Administrative Support Research Articles

Unveiling Truths Amidst the Transition of Instructional Practices in Public High Schools

The study aimed to determine the root cause of stress of secondary public school teachers in Leyte Division during the transition of instructions from modular distance learning or blended learning to face-to-face learning modality. The study also aimed to determine the coping mechanisms of teachers amidst the stress of transition. The study interviewed ten public school teachers from Leyte Division who were selected through purposive sampling technique. The interviews were conducted using a researcher-made interview guide. The interviews were audio recorded, transcribed, and analyzed using Colaizzi’s method of analysis. The study found three emergent themes on the causes of stress among secondary public school teachers during the transition The themes include: readiness to accept the transition, relearning teaching skills and uplifting of learners condition. For the coping mechanism of the participants, the study found four emergent themes. The themes were quality time with family and friends, support system in the workplace, embracing realities towards positive mindset and alleviating stress through rest and recreation. Further, the participants found three emergent themes for their recommendations to improve the plight of secondary public school teachers. The themes were reduced number of students in classrooms, enhanced administrative support and revisit teachers’ roles.

Implementation of the Merdeka Belajar Kampus Merdeka Program on Curriculum Management and Human Resources at Universitas Muhammadiyah Jakarta

Indonesia encounters substantial challenges in higher education during the digital revolution and post- COVID-19 era, particularly in aligning graduates with the demands of the workforce. The Merdeka Belajar Kampus Merdeka (MBKM) program has been implemented as a solution, offering experiential learning opportunities through off-campus activities. However, its implementation at Universitas Muhammadiyah Jakarta (UMJ) encounters various obstacles, including limited human resources, challenges in developing flexible curricula, and disparities in educational access. This study explores the implementation of MBKM at UMJ using a qualitative case study approach, focusing on curriculum management, human resource readiness, and challenges faced. The findings reveal that while MBKM contributes to enhancing students’ skills and the relevance of education to workforce needs, barriers such as limited technology in partner schools, intensive schedules, and inadequate administrative support persist. This study provides strategic recommendations to enhance MBKM implementation, including enhanced faculty training, better resource management, and increased accessibility for students from diverse backgrounds. These findings are expected to serve as a foundation for developing inclusive and competency-oriented higher education policies.

Effectiveness of Administrative Services at SMK Negeri 6 Makassar

The effectiveness of administrative services has the ability to provide efficient, responsive, and quality administrative services to all students in the school environment. This includes various aspects, such as student administration management, financial data management, new student admissions, school inventory management, and other administrative support. This study aims to determine the effectiveness of administrative services at SMK Negeri 6 Makassar. This research is qualitative. focusing on service procedures, service time, service costs, service products, facilities and infrastructure, and service officer competence. Based on the results of this study, it is shown that the effectiveness of administrative services at SMK Negeri 6 Makassar is categorized as Good. This can be seen from a number of factors or indicators that describe administrative services. Service procedures in schools are categorized as good because they have provided satisfactory services for students, as shown by effective communication between students and administrative staff, as well as the implementation of structured procedures, which are key factors in the success of the service. Service time is categorized as poor because students feel that despite efforts to improve service time efficiency, there are still various obstacles in implementation in the field. The main obstacles include the willingness of the principal's signature and the absence of service staff. Administrative service fees are categorized as good because the fees have been regulated according to school policy. Not all services are charged, school administration is categorized as good because the administration has tried to provide comprehensive and efficient services to meet various needs of students. Adequate facilities are categorized as good because they not only help in administrative services, but also support student learning as a whole, even though the facilities and infrastructure in the administration are quite good, there is a need for improvement and updating of equipment to further increase the effectiveness of administrative services and support student learning. The competence of Service Officers is categorized as good because they have technical and non-technical competence, service officers can carry out their duties more effectively and efficiently, and provide optimal service to students and all parties involved in the school.

