Journal of School Administration Research and Development
The Journal of School Administration Research and Development (JSARD) (ISSN: 2470-850X, online & ISSN: 2470-8496, print) is an open-access, peer-reviewed academic journal that supports the development and dissemination of research and scholarship in the area of K-12 (primary and secondary) school administration and leadership.
All published articles are licensed under a Creative Commons Attribution-NonCommercial-NoDerivs 4.0 Unported License.
The Crucial Role of School Leaders' Administrative Support in the ResearchCapability of Teachers
Research on educators' research capability has surged in recent years, as scholars and practitioners remain intrigued by how teachers develop investigative skills alongside pedagogical mastery. To ensure evidence-based decision-making, policy formulation, and program development, school leaders must inspire teachers to contribute empirical evidence. However, previous literature has often neglected the link between teachers' research capability and the administrative support provided by school leaders. To address this gap, an explanatory study was conducted to examine the crucial role of administrative support in enhancing these capabilities. The study was conducted in the Quezon II District of Bukidnon, Philippines, and involved 151 teachers who voluntarily responded to survey instruments. After analyzing datasets using descriptive and inferential statistics, the findings indicated that while administrative support was frequently observed across all dimensions, teachers demonstrated only moderate proficiency in writing research proposals and publishable papers. The tested models revealed a nuanced relationship between support and capability, and the dimensions of administrative support did not significantly explain research capability when analyzed individually. When these dimensions were integrated into hypothesized models, administrative support significantly predicted teachers' research capability, accounting for 10.9%-12.2% of the variance in research capability. Ultimately, school leaders' administrative support plays a vital role in enhancing teachers' capability in writing research proposals and publishable papers. The study infers that each component of support is indispensable; only through a holistic approach can school leaders effectively elevate teachers' research capabilities.
Copyright (c) 2026 Journal of School Administration Research and Development https://creativecommons.org/licenses/by-nc-nd/4.0
Exploring the Roles School Administrators Can Play in Helping Elementary Teachers Implement Mathematics Differentiated Instruction More Effectively
Recent data indicate that students' overall achievement in mathematics in the United States continues to deteriorate and that performance deficits worsen over time, highlighting the importance of focusing intervention efforts on early grades. To resolve this problem, many schools now require teachers to incorporate differentiated instruction (DI) into their practice, as research suggests that when appropriately implemented, DI improves learning and performance through instructional modifications that more effectively incorporate students’ interests and differences in learning. However, studies also indicate that many teachers feel unprepared to implement DI effectively to support their diverse classrooms. This phenomenographic study explores the perspectives of 17 elementary mathematics teachers on their understanding of DI and barriers to effective implementation, to better inform school administrators about the support teachers need to overcome these challenges. Results indicate that administrators can best support teachers with DI implementation in several ways, including fostering the awareness that DI is not only useful for struggling students; providing more modeling of DI implementation in practice; offering more training for online differentiation; and engendering consensus among staff on what terms/language to use or avoid when referring to different groups of students, to facilitate empowerment and collaboration.
RIGOR Walk: Development and Initial Validation of a Framework to Support Rigorous Learning Environments
The term rigor in education often evokes resistance due to its inconsistent definitions and widespread misconceptions. This study introduces and validates the RIGOR Walk framework, a research- and practitioner-informed tool designed to define, observe, and enhance rigorous learning environments across classrooms. The framework is grounded in five core components—Relationships, Instruction, Goals, Organization, and Relevance—each supported by observable indicators aimed at promoting deep thinking, academic risk-taking, and meaningful engagement. Following iterative rounds of expert feedback, the framework was refined and validated in three phases: (1) establishing face validity through crowdsourced expert critique, (2) analyzing internal consistency and construct validity via 84 classroom observations, and (3) examining concurrent validity through correlations with student reading growth data. Results indicate high internal consistency (Cronbach’s α ≥ .81) and moderate, statistically significant correlations between framework implementation and the percentage of students demonstrating one year or more of reading growth (r = .42–.68, p < .001). These findings suggest the RIGOR Walk framework is a reliable and valid tool for identifying and fostering rigorous, equitable, and high-impact instructional practices. Implications for broader content-area applications and longitudinal consistency of implementation are discussed.
