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1
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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Houchens, Gary, Chunling Niu, Jie Zhang, Stephen K. Miller, and Antony D. Norman. "Do Differences in High School Principal and Assistant Principal Perceptions Predict Student Achievement Outcomes?" NASSP Bulletin 102, no. 1 (March 2018): 38–57. http://dx.doi.org/10.1177/0192636518763105.
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The assistant principal plays a key role in school success but research suggests there are differences between principals and assistant principals in their perceptions of their roles. The 2011 Teaching, Empowering, Leading, and Learning Kentucky survey responses of educator perceptions were statistically analyzed for the statewide sample of principals and assistant principals. Results indicate that principals and assistant principals reported significantly different perceptions regarding teacher leadership and school leadership. Differences in principal and assistant principal responses were not related to student achievement, however. Implications for collaborative engagement between principals and assistant principals as they focus on increasing school leadership and teacher effectiveness are discussed.
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Harsoyo, Yohanes, Catharina Wigati Retno Astuti, and Caecilia Wahyu Estining Rahayu. "COMPETENCY AND VALUES OF LOCAL WISDOM OF HIGH SCHOOL PRINCIPALS." Jurnal Cakrawala Pendidikan 38, no. 3 (November 1, 2019): 565–77. http://dx.doi.org/10.21831/cp.v38i3.20593.
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The competency of secondary school principals needs to be developed. The development of school principals' competencies needs to pay attention to cultural aspects that develop in the surrounding community. This research was aimed to describe the school principal’s competencies according to National Education Ministry Regulation No. 13 (2007) about School Principal’s standard competencies and their competencies development based on the values of local wisdom. This piece of research was conducted quantitatively and qualitatively. The research samples were 30 school principals whom their schools were located in the regional of Mataraman cultures. Data was gathered by collecting questionnaires (open and closed questions) and also interviews. The data was analyzed quantitatively and qualitatively. The results of this study are as follows: first, the school principals have been good at social and personality competences, yet the managerial, entrepreneurial, and supervision competences were still in adequate level; second, school principals already comprehended the values of Sistem Among and some of them had been implemented them. However, they had not been comprehend the leadership values based on Asta Brata and Sastra Gending; third, most of leadership values were based on Asta Brata, Sistem Among, and Sastra Gending that were compatible to the school principals and used for developing their leadership.
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Malin, Joel R., and Donald Hackmann. "Urban high school principals’ promotion of college-and-career readiness." Journal of Educational Administration 55, no. 6 (September 4, 2017): 606–23. http://dx.doi.org/10.1108/jea-05-2016-0054.
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Purpose The purpose of this paper is to ascertain how two urban principals, in high schools that feature comprehensive college-and-career readiness practices, utilize distributed leadership to facilitate their implementation. Design/methodology/approach This study employed qualitative methods. Drawing upon semi-structured interview data, observational data gathered as part of site visits, and internal and electronic documents, case descriptions were developed of each school, focusing on principals’ activities in support of career pathways. Findings The principals contributed significantly to their schools’ college-and-career readiness reforms and programming. Although their approaches were distinct, six common themes were identified: facilitating processes to form a shared vision, developing relational trust, a focus on learning, successful partnerships, conducive structures, and developing leadership skills and capacity. The principals described utilizing distributed leadership approaches – including practices, structures, and tools – to support these reforms. Originality/value This study represents the initial phase of a multi-year research project investigating the implementation of college-and-career pathways in urban communities. Prior research has overlooked the important role of principals in leading and facilitating these reforms, and this study contributes to the literature because it focuses on principals’ contributions in supporting college-and-career readiness. Additionally, in both cases, substantive, regular leadership contributions were made by business representatives external to the organization.
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Romero, Claudia, and Gabriela Krichesky. "Interactive leadership in turbulent school climates. An exploratory study of high school principals from the City of Buenos Aires." Educational Management Administration & Leadership 46, no. 2 (July 21, 2017): 339–54. http://dx.doi.org/10.1177/1741143217720456.
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School leadership has been identified as a key function to assuring quality in education. Principals’ leadership can have a direct effect on students’ learning by improving teaching, or an indirect effect by creating conditions that foster learning. This exploratory study aims to understand how school principals exercise their leadership and its relation with the learning climate of their schools. We analyzed two dimensions: principals’ agendas and school climate perception, using the questionnaire provided by the TALIS examination, in a sample of 82 principals from secondary schools in the City of Buenos Aires. Administrative and leadership tasks and meetings occupy first place in the agenda of the principals from our sample. However, principals devote almost half of their time to interactions with non-teacher members of the school community. This suggests the preponderance of an “ interactive leadership”, which appears as a response towards “turbulent school climates”. Nevertheless, it is precisely the instructional role of principals that can effectively improve learning conditions by operating on the academic dimension of school climate. This requires training policies and professional development opportunities that improve the instructional role of school leaders so that they can develop a more proactive leadership.
