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1
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 websites. Findings First, under school-based management, principals remain obliged to recognize the power of state-defined examinations in determining the schools’ future priorities. Second, the exercise of school autonomy in response to this obligation varies, depending upon the competitive advantage schools have in the school banding system. Ideally, effective school-based management is dependent upon the principal’s capacity to facilitate good instructional practices. However, principals need to adjust their leadership practices to school contextual demands. Third, adaptations to contexts result in the varied developments of teacher capacities in schools, corresponding with the types of principal leadership adopted. Originality/value While statistical studies have identified attributes of exemplary principal leadership, few studies have examined the qualitative reasons for the exemplification of these attributes, and the influence of the school context in shaping these attributes. Departing from assumptions that leadership attributes are intrinsic to individuals, this paper considers how principals contextualize leadership in teacher professional development to the schools’ student academic achievement.
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Rosyada, Nur Sabila. "TRANSFORMATIONAL LEADERSHIP OF PRINCIPAL IN INCREASING ACADEMIC ACHIEVEMENT OF STUDENTS AT SENIOR HIGH SCHOOL IN YOGYAKARTA." Jurnal Khazanah Intelektual 4, no. 3 (2021): 910–31. http://dx.doi.org/10.37250/newkiki.v4i3.80.
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Abstract
 The purpose of this study is to identify the principal's perspective on student academic achievement and the strategies carried out in the principal's transformational leadership to improve student academic achievement.This research conducted by qualitative research with research subjects from the principal, vice principal, teachers and students. Data collection techniques used in-depth interviews, documentation and observation studies. Test the validity of the data used source triangulation techniques. Data analysis techniques used qualitative data analysis.The results indicated that the principal had a goal to improve student academic achievement. Student academic achievement is focused on increasing national exam scores and the number of graduates entering tertiary institutions. The principal conducts a number of strategies to improve student academic achievement, including: conducting joint evaluations with school stakeholders to help shape the vision and mission of the school, the principal facilitating the teacher to attend workshops and training, the principal prepares an IT (Information and Technology) consultant or laboratory assistant to help teachers implement internet-based learning, principals provide opportunities for teachers to become resource persons at workshops or training, principals make regulations for teachers to play an active role in MGMP (Subject Teachers' Consultation), Principals involve parents in the process of formulating tutoring and evaluation of learning outcomes, principals collaborate with various figures and experts in various fields to be a resource in a cultural workshop program, Hold a tutoring program at the 0th hour for grade 11, tutoring class 12, tutoring on Saturdays, giving In the form of a free learning program, the school principal addresses the administrative problems of teachers through the MGMP, and the school principal conducts an evaluation workshop every semester. All strategies undertaken by the principal aim to improve student academic achievement.
 
 Keywords: Transformational Leadership, Principals and Academic Achievement of students.
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Supriadi, Eddi, and Marinah Binti Awang. "HUBUNGAN KEPEMIMPINAN PENGAJARAN KEPALA SEKOLAH DAN DISIPLIN KERJA GURU TERHADAP PRESTASI AKADEMIK SISWA." Tarbawi: Jurnal Keilmuan Manajemen Pendidikan 4, no. 01 (2018): 117. http://dx.doi.org/10.32678/tarbawi.v4i01.1773.
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This study aims to know and analyze the relationship of leadership principal teaching and work discipline to student academic achievement in school. This research uses quantitative method, the data is analyzed by using descriptive statistic and inference. Data collection using instruments, instruments compiled from various sources tailored to the research method used. The study was conducted on teachers in elementary schools in Jakarta. The study shows that there is a positive and significant correlation between the principal's teaching leadership and the students 'academic achievement with the correlation correlation value of 0.454, there is a significant correlation between the teacher's work discipline with the students' academic achievement with the correlation value of 0.576. From the results of the study can be concluded that the improvement and improving the quality of student achievement can be done with the improvement and improvement of the leadership quality of teaching the principal and the discipline of teacher work. Student achievement can develop well with the help and touch of a principal through good school management, as well as the discipline of a teacher in carrying out his work as an educator so that will provide a good quality of learning process also with the expected achievement of student learning achievement high in school.
 Keywords. Leadership Teaching, Principals, Teachers Dicipline, Academic Achievements.
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Et al., Abdullah Ibrahim. "The Influence in Principal Leadership Styles and Its Role in the Academic Achievement of Secondary School Students in Malaysia." Psychology and Education Journal 58, no. 1 (2021): 5120–25. http://dx.doi.org/10.17762/pae.v58i1.2067.
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Developing academic goals amongst students is a key aspect for achieving excellence across schools in Malaysia. It is meant to act as a benchmark to determine the effectiveness of a principal’s leadership. The leadership of a principal, and the school’s climate are the main issues which drive the achievement of students across national secondary schools (SMK) in Malaysia. This quantitative study aims to examine the influence and role of a principal’s leadership on the school climate, as well as its impact on the student’s academic achievement in domestic national secondary schools nationals on the East Coast of Malaysia. A total of 348 teachers were selected across vocational schools in the states of Kelantan, Terengganu and Pahang, through the use of simple random sampling, for the purpose of quantitative reviews. The researchers used the Multifactor Leadership Questionnaire (MLQ) to measure the leadership aspects of the principals, and the Organizational Health Inventory (OHI-M) to measure the climate of the school, as well as the achievement of academic students, which was measured using the CGPA of the schools in the examination areas over the last three years. The analysis of descriptive traits, for example, the number, percentage, scoring average, and the standard deviation was used to describe the demographics of the respondents, and analyse the data using regression, Pearson t-test correlations, and ANOVA. This helped to understand several key leadership factors, i.e., the International Transform Leadership, Tran Witness Leadership, Laissez-Faire Leadership, School Climate , and the Academic Achievement of the hypothesis testing, which was built according to the obtained statistics . The findings showed that the principal’s leadership influenced the climate across the school, and the achievement of the students. Therefore, it was proposed that the principal’s leadership needs to adopt the Transformational leadership, Transactional leadership, and Laissez-faire leadership as a guide in managing the school’s climate, especially in ensuring the teacher’s commitments, and the Student Academic Achievements, which can be further enhanced in line with the Malaysian
 Education Quality Standards 2010 (SKPM), and the Malaysian Education Development Plan 2013 -2025. 
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Tschannen-Moran, Megan, and Christopher R. Gareis. "Faculty trust in the principal: an essential ingredient in high-performing schools." Journal of Educational Administration 53, no. 1 (2015): 66–92. http://dx.doi.org/10.1108/jea-02-2014-0024.
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Purpose – The purpose of this paper is to explore the relationships among faculty trust in the principal, principal leadership behaviors, school climate, and student achievement. Design/methodology/approach – Data from 64 elementary, middle, and high schools in two school districts formed the basis of the study (n=3,215 teachers), allowing for correlational and regression analyses of the variables. Findings – The authors found that faculty trust in the principal was related to perceptions of both collegial and instructional leadership, as well as to factors of school climate such as teacher professionalism, academic press, and community engagement. Student achievement was also correlated with trust, principal leadership behaviors, and school climate. The authors found that both of the composite variables, principal behaviors and school climate, made significant independent contributions to explaining variance in student achievement and that together they explained 75 percent of the variance in achievement. Research limitations/implications – Limitations of the study include the use of a single form to collect participants’ responses that may have elevated the degree of correlations, as well as the exclusion of rural schools from the sample. Practical implications – The findings of this study suggest that principals must foster and maintain trust in order to lead schools effectively. Importantly, trust has both interpersonal and task-oriented dimensions. Thus, principals must be prepared to engage collegially with teachers in ways that are consistently honest, open, and benevolent, while also dependably demonstrating sound knowledge and competent decision making associated with administering academic programs. Originality/value – Situated in a conceptual framework of systems theory, this study explored the interplay of faculty trust in the principal, principal behavior, school climate, and student achievement. The findings suggest that it is necessary for principals to evidence both interpersonal and task-oriented behaviors in order to be trusted by teachers. Furthermore, the strength of the relationships suggests that schools will not be successful in fostering student learning without trustworthy school leaders who are skillful in cultivating academic press, teacher professionalism, and community engagement in their schools.
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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 different aspects of school leadership, this article examines whether the type of leadership and management practices depend on the school setting and whether better school leadership and management supports academic achievement. The analysis revealed distinct relationships between school leadership and management and academic achievement based on the socio-economic status of learner bodies. Potential policy responses are discussed.
