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Andi Anto Patak
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International Journal of Educational Administration, Management, and Leadership
Published by Har Press Indonesia
ISSN : 27220249     EISSN : 27746143     DOI : -
Core Subject : Science, Education, Social,
Decision Sciences, Operations Research & Management Education Social Sciences
International Journal of Educational Administration, Management, and Leadership (IJEAMaL), with registered number ISSN 2722-0249 (Print) and 2774-6143 (online), is an international peer-reviewed journal that publishes original research and viewpoints on educational administration, management, and leadership. IJEAMaL is published by Har Press Indonesia in collaboration with the Department of Administration Science, Faculty of Social Science, Universitas Negeri Makassar. IJEAMaL provides significant contributions and presents sharing knowledge from all over the world. This includes substantial research projects located in schools, higher education institutions, and non-government organizations.
Arjuna Subject : Bisnis, Menejemen, dan Akutansi (semua kategori) - Strategi dan Menejemen
Articles 6 Documents
 1 
Search results for , issue "Volume 3, Number 2, November 2022" : 6 Documents clear
The Mediating Effect of Leader Accountability on the Relationship between Transcendental Leadership of School Heads and Teacher Self-Efficacy Cindy Gonzalez; Ester Jean U. Pelayo
International Journal of Educational Administration, Management, and Leadership Volume 3, Number 2, November 2022
Publisher : Har Press Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51629/ijeamal.v3i2.89

Abstract

This study investigated the mediating influence of leader accountability on the relationship between transcendental leadership of school heads and teacher self-efficacy in public secondary schools in two municipalities of Davao Oriental. (Failure of teachers to maintain and improve their own performance in the classroom can have a significant impact on the students' learning. The ineffectiveness of teachers has an influence on the entire educational system. Teachers that are inept will have a detrimental influence on student learning results. Self-efficacy relates to one's belief in one's own skills and inefficiencies, which may lead to a number of psychological issues such as low confidence and low self-esteem). A stratified random sample approach was adopted, with 300 teachers serving as respondents. The findings of a non-experimental quantitative mediation study using medgraph, a validated questionnaire, mean, regression procedures, and Pearson r revealed substantial correlations between school leaders' transcendental leadership, teacher self-efficacy, and leader accountability. The mediating influence of leader accountability on the relationship between school leaders' transcendental leadership and teacher self-efficacy was partial. As a result, one of the ways that transcendental leadership of school heads may influence teacher self-efficacy is through leader accountability. However, this does not fully explain the relationship between the two variables.
Skip or captain? : The changing perception of school management and leadership in Germany Britta Klopsch; Johannes Gutbrod
International Journal of Educational Administration, Management, and Leadership Volume 3, Number 2, November 2022
Publisher : Har Press Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51629/ijeamal.v3i2.90

Abstract

A changing world needs schools that adapt to changes and support their students to thrive. All related developments are moderated, guided, and also implemented by principals. To do this, they need the support of their staff, but also administrative support from the system. In Germany, the system's support is based on a link between management and leadership through clear task descriptions. The following text asks, on the one hand, what school development means for school leaders. On the other hand, it asks whether school development is perceived differently when schools are at different levels of school development experience. In terms of methodology, qualitative interviews were chosen to provide the best possible insight into personal experiences. We interviewed six school principals and their deputies who are actively engaged in school development for at least five years. The analysis shows two diametrically different types of leadership: The Captain and the Skip. Their role descriptions show that the underlying attitude contributes to empowering those involved for necessary change or to restricting them in such a way that genuine, profound change is prevented. A shift in changing leadership might therefore need open-minded principals and deputies who inspire hearts and minds and let change happen.
School Heads’ Post Observation Practices in Tanzania: Feedback Implications for Teachers Linus Chaula; Godlove Lawrent; Iramba Freddie Warioba Iramba
International Journal of Educational Administration, Management, and Leadership Volume 3, Number 2, November 2022
Publisher : Har Press Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51629/ijeamal.v3i2.91

