scholarly journals The Institutionalisation of Teacher Ethics in Tanzania’s Secondary Schools: A School Heads’ Perspective

2018 ◽  
Vol 35 (2) ◽  
Author(s):  
Daniel Sidney Fussy
Keyword(s):  
Professional Development ◽  
Secondary School ◽  
Secondary Schools ◽  
School Leadership ◽  
Veteran Teachers ◽  
Professional Conduct ◽  
Face To Face ◽  
Teachers And Students ◽  
School Heads ◽  
Teacher Ethics

teacher ethics in Tanzania’s secondary schools. It draws on qualitativedata, generated through in-depth face-to-face interviews and documentanalyses. Secondary school heads, teachers and students from IringaMunicipality were involved in the study. The findings demonstrate thatschool heads employed several strategies to institutionalise teacherethics, which include staff induction, allotment of weekly virtuepractices, supervising and counselling individual teachers, assemblingstaff meetings and posting ethics related placards on staff room noticeboards.The study has shown that most of the practices lacked a profoundimpact on shaping teachers’ professional conduct. The study addsknowledge to school leadership literature from Tanzania, particularly onthe aspect of teacher ethics. Accordingly, the study recommends thatschool heads should institute mentoring programmes where by earlycareerteachers are attached to veteran teachers to regularly enhance theirprofessional knowledge and behaviour. School heads should exemplifyethical conduct within and outside school premises by serving as rolemodels for the teachers to facilitate the promotion of teacher ethics.Furthermore, education officers at the regional and district level shouldprovide professional development programmes for school heads tofurther raise the awareness and confidence of school heads’ professionalobligations

scholarly journals Exploring the Unity Practices of School Leaders in Malaysian Secondary Schools

2021 ◽  
Vol 12 (6) ◽  
pp. 2109-2118
Author(s):  
Bity Salwana A Et al.
Keyword(s):  
Qualitative Study ◽  
Secondary School ◽  
Secondary Schools ◽  
School Leaders ◽  
Managerial Implication ◽  
Knowledge And Skills ◽  
Face To Face ◽  
School Activities ◽  
Teachers And Students ◽  
Sensitive Issues

This qualitative study was embarked with the aim of exploring school leaders’ practices in enhancing unity among Malaysian secondary school leaders. The instrument used for collecting data involved visiting the participated schools in order to conduct individual face-to-face interviews involving 12 participants who are secondary school leaders (principals and senior assistants). The data were analyzed manually. The findings showed that school leaders have not yet fully played their role to instill the 10 values of unity as proposed in the Model of Unity. The policy on unity emphasized by school leaders is only the usage of Malay Language. However, findings showed that in order to enhance unity, school leaders will remind teachers and students about unity in school gathering and meeting. School leaders will also remind multi-racial teachers and students to celebrate all the festivals, to participate in school activities, to respect each other in terms of cultural and religious differences, to instill unity values during school activities, to avoid sensitive issues and to be fair to all races. The managerial implication is school leaders need to do more practices to enhance unity. Therefore, they need more training to understand better the 10 values of unity, and to get knowledge and skills to inculcate values effectively.  The findings of this study could benefit readers on the activities that they could employ to enhance unity in their institution.

Quality Management Practices and Performance of Public Secondary School Heads in Pangasinan, Philippines

2020 ◽  
Vol 1 (1) ◽  
pp. 6-13
Author(s):  
Jeger P. Paragas
Keyword(s):  
Quality Management ◽  
Secondary School ◽  
Secondary Schools ◽  
Management Practices ◽  
Department Of Education ◽  
The Public ◽  
Quality Management Practices ◽  
Public Secondary School ◽  
And Performance ◽  
School Heads

This is a descriptive study which determined and analyzed the quality management practices of public secondary school heads. The study included the school heads and teachers in all Schools Division in Pangasinan. The identified quality management practicesare based on the parameters of APPES Manual. Kendall’s tau correlation coefficient was utilized to identify the significant relationship in the quality management practices of public secondary school heads to the performance of their respective schools. The researcher used questionnaire, interview and google form to gather the needed data. Same set of questionnaire was utilized for the teachers and school heads as respondents of this study. Findings of the study revealed that stakeholders were truly a great agent in improving the public secondary schools. Therefore, school heads must be eager to do this to have a strong partnership and participation of the stakeholders in the school. They contribute a lot for the direction leading to greater learning outcomes. Also, it was found out that weak correlation was hardly related to the quality management practices of the school heads with regard to the performance of their respective schools. Further, a proposed plan of action with regard to the indicators that were found out moderate would be presented to public secondary schools for them to better identify the risk and opportunities so to attain and maintain quality management practices of school heads and school perfomance in the Department of Education.

