Log in

Relevant bibliographies by topics / 21st-Century School Leadership / Journal articles

To see the other types of publications on this topic, follow the link: 21st-Century School Leadership.

Journal articles on the topic '21st-Century School Leadership'

Author: Grafiati

Published: 7 June 2025

Last updated: 17 July 2025

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles

Select a source type:

Consult the top 50 journal articles for your research on the topic '21st-Century School Leadership.'

Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.

You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.

Browse journal articles on a wide variety of disciplines and organise your bibliography correctly.

1

Restu Rahayu and Sofyan Iskandar. "Kepemimpinan Transformasional Kepala Sekolah Dalam Pembelajaran Abad 21 Di Sekolah Dasar." Jurnal Elementaria Edukasia 6, no. 2 (2023): 287–97. http://dx.doi.org/10.31949/jee.v6i2.5484.

Full text

Abstract:

How important is the transformational leadership of school principals in elementary schools who must be able to play a role in changing educational paradigms, changing technology, curricula in dealing with today’s 21st century learning. So that school principals can identify the main areas that need to be addressed in implementing transformational leadership to deal with 21st century learning in elementary schools. The purpose of this study was to gain a better understanding of the role and influence of transformational leadership of school principals in elementary schools in facing the challe

APA, Harvard, Vancouver, ISO, and other styles

2

Bakht, Mehr, Salma Nazar Khan, and Gerardo L. Blanco. "21st Century Leadership Skills Practiced by School Leaders in Pakistan During COVID-19 Pandemic." Global Social Sciences Review V, no. III (2020): 46–55. http://dx.doi.org/10.31703/gssr.2020(v-iii).05.

Full text

Abstract:

21st-century leaders need strong leadership skills to effectively lead schools. They must use and implement 21st-century skills for long term change. The study aimed to identify the practices of secondary school leaders of Rawalpindi city about [recommended] 21st century 4 Cs leadership skills (Competence, Character, Compassion & Courage) during the pandemic of Covid-19. This was exploratory research following the quantitative research approach. One hundred and nine school leaders were selected through a simple random sampling technique to complete an adapted survey questionnaire. Descript

APA, Harvard, Vancouver, ISO, and other styles

3

DOĞU, Kazım, and Atila YILDIRIM. "Exploring the relationship between technological leadership self-efficacy of primary school administrators and 21st century skills." Participatory Educational Research 10, no. 4 (2023): 16–28. http://dx.doi.org/10.17275/per.23.57.10.4.

Full text

Abstract:

This study aims to investigate the relationship between primary school administrators' technological leadership self-efficacy and 21st century skills. Employing descriptive (survey) research method, the opinions of the primary school administrators working in the state primary schools in the districts of Konya were examined. The Education Administrators Technological Leadership Self-Efficacy Scale and the 21st Century Skills and Competences Scale Directed at Teaching Candidates were administered. In order to analyse the data collected in the study, in which 272 questionnaire responses were col

APA, Harvard, Vancouver, ISO, and other styles

4

Apellido, Louie, and Cherry Vanessa Ventura. "School Heads 21st Century Instructional Leadership and Teachers’ Performance Management in Lambayong 3 District." Psychology and Education: A Multidisciplinary Journal 36, no. 7 (2025): 745–68. https://doi.org/10.70838/pemj.360702.

Full text

Abstract:

The study investigated the profile of school heads and teachers’ respondents, the 21st century instructional leadership skills of school heads in terms of: advocacy and leadership, adult professional culture, continuous improvement of teaching expertise, and results oriented teams, the teachers’ performance management in terms of: principals’ leadership styles, work environment, and motivation to affiliate, the category level of school heads in the National Qualifying Examination for School Heads (NQESH), the relationship of school heads 21st century instructional leadership to teachers perfor

APA, Harvard, Vancouver, ISO, and other styles

5

De Castro, Gerly B., and Edward C. Jimenez. "Influence of School Principal's Attributes and 21st-Century Leadership Skills on Teachers’ Performance." Journal of Humanities and Social Sciences 4, no. 2 (2022): 52–63. http://dx.doi.org/10.36079/lamintang.jhass-0402.374.

Full text

Abstract:

This study aimed to determine the influence of school principals' attributes and 21st Century Leadership skills on teachers' performance. The study is as follows. The teachers in the northern part of the National Capital Region are female, teacher I position, have rendered 5 – 14 years of service, and pursued higher studies after college. The teacher's attribute that influences the teacher's job performance is openness. The School Head always comes up with new ideas. They have an active imagination; creative is a deep thinker and values artistic experiences. He is dependable, organized, and pe

APA, Harvard, Vancouver, ISO, and other styles

6

Özdemir, Servet, Ömür Çoban, and Süheyla Bozkurt. "Examination of the relationship between school principals’ 21st century skills and their strategic leadership according to teachers’ opinions." Pegem Eğitim ve Öğretim Dergisi 10, no. 2 (2020): 399–426. http://dx.doi.org/10.14527/pegegog.2020.014.

