Effectiveness of school staff meetings: implications for teacher‐training and conduct of meetings

Klein *, Joseph

doi:10.1080/01406720500036778

Cited by 10 publications

(4 citation statements)

References 7 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Secondary school principals should share information during staffmeetings to improve intra-staff cooperation and service to students (Klein, 2012). According to the aforementioned researcher, there are a number of issues that the school principals need to address before the results of instructional supervision can be achieved by teachers and enhancement of students' learning.…”

Section: Instructional Supervision and Academic Performance Of Day Sementioning

confidence: 99%

“…Staff meeting is an effective method of communication since it may create a good working atmosphere for both the teachers and the principal. According to findings of a study by Klein (2012), staff meetings improved intra staff-co-operation and service to the students. On the other hand, Heads of department of Kiswahili gave the following responses concerning the strategies the principals used to enhance performance in Kiswahili.…”

Section: Research Findingsmentioning

confidence: 99%

See 1 more Smart Citation

Principals’ Instructional Supervision Practices: Key to Kiswahili Academic Performance

Mwanza

Musyoka²

2018

ESJ

View full text Add to dashboard Cite

This study evaluated the principals’ instructional supervision practices as key to Kiswahili academic performance in public day secondary schools in Nairobi County, Kenya. Secondary school principals’ instructional practices are paramount in enhancing academic performance among secondary school students. Quality and relevant instruction ensures excellent academic Kiswahili achievement of students. Through instructional supervision offered by the principals, teachers are stimulated, supported and motivated to instruct the students well. For instructional supervision to fully benefit schools, both the principals and the teachers need to play a meaningful and effective role. The improvement of school through instructional supervision has been a concern for education stakeholders in Kenya during colonial and after colonial periods. As a result, Education Commissions which were formed to evaluate the education system in Kenya addressed the status of Kiswahili. The education Commissions included Phelps Commission of 1924 which recommended the use of vernacular and Kiswahili for teaching practical subjects, and Presidential Working Party for the Establishment of Second University of 1981 which called for teaching of Kiswahili as a compulsory and examinable subject in both primary and secondary schools. The current study targeted 26 public day secondary schools, 26 principals, 26 heads of department of Kiswahili and 2664 students. Both probability and nonprobability sampling techniques were used in the study. The objectives of the study included: What instructional materials are used by Kiswahili teachers to ascertain performance in Kiswahili; what measures are put in place by secondary school principal to realize performance in Kiswahili; what are the strategies directed towards enhancing Kiswahili teachers’ skills in public day secondary schools in Nairobi County. Descriptive research design was adopted for the study. Data analysis techniques included stratified random sampling, proportional allocation, simple random sampling design and purposive sampling designs. Instruments for data collection included two sets of questionnaires and interview guide. Statistical Package for Social Sciences (SPSS) was used to calculate frequencies and percentages. The key findings of the study were that lack of the instructional materials may have contributed to poor performance in Kiswahili; school principals executed their duties properly as concerns Kiswahili teachers’ lesson attendance and that lack of concern of principals in what students learn in school may have led to poor performance in Kiswahili.

show abstract

Section: Instructional Supervision and Academic Performance Of Day Sementioning

confidence: 99%

Section: Research Findingsmentioning

confidence: 99%

Principals’ Instructional Supervision Practices: Key to Kiswahili Academic Performance

Mwanza

Musyoka²

2018

ESJ

View full text Add to dashboard Cite

show abstract

“…For instance, a faculty member will rarely face consequences for missing meetings, regardless of how crucial they are or whether they have anything to do with TQM. Klein,(2005) reported that in about half of the 65 institutions whose efforts he examined, faculty members were not at all engaged in TQM initiatives. Ullah et al, (2017) explain that TQM initiatives are avoided by many faculty members for a variety of reasons, one of which is that they are perceived as intrusive, "business-like," and unwelcome on campuses.…”

Section: проблемы внедрения системы всеобщего менеджмента качестваmentioning

confidence: 99%

Challenges in Implementing TQM in Higher Education Institutions

Utkirov¹

2023

ScienceProblems

View full text Add to dashboard Cite

The successful implementation of Total Quality Management (TQM) in the higher education (HE) system has been a highly debated and contentious subject. However, small effect of TQM tools was implemented in non-academic activities of HE institutions. They are mainly concentrated on practices which are bill payments, registration and purchase activities. The significant factors of TQM such as curriculum development, teaching staff competency and grants are being ignored by HE institutions. Therefore, it is important to take these aspects into account for the successful implementation of TQM.

show abstract

“…One way to communicate this is in a staff meeting or in-service. Presentations should be brief, concise, and include handouts that clearly state the purpose of the program and what the expectations are for the school staff (Klein, 2005).…”

Section: The Role Of the Schoolmentioning

confidence: 99%

Current Topics in Review Andrea M. Babkie, Associate Editor: Accessing Substance Abuse Prevention Programs for Schools

Schroeder

Johnson

2009

Intervention in School and Clinic

View full text Add to dashboard Cite

In 2004, the number of individuals in the United States (ages 12 years and over) who were estimated to be substance dependent or substance abusers was 22.5 million people, or 9.4% of the population (Substance Abuse and Mental Health Services Administration [SAMHSA], 2005). Current estimates indicate that over 6 million children in the United States live with at least one parent who is a substance abuser or is substance dependent (SAMHSA, 2003). Of those individuals who report abusing drugs or alcohol, only a small percentage report receiving treatment (SAMHSA, 2005).The effects on children living in these homes are farreaching. One negative effect is that children of addicted individuals are two to four times more likely to become substance abusers themselves. They are more likely to develop associations with deviant peers and engage in criminal activity (Barnard & McKeganey, 2004). Additionally, children who are exposed to drug and alcohol abuse are at a greater risk of experiencing academic and Current estimates indicate that over 6 million children live with at least one parent who is a substance abuser or is substance dependent. Children who are exposed to drug and alcohol abuse are at a greater risk of experiencing academic and behavior difficulties. Additionally, several studies have shown that students with emotional and behavioral disorders, who are already at risk for school failure, are also at heightened risk for substance abuse. Schools are in a unique position to help families access resources for their children and act as a place where services can be provided to many children who are at risk for substance use. This article describes ways to bring substance abuse prevention programming into the schools.

show abstract

Effectiveness of school staff meetings: implications for teacher‐training and conduct of meetings

Cited by 10 publications

References 7 publications

Principals’ Instructional Supervision Practices: Key to Kiswahili Academic Performance

Principals’ Instructional Supervision Practices: Key to Kiswahili Academic Performance

Challenges in Implementing TQM in Higher Education Institutions

Current Topics in Review Andrea M. Babkie, Associate Editor: Accessing Substance Abuse Prevention Programs for Schools

Contact Info

Product

Resources

About