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Artículos de revistas sobre el tema "Women school principals High school principals Leadership in women"

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Publicado: 4 de junio de 2021

Última modificación: 8 de febrero de 2022

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1

Lee, Valerie E., Julia B. Smith, and Madalyn Cioci. "Teachers and Principals: Gender-Related Perceptions of Leadership and Power in Secondary Schools." Educational Evaluation and Policy Analysis 15, no. 2 (1993): 153–80. http://dx.doi.org/10.3102/01623737015002153.

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This study explores teachers’ perceptions of their own power at the personal, interpersonal, and organizational levels of their schools. It investigates how the interaction between principal and teacher gender affects high school teachers’ evaluations of the principal’s leadership, as well as how it influences subsequent evaluations of their own power. The study employs a sample of almost 9,000 teachers in over 300 public, Catholic, and private secondary schools from the Administrator and Teachers Survey of the High School and Beyond study. A strong pattern of results shows that while female t

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2

Nogay, Kathleen, and Robert J. Beebe. "Gender and Perceptions: Females as Secondary Principals." Journal of School Leadership 18, no. 6 (2008): 583–602. http://dx.doi.org/10.1177/105268460801800602.

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The purpose of this study was to investigate the perceptions of teachers and supervisors toward the principal leadership behaviors of female secondary principals in Ohio. Principal self-perceptions were also included to complete the study. The literature shows that women continue to be underrepresented in a field in which the majority of professionals are women; therefore the reasons for underrepresentation warrant investigation. Although women are beginning to move into such ranks more frequently, line administrative positions continue to be dominated by males, and few women hold the position

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3

Nogay, Kathleen, and Robert J. Beebe. "Gender and Perceptions: Females as Secondary Principals." Journal of School Leadership 7, no. 3 (1997): 246–65. http://dx.doi.org/10.1177/105268469700700302.

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The purpose of this study was to investigate the perceptions of teachers and supervisors toward the principal leadership behaviors of female secondary principals in Ohio. Principal self-perceptions were also included to complete the study. The literature shows that women continue to be underrepresented in a field in which the majority of professionals are women; therefore the reasons for underrepresentation warrant investigation. Although women are beginning to move into such ranks more frequently, line administrative positions continue to be dominated by males, and few women hold the position

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4

Gunbayi, Ilhan. "WOMEN AND MEN TEACHERS' APPROACHES TO LEADERSHIP STYLES." Social Behavior and Personality: an international journal 33, no. 7 (2005): 685–98. http://dx.doi.org/10.2224/sbp.2005.33.7.685.

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This study aimed to find out how frequently teachers at compulsory-education level school – primary and junior high schools – perceived that they would adopt various leadership styles in their schools if they were the principal and if this frequency was gender related. Data were collected from 321 teachers from compulsory-education schools by means of the Leadership Questionnaire (Bowers & Seashore, 1966) measuring four leadership styles – support, interaction facilitation, goal emphasis, and work facilitation. The questionnaire was translated and reliability analyses for teachers in Turke

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5

Bailes, Lauren P., and Sarah Guthery. "Held Down and Held Back: Systematically Delayed Principal Promotions by Race and Gender." AERA Open 6, no. 2 (2020): 233285842092929. http://dx.doi.org/10.1177/2332858420929298.

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Recent scholarship highlights the many benefits of diversity among principals, including improved teacher retention and student outcomes. We use survival analysis to assess the probability and time to promotion for 4,689 assistant principals in Texas from 2001 to 2017. We find that race and gender are associated with the probability of promotion to school leadership. Holding education, experience, school level, and urbanicity constant, Black principals are least likely to be promoted and wait longer for promotion when compared to White assistant principals. Additionally, findings suggest that

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6

Gutierrez, Enrique Javier Diez. "Female Principals in Education: Breaking the Glass Ceiling in Spain." Paidéia (Ribeirão Preto) 26, no. 65 (2016): 343–50. http://dx.doi.org/10.1590/1982-43272665201611.

