Log in

Relevant bibliographies by topics / Educational technology. School principals. Leadership / Journal articles

To see the other types of publications on this topic, follow the link: Educational technology. School principals. Leadership.

Journal articles on the topic 'Educational technology. School principals. Leadership'

Author: Grafiati

Published: 4 June 2021

Last updated: 9 February 2022

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 'Educational technology. School principals. 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

Yusof, Mat Rahimi. "EXPLORING SCHOOL LEADERS’ VIRTUAL INSTRUCTIONAL LEADERSHIP." International Journal of Modern Education 2, no. 4 (2020): 43–55. http://dx.doi.org/10.35631/ijmoe.24004.

Full text

Abstract:

The educational advancement in Malaysia has always been the main agenda of the government to make this country education equal to the other developed countries in this world. School leaders must have a futuristic mind and would be able to think beyond the ordinary to make this aspiration become a reality. They must be bold enough to make changes in line with the rapid development of mobile technology, internet, wireless connectivity, and the new medium of virtual communication. Therefore, this qualitative study aimed to verify the model on instructional leadership behaviors of virtual school l

APA, Harvard, Vancouver, ISO, and other styles

2

Ghavifekr, Simin, and Seng Yue Wong. "Technology Leadership in Malaysian Schools." International Journal of Asian Business and Information Management 13, no. 2 (2022): 1–18. http://dx.doi.org/10.4018/ijabim.20220701.oa3.

Full text

Abstract:

Education 4.0 is the answer to the global needs for the advanced integration of humans and technology. Leading school’s technology utilization can be the way forward to support education 4.0 realization. This study aims to investigate the effects and roles of principals’ technology leadership towards teachers’ ICT utilization and students’ academic performance in secondary schools in Selangor, Malaysia. This empirical study uses a set of questionnaires to gather information from respondents who are in the teaching profession. A total of 310 questionnaires were completed and analyzed. The findi

APA, Harvard, Vancouver, ISO, and other styles

3

Han, Christina. "Leadership Roles of a Pre-School Principal in the Use of Information and Communication Technology: A Hong Kong Experience." Contemporary Issues in Early Childhood 3, no. 2 (2002): 293–97. http://dx.doi.org/10.2304/ciec.2002.3.2.10.

Full text

Abstract:

The incorporation of information and communications technology (ICT) in education is increasingly recognised as a priority for schools in Hong Kong. Teachers are now expected to undertake formal training to ensure they are proficient in the use of ICT and are able to use it effectively within the classroom setting. This colloquium highlights the important role played by school leaders in ensuring the successful transition of schools within the ‘information age’. It is argued that principals need to inspire, encourage and support teachers to meet the challenges that lie ahead. The colloquium re

APA, Harvard, Vancouver, ISO, and other styles

4

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

5

Vogel, Linda R. "Learning Outside the Classroom: How Principals Define and Prepare to Be Instructional Leaders." Education Research International 2018 (November 21, 2018): 1–14. http://dx.doi.org/10.1155/2018/8034270.

Full text

Abstract:

This qualitative study surveyed 50 practicing principals in a Rocky Mountain state to explore what elements of their responsibilities these educational leaders identified as part of their instructional leadership roles. The study also examined what experiences these principals identified as helpful in preparing them to assume the role of school instructional leader, specifically in the areas of teacher supervision and evaluation, the use of technology to support student learning, and the use of data to inform instructional practices. These areas have been identified through research as signifi

APA, Harvard, Vancouver, ISO, and other styles

6

Prasojo, Lantip Diat, and Lia Yuliana. "HOW IS SOCIAL MEDIA USED BY INDONESIAN SCHOOL PRINCIPALS FOR INSTRUCTIONAL LEADERSHIP?" Jurnal Cakrawala Pendidikan 40, no. 1 (2021): 70–80. http://dx.doi.org/10.21831/cp.v40i1.32925.

Full text

Abstract:

Information technology and communication adoption, including social media, remains an interesting research theme in this digital era, especially in a developing country like Indonesia. A survey of principals’ perceptions in Indonesia on the factors that influence the use of social media for instructional leadership serves as the focus of this study. Using a sequential approach, 122 principals responded to the questionnaire which adapted the Technology Acceptance Model (TAM) containing six constructs namely perceived ease of use, perceived usefulness, perceived attitude, perceived facilitating

APA, Harvard, Vancouver, ISO, and other styles

7

Okilwa, Nathern, and Bruce Barnett. "Sustaining school improvement in a high-need school." Journal of Educational Administration 55, no. 3 (2017): 297–315. http://dx.doi.org/10.1108/jea-03-2016-0034.

