Developing Factors and Indicators of Growth Mindset for School Administrators in Thailand

The sustainability of educational administration is depending on school administrators’ growth mindset. A growth mindset is detected to have a direct relationship with school achievement and success. Despite being an integral part of school leadership, the growth mindset of school administrators has been ignored by past researchers. Hence, this research is designed to investigate the growth mindset’s significant factors and indicators of high school administrators in Thailand. The researchers employed a quantitative approach survey design. A total of 460 school administrators and teachers participated in a survey using a multi-stage sampling technique. The researchers intended to test whether the identified factors and indicators are fitting with empirical data as the ultimate research outcome. The results revealed that there are a total of 17 indicators derived from the six factors in a growth mindset model. The measurement model of growth mindset is corroborated to the empirical data, with χ2=64.875, df=50, χ2/df=1.2975, CFI=0.99, TLI=0.99, RMSEA=0.02, and SRMR=0.01. In conclusion, the developed growth mindset model for high school administrators has a goodness-of-fit with the attained data. Finally, the results of this research have successfully proposed a measurement model that would be guidelines for school administrators to grow their positive mindset as our major contribution to the educational administration field.

The Green Light for Green Dot: A Qualitative Study of Factors Influencing Adoption of an Efficacious Violence Prevention Program in High School Settings

The purpose of this qualitative study was to investigate factors influencing the adoption of an effective bystander-based sexual violence prevention intervention. High schools participating in a cluster-randomized controlled trial that found significant declines in sexual violence over time and with full implementation were invited to adopt this program (Green Dot) at no cost. Three emergent themes arose from interviews with 10 intervention implementers. These findings have implications for researchers, practitioners, and high school administrators and may facilitate future program marketing efforts and the development and testing of strategies for targeted dissemination of this and other bystander programs for violence.

Teachers' Development Approaches of High School Administrators

The purpose of this research is to determine the level of teacher development approaches of high school managers,according to their views and the opinions of teachers. The universe of the study constitutes of 2805 teachers in 47high schools in Elazığ province in 2016-2017 academic year conducted in screening research type. The sampleconsists of eight schools determined by random sampling method and 356 teachers and 150 managers working inthese schools. According to the results of the research, managers use the approaches which are in the sub-dimensionsof teacher development activities and the continuous professional development, and the whole scale at the level of“sometimes”; and the approaches which are in sub-dimensionof the educative role of administrators of at the level of“always”. According to the views of high school teachers, school administrators use the approaches in thesubdimensions of educative role of managers, teacher development activities and in the whole scale at the level ofmostly.

Discipline at the school: Examination of school administrators' views about discipline and disciplinary problems

This research is a phenomenology study which is one of the qualitative studies that examines the views of school administrators about discipline and disciplinary problems. 18 high school administrators participated to the research in Kozan district. Data collected by interview were analyzed by content analysis method. As a result of the study, school administrators defined the discipline as responsibility, system and order. A disciplined school must have the following features: everyone fulfills their duties, students should be academically successful, the educational materials are complete, and schools are clean and orderly. School administrators listed common disciplinary problems as: unfulfilled academic responsibilities at high school, the use of harmful substances, disobeying the dress code and violence. Administrators have associated discipline problems with student characteristics and the attitudes of their families. As a result of the research, it is seen that the school administrators prompt guidance service, classroom teacher and family cooperation in the process of managing the disciplinary problems, and they also take care to make interview and guidance work with the students. School administrators' expectations are that the parents should support the school's decisions and that the discipline regulation in the education system should be updated in accordance with the social conditions.

General high school administrators’ views about budget management competenciesBütçe yönetimi yeterliklerine ilişkin genel lise müdürlerinin görüşleri

The purpose of this research is to determine the competencies which the high school principals already have or should have about budget management. Within the scope of research, out 2412 high school principals, which create the population of the research, 332 were counted as a 5% margin of error and 385 principals were reached out in total. Collection of the research data was conducted via “The Survey of School Principals’ Budget Management Competencies”, which was prepared by researchers. While analyzing the data, frequency tests and chi square analysis were used. Within the scope of the research, it was found out that the high school principals were not as qualified as they though they should have been about budget planning, budget application and legal regulations about budget. In addition, it was also found out that there was not a huge difference but a visible one in terms of the competencies that high school principals should have and already have in accordance with the education they received. This result shows that there is the need of in-service-training for high school principals in order to raise their level of sufficiency about budget management.Extended English abstract is in the end of Full Text PDF (TURKISH) file. ÖzetBu araştırmanın amacı genel lise müdürlerinin bütçe yönetimi konusundaki yeterliklerinin belirlenmesi amaçlamaktadır. Araştırma kapsamında araştırmanın evrenini oluşturan 2412 genel lise müdüründen % 5 kabul edilebilir hata oranı göz önünde bulundurularak 332 genel lise müdürü belirlenmiş, araştırma kapsamında 385 genel lise müdürüne ulaşılmıştır. Araştırma kapsamında verilerin toplanması araştırmacılar tarafından hazırlanan “Okul Yöneticilerinin Bütçe Yönetimi Yeterlikleri Anketi” aracılığı ile gerçekleştirilmiştir. Veriler; yüzde, frekans ve ki kare ile analiz edilmiştir. Bu araştırma sonucunda; genel olarak lise müdürlerinin bütçenin planlanması, bütçenin uygulanması, bütçeyle ilgili hukuksal düzenlemelere ilişkin sahip oldukları yeterliklerin, sahip olunmasını düşündükleri yeterliklere göre daha az olduğu saptanmıştır. Ayrıca araştırmaya katılan lise müdürlerinin bütçe yönetimine ilişkin sahip olunması gereken ve sahip oldukları yeterliklerin bütçe yönetimi konusunda eğitim alma durumlarına göre anlamlı bir farklılık olmasa da ortalamaları açısından farklılaştığı sonucuna ulaşılmıştır. Bu sonuç, okul müdürlerine hizmet içi eğitim verilerek bütçe yönetimi konusundaki yeterliklerinin artırılması gerektiğini ortaya koymaktadır.

IMPACT OF DISCIPLINE ISSUES ON SCHOOL EFFECTIVENESS: THE VIEWS OF SOME GHANAIAN PRINCIPALS

This research focuses on discipline issues as one of the major concerns of educators in public schools in Ghana. Qualitative and quantitative enquiries were undertaken into discipline issues and their implications on student learning as perceived by senior high school principals in Brong Ahafo Region of Ghana. The study reveals that senior high school administrators perceived indiscipline as an issue affecting their administration, and prevented the provision of congenial atmosphere for effective teaching and learning. In addition, it tarnished the image of the schools before the outside world, thus discouraging donors, parents and other interest groups from having interest in the schools. Recommendations for involvement of students in decision making and the provision of guidance and counselling services are explored.