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Journal articles on the topic 'School leadership and management'

Author: Grafiati

Published: 4 June 2021

Last updated: 26 July 2025

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1

Sagir, Mahmut. "Innovational Leadership in School Management." Üniversitepark Bülten 6, no. 1 (2017): 45–55. http://dx.doi.org/10.22521/unibulletin.2017.61.4.

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Ibrahim, Mohammed Gunu. "Distributed Leadership and Positive Behaviour Management in Ghanaian High Schools: Contextualisation of theory and practice." International Journal of Social Science Research and Review 5, no. 9 (2022): 503–13. http://dx.doi.org/10.47814/ijssrr.v5i9.611.

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There is an increasing interest in school leadership's ability to maintain school discipline whilst protecting students' rights and dignity as well as self-esteem. The accelerating interest in school leadership's ability to maintain a disciplined school is anchored on the belief that school discipline determines student learning outcomes. Whilst there is the need for effective leadership behaviour to propel Positive Behaviour Management in Secondary is widely acknowledged, there is no accessible literature on the leadership behaviour which can produce the desired behaviour. This research aimed

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Morales, Reggie R., and Angelito S. Manalastas. "Exploring Instructional Leadership of School-Based Management Level III Schools." International Journal of Research Publication and Reviews 4, no. 10 (2023): 2798–815. http://dx.doi.org/10.55248/gengpi.4.1023.102825.

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Morales, Reggie R., and Angelito S. Manalastas. "Exploring Instructional Leadership of School-Based Management Level III Schools." International Journal of Research Publication and Reviews 4, no. 10 (2023): 2798–814. http://dx.doi.org/10.55248/gengpi.4.1023.102836.

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Nebieridze, Khatuna. "Innovative School Leadership Aspects." Journal of Legal Studies 31, no. 45 (2023): 17–37. http://dx.doi.org/10.2478/jles-2023-0002.

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Abstract This study examines the managerial role of five school principals in Tbilisi in sustaining success and innovation. It describes the management and leadership practices of five school principals, who are considered to be innovative, well-managed, with excellent academic results, and highlights the principals’ own contributions for school innovation and success. The study used the case study method based on the qualitative research method. At each school, opinions on school governance were gathered through individual interviews with the school principal, representatives of local resourc

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Chu, Kai-wing. "Leading knowledge management in a secondary school." Journal of Knowledge Management 20, no. 5 (2016): 1104–47. http://dx.doi.org/10.1108/jkm-10-2015-0390.

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Purpose This paper aims to explore the influence of a principal’s leadership in kicking off knowledge management (KM) implementation and the following KM processes in the school. The author tries to propose a model of knowledge leadership for principals to adopt at the beginning of KM journey and during the process of KM implementation. The paper shares the lessons learned during the process of implementation: what he has done and what should be improved. Thus, this paper can provide a model for school principals to implement KM in their schools. This paper also sheds light for KM researchers

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Phil, Budgell. "School Leadership." Vocational Education 25, no. 4 (2023): 315–26. http://dx.doi.org/10.53656/voc23-41scho.

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In this paper, the principle of subsidiarity – that agency and choice should be delegated to the local level – is introduced. In education, it is proposed that: – far greater responsibility should be delegated to School Leadership Teams; and that; – successful Leadership in education requires a balance of principle (the moral basis of the school), purpose (the core business of the school) and people (social relationships in the school). A clear distinction is then drawn between leadership (complexity), management (clarity) and administration (consistency). This is followed by a discussion on d

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N. Tambingon, Henny, Joulanda A.M. Rawis, Mozes M. Wullur, Jehezkiel Panjaitan, Mendy Juniaty Hatibie, and Maximillian Christian Oley. "Principal Leadership Management." Return : Study of Management, Economic and Bussines 3, no. 7 (2024): 526–37. http://dx.doi.org/10.57096/return.v3i7.260.

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This research focuses on the leadership management of the principal of SMP Negeri 1 Sonder. The formulation of the problem in this study is How to Understand School Principals about Leadership Management in Country 1 Sonder. How school principals in Negeri 1 Sonder implement leadership management and how school principals strive to improve leadership management. This study uses a qualitative research method that is qualitative descriptive. Observations, documents and interviews are used as data collection techniques. Based on the formulation of the problem and the results of the field study, s

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SUPRIYANTO, SIDIQ, Bayu Gilang Purnomo, and Muhamad Amiruddin. "THE IMPACT OF QUALITY, VISIONARY, AND ENTREPRENEURIAL LEADERSHIP OF VOCATIONAL SCHOOL PRINCIPALS ON THE SUCCESS OF SCHOOL MANAGEMENT." Jurnal Pendidikan Teknik Mesin 25, no. 1 (2025): 15–18. https://doi.org/10.15294/jptm.v25i1.25786.

