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The certification program aimed to certify all teachers by 2015. The program was rolled out at a rate of approximately 200,000 teachers each year. This report evaluates the certification program as it was implemented, in terms of its impact on student-learning outcomes. Results of the analysis are sobering: despite its massive fiscal implications, the certification program has not led to substantial improvements in student-learning outcomes so far. The report provides leads into how to gradually transform the system into one that can yield higher returns in educational performance going forward. It emphasizes the importance of a system that rewards useful demonstrated competencies, such as minimum levels of subject-matter knowledge, rather than loose proxies for quality such as bachelor’s degrees or seniority alone (which is essentially what the current certification program does). The report also highlights the need for reforms in the pre-service system of teacher training and teacher hiring. Chapter one gives decade on for teacher certification in Indonesia; chapter two presents an empirical review of the teacher certification program in Indonesia; chapter three presents beyond certification: what matters and what doesn’t matter for student learning?; and chapter four presents policy options for sizable and lasting changes in education quality.

Od ravnatelja je odvisna stopnja inkluzivnosti šole, predvsem od njegovega odnosa do inkluzije in do otrok s posebnimi potrebami ter njegove podpore strokovnim delavcem. V empiričnem delu magistrskega dela so bila predstavljena stališča ravnateljev do inkluzije učencev s posebnimi potrebami v osnovni šoli, ocena pogojev zanjo in njihovo razumevanje inkluzije. Pri tem smo preverjali vlogo delovne dobe ravnateljevanja in števila učencev s posebnimi potrebami na šoli. Podatke smo pridobili s pomočjo spletnih anketnih vprašalnikov, pri čemer je bila uporabljena deskriptivna in kavzalno-neeksperimentalna metoda empiričnega metodološkega raziskovanja. Raziskovani vzorec je neslučajnostni priložnostni vzorec ravnateljev slovenskih osnovnih šol (n = 96), ki ga na ravni rabe inferenčne statistike opredeljujemo kot enostavni naključni vzorec iz hipotetične populacije. Če povzamemo, ravnatelji so naklonjeni inkluziji učencev s posebnimi potrebami v osnovni šoli, vendar svoj vpliv nanjo ne označujejo kot pomembnega. Naklonjeni so omogočanju pravice do prilagoditev učnega procesa učencu ob dobro razvitem timskem sodelovanju, zavedajo se pomena učenčevega socialnega napredka in opuščanja predsodkov do njih, vendar opozarjajo na kar nekaj ovir pri zagotavljanju pogojev za inkluzijo (npr. neupoštevanje predlogov Ministrstva za izobraževanje, znanost in šport glede pripomb na pomanjkljivosti ter težav pri uresničevanju inkluzivne prakse). Prav tako pa ravnatelji relativno slabo razumejo pojem inkluzije in delo ter kompetence inkluzivnega pedagoga slabše poznajo kot delo specialnega pedagoga. The level of inclusion depends on the Headmaster of the school, particularly its attitude towards inclusion, children with special needs and support to professional workers. In empirical parts of this Masters work are introduced the Headmasters points of view about inclusion of children with special needs in Primary school, their understanding of inclusion and evaluation of conditions for it. At this point we focused on their work experience and the number of children with special needs at school. We gained information with on-line questionnaires where we used descriptive and causal-no experimental method of empirical methodological research. Research sample is unexpectedly casual sample of Headmasters of Slovene schools (n = 96) which is on the level of use according to inference statistics defined as simple unexpected sample from hypothetic population. To sum up, Headmasters are inclined to inclusion of children with special needs in Primary school but define their influence on it as irrelevant. They are inclined to the right of adjustments of the learning process with well-established team work and are aware of the social progress and tolerance of prejudice towards them. They are also warning about some obstacles when it comes to assuring conditions (ex. failure to comply with suggestions of Ministry of education, science and sports according complaints and difficulties in realization of inclusion in practice). Headmasters are also relatively bad in understanding the meaning of inclusion and it related work and are also not aware of competences of inclusion teacher if compared to special education teacher.

This report presents the work to adapt the EGRA to the Myanmar language and to administer it (and its questionnaires) in the Yangon region. The results of this exercise were analyzed to assess how valid and reliable this adapted tool is for the Myanmar language. Other aims of the analysis were to define core learning standards in early primary grades, and identify potential explanatory factors for differences in EGRA scores among schools. The specific information from EGRA can help guide the Ministry of Education in prioritizing future interventions that best help students improve their reading skills in early grades, as well as support the development of measurable, comparable benchmarks for students’ progress. The report is organized into six sections, including the introduction. Section two briefly reviews the reforms and goals of the education sector in Myanmar and the major challenges that helped define the research questions for the EGRA. Section three describes the most relevant education theories about learning to read in the early grades and the way these are reflected in the design of the EGRA. Section four outlines the design and implementation of the study and tools, and how they took into account the information needs of education stakeholders and the specificities of the language and education sector in Myanmar. Section five presents the methodology and results of the study for non-experts, with the methodology and statistical analyses detailed in annex five. Section six concludes with a summary of recommendations.

