This document summarizes a study that examined how effective participatory school administration, leadership and management (PSALM) affects the trust levels of stakeholders in schools. The study surveyed 282 stakeholders across one school division in the Philippines about their perceptions of PSALM effectiveness and their trust levels. It found that stakeholders' trust was significantly related to the usefulness of school committees, composition of advisory councils, information sharing, time for business, council influence on teaching and learning, and overall council functioning. The study suggests school leaders focus on these areas of PSALM to enhance trust among stakeholders.
Dr. Wm. Kritsonis, Editor, NFEAS JOURNAL, www.nationalforum.comWilliam Kritsonis
This document discusses research on collective efficacy and faculty trust in middle schools. It presents three hypotheses: 1) aspects of organizational trust will predict collective efficacy, 2) trust in clients (students and parents) will predict collective efficacy, and 3) trust in colleagues will predict collective efficacy. The study measures collective efficacy and three dimensions of faculty trust (in principal, colleagues, and clients) across 31 middle schools using validated scales. The results may help school leaders understand how faculty trust influences collective efficacy and school effectiveness.
This document summarizes a study that explored collaborative online learning among students. The study investigated the extent to which behaviors associated with collaborative learning could be identified in students' online interactions. 24 graduate students enrolled in an online education course were divided into small groups to complete collaborative assignments. The interactions among students in these groups were analyzed to determine if they exhibited behaviors typical of collaborative learning such as sharing information, providing feedback, and jointly problem-solving. While evidence of collaboration was found, the researchers noted differences between online and face-to-face collaboration due to limitations of the online environment such as a lack of non-verbal cues and asynchronous communication. The study aimed to better understand how the online medium can both support and inhibit collaborative learning behaviors among
Teacher participation in organisational development efforts: the case of seco...Premier Publishers
The study examined the extent of teacher participation in different areas of decision-making in secondary schools in Bulawayo Province of Zimbabwe and the impact of this involvement on school improvement through organisational development. A survey using self-administered questionnaires with a Likert-type scale assessing teachers’ actual and preferred participation in decision-making was employed. The sample comprised 200 teachers and 20 school heads. Of the sample respondents, 78% were female and 22% were male. Data were collected through semi-structured questionnaires. Descriptive statistical analysis was used to interpret data. The study indicated that the actual teacher participation in decisions concerning learners was fairly high, but quite low in respect of managerial decisions. The difference between the actual and the preferred levels of participation showed high levels of deprivation. Greater involvement in issues concerning learners and the lower levels of participation in respect of managerial issues were attributable to such dimensions as failure to adopt new decisions, passive resistance by teachers, bureaucracy and lack of knowledge by heads. The significance of the results of this study lies on the implications for school improvement practice: heads of schools should enhance teacher participation not only in issues relating to pedagogy but managerial issues as well.
‘They treated us like one of them really’: Peer education as an approach to s...Simon Forrest
Powerpoint presentation about sexual health promotion for young people. By Dr Simon Forrest, Durham University(http://www.dur.ac.uk/school.health/staff/?username=wsrg35).
20151107 - The Influences on Motivation in Online Educational EnvironmentsWilliam Harding
This document summarizes a research paper on the influences on student motivation in online educational environments. It discusses five key components that impact motivation: the student, instructor, educational content, teaching methods, and learning environment. It proposes that instructors play the most important role by expressing prosocial behaviors, clearly communicating expectations, and creating engaging content and environments. The paper also notes limitations, such as instructors lacking technology skills or the ability to implement all proposed solutions. Overall, it concludes that instructors must be properly trained to positively influence student motivation and reduce attrition in online programs.
Literature review on youth leadership samplecocolatto
This document summarizes literature on facilitating professional leadership development in youth organizations, using Victoria University's Students Association (VUWSA) as a case study. It explores how professional leadership development concepts from workplace settings can be adapted for youth organizations. While leadership is often learned through experience, youth organizations face challenges in providing long-term leadership opportunities due to short leadership cycles. The document argues professional leadership development is possible in youth organizations and recommends VUWSA focus on staff leadership skills rather than just technical skills.
Dr. Wm. Kritsonis, Editor, NFEAS JOURNAL, www.nationalforum.comWilliam Kritsonis
This document discusses research on collective efficacy and faculty trust in middle schools. It presents three hypotheses: 1) aspects of organizational trust will predict collective efficacy, 2) trust in clients (students and parents) will predict collective efficacy, and 3) trust in colleagues will predict collective efficacy. The study measures collective efficacy and three dimensions of faculty trust (in principal, colleagues, and clients) across 31 middle schools using validated scales. The results may help school leaders understand how faculty trust influences collective efficacy and school effectiveness.
This document summarizes a study that explored collaborative online learning among students. The study investigated the extent to which behaviors associated with collaborative learning could be identified in students' online interactions. 24 graduate students enrolled in an online education course were divided into small groups to complete collaborative assignments. The interactions among students in these groups were analyzed to determine if they exhibited behaviors typical of collaborative learning such as sharing information, providing feedback, and jointly problem-solving. While evidence of collaboration was found, the researchers noted differences between online and face-to-face collaboration due to limitations of the online environment such as a lack of non-verbal cues and asynchronous communication. The study aimed to better understand how the online medium can both support and inhibit collaborative learning behaviors among
Teacher participation in organisational development efforts: the case of seco...Premier Publishers
The study examined the extent of teacher participation in different areas of decision-making in secondary schools in Bulawayo Province of Zimbabwe and the impact of this involvement on school improvement through organisational development. A survey using self-administered questionnaires with a Likert-type scale assessing teachers’ actual and preferred participation in decision-making was employed. The sample comprised 200 teachers and 20 school heads. Of the sample respondents, 78% were female and 22% were male. Data were collected through semi-structured questionnaires. Descriptive statistical analysis was used to interpret data. The study indicated that the actual teacher participation in decisions concerning learners was fairly high, but quite low in respect of managerial decisions. The difference between the actual and the preferred levels of participation showed high levels of deprivation. Greater involvement in issues concerning learners and the lower levels of participation in respect of managerial issues were attributable to such dimensions as failure to adopt new decisions, passive resistance by teachers, bureaucracy and lack of knowledge by heads. The significance of the results of this study lies on the implications for school improvement practice: heads of schools should enhance teacher participation not only in issues relating to pedagogy but managerial issues as well.
‘They treated us like one of them really’: Peer education as an approach to s...Simon Forrest
Powerpoint presentation about sexual health promotion for young people. By Dr Simon Forrest, Durham University(http://www.dur.ac.uk/school.health/staff/?username=wsrg35).
20151107 - The Influences on Motivation in Online Educational EnvironmentsWilliam Harding
This document summarizes a research paper on the influences on student motivation in online educational environments. It discusses five key components that impact motivation: the student, instructor, educational content, teaching methods, and learning environment. It proposes that instructors play the most important role by expressing prosocial behaviors, clearly communicating expectations, and creating engaging content and environments. The paper also notes limitations, such as instructors lacking technology skills or the ability to implement all proposed solutions. Overall, it concludes that instructors must be properly trained to positively influence student motivation and reduce attrition in online programs.
Literature review on youth leadership samplecocolatto
This document summarizes literature on facilitating professional leadership development in youth organizations, using Victoria University's Students Association (VUWSA) as a case study. It explores how professional leadership development concepts from workplace settings can be adapted for youth organizations. While leadership is often learned through experience, youth organizations face challenges in providing long-term leadership opportunities due to short leadership cycles. The document argues professional leadership development is possible in youth organizations and recommends VUWSA focus on staff leadership skills rather than just technical skills.
This document discusses factors that affect educational change and the process of implementing change in schools. It outlines three phases of the change process - initiation, implementation, and continuation. Key factors that influence change include relevance of the change, readiness within the school, and available resources. The implementation process requires vision building, evolutionary planning, empowering teachers, and ongoing staff development and problem solving. External agents and the characteristics of the proposed change also impact whether change initiatives are successfully adopted.
Literature review Collaborative Learning for Developing StudentsBen Kahn
This is a literature review I wrote as a part of my graduate level coursework at Western Oregon University in the Masters of Education - Information Technology program.
