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Yeung, Ryan. "Athletics, Athletic Leadership, and Academic Achievement." Education and Urban Society 47, no. 3 (2013): 361–87. http://dx.doi.org/10.1177/0013124513495277.
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Alhosani, Abdulraheem Ali, Sanjay Kumar Singh, and Moza Tahnoon Al Nahyan. "Role of school leadership and climate in student achievement." International Journal of Educational Management 31, no. 6 (2017): 843–51. http://dx.doi.org/10.1108/ijem-05-2016-0113.
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Purpose The purpose of this paper is to develop a conceptual model on students’ academic achievement that is well grounded in the academic research in the domain. The paper aims to weave together the divergent research findings into a comprehensive model for use by all the stakeholders. Design/methodology/approach It is a literature review-based paper wherein research papers on the factors that influence the academic achievement of the students were studied. The empirical evidence from literature that fits the context of this study was analyzed and used to propose a workable model. Findings A framework to understand the role of factors affecting students’ academic achievement was proposed. It was found that school leadership and climate together affect the academic achievement of the students, but mediated by the involvement of the parents of the students. Research limitations/implications As this paper is a literature review, a framework on the determinants of academic achievements of the students has been proposed but yet to be tested empirically. Practical implications The schools leadership and the policy-makers can effectively leverage the findings of the study to enhance the academic achievement of students in a school context. Originality/value There are few research-based studies on the determinants of the academic achievement of students. This paper has identified key variables which play a significant role in helping enhance academic achievement of the students.
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Supriadi, Eddi, and Marinah Binti Awang. "HUBUNGAN KEPEMIMPINAN PENGAJARAN KEPALA SEKOLAH DAN DISIPLIN KERJA GURU TERHADAP PRESTASI AKADEMIK SISWA." Tarbawi: Jurnal Keilmuan Manajemen Pendidikan 4, no. 01 (2018): 117. http://dx.doi.org/10.32678/tarbawi.v4i01.1773.
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This study aims to know and analyze the relationship of leadership principal teaching and work discipline to student academic achievement in school. This research uses quantitative method, the data is analyzed by using descriptive statistic and inference. Data collection using instruments, instruments compiled from various sources tailored to the research method used. The study was conducted on teachers in elementary schools in Jakarta. The study shows that there is a positive and significant correlation between the principal's teaching leadership and the students 'academic achievement with the correlation correlation value of 0.454, there is a significant correlation between the teacher's work discipline with the students' academic achievement with the correlation value of 0.576. From the results of the study can be concluded that the improvement and improving the quality of student achievement can be done with the improvement and improvement of the leadership quality of teaching the principal and the discipline of teacher work. Student achievement can develop well with the help and touch of a principal through good school management, as well as the discipline of a teacher in carrying out his work as an educator so that will provide a good quality of learning process also with the expected achievement of student learning achievement high in school.
 Keywords. Leadership Teaching, Principals, Teachers Dicipline, Academic Achievements.
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Et al., Abdullah Ibrahim. "The Influence in Principal Leadership Styles and Its Role in the Academic Achievement of Secondary School Students in Malaysia." Psychology and Education Journal 58, no. 1 (2021): 5120–25. http://dx.doi.org/10.17762/pae.v58i1.2067.
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Developing academic goals amongst students is a key aspect for achieving excellence across schools in Malaysia. It is meant to act as a benchmark to determine the effectiveness of a principal’s leadership. The leadership of a principal, and the school’s climate are the main issues which drive the achievement of students across national secondary schools (SMK) in Malaysia. This quantitative study aims to examine the influence and role of a principal’s leadership on the school climate, as well as its impact on the student’s academic achievement in domestic national secondary schools nationals on the East Coast of Malaysia. A total of 348 teachers were selected across vocational schools in the states of Kelantan, Terengganu and Pahang, through the use of simple random sampling, for the purpose of quantitative reviews. The researchers used the Multifactor Leadership Questionnaire (MLQ) to measure the leadership aspects of the principals, and the Organizational Health Inventory (OHI-M) to measure the climate of the school, as well as the achievement of academic students, which was measured using the CGPA of the schools in the examination areas over the last three years. The analysis of descriptive traits, for example, the number, percentage, scoring average, and the standard deviation was used to describe the demographics of the respondents, and analyse the data using regression, Pearson t-test correlations, and ANOVA. This helped to understand several key leadership factors, i.e., the International Transform Leadership, Tran Witness Leadership, Laissez-Faire Leadership, School Climate , and the Academic Achievement of the hypothesis testing, which was built according to the obtained statistics . The findings showed that the principal’s leadership influenced the climate across the school, and the achievement of the students. Therefore, it was proposed that the principal’s leadership needs to adopt the Transformational leadership, Transactional leadership, and Laissez-faire leadership as a guide in managing the school’s climate, especially in ensuring the teacher’s commitments, and the Student Academic Achievements, which can be further enhanced in line with the Malaysian
 Education Quality Standards 2010 (SKPM), and the Malaysian Education Development Plan 2013 -2025. 
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Aye, Eucharia Nchedo, Richard Agbangwu, Theresa Olunwa Oforka, et al. "Family Variables as Predictors of Self-Concept and Academic Achievement of Secondary School Students in Benue State, Nigeria." Global Journal of Health Science 11, no. 8 (2019): 86. http://dx.doi.org/10.5539/gjhs.v11n8p86.
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OBJECTIVE: The study investigated family variables as predictors of self-concept and academic achievement of secondary school students in Benue state, Nigeria.
 
  
  
 
 
 METHODS: The study adopted a correlational research design. The sample of the study consisted of seven hundred and twenty (720) SS II students. The study research questions were analyzed using the Pearson product moment correlation coefficient, while the hypotheses were tested using regression analysis at 0.05 probability level.
 
 RESULTS: The findings revealed a strong positive relationship among family structure, self-concept and academic achievement of secondary schools students. It also revealed that family leadership style like Authoritative, Authoritarian, Permissive and Neglectful family leadership style had a strong relationship on secondary school students, self-concept and academic achievement. Again, it was discovered that family size had a strong relationship on secondary school students’ self-concept and academic achievement in Benue state, Nigeria.
 
 CONCLUSION: It is concluded that there exists a strong relationship between family structure and self-concept of secondary school students; family structure predicts students’ academic achievements; family size has a low positive relationship with self-concept of secondary school students; low relationship with student's academic achievement; there is a positive relationship between family leadership styles and self-concept of secondary school students.
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Grift, W. van de. "Educational Leadership and Academic Achievement in Elementary Education." School Effectiveness and School Improvement 1, no. 1 (1990): 26–40. http://dx.doi.org/10.1080/0924345900010104.
