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Levels Of Participation Of The School Stakeholders To The Different School-Initiated Activities And The Implementation Of School-Based Management, Jimmy Rey Opong Cabardo

Journal of Inquiry and Action in Education

This study aimed to evaluate the levels of participation of the school stakeholders to the different school-initiated activities and the implementation of school-based management (SBM) in selected schools in the Division of Davao del Sur for the school year 2014-2015 using a descriptive-correlational survey research design.

A researcher-restructured questionnaire was answered by the 13 school heads, 56 teachers, and 50 stakeholders who formed part as respondents of this study. The data were statistically analyzed using mean, analysis of variance (F test), t-test for independent sample, Pearson r and t-test for the significance of r as statistical tools.

In terms of …

Professional Development In Urban Schools: What Do The Teachers Say?, Tanya R. Green, Mishaleen E. Allen

Journal of Inquiry and Action in Education

This quantitative causal-comparative study compared perceptions of professional development opportunities between high-achieving and low-achieving elementary-middle school teachers in an urban school district using the Standards Assessment Inventory (SAI). A total of 271 teachers participated including 134 (n=134) teachers from high-achieving schools, and 137 (n=137) teachers from low-achieving schools. Teachers in high-achieving schools reported receiving professional development more aligned to the 12 NSDC standards for quality professional development than teachers in low-achieving schools. In addition, teachers in high-achieving schools indicated receiving professional development modeled as Professional Learning Communities (PLCs). Findings suggest that high quality professional development designed with elements of professional …

Learning To Lead Public Schools, Corrie Stone-Johnson, Kami Patrizio

Journal of Inquiry and Action in Education

Engaging multiple publics calls for a skill set that “stand[s] in stark opposition to the typical types of managerial and administrative habits characteristic of public schools today” (Knight Abowitz, 2011, p. 477). As instructors in two graduate level leadership preparation programs, we grapple with the tension between developing “managerial and administrative habits” and developing leaders who help people “to mobilize around particular problems related to young people and their schools” (p. 467). In this self-study, we explore how these differing discourses influence the work that we do and our ability to help our students learn to engage with multiple publics. …