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1
Tanner, C. Kenneth, and Cheryl D. Stone. "School Improvement Policy--Site-Based Management." education policy analysis archives 6 (March 1, 1998): 6. http://dx.doi.org/10.14507/epaa.v6n6.1998.
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Have administrative functions of principals changed in schools practicing site-based management (SBM) with shared governance? To deal with this issue we employed the Delphi technique and a panel of 24 experts from 14 states. The experts, which included educational specialists, researchers, writers, and elementary school principals, agreed that the implementation of SBM dramatically influences the roles of the principal in management/administration and leadership. Data revealed that the elementary principal's leadership role requires specialized skills to support shared governance, making it necessary to form professional development programs that adapt to innovations evolving from the implementation of SBM.
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Tshabalala, Goodness, and Maitumeleng Nthontho. "Primary school principals’ experiences of the implementation of educational policy change." South African Journal of Education 44, no. 2 (2024): 1–8. http://dx.doi.org/10.15700/saje.v44n2a2376.
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In the study reported on here we explored the experiences of primary school principals in the implementation of educational policy change from an educational policy implementation (hereafter, EPI) theory perspective. With the study we aimed to provide a deeper understanding of the challenges, facilitators, and complexities encountered by school principals when navigating the implementation of educational policy change within their respective schools. Data were gathered using a qualitative research approach through in-depth interviews with purposively sampled primary school principals selected based on their direct involvement in the implementation of educational policy changes after which the data were thematically analysed. The findings of this study shed light on the multi-faceted nature of policy implementation within primary schools highlighting the pivotal role of school principals as key actors in the process. Additionally, we discovered a range of challenges faced by school principals including their missing voice in the development of educational policies, resource constraints, conflicting stakeholder interests, a lack of support and training, and resistance to change. Nevertheless, the study offers valuable insights into ways in which policy implementation unfolds within the unique context of primary schools. It further suggests a practical policy implementation model for policymakers, educational leaders, and practitioners, offering guidance on how to navigate the complexities of implementing educational policy changes effectively. Ultimately, this study contributes to the broader discourse on educational policy implementation and advances our understanding of the experiences of primary school principals as they navigate the dynamic landscape of policy change within their educational setting.
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Febyola, Velerisa, Rizki Ananda, Alta Feros, and Citra Wulandari. "Policy Analysis of Principals' Competency in Primary Schools." Edunesia: Jurnal Ilmiah Pendidikan 4, no. 3 (2023): 1109–21. http://dx.doi.org/10.51276/edu.v4i3.527.
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Education is one of the most important aspects of the continuity of human life. The role of school principals in educational institutions is crucial and is connected with implementing various elements in carrying out their duties. Various policies under the control of school principals determine the level of educational quality success, which also depends on the school principal's policies. Problems arise when it is known that several school principals throughout the provinces of Indonesia need more competence. The purpose of this research is to investigate the implementation of school principal competency policies in elementary schools. This article is written using a qualitative approach. The results show that a school principal must fulfil and possess comprehensive skills in competency policies, especially at the elementary school level. The school principal must first understand the job description based on competency standards. Each school has its unique vision and mission compared to other schools. The determination of the vision and mission is adjusted to the school principal's goals in directing the school towards specific areas driven and supported by the surrounding school environment factors. The conclusion drawn from the conducted research is that the school principal's competency policies include social competence, supervision, entrepreneurship, managerial skills, and personality.
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Lanmai, Stefen Res, Bambang Ismanto, and Wasitohadi Wasitohadi. "Optimizing Human Capital in School Management: The Principal’s Role in Enhancing Educational Service Effectiveness." Jurnal Pendidikan Progresif 15, no. 1 (2025): 475–84. https://doi.org/10.23960/jpp.v15i1.pp475-484.
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Optimizing Human Capital in School Management: The Principal’s Role in Enhancing Educational Service Effectiveness. This research evaluates school principals' performance in improving education quality through a human capital approach. School principals have a strategic role in managing school human resources to create effective and quality educational services. This research uses a qualitative approach with evaluative methods to analyze the implementation of human capital at Lentera Ambarawa Christian Elementary School. The research results show that strategies for increasing the competency of teaching staff, optimizing administrative staff, and implementing a data-based evaluation system contribute to improving the effectiveness of schools as public services. However, there are still challenges in strengthening the reward system and continuous training for education staff. Therefore, a more systematic and sustainable human capital management policy is needed to ensure that every policy implemented positively impacts the quality of education.Keywords: principal, human capital, education quality, performance evaluation, public services.
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Romanowski, Michael H., Hissa Sadiq, Abdullah M. Abu-Tineh, Abdou Ndoye, and Mofed Aql. "Principal selection for Qatar’s government schools: Policy makers’, principals’ and teachers’ perspectives." Educational Management Administration & Leadership 48, no. 5 (2019): 893–915. http://dx.doi.org/10.1177/1741143219859006.
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Research indicates that principals are critical in school reform since the implementation of policies and practices is to a large extent determined by the role that principals play in educational change. This study examines the principal selection process used in Qatar for the government schools and identifies knowledge and skills necessary for effective principals from the perspectives of policy makers, principals and teachers working in these schools. Qualitative interviews were held with three policy makers, 21 principals and 82 teachers in focus groups. Findings provide insight into the principal selection process and demonstrate that principals should develop their decision-making skills, should advance as instructional leaders and, since government schools are very diverse, principals must be able to manage issues of nationality, culture and equality. Recommendations are offered to improve the principal selection process for principals working in Qatar or other countries in the Gulf Region.
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Shobowale, A. K., and A. V. Adebayo. "Examining School Principals' Roles in Implementing ICT Policy in Lagos State Secondary Schools, Nigeria." Global Journal of Education and Humanities 7, no. 2 (2025): 1–7. https://doi.org/10.5281/zenodo.15331336.
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The qualitative study underpinning this paper examined the roles of school principals in implementing information and communication technology policies in Lagos State secondary schools in Nigeria. The research problem centres on the complexities and gradations faced by school principals as they navigate the implementation of ICT policy in developing country settings. Drawing on Lipsky’s (1980) Policy Implementation Theory from a Bottom-Up approach, the study delved into the intricate dynamics of policy implementation within the context of education. The study interviewed eight school principals whose data was thematically analysed to capture their perspectives on policy implementation. Therefore, this paper aims to shed light on the roles and experiences of school principals and uncover key insights to inform policy implementation processes and practices. The findings revealed numerous challenges school principals face, including limited resources, inadequate training, and resistance to change. The findings also indicated that secondary school principals have a positive attitude towards ICT despite the odds involved in managing the implementation of ICT in their school environments. Results also revealed that they could not act as instructional leaders in implementing ICT in educational settings because of the unclarity of their roles in the policy guidebook.
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Ainin, Jamela, Alkhaser V. Sappayani, Koiser Sarazain, and Wenefredo Cagape. "The Unseen Burden: Unveiling the Lived Experiences of School Principals in Implementing Educational Policy." International Journal of Research in Social Science and Humanities 05, no. 10 (2024): 99–120. https://doi.org/10.47505/ijrss.2024.10.9.
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This study aimed to explore the lived experiences of school principals in implementing educational policy, determine their coping mechanisms, and unearth insights and strategies. Employing a qualitative-phenomenological approach, the research involved in-depth interviews with six school principals in Davao City. The results revealed three major themes: stakeholder engagement and collaboration, resource and capacity constraints, and communication and knowledge transfer. The study highlighted the importance of inclusive policy development, clear communication, and adaptive implementation strategies. Implications suggest a need for educational institutions to shift towards more participatory and flexible policy implementation frameworks. Future research directions include conducting longitudinal studies on long-term impacts of implementation strategies, comparative analyses across different contexts, investigating the role of technology in policy communication, and developing effective training programs for school leaders in stakeholder engagement and adaptive implementation.
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Nyakundi, James O., Prof. Marcella Momanyi, and Dr. Paschal Wambiya. "How Effectively Principals are Implementing the Ministry of Education's Policy to Support Teachers' Professional Development in Kisii County, Kenya." Journal of Africana Articles 4, no. 5 (2024): 1–12. https://doi.org/10.5281/zenodo.14535451.
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<strong>Abstract</strong> This study investigated how effectively principals are implementing the Ministry of Education policy on teacher professional development to support teachers’ professional development in Kisii County, Kenya. The Adult Learning Theory (andragogy) served as the theoretical framework for this study. With an emphasis on merging both cross-sectional and phenomenological research designs, the study used a mixed-methods research technique, notably convergent design. The study's target population included 4,436 teachers, 3,000 Form Three students, and 340 principals from 340 public secondary schools in Kisii County. The sample size for the study included 300 form three students, 354 teachers, 34 principals from 34 public secondary schools in Kisii County, and 11 Sub-County directors of education. Stratified, simple random, systematic random, and purposive sampling techniques were used in the selection of the participants. Questionnaires, a detailed interview guide, and a focus group discussion guide were used to gather the data. The study instruments received assessments for face and content validity as well reliability prior to data collection. Using descriptive statistics, such as percentages and frequencies, quantitative data was analyzed. The hypothesis was tested with the help of inferential statistics like the ANOVA and the Spearman rank correlation. Codes and categories were developed for the analysis of qualitative data. Findings indicate that despite commendable efforts being made, problems including resource shortages and differences in how policies are interpreted still remain. The study concluded that, Kisii County principals have worked very hard to implement the Ministry of Education's policy in supporting teachers' professional development into practice. To improve the consistency and effectiveness of policy execution, recommendations include policy clarity, greater training, and higher resource allocation. <strong>Key Words: </strong>Teacher professional development;<strong> </strong>Principals role in educational<strong> </strong>policy<strong> i</strong>mplementation; Professional Growth; Educational policy. <strong>Citation</strong>: Nyakundi, J.O., Momanyi, M., & Wambiya, P. (2023). How effectively principals are implementing the Ministry of Education's policy to support Teachers' Professional Development in Kisii County, Kenya. <em>Journal of Africana Articles, 4</em>(5), 1-12. DOI: https://doi.org/ 10.5281/zenodo.14535451
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Supriyadi, Dikdik. "Principal Procurement Policy Analysis in Achieving School Management Excellence." International Journal of Management Excellence 11, no. 3 (2018): 1672–79. http://dx.doi.org/10.17722/ijme.v11i3.1036.
