This study presents research on the Psychological Capital Questionnaire (PCQ-24) and the Authentic Leadership Questionnaire (ALQ) in a sample of Arizona secondary school principals. A comprehensive literature review was conducted linking the constructs of psychological capital and authentic leadership to other forms of positive leadership, effective organizational change theories, positive psychology, organizational learning, and empirical research on effective schools. A conceptual model of effective leadership for positive organizational was developed with psychological capital and authentic leadership as critical components. The goal of the study was to determine whether or not these measures of psychological capital and authentic leadership are valid, reliable, and appropriate for further research in educational settings. A confirmatory factor analysis quantitatively examined the goodness of fit between the data collected from Arizona secondary school principals and the predefined factor structure supported by previous theory and research. A sample of N=147 for the ALQ and N=149 for the PCQ-24 were collected from active secondary principals in Arizona. The following questions guided this study: 1. Is the factor structure of the PCQ-24 and the ALQ consistent with the theoretical model? 2. What are the internal consistencies (reliabilities) of the sub scales and the overall reliability for each questionnaire? 3. Are there any significant mean differences in psychological capital or authentic leadership behavior given any of the principal characteristics or school demographics? 4. What is the relationship between psychological capital and authentic leadership? Findings from the study suggested that the correlated four-factor model was a better fit than the theoretical latent factor model for both instruments. Overall reliability met acceptable levels for both instruments; however, some subscales in the self-report ALQ instrument were unreliable. Significant mean differences in principals' age and years as a principal were found in both instruments, along with mean differences on some school demographic factors. Several of these differences support the theoretical constructs of psychological capital and authentic leadership within this population. Given the tentative results of the instruments, additional research is recommended in validating these instruments and potentially modifying them slightly for a population of educators. Additional recommendations and limitations conclude this study.

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This study focuses on the identification of didactic guidelines for presenting values education in secondary schools. The studied literature sends a clear message that values education is of cardinal importance in education, teaching and training. In 2000 the National Department of Education of South Africa assembled a task team to identify a set of values in particular relevant to education and training. In the report Manifesto on Values Education and Democracy (DOE, 2001) six core values are singled out as of primary importance to the new dispensation in South Africa: equality, equal rights, tolerance, multilingualism, transparency, accountability, and social responsibility. The Report focuses only on national, political and social values, however. From research performed by Rens (2005), Hattingh (1999) en Bagarette (1995), it is clear that an individual needs to be educated as a holistic being and all life values thus need to be addressed integratively . A literature study was undertaken to clarify the concepts values, value orientation and values education, and also to determine how adolescents experience values education. Consequently, different values education programmes currently implemented in foreign countries were analysed . It was found that the 'Cornerstone-waardes" programme of John Heenan, applied in New Zealand, could reasonably easily be adapted for the South African context. From the discussion of the curriculating process as applicable to values education, didactic guidelines could be formulated for values education in South African schools. To identify the current orientation to values as manifested by learners, teachers and school principals in South Africa, the values questionnaire compiled by Vreken and Rens (2001) for research on the values orientation of university learners, was adapted and completed by the population involved in this study. Principals were subjected to partly-structured interviews to gain their opinions on values education in schools. Interviews on possible guidelines for values education in South Africa were also conducted by e-mail with international experts. Since the primary aim of the study was to determine the values orientation of secondary school learners and to recommend didactic guidelines for values education, the aim was mainly attained by means of the empirical study. Noteworthy is, however, that there is no symmetry between learners' views on important values and those that the Department of Education finds it necessary to be promoted. / Thesis (Ph.D. (Education))--North-West University, Potchefstroom Campus, 2005.

New programming, such as the Specialist High Skills Major has been implemented in Ontario as part of the Student Success Learning to 18 Strategy to increase secondary graduation rates. Yet it has been unclear if this type of programming is actually improving student outcomes. As a result, this study asks: How does the implementation of the Specialist High Skills Majors (SHSM) contribute to student outcomes? Sub-research questions inquire about the consistency of the SHSM across Ontario, which students the SHSM has the greatest impact on academic success and if participation in the SHSM increases students’ academic success as defined by credit accumulation, marks, and graduation. The conceptual framework in this study is an amended version of Fullan’s (2007) critical factors that affect policy implementation. The study’s methods first included reviewing Ontario School Information System data on student achievement in the SHSM program. Interviews with thirty-four people also took place in eight schools from a mix of four geographically diverse Catholic and public school districts in Ontario that had high student enrollment in the SHSM program. While there were many findings within this study, four were key. The first finding was that there was great consistency to some aspects of implementing the SHSM program province-wide when there was top-down direction, while there was also great variability in other areas where there was increased flexibility. The second key finding centers around the role of leadership, including effective styles of leadership, consistency in leadership, and the importance of delegating leadership responsibility. The third finding highlights the importance of resources in implementing change. The last finding discusses the type of SHSM student that is most successful in the SHSM program and how program implementation directly affects student success.

