Journal articles: 'Principal'

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Drago-Severson, Eleanor. "The Need for Principal Renewal: The Promise of Sustaining Principals through Principal-to-Principal Reflective Practice." Teachers College Record: The Voice of Scholarship in Education 114, no. 12 (December 2012): 1–56. http://dx.doi.org/10.1177/016146811211401204.

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Background/Context Given the challenging complexity of the modern principalship— including high-stakes testing, standards-based reform, increased accountability, and severe budget cuts—practitioners and scholars emphasize the urgency of supporting principals’ stress-relief and renewal. Purpose/Objective/Research Question/Focus of Study This nationwide study offers insights into how a group of principals renew themselves and prevent burnout, crucial for 21st-century school leaders. This article focuses on how 25 principals supported their own renewal and their yearning to engage in reflective practice with colleagues as a support to their own revitalization, growth, and learning. Research Design Eighty-nine hours of qualitative interviews with a diverse sample of 25 public and private (independent) and Catholic school principals who served in schools with varying levels of financial resources (i.e., high, medium, and low) were conducted, in addition to analyzing field notes and approximately 60 documents. Interviews for the encompassing research study—an investigation of developmentally based principal leadership practices employed to support adult learning—concerned a variety of topics, including principals’ practices for supporting teacher learning and how principals themselves supported their own renewal. Data Collection and Analysis All interviews were transcribed verbatim. Two researchers coded interviews, documents, and field notes for central concepts (theoretical and emic codes were employed). Thematic matrices were developed, and narrative summaries were created. A grounded theory approach was employed, and important literatures informed analysis. Matrices displayed confirming and disconfirming instances of themes, and two researchers conferred on alternative interpretations. Findings Findings reveal that these principals (1) employed a variety of strategies for self-renewal given the complex challenges of their leadership work in the 21st century and (2) expressed a desire for engaging in ongoing reflective practice with colleagues as a to support their own development, sustainability, and renewal. All also expressed that although they were fulfilled by their jobs, the scope seemed vast and overwhelming. Whether they served in high, low, or medium financial resource schools and whether they served in public, independent, or Catholic schools, they emphasized that they needed to develop more effective and frequent strategies for self-renewal. Conclusions/Recommendations These school leaders explained that they yearn for regular, ongoing opportunities to reflect with colleagues and fellow principals on the challenges of leadership, emphasizing that this type of ongoing collegial reflection would help them to more effectively exercise leadership, avoid burnout, and renew themselves. Although all these principals spontaneously voiced the desire to engage in collegial reflection, only 3 were doing so on a regular basis. This research suggests the importance of supporting and retaining principals by using reflection and collegial support for renewal, with serious implications for education policy and school district practices.

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Marsho, Nancy. "Principles for Principals: Principal as Learner." Arithmetic Teacher 36, no. 3 (November 1988): 30. http://dx.doi.org/10.5951/at.36.3.0030.

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Cale, James. "Principal Induction— Orienting Newly Hired Principals." NASSP Bulletin 77, no. 550 (February 1993): 113–17. http://dx.doi.org/10.1177/019263659307755018.

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Grissom, Jason A., Richard S. L. Blissett, and Hajime Mitani. "Evaluating School Principals: Supervisor Ratings of Principal Practice and Principal Job Performance." Educational Evaluation and Policy Analysis 40, no. 3 (June 29, 2018): 446–72. http://dx.doi.org/10.3102/0162373718783883.

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Numerous studies investigate high-stakes personnel evaluation systems in education, but nearly all focus on evaluation of teachers. We instead examine the evaluation of school principals at scale using data from the first 4 years of implementation of Tennessee’s multiple-measure administrator evaluation system. We focus specifically on the rubric-based practice ratings given by principals’ supervisors that constitute one half of principals’ overall evaluation scores. We find that supervisors’ ratings are internally consistent, relatively stable over time, and predictive of other performance measures, such as student achievement growth and teachers’ ratings of school leadership quality. However, raters fail to differentiate dimensions of principal practice, and ratings may be biased by factors, such as school poverty, outside the principal’s control.

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Abegaz, Fentaw, Kridsadakorn Chaichoompu, Emmanuelle Génin, David W. Fardo, Inke R. König, Jestinah M. Mahachie John, and Kristel Van Steen. "Principals about principal components in statistical genetics." Briefings in Bioinformatics 20, no. 6 (September 14, 2018): 2200–2216. http://dx.doi.org/10.1093/bib/bby081.

