scholarly journals A Research on Consciousness of School Staff about the New School Budgeting System - With a focus on elementary and secondary schools in K City, Jeonbuk Province -

2008 ◽  
Vol null (23) ◽  
pp. 1-22
Author(s):  
강태균 ◽  
이복숙 ◽  
Lee, Sung Gyun
Keyword(s):  
Secondary Schools ◽  
School Staff ◽  
New School ◽  
School Budgeting

Attending to data: Exploring the use of attendance data within the datafied school

2021 ◽  
pp. 003452372098420
Author(s):  
Neil Selwyn ◽  
Luci Pangrazio ◽  
Bronwyn Cumbo
Keyword(s):  
Secondary Schools ◽  
Empirical Data ◽  
Qualitative Studies ◽  
Digital Data ◽  
Data Driven ◽  
School Staff ◽  
Digital Form ◽  
Student Attendance ◽  
Contemporary Schooling

Contemporary schooling is seen to be altering significantly in light of a combined ‘digitisation’ and ‘datafication’ of key processes. This paper examines the nature and conditions of the datafied school by exploring how a relatively prosaic and longstanding school metric (student attendance data) is being produced and used in digital form. Drawing on empirical data taken from in-depth qualitative studies in three contrasting Australian secondary schools, the paper considers ‘anticipatory’, ‘analytical’ and ‘administrative’ aspects of how digitally-mediated attendance data is produced, used and imagined by school staff. Our findings foreground a number of constraints, compromises and inconsistencies that are usually glossed-over in enthusiasms for ‘data-driven’ education. It is argued that these findings highlight the messy realities of schools’ current relationships with digital data, and the broader logics of school datafications.

scholarly journals Why staff at European schools abstain from enforcing smoke-free policies on persistent violators

2019 ◽  
Vol 35 (5) ◽  
pp. 1106-1115 ◽  
Author(s):  
Michael Schreuders ◽  
Anu Linnansaari ◽  
Pirjo Lindfors ◽  
Bas van den Putte ◽  
Anton E Kunst
Keyword(s):  
Secondary Schools ◽  
Thematic Analysis ◽  
Adolescent Smoking ◽  
European Countries ◽  
School Staff ◽  
Primary Role ◽  
School Policies ◽  
Free School ◽  
Staff Members ◽  
Main Challenge

Abstract Secondary schools in European countries increasingly implement comprehensive smoke-free school policies (SFSPs) that prohibit most or even all adolescents from smoking during school hours. Consistent enforcement of SFSPs is essential for realizing optimum effectiveness. A main challenge represents adolescents who persistently violate the rules. We studied how staff in European countries respond to these persistent violators and why they may turn a blind eye. We used interview transcripts from 69 staff members at 22 schools in 6 European countries to identify cases in which staff turned a blind eye. We then applied thematic analysis for identifying the considerations as to why they turn a blind eye. Turning a blind eye on persistent violators happened among school staff in all six countries. Three considerations were identified. First, staff believe their primary role and duty is to support all adolescents to develop into well-functioning adults, and sometimes it is best to accept smoking. Second, staff expect that applying stricter disciplinary measures will not stop persistent violators and is more likely to create more severe problems. Third, staff do not feel supported by relevant actors in society (e.g. parents) in influencing adolescent smoking. We conclude that staff’s considerations stress the need to support school staff in enforcing the increasingly comprehensive rules on the most persistent smokers.

scholarly journals The role of the principal in the management of teacher stress in selected secondary schools in Chatsworth

2002 ◽  
Author(s):  
◽  
Magesvari Govender
Keyword(s):  
Secondary Schools ◽  
Work Performance ◽  
Negative Impact ◽  
Teacher Stress ◽  
Working Hours ◽  
School Management ◽  
Fund Raising ◽  
School Level ◽  
New School ◽  
Deployment Time