Middle School Teachers’ Implementation and Perceptions of Automated Writing Evaluation

Despite research supporting the efficacy of Automated Writing Evaluation (AWE) in improving writing outcomes, inconsistent implementation by teachers raises concerns about the efficacy of these systems in practice. However, little is known about what factors influence teachers’ implementation and perceptions of AWE. This study examined the relationship between teachers’ implementation and perceptions of the MI Write AWE system, seeking to identify actionable factors that could enhance AWE implementation and acceptance in the future. A mixed-methods design was utilized, combining quantitative analysis of usage logs and survey data with qualitative insights from focus groups and interviews with 19 teachers who participated in a randomized controlled trial (RCT) testing the efficacy of MI Write on students’ writing outcomes. Quantitative data were subjected to descriptive and non-parametric statistical analyses, while qualitative data underwent a deductive coding process, offering an integrated view of MI Write's use and educators’ perceptions. Teachers implemented MI Write variably and not to the extent expected of them within the RCT, but they did report generally positive attitudes towards MI Write. Findings indicated that positive perceptions of system usability and usefulness may be insufficient to promote effective implementation. Instead, ecological factors such as curricular alignment and the challenge of incorporating AWE into existing workload, administrative support, and broader social and educational policy appeared as factors influencing implementation. Findings emphasize that teachers’ implementation and perceptions of AWE are dependent on a range of contextual elements beyond mere system functionality, suggesting that successful adoption requires addressing broader ecological considerations.

Factors affecting workload balance and workplace resiliency among teachers in the implementation of special needs education programs

Balancing workloads and fostering workplace resilience among special needs education teachers hinge on several fundamental factors. This research investigates into the critical elements such as effective administrative support, clear workload guidelines, timely feedback, sufficient resources, and fair workload distribution. The confidence in accommodating student needs, feeling well-supported, and comprehensive teacher training further amplify these dynamics. Workplace resilience thrives on adaptable curricula, collaborative stakeholder planning, and personal well-being practices. To uncover these insights, a quantitative study was conducted, distributing thirty (30) questionnaires among public and high school special needs education teachers in Tayabas City, Lucena City, and Sariaya, Quezon in the Philippines. The collected data was thoroughly analyzed using factor analysis and secondary statistical tools which are weighted mean, analysis of variance, and percentages. Factor Analysis was utilized as the main statistical tool, with assumptions verified through Bartlett’s Test of Sphericity, the KMO measure of sampling adequacy, and Eigenvalues, illuminating the key factors influencing workload balance and workplace resilience. This study not only identifies the significant determinants impacting special education teachers but also offers actionable recommendations to enhance their effectiveness and sustainability in their fundamental roles. By addressing these findings, the research paves the way for a more supportive and resilient work environment for special needs education teachers and provides valuable insights for educational institutions, school administrators, and policymakers.

The role of classroom silence in teacher educators’ well-being: A case study in TESOL initial teacher education

This study explores the role of classroom silence in the well-being of teacher educators (TEs) within a TESOL ITE program in Türkiye. Data were collected from two experienced TESOL TEs, Ayşe and Bahar, through individual interviews, a paired-depth interview, and weekly voice memos. Although TEs are essential for the professional development of pre-service language teachers (PTs), their well-being, particularly concerning classroom silence, has been largely overlooked in existing research. Applying the Job Demands-Resources (JD-R) model, this study examines how classroom silence impacts TEs’ ability to support PTs effectively. Findings revealed that classroom silence arises from three primary sources: curriculum-related issues, PT preparedness, and TE strategies. Curriculum misalignment with PTs’ language proficiency and theoretical demands contributes to silence, intensified by PT unpreparedness and cultural backgrounds. In the ITE program, TEs reported emotional tension when managing silence, highlighting the need for adaptive teaching methods (e.g., multimodal materials). The study suggests examining institutional policies to create strategies that alleviate stress and support TEs. Implementing support networks, mentoring programs, and modules can offer emotional and professional resources, reducing isolation and classroom-related stress. Revising the ITE curriculum and providing administrative support can aid TEs in managing demands, enhancing their well-being and engagement with TESOL programs.