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This study investigates the influence of school principals’ leadership styles, specifically quality leadership, visionary leadership, and entrepreneurial leadership, on the success of school management in Vocational Schools specialising in Technology and Engineering in Yogyakarta. Employing a descriptive quantitative approach with an ex-post facto design, data were gathered from 282 teachers selected through cluster sampling and stratified random sampling across 16 Vocational schools of various accreditation levels. The results reveal significant positive influences of quality leadership (31.5

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Lee, Daphnee Hui Lin, and Chi Shing Chiu. "“School banding”." Journal of Educational Administration 55, no. 6 (2017): 686–701. http://dx.doi.org/10.1108/jea-02-2017-0018.

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Purpose The purpose of this paper is to explore how principals’ leadership approaches to teacher professional development arise from school banding and may impact upon teacher professional capital and student achievement. Design/methodology/approach The case study is situated within the context of school-based management, comprising reflective accounts of nine school principals selected by stratified sampling from a sample of 56 Hong Kong schools to represent Bands One, Two, and Three schools. The reflective accounts were triangulated with observations of teachers and analysis of school websit

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Rombaoa, Irish John D. "SCHOOL HEADS' LEADERSHIP PRACTICES AND SCHOOL'S FINANCIAL PERFORMANCE." Ignatian International Journal for Multidisciplinary Research 3, no. 4 (2025): 1614–21. https://doi.org/10.5281/zenodo.15332470.

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School heads are the persons in authority who manage the school and are considered the pillars of the educational system. Along with their authority, they are accountable for the outcomes of the school operations, programs, and projects. This study aimed to examine the relationship between school heads' leadership practices and the financial management performance of schools in President Quirino Municipality. Specifically, it focused on the leadership dimensions of authority, accountability, and empowerment, and their influence on budget alignment, procurement processes, and the execution of s

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Torres, A. Chris, Katrina Bulkley, and Taeyeon Kim. "Shared Leadership for Learning in Denver’s Portfolio Management Model." Educational Administration Quarterly 56, no. 5 (2020): 819–55. http://dx.doi.org/10.1177/0013161x20906546.

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Purpose: This study examines how district governance and different school contexts in Denver’s portfolio management model affect shared leadership for learning. We define this as shared influence on instructional leadership and school-wide decision making, which research suggests have strong ties to student achievement and teacher commitment. Method: We analyze interview data from 53 administrators, teacher leaders, and teachers in eight case study schools and teacher surveys in 48 schools. In both data sets, we purposively sampled based on variance in school performance ratings and by school

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Mediano, Hazel Jane B., and Asuncion P. Pabalan. "SCHOOL CRISES AND MANAGEMENT PRACTICES." Ignatian International Journal for Multidisciplinary Research 3, no. 5 (2025): 24–63. https://doi.org/10.5281/zenodo.15357424.

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This descriptive qualitative study “School Crises and Management Practices” explored the current school crises experiences, management practices employed, and the gaps of the existing management practices as identified by the internal and external stakeholders in selected public elementary and secondary schools in the Division of Bohol.  Data were collected through interviews. Nine school heads, ten teachers, seven PTA Officers and nine BLGU representatives from the eleven purposively selected public elementary and secondary schools in the Division of Bohol participated in the

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Dacholfany, Muhammad Ihsan, Afiful Ikhwan, Agus Budiman, and Zuhri Saputra Hutabarat. "Model of Educational Leadership Management in Boarding Schools." Al-Hayat: Journal of Islamic Education 8, no. 1 (2024): 1. http://dx.doi.org/10.35723/ajie.v8i1.339.

