Implementation Of School Programs Research Articles

The Roles and Responsibilities of School Social Workers in the African Context: A Scoping Review

The profession of school social work has been acknowledged as being of critical importance on a global scale. However, little is known about the practice of school social work in the African context, specifically the roles and responsibilities of practitioners. This scoping review aimed to synthesize empirical studies conducted in the African continent on the roles and responsibilities of school social workers. Using Arksey and O’Malley’s (2005) five-step framework, the search for articles was completed on six electronic databases: Sabinet African Journals, Scopus, ProQuest Central, CINAHL, SocIndex, Medline, and Education Research Complete. Eight articles met the inclusion criteria and were analyzed using thematic analysis. The findings indicate that school social workers or social workers servicing schools are responsible for providing psychosocial support to learners experiencing social challenges; facilitating group work sessions focused on socialization and life skills; training and guiding teachers on ways to better support learners, developing and implementing school programs addressing issues such as bullying and teenage pregnancy; and forming partnerships with other professionals and organizations to support learners. This review concludes that there is a dearth of research dedicated to school social work or social work services in African schools. Future research on school social work should focus on unique challenges, best practices, and the impact of social work services in African schools. Governments and educational institutions should prioritize the integration of social work services within school systems. The review highlights the multifaceted roles practitioners play in creating supportive educational environments in African contexts. Keywords: School Social Work, Africa, Roles, Responsibilities, Learners

The Effect of Adiwiyata School Program Implementation on the Ability of Environmental Literacy of Students

Environmental problems are currently the center of world attention, especially environmental degradation in Indonesia. Education is one of the efforts to improve environmental literacy by implementing the Adiwiyata School program. This research aims to 1) analyze the conditions of the implementation of the Adiwiyata School program at Public Senior High School 3 Surakarta; 2) analyze the environmental literacy ability of students in Public Senior High School 3 Surakarta; and 3) know the effect of the implementation of adiwiyata school program on the literacy ability of students in Public Senior High School 3 Surakarta. This type of research is quantitative and has a correlation research design. The sample in this study amounted to 45 teachers and 100 students at Public Senior High School 3 Surakarta. Data collection techniques and instruments used include test sheets, questionnaires, and documentation. Data analysis techniques used descriptive statistics and independent t-tests. The results showed that 1) the implementation conditions of the Adiwiyata School program at Public Senior High School 3 Surakarta obtained excellent results with the percentage of each indicator consisting of an environmentally sound policy of 63%, the implementation of an environmentally-based curriculum 58%, and environmentally friendly support facilities management 75%, while participatory-based environmental activities obtained good results with a percentage of 49%; 2) the ability of environmental literacy of students in Public Senior High School 3 Surakarta obtained knowledge results 74%, attitude 71%, and behaviour 74% so classified in good criteria, while cognitive ability 42% so classified in moderate criteria; and 3) obtained the value of the significance of sig p-value (2-tailed) 0.000 ≤ 0.05 H0 were rejected and H1 was accepted, so there was an influence between the Adiwiyata School program implementation on the students literacy capabilities in Public Senior High School 3 Surakarta.

The Effect of Adiwiyata School Program Implementation on the Ability of Environmental Literacy of Students

Environmental problems are currently the center of world attention, especially environmental degradation in Indonesia. Education is one of the efforts to improve environmental literacy by implementing the Adiwiyata School program. This research aims to 1) analyze the conditions of the implementation of the Adiwiyata School program at Public Senior High School 3 Surakarta; 2) analyze the environmental literacy ability of students in Public Senior High School 3 Surakarta; and 3) know the effect of the implementation of adiwiyata school program on the literacy ability of students in Public Senior High School 3 Surakarta. This type of research is quantitative and has a correlation research design. The sample in this study amounted to 45 teachers and 100 students at Public Senior High School 3 Surakarta. Data collection techniques and instruments used include test sheets, questionnaires, and documentation. Data analysis techniques used descriptive statistics and independent t-tests. The results showed that 1) the implementation conditions of the Adiwiyata School program at Public Senior High School 3 Surakarta obtained excellent results with the percentage of each indicator consisting of an environmentally sound policy of 63%, the implementation of an environmentally-based curriculum 58%, and environmentally friendly support facilities management 75%, while participatory-based environmental activities obtained good results with a percentage of 49%; 2) the ability of environmental literacy of students in Public Senior High School 3 Surakarta obtained knowledge results 74%, attitude 71%, and behaviour 74% so classified in good criteria, while cognitive ability 42% so classified in moderate criteria; and 3) obtained the value of the significance of sig p-value (2-tailed) 0.000 ≤ 0.05 H0 were rejected and H1 was accepted, so there was an influence between the Adiwiyata School program implementation on the students literacy capabilities in Public Senior High School 3 Surakarta.