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Blaum, Brian, and Kerri Tobin. "Motivating the Motivators: An Examination of High School Principals’ Drive to Succeed." NASSP Bulletin 103, no. 3 (August 28, 2019): 253–67. http://dx.doi.org/10.1177/0192636519871625.
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While much has been written about how principals motivate their teachers, there is a surprising paucity of research on what motivates principals themselves. Because a principal significantly impacts the academic achievement of students and because principal turnover disproportionately impacts low-income schools, it is imperative that we find a way to keep principals feeling motivated. We examined what principals say provides them motivation to succeed and found that praise—from students, supervisors, and parents—is very meaningful to them.
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Hines, Christopher, Stacey Edmonson, and George W. Moore. "The Impact of Technology on High School Principals." NASSP Bulletin 92, no. 4 (December 2008): 276–91. http://dx.doi.org/10.1177/0192636508328593.
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George, Paul S. "From Junior High To Middle School— Principals' Perspectives." NASSP Bulletin 74, no. 523 (February 1990): 86–94. http://dx.doi.org/10.1177/019263659007452314.
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O., Kennedy. "High School Principals’ Ability to Estimate Work Time." International Journal of Educational Methodology 7, no. 1 (February 15, 2021): 53–65. http://dx.doi.org/10.12973/ijem.7.1.53.
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Liou, Yi-Hwa, and Alan J. Daly. "Broken bridges: a social network perspective on urban high school leadership." Journal of Educational Administration 56, no. 5 (August 6, 2018): 562–84. http://dx.doi.org/10.1108/jea-01-2018-0010.
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Purpose Secondary school leadership provides multiple challenges in terms of the diversity of tasks, multiple demands on time, balancing communities and attending to instructional programming. An emerging scholarship suggests the importance of a distributed instructional leadership approach to high school leadership. However, what has been less thoroughly explored is how secondary school leadership is distributed leaders across a school district. The purpose of this paper is to investigate the social structure and positions urban high school principals occupy in the district system. Design/methodology/approach This study was conducted in one urban fringe public school district in southern California serving diverse students populations. The data were collected at three time points starting in Fall 2012 and ending in Fall 2014 from a district-wide leadership team including all central office and site leaders. All leaders were asked to assess their social relations and perception of innovative climate. The data were analyzed through a series of social network indices to examine the structure and positions of high school principals. Findings Results indicate that over time high school principals have decreasing access to social capital and are typically occupying peripheral positions in the social network. The high school principals’ perception of innovative climate across the district decreases over time. Originality/value This longitudinal study, one of the first to examine high school principals from a network perspective, sheds new light on the social infrastructure of urban high school principals and what this might mean for efforts at improvement.
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Khanal, Jeevan, Freya Perry, and Sae-Hoon Park. "Leadership practices of principals of high-performing community high schools: Evidence from Nepal." Educational Management Administration & Leadership 48, no. 6 (October 29, 2019): 1026–45. http://dx.doi.org/10.1177/1741143219884076.
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Empirical studies of school leadership in South Asia are limited. This qualitative study examines the ways in which principals in three award-winning community high schools enact leadership practices in their specific contexts in Nepal. The results reveal that the principals used multiple frames of leadership and were proactive towards reforms. High levels of interest, collaboration, prohibition of political activities inside the school, approachability for parents, recruitment of high-quality teachers and innovative programmes proved to be critical for success. This study has implications for how principals enact their role to transform low-performing schools into high-performing schools within a short period.
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Grinshtain, Yael, and Dan Gibton. "Responsibility, authority, and accountability in school-based and non-school-based management." Journal of Educational Administration 56, no. 1 (February 5, 2018): 2–17. http://dx.doi.org/10.1108/jea-01-2017-0005.
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Purpose The purpose of this paper is to understand how primary school principals in Israel cope with the gaps between authority and responsibility in their work, deriving from partially implemented decentralization processes, and how this relates to school-based management (SBM) and accountability principles. Design/methodology/approach Using the qualitative method, 20 semi-structured interviews were conducted with school principals from one district in Israel. Thematic analysis was used in order to identify themes in the interviews that enable creating codes for the characteristics of authority and responsibility and for the principals’ strategies. Findings Gaps were found between authority and responsibility, with particularly low levels of authority alongside high levels of responsibility. Coupled with the demand for accountability, those gaps led principals to adopt three strategies – active, partly active, and passive – to help reduce the tension resulting from them. The SBM definition has links to the specific strategy that principals used. Originality/value The results indicate the importance of clear definitions of authority and responsibility in principals’ work. The current study deepens the understanding of the gaps between these concepts as key for understanding accountability at decentralized schools; tensions that principals cope with as a result of those gaps; and the strategies that enable principals to ease the tension for the benefit of all those involved in the principals’ work.
