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Artículos de revistas sobre el tema "Educational leadership Teacher participation in administration Teachers"

Autor: Grafiati

Publicado: 4 de junio de 2021

Última modificación: 5 de febrero de 2022

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1

Benoliel, Pascale, and Anat Barth. "The implications of the school’s cultural attributes in the relationships between participative leadership and teacher job satisfaction and burnout." Journal of Educational Administration 55, no. 6 (2017): 640–56. http://dx.doi.org/10.1108/jea-10-2016-0116.

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Purpose As a result of continuous reforms, increased emphasis has been placed on participative leadership as a means to improving school and teacher outcomes. However, along with the benefits of participative leadership comes the potential for strain and burnout, which stem from work intensification. Applying the implicit leadership theory and the conservation of resources theory, the purpose of this paper is to propose that differences in school’s cultural attributes will influence the emergence of participative leaders and their influence on teachers’ outcomes of job satisfaction and burnout

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2

Zheng, Qiao, Lingyan Li, Huijuan Chen, and Susanna Loeb. "What Aspects of Principal Leadership Are Most Highly Correlated With School Outcomes in China?" Educational Administration Quarterly 53, no. 3 (2017): 409–47. http://dx.doi.org/10.1177/0013161x17706152.

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Purpose: The purpose of this study is to build a broader framework for Chinese principal leadership and to determine what aspects of principal leadership correlate most highly with school outcomes from the perspectives of both principals and teachers. Method: The data come from a 2013 national student achievement assessment in China comprising 37,749 students in Grade 8 and 9,165 teachers in 613 secondary schools. Adopting Grissom and Loeb’s measurement framework, we use both exploratory and confirmatory factor analyses to examine the structure of principal leadership. Then, a hierarchical lin

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Avidov-Ungar, Orit. "Professional learning communities of teachers: Israeli principals’ perceptions." Journal of Educational Administration 57, no. 6 (2019): 658–74. http://dx.doi.org/10.1108/jea-10-2017-0126.

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PurposeThe purpose of this paper is to focus on professional learning communities (PLCs) run for and by teachers to achieve their ongoing professional development and greater pupil attainment. The paper examined principals’ perceptions of how such PLCs influence teachers, teacher learning and school processes, and their own involvement in PLCs operating in their schools.Design/methodology/approachIn-depth semi-structured interviews were conducted with 17 of 97 principals from three of the four educational districts participating in a pilot programme to achieve in-service teacher professional d

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4

Urick, Angela, Alison S. P. Wilson, Timothy G. Ford, William C. Frick, and Meredith L. Wronowski. "Testing a Framework of Math Progress Indicators for ESSA: How Opportunity to Learn and Instructional Leadership Matter." Educational Administration Quarterly 54, no. 3 (2018): 396–438. http://dx.doi.org/10.1177/0013161x18761343.

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Purpose: To advance a framework of indicators that promotes implementation of math standards under the Every Student Succeeds Act (ESSA), we tested a conceptual model of the resources and processes within schools that influence the opportunity to learn mathematics (OTL) in the classroom using a recent administration of the 2011 Trends in International Math and Science Study (TIMSS 2011). There is potential benefit to state departments and system-level practitioners from more information about how schools might influence student access to college and career-ready curriculum. Such information ha

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Nekongo-Nielsen, Haaveshe Ndeutalala, and Elizabeth Ndeukumwa Ngololo. "Principals’ experiences in the implementation of the English Language Proficiency Programme in Namibia." Journal of Educational Administration 58, no. 1 (2019): 81–95. http://dx.doi.org/10.1108/jea-06-2018-0113.

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Purpose Namibian principals are usually placed in leadership positions without orientation and are found to lack skills to supervise teachers in delivering instruction using the English language. Studies conducted elsewhere in the world found that effective school leadership is needed for the success of professional development programmes. The purpose of this paper is to explore principals’ lived experiences with regard to their roles in the implementation of the English Language Proficiency Programme (ELPP). Design/methodology/approach This paper followed a qualitative inquiry with multiple c

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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 p

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Shahzad, Shahmain. "Academic culture of Pakistani medical colleges." Health Professions Educator Journal 3, no. 1 (2020): 59–64. http://dx.doi.org/10.53708/hpej.v3i1.186.

