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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Hiçyılmaz, Yasin, and Necla Şahin Fırat. "Cultural leadership behaviors of the primary school principals regarding certain variables." Journal of Human Sciences 13, no. 2 (May 4, 2016): 2462. http://dx.doi.org/10.14687/jhs.v13i2.3702.
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This study was carried out in order to analyse the primary school teachers’ perception of the cultural leadership behaviours of the primary school principals regarding the personal and vocational qualities of the principals and certain features of the school in which they work, and in order to develop suggestions based on the findings. “The Scale for Cultural Leadership Behaviours of the School Administrators” Yıldırım (2001) was used as data collection tool. The scale tool used in the study was applied to 859 teachers working in randomly selected 51 primary schools in four central districts (Konak, Buca, Karşıyaka and Bornova) of İzmir-Turkey. Arithmetic average, standard deviation, t- test, ANNOVA and Scheffe Test were made us of in the analysis of the study. These findings were attained in the study: The perceptions of the primary school teachers for the cultural leadership behaviours of the primary school principals are at a good level. The perceptions of the primary school teachers for the school principals’ cultural leadership behaviours indicate significant discrepancy in terms of gender, age, training of educational administration and school type variables. However, the perceptions of the primary school teachers for the school principals’ cultural leadership behaviours indicate no significant discrepancy in terms of vocational seminars or school size.
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Yang, Yingxiu. "Principals’ transformational leadership in school improvement." International Journal of Educational Management 28, no. 3 (March 4, 2014): 279–88. http://dx.doi.org/10.1108/ijem-04-2013-0063.
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Purpose – The purpose of this paper is to contribute experience of and ideas for transformational leadership, not only for the principal who wants to improve leadership himself or herself, but also for the school at critical periods of improvement, through summarizing the forming process and problems during the course, and key factors that affect the course. Design/methodology/approach – Using the case study method, the paper draws some conclusions from the improvement of principal leadership skills, by choosing two typical cases that show transformational leadership of principals in primary schools, and rethinking the practice of school improvement profoundly. Findings – There were three periods: embryonic stage, basically forming stage and mature stage. Discovering problems, understanding the relationship between the problems and finding solutions are the major considerations in the process. The transformational leadership skills of a principal can be seen in forming ideas, building a shared vision, power sharing, gaining credence and experiencing success. Practical implications – This paper provides references for the principal to recognize the importance of transformational leadership during the school improvement so as to force the principal to improve their transformational leadership in practice. Originality/value – At first, the paper puts forward that transformational leadership is the core of leadership; proves that the principal's transformational leadership is very important in school development through the fact of a home-school cooperation study and emphasizes that the principal's transformational leadership should play a key role during the critical period of school improvement. Principal transformational leadership work should be based on different school members’ actual situations and the fact of different school periods, and then find different solutions.
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Mahon, Don. "The job satisfaction of primary school principals." Irish Educational Studies 12, no. 1 (March 1993): 106–21. http://dx.doi.org/10.1080/0332331930120111.
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Cranston, Neil. "The Impact of School-Based Management on Primary School Principals: An Australian Perspective." Journal of School Leadership 10, no. 3 (May 2000): 214–32. http://dx.doi.org/10.1177/105268460001000301.
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This article reports research on the impact of the implementation of school-based management on primary schools and their principals in Queensland, Australia. A qualitative case study approach was employed, with individual and focus group interviews being the major data collection method. The findings illustrate that, as in systems elsewhere where school-based management has been introduced, the impact on schools and principals has been significant. Increasing demands are being made on principals to lead their communities through the change process and facilitate cultural change while at the same time responding to greater accountability demands from the system. Educational leadership has largely given way to managerial activities. Implications for policy, practice, leadership theory, and further research are discussed.
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Kadji-Beltran, Chrysanthi, Aravella Zachariou, and Robert B. Stevenson. "Leading sustainable schools: exploring the role of primary school principals." Environmental Education Research 19, no. 3 (June 2013): 303–23. http://dx.doi.org/10.1080/13504622.2012.692770.
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Bristol, Laurette Stacy Maria, Launcelot Brown, and Talia Esnard. "Socialising principals: early career primary school principals in Trinidad and Tobago." Journal of Educational Administration and History 46, no. 1 (January 2, 2014): 17–37. http://dx.doi.org/10.1080/00220620.2014.855178.
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Wangchuk, Namgay. "Principals Perspectives on Autonomous Schools in Bhutan." International Journal for Research in Applied Science and Engineering Technology 10, no. 1 (January 31, 2022): 932–44. http://dx.doi.org/10.22214/ijraset.2022.39948.
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Abstract: The study intends to find out perspectives of school leaders on autonomous schools in Bhutan. The report explores the satisfaction level of school principals with the autonomy granted to them by the government and the ministry. Out of 19 autonomous schools, 17 schools’ principals were assessed with questionnaires and interviews. The study is based on primary and secondary data collected from the respondents and other relevant materials. The study found out that 65% of principals were satisfied with the autonomous school system in Bhutan. A majority (89%) of principals said there is decentralization of power and finance, while 78% of school principals said Bhutanese schools should go for autonomy. At the same time, school principals want more autonomy in terms of recruitment of staff, award contracts, maintenance of school infrastructure, paying travel allowances and daily allowances and salary to the staff, termination of nonperforming staff, promoting staff, preparing curriculum frameworks, and fixing school fees.