Advocates argue that voucher programs can correct the incentive problems of education systems in developing economies. An accountability perspective, based on a principal-agent framework, was developed to clarify the arguments for and against education vouchers. An assessment of findings on voucher programs in industrial countries and a review of voucher or quasi-voucher experiences in Bangladesh, Chile, Colombia, Côte d'Ivoire, and the Czech Republic support the usefulness of the analytic framework. The assessment concludes that the policy relevance of voucher programs for developing economies remains uncertain. Major voucher initiatives have been attempted only in countries with a well-developed institutional infrastructure. Some studies find favorable benefits for at least some population groups, but others find limited effects and evidence of increasing social stratification in schools. Whether vouchers lead to better outcomes or greater stratification appears related to specific contexts, institutional variables, and program designs.

x,94p,ills., The purpose of the study was to examine the conflict management practices of headmasters in senior high schools in the Akuapem South District. The specific objectives of the study were to: find the common types of conflict in the schools, causes of conflicts and how the headmasters managed conflicts that occurred in the schools. The study further sought to examine the effective techniques applied by the headmasters in resolving conflicts in the schools. Five senior high schools were studied in the Akuapem south Municipality. In all 214 respondents were involved in the study. The research design used in this study was descriptive survey. Data was collected using questionnaire and a follow-up interview schedule. The statistical methods used in the analysis were frequencies and percentages. The major findings of the study were the following: communication gap and subordinates shirking their responsibilities were the main causes of conflict between the headmasters and their staff in the Municipality. The win-win, co-operative and confirming approach to conflict resolution were mostly administered by the headmasters. The approaches contributed greatly in reducing conflict in the schools. Headmasters and teachers must collaborate and co-operate greatly to create congenial and moderating work environment for improved, effective and efficient work performance in the senior high schools in the Municipality. Such environment would minimize or eliminate undue tension, rivalry, biases as well as mistrust and suspicious tendencies among staff members.