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ABSTRACT Objectives: There is a discrepancy between the theory and practice in the academic culture in the medical schools in Pakistan. The overall academic culture and educational armamentarium in Pakistani medical colleges is outdated and is teacher and administration centric. This scoping review is done to highlight these discrepancies and to shed light on problems faced in the academic culture of medical colleges.  Methods: Out of the 98 studies identified relevant to the topic, 27 studies were included in this scoping review. These studies were obtained from

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Centeno Pérez, Vinnett Esther. "Calidad de la gestión administrativa del director y compromiso laboral de los docentes de algunos colegios privados salvadoreños." RIEE | Revista Internacional de Estudios en Educación 19, no. 1 (2019): 35–46. http://dx.doi.org/10.37354/riee.2019.188.

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Mediante un estudio descriptivo y correlacional, se analizó la relación entre la percepción de la calidad de la gestión administrativa del director y el grado de compromiso laboral de los docentes de algunos colegios privados de El Salvador, en un contexto donde cada año los docentes renuncian a sus trabajos y pasan a laborar al sector gubernamental. Se administraron dos instrumentos, uno para medir la percepción de la gestión administrativa del director y otro para medir el grado de compromiso de los docentes, a 87 docentes de los siete colegios de las regiones metropolitana y occidental de E

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Vargas-Jiménez, Ileana. "Mirada de la comunidad educativa acerca del desempeño de directivas educativas: Algunas reflexiones." Revista Electrónica Educare 21, no. 1 (2016): 1. http://dx.doi.org/10.15359/ree.21-1.14.

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Two educational institutions were selected with the aim of characterizing the performance of two principals from the perspective of the educational community: teachers, students, administrative assistant and parents. In order to carry out the study, it was necessary to consider how the members of the educational community of two schools evaluate the professional performance related to the exercise of leadership, communication processes and decision making, during the internship of two CIDE graduates of the UNA. We worked the interviews and the focus groups with twenty-eight participants; later

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Quinn, David M. "The impact of principal leadership behaviors on instructional practice and student engagement." Journal of Educational Administration 40, no. 5 (2002): 447–67. http://dx.doi.org/10.1108/09578230210440294.

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For decades educators have espoused the importance of the principal as the instructional leader of the school. The purpose of this study was to identify the relationship between principal leadership behaviors and teacher instructional practice descriptors. This relationship was observed among schools participating in a systemic school improvement process. The study included eight elementary, eight middle, and eight high schools in the USA. Teachers in each school were surveyed on the principal’s instructional leadership abilities. Student and teacher engagement data were collected through scho

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LeChasseur, Kimberly, Morgaen Donaldson, Erica Fernandez, and Michele Femc-Bagwell. "Brokering, buffering, and the rationalities of principal work." Journal of Educational Administration 56, no. 3 (2018): 262–76. http://dx.doi.org/10.1108/jea-10-2016-0129.

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Purpose Brokering and buffering represent two ways in which principals may respond to hyperrational elements of policy demands in the current era of accountability. The purpose of this paper is to examine how some principals broker more efficient, measurable, and predictable evaluation practices for teachers and others buffer their teachers from inefficient, immeasurable, and unpredictable aspects of policy. Design/methodology/approach Qualitative data were obtained from 37 school principals and 363 teachers across 12 districts participating in a new teacher evaluation policy in one state of t

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Carvalho, Juliana, Filipe Sobral, and Juliana Mansur. "Explorando a liderança compartilhada em organizações públicas: evidências da arena educacional." Revista de Administração Pública 54, no. 3 (2020): 524–44. http://dx.doi.org/10.1590/0034-761220190319.

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Abstract Collective leadership, reflecting the representative and participatory character of bureaucracies, is known to have a good fit for public organizations. Despite the importance of the topic, very few studies have examined what triggers the emergence of shared or participative leadership in public organizations and how these plural forms of leadership translate into team outcomes. To fill this gap, this study explores whether the existence of an organizational climate characterized by participative safety (a climate characterized by shared purpose, social support, and voice) can facilit

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Carvalho, Juliana, Filipe Sobral, and Juliana Mansur. "Exploring shared leadership in public organizations: evidence from the educational arena." Revista de Administração Pública 54, no. 3 (2020): 524–44. http://dx.doi.org/10.1590/0034-761220190319x.

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Abstract Collective leadership, reflecting the representative and participatory character of bureaucracies, is known to have a good fit for public organizations. Despite the importance of the topic, very few studies have examined what triggers the emergence of shared or participative leadership in public organizations and how these plural forms of leadership translate into team outcomes. To fill this gap, this study explores whether the existence of an organizational climate characterized by participative safety (a climate characterized by shared purpose, social support, and voice) can facilit

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Hulpia, Hester, Geert Devos, and Hilde Van Keer. "The Relation Between School Leadership From a Distributed Perspective and Teachers’ Organizational Commitment." Educational Administration Quarterly 47, no. 5 (2011): 728–71. http://dx.doi.org/10.1177/0013161x11402065.

