Secondary School Administrators Research Articles

Role of extra lessons on the general administration of urban day high density secondary schools

This study investigated the role of extra lessons in the general administration of the secondary schools in Chegutu, Zimbabwe. The case study design was adopted. Interviews, focus group discussions and document analysis was used to collect data. Twenty-three participants, consisting of 8 teachers, 6 learners, 6 parents and 3 school inspectors were purposively sampled. Findings revealed that the general administration of schools was affected by extra lessons. Extra lessons helped in raising the school pass rates. They helped build a good image for the schools and assisted in the reduction of the teachers` workload. However, the lessons created a dent in teacher professionalism. Teachers were accused of neglecting formal schoolwork by creating a demand for extra lessons among learners. The lessons also contributed to indiscipline among learners. Relations between learners and teachers were also strained. The study recommended that extra lessons should continue as they reduced the workload for teachers and provided a conducive working environment at the school. It is prudent that MOPSE, school heads and parents monitor work given to learners during normal school hours to avoid the creation of artificial demand for extra lessons.

The role of extra lessons on the general administration of urban day high density secondary schools

The role of extra lessons on the general administration of urban day high density secondary schools

The role of extra lessons on the general administration of urban day high density secondary schools

The role of extra lessons on the general administration of urban day high density secondary schools

Impact of Drug Abuse on Performance of Gymnasium Students in Germany

The education stakeholders in Germany acknowledge that alcohol and drug abuse among students are significant barriers to achieving academic goals. Alcohol and drug abuse are also related to an increase in other risky actions such as early sexual conduct, drunk driving, physical violence and truancy. Drug abuse in schools, particularly illicit drugs in high school, has long been a topic of concern. Thus, the study sought to examine the impact of drug abuse on the performance of college students in Germany. The study was literature-based and the inferences were based on the verdicts from the prior studies. The study results showed that drug abuse has a negative impact on performance. Drugs and alcohol are some of the most detrimental yet most common disruptions in teenage brain development. They manipulate the brain's wiring and affect how it processes and retains information, including how a teen thinks, focuses, learns, remembers, and concentrates inside and outside school. Drugs can impair teens' cognitive development and affect students' performance in school: reduce their ability to memorize things, poor concentration in the classroom and deficiency of prioritization of assignments. The study recommended that secondary school administrators develop a well-integrated learner surveillance system throughout school environments. Moreover, the government introduce life skills training in the syllabus to teach learners how to resist indulgence in drug abuse. Schools need to develop policies that promote participation in learning by creating environments that make it satisfying and interesting. In addition, the school administration should introduce and strengthen counselling and support services to students who demand social assistance. Keywords: Drug Abuse, Performance, Students, Germany

Preserving rural school health during the COVID-19 pandemic: Indigenous citizen scientist perspectives from a qualitative study.

This qualitative study is part of Smart Indigenous Youth, a digital health community trial involving rural schools in Saskatchewan, Canada. Secondary school administrators and educators were engaged as citizen scientists in rural Indigenous communities to understand rapid decision-making processes for preserving school health during the COVID-19 pandemic, and to inform evidence-based safe school policies and practices. After COVID-19 restrictions were implemented, key informant interviews and focus groups were conducted with school administrators and educators, respectively, to understand the impact of school responses and decision-making processes. Two independent reviewers conducted thematic analyses and compared themes to reach consensus on a final shortlist. Four main themes emerged from the administrator interviews, and six main themes were identified from the educator focus group discussions which revealed a pressing need for mental health supports for students and educators. The study findings highlight the challenges faced by schools in rural and remote areas during the COVID-19 pandemic, including school closures, students' reactions to closures, measures taken by schools to preserve health during the pandemic, and different approaches to implement for future closures. Citizen scientists developed a set of recommendations, including the need for structured communication, reflection meetings, adequate funding, and external monitoring and evaluation to guide evidence-based safe school policies and practices during the pandemic.