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Ukamaka Akudo, Dr Florence Ukamaka Akudo. "Perceived Impact of Democratic Leadership Style of Principals on Students’ Academic Achievement." International Journal of Innovative Science and Research Technology 5, no. 6 (2020): 297–300. http://dx.doi.org/10.38124/ijisrt20jun159.
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This study investigated how principals’ democratic leadership style impacted on students’ academic achievement. The study was guided by three research questions and one null hypothesis. The design of the study was correlational research design. A total of 6,900 students formed the population for the study. Similarly, a total of 345 SSII students representing 10% of the population was the sample for the study. The students’ academic achievement was determined using their third term English Language results as collected from the sample schools while “Democratic Leadership Style Questionnaire” (DLSQ), developed by the researcher was used in collecting data on the principals’ democratic leadership style. DLSQ was duly validated by three experts. Its reliability was also established. The Cronbach alpha was used and reliability coefficient of 0.81 was obtained. The researcher used on-the-spot approach to collect data for the study. The data were analyzed using range of scores and Pearson’s Product Moment. Findings indicate that Principals’ democratic leadership style has significant impact on students’ achievements scores
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Gultekin, Harun, and Margaret Dougherty. "The Relationship between Servant Leadership Characteristics of School Teachers and Students’ Academic Achievement." Journal of Ethnic and Cultural Studies 8, no. 2 (2021): 276. http://dx.doi.org/10.29333/ejecs/698.
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This study is a quantitative non-experimental design to explore the relationships between servant leadership characteristics of teachers and academic achievement of students in selected public schools. The purpose of this research was to explore the relationships between servant leadership characteristics of school teachers and students’ academic achievement in selected public schools. The hypothesis for this study was that, in the selected schools, the servant leadership of school teachers positively affects students’ academic achievement. The data collected in fifteen public schools located in Houston, Texas. As an instrument, the Organizational Leadership Assessment (OLA) was used in this study (Laub, 1999). This instrument has 66 questions with Likert-scale responses ranging from strongly disagree to strongly agree, and data was collected from 362 participants. The servant leadership data was gathered through the OLA survey and interpreted as distinguishable factors that contribute to the larger picture: servant leadership. As our hypothesis, servant leadership behavior and student achievement are expected to have correlation. To understand the relationship between student achievement and servant leadership, univariate and multivariate analysis were used. The data was screened for normality, linearity, and homoscedasticity. Data analysis was conducted by using SPSS Statistics version 22.0, as the tools for the analysis of this research. As a result of the OLA survey regarding the functions of servant leadership, the values people subscale became statistically significant. It is the only subscale that showed any extensive correlation with academic achievement. The scale may indicate how much a teacher values people.
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Almarshad, Yousef Ogla. "The Effects of Instructional, Transformation and Distributed Leadership on Students' Academic Outcomes: A Meta -Analysis." International Journal of Education 9, no. 2 (2017): 1. http://dx.doi.org/10.5296/ije.v9i2.10263.
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This paper reviewed the effects of educational leadership on students' academic outcomes during the past decade. 14 studies were found and included with the computation of 16 effect size statistics. This research evaluated the effect of three different types of leadership, instructional, transformational and distributed, on students' academic achievement. The study found no discernable differences with respect to the type of leadership on students' academic outcomes.Discernable leadership was found to be the most influential leadership style on students' academic achievement. This finding confirms earlier arguments suggesting that if leaders are more engaged in the business of teaching and learning of their students, the academic performance of schools pupils become better. In light of earlier reviews of leadership effects on students' outcomes, this study shows that the influence of leadership on academic measures differs from its effects on non-academic outcomes including social, psychological and political characteristics.
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Tukiman Hendrawijaya, Arief. "Human resource management in improving students’ academic achievement mediated by teacher’s performance." Problems and Perspectives in Management 18, no. 1 (2020): 242–53. http://dx.doi.org/10.21511/ppm.18(1).2020.21.
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The role of teacher is critical in improving students’ academic performance. Teacher’s performance is affected by many factors. This study analyzes and examines the effect of organizational culture, leadership style, work ethic, and work commitment on teacher’s performance and students’ academic achievement. The study applies the analytical research involving private high school teachers in the district of Jember East Java Province of Indonesia. There are 313 private high schools in Jember with more than 5,000 teachers. The sample consists of 213 respondents. The main research data were obtained by distributing the questionnaires. It uses path analysis to determine the direct and indirect effect using the structural equation modeling. The results show that organizational culture, leadership style, work ethic, and work commitment have a significant positive effect both on teacher’s performance and students’ academic performance. Besides, teacher’s performance plays a significant mediating role in the relationship between the independent variables and students’ academic performance.
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Rashid, Abdur, Roohul Amin, and Shabir Ahmad. "Relationship Between Teachers Leadership Styles and Students Academic Achievement." Global Social Sciences Review IV, no. IV (2019): 360–66. http://dx.doi.org/10.31703/gssr.2019(iv-iv).46.
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Leadership styles play an important role and position in pedagogical activities and school effectiveness because they play a major role in the learning process. The current study looked at the relationship between teacher leadership styles (including democratic, autocratic, transformational and transactional) and student academic achievement at the university level. Head of the Departments of Social Sciences and Master degree students made up the study population. Twenty-nine Heads of Departments (HODs) and two hundred and six students from five public sector universities in Khyber Pakhtukhawa were selected through simple random and stratified (proportionate) sampling techniques. Data was collected through a questionnaire, the reliability co-efficient of which was 0.72 and 0.82 for HODs and students respectively. The data collected was analyzed using Mean, Standard Deviation and Pearson Correlation. The study results indicate that teacher leadership styles are strongly linked to student academic success
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Zuze, Tia Linda, and Andrea Juan. "School leadership and local learning contexts in South Africa." Educational Management Administration & Leadership 48, no. 3 (2018): 459–77. http://dx.doi.org/10.1177/1741143218814006.
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International research has shown that the quality of school leadership and management (SLM) is important for teaching and learning, particularly in schools where there is acute resource deprivation. This article explores the relationship between leadership and academic achievement in South African secondary schools with varying socio-economic conditions. The study is based on data from 12,154 South African Grade 9 learners, 334 mathematics teachers and 292 principals who participated in the 2015 Trends in International Mathematics and Science Study (TIMSS). Using indicators that represent different aspects of school leadership, this article examines whether the type of leadership and management practices depend on the school setting and whether better school leadership and management supports academic achievement. The analysis revealed distinct relationships between school leadership and management and academic achievement based on the socio-economic status of learner bodies. Potential policy responses are discussed.
