Improving school management in low and middle income countries: A systematic review.

Improving school quality in low and middle income countries (LMICs) is a global priority. One way to improve quality may be to improve the management skills of school leaders. In this systematic review, we analyze the impact of interventions targeting school leaders' management practices on student learning. We begin by describing the characteristics and responsibilities of school leaders using data from large, multi-country surveys. Second, we review the literature and conduct a meta-analysis of the causal effect of school management interventions on student learning, using 39 estimates from 20 evaluations. We estimate a statistically significant improvement in student learning of 0.033 standard deviations. We show that effect sizes are not related to program scale or intensity. We complement the meta-analysis by identifying common limitations to program effectiveness through a qualitative assessment of the studies included in our review. We find three main factors which mitigate program effectiveness: (1) low take-up; (2) lack of incentives or structure for implementation of recommendations; and (3) the lengthy causal chain linking management practices to student learning. Finally, to assess external validity of our review, we survey practitioners to compare characteristics between evaluated and commonly implemented programs. Our findings suggest that future work should focus on generating evidence on the marginal effect of common design elements in these interventions, including factors that promote school leader engagement and accountability.

Perceived School Experience of Children and Adolescents With Type 1 Diabetes in the Kingdom of Saudi Arabia.

BACKGROUND AND OBJECTIVE: Type 1 diabetes mellitus (T1DM) is one of the most common chronic diseases in children globally affecting more than 1.2 million children worldwide. It is challenging to manage in children and adolescents, as it can have much more serious psychosocial impacts in these groups. The objective of this study was to investigate the perceived experience of children and adolescents with T1DM regarding the management of their condition while in school. METHODS:  We used a cross-sectional study design with descriptive statistics and non-probability consecutive sampling in this work. This study was conducted at the Department of Pediatrics, Qassim Armed Forces Hospital, Al-Qassim, Saudi Arabia, from July 2018 to December 2018. In this study, we included 84 school-aged children and adolescents from various schools in the Qassim region of the Kingdom of Saudi Arabia who had T1DM and met the inclusion criteria. After we obtained written informed consent from the participants, they filled out a survey questionnaire about their perceived school experience while being a T1DM patient. RESULTS:  Although most of the children believed that they were not prevented from managing their diabetes at school, most also believed that school personnel did not have adequate knowledge about diabetes. CONCLUSION:  In this study, adolescents and children with T1DM had mixed perceptions of their experience at school.

Effects of school myopia management measures on myopia onset and progression among Chinese primary school students.

BACKGROUND: Schools play an organizational role in managing myopia-related behavioral habits among students. We evaluated the effects of school myopia management measures on myopia onset and progression in a school-based prospective 1-year observational study. METHODS: In total, 8319 children from 26 elementary schools were included. Online questionnaire completed by a parent, in which school myopia management experience including outdoor activities in recess or physical education class, teachers' supervision, and teaching facilities. Variables were defined as implemented well or poorly, according to the Comprehensive Plan to Prevent Myopia among Children and Teenagers. Children underwent ophthalmic examinations, and the incidence and progression of myopia from 2019 to 2020 were estimated. Multilevel logistic regression models were constructed to analyze the association between school management measures and myopia development in 8,9 years and 10,11 years students. RESULTS: From 2019 to 2020, the incidence of myopia among primary school students was 36.49%; the mean difference of spherical equivalent in myopic children was - 0.29 ± 1.22 diopters. The risk of incident myopia was reduced by 20% in 8,9 years participants with well-implemented class recess compared with those with poorly implemented class recess (adjusted odds ratio [aOR]: 0.80, p = 0.032). PE outdoor time was significantly associated with myopia incidence in 10,11 years students (aOR: 0.76, p = 0.043). Compared with poorly implemented reading and writing posture, desk and chair height, 10,11 participants with well-implemented desk and chair height were less likely to have rapid myopic progression (p = 0.029, p = 0.022). CONCLUSION: In Shanghai, children's myopia is associated with better implementation of school myopia management measures. The present findings suggest that outdoor activities during class recess or PE class, providing suitable desks and chairs, and adequate instruction in reading and writing postures might protect against pathological eye growth. An age-specific myopia prevention and control programs in school is of primary importance.

