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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 (November 30, 2014): 95–104. http://dx.doi.org/10.31686/ijier.vol2.iss11.271.
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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 organization and school instruction were perceived to be significantly more important than the leadership dimensions of school vision and collaborative partnership. The results of the study contribute to the development of school leadership training programs in China. Recommendations were made in using the framework of American leadership standards in China for the development and re-development of university programs and professional trainings in school leadership.
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Stiggins, Richard J. "The Principal's Leadership Role in Assessment." NASSP Bulletin 85, no. 621 (January 2001): 13–26. http://dx.doi.org/10.1177/019263650108562103.
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Many principals and teachers have not been given the opportunity to develop the assessment literacy needed to fulfill their assessment responsibilities in standards-driven schools. The principal's role in dealing with this critical gap in professional capabilities is described. Discusses five standards of sound assessment practice for principals to share with teachers to the benefit of their students.
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Owings, William A., Leslie S. Kaplan, and John Nunnery. "Principal Quality, ISLLC Standards, and Student Achievement: A Virginia Study." Journal of School Leadership 15, no. 1 (January 2005): 99–119. http://dx.doi.org/10.1177/105268460501500105.
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A significant relationship exists between principals’ quality at certain grade levels and student achievement on the Virginia Standards of Learning tests. A statewide study finds principals rated higher on school leadership as measured by an Interstate School Leadership Licensure Consortium (ISLLC) Standards rubric. These schools have higher student achievement than comparable schools headed by lower rated principals controlling for socioeconomic status. Implications for increasing student achievement, developing and keeping a school achievement culture, and improving principal leadership are discussed.
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Riveros, Augusto, Carolyne Verret, and Wei Wei. "The translation of leadership standards into leadership practices." Journal of Educational Administration 54, no. 5 (August 1, 2016): 593–608. http://dx.doi.org/10.1108/jea-09-2015-0084.
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Purpose – The guiding question of this study is: how is the Ontario Leadership Framework (OLF) translated into practices in elementary and secondary schools in the province of Ontario? The purpose of this paper is to provide a contextual account of the processes by which school leadership standards are incorporated into the practices of school administrators in the province of Ontario, Canada. Design/methodology/approach – This qualitative exploratory case study focusses on the incorporation of the OLF into the practices of school administrators in four secondary and five elementary schools in two large school boards. The data were collected through document analysis, observations registered in a field notes journal, and semi-structured interviews with principals and vice-principals. The data were coded into analytical categories and analyzed to identify emerging themes and patterns. Findings – The analysis identified two emerging themes that illustrated how school leaders translate leadership standards into practices: the first theme, the school leader as an emergent identity, demonstrated the intersections between standards and professional identities. The analysis showed that standards contribute to the configuration of the leader as a political actor in the school. The second theme, standards, and the configuration of leadership practices, offered insights about the intersections and disconnections between standards and leadership practices in the participant schools. Originality/value – This study aims to inform conversations between policy makers, practitioners, and scholars about leadership standards in schools. Given the saliency of the topic, this research aims to illuminate the often-unexplored nexus, policy-leadership, as well as to expand and enrich theoretical understandings of educational leadership by recasting leadership as a policy-bounded phenomenon.
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Murphy, Joseph, Karen Seashore Louis, and Mark Smylie. "Positive school leadership." Phi Delta Kappan 99, no. 1 (August 29, 2017): 21–24. http://dx.doi.org/10.1177/0031721717728273.
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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.
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Liu, Shujie, Xianxuan Xu, Leslie Grant, James Strong, and Zheng Fang. "Professional standards and performance evaluation for principals in China." Educational Management Administration & Leadership 45, no. 2 (July 8, 2016): 238–59. http://dx.doi.org/10.1177/1741143215587304.
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This article presents the results of an interpretive policy analysis of China’s Ministry of Education Standards (2013) for the professional practice of principals. In addition to revealing the evolution of the evaluation of principals in China and the processes by which this policy is formulated, a comparative analysis was conducted to compare it with the Interstate School Leaders Licensure Standards 2008 (ISLLC 2008). The analysis was conducted on the specific standards and indicators across the two documents. The results indicate the presence of both significant similarities and differences in performance expectations for principals: differences are explained by the cultural and national contexts within which school leaders work in both countries. In February 2013 the Ministry of Education in China issued for the first time the national Professional Standards for Compulsory Education School Principals, which provide the specific expectations of quality school leadership. The unprecedented interest in international benchmarking of student academic performance has led to the belief that there are common elements in education policy and school leadership practices. It is hoped that this research sheds new light onto the current thinking on the expectations and evaluation of principal leadership.
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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 (March 22, 2011): 17. http://dx.doi.org/10.19030/cier.v4i4.4164.
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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.
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Harris *, Sandra, Julia Ballenger, and John Leonard. "Aspiring principal perceptions: are mentor principals modeling standards‐based leadership?" Mentoring & Tutoring: Partnership in Learning 12, no. 2 (August 2004): 155–72. http://dx.doi.org/10.1080/1361126042000239910.
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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.
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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 school principals responded to a questionnaire about leadership. Our findings indicate a myriad of barriers, predominantly related to ineffective education policies, imprecise legislation, unprofessional behaviour of teachers and principals and problematic relationship with parents. We also found that the principals felt that they needed to greatly improve their competencies from all six areas of the Standards of the competencies of principals of educational institutions. The paper offers recommendations to policy makers about the needed improvements.
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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.
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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-known and defines clear and valid "standards" in relation of an effective school leadership definition. Nevertheless, the principals perceive moderate and highly heterogeneity in their preparation to exercise the framework, being highly prepared for some components and thematic dimensions, only 8% of principals perceived highly prepared for all components and dimensions of the framework. This evidence points out challenges for the improved school leadership through an improvement of principal competences and better articulation between educational policies and the framework.
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Cunningham, Kathleen M. W., and Chad R. Lochmiller. "Content-Specific Leadership: Identifying Literature-Based Implications for Principal Preparation." Journal of Research on Leadership Education 15, no. 4 (April 26, 2019): 261–82. http://dx.doi.org/10.1177/1942775119845004.
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Principals are increasingly called upon to support effective instruction and student learning across content areas. Content and process standards emphasize the need for leadership that addresses teachers’ pedagogical and content understandings. The purpose of this article is to conceptualize content-specific leadership in mathematics and science for considerations for preparation programs through a systematic literature review. Prior research suggests both the importance of leadership development related to content-specific leadership practices and the possibilities associated with distributed leadership models aimed at the improvement of mathematics and science instruction. Specifically, leadership preparation programs must equip and support principals to make strategic school-based investments in mathematics and science instruction.
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Ng, Ashley Yoon-Mooi. "School leadership preparation in Malaysia." Educational Management Administration & Leadership 45, no. 6 (October 13, 2016): 1002–19. http://dx.doi.org/10.1177/1741143216662922.
