School Organization Research Articles

Conditions for implementation of whole school health promotion in the Netherlands

Abstract Background Around 35 years ago, the Health Promoting School (HPS) framework was introduced to promote student health behaviors. It is an integrated approach, including education, school health policy, health services, and a stimulating social and physical environment. Implementation of such whole school HPS programs often remains challenging due to the dynamic school system. In order to strengthen implementation and reduce heterogeneity in effects, the present study aimed to understand what works, for which schools and under which conditions. Methods In 2020, 535 schools filled out the HPS Implementation Questionnaire to determine the degree of HPS implementation, showing considerable variety. Based on their implementation scores, 21 ‘lower HPS’ and 22 ‘higher HPS’ schools (16 primary; 15 secondary; 12 secondary vocational) were recruited by Public Health Services for a visit in 2022 to examine differences. Data on implementation and 35 contextual factors (related to individuals, the school organization, HPS framework, and socio-political environment) were collected by observations, a semi-structured group interview, a questionnaire, document analysis, and field notes. Data were analyzed thematically in Nvivo, and will be followed up by Qualitative Comparative Analysis in R. Preliminary results Most evident conditions for degree of implementation were: 1) capacity (time), 2) employee attitude (mainly at primary schools), 3) program champion (mainly at secondary schools), 4) professional implementation support, 5) turbulence (e.g. merger), and 6) management support (mainly at secondary schools). Activity budgets and social support among employees were key factors as well, but did not explain differences in implementation. Conclusions In order to strengthen implementation of HPS programs, more efforts are needed to: 1) intensify support for schools in terms of time and professional advice, and 2) achieve a positive school climate among employees and management. Key messages • Implementation of HPS programs is challenging due to the dynamic nature of schools. • Offering support and achieving a positive school climate are crucial to strengthen HPS implementation in schools.

Exploring Clinical Practice Hours in Postbaccalaureate-to-Doctor of Nursing Practice Nurse Practitioner Programs.

Advanced practice nursing education is evolving to the doctor of nursing practice (DNP) degree. The American Association of Colleges of Nursing (AACN) DNP Essentials required 1000 hours of direct patient care, whereas the Report of the National Task Force on Quality Nurse Practitioner Education (NTF) Criteria for Evaluation of Nurse Practitioner Programs required 500 direct patient care hours. Indirect hours were unclear and undefined. The AACN Essentials changed the 1000-hour requirement to 500 practice hours, and the NTF increased the direct patient care hours to 750. The study sought to describe the distribution of direct and indirect hours that the National Organization of Nurse Practitioner Faculties member schools offer in their seamless postbaccalaureate-to-DNP nurse practitioner (NP) program. A quantitative survey was distributed to schools of nursing. Eighty-six surveys represented 86 distinct schools and 112 NP programs. Supervised direct patient care hours were an average of 791.31 hours. Indirect hours averaged 170.08 hours. The DNP project hours served as an indirect hour activity. Many schools have more than 750 direct hours adhering to the 2022 NTF Standards. The indirect hour allocation varies and weighs heavily on the DNP project.

Pedagogical leadership and gender: the obstacles that female school directors face in Southern Chile

ABSTRACT Despite the progressive advance in the equality of rights and opportunities, a significant number of women who lead school organisations continue to encounter a series of obstacles when it comes to exercising school management. In this context, the article presents the experience of six women who lead educational establishments in the Araucanía Region, Chile. From a qualitative approach, the research recognises the participants as active agents in the co-construction of situated knowledge Haraway 1995 [Ciencia, cyborgs y mujeres. La reinvención de la naturaleza. Cátedra] and participatory stages and actions were designed to foster reflection and self-narration on the managerial work of its protagonists. The results show six critical aspects to understand the obstacles that female directors face: (1) The overcoming of ‘glass ceiling’ and ‘sticky floor’ situations, (2) Tacit gender prejudices in educational organisations, (3) The conception of leadership from a male thought pattern, (4) Double work shifts and their impact on the development of personal life, (5) The discrimination between peers for motives based on gender, and (6) The importance of female leadership models in their own formative processes. In conclusion, we see that one of the complications in pedagogical leadership for learning lies in gender relations.

