Journal articles: 'Primary school headteacher'

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Domville, Matthew S., Paula M. Watson, Dave J. Richardson, and Lee E. F. Graves. "Educator perspectives on factors influencing children’s school-based physical activity." Health Promotion International 34, no. 5 (July 13, 2018): 931–40. http://dx.doi.org/10.1093/heapro/day041.

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Summary Formative research is an important first step in the design and development of children’s school-based physical activity (PA) interventions. Exploration of educator [headteacher and physical education (PE)-co-ordinator] perceptions toward the promotion of school-based PA, including PE delivery has however been limited. This study took a socio-ecological approach to explore the barriers and facilitators of children’s school-based PA from the perspective of school educators. Interviews were conducted with headteachers (n = 4), PE-co-ordinators (n = 4) and a deputy headteacher (n = 1) and data thematically analysed using Nvivo software (version 10). Findings suggested that, at an organizational level headteachers were the predominant driving force in the promotion of PA opportunities, yet institutional barriers including low priority for PA and PE were perceived to negate delivery. At an interpersonal level, strategies to increase the delivery of school-based PA were developed, however poor teacher-coach relationships and significant others reduced PA promotion opportunities. Child PA was further negated through intrapersonal factors, including lack of PE-specific teacher training and varying teacher interest in PA and sport. To increase primary school children’s school-based PA, barriers and facilitators at the organizational, interpersonal and intrapersonal level must be considered and targeted and researchers and schools should work in partnership to develop future interventions.

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Hancock, Nick, and David Hellawell. "Primary School Governing Bodies and Headteacher Appraisal." Educational Management & Administration 26, no. 3 (July 1998): 257–68. http://dx.doi.org/10.1177/0263211x98263004.

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Said, Osman, Mohd Nasir Rayung, Syahrul Nizam Salam, and Abdul Said Ambotang. "THE INFLUENCE OF TEACHER ATTITUDE, TEACHER KNOWLEDGE, AND TEACHER SOFT SKILLS WITH COMPETENCE OF DISCIPLINE MANAGEMENT AT PRIMARY SCHOOL IN SABAH." International Journal of Education, Psychology and Counseling 5, no. 35 (June 15, 2020): 188–205. http://dx.doi.org/10.35631/ijepc.5350017.

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This study aimed to identify the influence of the attitude on discipline, knowledge, and skills of the discipline headteacher on discipline management competency in a national school in Sabah. A total of 320 disciplined headteachers as respondents were selected through a combination of graded random sampling techniques. The data were analyzed using IBM SPSS statistics and SEM-AMOS analysis. The findings show that attitudes on discipline are at an extremely high level, while knowledge, the skill of the discipline headteacher, and discipline management competency are at a high level. Pearson correlation analysis showed that there was a significant correlation between attitudes on discipline, knowledge, and skills of head discipline teachers with discipline management competence of national school. Data also showed regression analysis it was found that there was a significant influence on predictor factors (attitude on discipline, knowledge, and skills of head discipline teachers) on discipline management competency in primary national school. SEM analysis showed that there is a significant contribution model. The implications of this study suggest that national school discipline management competencies need to be constantly enhanced and improved over time to produce balanced academic, personal, co-curriculum, and spiritual human capital.

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Webb, Rosemary, and Graham Vulliamy. "The Changing Role of the Primary-school Headteacher." Educational Management & Administration 24, no. 3 (July 1996): 301–15. http://dx.doi.org/10.1177/0263211x9602400307.

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Webb, Rosemary, and Graham Vulliamy. "The Changing Role of the Primary-school Headteacher." Educational Management & Administration 24, no. 3 (July 1996): 328. http://dx.doi.org/10.1177/0263211x9602400314.

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Osman, Garat Hassan, Dr Benson Njoroge, and Dr Reuben Kenei. "The Influence of Headteachers’ Motivation Practices on Girls’ Access to Public Primary Education in Garissa Sub-county, Garissa County, Kenya." International Journal for Innovation Education and Research 8, no. 4 (April 1, 2020): 494–502. http://dx.doi.org/10.31686/ijier.vol8.iss4.2301.

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Introduction of Free Primary Education has increased demand for primary education. However, the number of girls’ accessing primary education is still below expectations with the ratio of boys to girls being 5:2 in Garissa Sub-County. The purpose of this study was to assess the influence of headteachers’ motivation practices on girls’ access to primary education in Garissa Sub-County, Garissa County, Kenya. The study was guided by the Management Practices and Pearson’s Gender Relations Theories. The study adopted mixed methodology and descriptive research design. Qualitative data were analyzed thematically along the objectives and presented in narrative forms. Quantitative data were analyzed using descriptive statistics such as frequencies, percentages, mean and standard deviation and inferentially using Pearson’s Product Moment Correlation with the help of Statistical Package for Social Sciences (SPSS Version 23) and presented using tables. The study established that headteachers’ motivation practices influence girls’ access to public primary education. Thus, the study recommends that headteachers need to change their approaches of motivating girls to enroll in schools. School supervision by the headteacher and the Directorate of Quality Assurance and Standards should be enhanced for monitoring to give proper guidance to the headteachers on the need to implement child rights education in their schools.

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O'Connell, Suzanne. "A case study of the EIF." Headteacher Update 2020, no. 1 (January 2, 2020): 6–8. http://dx.doi.org/10.12968/htup.2020.1.6.

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Greenmount Primary School was one of the first schools to be visited under Ofsted's new Education Inspection Framework. Headteacher David Griffith speaks with Suzanne O'Connell and shares his experiences of the Section 8 inspection before offering his advice to other schools

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Webb, Rosemary, and Graham Vulliamy. "The Changing Role of the Primary School Deputy Headteacher." School Organisation 15, no. 1 (March 1995): 53–63. http://dx.doi.org/10.1080/0260136950150107.

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WEBB, ROSEMARY. "The Changing Role of the Primary School Deputy Headteacher." School Organisation 15, no. 1 (March 1, 1995): 53–64. http://dx.doi.org/10.1080/02601369550038354.

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Lamont, Alexandra, Alison Daubney, and Gary Spruce. "Singing in primary schools: case studies of good practice in whole class vocal tuition." British Journal of Music Education 29, no. 2 (May 9, 2012): 251–68. http://dx.doi.org/10.1017/s0265051712000083.

