This research aims to determine the factors that affect teachers’ trust in male and female leaders. The study employed a qualitative research design. The data were collected with interview technique. In this regard, 20 teachers were interviewed. The participants were determined with purposeful sampling method. The data were analyzed with inductive analysis method. Results revealed that the participant teachers trust different behaviors or characteristics of their male or female leaders. In general, teachers trust in their female leaders’ more because of their objective, idealistic, dedicated behaviors, and also their motherly, sensitive and compassionate personality. On the other hand, teachers trust in their male leaders as they are fair, trustworthy, frank, competence, more rational and strong communicators. While male leaders are believed to take initiative and implement the laws and regulations more strictly, female administrators are more interested in the administration profession, behave meticulously and work devotedly. It is recommended that school administrators should create a climate of objectivity and trust in school.
{"title":"Factors Affecting Trust in Female and Male School Leaders","authors":"Kenan Özcan, Aydın Balyer, Fikret Fırat","doi":"10.17583/ijelm.9811","DOIUrl":"https://doi.org/10.17583/ijelm.9811","url":null,"abstract":"This research aims to determine the factors that affect teachers’ trust in male and female leaders. The study employed a qualitative research design. The data were collected with interview technique. In this regard, 20 teachers were interviewed. The participants were determined with purposeful sampling method. The data were analyzed with inductive analysis method. Results revealed that the participant teachers trust different behaviors or characteristics of their male or female leaders. In general, teachers trust in their female leaders’ more because of their objective, idealistic, dedicated behaviors, and also their motherly, sensitive and compassionate personality. On the other hand, teachers trust in their male leaders as they are fair, trustworthy, frank, competence, more rational and strong communicators. While male leaders are believed to take initiative and implement the laws and regulations more strictly, female administrators are more interested in the administration profession, behave meticulously and work devotedly. It is recommended that school administrators should create a climate of objectivity and trust in school.","PeriodicalId":41651,"journal":{"name":"International Journal of Educational Leadership and Management","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2022-07-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48190867","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The concept of pedagogical leadership (PL) is vague and still developing in the field of Educational Leadership. This article examines the body of knowledge on this elusive term, to extract the key components that constitute the studies of PL in the last five years (2017-2020). The keyword of pedagogical leader* was solely used to search in the Web of Science database, and subsequently narrowed down to 54 reviewed articles through listed criteria for bibliometric analysis. Apart from the global bibliometric descriptions of PL, it is evident that the term pedagogical leadership is an emerging theme in WoS databases and is mostly cited from Nordic and European countries. Future suggestions for eastern scholars are to collaborate with western scholars, to better understand its concepts as compared to other prominent types of leadership such as Transformational, Distributed, and Instructional Leadership.
教学领导的概念是模糊的，在教育领导领域仍处于发展阶段。本文考察了这个难以捉摸的术语的知识体系，以提取过去五年(2017-2020)构成PL研究的关键组成部分。在Web of Science数据库中仅使用关键字“pedagogical leader*”进行搜索，随后通过列出的标准进行文献计量分析，将搜索范围缩小到54篇综述文章。除了PL的全球文献计量学描述外，很明显，术语教学领导是WoS数据库中的一个新兴主题，主要来自北欧和欧洲国家。东方学者未来的建议是与西方学者合作，与其他突出的领导类型(如变革型、分布式和指导性领导)相比，更好地理解其概念。
{"title":"Successful Pedagogical Leadership: Bibliometric Analysis from the Web of Science database (2017-2021)","authors":"Kenny S. L. Cheah, Anne Lim","doi":"10.17583/ijelm.8847","DOIUrl":"https://doi.org/10.17583/ijelm.8847","url":null,"abstract":"The concept of pedagogical leadership (PL) is vague and still developing in the field of Educational Leadership. This article examines the body of knowledge on this elusive term, to extract the key components that constitute the studies of PL in the last five years (2017-2020). The keyword of pedagogical leader* was solely used to search in the Web of Science database, and subsequently narrowed down to 54 reviewed articles through listed criteria for bibliometric analysis. Apart from the global bibliometric descriptions of PL, it is evident that the term pedagogical leadership is an emerging theme in WoS databases and is mostly cited from Nordic and European countries. Future suggestions for eastern scholars are to collaborate with western scholars, to better understand its concepts as compared to other prominent types of leadership such as Transformational, Distributed, and Instructional Leadership.","PeriodicalId":41651,"journal":{"name":"International Journal of Educational Leadership and Management","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2022-07-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43563740","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study aims to investigate secondary school teachers’ job satisfaction levels with the convergent method, one of the mixed research methods. The quantitative part of the study was conducted with 330 participating teachers, and the ‘Minnesota Job Satisfaction Scale’, developed by Weiss, Dawis, England and Lofquist (1967) and adapted to Turkish by Baycan (1985), was used. In the qualitative part of the study, a semi-structured interview form was used consisting of 4 questions to reveal the intrinsic and extrinsic job satisfaction factors of the participants. In addition, the gender, branch, professional experience, and educational level variables were used in the study. As a result, the general job satisfaction and intrinsic job satisfaction levels of the participants were “satisfied”, and their extrinsic job satisfaction levels were “uncertain”. When the qualitative data were analyzed, appreciation, success, promotion, merit, recognition, motivation, and responsibility were respectively factors affecting the participants’ intrinsic job satisfaction, payment, management, working conditions, justice and living standards were respectively factors affecting the participants’ extrinsic job satisfaction.