Full text

Abstract:

Purpose The purpose of this paper is to examine how Robbins ES has sustained high academic performance over almost 20 years despite several changes in principals. Design/methodology/approach The paper analyzed longitudinal data based on: state-level academic and demographic data; two earlier studies of the school; and recent interviews with teachers, the principal, and parent leaders. Findings The analyses of these longitudinal data revealed four ongoing factors were responsible for sustained academic performance: high expectations, distributed leadership, collective responsibility for student

APA, Harvard, Vancouver, ISO, and other styles

8

Vampa, Magdalini. "The Necessity of Formation and Transformation of Principals." European Journal of Social Science Education and Research 5, no. 2 (2018): 8–18. http://dx.doi.org/10.2478/ejser-2018-0029.

Full text

Abstract:

Abstract Nowadays, it is quite evident how the "age of information" is causing the school to lose its privileged role towards knowledge and its distribution. Paradoxically, the targeted decentralization of the education system - at the same time -is accompanied by the tightening of centralized control mechanisms. This is applied through the "action" of national testing, increasing demands for performance, professional and scientific competencies.In this context, the world of the educational leader is seen as one of increasing change, complexity, diversity, and intensity. It has also been portr

APA, Harvard, Vancouver, ISO, and other styles

9

Sheppard, Bruce, and Jean Brown. "Leadership for a new vision of public school classrooms." Journal of Educational Administration 52, no. 1 (2014): 84–96. http://dx.doi.org/10.1108/jea-03-2012-0027.

Full text

Abstract:

Purpose – The purpose of this paper is to extend the understanding of distributed leadership to the school district level as the authors examine how leadership for twenty-first century learning is distributed within public schools and school districts as they strive to transform their school classrooms from primarily teacher-directed toward more student-centered and technology-enhanced. It contributes to a growing understanding of the inherent distribution of school and school district leadership and helps elucidate how existing leadership machinations can be adapted to facilitate the transfor

APA, Harvard, Vancouver, ISO, and other styles

10

Petersen, Ann-Louise. "Rektors roll som pedagogisk ledare i IKT-baserat skolutvecklingsprojekt." Acta Didactica Norge 10, no. 3 (2016): 11. http://dx.doi.org/10.5617/adno.3873.

Full text

Abstract:

The principal of a Swedish school is among other duties the responsibility for the pedagogical development of the school. This article analyses how the principals act as pedagogical leaders in a collaborative ICT project (Information and Communication Technology). The analysis is based on a case study of an EU funded Nordic school development project where the goal was to develop cross-boarder educational models between the national education systems in the three participating countries Sweden, Denmark and Norway. The project was based on virtual communication between the schools using digital

APA, Harvard, Vancouver, ISO, and other styles

11

Berry, Barnett. "Teacher leadership: Prospects and promises." Phi Delta Kappan 100, no. 7 (2019): 49–55. http://dx.doi.org/10.1177/0031721719841339.

Full text

Abstract:

For many decades, most of the decision-making authority in public schools has been vested in individual principals and other administrators. However, new models of collaborative teacher leadership are beginning to emerge, thanks to four trends: 1) evidence on the positive effects of teacher leadership continues to mount, 2) districts and state policies are codifying teacher leadership roles, 3) teacher leaders are becoming more proficient at using educational technology and sharing their expertise through digital media, and 4) researchers are deepening their knowledge about how teachers learn

APA, Harvard, Vancouver, ISO, and other styles

12

Shvardak, Marianna. "Coaching Technology to Prepare Candidates for Leadership Roles in a Variety of Educational Settings." Postmodern Openings 12, no. 1 (2021): 201–22. http://dx.doi.org/10.18662/po/12.1/255.

Full text

Abstract:

In the article the key terms including “coach”, “coaching”, “coaching technology” used in the area of educational leadership are investigated. The purpose, tasks and types of coaching in the educational management are determined. The coaching algorithm as a technology targeted at unlocking the potential of university faculty and staff is explained. The emphasis is placed on the use of coaching principles that ensure effective leadership. The immense potential that coaching technology provides for the educational leadership is considered. The role of master programs that offer specialized train

APA, Harvard, Vancouver, ISO, and other styles

13

Achmad, Wachyudi. "PROBLEMATIKA KURIKULUM 2013 PENDIDIKAN AGAMA ISLAM DAN KEPEMIMPINAN INSTRUKSIONAL KEPALA MADRASAH IDTIBA’IYAH KOTA PASURUAN." JIE (Journal of Islamic Education) 3, no. 2 (2019): 234. http://dx.doi.org/10.29062/jie.v3i2.104.

