Relevant bibliographies by topics / Headmasters

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Academic literature on the topic 'Headmasters'

Author: Grafiati
Published: 4 June 2021
Last updated: 25 April 2022

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Journal articles on the topic "Headmasters"

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Muslim, Aji Heru, and Sri Harmianto. "A DESCRIPTIVE STUDY ON LEADERSHIP STYLE OF HEADMASTERS AT MI MUHAMMADIYAH WANGON, SD MUHAMMADIYAH CIPETE, AND MI MUHAMMADIYAH PASIRMUNCANG AS RECOMMENDATION OF LEADERSHIP STYLE AT SD/MI MUHAMMADIYAH BANYUMAS." Dinamika Jurnal Ilmiah Pendidikan Dasar 12, no. 1 (April 5, 2020): 55. http://dx.doi.org/10.30595/dinamika.v12i1.6595.

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This research aims to describe the headmaster’s leadership style at SD/MI (Primary School) Muhammadiyah in Banyumas Regency. This is a descriptive qualitative research. Subjects in this research are headmasters and teachers at SD/MI Muhammadiyah in Banyumas Regency, namely MI Muhammadiyah Wangon, SD Muhammadiyah Cipete, and MI Muhammadiyah Pasirmuncang. Data collection technique used in this research is interview. Data validity is checked using technique of source triangulation. The findings show that the leadership style implemented by headmasters at SD/MI Muhammadiyah in Banyumas Regency is a democratic leadership style. This is shown in the way the headmasters carry out their leadership function. For example, as a leader, the headmaster gives information, evaluation, motivation, and innovation for school development, runs situational and non-authoritarian leadership, behaves wisely, and gives directions, examples, as well as rewards. The headmaster always prioritizes a sense of unity and togetherness with the school community. The headmaster uses a strategy of getting close to the community. In dealing with problems, the headmaster solves them calmly and gracefully and discusses them in deliberations in accordance with the development of the problem, and after the decision the problem can be resolved properly. Moreover, the school principal is open to accepting opinions, criticisms and suggestions from staffs.
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Mohamed Idrus, Najla Aiman, Azam Othman, and Ahmad Faizuddin. "The Practices of Human Resource Management Among Headmasters in Primary Schools: A Case Study of Selected National and Private Schools in Malaysia." IIUM Journal of Educational Studies 5, no. 1 (June 7, 2018): 26–48. http://dx.doi.org/10.31436/ijes.v5i1.149.

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This study focuses on the practices of human resource management among headmasters in primary schools across Malaysia. It concentrates on how headmasters perceive the concept of human resource management and translate it into practice. The qualitative research design is applied on six headmasters, four males and two females who serve in selected national and private primary schools. The qualitative data from the interviews are organized into themes and sub-themes. The major findings of this study reveal that a majority of the headmasters perceive human resource management as a shared responsibility among teachers and school administrators while the headmaster is the key manager. It also reveals that headmasters in national schools believe that human resource management is important to reach the educational goal. In contrast, a majority of headmasters in private schools believe that it is important for sustainability. In addition, this study also reveals that the headmasters of national schools have less autonomy in decision-making process as compared to headmasters of private schools. The results have implications on two major aspects; the leadership in human resource management and the system. The leadership implication will help headmasters identify the best practices of human resource management including support and professional development for the teachers. System refers to teacher placement and other policy implementation. Finally, this study recommends more authority to be given to headmasters in managing human resource in schools, especially in the national schools.
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Buchori, Aan, Uray Husna Asmara, and Aswandi Aswandi. "The Role of Headmaster Managerial to Create A Healthy School (Case Study at Senior High School of Muhammadiyah Sambas)." JETL (Journal Of Education, Teaching and Learning) 3, no. 2 (September 1, 2018): 244. http://dx.doi.org/10.26737/jetl.v3i2.759.

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<p>This study aims to 1) find out more in depth, describe and analyze the headmaster's planning in creating a healthy school; 2) knowing more deeply, describing and analyzing the organization of headmasters in creating healthy schools; 3) knowing more deeply, describing and analyzing the direction of the headmaster in creating a healthy school; and 4) knowing more deeply, describing and analyzing the controls carried out by the Head of Senior High School of Muhammadiyah Sambas on activities to create a healthy school. This type of research is descriptive qualitative. The results of the research show that the role of the Headmaster in making healthy school planning is good enough to convince all school residents about the importance of a clean and healthy life. For the sake of the realization of a healthy school, the headmaster and the teacher council have formulated a school vision that is to realize intelligent, devoted and environmentally sound human beings. Regarding organizing, the role of the headmaster is quite democratic by involving all school residents in forming a healthy school implementation team so that the team's performance runs synergistically and simultaneously. In the implementation of the healthy school program, the school headmaster together with all the school members who were motivated by the head of the implementing team of the healthy school had implemented this program with total enthusiasm and responsibility. Supervision of healthy school programs routinely carried out by headmasters is evidenced by the growing awareness of clean and healthy lives of students, teachers, TU staff and other school residents and the community around the school.</p>
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Ramdhani, Neila. "Counseling Teacher Quality Improvement: Upaya Meningkatkan Kualitas Hubungan Siswa dan Guru." Gadjah Mada Journal of Professional Psychology (GamaJPP) 5, no. 1 (May 5, 2019): 36. http://dx.doi.org/10.22146/gamajpp.48586.

