Relevant bibliographies by topics / Primary school principals

Academic literature on the topic 'Primary school principals'

Author: Grafiati
Published: 4 June 2021
Last updated: 26 January 2023

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Journal articles on the topic "Primary school principals"

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Markus, Markus, Muhammad Syukri, and Usman Radiana. "Headmaster Leadership in Increasing Effective School (Case Study of Primary School (SDN) 06 Tae Tukong)." JETL (Journal Of Education, Teaching and Learning) 4, no. 2 (September 30, 2019): 408. http://dx.doi.org/10.26737/jetl.v4i2.1928.

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The roles and responsibilities of principals and teachers in achieving school success in preparing learning programs or programs are very important. The purpose of this study is to find out (1) the preparation of effective school planning at SDN Tae Tukong; (2) Principal leadership in implementing effective schools in SDN 06 Tae Tukong (3) Supervision of school principals on the implementation of teachers in SDN 06 Tae Tukong; (3) Evaluation of teacher performance at SDN 06 Tae Tukong conducted by the principal; and (4) Supporting and inhibiting factors that influence the leadership of school principals in achieving effective schools at SDN 06 Tae Tukong. This study uses a qualitative approach with a type of case study research. Research results obtained include (1) Planning for improving effective schools in SD 06 Tae Tukong is included in the medium-term school work plan and annual plans; (2) Empowerment of existing resources in schools has been carried out properly in accordance with their respective duties and responsibilities; (3) The principal has implemented measures to improve effective schools; (4) Factors supporting school principals in improving effective schools are the ability of principals to manage all school planning, adequate school facilities, and support from parents; (5) Inhibiting factors in improving effective schools are related to the performance of principals, learning facilities, and teachers lack discipline. Based on the research conducted, it can be concluded that improving the quality of school education is related to the performance of the principal.
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Nguyễn, Hảo Thi, Philip Hallinger, and Chia Wen Chen. "Assessing and strengthening instructional leadership among primary school principals in Vietnam." International Journal of Educational Management 32, no. 3 (April 9, 2018): 396–415. http://dx.doi.org/10.1108/ijem-02-2017-0046.

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Purpose The purpose of this paper is to add to an emerging literature on educational leadership and management in Vietnam by addressing several goals. First, the study sought to translate, adapt, and validate an existing measurement instrument, the Principal Instructional Management Rating Scale (PIMRS) Teacher Form, for use in Vietnam. Next, it aimed to describe patterns of instructional leadership evidenced among a sample of urban and rural primary school principals. Then, the researchers examined if these patterns of principal instructional leadership could be linked to one or more “antecedent variables”: school size, school location (urban/rural), principal’s gender and prior teaching experience. Finally, the paper sought insights from principals and teachers on how instructional leadership could be strengthened in the Vietnamese education context. Design/methodology/approach Both quantitative survey and qualitative methods were used in this study. The sample consisted of 569 teachers and 117 principals working in 117 primary schools located in Ho Chi Minh province of Vietnam. Data collection employed a translated and adapted Vietnamese language form of the PIMRS Teacher Form. An open-ended question posed to both teachers and principals was included in the survey instrument to gather recommendations for strengthening instructional leadership in Vietnam. The research used Rasch analysis, Cronbach’s test of internal consistency, confirmatory factor analysis, t-tests, and analysis of variance in data analysis. Findings The research achieved a preliminary validation of a Vietnamese language Teacher Form of the PIMRS. The analysis of PIMRS data gathered from teachers found that the primary school principals were perceived to be exercising instructional leadership at a surprisingly high level. Consistent with international research findings, selected evidence indicated stronger instructional leadership from the female principals, though the pattern was not strong. None of the other antecedents evidenced a significant relationship with patterns of principal instructional leadership. A number of overlapping recommendations were made by teachers and principals for strengthening instructional leadership in Vietnam. Research limitations/implications Although a Teacher Form of the PIMRS Vietnam was successfully validated, follow-up studies should be conducted with both the Teacher Form and Principal Form of this instrument. More broadly, the high scores on the PIMRS accorded to the principals in this study were deemed “surprising” in light of the lack of prior policy focus and training on this role of the principal in Vietnam. Thus, the authors recommend that this research be extended to a larger cross-level study of schools from different parts of Vietnam in order to provide additional confirmation of these preliminary findings. Practical implications Feedback from principals and teachers indicated a need for system leaders to articulate instructional leadership more explicitly as part of the principal’s role set in Vietnam. Only then will it become part of the formal expectations that shape principals’ practice and the preparation and professional development programs in which they participate. The principals also suggested that instructional leadership could be strengthened by enabling model principals to share instructional leadership practices with colleagues. Finally, teachers and principals highlighted the need to broaden, legitimate, and strengthen sources of instructional leadership within the school beyond the principal. These suggestions are not only consistent with policy actions taken in other societies, but are also grounded in the context of education in Vietnam. Originality/value The first internationally published study of educational leadership and management in Vietnam only appeared in 2012. In the succeeding years, several qualitative studies have emerged describing principal leadership practices in a handful of schools. The current study represents the first published quantitative study of school leadership from Vietnam. Although the results are preliminary in nature, the study provides both baseline data on principal instructional leadership and a validated instrument that can be used in future research.
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Darmody, Merike, and Emer Smyth. "Primary school principals ' job satisfaction and occupational stress." International Journal of Educational Management 30, no. 1 (January 11, 2016): 115–28. http://dx.doi.org/10.1108/ijem-12-2014-0162.