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TORIOLA, O. M. "Secondary School Physical Education Curriculum: Implications for Sports Development in Botswana." Asian Journal of Physical Education & Recreation 9, no. 1 (June 1, 2003): 69–73. http://dx.doi.org/10.24112/ajper.91144.
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LANGUAGE NOTE | Document text in English; abstract also in Chinese.In many countries, a major rationale for curriculum design in physical education is that it promotes a physically active lifestyle among the youths and provides a basis for the development of fundamental sports skills. Access to physical education and sport is not only a fundamental human right but it also promotes health, desirable social attitudes and values. Based on the above rationale physical education was introduced to Botswana secondary schools in 1999. In this study, the Botswana secondary school physical education curriculum was analysed regarding its potential role in sports development in the country. Structured interviews were carried out with Principals of selected public secondary schools in which physical education is a teaching subject and the curriculum development unit in the Ministry of Education. Results were discussed in the following specific areas: curriculum content analysis, implementation problems, time allocation, provision of teaching and learning resources, funding, personnel, opportunities for competitive sport participation and assessment procedures. Problems affecting the teaching of physical education in Botswana were also discussed and possible solutions proffered. Finally, analysis of implications of the physical education curriculum for sport development in Botswana was presented.體育運動對學童成長過程非常重要，本文旨在探討非洲波斯尼亞中學體育課程，從多方面分析體育課程與體育運動發展的關係，透過與校長及敎育部長面談，了解影響體育運動發展的原因。
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Buckmiller, Tom, Matt Townsley, and Robyn Cooper. "Rural High School Principals and the Challenge of Standards-Based Grading." Theory & Practice in Rural Education 10, no. 1 (June 17, 2020): 92–102. http://dx.doi.org/10.3776/tpre.2020.v10n1p92-102.
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The purpose of this study was to better understand how principals in rural schools are thinking about assessment and grading practices and if they anticipate implementing policy changes in the near future that may require increased support. Principals of schools in rural areas often face challenges that are significantly different from those of their urban and suburban counterparts. The researchers used a mixed-method survey to better understand if progressive grading policies were a part of the vision for principals of rural high schools, if they possessed conceptual underpinnings of such practices, and if they believed they had the capacity within their districts to lead teachers toward more effective grading policies. A high frequency of high school principals in rural schools said standards-based grading (SBG) was a part of their 5-year vision. These principals also showed relatively high mean scores of standards-based assessment literacy, and moderately high percentages believed they have the resources and capacity to support SBG. The researchers thus conclude that there is a high likelihood that many rural high schools will be implementing some form of SBG within the next 5 years.
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Rizzo, Terry L. "Principals’ Intentions to Promote Physical Education." Journal of School Leadership 30, no. 3 (November 22, 2019): 275–92. http://dx.doi.org/10.1177/1052684619887548.
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The Principals’ Attitude toward Physical Education ( PAPE) survey was used to assess public principals’ intention to promote physical education (PE). Principals ( n = 106) from randomly selected middle and high school schools in California completed the PAPE. Results indicated favorable attitudes, perceived behavioral control, and normative beliefs were associated with promoting PE. Middle school principals are more likely to promote PE than high school principals, especially if they promoted PE in the past. Principals who reported higher perceived competence along with positive professional and personal experiences with PE indicated they would likely promote this subject-matter content in their school.
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Kwadzo Agezo, Clement. "Female leadership and school effectiveness in junior high schools in Ghana." Journal of Educational Administration 48, no. 6 (September 28, 2010): 689–703. http://dx.doi.org/10.1108/09578231011079557.
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PurposeThe purpose of this research is to examine female principal leadership practices that are considered crucial in the effectiveness and improvement of schools and school administration in Ghanaian junior high schools.Design/methodology/approachThe study was qualitative and interpretive. Five principals of junior high schools were interviewed, their schools observed over a period of three months, and schools' records examined.FindingsThe schools had shared visions and missions that were well articulated by the principals and other stakeholders. The principals created a work environment that encouraged creative thinking; designed and implemented new and cutting edge programs; and challenged the status quo.Research limitations/implicationsAs a male researching into female leadership, the researcher's gender might influence some of the findings. The sample size is not large enough for any meaningful generalization to be made beyond similar context and geographical contexts.Practical implicationsThe female principals were transformational leaders, a leadership style demanded in organizations during the twenty‐first century.Originality/valueAt the time that this research was conducted, it was the first study on female principal leadership in junior high schools in Ghana.
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Kimbrel, Laurie A. "Teacher Selection: School Principal Hiring Practices, Level of Training, and Confidence." International Research in Education 7, no. 2 (September 19, 2019): 106. http://dx.doi.org/10.5296/ire.v7i2.15332.