School absenteeism, emotional engagement and school organisation: an international comparative approach

ABSTRACT This article aims to provide knowledge on the effects of the social composition of schools and the mediating effect of emotional engagement on school absenteeism, from a comparative perspective and using a multilevel methodology. The comparative dimension of the analyses allows us to study whether there is a school effect on absenteeism and whether this differs according to organisational structures. For this purpose, three cities with three different models were considered. Data from the International Study of City Youth (ISCY) were used. Data were collected in three cities Barcelona (Spain), Ghent (Belgium) and Bergen (Norway), with a total sample of N = 6557 pupils in 82 schools. The results show, first, that absenteeism varies between cities and schools according to the model of school organisation. They also revealed the importance of instrumental and expressive student identification as prevention of absenteeism at the individual level. Finally, results reported that a high emotional engagement of pupils can contribute to reducing the effect of the social composition of the school on absenteeism.

PENDEKATAN KONFLIK ORGANISASI TERHADAP SEKOLAH EFEKTIF: KERANGKA KONSEPTUAL

Abstract: In a strict and competitive work environment, educational institutions require a strong and supportive organizational base. This research was conducted to find a conceptual framework of reliable organizational conflicts to improve the effectiveness of school organizations. Research methods use library studies by relying on data sourced from a variety of relevant literature, both research journals and books. Data is analyzed by critical analysis of conflicts that occur in Indonesian schools. The results of the study found a conceptual framework of organizational conflicts that mediated the influence of transformational leadership and interpersonal communication on organizational effectiveness. The conceptual framework is expected to be beneficial to organizational managers, educational practitioners, researchers and academics as an effort to revitalize and develop higher competitive organizations. In general the organizational effectiveness studies are concerned with aspects of motivation, leadership and communication, however the originality of the study this time makes organizational conflict a contributing factor for organizational effectiveness.

FULL-TIME EDUCATION

Full-Time Comprehensive Education is an educational process aimed at the development of the student in its entirety, in its cognitive, political-social, ethical-cultural or socio-emotional aspects. This study adopts a qualitative, descriptive approach that uses theoretical contributions to investigate the challenges in the effectiveness of this extension of the student journey, taking as an essential point not only the focus on extending time, but rather a differentiated school organization, with a curriculum more diverse that allows immersion in studies and a variety of development opportunities. It proposes reflections on the impacts of these actions on the formation of youth protagonism. The results reaffirm that the Full Time Integral School is a privileged space for young people to start acting actively and decisively in their learning and life journey.

AMALAN KEPIMPINAN MORAL GURU BESAR LEPASAN PROGRAM PRIME DALAM ELEMEN NILAI MERENTASI ORGANISASI: SATU KAJIAN TINDAKAN PARTISIPATIF

This study aims to explore the moral leadership practices that exist among principals who have graduated from the Prime program (Principals Residency and Immersion Programme), from three primary schools in Malaysia. The element of leadership that is studied among head teachers is the practice of moral leadership that exists in the aspect of Organizational Values. This study was carried out in a qualitative approach using a participatory action research design (Participatory Action Research or PAR). A three-loop PAR model adapted from Crane and Richardson (2000)3 was used. A total of 21 people, from 3 national schools (SK) have become study participants. Those who became study participants consisted of head teachers, senior administrators and academic teachers. Data for this study were collected through interview techniques, observation and journal entries. The collected data was analyzed using thematic analysis method. The findings of the study show that head teachers who completed PRIme program, in each school studied, are able to develop moral leadership practices in the management of school organizations in planning element of Cross-Organizational Values. The implications of this study provide important information to the moral leadership of head teachers, school organization management and the PRIme module in more efficient moral leadership.

교장의 변혁적 리더십, 학교조직풍토, 학교조직효과성 간의 구조적 관계

The purpose of this study was to the identify the mediating effect of school organizational climate in the relationship between principal’s transformational leadership and school organizational effectiveness perceived by elementary and secondary school teachers. To examine this study, 794 samples from elementary, middle, and high schools in U Metropolitan City were collected. The data were analyzed by measurement model and structural model analysis using SPSS 26.0 and AMOS 26.0.
 The results of the study were as follows. First, there were positive correlations among all of the transformational leadership, school organizational climate and school organizational effectiveness. Second, the direct effect of transformational leadership on school organizational effectiveness(β=.307, p<.01) and the indirect effect through school organizational climate(β=.370, p<.01) were both significant. Third, it was found that school organizational climate partially mediated the transformational leadership and school organizational effectiveness.
 Through this study, it was confirmed that transformational leadership had a greater impact on school organizational effectiveness through school organizational climate. Therefore, in order to increase the effectiveness of school organization, it requires various approaches such as creating an environment and developing programs for improving the school organizational climate based on transformational leadership.

