Relevant bibliographies by topics / Lutheran secondary school principals

Academic literature on the topic 'Lutheran secondary school principals'

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Published: 4 June 2021
Last updated: 20 February 2023

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Journal articles on the topic "Lutheran secondary school principals"

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Murakami, Elizabeth T., and Monika Törnsen. "Female secondary school principals." Educational Management Administration & Leadership 45, no. 5 (July 11, 2017): 806–24. http://dx.doi.org/10.1177/1741143217717273.

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This study examines two female principals in upper secondary schools and the development of their professional identities, focusing on schools in Sweden and Texas, USA. The study is part of a larger international research project with global conversations about what successful leadership means, and asks: in what ways do female secondary school principals’ professional identities inform equity issues in leadership with implications for recruitment, hiring, and evaluation practices? Using a feminist post-structural discourse analysis, the findings revealed that even when successful, female leaders in upper secondary schools can be evaluated negatively. These considerations relate to the way in which female principals are recruited, hired, and weighed when appraised, where their contributions may not be fully incorporated to establish equitable processes and procedures to sustain their success in educational leadership.
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Putri, Mika Nusa, Muhammad Kristiawan, and Rohana Rohana. "MAPPING PRINCIPAL’S COMPETENCY OF SECONDARY SCHOOL." INTERNATIONAL JOURNAL OF EDUCATIONAL REVIEW 2, no. 2 (May 2, 2020): 151–59. http://dx.doi.org/10.33369/ijer.v2i2.10961.

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This research aimed at describing the competencies of the Principal in State Secondary school in Banyuasin Regency, it can be mapped the right program given to optimize it. This study was mixed method. The results obtained the competencies of principals in State Secondary schools Banyuasin Regency have moderate managerial competency; entrepreneurship competencies are mostly included in the medium criteria; Supervision competencies in the medium category. Overall, most of the principals have good competency.
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Fullan, Michael G., and Earle E. Newton. "School Principals and Change Processes in the Secondary School." Canadian Journal of Education / Revue canadienne de l'éducation 13, no. 3 (1988): 404. http://dx.doi.org/10.2307/1494920.

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Hoyt, Kenneth B. "School Board Members, Secondary School Principals Look at Reform." NASSP Bulletin 75, no. 537 (October 1991): 82–87. http://dx.doi.org/10.1177/019263659107553714.

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Gu, Qing, Christopher Day, Allan Walker, and Kenneth Leithwood. "How Successful Secondary School Principals Enact Policy." Leadership and Policy in Schools 17, no. 3 (July 3, 2018): 327–31. http://dx.doi.org/10.1080/15700763.2018.1496343.

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Service, Brenda, and Kate Thornton. "Learning for principals: New Zealand secondary principals describe their reality." Educational Management Administration & Leadership 49, no. 1 (November 7, 2019): 76–92. http://dx.doi.org/10.1177/1741143219884673.

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Effective school leadership is widely acknowledged as having a positive impact on student achievement. However, there appears to be no deliberate process to sustain New Zealand principals’ effectiveness throughout their careers. This article discusses the views of current and former New Zealand secondary school principals about their complex role and the support they believe would help them make sense of the role and its inherent challenges. The findings suggest that while principals develop tacit knowledge from learning on the job, they have little opportunity to engage in the critical reflection needed for ongoing learning and development. Their suggestions for systematic and mandated support are provided.
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Suleiman, Yusuf, Mustapha Adam Ishola, and Adetunji Lukman. "Principals’ Administrative Behaviour in Nigerian Secondary Schools: Challenges and Remedies." Organization Theory Review 3, no. 2 (May 10, 2022): 01–21. http://dx.doi.org/10.32350/otr.0302.01.

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The principal administrative behavior serves as a motivator whose effectiveness in school business requires focus and commitment. Actualizing the organization goal often poses severe challenge toadministrators. This paper is therefore designed to examine the various challenges facing principals’ administrative behavior in Nigerian secondary schools. The paper focuses on concept of principal administrative behavior, school principals’ tasks in the realization of educational aims, factors hindering principals’ administrative behavior in school administration, relevance of principals’ administrative behavior in school administration. Based on this, it was recommended that conferences, seminars and workshops and other staff development programs should be sponsored by the government to serve as motivational strategies for secondary school principals. Also, persistent change in educational policies should be guided against by the government to ensure consistency in educational system.Government should endeavor to provide to schools the educational resources which will improve principals’ administrative behavior effectively and efficiently.
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Sintayehu, Birhanu. "The Power Sources and Influences of Secondary School Principals in Eastern Ethiopia." International Journal of Learning, Teaching and Educational Research 19, no. 10 (October 30, 2020): 115–33. http://dx.doi.org/10.26803/ijlter.19.10.7.