Instructional rounds are a professional development model adapted from medical rounds. They involve teachers and administrators observing classroom instruction together to identify problems and improve practices. Key assumptions are that participants can agree on problems to address, focus consistently on problems, and discuss observations objectively. However, participants may lack shared understanding initially, and facilitators tasked with oversight may lack skills in adult collaboration. Success requires developing facilitation skills from the bottom up rather than top down.
Critical Question Presentation Kelly Wilkins S0185099kellywilkins
This presentation is for my Principles of University Learning course at CQU. It aims to answer the critical question - Should group tasks be included in tertiary education? Is the grading for these types of assessments fair?
The document discusses educative governance networks (EGNs) and their use in addressing complex social problems related to education inequalities. It provides background on the interdependence of social issues and the need for organizations to collaborate across boundaries. EGNs are described as formal, long-term networks of organizations that work together through joint strategic planning, needs analysis, and sharing of resources to achieve social-educational goals. The document examines EGNs using three dimensions: organizational structure, operational performance, and cultural values. It also provides strategic principles for EGN management and compares the Schools of Hope project in Madison, WI to a similar network in Barcelona, Spain.
This document discusses connecting critical reflection and group development in online adult education classrooms. It summarizes that critical reflection, using Brookfield's Critical Incident Questionnaire, can uncover reactions to the online environment and provide a framework for assessing group development based on Tuckman's model of forming, storming, norming, performing, and adjourning. The study explored this connection in two online graduate courses and found evidence that supported relating critical reflection to group development and its benefits for adult learning in online environments. Critical reflection is valuable for gaining instructor and learner feedback to improve instructional effectiveness.
The Twin Rivers Unified School District launched a three-year professional development initiative to transform the district into a learning organization. Over the past year, they have hosted experts Peter Senge and Michael Fullan to advise them. Senge encouraged the use of systems thinking and the five disciplines of learning organizations to enhance reflection. Fullan is studying how the district develops leadership and human capital. He believes TRUSD's focus on internal accountability and developing skills will help them succeed under new state standards.
This study investigated the effects of question prompts, peer review, and expert modeling on scaffolding students' problem-based learning in a web-based cognitive support system. 96 pharmacy students were randomly assigned to a treatment or control group. Students who received question prompts performed significantly better on problem-solving steps compared to the control group. Both groups improved from initial to revised reports after peer review. Expert modeling also had a positive effect on students' reasoning and problem-solving processes.
The document discusses the Global Skills for College Completion (GSCC) program, which uses an online community and activity theory framework to facilitate professional development for community college faculty. GSCC aims to improve developmental education pedagogy. Key aspects highlighted by activity theory include: (1) how GSCC blurs boundaries between professional development and pedagogy, (2) contradictions that arise from tagging practices that spark innovation, and (3) changing faculty roles. While qualitative feedback was very positive, the program did not significantly increase student pass rates.
Educational developers face tensions in their role in the neoliberal university. They must balance supporting individual academics with meeting top-down strategic goals, using metrics that may be flawed. While teamwork can enhance student experience through collaboration, it risks unequal divisions of labor and lack of recognition for collaborative work. To improve teamwork, universities must actively promote and reward it, include more students, and address issues like gender bias that can undermine equitable participation.
This document summarizes a study that examined how guidance counsellors in Newfoundland and Labrador, Canada would handle a verbal-relational bullying incident. The study used a questionnaire to assess how guidance counsellors would respond. Results suggested that guidance counsellors would be likely to work with both the victim and bully, and enlist other adults. They were unlikely to ignore the incident or discipline the bully. The presence of anti-bullying programs and positive behavior support training for guidance counsellors related to more constructive responses and less likelihood of ignoring incidents.
New Pedagogies for Deep Learning. (2016). NPDL Global Report. (1st ed.). Ontario, Canada: Fullan,
M., McEachen, J., Quinn, J. Retrieved from http://npdl.global/wp-content/uploads/2016/11/
NPDL-Global-Report-2016.pdf
Authored by:
Joanne McEachen & Matthew Kane
A new entrant into online professional learning (Professional Educator, The I...Steven Kolber
A new entrant into online professional learning (Professional Educator, The Issue Edition, 2020 Edition 1, Volume 23) - Steven Kolber
Professional Educator, The Issue Edition, 2020 Edition 1, Volume 23
The document discusses the role of educational change agents and learning technologists. It explores how their roles have evolved over time to include advocating for more proactive and collaborative relationships with faculty. Change agents often find themselves between cultures as they work to shift paradigms and catalyze changes to instructional approaches on their campuses.
The document discusses bridging communication gaps between schools and families through Positive Behavioral Interventions and Supports (PBIS) and family partnership programs. It provides an overview of the PBIS model and National Network of Partnership Schools (NNPS) framework for developing comprehensive family involvement. The document outlines six types of family partnership practices and how they can be connected to PBIS implementation and goals to improve student outcomes.
Hann -collaborate-to-learn-learn-to-collaborateDiana Moglan
This document summarizes a study that explored how asynchronous discussion in a web-based learning system facilitated collaborative learning. The study analyzed discussion transcripts and interviews from a master's level course. Three main categories emerged as important for collaborative learning online: context (structural support and active participation), community (formation of membership and social dialogue), and cognition (social process of learning and communal facilitation). The document provides background on social views of learning, conceptual frameworks for web-based learning environments, and reviews literature on collaborative learning theories and models.
2012 VSBA Presentation on Organizational Justice and Organizational Citizensh...Travis Burns
This study examined the relationships between organizational justice, organizational citizenship behavior, student socioeconomic status, and student achievement in Virginia public high schools. A strong positive correlation was found between teachers' perceptions of organizational justice and their organizational citizenship behavior. However, no direct correlation was found between organizational justice and student achievement. The study suggests that organizational justice is important for fostering teacher behaviors but its relationship to student outcomes requires further research.
16 Teaching feedback quotes for professional developmentSteven Kolber
16 Teaching feedback quotes for professional development, to get teachers comparing, contrasting and discussing different purposes for feedback and written comments, such as Reporting, reports, report writing and similar
Steve vitto and Jennifer Russell school family partershipsSteve Vitto
A FOCUS DAY MIBLSI TRAINING PRESENTED BY STEVEN VITTO AND JENNIFER RUSSELL, MAISD BEHAVIOR CONSULTANT OUTLINING A PROCESS FOR DEVELOPING SUPPORTS FOR EFFECTIVE HOME SCHOOL PARTNERSHIPS. ACKNOWLEDGEMENTS KRISTIE DILA FOR HER SUPPORT
This document discusses youth disaffection in education. It defines key terms like disaffection, giftedness, self-efficacy, and motivation. It notes that disaffection is influenced by teaching methods and teacher-student relationships. It suggests schools need better social opportunities for students to feel engaged. The document also discusses how listening to disaffected youth can help educators understand needed improvements. It critiques the practice of homogeneous ability grouping, noting it can be disaffecting by labeling students.
Philip H. Levy’s Model of Participatory Management Philip H. Levy
The founder and president of PHL HP Consulting Group, Inc., Dr. Philip Levy created a model of management based on Albert Einstein’s view on human interaction. In one of his famous quotes, Einstein stated that technology could possibly become a barrier that prevents human interaction and that this will subsequently breed a generation of idiots. Einstein realized the importance of human interaction, and Philip Levy used that perspective to create his model of Participatory Management.
This document discusses participatory art practices where the audience is involved through either prescribed physical interaction with artworks, creative involvement in artworks, or non-consensual engagement. Examples are given such as Marina Abramovich's "The Artist is Present" which relied on audience's physical interaction, Anthony Gormley's "The Forth Plinth 'One and Other'" which engaged the audience creatively, and Vito Acconci's "Following Piece" which involved non-consensual engagement.
This document discusses factors that affect educational change and the process of implementing change in schools. It outlines three phases of the change process - initiation, implementation, and continuation. Key factors that influence change include relevance of the change, readiness within the school, and available resources. The implementation process requires vision building, evolutionary planning, empowering teachers, and ongoing staff development and problem solving. External agents and the characteristics of the proposed change also impact whether change initiatives are successfully adopted.
Literature review Collaborative Learning for Developing StudentsBen Kahn
This is a literature review I wrote as a part of my graduate level coursework at Western Oregon University in the Masters of Education - Information Technology program.