The Relationship Between Principals’ Leaderships Towards TVET Teachers’ Motivation in Implementing ICT

The leadership role in a school organisation is crucial for long-term success, particularly in relation to teachers' motivation, especially in the implementation of ICT. School leaders possess the opportunity to employ diverse leadership styles that can influence teachers' motivation, specifically in integrating ICT into teaching and learning. Technical and vocational education is an area where ICT integration holds significant potential for productivity enhancement, given its pivotal role in developing students' college-ready skills. However, previous studies have shown uncertainties in the relationship between principals’ leadership styles and teachers' motivation in certain schools. Therefore, this study aims to examine the relationship between principals' leadership styles and TVET teachers' motivation in implementing ICT. A correlational study was conducted, employing survey methods, and utilizing the Principal Instructional Management Rating Scale (PIMRS) for instructional leadership styles and the Multifactor Leadership Questionnaire (MLQ) for transformational leadership styles. The instruments used to measure teachers' motivation were adapted from the instruments aligning with the TAM model. Data analysis included percentage, mean, standard deviation, frequency, regression, and Pearson's correlation analysis, with a significance level set at p = 0.05. The results revealed that TVET teachers' responses to the leadership styles of school principals in Malaysia are satisfactory. Furthermore, a significant correlation exists between the principal's leadership styles and TVET teachers’ motivation. In addition, regression analysis demonstrates that transformational dan instructional leaderships influence TVET teachers’ motivation in implementing ICT. These findings provide support for previous research indicating that the principal's leadership styles indeed influence teachers' motivation.

Power and inclusion. German and Swedish special educators’ roles and work in inclusive schools

ABSTRACT This article presents a comparative interview study (N = 45) with Swedish and German special educators working in inclusive school settings in order to gain an understanding of how inclusive education is operationalized by the provision of special education needs (SEN) support; and how both aspects are conditioned by nation-specific particularities. Drawing on our interview analyses, we suggest an analytical device for examining and comparing the provision of SEN support in school organizations from a comparative perspective. The device is a 9-dimensional matrix, understanding the phenomenon in terms of three levels (individual, group, organizational) related to three domains (educational, social, administrative). Employing this matrix, we explain national differences in operationalizing inclusive schools. Compared with Germany, in Sweden, special educators have much more power in the inclusive school, and significantly more important decisions regarding SEN are made at an organizational level, and not only regarding individual students in need of special support.

ANALISIS FAKTOR LINGKUNGAN KERJA, KARAKTERISTIK INDIVIDU DAN ORGANISASI TERHADAP SEMANGAT KERJA GURU MTSN DI KABUPATEN BIREUEN PROVINSI ACEH

The research aims to analyze and obtain empirical input on the facts that occur in the research object relating to the influence of work environment factors, individual characteristics of teachers and school organizations on the work spirit of State Madrasah Tsanawiyah teachers (MTSN) in Bireuen Regency. In the form of a survey with data collection through questionnaires. Described quantitatively by analyzing the problem using a path analysis model. The results were found; 1) there is a causal relationship between work environment variables, individual characteristics of teachers and school organizations with an average correlation level of 0.475 or medium category, 2) there is a direct and indirect influence of the work environment on teacher morale of 36.05%. Meanwhile, individual characteristic factors were 57.87% and organizational factors were 52.91%. 3) Simultaneously the work environment, individual and organizational characteristics contribute 48,7% to teacher morale

A Literature Review of Total Quality Management Practices in Malaysia and Indonesia Schools

The rapid growth of information and technology has encouraged all organizations including school organizations to adopt a quality management called Total Quality Management (TQM). The practice of TQM in Malaysian and Indonesian schools shows similarities and differences. Therefore, this research seeks to explore some of the TQM models and elements that are applied in Malaysian and Indonesian schools. Using a qualitative literature study approach, this study uncovers the models and elements of TQM practiced in Malaysian and Indonesian schools. The TQM models found are the Deming model (PDCA), Quality Circles (QC), Total Quality Control (TQC). The elements of TQM that are practiced include leadership, employee commitment, continuous improvement, employee involvement, training, and customer satisfaction. The difference is that the TQM that is practiced in Malaysian schools found the Crosby "zero defect" model, meanwhile, in Indonesian schools found the Control Chart (CC) Model. The TQM element in the form of problem solving in Malaysian schools is proven to be able to train students' thinking skills, creativity, and innovation. Therefore, Indonesian schools need to adopt it in classroom learning.