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This study aimed to critically examine the power sources and influences of school principals in secondary schools of Eastern Ethiopia. A descriptive survey research design was employed to carry out the study. The participants of the study were 145 teachers, 78 principals, and 41 supervisors who were selected by using stratified and random sampling techniques. The researcher adopted descriptive and inferential statistics to make sound interpretations of data. The results revealed that school principals were mostly used expert, legitimate, and reward sources of power. Likewise, school principals have predominantly exercised a positional basis of power rather than personal power. There was a significant statistical difference in power sources of school principals regarding positions, gender, and service years. The findings also showed that school principals dominantly practiced proactive influencing tactics. Moreover, findings indicated that subordinates carried out school principals' compliance to obtain a prize or avoid punishment by applied reactive influence tactics. The study further discovered that subordinates were inclined to resist school principals' influence. This study suggests secondary principals should rethink how power is managed and deployed to make sound influence over subordinates to assure quality education. Hence, the results of the study may serve as a springboard to improve secondary school leadership and equip novice teachers to bring them a principalship position. Plus, this study may provide a clear picture for policymakers, scholars, and government officials to support and retain principals for long-term school improvement, and it may also a theoretical benefit for future research on the area of study.
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Ismail, Aziah, Nor Shafrin Ahmad, and Rahimi Che Aman. "Gender of transformational school principals and teachers’ innovative behavior." International Journal of Evaluation and Research in Education (IJERE) 10, no. 3 (September 1, 2021): 747. http://dx.doi.org/10.11591/ijere.v10i3.21448.

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The purpose of this paper is to examine the different levels of transformational leadership between male and female principals and their relationships with teachers' Innovative Work Behavior (IWB) in Malaysian secondary schools. In total, 477 teachers from various secondary schools were randomly selected as respondents (218 are working under female principals, while 259 of them are under male principals). This study revealed that the respondents agree that male principals practice transformational leadership higher than female principals. However, the female principals were highly influential on the teachers’ IWB compared to their male counterparts. This study provides a glimpse of the teachers' innovative behavior improvement resulted from transformational leadership by male and female school principals.
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Uleanya, Chinaza, and Rachael Gugu Mkhasibe. "Overview of the Holistic Role of Principals of Rural Secondary Schools in South Africa." UMT Education Review 4, no. 2 (December 31, 2021): 74–92. http://dx.doi.org/10.32350/uer.42.04.

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The role of principals is crucial in ensuring overall successof schools. In most cases, the success or failure of students in terminal examination is attributed to the principals and teachers. Hence, this study explores the role of principals in secondary schools situated in rural communitiesvia the review method. For this purpose, relevant literature was reviewed. The findings revealed that the role of principals in rural secondary schools in South Africa isas crucial as expected from school principals in other similar contexts.They are majorly saddled with eight (8) responsibilities which include to: lead teaching and learning, shape the direction and development of the school, manage quality and secure accountability, develop, and empower self as well as others, manage school as an organization, work with and for the community, manage staff members of the school, and manage and promote co-curricular activities. The findings also revealed that the principals of rural secondary schools in South Africa faced various challenges and find it difficult to discharge their duties as expected. Some of the challenges include lack of resources in schools, quality of teaching staff, and professional development opportunities for rural secondary school principals. The study recommends that rural secondary school principals in South Africa should be well trained through periodic workshops and seminars. Also, considering their location, they should be motivated and encouraged to acquire more knowledge by enrolling for courses that will give them the needed skills and qualifications. Keywords: leadership, principal, rural secondary school, South Africa (SA)
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Dissertations / Theses on the topic "Lutheran secondary school principals"

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Albinger, Kenneth Charles, and n/a. "Using Values: a Qualitative Analysis of Ethical Dilemmas Encountered by Australian Lutheran Secondary School Principals." Griffith University. School of Curriculum, Teaching and Learning, 2005. http://www4.gu.edu.au:8080/adt-root/public/adt-QGU20060815.170949.

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Recent studies of effective leadership for schools suggest relationships between the work of principals and beliefs, values and theoretical knowledge. However, it is not clear how these relationships work. In schools of the Lutheran Church of Australia the situation is complicated by expectations that principals will be operating with a Lutheran Christian world view. The precise nature of the role of world view in determining professional action has not been fully researched. This study made use of analysis techniques grounded in symbolic interactionism to examine the construction of meaning and rationale for professional actions by Lutheran secondary school principals. It sought to understand the impact of value on meaning and decision in ethically challenging situations. The central question of this research was: What values influence the reflection of Australian Lutheran secondary school principals as they address ethical dilemmas in their woik? Drawing on the accounts given by three Australian Lutheran secondary pnncipals to provide data for analysis, and making use of membership category analysis techniques, the study found that three statements could be made: 1. There is evidence in the accounts to suggest that the way principals perceive dilemmas is the result of a filtering process where some facts ate not fully considered prior to action. 2. There is evidence in the accounts to suggest that the filtering process is more strongly influenced by sub-rational and trans-rational values than by rational values. 3. There is evidence in the accounts that each piincipal has a world view that is partially shaped by values implicit in the Christian tradition. These findings are tentative because of the limited scope of the research. They have implications for the theoretical literature, suggesting that mote attention needs to be given to the impact of trans-rational and sub-rational values as filters of perception in difficult decisions. 'The findings suggest that any study of the reflection of school principals in ethically challenging situations should take into account the power of non-rational values to be a lens that distorts what is considered in the reflective process'. They also have implications for further research by those interested in Lutheran schools and those interested in the importance of values in shaping perception. Finally they have implications for those who prepare piincipals for Lutheran schools, suggesting the need for a clearer articulation of a philosophy for Lutheran schooling and for the development of the habit of critical reflection in Lutheran principals.
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Albinger, Kenneth Charles. "Using Values: a Qualitative Analysis of Ethical Dilemmas Encountered by Australian Lutheran Secondary School Principals." Thesis, Griffith University, 2005. http://hdl.handle.net/10072/366863.