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This article encompasses two studies about the influence of Counseling Teacher Quality Improvement (CTQI) Program in improving the competence of guidance and counseling teacher. The first study evaluated the effectiveness of CTQI in changing students and headmaster’s perceptions toward the way guidance and counseling teacher facilitates students in managing their problems. The second study aimed to examine the increase of guidance and counseling teacher’s counseling self-efficacy after participating in the three months counseling assistance program. Participants were 59 guidance and counseling teachers, 59 student groups, and 59 headmasters. Guidance and counseling teacher’s self-perception scale was given to teachers, perception toward teacher scale was given to headmasters and students. Counseling self-efficacy scale was only given to teachers. Data analysis showed that the perception of teachers, headmasters, and students increased after teachers parttook in CTQI. Improvement also occured in counseling self-efficacy after counseling assistance program. However, headmasters’ perception toward guidance and counseling teachers’ counseling self-efficacy remained unchanged.
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Hamzah, H. "Dimensi kompetensi manajerial kepala sekolah SDN 006 dan SDN 008 Kecamatan Kuala Kampar, Pelalawan." Jurnal Akuntabilitas Manajemen Pendidikan 5, no. 1 (April 27, 2017): 57. http://dx.doi.org/10.21831/amp.v5i1.9294.

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Penelitian ini bertujuan untuk mendeskripsikan implementasi dimensi kompetensi manajerial dan periodisasi Kepala Sekolah SD Negeri 006 dan SD Negeri 008 Kecamatan Kuala Kampar, Pelalawan. Penelitian ini merupakan penelitian kualitatif dengan jenis penelitian studi kasus. Subjek penelitian adalah kepala sekolah, guru, Pengawas dan Kepala UPTD Pendidikan Kecamatan Kuala Kampar. Data penelitian dikumpulkan melalui wawancara dan dokumentasi serta dianalisis secara kualitatif menggunakan teknik analisis data model interaktif Miles & Huberman. Hasil penelitian ini adalah sebagai berikut: (1) implementasi dimensi kompetensi manajerial kepala sekolah di kedua SD belum terlaksana dengan baik; (2) faktor-faktor kendala pelaksanaan dimensi kompetensi manajerial kepala sekolah di kedua SD yaitu: (a) jarak antara sekolah dengan kota menjadi penghambat program-program sekolah; (b) kurangnya sarana dan prasarana untuk menunjang proses belajar mengajar di sekolah; (c) Kepala sekolah telah bertugas lebih 25 tahun tanpa adanya periodisiasi jabatan sehingga motivasinya rendah; (d) Kepala sekolah belum memiliki kompetensi sesuai dengan Permendiknas; (e) kurang kerja sama antara kepala sekolah dengan bawahannya; (3) Faktor-faktor yang mempengaruhi periodisasi jabatan kepala sekolah: (a) permohonan dari tokoh masyarakat di lingkungan sekolah kepada Kepala UPTD Kecamatan Kuala Kampar karena kepala sekolah dianggap sebagai salah satu tokoh yang dibutuhkan oleh masyarakat; (b) ada kekhawatiran kepala sekolah baru tidak dapat beradaptasi dengan kondisi lingkungan masyarakat; (c) ada kekhawatiran timbulnya dampak sosial di masyarakat apabila kepala sekolah tetap diganti.Kata kunci: kompetensi manajerial, kepala sekolah THE DIMENSIONS OF MANAGERIAL COMPETENCE OF THE HEADMASTER OF SDN 006 AND SDN 008 KUALA KAMPAR SUBDISTRICT, PELALAWANAbstractThe purpose of this research is to describe the implementation of Managerial Competence and Periodization of The Headmasters of SD Negeri 006 and SD Negeri 008, Kecamatan Kuala Kampar, Pelalawan. It is a qualitative research with a case study. The subject of the research is the headmaster, teachers, Supervisor and the Head of UPTD of Kecamatan Kuala Kampar. The data were collected through interview, observation, and documentation which were also analyzed qualitatively using an interactive model data analysis technique by Miles & Huberman. The results of the research are as follows: (1) the implementation of managerial competence of the headmasters of both schools has not been implemented well yet suited to the indicator of managerial standard competence; (2) the factors inhibiting the implementation of managerial competence in both schools are as follows: (a) the location of the schools is far from the city which inhibit the school programs; (b) the lack of means and infrastructures to support the teaching and learning processes at schools; (c) the lack of motivation by the headmasters. The headmasters had been in charge for 25 years without any periodization of the position, (d) the headmasters do not have a standard competence of headmaster according to the government regulation; (e) the lack of coordination and cooperation between the headmasters and their subordinates; (3) the factors affecting the periodization of headmaster position: (a) the request from the public figure in the school environment to the Head of UPTD of Kecamatan Kuala Kampar, since the headmaster is one of the figures needed by the society; (b) there is a worry from UPTD that a new headmaster will not be able to adapt to the environment of the society; (c) There is a worry from UPTD for the social impact arises in the society if the headmaster is replaced.Keywords: managerial competence, headmaster
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Zainal Abidin, Nuramalina, and Bity Salwana Alias. "Principal Collaborative Leadership and Level of Job Satisfaction Among Primary School Teachers." Ascarya: Journal of Islamic Science, Culture, and Social Studies 2, no. 1 (January 21, 2022): 32–40. http://dx.doi.org/10.53754/iscs.v2i1.272.

