The impact of conflict among political actors on implementing South Korea’s new teacher evaluation policy: A case study with implications for education policymaking

Yoo, Jisung

doi:10.1016/j.stueduc.2019.03.006

Cited by 7 publications

(7 citation statements)

References 31 publications

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“…More frequently, school performance is measured by students' examination results, rather than acknowledging and evaluating school operational efficiency and effectiveness in managing its resources (Ploom and Haldma, 2013; Diaz and Martinez-Mediano, 2018). However, schools in which pupils' test scores are excellent do not necessarily perform well in other factors such as leadership, human resource management, knowledge management and strategic planning (Othman and Rauf, 2009; Yoo, 2019). So, the development of these factors should be prioritized and evaluated in the school unit not only by those managing schools but also by the teachers and all the stakeholders in general.…”

Section: Resultsmentioning

confidence: 99%

“…Το enter a self-assessment project, the coworkers should participate (Svensson and Klefsjo, 2006). Schools should institute their own mechanisms for ensuring that there is timely and effective feedback to both students and teachers from applying a self-assessment project (Chua and Mosha, 2015; Liu et al , 2019; Yoo, 2019).…”

Section: Resultsmentioning

confidence: 99%

“…Pansiri (2008) pointed out the significance of learners' inability, lack of freedom for self-expression and inadequate acquisition of basic literacy skills. An emphasis is given on students' achievement scores (Ploom and Haldma, 2013), but this perspective acknowledges the broader aspects of education (Ibrahim et al , 2017; Yoo, 2019). Cravens et al (2011) support the view that schools are still caught between the existing system that measures school performance by achievement and the intended accountability scheme that calls for enhanced student ability.…”

Section: Resultsmentioning

confidence: 99%

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Findings of quality management studies in primary and secondary education: a systematic literature review

Bouranta

Psomas

Antony

2020

TQM

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PurposeThe aim of this paper is to present the main findings of the studies in the field of quality management (QM) in primary and secondary education. Grouping these findings into themes and these themes, in turn, into broad categories as well as prioritizing the themes of findings are also aims of the present study.Design/methodology/approachA systematic literature review (SLR) of articles focusing on QM in primary and secondary education was carried out based on major publishers, namely Emerald Online, Taylor and Francis, Elsevier/Science Direct, Springer Link, Sage Publishing and Online. In total, 133 articles published in 62 journals during 1983–2019 were collected. The affinity diagram was applied in order to group the findings of the QM studies into logical themes and these themes into broad categories. Moreover, the Pareto diagram was applied to prioritize the themes revealed.FindingsA plethora of articles focusing on QM in primary and secondary education have been published in the last decades. The findings of the QM studies presented in the 133 reviewed articles are grouped into 43 themes and these themes, in turn, into 6 broad categories, namely management practices, school characteristics, teachers, stakeholders, government and pupils. The analysis also reveals themes that can be characterized as “vital” and “useful.”Practical implicationsResearchers and school managers can take into consideration the findings of the QM studies in primary and secondary education as well as the themes of high priority for the design of future studies and QM implementation plans, respectively.Originality/valueThis is the first literature review study which presents analytically the findings of the QM studies in primary and secondary education. This study also contributes to the literature by formulating meaningful themes of these findings and broad categories of these themes and by prioritizing the themes revealed.

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Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

See 1 more Smart Citation

Findings of quality management studies in primary and secondary education: a systematic literature review

Bouranta

Psomas

Antony

2020

TQM

View full text Add to dashboard Cite

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“…This is being motivated by the assumption that the conflict among the education actors in Sudan resulted into failure of the whole educational system. Yoo (2019) argued that the conflict among political actors including government, teachers and schools resulted into the failure of adopting a new education policy at the national, regional and school levels in South Korea. In this regard, Kremer-Asaf (2015) argued that "most educational systems in nowadays are hierarchical organization [that are] bureaucratic organizations that protect their own turf by controlling policy in their area of expertise" (p. 281).…”

Section: Discussionmentioning

confidence: 99%

A Qualitative Evidence Synthesis of the K-12 Education Policy Making in Sudan and the Need for Reforms

2022

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By following the qualitative evidence synthesis, this article reports on how education policy is made in Sudan by considering the contextual, socio-economical background of Sudanese education in the pre –post colonial era. Out of 39 published and unpublished documents, 33 documents were synthesized to answer these research questions: (1) who is responsible for education policymaking, and (2) how is the education policy made in Sudan? The analyses report that the promulgations of marco education policy in Sudan have been developed based on the contributions of different entities/bodies with a lack of transparency and consistency. The findings call for the presence of a transparent, consistent, integrated framework for education policymaking in the nation, which in effect facilitates the processes of effective implementations.

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“…It can be understood as the ability to plan and efficiently manage teaching and learning activities effectively and efficiently (Boset et al, 2017). Along with the mastery of professional teaching methods and techniques, the ability of teachers to apply them has succeeded in increasing performance (Yoo, 2019). In line with Campbell's theory of job performance, Ertürk and Aydın (2017) and Jang (2019) show in the context of teacher performance that factors such as competence, communication, awards/rewards, salary, personal rights, organizational factors, pre-service and in-service training, and pressure can be considered as external motivational factors that may affect the improvement of job performance and teaching process from time to time.…”

Section: Literature Reviewmentioning

confidence: 99%

Teachers’ Performance During the COVID-19 Pandemic in Indonesia: Causality and Comparison

Nurkhin¹,

Mulyono²,

Hardi³

et al. 2023

EUROPEAN J ED RES

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<p style="text-align: justify;">The greatest impact of the COVID-19 pandemic on Indonesian education was the decline in teacher performance. In light of this information, this study analyzes the role of supervision, salary and benefits, school climate, training and development, and perceived organizational support in moderating the impact of competence on teacher performance during the COVID-19 pandemic. This study also compares the relationships between employed government and private teachers. Data were collected through questionnaires to teachers with a sample of 166 government teachers and 175 private teachers in primary and secondary schools through a Google form and analyzed using moderated Structural Equation Modeling-Partial Least Square (SEM-PLS), multigroup, and multilevel analysis. The results showed that salary and benefits, training, and development did not affect the performance of public school teachers. In contrast, only salary and benefits did not affect teacher performance for private teachers. Moreover, only supervision significantly moderated the effect of competence on the performance of public school teachers. However, supervision, salary, benefits, school climate, training and development, and perceived organizational support did not affect private teachers' performance. The Ministry of Education or the Foundation needs to review and improve the mechanisms of training and development, supervision, and school organizational climate to promote optimal teacher performance during the pandemic.</p>

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The impact of conflict among political actors on implementing South Korea’s new teacher evaluation policy: A case study with implications for education policymaking

Cited by 7 publications

References 31 publications

Findings of quality management studies in primary and secondary education: a systematic literature review

Findings of quality management studies in primary and secondary education: a systematic literature review

A Qualitative Evidence Synthesis of the K-12 Education Policy Making in Sudan and the Need for Reforms

Teachers’ Performance During the COVID-19 Pandemic in Indonesia: Causality and Comparison

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