School Organization Research Articles

Varadinum Summer School: Between perception and motivation

The Romanian society is currently facing numerous challenges, among which the issue of school dropout is becoming increasingly prominent. The purpose of this study is to establish the relationship between the perception and motivation of the target group (students in higher grades at risk of school dropout) to participate in the Varadinum Summer School, organized under the auspices of the University of Oradea - Faculty of Geography, Tourism, and Sport, and funded through the ROSE financing program. In this context, the organization of summer schools represents a serious alternative with beneficial effects in curbing school dropout. The obtained results will be utilized to optimize the selection process for the future target group and enhance the organizational management of the 2024 edition of the Varadinum Summer School.

A Meta-Model Of E-Collaboration In Classroom Organization And Cbc Learners Performance In Public Primary Schools In Kilifi County

Classroom management is a significant aspect that matters a great deal to enhance student learning. Past studies have established a link between classroom management and student performance. Specifically, this study intends to fill existing knowledge gap on classroom organization and arrangement and classroom management time. This paper seeks to establish the effect of classroom layout of the seating patterns on students’ outcomes on improving CBC learners’ performance in primary schools in Kilifi County. The study also aims at finding out the effect of organization of classroom occurrences on improving CBC learners’ performance in primary schools in Kilifi South Sub-County. Two independent variables will guide this study and a dependent variable. This study was significant in providing support to both public and private schools during this COVID-19 era where learners are using more technologically based learning equipment and materials. This study will also provide novel insights to the Ministry of Education and policy makers in enacting suitable polices to enhance teaching and learning in primary schools. and Eison’s Active Learning Continuum and Classroom-Based Model of Student Engagement were the foundational theories of this study. Descriptive research design was applicable for this study a nd t he target population of the study was 65 public primary schools in Kilifi Sub-Counties. Sampling was carried out by use of simple random sampling and convenience sampling where a sample size of 30% of the population was achieved hence a 20 Public primary schools form Kilifi County. Structured questionnaires were used as the focal data collection instrument. Classification of data was done and data analysis was carried out by use of Statistical Package for Social Sciences (SPSS), (version 22.0). Data was presented by descriptive and inferential statistics for simplification purposes. One of the findings of this study was that most primary schools in Kilifi Sub-Counties had similarities and differences in the classroom organization and arrangements patterns for the entire of terms of the year. The implication of this phenomenon was that classrooms are arranged to enhance student’s learning. This reflects the significance of primary school teachers with appropriate materials and equipment to establish appropriate classroom arrangements to enhance learner performance. One of the findings from this study was the diversity efforts in enhancing CBC learners team learning. It was concluded that efforts used by CBC teachers to ignite creativity through sharing of opinions and experiences provided new ways of learning. The study recommends that CBC teachers should be facilitated in order to share online space organization and enhance e-collaboration with teachers from other environments. This was significant as it would aid in enhancing learner’ concentration enhancing the ability of good time management. This was projected to improve overall learner’ outcomes.

Principal’s Managerial Competence in Improving Teacher’s Professional Competence

Improving the quality of education needs to be supported by improving the professionalism of teachers which will also affect the quality of graduates. In this case, the role of the principal is very necessary to support the success of the teacher professional improvement program. The purpose of this study is to discuss the managerial competence of school principals to improve the professional competence of teachers at SD Muhammadiyah 1 Krian Sidoarjo. This study uses a qualitative approach with a case study type of research. Data collection techniques through interviews, observations, and documentation. The results of this study reveal that with the managerial competence possessed by the principal of SD Muhammadiyah 1 Krian in improving the professional competence of teachers, teachers have tried to carry out their roles to the maximum. By looking at the planning of programs to improve teachers' professional competence, school organization management, cooperation with vice principals, educators and education staff, control, find solutions to the challenges faced in improving teachers' professional competence and evaluation at SD Muhammadiyah 1 Krian. Establishing a KKG program for teachers also provides opportunities for teachers to continue their S2, PPG and PMM studies as an effort to improve teacher professionalism. This research is expected to be a reference for academics to continue to strive to improve the quality of education in Indonesia. Not only for teachers and school principals, but all levels of society to show their concern for education.