Copyright (c) 2025 Journal of School Administration Research and Development https://creativecommons.org/licenses/by-nc-nd/4.0
Workplace Spirituality and Happiness at Work Among School Teachers with Mediating Effect of Job Stress
The present study incorporates the emerging concept of workplace spirituality into the domains of job stress and happiness at work. These constructs have received limited attention in the context of the educational sector. Therefore, the aim of this study was to fill this research gap by examining the associations between workplace spirituality, job stress, and happiness at work. Moreover, the study investigated whether job stress plays a mediating role in the relationship between workplace spirituality and happiness at work. A cross-sectional research design was employed, and data were gathered from a sample of 300 school teachers. Three scales were utilized to measure workplace spirituality, job stress, and happiness at work. The data analysis revealed a positive correlation between workplace spirituality and happiness at work. However, the mediation analysis indicated that job stress does not serve as a mediator in the relationship between workplace spirituality and happiness at work. Moreover, to reduce job stress, compassion plays a great role, which is one of the components of workplace spirituality. Based on these findings, it is recommended that educational institutions adopt workplace spirituality practices to foster a conducive work environment that promotes the well-being and happiness of teachers, thereby positively impacting the teaching process.
Increasing School Administrator Competency in Indonesia: Determinant Factors to Consider
This study explores the role of school administrative staff and highlights the importance of professional improvement training in the era of the Industrial Revolution 4.0. Using a survey method, data were collected from 775 respondents across various regions in Indonesia. Data analysis was conducted using exploratory factor analysis (EFA). The results identified three core factors of administrative staff competence in Indonesian schools: motivation for competence development, core understanding and foundational skills, and core functional competencies of school administration. These findings underscore the multidimensional nature of school administrative roles, which require not only technical skills and task-based knowledge but also intrinsic motivation for continuous professional growth. The high factor loadings on items related to digital skills and professional self-development suggest that administrative staff are not merely operational support personnel but are essential actors in the broader ecosystem of school effectiveness. Their competencies directly impact the efficiency of school management, the accuracy of data and information systems, and the responsiveness of schools to policy and technological change. The results affirm the relevance of adopting a competency-based approach in managing, training, and supporting school administrative personnel. This study contributes to the literature by offering an empirically validated structure for understanding the competencies required in modern school administrative functions, particularly in contexts undergoing digital and systemic reform.
Immersive Virtual Learning Experiences of Senior Secondary School Students from India and Russia: A Mixed Method Study
Virtual Reality (VR) provides an immersive learning (IL) experience by simulating real-world scenarios that bridge the gap between theory and application. VR simulations are interactive and enhance student engagement across a range of concepts, from simple to complex. India and Russia share similar cultural and historical backgrounds, and both are committed to creating a multipolar world. Both are large developing countries with several strategic partnerships and international cooperation. Hence, this study aims to capture the learning experiences of internationally paired students in an IL environment and their attitudes towards IL environments, to mutually contribute to teaching and learn in these countries. Students experienced immersive learning through stand-alone head-mounted virtual reality cameras with a controller. The study employed a mixed-methods research design involving a quantitative and qualitative explanatory approach. Researchers paired 100 senior secondary school students from Russia (n = 50) and India (n = 50) and exposed them to virtual IL experiences. Researchers used the user-experience IL environment scale, the VR-IL environment attitude scale, and an interview guide to collect the data of the study. Quantitative data were analyzed using descriptive statistics, a correlation test, and regression. Qualitative data were analyzed through narrative thematic analysis. Researchers triangulated the IL experiences measured through quantitative and qualitative methods. The study found a positive correlation between IL experiences and attitude towards the IL environment. Further, IL experiences accounted for 43.5% of positive attitudes towards the IL environment. The qualitative analysis revealed both positive and negative aspects of VR-IL environment experiences. The study's findings add value to the cognitive-affective theory of learning with media, as it includes knowledge construction, emotional connection, and motivation for learning. Future studies may explore the benefits of the IL environment with artificial intelligence (AI) and generative AI towards teaching and learning.
The Four-Hour Grading Scale: Motivation, Self-Determination, and Academic Achievement in Raising Graduation Rates
High school administrators desire a high graduation rate, and government actors and community members pressure administrators to raise this rate. In the context of this challenging dynamic, principals sometimes compel teachers to alter their grading practices. While amending grading practices may provide the impression of improvement, it is inauthentic and likely ineffective in producing achievement results. Although changing grading practices can increase graduation rates, it does not improve achievement; however, increasing motivation can. Self-determination theory (SDT) research has found that incorporating the principles of SDT can increase students’ academic achievement. This essay reviews SDT and the seven autonomy-supportive instructional behaviors (ASIBs), arguing that they are a more achievement-focused alternative to increasing graduation rates.