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Purpose – The purpose of this paper is to explore the factors associated with occupational stress and job satisfaction among Irish primary school principals. A principal’s job has become increasingly demanding and complex in recent decades. However, there is little current research into their levels of stress and job satisfaction, particularly based on nationally representative data. In order to understand how principals perceive their job and how best to support them, new insights into factors contributing to job satisfaction and stress of school principals are warranted. Design/methodology/approach – The paper draws on an analysis of Growing up in Ireland data, a national representative study of nine-year-old children in Ireland. In order to explore the simultaneous impact of individual and school factors on stress and job satisfaction of principals in Irish primary schools, multivariate analysis was used. Analyses in this paper are based on responses from principals in 898 schools. Findings – The results of the study indicate that a significant number of primary school principals in Ireland are not very satisfied and feel stressed about their job. Regression analysis revealed that job satisfaction and occupational stress were related to a complex set of personal characteristics, working conditions, school context and teacher climate. Research limitations/implications – The data are limited to primary school principals. However, this is in itself an advantage since it allows for greater insights into variation across principals in job satisfaction and stress, holding the effect of school level constant. Originality/value – This is the first study of its kind in the Irish context that explores the simultaneous effect of a number of factors on school principals’ stress and job satisfaction.
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Stamopoulos, Elizabeth. "The Perceptions of Principals on their Leadership Role in Pre-primary." Australasian Journal of Early Childhood 23, no. 2 (June 1998): 26–30. http://dx.doi.org/10.1177/183693919802300206.

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The incorporation of pre-primary centres into Western Australian government primary schools has shifted the responsibility for leadership from the kindergarten director to the primary school principal. Concerns have been raised that principals who are responsible for appraisal of pre-primary teachers are providing inadequate educational leadership to these teachers because of their lack of theoretical and practical background in early childhood. They have not been provided with professional development to adequately support them in this role. However, to date, it seems that principals have not been asked for their views about their capacities concerning the pre-primary sector. For these reasons this study investigated the question: How do primary school principals perceive they fulfil their administrative, managerial and educational roles in respect to pre-primary centres? The majority of principals in the district surveyed indicated that they considered administration/management to be their most important role in relation to pre-primary education. A greater number of principals indicated inadequate performance in dealing with educational issues. The majority of principals said the system should require pre-primary training for principals, provide each school with materials that outline developmentally appropriate practices; and provide early childhood professional development courses for principals.
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Konan, Necdet. "Primary School Principals' Self-Monitoring Skills." European Journal of Educational Research 5, no. 4 (October 15, 2016): 173–79. http://dx.doi.org/10.12973/eu-jer.5.4.173.

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Wibowo, Wisnu Dwi, and Wakhudin Wakhudin. "The Roles of Leadership Principal to Improving of Education Quality through Managerial Competence." Dinamika Jurnal Ilmiah Pendidikan Dasar 13, no. 2 (September 22, 2021): 79. http://dx.doi.org/10.30595/dinamika.v13i2.11545.

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This study aims to describe the leadership process of principals with managerial competencies to improve the quality of education in primary schools. Initial observations show that there are still many school principals in the Adipala sub-district, Cilacap, who have not carried out their primary duties and functions correctly as leaders of educational units. The principal is the person who is responsible for and leads the school in managing school resources to achieve academic goals. The method used in this research is a qualitative approach to phenomenological studies. The informants in this study were five public elementary school principals in the Adipala sub-district. Data collection techniques by interview, observation, and study documentation. Activities in data analysis are data reduction, data presentation, and concluding. The results showed that principal leadership with excellent and practical managerial competence could improve the quality of education in primary schools.
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Muzaffer Mavigok, Muzaffer, Cevdet Cetin, Filiz Golpek, and Zeynep Kose. "PRIMARY SCHOOL TEACHERS’ TENDENCY TO BECOME A MANAGER: SAMPLE OF GAZIANTEP PROVINCE." JOURNAL OF SOCIAL SCIENCE RESEARCH 4, no. 2 (May 31, 2014): 533–41. http://dx.doi.org/10.24297/jssr.v4i2.3134.