Instructional rounds are a professional development model adapted from medical rounds. They involve teachers and administrators observing classroom instruction together to identify problems and improve practices. Key assumptions are that participants can agree on problems to address, focus consistently on problems, and discuss observations objectively. However, participants may lack shared understanding initially, and facilitators tasked with oversight may lack skills in adult collaboration. Success requires developing facilitation skills from the bottom up rather than top down.
Critical Question Presentation Kelly Wilkins S0185099kellywilkins
This presentation is for my Principles of University Learning course at CQU. It aims to answer the critical question - Should group tasks be included in tertiary education? Is the grading for these types of assessments fair?
The document discusses educative governance networks (EGNs) and their use in addressing complex social problems related to education inequalities. It provides background on the interdependence of social issues and the need for organizations to collaborate across boundaries. EGNs are described as formal, long-term networks of organizations that work together through joint strategic planning, needs analysis, and sharing of resources to achieve social-educational goals. The document examines EGNs using three dimensions: organizational structure, operational performance, and cultural values. It also provides strategic principles for EGN management and compares the Schools of Hope project in Madison, WI to a similar network in Barcelona, Spain.
This document discusses connecting critical reflection and group development in online adult education classrooms. It summarizes that critical reflection, using Brookfield's Critical Incident Questionnaire, can uncover reactions to the online environment and provide a framework for assessing group development based on Tuckman's model of forming, storming, norming, performing, and adjourning. The study explored this connection in two online graduate courses and found evidence that supported relating critical reflection to group development and its benefits for adult learning in online environments. Critical reflection is valuable for gaining instructor and learner feedback to improve instructional effectiveness.
The Twin Rivers Unified School District launched a three-year professional development initiative to transform the district into a learning organization. Over the past year, they have hosted experts Peter Senge and Michael Fullan to advise them. Senge encouraged the use of systems thinking and the five disciplines of learning organizations to enhance reflection. Fullan is studying how the district develops leadership and human capital. He believes TRUSD's focus on internal accountability and developing skills will help them succeed under new state standards.
This study investigated the effects of question prompts, peer review, and expert modeling on scaffolding students' problem-based learning in a web-based cognitive support system. 96 pharmacy students were randomly assigned to a treatment or control group. Students who received question prompts performed significantly better on problem-solving steps compared to the control group. Both groups improved from initial to revised reports after peer review. Expert modeling also had a positive effect on students' reasoning and problem-solving processes.
The document discusses the Global Skills for College Completion (GSCC) program, which uses an online community and activity theory framework to facilitate professional development for community college faculty. GSCC aims to improve developmental education pedagogy. Key aspects highlighted by activity theory include: (1) how GSCC blurs boundaries between professional development and pedagogy, (2) contradictions that arise from tagging practices that spark innovation, and (3) changing faculty roles. While qualitative feedback was very positive, the program did not significantly increase student pass rates.
Educational developers face tensions in their role in the neoliberal university. They must balance supporting individual academics with meeting top-down strategic goals, using metrics that may be flawed. While teamwork can enhance student experience through collaboration, it risks unequal divisions of labor and lack of recognition for collaborative work. To improve teamwork, universities must actively promote and reward it, include more students, and address issues like gender bias that can undermine equitable participation.
This document summarizes a study that examined how guidance counsellors in Newfoundland and Labrador, Canada would handle a verbal-relational bullying incident. The study used a questionnaire to assess how guidance counsellors would respond. Results suggested that guidance counsellors would be likely to work with both the victim and bully, and enlist other adults. They were unlikely to ignore the incident or discipline the bully. The presence of anti-bullying programs and positive behavior support training for guidance counsellors related to more constructive responses and less likelihood of ignoring incidents.
New Pedagogies for Deep Learning. (2016). NPDL Global Report. (1st ed.). Ontario, Canada: Fullan,
M., McEachen, J., Quinn, J. Retrieved from http://npdl.global/wp-content/uploads/2016/11/
NPDL-Global-Report-2016.pdf
Authored by:
Joanne McEachen & Matthew Kane
A new entrant into online professional learning (Professional Educator, The I...Steven Kolber
A new entrant into online professional learning (Professional Educator, The Issue Edition, 2020 Edition 1, Volume 23) - Steven Kolber
Professional Educator, The Issue Edition, 2020 Edition 1, Volume 23
The document discusses the role of educational change agents and learning technologists. It explores how their roles have evolved over time to include advocating for more proactive and collaborative relationships with faculty. Change agents often find themselves between cultures as they work to shift paradigms and catalyze changes to instructional approaches on their campuses.
The document discusses bridging communication gaps between schools and families through Positive Behavioral Interventions and Supports (PBIS) and family partnership programs. It provides an overview of the PBIS model and National Network of Partnership Schools (NNPS) framework for developing comprehensive family involvement. The document outlines six types of family partnership practices and how they can be connected to PBIS implementation and goals to improve student outcomes.
Hann -collaborate-to-learn-learn-to-collaborateDiana Moglan
This document summarizes a study that explored how asynchronous discussion in a web-based learning system facilitated collaborative learning. The study analyzed discussion transcripts and interviews from a master's level course. Three main categories emerged as important for collaborative learning online: context (structural support and active participation), community (formation of membership and social dialogue), and cognition (social process of learning and communal facilitation). The document provides background on social views of learning, conceptual frameworks for web-based learning environments, and reviews literature on collaborative learning theories and models.
2012 VSBA Presentation on Organizational Justice and Organizational Citizensh...Travis Burns
This study examined the relationships between organizational justice, organizational citizenship behavior, student socioeconomic status, and student achievement in Virginia public high schools. A strong positive correlation was found between teachers' perceptions of organizational justice and their organizational citizenship behavior. However, no direct correlation was found between organizational justice and student achievement. The study suggests that organizational justice is important for fostering teacher behaviors but its relationship to student outcomes requires further research.
16 Teaching feedback quotes for professional developmentSteven Kolber
16 Teaching feedback quotes for professional development, to get teachers comparing, contrasting and discussing different purposes for feedback and written comments, such as Reporting, reports, report writing and similar
Steve vitto and Jennifer Russell school family partershipsSteve Vitto
A FOCUS DAY MIBLSI TRAINING PRESENTED BY STEVEN VITTO AND JENNIFER RUSSELL, MAISD BEHAVIOR CONSULTANT OUTLINING A PROCESS FOR DEVELOPING SUPPORTS FOR EFFECTIVE HOME SCHOOL PARTNERSHIPS. ACKNOWLEDGEMENTS KRISTIE DILA FOR HER SUPPORT
This document discusses youth disaffection in education. It defines key terms like disaffection, giftedness, self-efficacy, and motivation. It notes that disaffection is influenced by teaching methods and teacher-student relationships. It suggests schools need better social opportunities for students to feel engaged. The document also discusses how listening to disaffected youth can help educators understand needed improvements. It critiques the practice of homogeneous ability grouping, noting it can be disaffecting by labeling students.
Philip H. Levy’s Model of Participatory Management Philip H. Levy
The founder and president of PHL HP Consulting Group, Inc., Dr. Philip Levy created a model of management based on Albert Einstein’s view on human interaction. In one of his famous quotes, Einstein stated that technology could possibly become a barrier that prevents human interaction and that this will subsequently breed a generation of idiots. Einstein realized the importance of human interaction, and Philip Levy used that perspective to create his model of Participatory Management.
This document discusses participatory art practices where the audience is involved through either prescribed physical interaction with artworks, creative involvement in artworks, or non-consensual engagement. Examples are given such as Marina Abramovich's "The Artist is Present" which relied on audience's physical interaction, Anthony Gormley's "The Forth Plinth 'One and Other'" which engaged the audience creatively, and Vito Acconci's "Following Piece" which involved non-consensual engagement.
People, Partnerships, and Participatory Culture--The Core of School Librarian...Buffy Hamilton
The document discusses the core of school librarianship as people, partnerships, and participatory culture. It notes that school librarians face challenges like budget cuts, filtering policies, and competing views of education, but that librarians can transform themselves and libraries by fostering participatory learning, relationships, and learning communities. It emphasizes that participatory learning and literacy are scalable to meet community needs, and librarians can spark larger change as catalysts for learning.