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Islamic boarding schools have a wealth of knowledge that can be researched and analyzed from various scientific aspects, so research on Islamic boarding schools will be available. This study will focus on the management pattern of pesantren leadership education by choosing the largest pesantren in the country, namely the Darussalam Gontor Modern Islamic Boarding School. A qualitative method with a case study approach. Data were obtained from key informants, Islamic boarding school documents and books, journals and articles as support related to the management of leadership education in the era

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Msila, Vuyisile. "Conflict Management and School Leadership." Journal of Communication 3, no. 1 (2012): 25–34. http://dx.doi.org/10.1080/0976691x.2012.11884792.

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Frederikus, Raja, Yarnest, and Arifin Syaiful. "The Influence of Principal Leadership, Teacher Performance, Role of School Committees and Organizational Culture on the Implementation of School-Based Management in High Schools and Vocational Schools in Ende Regency, East Nusa Tenggara Province." Journal of Economics, Finance And Management Studies 07, no. 05 (2024): 2436–43. https://doi.org/10.5281/zenodo.11125153.

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The aim of this research is to describe the Principal's Leadership, Teacher Performance, Principal's Role and SBM Implementation, analyze the influence of Principal Leadership, Teacher Performance and the Principal's role simultaneously on the implementation of school-based Management, analyze the influence of Principal Leadership, Teacher Performance and Role The School Committee has a partial impact on the Implementation of School-based Management and finds out which of the Principal's Leadership, Teacher Performance and the role of the School Committee have a dominant influence on the Imple

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Esguerra., Rogel A., and Daryl I. Quinito. "Teachers’ Professional Development and School Leadership Management." International Journal of Research and Scientific Innovation XII, no. I (2025): 1–16. https://doi.org/10.51244/ijrsi.2025.12010001.

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The study evaluates teachers’ professional development and school leadership management in Basud District Elementary Schools. It explores teachers’ perceptions of professional development opportunities in instructional practices, job satisfaction, and professional growth, and assesses the effectiveness of these opportunities in contributing to positive changes. Additionally, the study examines the relationship between professional development and leadership management, identifies significant differences between provided opportunities and actual development, and suggests measures to address the

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Choudhary, Yogeshri, Abhishek Ingle, Ankit Anand Sarojkar, Akash Kishor Rawle, and Vaibhav Jumde. "An Initiative Towards School and Students Data Management." International Journal of Computer Science and Mobile Computing 11, no. 2 (2022): 127–33. http://dx.doi.org/10.47760/ijcsmc.2022.v11i02.015.

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Since the advent of school management systems, which emphasize information flow and e-communication between teachers, students, and parents, effective e-leadership and data-based decision making has become possible. This study examines the e-leadership of secondary school leaders through the Mashov School Management System implemented in 500 Israeli schools to increase effectiveness. Semi-structured interviews will be conducted at the end of the 2010/2011 academic year with 10 participants (8 secondary school leaders, 1 Ministry of Education supervisor, 1 school leader training program directo

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Cantos, Rina A. "Multifactor Leadership Styles and School-Based Management for Quality Education in the Basic Level." INTERNATIONAL JOURNAL OF SOCIAL SCIENCE HUMANITY & MANAGEMENT RESEARCH 2, no. 08 (2023): 768–73. https://doi.org/10.5281/zenodo.8214309.

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The study sought to determine the relationship of the multifactor leadership styles of school heads with that of schoolbased management in Sariaya West District, Schools Division of Quezon for school year 2022-2023. The study utilized a quantitative descriptive-correlational design where a researcher-made survey questionnaire was employed in gathering the data needed. The data were statistically analyzed using mathematical average and Pearson Product-Moment Correlation Coefficient. The respondents of the study were composed of 152 teachers from six (6) big schools in the District. Transformati

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Ajigoena, Andi Muhammad, and Hisbullah Hisbullah. "Management of Madrasah Leadership." Kontigensi : Jurnal Ilmiah Manajemen 10, no. 2 (2022): 421–31. http://dx.doi.org/10.56457/jimk.v10i2.320.

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This article discusses management of leadership in the madrasah environment. The main focus of this article is on the challenges faced by madrasah leaders in managing change and resistance from stakeholders. This research is a qualitative study that draws on practical experiences of leadership management in the madrasah environment. The case study approach can provide a detailed picture of the situations and challenges faced by madrasah leaders in managing change and resistance, as well as the strategies used to address them. In the case study, data can be obtained through interviews, observat

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Chandolia, Elisavet, and Sophia Anastasiou. "Leadership and Conflict Management Style Are Associated with the Effectiveness of School Conflict Management in the Region of Epirus, NW Greece." European Journal of Investigation in Health, Psychology and Education 10, no. 1 (2020): 455–68. http://dx.doi.org/10.3390/ejihpe10010034.