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Hariyati, Nunuk, Tarma Tarma, Dian Fajarwati, and Aditya Chandra Setiawan. "Identifying School Principal Candidates’ Perception on Teacher’s Appointment as School Principal." Jurnal Pendidikan dan Pengajaran 54, no. 2 (July 17, 2021): 220. http://dx.doi.org/10.23887/jpp.v54i2.33186.
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In order to establish a successful school, prospective school principals' perceptions are crucial. Perception has an effect on school quality because it impacts reaction and decision-making. The aim of this study was to understand prospective school principals' perceptions of the Ministry of Education and Culture Regulation Number 6 of 2018 concerning the Appointment of Teachers as School Principals, which was conducted using a quantitative approach through a survey of 77 prospective school principals from Central and East Java Provinces. The findings revealed that: the age of the prospective school principal does not have a significant effect on policy perceptions; the length of work as a prospective school principal teacher has no significant effect on policy perceptions; there is a significant difference between the principal candidates for primary school, junior high school and senior high school/vocational high school in perceiving policies; there is no significant difference between male and female principal candidates in their perception of the policy; there is no significant difference between prospective school principals based on tank (from III b to IV b) in perceiving policies; there is a significant difference between prospective school principals with bachelor's and master's degrees in perceiving policies; there is no significant difference between prospective school principals who have not and have read Ministry of Education and Culture Regulation No. 6 of 2018 in perceiving the policy; and that there is no significant difference between prospective school principals who have not and have specifically reviewed Ministry of Education and Culture Regulation No. 6 of 2018 in perceiving the policy.
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Cassim, S., and K. McIntosh. "In-school marketing in South African primary schools: An exploratory study." South African Journal of Business Management 42, no. 1 (March 31, 2011): 55–63. http://dx.doi.org/10.4102/sajbm.v42i1.489.
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In-school marketing is a global phenomenon that has recently become the focus of much debate and criticism. Concerns about the potentially negative impact marketing practices may have on school going children have been raised across the globe. In response a variety of policies have been developed in different countries to regulate the practice of in-school marketing. This paper explores commercial activities in South African primary schools through an empirical study of primary school principals. The study investigates the policies and procedures in place to guide the practice of marketing in schools and the views of principals on issues pertaining to in-school commercialism. The findings of this paper indicated an absence of formal policies to guide the practice of commercial activities in primary schools. Principals however supported the need for policies on in-school commercialism to protect children. They also expressed the view that commercial activities can only be tolerated when they offer added value to the school.
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Robertson, Sylvia. "Transformation of professional identity in an experienced primary school principal." Educational Management Administration & Leadership 45, no. 5 (May 15, 2017): 774–89. http://dx.doi.org/10.1177/1741143217707519.
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School principals have unique identities that influence capacity to manage change. This New Zealand study explores professional identity in educational leadership and addresses a lesser researched area of identity transformation in longer-serving principals. Principals were asked how they perceived themselves as changing or changed as they led their schools through complex change processes. This article references the insights and perceptions of the most experienced of the participating principals. Findings suggest that longer-serving principals continue to transform their professional identities as they manage emotions, make decisions, access professional learning and interact with others.
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Gurmu, Tesfaye Gemechu. "Primary school principals in Ethiopia: Selection and preparation." Educational Management Administration & Leadership 48, no. 4 (March 24, 2019): 651–81. http://dx.doi.org/10.1177/1741143219836673.
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The study is an explanatory qualitative research that seeks to investigate the processes of Ethiopian primary school principals’ selection and training for professionalising principals. The participants are seven faculty members, 11 school principals and five education officials. Data are collected through semi-structured interview, focus group discussion and document analysis that are analysed thematically. Findings of the study show that the denial of principalship to professional graduates and political affiliation lens are scenarios that inform principals’ selection for leadership positions. Selection criteria that give emphasis to university degree Grade Point Average (GPA), teaching experience and performance are deciding who is selected for postgraduate diploma in school leadership (PGDSL) training. These indicate the gap the selection processes have in selecting competent leaders for the training. The study also shows that the duration of the primary school principals’ training is short. Its curriculum lacks depth and breadth. Albeit the training helps trainees to be familiarised with school leading, it is deficient in informing principalship professionalisation. The Ministry of Education, therefore, needs to revisit the selection and training processes so that proper criteria and procedures, inform the selection and training of competent professionals needed in the area.
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Miller, Paul, Veronica Gaynor, Collington Powell, Shernette Powell, and Eugenie Simpson. "Leadership as Sustainability: Context and Primary School Principals in Jamaica." Journal of School Leadership 29, no. 2 (February 26, 2019): 130–49. http://dx.doi.org/10.1177/1052684619832153.
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School leadership is as challenging as it is rewarding. And, in a fast paced educational policy environment, school leaders sometimes are having to play catchup with the latest government mandate. This challenge is exacerbated in environments where economic and social problems and lack of parental engagement in education are a daily occurrence and a significant risk to the effectiveness of schools. While we recognize the notion of sustainable school leadership is continuing its evolution, we also acknowledge it is not a single act and nor is it enacted by a single individual. Reporting findings from a qualitative study of primary school leaders in Jamaica, we argue that sustainable school leadership is not a new form of leadership, but rather a type of leadership that combines multiple practices to produce long-term impacts on members of a school community that are “now” and “futures” oriented.
