Change Management Theory

The Involvement of Religious Communities in the teaching of Multi-faith Syllabus in Botswana Junior Secondary Schools

Prior to 1996, Religious Education (RE) in Botswana junior secondary schools was Christian based and there were no significant disparities in academic performance between RE and other subjects. Since the introduction of a multi-faith syllabus there has been a decline in the academic performance in this subject. Perhaps this situation emanates from the fact that most RE teachers and students are Christians. Possibly, Christian teachers and students may not be familiar with the dimensions of other world religions explored in this syllabus. This study was therefore carried out to investigate if the involvement of religious communities could be of assistance in the teaching and learning of the multi-faith syllabus in Botswana junior secondary schools. The study used random, purposive and convenience sampling techniques to select the population from twelve (12) junior secondary schools and seven (7) religions. Data was collected from thirty-six (36) RE teachers, one hundred and twenty (120) students and fifty-six (56) representatives of the seven (7) religions prevalent in Botswana and explored in this syllabus. The study used questionnaires and interviews to collect data. The findings of this study revealed that the involvement of religious communities in the teaching and learning of multi-faith syllabus in Botswana junior secondary schools is capable of assisting in knowledge acquisition of the various religions explored in this syllabus by providing first–hand information from adherents of the explored religions. This study therefore recommends that the Ministry of Basic Education, School Management Teams and Parents and Teachers Associations should encourage the involvement of religious communities as an attempt to improve RE Junior Certificate results.

Project-based learning (PBL) through the incorporation of digital technologies: An evaluation based on the experience of serving teachers

In this article, we highlight the opinions given by teachers at different schools in Spain with regard to project-based learning (PBL). The teachers in question have been involved in various projects that incorporate digital technologies. Our data collection was based on a questionnaire that was constructed and validated by us. The questionnaire was applied to a sample of 310 teachers. The results obtained reveal a positive evaluation of this methodology. The majority of teachers indicated that the projects promoted active participation by students (95%), motivated them to learn (96%) and helped them to acquire various curricular skills (90%).Nevertheless, teachers found some difficulties in the implementation of PBL in schools. These included a lack of support from school management teams (33%) and inadequate provision of technological tools (34%), which impeded the carrying out of some tasks.Our inferential analyses revealed significant differences based on teachers' sex and years of experience with regard to the use of PBL methodology. Male teachers have more favourable opinions about school contextualization and the teacher's role (p < 0.05). Teachers with more years of experience have more favourable opinions for all variables (school contextualization, project characteristics, teacher's role, tools used, student's role, and results obtained).

An action-learning model to assist Circuit Teams to support School Management Teams towards whole-school development

The Education District and Circuit Offices in South Africa are mandated by the Department of Basic Education to support schools under their jurisdiction. Reasons for the lack of such support to schools have been highlighted in various reports and research findings. This paper examines the role that properly constructed school improvement plans, developed by schools, and circuit improvement plans, developed by the Circuit Team, plays in effective district/circuit support to schools. We report on the construction of a theoretical model to assist Circuit Teams to support School Management Teams of underperforming high schools towards whole-school development in which these improvement plans play a central role. We followed an action research design, employing qualitative data generation and analysis methods. The participating School Management Teams and Circuit Team members attested to the value of the collaborative learning experience which ignited feelings of empowerment and increased cooperation. These findings suggest the value of an action learning approach to the professional development of both School Management Teams and Circuit Team members. The action-learning model that emerged from this collaborative enquiry consists of three distinctive phases, each phase containing a number of specific activities to be implemented in order for schools to progress towards becoming self-managing institutions of learning. Keywords: action learning; action research; circuit improvement plan; Circuit Team(s); District Office; model; school improvement plan; School Management Team(s); whole-school development

The role of governing bodies in the management of financial resources in South African no-fee public schools

The National Norms and Standards for School Funding policy was adopted by the government to address equity in South African public schools. This pro-poor funding policy compels the state to progressively fund schools based on a quintile ranking system. Schools lacking in infrastructure, physical and financial resources and usually located within poor socio-economic environments are ranked quintiles 1 and 2. These schools are referred to as no-fee schools and are provided with far more state funding than well-resourced schools, ranked quintiles 4 and 5. More recently, quintile 3 schools, serving middle-of-the-range communities, have also been declared no-fee schools. Most of the school governing bodies and principals serving no-fee schools experience numerous challenges in effectively managing their schools’ funds. Using a quantitative research approach, the study aimed to determine the views of teachers and school management team members of how no-fee schools manage the funds received from the state and other fundraising initiatives. The findings revealed that governing bodies of no-fee schools lacked the necessary financial and entrepreneurial skills and, therefore, experienced great difficulty in preparing budgets and cash flow projection statements that could enable them to effectively manage the schools’ funds.