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This research of principal procurement policy focuses on organizing Principal Leadership Preparation Program (in Bahasa Indonesia is abbreviated as PPCKS) activities with participants coming from public elementary school teachers and state junior high school teachers. The research method is qualitative using case study approach with purposeful sampling. The implementation strategy of data collection through validity test, followed by triangulation of data in the form of interview, documentation study and observation. Data analysis used is data reduction, data presentation and data verification. The results of this study illustrate that: 1) the issue of education policy in the school principal procurement sometimes raises the dualism of interests normatively and politically; 2) the implementation of school principal procurement policy through PPCKS shown that it seems the committee from Educational Office element only role in the recruitment only, beyond that all controlled by LPPKS and Educational Office only did the monitoring; 3) most principals do not have PPCKS follow-up programs. Each principal should have a program and strategy in preparing candidates for the principal to be able to produce an effective principal.
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Good, Thomas L. "In the Midst of Comprehensive School Reform: Principals’ Perspectives." Teachers College Record: The Voice of Scholarship in Education 110, no. 11 (2008): 2341–60. http://dx.doi.org/10.1177/016146810811001104.
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Background/Context The role of the principal, and especially the role of the principal in promoting school reform to increase student achievement, is a topic with a long and evolving history. Principals are believed to play a critical role in school reform because they have the potential to impact all aspects of school policy, from time allocated to recess to decisions about curriculum and instruction, teacher hiring and evaluation, assignment of students to teachers, and after-school programs. There is a growing and complex literature about the role of principal and teacher leadership in school reform and improvement, and the degree to which the principal's leadership and management can improve academic achievement is actively debated. However, most of this debate occurs on logical grounds because the empirical evidence linking principal leadership to student achievement is sparse. Research Question The interview questions assessed principals’ perceptions about degree of program implementation, school progress, and issues of teacher and student stability, and their beliefs about what policy makers should know about school reform. Population Twenty-one principals of schools involved in Comprehensive School Reform in Arizona. Research Design The research was based on interviews conducted with each of the principals. The focus of this article centers on their discussions of English language learners, teacher turnover, what students are like, teacher effort, parent involvement, budget constraints, and principal expectations for improving achievement. Conclusions Principals described some of the issues they faced in trying to improve student achievement. These issues included high numbers of students (and parents) with limited English skills, high turnover rates of teachers and students, difficulty of involving parents in schooling, inadequate and inflexible budgets, and the various constraints imposed by the pervasive conditions of poverty that surrounded these schools and their students. Yet, despite these obstacles, principals exhibited matter-of-fact and, in most cases, positive postures toward school improvement. Principals did not see their problems—especially those of students’ learning—to be intractable, but they did urge policy makers to have patience and a fuller awareness of the difficulties they face.
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Mandel, Zoë, and Andrew Pendola. "Policy and principal turnover: The impact of the Texas special education cap." education policy analysis archives 29 (November 15, 2021): 152. http://dx.doi.org/10.14507/epaa.29.5681.
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Accountability policies in education play a significant role for the principals tasked with facilitating the implementation of these reforms at the school-level. While these policies are most often intended to improve student outcomes, this is not always the case. In some instances, these policies can prove detrimental to schools, yet principals are still responsible for compliance. In Texas, a federal investigation found the Texas Education Agency (TEA) was restricting access to special education services by incentivizing districts to enroll fewer than 8.5% of students, utilizing these numbers as a measure of district performance. The implementation of the “8.5% cap” in 2004 resulted in a sharp decline in special education enrollment. Employing a sample of all principals in Texas before and after the 2004 law, this paper examines how the 8.5% cap impacted school leader attrition during its implementation. Prior to the implementation of the cap in 2004, we find little association between the proportion of students receiving services and principal turnover. After its implementation however, we find that principals in schools enrolling more than 8.5% of students in special education had a .39 higher odds ratio of switching districts and a .14 higher odds ratio of exiting the profession. We conclude by highlighting the scarcity of school labor market research that accounts for state-level education policies and note that policy may be more associated with principal turnover than student characteristics themselves.
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Bush-Mecenas, Susan, Julie A. Marsh, and Katharine O. Strunk. "Guiding Principals: Middle-Manager Coaching and Human-Capital Reform." Teachers College Record: The Voice of Scholarship in Education 122, no. 10 (2020): 1–50. http://dx.doi.org/10.1177/016146812012201004.
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Background/Context School leaders are central to state and district human-capital reforms (HCRs), yet they are rarely equipped with the skills to implement new evaluation, professional development, and personnel data systems. Although districts increasingly offer principals coaching and training, there has been limited empirical work on how these supports influence principals’ HCR-related practices. Purpose Drawing on a two-year, mixed-methods study in the Los Angeles Unified School District (LAUSD), this article examines the role of principal supervisors in HCRs. We ask: What role did principal supervisors (Instructional Directors [IDs]) play in the implementation of human-capital reforms? What did high-quality coaching on the part of IDs look like in this context? Research Design Our two-part analysis draws upon survey and interview data. First, we conducted descriptive analyses and significance testing using principal and ID survey data to examine the correlations among principals’ ratings of ID coaching quality, ID coaching practices, and principals’ implementation of HCRs. Second, we conducted in-depth interviews, using a think-aloud protocol, with two sets of IDs—those consistently highly-rated and those with mixed ratings—who were identified using principals’ reports of coaching quality. Following interview coding, we created various case-ordered metamatrix displays to analyze our qualitative data in order to identify patterns in coaching strategy and approach across IDs, content, and contexts. Findings First, our survey data indicate that receiving high-quality coaching from IDs is correlated with stronger principal support for and implementation of HCRs. Our survey findings further illustrate that IDs support a wide range of principals’ HCR activities. Second, our think-aloud interviews with case IDs demonstrate that coaching strategy and approach vary between consistently highly-rated and mixed-rated coaches: Consistently highly-rated IDs emphasize the importance of engaging in, or defining HCR problems as, joint work alongside principals, while mixed-rated IDs often emphasize the use of tools to guide principal improvement. We find that, on the whole, the consistently highly-rated IDs in our sample employ a nondirective approach to coaching more often than mixed-rated coaches. Conclusions These findings contribute to a growing literature on the crucial role of principal supervisors as coaches to improve principals’ instructional leadership and policy implementation. While exploratory, this study offers the first steps toward building greater evidence of the connections between high-quality coaching and policy implementation, and it may have implications for the design and implementation of professional development for principal supervisors and the selection and placement of supervisors with principals.
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Fahimatul Anis, Trapsila Siwi Hutami, and Prasetyo Adi Nugroho. "Peran Kepala Sekolah, Guru Dan Siswa Dalam Menerapkan Pendidikan Karakter di MI Hidayatul Ulum Kisik." Jurnal Elementaria Edukasia 6, no. 4 (2023): 1587–96. http://dx.doi.org/10.31949/jee.v6i4.7249.
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One of the goals of Indonesian national education is to implement character education. Character education needs to be instilled and taught from an early age so that it becomes a habit that leads to the implementation of good educational values. The aim of this research is to analyze the role of school principals, teachers and students in implementing character education. This research method is qualitative research. The data sources for this research are school principals, teachers and students. The data collection technique uses observation and interviews. Meanwhile, data analysis uses data triangulation. In implementing character education at MI Hidayatul Ulum Kisik, the role of the principal, teachers and students has a very important role. The school principal has the main role in directing and leading the implementation of character education at the MI Hidayatul Ulum Kisik school. Teachers are the main agents in transmitting character values to students. Students have an active role in internalizing and applying character values in their lives. Therefore, the role of school principals, teachers and students has a very important role in supporting the implementation of character education in schools. The school principal plays a role in determining the school's vision which will later be used as a step in determining policy. The role of the teacher can be internalized through teaching and learning process activities in the classroom, including the value of honest character education that can be taught to students in answering questions given by the teacher who is teaching. In this way, students will be trained to behave in accordance with the values taught at school.
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Murtyaningsih, Rina, and Yeri Utami. "Supervisi Pendidikan: Langkah Strategis dalam Meningkatkan Mutu Pembelajaran." Jurnal Alwatzikhoebillah : Kajian Islam, Pendidikan, Ekonomi, Humaniora 10, no. 2 (2024): 536–45. https://doi.org/10.37567/alwatzikhoebillah.v10i2.3410.