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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 leadership training and development centre, equivalent to the National College for Teaching and Leadership in England. Eight primary and secondary schools, chosen by stratified purposive sampling, were selected for the study. Interviews were conducted with principals and assistant principals of the eight schools, to establish how they were selected and prepared for their leadership roles. Interviews with Ministry of Education and IAB officials offered a provider perspective while an interview with an education minister clarified the policy and political contexts of the study. The findings of the study draw attention to the need to refine the selection criteria, with a focus on higher entry standards to ensure excellent leadership in schools, an emphasis on instructional leadership to improve student learning in schools, the conflict between central direction and the importance of situational leadership, and the political imperative for programme outcomes.
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Segredo, Mirta R., Peter J. Cistone, and Thomas G. Reio. "Relationships Between Emotional Intelligence, Leadership Style, and School Culture." International Journal of Adult Vocational Education and Technology 8, no. 3 (July 2017): 25–43. http://dx.doi.org/10.4018/ijavet.2017070103.
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Research regarding the association between emotional intelligence, leadership style and organizational culture has been inconclusive. The purpose of this study was to explore these relationships in elementary school settings. A non-experimental ex post facto research design was utilized to investigate four research hypotheses. Fifty-seven principals and 850 teachers within a large urban school district in southeast Florida were surveyed. Hierarchical regression analyses revealed positive associations between school culture and both transformational and transactional leadership, and negative associations between school culture and passive-avoidant leadership. Significant positive associations were found also between school culture and the principals' emotional intelligence after controlling for leadership style. The hierarchical linear regressions revealed significant associations between leadership style and school culture after controlling for school grade as well. The results suggest that emotional intelligence merits consideration in the development of leadership theory. Practical implications include suggestions that principals employ both transformational and transactional leadership strategies, and focus on developing their level of emotional intelligence. The associations between emotional intelligence, transformational leadership, contingent reward and school culture found in this study validate the role of the principal as the leader of school reform.
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Atkinson, Nancy J., and B. Elaine Wilmore. "The Management Profile: Identification of the Management and Leadership Skills of School Administrators." Journal of School Leadership 3, no. 5 (September 1993): 566–78. http://dx.doi.org/10.1177/105268469300300508.
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This article focuses on two major steps by which the Management Profile has been refined as a tool for assessing the leadership and management skills that school administrators display on the job. The first step, the identification of criteria for standards of principal performance, was accomplished by the Texas A&M University Principals’ Center at the request of the NASSP Commission on Standards for the Principalship. The second step, also performed by the TAMU Principals’ Center, was the standardization of decision rules for assessing performance of the Management Profile and the completion of the initial edition of an assessor's manual.
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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 (March 8, 2021): 365–76. http://dx.doi.org/10.47405/mjssh.v6i3.725.
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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 interest. Principals’ competency levels in executing leadership still show that teachers are constrained by numerous flaws particularly in the teaching and learning in schools. Such conditions are often mirrored in schools with poor leadership display by Principals who are bent on putting off planned educational programmes. This qualitative study was done as a single case study. Qualitative data obtained via interviews with 10 informants in school formed the research case. The interviews were semi-structured and were analysed manually using category classification. The interviews explained the natural attributes reflected via Principals’ leadership orientation to answer the issues in this study. The findings of this study shall serve as additional elements in the process of selecting and placing Principals, as well as be developed as a guide for educational administrators desiring effective and quality leadership orientation for managing and administrating schools in Sabah. This study is of importance as it contributes additional knowledge in the fields of education and human resource for the benefit of other researchers.
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Drysdale, Lawrie, Jeffrey Bennett, Elizabeth T. Murakami, Olof Johansson, and David Gurr. "Heroic leadership in Australia, Sweden, and the United States." International Journal of Educational Management 28, no. 7 (September 2, 2014): 785–97. http://dx.doi.org/10.1108/ijem-08-2013-0128.
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Purpose – The purpose of this paper is to draw from data collected as part of the International Successful School Principalship Project (ISSPP) and present cases of democratic and heroic leadership from three countries, discussing to what extent successful school principals in each of their research sites (Melbourne, Australia; Umeå, Sweden; Arizona and Texas in the USA) carry old and new perspectives of heroism in their leadership. In particular the paper explores two questions: first, how do school principals describe aspects of heroic and post-heroic leadership in their practices? and second, how do these heroic and post-heroic leadership practices meet contemporary demands such as accountability standards and build inclusive and collaborative school communities in challenging contexts? Design/methodology/approach – Multiple-perspective case studies involving semi-structured individual and group interviews with principals, teachers, students, parents and school board members were used to understand the contribution of principals and other leadership to school success. Findings – The definitions of heroic and post-heroic leadership are inadequate in defining successful principal leadership. The Australian, Swedish and American principals showed characteristics of both heroic and post-heroic leadership. They showed heroic qualities such as: inspiring and motivating others; challenging the status quo; showing integrity in conflicting situations; putting duty before self; taking risks to champion a better way; showing courage to stand up to those in authority; advocating for students in struggling neighbourhoods under the scrutiny of both district and public expectations; and, showing uncommon commitment. Yet our principals showed post-heroic leadership such as involving others in decision making and recognising that school success depended on collective effort, and being sensitive to community needs through a deep respect for the local culture. Originality/value – The research shows that we may need to redefine and recast our images of who school principals are today, and what they do to generate academic success for students. Both heroic and post-heroic images of leadership are needed to explain successful school leadership.
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Clark, Sally N., and Donald C. Clark. "Standards, Accountability, and Developmental Appropriateness: A Leadership Challenge for Middle School Principals." Middle School Journal 34, no. 4 (March 2003): 56–61. http://dx.doi.org/10.1080/00940771.2003.11495391.
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Ni, Yongmei, Rui Yan, and Diana Pounder. "Collective Leadership: Principals’ Decision Influence and the Supportive or Inhibiting Decision Influence of Other Stakeholders." Educational Administration Quarterly 54, no. 2 (July 30, 2017): 216–48. http://dx.doi.org/10.1177/0013161x17723427.
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Purpose: Using the collective leadership framework, this study examines (a) how principals perceive their own influence and that of other key stakeholders in various school decisions and (b) how principals’ perceived influences of other stakeholders are associated with their own influence. Research Method/Approach: This study uses the nationally representative database of public school principals from the 2007 to 2008 School and Staffing Survey. A series of ordinary least squares regression models were estimated to examine how principals’ perceptions of decision influence were associated with principal characteristics, school contextual factors, and influences of other stakeholders. Findings: Among all the stakeholders, principals perceived themselves to have the greatest influence in school decisions in almost all key decision areas, while other stakeholders also exerted significant influences to different extents. Depending on the decision area, principals viewed other stakeholders’ influence as either supporting or inhibiting their own influence. For example, principals perceived influences from teachers and school districts as high and supportive. On the other hand, the influence of state agencies were perceived as generally inhibiting. In addition, collective leadership was more prevalent in some decision areas (e.g., setting standards and establishing curriculum) than others (e.g., hiring and evaluating teachers). Conclusions and Implications: School leadership does not have to be a zero-sum game. Principals’ decision influence does not necessarily diminish when other stakeholders gain more influence. Improving collective leadership and maintaining the right balance of decision influence among stakeholders and across decision zones have the potential to create a harmonious and high-functioning school environment.