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There are few options available for school managers who wish to effectively tackle school conflicts. The aim of the present work was to assess the issue of school conflict, its sources, and the effectiveness of different conflict management styles in Secondary Education school units in Greece. Teachers (n = 128) from twelve randomly selected schools in the region of Epirus, NW Greece, participated in the present work. Teachers’ views on their school Principals’ leadership style as well as the sources, the type(s), and the severity of conflict in their school unit were surveyed. Conflict appear

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Zuze, Tia Linda, and Andrea Juan. "School leadership and local learning contexts in South Africa." Educational Management Administration & Leadership 48, no. 3 (2018): 459–77. http://dx.doi.org/10.1177/1741143218814006.

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International research has shown that the quality of school leadership and management (SLM) is important for teaching and learning, particularly in schools where there is acute resource deprivation. This article explores the relationship between leadership and academic achievement in South African secondary schools with varying socio-economic conditions. The study is based on data from 12,154 South African Grade 9 learners, 334 mathematics teachers and 292 principals who participated in the 2015 Trends in International Mathematics and Science Study (TIMSS). Using indicators that represent diff

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STEPANYAN, Narine, and Elen GEGHAMYAN. "SCHOOL PRINCIPAL'S MANAGEMENT STYLE AND TEACHERS' WORK MOTIVATION." Main Issues Of Pedagogy And Psychology 12, no. 1 (2025): 80–93. https://doi.org/10.24234/miopap.v12i1.81.

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The effectiveness of the school system largely depends on the principal’s management style and its impact on teachers' work motivation. With the rapid changes in the educational sphere, school leaders must adapt their leadership approaches to maintain teachers' engagement, job satisfaction, and motivation. This study investigates the relationship between school principals’ management styles and teachers’ motivation, highlighting how various styles—authoritarian, democratic, and liberal—influence the level of motivation among teachers. The research was conducted across four schools in Armenia,

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Hareb Almheiri, Abdulla Sultan, and Hassan Abuhassna. "Exploring the adoption of cutting-edge management practices by school principals." International Journal of Evaluation and Research in Education (IJERE) 13, no. 4 (2024): 2095. http://dx.doi.org/10.11591/ijere.v13i4.28759.

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<span lang="EN-US">This study examines the application of contemporary leadership trends by public school principals in the United Arab Emirates (UAE), with an emphasis on the professional standards governing school leadership. Utilizing a quantitative methodology, the study surveyed 113 principals from 641 schools. The validity of a 30-item questionnaire was rigorously evaluated to ensure that it aligned with the research objectives. This study’s findings reveal that school principals in UAE public schools implement contemporary leadership trends at a notable rate, as indicated by a sub

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Almheiri, Abdulla Sultan Hareb, and Hassan Abuhassna. "Exploring the adoption of cutting-edge management practices by school principals." International Journal of Evaluation and Research in Education (IJERE) 13, no. 4 (2024): 2095–107. https://doi.org/10.11591/ijere.v13i4.28759.

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This study examines the application of contemporary leadership trends by public school principals in the United Arab Emirates (UAE), with an emphasis on the professional standards governing school leadership. Utilizing a quantitative methodology, the study surveyed 113 principals from 641 schools. The validity of a 30-item questionnaire was rigorously evaluated to ensure that it aligned with the research objectives. This study’s findings reveal that school principals in UAE public schools implement contemporary leadership trends at a notable rate, as indicated by a substantial mean score

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Hina Sain, Shahzadi, Zohaib Hassan Sain, and Aulia Luqman Aziz. "The Influence of Modern Educational Management Practices on School Transformation." Edu Spectrum: Journal of Multidimensional Education 1, no. 2 (2024): 56–66. https://doi.org/10.70063/eduspectrum.v1i2.32.

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This research investigates the impact of modern educational management practices on school transformation in Pakistan. It explores how leadership and management practices in schools influence educational outcomes, particularly in the context of Pakistan's socio-political and cultural environment. The study identifies key practices such as transformational leadership, distributed leadership, and effective resource management as vital for driving positive change within schools. Additionally, it examines the challenges faced by school leaders in Pakistan, including resistance to change, lack of p

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Padolina- Alcantara, Fretzie P. "Digital Era Readiness and Leadership and Management Competencies of School Heads in the Schools Division of Marinduque." International Journal for Research in Applied Science and Engineering Technology 11, no. 5 (2023): 2886–903. http://dx.doi.org/10.22214/ijraset.2023.52256.

