School Organization Research Articles

Investigating Teacher Performance in Character Building Students: a Case Study of Teaching and Learning at an Elementary School in Indonesia

Objective: This study aims to investigate the performance of teachers in the formation of student character through the implementation of learning in elementary schools. Theoretical Framework: Primary schools are the initial foundation for building the character of students. If character cultivation fails to be carried out at the elementary education age stage, the character instilled in students will inevitably be less than optimal. For that, the theory used is an approach a communitarian ethos refers to a method of school organization that promotes the formation of deep emotional relationships between children and instructors as well as professional staff relational trust. Method: The method used is a qualitative method with the type of case study. The research data collection techniques were obtained through interviews, observation, and documentation studies. Results and Discussion: The results of this study reveal three findings, namely: 1) What character values are taught, and 2) How are character values taught by teachers in schools from the perspective of teachers, students, and parents? This finding has important meaning for academics, practitioners, and policymakers, in how character education is applied in schools. Research Implications: Researchers for teachers can be used as a source of guidance for better behavior in accordance with the expected characteristics so that they can become good examples for their students. Principals and teachers should remind each other to continuously assist students in guiding, motivating, directing, and educating their students to maintain good character in the school, family, or community environment. Originality/Value: This study is one of the references for teachers to be used as a reference to behave better in accordance with the expected character. This study is also important for the Principal to remind the teacher's responsibilities and obligations in order to form students with character.

Membangun Norma Guru dalam Organisasi Sekolah Islam

This paper aims to understand the norms built among educators in the network of Islamic school organizations. This research uses qualitative research methods. In addition to relying on literature studies and interviews, the author was directly involved in activities organized by the Garut Integrated Islamic School Network (JSIT). The results showed that the norms that live in this network of Integrated Islamic Schools cannot be separated from the influence of the tarbiyah movement as the background of the members' da'wah activities. In addition to the Islamic character of the founders, this norm has also become a mission that must exist in every Integrated Islamic School. However, not all schools labeled as Integrated Islamic Schools capture this mission. The Garut Integrated Islamic School Network ensures this norm can live among its member schools.

Распределенное лидерство в управлении московскими школьными образовательными организациями: опыт эмпирического исследования

The phenomenon of distributed, or shared, leadership is examined in the article as a new conceptual approach in the management of school educational organizations, in which managerial authority can be distributed among all participants. Development of this type of leadership is facilitated by the project-matrix structure of a school organization. Participants in the authors’ research on skills and abilities related to the manifestation of distributed leadership mentioned such characteristics as: emotional intelligence, communication skills, ability not only to motivate but also to inspire employees, manage time and resources. The authors propose a new approach to analyzing the situation and identifying leadership competencies based on the use of a combined research methodology that allows to make not only an actual cross-section of a particular situation, but also to identify hidden factors for the formation of distributed leadership environment. Currently, in Moscow schools, distributed leadership is not represented as a distinct form of activity but rather as individual procedures used in the daily practices of educational organizations. The processes identified in the course of the study allow diagnosing the gradual incorporation of distributed leadership competencies into the existing management practices of educational institutions.

GESTÃO DE INSTITUIÇÕES DE ENSINO: ASPECTOS POLÍTICOS, ORGANIZACIONAIS E PRÁTICAS PEDAGÓGICAS DE INCLUSÃO

This study addresses school management in its political and organizational aspects that enable pedagogical practices of inclusion in the context of basic schools. The text focuses on the concepts of school management and planning to emphasize the relationships that permeate basic education, education systems and their legislation. With regard to inclusive educational management, its insertion into regular education systems stands out, having democratic-participatory management as its basic foundation for the promotion of a citizen school. From this perspective, the argument turns to the debate on the structure of the organization of administrative work in basic schools, emphasizing its dialogue with school organization, planning, democratic-participatory management and the collective construction of the teaching work environment. together with the differences, to demarcate their structuring aspects in the initial and continuing training of teachers and managers. Therefore, the objective of this text is to present the relationship between school management and inclusive education, emphasizing political, administrative aspects and educational practices.