V teoretičnem delu govorimo o vrstah in modelih organizacij, organizacijskih ciljih, viziji, smotrih ter politiki in strukturi organizacije. Posebej opredeljujemo dijaške domove kot organizacije ter pojasnjujemo pomen organizacijske kulture in uvajanja sprememb vzgojno-izobraževalne organizacije. Opredelimo vloge in kompetence vzgojitelja kot odgovornega nosilca vzgojnega procesa v dijaških domovih. V nadaljevanju iz različnih teoretičnih izhodišč ugotavljamo vzroke za pojavnost nasilja. Pojasnjujemo nasilje kot posledico agresije in zlorabe moči. Veliko je dejavnikov nasilja, v našem diskurzu iz različnih teoretičnih izhodišč osvetljujemo družino in šolsko okolje kot najpomembnejša dejavnika nasilja. Pojasnjujemo vrste in oblike nasilja ter njegove posledice za žrtve in okolje. Prikazujemo preventivne akcije proti nasilju v različnih evropskih državah in nacionalno politiko preventive proti nasilju v slovenskem šolskem okolju. Iz teoretičnih izhodišč disertacije lahko zaključimo, da na odnose v organizaciji vplivajo: organiziranost organizacije ter organizacijska struktura in kultura, da so dijaški domovi del šolskega okolja, ki so različnih organizacijskih oblik, v njih bivajo dijaki in ostali vključeni, nosilci vzgojno izobraževalnega procesa pa so pedagoški delavci (vzgojitelji). V dijaških domovih se dogaja kulturna hibridizacija. Ugotavljamo, da sta družina in šolsko okolje zelo pomembna dejavnika nasilja, da imajo otroci in mladostniki, ki so dalj časa žrtve nasilja, trajne posledice na osebnem nivoju in v odnosnih relacijah, da se družba vse bolj zaveda posledic nasilnih dejanj, da države sistemsko pristopajo k preprečevanju nasilja v družini in v šolskemu okolju tako, da sprejemajo nacionalne smernice in programe preprečevanja nasilja v družbi, v družini in vzgoji in izobraževanju ter spreminjajo zakonodajo s tega področja. V empiričnem delu smo raziskovali stališča, prepričanja in vedenjske namere ravnateljev, pedagoških delavcev (vzgojiteljev) in dijakov v odnosu do nasilnih dejanj, ki se dogajajo v dijaških domovih in v družini, ter ugotavljali, kako imajo dijaški domovi v vzgojno delo vključen menedžment preventive proti nasilju. Predmet našega raziskovanja je bil odnos do nasilja, v raziskavo je bilo vključenih 40 dijaških domov v Sloveniji (vsi dijaški domovi, ki so izvajali vzgojno-izobraževalno dejavnost v letu 2010). Raziskovalni vzorec je predstavljalo 23 ravnateljev (57,50 % populacije), 131 pedagoških delavcev (vzgojiteljev) (61,79 % populacije) in 1343 dijakov (25,18 % populacije). Ugotovili smo, da anketiranci najbolj resno ocenjujejo spolno, zatem fizično in nato psihično nasilje, da pedagoški delavci in dijaki bolj resno ocenjujejo nasilna dejanja, storjena v družini kot nasilna dejanja, storjena v šolskem okolju. Iz raziskave izhaja, da pedagoški delavci statistično višje ocenjujejo zasluženo višino kazni kot dijaki, ter da ženske v primerjavi z moškimi bolj resno ocenjujejo nasilna dejanja. Ugotavljamo, da obstajajo statistično pomembne razlike v oceni resnosti nasilnih dejanj v odvisnosti od organizacijske oblike dijaškega doma. Najbolj resno ocenjujejo nasilna dejanja nad istospolno usmerjenimi dijaki in skupinami v samostojnih dijaških domovih, sledijo zasebni dijaški domovi in dijaški domovi, ki so organizacijsko povezani s šolo. Obstajajo tudi statistično pomembne razlike v oceni resnosti nasilnih dejanj nad dijaki, ki javno in jasno opredeljujejo svojo versko pripadnost med samostojnimi domovi in domovi, ki so organizacijsko priključeni šoli, v prid samostojnih domov. Pedagoški delavci v primerjavi z dijaki bolj resno ocenjujejo nasilno dejanje nad versko in etično drugačnimi posamezniki in skupinami. Med dijaki in pedagoškimi delavci ne obstaja statistično pomembna razlika glede ocene resnosti nasilnih dejanj nad dijaki s posebnimi potrebami. Anketiranci bolj resno ocenjujejo nasilje nad dijaki s posebnimi potrebami, ki imajo specifične primanjkljaje, kot nad nadarjenimi dijaki. Ugotovili smo, The theoretical part deals with the types and models of organisations, organisational aims, vision and also with the organisational policy and structure. A particular attention is paid to boarding schools as such organisations, to their organisational culture and the introduction of the changes in such educational organisations. In this section, the roles and competences of tutors as the responsible agents of the educational process in boarding schools are also presented. Further on, the theoretical starting points lead to the discussion of the reasons for violence. Violence is explained as a consequence of aggression and power abuse. There are several factors of violence. In our discourse, various theoretical aspects of family and school environments are highlighted as the key factors of violent acts. At this stage, different types and forms of violence are dealt with, as well as the consequences for the victims and their environment. Several actions for preventing violence are presented in various European countries, as well as the Slovenian national prevention policy against violence in the educational environment. The theoretical basis of the present dissertation leads to the findings that the relationships within an organisation are influenced by: the organisational structure, the organisational culture, and the fact that boarding schools, which are a part of educational environment, are of different organisational forms. The pupils live in the boarding schools, while the tutors are the agents of the educational process. Boarding schools are under the impact of cultural hybridisation. The findings show that the family and the school environment are significant factors of violence. Children and youngsters as victims of a long term exposure to violence suffer permanent consequences on their personal level and in establishing relationships. The society has also raised awareness about the consequences of violent acts. Therefore, several countries have taken a systematic approach towards the prevention of violence in families and school environment by accepting national guidelines and the programmes for preventing violence in the society, family and educational process, and also by changing the laws related to this area. The empirical part investigates the attitudes, beliefs and behavioural intentions of headmasters, tutors and pupils in relation to several violent acts presently occurring in boarding schools and within the families. The findings show how the boarding schools integrate the management of preventing violence in the educational process. The research was carried out in 40 boarding schools in Slovenia (all boarding schools providing educational activity in the year 2010). The research sample included 23 headmasters (57.50 % of the population), 131 tutors (61.79 % of the population) and 1343 pupils (25.18 % of the population). The findings indicate that sexual violence is considered as the most serious, followed by physical and then the psychological violence. Both the tutors and the pupils assess violent acts performed within the family as more severe than those occurring in school environment. The research also shows that the tutors and headmasters statistically mark higher the so called »deserved punishment« than the pupils, and that women in comparison to men see acts of violence as a more serious issue. The conclusions reveal statistically significant differences in assessing the gravity of a violent act, depending on the boarding school's organisational form. Violent acts toward the pupils with the same-sex inclination are most seriously assessed by pupils from the groups of independent boarding schools, followed by private boarding schools and boarding schools organisationally linked to schools. There are also statistically significant differences in the assessment of the gravity of a violent act toward pupils who openly and clearly state their religious affiliation between the independent boarding schools and the boarding schools organisationally linked to schools with the former reporting higher le