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Within the context of British initiatives in music education such as the Wider Opportunities programme in England and the recommendations of the Music Manifesto emphasising the importance of singing in primary schools, the current paper explores examples of good practice in whole-class vocal tuition. The research included seven different primary schools in England and combined observational methods and semi-structured interviews with musicians, teachers and headteachers. Results indicate a variety of successful approaches to promoting singing in primary schools. Essential motivators for developing singing include an enthusiastic staff member, a supportive headteacher and support from other school staff. Additional motivators include access to musical expertise within and beyond the school, and a singing leader with keyboard skills. Challenges to good practice centre on the issue of confidence and skill in singing from both teachers and pupils, individually and in groups, recognising and rewarding quality in singing, and the sustainability of externally funded initiatives as pupils move through their schooling and particularly from primary to secondary school. Good-quality support from specialists and external organisations can facilitate good practice in schools, but it seems to be important to integrate singing into children's wider musical learning and development within the curriculum, in the extended curriculum and beyond school in order to help sustain a lifelong interest in singing.

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Mcewen, Alex, and Matt Salters. "Values and Management: The role of the primary school headteacher." School Leadership & Management 17, no. 1 (March 1997): 69–80. http://dx.doi.org/10.1080/13632439770177.

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Bello, S. "IMPACT OF SUPERVISION ON THE MANAGEMENT OF RECORDS IN PRIMARY SCHOOLS IN NORTHERN PART OF KADUNA STATE." Sokoto Educational Review 14, no. 2 (December 30, 2013): 11. http://dx.doi.org/10.35386/ser.v14i2.112.

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This paper sets out to determine the impact of supervision on the management of school records in Primary Schools of Northern Part of Kaduna State. Records are vital information for the proper survival of any organization. The study had a population of 1,166, they include headteacher and School supervisors. The sample was 246 respondents. A questionnaire was used for data collections which contain 5 Likert’s scale. The instrument was validated and found reliable at 0.82 reliability level. The data way analyzed using the test at 0.05 significant level. It found that records were properly kept in some primary schools. It is recommended that P.T.A and government should provide funds for proper records keeping and with supervision.

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Beauchamp, Gary, and Janet Harvey. "‘It's one of those scary areas’: Leadership and management of music in primary schools." British Journal of Music Education 23, no. 1 (March 2006): 5–22. http://dx.doi.org/10.1017/s0265051705006716.

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The role of the subject leader, or co-ordinator, in the primary school has evolved considerably over recent years. Ultimately, responsibility for individual subjects remains with the headteacher and governors, but much work has been increasingly devolved, at least theoretically, to subject leaders. In this role they need to demonstrate the ability to be both leaders and managers. Whilst some aspects of leadership and management are generic, others may be specific to the subject and type of school. Through interviews with three subject leaders in schools where music is judged to be successful, this article examines their roles from a leadership and management perspective within the context of the existing primary school (3–11 years) structure. The tentative conclusion is that music is different and may need special considerations in equipping subject leaders to work effectively within this type of school.

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Fidler, Brian, Jeff Jones, and Andrew Makori. "Extending the career of the English primary school headteacher: a second headship." Journal of Educational Administration 47, no. 4 (July 3, 2009): 435–51. http://dx.doi.org/10.1108/09578230910967428.

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Clarke, J., E. Lancashire, M. Pallan, and P. Adab. "Headteacher perspectives on the role of the primary school in preventing childhood obesity." Appetite 87 (April 2015): 377. http://dx.doi.org/10.1016/j.appet.2014.12.121.

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James, Chris, Sarah Fitzgerald, Tom Fellows, Janet Goodall, Ioannis Costas Batlle, and Jeff Jones. "Primary school headteacher recruitment and selection in England: the processes and the problematic aspects." School Leadership & Management 39, no. 5 (October 9, 2018): 478–95. http://dx.doi.org/10.1080/13632434.2018.1525699.

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Macpherson, Patricia. "PSE: Fostering a Sense of Community in a New School." Citizenship, Social and Economics Education 1, no. 2 (June 1996): 146–51. http://dx.doi.org/10.2304/csee.1996.1.2.146.

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This paper outlines the measures put in place by the headteacher of a newly established school in order to ensure that all in the school — new pupils, teachers and other staff — began to share a sense of community. The development of the schools's hidden curriculum was at the forefront of the school's whole curriculum planning. To support this, newly appointed teachers were expected to have a grounding in and commitment to the role of personal and social education in the primary school, and one member of staff received a responsibility allowance (and accompanying curriculum budget) for the promotion of Personal and Social Education (PSE) throughout the school. The paper details the work done through circle time and the impact of this strategy on the children's behaviour.

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Poultney, Val, and Jon Fordham. "Researching reciprocal leadership." Management in Education 32, no. 1 (January 2018): 32–39. http://dx.doi.org/10.1177/0892020617748151.

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This article looks at the potential of using an online self-completing inventory that measures leadership consciousness awareness. The Consciousness Quotient inventory (CQ-i) has been developed to encourage leaders to be more conscious of their ability to be accountable and responsible for their leadership practice. The CQ-i as a method for researching leadership is piloted here between a university academic and a primary headteacher in the context of a school–university partnership. Pilot outcomes reveal that the inventory can be used as an evaluation of partnership work and ways of thinking about leadership on two levels: the personal and the partnership. The method is somewhat limited by a lack of distinctive criteria for personal domain statements and the absence of an overall profile outcome for the CQ score. Its strength lies in the way the outcomes of the inventory can be used as a starting point for personal reflection on leadership and as a vehicle for discussing a range of different ways of leadership working within different settings, such as school and university contexts.

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Davies, Geraint. "Should World Religions be Taught to Primary School Children in Predominantly White, Traditionally Christian Areas? A survey of headteacher attitudes in West Wales." Journal of Beliefs & Values 20, no. 1 (April 1999): 75–87. http://dx.doi.org/10.1080/1361767990200107.

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Kimengich, Cheruse Joel, Viviline Ngeno, and Kaptingei Solomon. "Relationship between headteachers' commitment and learners' academic performance in primary schools in Kericho County, Kenya." Global Journal of Educational Research 19, no. 2 (January 4, 2021): 193–205. http://dx.doi.org/10.4314/gjedr.v19i2.7.