South Africa has been undergoing political change and this has impacted on education. There have been major shifts in education policy, structures and curriculum. Stakeholders in education and teachers, in particular, have had to cope with this new reality. As a result of the changes in education, teachers have been confronted with a variety of problems such as fewer resources, an increase in working hours and having to perform numerous administrative and fund-raising tasks. New school management structures have been established, class sizes have been altered and Outcomes-based Education has been introduced. Poor working conditions, increased workload, role conflict and ambiguity, the threat of redundancy and re-deployment, time pressures and pupil problems are additional stressors that teachers find themselves exposed to at school. These are but some of the stressors that have contributed towards teachers experiencing stress at school and which have impacted negatively on their work performance. However, at both the Education Department level as well as at school level, very little appears to be done to address the problem of teacher stress despite the negative impact that teacher stress has on the work performance of teachers. In order for schools to function efficiently and effectively, school management authorities will have to devise appropriate strategies to manage teacher stress. This study is confined to those aspects of teacher stress that impact negatively on teacher performance and that are within the scope of the principal's responsibilities at school. It Page vii investigates whether teacher stress is a management issue by examining its impact on the work performance of teachers at school, identifies school-based and school-related stressors and presents a set of recommendations that can be used by school principals to manage teacher stress in secondary schools.

scholarly journals Co-production of two whole-school sexual health interventions for English secondary schools: positive choices and project respect

2021 ◽  
Vol 7 (1) ◽  
Author(s):  
Ruth Ponsford ◽  
Rebecca Meiksin ◽  
Sara Bragg ◽  
Joanna Crichton ◽  
Lucy Emmerson ◽  
...  
Keyword(s):  
Public Health ◽  
Secondary Schools ◽  
Sexual Health ◽  
Teacher Selection ◽  
Complex Interventions ◽  
Health Interventions ◽  
School Staff ◽  
School Interventions ◽  
Link Type ◽  
Whole School

Abstract Background Whole-school interventions represent promising approaches to promoting adolescent sexual health, but they have not been rigorously trialled in the UK and it is unclear if such interventions are feasible for delivery in English secondary schools. The importance of involving intended beneficiaries, implementers and other key stakeholders in the co-production of such complex interventions prior to costly implementation and evaluation studies is widely recognised. However, practical accounts of such processes remain scarce. We report on co-production with specialist providers, students, school staff, and other practice and policy professionals of two new whole-school sexual heath interventions for implementation in English secondary schools. Methods Formative qualitative inquiry involving 75 students aged 13–15 and 23 school staff. A group of young people trained to advise on public health research were consulted on three occasions. Twenty-three practitioners and policy-makers shared their views at a stakeholder event. Detailed written summaries of workshops and events were prepared and key themes identified to inform the design of each intervention. Results Data confirmed acceptability of addressing unintended teenage pregnancy, sexual health and dating and relationships violence via multi-component whole-school interventions and of curriculum delivery by teachers (providing appropriate teacher selection). The need to enable flexibility for the timetabling of lessons and mode of parent communication; ensure content reflected the reality of young people’s lives; and develop prescriptive teaching materials and robust school engagement strategies to reflect shrinking capacity for schools to implement public-health interventions were also highlighted and informed intervention refinements. Our research further points to some of the challenges and tensions involved in co-production where stakeholder capacity may be limited or their input may conflict with the logic of interventions or what is practicable within the constraints of a trial. Conclusions Multi-component, whole-school approaches to addressing sexual health that involve teacher delivered curriculum may be feasible for implementation in English secondary schools. They must be adaptable to individual school settings; involve careful teacher selection; limit additional burden on staff; and accurately reflect the realities of young people’s lives. Co-production can reduce research waste and may be particularly useful for developing complex interventions, like whole-school sexual health interventions, that must be adaptable to varying institutional contexts and address needs that change rapidly. When co-producing, potential limitations in relation to the representativeness of participants, the ‘depth’ of engagement necessary as well as the burden on participants and how they will be recompensed must be carefully considered. Having well-defined, transparent procedures for incorporating stakeholder input from the outset are also essential. Formal feasibility testing of both co-produced interventions in English secondary schools via cluster RCT is warranted. Trial registration Project Respect: ISRCTN12524938. Positive Choices: ISRCTN65324176

scholarly journals Co-production of two whole-school sexual health interventions for English secondary schools: Positive Choices and Project Respect

