School Officials Research Articles

사용자 참여디자인을 적용한 학생 자치활동 공간구성 연구 : 농촌지역 소규모 중학교의 유휴공간 사례를 중심으로

The purpose of this study was to formulate a basic plan for an autonomous student activity space utilizing the idle space of a small middle school in a rural area. User participatory design, consisting of the stages of preparation, investigation of the current status, idea deduction, idea specification, opinion adjustments, and suggestion of a basic plan, was employed for this study. The results of the study were as follows. First, the target space was planned for student leisure, small group interaction, extracurricular and club activities, career experience, and community connection. The limited interior space was connected to an empty outdoor lot. It would be useful for performing projects or simply relaxing outside during free time and after lunch and school. Second, the target space met the design criteria, i.e. openness and variability, connection and continuity, collaboration and interaction, diversity, and playability. Students of different learning types were addressed by preparing individual and small group space and duplex and platform space. Third, various user participatory design methods were employed, including questionnaires, insight tours, keyword mapping, idea sketches, modeling, writing a diary, and sharing outcomes and feedback. Opinion adjustment at the meeting with school officials was helpful, as was the workshop, to compensate for missing class planning parts. Future projects and research could include parents and local residents as users to establish the role of schools in the local community.

PISA 2018 교사 설문에 나타난 우리나라 중등교사들의 교사 전문성 계발에 대한 인식과 실천

Objectives This study aims to analyze and compare Korean secondary teachers' perceptions and participation of teacher professional development with those of the United States, the United Kingdom, and Taiwan.
 Methods We used the following variables: 1) teacher qualifications programs; 2) the awareness of the need for teacher professional development activities; 3) teacher efficacy; and 4) the factors hindering teacher education activities. The responses to the PISA 2018 teacher questionnaire from Korea, the United States, the United Kingdom, and Taiwan were analyzed in line with these variables.
 Results Regarding the teacher qualification programs, the response average in all countries was high in the order of ‘teaching-learning, class management, and life guidance’, and he response average of the subjects related to traditional PCK component were higher than the other subjects. The average response of the need for teacher professional development activities were higher and teacher efficacy were lower in Korea and Taiwan than in the United States and the United Kingdom. Regarding the participation in teacher professional development activities, the response average of sub-variables related to activities in cooperation with fellow teachers was the highest in all countries. Regarding the factors hindering teacher education activities, Korea showed the highest response average among the analysis target countries.
 Conclusions Considering the perceptions of the need for teacher professional development activities and teacher efficacy, it is necessary to supplement the professional development subject of the teacher qualification program. In order to support teachers' participation in teacher professional development activities, it is important to activate professional learning communities(PLC) and to make an overall educational environment suitable for the digital education environment with the help of the office of education or school.

원도심학교 활성화에 관한 교육관계자 및 전문가 인식연구

The purpose of this study is to analyze how school education subjects and related groups recognize the original city school and what its meaning is in relation to the original city school revitalization plan. In addition, it is to explore what factors can affect the revitalization of the original city center school. The opinions of school officials and experts were collected through a group interview format, and the results were examined based on the qualitative data analysis method.
 As a result of the study, the first problem facing the original downtown school in Happy City is that the phenomenon of ‘the poor and the poor’ is occurring by misclassifying the support area. The wrong regional classification also caused problems in granting additional points for promotion to teachers, making it difficult to secure excellent teachers in the original city center school. Second, another problem in the original downtown area of Happy City is that the educational environment is being damaged due to the revitalization of the tourism industry. In order to revitalize the original city school, the educational subjects in the school must first be able to voluntarily promote the project. In order to promote the school revitalization project, at least three teachers, including the principal, must be provided with conditions for continuous power. In addition, in the case of Happiness City, rural areas problem should be solved preferentially because these areas where promotion additional points are given are incorrectly selected. It is necessary to secure the conditions for devotional teachers to continue working in the original city school. Finally, in order for the original city school to be activated, it is necessary to be able to organize and implement effective programs suitable for the original city school. Considering that the proportion of students with poor family circumstances is high, education and welfare programs should be strengthened in original city schools than in other schools.