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Sipho, Mkhomi Moses, and Mavuso Mzuyanda Percival. "Perceptions of Three South African Primary School Principals on the School – Based Violence." Journal of International Cooperation and Development 4, no. 2 (November 5, 2021): 27. http://dx.doi.org/10.36941/jicd-2021-0011.
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This paper investigated the perceptions of three selected South African primary school principals based in Jabulane - Soweto on School-based Violence (SBV).The qualitative research approach was used with participants purposively selected from three primary schools. The study was based on the interpretive paradigm, and as such the semi-structured interviews were conducted with the selected school principals. The data collected from participants was analysed and categorised into themes. The collected data gave the participants’ perceptions on the role of intergroup conflicts, and how it perpetuates school-based violence. The paper is underpinned by Social Conflict Theory.
Received: 5 August 2021 / Accepted: 15 September 2021 / Published: 5 November 2021
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Weinstein, José, Dagmar Raczynski, and Javiera Peña. "Relational trust and positional power between school principals and teachers in Chile: A study of primary schools." Educational Management Administration & Leadership 48, no. 1 (August 16, 2018): 64–81. http://dx.doi.org/10.1177/1741143218792912.
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The article analyses the trust relationship between principals and teachers in primary schools in the specific Chilean educational context. The analysis is based on the concept of school trust, emphasizing Bryk and Tschannen-Moran’s classic works. A mixed sequential quantitative–qualitative research methodology is used, including both a survey and a qualitative case study carried out in nine schools. The main results, include: principals and teachers take a different approach when forging trust they have in one another. While principals confer this trust, teachers earn it. Likewise, principals mainly set the tone, intensity and scope of the trust relationship; principals are more critical of teachers, mainly questioning certain aspects of their professional skills. Conversely, teachers normally base trust on more personal matters; individual traits of both principals and teachers have little impact on their relational trust, the exception being the number of years teachers have been on the job. While for teachers there are hardly any differences (and this changes only when it comes to the prevailing principal’s leadership), among principals, differences emerge from schools’ size, socio-economic level and public or private status; and a final discussion propounds the importance of the educational context when analysing trust relationships and positional power in schools.
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Bettini, Elizabeth, Loretta Mason-Williams, and Brian R. Barber. "Access to Qualified, Well-Supported Principals Across Alternative Educational Settings and Neighborhood Schools." Journal of Special Education 53, no. 4 (February 21, 2019): 195–205. http://dx.doi.org/10.1177/0022466919831302.
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Principals bear primary responsibility for supporting teachers. Principal leadership is especially important in alternative educational settings (AES; e.g., alternative schools, self-contained special education schools) that serve students with more substantial learning and behavioral needs, often with less-qualified and experienced teachers. We examined principals’ qualifications (i.e., principal certifications, preparation, and experience) and professional learning opportunities across AES and neighborhood schools. Analyzing data from the 2011–2012 Schools and Staffing Survey, we found that AES principals are, on average, less qualified than neighborhood school principals in terms of their experience, preparation, and administrative certification. Furthermore, AES principals have less access to professional development opportunities. Results are consistent with prior investigations that indicate an inequitable distribution of personnel resources in AES compared with neighborhood schools.
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Thajane, S. B., and M. G. Masitsa. "An investigation into policy implementation by primary school principals in the Free State province." South African Journal of Education 41, Supplement 2 (December 31, 2021): S1—S12. http://dx.doi.org/10.15700/saje.v41ns2a1960.
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Despite numerous attempts by the Free State Department of Education to train primary school principals on how to design and implement school policies, numerous schools do not implement school policies satisfactorily. In this article we examine the implementation of school policies in township primary schools in the Free State province, South Africa. The sample of the study consisted of 60 township primary school principals who were randomly selected from 160 township primary schools across the province. The participants completed a questionnaire based on policy implementation in township primary schools. Prior to completion, the questionnaire was tested for reliability using the Cronbach alpha coefficient. The questionnaire was found to have a reliability score of 0.909, which indicates a high level of internal consistency. The questionnaire was electronically analysed using the SPSS. The results of the analysis reveal that some school policies were reasonably well implemented at schools, while other policies were poorly implemented. This article concludes with recommendations on addressing the problem.
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Citra Resmi, Ulva Dian, and Enung Hasanah. "Best Practice Leadership of The Principal in Covid-19 Prevention Primary School at SD Muhammadiyah Purbayan." Randwick International of Education and Linguistics Science Journal 1, no. 3 (December 28, 2020): 398–407. http://dx.doi.org/10.47175/rielsj.v1i3.150.
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This research aims to determine how the principal carried out his duties in handling covid 19 transmissions in SD Muhammadiyah Purbayan. This study uses a descriptive qualitative method. The data collection techniques are carried out with interviews, observations, and literature studies. Interviews were conducted with teachers and employees of SD Muhammadiyah Purbayan Yogyakarta. Participants in this interview were selected through several criteria, including teachers and school employees directly involved by the school principal in covid-19 prevention. The validity of the data used is the triangulation technique. Data analysis techniques used are data reduction, data presentation, and conclusions. The results of this study show that; 1) the principal of SD Muhammadiyah Purbayan took steps to prevent transmission of the COVID 19 virus; 2) principals of schools which matters during the pandemic; 3) organizing school principals, assignments and to teachers and employees; 4) the principal together with teachers and employees from outside the school carry out activities which are planned, and 5) the principal of the hall which is the activity.