EXAMINING THE FACTORS THAT AFFECT INTERNSHIP STUDENT TEACHERS' USE OF TECHNOLOGY: A STUDY OF UNIVERSITAS NEGERI MAKASSAR

This study investigates the factors influencing internship student teachers' use of technology at Universitas Negeri Makassar. The research aims to identify key determinants that shape their preferences and attitudes toward integrating technology into teaching practices. Data were collected and analyzed using Confirmatory Factor Analysis (CFA), revealing several critical factors with varying levels of influence based on their loading factors. The strongest predictors of technology use included Student Interest and Motivation (0.81), Perceived Value (0.79), and Self-Efficacy (0.76). These highlight the importance of student engagement, personal confidence, and the perceived utility of technology in driving adoption. Other significant factors were Resources and Infrastructure (0.72), Alignment with Curriculum Goals (0.64), and Administrative Support (0.63), underscoring the role of institutional and logistical support. Moderate contributions were noted from Societal and Cultural Influences (0.61), Government Policies and Mandates (0.57), and Professional Development Opportunities (0.54). These indicate external and professional contexts shaping technology integration. Meanwhile, Innovative Teaching Practices (0.53) and Professional Development (0.43) demonstrated lower impacts, suggesting room for improvement in training initiatives.

Analysis of Determining Factors of Student Success in the Indonesian International Student Mobility Awards (Iisma) Program Within the MBKM Policy at the State Polytechnic of Manado

The Merdeka Belajar Kampus Merdeka (MBKM) policy has become crucial in transforming higher education in Indonesia. One of the programs adopted within the MBKM framework is the Indonesian International Student Mobility Award (IISMA), aimed at enhancing international student mobility. This study analyzes the factors determining student success in the IISMA program at the State Polytechnic of Manado. The research methodology used is qualitative, with data collection techniques in the form of observation, interviews, and literature review. Meanwhile, the data analysis technique uses the Miles and Huberman method. The tentative observation shows that the critical determinants of success are highlighted factors such as student motivation, English language proficiency, academic and administrative support, and international experience. The implications of this research underscore the importance of considering these factors in designing policies and supporting programs for students interested in international programs at universities. This study is expected to provide valuable insights for developing policies and implementing MBKM programs at the institutional level, particularly at the State Polytechnic of Manado and other educational institutions in general.

학교교육 생산성에 미치는 영향요인 분석

The purpose of this study was to empirically analyze factors influencing schooling productivity which means comprehensively by integrating quantitative educational outcome such as academic achievement and qualitative educational outcomes like school satisfaction of students. The subjects of this study were 1,060 students and 205 teachers from 18 general public and private high schools located in Jeollabuk-do. Multiple regression analysis was used by extracting a total of 12 variables predicted as factors affecting schooling productivity. Specifically, there were 4 school variables (number of students per teacher, number of students per class, facility level, administrative support level), and 4 student variables (educational expenditure per student, SES of students, teacher satisfaction of students, and principal satisfaction of students). And there were 4 teacher variables (teacher's educational attainment level, career level, teacher's job satisfaction, and teacher's principal satisfaction). The main findings of this study were as followings; First, the factors that affected academic achievement include the number of students per class, the facility level, the level of administrative support, and educational expenditure per student and the student's SES. Second, the factors that affected student satisfaction with school were the facility level, the student's SES, the student's teacher satisfaction and the student's principal satisfaction. Third, the factors that affected both academic achievement and student satisfaction in school were the facility level and the student's SES. Finally, among the school variables, the number of students per teacher and four teacher variables did not affect schooling productivity. While research on schooling productivity has been mainly focused on academic achievement for more than 50 years since Coleman's report(1966), this study was meaningful in defining schooling productivity to include students' school satisfaction as a qualitative outcome of schooling and academic achievement as a quantitative outcome of schooling, and empirically verifies the influencing factors. The results of this study would provide implications for the future direction of evidence-based education finance policy establishment and education financial investment by empirically analyzing the factors affecting schooling productivity.

진로교육 운영방안 탐색을 위한 교수와 학생 인식 비교: 소규모 대학을 중심으로

This study aims to enhance the effectiveness of career education by comparing the perceptions of professors and students regarding university career education and suggesting improvement measures. To achieve this, focus group interviews were conducted with 12 professors and 11 students from a small university over seven sessions. The questions centered on overall impressions of career education, evaluations of career education, its content, operation, benefits, and improvement measures. The collected data were analyzed qualitatively. As a result, professors' perceptions of university career education were classified into 5 domains, 16 categories, and 53 concepts, while students' perceptions were categorized into 4 domains, 15 categories, and 55 concepts. Common areas between professors and students included issues with university career education and areas of demand. Students pointed out a lack of information and issues with professors' guidance, whereas professors highlighted role conflicts among faculty and a lack of consideration for student diversity. In terms of demands, both professors and students called for customized career education tailored to students' academic year and career paths. Students requested more diverse and specific career-related information and expanded support for interactions with professors and seniors, while professors emphasized the need for role adjustments between major and liberal arts faculty as well as increased administrative and financial support. Based on these findings, to enhance career education, we need to foster consensus and sharing of goals, strengthen systems and support, ensure clear role differentiation among stakeholders, and develop the expertise of members.