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Dabesa, Fekadu, and Shireye Fekadu Cheramlak. "School Leadership Effectiveness and Students’ Academic Achievement in Secondary Schools of Guraghe Zone SNNPR." Middle Eastern Journal of Research in Education and Social Sciences 2, no. 2 (2021): 1–26. http://dx.doi.org/10.47631/mejress.v2i2.161.
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Purpose: The main purpose of this study was to assess the school leadership effectiveness and students’ academic achievement in government secondary schools’ of Guraghe Zone, SNNPR, Ethiopia. Methodology/Approach/Design: Co-relational research design and a quantitative research method were employed. The sample size included 225 secondary school teachers, principals, head departments and 2298 students’ grade ten national examination results from 10 public secondary schools. Both primary and secondary data were used for this study. Results: The results showed that there is a positive and significant relationship between Leadership effectiveness and students’ academic achievement (r=.653*, p<.0.041). The participants indicated that setting a clear school vision, promoting professional practice, developing a mechanism for teachers to share their experience impact students’ academic achievement. Moreover, the results showed that the principal’s effectiveness involves the teaching staff and enhances student achievement. Furthermore, the study indicated that there were positive and significant relationships (r=.653*, p<.0.041) in the mean academic achievement among the sampled secondary school and the two years CGPA of 2009-2010E.C.`Q Practical Implications: The findings might have practical implications for concerned authorities. Schools and teachers should apply the recommendations of the study to bring improvement in students’ achievement. Originality/Value: There was an association with a significant relationship that existed between school leadership effectiveness and students’ academic achievement. Moreover, the focus should be on the development of qualified and experienced teachers with strong school leadership effectiveness abilities to improve learning and students’ achievement.
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Heck, Ronald H. "Principals’ Instructional Leadership and School Performance: Implications for Policy Development." Educational Evaluation and Policy Analysis 14, no. 1 (1992): 21–34. http://dx.doi.org/10.3102/01623737014001021.
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Currently, many districts and states are pursuing reforms that focus on holding principals accountable for school performance. While effective schools research has established that strong principal leadership affects school academic achievement at least indirectly, this relationship is more complex than originally thought. Personnel decisions about principal effectiveness made by educational policymakers or lay-controlled school site councils should be made only after careful consideration of research on the relationship between principal instructional leadership and school outcomes. This article presents data from a study to determine whether principal instructional leadership is predictive of school outcomes and discusses the implications of the research for developing school improvement strategies.
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Jalapang, Iran, and Arumugam Raman. "Effect of Instructional Leadership, Principal Efficacy, Teacher Efficacy and School Climate on Students’ Academic Achievements." Academic Journal of Interdisciplinary Studies 9, no. 3 (2020): 82. http://dx.doi.org/10.36941/ajis-2020-0043.
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This study is aimed to identify the influence of instructional leadership, principal’s efficacy, teachers’ efficacy and school climate on the academic achievement of national secondary school students in the Sri Aman Division, Sarawak. The respondents of the study consisted of 186 teachers in 7 National Secondary Schools (NSS) in Sri Aman, Sarawak. This study used a quantitative method that is a cross-sectional approach for data collection purposes. Respondents responded using a questionnaire. The SmartPLS 3.0 path modelling software of the route model was used for PLS-SEM analysis. The results of the PLS-SEM analysis found that the instructional leadership of principals, efficacy of principals, efficacy of teachers and school climate have significant relationships with students' academic achievement in the 7 National Secondary Schools (NSS) in Sri Aman, Sarawak. This proves that these four variables have a strong influence on students' academic achievement and are predictors of students’ academic achievement performance at national secondary schools in the Sri Aman Division. However, teachers’ experience as a moderating factor was found to not affect the independent variables against the dependent variable. Finally, a comprehensive analysis on the implications of the study was carried out so that it can contribute to the scientific field of research in education.
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ERANIL, Anil Kadir, and Fatih Mutlu OZBILEN. "Relationship between School Principals’ Ethical Leadership Behaviours and Positive Climate Practices." Journal of Education and Learning 6, no. 4 (2017): 100. http://dx.doi.org/10.5539/jel.v6n4p100.
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The aim of this study was to determine the relationship between school principals’ ethical leadership behaviour and positive climate practices. Research sample consisted of 383 teachers working at schools affiliated to the Ministry of National Education in 2014-2015 academic year. This research was designed according to the relational model. Data was collected by using “Ethical leadership” and “Organizational climate” scales. The results of the research suggested that according to their perceptions, teachers respond to the ethical leadership levels of the school principals at the level of “I disagree” and to the positive climate practices at the level of “I partially agree”. It has also been established that female teachers found principals’ ethical leadership levels and positive climate practices higher than male teachers. The principals’ ethical leadership behaviours and positive climate practices did not show a significant difference in teachers’ seniority, age and years working with principal. A high level of significant positive relationship was found between the school principals’ ethical leadership levels and positive climate practices. In conclusion, it may be important for positive climate practice at school to raise the levels of ethical leadership behaviour of school principals. This may influence both the academic and social achievement of the students and behaviour of the teachers.
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Samsu, Samsu, and Rusmini Rusmini. "The Influence of Principals’ Leadership Styles on School Innovation in Jambi (Case Study in Several Senior High Schools in Jambi)." Al-Ta lim Journal 23, no. 1 (2016): 52–64. http://dx.doi.org/10.15548/jt.v23i1.154.
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School leadership styles that affect school innovation is essential to bring schools’ changes. This study aimed to determine school leadership styles and its effect on school innovation at the senior high school level in Jambi city. This study uses ten leadership styles, they are participative, laissez faire, authoritarian, democratic, charismatic, transformational, situational, trust, grid, and three-dimensional leaderships. The framework of the research are developed by associating ten leadership styles with school innovations including (1) the principal's role in doing innovation in the schools, (2) the forms of innovation implemented in the areas of academic achievement, (3) the form of innovations carried out in the field sports and (4) the form of innovations implemented in the institutional field, and (5) the forms of innovation undertaken in the field of school’ culture. There are 32 teachers and 32 principals were taken as samples. This study used mixed methods research. Data were analyzed using mean, standard deviation, and correlation. The results showed that the overall principal's leadership style is not sufficient to affect senior high school innovation in Jambi city, this is evidenced by there are only three of those ten leadership styles have positive relationship when they are doing school’s innovations in Jambi city. Thus, the principals should give attention to all the leadership styles to do innovation at senior high school in Jambi city to improve the quality of schools.
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Otara, Alfred, and Hezekiah Otieno Omolo. "School organizational factors as predictors of student achievement: Principals’ perspective." International Journal for Educational and Vocational Studies 3, no. 1 (2021): 24. http://dx.doi.org/10.29103/ijevs.v3i1.3373.
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This study aimed to deepen our understanding of how school organization factors can be used to predict students’ academic performance. In particular, factors examined were leadership skills, nature of students, parental involvement and the school environment. Using stratified and simple random sampling, a total of 152 principals were selected for the study. A survey questionnaire was used to collect data whose variance and regression was analyzed using ANOVA. The findings consolidate the importance of leadership skills, nature of students, learning environment and parents in predicting students learning success. All the four aspects of school organization contributed differently to predicting students’ academic performance with the Principals' Leadership Skills having the highest impact while parental involvement made the least contribution. Findings of this study are important to educational administrators to ensure a supportive learning environment for the students. In addition education authorities both at national and local levels should enhance field inspections to rate the learning atmosphere. The study also serves to contribute to the body of knowledge on school organizational factors in addition to triggering the need for more research in this domain.
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Mercer, Stephen D. "An Analysis Of The Position Of Assistant Principal Of The Year In Indiana: An Analysis Of What Is Really Important." Contemporary Issues in Education Research (CIER) 9, no. 3 (2016): 87–94. http://dx.doi.org/10.19030/cier.v9i3.9702.
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This work is an analysis of the alignment between schools associated with an Indiana Assistant Principal of the Year, as selected by the Indiana Association of School Principals, and increases in academic performance of those schools on state mandated “high stakes” academic tests. The focus was on school improvement using annual school report card data. Using a design looking for association and a Chi Square analysis, a significant positive correlation was identified. The results shed some light on the potential excellent practices of assistant-principals and student academic achievement gains. Although a positive correlation was found, the results can only give ideas for leadership consideration. They are not considered predictive because of the ex-post facto nature of the data allowing for no manipulation of variables.
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Ertem, Hasan Yücel. "Relationship of School Leadership with School Outcomes: A Meta-Analysis Study." International Education Studies 14, no. 5 (2021): 31. http://dx.doi.org/10.5539/ies.v14n5p31.