Prevalence, Best Practice Use, and Member Engagement on School Mental Health Teams.

School mental health (SMH) teams have been widely recommended to support multi-tiered mental health program implementation in schools. Available research suggests emerging best practices that promote effective SMH teaming and indicates the importance of having team members who are highly engaged (e.g., actively involved, retained on the team). Despite evidence that these factors improve team functioning, there is limited knowledge of SMH team prevalence, best practice use, and factors impacting member engagement among a diverse sample of elementary schools. This study surveyed a cross-sectional sample of elementary principals (n = 314) across the United States whose schools implement multi-tiered SMH programs. Most principals (89%, n = 280) reported using teams to organize these programs. Schools in urban/suburban communities, with 300 or more students, or with specific school funding for SMH activities were more likely to have SMH teams. Only one-third of principals reported that their team members participated in related training. Other SMH team best practices were commonly reported (by two-thirds or more teams). Results of a linear regression model indicate that larger teams (six or more members) and teams with access to resources had significantly higher member engagement scores. The study's findings provide recommendations for practice and future research directions.

Manajemen Dan Partisipasi Masyarakat Pada Pengelolaan Kurikulum Dalam Meningkatkan Mutu Pembelajaran

Manajemen Dan Partisipasi Masyarakat Pada Pengelolaan Kurikulum Dalam Meningkatkan Mutu Pembelajaran

Senior high school program implementation in Cebu, Philippines: The teachers’ perspectives

Senior High School education is one of the salient features of the K to 12 curricula. This study explored the lived experience of the 15 Senior High School (SHS) teachers as direct implementers of the program in the Province of Cebu, Philippines. These teachers have been in service in the Department of Education since the SHS program started. This study was qualitative in nature, and it used the phenomenological research design. It utilized the Interpretative Phenomenological Analysis (IPA) steps for its data analysis method. A semi-structured interview guide was also employed to capture the phenomenon’s essence. After an extensive and careful analysis of the transcribed responses from the interviewees, three themes related to the lived experience of the teachers emerged: 1) noteworthy steps, 2) temporary drawbacks, and 3) teachers’ suggestions for future directions. The findings of the study revealed that the informants had been provided with enough training, evaluation and monitoring, and free Internet connectivity. However, they also experienced the nonuniformity of access to learning materials, difficulty in teaching new courses, and complexity brought about by the mismatched students’ behaviors. For future direction, other researchers may delve into the lived experience of the SHS students.

School Committee Communication Patterns in Actualize School Programs in Public High Schools

The school committee is one of the organizations that become partners in supporting school programs. The existence of a school committee is very important, especially in public schools. For state schools, the implementation of school programs requires a third party as a supporting system, especially in terms of funding. Even though state schools receive grants from the government, the implementation of school programs is not comparable when public schools are allowed to collect tuition fees from students' parents. Many school programs are not implemented. A school committee is needed that can support school programs. Therefore, the school committee needs to have good communication in its internal scope to support school programs. The purpose of this study was to analyze the school committee communication patterns in actualizing school programs in public high schools. This study used the descriptive qualitative method. The results showed that the star communication pattern was the most widely used by the school committee in discussing school programs that would be supported by the school committee. The form of communication that is carried out is mostly using WhatsApp media to interact. Communication barriers in realizing school programs are limited funds, still lack care for parents, and parents' mindsets. It can be concluded that all communication patterns can be used by the school committee depending on the situation and conditions. This study recommends the same research on the communication patterns of school committees other than in public schools.

