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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Hoque, Kazi Enamul, Saedah Siraj, and Muhammad Faizalal A. Ghani. "IMPACT OF PRINCIPALS' MANAGERIAL ROLES UNDER SCHOOL-BASED MANAGEMENT ON SCHOOL IMPROVEMENT AT URBAN SECONDARY SCHOOLS OF BANGLADESH." ALQALAM 27, no. 3 (December 31, 2010): 363. http://dx.doi.org/10.32678/alqalam.v27i3.602.
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This article aims al observing the relationship between principals' managerial roles and the improvement of schools and the impacts of principals' managerial roles toward school improvement based on the school-based management. This research uses 127 principals and 694 teachers of urban secondary schools of Bangladesh as the sample. Schools are becoming better when the principals give more emphasizing on strategic plan, supportive and comprehensive roles but less emphasizing on shared decision making. The findings of this study offer valuable information for policy makers and educational managers, especially the principals and teachers.
Key words: Principals managerial roles, school-based management, teachers' Professional development activities, school improvement
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Shah, Madiha, and Azhar Haseeb. "Relationship Between Job Autonomy and Job Stress Among Public Secondary School Principals in Punjab, Pakistan." International Journal of Learning and Development 9, no. 4 (November 27, 2019): 94. http://dx.doi.org/10.5296/ijld.v9i4.15938.
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School principals play a dynamic role in schools’ administrative processes where independent decision-making is inevitable. The present study investigates the level of job autonomy as experienced by public secondary school principals of Punjab, Pakistan. The study further determines the relationship between job autonomy and job stress among school principals. The study uses a survey research design where two scales i.e., Job Autonomy Scale by Breaugh (1985) and Organizational Stress Index by Shrivastava and Singh (1984) were used to measure job autonomy and job stress respectively. The study comprises the sample of 145 public secondary school principals, working in a district of Punjab, Pakistan. The research questions are addressed by conducting descriptive as well as inferential statistics. The study identifies a positive and moderate relationship between job autonomy and job stress among secondary school principals. It is found that school principals perceive themselves more autonomous in method autonomy and scheduling autonomy while less autonomous in criteria autonomy. The results exhibit that school principals suffered from greater stress because of low self-esteem. The current study suggests that school principals should be provided with middle-level job autonomy to mitigate their job stress.
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Samrat, Ray, Ghulam Muhammad, and Muhammad Adnan. "The Administrative Role of Principals: Insights and Implication in Secondary Schools Mardan District." Journal of Social Sciences Review 1, no. 1 (June 30, 2021): 46–56. http://dx.doi.org/10.54183/jssr.v1i1.13.
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Secondary schools are educational establishments tasked with preparing students for postsecondary education and professional professionals for professions. Principals are the primary stakeholders entrusted with administrative positions in secondary schools to meet society's demands and provide quality education to students. The study aimed to examine the administrative function of principals in secondary schools in Mardan district, Khyber Pakhtunkhwa, Pakistan, in light of their organizational role at the secondary level. The study's goals were to look at the administrative position of secondary school principals and suggest methods for more effective secondary school administration. The research included 20 government male high school principals from the Mardan district. Easy random sampling was used to pick the study sample of 100. A reliable instrument was developed, validated, and pilot tested. The information was gathered using a unique administration instrument and evaluated using mean scores, standard deviation, and the chi-square test. The study discovered that principals play a primarily administrative function in high school administration. They develop the school's vision and mission, provided school facilities, organize the teaching-learning process, plan co-curricular activities, supervise school activities, identify students' needs and demands, maintain the school's records, ensure financial management, collaborate with parents and society, coordinate with educational authorities, track, and evaluate the school's activities. For effective secondary school administration, the study proposed providing instruction for new principals at the time of admission and capacity building for current principals in financial management, record keeping, staff management, service law, and ICT skills.
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Al-Ta'ani, Worod Ma'arouf Mohammad. "CREATIVE LEADERSHIP COMPETENCIES OF SECONDARY SCHOOL PRINCIPALS AND THEIR RELATIONSHIP TO INSTITUTIONAL SCHOOL EXCELLENCE IN IRBID GOVERNORATE, JORDAN." Journal of Southwest Jiaotong University 57, no. 5 (October 30, 2022): 160–72. http://dx.doi.org/10.35741/issn.0258-2724.57.5.13.
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Creative leadership competencies for secondary school principals are important to support their roles in developing creative ideas and actions at school and in creating conditions that foster creativity in the school. This is reflected in enhancing the level of institutional school excellence and enabling the school to compete locally and regionally. Therefore, this study is one of the recent studies in the field of school administration, which identified the creative leadership competencies of secondary school principals and their relationship to institutional school excellence. To achieve the objective of the study, the descriptive approach was used. The study sample consisted of 102 male and female principals, who were selected from the Irbid Governorate in Jordan. The Creative Leadership Competencies Questionnaire and the Institutional School Excellence Questionnaire were used to collect data after verifying the indications of their validity and reliability. The results showed that the degree of creative leadership competencies for secondary school principals from the perspective of the study sample came with a medium degree. Also, the level of institutional school excellence was medium. Additionally, there was a positive, direct, and statistically significant correlation between the degree of creative leadership competencies for secondary school principals and the level of institutional school excellence in secondary schools.
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Al Tawarah, Haroon Mohammad. "The Reality of Secondary Education in Jordan from the Perspective of Secondary School Principals." International Education Studies 12, no. 2 (January 30, 2019): 19. http://dx.doi.org/10.5539/ies.v12n2p19.
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The study aims at assessing the reality of secondary education in Jordan from the high school principals’ perspective, in addition to figuring out the impact of the gender differences on the results. To answer the study questions; the researcher selected the study sample using the stratified random method. The sample consisted of 73 headmaster and headmistress of secondary school from the southern governorates of Jordan (Ma’an, Al Shoubak, Petra, Southern Badia, and Aqaba) for the academic year 2017/2018. The researcher developed a questionnaire consisted of (35) paragraphs, divided into five fields: (building and equipment, students, teaching staff, curricula and educational supervision) and for the combined fields as well. The results of the study revealed the following: (1) Principals’ assessment of the two fields of building and equipment, and students, and for the fields combined was high (2) Principals’ assessment of teaching staff, curricula, and educational supervision was medium (3) Principals’ assessment of the questionnaire was not affected by the gender.