Los desafíos de la dirección educativa en el fomento de habilidades científicas

(analítico) El objetivo de esta investigación es entender la incidencia del papel de los directivos docentes en el fomento de la investigación científica en los niños, niñas y adolescentes de las instituciones educativas públicas de una región colombiana. Se realizó un estudio no experimental transversal y descriptivo, con 73 rectores de planteles urbanos y rurales, usando como estrategia de análisis el enfoque cualitativo con una orientación hacia la sistematización del fenómeno, primero desde la experiencia administrativa y, segundo, desde las capacidades para promover una educación científica. Los resultados consideran tres retos de la gestión del administrador de la educación: las relaciones con los integrantes de la comunidad educativa, la capacidad para gestionar los recursos y la articulación entre los fines pedagógicos institucionales y la gestión humana con los docentes.

(analytical) The objective of this research was to understand the role of principles in the promotion of scientific research with children and adolescents studying in public schools in a specific region in Colombia. A non-experimental cross-sectional and descriptive study was carried out with 73 principals from urban and rural campuses. The study used a qualitative approach as an analytical strategy that was focused on systematizing the phenomenon. This was based on both the administrative experience and capabilities to promote science education. The results identify three management challenges for principals: relationships with members of the educational community; the ability to manage resources; and articulation between institutional pedagogical objectives and human resources management with teachers.

(analítico) O objetivo desta pesquisa é compreender a incidência do papel dos diretores de ensino na promoção da pesquisa científica em crianças e adolescentes de instituições públicas de ensino em uma região colombiana. Foi realizado um estudo transversal não experimental e descritivo com setenta e três diretores de campi urbano e rural, utilizando a abordagem qualitativa como estratégia de análise com orientação para a sistematização do fenômeno, primeiro, a partir da experiência administra-tiva e, segundo, das capacidades para promover a educação científica. Os resultados consideram três desafios de gestão do gestor educacional: as relações com os membros da comunidade educativa, a capacidade de gestão de recursos e a articulação entre os propósitos pedagógicos institucionais e a gestão humana com os professores.

MERN Stack Web-Based Education Management Information Systems for Pacific Island Countries.

Generation of quality data to aid planning, assessing the education performance, monitoring programs implementation and learning outcomes are the basic functions of the Education Management Information System (EMIS). This study examines the existing EMIS in the Pacific Island Countries PICs and proffers solution. A SWOT analysis on the selected PICs EMIS through the published technical reports and policy documents from government and donors' between years 2000 and 2021, revealed that EMIS in PICs have not progressed beyond the stages of collecting demographic data and generating basic indicators. Fiji EMIS which has prospect of leading other PICs EMIS could only generate few indicators manually, and the findings indicate that these indicators are not being considered in decision making. To solve these defects, we proposed data-driven microservices architecture developed with MERN (MongoDB, ExpressJS, ReactJS, and NodeJS) stack on 13 NoSQL collections, tested with pseudonymised data from Fiji Ministry of Education (consisting of 98.6% Learners, 100.2% Schools and 99.5% Teachers in post). Our solution renders dynamic visualized production-ready education data and 28 UNESCO standard indicators to guide decision making and this may serve as a model for PICs EMIS.

A Cross-Sectional Study of the Perceived Stress, Well-Being and Their Relations with Work-Related Behaviours among Hong Kong School Leaders during the COVID-19 Pandemic.