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Grillo, Lisa Maria, and Pascal P. Barreau. "Leadership Challenges During a Period of Change: Unpacking a District’s Efforts to Diversify Its Teacher Workforce." Journal of Cases in Educational Leadership 23, no. 2 (November 15, 2019): 19–32. http://dx.doi.org/10.1177/1555458919887214.
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A superintendent initiates an equity focus in a small school district and experiences resistance from both school board members and principals. As the school district diversifies its teaching workforce, the superintendent and principals face myriad unexpected challenges, resulting in teachers of color resigning at three times the rate of White teachers. This case study (a) is designed for students in both school- and district-level preparation programs, (b) directly connects to National Educational Leadership Preparation (NELP) standards, and (c) encourages students to consider the multifaceted leadership challenges involved in talent management and large-scale change through several lenses.
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Militello, Matthew, and Chris Janson. "Socially Focused, Situationally Driven Practice: A Study of Distributed Leadership among School Principals and Counselors." Journal of School Leadership 17, no. 4 (July 2007): 409–42. http://dx.doi.org/10.1177/105268460701700403.
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This study investigated how school counselors and principals perceive their professional relationship with each other. Specifically, it used Q methodology to develop 45 statements about the relationship between the school counselor and the principal. Subsequently, 39 professional school counselors and principals sorted the statements. Four factors emerged, each representing a distinct view of this relationship. The factors were analyzed using a distributed leadership framework. Although each factor contains constructive attributes of the school-counselor–principal relationship, one factor contains characteristics closely approximating the distributed leadership framework reflected in the literature and in the current school counselor and administrator professional standards.
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, Ph.D., Olayinka Reis, and Warren C. Hope, Ph.D. "Gender and Leadership Style in Nigeria’s Secondary Schools." World Journal of Educational Research 6, no. 3 (August 21, 2019): p417. http://dx.doi.org/10.22158/wjer.v6n3p417.
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Historically, leadership in Nigeria has been construed to be a male province based on African culture and tradition. As a result of this longstanding convention, females in leadership roles including education are subjected to different standards, which in effect constitute an effort to cast doubt on their ability and credibility. However, the past few decades have witnessed a change in leadership perspectives as many females now occupy supervisory positions. This study utilized survey research to examine leadership practices of male and female principals at the secondary school level in Nigeria in order to ascertain if there are differences in leadership styles. The sample was comprised of 303 teachers, 156 females and 147 males, and 24 principals, 12 females and 12 males. Six hypotheses were tested. The independent t and Mann-Whitney tests were utilized for analyses. Results were mixed as testing gave no significant difference with regard to two leadership dimensions and significant differences existed for four leadership dimensions.
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Roegman, Rachel, Ala Samarapungavan, Yukiko Maeda, and Gary Johns. "Color-Neutral Disaggregation? Principals’ Practices Around Disaggregating Data From Three School Districts." Educational Administration Quarterly 54, no. 4 (April 2, 2018): 559–88. http://dx.doi.org/10.1177/0013161x18769052.
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Purpose: We explored the practices and understandings around using disaggregated data to inform instruction of 18 principals from three Midwestern school districts. Research Method: This qualitative study used one-on-one semistructured interviews with the principals focusing on how they disaggregate data in practice. The protocol included general questions about principals’ data practices as well as specific questions around disaggregation. Initial inductive coding began with principals’ direct responses to specific questions around disaggregation, and then emerging themes were used to analyze the entire transcripts. Findings: Participants were more likely to talk about disaggregation in relation to performance (by teacher, by grade level, etc.) than by subgroup (by race/ethnicity, by gender, etc.). Further analysis highlighted principals’ purposes for disaggregating data that focused on identifying low performance on standards-based assessments, as well as the challenges they faced, particularly in terms of technical skills and software. Implications for Research and Practice: We conclude with a discussion of how disaggregation could support or challenge equity-focused leadership, with implications for policy, practice, and preparation. We consider the role of the principal in identifying inequitable patterns versus focusing on individual students, and different ways that equity can become part of regular leadership practice.
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Kombo, D. K., J. M. Kalai, and A. K. Sang. "Secondary School Principals’ Perceptions of the Influence of KEMI Programmes on Leadership Competence Levels in Two Counties in Kenya." Msingi Journal 1, no. 1 (August 2, 2018): 40–71. http://dx.doi.org/10.33886/mj.v1i1.58.
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Adequate preparation and professional development is imperative for institutional leaders and managers particularly those in the education sector with a view to equipping professionals with requisite knowledge, skills and attitudes to function to the required competency levels. The Ministry of Education (Kenya) has been spending large amounts of money on development of educational managers,through its management training agency Kenya Education Management Institute (KEMI). For instance, in 2006 the annual management training budget was KShs. 250million (Kenya Education Staff Institute, 2006). The budget is likely to have gone up owing to inflation rates and escalating living standards. This study sought to analyse the influence of KEMI management training on secondary school principals‟ management practices in their administrative task areas in Kenya. The study also sought to determine whether significant differences existed in principals‘ management practices scores between principals exposed to management training and those who had not been exposed to KEMI management training. The study also sought to determine whether principals‘ management practices scores differed significantly based on school categories (provincial and district schools). The findings indicated significant differences in principals‘ management practices based on exposure to management training by KEMI, and those not exposed to such training programmes. In particular, principals exposed to KEMI management training exhibited higher scores in all administrative tasks while all principals cited challenges in financial management, legal aspects in education and resource management. Principals in provincial schools indicated having more of the best practices in management than their counterparts in district and private schools.
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SEZER, SENOL. "School Principals' Meeting Level of Educational Leadership Standards: A Scale Development And Application Study." KIRŞEHİR EĞİTİM FAKÜLTESİ DERGİSİ 1, no. 19 (April 30, 2018): 837–55. http://dx.doi.org/10.29299/kefad.2018.19.023.
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Xia, Jiangang, Jianping Shen, and Jingping Sun. "Tight, Loose, or Decoupling? A National Study of the Decision-Making Power Relationship Between District Central Offices and School Principals." Educational Administration Quarterly 56, no. 3 (June 6, 2019): 396–434. http://dx.doi.org/10.1177/0013161x19851174.