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Chepkonga, Susan, Kiarie Moses Ndirangu, Anthony K. Sang, and Alexander K. Ronoh. "An Evaluation of Secondary School Principals Leadership Roles and Student Participation in Sporting Activities in Nyandarua County, Kenya." International Journal for Innovation Education and Research 3, no. 11 (November 30, 2015): 167–76. http://dx.doi.org/10.31686/ijier.vol3.iss11.481.
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The purpose of this study was to assess the influence of secondary school principals’ leadership roles in development of students’ non-academic talents in Nyandarua County Kenya. Specifically, this study sought to establish the influence of secondary school principals’ leadership roles on students’ participation in sporting activities in Nyandarua County; whether there a relationship between secondary school principals’ leadership role of preparing school calendar of events and development of learners’ non-academic talents in Nyandarua County; and whether there is a relationship between secondary school principals’ leadership role of guiding and counseling and development of learners’ non-academic talents in Nyandarua County. Survey research design was used while quantitative research strategy was used in this study. The target population comprised of 185 principals from 185 secondary schools in Nyandarua County. Questionnaires were used to collect data from a sample of principals. Stratified random sampling technique was used toarrive at the sample for this study. Data was analysed using paired t-tests with the help of Statistical Package for Social Sciences (SPSS) while results were presented in Tables. The study revealed that development of learners’ non-academic talents was being affected by inadequate training for the principals and lack of recognition of students who excel in non-academic talents. The study recommended that secondary school education policy makers, MOE officials, principals and teachers give development of learners’ non-academic talents as much emphasis as the academic talents development.
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Gladys, O., Ifeanyichukwu Ugwu, and Israel Chijiuka Oparaji. "PRINCIPALS’ STRATEGIES FOR THE IMPROVEMENT OF STAFF PERSONNEL ADMINISTRATION OF SECONDARY SCHOOLS IN ENUGU NORTH EDUCATION ZONE, ENUGU STATE, NIGERIA." International Journal of Research -GRANTHAALAYAH 8, no. 5 (June 12, 2020): 322–28. http://dx.doi.org/10.29121/granthaalayah.v8.i5.2020.116.
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This study investigated the principals’ strategies for the improvement of staff personnel administration of secondary schools in Enugu North Education Zone, Enugu state. The study has two purposes, and was guided by 2 research questions and two hypothesis. It adopted a descriptive research design. The population of the study consist 108 secondary school principals and 1,423 secondary school teachers in Enugu North Education Zone, Enugu state. Through multistage and simple random sampling, the sample size of 16 secondary school principals and 170 secondary school teachers were drawn. The instrument for data collection was a 20-item structured questionnaire. The questionnaire has two sections: section A for secondary school principals while section B is for secondary school teachers. The instrument were validated by three experts: two from Educational Management and Policy while the other one from Department of Measurement and Evaluation, all from faculty of education, Nnamdi Azikiwe University, after which they were subjected to test-retest on 15 secondary school principal and 15 secondary school teachers in Enugu West Education zone. Their scores were computed with Cronbach Alpha technique which yielded a reliability value of 0.75 which indicates that the instruments were valid. Data collected in this study were analyzed using arithmetic mean and standard deviation while the hypotheses were tested at 0.05 level of significance. Findings reveal that strategies adopted by secondary school principals in for the improvement of staff personnel administration include: involving teachers in decision making, teacher motivation, good leadership, assigning teachers with official responsibilities among others. It was also revealed that teachers were enhanced with s good leadership strategies from principals, motivation and engaging staff in re-training exercise.
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Huang, Tiedan, Craig Hochbein, and Jordan Simons. "The relationship among school contexts, principal time use, school climate, and student achievement." Educational Management Administration & Leadership 48, no. 2 (September 27, 2018): 305–23. http://dx.doi.org/10.1177/1741143218802595.
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While the significance of principals’ roles is widely recognized, and the impactful behaviors of principals are empirically delineated, little is known about whether principals spend time in an impactful way, whether principals’ time use varies across different school contexts, or whether principals’ time use is related to critical school conditions and outcomes such as school climate and student outcomes. We made an attempt to respond to these questions by conducting a secondary analysis of Trends in International Mathematics and Science Study data. We found that American middle school principals’ job continues to be administration-bound, spontaneous and fragmented. In general, American principals could be classified into two major clusters: Eclectic Principals versus Balanced Principals. Higher school poverty, higher concentration of English language learners and more urbanity were associated with a higher incidence of Eclectic Principals. Nevertheless, except for teacher engagement, schools led by different clusters of principals did not differ in terms of parent/student engagement or student behavior. Although schools led by Balanced Principals tend to outperform those led by Eclectic Principals, this achievement difference was not statistically significant at .05 level. With a large national representative sample, the study fills knowledge gaps associated with small samples and limited attention to situational determinants of principal leadership activity.
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Samrat, Ray, Ghulam Muhammad, and Muhammad Adnan. "The Administrative Role of Principals: Insights and Implication in Secondary Schools Mardan District." journal of social sciences review 1, no. 1 (June 30, 2021): 46–56. http://dx.doi.org/10.54183/jssr.2021.1.1.46.
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Secondary schools are educational establishments tasked with preparing students for postsecondary education and professional training. Principalsare the primary stakeholders entrusted with administrative positions in secondary schools to meet society's demands and provide quality education to students. The study aimed to examine the administrative function of principals in secondary schools in Mardan district, Khyber Pakhtunkhwa, Pakistan, in light of their organizational role at the secondary level. The study's goals were to look at the administrative position of secondary school principals and suggest methods for more effective secondary school administration. The research included 100 government male high school principals from the Mardan district. A reliable instrument was developed, validated, andpilot tested. The information was gathered using a unique administration instrument and evaluated using mean scores, standard deviation, and the chi-square test. The study discovered that principalsplay a primarily administrative function in high school administration. They develop the school's vision and mission, provided school facilities, organize the teaching-learning process, plan co-curricular activities, supervise school activities, identify students' needs and demands, maintain the school's records, ensure financial management, collaborate with parents and society, coordinate with educational authorities, track, and evaluate the school's activities. For effective secondary school administration, the study proposed providing instruction for new principals at the time of admission and capacity building for current principals in financial management, record keeping, staff management, service law, and ICT skills.Keywords:administrative role, Mardan, Pakistan, principals, secondary schools
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E. Okon, James, Festus O. Arop, Rosemary O. Osim, and Nse N. Ukpong. "Principals’ Management of School Material Resources and Secondary Education Goal Attainment: A Case Study of Secondary School Managers in Akwa Ibom State, Nigeria." Journal of Social Sciences Research, no. 69 (September 30, 2020): 856–64. http://dx.doi.org/10.32861/jssr.69.856.864.
