Developing and Evaluating a Training Program for Server Administrators in Schools

The study aimed at identifying the reality of education on international citizenship in Jordanian schools from the point of view of the secondary school teachers in Jordan and knowing that there are statistically significant differences at the level of (α = 0.05) in the sample of the study due to gender, specialization and years of experience. The study consisted of (33) items divided into (3) areas (school administration, school curriculum and teacher), and the sample of the study consisted of (516) teachers and teachers of secondary school in Balqa Governorate. the tool.
 
 The results showed that the reality of education on global citizenship in Jordanian schools from the point of view of teachers came to a medium degree of the tool as a whole, and where the order of areas as follows: teacher, school administration, school curriculum. The results also showed that there were significant differences in (α = 0.05) in the field of school administration due to the gender variable and for the benefit of males, and there were no statistically significant differences in the school curriculum, teacher and the tool as a whole due to gender variable. (1 to 5 years), and there were no statistically significant differences in the school curricula, school administration, and the whole instrument due to the difference in specialization. For the variable of experience of the recommendations in the light of the results reached by the need to rehabilitate and train teachers and school administrations on how to achieve education on global citizenship by subjecting them to multiple training programs before and during the service and the need to include values, knowledge and skills of education on global citizenship in the school curriculum more clearly and accurately. Which is based on critical thinking, problem solving, cooperative work and work through projects.

The aim of this research is to specify the views of school administrators views related to in-service training activities. In this research, semi-structured interview method, one of the qualitative research methods, has been used. Content analysis has been used in order to analyze the interview data and themes and sub-themes have been constituted. The target population of the research is consisted of 20 school administrators working in the city centre of Eskisehir having joined in-service training activities in 2012-2013 academic years. It has been seen at the end of the research that the school administrators, within the scope of developing their skills, occupational development and performance and developing motivation, increasing their awareness and knowledge level with regard to the current legislation and changes in the regulations. It is concluded that school administrators have different views with regard to in-service training in the themes such as type of participation, aims of participation, durations of in-service training programs, time of in-service training program, evaluation of training program.

The purpose of this research was to investigate impact of school administration’ practices on students’ academic performance public primary schools in Rwanda, Case of Nyarugenge district, Rwanda. This research was supported with Human Capital Theory and Henry Fayol’s Theory of Management. The researcher used descriptive research design for data collections. The participants were students, teachers, Head teachers and parents. All respondents were 1456 including 56Headteachers, 280 teachers and 1120 students from public primary schools of Nyarugenge district, Rwanda.The findings revealed a significant correlation with a p-value of 0.000, which is less than the typical significance level of 0.05, indicating a very strong positive correlation. This high degree of positive correlation was further substantiated by the Karl Pearson correlation coefficient (r), which was calculated to be 0.909 means that the schools’ administration practices is highly appreciated to enhance students ‘academic performance. The findings indicated that all variables are coherent with the students ‘academic performance affected with different school administration practices as it is shown by the regression analysis model with Square of 0.826 means that the school administration practices were appreciated to enhance students ‘academic performance. Recommendation was made that Ministry of education should allocate additional funds to public primary schools, focusing on improving infrastructure, learning resources, and teacher training programs. Ministry of education should develop and implement policies that promote effective school administration practices, including incentives for schools that demonstrate improvement in academic performance. Rwanda basic education board should develop and disseminate clear guidelines and best practices for school administration, emphasizing the importance of creating a positive learning environment. Rwanda basic education board should encourage schools to adopt data-driven decision-making processes to identify areas for improvement and track progress. Headteachers should attend leadership training programs to enhance managerial and instructional leadership skills. Headteachers should foster a culture of collaborative planning among teachers, ensuring that curriculum development and implementation align with student needs.