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Hassan, Roslizam, Jamilah Ahmad, and Yusof Boon. "Instructional Leadership in Malaysia." International Journal of Engineering & Technology 7, no. 3.30 (2018): 424. http://dx.doi.org/10.14419/ijet.v7i3.30.18346.
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Leadership of school leaders regardless principals or headmasters is among the key factors that can affect the academic achievement of students directly or indirectly. Based on previous research, a strong relationship between student achievement and leadership of school leaders was proven. The Ministry of Education Malaysia (MoE) has outlined three approaches to improving student achievement through the improvement of school leaders' performance. One of the approaches is school leaders should act as instructional leaders who are actively involved in teacher development activities by planning, coordinating and evaluating the teaching and learning process (T&L) at school. This concept paper will discuss several matters related to instructional leadership such as background and development of instructional leadership, instructional leadership definitions, the development of instructional leadership concepts, instructional leadership models and the issues and challenges that exist in implementing this leadership styles. The analysis was done in the context of Malaysia and abroad. The paper is written based on extensive secondary data analysis. After analyzing matters relating to instructional leadership, it can be concluded that instructional leadership is a form of leadership that every school leader needs to practice for excellence achievements in a school. With a lot of challenges nowadays, it needs to be addressed so that the direction of the school is on the right track and students’ achievement can be enhanced.
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Dabesa, Fekadu, and Shireye Fekadu Cheramlak. "School Leadership Effectiveness and Students’ Academic Achievement in Secondary Schools of Guraghe Zone SNNPR." Middle Eastern Journal of Research in Education and Social Sciences 2, no. 2 (2021): 1–26. http://dx.doi.org/10.47631/mejress.v2i2.161.
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Purpose: The main purpose of this study was to assess the school leadership effectiveness and students’ academic achievement in government secondary schools’ of Guraghe Zone, SNNPR, Ethiopia. Methodology/Approach/Design: Co-relational research design and a quantitative research method were employed. The sample size included 225 secondary school teachers, principals, head departments and 2298 students’ grade ten national examination results from 10 public secondary schools. Both primary and secondary data were used for this study. Results: The results showed that there is a positive and significant relationship between Leadership effectiveness and students’ academic achievement (r=.653*, p<.0.041). The participants indicated that setting a clear school vision, promoting professional practice, developing a mechanism for teachers to share their experience impact students’ academic achievement. Moreover, the results showed that the principal’s effectiveness involves the teaching staff and enhances student achievement. Furthermore, the study indicated that there were positive and significant relationships (r=.653*, p<.0.041) in the mean academic achievement among the sampled secondary school and the two years CGPA of 2009-2010E.C.`Q Practical Implications: The findings might have practical implications for concerned authorities. Schools and teachers should apply the recommendations of the study to bring improvement in students’ achievement. Originality/Value: There was an association with a significant relationship that existed between school leadership effectiveness and students’ academic achievement. Moreover, the focus should be on the development of qualified and experienced teachers with strong school leadership effectiveness abilities to improve learning and students’ achievement.
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Daniel, Ghirmai Jambo, and Hongde Lei. "The Effect of Principal’s Distributed Leadership Practice on Students’ Academic Achievement: A Systematic Review of the Literature." International Journal of Higher Education 9, no. 1 (2019): 189. http://dx.doi.org/10.5430/ijhe.v9n1p189.
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Distributed leadership as a new scenario of educational leadership has become a popular topic in the contemporary world. Many notable researchers and members of the discourse community have contributed significantly to its development. However, little attention has paid to its effectiveness. Hence, the main purpose of this article is to analyze the existing evidence for the effect of principal’s leadership practice on students’ academic achievement from a distributed perspective. To do so, a systematic search of academic databases was conducted and 68 references spanning from the year 2001 to 2018 were selected and systematically reviewed. Due consideration was given to their concepts of distributed leadership practice, principal’s role, and students’ academic achievement. The findings of this article show that distributed leadership has positive and indirect effect on students’ academic achievement and the role of principal is indispensable. Nevertheless, there is little emperical evidence, a lack of universal accepted patterns and best practices of distributed leadership which strains further investigation. On the basis of evidence currently available, it seems reasonable to recommend scholars, policy developers, and practitioners to recognize the role of principal on distributed leadership and its best practices.
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Ulya, Rahmatul, Arni Amir, and Yaslinda Yaunin. "Association Between Psychological Profile And Academic Achievement of Midwifery Students." Journal of Midwifery 3, no. 2 (2018): 1. http://dx.doi.org/10.25077/jom.3.2.1-10.2018.
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One way to reduce MMR and IMR is to improve the quality of graduates of midwifery education. The development of students' abilities can be evaluated by seeing the results or learning achievements. Psychological tests will help midwifery education institutions to find out the background, motivation and other environments related to students. This research is a quantitative research design with a cross sectional design to determine the association between psychological profiles with the academic achievement of midwifery students. The study was conducted in November - December 2017 at the West Sumatra Midwifery Academy. The population in this study were all 2nd grade students totaling 40 people. Statistical analysis was conducted using chi square analysis. The results of this study were: 70.0% of the subjects structure of intelligence were in the sufficient category, 62.5% of the subjects work behavior were in the sufficient category, 72.5% of the subjects sociability were in the sufficient category, 50.0% of subjects leadership were in the less category, 47, 5% of the subjects temprament and emotion were in the sufficient category, 60.0% of the subjects grade point average (GPA) is sufficient. There was a significant relationship between the structure of intelligence, work behavior, type of personality, sociability, leadership, temperament and emotions with the academic achievement of midwifery students.
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Nazayanti, Nazayanti, Wahyudi Wahyudi, and M. Chiar. "The Influence of Transformational Leadership and School Environment on Academic Achievement of PAUD Teachers at West Pontianak District." JETL (Journal Of Education, Teaching and Learning) 4, no. 1 (2019): 40. http://dx.doi.org/10.26737/jetl.v4i1.971.