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Abstract Spanish schools are characterised by having a high proportion of female staff. However, statistics show that a proportionately higher number of men hold leadership positions. The aim of this study was to analyse the reasons why this is so, and to determine the motivations and barriers that women encounter in attaining and exercising these positions of greater responsibility and power. Questionnaires were administered to 2,022 female teachers, 430 female principals and 322 male principals. In addition, semi-structured interviews were held with 60 female principals, 14 focus group discu

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7

Maranto, Robert, Kristen Carroll, Albert Cheng, and Manuel P. Teodoro. "Boys will be superintendents." Phi Delta Kappan 100, no. 2 (2018): 12–15. http://dx.doi.org/10.1177/0031721718803563.

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Even though the teaching profession is dominated by women, men hold more superintendent positions. The authors examine the pipeline that leads to the principalship and the superintendency and how it has evolved over time. They note school boards are more likely to perceive high school principals and athletic coaches as plausible superintendents, in contrast to elementary principals and curriculum specialists. In addition, elementary education majors, mostly women, tend to be more conservative and thus may choose family over advancement to a more demanding position. They discuss why having more

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8

Mogadime, Dolana, PJ (Kobus) Mentz, Denise E. Armstrong, and Beryl Holtam. "Constructing Self as Leader: Case Studies of Women Who Are Change Agents in South Africa." Urban Education 45, no. 6 (2010): 797–821. http://dx.doi.org/10.1177/0042085910384203.

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The present article draws from the biographical narratives of three South African high school female principals which are part of a larger research study in which 26 aspiring and practicing women school leaders were interviewed. Narratives were constructed from in-depth interviews with each participant and analyzed for themes that provided insights into the skills, knowledge, and understanding that contribute to an effective African-centered leadership style that values three key principles of ubuntu: spirituality, interdependence, and unity. Findings indicate these women’s narratives are a te

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Rianae, Rianae, Teti Berliani, and Erenfried Dagau. "KEPEMIMPINAN KEPALA SEKOLAH PEREMPUAN PADA SEKOLAH SWASTA EFEKTIF DI KOTA PALANGKA RAYA." Equity In Education Journal 2, no. 1 (2020): 46–53. http://dx.doi.org/10.37304/eej.v2i1.1686.

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Abstrak: Secara umum penelitian ini bertujuan untuk mendeskripsikan tentang kepemimpinan kepala sekolah perempuan di SMP Kristen Palangka Raya. Penelitian ini merupakan penelitian kualitatif dengan rancangan studi kasus. Prosedur pengumpulan data menggunakan observasi, wawancara mendalam dan studi dokumentasi. Analisis data menggunakan pola interaktif data. Pengecekan keabsahan data dilakukan dengan metode triangulasi dan member check. Hasil penelitian menunjukkan bahwa efektivitas kepemimpinan dalam mewujudkan sekolah efektif bukan ditentukan oleh karakteristik gender. Kunci keberhasilan kepa

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Aaron, Tiffany S. "Black Women: Perceptions and Enactments of Leadership." Journal of School Leadership 30, no. 2 (2019): 146–65. http://dx.doi.org/10.1177/1052684619871020.

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This critical in-depth interview study examined four Black women principals’ perceptions, descriptions, and enactments of school leadership as it relates to their intersectional identities as being both Black and women. The tenets of Black feminist epistemology and the theory of intersectionality form the conceptual framework of this study. Research demonstrates that Black women leaders’ multiplicative identity as Black and women influences their experiences and perceptions of leadership. The principals’ perceptions of school leadership developed into several categories and two themes: student

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11

Ispa-Landa, Simone, and Sara Thomas. "Race, Gender, and Emotion Work among School Principals." Gender & Society 33, no. 3 (2019): 387–409. http://dx.doi.org/10.1177/0891243218821920.

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Researchers have highlighted how gendered associations of femininity with emotional labor can complicate professional women’s attempts to exercise managerial authority. However, current understandings of how race and gender intersect in professional women’s emotional labor remain limited. We draw on 132 interviews from eight white women and 13 women of color who are novice principals. White women began the principalship wanting to establish themselves as emotionally supportive leaders who were open to others’ influence. They viewed emotional labor as existing in tension with showing authority

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Khumalo, Shuti Steph. "ANALYZING THE EXPERIENCES OF WOMEN PRINCIPALS IN PRIMARY SCHOOLS IN LIMPOPO PROVINCE, SOUTH AFRICA THROUGH SOCIAL JUSTICE THEORY." Problems of Education in the 21st Century 79, no. 1 (2021): 47–59. http://dx.doi.org/10.33225/pec/21.79.47.