Leadership Practices in a School in Cantabria (Spain): Shared Responsibilities, Learning for All and Social Justice

ABSTRACT This paper aims to identify the leadership practices adopted in a public school in Cantabria (Spain) organized as a community of practice. By means of an ethnographic methodology, we aim to explore and achieve an in-depth understanding of the leadership practices and conditions that have been established and their manifestations in the culture and organization of a school that have enabled this institution to make progress toward an educational model consistent with inclusion and social justice. The research strategies used were participant observation, focus groups, semi structured interviews and documentary analysis. Analysis of the content based on an inductive-deductive process has identified a number of leadership practices that facilitate the inclusive project: establishing a clearly defined direction for the school that focuses on improving learning for all students; school organization that involves shared responsibilities and organizational structures that allow dialogue; internal training to ensure that the school staff members align themselves with the school project; close collaboration between the school, the families, and also with the local community. In conclusion, this study, which is aligned with the “practice-based approach to leadership,” investigates how leadership manifests itself in the organizational and cultural dynamics of the school, while highlighting the importance of collective and intersubjective experience in the practice of leadership.

QUALITIES OF THE SCHOOL PRINCIPAL AS A FORMAL AND INFORMAL LEADER (TEACHERS' AND STUDENTS' VIEWPOINTS)

Leadership in the modern school organization is key to forming a school team committed and motivated to fulfill the strategic goals of the institution, for its development and improvement of the organizational culture. The school principal is a leader by virtue of the authority given to him by holding the position, called to make management decisions. He can have "innate" qualities of a leader or acquire and develop them with the help of trainings and qualifications. Regardless of what type of leader the head is, he must build a vision for the development of the organization and motivate employees to follow it, create conditions for shared knowledge and achieve quality education and effective development of the institution with the participation of pedagogical specialists, parents, interested countries etc. For this purpose, the school director should possess certain qualities, which are the subject of research in this article. A survey conducted among teachers and students ranked the leadership qualities of the informal and formal leader in the educational institution. The most significant qualities according to the opinion of the respondents were analyzed and a comparison was made between the opinions of future and current teachers. The conclusions of the comparative analysis show the priority qualities of the formal and informal leader, as a result of which recommendations are given related to the characteristics of the leader, which must be possessed and developed for purposeful and effective performance of the position of director and for the fulfillment of the goals of the organizational strategy of the school.

School leaders’ innovation-related self-efficacy: professional development and learning networks make a difference

ABSTRACT Many studies point to the relevance of school leaders’ self-efficacy for the successful organisation and management of schools. However, to date, there are only a few findings on which factors have a positive influence on this characteristic. This study therefore examines the extent to which the use of formal and informal learning opportunities, in addition to the antecedents mentioned by Bandura (mastery experience, vicarious experience, social persuasion, physiological and emotional states), have a direct positive effect on school leaders’ innovation-related self-efficacy, as well as an indirect effect on self-efficacy mediated by mastery experience. Analyses of a survey with a representative sample of N = 405 school leaders in Germany using structural equation models confirmed the effect of mastery experience (i.e. perceived achievement), vicarious experience (i.e. encouragement from a team), and emotional states (i.e. exhaustion) on school leaders’ self-efficacy. Regarding professional development, the analyses revealed a direct positive effect of participation in university training and professional learning networks, which were not mediated by mastery experience. Our results demonstrate the value of leadership preparation programmes that enable the participants to explore different work-related tasks and promote feelings of mastery, as well as the importance of team coherency and potential value of distributed work.

Adolescents' Wellbeing at School: What Helps and What Hinders From Feeling Safe and Satisfied?

The aim of this qualitative study was to identify the main factors that help and hinder adolescents' wellbeing at school using their perspectives and experiences. We used data from 45 adolescents in the first year of high school in Slovakia (mean age = 14.98; 22.2% boys). We obtained the data using 11 semi-structured group interviews conducted in 2020/2021. Participants were selected from three types of high school with regard to graduation system. Data was analysed using consensual qualitative research and thematic analysis. We identified three main themes of factors contributing to their wellbeing at school: 1. School (atmosphere and organisation of life at school, physical environment, threats and the ability of school to deal with issues); 2. Relationships (with peers and teachers, and teachers' behaviour towards them); 3. Myself (own perceived obstacles and resilience resources). The organisation of life at school, surroundings, threats and dealing with issues importantly affect adolescents' wellbeing. Therefore, adjustment of physical environment and interpersonal competences of teachers, supporting of resilience resources of adolescents should be targets for interventions and prevention programmes at schools.