New programming, such as the Specialist High Skills Major has been implemented in Ontario as part of the Student Success Learning to 18 Strategy to increase secondary graduation rates. Yet it has been unclear if this type of programming is actually improving student outcomes. As a result, this study asks: How does the implementation of the Specialist High Skills Majors (SHSM) contribute to student outcomes? Sub-research questions inquire about the consistency of the SHSM across Ontario, which students the SHSM has the greatest impact on academic success and if participation in the SHSM increases students’ academic success as defined by credit accumulation, marks, and graduation. The conceptual framework in this study is an amended version of Fullan’s (2007) critical factors that affect policy implementation. The study’s methods first included reviewing Ontario School Information System data on student achievement in the SHSM program. Interviews with thirty-four people also took place in eight schools from a mix of four geographically diverse Catholic and public school districts in Ontario that had high student enrollment in the SHSM program. While there were many findings within this study, four were key. The first finding was that there was great consistency to some aspects of implementing the SHSM program province-wide when there was top-down direction, while there was also great variability in other areas where there was increased flexibility. The second key finding centers around the role of leadership, including effective styles of leadership, consistency in leadership, and the importance of delegating leadership responsibility. The third finding highlights the importance of resources in implementing change. The last finding discusses the type of SHSM student that is most successful in the SHSM program and how program implementation directly affects student success.

Kokybiškas ir visuotinai prieinamas švietimas - esminė bendros visuomenės gerovės prielaida. Tuo tikslu Lietuvoje yra reformuojama švietimo sistema. Tačiau šiuo metu švietimas – viena problematiškiausių sričių Lietuvoje, jis kelia daug socialinių problemų, neaiškūs švietimo reformos tikslai, reforma vykdoma neturint moksliškai pagrįstos švietimo strategijos. Atlikto tyrimo duomenys padėjo išsiaiškinti, koks bendrojo lavinimo vidurinių mokyklų vadovų, mokytojų, mokinių tėvų požiūris į įvykdytas ir tebevykdomas švietimo reformas, leido suvokti, kokios švietimo reformų pasekmės vidurinėse mokyklose, išryškino silpnąsias ir stipriąsias reformų vykdymo puses. Tyrimo tikslas. Ištirti Lietuvos bendrojo lavinimo mokyklų (Vilniaus Žvėryno gimnazijos, Ukmergės A.Smetonos gimnazijos) narių (mokyklų vadovų, pedagogų, mokinių tėvų) požiūrį į švietimo reformas, įvertinti jų pasekmes bei parengti tyrimų rezultatais pagrįstas rekomendacijas. Tyrimas atliktas tikslinėmis imtimis: gimnazijų mokytojai, vadovai ir mokinių tėvai. Generalinė aibė: 73 mokytojai, 11 vadovų ir 66 mokinių tėvai. Iš viso - 150 respondentų. Jiems buvo pateikti 108 klausimai. Tyrimo rezultatai. Tyrimas parodė, kad skaudžiausios švietimo reformų pasekmės vidurinėse mokyklose - mokyklų profiliavimas, nepatvirtinta ilgalaikė bendrojo lavinimo mokyklų finansavimo reforma, abejotina mokyklų tinklo optimizavimo nauda, neišspręsta Gimnazijos koncepcija, mokinio krepšelio... [toliau žr. visą tekstą] / Results of the Educational Reform in Secondary Schools A quality and universally available education is an essential assumption of a general welfare of the society. For this reason educational system in Lithuani a is under reform. Unfortunately, education now is one of the most problematic spheres in Lithuania as it causes a lot of social problems. Moreover, the aims of the education reform are not clear and the reform is being pursued without having a scientifically based education strategy. Findings of an accomplished research have helped me to find out what secondary school leaders, teachers and parents‘ attitude towards the education reforms is. They have also allowed me to understand what outcomes of the education reform. The aim of the research is to analyse secondary schools (Vilnius Zverynas gymnasium and Ukmerge Antano Smetonos gymnasium) members‘ (leaders, teachers and parents‘) attitude towards education reforms, to evaluate their consequences and to prepare recommendations based on the research findings for the personnel of a strategic planning and analysis division of Ministry of Science and Education. The research was done with certain groups of respondents: gymnasium teachers, leaders and pupils‘ parents. A general set is 73 teachers, 11 leaders and 66 pupils‘ parents, in total 150 respondents. They were asked 108 questions. Results of the research. The research has showed that the most painful consequences of the education reform at general secondary... [to full text]