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Abstract Principal components (PCs) are widely used in statistics and refer to a relatively small number of uncorrelated variables derived from an initial pool of variables, while explaining as much of the total variance as possible. Also in statistical genetics, principal component analysis (PCA) is a popular technique. To achieve optimal results, a thorough understanding about the different implementations of PCA is required and their impact on study results, compared to alternative approaches. In this review, we focus on the possibilities, limitations and role of PCs in ancestry prediction, genome-wide association studies, rare variants analyses, imputation strategies, meta-analysis and epistasis detection. We also describe several variations of classic PCA that deserve increased attention in statistical genetics applications.

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Cray, Martha, and Spencer C. Weiler. "Principal Preparedness: Superintendent Perceptions of New Principals." Journal of School Leadership 21, no. 6 (November 2011): 927–45. http://dx.doi.org/10.1177/105268461102100608.

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National advocacy groups have undertaken significant efforts to define the performance capacities needed by principals to lead schools in this era of continuous improvement and accountability. There has been little articulation between the core skills essential to new principals and the leadership capacities of experienced peers. This study focused on the needs of new principals as noted by superintendents. This study posed an open-ended question to superintendents asking for a list of challenges observed in newly hired school principals. Superintendents identified three discrete areas of deficit: experience with and understanding of the range of demands faced by principals, understanding differentiated instructional practices and best practices, and functional use of personnel management strategies.

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Johnson, Neil A. "The principal and school effectiveness: Principals' perspectives." Journal of Personnel Evaluation in Education 7, no. 4 (December 1993): 339–54. http://dx.doi.org/10.1007/bf00972509.

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Rosyada, Nur Sabila. "TRANSFORMATIONAL LEADERSHIP OF PRINCIPAL IN INCREASING ACADEMIC ACHIEVEMENT OF STUDENTS AT SENIOR HIGH SCHOOL IN YOGYAKARTA." Jurnal Khazanah Intelektual 4, no. 3 (January 28, 2021): 910–31. http://dx.doi.org/10.37250/newkiki.v4i3.80.

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Abstract The purpose of this study is to identify the principal's perspective on student academic achievement and the strategies carried out in the principal's transformational leadership to improve student academic achievement.This research conducted by qualitative research with research subjects from the principal, vice principal, teachers and students. Data collection techniques used in-depth interviews, documentation and observation studies. Test the validity of the data used source triangulation techniques. Data analysis techniques used qualitative data analysis.The results indicated that the principal had a goal to improve student academic achievement. Student academic achievement is focused on increasing national exam scores and the number of graduates entering tertiary institutions. The principal conducts a number of strategies to improve student academic achievement, including: conducting joint evaluations with school stakeholders to help shape the vision and mission of the school, the principal facilitating the teacher to attend workshops and training, the principal prepares an IT (Information and Technology) consultant or laboratory assistant to help teachers implement internet-based learning, principals provide opportunities for teachers to become resource persons at workshops or training, principals make regulations for teachers to play an active role in MGMP (Subject Teachers' Consultation), Principals involve parents in the process of formulating tutoring and evaluation of learning outcomes, principals collaborate with various figures and experts in various fields to be a resource in a cultural workshop program, Hold a tutoring program at the 0th hour for grade 11, tutoring class 12, tutoring on Saturdays, giving In the form of a free learning program, the school principal addresses the administrative problems of teachers through the MGMP, and the school principal conducts an evaluation workshop every semester. All strategies undertaken by the principal aim to improve student academic achievement. Keywords: Transformational Leadership, Principals and Academic Achievement of students.

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Delaney, John D. "Principal to Principal." Middle School Journal 17, no. 3 (May 1986): 8–10. http://dx.doi.org/10.1080/00940771.1986.11495751.

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Meng, Fan Sheng, Xin Sui, and Yan Li Xu. "Game Analysis between Principal and Agent under Principal-Agency Relationship." Applied Mechanics and Materials 55-57 (May 2011): 1898–904. http://dx.doi.org/10.4028/www.scientific.net/amm.55-57.1898.

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The problem that principal can effectively supervise the agent has not been solved. Based on principal-agent relationship, mathematical game model is constructed and backward induction method in game theory is used to obtain the equilibrium between the principal and agent. Discussion of the equilibrium solution will reveal some features of the principals about monitoring behavior. The supervision of the principal will be increased with the strength of institutional constraints. When the institutional constraints are complete, principal will choose complete supervision to the agent. But when the institutional constraints are not fully complete, the principal's supervision is not entirely complete. The principal and agent tend to choose collusion to some extent. Therefore, certain measures should be taken to improve the supervision motive from principal and reduce the degree of collusion.