Transfer of Computer Knowledge and Skills to the Workplace: The Perspective of Primary School Heads

The use of computer technology in schools has become a topical subject of enquiry among researchers globally. As in other countries, the government of Botswana has come up with policy on the use of computer technology in public schools in its effort to improve teaching and learning. For this initiative to be achieved, higher education institutions in the country are expected to provide knowledge and skills to school management teams and members of their teaching staff on Information and Communication Technologies (ICT). This descriptive and qualitative study sought to find out whether primary school heads are using the computer knowledge and skills they acquired during in-service training at the University of Botswana in their schools. Using purposive sampling, 22 participants out of 26 who had volunteered to participate in the study responded to the questionnaire about the use of computers by school heads in primary schools. The result of the study shows that while school heads are willing to use computers in their schools, they have encountered some challenges, many of which are external and therefore, beyond their control. Further revealed is that there are a few school heads that do not see the use of computers as a priority, in spite of the knowledge and skills they possess. The study recommends further research to find out from regional officers the intervention measures that may be put in place to enable school heads to effectively use computer technology in primary schools.

Change management and the SENCo role: developing key performance indicators in the strategic development of inclusivity

This article follows an earlier publication highlighting the changing role of special educational needs co‐ordinators (SENCos) in England. SENCos are now required to manage change strategically and deliver inclusive school cultures. School‐based action research undertaken by a teacher studying for the postgraduate National Award for SEN Co‐ordination (NASENCO) is featured in the article; a strategic review of resource allocation increased the availability and quality of interventions for students with special educational needs and disabilities (SEND). The commentary which frames the study acknowledges that many SENCos are not yet members of a senior school management team (SMT) despite their mandated strategic whole‐school remit. Featuring the process through which one SENCo has strived to enhance SEND provision and develop context‐specific key performance indicators brings official guidance on the SENCo's role in strategic change management into sharp focus, raising questions that should concern both SMTs and non‐SMT SENCos.

The Effects of Assessment Training and Curriculum Supervision on SMT’s Job Performance at Maluti District, Eastern Cape

AbstractThe absence of training as a prerequisite for aspiring SMT members has set the researcher’s mind thinking about how school management teams (SMTs) get trained for their jobs, and how they, ...

THE EFFECTIVENESS OF EXTERNAL WHOLE-SCHOOL EVALUATION ON UNDERPERFORMING SECONDARY SCHOOLS IN THE MPUMALANGA PROVINCE

The study was conducted in the Mpumalanga province and focused on a sample of 18 externally evaluated underperforming secondary schools across all four districts of the province. The schools obtained an average pass rate of less than 30% in the 2011 Grade 12 examinations. The main objectives of the study were to analyse the purpose of whole-school evaluation (WSE) from a quality assurance perspective; to investigate the significance of a key component of WSE, namely assessing the quality of teaching, learning and educator development; to analyse the Grade 12 results of externally evaluated underperforming secondary schools pre- and post-evaluation; to analyse monitoring and evaluation reports for changes in teaching, learning and teacher development, as well as to identify factors impeding teaching, learning and teacher development in underperforming secondary schools. WSE is a system of evaluating the performance of schools as a whole. Corporate contribution to improve performance is measured, rather than simply the performance of individual staff members. Furthermore, WSE is one intervention to move schools that are in a critical situation along the path to becoming effective schools. Guidelines for quality assurance in education, especially at school level, are underpinned by the nine areas for evaluation (AFEs), namely basic functionality of the school (AFE1), leadership, management and communication (AFE2), governance and relationships (AFE3), quality of teaching and learning, and educator development (AFE4), curriculum provisioning and resources (AFE5), learner achievement (AFE6), school safety, security and discipline (AFE7), school infrastructure (AFE8), and parents and the community (AFE9). The mixed methods approach was used. This approach made it easy to reconcile findings through triangulation and complementing qualitative and quantitative data (both primary and secondary). The study relied on secondary data (external WSE reports and Grade 12 results), as well as primary data obtained from questionnaires administered to school management teams (SMTs) of the sampled underperforming secondary schools. The study revealed the great level of acceptance of the external WSE process by SMTs in Mpumalanga province’s underperforming secondary schools, as a means of quality assurance in order to achieve improvement. Furthermore, it revealed the extent to which improvement and development in the underperforming schools occurred as a result of the external WSE process. It was found that the results of seventeen of the 18 schools (94.4%) had improved. Furthermore, the study confi rmed that what was revealed in the external WSE as areas for development came as a revelation to SMTs. As a result, the manner in which teaching, learning and teacher development (AFE4) as a key component of WSE is viewed by teachers and SMTs, has been positively influenced.