{"title":"Secondary School Teachers' Job Satisfaction: A Mixed Research Method","authors":"M. Özcan","doi":"10.17583/ijelm.9174","DOIUrl":"https://doi.org/10.17583/ijelm.9174","url":null,"abstract":"This study aims to investigate secondary school teachers’ job satisfaction levels with the convergent method, one of the mixed research methods. The quantitative part of the study was conducted with 330 participating teachers, and the ‘Minnesota Job Satisfaction Scale’, developed by Weiss, Dawis, England and Lofquist (1967) and adapted to Turkish by Baycan (1985), was used. In the qualitative part of the study, a semi-structured interview form was used consisting of 4 questions to reveal the intrinsic and extrinsic job satisfaction factors of the participants. In addition, the gender, branch, professional experience, and educational level variables were used in the study. As a result, the general job satisfaction and intrinsic job satisfaction levels of the participants were “satisfied”, and their extrinsic job satisfaction levels were “uncertain”. When the qualitative data were analyzed, appreciation, success, promotion, merit, recognition, motivation, and responsibility were respectively factors affecting the participants’ intrinsic job satisfaction, payment, management, working conditions, justice and living standards were respectively factors affecting the participants’ extrinsic job satisfaction.","PeriodicalId":41651,"journal":{"name":"International Journal of Educational Leadership and Management","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2022-07-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41949797","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study examined the relationship of political skills of high school teachers to their subjective career success and the moderating role of ethical awareness in this relationship. The findings demonstrated that the participants' ethical awareness and political skill scores were relatively higher than career and life satisfaction scores. Career and life satisfaction were found to increase with professional experience. Despite being a significant predictor of career satisfaction, ethical awareness had no significant effect on life satisfaction. That said, political skill was a significant predictor of both career satisfaction and life satisfaction. Moreover, ethical awareness did not moderate the effect of political skill on career and life satisfaction. Based on these findings, implementing formal methods such as the use of vision and mission statements and in-school guidelines to make the ethical provisions mentioned in the legal regulations visible in the school environment, and school administrators’ creating an ethical working climate through implementing the ethical rules fairly for all teachers and students were recommended.
{"title":"Examining the Effect of Ethical Awareness on the Relationship between Political Skill and Subjective Career Success","authors":"Tuncer Fidan, M. Koç","doi":"10.17583/ijelm.7755","DOIUrl":"https://doi.org/10.17583/ijelm.7755","url":null,"abstract":"This study examined the relationship of political skills of high school teachers to their subjective career success and the moderating role of ethical awareness in this relationship. The findings demonstrated that the participants' ethical awareness and political skill scores were relatively higher than career and life satisfaction scores. Career and life satisfaction were found to increase with professional experience. Despite being a significant predictor of career satisfaction, ethical awareness had no significant effect on life satisfaction. That said, political skill was a significant predictor of both career satisfaction and life satisfaction. Moreover, ethical awareness did not moderate the effect of political skill on career and life satisfaction. Based on these findings, implementing formal methods such as the use of vision and mission statements and in-school guidelines to make the ethical provisions mentioned in the legal regulations visible in the school environment, and school administrators’ creating an ethical working climate through implementing the ethical rules fairly for all teachers and students were recommended.","PeriodicalId":41651,"journal":{"name":"International Journal of Educational Leadership and Management","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2022-07-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46065891","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This paper aims to examine the limited area of public management education program of more than 70 institutions of higher education learning in the Philippines. The examination focused on distinguishing the variations of experts, college/university administrators, teachers, and students towards developing the public sector/administration management curriculum. To achieve the research objectives, it applies a survey in three phases. The first and second phase deals with questionnaire distribution to Master of Public Administration students, teachers, college administrators, and experts. The third phase was the distribution of questionnaires to all participants who have given their opinion on the proposed curriculum, their objectives, and the subjects/courses. The findings disclosed that the established curriculum confirmed with the Commission on Higher Education standards consisting of the core or professional subjects, research and evaluation, major subjects, and thesis writing. This study is helpful by universities in offering the public sector management curriculum at the master's level.
