درجة ممارسة الإدارات المدرسية في المرحلة الأساسية بمحافظة غزة للانضباط الذاتي وعلاقته بمستوى إدراك المعلمين لمفهوم النظام المدرسي

2018 ◽  
Vol 5 (1) ◽  
pp. 205-236
Keyword(s):  
Elementary Schools ◽  
School System ◽  
School Discipline ◽  
School Administration ◽  
Basic Education ◽  
School Principals ◽  
Average Weight ◽  
Data Collection Tool ◽  
Primary Stage ◽  
Basic Stage

ملخص: هدفت الدراسة إلى التعرف إلى درجة ممارسة الإدارات المدرسية بمدارس المرحلة الأساسية بمحافظة غزة للانضباط الذاتي وعلاقته بمستوى إدراك المعلمين لمفهوم النظام المدرسي. واعتمدت الدراسة على المنهج الوصفي التحليلي ، مستخدمة الاستبانة كأداة لجمع البيانات من قبل عينة الدراسة المتمثلة في معلمي مدارس المرحلة الأساسية الدنيا التابعة لوكالة الغوث بمحافظة غزة والبالغ عددهم (250) معلم ومعلمة. وتوصلت الدراسة إلى أن الإدارات المدرسية في المرحلة الأساسية الدنيا التابعة لوكالة الغوث بمحافظة غزة يمارسون مبادئ الانضباط الذاتي في سلوكهم وأعمالهم بنسبة (68.56). كما بينت النتائج أن معلمي مرحلة التعليم الأساسي يدركون مفهوم النظام المدرسي بدرجة كبيرة وبنسبة(78.68). وأن هناك علاقة ارتباطية ايجابية بين الانضباط الذاتي الذي تمارسه إدارة المدرسة وإدراك المعلمين لمفهوم النظام. ولا توجد فروق دالة إحصائياً بين متوسطات تقديرات أفراد عينة الدراسة لدرجة ممارسة الإدارات المدرسية بمدارس المرحلة الأساسية التابعة لوكالة الغوث بمحافظة غزة للانضباط الذاتي تعزى لمتغيرات ( الجنس – سنوات الخدمة ). وأوصت الدراسة بضرورة قيام إدارة المدرسة بتوفير البنية الأساسية المناسبة للانضباط الذاتي. الكلمات المفتاحية: الانضباط الذاتي – الإدارة المدرسية- مفهوم النظام المدرسي- المرحلة الأساسية. Abstract The study aims to identify the degree of practice of self-discipline by school principals in the primary stage schools in Gaza Governorate and its relationship with the level of teachers’ awareness of the concept of the School discipline. The study was based on the descriptive analytical method, using the questionnaire as a data collection tool by the study sample represented by(250) of teachers of the basic elementary schools of UNRWA in Gaza Governorate. The study concluded that the the school administrations in the primary stage schools of UNRWA in Gaza Governorate are practicing self discipline in their behavior and work. the average weight was(78.68). The results also showed that the teachers of the basic education stage are very familiar with the concept of the School system. And that there is a positive correlation between self-discipline practiced by the school administration and teachers’ perception of the concept of the School system. There are no statistically significant differences between the average of the sample of the sample of the study of the degree of the practice of the school departments in the elementary schools of UNRWA in Gaza Governorate for self-discipline due to the variables(gender – years of service). The study recommended that the school administration provide adequate infrastructure for self-discipline. Keywords: Self-discipline – School administration – Concept of the School discipline – Basic stage

scholarly journals Electronic classroom activities in Elementary schools (reality and challenges)

2021 ◽  
pp. 86-104
Author(s):  
أزهار محمد محمد عبد البر
Keyword(s):  
Elementary Schools ◽  
Rural Areas ◽  
Primary Schools ◽  
Basic Education ◽  
School Principals ◽  
Economic Conditions ◽  
Classroom Activities ◽  
Female Teachers ◽  
Electronic Classroom ◽  
Internet Networks