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The purpose of the study is to investigate the relationship between headteacher’s commitment and learners’ academic performance in primary schools in Kericho County, Kenya. The study was based on the transformational leadership theory. The research design employed was the convergent parallel mixed methods design. The target population consisted of 801 headteachers (524 public schools and 277 private schools) and 5933 teachers in the primary schools, 31 CSOs, 6 TSC Sub County directors and 6 MOE Sub County directors in Kericho County. Simple random and stratified sampling were used to sample 86 head teachers, Purposive sampling was used in selecting 172 teachers, 10 CSOs, 6 TSC Sub County directors and 6 MOE Sub County directors in Kericho County from Kericho County. Data was collected using questionnaires and interview schedules. Data on academic performance was collected using secondary data approach. Piloting was done in 9 primary schools in the neighboring Bomet County. Quantitative data was analysed using descriptive and inferential statistics such as pearsons correlation moments and regression. Qualitative data was analyzed using textual analysis. The study established that headteachers’ commitment did not have a statistically significant relationship with learners’ academic performance in primary schools in Kericho County. The regression analysis were as follows. Headteachers' Commitment and learners’ academic performance (Beta = -0.012; p = 0.914).

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Kamau, Stephen J., Charles M. Rambo, and John Mbugua. "Primary schools’ development in Somaliland – The role of Community Education Committees." Rwanda Journal of Social Sciences, Humanities and Business 2, no. 2 (April 5, 2021): 6–24. http://dx.doi.org/10.4314/rjsshb.v2i2.2.

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The study sought to determine the methods used to participate the community in school infrastructure projects. It also examined the extent and effectiveness of the community education committee participation process. Done as a cross-sectional survey using mixed methods of inquiry, the study targeted 1002 respondents consisting of 920 headteachers and 82 officers in charge of District Education (DEOs) in Somaliland. The sample comprised 257 headteachers and 22 DEOs. Multi stage sampling was used. Purposive sampling was used to draw a sample of regions, stratified random sampling to draw a sample of headteachers while simple random sampling was used to draw a sample of DEOs. Pilot testing of the questionnaire was done on 28 headteachers. DEOs were interviewed while Headteachers filled questionnaires. Reliability of the questionnaire was ensured using Cronbach alpha. Empirical literature review, peer review and pilot testing were used to ensure validity. The response was received from 20 DEOs and 247 headteachers. Thematic analysis was used to analyse interview data collected from DEOs. Headteachers data collected by questionnaire were analysed using descriptive statistics. Participating the community in decision-making, offering free labour and and fundraising were the leading methods of participating communities in school infrastructure projects. Communities perceived full ownership of completed school infrastructure projects. Community members were satisfied with the schools‘ participation process. Most schools had realized their community participation goals. The CEC process was just one of the numerous ways the community participated in school infrastructure projects. The CEC participation method was largely working and realising its goals. More school development could be realised if the CEC participation process was further strengthened.

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Mbirua, Margaret, Dr Ruth Thinguri, and Dr Reuben K. Kenei. "Influence of headteachers' communication planning practices on Management performance in public primary schools in Thika West sub-county, Kiambu county, Kenya." International Journal for Innovation Education and Research 8, no. 6 (June 1, 2020): 218–29. http://dx.doi.org/10.31686/ijier.vol8.iss6.2393.

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Communication is very critical in primary school management by ensuring that there is improved efficiency. However, in many primary schools in Thika West Sub-county encounter challenges which border on school management such as unhealthy staff relations, imprudent use of financial resources, poor maintenance of facilities, imprudent time management and under-utilization of instructional materials are on the rise. Thus, this study sought to assess the influence of headteachers’ communication planning practices on management performance in public primary schools in Thika West Sub-county, Kiambu County, Kenya. The study was guided by the communication theory and school management theory. The study adopted mixed methodology and concurrent triangulation research design. Qualitative data were analyzed thematically along the objectives and presented in narrative forms. Quantitative data were analyzed descriptively using frequencies and percentages and inferentially using ANOVA Test Analysis using Statistical Packages for Social Science (SPSS Version 23) and presented using tables. The study established that headteachers’ communication planning practices influence on management performance in primary schools. The study recommends that headteachers should ensure that they design the content of message to be relayed and also identify the specific recipients of their information to be communicated. Headteachers should adopt layers of communication which are efficient and provide immediate and objective feedback. Headteachers should adopt forms of communication to suit every occasion to avoid interruptions. Headteachers should adopt a feedback mechanism which guarantees efficiency and prudence in school management.

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Md Jais, Noraziyanah, and Aida Hanim A. Hamid. "THE RELATIONSHIP BETWEEN HEADTEACHERS’ MULTIDIMENSIONAL LEADERSHIP PRACTICES WITH TEACHERS COMMITMENT UNDER SCHOOL TRANSFORMATION PROGRAM 2025 (TS25)." International Journal of Modern Education 1, no. 2 (September 15, 2019): 13–26. http://dx.doi.org/10.35631/ijmoe.12002.

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The School Transformation Program 2025 (TS25) is an initiative of the Ministry of Education Malaysia to increase student success in schools through effective leadership, competent teachers and strong commitment of the Parent-Teacher Association (PIBG). However, at the same time, the literature review shows that the percentage of teachers’ commitment to some schools in Malaysia is still at a moderate level. The causes of decreasing teacher commitment in school include one-way communication, interpersonal relationship and weak leadership style among administrators toward the organization. Therefore, this article determines to identify and discusses findings the practice of leadership multidimensional among headteachers and its relationship with teacher's commitment under the School Transformation Program 2025 (TS25). A descriptive quantitative study and involved 33 respondents from two Primary School Transformation Program 2025 (TS25) in Kuala Lipis Pahang selected through the stratified sampling technique. This study using questionnaires as a research instrument. Pearson Correlation test was used to determine the relationship between multidimensional leadership practices among headteachers with a teacher's commitment. The research finding showed that the leadership multidimensional practices among headteachers' under the School Transformation Program 2025 (TS25) were high (mean = 3.48). The research finding also showed that the level of teacher's commitment to primary schools involved in TS25 was moderate (mean = 2.72). Therefore, the findings should be extended to the primary and secondary schools of the School Transformation Program 2025 (TS25) in Malaysia to test the effectiveness of the Multidimensional Leadership among headteachers to enhance teacher commitment to the organization.