A Phenomenological Study of the North Carolina Principal Fellows Program Internship Experience
This transcendental phenomenology study explored the paid internship experiences of graduates from the North Carolina Principal Fellows Program (NCPFP). The study addressed the question: How does the paid internship experience in Master of School Administration (MSA) programs help graduates prepare for successful leadership in K–12 schools? Nine graduates from the NCPFP answered questions through phenomenological interviewing. The participants reflected on how their internships prepared them for effective leadership in today’s complex educational landscape. Using transcendental phenomenological data analysis, three key themes emerged: professional networking, crisis management, and the authenticity of practice as critical elements in leadership preparation. The results aligned with National Educational Leadership Preparation (NELP) Standard 8 (2018), which underscores the importance of authentic internship experiences in principal development. Implications highlight the need for continued innovation in principal preparation, including diverse instructional strategies, updated curriculum design, and embedded supports for leadership growth and well-being within MSA programs.
Navigating (Another) Reading Crisis as an Administrator: Rethinking the “Science of Reading” Movement
The Science of Reading (SOR) movement puts administrators in a difficult position since they must navigate a wide range of educational stakeholders—students, teachers, parents, board members, political leaders, and the public. This discussion offers a broad but detailed overview of the problems created for administrators by the SOR movement (i.e., systematic phonics, teacher quality, reading programs, reading proficiency, and social justice/equity). This overview is followed by a series of new (and better) approaches for school administrators to become more effective instructional leaders of reading and advocates for addressing individual student needs and supporting teacher professionalism.
Evaluating Learner Feedback as a Leadership Tool for School Improvement in Ghana
Despite growing interest in feedback strategies for school improvement in Ghana, learner perspectives—especially at the senior high school level—remain underexplored. This gap limits understanding of the effectiveness of learner feedback in driving meaningful change. Guided by contingency theory, which underscores the need for context-responsive leadership, this qualitative case study examined how principals in Ghana’s most cosmopolitan city perceived learner feedback as a school improvement strategy. Twelve principals—the entire cohort within the study area—were purposively selected and interviewed, and the data were analyzed thematically. Findings revealed that participants acknowledged the value of learner feedback in enhancing student engagement, fostering continuous improvement, and promoting responsible citizenship. However, they also raised significant concerns. Key challenges included perceived unreliability of student input, time and financial constraints, and resistance from both staff and students. These findings highlight the complex leadership decisions involved in implementing learner feedback systems in resource-constrained environments. The study offers context-specific insights for school leaders and policymakers seeking to integrate learner voice in school governance. It underscores the need for leadership development, policy support, and resource allocation to strengthen the role of learner feedback in enhancing school practices and improving student outcomes.
Decolonizing Data: Moving Toward an Inclusive Count of American Indian/Alaska Native Students in a Pacific Northwest School District
The prevalence of data use in education requires researchers to critically examine data-collection practices that could inform, obscure, or omit accurate representations of students. Thus, an innovative approach to accurate demographic collection and reporting can enable school districts to more accurately count and represent American Indian/Alaska Native (AI/AN) students. This approach, developed in partnership with Pacific Northwest Indigenous communities, centers the perspectives of Native peoples. Utilizing critical Native theories, research for uninterrogated biases advises on pathways for improved representation practices that maximize accurate identification of a diverse Native presence. Data accuracy in educational decision-making supports resource allocation and efficacy in academic practices and policies. Therefore, this best practice article emphasizes representation practices for a change-interpretation of AI/AN student enrollment and graduation rates through student district responses that best suit Native communities, student academic needs, and student developmental expectations.
Culture and Collective Teacher Efficacy: A Case Study Through a Social Cognitive Theory Lens
The concept of collective teacher efficacy was first introduced by Bandura (1997) in the 1990s. Hattie’s (2016) identification of collective teacher efficacy as the number one influence on student achievement has led to the idea that educators within a school can positively impact student achievement. In his research, Bandura identified four sources of both individual and collective teacher efficacy: mastery experience, vicarious experiences, social persuasion, and affective state. The purpose of this qualitative research study is to identify aspects of school culture that support collective teacher efficacy. This purpose was accomplished by interviewing 32 faculty and staff members at a K-8 school in New Zealand through a social cognitive theory lens. Data were analyzed using NVivo software and multiple coding cycles grounded in principles of grounded theory. Qualitative analysis of these interviews identified five core aspects of school culture that contribute to collective teacher efficacy: shared vision for learning, school systems, relationships, well-being, and collaboration. Based on the assumption that collective teacher efficacy can positively affect student achievement, we assert that understanding and applying these five aspects of school culture could have a significant, positive impact on student achievement.