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Recent studies of effective leadership for schools suggest relationships between the work of principals and beliefs, values and theoretical knowledge. However, it is not clear how these relationships work. In schools of the Lutheran Church of Australia the situation is complicated by expectations that principals will be operating with a Lutheran Christian world view. The precise nature of the role of world view in determining professional action has not been fully researched. This study made use of analysis techniques grounded in symbolic interactionism to examine the construction of meaning and rationale for professional actions by Lutheran secondary school principals. It sought to understand the impact of value on meaning and decision in ethically challenging situations. The central question of this research was: What values influence the reflection of Australian Lutheran secondary school principals as they address ethical dilemmas in their work? Drawing on the accounts given by three Australian Lutheran secondary principals to provide data for analysis, and making use of membership category analysis techniques, the study found that three statements could be made: 1. There is evidence in the accounts to suggest that the way principals perceive dilemmas is the result of a filtering process where some facts ate not fully considered prior to action. 2. There is evidence in the accounts to suggest that the filtering process is more strongly influenced by sub-rational and trans-rational values than by rational values. 3. There is evidence in the accounts that each piincipal has a world view that is partially shaped by values implicit in the Christian tradition. These findings are tentative because of the limited scope of the research. They have implications for the theoretical literature, suggesting that mote attention needs to be given to the impact of trans-rational and sub-rational values as filters of perception in difficult decisions. 'The findings suggest that any study of the reflection of school principals in ethically challenging situations should take into account the power of non-rational values to be a lens that distorts what is considered in the reflective process'. They also have implications for further research by those interested in Lutheran schools and those interested in the importance of values in shaping perception. Finally they have implications for those who prepare piincipals for Lutheran schools, suggesting the need for a clearer articulation of a philosophy for Lutheran schooling and for the development of the habit of critical reflection in Lutheran principals.
Thesis (Professional Doctorate)
Doctor of Education (EdD)
School of Curriculum, Teaching and Learning
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Ruwoldt, Merryn Jane, and res cand@acu edu au. "To Lead, or Not to Lead: that is the question: An exploration of understandings of leadership in the context of the deputy principal in the Lutheran secondary school." Australian Catholic University. School of Educational Leadership, 2006. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp143.17052007.

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Twenty first century Lutheran secondary schools operate in a complex and demanding social, historical and theological environment. Leadership needs to be conceptualized in a manner which is appropriate for a fluid, dynamic learning community. Contemporary thinking about school leadership explores concepts such as teacher leadership, shared and distributed leadership. Successful school leadership is also perceived to impact positively on student educational outcomes. The leadership of the deputy principal in many school sectors has traditionally been structured on the basis of a bureaucratic, hierarchical model. Such models are increasingly perceived as unhelpful in the school context, yet in response, little has changed for deputy principals. The purpose of the current study was to consider the situation in Lutheran secondary schools. It explored the understandings about leadership embedded in the current role of the deputy principals. This was achieved by comparison of the participants’ perceptions with historical leadership narratives. The key finding of this research is that in Lutheran schools, the leadership role of the deputy is often not as fully developed as would be appropriate in the existing climate, where schools and principals are expected to provide ever expanding services and fulfil multiple purposes. In many schools, the leadership role of the deputy does not provide sufficient training for succession to the principalship. Deputy principals are seen to focus on activity which supports educational leadership, but leaves them on the fringe of it. Deputies are often not involved in major teaching and learning strategic planning, vision and change management. This hinders their preparation for a future role as principal, but also deprives the school of a potentially significant source of leadership activity. Deputy principals are seen to model the Christian ethos of the school through the way they interact with staff and students and their involvement in the devotional life of the school. However, in-depth involvement in ongoing dialogue about Lutheran identity and the church in the school is usually dependent on the interest and passion of the individual deputies, not inherently demanded by the role. There is also a limited understanding of servant leadership influencing the practice of deputy principals in the schools. In order to maximise the effectiveness of the leadership role of the deputy principals in Lutheran secondary schools, it would be timely to draw together key doctrinal statements, leadership theory and Luther’s reflections on vocation, into a cohesive and practical understanding of leadership. This could form the basis for further development of distributed leadership in Lutheran secondary schools and help to ensure that they continue to successfully meet the needs of their communities.
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Ruwoldt, Merryn Jane. "To lead, or not to lead: That is the question. An exploration of understandings of leadership in the context of the deputy principal in the Lutheran secondary school." Thesis, Australian Catholic University, 2006. https://acuresearchbank.acu.edu.au/download/d72dc86b665064245d5cdb07f0982e99b0d5f04a8b39d8c2dc0a4a193a0f8653/698006/65073_downloaded_stream_298.pdf.