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Shaikh, Muhammad Ali, Mahboob Ali Deraj, and Zahid Hussain Sahito. "A Systematic Review of Role and Responsibilities of Head Teachers at Primary Level in District Shaheed Benazirabad." Global Regional Review IV, no. I (March 30, 2019): 384–88. http://dx.doi.org/10.31703/grr.2019(iv-i).41.

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The purpose of this research study was to review the expected role and responsibilities to be played by headteachers and done in reality at the primary school level in District Shaheed Benazirabad. It has been observed that headteachers in public schools at the primary level are not performing as per the need of the time. For the purpose, a tailor-made questionnaire was distributed among randomly selected headteachers. The quantitative research approach was used to solve the query. The results indicate the lenient approach of headteachers towards their duties.

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Tahir, Lokman Mohd, Sui Liang Lee, Mohammed Borhandden Musah, Hadijah Jaffri, Mohd Nihra Haruzuan Mohamad Said, and Mohd Hanafi Mohd Yasin. "Challenges in distributed leadership: evidence from the perspective of headteachers." International Journal of Educational Management 30, no. 6 (August 8, 2016): 848–63. http://dx.doi.org/10.1108/ijem-02-2015-0014.

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Purpose – The purpose of this paper is to investigate the issues and challenges faced by headteachers in practicing the suggested distributed leadership (DL) approach in three primary schools to their middle layer leaders. Design/methodology/approach – The study employed a case study design and data were collected through semi-structured interviews. A total of three headteachers were interviewed in examining and exploring challenges within the DL practices. The transcripts from the semi-structured interviews formed the basis of the findings. Findings – The findings suggest that senior teachers lack confidence in making decisions and rely on the consent from headteachers even though they are empowered to make their own decisions. Another significant issue faced by headteachers when distributing their leadership is the ability, expertise, experience, and willingness of teachers to hold leadership roles and responsibilities. Originality/value – The results are important since there have been few empirical studies on the issues and challenges faced by headteachers in practising DL approach in primary schools in the context of Malaysia. This initiative sidelines the traditional school leadership approach which emphasises on the accountability of headteachers as the sole school leader.

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Raya Sulistyowati. "The effectiveness of the Business Incubator and Entrepreneurial Education in Interest to Start a Business in Vocational School students majoring in Marketing." Studies in Learning and Teaching 2, no. 1 (April 30, 2021): 29–40. http://dx.doi.org/10.46627/silet.v2i1.61.

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Many media can be a tool for developing entrepreneurial potential in the school environment. One of them is a direct practice in the entrepreneurship laboratory, namely the Business Incubator. Entrepreneurship learning not only provides a theoretical basis for the concept of entrepreneurship but shapes attitudes, behaviours, and a person's mindset in entrepreneurship. Capital investment to prepare students to start new businesses through the experience, skills and knowledge essential to entrepreneurship. The purpose of this study was to determine the management of the Business Incubator at Vocational High School Muhammadiyah 2 Malang, the effectiveness of the role of the Business Incubator as an entrepreneurial learning unit, Empowerment of the Business Incubator as a means of fostering student interest in opening a business. This research uses descriptive qualitative. This study's primary informants consisted of 1 Waka teacher of the Infrastructure and Facilities curriculum, one headteacher of Marketing Laboratory management, 1 Business Incubator management teacher, one entrepreneurship teacher. The research states that the Business Incubator's Management at SMK Muhammadiyah 2 Malang is called the Business Incubator, there are three parts. Namely the photocopy room, used for student practice activities majoring in Office Administration and Islamic Banking, the second production room, used for practical activities majoring in marketing, the third entrepreneurship room, for students majoring in Marketing. The facilities and infrastructure contained in the Business Incubator at Muhammadiyah 2 Malang Vocational School are still not supported. The role of the Business Incubator as an entrepreneurship learning unit at SMK Muhammadiyah 2 Malang is perfect. It can be seen from the increasing enthusiasm of students in participating in entrepreneurship learning. The Business Incubator students have a place to practice entrepreneurial theory taught by the teacher. Empowerment of the Business Incubator to foster student interest in opening a business in students has been running. Some students can see it; most students have been able to read business opportunities and manage sales finances. Thus it can foster the characteristics of an entrepreneurial spirit in students.

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Mansaray, Ayo. "Complicity and contestation in the gentrifying urban primary school." Urban Studies 55, no. 14 (November 21, 2017): 3076–91. http://dx.doi.org/10.1177/0042098017740099.

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The transformation of primary schools in gentrifying localities has sometimes been referred to as a form of ‘class colonisation’. This article draws on ethnographic research with teachers, teaching assistants and parents in two inner-London primary schools to explore the largely unexamined role of school leaders (headteachers) in mediating gentrification processes within urban schools. It argues that institutional history, contexts of headship and leadership style all play an important role in negotiating and recontextualising middle-class mobilisation and power to re-shape primary schools. Headteachers’ relationship to gentrification is therefore not simply one of complicity, but often of contestation and conflict. This article therefore challenges understandings of gentrification as a hegemonic process, and contributes to a more nuanced picture of the educational consequences of gentrification, particularly the institutional realities and experiences of urban social change.

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Rafique, Nadia, Bushra Naoreen, and Muhammad Ayub Buzdar. "Prevalence of Physical Abuse at Primary School Level in District Faisalabad." Global Social Sciences Review IV, no. II (June 30, 2019): 327–35. http://dx.doi.org/10.31703/gssr.2019(iv-ii).42.

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Physical abuse in schools is quite visible in developing countries like Pakistan; it is being covered by maintaining discipline in schools which instigated to conduct this study as a dire need of the time to cope with physical abuse at the primary school level. A multi-stage sampling technique was used. Two hundred and forty-five teachers and 23 head teachers and 500 students were selected from the Primary Section of Higher Secondary Schools of two tehsils (City & Sadar) of District Faisalabad. A Likert type scale for teachers and headteachers and a dichotomous questionnaire for students were used as research instruments. Mean, Standard Deviation, ANOVA, ttest, frequency, Mann-Whitney u test were applied to analyze data. Teachers and headteachers’ perceptions indicated that physical abuse exists moderately whereas students’ responses explored the presence of a high level of physical abuse by the teachers in the schools.