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Student success is dependent on teacher quality; therefore, principals must hire the most effective teachers in order to ensure continuous school improvement. This study investigated teacher hiring processes to determine the extent to which principals use research-based practices that are most likely to identify high-quality teachers. This study also sought information about the type of personnel selection training principals receive and confidence of the principal in their ability to hire high-quality teachers. Data were gathered using a survey e-mailed to principals in ten states in the southern and western regions of the United States. Analysis indicated that principals favor traditional interviews as the primary teacher selection instrument and are unlikely to utilize predictive screening tools or research-based structured interviews. In most cases, principals do not make final hiring decisions based on measurable data or research-based qualities known to be predictive of high teacher performance. Most principals reported minimal teacher selection training through one-time workshops and graduate courses and yet possess a high degree of confidence in their skill to hire the best teachers.
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Shaked, Haim, and Chen Schechter. "Holistic School Leadership." NASSP Bulletin 100, no. 4 (December 2016): 177–202. http://dx.doi.org/10.1177/0192636516683446.
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As instructional leadership involves attempts to understand and improve complex systems, this study explored principals’ perceptions regarding possible contributions of systems thinking to instructional leadership. Based on a qualitative analysis, systems thinking was perceived by middle and high school principals to contribute to the following three areas of instructional leadership: (1) improvement of school curriculum, (2) development of professional learning communities, and (3) interpretation of performance data. Systems thinking as a potential enabler of instructional leadership is discussed and implications are suggested.
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Robertson, Deborah. "The servant: leadership role of Catholic high school principals." Journal of Educational Administration and History 46, no. 1 (January 2, 2014): 110–11. http://dx.doi.org/10.1080/00220620.2013.857446.
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Ehiametalor, Egbe T., and Jonathan Nwaobasi. "Effect of Stress on Performance of High School Principals." Journal of the Royal Society of Health 107, no. 2 (April 1987): 68–69. http://dx.doi.org/10.1177/146642408710700211.
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Celikten, Mustafa. "The instructional leadership tasks of high school assistant principals." Journal of Educational Administration 39, no. 1 (February 2001): 67–76. http://dx.doi.org/10.1108/09578230110380742.
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Tran, Henry, Jessica McCormick, and Trang Thu Nguyen. "The cost of replacing South Carolina high school principals." Management in Education 32, no. 3 (March 27, 2018): 109–18. http://dx.doi.org/10.1177/0892020617747609.
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The purpose of this study is to examine the costs of replacing high school principals. The technique for cost estimation used is the ‘ingredients method’ and is based on the economic principle of opportunity cost. It is the recommended form of cost analysis by experts in the field. Within this study, the ingredients method systematically identifies all the resources required to replace high school principals, and attaches prices to each of those ingredients. The systematic nature of the method allows for costs to be measured and compared across studies. Data were obtained from executive-level human resource management across six South Carolina public school districts. Costs of high school replacement varied by district (ranging from $10,413.03 to $51,659.27), with the sample average equating to $23,974.29. The methodology used in this study can be replicated across the globe to estimate the cost of replacing school leaders.
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Tang, Hui-Wen Vivian. "Modeling critical leadership competences for junior high school principals." Kybernetes 49, no. 11 (May 7, 2018): 2589–613. http://dx.doi.org/10.1108/k-01-2018-0015.
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Purpose Based on generic reviews of research on school leadership, this study aims to conceptualize an emerging leadership competence model for further prioritizing school leadership training needs by decision-making trial and evaluation laboratory (DEMATEL)-based analytic network process (ANP). Targeting at a specific group of junior high school principals in Taiwan, the synthesized prioritization of core competences and competence indicators computed by DEMATEL-based ANP can be used as a blueprint for systematically developing school principal preparation programs elsewhere based on contextually specific needs and concerns. Design/methodology/approach For the purpose of detecting the priority of competences extracted from a plethora of literature in relation to school leaders’ skills, abilities and knowledge, a hybrid MCDM model, known as DEMATEL-based ANP, is used to snapshot critical leadership competences for tailoring the intended junior high school principal preparation program. Findings Results of global weight computations by DEMATEL-based ANP show that the overall prioritization of the five dimensions in ranking order are “Redesigning the organization,” “Related leadership practices,” “Setting Directions,” “Personal Characteristics” and “Developing People.” Factor-level analysis indicated that “Legality,” “Consensus Building,” “Shared Vision,” “Strategic Management,” “Authoritarianism,” “Modeling Behavior” and “High Performance Emphasis” were prioritized factors to be included in developing the intended school principal preparation program. Research limitations/implications Contextually based findings yielded from DEMATEL-based ANP would only be applicable to the target context under investigation. Generalizing the findings to junior high school principals elsewhere might not be appropriate. Methods introduced in this study are extensible to further studies aiming at shaping leadership trainings in other school settings to achieve maximum impact based on contextually specific needs. Limitations associated with sophisticated mathematical computations involved in performing high-leverage MCDM models would shed light on the importance of interdisciplinary collaborations between scholars, practitioners and methodologists. Practical implications To efficiently deliver training for junior high school principals, the prioritization of core competences and competence indicators solicited by DEMATEL-based ANP can be used as a scenario-based reference for planning the intended school principal preparation program planning, as well as a mechanism for selecting and evaluating potential and incumbent school principals with desired leadership competences. Originality/value This study has used DELATEL-based ANP as a decision-making tool to disclose a plethora of competences extracted from different threads in the literature into a prioritized competence framework that differs from past one-size-fit-all approach to design and plan school principal preparation programs.