Assessing the validity and reliability of enabling structure scale in mainland China

PurposeDeveloping an enabling bureaucratic structure for school organization has been an important aim of education governance reforms in China, like many societies across the globe, since the 1990s. However, there is a lack of valid measures to investigate the extent to which the Chinese education governance reforms facilitate the development of the enabling structure of school bureaucracy and examine the antecedents and consequences of enabling school bureaucracy. Thus, the study was conducted to validate the Chinese version of the Enabling Structure Scale (ESS-Ch), which is used to assess school bureaucracy in China.Design/methodology/approachThe study surveyed 1,146 teachers enrolled in professional development courses provided by a Beijing university. The validation process involved two phases. In the first phase, the sample was divided into three subgroups for exploratory factor analysis (EFA), confirmatory factor analysis (CFA) and cross-validation. In the second phase, reliability and validity were assessed utilizing the entire sample.FindingsIt indicated a four-factor model of the ESS-Ch: enabling formalization, coercive formalization, enabling centralization and hindering centralization. Factor loadings ranged from 0.72 to 0.88, composite reliabilities ranged from 0.82 to 0.95 and values of average variance extracted ranged from 0.61 to 0.80.Research limitations/implicationsThe study contributes to the international literature by validating the ESS-Ch so as to provide a standard measure that can be applied in comparative studies on enabling school bureaucracy between Chinese and Western cultures.Originality/valueThe study is original by validating the ESS-Ch based on a sample of 1,146 teachers in China.

How Cultural Intelligence-Based Principal Leadership Affects Teacher Task Performance: The Mediating Role of Organizational Culture and School Governance

The effective significance of leadership for school organizations focuses on several elements, such as collaboration motivation and educational environment establishment. Therefore, this study aimed to explore the effects of cultural intelligence-based principal leadership (CI-BPL) on organizational culture, school governance, and teacher task performance, accompanied by the analysis of a new empirical model prioritizing the mediation mechanism. A survey-based causal design approach was subsequently implemented by distributing questionnaires to 450 Indonesian teachers in junior high schools. The results of data analysis using structural equation modeling (SEM) found a new empirical model of the influence of CI-BPL on teacher task performance through the mediating mechanism of organizational culture and school governance. The conclusion is that organizational culture and school governance mediate the effect of CI-BPL on teacher task performance. As an implication, educational practitioners can adopt the model as a strategy to improve teacher task performance, while researchers can adapt or modify the model in their future research work.

From responsibilities to accountabilities: school principals’ expected roles in composing inclusive schools since 1994

ABSTRACT In this paper, we examine the role of principals in making schools more inclusive, which means enabling joint learning of all students. The article draws on empirical investigations from 2700 pages of legal documents on how international policies have been handled in two particular national contexts, Germany and Norway. We regard, in particular, school principals’ responsibilities for inclusive schools. The comparative design reveals the following findings: From a historical perspective, expectations for principals to open their schools for all learners has shifted from low-stake to high-stake governance means starting with solely stating general responsibilities of principals. Since this approach has not resulted in desired outcomes like making school organisations more inclusive, responsibilities have been coupled more with accountability. With this, the work of principals has become more complex and has been coped with differently in different contexts. German principals have wide areas of responsibility in a restricted scope of action because their work is embedded in highly developed but inflexible bureaucratic structures. Norwegian principals face sole responsibility with outcome-oriented accountability and even penalties in case of not achieving certain standards. The latter approach opens schools for “more” children with varying needs but is also more challenging for principals.

Doing difference differently? Exploring inclusion at an elementary school in Austria

PurposeThe purpose of this study is to highlight a paradox between inclusion/exclusion at the level of the organisation and classroom practices, as well as between general and disability/special educational needs (SEN)-specific approaches to diversity in the classroom. The authors recommend better alignment between school policies and teaching practices to offer all students an equal chance to benefit from inclusive pedagogies.Design/methodology/approachThis study analyses a school that has gained public reputation as an innovative, inclusive school in Austria. Applying a case study with an ethnographic methodological approach, the authors explore what strategies are implemented to become more inclusive at the level of school organisation and classroom practices? What are the pedagogical beliefs and actions relating to diversity that drive inclusive efforts? How is this school's general approach to diversity enacted with students with SEN?FindingsThe findings show that context-specific circumstances shape inclusive school development, which comes with a set of affordances and challenges. The authors argue that in this case, striving for inclusion indicated two ways of “doing difference differently”. First, the school has built on many cornerstones of inclusion when relating and responding to student diversity, that was remarkably different than in other mainstream schools in Austria. On the contrary, while creating new educational and pedagogical norms, it also recycled conventional segregating tendencies, and as such, reproduced hierarchised difference, but in other ways than schools typically do in mainstream schooling.Originality/valueThis school and its pedagogical mission have never been analysed through the rich data that two researchers were able to gather and work through.