Discerning the Good

This study addresses normativity in the practice of collaborative decision-making in Dutch Catholic school management teams. ‘Discernment’ is used as a heuristic to describe the process and content of collaborative decision-making. With regard to the process, discernment is marked by four distinctive aspects: reflection; trust; welcoming of diversity; and enactment of decisions. As for the content, discernment in schools requires different modes of reasoning, notably reasoning based on a vision of good education. In addition, this study investigates perceived impediments and conditions for improvement with regard to the practice of collaborative decision-making. The data suggest that the process aspect of welcoming diversity is dominant, whereas trust is almost absent. Reflection and enactment manifest to a moderate degree in decision-making. As for the content of decision-making, reasons referring to (formal) vision, reasons of care, instrumental reasons and reasons of control are dominant in school management teams. Within the reasons of vision, notions referring to the purpose of education are nearly absent; whereas references to (core) values that are abstract (not referring to patterned practices) are dominant. Impediments are experienced as related primarily to institutional, school-bound and team-bound cultural factors, as well as to institutional structural factors. Contrarily, conditions for improvement are experienced as related to team-bound cultural factors and material factors, and are thus found primarily within the direct span of control of the school management team.

Políticas Públicas educativas sobre migración en los institutos de secundaria de España

Objetivo: conocer la percepción, las prácticas y las estrategias que sobre la educación intercultural se están desarrollando en los institutos de educación secundaria de León (España) desde la perspectiva de los equipos directivos y los coordinadores y coordinadoras de convivencia.Metodología: investigación cualitativa, partiendo de una entrevista grupal en profundidad, semi-estructurada, con todo el equipo directivo y los coordinadores de convivencia de todos los institutos. Esta entrevista constó de 35 preguntas abiertas, estructuradas en seis categorías, relacionadas con la situación existente en cada centro respecto a la multiculturalidad, la filosofía y prácticas de educación intercultural que desarrollan, los recursos con los que cuentan, el abordaje curricular y organizativo de la educación intercultural y la formación del profesorado.Resultados: aunque se ha incorporado el concepto de diferencia y lo intercultural en el discurso educativo, el tratamiento dado a la diversidad cultural está muy alejado de lo que se ha configurado en la comunidad científica como educación intercultural, situándose más en el modelo de compensación educativa.Conclusiones: la educación intercultural se asocia esencialmente al incremento de la presencia de inmigrantes extranjeros en el centro educativo, concibiéndose como acciones dirigidas principalmente a los hijos e hijas de personas migrantes extranjeras y de minorías étnicas. La mayor parte de los supuestos conflictos de diferencia cultural tienen que ver con problemas políticos y sociales a los que no se puede responder sólo con soluciones educativas.

Managing Teaching and Learning for Reading English as a First Additional Language

AbstractLiteracy is a critical aspect of learning in primary schools and forms a foundation for learners’ education. Studies, however, show that many learners in Grade 3 cannot read at the expected levels. This problem has generated increasing public demand for schools in South Africa to produce learners who can read for pleasure, learning and enrichment. It is against this background that this study aims to examine the management of an instructional programme for reading English as First Additional Language in Grade 3. To achieve this aim, a qualitative research approach was followed to collect data through interviews, observations and document analysis. The results revealed weaknesses in the instructional leadership of School Management Teams, which the study attributes to a limited understanding of their roles in this area. The study concludes by calling for professional development programme for those involved in the teaching of English as a First Additional Language.

Effects and side effects of Flemish school inspection

Despite the increased importance of school inspection in recent years, the current knowledge base does not provide a clear view on the effects and side effects of being inspected. More evidence is needed in more diverse educational contexts. This article responds to this need with a quantitative study on the effects and side effects of school inspections on Flemish schools. In total 2624 respondents from 130 primary and secondary schools participated in the study. The article discusses the conceptual, instrumental, symbolic and strategic effects of inspection and its impact on self-efficacy and collective efficacy. Regarding side effects, the emotional impact is discussed alongside disturbing effects, misleading activities by schools and individual teachers and the impact on staff members’ personal lives. Furthermore the article distinguishes between the responses of staff members from schools with a positive inspection judgement and those with a less favourable judgement, and between the responses of teachers and of members of the school management teams. This study is embedded in the Flemish educational context. The results of our study are put in perspective next to results of studies in other educational contexts. Several particularities of the Flemish educational context (and how they may have affected our results) are discussed.

The Views of School Management Teams on Self-reflection Practices: Towards Fulfillment of Management Functions

The Views of School Management Teams on Self-reflection Practices: Towards Fulfillment of Management Functions

The perceptions of stakeholders of the implementation of a state funding model in South African public schools

ABSTRACTThe government has made great strides in redressing past imbalances in education through the National Norms and Standards for School Funding (NNSSF) policy that focuses on equity in school funding. This NNSSF model compels the state to fund public schools according to a poverty quintile system, where poor schools are allocated much more funding for resources than affluent schools. Using qualitative research, school management teams, school governing bodies and principals of six public schools located within the Gauteng West District were interviewed to determine their views of how the NNSSF policy had been implemented. One of the findings revealed that equity in public schools has not been fully achieved since funding provided by the state is insufficient to address the backlog in educational resources. It is recommended that the state abandons the policy of funding schools according to quintile rankings but instead, fund schools based on resource needs.