Effective Participative Management: Does It Affect Trust Levels of Stakeholders in Schools?

Mokoena, Sello

doi:10.1080/09718923.2012.11892981

Cited by 9 publications

(10 citation statements)

References 25 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…The term 'stakeholders' refers to certain groups and individuals who have a legitimate interest, or a 'stake', in the continuing effectiveness and success of an institution (37) . In the school context, important stakeholders are parents, teachers, principals and canteen managers (38,39) .…”

mentioning

confidence: 99%

Perceptions of eating practices and physical activity among Malaysian adolescents in secondary schools: a qualitative study with multi-stakeholders

Mohammadi

Papadaki

et al. 2020

Public Health Nutr.

View full text Add to dashboard Cite

Objective: To conduct formative research using qualitative methods among stakeholders of secondary schools to explore their perceptions, barriers and facilitators related to healthy eating and physical activity (PA) among Malaysian adolescents. Design: A qualitative study involving eight focus groups and twelve in-depth interviews. Focus groups and interviews were recorded and transcribed verbatim. An inductive thematic analysis approach was used to analyse the data. Setting: Four secondary schools in Perak and Selangor states (two urban and two rural schools) in Malaysia. Participants: Focus groups were conducted with seventy-six adolescents aged 13–14 years, and in-depth interviews were conducted with four headmasters, four PA education teachers and four food canteen operators. Results: Stakeholders thought that adolescents’ misperceptions, limited availability of healthy options, unhealthy food preferences and affordability were important challenges preventing healthy eating at school. Low-quality physical education (PE) classes, limited adolescent participation and teachers’ commitment during lessons were perceived as barriers to adolescents being active at school. Affordability was the main challenge for adolescents from rural schools. Stakeholders perceived that a future school-based intervention should improve the availability and subsidies for healthy foods, provide health education/training for both adolescents and PE teachers, enhance active adolescent participation in PE and develop social support mechanisms to facilitate engagement with PA. Conclusions: These findings provide important insights into developing school-based lifestyle interventions to improve healthy eating and strengthening PA of Malaysian adolescents.

show abstract

mentioning

confidence: 99%

Perceptions of eating practices and physical activity among Malaysian adolescents in secondary schools: a qualitative study with multi-stakeholders

Mohammadi

Papadaki

et al. 2020

Public Health Nutr.

View full text Add to dashboard Cite

show abstract

“…Finally, teacher or subject associations were not supportive to both high and low performing schools. The findings imply that all school stakeholders (including industries) both in low and high performing schools should collaborate; ensuring that the teaching of agriculture is successful (Mokoena, 2012). Head teachers play an integral role in the following: making sure that learners receive quality education (Dibapile, 2012;Isaiah & Nenty, 2012); developing a conducive culture for teaching and learning (Cheruto & Kipkoech, 2011), and providing motivation for individuals in the school (Sapungan & Mondragon, 2014).…”

Section: Discussionmentioning

confidence: 99%

A Comparative Analysis of High and Low Performing Schools in Agriculture in Eswatini

Tsikati

Motsa²

2019

JIAEE

View full text Add to dashboard Cite

Analysis of the school performance in external Agriculture examination showed that there were schools that consistently performed well and those constantly performing poorly in Eswatini. Unfortunately, there is no study that has sought to analyze the characteristics of the high performing and low performing schools in agriculture in Eswatini. Thus, the purpose of the study was to analyze the high and low performing schools in Agriculture in Eswatini. A comparative analysis targeting 27 schools: 15 high performing and 12 low performing schools was conducted. All the 38 teachers and 26 teachers from high and low performing schools respectively, participated in this study. A questionnaire was used in data collection. Three experts from the Department of Agricultural Education and Extension at University of Eswatini and two agriculture teachers validated the questionnaire. Thirty agriculture teachers who were not involved in the study were used in pilot testing to establish inter-item reliability using Cronbach’s Alpha and the reliability coefficient was .82. Data were analyzed using descriptive statistics. Findings revealed that high performing schools possessed the following features over low performing schools: motivation of learners to excel in academic work, practice farming in school garden, student making consultations with teachers, provision of extra lessons for students, monitoring class attendance and absenteeism, and teachers attending classes regularly. Also, the Ministry of Education and Training, headteachers, agriculture teachers and parents were more involved in high performing schools than in low performing schools. Therefore, the study recommended that special attention should be made to assist all stakeholders in low performing schools improve the academic performance. Keywords: academic performance; agriculture; comparative analysis; low performing school; high performing school

show abstract

“…The positive impact of participatory management on job satisfaction isconfirmed by other authors (Rooney, 1988;Hoerr, 1989;Bernstein, 1993;Daniels & Bailey, 1999;Kim, 2002), however others have found that it also has positive influence on productivity (Levitan & Werneke, 1984;Verma 1995), absenteeism (Eaton & Voos, 1989) and effective supervisor communication (Cooke, 1990 Another line of research was not interested only in the influence of participatory management on employees, but on what are the traits that characterize participatory managers. It is interesting to note that from the identified thirty nine characteristics of managers, the ability to communicate effectively with subordinates was in the top ten most important managerial traits (Hackman & Oldham, 1976;Emmert & Taher, 1992;Voon et al, 2011;Mokoena, 2012).…”

Section: Strategic Planning Is the Deliberate Disciplined Approach Tmentioning

confidence: 99%

Does participative management produce satisfied employees?: Evidence from the automotive industry

Stefanovska–Petkovska¹,

Bojadžijev²,

Mucunski³

2015

Serb J Management

View full text Add to dashboard Cite

Effective Participative Management: Does It Affect Trust Levels of Stakeholders in Schools?

Cited by 9 publications

References 25 publications

Perceptions of eating practices and physical activity among Malaysian adolescents in secondary schools: a qualitative study with multi-stakeholders

Perceptions of eating practices and physical activity among Malaysian adolescents in secondary schools: a qualitative study with multi-stakeholders

A Comparative Analysis of High and Low Performing Schools in Agriculture in Eswatini

Does participative management produce satisfied employees?: Evidence from the automotive industry

Contact Info

Product

Resources

About