다층적 거버넌스 모델을 적용한 한국의 RISE 체계 분석

This study aims to contribute to the successful establishment of the RISE system in South Korea by applying a multi-level governance model to its analysis and deriving key policy implications. Recent shifts in the policy landscape—prompted by increased decentralization, greater civil society participation, the erosion of state authority, the emergence of diverse private institutions, and the advent of New Public Management—have necessitated a transition from traditional, vertically hierarchical approaches to new governance forms characterized by horizontal collaboration and networks. South Korea’s higher education system is currently transitioning from a centralized, top-down model to one of cooperative governance between local governments and universities. The RISE system is designed to devolve university funding authority to local governments, enabling the development of university support plans aligned with regional development goals, and fostering an ecosystem that promotes local talent development, employment, entrepreneurship, and regional retention. In this context, universities must align their educational and research activities with the economic and social needs of their regions, while local governments are expected to strengthen their administrative and financial support roles. This study employs a multi-level governance framework, synthesized from existing governance research, which encompasses governance levels, inter-governmental interactions, policy decision-making and implementation mechanisms, conflict and cooperation dynamics, as well as performance measurement and evaluation. Through this lens, the RISE system is analyzed to optimize policy coordination and resource allocation within regional contexts, thereby driving innovation in higher education. Ultimately, by fostering broader stakeholder engagement and reinforcing accountability and transparency through multi-level governance, the successful entrenchment of the RISE system can be anticipated.

Hemşirelerin Yaşam Boyu Öğrenmeye İlişkin Görüşleri: Nitel Bir Çalışma

Aim: This study aims to determine nurses’ views on lifelong nursing. Material and Method: The study is of a qualitative and phenomenological (descriptive) design. The study group consisted of 22 nurses. Individual in-depth interview method was used in the study, and the interviews were continued until data saturation was achieved. Interviews were conducted using a semi-structured interview form and lasted approximately 20 minutes. The study was conducted between August and September 2022, with the permission of the Ethics Committee and written consent from the nurses. Thematic analysis method was used in the analysis of the data. Results: Five main themes and 18 sub-themes were determined as necessity, attitude, sources of motivation, obstacles and suggestions regarding lifelong learning in this study. Conclusion: The nurses considered lifelong learning as necessary and that their motivation for lifelong learning was affected by the attitudes of team members and managers, social environment, educational opportunities, individual, familial, institutional, professional, social and physical conditions. While organizing continuing education programs for nurses, it can be recommended to consider working conditions, motivational resources, develop facilities such as libraries and internet access that will support lifelong learning, and provide administrative support.

Zero-Based Budgeting versus Management Strategy and Applicability

This study investigates the feasibility of applying zero-based budgeting in themunicipalities of Anbar Governorate in Iraq, verifies the existence of a writtenstrategy for its adoption, analyzes available resources and capabilities, andproposes a practical model for its implementation.This study uses a descriptive and analytical approach through data collection andanalysis. A survey research tool "questionnaire" was used, designed to achieve thestudy objectives, and distributed to 280 municipal employees, including managers,accountants, and local council members, to assess their perceptions of applyingzero-based budgeting. In addition, interviews were conducted with senior officialsto obtain their vision towards implementing zero-based budgeting in theirdepartments and whether it is in their minds and strategies. The results of our studyindicate major gaps in current practices, including the absence of a clear strategyfor adopting zero-based budgeting, insufficient financial resources, lack of skilledemployees, insufficient technological infrastructure, weak administrative support,and the absence of legislative frameworks supporting the implementation of thistype of budgeting. The study also identified critical areas for improvement,including developing a clear strategy, enhancing staff capacity through training,enhancing administrative support, upgrading technological resources, andreviewing legal frameworks to support the foundations of zero-based budgeting.The findings underscore the need for a comprehensive and well-supportedtransition plan to successfully implement zero-based budgeting in Anbarmunicipalities. By addressing these challenges, municipalities can improve resource allocation, prioritize projects more effectively, and ultimately enhancefinancial management practices. The paper concludes with a proposed model thatrepresents the basic steps that should be adopted initially when embarking on thezero-based budgeting process, to ensure the successful implementation of zero-based budgeting.