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Earl Rinehart, Kerry. "Experiencing Being Judged: Making Visible School Community Expectations of Rural Principals." Australian and International Journal of Rural Education 32, no. 3 (November 18, 2022): 58–72. http://dx.doi.org/10.47381/aijre.v32i3.316.
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Judgements of the work of school principals may be formal through an appraisal process or informal from students, teachers, parents, and members of the community in which the school operates. This article focuses on New Zealand rural primary school principals’ experiences of informal expectations—and judgements about whether they meet these expectations—from school community members. The aim of this study is to illustrate principals’ work in responding to community expectations and the contextual factors of school settings, and to advocate for more overt policy and process attention to such work in the formal appraisal of principals. Using Deweyan pragmatism for a theoretical approach, research evidence was generated from semi‑structured interviews with principals and ex‑principals of small rural schools. Abductive analysis was used. Not only do principals’ relationships with individuals and groups within their communities impact on their work and ability to succeed in their professional ambitions for school and students, but relationships between groups in the school community may also influence local judgements of that work. These relationships can be important aspects of schools’ historical contexts. The time principals spend prioritising and responding to community expectations is notable and should be reflected in policy and processes of principal appraisal. Insights from this research are likely to be useful for principals and their mentors, as well as for facilitators of preparation programs and inservice professional learning for principals and aspiring principals.
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Lyons, James E. "Perceptions of Beginning Public School Principals." Journal of School Leadership 3, no. 2 (March 1993): 186–202. http://dx.doi.org/10.1177/105268469300300207.
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This study was designed to determine the level of competency that beginning principals perceived they had in their primary areas of responsibility when appointed to the position. Secondarily, the study determined what beginning principals perceived to be their greatest challenges and frustrations, most familiar and most unfamiliar areas of responsibility, and who was most and least helpful to them as new principals. The findings indicated that beginning principals are challenged by the following: delegating responsibilities and becoming familiar with the principal's role, the local school, and school operations. Their major frustrations were role adjustment, the (large) amount of responsibility, and time management.
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Rizal, Anis Syamsu, and Nurjaya Nurjaya. "Effects of Principal Skills, Work Culture, Learning Facilities on Primary School Teacher Performance." Tarbawi: Jurnal Keilmuan Manajemen Pendidikan 6, no. 01 (May 30, 2020): 21. http://dx.doi.org/10.32678/tarbawi.v6i01.2093.
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The purpose of this study was to analyze the principal's skills on teacher performance; cultural influences on teacher performance; the effect of learning facilities on teacher performance; and the motivation to learn from the principal, work culture and learning facilities together on teacher performance. The study was conducted on 86 elementary school teachers at the Tadika Puri Foundation in South Jakarta, data were collected through a questionnaire distributed to respondents, while open interviews were conducted with Foundation administrators. Data analysis use SPSS application assistance. The research findings show that there are principals 'skills on teacher performance, there is a development of work culture towards teacher performance, there is development of learning facilities on teacher performance, and there is development of principals' skills, work culture, and joint learning development on teacher performance.
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Oyeniran, Rassidy, and Ishmael Bonjah Anchomese. "Women’s Leadership Experiences: A Study of Ivorian Women Primary School Principals." Journal of Educational Issues 4, no. 1 (June 9, 2018): 148. http://dx.doi.org/10.5296/jei.v4i1.13042.
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Concerns about women educational leaders, their performance within primary schools, their approaches to leadership, including the hindrances experienced in the school headship have received few if any attention in Côte d’Ivoire. This paper analyses how women principals lead their schools and contributed to schools’ advancement in challenging situations that stand in their ways. The authors used a qualitative approach to collect data through in-depth semi-structural interviews with five female principals in Ivorian elementary schools. Findings showed that women influence directly teachers’ commitment and indirectly students’ learning process as well, particularly those who have learning difficulties. Data also revealed that these female used to create an environment and academic support that gives attention to children, as these learning conditions are similar to that of their actual life at home. Based on the findings, we assumed that women leadership could be a significant contribution to students’ learning course, which in turn positively influence the school improvement. That is even consistent with the literature, which remains constant in the assertion that women leaders own some abilities, such as being caring, attentive, patient. In this regard, educational practitioners, policy makers and stakeholders should pay more attention to women primary school principals for empowering them to display their know-how, expertise and talent useful for the students’ learning process. That seems a possible backup for Ivorian education system to reduce the low academic achievement and enhance schools’ performance.
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McCarthy, Nicole, Kirsty Hope, Rachel Sutherland, Elizabeth Campbell, Rebecca Hodder, Luke Wolfenden, and Nicole Nathan. "Australian Primary School Principals’, Teachers’, and Parents’ Attitudes and Barriers to Changing School Uniform Policies From Traditional Uniforms to Sports Uniforms." Journal of Physical Activity and Health 17, no. 10 (October 1, 2020): 1019–24. http://dx.doi.org/10.1123/jpah.2020-0116.
