Financial Accounting at Islamic Boarding Schools in Riau Province

This study aims to analyze how the application of financial accounting in Islamic boarding schools in Riau Province. The research method is descriptive qualitative that is comparing theory and practice carried out by Islamic boarding schools. Sources and research data obtained from primary and secondary data The number of informants obtained amounted to 9 boarding school administrators. The object of the research is a boarding school in the province of Riau. The result of the research is that all Islamic boarding schools in terms of their accounting application have not followed or applied the accounting standards that have been set by the Generally Accepted Accounting Principles. The accounting applied is still very simple, that is, it still uses a general cash book and there is no journalizing. The financial statements made are only limited to general financial accountability. For this reason, it is necessary to socialize Accounting Standards for Islamic Boarding Schools, because according to the management they have never received accounting training in their Islamic boarding schools.

THE CORRELATION BETWEEN SCHOOL CLIMATE DIMENSIONS AND TEACHER WELL-BEING IN MALAYSIAN INDIGENOUS SCHOOLS

Background and Purpose: Teaching at indigenous schools located in rural and outskirt areas is no small feat. Therefore, the teachers at these schools require a consistent and supportive school climate to enhance teacher well-being. As such, this study examines the relationship between the dimensions of school climate and well-being of teachers. It also discusses the application of five dimensions of school climate, namely collaboration, student relations, school resources, decision-making, and instructional innovation. Methodology: Data for this quantitative study was gathered via a set of questionnaires. A total of 291 teachers from indigenous schools along the east coast states of Peninsular Malaysia, which are Kelantan, Terengganu, and Pahang participated in this study. A descriptive analysis of the findings was performed using the Statistical Package for the Social Sciences (SPSS), while an inferential analysis was conducted using PLS-SEM. Findings: The empirical results show a significantly positive correlation between the five previously mentioned dimensions of school climate and teacher well-being. Contributions: The findings of this study affirm the relative importance of school climate and its impact on teacher well-being. This study is significant for the Ministry of Education, indigenous school administrators, teachers, as well as policymakers in developing suitable strategies to improve the school climate and teacher well-being in Malaysian indigenous schools. Keywords: Teacher well-being, collaboration, student relations, school resources, decision-making, instructional innovation. Cite as: Kamarudin, N. A., Ahmad, A., Abdul Halim, A. S., Abdullah, R., & Kamalrulzaman, N. I. (2022). The correlation between school climate dimensions and teacher well-being in Malaysian indigenous schools. Journal of Nusantara Studies, 7(1), 292-315. http://dx.doi.org/10.24200/jonus.vol7iss1pp292-315

Ecuadorian and Uruguayan teachers' perceptions and experiences of teaching online during COVID

PurposeThe COVID-19 pandemic is a unique event that forced K-12 schools to rethink the delivery of instruction to protect the well-being of school system stakeholders. Teachers, school administrators and parents had to adapt to and embrace new ways of teaching and learning by utilizing available technology. The purpose of this study is to examine the challenges encountered by in-service teachers when moving from face-to-face to online teaching.Design/methodology/approachThis study utilized a qualitative phenomenological research methodology to examine Ecuadorian and Uruguayan teachers' perceptions and experiences transitioning from face-to-face to online teaching during the COVID-19 pandemic. This comparative study used convenience sampling to include 12 K-12 teachers from Ecuador and Uruguay.FindingsThe results of this study produced two themes that evidenced the demands placed on educators. The first theme was job demands, relating to teachers' perceptions about workload, preparation time and curriculum issues. The second theme related to available support provided by the school administrators and technology issues faced by teachers and students. Even though the teachers demonstrated adaptability for educating students during the pandemic, the experiences from both countries should be considered by teacher training programs and in post-graduate professional development.Originality/valueThis article examined how COVID-19 affected teachers in Uruguay and Ecuador. Data analysis documented the challenges encountered by teachers transitioning to online learning during the pandemic. The findings inform a larger audience about the needs of teachers working online.