Full text

Abstract:

This study aims to examine the relationship between school principals’ 21st century skills and their strategic leadership according to teachers’ opinions. In this quantitative research, a descriptive model that describes the situation was used. The study was conducted in Ankara, and 424 teachers joined the study. To get data from teachers, two scales were used: 21st Century Educational Administrators’ Skills Scale and Strategic Leadership Scale. In order to determine the level of school principals’ 21st century skills and their strategic leadership, descriptive analysis was used as well as Pea

APA, Harvard, Vancouver, ISO, and other styles

7

Iskak, Halima M., and Mark Anthony C. Pa-alisbo. "The 21st-Century Professional Leadership Standards of Secondary School Administrators in Nakhon Nayok, Thailand." Journal of Education and Learning 8, no. 5 (2019): 175. http://dx.doi.org/10.5539/jel.v8n5p175.

Full text

Abstract:

The 21st Century has brought a lot of challenges in developing the professional leadership characteristics of school leaders. Their roles are no longer limited in implementing educational policies and objectives but have become responsible for raising the generations and qualifying them in a rapidly changing era. However, in Thailand, it was observed that there were Thai principals and school leaders who were not adequately trained for school leadership.   This descriptive research surveyed the profile of the school administrators of secondary schools in Nakhon Nayok, Thailand as w

APA, Harvard, Vancouver, ISO, and other styles

8

Adams, Donnie, and Vicneswary Muthiah. "SCHOOL PRINCIPALS AND 21ST CENTURY LEADERSHIP CHALLENGES: A SYSTEMATIC REVIEW." Journal of Nusantara Studies (JONUS) 5, no. 1 (2020): 189–210. http://dx.doi.org/10.24200/jonus.vol5iss1pp189-210.

Full text

Abstract:

Background and Purpose: This systematic review article focuses on leadership challenges encountered by school principals in the 21st century. International evidence indicates principal leadership affects school and student performance. However, little systematic review has been carried out on the issue. Hence, the purpose of this paper is to analyse the existing literature on leadership challenges faced by school principals in the 21st century.  Methodology: Following the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) guidelines, a systematic review was

APA, Harvard, Vancouver, ISO, and other styles

9

Estrañero, Kheycil B. "21st CENTURY LEADERSHIP QUALITIES OF SCHOOL HEADS AND PUBLIC ELEMENTARY TEACHERS' COMPETENCY IN CLUSTER 7 CALAMBA CITY." Ignatian International Journal for Multidisciplinary Research 3, no. 5 (2025): 1601–50. https://doi.org/10.5281/zenodo.15532590.

Full text

Abstract:

This study examined the level of 21st-century leadership qualities of school heads and identified their relationship with public elementary teachers’ competency within the Cluster 7 Division of Calamba City. Drawing on the principles outlined by Maxwell, the study assessed the level to which these 21st-century leadership qualities were manifested by school heads. Furthermore, the research investigated the correlation between the manifestations of 21st-century leadership qualities and the teachers’ competency framework. The findings showed that school heads in Cluster 7 Calamba City

APA, Harvard, Vancouver, ISO, and other styles

10

Munby, Steve. "The development of school leadership practices for 21st century schools." European Journal of Education 55, no. 2 (2020): 146–50. http://dx.doi.org/10.1111/ejed.12394.

Full text

APA, Harvard, Vancouver, ISO, and other styles

11

Haryanengsi and Usman Radiana. "Transformational Leadership and Its Impact on School Performance in the 21st Century." Jurnal Manajemen Pendidikan 15, no. 1 (2024): 10–18. https://doi.org/10.21009/jmp.v15i1.49151.

Full text

Abstract:

Background Transformational leadership has emerged as a critical factor in shaping school performance in the dynamic and complex educational environment of the 21st century. Purpose This study explores the influence of transformational leadership on various dimensions of school performance, including academic outcomes, teacher motivation, and institutional innovation. Design/method/approach Utilizing a comprehensive literature review and empirical data from multiple educational institutions, this article examines the mechanisms through which transformational leadership fosters a collaborative,

APA, Harvard, Vancouver, ISO, and other styles

12

Uy, Francisca, Osias Kit Kilag, Eden Lequigan, Cora Marie Abarias, and Meriam Rhose Paghacian. "Educational Leadership and Management in the 21st Century: An Analysis of Contemporary Practices and Challenges." International Multidisciplinary Journal of Research for Innovation, Sustainability and Excellece (IMJRISE) 2, no. 1 (2025): 252–58. https://doi.org/10.5281/zenodo.14740507.

Full text

Abstract:

<strong>Abstract:</strong> <strong> </strong> In the early 21st century, educational leadership has become a pivotal factor in ensuring the success of schools and enhancing the quality of education. This research investigates the growing emphasis on educational leadership in the Philippines, where effective leadership and management practices are central to ongoing reforms in the education sector. With the implementation of national programs such as the K-12 Curriculum and the MATATAG Curriculum, school leaders are expected to drive significant change and improvement in schools. This stud

APA, Harvard, Vancouver, ISO, and other styles

13

Howard, Patrick, Catherine O’Brien, Brent Kay, and Kristin O’Rourke. "Leading Educational Change in the 21st Century: Creating Living Schools through Shared Vision and Transformative Governance." Sustainability 11, no. 15 (2019): 4109. http://dx.doi.org/10.3390/su11154109.