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Do school district central offices and school principals have the same level of influence on school decisions? What does the district–principal power relationship look like? These two questions are discussed but are rarely examined in the literature. Based on a nationally representative sample from the 2007-2008 Schools and Staffing Survey data, we explored these two questions. Specifically, we applied the paired samples t test to compare the district central offices’ and school principals’ influences and applied the multilevel modeling method to estimate the power relationship. We found that (a) on average, districts and principals had the same level of influence on establishing curriculum, whereas school principals had higher influence on the other six decision areas examined (performance standards, teachers’ professional development programs, evaluating teachers, hiring teachers, discipline policies, and school budget), and (b) a tight coupling power relationship between district central offices and school principals was identified for the three areas related to the technical core of schools (performance standards, establishing curriculum, and teachers’ professional development programs), a loose coupling power relationship was revealed for the personnel (hiring and evaluating teachers) and budget areas, while a decoupling power relationship was found for discipline policy decisions. Discussions and implications for school leadership and policy were included in this study.
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White, Eleanor D., Ann Hilliard, and Barbara T. Jackson. "Intentions And Feedback From Participants In A Leadership Training Program." Journal of College Teaching & Learning (TLC) 8, no. 11 (October 31, 2011): 51. http://dx.doi.org/10.19030/tlc.v8i11.6508.
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The shortage of school leaders has led several universities to offer training programs to increase the number of qualified and certified individuals prepared to assume future leadership positions in public schools, such as assistant principals and principals. The purpose of this study was to develop, deliver and evaluate a participatory leadership training program so that more qualified individuals would take positions as leaders in the public schools. Armed with data regarding the shortage of leaders being ready to assume leadership positions in schools, a proposal was written and approved for the leadership training program that was established through grant support funding for a small university on the east coast of the United States of America. This study took place in a small suburban university with a student population of less than ten thousand students. The training university collaborated with a large county school system with which it has had partnership programs for more than 15 years. Working in collaboration with the county school system, 16 individuals were chosen in spring 2008 to participant in an educational leadership training program for 18 months. The program ended in spring 2010. The financial aspect of the leadership training program was sponsored by a federal agency. The leadership training program met its objectives satisfactorily. The 15 program participants met the states standards for certification as LeveI I, School Administrators (as assistant principals). This also suggests that the leadership training program adequately prepared participants to assume the roles of school leaders. However, there were areas that needed improvement based on feedback from the participants.
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Kulophas, Dhirapat, and Philip Hallinger. "Leadership that matters: creating cultures of academic optimism that support teacher learning in Thailand." Journal of Educational Administration 58, no. 6 (July 31, 2020): 605–27. http://dx.doi.org/10.1108/jea-12-2019-0222.
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PurposeResearch on school leadership has confirmed that principals influence teacher and student learning by building an “academic-focused ethos” in their schools. In this study, our objective was to examine if and how the learning-centered leadership of principals influenced academic optimism of teachers and the resulting effects on their engagement in professional learning. More specifically, we examined this hypothesized set of leadership effects among teachers and principals in high schools located in Thailand.Design/methodology/approachThe study was conducted with 1,763 teachers and 152 principals from 159 randomly selected, medium size secondary schools located in Thailand. The research employed multi-level structural equation modeling and bootstrapping analyses in order to test and explore these relationships in a mediation model of school leadership effects on teacher professional learning through academic optimism.FindingsResults of this study reinforce prior research which has found that principal leadership can have significant direct and indirect effects on the professional learning of teachers. This finding is important because, as elaborated earlier, scholars believe that teacher professional learning is a key to sustainable improvement in schools. More specifically, our results extend prior research in two ways. First, as the first study to link Learning-Centered Leadership with Academic Optimism, this study extends findings that point to the role of school leadership in sustaining a culture of academic optimism in schools. Second, this study also established Academic Optimism as a mediator through which school leadership supports Teacher Professional Learning.Research limitations/implicationsAlthough our results support a positive conclusion concerning the effects of school leadership and academic optimism on teacher learning, this was a cross-sectional study. Therefore, caution must be exercised before drawing causal attributions. For example, research has also found that teachers who work in schools that evidence features of a professional learning community are more likely to have a greater sense of collective teacher efficacy, a variable that is also associated with Academic Optimism. Therefore, although our study proposed Academic Optimism as the mediator and teacher professional learning as the dependent variable, it is also possible that this relationship could be reversed or reciprocal (i.e. mutually reinforcing). Future research should continue to examine these possibilities using longitudinal and/or experimental research designs that enable clearer delineation of causal relationships. We also suggest the utility of qualitative and mixed methods studies capable of exploring in greater depth the mechanisms through which school leadership contributes to productive teacher learning.Practical implicationsThere is a need in Thailand, and elsewhere, to redefine the formal roles and professional standards of school leaders to include learning-centered practices. These standards should be embedded into the redesign of pre-service and in-service education programs for teachers and principals. We believe that, at present, relatively few school leaders in Thailand genuinely understand the meaningful impact they can have on teacher learning, and by extension, on student learning. Thus, there is a need for systemic change that recasts the nature of leadership expected from principals as well as the level of lifelong learning expected of teachers.Originality/valueThe findings from this research contribute to an evolving knowledge base on how school leaders influence teacher learning in different national contexts. The research also extends prior research by exploring the role of academic optimism as a mediator of school leadership effects on teacher learning.
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Stosich, Elizabeth Leisy. "Joint Inquiry." American Educational Research Journal 53, no. 6 (December 2016): 1698–731. http://dx.doi.org/10.3102/0002831216675403.
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Recent research on the relationship between standards and teachers’ practice suggests that teachers are unlikely to make changes to practice without extensive opportunities for learning about standards with colleagues. This article extends this line of research, using a comparative case study of three high-poverty urban schools to examine the nature of teachers’ collaborative work around the Common Core State Standards and the conditions that support this work. It argues that collaborative practices that encourage joint examination of instruction and student learning against standards support teachers in noticing and attending to differences between their current practice and standards. In addition, it examines the role of teachers’ instructional knowledge and principals’ leadership in supporting teachers’ collaboration around standards.
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Creasap, Sally A., April L. Peters, and Cynthia L. Uline. "The Effects of Guided Reflection on Educational Leadership Practice: Mentoring and Portfolio Writing as a Means to Transformative Learning for Early-Career Principals." Journal of School Leadership 15, no. 4 (July 2005): 352–86. http://dx.doi.org/10.1177/105268460501500401.
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An in-depth, 2-year instrumental case study considered the degree to which ongoing reflection, within the context of mentoring relationships and administrative portfolio writing, supported the development of administrative leadership practice within an Administrative Leadership Academy: Entry Year Program. By observing the ways in which entry-year principals applied academy-supported knowledge, dispositions, and performances within the school setting, researchers sought to determine the impact of ongoing Leadership Academy experiences on leadership practice. Findings suggest that guided reflection through mentoring and reflective writing presented an effective means to improve leader learning and practice within the current context of state and federal accountability systems and standards-based education.
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Benge, Matt, Genevieve Mendoza, and Glenn D. Israel. "Assessing Risk Management Knowledge of Florida 4-H Professionals Relating to Shooting Sports." Journal of Youth Development 14, no. 4 (December 16, 2019): 253–66. http://dx.doi.org/10.5195/jyd.2019.791.