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School leadership research has provided extensive empirical evidence which shows that women as school leaders face challenges on many fronts. The objective of this study was to provide insight regarding the challenges that female primary school principals face, in the Waterberg Education District, Limpopo Province, South Africa. These challenges were in respect of the perception of staff members towards women as school principals. This study was qualitative and interpretive in nature. The theory of social justice was used as a theoretical framework. Social justice theorists argue that social i

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13

Badrus and Lilik Sri Wahyuni. "Kepemimpinan Kepala Sekolah Perempuan Lembaga Pendidikan Islam Dasar Di Kecamatan Nglegok Kabupaten Blitar." Jurnal Intelektual: Jurnal Pendidikan dan Studi Keislaman 9, no. 2 (2019): 145–58. http://dx.doi.org/10.33367/ji.v9i2.974.

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This study aims to: (1) describe the Leadership of Women's School Principals in Nglegok, Blitar Regency; (2) describing the factors that support and hinder the leadership of women school principals in Nglegok, Blitar Regency. This research is a qualitative research. The research sites are Islamic Elementary Echool “Kreatif Zaid Bin Tsabit”, Primary School Ngoran 02, and Integrated Islamic Elementary School Wildan Mukholladun Nglegok Blitar. Resource persons for the study are principals, teachers, and operators. Data collection uses participant observation, interviews, and documentation. Data v

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14

Fennell, Hope-Arlene. "Women Principals as Leaders: A Case Study." Journal of School Leadership 4, no. 6 (1994): 672–707. http://dx.doi.org/10.1177/105268469400400605.

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Discussed in this paper are experiences with leadership and power from the points of view of four women elementary school principals and the teachers with whom they work. Focused on the concepts of leadership, communication, decisionmaking, and conflict resolution, data were collected through semi-structured and unstructured interviews with principals, and surveys and structured interviews with teachers. Interview data were analyzed by transcription to determine emergent themes; survey data were analyzed statistically. Findings included descriptions of principals’ uses of facilitative power fr

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15

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’ comm

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16

Mulawarman, Widyatmike Gede, Laili Komariyah, and Suryaningsi Suryaningsi. "Women and leadership style in school management: Study of gender perspective." Cypriot Journal of Educational Sciences 16, no. 2 (2021): 594–611. http://dx.doi.org/10.18844/cjes.v16i2.5638.

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Women’s representation in leadership positions is still low because there is still an opinion that women are not worthy of being leaders and only men are worthy of being leaders. This condition proves women’s low participation in leadership roles because the patriarchal culture still strongly influences people’s perspective. This paper aims to describe the roles and positions of women in school management. The research data are in the form of observations and interviews with female school principals and four male vice principals. The qualitative method with a gender perspective is used to iden

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17

Møllerà, Jorunn. "Gender and Leadership Identities — Negotiated Realities for Women as School Principals." Improving Schools 6, no. 3 (2003): 23–44. http://dx.doi.org/10.1177/136548020300600305.

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Fennell, Hope-Arlene. "Feminine Faces of Leadership: Beyond Structural-Functionalism?" Journal of School Leadership 18, no. 6 (2008): 603–33. http://dx.doi.org/10.1177/105268460801800603.

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Leadership continues to be a central focus for research in educational administration. Until recently, many studies about leadership have been based largely on the experiences of white males and interpreted based on the structural-functionalist perspective. In this paper the writer explores the phenomenon of leadership through the eyes and experiences of six women leaders who are school principals. The findings are from a recently completed phenomenological study of six women principals’ lived experiences with leadership.

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Oyeniran, Rassidy. "Women Educational Leaders in Principalship: Exploring the Lived Experiences of Women Heading Primary Schools in Côte d’Ivoire." International Journal of Contemporary Education 1, no. 1 (2018): 36. http://dx.doi.org/10.11114/ijce.v1i1.3209.

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In Côte d’Ivoire, the situation of women in positions of power remains a sensitive and controversial issue. Women are mostly subjected to preconceptions that place them in challenging situations. The study sought to explore the experiences of women primary school principals, and to examine the hindrances that these women leaders encounter. Using mixed method approach, 11 women principals were purposefully sampled from the research field comprised of 11 primary schools located in Abidjan. The questionnaire and the semi-structured interview were utilized as tools to gather data. Findings reveale

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20

Priatiningsih, Selasi. "Kepemimpinan Wanita Sebagai Kepala Sekolah Studi di SD Negeri Kecamatan Balung Kabupaten Jember." Journal Of Administration and Educational Management (ALIGNMENT) 1, no. 1 (2018): 1–10. http://dx.doi.org/10.31539/alignment.v1i1.220.

