Teaching Staff Research Articles

Characteristics of Creativity as a Neuropsychological Manifestation of Personality in the Professional Activity of a Teacher

<p dir="ltr"><span>The article presents the analysis of creativity improvement as a determinant of the creative potential of a higher education institution teacher. Creative competence is one of the most important life resources that ensure the success of the professional activity of a modern teacher. The essence of the concept of creativity from the perspective of neuroscience is revealed, specifically of the neuropsychological approach. It is determined that creativity is an integrative formation, which includes a set of structural components that determine creative nature of human activity. Particular attention is paid to the importance of realisation of the creative potential of the teacher’s personality, and the emphasis is put on the importance of lack of over-regulation of the environment in the educational organisation, observance of democratic relations among the teaching staff and a positive example to follow a creative personality in order to develop creativity. Pedagogical creativity is a certain mental and social readiness of the individual, which allows changing the situation so that the teacher and the student can interact effectively in joint activities. Pedagogical creativity presupposes that the teacher has a high level of competence in interpersonal perception, interpersonal communication, and interpersonal interaction. Development of creative competence and creative individuality of the teacher contribute to the increase of their professional competence and professionalism in general.</span></p><div><span><br /></span></div>

The perspectives and experiences of older LGBTI+ adults about long-term care: A qualitative systematic review and meta-synthesis.

LGBTI+ older adults have experienced historical and systemic discrimination. Such discrimination has led to health inequities and avoidance of services. As LGBTI+ people age, they may need to access services, but information about this experience is situated in small scale qualitative studies. As such this, meta-synthesis aimed to bring together the perspectives and experiences of LGBTI+ older adults in literature about engagement with long-term care services. A meta-synthesis with a meta-ethnographic approach was conducted with qualitative published and grey literature. Findings were then confirmed through community consultation conducted with LGBTI+ adults aged 50. A total of 55 qualitative studies were included in the meta synthesis. LGBTI+ older adults' perspectives and experiences were synthesised into 4 key themes: 1) We see it as being heterosexualised, 2) With no-one there to guard us, 3) You have to hide 90% of yourself, 4) I don't want a different service, I want a good service. Overarching heterosexism, experiences of discrimination, and complexities in maintaining identity all contributed to a predominately negative experience for LGBTI+ adults when engaging with long-term care. These experiences were found to align with 'minority stress' theory. Our review found a multilevel approach that included staff education, LGBTI+ affirmative care and signs and symbols of inclusivity was required to reduce the impact of minority stress experienced by LGBTI+ older adults and increased their engagement in long-term care services.

Peningkatan Kualitas Sumber Data Manusia dalam Manajemen Berbasis Sekolah: Jalan Menuju Pendidikan Berkualitas

Improving the quality of Human Resources (HR) through the implementation of School-Based Management (SBM) is a strategic step to realize quality education. MBS authorizes schools to manage resources openly and involve all relevant parties. This research aims to explore the future potential and long-term impact of the implementation of SBM and human resource development in improving the overall quality of education. The data in this study were collected through in-depth interviews, direct observation, and document analysis. Data analysis was carried out thematically with an interpretive approach. The results of the analysis show that the success of SBM is highly dependent on the quality of human resources, especially school principals, teachers, and education staff. Efforts to improve the quality of human resources are carried out through various strategies, such as training, certification, professionalism development, and collaboration with external parties. These programs are effective in strengthening teachers' ability to create learning environments that are innovative, supportive, and responsive to student needs. In addition, the provision of motivation, incentives, and support from various parties also plays a role in increasing the work spirit and dedication of educators

Diaper Dermatitis Algorithm and Scoring Tool in the Neonatal Intensive Care Unit (NICU): A Quality Improvement Project.

The purpose of this quality improvement project was to implement and evaluate an algorithm for management and prevention of diaper dermatitis (DD) embedded in a scoring tool. The specific aim of the project was to decrease DD occurrences with a severity score of 3 to 4 by 25%. Quality improvement participants comprised 164 neonates; 89 were cared for prior to project implementation and 75 post-implementation. Data were collected over a 3-month period. The setting of this quality improvement project was a 98-bed, Level IV neonatal intensive care unit (NICU) located in the Midwestern United States (Oklahoma City, OK). The NICU is part of a freestanding children's hospital affiliated with a university. Diaper dermatitis occurrences and severity scores were collected prior to and 3 months after the protocol was implemented in the NICU. We collected pre-implementation data, followed by staff education concerning the DD protocol. We also provide guidance for protocol implementation at the bedside and in our Electronic Medical Record. Data on DD rates and severity were provided during the National Database for Nurse Quality Indicators (NDNQI) prevalence days the 4th quarter of 2020 and the 1st quarter of 2021. We compared data before and after protocol implementation to evaluate its effect on DD rates and severity. Analysis before and after implementation of the protocol showed no significant differences in DD occurrences or severity scores. The unintended introduction of water-based cleansing wipes was identified as a confounding factor that we believe influenced outcomes. The DD scoring system and algorithm were permanently implemented for DD score quantification, DD management and treatment guidance, and ease of DD documentation with interventions, despite non-significant group differences. Next steps for this project are to implement the water-based cleansing wipes facility wide, along with the scoring tool and DD prevention protocol.