The Inclusive Learning in Inclusive Education Provider Schools

This writing was motivated by the existence of children with special needs who should have equal rights in obtaining education together with students in general at school. Inclusive education held in schools providing inclusive education must properly prepare learning management that is adapted to the conditions of students with special needs. Children with special needs will study together with students in general in regular classes at schools providing inclusive education. Learning that is prepared by taking into account the conditions of students in class and adjustments to other students in regular classes. The author conducted a literature study based on the results of previous research with the topic of inclusive education. The writer said that to organize an inclusive education system, the principle thing that cannot be avoided is to carry out the process of developing components of the education management system in Inclusive Education Provider Schools. They are managerial and curriculum. The managerial includes: planning, implementing and supervising the school system. Inclusive Education Provider Schools must embody the principle of inclusiveness starting from the planning, implementation process, monitoring or supervision, to evaluation and preparation of follow-up plans for the implementation of school programs. And the school curriculum must have expertise in developing and adapting curricula as learning guidelines that are adapted to the needs and individual conditions of their students, including the implementation of special programs.

Dimensions of bilingual education program implementation in schools serving linguistically minoritized students in the Czech-Polish border region

IntroductionA core challenge for the implementation of bilingual programs is ensuring that linguistically minoritized students have equitable access to instruction that honors and values their linguistic and cultural assets and strengths. To understand how leaders of bilingual programs might address this challenge, this study sought to identify dimensions of program implementation in bilingual schools serving Polish minorities in the Zaolzie region on the Czech Republic side of the Czech-Polish border.MethodsEmploying a sequential explanatory mixed methods design, the research team first collected surveys from 123 teachers and used factor analytical techniques to identify key dimensions of program implementation. Then, interview and observational data were collected and analyzed using deductive coding to develop descriptions of each dimension in this specific border region.ResultsThe analysis revealed four dimensions of program implementation: (a) program structure and alignment; (b) culturally and linguistically responsive instruction; (c) staff quality and professional learning; and (d) family engagement and community support. They also showed how a network of community-based organizations partnered with schools and families in ways that supported each dimension and facilitated integration across dimensions.DiscussionThe findings have several implications for leaders and researchers in bilingual schools including the important role that community organizations and binational cooperation can play in positively contributing to the education of linguistically minoritized populations.

Penyusunan Rencana Kegiatan Sekolah dan Rencana Anggaran Kegiatan Sekolah di SDIT Robbani Cendekia Ponorogo

Budgeting activities have two important aspects, namely revenue or revenue planning and expenditure. Thus, the budget of an institution can depict the activities or programs that will be or have been implemented, as well as the amount of expenses incurred, enabling the assessment of the effectiveness and efficiency of the programs listed in the budget. In this research, we focus on the financial management aspect of Education, specifically the issues related to the preparation of activity plans and school financing plans at SDIT Robbani Cendekia Ponorogo. This study adopts a qualitative approach, employing the field research method. The researchers actively gather data regarding the preparation of school activity plans and school budget plans through participant observation and interviews. The procedure for obtaining informants involves using purposive sampling techniques. Researchers then conduct on-site descriptions and undertake a literature study, examining various literatures, documents, and other works to refine this research. The process of preparing the School Activity Plan and the School Activity Budget Plan is carried out through an annual working meeting attended by all foundation officials and educational institution administrators (TPAIT, PGIT, TKIT, and SDIT), the school principal, teachers, and staff. During the budget preparation process, priority scales are set for the implementation of school programs. Additionally, consultations are held to reach a consensus on the required budget and the amount of funds that need to be raised from the community to execute the school programs. These consultations take place through commission meetings, and the outcomes are presented together at a plenary meeting to obtain approval from all organizational elements. Subsequently, all parents are invited to participate in a socialization event to inform them about the educational programs for the upcoming year.

