Schooling Decisions Research Articles

교사리더십과 학업성취도에 관한 탐색적 연구

[Purpose]This study examines the relationship between teacher leadership (TL) and student achievement in the US and Korea. TL is defined by two primary practices: (a) supporting professional learning of peers (i.e., collaboration, coordination) and (b) influencing school decisions (i.e., distributed leadership, decision-making responsibility). [Methods]Using the 2015 PISA data, this study utilized hierarchical linear modeling (HLM) to analyze the TL practices by comparing the two countries. [Results]The present study found that the two TL practices (i.e., peer learning and decision-making) were weakly correlated to each other in both countries. HLM analysis indicated that only decision-making responsibility was statistically related to higher student achievement in the US. In Korea, collaboration was negatively related to student achievement, while coordination was positively associated with student achievement. [Conclusion]The implications for theory and policy were discussed, including the concept of TL and the complex natures of the relationships between TL and student achievement in different countries.

Teachers’ Attitude on Implementing the Free Basic Education in Kiteto District Council, Tanzania

This paper sought to highlight teachers’ attitudes on implementing the Free Basic Education Policy in Kiteto District Council, Tanzania. Data were collected from 169 respondents by using questionnaires and interviews. Data analysis was done by descriptive statistics and content analysis. The findings showed that the teachers generally had positive attitudes towards the implementation of the free basic education policy. In their efforts to implement the policy, the teachers treated the students with passion, listening to students’ problems, encouraging students to participate in implementing the policy and motivating students to study hard to attain their goals. Teachers’ practices included their participation in school decision-making, communicating with parents to encourage them to side school in implementing the free education policy, preparing the learning environment for the implementation of the policy, monitoring, supervising, and distributing teaching/learning materials to students equitably, and supervising students’ academic progress. It was concluded that teachers’ attitude is very important in the implementation of any program or policy in the school. It is recommended to the government that all plans, programs, and policies that are related to education need consultation from the teachers so that they can be sustainable and effective.

Exploring the Role of Family-School Partnerships in School Choice

Parental access to useful information about schools continues to be a structural barrier that limits the equity potential of school choice programs. While “information interventions” or simplified and readable knowledge resources show promise for counteracting information disparities between families, this line of research has provided limited insight on the particular preferences and needs of parents or the value of person-to-person interpretive assistance in school decisions. This exploratory study uses qualitative methods to investigate parent-school collaboration for the purpose of school selection in Washington, D.C. Drawing on a social capital framework, this study analyzes information transactions from parents’ perspectives to clarify ways in which school personnel currently function as liaisons of choice. Findings from this study indicate future opportunities for districts to improve the outcome of school choice through better training of school and district personnel.

Estudio preliminar para la creación de una Unidad de Educación Médica: exploración de la coherencia interna de una facultad de Medicina y las necesidades educativas de sus profesores

IntroductionA Medical Education Unit (MEU) must offer different educational and research services related to the teaching staff and the Deanery. With this propose, a process of detecting educational aspects that affect the learning of medical students was prioritized as well as the teachers' vision of the role of an MEU, assessing their educational needs. Materials and MethodsThrough 2 validated scales, the level of Internal Coherence of the School was identified (ECI Scale, 58 items) and the opinions and needs of its teachers were explored (NESEM Scale, 12 questions). Sent to 30 and 75 teachers in person and online respectively. Three levels of scores were classified for the ECI: high (>4.60), medium (between 4.20 and 4.59) and low (<4.19). Descriptive and qualitative analysis for the questions with text (NESEM) analyzed independently by 2 researchers, grouping the responses into homogeneous codes, and discussing discrepancies. ResultsTwenty five teachers answered the ECI (83,3%) and 56 the NESEM (74.7% rate). The ECI shows high levels in almost all factors except for the degree of involvement and participation in school decisions, and professional development. The perception of the UEM is positive and the educational needs of teachers are consistent with their usual duties. ConclusionThis approach to the internal coherence and the needs perceived by the teachers of a Faculty of Medicine offers a still picture of great value to guide the most immediate tasks of the UEM.