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Education has been a crucial process which has a significant role in the lifetime of individuals and societies since the ancient times and considered to be the system which enables economic, political and social system to be sustained. The fact that education system is important in terms of both education and economy necessitates large-scale investments and availability of substantive financial resources for education service to be provided. This imperative requires efficient management of primary schools in many countries in which public funding of education is at present. Efficient management of primary schools depends on school principals. In certain countries, principal may be someone out of school although in other countries as Turkey, teachers may become principals. To what extend can principals help the school, teachers, students and their environment? Analyzing the primary school teachers tendency to become principal is of vital importance in terms of contributing the possible studies which will be conducted. Main purpose of this study is to determine whether or not primary school teachers tendency to become a principal varies according to gender, age, graduation grade and period of service. In the study, a survey was conducted to 486 primary school teachers who worked in Gaziantep in 2012 2013 school year under general survey model. In consequence of the study, it is observed that personal tendency to become a manager changes by gender.
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Soliman, Hanan Hassan. "Study of Negotiation as Approach to Improve Principals Managerial Practices in Primary Schools in Ismailia City of Egypt." International Journal of Scientific and Academic Research 02, no. 04 (2022): 32–44. http://dx.doi.org/10.54756/ijsar.2022.v2.i4.4.

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The study sought to achieve the main aim: determining how to develop negotiation practices for primary school principals in Ismailia city. The study relied on the descriptive method. The questionnaire tool was applied to determine the level of negotiation practice by primary school principals. And the level of availability of the requirements for successful negotiation in primary schools. The questionnaire was applied to (130) principals of primary schools in Ismailia city. The study found that primary school principals practice negotiation management skills at levels ranging from high to weak; the skills that managers practice at a high level are: As for the requirements necessary to develop the negotiation management skills of school principals, their importance came from their point of view at a high level for all conditions; Except for the condition of "Estimated the value of time," it was of medium importance. A Framework has been Suggested for developing the negotiation management skills of primary school principals. This vision included five main axes: the Ministry of Education, the Professional Academy for Teachers, the College of Education, schools, and schools’ principals.
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Fatimah, Afit. "PENGARUH PROFESIONALITAS KEPALA SEKOLAH TERHADAP KEPUASAN KERJA GURU SEKOLAH DASAR NEGERI." Perspektif Ilmu Pendidikan 28, no. 1 (April 18, 2014): 48. http://dx.doi.org/10.21009/pip.281.6.

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Abstract: Preliminary study in several Government Primary Schools indicates a number of Primary Schoolprincipals have low degree of professionalism and some others have high degree. Based on this fact, this researchformulated a problem if there is an effect of the principal’s professionalism towards the job satisfaction of thegovernment primary school teachers. This quantitative research was performed in Kedaung Angke, Sengkareng,West Jakarta as from 1 through 30 April 2014 employing survey method with correlational technique.The variablesobserved was the principal’s professionalism (X) and the government primary school teachers’ job satisfaction (Y).Based on the statistical analysis the research concluded, there is a significant effect of the principal’s professionalsmtoward the government primary school teachers’ job satisfaction. The principals, therefore, are suggested to improvetheir professionalism to support the maximal attainment of their teachers’job satisfaction. Keywords: job satisfaction, professionalism, principal, teacher
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Verhaeghe, Goedele, Jan Vanhoof, Martin Valcke, and Peter Van Petegem. "Using school performance feedback: perceptions of primary school principals." School Effectiveness and School Improvement 21, no. 2 (June 2010): 167–88. http://dx.doi.org/10.1080/09243450903396005.

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Dissertations / Theses on the topic "Primary school principals"

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Wang, Jing. "Training primary school principals in China." Thesis, University of Manchester, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.509096.

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Hardie, Lorraine. "Successful primary school principal leadership /." Title page, contents and abstract only, 1991. http://web4.library.adelaide.edu.au/theses/09EDM/09edmh262.pdf.

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Yeung, Kin-chung Clifton. "Understanding primary school principals the biographies approach /." Click to view the Table of Contents. Click to view the abstract. Click to view the E-thesis via HKUTO, 2000. http://sunzi.lib.hku.hk/hkuto/record/B31962087.

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Yeung, Kin-chung Clifton, and 楊健忠. "Understanding primary school principals: the biographies approach." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2000. http://hub.hku.hk/bib/B31962087.

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Dung, Kwong-ping. "In-service training programme for primary school principals in Dongshan region of Guangzhou." Hong Kong : University of Hong Kong, 1997. http://sunzi.lib.hku.hk/hkuto/record.jsp?B18810676.