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<p><strong><em>.</em></strong>In general, this research departs from the researchers' thinking that with the better and higher Transformational leadership and school environment, the better and higher the Motivation for Achievement of teachers, especially in PAUD District of West Pontianak. The method used in this study is a type of causal study with a quantitative approach. The instrument used in this study is a questionnaire. The population in this study were Paud educators in West Pontianak Subdistrict with a total of 72 teachers from 26 Paud institutions in West Pontianak Subdistrict. The instrumentis divided into three variables: Transformational Leadership (X1), School Environment (X2), and Teacher Achievement Motivation (Y). Based on the analysis, the following results were obtained: first; the significance value of the Transformational Leadership variable (X1) is 0,000 or less than 0.05 so Ha is accepted and Ho Denied. It means that there is a significant influence of Transformational leadership on the achievement motivation of PAUD teachers in West Pontianak Subdistrict, with r X1y 0.66 and r table 0.229 Second; the significance value on the School Environment variable (X2) is 0.00 or less than 0.05 so that Ha is Accepted and Hois denied. It means that there is a significant influence on the School Environment on the achievement motivation of PAUD teachers in West Pontianak Subdistrict, with rX2y 0.685 with r table 0.229. And third; the value of the significance of Transformational leadership and school environment together is 0.00 or less than 0.05. Thus Ha is accepted,andHois rejected. It means that there is a significant influence of Transformational leadership and school environment together on teacher achievement motivation in the West Pontianak sub-district, with an r count of 47.868 and Ftable 3.13, at a significance level of 0.05. On the basis of the results of the study, it is expected that PAUD leaders or managers in West Pontianak Subdistrict should apply Transformational leadership well, it is hoped that the motivation of teachers to develop their existing potential will increase teachers should always spur themselves and continue to improve, develop potential and his achievements to improve the quality of education.</p>
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Kim, Young-Sun, and Hyun-Ju Lee. "The Effects of Creative Leadership and Self-leadership to Academic Achievement of Nursing Students." Korean Association For Learner-Centered Curriculum And Instruction 21, no. 1 (2021): 531–46. http://dx.doi.org/10.22251/jlcci.2021.21.1.531.
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Ertem, Hasan Yücel. "Relationship of School Leadership with School Outcomes: A Meta-Analysis Study." International Education Studies 14, no. 5 (2021): 31. http://dx.doi.org/10.5539/ies.v14n5p31.
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Administration and governance of schools in Turkey have a complex structure and process. Within the centralized structure, the procedures in educational activities are managed by school principals. In the Turkish literature, there are studies showing leadership styles of school leaders based on the leadership theories borrowed from different contexts. Furthermore, these leadership styles are linked to school outcomes like academic achievement and teacher motivation. Thus, catching compatible sides of leadership theories may serve to improve this kind of school outcomes. In these respects, the current study aimed to investigate which leadership styles have more effect on academic achievement and teacher motivation. Exclusion and inclusion criteria were determined in order to identify the studies to be analyzed. A meta-analysis study including 21 studies in Turkish context was conducted to achieve the purpose of the study. The meta-analysis results showed that the leadership styles were highly related with the school outcomes. Overall, laissez-faire, transactional, instructional, and transformational leadership styles had a high and positive relation with the school outcomes. The laissez-faire and spiritual leadership styles showed more effect on the teacher motivation while the positive and transformational style had more effect on the academic achievement. Considering the conclusions of the study, it is recommended that future studies develop a leadership theory specific to the educational settings in Turkey.
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Datu, Jesus Alfonso D., and Allan B. I. Bernardo. "The Blessings of Social-Oriented Virtues: Interpersonal Character Strengths Are Linked to Increased Life Satisfaction and Academic Success Among Filipino High School Students." Social Psychological and Personality Science 11, no. 7 (2020): 983–90. http://dx.doi.org/10.1177/1948550620906294.
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Some studies have shown that character strengths positively predicted optimal performance and well-being in Western, educated, industrialized, rich, and democratic (WEIRD) societies which may hold limited generalizability to individuals in non-WEIRD contexts. This prospective study examined the association of selected interpersonal character strengths (i.e., fairness, teamwork, leadership, forgiveness, and kindness) with life satisfaction, teacher-reported academic engagement, Mathematics achievement, English achievement, and overall academic achievement among Filipino high school students enrolled in a public high school in the Philippines ( M age = 14.33). There was a 2-month interval between Time 1 and Time 2 data collection. Results indicate that whereas fairness and kindness demonstrated stronger magnitudes of associations with subsequent life satisfaction, academic engagement, and achievement, teamwork and forgiveness had positive and moderate intensity of relationships to such outcomes. Compared to other interpersonal strengths, leadership showed weaker correlations with life satisfaction and achievement outcomes. Results allude to the benefits associated with interpersonal positive virtues in a non-WEIRD context.
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Cho, Jaehyun, Yeona Bak, and Uhn-Soon Gim. "Analysis of the Factors Affecting College Students’ Academic Achievement and Leadership." Korean Journal of Community Living Science 31, no. 4 (2020): 699–716. http://dx.doi.org/10.7856/kjcls.2020.31.4.699.
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Michael, Jerrold M. "Citation Asia Pacific Academic Consortium for Public Health Leadership Achievement Award." Asia Pacific Journal of Public Health 5, no. 4 (1991): 286. http://dx.doi.org/10.1177/101053959100500404.
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Siswati, Via Linda. "Studi Empiris tentang Pengaruh Budaya Organisasi, Gaya kepemimpinan, Motivasi Belajar dan Manajemen Pembelajaran terhadap Kinerja Akademik Mahasiswa pada Sekolah Tinggi Ilmu Tarbiyah Raden Wijaya Mojokerto." Progressa: Journal of Islamic Religious Instruction 2, no. 1 (2019): 31. http://dx.doi.org/10.32616/pgr.v2.1.106.31-38.
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Departing from the analysis of academic social symptoms, the background lack of interest or become a big burden for students to be active in learning due to various orientations including many tasks that are too difficult in quantity and quality. This problem has an impact on student achievement. The low level of student achievement can be seen from the students' achievement and the worse the students postponed the obligation to apply or complete other academic tasks as a whole. This study aims to determine the influence of Organizational Culture, Leadership Style, Motivation learning, And Satisfaction academic service Against Student Academic Performance. This research was conducted at Tarbiyah High School of Raden Wijaya Mojokerto. The number of samples taken 48 students. This study used a saturated sample. Data were collected by survey method. Data analysis technique used is Multiple Linear Regression. The results of this study indicate that organizational culture, leadership style, learning motivation does not affect student academic performance. While learning management have an effect on to student academic performance.
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Atchia, Shakeel Mohammad Cassam, and Vinayagum Chinapah. "Factors Affecting Academic Achievement of Secondary School Students in Mauritius." Journal of Education and Research 9, no. 1 (2019): 70–90. http://dx.doi.org/10.3126/jer.v9i1.28825.
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This paper analyses the contextualised determinants affecting the academic achievement of secondary school students in Mauritius. A mixed methodology was used to understand the effect of the determinants on students’ achievement considering the academic progression of learners from one point (CPE: Examination marking the end of primary schooling) to another (NG9A: Checkpoint assessment after three years of secondary schooling). The first phase had a non-positivist epistemological stand using the qualitative method of ‘focus group discussion’ to identify the determinants and then validate the TIMSS questionnaire. The second phase had a post-positivist epistemological stand where an amended version of the standardised international questionnaire TIMSS was administered to collect data from a sample of 600 students. The primary data were analysed to produce a Linear Multiple Regression Model. The findings reveal that 90.1% achievement can be explained by the variables of school leadership, student, socio-economic factor, and teacher (R square = 0.9.1; p < 0.05). The model shows that school leadership has a higher positive correlation on (β=0.419) students’ achievement followed by student factor (β= 0.227), tuition teacher (β= 0.154), school teacher (β= 0.117) and socioeconomic status (β= 0.048).