This study aimed to investigate the effectiveness of strategies employed during the implementation of an On-the-Job Training (OJT) program. A cross-sectional survey design was used to gather data from 144 respondents. The study assessed the effectiveness of five key strategies, including seeking support and guidance from school administrators, utilizing resources provided by the educational institution or program, seeking guidance from mentors or experienced professionals, problem-solving and decision-making skills, and collaborating with fellow trainees. The respondents rated each strategy on a scale ranging from 1 (Not effective at all) to 5 (Highly effective). The data were analyzed using descriptive statistics, including mean ratings and an overall weighted mean. The findings revealed that all five strategies were perceived as highly effective in overcoming challenges during the OJT program implementation, with mean ratings ranging from 4.33 to 4.47. The results suggest that effective support and guidance from school administrators, utilization of available resources, mentorship and guidance from experienced professionals, problem-solving and decision-making skills, and collaboration with fellow trainees are important factors in ensuring the success of OJT programs. The study contributes to the understanding of effective strategies in OJT program implementation and provides insights for educational institutions and organizations involved in workforce training and development. KEYWORDS: On-the-Job Training, effectiveness, strategies, support and guidance, resources, mentorship, problem-solving, decision-making, collaboration

The corona virus (Covid-19) epidemic, which emerged in late 2019, caused very important changes in economic, social and pedagogical terms, especially in health, all over the world. One of the areas most affected by this epidemic is education systems. Currently, face-to-face training cannot be conducted worldwide, due to the epidemic. Hence, millions of people around the world have begun to study through open and distance education. Because of this epidemic in the world, in all education levels in Turkey face to face training paused and began to use open and distance education opportunities for all students. The main purpose of this study is to identify the problems faced by the school administrators in school administration in the coronavirus (Covid-19) epidemic and the solutions they developed. For this purpose, a qualitative research has been conducted in phenomenology design. The study group of the research consists of school administrators from imam hatip schools in Malatya. The interview form was used as a data collection tool in the study. During this period, there has been a significant increase in demand for open and distance education. For the solution of these problems; technological facilities (internet connection, internet provision, computer, tablet, smart phone supply) should be improved in terms of equality of opportunity in education, compensation programs (support and training courses, primary education training program, remedial training) should be implemented with the opening of schools, by transferring financial resources to schools It is suggested that the hygiene standards should be improved with the help of materials or materials, and schools can be frozen for a year, considering the possibility of the epidemic spreading.

Globally, the facilities for academic success and getting ahead in your career have been made available for those who can communicate in English. Nevertheless, ESL (English as a Second Language) education in rural Sindh, Pakistan is fraught with challenges such as inadequate resources, overcrowded classroom, lack of training for teachers, and a lack of administrative support. This research explores those challenges, their potential to disrupt the effectiveness of ESL teaching, and possible solutions to enhance language education in public secondary schools within rural Sindh. We employed a mixed-methods approach complemented by quantitative surveys and qualitative interviews with ESL teachers. A structured questionnaire was deployed to 60 ESL teachers at the selected schools and semi-structured interviews were conducted with teachers, students and school administrators. Data was analyzed using SPSS version 23. The psychometric reliability score of Cronbach’s Alpha was 0.89, ensuring the reliability of results. Qualitative analysis was further augmented by classroom observations that documented the teaching practices and challenges in real-time context. The study found some significant issues in ESL education in rural Sindh. More than 73% of teachers said they were hampered by a lack of resources, and 78% said a lack of English proficiency among students posed a major barrier. The lack of focus on large class sizes (51.7%) and insufficient professional development opportunities (only 55% felt they were adequately trained) only made matters worse. Administrative and parental support also fell short: Nearly 47% of teachers reported that they did not get regular support from the institution. In spite of these challenges, 85% of teachers strongly agree with the effectiveness of technology-enhanced teaching and learning in ESL classes. However, the infrastructural boundaries prevent mainstream implementation. The struggle of this group is a wake-up call for the systemic change needed to rural ESL education. These findings indicate that initiatives such as specialized teacher training, better resource allocation, enhanced integration of digital learning tools through competitive digital platforms, and a strong institutional framework can help improve English as a second language instruction considerably. Awareness about mental health among students is necessary but if school is not a place to talk about such issues, there won’t be any concrete sustainability. It is important especially in early education where school administrators, communities and educators need to work together for sustainable comparative improvements. Future work should consider larger and more heterogeneous teachers and schools, assess the impact of existing teacher training programs, and identify low-cost approaches for implementing technology in resource-deprived contexts. To address this, policymakers need to emphasize context-sensitive interventions to narrow the educational divide between urban and rural students and guarantee equal access to quality ESL instruction. Such an analysis is useful as it opens up a conversation about ESL tuition in socially deprived areas; this may be helpful in understanding the challenges teachers face and how to overcome them. In order to overcome these barriers, we need coordinated efforts by policymakers, educators, and communities to create a more inclusive and more effective language learning environment for students in rural Sindh.