The health and well-being of school leaders during the COVID-19 pandemic have been largely neglected compared to the health and well-being of students and teachers. This study assessed the magnitude of perceived stress and well-being and the associated factors, including number of working hours, work-related sense of coherence (work-SoC), perceived stress, self-endangering work behaviour, secondary burnout symptoms, and satisfaction with work, among school leaders in Hong Kong, China during the COVID-19 pandemic. This cross-sectional, survey-based study collected demographic data and mental health measurements from 259 eligible school leaders in Hong Kong from April 2021 to February 2022. Pearson's correlation analyses, multilinear regression models, and independent-samples Student's t-tests were performed. The findings revealed that school leaders' perceived stress was negatively correlated with their well-being (r = -0.544, p < 0.01) and work-related SoC (r = -0.327, p < 0.01) but positively correlated with their extensification of work (r = 0.473, p < 0.01), exhaustion related to work situations (r = 0.559, p < 0.01), and psychosomatic complaints (r = 0.439, p < 0.01). In a model that adjusted for gender and age, student leaders with higher subjective well-being scores had a lower level of perceived stress (B = -0.031; 95% confidence interval [CI], -0.59, -0.02; p = 0.034), whereas leaders in schools with a larger student population had a higher level of perceived stress (B = 0.002; 95% CI, 0.000, 0.003; p = 0.030). School leaders with a higher likelihood of performing the self-endangering work behaviour of 'intensification of work' had higher perceived stress levels (B = 1.497; 95% CI, 0.717, 2.278; p < 0.001). School leaders with a higher work-related SoC (B = 4.20; 95% CI, 1.290, 7.106; p = 0.005) had a higher level of well-being. School leaders with higher levels of perceived stress (B = -0.734; 95% CI, -1.423, -0.044; p = 0.037), a higher likelihood of performing the self-endangering work behaviour of 'extensification of work' (B = -4.846; 95% CI, -8.543, -1.149; p = 0.010), and a higher score for exhaustion related to work (B = -10.449; 95% CI, -13.864, -7.033; p = 0.000) showed lower levels of well-being. The finding of a high incidence of stress among school leadership justifies the need for more societal attention to the well-being of school leaders in Hong Kong. It is important that policies and initiatives are designed to enhance the well-being of school leaders and that they are supported in leading the management of schools and coping with stress in school settings.

Perceptions of secondary school management teams in managing pregnant learners in an urban context.

Background: Teenage pregnancy is a complex issue globally, which is also a challenge in South Africa. Pregnant learners are allowed by the law to attend school for the whole duration of pregnancy. Although not medically trained or equipped to handle any emergencies, the school management teams are tasked to manage these learners by the Measures of the Prevention and Management of Learner Pregnancy Policy. Aim: This study aimed to determine the school management teams' perceptions of managing pregnant learners in urban secondary schools. Setting: This study was conducted in four secondary schools in Gauteng province, Soweto-Pimville District 10. Methods: This study employed a qualitative, descriptive design. Purposive sampling was carried out (n = 13), semi-structured WhatsApp video call interviews were conducted and Tesch's data analysis steps were utilised to analyse the data. Results: Five themes emerged: Theme 1: the role of school management teams in managing pregnant learners; Theme 2: challenges of unplanned deliveries at school; Theme 3: personal thoughts of educators on managing pregnant learners; Theme 4: skills training requirements for educators to manage pregnant learners; and Theme 5: coping mechanisms for school management teams. Conclusion: Collaboration between the department of health, department of education and the department of social development is essential in the management of pregnant learners at school. Contribution: Similar studies have been conducted in various rural areas of South Africa. Limited literature was found for urban areas; therefore, the researcher is of the opinion that the findings of this study could contribute to the body of knowledge.

Formação de gestores públicos escolares à luz da reflexividade prática / Formación de gestores de escuelas públicas a la luz de la reflexividad práctica / Training of public-school managers in the light of practical reflexivity

Resumo O objetivo deste estudo é buscar a interpretação de experiências e dos significados atribuídos pelos gestores escolares durante seu processo de capacitação no contexto da formação continuada oferecida pelo Governo do Estado da Paraíba. Com base na participação num dos módulos de formação continuada de gestores escolares com 35 diretores e carga horária de 24 horas, utilizamos os elementos constituintes do diálogo reflexivo para compreender a formação de gestores escolares. Os resultados apontam para uma dissonância entre o conteúdo da formação em relação à realidade e demandas dos gestores escolares, criando um binômio teoria x prática. É possível também identificar os problemas políticos que envolvem a escolha dos diretores escolares e as consequências na prática de fazer gestão. A formação de gestores públicos, ancorada na reflexividade prática, pode ser considerada um mecanismo de contribuição para a gestão democrática.