The aim of the research is to identify the reality of the application of electronic classroom activities in Elementary schools, to identify the challenges that face the application of electronic classroom activities in primary schools, The research sample consisted of (120) male and female teachers from the basic education stage, (50) guardians, (15) school principals, (30) activity supervisors And the descriptive and analytical approach was used and a questionnaire on the application of electronic activities was applied (prepared by the researcher).The research found the following results: Elementary schools do not implement electronic classroom activities sufficiently, and this is due to many challenges, which are weak economic potential in primary schools, lack of infrastructure and adequate high-quality computers to implement electronic activities in schools, weak Internet and lack of Internet networks in many schools, teachers ’lack of experience in preparing and designing electronic classroom activities, poor economic conditions for students, especially in villages and rural areas where there is no infrastructure

Accountability in the financial management practices of school principals

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Agrippa Madoda Dwangu ◽  
Vimbi Petrus Mahlangu
Keyword(s):  
Financial Management ◽  
Management Practices ◽  
Basic Education ◽  
School Principals ◽  
School Principal ◽  
Department Of Education ◽  
Eastern Cape ◽  
Structured Interviews ◽  
Content Type ◽  
The Status

PurposeThe purpose of this article is to investigate the effectiveness of accountability mechanisms employed in financial management practices of school principals in the Eastern Cape Provincial Department of Education. The strengths and weaknesses of the systems and mechanisms of the processes to hold school principals accountable are explored in detail in this study. The argument that this article seeks to advance is that accountability of the school principal to the school governing body (SGB) does not yield the best results in terms of efficiency. It creates a loose arrangement in terms of which the school principal takes part in financial mismanagement in schools.Design/methodology/approachData collection was made through semi-structured interviews whose purpose was to draw experiences from SGBs, particularly the finance committees who are in fact the sub-committees of the SGBs; as well as literature review. The finance committee is made up of the chairperson of the SGB, the secretary of the SGB, the treasurer of the SGB, and the financial officer who is a clerk responsible for the keeping and the management of financial records of the school. The process started with semi-structured interviews, then transcribing, coding, developing themes, making meaning of the themes and subsequently developing a principle.FindingsMechanisms employed by schools and the Department of Education to hold principals accountable for their financial management practices fail to make them fully accountable and effectively face the consequences of acts on their part that are illegal and unlawful. The mechanisms need a great deal of overhauling. The argument that this article seeks to advance is that this account of the school principal to the SGB does not yield the best results in terms of efficiency. It creates a loose arrangement in terms of which the school principal easily gets away with a crime when financial mismanagement occurs in the school.Research limitations/implicationsParticipants could possibly not be comfortable and willing, to tell the truth as it is. Participants might have the fear that telling the truth could land them in trouble with the law. Whilst participants were assured by the researchers of their anonymity and the confidentiality of the information given by them, there was no guarantee that the fear of being exposed would subdue completely. There was also a possibility that some participants would not be willing to say the truth as it is for fear of being victimised by other participants for exposing the status quo in their schools.Practical implicationsThe findings and recommendations from this study may be used by the Department of Basic Education as a source of information for policymakers and stakeholders to understand the effectiveness of their mechanisms to ensure the accountability of school principals on issues of financial management. On the basis of this study, policymakers will then be able to revisit their policies for the purpose of strengthening them. The principal is therefore responsible for the day-to-day administration and management of school funds because of this mandatory delegation. However, when things go wrong, it is the SGB that is held liable.Social implicationsSchool principals hold dual accountability in terms of which they are accountable to the employer only in so far as their professional responsibilities are concerned on financial management in the first instance. They are by no means accounting officers in schools. In the second instance, they are fully accountable to the SGB for issues relating to financial management. Section 16A of SASA lists the functions and responsibilities for which the principal as an employee of the Department of Basic Education, and in his official capacity as contemplated in Sections 23(1) and 24(1) (j) of the same Act, is accountable to the head of department (HOD).Originality/valueThe study provides a theoretical and empirical contribution to the existing literature on the effectiveness of the mechanisms employed to ensure the accountability of school principals in their financial management practices in schools. It offers practical recommendations putting in place mechanisms that effectively hold school principals wholly accountable for their financial management practices in schools. Most of the time, it is easy for the principal to get away with a crime even in instances where he or she is called upon to account for alleged financial mismanagement.