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Burkett, Jerry Burkett. "DEFINING PRINCIPAL EFFECTIVENESS: MEASURING THE VALUE OF EFFECTIVE PRINCIPALS USING THE PRINCIPAL EFFECTIVENESS EVALUATION RUBRIC." International Multidisciplinary Research Journal 1 (January 7, 2023): 1–6. http://dx.doi.org/10.47722/imrj.2001.15.

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The evaluation of a campus principal can be a challenging process due largely to the complicated factors that exist to capture an accurate assessment of a principal’s leadership effectiveness. Generally, principal evaluations are conducted by district-level officials who often do not have the time or the resources to observe campus principals on a regular basis. Further, principal evaluation systems (PES) are designed to improve the practice of principals (Clifford & Ross, 2012; Davis, Kearney, Sanders, Thomas, & Leon, 2011; Fuller & Hollinsworth, 2014a; Fuller, et al., 2015), and there has historically been an acknowledgement that these evaluations do not always achieve this purpose. Therefore, the overarching purpose of an evaluation is to use defensible criteria to judge the worth or merit of a principal. Critical to this definition is “defensible criteria” as the Joint Committee on Standards for Educational Evaluation (Gullickson & Howard, 2009) recommends that personnel evaluations should rely on defensible criteria to ensure such evaluations are “ethical, fair, useful, feasible, and accurate”. The Principal Effectiveness Evaluation Rubric is designed to evaluate the various themes found in the literature to help determine set criteria that is most used to measure principal effectiveness.

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Paskey, R. John. "The Principal as Mentor, Partner of Assistant Principals." NASSP Bulletin 73, no. 516 (April 1989): 95–98. http://dx.doi.org/10.1177/019263658907351617.

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Lacost, Barbara Y., and Marilyn L. Grady. "Principals and Superintendents: Perceptions of Involvement in the Budgeting Process." Journal of School Leadership 4, no. 3 (May 1994): 294–310. http://dx.doi.org/10.1177/105268469400400303.

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Expectations of principal participation in the budgeting process at the site level vary among principals and between principals and superintendents. If site-based budgeting is to be effective, district and school leaders should have similar expectations for the principal's role. We compared responses from superintendents and principals about the level of involvement of the principal in making budget decisions at the site. In this study, principal and superintendent respondents differed significantly about the degree of principal involvement in (a) salary decisions about non-certificated staff, (b) purchase of texts and library books, and (c) decisions affecting the building and the grounds. The groups indicated greater agreement about the degree of involvement in (a) the determination of teacher salaries and (b) decisions about purchasing instructional supplies and equipment.

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Sulistiyowati, Eka, Dewi Indriati Daulay, Nova Putriana Daulay, Ade Suherman, and Andi Warisno. "Principal's Role in Improving Teacher Performance in SMP Negeri 3 Way Bungur, East Lampung Regency." Journal Corner of Education, Linguistics, and Literature 2, no. 2 (September 24, 2022): 167–80. http://dx.doi.org/10.54012/jcell.v2i2.93.

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The purpose of this study was to reveal the principal's role in improving the teachers' performance of SMP Negeri 3 Way Bungur, East Lampung Regency. This study uses a descriptive-analytic method with a qualitative approach. This research was conducted at SMP Negeri 3 Way Bungur, East Lampung. The research subjects were the Principal and Teachers of SMP Negeri 3 Way Bungur. This data collection technique was obtained from observations, interviews and summary of field notes. The analytical techniques used in this study are: (1) data collection, (2) data reduction, (3) data presentation, (4) and drawing conclusions. The results showed that there are 7 roles of principals in improving teacher performance including, 1) principals as educators; 2) the principal as manager; 3) The role of the principal as administrator; 4) The role of the principal as a supervisor; 5) The role of the principal as a leader; 6) The role of the principal as a motivator; and 7) The role of the principal as an innovator.

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Sinnema, Claire E. L., Viviane M. J. Robinson, Larry Ludlow, and Denyse Pope. "How effective is the principal? Discrepancy between New Zealand teachers’ and principals’ perceptions of principal effectiveness." Educational Assessment, Evaluation and Accountability 27, no. 3 (January 7, 2015): 275–301. http://dx.doi.org/10.1007/s11092-014-9209-y.

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Thessin, Rebecca A. "Establishing productive principal/principal supervisor partnerships for instructional leadership." Journal of Educational Administration 57, no. 5 (September 9, 2019): 463–83. http://dx.doi.org/10.1108/jea-09-2018-0184.

