scholarly journals МАГИСТР В ШКОЛЕ: БЫТЬ ИЛИ НЕ БЫТЬ

2020 ◽  
Author(s):  
Lyubov Nikitina
Keyword(s):  
Secondary Schools ◽  
School Principals ◽  
School Management ◽  
Management Team ◽  
Point Of View ◽  
Fundamental Importance ◽  
School Teachers ◽  
Multi Level ◽  
Research And Design ◽  
Level Training

Рассматривается вопрос о положении магистров в школе и позиции руководителей общеобразовательных школ по отношению к магистерской подготовке. На основе изучения вопросов, связанных с затруднениями в процессе обучения в магистратуре, установлено, что в школе не создаются условия для успешного обучения, поскольку руководители не проявляют заинтересованности именно в магистерской подготовке педагога. По результатам анкетирования руководителей общеобразовательных школ установлено, что работодатели не видят принципиальной значимости в многоуровневой подготовке педагога, поскольку нормативно не закреплены функции и виды деятельности магистров в школе. При этом директора школ готовы создавать условия для обучения педагогов в магистратуре, привлекать к исследовательской и проектно-управленческой деятельности, к педагогическому сопровождению работы по совершенствованию деятельности педагогов школы, включать их в состав команды по управлению в школе. Обозначена проблема набора с точки зрения распределения контрольных цифр приема в магистратуру, обусловленная отсутствием заинтересованности работодателей в магистерской подготовке педагога.In this article, the author considers the issue of the position of masters in school and the position of the heads of secondary schools for master’s training. Based on the study of difficulties in the process of studying at a magistracy, the author found that the school does not create conditions for successful learning, because the leaders do not show interest in the master’s training of a teacher. Based on the results of a survey of the heads of secondary schools, the researcher concludes that employers do not see fundamental importance in the multi-level training of the teacher, since the functions and types of activities of masters in the school are not legally fixed. At the same time, school principals are ready to create conditions for the training of teachers in the magistracy, to involve in research and design and management activities, in pedagogical support of work to improve the activities of school teachers, to include them in the school management team. The author outlines the problem of recruitment from the point of view of the distribution of master figures for admission to the magistracy, which is caused by the lack of interest of employers in the master’s training of the teacher.

Developing Inclusive, Collaborative Initiatives in Curriculum Delivery

2021 ◽  
pp. 68-77
Author(s):  
Ntombizandile Gcelu ◽  
Fumane P. Khanare
Keyword(s):  
Secondary Schools ◽  
Teaching And Learning ◽  
Developed Countries ◽  
School Management ◽  
Management Team ◽  
Educational Systems ◽  
Sustainable Leadership ◽  
The World ◽  
Practical Information ◽  
Curriculum Delivery

While teaching and learning are underway, the world is still grappling with the COVID-19 pandemic and its impact on educational systems, particularly curriculum delivery across the globe, on both developing and developed countries. As a result, collaboration and partnerships with primary, secondary schools, and higher education institutions are more vital than ever. Unfortunately, many schools have yet to show real leadership when it comes to this. This chapter foregrounds the school management team voices to depict collaborative initiatives and ways to improve curriculum delivery in a rural context of two secondary schools in Free State, South Africa during the crisis. In so doing, the chapter considers collaborative initiatives that are inclusive and provide much-needed practical information for curriculum delivery and sustainable leadership.

scholarly journals The relevance of Sathya Sai Baba's philosophy to the educational leadership of secondary school principals in the central Stanger area

2004 ◽  
Author(s):  
◽  
Teddy Kommal
Keyword(s):  
Educational Leadership ◽  
Secondary School ◽  
Secondary Schools ◽  
School Principals ◽  
Secondary School Principals ◽  
School Management ◽  
Research Focus ◽  
Educational Management ◽  
The Voice ◽  
Positive Effect

The ultimate goal of this research is to demonstrate the positive effect that can be achieved in the educational management arena by following the teachings of Sathya Sai Baba. This work attempts to add the voice of Sathya Sai Baba in classroom and school management and to demonstrate how his teachings could be used to the benefit of school principals, fellow educators and learners. In this research, focus is placed on secondary schools in the central Stanger area as the researcher is a principal in this area

scholarly journals The degree of practicing servant leadership among the principals of governmental secondary schools in Amman governorate and its relation  to teachers' motivation towards work: درجة ممارسة القيادة الخادمة لدى مديري المدارس الثانوية الحكومية في محافظة عمّان وعلاقتها بدافعية المعلمين نحو العمل