CLARITY IN SOCIAL INTELLIGENCE OF SECONDARY SCHOOL STUDENTS

2021 ◽  
Vol 66 (1) ◽  
pp. 3-13
Author(s):  
Ngo Phan Trong
Keyword(s):  
Secondary School ◽  
Secondary Schools ◽  
Social Intelligence ◽  
Secondary School Students ◽  
Communication Style ◽  
School Students ◽  
Teachers And Students ◽  
Medium Level ◽  
Survey Results ◽  
Learning From Others

This study was conducted on 1170 students at 10 secondary schools in 5 provinces in Vietnam. Survey results determined student's clarity on others at medium level. The Clarity to others of surveyed students was correlated with factors such as: communication style, communication trends and temperament of students in communicating and learning from others. The results of multiple linear regresion model of factors have been determined the prediction of the effects of the above factors. The predictive discovered models in the study have been useful suggestions for parents, teachers and students, helping them to improve Clarity in social intelligence of secondary school students.

scholarly journals Spotlight on Leadership Path-Goal Theory Silos in Practice to Improve and Sustain Job-Oriented Development: Evidence from Education Sector

2021 ◽  
Vol 13 (21) ◽  
pp. 12324
Author(s):  
Atif Saleem ◽  
Ling Wu ◽  
Sarfraz Aslam ◽  
Tianxue Zhang
Keyword(s):  
Secondary School ◽  
Secondary Schools ◽  
School Leadership ◽  
Secondary School Teachers ◽  
Leadership Behavior ◽  
Pearson Correlation ◽  
School Context ◽  
Equation Modeling ◽  
Goal Theory ◽  
School Teachers

Sustainable development is a process occurring on several levels, which placed the expectations on educational institutions, especially secondary schools, change radically. Schools, therefore, are gradually likely to emphasize enhanced and sustainable teaching practices under the agenda of the United Nations 2030, sustainable future. Hence, the job-oriented development of teachers is a critical factor of the school leadership mechanism. Considering this, the present empirical research was designed to study the mechanism of path-goal theory (PGT) to sustain teachers’ job-oriented development in private secondary schools in Pakistan. The viewpoint of teachers, whose job performance is ultimately affected by the school leadership behavior and who perform the job at the front line in schools, was taken on board for the investigation. A total of 2469 secondary school teachers from 785 private secondary schools participated in the present study. Confirmatory factor analysis, t-test, Pearson correlation, and path analysis structural equation modeling analytics were mainly involved in the data analysis. Overall, the findings substantiated the constructive PGT mechanism, especially indicating that directive leadership is the most influential and effective leadership behavior in complex tasks, including when teachers are inexperienced. Moreover, the helpful role of supportive leadership and achievement-oriented leadership behaviors backs up the directive behavior. Although participative leadership behavior was problematic in the studied schools, it should be constructively adopted, as it was found to be a statistically significant predictor. Therefore, training programs for school leaders with good experience in participatory leadership functions can be productive for long-term teachers’ motivation. The literature shows that several secondary school teachers still perform poorly because of inadequate leadership, and the viewpoint of teachers on PGT was ignored in earlier studies. Hence, there was a dire need to conduct this research to address these concerns, especially in the non-Western, Asian context. In addition to pioneering academic research on leadership PGT in the secondary school context, the PGT elements were investigated, including teachers’ extrinsic and intrinsic motivation for the first time, adding new understanding about the theory.

Constructing a Third Space

2015 ◽  
pp. 87-117 ◽  
Author(s):  
Pauline Millar ◽  
S. Joel Warrican
Keyword(s):  
Professional Development ◽  
Action Research ◽  
Secondary School ◽  
Third Space ◽  
Communications Technology ◽  
Action Research Project ◽  
Secondary English ◽  
Literate Practices ◽  
Teachers And Students ◽  
The Creation

Burgeoning technologies are changing the global practices of youth to embrace a form of literacy which encompasses both skills and multimodal forms. In Barbados this has been perceived as disengagement from conventional literate practices and has caused concern in the wider Barbadian community. This view is reinforced by the seemingly ubiquitous engagement of youth with various forms of communications technology rather than traditional text. This chapter presents some insight, in the context of a Barbadian secondary school, into an action research project which sought to bridge the existing divide between traditional and semiotic literacies. This investigation confirmed that students were engaged in literate acts in diverse ways. The creation of third space required revised assumptions about the nature of literacy and redefined roles for teachers and students. This chapter concludes with recommendations for increased dialogue, collaboration and professional development among Barbadian secondary English teachers on issues related to literacy.

