Hashemite Kingdom of Jordan School Autonomy and Accountability

10.1596/26536 ◽  
2015 ◽  
Author(s):  
Keyword(s):  
School Autonomy

Why Do Teachers Have a Low Sense of Efficacy in Korea? The Importance of Systemwide School Autonomy

2019 ◽  
Vol 37 (1) ◽  
pp. 63-81
Author(s):  
Dongyup Lee ◽  
◽  
Eun Hye Ham ◽  
Seung-Hwan Ham ◽  
◽  
...  
Keyword(s):  
School Autonomy ◽  
Sense Of Efficacy

Election or selection? School autonomy reform, governance and the politics of school councils

2022 ◽  
pp. 1-20
Author(s):  
Jill Blackmore ◽  
Katrina MacDonald ◽  
Amanda Keddie ◽  
Brad Gobby ◽  
Jane Wilkinson ◽  
...  
Keyword(s):  
School Councils ◽  
School Autonomy

scholarly journals Figure of community support in achieving Muhammadiyah school autonomy progress

2019 ◽  
Vol 8 (1) ◽  
pp. 20
Author(s):  
Mohamad Joko Susilo ◽  
Badrun Kartowagiran ◽  
Dwi Sulisworo
Keyword(s):  
Model Development ◽  
Community Support ◽  
External Support ◽  
Development Model ◽  
Research Development ◽  
School Autonomy ◽  
Analysis Techniques ◽  
Inferential Analysis ◽  
Support Factor ◽  
Data Collection Technique

<span>School autonomy can not be separated from support factor. This study aim</span><span lang="IN">ed</span><span> to determine source and form of community support and contribution in realizing autonomous in Muhammadiyah schools. This research development is part of dissertation conducted with five stages: define, design, model development, model validation, and model use. The study was conducted at SMP Muhammadiyah, Sleman Regency, with 280 respondents; consist of principals, teachers, staff, students, and ministerial assemblies of <em>Dikdasmen</em>. Data collection technique used: interviews, questionnaires, and documentation. Data analysis techniques use quantitative inferential analysis, EFA and CFA techniques. The results showed that form and source of support for Muhammadiyah schools is internal as well as external. School support also comes from internal and external support, such as: committee, parents, stakeholders, foundation, education official, collages, and related institutions. Directly and indirectly effect, contribution of school supporting component (Bac) to be school autonomous (Kms) up to 0.30.</span>

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