Resumen El objetivo de este estudio es buscar una interpretación de las experiencias y significados atribuidos por los administradores escolares durante su formación en el contexto de educación permanente ofrecida por el Gobierno del Estado de Paraíba. Con base en la participación en uno de los módulos de formación continua para administradores escolares con 35 directores y una carga de trabajo de 24 horas, utilizamos los elementos constitutivos del diálogo reflexivo para comprender la formación de administradores escolares. Los resultados apuntan a una disonancia entre los contenidos formativos en relación con la realidad y demandas de los directivos, creando un binomio teoría-práctica. También es posible identificar los problemas políticos en torno a la elección de directores escolares y las consecuencias en la práctica del hacer. La formación de gestores públicos, anclada en la reflexividad práctica, puede ser considerada un mecanismo para contribuir a la gestión democrática.

Abstract This study seeks to interpret school managers' experiences and meanings during their training in a continuing education program offered by the government of the Brazilian state of Paraíba. The study used the constituent elements of reflexive dialogue to understand school managers' training, obtained through participant observation during a module of a continuing education program for school managers with 35 school principals and a workload of 24 hours. The results point to a dissonance between training content and the managers' demands and reality, creating a binomial theory vs. practice. It is also possible to identify the political problems around hiring school principals and the consequences of such a process in school management. The research concludes that the training of public managers anchored in practical reflexivity can be a mechanism to contribute to democratic management.

Efeito das políticas de provimento ao cargo de diretor na gestão escolar / Efecto de las políticas de selección de directores en la gestión escolar en Brasil / The effect of policies for filling school principal positions on school management in Brazil

Resumo A liderança do diretor escolar constitui um dos fatores centrais para garantir um ambiente educacional adequado ao processo de ensino-aprendizagem. No entanto, ainda há poucos estudos que analisam os determinantes da atuação do diretor. O presente estudo avaliou o potencial efeito das políticas de seleção de diretores sobre a percepção do corpo docente em relação à liderança e ao clima escolar. Os fatores foram criados a partir das respostas aos questionários de contexto aplicados do Sistema Nacional de Avaliação da Educação Básica (Saeb) de 2013 e de 2015. Também foram analisadas as legislações de provimento ao cargo de diretor nos 26 estados e no Distrito Federal. Os resultados apontaram uma diferença estatisticamente significante entre o grupo de escolas que realizou o "concurso público apenas" e o "processo seletivo e eleição", em relação ao grupo que adotou a modalidade de "indicação apenas". Todavia, a alta variação observada nos coeficientes de clima e de liderança entre os entes federados evidencia que o contexto local afeta a percepção do corpo docente sobre estas variáveis. Isso demonstra que, além do processo seletivo, é importante considerar as características de cada localidade para a seleção dos profissionais com as competências e as habilidades apropriadas aos desafios do cargo, que possam vir a contribuir com melhores resultados educacionais dos estudantes.

Resumen El liderazgo del director escolar es uno de los factores centrales para asegurar un ambiente educativo apropiado al proceso de enseñanza-aprendizaje. Sin embargo, aún son pocos los estudios que analizan los determinantes del desempeño del director. El presente estudio evaluó el efecto potencial de las políticas de selección de directores sobre la percepción del profesorado en relación con el liderazgo y el clima escolar. Los factores se crearon a partir de las respuestas a los cuestionarios contextuales aplicados por el Sistema Nacional de Evaluación de la Educación Básica (Saeb) de 2013 y 2015. También se analizó la legislación que reglamenta el cargo de director en los 26 estados brasileños y el Distrito Federal. Los resultados mostraron una diferencia estadísticamente significativa entre el grupo de escuelas que realizó el "concurso público" y el "proceso de selección y elección", en relación con el grupo que adoptó la modalidad de "nominación política". Sin embargo, la alta variación observada en los coeficientes de clima y liderazgo entre las entidades federativas evidencia que el contexto local afecta la percepción del cuerpo docente sobre estas variables. Por lo tanto, además del proceso de selección, es importante considerar las características de cada localidad para la selección de profesionales con las competencias y habilidades adecuadas a los desafíos del puesto, que pueden contribuir a mejores resultados educativos para los estudiantes.

