International Journal of Education Policy and Leadership (IJEPL)
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Management of School Infrastructure in the Context of a No-Fee Schools Policy in Rural South African Schools: Lessons from the Field
Get PDFThis study examines the management of school infrastructure in the context of the “no-fee schools” policy introduced in the South African education delivery system. Focusing on four rural schools, the study applied a qualitative method, which involved observation of infrastructure conditions prevailing at four selected schools and in-depth interviews held with their principals. The study has found that though the no-fee policy has come to relieve poor parents of the burden of paying school fees, it does not help schools in addressing their infrastructural challenges
Use of ePortfolios in K-12 teacher hiring in North Carolina: Perspectives of school principals
Get PDFThis study explored the perceptions of principals involved in the hiring process of K–12 teachers in 11 counties in southeastern North Carolina. Forty-nine principals responded to a survey on ePortfolio use in the hiring process: the pros and cons, desirable artifacts, stage of use, preferred delivery method, and improvements that can increase their usage. We examined each of these questions and whether certain factors (prior use, technology skills, and years as a hiring agent) predict principals' ePortfolio use. Our findings suggest that ePortfolios provide improved and current information about teacher candidates that is easily accessible and organized. Collectively, this allows principals to assess teacher candidates’ suitability for employment. Although, there are problems associated with ePortfolio use during hiring, which are detailed below, the results suggest that principals most frequently use ePortfolios during the interview process, prefer delivery via a website address, and that prior use is the best predictor of future ePortfolio use
A Study of School Size among Alabama’s Public High Schools
Get PDFThe purpose of this study was to examine the relationship between the size of Alabama’s public high schools, selected school quality and financial indicators, and their students’ performance on standardized exams. When the socioeconomic level of the student bodies is held constant, the size of high schools in Alabama has relatively little relationship with 11th grade student (both regular and special education) performance on the reading and math portions of the AHSGE. High schools’ average daily attendance rates and pupil-to-computer (and computer with Internet connections) ratios do not vary in accordance with school size. Higher percentages of highly qualified teachers are found in Alabama’s largest high schools. There was very little difference in the percentage of teachers with a master’s degree or above across school size categories. Very little difference exists across size categories in regard to mean expenditures per pupil (range = 7,829). However, districts of the large high schools exert over twice the effort of those with small high schools (3.2 mills to 1.5 mills) and approximately 50 percent greater local effort than the districts of the medium-size high schools
Antecedents of teachers fostering effort within two different management regimes: an assessment-based accountability regime and regime without external pressure on results
Get PDFThis article focuses on comparison of antecedents of school teaching intensity exerted by teachers in two quite different accountability regimes: one management regime with an external-accountability system and one regime with no external accountability devices. The methodology involved was cross-sectional surveys from two different management systems: (1) teachers working under assessment-based accountability in a city authority (N=236) and (2) folk-high-school teachers who work without tests and examinations and thereby without external pressure on results (N=366). The purpose of the study was to estimate the path coefficients in structural equation modelling in the two regimes and compare the strength of relationships between concepts in the structural models. Through this comparison we draw inferences suggesting how the strength of accountability repercussions and other leadership antecedents can influence teacher learning intensity in teaching and how strength in qualitative aspects among school professionals may influence learning intensity in teaching. Implications for practice and directions for future research are discussed
Factors that promote Progression in Schools Functioning as a Professional Learning Community
No full textThe purpose of this research is to identify factors that influence the functioning of a school working as a Professional Learning Community (PLC) and to analyze the links between these factors and the school’s progression. This research was developed within the context of an interpretative research paradigm. The primary data collection tool employed is a one-hour semistructured interview with each participant, thus allowing researchers to identify each participating school’s level of development as a PLC and clarify the underlying factors that have a positive effect on this type of functioning. The interview plan, composed of themes relevant to this research project, is structured according to the Seidman model (1998). The schools were classified according to the three stages of development identified in the Professional Learning Communities Observation Grid (PLCOG) from Authors (2009a), namely the initiation, implementation, and integration stages, using the seven indicators found in the professional literature. This study suggests certain dominant factors, particularly for schools in the initiation and integration stages. Recommendations are presented to better assist school administrators in supporting their teaching staff as a PLC