scholarly journals High diploma students’ perceptions of justice and its correlation with organisational commitment

2020 ◽  
Vol 15 (4) ◽  
pp. 854-869
Author(s):  
Fathi Mohsen Shamma ◽  
Reem Al-Zu’bi
Keyword(s):  
Public Schools ◽  
School Administration ◽  
School Principals ◽  
Organisational Commitment ◽  
Strong Connection ◽  
Organisational Justice ◽  
Item Questionnaire ◽  
High Level ◽  
Student's Perceptions ◽  
Correlation Design

This study reveals the correlations between high diploma student’s perceptions of the level of organisational justice exhibited by Jordanian school principals and their own level of organisational commitment. To achieve these objectives, the researchers employed a descriptive correlation design. A 44-item questionnaire comprising four fields was administered to a sample of (354) high diploma students working as teachers in (15) public schools. The results show there is evidence of perceived justice and a high level of commitment among teachers; additionally, it identified a strong connection between teachers’ commitment and all aspects of organisational justice. These findings have implications for Jordanian school administration; accordingly, the researchers propose relevant recommendations for further investigation.   Keywords: organisational justice (OJ); organisational commitment (OC); high diploma.

scholarly journals Komparativna analiza hrvatskog i nizozemskog školskog sustava

2018 ◽  
Vol 36 (13) ◽  
Author(s):  
Igor Radeka ◽  
Ljiljana Radman
Keyword(s):  
Elementary Schools ◽  
School System ◽  
Cultural Context ◽  
Basic Characteristic ◽  
Institutions Of Higher Education ◽  
Cultural Economic ◽  
Resource Potential ◽  
The Social ◽  
State And Society ◽  
Developed World

The article commences its comparative analysis of the Croatian and the Holland system by emphasising the main features of the Croatian and the Holland state and society and by analysing the Croatian and the Holland school subsystems: kindergardens, elementary schools, high schools, institutions of higher education, specialized schooling and schools for grownups. Transition, as the basic characteristic of the Crotian school system and multiculturalism as the chief feature of the Holland system, are given places of prominence.The authors conclude that the surrounding European cultural context, the geographical and resource potential of the countries which stress the immense significance of education, the large number of the population covered by elementary and high school subsystems and the problems of the social deviation of youth are common to both the Croatian and the Holland societies and their school systems.The differences between these two systems are much greater and these can be divided according to the structure, the degree of centralization and way of running the schools, financing them, their ownership, the organisation of their activitiess, their programs, the pedagogical standards, the position of those attending the systems and the state of the educated labour market.At the end of the article, the authors voice a plea for the application of the positive experience of the Holland school system into the Croatian school system, taking into consideration its historical, cultural, economic, social and national specificities in order to bring the school system of Croatia as close as possible to that of the developed world.

scholarly journals Criteria for evaluating the competencies of the school counselor at the basic education stage from the point of view of school principals in the state of Khartoum: معايير تقويم كفايات المرشد المدرسي بمرحلة تعليم الاساس من وجهة نظر مدراء المدارس بولاية الخرطوم

2017 ◽  
Vol 1 (3) ◽  
Author(s):  
Ikhlas Hassan Sayyid Echriya ◽  
Reham Anwar Mohammed Hassan
Keyword(s):  
School Counselor ◽  
Basic Education ◽  
School Principals ◽  
Pearson Correlation ◽  
Statistical Significance ◽  
Correlation Equation ◽  
Significance Test ◽  
Point Of View ◽  
The Stability ◽  
Extension Process