Teachers’ Behaviours in Pre-University School Organization

Teachers’ Behaviours in Pre-University School Organization

Modern Eğitim Örgütlerinin İhtiyaç Analizi Değerlendirmelerinde Açık Sistem Modelinin İncelenmesi

Studies related to needs analysis in modern educational organizations are important for the development of a reliable, holistic model to determine which competence area needs training in order to train and train school administrators as a professional professional group, using business and human resource management fields, in addition to the school/education lens, so that school administrators can acquire and update professional competencies that will help them perform their duties professionally. For this reason, considering the professional training needs of school administrators from a different disciplinary lens, such as education and development in the context of business management, can make different contributions to the professional development of school administrators. It is expected to be an effective and practical solution that will also make a significant contribution to the efficiency of today's school organizations, especially with the open system model application in education management. As a result of the application of this model, the determination of undergraduate and/or postgraduate education, training, appointment, pre-service and in-service education curricula according to the professional competencies of all educational institution managers/leaders and teachers based on the professional competencies of school administrators and teachers within the Ministry of National Education and universities, effective holistic implementation of measurement and evaluation processes as a result of these trainings can be ensured. Since this model has been developed according to the educational needs analysis literature, it can be used as a practical model for all educational processes related to all kinds of professions. It can also be used for the same purpose for the training and education of teachers from all branches who will be employed or are currently employed within the Ministry of National Education. Key Words: Modern Educational Organizations, Needs Analysis, Open-System Model

Measuring the effective implementation of the GEQIP reform at school level in Ethiopia

This study examines the substantive impact of educational reforms on school and classroom organization worldwide, noting that many reforms have been more rhetorical than practical in enhancing educational quality. It highlights the crucial role of school principals in driving changes to improve student learning, despite the challenges of implementing reforms that have historically not led to significant increases in student achievement. Focusing on the General Education Quality Improvement Programme (GEQIP) in Ethiopia as a case study, this research aims to assess the extent of reform implementation across schools by identifying variations in the level of implementation. Through a quantitative approach using school principal surveys, the study employs a range of methodological strategies—including principal component analysis (PCA), confirmatory factor analysis (CFA), hierarchical cluster analysis, and K-means cluster analysis—to develop scales and indicators that classify schools into high or low categories of policy implementation. The findings reveal a partial and uneven implementation of GEQIP across Ethiopian schools, with notable disparities in reform adoption levels. This paper concludes by discussing the effectiveness of the methodologies used to categorize schools based on reform implementation and the implications of these findings for the successful execution of educational reforms in Ethiopia and similarly situated contexts. The study underscores the necessity of devising targeted strategies to assist principals and schools in fully achieving the goals of educational reforms.

Embedding Racialized Selves into the Creation of Research-Practice Partnerships

ABSTRACT There is a great need to understand how we might leverage research-practice partnerships (RPPs) to change K–12 school practices, organizations, and policies that continue to reflect structural racism in schooling. In this paper, we present case vignettes of RPPs that aim to create educational improvement efforts but focus on building from the racialized understandings of student and educator experiences. The case vignettes explore the tensions and obstacles that RPPs might face in this context and how partnerships might operationalize processes to create conditions for positive change when putting racial experiences at the center of their work. We illustrate how the creation of RPPs and the moves we made helped us understand the connection between race and the personal, interpersonal, and systemic dynamics of partnership work. These cases contribute a deeper conceptual understanding that may be transferable to other RPP contexts and inform the work of other RPPs.

Practice of work of a nurse in organizing care for patients with diabetes mellitus: training programs «from innovation to quality of life» in the conditions of the Union State

Help and treatment of children and adolescents with diabetes is an important part of the health care system. A socially oriented state is obliged to provide this category of patients with the development and application of the latest methods in the field of preventive diabetology and medical demography, and is obliged to form and educate the correct behavior of children and adolescents, which must be implemented in the family, school, and educational organizations. Of great importance is the use of standards/algorithms for specialized medical care for patients with diabetes, educational programs designed not only to provide knowledge about the disease, but also to teach patients the skills of self-monitoring of the disease, the principles of independent decision-making on treatment and prevention. The article outlines the modern principles of organizing work in “Health Schools” and “Schools of Diabetes Mellitus”, educational programs used by medical workers, and the achieved results of activities in the field of preventing exacerbations of diabetes mellitus in parallel mode both in Russia and Belarus.