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The research aims at describing types as well as teachers perception on woman principal leadership in Public Primary School in Balung subdistrict. The research approach was quantitative with survey research to gather a general descrition of woman principal leadership. Data collection was carried out through questionnaire and interview technique to 54 teachers at Public Primary School lead by women principals. The sample was population sample because it used the whole participants as the sample. The results of the research showed that the dominant type of 5 women principals included in personal

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21

Mertz, Norma T., and Sonja R. McNeely. "Women on the Job: A Study of Female High School Principals." Educational Administration Quarterly 34, no. 2 (1998): 196–222. http://dx.doi.org/10.1177/0013161x98034002003.

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22

Gaitanidou, Athanasia, Vassiliki Derri, Athanasios Laios, Evangelos Bebetsos, and Fotios Kalfopoulos. "Leadership: The Effect of Gender on the Openness in Experience and on the Practices of Educational Leadership in Differentiated Teaching." Journal of Education and Training 7, no. 1 (2019): 1. http://dx.doi.org/10.5296/jet.v7i1.15836.

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In last decades researches have been undertaken on educational leadership and the linking of the various leadership models with the improvement of school units. Leader's characteristics are an important factor in the leadership's interpretation. The aim of the present study was to look for possible differences in the behaviors of the educational leadership: (a) differentiated teaching on the kinesthetic type of intelligence and the cross-thematic content, (b) the personality trait, the openness in experience of male and female principals, and (c) assess the impact of personality traits, recept

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23

Arar, Khalid, and Tamar Shapira. "Leading a Quiet Revolution: Women High School Principals in Traditional Arab Society in Israel." Journal of School Leadership 22, no. 5 (2012): 853–74. http://dx.doi.org/10.1177/105268461202200502.

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This article investigates why very few Arab women persevere to become principals in Arab high schools in Israel. It identifies these trailblazers’ distinguishing characteristics through the narratives of two Arab women, high school principals, tracing their transition from teaching to management, describing the intertwining of their personal and professional lives, examining their career choices from a gender perspective, and noting the changes they have implemented within Arab high schools in Israel. Research indicates that Arab society still views school principalship as a male role and that

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Fuller, Edward, Liz Hollingworth, and Brian P. An. "Exploring intersectionality and the employment of school leaders." Journal of Educational Administration 57, no. 2 (2019): 134–51. http://dx.doi.org/10.1108/jea-07-2018-0133.

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Purpose There is growing recognition of the importance of educator diversity. The purpose of this paper is to examine the production, placement and employment of school leaders as assistant principals, principals and school leaders in Texas by the intersection of race/ethnicity and gender over 23 years. Design/methodology/approach This is a quantitative study that employs multilevel logistic regression analysis to examine using 25 years of educator employment data from Texas. Findings The authors find descriptive evidence of an increase in diversity of school leaders driven by a decreasing per

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Lomotey, Kofi. "Research on the Leadership of Black Women Principals: Implications for Black Students." Educational Researcher 48, no. 6 (2019): 336–48. http://dx.doi.org/10.3102/0013189x19858619.

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In this exploratory review, I consider research on Black women principals for the period 1993 to 2017, using 57 research reports obtained from dissertations, journal articles, and a book chapter. This exploration is of particular significance given the continuous disenfranchisement and subsequent underachievement of Black children in U.S. schools and the importance of black women principals in addressing this quagmire. I highlight the methodological and theoretical traits of these studies, single out overstressed approaches, and highlight the most significant gaps in research on Black women pr

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Lad, Kaetlyn. "Two Women High School Principals: The Influence of Gender on Entry into Education and their Professional Lives." Journal of School Leadership 12, no. 6 (2002): 663–89. http://dx.doi.org/10.1177/105268460201200603.