Promoting aged care COVID-19 and influenza vaccination through education of Australian residential aged care staff: A mixed methods project evaluation.

Vaccination coverage against COVID-19 and influenza among Australian aged care residents remains suboptimal, placing this vulnerable population at heightened risk of severe illness, frailty, and death. Health care professionals' recommendations significantly influence vaccination uptake. Aged care staff, with their unique proximity to residents, play a pivotal role in promoting vaccination. The aims of this study were to evaluate the acceptance of a vaccine education project and determine the impact on vaccine conversation confidence. This quality improvement project aimed to enhance aged care staff's knowledge and confidence in discussing vaccination with residents and their families. It included a 30-min face-to-face educational session for staff members of residential aged care facilities. The session featured a didactic component on COVID-19 and influenza vaccines, an interactive question and answer component, and role-play exercises to demonstrate effective vaccine conversation skills. Evaluation of the project involved participant survey data collected immediately after the sessions and then again at a delayed timepoint. Project developers, co-ordinators, and facilitators also provided feedback on their experience which was analysed through qualitative thematic analysis. The educational program was delivered to 27 facilities across 32 sessions, with 316 staff members attending (median session attendance: 9, IQR 8-13). 95.4% of attendees reported improved knowledge and skills, 95.8% reported increased confidence in vaccine conversations, and 94.2% would recommend the session to others. Qualitative feedback was positive, highlighting the adequacy of content and improved confidence in discussing vaccines. In-house, face-to-face education is a well-received method of delivering education to residential aged care staff. However, facilities in most need of education may be less proactive in seeking it out. Further research is needed to understand barriers to uptake of staff education and strategies for fostering a culture of quality improvement and ongoing learning within facilities.

Enteral Feeding Dilemmas: Navigating the Impact of Bacterial Contamination in Hospitalized Populations

Introduction: Enteral feeding is essential for hospitalized patients unable to consume oral nutrition. However, it poses a risk of bacterial contamination, leading to infections and increased morbidity and mortality. Methods: Studies have shown that contaminated enteral feeds are associated with longer hospital stays and worsened patient outcomes. Common pathogens include Gram-negative bacilli (e.g., Serratia spp., Klebsiella spp., Enterobacter spp.), coagulase-negative staphylococci, and Clostridium difficile. Preventing contamination requires identifying and mitigating potential routes. This comprehensive approach encompasses careful practices during production, storage, preparation, and administration of enteral feeds. Results: Early initiation of enteral feeding has also been linked to lower infection rates. Standardized protocols, hand hygiene adherence, routine monitoring for infection signs, and ongoing staff education are crucial for safe enteral feeding. Further research is needed to better understand risk factors for contamination and evaluate the effectiveness of preventive interventions. Conclusion: Addressing these knowledge gaps can significantly improve the quality of enteral feeding and reduce infection burden in hospitalized patients.

MANAJEMEN SDM DALAM PENDIDIKAN : UPAYA PENGELOLAAN SUMBER DAYA MANUSIA DI SEKOLAH

Human resources (HR) are the most valuable assets in an organization, including in the education sector. Effective Human Resource Management can support the achievement of educational goals, both short and long term goals. Management within the school environment must involve important elements, namely educators and educational staff so that it can be ensured that there are competent, motivated and in line with the vision and mission of the institution. By using a literature review method, this journal aims to explore the concepts and practices of Human Resource Management in the school environment, as well as identifying Human Resource management efforts that can help educational institutions achieve their goals. The discussion will cover key aspects of Human Resources Management such as developing the competence of teaching staff, establishing a conducive work culture, implementing technology in managing human resources, and improving the welfare of Human Resources. It is hoped that this journal can provide insight and recommendations for educational practitioners in managing Human Resources in the school environment strategically.