Assessment of Math Teachers’ Dispositions to Improve Urban Teacher-Leaders’ Growth and Effectiveness

This paper focuses on the dispositions of in-service math teacher-leaders, as defined in the Interstate New Teacher Assessment and Support Consortium (InTASC) Standards by the Council of Chief State School Officers (CCSSO) on 10 sets of critical dispositions. Teachers (N = 281) were assessed using versions of two instruments developed as part of the Disposition Assessment Aligned with Teacher Standards (DAATS) battery. One instrument is a self report questionnaire called Beliefs About Teaching 2 (BATS2), and the second is a guided reflection, the Experiential Teaching Questionnaire (ETQ2). Item analysis and scoring were done utilizing the Rasch model of item response theory and scaled on a modification of the original Krathwohl affective taxonomy. A discussion of the validity and reliability of these versions of the instrumentation is included, along with a qualitative review of sample responses illustrating the scoring. Finally, there is a discussion of the standards, indicating that the participating math teacher-leaders were consistent with the InTASC Standards. One conclusion is that math teacher-leaders have a lower than expected ability to value diverse learners in valuing diverse learners.

Physiological adjustment effect of visual stimulation by fresh rose flowers on sympathetic nervous activity.

As modern societies are often stressful due to urbanization and artificialization, the physiological relaxing effects of natural environments or nature-derived stimuli on humans have attracted attention and scientific data are being accumulated. It is known that there is inter-individual variation in these effects. The study aim was to apply the law of initial values to investigate the physiological adjustment effect of viewing fresh roses on sympathetic nervous activity. In this crossover study, a total of 214 high school students, office workers, healthcare workers, and elderly people were analyzed. The participants viewed fresh roses in a vase for 4 min. In the control condition, participants did not view any fresh roses during the period. To offset any order effect, participants received visual stimuli in the order of fresh roses then the control (no fresh roses) or the control and then fresh roses. ln (LF/HF) of heart rate variability (HRV) obtained from a-a interval measurements using an acceleration plethysmograph and used as an index of sympathetic nervous activity. The initial value was ln (LF/HF) of HRV during the control viewing (no fresh roses), and the change value was ln(LF/HF) of HRV during visual stimulation by fresh roses minus the control viewing. The correlation between the two was assessed by determining Pearson's correlation coefficient r, which was significantly negative. A physiological adjustment effect was observed such that participants with high initial sympathetic nervous activity showed a decrease in activity after visual stimulation with fresh roses, whereas participants with low initial activity showed an increase.

A crusade and the crowd of the dead: Understanding the logic of the U.S. right’s attacks on public education

Recognizing that the American right, and specifically the Christian right, has achieved disproportionate power over shaping the landscape of education policy and political culture, the following engages in a twofold analysis of schooling in the United States. We consider the structural transformations that are being enacted as a result of the proliferation of (Christian) public charters and other privatization efforts as well as reactionary undertakings that have purposefully targeted the daily life of schools from administration to curriculum and pedagogy since the onset of the COVID-19 pandemic (for example: disruptions at school board meetings, threatening school officials, anti-LGBTQ and anti-anti-racism hysteria, among others). We put these minoritarian interjections in conversation with Elias Canetti’s “crowd of the dead” and consider the effects of this political activity in producing civic and social death while seeking to destabilize public institutions and institutional arrangements that should safeguard against the manufacturing of (civic) death.

The interplay between Teachers’ Efficacy, Effectiveness, Attitudes and Students' Academic Achievement in Biology

The purpose of this study was to determine the association between teachers' efficacy, teachers’ effectiveness, attitude toward biology, and students' achievement in biology among lower secondary schools in Nyamagabe district, Rwanda. The study used an ex-post-facto research design to accomplish this. Eighty-eight respondents including 44 head teachers and 44 biology teachers were purposively selected from 46 schools as a sample. Data were collected using the Teacher Efficacy Scale (TE), Teachers Attitude towards Teaching Biology Questionnaire (TATBQ) for teachers, and Biology Teacher Effectiveness Questionnaire (BTEQ) for headteachers. Besides, the 2018 Biology National Examination 2018 results were used as a measure of student academic performance in biology. The Pearson Correlation and Multiple Regression analyses were used in the data analysis. Correlation results revealed a positive and significant relationship between the teachers’ attitudes towards teaching biology, efficacy and effectiveness, and student's academic performance in biology. Multiple regression analysis indicated that teachers’ attitudes, efficacy, and effectiveness have a positive contribution to the model. It was concluded that good biology knowledge, efficacy, and effectiveness, as well as biology teachers' positive attitudes, are key elements that, when combined, are thought to lead to greater academic success in biology in lower secondary schools. It was recommended, among other things, that school officials should monitor and supervise classroom teaching and learning at their schools regularly to ensure that teachers are performing their tasks properly. Teachers should be exposed to professional advancement programs such as seminars, workshops, and retraining to develop a more positive attitude towards the teaching of Biology and to improve their teaching strategies.