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Administration and governance of schools in Turkey have a complex structure and process. Within the centralized structure, the procedures in educational activities are managed by school principals. In the Turkish literature, there are studies showing leadership styles of school leaders based on the leadership theories borrowed from different contexts. Furthermore, these leadership styles are linked to school outcomes like academic achievement and teacher motivation. Thus, catching compatible sides of leadership theories may serve to improve this kind of school outcomes. In these respects, the current study aimed to investigate which leadership styles have more effect on academic achievement and teacher motivation. Exclusion and inclusion criteria were determined in order to identify the studies to be analyzed. A meta-analysis study including 21 studies in Turkish context was conducted to achieve the purpose of the study. The meta-analysis results showed that the leadership styles were highly related with the school outcomes. Overall, laissez-faire, transactional, instructional, and transformational leadership styles had a high and positive relation with the school outcomes. The laissez-faire and spiritual leadership styles showed more effect on the teacher motivation while the positive and transformational style had more effect on the academic achievement. Considering the conclusions of the study, it is recommended that future studies develop a leadership theory specific to the educational settings in Turkey.
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Rodriguez, Francisco. "A Community College District Chancellor’s View on Transformational Leadership." Journal of Transformative Leadership & Policy Studies 4, no. 1 (2014): 20–25. http://dx.doi.org/10.36851/jtlps.v4i1.466.
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In an effort to promote school improvement, principals have primarily focused on developing quality teachers as a method of enhancing the academic achievement of students. This article seeks to shed light on the experiences and per-ceptions of urban principals regarding teacher effectiveness. Specifically, this article focuses on principals’ outlooks on teachers’ in three areas: student achievement, hiring and retention, and school culture. Empirical data from this study was derived from a mixed-method cross sectional survey administered to urban school principals in Arizona and California. It was evident in this study that principals perceive teachers as either well qualified or very well qualified to educate urban students. These findings are incongruent with the greater literature on this topic which illustrates the quality of urban school teachers is in question in comparison to non-urban teachers. The implications of principals’ overwhelmingly positive outlook are discussed coupled with recommendations for future research.
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Ukamaka Akudo, Dr Florence Ukamaka Akudo. "Perceived Impact of Democratic Leadership Style of Principals on Students’ Academic Achievement." International Journal of Innovative Science and Research Technology 5, no. 6 (2020): 297–300. http://dx.doi.org/10.38124/ijisrt20jun159.
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This study investigated how principals’ democratic leadership style impacted on students’ academic achievement. The study was guided by three research questions and one null hypothesis. The design of the study was correlational research design. A total of 6,900 students formed the population for the study. Similarly, a total of 345 SSII students representing 10% of the population was the sample for the study. The students’ academic achievement was determined using their third term English Language results as collected from the sample schools while “Democratic Leadership Style Questionnaire” (DLSQ), developed by the researcher was used in collecting data on the principals’ democratic leadership style. DLSQ was duly validated by three experts. Its reliability was also established. The Cronbach alpha was used and reliability coefficient of 0.81 was obtained. The researcher used on-the-spot approach to collect data for the study. The data were analyzed using range of scores and Pearson’s Product Moment. Findings indicate that Principals’ democratic leadership style has significant impact on students’ achievements scores
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Hassan, Roslizam, Jamilah Ahmad, and Yusof Boon. "Instructional Leadership in Malaysia." International Journal of Engineering & Technology 7, no. 3.30 (2018): 424. http://dx.doi.org/10.14419/ijet.v7i3.30.18346.
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Leadership of school leaders regardless principals or headmasters is among the key factors that can affect the academic achievement of students directly or indirectly. Based on previous research, a strong relationship between student achievement and leadership of school leaders was proven. The Ministry of Education Malaysia (MoE) has outlined three approaches to improving student achievement through the improvement of school leaders' performance. One of the approaches is school leaders should act as instructional leaders who are actively involved in teacher development activities by planning, coordinating and evaluating the teaching and learning process (T&L) at school. This concept paper will discuss several matters related to instructional leadership such as background and development of instructional leadership, instructional leadership definitions, the development of instructional leadership concepts, instructional leadership models and the issues and challenges that exist in implementing this leadership styles. The analysis was done in the context of Malaysia and abroad. The paper is written based on extensive secondary data analysis. After analyzing matters relating to instructional leadership, it can be concluded that instructional leadership is a form of leadership that every school leader needs to practice for excellence achievements in a school. With a lot of challenges nowadays, it needs to be addressed so that the direction of the school is on the right track and students’ achievement can be enhanced.
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Piyaman, Patnaree, Philip Hallinger, and Pongsin Viseshsiri. "Addressing the achievement gap." Journal of Educational Administration 55, no. 6 (2017): 717–34. http://dx.doi.org/10.1108/jea-12-2016-0142.
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Purpose Developing countries in many parts of the world have experienced a disturbing trend in the differential pace of economic development among urban and rural communities. These inequities have been observed in education systems in Asia, Africa, and Latin America where researchers have documented differences not only in resource allocation but also in the academic performance among students in urban and rural schools. Recently researchers have shifted their focus from examining financial and physical resources to investigating the nature and impact of differences in human resources. The purpose of this paper is to examine differences in school organization processes associated with learning-centered leadership and teacher learning among urban and rural primary schools in Thailand. Teacher trust and teacher agency were proposed as possible mediators of leadership effects on teacher learning. Design/methodology/approach This study employed a cross-sectional survey design. The authors collected survey data from 1,011 teachers and 60 principals in 30 urban and 30 rural primary schools in Thailand. Multi-group confirmatory factor analysis, structural equation modeling, and bootstrapping were used to analyze the proposed model of leadership and teacher professional learning. More specifically, data analysis was aimed at determining the nature of relationships among the constructs in the conceptual model and whether patterns of leadership and teacher learning differed in urban and rural primary schools. Findings The results affirmed a model whereby school leadership exerted significant indirect effects on teacher learning in both urban and rural primary schools. Data analyses determined that the path of leadership effects moved through trust to agency and then to teacher professional learning. Thus, while the authors found a strong direct effect of leadership on teacher trust, there were only small direct effects of leadership on teacher agency and no meaningful direct effects of leadership on teacher professional learning. Thus, the research affirmed a full mediation model of leadership effects on teacher learning. Finally, the study also affirmed that the measured variables were perceived as significantly stronger in the urban schools than in the rural schools. Social implications The research expands on prior research on the “achievement gap” in Thailand by demonstrating the existence of a similar “human resource gap” when comparing urban and rural school leaders and teachers. This study implies that addressing the gap in student achievement will require action aimed at building the capacity of the principals and teachers who work with the rural pupils. Originality/value These results suggest differences in the quality of human resources between urban and rural primary schools in Thailand. There may be potential benefit to be gained from providing training focused on “learning-centered leadership” for principals and middle level leaders, as well as expanding access to quality professional development opportunities for rural teachers.
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Oyeniran, Rassidy, and Ishmael Bonjah Anchomese. "Women’s Leadership Experiences: A Study of Ivorian Women Primary School Principals." Journal of Educational Issues 4, no. 1 (2018): 148. http://dx.doi.org/10.5296/jei.v4i1.13042.
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Concerns about women educational leaders, their performance within primary schools, their approaches to leadership, including the hindrances experienced in the school headship have received few if any attention in Côte d’Ivoire. This paper analyses how women principals lead their schools and contributed to schools’ advancement in challenging situations that stand in their ways. The authors used a qualitative approach to collect data through in-depth semi-structural interviews with five female principals in Ivorian elementary schools. Findings showed that women influence directly teachers’ commitment and indirectly students’ learning process as well, particularly those who have learning difficulties. Data also revealed that these female used to create an environment and academic support that gives attention to children, as these learning conditions are similar to that of their actual life at home. Based on the findings, we assumed that women leadership could be a significant contribution to students’ learning course, which in turn positively influence the school improvement. That is even consistent with the literature, which remains constant in the assertion that women leaders own some abilities, such as being caring, attentive, patient. In this regard, educational practitioners, policy makers and stakeholders should pay more attention to women primary school principals for empowering them to display their know-how, expertise and talent useful for the students’ learning process. That seems a possible backup for Ivorian education system to reduce the low academic achievement and enhance schools’ performance.
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Geleta, Abeya. "Schools Climate and Student Achievement in Secondary Schools of Ethiopia." European Scientific Journal, ESJ 13, no. 17 (2017): 239. http://dx.doi.org/10.19044/esj.2017.v13n17p239.
