Relevant bibliographies by topics / High school principals – Botswana

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  2. Dissertations / Theses
  3. Books
  4. Book chapters
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Academic literature on the topic 'High school principals – Botswana'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 February 2022

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Journal articles on the topic "High school principals – Botswana"

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Gonzales, Kathleen, and Ira Bogotch. "Fiscal Practices of High School Principals: Managing Discretionary School Funds." NASSP Bulletin 83, no. 610 (November 1999): 37–48. http://dx.doi.org/10.1177/019263659908361006.

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How do we arrive at a pool of aspiring administrators who can manage money wisely? We may assume all principals are honest, but we should not assume all principals know how to handle money. With so many other pressures on school principals to perform as educational leaders, money management is just one more reality principals must shoulder.
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Vadella, Robert J., and Donald J. Willower. "High School Principals Discuss Their Work." NASSP Bulletin 74, no. 525 (April 1990): 108–11. http://dx.doi.org/10.1177/019263659007452522.

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Totolo, Angelina. "Adoption and use of computer technology among school principals in Botswana secondary schools." International Information & Library Review 43, no. 2 (June 2011): 70–78. http://dx.doi.org/10.1080/10572317.2011.10762882.

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Basri, Basri. "Analysis of the Ability of School Supervisors in Increasing the Supervision of School Principals of Junior High School at Pidie District." Budapest International Research and Critics in Linguistics and Education (BirLE) Journal 2, no. 4 (November 6, 2019): 398–404. http://dx.doi.org/10.33258/birle.v2i4.529.

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The background of this research is related to the development of the direction of the ability of school supervisors, especially school principals at the junior secondary level, which are influenced by internal factors including: the level of readiness of supervisors, principals, curriculum devices, administration and management, then the readiness of external factors which include: lack of available amenities; the lack of disciplines in accordance with the situation in the field as an effort to support the achievement of better education and teaching. The method used is descriptive meaning to describe the factors that affect the ability of school supervisors competency of the Principal in Pidie District. Data collection techniques used were observation, interview and documentary study techniques, while the research subjects were supervisors, principals, totaling 20 people. The results showed that there were several factors that could influence the performance of school principals including: internal factors affecting the ability of supervisors, principals' competencies, among others, their level of education, experience and years of work, because this affected the level of readiness of school supervisors and principals in carrying out the activity. Then proceed with external factors that are considered to affect the ability of school supervisors, the competency of school principals, namely the availability of facilities and infrastructure as evidence to support the learning process, the achievement of learning directions as desired, improving the performance and supervision of school principals as well as adequate levels of welfare around 85,65%.
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Okilwa, Nathern, and Bruce Barnett. "Sustaining school improvement in a high-need school." Journal of Educational Administration 55, no. 3 (May 2, 2017): 297–315. http://dx.doi.org/10.1108/jea-03-2016-0034.

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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 performance, and data-based decision making. However, challenges that persistently confront Robbins staff include limited resources (e.g. technology and library materials), high mobility rate, and some cases of unsupportive parents. Originality/value This study adds to understanding how high-need urban schools can sustain high academic performance in spite of changes in principals, shifting community demographics, and high student mobility.
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Murray, Barbara A. "Principals: Proponents of High School Guidance Programs." NASSP Bulletin 79, no. 570 (April 1995): 64–68. http://dx.doi.org/10.1177/019263659507957012.

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Angelle, Pamela S. "Beliefs and Behaviors of Two High School Principals in Developing a Sense of School Community for Students." NASSP Bulletin 101, no. 1 (February 21, 2017): 5–22. http://dx.doi.org/10.1177/0192636517694957.

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This qualitative study investigated two high school principals’ articulation of establishing a sense of community. The principals’ narratives, values, beliefs, and behaviors are examined through the lens of community membership, fulfillment of needs, influence, and emotional connections. Findings show that the principals, leading schools with different contexts, both implemented structures and processes that addressed elements of the frame as foundation for student success. While the principals expressed similar beliefs regarding community, behavioral approaches differed in implementation.
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Ihsani, Sadrah, Rita Inderawati, and Machdalena Vianty. "The Transformational Leadership Behaviours of School Principals of Vocational High School in Palembang." Tadbir : Jurnal Studi Manajemen Pendidikan 4, no. 1 (May 14, 2020): 117. http://dx.doi.org/10.29240/jsmp.v4i1.1203.

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The aims of this study were to investigate the description of the transformational leadership behaviour of school principals of private vocational senior high schools in Palembang, and how the school principals implemented the transformational leadership in the school and how the transformational leadership impacted to the teacher performance. The subjects of this study was four school principals of four private vocational senior high schools in Palembang. The data collection was taken from the questionnaire and interview. The data from the questionnaire were analyzed by simple statistical analysis and the interview was analyzed by using thematic analysis. The findings showed that the description of transformational leadership demonstrated the four dimension of transformational leadership, such as idealized influence, inspirational motivation, intellectual stimulation and individual consideration. Later in this study it was found that school principals implement transformational leadership by using some ways such as building the trust, motivation, facilitation and communication. It is also found that the transformational leadership behavior of school principal of private vocational high school in Palembang has an impact to the teacher performance in teaching learning process.
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Weiss, Carol H., and Joseph Cambone. "Principals, Shared Decision Making, and School Reform." Educational Evaluation and Policy Analysis 16, no. 3 (September 1994): 287–301. http://dx.doi.org/10.3102/01623737016003287.