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Purpose: In this study the relationship between school leadership and teachers’ organizational commitment is examined by taking into account a distributed leadership perspective. The relation between teachers’ organizational commitment and contextual variables of teachers’ perceptions of the quality and the source of the supportive and supervisory leadership function, participative decision making, and cooperation within the leadership team are examined. Research Design: A survey was set up involving 1,522 teachers from 46 large secondary schools in Flanders (Belgium). Because the data in the

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Coenen, Laurien, Wouter Schelfhout, and Annie Hondeghem. "Networked Professional Learning Communities as Means to Flemish Secondary School Leaders’ Professional Learning and Well-Being." Education Sciences 11, no. 9 (2021): 509. http://dx.doi.org/10.3390/educsci11090509.

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Whereas Professional Learning Communities (PLCs) are a frequently applied professional learning tool in education, their use is often limited to an application among (a) teachers and (b) within-schools. This article contributes to the nascent research evidence on PLC usage for principal professional learning. As outcomes align with PLCs’ phased development, this article grasps the learning processes that unfold, the catalyst states that emerge and the overarching role that a process coach can adopt in this collective learning effort. Three distinct PLCs comprising of Flemish secondary school p

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Collet, Vicki Stewart, Jason L. Endacott, Christian Zachary Goering, George Denny, Jennifer A. Jennings, and Ginney P. Norton. "Leadership Hybridity: Examining Teachers’ Perceptions of Standards-Based Reform." Journal of School Leadership 30, no. 5 (2019): 444–64. http://dx.doi.org/10.1177/1052684619852116.

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This study considers how configurations of leadership practices impact perceptions of implementation during large-scale reform: implementation in the United States of Common Core State Standards. Comments of 951 respondents to a national teacher survey were examined. Analysis revealed the hybrid nature of leadership enactment with a range of leadership participation (RoLP) across hierarchical and heterachical structures. Findings detail how these leadership practices impacted teachers’ perceptions of educational reform. The RoLP model depicts how these practices might be spread across an organ

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Dexter, Sara, and Emily A. Barton. "The development and impact of team-based school technology leadership." Journal of Educational Administration 59, no. 3 (2021): 367–84. http://dx.doi.org/10.1108/jea-12-2020-0260.

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PurposeThe authors tested the efficacy of a team-based instructional leadership intervention designed to increase middle school mathematics and science teachers' use of educational technologies for multiple representations of content to foster students' conceptual understandings. Each school's leadership team comprised an administrator, a technology instructional specialist role, and a mathematics and a science teacher leader.Design/methodology/approachThe authors tested the intervention in a quasi-experimental design with five treatment and five matched comparison schools. Participants includ

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Boies, Kathleen, and John Fiset. "I Do as I Think: Exploring the Alignment of Principal Cognitions and Behaviors and Its Effects on Teacher Outcomes." Educational Administration Quarterly 55, no. 2 (2018): 225–52. http://dx.doi.org/10.1177/0013161x18785869.

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Purpose: Decades of research in educational leadership has extolled the importance of principals in both the effective functioning of teachers and the overall performance of schools. The mechanisms explaining what makes principals effective in the eyes of teachers, however, are not well known. This study builds on prior research to posit that principal effectiveness is the result of their own cognitions, which are translated into specific leadership behaviors directed at teachers, which, in turn, serve to foster trust. Research Methods/Approach: Data came from principals and teachers in 33 Fre

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Pavlovic, Branka. "The challenges of leader's role of the teacher." Zbornik Instituta za pedagoska istrazivanja 40, no. 2 (2008): 388–402. http://dx.doi.org/10.2298/zipi0802388p.

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This paper deals with the leader's role of the teacher in school, as one of central persons in educational process, and the creation of a climate stimulative for learning. Besides defining the leader's role of the teacher, which is here treated as an aspect of participation in decision-making and responsibility, different manifestations of that role in school are discussed, as well as its importance for contemporary education and possibilities and challenges of encouraging the development of teachers-leaders. The results of several studies that present the leader's role of the teacher from the

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Sun, Jingping. "Conceptualizing the critical path linked by teacher commitment." Journal of Educational Administration 53, no. 5 (2015): 597–624. http://dx.doi.org/10.1108/jea-05-2013-0063.