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Rosyada, Nur Sabila. "TRANSFORMATIONAL LEADERSHIP OF PRINCIPAL IN INCREASING ACADEMIC ACHIEVEMENT OF STUDENTS AT SENIOR HIGH SCHOOL IN YOGYAKARTA." Jurnal Khazanah Intelektual 4, no. 3 (2021): 910–31. http://dx.doi.org/10.37250/newkiki.v4i3.80.
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 The purpose of this study is to identify the principal's perspective on student academic achievement and the strategies carried out in the principal's transformational leadership to improve student academic achievement.This research conducted by qualitative research with research subjects from the principal, vice principal, teachers and students. Data collection techniques used in-depth interviews, documentation and observation studies. Test the validity of the data used source triangulation techniques. Data analysis techniques used qualitative data analysis.The results indicated that the principal had a goal to improve student academic achievement. Student academic achievement is focused on increasing national exam scores and the number of graduates entering tertiary institutions. The principal conducts a number of strategies to improve student academic achievement, including: conducting joint evaluations with school stakeholders to help shape the vision and mission of the school, the principal facilitating the teacher to attend workshops and training, the principal prepares an IT (Information and Technology) consultant or laboratory assistant to help teachers implement internet-based learning, principals provide opportunities for teachers to become resource persons at workshops or training, principals make regulations for teachers to play an active role in MGMP (Subject Teachers' Consultation), Principals involve parents in the process of formulating tutoring and evaluation of learning outcomes, principals collaborate with various figures and experts in various fields to be a resource in a cultural workshop program, Hold a tutoring program at the 0th hour for grade 11, tutoring class 12, tutoring on Saturdays, giving In the form of a free learning program, the school principal addresses the administrative problems of teachers through the MGMP, and the school principal conducts an evaluation workshop every semester. All strategies undertaken by the principal aim to improve student academic achievement.
 
 Keywords: Transformational Leadership, Principals and Academic Achievement of students.
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Guiffrida, Douglas A. "How Involvement in African American Student Organizations Supports and Hinders Academic Achievement." NACADA Journal 24, no. 1-2 (2004): 88–98. http://dx.doi.org/10.12930/0271-9517-24.1-2.88.
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The perspectives of 84 African American students attending a predominantly White institution (PWI) were qualitatively analyzed to identify the conditions under which African American student organizations were perceived as assets and liabilities to academic success. Results indicate that involvement in African American student organizations can hinder the academic achievement of students who value hierarchical leadership styles, service toward systemic change, and leadership experiences over grades. Implications for advising African American students at PWIs are provided along with suggestions for modifying Astin's (1984) theory of student involvement when applying it to African Americans at PWIs.
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Chen, Xinyin, Kenneth H. Rubin, Bo-shu Li, and Dan Li. "Adolescent Outcomes of Social Functioning in Chinese Children." International Journal of Behavioral Development 23, no. 1 (1999): 199–223. http://dx.doi.org/10.1080/016502599384071.
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A sample of Chinese children in Shanghai, People’s Republic of China, initially aged 8 and 10 years, participated in this four-year longitudinal project. Information on social functioning including sociability-leadership, aggression-disruption, and shyness-sensitivity was collected from peer assessments in the original study. Data on indexes of social and school adjustment, including peer acceptance, teachers’ perceptions of school-related competence, leadership, academic achievement, adjustment problems, and self-perceptions of competence, were collected from multiple sources in the follow-up study. Consistent with Western literature, sociability-leadership positively predicted indexes of social and school adjustment. Aggression was positively associated with adolescent maladjustment for boys and adjustment for girls. Finally, inconsistent with the Western literature, shyness-sensitivity in childhood was positively predictive of indexes of adolescent adjustment such as teacher-assessed competence, leadership, and academic achievement.
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Piyaman, Patnaree, Philip Hallinger, and Pongsin Viseshsiri. "Addressing the achievement gap." Journal of Educational Administration 55, no. 6 (2017): 717–34. http://dx.doi.org/10.1108/jea-12-2016-0142.
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Purpose Developing countries in many parts of the world have experienced a disturbing trend in the differential pace of economic development among urban and rural communities. These inequities have been observed in education systems in Asia, Africa, and Latin America where researchers have documented differences not only in resource allocation but also in the academic performance among students in urban and rural schools. Recently researchers have shifted their focus from examining financial and physical resources to investigating the nature and impact of differences in human resources. The purpose of this paper is to examine differences in school organization processes associated with learning-centered leadership and teacher learning among urban and rural primary schools in Thailand. Teacher trust and teacher agency were proposed as possible mediators of leadership effects on teacher learning. Design/methodology/approach This study employed a cross-sectional survey design. The authors collected survey data from 1,011 teachers and 60 principals in 30 urban and 30 rural primary schools in Thailand. Multi-group confirmatory factor analysis, structural equation modeling, and bootstrapping were used to analyze the proposed model of leadership and teacher professional learning. More specifically, data analysis was aimed at determining the nature of relationships among the constructs in the conceptual model and whether patterns of leadership and teacher learning differed in urban and rural primary schools. Findings The results affirmed a model whereby school leadership exerted significant indirect effects on teacher learning in both urban and rural primary schools. Data analyses determined that the path of leadership effects moved through trust to agency and then to teacher professional learning. Thus, while the authors found a strong direct effect of leadership on teacher trust, there were only small direct effects of leadership on teacher agency and no meaningful direct effects of leadership on teacher professional learning. Thus, the research affirmed a full mediation model of leadership effects on teacher learning. Finally, the study also affirmed that the measured variables were perceived as significantly stronger in the urban schools than in the rural schools. Social implications The research expands on prior research on the “achievement gap” in Thailand by demonstrating the existence of a similar “human resource gap” when comparing urban and rural school leaders and teachers. This study implies that addressing the gap in student achievement will require action aimed at building the capacity of the principals and teachers who work with the rural pupils. Originality/value These results suggest differences in the quality of human resources between urban and rural primary schools in Thailand. There may be potential benefit to be gained from providing training focused on “learning-centered leadership” for principals and middle level leaders, as well as expanding access to quality professional development opportunities for rural teachers.
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Bellon, Emmanuel O., Moses Waithanji Ngware, and Kassahun Admassu. "The Role of Parental Leadership in Academic Performance." Education and Urban Society 49, no. 1 (2016): 110–30. http://dx.doi.org/10.1177/0013124516630604.