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The main thrust of this study was to examine principals’ resources management and goal attainment in public secondary schools. Three null hypotheses were formulated following the specific purposes of the study. This study was tailored to follow the ex-post facto research design. The population of this study consisted of 681 secondary school administrators (227 principals and 454 vice principals) distributed across 227 public secondary schools situated in Akwa Ibom State, Nigeria. Census technique was adopted in studying the entire population. A self-structured and administered questionnaire titled, “Principals’ Resources Management and Goal Attainment Questionnaire (PRMEAQ)” was used as data collection instrument. The null hypotheses of the study were all tested at. 05 level of significance using the Pearson Product-Moment Correlation Analysis. Findings of the study indicated that financial management, management of school libraries and school records management all have a partial significant relationship with goal attainment in secondary schools. In line with this finding, relevant policy implications were discussed. It is recommended, among others, that secondary school principals should effectively and prudently utilize available material resources as well as internally generated funds for judicious purposes.
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Suhair Hani Ammari, Suhair Hani Ammari. "The degree of school principals’ practice of distributive leadership and its relationship to achieving organizational excellence: An applied study in public secondary schools in the capital Amman governorate: درجة ممارسة مديري المدارس للقيادة التوزيعية وعلاقتها في تحقيق التميز التنظيمي: دراسة تطبيقية في المدارس الحكومية الثانوية في محافظة العاصمة عمان." مجلة العلوم التربوية و النفسية 6, no. 16 (April 30, 2022): 45–66. http://dx.doi.org/10.26389/ajsrp.c280921.
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The study aimed to identify the degree of distributive leadership practice by public secondary school principals in the capital Amman governorate and its relationship to their level of organizational excellence. The correlative descriptive approach was used. The researcher used the questionnaire as a tool for the study. The results showed that the degree of distributive leadership practice by public secondary school principals in the capital Amman governorate from the teachers’ point of view was high, with an arithmetic average of (4.20). Furthermore, the level of organizational excellence among public secondary school principals in the capital Amman governorate from the teachers’ point of view was high as well. With a mean of (4.25). The results also showed that there was of a positive, statistically significant, correlation between the degree of distributive leadership practiced by secondary government school principals in the Amman governorate and their level of organizational excellence. The study recommended encouraging school principals to practice distributive leadership for its clear impact on achieving excellence in school performance and achieving organizational excellence Moreover, the need for school principals to expand the powers of teachers and delegate them to carry out leadership tasks commensurate with their abilities and qualifications.
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Ullah, Jehanzeb, Zafar Khan, and Allah Noor Khan. "Instructional Leadership Role of Principals in Improving Teachers Professional Development in Southern Districts of Khyber Pakhtunkhwa." Global Educational Studies Review VII, no. II (June 30, 2022): 126–34. http://dx.doi.org/10.31703/gesr.2022(vii-ii).12.
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The present study emphasizes on the role of Principals in improving Teachers' Professional Development (TPD). The first objective of the study was to explore the role of principals as instructional leaders in TPD. The second objective was to compare the role of principals as instructional leaders in improving TPD as perceived by the Principals and Secondary School Teachers and the third objective was to compare the role of principals (instructional leaders), in improving TPD in the perspective of southern districts of Khyber Pakhtunkhwa. The researcher adopted a quantitative research design for the study. A questionnaire was used for the data collection process. The population consists of principals/headmasters (413) and secondary school teachers (1523), which working at the secondary school level. All the principals and teachers were taken as the main population for the study. A stratified sampling method was used to select the sample from the whole population of 332 (18 Percent), in which there were 68 Principals and 264 SSTs. The result indicates that school principals have a noteworthy role in improving TPD.
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Bakhsh, Khuda, Shafqat Rasool, and Khaliq Hussain. "Measuring the Administrative Satisfaction of Government Higher Secondary School Principals in Punjab." Global Regional Review III, no. I (October 30, 2018): 222–33. http://dx.doi.org/10.31703/grr.2018(iii-i).16.
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The study was intended to look into the level of administrative satisfaction experienced by the government higher secondary school principals . The target population of the study was all the principals working in government higher Secondary School of the Punjab province. A sample of one hundred principals from seven districts participated in this study. The researcher developed a questionnaire to measure administrative satisfaction among male and female principals. Two research questions guided the study. Data collected with the instrument were analyzed both descriptively and inferentially using mean, standard deviation. The results revealed that the principals working in government higher secondary schools experience a moderate level of administrative satisfaction. The level of administrative satisfaction in female principals is higher than those of their male counterparts. Some potent recommendations were made on the basis of the results to see the principals more joyful as needed and desired in this regard.
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ОВДІЄНКО, Ірина, and Тетяна ЧАУСОВА. "The content and structure of social and psychological training "Formation of secondary school principals' psychological readiness to interact with school psychological service"." EUROPEAN HUMANITIES STUDIES: State and Society, no. 2 (May 11, 2020): 163–73. http://dx.doi.org/10.38014/ehs-ss.2020.2.12.
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This article discusses the objectives, content and structure of social and psychological training "Formation of Secondary School Principals' Psychological Readiness to Interact with School Psychological Service." Special attention is paid to the analysis of interactive techniques used in training secondary school principals for interacting with school psychological service. It is noted that a system of secondary school principals' psychological and pedagogical training is based on special social and psychological training for interacting with school psychological service, studying, analyzing and designing specific psychological and managerial situations during principals' advanced training, use of active forms and methods of teaching (problem mini-lectures, practical classes, role-playing and business games), individual projects, setting adequate training objectives and use of appropriate training forms, etc.
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Rabab Turki Alsaleh, Gharbi Marji Alshamry, Rabab Turki Alsaleh, Gharbi Marji Alshamry. "The role of secondary school principals in Sakaka city in dealing with crises: The Corona pandemic (COVID-19) as a model: دور مديرات المدارس الثانوية بمدينة سكاكا في التعامل مع الأزمات: جائحة كورونا (COVID-19) أنموذجاً." مجلة العلوم التربوية و النفسية 6, no. 17 (April 30, 2022): 1–25. http://dx.doi.org/10.26389/ajsrp.b281221.