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Purpose – The purpose of this paper is to propose a critical path through which school leadership travels to students by highlighting the importance of teacher commitment. Design/methodology/approach – Using both meta-analytic and narrative review methods, this paper systematically reviews the evidence in the past 20 years about the conceptualizations and measurements of teacher commitment and its relationships with principal leadership and student learning. Findings – This paper presents: first, the four dimensions of teacher commitment and the ten constituents involved in the conceptualizati

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Cejas Martínez, Magda Francisca, Derling Jose Mendoza Velazco, Mercedes Navarro Cejas, and Juan Pablo Morales Corozo. "Pedagogical Leadership within the Framework of Human Talent Management: A Comprehensive Approach from the Perspective of Higher Education in Ecuador." Integration of Education 25, no. 1 (2021): 8–21. http://dx.doi.org/10.15507/1991-9468.102.025.202101.008-021.

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Introduction. University higher education in recent decades has seen the need to participate in projects that lead to its evolution, transformation and adaptation to the demands of current times. The leading role of the teaching professional is becoming more visible in these changes, which is why it is considered that the recognition of it as a leader is of vital importance to transform reality. The study presented has as a general objective to study teacher leadership in the higher education system of Ecuador considering its leading role in the transformative participation of educational proc

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Derrington, Mary Lynne, and Lezli S. Anderson. "Expanding the role of teacher leaders: Professional learning for policy advocacy." education policy analysis archives 28 (April 27, 2020): 68. http://dx.doi.org/10.14507/epaa.28.4850.

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Teacher leadership is important both within and beyond the school. Teacher leaders have the potential to expand their role beyond policy implementation in the classroom to influence educational policy development. However, few teachers receive explicit preparation or guidance for contributing their voice and providing first-hand knowledge of policy’s classroom impact. This study investigated the perceptions and experiences of educators who had completed a year-long fellowship designed to inform and guide teacher participation in state policy. The results indicate that participants perceive the

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Somech, Anit, and Maayan Wenderow. "The Impact of Participative and Directive Leadership on Teachers' Performance: The Intervening Effects of Job Structuring, Decision Domain, and Leader-Member Exchange." Educational Administration Quarterly 42, no. 5 (2006): 746–72. http://dx.doi.org/10.1177/0013161x06290648.

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Da’as, Rima’a, Chen Schechter, and Mowafaq Qadach. "From principal cognitive complexity to teacher intent to leave." Journal of Educational Administration 58, no. 2 (2019): 227–45. http://dx.doi.org/10.1108/jea-07-2019-0117.

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Purpose The purpose of this paper is to test an innovative model for exploring the direct and indirect relationships between principals’ cognitive complexity (CC), schools’ absorptive capacity (ACAP), a teacher’s affective commitment and a teacher’s intent to leave. Design/methodology/approach Data were collected from a survey of 1,664 teachers at 107 Arab elementary schools, randomly selected from the database of the Israeli educational system. To test the proposed model, multilevel structural equation modeling was conducted. Findings The analysis confirmed that schools’ ACAP and a teacher’s

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Du Plessis, Anna Elizabeth. "Design and Intervention of an Educational-Leadership Program: Student Voice and Agency, Expectations and Internationalization." International Journal of Higher Education 6, no. 1 (2017): 251. http://dx.doi.org/10.5430/ijhe.v6n1p251.

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This paper explores the lived experiences of a diverse student cohort enrolled in a master’s degree educational-leadership program. The program’s global focus was on the quality of teacher education, prospective teachers’ workplace preparedness and leaders in the workforce in higher education. Internationalization, real-life experiences and student voice served as an enacted intervention curriculum for an educational leadership course designed to reveal the gap between theory and practice. An epistemological diversity lens stimulated critical reflection on students’ participation in the course

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Aas, Marit, and Jan Merok Paulsen. "National strategy for supporting school principal’s instructional leadership." Journal of Educational Administration 57, no. 5 (2019): 540–53. http://dx.doi.org/10.1108/jea-09-2018-0168.

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Purpose A number of empirical studies and evaluations in Norway and Sweden shows variabilities in the degree to which the municipalities succeed in their endeavors to support school principals’ instructional leadership practices. In response to this situation, the Norwegian and Swedish directorates of education have developed a joint collaborative design for practice learning of instructional leadership. Based on findings from two separate studies, the purpose of this paper is to contribute to theory development and improved practice for school district administrators and their subordinated sc

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Frost, David. "A case of educational reform from the ground up: Involving ethnic minority parents in the life of the school in South East Europe." Improving Schools 15, no. 2 (2012): 163–78. http://dx.doi.org/10.1177/1365480212450234.