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This study aims to analyze the role of educational supervision in enhancing learning quality through a qualitative approach with a descriptive design. Primary data were obtained through in-depth interviews with school principals, teachers, and educational supervisors, while secondary data were collected through document studies related to the implementation of supervision. Data analysis was conducted through the stages of data reduction, data presentation, and conclusion drawing. The results of the study indicate that educational supervision at MI Muhammadiyah Tambaksari, Blora Regency, plays a vital role in fostering teacher professionalism, enhancing learning effectiveness, and creating a culture of constructive evaluation. Structured and continuous supervision has proven effective in identifying challenges in learning, providing innovative solutions, and increasing collaboration between teachers and school administrators. However, the study also identified several obstacles, such as the heavy managerial workload of principals, insufficient preparation of teachers and principals, and inadequate facilities and infrastructure. To optimize the role of educational supervision, intensive training for supervisors, strengthened policy support, and improved communication between supervisors and teachers are required. This study concludes that educational supervision at MI Muhammadiyah Tambaksari, Blora Regency, is an effective instrument for driving improvements in learning quality.
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Slamet, Heri Yanto, Sri Wardani, and Arief Yulianto. "Implementation of Quality Assurance in Smp With School Committees and Participatory Management: A Case Study in Junior High Schools in Indonesia." Revista de Gestão Social e Ambiental 18, no. 2 (2023): e03715. http://dx.doi.org/10.24857/rgsa.v18n2-043.
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Purpose: This study aims to determine the influence of school committee, principal leadership, organizational culture, and teacher participation in the implementation of quality assurance in junior high schools. Theoretical framework: Providing educational services that improve student learning outcomes requires ensuring the quality of education in junior high schools. Furthermore, quality assurance equalizes opportunities across the country, protects customers, and plays an important role for students, parents, teachers, and education staff. Current conditions indicate that Quality assurance in junior high schools is currently rated unsatisfactory, with indications that only 46.7% of junior high schools have been accredited to excel, while the remaining 53.3% require improvement. Design/methodology/approach: This research is quantitative research using the Explanatory Survey Method. The population in this study was principals in Junior High Schools throughout two cities and four regencies The sampling technique used in this study is probability sampling technique, using proportionate random sampling. Determination of the number of samples used in this study using the Krejcie table. This study collected 211 data from the principals of various junior high schools in Semarang and surrounding areas using a Likert scale questionnaire. The data analysis technique used is path analysis. Research practical and social implications: The results of the study revealed that the principal's leadership role, organizational culture, and teacher participation had an effect on the implementation of quality assurance in junior high schools, while the school committee had no major effect on school quality assurance. Principals play an important role in increasing teacher participation and creating a positive organizational culture.
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Udin, Amin, Dika Sonia, Rijalul Khairi, and Wanda Hamidah. "Konsep Dasar Perencanaan Pendidikan di SMKN 9 Muaro Jambi." Jurnal Ilmiah Dikdaya 14, no. 1 (2024): 195. http://dx.doi.org/10.33087/dikdaya.v14i1.622.
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A systematic process called educational planning is strategic steps to achieve educational goals. Setting learning objectives, selecting methods, implementation and evaluation are all part of the planning process. Educational planning ensures that the educational vision and implementation in the field are aligned by involving all stakeholders, including teachers, school staff and policy parties. Educational planning also includes ongoing evaluation to ensure that students are successful. Educational planning is an important aspect in ensuring the effectiveness and quality of the education system. This planning also has an important role in achieving the school's vision and mission. School principals should understand that good planning is the key to directing the efforts of all educational parties towards achieving the desired goals. Thus, an understanding of educational planning includes not only making plans, but also implementation and ongoing evaluation, which makes it an important component in improving the quality of education.
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., Hermawan, and Athrussy Robiul Hakim. "Enhancing Educational Services through the Implementation of the PPDB Zoning Policy in Indonesia." International Journal of Religion 5, no. 11 (2024): 3020–29. http://dx.doi.org/10.61707/sw7ha482.
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The research method used was descriptive qualitative using in-depth interviews and observation techniques with school principals, teachers, education offices and the community. The results show that the implementation of the zoning system policy in both cities/districts has been implemented and has an impact on the service satisfaction felt by the community in zoning learner admissions. The zoning system also helps students in blind-spot areas gain access to schools optimally. The zoning policy implementation analysis in this study uses a six-indicator approach, namely: setting policy standards and objectives; use of resources; characteristics of implementing organizations; attitudes of implementers; and socio-economic and political conditions. The results of the analysis between the implementation of the zoning system as an effort to improve education are that the zoning system sets standards through the Minister of Education and Culture Regulation No. 1 of 2021 and Ponorogo District Government Regulation No. 26 of 2022 and Malang City Government No. 5 of 2021. The use of resources is carried out to optimize the implementation of this zoning policy. Schools and education offices play a full role as implementing organizations and have fixed and unique characteristics. The two implementers coordinate with each other and determine the attitude of excellent service to the community in implementing the zoning system. From the entire set of implementation elements and theoretical models, policy implementation is directly influenced by social, economic and political conditions.
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Wahyuni, Ayu Sri, Oktapian Topan, Inke Safitri, Nur Ahyani, and Darwin Effendi. "The Role of Principal’s Academic Supervision in Encouraging the Development of Teachers’ Creativity and Innovation: An Integrated Literature Review." Journal of Social Work and Science Education 6, no. 1 (2025): 417–31. https://doi.org/10.52690/jswse.v6i1.1140.
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The purpose of this article is to investigate the strategic role of academic supervision played by principals in encouraging teacher creativity and innovation. This study used a Systematic Literature Review (SLR) of fifteen scientific articles from 2021 to 2025. The results showed that planned, professional, and needs-based academic supervision can improve teacher motivation and professionalism, as well as their ability to create innovative and creative learning. Supervision approaches such as coaching, transformational, collaborative, and clinical have proven effective in helping teachers create learning methods that are in accordance with the times. However, limitations of time, facilities, and teacher readiness hinder the implementation of supervision. Therefore, policies and ongoing training that support principals to improve their capacity as educational controllers are needed. It is hoped that this study will provide theoretical and practical knowledge on how to create a school culture that supports innovation and learning quality. Findings inform policy design for principal training programs.
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Arokiasamy, Anantha Raj A., Mehdi Tasaloti, Ms Suhaila Ngadiron, Syed Far Abid Hossain, and Jem Cloyd M. Tanucan. "Leading STEM Success: The Role of School Principals in Advancing Science and Mathematics Through Instructional Leadership." International Journal of Innovative Research and Scientific Studies 8, no. 3 (2025): 545–57. https://doi.org/10.53894/ijirss.v8i3.6571.
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This study examines the roles and responsibilities of school principals in fostering effective science and mathematics instruction through the lens of Instructional Leadership. Given the critical role of quality education, particularly in science and mathematics, this research aligns with Sustainable Development Goal 4 (SDG 4) on quality education. It explores how school principals create opportunities for effective teaching and learning within their schools. A qualitative case study approach was employed to gain in-depth insights into leadership practices. Data were collected through unstructured interviews with thirteen participants across six Malaysian public schools. This method allowed for a detailed exploration of the ways principals facilitate instructional improvements in science and mathematics. The study reveals that school principals act as instructional leaders, subject specialists, and classroom experts, ensuring accountability for student performance. Their leadership extends beyond administrative duties, directly influencing instructional practices by supporting teachers and implementing structured leadership strategies. This highlights the pivotal role of principals in shaping educational outcomes in science and mathematics. The findings underscore the significance of Instructional Leadership in improving curriculum implementation and teaching quality in science and mathematics. School principals play a crucial role in guiding educators, fostering collaborative learning environments, and enhancing student achievement. Given the multifaceted nature of school leadership, further research is recommended to explore how principals navigate their instructional responsibilities in different educational settings. Understanding these dynamics could inform policy decisions and professional development programs aimed at strengthening Instructional Leadership in diverse school environments.
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Rufon, Ace, and Philip Baldera. "Strategic Management Plans of Public School Principals in Basic Education: Unpacking Thoughts, Actions and Outcomes." Romblon State University Research Journal 6, no. 1 (2024): 45–52. http://dx.doi.org/10.58780/rsurj.v6i1.172.
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This study explored the strategic management plans of public school principals in primary education, focusing on their theoretical underpinnings, alignment with legal mandates, appropriateness, financial support, implementation, and evaluation. The research used documentary content analysis to examine strategic management plans from diverse public schools in the Schools Division of Romblon. Semi-structured interviews with principals provided additional insights. The study revealed that educational theories and models, such as SWOT Analysis, Balanced Scorecard, and Theory of Change, are effective in guiding decision-making. Strong alignment with legal and curricular mandates was observed, though challenges related to resource constraints and rapid policy changes were noted. The appropriateness of objectives, activities, and assessment tools was evident, with clear linkages to the school vision. However, disparities in financial support posed implementation challenges. Successes included improved student outcomes and community engagement, while lessons emphasized flexibility and stakeholder involvement. The evaluation employed diverse methods and criteria, informing future planning. The findings highlight the critical role of comprehensive strategic management in enhancing educational quality and principals' leadership. Recommendations include ongoing professional development, increased financial support, stakeholder engagement, and adoption of comprehensive evaluation frameworks.
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Fadhilah Putri, Zahra. "THE PRINCIPAL’S LEADERSHIP STRATEGY IN IMPLEMENTING INCLUSIVE EDUCATION POLICIES IN SMP NEGERI 2 YOGYAKARTA." Jurnal Khazanah Intelektual 4, no. 3 (2021): 932–53. http://dx.doi.org/10.37250/newkiki.v4i3.74.