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Abstract: This study focuses on the digital era readiness in terms of digital leadership and digital skills and school leadership and management competencies of school heads in the Schools Division of Marinduque which is anchored on the undeniable need for competent school leadership and management that can effectively satisfy the complex and multi-layered requirements of the Education 4.0 era. This validates the need for anything 'new' in school leadership and management capacity of school heads, particularly in terms of their ability to effectively lead transformation in schools. The study e

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P. Alvarez, Jude Martin, Rachelle C. Mempin, Robert Jayson G. Morales, and Angelica A. Ocampo. "School Management System and Governance of Elementary School Heads as Perceived by the School Community." International Journal of English Literature and Social Sciences 8, no. 3 (2023): 112–20. http://dx.doi.org/10.22161/ijels.83.18.

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The role of school management and governance is increasingly acknowledged as important for providing effective services at all education levels. It is important to acknowledge since it is considered as the strong foundation of quality education. With this the researchers of this study aimed to determine the students’ and teachers’ perceptions toward school governance; to know the significant influence of instructional leadership towards the effectiveness of school management system and governance; and to identify if there is a significant relationship between students’ and teachers’ perception

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Leovigildo, Lito D. Mallillin PhD, Oliva C. Paraiso Lourdes, and Sy-Luna PhD Gina. "Educational Leadership Management and its Contribution to School Organization and Success." INTERNATIONAL JOURNAL OF MULTIDISCIPLINARY RESEARCH AND ANALYSIS 06, no. 02 (2023): 709–18. https://doi.org/10.5281/zenodo.7664394.

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The paper investigates the educational leadership management and its contribution to school organization and success as to respondents’ profile and leadership style. Descriptive correlation research design employs in the study to quantify and measure the profile of the respondents and contribution of educational leadership management and its success to school organization. Likewise, purposive sampling is utilized in the study. The study comprised fifty (50) respondents only. Results show that the contribution of educational leadership management and its success to school organization amo

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Arendse, Brandon, Heather Nadia Phillips, and Zayd Waghid. "Leadership dynamics: Managing and leading continuous professional teacher development in schools to enhance learner performance." Perspectives in Education 42, no. 4 (2024): 305–19. https://doi.org/10.38140/pie.v42i4.7044.

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Principals and school management teams are expected to provide unwavering leadership and professional and sustainable support to create opportunities for teachers and themselves to develop professionally. Currently, the lack of teacher content knowledge, low rates of motivation and accountability are key challenges resulting in the low-quality education systems in South Africa. Management teams perceive their roles to be managerial and administrative and detracts from leading teaching and learning and curriculum coverage. Furthermore, there are few systems to hold principals and teachers accou

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Manang, Margelyn B., and Josephine B. Baguio. "Visionary Leadership Practices and School Plant Management of Public Elementary Schools." Asian Journal of Education and Social Studies 51, no. 6 (2025): 230–40. https://doi.org/10.9734/ajess/2025/v51i61989.

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This study was conducted to determine the relationship between visionary leadership practices and school plant management among teachers in public elementary schools in the Baganga District, Division of Davao Oriental. A non-experimental quantitative research design utilizing the correlational method was employed. The respondents consisted of 131 public elementary school teachers selected through universal sampling. Data were analyzed using mean, Pearson r, and regression analysis. The findings revealed that the level of visionary leadership practices among teachers was high and was manifested

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Sewani, Rozina, Shabroz, and Nazia Bibi. "Leading Successful Schools: Sharing the Wisdom (A Case Study into a Developing Country’s Perspective)." Spring 2023 3, no. 2 (2023): 765–74. http://dx.doi.org/10.54183/jssr.v3i2.314.

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Leading successful school Principals plays a vital role in the school environment. Successful school Principals as educational leaders dedicate significant time to educating school stakeholders on the primary objective of school reform. They provide structures that facilitate communication between schools and processes that enable school stakeholders to engage in truly participatory decision-making. The purpose of this study, which examined the role of successful school Principals’ educational leadership and management practices, was to determine how Principals' leadership and management pract

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Buban, Louie M., and Gerry S. Digo. "MANAGEMENT BELIEFS AND PRACTICES OF ELEMENTARY SCHOOL HEADS ON INSTRUCTIONAL LEADERSHIP." International Journal of Research -GRANTHAALAYAH 9, no. 7 (2021): 170–78. http://dx.doi.org/10.29121/granthaalayah.v9.i7.2021.4088.

