Are School Boards aware of the educational quality of their schools?

Hooge, Edith; Honingh, Marlies

doi:10.1177/1741143213510509

Cited by 23 publications

(42 citation statements)

References 25 publications

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“…A first issue is the ambiguous attitude adopted by the government toward schools in the form of continually encouraging increased autonomy while simultaneously restricting educational freedom with the introduction of new rules. The pressure imposed by external regulation and accounting is at odds with the internal desire of schools to pay attention to predominantly the realization high quality of education (Hooge & Honingh, 2014). Stated differently, the inspectorate should attend to not only the monitoring of schools to promote optimal performance but also the stimulation of quality development (Gaertner, 2013).…”

Section: Towards Shared Monitoring Of the Quality Of Education In Thementioning

confidence: 99%

Improving the quality of education through self-evaluation in Dutch secondary schools

Bij¹,

Geijsel

Dam

2016

Studies in Educational Evaluation

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In countries with a governance structure in which responsibility for the quality of education is shared between government and school boards, the past decades school self-evaluation has been stimulated as a way to encourage continuous quality improvement. However, working on the goals of quality assurance and school improvement at the same time is a challenge in general. To make a valuable contribution to both goals, the self-evaluation effort has to be of sufficient quality itself. In this article, we present a research-based framework for school self-evaluation (SSE) composed of both content and process factors that allows to evaluate the quality of self-evaluation in schools. We then used this model to evaluate the experiences in a comprehensive self-evaluation project that has been designed and used to help Dutch secondary schools promote the quality of student care. Our sample encompassed 79 Dutch secondary schools involved in this project. The findings show that the quality of SSE depends on the quality of the instruments (content) and process factors. However, to make a valuable contribution to school improvement and thereby the quality of education in The Netherlands more attention is needed for a balance between internal and external supervision and the role of school managers in the process of SSE. For future research more insight is needed in the challenges of meeting the content and process conditions of school self-evaluations, the governance and supervision issue at the level of schoolboards, the competence of change management in schools and the effects of SSE on the quality of education.

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Section: Towards Shared Monitoring Of the Quality Of Education In Thementioning

confidence: 99%

Improving the quality of education through self-evaluation in Dutch secondary schools

Bij¹,

Geijsel

Dam

2016

Studies in Educational Evaluation

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“…Hooge and Honingh (2014) found that school boards have a better picture of school quality when they stick to their governing role and when school leaders stick to their management role. Tension seems to occur when roles are unclear, or when boards and leaders have different perception of their respective roles (Hooge and Honingh, 2014). For inquiry-based working this means that school boards can set out a policy and vision for inquiry-based working and delegate the responsibly of creating a culture of inquiry in schools to school leaders and their teachers.…”

Section: The Crucial Role Of the School Leadermentioning

confidence: 99%

Promoting inquiry-based working: Exploring the interplay between school boards, school leaders and teachers

Uiterwijk-Luijk¹,

Krüger²,

Volman³

2017

Educational Management Administration & Leadership

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Inquiry-based working contributes to teacher professionalization and educational improvements. This article presents the key findings of a qualitative case study carried out in three primary schools in the Netherlands. That study focused on the inquiry-based working of school boards, school leaders and teachers, with the goal of better understanding how schools establish an inquiry-based culture. As a follow-up to a nationwide survey, this case study used semi-structured interviews, observations and document analysis to gain insight into the interplay between school boards, school leaders and teachers regarding inquiry-based working. It identified multiple ways in which educators can encourage others to work in an inquiry-based manner. These approaches are not only top-down (i.e., from school board to school leader, and from school leader to teacher) but also bottom-up (i.e., from teacher to school leader, and from school leader to school board).

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“…Hasil penelitian menunjukkan bahwa mutu pendidikan dipengaruhi oleh infrastruktur sekolah, keterlibatan orang tua dan penggunaan teknologi dalam pendidikan (Albaker, 2017). Penelitian lain juga menunjukkan adanya peran dewan sekolah dan pihak pengelola sekolah dalam pengendalian mutu (Hooge & Honingh, 2014). Sedangkan penelitian di Brazil menunjukkan bahwa organisasi internasional juga berperan dalam penjaminan mutu sekolah.…”

Section: Pendahuluanunclassified

Mutu Sekolah; Antara Kepemimpinan Kepala Sekolah Dan Kinerja Guru

Timor

2018

Jurnal Administrasi Pendidikan

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Tujuan penelitian ini untuk mendeskripsikan keterlaksanaan kepemimpinan kepala sekolah, kinerja guru dan mutu Sekolah Dasar Negeri di Kabupaten Bandung Barat, serta menganalisis pengaruh kepemimpinan kepala sekolah dan kinerja guru baik secara parsial maupun bersama-sama terhadap mutu Sekolah Dasar Negeri di Kabupaten Bandung Barat. Pendekatan yang digunakan dalam peneitian ini adalah pendekatan kuantitatif dengan metode deskriptif. Sampel yang digunakan sebanyak 207 sekolah dari populasi sejumlah 678 sekolah. Hasil pelaksanaan penelitian menunjukkan bahwa mutu Sekolah Dasar Negeri Kabupaten Bandung Barat berada pada kategori tinggi, kepemimpinan kepala sekolah dan kinerja guru berada pada kategori cukup tinggi. Terdapat hubungan yang lemah namun berpengaruh antara kepemimpinan kepala sekolah terhadap mutu sekolah. Terdapat hubungan yang lemah namun signifikan dan bepengaruh antara kinerja guru terhadap mutu sekolah. Secara simultan, kepemimpinan kepala sekolah dan kinerja guru memiliki hubungan yang lemah namun signifikan, dan berpengaruh positif terhadap mutu sekolah. Oleh karena itu perlu adanya peningkatan kualitas kepemimpinan sesuai dengan konteks di lapangan.

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Are School Boards aware of the educational quality of their schools?

Cited by 23 publications

References 25 publications

Improving the quality of education through self-evaluation in Dutch secondary schools

Improving the quality of education through self-evaluation in Dutch secondary schools

Promoting inquiry-based working: Exploring the interplay between school boards, school leaders and teachers

Mutu Sekolah; Antara Kepemimpinan Kepala Sekolah Dan Kinerja Guru

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