Unexpected Realities: Lessons from China’s New English Textbook Implementation
Get PDFAlthough studies have been done in China’s large cities on education policy issues, research is lacking on China’s smaller towns, which are more indicative of the situations throughout China. This article presents lessons learned from studying Chinese English teachers at four different schools that were adopting new English textbooks, in accordance with revised national education policy. Using conflict theory and social action theory as an analytical lens, and combining ethnographic and naturalistic inquiry as research methods, the article reports on the conflicts that the Chinese English teachers confronted as they were adopting the new English textbooks at the classroom level. Analysis of the implementation conflict resulted in lessons learned related to the influence of the traditional cultural and education structures, the impact of policy implementation contexts, and the availability of support systems for teachers. The lessons indicate that future education policymakers in both China and the United States need to be mindful of obstacles that teachers struggle to overcome when implementing new policies
Juggling Educational Ends: Non-Indigenous Yukon Principals and the Policy Challenges That They Face
Get PDFThis article reports on a 2008 study of non-indigenous principals working in Indigenous Yukon contexts. It examines the policy contexts in which Yukon principals are embedded, giving specific attention to how they address the tensions that exist as a result of operating at the intersections of micro, meso, and macro policy levels. The application of critical ethnography generates the opportunity to reveal and examine the tensions, distinctions, and contradictions underpinning their praxis, exposing the multifaceted and conflictual power structures in which they are embedded. The principals identify fragmented curricular policy; the competition between instructional time, mandated external curricula, and locally developed curricula; and field trip and hiring policies as being problematic. The principals also describe how they cope with the challenges and tensions that arise as a result of being responsible and accountable to balance competing educational ends to the satisfaction of multiple external levels of control
Teacher and Administrator Perceptions of Bullying in Schools
Get PDFThe primary aim of this study was to explore the differences between teacher and administrator perceptions of bullying. Data was collected from 139 practicing educators and administrators who completed a survey regarding their perceptions of bullying in schools. Mann Whitney U tests were conducted in order to determine if perceptions of bullying varied with occupation and gender. Bonferroni adjustments were made for the multiple pairwise comparisons. There were statistically significant differences between teacher and administrator perceptions regarding their role in bullying prevention. Teachers felt more strongly that educators played an important role in bullying prevention; however, administrators felt more comfortable dealing with the parents of bullying victims. Interestingly, teachers were significantly more likely than administrators to perceive a need for bullying prevention training. Significant gender differences concerning the inclusion of bullying prevention in school curriculum were also found
TEACHERS’ PASTORAL ROLE IN RESPONSE TO THE NEEDS OF ORPHANED LEARNERS
Get PDFThis article discusses a study that explored the way teachers perceive and describe their roles in responding to the needs of orphaned learners. The participants in the study were three secondary and two primary school teachers. The data on the teachers’ experiences were collected through semi-structured interviews. The findings revealed that, although some of the teachers struggle to fulfil some of the orphaned learners’ needs, most were unable to cope with the roles of teaching and learning and care giving. The study identifies a lack of skills for supporting grieving learners and the resources needed to do so effectively. The implications of the findings are that there is a need for teacher development in terms of equipping teachers with the knowledge and skills required for pastoral care. It may also be prudent for the state to consider appointing counsellors and social workers at schools to assist teachers and orphaned learners
Research Courses in Educational Leadership Programs: Relevance in an Era of Accountability
No full textThis study examined master’s degree level research course offerings of 72 university educational leadership programs to examine the relevance of course content to the research skills required of practicing school leaders. Researchers analyzed course titles and descriptions using a classic content analysis approach and the method of constant comparison. The number of research courses required by each program was analyzed descriptively. Findings revealed considerable variation in research course requirements, course titles, and course descriptions between university programs, suggesting a potential lack of consensus on the importance of research skills to school leadership as well as on how these skills typically are identified and described. Analysis of course descriptions indicated minimal emphasis on inquiry skills focused on actual school improvement and program evaluation. This research points to the need for further studies on research course offerings and the inquiry skills needed by practicing school leaders