School administration

THIS IS YOUR CUE: TIME TO TAKE ACTION
Call upon the community or general public, parents and youths, mental health professionals, physicians and nurses, educators, Facebook and other internet social media, religious groups, athletes, celebrities, secular and SBNR, school administrators, news media, Hollywood, academia, scientists, employers and employees, business owners and managers, private individuals and public officials, to join their talents, opportunities, and influence to support student mental health and end school shootings. Sharing this article is one way you can help https://www.academia.edu/35809557

The ways in which administrators, as the formal leaders of schools, conceptualize the issue of sexuality will determine what gets into the curriculum and how.Whether introducing a sexuality curriculum into a southern state or developing a comprehensive approach to HIV education, administrators are part of the political and academic equation.

The biggest trap in school administration is to fall into a rut of “Reactive” work rather than a “Proactive” mode. How can you pull yourself out of a day of putting out fires and move into a well-planned low-adrenaline work pattern?
This paper will present an organizational approach to school administration, a general framework that can be adapted to various types and sizes of schools.
Assuming you already have a functioning school, the first step is to define and categorize your school’s functions and assess your areas of greatest need. Secondly, you identify which systems need improvement and which need downgrading. Thirdly, you identify which functions have no system and plan for one.
The next stage is to test your systems and assess their functionality. This stage may be repeated as needed.
Finally, whenever a system has been shown to work successfully, celebrate!

Using the Mixed method, we examine the relationship between the school environment and student engagement in USE schools in Uganda. Most study participants agree that the environment in USE schools is generally conducive. There isa positive relationship between the school environment and student engagement although this relationship is still low. This means that student engagement in school activities cannot depend on only the school environment. There are a host of other factors that influence student engagement which the school authority needs to know and utilize in order to improve student engagement. Management of USE schools should provide for counseling and guidance services as well as supporting the integration of values in schools. The Government should construct good libraries and provideup-to-date learning materials like textbooks plus any other reading materials. Government shouldalsorecruit experienced and quality teachers into the USE schools, as well as constructing modern science laboratories to support the teaching of science disciplines.

This research was conducted to examine the relationships between physical education and sports teachers and their colleagues, the support of the school administration to them and the level of job satisfaction they feel about their profession in terms of gender variation. The sample of the research, done by using the general survey model, constituted of a total of 108 teachers, 79 males and 29 females, working in the central district of Malatya province and selected randomly. The scales of colleague relations, school administration support and job satisfaction components were used as data collection tools in the research. Based on the answers given to the scale by the teachers in the sample, it was determined that the general arithmetic mean of the scales was moderate level in terms of the positive scores of the components from all the gender groups. According to the arithmetic scores, it was determined that female teachers felt more positive colleague-school administration support and job satisfaction perception compared to male teachers according to the variables of marital and education status and working time. In addition, it was determined that there was no statistically significant difference between male teachers' education and marital status and working time variables and arithmetic scores of the components. For female teachers, it was found that married female teachers had a significant difference in the school administration support, single teachers in job satisfaction, and there was no significant difference in other variables and components.