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A corelational research design was employed to examine if a relationship exists between organizational school climate and student achievement in Ethiopia secondary schools setting, and to investigate whether the various elements of school climate have independent effects on student achievement. Organisational climate was measured using the School Climate Index (SCI) developed by Tschannen-Moran, Parish and Dipaola and student achievement was measured by students’ test scores at the Ethiopia General Education Leaving Certificate Examination (GELCE) in the year 2014/15. A total of 32 schools, 973 teachers and 14882 students were involved in the study. Descriptive statistics such as mean and standard deviation, Pearson r correlation coefficient and multiple regression analysis were applied for the data analysis. The results indicate that school climate has a significant and positive relationship with student achievement in Ethiopia secondary schools, but nonetheless, a weak one. The collegial leadership, teacher professionalism, and academic press were significantly and moderately correlated to students’ achievement while the community engagement sub scale was not. The four factors used both for the SCI as predictor variables in the regression model were shown to have a significant relationship with student achievement when viewed as a whole, but they generated more varied results when examined individually. Teachers’ professionalism is the most positive predictor of student achievement in Ethiopia secondary schools. Similarly collegial leadership and academic press are also found to be significant predictor of academic achievement. This study found no independent effect of community engagement on student achievement. It is recommended that school leaders should design school improvement plans that entail the school climate construct. School leaders need to find ways of including the community in the life of the school and foster positive relationships with the community. Principals in particular need to be mindful that the climate of a school affect achievement and the former can be enhanced to improve results.
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Agasisti, Tommaso, Alex J. Bowers, and Mara Soncin. "School principals’ leadership types and student achievement in the Italian context: Empirical results from a three-step latent class analysis." Educational Management Administration & Leadership 47, no. 6 (2018): 860–86. http://dx.doi.org/10.1177/1741143218768577.
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This study investigates the existence of various leadership types in a sample of lower secondary school principals across Italy ( n = 1073). Information is obtained using a questionnaire about instructional practices and leadership perceptions administered by the National Evaluation Committee for Education (INVALSI). Employing a latent class analysis (LCA) for the specification of the educational production function (EPF), we identify three subgroups of school leaders: educative leaders (49% of the total sample), who support school improvement that utilises teachers’ skills; leaders who teach (35%), who are actively present in the classroom; and transactional leaders (16%), who support the school and balance various viewpoints. We then analyse the data to ascertain if some principals’ individual characteristics and school context factors are statistically correlated with the probability of having certain leadership attitudes. Finally, we provide evidence that schools with ‘leaders who teach’ report lower academic test scores; this third step is novel as few previous studies have attempted to link leadership styles and test scores. However, the difference in test scores across groups disappears when the geographical factor is accounted for, pointing to the importance of contextual factors in that they affect both leadership types and educational outcomes.
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Pan, Hui-Ling Wendy, Fong-Yee Nyeu, and Shu-Huei Cheng. "Leading school for learning: principal practices in Taiwan." Journal of Educational Administration 55, no. 2 (2017): 168–85. http://dx.doi.org/10.1108/jea-06-2016-0069.
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Purpose The purpose of this paper is to discuss how principals in Taiwan lead student and teacher learning at a time of leadership and learning paradigm shifts and the imminent implementation of the curriculum guideline for 12-year basic education. Design/methodology/approach This study interviewed 32 elementary and junior high school principals purposively sampled based on reputation and recommendation from senior principals and government officials. Findings As a society which values credentialism, principals in Taiwan face challenges in executing the vision of educating student as a whole person. The authors discuss how principals are solidifying whole person education as the espoused value, how they are enforcing school-based curriculum and effective instruction, and encouraging teacher professional learning. Principals are sharing power by recruiting stakeholders’ participation in guiding school development and enacting distributed leadership, while also building relationship as social capital and soliciting support from the community to establish the conditions to improve teaching and learning. Research limitations/implications This paper highlights how principal practices are evolving in a time of changing conception of learning from academic achievement to multiple competencies and the shifting paradigm of power from participatory decision making to distributed leadership. This paper ends with a discussion on how leadership for learning (LfL) as a community engagement has emerged. Practical implications With the shifting of the concept and paradigm of learning, principals in a high power distance society like Taiwan are now facing opportunities as well as challenges to lead teachers to engaging students in inquiry and collaboration. Originality/value This paper highlights the indigenous practices of principal LfL in a high-performing East Asian education system in a time of changing notions of learning and leadership.
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Þorsteinsson, Trausti, and Amalía Björnsdóttir. "Stjórnun og fagleg forysta í grunnskólum." Veftímaritið Stjórnmál og stjórnsýsla 12, no. 2 (2016): 487. http://dx.doi.org/10.13177/irpa.a.2016.12.2.14.
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In the last decades the Icelandic compulsory school system has become increasingly decentralized and the scope of the school principals‘ responsibilities has widened. Principals have the responsibility of organizing their schools‘ managerial structure and divide the workload between teachers and administrators. Their responsibilities include both management and professional leadership. Research points to a clear correlation between the professional leadership of principals and academic achievement. The collective agreement from 2001 between the teachers union and local authorities contained clauses on the posts of vice principals and heads of departments and the number of people hired into those positions grew rapidly until 2008. The purpose of this study was to examine background and working conditions of principals and which tasks within management and professional leadership they choose to take on. Data was collected by questionnaire which was sent to principals of schools with more than 100 students. Compulsory school principals have considerable work experience and the vast majority of them have completed post-graduate education in management. The managerial structure of the schools seems quite vague and this has led to certain symptoms of chaos rather than professional bureaucracy. The role of assistant principals and head of departments are vaguely defined but the principals shoulder most of the management roles. The important professional leadership roles are often said to be the common responsibility of the administrative team. The results indicate that the intention of the collective agreement in 2001 to promote aca - demic leadership in schools has not been realized.
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Price, Heather E. "Principals’ social interactions with teachers." Journal of Educational Administration 53, no. 1 (2015): 116–39. http://dx.doi.org/10.1108/jea-02-2014-0023.
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Purpose – The purpose of this paper is to link the social interactions between principals and their teachers to teachers’ perceptions of their students’ engagement with school, empirically testing the theoretical proposition that principals influence students through their teachers in the US charter school environment. The mediating influence of latent beliefs of trust and support are tested in this process. Design/methodology/approach – By analyzing pooled network and survey data collected in 15 Indianapolis charter schools using stepwise, fixed-effects regression techniques, this study tests the association between interactions of principals and teachers, on the one hand, and teachers’ perceptions of student engagement, on the other. The extent to which latent beliefs about teachers – in particular, trust in teachers and support of teachers by the administrators – mediate this relationship is also tested. Findings – Direct relationships between principal-teacher interactions and latent beliefs of trust and support are confirmed. Direct relationships between latent beliefs and perceptions of academic and school engagement are also confirmed. There is a relationship between principal-teacher interactions and teacher perceptions of student engagement, but the mediating effect of latent beliefs of trust and support accounts for much of the direct association. The reachability of the principal remains a significant and direct influence on teachers’ perceptions of academic engagement after accounting for trust and support. Research limitations/implications – Moving beyond principals’ personality dispositions in management and turning to the social relationships that they form with teachers adds to the understanding of how principal leadership affects student learning. Empirically distinguishing between the actual interactions and social dispositions of principals helps inform practical implications. Focussing on how principals’ social interactions with teachers influence teachers’ perceptions of students’ engagement provides a theoretical link as to how principals indirectly influence student achievement. Practical implications – The relationships that principals build with teachers have real implications on the beliefs of trust and support among teachers in a school and have a ripple effect on teachers’ perceptions of student engagement. These findings therefore suggest that frequently moving principals among schools is not an ideal policy. Originality/value – This study tests the theoretical boundaries of school organization research by using a within-schools design with charter schools. It also links leadership research to outcomes typically restricted to research on school culture and climate.
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Purwa Nugaraha, Andri, and T. Gurat. "KONTRIBUSI SUPERVISI KEPALA SEKOLAH TERHADAP KINERJA GURU DALAM PROSES BELAJAR MENGAJAR SERTA IMPLIKASINYA PADA HASIL BELAJAR DAN KARAKTER SISWA." Didaktik : Jurnal Ilmiah PGSD STKIP Subang 1, no. 2 (2016): 211–18. http://dx.doi.org/10.36989/didaktik.v1i2.27.