{"title":"Curriculum Gaps in Public Administration: Perceptions of Academicians and other Stakeholders in the Philippines","authors":"R. Jalagat Jr., P. Aquino Jr.","doi":"10.17583/ijelm.8812","DOIUrl":"https://doi.org/10.17583/ijelm.8812","url":null,"abstract":"This paper aims to examine the limited area of public management education program of more than 70 institutions of higher education learning in the Philippines. The examination focused on distinguishing the variations of experts, college/university administrators, teachers, and students towards developing the public sector/administration management curriculum. To achieve the research objectives, it applies a survey in three phases. The first and second phase deals with questionnaire distribution to Master of Public Administration students, teachers, college administrators, and experts. The third phase was the distribution of questionnaires to all participants who have given their opinion on the proposed curriculum, their objectives, and the subjects/courses. The findings disclosed that the established curriculum confirmed with the Commission on Higher Education standards consisting of the core or professional subjects, research and evaluation, major subjects, and thesis writing. This study is helpful by universities in offering the public sector management curriculum at the master's level.","PeriodicalId":41651,"journal":{"name":"International Journal of Educational Leadership and Management","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2022-05-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43235464","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Saghir Ahmad, A. Batool, Dr. Nauman Ahmed Abdullah
Servant leadership is a type of leadership that encourages people to work together. A leader intends to help the institution’s personnel favorably. The school leader interacts with teachers and administrative staff as a collegial friend rather than a boss and tries to make things as easy as possible for them. The major goal of this study was to see if there was a correlation between servant leadership and job satisfaction among secondary school teachers in Pakistani settings. The study’s participants were male and female public sector secondary school teachers from the districts of Lahore and Kasur, of Punjab province, Pakistan. The sample was chosen using a stratified random sampling technique. A total of 510 teachers participated in the study as a sample. In this study, adapted questionnaires with responses measured on a five-point Likert type scale was used. Both variables, perceived servant leadership style of principals and work satisfaction of teachers showed a strong association. Further sub-factors correlations showed significant results. It is proposed that school principals adopt servant leadership style as it would be more beneficial for them to ease and comfort the school employees that might improve the institutional performance.
{"title":"Perceived Servant Leadership Style of Principals Correlates with Job Satisfaction of Secondary School Teachers in Pakistan","authors":"Saghir Ahmad, A. Batool, Dr. Nauman Ahmed Abdullah","doi":"10.17583/ijelm.9169","DOIUrl":"https://doi.org/10.17583/ijelm.9169","url":null,"abstract":"Servant leadership is a type of leadership that encourages people to work together. A leader intends to help the institution’s personnel favorably. The school leader interacts with teachers and administrative staff as a collegial friend rather than a boss and tries to make things as easy as possible for them. The major goal of this study was to see if there was a correlation between servant leadership and job satisfaction among secondary school teachers in Pakistani settings. The study’s participants were male and female public sector secondary school teachers from the districts of Lahore and Kasur, of Punjab province, Pakistan. The sample was chosen using a stratified random sampling technique. A total of 510 teachers participated in the study as a sample. In this study, adapted questionnaires with responses measured on a five-point Likert type scale was used. Both variables, perceived servant leadership style of principals and work satisfaction of teachers showed a strong association. Further sub-factors correlations showed significant results. It is proposed that school principals adopt servant leadership style as it would be more beneficial for them to ease and comfort the school employees that might improve the institutional performance.","PeriodicalId":41651,"journal":{"name":"International Journal of Educational Leadership and Management","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2022-05-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43766366","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This research explored the experiences and perspectives of university leaders in Pakistan. Using a qualitative narrative approach, we explored leadership stories, challenges, and opportunities at various positions unique to the Pakistani context. Findings underscored the accidental nature of higher education leadership in Pakistan, the significance of mentoring provided by teachers and family support for nascent academic leaders, as well as the challenges these academic leaders face ranging from financial barriers to teaching quality issues, to retention of foreign qualified faculty. The research offers several policy recommendations including institutionalized leadership training and support for promising leaders; transparency in policies regarding leader appointment, promotion, and succession; support for existing universities rather than expansion; and addressing brain drain due to the attrition of foreign qualified faculty members.