Differentiation of education through juridification

ABSTRACT The objective of this article is to explore differentiation of education through juridification. We examine changes in school governing, including trends towards globalization and marketization, as well as increased regulatory intervention in addressing complex social problems. Drawing on Luhmann’s theory of functional differentiation and Teubner’s problematization of juridification, we scrutinize three sets of distinct legislative regulations in a Swedish context. We uncover a multifaceted juridification alongside a multifunctional school organization nested in a complex web of differentiated and interconnected subsystems. Traditional forms of differentiation persist, albeit with juridification as a lever, thus sparking renewed tensions.

The Role of Principal As An Educator In Building A Religious Culture in Public Elementary School Number 12 Semabu District Tebo

Principals are responsible for running the wheels of their school organization. This study tries to describe the data related to the role of the principal as an educator in building a religious culture at SDN 12 Semabu, Tebo Regency. With a descriptive qualitative approach where this research aims to understand or describe phenomena or events in an in-depth and detailed way. Observation, interview and documentation techniques are the basis for data collection. The results of this study that the principal at SDN 12 Semabu Tebo Regency has been able to carry out his role as an educator or educator with several abilities, namely understanding his role as principal, supervising and carrying out his duties as an educator. Meanwhile, the principal in building a religious culture, provides religious guidance and emphasizes all Muslimah female students to wear the jilbab every day, attend Friday prayers in congregation, commemorate Islamic holidays, learn to read the Qur'an and have a noble character with a culture of greetings, and smiles as a religious culture at SDN 12 Semabu. There are students who follow other religions, of course this is the obligation of SDN 12 Semabu to follow the applicable curriculum procedures.

Successful School Leadership in the USA: The Role of Context in Core Leadership Practices

This article draws on findings from a secondary analysis of selected U.S. case studies of successful school principals in the United States. All original ISSPP cases were selected with a common sampling strategy whereby we purposely selected schools with improved student outcomes and nominations by school district leaders and organizations. Data sources include semi-structured qualitative interviews with the district leaders, principal, teachers, parents, and students to provide a more elaborated understanding of the phenomena, i.e., school success and the principal’s leadership contribution. The study selected twenty published articles describing complete ISSPP case studies from different U.S. geographic areas for secondary analysis of the principal’s core leadership practices. These practices include setting directions, developing people, redesigning the organization, and managing the instructional program. The U.S. cases since 2002 reflect the dynamics of multiple layers of influence and increasing complexities from student diversity, policy pressures, and the impact of the principals’ background and professional identity. These cases provide qualitative, contextualized understandings of school success and principal contributions to that success at particular points in time over the past 20 years and point toward knowledge gaps that we seek to fill in future steps of ISSPP.

Predisposition of In-Service Teachers to Use Game-Based Pedagogy

Digital game-based learning (DGBL) can be regarded as a promising teaching pedagogy to prepare students for challenges of the 21st century. However, the incorporation of digital games into K-12 curricula remains limited. Research suggests that a comprehensive understanding of barriers and motivational factors that teachers face when implementing DGBL is needed to ensure that teachers can receive the support required. To delineate suggestions for tailored curricula on game-based pedagogy in teacher education programs, we conducted a study to gain insight into in-service teachers’ perception of DGBL in relation to their previous experience in teaching with DGBL. To achieve our goal, we examined the factors that impede and promote the implementation of DGBL among in-service teachers who are presently pursuing master's level education programs, having in mind that this group of teachers is different from pre-service teachers. Data was collected using an online survey with open- and closed-ended questions. The sample consisted of in-service teachers (n=37) who were enrolled in a master’s course in math education. The data analysis conducted was of a qualitative nature. One significant finding derived from this study is that the level of pedagogical experience in utilizing games as a teaching tool appears to be a crucial factor in understanding the inclination of in-service teachers towards game-based pedagogy. Pedagogical factors were mentioned by teachers at all stages of experience with DGBL, and differences were observed between teachers at different stages. For instance, in-service teachers with experience with DGBL (intermediate and advanced stages) were concerned about being able to maintain focus on the math concepts, the need to adapt the game lesson to students, and the ways to evaluate student learning less experienced teachers were essentially concerned about ways to control the classroom during DGBL and whether the pupils would receive adequate practice in this learning mode. Differences were also noted for other factors between teachers at different stages. Advanced stage teachers did have concerns about game appropriateness for the intended learning; teachers with less experience were concerned about the lack of games (technical factors). Dealing with an existing curriculum and high workload were common aspects for teachers with no or some experience but only teachers with some experience mentioned obstacles related to school organization (structural factors). Teachers with few and some experience referred to the lack of knowledge and competence (personal factors) and that pupils would not take the lessons with games seriously (social factors). This research supports DGBL- practice (i) by adding new knowledge on the factors that can support or constrain the integration of DGBL and its implications for the development of curricula on game-based pedagogy; (ii) by providing suggestions to design and implement meaningful curricula on digital game-based pedagogy for teaching education and training programs.