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Twenty first century Lutheran secondary schools operate in a complex and demanding social, historical and theological environment. Leadership needs to be conceptualized in a manner which is appropriate for a fluid, dynamic learning community. Contemporary thinking about school leadership explores concepts such as teacher leadership, shared and distributed leadership. Successful school leadership is also perceived to impact positively on student educational outcomes. The leadership of the deputy principal in many school sectors has traditionally been structured on the basis of a bureaucratic, hierarchical model. Such models are increasingly perceived as unhelpful in the school context, yet in response, little has changed for deputy principals. The purpose of the current study was to consider the situation in Lutheran secondary schools. It explored the understandings about leadership embedded in the current role of the deputy principals. This was achieved by comparison of the participants' perceptions with historical leadership narratives. The key finding of this research is that in Lutheran schools, the leadership role of the deputy is often not as fully developed as would be appropriate in the existing climate, where schools and principals are expected to provide ever expanding services and fulfil multiple purposes. In many schools, the leadership role of the deputy does not provide sufficient training for succession to the principalship. Deputy principals are seen to focus on activity which supports educational leadership, but leaves them on the fringe of it. Deputies are often not involved in major teaching and learning strategic planning, vision and change management. This hinders their preparation for a future role as principal, but also deprives the school of a potentially significant source of leadership activity.;Deputy principals are seen to model the Christian ethos of the school through the way they interact with staff and students and their involvement in the devotional life of the school. However, in-depth involvement in ongoing dialogue about Lutheran identity and the church in the school is usually dependent on the interest and passion of the individual deputies, not inherently demanded by the role. There is also a limited understanding of servant leadership influencing the practice of deputy principals in the schools. In order to maximise the effectiveness of the leadership role of the deputy principals in Lutheran secondary schools, it would be timely to draw together key doctrinal statements, leadership theory and Luther's reflections on vocation, into a cohesive and practical understanding of leadership. This could form the basis for further development of distributed leadership in Lutheran secondary schools and help to ensure that they continue to successfully meet the needs of their communities.
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Fung, Sui-hing, and 馮瑞興. "Secondary school principals' attitude towards educational quality." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1996. http://hub.hku.hk/bib/B31958631.

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Fung, Sui-hing. "Secondary school principals' attitude towards educational quality." Hong Kong : University of Hong Kong, 1996. http://sunzi.lib.hku.hk/hkuto/record.jsp?B17600911.

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Bartel, Kenneth Cyril, and res cand@acu edu au. "Leadership in a Lutheran School: an Exploration of principal and school pastor worldviews and their potential impact on the transformation of the school learning community." Australian Catholic University. School of Educational Leadership, 2004. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp43.29082005.

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This ethnomethodological study focuses on the worldviews of Lutheran school principals and pastors. Essentially, these leaders in a Lutheran school provide direction and vision for the school learning community. The degree to which their worldviews coalesce will naturally result in positive or negative influences on the whole school community. These leaders within the Lutheran school can be seen as a hub for all kinds of learning experiences and interaction in the context of vital Christian communities in mission outreach and quality education. Any dissonance of worldview has potential for impact on school processes and relationships. The Lutheran Church has defined the role of the pastor in the school and the difference from his role in a congregation (Lutheran Church of Australia, 2002). Lutheran principals have a delegated authority from their school councils to be responsible for the complete oversight of the school’s direction, the observance of policies, and the assignment of tasks and duties of staff. The blurring of responsibility occurs over the pastor’s rightful responsibility in regards to a word and sacrament ministry. In a Lutheran school where the Gospel is to inform all learning, such tension can cloud school dynamics and transformation. The Lutheran church policy, Relative responsibilities of pastor and principal within the Lutheran school, identifies three critical areas of required mutual respect for the Principal and School Pastor: theological, professional and personal (Lutheran Church of Australia, 2001, p. 3). Thus, the ‘worldview’ dimensions considered in this research centre around the theological, the educational and the interpersonal domains. The school transformation themes of lifelong learning, postmodernism and curriculum, school organization and change, and school community relationships are used to challenge worldview dimensions of Principals and School Pastors through a series of online ‘stories’, or scenarios, backed by personal interviews and a document study. The identification of school leadership tension points brings about recommendations for action.
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Ting, Wing-hing Eric, and 丁永興. "Constraints on school effectiveness: perceptions of aided, grammar secondary school principals." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1996. http://hub.hku.hk/bib/B31958837.