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When schools adopt shared decision making (SDM), principals' authority is limited. Nevertheless, all six principals in the SDM high schools we studied supported SDM, at least in part because they had chosen to serve in an SDM school. The three principals who were most supportive of SDM also had ambitious visions of instructional reform. After 1.5 to 2 years, the high schools in which these principals served experienced a heightened level of conflict among the faculty. In large part, the conflict was due to these principals' efforts to use SDM as a vehicle to foster large changes. Teachers resisted major change, and principals became impatient with the participatory process and tried to promote their own versions of reform. Only a modest degree of reform was achieved, but it was more than was achieved by SDM principals without a reform agenda. Reformist principals in non-SDM high schools implemented modest reforms as well, although at the expense of suspicion and antagonism after changes were introduced. We explore the dilemmas that reformist principals face and suggest policy implications.
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Baharuddin, Usman, and Khadijah Binti Daud. "PRINCIPALS DISTRIBUTED LEADERSHIP PRACTICE OF SCHOOL PERFORMANCE IN JUNIOR HIGH SCHOOL (SMP) SOUTH SULAWESI INDONESIA." International Journal for Innovation Education and Research 2, no. 10 (October 31, 2014): 85–89. http://dx.doi.org/10.31686/ijier.vol2.iss10.250.

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This paper aims to identify the principals distributed leadership practice toward school performance in Junior High Schools, State of South Sulawesi, Indonesia by using quantitative methods. Quantitative data obtained from the questionnaire interviews of 540 respondents from among the teachers. There are four dimensions required for Junior High School principals derived from questionnaire data with the respondent that the vision mission and goals of the school, the school culture, the sharing of responsibilities and leadership practices. The results showed that the culture of the school is the most dominant dimension that can affect school performance and distributed leadership has positive relationship in improving school performance. This means that if the principals perform well in school leadership the school performance can also be improved. Dimensions must be available on the school principals themselves to discharge their duties, especially in leadership activities to improve the performance of schools in South Sulawesi.
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Dissertations / Theses on the topic "High school principals – Botswana"

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Robinson, Courtney Brooke. "Instructional leadership for high school principals." Thesis, California State University, Long Beach, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3708304.

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Instructional leadership for high school principals is becoming more important as principals are being held increasingly accountable for student achievement results. Principals are next to teachers in impacting learning in the classroom. The problem for high school principals is that they do not feel prepared to be instructional leaders for their school. There are many tasks a principal must handle throughout the day and these tasks take time away from principals acting as the instructional leader for their school. Principals are also not always supported in their development as an instructional leader. The purpose of this qualitative study was to explore how high school principals have developed into instructional leaders, the obstacles they encountered during this process and their perceptions of the types of external support they received in instructional leadership. The participants in the study included six high school principals from four different school districts. The principals had all been on the job for at least one year. Interview and document data were collected and analyzed for common themes. The findings of the study suggested that when principals receive external support in instructional leadership, there are indications that they begin to develop in this area. District support, mentoring and coaching, team support and reading with purpose were important in the development of the principals. The findings also suggested two obstacles, time and people, for principals as they lead their schools in instruction. Finally, the study’s findings indicated the principals who receive support had positive views of that support. Based on the results of the study, recommendations were made for providing a strong system of support for high school principals in the area of instructional leadership.

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Montreuil, Richard. "High school sports: The perspectives of the school principals." Thesis, University of Ottawa (Canada), 2007. http://hdl.handle.net/10393/27537.

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The Canadian School Sport Federation, responsible for interscholastic sport, provides a mission to extend physical and athletic development, as well as, moral and social development (Canadian School Sport Federation, n.d.). To reach this mission, participation is needed not only by the coaches, who's role is central to the athletes experience (Roy, Trudel, & Lemyre, 2001), but also the school principals. As part of a research program examining the practice of interscholastic sports, we conducted interviews with 11 school principals and documented 'who' are the high school principals i.e. documented their past experiences and their role and perspective regarding high school sports. The main results showed that (a) most school principals had experience in sport as an athlete or a coach, (b) being a physical education teacher often led to the position of school principal, (c) the principals were conscious of the importance of school sports, and (d) they preferred to select coaches from within their school. Keywords: school sport/interscholastic sports, school principal
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White, Todd. "Evaluation of high school principals in Missouri /." free to MU campus, to others for purchase, 2004. http://wwwlib.umi.com/cr/mo/fullcit?p3164549.

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Mauldin, Shereé Diane Cagle. "High-performing principals and state-assigned school grades." [Pensacola, Fla.] : University of West Florida, 2007. http://purl.fcla.edu/fcla/etd/WFE0000077.