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This study carry out a content analysis on the features of School Heads Development Program (SHDP) project outputs of school heads in the DepEd Schools Division of Sorsogon Province, Philippines. As part of the content analysis, the SHDP project outputs were categorized for instructional leadership. Also, the management beliefs and practices of school heads on instructional leadership along two-dimensional contracts were out in this study. The statistical tool used were Spearman and computed through the SPSS software program. The results were presented by frequencies in a descriptive way. The

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Uy, Francisca, Osias Kit Kilag, Eden Lequigan, Cora Marie Abarias, and Meriam Rhose Paghacian. "Educational Leadership and Management in the 21st Century: An Analysis of Contemporary Practices and Challenges." International Multidisciplinary Journal of Research for Innovation, Sustainability and Excellece (IMJRISE) 2, no. 1 (2025): 252–58. https://doi.org/10.5281/zenodo.14740507.

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<strong>Abstract:</strong> <strong> </strong> In the early 21st century, educational leadership has become a pivotal factor in ensuring the success of schools and enhancing the quality of education. This research investigates the growing emphasis on educational leadership in the Philippines, where effective leadership and management practices are central to ongoing reforms in the education sector. With the implementation of national programs such as the K-12 Curriculum and the MATATAG Curriculum, school leaders are expected to drive significant change and improvement in schools. This stud

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Jain, Vipin, Sh Sachin Gupta, K. Tara Shankar, and K. R. Bagaria. "A Study on Leadership Management, Principles, Theories, and Educational Management." World Journal of English Language 12, no. 3 (2022): 203. http://dx.doi.org/10.5430/wjel.v12n3p203.

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According to this research, no country can advance above the level of education of its leaders. The goal of this philosophical debate is to look at leadership in a broader context and see how it may drastically enhance school administration. The academic evaluation examines existing theoretical advancements in the area of school administration educational administration. It begins with a brief overview of what leadership is or how research, philosophy, and practice might be used to describe it. After that, there is an examination of leadership theories, ideas, and styles. Every article comes t

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Shah, Syed Kamran Ali, Muqaddas Butt, Ayaz Muhammad Khan, Muhammad Zeeshan, and Aatika Aziz. "Exploring organizational management of extrovert school leadership." International Journal of Evaluation and Research in Education (IJERE) 12, no. 1 (2023): 15. http://dx.doi.org/10.11591/ijere.v12i1.23549.

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<span lang="EN-US">The study aimed at determining the personality traits of extroversion and introversion of school leadership and evaluating their organizational management in Federal Government Educational Institutions (FGEIs). A quantitative research design along with a positivist paradigm was followed. The total population consisted of 68 school principals and 592 teachers of FGEIs in the Gujranwala, Fazaia, and Lahore Regions from which 54 principals and 381 teachers were selected using a random sampling technique. Eysenck Personality Inventory (EPI) was deployed to collect informat

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Syed, Kamran Ali Shah, Butt Muqaddas, Muhammad Khan Ayaz, Zeeshan Muhammad, and Aziz Aatika. "Exploring organizational management of extrovert school leadership." International Journal of Evaluation and Research in Education (IJERE) 12, no. 1 (2023): 15–22. https://doi.org/10.11591/ijere.v12i1.23549.

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The study aimed at determining the personality traits of extroversion and introversion of school leadership and evaluating their organizational management in Federal Government Educational Institutions (FGEIs). A quantitative research design along with a positivist paradigm was followed. The total population consisted of 68 school principals and 592 teachers of FGEIs in the Gujranwala, Fazaia, and Lahore Regions from which 54 principals and 381 teachers were selected using a random sampling technique. Eysenck Personality Inventory (EPI) was deployed to collect information about personality tra

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Leman, M. Mas'ud. "Pengaruh Gaya Kepemimpinan Virtual terhadap Penguasaan Manajemen dan Kinerja Kepala SD di Tanah Grogot, Kalimantan Timur." Cendekia: Jurnal Pendidikan dan Pembelajaran 14, no. 2 (2020): 196–211. https://doi.org/10.30957/cendekia.v14i2.642.

