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School Management and Effectiveness
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School Management and Effectiveness

A special issue of Merits (ISSN 2673-8104).

Deadline for manuscript submissions: closed (31 July 2024) | Viewed by 7453

Special Issue Editor

Dr. Sophia Anastasiou

E-Mail Website
Guest Editor
Faculty of Social Sciences, University of Ioannina, 451 10 Ioannina, Greece
Interests: educational management; human resources management
Special Issues, Collections and Topics in MDPI journals

Special Issue Information

Dear Colleagues,

In an ever-changing social, economic, political, and cultural environment, nations struggle to reform and adapt their education systems.

Under these rapidly changing conditions, the expectations for organizations are changing in response. As a result, the need for educational organizations to adopt and implement effective human resource management (HRM) policies and practices is becoming progressively apparent.

This Special Issue aims to gather manuscripts that illustrate the rising issues of administration and leadership at a time when public and private spending on education is under pressure. As a result, educational organizations are expected to perform, even when resources are scarce or overburdened.

Original research articles and reviews are welcome. Manuscripts which will present current issues on educational human resource management, school efficiency, best practice, leadership, and management in education are particularly welcomed, however manuscripts outside of these areas are also welcome for submission if suitably relevant.

We look forward to your contributions.

You may choose our Joint Special Issue in Education Sciences.

Dr. Sophia Anastasiou
Guest Editor

Manuscript Submission Information

Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All submissions that pass pre-check are peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 100 words) can be sent to the Editorial Office for announcement on this website.

Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a single-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Merits is an international peer-reviewed open access quarterly journal published by MDPI.

Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 1000 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.

Keywords

  • management education
  • human resources
  • school leadership
  • motivation
  • job satisfaction
  • management strategy
  • innovation in educational management
  • quality assurance
  • education policy
  • school improvement

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Published Papers (5 papers)