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Purpose The purpose of this paper is to understand what the principal and principal supervisor each bring and contribute to their collaborative work that is consequential for the principal’s learning and development as an instructional leader. Design/methodology/approach Multiple case study methodology is used to gather data from 12 principal supervisor/principal partnerships over a 16 month period in one Mid-Atlantic school district. Data sources included interviews, observational data and documents provided by participants in the study. Findings In productive principal supervisor/principal partnerships, findings demonstrated that the principal supervisor and the principal each brought specific antecedent characteristics to their partnership and each made contributions to the development of a productive partnership during their collaborative work. When these partnership qualities were present, principal supervisors and principals engaged in joint work, leading to robust changes in principals’ instructional leadership practice. Research limitations/implications This study examined the work of principals and principal supervisors in one large Mid-Atlantic school district. Practical implications Findings from this study have implications for districts’ assignments of principal supervisors, principal supervisor/principal selection and professional development of principal supervisors. Further, districts should create the conditions for principal supervisors and principals to establish learning-focused professional partnerships in three stages, culminating in the engagement of joint work for improvement to facilitate principals’ changes in instructional leadership practice. Originality/value Findings from this study illustrate the value of establishing a learning-focused partnership between principal supervisors and principals in three stages to facilitate robust stages in principals’ instructional leadership practice. A new conceptual framework displays the stages of partnership development that occur in productive principal/principal supervisor partnerships.

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Grissom, Jason A., and Brendan Bartanen. "Principal Effectiveness and Principal Turnover." Education Finance and Policy 14, no. 3 (July 2019): 355–82. http://dx.doi.org/10.1162/edfp_a_00256.

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Research demonstrates the importance of principal effectiveness for school performance and the potentially negative effects of principal turnover. However, we have limited understanding of the factors that lead principals to leave their schools or about the relative effectiveness of those who stay and those who turn over. We investigate the association between principal effectiveness and principal turnover using longitudinal data from Tennessee, a state that has invested in multiple measures of principal performance through its educator evaluation system. Using three measures of principal performance, we show that less-effective principals are more likely to turn over, on average, though we find some evidence that the most effective principals have elevated turnover rates as well. Moreover, we demonstrate the importance of differentiating pathways out of the principalship, which vary substantially by effectiveness. Low performers are more likely to exit the education system and to be demoted to other school-level positions, whereas high performers are more likely to exit and to be promoted to central office positions. The link between performance and turnover suggests that prioritizing hiring or placing effective principals in schools with large numbers of low-income or low-achieving students can serve to lower principal turnover rates in high-needs environments.

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Hanafiah, Hanafiah, and Ramazan Ramazan. "Principal Leadership Behavior Impact on The Character Education." JETL (Journal of Education, Teaching and Learning) 7, no. 2 (September 30, 2022): 224. http://dx.doi.org/10.26737/jetl.v7i2.3310.

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The principal as the leader directly is a real example in the work activities in the school environment. This study aims to look at the principal's leadership behavior, the relationship between the principal's leadership behaviors towards strengthening the character education of vocational students. This research uses a quantitative approach, using a cross-sectional survey method. The results of this study are based on the results of data processing obtained that five school principals have good leadership behavior with a percentage of 55.56%, and four school principals have reasonably good behavior with a percentage of 44.44%. Partial test results obtained there is a relationship between the principal's leadership behavior towards strengthening the character education of vocational students on the east coast of Aceh, principal's leadership behavior 58.8% to the student's character education. Based on the results of data processing, it is obtained that from 9 vocational high schools in the eastern part of Aceh that were studied, 5 schools (55.56%) principals had good leadership behaviors, and 4 schools (44.44 %) the principal has a fairly good leadership behavior. From the partial test results obtained that there is a relationship between the principal's leadership behaviors towards the education of the character strengthening of vocational students on the coast of East Aceh.

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Gulo, Denisman. "PENGARUH KEPEMIMPINAN KEPALA SEKOLAH TERHADAP KINERJA GURU SMK SWASTA KRISTEN BNKP DARO-DARO LAHUSA BALAEKHA." Curve Elasticity: Jurnal Pendidikan Ekonomi 5, no. 1 (February 29, 2024): 39–49. http://dx.doi.org/10.57094/jpe.v5i1.1562.

