International Journal of Cognitive Research in Science, Engineering and Education (IJCRSEE)

IJCRSEE Editorial Team; Nikola Radivojević; Vladisalva Pajić; Sead Osmanović

doi:10.23947/2334-8496-2024-12-1-169-183

Authors

Nikola Radivojević Academy at applied studies Sumadija, Kragujevac, Serbia https://orcid.org/0000-0002-6137-4431
Vladisalva Pajić OS „Sveti Kirilo i Metodije”, Novi Sad, Serbia https://orcid.org/0000-0003-3192-8306
Sead Osmanović Technical University of Kosice Slovakia, Faculty of Economics, Kosice, Slovakia https://orcid.org/0000-0003-0328-9965

DOI:

https://doi.org/10.23947/2334-8496-2024-12-1-169-183

Keywords:

organizational factors, school’s achievements, primary education, outcome knowledge

Abstract

The purpose of this paper is to examine the influence of the most significant organizational factors on primary school achievements, with a note that the achievement of the school is expressed through the quality of outcome knowledge. The research was conducted on a sample of 460 employees, from 21 primary schools, of which 439 are professionals and 21 are principals in the South Bačka County, Republic of Serbia. The collected data were processed using the Gretl software and AMOS for modelling structural equations. More precisely, the research is based on the application of exploratory and confirmatory factor analysis. A neural network based on a standard multilayer perceptron model was used in the paper to test the validity of the obtained results of the AMOS model. The results of the research show that school management is the most important factor in school achievement and that this influence is most pronounced through teaching staff and school infrastructure. The results, also show that teachers’ competencies have the strongest direct influence on the quality of outcome knowledge. The results obtained indicate that decision-makers and creators of social policies must pay special attention to the selection of school principals as well as their professional education, while school principals to the selection of teachers. Future researchers are recommended to use the Sobel test to precisely determine the indirect influences of school management on school achievement.

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