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Article
Publication date: 1 August 1997

Wing Ming Cheung and Yin Cheong Cheng

School‐based management programmes have been launched in various regions of the world to enhance education quality in schools. Presents a multilevel self‐management

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Abstract

School‐based management programmes have been launched in various regions of the world to enhance education quality in schools. Presents a multilevel self‐management framework necessary for effective implementation of school‐based management. Proposes strategies for minimizing restraining forces and developing plans for effective multilevel self‐management in schools. Suggests three stages of implementation: unfreezing stage, changing stage and reinforcing stage. The time frame is critical for implementing the three levels of self‐management and, therefore, its management is discussed. Proposes seven types of skill required to work more effectively through the above stages, reduce resistance and gain support from school members.

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International Journal of Educational Management, vol. 11 no. 4
Type: Research Article
ISSN: 0951-354X

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Article
Publication date: 1 March 2005

Cevat Celep and Buket Çetin

This research aims to find out teachers' perception about the behaviors of their school leaders with regard to knowledge management, and the changes in teachers' opinion…

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2819

Abstract

Purpose

This research aims to find out teachers' perception about the behaviors of their school leaders with regard to knowledge management, and the changes in teachers' opinion considering their sex, age, educational level, experiment and tenure.

Design/methodology/approach

The sample of the research is primary schools teachers in Edirne, Turkey. A total of 430 questionnaires were evaluated. The scale developed to identify elementary school teachers' perception about knowledge management practices at their schools is based on four other different scales: “Know‐all 50: Knowledge Management Assessment”, “Knowledge Management Framework Assessment Exercise”, “Assessing Readiness for Managing Knowledge Assets”, and “Working with Knowledge”.

Findings

Findings of the research suggest that there are seven existing sub‐dimensions of knowledge management at schools in Turkey, namely: leadership, cultural structure, knowledge hubs and centers, tacit knowledge, explicit knowledge, knowledge vision, and learning culture. In addition to this, there is a significant relationship between the different sub‐dimensions of knowledge management and whether teachers have e‐mail addresses of their own, their schools have internet connection (for external knowledge), web site, computer network (for internal knowledge) and whether the school has a subscription to professional publications.

Originality/value

The researches in different countries show that knowledge management has nine sub‐dimensions but in Turkey there are seven. This scale needs to be applied to different organizational settings in order to be validated nationwide.

Details

International Journal of Educational Management, vol. 19 no. 2
Type: Research Article
ISSN: 0951-354X

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Article
Publication date: 12 November 2021

Samuel Maredi Mojapelo

This study aims to investigate records management in selected government schools in South Africa.

Abstract

Purpose

This study aims to investigate records management in selected government schools in South Africa.

Design/methodology/approach

The study adopted a qualitative research approach to collect in-depth data from the principals or administrators working as records managers at the school level. In all, a sample of principals and administrators from seven schools were interviewed face-to-face to enable the researcher to visit the schools in person.

Findings

The findings indicate that although the principals or administrators make concerted efforts to manage school records, there is no uniform system in place for this purpose. This results in haphazard record keeping and records management at the schools. The study recommends that the Department of Basic Education in Limpopo develop a file plan or model for schools to use to manage records uniformly in a standardised manner that would support accountability, transparency and good governance.

Research limitations/implications

The study was limited to seven primary schools in Lebopo Circuit, Limpopo province and secondary schools were excluded.

Practical implications

The author obtained a thorough understanding and direct insight into how principals or administrators manage school records. This study makes recommendations for the effective management of records in government schools.

Originality/value

This is one of the few research papers on records management in government schools in South Africa.

Details

Records Management Journal, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 0956-5698

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Open Access
Article
Publication date: 14 September 2021

M.A. Zaki Ewiss

Educational management's main task is to achieve learning quality outcomes in acquiring knowledge, scientific skills and social values. This study aims to provide a…

Abstract

Purpose

Educational management's main task is to achieve learning quality outcomes in acquiring knowledge, scientific skills and social values. This study aims to provide a background on Egyptian thought development in educational management from 1990 to 2020.