2021 ◽  
Vol 5 (51) ◽  
pp. 141-124
Author(s):  
Sana Abdullah Hussain Abu Roman Sana Abdullah Hussain Abu Roman
Keyword(s):  
Secondary School ◽  
Secondary Schools ◽  
Servant Leadership ◽  
School Principals ◽  
Secondary School Principals ◽  
Evaluation Process ◽  
Point Of View ◽  
Ministry Of Education ◽  
Validity And Reliability ◽  
Training Courses

    This study aimed to identify the degree of practicing servant leadership by the principals of governmental secondary school in Amman governorate and its relation to teachers' motivation towards work, from teachers’ point of view, Descriptive correlative research method as the most suitable method for this study and adopted the questionnaire as a means of collecting data both for the servant leadership or motivation. The sample of the study consisted of (347) teachers. They were chosen intentionally from governmental secondary schools in Amman. The descriptive correlational methodology was used. Two questionnaires were used as a tool of the study to collect data, after finding their validity and reliability; the findings showed that the degree of practicing servant leadership by governmental secondary school principals in Amman governorate from teachers’ point of view was low. The level of teachers' motivation towards work was low too. There was a positive significant correlational relationship at (α≤0.05) between the degree of practicing servant leadership by governmental secondary school principals in Amman governorate and teachers' motivation towards work. The Pearson value was (0.61). The main recommendations of the study: organizing training courses on servant leadership for principals of public secondary schools in Jordan., and the adoption of servant leadership in the evaluation process and the selection of school principals by the Ministry of Education.    

scholarly journals WORKPLACE STRESS AND PERCEIVED STRATEGIES THAT SCHOOL PRINCIPALS USE IN HANDLING TEACHERS' WORK-RELATED STRESSORS IN SECONDARY SCHOOLS IN ANAMBRA STATE, NIGERIA

2021 ◽  
Vol 5 (2) ◽  
Author(s):  
Victoria Chimezie Mbonu ◽  
Anayo Isaac Nkemdilim
Keyword(s):  
Secondary Schools ◽  
School Principals ◽  
Research Question ◽  
Well Being ◽  
Workplace Stress ◽  
School Teachers ◽  
Anambra State ◽  
Work Related ◽  
Mental Wellness ◽  
Work Related Stressors

School teachers can experience stress at work and outside of work for a variety of reasons. This study investigated workplace stress and perceived strategies that school leaders use in handling work-related stressors in secondary schools in Anambra state. A descriptive survey research design was used for the study. A total of 1,180 teachers were chosen from a population of 6,887 secondary school teachers. The data collection instrument is a questionnaire separated into three sub-sections: A, B, and C. The data was gathered by delivering the test instruments directly to the respondents, and the data were analysed using the Statistical Package for the Social Sciences (SPSS) program. The data was analysed using descriptive statistics. Means and standard deviations were used to answer research questions 1 and 2, while percentages were used to answer research question 3. The results indicated among others, that majority of study respondents choose “improved career development” as their top perceived approach that school principals use in handling teachers' work-related stressors. Based on the study, the researcher suggests that school principals strive to incorporate long-term preventive stress control strategies that improve teachers' mental wellness and well-being, such as exploring professional and family support and counselling. JEL: J24; I20; I25 <p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0798/a.php" alt="Hit counter" /></p>

scholarly journals School Management from the Voice of Their Protagonists in Spain

2019 ◽  
Vol 1 (79) ◽  
Author(s):  
Antonia López Martínez
Keyword(s):  
Qualitative Methodology ◽  
School Principals ◽  
School Management ◽  
School Principal ◽  
Management Team ◽  
Management Model ◽  
Management Competencies ◽  
Structured Interviews ◽  
Advantages And Disadvantages ◽  
The Voice