Integrating Empathy into Classroom Assessment Design
Traditional assessment design focuses on outcomes and often disregards how students perceive their abilities, process emotions, or self-express. This indifference can undermine assessment outcomes and evaluation reliability (Hattie, 2023; Nilson, 2023; Reibel 2022). This paper introduces empathetic assessment design (EAD), a framework that reframes assessment as an event to simultaneously understand the student while evaluating their abilities to provide more precise grading and improved support. EAD integrates cognitive (self-evaluation), emotional (appraisal of emotional reactions and mindsets), and relational (self-expression) dimensions, enriching assessments with experiential insights. The information resulting from the EAD design provides context for outcomes and helps teachers assess the adequacy of student thinking, affective reactions, and needs. Despite concerns about workload and rigor, EAD builds on established theories—Bandura’s social cognitive theory (1997), Joe Feldman’s Grading for Equity (2018), and funds of knowledge and culturally responsive pedagogy (Ladson-Billings, 1995, 2021; Moll, 2015, 2019)—to create more insightful assessments. EAD complements equitable grading practices, gathering students’ real-time experiential information (Blum, 2020; Colby, 2019; Clark & Talbert, 2023; Feldman, 2018). While experts (Hattie, 2023, 2018; Schimmer, 2016; Wiliam, 2011) advocate for self-assessment and reflection, they often position these outside the assessment itself. But EAD embeds them within assessments, capturing in-the-moment insights to make evaluation more meaningful and illuminating.
Exploring Suggestions from Educational Leaders and ChatGPT for Addressing Problems of Practice in TeleED
Educational leaders are faced with multi-faceted dilemmas that place decision-making at the heart of their day-to-day work. For support, they often turn to collaborative networks of experienced educators, such as Project ECHO, for solutions to address challenges they encounter while working in the field. The availability of generative AI technology, however, may have potential for informing the solutions to complex educational dilemmas as well, saving time and offering efficiency for problem solving. This study compares solutions for three problems of practice (PoP) that were generated through ChatGPT software and those proposed by the educational leaders in TeleED, an online professional development platform. The problem of practice in this study refers to complex, real-world challenges or problems shared by educational leaders. Findings indicate that solutions to these PoPs showed similarities, suggesting that both ChatGPT and the educational leaders in TeleED highlight ideas such as documentation and peer mentoring to address challenges. This reflects ChatGPT’s ability to generate applicable solutions to complex problems that somewhat mirror solutions posed by leaders. However, educational leaders offered solutions that were nuanced, context specific, and contained explanations of resources and experiences that enhanced discussions. Findings suggest that ChatGPT may have utility for enhancing decision-making but not replacing the human element.
Copyright (c) 2024 Journal of School Administration Research and Development https://creativecommons.org/licenses/by-nc-nd/4.0
Communication Directors and Public Relations Professionals in Public School Districts
A school district’s need to satisfy the school community’s expectations for current, accurate information and manage a social media presence has increased the necessity for superintendents to employ public relations professionals. As such, these professionals are a recent addition to many school districts’ administrative teams. However, few research studies were located that focused on public relations professionals or communication directors in public schools. The purpose of this literature review was to identify empirical studies and professional association resources that provided historical, contextual, and relevant information about communication directors in school districts. Based on the findings, we uncovered three themes related to the history, roles and responsibilities, and standards for public relations professionals. Such information can help practitioners support communication functions and help researchers identify needed lines of inquiry.
A Discussion of Black Language Within the Context of Bilingual Pedagogy
The author examines some of the critical issues raised by Baker-Bell (2020a) about language education in the United States. The challenges associated with linguistic justice are related to a history of linguistic discrimination in the United States, which many sources have documented and affected many different linguistic backgrounds and peoples. This research inspired her to develop an antiracist Black language pedagogy that assists students in understanding their position in white linguistic hegemony. The author evaluates some of the ideas of Black language pedagogy, explicitly focusing on the requirements of administrators in K-12 education. Additionally, the author contrasts Baker-Bell’s ideas to translanguaging and how heteroglossic pedagogies are used to develop bilingual and bicultural students similar to the concepts of García (2009). The author then discusses how the ideas of heteroglossic language pedagogies, Black language pedagogy, and translanguaging could inform each other.