Provision of Students’ Welfare and its Influence on Discipline Management in Public Secondary Schools at Kisumu County, Kenya

Provision of welfare services to students is one way of attaining a solution to depressive symptoms predicted by typical school experiences. Whereas administrators of many secondary schools have put in place various welfare services, public schools in some regions of Kenya such as Kisumu County have continued to experience student indiscipline incidents over the years. The objective of this paper was to investigate the influence of provision of student welfare services on discipline management among public secondary schools at Kisumu County in Kenya. Specifically, the paper analysed how provision of health services influence student discipline and how provision of social support services influence discipline management in public secondary schools. The General Systems Theory advanced by Ludwig von Bertalanffy was adopted to guide the study. This research adopted a cross – sectional survey design on a target population of 225 public secondary schools comprising 225 principals, 225 discipline masters and 225 student council leaders. Yamane’s formula was used to obtain of 144 schools: 144 school principals, 144 discipline masters, and 144 student council leaders, alongside 7 sub county education officers, thus forming 439 as the study sample. Closed ended questionnaire was used to collect data from discipline masters and student council leaders while interviews were done with school principals and sub county education officers. Content validity index and split-have methods were computed to check validity and reliability respectively. Findings showed that there was satisfaction with health (M=4.9; SD=1.23) and social (M=4.81; SD=1.19) service provisions among the secondary schools. It is further illustrated that there was a statistically significant positive correlation between students’ welfare management and students’ discipline (n=137, r=.261, p=.002). It is concluded that provision of appropriate student welfare services can lead to a significant improvement in students’ discipline among public secondary schools. This finding should inform formulation of tailored welfare services to students in every secondary school, and further research ought to be done on the effect of healthcare needs provision on students’ discipline management in public secondary schools.

Impact of transformational leadership practice on management of secondary schools under zhemgang dzongkhag

Bhutanese principals faced several challenges in course of their jobs. This has led to managerial issues and mismanagement at schools. The impact of principals’ transformational leadership practice on the administration of Bhutanese schools is discussed. The study had three goals: to investigate the impact of principals’ TLP on teachers’ commitment; to determine the impact of principals’ TLP on school physical resource management; and to determine the impact of principals’ TLP on school financial resource management. Transformational leadership theory, which elucidates what leaders do to attain bigger magnitudes of growth in their institutions, served as the theoretical basis. The study employed a descriptive survey research approach. The study’s target population is 10 Bhutanese secondary school administrators (Principals) and 110 teachers. Questionnaires for teachers, focus groups for teachers, and interview schedules for principals were employed to collect data. The research produced both qualitative and quantitative information. The findings demonstrated that principals’ TLP had a favorable link with teachers’ commitment, physical resource management, and instructional material resource management in schools under Zhemgang Dzongkhag. The study’s findings are expected to show that teachers perform better as a result of being motivated, inspired, and appreciated; students perform well as a result of a positive learning environment; and principals have an impact on the commitment of subordinate staff to work and the upkeep of school resources.

Management versus Governance Power Contests Facing Principals in Schools: Power Relations

The focus of the article is about issues that secondary schools face in terms of the responsibilities of principals and school governing bodies (SGBs) in terms of dispersed leadership rather than one-man role-based leadership. Methods: The study investigates issues of schools surrounding distributed leadership practices using data from research on the connection between the principal and school governing bodies. This research used qualitative and quantitative data collected from secondary school administrators, SGB members, and teachers as part of a design research project. Implications: According to the findings, concentrating on distributed leadership methods may assist overcome some of the drawbacks of providing feedback to a single leader. Findings: In Gauteng secondary schools, opposing ideas and expectations predominate. Where SGBs and principals struggle against one another, ambiguous rules are found. Some principals impose terms on SGBs, while SGBs impose terms on principals. Dysfunctional schools are caused by weak governance and management. In terms of financial problems, there is a lack of transparency in schools. Principals contribute to school problems by refusing or failing to accept their ineptness. They continue to run schools inefficiently; they do not fully engage teachers in school management; they mistreat parents; they impose terms on SGBs; they contribute to dysfunctional schools; school resources are embezzled for purposes not related to the running of schools, and they mix up their work with that of the SGBs. Principals and SGBs should be made aware that cooperation, rather than competition, may be more effective in reducing power struggles in schools.