Experience in building and utilizing a Coastal Environmental Quality Index through a mobile phone application (ICALi) with High Schools and Social Organizations

Experience in building and utilizing a Coastal Environmental Quality Index through a mobile phone application (ICALi) with High Schools and Social Organizations

지자체 청소년 진로체험 프로그램 운영과정 질적 사례연구

Objectives This study conducted a qualitative case study focusing on the Future City Youth Career Fair to reveal the operation process of the local government youth career experience program and the characteristics and meaning of the process. Methods Qualitative research was conducted to understand the operation process of local government youth career programs, and data were collected through participatory observation and in-depth interview research techniques. Results As a result of the research analysis, the three-step operation process of “prepare urgently,” “concurrently proceeding with other festivals,” and “finishing quickly and planning the next year” appeared. In addition, characteristics of the career program operation process were “setting trendy popular career content,” “lack of collaboration with school and local youth career-related organizations,” and “a lot of participation and relatively weak presence” due to simultaneous holding of other festivals. Conclusions Accordingly, this study suggested that local governments need to investigate, analyze, and develop experience programs for career experience content, urge close networks and collaboration with schools and related organizations, and carefully analyze the pros and cons of holding solo and holding other events when promoting large-scale career experience programs, such as career fairs or career festivals, predict the results of both sides and choose whether to hold them simultaneously.

Education and Literacy Impact of Excellence Quality Management on Innovative Organizations in Basic Schools under Nonthaburi Provincial Administrative Organization, Thailand

The objectives of this study were to study (i) the excellence in quality management of basic schools in the Nonthaburi Provincial Administrative Organization, (ii) the innovative organization of basic schools at the Nonthaburi Provincial Administrative Organization, and (iii) the excellence in quality management affecting the innovative organization of primary schools under the Nonthaburi Provincial Administrative Organization. The study involved 240 participants, encompassing administrators, heads of learning groups, and teachers. The research instrument utilized was a questionnaire, and statistical analyses such as frequency, percentage, mean, standard deviation, and stepwise multiple regression analysis were employed to analyze the collected data. Findings reveal significant insights: The study highlights a high level of practice in excellent quality management in basic schools, ranking in descending order as follows: student and stakeholder focus, performance results, strategic planning, faculty, and staff focus, measurement, analysis and knowledge management, process management, and leadership. The innovative organization of basic schools encourages high-level ranking in descending order: key individual, appropriate organizational structure, creative raising climate, effective teamwork, long-term stability, boundary spanning and learning exchange, high-involvement innovation, shared vision, and intention to create innovation. The study excellence quality management five variables: performance results, leadership strategic planning, process management staff focus that affected the innovation organization of primary schools under the Nonthaburi Provincial Administrative Organization, totaling 84.70 percent, written as a regression analysis equation as follows Ytot= 0.080 + 0.269X7 +0.091X1 + 0.231X6 + 0.164X2 + 0.133X5.

Work commitment, motivation, and job satisfaction on the quality of life of teachers

One of the many challenges the institution has to face is to keep the teachers stay or remain in school organizations. This mixed-method research aimed to determine the work commitment, motivation, and job satisfaction on the quality of life of teachers. The participants were one-hundred eighteen (118) teachers. Data were collected using the researcher-made and standardized questionnaires and focus group interview. The independent variables in the study were the work commitment, motivation, and job satisfaction while the dependent variable was the quality of life of teachers. The findings revealed that the level of work commitment was high. The level of work motivation was high. The level of job satisfaction was high. The level of quality of life was good. The daily leisure, physical health, psychological well-being, social relations were good while the salary was fair. There was a significant difference in the quality of life based on the work commitment, motivation, and job satisfaction of teachers. There was a positive, strong association, and significant relationship among work commitment, motivation, job satisfaction, and quality of life of teachers. The study concluded that the teachers who are more fulfilled in their work have stronger attachment to their job, colleagues, and school.

Interaction between educational research and practice: Collaboration, strategies and conditions

The aim of this study was to gain insight in knowledge mobilization (KM) in educational research, focusing on the type of collaboration, the strategies and the conditions. KM reflects the interaction and relationship between educational research and practice and requires specific effort over time. We studied 69 research reports and held 12 group interviews with consortia of researchers and teachers. Results show that the research projects could be characterized as researcher-directed or school-and- researcher directed collaboration. Strategies for KM found in these collaborations were mainly ‘transferring’ and ‘implementing’. ‘Co-creation’ as a strategy was found more often in school- and researcher collaboration projects. Finally, the conditions enabling or constraining KM were found at the level of research knowledge, the individual teacher and researcher, school organization, research organization, consortium, and communication. Implications for future research are discussed.