Abstract

Clinical supervision is one of the best supervisory models that is user - friendly to school heads in supervising teachers’ professional practices. This paper examined teachers’ perception of school heads’ teaching and learning post - observation practices in improving teaching professional relations in public secondary schools in Tanzania. A mixed-methods and case research was conducted in Njombe Region, Tanzania. The study employed 122 respondents, whereby, 94 filled in the questionnaires and 28 participated in the semi - structured interviews and FGDs. The SPSS version 25 aided the analysis of quantitative data and qualitative data on the other hand were analysed through content analysis. The results show that 57.4% (n=70) of participants were male, of which 95.7% (n = 67) were teachers and 4.3% (n = 3) school heads. There were 42.6% (n = 52) of participants were female, of which 98.0% (n = 51) teachers and 2.0% (n = 1) school heads. There were 86.1% (n = 105) of participants with ages ranging from 25 and 50 years. Teachers positively perceived school heads’ post - observation practices (p < 0.05). However, unlike students, no statistical significant difference was observed in teachers’ working experiences regarding teachers' teaching profession relationships among themselves and school heads. It is concluded that school heads’ post - observation practices improve teachers’ professional relationships and could be practiced in supervising teachers in Tanzanian public secondary schools. Post - observation practices of school heads impart professional relationship skills to teachers. Teachers with professional relationship skills motivate students to participatory teaching and learning practice that contribute for an academic achievement.
Pre-Primary Education Provision in Zanzibar: : Educational Stakeholders Perceptions on the Provision of Pre-Primary Education Ali Chai Ali; Ignasia Renatus Mligo; Florentina Shaghembe Nsolezi
International Journal of Educational Administration, Management, and Leadership Volume 3, Number 2, November 2022
Publisher : Har Press Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51629/ijeamal.v3i2.95

Abstract

Early childhood education is a critical period of rapid, cognitive and psychosocial development of a child. The quality of education received by a child at this important age determines to a large extent the level of his or her physical, cognitive and social development. In Zanzibar, pre-primary school education (PPE) is an aspect of two years compulsory basic education provided to children attained four to five years of age. The intention is to increase the access of children to basic education in the Islands. This paper explores educational stakeholder’s perceptions on the provision of PPE in Zanzibar. The study employed qualitative methodology and a case study design where only PPE level among other levels of education was involved. A total number of 22 participants participated in the study where by 07 were pre-primary school teachers, 04 were pre-primary school head teachers, 05 were quality assurance officer from the Ministry of Education and 06 were parents. Data was generated by using focus group discussion, semi structured interviews as well as documentary review. The results of the study revealed varied educational stakeholders perceptions on pre-primary education which influenced by educational qualification of the participants, awareness, involvement, cost incurred, experience and expectations in PPE. The study concludes that success in PPE is a result of parental involvement and partnership with teachers. That is to argue that interactions between parents and teachers as well the introduction of teaching/learning resources and facilities in PPE schools are unavoidable for better provision of PPE.
Teachers’ Job Satisfaction in Instructional Delivery Modalities, and the Role of School Leaders: A Study among Selected Private Schools in the UAE Ahmad Yahya; Solomon Arulraj David
International Journal of Educational Administration, Management, and Leadership Volume 3, Number 2, November 2022
Publisher : Har Press Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51629/ijeamal.v3i2.93

Abstract

The purpose of this paper is twofold. Firstly, to analyse the impact of the newly applied instructional delivery modalities on teachers’ job satisfaction. Secondly, to navigate the role of school leaders to help teachers to cope with these models. The teaching modalities that are of research interest are the face-to-face, online, and hybrid models. The study adopted the mixed-methods approach. Around 151 teachers from 3 private schools in Abu Dhabi shared their response in a quantitative survey. To compare the teachers’ job satisfaction, the following mediating variables were considered: job security, workload, in-class effort, work-life balance, remuneration, leadership support, students’ behaviour, and relationship with co-workers. On the other hand, semi-structured interviews with 20 staff from the 3 schools were conducted to explore the best practices that school leaders can apply to meet the teachers’ job satisfaction. The findings of the study confirmed that there is a significant association between teaching modality and teachers’ job satisfaction. The traditional teaching modality meets the highest level of satisfaction, then the distance learning, and lastly is the hybrid one. Whereas the interviews recommended that school leaders are asked to build active communication channels with their teachers, share the decision-making process, decrease the workload, raise the teachers’ autonomy, and establish a remuneration system. The study concludes that teachers’ job satisfaction in all instructional delivery models should be a priority for every successful school leader.
The Effect of Authentic Leadership and Job Insecurity on Turnover Intention: : A Quantitative Study of Indonesian Public Service Organizations
International Journal of Educational Administration, Management, and Leadership Volume 3, Number 2, November 2022
Publisher : Har Press Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51629/ijeamal.v3i2.97

Abstract

This research aimed to determine the effect of authentic leadership and job insecurity on turnover intention. Turnover intention still becomes one of the issues in public service organisations. Despite the fact that Indonesian employees in public organizations are more stable than their business counterparts, many employees develop the intention to quit their job as public service providers. This study recruited 231 employees from public organisations in Indonesia (hospitals, schools, et cetera.), with 87 males (38%) and 144 females (62%). The participants' average age is 32.39 (SD = 13.37), they have 10 years of service (SD = 10.52), and the most recent education is a diploma and/or bachelor's degree (64%). Hierarchical multiple regression was used to analyse the data. The findings revealed that job insecurity affected turnover intention, while authentic leadership had no effect. According to the study's findings, employees of public organisations who feel comfortable at work are likelier to stay and have a low desire to quit. Therefore, public organisations must pay attention to factors that may lead to job insecurity for employees to survive.

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