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Background: To determine Australian primary school principals’, teachers’, and parents’ attitudes to changing school uniform policies to allow students to wear sports uniforms every day and to assess associations between participant characteristics and their attitudes. A secondary aim was to identify principals’ and teachers’ perceived barriers to uniform changes. Methods: Cross-sectional surveys of principals, teachers, and parents of children in grades 2 to 3 (age 7–10 y) from 62 Australian primary schools (Oct 2017–Mar 2018) were undertaken. Mixed logistic regression analyses assessed the associations between participant characteristics and attitudes toward uniform changes. Results: In total, 73% of the principals (38/52) who responded reported that their school only allowed children to wear a sports uniform on sports days. Overall, 38% of the principals (18/47), 63% of the teachers (334/579), and 78% of the parents (965/1231) reported they would support a policy that allowed children to wear daily sports uniforms. The most commonly reported barrier was the perception that sports uniforms were not appropriate for formal occasions. Conclusions: Although the majority of the principals were not supportive of a change to a daily sports uniform, the majority of the teachers and parents were. Strategies to improve principal support may be required if broader adoption of physical activity–supporting uniforms is to be achieved.
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Mestry, Raj, Isavanie Moonsammy-Koopasammy, and Michele Schmidt. "The instructional leadership role of primary school principals." Education as Change 17, sup1 (December 19, 2013): S49—S64. http://dx.doi.org/10.1080/16823206.2014.865990.
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De Nobile, John. "The directive communication of Australian primary school principals." International Journal of Leadership in Education 18, no. 2 (July 21, 2014): 239–58. http://dx.doi.org/10.1080/13603124.2014.932437.
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Muslim, Moh, and Mohammad Zaini. "Kebijakan Kombinatif Kepemimpinan Digital Kepala Sekolah Dasar Berbasis Teknologi pada Masa Pandemi Covid-19." TADRIS: Jurnal Pendidikan Islam 16, no. 2 (November 8, 2021): 286–300. http://dx.doi.org/10.19105/tjpi.v16i2.4431.
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Primary school principal combinative policies become a crucial problem during the Covid-19 pandemic. Covid-19 is an urgent problem, has a global scale and with a wide impact, include schools which is affected by the presence of covid-19. The government policy to prevent the spread of the covid-19 outbreak is closing these schools and implement a distance learning process.
The research objective is to investigate the combinative policies of primary school principals to face Covid-19 deeply.
The research method used a qualitative approach with the type of case study research. Data collection technique were observation and interviews. Data analysis used the interactive technique of Miles and Huberman.
The conclusion of this study is the leadership digital policy of primary school principals to face Covid-19 pandemic situation are: (1) administrative services, (2) learning process and (3) communication with parents of students.
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Oyeniran, Rassidy, Amalaman Franck Severin ANDO, and Isidore Tra Bi Tra. "Overcoming Vulnerability: Life Stories of Two Cases Women Primary School Principals in the District of Abidjan, Côte D’Ivoire (Ivory Coast)." Journal of Studies in Education 11, no. 3 (July 6, 2021): 41. http://dx.doi.org/10.5296/jse.v11i3.18402.
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The present study explores the life story that characterizes each of the selected women and how they get out with challenged conditions to conquer school principal-ship. The study used qualitative data to extract two (2) women principals’ meanings through in-deep interviews. The selected women principals were presented as case studies because of their potential backgrounds and experience. Ten (10) teachers randomly selected also take part in the study. The research employed a phenomenological case study approach based on the following factors: Perceptions, feelings, experiences, and resiliencies. The findings enlightened women principal’s principal-ship experiences, social roles, family and work obligations that they have to deal with in vulnerable situations. The paper also pointed out how these women surpass the barriers they encounter. The article proposes to create the educational, institutional and environmental conditions in order to make use of the potentialities of female, especially women school principals, for the success of the students.
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Pierson, Patricia R., and Paul V. Bredeson. "It's Not Just a Laughing Matter: School Principals’ Use of Humor in Interpersonal Communications with Teachers." Journal of School Leadership 3, no. 5 (September 1993): 522–33. http://dx.doi.org/10.1177/105268469300300505.
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The purpose of this naturalistic investigation was to examine elementary principals’ use of humor in their daily interactions with teachers. Five male elementary principals were interviewed, shadowed and observed for five school days. After a second structured interview with each of the five principals, the teachers in each school were asked to complete a written survey on their perceptions of interpersonal communications between their principal and teachers and of their principal's use of humor within those communications. Analysis of the findings revealed that humor was used primarily in human messages by elementary principals in their interpersonal communications with teachers and that appropriate humor enhanced each principal's primary intended message(s) in those exchanges. Further analysis suggested four major purposes of humor usage by principals: to create and improve school climate, to relate to teachers the principal's understanding of the complexities and demands in the professional worklife of teachers; to break down the rigidity of bureaucratic structures by humanizing and personalizing interpersonal communications; and, when appropriate, to deliver sanctions and other necessary unpleasantries to teachers. Interpersonal communications networks which were open and supportive as well as appropriately seasoned with expressions of humor helped to create climates of connectedness between teachers and principals.
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Shabahang, Mohammad Javad, and malahat amani. "The Relationship between Personality Factors and Organizational Commitment of Iranian Primary School Principals." International Journal of Psychology and Educational Studies 3, no. 3 (September 1, 2016): 50–59. http://dx.doi.org/10.17220/ijpes.2016.03.006.
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Ng, Ashley Yoon-Mooi. "School leadership preparation in Malaysia." Educational Management Administration & Leadership 45, no. 6 (October 13, 2016): 1002–19. http://dx.doi.org/10.1177/1741143216662922.