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Ting, Wing-hing Eric. "Constraints on school effectiveness : perceptions of aided, grammar secondary school principals /." Hong Kong : University of Hong Kong, 1996. http://sunzi.lib.hku.hk/hkuto/record.jsp?B17595976.

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Montreuil, Richard. "High school sports: The perspectives of the school principals." Thesis, University of Ottawa (Canada), 2007. http://hdl.handle.net/10393/27537.

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The Canadian School Sport Federation, responsible for interscholastic sport, provides a mission to extend physical and athletic development, as well as, moral and social development (Canadian School Sport Federation, n.d.). To reach this mission, participation is needed not only by the coaches, who's role is central to the athletes experience (Roy, Trudel, & Lemyre, 2001), but also the school principals. As part of a research program examining the practice of interscholastic sports, we conducted interviews with 11 school principals and documented 'who' are the high school principals i.e. documented their past experiences and their role and perspective regarding high school sports. The main results showed that (a) most school principals had experience in sport as an athlete or a coach, (b) being a physical education teacher often led to the position of school principal, (c) the principals were conscious of the importance of school sports, and (d) they preferred to select coaches from within their school. Keywords: school sport/interscholastic sports, school principal
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Books on the topic "Lutheran secondary school principals"

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Scott, Boldt, and Marino Institute of Education, eds. Principals and principalship: Astudy of principals in voluntary secondary schools. Dublin: Marino Institute of Education, 1994.

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Epah, George Fonkeng. Secondary school administration and principalship. 2nd ed. Yaoundé, Cameroun: Presses universitaires d'Afrique, 2009.

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Managing the secondary school. New York: Nichols Pub. Co., 1985.

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Managing the secondary school. London: Croom Helm, 1985.

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Dean, Joan. Managing the secondary school. 2nd ed. London: Routledge, 1993.

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Best practices of award-winning secondary school principals. Thousand Oaks, Calif: Corwin Press, 2006.

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Leithwood, Kenneth A. The secondary school department head. Toronto: Centre for Principal Development, Ontario Institute for Studies in Education, 1987.

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Wood, Charles L. The secondary school principal: Manager and supervisor. 2nd ed. Boston: Allyn and Bacon, 1985.

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Peter, Mortimore, and Mortimore Jo, eds. The Secondary head: Roles, responsibilities, and reflections. London: P. Chapman Pub., 1991.

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Raising reading achievement in middle and high schools: Five simple-to-follow strategies. 2nd ed. Thousand Oaks, CA: Corwin Press, a Sage Pub. Co., 2007.

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Book chapters on the topic "Lutheran secondary school principals"

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Costa, Estela, Mónica Baptista, and Carolina Carvalho. "The Portuguese Educational Policy to Ensure Equity in Learning in Times of Crises." In Primary and Secondary Education During Covid-19, 203–25. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-81500-4_8.

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AbstractThis study aims to analyze the Portuguese government policy pronouncements to face COVID-19 and to examine how the policy measures have been enacted and interpreted by teachers to ensure equity in learning. The study is rooted on a cognitive approach to public policy, and grounds on the notion of theréférentiel. A qualitative and interpretative methodology was used, based on the analysis of official and public documents prepared and made available during the confinement period (March to July 2020) on the Ministry of Education website. Also, interviews were conducted with 15 teachers from various Portuguese schools. Findings show that public authorities quickly responded using informative (e.g., websites to support schools, a TV program, YouTube channels) and communicational (e.g., Facebook, a platform for school principals, email to pose questions) tools. Moreover, the pandemic crisis put equity issues at the center of all concerns and led to the discussion around equity in education to become more pronounced. The differences between distance and in person learning have been made clear while vulnerable students were forced to stay at home, with little or no conditions to learn and without support for studying. We conclude that the general guiding principles behind the policy measures to combat the pandemic at the state and school level were based in a referential that incorporates the constitutional right of ‘school for all’, which is focused on schools’ educational role, while also assigning schools social and economic responsibilities.
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Stelmach, Bonnie. "Rural, Secondary School Parents’ Discourses About Feeling in Community in Their Children’s Schools: Insights to Shape Teachers’ and Principals’ Questions." In Rural Teacher Education, 203–24. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-2560-5_10.

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Dickson-Deane, Camille, Laurette Bristol, Dauran McNeil, Talia Esnard, and Lorraine Leacock. "Intersectionality and Compromise: Enacting Government Policies in the Caribbean." In Global Perspectives on Educational Innovations for Emergency Situations, 119–28. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-99634-5_12.