Full text

Abstract:

The curriculum has an important role in the education process. And itshould play a role and be anticipatory and adaptive to changes andadvances in science and technology. Curriculum and learning are twoimportant aspects of educational activities. Both discuss what and howeducation should be carried out and blend with local wisdom. Therefore,along with changes and developments in the curriculum from time to timean educator must be able to understand and implement it well. In order tobe in accordance with what is expected, there needs to be a discussion ofcurriculum development from Kurikum 1994

APA, Harvard, Vancouver, ISO, and other styles

14

Ho, Jeanne, and David Ng. "Tensions in Distributed Leadership." Educational Administration Quarterly 53, no. 2 (2016): 223–54. http://dx.doi.org/10.1177/0013161x16681630.

Full text

Abstract:

Purpose: This article proposes the utility of using activity theory as an analytical lens to examine the theoretical construct of distributed leadership, specifically to illuminate tensions encountered by leaders and how they resolved these tensions. Research Method: The study adopted the naturalistic inquiry approach of a case study of an elementary school in Singapore in the process of implementing a project using information and communications technology for instruction. The leaders identified included the principal, vice principals, and middle managers, including a senior teacher. Activity

APA, Harvard, Vancouver, ISO, and other styles

15

Mann, Dale, R. M. Reardon, J. D. Becker, C. Shakeshaft, and Nicholas Bacon. "Immersive, Interactive, Web-Enabled Computer Simulation as a Trigger for Learning: The Next Generation of Problem-Based Learning in Educational Leadership." Journal of Research on Leadership Education 6, no. 5 (2011): 272–87. http://dx.doi.org/10.1177/194277511100600511.

Full text

Abstract:

This paper describes the use of advanced computer technology in an innovative educational leadership program. This program integrates full-motion video scenarios that simulate the leadership challenges typically faced by principals over the course of a full school year. These scenarios require decisions that are then coupled to consequences and scored in the background to create a profile of learner strengths and needs. Because the content has been filmed in an operating school and because of the unique choice-consequence sequences, the immersive and interactive simulation triggers more potent

APA, Harvard, Vancouver, ISO, and other styles

16

Dexter, Sara, Karen Seashore Louis, and Ronald E. Anderson. "The Roles and Practices of Specialists in Teamed Institutional Leadership." Journal of School Leadership 19, no. 4 (2009): 445–65. http://dx.doi.org/10.1177/105268460901900403.

Full text

Abstract:

This article explores the role of leadership, experts, and expertise and the functioning of teams in nine schools that modeled an exemplary integration of technology to support schoolwide instructional improvement. Through cross-case analysis, we identified three different staffing patterns and two different support patterns in how the technology integration specialists worked with teachers to integrate educational technology. Despite having no supervisory authority, these specialists provided support and pressure for instructional change. Their power to make change came not from line authorit

APA, Harvard, Vancouver, ISO, and other styles

17

Aunurrahman, Aunurrahman. "Taxonomy of Educational Problems in Support of Readiness for the Implementation of Minimum Competency Assessment and Character Survey in Elementary Schools." JETL (Journal of Education, Teaching and Learning) 5, no. 2 (2020): 296. http://dx.doi.org/10.26737/jetl.v5i2.2145.

Full text

Abstract:

This study aims to determine the essential dimensions of primary school education problems in Sintang district based on their types and aspects to analyze the readiness to implement the minimum competency assessment and character survey in 2021 with a focus on two main study dimensions, namely the main problems of education and the dimensions of readiness to implement the minimum competency assessment policy and character survey. The data was collected by combining qualitative and quantitative approaches through the implementation of a Focus Group Discussion (FGD) and a questionnaire. The FGD

APA, Harvard, Vancouver, ISO, and other styles

18

Yang, Chang-Ho, Der-Fa Chen, Yoau-Chau Jeng, and Yung-Fu Chang. "A Study of the Construction of Indicators for “IT-APP” Principals Technology Leadership for Industrial and Vocational High School in Taiwan." American Journal of Educational Research 9, no. 8 (2021): 555–58. http://dx.doi.org/10.12691/education-9-8-14.