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Al-Shaibani, Hama. "Leadership behaviour of public primary school principals in selected schools in the UAE." Thesis, University of Exeter, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.312420.

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This is primarily a study of the leadership behaviour of women principals in primary schools in the UAE. Differences between principal's views of their own behaviour and teacher's perceptions of the principals leadership behaviour were analysed. Data was collected through a demographic Questionnaire and the use of the Leader Behaviour Descriptive Questionnaire (LBDQ), Form XII. The sample consisted of 60 elementary school Principals and 425 teachers. Women principals face problems peculiar to their situation as working women in a deeply conservative society and this is put into the wider context of the educational system within which they work. The major findings and conclusions were that Principals perceived themselves as exhibiting leadership behaviour, in most of the 12 leadership behaviour categories, more often than their teaching staff. In particular Principals perceived their leadership behaviour to be significantly higher than did their teachers in the areas of : 1. Demand Reconciliation 2. Initiating Structure, 3. Tolerance of Freedom, 4. Role Assumption, 5. Production Emphasis and 6. Integration And lower than teachers in Predictive Accuracy. No significant differences existed in the other 5 dimensions. Principals' leadership behaviour was perceived by teachers to be more related to consideration of their staff, than to issues surrounding the initiating of structure in the school. There were significant differences between non-trained and trained Principals in leadership behaviour in the following areas : 1. Tolerance of Uncertainty and 2. Superior Orientation No significant differences were found between teacher's perceptions of their principals' behaviour regarding the demographic variables being investigation except for years of experience. However, significant differences were perceived in principals' leadership behaviour based on different school size, in terms of : 1. Persuasiveness and 2. Integration. Finally major recommendation and implication include: 1.The re-design of training programmes to improve principals' technical, human relations and conceptual skills. 2.The Ministry of Education should consider upgrading the criteria by which Principals are selected, and encourage higher education to participate more actively in preparing school administrators. Efforts to improve performance among the Principals starts with the recruitment, selection and training of both teachers and administrators. It is also hoped that in the future Principals and Administrators in schools will be given a greater role in the decision making process.
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Bezzina, Christopher George. "The Maltese primary school principalship : perceptions, roles and responsibilities." Thesis, Brunel University, 1995. http://bura.brunel.ac.uk/handle/2438/5149.

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The main aim of this research was to investigate the conditions that influence and shape the occupational perceptions of principals; systematically observe primary school principals in the islands of Malta, and to contrast these findings with the perceptions of a group of deputy principals. To achieve this aim three studies were conducted. The first study employed a self-administered questionnaire survey method employed with all principals in primary schools (i. e. state, church and private). 'Discussions with parents', 'discussions with staff' and 'desk work' have been highlighted as the major job functions taking up most of the principals' time. Half of the respondents rated 'desk work' as their majorjob function. The Maltese principal tended to perceive his/her role as falling within the chief executive model. The principal's duties related largely to the division and allocation of work, the co-ordination and control of organisational activities, communication with parents and staff, maintaining discipline and order, and maintaining the level of resources and plant upkeep. This survey, however, shows that principals wanted to take on functions within the leading professional model. In the second study, an observational study was conducted with the aim of checking out some of the perceptions principals held towards their role and to add another dimension to the overall picture by identifying what principals actually did in their daily life at work. The study explored the work patterns of eight primary school principals in the state sector. The observational study attested to the multi-varied nature of the principal's role. The principal's day was generally hectic in pace, varied in its composition, discontinuous and superficial in any pursuit of tasks, with the unexpected always as one of the few certainties of thejob. The principal's energy was observed as being devoted to keeping the school ticking over in the short run with hardly any time being devoted to discuss matters of direct relevance to the teaching-learning process, such as classroom practice, curriculum review and update. The dominant model was that of the transactional leader who is fixing things, managing and coping in order to maintain the smooth operation of the organisation. As highlighted in the questionnaire survey principals devoted their time to administration, pastoral care and communication with parents. Little to no time was stated as being devoted to high value tasks such as strategic planning and curriculum review. The portrayal of Maltese primary school principals is that they are not so much reflective or transformational leaders, rather they are chronically busy, reactive as against proactive, and caught up in, and tied down by the unceasing demands of others for their attention. The present research seems to have identified the transactional nature of leadership as the main medium of interaction that the primary school principals opted for. Bearing in mind the present period of changes and development of school management practices in Malta, it was felt appropriate to seek feedback from deputy principals whose own role was undergoing change. A small group of twenty newly-appointed deputy principals were approached to view how they perceived the role of the principal. At the same time it sought to identify their perceptions of their own role, and get an indication of how they viewed tomorrow's principalship. This, it was felt, would provide data as to how Maltese administrators in general viewed their role. Deputy principals presented similar feedback to that presented by principals. The major difference being in the way deputy principals perceived tomorrow's principalship – one which went beyond the transactional model of principal as administrator to the transformational model of principal as leading professional. However, nothing conclusive can be drawn out. There is a strong indication that principals and deputy principals desire this move but some responses express a certain degree of inconsistency which shows that the implications behind the transformational model are not well and truly understood by the participants of this survey. The implications of the findings for today's and tomorrow's principalship were discussed.
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O'Mahony, Gary Raymond McColl, and mikewood@deakin edu au. "Learning the role: Through the eyes of beginning principals." Deakin University. School of Scientific and Developmental Studies, 2002. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20051017.120428.

