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| Autor/in | Al Shboul, Rawia Khalil Hasan |
|---|---|
| Titel | Sustainable Development of School Buildings Management in the Exploratory Schools in the Hashemite Kingdom of Jordan |
| Quelle | In: International Education Studies, 11 (2018) 6, S.79-91 (13 Seiten)
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| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1913-9020 |
| Schlagwörter | Foreign Countries; Sustainable Development; School Buildings; Facilities Management; Assistant Principals; Teacher Attitudes; Administrator Attitudes; Educational Resources; Leadership Qualities; Questionnaires; Predictor Variables; Likert Scales; Elementary Secondary Education; Sustainability; Statistical Analysis; Jordan |
| Abstract | The management and sustainability of school buildings is one of the primary challenges facing school administrations in the twenty-first century, especially after the increasing demand for education and seeking to increase the absorptive capacity of the increasing numbers of students, in addition to increasing the number of days of the school year and the fact that students are staying for a period of more than six hours a day in the school. This requires studying the reality of sustainable development to manage school buildings and its ability to meet the future needs of the teaching and learning processes. From here, the objective of the study was to reveal the administrative practices necessary to achieve sustainable development of school buildings in the exploratory schools (technology schools in Jordan) by answering the following questions: 1) What administrative needs are required to achieve sustainable development practices in the management of exploratory schools in the Hashemite Kingdom of Jordan from the point of view of school principals, their assistants and Main Teachers in these schools? 2) Do the sustainable development practices in the management of exploratory school buildings in the Hashemite Kingdom of Jordan differ at the level (a = 0.05) according to gender, type of school, job? To achieve the objective of the study and answer its questions, a questionnaire was prepared consisting of (47) items, each reflecting the school management practices necessary to achieve the sustainable development of the school building. The coefficient of reliability and validity of the instrument was verified with alpha-Cronbach (0.96) for the instrument as a whole. The study sample included (623) individuals. For data analysis, the arithmetical means, standard deviations, T test, and mono-variance analysis were used. The results of the study showed that the management of the exploratory schools needs administrative practices to achieve the sustainable development of the school building to a high degree in the field of school and service facilities. The responses of the sample members of the study recorded the highest mean of 4.13, while the lowest need was recorded for the field of management of the site of the school building with a mean of 3.67. The results of the T-test analysis showed that there were statistically significant differences (a = 0.05) between the responses of the sample of the study in the management of the site of the school building in favor of the Main Teacher with a mean of 3.81 compared with the responses of school principals and their assistants. The results of the study also showed that there were statistically significant differences between the responses of the sample of the study in the field of school building site due to the type of school in favor of basic education schools (first and second cycle ) compared to primary schools (1-10). As for the gender variable, the results of the T-test analysis showed that there were no statistically significant differences between the arithmetical means of the responses of the sample of the study in all fields of study. (As Provided). |
| Anmerkungen | Canadian Center of Science and Education. 1120 Finch Avenue West Suite 701-309, Toronto, ON M3J 3H7, Canada. Tel: 416-642-2606 Ext 206; Fax: 416-642-2608; e-mail: ies@ccsenet.org; Web site: http://www.ccsenet.org/journal/index.php/es |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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