SCHOOL ADMINISTRATORS' PREPARATION, CHALLENGES, AND COPING MECHANISM IN THE IMPLEMENTATION OF BRIGADA ESKWELA IN THE NEW NORMAL

During the COVID-19 pandemic, education changed dramatically, notably in school-community engagement. School administrators prepared for and implemented the novel adopt-a-school program, Brigada Eskwela, by adopting the Department’s Basic Education Learning Continuity Plan. This program is feasible but not without difficulties. As a result, this phenomenological research examined Cluster IV secondary and integrated school administrators’ experiences in the Division of Davao City implementing the adopt-a-school program: Brigada Eskwela in the new normal. The researcher selected the participants via purposive sampling through remote physical and video conferencing of one-on-one in-depth interviews. The findings revealed that school administrators prepared for the transition of the adopt-a-school program: Brigada Eskwela, including overcoming challenges and developing coping mechanisms in the face of the new normal. Collaboration and partnership programs of stakeholders and private partners will address their resources and training needs to manage the school effectively for improved student learning outcomes. It is truly a community for students’ new normal education. KEYWORDS: Phenomenological research, Cluster IV secondary, and integrated school administrators, experiences, implementation, adopt-a-school program: Brigada Eskwela

Turning Our Gaze toward Transgender Educators: Fostering Social Justice Leadership in Educational Institutions

The purpose of this study is to find key supports for educational leaders to provide for transgender educators to succeed in an educational workplace setting. By being and becoming aware of the issues involved and conceptualizing interventions to help transgender educators function at their full potential in the workplace, a school’s leadership fosters social equity while also increasing the effectiveness of its organization. This paper draws from a mixed-methods case study that included a quantitative survey conducted with 27 transgender teachers and school principals and focuses on three qualitative in-depth cases. The results show that while some educational administrations support transgender educators in theory, they lack the proper tools to do so; alternatively, many other administrators remain openly hostile toward transgender educators, forcing some to find other work settings. For transgender educators of color, this task is more daunting because they face exponentially higher rates of violence and discrimination. To properly support and supervise transgender educators and principals, educational administrators must learn the necessary skills to provide a more welcoming environment for transgender educators, many of whom experience a myriad of personal struggles. These findings and the insights acquired have implications for transgender educators as well as state, district, and school administrators who wish to better support this growing segment of the LGBTQIA+ community.

“I’m Doing the Best I Can”: Teaching General Music in the Time of Covid-19

The purpose of this multiple case study was to examine the experiences of four elementary general music teachers (first year, early-career, mid-career, late-career) during the time of COVID-19. We considered impacts on the participants’ instruction and professional lives from data that were collected throughout the 2020–2021 academic year. Participants reported changes to their teaching environments, schedules, and job responsibilities. They shared the technology resources they implemented and highlighted inequities that emerged for virtual versus in-person students. Participants provided insight into the impacts of the year on their personal lives as well. Our implications include considerations for music teachers, music teacher educators, and school administrators as a result of participants’ experiences.

The Learning Environment and Non-cognitive Values of Secondary School Students in Cross River State, Nigeria

The study examined the predictive influence of learning environment factors on senior secondary school students’ non-cognitive values (attitude to school, interest in school and self-concept). A random sample of 965 senior secondary 2(SS2) students was used for the study. Results revealed, among others, that the learning environment factors jointly significantly predicted each of the non-cognitive characteristics of the students. It was, therefore, concluded that the learning environment, both at home and in school was key to the affective or non-cognitive development of the school learner. It was recommended, among other things, that parents and school administrators should balance firmness and supportiveness in the administration of discipline in homes and schools, respectively.

Setting a Framework of Inclusive Support for Students With Disabilities

The purpose of this chapter is to provide guidance to parents, teachers, and school administrators, as it relates to the various elements and considerations to implementing inclusion programming in schools. The author introduces the implementation of inclusion in terms of a multidimensional framework needed to support the inclusion of students with disabilities (SWD) in general education classroom settings. Inclusive settings allow access to the general education curriculum, ensuring compliance with federal law, and enhanced academic and social opportunities for students with disabilities. A discussion of key stakeholders in inclusion, as well as preparation, implementation, and sustainability of inclusion efforts are also reviewed.

Promises and Pitfalls of Open and Distance Learning

Amid the vast spread of the coronavirus pandemic, educational institutions have shifted to online learning across the world. In this connection, people of different cultures are experiencing a rigid period in which mainly school administrators, instructors, and students have to teach and learn at a distance due to corona restrictions. In this context, institutions that have already adopted the principles of ODL and have integrated these principles into their online courses utilized the promises that extend further educational opportunities and potentials from the beginning of the corona process. Therefore, the primary aim of this chapter is to shed light to the promises and pitfalls of ODL in terms of the steps to be taken and the necessary features of an appropriate course design. In addition, this chapter is intended to contribute to the related literature with the updated sources of recent developments during corona lockdown and guide professionals, researchers, and instructors who would benefit from theoretical and practical knowledge for effective distance course design.