Understanding teacher leadership identity: the perspectives of Chinese high school teachers

ABSTRACT The literature has shown that teacher leaders’ self-identity is a crucial aspect of teacher leadership development. However, less is known about the factors that influence the development of teacher leadership identity in the Chinese education context. By conducting semi-structured interviews with 23 secondary school teachers and administrators, this study aimed to answer two questions: What are the factors influencing teacher leadership identity development, and how do these factors influence teacher leadership identity development in the Chinese education context? Research identifies diverse factors that can influence teacher leadership identity. The personal factors comprised a sense of responsibility, the teachers’ personality, personal working experience, beliefs about leadership capacity. The organizational-level factors included the relationship among organization members, the role of principals, the formal selection mechanism for teacher leaders, personal working capacity, time, and energy, opportunities for the emergence of leadership, the nature of teachers’ work, and the atmosphere of the school. At the societal level, national cultural values also influenced teacher leadership identity. This article provides practical experience of developing teacher leadership identity in the Chinese context and tries to supply the cross-culture understanding of education administration from the perspective of improving teacher leadership identity.

INVESTIGATION OF PROFESSIONAL BURNOUT LEVELS OF SECONDARY SCHOOL ADMINISTRATORS ACCORDING TO SOME VARIABLES

This study aims to reveal the burnout levels, emotional exhaustion, depersonalization, and personal accomplishment of school administrators according to their genders, seniority in the administration, marital status, education levels, school types and the settlement of their schools. The data were collected using Maslach Burnout Inventory in the 2019-2020 academic year and 186 secondary school administrators participated in the study from Ağrı and İzmir provinces in Turkey. In the study, the frequencies, percentages, and arithmetic averages of the data were handled to determine the burnout levels. Non-parametric statistical analyses such as Spearman’s Rho correlation coefficient, Mann Whitney U and Kruskall Wallis tests were performed in the research. It was concluded that school administrators experienced burnout in the dimensions of emotional exhaustion, depersonalization, and personal achievement. In addition, it was observed that the emotional exhaustion and depersonalization scores of those with a postgraduate education were significantly higher than those with a graduate education. According to the results regarding the settlement, the emotional exhaustion and depersonalization subscale scores of people living in İzmir are significantly higher than those living in Ağrı. And the personal achievement scores of people living in İzmir are significantly lower than those living in Ağrı.

Urban Secondary School Administrators and Faculty Perceptions of Multitiered System of Supports/Response to Intervention

MTSS promises a school-wide early warning system, high-quality instruction, and evidence-based interventions. However, research has focused mainly on the elementary level. This study examined the beliefs and perceptions of over 300 administrators and teachers currently implementing MTSS in secondary schools using survey research. Results showed that special education teachers and administrators had significantly higher MTSS/RtI beliefs and perceptions of their own academic and behavioral MTSS/RtI instructional and intervention skills. Recommendations include the need for extensive and intensive professional development, delineation of role clarity, increased fidelity of implementation, and staff accountability.