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Principals of good leadership should be able to work on improving the performance of teachers through staff capacity building program. Therefore, principals should have the competency-based supervision Permendiknas number 13 in 2007 that the principal has a duty to plan academic programs within the framework of professional supervision of teachers, carry out academic supervision of teachers by using approaches and techniques appropriate supervision and follow up the academic supervision of teachers in order to increase the professionalism of teachers. Professional teachers are needed in every school because with a professional teacher who will give birth to students who are competent, achievement, and has a culture and character of the nation so as to improve the quality of the school. In this paper, the researchers will try to examine the contribution of the principal supervision of teacher performance in teaching and learning and its implications on student learning outcomes
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Budiono, Shohib, Muhammad Akhyar, and Siti Sutarmi Fadhilah. "Pola Kepemimpinan Kepala Madrasah Aliyah Gani Tirtoasri Tirtomoyo Wonogiri Dalam Meningkatkan Kinerja Guru (Penelitian di MA Gani Tirtoasri Tirtomoyo Wonogiri Tahun Pelajaran 2014/2015)." Teknodika 14, no. 1 (2016): 1. http://dx.doi.org/10.20961/teknodika.v14i1.34694.
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This study aims at: (1) Acquiring principal leadership pattern executed in MA Gani Tirtoasri Tirtomoyo Wonogiri in the 2014/2015 academic year. (2) Obtaining the efforts being made to improve the performance of teachers in MA Gani Tirtoasri Tirtomoyo Wonogiri in the 2014/2015 academic year. (3) Obtaining the constraints experienced during the principal leadership in the 2014/2015 academic year. (4) Obtaining the results that have been achieved over the principal leadership in the 2014/2015 academic year. This study was conducted in MA GaniTirtoasri Tirtomoyo, MA Gani Tirtoasri have a good school achievement in academic and non-academic. MA Gani Tirtoasri is the oldest Madrasah established in the district of Wonogiri that becomethe establishment embryo of another madrasah. Type of this research is descriptive qualitative research, the research seeks to tell that there is now based on the data, this study also presents the data, analyze, and interpret. The informants are Principals, Madrasah Committee, vice principal of curriculum division, Vice Principals of Infrastructure Division, vice principal of students affairs, Parents, and Students. Data were collected through interviews, observation and documentation. In examining the validity of the data or check the veracity of the data used by extending the duration of the study, the continuous observation, triangulation, either triangulation of data sources and the triangulation of data collection techniques. Data analysis was performed three stages include: data reduction, data presentation and conclusion / verification. The study concluded that: (1) Principal leadership patternapplied in MA Gani Tirtoasri lead to a democratic leadership pattern. (2) Principals has made various efforts to improve teacher performance MA Gani Tirtoasri includes: (a) curriculum development: (b) the development of teaching and learning; (c) human resource development; (d) the development of curricular and extracurricular; (e) the development of links with education stakeholders. (3) The problem faced Principals in the lead MA Gani Tirtoasri in the 2014/2015 academic yearthe main is difficult to change the mindset of teachers becomes a teacher who constantly want to develop in accordance with the demands of the times. (4) The results achieved by the Principals in the lead MA Gani Tirtoasri is achieved various accomplishments championships with both academic and non-academic
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Dahal, Hikmat. "Perception of Teachers towards School Principal as Instructional Leader." Nepal Journal of Multidisciplinary Research 3, no. 2 (2020): 86–96. http://dx.doi.org/10.3126/njmr.v3i2.33039.
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The title of the article is 'Perception of Teachers towards School Principal as Instructional Leader'. Instructional leadership has become one of the most widely researched topics. This type of leadership has been connected to teacher growth and development, teacher job satisfaction, student achievement, and improving school climate in general. The objective of the study included to determine the role played by principals as instructional leaders in schools through the perceptions of teachers. To achieve this purpose quantitative research methodology was used and the study was survey type in nature. The sample consisted of 436 school teachers of Kathmandu district. A self developed questionnaire was developed using Google Forms and sent to the respondents via email and social networking sites. The data were collected from teachers in emails and social media. The data were analyzed by using different descriptive and inferential statistics. Findings of the study indicated that school principals support creativity, innovation and practice of new skills in the classroom. They also praised to those teachers who use creativity in classrooms to enhance the learning of students. They held meetings with teachers to discuss the students’ performance and solve the problems of teachers as an instructional leaders. The findings suggested that there is no significant difference on perception of instructional leadership of principals on the basis of gender of teachers and subjects they teach but have a significant difference on perception on the basis of their academic qualification. It is recommended that principals may be trained that they can use new innovative methods and ideas to discuss with teachers and they help out the teachers to make the dull topics interesting. Principals may motivate teachers by giving different incentives in the shape of awards for bringing innovation in school.
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Bandur, Agustinus. "Stakeholders’ responses to school-based management in Indonesia." International Journal of Educational Management 32, no. 6 (2018): 1082–98. http://dx.doi.org/10.1108/ijem-08-2017-0191.
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Purpose The purpose of this paper is to explore the key determinants of effective school-based management (SBM) for improved teaching−learning environments and student achievements, while identifying the major reasons as to why poor implementation of SBM is associated with lower student achievements. Design/methodology/approach Both dimensions of quantitative and qualitative research were applied for the purpose of this study with active participation of 334 school stakeholders, including principals, teachers, parents, and school council members. In addition to the survey, 33 Interviews and FGDs were conducted with the participation of 61 key informants. These were followed by an examination of school documents, including students’ national examination results. Findings This study concludes that SBM drives the emergence of decision-making authority of principals, the presence of participatory school decision-making, and high involvement of school council for better teaching and learning environments. In turn, effective implementation of SBM policy is associated with healthier teaching−learning environment and better student academic achievements. However, less effective implementation of SBM is due to lack of proper understanding of the school stakeholders that resulted in lower academic achievement. Practical implications Adequate provisions of training on the part of school council members and school principals are required for significant results of SBM policy and programs for improved teaching–learning environment and increased student achievements. The training focuses on, among others: school leadership, school development planning and changing roles of school leaders under SBM reform. Originality/value This study builds on global and Indonesian developments of the decentralized education through SBM model. This study is highly significant in addressing the current debates in existing literature about whether or not SBM has resulted in school improvements and higher student achievements. Practically, this study provides adequate insight to educational leaders, policy makers and international donor agencies in demonstrating why SBM is effective in particular school settings as well as why SBM policy and programs are not effectively implemented in other schools that resulted in lower student achievements.
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Møller, Jorunn. "Creating Cultures of Equity and High Expectations in a Low-Performing School." Nordic Journal of Comparative and International Education (NJCIE) 2, no. 2-3 (2018): 86–102. http://dx.doi.org/10.7577/njcie.2802.
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The literature on successful schools has revealed that a school culture of high expectations is beneficial for student achievement and that leaders may exercise significant influence on their school’s success trajectory. However, less information is known about how leaders at different levels interact to build such cultures in local schools or how standards of professional work and new demands interact to support teachers’ com-mitment to quality education for a diverse student population. This study aimed to examine the interplay between district and school leadership in creating cultures of equity and high expectations for all students in a Norwegian low-performing school. Methods included interviews with the principal and the superin-tendent, focus group interviews with deputies, teachers and students, and a survey among all students in grade 10 at the selected school. The study demonstrated how leading teachers’ effort to raise academic and social standards among students was a complex endeavour and how a productive interplay between district level leadership and school-level leadership became one of the key enabling factors. A main argument is that promoting quality education for all begins with the question of purpose and requires understanding how principals’ and teachers’ work is embedded in broader social structures of power.
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Ozdemir, Nedim. "A bibliometric analysis of research on principal leadership and student achievement." New Trends and Issues Proceedings on Humanities and Social Sciences 6, no. 7 (2019): 55–61. http://dx.doi.org/10.18844/prosoc.v6i7.4512.
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This study aims to explore the bibliometric review of research on principal leadership and student achievement. The study consists of 473 articles indexed in the Web of Science database between 1992 and August 2019. This database provides access to bibliographic data of publications. Data were analysed by using VOSviewer software to create co-authorship, keyword and citation map. Descriptive statistics and social network analysis were used for data analysis. There are 93 items that are mentioned at least four times in 473 articles. These keywords grouped into nine clusters. The most common keywords are achievement, school leadership, principal, school improvement, instructional leadership, teachers and performance. The temporal analysis finds that recent interest revolves around teacher evaluation, teacher professional development, trust and collaboration. Researchers can do a similar study in the field of school leadership and school culture.
 Keywords: School principal, academic achievement, bibliometric analysis.
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Manla, Vilma H. "School Climate: Its Impact on Teachers’ Commitment and School Performance." Journal of World Englishes and Educational Practices 3, no. 2 (2021): 21–35. http://dx.doi.org/10.32996/jweep.2021.3.2.3.