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Research

13 pages, 1092 KiB  
Article
Leadership and Quality Enhancement in Secondary Education: A Comparative Analysis of TQM and EFQM
by Sophia Anastasiou and Konstantinos Ntokas
Merits 2024, 4(4), 440-452; https://doi.org/10.3390/merits4040031 - 2 Dec 2024
Viewed by 279
Abstract
This study aimed to assess the contribution of leadership to Total Quality Management (TQM) implementation in secondary education and to determine the extent of TQM practices, as perceived by teachers, within the Ioannina region, NW Greece. The study also explored how these perceptions [...] Read more.
This study aimed to assess the contribution of leadership to Total Quality Management (TQM) implementation in secondary education and to determine the extent of TQM practices, as perceived by teachers, within the Ioannina region, NW Greece. The study also explored how these perceptions relate to various variables. A quantitative approach was employed, involving 128 teachers from secondary education schools in the Ioannina region, NW Greece. The findings illuminate the profound influence of leadership on successful TQM implementation. Effective leaders foster a climate of collaboration, provide resources, and encourage teamwork, ultimately contributing to the enhancement of teaching and learning quality. Moreover, this research study underscores the compatibility of the TQM and EFQM principles in promoting quality enhancement within educational settings. The EFQM Leadership score was calculated by averaging the ratings of leadership behaviors like collaboration, communication, and decision making. The results reveal a strong commitment to TQM principles, with overall TQM and EFQM Leadership scores of 3.58 (±0.11) and 3.46 (±0.30), respectively. The EFQM Leadership dimensions demonstrated significant alignment, particularly in areas such as teacher participation and communication of quality standards. However, there is room for improvement in encouraging two-way communication and ensuring consistent leadership decision implementation. This study highlights the crucial role of effective leadership in fostering a culture of quality and excellence in secondary education, emphasizing the importance of collaboration, communication, and alignment with EFQM principles for successful TQM implementation. Full article
(This article belongs to the Special Issue School Management and Effectiveness)
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17 pages, 267 KiB  
Article
Administration and K-12 Teachers Promoting Stress Adaptation and Thriving: Lessons Learned from the COVID Pandemic
by Wendy Rowe and Jennifer Walinga
Merits 2024, 4(3), 278-294; https://doi.org/10.3390/merits4030021 - 3 Sep 2024
Cited by 1 | Viewed by 940
Abstract
Lessons learned from the effects of the COVID-19 pandemic on the well-being of teachers reveal how school administrators can promote teacher stress adaptation and thriving, even in highly disruptive work environments. In a mixed-methods study within a single school district in Canada, consisting [...] Read more.
Lessons learned from the effects of the COVID-19 pandemic on the well-being of teachers reveal how school administrators can promote teacher stress adaptation and thriving, even in highly disruptive work environments. In a mixed-methods study within a single school district in Canada, consisting of a survey of 65 K-12 teachers and interviews with 10 administrators and teachers, the results showed the degree to which teachers were coping, had job satisfaction, and demonstrated thriving. Interviews yielded information on the limitations of the education system response and how school district administration could provide additional key resources that would strengthen individual stress coping and resiliency, create a culture of safety and community, and lay the foundations for teacher thriving, even in challenging and disruptive conditions Full article
(This article belongs to the Special Issue School Management and Effectiveness)
14 pages, 259 KiB  
Article
Capacitating Pedagogy to Inclusive Excellence through Bienvivance for Zero Waste of Human Resources: European Case Studies during the Lockdown on Vocational Education and Training
by Bénédicte Gendron
Merits 2024, 4(1), 95-108; https://doi.org/10.3390/merits4010007 - 19 Mar 2024
Viewed by 1382
Abstract
The lockdown during the pandemic questioned the learning and working conditions but underlined crucially the teaching pedagogy and new essential teachers’ roles and competencies, and on the whole, the operational framework of education for quality of education for all. The research was carried [...] Read more.
The lockdown during the pandemic questioned the learning and working conditions but underlined crucially the teaching pedagogy and new essential teachers’ roles and competencies, and on the whole, the operational framework of education for quality of education for all. The research was carried out through a European Project and gathered at training centers in two countries focusing on learning and pedagogical issues during the lockdown through focus group discussion methodology and labels analysis. If planning, material resources, and health issues came out as relevant difficulty categories, the findings underlined collaborative projects and capacitating pedagogy as efficient and helpful. The findings also questioned the quality-of-life framework at school and the teaching pedagogy and new teachers’ roles as competencies to cope with such a situation to support transformative learning. The outcomes suggested a positive operational framework, the innovative bienvivance paradigm, derived from medical methodology, which can help school organizations by inner development for outer changes to integrate diversity, equity, and educational quality efforts into their missions. It aims at serving inclusive excellence toward human resource sustainability and zero waste of human resources. It can be seen as an effective framework for quality and equity in education. It supports the UN and UNESCO recommendations and the psycho-socio-economic optimization of human resource issues, which are crucial in these human resource mobility and migrations waves, and broadly copes with global changes. Full article
(This article belongs to the Special Issue School Management and Effectiveness)
14 pages, 259 KiB  
Article
Non-Native English-Speaking Teachers and Self-Appreciation: How Non-Native English-Speaking Teachers Can Gain Equity by Learning to Appreciate Themselves
by Simon Perry
Merits 2023, 3(4), 654-667; https://doi.org/10.3390/merits3040039 - 13 Nov 2023
Viewed by 2340
Abstract
This research paper explores how non-native English-speaking teachers can consider using their multilingualism and transnationalism as assets in creating competitive portfolios fit for the 21st century linguistic marketplace. This enhancement in the portfolio to attract credit as ‘investors of the self’ is an [...] Read more.
This research paper explores how non-native English-speaking teachers can consider using their multilingualism and transnationalism as assets in creating competitive portfolios fit for the 21st century linguistic marketplace. This enhancement in the portfolio to attract credit as ‘investors of the self’ is an aspect of human capital that can be utilized by non-native English-speaking teachers to enhance their self-esteem. This, in turn, can encourage potential investors to view non-native English-speaking teachers as relevant players in a global landscape that appreciates linguistic diversity and pluralism, as well as transnational experience. This research was conducted by performing interviews with non-native English-speaking teachers and an analysis of website 2.0 sources, aiming to gain insights into the opinions of non-native English-speaking teachers regarding their human capital and how new approaches can aid their equity within the field of English language teaching. The results demonstrated a desire in teachers to utilize their inherent skillsets comprising multilingual and transnational capabilities. Full article
(This article belongs to the Special Issue School Management and Effectiveness)
16 pages, 1737 KiB  
Article
Perceived Distributed Leadership, Job Satisfaction, and Professional Satisfaction among Academics in Guanajuato Universities
by Salustia Teresa Cano Ibarra, Maria Teresa De La Garza Carranza, Patricia Galvan Morales and Jose Porfirio Gonzalez Farias
Merits 2023, 3(3), 538-553; https://doi.org/10.3390/merits3030032 - 17 Aug 2023
Viewed by 1639
Abstract
The objective of this research was to identify the relationships between the variables of job satisfaction, professional satisfaction, distributed leadership, and the perception of insecurity in academics at five universities located in the state of Guanajuato. The research was of a non-experimental type [...] Read more.
The objective of this research was to identify the relationships between the variables of job satisfaction, professional satisfaction, distributed leadership, and the perception of insecurity in academics at five universities located in the state of Guanajuato. The research was of a non-experimental type and, according to its temporality, cross-sectional, because it was developed at a specific moment. The study is also descriptive and correlational, because it analyzes the degree of association between the variables. Finally, an exploratory factor analysis study was carried out (AFE). The results revealed that the relationship between the variables of job satisfaction and professional satisfaction was positive and significant, the relationship between the variables of distributed leadership and the perception of insecurity was positive but not significant, and the relationship between the variables of the perception of insecurity and the distribution of leadership was positive and significant. The relationship between the perception of insecurity and job satisfaction was positive but not significant. In the analysis of the control variables of sex, marital status, type of university, and level of studies with the dependent variable of job satisfaction, statistical tests were carried out to verify the existence of the significant differences between the groups. Furthermore, this analysis was conducted in relation to the variables of sex, marital status, and type of university. Full article
(This article belongs to the Special Issue School Management and Effectiveness)
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