Hope and School Leadership for Elementary School Students
This study sought to identify how first-grade students in one Midwest state cognized hope. Using a case-study research method, the authors identify recommendations for practice that draw on the alignment between developing hope in students through school leadership. Previous research has highlighted school leadership's significant role in multiple pathways for student success. This study demonstrates that young children can cognize abstract topics such as hope and presents ways educational leaders can support student social-emotional well-being in the daily curriculum through hope education.
COVID-19 as a Window for Equity-Oriented School Leadership
This essay argues that principals' capacity to advance equity might have been constrained by pre-COVID conditions. Drawing on the emerging literature on school leadership during the pandemic, the current article discusses how principals' capacity to advance equity was expanded as a result of the window of opportunities created by the COVID-19 pandemic. Given the increased frequency at which schools experience crises, understanding these opportunities may allow stakeholders to better support principals' efforts to enact equity-oriented leadership practices. Implications for leadership preparation, school funding, accountability policies, and future research are discussed.
The purpose of this study was to pilot the DREAMS (Desire, Readiness, Empowerment, Action, and Mastery for Success) program, a community-collaborative, after-school intervention program designed specifically to address the holistic developmental needs of students at school. The author originally developed and implemented the program in Kerala, India, and later redesigned it for American school students. Combining the theories of Vygotsky and Erikson, the DREAMS model emphasizes the impact of the community on the development of children. This study evaluates the effects of a summer camp, the primary intervention of a three-year program, on the self-worth, self-esteem, and self-concept of 20 middle school students in Northeast Louisiana. After students attended the week-long program, the most significant improvements were observed in self-esteem and self-worth. Further longitudinal or comparative experimental research on the complete design would provide stronger evidence to draw more substantive conclusions.
The Role of High School Freshman Grades, Socioeconomic Status, and School Location on College Enrollment
Prior research underscores the pivotal role high school freshman grade-point averages (FGPA) play in college enrollment, with a focus predominantly on urban settings. This study broadens this perspective, employing a diverse Arkansas sample (n = 33,207), spanning rural, suburban, and urban high school students and filling a notable literature gap. Utilizing a logit analysis, we found that high school students with an A FGPA were 23% more likely to enroll in college than B FGPA peers. Those failing a course in their high school freshman year were 13% less likely to enroll in college. Among similar academic ability students, economically disadvantaged students were 15% less likely to enroll in college. Locale classifications showed no significant enrollment variations. We conclude that FGPA and socioeconomic status (SES) are stronger enrollment predictors than locale classifications, finishing with intervention recommendations for lower-SES students in exploring college options.
The Relationship Between School Climate and College and Career Readiness
The California College and Career Readiness measures are new to the California school accountability dashboard, and few studies have examined how these data connect to student outcomes. The purpose of this quantitative, correlational study was to determine the degree of relationship between school protective factors (i.e., caring relationships and meaningful participation), student internal assets (i.e., student academic motivation), and College and Career Readiness Indicator outcomes. The resilience youth development module (RYDM) framework served as the model to determine the degree of relationship among these variables. The sample for this study included comprehensive, public high schools across California, including only schools that administered the California Healthy Kids Survey in the 2019–2020 school year (n = 474). Public data files were accessed from the California Accountability Dashboard and California Healthy Kids Survey. The correlational coefficients were determined using multiple regression analysis. A positive correlation between school protective factors and student internal assets was shown after controlling for schoolwide socioeconomic status. Although both school protective factors and student internal assets significantly predicted College and Career Readiness Indicator outcomes, caring adult relationships were the only positively correlated variable after controlling for socioeconomic status. Further research is recommended to explain how students define caring adult relationships and how schools can enhance practices to cultivate those relationships across all student populations. Additionally, the researchers recommend future studies to assess how the change in college and career indicators over time could assess trends and garner more information about the school supports that positively impact proficiency.