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The aims of this study were to determine the perceptions of school climate, teachers’ commitment and school performance held by principals, teachers and parents and the relationship among these variables. Thirty elementary schools of the third congressional district of Bohol consisting of 200 teachers, 30 principals and 60 parents who were randomly sampled took part in the study. The teachers and parents completed two survey instruments: Organizational Health Inventory for elementary schools (OHI-E) from Hoy and Tarter to examine school climate and Organizational Commitment Questionnaire (OCQ)from Celep to test teachers’ commitment, while the principals were made to answer an additional questionnaire that solicits data regarding the school performance. With the school as the unit of analysis, the OHI-E outlined and measured five elements related to school climate (teacher affiliation, institutional integrity, collegial leadership, resource influence and academic influence). Those five were the independent variables used for the study. The dependent variables were the teachers’ commitment with regard to the commitment to school, teaching profession, pupils and work group; and school performance measured by graduation, retention, promotion, participation, repetition, failure, drop-out rates and the National Achievement Test Result. Data were analyzed using frequency count and simple percentage calculation. Weighted mean score was used to assess the level of school climate, teachers’ commitment and school performance. Furthermore, parametric test like Pearson Product-Moment Correlation (rxy) was used to determine the degree of relationship between school climate and the teachers’ commitment; while Spearman Rank Correlation (rs) was used to determine the relationship of school climate and school performance. Results indicated that school climate is related to teachers’ commitment and school performance. These findings have significant implications for the implementation of change in schools, motivation, productivity, well-being, and learner achievement.
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Maponya, Tebogo. "The instructional leadership role of the school principal on learners’ academic achievement." African Educational Research Journal 8, no. 2 (2020): 183–93. http://dx.doi.org/10.30918/aerj.82.20.042.
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Beard, Karen Stansberry. "Toward a theory of Engaged School Leadership." Journal of School Leadership 28, no. 6 (2018): 742–71. http://dx.doi.org/10.1177/105268461802800603.
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This study explored principle licensure students’ sense of engagement, program effectiveness, and preparedness to lead engagement focused on academic achievement. Data analysis using attributes of effective preparation programs, and positive psychology constructs (e.g., flow) found Goal Achievement, Commitment, and Accomplishment significantly related to flow. Flow was significantly related to Engagement, while Care was significantly related to Commitment and Coping. Perhaps more significantly, the findings yielded seven characteristics of Engaged School Leadership Theory (ESTL) development. Adding to both principal preparation and positive psychology literature, this study offers conceptual understandings toward an emerging theory of Engaged School Leadership.
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Koirala, Kamal Prasad. "Successful Leadership Practice in School." Education and Development 29 (December 1, 2019): 119–31. http://dx.doi.org/10.3126/ed.v29i0.32576.
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This paper mainly focuses on successful leadership practices in secondary school. It aims to identify the recent models and theories of successful leadership practice in schools, and explore the experience of school principal regarding successful school leadership in the Nepalese context. A qualitative study was carried out in Gorkha district for the collection of data. A successful head teacher was selected for in-depth interview to explore the perception and experience about successful practice of school leadership. The findings of the study reveal that strong interpersonal skills, people-centered leadership, clear communication of vision and goal, focus on academic achievement, co-curricular activities, transparency, creating a positive work environment, knowledge of pedagogical contents, and cooperation and collaboration with various stakeholders are the vital constituents of successful leadership practices.
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Abdullah, Mukhammad. "School Culture to Serve Performance of Madrasah in Indonesia." QIJIS (Qudus International Journal of Islamic Studies) 7, no. 1 (2019): 71. http://dx.doi.org/10.21043/qijis.v7i1.4809.
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<p>School cultures grow with school ages, school objectives, social changes, and school level, whose success depends on leadership styles. This study, aims to see school cultures development and attainments of the schools. Taking in Kediri, Indonesia, this study used grounded theory and selected Senior Islamic School (MAN): MAN 1, MAN 2 and MAN Tarokan, 12 participants, and employed theme-based analysis. The study revealed MAN 2 is the best to maintain school cultures and achieve better academic attainments. School cultures are derived from (1) values, norms, and behavior; (2). school physical environment: beauty, security, comfort, tranquility, and cleanliness; (3). school system: quality based, principal leadership, discipline and order, rewards and incentives, expectations for achievement, access to information, evaluation, intensive and open communication. Schools with established school cultures achieve better academic and non-academic attainments.</p>
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Louis, Karen Seashore, and Joseph Murphy. "Trust, caring and organizational learning: the leader’s role." Journal of Educational Administration 55, no. 1 (2017): 103–26. http://dx.doi.org/10.1108/jea-07-2016-0077.
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Purpose The purpose of this paper is to investigate whether principals can have an impact on organizational learning (OL). The authors use a cultural perspective, based both in the emerging literature from positive psychology and the relatively well-developed research tradition in studying the nature and impacts of OL to address four questions: first, is principal’s cognitive trust in teachers’ professional capacities related to knowledge sharing/OL among teachers?; second, is principal’s trust in teachers’ professional capacities related to teachers’ reports of being in a caring school setting (relational trust)?; third, is principal caring related to knowledge sharing/OL among teachers?; and fourth, is principal trust particularly important in school contexts with low income students? Design/methodology/approach An existing database that includes principal and teacher surveys in 116 schools in the USA provides the basis for examining the four questions. Optimized scaling techniques were used to develop measures of principal trust in teachers professional capacities, teachers’ perception of principal caring, an indicator of academic support for students that includes a social justice of equity emphasis, and capacity for OL. The demographic characteristics of the student body and school size were used as possible moderating variables. The data were subject to both regression and path analysis. Findings Principal trust was directly related to teachers’ perceptions of principal caring, and indirectly related to OL. The measure of academic support for students had the strongest direct effect on OL. While the percentage of non-white students and school size had some relationship to OL, they do not change the overall results. The model, which supports the role that principals play in fostering both equity and OL is sustained when the authors examine student achievement. Research limitations/implications The limitations of the study stem largely from the nature of the sample and measures, which are confined to 116 schools in the USA, and a secondary analysis of a cross-sectional survey database. Because understanding the dynamics of a relationship-based/positive leadership perspective require detailed qualitative studies and longitudinal data, the results are presented as suggestive of issues that should be studied further. Originality/value Both trust and OL have been extensively studied both in education and other settings. However, few studies have simultaneously examined leadership, different types of trust and OL and none have done so in the context of positive psychology. The contribution of this analysis is thus empirical (extending the boundaries of what is known using concepts that are familiar) and theoretical (beginning the development of a theory of positive leadership that incorporates multiple factors associated with healthy and productive school environments).
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Hands, Catherine. "Somewhere between a Possibility and a Pipe Dream: District-level Leadership that Promotes Family Inclusion and Engagement in Education." Journal of Family Diversity in Education 1, no. 2 (2014): 88–111. http://dx.doi.org/10.53956/jfde.2014.25.
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This paper looks at strengthening parent engagement in education, focusing on leadership strategies for reaching and supporting parents. The qualitative case study of a district’s multiple approaches for enhancing parent engagement involved 8 individual and focus group interviews, observations, and document analyses. The superintendent and principals shared leadership with school councils for developing initiatives. They collaborated with community organizations to provide parenting support, social services and resources to enable participation. Despite some success, the leaders were challenged to establish engagement programs widely across the district due to a managed, hierarchical, organizational structure and limited parent input on educational goals. The research contributes to a discussion of enhancing relations among families and schools to promote all students’ academic achievement and wellbeing.
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Dessalegn, Feyisa, Ferede Bekalu, and Amsale Frew. "Principals perceived leadership effectiveness and its relationship with academic achievement among students in secondary school: The Ethiopian experience." Educational Research and Reviews 11, no. 12 (2016): 1129–37. http://dx.doi.org/10.5897/err2015.2617.
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Shaked, Haim. "School Leaders’ Contribution to Social Justice: A Review." International Journal of Educational Reform 28, no. 3 (2019): 303–16. http://dx.doi.org/10.1177/1056787919857259.
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Purpose: The purpose of this review is to examine what is known as well as what we still seek to know in terms of principals’ potential contribution to social justice in their schools. Design/methodology/approach: This review provides an evaluative report of the current knowledge in the literature related to the influence of principals on social justice at the school building level. Findings: The current review reveals that there is solid evidence of the significant impact of school leaders on student learning. This impact constitutes the conceptual basis for social justice school leadership, where school leaders ascertain that all students are provided equal opportunities for quality education. However, the available knowledge regarding the optimal way to prepare social justice school leaders is still limited. Research implications: In as much as recent literature does not provide satisfactory answers to the question of how to train social justice school leaders, workable approaches to developing leaders who are effective in achieving social justice, equity, and excellence should be explored. Originality/value: In today’s Western school systems, non-White, LGBT, poor, or differently-abled students often lag behind their peers in academic achievement and acquisition of higher education while leading in school dropout rates. The review seeks to understand how school principals can bring about a real change in this undesirable situation, creating a social justice educational system.