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Herndon, Janie Diane. "Gender differences in high school principals' leadership styles." Scholarly Commons, 2002. https://scholarlycommons.pacific.edu/uop_etds/2546.

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Objective . The purpose of this study was to determine if the leadership behavioral practices of female and male high school principals were similar or different. Methodology . The Leadership Practices Inventory - Individual Contributor (LPI-IC) form was sent to a random sample of 300 (100 females and 200 males) of the 898 public high school principals in California. The response rate was 45 percent (N = 123; 79 males and 44 females). The typical principal had served six years, with an average of 13 years as a teacher. Key findings . While female principals generally reported higher scores than their male counterparts on the five leadership practices, there were no statistically significant differences between the two groups on Challenging, Enabling, and Encouraging. On both Inspiring and Modeling, the scores of female principals were higher than those of male principals. Number of years as a principal was not correlated with any of the five leadership practices; and the same was true for number of schools as a high school principal. Challenging and Inspiring were significantly correlated with number of years as a teacher.
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Stemple, James David Jr. "Job Satisfaction of High School Principals in Virginia." Diss., Virginia Tech, 2004. http://hdl.handle.net/10919/27262.

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High quality effective leadership for high schools is critical due to the social, political, and economic pressures placed upon public education. Due to these increasing pressures and ever higher accountability placed on principals, job satisfaction may decrease. The principalâ s job is complex and demanding; however, thoughtful examination of the principalship and the variables that contribute to job satisfaction can better equip school district leaders to retain principals. Researching aspects of job satisfaction is important because a job is not merely life sustaining, but positively life-enhancing, and enriching (Darboe, 2003). Through my associations with other principals, I see many administrators who appear to be unsatisfied in their jobs. As a result of my interests and experiences, I have conducted a study, based on a previous study completed at the middle school level by JoAnn Newby (1999), to explore job satisfaction among high school principals in Virginia. For this study 183 high school principals in Virginia responded to an internet survey using the Minnesota Satisfaction Questionnaire (MSQ) to explore the specific variables of gender, age, salary, number of assistant principals, years as principal, tenure, school socio-economic status, school size, and school accreditation status to determine which variables may or may not contribute to job satisfaction. A multiple regression was utilized to determine the relative impact that the criterion variables in predicting job satisfaction. The findings of this study suggest that high school principals in Virginia were generally satisfied with their jobs. The principals who responded were least satisfied with their level of compensation and most satisfied with being of service to others. The step-wise multiple regression completed for this study revealed that the significant predictors of job satisfaction were the number of assistant principals and Virginia Accreditation status. Those principals whose schools were fully accredited and those principals who had three assistant principals were significantly more satisfied than those principals whose schools were not fully accredited and those principals who had less than or more than three assistants. Results from this study are useful as they serve as a motivating force for those who are trying to gain more information about the high school principalship in Virginia.
Ed. D.
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Wagner, Jo Ann. "High School Principals' Roles in Teacher Professional Development." Diss., Virginia Tech, 2011. http://hdl.handle.net/10919/77085.

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As the key leader at the school level, the principal plays a central role in the implementation of professional development programs and measurement of the outcomes of these activities (Elmore, 2000). This investigation explored high school principals' roles in and principals' perceptions of teacher professional development as a mechanism for improving teacher instructional practices. The 15 high school principals interviewed for this study were from one region in a southeastern state. Using the professional development standards developed by the National Staff Development Council (NSDC) (2001) to frame this study, a non-experimental descriptive research design was employed. Specifically, data collection methods included focus group interviews and document analysis. Three focus group interviews were conducted, each lasting approximately 90 minutes. Data sources were the transcripts from the focus group interviews with principals and information from each principal's school improvement plan. Data from both the transcripts and document review were sorted and categorized using the long-table approach (Krueger & Casey, 2000). Data were organized into the NSDC domains of context, process, and content. The findings indicated that principals assumed the responsibility for providing professional development at their school and reported that as part of that responsibility they performed the following eight roles: (a) connected the professional development to school and/or division goals, (b) allowed teachers to play a part in their professional development, (c) provided the resources of funding and time for professional development, (d) provided support and encouragement for implementation of the professional development, (e) held a variety of professional development activities at their school, (f) collected student achievement data to determine the professional development needs, (g) determined the effectiveness of the professional development in classrooms, and (h) allowed teachers to choose the professional development activity to attend. The two roles, supported in the literature, which only a few principals discussed were: implementing PLCs and providing on-going, continuous professional development with follow-up. One area of concern reported by the principals was the reality that all teachers do not implement the professional development in their classrooms. Five major conclusions were drawn from the findings in this study. Principals value teacher professional development as a mechanism to change teachers' instructional practices and accept the responsibility for implementing professional development at their schools. The majority of the professional development activities reported by the principals were generic type professional development activities that related to all teachers. However, principals do not expect that all teachers will implement the innovations in their classrooms. PLCs, in which teachers are working collaboratively to improve student achievement, are not being implemented in all reporting participants' high schools. Time is an important factor in determining the implementation of the professional development in the classroom.
Ed. D.
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Valesey, Brigitte Graudins. "Maryland high school principals' perceptions of technology education /." The Ohio State University, 1996. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487942476408126.