P-239. Leveraging Preliminary Blood Culture Reports at an Academic Medical Center: A Real-time Central Line-Associated Bloodstream Infection (CLABSI) Reduction Strategy

Abstract Background CLABSIs have been shown to result in adverse outcomes including increased morbidity and mortality, length of hospital stays, and healthcare costs. The National Healthcare Safety Network (NHSN) surveillance criteria are meant to be applied in a standardized manner, but this can result in discordance between clinical diagnoses and the surveillance definitions of secondary bloodstream infections (2° BSI). We hypothesized that routine review of preliminary positive blood cultures (B/Cs) in patients with central lines would result in the identification of possible CLABSI events in real-time and promote dissemination of feedback, thus reducing CLABSI cases and increasing 2° BSI attribution.Figure 1:CLABSI Case DeterminationClassification of cases identified by review of a preliminary blood culture report for patients with a central line eligible for CLABSI surveillance Methods An automated electronic medical record (EMR) report was developed to capture preliminary B/C results for patients with a central line eligible for CLABSI surveillance. Daily EMR review was performed to identify opportunities contributing to the event or evidence of a clinical 2° BSI without corresponding elements needed to meet NHSN definitions. Possible B/C contamination, gaps in care and, if clinically appropriate, necessary elements required to meet NHSN 2° BSI definitions were communicated to the care team. Secondary BSI Attribution Categorization of cases with a final determination of secondary BSI attribution Results Confirmed CLABSI cases with no intervention indicated were 35.5% of cases reviewed; 38.1% were determined to meet CLABSI exclusion criteria. Evidence of 2° BSI was identified in 26.5% of cases, which prompted queries to the care team to consider additional imaging, cultures, or documentation needed to clarify the clinical assessment. Feedback related to possible B/C contamination was given in 17.5% of cases. (Fig. 1-3) CLABSI Standardized Infection Ratio (SIR) Standardized infection ratio (SIR) trend: Tactic was adopted in May 2023 Conclusion CLABSI reduction requires a comprehensive approach that addresses various aspects of care including appropriate line selection, safe insertion practices, care bundles, and prompt line removal. The EMR can be used to hard-wire best practices, facilitate real-time communication, and identify CLABSI cases in a timely manner. We have shown that prompt review of positive B/Cs of patients with eligible central lines facilitates opportunities to align the clinical impression with the surveillance definitions for 2° BSI while bolstering quality improvement efforts and staff education. Disclosures All Authors: No reported disclosures

Understanding sense of belonging of faculty and staff in higher education

PurposeStudies and programming on belonging in higher education tend to focus on college students’ sense of belonging, but the experiences of faculty and staff are equally important. Minoritized faculty and staff disproportionately report lower levels of sense of belonging and experience greater turnover outcomes. A sense of belonging among faculty and staff lessens their intention to quit, facilitates research collaboration and increases organizational commitment.Design/methodology/approachIn this scoping review, we analyzed 24 articles yielded from three databases (Academic Search Complete, JSTOR and Web of Science) that synthesize extant literature on faculty and staff’s sense of belonging.FindingsWe found that a sense of belonging for faculty and staff (1) is often examined without being consistently defined; (2) can be hindered by the stigmatization of minoritized identities (e.g. race, gender and class), exclusive organizational policies and the academy’s socio-political structure remain barriers to a sense of belonging and (3) can be fostered through social support, celebrating professional legitimacy and valuing diversity.Originality/valueThis study details the educational landscape of sense of belonging for faculty, and call for more attention to sense of belonging for staff, so that higher education institutions can utilize organizational policies and interventions to help foster a sense of belonging, which can lead to an increase in productivity, retention and job satisfaction.