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Bello, Bello Ahmad. "TOWARDS REVITALIZATION OF INSTRUCTIONAL LEADERSHIP FOR EFFECTIVE IMPLEMENTATION OF UNIVERSAL BASIC EDUCATION IN NIGERIA." Sokoto Educational Review 16, no. 1 (June 28, 2015): 9. http://dx.doi.org/10.35386/ser.v16i1.69.

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This paper examined the needs to revitalize instructional leadership of primary and junior secondary schools headteachers in Nigeria, for successful implementation of the Universal Basic Education (UBE) Programme. Instructional leadership, as viewed in the paper, has to do with creating a school culture that makes students’ learning a priority and provides the resources necessary to support teachers’ efforts to improve students’ learning. The need for revitalization of instructional leadership in the Nigerian Basic Education schools emanates from the identified problems of lack of clearly defined general instructional visions in the schools in question, dearth of instructional materials, ineffective instructional supervision by the headteachers, and absence of school-based professional development programmes for teachers. With the introduction of UBE and subsequent curricular review, the paper discovered that there was the need to re-orient teachers towards effective teaching of the newly infused contents of the 9-year basic education curriculum. The paper, based on the identified needs for the revival of instructional leadership has recommended clear definition of schools’ instructional vision, effective classroom supervision, organizing school-based teacher professional development programmes among other things as foremost measures to be taken to improve this vital function of the school headteachers in question.

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Langat, Benson Kiprotich, Benedicta Aiyobei Tabot, and Joseph Rotumoi. "Influence of School Feeding Programme on Acquisition of Competencies in Class Activities Among Pre-Primary School Pupils in Belgut Sub-County, Kenya." East African Journal of Education Studies 2, no. 1 (December 31, 2020): 211–19. http://dx.doi.org/10.37284/eajes.2.1.259.

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Feeding programmes are critical for quality education to be realized in all learning institutions starting from Pre-primary to higher levels globally. When there is no provision of meals to children in school, they lack the energy to concentrate in classroom and co-curricular activities. It also weakens their intellectual ability and may hinder the development of competencies among pre-primary school learners. In this study, it was assumed that the provision of meals to pupils in school influences the acquisition of competencies among the learners. The purpose of this study, therefore, was to establish the influence of School Feeding Programmes on the acquisition of competencies in classroom activities among the learners in pre-primary schools in Belgut Sub-County, Kericho County. The study was guided by Abraham Maslow’s theory of the hierarchy of needs, as it stresses the fundamental requirements of basic needs (food), which increases the satisfaction of an individual (learner). The study used a descriptive survey design with a population of 85 pre-primary schools. Headteachers were eighty-five (85) and pre-primary school teachers were one hundred and seventy (170), giving a total of 255 respondents. A sample size of 189 respondents was derived comprising of 70 headteachers and 119 pre-primary school teachers. The study employed stratified random sampling to draw respondents from the target population. The instruments used to collect data were questionnaires and interview schedules for teachers and headteachers respectively. The analysis of the collected data was done using descriptive and inferential statistics. Inferential statistics were used to show the relationship between the dependent and the independent variables and was presented in form of correlation analysis. The study findings revealed that children who are consistently provided with meals in school concentrated well in class activities. There existed a significant correlation (p<0.05) between competencies in classroom activities and school feeding programmes. The school feeding programmes enabled learners to actively participate and concentrate on school activities and enhanced competency acquisition. Some of the recommendations were that the county and national government need to fully implement the school feeding programmes and that the sustainability of the programme is vital to increased competency acquisition rate among Pre-Primary school learners.

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Page, Damien. "The multiple impacts of teacher misbehaviour." Journal of Educational Administration 54, no. 1 (February 1, 2016): 2–18. http://dx.doi.org/10.1108/jea-09-2014-0106.

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Purpose – The purpose of this paper is to investigate the impacts of serious teacher misbehaviour (TMB) in schools from the perspective of headteachers, a largely un-researched area. Design/methodology/approach – Data were collected via the documentary analysis of misconduct cases from the Teaching Agency and semi-structured interviews with five headteachers who had managed serious cases. Findings – The research suggests four primary impacts of serious TMB, affecting other teachers, students, the reputation of the school and headteachers themselves. The paper concludes by suggesting a fifth impact affecting public trust in the teaching profession. Practical implications – Although rare, serious TMB can be highly damaging. Furthermore, the findings suggest that it is almost impossible to predict and so this paper suggests a “map” of the impacts helping headteachers to manage and contain it when/if the worst does happen. Originality/value – Empirical studies of the impacts of serious organisational behaviour are scarce; empirical studies of serious organisational behaviour in schools are non-existent and so this paper addresses that gap.

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Erlandson, David A., and Geoffrey Lyons. "The Jobs of British Primary Headteachers and Texas Elementary Principals." Journal of School Leadership 5, no. 5 (September 1995): 418–47. http://dx.doi.org/10.1177/105268469500500502.

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A study of the jobs of 255 headteachers in England and Wales was replicated with twenty elementary school principals in Texas. These studies examined the most important and most time-consuming tasks of the headteachers’ and principals’ jobs, the context factors of the jobs, and the work-related personality characteristics of the job incumbents. The results of the study have been used as a tool for the professional development of the twenty principals; they also suggest direction for further exploration of comparisons and contrasts between jobs of headteachers and principals.

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Ngeno, Beatrice, Maureen Mweru, and Teresa Mwoma. "Availability of Physical Infrastructure in Implementation of the Competence-Based Curriculum in Public Primary Schools in Kericho County." East African Journal of Education Studies 3, no. 1 (June 14, 2021): 130–46. http://dx.doi.org/10.37284/eajes.3.1.344.