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The study examines the combined effects of key elements in parental leadership on academic performance. In the wake of inadequate learning resources, parental leadership becomes an indispensable learning input for children’s academic performance. The discourse utilized data collected from 2005 to 2010 in a longitudinal study involving 1,549 children who sat for the national standardized examination in Kenya. Our findings showed that monitoring and aspirations are essential elements of parental leadership and have direct and positive effect on children’s learning achievement. The effects were stronger among children from urban informal settlements compared with those from urban formal settlements. The effect of parental aspiration on children’s performance was mediated through parental support and monitoring in informal settlements. The study provides evidence on the extent to which parental leadership enhances academic performance. This is useful to parents, teachers, and policy makers in their efforts to secure effective mechanisms for improving learning outcomes.
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Jalapang, Iran, and Arumugam Raman. "Effect of Instructional Leadership, Principal Efficacy, Teacher Efficacy and School Climate on Students’ Academic Achievements." Academic Journal of Interdisciplinary Studies 9, no. 3 (2020): 82. http://dx.doi.org/10.36941/ajis-2020-0043.
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This study is aimed to identify the influence of instructional leadership, principal’s efficacy, teachers’ efficacy and school climate on the academic achievement of national secondary school students in the Sri Aman Division, Sarawak. The respondents of the study consisted of 186 teachers in 7 National Secondary Schools (NSS) in Sri Aman, Sarawak. This study used a quantitative method that is a cross-sectional approach for data collection purposes. Respondents responded using a questionnaire. The SmartPLS 3.0 path modelling software of the route model was used for PLS-SEM analysis. The results of the PLS-SEM analysis found that the instructional leadership of principals, efficacy of principals, efficacy of teachers and school climate have significant relationships with students' academic achievement in the 7 National Secondary Schools (NSS) in Sri Aman, Sarawak. This proves that these four variables have a strong influence on students' academic achievement and are predictors of students’ academic achievement performance at national secondary schools in the Sri Aman Division. However, teachers’ experience as a moderating factor was found to not affect the independent variables against the dependent variable. Finally, a comprehensive analysis on the implications of the study was carried out so that it can contribute to the scientific field of research in education.
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Otara, Alfred, and Hezekiah Otieno Omolo. "School organizational factors as predictors of student achievement: Principals’ perspective." International Journal for Educational and Vocational Studies 3, no. 1 (2021): 24. http://dx.doi.org/10.29103/ijevs.v3i1.3373.
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This study aimed to deepen our understanding of how school organization factors can be used to predict students’ academic performance. In particular, factors examined were leadership skills, nature of students, parental involvement and the school environment. Using stratified and simple random sampling, a total of 152 principals were selected for the study. A survey questionnaire was used to collect data whose variance and regression was analyzed using ANOVA. The findings consolidate the importance of leadership skills, nature of students, learning environment and parents in predicting students learning success. All the four aspects of school organization contributed differently to predicting students’ academic performance with the Principals' Leadership Skills having the highest impact while parental involvement made the least contribution. Findings of this study are important to educational administrators to ensure a supportive learning environment for the students. In addition education authorities both at national and local levels should enhance field inspections to rate the learning atmosphere. The study also serves to contribute to the body of knowledge on school organizational factors in addition to triggering the need for more research in this domain.
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Beard, Karen Stansberry. "Toward a theory of Engaged School Leadership." Journal of School Leadership 28, no. 6 (2018): 742–71. http://dx.doi.org/10.1177/105268461802800603.
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This study explored principle licensure students’ sense of engagement, program effectiveness, and preparedness to lead engagement focused on academic achievement. Data analysis using attributes of effective preparation programs, and positive psychology constructs (e.g., flow) found Goal Achievement, Commitment, and Accomplishment significantly related to flow. Flow was significantly related to Engagement, while Care was significantly related to Commitment and Coping. Perhaps more significantly, the findings yielded seven characteristics of Engaged School Leadership Theory (ESTL) development. Adding to both principal preparation and positive psychology literature, this study offers conceptual understandings toward an emerging theory of Engaged School Leadership.
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Maponya, Tebogo. "The instructional leadership role of the school principal on learners’ academic achievement." African Educational Research Journal 8, no. 2 (2020): 183–93. http://dx.doi.org/10.30918/aerj.82.20.042.
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Hou, Yanyan, Yiran Cui, and Danhui Zhang. "Impact of instructional leadership on high school student academic achievement in China." Asia Pacific Education Review 20, no. 4 (2019): 543–58. http://dx.doi.org/10.1007/s12564-019-09574-4.
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Horton, Sandra L., Debbie J. Drake, Patricia A. Kershaw, and Nancy A. Murray. "The academic portfolio: Validation of the learning journey." Journal of Nursing Education and Practice 9, no. 11 (2019): 26. http://dx.doi.org/10.5430/jnep.v9n11p26.
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As academicians, students’ learning achievements must be described to ascertain programmatic quality and professional accreditation. Additionally, demonstrating accountability is pivotal for application to nursing students’ learning in patient situations and leadership decision-making. In this process review, nursing student learning was validated by the use of academic portfolios. Learning was authenticated by having the students identify evidence of their learning applied to school of nursing and program outcomes for nursing administration, the Essentials of Master’s Education in Nursing, and the American Organization for Nursing Leadership (AONL) competencies. The AONL competencies were a crucial measurement which enabled students to better view the full scope of their roles as nursing leaders. These academic portfolios provided illustrative vignettes of application of students’ learning throughout the master in nursing administration program. Academic portfolios personify the students’ learning experiences to validate student learning for academic reviewers, provide continuous quality improvement for nursing programs, and guide the learning application to the students’ future careers and lives. These results will also demonstrate program success during an upcoming accreditation survey thus fulfilling a triple objective with one academic project: assessment of student goal achievement, program goal attainment, and accreditation preparedness.
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Ballangrud, Brit Bolken, and Jan-Merok Paulsen. "Leadership Strategies in Diverse Intake Environments." Nordic Journal of Comparative and International Education (NJCIE) 2, no. 2-3 (2018): 103–18. http://dx.doi.org/10.7577/njcie.2784.