Mentoring Relationships Within a School-based Environment
Past research examining mentoring programs has explained the benefits that student mentees received from having an adult as a mentor. For the mentee, studies indicate that mentoring relationships positively influence academic performance, social attitudes, communication abilities, and career aspirations. However, there has been very little research from the perspective of the mentor regarding their experiences of being in a mentoring relationship. This study builds upon Berning’s (2013) research that extracted the thoughts and opinions of retiree and teen mentors who worked with elementary students. The Berning report recommended that further research study adults involved in the workplace who spent their off time serving as mentors. This study addresses this gap by surveying 69 adult business professionals mentoring high school students in San Antonio, Texas. The survey revealed four central themes: 1) both mentors and mentees require high motivation for a successful relationship, with mentors often motivated by personal fulfillment; 2) mentors are driven by a commitment to give back to the community despite most lacking prior mentoring experience; 3) there is significant interest in mentor training to enhance program effectiveness; and 4) mentors generally enjoy the program, showing high willingness to continue, inclination to recommend it, and satisfaction with a monthly meeting schedule. Successful mentors are active listeners who engage their mentees by setting clear, aligned goals, while gaining the added benefits of enhanced communication and leadership skills through their mentoring roles.
Teachers’ Perspectives Toward Smartphone Usage by Students and Resulting Classroom Policies
Currently, 95% of American teenagers own a smartphone device, and smartphone users spend on average about 5.4 hours a day on them. Smartphone ownership, usage, and dependency are higher among teens and young adults than in any other age group. This study addressed a gap in research by examining high school teachers’ perspectives on two topics: the impact of smartphone usage on students and classroom smartphone policies. It contributes to a deeper understanding of the social, psychological, and academic effects of smartphone use on students and of the impact of teachers’ beliefs surrounding smartphones on the classroom policies they set regarding those devices. In addition, this study aimed to shed light on the need to create effective and equitable smartphone policies and practices to help promote a classroom environment conducive to learning. Survey data from 248 teachers from six high schools in the Southern California region of the United States of America produced results indicating that teachers who have stronger negative beliefs concerning the social, psychological and academic effects of smartphones on students typically set a stricter classroom smartphone policy. Implications include helping students regulate their smartphone usage so that these devices can be effective tools for learning, not a distraction. Based on the findings from this study, an increase in face-to-face social interactions among students is recommended to increase academic achievement and decrease problematic smartphone use.
Teachers’ and Principals’ Perception of Organizational Climate in Preschool: A Case of the Czech Republic
Organizational climate refers to the shared perceptions of behavior, the work environment, and daily life within an organization. This study is based on the assumption that, due to their differing roles and responsibilities in preschools, teachers and principals have significantly different perceptions of the organizational climate. The sample included 354 teachers and 410 principals from the Czech Republic. Data were collected using the Organizational Climate Description Questionnaire-P, a tool adapted and validated for the preschool setting. Overall, both teachers and principals viewed the preschool climate positively, with item averages above the midpoint of the scale. However, principals perceived their support for teaching staff significantly more positively than teachers did, and they also rated teacher involvement more favorably than the teachers themselves. Teachers reported encountering inappropriate behavior from colleagues infrequently and rated the level of directiveness from principals relatively low, suggesting they perceive their principals' leadership style positively. Additionally, a significant positive correlation was found between teachers' education levels and their perception of principal directiveness, as well as with school size.
Standards-Based Grading in a Small, Suburban District
Standards-based grading (SBG) is a grading system in which each student is given a set of grades, each reflecting their proficiency in relation to a specific skill. The present study examined K–12 teachers’ implementation of SBG practices in a small, suburban Midwestern school district, as well as their perceptions of and confidence in implementing SBG. It also examined these teachers’ prior formal and informal opportunities to learn about SBG and how both pre-service and in-service opportunities to learn relate to their implementation of SBG. Results provide evidence of mixed levels of teacher SBG implementation, mixed teacher perceptions of SBG, and mixed teacher confidence in implementing such practices. In addition, the study finds that teachers’ prior opportunities to learn about SBG practices formally and informally were variable. Participation in both pre-service and in-service opportunities to learn about SBG were moreover related to SBG implementation, and these relationships were partially or fully mediated by teachers’ confidence in implementing SBG practices.