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The study aimed to reveal the role of secondary school principals in Sakaka during the Corona pandemic(COVID-19), and to identify the reality of the dealings of secondary school principals in Sakaka with the difficulties they faced during the Corona pandemic, and to identify the measures that can be taken by secondary school principals in Sakaka after the end of the Corona pandemic (COVID-19) from the female teachers’ point of view, and the detection of statistically significant differences in the reality of secondary school principals in Sakaka dealing with the difficulties they faced during the Corona pandemic (COVID-19) from the female teachers’ point of view according to the variables (specialization - educational qualification - number of years' experience), and the descriptive analytical method was used, by preparing a questionnaire, and the study population was represented by all secondary school teachers in Sakaka city during the academic year 1441/1442 AH, and their number was (586) female teachers, and the study sample consisted of (234) female teachers, there was high approval Among the responses of the study sample members about (the difficulties faced by secondary school principals in Sakaka city during the Corona pandemic), where the general average was (3.95) and there was high agreement when using the study sample. The respondents of the study sample about (the reality of secondary school principals dealing with the difficulties they faced during the Corona pandemic), where the general average was (3.92) and there was high approval among the responses of the study sample members about (measures that can be taken by principals Secondary schools after the end of the Corona pandemic), where the general average was (4.07); in addition to the absence of statistically significant differences in the reality of secondary school principals in Sakaka city dealing with the difficulties they faced during the Corona pandemic (COVID-19) from the point of view of The parameters are attributed to the variable (specialization, academic qualification, number of years of experience), and in light of the results of the study, some recommendations and suggestions were formulated.
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Dr.Faheem Khan, Muhammad Junaid Siraji, Qamar uz Zaman, Zafrullah Khan Khattak, Qaisar Anwar, and Asif Minhas. "Relationship Between Principals’ Human Skills and Job Satisfaction of Secondary School Teachers with Mediating role of School Climate." Journal of Social Sciences and Management Studies 2, no. 1 (November 17, 2022): 1–7. http://dx.doi.org/10.56556/jssms.v2i1.326.
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The current study was aimed to investigate the relationship between principals’ human skills and job satisfaction of secondary school teachers with mediating role of school climate. A sample of 271 Secondary School Teachers (SSTs) was selected through stratified sampling method. A questionnaire was developed for data collection purpose. Pearson-Product Correlation and mediation analysis was used. The results of the study indicated that school climate partially mediated in the relationship between principals’ human skills and teacher’ job satisfaction. The study recommended that school principals may emphasis and develop their human skills.
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Khan, Munir, Iqbal Amin Khan, and Mohammad Naseer ud Din. "Assessing Leadership Roles of Secondary School Principals: Comparison Between Principals and Teachers Perceptions." Global Social Sciences Review IV, no. IV (December 31, 2019): 258–63. http://dx.doi.org/10.31703/gssr.2019(iv-iv).33.
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The current study assessed the leadership roles of secondary school heads in Kohat division (SSHKD). The study used a quantitative research design for examining whether principals and teachers interpreted leadership roles differently and whether gender and age have any effect on leadership role of principals or not. A random sample of 60 secondary school principals and 120 Senior School Teachers (S.S.T) from 03 districts of Kohat Division participated in the study. It was found that both teachers and heads perceived that school heads perform their leadership roles effectively and efficiently. However, performing leadership roles by male and female heads viewed differently. Female principals viewed that they perform leadership roles efficiently as compare to their male counterparts. No significant differences were found in the perceptions of principals when compared regarding age. The study recommends preservice training programs for principals after their selection.
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Khumalo, Jan B., and C. P. Van der Vyver. "Critical skills for deputy principals in South African secondary schools." South African Journal of Education, no. 40(3) (August 31, 2020): 1–10. http://dx.doi.org/10.15700/saje.v40n3a1836.
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The development of critical skills for deputy principals is a matter which deserves attention, owing to the critical role which deputy principals are expected to play in school management. However, this area of research is neglected and has received limited attention in the literature that focuses on school leadership development. In this vein, the critical skills needed by deputy principals should be identified in order to suggest measures or programmes to develop the skills. Moreover, the role of deputy principals in school management and leadership brings expectations which need to be met through effective performance. In order for deputy principals to perform their duties as expected, they need proper skills and professional development. The purpose of the study reported on here was to identify and establish the extent of the need of critical skills for deputy principals in secondary schools. In order to achieve the aim of the study, a quantitative survey was adopted to collect the data. The paradigm used was the post-positivist paradigm. The participants in the study were 157 secondary school deputy principals from one province in South Africa. Data were gathered using a standardised questionnaire and analysed by means of descriptive statistical techniques, including frequencies, means and percentages. The results reveal that deputy principals in the studied sample needed positional-awareness or role-awareness, technical, socialisation and self-awareness skills in order to perform their duties effectively. We recommend a preparation programme, mentoring and ongoing professional development to develop these skills for deputy principals in order to empower them to contribute to the attainment of quality education.
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Ekere, Scholastica C. O. "Principals Gender and the Utilization of Legal Provisions in Administration of Secondary Schools in Cross River State, Nigeria." Journal of Economics Education and Entrepreneurship 2, no. 2 (October 17, 2021): 37. http://dx.doi.org/10.20527/jee.v2i2.3896.
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This study investigated the influence of principals` gender on the utilization of legal provisions in secondary school administration in cross river state, Nigeria. The sample consisted of four hundred and twenty six principals from both private and public secondary schools in cross river state. One hypothesis was formulated to guide they study. Ex-post facto design was adopted for the study. A sample size of 426 principals from public secondary schools, were drawn from a population of 780 principals using stratified random sampling technique. The instrument for data collection was a questionnaire titled “Principals utilization of legal provisions in secondary schools Administration Questionnaire (PULPSSAQ). The data collected were subjected to statistical analysis using independent t-test. The results of the data analyzed showed that female principals utilized legal provisions more than their counterparts’. The principals’ sex did not have any influence on staff administration and school community relation. It was concluded that sex of the principal was critical in some aspect of utilizations of legal provisions should be made for in service training, regular workshops and seminars for principals especially males to help upgrade their knowledge with modern techniques of utilizing legal provisions in secondary school administration.
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Maria Noureen, Dr. Nazir Haider Shah, and Dr. Ziarab Mahmood. "Impact of Leadership Traits on School Improvement of Secondary School Principals in Azad Jammu and Kashmir." sjesr 3, no. 3 (September 29, 2020): 275–82. http://dx.doi.org/10.36902/sjesr-vol3-iss3-2020(275-282).