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This study examines how first year principals learn their roles and provides the picture through their eyes. As there is no formal preparation requirement to become a principal in Victorian government schools, new principals must seek out and direct their own learning for the role. The study describes the informal and formal sources of learning that are sought by beginning principals to help them learn about their new role. The focus is on identifying what sources of learning were used through different phases of the study and how some became more critical than others in shaping and developing the role of a principal in the school. This thesis is a story of continuous professional socialization and learning of a group of seven beginning principals using case studies and interviews over four phases of learning in their first year in the role as they proceed from appointment, entry, establishment through to consolidation of the role. The process of socialization underpins the study and is conceived as a process of learning in which the participants actively direct and participate in their own socialization. However, greater emphasis is placed on the developing nature and reliance on learning in role development. Previous studies of professional socialization of beginning principals have identified licensure programs as significant in the preparation and ongoing development process, whereas this is not the case in Victoria where no such requirements exist. This study adds to existing studies through the finding that there are similarities in the stages of professional socialization process in the Australian context, but also explores new aspects about professional learning by identifying various phases and sources of learning for Victorian principals. These ranged from dependence upon an apprenticeship arrangement, through self-directed task learning, to that of becoming an independent learner within a professional community of equals. Some of the themes identified and explored in this study included examining phases of learning, sources of learning, and their effect on role development. The study was initially based on identifying and exploring some of the key issues and the significance of learning experiences suggested by the beginning principals rather than researching predetermined hypotheses. This grounded and qualitative approach involved data collection over four different time phases in the first year in the role and allowed flexibility in the construction of case studies and the cumulative development of data through the study. The greater part of the data were collected through interviews in each of the four phases of the study along with the collection of survey data for comparison and contrast in the first and final study phases. The research raises many issues that can serve as a basis for further exploration of the complexity of the role of learning within professional socialization for beginning principals. As well, it suggests a number of implications for the organization of professional learning and socialization in beginning principal socialization for the first year in the role.
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Wong, Shuk-ching. "Improving ICT use in a primary school." Click to view the E-thesis via HKUTO, 2004. http://sunzi.lib.hku.hk/hkuto/record/B40040069.

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Chan, Mei-yuk Yonny. "Stress faced by school headteachers : a study of sources of stress of local primary school headteachers /." Hong Kong : University of Hong Kong, 2002. http://sunzi.lib.hku.hk/hkuto/record.jsp?B25752078.

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Books on the topic "Primary school principals"

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Primary school deputies handbook. London: Pitman, 1995.

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New primary leaders: International perspectives. New York, NY: Continuum International Pub. Group, 2011.

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Coulson, Alan A. The managerial work of primary school head-teachers. Sheffield: Department of Education Management, Sheffield City Polytechnic, 1986.

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Kent, Mike. Tales from the head's room: Life in a London primary school. London: Continuum, 2011.

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Tales from the head's room: Life in a London primary school. London: Continuum, 2011.

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Clegg, David W. Leading primary schools: The pleasure, pain, and principles of being a primary headteacher. Buckingham [England]: Open University Press, 1997.

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Robinson, Susan. School and system leadership: Changing roles for primary headteachers. New York, NY: Continuum International Pub. Group, 2012.

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Neville, West, ed. Appraising primary headteachers: Challenge, confidence, and clarity. Buckingham [England]: Open University Press, 1992.

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School and system leadership: Changing roles for primary headteachers. New York, NY: Continuum International Pub. Group, 2012.

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Gillooly, Margaret A. Primary school principalship: The early years. Dublin: University College Dublin, 1998.

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Book chapters on the topic "Primary school principals"

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Maya, İlknur Çalışkan. "Primary School Principals’ Crisis Management Skills." In Chaos, Complexity and Leadership 2012, 95–101. Dordrecht: Springer Netherlands, 2013. http://dx.doi.org/10.1007/978-94-007-7362-2_13.

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Raković, Jelena, Tom O’Donoghue, and Simon Clarke. "Perspectives of Primary School Principals in Serbia on School Governance." In Leaders and Leadership in Serbian Primary Schools, 125–52. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-030-03529-7_5.