Full text

Abstract:

This article provides a critical overview of national and international efforts to shift education to what has been commonly called 21st century learning. Governments, non-profits, and corporate consortiums are in large part responsible for education reform designed to re-conceptualize K12 education for the 21st century. The article introduces an integrative transformative educational concept called the Living School that connects K12 educational reform with Education for Sustainability, sustainable community development, and individual well-being. Brief portraits describe schools that reflect

APA, Harvard, Vancouver, ISO, and other styles

14

Siphai, Sunan, and Suphi Siphai. "Professional Skills for School Administrators in the 21st Century." Journal of Education and Learning Reviews 1, no. 5 (2024): 13–22. http://dx.doi.org/10.60027/jelr.2024.798.

Full text

Abstract:

Background and Aims: Professional skills are essential for school administrators in the twenty-first century because they enable effective leadership, strategic decision-making, and the management of complex educational environments. Mastering these skills enables administrators to navigate challenges, implement innovative solutions, and foster an inclusive, supportive environment for students and staff. This paper aims to explore the Professional Skills for School Administrators in the 21st Century. Methodology: This methodology entails conducting a thorough review of existing literature and

APA, Harvard, Vancouver, ISO, and other styles

15

Gardose, Rences, and Nerces Gardose. "21st Century Leadership Skills, Technological Competence and School Performance." Journal of Interdisciplinary Perspectives 2, no. 6 (2024): 105–19. https://doi.org/10.5281/zenodo.11075603.

Full text

Abstract:

<strong>Abstract. </strong>This study ascertained the level of 21st-century leadership skills of school heads, the technological competence of teachers, and school performance. The descriptive-correlational research method was employed in this study. The main respondents of the study comprised 9 school heads and 45 elementary school teachers. Results revealed that school heads and teachers exhibit similar trends in their profiles, sharing commonalities in sex, age, and educational attainment. Most school heads boast over two decades of service, contrasting with teachers who are relatively new

APA, Harvard, Vancouver, ISO, and other styles

16

Pandey, Kapil Jung, Sunita Tiwari, and Jashu Thapa. "Leadership of Private School Head Teachers for 21st Century: A Narrative Inquiry." Journal of Tikapur Multiple Campus 7, no. 1-2 (2024): 219–33. http://dx.doi.org/10.3126/jotmc.v7i1-2.63200.

Full text

Abstract:

The twenty-first century has brought many challenges in the education sector along with entire other sectors. The issue of accelerating globalization and digitalization has influenced the educational sector a lot. The stakeholders have faced many challenges in implementing the issue in their organization. The particular study has focused on the perceptions and role of school leadership in 21st-century schools. The study has tried to explore school leaders’ views. The particular research is based on the narratives of the school leaders based on their experiences, feelings, and expectations. Thr

APA, Harvard, Vancouver, ISO, and other styles

17

Salavert, Roser, and Roser Salavert. "Coaching: An Apprenticeship Approach for the 21st Century." International Journal of Educational Leadership and Management 3, no. 1 (2015): 4–24. http://dx.doi.org/10.4471/ijelm.2015.02.

Full text

Abstract:

Coaching, an apprentice -based approach to support professional and personal development towards achieving set goals, is a well-established practice in the fields of sports training and management and one of the fastest growing professional development methods in the education field. How the coaching partnership fosters leadership and improves practices that directly impact on the social/emotional development of students and their academic achievement is of interest to educators, policy makers and school communities alike. Recent findings have started to define the type of leadership that resu

APA, Harvard, Vancouver, ISO, and other styles

18

Juharyanto, Juharyanto, Imron Arifin, Sultoni Sultoni, Maulana Amirul Adha, and Muhammad Imran Qureshi. "Antecedents of Primary School Quality: The Case of Remote Areas Schools in Indonesia." SAGE Open 13, no. 1 (2023): 215824402211449. http://dx.doi.org/10.1177/21582440221144971.

Full text

Abstract:

The policy of developing remote area schools’ quality in Indonesia is getting stronger. The government has set minimum service standards as a reference for schools’ development quality while remaining based on local, national, global, and 21st-century values. This study revealed efforts to improve the 21st-century school’s quality through the contribution of superior leadership, school climate, total quality management implementation, and the school principal’s performance approached quantitatively and analyzed descriptively using Structural Equation Modeling. Participants involved in the stud

APA, Harvard, Vancouver, ISO, and other styles

19

Caterina, D. Villo, and T. Tabiosa Brenda. "School Based Management A 21st Century Approach to School Development." International Journal of Trend in Scientific Research and Development 4, no. 2 (2020): 304–7. https://doi.org/10.5281/zenodo.3843173.

