School leadership innovations and creativity: The case of communication between school and parents

Ρέππα, Αναστασία Αθανασούλα; Botsari, Evi; Kounenou, Kalliope; Psycharis, Sarantos

doi:10.1016/j.sbspro.2010.03.309

Cited by 10 publications

(5 citation statements)

References 2 publications

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“…From the perspective of family support systems, parenting styles, and family atmosphere, parents’ attitudes toward children are the key to whether students’ creativity can be inspired. If parents believe in a democratic way of communication and are willing to treat their children by respecting individual differences, such a communication environment is sure to be a favorable environment and used the information and communication technology for the fostering of children’s creativity ( Reppa et al, 2010 ; Yuan and Wu, 2020 ). Based on the analysis results, only punitive discipline and autonomy support of the parenting style will impact positive relationships significantly.…”

Section: Discussionmentioning

confidence: 99%

Exploring Children’s Creative Self-Efficacy Affected by After-School Program and Parent–Child Relationships

Liang

Yuan

2020

Front. Psychol.

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This study aimed to verify the relationship among children's creative self-efficacy, parenting style, parent-child relationship, and after-school program. Judgmental sampling was used for subject selection from Taiwan. There are 550 valid participants composed of elementary school to junior high school students; their data were put into the statistical process. The multiple regression analysis was applied in this study. The survey tool was developed based on literature review and related articles. Research result supported the idea that the after-school program was the most significant variable that affected the student's creative self-efficacy. The "punitive discipline" and "autonomy support" of parenting style can affect positive parentchild relationships as well as students' creative self-efficacy. Evidence supported the notion that "negative parent-child relationships" will not motivate students' creative selfefficacy. Besides, the after-school program plays an important role in the students' creative self-efficacy independently.

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Section: Discussionmentioning

confidence: 99%

Exploring Children’s Creative Self-Efficacy Affected by After-School Program and Parent–Child Relationships

Liang

Yuan

2020

Front. Psychol.

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“…Respondents have a high perception of adopting a medium-sized Learning partnership (M=3.58) as a key means of achieving organizational change and learning, while the majority (70.0%) find it quite necessary. We conclude that teachers' organizational behavior is not far from the views of several authors who argue that organizational change and learning are best achieved with the collaboration of all stakeholders in the school community (Davis, 2003;Athanasoula-Reppa et al, 2010;Kythreotis et al, 2010;Biniari, 2012;Narayan, 2016).…”

Section: Discussionmentioning

confidence: 60%

An Empirical Study of Collaborative Culture as a Model of Organizational Behavior in Greek Primary Schools

Tsipas,

Zagkotas,

Tsipa

2023

EJES

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The investigation of the collaborative culture in Greek primary schools with an emphasis put on Small rural and Urban all-day primary schools was the basis for conducting the study. The main purpose of the study is to highlight the ways in which teachers in everyday school practice act and shape school collaborative culture, so that if a redefinition of their role is required, feedback to focus their interest on the effectiveness of their schools of responsibility. The scope of the survey was the total number of teachers (N=782) in randomly selected primary schools in the country. The research tool used was the School Culture Survey - Teacher Form (S.C.S.-T.F.) questionnaire which evaluates and records the teachers' views on the six dimensions (collaborative leadership, teacher collaboration, professional development, unity of purpose, collegial support and learning partnership) that shape the model of collaborative school culture. The findings demonstrate that teachers adopt the model of collaborative culture to a relatively satisfactory degree, applying several forms of collaborative behavior, as illustrated by the descriptive analysis. The analysis of One-way variance (ANOVA), between the factors of the collaborative school culture in relation to the variable “Position in the school unit” revealed the existence of a significant difference for the “collaborative leadership”, “professional development”, “unity of purpose”, “collegial support” and “learning partnership” factors, while, there was no significant differentiation for the “teacher collaboration” factor. In addition, the analysis of ANOVA between collaborative school culture in relation to the variable "geographical location of the school unit” revealed the existence of a significant difference only for the “collaborative leadership”, “teacher collaboration” and “collegial support” factors. Via Independent Samples T-test, the comparative study of relationships between the factors of the collaborative culture in the two types of schools revealed the existence of a significant differentiation for “collaborative leadership” and “collegial support”, while no significant difference was observed for the other factors of collaborative school culture. Of course, the observed forms of collaboration do not support the existence of a genuine collaborative culture, however, they lay the foundations for the development of more meaningful partnerships. Article visualizations:<img src="/-counters-/soc/0005/a.php" alt="Hit counter" />

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“…Teknik keabsahan data dengan menggunakan teknik triangulasi dan dianalisis dengan menggunakan pendekatan interaktif Milles Huberman dan Jhony Saldana [17]. Sebagaimana pendapat yang menyatakan bahwa dalam pelaksanaan penjaminan mutu pendidikan berbasis akreditasi membutuhkan upaya positif serta kreatif dari kepala sekolah [18].…”

Section: Metodeunclassified

Best Practice Kepemimpinan Suster dalam Meningkatkan Nilai Akreditasi Sekolah di SDK Cor Jesu Malang

Hadi

Utami

Sobri

2022

SAP

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Selama ini problematika hasil akreditasi sekolah belum menggambarkan kondisi objektif sekolah. Hasil akreditasi belum menunjukkan indikator akuntabilitas serta belum digunakan sebagai alat pengembangan sekolah, sehingga dibutuhkan seorang pemimpin yang memiliki cukup kemampuan intelektual untuk mampu bekerja mulai dari tataran visi hingga implementasinya. Penelitian ini bertujuan untuk mengetahui best practice kepemimpinan Suster dalam meningkatkan akreditasi di SDK Cor Jesu Malang. Peneliti menggunakan pendekatan studi kasus dan pengumpulan data dilakukan dengan observasi langsung, wawancara mendalam serta dokumentasi pada bulan Maret 2022. Peneliti hadir untuk mengumpulkan data, mengolah data dan memeriksa keabsahan data yang diperoleh. Teknik analisis data yang digunakan adalah pengumpulan dan reduksi data serta pengambilan kesimpulan. Hasil penelitian ini: 1) Dalam upaya peningkatan akreditasi di SDK Cor Jesu Malang, Suster memiliki rencana atau program yang kemudian dilaksanakan oleh semua guru sesuai dengan tugas dan tanggung jawabnya. 2) Akreditasi sekolah dapat meningkat jika dilakukan pemberdayaan guru, tenaga administrasi serta peserta didik dengan baik terhadap penguasaan tugas baik kepala sekolah, guru, tenaga administrasi dan peserta didik serta kemudian dapat dilakukan evaluasi secara mendalam. 3) Program yang dibuat harus disosialisasikan untuk mendapatkan dukungan dari seluruh stakeholders sekolah. 4) Komitmen seluruh pemangku kepentingan menjadi faktor penting dalam pencapaian peningkatan akreditasi di sekolah.

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School leadership innovations and creativity: The case of communication between school and parents

Cited by 10 publications

References 2 publications

Exploring Children’s Creative Self-Efficacy Affected by After-School Program and Parent–Child Relationships

Exploring Children’s Creative Self-Efficacy Affected by After-School Program and Parent–Child Relationships

An Empirical Study of Collaborative Culture as a Model of Organizational Behavior in Greek Primary Schools

Best Practice Kepemimpinan Suster dalam Meningkatkan Nilai Akreditasi Sekolah di SDK Cor Jesu Malang

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