Shaping Minds and Societies: The Legal History of Education in China

This paper seeks to present a legal study of the educational systems in China as well as to establish legal developments of laws and policies and its reforms within China’s educational systems. Starting with the imperial education laws based on the Confucianism which largely stressed the imperial order and helped to select bureaucratic officials, the discussion proceed with the education laws of the republican era, with founding of the People’s Republic of China (PRC) in 1949, and with the modern legal changes for education aimed at extending, equalizing and enhancing education. In the case of education, laws were passed and implemented mainly as social engineering policies to fight illiteracy; to incite an increased enrolment of children into primary schools, and to address inequity. Another major step was made in 1986 when the National People’s Congress adopted the Education Law regulating compulsory education as the right of every citizen, establishing nine year compulsory education, and placing education at the priority level of the state. In 1990s and 2000s, educational reform aimed at the improving parity between urban and rural schooling, development of technical and vocation education and training (TVET) higher education and private sector education (PSE). At the same time, curriculum content was made standardized to improve its quality, including rules for enhancing the quality of the teaching staff and for determining the rights and obligations of educational institutions. The government’s more recent of the Double Reduction Policy of 2021 is an attempt at relieving academic pressure and tackling the socioeconomic issues surrounding private tuition.However, the following factors are attained hence a mode of concern; There has been a continued trend in inequalities between the urban and the rural areas, education has not been universal and is still indifferent between the quality it provides to the students now and then, laws remain to be enacted due to China’s orientation of becoming more international and technologically intelligent. Thus, in the course of this paper, these current issues are discussed and the prospects for future development of education law in China are analyzed, focusing on the fact that, while maintaining the proper balance of state regulation, the state’s goals should correspond to the various orientations for the development of education for the population.

A survey of healthcare providers about the feasibility and implementation of early mobilisation of patients in critical care units in a Lebanese hospital.

Many survivors of critical care experience complications from bed rest after recovering from the acute phase. Early mobilisation helps patients recover faster. However, anecdotal evidence suggests that patients in critical care units are rarely mobilised. The aims of the study were to assess the feasibility of early mobilisation of patients in intensive care units from the clinicians' perspective in a Lebanese hospital during the COVID-19 pandemic, identify associated institutional factors, and describe the knowledge, attitude, practices, and perceived barriers to early mobilisation among Lebanese clinicians. A descriptive correlational design was used. Forty-nine healthcare providers (response rate: 41%) who work in critical care at a tertiary medical centre in Lebanon were recruited. Data were collected online via LimeSurvey using the Modified Mobility Survey Questionnaire. Descriptive statistics, bivariate correlations, and hierarchical multiple linear regression were used. Most respondents were nurses, and also included two physicians, four physiotherapists, and four respiratory therapists. Most respondents (67%) perceived early mobility to be crucial or very important, but only 33% thought its implementation was feasible. Many patient, provider, and institutional barriers to implementation were identified. Most clinicians thought that mobility must be started early, but 60% reported lack of training in mobilisation and identified patient instability, safety concerns, and lack of guidelines as barriers. Lack of equipment (unstandardised regression coefficient B=-0.87, 95% confidence interval=-1.7,-0.05; p=0.039) and lack of guidelines (B=-0.67, 95% confidence interval=-1.37, 0.04; p=0.063) were associated with lower feasibility of implementing early mobility in the multivariable analysis. Despite appreciating benefits of early mobility, the respondents identified many barriers to its implementation. The findings suggest the need for staff education and training in early mobility and development of a multidisciplinary protocol on mobilisation. In addition, the needed human and physical resources ought to be assessed.

Early Identification and Referral of Patients With Diabetic Foot Complications in the Emergency Department

Background: Prolonged length of stay (LOS) in the emergency department (ED) and lack of post-ED follow-up pose a risk of worsening infection and amputation among patients with diabetic foot complications. Local Problem: Excessive ED LOS posed a risk of delayed foot care, and triage providers underutilized post-ED telehealth referrals. Interventions: A graphic icon on the ED dashboard, nurse-initiated order set, and staff education were implemented. Methods: A pre-/postimplementation design was used. Outcomes included usage of the graphic icon and order set, ED LOS, and telehealth referrals. Results: Use of the graphic icon and order sets significantly increased (P < .001). The rate of telehealth referrals upon discharge also increased but was not significant (P = .086). Interestingly, LOS increased after the intervention. Conclusion: Using the graphic icon and order set can streamline patient referral to telehealth care. Various factors lead to an extended LOS.

Leveraging Internal Audit and Blockchain to Mitigate Academic Fraud and Enhance Institutional Sustainability: A General Strain Theory Perspective