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AbstractEducation is an important thing in human life. The success of an educational institution is largely determined by the leadership role of the principal. The principal is required to be able to bring the school towards the achievement of predetermined goals. Currently, the city of Yogyakarta has established an inclusive school policy as contained in the Regulation of the Governor of the Special Region of Yogyakarta Number 21 of 2013 Article 3 concerning the Implementation of Inclusive Education as a form of equity and a form of education without discrimination. However, in reality this policy is not yet clearly known by school principals, so it requires appropriate leadership strategies in dealing with problems and managing good inclusive schools to improve school quality. One of them is SMPN 2 Yogyakarta, which transforms the regular school system into an inclusive school. Therefore, this study aims to identify and describe the issues of inclusive education faced by the principal of SMP Negeri 2 Yogyakarta as well as to describe the leadership strategy of the principal in overcoming issues of school principals in inclusive schools at SMPN 2 Yogyakarta. This research uses descriptive qualitative research with data collection methods using interview techniques, observation, and documentation. The achievements of SMPN 2 Yogyakarta after following the policy to turn schools into inclusive schools include: sports and journalism.
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Yuanyuan, Xiang, and Bity Salwana Alias. "Principal instructional leadership practice and its relationship with teacher job performance." International Journal of Evaluation and Research in Education (IJERE) 14, no. 2 (2025): 1097. https://doi.org/10.11591/ijere.v14i2.31127.
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<p><span>Excellent principal leadership actions will be guidance for teachers’ <br /> high-quality teaching performance. However, the role of instructional principal is not fully utilized, and principals lack the highly effective leadership qualities necessary to promote teachers in improving teacher job performance. This study was conducted in Shenzhen, China to investigate the effect of principal instructional leadership practices on teachers’ job performance. This study employed a quantitative approach. The sample of the study was all private secondary school teachers in Shenzhen China, consisting of 297 teachers selected from 1,300 populations. To figure out the research questions, SPSS software was used with the help of descriptive and inferential analysis. The findings of this study show that both principal instructional leadership practice and teachers’ job performance are at a high level. Moreover, there was a very strong positive relationship between two variables (r=0.974). In conclusion, the findings underscore the significance of principals’ instructional leadership attributes on teacher job performance and provide implications for the government and the school principals regarding the implementation of principal training system or the improvement of educational management policy in private schools throughout Shenzhen, China.</span></p>
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Suhono, Heling, Yahya Sudarya, and Ine Kusuma Aryani. "Analysis of Communication and Policy Information in Improving the Managerial Competence of Elementary School Principals in Banjarnegara District." Proceedings of the 1st International Conference on Social Science (ICSS) 3, no. 1 (2024): 85–94. http://dx.doi.org/10.59188/icss.v3i1.168.
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The competence of the school principal as a managerial person who manages the school as an educational organization plays a role in making plans as a goal for the school as an organization that aims to achieve the goals set by all school members. In carrying out school institutional activities, it cannot be separated from the coordination of institutions in the field of education that provide guidance and design policies, in this case the Department of Education, Youth and Sports in Banjarnegara Regency. However, the implementation of communication and information which should be able to be established well has not yet been fully realized. This research aims to analyze communication and policy information in improving the managerial competence of elementary school principals in Banjarnegara Regency. This research uses a descriptive qualitative approach. Data collection techniques were carried out by means of interviews, observation and documentation. Data analysis techniques are carried out by condensing data, displaying data and drawing conclusions and verification. The research results show that policy communication and information has been implemented well and effectively from the aspects of transmission, clarity and consistency. The school principal has good managerial competencies in accordance with the principles of leadership management, namely the ability to plan, organize, implement and supervise. In this way, communication and policy information can improve the managerial competence of elementary school principals in Banjarnegara Regency.
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Amirudin, Ja’far, Supiana, Qiqi Yuliati Zaqiah, and Elis Rohimah. "Implementation of Internal Policy Head of Madrasah In Improving The Quality of Learning." Kharisma: Jurnal Administrasi dan Manajemen Pendidikan 3, no. 1 (2024): 16–24. http://dx.doi.org/10.59373/kharisma.v3i1.34.
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This research endeavors to elucidate the execution of internal policies by the school principal to enhance educational standards. Employing a qualitative method with a descriptive approach, the study reveals that the madrasa head, vested with the responsibility of guiding the educational institution, holds a pivotal role in shaping its trajectory. Indeed, the effectiveness of the madrasa, particularly in terms of elevating educational quality, significantly hinges upon the leadership of the head. Various endeavors are undertaken to enhance educational quality, encompassing initiatives such as reinforcing teacher discipline, augmenting pedagogical knowledge, and providing coaching for teacher performance improvement. Additionally, efforts to elevate student standards include mentorship and ensuring the provision of necessary infrastructure conducive to learning. These measures are integral to fulfilling the role of nurturing the students' academic growth effectively.
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Raptis, Nikolaos. "Roles of Efficient Leadership Behavior of Principals/Leaders of School Units." European Journal of Education and Pedagogy 4, no. 1 (2023): 165–69. http://dx.doi.org/10.24018/ejedu.2023.4.1.491.
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The improvement of school unit efficiency is pursued today by those who are involved in the design of educational policy at national and transnational level. Pressure towards this direction is even more imperative today because of technological developments, competitiveness, and worldwide challenges (Middlewood et al., 2018). Bush et al. (2019) argue that learning, immediately after teaching quality, is associated at a secondary but still important level with school leadership and sociocultural context in which it is shaped. Within the context of the above, this study aims to showcase the view of primary education teachers of South Aegean about the leadership behaviors of the leaders of the school units at which they are employed. The particularity of this study lies in the approach of the subject since the above-mentioned objective is studied at two levels: a) At “implementation” level and b) At “desirable” level. The main research finding is the existence of a statistically significant differentiation of leadership behavior between the implementation and the desirable level.
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Kouali, Georgia. "The instructional practice of school principals and its effect on teachers’ job satisfaction." International Journal of Educational Management 31, no. 7 (2017): 958–72. http://dx.doi.org/10.1108/ijem-11-2016-0253.
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Purpose The purpose of this paper is to present the results of a piece of research concerning the practice of Cypriot school principals’ instructional role and its effect on teachers’ job satisfaction, and also to investigate whether higher levels of teachers’ job satisfaction can be predicted when school principals deal with and accomplish their instructional tasks. Design/methodology/approach Quantitative methods were used (two questionnaires) together with qualitative methods (observation, interviews, informal conversations, and collection of artifacts). Findings The results of multiple regression analysis indicated that higher levels of teachers’ job satisfaction are not predicted when principals deal with and accomplish their instructional tasks. This result is rather unexpected, considering the trends of modern bibliography regarding the value and effects on teachers of principal’s instructional and transformational leadership. The triangulation of the results helped the authors to re-examine the research question and creates a deeper understanding of the practice of principals’ instructional role and the sources of teachers’ job satisfaction. Practical implications The results are analyzed and discussed in order to reach conclusions about the evaluation, selection, and training of school principals. Through the description of the instructional practice of school principals, useful information concerning teachers’ job satisfaction are also provided. Finally, the conclusions of this research may prove useful for educational policy makers, since they can guide them on the successful implementation of changes. Changes are needed in the evaluation and promotion system of Cyprus and in the content of principals’ training programs. School principals must be taught different leadership styles (e.g. transformational and transactional leadership) and learn to modify their leadership behavior according to the situation and the professional maturity of their teachers. In this way, they will be able to increase the level of teachers’ satisfaction as to become more effective in their teaching. Originality/value At a time when instructional/transformational leadership is presented to be a panacea for many educational issues, including raising teachers’ job satisfaction, this research with its mixed methodology highlights the complexity and the various interpretations of these concepts and also provides explanations on why many principals do not act as instructional leaders.
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Arya, Dian, Hana Silvana, and Damayanty. "The Policy of Principals Regarding the Implementations of Library School in Bandung City." Record and Library Journal 1, no. 1 (2015): 39. http://dx.doi.org/10.20473/rlj.v1i1.79.
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Primary and secondary level of education are essential elements for character building and success of younger generation in developing the nation. Education and learning at this level will very much determine how in the future and individual is able to play role and be competitive in the nation’s development. One of the important element in the strategy of educational learning in school which is often forgotten by decision makers of principals and library managers is the library. Library operation in schools and mandrassas with a policy that has high legitimacy, should be implemented immediately. How ever, what happened was the opposite. By reason of limited fund, time and energy, many schools choose not to implement the rule about library.Base on this issue, this research studied the policy of principals regarding the implementations of act No. 43 of 2007, Government Regulation No. 19 of 2005 and Ministry of National Education Regulations No. 25 of 2008. The research was conducted in 6 schools and the questionnaire was distributed to 6 principals and 12 library staff in Bandung city. The results showed that understanding of three regulations was in very good category with the score of 1157 out of 1230 for the principals.The same category also applied to the library staff with the score of 1613 out of 1800. This suggests that the principals had known about the organization of school library. Likewise, school librarian have also understood and were able to carry out their duties in accordance with the existing regulations related to the operation of school library.
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Wahyuningtyas, Agustin, Ernani Hadiyati, and M. Jamal Abdul Nasir. "Visionary Leadership In Improving The Quality Of Education." International Journal of Engineering Business and Social Science 3, no. 2 (2024): 298–312. https://doi.org/10.58451/ijebss.v3i2.212.