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The major purpose of the research was to examine the effects of leadership traits of secondary school principals on school improvement. A descriptive research method was used to conduct the study. All 2270 secondary school teachers and 317 principals of division Mirpur were the population of the study. A universal sampling technique was used for the selection of samples. A questionnaire was developed which was focused on the objectives of the study. The instrument was based on the effects of leadership traits on school improvement. The instrument was validated from two experts of the field and the reliability of the questionnaire was measured through Cronbach's alpha. The reliability of the instrument was found .823 which was excellent for using the tool. The researcher used mean and linear regression tests for the analysis of data. It was found that the leadership traits of secondary school principals had a positive effect on school improvement. Therefore, it is recommended that school principals are proposed to practice different leadership traits in their school management to enhance school improvement.
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Foley, Regina M., and Julia A. Lewis. "Self-Perceived Competence of Secondary School Principals to Serve As School Leaders in Collaborative-Based Educational Delivery Systems." Remedial and Special Education 20, no. 4 (July 1999): 233–43. http://dx.doi.org/10.1177/074193259902000407.
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Collaboration appears to be an increasingly important component in the design and delivery of school and community-based services. However, few data are available to describe the leadership skills of school administrators of collaborative-based programs serving students with and without disabilities. The purpose of this study was to describe the self-perceived competence of secondary school principals to function as leaders in collaborative-based systems and to identify factors contributing to their leadership skills. A national sample of secondary school principals was asked to rate their level of competence to serve as leaders of collaborative-based programs. The results indicated that principals view their leadership skills for guiding collaborative-based programs to be within the average range. The three significant predictors of secondary school principals' self-perceived competence in collaboration were number of clock hours of non-credit-generating professional development activities, academic degrees, and number of years teaching in general education. Implications for research and practice are discussed.
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Piaw, Chua Yan, Tie Fatt Hee, Nik Rashid Ismail, and Lu Huong Ying. "Factors of Leadership Skills of Secondary School Principals." Procedia - Social and Behavioral Sciences 116 (February 2014): 5125–29. http://dx.doi.org/10.1016/j.sbspro.2014.01.1085.
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Nasreen, Dr Abida, Dr Anjum Naz, and Dr Tariq Hussain. "Professional Development of Secondary School Leadership: Experiences and Expectations." Journal of Peace, Development & Communication Volume 4, Issue 3 (December 30, 2020): 469–91. http://dx.doi.org/10.36968/jpdc-v04-i03-25.
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This study is an attempt to explore the formal and informal professional training experiences of principals. The study also explored the barriers faced by them in the pursuit of professional development programs/training. This qualitative research study was based on interpretive paradigm. The data was collected through in-depth interviews. A thematic analysis approach was used to analyze data. The results revealed that the principals come across many negative and positive situations every day. Some of them were never given the opportunity for professional training. Others stated some professional and personal problems which generally create hurdles in the pursuit of professional development programs. They also emphasize the importance of teamwork. It was suggested that here should be a conduct of separate administrative trainings specifically designed for school principals/ heads and trainers/ resource persons should be highly qualified in the field of educational administration.
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Nasreen, Dr Abida, Dr Anjum Naz, and Dr Tariq Hussain. "Professional Development of Secondary School Leadership: Experiences and Expectations." Journal of Peace, Development & Communication Volume 4, Issue 3 (December 30, 2020): 469–91. http://dx.doi.org/10.36968/jpdc-v04-i03-25.
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This study is an attempt to explore the formal and informal professional training experiences of principals. The study also explored the barriers faced by them in the pursuit of professional development programs/training. This qualitative research study was based on interpretive paradigm. The data was collected through in-depth interviews. A thematic analysis approach was used to analyze data. The results revealed that the principals come across many negative and positive situations every day. Some of them were never given the opportunity for professional training. Others stated some professional and personal problems which generally create hurdles in the pursuit of professional development programs. They also emphasize the importance of teamwork. It was suggested that here should be a conduct of separate administrative trainings specifically designed for school principals/ heads and trainers/ resource persons should be highly qualified in the field of educational administration.
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Rinchen, Pema. "Impact of transformational leadership practice on management of secondary schools under zhemgang dzongkhag." Science Archives 03, no. 01 (2022): 35–49. http://dx.doi.org/10.47587/sa.2022.3104.
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Bhutanese principals faced several challenges in course of their jobs. This has led to managerial issues and mismanagement at schools. The impact of principals’ transformational leadership practice on the administration of Bhutanese schools is discussed. The study had three goals: to investigate the impact of principals’ TLP on teachers’ commitment; to determine the impact of principals’ TLP on school physical resource management; and to determine the impact of principals’ TLP on school financial resource management. Transformational leadership theory, which elucidates what leaders do to attain bigger magnitudes of growth in their institutions, served as the theoretical basis. The study employed a descriptive survey research approach. The study’s target population is 10 Bhutanese secondary school administrators (Principals) and 110 teachers. Questionnaires for teachers, focus groups for teachers, and interview schedules for principals were employed to collect data. The research produced both qualitative and quantitative information. The findings demonstrated that principals’ TLP had a favorable link with teachers’ commitment, physical resource management, and instructional material resource management in schools under Zhemgang Dzongkhag. The study’s findings are expected to show that teachers perform better as a result of being motivated, inspired, and appreciated; students perform well as a result of a positive learning environment; and principals have an impact on the commitment of subordinate staff to work and the upkeep of school resources.
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Shah, Nazir Haider, Muhammad Naqeeb ul Khalil Shaheen, and Sobia Yaseen. "Emotional Intelligence and Decision Making: A Correlational Study of School Principals." Global Social Sciences Review VI, no. III (September 30, 2021): 128–36. http://dx.doi.org/10.31703/gssr.2021(vi-iii).14.
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The objective of the study was to find out the relationship between emotional intelligence and the decision-making of secondary school principals. The current study was descriptive and quantitative in nature, and a survey method was applied to collect the data.All the secondary school principals working in District Haveli and Punch were the population of the study. The instrument used was a self-developed questionnaire to collect the data. The questionnaire was used comprising of three parts. Part A of the questionnaire was used for demographic data, part B was used to measure emotional intelligence, and Part C of the questionnaire was utilized to measure the decision-making styles. The researcher collected data from all secondary school principals of both districts, District Haveli and District Bagh, including private and public school principals, using a universal sampling technique. Data were analyzed through SPSS by using Pearson's correlation analysis. It is inferred that a significant and strong positive relationship exists between emotional intelligence and decision-making styles of principals.