There has been much discussion about the most suitable model of religious education (RE hereafter) in public schools all around Europe. The Finnish model of RE has attracted great interest, because in Finland RE is given according to one’s own religion. The Finnish model of RE is very unique and it emphasises the right of religious minorities to participate in RE according to their own religion in state-owned schools. In this article we examine headmasters’ conceptions of the current Finnish RE solution from the perspective of human rights. The study is based on qualitative interviews. Headmasters presented both advantages and disadvantages of the current RE solution. These advantages are briefly: freedom of religion, an opportunity to get RE according to one´s own religion, knowing one´s own roots, an opportunity to understand people from different religious backgrounds and an opportunity to study other religions for those students who are not members of religious communities. The limits of the solution are that it puts students into their own religious groups and this limits possibilities for religious dialogue, which should be one of the key elements of modern RE. RE has a strong potential to promote human rights. It is important to discuss different models of arranging education from the viewpoint of human rights. The human rights viewpoint should be central when dealing with the aims, contents and organization structure of RE. Different interpretations of religious freedom and the right to religious education are important considerations especially for RE.

The present study examines the importance headmasters attach to mental health problemsof their pupils and teachers and to potential supporting resources for school based mentalhealth promotion. As part of an international study headmasters from Germany were asked via anonline survey (N = 840). Compared to internalizing problems headmasters attach a higher importance to externalizing problems of pupils and teachers. In particular concrete and practical assistance(e. g. to support pupils/families, to make early identification of symptoms of mental healthproblems) is assessed as most useful. Additionally performed univariate analyses of variances revealed a main effect for sex of the headmasters and type of school. The results are discussed regarding their practical implications for school health promotion. Die vorliegende Studie untersucht, welche Bedeutung Schulleitungen der psychischen Gesundheit ihrer Schüler und Lehrkräfte beimessen und welche potentiellen Ressourcen zur psychischen Gesundheitsförderung und Prävention als unterstützend wahrgenommen werden. Als Teil einer internationalen Untersuchung wurden mittels einer Onlineerhebung Schulleitungenin Deutschland befragt (N = 840). Die Ergebnisse zeigen, dass Schulleitungen externalisierenden gegenüber internalisierenden Problemen von Schülern und Lehrkräften eine höhere Bedeutung beimessen. Zudem werden vor allem konkrete Hilfen (z. B. zur Unterstützung von Schülern/Familien, zur Früherkennung von Symptomen psychischer Probleme) als besonders unterstützend bewertet. Anschließend durchgeführte Varianzanalysen belegen einen Haupteffekt für das Geschlecht der Schulleitung sowie die Schulform. Die Ergebnisse werden vor dem Hintergrund der Bedeutung für die Praxis der schulischen Gesundheitsförderung diskutiert.

Glasbena šola Lendava ima za sabo 50 let delovanja. V teh letih je bilo veliko lepih trenutkov, ki se jih šola zelo rada spomni in ima lepe spomine na vsa šolska leta. Ti spomini in predvsem delo v Glasbeni šoli Lendava in celotni razvoj šole so predstavljeni v diplomskem delu. Najprej sta predstavljena zgodovina šole in delo na šoli, in sicer ustanovitev šole, njeni prostori in dislocirani oddelki. V nadaljevanju diplomsko delo zajema seznam ravnateljev, pedagoškega, administrativnega in tehničnega osebja, pregled in nakup instrumentov ter ostalih didaktičnih pripomočkov, učence glasbene šole, njihove dosežke in rezultate s tekmovanj, na koncu pa so predstavljeni še orkestri, ki delujejo na šoli. Šola ogromno sodeluje z okoliškimi glasbenimi in osnovnimi šolami, saj s tem učenci in učitelji izboljšujejo svojo samopodobo in pridobivajo samozavest ob kvalitetnih nastopih. Music School Lendava has been operating for 50 years. In those years there were many happy moments and the school has beautiful memories of all the school years. These memories and above all work in Music School Lendava and the entire school development are presented in the diploma thesis. First, the history of the school and the work at the school are presented, namely the establishment of the school, its facilities and remote sections. The following diploma thesis consists of a list of headmasters, teachers, administrative and technical staff, review and purchase of instruments and other teaching aids, students, their achievements and results in the competitions, and finally the orchestras, that are active in the school. The school co-operates a lot with the surrounding music schools and primary schools, as this helps students and teachers to improve their self-esteem and gain confidence with quality performances.