2020 ◽  
Author(s):  
Ruth Ponsford ◽  
Rebecca Meiksin ◽  
Joanna Crichton ◽  
Sara Bragg ◽  
Lucy Emmerson ◽  
...  
Keyword(s):  
Secondary Schools ◽  
Sexual Health ◽  
School Engagement ◽  
Complex Interventions ◽  
Qualitative Inquiry ◽  
School Staff ◽  
School Interventions ◽  
Whole School ◽  
Stakeholder Input ◽  
The Uk

Abstract Background: Improving adolescent sexual health remains a priority in the UK. Whole-school interventions represent promising approaches, but they have not been rigorously tested in the UK context. Involving potential recipients, implementers and other key stakeholders in the development of such complex interventions prior to formal piloting and evaluation is widely recommended. We report on co-production with expert providers, students, school staff and other practice and policy professionals of two new whole-school sexual heath interventions for implementation in English secondary schools.Methods: Qualitative inquiry involving seventy-five students aged 13–15 and 22 school staff. A group of young people trained to advise on public health research were consulted on three occasions. Twenty-three practitioners and policy makers shared their views at a stakeholder event. Detailed written summaries of meetings and events were prepared and key themes identified to inform the design of each intervention. Results: Data confirmed acceptability of addressing unintended teenage pregnancy, sexual health and dating and relationships violence via multi-component whole-school interventions and curriculum delivery by teachers (providing appropriate teacher selection). The need to ensure content reflected the reality of young people’s lives; enable flexibility for the timetabling of lessons and mode of parent communication; provide prescriptive teaching materials for time pressed teachers; and develop robust school engagement strategies were also highlighted and informed intervention refinements. Our research further points to some of the challenges involved in accessing and incorporating stakeholder input where it may conflict with best practice or what is practicable within the constraints of a trial.Conclusions: Multi-component, whole-school approaches to addressing sexual health may be feasible for implementation in English secondary schools. They must be adaptable to individual school settings; limit burden on staff; and accurately reflect the realities of young people’s lives. When co-producing, potential limitations in relation to the representativeness of participants, the ‘depth’ of engagement necessary as well as the burden on participants and how they will be recompensed must be carefully considered. Well-defined, transparent procedures for deciding how stakeholder input will be incorporated from the outset are also essential. Formal feasibility testing of both co-produced interventions in English secondary schools via cluster RCT regarding feasibility is warranted. Trial registration: Project Respect: ISRCTN12524938. Positive Choices: ISRCTN65324176

scholarly journals Co-production of two whole-school sexual health interventions for English secondary schools: Positive Choices and Project Respect

2020 ◽  
Author(s):  
Ruth Ponsford ◽  
Rebecca Meiksin ◽  
Sara Bragg ◽  
Joanna Crichton ◽  
Lucy Emmerson ◽  
...  
Keyword(s):  
Public Health ◽  
Secondary Schools ◽  
Sexual Health ◽  
School Engagement ◽  
Complex Interventions ◽  
Qualitative Inquiry ◽  
Health Interventions ◽  
School Staff ◽  
School Interventions ◽  
Whole School

Abstract Background: Whole-school interventions represent promising approaches to promoting adolescent sexual health, but have not been rigorously trialled in the UK. The importance of involving intended beneficiaries, implementers and other key stakeholders in the co-production of such complex interventions prior to costly implementation and evaluation studies is widely recognised. However, practical accounts of such processes remain scarce. We report on co-production with specialist providers, students, school staff and other practice and policy professionals of two new whole-school sexual heath interventions for implementation in English secondary schools.Methods: Formative qualitative inquiry involving 75 students aged 13–15 and 22 school staff. A group of young people trained to advise on public health research were consulted on three occasions. Twenty-three practitioners and policy makers shared their views at a stakeholder event. Detailed written summaries of workshops and events were prepared and key themes identified to inform the design of each intervention. Results: Data confirmed acceptability of addressing unintended teenage pregnancy, sexual health and dating and relationships violence via multi-component whole-school interventions and of curriculum delivery by teachers (providing appropriate teacher selection). The need to enable flexibility for the timetabling of lessons and mode of parent communication; ensure content reflected the reality of young people’s lives; and develop prescriptive teaching materials and robust school engagement strategies to reflect shrinking capacity for schools to implement public-health interventions were also highlighted and informed intervention refinements. Our research further points to some of the challenges and tensions involved in co-production where stakeholder capacity may be limited and their input may conflict with best practice or what is practicable within the constraints of a trial.Conclusions: Multi-component, whole-school approaches to addressing sexual health with teacher delivered curriculum may be feasible for implementation in English secondary schools. They must be adaptable to individual school settings; limit additional burden on staff; and accurately reflect the realities of young people’s lives. Co-production can reduce research waste and may be particularly useful for developing complex interventions that must be adaptable to varying institutional contexts and address needs that change rapidly. When co-producing, potential limitations in relation to the representativeness of participants, the ‘depth’ of engagement necessary as well as the burden on participants and how they will be recompensed must be carefully considered. Having well-defined, transparent procedures incorporating stakeholder input from the outset are also essential. Formal feasibility testing of both co-produced interventions in English secondary schools via cluster RCT is warranted.