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Setia, Shinta, Pwee Leng, Yurillah Endah Mauliate, Dian Ekowati, and Dwi Ratmawati. "The Principal Leadership in Developing Inclusive Education for Diverse Students." International Journal of Emerging Issues in Early Childhood Education 3, no. 1 (2021): 08–24. http://dx.doi.org/10.31098/ijeiece.v3i1.519.
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Background – Zonasi, a new ‘zoning-based school’ system implemented by the Indonesian government in June 2019 has created a significatnt impact on student enrollment in all public schools across the country. Before June 2019, student enrollment in public schools were based on its schools selection process, mainly academic achievement, whilst for past 2 years (2019 and 2020) students enrollment has been based on “zonasi”, a geographical distance between student’s home and the chosen school. The closer the distance, the bigger chance to get acceptance. As as result, public schools nowadays has more diverse students than before. Purpose - This research aimed to explore leadership practices of secondary public school principal in transforming a regular public school into inclusive public school through the act of leadership practices. The school was acknowledged by local government and communities as one of the successful inclusive public high school in Surabaya.Design/methodology/approach - This research used a qualitative approach within a case study design. The data collection techniques used in this research were interviews, observations, and school documents. Data were collected from the principal, 2 counseling teachers, 2 special education teachers, and head of educational in the district.Findings - The result revealed four principal leadership behaviour to transform regular public school into inclusive public school i.e. (1) changing mindset the teachers and non-academic staffs, (2) promoting inclusive practices within the school through various programs, (3) promoting inclusive practive in teaching-learning process, (4) building connection with parents & local communities, and seeking government support on the innitiatives.Research limitations – This study only investigated one public school, with the involvement of a school principal and 4 teachers. It would be better if the scope of the research could be broader, for example covering elementary and high schools, and involving more participants, such as the vice principal of the curriculum field, students and parents.Originality/value – This study contributes to leadership research in the context of secondary school education, which has undergone a transformation from the previously students tend to be homogeneous because they are based on standardized academic qualification, nowadays students at schools have more diverse social backgrounds as a result of the implementation of the zoning system in Indonesia. The findings of this paper can be used as a tool. a guide for policy makers and educational planners regarding zoning system in Indonesia. Such practices can also be learned, adapted and imitated by other schools.
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Gonzales, Miguel, and Maria Roberts. "Franchise model schools: rethinking educational practices and structures." Development and Learning in Organizations: An International Journal 34, no. 2 (2019): 41–44. http://dx.doi.org/10.1108/dlo-08-2019-0196.
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Purpose How will schools reinvent themselves to respond to the technological and economic demands of the mid-21st century? In response to the demands, a school district in the western region of the United States implemented a model patterned after the franchise business model. Two effective principals were tasked to simultaneously lead multiple high-risk elementary schools and to replicate the success they achieved from their flagship school. This paper aims to introduce the concept of franchise model schools. It also examines the innovative impact of the model as it relates to student achievement and leadership development. Design/methodology/approach The methodology for this research was a case study approach. This case study sought to examine teacher and school leaders' perceptions of the implementation of the franchise model school framework. The setting of this case study was five franchise model elementary schools in the western region of the United States. Participants of this study included 37 grade-level teacher leaders and 133 teacher respondents to an online questionnaire. Semi-structured focus group interviews were conducted with grade-level teacher leaders at each participating school. State and site-based academic assessments were also collected and analyzed. Findings Due to the novelty of the franchise model schools, the long-term effects on student outcomes are not yet discernable. Interviews with the teachers and school leaders revealed that staff morale was low after the initial implementation of the model and student assessment scores also decreased after the first year of implementation. The current pattern of student assessment revealed a decrease after the first year of implementation and a small increase after the second year. Findings revealed assistant principals within the model increased their leadership capacity and efficacy. Assistant principals felt confident in their ability to lead a school as principals. Originality/value The implementation of franchise model schools is unique to the United States education system. Minimal research exists which examines the novelty and impact of franchise model schools. This case study has the potential to inform school systems, policy-makers and educator preparation programs of new practices and innovative structures that can help meet the demands of obtaining a mid-21st-century education. For educational leadership preparation programs, the use of this model provides new practicum and internship opportunities for aspiring school administrators.
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Kimathi, Mbaka Kenkelvin. "Influence of Principals’ Leadership Styles on Teachers’ Job Satisfaction in Public Secondary Schools in Meru South Sub-County, Tharaka Nithi County, Kenya." International Journal for Innovation Education and Research 5, no. 11 (2017): 28–34. http://dx.doi.org/10.31686/ijier.vol5.iss11.820.
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In spite of intensive guidance and counseling programs, remedial teaching and availing learning materials, high quality education in Kenya has not been achieved. Other factors have contributed either directly or indirectly to the students’ academic achievement. However, the principals’ leadership styles become one of the central elements to consider because they play a crucial role. This study sought to investigate the influence of principals’ leadership styles on teachers’ job satisfaction in public secondary schools in Meru South Sub-County with view of enhancing quality education. The study used a descriptive survey design. The target population consisted of all principals of 53 public secondary schools in Meru South Sub- county and 500 teachers totaling to 553. Questionnaires were used to collect data from the participants. The study found that there was transformational leadership style adopted by principals in connection to the indicators exhibited by teachers. Therefore, it was recommended that principals should attend to teachers’ personalized needs, encourage team building amongst the staff, and motivate teachers by being role models and offer teachers with personalized attention.
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Miškolci, Jozef, Derrick Armstrong, and Ilektra Spandagou. "Teachers’ Perceptions of the Relationship between Inclusive Education and Distributed Leadership in two Primary Schools in Slovakia and New South Wales (Australia)." Journal of Teacher Education for Sustainability 18, no. 2 (2016): 53–65. http://dx.doi.org/10.1515/jtes-2016-0014.
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Abstract The academic literature on the practice of inclusive education presents diverse and at times contradictory perspectives in how it is connected to practices of distributed leadership. Depending on the approach, on the one hand, inclusive educational practice may enable distributed school leadership, while on the other hand, it may allow for hierarchical management styles if staff members do not implement inclusive practices. This paper explores how school staff members perceive and understand the relationship between practices of inclusive education and distributed leadership in two public primary schools: one in New South Wales (Australia) and one in Slovakia. These two schools were identified by external informants as good practice examples of inclusive education. Using qualitative research methods based on interviews, this paper identifies two main understandings of this relationship. First, although distributed leadership may encourage the goals of inclusive education, it may in some circumstances also hinder their achievement. Second, distributed leadership can be constructed as an indispensable component of inclusive education, and this has implications for how the target groups of inclusive education are conceptualised. This paper also discusses the wider social and political contexts of the two primary schools and how in each case context significantly constrained and shaped understandings and practices of inclusion and distributed leadership in the practice of teachers and principals.
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Dipaola, Michael F., and Wayne K. Hoy. "School Characteristics that Foster Organizational Citizenship Behavior." Journal of School Leadership 15, no. 4 (2005): 387–406. http://dx.doi.org/10.1177/105268460501500402.
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After a theoretical analysis of the concept of organizational citizenship is elaborated, we complete an analysis of the characteristics of school organization that promote citizenship behaviors. We assume that the leadership of the principal is critical in such an endeavor as well as the trust that colleagues have in each other and the extent to which there is a school press for academic achievement. Using a sample of 75 middle schools, our hypotheses were supported; all of these factors both individually and collectively have positive influences on organizational citizenship. Finally, the implications of the findings are considered.
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Tian, Meng, and Stephan Gerhard Huber. "Mapping educational leadership, administration and management research 2007–2016." Journal of Educational Administration 58, no. 2 (2019): 129–50. http://dx.doi.org/10.1108/jea-12-2018-0234.
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Purpose The purpose of this paper is to examine the development of educational leadership, administration and management (EdLAM) research by identifying thematic strands that hallmark key publications and synthesise major research findings and limitations. Design/methodology/approach This study combines bibliometric and content analysis methods to review 2,347 publications from 15 core EdLAM journals published from 2007 to 2016. Findings The bibliometric analysis identified five EdLAM thematic strands: school leadership for enhancing students’ academic achievement and teachers’ effectiveness; leadership for educational change, accountability and promoting democratic values; leadership for social justice, equal education and narrowing achievement gaps; principal’s instructional leadership for school improvement; and distributed leadership and its impact on organisational climate and teachers’ attitudes and stress. The content analysis revealed that the EdLAM research from 2007 to 2016 further developed the following research areas: the dynamics between leaders and teachers in leadership work, the potential risks of distributed leadership and the EdLAM challenges brought by the New Public Management and neoliberalism. Originality/value This study depicts state-of-the-art EdLAM research. It confirms the combination of bibliometric and content analyses as a useful approach for large-scale review studies. Finally, this review suggests future research directions.