<p>Aim: The purpose of the study was to assess the knowledge of the transmission and prevention of HIV/AIDS among secondary school students in Bekwarra, Cross River State, Nigeria / to appraise the students&rsquo / attitudes towards HIV/AIDS / to describe the risky sexual and other behaviours they engaged in and what factors influenced such behaviours. This study was conducted in the area to systematically examine the widely held notion that adolescents were deviating from the strict sexual mores of the Bekwarra people, thereby exposing themselves to the risk of acquiring HIV. Methods: Information was collected using a cross-sectional survey based on a 64 item questionnaire adapted from the Family Health International HIV/AIDS/STD Behavioural . Surveillance Surveys. A random sample of 381 male and female students aged 14 to 18 selected from 12 secondary schools participated in the survey. Results: The level of general awareness of HIV/AIDS was high - 56.9% of participants knew how HIV is transmitted - but their knowledge of STI symptoms was low. Only 24.7% knew at least two STI symptoms in women, while only 20.7% knew at least two STI symptoms in men. One hundred and twenty three (32.2%) students constituting 68 males (17.8%) and 55 females (14.4%) had experienced sexual intercourse. The mean age at first sexual experience was 15.06 years for males and 14.95 years for female students. There was a statistical association between age and experience of sexual intercourse (p = .024). Two thirds (65.0%) of the 123 sexually experienced students had intercourse in the last six months, and only 30 of them (24.4%) had used a condom during their last intercourse. The use of condom was most frequent (10.6%) at age 18 and least frequent (.8%) at age 14. About one quarter (26.1%) of the students had taken&nbsp / alcohol: 17.3% occasionally, 5.5% moderately, and 2.6% frequently. There was a statistical association between taking alcohol and age (p = .038). Over a half (56.1%) of those who had not had sexual intercourse also had not taken alcohol. In contrast, 14.2% had sexual intercourse and also took alcohol, indicating significant statistical association (p &lt / .001). 66.8% of the students had neither used drugs nor taken alcohol, whilst 6.8% had both used drugs and taken alcohol, indicating significant association, (p &lt / .001). There was a similar association between sexual intercourse and using drugs, (p = .002). Conclusions: The study revealed significant high risk sexual behaviour among adolescents in Bekwarra. The high level of risky sexual behaviour and lack of basic knowledge about STIs indicated that access to information is currently insufficient. Health and educational authorities in Bekwarra should utilize the key findings highlighted from this study to design more effective local strategies for sexual health promotion that may help to slow the spread of STIs including HIV/AIDS. Intensive child-friendly programmes for pre-teenagers organized by educators to promote postponement of the early initiation of sexual intercourse may be effective. For adolescents who are unable to control their sexual initiation, improved education on safe sexual practices, especially the use of condoms appears to be necessary.</p>