scholarly journals Role of In-Service Promoted Secondary School Heads in Strengthening Secondary Education in Kohat Division (Pakistan)

2013 ◽  
Vol 3 (1) ◽  
pp. 38
Author(s):  
Qaiser Suleman ◽  
Ishtiaq Hussain
Keyword(s):  
Secondary Education ◽  
Secondary School ◽  
Professional Training ◽  
Statistical Treatment ◽  
Sampling Technique ◽  
Simple Random Sampling ◽  
School Level ◽  
Teachers And Students ◽  
School Heads

The purpose of the current paper was to explore the role of in-service promoted secondary school heads in strengthening secondary education. The objectives of the study were: (a) to investigate the role of in-service promoted secondary school heads in strengthening secondary education; (b) to investigate the weak areas of in-service promoted secondary school heads in strengthening secondary education; and (c) to suggest workable recommendations to improve the administrative performance of in-service promoted secondary school heads. All the teachers and students at secondary school level in Kohat Division, Khyber Pakhtunkhwa (Pakistan) constituted the population of the study. The study was delimited to male secondary school heads, teachers and students only. The study was further delimited to 30 secondary schools in each district of Kohat Division i.e., Karak, Kohat and Hangu. In order to ensure adequate representation of the population, 450 teachers and 900 students were selected through simple random sampling technique. The nature of the study was descriptive and questionnaires were used as research instrument. Pilot testing was conducted to eliminate the weaknesses, misconceptions and ambiguities of the questions in the questionnaires. Data was collected through personal visits. Then it was organized, tabulated, analyzed and interpreted. Statistical tools, i.e., percentage and chi square were used for the statistical treatment of the data. After analysis of the data, the researchers arrived at the conclusions that the overall administrative performance of in-service promoted secondary school heads was ineffective and unproductive. They lack the qualities of effective leadership and successful administration. Based on findings of the study, it is strongly recommended that a special professional training programme regarding school administration and management should be institutionalized so that in-service promoted secondary school heads may be equipped with the modern techniques of school management and administration. KEYWORDS: Role, In-service Promoted Secondary School Heads, Strengthening, Secondary Education

scholarly journals The Causes of a Lack of Discipline among Secondary School Learners in Mauritius

2018 ◽  
Vol 9 (1) ◽  
pp. 35-46 ◽  
Author(s):  
Belle Louis Jinot
Keyword(s):  
Secondary School ◽  
Secondary Schools ◽  
Peer Group ◽  
School Setting ◽  
Ministry Of Education ◽  
Working Parents ◽  
Dysfunctional Family ◽  
Face To Face ◽  
Group Interviews ◽  
Set Up

AbstractA lack of learners’ discipline is a major school problem in secondary schools in Mauritius. The study aims at determining and examining the main causes of this problem in the context of Mauritius. Qualitative data were collected from learners, educators, principals and parents of four secondary schools by using focus group interviews and individual face-to-face interviews. By using content analysis, the study revealed that the causes of learners’ lack of discipline originate from the family (the parenting style, working parents, ineffective parental discipline and the dysfunctional family), the learners’ attitudes to education and schooling, the educators’ attitudes to their role of maintaining learner discipline, the principals’ lack of authority and leadership in managing learner discipline and the influence of peer group in the school setting. The study shows that all the stakeholders of the school community are responsible for the deterioration of learner discipline in secondary schools. It recommends that there should be a decentralisation of learner discipline strategies from the Ministry of Education to the secondary school principals who should be empowered to set up their institutional school discipline plan.

scholarly journals Teachers’ And Students’ Attitudes Towards Integrating Environmental Education in the Secondary School Curriculum for Managing Environmental Degradation in Machakos Sub County, Kenya

2018 ◽  
Vol 6 (09) ◽  
Author(s):  
Timothy Mandila Chikati
Keyword(s):  
Environmental Education ◽  
Secondary School ◽  
Secondary Schools ◽  
Environmental Degradation ◽  
Environmental Attitudes ◽  
Action Plan ◽  
School Curriculum ◽  
Teachers And Students ◽  
Secondary School Curriculum ◽  
Students Attitudes