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A competency-based curriculum is a curriculum that allows students to develop prescribed competencies. In Kenya, the Competence-Based Curriculum implementation of 2-6-6-3 was adopted in January 2017. This education system replaces the 8-4-4 system of education and it aims to nurture the learners’ talents. School preparedness for the new curriculum change in Kenyan public primary schools is very important in the education policy framework. When curriculum changes take place in education, teachers as instructors and implementers should be supported to be competent in their work. The educators have a responsibility to ensure that today’s learning content meets tomorrow’s global demands for every learner. However, in Kenya, various stakeholders have expressed concerns regarding school and teachers’ preparedness for the Competence-Based Curriculum. The objective of the study was to find out whether there is a relationship between the availability of physical infrastructure and the implementation of the competency-based curriculum. Dewey’s Social Constructivism theory guided the study. A descriptive survey design and correlation research design was used in this study. The target population of the study included 24 County Support Officers (CSOs’), 524 headteachers, and 610 Grade 1 teachers. The sample size was 6 CSOs, 52 Headteachers, and 61 Grade 1 teachers. A saturated sampling technique was used to select all the 52 headteachers from 52 schools. Simple random sampling was used to select the schools and CSOs. A purposive sampling technique was used to select Grade 1 teachers in Kericho County. Data was collected using interview schedules, questionnaires, and an observation schedule. Quantitative data were analysed using descriptive statistics in the form of percentages, means, and standard deviation, while inferential statistics were correlated using Pearson product-moment correlation. Qualitative data was analysed using themes and sub-themes. The findings established that physical infrastructure had a moderate positive influence on CBC implementation with a correlation of 0.336 and a calculated value of 0.029 for the headteachers and 0.285 with a calculated value of 0.03 for Grade 1 teachers. Shortage of physical infrastructures like nutrition rooms and music rooms had a mean of 2.18 and 1.88 for headteachers. Grade 1 teachers’ response was 1.39 and 1.35 for nutrition and music laboratories respectively. The findings of the headteachers on teacher preparation had a moderate positive influence on CBC with a correlation of 0.494 with a calculated value of 0.00. The teachers had a correlation of 0.369 with a calculated value of 0.005 and were significant to the study. The study recommended that the government should increase funds to enable schools to construct laboratories. The results of this study are important for the successful adoption of the competency-based program through the participation of education stakeholders.

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Lock, Norman D. "School Experience in Initial Teacher Education: management issues for headteachers of primary schools." School Organisation 15, no. 3 (October 1995): 313–27. http://dx.doi.org/10.1080/0260136950150308.

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Foster, Robin. "Selecting Primary School Headteachers: potential bias in Barsetshire." School Organisation 16, no. 1 (March 1996): 101–9. http://dx.doi.org/10.1080/0260136960160109.

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Foster, Robin. "Selecting Primary School Headteachers: potential bias in Barsetshire." School Organisation 16, no. 1 (March 1, 1996): 101–10. http://dx.doi.org/10.1080/02601369650038100.

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Cheboi, Stephen Tomno, and Irene Naliaka Nyongesa. "Instructional Materials’ Effect on Learners’ Literacy Among Public Pre-Primary II in Webuye West Sub-County, Kenya." East African Journal of Education Studies 2, no. 1 (August 4, 2020): 86–91. http://dx.doi.org/10.37284/eajes.2.1.187.

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Unavailability of instructional materials inhibits the acquisition of literacy competencies among learners at pre-primary level. This study sought to find out how the availability of instructional materials influences learners’ literacy among Pre-Primary II learners in public primary schools in Webuye West Sub-County. Descriptive survey research design that adopted mixed methods approach was used. A population of 3,216 respondents that comprised 55 headteachers and their deputies, 109 pre-primary II teachers and 2,997 pre-primary II learners was engaged in the study. From these, a sample of 86 pre-primary II teachers and 341 pre-primary II learners were randomly drawn while 48 head teachers and 48 deputies were sampled using purposive sampling technique. The researcher collected data using questionnaires from deputy headteachers and pre-primary II teachers, interview guide from headteachers and observation schedule from pre-primary II learners. The questionnaires were piloted using test re-test method and a reliable Cronbach correlation alpha index of 0.79 computed. The instruments were adequately validated. Quantitative data was analysed and presented on tables while qualitative data was analysed thematically as guided by the research objectives. The study found out that schools in the study area did not provide adequate and appropriate instructional materials that would equip learners with literacy skills. It further found out that inadequacy of instructional materials affected the acquisition of literacy skills in pre-school learners. The study recommends that the National and County government should provide adequate teaching and learning materials to enhance the acquisition of literacy skills among pre-primary II learners in public primary schools in Webuye West Sub-County. It also recommends that a similar study is carried out in other areas and consider using a larger population and include more variables such as the role of the teacher in influencing learners’ acquisition of literacy skills in pre-primary II level.

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Anne, Onunga Dolly. "Influence of Professional Development Training on Headteachers’ Financial Management Skills in Public Primary Schools in Kiambu County, Kenya." International Journal for Innovation Education and Research 6, no. 5 (May 31, 2018): 109–29. http://dx.doi.org/10.31686/ijier.vol6.iss5.1025.

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Financial management skills of primary school headteachers has been established to contribute to performance of such schools. However, in Kiambu County, such success has not been registered despite the numerous professional development trainings school managers have undergone and still undergo. Thus, this study investigated influence of headteachers’ professional development training on financial management skills in Kiambu County, Kenya. The study adopted mixed methods approach and thus apply explanatory sequential design. Questionnaires were used to collect data from headteachers and their deputies whereas interviews from staffing officer and sub-county director of education. Data analysis began by identifying common themes. The relevant information was broken into phrases. Qualitative data was analyzed thematically along the study objectives and presented in narrative forms whereas quantitative data was analyzed using descriptive statistics SPSS Version 23 and presented using tables and charts. The study established that training of headteachers can be conducted in different modes which include; on-job, off-job, just-in-time training, mentoring and networking. These forms of training models enhance headteachers’s record-keeping, investment, pricing and costing and budgeting skills. Suitability of training materials enhances headteachers’s record-keeping, investment, pricing and costing and budgeting skills. From the study findings, it is evident that the most important variable in such success is a well-prepared and capable trainer or facilitator. Evaluation of relevance of the training curriculum enhances headteachers’s acquisition of record-keeping, investment, pricing and costing and budgeting skills. The study thus, recommends that training institutions should design and plan quality integrated training programmes to match headteachers work schedule. Training materials need to be specifically designed to suit the content of training programmes to enhance faster understanding of concepts to be learnt. In other words, the training material should be redesigned to also focus on acquisition of financial skills for effective investment and business management. Trainers’ need to update their skills to match the changing times such as adopting use of ICT and attitude change towards headteachers empowerment. Training institutions and trainers need to plan for quarterly and semi-annual evaluation of training programmes since they are effective in ascertaining of the efficacy of such programmes.