Design/methodology/approach

In this study, we used the descriptive method to collect and interpret data. This method aims to describe an object of phenomena after data collection, analyze it, identify the conditions and relationships between variables and monitor the challenges arising from Egypt's educational system's problems.

Findings

The results showed the following: (1) the trend toward decentralization of educational management is not fulfill during that period and (2) the district and directorate administration continued to receive administrative instructions from the managerial ladder's highest authorities. The Ministry of Education was in control of policy decision-making processes and administrative and financial responsibilities. Many decisions and laws hinder decentralization, such as centralizing examinations, curricula and teachers' recruitment and transfer.

Originality/value

The challenges of developing educational management are related to the shortage of modern management methods in administrative leadership, organizational behavior and decision-making, such as human relations and decentralized administration. Also, the insufficient material resources, managerial competencies and educational, intellectual stagnation among many leaders and administrators.

Details

Journal of Humanities and Applied Social Sciences, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 2632-279X

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Abstract

Details

Latin America
Type: Book
ISBN: 978-1-78756-808-2

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Book part
Publication date: 3 July 2018

Mobarak Hossain

School inspection or supervision is one of the core institutional mechanisms for ensuring the quality of education. While analyzing the practices of this quality assurance…

Abstract

School inspection or supervision is one of the core institutional mechanisms for ensuring the quality of education. While analyzing the practices of this quality assurance tool at the basic education level in six developing and emerging economies, this paper found that there has been a major shift in exercising supervision system pushed by the policy dynamics of both international actors and state institutions. The school supervision system has been shaped by decentralization, school-based management, monitoring, data gathering, and output-focused governance. These are also known as the elements of New Public Management (NPM). The growing practice of NPM in all these countries has made the external supervision a less prioritized issue, which is evident in its stagnated and sometimes deteriorated state. On the other hand, the pro-NPM management system advocating for greater autonomy, decentralization and results has not evidently yielded any major positive outcomes, especially in lower-income countries. Thus, the absence of an effective supervision system, both support and control, has created a vacuum in the educational quality assurance instruments. By oversimplifying local contexts in situating NPM, this foreign-emerged management system also has shown reluctance toward fundamental crises of weak institutions in lower-income countries, including resource constraints, skills shortage, and service recipients’ lack of trust, among others. In short, developmental level and institutional capacity matter for the successful implementation of NPM.

Details

Cross-nationally Comparative, Evidence-based Educational Policymaking and Reform
Type: Book
ISBN: 978-1-78743-767-8

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Article
Publication date: 1 June 1993

Yin Cheong Cheng

Aims to develop the conception and theory of school‐basedmanagement and map its characteristics of school functioning forfacilitating the ongoing discussion and effort for…

Abstract

Aims to develop the conception and theory of school‐based management and map its characteristics of school functioning for facilitating the ongoing discussion and effort for school management reforms in local or international contexts. School‐based management employs theories of “equifinality” and “decentralization”, assumes that “school is a self‐managing system” and regards “initiative of human factor” and “improvement of internal process” as important. When compared with externally‐controlled schools, the characteristics of school‐based managing schools are very different in school functioning. They should have clear school mission and strong organizational culture. In these schools, managing strategies should encourage participation and give full play to members′ initiative; there should also be considerable autonomy of procuring and using resources to solve problems in time; the role of people concerned should be active and developmental; human relationship is open, co‐operative with mutual commitment; administrators should be high quality and always learning; and evaluation of school effectiveness should include multilevel and multi‐facet indicators of input, process and output in order to help the school learn to improve.