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This paper examines the preparation of school principals in Malaysia, and the aspiration of the Malaysian Education Blueprint 2013–2025 to ensure high-performing school leaders in every school. It reports on the principal preparatory programme, the National Professional Qualification for Educational Leaders, which is mandatory to those who aspire to be school principals. Documentary analysis was undertaken on materials used for leadership training programmes by the National Institute of Educational Management and Leadership or Institut Aminuddin Baki (IAB), which is the country’s main leadership training and development centre, equivalent to the National College for Teaching and Leadership in England. Eight primary and secondary schools, chosen by stratified purposive sampling, were selected for the study. Interviews were conducted with principals and assistant principals of the eight schools, to establish how they were selected and prepared for their leadership roles. Interviews with Ministry of Education and IAB officials offered a provider perspective while an interview with an education minister clarified the policy and political contexts of the study. The findings of the study draw attention to the need to refine the selection criteria, with a focus on higher entry standards to ensure excellent leadership in schools, an emphasis on instructional leadership to improve student learning in schools, the conflict between central direction and the importance of situational leadership, and the political imperative for programme outcomes.
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Kamaludin. "State Elementary School Principles as Opinion Leaders in The Disruptive Era." International Journal of Education and Humanities 2, no. 4 (December 3, 2022): 157–62. http://dx.doi.org/10.58557/ijeh.v2i4.126.
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Principals play an important role in the development and improvement of the performance of teachers and educational staff at the individual level and organizational levels. Principal leadership must be structurally integrated within the organization. This is to ensure the achievement of the vision and mission set by the school. In the current era of digitalization, school principals not only play a role in inclusive, distributive leadership, and encourage leadership capacity building within schools but also play a role as opinion leaders. This study uses a qualitative approach with exploratory research. The main focus of research is the principal of public elementary schools as opinion leaders in the disruptive era. Principals of 15 public primary schools with at least five years of experience were the subject of this study. This research was conducted between May and August 2022. The research location is in Brebes Regency, Central Java. The results of the study show that the principal as an opinion leader is tasked with introducing innovations and through persuasive or coercive actions taking policies to accelerate the use of innovations in education.
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Yousef, Dalia Taha Mahmoud. "The Organizational Slack of Primary Schools Principals in Minia Governorate and its Relation to Teachers' Job Satisfaction." International Journal for Innovation Education and Research 7, no. 12 (December 31, 2019): 440–61. http://dx.doi.org/10.31686/ijier.vol7.iss12.2095.
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The current study aimed to identify the reality of organizational slack among primary school principals and job satisfaction among primary school teachers, Minia Governorate, Egypt; and to monitor the relationship between organizational slack among primary school principals and teachers' job satisfaction. The study utilized the descriptive research methodology relying on a questionnaire as a study tool prepared by the researcher, which was applied to a sample consisted of 531 teachers in the primary schools in Minia Governorate centers. Results of the study revealed that the level of organizational slack among primary school principals from teachers' points of view were moderate in all dimensions of this axis which were as follows: laws and regulations, administrative and technical tasks, the relationship with colleagues and the relationship with students and that the level of job satisfaction among primary school teachers in Minia Governorate centers from teachers' points of view were high in the dimension of the nature of work inside the school; while it was moderate in the dimensions of laws and regulations regulating work and the relationship with principals, in addition it was law in the dimension of salaries, rewards and promotions. Results also indicated that there was a statistically significant relationship at the level of (α ≥0.001) between the organizational slack and job satisfaction dimensions in primary schools in Minia Governorate centers at a moderate level from teachers' points of view.
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Juharyanto, Juharyanto, Imron Arifin, Sultoni Sultoni, Maulana Amirul Adha, and Muhammad Imran Qureshi. "Antecedents of Primary School Quality: The Case of Remote Areas Schools in Indonesia." SAGE Open 13, no. 1 (January 2023): 215824402211449. http://dx.doi.org/10.1177/21582440221144971.
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The policy of developing remote area schools’ quality in Indonesia is getting stronger. The government has set minimum service standards as a reference for schools’ development quality while remaining based on local, national, global, and 21st-century values. This study revealed efforts to improve the 21st-century school’s quality through the contribution of superior leadership, school climate, total quality management implementation, and the school principal’s performance approached quantitatively and analyzed descriptively using Structural Equation Modeling. Participants involved in the study were 147 remote area principals and teachers in two provinces in Indonesia. Results show that (1) school climate had the most dominant contribution to school quality and (2) there was a significant simultaneous effect among superior leadership, school climate, total quality management implementation, and the school principal’s performance on the school quality. Implications of the study’s findings from a theoretical and practical lens as well as recommendations for future studies are also discussed.
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Andrianto. "Upaya Kepala Sekolah dalam Pemberdayaan Pegawai Tata Usaha di SMA Negeri 1 Pseksu Kabupaten Lahat." AL-FAHIM: Jurnal Manajemen Pendidikan Islam 1, no. 2 (September 16, 2019): 18–35. http://dx.doi.org/10.54396/alfahim.v1i2.56.