Abstract Leadership by a school principal is one of the key factors for ensuring an educational environment conducive to the teaching-learning process. Nevertheless, only a handful of studies have analyzed the determinants of principals' performance. This study evaluated the potential effect of principal selection policies on teacher perceptions of principal leadership and school climate. The factors were created based on responses to the National Basic Education Assessment System (Sistema Nacional de Avaliação da Educação Básica - Saeb) contextual questionnaires applied in 2013 and 2015. The legislation for filling school principal positions in the 26 states and the Federal District was also analyzed. The results showed a statistically significant difference between the group of schools that carried out "civil service examination only" and "selection process and election" compared to the group that adopted the "appointment only" modality. However, the high variation observed in the climate and leadership coefficients between the federative entities reveals that the local context affects teacher perceptions of these variables. This demonstrates that in addition to the selection process, it is important to consider each locality's characteristics to select professionals with competencies and skills appropriate to the position's challenges, which may contribute to better educational outcomes for students.

Effects of the Humorous Characteristics of the School Principals on School Health.

In this study, teachers' views are evaluated to determine whether there is a relationship between the humor styles of school principals and the health of an organization. The study is based on a mixed research approach with both quantitative and qualitative aspects. In the quantitative study, the teachers were asked to describe their principals' senses of humor using the "humor behavior scale" and to evaluate the organization in which they worked using the "organizational health inventory." In the qualitative dimension, principals working in primary schools were interviewed and asked to evaluate their own sense of humor and the school's health. When the quantitative findings were examined, the regression results showed that school principals with a cynical style of humor negatively predicts organizational health, and productive social and affirmative styles of humor positively predict organizational health. In the qualitative study, the content analysis results revealed that a school administrator who uses humor effectively is capable of effectively solving problems in the school. However, it has been stated that the humor style of the school principal can have negative effects as well as positive effects. School principals are advised to recognize the teachers with whom they work and to distinguish which teachers are receptive to humor.

Pediatric Asthma Action Plans: National Cross-Sectional Online Survey of Parents' Perceptions.

BACKGROUND: Asthma Action Plans (AAPs) are recommended for pediatric patients to help improve asthma control. Studies have shown variable results for unscheduled doctor and emergency room visits. AAPs may have an impact on parental self-efficacy for asthma management as well as on other daily living factors that are valuable for patients and families, such as the number of missed school days and parental workdays, and on school and caregiver management. OBJECTIVE: The purpose of this study is to understand parent perceptions of AAPs. The goals of this analysis were threefold, including examining (1) the association between pediatric AAPs and parental self-efficacy, (2) parent perceptions of the helpfulness of an AAP for daily living factors, and (3) associations with the type of provider who gave the AAP (a primary care provider or an asthma specialist). METHODS: A national cross-sectional online survey was completed in October 2018 by parents of children with asthma aged 0-17 years. Survey questions included the presence or absence of a pediatric AAP, the Bursch Parental Self-efficacy for Asthma scale, parental perceptions of the AAP's helpfulness with regard to daily living factors ranked on a 5-point Likert scale, and the provider type who gave the AAP. Survey responses were summarized in terms of percentages or means and standard deviations. A 2-sample t test and analysis of covariance were used to compare self-efficacy for asthma and parental-perception-of-helpfulness scores between subjects with an AAP versus subjects without an AAP. All reported P values were 2-sided. RESULTS: A total of 704 parents with a child with asthma completed the survey. The parents had a mean age of 37.5 years (SD 10.9), and 82% (577/704) were women and 18% (127/704) were men. Most (564/704, 80%) parents had an AAP for their child; 65% (367/564) were written, 51% (286/564) were online, and 84% (474/564) were available at school. The Bursch Self-efficacy scale was significantly higher for parents with an AAP (mean 57.7, SD 8.6) versus no AAP (mean 55.1, SD 9.9; P<.001). Parents reported that they agreed/strongly agreed that an AAP was helpful for daily living factors, including managing asthma (446/544, 82%), decreased parental missed workdays (367/544, 68%), decreased child missed-school days (396/542, 73%), and for when a child is at school (422/541 78%), with other caregivers (434/543, 80%), doing normal activities (421/540 78%), and leading a normal life (437/540 81%). Parents agreed/strongly agreed that an AAP was helpful from all provider types: a pediatric provider (583/704, 82.8%), a family practice provider (556/704, 79%), and an asthma specialist (594/704, 84.4%). There was no significant difference (P=.53) between the type of provider who gave the AAP. CONCLUSIONS: Parents who had pediatric AAPs for their children reported increased parental self-efficacy compared to those who did not have AAPs. Parents found AAPs helpful for decreasing missed time from work and school, and for asthma management when at home, school, and with other caregivers. Significant AAP helpfulness was seen regardless of the provider who gave the AAP, the parent's education, and income level. Findings support the usefulness of pediatric AAPs for families and the development of easily sharable electronic AAPs for children.