Full text

Abstract:

Public school education across the world has undergone trends where the school management shifts from centralization and decentralization. This research has focused on a variety of the best strategies and practices of school based management in a global approach. The findings of this study showed that there are different indicators emerged as significant in relation to School based management. These include the effective school leadership, management strategies, faculty development, and stakeholders' participation were identified that have huge influence in attaining the overall objectives

APA, Harvard, Vancouver, ISO, and other styles

20

Hadkhanthung, Kednipa, Nattha Wanchan, Chayaluck Chayasappasit, and Nirada Wechayaluck. "Guidelines for Enhancing Ethical Leadership in the 21st century for School Administrators Under the Sukhothai Primary Educational Service Area Office, Area 2." Higher Education Studies 14, no. 3 (2024): 28. http://dx.doi.org/10.5539/hes.v14n3p28.

Full text

Abstract:

The aims of this research are to 1) study the conditions for fostering ethical leadership in the 21st century among school administrators. Under the jurisdiction of the Sukhothai Primary Educational Service Area Office, Area 2, Thailand, and 2) propose guidelines for strengthening ethical leadership in the 21st century of educational institution administrators. Under the Sukhothai Primary Educational Service Area Office, Area 2, Thailand, this is descriptive research. The group of informants in the research were nine school administrators using purposive sampling. The research instrument was a

APA, Harvard, Vancouver, ISO, and other styles

21

Demirdag, Seyithan. "The mediating role of communication skills in the relationship between leadership style and 21st-century skills." South African Journal of Education 42, no. 2 (2022): 1–11. http://dx.doi.org/10.15700/saje.v42n2a2053.

Full text

Abstract:

With the study reported on here I aimed to examine the mediating role of communication skills in the relationship between leadership styles and 21st-century skills. A correlational research design was employed to examine such relationships among the study variables. The study sample consisted of 542 pre-school, elementary school, middle school, and high school teachers. The participants were selected using a stratified sampling method. Three different instruments were used for data collection. To determine the normal distribution of the variables, normality tests were used after the data colle

APA, Harvard, Vancouver, ISO, and other styles

22

Naowarangsi, Natchanok, Somkid Sroinam, and Nawattakorn Homsin. "The Development of Teacher Leadership Indicators for Secondary School Teachers in the 21st Century in Thailand." Public Administration Research 7, no. 2 (2018): 18. http://dx.doi.org/10.5539/par.v7n2p18.

Full text

Abstract:

This study aimed at developing the teacher leadership indicators for secondary school teachers in the 21st century and examining the goodness of fit for the structural model of teacher leadership indicators. There were two phases in this study. The first phase was the theoretical indicators construction by documentary synthesis, then synthesized the data for the teacher leadership indicators for secondary school teachers in the 21st. The second phase was to examine the structural model&rsquo;s consistency with the empirical data. The results of the indicator formation and development were

APA, Harvard, Vancouver, ISO, and other styles

23

Tong, Wanda, and Agnes Razniak. "Building professional capital within a 21st century learning framework." Journal of Professional Capital and Community 2, no. 1 (2017): 36–49. http://dx.doi.org/10.1108/jpcc-06-2016-0018.

Full text

Abstract:

Purpose The purpose of this paper is to analyze current literature on building professional capital, interpreted through the lens of Alberta educators. Through reflections on their field experiences, the authors aim to provide leaders with realistic strategies for developing professional capital, that rely on effective collaborative leadership, professional development (PD), and adult learning. These strategies can be incorporated in a variety of individualized school contexts. Design/methodology/approach Data are interpreted from literature to inform the inquiry into professional capital, foc

APA, Harvard, Vancouver, ISO, and other styles

24

Assingkily, Muhammad Shaleh, and Mesiono Mesiono. "Karakteristik Kepemimpinan Transformasional di Madrasah Ibtidaiyah (MI) serta Relevansinya dengan Visi Pendidikan Abad 21." MANAGERIA: Jurnal Manajemen Pendidikan Islam 4, no. 1 (2019): 147–68. http://dx.doi.org/10.14421/manageria.2019.41-09.

Full text

Abstract:

This paper discusses the characteristics of transformational leadership in Islamic Elementery School (MI). It focuses on how the basic concepts of this kind of leadership are relevant to the 21st century education vision, on the what are the essential steps of a transformational leader on investigaties the strengths and weaknesses of transformational leadership in developing the quality of human resources in managing a school. This research used a qualitative approach with the main data of a literary study. The results of this research indicate that (1) the characteristic of transformational l

APA, Harvard, Vancouver, ISO, and other styles

25

Dube, Dorcas. "School Leadership: A Viable Solution to 21st Century Education Challenges." Childhood Education 99, no. 1 (2023): 14–23. http://dx.doi.org/10.1080/00094056.2023.2169544.

Full text

APA, Harvard, Vancouver, ISO, and other styles

26

Noviyanti, Rani. "Analysis of Transformational Leadership Indicators of School Principals As Leaders of 21st Century Technology Implementation." MSJ : Majority Science Journal 2, no. 3 (2024): 1–6. http://dx.doi.org/10.61942/msj.v2i3.214.