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This study explores the influences of being female on the lives of two women high school principals. The study focuses on how being female influenced their career choices and subsequent professional lives. The data presented are a subset of a larger set of data collected during a case study. The data indicate that career choices, behavior expectations and treatment, career advancement, and time demands are ways in which being female influenced them in their professional lives. Recommendations are made as to how the principalship might be restructured to attract more women (and men) to aspire t

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Eckman, Ellen Wexler. "Women High School Principals: Perspectives on Role Conflict, Role Commitment, and Job Satisfaction." Journal of School Leadership 12, no. 1 (2002): 57–77. http://dx.doi.org/10.1177/105268460201200103.

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Andriani, Tuti. "PERAN KEPALA SEKOLAH PEREMPUAN DALAM UPAYA PENINGKATAN MUTU PENDIDIKAN DI SEKOLAH DASAR MUHAMMADIYAH 01 PEKANBARU." POTENSIA: Jurnal Kependidikan Islam 5, no. 1 (2019): 15. http://dx.doi.org/10.24014/potensia.v5i1.6021.

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This article discusses the role of female school principals in efforts to improve the quality of education in Muhammadiyah Elementary School 01 Pekanbaru, which uses descriptive qualitative methods. The key informants were the Principal of the Muhammadiyah Elementary School 01 Pekanbaru and the supporting informants were teachers, foundation administrators, students, parents, and the surrounding community. Data collection techniques using interviews and documentation. Data analysis techniques through the stages of data reduction, data display, conclusion drawing and verification. The research

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Maranto, Robert, Manuel P. Teodoro, Kristen Carroll, and Albert Cheng. "Gendered Ambition: Men’s and Women’s Career Advancement in Public Administration." American Review of Public Administration 49, no. 4 (2018): 469–81. http://dx.doi.org/10.1177/0275074018804564.

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We explore the relationships between gender, career ambition, and the emergence of executive leadership. Growing research in public administration shows that career systems shape bureaucrats’ ambitions, political behavior, and management. Yet career systems are not neutral conduits of talent: Administrators are more likely to pursue advancement when career systems favor them. This study proposes that women and men respond to gendered public career systems. Using national- and state-level data on public school managers in the United States, we find gender disparities in the career paths that le

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Zarif, Tayyaba, and Aziz un Nisa. "Multicultural Educational Practices: School Women Leaders Perspectives And Contextual Realities For Promoting Intercultural Harmony In Schools." Pakistan Journal of Gender Studies 7, no. 1 (2013): 99–109. http://dx.doi.org/10.46568/pjgs.v7i1.276.

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The increasing diversity of cultural, ethnic, racial and tribal composition of societies in general and schools in particular signify the importance of multicultural education at all levels of education. In this context the roots of such a concept can be strengthened at school level in any community. Here the role of school leadership is imperative towards promoting intercultural harmony in the school environment in general and the curriculum and classroom practices in particular. This research sheds light on the perspectives of school leadership and the actual scenarios at school level to int

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Moorosi, Pontso, Kay Fuller, and Elizabeth Reilly. "Leadership and intersectionality." Management in Education 32, no. 4 (2018): 152–59. http://dx.doi.org/10.1177/0892020618791006.

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Using intersectionality theory, the article presents constructions of successful leadership by three Black women school principals in three different contexts: England, South Africa and the United States. The article is premised on the overall shortage of literature on Black women in educational leadership, which leaves Black women’s experiences on the periphery even in contexts where they are in the majority. Through a life-history approach, we interviewed three Black women leaders on their experiences of gender and race in constructing success in leadership, and used intersectionality theory

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Mberia, ANNE Wangari. "Women and Leadership in Mixed Secondary Schools in Kenya; Do Stakeholder’s Attitudes Matter?" International Journal of Social Science Research 5, no. 1 (2017): 39. http://dx.doi.org/10.5296/ijssr.v5i1.10157.

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Leadership is a process whereby an individual influences a group of individuals to achieve a common goal (Northhouse, 2011). In time and space, women leadership remains a subject talked about but hardly appreciated (Wren, 2013). Among the factors contributing to poor representation of women in leadership is stakeholder’s attitude (Coleman, 2005). The study sought to investigate stakeholder’s attitudes impeding women teachers' ascension to leadership positions in mixed public secondary schools, focusing in Tharaka South Sub – County, Kenya. The study employed descriptive cross-sectional survey

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Arar, Khalid Husny. "The challenges involved when Arab women forge a path to educational leadership: Context, personal cost, and coping." Educational Management Administration & Leadership 47, no. 5 (2018): 749–65. http://dx.doi.org/10.1177/1741143217753191.