The aim of this study was to investigate the criteria of evaluating the competencies of the school counselor in the basic education stage, from the point of view of the school principals in Khartoum State, to achieve the objectives of the study. The researchers prepared a questionnaire that was applied during the academic year 2014-2015 to a random sample of 20 managers in basic education Khartoum, a maritime locality, the questionnaire contains six criteria for evaluating the school's competencies: planning the extension process, implementing the extension process, designing the extension programs, effective communication skills, using the technique in the extension process, In order to ascertain the stability and validity of the questionnaire, by means of the Alpha Kronbach equation and to verify the persistence of the questionnaire by Pearson correlation equation for the questionnaire items in the overall degree of the questionnaire, the sincerity of the arbitrators was measured by presenting it to a number of curriculum experts and pedagogic and educational psychologists in different Sudanese universities. Statistical packages of social sciences (SPSS), and statistical methods used to analyze repetitive data: percentages, arithmetical averages, standard deviations, mono variance, applied statistical significance test (T) The results of the study were reached by a number of recommendations, the most important of which are the need to develop an integrated methodology and a clear job description. For the role of the educational guide, and the process of educational guidance of schools based on the academic procedures of higher education, the need to contribute sections of educational psychology in the quality models and procedures to control and follow up the implementation of strategic plans for the tasks of the school guide and evaluate, The number of educational counselors for the number of learners and the creation of the guiding environment.

scholarly journals ACTIVATING COMMUNICATION BETWEEN SCHOOL PRINCIPALS AND SUPERVISORS IN BASIC EDUCATION IN THE SULTANATE OF OMAN

2020 ◽  
Vol 5 (8) ◽  
pp. 54-63
Author(s):  
Al Farsi Hakam S.H. ◽  
Juma N. ◽  
Issan S.
Keyword(s):  
Field Study ◽  
Basic Education ◽  
School Principals ◽  
School Principal ◽  
Years Of Experience ◽  
Sultanate Of Oman ◽  
Head Teachers ◽  
Educational Supervisor ◽  
Communication Practices ◽  
Academic Qualifications

The study aims at identifying the reality of communication practices between school principals and supervisors in basic education in the Sultanate of Oman. It aims also at identifying the reality of communication between the school principal and the supervisor at Basic Education schools in the Sultanate of Oman, and identifying differences according to job position, gender, academic qualifications, years of experience, educational district, the number of schools the educational supervisor supervises, the size of the school, and the number of head teachers in the school. Finally, the study aims at reaching recommended processes to activate the communication between school principals and supervisors in basic education. The most significant findings of the field study are as follows the estimates of the responses of the study sample regarding the four aspects of the activation of communication between school principal and educational supervisor in Basic of Education schools in the Sultanate of Oman, varied between high and low. In the light of the study findings; the researcher has reached a number of proposed procedures to activate the communication between school principals and educational supervisors in the Basic Education schools in the Sultanate of Oman. A number of further research studies have also been proposed.

Social Innovation in Public Schools

2019 ◽  
pp. 1-14 ◽  
Author(s):  
Isabela Silva ◽  
Karmel Nardi Silva ◽  
Karen Schmidt Lotthammer ◽  
Simone Bilessimo ◽  
Juarez Bento Silva
Keyword(s):  
Public Schools ◽  
School System ◽  
Basic Education ◽  
Social Innovation ◽  
Low Cost ◽  
Digital Inclusion ◽  
Public Network ◽  
The Public ◽  
Remote Experimentation ◽  
Positive Results

The project “Promoting Digital Inclusion in Public Schools Through Integration of Innovative Low-Cost Technologies in the Teaching of STEM Subjects” has been carried out by the Remote Experimentation Laboratory (RExLab), Federal University of Santa Catarina, since 2008. This project has trained 363 teachers from 6 schools, since it is an initiative of technology integration in the basic education of the Brazilian public-school system. The present study focuses on the benefits of the project in relation to the teachers involved in its scope. The positive results acquired by the project over the years demonstrate that the integration of technologies in education by teachers in the public network is a practice to be encouraged.

Are Teaching Practices Suitable for Classes of Six-Year-Old Children?