DETERMINATION OF PRIORITIES OF ELEMENTARY SCHOOL REHABILITATION AT ASAHAN USING SIMPLE ADDICTIVE WEIGHT

In the budgeting process for school building rehabilitation activities in Asahan Regency, there are still inaccuracies in selecting prioritized primary schools for rehabilitation. This study aimed to apply the Simple Additive Weighting (SAW) method to determine five primary schools that were prioritized for repair. This research method uses quantitative methods. The data source comes from the East Kisaran and West Kisaran Elementary Schools. The data were analyzed using the SAW method based on the criteria weight depending on the matrix value and normalization. The results showed the 5 largest criteria weights, namely UPTD SDN 010097 Selawan (0.940), UPTD SDN 014689 Lestari (0.884), UPTD SDN 010039 Sentang (0.880), SD Taman Kasih Karunia (0.847), and UPTD SDN 018453 Siumbut-Umbut (0.820). ). This study concluded that the double exponential smoothing method could make it easier to determine which primary school decisions are prioritized for rehabilitation.

Gender Gap in Schooling and Wages: Effects of Foreign Capital and Education Subsidies

Abstract The paper develops a two-sector full employment general equilibrium model with endogenous schooling decisions. It aims to evaluate the effects of educational demand management policies on gender inequality in schooling and wage inequality. The results point towards the role of social norms in shaping parental discrimination against girls’ education, which accentuates gender gap in schooling due to gender-neutral education subsidy and rise in household income induced by foreign capital inflow. The two policies are favourable for gender wage gap if the agricultural sector is more female labour intensive than the manufacturing sector and returns to schooling are considerably higher for women than men. However, gender targeted education subsidy policies are in general beneficial with respect to both gendered schooling and wages. The paper contributes to the literature by identifying the role of factor intensity conditions and gender differentiated returns to education on the gendered schooling and labour market outcomes of demand side interventions in education. It also provides theoretical explanations to diverse impacts of these policies and suggests appropriate policy recommendations.

School choice increases racial segregation even when parents do not care about race

This research examines how school choice impacts school segregation. Specifically, this work demonstrates that even if parents do not take the racial demographics of schools into account, preference differences between Black and White parents for other school attributes can still result in segregation. These preference differences stem from motivational differences in pursuit of social status. Given that the de facto US racial hierarchy assigns Black people to a lower social status, Black parents are more motivated to seek schools that signal that they can improve their children's status. Simulations of parental school decisions at scale show that preference differences under an unmitigated school-choice policy lead to more segregated schools, impacting more than half a million US children for every 3-percentage-point increase in school-choice availability. In contrast, if Black and White parents have similar preferences, unmitigated school choice would reduce racial segregation. This research may inform public policy concerning school choice and school segregation.

Research and Optimization on the Incentive Mechanism for High School Teachers under the Background of the New College Entrance Examination—Taking Huizhou L High School as an Example

After the reform of the new college entrance examination, new changes such as the class-taking system have posed new challenges to teachers’ work. Based on the two-factor theory of American management scientist Herzberg, taking L High School in Huizhou City as an example, this paper uses the questionnaire method and interview method to investigate the front-line high school teachers, and investigates the front-line teachers’ opinions on the existing incentive mechanism and evaluate. Combined with questionnaire data and interview content, the deficiencies of the existing incentive mechanism are analyzed. Through the survey, L secondary schools scored poorly in motivation, and there were unsatisfactory items in hygiene factors. The main reasons are that the performance appraisal mechanism is not scientific enough, the school decision-making not unfair and open enough, and the training and learning do not meet the needs. After sorting out the existing deficiencies and reasons, this paper puts forward improvement measures for hygiene factors and motivation factors, including improving the performance appraisal system, reforming professional title evaluation and other measures to ensure the effect of teachers’ job satisfaction and mobilizing teachers’ work enthusiasm and to provide references for other schools to promote the sound development of my country’s education.