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This paper traces challenges faced by six Arab women from three different Arab localities – Palestinian Arab society in Israel, Palestinian Authority territories, and Jordan – on their path to appointment as school principals, investigating how they cope with the challenges involved in women’s leadership in a patriarchal society. Qualitative methodology employed in-depth interviews to elucidate the life stories of six Arab women principals. Findings show that the women’s professional careers were empowered by family support. They report various difficulties and obstacles that they needed to ov

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Yuliarti, Sesrita, Fatmariza Fatmariza, and Maria Montessori. "Analysis of Female Headmasters in West Sumatra." Journal of Moral and Civic Education 3, no. 1 (2019): 18–27. http://dx.doi.org/10.24036/8851412312019103.

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This study aims to analyze the leadership of women as principals. The Leadership was observed in the terms of nature, behavior, situation, strengths, weaknesses, opportunities, and challenges of women's leadership. The study used a qualitative approach with case studies. Furthermore, purposive sampling was used to determine the participants of the research. Data were collected through observation, interview and documentation. Validation of the data was done through data reduction, data presentation and data verification. The results of the research, in terms of the leadership of the principal,

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Labiso, Tafano Ouke. "An Analysis of the Status of women Leadership in Education Sector of the catchment areas of Wolaita Sodo University." Advances in Social Sciences Research Journal 6, no. 9 (2019): 186–212. http://dx.doi.org/10.14738/assrj.69.7095.

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The purpose of this study was to investigate causes for the underrepresentation of women in top positions of the education sector of the catchment areas of Wolaita Sodo University. Hence, to realize this purpose, secondary school teachers, principals of secondary schools, and supervisors of all levels, and heads of education offices and departments of Dawro and Wolaita administrative zones were used as the target population. In order to make the study manageable, the sample secondary schools teachers were selected by simple random sampling technique, and principals and supervisors were selecte

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Yasmeen, Saima, and Rabia Ali. "Women’s Experiences as Educational Leaders: Evidence from Islamabad Model Schools." International Journal of Innovation in Teaching and Learning (IJITL) 6, no. 2 (2021): 113–27. http://dx.doi.org/10.35993/ijitl.v6i2.840.

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This paper examines the experiences of women in educational administrative positions in public Schools in Islamabad, Pakistan by using a qualitative research design. In-depth interviews were conducted with head teachers from twenty girls’ model schools from urban areas of Islamabad. The findings of this study reveal that school leadership is not as simplistic and easy as assumed. Instead, it is complex and challenging due to personal and organizational constraints. The data shows that the participants felt reluctant to take leading positions as a result of work-family conflict. Furthermore, th

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37

Shehory-Rubin, Zipora. "Administration and gender in Eretz Israel." History of Education Review 44, no. 2 (2015): 253–67. http://dx.doi.org/10.1108/her-04-2013-0012.

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Purpose – The purpose of this paper is to describe and analyse the significance of the incidence of female principals in the urban sector of Eretz Israel, against the background of growing Jewish society, through the prism of which we can view the development of modern Hebrew education during the waning Ottoman rule. Design/methodology/approach – In addition to the archival material, contemporary newspapers provided an important source, as did memoirs of prominent people that, to some extent, filled in the “gaps”, more on the running of the schools and less on the activities of the four princi

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Wolcott, Barbara. "Role Models Needed." Mechanical Engineering 123, no. 04 (2001): 46–51. http://dx.doi.org/10.1115/1.2001-apr-1.

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The US Bureau of Lab or Statistics reports that in 1999, women made up 24.5 percent of doctors compared with 6.1 percent in 1950. The Lore-El Center at Stevens sponsors programs designed to encourage girls to enjoy working with technology. The cornerstone of Lore-El’s pre-college program is a two-week summer resident session for high school students in engineering. The program also works to examine innovative ways of teaching physics and dispelling stereotypes associated with engineering. The Lore-El Center works to show students what engineers do and the contributions they make in society, wh

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Putra, Roby Maiva, and Raja Arlizon. "KEPUASAN KERJA GURU BERDASARKAN STATUS KEPEGAWAIAN DAN JENIS KELAMIN." TANJAK: Journal of Education and Teaching 2, no. 1 (2021): 79–86. http://dx.doi.org/10.35961/tanjak.v2i1.244.