Influence of Knowledge Management on Organizational Performance at SD N Dasan Bengkel Lombok

The quality of management highly influences the implementation of a particular educational institution, which further determines the success of its goals and outcomes. This research aims to investigate the influences of knowledge management on organizational performance at SDN Dasan Bengkel Lombok. A descriptive qualitative research method was employed, partial observation, interviews, and document analysis were used to collect the data from ten participants, including one principal and nine teachers. This study adopted Miles and Huberman's data analysis techniques commenced with data reduction, data display, and verification to analyze the data. The triangulation technique was employed to examine the validity of the data from the three data collection methods. The results demonstrated that knowledge management influences the performance of SDN Dasan Bengkel Lombok school organization, particularly in the aspects of decision-making, innovation in organization, teachers' abilities as members of the school organization, and students' learning outcomes. All the elements are spelt out in the other part of this study. The researcher recommends principals possess knowledge management skills for their school organization.

СТАНОВЛЕННЯ ТА РОЗВИТОК ЦЕРКОВНО-ПАРАФІЯЛЬНОГО ШКІЛЬНИЦТВА НА ВОЛИНІ У ХІХ – НА ПОЧАТКУ ХХ СТОЛІТТЯ

The article analyzes the process of formation and development of church parish schooling in Volyn from the 19th century to the beginning of the 20th century. It has been proven that two-thirds of the children of the Orthodox faith in the villages and towns of Volyn remained outside the spiritual education of the lower – parish level. The prominent place of law teachers in the educational process of parish schools and their functional connections with local priests are substantiated. The conclusion about the requirement of loyalty, beneficence and religiosity towards legislators from the Russian church and the imperial government is formulated. It was established that diocesan school councils were created to organize and control the activities of parish schools, which, in turn, managed the corresponding county councils, which were responsible for the organization of parish schools in the respective Orthodox parish. It was noted that in order to ensure the educational process in church and parish schools, books in Russian or Church Slavonic were selected for them; historical documents proved that children had a hard time perceiving both educational and literary literature in Russian, did not understand the content of books in Church Slavonic, therefore they did not achieve much success. The opinion is substantiated that the basis of educational activities in parish schools in Volyn were prayer, attendance by students of church schools in the parish and participation in traditional church needs (confession, communion). The main methods of education (encouragement and punishment) were described – praise, awarding books, as well as remarks, instruction, shaming, standing in the classroom during the lesson on your feet, prohibition to participate in children's games during breaks, detention in the classroom after lessons for more than an hour, etc.

ПРАВОВИЙ НІГІЛІЗМ У ПРОЦЕСАХ ЇХ СОЦІАЛІЗАЦІЇ В УКРАЇНІ У 1920-ті рр.

The article reveals the issues of adolescents’ legal nihilism and socialization in Ukraine during the 1920s. The reasons for the formation of adolescents’ legal nihilism during the period under study are described. They are political changes in the country, changes in the traditional system of social organization, introduction of anti-religious policy, economic crisis caused by war, revolution and famine, unemployment, low earnings of the population and violations of labour protection conditions, including among teenagers, a class approach to education, increasing crime, homelessness and other socio-economic problems. The main driving mechanisms of the formation of the younger generation’s legal values are determined in terms of the role of the Bolshevik government and non-conformist organizations in Ukraine during the 1920s. The main fundamental nihilistic conflicts and contradictions among adolescents are determined. The types of children’s institutions that fought against child homelessness and nihilism are revealed. They are orphanages, schools-communes, institutions for defective children, shelters, children’s distribution centres, institutions of forced education, children’s legal consultations, commissions for juvenile affairs, children’s inspections, etc. The specific features of the prevention of legal nihilism on the way to adolescents’ socialization during the studied period are characterized. They are: the development of school education; establishment of a network of children’s institutions; creation of youth and adolescent culture in antisocial groups (groups of deviant teenagers) and prosocial groups (school, pioneer and Komsomol organizations). The significance of A. S. Makarenko’s ideas regarding the fight against child homelessness and delinquency is revealed. These ideas include adolescents’ education at labour faculties, labour education, aesthetic education, the formation of mutual responsibility and trust between adolescents, their return to a quality life, etc.). Key words: adolescents, legal nihilism, prevention, socialization, children’s institutions.