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The rapid advancements in globalization and technology have placed increasing demands on educational institutions to prepare students with critical 21st-century skills such as critical thinking, creativity, collaboration, and communication. In this context, visionary leadership is essential to guide schools in addressing challenges and adapting to changing demands. This study aims to analyze the role of visionary leadership in improving the quality of education, focusing on strategies such as human resource development, parental engagement, curriculum innovation, and infrastructure enhancement. Using a qualitative descriptive approach, this research adopts a naturalistic methodology to explore the leadership practices at SMPIT Permata Mojokerto. Data were collected through in-depth interviews, participant observation, and document analysis. The sample, selected via purposive sampling, included the school principal, vice principals, teachers, parents, and committee representatives. Data were analyzed through reduction, presentation, and conclusion drawing, verified by triangulating multiple data sources. The findings reveal that visionary leadership significantly contributes to institutional progress through strategic planning and inclusive practices. The principal effectively functions as a direction determiner, change agent, spokesperson, and coach, fostering collaboration among stakeholders. Results include improved teacher competencies, increased parental involvement, the implementation of differentiated learning, and enhanced school infrastructure, leading to higher educational outcomes. This research highlights the critical role of visionary leadership in creating adaptive and inclusive educational environments. The implications underscore the importance of leadership training programs and policy support to replicate and sustain such strategies across other educational settings, ensuring broader impact on educational quality nationwide.
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Mohd Said, Saidah, Mohd Khairuddin @Jerry Abdullah, and Sabariah Sharif. "Leading Under the Lens: The Role of Subjective Norms in Shaping Leadership in Sabah’s Islamic School." Malaysian Journal of Social Sciences and Humanities (MJSSH) 9, no. 11 (2024): e003067. https://doi.org/10.47405/mjssh.v9i11.3067.
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This study investigates the influence of subjective norms on the leadership behaviors of principals in Islamic schools in Sabah, Malaysia. The primary aim is to elucidate how cultural and community expectations impact leadership dynamics within these distinctive educational settings. Adopting a qualitative research design, this study engaged in-depth interviews with five esteemed Islamic school principals, providing a comprehensive analysis of leadership practices in these institutions. The research findings indicate that leadership behavior is significantly shaped by multiple factors: the prevailing organizational culture, adherence to professional standards, and the implementation of best practices inspired by high-performing schools. Additionally, the alignment with religious and ethical principles, alongside community expectations, is pivotal in defining effective school management. These subjective norms are integral to formulating a leadership approach that aligns with both professional standards and communal values. The results underscore the necessity for leadership practices that are both culturally and contextually appropriate, thereby enhancing school performance and management quality. The alignment of leadership behavior with professional and community expectations fosters an environment conducive to academic excellence, ethical development, and community engagement. This study provides valuable insights and recommendations for policymakers, educators, and stakeholders, aimed at guiding the development of training programs, policy frameworks, and support mechanisms to advance leadership effectiveness in Islamic educational contexts.
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Haqqi, Izzul, Kustiana Arisanti, and Abdul Komar. "Manajemen Kurikulum Dalam Penerapan Proyek Penguatan Profil Pancasila (P5) di Madrasah Aliyah Negeri 2 Probolinggo." El-Idare: Jurnal Manajemen Pendidikan Islam 10, no. 1 (2024): 30–38. http://dx.doi.org/10.19109/elidare.v10i1.22101.
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This research aims to explain the role of curriculum management in the implementation of the Strengthening Pancasila Profile (P5) project with a case study at Madrasah Aliyah Negeri (MAN) 2 Probolinggo. P5 is an initiative that aims to strengthen the understanding and implementation of Pancasila values in the educational environment. MAN 2 Probolinggo was chosen as the research location because it is one of the educational institutions that runs the P5 project with high commitment. This study used a qualitative approach with data collection techniques through in-depth interviews, participatory observation, and document analysis. The respondents consisted of principals, teachers and management staff who were directly involved in the implementation of the P5 project. The collected data were analyzed using content analysis techniques to identify the role of curriculum management in supporting the P5 project. The results showed that curriculum management has a significant role in the successful implementation of the P5 project at MAN 2 Probolinggo. The practical implication of this study is the importance of the active role of curriculum management in supporting efforts to improve the understanding and application of Pancasila values in schools. The findings of this study are expected to be an input for education policy makers to strengthen the role and function of curriculum management in supporting the goals of character education in Indonesia.
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Rizkillah Adi Candra, Ahmad Ali Riyadi, and Irmawan Jauhari. "Peran Kepala Madrasah dalam Mengimplementasikan Manajemen Berbasis Sekolah." Intellektika : Jurnal Ilmiah Mahasiswa 3, no. 1 (2024): 139–53. https://doi.org/10.59841/intellektika.v3i1.2046.
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The implementation of school-based management, the madrasah head is a driving actor, determines the direction of madrasah policy, which will determine how the objectives of madrasah and education in general are realized. This study aims to: (1) To find out the planning process of madrasah principals in the implementation of MBS at Madrasah Aliyah Al Azhar Modung Bangkalan, (2) To find out the role of madrasah principals as educators in school-based management at Madrasah Aliyah Al Azhar Modung Bangkalan, (3) To find out the role of madrasah principals as supervisors in school-based management at Madrasah Aliyah Al Azhar Modung Bangkalan. This type of research includes field research, using qualitative methods using a descriptive approach. While collecting data through interviews, observation and documentation. The research findings show that: (1) The Planning Process for the Implementation of Madrasah Based Management of Madrasah Aliyah Al Azhar Modung Bangkalan runs quite well and is carried out by involving the committee (student guardians, community leaders and donors) and all other madrasah components. (2) The head of Madrasah Aliyah Al Azhar Modung Bangkalan in implementing MBS as an educator must have the ability to guide teachers, non-teaching staff, students, develop educational staff, science and technology and provide teaching examples. (3) The head of Madrasah Aliyah Al Azhar Modung Bangkalan in implementing MBS as a supervisor must provide guidance, assistance, supervision, assessment on the technical implementation and development of education, teaching, program improvement, teaching activities. And must have the ability to compile, implement clinical, non-clinical, extra-curricular supervision programs.
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M. Ramli Alfarisi. "Tantangan yang Dihadapi Kepala Sekolah dan Guru dalam Melaksanakan Supervise." JISPENDIORA Jurnal Ilmu Sosial Pendidikan Dan Humaniora 4, no. 2 (2025): 240–50. https://doi.org/10.56910/jispendiora.v4i2.2265.
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This research discusses the challenges faced by school principals and teachers in the implementation of supervision in the educational environment. Supervision has an important role in improving the quality of teaching and teacher professionalism, but it is often constrained by limited resources, administrative burdens, policy changes, and limited information technology competencies. In addition, teachers often face pressure and resistance to supervision that can hinder the achievement of the goal of improving the quality of learning. Through a literature review, this study identifies strategies that can overcome these challenges, such as the use of technology to support administrative tasks, supervision training for principals, and the application of collaborative and reflective approaches. It is hoped that the findings of this study can provide practical recommendations in creating a more effective supervision process and supporting the improvement of the quality of education in schools.
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Arya, Dian, Hana Silvana, and Damayanti Damayanti. "The Policy of Principals Regarding the Implementations of Library School in Bandung City." Record and Library Journal 1, no. 1 (2018): 39. http://dx.doi.org/10.20473/rlj.v1-i1.2015.39-47.
Full textAbstract:
Primary and secondary level of education are essential elements for character building and success of younger generation in developing the nation. Education and learning at this level will very much determine how in the future and individual is able to play role and be competitive in the nation‟s development. One of the important element in the strategy of educational learning in school which is often forgotten by decision makers of principals and library managers is the library. Library operation in schools and mandrassas with a policy that has high legitimacy, should be implemented immediately. How ever, what happened was the opposite. By reason of limited fund, time and energy, many schools choose not to implement the rule about library.Base on this issue, this research studied the policy of principals regarding the implementations of act No. 43 of 2007, Government Regulation No. 19 of 2005 and Ministry of National Education Regulations No. 25 of 2008. The reseach was conducted in 6 schools and the quuesionnare was distributed to 6 prinsipals and 12 library staff in Bandung city. The results showed that understanding of three regulations was in very good category with the score of 1157 out og 1230 for the principals.The same category also applied to the library staff with the score of 1613 out of 1800. This suggests that the principals had known about the organization of school library. Likewise, school librarian have also understood and were able to carry out their duties in accordance with the existing regulations related to the operation of school library.
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Varrati, Anita M., Mary E. Lavine, and Steven L. Turner. "A New Conceptual Model for Principal Involvement and Professional Collaboration in Teacher Education." Teachers College Record: The Voice of Scholarship in Education 111, no. 2 (2009): 480–510. http://dx.doi.org/10.1177/016146810911100202.