Statewide Dissemination, Adoption, and Implementation of the SHAPES Intervention Via Online Professional Development to Promote Children's Physical Activity in Early Care and Education Programs.

Background: Few evidence-based obesity interventions have been disseminated in early care and education (ECE) settings. This study describes Go SHAPES: the statewide dissemination of the Study of Health and Activity in Preschool Environments (SHAPES) intervention via online professional development, its classroom implementation, and factors associated with its implementation in ECE. Methods: We recruited ECE teachers through professional conferences to participate in online professional development with ongoing technical assistance support to implement SHAPES in their classrooms. SHAPES integrated physical activity (PA) opportunities into the school day through the following three components-Move Inside (PA in the classroom), Move to Learn (PA in preacademic lessons), and Move Outside (PA during recess). Teachers completed a survey to assess the implementation of the disseminated intervention (Go SHAPES). Multiple logistic regression analyses identified factors associated with meeting implementation goals. Results: SHAPES was disseminated to 935 personnel from 434 ECE programs in South Carolina over 3 years. Eighty-three percent of the participants who began the 6-week online professional development completed all six modules, thereby adopting SHAPES. Implementation of PA opportunities in ECE classrooms was high, and 59% of teachers planned to use SHAPES fully in the future. Teachers perceiving SHAPES as "easy to implement" and experiencing "no barriers" to implementation were associated with meeting weekly goals for providing PA opportunities. Perceiving "administrator support" and "program as worthwhile" was associated with intentions to use SHAPES in the future. Conclusions: Go SHAPES provides a model for statewide dissemination, adoption, and implementation of a PA program in ECE settings, using an online professional development approach.

Navigating The Digital Shift: A Bibliometric Analysis of Chatbot Applications in Education

In the ever-changing scenario of a technology-driven learning atmosphere, chatbots occupy a considerable role, taking up tasks in personalised learning and administrative support. This study uses a widespread bibliometric analysis of chatbots for educational purposes, engaging essential bibliographic data from Scopus and using the PRISMA flowchart approach for painstaking screening, exclusion and inclusion of studies in this field. Bibliometric tools like CiteSpace, VOSviewer, and Biblioshiny are utilised for this study to provide a multi-dimensional outlook on the effects and development of this field. The major findings of this study include an analysis of yearly scientific production about educational chatbots, identifying the most productive authors and synthesis of the most relevant sources and major cited documents globally. By analysing the influence of co-citation of cited authors and timezone views of cited journals, this study goes deep into the particulars of academic collaborations. This study analyzes the co-occurrence of keywords and those with the highest citation bursts to comprehend the intellectual structure of the topic’s research field, giving an outlook into the focus areas and evolving trends. This study also undertakes to find practical implications and relevant research gaps. These insights identify the features of chatbot research and suggest future directions in practical application and scholarly inquiry. For effective incorporation and evolution of chatbots in the educational scenario, academicians, technologists, and educators can use this bibliometric analysis as an essential resource.

From Manufacturing Decline to the Rise of Consultancy

Since the creation of Quadros de Pessoal (QP) in 1981, a longitudinal employer-employee dataset encompassing all Portuguese firms, four different industrial classification methodologies have been in place. These changes have hindered the ability to conduct long-term inter-industry studies on firm dynamics and structural change. This paper presents a framework for transforming the QP into a dataset with time-consistent two-digit industry codes and examines shifts in the firm-level growth rate distribution, net job creation and employment composition across sectors. Our industry-consistent trends confirm the contraction of the manufacturing sector, which coincided with the expansion of the services sector. While the increased business dynamism and net job creation in activities arising from the ICT revolution played a critical role, the technological paradigm shift in Portugal appears to be predominantly reflected in the vertical disintegration of firms and the subsequent substantial growth of administrative support services.