Ventilation Improvements Among K–12 Public School Districts — United States, August–December 2022

Improving ventilation has been one of several COVID-19 prevention strategies implemented by kindergarten through grade 12 (K-12) schools to stay open for safe in-person learning. Because transmission of SARS-CoV-2 occurs through inhalation of infectious viral particles, it is important to reduce the concentration of and exposure time to infectious aerosols (1-3). CDC examined reported ventilation improvement strategies among U.S. K-12 public school districts using telephone survey data collected during August-December 2022. Maintaining continuous airflow through school buildings during active hours was the most frequently reported strategy by school districts (50.7%); 33.9% of school districts reported replacement or upgrade of heating, ventilation, and air conditioning (HVAC) systems; 28.0% reported installation or use of in-room air cleaners with high-efficiency particulate air (HEPA) filters; and 8.2% reported installation of ultraviolet (UV) germicidal irradiation (UVGI) devices, which use UV light to kill airborne pathogens, including bacteria and viruses. School districts in National Center for Education Statistics (NCES) city locales, the West U.S. Census Bureau region, and those designated by U.S. Census Bureau Small Area Income Poverty Estimates (SAIPE) as high-poverty districts reported the highest percentages of HVAC system upgrades and HEPA-filtered in-room air cleaner use, although 28%-60% of all responses were unknown or missing. Federal funding remains available to school districts to support ventilation improvements. Public health departments can encourage K-12 school officials to use available funding to improve ventilation and help reduce transmission of respiratory diseases in K-12 settings.

Advanced Placement Gatekeeping and Racialized Tracking

Racialized tracking is central to sociological explanations for racially stratified educational outcomes. However, school officials’ decision-making is of debated importance for explaining racialized tracking. We contribute to this literature by examining the effects of schools’ enrollment policies for Advanced Placement (AP) courses. Using a unique combination of school survey data and administrative data from Wisconsin, we examine what happens to racial inequality in AP participation when school officials enforce performance-based selection criteria, which we call “course gatekeeping.” We find that course gatekeeping has racially disproportionate effects. Although racialized differences in prior achievement partially explain the especially large negative effects among students of color, course gatekeeping producesBlack-white and Hispanic-white disparities in participation even among students with similar, relatively low prior achievement. We further find that course gatekeeping has longer-run effects, particularly discouraging Black and Asian or Pacific Islander students from attending highly selective four-year colleges.

166 Community Driven Research Day: Addressing Community Needs in Rural Pennsylvania

OBJECTIVES/GOALS: Describe the community of Norther Dauphin County, PA and increase awareness of this community’s health related needs. Establish partnerships between Penn State faculty and Northern Dauphin County community-based organizations to develop an optimal approach to address identified health related needs. METHODS/STUDY POPULATION: Northern Dauphin is located in the rural Northern Tier of Dauphin County, PA and has roughly 30,000 residents within 272 square miles. Of those residents, approximately 1 in 4 families live below the poverty level. Although over 6,000 residents receive Medical Assistance (MA), only one local provider accepts MA covered patients. Residents have limited access to health care due to the rurality of the area when paired with a lack of public transportation. The Penn State Clinical and Translational Science Institute (CTSI) Community Engaged Research Core (CERC) has partnered with Northern Dauphin County community- based organizations to explore the needs of community members and how partnerships with Penn State Faculty could help to address the community needs. RESULTS/ANTICIPATED RESULTS: A Community Advisory Board (CAB) of leaders (e.g., school officials, business owners) was created to identify community needs. After an initial workshop with the CAB, an assessment was created and distributed to the larger community to identify the top community health needs. Details from the assessment were then used to prioritize the themes for the Community Driven Research Day (CDRD). The CERC team identified Penn State University faculty with research interests related to these prioritized themes. The faculty identified and community leaders were then invited to the CDRD. The agenda for the event included an introduction to Community Engaged Research, a presentation from a researcher and community partner working together, round table discussions based on the themes selected, and an overview of pilot grants. DISCUSSION/SIGNIFICANCE: The CDRD will facilitate partnerships between the Penn State faculty and local community leaders to help effectively move forward addressing the community’s health needs. The PSU CTSI will offer pilot grants to formalize and strengthen these partnerships and conduct community engaged research initiatives to discover optimal ways to address them.