Full text

APA, Harvard, Vancouver, ISO, and other styles

19

Ndiritu, Anne Wairimu, Willy Kimani Gichimu, and Caroline Njoki Ndiritu. "Transformational School principals: the missing piece of puzzle in ICT integration in teaching and learning." International Journal for Innovation Education and Research 6, no. 4 (2018): 26–35. http://dx.doi.org/10.31686/ijier.vol6.iss4.988.

Full text

Abstract:

ICT is a critical tool for expanding human skills and rests largely on a system of producing, distributing and utilising information and knowledge that in turn plays a great role in driving productivity and economic prosperity. Kenya as a developing country realizes this importance and has a ministry specifically dealing with ICT. The vision statement of the ministry of information and Technology as stated in its strategic plan 2013-2018 is to make Kenya a globally competitive knowledge-based economy. This vision aims at shifting the current industrial development path towards innovation where

APA, Harvard, Vancouver, ISO, and other styles

20

Khaminkhiew, Lek, Somkid Sroinam, and Nawattakorn Homsin. "The Study of Competencies of Secondary School Principals in 21st Century." Public Administration Research 8, no. 2 (2019): 1. http://dx.doi.org/10.5539/par.v8n2p1.

Full text

Abstract:

This study aims to develop the competency indicators of secondary school principals in the 21st century and to examine the consistency of competency indicators structure model of secondary school principals in 21st century with empirical data. There are two stages in the process of research. Step 1 is conducting theoretical structure model of secondary school principals in the 21st century by documentary synthesis, gathering draft models of the theoretical indicators structure and the in-depth interview with nine experts were used to formulate a theoretical model. The instrument was the interv

APA, Harvard, Vancouver, ISO, and other styles

21

Korach, Susan, and Lyndsay J. Agans. "From Ground to Distance: The Impact of Advanced Technologies on An Innovative School Leadership Program." Journal of Research on Leadership Education 6, no. 5 (2011): 216–33. http://dx.doi.org/10.1177/194277511100600508.

Full text

Abstract:

An educational leadership preparation program for the 21st Century not only makes use of innovations in teaching and learning, but pushes the educational experience forward through the effective use of advanced technologies. This idea frames the delivery methodology for a blended online principal preparation program. The blended online program was designed upon the foundation of an existing innovative classroom-based principal preparation program. The technology enhanced program relied on three instructional technologies: high-participation threaded online discussions through Blackboard, the u

APA, Harvard, Vancouver, ISO, and other styles

22

Murphy, Joseph, Karen Seashore Louis, and Mark Smylie. "Positive school leadership." Phi Delta Kappan 99, no. 1 (2017): 21–24. http://dx.doi.org/10.1177/0031721717728273.

Full text

Abstract:

In November 2015, the National Policy Board for Educational Administration — a coalition of nine professional associations — adopted the Professional Standards for Educational Leaders (PSEL), a set of guidelines for the training, certification, hiring, evaluation, and supervision of school principals and superintendents. While it draws heavily from the earlier standards published by the Interstate School Leaders Licensure Consortium in 2008, PSEL is distinguished by a positive, asset-based approach to school management and leadership.

APA, Harvard, Vancouver, ISO, and other styles

23

van Tonder, Gideon Petrus. "A multimodal induction model for beginning teachers: a narrative approach." International Journal of Educational Management 35, no. 4 (2021): 879–96. http://dx.doi.org/10.1108/ijem-08-2020-0389.

Full text

Abstract:

PurposeThe researcher emphasised with current research the need for an induction programme for beginning teachers in the South African context to overcome the challenges experienced by beginning teachers while bridging from pre-service teaching to in-service teaching and to introduce and illuminate the design of a new multimodal induction model.Design/methodology/approachThe researcher followed a narrative approach by discussing previous research regarding the insufficient pre-service training beginning teachers received and the lack of a structured induction programme in the South African con

APA, Harvard, Vancouver, ISO, and other styles

24

Murakami, Elizabeth T., and Monika Törnsen. "Female secondary school principals." Educational Management Administration & Leadership 45, no. 5 (2017): 806–24. http://dx.doi.org/10.1177/1741143217717273.