Empowering Mechanisms of Schools Mediated by Transformational Leadership Towards Fostering Ethical Leadership Behavior

Empowering teachers provide direction and serve as emotional glue that causes school community to excel. This study assessed the mediating role of transformational leadership on the relationship between the empowering mechanism and ethical leadership behavior. Descriptive correlational design of research was employed in this study. The study utilized the total enumeration technique wherein 330 respondents were selected based on their willingness to participate in the study and at least had been teaching in Sariaya East District DepEd Division of Quezon Philippines for at least one year. Results of the study revealed a significant indirect effect of empowering mechanism on the ethical leadership behavior. Furthermore, the direct effect of empowering mechanism on the ethical behavior in presence of the transformational leadership as a mediator was also found significant. Hence, transformational leadership partially mediated the relationship between empowering mechanisms and ethical leadership behavior. The researcher encouraged school heads to maximize the empowering mechanisms in school to strengthen teacher empowerment by identifying teachers who seek professional growth and willing to access high quality and continuous professional growth thru the technical assistance program of the school and encourage <a name="_Hlk107229312">teacher’s participation in school decision making process</a>. School transformational leadership can be seen an essential tool in mediating empowering mechanisms of schools in fostering ethical leadership behavior since it focuses on establishing school culture, vision to enhance the quality of school teaching and learning, develop people, and improve the organization.

The Effect of Leadership, Principal Decision Making and Job Satisfaction on Teacher Performance at SMA Negeri 13 Palembang

This study aims to determine the Effect of Leadership, Principal Decision Making and Job Satisfaction on Teacher Performance in SMA Negeri 13 Palembang. In this study the samples taken were all teachers with a total of 68 people as samples of trial and research data. In this study the sampling technique is done by using saturated sampling technique that is all the population is sampled, the regression equation Y=5,080+0,274X1+0,403X2+0,409X3+e&#x0D; From the results of this study there is a positive and significant influence of Leadership, Principal decision making and Job satisfaction simultaneously on Teacher Performance in SMA Negeri 13 Palembang as evidenced by the sig F value of 0.000 &lt;? (0.05). There is a positive and significant influence of Leadership on Teacher Performance in SMA 13 Palembang with a sig t value of 0.034 &lt;? (0.05). There is a positive and significant influence of school decision-making on teacher performance in SMA Negeri 13 Palembang with a sig t value of 0.027 &lt;? (0.05). There is a positive and significant effect of job satisfaction on teacher performance in SMA Negeri 13 Palembang with a sig t value of 0.003 &lt;? (0.05). Correlation (R) variables influence Leadership (X1), decision making of principals (X2) and job satisfaction (X3) together on Teacher Performance (Y) is 0.551 means that the relationship of Leadership, Principals' decision making and job satisfaction together the same with the Performance of Teachers in Palembang 13 Public High School shows a strong and positive correlation. The coefficient of determination (Rsquare) is 0.304 which gives an understanding that 30.4% of Teacher Performance (Y) can be explained or influenced by Leadership (X1), Principal decision making (X2) and Job satisfaction (X3) together while the rest is equal to 69.6% is influenced by other factors not examined.

SOSIALISASI APLIKASI MERDEKA MENGAJAR DAN PENGENALAN PLATFORM SIMBA DALAM MENINGKATKAN PEMAHAMAN MEDIA PEMBELAJARAN KEPADA TENAGA PENDIDIK DI SMPN 10 CILEGON