standards-based grading, perceptions, confidence, K-12 teachers, survey
Copyright (c) 2023 Journal of School Administration Research and Development https://creativecommons.org/licenses/by-nc-nd/4.0
Airborne Culturable Fungi in Primary Schools
The aim of this current research was to investigate airborne fungi in indoor environments at primary schools. The study also examined the correlation between these fungi and building characteristics, as well as some geographical and meteorological parameters. To achieve this aim, a passive sampling method was used. In this study, 148 samples were collected from the indoor environments of 24 schools located in Qom, Iran. To collect the samples, passive sampling was performed using Petri plates containing Sabouraud dextrose agar (SDA). The characteristics of school buildings were evaluated by checklist. The mean ± SD fungal load of indoor air in selected schools was found to be 10.1 ± 14.0 colonies (CFU/dm2/ h). According to the IMA standard, the majority of the classes (71.7%) were in very good condition. The dominant species were as follows: Aspergillus niger, Aspergillus candidus, and Aspergillus flavus. Furthermore, the fungal load of girls’ schools was significantly higher than that of the boys' schools (p < .05). The correlation analysis using the Pearson test showed that there was a direct correlation between the mean fungal load of classrooms and the number of students (p < .01). The highest concentration of fungi was found on the ground floor and in poor ventilation conditions (p < .05). During the study, it was found that schools located in the western part of Qom, Iran, had a higher concentration of fungi. This can be attributed to their exposure to the prevailing winds and the penetration of outdoor dusty air into indoor environments. The large number of students in each class and the inappropriate ventilation, which are the causes of airborne culturable fungi of these classes, call for the need for proper operation of school buildings.
This essay is in response to the need for schools to move from crisis to adaptation. The essay is informed by the question: how might school leaders use conversation to effectively engage adaptation? Adaptation is about transforming systems. We find that with adaptation as the aim, Transformative Leadership Conversation can be used to guide schools from crisis response to adaptation. The essay lays out suggestions in a theory of action for how school leaders can use conversation to move from crisis to adaptation. These suggestions include the use of framing, questioning, and listening.
Problematic Smartphone Use Among High School Students
The world currently has more than three billion smartphone users. The smartphone is fully integrated into the daily life of individuals, including 95% of American teenagers. Excessive use of the smartphone leads to smartphone addiction and problematic smartphone use (PSU) which has been associated with depression, stress, reduced self-esteem, and decreased academic performance. This PSU study surveyed high school students grades nine thru twelve from a comprehensive and demographically diverse high school in the United States. This study was conducted with 319 high school students to assess for associations among PSU, depression, stress, self-esteem, grit, and academic performance. Results of this study indicated that students use the smartphone to support learning both inside and outside of the classroom. Results also indicated significant correlations among PSU, depression, stress, self-esteem, grit, and academic performance. Multiple regression analysis found stress, self-esteem, and grit to be significant predictors of PSU. Implications of this study included informing families, educators, district administrators, and policymakers to more fully and rigorously utilize the electronic device policy provided in California Assembly Bill 272 and to implement more robust and thoughtful classroom smartphone policies and practices. Recommendations are to continue to assess and build awareness of PSU among adolescents, especially post COVID-19 pandemic, when interpersonal relationships and personal connections are a focus of social emotional pandemic recovery.
Problematic Smartphone Use, depression, stress, self-esteem, grit, academic performance, high school students
Social Network Analysis as a Driver of Continuous Improvement
Social network analysis (SNA) is a research method that, when applied to improvement science, can help leaders understand the strength of relationships within their organization. The COVID-19 pandemic has had a lasting impact on organizational norms, and it has interrupted relationship building efforts. This paper documents a case study of the Kentucky Department of Education (KDE), which deployed SNA techniques to strategically identify areas of growth within its network and design intentional, targeted solutions to improve the network health. As organizations emerge from the pandemic environment and begin to plan continuous improvement efforts, they would be well served to examine the impact of the pandemic on their level of connectedness. The broader impact and generalizability of the case study as well as considerations for replication are also discussed.
A Case Study of the Caregiver Digital Literacy Self-Efficacy During Distance Learning
As a result of the COVID-19 pandemic, distance learning became popularized throughout the country as various schools were forced to transition to an online platform unexpectedly. This case study explored caregivers’ digital literacy self-efficacy and its connection to their academic involvement to primary grade students during distance learning in a public elementary school in the California’s Inland Empire. Data were collected through semi-structured interviews with open-ended questions conducted either in person or through Zoom. This study revealed that digital literacy self-efficacy of caregivers did not negatively affect the involvement they had in their students’ distance learning. There was also an increase in involvement no matter the computer comfortability of the caregiver and the challenges they faced throughout distance learning. The results of the study help inform district and school personnel on how to provide clear communication to caregivers and offer training for digital tools used throughout distance learning. Additionally, it guides districts on how taking the time to plan and create structure can provide caregivers a sense of comfortability knowing schools have a plan in place.