The influence of family stru cture on children's academic achievement: evidence from some selected secondary schools in Oyo State, Nigeria

Studies into the elements that influence students' academic progress have drawn the interest and concern of teachers, counsellors, psychologists, researchers, and school officials in Nigeria. The foundation of society is the family, which is generally understood as a couple raising their children or a group of individuals living under one roof and typically under one head. Every family is thought to want their children to do well in school. However, a lot of elements, such as economic pressure, lead families to lose interest in their children's academic endeavours. The study aimed to investigate the relationship between secondary school students' academic achievements and their family structure in Oyo State, Nigeria. A structured questionnaire was utilised for the study to collect data because it helped the researcher found to standardise data collection, categorise data for statistical analysis and collect data at a lower administrative cost. Descriptive and correlational approaches were also applied. Correlational design helps identify the relationship between two variables, while the descriptive design accurately describes the events as they actually occur. Therefore, it was possible to establish a connection between the type of family and the pupils' academic performance. One-way ANOVA was used as the statistical tool to analyse the data. This decision was taken after running the descriptive analysis of the dependent variables. According to the study's findings, family structure and their socioeconomic position, parenting, and upbringing affects pupils' academic achievements in secondary schools in Oyo State, Nigeria. Also, family structure affects parental support, class concentration, and the self-esteem of students. Additionally, there is a correlation between students' academic success in secondary schools in Oyo State, Nigeria and the family structure. The study findings indicate that the provision of basic needs (food, shelter, and clothing), mental wellbeing, adequate economic resources, harmony in the parents' relationship, and soundness of the parent-child relationship were significantly influencing the academic performance of students in secondary schools in Oyo State, Nigeria

Utilization of Technology-Aided Strategies in Teaching Social Science: Basis for Outcomes-based Instruction

One of the major problems in teaching social sciences is finding the appropriate strategies to deliver the lessons to students. The researchers are determined to develop proper guidelines in using educational strategies to improve the learning process, one of which is the Utilization of Technology-Aided Strategies, that a social science teacher could implement inside the four corners of the classroom, especially in the 21st century, where one of the major problems of teachers are engaging students’ participation. Descriptive quantitative research method was used in conducting this study. Through the process of purposive sampling technique, a total number of 50 teachers in a national high school was selected to participate in the study. The major instruments used were survey questionnaires. The data gathered were analyzed. The findings demonstrated the importance of understanding the Utilization of Technology-Aided Strategies, when it comes to teaching Social Science. In order to make sure that the right tools and materials were available for them to work with, teachers should be aware of the profiles and learning styles of the learners. The teaching and learning process should be improved by teachers and school officials, boosting its effectiveness and efficiency.

SOLUTIONS TO IMPROVE THE EFFECTIVENESS OF PHYSICAL EDUCATION FOR STUDENTS AT CHU VAN AN HIGH SCHOOL, THAI NGUYEN PROVINCE, VIETNAM

<p><strong>Introduction:</strong> Physical education is a part of Physical Education and Sports, which is one of the basic activities with a clear orientation of Physical Education and Sports in society, which is an organizational process to transmit and absorb the values of physical education and sports in the education system, or general education of the school. <strong>Materials:</strong> The article considers the results of the author's research in the article assessing the status of physical education work of students at Chu Van An High School, Thai Nguyen Province to serve as a basis for the development of measures. improve the effectiveness of physical education in schools. <strong>Research methods:</strong> Using basic scientific research methods such as pedagogical observation, survey, interview, and statistical mathematics, the paper has developed solutions to improve the effectiveness of physical education for students at Chu Van An High School, Thai Nguyen Province, Vietnam. <strong>Results:</strong> As a result, on the basis of theoretical and practical research, the article has selected 6 measures to improve the effectiveness of the physical education work of the school. These six measures received the agreement and approval of school officials and teachers (over 90%) while ensuring practicality, feasibility, uniformity and scientificity. <strong>Conclusion</strong>: The solutions developed by the project will serve as a foundation for practical application to improve the effectiveness of physical education at Chu Van An High School, Thai Nguyen Province, Vietnam.</p><p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0268/a.php" alt="Hit counter" /></p>