Full text

Abstract:

This study examines two female principals in upper secondary schools and the development of their professional identities, focusing on schools in Sweden and Texas, USA. The study is part of a larger international research project with global conversations about what successful leadership means, and asks: in what ways do female secondary school principals’ professional identities inform equity issues in leadership with implications for recruitment, hiring, and evaluation practices? Using a feminist post-structural discourse analysis, the findings revealed that even when successful, female leade

APA, Harvard, Vancouver, ISO, and other styles

25

Ng, Ashley Yoon-Mooi. "School leadership preparation in Malaysia." Educational Management Administration & Leadership 45, no. 6 (2016): 1002–19. http://dx.doi.org/10.1177/1741143216662922.

Full text

Abstract:

This paper examines the preparation of school principals in Malaysia, and the aspiration of the Malaysian Education Blueprint 2013–2025 to ensure high-performing school leaders in every school. It reports on the principal preparatory programme, the National Professional Qualification for Educational Leaders, which is mandatory to those who aspire to be school principals. Documentary analysis was undertaken on materials used for leadership training programmes by the National Institute of Educational Management and Leadership or Institut Aminuddin Baki (IAB), which is the country’s main leadersh

APA, Harvard, Vancouver, ISO, and other styles

26

E. Nir, Adam, and Lior Hameiri. "School principals’ leadership style and school outcomes." Journal of Educational Administration 52, no. 2 (2014): 210–27. http://dx.doi.org/10.1108/jea-01-2013-0007.

Full text

Abstract:

Purpose – While the significance of principals for the organizational behavior of schools is crucial, school leaders’ influence on school outcomes is indirect and mediated through various means that leaders employ in order to increase the productivity of their school. Although the exercise of power is viewed among the main factors explaining followers’ willingness to comply with leaders’ demands and means to promote school effectiveness, it is rather surprising that the educational administration literature lacks substantial evidence testifying to the mediating effect that principals’ use of v

APA, Harvard, Vancouver, ISO, and other styles

27

Marasan, Rohani Binti, Andrew Lim, Dg Norizah Ag Kiflee@Dzulkifli, and Colonius Atang. "Exploring the Natural Attributes of Principals as Educational Leaders." Malaysian Journal of Social Sciences and Humanities (MJSSH) 6, no. 3 (2021): 365–76. http://dx.doi.org/10.47405/mjssh.v6i3.725.

Full text

Abstract:

This study sought to explore the leadership of principals as educational administrators based on their natural attributes. The excellence in the actions of principals as educational administrators will serve as the determining factor for the success of a school across nine fields listed in the Malaysian School Principals Competency Standards. This success is mainly driven by the natural attributes of principals’ leadership in influencing the processes and behaviour of teachers in the delivery of education. This study also explores leadership issues and problems that are still of current intere

APA, Harvard, Vancouver, ISO, and other styles

28

Shaked, Haim, and Chen Schechter. "Systems school leadership: exploring an emerging construct." Journal of Educational Administration 52, no. 6 (2014): 792–811. http://dx.doi.org/10.1108/jea-07-2013-0081.

Full text

Abstract:

Purpose – The purpose of this paper is to explore how effective school principals use systems thinking, aiming to present the systems school leadership (SSL) approach – an approach where principals lead schools through the systems thinking concept and procedures. Design/methodology/approach – Participants were 28 Israeli school principals, selected as outstanding leaders by recommendations from their superintendents and according to their schools’ achievements. The study employed semi-structured interviews as well as focus groups. Generating themes was an inductive process, grounded in the var

APA, Harvard, Vancouver, ISO, and other styles

29

Al-Motery, Dr Sana E. "Educational leadership practices of elementary school principals in Kuwait." Journal of Educational & Psychological Sciences 16, no. 2 (2015): 555–86. http://dx.doi.org/10.12785/jeps/160216.

Full text

APA, Harvard, Vancouver, ISO, and other styles

30

Esplin, Nathan L., Courtney Stewart, and Travis N. Thurston. "Technology Leadership Perceptions of Utah Elementary School Principals." Journal of Research on Technology in Education 50, no. 4 (2018): 305–17. http://dx.doi.org/10.1080/15391523.2018.1487351.

Full text

APA, Harvard, Vancouver, ISO, and other styles

31

Llorent-Bedmar, Vicente, Verónica Cobano-Delgado, and María Navarro-Granados. "School leadership in disadvantaged contexts in Spain: Obstacles and improvements." Educational Management Administration & Leadership 47, no. 1 (2017): 147–64. http://dx.doi.org/10.1177/1741143217728084.