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Background/Context Beginning teachers often identify the school principal as a key figure for support and guidance. Few teacher education conceptual models exist that significantly integrate the building principal into the clinical experiences of teacher candidates. The rationale behind initiating discourse on principal involvement grows out of current policy and reform initiatives that require increased accountability for improved student performance. The call for more deliberate principal involvement in preservice also arises in regard to teacher attrition and retention concerns. Having the principal engage in active mentoring during preservice may positively address these issues by providing a more complete socialization and enculturation process into today's context of schooling. Purpose/Objective/Research Question/Focus of Study The major research questions for this study were: (1) What are the level and types of support that building principals provide for the preparation of new teachers? (2)What are the obstacles that may be preventing principals from becoming more involved with teacher preparation? (3) What are the types of activities that make sense for principal involvement with field experience and student teaching? (4) What are suggestions for more meaningful collaboration between schools and teacher/administrator preparation programs? Research Design The study was designed as an interpretive qualitative research project that attempted a measure of self-reporting through in-depth interviews. Conclusions/Recommendations M3—A new conceptual model of collaboration (three supports for preservice teacher: mentor, university supervisor, and principal) was presented to include the principal with the preservice teacher, university supervisor, and cooperating teacher in a community of practice for teacher preparation. To build on this research and continue the discourse about the principal's role, several implications and areas for future study are presented: (1) investigation of teacher preparation programs more in depth to get further information about how principals are involved in teacher education, (2) implementation of the M3 conceptual model in a pilot capacity during field and student teaching experiences to gather more data about collaboration, especially the role of the principal, (3) the collaboration of principal preparation and teacher education programs to address this aspect of supervision in course content and internships, (4) the difference in perceptions of prospective and practicing principals regarding their role with teacher candidates during preser-vice, and (5) study of professional development schools to see how the principal is involved in a supervisory and instructional leadership capacity with preservice teachers.
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Kilag, Osias Kit T., Francisca T. Uy, Ma. Felina S. Calledo, Jr. Felix M. Diano, Jr. Narciso M. Morales, and Cara Frances K. Abendan. "Assessing the Impact of Principal's Instructional Leadership, School Level, and Effectiveness in Educational Institutions." International Multidisciplinary Journal of Research for Innovation, Sustainability, and Excellence (IMJRISE) 1, no. 1 (2024): 73–82. https://doi.org/10.5281/zenodo.10990703.
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Abstract: This study aimed to investigate the relationship between instructional leadership and school effectiveness in educational institutions in Toledo City Division, Philippines. A mixed-methods approach was utilized, including a survey questionnaire and focus group discussions. The survey was administered to 13 school principals, while the focus group discussions involved 14 teachers and school administrators. The quantitative results showed that instructional leadership had a significant positive effect on school effectiveness, while school level did not have a significant effect. The qualitative findings highlighted the challenges faced by school principals in implementing effective instructional leadership practices, including resistance to change and limited resources. The importance of collaboration and communication between school principals, teachers, and the community in promoting effective instructional leadership practices was also emphasized. The comparative analysis of the quantitative and qualitative results revealed that while the survey results showed a significant positive relationship between instructional leadership and school effectiveness, the focus group discussions provided valuable insights into the challenges and strategies for effective implementation of instructional leadership practices. Overall, this study suggests that instructional leadership plays a critical role in enhancing school effectiveness in educational institutions in Toledo City Division, Philippines. The findings highlight the need for collaboration and communication between school leaders, teachers, and the community to ensure the success of instructional leadership practices. These findings have implications for educational policy and practice, emphasizing the importance of investing in instructional leadership development and support to improve school effectiveness. Keywords: Instructional leadership, School effectiveness, Collaboration, Community involvement
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Nurasiah, Iis Nurasiah, Din Azwar Uswatun, Deden Sumiarsaf, and Umi Kalsom Takrif. "Platform Merdeka Mengajar (PMM): Transformation of Strengthening Principal Supervision in Teacher Work Effectiveness and Achievement Motivation." Jurnal Ilmiah Sekolah Dasar 8, no. 4 (2024): 803–12. https://doi.org/10.23887/jisd.v8i4.85200.
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Problems related to teacher work effectiveness and achievement motivation remain a persistent challenge in the field of education, especially given the crucial role of school principals in conducting supervision. The optimal performance of both teachers and school principals serves as one of the key indicators of successful educational policy implementation. This study aims to analyze the influence of the Merdeka Mengajar Platform (PMM) in strengthening school principal supervision on teacher work effectiveness, and its correlation with teacher self-efficacy. A quantitative approach was employed using a survey method. The sample consisted of 106 teachers selected from a total population of 150, determined using the Slovin formula with a 5% margin of error. The research instrument was a questionnaire, with data analyzed through descriptive and inferential statistics. The results revealed three main findings: (1) there is a positive and significant relationship between principal supervision through PMM and teacher work effectiveness (r = 0.565); (2) there is a positive and significant relationship between self-efficacy and teacher work effectiveness (r = 0.595); and (3) there is a positive and significant joint relationship between principal supervision and teacher self-efficacy with teacher work effectiveness (r = 0.680). These findings suggest that the integration of digital platforms into supervisory practices can serve as an effective strategy to enhance teacher performance, particularly when supported by strong self-efficacy.
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Mr.Tanaji, Abhiman Bhosale, and Shakuntala D. Bhosale Dr. "Importance of educational activities for enhancing teaching ability and skill development among primary teachers of Marathi subject." Educational Resurgence Journal 8, no. 1 (2025): 63–66. https://doi.org/10.5281/zenodo.14723272.
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<strong>Abstract:</strong> The National Education Policy (NEP) 2020, with its emphasis on holistic, flexible, and multidisciplinary education, plays a crucial role in enhancing teaching abilities and skill development, especially for primary teachers. This abstract focuses on the importance of educational activities in improving the effectiveness of Marathi language teaching at the primary level. As NEP 2020 emphasizes foundational literacy and numeracy, it also highlights the necessity of continuous teacher development. For Marathi language educators, engaging in professional development activities like workshops, peer collaborations, and innovative teaching methods is essential for improving pedagogical practices and fostering better learning outcomes among students. Educational activities such as experiential learning, project-based assignments, and integrating technology can help teachers adopt more student-centered approaches and foster creativity and critical thinking. Furthermore, promoting the use of the mother tongue in early grades aligns with NEP's goal of strengthening foundational skills. By enhancing the skills of Marathi language teachers, the policy aims to improve student engagement, deepen subject comprehension, and support the overall development of students. This approach is not only beneficial for improving language proficiency but also for cultivating a more inclusive, effective, and adaptive teaching environment. <strong>Introduction </strong> The Union Cabinet approved the new National Education Policy. Since teachers at pre-primary, primary, secondary, higher secondary, higher education etc. levels were accustomed to the old National Education Policy before the implementation of this reform; they will have to face many difficulties in accepting the new changes. At the same time, many aspects such as changes to be made in teaching, educational tools and technology to be used with the changing times, implementation of activities, evaluation methods are new, which may create confusion among them. Therefore, for the effective implementation of this new education policy, if various activities are planned to be implemented in advance to develop teaching capacity and skills among primary teachers of Marathi subjects, this policy will definitely be effective. <strong>Educational activities: - </strong> In teaching and learning, the teacher has to implement many activities while planning the course and curriculum with the help of his colleagues. Through those activities many desired behavior changes took place in VidyadhyaIt was noticed by the researcher and all the teachers also felt comfortable to teach in an active manner through various activities. Simultaneously, after the announcement of the new National Education Policy 2020, After conducting a pilot study of the draft policy, the researcher realized that after 34 years, the new National Education Policy 2020 was recently announced and according to the policy, many measures were taken in the education sector. Changes have been made. The need for activities in line with those trends is strongly felt due to the characteristics of the new education policy considering the following factors. 1. Teachers of Marathi subjects can easily adapt to various changes in the education sector. For this, the said educational activity is needed. 2. As per the changing policy, as the importance of 10th and 12th board exams has decreased, the students belonging to this level should be provided proper vocational guidance, content knowledge, educational activities,Production and use of educational materials will be gained through these study skills. 3. Since education up tothe fifth standard is given only in the mother tongue, the standard of Marathi language has been raised will be used through. 4. Content knowledge of various regional languages i.e. multilingual education system, educational activities without teaching through a single language while teaching. Teaching skills in creating and using educational materials will be used. 5. In a multidisciplinary curriculum, different subjects can be taught simultaneously through teaching skills such as content knowledge, educational activities, production and use of educational materials activities will be needed. <strong>Importance of educational activities: -</strong> 1. Educational activities will help to bring about the educational development of students in daily teaching through content knowledge, educational activities, production and use of educational materials. 2. Educational development of students in the implementation of new educational policy in the daily school environment through the effective use of content knowledge, educational activities, educational materials creation and study-teaching abilities teachers will be useful for growth. 3. Education officials, principals and teachers should be informed about various effective activities related to the implementation of educational policy, and teachers should be informed about content knowledge, production and use of educational materials it will be useful for guidance. 4.Education to present all the information (knowledge, skills, etc.) required for primary level teachers to have a proper overview of the theoretical as well as practical part of the educational policy activities will be available. <strong>The objectives of the built educational activities: -</strong> 1. Creating various educational activities for the development of the teaching abilities of content knowledge, educational material creation and use among primary level teachers. 2 For primary level teachers related to the development of teaching skills in content knowledge, educational activities, educational materials- production and use in the context of effective implementation of the National Education Policy 2020 Creating activities for skill enhancement. 3. To create and implement innovative educational activities to make the study and teaching process interesting at the primary level and to check its success. <strong>Study-Teaching Probability Contributions: -</strong> Due to the creation and implementation of innovative activities, content knowledge enrichment, and educational materials for principals, vice-principals, supervisors, teachers, parents and students mainly in primary schools. Creation and use will develop creativity and innovation in teaching and learning as well as linguistic depth. <strong>Conclusion:</strong> The current era is considered to be the era of science, technology, digital, and competition. Today, due to the modernization and universalization of education, the field of education is becoming wider, but of education.To that extent, it is very necessary to change the educational policy in terms of society, industrialization and business as per the changing times. After 34 years, the new National Education Policy 2020 was approved in the Union Cabinet meeting. Radical changes have been made in the structure of school and higher education. Forms of education have been taken out of the disciplinary framework and made interdisciplinary and coordinated. One can complete higher education by taking both engineering and music subjects at the same time. A scientific approach will be developed among the school students and importance is given to impart skills required for 21st century.(Reference: ) Wednesday On 29 July 2020, the Union Cabinet approved the new National Education Policy. Before implementing this research, pre-primary, primary, secondary, higher secondary, higher education etc,As teachers at the level are accustomed to the old National Education Policy. There are many difficulties to be faced while adopting new changes. At the same time, the changes to be made in teaching should be used according to the changing times As many aspects like required educational tools and technology, implementation of activities, evaluation methods are new, confusion may arise among them. Hence the effectiveness of this new educational policy For implementation, if pre-planned implementation of various activities to increase the teaching ability and skill development among the primary teachers of Marathi subject, the study-teaching process will definitely be effective .