Purpose: With application of general strain theory, this study investigates how internal audit function and blockchain technology can be leveraged to ensure the sustainability of higher education institutions (HEIs) by combating faculty credential fraud. Faculty members with fake credentials pose a significant threat, jeopardizing the quality of education, eroding public trust, and hindering the institution's ability to attract qualified students and faculty. Methodology: A comprehensive review of existing literature and reports related to faculty credential fraud, internal audit practices, and blockchain technology is conducted. The study considers the effectiveness of internal audit and blockchain solutions in addressing faculty credential fraud within the context of HEI sustainability. Study also provides practical solutions for the development and implementation of blockchain specifically related to HEIs and defines specific measures to be taken by internal audit function towards preventing such frauds. Findings: The study reveals that faculty credential fraud poses a significant threat to the sustainability of HEIs. When faculty lack the qualifications they claim, it undermines the quality of education students receive. This can lead to a decline in student enrollment, reputational damage, and difficulty attracting qualified students and faculty, ultimately jeopardizing the institution's long-term viability. Internal audit plays a crucial role in identifying and preventing fraudulent credential use. Blockchain technology, on the other hand, offers a secure and transparent platform for verifying faculty credentials, combating document forgery, and ensuring the qualifications of teaching and research staff. Novelty: This study offers a unique perspective by integrating internal audit and blockchain technology as a comprehensive solution to address faculty credential fraud. By implementing these tools, HEIs can significantly enhance faculty credential verification processes, improve data security, and uphold the trust and credibility of their academic staff. Practical Implications: This research suggests practical measures for HEIs. These include adopting proactive measures like enhanced credential verification procedures, data analytics for identifying inconsistencies, employee education on ethical practices, and implementing blockchain-based credential verification systems. These measures collectively contribute to a more sustainable educational environment with qualified faculty delivering quality education.

Exploring Students' Perceptions and Experiences of Raising Concerns During Pre-Registration Training in England: A Systematic Review.

To explore the perceptions and experiences of students raising concerns during pre-registration health and/or social care training in England. Systematic review. MEDLINE, CINAHL, ERIC, PsycINFO and Education Research Complete were systematically searched for studies published between September 2015 and August 2024. Grey literature searches were conducted using Google Scholar and ETHOS British Library. Reference lists from included studies were hand searched. Joanna Briggs Institute methodological guidance for the conduct of systematic review informed conduct and the convergent integrated approach. Mixed methods appraisal tool was used for quality appraisal. Eleven studies were included. Synthesis of findings generated three themes: (1) conflicting needs of self and others, (2) navigating the professional workspace and, (3) 'choice to voice'. Speaking up and raising concerns as a pre-registration student is a complex, multi-faceted and non-linear social phenomenon. Experiences and perceptions are impacted by the novice student position alongside individual, interpersonal and organisational factors. Open cultures within teams and organisations, leadership, support and feedback may enable students overcome barriers to raising concerns. Raising concerns may reduce avoidable harm. Pre-registration students offer a 'fresh pair of eyes'; however, they face barriers related to their student position. Synthesis of speaking-up experiences and perceptions of students in English settings can inform the design of learning environments which equip pre-registration students with the knowledge and skills required to cultivate safety behaviours. These skills contribute positively to safety culture and support learning and improvement in complex systems such as health and social care. The review followed PRISMA reporting guidelines. The conceptualisation of this project was informed by engagement events with higher education staff, students and Freedom to Speak Up Guardians.

Before (e)valuating: student testing in History and Engineering

University examinations categorise students according to their individual achievements determined by teaching staff. This procedure serves the elicitation and certification of student knowledge and thus reproduces academic hierarchies. Drawing on empirical evidence from ethnographic fieldwork in Engineering and History departments, this article investigates the processes involved in designing and administering higher education examinations. It analyses the reciprocal relationship between lectures and examinations, the standardisation of lecture content through exam questions, and the use of administrative documents as examination infrastructure. The university examination is conceptualised as a distributed activity, involving various university units, each with its own specific logic, yet whose functions converge and overlap within teaching staff. The article argues that the growing significance of examinations, driven by national and global higher education reforms, is reshaping academic teaching practices in profound ways.

The perceived pedagogical competence of teacher candidates in blended learning programs in Finland

ABSTRACT The global challenge of an insufficiency of teaching staff in Early Childhood Education (ECE) prompts initiatives such as Finland’s 1000+ training project, addressing the shortage through collaboration among universities. This research concerns the initial perceptions of pedagogical understanding and competence among students embarking on a blended teacher training program aiming to integrate work and study outside university hubs. The research approach was quantitative, as we surveyed 235 adult students to shed light on the interplay between their work experience and their pedagogical competence. The data analysis involved forming sum variables and conducting one-way analyses of variance to discern statistically significant patterns in the students’ responses. The results indicate significant connections between various aspects of work experience and perceived competence. Notably, the relationship between teaching experience and perceived competence in setting goals for pedagogical activities was significant. Furthermore, we identified a significant relationship between work experience and perceived competence in evaluating pedagogical activities. Hence, the study brings valuable new insights into the field of ECE teacher education in informing program development and pedagogical practices such that the existing competencies of adult students are acknowledged and further enhanced to tackle the diverse challenges of education.