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Mbon, Usen F., Festus O. Arop, Ekpenyong E. Ekanem, Victor O. Ebuara, and Emanghe E. Emanghe. "School Administrators' Instructional Supervision, Psychosocial Assistance, and Professional Support as Determinants of Teacher Job Performance in Elementary Schools." Journal of Social Sciences Research, no. 73 (July 31, 2021): 116–25. http://dx.doi.org/10.32861/jssr.73.116.125.

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Previous studies have assessed the relative effect of instructional supervision, psycho-social and professional support on teacher’s job performance in secondary or higher education. Little or nothing is yet to be known about the effect of these variables on teacher’s job performance at the primary education level. This study is the first to show the relative and cumulative effect of instructional supervision, psycho-social and professional support on teacher’s job performance in primary education. An ex-post facto research design was adopted for the study, with a sample of 965 teachers selected through the proportionate stratified sampling technique. Two instruments – the “Improvement Strategies Questionnaire (ISQ)” and the Teachers’ Effectiveness Scale (TES) were used for data collection. Findings showed a significant effect of all the independent variables partially and jointly on the job performance of primary education teachers. Based on this conclusion, policy implications are discussed, while it is recommended amongst others, that headteachers in primary school should ensure that they visit classrooms regularly to monitor the teaching activities of teachers. This would enable them (headteachers) to identify teachers with sound, average or weak pedagogical skills for service delivery; professional counsellors should be recruited and deployed to all primary schools to cater for the psychological and social needs of teachers and pupils; regular retraining programmes on the ethics of teaching should be organised for teachers from time to time to enable primary education teachers to acquire skills in line with the changing society.

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Kiruy, Francis, Joshua Manduku, and Viviline Ngeno. "Parents’ Economic Status and Academic Performance in Public Primary Day Schools in Multinational Tea Estates Kericho County, Kenya." East African Journal of Education Studies 2, no. 1 (June 12, 2020): 38–46. http://dx.doi.org/10.37284/eajes.2.1.164.

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Dynamism in family finances, family type, and style of parenting has been associated with the well-being of a child. Poor performance usually indicates that some factors may be of the cause other than those found in schools since all schools in the republic of Kenya are given funds, teachers, and other resources equally. The purpose of this study is to investigate the influence of parents’ economic status and pupils’ academic performance in public primary tea estate schools in Kericho County. The research utilised social learning theory to bring the conceptualisation of the role of parents and family in enhancing academic performance. The study adopted a correlation research design. The study targeted 336 standards seven and eight pupils and 55 parent association members, 5 deputy headteachers and 5 headteachers from 5 schools from the selected schools in the tea estates in Kericho County. A sample population of 101 pupils, 55 parent Association members, 5 parents as well 5 headteachers, and 5 deputy headteachers were obtained using a stratified random sampling technique. The sampled 101 pupils were given questionnaires, while 55 parents association members, 5 headteachers, and 5 deputy headteachers were interviewed by the researcher. Both questionnaires and interview schedules were used to collect data from the field. Quantitative data were analysed using descriptive statistics where percentages and means were utilised. Pearson product-moment correlation coefficient was used as inferential statistics. Qualitative data were analysed through content analysis. Financial based problems attributed the highest issues that affect the parents in the estate for over-dependence wages and salaries that can sustain basic needs. Therefore, the study concluded that parent economic status had a significant effect on the pupil’s academic performance. The study recommended that there is a need for the multinational tea estates to consider assisting the children financially in estates through corporate social responsibility.

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Miller, Paul, and Christine Callender. "Black leaders matter." Journal for Multicultural Education 12, no. 2 (June 11, 2018): 183–96. http://dx.doi.org/10.1108/jme-12-2016-0063.

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Purpose The purpose of this study is to evaluate factors that contribute to black male school leaders’ career progression and sustenance within the teaching profession. This, because the progression of black and minority ethnic (BME) teachers in Britain has been the subject of much debate. Fewer BME teachers are in leadership roles in education, and there are only 230 BME headteachers of approximately 24,000 primary and secondary headteachers. Design/methodology/approach The headteachers’ professional lives are explored through the lenses of critical race theory and interpretivism. In doing so, it illuminates the journey towards and the realities of a group whose views are currently unrepresented in research on school leadership or that of the experiences of male BME teachers in England. Findings This study finds that whereas personal agency and determination are largely responsible for keeping these black headteachers in post, “White sanction” (Miller, 2016) has played a significant role in career entry and early career development. Furthermore, participants experience both limiting and facilitating structures as they negotiated their roles into headship and as headteachers. Limiting structures are those which constrain or hinder progression into leadership, whilst facilitating structures enabled participants to navigate and negotiate gendered racism, make progress in their careers and achieve success in their respective roles. Both limiting and facilitating structures include personal agency and contextual factors. Research limitations/implications The paper also makes the point that more research is needed on current BME school leaders to examine the factors that motivate and enable them. Additionally, more research is needed on the limiting and facilitating structures identified in this study and on the potential generational differences that may exist between more established and newly appointed male BME school leaders. Studying generationally different school leaders may help to illuminate the salience of race and racism across an increasingly diverse population. Practical implications Furthermore, this paper also suggests that more BME school leaders are needed, thereby making the leadership teams of schools more representative, as well as raising aspirations and interest among BME teachers and therefore making black leadership sustainable. Originality/value This paper is an original piece of research that adds fresh insights into not only how black school leaders get into teaching and leadership but also significantly what keeps them there.

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Kaluge, Laurens. "An Estimation of Variances and Factors in Mathematics Attainment in Upper-Primary Schools." SHS Web of Conferences 42 (2018): 00095. http://dx.doi.org/10.1051/shsconf/20184200095.

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This study aimed at identifying variances related to school and pupil levels, and the performance indicators measuring the learning progress in mathematics. A longitudinal design was carried out and the stratified random sampling was used to obtain a sample of 5118 pupils from 60 primary schools. In each school three upper grades were selected, including their 180 class teachers and 60 headteachers. The data collection was carried out through questionnaires and school archives. Using multilevel analysis, the results showed that the proportion of total variance in pupil attainment for mathematics at the school level ranged from 20 to 29 per cent. When intake characteristics were taken into account as the baseline, the variance proportions were less than the prior attainments. Occupation and education of parents, besides reading facilities at home were significant explanatory variables for children progress in mathematics achievement. The outcomes have important consequences for school effectiveness research in determining the baseline and performance indicators.