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Shuman, Aaron. "Rural High School Principals: Leadership in Rural Education." Diss., Temple University Libraries, 2010. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/71544.

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Educational Administration
Ed.D.
Educational leadership has been the focus of many studies; however, leadership does not occur in a vacuum. Understanding the context in which it occurs will in turn help to explain the phenomenon itself. Rural communities in the United States have many differences when compared to urban and suburban areas. Twenty-eight percent of schools in the United States are rural, and within those rural districts seven million students attend schools (Sherwood, 2001). Even with the large number of rural schools, there are significant deficiencies in rural research, including available raw data (Sherwood & Arnold, 2001, 2004). Moreover, when research is done, the rural context is almost always seen as a limitation (Howley & Howley, 1999). Many times research that is conducted in urban and suburban settings is generalized to the rural setting. Ethical educational leadership is drawing increased attention in research. The bulk of ethical decision-making research has focused on administrators in urban and suburban settings. The rural context is silent when one looks to ethical leadership work. This study explores four rural high school principals' perceptions of how the rural context influences their ethical leadership, career aspirations and advancement opportunities. This study also explores the principals' perceptions about their personal history and their gender to determine whether either has been a hindrance or a help to their leadership in the rural context. A case study methodology was utilized while conducting this study. Over a twelve month period; 18 site visits were conducted at four rural high schools in central Pennsylvania. Twelve semi-structured interviews were conducted along with eight days of shadowing to explore the respondents' perceptions on leading in the rural context. The findings indicate that the respondents of this study did perceive differences in the rural context as compared to urban and suburban areas. Those differences were perceived by the respondents to have an impact on their work as educational leaders. This study suggests that the principals' personal histories impact their leadership within the rural context. All of the respondents lead in districts where they once attended school. This phenomenon strengthened the impact of social reproduction as the principals struggled to maintain a way of life that they valued, while competing with the ideals of the educational institution. The principals maintained programs with a focus on local interests such as logging, shop programs, fish farming and agriculture education. They did this with limited resources and at the expense of offering other programs. Students entering these programs often ended their formal education with high school. They entered the local economy and reproduced their parents' class position in the wider society. The principals' ties to their communities impacted their expectations for students in their schools. This study suggests that the rural context impacts opportunities for advancement. While opportunities for advancement were perceived to be present, they often required principals to move their families due to geographic distance. None of the respondents were willing to relocate to take advantage of opportunities. Gender barriers were rampant within the rural context. The two female principals had experienced gender discrimination. The two male candidates acknowledged gender barriers in their districts. All the respondents affirmed that the stereotype for a high school principal in their respective districts was a male. The principals used multiple paradigms when solving difficult ethical decisions, and their personal history influenced the paradigms they used most frequently. The respondents all used the ethic of care and critique more than the ethics of justice and the profession. Critical life incidents shared by the principals were from a caring or critical perspective and tied to the paradigms they used most frequently. Competing values about the educational mission of the school, the purpose of school and social mobility of students were found to impact leadership.
Temple University--Theses
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Chan, Lai-yin Dora. "Could the current professional training programme meet the needs of the professional development of newly appointed secondary school principals?" Click to view the E-thesis via HKUTO, 2003. http://sunzi.lib.hku.hk/hkuto/record/B31963328.

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Books on the topic "High school principals – Botswana"

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Office, Northern Ireland Audit. Pay flexibilities for school principals and vice-principals. Belfast: Stationery Office, 2000.

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Joseph, Blase, and Phillips Dana Yon, eds. Handbook of school improvement: How high-performing principals create high-performing schools. Thousand Oaks, Calif: Corwin Press, 2010.

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Epah, George Fonkeng. Secondary school administration and principalship. 2nd ed. Yaoundé, Cameroun: Presses universitaires d'Afrique, 2009.

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Zhong xue xiao zhang gong zuo shi lu: Gong Zhengxing jiao yu wen ji. Beijing: Hua xia chu ban she, 2008.

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Webster, William E. Voices in the hall: High school principals at work. Bloomington, Ind: Phi Delta Kappa Educational Foundation, 1994.

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Blase, Jo, Joseph Blase, and Dana Phillips. Handbook of School Improvement: How High-Performing Principals Create High-Performing Schools. 2590 Conejo Spectrum, Thousand Oaks California 91320 United States: Corwin Press, 2010. http://dx.doi.org/10.4135/9781483350349.

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The effective high school principal. Palm Springs, CA: ETC Publications, 1992.

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Hervé, Hamon, ed. Madame le proviseur. Paris: Seuil, 1988.

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Best practices of award-winning secondary school principals. Thousand Oaks, Calif: Corwin Press, 2006.

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Jesse, Stuart. Mr. Gallion's school. Ashland, Ky: Jesse Stuart Foundation, 1999.