The Ministry of Education, Culture, Research, and Technology (Kemendikbudristek) has made the Merdeka Mengajar application on Merdeka Belajar Episode 15. This stage is an application that can uphold educators in carrying out the Independent Education program. In accordance with the Minister of Education and Culture, Nadiem Makarim, in making the Merdeka Education curriculum and the Merdeka Teaching application on February 11, 2022, the Merdeka Mengajar application is an application for educators that will be formed into an application that is not only material content and services, but is actually owned by teachers, from teachers, for teachers. So, here's an app to implement a free education plan and look for ways to improve as an instructor,". Furthermore, the Minister of Education and Culture revealed that the Merdeka Mengajar stage will be a companion for educators in teaching and this stage will also help educators to improve in picking up in accordance with the times. The creation of this independent teaching application is not only to help the implementation of independent education programs in driving schools, but can also be used by all teachers and train staff in educational units that are not yet driving schools, because the independent curriculum is the school's decision in implementing education plans in training units. So in general, the Merdeka Mengajar application is one of the stages of innovation given to help instructors to perform better, hone their skills, and foster a profession. Starting from our intention to reduce the burden on educators in students in the digital learning process, the idea emerged to create an Android application whose user interface is similar to the final exam of students which is a computer-based national exam (UNBK). From the results of our thinking, a learning simulation (SIMBA) was made. With the aim of introducing students to UNBK KKM participants of Bina Bangsa University. Conducting research on related schools at the location of student work lectures (KKM) in the Suralaya Village area, with a high level of learning motivation makes us even more motivated to develop this platform

TEPHES' SITUATIONAL LEADERSHIP IN SPECIAL SCHOOLS DURING THE COVID-19 PANDEMIC

COVID-19 has generated significant management issues, notably in school leadership. Special schools demand leadership innovation so that learning activities stay optimal. This paper addresses situational leadership in Children with Special Needs (ABK) at SLB Negeri 2 Yogyakarta utilizing qualitative description and data collection through interviews, observation, and recording. A purposive sample of informants was used, and they were classified as important, primary, and supporting informants. Data analysis processes include transcripts, coding, grouping, comparing, contrasting, and interpretation. The findings of the SLB situational leadership research take into account the investigation of technology, economics, policy, health, environmental and social (TEPHES) factors in school decision-making in the Pandemic-19 scenario.

Chiefly Patronage and Schooling

In developing countries, indigenous chiefly systems can be a main driver of patronage, potentially hampering development. This paper explores how chiefly patronage shapes people’s incentives for schooling in Fiji. I develop a model to show how chiefly status can influence a household's child schooling decision, depending on whether the patronage operates in labor markets. I employ a triple-difference approach by combining the novel direct measures of chieftaincy from my original survey data with 1970 independence and 1987 coups as natural experiments, and gender. I show that indigenous chieftaincy interacted with British colonial rule to affect employment, and thus schooling, after independence for males but not females in chiefly networks. After this patronage weakened under post-coup reforms, males in the networks temporarily increased secondary schooling to compensate for their weakened advantage. The majority of male Fijians outside the networks were less encouraged to make schooling investments over time. As such, chiefly patronage persistently distorted male secondary schooling, thereby augmenting the outperformance of female education.

Private school choice among Muslim parents: the public–private school decision in Delhi, India

This article examines Muslim parents’ private school choice, their understanding of public–private schooling and how they navigate the choice between fee-free public schools and fee-charging private schools. This article draws on qualitative data from open-ended, semi-structured interviews with 38 parents from Muslim-majority areas in Delhi, India. The findings show that parents choose private schools for several reasons, such as their proximity, discipline, emphasis on Islamic teachings and values, safety and caring teachers. The analysis suggests that structural and social factors influence and construct parents’ choice of a particular school. The neighbourhood where they reside, their minority status, their socio-economic and demographic profile, and the type of schools that are available to them influence their decision making.

Principals’ Involvement of Students in Decision Making and Discipline in Public Secondary Schools in Baringo County, Kenya