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This article explores the challenge of education reform and presents an alternative to dominant approaches. In doing so, it draws on the work of three projects: first, the ‘Advancing Education Quality and Inclusion’ initiative; second, the APREME (Advancing the Participation and Representation of Ethnic Minorities in Education) project which followed it; and third, the International Teacher Leadership project with which these two projects had strong links. The article discusses the large-scale survey of parents and school principals across 10 countries in South East Europe and the follow-up ca

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Sarasola, Marcos R. "An Approach to the Study of Organizational Culture Educational Centers." education policy analysis archives 12 (October 19, 2004): 57. http://dx.doi.org/10.14507/epaa.v12n57.2004.

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The main goal of this research is to approach to the school’s culture and subcultures knowledge. Teachers, as learning communities’ members, should be conscious of their basic assumptions in order to accomplish effective change. Culture, as a socio-critical metaphor, includes organizational clime and goes over artefacts and values. It refers to the organizational deeper level of the unconscious assumptions constructed and shared by it members. The quantitative research uses two instruments. A cultural model including six elements (Teacher Efficacy, Teachers as Learners, Collegiality, Mutual Em

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Amirzan, Amirzan, Ilyas Ilyas, Muhammad Muhammad, Herizal Herizal, and Husaini Abdullah. "The Characteristics of Teacher Leadership Behaviour in the Class of Physical Health Education (PJOK) at SMA Negeri 1 Simpang Tiga from the Academic Year 2020/2021." Budapest International Research and Critics Institute (BIRCI-Journal): Humanities and Social Sciences 4, no. 2 (2021): 3233–41. http://dx.doi.org/10.33258/birci.v4i2.2059.

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This research aims to investigate the extent to which the system or leadership style is owned and implemented by Physical Health Education (PJOK) teachers when they teach the students, both theoretical and practice, this is important because success in teaching is strongly influenced by various factors, one of which is the teacher attitude as behavior in the implementation of educational learning which is often referred to as a model or lead character. The data for this qualitative study derives from a questionnaire to 26 respondents namely, school leaders, school administration, students and

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Abrego, Michelle, Bobbette M. Morgan, and Chuey Abrego. "Creating Win-Win Partnerships And Adding Relevance To Educator Preparation." Contemporary Issues in Education Research (CIER) 2, no. 2 (2011): 51. http://dx.doi.org/10.19030/cier.v2i2.1097.

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The authors describe a partnership between two departments, in a school of education that involves educational leadership and curriculum and instruction graduate students sharing their expertise of teaching and learning with student teachers and alternatively certified teacher interns. This project provides graduate students with active participation in delivering workshops to adult learners. The beginning teachers are the participants. Beginning teachers benefit from gaining hands-on experience and research-based instructional strategies to use in their classrooms. Researchers found this acti

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Merenkov, Anatoly V., Natalya L. Antonova, and Natalia G. Popova. "Leadership Potential of Professional Teacher Associations in Russia: Formation of Middle Leaders." Journal of Language and Education 5, no. 3 (2019): 70–82. http://dx.doi.org/10.17323/jle.2019.9934.

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This research study is aimed at investigating distributed leadership practices in the Russian school system, of which professional teacher associations (PTA) constitute a distinct feature. In particular, we set out to investigate the PTA leadership potential, as well as the role and specific personal characteristics of middle leaders in the Russian school education system. These associations are formed by the school administration on the basis of subject areas, bringing together teachers of maths, history, etc. Teachers join PTAs on a voluntarily basis. The key function of such organisations c

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Indrawari, Karliana, and Azwar Hadi. "Gaya Kepemimpinan Kepala Yayasan Dalam Meningkatkan Kinerja Guru TK Nur Iman Palembang." Tadbir : Jurnal Studi Manajemen Pendidikan 3, no. 2 (2019): 179. http://dx.doi.org/10.29240/jsmp.v3i2.1063.

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Principals in Nur Iman Kindergarten are required to have a concern for the problems faced by students. The head of the foundation has functions as supervisors, leaders, teaching staff, and school administration. The purpose of this research is to find out the leadership style of the foundation head in improving teacher performance and education processing in Nur Iman Kindergarten, to find out the foundation head's achievements in improving teacher performance and educational processing in Nur Iman Kindergarten, and to find out the supporting factors and obstacles to the foundation head's leade

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Ingle, Kyle, Cynthia T. Thompson, and Zipporah W. Abla. "An exploration of preferred teacher characteristics and hiring tools in Belize." Journal of Educational Administration 56, no. 4 (2018): 414–28. http://dx.doi.org/10.1108/jea-05-2017-0051.