Strengthening the Values of Multicultural Education to Develop Equality

The digital era provides a change in the education system that has led to the pattern of learning from online to blended learning. The ease of access to cyber information makes students very open to absorbing multicultural, in addition to the students' backgrounds that are very diverse in culture, so multicultural education is very important to implement. This research was conducted in two upper schools based on cultural, and racial diversity and in schools with religions adhered to by religious students. This research uses qualitative methods with a phenomenological approach. Data collection is followed by interviews. documentation and observation. Data analysis techniques with data reduction and presentation after conclusions. The research finding is that strengthening multicultural educational values can lead students and shape school culture by strengthening equal rights between students. Strengthening multicultural values is carried out by implementing school programs on prejudice reduction, the development of tolerance, the internalization of justice values, and the program of strengthening brotherhood.
 
 Received: 24 February 2023 / Accepted: 21 April 2023 / Published: 5 May 2023

Efektivitas Manajemen Sekolah Dalam Mengimplementasikan Diversifikasi Kurikulum (Studi Kasus Di SMP Negeri 2 Kota Sibolga)

The purpose of the study was to determine the effectiveness of school management in implementing curriculum diversification (a case study at MSP N 2 Sibolga). This research was conducted at SMP Negeri 2 Jalan JL. Oswald Siahaan No. 35, Sibolga ILIR, Kec. North Sibolga, City of Sibolga Prov. North Sumatra. With observation data collection techniques, interview documentation. Data analysis used is data reduction, data presentation and conclusions. The result of the research is that the curriculum is ideally implemented life-oriented, at the level of basic abilities for development purposes such as reading, writing, and critical thinking. Furthermore, a curriculum that is oriented to the lives and experiences of its students can be used as an alternative curriculum that adapts to regional conditions and the environment around the school. All teachers of SMP Negeri 2 Sibolga are given the freedom in compiling the syllabus even though there are syllabus provisions from the education office. The preparation of this syllabus is not centered on the education service but a modified syllabus, meaning that the syllabus is adapted to the character of the students. In the implementation of the school management program, the strategies applied to achieve the implementation of learning include: program socialization, problem solving, quality improvement, and monitoring and evaluation of the implementation of school programs. The teaching and learning process (PBM) or interactions that occur between teachers and students at SMP Negeri 2 Sibolga are very accurate, this is because the teaching process is harmonious. Evaluation of the curriculum in implementing learning that needs to be assessed starts from the aspects of the objectives to be achieved, both curriculum objectives, learning objectives and student learning objectives. Each value evaluation is based on what abilities to be developed, while each ability contains elements of knowledge, skills and attitudes and values. Determination of the assessed aspects refers to the success criteria that have been determined in the curriculum.

The Challenge of School Governance: Role of Elementary School Committees in School Governance at Banyumas

This study aimed to explore the challenges of school committees (SC) associated with participating in school governance, especially in elementary schools. SCs have a strategic role in participating in advancing education at the elementary level and for accountability for the implementation of school programs and activities. However, not all SCs have not been able to carry out their role as strategic partners for the development of primary school governance. This study used a qualitative approach in which the researchers collected data from the results of in-depth interviews and focused-group discussions (FGD). The FGD was used to enable the researcher to consider the investigation from the perspective of the interviewees. This approach also enabled the informant to involve more deeply in an in-depth study of the duties and functions of the SC in the selected schools. The research findings showed that some patterns of relationships exist between the SC and school management. The better the relationship pattern between the two institutions, the more optimal the role of the SC tends to be. On the other hand, the committee’s role is ineffective when the relationship pattern is less balanced and harmonious. The study concludes that to encourage the active involvement of parents in the education of their children at the community level, school administrators and committee members need to be continuously encouraged and empowered through continuous training and intensive communication between principals.
 Keywords: accountability, School Committee, governance