Full text

Abstract:

The increase in child poverty in Spain highlights the importance of equality and inclusion of students at risk of social exclusion in the Spanish educational system. Recent research emphasises the importance of educational leadership, particularly from school principals, as a tool to improve the learning of these students. The main aim of this study is to establish the characteristics of school management in disadvantaged contexts in western Andalusia (Spain), placing special emphasis on the factors considered to hinder or aid effective leadership from principals. A mixed methodology was used

APA, Harvard, Vancouver, ISO, and other styles

32

Teodorovic, Jelena, Slavica Sevkusic, Vladimir Dzinovic, and Dusica Malinic. "Needs, problems and competencies of school principals in Serbia." Zbornik Instituta za pedagoska istrazivanja 52, no. 2 (2020): 275–330. http://dx.doi.org/10.2298/zipi2002275t.

Full text

Abstract:

Educational leadership has an impact on school climate, teachers? practices and student outcomes. Having in mind its importance, in this paper we wanted to examine the barriers that school principals in Serbia face in their everyday work, solutions that they propose, leadership tasks that they deem important, as well as those competencies which they feel they need to improve. To those ends we conducted a mixed-method study in which 107 principals, teachers, school counsellors, and representatives of school authorities participated in focus groups and interviews, and 200 elementary and high sch

APA, Harvard, Vancouver, ISO, and other styles

33

Foley, Regina M., and Julia A. Lewis. "Self-Perceived Competence of Secondary School Principals to Serve As School Leaders in Collaborative-Based Educational Delivery Systems." Remedial and Special Education 20, no. 4 (1999): 233–43. http://dx.doi.org/10.1177/074193259902000407.

Full text

Abstract:

Collaboration appears to be an increasingly important component in the design and delivery of school and community-based services. However, few data are available to describe the leadership skills of school administrators of collaborative-based programs serving students with and without disabilities. The purpose of this study was to describe the self-perceived competence of secondary school principals to function as leaders in collaborative-based systems and to identify factors contributing to their leadership skills. A national sample of secondary school principals was asked to rate their lev

APA, Harvard, Vancouver, ISO, and other styles

34

Rivero Castro, Maria del Rosario, Teresa Yañez Cifuentes, and Constanza Hurtado. "Preparación para ejercer un liderazgo efectivo en Chile: Estudio de opinión a directores a partir del Marco para la Buena Dirección." education policy analysis archives 27 (September 23, 2019): 117. http://dx.doi.org/10.14507/epaa.27.4391.

Full text

Abstract:

International evidence has placed school leadership as the second most important factor for student learning. Educational national policies have given increasing attention to school principals, advancing in the creation of a Leadership Framework called Marco para la Buena Dirección (MDBLE). This frame traces the practices, knowledge and principles and skills that characterize an effective school leader. This article evaluates the degree of preparation to exercise an effective leadership derived from the MDBLE, based on a survey of 575 principals. Results conclude that the framework is well-kno

APA, Harvard, Vancouver, ISO, and other styles

35

Tubin, Dorit. "Leadership identity construction practices." Educational Management Administration & Leadership 45, no. 5 (2017): 790–805. http://dx.doi.org/10.1177/1741143216682503.

Full text

Abstract:

Principals’ ability to lead their school towards its goals depends to a large extent on their leadership identity that influences the clarity of their mission, the way they see themselves as educational leaders and acceptance of their authority by their followers. Based on the concepts of leadership identity and role embeddedness, the present study seeks to better understand leadership identity through leadership-claiming practices employed by school principals and the forces of fit, links and sacrifice they operate to enhance their role embeddedness. The study is based on secondary analysis o

APA, Harvard, Vancouver, ISO, and other styles

36

Stamopoulos, Elizabeth. "The Perceptions of Principals on their Leadership Role in Pre-primary." Australasian Journal of Early Childhood 23, no. 2 (1998): 26–30. http://dx.doi.org/10.1177/183693919802300206.

Full text

Abstract:

The incorporation of pre-primary centres into Western Australian government primary schools has shifted the responsibility for leadership from the kindergarten director to the primary school principal. Concerns have been raised that principals who are responsible for appraisal of pre-primary teachers are providing inadequate educational leadership to these teachers because of their lack of theoretical and practical background in early childhood. They have not been provided with professional development to adequately support them in this role. However, to date, it seems that principals have not

APA, Harvard, Vancouver, ISO, and other styles

37

Brandmo, Christian, Dijana Tiplic, and Eyvind Elstad. "THE ACHIEVEMENT GOAL THEORY AS AN APPROACH TO STUDY SCHOOL PRINCIPALS’ LEADERSHIP MOTIVATION." Problems of Education in the 21st Century 58, no. 1 (2014): 27–38. http://dx.doi.org/10.33225/pec/14.58.27.