The Danish upper secondary school is currently undergoing a hyper complex process of modernization where new organizational forms, teacher-student roles and principles of management are introduced. The process is set-off most directly by a new reform. This article explores the implementation of that reform by focusing on how it is interpreted locally and put into practice by the headmasters of two different schools. On the basis of that analysis the article discusses the consequences that different ways of interpreting and managing the reform might have for the students — how do they understand, recognize and execute the new pedagogical discourses and constructions of students that the headmasters are launching? The theoretical and methodological approach of the article is based on Basil Bernstein's sociology of education. Empirically the article draws on qualitative interviews with the headmasters under analysis.

240 Schulleiter wurden nach ihren Erwartungen und Ansprüchen gegenüber ihren Lehrpersonen befragt. Eine Clusteranalyse ergab zwei Gruppen von Schulleitern: An Schuladministration und Schulordnung orientierte (Gruppe I) und eher pädagogisch geleitete Schulleiter (Gruppe II). Die Schulleiter der Gruppe I weisen größere Diskrepanzen zwischen Ansprüchen / Erwartungen und Erfüllung derselben auf, glauben, an persönlichem Aufwand mehr zu investieren, als sie von den Lehrpersonen zurück erhalten, dass die Mitarbeiter unberechtigte Erwartungen hegen und sind deutlich stärker enttäuscht als die Schulleiter der Gruppe II. Die Daten wurden im Rahmen des Prinzips der Reziprozität des sozialen Austausches gedeutet. We questioned 240 headmasters about their expectations and aspirations towards their teacher colleagues. A cluster analysis revealed the existence of two different groups of head masters: Those primarily oriented to school administration and school regulation (group I) and those more focussed on pedagogical-educational issues (group II). Persons allocated to group I show larger discrepancies between their expectations/ aspirations and the perceived fulfilment of these. They feel that they invest more personal effort than their teacher colleagues and that their colleagues' expectations towards them are unjustified. They are also clearly less satisfied than headmasters in group II. The data are interpreted in the light of the principle of reciprocity in social exchange.

Yüksek Lisans Tezi Bu araştırmanın amacı; hastane okullarında görev yapan yönetici ve öğretmenlerin tükenmişlik düzeylerini belirlemek ve tükenmişliğe etki eden değişkenleri saptamaktır. Araştırmanın evrenini,Türkiye'deki 40 hastane okulunun tümü oluşturmaktadır. Veriler Türkiye'de 40 hastane okulu öğretmen ve yöneticilerine Maslach Tükenmişlik Ölçeği ve sosyodemografik bilgilerin yer aldığı bir anket ile toplanmıştır. Elde edilen veriler SSPS programında analiz edilmiş, verilerin analizinde Mann-Whitney U testi, Kruskal-Wallis H testi kullanılmıştır. Duyarsızlaşma (D) alt ölçeği puanları açısından, hastane okullarında çalışan yönetici ve öğretmenlerin başka bir işe geçmeyi arzu etme derecesi ve öğrencilerin derse severek girdiğini düşünmeye ilişkin görüşlerde istatistiksel olarak anlamlı bir fark bulunmuştur. Duygusal Tükenme (DT) alt ölçeği puanları açısından, hastane okullarında çalışan yönetici ve öğretmenlerin aldıkları ücreti yeterli bulma, hastane okulunda kendi istekleri ile çalışma, meslektaşlarına kıyasla daha yeterli olduğunu düşünme, görevin monotonluğu, öğrencilerin derse severek girdiğini düşünme, okulunu değiştirmek isteme ve başka bir işe geçmeyi arzu etme derecesine ilişkin görüşlerde istatistiksel olarak anlamlı bir farklılık bulunmuştur. Kişisel Başarı (KB) alt ölçeği puanları açısından, hastane okullarında çalışan yönetici ve öğretmenlerin yaşlarına, hastane okulunda kendi istekleri ile çalışma, hastane okulundaki görev süresi, başka bir işe geçmeyi arzu etme derecesi, meslektaşlarına kıyasla daha yeterli olduğunu düşünme ve hizmet içi eğitim almaya ilişkin görüşlerde istatistiksel olarak anlamlı bir fark bulunmuştur.Anahtar sözcükler: Hastane okulu, öğretmenler, yöneticiler, Tükenmişlik. Abstract The main purpose of this study is to determine the burnout levels of teachers and headmasters who work in hospital schools. The universe of the descriptive study constitues all the hospital schools in Turkey. Data were collected from 40 Hospital school teachers and headmasters using questionnaire (Maslach Burnout Inventory & form for sociodemographic caracteristics). The data has been analaysed with SPSS. For statistical evaluation Mann-Whitney U test, Kruskal-Wallis analaysis have been used. According to depersonalization subscale scores of the study group; statistically significant differences have been found amongst passing another job, thinking that students’ coming lesson by will. According to emotional exhaustion subscale scores of the study group; statistically significant differences have been found amongst salary, working in this school by will, thinking that students’ coming lesson by will, Are you more sufficent than your firends, How do you describe your job, (changing) passing another job and the reasons carrying on teaching. According to personal accomplishment subscale scores of the study group; statistically significant differences have been found amongst age, working in hospital school by will, total working duration in the hospital school, (changing) passing another job, Are you more sufficent than your firends, and taking in-service training. Keywords: Hospital school, Teachers, Headmasters, Burnout