{"title":"Accidental Leaders: Experiences and Perspectives of Higher Education Leaders in Pakistan","authors":"Tehmina Khwaja, A. Zafar, Fayyaz Ahmad Faize","doi":"10.17583/ijelm.8440","DOIUrl":"https://doi.org/10.17583/ijelm.8440","url":null,"abstract":"This research explored the experiences and perspectives of university leaders in Pakistan. Using a qualitative narrative approach, we explored leadership stories, challenges, and opportunities at various positions unique to the Pakistani context. Findings underscored the accidental nature of higher education leadership in Pakistan, the significance of mentoring provided by teachers and family support for nascent academic leaders, as well as the challenges these academic leaders face ranging from financial barriers to teaching quality issues, to retention of foreign qualified faculty. The research offers several policy recommendations including institutionalized leadership training and support for promising leaders; transparency in policies regarding leader appointment, promotion, and succession; support for existing universities rather than expansion; and addressing brain drain due to the attrition of foreign qualified faculty members.","PeriodicalId":41651,"journal":{"name":"International Journal of Educational Leadership and Management","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2022-04-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42209580","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The world is faced with emerging and urgent issues regarding gender, one of them being the involvement of women in criminal activities. The main purpose of this study was to establish the influence of personality types on criminal tendencies amongst female offenders. The study was conducted in Lang’ata Women’s Prison, Nairobi County, Kenya. The study adopted a descriptive research design, where a sample size of 240 inmates and 3 prison staff (respondents) were selected using simple random sampling procedure. Personality types were measured by use of the Big Five Personality Inventory (BFI) which is a self-test standardized psychometric test questionnaire for offenders while the relevance of personality type knowledge was measured by a self-administered structured interview questionnaire for prison staff. The study instruments proved reliable with Cronbach's Alpha above 0.7 across all dimensions while content validity was used from the expert view of the supervisors for validation. The collected quantitative data was analyzed using Statistical Package for Social Science (SPSS) version 21.0 while qualitative data was analyzed through content analysis by use of verbatim. Descriptive statistics were used to analyze the demographic information as well, to measure the personality types of women offenders in Lang’ata Women’s Prison. Analyzed quantitative data was then presented using percentages and summarized in tables and figures. Openness, conscientiousness, extraversion, agreeableness and neuroticism were found satisfactory in explaining criminal tendencies in female offenders in Kenya. The study recommends the use of personality psychometric tests in the criminal justice system to aid in increasing the awareness of offenders’ personality types to promote informed decision making and effective treatment of criminals through offenders tailored rehabilitation programs
{"title":"Analysis of Personality Types among Female offenders in Lang’ata Women Prison in Kenya","authors":"Jane W. Ndung’u, P. M. Lunjalu, D. Wamalwa","doi":"10.33369/jeml.2.2.50-57","DOIUrl":"https://doi.org/10.33369/jeml.2.2.50-57","url":null,"abstract":"The world is faced with emerging and urgent issues regarding gender, one of them being the involvement of women in criminal activities. The main purpose of this study was to establish the influence of personality types on criminal tendencies amongst female offenders. The study was conducted in Lang’ata Women’s Prison, Nairobi County, Kenya. The study adopted a descriptive research design, where a sample size of 240 inmates and 3 prison staff (respondents) were selected using simple random sampling procedure. Personality types were measured by use of the Big Five Personality Inventory (BFI) which is a self-test standardized psychometric test questionnaire for offenders while the relevance of personality type knowledge was measured by a self-administered structured interview questionnaire for prison staff. The study instruments proved reliable with Cronbach's Alpha above 0.7 across all dimensions while content validity was used from the expert view of the supervisors for validation. The collected quantitative data was analyzed using Statistical Package for Social Science (SPSS) version 21.0 while qualitative data was analyzed through content analysis by use of verbatim. Descriptive statistics were used to analyze the demographic information as well, to measure the personality types of women offenders in Lang’ata Women’s Prison. Analyzed quantitative data was then presented using percentages and summarized in tables and figures. Openness, conscientiousness, extraversion, agreeableness and neuroticism were found satisfactory in explaining criminal tendencies in female offenders in Kenya. The study recommends the use of personality psychometric tests in the criminal justice system to aid in increasing the awareness of offenders’ personality types to promote