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This study examines the effect of competence on school management and principal performance on virtual leadership of Primary School principals. The independent variables of this study were competence in school management and principal performance. The dependent variable was virtual leadership. The study took place at Tanah Grogot City, Paser Regency East Kalimantan. The study used a multilinear design and a quantitative approach to analyze data. This study recruited 44 principals of Primary Schools in Tanah Grogot City as the participants. Data were collected using an online questionnaire that

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Purwandoko, Edi, Burmansah, Poniman, Priono, and Tri Anggraini. "Classroom Management: the Impact of Transformational Leadership of Homeroom Teachers to the Effectiveness of Class Management in High Schools." Journal of Education, Religious, and Instructions (JoERI) 1, no. 1 (2023): 24–29. http://dx.doi.org/10.60046/joeri.v1i1.26.

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This study aims to investigate the contribution of the homeroom teacher's Transformational leadership style to the effectiveness of classroom management in Senior High Schools in Bandar Lampung City. Transformational leadership emphasizes adjusting the homeroom teacher's leadership style according to the needs of students and different classroom situations. This study used a quantitative method involving homeroom teachers and students from various high schools in Bandar Lampung City as the research sample. Data was collected through questionnaires and analyzed using appropriate statistical tec

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HS, Nurhasanah, Juriah Juriah, Muhamad Yusup, Riyan Fatukaloba, and Nur Afif. "EFFECTIVE PRINCIPAL LEADERSHIP (SBM IMPLEMENTATION)." Al-Risalah 15, no. 2 (2024): 830–44. https://doi.org/10.34005/alrisalah.v15i2.4046.

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An ideal school reflects harmony between student achievement and the targets set. Effective schools are not only filled with students with high learning abilities who are able to develop, but also with students with average intellectual abilities who may not have reached their maximum potential. In this context, the role of the school principal is very crucial in ensuring school effectiveness. A school principal plays a vital role in the education system of every institution. School principals are indispensable in implementing school-centered management, an approach that emerged as a result of

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Khoirunnisa, Khoirunnisa, Siti Alfiah, Alfia Pramudya Ningrum, and Via Febi Pangestu. "The Influence of Leadership, Management, Organizational Communication, Work Environment, And Teacher Involvement on Students' School Performance." Educational Leadership and Management Journal 2, no. 2 (2025): 1–25. https://doi.org/10.22437/element.v2i2.40685.

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The aim of this research is to analyze the influence of school leadership and management, organizational communication, work environment, and teacher participation on student academic achievement. Effective leadership, efficient management and good communication in school organizations aim to create a work environment that is conducive to increasing teacher participation in the teaching and learning process. Optimal teacher involvement is considered to be an important factor in increasing student motivation and improving academic achievement. Data was collected using a questionnaire designed t

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Wang, Shenyue. "A Critical Investigation into Transformational Leadership and Its Relevance to Universities in China." International Education Forum 2, no. 1 (2024): 46–53. http://dx.doi.org/10.26689/ief.v2i1.6688.

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At present, transformation and innovation have become an important topic for the development of schools. Transformational leadership is a significant driving force in school reform and development. The management of Chinese universities has to transform to adapt to the rapidly changing social environment. This paper focuses on the intention and effectiveness of transformational leadership, and how it can be applied to improving the school management of Chinese universities. Firstly, the paper discusses the concept and main dimensions of transformational leadership. Secondly, the role of transf

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Shaked, Haim, and Pascale Sarah Benoliel. "Instructional boundary management: The complementarity of instructional leadership and boundary management." Educational Management Administration & Leadership 48, no. 5 (2019): 821–39. http://dx.doi.org/10.1177/1741143219846905.

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Instructional leadership, which emphasizes the teaching and learning aspects of school principalship, is an essential ingredient for improving student achievement. At the same time, boundary management, which includes both internal and external boundary activities, is intrinsic to today’s schools and poses one of the most persistent and potentially rewarding challenges to principals. The current study seeks to explore the overlap of these two frameworks and the ways in which they complement each other both conceptually and practically. Data collection included interviews with a diverse sample

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Pansiri, Nkobi Owen. "Performativity in School Management and Leadership in Botswana." Educational Management Administration & Leadership 39, no. 6 (2011): 751–66. http://dx.doi.org/10.1177/1741143211416386.