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Hoang Yen, Duong Thi, Le Ngoc Hung, Thi Thuy Hang Vu, and Tan Nguyen. "Factors Affecting Smart School Leadership Competencies of High School Principals in Vietnam." International Journal of Learning, Teaching and Educational Research 20, no. 4 (April 30, 2021): 1–17. http://dx.doi.org/10.26803/ijlter.20.4.1.
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Leaders of high schools in the context of the fourth industrial revolution face many challenges and new opportunities. Schools need to become smarter, more flexible, and more secure, and, therefore, the principal’s leadership competencies are likely to have new elements and be affected by new influencing factors. The aim of this study was to identify the factors that influence the competencies of school leadership in today’s increasingly smarter school landscape. Research was conducted using qualitative and quantitative research methods. The research sample consisted of 295 high school principals from five provinces and cities in Vietnam. The results showed that smart school leadership competencies depend on individual factors, school-level factors, and educational community-level factors. Smart school development policy and innovation of smart school infrastructure and facilities were identified as the most important factors.
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Donaldson, Morgaen, and Madeline Mavrogordato. "Principals and teacher evaluation." Journal of Educational Administration 56, no. 6 (September 3, 2018): 586–601. http://dx.doi.org/10.1108/jea-08-2017-0100.
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Purpose The purpose of this paper is to examine how school leaders use high-stakes teacher evaluation to improve and, if necessary, remove low-performing teachers in their schools. It explores how cognitive, relational and organizational factors play a role in shaping the way school leaders implement teacher evaluation. Design/methodology/approach Using a database of in-depth interviews with 17 principals and assistant principals, this study uses cross-case comparisons to examine one district’s efforts to improve the performance of low-performing teachers through evaluation. Findings School leaders’ framing of teacher performance and their efforts to improve instruction reveal the cognitive, relational and organizational aspects of working with low-performing teachers and, if necessary, pursuing removal. Notably, this study found that cognitive and relational factors were important in school leaders’ teacher improvement efforts, but organizational factors were most salient when attempting to remove teachers. Research limitations/implications Because evaluating and developing teachers has become such an important aspect of school leaders’ day to day work, this study suggests that school leaders could benefit from more assistance from district personnel and that preparation programs should build in opportunities for aspiring leaders to learn more about their role as evaluators. Originality/value The success or failure of teacher evaluation systems largely hinges on school leaders, yet there is scant research on how school leaders make decisions to develop and remove low-performing teachers. This study sheds light on the central role school leaders play in implementing high-stakes teacher evaluation.
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Balkar, Betül, and Sevilay Şahin. "The Role of Leadership Skills of High School Principals in Their Knowledge Management Process Competencies." Journal of Studies in Education 5, no. 3 (June 1, 2015): 1. http://dx.doi.org/10.5296/jse.v5i3.7631.
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<p>School principals play an important role in assisting educational institutions in achieving knowledge and gaining knowledge management competence and hence, as a real knowledge organization, in meeting the needs of the age. In order to realize knowledge management, principals should take an active role both as knowledge managers and leaders. The aim of this study was to examine the extent to which leadership skills of high school principals predicted their knowledge management process competencies. In the context of this purpose, the study also aimed at investigating the relationships between principals’ leadership skills and their knowledge management competencies. The sample of the study realized in a relational screening model was comprised of 573 high school teachers working in Adana province of Turkey. The surveying method was utilized for data collection and the data obtained were statistically analyzed. The results of the study suggest that there is a statistically significant relationship between principals’ knowledge management competencies and their leadership skills and that the high school principals’ leadership skills are a predictor of their knowledge management process competencies. The findings of the study emphasize applicability of knowledge management at schools from a social perspective and point out that leadership of the school principal is a facilitator factor to carry out knowledge management processes at schools. </p>
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Anastasiou, Sophia, and Giorgos Papakonstantinou. "Greek high school teachers' views on principals' duties, activities and skills of effective school principals supporting and improving education." International Journal of Management in Education 9, no. 3 (2015): 340. http://dx.doi.org/10.1504/ijmie.2015.070126.
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Kurniady, Dedy Achmad, Sururi, and Suryadi. "MODEL PENILAIAN KINERJA (PERFORMANCE APPRAISAL) KEPALA SEKOLAH MENENGAH PERTAMA NEGERI." PEDAGOGIA 14, no. 3 (March 30, 2017): 387. http://dx.doi.org/10.17509/pedagogia.v14i3.5896.