GLMA Summer Institute Common Core Presentation 2012Buffy Hamilton
This document discusses how school librarians can leverage Common Core standards to spur conversations around student learning and the role of school libraries. It provides an overview of Common Core, outlines 5 action steps librarians can take to support the standards, and argues that librarians should embrace the changes brought by Common Core as an opportunity to redefine their role and strengthen partnerships with teachers.
Learning through practice kligler shresthova-oct-2-2012amandafo
This document discusses participatory culture civics (PCC) organizations that engage young people in civic life. PCC organizations are rooted in participatory cultures that have strong communities, low barriers to participation, mentorship, and support for creating and sharing. The document uses case studies of the Harry Potter Alliance and Invisible Children to show how they combine civic goals with participatory culture. It analyzes the civic practices of these groups, grouping them into clusters like "create," "inform," "connect," and "organize and mobilize." Overall, the document argues that PCC organizations effectively foster both traditional and new civic skills for young people through approaches that reflect their roots in participatory culture.
Michigan Library Association Annual Conference Fall 2012 Youth Luncheon Keyno...Buffy Hamilton
The document discusses the concept of participatory librarianship and creating enchantment and conversations for learning. It notes the shifting landscape of librarianship and challenges like funding cuts. It advocates for transforming libraries through concepts like trustworthiness, likability, fantastic products/services, and enchantment. The participatory learning lens can help craft a shared vision of libraries in learning communities. It provides examples of how libraries can foster participatory learning through inquiry-based learning, content creation, collections, play, and more.
The document discusses the social system school of management thought. It describes the social system school as viewing organizations as social systems comprising interrelated groups working cooperatively. A key figure, Chester Bernard, developed and extended the ideas of Vilfredo Pareto, seeing organizations as systems of cultural relationships where communication and cooperation between groups are necessary for goal achievement. The social system school emphasizes that management must consider the needs of all groups to establish harmony and motivate cooperative interaction.
People, Partnerships, and Participatory Culture: Librarianship of the People...Buffy Hamilton
This document outlines a presentation on participatory librarianship given by Buffy Hamilton at the Iowa Association of School Librarians Spring Conference in April 2013. The presentation advocates for a view of librarianship as being for, by, and of the people. It discusses how librarians can cultivate participation and community by lowering barriers, facilitating conversations, and valuing all voices and contributions. The goal is to move from traditional models of libraries to ones defined by participatory learning and collaboration.
Artificial intelligence (AI) is everywhere, promising self-driving cars, medical breakthroughs, and new ways of working. But how do you separate hype from reality? How can your company apply AI to solve real business problems?
Here’s what AI learnings your business should keep in mind for 2017.
A Study Of Group Dynamics In Educational Leadership Cohort And Non-Cohort GroupsSean Flores
The document summarizes a study that examined and compared the group dynamics of educational leadership students in cohort and non-cohort programs. The study surveyed students on variables like participation, communication, influence, trust, cohesiveness, empowerment, collaboration, and satisfaction. It found significant differences between cohorts and non-cohorts in trust, cohesiveness, and satisfaction, but little effect on other variables like participation and communication. The document also provides background on criticisms of leadership preparation programs, the increased use of cohort models, definitions of cohorts and their benefits, and the concept of group dynamics.
The Mediating Effect of Sense of Efficacy on the Relationship Between Instruc...charisseasoncion1
The primary objective of this study was to determine the role of teacher self-efficacy in mediating the
relationship between teachers' instructional practices and organizational commitment.
The effect of teacher involvement in management on academic performance of pu...inventionjournals
ABSTRACT The purpose of this study was to explore the relationship between teacher involvement in management and performance of public secondary schools in Kakamega County. The study was conducted in Kakamega County using descriptive design. Questionnaireswas used to collect data. A total of 75 principals and 375 teachers were selected as respondents. Data were analyzed using (SPSS) version 20 package. Both descriptive and inferential tools that include mean, standard deviation, correlation and regression were used in the study. The researcher found that teacher involvement in management of their institutions has a positive effect on the academic performance of such institutions and that there is need to develop and enhance trust between staff members and management. The study recommended that institutions establish and manage systems which vet entry behavior of new students in a bid to redeem their academic performance.
This document discusses a study that investigated the impact of school principals' distributed leadership behaviors on teachers' organizational commitment. The study found:
1) There was a positive and significant relationship between school principals' distributed leadership behaviors and teachers' organizational commitment.
2) School principals' distributed leadership behaviors significantly predicted teachers' organizational commitment.
3) Teachers' perceptions of their school principals' distributed leadership behaviors and their own organizational commitment were at moderate levels.
Leveraging Trust to Support Online Learning Creativity – A Case StudyeLearning Papers
The insights shared through this article build on data collected in real life situations. The work described here attempts to understand how trust can be used as leverage to support online learning and creative collaboration. This report explores this understanding from the teacher perspective. It examines trust commitments in an international setting within which learners from different European countries collaborate and articulate their learning tasks and skills at a distance. This research endeavour aims to recognize both individual and group vulnerabilities as opportunities to strengthen their cooperation and collaboration. We believe that by understanding how to assess and monitor learners’ trust, teachers could use this information to intervene and provide positive support, thereby promoting and reinforcing learners’ autonomy and their motivation to creatively engage in their learning activities.
The results gathered so far enabled an initial understanding of what to look for when monitoring trust with the intention of understanding and influencing learners’ behaviours. They point to three main aspects to monitor on students: (1) their perception of each others’ intentions, in a given context, (2) their level of cooperation as expressed by changes in individual and group commitments towards a particular activity; and, (3) their attitudes towards the use of communication mediums for learning purposes (intentions of use, actual use and reactions to actual use).
2Katheryn GonzalesDec 20, 2022Dec 20, 2022 at 118pmManage.docxrobert345678
2
Katheryn Gonzales
Dec 20, 2022Dec 20, 2022 at 1:18pm
Manage Discussion Entry
In my professional experience as a kindergarten teacher in a Title 1 elementary school, I have been through several programs that the district or my school has adopted. One specific program that has been especially difficult for the administration at my school to implement is the use of a Positive Behavior Intervention System (PBIS). PBIS is an evidence-based practice designed to support student needs and to create a positive, predictable, and safe environment for students. The staff at my school has been resistant to this change because of a lack of training, a misguided understanding of what PBIS requires, and a lack of implementation support from the administration. As a kindergarten teacher, the needs of our youngest learners in my school are not the same as those of fifth-grade students. Preschool and kindergarten teachers are frustrated with the lack of support specific to their student's needs.
According to Adams & Miskell (2016), trust from an educator's point of view can be characterized as "…a teacher's willingness to risk vulnerability based on the confidence that district administrators act benevolently, competently, openly, honestly, and reliably" (para. 9). The trust that teachers have for administration and district leaders is relational and formed by the observation and judgment of the actions they witness. To create trust and teacher buy-in, evidence-based research suggests the importance of communicating a clear vision, mission, values, and goals (Gurley et al., 2015). Another important evidence-based strategy that promotes trust and buy-in is transparency (Covey, 2009). According to Adams & Miskell (2016), high levels of trust come from openness, cooperation, and relationship. At the same time, low levels of trust come from limited information and a lack of shared knowledge.
Teacher pushback can deter the change process because unless a teacher sees or understands they need change, they will push back against the change. The first strategy I would employ to combat teacher pushback is to examine the need for change (Fullan, 2016). I would use the following strategy to fight teacher pushback, especially in the case of PBIS implementation at my current school. I suggest the school give more time for implementation to provide adequate resources and materials to each grade level. The adoption of a new program is not more important than the implementation of the program. According to Fullan (2016), the school needs to take a whole-system perspective by going back to the "four drivers," which are capacity building, collaborations, pedagogy, and systemness.
References
Adams, C. M., & Miskell, R. C. (2016).
Teacher trust in district administration: A promising link of inquiry. Links to an external
Links to an external site.
site. Journal of Leadership for Effective and Equitable .
How can School/Home Connections Be Improved To Ensure Student Success In Asse...s0127912
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Distributed leadership involves sharing leadership responsibilities throughout an organization. There are several reasons why distributed leadership is effective: it improves student outcomes and organizational effectiveness; builds commitment among staff; and is considered ethical as it engages all stakeholders in decision-making. Distributed leadership distributes leadership to key people in the organization and complements the roles of both formal leaders and informal teacher leaders.