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Headmaster collaborative leadership is important because this practice is able to contribute to the level of teachers’ job satisfaction which is still an issue in the world of education to this day. This study was conducted to identify the collaborative leadership practices of headmasters and its relationship with to the level of teachers’ job satisfaction in Kota Tinggi, Johor. This study is a survey using a quantitative approach. The respondents of the study consisted of 226 primary school teachers. Descriptive and inferential analysis using SPSS software was used to answer the research questions. The findings showed that the level of collaborative leadership of headmasters as a whole was at a very high level (mean = 4.45, s.p. = 0.71), while the level of job satisfaction of teachers was at a very high level (mean = 4.23, s.p. = 0.71). Analysis through a Pearson Correlation test also showed that there was a significant and strong positive relationship between the collaborative leadership of Headmaster and the level of teachers’ job satisfaction (r = 0.628, p <0.01). The implication is that the Ministry of Education (MOE) needs to review the conditions for the appointment of headmasters by improving the policy of the National Professional Qualification for Educational Leaders (NPQEL) to ensure that every leader is skilled in practicing collaborative leadership. In conclusion, collaborative leadership practiced by headmasters is seen as an ideal leadership style and able to increase the level of job satisfaction of teachers.
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Susmiyati, Sri, and Zurqoni Zurqoni. "Meningkatkan Kinerja Guru melalui Kepemimpinan Kepala Madrasah dan Supervisi Pendidikan." FENOMENA 12, no. 1 (June 1, 2020): 29–52. http://dx.doi.org/10.21093/fj.v12i1.2275.

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The research based on the phenomenon that indicates Madrasah Tsanawiyah’s teachers in Samarinda has a good performance when their headmaster lead them effectively and supervision of functional agencies. The purpose of this research are: (a) to describe the quality of the leadership of headmasters of Madrasah Tsanawiyah, (b) to describe the quality of educational supervision of Madrasah Tsanawiyah, (c) to describe the quality of the teachers performance of Madrasah Tsanawiyah, (d) to find out the influence of headmasters’ leadership on the teachers performance of Madrasah Tsanawiyah partially, (e) to find out the influence of education supervision on the teachers performance of Madrasah Tsanawiyah partially, and (f) to find out the influence of headmasters’ leadership and education supervision on the teachers performance of Madrasah Tsanawiyah in Samarinda simultaneously. The entire study population Madrasah Tsanawiyah teachers of Samarinda amount 629 people, while the sample are 76 teachers applied multi - stage sampling technique. Determination of madrasah through purposive sampling technique, whereas the selection of respondents conducted through random sampling technique. Data collection used questionnaire techniques, while the data analysis techniques used Multiple Linier Regression Analysis. The result of this research concluded as follows. The headmasters’ leadership based teachers’ assessment are categorized as good (μ= 4,09), while the implementation of education supervision are in good category (μ = 3,92), and the teachers’ performance are in good category (μ = 4,01). Partial leadership has a strong influence on the teachers’ performance of Madrasah Tsanawiyah (r= 0.73). The headmasters’ leadership contributed 54.6 % to the effect for improving the quality of teachers performance. Partial implementation of educational supervision has a strong influence on the teacher performance of Madrasah Tsanawiyah (r = 0.72). Implementation of educational supervision contributed 53% to the effect for improving the quality of teacher performance. Headmasters’ leadership and implementation of educational supervision simultaneously have a strong influence on the teachers performance of Madrasah Tsanawiyah (r = 0.74). Headmasters’ leadership and implementation of educational supervision contributied 56.1 % for improving the quality of teacher performance.
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PARA’PAK, MINCE. "PENGARUH REKRUTMEN, DAN KOMITMEN ORGANISASI TERHADAP KINERJA KEPALA SEKOLAH DASAR KABUPATEN MANOKWARI." Jurnal Manajemen Pendidikan 6, no. 2 (December 1, 2015): 1178. http://dx.doi.org/10.21009/jmp.06209.

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The aim of this research is to examine the effect of recruitment and organizational commitment on job performance.The research was conducted to all of headmaster at the city of Manokwari by using a survey method with path analysis applied in testing hypothesis. The number of 91 headmasters as sample was selected by using Slovin formula. The result of research indicates: (1) there is direct effect of recruitment on job performance, (2) there is direct effect of organizational commitment on job performance, (3) there is direct effect of on job performance.Based on those finding it could be concluded that any changing or variation wich occured to the job performance of headmasters atManokwari Regency had been effected by recruitment and organizational commitment.
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PARA’PAK, MINCE. "PENGARUH REKRUTMEN, DAN KOMITMEN ORGANISASI TERHADAP KINERJA KEPALA SEKOLAH DASAR KABUPATEN MANOKWARI." Jurnal Manajemen Pendidikan 6, no. 2 (December 1, 2015): 1178–86. http://dx.doi.org/10.21009/jmp.v6i2.1867.

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The aim of this research is to examine the effect of recruitment and organizational commitment on job performance.The research was conducted to all of headmaster at the city of Manokwari by using a survey method with path analysis applied in testing hypothesis. The number of 91 headmasters as sample was selected by using Slovin formula. The result of research indicates: (1) there is direct effect of recruitment on job performance, (2) there is direct effect of organizational commitment on job performance, (3) there is direct effect of on job performance.Based on those finding it could be concluded that any changing or variation wich occured to the job performance of headmasters atManokwari Regency had been effected by recruitment and organizational commitment.
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Affendy bin Md Nordin, Mohd Fairoz. "Relationship of Headmaster’ Instructional Leadership on Teachers’ Efficacy." Journal of Learning and Educational Policy, no. 22 (February 17, 2022): 11–15. http://dx.doi.org/10.55529/jlep.22.11.15.

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This concept paper aims to discuss Headmasters’ instructional leadership on teachers’ efficacy. The leadership style of the Headmaster has a huge influence on the well-being and excellence of the school people. The Headmaster as instructional leaders in schools should highlight the important character of leading the school and be able to increase the teachers’ efficacy in generating educational excellence. The aspect of teachers’ efficacy is also very important to be given emphasis in building the personality of a teacher to form greatness and high competence among teachers in the school.
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Dissertations / Theses on the topic "Headmasters"

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Howden, Ryan Bradley. "Historical analysis of leadership styles of headmasters at Kingswood College from 1993 to 2017." Thesis, Rhodes University, 2018. http://hdl.handle.net/10962/62133.