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The role of the principal is important for directing school life to achieve school goals. The principal appointment is attained through formal and rational consideration, determined by procedures, requirements, and regulations. This study is concerned with the development of performance appraisal model of junior high school principals and is aimed to achieve the following aims: 1) to detect rules and system regarding principals performance appraisal; 2) to verify and describe components, process and measures results of principals appraisal, and 3) to analyse Performance Based required by principals; and 4) to generate hypothetical models of principal performance appraisals in junior high school level. In order to have principals with all standard criteria, efforts to improve principal professional capacities are needed to conduct in a well-planned manner through continuous quality improvement. These improvements are mapped out intermittently so that principals profiles based on measures results of Principals Performance Appraisal can be put into actual. Performance appraisal is designed to identify data on principals performance.
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Lolo, Yatwawan, and Putu Sudira. "Analysis of Vocational High School Teachers’ Competency Profiles." Jurnal Pendidikan Teknologi dan Kejuruan 25, no. 1 (April 10, 2019): 152–63. http://dx.doi.org/10.21831/jptk.v25i1.20266.
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Educators serving in Vocational High Schools have not met the competency standards. This study aimed to describe: (1) pedagogy, professional, personality, and social competence of teachers in vocational high schools, and (2) the performance of teachers in vocational high schools. This descriptive study was conducted at four vocational high schools in North Morowali that have been nationally accredited. The respondents consisted of 23 principals, vice principals, heads of the study program, and 178 student. The data were collected using documentation and questionnaire. It were further analyzed using descriptive analysis. The results showed that: (1) 66.76% of the teachers have the competence of the teacher's pedagogy with high category, 77.92% of the teachers have the professional competence with high category; 78.66% of the teachers have the personality competence with high category; 79.82% of the teachers have social competence with high category, (2) 75.35% of the teachers have the performance with high category.
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Robey, Philip V., and Robert J. Helfenbein. "Perspectives of Urban School Principals From Nontraditional Contexts: A Study of Urban Public Charter and Private School Leaders." Education and Urban Society 50, no. 4 (June 22, 2017): 303–27. http://dx.doi.org/10.1177/0013124517713248.
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Principals from 76 urban public charter and private (Catholic) schools located in three midsized cities participated in a sequential explanatory investigation measuring perceptions of key elements related to school administration. Topics include students, selves, and elements related to the job of principal. Findings indicate that most principals view few administrative tasks as very challenging yet regard experience and skills as very important. Principals also perceive high level of authority over areas related to instruction. Comparisons by school type indicate close alignment of perspectives.
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West, John. "Data, democracy and school accountability: Controversy over school evaluation in the case of DeVasco High School." Big Data & Society 4, no. 1 (May 16, 2017): 205395171770240. http://dx.doi.org/10.1177/2053951717702408.
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Debate over the closure of DeVasco High School shows that data-driven accountability was a methodological and administrative processes that produced both transparency and opacity. Data, when applied to a system of accountability, produced new capabilities and powers, and as such were political. It created second-hand representations of important objects of analysis. Using these representations administrators spoke on behalf of the school, the student and the classroom, without having to rely on the first-person accounts of students, teachers or principals. They empowered one group—central city administrators—over another—teachers and principals. After analyzing the form these policies took, this article concludes that it is necessary to rethink the processes that create visibility and invisibility. Public data obscured the voices, experiences and collective traumas of students and faculty within the school. A narrow focus on activities within the schools rendered invisible the structural decisions made by the Department of Education in New York City—to favor small schools over large, comprehensive ones. In order to create understanding, and a sense of common purpose, those who are spoken for in simplified data must also be given the opportunity to debate the representations of their performance and quality.
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Supriadi, Didi, Husaini Usman, and Cepi Safruddin Abdul Jabar. "THE MODERATION EFFECT OF INFORMATION SYSTEMS ON VOCATIONAL HIGH SCHOOL PRINCIPAL DECISION-MAKING MODEL." Jurnal Cakrawala Pendidikan 40, no. 1 (February 17, 2021): 43–55. http://dx.doi.org/10.21831/cp.v40i1.31268.
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A decision-making process in an organization is more effective if it is supported by reliable and valid information systems. Management Information System (MIS) and Decision Support System (DSS) are two systems commonly used by organizational leaders to collect information for making the Quality of Decision (QD). This study aimed to empirically investigate MIS influences on vocational high school principals’ QD. Besides, this study examined the moderation effect of the DSS on the decision-making processes. This quantitative research employed the survey method and purposive sampling technique. As many as 60 vocational high school principals and vice-principals in Yogyakarta, Indonesia were the participants of this study. They filled in questionnaires consisting of 19 items that were developed using the Likert scale. The quantitative data obtained were analyzed using Structural Equation Modeling. The research findings show that MIS has a significant effect on the quality of the decision-making process by vocational high school principals. However, for improving the decision quality, the model must be assisted by DSS as the moderator variable. MIS carries information required for principals while DSS provides data, model, and analysis instruments used for special cases in vocational high schools.