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Tsakeni, Maria, Paul Munje, and Loyiso Jita. "Issues and challenges influencing school improvement opportunities for science and mathematics." Cypriot Journal of Educational Sciences 16, no. 3 (2021): 1300–1318. http://dx.doi.org/10.18844/cjes.v16i3.5853.
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This qualitative interpretive study explores issues and challenges influencing school improvement opportunities for Science and Mathematics in selected South African high schools through a systems leadership lens. Unstructured interviews were conducted with 13 participants comprising a principal, deputy principals, heads of department (HODs) for Science and Mathematics, and Mathematics and Physical Sciences teachers in four schools. The data from the interviews were analysed using the constant comparison techniques, allowing for inductive theme and concept building through abstraction. Findings show that participants, irrespective of school context, were generally eager to enhance the teaching and learning of Science and Mathematics. These challenges include the curriculum policy, the role of the district education office, professional development, learner‑related challenges, and resources. It is recommended that the Department of Basic Education work closely with the relevant stakeholders, including teachers, to ensure context-friendly educational policies, thus ameliorating implementation challenges.
 
 
 Keywords: Issues and challenges, Science and Mathematics, school improvement, systems leadership
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Dwiningrum, S. I. A., N. Sitompul, A. A. Nisa, and D. R. S. Sumunar. "School resilience policy development and strategic steps to disaster-resilient communities." IOP Conference Series: Earth and Environmental Science 989, no. 1 (2022): 012017. http://dx.doi.org/10.1088/1755-1315/989/1/012017.
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Abstract Mitigation education policies have not been implemented optimally in schools because they have not received synergistic social support. This study will articulate four main points, which are: 1) social support for disaster mitigation education policy; 2) school resilience profile; 3) development of school’s resilience policy, and 4) factors influencing the success of policy implementation. The research method is descriptive analysis approach to describe the respondents’ opinions as they are regarding the draft policy brief and the indicators of school resilience policies for disaster mitigation. The study sample consisted of the heads of the education office and the principals of upper secondary schools in Indonesia. Sample selection was done by purposive sampling, from the regions in 18 disaster-prone provinces, 24 heads of department and 24 principals of each disaster-prone area at the high school level in Indonesia are taken as respondents. The data collection technique used in the study was the use of online media through Google Forms and focus group discussion through Zoom meetings. The results of the study concluded that: 1) disaster mitigation education policies require social support from the central government, regional governments, higher educational establishments, and students who work synergistically; 2) the school’s resilience profile is still relatively low and requires school policies strengthening; 3) the development of school resilience policies requires strategic and proactive steps from the school; 4) the success of the policy implementation is largely determined by the school’s strategy in dealing with the supporting and hindering factors. By successfully implementing school resilience policies in schools in Indonesia, the role of schools will be more optimal in disaster mitigation.
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Bryant, Darren A. "Revisiting native speaking teachers of English in Hong Kong." International Journal of Comparative Education and Development 18, no. 1 (2016): 53–68. http://dx.doi.org/10.1108/ijced-10-2015-0002.
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Purpose – In 1997, Joseph Boyle critiqued the Hong Kong Government’s policy of recruiting native-speaking teachers (NSTs) of English into secondary schools. Boyle examined NSTs from a post-colonial and socio-linguistic stance. He concluded that the scheme was “largely ineffective” and that efforts to expand the scheme would likely fail due to the government’s implicit lack of trust in the capacities of non-native-speaking teachers’ (NNSTs) of English. However, almost two decades later the scheme has expanded across the primary and secondary sectors. The purpose of this paper is to explore how changing educational contexts and reform efforts have influenced conceptions of NSTs as articulated in Hong Kong policy. Design/methodology/approach – The research is approached retrospectively through an interpretivist paradigm, analysing policy documents, implementation materials, evaluation reports, and interview transcripts. Over 41 scheme stakeholders participated in the interviews, inclusive of policy makers, government officials, academics, teacher educators, principals and teachers, who were active over different phases of the scheme. Findings – The intended role and perceived competencies of the NSTs have been impacted by imported education reforms leading to new rationales for maintaining and expanding NST deployment. These shifts, however, lead to new tensions among idealised images of NSTs, their capacities, and the aims of policy makers and scheme implementers. Originality/value – The value of this paper lies in its reconsideration of the role of NSTs in light of educational reform efforts influenced by global change. This perspective varies from conventional critiques that focus on NSTs’ and NNSTs’ differing capacities as English language teachers by considering the impact of historic developments on later policies, and the tendency of policy makers to legitimise reform by importing international innovations. Second, it demonstrates how idealised images of NSTs simultaneously justify policies and pose challenges to effective implementation.
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Dyan Erlisa. "Kepemimpinan Transformasional Kepala Sekolah dalam Mendorong Inovasi Pembelajaran di Sekolah Dasar." Jurnal Sadewa : Publikasi Ilmu Pendidikan, pembelajaran dan Ilmu Sosial 3, no. 1 (2024): 40–51. https://doi.org/10.61132/sadewa.v3i1.1439.
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This study aims to analyse the influence of principals' transformational leadership in promoting learning innovation in primary schools. Transformational leadership, which involves motivating, professional development and empowering teachers, is considered to create an environment that supports innovation in learning. This research uses a descriptive qualitative approach with data collection through in-depth interviews, observations, and documentation studies in several primary schools. The results show that principals who apply transformational leadership play an important role in encouraging teachers to innovate in developing learning methods. In addition, principals are also able to build close collaboration between teachers, creating a community that supports each other in an effort to improve the quality of learning. In practice, effective principals are able to overcome challenges in implementing learning innovations, despite resistance to change and limited resources. This research shows that transformational leadership not only impacts on teacher motivation and engagement, but also on improving student learning outcomes. The findings provide a strong basis for the development of transformational leadership in primary schools and its relevance in the evolving educational context. Further research is expected to explore more deeply the external factors that influence the successful implementation of innovations, such as education policy and community support.
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MITROPOULOU, OURANIA. "Educational Change in the School Unit for the Inclusion of Roma Students in the Educational Process." INTERNATIONAL JOURNAL OF EDUCATIONAL INNOVATION 6, no. 5 (2024): 21–26. https://doi.org/10.69685/hxuf7200.
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The education of Roma students in Greece has been a field of educational policy since 1997, within the framework of the "Education of Gypsy Children" program and the 2nd Community Support Framework on intercultural education issues. The central educational policy for the education of Roma students aims to rearrange the relationship between the school and the Roma community, so that Roma students can be integrated into the educational process. However, in achieving this educational change, the role of the school unit is important since it is the one that is based, operates and acts in areas inhabited by Roma families. The subject of this paper is to investigate the contribution of the school unit in achieving this educational change within the framework of its autonomy. The purpose of the research is to examine the role of the educational unit in dealing with this change, to highlight the dimensions of the school unit in which the change is attempted and to examine the role of the principal in the design, implementation and integration of the change into the usual operation of the unit through a literature review.
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Ouma, Mr Steve Biko, Prof John O. Agak, and Dr Catherine Mbagaya. "Perceptions of Students and Administrators on Peer Pressure as a Predictor of Students’ Sexual Behavior in Secondary Schools in Homa Bay Town Sub County, Kenya." International Journal of Research and Innovation in Social Science VII, no. XI (2023): 1844–58. http://dx.doi.org/10.47772/ijriss.2023.7011146.
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A favorable school atmosphere, in which learners are well behaved, is one of the greatest concerns of education stakeholders. Although studies have documented a number of factors that lead to misbehavior among students in schools, peer pressure is reported to contribute up to 53% of cases of students’ misbehavior. The purpose of this study was to investigate the perceptions of students and administrators on peer pressure as a predictor of students’ sexual behavior in secondary schools in Homa Bay Town Sub County Kenya. The objective was to find out the perception of students and administrators on the role of peer pressure in predicting risky sexual behavior among secondary schools’ students in Homa Bay Town Sub County, Kenya. The target population was 10761 students and 33 deputy principals in the 33 secondary schools in Homa Bay Town Sub County. Stratified and simple random sampling was used to select 30 secondary schools from which 30 deputy principals were selected. Three hundred and seventy students were sampled by simple random sampling. A descriptive survey research design was adopted to find out the perception of students and deputy principals on peer pressure as a predictor of Students’ sexual behavior. Data on the students’ and deputy Principals’ perception was collected using structured questionnaires and deputy principal’s interview. The content validity of the research instruments was established by seeking opinions from the experts in Educational Psychology. Reliability was assessed by test re-test method and Pearson correlation coefficient of 0.882 and 0.996 was obtained for students and deputy principal’s questionnaires respectively. Descriptive statistics including frequency counts, means, standard deviation and percentages were used to analyze quantitative data. Qualitative data from the deputy principals’ interview was transcribed and categorized into emergent themes. The study revealed that Students generally expressed moderate agreement that peer pressure relates to Students’ sexual behavior (mean=2.65). Deputy principals’ responses revealed that school administrators had higher level of agreement that peer pressure relates to Students’ sexual behavior (mean= 3.24). The findings of this study may help in increasing awareness and insight towards implementation comprehensive peer educational programs in school and provide useful information to the Ministry of Education and policy makers. The study recommend that secondary schools should implement comprehensive peer education programs that would bridge the gap in understanding and foster non-judgmental discussions on peer pressure and its influence on students behavior.