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Florida is one of 48 states that offer shooting sports as part of their 4-H program. While young people participating in 4-H shooting sports gain valuable life skills, what has remained unclear are the skills needed by county 4-H agents to manage the risks associated with offering the program. A needs assessment was conducted to identify Florida 4-H agents’ perceived level of competency in program procedural standards and program leadership accountability as it relates to managing a county 4-H shooting sports program. The results of the study demonstrated that Florida 4-H agents recognized the value of having program procedural standards and program leadership accountability but lacked the knowledge and skills to implement them as part of managing the risks associated with providing a 4-H shooting sports program. In addition, specific needs identified by respondents to better prepare county 4‑H agents to manage the program were training, equipment, curriculum, and better communication from the Florida 4-H state office. Florida 4-H should provide prioritized training, resources, and curriculum development to better prepare county 4-H agents with managing their county 4-H shooting sports programs.
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Adams, Donnie, Ashley Ng Yoon Mooi, and Vasu Muniandy. "Principal leadership preparation towards high-performing school leadership in Malaysia." Asian Education and Development Studies 9, no. 4 (February 20, 2020): 425–39. http://dx.doi.org/10.1108/aeds-02-2018-0046.
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PurposeThe purpose of this paper is to examine the Malaysian National Professional Qualification for Educational Leaders (NPQEL), a principal leadership preparation programme and the Malaysian Education Blueprint 2013–2025, a comprehensive plan for a rapid and sustainable transformation of our education system through to 2025 to ensure high-performing school leaders in every school.Design/methodology/approachIn understanding how the NPQEL operates and its effectiveness in preparing high performing school leaders, a research instrument of open-ended questions were administered to 102 principals from government-funded secondary schools, to establish how they were prepared for their leadership roles and their views of their leadership practices.FindingsThe NPQEL programme provides evidence of strong outcomes in preparing school leaders towards high-performing school leadership in Malaysia in combination of a variety of approaches with respect to its designs and competency standards. Findings indicate that the NPQEL contributes towards the development of the school leaders' attributes or skills for their leadership roles; and the NPQEL fulfils the aspirations set out in the Malaysian Education Blueprint 2013–2025.Originality/valueThis paper explores the potential influence of Malaysian NPQEL and the Malaysian Education Blueprint 2013–2025 on preparing high-performing school leaders in every school.
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Chen Cravens, Xiu. "The cross-cultural validity of the Learning-Centered Leadership framework and its assessment instrument for principals." Journal of Educational Administration 52, no. 1 (January 28, 2014): 2–36. http://dx.doi.org/10.1108/jea-09-2012-0102.
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Purpose – The purpose of this paper is to select a theoretical framework for effective school leadership that is connected with research, standards and current practices in the USA, and examine its validity and generalizability cross-culturally. Design/methodology/approach – The paper uses both qualitative and quantitative methods through expert panel evaluation, cognitive interviews, and field testing of the instrument. The author asks: How well does the Learning-Centered Leadership (LCL) framework align with the professional standards and current practices of principals in urban Chinese schools in the opinion of the experts? Is there evidence that its leadership assessment instrument has construct validity in Chinese urban schools based on the re-examination of its content and measurement criteria? And is there evidence that the instrument is yielding consistent results when taken by the intended participants? How effective are the analytic strategies employed by this study in detecting the equivalences and discrepancies in how educational leadership is defined and evaluated, between two vastly different educational systems? Findings – The paper finds evidences that give support to the claim that there is strong cross-cultural alignment on the overarching goal of improving student learning. However, the US framework and assessment will need to be modified to reflect the Chinese reform priorities that emphasize the balance between academic and social learning. Originality/value – The belief that there are common elements in contemporary international educational policy has brought growing interest in sharing leadership theories and successful models cross-culturally. This paper addresses the challenges in understanding the complexity of cross-cultural translation of theories and applications, and explores viable solutions to meaningful adaptation.
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Iskak, Halima M., and Mark Anthony C. Pa-alisbo. "The 21st-Century Professional Leadership Standards of Secondary School Administrators in Nakhon Nayok, Thailand." Journal of Education and Learning 8, no. 5 (September 20, 2019): 175. http://dx.doi.org/10.5539/jel.v8n5p175.
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The 21st Century has brought a lot of challenges in developing the professional leadership characteristics of school leaders. Their roles are no longer limited in implementing educational policies and objectives but have become responsible for raising the generations and qualifying them in a rapidly changing era. However, in Thailand, it was observed that there were Thai principals and school leaders who were not adequately trained for school leadership.
This descriptive research surveyed the profile of the school administrators of secondary schools in Nakhon Nayok, Thailand as well as their level of practice of the 21st-Century professional leadership standards. A questionnaire checklist adapted from the frameworks of Kelly Lambert (2001) and The Wallace Foundation (2013) was used to gather data.
Data analysis showed that the school administrators are females, with master’s degrees, 55 years and older, and have few years of administrative experience. Further, they highly practiced the different 21st-century professional leadership standards; however, these were not influenced by their profile. Lastly, it was found out that there were no significant differences in the level of practice of the different 21st-century professional leadership standards as indicated by the profile indicators of the school administrators.
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Aisyah, Siti, Muljono Damopolii, and Sitti Mania. "THE EFFECT OF PRINCIPALS' COMPETENCIES ON ACCREDITATION IN MADRASAH TSANAWIYAH THROUGHOUT TELLU SIATTINGE DISTRICT BONE REGENCY." Lentera Pendidikan : Jurnal Ilmu Tarbiyah dan Keguruan 23, no. 2 (December 27, 2020): 233. http://dx.doi.org/10.24252/lp.2020v23n2i4.