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A significant interest in school educational leadership has developed over the past two decades, whereby effective leadership is required in a continually changing educational environment. This study is a historical analysis of leadership styles of headmasters at Kingswood College in Grahamstown (Eastern Cape, South Africa) from 1993 to 2017. The aim is to identify leadership style(s) of headmasters using the Full Range Leadership (FRL) model as a guiding framework; to describe and interpret these style(s) in relation to the headmaster’s tenure; and to compare the headmasters’ leadership styles, noting key similarities and differences. The research method consists of interviews and a historical archival analysis. The researcher’s expectation is that headmasters will elicit a transformational leadership approach. Key findings were somewhat consistent with this hypothesis, as headmasters exhibit a general trend towards transformational leadership; although each headmaster identifies with a unique facet of transformational leadership, together with relevant supporting leadership style(s) that emerged from the data. Upon comparing headmasters, their primary leadership styles were as follows: Wilkinson identified with transactional, transformational and servant leadership; Hawke showed evidence of a transformational servant leader; Arguile elicited transformational and principle-based leadership; and Trafford depicted transformational and participative leadership. The researcher found that multiple factors in an ever-changing educational environment promoted the need for transformational leadership. The relationship between business management and educational leadership emerges as a key reflection, thus further research is required in this regard.
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Brown, Colin E., and n/a. "The impact of a headmaster on a school : an analysis of change." University of Canberra. Education, 1987. http://erl.canberra.edu.au./public/adt-AUC20060614.163232.

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This thesis analyses the impact of a headmaster upon a non-government school during the first years of his leadership. Theories of organizational change and leadership behaviour provide the theoretical framework for this investigation. The changes that were sought at Marist College, Pearce, have their origin in 1983 with the appointment of the fourth headmaster of that College. Prior to this time Marist College had developed a reputation for conservatism and strong leadership. The College had grown since its foundation into a comparatively large institution, both in terms of physical size, personnel and student enrolment. The new headmaster saw the need to review the goals of the College with the aim to better the pastoral care of the large student body. The result of this evaluation was the identification of a series of changes that would open the College to new approaches involving structural changes, devolution of authority and personalization of the College. The study identifies and documents the ideals hoped to be achieved by the headmaster. What were seen as ideals were not in ail cases practical. The difficulties and problems faced by him in the implementation of these changes are also examined. Headmasters' terms of office are limited resulting in new headmasters being appointed regularly. Each brings to that office his own style and ideals. The difficulties faced in the types of change analysed in this study may be common to organizations experiencing a change in leadership style.
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Raistrick, B. "A study of 42 headmasters : How they perceive their needs after being in headship for more than three years." Thesis, University of East Anglia, 1987. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.380985.

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Duarte, Olga. "O perfil de competências do director de escola." Master's thesis, Universidade de Évora, 2011. http://hdl.handle.net/10174/15362.

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Num momento em que a palavra competência entrou em força nas práticas organizacionais e três anos depois de o novo modelo de gestão das escolas – Decreto-lei nº 75/2008 de 22 de Abril - ter colocado no centro do debate a exigência de lideranças mais eficazes, surge este trabalho com o objectivo de construir um perfil de competências do Director de Escola, personificação da liderança prescrita. Para tal, realizamos um focus group com um grupo de directores de escola pertencentes à área da Direcção Regional de Educação de Lisboa e Vale do Tejo. Os seus discursos e análises apontam para a ideia de que a lei veicula um modelo de Escola como empresa e que no conjunto das suas competências aquelas que assumem um papel crítico são: Conhecimentos Especializados (Gestão Escolar); Motivação de Pessoas e Liderança, Conhecimento da Organização e da Envolvente e Gestão de Pessoas; ABSTRACT: In a time that the word competence came in powerfully in organizational practices and three years after the introduction of the new model of school leadership – by the Decree-Law 75/2008 of 22 April - which have stated the needing for more effective leadership in the centre of the debate, this work comes with the aim of building a skills profile of the headmasters, the personification of leadership required. In order to achieve this goal, we have conducted a focus meeting with a group of school headmasters, belonging to the Regional Board of Education of Lisbon and Tagus Valley. Their speeches and analysis indicated the idea that the law conveys in a model of school seen as a company that, in the set of its competences, has some that assume a critical role, which are: specialized knowledge (in school management), people motivation and leadership, conscientiousness of the organization and of the school ambience and management of people.
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Roddy, Troy. "Frame Analysis of the Self-Perceived Leadership Orientations of Headmasters of the Independent Schools Association of the Southwest, Southern Association of Independent Schools, and the Association of Independent Schools of Greater Washington Member Schools." ScholarWorks@UNO, 2010. http://scholarworks.uno.edu/td/1217.

