ARS Accreditation Framework – School Organization

This session will guide you through the step by step accreditation standards for running the business side of Recovery High Schools. Learn from the best as you navigate selecting the model, identifying leadership, energizing a Board of Directors, building community partners and much more. 1. Business Planning: How do high schools operate with a revised strategic business plan that provides for a reasonable level of organizational autonomy and is created for longterm survivability and viability, 2. Board of Directors: How does the school have a functional and involved Board of Directors?, 3. School Leadership: How does the school have a recognized and fully trained leader or leaders who operate with a level of autonomy and flexibility within the larger organizational system?, 4. Community Partnerships: How does the school establish collaborative partnerships with local schools, treatment centers, and other community resources to create a coordinated system of support?, 5. Public Relations & Privacy Issues: How does the school have a plan to promote the school and its programs while respecting the privacy and safety of its students and families?, and 6. Program Evaluation: How does the school regularly evaluate the academic and therapeutic programs for continuous program improvement

The Effect of School Organizational Support on Job Satisfaction of Primary and Secondary School Teachers: The Mediating Role of Teachers’ Engagement in Educational Research

The topic of teacher work satisfaction has long been a focus of educational study. This study examined the impact of school organizational support on teacher job satisfaction as mediated by teachers’ engagement in educational research, utilizing the findings of a survey on the academic quality of basic education students in Jiangsu Province in 2020 and analyzing the data of 21,154 primary and 16,585 secondary school teachers. In this work, the structural equation model is utilized. Significant favorable relationships are shown between school organization support, teachers’ participation in educational research, and teachers’ work happiness. The engagement of teachers in educational research somewhat mediates the relationship between school organization support and teacher job happiness. School organization support positively predicts teacher job satisfaction. The impact of school organization support on teachers’ participation in educational research and job satisfaction is greater at the primary level than at the junior secondary level

Signaling, Incentives and School Organization in France, The Netherlands, Britain and the United States: Lessons for Education Economics

[Excerpt] What causes differences in secondary school achievement across these four nations? The first two sections of the paper describe the achievement differences among the four countries and examine the proximate causes of the differentials. I conclude that these achievement differentials are caused by differences in the quality of teachers and of student time and effort inputs devoted to academic achievement

INNOVATION IN EDUCATION – ADMINISTRATION AND ACTIONS OF ENCOURAGEMENT & SUPPORT IN PRIMARY EDUCATION

The promotion and implementation of educational innovations by the principal of a school organization is an important challenge that he is called upon to undertake together with the teachers of the educational organization. This paper focuses on leaders̉ actions to encourage the organization and implementation of innovations in the school organization. In the present work, an attempt is made to investigate in a sample of 104 directors of Primary Education in the Region of Western Greece issues related to the necessity and climate of introducing innovative actions in the school organization they serve, the suitability of specific models - leadership style for implementing innovations in school organization and encouraging and supporting actions to implement innovations in schools. The research highlighted the need for education through the implementation of innovative actions with an important factor being the existence of a positive communication climate through a democratic leadership style. Innovation incentives seem to be related to having a relevant master's degree, training and years of management, while in-school training as an innovation support action seems to be related to the years of management. In fact, the success of an innovative action is never guaranteed, but it depends on many factors, making the role of the principal in the school organization crucial.  Article visualizations

School Organization Placement for the Ninth Grade Student

The purpose of this study was to obtain information regarding the best placement of the ninth grade student in the school organizational pattern. Thirty-six superintendents, seventy-seven high school principals and sixty-four high school teachers, in the state of Washington, responded to a questionnaire-opinionnaire regarding the physical, intellectual, emotional and social maturity level of the ninth grade student. The results showed support for the ninth grade student to be in a four-year high school grade configuration

Performance of School Principal at State Islamic Senior High School in Ex-Surakarta Region

This research aims to identify the percentage of the influence of school Organization and motivation atmosphere on Principal's performance at Madrasah Aliyah (state Islamic senor high school). This study employs a co-relational survey method. Results of the research show that: (1) average performance of the school principals is good especially on doing their main job and function; (2) the atmosphere of school organization influence significantly on the principal's performance, the percentage of this influence to Principal performance is 71.30%; (3) work motivation affects significantly to principal performance, the percentage of this influence to principal's performance is 73.80%; (4) Both school organization atmosphere and work motivation are significantly influential to principal's performance, the percentage of these to principal's performance is 78.70%, and (5) work motivation variable is the strongest contribution to influence principal's performance at 51.60%

Impacts of School Organization and Signaling on Incentives to Learn in France, the Netherlands, England, Scotland and the United States

[Excerpt] Despite similar cultural roots and standards of living, the secondary education systems of France, the Netherlands, England, Scotland and the United States produce remarkably different levels of achievement in mathematics and science. When one examines achievement at a given age. the French and Dutch have learned the most. Americans the least and the British are somewhere in between. In reading ability, however, the students of the five countries are roughly equal. High achievement in France and the Netherlands has not been achieved by pushing slow students out of upper secondary school. The ratios of upper secondary students to the age cohort are as high in France and tbe Netherlands as in the U.S. and far ahead of England and Scotland. What accounts for this pattern