YÖK Tez ID: 190246 Bu araştırmanın amacı, ilköğretim okulu müdürlerinin öğretmenlerin örgütselsosyalleşmelerini sağlamak için sosyalleştirme stratejilerini kullanma becerilerinibelirlemektir. Bu amaçla ilköğretim okulu müdürlerinin ve bu okullarda çalışmaktaolan öğretmenlerin görüşlerine başvurulmuştur. Okul müdürlerinin, öğretmenlerinörgütsel sosyalleşmelerini sağlama becerilerinde yönetimdeki kıdem, cinsiyet vemezun olunan okul durumlarına göre farklılık gösterip göstermedikleri saptanmayaçalışılmıştır. Araştırmaya katılan müdürler ve öğretmenlerin görüşleri arasındaanlamlı bir fark olup olmadığı incelenmiştir. Ayrıca araştırmanın örneklem grubunuoluşturan öğretmenlerin görüşleri arasında branş, cinsiyet ve mezun olunan okuldurumlarına göre farklılık gösterip göstermediği de belirlenmeye çalışılmıştır.Tarama modelinin kullanıldığı betimsel bir çalışma olan bu araştırmadaaraştırmacının geliştirdiği 31 maddeden oluşan veri toplama aracı kullanılmıştır. Veritoplama aracı beşli likert tipindedir. Araştırmada okul müdürleri ve öğretmenleringörüşleri alınmıştır. Buna göre müdür görüşlerinin yönetimdeki kıdem yılı (1-5 yıl,6-10 yıl, 11- 15 yıl ve 16 yıl üzeri), cinsiyet (kadın-erkek) ve mezun oldukları okul(Eğitim Enstitüsü, Eğitim Fakültesi, Fen-Edebiyat Fakültesi, Yüksek Lisans ve diğerfakülte mezunları) değişkenlerine göre anlamlı bir farklılık gösterip göstermediğiincelenmiştir. Araştırmanın örneklem grubunu oluşturan öğretmen görüşlerindebranş (sınıf öğretmeni- genel kültür ve meslek bilgisi öğretmenliği), cinsiyet (kadın-erkek) ve mezun oldukları okul (Eğitim Fakültesi, Fen-Edebiyat Fakültesi, YüksekLisans ve diğer fakülte mezunları) değişkenlerine göre anlamlı bir farklılık olupolmadığı araştırılmıştır.Araştırma evrenini, 2004-2005 öğretim yılında Kırıkkale il merkezi ve ilçemerkezlerinde bulunan ilköğretim okullarında görevli okul müdürleri ve buokullarda görev yapan öğretmenler oluşturmaktadır. Kırıkkale il merkezindeki ve ilebağlı bulunan 8 ilçe (Keskin, Delice, Sulakyurt, Çelebi, Yahşihan, Balışeyh, Bahşılı,Karakeçili) merkezindeki okullarda bulunan toplam 88 ilköğretim okul müdüründen85'ine veri toplama aracı dağıtılmış, bunlardan 80'i araştırmada kullanılmıştır.Araştırmada öğretmenlerin örneklem grubu, bu 8 ilçe ve il merkezindeki okullardakıdemi 1-5 yıl olan öğretmenler arasından tesadüfi olarak 200 öğretmeninseçilmesiyle belirlenmiştir.Araştırma verilerinin istatistiksel analizinde frekans, yüzde, aritmetikortalama, t-testi ve tek yönlü varyans analizi yapılmıştır. Farklılıkların testedilmesinde anlamlılık düzeyi α=.05 olarak kabul edilmiştir. Elde edilen verilerSPSS programında çözümlenmiştir.Araştırma bulguları aşağıda sunulmuştur:1) Araştırmaya katılan okul müdürlerinin kendi değerlendirmelerine göreokul müdürleri örgütsel sosyalleştirme stratejilerini kullanma becerilerini herzaman göstermektedirler.2) Araştırmaya katılan öğretmenlere göre, okul müdürleri örgütselsosyalleştirme stratejilerini kullanma becerilerini sık sık göstermektedirler.3) Araştırmaya katılan okul müdürlerinin ve öğretmenlerin, ilköğretim okulumüdürlerinin öğretmenlerin örgütsel sosyalleşme sürecinde sosyalleştirmestratejilerini kullanma becerilerine ilişkin görüşleri arasında anlamlı farklılıklarbulunmaktadır.4) Araştırmaya katılan okul müdürlerinin görüşleri ?yönetimdekikıdemlerine? göre değerlendirildiğinde aralarında anlamlı farklar bulunmuştur.5) İlköğretim okulu müdürlerinin öğretmenlerin örgütsel sosyalleşmesürecinde sosyalleştirme stratejilerini kullanma becerilerine ilişkin mezun olduklarıokullara göre gruplar arasında anlamlı bir fark bulunmamıştır.6) Araştırmaya katılan öğretmenlerin görüşleri branşlarına göre anlamlı birfarklılık göstermemektedir.7) İlköğretim okulu müdürlerinin öğretmenlerin örgütsel sosyalleşmesürecinde sosyalleştirme stratejilerini kullanma becerilerine ilişkin olarak öğretmengörüşleri cinsiyet değişkeni bakımından incelendiğinde anlamlı farklılıklargöstermektedir.8) Araştırmaya katılan öğretmenlerin görüşleri mezun oldukları okullara göreanlamlı farklılıklar göstermektedir. The aim of this research is to determine the primary school headmasters?socialization strategy usage skills in order to provide organizational socialization ofteachers. Therefore, primary school headmasters? and teachers? opinions are taken. Itis tried to be determined whether the headmasters? skills of providing teachers?organizational socialization show difference according to their length of service, sex,and educational background. It has been examined whether there is a meaningfuldifference between the opinions of headmasters and teachers. It is also tried to bedetermined whether the opinions of teachers who compose the sample group showdifference according to branch, sex and educational background.In this descriptive study in which a scanning model is used, a 31- item scalewhich is prepared by the researcher is used. The questionnaire is a-five-scaled likert.In the research, headmasters? and teachers? opinions are taken. Accordingly, it isanalyzed if the headmasters? opinions show a meaningful difference according totheir length of service (1-5 years, 6-10 years, 11-15 years, 16 years and more), andthe educational background (Institute of Education, Faculty of Education, Faculty ofScience and Literature , Master?s Degree and other faculties).The universe of the research is composed of the headmasters and the teachersworking for primary schools in the city center and 8 districts of Kırıkkale in the2004-2005 education year. The questionnaire is distributed totally to 88 headmasterswho are in the city center and 8 districts of Kırıkkale (Keskin, Delice, Sulakyurt,Çelebi, Yahşihan, Balışeyh, Karakeçili) and 80 of them are used in the research. Thesample group of the teachers in this research is determined by selecting randomlyamong 200 teachers from the city center and 8 districts whose length of service is 1-5years.In the statistical analyze of the research?s data, frequency, percentage, mean,t-test and one way ANOVA are used. In testing the significance of differences,significance level is accepted as α= 05. The data are analyzed in SPSS program.The findings of the research are stated below:1) According to the evaluations of the headmasters take place in the research, theheadmasters always display the articles stated in the questionnaire and the skills oforganizational socialization strategies.2) According to the teachers take place in the research, headmasters often displaythe skills of organizational socialization strategies.3) There are significant differences between the opinions of the teachers andheadmasters:4) Significant differences are found in the skills of organizational socializationstrategies according to headmasters? length of service.5) According to the different educational backgrounds there is not a significantdifference between the groups, in the primary school headmasters? organizationalsocialization strategies in the process of organizational socialization of teachers.6) The opinions of the teachers take place in the research, show no significantdifference according to their branches.7) The teachers? opinions show significant difference when it is examined inpoint of sex variables related to the primary school headmasters? organizationalsocialization strategies in the process of organizational socialization of teachers.8) There are significant differences in the teachers? opinions when it is examinedin point of groups according to the educational backgrounds related to the primaryschool headmasters? organizational socialization strategies in the process oforganizational socialization of teachers.