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Jennings, Jennifer L. "School Choice or Schools’ Choice?" Sociology of Education 83, no. 3 (July 2010): 227–47. http://dx.doi.org/10.1177/0038040710375688.
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Drawing on a year and a half of ethnographic research in three New York City small high schools, this study examines the role of the school in managing school choice and asks what social processes are associated with principals’ disparate approaches. Although district policy did not allow principals to select students based on their performance, two of the three schools in this study circumvented these rules to recruit and retain a population that would meet local accountability targets. This article brings together sensemaking and social network theories to offer a theoretical account of schools’ management of choice in an era of accountability. In doing so, the author demonstrates that principals’ sensemaking about the accountability and choice systems occurred within the interorganizational networks in which they were embedded and was strongly conditioned by their own professional biographies and worldviews. Principals’ networks offered access to resources that could be activated to make sense of the accountability and choice systems. How principals perceived accountability and choice policies influenced whether they activated their social networks for assistance in strategically managing the choice process, as well as how they made sense of advice available to them through these networks. Once activated, principals’ networks provided uneven access to instrumental and expressive resources. Taken together, these results suggest that schools respond to accountability and choice plans in varied ways that are not simply a function of their short-term incentives.
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Pan, Hui-Ling Wendy, Fong-Yee Nyeu, and Shu-Huei Cheng. "Leading school for learning: principal practices in Taiwan." Journal of Educational Administration 55, no. 2 (April 10, 2017): 168–85. http://dx.doi.org/10.1108/jea-06-2016-0069.
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Purpose The purpose of this paper is to discuss how principals in Taiwan lead student and teacher learning at a time of leadership and learning paradigm shifts and the imminent implementation of the curriculum guideline for 12-year basic education. Design/methodology/approach This study interviewed 32 elementary and junior high school principals purposively sampled based on reputation and recommendation from senior principals and government officials. Findings As a society which values credentialism, principals in Taiwan face challenges in executing the vision of educating student as a whole person. The authors discuss how principals are solidifying whole person education as the espoused value, how they are enforcing school-based curriculum and effective instruction, and encouraging teacher professional learning. Principals are sharing power by recruiting stakeholders’ participation in guiding school development and enacting distributed leadership, while also building relationship as social capital and soliciting support from the community to establish the conditions to improve teaching and learning. Research limitations/implications This paper highlights how principal practices are evolving in a time of changing conception of learning from academic achievement to multiple competencies and the shifting paradigm of power from participatory decision making to distributed leadership. This paper ends with a discussion on how leadership for learning (LfL) as a community engagement has emerged. Practical implications With the shifting of the concept and paradigm of learning, principals in a high power distance society like Taiwan are now facing opportunities as well as challenges to lead teachers to engaging students in inquiry and collaboration. Originality/value This paper highlights the indigenous practices of principal LfL in a high-performing East Asian education system in a time of changing notions of learning and leadership.
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Swen, Carolyn P. "Talk of Calling: Novice School Principals Narrating Destiny, Duty, and Fulfillment in Work." Educational Administration Quarterly 56, no. 2 (April 9, 2019): 177–219. http://dx.doi.org/10.1177/0013161x19840387.
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Purpose: School principals’ commitment and motivation have not been systematically investigated, but concerted research is needed as 25% of principals leave their jobs each year. This article investigates how new school principals make sense of their motivation to challenging work in a high pressure, high turnover field. Understanding principal motivation is important for recruiting and retaining talented educators. How principals understand their motivation may significantly affect their actions, practices, and persistence. Therefore, insight into principals’ motivation is important. Research Methods: Data come from interviews with 35 new principals in Chicago Public Schools. As initial phases of inductive analyses around principal’s career narratives were completed, this grounded theory inquiry focused on how principals use discourses of calling to make sense of their motivation. Data were analyzed through three iterations of coding: open, focused, and closed. Findings: School principals used themes of calling to make sense of their motivation in challenging contexts. Specifically, they described their destiny to work in education, duty to serve students, and fulfillment in work. Calling narratives explain past action and elevate the importance of the work, likely fueling continued motivation. Implications: This work adds a narrative component to research on principals’ motivation and transition, focusing on principals’ efforts to manage challenges. The results provide novel empirical data on principals’ sense-making, efforts to manage multiplying work demands, and on how professionals use calling to make sense of and bolster work motivation. Future work should determine whether calling narratives predict retention among principals.
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AbdulWahab, Sameera M., and Mohammed R. Al Mursy. "School Crises and Methods 0f Dealing with Them as Conceived by High School Principals in Kuwait." Journal of Educational and Psychological Studies [JEPS] 8, no. 1 (January 1, 2014): 36. http://dx.doi.org/10.24200/jeps.vol8iss1pp36-58.