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Moyi, Peter. "Policy context and time use of primary school head teachers in Kenya." In How School Principals Use Their Time, 201–14. London: Routledge, 2021. http://dx.doi.org/10.4324/9780429327902-13.

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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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Raković, Jelena, Tom O’Donoghue, and Simon Clarke. "Perspectives of Primary School Principals in Serbia on Their Roles and on Their Professional Learning." In Leaders and Leadership in Serbian Primary Schools, 153–79. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-030-03529-7_6.

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Raković, Jelena, Tom O’Donoghue, and Simon Clarke. "Perspectives of Primary School Principals in Serbia on Societal Changes and Their Relationship to Education Changes." In Leaders and Leadership in Serbian Primary Schools, 93–124. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-030-03529-7_4.

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Chan, Anita K. W. "Making Sense of Their Career Pathways: The Work Narratives of Women Primary School Principals in Hong Kong." In Inequalities in the Teaching Profession, 157–78. London: Palgrave Macmillan UK, 2014. http://dx.doi.org/10.1057/9781137328601_9.

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Charalambous, Kyriacos, and Photos Papaioannou. "The Cypriot Public Primary School Principals’ Self-Perceived Competence and Use of ICT for Personal, Teaching, and Administrative Purposes." In Research on e-Learning and ICT in Education, 125–38. New York, NY: Springer New York, 2011. http://dx.doi.org/10.1007/978-1-4614-1083-6_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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Blaho, Andrej, and L’ubomír Salanci. "Informatics in Primary School: Principles and Experience." In Lecture Notes in Computer Science, 129–42. Berlin, Heidelberg: Springer Berlin Heidelberg, 2011. http://dx.doi.org/10.1007/978-3-642-24722-4_12.

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Conference papers on the topic "Primary 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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Djafri, Novianty, and Risnawati R. Ibrahim. "The School Principals' Strategies for Effective School Development in Primary Schools in Bulango Timur, Gorontalo." In 9th International Conference for Science Educators and Teachers (ICSET 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/icset-17.2017.121.

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Shu-jing, Fu. "Analyzing exchanges between principals and teachers in primary and middle school." In 2012 2nd International Conference on Consumer Electronics, Communications and Networks (CECNet). IEEE, 2012. http://dx.doi.org/10.1109/cecnet.2012.6201623.

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Mirfani, Aceng Muhtaram. "The Innovativeness and The Decision-Making Skills of Primary School Principals." In 9th International Conference for Science Educators and Teachers (ICSET 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/icset-17.2017.86.

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Handayani, Suharti Munawaroh, Happy Fitria, and Yessi Fitriani. "Supervision of Principals and Teacher Work Discipline on the Primary School Teacher Performance." In International Conference on Education Universitas PGRI Palembang (INCoEPP 2021). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210716.161.

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Rifma, Hanif Alkadri, and Ermita. "Supervision Service Practices by School Principals and Impacts towards the Implementation of Teacher Duties in Primary Schools." In Proceedings of the Padang International Conference on Educational Management And Administration (PICEMA 2018). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/picema-18.2019.9.

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Herawati, Eka, Edi Harapan, and Tahrun. "The Influence of Supervision School Principals and Teachers Work Motivation to Work Discipline in Public Primary Schools." In International Conference on Education Universitas PGRI Palembang (INCoEPP 2021). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210716.192.

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Muchacka, Bozena. "SELF-EVALUATION OF PERSONALITY TRAITS AND THE STYLE OF LEADERSHIP USED BY PRIMARY SCHOOL PRINCIPALS." In 6th SWS International Scientific Conference on Social Sciences ISCSS 2019. STEF92 Technology, 2019. http://dx.doi.org/10.5593/sws.iscss.2019.4/s13.060.

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Vlachopoulos, Dimitrios, and George Tsokkas. "THE CHALLENGES OF USING ICT IN THE ADMINISTRATION OF SCHOOL UNITS: INSIGHTS FROM PRINCIPALS OF GREEK PUBLIC PRIMARY SCHOOLS." In 12th International Technology, Education and Development Conference. IATED, 2018. http://dx.doi.org/10.21125/inted.2018.0271.

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Mustiningsih, Maisyaroh, and Djum Djum Noor Benty. "Training on Improving Learning Skills in the Era of Disruption for Primary School Principals and Teachers." In 6th International Conference on Education and Technology (ICET 2020). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.201204.046.

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Reports on the topic "Primary school principals"

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Arif, Sirojuddin, Risa Wardatun Nihayah, Niken Rarasati, Shintia Revina, and Syaikhu Usman. Of Power and Learning: DistrictHeads, Bureaucracy, and EducationPolicies in Indonesia’s Decentralised Political System. Research on Improving Systems of Education (RISE), September 2022. http://dx.doi.org/10.35489/bsg-rise-wp_2022/111.