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Nogay, Kathleen, and Robert J. Beebe. "Gender and Perceptions: Females as Secondary Principals." Journal of School Leadership 18, no. 6 (November 2008): 583–602. http://dx.doi.org/10.1177/105268460801800602.
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The purpose of this study was to investigate the perceptions of teachers and supervisors toward the principal leadership behaviors of female secondary principals in Ohio. Principal self-perceptions were also included to complete the study. The literature shows that women continue to be underrepresented in a field in which the majority of professionals are women; therefore the reasons for underrepresentation warrant investigation. Although women are beginning to move into such ranks more frequently, line administrative positions continue to be dominated by males, and few women hold the positions of high school principal and school district superintendent, positions which continue to be particularly resistant to the advancement of females. Random selected school districts in Ohio were involved in this investigation, the participants of which completed a copy of Philip Hallinger's Principal Instructional Management Rating Scale (PIMRS), a scale which afforded the opportunity to compare the perceptions of superordinates, principals, and subordinates. The results indicated significant differences between principal gender and the responses of others on most of the subscales of the PIMRS. The mean subscale results were much higher for female principals than for male principals as well. The conclusions of this study indicate that there is significant difference in perceptions of principal leadership behavior regarding gender. Principals also judge their own leadership behavior significantly different based on gender.
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Nogay, Kathleen, and Robert J. Beebe. "Gender and Perceptions: Females as Secondary Principals." Journal of School Leadership 7, no. 3 (May 1997): 246–65. http://dx.doi.org/10.1177/105268469700700302.
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The purpose of this study was to investigate the perceptions of teachers and supervisors toward the principal leadership behaviors of female secondary principals in Ohio. Principal self-perceptions were also included to complete the study. The literature shows that women continue to be underrepresented in a field in which the majority of professionals are women; therefore the reasons for underrepresentation warrant investigation. Although women are beginning to move into such ranks more frequently, line administrative positions continue to be dominated by males, and few women hold the positions of high school principal and school district superintendent, positions which continue to be particularly resistant to the advancement of females. Random selected school districts in Ohio were involved in this investigation, the participants of which completed a copy of Philip Hallinger's Principal Instructional Management Rating Scale (PIMRS), a scale which afforded the opportunity to compare the perceptions of superordinates, principals, and subordinates. The results indicated significant differences between principal gender and the responses of others on most of the subscales of the PIMRS. The mean subscale results were much higher for female principals than for male principals as well. The conclusions of this study indicate that there is significant difference in perceptions of principal leadership behavior regarding gender. Principals also judge their own leadership behavior significantly different based on gender.
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Prof. Frederick B. J. A Ngala; Prof. John, N. Ochola, Dorcas K. Okindo;. "Relationship between Principals’ Democratic Leadership Style and Students’ Conformity to Rules in Public Secondary Schools in Nakuru County, Kenya." Editon Consortium Journal of Curriculum and Educational Studies 2, no. 1 (September 30, 2020): 203–12. http://dx.doi.org/10.51317/ecjces.v2i1.159.
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This study sought to examine the relationship between principals' democratic leadership style and students' conformity to regulations in public secondary schools in Nakuru County, Kenya. The study was anchored on the Social Control theory by Hirschi (1969). The study adopted a correlational research design. The target population was 338 principals, 338 deputy principals, 3426 teachers and 116,374 students in 338 public secondary schools in Nakuru County, Kenya. 100 schools were selected using stratified random sampling. Purposive sampling was used to select 100 Principals, while proportionate and simple random sampling was used to select 346 teachers and 383 students. Ten per cent of the Deputy Principals were selected. Questionnaires were used to collect data form Principals, teachers, and students, while interviews were used to collect data from Deputy Principals. Test-retest reliability revealed a coefficient of 0.70, indicating that the instruments were reliable. The findings revealed a statistically significant between principals use of democratic leadership style and students’ conformity to school rules (r=0.334; p< 0.05. It was concluded that the democratic leadership style, when used by principals in public secondary schools in Nakuru County, Kenya, enhances students' conformity to school rules. The findings will help school principals to fully embrace democratic leadership style to enhance students’ conformity to school rules. The study also recommends that the administration develops a process for handling students’ non-conformity issues in a calm, consistent and supportive manner. The study also recommends, principals should involve all stakeholders, for instance, teachers, students and parents in developing school rules and policies that affect students.
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Dor-Haim, Peleg, and Izhar Oplatka. "The implications of loneliness among school principals." International Journal of Educational Management 35, no. 4 (March 2, 2021): 803–14. http://dx.doi.org/10.1108/ijem-12-2020-0564.
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PurposeThis paper explores the subjective interpretations of school principals' experiences of loneliness in the workplace and the implications of those experiences. The study poses two questions: (1) How do school principals perceive that their experience of loneliness affects their emotional well-being? (2) How do school principals perceive that the experience of loneliness influences their performance at work?Design/methodology/approachSemi-structured interviews were conducted with 22 elementary and secondary school principals in Israel. A qualitative research methodology was employed to collect and analyze the data.FindingsData analysis resulted in four overarching themes, which captured the subjective consequences of principals' experiences of loneliness at work: a negative effect on work performance, emotional distress, physical health consequences and a positive perspective on loneliness.Originality/valueExpanding upon the current knowledge regarding principals' perceived outcomes of loneliness may help to deepen our understanding of principals' emotional experiences and functioning at work. This examination is of great value as previous research has demonstrated the central role of principals on school success.
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Alabi, Amos Oyetunde, and Jesujoba Oluwadara Alabi. "Duties and Responsibilities of Secondary School Principal and Teachers: Policy Implications." Journal of Studies in Education 8, no. 4 (November 27, 2018): 134. http://dx.doi.org/10.5296/jse.v8i4.13753.
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This paper discusses the duties and responsibilities of secondary school principals and teachers. The paper adopts the template of Gulick and Urwick (1937) on the functions of the chief executive of an establishment/institution to highlight the duties and responsibilities of secondary school principals and teachers. The acronym of the template is POSDCORB which means: Planning, Organising, Staffing, Directing, Coordinating, Reporting and Budgeting. Principals are the chief executives of secondary schools while the teachers are potential administrators of secondary schools as well hence the application of the template to both of them and more even at their present state/level the template is very relevant to them. If the principals and teachers understand very well their duties and responsibilities as presented in this paper and do them accordingly, there will be peaceful, harmonious relationship and coexistence within the school and outside the school communities. The schools will be conducive for academic progress of the students and for the professional development of the teachers. The schools will become ideal, perfect and desired community for everyone to live and contribute to the development of the larger community. The paper highlights some policy issues to be considered and put in place in support of the teachers and principals.