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This study examined the self-perceived leadership orientations of headmasters of independent schools. This research expanded the current body of work that supports Bolman and Deal's (2003) multi-frame explanation that leaders use different orientations (frames) to understand their roles, clarify organizational situations, and make decisions. Using the four-frame model (structural, human resource, political, and symbolic) by Bolman and Deal, this study sought to identify common leadership orientations employed by headmasters of Independent Schools Association of the Southwest (ISAS), Southern Association of Independent Schools (SAIS), and the Association of Independent Schools of Greater Washington (AISGW) member Schools. The study also identified how many frames headmasters use and to what extent the self-perceived orientations relate to the headmasters' self-perceived overall effectiveness as managers and leaders. The Leadership Orientations (Self) survey developed by Bolman and Deal (1990) was revised, validated, and reliability was established before being sent to 272 headmasters of member schools of ISAS, SAIS, and AISGW. Data were collected from 94 respondents. The ISAS, SAIS, and AISGW are non-profit, voluntary membership organizations of independent schools located mostly in the southeastern and southwestern United States, as well as the greater Washington, DC metro area. The ISAS, SAIS, and AISGW are also members of good standing of the National Association of Independent Schools (NAIS) Commission on Accreditation. An analysis of the data revealed, through descriptive statistics, that all four frames are used by the headmasters and most headmasters report using more than one frame. Data analysis suggests that specific relationships exist between the headmasters' self-reported frame use and their perceived effectiveness as managers and as leaders. In addition, differences were observed between frame usage and teacher certification and frame usage and years of administrative experience.
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Joslin, P. A. "What has motivated independent schools, whose heads are members of the Headmasters' and Headmistresses' Conference (HMC) in England, to consider and introduce or reject the International Baccalaureate Diploma Programme?" Thesis, University of Bath, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.428430.

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Klébis, Augusta Boa Sorte Oliveira. "Concepção de gestão escolar : a perspectiva dos documentos oficiais e dos programas de formação continuada de diretores de escola no Estado de São Paulo - 1990/2009 /." Marília : [s.n.], 2010. http://hdl.handle.net/11449/104789.

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Orientador: Paschoal Quaglio
Banca: Yoshie Ussami Ferrari Leite
Banca: José Cerchi Fusari
Banca: Graziela Zambão Abdian Maia
Banca: Hélia Sônia Raphael
Resumo: Esta pesquisa apresenta uma análise da concepção de gestão escolar presente nos documentos oficiais e nos programas de formação continuada para os gestores escolares nas últimas décadas (1990-2009). Para tanto buscou reconstruir a função do diretor de escola a partir da produção bibliográfica editada pelos órgãos oficiais do Estado de São Paulo e do Governo Federal, bem como analisar a legislação cujo conteúdo aborda os mecanismos de regulação da gestão e da organização escolar. Os documentos selecionados foram fundamentais nessa pesquisa para análise das reformas e dos elementos nela contidos que incidiram diretamente na gestão da educação e da escola. Os objetivos estabelecidos apontaram para uma opção teóricometodológica fundamentada na análise de conteúdo, tendo como referência os estudos de Bardin (2007), e na análise crítica do discurso, fundamentada Faircloug (2001) e Resende e Ramalho (2006). Uma série de indagações permeou o seu desenrolar, dentre as quais: Qual a influência do contexto social e político na definição das políticas públicas em educação? Em quais paradigmas os documentos oficiais produzidos se pautam? Qual concepção de diretor de escola e de gestão escolar esses documentos apresentam? Qual o perfil de diretor está se delineando na década atual, a partir dos programas de formação continuada? Ficou evidenciado que a gestão escolar e a formação continuada dos diretores de escola ocupam lugar de destaque nas atuais políticas públicas e se encontram presentes nas várias proposições como elementos centrais para a concretização da reforma da educação. Nesse processo identificou-se o caráter conservativo das propostas governamentais, que embora apresentadas como democráticas, no tom da linguagem emerge o contraditório, expressando o padrão prescritivo e normativo... (Resumo completo, clicar acesso eletrônico abaixo)
Abstract: This research presents an analysis of the conception of school management present on the official documents and on the continuing formation programs for school headmasters on the last decades. (1990-2009). Therefore it aimed to reconstruct the role of the school headmaster based on the bibliography published by official bodies of the State of Sao Paulo and the Federal Government, as well as to analyze the legislation which contents broaches the regulation mechanisms of educational management and organization. The selected documents were essential in this research for the analysis of the reforms and the components contained in them that fall directly upon the education and the school managements. The goals established for this study led to a theoretical-methodological option based upon the content analysis, having as references the studies of Bardin (2007), and upon the critical discourse analysis of Faircloug (2001), Magalhaes (2001) and Resende & Ramalho (2006). During the progress of this research, a series of inquiries came out, which can be summarized as follows: What is the influence of the social and politic contexts on the definition of the public policies on Education? Which paradigms are the official documents ruled by? What is the conception of school headmaster and school management that these documents introduce? What is the profile of the headmasters that have been designed in this decade from the continuing formation programs? It became clear that the school management and the continuing formation of school headmasters are prominently placed in the actual public policies and are present on several propositions as central components towards the accomplishment of the educational reform. On this course, the conservative character of the government proposals has been identified. Despite the democratic aspirations,... (Complete abstract click electronic access below)
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Andersson, Leif. "Headmaster´s thoughts on special educators work assignments." Thesis, Malmö högskola, Fakulteten för lärande och samhälle (LS), 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-30363.