Experiences of Parents in Modular Distance Learning Delivery

This study aimed to explore the experiences of the twenty-seven (27) parents of the Grade six learners, as “More Knowledgeable Others” toward Modular Distance Learning Delivery at Cantilo Elementary School, Pamplona 1, City Schools Division of Tanjay. The qualitative method through phenomenological research was used. It is the method of discovering and structuring the meaning of human incidents through interviews with people involved in the real-life experience [1]. Purposive sampling was used as a sampling technique to recruit participants who can provide in-depth and detailed information about the phenomenon under investigation. Findings revealed that the 27 parents have expressed their insights and suggestions in support of the continuous delivery of modular distance learning in the School Year 2021-2022. Although there were some negative suggestions, despite the minority in scope these deserved the attention of all the stakeholders both in the school and the local government. The majority of the parent-respondents embraced and supported the modular distance learning modality so that the education of their children could be continued, facilitated, and assessed both by the teachers and parents. However, continuous assistance (material and non-material) from barangay officials and LGU officials has always been appreciated. Should the MDL be continued in the upcoming school years, the parents have expressed their all-out support as long as they will continually be guided and assisted by the school teachers and officials regarding the proper procedures for handling their children while learning at home.

The Influence of Mobile Technology-Assisted Flipped Classroom Model on Student Learning Outcomes of Map Read Material

This study aims to determine the effect of using the flipped classroom learning model assisted by mobile technology on the learning outcomes of Infantry Officer School of Indonesia Marine Corps students about reading maps. Officer graduates are required to have a good understanding of the concepts in each topic related to assignments. The ability to read maps is a top priority that must be mastered by the marine corps in war military operations. Time allocation in class is not enough for mastering the concept of map reading. It takes more time to master the material for the soldiers. The use of mobile technology provides access for Marine Corps students to additional study time online. The research method used is quasi-experimental or quasi-experimental using t-test data analysis techniques. The research design used a static group comparison design. Comparing the two groups that were taught using the flipped classroom model assisted by mobile technology and the conventional model. The subjects of this research were 133 students of Marine Corps Officer Formation Education at the Advanced Stage (Sargolan) who were divided into two groups, namely the experimental group of 67 students and the control group of 66 students. The findings in this study indicate that students who are taught with the flipped classroom model assisted by mobile technology obtain a better average learning outcome score. The flipped classroom model with the help of mobile technology is very suitable for Marine Corps Officer Formation Education students at the Advanced Class Basic Stage (Sargolan).

Barriers and Supports to Offering Computer Science in High Schools: A Case Study of Structures and Agents

In the age of computing, there still exist many schools that do not offer computer science courses. The reason can be esoteric to designers of interventions, curricula, and policies. This study aims to answer the research question: What do school officials perceive as barriers to and supports for offering computer science courses at their school? This article provides a case study of four public high schools in the state of Georgia to better understand the barriers to adopting computer science. Interviews conducted with school principals, counselors, and teachers were thematically analyzed to study each case. The pattern that emerged from these themes is framed by structuration theory, wherein the structures (school policies, resources, and courses) influence the agents (teachers, students, the community), and in turn, the agents influence the structures. This framing provides insights into what attributes can be supports for or barriers against schools offering computer science courses.

Affective Filters’ Extent of Influence on Oral Communication: L2 Learners’ Perceptions

Second language (L2) learners are taught to speak English to be able to communicate effectively like when debating a topic and conversing about everyday topics. However, studies suggest that L2 students feel unmotivated, unconfident, and anxious speaking English in and out of classroom environments, which then creates an impact on the development of their language proficiency and efficiency. This paper primarily aimed to determine the affective filter’s extent of influence on oral communication based on the perception of senior high school ESL students in a southern Philippine private school. Using the descriptive-quantitative design, data were gathered via a survey questionnaire from a total of 258 senior high school students. Results reveal that students’ affective filters generally influence their oral communication to a moderate extent. Among Krashen’s identified affective filters (self-motivation, self-confidence, and anxiety), three indicators of self-motivation garnered the highest mean ratings and standard deviation scores. The results show that students’ oral communication is most influenced by their motivation to learn the target language, which in turn makes the learning process fun and gives them real-world opportunities to use the language. The study’s pedagogical implications for the future of language education include a call for teachers to maintain high levels of student motivation, assist their students in building self-confidence, and devise strategies to boost their students’ linguistic competence in the classroom. In order to strengthen students’ capacity for effective oral communication, it is imperative that school officials give more weight to students’ affective development.