Pentingnya Manajemen Sekolah dalam Peningkatan Mutu Pendidikan di Sekolah Dasar

School management can be interpreted as everything related to the management of the educational process in order to achieve the goals that have been set, both short, medium, and long-term goals. The purpose of this study is to determine school management in improving the quality of education, including: (1) School program planning; (2) Implementation of school programs and (3) Obstacles they face. This research uses a qualitative approach with a descriptive method, data collection techniques are carried out through interview guidelines, observation guidelines, and documentation studies. The subject of the study was the principal of Bojonggaling Elementary School. The results of his research found: (1) School program planning includes: teaching programs, including: the needs of teachers for the distribution of teaching tasks, procurement of textbooks, teaching aids and teaching aids, procurement or development of school laboratories, procurement or development of school libraries, learning outcomes assessment systems, and curricular activities; (2) The implementation of school programs, namely strategies implemented to achieve improvement in the quality of education, including: program socialization, SWOT analysis, problem solving, quality improvement, and monitoring and evaluation of school program implementation; and (3) Barriers to school program planning, including lack of community participation and economic hardship, resulting in low support for school management. It is hoped that the supervisor will be able to direct and supervise the principal in improving the quality of education about school program planning, program implementation and the obstacles he faces in an appropriate, effective and efficient manner so that the quality of education in the school can be improved.

Kepemimpinan Kepala Sekolah dalam Meningkatkan Mutu dan Kinerja Guru di SDN Bojong Rawalumbu VI

This research aims to analyze and demonstrate the principal's leadership style in planning each school program; carry out the implementation of school programs; supervise school programs; evaluate the performance of teachers and school programs; and overcoming obstacles and supports in the implementation and design of school programs. This research was conducted using a qualitative approach or method. Through case studies that directly see, analyze and research at SDN Bojong Rawalumbu VI. This study also uses data collected through observation, interviews and documentation studies, data analysis using qualitative analysis with activity steps; reduction; presentation of field data; drawing conclusions and verifying. The results of this study indicate that: school principal planning includes, namely: compiling various annual school programs; carry out the implementation of learning programs and the vision and mission that have been designed, carried out routinely and efficiently; carry out clinical supervision or in-depth supervision of teacher performance; evaluating teacher programs and performance so that they are in line with the school program plans that have been made; overcoming obstacles that occur in the implementation of school programs and always involving all stakeholders or members of the school community in supporting the school's vision and mission to improve the quality of education and teacher performance at SDN Bojong Rawalumbu VI.

Program support matters: A systematic review on teacher- and school related contextual factors facilitating the implementation of social-emotional learning programs

School- and teacher-related contextual factors are those that often influence the quality of social-emotional learning (SEL) program implementation, which in turn has an impact on student outcomes. The current paper was interested in (1) Which teacher- and school-related contextual factors have been operationalized in articles that focus on the relationship between implementation quality indicators 200 and contextual factors in SEL program implementation in schools? (2) Which contextual factors would demonstrate the highest frequency of statistically significant relationships with SEL program implementation quality indicators and could therefore be more essential for ensuring the program outcomes? Determining the more significant contextual factors would allow for more focused and better-informed teacher professional development for supporting students’ social and emotional skills, it can also be useful for hypothesis development for quasi- experimental research designs of SEL program implementation on the school level. A systematic literature search was conducted in seven electronic databases and resulted in an initial sample of 1,281 records and additional journal and citation sampling of 19 additional records. 20 articles met the final inclusion criteria for the study (19 quantitative and one mixed methods). Inductive content analysis and quantitative analysis were employed to map the variables and estimate the relative frequency of statistically significant relationships across studies. Four categories of contextual factors were revealed: program support, school, teacher, and student categories. The results of the study reveal the diversity in contextual factors studied across SEL program implantation quality and bolster the relevance of program support factors (modeling activities during coaching and teacher–coach working relationship) for ensuring implementation quality. A link between teacher burnout and program dosage was revealed. Student factors emerged as a separate contextual level in school, with special attention to student baseline self-regulation that may influence SEL program implementation quality.