This study aimed to determine the digital leadership and performance of teachers in Marikina City. The paper utilized a descriptive research design to accomplish the investigation and validate the level of digital leadership of school administrators and the performance of teachers. The main objective of the study was to describe the nature of a situation as it exists at the time of the study and to explore the cause of a particular phenomenon. The statistical treatments of data used were weighted mean, t-test, and Pearson r correlation. The extent of level of digital leadership as perceived by the school administrators in public secondary schools in Marikina was very knowledgeable. The extent level on digital leadership as perceived by the teachers in public secondary schools in Marikina was very knowledgeable. There was a slight correlation between the digital leadership and teachers’ performance. The school administrators should encourage themselves and be motivated to pursue digital learning development that would increase their techno-leadership style.

To guarantee high-quality instruction and enhance student learning outcomes, teachers' professional development is crucial. The objective of this study was to assess how well in-service teacher training programs contributed to the professional development of primary school teachers in Pakistan's Kohat district. A sample of 300 teachers chosen by stratified random sampling was used in a quantitative study design using a survey method. A structured questionnaire consisting of 15 Likert scale items was used to gather data on topics like teacher confidence, leadership abilities, dedication to lifelong learning, teamwork, and training relevance to classroom requirements. According to the results, in-service training programs greatly raised teachers' motivation for ongoing professional development, strengthened their leadership roles, and increased their professional competencies and confidence in teaching difficult concepts. Training programs' statistically significant effects on overall teacher professional development were confirmed by inferential analysis (p < 0.001). The study comes to the conclusion that effective in-service training programs that are tailored to the particular context are essential for empowering educators, encouraging teamwork, and raising the standard of instruction in elementary schools. To maintain the benefits of training, it suggests ongoing assistance, hands-on learning opportunities, and follow-up mentoring. Policymakers, school administrators, and educational planners looking to create more effective teacher development programs can learn a lot from these findings.

Instructional leadership plays a critical role in shaping the quality of education and student outcomes across various educational contexts. In the Philippines, particularly within the senior high school system, the Department of Education has emphasized empowering teachers as instructional leaders. However, there remains a need to empirically examine how these leadership practices influence student learning outcomes, especially in diverse and dynamic regions such as Quezon Province. This study addresses this gap by exploring the correlation between teacher-led instructional leadership practices and student academic performance, thereby informing training program development. The study aimed to assess the teacher-led instructional leadership practices and its relation to the learning outcomes of senior high school students input to training program during the school year 2024 - 2025. The study utilized the descriptive correlational research design since the study determines the relationship the extent of the teacher-led instructional leadership practices and the level of student learning outcomes of senior high school. The researcher utilized a modified instrument. This instrument was used as a major tool of study. The subject of study was limited to the public senior high school in the Schools Division of Quezon Province. The findings revealed that teacher-led instructional leadership practices are well practiced in terms of vision and inspiration, professional development, empowerment of students, building relationships, and innovative practices. These practices were rated as greatly practiced (M = 3.90, SD = 0.18 by teachers; M = 3.67, SD = 0.21 by students). Students demonstrated high competence in learning outcomes (M = 3.91, SD = 0.19 by teachers; M = 3.70, SD = 0.23 by students), particularly in engagement and participation, student growth, behavioral outcomes, student feedback, and collaboration and teamwork. The assessment of teacher-led instructional leadership practices and student learning outcomes significantly differed between teachers and students (p < .05). Furthermore, a moderate positive correlation was found between instructional leadership and learning outcomes (r = .355, p < .001). These results informed the development of a training program aimed at enhancing instructional leadership among teachers. As an outcome of the findings and the conclusions, the following recommendations were enumerated: Teachers may engage in regular professional development sessions. Teachers may shift instructional practices to be more student-centered. Teachers may leverage technology tools and resources that facilitate personalized learning experiences. Students may adopt a growth mindset where challenges are seen as opportunities for learning a promote resilience and in the face of academic obstacles. School administrators may develop a school culture that values and supports instructional leadership at all levels.