Exploring the Implementation of Ethical and Spiritual Values in High School Education: A Case Study in Makassar, Indonesia

This research explores the implementation of Islamic ethical and spiritual values in high school students using a case study design and qualitative research approach. Data was collected through observation, interviews, and documentation from 19 informants, including school officials, students, and parents. The research findings indicate that educators instill ethical and spiritual values in students as part of the process of character development, which starts from planning, execution, and evaluation phases outlined in the Lesson Preparation Plan (RPP) to produce students with high morals, faith, and piety. The study highlights the importance of instilling ethical and spiritual values in high school students to develop their character and help them become more morally upright, faithful, and pious individuals. The cultivation of ethical and spiritual values cannot be separated from supportive and inhibiting factors. The commitment of the school principal and the provision of facilities and infrastructure are supportive factors, while modern technological developments, poor social environment, and lack of attention from parents are inhibiting factors. The findings underscore the need for schools to provide the necessary support and infrastructure to ensure the successful implementation of such values. This study provides valuable insights into the factors that support or hinder the process of instilling ethical and spiritual values in high school students.

THE EFFECT OF SCHOOL HEADS' LEADERSHIP STYLE ON LEARNERS' PERCEPTION OF SCHOOL CLIMATE

A positive school climate and excellent leadership are essential to promote holistic school administration and high-quality education. Research­ers wanted to find out how school leaders' leadership styles affect the percepti­on of students in a high-quality educational environment using a mixed-method research design. A total of 1018 people participated in this survey, including 907 students and 111 school officials from 24 different schools. The Multifac­tor Leadership Questionnaire (MLQ) was used to determine the most common le­adership style among school heads. The SCAI Secondary General Version was used to assess students' perceptions of the school climate level. Also, four school principals participated in one-on-one interviews on how their leader­ship styles changed during the pandemic. All aspects of school climate, in­clud­ing community relations, student interactions, learning and assessment, physi­cal appearance, discipline environment, attitude, and culture, had high levels of perceived school climate. Results show that transformational leadership, con­tingent reward, management by exception, and inspirational motivation are the most prevalent styles of leadership, while laissez-faire, idealized influence, and intellectual stimulation are the least prevalent. Only two out of forty-two (42) correlations between school atmosphere and leadership style were significant. Student interactions and idealized influence are also included in this cate­gory. School administrators and teachers need to understand the level of trans­formational leadership and the school climate to create the best school environ­ment, which will improve the quality of teaching and learning and, in the end, school performance.

Gender Differences in Emotional and Behavioral Problems of Adolescents: A Cross-sectional Study on Talented School Students in Iran (2019)

Background: A considerable percentage of school-age children and adolescents have signs and symptoms of mental health problems. Gender differences can also be important in mental health status. In Iran, talented students are selected through an entrance exam to enter special schools called SAMPAD. Mental health problems in talented school students can also be affected by gender. Objectives: This study was conducted to determine the prevalence of mental health problems of Iranian students studying in SAMPAD junior high schools, aiming to identify gender differences in emotional and behavioral problems. Methods: The study population of this cross-sectional study consisted of male and female students aged 12 - 15 years, in the seventh, eighth, and ninth grades studying in SAMPAD schools of Semnan province, Iran, within the academic year of 2019 - 2020. Sampling was performed by the stratified-cluster random method. The tool used to assess students’ mental health was the standardized Persian version of the Strengths and Difficulties Questionnaire related to adolescence, which is used to screen mental health problems in 11-17-year-old adolescents. Results: A total of 112 (52 boys and 60 girls, mean age: 14.0 ± 0.8 years) and their parents participated in the study. The prevalence of mental health problems was estimated at 19.6% (95% CI: 12.3 - 27.0%) and 14.3% (95% CI: 7.8 - 20.8%) according to the student questionnaire and the parents’ questionnaire, respectively. Based on the questionnaire completed by the students, the lack of prosocial behaviors was higher in female students (25% compared to 7.7%, P = 0.017). Based on the questionnaire completed by the parents, it was still significantly higher in female students than in male students (31.7% compared to 7.7%, P = 0.001). The frequency of conduct problems was higher in boys than in girls, according to the parents’ questionnaire (26.9% compared to 10%, P = 0.026). Conclusions: Girls regarding strengthening prosocial behaviors and boys regarding conduct problems require attention and effective action in SAMPAD junior high schools. Screening programs and holding periodic consultations to timely diagnose the problems mentioned above are recommended to the school officials and parents of students.