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This paper examines the politics of education policies in a decentralised political system. Under what conditions does decentralisation promote learning-enhancing policies? Despite the numerous works that have been written on decentralisation and education, little is known about how politics influenced local education policies. To address this problem, this paper looks at the linkages between local politics, bureaucratic capacity, and the development of learning-enhancing policies in Indonesia’s decentralised political system. More specifically, it assesses how regional variation in the discretionary power of district heads over employment decisions in the state bureaucracy explains the variation in local education policies in four districts in Indonesia. The primary data were collected through in-depth interviews with political leaders, bureaucrats, district education councils, school principals, teachers, teacher organisations, parents, non-government and community-based organisations, journalists, academicians, and other relevant informants. Using Mill’s method of difference, the comparative analysis presented in this paper demonstrates that institutional constraints on the discretionary power of the district head over employment decisions in the state bureaucracy do matter for the development of learning-enhancing policies. Such constraints can pave the way for the development of the bureaucratic capacity required for governments to pursue learning-enhancing policies. Absent constraints on the discretionary power of district heads over employment decisions in the state bureaucracy, the extent to which districts implement learning-enhancing policies will depend on district heads’ commitment to student learning.
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Sowa, Patience, Rachel Jordan, Wendi Ralaingita, and Benjamin Piper. Higher Grounds: Practical Guidelines for Forging Learning Pathways in Upper Primary Education. RTI Press, May 2021. http://dx.doi.org/10.3768/rtipress.2021.op.0069.2105.

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To address chronically low primary school completion rates and the disconnect between learners’ skills at the end of primary school and the skills learners need to thrive in secondary school identified in many low- and middle-income countries, more investment is needed to improve the quality of teaching and learning in upper primary grades. Accordingly, we provide guidelines for improving five components of upper primary education: (1) In-service teacher professional development and pre-service preparation to improve and enhance teacher quality; (2) a focus on mathematics, literacy, and core content-area subjects; (3) assessment for learning; (4) high-quality teaching and learning materials; and (5) positive school climates. We provide foundational guiding principles and recommendations for intervention design and implementation for each component. Additionally, we discuss and propose how to structure and design pre-service teacher preparation and in-service teacher training and ongoing support, fortified by materials design and assessment, to help teachers determine where learners are in developmental progressions, move learners towards mastery, and differentiate and support learners who have fallen behind. We provide additional suggestions for integrating a whole-school climate curriculum, social-emotional learning, and school-related gender-based violence prevention strategies to address the internal and societal changes learners often face as they enter upper primary.
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Bano, Masooda, and Zeena Oberoi. Embedding Innovation in State Systems: Lessons from Pratham in India. Research on Improving Systems of Education (RISE), December 2020. http://dx.doi.org/10.35489/bsg-rise-wp_2020/058.

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The learning crisis in many developing countries has led to searches for innovative teaching models. Adoption of innovation, however, disrupts routine and breaks institutional inertia, requiring government employees to change their way of working. Introducing and embedding innovative methods for improving learning outcomes within state institutions is thus a major challenge. For NGO-led innovation to have largescale impact, we need to understand: (1) what factors facilitate its adoption by senior bureaucracy and political elites; and (2) how to incentivise district-level field staff and school principals and teachers, who have to change their ways of working, to implement the innovation? This paper presents an ethnographic study of Pratham, one of the most influential NGOs in the domain of education in India today, which has attracted growing attention for introducing an innovative teaching methodology— Teaching at the Right Level (TaRL) – with evidence of improved learning outcomes among primary-school students and adoption by a number of states in India. The case study suggests that while a combination of factors, including evidence of success, ease of method, the presence of a committed bureaucrat, and political opportunity are key to state adoption of an innovation, exposure to ground realities, hand holding and confidence building, informal interactions, provision of new teaching resources, and using existing lines of communication are core to ensuring the co-operation of those responsible for actual implementation. The Pratham case, however, also confirms existing concerns that even when NGO-led innovations are successfully implemented at a large scale, their replication across the state and their sustainability remain a challenge. Embedding good practice takes time; the political commitment leading to adoption of an innovation is often, however, tied to an immediate political opportunity being exploited by the political elites. Thus, when political opportunity rather than a genuine political will creates space for adoption of an innovation, state support for that innovation fades away before the new ways of working can replace the old habits. In contexts where states lack political will to improve learning outcomes, NGOs can only hope to make systematic change in state systems if, as in the case of Pratham, they operate as semi-social movements with large cadres of volunteers. The network of volunteers enables them to slow down and pick up again in response to changing political contexts, instead of quitting when state actors withdraw. Involving the community itself does not automatically lead to greater political accountability. Time-bound donor-funded NGO projects aiming to introduce innovation, however large in scale, simply cannot succeed in bringing about systematic change, because embedding change in state institutions lacking political will requires years of sustained engagement.
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Hwa, Yue-Yi, and Lant Pritchett. Teacher Careers in Education Systems That Are Coherent for Learning: Choose and Curate Toward Commitment to Capable and Committed Teachers (5Cs). Research on Improving Systems of Education (RISE), December 2021. http://dx.doi.org/10.35489/bsg-rise-misc_2021/02.