Strategies for didactic-pedagogical school organization within the inclusive perspective

Strategies for didactic-pedagogical school organization within the inclusive perspective

Effectiveness Analysis of Teamwork Management Based on Machine Intelligence

Teamwork in an organization often experiences ups and downs in interpersonal relationships due to ineffective communication-interaction problems. Whereas in addition to leadership issues, organizational effectiveness is also largely determined by the interactions within the organization. Poor interaction-communication is the result of interpersonal ignorance of one another. This study tries to analyze the effectiveness of cooperation based on the machine intelligence owned by each personal organization, where methods like this are relatively not widely known. This study uses an approach that is a combination of qualitative and quantitative in a population of school organizations that consist of one principal and seven teachers. From this study, it was found that (1) relatively small relationship scores exist in four people including the principal as the leader of the organization, and (2) organizational personnel can play the appropriate roles of the five roles based on their machine intelligence. This study concludes that the analyzed school organization has a lot of interaction-communication conflicts, so a personal understanding of each other is needed based on their respective intelligence machines. By understanding machine intelligence, each member of the organization will be able to treat others appropriately both in interaction and communication so that the organization runs effectively.

Perilaku Manajerial Kepala Sekolah Dalam Meningkatkan Kualitas Kerja Guru di MTS Al-Musthofa Tsani Rantau Badak Kec. Muara Papalik Kab. Tanjung Jabung Barat

The principal is the person responsible for improving teacher performance at school. The purpose of this study was to determine the principal's leadership behavior in improving teacher performance at MTs Al Musthofa Sani Rantau Badak, Muara Papalik District. Research using a qualitative approach with data collection techniques of documentation, observation and interviews. The research subjects were school principals and teachers. This research shows that: (1) The formulation of the principal's policy in improving the ability of teachers at MTs Al Musthofa Sani Rantau Badak, Muara Papalik District, has made written and oral rules in accordance with the school's vision and mission by involving teachers, school objectives and school principals to formulate activities to improve teacher abilities. These results enable teachers to teach better so that students more easily understand lessons and can feel comfortable while at school and achieve a better quality of education; (2) The principal's program as a leader in improving the discipline of teachers at MTs Al Musthofa Sani Rantau Badak, Muara Papalik District by using good communication (not rude, direct supervision, not arrogant and authoritarian), compiling a KKG program, seminars and workshops with this program show encouraging results, teachers are more disciplined so they can complete their tasks well; (3) The principal's strategy as a leader in increasing the responsibilities of teachers at MTs Al Musthofa Sani Rantau Badak, Muara Papalik District by involving all teachers and providing direct examples and (4) The factors that influence the leadership of the principal in improving teacher performance are his desire to improve school performance so that he has better performance at the Acehnese and national level. This is the main factor that influences it along with other general factors, such as: the personal condition of the school principal, school organization, external environment.

What We Know about Work Stress Among Chinese University Lecturers: A Literature Review

This study investigates the concept, development, and influencing factors of work stress among university lecturers. Work stress primarily originates from factors such as inadequate professional skills, heavy workloads, career development pressures, strained colleague relationships, and family life, exerting profound effects on lecturers' psychological, behavioral, and physiological well-being. Previous research explores this through methods like surveys and case studies, proposing strategies involving collaboration among lecturers, school organizations, the government, and society to alleviate work stress. However, current research on university lecturers' work stress has some limitations. Looking forward, future research on university lecturers' work stress expands in four directions: First, systematically exploring the positive effects of work stress among university lecturers; second, standardizing qualitative and quantitative research on work stress; third, delving into university lecturers' work stress from the perspective of psychological contracts; and fourth, conducting research on work stress among different types of university lecturers for a more comprehensive understanding of this phenomenon.