This study investigated implementation of integrated environmental education in the secondary school curriculum for managing environmental degradation in Machakos Sub-County. The study was thus informed by Fullan’s theory of educational change (2007). The theory views the implementation of IEE programme through lenses of four independent variables identified as need; clarity; complexity; quality and practicality on the one hand and teachers’ and students’ levels of environmental awareness, knowledge, skills, attitudes and participation as dependent variables on the other hand. These variables network with local factors and external factors as intervening variables to determine the IEE implementation process. The study employed cross-section survey design under the quantitative approach. Probability sampling designs were used to select participants for the study. The target population of this study was public secondary schools, teachers and form 4 students from Machakos Sub-County. Stratified and simple random sampling techniques were employed in sampling secondary schools, teachers and students.  Questionnaires were used for data collection. Quantitative data were analysed using simple descriptive statistics. Overall study findings demonstrated that both teachers’ and students’ attitudes towards integrated environmental education in the secondary school curriculum were fairly positive though not adequate enough for effective implementation of IEE in the school curriculum hence, the unyielding environmental degradation in Machakos Sub-County. The study recommended that The Ministry of Education and the relevant urgencies such as KICD, DQAS and KNEC work jointly with school managers to draw an action plan to reinforce and intensify teachers’ and students’ levels of environmental attitudes through pre-service and in-service training, workshops and seminars on contemporary environmental issues. It is also recommended that studies are undertaken to understand those impediments that impede change in teachers’ and students’ environmental attitudes so that useful and practical interventions can be identified.

scholarly journals Occupational Stress: Associated Factors, Related Symptoms, and Coping Strategies Among Secondary School-heads

2021 ◽  
Vol 36 (4) ◽  
pp. 529-553
Author(s):  
Qaiser Suleman ◽  
Alam Zeb Khattak ◽  
Ishtiaq Hussain
Keyword(s):  
Secondary School ◽  
Secondary Schools ◽  
Coping Strategies ◽  
Occupational Stress ◽  
Associated Factors ◽  
Sampling Technique ◽  
Stress Index ◽  
Increased Risk ◽  
And Coping ◽  
School Heads

This study examined occupational stress, its related symptoms, associated factors, and coping strategies among heads of secondary schools in Kohat Division, Pakistan. A sample of 101 secondary school-heads was taken using a multistage sampling technique. Occupational Stress Index (Shrivastava & Singh, 1981) followed by four open-ended questions was used to investigate the study variables. Findings revealed that heads of secondary schools were occupationally stressed in their workplace. The most associated factors causing occupational stress were poor compensation, work overload, lack of effective advancement and promotion policy, poor implementation of education policy, lack of basic facilities, political interference, and under-participation. Several symptoms such as headaches, alterations in blood pressure, and digestive problems, were found to be associated with an increased risk of occupational stress. Furthermore, various related perceived physiological, psychological, and behavioral consequences were found to be caused by stress at work. Findings suggest that a comprehensive strategy promoted by the education department should be recommended for reducing stress among secondary school-heads and improving their wellbeing and other health-related conditions at the workplace.

scholarly journals Remedial Teaching Practices in Secondary Schools of Northern Samar

2014 ◽  
Vol 1 ◽  
pp. 78-83
Author(s):  
Jeselle S. Aquino
Keyword(s):  
Secondary School ◽  
Secondary Schools ◽  
Teaching Practices ◽  
Secondary School Teachers ◽  
School Teachers ◽  
Public And Private ◽  
Remedial Teaching ◽  
Significant Difference ◽  
Teachers And Students ◽  
The Difference

The problem of poor quality in education has been traced to a number of causes, which include socio-economic factors, teacher-related factors, inadequate learning materials, and the short and congested school curriculum, among others. With this result, it is therefore imperative to organize remediation programs in low performing schools to address the needs of the learners to achieve desired learning outcomes and to enhance faculty’s teaching competence. The study determined the remedial teaching practices employed by secondary school teachers in both public and private schools in Northern Samar. It also found out the difference between the extent of remedial teaching practices as perceived by the teachers and students and if there was a significant difference between the extent of practices of public and private secondary schools in Northern Samar. The descriptive-comparative method was utilized in the study using a researcher-made survey questionnaire as the primary instrument. The study was conducted in twenty (20) public and private secondary schools in Northern Samar selected based on the results of the National Achievement Test (NAT) from 2010 to 2011. Frequency counts, percentages, and weighted mean computations were used to analyze the data obtained. The t-test was used to test the difference between the extent of remedial teaching practices as perceived by the secondary teachers and students and the difference in the extent of remedial teaching practices among public and private secondary schools in Northern Samar. The remedial teaching practices of the secondary school teachers were rated “extensive” by both teachers and students. There was a significant difference between the perceptions of the secondary school teachers and the students on the extent of remedial teaching practices but there was no significant difference between the extent of remedial teaching practices of the public and the private secondary schools in Northern Samar.

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