Full text

Abstract:

In the modern era which is full of competition and challenges, one phenomenal leadership style is offered, namely the transformational leadership style. This transformational leadership style is believed to be able to bring an organization to develop in a positive direction without ignoring the interests of its followers. Schools are no exception. Many schools today, both private and public, realize the importance of the role of a principal and implement this transformational leadership style in schools. The research was carried out using the Systematic Literature Review (SLR) method, namely b

APA, Harvard, Vancouver, ISO, and other styles

27

Solong, Najamuddin Petta, Nur Gamar, and Mujahid Damopolii. "21st Century Teacher Competency: Towards Conceptualization of Islamic Culture in Islamic Schools." International Journal of Research and Review 11, no. 2 (2024): 113–24. http://dx.doi.org/10.52403/ijrr.20240214.

Full text

Abstract:

The present work explores 21st-century teachers' competency in conceptualizing Islamic culture in the MAN 1 Islamic senior high school in Gorontalo City. This descriptive qualitative research employed a descriptive phenomenology approach. All data were generated from observation, interviews, and documentation. The data were further analyzed in four steps: condensation, coding, categorization, and theory. According to the results, 21st-century religious education teachers should be capable of designing, organizing, directing, and supervising the cultivation of the practice of religious teaching

APA, Harvard, Vancouver, ISO, and other styles

28

Putra, Kadek Arief Jayadie, Mochamad Bruri Triyono, and Rihab Wit Daryono. "The Influence of Entrepreneurship Competency and Leadership Challenge to Principals’ Leadership Solutions." Jurnal Pendidikan dan Pengajaran 55, no. 2 (2022): 385–97. http://dx.doi.org/10.23887/jpp.v55i2.43711.

Full text

Abstract:

Education should be able to produce competent human resources. In the era of the industrial revolution 4.0 and 21st-century learning, ahead of vocational school is expected to be increasingly able to diversify educational leadership in all learning activities in the school. Therefore this study aims to analyse entrepreneurial competencies, leadership challenges, and leadership solutions for vocational high school principals in the era of the industrial revolution 4.0 and 21st-century learning. This research is correlational research using ex-post facto research. The sample of this study was 35

APA, Harvard, Vancouver, ISO, and other styles

29

Malik, Navid Jamil, Namra Munir, and Muhammad Asif Shahzad. "Female Primary School Teachers Problems in 21st Century: A Case of Southern Punjab." Global Sociological Review VII, no. II (2022): 132–41. http://dx.doi.org/10.31703/gsr.2022(vii-ii).14.

Full text

Abstract:

The 21st century revolutionized primary education across the globe in terms of universal primary education (UPE) and education for all (EFL), but in 3rd world countries, primary school teachers, especially female primary school teachers, are facing a lot of problems. The current study focused on the female primary school teachers' problems in the 21st century and set an objective of the study to find out the problems of female teachers working at primary schools. The sample of the study consists of female primary school teachers (270)through a simple random sampling technique. A questionnaire

APA, Harvard, Vancouver, ISO, and other styles

30

Naidoo, Michael Dean Edmund. "Optimising school leadership development for 21st-century learning: An in-depth analysis of South African private secondary schools in KwaZulu-Natal." Journal of Education, no. 96 (November 12, 2024): 201–22. http://dx.doi.org/10.17159/2520-9868/i96a11.

Full text

Abstract:

There have been significant and rapid improvements in information and communication technology (ICT) since the early 1990s. Subsequent global changes have increased with the onset of the Fourth Industrial Revolution and have dictated pedagogical transformation. Many countries have moved from traditional approaches of education to 21st-century Learning (21CL). 21CL is ICT-aligned, inquiry-based, and includes the development of affective abilities. School leadership influences all structures and individuals directly in a school. It has the potential to be one of the cornerstones of the paradigm

APA, Harvard, Vancouver, ISO, and other styles

31

Supadi, Supadi. "Principal Leadership: Responding to The Challenges of 21st Century Teacher Competence." AL-TANZIM: Jurnal Manajemen Pendidikan Islam 6, no. 1 (2022): 561–73. http://dx.doi.org/10.33650/al-tanzim.v6i2.3529.

Full text

Abstract:

This study aims to understand the principal's leadership in responding to the challenges of the pedagogic competence of 21st-century teachers at SMA Negeri 68 Jakarta. A qualitative approach with a descriptive method is applied in this study. Data was collected through interviews, observation, and documentation. The data analysis was conducted interactively, starting with data collection, data reduction, data display, and concluding. The results showed that; Principal leadership in improving teacher pedagogic competence is carried out by strengthening educator certification, training organized

APA, Harvard, Vancouver, ISO, and other styles

32

Uyanib, Anna Mae, and Jay Estrellas. "Spiritual quotient and happiness of 21st-century secondary school heads." Journal of Higher Education Research 12, no. 2 (2024): 34–48. https://doi.org/10.70228/pfree2024030jher.