Extent of School-Based Management Committee Involvement in Public Secondary Schools Administration in Abuja, Nigeria

Given that managing schools to attain expected goals is becoming challenging in the present competitive society, it becomes paramount that collaborations, especially with a highly innovative group of people are encouraged. In the light of this, the purpose of this study is to investigate the extent of School-Based Management Committees' (SBMCs) involvement in public secondary school administration in Abuja. A descriptive survey design was used for the study, and 3 research questions were answered in relation to the 3 research objectives of the study. The population of the study was 460 respondents, and a sample size of 250 respondents was drawn through proportionate random and convenience sampling techniques. A structured questionnaire was used for data collection. Arithmetic mean was employed in analyzing the research questions. The result revealed among others, that the school-based management committees play a passive role in planning in public secondary schools in Abuja. It was concluded that for schools to effectively meet the academic need of the Abuja community, their collaborations with the SBMCs have to be very active and productive. To this end, SBMCs need to become more committed to collaborating and helping the schools in terms of planning, staffing and monitoring.

Application of Data Mining Algorithms in Data Analysis of Information Education Evaluation

In the new century, China has attached great importance to informatization work. Based on the development of education and teaching, the necessary infrastructure for informatization must be gradually improved. At the same time, we should make reasonable and effective use of information technology in the analysis of educational evaluation data, so that informatization teaching becomes an indispensable part of education. The purpose of this article is to study the application of data mining algorithms in data analysis of information education evaluation. This article will give full play to the interactive, dynamic and open advantages of the teaching resources of the network platform, combined with the ability of teachers to use information technology, rationally optimize the education evaluation data analysis system, use existing information technology to build an evaluation system, and evaluate the participating teachers. Ensure that the evaluation results are objective and effective. According to the overall framework and demand analysis of the system, the teacher information technology application ability assessment system is divided into different functional modules, each module is analyzed in detail according to user needs, and the corresponding database is designed. The evaluation system has an intuitive user interface, easy operation, and stable operation. It is suitable for first-line teachers and school administrators in primary and secondary schools to make a fair assessment of the teaching of teachers. Through the evaluation and analysis report, teachers can optimize and comprehensively understand their own teaching situation, see the problems in their teaching, and change the teaching method in time; appropriately summarize and analyze to improve the teaching level. Understand the teaching work of teachers, and realize the in-depth integration of informatization and teaching. Experimental investigations have shown that students have a great lack of experimental ability. The other four abilities are not far apart, all of which are above 70%. They are in the upper middle and upper reaches. Among them, the analysis and application tools are about 5% higher than the grade level. In general, the experimental ability must be strengthened to enhance. Let students achieve all-round development. Through the evaluation and analysis report, teachers can find their own shortcomings in teaching more clearly based on their optimization, and change the teaching methods in time; appropriately summarize and analyze to improve the teaching level.

Principals Strategies for Managing the Resurgence of Covid-19 in the Administration of Secondary Schools in Rivers State

The study investigated principals strategies for Covid-19 in the administration of secondary schools in Rivers State. Three research questions and three corresponding hypotheses guided the work. The study adopted the descriptive survey design. A sample size of 92 representing 30% drawn from a population of 276 principals using stratified sampling technique. A validated instrument titled principal’s strategies for managing the resurgence of Covid-19 questionnaire (PSMRCIQ) was used for data collection. The instrument yielded a reliability index of 0.87 using test re-test method. Mean and standard deviation were used to answer the research questions, while the z-test was used to test the hypotheses. The findings revealed that principals strategies for managing the resurgence of Covid-19 are; being vigilant in noticing sick students and staff, ensuring that social distancing and wearing of face mask are maintained, ensuring that all appropriate infection control measures are implemented and classes are not over crowed. It was recommended that Rivers State government should ensure that secondary schools are provided with preventive measures and health workers. And principals should also ensure that schools are comply and obey all preventive measure and classes should not also be overcrowded.