The persistent student indiscipline in form of unrests in secondary schools and their never-ending desire to destroy school property probably reflects a feeling of disaffection rather than that of a sense of ownership of the schools they attend. The purpose of this study was to investigate the influence of principals’ involvement of students in decision making on their discipline in public secondary schools in Baringo County, Kenya. This study was anchored on Assertive Discipline Model as advocated by Canter and Canter (2001). The research employed descriptive survey research design. The study employed proportionate stratified random sampling technique. The target population was 121 principals, 920 class teachers and 242 students. Stratified proportionate random sampling was used to obtain 41 principals 292 teachers and 80 students. Questionnaires for teachers and students were used for data collection, while interview guide was used to gather data from principals. Reliability was determined through test-retest method and calculated using Pearson’s correlation coefficient resulting in coefficient value of 0.8 and 0.72 for teachers and students questionnaire respectively. Content Validity was ensured through expert judgment. Data was analyzed using descriptive statistics that included mean and standard deviation while inferential statistics included correlation analysis assisted by SPSS and presented in tables and graphs. The findings showed the existence of a positive relationship between the principals’ involvement of students in decision making and students’ discipline(r=0.753; p=0.00). Most of the principals used student involvement strategies such as allowing students choice of dressing code and choice of menu decisions. This study concludes that involving students in choosing time of study, food menus and the choice of entertainment, and management of students and welfare issues influenced student discipline reasonably. Thus the study therefore recommends that secondary school board of management should actively involve students in all areas of decision-making in school with particular emphasis on decisions relating to the welfare of the student. The study recommends future research on the influence of BOM governance on students discipline in secondary schools.

Individual, generalized, and moderated effects of the good behavior game on at-risk primary school students: A multilevel multiple baseline study using behavioral progress monitoring

The current study examined the impact of the Good Behavior Game (GBG) on the academic engagement (AE) and disruptive behavior (DB) of at-risk students’ in a German inclusive primary school sample using behavioral progress monitoring. A multiple baseline design across participants was employed to evaluate the effects of the GBG on 35 primary school students in seven classrooms from grade 1 to 3 (Mage = 8.01 years, SDage = 0.81 years). The implementation of the GBG was randomly staggered by 2 weeks across classrooms. Teacher-completed Direct Behavior Rating (DBR) was applied to measure AE and DB. We used piecewise regression and a multilevel extension to estimate the individual case-specific treatment effects as well as the generalized effects across cases. Piecewise regressions for each case showed significant immediate treatment effects for the majority of participants (82.86%) for one or both outcome measures. The multilevel approach revealed that the GBG improved at-risk students’ classroom behaviors generally with a significant immediate treatment effect across cases (for AE, B = 0.74, p &amp;lt; 0.001; for DB, B = –1.29, p &amp;lt; 0.001). The moderation between intervention effectiveness and teacher ratings of students’ risks for externalizing psychosocial problems was significant for DB (B = –0.07, p = 0.047) but not for AE. Findings are consistent with previous studies indicating that the GBG is an appropriate classroom-based intervention for at-risk students and expand the literature regarding differential effects for affected students. In addition, the study supports the relevance of behavioral progress monitoring and data-based decision-making in inclusive schools in order to evaluate the effectiveness of the GBG and, if necessary, to modify the intervention for individual students or the whole group.

THE OPINIONS OF EDUCATION STAKEHOLDERS IN THE TABORA REGION ON STRATEGIES FOR IMPROVING DECISION-MAKING IN TANZANIA'S COMMUNITY-BASED SECONDARY SCHOOLS

&lt;p&gt;&lt;strong&gt;Background:&lt;/strong&gt; Heads of schools make decisions on a daily basis that determine the extent to which curriculum is implemented. Those daily decisions, in a big extent, determine a school's success or failure in the curriculum implementation process. &lt;strong&gt;Objectives:&lt;/strong&gt; The focus of this research was to find out what education stakeholders in the Tabora region thought about strategies for improving decision-making in Tanzania's community-based secondary schools. &lt;strong&gt;Methodology: &lt;/strong&gt;Quantitative approach and survey research designs were used in the study. The information was gathered from 140 people using a questionnaire research tool. Heads of secondary schools, teachers, parents, Quality Assurers (QA) and District Education Officers (DEO) are among the respondents. &lt;strong&gt;Findings:&lt;/strong&gt; The study findings found participatory decision-making procedures, adherence to the country’s education and training policy and having an effective mentorship and pedagogical leadership programmes in schools as the main strategies to follow in order to improve decision-making in schools. The collected findings confirm the claim of the study's informant, a decision-making theory, making the important proclamation that for decision-making procedures to be effective, they must proceed step-by-step and involve a range of essential stakeholders from the outset to the conclusion. &lt;strong&gt;Recommendations:&lt;/strong&gt; The study recommended that heads of schools should adopt a participatory decision-making process, adhere to Tanzania's education and training policy standards, and establish effective mentorship and pedagogical leadership programmes in schools.&lt;/p&gt;&lt;p&gt; &lt;/p&gt;&lt;p&gt;&lt;strong&gt; Article visualizations:&lt;/strong&gt;&lt;/p&gt;&lt;p&gt;&lt;img src="/-counters-/edu_01/0952/a.php" alt="Hit counter" /&gt;&lt;/p&gt;