Full text

Abstract:

School resources and personnel management require a deeper commitment to a strong spiritual foundation and positive work ethics. This study investigated the relationship between Spiritual Quotient (SQ) and happiness of 21st-century secondary school heads in the Congressional District of a Province for the school year 2023-2024. Thirty-eight (38) secondary school heads participated in the survey using the total enumeration sampling technique. A descriptive correlational design utilized the Spiritual Intelligence Self Report Inventory (SISRI-24) questionnaire for the Spiritual Quotient of Dr. Da

APA, Harvard, Vancouver, ISO, and other styles

33

Pokharel, Babin. "Meta Principalism: Simple Guiding Concept for Self Preparation of Private School Principal of Nepal." Journal of Education and Vocational Research 6, no. 1 (2015): 29–36. http://dx.doi.org/10.22610/jevr.v6i1.177.

Full text

Abstract:

A school leader of the todayâ€™s world possesses a vast array and network of skills. The 21st century principal has knowledge of and appreciation for the educational system, has a strong foundation and diverse repertoire of skills and strategies, which are theoretically based, and develops and maintains trusting, positive and supportive relationships. In order to be a changed principal required by 21st century, all of these traits, skills, behaviors and situational factors need to be attached together, in order to understand and appreciate the big picture in terms of viewing the principal as a

APA, Harvard, Vancouver, ISO, and other styles

34

Alowayyid, Norah Nasser Saleh. "The Reality of Middle School (Intermediate) Female Students in Saudi Arabia and the Practice of 21st-Century Skills: Teachers’ Perspective." Education Research International 2023 (January 31, 2023): 1–16. http://dx.doi.org/10.1155/2023/7869980.

Full text

Abstract:

The skills that were considered necessary for success in the 21st century included the ability to improve social and intellectual abilities such as communication, cooperation, critical thinking, and problem-solving, as well as creativity and innovation. It also contains methods of working, interacting, cooperating, and working in teams so that they can encourage and support skills relevant to the 21st century, such as literacy, information technology, and digital networks. Thus, this study aims to know the reality of middle school (intermediate) pupils in the Kingdom of Saudi Arabia about putt

APA, Harvard, Vancouver, ISO, and other styles

35

Ganguly, Ranita. "INSTRUCTIONAL LEADERSHIP CONSTELLATION FOR THE 21ST CENTURY CHANGES IN SCHOOLING THROUGH MOBILE TECHNOLOGY." International Journal of Development Research 13, no. 11 (2023): 64145——64147. https://doi.org/10.5281/zenodo.10234906.

Full text

Abstract:

This article deals with the implications of new constellations for instructional leadership arising fromthe growing adoption of the 21st-century reform movement as considered by policymakers in thecountry and around the world. The dramatic and radicle changes proposed by school mission andvisions, systems, and pedagogy as set by educators, policymakers, and business makers are deemedessential to ensure a vibrant and sustainable global community where school principals are required tostep out from behind their managerial desks and enter to a facilitative and contributive role in guidingand dire

APA, Harvard, Vancouver, ISO, and other styles

36

Marlyna, Dessy, Jonni Mardizal, M. Giatman, and Waskito. "Analysis of Vocational High School Teachers’ Abilities in Sarolangun to Integrate 21st Century Skills Through School Leadership Perception." Jurnal Penelitian Pendidikan IPA 11, no. 3 (2025): 282–94. https://doi.org/10.29303/jppipa.v11i3.10508.

Full text

Abstract:

This study aims to analyze the ability of vocational teachers in Sarolangun to integrate 21st century skills based on school leaders’ perceptions. A descriptive quantitative approach using Partial Least Square-Structural Equation Modeling (PLS-SEM) was employed, involving 110 respondents from 24 vocational high schools in Sarolangun Regency. Results revealed that teachers demonstrated high proficiency in critical thinking and innovation (82.64), information literacy (82.64), and communication and collaboration skills (79.85). Structural analysis identified significant relationships between ski

APA, Harvard, Vancouver, ISO, and other styles

37

Morales, John Paul L. "Administrators’ Innovative Leadership Practices and Teachers’ 21st Century Skills." International Journal of Research and Innovation in Social Science IX, IIIS (2025): 1804–14. https://doi.org/10.47772/ijriss.2025.903sedu0138.

Full text

Abstract:

The study was conducted from January to July 2024 to determine the relationship between the administrators’ innovative leadership practices and teachers’ 21st century skills. A total enumeration involving 36 Administrators and 130 Teachers from the four school campuses was used in the study. A quantitative approach was employed in the study, using an adapted survey as a data gathering method. The collection of data was done through a survey using Microsoft Forms to determine the innovative leadership practices of administrators in the aspects of strategic thinking, innovative thinking, action

APA, Harvard, Vancouver, ISO, and other styles

38

Kokare, Maija, and Karlis Strautins. "SETTING UP BLENDED LEARNING AT SCHOOL: LEADERSHIP PERSPECTIVE." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 2 (May 25, 2018): 240–53. http://dx.doi.org/10.17770/sie2018vol1.3161.