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The case study subjected in this paper was designed to illuminate how school leadership strategies and interventions mediate external demands, in the form of the academic press, for raised outcomes, imposed from the policy environment on a school with a heterogeneous pupil population. The Norwegian research site is situated in a demographic environment of low pupil socioeconomic status, a group of factors that in other systems predicts 60%—70% of academic achievement. More specifically, the intake environment in which the school is situated is characterized by high ethnic heterogeneity and, for some parts, low scores on parents’ social welfare indicators. Data was collected from a school characterized as low performing, defined by pupil achievement on national tests, yet these outcomes had been progressing over time. Find-ings are based on observations as well as interviews with school leaders, teachers, the superintendent in the municipality, and pupils, together with a pupil survey. The paper analyzes various leadership strategies and interventions as mediating functions between the external academic press from the school district level and the internal cultural context of the school. Specifically, the findings suggest that building a core culture of inclusive ethos for all pupils, paired with pedagogical collaboration, and democratic and servant leadership, are important devices for mastering this form of diversity. The leadership practices and collaborative focus were furthermore anchored in a systemic and more integrative school organization that purposefully com-bined hierarchical structure with horizontal elements in a matrix-like design.
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F. Lorenz, Gregory. "A study of wellness and academic leadership." Journal of Applied Research in Higher Education 6, no. 1 (2014): 30–43. http://dx.doi.org/10.1108/jarhe-11-2012-0029.
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Purpose – The leadership lifestyle lived by academic leaders is characterized by fast pace, high responsibility, and little personal time. This lifestyle may be unattractive for professionals seeking high-level academic leadership positions. The purpose of this paper is to discover the meaning of wellness for leaders in higher education and better understand how they achieve and maintain wellness in their lives. Design/methodology/approach – This study used a qualitative methodology and specifically a grounded theory approach. Grounded theory was the chosen methodological approach due to its applicability to academic and non-academic audiences as well as its ability to better understanding the processes associated with certain phenomenon such as wellness. Findings – The results yielded a grounded theory called wellness maturity with four supporting axial categories: intention, gauge of wellness, reflection, and adaptation. Wellness maturity, depicted as a continuum, represents an optimal wellness destination with constant movement toward the destination for each leader. Practical implications – The results of this study offer greater insight into practical applications and considerations necessary for the achievement or maintenance of wellness while working in a higher education environment. Originality/value – This is critical as the future of higher education suggests a large number of vacancies of leadership posts. With the increasing pressures for administrators, the need to create a desirable and attractive climate for potential leaders is necessary.
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Aragon, Sofia, Audrey Beauvais, Vivienne Friday, et al. "Equity, Achievement, and Thriving in Nursing Academic Progression." Teaching and Learning in Nursing 15, no. 4 (2020): 255–61. http://dx.doi.org/10.1016/j.teln.2020.06.002.
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Karadağ, Mehmet, Fahriye Altınay Aksal, Zehra Altınay Gazi, and Gökmen Dağli. "Effect Size of Spiritual Leadership: In the Process of School Culture and Academic Success." SAGE Open 10, no. 1 (2020): 215824402091463. http://dx.doi.org/10.1177/2158244020914638.
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The basic objective of this study is to examine whether there is a relationship between spiritual leadership, school culture, and academic success. The data were collected by mixed method from teachers working in seven high schools and five achievement low level high schools in Şanlıurfa in 2018. The data obtained from the teachers were analyzed using quantitative and qualitative methods. The conducted analyses revealed two important results. First, it can be claimed that as spiritual leadership perception of teachers increase, so does their school culture perception. The second result is the impact of both spiritual leadership and school culture on academic success. Therefore, the impact of spiritual leadership and school culture on two variables (high success, low success) has been examined separately. As the spiritual leadership and school culture perception of teachers increase, so does academic success.
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Rinn, Anne N. "Trends Among Honors College Students: An Analysis by Year in School." Journal of Secondary Gifted Education 16, no. 4 (2005): 157–67. http://dx.doi.org/10.4219/jsge-2005-479.
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This study sought to determine whether honors college students differed with regards to academic achievement, academic self-concept, general self-concept, educational aspirations, and career aspirations as a function of their class standing. Participants included 298 honors college students from a large, Midwestern university. A demographic questionnaire, the general academic subscale and the general-self subscale of the Self-Description Questionnaire III (Marsh & O'Neill, 1984), and the Leadership and Achievement Aspirations subscale of the Career Aspirations Scale (O'Brien, 1992) were used. Results indicate significant differences between juniors and seniors with regards to academic self-concept, educational aspirations, and career aspirations. Implications for honors faculty and administrators are discussed.
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Dorner, Lisa M., and Se Woong Lee. "Una Búsqueda de la Equidad y la Justicia: District Leaders Attempt to Expand Dual Language Bilingual Education for Equity." Journal of Cases in Educational Leadership 23, no. 3 (2020): 3–15. http://dx.doi.org/10.1177/1555458920916910.
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This case examines one district’s attempts to enhance and rework its approach to dual language bilingual education (DLBE). Upon her hire at “Triton Public Schools,” the new coordinator for language services noticed that Spanish-speaking students designated as English Learners (ELs) had inequitable access to the district’s only DLBE school, and that other programs designed for them did not result in as high academic achievement as DLBE. Conversations by district leadership to make significant changes in their approach to DLBE resulted in public outcry and confusion from educators, as well as Spanish- and English-speaking parents. Our discussion centers on how to employ courageous and social justice–minded leadership to enhance equity, access, and high academic achievement for marginalized student populations in bilingual education.
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Haug, Matthew E., and Teresa Wasonga. "Understanding How Leadership Matters: Collective Efficacy and Student Achievement." ATHENS JOURNAL OF EDUCATION 8, no. 2 (2021): 197–222. http://dx.doi.org/10.30958/aje.8-2-5.
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The purpose of this study was to examine the relationships among collective efficacy factors, as measured by the Illinois 5Essentials Survey, and college readiness scores, as reported by American College Testing (ACT), for high schools in the state of Illinois. The 5Essentials have been considered crucial to school success and therefore used to describe learning environments and as basis for decisions on school improvement. However, little research has investigated the efficacy of the 5Essentials in their impact on academic achievement. This study used Illinois 5Essentials Survey and ACT data to interrogate the value of 5Essentials. Analysis of data determined that while correlational relationships do exist among the 5Essentials (collective efficacy factors) and that some have predictive qualities for student achievement, the strengths of those relationships are, at best, weak. Outcomes of this survey provide insights that policy makers should consider when recommending the use of these factors to influence school culture and student achievement. Keywords: collective efficacy, Illinois 5Essentials Survey, reciprocal causality, self-efficacy, student achievement, leadership
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Ozdemir, Nedim. "A bibliometric analysis of research on principal leadership and student achievement." New Trends and Issues Proceedings on Humanities and Social Sciences 6, no. 7 (2019): 55–61. http://dx.doi.org/10.18844/prosoc.v6i7.4512.