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Book chapters on the topic "High school principals – Botswana"

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Nsiah, Joseph, and Keith Walker. "Our Approach to Studying Servant Leadership with Catholic High School Principals." In The Servant, 29–34. Rotterdam: SensePublishers, 2013. http://dx.doi.org/10.1007/978-94-6209-058-3_3.

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Nsiah, Joseph, and Keith Walker. "Sources and Substance of Catholic High School Principals’ Notions of Servant-leadership." In The Servant, 37–50. Rotterdam: SensePublishers, 2013. http://dx.doi.org/10.1007/978-94-6209-058-3_4.

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Picciano, Anthony G., Jeff Seaman, and Scott L. Day. "Online Learning in Illinois High Schools." In Advances in Early Childhood and K-12 Education, 1–18. IGI Global, 2015. http://dx.doi.org/10.4018/978-1-4666-6383-1.ch001.

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The purpose of this chapter is to examine the role that online learning plays in addressing the thoughts, concerns, and issues facing Illinois high school principals. Data were collected from a sample of high school principals who were members of the Illinois Principals Association with respect to the extent, nature, and reasons for participating in online learning programs. An important aspect of this study was to compare the findings in Illinois to those collected from a national sample of high school principals. It concludes that online learning and blended learning are making inroads into the high schools in Illinois comparably to those in other parts of the country. The results of this study indicate that online and blended learning are becoming integral to a number of high school reform efforts, especially with regard to improving graduation rates, credit recovery, building connections for students to their future college careers, and differentiating instruction.
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Herring, Trent. "Data Dissemination Practices of Elementary School Principals." In Advances in Early Childhood and K-12 Education, 19–38. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-3188-3.ch002.

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A review of literature about data dissemination by elementary school principals and data-driven decision-making (DDDM) revealed some principals used accountability data for student achievement, but many did not. Many principals relied more upon their own intuitive experiences instead of systematic data use. This qualitative study focused upon five high-performing elementary school principals from a southern Louisiana school district that had neither prescribed DDDM practices nor data dissemination protocols designed to support principals. Goals of this study were to examine principals' data dissemination processes, what influenced practices, and if principals did have ideal dissemination processes. The study revealed that each of the principals did utilize a data dissemination process, although not formal processes. Certain factors influenced DDDM and subsequent dissemination by principals.
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Maphalala, Mncedisi Christian, and Nontobeko Prudence Khumalo. "Curriculum Management in KZN Rural High Schools." In Advances in Educational Marketing, Administration, and Leadership, 1–14. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-7168-2.ch001.

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This study sought to examine the curriculum management enablers and constraints experienced by school principals in KZN rural high schools in King Cetshwayo. A survey research design of the exploratory sub-type was adopted. The findings reveal a lack of parental involvement, increased principals' workload due to multi-faceted responsibilities, difficulty recruiting suitably qualified teachers, lack of teacher development opportunities for teachers, poor infrastructure and facilities, curriculum delivery challenges, curriculum monitoring, and evaluation. The identified deficiencies in curriculum management are linked to the instructional leadership led by the principals.
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Ridhwansyah, Gusril, J. Jama, Rusdinal, and N. Gistituati. "Development of a spirituality-based leadership model for senior high school principals." In Educational Administration Innovation for Sustainable Development, 249–53. CRC Press, 2018. http://dx.doi.org/10.1201/9780203701607-35.

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Miller-Vaz, Jerome. "Do Jamaican Principals' Leadership Styles Correlate to Violence in School?" In Advances in Educational Marketing, Administration, and Leadership, 75–99. IGI Global, 2017. http://dx.doi.org/10.4018/978-1-5225-1700-9.ch004.

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The increase of violence among young people in the high school environment has become a concern among parents and educators alike. A study was designed to address whether there is a relationship between the leadership styles of principals and violence in secondary schools in rural Jamaica. Based on a correlational design survey of 414 teachers from 61 schools in five parishes, seven leadership styles were correlated with the amount of violence at each school. The result showed that there was a statistically significant positive correlation (r = 0.88) at the p < .05 level was observed in autocratic leadership in the Parish of St. Ann. A moderate significant correlation was recorded in St. Catherine in democratic leadership (r = -52) at the level of p < 0.01.
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Miller-Vaz, Jerome. "Do Jamaican Principals' Leadership Styles Correlate to Violence in School?" In Research Anthology on School Shootings, Peer Victimization, and Solutions for Building Safer Educational Institutions, 396–415. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-5360-2.ch018.

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The increase of violence among young people in the high school environment has become a concern among parents and educators alike. A study was designed to address whether there is a relationship between the leadership styles of principals and violence in secondary schools in rural Jamaica. Based on a correlational design survey of 414 teachers from 61 schools in five parishes, seven leadership styles were correlated with the amount of violence at each school. The result showed that there was a statistically significant positive correlation (r = 0.88) at the p < .05 level was observed in autocratic leadership in the Parish of St. Ann. A moderate significant correlation was recorded in St. Catherine in democratic leadership (r = -52) at the level of p < 0.01.
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Bipath, Keshni. "School Safety in Mamelodi." In Cultivating a Culture of Nonviolence in Early Childhood Development Centers and Schools, 19–34. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-7476-7.ch002.