Background and Aim: Filial piety culture stands as a cornerstone of Chinese civilization, deeply embedded in its historical and social fabric. Despite extensive scholarly examination of this cultural phenomenon, a notable gap exists in developing systematic approaches for its transmission to younger generations in modern educational contexts. The challenges of urbanization and technological advancement necessitate structured approaches to cultural education that connect traditional values with contemporary realities. This study addresses this gap through three objectives: (1) to investigate the needs of students and teachers, and school administrators on the training program on inheritance of filial piety culture for Chinese students in Hubei Province; (2) to develop a training program management model for such training programs; and (3) to evaluate the model's effectiveness through practical implementation. By addressing these objectives, this research aims to provide a validated framework for cultural inheritance education that preserves traditional values while resonating with contemporary students. Materials and Methods: The study employed a mixed-methods approach across six dimensions organized into three aspects: Input, Process, and Output. Data were collected through questionnaires administered to 232 students and 23 teachers, utilizing a Likert five-point scale. Analysis methods included descriptive statistics, reliability testing using Cronbach's alpha, and paired sample t-tests for pre-test and post-test comparisons. Expert consultation through focus groups guided model development, with implementation testing conducted with 30 students. Results: Both students and teachers reported inadequate current training provisions (Student Mean = 1.12, S.D. = 0.39; Teacher Mean = 1.18, S.D. = 0.42) while expressing high expectations for comprehensive programs (Student Mean = 4.60, S.D. = 0.73; Teacher Mean = 4.46, S.D. = 0.72). The developed system approach management model integrates three components—Input, Process, and Output—with the PDCA cycle as its core mechanism. The implementation resulted in significant improvement in students' knowledge and practical abilities, with post-test scores (Mean = 57.66) substantially higher than pre-test scores (Mean = 27.50), yielding a statistically significant difference (t = -49.42, p < 0.001). Conclusion: The system approach management model developed in this study effectively addresses the significant gap between current provisions and expectations for filial piety culture inheritance training. Its successful implementation demonstrates the model's potential for systematic cultural transmission while accommodating modern educational needs. The model offers a structured framework for preserving critical cultural values within contemporary educational settings, with implications for cultural inheritance education beyond the specific context of filial piety culture.

Cultural and linguistic diversity has changed the social fabric of today's schools. Currently, there is a wider variety of cultural, language, and family backgrounds than ever before. As a result of the increasing numbers of language minority students with unique educational and social needs, some studies suggest that principals need specialized training to ensure that all students have equal access to an education based on academic excellence and high expectations. Yet there are limited opportunities for aspiring administrators to receive specialized training for working with culturally and linguistically diverse school populations. As a result, many school administrators may lack the necessary preparation to develop policies and implement educational programs for diverse students. This paper is based on the premise that administrator preparation programs exist within the context of school and society interactions. Changes in administrator practices in school settings require corresponding changes in university-based administrator training programs. The research study reported in this paper describes and examines the recommendations of “expert” principals for the modification of administrator preparation programs based on interactions that exist between the changes in the demographics of society, impact on the schools, and impact on administrators. The goal is that university-based training programs would play a critical role in equipping aspiring administrators with the necessary competencies to become effective instructional leaders in multiethnic schoolsettings.

This study focuses on examining the effectiveness of integrating situational leadership with traditional values to enhance student discipline in Islamic boarding schools. The primary objective is to explore how a holistic leadership training program, tailored to the unique cultural context of pesantren, can improve student adherence to school regulations and foster self-discipline. A qualitative case study method was employed, involving in-depth interviews, participatory observations, and document analysis. Data were collected from school administrators, teachers, and students at Nurul Jadid Middle School in Probolinggo, East Java. The findings indicate that the integration of situational leadership principles with the values of pesantren significantly improves student discipline, resulting in a more orderly and conducive learning environment. The study's implications suggest that this model can be adopted by similar institutions to enhance student behavior and academic outcomes. The research contributes to the growing body of literature on educational leadership and discipline, particularly within the context of Islamic education.

The purpose of the study was to investigate the the effect of volleyball training program, as a leisure activity, on students depression levels. The sample of the study consists of 202 students (intervention group), 201 students (control group). Eight weeks training program was prepared and conducted at the intervention group. This study was a pre-test post-test experimental research design with control group. The data of the research were collected with demographic information form and Depression Scale for Children. To revealed that whether there were differences between pretest and posttest depression scores of intervention and control groups ANCOVA analysis was conducted. Results revealed that there was a significant difference between intervention and control group’s students pre-test and post-test depression scores (p = .000). According to ANCOVA findings, students of intervention and control groups pre-test depression scores were controlled, there were significant differences between intervention and control group students’ posttest depression scores (F (2-400) = 821.24, p = .000). It was revealed that volleyball training program have an impact on having a lower depression scores of the students in the intervention group than depression scores of the students in the control group. In this respect, in order to ensure that our children are away from depression and to be healthier individuals in their in physical and spiritual life, their educational processes should be supported by participating sport, physical activities and games. It is considered that students should be directed to various sporting activities by family, school administration and physical education teachers.