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This study aims to explore the bibliometric review of research on principal leadership and student achievement. The study consists of 473 articles indexed in the Web of Science database between 1992 and August 2019. This database provides access to bibliographic data of publications. Data were analysed by using VOSviewer software to create co-authorship, keyword and citation map. Descriptive statistics and social network analysis were used for data analysis. There are 93 items that are mentioned at least four times in 473 articles. These keywords grouped into nine clusters. The most common keywords are achievement, school leadership, principal, school improvement, instructional leadership, teachers and performance. The temporal analysis finds that recent interest revolves around teacher evaluation, teacher professional development, trust and collaboration. Researchers can do a similar study in the field of school leadership and school culture.
 Keywords: School principal, academic achievement, bibliometric analysis.
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Geleta, Abeya. "Schools Climate and Student Achievement in Secondary Schools of Ethiopia." European Scientific Journal, ESJ 13, no. 17 (2017): 239. http://dx.doi.org/10.19044/esj.2017.v13n17p239.
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A corelational research design was employed to examine if a relationship exists between organizational school climate and student achievement in Ethiopia secondary schools setting, and to investigate whether the various elements of school climate have independent effects on student achievement. Organisational climate was measured using the School Climate Index (SCI) developed by Tschannen-Moran, Parish and Dipaola and student achievement was measured by students’ test scores at the Ethiopia General Education Leaving Certificate Examination (GELCE) in the year 2014/15. A total of 32 schools, 973 teachers and 14882 students were involved in the study. Descriptive statistics such as mean and standard deviation, Pearson r correlation coefficient and multiple regression analysis were applied for the data analysis. The results indicate that school climate has a significant and positive relationship with student achievement in Ethiopia secondary schools, but nonetheless, a weak one. The collegial leadership, teacher professionalism, and academic press were significantly and moderately correlated to students’ achievement while the community engagement sub scale was not. The four factors used both for the SCI as predictor variables in the regression model were shown to have a significant relationship with student achievement when viewed as a whole, but they generated more varied results when examined individually. Teachers’ professionalism is the most positive predictor of student achievement in Ethiopia secondary schools. Similarly collegial leadership and academic press are also found to be significant predictor of academic achievement. This study found no independent effect of community engagement on student achievement. It is recommended that school leaders should design school improvement plans that entail the school climate construct. School leaders need to find ways of including the community in the life of the school and foster positive relationships with the community. Principals in particular need to be mindful that the climate of a school affect achievement and the former can be enhanced to improve results.
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Mitchell, Roxanne M., Lisa A. W. Kensler, and Megan Tschannen-Moran. "Examining the Effects of Instructional Leadership on School Academic Press and Student Achievement." Journal of School Leadership 25, no. 2 (2015): 223–51. http://dx.doi.org/10.1177/105268461502500202.
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Masreviastuti, Masreviastuti, Siti Nurbaya, and Farida Akbarina. "PENGARUH GAYA KEPEMIMPINAN DAN MOTIVASI DIRI TERHADAP PRESTASI AKADEMIK MAHASISWA ADMINISTRASI NIAGA POLITEKNIK NEGERI MALANG." Adbis: Jurnal Administrasi dan Bisnis 14, no. 1 (2020): 63. http://dx.doi.org/10.33795/j-adbis.v14i1.89.
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The aim of this study is determine the effect of leadership style and self motivation on student academic achievement. In order to obtain a comprehensive picture, the object of the research was all first and second level students both D3 and D4 Business Administration Department of the State Polytechnic of Malang. The results are expected to be used as input related to leadership style and self motivation towards student academic achievement.The concept of HR policies studied also needs to be understood by academics. For this reason, the results of this study will also be published in accredited scientific journals. Besides that, it needs to be realized in the form of teaching materials so it can be used as a reference in the teaching and learning process at the Business Administration Department of the State Polytechnic of Malang.
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Rust, Jonathan P. "Addressing the Sociocultural Determinants of African American Students’ Academic Achievement: The Four Themes of the American School Counselor Association’s National Model and the Role of School Counselors." Urban Education 54, no. 8 (2016): 1149–75. http://dx.doi.org/10.1177/0042085916636657.
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Social justice, ensuring that all students receive access to equitable educational resources and opportunities to succeed academically, is a guiding principle for school counselors. With this ideal in mind, specific sociocultural factors that affect the academic achievement of African American students in urban school settings are considered. Subsequently, the four themes of the American School Counselor Association’s National Model—leadership, advocacy, collaboration, and systematic change—are used to provide school counselors in urban schools with guidelines to address the academic achievement of African American students related to these sociocultural factors.
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Musa, Khalip, and Nee Ngie Seng. "Hubungan Kepimpinan Guru dengan Pencapaian Akademik Pelajar di Sibu, Sarawak." Management Research Journal 6 (October 23, 2017): 176–90. http://dx.doi.org/10.37134/mrj.vol6.15.2017.
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Brooks-McNamara, Vicki, and Laura Pedersen. "Practitioner Inquiry: A Method to Advocate for Systemic Change." Professional School Counseling 9, no. 3 (2006): 2156759X0500900. http://dx.doi.org/10.1177/2156759x0500900308.
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Practitioner inquiry offers a strategy for creating systemic change thus increasing opportunities for all students’ academic achievement. Too often, school counselors are considered ancillary in schools rather than an integral member of the practitioner base. However, school counselors are being included in the equation for all students’ success. The very nature of school counselors’ work can make data gathering appear overwhelming and cumbersome. This article outlines a practical guide for enhancing the school counselor's position on leadership teams by providing simple and realistic strategies for gathering, analyzing, and using data to foster partnerships leading to positive academic interventions boosting all students’ achievement.
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Hamidifar, Fatemeh, and Mansoureh Ebrahimi. "Academic Leadership in a Private University: An Iranian Case Study." International Education Studies 9, no. 5 (2016): 193. http://dx.doi.org/10.5539/ies.v9n5p193.
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<p class="apa">This study explores effective academic leadership as well as hindrances within Iran’s private higher educational institutions. The author employed a qualitative approach that utilized purposive sampling to collect and analyze data. Findings were categorized into three classes comprising the (i) setting of direction, (ii) organizational and (iii) staff development at three administrative levels: central office, branch office and faculty personnel. Obstacles confronting effective academic leadership were identified as (i) centralization of power; (ii) bureaucratic hierarchy; (iii) budgetary restraints; (iv) ineffective interaction including ineffectual communications as well as social, political and cultural interventions; and (v) unqualified staffing policies that eschewed meritocracy. This study reveals that the functional purview of an effective academic leader is to drive an institution’s vision forward towards achievement and define its mission and objectives. Moreover, it signifies an indispensable need for academic leadership development programs that incorporate, protect and support scientific management skills based on sound moral values, mutually established trust, collegial respect, and the application of transactional cum transformational governance methods in teaching, learning and research.</p>