The Impact of Programs Aimed at Raising Awareness About Children with Intellectual and Developmental Disabilities in Schools: A Systematic Review

The awareness and inclusion of school children with intellectual and developmental disabilities are garnering growing attention in educational research. Schools are increasingly focused on creating inclusive environments, and programs aimed at improving students’ attitudes toward peers with disabilities are key to this effort. This article reviews studies on the impact of these programs on primary and secondary education. A systematic search of the WOS, Scopus, PubMed, and ERIC databases was conducted using the PRISMA statement. This yielded nine relevant articles published either in Spanish or English. This review found that awareness programs had a generally positive effect on students’ perceptions of their peers with disabilities. However, the awareness of intellectual and developmental disabilities remained lower than that of physical, visual, or hearing disabilities. The most effective strategies involved direct interaction and information sharing, with simulation techniques also having positive outcomes. Despite some successful results, challenges remain, particularly involving the need to engage educational staff and ensure the long-term sustainability of these programs within the curriculum. Future research should investigate the long-term impact of these interventions and their effectiveness across different educational settings.

The Principal’s Strategy in Optimizing Learning Communities for the Pedagogical Competency Development of Kindergarten Teachers

The title of this research is the principal's strategy in optimizing the learning community for the development of teacher pedagogical competence in kindergarten. There are two research objects, namely the principal's strategy and the pedagogical competence of teachers in kindergarten. The aim of this research is to describe the principal's strategy in optimizing the learning community to develop teacher pedagogical competence in kindergarten. The type of research is qualitative descriptive research which uses interviews, observation and documentation to collect data. Respondents involved school administrators, principals, teachers and education staff at the two schools. The research results show that the strategies used by school principals in developing teacher pedagogical competence include: forming small teams, setting routine schedules, implementing collaboration, and creating an environment that supports sustainable learning. This strategy has proven to be effective in developing teacher competence in designing, implementing and evaluating learning. However, this strategy is not without obstacles, among the obstacles faced are related to time, facilities, and the school community's resistance to change.

Here and elsewhere, together: how emerging blended synchronous learning approaches and perceptions can inform teaching guidance and support

ABSTRACT Blended synchronous learning, or BSL, emerged in the early 2000s to signify scenarios where remote students and in-the-room students participate in activities together at the same time. The recent proliferation of hybrid teaching provides an opportunity to redefine this teaching model and reassess its potential for contributing to teaching quality. Likewise, the urgent upskilling of staff cohorts to teach in modes like BSL during the pandemic has highlighted the potential role of academic developers in this realm. Semi-structured interviews with 12 teaching staff within a built environments faculty in Australia explored their experience teaching BSL for the first time, and their perception of support from the authors’ academic development group. Their on-the-ground reflections offer implications for supporting high-quality hybrid teaching at scale and justify consideration for long-term investment in BSL across the sector.

Strategic Management of Madrasas in Improving Accreditation of Guppi Nurul Jadid Mts in Sumber Sari Village, Tungkal Jaya Sub-District, Musi Banyuasin District

This study is based on the accreditation of madrasahs which are still C in the last two accreditation assessments. Strategic management is an approach that can provide an effective framework for achieving educational goals and improving madrasah accreditation. The researcher raised the planning, implementation, evaluation, and strategic management can improve accreditation at MTs Guppi Nurul Jadid. This study uses a descriptive qualitative approach through case studies. Data sources consist of primary and secondary. Data collection techniques with observation, interviews, and documentation. Data analysis techniques used are data reduction, data presentation, and drawing conclusions and data validity. The results of the study indicate that the strategic planning process for improving accreditation at MTs Guppi Nurul Jadid includes developing a vision and mission, identifying external opportunities and threats of an organization, and designing strategies to achieve goals to improve accreditation. The implementation of strategic management in improving the accreditation of MTs Guppi Nurul Jadid includes activities to determine madrasah policies, provide motivation by the head of the madrasah, allocate existing resources, and develop a culture that will support the implementation of the strategy. The strategic management evaluation process in improving accreditation includes monitoring activities for educators, education staff, and students and supervising institutional programs. Strategic management can improve madrasah accreditation at MTs Guppi Nurul Jadid through cooperation with all stakeholders and the community, periodic monitoring and evaluation, and human resource development. Keywords: Management, Strategic, Accreditation Improvement, Madrasah