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mso-style-parent:"" / mso-padding-alt:0cm 5.4pt 0cm 5.4pt / mso-para-margin-top:0cm / mso-para-margin-right:0cm / mso-para-margin-bottom:10.0pt / mso-para-margin-left:0cm / line-height:115% / mso-pagination:widow-orphan / font-size:11.0pt / font-family:"Calibri","sans-serif" / mso-ascii-font-family:Calibri / mso-ascii-theme-font:minor-latin / mso-hansi-font-family:Calibri / mso-hansi-theme-font:minor-latin / mso-bidi-font-family:"Times New Roman" / mso-bidi-theme-font:minor-bidi / mso-fareast-language:EN-US / } </style> <![endif]--> <p style="margin-bottom:0cm / margin-bottom:.0001pt / line-height: normal / mso-layout-grid-align:none / text-autospace:none" class="MsoNormal"><span style="font-size: 11.5pt / font-family:&quot / TimesNewRomanPSMT&quot / ,&quot / serif&quot / mso-bidi-font-family:TimesNewRomanPSMT">Behaviour problems have been on the rise in Kenyan schools for some time now. Various maladaptive behaviours found among school children include bullying, vandalism, stealing, alcohol and drug abuse, truancy, not completing homework assignments and other forms of problem behaviours. These problem behaviours impact negatively on the teaching and learning enterprises of schools as well as on the safety and security of the school environment. As consequence, schools have to develop student behaviour management practices aimed at addressing student problem behaviours. Corporal punishment was a major means by which schools dealt with students&rsquo / problem behaviours. However, because of the human rights abuses associated with corporal punishment, the Kenyan Ministry of Education had to abolish corporal punishment in 2001 and instructed schools to evolve more effective student behaviour management practices with strong emphasis on positive student behaviour development. Schools&rsquo / student behaviour management practices including policies on student behaviour expectations, school rules and regulations as well as counselling services are all to be coordinated by each School Disciplinary Panel. A School Disciplinary Panel is to be composed of small group of teachers as a way of emphasizing the latter&rsquo / s roles in student behaviour development and not just student academic or educational development. The central concern of this study was to investigate the Kenyan schools&rsquo / behaviour management practices as being implemented by School Disciplinary Panels especially in the latter&rsquo / s responses to students&rsquo / problem behaviours. The study investigated processes of decision making by Kenyan secondary school disciplinary panels for the management of student behaviours and the contribution of this to student behaviour development. Mixed methods research design was adopted for the study. The adoption of both quantitative and qualitative approaches was to ensure the collection of comprehensive information for better understanding of the behaviour management practices of Kenyan schools. The population for the study comprised all Kenyan schools with behaviour management practices and School Disciplinary Panels. Rongo District, one of the largest education districts in Kenya was chosen for the study. Ten of the schools in this district were actually involved in the study. The selection of the schools took into consideration the three different types of schools in Kenya (Girls&rsquo / Only, Boys&rsquo / Only and Co-educational schools) as well as other variables of particular interest to the study. Seventy-eight (78) disciplinary panel members from the ten selected schools were the participants of the study. Data collection was by use of questionnaire method (the Modified Choice Dilemma Questionnaire, MCDQ) and interview protocol.</span></p> <p style="margin-bottom:0cm / margin-bottom:.0001pt / line-height: normal / mso-layout-grid-align:none / text-autospace:none" class="MsoNormal"><span style="font-size: 11.5pt / font-family:&quot / TimesNewRomanPSMT&quot / ,&quot / serif&quot / mso-bidi-font-family:TimesNewRomanPSMT">&nbsp / </span></p> <p style="margin-bottom:0cm / margin-bottom:.0001pt / line-height: normal / mso-layout-grid-align:none / text-autospace:none" class="MsoNormal"><span style="font-size: 11.5pt / font-family:&quot / TimesNewRomanPSMT&quot / ,&quot / serif&quot / mso-bidi-font-family:TimesNewRomanPSMT">The findings of the study revealed the existence of the phenomenon of group polarization in decision making processes of disciplinary hearings conducted by the School Disciplinary Panels. Study findings also revealed that the nature of information shared during disciplinary hearings, group members&rsquo / motivation for approval of others and their concern for their status in the group as well as the personality characteristics of the members of the disciplinary panels (including gender, age, teaching experiences and school affiliation) were the major influences responsible for the existence of group polarization in the disciplinary processes of the Kenyan secondary school disciplinary panels. Since group polarization is about consensus decisions with characteristics of being collective decisions as well as greater support and acceptance for the decisions the conclusion of the study is that good quality decisions of Kenyan secondary school </span><span style="font-size: 11.5pt / font-family:&quot / TimesNewRomanPSMT&quot / ,&quot / serif&quot / mso-bidi-font-family:TimesNewRomanPSMT">disciplinary panels have great potentials for effective management of student behaviours and for positive behavioural development of students as an important objective of education and or the schools.</span></p> </p>

Fifty-three careers advisers in Canterbury secondary schools in New Zealand were asked to complete a questionnaire, assessing their perceptions regarding current levels of resourcing and support for careers advisers in secondary schools. Forty-five returned completed questionnaires, of which ten respondents were male and 35 were female. All were registered teachers. Although there was overall agreement that resourcing had improved over time, the respondents were evenly divided in their opinion that current levels of resourcing were adequate for them to effectively perform their job. Larger schools, in terms of pupil numbers, were better resourced. They had more teaching and ancillary hours for careers. The single most restrictive factor, which was identified as hindering careers advisers from completing their jobs satisfactorily, was time. An analysis of both qualitative and quantitative data has been used to examine present conditions in careers centres in Canterbury secondary schools.