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Abstract:This study described the effect of principals’ competencies on madrasah/school accreditation in Madrasah Tsanawiyah in Tellu Siattinge District in Bone Regency. Substitution of principals frequently occurred, having an impact on the achievement of accreditation. The principals’ competencies were managing and supervisory. Madrasah accreditation was the process of content standards, competency standards for graduates, standards for educators and educational staff, standards for facilities and infrastructure, financing standards, management standards, and procurement standards. Ex-post facto research was used to find the cause of an event. The population was 88 teachers, as well as the sample. The instrument was a questionnaire that was analyzed using descriptive statistics and inferential statistics by testing the hypothesis with the product-moment test and simple regression analysis. The results showed that the reality of principals competencies with 86.56 of the average response rate was in the very good category with 66.9%. In the reality of madrasah accreditation, the average of respondents’ responses was 87.57, which was in the very good category with 68.2%. Furthermore, there was a positive and significant effect of principals' competencies on accreditation in Madrasah Tsanawiyah throughout Tellu Siattinge District in Bone Regency. The principals’ competencies of madrasah, which was utilized well by their leadership, provided an increase in madrasah accreditation. It was evidenced by 0.832 of the coefficient and 0.000 of the significance.Abstrak:Penelitian ini mendeskripsikan pengaruh kompetensi kepala madrasah terhadap akreditasi madrasah di Madrasah Tsanawiyah se-Kecamatan Tellu Siattinge Kabupaten Bone. Pergantian kepala madrasah sering terjadi, memberikan dampak terhadap pencapaian akreditasi madrasah. Kompetensi kepala madrasah di antaranya kompetensi manajerial dan kompetensi supervisi, sedangkan akreditasi madrasah dinilai melalui standar isi, standar proses, standar kompetensi lulusan, standar pendidik dan tenaga kependidikan, standar sarana dan prasarana, standar pembiayaan, standar pengelolaan serta standar penilaian. Penelitian ex-post facto digunakan dalam menemukan penyebab dari suatu peristiwa. Populasi penelitian adalah 88 guru sekaligus sebagai sampel. Teknik pengumpulan data dengan angket serta dianalisis dengan statistik deksriptif dan statistik inferensial dengan pengujian hipotesis dengan uji korelasi product moment dan analisis regresi sederhana. Hasil penelitian menunjukkan bahwa Realitas kompetensi kepala madrasah dengan rata-rata tanggapan sebesar 86,56 berada pada kategori sangat baik dengan persentase sebesar 66,9%. Realitas akreditasi madrasah rata-rata tanggapan responden sebesar 87,57 berada pada kategori sangat baik dengan persentase sebesar 68,2%. Selanjutnya terdapat pengaruh yang positif dan signifikan kompetensi kepala madrasah terhadap akreditasi madrasah di Madrasah Tsanawiyah se-Kecamatan Tellu Siattinge Kabupaten Bone. Kompetensi kepala madrasah yang dimanfaatkan dengan baik oleh kepala madrasah dalam kepemimpinannya memberikan peningkatan terhadap pencapaian akreditasi madrasah, hal ini terbukti dengan koefisien 0,832 dan siginifikansi 0,000.
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Lee, Valarie, and Marjorie Madden. "“We’re in This Together”: Principals and Teachers as Partners and Learners in Lesson Study." NASSP Bulletin 103, no. 1 (February 8, 2019): 51–64. http://dx.doi.org/10.1177/0192636519826717.
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This research proposes Lesson Study as a professional development structure that allows principals and teachers in secondary schools to meet the demands of English and disciplinary literacy standards. It is a collaborative study between a university and eight schools. The essential questions is, “How can Lesson Study broaden content knowledge and affect instructional leadership?” Data are analyzed using qualitative methods. Findings suggest the possibilities of Lesson Study in creating principal teacher partnerships to address challenges of practice in today’s schools.
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Supriatna, Ucup. "Teacher Performance and Principal Leadership Patterns." International Journal of English and Applied Linguistics (IJEAL) 1, no. 1 (August 9, 2021): 38–44. http://dx.doi.org/10.47709/ijeal.v1i1.1050.
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The value of effective management in educational organizations is increasingly recognized by various stakeholders. The purpose of this study is to find out if the Head of Islamic Religious Education in Ketapang City uses an effective leadership pattern in managing his leadership. The findings of this study show that madrasah Aliyah level principals are effective leaders who understand how to be professional leaders. Professionally, this means that the head of Aliyah madrasa has established himself as an education leader and is committed to maintaining high standards at all times. In some cases, the head of Madrasah Aliyah falls into the category of master school leaders who are able to show quality in areas where others can place the principal. as a school leadership authority. The principal is not only good-looking, but also able to show an understanding of the concept of quality. However, no correlation was observed between the principal's leadership and student achievement levels. This indicates that the principal is an education leader with a professional or even a master's degree, but there is no relationship between leadership level and student learning achievement.
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Pak, Katie, Morgan S. Polikoff, Laura M. Desimone, and Erica Saldívar García. "The Adaptive Challenges of Curriculum Implementation: Insights for Educational Leaders Driving Standards-Based Reform." AERA Open 6, no. 2 (April 2020): 233285842093282. http://dx.doi.org/10.1177/2332858420932828.
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The ambitious goals of standards-based reform call for both technical and adaptive leadership to address problems of practice involving the technical and adaptive alignment of teachers’ instruction to the standards. Thus, standards-aligned curriculum implementation necessitates both types of strategies; otherwise, adaptive challenges will persist. In this study, we analyze case studies of four districts where new English Language Arts and math curricula were recently adopted to help align teachers’ practice with their state’s English Language Arts and math standards. We draw from interviews with district leaders, principals, instructional coaches, and teachers to illustrate how mostly technical strategies for curriculum implementation do little to address the adaptive challenges that prevent teachers from fundamentally shifting their practice to be more aligned to the standards and to meet the needs of all learners. We conclude with a set of insights and implications for educational leaders approaching curriculum implementation in both technical and adaptive ways.
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Yan, Rui. "The Influence of Working Conditions on Principal Turnover in K-12 Public Schools." Educational Administration Quarterly 56, no. 1 (April 4, 2019): 89–122. http://dx.doi.org/10.1177/0013161x19840391.
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Purpose: During the past two decades, principal turnover issues have raised nationwide concerns about leadership stability and student performance. With national data from National Center for Education Statistics, this study examines how principal working conditions influence the probability of different types of principal turnover (mover, promoted, demoted, leaver, and retired). Research Method: This study utilizes data from 2011 to 2012 Schools and Staffing Survey and 2012-2013 Principal Follow-up Survey, and performs multinomial logistic regressions with region fixed effects to examine how principal working conditions are associated with principal turnover, while controlling for principal characteristics and school context. Findings: This study finds that principals with beneficial job contracts, tenure system, and higher salary were less likely to transition. Additionally, positive disciplinary environment lowered the odds of principals moving to another school, especially in schools with high concentrations of students of color. Moreover, more influences on determining teacher professional development and budgeting were associated with lower odds of principals leaving education, but more influence on setting performance standards showed the opposite direction. Implications: This study could assist policy makers in providing positive working conditions to support and retain principals for long-term school improvement. Moreover, school districts could facilitate building positive school disciplinary environment to lower principal turnover in underserved schools.
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Saifuddin, Muhammad Lutfi. "KEPEMIMPINAN KEPALA SEKOLAH DALAM MENINGKATKAN MUTU SARANA PRASARANA DI SEKOLAH MENENGAH PERTAMA ISLAM DARUSSA’ADAH GUBUGKLAKAH MALANG." Leadership:Jurnal Mahasiswa Manajemen Pendidikan Islam 1, no. 1 (November 26, 2019): 54. http://dx.doi.org/10.32478/leadership.v1i1.314.