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AbstractThe Caribbean as a region managed the education delivery response to COVID-19 through policy that emphasised a holistic government approach. Though each State maintains its sovereign right, throughout the various phases of the COVID-19 pandemic, locally governed Ministries of Education (Carrington, 1993) created guidance for what and how education was to continue in this region. This approach produced unique ways of continuing primary and secondary school education in the region. It also inevitably had unintended outcomes that many other regions experienced but few could quantify and qualify as to its impact on education as we knew it. Some of the unintended outcomes included how ministerial mandates were translated into actionable activities by teachers, parents and students given the challenges to financial, technological, and teaching resources. This chapter uses the pandemic as the landscape within which the stories of a variety of stakeholders (i.e., teachers, principals, parents) from the pre-tertiary sectors, in select countries outline points of intersectionality and compromise. This thus illustrates how solutions were formalised and actioned, as well as drawing on similarities and differences to extrapolate into a regional and international view.
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Hozien, Wafa. "African American Urban School Principal Servant Leadership." In Advances in Human Resources Management and Organizational Development, 134–61. IGI Global, 2014. http://dx.doi.org/10.4018/978-1-4666-5840-0.ch007.

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The purpose of this chapter is to investigate the characteristics of African American school principals and the obstacles they experience on their path to the principalship. A secondary purpose, but very important as well, is to analyze critically the experiences of successful African American male principals to help inform the preparation of principals who lead organizations of diverse demographics. Investigating this area also contributes to the much-needed educational discourse of African American principal attitudes, beliefs, and life experiences of principals in education today, and how they are meeting the needs of a growing multicultural population. The principals are the primary units of analysis, and it is the intent of this chapter to delve into the lives of the participants to gain a better understanding of the barriers and obstacles they have to overcome to become principals.
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Ahmadu, Talatu Salihu, and Hafsat Lawal Kontagora. "Predictive Leadership Style of Private Secondary School Principals in Nigeria." In Advances in Educational Marketing, Administration, and Leadership, 286–307. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-5858-3.ch014.

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This research is a qualitative study of two private secondary schools in Nigeria. Data was collected from eight (8) participants through in-depth interview (IDI). Observation was employed to triangulate and validate the leadership style claims of both principals and teachers as few researches have dwelled on such. Findings revealed that a situated involvement of teachers in responsibilities motivate them to do their most excellence to achieve result through initiating change in schools' organizations as well as others referred to as transformational leadership.
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Sibusiso Mchunu, Bongani. "Cases of Principal Leadership Responses in a Volatile, Uncertain and Complex School Environment." In Psychosocial, Educational, and Economic Impacts of COVID-19 [Working Title]. IntechOpen, 2022. http://dx.doi.org/10.5772/intechopen.102852.

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The findings of a small-scale qualitative study of school leadership responses to the volatile, uncertain, complex, and ambiguous (VUCA) school environment performed among secondary schools in the Mpumalanga Circuit are presented in this paper. The article looks at how principals were responding to the pandemic’s disruptive effects and how they were planning to mitigate the effects on school operations. It employed qualitative, multiple case-study approaches to collect data from to secondary sample schools in Mpumalanga Circuit, using 10 principals as respondents. The findings illustrate how principals dealt with the issues posed by the implementation of the social distance and COVID-19 regulations in a VUCA-oriented school environment. Teacher leave applications contributed to the intricacy, with unexpected results such as teacher shortages and subjects not being taught. Despite these challenges, the principals were able to achieve their goals.
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Porter, Susan G. "Implementing Secondary RTI Models." In Advances in Early Childhood and K-12 Education, 25–52. IGI Global, 2015. http://dx.doi.org/10.4018/978-1-4666-8516-1.ch002.

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This chapter explores the critical role that superintendents, principals, and other school leaders play in the effective implementation of secondary Response to Intervention (RTI) models in schools and school districts. This chapter also outlines the unique challenges that school leaders often encounter in their efforts to implement RTI reforms in secondary schools, including the unique culture and structure of secondary schools, the mindset and perspectives of secondary teachers, and the complexity of secondary students and their academic challenges. Finally, through research-supported frameworks (e.g., teacher efficacy, distributed leadership models, and educational change process models), this chapter offers tools and strategies for educational leaders who are undergoing RTI reforms in their secondary schools.
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Shaimemanya, Cornelia Ndahambelela Shimwooshili, and Sadrag Panduleni Shihomeka. "Green School Leadership." In Advances in Educational Marketing, Administration, and Leadership, 328–41. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-5858-3.ch016.