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Beachum, Floyd D., and Terri N. Watson. "The Rebirth: Can We Live?" Journal of Cases in Educational Leadership 20, no. 2 (2017): 95–104. http://dx.doi.org/10.1177/1555458916685747.
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Nathaniel Stone, the principal of Lakeshore Community High School, was summoned to a meeting in the city. The gathering included more than a dozen influential leaders. The conversation that unfolded was, literally, unreal. Mr. Smith, a government official of sorts, called for the destruction of a social movement that was having a positive effect on the academic achievement and life chances of Black and Hispanic youth throughout the country. This narrative is constructed in the spirit of Derrick Bell’s chronicles and acknowledges the systemic nature of racism, its presence in the nation’s public schools, and its aim to disenfranchise people of color. Furthermore, it is intended to make this reality palpable to aspiring school leaders and to thwart color-blind school leadership.
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Sucirama, Sucirama, and Imam Tholkhah. "PENGARUH KEPEMIMPINAN KEPALA SEKOLAH DAN KOMPETENSI PEDAGOGIK GURU PAI TERHADAP HASIL BELAJAR SIWA KELAS VIII SMP SWASTA SE-KECAMATAN LEUWISADENG KABUPATEN BOGOR." Jurnal Dirosah Islamiyah 2, no. 2 (2020): 173–98. http://dx.doi.org/10.47467/jdi.v2i2.118.
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ABSTRACT
 This study aims to determine whether or not the influence of the Principal's Leadership Leadership and Pedagogical Competence of PAI Teachers Against Student Learning Outcomes of Class VIII Private Schools in Leuwisadeng District, Bogor Regency. This research method is a quantitative method. This research is a radom sampling study because the population of 495 is taken from 15% of the total sample, namely 74 respondents. To get empirical data on variable X (students' perceptions of teacher competency) and Y variables (student learning outcomes) that is done by questionnaire or questionnaire. The Principal's leadership covers the Cognitive element, which is managing the school effectively and implementing a daily program. The apective element is able to motivate students to discipline in learning and work and achievement and the Psychomotor element is maintaining a student-centered learning climate. In PAI Teacher Pedagogical Competence has a cognitive element that is mastering the theory and principles of learning that educates, learning activities that educate and evaluate or evaluate, the apective element takes over the characteristics of students and the psychotoric element is communication with students and the development of potential students. while the Learning Outcomes have a cognitive element that is curiosity of students, dare to experiment and academic values, apective elements namely attitudes toward teachers and friends, class attendance and responsibilities towards homework, psychomotor elements namely self-actualization. From the results of the comparison of the Principal Leadership Variable significance value of 0.10> 0.05 means significant and obtained T count (2,652) and t table (1,993) then T arithmetic> T table means there is an influence between the principal's leadership on student learning outcomes. From the results of the PAI Teacher Pedagogical Competence variable the comparison of significance values .17> 0.05 means significant and obtained the value of T arithmetic (22,439) and t table (1,993) then T arithmetic> T table means there is an influence between PAG Teacher Pedagogic Competence on student learning outcomes. From the comparison of F arithmetic 23.508 F table 3.12 then F arithmetic> F Principal Leadership and Pedagogical Competence of PAI Teachers jointly affect the learning outcomes of Class VIII (Eight) SMP students in Leuwisadeng District, Bogor Regency.
 Keywords: Learning, Teacher, School Principal, Leadership, Pedagogic, Students
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Mitchell, Roxanne, and C. Tarter. "A Path Analysis of the Effects of Principal Professional Orientation towards Leadership, Professional Teacher Behavior, and School Academic Optimism on School Reading Achievement." Societies 6, no. 1 (2016): 5. http://dx.doi.org/10.3390/soc6010005.
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Ndiga, Beatrice, Catherine Mumiukhacatherine khakasa, Fedha Flora, Margaret Ngugi, and shem mwalwa. "Principals’ Transformational Leadership Skills in Public Secondary Schools: A Case of Teachers’ and Students’ Perceptions and Academic Achievement in Nairobi County, Kenya." American Journal of Educational Research 2, no. 9 (2014): 801–10. http://dx.doi.org/10.12691/education-2-9-15.
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Gali, Yarden, and Chen Schechter. "NGO involvement in education policy: principals' voices." International Journal of Educational Management 34, no. 10 (2020): 1509–25. http://dx.doi.org/10.1108/ijem-02-2020-0115.
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PurposeNon-governmental organizations (NGOs) have been involved in academic programs in many Western countries, actively participating and reshaping policy implementation. This tremendous growth in external voluntary and philanthropic organizations in schools is associated with a global trend toward decentralization, commodification, privatization, neoliberalism and governmental budget cuts. NGOs have become very popular partners in attempts to meet education goals set by the government and are increasingly involved both in policy formation and implementation. And arise questions regarding the special challenges facing school principals. This study explored the perceptions of school principals regarding the NGO involvement in designing and implementing education policy in Israel.Design/methodology/approachThe authors applied a qualitative research method, conducting in-depth interviews with primary school principals of schools with low socioeconomic student populations, where NGOs operate at the national level to promote educational achievement programs. This research approach acknowledges the existence of structured, fluid, subjective, flexible and dynamic realities that are attributed different meanings and interpretations and are shaped within political, cultural and social contexts. Thus, this study aims to reflect the perceptions of school principals regarding the involvement of NGOs in design and implementation of education policies. The authors utilized an inductive process of condensing, encoding, categorizing, and theorizing to analyze the data.FindingsData analysis revealed the following three major themes evident in the perceptions of school principals: intersectoral partnership policies in education; a policy of re-examining mutual responsibility for education; and the benefit of NGO engagement in education. Inter-sectoral partnership policy is the emergence of alternative models, defined as different political and institutional ways of organizing collective action is an effective way to organize and benefit, and is a way of introducing new ideas, actors and resources into public education systems. However, this new model is a complex, ongoing and dynamic process with school principals at the helm of these new relationships.Research limitations/implicationsThis study includes new information on how school principals see NGOs involvement in planning and implementation of education policy. However, it was conducted with various limitations. First, participants and their input all relate specifically to education in Israel. Any generalizations that may be drawn from them to shed light on similar processes around the world would require the study also be conducted in diverse sociocultural contexts. Second, interviews with principals were held through the 2016–2017 school year. A longitudinal study would be required to examine whether and how principals feel after years of working with NGOs on various projects. Finally, this study only focused on the opinions of principals, representing only one involved party. This cannot be a comprehensive perspective on the partnership and collaboration between formal education systems and NGOs. Thus, further research is necessary to examine the perceptions of NGOs managers, policymakers, supervisors, teachers, pupils and parents. Based on the authors’ study's findings, they recommend investigating whether, how, and under what conditions principals can nurture partnerships with NGOs as a platform for initiative, particularly the vigorous leadership needed to carry out the policy.Practical implicationsThe establishment and support of intersectoral partnerships between the Education Ministry and NGOs is a complex, ongoing and dynamic process with school principals at the helm of these new relationships. Principals have been given more independence, autonomy and clout as they maintain the external networks now contributing to improved outcomes and addressing unique community needs. Consequently, the more external factors become involved in education, the more principals are required to manage and implement the partnership. As such, policymakers (main office and district supervisors), implementers (NGO managers, school principals, teachers) and recipients (parents and teachers) must stay attentive to each other, adjust expectations as to the limits of responsibility, and primary to recognize the needs to keep making improvements to the partnership that are based on reciprocal assessment. More, all involved parties must continue to be active in developing, deepening and maintaining the employed mechanisms, normalizing them to become the standard in intersectoral partnerships in education.Originality/valueThis study provides theoretical contributions and practical implications of NGO involvement in designing and implementing education policies from the perspective and function of school principals in this era of ever-changing economic and social reality. Establishment and support of intersectoral partnerships between the Education Ministry and NGOs is a complex ongoing and dynamic process with school principals at the helm of these new relationships. The principals have been given more independence autonomy and clout as they maintain the external networks now contributing to improved outcomes and addressing unique community needs and more principals are required to manage and implement the partnership.