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This chapter provides an overview of the crisis surrounding school safety in South Africa in general and in Mamelodi East in particular. It outlines a case study of the context and crisis in primary schools there, laying bare the brutal truth of bullying, vandalism, and gangsterism in these schools. Research into senior primary, high, and primary schools led to an empirical investigation which included interviews with school principals. This confirmed a reality that is being ignored: the current education system is in fact creating more opportunities for violence, bullying, and impoverishment. While resources such as the National Safety Programme exist, their translation into real measures and interventions remains questionable. Amongst other interventions, a more relevant Afrocentric curriculum and training for teachers is recommended. All stakeholders in education, community, home, and industry need to be held responsible for this dire situation and to take collective action.
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Coleman, Howard V., and Jeremy Dickerson. "School-Level Strategic Technology Leadership in K-12 Education." In Encyclopedia of Strategic Leadership and Management, 1471–81. IGI Global, 2017. http://dx.doi.org/10.4018/978-1-5225-1049-9.ch102.

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A significant need in K-12 education is the development of active, school-level technology leaders. The majority of principals and assistant principals receive limited learning experiences to become the effective technology leaders in their schools. This chapter will present an overview of the evolution of strategic educational leadership from traditional leadership theories emphasizing management, operations and processes to systemic, digital driven decision making models through the lens of school level technology leadership. Theories on establishing a technological vision and gaining followership among all stakeholders to ensure the effective implementation of strategies will be discussed. Strategic technology leadership in education is operationally defined as: 1) integrating technology in planning, management and decision making; 2) using technology to link district and school initiatives to learning content areas; 3) using technology to support and meet the needs of all learners; and 4) using technology as the key means for providing high quality professional development for all educators (NEIRTEC, 2002).
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Conference papers on the topic "High school principals – Botswana"

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Pavicic, Jurica. "School Principals as Jugglers." In 2nd International Conference on Advanced Research in Education. Acavent, 2019. http://dx.doi.org/10.33422/2nd.educationconf.2019.11.799.

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At daily basis school principals need to balance between needs and wishes of different stakeholders. As the most important stakeholder stands out pupils from which is expected to perform at high level all the time. Another very important stakeholders are teachers which (often) are not motivated enough (financially, emotionally, socially) to give the best in the classrooms. Also, there are parents which expect that their children are exposed to best knowledge; government who expect that school system in general is at internationally competitive level; and also, companies who wishes to have people / labor force who know what to do when faced with problems. To be able to satisfied all parties involved, school principals need to juggle between them and at the same time ensure that school, as an organization, is function immaculately. Our paper focus on school principals and how marketing and management knowledge can help in juggling between the stakeholders. Context of our paper is Croatia – country that had good primary and secondary school systems but by entering EU and exposing to different kind of practice and demands, needed to adopt them. In that new environment business, and especially marketing and management knowledge, become crucial for school principals.
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Malere, Agnese, and Antra Ozola. "Role of School Principals in High Achievement of Students." In 12th International Scientific Conference Rural Environment. Education. Personality. (REEP). Latvia University of Life Sciences and Technologies. Faculty of Engineering. Institute of Education and Home Economics, 2019. http://dx.doi.org/10.22616/reep.2019.011.

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Syahril. "Work Commitment of Junior High School Principals in Padang, Indonesia." In 2nd Yogyakarta International Conference on Educational Management/Administration and Pedagogy (YICEMAP 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.201221.048.

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Harsoyo, Yohanes, C. Wigati Retno Astuti, and Caecilia Wahyu Estining Rahayu. "Description of Competency and Values of Local Wisdom in the High School Principals." In Proceedings of the International Conference on Education and Technology (ICET 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/icet-18.2018.28.

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Adam, Firman, and Dedy Achmad Kurniady. "Model of Analytical Decision-Making Styles of the State Senior High School Principals in West Java." In Proceedings of the 2nd International Conference on Research of Educational Administration and Management (ICREAM 2018). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/icream-18.2019.30.

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Winata, Ardi, Bukman Lian, and Mulyadi. "An Academic Supervision of School Principals and Teacher Performance and Its Implementation of Education Quality at State Junior High School in Cengal District." In International Conference on Education Universitas PGRI Palembang (INCoEPP 2021). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210716.142.

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Ariswan, Ariswan, Rusdinal Rusdinal, Muri Yusuf, and Gusril Gusril. "The Effect of School Principals Integrity, Communication Atmosphere, Discipline and Achievement Motivation on Teachers’ Work Productivity at Public Vocational High School (SMK) in Padang." In International Conferences on Educational, Social Sciences and Technology. Padang: Fakultas Ilmu Pendidikan, 2018. http://dx.doi.org/10.29210/20181125.

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Hibban, Mukhaiyar, and Rusdinal. "The Importance of Work Motivation in Building Principals’ Work Performance and School Performance Quality in Senior High Schools West Sumatra." In 2nd International Conference Innovation in Education (ICoIE 2020). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.201209.191.