Effect of Age on Job Satisfaction and Emotional Exhaustion of Primary School Teachers in Greece.

The level of occupational burnout (OB) and job satisfaction (JS) was investigated in primary school teachers (n = 125) in the region of Epirus in Northwestern Greece. Teachers exhibited a high level of emotional exhaustion (EE), a medium level of depersonalization (DP), and a lack of personal accomplishment (PA). In our study, EE, which is a significant component of OB, varied according to intrinsic and extrinsic JS parameters. Teachers were less satisfied and more stressed with extrinsic job characteristics of their job, such as working conditions and working hours. Female teachers were more likely to exhibit increased satisfaction from intrinsic job characteristics, whereas male teachers were more likely to exhibit increased emotional exhaustion and lack of personal accomplishment. Job satisfaction had a significant negative impact on emotional exhaustion. Job satisfaction accounted (EE = 47.173 - 3.527*JS) for 35.1% of the total variation in the dependent variation of EE (F(1124) = 66.094, p < 0.001), indicating that job satisfaction had a significant negative effect on EE, such that an additional unit in job satisfaction will lower EE by 3.527. A Pearson correlation analysis revealed that age correlated negatively with emotional exhaustion (r = -0.204, p = 0.023). Proactive human resources policies may be required to protect the newly hired and less experienced teachers from exposure to stressful working conditions.

O que pensam as equipes diretivas escolares sobre o atendimento educacional especializado (aee) / What do school management teams think about specialized educational assistance?

RESUMO: O artigo apresenta um estudo que teve por objetivo investigar as compreensões das equipes diretivas escolares sobre o serviço de Atendimento Educacional Especializado. Como instrumento de coleta de dados, utilizou-se um questionário. Participam da pesquisa sete diretores(as), oito supervisores(as) e sete orientadores(as) de sete escolas de uma cidade do Estado de Santa Catarina, totalizando 22 participantes. A análise de conteúdo foi utilizada para analisar as compreensões das sete Equipes Diretivas (ED). Os resultados demonstraram que a maioria dos participantes tem uma compreensão sobre o AEE focada no público alvo da Educação Especial. Assim, o Atendimento Educacional Especializado parece ser entendido pelas equipes diretivas como um serviço individualizado, setorizado e com pouca interlocução entre os profissionais da escola.

ABSTRACT: This study aimed to investigate the understandings of school management teams about the Specialized Educational Assistance service. As a data collection instrument, a questionnaire was used. The participants in this research were seven principals, eight supervisors and seven counselors from seven schools in a city in the state of Santa Catarina, totaling 22 participants. Content analysis was used to analyze the understandings of the seven Directive Teams. The results demonstrated that the majority of participants have an understanding about Specialized Educational Assistance focused on the target audience of Special Education. The Specialized Educational Assistance seems to be understood by the management teams as an individualized service, sectored and with little interlocution among other professionals of the school.

Contexto e desempenho escolar: análise das notas na Prova Brasil das escolas capixabas por meio de regressão linear múltipla / Contexto y rendimiento escolar: análisis de las notas en el Examen Brasil de escuelas del estado de Espírito Santo por medio de regresión linear múltiple / The school environment and its performance: analysis of the scores obtained by schools from the state of Espírito Santo in the nationwide exam Prova Brasil, using multiple linear regression

Resumo O presente estudo descreve a relação entre o "contexto" e o "desempenho" escolar mensurado por meio das notas mais recentes (2013) da Prova Brasil das escolas do sistema estadual de ensino do Espírito Santo, por meio de regressão linear múltipla. A amostra foi composta por 244 escolas e foram analisadas 10 variáveis contextuais, das quais três compuseram o modelo de regressão pelo método stepwise: Índice de Regularidade Docente, Indicador de Esforço Docente e Taxa de Abandono. Essas variáveis obtiveram um grau de associação de 47,9% com a nota na Prova Brasil e explicaram 22% da sua variação; e estão sob a gerência dos gestores públicos da rede estadual de educação do Espírito Santo. Os achados do estudo reforçam a importância do "contexto" escolar, bem como do "professor", como forma de reduzir os efeitos da conjuntura familiar e social desfavorável por meio da atuação da organização escolar.

