Investigation of the Relationship between Organizational Democracy and Job Stress Level Perceptions of Administrators and Teachers

This study aims to determine the relationship between the levels of work stress and the democratic perceptions of principals and teachers. The research was conducted in public schools located in Isparta. Correlational research design is followed.Interestingly, participants’ perceptions of accountability for their superiors significantly predict the job stress levels of administrators and teachers positively. This can be interpreted as the perception of accountability increases, job stress increases. The fact that principals and teachers are supervised frequently by their managers, who gives importance to accountability, may cause pressure them. Additionally, it was observed that the perception of justice and equality significantly predicted the stress levels of teachers and administrators negatively. This finding can be interpreted that the increase in the fair attitude of the managers towards the employees and demonstrating equal behaviors cause a lower level of work stress.Moreover, the gender of principals and teachers predicted work stress significantly. It was determined that male participants’ perception of job stress was higher than female participants. However, the seniority of administrators and teachers did not significantly predict the perception of work stress. Finally, the transparency and participation dimension of the organizational democracy did not significantly predict the job stress levels of administrators and teachers. This may be a result of a centralized organizational structure.Based on the research findings, recommendations were given to reduce the work stress experienced by principals and teachers and develop a culture of democracy in educational organizations.

Implementation of Inclusive Education in Schools Under Local Government Jurisdiction: A Study of South Kalimantan Province in Indonesia

This paper examines the practice of inclusive education in schools under the jurisdiction of South Kalimantan Province, Indonesia. According to law, the education system must be inclusive; therefore, schools are required to acknowledge all groups of kids, incorporating those with special educational needs (SEN). This study highlights the state of inclusive education in schools, which includes the implementation of its policies by school administrators, proper management by teachers, and the community’s perception. Primary data were obtained from surveys and interviews with 100 school administrators, 500 teachers, 45 parents of SEN students, and numerous stakeholders. The study shows that local government policies have resulted in the development of inclusive education in schools located in South Kalimantan. It also indicates that, most school leaders and parents of non-SEN students support its utilization in classrooms, and are willing to work with SEN students. In practice, the implementation of inclusive education varies from one school to another depending on the perceptions of administrators and the will of teachers.

A Qualitative Study on the Perceptions of Administrators and Teachers on Procrastination Behavior and Workload of School Administrators

In the research, a total of 12 school administrators and 18 teachers working in six different schools including three primary schools and three secondary schools were interviewed by using "case study" of qualitative research techniques in order to get in-depth knowledge about school administrators and teachers' perceptions of postponement behaviors and workloads. When the managers and teachers to be interviewed were determined, the maximum diversity sampling method which is one of the purpose sampling methods was used. The qualitative data obtained in the research were collected by using semi-structured manager and teacher interview forms that prepared by the researcher. Within the scope of the research, in the context of the qualitative findings obtained from interviews with school administrators; all of the interviewed school administrators (f = 12) stated that they did not postpone the work related to students, staff and education in the school, but they pointed out that sometimes there could be delayed situations. A large number of interviewed teachers (f = 13) indicated that the managers postpone many jobs in the school. In this context, internalization of managers, not only external sanctions, but also effective time management and internal supervision skills can be improved. In this context, internalization of managers, not just external sanctions, but effective time management and internal audit skills can be improved.

Kemudahan Prasarana Dalam Pelaksanaan Mata Pelajaran Teknologi Kejuruteraan, Lukisan Kejuruteraan dan Reka Cipta di Sekolah Menengah Harian Malaysia

Since 1996, technical subjects such as Technology Kejuruteaan (TK), Drawing (LK) and Invention (RC) has been introduced as an elective subject for students grades 4 and Form 5 school newspaper in Malaysia. Examination of the data subjects Lembega TK, LK and RC from 2006 to 2010 showed that students' performance in the Sijil Pelajaran Malaysia (SPM) less favorable. Data Planning and Policy Unit Ministry of Education also showed a decrease in enrollment in kindergarten, LK and RC between 10 to 17 per cent from 2009 to 2011. Thus, this study is critical to identify the planning and execution of these subjects in terms of infrastructure use some evaluation model KIPP - Context, Input, process and Product (CIPP) by Stufflebeam et al. (1971). So, the purpose of this paper is to report the results of empirical studies conducted on perceptions of administrators and teachers of these subjects to the infrastructure. The data obtained reflect the perceptions of 159 administrators and 176 teachers from various backgrounds, the infrastructure available in secondary schools. Implications and suggestions for teaching and learning are discussed and presented.

Analysis of the Perceptions of Administrators on the Educations Regulations

The main purpose of the Ministry of National Education Guidance and Inspection Directorate and Education Inspectors Directorates Regulation consists of defining the organizations and duties of these directorates. In this respect, the regulation deals with the power and responsibilities of education inspectors to be appointed in the directorates separately and regulates issues such as their appointment, employment, training and replacement; in short all working style and principles. In this study, it is aimed at analyzing and evaluating the Ministry of National Education Guidance and Supervision Directorate and Education Inspectors Directorates Regulation taking the views of inspectors in the dimensions of structure, process and understanding. In line with this purpose, the views of education inspectors (N=86) have been obtained by Baskan and Kapusuzoğlu (2013) through a survey of 25 items developed in line with the regulations. The obtained data has been analyzed through averages, the T- test, Anova and Tukey-B tests. As a result of the study, it has been concluded that the inspectors do not find the application terms related to the competition examination and the changes made in terms of the examination board, regulations made in terms of the reclamation period and the oral examination process “appropriate” and that they find the regulations related to the written examination subjects and score weight, their training and appointment “partially appropriate.” In addition, the views of the inspectors do not display differences based on personal characteristics with the exception of terms of service.