Exploring the factors of learning organization in school education: the role of leadership styles, personal commitment, and organizational culture

PurposeThis study aims to test the conceptual model of the factors of learning organization and explore the degree of mediation of organizational culture in the relationship between leadership styles, personal commitment, and learning organization in school education.Design/methodology/approachThe learning organization profile (LOP) and OCTAPACE profile served to measure learning organization and organizational culture, respectively. The researchers developed scales to measure principals’ leadership styles and teachers’ personal commitment. Data included 750 school teachers.FindingsThis study found a good fit in the proposed conceptual model. The organizational culture had a significant mediating effect on the path of leadership styles and learning organization and a significant mediating effect on the path of personal commitment and learning organization.Originality/valueTo promote a more comprehensive learning culture, school principals should consider two specific organizational mechanisms: the intangible cultural components (such as corporate values, beliefs, and norms) and the tangible structural components (such as organizational structure and workflow systems). These two domains play a crucial role in creating a conducive learning environment.

School-Based Management: A Literature Review of Its Implementation and Impact on School Organizational Effectiveness

The purpose of this study is to describe the general patterns underlying the success of school-based management (SBM) implementation, as well as to identify the main challenges that often arise in its implementation. Thus, this study can provide an important contribution in understanding the dynamics of SBM and its implications for efforts to improve the quality of school management and the effectiveness of educational organizations at the local level. This study presents a systematic review of school-based management literature through the collection, documentation, examination, and analysis of research publications. The results of the study show that SBM can improve the effectiveness of school organizations through decentralization of decision making, increased community participation, and increased accountability. However, the success of SBM is greatly influenced by contextual factors, such as resource support, principal managerial competence, and stakeholder involvement. While SBM is able to improve the quality of school management and organizational culture, its impact on student learning outcomes has not been consistent. In addition, the increasing bureaucratic burden and declining teacher morale are challenges that require attention in the implementation of SBM.

The Influence Of Perceived Transformational Leadership Style And Job Satisfaction On Organizational Commitment In Teacher

Teachers play an important role in the success and sustainability of the organization. Thus, teachers are required to have a work attitude that plays an active role in achieving school goals and a high commitment to school organizations. Commitment to the organization is an attitude that describes an individual's orientation to the organization as indicated by loyalty, self-identification and involvement in the goals of the organization. Transformational leadership and job satisfaction are predicted to have a role in influencing organizational commitment to teachers. This study aims to empirically prove the effect of transformational leadership style and job satisfaction on organizational commitment in teachers. The research sample was 238 high school teachers in Bogor Regency. The data analysis technique in this study used multiple linear regression analysis. The results of this study show that transformational leadership and job satisfaction have a 55.7% influence on organizational commitment with a significance level of p=0.000. This shows that transformational leadership and job satisfaction have a very significant influence on organizational commitment. The results of this study also show that organizational commitment, perceived of transformational leadership style, and job satisfaction among high school teachers in Bogor Regency are in the high category.

Educational teams: building professional and organizational learning communities

Quality education that prepares young people to think and make ethically responsible decisions seems to be the only sustainable solution to respond to today’s global challenges. However, this capacity to learn requires a new school grammar, through the creation of conditions, structures and cultures that promote relationships and synergies capable of transforming teachers and school leaders into creative learners and facilitators of learning. In this sense, this study sought to understand the effects of a change in the organizational dynamics of a school, the organization of teaching by educational teams, on the individual, collective and organizational learning of this school organization. To this end, we adopted a fundamentally qualitative research approach, which we operationalized through a case study, based on a quali-quanti approach. We combined a descriptive statistical analysis of two questionnaires with a content analysis of interviews, focus discussion groups, and field notes from classroom observations and educational team meetings. The analysis of all these data points to the fact that effective change in schools and education that promotes deep learning for teachers and, consequently, for students and the organization, requires joint and articulated action not only at the level of structure and leadership, but also at the level of beliefs and school cultures.

조직의 다양성과 참여적 의사결정이 학교혁신에 미치는 영향: 학교장의 인식을 중심으로

Considering the reality that the diversity of school members is increasing due to the influx of multicultural students into school organizations, it is necessary to analyze the impact of diversity on schools from an organizational perspective. Thus, this study aims to analyze the impact of organizational diversity on school innovativeness, examining whether participatory decision-making mediates these two variables. To achieve this, survey responses from school principals working in elementary and middle schools in South Korea, as provided by TALIS 2018, were utilized. Using structural equation modeling to explore the relationships among three latent variables, the analysis yielded the following results: First, acceptance of diversity had a positive effect on school innovativeness. Second, participatory decision-making among school members also had a positive effect on school innovativeness. Third, the indirect effect of participatory decision-making on the relationship between diversity acceptance and school innovativeness was found to be significant, demonstrating its role as a mediating variable in managing organizational diversity. These results have policy implications in that they empirically suggest ways to achieve school innovation in terms of diversity and decision-making.