The Guidelines for Development of the Organizational Health of Schools Under the Kalasin Primary Educational Service Area Office 2

Background and Aims: The organizational health of schools was conditions of operations according to the mission of schools. schools can survive and develop continuously, problem-solving, smooth internal administrative processes, and no stress. Therefore, this research aims to study the current state, the desirable state, and the priority needs and study the guidelines for the development of the organizational health of schools under the Kalasin primary educational service area office 2. Methodology: The research is divided into 2 phases: Phase 1 studies the current state, desirable state, and priority needs of development and the organizational health of schools, A sample group of 278 school administrators and teachers, was randomly selected using a stratified sampling method. The research instrument is a questionnaire with a 5-level with a confidence value of 0.81 and data analysis by mean and standard deviation. phase 2 study of the guidelines for the development of the organizational health of schools. The target group comprises 3 best practice schools and 9 experts for assessment of the development guideline. The research instrument was a semi-structured interview form and assessment form the suitability and feasibility of development guidelines. Results: The current state overall was moderate level, and the desirable state overall was at the highest level. The priority needs ranked from high to low level were teacher friendliness, colleague leadership, morale, communication, and resource utilization respectively. The development guideline of organizational health of schools under the Kalasin primary educational service area office 2 was a method for developing using a manual consisting of 1) principles and reasons 2) objectives, 3) content 4) development methods 5) measurement and evaluation. The development guidelines are divided into 6 learning units: 1) resource utilization, 2) teacher friendliness, 3) communication, 4) morale 5) colleague leadership. The results of the evaluation of the suitability and feasibility of development guidelines overall were at the highest level. Conclusion: Organizational health Organizational health is important for schools, administrators, teachers, educational personnel, and students. Because of the quality and efficiency in schools organization on the organizational health. Organizational health consists of factors, resource utilization, teacher friendliness, communication, morale, and colleague leadership.

IMPLEMENTASI GREEDY ORGANIZATION DI SMP SWASTA ISTANA HATI KOTA BINJAI

<em>In human existence, especially in contemporary life, organization is a must. Organizations are used to accomplish tasks or activities that we cannot do ourselves effectively. Life is affected by organizations, but it can also impact other people. Efficiency, sophistication, and complexity have all changed significantly in organizations since they first appeared (in ancient times). As humans are also referred to as social beings, which means they will always need other people to work together. The concept of working together is what in other languages is called organization. This study aims to determine 1) the principal's understanding of the Principal of the Private Middle School Istana Hati Binjai City about Greedy Organizations. 2) Mechanism of implementing Greedy Organization at Istana Hati Private Middle School, Binjai City. 3) Implications of Greedy Organization in Istana Hati Private Middle School, Binjai City. The research method uses qualitative research with the type of field research (field research). The results showed 1) The principal of the Istana Hati Private Middle School in Binjai City understood greedy organization by implementing school activities that wanted to be a differentiator among other schools. 2) The greedy organization implementation mechanism at Istana Hati Private Middle School, Binjai City, is carried out in 5 stages. 3) The implications of greedy organization at Istana Hati Private Middle School, Binjai City, can be understood that in activities that are often carried out by students to improve school, they add more activities to improve school quality.</em><p> </p>

Analysis of Challenges in Engineering Education System in India

India has the biggest quantities of architects just as the biggest number of designing schooling organizations and framework on the planet starting at 2021, India yearly delivers 1,000,000 Engineering Graduates. India's specialized training foundation incorporates 3500 designing universities, 3400 polytechnics and 200 schools of arranging and engineering India's concern of inadequate designing instruction is currently generally known. But IITs and other lofty innovation establishments, most designing schools can't give training to designing understudy that would land them appropriate positions. At the base of the issue is mushrooming of inferior quality designing universities throughout the long term. As understudies from such universities neglect to land appropriate positions, they face decrease in enrolment. Presently countless these universities are being closed down. This record audits what are the difficulties looking by the designing schools and how understudies are being impacted. Further this copy discloses how to conquer these difficulties in designing schools and make India prosperous by dropping with great quality Engineers.