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The thesis of this article is that the uncritical adoption of Western models of education management and leadership policies results in poor performance in schools in disadvantaged communities in developing countries. The argument shows that this has led to the institutionalization of generic education policies that are not contingent to the circumstances of the small, dispersed, rural and remote schools. In my analysis, I agree with the growing concern in educational development debates over the uncritical transportation or the uncritical international transfer of school effectiveness assumpt

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Nthontho, Maitumeleng A. "School Management and Leadership Education for Multi-Religious Schools." Changing Societies & Personalities 2, no. 3 (2018): 292–304. http://dx.doi.org/10.15826/csp.2018.2.3.048.

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VIRAY-CASTILLEJOS, BENILDA. "Leadership Style and Management Competency of School Heads in Elementary Schools and their Relationship to the Level of Organizational Culture: Basis for a Training Development Plan." AIDE Interdisciplinary Research Journal 11 (March 1, 2025): 257–69. https://doi.org/10.56648/aide-irj.v11i1.183.

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This study investigated the leadership style, management competency, and organizational culture among school heads in public elementary schools in Magsaysay, Misamis Oriental. The findings reveal that school heads predominantly exhibit situational leadership, supported by democratic, facilitative, and authoritative styles, all assessed as “very high.” Management competency is rated as “Distinguished,” with particular strength in materials resource management. The organizational culture within these schools is rated “Very High” across all domains, emphasizing a positive and collaborative atmosp

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Feirsen, Robert, and Seth Weitzman. "Conflict-competent leadership." Phi Delta Kappan 105, no. 4 (2023): 37–41. http://dx.doi.org/10.1177/00317217231219403.

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Conflict management is one of the most stressful and frustrating aspects of a school leader’s job. An inability to overcome conflicting viewpoints, ever more palpable in today’s polarized climate, stymies innumerable school reform efforts. Yet, the subject is rarely examined in graduate-level leadership preparation programs or in-service professional development. Robert Feirsen and Seth Weitzman explain that conflict in schools is normal and discuss why knowing how to manage conflict can strengthen leaders and build capacity for school improvement. They offer specific strategies to build confl

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Shrestha, Chandra Bahadur, and Samjhana Basnyat. "School Leadership and Management: the Head teacher’s Role in Enhancing Learner Academic Performance." Journal of Business and Social Sciences 6, no. 1 (2024): 151–64. https://doi.org/10.3126/jbss.v6i1.78765.

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The leadership and management of schools play an essential role in determining students' academic progress. The head teacher or school principal is one of the most important stakeholders in education since they are responsible for establishing an encouraging learning environment, executing policies, and making sure that the curriculum is implemented smoothly. This article examines how educational institution management and leadership perceive the head teacher's contribution to students' academic success. In Nepal's educational system, student performance and school leadership remain significan

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Chen, Dyi-Cheng, Bo-Yan Lai, and Chin-Pin Chen. "Stimulating the Influence of Teaching Effectiveness and Students’ Learning Motivation by Using the Hierarchical Linear Model." Sustainability 14, no. 15 (2022): 9191. http://dx.doi.org/10.3390/su14159191.

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In the context of school learning and teaching, teachers are leaders who stimulate students’ learning outcomes through leadership styles. The teacher efficacy of this study is discussed by using multiple teaching and class management strategies. Because the situation of each school is different, the contingency theory is used to design the research structure. This study changed the original leadership style to the new leadership style; effectiveness to teacher effectiveness; and context to school context, and set them as moderators. Since the unit of analysis is teachers, it is difficult to fi

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Moswela, Bernard, and Keonyatse Kgosidialwa. "Leadership and school success: Barriers to leadership in Botswana primary and secondary schools." Educational Management Administration & Leadership 47, no. 3 (2017): 443–56. http://dx.doi.org/10.1177/1741143217739355.

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This paper explored two issues as follows: the influence school leaders have on school performances and factors that hinder school leaders’ efforts to achieve school success in Botswana secondary and primary schools. The subjects of the study were 199 teachers and 21 members of the senior management team in primary and secondary schools in Botswana. The participants were to analyse, through semi-structured interviews and a closed-ended questionnaire, the leadership patterns of their leaders and the barriers to effective leadership in schools. The findings revealed that, generally, leaders in B

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