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Principal's leadership is the process of how the principal in the process of leading or influencing his subordinates to do what he wants with the goals that have been agreed upon together, one of the principals' tasks is to manage school infrastructure, how school infrastructure becomes quality, school infrastructure is said to be of good quality if has met national standards, the purpose of this study is to describe how the leadership of school principals in improving the quality of infrastructure, describe the supporting and inhibiting factors for improving the quality of infrastructure, and describe the factors of how the benefits of improving the quality of infrastructure in Islamic junior high school Darussa'adah. This study uses descriptive qualitative, with research locations in Darussa'adah Gubugklakah Middle School, data collection using interviews, observation, and documentation. Data analysis is performed by reducing the data, then presenting the data, and finally the compiled data is drawn to a conclusion, checking the validity of the data using creatibility which includes persistence of observations, extension of observations, and triangulation. The results of the analysis show that (1) the leadership of school principals in improving the quality of infrastructure in Darussa'adah Islamic Middle School is by processing existing funds to complement the lack of infrastructure, inviting all elements of the teaching staff to work together to complete the required infrastructure, submit proposals- proposals for requests for assistance, and use boss funds to complete infrastructure, (2) supporting factors for improving the quality of infrastructure, namely assistance from the government, support from foundations, and collaboration with committees, (3) The benefits of improving the quality of infrastructure are making it easier for students and also the teachers in teaching and learning activities, making all teaching and learning activities run smoothly, and foster a sense of joy in the school community so as to foster enthusiasm for students to learn.
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Møller, Jorunn. "Creating Cultures of Equity and High Expectations in a Low-Performing School." Nordic Journal of Comparative and International Education (NJCIE) 2, no. 2-3 (November 2, 2018): 86–102. http://dx.doi.org/10.7577/njcie.2802.
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The literature on successful schools has revealed that a school culture of high expectations is beneficial for student achievement and that leaders may exercise significant influence on their school’s success trajectory. However, less information is known about how leaders at different levels interact to build such cultures in local schools or how standards of professional work and new demands interact to support teachers’ com-mitment to quality education for a diverse student population. This study aimed to examine the interplay between district and school leadership in creating cultures of equity and high expectations for all students in a Norwegian low-performing school. Methods included interviews with the principal and the superin-tendent, focus group interviews with deputies, teachers and students, and a survey among all students in grade 10 at the selected school. The study demonstrated how leading teachers’ effort to raise academic and social standards among students was a complex endeavour and how a productive interplay between district level leadership and school-level leadership became one of the key enabling factors. A main argument is that promoting quality education for all begins with the question of purpose and requires understanding how principals’ and teachers’ work is embedded in broader social structures of power.
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Díaz-Delgado, Miguel Angel, and Inmaculada Garcia-Martinez. "Estándares para la dirección escolar en España y México: Un estudio comparativo." education policy analysis archives 27 (September 23, 2019): 113. http://dx.doi.org/10.14507/epaa.27.4565.
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Both Spanish and Mexican education systems have been influenced by international standardized assessment programs, to the extent that both identify educational leadership as one of the main factors for school improvement; however, each national context has implemented dissimilar policies for developing standards for school principalship. Contrary to the global trend, in the Spanish context there is no homogeneous policy, each autonomous community determines the processes for access to and permanence in the school principals´ position. In contrast, the Mexican education system has developed robust standardization policies since the 2013 education reform. This study compares the standards for Principalship in the Spanish and Mexican public education systems, to consider (a) the processes for access to and permanence in the position (Gairín, 2010), (b) the institutional bureaucracy (Guiddens Sutton, 2014), and (c) the training for the principalship. This comparative analysis permits an exploration of the standards for school principalship in both education systems, recognizing the prior and current frames of reference in each context.
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Rios, Steve J., and Daniel Reyes-Guerra. "Characteristics of Teachers Nominated for an Accelerated Principal Preparation Program." International Journal of Adult Vocational Education and Technology 3, no. 2 (April 2012): 35–46. http://dx.doi.org/10.4018/javet.2012040104.
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This article reports the initial evaluation results of a new accelerated, job-embedded principal preparation program funded by a Race to the Top Grant (U.S. Department of Education, 2012a) in Florida. Descriptive statistics, t-tests, and chi-square analyses were used to describe the characteristics of a group of potential applicants nominated to the program by their principals. Demographic and education-related variables for the group were compared to a group of self-selected students enrolled in an existing educational leadership master’s program at the same public university. Initial statistical analysis revealed that more than two-thirds of the nominated teachers belonged to a minority group and had not majored in education as undergraduates. These findings have immediate implications for this new program and for research related to the identification of potential future educational leaders.
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Saleem, Atif, Sarfraz Aslam, Hong-biao Yin, and Congman Rao. "Principal Leadership Styles and Teacher Job Performance: Viewpoint of Middle Management." Sustainability 12, no. 8 (April 21, 2020): 3390. http://dx.doi.org/10.3390/su12083390.
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Achievement-oriented leaders let their followers know their expectations. They regularly set clear goals with potential high-performance standards, they trust in the capabilities of their subordinates, and they encourage the continued performance improvement of their subordinates. This investigation studied the effects of private secondary school principals’ leadership styles on teachers’ job performance. Four leadership styles outlined in the path–goal theory and five key performance indicators (KPIs) of teacher job performance were chosen for the present research. Numerous prior studies have documented this subject. However, they reported on teacher job performance as a single unit. Therefore, a concerted effort was required to examine the effects of adopted principal leadership styles on each of the five key performance indicators of teacher job performance. A total of 253 middle management personnel took part in this empirical study. The correlation findings from the structural equation modeling revealed that the directive leadership style had a significant effect on teacher job performance in the studied schools, followed by the supportive and achievement-oriented leadership styles. Conversely, although participative leadership was identified as a significant predictor, it was not considered a promising predictor of teacher job performance. This research was conducted in a non-Western culture, where directive leadership is beneficial for encouraging teacher job performance; this claim is greatly supported by the available rigorous literature.
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Vukojičić - Stefanović, Valentina. "THE SCHOOL PRINCIPAL’S COMPETENCES." Knowledge International Journal 30, no. 6 (March 20, 2019): 1671–77. http://dx.doi.org/10.35120/kij30061671v.
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The quality of work andefficiency of a school are more and more dependent on the principal, his/her capability for school working organization, competent/pedagogical leadership which he/she conducts, as well as his personal traits and other potentials. The changes in schools are directed towardschanges of school organizational development and towards changes in school leadership. The principal has to have certain competences in order to realize his/her leading role, in other words to be equally successful in conductingadministrative/technical and competent/pedagogical activities in the school. Logically speaking this entails intensive professionalization and respect of competence standards for principals. Competence standards encompass systematical and functional knowledge in the area of the principal’s leadership, capabilities, abilities and values, which every principal should have so that he might achieve goals, assignments and the school working plan. Principal’s competences determine many results of the school and students’ achievements which enlarge their responsibility for achieving school results. The same reasons imply that the principal should find the manner of leadership in order to affirm the school, not only as a place for learning and teaching, but as an organization that learns permanently. Overcoming differences between the actual and the desired principal is made possible by professionalization that is to say by systematical training and competent specialization of the principal, which has a permanent raising of the principal’s competences as its goal. Professionalization of the principal should begin by his/her delegation based on the trustworthy criteria together with application of quality programs of principal training, with permanent monitoring, encouraging and evaluation of principal’s achievements.