This study gathers the contributions of school principals’ professional skills, their access to the role as heads and the main advantages and disadvantages of being a school principal. The study involved 20 principals from the province of Seville. A qualitative methodology was used, through semi-structured interviews and content analysis. From the analysis of the results, specific aspects are deduced in the categories studied such as: access to the principal position, competencies, advantages, difficulties, management model. Most of the principals interviewed assured that accessing the position is assumed with willingness to face challenges, and that management competencies, capacity to listen and empathy are essential for the role. Their work is facilitated by their relationships with their co-workers and a good management team, followed by the support of the educational community. On the other hand, they stated that their duties are hindered mainly by families who are not involved and discipline issues.

scholarly journals The reality of educational supervision in Najran from the point view of secondary school teachers and principals and their attitudes towards it: واقع الإشراف التربوي في مدينة نجران من وجهة نظر معلمي وقائدي المدارس الثانوية واتجاهاتهم نحوه

2021 ◽  
Vol 5 (36) ◽  
pp. 21-1
Author(s):  
Nasser Salem Al-Aqail Nasser Salem Al-Aqail
Keyword(s):  
Secondary School ◽  
Secondary School Teachers ◽  
School Principals ◽  
Point Of View ◽  
Total Degree ◽  
School Teachers ◽  
Arithmetic Average ◽  
Secondary School Education ◽  
Secondary Stage ◽  
Educational Supervision

The study aimed to identify the reality of educational supervision in Najran city from of secondary school teachers and principals point of view, the descriptive survey approach was used, and questionnaire consisting of (3) main areas and (32) paragraphs, applied to a sample of (282) school principals and teachers, including (226) teachers and (56) school principals of both sexes who work in secondary school education, The results indicated that the sample estimates of the reality of supervision at the level of the whole tool; got an overall average (3.25 out of 5), meaning a (medium) practice score, and the level of the three areas, they were in order; The field of educational supervision goals with the highest average (3.33), then the field of supervision methods with an arithmetic average (3.31), finally the field of supervisors' roles with an average of (3.14), all of which were of a medium degree, and the results indicated that there were differences in the attitudes of secondary school teachers and managers towards supervision for a variable. The job is on the total degree only without the fields and was in favor of the school leaders, and the results showed that there were no differences in the reality of supervision between teachers and leaders of the secondary stage towards supervision according to the gender variable, while there were differences in the reality of supervision according to the experience variable on the total degree of performance As well as on the three areas of the tool in favor of those with less experience (10 years or less) The results also showed that there are differences in the reality of supervision depending on the educational qualification variable in the first and second fields and in favor of the bachelor, as for the total degree and the third field of the tool, it was not Significant differences appear statistically. Based on the results, the researcher presented a set of recommendations and proposals for developing educational supervision in the city of Najran and the whole of the Kingdom.

scholarly journals The level of teachers' job satisfaction in secondary schools of East Darfur state in Sudan

2021 ◽  
Vol 21 ◽  
pp. 250-265
Author(s):  
Elssadig Ali Elssalih
Keyword(s):  
Job Satisfaction ◽  
Secondary Schools ◽  
Secondary School Teachers ◽  
School Principals ◽  
Statistical Significance ◽  
National Level ◽  
Simple Random Sampling ◽  
Primary Data ◽  
School Teachers ◽  
Data Collection Instrument

The purpose of the study was to investigate teachers’ job satisfaction in secondary schools of East Darfur state in Sudan. The sources of data for this research remained secondary school teachers and school principals. The primary data collection instrument was questionnaire for teachers. Besides, the sample school principals was an interview.  The sample consists of 650 teachers and ten principals. Teachers were selected using simple random sampling; the school principals were selected using purposive sampling. The questionnaire was distributed to 284 teachers, and the interview was administered to 8 principals, 284 teachers, and eight principals who filled in the questionnaire and returned them. Descriptive statistics, one-sample t-test, and ANOVA test were employed in this study using SPSS to analyze the quantitative data. The qualitative data were analyzed utilizing the thematic analysis method and interview. The study's main findings indicated that there is statistical significance since it is P <0.5. There is a lower level of teachers’ job satisfaction in secondary schools of East Darfur state. One-Way ANOVA showed that were statistically significant differences between groups about the teachers’ job satisfaction of the variables. In conclusion, the teachers ‘satisfaction in secondary schools requires continuous support to raise the level of school teachers. The paper proposed research recommendations and significant suggestions.  Since this study was delimited only to education in Eldaien within a single locality, in East Darfur State, the findings lack comprehensive and generalizability of the area. As a result, researchers are recommended to undertake similar research secondary schools at the national level and develop all-embracing and superior findings.