scholarly journals Corruption in a Comprehensive School: Sociological Diagnosis and Educational Providence

2011 ◽  
Vol 15 (4) ◽  
pp. 75-93
Author(s):  
Valdas Pruskus
Keyword(s):  
Secondary School ◽  
Secondary Schools ◽  
Empirical Research ◽  
Research Data ◽  
Comprehensive School ◽  
School Staff ◽  
Official Position ◽  
Questions And Answers

The article is about the phenomenon of corruption in a comprehensive school. It analyses the expression forms of corruption and their peculiarities and disputes the main reasons stimulating educators to take part in corrupt interchanges thus tolerate it. On the ground of empirical research in Vilnius secondary schools it discloses attitudes of teachers, schoolchildren and parents towards corruption. The research was carried out in Vilnius Salomėja Nėris gymnasium, Vilnius Mikalojus Daukša secondary school, Mindaugas secondary school, Užupys gymnasium, Antakalnis gymnasium, Naujamiestis secondary school and Stanevičius secondary school. Overall 500 respondents were questioned: 300 pupils of ninth – twelfth forms, 100 teachers and 100 parents of schoolchildren. Difficult financial circumstances were pointed out as the main reason stimulating teachers to take part in corrupt interchanges. This answer was chosen by 42 per cent of respondents. Most of them think that raising wages would reduce corruption crimes. The research data show it is an important problem in schools though 70 per cent of respondents state it is not the biggest problem in their school. Only 15 per cent of questioned schoolchildren, 4 per cent of parents and 14 percent of teachers safely state that corruption is the main problem in their school. About 20 per cent of respondents (21.4 per cent of schoolchildren, 19 per cent of parents and 21 per cent of teachers) acknowledge of making a payoff or receiving an offer to take it. Respondents state that 30 per cent of their friends and relatives made a payoff to school staff. 26.7 percent of schoolchildren and 27 per cent of parents’ acquaintances made a payoff to school staff. Only the answers of teachers did not change – 21 per cent of their colleagues were offered a payoff. These results do not let affirm that corruption is very widely spread in schools and therefore could be named as the biggest problem here. Though corruption rate at school can not be named as high but it is clear corruption does exist there and it requires operative solutions. As the research shows the mostly spread form of a payoff at school is a present such as sweets, coffee, alcohol. 90 per cent of respondents point namely such form of presents. Money is also sometimes paid as a payoff, but not so often. Huge sums of money are seldom paid and they are assigned to administrational staff but not a private teacher. The analysis of schoolchildren, their parents and teachers’ attitude towards corruption in general shows that it is condemned. More than 70 per cent of respondents agree with an opinion that corruption at school is a crime. Most respondents (more than 80 per cent) qualify corruption as “taking of a payoff” and “graft”. Defining corruption respondents mostly described it as “bribery” (30 per cent). Parents (25 per cent) and teachers (23 per cent) understand corruption as exercising of an official position. Schoolchildren (17 per cent) rate corruption as malpractice. Respondents in secondary schools attribute “a payoff and direct payout”, “presents seeking benefit” and “buying of tests and examinations’ questions and answers which are distributed by teachers” to corrupt actions. In the light of these research data particular measures reducing corruption are offered.

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