STRATEGIES FOR IMPLEMENTING QUALITY MANAGEMENT IN EDUCATION: PERSPECTIVES AND CHALLENGES
Abstract
This research is dedicated to studying the implementation of teacher performance management system and its impact on the quality of education. Through a descriptive qualitative approach, the researcher seeks to understand teachers' experiences, the challenges of implementing this system, and its contribution to student achievement. It is highlighted that teachers have a high awareness of the performance management system, but they face challenges such as heavy workload and limited resources. School leadership plays a crucial role in creating a conducive environment for the implementation of the management system. The research shows that successful implementation of the teacher performance management system correlates with improved education quality. Recommendations include curriculum development, strengthening the role of school leadership, implementing a clear reward system, revising school policies, and conducting further research. These recommendations aim to improve practices and policies that encourage teacher involvement and enhance education quality. This research contributes to a better understanding of the complexity of implementing teacher performance management systems and their importance for education quality. The findings and recommendations of this research can serve as a basis for improving practices and policies at a broader level of education.
References
2. Bisanz, A., Hueber, S., Lindner, J., and Jambor, E. (2019). Social entrepreneurship education in primary school: empowering each child with the Youth Start entrepreneurial challenges programme. Discourse Commun Sustain Educ 10, 142–156. doi: 10.2478/dcse-2019-0024
3. Biswas-Diener, R., and Patterson, L. (2011). An experiential approach to teaching positive psychology to undergraduates. J. Posit. Psychol. 6, 477–481. doi: 10.1080/17439760.2011.634818
4. Bjork, R. A., and Bjork, E. L. (2020). Desirable difficulties in theory and practice. J. Appl. Res. Mem. Cogn. 9, 475–479. doi: 10.1016/j.jarmac.2020.09.003
5. Boniwell, I. (2012). Positive psychology in a nutshell: The science of happiness (3rd ed.). New York, NY: Open University Press.
6. Castro, M. P., and Zermeño, M. G. G. (2020). Challenge based learning: innovative pedagogy for sustainability through e-learning in higher education. Sustainability 12:4063. doi: 10.3390/su12104063
7. Chan, H. H.-K., Kwong, H. Y. C., Shu, G. L. F., Ting, C. Y., and Lai, F. H.-Y. (2021). Effects of experiential learning programmes on adolescent prosocial behaviour, empathy, and subjective well-being: a systematic review and meta-analysis. Front. Psychol. 12:709699. doi: 10.3389/fpsyg.2021.709699
8. Chen, B., Vansteenkiste, M., Beyers, W., Boone, L., Deci, E., Van der Kaap-Deeder, J., et al. (2015). Basic psychological need satisfaction, need frustration, and need strength across four cultures. Motiv. Emot. 39, 216–236. doi: 10.1007/s11031-014-9450-1
9. Ciarrochi, J., Atkins, P. W. B., Hayes, L. L., Sahdra, B. K., and Parker, P. (2016). Contextual positive psychology: policy recommendations for implementing positive psychology into schools. Front. Psychol. 7:1561. doi: 10.3389/fpsyg.2016.01561
10. Colombelli, A., Loccisano, S., Panelli, A., Pennisi, O. A. M., and Serraino, F. (2022). Entrepreneurship education: the effects of challenge-based learning on the entrepreneurial mindset of university students. Adm. Sci. 12:10. doi: 10.3390/admsci12010010
11. Csikszentmihalyi, M. (2003). Good business: Leadership, flow, and the making of meaning. New York, NY: Viking.
12. Dodge, R., Daly, A. P., Huyton, J., and Sanders, L. D. (2012). The challenge of defining wellbeing. Int. J. Wellbeing 2, 222–235. doi: 10.5502/ijw.v2i3.4
13. DuFrene, D. D., Sharbrough, W., Clipson, T., and McCall, M. (1999). Bringing outdoor challenge education inside the business communication classroom. Bus. Commun. Q. 62, 24–36. doi: 10.1177/108056999906200303
14. Dweck, C. S., and Yeager, D. S. (2019). Mindsets: a view from two eras. Perspect. Psychol. Sci. 14, 481–496. doi: 10.1177/1745691618804166
15. Franco, E., González-Peño, A., Trucharte, P., and Martínez-Majolero, V. (2023). Challenge-based learning approach to teach sports: exploring perceptions of teaching styles and motivational experiences among student teachers. J. Hosp. Leis. Sport Tour. Educ. 32:100432. doi: 10.1016/j.jhlste.2023.100432
16. Fredricks, J. A., Blumenfeld, P. C., and Paris, A. H. (2004). School engagement: potential of the concept, state of the evidence. Rev. Educ. Res. 74, 59–109. doi: 10.3102/00346543074001059
17. Gallagher, S. E., and Savage, T. (2023). Challenge-based learning in higher education: an exploratory literature review. Teach. High. Educ. 28, 1135–1157. doi: 10.1080/13562517.2020.1863354
18. Gillis, H. L., and Speelman, E. (2008). Are challenge (ropes) courses an effective tool? A meta-analysis. J. Exp. Educ. 31, 111–135. doi: 10.1177/105382590803100202
19. Yampol, Yu. V. Profesiinyi rozvytok pedahoha yak osnovna meta rozvytku menedzhmentu yakosti zakladu osvity. Liudynoznavchi studii. Seriia "Pedahohika", (48), 2023. 229–235. DOI: https://doi.org/10.24919/2413-2039.16/48.34
Abstract views: 136 PDF Downloads: 77