Influence of Inspirational Motivation on Teachers’ Job Commitment in Public P...inventionjournals
The purpose of this study was to establish the influence of inspirational motivation on teachers’ job commitment in public primary schools in Matinyani Sub County, Kitui County, Kenya. One research objective guided the study. The study employed descriptive survey design. The sample for the study was 25 head teachers and 169 teachers. Data was collected by use of questionnaires. Pearson product correlation coefficient was used to analyze the data. Findings revealed that there was a significant and positive relationship between inspirational motivation and teachers’ job commitment (r = .774, N = 160). Based on the findings, the study concluded that inspirational motivation increased teachers’ job commitment and thus head teachers should increase inspirational motivation which is a key to increasing teachers’ job commitment. The study suggested that comparable studies in other public primary schools should be carried out in other parts of the county to find out whether the findings can be generalized to the entire county. Secondly, since the study focused on one element of transformative leadership style, a study should be conducted to establish how other elements of transformational leadership styles influence teachers’ job commitment.
Impact of Academic and Social Factors on Education Performance of StudentsSubmissionResearchpa
Counseling makes perfect any human being for living life smoothly. According to phycology people required someone near to him/her with whom he/she can share their thoughts, happiness, emotions etc. and this is required in education also, In education we need to give support to our students for knowing their problems and feeling regarding education, life, career, friends, family etc. in this paper researcher tried to find out the importance of the counseling in the mind of students of the effect of the same in students mind because in the recent time importance of the education is more and the use of technology is also more so its big problem for the students for connecting consciously with the learning, and without consciousness people cannot understand many thinks for life long time it’s just for examination. By using the qualitative research study research has tried to find out solution for the same with the sample of 60 students of undergraduate of Parul University. During the research researcher identified major two internal and external factors in which there are six other factors, with the help of the qualitative research technique. by Rahul Chauhan and Bhoomi R. Chauhan 2020. Impact of Academic and Social Factors on Education Performance of Students. International Journal on Integrated Education. 2, 5 (Mar. 2020), 34-43. DOI:https://doi.org/10.31149/ijie.v2i5.140. https://journals.researchparks.org/index.php/IJIE/article/view/140/137 https://journals.researchparks.org/index.php/IJIE/article/view/140
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This document is the table of contents and introduction for Volume 3, Issue 2 of the Journal of Public Relations Education from November 2017.
The table of contents lists 4 research articles on topics related to public relations education such as analyzing perceptions of job skills between PR students and supervisors. It also lists 3 "GIFT" articles which are teaching ideas/assignments for PR instructors. Finally it lists a book review.
The introduction discusses the benefits of internships for students in terms of career outcomes. It also discusses gaps that can exist between what skills/characteristics students and supervisors perceive as important. The study aims to use coorientation theory to examine the levels of agreement between students and supervisors on key job skills
The document discusses managing a learning environment and the role of principals as instructional leaders. It notes that principals must focus on improving student achievement through collaboration around learning goals. Effective principals make strong connections with students, staff, and the community. They address the needs of teachers who may feel isolated by engaging with them regularly through quality conversations.
NATIONAL FORUM JOURNALS (Founded 1982 (www.nationalforum.com) is a group of national and international refereed journals. NFJ publishes articles on colleges, universities and schools; management, business and administration; academic scholarship, multicultural issues; schooling; special education; teaching and learning; counseling and addiction; alcohol and drugs; crime and criminology; disparities in health; risk behaviors; international issues; education; organizational theory and behavior; educational leadership and supervision; action and applied research; teacher education; race, gender, society; public school law; philosophy and history; psychology, sociology, and much more. Dr. William Allan Kritsonis, Editor-in-Chief.
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This document discusses a study on job satisfaction and organizational commitment among teachers in public senior high schools in Tamale, Ghana. The following key points are made:
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Detris Crane and Reginald Leon Green - Published by NATIONAL FORUM JOURNALS, ...William Kritsonis
This document summarizes research on principal leadership behaviors and how they influence teacher job satisfaction. It explores 13 core competencies of effective school leaders identified in prior research, including visionary leadership, unity of purpose, and instructional leadership. The literature review finds teacher job satisfaction is enhanced when principals exhibit behaviors from these competencies, such as supporting teacher development, fostering collaboration, and involving teachers in decision-making. Specifically, principal behaviors that create supportive working conditions, opportunities for input, and collegial relationships can increase teacher motivation and job satisfaction.
Dr. Christopher Hughes and Dr. Don Jones, Walden Universityguest3c8a16c
Dr. Christopher Hughes and Dr. Don Jones, Walden University, national refereed article published in the National FORUM of Educational Administration and Supervision Journal, 27(2) 2010.
Dr. William Allan Kritsonis, Editor-in-Chief
National FORUM Journals
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Dr. Kritsonis is founder of NATIONAL FORUM JOURNALS (since 1983). These publications represent a group of highly respected scholarly academic periodicals. Over 4,000 writers have been published in these refereed, peer-reviewed periodicals. In 1983, he founded the National FORUM of Educational Administration and Supervision – now acclaimed by many as the United States’ leading recognized scholarly academic refereed journal in educational administration, leadership, and supervision.
Houston, Texas 77095
This document summarizes a study that examined the relationship between the ethics training of elementary school principals and student performance. The study found a significant relationship, such that higher levels of ethics training for principals were associated with better student performance. This has implications for how educational leaders are prepared and trained. The document provides context on the importance of ethics and values for school leadership. It reviews literature on concepts like ethical decision making, moral leadership, and creating an environment where shared values support learning.
"NATO Hackathon Winner: AI-Powered Drug Search", Taras KlobaFwdays
This is a session that details how PostgreSQL's features and Azure AI Services can be effectively used to significantly enhance the search functionality in any application.
In this session, we'll share insights on how we used PostgreSQL to facilitate precise searches across multiple fields in our mobile application. The techniques include using LIKE and ILIKE operators and integrating a trigram-based search to handle potential misspellings, thereby increasing the search accuracy.
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inQuba Webinar Mastering Customer Journey Management with Dr Graham HillLizaNolte
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How information systems are built or acquired puts information, which is what they should be about, in a secondary place. Our language adapted accordingly, and we no longer talk about information systems but applications. Applications evolved in a way to break data into diverse fragments, tightly coupled with applications and expensive to integrate. The result is technical debt, which is re-paid by taking even bigger "loans", resulting in an ever-increasing technical debt. Software engineering and procurement practices work in sync with market forces to maintain this trend. This talk demonstrates how natural this situation is. The question is: can something be done to reverse the trend?
ScyllaDB is making a major architecture shift. We’re moving from vNode replication to tablets – fragments of tables that are distributed independently, enabling dynamic data distribution and extreme elasticity. In this keynote, ScyllaDB co-founder and CTO Avi Kivity explains the reason for this shift, provides a look at the implementation and roadmap, and shares how this shift benefits ScyllaDB users.
In the realm of cybersecurity, offensive security practices act as a critical shield. By simulating real-world attacks in a controlled environment, these techniques expose vulnerabilities before malicious actors can exploit them. This proactive approach allows manufacturers to identify and fix weaknesses, significantly enhancing system security.
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Discover top-tier mobile app development services, offering innovative solutions for iOS and Android. Enhance your business with custom, user-friendly mobile applications.
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Date & Time: 8th June | 10 AM - 1 PM IST
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Mydbops Managed Services specializes in taking the pain out of database management while optimizing performance. Since 2015, we have been providing top-notch support and assistance for the top three open-source databases: MySQL, MongoDB, and PostgreSQL.
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High performance Serverless Java on AWS- GoTo Amsterdam 2024Vadym Kazulkin
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Session 1 - Intro to Robotic Process Automation.pdfUiPathCommunity
👉 Check out our full 'Africa Series - Automation Student Developers (EN)' page to register for the full program:
https://bit.ly/Automation_Student_Kickstart
In this session, we shall introduce you to the world of automation, the UiPath Platform, and guide you on how to install and setup UiPath Studio on your Windows PC.
📕 Detailed agenda:
What is RPA? Benefits of RPA?