A Multilevel Analysis of Attitudes towards Inclusive Education among Teachers of Students with Developmental Disabilities in China: School Factors Matter.

Teachers' attitudes towards inclusive education (ATIE) are crucial for educating students with developmental disabilities. The school environment plays an important role in shaping teachers' ATIE. This study aimed to examine the effects of three school factors (i.e., perceived school support, perceived principals' leadership, and in-service training) on teachers' ATIE and the mediating effect of self-efficacy in the relationships. A total of 972 teachers who taught students with developmental disabilities in 49 inclusive elementary schools in Beijing, China, participated in this study. Multilevel analysis was performed to analyze the data. After controlling for demographics, at the school level, administrative support (one dimension of perceived school support) positively predicted teachers' ATIE. At the individual level, teachers' ATIE were positively predicted by emotional support (one dimension of perceived school support) and in-service training, but negatively predicted by transactional leadership (one dimension of perceived principals' leadership). Self-efficacy mediated the positive effects of transformational leadership (one dimension of perceived principals' leadership), emotional support, and in-service training on ATIE. Administrative support, emotional support, transformational leadership, and in-service training are conducive to fostering positive ATIE among teachers of students with developmental disabilities, and the underlying mechanism is explained by the mediating role of self-efficacy.

A quality improvement study to improve patient and family satisfaction through handoff of patient care between emergency department and inpatient nurses

Lack of handoff between the emergency department and inpatient units may result in increased errors and decreased patient/family satisfaction due to a lack of nursing knowledge of the patient upon admission. To address this concern, a quality improvement study was implemented by utilizing the organization’s established text messaging system to promote communication between these two units regarding pertinent patient information and expected time of arrival to the inpatient unit. Despite efforts, nursing engagement was minimal due to the ongoing COVID-19 pandemic. Future successful implementation of this handoff process requires continued administrative support and nursing engagement.

Teachers’ Perceptions of Barriers to Implementing School-Based Sexual Health Education for Students with Intellectual and Developmental Disabilities

Students with intellectual and developmental disabilities (IDD) are often excluded from school-based sexual health education despite the need and benefits. This qualitative study explored teacher-identified barriers to implementing school-based sexual health education for students with IDD. Thematic analysis of focus groups (n = 19 special education teachers) and interviews (n = 7 health education teachers) revealed four themes: (1) misbeliefs and stigma; (2) parent/caregiver and school administrator support; (3) teacher preparedness; and (4) lack of evidence-based curricula/materials for the population. Recommendations are provided at the student-, interpersonal-, community-, institutional-, and policy-/system-level to support increased implementation of school-based sexual health education for students with IDD.

Musculoskeletal Ultrasound Practices of Graduates of a Blended-Learning Program: A Survey of Rheumatologists From the United States.

Not much is known regarding musculoskeletal ultrasound (MSUS) practices of rheumatologists in the United States. We sought to determine the current use of MSUS among past participants of the Ultrasound School of North American Rheumatologists (USSONAR) training program and, by extension, MSUS practicing rheumatologists and to understand barriers to its MSUS use. An online survey was sent to 374 participants in the 8-month USSONAR blended course (Fundamentals in MSUS and Train the Trainer) between 2009 and 2020. Each respondent had a unique identifier linked to their total number of submitted practice scans and examination scores during training. The survey response rate was 28.1% (105/374), comprising 82% adult and 18% pediatric rheumatologists. Of the respondents, 71% were MSUS certified: 86.7% performed and/or interpreted diagnostic MSUS, 81.0% performed/interpreted procedural MSUS, 59.8% billed for at least 50% of diagnostic studies, and 78.8% billed for at least 50% of procedural studies. The top reasons for not doing diagnostic and procedural ultrasonography were lack of administrative support and limited time, respectively. For 25% of diagnostic ultrasonography and 12.9% of procedural ultrasonography, billing was done less than 50% of the time. Of the respondents, 78.0% reported that USSONAR training made them better rheumatologists. Most USSONAR-trained rheumatologists are certified, practicing both diagnostic and procedural MSUS and billing for most of their work. However, a substantial number of studies are not being billed due to time constraints, limited administrative support, and legal liability. Participants agreed that USSONAR training made them better rheumatologists.