Resumen El presente estudio describe la relación entre el "contexto" y el "rendimiento" escolar mensurado por las notas más recientes del Examen Brasil (2013) de las escuelas del sistema de educación del estado de Espírito Santo, a través de regresión lineal múltiple. La muestra consistió en 244 escuelas y se analizaron 10 variables contextuales, de las cuales tres han compuesto el modelo de regresión por el método stepwise: Índice de Regularidad del Maestro, Indicador de Estrés del Maestro y Tasa de Abandono. Estas variables obtienen un grado de pertenencia a un 47,9% con la nota del Examen Brasil y explican el 22% de la variación; y están bajo la gestión de los gestores públicos del estado de la educación de Espírito Santo. Los resultados del estudio reforzar la importancia del "contexto" de la escuela, así como del "profesor", como un modo de reducir los efectos desfavorables de la conjuntara familiar y social por medio de la actuación de la organización escolar.

Abstract This article describes the relationship between the school environment and its performance. The study observed the score obtained in the nationwide school evaluation exam called Prova Brasil (2013) by the schools that are part of Espírito Santo's educational system, analyzing them through multiple linear regression. The sample consisted of 244 schools and 10 environmental variables were analyzed, of which 3 formed the regression model by the stepwise method: Index of Teacher Regularity, Indicator of Teacher Stress and Abandonment Rate. The variables obtained 47.9% of association with the score obtained in Prova Brasil and explained 22% of the score's variation. In addition, the variables are subject to management from civil servants working in the state's educational system. The findings reinforce the importance of the school environment, as well as of the teacher, as a way to reduce — through the school — the effects of the unfavorable family and social background.

Applying Corporate Climate Principles to Dental School Operations.

Decades of research have shown that organizational climate has the potential to form the basis of workplace operations and impact an organization's performance. Culture is related to climate but is not the same. "Culture" is the broader term, defining how things are done in an organization, while "climate" is a component of culture that describes how people perceive their environment. Climate can be changed but requires substantial effort over time by management and the workforce. Interest has recently grown in culture and climate in dental education due to the humanistic culture accreditation standard. The aim of this study was to use corporate climate principles to examine how organizational culture and, subsequently, workplace operations can be improved through specific strategic efforts in a U.S. dental school. The school's parent institution initiated a climate survey that the dental school used with qualitative culture data to drive strategic planning and change in the school. Administration of the same survey to faculty and staff members three times over a six-year period showed significant changes to the school's climate occurred as a new strategic plan was implemented that focused on reforming areas of weakness. Concentrated efforts in key areas in the strategic plan resulted in measurable improvements in climate perception. The study discovered that culture was an area previously overlooked but explicitly linked to the success of the organization.

Obstacles for physical education teachers in public schools: an unsustainable situation

Abstract The study aimed to identify difficulties and aspirations of physical education teachers at public schools in Niterói, inspired by UNESCO's quality physical education goal. An action research containing quantitative and qualitative data was conducted. Thirty-five physical education teachers completed a questionnaire and seven teachers were interviewed. The results indicated that the major difficulties faced were low wages, precarious infrastructure and lack of materials. Physical education is devalued, the space allocated is inadequate, and it is treated as mere recreation. Teachers criticized the lack of commitment of some colleagues who work without planning. They also complained about undisciplined students and lack of interest from their families. They aspire to self-improvement, infrastructure improvements, and more support from school and families. Teachers who do not educate and lack of support from school and government are an unsustainable reality. A synergy of efforts should be implemented, based on a systems view.