informed decision making and effective treatment of criminals through offenders tailored rehabilitation programs","PeriodicalId":41651,"journal":{"name":"International Journal of Educational Leadership and Management","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2021-12-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77914315","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Multicultural problems from the perspective of the Indonesian people, whose sources are from the diversity of the archipelago, are occurred for so many years. Multicultural awareness must be instilled and become a part of human consciousness in various aspects of life. One of the roles of education is to foster multicultural awareness as an effort to minimize the problems of school-age children. Multicultural education is an alternative to learning in the educational process that helps individuals grow and develop according to their cultural context and environment so that the learning process does not deprive individuals of the experience of everyday life. The purpose of this study was to explore multicultural education practices to foster a sense of respect for differences. The results showed some practice that influence the study were as follow: 1) Multicultural education emerged from the idealism of educators; 2) multiculturalism education in growing schools carried out through namely; 3) the contribution approach, the additive approach, the transformation approach, and the social action approach.
{"title":"Multicultural Educational Practice: Ethnography Study at SMP Tumbuh Yogyakarta Indonesia","authors":"Zidni Ilma Nafian, Enung Hasanah","doi":"10.33369/jeml.2.2.44-49","DOIUrl":"https://doi.org/10.33369/jeml.2.2.44-49","url":null,"abstract":"Multicultural problems from the perspective of the Indonesian people, whose sources are from the diversity of the archipelago, are occurred for so many years. Multicultural awareness must be instilled and become a part of human consciousness in various aspects of life. One of the roles of education is to foster multicultural awareness as an effort to minimize the problems of school-age children. Multicultural education is an alternative to learning in the educational process that helps individuals grow and develop according to their cultural context and environment so that the learning process does not deprive individuals of the experience of everyday life. The purpose of this study was to explore multicultural education practices to foster a sense of respect for differences. The results showed some practice that influence the study were as follow: 1) Multicultural education emerged from the idealism of educators; 2) multiculturalism education in growing schools carried out through namely; 3) the contribution approach, the additive approach, the transformation approach, and the social action approach.","PeriodicalId":41651,"journal":{"name":"International Journal of Educational Leadership and Management","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2021-12-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82456424","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
HOTS-based learning management is an activity that includes the process of planning, organizing, implementing and evaluating. This study aims to describe HOTS-based learning management in improving the Academic Quality of Students. The research method used in this research is qualitative with case study method. The data collection process was carried out using observation and interview techniques conducted at SDN Sendangadi 2. Interviews were conducted with the principal and several upper class teachers (grades 4, 5 and 6) and observations were made by observing the learning carried out by classroom teachers. The results of this study indicate that the achievement of HOTS-based learning management is successful with the support of many parties, including: teachers, students, principals and the learning environment.
{"title":"HOTS-Based Learning Management in the Process of Improving Student Academic Quality in Inclusive Schools","authors":"Retno Ekasari, D. Hidayati","doi":"10.33369/jeml.2.2.39-43","DOIUrl":"https://doi.org/10.33369/jeml.2.2.39-43","url":null,"abstract":"HOTS-based learning management is an activity that includes the process of planning, organizing, implementing and evaluating. This study aims to describe HOTS-based learning management in improving the Academic Quality of Students. The research method used in this research is qualitative with case study method. The data collection process was carried out using observation and interview techniques conducted at SDN Sendangadi 2. Interviews were conducted with the principal and several upper class teachers (grades 4, 5 and 6) and observations were made by observing the learning carried out by classroom teachers. The results of this study indicate that the achievement of HOTS-based learning management is successful with the support of many parties, including: teachers, students, principals and the learning environment.","PeriodicalId":41651,"journal":{"name":"International Journal of Educational Leadership and Management","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2021-12-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75351500","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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