Time Management Strategies of School Administrators Towards Effective Administration: A Phenomenological Study

Naparan, Genesis B.; Tulod, Ryan

doi:10.15804/tner.21.63.1.05

Cited by 3 publications

(3 citation statements)

References 9 publications

(10 reference statements)

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“…Efforts made by school principals have yielded tangible results in improving the quality of students in special schools by dividing tasks and responsibilities to student coaches, solving student problems with continuous improvement, identifying initial assessments, and differentiated learning that can accommodate students' needs in learning. Several things underlie the need for education services for children with special needs that are tailored to their individual needs, namely: Children special needs in learning, the more severe the level of disability, the more complex the way of learning it requires modification) Schools are responsible for providing functional skills so that students can be independent; teachers must deal with the parents of students in running the program and evaluating the program, the teacher plays a vital role in achieving learning goals, and children with special needs need educational services with the principles of behavior modification (Naparan & Tulod, 2021). Therefore differentiated learning needs to be implemented.…”

Section: "So At the Beginning Of Every Year I Gather All School Membe...mentioning

confidence: 99%

“…Therefore differentiated learning needs to be implemented. Differentiated learning is learning that accommodates, serves, and recognizes the diversity of students in learning according to learning readiness, interests, and preferences (Naparan & Tulod, 2021). Concern for students in paying attention to the strengths and needs of students is the focus of attention in differentiation learning.…”

Section: "So At the Beginning Of Every Year I Gather All School Membe...mentioning

confidence: 99%

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Exploring the roles of Special Schools' principals in Student quality improvement: A case study of Special Schools

Sahuddin,

Cheng Jinkuan,

Verawati

2023

J. Commun.

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This qualitative research aimed to explore the principal's role in improving the quality of students at the Southwest Aceh public special school. In particular, this study discusses the role of school principals as educators, managers, administrators, supervisors, leaders, innovators, and motivators in improving student quality with the main research question what is the role of school principals in improving student quality? This research was conducted using a case study design. Data was collected through in-depth interviews with school principals, supervisors, vice principals, and teachers, as well as observing and reviewing existing documents and literature on the role of the principal. The research findings reveal the school principal's role in improving students' quality, namely that the principal cares about harmonization with students, guides, provides motivation and creates learning programs and skills that can improve student quality. In addition, the results of this study also found that the school principal also administered the data of tipped students and provided rewards and punishments for students who violated school rules. In addition, the findings of this study also found that there were obstacles to improving student quality, namely the management of students in the teaching and learning process united in one class, not based on disabilities. Students mixed with deaf, mentally retarded, disabled, and autistic students are in one class taught by one class teacher, so the achievement of learning objectives is very difficult to realize, and the teacher is very difficult to handle students. The findings from this study have significant implications for the role of school principals in improving student quality because school principals are the most crucial element in schools for improving student quality. Therefore, this study recommends increasing the role of school principals in improving the quality of students for the benefit of Indonesia as a whole.

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Section: "So At the Beginning Of Every Year I Gather All School Membe...mentioning

confidence: 99%

Section: "So At the Beginning Of Every Year I Gather All School Membe...mentioning

confidence: 99%

Exploring the roles of Special Schools' principals in Student quality improvement: A case study of Special Schools

Sahuddin,

Cheng Jinkuan,

Verawati

2023

J. Commun.

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“…He added that time management is a critical ability to possess. When time is appropriately managed, the tasks will be done efficiently (Naparan & Tulod, 2021). When the task is difficult, teachers ask for help from other more knowledgeable colleagues.…”

Section: Coping Strategies Of Teachers In New Normal Educationmentioning

confidence: 99%

Elementary Teachers’ Challenges and Coping Strategies in the Radio-Based Instruction and Modular Distance Learning

2022

IJSSES

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This study explored the coping strategies of the teachers in new normal education. The study used a qualitative transcendental phenomenology design to explore the coping strategies of teachers in the implementation of radio-based instruction and modular distance learning during the pandemic. The researchers interviewed ten teacher participants from the Division of Tangub City, Philippines. Following the phenomenological data analysis, categories emerged based from the interview transcripts. The coping strategies of teachers in the new normal are problem-focused and emotion-focused. The problem-focused coping strategies are problem-solving, time management, and social support. For emotion-focused coping, the sub-themes are reframing, having a positive attitude, and praying for guidance. Thus, teachers, regardless of their years of experience, have similar coping strategies to overcome challenges. The study also found the importance of the administrators' role in developing training and webinars for the teachers' psychological health to be efficient and effective in their work.

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Unplanned meetings: Shifting school principal practice 5 min at a time

Midha¹

2023

Educational Management Administration & Leadership

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This article systematically reviews the literature noting unplanned meetings of the principal or unplanned principal meetings (UPMs) from 1970 to 2022. UPMs are understudied though they are considered essential for communication and/or labeled as distractions. The purpose of this review is to examine notations of UPMs in academic literature to estimate how much principal time they comprise and what purposes they serve. The systematic literature search used keyword search, snowballing, and personal network references to yield 31 academic publications. The interpretive findings of the review suggest that UPMs comprise at least 16% of principal workdays and provide information exchange, crisis management, and emotional support. UPMs fulfilled these purposes through their informality, candidness, immediacy, and confidentiality. UPMs epitomize that small does not mean simple. Even though they usually take under 5 min, they shift the school principal time, attention, and space and carry the potential to shift school and school leadership practice. Significantly, the everyday, little-noted UPMs manifest the work tension and work intensity of principalship and may serve as a novel lens to theorize principal practice.

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Time Management Strategies of School Administrators Towards Effective Administration: A Phenomenological Study

Cited by 3 publications

References 9 publications

Exploring the roles of Special Schools' principals in Student quality improvement: A case study of Special Schools

Exploring the roles of Special Schools' principals in Student quality improvement: A case study of Special Schools

Elementary Teachers’ Challenges and Coping Strategies in the Radio-Based Instruction and Modular Distance Learning

Unplanned meetings: Shifting school principal practice 5 min at a time

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