The Experts below are selected from a list of 291 Experts worldwide ranked by ideXlab platform
Newman Wadesango - One of the best experts on this subject based on the ideXlab platform.
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extent of Teacher Participation in school based fund raising activities
The Anthropologist, 2014Co-Authors: Newman WadesangoAbstract:The study sought to investigate the Participation of Teachers in school based-fundraising activities in their respective schools. A qualitative interpretive research methodology was adopted. The sample of the study comprised of 5 school principals and 25 school Teachers from 5 different schools in Gweru District. Data was collected through interviews, documentary analysis and observation of staff meetings. The study established that Teachers participated in fund raising activities through various committees which they choose to represent them. However, some of the participating Teachers have indicated that some of these committees were not effective at all. Teachers asserted that in most cases committee decisions were overruled by the school management in some of the schools. The study therefore concludes that some of the committee members do not approach other staff members before coming up with a decision.
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Understanding the Influence of Gender on Degree of Teacher Participation in Decision-making in Schools
Journal of Social Sciences, 2012Co-Authors: Newman WadesangoAbstract:KEYWORDS Decentralization.Devolution. High Schools. Zimbabwe.Gender Disparity ABSTRACT The purpose of this study was to establish gender disparity in Teacher Participation in decision- making in high schools in Zimbabwe. The literature review for this study aimed at providing the necessary theoretical framework put forward by theorists and researchers within which the same issue of gender disparity in Participation in decision-making in schools was discussed and analyzed. The study adopted an interpretive qualitative research methodology and a case study research design. A purposive convenient sample of 5 school hea ds and 20 secondary school Teachers formed the study. Data were collected through face to face interviews, documentary analysis and observation of two staff meetings per school. The research findings indicate that all Teachers were involved in decision-making but their degree of involvement varies according to position, seniority and expertise from issue to issue and from school to school. It was also noted that Teacher Participation was greatly influenced by the importance of the matter at hand and not by gender of participants.
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The Influence of Teacher Participation in Decision-making on Student Performance
The Anthropologist, 2012Co-Authors: Newman WadesangoAbstract:The purpose of this study was to examine empirically the influence of Teacher Participation in crucial school- based decisions on student performance in Zimbabwean secondary schools. The study adopted an interpretive qualitative research approach utilising a case study research design. A purposive convenient sample of 5 school heads and 20 secondary school Teachers formed the study. Together with observations of meetings during school visits, interviews were a lso condu cted with the participants. The stu dy established tha t the involve ment of secondary school Teachers in critical school- based decisions has a significant influence on student performance. This finding implies that if Teachers are involved in strategic school decisions, this would be vita l to improve not only student performance but also organisational performance. The study therefore concludes that a positive correlation does exist between Teacher involvement in decision making and student performance
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the influence of Teacher Participation in decision making on their occupational morale
Journal of Social Sciences, 2012Co-Authors: Newman WadesangoAbstract:Organizational theorists suggest that participatory decision-making (PDM) often leads to more effective organizations and higher staff morale. Bureaucracies impose restraints on individuals by refusing to treat them as mature actors capable of self-direction thereby demoralizing them. This study examined the influence of Teacher Participation in decision-making on their morale in Zimbabwean schools. Qualitative/interpretive research methodology was adopted and a case study research design was used as the operational framework for data gathering. Data were collected from 5 secondary schools in the Gweru Education District of Zimbabwe. The population sample comprised of 5 secondary school heads and 20 secondary school Teachers who were purposefully selected. In order to get an in-depth of the analysis of the shared decision-making concept, a series of interviews were conducted over a period of two months. To get further insights in the Teacher Participation in the decision- making processes in schools, the author observed two staff meetings at each school under study. The study established that insignificant Teacher Participation in critical school issues result in low staff morale and this culminate in stressful school governance. The study recommends Teacher empowerment in decision- making.
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The Relationship between Teacher Participation in Decision-making and Organisational Commitment
Journal of Social Sciences, 2012Co-Authors: Newman WadesangoAbstract:Job commitment refers to the willingness of the Teachers to go beyond the expected levels of Participation so as to achieve school-based goals. This is partially achieved by involving them in critical school based decision-making areas. This study examined the relationship between Teacher Participation in decision- making and organisational commitment. The study adopted an interpretive qualitative research methodology and a case study research design. A purposive convenient sample of 5 school heads and 20 secondary school Teachers formed the study. Data was collected through face to face interviews, documentary analysis and observation of two staff meetings per school. The study began the process of data analysis by transcribing verbatim audio taped interviews. The results were cross-checked with the participants. The study established that Teachers were not significantly involved in decision-making. Most of the decisions were made by school heads and passed on to Teachers for implementation. The study observed that insignificant Teacher Participation in critical school issues resulted in low commitment and low job satisfaction. It is therefore important for school heads to consider other people's concerns because if people are angry regarding the way decisions are taken, such decisions will not proceed smoothly. Their feelings and perceptions account for the success or failure of the decision.
Rima’a Da’as - One of the best experts on this subject based on the ideXlab platform.