2016 ◽  
pp. 183-195
Author(s):  
Gisela Wajskop
Keyword(s):  
Elementary Schools ◽  
Action Research ◽  
Public Education ◽  
Young Children ◽  
Education System ◽  
Teaching Practices ◽  
Basic Education ◽  
Preschool Education ◽  
Pedagogical Practices ◽  
Teacher Students

The present study is the result of an investigation carried out for eight months, from March to October 2006, comprises Grade 1 classes at the São Paulo Public Education System, Brazil. Forty teacher students performing literacy activities during their pre-service activities simultaneously conducted this action research in 40 Grade 1. Six-year-old children were moved from preschool education to elementary schools since 2006 in order to respect the legal determinations defined by the Lei de Diretrizes e Bases da Educação Nacional (Brasil, 1996), which expanded basic education from 8 to 9 years. Such democratic governmental action, however, has raised issues concerning the way very young children are taught in a typically school-like context. From this perspective, our study enables us to raise sociocultural problems regarding the non-inclusive pedagogical practices in use. Results show non-inclusive pedagogical practices, as well some paths to change this educational setting.

How to Design a Mathematical Learning App Suitable for Children

2017 ◽  
pp. 160-178
Author(s):  
Elke Höfler ◽  
Gerald Geier ◽  
Claudia Zimmermann
Keyword(s):  
Elementary Schools ◽  
School Children ◽  
Adaptive Learning ◽  
School System ◽  
Elementary School Children ◽  
Good Practice ◽  
Institutional Setting ◽  
Learning Approaches ◽  
Digital Infrastructure ◽  
Seamless Learning

This paper examines the main considerations that influenced the development and implementation of an educational application created for elementary school children, with the aim of helping them to practice long divisions. In addition to discussing design principles for technologies that are suitable for children, the authors take a closer look at the framework for designing and using digital applications in the classroom. The most important aspects in this regard include the institutional setting of the Austrian school system and the myth of digital natives, as well as the Mobile Seamless Learning and Adaptive Learning approaches. The lack of basic digital infrastructure in Austrian elementary schools, the fact that not every child younger than ten years owns or has access to mobile devices and the resulting problematic implementation of Mobile Seamless Learning settings and BYOD strategies in schools ask for more flexible learning applications. The divisiontrainer designed by Geier (2015) is presented as a good practice example that takes the identified challenges into account.

scholarly journals Entrepreneurship Education with Companies: Teachers Organizing School-Company Interaction

2020 ◽  
Vol 10 (10) ◽  
pp. 268
Author(s):  
Kaarina Sommarström ◽  
Elena Oikkonen ◽  
Timo Pihkala
Keyword(s):  
Basic Education ◽  
School Principals ◽  
Education Level ◽  
The Other ◽  
School Level ◽  
Structured Interviews ◽  
School Teachers ◽  
Short Term ◽  
Entrepreneurial Learning

Previous research into entrepreneurial learning has focused mainly on defining its aims; however, there seems to be little discussion on understanding the barriers or incentives involved when carrying out the pedagogical solutions that would enable entrepreneurial learning. In this study, we examine basic education level schools’ cooperation with outside partners, especially from the school principals’ and teachers’ viewpoints. The study aims to understand the perspectives of teachers and principals on planning and organizing school-company interaction. To do this, content analysis was used in this qualitative study. The data were collected via semi-structured interviews with school teachers and principals, involving a total of 35 people working in basic education. The findings of the study show that principals and teachers intentionally select long-term cooperation methods to meet the aims of entrepreneurial learning. On the other hand, teachers that have chosen to apply short-term school-company cooperation methods have highlighted the ease of these methods rather than learning. Finally, our findings suggest that planning and organizing entrepreneurial learning would benefit from school-level commitment where collaboration between teachers and between teachers and company representatives is valued. We believe that would lead to more satisfied teachers and longer-term school-company cooperation, and also believe that short-term school-company cooperation methods would better meet the aims of entrepreneurial learning.

Sign in / Sign up

Export Citation Format

Share Document