“War is destructive, but it reconstructs anew…:” Refugee Education and State Consolidation in Imperial Austria during the First World War

Abstract This article explores aspects of the organization of refugee education in imperial Austria during the First World War. Authorities in charge of refugees’ control and their eventual assistance interpreted access to education in two ways. First, it was an avenue of relief through schooling, aimed to counter the effects of uprootedness and, thus, safeguard some continuity in refugee children’s lives. Second, it was a way to ensure the making of productive and loyal citizens. In this context, this article looks at various policies regarding organization of schooling for displaced children. Moreover, it analyzes the ways language entered the realm of the refugee-focused classroom. Officials used schooling in refugee students’ vernacular to relieve the effects of their displacement and to reinforce ethnonational classifications of imperial subjects. At the same time, education through refugee children’s growing exposure to German language courses became a measure of a gradual inculcation of an imperial consciousness. Furthermore, it was a civilizing dimension of displacement management and, in this way, it became an avenue to consolidate a war-feeble state.

Participating—or Being Part of an Organizational Change: Narratives of Participation Related to School Closures to Reduce School Segregation

The mission of all primary schools includes offering all pupils educational quality and equality. Municipalities struggle with the negative consequences of school segregation, and some local councils decide to implement extensive changes in their school organization to offer all pupils equal opportunities. This study analyzes the experiences of staff and students when a local council implemented organizational changes to reduce the negative consequences of school segregation. A narrative analysis of documentation from the education authority and interviews with pupils and school staff were used to understand the perspectives of staff and pupils. There was strong support from the staff for implementing the changes but also strong criticism of how these changes were carried out. One conclusion is that municipalities implementing similar changes need to plan for the whole process and the participation of pupils and school staff in a systematic way.

Field diary in the study of a school organization: unveiling behind the scenes

ABSTRACT The study of a school organization, due to its complexity and multidimensionality, should be approached from a qualitative, constructivist-interpretivist perspective, in which the field diary is an important source of data and an analytical and reflective tool. In order to understand the importance of a field diary written during the study of a school organization in understanding its multiple logics of action on stage and behind the scenes, we applied the coding processes of the Grounded Theory. We concluded that such a tool has three fundamental dimensions: descriptive, argumentative and interpretive, in a dynamic that allows us to systematise, question and improve processes that are usually hidden in the deep structure of research.

The process of developing a framework for code of ethics

Abstract Issue/Problem The World Health Organisation (WHO) and Association of Schools of Public Health in the European Region (ASPHER) roadmap for the professionalisation of the public health workforce has noted ethics as a pillar for professionalisation. It also highlights the need for code of ethics and professional conduct for all public health professionals and institutions. The Global Network for Academic Public Health (GNAPH), in collaboration with EUPHA, ASPHER, and the UK Faculty of Public Health has been working together for a code of ethics. Description of the problem The WHO/ASPHER group asked for a framework to be developed by the expert group as part of the rollout of the professionalisation agenda. The objective of this work was to develop a guide that is applicable to different countries within Europe to develop their own of code of ethics and conduct. A modified Delphi approach to building consensus amongst professionals in ethics included law, academia, and public health professionals. The questions sought to be answered were what and how to develop a framework and what should be included in the guide for creating a public health code of ethics. Results Throughout this method we developed five values, and twelve principles that are essential for the development of a code of ethics through a consensus building exercise. This framework was the first of its kind as part of the professionalisation agenda for different regions. There will be ongoing work piloting this framework in practice with various professional groups and institutions. Lessons Throughout this process, the need and demand across the public health community for ethical education and development of code of ethics was made evident. Collaboration between academics, ethicist, lawyers, and public health professionals and policy makers were key in developing a public health code of ethics. Identifying the challenges with monitoring and evaluating of its implementation a public health code of ethics. Key messages • Ethics, and a code of ethics are an essential component of the professionalisation agenda of the public health workforce. • There is need for continued collaboration and partnership with public health professionals and institutions in enacting its implementation and evaluation.