Full text

Abstract:

This study investigates how the achievement goal theory and its measures can be utilized to understand the school principals’ achievement goals for leading. The achievement goal theory is an analytical tool little used when studying educational management. This explorative study aims at developing a measure of principals’ achievement goals for leading, by using a factor analysis of the scores of 270 Norwegian principals. The analysis shows a clear distinction between principals’ mastery and performance goals for leading. Mastery goals for leading were positively correlated with constructs such

APA, Harvard, Vancouver, ISO, and other styles

38

Cruz-González, Cristina, Carmen Lucena Rodríguez, and Jesús Domingo Segovia. "A systematic review of principals’ leadership identity from 1993 to 2019." Educational Management Administration & Leadership 49, no. 1 (2020): 31–53. http://dx.doi.org/10.1177/1741143219896053.

Full text

Abstract:

There is growing interest in the role that principals play as school leaders. Exploring how principals build their professional leadership identity is crucial to understanding their influence on school performance. A systematic review was conducted to examine how educational leaders develop their professional identity. Our objectives were: (a) to identify the factors that determine how educational leaders develop their professional identity; (b) to identify shared traits of educational leadership identity; and (c) to describe the implications that the results obtained may have for research and

APA, Harvard, Vancouver, ISO, and other styles

39

AlShehhi, Fatima, and Khadeegha Alzouebi. "The Hiring Process of Principals in Public Schools in the United Arab Emirates: Practices and Policies." International Journal of Education and Literacy Studies 8, no. 1 (2020): 74. http://dx.doi.org/10.7575/aiac.ijels.v.8n.1p.74.

Full text

Abstract:

This study aims to explore the current selection practices of school principals in the Ministry of Education in the United Arab Emirates. The study covers three main objectives: to investigate the current practices and policies regarding the recruitment of school principals in public schools in the UAE; to explore how the Ministry of Education equips school principals for leadership positions; and to survey school principals’ views on recruitment and training and their on-going professional development needs. Currently there are three main stages in the recruitment process: the first stage is

APA, Harvard, Vancouver, ISO, and other styles

40

Cranston, Neil. "The Impact of School-Based Management on Primary School Principals: An Australian Perspective." Journal of School Leadership 10, no. 3 (2000): 214–32. http://dx.doi.org/10.1177/105268460001000301.

Full text

Abstract:

This article reports research on the impact of the implementation of school-based management on primary schools and their principals in Queensland, Australia. A qualitative case study approach was employed, with individual and focus group interviews being the major data collection method. The findings illustrate that, as in systems elsewhere where school-based management has been introduced, the impact on schools and principals has been significant. Increasing demands are being made on principals to lead their communities through the change process and facilitate cultural change while at the s

APA, Harvard, Vancouver, ISO, and other styles

41

Benoliel, Pascale, Haim Shaked, Nechama Nadav, and Chen Schechter. "School principals’ systems thinking: antecedents and consequences." Journal of Educational Administration 57, no. 2 (2019): 167–84. http://dx.doi.org/10.1108/jea-08-2018-0144.

Full text

Abstract:

PurposeToday’s educational complexities require principals to adopt a more systemic perspective toward school management. Although research has emphasized the benefits associated with the holistic perspective of systems thinking, research in the educational field has been limited. The purpose of this paper is to investigate the mediating role of principals’ systems thinking (PST) in the relationships between instructional leadership (IL) and subject coordinators’ organizational commitment and job satisfaction.Design/methodology/approachData were collected by surveying a sample of 226 subject c

APA, Harvard, Vancouver, ISO, and other styles

42

Reardon, R. Martin. "Elementary School Principals' Learning-Centered Leadership and Educational Outcomes: Implications for Principals' Professional Development." Leadership and Policy in Schools 10, no. 1 (2011): 63–83. http://dx.doi.org/10.1080/15700760903511798.

Full text

APA, Harvard, Vancouver, ISO, and other styles

43

Kalkan, Ümit, Fahriye Altınay Aksal, Zehra Altınay Gazi, Ramazan Atasoy, and Gökmen Dağlı. "The Relationship Between School Administrators’ Leadership Styles, School Culture, and Organizational Image." SAGE Open 10, no. 1 (2020): 215824402090208. http://dx.doi.org/10.1177/2158244020902081.