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PurposeThe purpose of this paper is to answer the following research questions: what characteristics do key Belizean educational leaders value in teacher applicants and why? What hiring tools do they use to ascertain whether teacher applicants have the characteristics they prefer?Design/methodology/approachThe authors utilized a mixed-methods approach drawing upon three data sources – face-to-face interviews with Belizean educational leaders, field notes, and government documents. A card sorting activity of applicant characteristics and tools was embedded into the interview.FindingsInformants

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Levinthal, Cristiana, Elina Kuusisto, and Kirsi Tirri. "Finnish and Portuguese Parents’ Perspectives on the Role of Teachers in Parent-Teacher Partnerships and Parental Engagement." Education Sciences 11, no. 6 (2021): 306. http://dx.doi.org/10.3390/educsci11060306.

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The current educational reforms in Finland and Portugal require a holistic engagement of parents with learning, bringing parents and teachers together as partners. This qualitative study, which interviewed Finnish (N = 10) and Portuguese (N = 9) parents, aimed to explore parents’ views on the role of teachers in supporting parent–teacher partnerships and parental engagement with the school. Inductive content analysis was performed to analyze the interviews. From a general standpoint, three patterns were found in the parents’ narratives about the role of teachers in supporting partnership and e

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Linnik, O. "MODEL OF NEW UKRAINIAN SCHOOL’S TEACHER COMPETENCES IN THE DRAFT OF PROFESSIONAL STANDARD." Pedagogical education: theory and practice. Psychology. Pedagogy, no. 35 (2021): 21–29. http://dx.doi.org/10.28925/2311-2409.2021.353.

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The article reviews state and European documents, research, which determine the professional competencies of teachers. The urgency of developing a model of teacher competencies is due to the tendency to insufficient consideration of the European framework of competencies in the new documents, the lack of trajectory of professional development of teachers, differences between the list of competencies in various regulations. Based on theoretical investigations, the model of competencies of teachers of the New Ukrainian School is substantiated and characterised. The content of general competencie

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Kanibolotska, Mariia. "THE SENSE OF TEACHER BELONGING AS A PREMISE FOR SUCCESS OF EDUCATIONAL REFORM: METHODOLOGICAL PRINCIPLES OF THE STUDY." Science and Education 2020, no. 2 (2020): 38–44. http://dx.doi.org/10.24195/2414-4665-2020-2-5.

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The problems of management of educational reforms in the context of world practices have been analyzed. Based on the study of international experience, the premises for the successful implementation of educational reforms have been identified: decentralization and autonomy of schools; effective leadership of administrators as a factor in stimulating innovative changes among the pedagogical community; gradual steps of the reforms; well-established communication and high degree of trust between all stakeholders; consensus-based participation, as well as openness to communication and tolerant exc

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Sauri, Asep Sopian, Widyasari Widyasari, and Afridha Sesrita. "PENGARUH KEPEMIMPINAN KEPALA SEKOLAH TERHADAP KINERJA GURU." TADBIR MUWAHHID 2, no. 1 (2018): 73. http://dx.doi.org/10.30997/jtm.v2i1.1160.

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Rendahnya kapasitas guru dan kualitas guru disebabkan beberapa faktor, diantaranya yaitu rendahnya level dari pendidikan guru. Guru yang tidak memahami secara mendalam substansi ilmu keguruan, mayoritas guru menjalankan profesinya hanya sebatas dengan rutinitas mengajar biasa, tanpa memperhatikan nilai-nilai pendidikan bagi peserta didik. Kepemimpinan kepala sekolah membawa imbas terhadap kapasitas serta dapat mengembangkan kualitas guru serta meningkatkan kompetensi-kompetensi guru, sehingga berdampak positif dalam proses pembelajaran. Salah satu tindakan yang di implementasikan dalam memajuk

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Shaker, Muhammad Akram, Muhammad Javed, and Uzma Munawar. "Impact of Parent-Teachers Meeting on Students Academic, Social, Emotional, and Psychological Development at Federal Government Educational Institutions in Pakistan." Global Regional Review V, no. I (2020): 58–66. http://dx.doi.org/10.31703/grr.2020(v-i).08.

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This research investigates the Impact of Parent- Teacher Meeting on Students Academic, Social, Emotional, and Psychological Development at Federal Government Educational Institutions in Pakistan.The quantitative, descriptive, and survey approach for the study. The target population of the current research work consisted of all F G E Is(c/ g) in Pakistan. Two similar questionnaires and one interview protocol were self-constructed. The reliability of both the questionnaires for teachers and parents was 0.961 respectively. The majority of teachers were masters degree holders with a 60.3% or 199 m

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Diachkova, Anna V., and Larisa I. Kulkova. "Organizational and managerial solutions for online (distance) interaction in the educational process at the school." Perspectives of Science and Education 47, no. 5 (2020): 429–39. http://dx.doi.org/10.32744/pse.2020.5.30.