In de literatuur vindt men vele instrumenten voor zelfevaluatie, maar zelden wordt het procesmatig karakter beklemtoond. Vandaar dat dit handboek opgevat is als een leidraad voor secundaire scholen die op een zelfstandige manier hun school willen evalueren. In dit handboek wordt zelfevaluatie benaderd vanuit een ontwikkelingsperspectief. Dit betekent dat: zelfevaluatie gegevens dient op te leveren over het huidige functioneren (sterktes en zwaktes), die de school kan brengen tot een verantwoorde planning (of visie op de toekomst) en uitvoering van verbeteringen en vernieuwingen, met het doel haar onderwijskwaliteit te optimaliseren. Hiermee wordt meteen ook het belang van procesmatig denken duidelijk. Dit handboek wil secundaire scholen op weg helpen bij hun zelfevaluatie-activiteiten door het geven van concrete tips en suggesties (in de vorm van een stappenplan). Daarenboven zal naar andere interessante bronnen bij de verschillende zelfevaluatiestappen worden verwezen. Self-evaluation is an important instrument for school-based management. School teams often search instruments for self-evaluation, but are not sufficiently interested in the process of self-evaluation, although some knowledge about the process of self-evaluation is necessary to make self-evaluations successful. This manual offers a guide for secondary schools that intent to evaluate independently the school. This book offers a step-by-step plan for secondary schools who intent to evaluate the school independently. Headmasters and teachers find in this book concrete hints and suggestions for steering the self-evaluation process. Afdeling Theoretische, cultuur- en onderwijssociologie. Centrum voor Onderwijssociologie (COS) Onderzoekseenheid Strafrecht, strafvordering en criminologie. ispartof: Kwaliteitszorg in het onderwijs edition:second edition edition: second edition status: published