Full text

Abstract:

In this study, the relationships between the leadership styles of school principals, school culture, and organizational image are examined according to the teachers’ perceptions. The study is designed according to a relational survey model, and it consists of 370 teachers working in 20 schools in Selçuklu, Karatay, and Meram districts of Konya, Turkey. The leadership style scale of school principals (LSSSP), the scale for school culture (SSC), and the scale of the organizational image (SOI) were used as data collection tools. Pearson’s correlation, regression, and path analysis were used for a

APA, Harvard, Vancouver, ISO, and other styles

44

Tubbs, J. Eric, Michael S. Heard, and Adrian Epps. "Principals Preparation Program: Managing The Learning Environment Using ELCC Standards." Contemporary Issues in Education Research (CIER) 4, no. 4 (2011): 17. http://dx.doi.org/10.19030/cier.v4i4.4164.

Full text

Abstract:

School principals need to be well prepared to manage school facilities assigned to their care. Educational leadership programs can make best use of the Educational Leadership Constituent Council (ELCC) Standards to develop a course of study to address school facility management issues. Every standard has its facility implications that lead to designing course activities to prepare school principals to be facility managers. A school facility management course can be effectively delivered by meeting all ELCC Standards.

APA, Harvard, Vancouver, ISO, and other styles

45

Luo, Mingchu, Paul Bland, Edwin Church, and Caitlin Burk. "Chinese Principal Perceptions on the American School Leadership Standards." International Journal for Innovation Education and Research 2, no. 11 (2014): 95–104. http://dx.doi.org/10.31686/ijier.vol2.iss11.271.

Full text

Abstract:

The purpose of this study was to examine the perceptions of Chinese school principals on the importance of American Educational Leadership Program Standards. Seventy three principals from a county in Guangdong, China completed the Principal Leadership Standards Questionnaire. The results of the study revealed that the Chinese principals perceived the majority of American leadership standards to be either important or very important in school administration. Perception differences among the leadership dimensions were significant. The principal leadership standards in the management of school or

APA, Harvard, Vancouver, ISO, and other styles

46

Yee, Dianne L. "Images of school principals' information and communications technology leadership." Journal of Information Technology for Teacher Education 9, no. 3 (2000): 287–302. http://dx.doi.org/10.1080/14759390000200097.

Full text

APA, Harvard, Vancouver, ISO, and other styles

47

Yee, Dianne. "Images of school principals' information and communications technology leadership." Technology, Pedagogy and Education 9, no. 3 (2000): 287–302. http://dx.doi.org/10.1080/14759390000200099.

Full text

APA, Harvard, Vancouver, ISO, and other styles

48

Davies, Patricia M. "On school educational technology leadership." Management in Education 24, no. 2 (2010): 55–61. http://dx.doi.org/10.1177/0892020610363089.

Full text

APA, Harvard, Vancouver, ISO, and other styles

49

Barasa, J. Malilo, Crystal J. Gips, and Richard J. Hazler. "Observations of the U.S. Principalship: A Cross-Cultural Perspective from a Kenyan Headmaster." Journal of School Leadership 3, no. 2 (1993): 112–20. http://dx.doi.org/10.1177/105268469300300202.

Full text

Abstract:

This paper arises from a Kenyan headmaster's personal observations of U.S. principals. As a case study, it provides an analysis of U.S. educational leadership by comparing the roles of U.S. principals and Kenyan headmasters. Similarities and differences in roles are noted as they emerge from the values of the two cultures. The impacts of the different approaches to school leadership are considered, especially as they allow for insights into potential alterations in the practices of U.S. principals. The paper concludes with a series of recommended strategies for change in school leadership, whi

APA, Harvard, Vancouver, ISO, and other styles

50

Lunde, Anders. "K–12 Administration of Inclusive Schools in Canada: A Literature Review of Expectations and Qualifications of Formal School Leaders." Exceptionality Education International 30, no. 2 (2020): 51–67. http://dx.doi.org/10.5206/eei.v30i2.11081.

Full text

Abstract:

The formal educational requirements for principals in Canada vary significantly between educational jurisdictions. Principals are typically unprepared to lead inclusive schools upon graduation from educational leadership programs, despite the importance of formal education and experience in inclusive education in order to lead inclusive schools. Being unprepared includes lacking knowledge about students with exceptionalities and how they can and should be accommodated. Whether administrators value and support inclusion is imperative to schools being inclusive. Support of inclusion can include

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!