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How can education authorities and organisations develop empowered, highly respected, strongly performance-normed, contextually embedded teaching professionals who cultivate student learning? This challenge is particularly acute in many low- and middle-income education systems that have successfully expanded school enrolment but struggle to help children master even the basics of reading, writing, and arithmetic. In this primer, we synthesise research from a wide range of academic disciplines and country contexts, and we propose a set of principles for guiding the journey toward an empowered, effective teaching profession. We call these principles the 5Cs: choose and curate toward commitment to capable and committed teachers. These principles are rooted in the fact that teachers and their career structures are embedded in multi-level, multi-component systems that interact in complex ways. We also outline five premises for practice, each highlighting an area in which education authorities and organisations can change the typical status quo approach in order to apply the 5Cs and realise the vision of empowered teaching profession.
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Groeneveld, Caspar, Elia Kibga, and Tom Kaye. Deploying an e-Learning Environment in Zanzibar: Feasibility Assessment. EdTech Hub, July 2020. http://dx.doi.org/10.53832/edtechhub.0028.

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The Zanzibar Ministry of Education and Vocational Training (MoEVT) and the World Bank (the Bank) approached the EdTech Hub (the Hub) in April 2020 to explore the feasibility of implementing a Virtual Learning Environment (VLE). The Hub was requested to focus primarily on the deployment of a VLE in lower secondary education, and this report consequently focuses primarily on this group. The report is structured in four sections: An introduction to provide the background and guiding principles for the engagement with a short overview of the methodology applied. An analysis of the Zanzibar education system with a particular focus on elements relevant to deploying a VLE. This includes the status of ICT infrastructure, and a summary of the stakeholders who will play a role in using or implementing a VLE. A third section that discusses types of VLEs and content organisation, and their applicability to the Zanzibar ecosystem. A conclusion with recommendations for Zanzibar, including short- and long-term steps. In this collaboration with Zanzibar’s MoEVT, the Hub team sought to understand the purpose of the proposed VLE. Based on discussions and user scenarios, we identified two main education challenges a VLE may help to resolve. In the short term, students cannot go to school during the COVID-19 crisis, but need access to educational content. There is content, but no flexible and versatile platform to disseminate content to all students. In the long term, a mechanism to provide students with access to quality, curriculum-aligned content in school, or remotely, is required.
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Goncharenko, Tatiana, Nataliia Yermakova-Cherchenko, and Yelyzaveta Anedchenko. Experience in the Use of Mobile Technologies as a Physics Learning Method. [б. в.], November 2020. http://dx.doi.org/10.31812/123456789/4468.

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Swift changes in society, related to sciences technicians’ development, technologies, by the increase of general volume of information, pull out new requirements for maintenance, structure, and quality of education. It requires teachers to diversify a tool in the direction of the increase in possibilities of the use of mobile technologies and computer systems. Lately in the world, more attention spared to the use of mobile learning, which in obedience to «Recommendations of UNESCO on the questions of a policy in the area of mobile learning» foresees the use of mobile technology, both separate and together with other by informational computer technologies. [1]. Mobile learning allows using the open informational systems, global educational networks, unique digital resources which belong to different educational establishments and co-operate with each other. The use of existent educational resources and creation of own, based on the academic resources from informative space, allows to promote the interest of students to the study of physics, to take into account the individual features, and also features of region and framework of society of the country. During the last years in Ukraine competency-based approach to the organization of studies certainly one of basic. The new Education Act addresses the key competencies that every modern person needs for a successful life, including mathematical competence; competence in natural sciences, engineering, and technology; innovation; information and communication competence [2]. This further emphasizes the importance of providing students with quality physical education and the problems associated with it. Using mobile technology in professional teaching work, the teacher has the opportunity to implement the basic principles of the competence approach in teaching physics. An analysis of the data provided in the official reports of the Ukrainian Center for Educational Quality Assessment showed that the number of students making an external independent assessment in physics and choosing a future profession related to physics has decreased significantly. This is due to the loss of students' interest in physics and the complexity of the content of the subject, as well as the increase in the amount of information that students need to absorb. In this article, we explore the possibilities of mobile technology as a means of teaching physics students and give our own experience of using mobile technology in the process of teaching physics (for example, the optics section in primary school).
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