RPA Applications
The UiPath End-to-End Automation Platform
UiPath Studio CE Installation and Setup
💻 Extra training through UiPath Academy:
Introduction to Automation
UiPath Business Automation Platform
Explore automation development with UiPath Studio
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Chris Jones, Director of Product Management at BrainChip , presents the “Temporal Event Neural Networks: A More Efficient Alternative to the Transformer” tutorial at the May 2024 Embedded Vision Summit.
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zkStudyClub - LatticeFold: A Lattice-based Folding Scheme and its Application...Alex Pruden
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Paper Link: https://eprint.iacr.org/2024/257
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📕 Detailed agenda:
Variables and Datatypes
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Arguments
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Conditional Statements
💻 Extra training through UiPath Academy:
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Control Flow in Studio
1. Connexions module: m14112 1
Effective Participatory School
Administration, Leadership, and
Management: Does It Affect The
∗
Trust Levels of Stakeholders?
David Gamage
Diosdado San Antonio
This work is produced by The Connexions Project and licensed under the
Creative Commons Attribution License †
Abstract
This paper reports upon a study on the eectiveness of participatory school administration, leadership
and management (PSALM) as perceived by 282 stakeholders in one school division in the Philippines. The
study also examined the correlation between the indicators of PSALM eectiveness and the trust levels
of the stakeholders. Questionnaires were used to gather data and responses were tabulated and analyzed
using the SPSS. Findings show that the following indicators of PSALM eectiveness were signicantly
related to the stakeholders' levels of trust: usefulness of committee structure, satisfactory composition
of the advisory school council (ASC), adequacy of information for ASC decision-making, adequacy of
time for doing ASC business, ASC inuence on teaching and learning, and overall ASC functioning. It
is suggested that school leaders wishing to enhance the levels of trust among the stakeholders in their
schools should consider these indicators of PSALM eectiveness in carrying out their leadership duties
and responsibilities.
note: This module has been peer-reviewed, accepted, and sanctioned by the National Council of
the Professors of Educational Administration (NCPEA) as a scholarly contribution to the knowledge
base in educational administration.
Introduction
The perennial challenge facing school systems worldwide is how to improve student-learning outcomes. In
the pursuit of improvements, educators introduce various innovations. Today, most of these innovations are
∗ Version 1.2: Nov 27, 2006 10:11 am US/Central
† http://creativecommons.org/licenses/by/2.0/
http://cnx.org/content/m14112/1.2/
2. Connexions module: m14112 2
being introduced in the eld of educational management to encourage decentralization and implementation
of collaborative school governance (Anderson, 1998; Chan and Chui, 1997; Walker and Dimmock, 2000). The
usual manifestation of this worldwide trend for decentralization and devolution of authority to the school level
can be referred to as the school-based management (SBM) phenomenon. SBM involves the formal change
in the structures of school governance that leads to a more democratic administrative approach in which
planning and decision making are devolved to the individual school (Doran, 1999). This governance structure
features school councils composed of representatives from various stakeholder groups. The presence of these
governing councils provides abundant opportunities for the practice of participatory school administration,
leadership and management (PSALM). PSALM, as used in this paper, refers to the involvement of various
stakeholders in the management of schools through their membership in an Advisory School Council (ASC).
This paper rst briey discusses how PSALM and the building of trust contribute to better school outcomes.
Next, the Philippine public school context is described before the research scope, purpose and methodology
are claried. Moreover, the respondents' perceptions on the eectiveness of PSALM are considered. The
trust levels of stakeholders who implemented PSALM are then looked into. Finally, these perceptions on the
eectiveness of PSALM are related to the levels of trust among the stakeholders before the conclusions are
presented.
1 Adopting PSALM for Better Outcomes
Practicing participatory management has been long acknowledged as an essential ingredient in the quest
for better schools. In characterizing successful schools, researchers commonly list ve school-level factors,
which include collaborative planning/collegial work and parental/community participation (Creemers, 1994;
Edmonds, 1979; Joyce, 1991; Marzano, 2003; Purkey Smith, 1983). Golarz and Golarz (1995) assert that
high levels of parental involvement and support, collaborative collegial instructional planning, individual
school autonomy and the resulting exibility (p. 3) are eective school characteristics that justify the
implementation of participatory governance. In fact, Cheng and Cheung (2003) have observed that eorts to
enhance organizational eectiveness since 1990s have featured participative management. As Caldwell and
Spinks (1992) point out, securing a synergy of communities (p. 131) is the key to attainment of educational
benets. It should be noted, however, that attempts to involve stakeholders should be geared beyond mere
participation but towards meaningful involvement (Waters, Marzano, McNulty, 2003).
Research ndings show that allowing teachers and stakeholders to take part in decision-making yields
salutary results. Employee satisfaction, motivation, morale and self-esteem are aected positively by involve-
ment in decision-making and implementation (Chapman Boyd, 1986; Doyle Wells, 1996; Driscoll, 1978;
English, 1979; Gamage Pang, 2003; Hargreaves Hopkins, 1991; Hunton, Hall, Price, 1998; Jenkins
Jr. Lawler III, 1981; Lawler III, Mohrman, Ledford Jr., 1992; Lindelow Bentley, 1989; Locke
Schweiger, 1979; Vroom, 1960; Watkins, 1985). Similarly, employee commitment and loyalty are fostered
by collaborative school management practices (Beyerlein, Freedman, McGee, Moran, 2003; Chapman
Boyd, 1986; Hargreaves Hopkins, 1991; Wong, 2003). Moreover, researchers claim that better decisions
and greater eciency are reached since issues are discussed extensively via open communication among peo-
ple having varying viewpoints involved in participative set-ups (Connors, 1978; Dachler Wilpert, 1978;
Fidler Bowles, 1989; Gamage, 1996b; Hargreaves Hopkins, 1991; Hoy Tarter, 1993; Likert, 1967;
Lindelow Bentley, 1989; Lindelow, Coursen, Mazzarella, Heynderickx, Smith, 1989; Locke Schweiger,
1979; Owens, 1998; Powers Powers, 1983; Rosener, 1990).
Another noteworthy impact of participatory management is that participants tend to have a sense of
ownership of change initiatives and eventually extend stronger support to realize the goals of such eorts
(Duke, Showers, Imber, 1980; Gamage, 1996c; Hargreaves Hopkins, 1991; Keord, 1985; Lindelow
Bentley, 1989; Melcher, 1976). Implementing participative management practices is also known to yield
the following benets: heads cannot easily manipulate people (Watkins, 1985); teachers are given a sense
of control over their own working lives (Weiss, Cambone, Wyeth, 1992); power inequities are balanced
(Harchar Hyle, 1996); and additional resources become available to the organization (Gamage, Sipple,
Partridge, 1996; King Swanson, 1990; Lienhart Willert, 2002).
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3. Connexions module: m14112 3
Enhancing Trust in Schools for Better Results
Aside from participatory approaches, enhancing the levels of trust within the school community attains
educational benets (Blase Blase, 2001; Tschannen-Moran, 2001). Trust as used in this paper means that
someone feels condent and assured in allowing something to be in the care or control of another (Tschannen-
Moran Hoy, 1998). Bryk and Schneider (2002) argue that allowing relational trust to grow in a school
community triggers the eective interplay of the various factors towards academic productivity. In fostering
trust, certain aspects of participatory practices have been found to be essential. These practices are open
communication (Blase Blase, 2001; Butler Jr., 1991; Homan, Sabo, Bliss, Hoy, 1994; Saunders
Thornhill, 2003); and supportive and collegial behavior of the leader (Hoy, Sabo, Barnes, 1996; Tarter
Hoy, 1998; Tschannen-Moran Hoy, 1998).
A variety of benets can be derived by organizations who can foster an atmosphere of trust (Tschannen-
Moran, 2001). To stress the value of trust in schools, Blasé and Blasé (2001) wrote: the reward of a
trusting environment is immeasurable, yet the price of lack of trust is dear (p. 23). They add that when
there is trust, people are able to work together in identifying and solving problems. Siegall and Worth
(2001) report that greater trust in the administration yields more positive work outcomes among faculty
members. In high-trust groups the socially generated uncertainty is minimal and problem solving is more
eective (Zand, 1972). Hargreaves (2001) argues that high levels of trust hasten the establishment of strong
networks and collaborative relations among the members and stakeholders in a school rich in social capital.