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This study takes the title "Efforts of School Principals in Empowering Administrative Employees in SMA Negeri 1 PSEKSU Kab. Lahat ". The problem in this thesis is how the principal's efforts in empowering administrative staff in SMA Negeri 1 PSEKSU Kab. Lahat? And what are the supporting and inhibiting factors of school principals in empowering administrative staff in SMA Negeri 1 PSEKSU Kab. Lahat ?. The purpose of this study was to determine the efforts of school principals in empowering administrative staff in SMA Negeri 1 PSEKSU in Lahat Regency and to know the supporting and inhibiting factors of school principals in empowering civil servants in the SMAN region.There is a type of data in research is a qualitative data that includes information about things that are related to the head of the school in empowerment of employees or businesses in SM Anegeri 1 PSEKSU Kab. Lahat. Sources of data in this study consisted of primary data and secondary data, primary data consisted of school principals, administrative staff and teachers, while secondary data were a number of supporting data in the form of documentation, archives and literature-literature that were subject to the research discussed. For data collection, researchers used observation techniques, interviews and documentation.Then it was concluded that the efforts of the headmaster in empowering the administrative staff obtained in this study were, first, the principal had empowered quite well and was connected with the vision of the school. Second, the principal conducts empowerment directed towards using examples, third, establishes good communication with administrative staff, fourth, the principal reviews the school's organizational structure so that staff can find out their positions and tasks, fifth, the principal strengthen team / group keraja by means of communicating well, holding joint meetings, involving administrative staff to attend training, sixth, the principal encourages personal development of administrative staff with, seventh, the principal makes the service a focus so that it can attract interest community to register their children and can increase the number of students in high schools 1 Pseksu Kab. Lahat, and finally the principal conducts an evaluation. The supporting factors in empowering administrative staff are: First, there is trust between superiors and subordinates Second, mutual respect and mutual understanding of the opinions expressed Third, believe that empowerment will bring benefits to the school being led. While the inhibiting factors in the empowerment are: the number of administrative staff still little, the education level of administrative staff is still low, and the lack of funding to implement empowerment.
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Walker, Annette Rosemarie. "“God is my doctor”: mindfulness meditation/prayer as a spiritual well-being coping strategy for Jamaican school principals to manage their work-related stress and anxiety." Journal of Educational Administration 58, no. 4 (July 8, 2020): 467–80. http://dx.doi.org/10.1108/jea-06-2019-0097.
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PurposeThis article explores Jamaican secondary school principals' use of mindfulness meditation as a spiritual well-being strategy to manage their work-related stress and anxiety.Design/methodology/approachThe author used qualitative semi-structured interviews to collect the data from 12 Jamaican secondary school principals working in schools supporting rural, urban and inner-city school communities. Thematic coding of the analyzed data was used to understand how principals deal with their work-related stress and anxiety.FindingsThe findings indicate that Jamaican school principals are experiencing work-related stress and anxiety as a result of work intensification, and use mindfulness meditation/prayer as a spiritual coping strategy. The data indicate that principals' primary source of support is their spiritual belief – faith in God and mindfulness meditation/prayer – when dealing with issues related to well-being.Originality/valueThis article explores the use of mindfulness meditation as a non-secular coping strategy, and focuses on an understudied area of educational administration research: Jamaican school principals' well-being. The findings can help inform future education and health policy around occupational health and well-being for professionals, and lay the foundation for greater studies on principal well-being in Jamaican and the Caribbean more generally.
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Lee, Linda C. "School performance trajectories and the challenges for principal succession." Journal of Educational Administration 53, no. 2 (April 13, 2015): 262–86. http://dx.doi.org/10.1108/jea-12-2012-0139.
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Purpose – The purpose of this paper is to use empirical data on new principals to clarify the connection between different succession situations and the challenges their successor principals face. Design/methodology/approach – The study draws on two waves of interview data from a random sample of 16 new elementary school principals in a major urban school district in the USA. Findings – New principals face distinct practice challenges depending on the nature of their successions. The less planned the succession, the less information and knowledge the new principal tends to possess. The more discontinuous the new administration’s trajectory is with the previous administration, the greater the staff resistance that the successor principal tends to face. Research limitations/implications – Few studies systematically examine how succession situations differ in schools that are in need of transformation vs those in need of stability. This study addresses this gap by illuminating the varied processes of succession and highlighting specific mechanisms that link these processes to different organizational trajectories. Practical implications – For district officials, this study suggests that principals in unplanned successions need greater support in quickly gathering information about their new schools while principals in discontinuous successions need greater expertise in how to balance trust-building and accountability in their attempts to promote transformational change. Originality/value – This study’s primary value is its detailed articulation of how certain characteristics of succession situations are associated with specific types of challenges. Only studies at this level of specificity can be effective guides to practitioners and policymakers who are charged with preparing, selecting, and supporting new principals and their schools.
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Nafiah, Nafiah, and Sri Hartatik. "Analısıs Penggunaan Model Supervısı Artıstık dan Pendekatan Supervısı yang Dıgunakan Kepala Sekolah Sesuaı Tıngkat Kuadran Guru dı Sekolah Dasar." Education and Human Development Journal 5, no. 2 (September 30, 2020): 80–90. http://dx.doi.org/10.33086/ehdj.v5i2.1760.