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Driscoll, Patricia, and Adrian Holliday. "Cultural threads in three primary schools." AILA Review 32 (December 31, 2019): 64–90. http://dx.doi.org/10.1075/aila.00021.dri.

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Abstract This paper explores headteachers’ and teachers’ perceptions of foreign languages(FL) and cultural learning in three primary schools in areas of disadvantage in England. Drawing upon a new theoretical frame for primary languages, Critical Cosmopolitanism (Delanty, 2006; Beck and Sznaider, 2006) and The Grammar of Culture (Holliday, 2018), we argue that the grand narrative of a target language inhabited by a target culture is outdated and approaches to cultural learning in primary schools could lead the way. There is substantial evidence that most learners find language lessons fun, particularly activities such as songs, stories and intercultural events (Driscoll et al., 2004, 2014; Cable et al. 2010). The discourse on conditions for inclusive practice is less commonplace and little is known about FL learning in areas of high deprivation (Nikolov & Mihaljević Djigunović, 2011). Teachers and headteachers in this study were committed to cultural learning and staff adopted creative approaches to teaching. The findings, however, also indicate that traditional notions of a mono or homogenised national culture with associated stereotypes linger in teachers’ framing of FL. There exists a need for a more personalised approach to cultural learning drawing upon children’s own cultural experiences. Data was analysed thematically following strict ethical guidelines and all names were anonymised to ensure confidentiality.

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Crawford, Megan. "Leadership and emotion in the primary school — Reflections from four primary headteachers." Education 3-13 32, no. 1 (March 2004): 20–25. http://dx.doi.org/10.1080/03004270485200051.

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Tai, Mei Kin, and Omar Abdull Kareem. "Headteacher change leadership competency: a study in Malaysian primary schools." Professional Development in Education 46, no. 2 (December 31, 2018): 292–305. http://dx.doi.org/10.1080/19415257.2018.1561494.

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Robinson, Susan. "Primary Headteachers: New Leadership Roles Inside and Outside the School." Educational Management Administration & Leadership 39, no. 1 (December 8, 2010): 63–83. http://dx.doi.org/10.1177/1741143210383899.

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Campbell, Jim, Geoff Lindsay, and Emma Phillips. "Professional Development of Primary School Headteachers: The Paradox of Ownership." School Leadership & Management 22, no. 4 (December 2002): 359–70. http://dx.doi.org/10.1080/1363243022000053394.

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Kibett, J. K., J. G. Manduku, and William Kiprotich Chepkwony. "Relationship between the perceived effects of the implementation of strategic planning process and head teachers' performance in public day primary schools in Kericho County of Kenya." Global Journal of Educational Research 19, no. 2 (January 4, 2021): 167–76. http://dx.doi.org/10.4314/gjedr.v19i2.5.

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The purpose of this study was to investigate the relationship between perceived effects of the implementation of strategic planning process and head teachers’ performance in public day primary school in Kericho County of Kenya. The study used an ex-post-facto research design. The research approach used was quantitative and qualitative. The target population comprised of 524 head teachers of public primary schools in Kericho County. The research instruments used to collect the data were questionnaires and interview schedules. A sample of 227 headteachers and Six (6) Sub County Directors was obtained using Stratified Random Sampling and Purposive sampling technique respectively. Data was collected using a questionnaire that was developed by the researcher. Simple random sampling technique was used to select schools in each sub County. A pilot study was done on 23 headteachers who were not included in the final study to determine reliability of the research instruments. Cronbach alpha formula was used to determine reliability coefficient. A score of 0.7 and above was deemed acceptable. Data was analysed for descriptive statistics (frequencies and percentages) and inferential statics (Pearson correlation and Regression analysis). The results were presented in form of tables and figures. The results show that implementation of strategic planning process did not have a statistically significant relationship with head teachers’ performance in primary day schools in Kericho County. There was a positive correlation between results of strategic planning process and head teachers’ performance at (r = 135; p = 0.056).

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Annobil, Charles Nyarko, Abraham Annan, and Samuel Douglas Quansah. "Parental Support Towards Quality Religious and Moral Education Delivery at Primary School Level." Advances in Social Sciences Research Journal 7, no. 8 (August 17, 2020): 263–77. http://dx.doi.org/10.14738/assrj.78.8785.

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The nature and functions of the school reflect the demands and expectations of the larger society including parents. The objective of this sequential explanatory mixed method design study was to obtain the views of RME teachers and headteachers regarding how parents (of primary school pupils) were influencing quality delivery of Religious and Moral Education (RME) in Cape Coast, Ghana. Data were sought from 264 RME teachers and 15 headteachers through questionnaire, interview and lesson observation. The instruments were pre-tested and validated to obtain high degree of reliability and dependability. The questionnaire data obtained reliability co-efficient value of r =. 845, the observation data obtained Cohen’s Kappa value of .765 (k = .765, p < .000) and the interview data were duly validated to ensure interview trustworthiness. Frequencies, percentages, charts, tables, means and standard deviations were used to analyze the research questions while inferential statistics (multiple regression) was used to analyze the quantitative data. The research questions were discussed based on quantitative and qualitative analysis of the data collected. The variable (parent support) correlated averagely with r = 0.433, p = .000 with the teaching of RME at 5% significance level (α = .05); indicating that parental support has significant effect on quality delivery of RME (Teaching of RME) in the metropolis. It was found out that parents directly or indirectly contribute to RME instruction in the schools through counselling and material supports. Upon the findings it was recommended to parents to collaborate with RME teachers to ensure adequate provision of basic resources that can facilitate dispassionate and objective teaching and learning of RME.

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Hellawell, Davld E. "Appraisal of Primary School Headteachers in Schools in England: The perceptions of three LEA appraisal coordinators." School Leadership & Management 17, no. 2 (June 1997): 257–71. http://dx.doi.org/10.1080/13632439770087.

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Journal articles on the topic 'Primary school headteacher'

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