MOTIVATIONAL AND SUPERVISORY COMPETENCIES OF SECONDARY SCHOOL ADMINISTRATORS IN THE NEW NORMAL EDUCATION

The purpose of the study was to assess the motivational and supervisory competencies of secondary school administrators in the new normal education within the New Bataan District. It explored a quantitative descriptive survey method that discovered the level of motivational competencies of secondary school administrators as perceived by themselves and teachers in terms of appreciation, feedbacking, human relations, and human drive in new normal education. Determined the level of supervisory competencies of secondary school administrators as perceived by themselves and teachers in leadership, team building, professional growth, and planning. The study found out that the administrators and teachers differ significantly in their perception of the motivational and supervisory competence of the school administrators. The administrators and teachers did not vary in their perceptions of motivational and supervisory competence when analyzed according to educational qualification attainment, gender, and length of service. Furthermore, school administrators and teachers were committed to their work. The motivational qualities and managerial effectiveness lie in the leader’s commitment and high sense of responsibility, especially this time of the pandemic. Towards the end of the study, school administrators need to apply measures to demonstrate a positive attitude of protection and care towards their teachers, to adapt to new work schedules, and build effective team relationships despite the challenges. As a result, school administrators evaluated their leadership competencies more positively even this time of the pandemic. Several suggestions were proposed for improving school administrators’ leadership competencies. KEYWORDS- Motivational competencies, supervisory competencies, new normal education, and descriptive-survey method

Principals Gender and the Utilization of Legal Provisions in Administration of Secondary Schools in Cross River State, Nigeria

This study investigated the influence of principals` gender on the utilization of legal provisions in secondary school administration in cross river state, Nigeria. The sample consisted of four hundred and twenty six principals from both private and public secondary schools in cross river state. One hypothesis was formulated to guide they study. Ex-post facto design was adopted for the study. A sample size of 426 principals from public secondary schools, were drawn from a population of 780 principals using stratified random sampling technique. The instrument for data collection was a questionnaire titled “Principals utilization of legal provisions in secondary schools Administration Questionnaire (PULPSSAQ). The data collected were subjected to statistical analysis using independent t-test. The results of the data analyzed showed that female principals utilized legal provisions more than their counterparts’. The principals’ sex did not have any influence on staff administration and school community relation. It was concluded that sex of the principal was critical in some aspect of utilizations of legal provisions should be made for in service training, regular workshops and seminars for principals especially males to help upgrade their knowledge with modern techniques of utilizing legal provisions in secondary school administration.

Principals’ Gender and the Utilization of Legal Provisions in Administration of Secondary Schools in Cross River State, Nigeria

This study investigated the influence of principals` gender on the utilization of legal provisions in secondary school administration in cross river state, Nigeria. The sample consisted of four hundred and twenty-six principals from both private and public secondary schools in cross river state. One hypothesis was formulated to guide they study. Ex-post facto design was adopted for the study. A sample size of 426 principals from public secondary schools, were drawn from a population of 780 principals using stratified random sampling technique. The instrument for data collection was a questionnaire titled “Principals utilization of legal provisions in secondary schools Administration Questionnaire (PULPSSAQ). The data collected were subjected to statistical analysis using independent t-test. The results of the data analyzed showed that female principals utilized legal provisions more than their counterparts’. The principals’ sex did not have any influence on staff administration and school community relation. It was concluded that sex of the principal was critical in some aspect of utilizations of legal provisions should be made for in service training, regular workshops and seminars for principals especially males to help upgrade their knowledge with modern techniques of utilizing legal provisions in secondary school administration.

GOOGLE CLASSROOM USE DURING COVID-19 PANDEMIC BY SECONDARY ESL TEACHERS

Education has transformed its means of delivery from face-to-face to online lessons because of COVID-19. This study assesses factors impacting the use of Google Classroom (GC) in four northern states located in Peninsula Malaysia for lessons during the COVID-19 pandemic among secondary ESL educators. A non-experimental design for this research was employed. Primary data collected from a self-administered online survey questionnaire are analysed descriptively in a general survey of trends, involving 103 survey respondents (i.e., teachers). The findings of this study will allow Malaysian education stakeholders to understand the factors influencing the use of GC in schools in order to make appropriate decisions about its use among teachers. It will also assist Malaysia's Ministry of Education in formulating policies relating to the use of GC and assist administrators of secondary schools in making decisions on the type of infrastructure and technical support needed. To evaluate the factors affecting GC used for instructions, a longitudinal study is recommended as such study will indicate whether longer periods of instructions result in better use of GC or not. This study extends significance in the field of instruction for teachers since it can be used to perform more research to increase the use of GC by teachers. To better evaluate the power of GC instructions or other virtual instruction platforms in advancing virtual instruction prowess, a potential global expansion of this study should be performed.