A Social Collaboration Model Between Guidance and Counseling Teacher and Parent to Guide Students During Distance Learning

It is apparent that during the Covid-19 pandemic, students are opting to learn from home. For guidance and counseling teachers, this situation is a challenge to guide children in online-based learning. For parents who are not used to access technology, it becomes a problem. The purpose of this study is to explore a collaboration model between guidance and counseling teachers and parents for attaining learning objectives and overcoming impediments. This research is a descriptive analysis, which explores and analyzes the collaboration between parents and counseling teachers in overcoming difficulties of distance learning and in supporting best efforts that parents should make to guide their children during online learning. The data collection technique is library research, with the primary sources being two journal articles from 2020-2021 about the roles of parents and guidance and counseling teachers in online learning. These sources were examined by a content analysis method. Distance learning requires collaboration with various parties engaged in different educational activities. Parents are involved in the process of mutual communication in the guidance and counseling program and development of students. They also assist in collecting data and information and they support the success of guidance and counseling services via extracurricular monitoring. These various roles are seen to make significant contributions to the effectiveness of the counseling program implementation in schools. In particular, the parental involvement in schooling methods and experiences can provide positive support and influence for the development of student growth. This study has limitation since it provides only few data which cover two journal articles. For future research, it is recommended to probe more than two journal articles and with a large data set.

From Blueprint to Building: How Headquarters Scaffold Mentor Teacher Program Implementation in Schools of India

The mentor teacher program introduced by several state governments in India, has emerged as a promising approach to improve the quality of education in government schools. The Directorate of Education (DoE), Delhi launched the Mentor Teacher Program (MTP) in 2016 as a key initiative to enhance teacher quality and student learning. The program identifies and trains selected teachers as Mentor Teachers (MTs) who support and guide other teachers in their assigned schools. This paper examines the critical role played by the headquarters in ensuring the effective implementation of the mentor teacher program across diverse school settings.

Efektifitas Peran Humas Dalam Program Sekolah

This study aims to describe the role of school public relations in the implementation of education at SMP IT Ar-Raihan Bandar Lampung which is related to: 1) The role of school public relations in planning school programs, 2) the role of school public relations in implementing school programs, 3) the role of school public relations. in the activities of supervising school programs, 4) the role of school public relations in evaluating school programs, 5) forms of community support in the implementation of education. The method in this study uses a descriptive qualitative approach. Informants in this study were principals, public relations, educators. Data collection techniques in this study using interview and documentation techniques, test the validity of the data using triangulation, namely triangulation of sources and data. The results of this study indicate that: In the activities of planning school programs at SMP IT Ar-Raihan, public relations contribute to providing proposals for a program that will be run. In school program implementation activities, public relations contribute to promoting school programs through social media such as Whatsapp, Instagram, Facebook, and websites. Then in the activities of supervising school programs, public relations contribute to overseeing the programs being run to find out whether the program is running or not. For school program evaluation activities can be carried out by public relations by evaluating old programs, analyzing new programs, and fixing programs. In line with that, the form of support from the parents of students to SMP IT Ar-Raihan is in the form of procurement of fees.

Perceived academic performance explained by school climate, positive psychological variables and life satisfaction.

Adolescents spend a large percentage of their time at school, where learning and achievement are important activities that are vital to their future educational success and subsequent career opportunities. However, studies reveal a significant drop in satisfaction and performance during the teenage years. Based on the ecological model, this study aims to explore the relationship dynamics between contextual (school climate) and psychological (emotional intelligence and resilience) variables, life satisfaction and perceived academic performance, analysing, to this end, four theoretical models grounded in previous research. The sample comprised a total of 1397 adolescents aged between 12 and 16 years from the Autonomous Community of the Basque Country (northern Spain). The Equations 6.2 program was used to estimate the measurement model and the structural models, using the robust maximum likelihood procedure. School climate and life satisfaction were found to directly influence perceived academic performance, whereas emotional intelligence and resilience did so indirectly, with the full mediation of life satisfaction. These results have important educational implications, since they reveal existing relationship dynamics, which should serve as a basis for the effective implementation of school programs. They also indicate how important it is for adolescents to be psychologically well-adjusted and satisfied with their lives, in order for them to perform optimally at school.