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Introduction. The digitalization of education in the context of a pandemic served as an important factor in the transformation of traditional forms of communication, transferring all the variety of interactions between participants in educational relations into a distance format. In a situation of variability and uncertainty, the problem of finding effective organizational and managerial solutions to fulfill the tasks facing the school with the use of modern distant technologies has become keener. Research methods. To identify organizational and managerial decisions, to assess their effectiven

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Pan, Hui-Ling Wendy, Fong-Yee Nyeu, and June S. Chen. "Principal instructional leadership in Taiwan: lessons from two decades of research." Journal of Educational Administration 53, no. 4 (2015): 492–511. http://dx.doi.org/10.1108/jea-01-2014-0006.

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Purpose – The purpose of this paper is to examine how instructional leadership, a concept imported from Western scholarship, has been conceptualized in the Taiwanese context and how principal instructional leadership is realized in schools. The development trajectory of principal instructional leadership is delineated by examining empirical studies in the past two decades. Design/methodology/approach – This paper adopts an exploratory approach to review the Taiwanese empirical literature on principal instructional leadership. A total of 80 studies were systematically analyzed and common themes

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Kirtman, Lisa. "Restructuring Teachers' Work." education policy analysis archives 10 (May 8, 2002): 25. http://dx.doi.org/10.14507/epaa.v10n25.2002.

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Despite repeated attempts to reform schools, teachers' work has remained surprisingly stable. The purpose of this study was to investigate implementation of a state-funded restructuring initiative that intended broad changes in teachers' professional roles. Sponsors of the founding legislation reasoned that changes in teachers' roles would contribute to higher student achievement. This study examined the question of whether and how this program of comprehensive whole-school change promoted changes in teachers' roles in school governance, collegial relations, and the classroom. Further, the stu

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Prichard, Caleb, and Jana E. Moore. "Variables influencing teacher autonomy, administrative coordination, and collaboration." Journal of Educational Administration 54, no. 1 (2016): 58–74. http://dx.doi.org/10.1108/jea-09-2014-0113.

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Purpose – Schools often vary in how they balance teacher autonomy (TA) and administrative control, and research suggests that there may be several context-specific variables which may be influential. The purpose of this paper is to determine the influence of program variables on the level of TA, administrative coordination, and administration-staff collaboration in English as a second or other language (ESOL) programs. Design/methodology/approach – Administrators from 130 ESOL programs completed an empirical questionnaire aiming to understand the influence of variables on the level of TA, coor

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Gladys, O., Ifeanyichukwu Ugwu, and Israel Chijiuka Oparaji. "PRINCIPALS’ STRATEGIES FOR THE IMPROVEMENT OF STAFF PERSONNEL ADMINISTRATION OF SECONDARY SCHOOLS IN ENUGU NORTH EDUCATION ZONE, ENUGU STATE, NIGERIA." International Journal of Research -GRANTHAALAYAH 8, no. 5 (2020): 322–28. http://dx.doi.org/10.29121/granthaalayah.v8.i5.2020.116.

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This study investigated the principals’ strategies for the improvement of staff personnel administration of secondary schools in Enugu North Education Zone, Enugu state. The study has two purposes, and was guided by 2 research questions and two hypothesis. It adopted a descriptive research design. The population of the study consist 108 secondary school principals and 1,423 secondary school teachers in Enugu North Education Zone, Enugu state. Through multistage and simple random sampling, the sample size of 16 secondary school principals and 170 secondary school teachers were drawn. The instru

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Ostapenko, А. "ORGANIZATIONAL-PEDAGOGICAL ACTIVITY OF I. P. LVOV." Visnyk Taras Shevchenko National University of Kyiv. Pedagogy, no. 2 (10) (2019): 41–44. http://dx.doi.org/10.17721/2415-3699.2019.10.11.

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Аrticle described the activities of I. P. Lvov as the head of the department of pedagogy of the Chernigov Pedagogical Institute. It were studied the handwritten labor of a teacher in conducting state examinations, analyzed the annual reports of the Department of Pedagogy, compiled by I. P. Lvov during the 1950-1951,1951-1952,1952-1953 school year, the plans of the department and the lesson plan with students of the 2nd year, Ukrainian and Russian departments of the Faculty of Humanities. A personal qualities of the teacher were analyzed in the several archival documents. It showed that I. P. L

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Yarkova, D. D., T. G. Mukhina, V. A. Malinin, and S. N. Sorokoumova. "Conditions of activities of the federal innovative site "Pedagogical Leadership"." Vestnik of Minin University 8, no. 2 (2020): 14. http://dx.doi.org/10.26795/2307-1281-2020-8-2-14.