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Omozele, Beatrice, and Nathaniel Toyosi. "ASSESSMENT OF THE EFFECTIVENESS OF SCHOOL GUIDANCE SERVICES AS PERCEIVED BY SECONDARY SCHOOL PRINCIPALS IN EDO STATE, NIGERIA." International Journal of Research -GRANTHAALAYAH 6, no. 9 (September 30, 2018): 105–15. http://dx.doi.org/10.29121/granthaalayah.v6.i9.2018.1213.
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The study investigated the effectiveness of school guidance services as perceived by principals in Edo State, Nigeria. The study sought to examine secondary school principals’ perception on the effectiveness of guidance services (orientation, appraisal, information and counselling services) and determine gender and school location differences in principals’ perception of the effectiveness of counselling services in schools. The descriptive survey design was adopted for the study. A sample of 36 schools (1 rural and 1 urban) were drawn from public senior secondary schools in the study area using purposive random sampling. The instrument used for the collection of data was a self-developed questionnaire titled: “School Guidance Services Effectiveness Questionnaire (SOGSEQ)”. The construct validity was ascertained by the Principal Component Analysis (PCA) while the Cronbach reliability alpha of the questionnaire yielded an overall index of 0.84. The descriptive statistics such as mean (X ̅) and standard deviation (S.D) was used to analyze the research question 1 while the t-test for independent sample means was used to test the hypothesis at 0.05 alpha level. Results from the analysis showed that principals perceived orientation services to be the only effective guidance service in secondary schools in Edo State. Result further showed that there is a significant difference between rural and urban principals in their perception on the effectiveness of school guidance services (appraisal, information and counselling services) in secondary schools in Edo State. It is recommended that guidance counsellors in the secondary schools should realize that their guidance services should be such that will enable them to meet the needs of learners in schools. For this to be achieved, school heads, teachers, parents and the government must also be actively involved in providing their support for the delivery of the services when necessary
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Abril, Carlos R., and Brent M. Gault. "The State of Music in Secondary Schools." Journal of Research in Music Education 56, no. 1 (April 2008): 68–81. http://dx.doi.org/10.1177/0022429408317516.
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The purpose of this study was to profile secondary school music programs in the United States and investigate principals' perceptions of those curricula. A survey form was sent to 1,000 secondary school principals, yielding a 54% response rate. That form was designed to answer the following questions: What is the profile of secondary music programs in the United States? How effective do principals think music programs are in helping students attain specific learning outcomes and broad educational goals? To what degree do certain variables (e.g., standardized tests, teachers, parents) impact a given music program? Ninety-eight percent of respondents indicated that their schools offered music courses, yet 34% required music. There were significant differences in the diversity of course offerings based on school socioeconomic status profiles. Standardized tests and No Child Left Behind were thought to have the most negative impact on music programs.
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Al-Zubair, Bannaga Taha, and El-Zain El-Khalefa El-khder. "OBSTACLES OF IMPLEMENTING STRATEGIC PLANNING FROM SECONDARY SCHOOL PRINCIPALS’ PERSPECTIVES IN KHARTOUM STATE." MANAGERE : Indonesian Journal of Educational Management 3, no. 3 (December 31, 2021): 118–29. http://dx.doi.org/10.52627/ijeam.v3i3.132.
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This study aimed at identifying the main obstacles that face the implementation of strategic planning from secondary school principals’ perspectives in Khartoum State. To meet the study purpose, the descriptive research method was used. The study population consists of all secondary school principals in Omdurman locality amount 220. Out of the study population, 110 principals were selected through a random sample technique. The data were collected using a designed a questionnaire by the researchers. To analyse the collected data, the researchers used the Chi2 test through the Statistical Package of Social Sciences (SPSS). The school principals face difficulties in analysing the points of strength, weakness opportunities, and threats of their schools as they lack the basic scientific foundations and knowledge of strategic planning. The school principals encounter difficulties and problems when they try introduce the strategic planning of their schools because they lack the basic required skills and competencies regarding the implementation of strategic planning processes. The study recommended that the principals’ skills should be developed to meet the strategic planning requirements. Besides, more attention needs to be given to the obstacles that hinder the implementation of strategic planning processes in the future studies
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Chukwuka, Judith Nkolika. "Curriculum Management Practices by Head of Schools: Empirical Evidence from Secondary Schools in the Nnewi Education Zone." BOHR International Journal of Operations Management Research and Practices 1, no. 1 (2022): 11–16. http://dx.doi.org/10.54646/bijomrp.002.
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The curriculum management strategies of highly experienced and less experienced secondary school principals were compared in this study. The study was guided by a single research topic, and a null hypothesis was tested at the 0.05 level of significance. The study was conducted using a descriptive survey research approach. The participants in this study were 106 secondary school principals and vice principals from 44 public secondary schools in the Nnewi Education Zone. Because the research population was manageable, no sampling was done. As a result, the study’s population size was made up of 106 secondary school principals and vice principals. Data was collected using a questionnaire produced by a researcher called the Curriculum Management Practice Scale. Two professionals independently verified the tool. Cronbach alpha was employed to examine the instrument’s internal consistency, and reliability values of 0.75 were obtained. The researcher and five research assistants used direct administration to collect data for the study. There was a 100% return rate. The study question was answered using arithmetic mean and standard deviation scores, and the null hypothesis was tested using a t-test at the 0.05 level of significance. The study’s findings indicated that there is no discernible difference in the curriculum management techniques of highly experienced and less experienced secondary school principals. Most school heads do a review of all course curricula and hold meetings to establish what type of extra-curricular activities are required. The study’s implications and findings were drawn.
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Khattak, Usman Ghani, Javed Iqbal, and Safia Noor. "IMPACT OF ARMED CONFLICT ON MANAGERIAL BEHAVIOR OF PRINCIPALS OF SECONDARY SCHOOLS IN DARFUR, SUDAN." Journal of Social Sciences and Humanities 54, no. 1 (June 30, 2015): 27–39. http://dx.doi.org/10.46568/jssh.v54i1.159.