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Sammanfattning/abstrakt Andersson Leif (2017), Hur skolledare ser på specialpedagogens arbetsuppgifter. Specialpedagogprogrammet, Skolutveckling och ledarskap, Lärande och samhälle, Malmö högskola, 90 hp.Förväntat kunskapsbidragDenna studie avser att höja kunskapen kring specialpedagogens kompetens så att den utnyttjas på rätt sätt för att skolledare skall kunna använda den som ett verktyg för att höja måluppfyllelsen.Syfte och frågeställningarDet övergripande syftet med min kartläggning är att belysa hur sex skolledare använder specialpedagogens kompetens och därmed öka och generera ny kunskap om specialpedagogens yrkesroll. Jag vill undersöka om utredning, kartläggning handledning och skolutveckling är arbetsuppgifter som specialpedagogen utför och i vilken omfattning detta i så fall sker. Jag avser också att kartlägga om det finns andra arbetsuppgifter som specialpedagogen utför.•Vilka arbetsuppgifter genomför specialpedagogen?•Hur väl känner sex skolledare till specialpedagogens tänkta kompetens utifrån den idag rådande examensordningen?•Finns det en skillnad i arbetsuppgifterna för specialpedagogen beroende på om hen arbetar på en F-6 skola eller på en 7-9 skola/gymnasiet?TeoriStudien utgår från ett systemteoretiskt perspektiv och tar stöd i den tänkta specialpedagogiska kompetensen i tolkningen av det empiriska materialet. Tolkningen utgår från organisation-, grupp- och individnivå.Metod Det empiriska materialet har samlats in genom kvalitativa semistrukturerade intervjuer med sex skolledare.Resultat I resultatet framkommer två olika specialpedagogiska yrkesroller; den specialpedagog som har mer specialläraruppgifter och den som arbetar med mer specifika specialpedagogiska arbetsuppgifter. Det empiriska materialet visar att om specialpedagogen arbetar med rektorer på skolor för yngre elever eller med rektorer som arbetar med äldre elever skiljer sig yrkesrollen och uppdragen. Skolledare med F- 6 skolor pratar mer om att de använder specialpedagogen som en speciallärare som undervisar hälften av sin arbetstid. Detta att yrkesrollerna sammanblandas lyfts också fram i olika rapporter. (Lansheim, 2010; von Ahlefeld Nisser, 2009) pekar också på att specialpedagogerna arbetar med specialläraruppdrag till större delen av sin arbetstid, alltså undervisar. Undervisningen sker enskilt, i grupp eller i klassen vilket också delvis motarbetar inkluderingstanken. Specialpedagoger som arbetar med de äldre eleverna handleder och arbetar mer med skolutveckling än sina kollegor på F-6 skolor. Utredningar av elever och lärmiljöer sker hos alla de undersökta skolledarna. ImplikationerSpecialpedagogens yrkesroll och uppdrag styrs mer av hur verkligheteten ser ut och hur det dagliga arbetet med elever i behov av stöd genomförs än vad teorin och vetenskapen kring yrkesrollen och uppdraget beskriver. Studien visar att det finns ett behov av att förtydliga specialpedagogens yrkesroll ytterligare för att skapa större förutsättningar för hen att arbeta mer utifrån den gällande examensförordningen.Nyckelord: Specialpedagogiska yrkesrollen, handledningsuppdrag, skolutveckling, förebyggande arbete, inkludering.
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Klébis, Augusta Boa Sorte Oliveira [UNESP]. "Concepção de gestão escolar: a perspectiva dos documentos oficiais e dos programas de formação continuada de diretores de escola no Estado de São Paulo - 1990/2009." Universidade Estadual Paulista (UNESP), 2010. http://hdl.handle.net/11449/104789.

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Made available in DSpace on 2014-06-11T19:33:29Z (GMT). No. of bitstreams: 0 Previous issue date: 2010-03-04Bitstream added on 2014-06-13T18:45:15Z : No. of bitstreams: 1 klebis_abso_dr_mar.pdf: 719938 bytes, checksum: e0459373ef75358f1db03629f5bd1552 (MD5)
Esta pesquisa apresenta uma análise da concepção de gestão escolar presente nos documentos oficiais e nos programas de formação continuada para os gestores escolares nas últimas décadas (1990-2009). Para tanto buscou reconstruir a função do diretor de escola a partir da produção bibliográfica editada pelos órgãos oficiais do Estado de São Paulo e do Governo Federal, bem como analisar a legislação cujo conteúdo aborda os mecanismos de regulação da gestão e da organização escolar. Os documentos selecionados foram fundamentais nessa pesquisa para análise das reformas e dos elementos nela contidos que incidiram diretamente na gestão da educação e da escola. Os objetivos estabelecidos apontaram para uma opção teóricometodológica fundamentada na análise de conteúdo, tendo como referência os estudos de Bardin (2007), e na análise crítica do discurso, fundamentada Faircloug (2001) e Resende e Ramalho (2006). Uma série de indagações permeou o seu desenrolar, dentre as quais: Qual a influência do contexto social e político na definição das políticas públicas em educação? Em quais paradigmas os documentos oficiais produzidos se pautam? Qual concepção de diretor de escola e de gestão escolar esses documentos apresentam? Qual o perfil de diretor está se delineando na década atual, a partir dos programas de formação continuada? Ficou evidenciado que a gestão escolar e a formação continuada dos diretores de escola ocupam lugar de destaque nas atuais políticas públicas e se encontram presentes nas várias proposições como elementos centrais para a concretização da reforma da educação. Nesse processo identificou-se o caráter conservativo das propostas governamentais, que embora apresentadas como democráticas, no tom da linguagem emerge o contraditório, expressando o padrão prescritivo e normativo...
This research presents an analysis of the conception of school management present on the official documents and on the continuing formation programs for school headmasters on the last decades. (1990-2009). Therefore it aimed to reconstruct the role of the school headmaster based on the bibliography published by official bodies of the State of Sao Paulo and the Federal Government, as well as to analyze the legislation which contents broaches the regulation mechanisms of educational management and organization. The selected documents were essential in this research for the analysis of the reforms and the components contained in them that fall directly upon the education and the school managements. The goals established for this study led to a theoretical-methodological option based upon the content analysis, having as references the studies of Bardin (2007), and upon the critical discourse analysis of Faircloug (2001), Magalhaes (2001) and Resende & Ramalho (2006). During the progress of this research, a series of inquiries came out, which can be summarized as follows: What is the influence of the social and politic contexts on the definition of the public policies on Education? Which paradigms are the official documents ruled by? What is the conception of school headmaster and school management that these documents introduce? What is the profile of the headmasters that have been designed in this decade from the continuing formation programs? It became clear that the school management and the continuing formation of school headmasters are prominently placed in the actual public policies and are present on several propositions as central components towards the accomplishment of the educational reform. On this course, the conservative character of the government proposals has been identified. Despite the democratic aspirations,... (Complete abstract click electronic access below)
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Griffin, Charles R. "The changing role and responsibilities of the independent school headmaster /." Thesis, Connect to this title online; UW restricted, 1999. http://hdl.handle.net/1773/7875.