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School principals’ skills and Teacher absenteeism during Israeli educational reform: Exploring the mediating role of Participation in decision-making, trust and job satisfaction
Journal of Educational Change, 2020Co-Authors: Rima’a Da’asAbstract:The current study deals with the question of whether affective trust among the teaching staff and Teacher Participation in decision-making (PDM) might influence the relationship between principals’ skills (cognitive and interpersonal) and organizational outcomes (job satisfaction and Teacher absenteeism) during the first year of educational reform implementation. The research model was further compared with schools that did not undergo the reform. Participants included 1370 Teachers and 106 principals from 106 randomly selected elementary schools in Israel that implemented the “New Horizon” reform; and 1203 Teachers from 101 schools which did not implement the reform. Results indicated that in the first year of reform implementation, only principals’ cognitive skills lead to PDM and affective trust among the teaching staff, the latter being positively related to Teachers’ job satisfaction, which in turn is negatively related to Teachers’ absenteeism during this year. Furthermore, affective trust and job satisfaction mediated the relationship between principals’ cognitive skills and Teacher absenteeism in the first year of reform implementation. Regarding the differences between the two groups of schools, the model of schools with no reform implementation showed only a relationship between cognitive skills and PDM. The theoretical and practical implications of the study are discussed.
Carol Brandt - One of the best experts on this subject based on the ideXlab platform.
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The "right kind of telling": Knowledge building in the academic design studio
Educational Technology Research and Development, 2012Co-Authors: Katherine C. Cennamo, Carol BrandtAbstract:Studio-based instruction, as traditionally enacted in design disciplines such as architecture, product design, graphic design, and the like, consists of dedicated desk space for each student, extended time blocks allocated to studio classes, and classroom interactions characterized by independent and group work on design problems supplemented by frequent public and individual critiques. Although the surface features and pedagogy of the studio have been well-documented, relatively little attention has been paid to student and Teacher Participation structures through which design knowledge is co-produced among instructors and students within the studio. The purpose of this study was to investigate the nature of faculty–student interactions through which students learn to think and act as designers. To that end, we have collected and analyzed ethnographic data from five studio classrooms across three design disciplines (architecture, industrial design, and human– computer interaction). Our findings provide insight as to the ways that dialogue—the ‘‘right kind of telling’’—and particular social practices in the studio support students as they learn to solve ill-structured design problems while being simultaneously inducted into practices that reflect the professional world of their discipline. In each of the studio classrooms, the instructors were able to create an environment where students and faculty practiced reflection-in-action and listening-in as a form of intentional Participation, design knowledge was conveyed through modeling and meta-discussions, and focused assignments and in-progress critiques enhanced opportunities for the individual and group processes through which design knowledge was co-constructed in these studio classrooms.
Achoka S K Judy - One of the best experts on this subject based on the ideXlab platform.
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improving decision making in schools through Teacher Participation
Educational Research Review, 2009Co-Authors: Ndiku J Mualuko, Simiyu A Mukasa, Achoka S K JudyAbstract:The hierarchical structure that places head Teachers at the apex of a pyramid of staff is a common feature in secondary schools in Kenya. In this arrangement, school heads are poised to use their superior knowledge and experience to direct and control the working of the entire school. This negatively affects efficiency and productivity of the schools because Teachers work at half steam because they are not effectively involved in decision making to make them feel as part of the schools. Owing to the dynamics of professionalism and diversity of ideas in secondary schools occasioned by staffing schools with professionally trained Teachers and the need to decentralize decision making to the lower levels, the hierarchical structure in management of schools is challenged. On many occasions head-Teachers have been advised to involve Teachers in decision making as a way of motivating them and to create a feeling of belonging. This study was designed to investigate the extent to which Teachers were involved in decision making in comparison to their desired extent of Participation. An ex-post facto study was designed. One hundred and twenty three Teachers responded to the participatory decision making questionnaire. Data were analyzed quantitatively and qualitatively. It was found that Teachers desired greater involvement in decision making than they were currently involved. It was recommended that school managers should increase the extent to which they involve Teachers in decision making to improve on the quality of decisions and boost their morale in their performance of duty.
Valerie Cross - One of the best experts on this subject based on the ideXlab platform.
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Recipients, agents, or partners?: The contradictions of Teacher Participation in Mexican secondary education reform
Journal of Educational Change, 2013Co-Authors: Bradley A. Levinson, Janet Blackwood, Valerie CrossAbstract:The countries of Latin America have been no exception to global calls for educational transformation and Teacher professionalization at the secondary level. One of the newest of these reforms is Mexico’s Reforma de la Educación Secundaria (RS) (Reform of Secondary Education), launched in 2006. This article examines portrayals by various actors of the nature and extent of the Participation of both Teachers and the Teachers’ union in the different phases of the RS, beginning with the initial formulation of the reform through the implementation and the “follow-up.” Findings indicate that in spite of efforts to provide more transparency and opportunities for Teacher Participation, for the most part secondary Teachers in Mexico neither felt like agents nor partners in the RS, nor did they function as such in the reform process. As in previous reform efforts, Teachers mostly felt that they were recipients of plans formulated by government officials, and as a result many have evidenced neither complete compliance nor full commitment to the reform. The national Teachers’ union, meanwhile, claims to represent Teachers’ voices and thus a form of Teacher Participation, but this claim is denied in the findings. The discussion and conclusions emphasize the multiple significations of Teacher “Participation” and the need to overcome system-wide contradictions, while drawing on theory about the conditioned state, bureaucracy, and democratizing civil society to help situate and explain the findings.