Understanding the need for a whole-of-society approach in school nutrition policy implementation: a qualitative analysis

BackgroundOnly three of twenty Caribbean Community (CARCICOM) countries have mandatory school nutrition policies despite one third of the region’s children being overweight or obese. In Barbados, there are nutrition guidelines which lack the legal mandate of a formal policy. We aim to assess the comprehensiveness of current national nutrition guidelines and to understand the factors operating in the inner and outer school setting that may influence the implementation of a mandatory school nutrition policy from the perspectives of school administrators.MethodsA documentary analysis of existing nutritional guidelines was conducted along with qualitative semi-structured interviews in primary (elementary) and secondary (high) schools in Barbados. We purposively sampled six primary and four secondary school administrators (principals, deputy principals or senior teachers) to explore their knowledge and views on the National School Nutrition Guidelines. The deterministic implementation paradigm, Consolidated Framework for Implementation (CFIR), was used to explore the complexities within the inner and outer settings of schools. Documentary analysis used a theory-based framework informed by the Wellness School Assessment Tool—school policy analysis questionnaire. Interview transcripts were team coded using thematic analysis with constant comparison facilitated by NVIVO software version12.ResultsSchool administrators were unaware of the existing National School Nutrition Guidelines which documentary analysis found to be restrictive and weak for implementation. Administrators envisioned a government-led (outer setting), whole of society approach as the most effective strategy for the development and implementation of a proposed mandatory school nutrition policy. School administrators identified lack of financial and human resources as barriers to nutrition policy implementation. Formal and informal food vendors are institutionalized in schools and are influential determinants of the school food environment. Schools have individually reached into the outer setting to work with civil society organizations and private individuals to provide financial support and nutrition expertise to their institutions. Mass media campaigns in the outer setting may influence child and parental food choices.ConclusionSchool administrators describe that government-led, CSO supported policy development using a whole-of-society approach has implications for improving nutrition policy implementation. Our findings demonstrate the use of a deterministic implementation framework in the pre-implementation phase of school nutrition policy development.

Principal-Staff Relationship For Effective Secondary Schools Administration In South-South Geo-Political Zone Of Nigeria

The study investigated the principal-staff relationship for effective secondary schools administration in South-South Geo-political Zone of Nigeria. Two research questions and two hypotheses guided the study. The population of the study was two thousand five hundred and eighty-nine (2.589) principals and forty-two thousand, nine hundred and sixty (42,960) secondary school teachers. Stratified random sampling technique was used to draw a sample of fifty (50) principals and five hundred (500) secondary school teachers from each state in the zone. These summed to three thousand three hundred (3300) respondents. Principal-staff relationship and effective school administration questionnaire (PSRESAQ) was used to gather data. The instrument was validated and a reliability index of 0.86 was established through the test-retest method. Some major findings which emerged from the study were that:- there is effective school administration when principal-staff relationship is devoid of envy and strife, intimidation, pride and non-challant attitude over staff and students’ welfare. Effective communication, collective decision-making, compliance to staff code of conduct, principle of fair-hearing and demonstration of sympathy and empathy were found to be useful qualities of principals-staff that enhance effective secondary school administration in the zone. Some recommendations were also proffered viz; principals-staff should communicate effectively to each other; members of staff should be allowed to participate in decisions affecting them and the school; there should be cordial relationship devoid of envy, strife, intimidation, self pride and non-challant attitude among principals and members of staff and above all people should develop positive attitude to their job.