Full text

Abstract:

Effective, meaningful and balanced use of information communication technologies (ICT) for teaching and learning is essential for meeting challenges of 21st century; however, practices of blended learning (a combination of face-to-face and online instruction) in Latvia are rather developed by particular teachers than organized as evidence-based policies of ICT integration in teaching and learning at schools. The research is aimed to explore the issues related to setting up blended learning as school policy from leadership perspective, and is designed as the case study by combining: 1) piloting

APA, Harvard, Vancouver, ISO, and other styles

39

Renato, Base, and Abad Roy. "A Conceptual Framework for Preparing 21st-Century School Leaders: Aligning Qualification Standards with the Evolving Role of the Principal." International Journal of Social Science and Education Research Studies 05, no. 01 (2025): 51–57. https://doi.org/10.5281/zenodo.14678567.

Full text

Abstract:

Abstract : The role of the school principal has transformed significantly, demanding a new set of skills and competencies to navigate the complexities of 21st-century education. This conceptual paper addresses the need for aligning qualification standards with this evolving role by proposing a comprehensive framework for preparing effective school leaders. The framework identifies key 21st-century competencies, including digital literacy, data-driven decision-making, leading diverse communities, change management, and strategic thinking. It then explores how these competencies can be effective

APA, Harvard, Vancouver, ISO, and other styles

40

Pokharel, Babin. "Preparation of Principal for School Change: A Singapore Perspective." Journal of Education and Vocational Research 4, no. 9 (2013): 246–53. http://dx.doi.org/10.22610/jevr.v4i9.127.

Full text

Abstract:

This paper examines the understanding of the educational leadership process and the exploration of systematic preparation of private school principal in order to cope with future school change. Leading through change in education is a must in 21st century. Various contexts determine the change in leadership process. In schools, principal needs to be prepared in order cope with contextual changes. Changes in school can be seen various contexts such as cultural, technological, policy level, outbound competitions so on and so forth. School principal are the most important catalyst in the construc

APA, Harvard, Vancouver, ISO, and other styles

41

Bual, Joel M. "Measuring the Students’ Practice of 21st Century Skills in a Philippine Catholic Senior High School." Asian Research Journal of Arts & Social Sciences 22, no. 12 (2024): 322–34. https://doi.org/10.9734/arjass/2024/v22i12617.

Full text

Abstract:

This paper assessed the extent to which students practice 21st-century skills, focusing on areas such as information and technology literacy, critical thinking and problem-solving, entrepreneurship and innovation, social responsibility and leadership, and career awareness relative to sex, grade level, strand, family monthly income, and parent’s highest educational attainment. This also correlated with their demographics and 21st-century skills practice. Using the descriptive-correlational design, this was responded to by 141 stratified randomly sampled students employing the standardized quest

APA, Harvard, Vancouver, ISO, and other styles

42

Voinea, Mihaela, and Alina Turculet. "Promoting inclusive school culture through leadership—Case study in Romanian schools." New Trends and Issues Proceedings on Humanities and Social Sciences 6, no. 1 (2019): 321–27. http://dx.doi.org/10.18844/prosoc.v6i1.4184.

Full text

Abstract:

One of the greatest challenges for 21st century school is to rethinking school culture for human diversity. Among the factors contributing to the ethos of the inclusive school, most specialists emphasise the importance of leadership, of the managerial team that both through conception and through its own behaviour promotes cooperation, human diversity, tolerance, open mind-set and help offering. The purpose of this research was to identify the factors of the leadership, which are involved in promoting a culture of inclusion. The research in question was embedded in a constructivist–interpretiv

APA, Harvard, Vancouver, ISO, and other styles

43

Mahomed, Carmel Claire, and Prakash Singh. "Leading collegially: Shifting paradigms for effective student teacher mentoring during work-integrated learning." South African Journal of Education 42, no. 4 (2022): 1–12. http://dx.doi.org/10.15700/saje.v42n4a2101.

Full text

Abstract:

Teacher training has long relied on experienced school mentors as role models for novice teachers. However, qualifications and experience alone cannot remain the prerequisites for teacher leadership in 21st century schools. How can experienced school mentors collegially mentor new teachers into leadership, without abrogating their responsibilities? In this article, a constructivist approach was explored to mentor new teachers into leadership with the focus on establishing symbiotic relationships based on the mutual continuous professional development (CPD) of experienced school mentors and nov

APA, Harvard, Vancouver, ISO, and other styles

44

Ma., Teresa E. Mendoza, and Erick B. Catiis Glenn. "Administrators' technology leadership: Its influence on teachers' technology proficiency." International Research Journal of Science, Technology, Education, and Management 2, no. 3 (2022): 67–75. https://doi.org/10.5281/zenodo.7136432.