Job autonomy and work-life conflict: A conceptual analysis of teachers’ wellbeing during COVID-19 pandemic

With the shift toward online environments due to COVID-19 pandemic, particularly for educational sector, employees’ performance has been affected by an array of different factors. Personal aspects as well as organizational focus on individuals’ wellbeing are the main focus of this study through inclusion of job autonomy and work-life conflict alongside other factors, such as informational support that can aid academic staff regarding their wellbeing during times of crisis. In response to the effects of COVID-19 on employees, this study aims to provide tangible data to protect university teachers during crises and establish key points that can improve their wellbeing. For this purpose, we used interviews to provide in-depth understanding of the subject. A total of 16 teachers as interviewees have provided qualitative data that was analyzed with MAXQDA (thematic network approach). This study highlights the importance of work-life conflict and vitality of job autonomy on academic staffs’ performance and overall wellbeing through a conceptual analysis. We emphasize the role of organizations in maintaining a work environment where university teachers’ wellbeing is prioritized and various elements such as training and support are used to help stabilizing work-life balance. The current findings can be beneficial for both scholars and decision-makers in schools and universities to enhance elements of remote work for their staff.

Parent–Teacher Interactions during COVID-19: Experiences of U.S. Teachers of Students with Severe Disabilities

In 2020, COVID-19 disrupted all aspects of society across the globe including healthcare, employment, social interactions, and education. In many parts of the world, abrupt school closures caught teachers off guard, as they were forced to immediately shift their practices from in-person to online instruction with little-to-no preparation. Furthermore, during this time, many parents of school-aged children vacillated between multiple roles associated with their employment, household caregiving activities, and supporting their children at home. These challenges were especially challenging for teachers and parents of students with severe disabilities. The purpose of this study was to explore the experiences of U.S. teachers of students with severe disabilities regarding interacting with parents during the COVID-19 pandemic, including when schools initially closed in March 2020 and then reopened in September of 2020. This manuscript outlines six key themes highlighting parent–teacher interactions: (a) parents directing school decisions, (b) teacher inability to meet parent expectations, (c) parent–teacher communication, (d) parents as teachers, (e) parent exhaustion, and (f) teacher helplessness.

The Pandemic’s effect on demand for public schools, homeschooling, and private schools

The Covid-19 pandemic drastically disrupted the functioning of U.S. public schools, potentially changing the relative appeal of alternatives such as homeschooling and private schools. We study changes in families’ choices of school sector using longitudinal student-level administrative data from Michigan and nationally representative data from the Census Household Pulse Survey. Public school enrollment declined noticeably in fall 2020, with 3 percent of Michigan students and 10 percent of kindergartners using other options. Most of this came from homeschooling rates jumping substantially among families with children in elementary school. Consistent with heterogeneous parental preferences for instructional mode, homeschooling increased more where schools provided in-person instruction while private schooling increased more where instruction was remote. Kindergarten declines were highest among low income and Black families while declines in other grades were highest among higher income and White families, highlighting important heterogeneity by students’ existing attachment to public schools. Our results shed light on how families make schooling decisions and imply potential longer-run disruptions to public schools in the form of decreased enrollment and changed composition of the student body.