As Coleman (1988) notes, a group within which there is extensive trust is able to accomplish much more
than a comparable group without trustworthiness and trust (p. S101).
Successful implementation of SBM or any form of school renewal is hinged on trust (Daniels, 1996;
Lindelow Heynderickx, 1989; Spilman, 1995/1996). Gamage (1996a; 1998) states that trust and condence
between the teachers and students or the teachers and parents in schools with open climates promote unity
in the school community towards the attainment of goals for greater school eectiveness. When trust and
collaborative spirit pervade at faculty meetings, collegiality is fostered (Edwards, Green, Lyons, 2002).
Additionally, Driscoll (1978) argues that people who have stronger trust in the organization's decision makers
tend to be more satised with their level of participation.
Similarly, a study of trust-eectiveness patterns in 79 American Midwestern schools concluded that
high trust among parents and teachers in a high socio-economic status school leads to positive teacher
ecacy beliefs, enabling school structures and high academic performance (Forsyth, Barnes, Adams,
2006). Forsyth and colleagues (2006) also found that parents' trust inuences academic performance more
than the teachers' trust. Indeed, it can be said that trust brings about salient benets to the organization
in the form of better performance outcomes.
2 The Philippine Public School System in Context
During the school year 2004-2005, the Department of Education (DepED) in the Philippines served the
needs of more than 17 million students in the public elementary and secondary schools. DepED has sixteen
regional oces headed by directors, serving 185 provincial and city school divisions managed by schools
division superintendents. There are 41,769 public schools - 37,000 elementary and 4,769 secondary.
The Department of Education (DepED) was previously known as the Department of Education, Culture
and Sports (DECS). At present, DepED takes care only of basic education education at the elementary
and secondary levels. The Commission on Higher education administers tertiary and postgraduate education
while the Technical Education and Skills Development Authority manages technical and vocational education.
The decentralization of the administration of public schools has been an on-going initiative from the top
management ocials of both the DepED and Congress. DECS Order No. 17 of 1997 vested the school princi-
pals with instructional, administrative and scal autonomy. Five years ago, the school superintendents were
authorized to perform tasks previously carried out by the regional directors in pursuant to DECS Order No.
4 of 2001. The appointment of head teachers, principals, and supervisors by superintendents are examples
of these delegated tasks. Republic Act 9155 of 2001 mandates the implementation of shared governance in
the administration of public schools. The said educational legislation grants authority, responsibility, and
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4. Connexions module: m14112 4
accountability to school heads along twelve areas including: the development of the school improvement pro-
grams; management of school resources; and fostering of active school-family-community linkages. However,
it should be noted that there is no mandate to create school councils in the Philippine public schools. Its
existing version of SBM is anchored on an empowered school principal. The dierent educational stakehold-
ers have their respective associations like the Faculty Club, Student Council, Parents-Teachers Association,
and Alumni Organization. However, no school council, that synergizes the eorts of these sectors in the
performance of school management functions, exists in most public elementary and secondary schools.
An encouraging development in the Philippines is the try-out of SBM in schools covered under the
Third Elementary Education Project (TEEP) funded by the World Bank (WB) and the Japan Bank for
International Cooperation (JBIC). Twenty-three school divisions in the country's poorest provinces were
included in the TEEP, which was introduced in 1997. Another recent positive step being taken by system-
level administrators towards large-scale SBM is the Schools First Initiative launched by former Secretary
Abad (2004). In addition, the Basic Education Assistance for Mindanao (BEAM), a project funded by
the Australian Agency for International Development (AusAID) stresses school-community partnership in
improving the quality of and access to basic education. Recently, the newly appointed education secretary
Jesli Lapus has announced that one of the major approaches he intends to adopt in improving the public
schools is school-based management (Martinez-Clemente, 2006).
Scope and Purpose of the Study
This paper primarily aims to look into how the indicators of PSALM eectiveness relate to the levels
of trust among the stakeholders. Specically, the paper attempts to: determine the perceptions of the
stakeholders on the eectiveness of PSALM; assess the trust levels of stakeholders who have implemented
PSALM; and nd out whether the indicators of PSALM eectiveness are related to the stakeholders' levels
of trust.
Methodology and Research Design
This study employed the correlational research design. In correlational studies, the basic aim is to
measure and describe a relationship between two variables by determining the magnitude and direction of
such a relationship, if any exists (Gravetter Wallnau, 2004; Pagano, 1998). Relationships do not necessarily
suggest causation.
Participants
Respondents in this study came from one of the 185 school divisions in the Philippines. Two hundred
eighty two out of 368 stakeholders who implemented participatory school management returned completed
questionnaires. This represents a 76.63 percent response rate.
Instruments
An existing instrument for measuring trust was used with appropriate adaptations to suit the needs of
this research. A six-point Likert response format (1 strongly disagree, 2 disagree, 3 slightly disagree, 4
slightly agree, 5 agree, and 6 strongly agree) was used. As pointed out by Anderson and Bourke (2000),
even number of response categories tend to produce better scale reliability when compared with odd number
ones. Other researchers contend, however, that odd number of response categories oer wider choices to
respondents. In this case, it is acknowledged that this is one of the limitations of this study.
The scale for trust validated by Hoy and Kupersmith (1985) was utilized. Originally, it was a six-point
Likert type scale of 21 items grouped into three measures. The seven-item measure for trust in the principal
was used in this study. Items were modied to refer not only to the principal but the teachers as well.
This measure had all items loading higher than .6 in the factor analysis with an alpha coecient of .93.
After using principal component analysis and varimax rotation with Kaiser normalization, two factors were
extracted from the results of the rst survey. It was then decided to use only the four items that comprised
the rst factor in the nal data analysis. The Kaiser-Meyer-Olkin (KMO) measure of sampling adequacy
was .788 with Bartlett's test of sphericity p. .001, indicating sampling adequacy and good factorability.
In the survey, items 2, 4, 6 and 7 in the original trust scale yielded a Cronbach's alpha reliability of .794
while the factor loadings in the principal component analysis and varimax rotation ranged from .700 to .843.
Another questionnaire, originally developed by Gamage (1996c), was used to determine the perceptions
of the participants on the operational eectiveness of the ASCs, the scheme introduced as a mode of imple-
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menting PSALM. The 23-item questionnaire included items on the respondents' personal information, the
council decision-making processes, use of sub-committees and the operation of the ASCs. The questions
were mostly of the multiple-choice Likert-type with open-ended questions in relevant areas.
Considering that the items used were taken from questionnaires previously validated in earlier research,
no attempt was made to undertake a pilot run of the questionnaire used in this research. It was assumed
that the questionnaire items used constitute a valid tool for measuring the variables. However, as discussed
earlier, only items that comprised a single factor for each variable was used. The reliability coecients of the
items used meet the standards set by statisticians. Scores with modest reliability (coecients ranging from
.50 to .60) are acceptable in measurement of results used for research purposes (Ary, Jacobs, Razavieh,
2002). The Cronbach alpha for the instruments used are acceptable even at the level of at least 0.70, the
level recommended by Nunnally (1978) and Martin and Bateson (1986).
Results and Discussion
The rst research question focused on the perceptions of the research participants on the operational
eectiveness of PSALM. Indicators of PSALM eectiveness included: composition of the ASC; usefulness
of the committee structure; power and authority of the ASC; information for ASC decisions; time for ASC
business; ASC inuence on teaching and learning; and overall ASC functioning.
Table 1 shows how the research participants viewed the composition of the ASCs. The results show that
almost all (92.6 per cent) of the participants endorsed the distribution of membership amongst the dierent
categories of stakeholders involved in the experiment. Most ASCs had 11 members the school head and
two representatives from each of the groups of teachers, students, parents, community leaders and alumni.It
is interesting to note that only 0.7 per cent, of the participants found the composition of the council to be
unsatisfactory. The mean score is 3.6132, where 5 = excellent and 1 = unsatisfactory. These ndings oer
an empirical basis for organizing school councils in the Philippines when this scheme is nally implemented
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in the whole school system via the SFI.