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The purpose of the chapter was to examine the leadership practices of school principals whose agenda is to green the schools in an effort to achieve sustainability in Namibia and build environmental knowledge of the Namibian secondary school learners. The study was qualitative and used a purposive sampling of eight teachers and environmental clubs at three selected schools in the Khomas education region. The results revealed that these teachers hold a non-remunerative position of coordinating for the Environmental Club as an extra-mural responsibility and they were doing it because of their natural love for the environment and interest in educating the young and future generations about sustainability/sustainable living. The chapter recommends that the school management should provide maximum support to the practicing and responsible green school project coordinators at various schools to motivate and guide them when necessary.
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Miller-Vaz, Jerome. "Do Jamaican Principals' Leadership Styles Correlate to Violence in School?" In Advances in Educational Marketing, Administration, and Leadership, 75–99. IGI Global, 2017. http://dx.doi.org/10.4018/978-1-5225-1700-9.ch004.

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The increase of violence among young people in the high school environment has become a concern among parents and educators alike. A study was designed to address whether there is a relationship between the leadership styles of principals and violence in secondary schools in rural Jamaica. Based on a correlational design survey of 414 teachers from 61 schools in five parishes, seven leadership styles were correlated with the amount of violence at each school. The result showed that there was a statistically significant positive correlation (r = 0.88) at the p < .05 level was observed in autocratic leadership in the Parish of St. Ann. A moderate significant correlation was recorded in St. Catherine in democratic leadership (r = -52) at the level of p < 0.01.
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Miller-Vaz, Jerome. "Do Jamaican Principals' Leadership Styles Correlate to Violence in School?" In Research Anthology on School Shootings, Peer Victimization, and Solutions for Building Safer Educational Institutions, 396–415. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-5360-2.ch018.

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The increase of violence among young people in the high school environment has become a concern among parents and educators alike. A study was designed to address whether there is a relationship between the leadership styles of principals and violence in secondary schools in rural Jamaica. Based on a correlational design survey of 414 teachers from 61 schools in five parishes, seven leadership styles were correlated with the amount of violence at each school. The result showed that there was a statistically significant positive correlation (r = 0.88) at the p < .05 level was observed in autocratic leadership in the Parish of St. Ann. A moderate significant correlation was recorded in St. Catherine in democratic leadership (r = -52) at the level of p < 0.01.
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Conference papers on the topic "Lutheran secondary school principals"

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Pavicic, Jurica. "School Principals as Jugglers." In 2nd International Conference on Advanced Research in Education. Acavent, 2019. http://dx.doi.org/10.33422/2nd.educationconf.2019.11.799.

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At daily basis school principals need to balance between needs and wishes of different stakeholders. As the most important stakeholder stands out pupils from which is expected to perform at high level all the time. Another very important stakeholders are teachers which (often) are not motivated enough (financially, emotionally, socially) to give the best in the classrooms. Also, there are parents which expect that their children are exposed to best knowledge; government who expect that school system in general is at internationally competitive level; and also, companies who wishes to have people / labor force who know what to do when faced with problems. To be able to satisfied all parties involved, school principals need to juggle between them and at the same time ensure that school, as an organization, is function immaculately. Our paper focus on school principals and how marketing and management knowledge can help in juggling between the stakeholders. Context of our paper is Croatia – country that had good primary and secondary school systems but by entering EU and exposing to different kind of practice and demands, needed to adopt them. In that new environment business, and especially marketing and management knowledge, become crucial for school principals.
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Haiyan, Wu, and Wang Youmei. "Investigation on principals leadership of educational technology in elementary and secondary school." In 2011 International Conference on Electrical and Control Engineering (ICECE). IEEE, 2011. http://dx.doi.org/10.1109/iceceng.2011.6056966.

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Walker, Annette. "The Influence of Well-Being Issues on Secondary School Principals' Work in Jamaica." In 2019 AERA Annual Meeting. Washington DC: AERA, 2019. http://dx.doi.org/10.3102/1442819.

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Rugano, Peter. "Deepening Educational Leadership Discourse and Knowledge: Learning From Experiences of Secondary School Principals in Kenya." In 2019 AERA Annual Meeting. Washington DC: AERA, 2019. http://dx.doi.org/10.3102/1429948.

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Noble-Nur, Prof Venancia. "The Relationship Between Supervisory Practices and School Performance of Secondary Principals in the Division of Maguindanao." In International Conference on Responsive Education and Socio-Economic Transformation. Sons and Daughters Publishing House Inc., 2018. http://dx.doi.org/10.21016/icreset.2018.a27wf004o.

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Shah, Shah Rafi Ihsham, and Zuraidah Abdullah. "The Usage of Social Media to Enhance Effective Communication Among Secondary School Teachers and Principals in Ampang." In Proceedings of the 3rd International Conference on Research of Educational Administration and Management (ICREAM 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200130.161.

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Bambi, B. I., and H. B. Bakari. "Principal’s Mentoring Skill as a Correlate of Teachers’ Job Performance in Senior Secondary Schools of Adamawa State, Nigeria." In 27th iSTEAMS-ACity-IEEE International Conference. Society for Multidisciplinary and Advanced Research Techniques - Creative Research Publishers, 2021. http://dx.doi.org/10.22624/aims/isteams-2021/v27p25.