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Kusumawati, Yeny, and Fresty Africia. "Implementation of No Smoking Area Policy in High School 2, Nganjuk, East Java, Indonesia." In The 7th International Conference on Public Health 2020. Masters Program in Public Health, Universitas Sebelas Maret, 2020. http://dx.doi.org/10.26911/the7thicph.04.01.

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ABSTRACT Background: In school environments, the No Smoking Area Policy is based on protecting young people who are currently studying at school from exposure to harmful cigarette smoke. It is expected to indirectly reduce student smoking rates. This study aimed to describe the implementation of the No Smoking Area policy at High School 2 Nganjuk, East Java and to identify the factors influencing the policy implementation. Subjects and Methods: This was a qualitative study carried out at High School 2 Nganjuk, East Java. The study subjects were included the principal, student deputy principals, counseling guidance teachers, homeroom teachers, employees, and students of High School 2 Nganjuk. Data were collected using observation, interviews, and documentation. The source triangulation technique used the technique of checking the validity of the data. This study used an interactive model of data analysis technique, which is based on the theory of George C. Edward III, consisted of communication, resources, dispositions, and bureaucratic structures. Results: In High School 2 Nganjuk, the No Smoking Area Policy has not been implemented optimally, particularly on the resource factor. For example, some teachers and staff still smoking in schools. This was not in accordance with the provisions in the No Smoking Area Policy. As the budget for funds from School Operational Assistance (BOS) was integrated with the School Environment Introduction Period (MPLS/MOS as well as the Adiwiyata program, there was no special budget for the implementation of the No Smoking Area policy. There was still not enough amount of billboards about no smoking area. The communication factor was the supporting factor. The policy for the No Smoking Area is always communicated to school residents. The disposition factors was the policy implementers’ engagement. The bureaucratic factor were structure and the presence of SOP in policy implementation. Conclusion: The enforcement of the policy of the No Smoking Area in High School 2 Nganjuk has not been maximized, so all factors, both contact factors, resource factors, disposal factors, and bureaucratic factors, need to be assisted. Keywords: smoking area, high school, policy Correspondence: Yeny Kusumawati. School of Health Sciences, Satria Bhakti Nganjuk, East Java, Indonesia. Email: yenykusumawati.sbn.ngk@gmail.com. Mobile: 082244297997 DOI: https://doi.org/10.26911/the7thicph.04.01
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Simorangkir, Jungjungan, Marina Letara Nababan, May Rauli Simamora, and Winarti Agustina. "Risk Behaviour and Youth Resilience-Based on Demographic Profile." In International Conference of Education in the New Normal Era. RSF Press & RESEARCH SYNERGY FOUNDATION, 2020. http://dx.doi.org/10.31098/iceiakn.v1i1.236.

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Youth who has the ability to adapt and survive in difficult times have a high level of resilience. This study aims to look at the dominant Behavior of adolescents currently and the youth resilience based on gender, types of school, and school major. The sample in this study was 264 high school teenagers in Indonesia. This study used a quantitative method with two design which is a cross-sectional survey and comparative studies. The results showed some of the most risk behaviors seen by students were smoking (84.09%), fighting parents (68.49%), skipping school (60.23%), fighting teachers and school principals (55.68%), and fighting between students (54.17%). The risk behaviors that were rarely seen by teenage students were drugs (5.68%), free sex (4.55%). Stealing (43.18%) and excessive drinking (41.67%) have moderate popularity. Also, there was no significant difference in resilience-based on gender, type of school, and school major. These studies provide an overview of schools of the importance of the availability of Counseling Guidance teachers in providing guidance services and resilience materials.
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Reports on the topic "High school principals – Botswana"

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Korach, William. A Comparative Study of Perceptions of Superintendents, High School Principals, and High School Department Chairs on the Role of the High School Academic Department Chair: the Voice of the Administrator. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.1199.

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Siamoo, Peter. Developing the Instructional Leadership Skills of High School Principals in Tanzania: A Problem-Based Learning Approach. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.984.

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Spooner, Kevin. Leadership and Decision-Making Skills of High Poverty Elementary School Principals in an Era of Reduced Resources. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.2454.

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Dell'Olio, Franca, and Kristen Anguiano. Vision as an Impetus for Success: Perspectives of Site Principals. Loyola Marymount University, 2009. http://dx.doi.org/10.15365/ceel.policy.2.

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Findings from the first two years of a 3-year evaluation of the PROMISE Model pilot are presented in this policy brief that seeks to understand the extent to which school principals know, understand, and act upon research-based principles for English Language Learners (ELL) and their intersection with the California Professional Standards for Educational Leadership related to promoting ELL success. Surveys and focus groups were used to gather data from school principals at fifteen schools throughout Southern California including early childhood, elementary, middle, and high schools. School principals identified several areas where PROMISE serves as a beacon of hope in promoting and validating critical conversations around a collective vision for success for all learners including ELL, bilingual/biliterate, and monolingual students. Educational and policy recommendations are provided for the following areas: 1) recruitment and selection of personnel and professional development; 2) accountability, communication and support; and 3) university-based educational leadership programs. This policy brief concludes with a call for school principals to facilitate the development, implementation, and stewardship of a vision for learning that highlights success for English Learners and shared by the school and district community.
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Olsen, Laurie, Kathryn Lindholm-Leary, Magaly Lavadenz, Elvira Armas, and Franca Dell'Olio. Pursuing Regional Opportunities for Mentoring, Innovation, and Success for English Learners (PROMISE) Initiative: A Three-Year Pilot Study Research Monograph. PROMISE INITIATIVE, February 2010. http://dx.doi.org/10.15365/ceel.seal2010.