Full text

Abstract:

The educational system of the world has reached the 21st century. Teachers and principals have to adopt the immense changes brought by technological advancement. Teachers are equipped with 21st-century tools thanks to the administrators' technological expertise and their own; however, the intensity is only a possibility waiting to become a reality upon integration. At the height of the 2020 educational set-up brought about by the COVID-19 pandemic, the skills of positive technology integration for both administrators and teachers are needed to actualize and harmonize their respective areas

APA, Harvard, Vancouver, ISO, and other styles

45

Nurhayati, Faridha, Abdul Rachman Syam Tuasikal, Heryanto Nur Muhammad, Nanik Indahwati, Dwi Cahyo Kartiko, and Adi Pranoto. "Analysis of Pre-Service Teachers' 21st Century Skills in Indonesia by Gender." International Journal of Body, Mind and Culture 12, no. 4 (2025): 64–71. https://doi.org/10.61838/ijbmc.v12i4.895.

Full text

Abstract:

Objective: The aim of this research is to analyze the differences in the skills of 21st century pre-service teachers based on gender. Methods and Materials: The research method uses comparative. The research population was pre-service teachers at State University of Surabaya totaling 1080 people from 13 study programs. The sampling technique used a sampling quota with the Slovin formula totaling 411 people. The 21st century skills instrument uses a questionnaire. The data analysis used was the independent sample t test. Findings: In accordance with the results of data processing, it can be exp

APA, Harvard, Vancouver, ISO, and other styles

46

Vilda Ghasya, Dyoty Auliya, and Kartono Kartono. "Technical Guidance 21st Century Learning Application to Improve the Pedagogic and Professional Competence of Elementary School Teacher." ABDIMAS: Jurnal Pengabdian Masyarakat 4, no. 2 (2022): 753–59. http://dx.doi.org/10.35568/abdimas.v4i2.1309.

Full text

Abstract:

Abstract At this time the 21st century is known by all audiences as the era of knowledge which is used as a foundation in various aspects of the wheel of life with the characteristic of providing information anywhere and anytime and increasing the interaction of world citizens either directly or indirectly. Talking about 21st century skills, education today should not only be about knowledge of the subjects being taught but also lead to leadership, responsibility, problem solving, analytical thinking, adaptability, communication, initiative, self-direction, creativity, cross-cultural skills, a

APA, Harvard, Vancouver, ISO, and other styles

47

Yasmeen, Tahira, Ghulam Mustafa, Salman Masood Sheikh, Muhammad Saqib, and Nasir Mehmood. "Understanding the Impact of Administrator Leadership Styles on School Improvement in Secondary Schools: A Mixed Methods Approach." Journal of Asian Development Studies 12, no. 4 (2023): 1033–43. http://dx.doi.org/10.62345/jads.2023.12.4.82.

Full text

Abstract:

Using a mixed-methods approach, this study explores the impact of administrator leadership styles on school improvement in secondary schools. The research delves into the multifaceted nature of leadership within educational settings, specifically focusing on how various leadership styles employed by administrators contribute to or hinder the school improvement process. The study utilizes quantitative and qualitative methods to examine the intricate dynamics at play comprehensively. The mixed methods design leverages the strengths of each approach, providing a comprehensive understanding of the

APA, Harvard, Vancouver, ISO, and other styles

48

Butler, Thomas A. "School Leadership in the 21st Century: Leading in the Age of Reform." Peabody Journal of Education 89, no. 5 (2014): 593–602. http://dx.doi.org/10.1080/0161956x.2014.956524.

Full text

APA, Harvard, Vancouver, ISO, and other styles

49

Tiwong, Pathidta, Suntaree Wannapairo, and Amonwan Werathummo. "Development of Education Administration Model Towards Excellence in the 21st Century for Thailand’s Primary Schools." International Education Studies 18, no. 2 (2025): 36. https://doi.org/10.5539/ies.v18n2p36.

Full text

Abstract:

This research aimed to study the components and indicators and develop, try out, and evaluate the education administration model towards excellence in the 21st century for Thailand&rsquo;s primary schools. The research was divided into 4 phases: 1) study of components and indicators using the content synthesis method and in-depth interviews with nine school administrators in the best practice schools using semi-structured interviews. In addition, a focus group of 13 experts was organized: 2) develop a draft model from the components and indicators obtained from Phase 1 and collect feedback

APA, Harvard, Vancouver, ISO, and other styles

50

Silam, Dexter, Vincent Pang, and Denis Lajium. "INSTRUCTIONAL LEADERSHIP OF SCHOOL PRINCIPALS IN SABAH ISLAND: A CASE STUDY." International Journal of Education, Psychology and Counseling 6, no. 40 (2021): 293–307. http://dx.doi.org/10.35631/ijepc.640024.

Full text

Abstract:

In the 21st century, the basic concept of instructional leadership has not changed much but its needs are still relevant and have become an important pulse for principals’ leadership towards the achievement of curricular excellence in schools. This study aims to identify instructional leadership practices and their implementation by island school principals in the state of Sabah. The qualitative study using this case study approach involved principals, senior curriculum assistants, and school subject teachers as study participants. The study data collected through interview, document analysis,

APA, Harvard, Vancouver, ISO, and other styles

We offer discounts on all premium plans for authors whose works are included in thematic literature selections. Contact us to get a unique promo code!