Relación entre el bienestar social de profesores y el nivel de autonomía y tamaño de escuelas municipalizadas chilena / The relation between teachers' social well-being and the level of autonomy and size of chilean public-municipal schools

El presente estudio tuvo por objetivo conocer el bienestar social en la escuela de profesores adscritos a establecimientos educacionales municipales que presentan niveles distintos de autonomía en su gestión administrativa (escuelas emergentes y autónomas) y distintos tamaños (escuelas grandes y pequeñas). Se trabajó con una muestra de 78 escuelas y 899 profesores distribuidos en cargos de directivos, docentes y asistentes. Los resultados globales indican que no existen diferencias significativas entre el bienestar social en la escuela de establecimientos autónomos y emergentes. No obstante, es mayor el nivel de bienestar social de los profesores adscritos a escuelas autónomas pequeñas. Por otro lado, los resultados avalan que una alta participación de los docentes en la gestión escolar está altamente relacionada con buenos niveles de bienestar social. Se discute que estas variables organizacionales -autonomía en la gestión, tamaño y participación de profesores- sí inciden en la salud mental de los profesores.

This purpose of this study was to characterize the social well-being of teachers working in public-municipal schools with different levels of autonomy in their school management (emergent and autonomous schools) and school size (large and small). 78 schools and 899 teachers working as school leaders, classroom teachers and teacher assistants, participated in this study. Results show no significant differences between teachers' global social well-being in autonomous versus emergent schools. However, the social well-being of teachers working in small autonomous schools was higher. Results also support the notion that a higher level of teacher participation in school management is associated with good levels of social well-being. We discuss that these organizational variables -autonomy in school management, school size, and teacher participation- have a significant impact on teachers' mental health.

Electronic health records: a valuable tool for dental school strategic planning.

The objective of this study was to investigate if electronic patient records have utility in dental school strategic planning. Electronic health records (EHRs) have been used by all predoctoral students and faculty members at Nova Southeastern University's College of Dental Medicine (NSU-CDM) since 2006. The study analyzed patient demographic and caries risk assessment data from October 2006 to May 2011 extracted from the axiUm EHR database. The purpose was to determine if there was a relationship between high oral health care needs and patient demographics, including gender, age, and median income of the zip code where they reside in order to support dental school strategic planning including the locations of future satellite clinics. The results showed that about 51 percent of patients serviced by the Broward County-based NSU-CDM oral health care facilities have high oral health care needs and that about 60 percent of this population resides in zip codes where the average income is below the median income for the county ($41,691). The results suggest that EHR data can be used adjunctively by dental schools when proposing potential sites for satellite clinics and planning for future oral health care programming.

Research on approaches to regional high leveled teaching-research medical university's construction and development-based on the practices of Guangxi Medical University / 中华医学教育探索杂志

Constructing regional high-leveled teaching and research university is an important way for provincial university development.During a long history of running practice based on local conditions,regional advantages and local specialties,Guangxi Medical University has continually carried forward its inheritance and steadily innovated itself,expanded the connotation of regional and highleveled university,explored its way to be regional and high leveled teaching-research medical university by marking clear educational goals with top-ranking educational ideas,developed its own characteristics based on local conditions,emphasized on talent-cultivation with the times,enhanced its core competences of disciplinary construction,promoted medicine technology innovations by scientific researches,formed a teaching team with excellent quality by cultivating and introducing intelligent teaching staff thus explored a development path of regional high-leveled teaching and research university.

La dirección escolar en Argentina: reconfiguraciones del rol en contextos inciertos / School management in Argentina: role reconfigurations in uncertain contexts

RESÚMEN: Este artículo presenta resultados parciales de una investigación – realizada en el marco de mi tesis doctoral – sobre las lógicas de acción que priorizan los directores escolares de instituciones que atienden a sectores pobres, entendiendo que la dirección escolar es un factor clave en las posibilidades de revertir o perpetuar las situaciones de exclusión y vulnerabilidad de los alumnos. Dicha investigación se centra en la reconstrucción de las experiencias profesionales de los directores del mismo nivel educativo, desde la perspectiva de las teorías de la acción, y profundiza una línea de indagación previa referida a los estilos de gestión escolar en el Tercer Ciclo de la Educación General Básica (EGB3), en el marco de la reforma educativa impulsada durante los años ’90.