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Presently, there is armed conflict in Darfur, Sudan. Armed conflict has adversely affected the social, economic and educational development of Darfur, Sudan. Purpose of this study is to know the impact of armed conflict on managerial behavior of the principals of secondary schools in Darfur, Sudan. In this study, the impact of armed conflict on performance of the secondary school principals was analyzed in perspective of their managerial behavior. Based on the findings of the study significant impact of armed conflict was found on the managerial behavior of the principals. It was found that principals coordinated with the staff in activities of the school but were frightened and unable to perform their administrative and managerial duties freely and independently. There was communication gap between the principals, teachers and parents. The principals did not possess the skills to maintain school budget & finance properly. It was concluded that the principals need administrative and managerial training. Government of Sudan may establish academies of Educational Administration & Management to impart training to the principals of secondary schools and to take steps to control the existing armed conflict.
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Wanjala, Joel Walucho, Lydiah Wamocha, and Joseph Nasongo. "Principals’ Human Resource Management Practices and Academic Achievement in Public Secondary Schools in Bungoma East Sub-County, Kenya." Scholars Journal of Arts, Humanities and Social Sciences 10, no. 6 (June 2, 2022): 241–48. http://dx.doi.org/10.36347/sjahss.2022.v10i06.001.
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The role of the school principal is to provide a school environment that promotes academic achievement. The purpose of this study was to investigate the relationship between principals’ human resource management practices and academic achievement in public secondary schools. Embedded mixed method research design was adopted for the study. The target population comprised principals, deputy principals and heads of department drawn from Bungoma East Sub-County in western Kenya. In a total of 33 schools, 33 principals and 33 deputy principals were automatically included in the study while 114 heads of department were selected through random sampling as respondents for the study. Data was collected using interview schedule administered to the principals while questionnaires were administered to deputy principals and heads of department. Data on academic achievement was collected using document analysis. A pilot study was done in three schools before the main study to establish validity and reliability of the research tools. A correlation test was done between the principals’ human resource management practices and academic achievement in public secondary schools. A strong positive relationship was found between the principals’ human resource management practices and academic achievement in public secondary schools. It was thus concluded principals’ human resource management practices affect students’ academic performance. The study recommends that school principals should employ effective human resource management practices such as competitive recruitment, professional development of staff, rewarding and staff welfare programmes.
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Senimetu, Ileuma. "PRINCIPALS’ MANAGERIAL SKILLS ANDEFFICIENT MANAGEMENTOF EDUCATIONAL RECORD KEEPING IN SECONDARY SCHOOLS, EDO STATE." International Journal of Strategic Research in Education, Technology and Humanities 8, no. 1 (September 3, 2020): 96–106. http://dx.doi.org/10.48028/iiprds/ijsreth.v8.i1.09.
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The aim of the study was to investigate whether there would be a positive relationship between principals’ managerial skills and efficient educational records keeping. Descriptive survey research design was employed in the study. Simple random sampling technique was used to select a total of One hundred and two principals from public secondary schools in Edo State. One research question was raised for the study. Four research hypotheses were formulates to guide the study. A researcher-designed instrument titled” Principal managerial skills and educational record keeping Questionnaire (PMSERKQ) was used for the study. The face validity of the instrument was ascertained and a reliability Coefficient of 0.71 of the instrument was obtained using the test-retest method. The means of standard deviation was used to analysis the research question. Data were analyzed using Pearson Product moment correlation and multiple regressions. Results indicated a significant relationship between the administrative leadership styles of the principals and the management of record keeping in the public secondary schools (r = .618, p< 0.05); it was revealed a significant relationship between the educational qualifications of the principals and the management of records keeping in the public secondary schools(r = .526,p< 0.05): also it was revealed that supervisory styles of the principal correlates with management of record keeping (r=.463, p< 0.05); both variables jointly explain 38% of the variance observed in the management of records keeping in public secondary schools in Edo state and it was statistically significant at F (df =2, 99) = 6.423.The result revealed that secondary school principals have different ways of managing school records in other to meet with the management of school records. Based on the findings, it was recommended that secondary school principals should be encouraged to attend conferences, workshops in-service training and retraining and seminars in other to polished and enhance their administrative skills. School principals should properly keep and manage educational records for utilization and future retrieval thereby enhancing efficiency and effectiveness of the school system. Supervisory styles by the school principals would promote the effectiveness and efficiency of the educational records in the school system.
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Wirba, Asan Vernyuy. "Leadership Style: School Perspective in Cameroon." Education Research International 2015 (2015): 1–9. http://dx.doi.org/10.1155/2015/439345.
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This paper examines leadership styles of secondary school principals in Cameroon, in terms of transformational, transactional, and laissez-faire leadership styles. This paper discusses the leadership styles in Cameroon and puts forward ideas for continuous improvement. A qualitative approach, using a semistructured interview, was adopted. It was conducted on ten principals, ten teachers, and ten students. Majority of respondents from schools described their principals as transformational leaders. Doubts are cast on the nature of transformational leadership in schools in Cameroon, since there is less training and development for leadership in schools.
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Basri, Basri. "Analysis of the Ability of School Supervisors in Increasing the Supervision of School Principals of Junior High School at Pidie District." Budapest International Research and Critics in Linguistics and Education (BirLE) Journal 2, no. 4 (November 6, 2019): 398–404. http://dx.doi.org/10.33258/birle.v2i4.529.
Full textAbstract:
The background of this research is related to the development of the direction of the ability of school supervisors, especially school principals at the junior secondary level, which are influenced by internal factors including: the level of readiness of supervisors, principals, curriculum devices, administration and management, then the readiness of external factors which include: lack of available amenities; the lack of disciplines in accordance with the situation in the field as an effort to support the achievement of better education and teaching. The method used is descriptive meaning to describe the factors that affect the ability of school supervisors competency of the Principal in Pidie District. Data collection techniques used were observation, interview and documentary study techniques, while the research subjects were supervisors, principals, totaling 20 people. The results showed that there were several factors that could influence the performance of school principals including: internal factors affecting the ability of supervisors, principals' competencies, among others, their level of education, experience and years of work, because this affected the level of readiness of school supervisors and principals in carrying out the activity. Then proceed with external factors that are considered to affect the ability of school supervisors, the competency of school principals, namely the availability of facilities and infrastructure as evidence to support the learning process, the achievement of learning directions as desired, improving the performance and supervision of school principals as well as adequate levels of welfare around 85,65%.