Details

International Journal of Educational Management, vol. 7 no. 6
Type: Research Article
ISSN: 0951-354X

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Article
Publication date: 22 June 2012

Reelika Irs and Kulno Türk

The article aims to provide an insight into the perspectives and possibilities of implementing the performance‐related pay in the Estonian general educational schools. It…

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2193

Abstract

Purpose

The article aims to provide an insight into the perspectives and possibilities of implementing the performance‐related pay in the Estonian general educational schools. It also aims to test two propositions regarding factors that influence school performance and teachers' and school managers' opinions about performance management.

Design/methodology/approach

A total of 298 school managers and 2,165 teachers from general educational schools in Estonia participated in the study. The factor, regression and correlation analysis, independent samples t‐test and one‐way ANOVA analysis were used to study claims related to school management and performance and educational processes.

Findings

The results of the analysis show that besides teachers' activities and effectiveness factors, various school management factors play an important role in the shaping of the school performance and the opinions towards the implementation of performance appraisal and performance‐related pay.

Research limitations and implications

The main limitation to the research is that it is difficult to measure the schools' outcome. Second, the study was mainly quantitative, with only a few open questions and thus, the respondents were neither able to give full answers nor provide explanations. Therefore, further case studies are needed to obtain a more precise overview.

Originality/value

Although performance‐related pay is seen as an important management tool for increasing schools' outcome, there is no clear overview as to how the school managers and teachers in Estonia look at the issue and which factors should be considered in implementing performance‐related pay.

Details

Employee Relations, vol. 34 no. 4
Type: Research Article
ISSN: 0142-5455

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Article
Publication date: 1 January 1978

Gordon Wills

BUSINESS SCHOOL GRAFFITI is a highly personal and revealing account of the first ten years (1965–1975) at Britain’s University Business Schools. The progress achieved is…

Abstract

BUSINESS SCHOOL GRAFFITI is a highly personal and revealing account of the first ten years (1965–1975) at Britain’s University Business Schools. The progress achieved is documented in a whimsical fashion that makes it highly readable. Gordon Wills has been on the inside throughout the decade and has played a leading role in two of the major Schools. Rather than presuming to present anything as pompous as a complete history of what has happened, he recalls his reactions to problems, issues and events as they confronted him and his colleagues. Lord Franks lit a fuse which set a score of Universities and even more Polytechnics alight. There was to be a bold attempt to produce the management talent that the pundits of the mid‐sixties so clearly felt was needed. Buildings, books, teachers who could teach it all, and students to listen and learn were all required for the boom to happen. The decade saw great progress, but also a rapid decline in the relevancy ethic. It saw a rapid withering of interest by many businessmen more accustomed to and certainly desirous of quick results. University Vice Chancellors, theologians and engineers all had to learn to live with the new and often wealthier if less scholarly faculty members who arrived on campus. The Research Councils had to decide how much cake to allow the Business Schools to eat. Most importantly, the author describes the process of search he went through as an individual in evolving a definition of his own subject and how it can best be forwarded in a University environment. It was a process that carried him from Technical College student in Slough to a position as one of the authorities on his subject today.

Details

European Journal of Marketing, vol. 12 no. 1
Type: Research Article
ISSN: 0309-0566

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Article
Publication date: 5 July 2013

Moses N. Kiggundu

The author was invited to give the 2011 Inaugural Conference address of the Africa Academy of Management (AFAM). The purpose of this paper is to summarize the remarks of…

Abstract

Purpose

The author was invited to give the 2011 Inaugural Conference address of the Africa Academy of Management (AFAM). The purpose of this paper is to summarize the remarks of the author's keynote address, so as to make them more widely available to varied audiences and to stimulate research and discussion about the future of African management.

Design/methodology/approach

It is a personal story of an African pioneer in African management education, research and practice. The author also shares personal thoughts for building business schools in Africa.

Findings

AFAM and its members have a role to play to advance Africa's management, leadership and overall development.

Originality/value

The idea is not for others to replicate the author's journey but to learn from it as they forge their own.

Details

African Journal of Economic and Management Studies, vol. 4 no. 2
Type: Research Article
ISSN: 2040-0705

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