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Okoko, Janet Mola. "Framing school leadership preparation and development for Kenya: Context matters." Educational Management Administration & Leadership 48, no. 2 (August 21, 2018): 396–413. http://dx.doi.org/10.1177/1741143218792913.
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This article uses interview data gathered from school leaders to recommend a framework for school leadership preparation and development (SLP&D) in Kenya. Data were gathered from head teachers and principals about the experiences that prepared them for leadership, the gaps in the existing SLP&D initiatives in Kenya, and how current initiatives could be improved. The findings revealed a lack of clarity with regard to SLP&D expectations among school leaders. However, the personal realities and needs of school leaders influenced decisions about when they took leadership positions, what they considered to be meaningful SLP&D, and the modes they preferred and engaged in. The need for a holistic approach to SLP&D was evident in the interconnectedness of: (a) their subjective realities, such as motivations and life commitments; (b) activities they engaged in for meaningful SLP&D, such as taking courses, gaining experience as they moved through the ranks, and mentorship; (c) what they considered to be the requisite competencies for school leadership; and (d) the systemic policies and practices they thought were essential, such as recruitment for SLP&D, standards, accreditation, funding, and partnerships. The article argues for a formalized SLP&D framework that embraces both the personal and contextual realities of the school leaders, the communities they serve, and the systems within which they work.
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Indraswati, Dyah, and Deni Sutisna. "Implementasi Manajemen Mutu di SDN Prambon." Jurnal Dinamika Manajemen Pendidikan 5, no. 1 (October 1, 2020): 10. http://dx.doi.org/10.26740/jdmp.v5n1.p10-21.
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The purpose of this research is to describe how the implementation of school management to improve the quality of education at SDN Prambon, Dagangan, Madiun. This study uses a qualitative descriptive approach. Data collection techniques are conducted with interviews, observations, and documentation. Indicators developed by researchers as guidelines for data retrieval include school planning, school program implementation, school leadership, and monitoring and evaluation. Data analysis techniques include data reduction, data presentation, and withdrawal of conclusions. The validity test of the data is done by technique triangulation and source triangulation. The education process in Prambon SDN has fulfilled the quality education criteria which includes: 1) The effectiveness of the principal's leadership; 2) active participation of all interested components in the school; 3) The effectiveness of the teaching-learning process; 4) relevant curriculum; 5) Directed vision, mission, and objectives; 6) Conducive school climate and environment; 6) Community involvement and learners parents. The research implication is that the leadership and managerial abilities of principals are imperative to realize effective school management. The quality of education at SDN Prambon has the opportunity to be dynamically and innovatively revised so as to achieve ever increasing quality standards. Improving the quality of education must be carried out continuously and involve all components in schools.
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Munawir Pohan, Muhammad. "KEPALA SEKOLAH SEBAGAI MANAJER DAN PEMIMPIN PENDIDIKAN." ANSIRU PAI : Pengembangan Profesi Guru Pendidikan Agama Islam 2, no. 1 (May 8, 2018): 82. http://dx.doi.org/10.30821/ansiru.v2i1.1632.
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The principal is the central figure in the improvement of the quality of education in schools. Success or failure of an educational institution, especially in the educational unit will be greatly influenced by the competence of the head of the school, Education Minister Regulation No. 13 Year 2007 on the Standards for school / madrassa confirmed that a school / madrasah principal must have five dimensions of minimum competencies, namely: personal competence, managerial, entrepreneurial, supervision, and social. Head of school / madrasah is a teacher who is assigned additional principals / madrasah that he also should have the requisite competence competence of teachers, namely: pedagogic competence, personality, social, and professional. Based on these facts, it becomes very important for the principal master the competencies of school principals in an effort to improve the quality of education in the educational unit. Hinted at by the opinion that one of the principal as educational administrators need to complete their education with knowledge leadership insights and anticipatory attitude to changes that occur in people's lives, including the development of macro-level policies. Being the change and development of the most actual today is the higher aspirations of the people for education, and the incessant demands of education policies that include improved aspects of equal opportunity, quality, efficiency and relevance.
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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 (January 15, 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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Eddie, Regina S., Carolyn Montoya, and Jennifer Averill. "School Nutrition Policies and Practices on an American Indian Reservation: Research and Policy Considerations." Policy, Politics, & Nursing Practice 21, no. 2 (May 2020): 71–81. http://dx.doi.org/10.1177/1527154420923744.
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Navajo (Diné) and other American Indian children are more affected by overweight and obesity than their U.S. counterparts. In this descriptive study, the authors combined a socioecological and Navajo cultural framework to analyze the various factors that influence food choices available to children in schools. The Healthy Hunger-Free Kids Act of 2010 updated nutrition standards for school meals and all other foods and beverages sold in schools. Some studies have shown that improved nutrition standards were not favorably received by students and school food programs. To better understand these broader trends in a Navajo context, the researcher administered in-person surveys to 6 principals and 14 food service workers from a sample of 6 schools and performed on-site observations of two schools. Data were analyzed using a combination of descriptive statistics, matrix analysis, and thematic analysis techniques. Results showed that schools were offering more healthy food options in school lunches and that some schools were still serving unhealthy foods, such as pizza, tater tots, and French fries. Classroom and fundraising events provided other sources for low-nutrient foods and beverages. Participants had mixed responses about the updated nutrition standards, and food waste of healthy foods was a major concern. This study proposes opportunities for nurses to engage in research and advance stronger policies that increase healthy food options and limit access to less healthy foods.
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Hasibuan, Ahmad Ibrahim, Mustapid Mustapid, and Candra Wijaya. "Peran Kepemimpinan Kepala Madrasah dalam Meningkatkan Mutu Pendidikan di MTs. Swasta Miftahul Falah Sunggal Kabupaten Deli Serdang." Anthropos: Jurnal Antropologi Sosial dan Budaya (Journal of Social and Cultural Anthropology) 4, no. 2 (January 18, 2019): 201. http://dx.doi.org/10.24114/antro.v4i2.12024.
Full textAbstract:
The quality of education should be able to produce skilled graduates, capable of being in accordance with their level of education, honest and most importantly, good morals. Improving the quality of education that is more qualified, among others, through the development and improvement of curriculum and evaluation systems, improvement of educational facilities, development and procurement of teaching materials, and training for teachers and other education personnel. The purpose of this study is to find out what the madrasa principals do at MTs. Private Miftahul Falah Diski. The method used in this study is a qualitative method with a descriptive analysis approach that is a research method that produces descriptive data in the form of written or oral words from people as research objects and observable behaviors so that they are detailed from a phenomenon under study. Based on the results of the study it was found that the leadership carried out by the head of the madrasa in MTs. Private Miftahul Falah Diski is classified into the type of democratic leadership in which the head of the madrasa always holds deliberations to the entire board of teachers, staff and administration in determining each decision to be made. Quality of education in MTs. Private Miftahul Falah I have fulfilled 8 National Education Standards, and it is evidenced by the accreditation of MTs Private Miftahul Falah with the accreditation of B.