When the United Nations Educational, Scientific, and Cultural Organization (UNESCO) gave math and language tests in 1997 to 3rd and 4th graders in 13 Latin American countries, researchers were only mildly surprised to find that students in Cuba's lowest-income schools outperformed most upper middle-class students in the rest of the region. These test data confirmed years of anecdotal evidence that Cuba's primary schools are by far the best in the region and may be better than schools in neighboring Florida. UNESCO tested students again in 2007, this time in the 3rd and 6th grades of 16 Latin American countries. No surprise, Cuban students repeated as the region's top performers. Those students in the 25th percentile in Cuba scored higher in both 3rd and 6th grade mathematics than average students in all but two countries--Costa Rica and Uruguay. Although their advantage was not as great in reading, they still scored higher, on average, than students in any other country. How does Cuba--a poor and economically inefficient country living under U.S. economic sanctions for a half century and dependent for many years on Soviet aid--have such high-achieving elementary school students when other countries don't? In 2003-04, two Stanford doctoral students, Amber Gove and Jeffery Marshall, and I set out on an ambitious research project to learn why. We analyzed econometrically the 1997 UNESCO data on individual students in seven of the Latin American countries covered by the survey, and then homed in on a more detailed comparison of Cuban, Brazilian, and Chilean classrooms. We filmed more than 30 3rd grade math lessons, about 10 in each country. We also interviewed teachers, principals, and ministry officials, and we visited university teacher training programs. We found that Cuban children excel academically for fairly straightforward reasons: They attend school for a full day, unusual in Latin America, and the schools are intensely focused on instruction, staffed by well-trained, regularly supervised teachers in a social environment dedicated to high achievement for all. The Cuban system combines quality teaching, high academic expectations, and a tightly controlled school management hierarchy with well-defined goals and responsibilities. That combination distinguishes Cuban education from other systems in Latin America, including Chile and Brazil, where we observed little, if any, instructional monitoring or support by school administrators, and a lot of below-par teaching that could have been improved by knowledgeable instructional interventions. Much more than in Chile or Brazil, the 3rd grade math lessons we filmed in Cuba focused on problem solving and math strategies. Cuban teachers were more likely to have students solve math problems from worksheets during class, then analyze their solutions in full class discussion. A higher fraction of Cuban pupils in the classrooms we filmed, including classrooms in two distant rural schools, were fully involved and seemed to be getting the concepts being taught. The closest thing we found elsewhere to this type of teaching and level of student engagement was in an expensive Chilean private school. Since good teaching seemed to be a key element of Cuban students' success, we analyzed differences in how primary school teachers were prepared and inducted into teaching. Again, we found big differences. In Cuba, teacher preservice training programs focus heavily on how to teach the national European-style curriculum so that children learn language and mathematics skills. Then, when the young teachers start out in a school, they are closely mentored for three years by the school's administration and other teachers who have a clear idea of exactly what good teaching is. In Brazil and Chile, teachers are trained in autonomous universities that decide how best to train their teachers, with minimal control from the central or state governments. …

This chapter provides practical guidance for teachers, social workers, counselors, and school administrators on the steps and techniques involved in implementing the most empirically supported substance use preventions and interventions for school settings. For prevention, this chapter reviews the LifeSkills Training (LST) program, which is the most recognized evidence-based substance use prevention program for schools. LST targets both general youth development (i.e., personal self-management, general social skills) and substance use–specific factors (i.e., social resistance skills) and is based on cognitive-behavioral principles. For intervention, this chapter reviews screening, brief intervention, and referral to treatment (SBIRT), which is an evidence-based intervention that has the promise to effectively help schools identify at-risk students, prevent the progression of substance use problems, and reduce the harm substance use inflicts on students’ well-being and academic performance. SBIRT consists of three components: (a) brief substance use screening, (b) brief intervention based on motivational interviewing, and (c) referral for more intensive treatment if the severity of the student’s substance use problem warrants it. Strategies, tools, and case examples that may guide the implementation of these programs at schools are provided.