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Introduction. This article discusses the problem of developing the creative potential of a teacher. The theoretical and methodological approaches to this problem are analyzed. The theoretical basis of the study was the work of the idea of innovative activity as a factor in the development of the school and the general education system as a whole (V.N. Averkin, A.G. Kasprzhak, N.M. Martynova, N.A. Sadovsky and others); general issues of innovation (V.A. Bolotov, V.I. Zagvyazinsky, A.G. Kasprzhak, M.V. Klarin, V.A. Slastenin, etc.); ideas of pedagogical innovation and the role of the teacher in

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Boice, Katherine L., Justina R. Jackson, Meltem Alemdar, Analía E. Rao, Sabrina Grossman, and Marion Usselman. "Supporting Teachers on Their STEAM Journey: A Collaborative STEAM Teacher Training Program." Education Sciences 11, no. 3 (2021): 105. http://dx.doi.org/10.3390/educsci11030105.

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There is growing enthusiasm for STEAM education in preparing students for an increasingly complex world. However, implementing STEAM in the classroom can be challenging for educators, as it may require collaboration across disciplines, increased workload, and understanding the nature of STEAM integration. This paper details a mixed-methods evaluation of a year-long STEAM teacher training program, in which a STEM teacher and an arts teacher collaborated to design and implement integrated STEAM lessons at each of the nine participating schools (n = 17). The training program consisted of a 5-week

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Harsution, Vian. "Lesson Study dan Implikasinya Terhadap Pembelajaran Berbasis Kurikulum Tingkat Satuan Pendidikan." International Conference of Moslem Society 1 (October 24, 2016): 189–96. http://dx.doi.org/10.24090/icms.2016.2420.

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Lesson study is a systematic, collaborative, and sustainable method of improving the quality of learning. Lesson study emphasizes the exploration of students’ learning needs; teacher openness towards learning difficulties encountered; the willingness of teachers to receive and provide advice and solutions to the difficulties encountered; and the consistency of the various parties to follow up the suggestions and solutions. Implementation of lesson study involving teachers, principals, and experts in the field of education. Kurikulum tingkat satuan pendidikan or abbreviated KTSP is operational

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Andrieiev, Andrii, and Nataliia Tykhonska. "THE SYSTEM OF PREPARING FUTURE PHYSICS TEACHERS FOR THE ORGANIZATION OF STUDENTS’ INNOVATIVE ACTIVITIES." Scientific journal of Khortytsia National Academy No. 1 (2019), no. 1 (2019): 67–73. http://dx.doi.org/10.51706/2707-3076-2019-1-7.

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The article presents conceptual provisions used for preparation of future physics teachers for the organization of students’ innovation activities, which form the basis for the development of a model for training future physics teachers for the organization of students' innovation activities in the educational process. The main idea of this model is to implement a two-component system of training future physics teachers for the organization of students’ innovative activities; its first (educational) component is related to the students’ targeted learning activity in the context of forming read

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García-Martínez, Inmaculada, Pedro J. Arrifano Tadeu, Miguel Pérez-Ferra, and José Luis Ubago-Jiménez. "Building a Common Project by Promoting Pedagogical Coordination and Educational Leadership for School Improvement: A Structural Equation Model." Social Sciences 9, no. 4 (2020): 52. http://dx.doi.org/10.3390/socsci9040052.

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Leadership and teaching practices are the most important factors that affect student learning. Many studies have pointed out the combination of both of them in a common project as a guarantee to achieve school improvement. The present study sets out to define and contrast an explanatory model of pedagogical coordination as a function of management leadership, collaborative working, setting common goals, participation in decision making, involvement of teaching staff and professional development of teachers, in a sample of pedagogical leaders from secondary schools. A final sample of 547 partic

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Henrikson, Robin, and Andrew Lumpe. "Implementation of a Pilot Elementary Mathematics Specialist Endorsement Program." Education Sciences 11, no. 3 (2021): 93. http://dx.doi.org/10.3390/educsci11030093.

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We present the results of a mixed methods study focusing on the implementation of a pilot elementary mathematics specialist (EMS) endorsement program implemented in partnership with the several educational organizations to provide teachers in high needs rural areas an opportunity to earn the EMS endorsement through coursework and instructional leadership experiences. The data presented draw from social cognitive theory and andragogy to describe the experiences of the EMS candidates throughout their endorsement program and to provide recommendations for programmatic improvements. We sought to e

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