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Books on the topic "Headmasters"

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The educational ideas of the Clarendon headmasters from 1860-1914. New York: Garland Pub., 1987.

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Hayes, Maurice. Notes for a talk to public school headmasters - Campbell College 4 June 1991. [Belfast]: the author, 1991.

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Bowen-Jones, Michael D. A case-study and analysis of datalogging in science departments of headmasters' and headmistress'[sic] conference schools. Birmingham: University of Birmingham, 1996.

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Sutcliffe, A. G. Conference: The story of the Conference of Headmasters and Headmistresses of Private Schools of South Africa during its first half century. [S.l.]: HMC, 1986.

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Usman, Adamu Kyuka. My headmaster. Victoria, BC, Canada: Trafford Publishing, 2009.

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Ademowo, Paul 'Wale. The headmaster's child. Ibadan: Teton Book Makers, 1992.

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The Headmaster's poems. Forest Dale, Vt: Paul S. Eriksson, Publisher, 2002.

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Haddam, Jane. The headmaster's wife. New York: St. Martin's Minotaur, 2005.

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The headmaster's dilemma. Boston: Houghton Mifflin, 2007.

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The headmaster's wager. [Toronto]: Doubleday Canada, 2012.

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Book chapters on the topic "Headmasters"

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Liimatainen-Lamberg, A. E. "Headmasters’ views of the effectiveness of tobacco laws in vocational and commercial institutions." In Tobacco: The Growing Epidemic, 631–33. London: Springer London, 2000. http://dx.doi.org/10.1007/978-1-4471-0769-9_270.

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Bridgwater, Patrick. "Arthur Schopenhauer's English Headmaster." In Arthur Schopenhauer's English Schooling, 140–69. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003007418-4.

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Macdonald, Ian, Clive Dixon, and Tony Tiplady. "From headmaster to school leader." In Improving Schools Using Systems Leadership, 6–12. Abingdon, Oxon ; New York, NY : Routledge, 2019.: Routledge, 2019. http://dx.doi.org/10.4324/9781315149868-2.

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Leinster-Mackay, Donald. "The Headmasters’ Conference: Defence League or Élite Club?" In The Educational World of Edward Thring, 97–105. Routledge, 2019. http://dx.doi.org/10.4324/9780367351588-6.

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"New Ideas and New Headmasters, April to December 1841." In Education and Empire. I.B.Tauris & Co Ltd, 1999. http://dx.doi.org/10.5040/9780755692286.ch-003.

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Chérif-Chebbi, Leila. "Between ‘Abd al-Wahhab and Liu Zhi: Chinese Muslim Intellectuals at the Turn of the Twenty-first Century." In Islamic Thought in China. Edinburgh University Press, 2016. http://dx.doi.org/10.3366/edinburgh/9781474402279.003.0008.

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This article surveys Chinese Muslim intellectuals at the turn of the 21st century, dividing them into three sociological categories: (1) officials and state-approved scholars; (2) religious clerics (imams); and (3) unofficial scholars, headmasters or laoshi (teachers) in private institutions, writers, journalists, webmasters, and more. It focuses on the divide between advocates of a culturally Chinese Islam, the “Liu Zhi tendency,” as opposed to those who view Islam as a holistic, universal religion, the “‘Abd al-Wahhab tendency.” These definitions distinguish between a national, local expression of religion and an ahistorical, non-national one. In the 1990s, the latter—sometimes called “Salafi” or “Wahhabi”—rejected the Liu Zhi defenders as acculturated non-believers, distant observers rather than members of the umma. All of these participants make use of new media on the Internet as well as print publications and electronic broadcast formats. In the new century, Chinese Muslim intellectuals have sometimes had to compromise, some of them concluding that the core of Islam must remain inviolate while its national expression can be culturally Chinese. These various tendencies are illustrated with multiple biographies of exemplary thinkers, concluding with the striking intellectual evolution of Zhang Weizhen, a charismatic headmaster and teacher.
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Colls, Robert. "New Moral Worlds." In This Sporting Life, 171–200. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780198208334.003.0007.

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Chapter 6 brings the history of modern sport and the modern school together. In the Uppingham School Archives there’s a photograph of the school cricket team gathered round its ambitious and reforming headmaster Rev. Edward Thring. At this moment (1858) Thring was involved in painful disputes with these boys, trivial struggles that confirmed in his mind if not theirs the need to build a network of powerful schools committed to reforming the character of elite young men. He and his brother headmasters spent their lives reinventing these so called ‘public’ schools as new moral worlds. Chapter 6 looks also at the Girls Public Day School Company (1872) and its work towards the proper education of middle-class young women. Sport and gender was vital to both campaigns although how vital rather depended on the extent to which girls won a new independent voice and the boys retained their old one. Public schools were seen by their inventors as new moral worlds but they could be new immoral worlds as well. Or, to put it another way, the schools were reconfigured as closed institutions deliberately designed to influence the character and behaviour of the young. By the beginning of the twentieth century the leading public schools were seen as uniquely successful enterprises, obsessed with the athletic body, significant and forceful in the definition of what a ‘school’ should be, stately and beautiful, and surrounded almost by definition by playing fields. A new set of national icons had been created.
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Favaretto, Alida, Iola De Monte, and Carmela Billotta. "RESCUE." In Handbook of Research on Didactic Strategies and Technologies for Education, 336–52. IGI Global, 2013. http://dx.doi.org/10.4018/978-1-4666-2122-0.ch029.