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Furney, Katharine Shepherd, Judith Aiken, Susan Hasazi, and Kelly Clark/Keefe. "Meeting the Needs of All Students: Contributions of Effective School Leaders." Journal of School Leadership 15, no. 5 (2005): 546–70. http://dx.doi.org/10.1177/105268460501500504.
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A policy implementation study1 was undertaken in 65 schools in order to explore practices and outcomes related to state policies requiring schools to establish comprehensive educational support systems and teams. The purpose of these systems and teams was to enhance the capacity of schools to support students with diverse needs in general education classrooms to the greatest extent possible. A focus of the study related to the ways in which school principals played a role in facilitating the development of effective support systems and teams. The following four themes related to school leadership emerged in schools identified as the most highly developed in their efforts to support all students: (1) fostering shared vision, planning, and decision-making processes; (2) creating collaborative structures and processes; (3) using data to make decisions about curriculum and instruction; and (4) understanding and utilizing policy to create comprehensive school and districtwide systems. Each of these themes points to potential implications for the content and approaches used in leadership preparation programs.
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Yan, Karl. "Strategic groups and local railway development in China." Asian Education and Development Studies 9, no. 3 (2020): 363–74. http://dx.doi.org/10.1108/aeds-10-2019-0164.
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PurposeWhat are the mechanisms through which Chinese municipal leaders overcome implementation breakdown? This study, through process tracing, archival work and semi-structured interviews, examines the implementation of three sub-municipal-level railway projects involving the same principals and agents over the same period of time.Design/methodology/approachThe analysis was guided by the hypothesis that political coordination and the exercise of political and Party leadership played an indispensable role in the two cases of successful policy implementation, and its absence accounts for the case of implementation breakdown.FindingsThe principal finding is that an informal “strategic group” was created to “herd” cadres to overcome the problem of implementation. Herding here refers to the idea that Party leadership, through the use of moral persuasion, encourages cadres moving towards a desired common goal and direction.Research limitations/implicationsThis study is limited in the number of secondary resources (government documents and government and media releases) available to the field interviewees, which the author heavily relied on to complete the study.Originality/valueBuilding on the conceptual work of “strategic groups” by Thomas Heberer, Anna Ahlers, and Gunter Schubert, this study makes an empirical contribution by tracing the process through which an informal strategic group exercises its power to overcome implementation breakdown.
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Goldstein, Jennifer. "Making Sense of Distributed Leadership: The Case of Peer Assistance and Review." Educational Evaluation and Policy Analysis 25, no. 4 (2003): 397–421. http://dx.doi.org/10.3102/01623737025004397.
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This article explores a case of shifting leadership responsibility for teacher evaluation. Peer Assistance and Review (PAR) formally involves teachers in the summative evaluation of other teachers—although the boundaries of the involvement are often vague. Since teacher evaluation has traditionally been the domain of school principals, involving teachers in teacher evaluation raises questions about how those faced with the new role make sense of it and enact it. The article draws on theories of professions, organizations, and institutions to examine the implementation of PAR in one large urban school district. Findings suggest that, despite positive sentiments about the policy across stakeholder groups, those involved wanted principals to remain a central figure in the evaluation of teachers in PAR. Education's hierarchical norms, the difficulty of conducting evaluations, district leadership, and program ambiguity are identified as challenges to distributing leadership.
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Goldstein, Jennifer. "Making Sense of Distributed Leadership: The Case of Peer Assistance and Review." Educational Evaluation and Policy Analysis 26, no. 2 (2004): 173–97. http://dx.doi.org/10.3102/01623737026002173.
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This article explores a case of shifting leadership responsibility for teacher evaluation. Peer Assistance and Review (PAR) formally involves teachers in the summative evaluation of other teachers—although the boundaries of the involvement are often vague. Since teacher evaluation has traditionally been the domain of school principals, involving teachers in teacher evaluation raises questions about how those faced with the new role make sense of it and enact it. The article draws on theories of professions, organizations, and institutions to examine the implementation of PAR in one large urban school district. Findings suggest that, despite positive sentiments about the policy across stakeholder groups, those involved wanted principals to remain a central figure in the evaluation of teachers in PAR. Education’s hierarchical norms, the difficulty of conducting evaluations, district leadership, and program ambiguity are identified as challenges to distributing leadership.
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Waruingi, Alice W., Prof Rosemary Mbogo, and Dr Alice Mambo. "Assessment of Challenges Faced by Principals in the Implementation of the Competency-Based Curriculum in Public Primary Schools in Kenya: A Case of Kiambu County." Journal of Education 2, no. 2 (2022): 26–39. http://dx.doi.org/10.70619/vol2iss2pp26-39.
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Primary education is the foundation of further education. It is the core mandate of the government to provide quality free education to learners in public primary schools in Kenya. The envisaged goal of education is quality, equity, and access, in line with the vision 2030 policy document. Headteachers play a crucial role in ensuring quality education is achieved, especially at the foundation level in public primary schools. This study assessed the challenges faced by principals in the implementation of the competency-based curriculum in Kenyan public primary schools: a study of Kiambu county. The study adopted the inductive thematic content design. Purposive sampling was used to pick 15 principals and 15 deputies. The bulk of challenges that head teachers faced in implementing the curriculum changes were related to staff development, training, and availability of financial resources. It was established that there was a shortage of staff and the few who were left were strained in teaching the many learners. The quality of training for teachers was not to the required standards in line with CBC policy guidelines. Insufficient funds received from the government to support CBC hampered the implementation because it is costly and requires more financial investment to actualize. The study recommended that all different stakeholders, namely parents, government, and head teachers, should collaborate to devise a strategy for sourcing these resources to address school resource needs. The school administration could perhaps orchestrate financial support drives to gather support from all interested parties to come together and help raise money to facilitate the construction of laboratories and libraries in the school, as well as collect more funds to purchase and equip the libraries with not only adequate educational resources but also current ones.
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Samad, Munawwarah, Dewi Fitriani, Sri Wahyuni, Fakhri Yacob, and Nursarirati Fahrizqa. "Implementation of Disaster Mitigation Educational Policies in Pre-school: A Case Study of Effective Steps in Preparing Children for Disaster." Journal of Governance and Social Policy 5, no. 1 (2024): 63–79. http://dx.doi.org/10.24815/gaspol.v5i1.37361.
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Disaster mitigation for early childhood involves introducing preparedness before and after a disaster to reduce vulnerability risks. The objective of this study is to examine the implementation of disaster education policies in early childhood education. This descriptive qualitative research employs interviews, observation, and documentation as data collection techniques. The research subjects include two teachers and the principal at PAUD IT Insan Madani Meukek, South Aceh. The findings indicate that the implementation of disaster mitigation education policies in early childhood education has been effectively operationalized, such consistent integration of disaster preparedness into curriculum activities and adequate training and support provided to educators. furthermore, the teacher’s role is critical as a planner, organizer, implementer, communicator, director, and facilitator in disaster mitigation education for early childhood. Additionally, according to Van Meter and Van Horn's policy implementation theory, the effectiveness of implementing disaster mitigation education in preschools is influenced by the clarity of policy objectives, availability of resources, inter-organizational communication, as well as the attitudes of the implementers.
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Sudrajat, Didi, Sri Wahyuni, Dwi Yuniasih Saputri, and Hadi Prayitno. "Building a Sustainable Learning Ecosystem: The School's Role in Promoting Environmental Awareness among Students." Journal of Pedagogi 2, no. 1 (2025): 45–58. https://doi.org/10.62872/70em1n19.
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Growing environmental degradation has become a pressing global issue, highlighting the importance of education in shaping the environmental awareness of the younger generation. This study aims to fill the gap in the literature regarding the contribution of schools in building sustainable learning ecosystems that promote environmental awareness among students. This study uses a qualitative method with a case study approach in several schools that implement environmental education programs. Data were obtained through in-depth interviews with principals, teachers, and students, observation of school activities, and document analysis of environment-related education policies. The results showed that the integration of environmental issues in the curriculum, the implementation of nature-based extracurricular programs, and the management of environmentally friendly school facilities play a significant role in building students' awareness of sustainability. Activities such as reforestation, waste management and environmental campaigns allow students to be directly involved in sustainability practices, which in turn increases their understanding of and responsibility for environmental conservation. The involvement of various stakeholders, including families and communities, to support the creation of an effective learning ecosystem. This research provides strategic recommendations for policy makers to design a more integrated and impactful environmental education program. This research is expected to serve as a guide in efforts to strengthen environmental awareness through an educational approach