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This study investigated principal’s mentoring skill as a correlate of teachers’ job performance in Senior Secondary Schools in Adamawa State, Nigeria. Three research questions and three hypotheses were formulated and tested at 0. 05 level of significance. The study employed a correlational research design. The population of the study included 5,558 academic personnel (i.e. 337 school principals and 5,221 teachers) in senior secondary schools that are stationed in all the five education zones in Adamawa state. The sample size for this study was 556 academic personnel (i.e. 522 teachers and 34 principals) that were selected using multistage sampling technique. A questionnaire titled “Principal Mentoring Skill and Teachers’ Job Performance Questionnaire (PMSTJPQ)” was used to collect data. The instrument was validated by three experts from the department of Physical Sciences Education of the Modibbo Adama University of Technology, Yola; and also trial tested using Cronbach Alpha that revealed a co-efficient of 0.82. Mean and standard deviation were used to answer the research questions, while Pearson Product Moment Correlation method (PPMC) and Multiple Correlation Analysis were used for testing the hypotheses. The findings of the study were that there was a significant high positive relationship between principals’ mentoring of teachers in instructional leadership and teachers’ job performance (as, r = 0.919, p < 0.05). Also, that there was a significant high positive relationship between principals’ mentoring of teachers in career development and teachers’ job (as, r = 0.938, p < 0.05). Similarly, principals’ mentoring of teachers’ instructional leadership and career development correlates significantly of teachers’ job performance in senior secondary schools in Adamawa state, Nigeria with F (2, 546) = 2007.79, p = 0.00. As a result, it was concluded, that principals’ mentoring of teachers in instructional leadership and career development correlates significantly of teachers’ job performance in senior secondary schools in Adamawa state, Nigeria. The study therefore recommended amongst others that the State Ministry of Education should put in place formal mentoring programmes for all newly employed teachers as a capacity building tool; newly employed teachers are encouraged to acknowledge the benefits of mentoring and be open to mentoring for enhanced capacity building. Keywords: Mentoring; Instructional Leadership; Career Development; Teachers’ Job Performance
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Reports on the topic "Lutheran secondary school principals"

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Hillman, Kylie, and Sue Thomson. 2018 Australian TALIS-PISA Link Report. Australian Council for Educational Research, August 2021. http://dx.doi.org/10.37517/978-1-74286-598-0.

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Australia was one of nine countries and economies to participate in the 2018 TALIS-PISA link study, together with Cuidad Autónoma de Buenos Aires (Argentina), Colombia, the Czech Republic, Denmark, Georgia, Malta, Turkey and Viet Nam. This study involved coordinating the samples of schools that participated in the Program of International Student Assessment (PISA, a study of the performance of 15-year-old students) and the Teaching and Learning International Survey (TALIS, a study that surveys teachers and principals in lower secondary schools) in 2018. A sample of teachers from schools that were selected to participate in PISA were invited to respond to the TALIS survey. TALIS data provides information regarding the background, beliefs and practices of lower secondary teachers and principals, and PISA data delivers insights into the background characteristics and cognitive and non-cognitive skills of 15-year-old students. Linking these data offers an internationally comparable dataset combining information on key education stakeholders. This report presents results of analyses of the relationships between teacher and school factors and student outcomes, such as performance on the PISA assessment, expectations for further study and experiences of school life. Results for Australia are presented alongside those of the average (mean) across all countries and economies that participated in the TALIS-PISA link study for comparison, but the focus remains on what relationships were significant among Australian students.
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Hillman, Kylie, and Sue Thomson. 2018 Australian TALIS-PISA Link Report. Australian Council for Educational Research, August 2021. http://dx.doi.org/10.37517/978-1-74286-628-4.

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Australia was one of nine countries and economies to participate in the 2018 TALIS-PISA link study, together with Cuidad Autónoma de Buenos Aires (Argentina), Colombia, the Czech Republic, Denmark, Georgia, Malta, Turkey and Viet Nam. This study involved coordinating the samples of schools that participated in the Program of International Student Assessment (PISA, a study of the performance of 15-year-old students) and the Teaching and Learning International Survey (TALIS, a study that surveys teachers and principals in lower secondary schools) in 2018. A sample of teachers from schools that were selected to participate in PISA were invited to respond to the TALIS survey. TALIS data provides information regarding the background, beliefs and practices of lower secondary teachers and principals, and PISA data delivers insights into the background characteristics and cognitive and non-cognitive skills of 15-year-old students. Linking these data offers an internationally comparable dataset combining information on key education stakeholders. This report presents results of analyses of the relationships between teacher and school factors and student outcomes, such as performance on the PISA assessment, expectations for further study and experiences of school life. Results for Australia are presented alongside those of the average (mean) across all countries and economies that participated in the TALIS-PISA link study for comparison, but the focus remains on what relationships were significant among Australian students.
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