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The Pursuing Regional Opportunities for Mentoring, Innovation, and Success for English Learners (PROMISE) Initiative Research Monograph is comprised of four sub-studies that took place between 2006 and 2009 to examine the effectiveness of the PROMISE Initiative across six implementing counties. Beginning in 2002, the superintendents of the six Southern California County Offices of Education collaborated to examine the pattern of the alarmingly low academic performance of English learners (EL) across Los Angeles, Orange, San Bernardino, San Diego, Riverside, and Ventura. Together, these six counties serve over one million EL students, more than 66% of the total EL population in the state of California, and close to 20% of the EL population in the nation. Data were compiled for the six counties, research on effective programs for ELs was shared, and a common vision for the success of ELs began to emerge. Out of this effort, the PROMISE Initiative was created to uphold a critical vision that ensured that ELs achieved and sustained high levels of proficiency, high levels of academic achievement, sociocultural and multicultural competency, preparation for successful transition to higher education, successful preparation as a 21st century global citizen, and high levels of motivation, confidence, and self-assurance. This report is organized into six chapters: an introductory chapter, four chapters of related studies, and a summary chapter. The four studies were framed around four areas of inquiry: 1) What is the PROMISE model? 2) What does classroom implementation of the PROMISE model look like? 3) What leadership skills do principals at PROMISE schools need to lead transformative education for ELs? 4) What impact did PROMISE have on student learning and participation? Key findings indicate that the PROMISE Initiative: • resulted in positive change for ELs at all levels including achievement gains and narrowing of the gap between ELs and non-ELs • increased use of research-based classroom practices • refined and strengthened plans for ELs at the district-level, and • demonstrated potential to enable infrastructure, partnerships, and communities of practice within and across the six school districts involved. The final chapter of the report provides implications for school reform for improving EL outcomes including bolstering EL expertise in school reform efforts, implementing sustained and in-depth professional development, monitoring and supporting long-term reform efforts, and establishing partnerships and networks to develop, research and disseminate efforts.
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Olsen, Laurie, Kathryn Lindholm-Leary, Magaly Lavadenz, Elvira Armas, and Franca Dell'Olio. Pursuing Regional Opportunities for Mentoring, Innovation, and Success for English Learners (PROMISE) Initiative: A Three-Year Pilot Study Research Monograph. PROMISE INITIATIVE, February 2010. http://dx.doi.org/10.15365/ceel.promise2010.

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The Pursuing Regional Opportunities for Mentoring, Innovation, and Success for English Learners (PROMISE) Initiative Research Monograph is comprised of four sub-studies that took place between 2006 and 2009 to examine the effectiveness of the PROMISE Initiative across six implementing counties. Beginning in 2002, the superintendents of the six Southern California County Offices of Education collaborated to examine the pattern of the alarmingly low academic performance of English learners (EL) across Los Angeles, Orange, San Bernardino, San Diego, Riverside, and Ventura. Together, these six counties serve over one million EL students, more than 66% of the total EL population in the state of California, and close to 20% of the EL population in the nation. Data were compiled for the six counties, research on effective programs for ELs was shared, and a common vision for the success of ELs began to emerge. Out of this effort, the PROMISE Initiative was created to uphold a critical vision that ensured that ELs achieved and sustained high levels of proficiency, high levels of academic achievement, sociocultural and multicultural competency, preparation for successful transition to higher education, successful preparation as a 21st century global citizen, and high levels of motivation, confidence, and self-assurance. This report is organized into six chapters: an introductory chapter, four chapters of related studies, and a summary chapter. The four studies were framed around four areas of inquiry: 1) What is the PROMISE model? 2) What does classroom implementation of the PROMISE model look like? 3) What leadership skills do principals at PROMISE schools need to lead transformative education for ELs? 4) What impact did PROMISE have on student learning and participation? Key findings indicate that the PROMISE Initiative: • resulted in positive change for ELs at all levels including achievement gains and narrowing of the gap between ELs and non-ELs • increased use of research-based classroom practices • refined and strengthened plans for ELs at the district-level, and • demonstrated potential to enable infrastructure, partnerships, and communities of practice within and across the six school districts involved. The final chapter of the report provides implications for school reform for improving EL outcomes including bolstering EL expertise in school reform efforts, implementing sustained and in-depth professional development, monitoring and supporting long-term reform efforts, and establishing partnerships and networks to develop, research and disseminate efforts.
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