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The current study aimed to identify the crises at high schools in Kuwait and the methods of managing them as perceived by principals (males, females) of high schools in Kuwait. The sample for the study consisted of randomly-chosen 85 principals, representing 70% 0f the total sample of study covering the six educational districts in Kuwait. The results showed significant differences at 0.001 for crises determining at female schools, at 0.05 for the crises between districts at Ahmady and Hawally educational districts, and at 0.02 for obstacles to school crises management at female schools; but no significant differences for these obstacles according to educational districts, and no differences were found for crises management requirements according to the gender or the educational districts.
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Köybaşi, Fatma, and Celal Teyyar Uğurlu. "School Principals’ Opinions About Level of their Entrepreneurship." European Journal of Social Sciences Education and Research 7, no. 1 (December 1, 2016): 125. http://dx.doi.org/10.26417/ejser.v7i1.p125-129.
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The aim of the research is to find out that how they evaluate level of entrepreneurship and what sort of individual and environmental problems during they improve their sufficiency of entrepreneurship. The qualitative research’s study group is composed of 20 principals in center of Kocaeli in 2014-2015 years. Inverse sampling technical is used. The data is collected semi-structured interview. The data is analyzed by descriptive analysis. One of the results is that the most of school principals who have got high level of entrepreneurship (f=7) utter their entrepreneurship’s level link to such as diversity, innovation, activity and performance. Half of the school principals who have got low level of entrepreneurship utter their level link to lag behind with developing world. Principals who have high level of entrepreneurship (f=5) have problems about over responsibilities of individual life during improving their sufficiency of entrepreneurship. As well as, the principals have problems such as lack of communication and motivation. In view of environmental conditions, all of participants have problems about improving their sufficiency of entrepreneurship such as work ethic and value conflict and different beliefs, bureaucracy and resource copetition. In parallel with the results, there are various suggestions.
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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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Burstow, Bob. "Handbook of school improvement: how high-performing principals create high-performing schools." Professional Development in Education 38, no. 4 (September 2012): 690–91. http://dx.doi.org/10.1080/19415257.2012.660344.
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Lestari, Sri, Yurnalis Etek, Eti Hadiati, and Sugianto a. "THE MANAGERIAL COMPETENCIES OF THE PRINCIPALS OF STATE ISLAMIC JUNIOR HIGH SCHOOL (MADRASAH TSANAWIYAH) AT LAMPUNG SELATAN REGENCY." International Journal of Advanced Research 9, no. 07 (July 31, 2021): 549–55. http://dx.doi.org/10.21474/ijar01/13154.
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This research aims to describe the managerial competencies of Madrasah Tsanawiyah principals, which cover the conceptual roles, human relations, teaching competencies, technical competencies, and cognitive competencies at South Lampung Regency. The researchers applied the descriptive qualitative approach. The data was collected using three techniques: observation, interviews, and documentation. Then, the data were analyzed within two stages: individual case data analysis and cross-case data analysis. The sources of data for this research were the principals, vice-principals, teachers, and employees. The results of this study indicate that, first, in conceptual competencies, madrasah principals can develop various levels of planning, develop madrasah organizations according to the needs, lead the madrasah to optimize resource utilization, have the right strategy to improve the performance of education personnel and create a conducive madrasah climate. Second, the human relations competencies of the principals of madrasah include planning activities with teachers and implementing the program, organizing teacher activities, directing the implementation of actions to achieve organizational goals, and involving teachers in decision making. Third, in terms of directing the performance of activities to achieve organizational goals, the principals apply the teachers in decision making. Third, in terms of directing actions to achieve organizational goals, the principles involve teachers in decision making. Third, in terms of teaching competencies, the principals possess numerous competencies, such as mastery of the latest learning materials. Fourth, in terms of technical competencies, the principals possess unique knowledge in utilizing facilities and infrastructure. Fifth, the principals have good cognitive as evidenced by their vision and mission, goals, and work programs.
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Waswas, Dima, and Al-Mothana M. Gasaymeh. "The Role of School Principals in the Governorate of Ma’an in Promoting Intellectual Security among Students." Journal of Education and Learning 6, no. 1 (November 23, 2016): 193. http://dx.doi.org/10.5539/jel.v6n1p193.
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This study aims at identifying the role played by school principals in the Governorate of Ma’an to strengthen intellectual security of the school students; and identifying whether there are statistically significant differences in the roles of principals attributed to the variables: gender, academic level, and years of experience in administration.To achieve this, the researchers adopted the descriptive approach which is appropriate for the nature of this study. Data were collected and analyzed by using a questionnaire that determines the role of school principals in the promotion of intellectual security. The questionnaire includes three areas: the role of principals toward teachers, the role of principals toward school activities, and the role of principals toward community service. The study sample consisted of 120 male and female school principals in Ma’an governorate.The results showed that the arithmetic means of the three domains in the questionnaire ranged from (3.547-4.129) with high degree of agreement; where the domain: “the role of principals toward teachers” scored the highest value, and the domain: “the role of principals toward community service” scored the lowest value.