scholarly journals PRINCIPALS’ STRATEGIES FOR THE IMPROVEMENT OF STAFF PERSONNEL ADMINISTRATION OF SECONDARY SCHOOLS IN ENUGU NORTH EDUCATION ZONE, ENUGU STATE, NIGERIA

2020 ◽  
Vol 8 (5) ◽  
pp. 322-328
Author(s):  
O. Gladys ◽  
Ifeanyichukwu Ugwu ◽  
Israel Chijiuka Oparaji
Keyword(s):  
Secondary School ◽  
Secondary Schools ◽  
Secondary School Teachers ◽  
School Principals ◽  
Secondary School Principals ◽  
Simple Random Sampling ◽  
School Principal ◽  
School Teachers ◽  
Enugu State ◽  
Personnel Administration

This study investigated the principals’ strategies for the improvement of staff personnel administration of secondary schools in Enugu North Education Zone, Enugu state. The study has two purposes, and was guided by 2 research questions and two hypothesis. It adopted a descriptive research design. The population of the study consist 108 secondary school principals and 1,423 secondary school teachers in Enugu North Education Zone, Enugu state. Through multistage and simple random sampling, the sample size of 16 secondary school principals and 170 secondary school teachers were drawn. The instrument for data collection was a 20-item structured questionnaire. The questionnaire has two sections: section A for secondary school principals while section B is for secondary school teachers. The instrument were validated by three experts: two from Educational Management and Policy while the other one from Department of Measurement and Evaluation, all from faculty of education, Nnamdi Azikiwe University, after which they were subjected to test-retest on 15 secondary school principal and 15 secondary school teachers in Enugu West Education zone. Their scores were computed with Cronbach Alpha technique which yielded a reliability value of 0.75 which indicates that the instruments were valid. Data collected in this study were analyzed using arithmetic mean and standard deviation while the hypotheses were tested at 0.05 level of significance. Findings reveal that strategies adopted by secondary school principals in for the improvement of staff personnel administration include: involving teachers in decision making, teacher motivation, good leadership, assigning teachers with official responsibilities among others. It was also revealed that teachers were enhanced with s good leadership strategies from principals, motivation and engaging staff in re-training exercise.

scholarly journals Interactive Effect of School principals’ Leadership Styles and Teacher Characteristics on Curriculum Implementation at Public Secondary Schools of Punjab

2020 ◽  
Vol 3 (1) ◽  
pp. 95-119
Author(s):  
Seema Arif ◽  
Zaheer Asghar ◽  
Sajida Mukhtar
Keyword(s):  
Secondary Schools ◽  
Leadership Styles ◽  
Leadership Style ◽  
Curriculum Implementation ◽  
School Principals ◽  
Interactive Effect ◽  
Teacher Characteristics ◽  
Equation Modeling ◽  
School Teachers ◽  
Teaching Characteristics

The research was conducted in the positivist paradigm to determine the interactive effect of school principals' leadership style and the teaching characteristics (traditional Vs. Progressive) of school teachers on curriculum implementation. The research further explores how teaching characteristics mediate between school principals' leadership style and curriculum implementation. Higher secondary school teachers' perceptions were collected from 600 teachers teaching at secondary schools in six districts of Punjab. Multistage sampling was used to draw a sample from a large and diverse population. Descriptive and inferential statistics were used to determine the relationship among various constructs leadership styles, teacher characteristics, and strategies used for the curriculum implementation at secondary schools of Punjab. Path analysis using Structure Equation Modeling with AMOS yielded unique relationships among leadership styles of school principals and teacher characteristics for curriculum implementation. Democratic style of school principals was found to exert maximum direct influence on curriculum implementation with no teacher characteristics mediation. However, it is found that both teacher characteristics play a significant mediating role in curriculum implementation; the visionary style was best mediated through progressive characteristics, and 2) commanding style was mediated through traditional characteristics. The research draws attention to existing gaps in developing teacher expertise for curriculum implementation, which need to be addressed to prepare future teacher leadership in Pakistan.

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