The increasing trend towards greater school autonomy and to enlarge schools made the role of school boards important. However, the current input from school boards in school-based management in Flanders is very unclear. The following research questions are answered in this study: · What is the governing role of school boards with respect for the proper role of the headmaster? · What are the differences in the way school management is applied by the school council? · How are decisions made? · To what extent are the possible differences related to characteristics of the members of the school boards (age, gender, management experience, investment of time, expertise, ...) and the school boards (scale, establishing authority, education level, ...)? Door de toenemende trend naar een grotere schoolautonomie en naar schaalvergroting, wordt de rol van schoolbesturen in Vlaanderen steeds belangrijker. De huidige inbreng van schoolbesturen in het schoolmanagement in Vlaanderen is evenwel zeer onduidelijk. De volgende onderzoeksvragen komen aan bod: · Wat is de beleidsrol van schoolbesturen met respect voor de eigen rol van directies? · Welke verschillen zijn er in de beleidsbenutting van schoolbesturen? · Hoe verloopt het besluitvormingsproces? · In hoeverre hangen de mogelijke verschillen samen met kenmerken van de leden van schoolbesturen (leeftijd, geslacht, bestuurservaring, tijdsinvestering, deskundigheid,…) en van de besturen (schaalgrootte, net, onderwijsniveau,…)? status: published

Dit artikel wil enkele thema's behandelen waarmee een schoolleiding kan geconfronteerd worden wanneer zij zich vragen stelt omtrent schoolvernieuwing. Op de eerste plaats wil ik daarom een analyseschema geven waarmee op een kritische wijze naar onderwijsvernieuwing en haar consequenties kan gekeken worden. En op de tweede plaats zal ik beknopte informatie verschaffen over de wijze waarop schoolleidingen vroeger reeds met onderwijsvernieuwing omsprongen en de gevolgen van dit gedrag. Dit laat toe een licht te werpen op de weerstanden die men tijdens vernieuwingsprocessen kan ontmoeten. Deze thema's zullen op drie niveaus behandeld worden. Op de eerste plaats zal de betekenis van de globale maatschappij voor onderwijsvernieuwing onderzocht worden. Ten tweede zal dezelfde vraag gesteld worden met betrekking tot de schoolorganisatie en ten derde zal de betekenis van de persoonlijke besluitvorming van de deelnemers aan de onderwijsvernieuwing worden beschreven. ispartof: pages:21-43 ispartof: Regionale Mededelingen Oost-Vlaanderen vol:11 pages:21-43 status: published