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The purpose of this study was to analyze the percentage level of primary school principals in using artistic supervision models, and to analyze the supervisory approach undertaken by principals according to the teacher quadrant level. The research method used is quantitative, the type of research used is survey. The data collection technique used was a questionnaire. The data analysis technique used is descriptive statistics, namely presenting in the form of tables, charts, graphs, percentage values and so on. Data analysis was carried out with the help of SPSS version 23. The results showed: 1) the percentage level of primary school principals using the artistic supervision model 27.34% was quite often done by the principal, 2.88% was sometimes done by the principal, 7.91% very often done, 57.55% often and 4.32% never done. 2) principals who take an artistic supervision approach basically do not realize that the supervision model used is an artistic approach. The percentage level of school principals who supervised the quadrant level of teachers with a directive approach was 20.86%, the use of a collaborative approach was 42.45% and the non-directive approach was 36.69%. The suggestions recommended in this article are for researchers to expect further research to create models of artistic supervision in increasing pedagogical competence according to the quadrant level of primary school teachers. For other researchers, similar research can be carried out related to artistic supervision models and the quadrant level of elementary school teachers. The principal should understand the teacher quadrant level to determine the supervision approach that will be used by the principal.
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Khumalo, Shuti Steph. "ANALYZING THE EXPERIENCES OF WOMEN PRINCIPALS IN PRIMARY SCHOOLS IN LIMPOPO PROVINCE, SOUTH AFRICA THROUGH SOCIAL JUSTICE THEORY." Problems of Education in the 21st Century 79, no. 1 (February 10, 2021): 47–59. http://dx.doi.org/10.33225/pec/21.79.47.
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School leadership research has provided extensive empirical evidence which shows that women as school leaders face challenges on many fronts. The objective of this study was to provide insight regarding the challenges that female primary school principals face, in the Waterberg Education District, Limpopo Province, South Africa. These challenges were in respect of the perception of staff members towards women as school principals. This study was qualitative and interpretive in nature. The theory of social justice was used as a theoretical framework. Social justice theorists argue that social institutions have the responsibility to dispense justice, fairness, and equity. The researcher used semi-structured in-depth interviews to gain rich descriptive data on the experiences relating to the leadership roles of the principals. Findings indicate that female principals face challenges, such as insubordination by male staff members, frustrations of not progressing beyond the position of principalship and sexual harassment. This study is of great value as it extends the body of knowledge on the challenges that primary school women principals face in their leadership practices. Key words: social justice, women principals, sexual harassment, primary schools, insubordination, self-esteem, self-image
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Tsoli, Konstantina, Thomas Babalis, Nikolaos Alexopoulos, and Roza Tselepidi. "Separating School Principal's Administrative and Pedagogical Tasks: Views of the Greek Teachers." World Journal of Education 12, no. 5 (October 15, 2022): 10. http://dx.doi.org/10.5430/wje.v12n5p10.
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The aim of this study was to investigate the views of 100 primary school teachers regarding the proposal of assigning two principals in Greek primary schools, one responsible for managerial duties and one to assume the pedagogical responsibilities. Teachers from the metropolitan area of Athens completed an online self-report questionnaire between February and March 2021. The questionnaire was constructed by the researchers for the needs of the present study based on theory and research on the field. The results showed that there is a positive attitude toward the notion that two principals would be better than one. However, most participants were apprehensive of the possible professionalization of the principal’s role. This probably indicates that the Greek educational system is not ready to accept this proposal. Educational policy leaders and academic program planners of higher education institutions could consider the findings of this study when designing educational programs aiming to prepare adequately future school principals.
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Griffin, Maggie, and David Harvey. "When do Principals and Teachers Think Children Should Start School?" Australasian Journal of Early Childhood 20, no. 3 (September 1995): 27–32. http://dx.doi.org/10.1177/183693919502000307.
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The purpose of this study was to obtain the opinions of principals and teachers on school entry age and determine if principals and teachers believe younger children are disadvantaged academically and/or socially compared with their older peers. Subjects were all primary principals and teachers currently teaching in 41 schools situated within a 30km radius of a rural city in South Eastern Victoria. The schools comprise State, Catholic and one Christian school, ranging from a one-teacher rural school with six pupils to a school with 23 teachers and 470 pupils. Data was obtained by distribution of two self-administered questionnaires - one for principals and one for teachers. Thirty-two principals and 112 teachers returned questionnaires. A majority of both principals and teachers believe children should be at least five years of age when they begin school. Younger children have more problems academically and socially and they tend to remain behind their older peers. It is suggested that children be evaluated for school readiness before being allowed to begin
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Akdağ, Rabia, and Turan Akman ERKILIÇ. "A Study on the Instructional Leadership Behaviors of Primary School Principals According to the Opinions of Administrators and Teachers." Responsible Education, Learning and Teaching in Emerging Economies 3, no. 2 (December 31, 2021): 57–70. http://dx.doi.org/10.26710/relate.v3i2.1948.
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Purpose: The purpose of the study is to determine how often primary school principals perform instructional leadership behaviors and whether their performance differs based on administrator and teacher views.
Design/Methodology/Approach: The study was designed as a descriptive quantitative study. Convenience sampling was used and 47 administrators and 190 teachers were included in the sample.
Findings: The study found that principals exhibited instructional leadership behaviors "most of the time" both in general and in its sub-dimensions. Administrator and teacher views regarding the frequency of exhibiting the instructional leadership behaviors of principals differed based on gender, designation and educational levels.
Implications/Originality/Value: To what extent school principals exhibit instructional leadership behaviors in primary schools is important. Thus, determining how often primary school principals exhibit instructional leadership behaviors and the conditions that influence their behavior was deemed to be important.