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The RESCUE project (Retention in Secondary education: a European Network), carried out within the VETPRO mobility action funded by the E.U. Programme “Lifelong Learning,” has implemented the school-family alliance under a new European dimension. Parents, headmasters, teachers from two vocational schools in Treviso, psychologists, and a voluntary organization for educational support have been involved in a mobility entailing a visit to some highly reputed European schools. The project has intended to explore innovative practices apt to improve the concept of joint responsibility among all the members of the school community, with a special focus on retention (seen as the contrast to the drop-out problem), namely on the permanence of the students within the training cycles until attainment of adequate educational levels.
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"The Victorian hangover: Colourful headmasters in the works of Mr Dickens and Ms Brontë." In The Aesthetic Dimensions of Educational Administration & Leadership, 122–39. Routledge, 2006. http://dx.doi.org/10.4324/9780203029619-16.

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Fahm, AbdulGafar Olawale, Kazeem Kayode Bakare, and Kamaldeen Korede Oladosu. "Education Leaders' Utilization of Information and Communication Technology for Development in Nigeria." In Handbook of Research on Modern Educational Technologies, Applications, and Management, 617–33. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-3476-2.ch038.

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The sample is comprised of principals, vice-principals, headmasters, and teachers as educational leaders in primary and secondary schools in Nigeria. The study adopted quantitative research design of the survey type to determine education leaders' perceptions on the adoption of information and communication technology. The quantitative approach in this study involves the use of research instruments consisting of closed-ended, on-line, and paper-based questionnaires (single version sent to multiple respondents). The study found out that education leaders have low perception on the adoption of information and communication technology for dissemination of information, utilization of virtual learning environments among teachers. The study also found out that lack of awareness on e-learning software and inadequate use of internet-enabled technologies or applications were highlighted as challenges in adoption of ICTs for development in Nigeria. The study recommended that educational leaders should make ICT adoption needs known to appropriate authorities.
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Conference papers on the topic "Headmasters"

1

Čech, Tomáš, Simona Dobešová Cakirpaloglu, and Veronika Štenclová. "THE PERCEPTION OF SCHOOL CLIMATE BY ELEMENTARY SCHOOL HEADMASTERS." In 12th International Conference on Education and New Learning Technologies. IATED, 2020. http://dx.doi.org/10.21125/edulearn.2020.1032.

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Dobesova Cakirpaloglu, Simona, and Tomáš Čech. "RELATIONSHIP BETWEEN WORKPLACE BULLYING, SELF-ESTEEM AND SCHOOL CLIMATE IN HEADMASTERS OF PRIMARY SCHOOLS." In 12th annual International Conference of Education, Research and Innovation. IATED, 2019. http://dx.doi.org/10.21125/iceri.2019.0474.

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Šafránková, Jana Marie, and Eva Urbanová. "THE COMPETENCIES OF HEADMASTERS IN STUDENTS´ PRACTICE REFLECTION AT THE DEPARTMENTAL SCHOOLS IN CZECH REPUBLIC." In 47th International Academic Conference, Prague. International Institute of Social and Economic Sciences, 2019. http://dx.doi.org/10.20472/iac.2019.047.019.

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Muhammad Yuliansyah, Muhammad. "Correlation of Leadership Behavior of School Headmasters and Organizational Climate on Teacher Job Satisfaction at Public Elementary Schools." In 2nd International Conference on Educational Management and Administration (CoEMA 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/coema-17.2017.38.

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Situmorang, Marudut. "The Effect of Work Motivation, Compensation, and Role Perception on the Effectiveness of Work of School Principals (A Case Study About the Effectiveness of Work of the Headmasters of Junior High Schools in North Tapanuli Regency, North Sumatra Province)." In 1st International Conference on Education, Society, Economy, Humanity and Environment (ICESHE 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200311.011.

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Amrullah, Silmi, M. Luthfi Ardiansyah, and Sumarto. "Managerial Capabilities of Headmaster in Improving Teacher Performance." In the 2019 3rd International Conference. New York, New York, USA: ACM Press, 2019. http://dx.doi.org/10.1145/3345120.3345136.

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AbdulSahib, Muntaha. "Emotional Management among the Headmaster of Intermediate Schools." In Proceedings of the 1st International Multi-Disciplinary Conference Theme: Sustainable Development and Smart Planning, IMDC-SDSP 2020, Cyperspace, 28-30 June 2020. EAI, 2020. http://dx.doi.org/10.4108/eai.28-6-2020.2298215.

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Akhyak, Mr, Mr Sokip, Mr Soim, Mr Riduwan, and Yunis Hidayati. "The Role of Headmaster in Revitalization of Vocational Education." In 2018 3rd International Conference on Education, Sports, Arts and Management Engineering (ICESAME 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/amca-18.2018.191.

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Karinawati and Diding Nurdin. "Implementation of Managerial Competence Headmaster in the New Era." In 4th International Conference on Research of Educational Administration and Management (ICREAM 2020). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210212.020.

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Nurhamzah, Tedi Priatna, Hariman Surya Siregar, and Supiana. "Transformational Leadership Model of Headmaster in Improving Quality of Madrasah." In 1st Bandung English Language Teaching International Conference. SCITEPRESS - Science and Technology Publications, 2018. http://dx.doi.org/10.5220/0008219304160423.

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