The table 2 presents the perceptions on the usefulness of the committee structure. Here again 90.8 per
cent, were highly satised with the usefulness of the committee structure (rating it as good, very good or
excellent) whereas only 1.4 per cent, found it to be unsatisfactory. This result is similar to the ndings by
Gamage and colleagues (Gamage et al., 1996) in the Victorian eective schools, which is a virtual endorsement
of the committee structure as a very useful feature of PSALM. It facilitates the exploration of alternative
solutions, saves ASC's time and enables the wider participation of stakeholder groups.
Table 3 shows that adequate power was available to the ASCs as claimed by 86.5 per cent of respondents,
with a mean of 2.0077 in a scale of 1-3 with 3 indicating too much power. Too much power was found to be
vested in the ASCs by 3.2 per cent, while only 2.5 per cent claimed that the power was not adequate.
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This nding is similar to the results of Sooksomchitra's (2004)) study, in which stakeholders indicated
adequate authority was vested in the school councils. This suggests that the school heads were willing
to empower others in the pursuit of better learning outcomes. Considering the backdrop of school heads
possessing high levels of power and authority under existing laws and guidelines, this nding implies that the
school heads on their own free will shared the power and authority. However, this trend contradicts Parish
and Aquila (1996) who point out that empowering the formerly powerless is dicult because everyone wished
to be in control.
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Table 4 shows that 91.0 per cent of the respondents were highly satised with the amount and quality
of information provided for decision-making by rating their responses as excellent, very good, and good as
indicated above. This result is similar to the ndings in Thailand (Gamage Sooksomchitra, 2004) as well
as the ndings of Gamage et al (1996) in their research in Victoria. This suggests that information was made
available to the members of the ASC before they deliberated on courses of action to be taken in improving
the school. Indeed, keeping communication channels open is an important factor for the success of school
councils (Gamage Pang, 2003). Considering that school heads are the usual gatekeepers of information
ow, it can be said that school heads involved in the study were willing to share vital information with
others, particularly with the members of the ASC. This transparency is a positive contributor in encouraging
stakeholders' involvement in school level policy-making, which the study was investigating.
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As shown in Table 5, 74.5 per cent of respondents reported that there was adequate time for council
business; 4.3 per cent indicated that time was more than adequate; 7.8 per cent, barely adequate; and 6.0 per
cent, inadequate with a mean score of 2.8314. In Thailand, school board members likewise indicated adequacy
of time for council business (Sooksomchitra, 2004). This nding reveals that, generally, the ASCs were able
to devote sucient time for discussing problems and issues that were submitted for their consideration.
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Table 6 reveals the inuence of the ASC on the teaching/learning situation in the school as was perceived
by the council members. The results suggest that 50 per cent acknowledged that it has improved signicantly;
34.8 per cent claimed that it has improved little; 6.7 per cent said that it was insignicant whereas only 1.4
per cent felt that the ASC has not made any dierence. The mean score of 4.4351 suggests that the ASCs
inuence varied from signicant to little. Indeed, the majority recognized that their eorts contributed to the
improvements in teaching and learning. Yet, we need to be cautious since it is possible that the respondents
might have over-estimated their own contributions. However, it is important to note that the ASCs have
contributed to the issues concerning teaching/learning.
Table 7 shows how the participants perceived the overall functioning of the ASCs. It is interesting to
note that 90.3 per cent of the participants were satised with the overall functioning of the ASCs on the
basis of their evaluation of the performances as good, very good and excellent whereas less than two percent
considered the overall functioning as either poor or unsatisfactory.
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The mean score of 3.5637 shows this high degree of satisfaction. Just like in Thailand, an overwhelming
majority of the participants indicated high levels of satisfaction with their experience in taking part in
school management (Sooksomchitra, 2004). Similarly, Victorian school council members in eective schools
perceived high level of eectiveness for the overall functioning of the school councils (Gamage et al., 1996).
In this context, the experimental study arms that the stakeholder participation is a very useful tool in
leading and managing schools.
The Trust Levels of the Stakeholders
The second research question sought to determine the levels of trust among the stakeholders implementing
PSALM. The trust levels of the 282 respondents yielded a mean score equivalent to 5.39 (SD = .575). In
the scale ranging from 1 6 with 6 indicating the highest level, it can be said that the stakeholders who
implemented a form of participatory management had a high level of trust on the school ocials (school
head and teachers). This result suggests that the stakeholders were inclined to put themselves in the care
of the school professionals. In other words, the stakeholders were condent that the school ocials were
innately desirous to pursue the general welfare of everyone in the school.
In terms of the trust levels of the specic stakeholders, the mean and standard deviations for school heads
were: 5.42 (SD = .518); teachers: 5.45 (SD = .553); students: 5.41 (SD = .601); alumni: 5.38 (SD = .631);
parents: 5.34 (SD = .624); and community leaders: 5.35 (SD = .507). The stakeholders' trust levels were
not signicantly dierent on the basis of their constituency. The F value for level of trust and constituency
was .244, p. = .943. This result indicates that the building of trust among the stakeholders in the school was
not related to the constituency each stakeholder represented. In other words, regardless of the stakeholder
type involved in participatory management, trust may either be increased or decreased on the basis of their
individual performance.
PSALM Eectiveness and Levels of Trust
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The third research question centered on the relationships between the indicators of PSALM eectiveness
and the trust levels of stakeholders. Table 8 shows that the respondents' levels of trust were signicantly
correlated to their perceptions on the composition of the ASC, the usefulness of the committee structure, the
adequacy of information for ASC decision making, the time available for ASC business, the ASC inuence
on teaching and learning, and the overall functioning of the ASC. Only their perception on the power and
authority granted to the ASC did not yield a signicant correlation to the levels of trust.
Implementers of PSALM who indicated higher levels of trust were moderately satised with the com-
position of the ASC and perceived the overall ASC functioning to be eective. On a lesser degree, trust
levels were also found to be associated with the stakeholders' perceptions on the usefulness of the committee
structure and adequacy of information and time for doing ASC business. There was also a weak correlation
between the level of trust and the stakeholders' perceptions on the ASC inuence on teaching and learning.
This shows that participants who reported favorable perceptions on the composition of the ASC, use-
fulness of the committee structure, adequacy of information for ASC decision making, availability of time
for ASC business, ASC inuence on teaching and learning, and overall ASC functioning were more likely to
report higher levels of trust while implementing PSALM.
Previous studies appear to show results congruent with the ndings of this study. These previous results
conrm that trust is enhanced when leadership behavior is characterized by being supportive (Tarter, Bliss,
Hoy, 1989; Tarter Hoy, 1998); and collegial (Blase Blase, 2001; Hoy et al., 1996; Tarter Hoy,
1998; Tschannen-Moran Hoy, 1998). Likewise, researchers have declared that open communication fosters
trust (Blase Blase, 2001; Butler Jr., 1991; Homan et al., 1994; Saunders Thornhill, 2003). Sharing
of information, using committees, providing adequate time for doing ASC business, enabling ASCs to be
composed of members from diverse stakeholders are examples of supportive and collegial leadership behaviors.
That the perceived power and authority given to the ASC did not signicantly relate to the stakeholders'
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levels of trust is something future implementers of PSALM should consider. Perhaps, among the factors con-
sidered in this research, enabling stakeholders to feel that they possess the power and authority to inuence
school decisions is the most dicult to accomplish. Another implication could be that the stakeholders were
still aware that in the PSALM model implemented, principals had the nal authority to make decisions. A
non-advisory type of school council may yield better results in terms of the stakeholders' perception of their
power and authority.
Conclusion
The results indicate that the stakeholders found the implementation of PSALM through advisory school
councils to be eective. The eectiveness of implementing ASC as perceived by the respondents reinforces
the nding that their levels of trust were also high. Indeed, many factors aect the fostering of trust in
the school. However, this study has shown that, to some degree, the adequacy of time for ASC business,
the satisfaction with the composition of the ASC, the appreciation for the usefulness of committees, the
sharing of information, the perceived inuence on teaching and learning, and the overall satisfaction with
the operation of the ASC signicantly related to the trust levels among the stakeholders.
It is therefore suggested that school leaders wishing to enhance the levels of trust among the stakeholders
in their schools should endeavor to achieve a balanced representation in the school council, utilize committees
appropriately, share more information with other stakeholders, provide adequate time for doing ASC business,
and focus on teaching and learning to make the overall functioning of ASC highly eective. (4624 words
except references)
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