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The education process will run optimally if teachers as educators have high interest and satisfaction with their profession. This study aims to: (1) see the description of teacher job satisfaction, (2) see differences in teacher job satisfaction based on civil servant and non-PNS status, and (3) see differences in teacher job satisfaction based on gender. This research uses descriptive quantitative method. This research was conducted at State Vocational High Schools throughout Kuantan Singingi Regency, Riau Province. The population in this study were teachers registered in the 2017/2018 school

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40

Jim, Danny, Loretta Joseph Case, Rubon Rubon, Connie Joel, Tommy Almet, and Demetria Malachi. "Kanne Lobal: A conceptual framework relating education and leadership partnerships in the Marshall Islands." Waikato Journal of Education 26 (July 5, 2021): 135–47. http://dx.doi.org/10.15663/wje.v26i1.785.

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Education in Oceania continues to reflect the embedded implicit and explicit colonial practices and processes from the past. This paper conceptualises a cultural approach to education and leadership appropriate and relevant to the Republic of the Marshall Islands. As elementary school leaders, we highlight Kanne Lobal, a traditional Marshallese navigation practice based on indigenous language, values and practices. We conceptualise and develop Kanne Lobal in this paper as a framework for understanding the usefulness of our indigenous knowledge in leadership and educational practices within for

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41

Davis, Bradley, and Erin Anderson. "Visualizing differential principal turnover." Journal of Educational Administration ahead-of-print, ahead-of-print (2020). http://dx.doi.org/10.1108/jea-03-2020-0054.

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PurposeThe authors demonstrate the usage of data visualization for conveying educational administration research, with a specific focus on differential principal turnover. They model when and how principals move, over time, between six categories of turnover.Design/methodology/approachThe authors construct several easy-to-interpret alluvial diagrams that reveal the patterns of differential turnover among 1,113 first-time Texas principals. Furthermore, the authors investigate how these patterns differ across educator characteristics (i.e. race and sex) and school contexts (i.e. school level and

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42

Upsall, Debby. "Shared Principalship of Schools." New Zealand Annual Review of Education, no. 13 (July 1, 2003). http://dx.doi.org/10.26686/nzaroe.v0i13.1452.

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Since the Tomorrow’s Schools reforms of 1989 decentralised school administration, a managerialist construct of leadership has been officially promoted. It will be argued that this approach to school leadership has been at odds, not only with the beliefs and preferred practice of the majority of New Zealand primary school principals, but also with the recommendations of a wealth of national and international educational researchers and theorists. Collaborative management structures are not only an effective way of leading successful schools, but may attract into school leadership a wider variet

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43

Brion, Corinne, and Alfred Ampah-Mensah. "Changing cultural norms through education: voices from Ghanaian women principals." International Journal of Educational Management ahead-of-print, ahead-of-print (2021). http://dx.doi.org/10.1108/ijem-11-2020-0521.

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PurposeThis study examined how cultural factors positively or negatively influenced women's access to the principal role and influenced their leadership experiences. The researchers used Hofstede (2011) six dimensions of national culture as a conceptual framework. The Hofstede (2011) model of national culture consists of six dimensions (6D) that the investigators utilized to interpret and code the data. This framework allowed the researchers to comprehend the impact of cultural norms and values on women leaders and how women leaders work within those behavioral patterns. Utilizing this framewo

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Persson, Roger, Ulf Leo, Inger Arvidsson, Kerstin Nilsson, Kai Österberg, and Carita Håkansson. "Supportive and demanding managerial circumstances and associations with excellent workability: a cross-sectional study of Swedish school principals." BMC Psychology 9, no. 1 (2021). http://dx.doi.org/10.1186/s40359-021-00608-4.

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Abstract Background The leadership of principals is important for school, teacher and student related outcomes. To be capable of doing their work (i.e., having sufficient workability), school principals need proper organisational preconditions, motivation, and good health. It is therefore concerning that some studies suggest that principals have a work situation that risks taxing their health and reducing their workability. However, few studies have examined the psychosocial working conditions of principals and no study has gauged principals’ workability. Accordingly, we decided to examine Swe

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