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Teacher development efforts are heavily influenced by school principals. If school principals can exercise supervision and control and coordinate educational resources, teachers' performance levels will improve. The purpose of this study is to determine the impact of the principal's leadership on the performance of BNKP Darodaro Baraekha Christian Private Vocational School. This type of research is descriptive and based on a quantitative approach. The research instrument was a questionnaire and the population and research sample consisted of her 38 teachers of BNKP Daro-daro Balaekha Christian Pocational School. Research shows that principal leadership influences teacher performance. Conclusion: As a leader, the principal is tasked with mobilizing all available resources within the school. The good performance of teachers in schools mainly depends on the ability of school principals to influence the behavior of teachers in carrying out their duties. Recommendations 1) School principals should strengthen their role as leaders in school educational institutions and improve the quality of their leadership, including providing continuous motivation to teachers. This motivation can be achieved by implementing a reward system for teachers who perform well. This helps improve teacher performance. 2) Teachers should increase their responsibility in carrying out their duties, follow the rules set by the principal as a leader, constantly discuss learning with the principal, and receive opinions and constructive criticism from the principal. We need to emulate the attitude. Always follow the principal's instructions for the student's progress.

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Andesmiyanti, Irma, and Osa Juarsa. "PERAN KEPALA SEKOLAH DALAM MENINGKATKAN KEDISIPLINAN GURU." Manajer Pendidikan: Jurnal Ilmiah Manajemen Pendidikan Program Pascasarjana 13, no. 3 (January 25, 2020): 260–64. http://dx.doi.org/10.33369/mapen.v13i3.10175.

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This study described the role of principal to improving teacher’s discipline. The problems in this research was the role of principal to improve teacher’s discipline at SMAN 1 Bengkulu Tengah. The method of this research was descriptive approach. The subjects of this research were the principal, and eighteen subject teacher. The Data’s were collected through interviews, observations, and documentations. Data analysis was included data collection, reductioning data, display datato know how the role of the principals to improving teacher discipline 1 Bengkulu Tengah, Bengkulu Province. At last the research could be conclude that the role of the principals toimproving teacher’s discipline wouldl also increase the students discipline at SMAN 1 Bengkulu Tengah.The role of the principal toimproving teacher discipline could be attributed to the principal's role as manager, leader, motivator, and supervisor. The example of the principal that has been applied by the headmaster of SMA Negeri 1 Bengkulu Tengah it has been referring to the discipline indicator namely objectives and abilities, leadership examples, compensation, firmness, employee loyalty. It has also referred to the indicators of the principal's leadership of mobilizing, directing, motivating and supervising.

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Tomatala, Welly, Izaak Hendrik Wenno, and Th Laurens. "Gaya Pengambilan Keputusan Kepala Sekolah dalam Meningkatkan Efektivitas Sekolah pada SMA Negeri di Kecamatan Kairatu Kabupaten Seram Bagian Barat." EDUKASIA: Jurnal Pendidikan dan Pembelajaran 4, no. 2 (August 1, 2023): 1307–14. http://dx.doi.org/10.62775/edukasia.v4i2.429.

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Decision making plays an important role in improving School Effectiveness. Principals can use various styles such as authoritative, consultative, delegative, facilitative and flexible styles, Rahabav (2021). Style variations in principal decision making are adapted to the situations and conditions of the problems faced by subordinates because the impact that arises is as a result of the decision style used by the principal. The purpose of this study 1) to describe the decision-making style of principals in high schools in Distric Kairatu West Seram Regency; 2) Describe School Effectiveness in SMA in Distric. Kairatu West Seram Regency; 3) Analyze the supporting and inhibiting factors for Principal Decision Making and School Effectiveness in SMA in Distric. Kairatu, West Seram Regency. The results of the study show that the Principal has used 5 decision-making styles and the dominant one used is the flexibility style (variation of styles). School effectiveness is in the Good category. Factors supporting the principal's decision- making style; a) The principal's awareness that the school is in an era of democratization b) The principal's commitment to respecting the role of teachers and education staff. Factors inhibiting decision-making style: a) The decisions taken are not based on data; b) Decision making does not pay attention to the main tasks and functions c) The principal listens more to input from senior teacher.

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Lochmiller, Chad R., and Jennifer R. Karnopp. "The politics of coaching assistant principals: exploring principal control." International Journal of Mentoring and Coaching in Education 5, no. 3 (September 5, 2016): 203–20. http://dx.doi.org/10.1108/ijmce-02-2016-0015.

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Purpose – The purpose of this paper is to explore how school principals influenced or controlled leadership coaches working with assistant principals in urban secondary schools. Design/methodology/approach – This longitudinal qualitative case study drew upon semi-structured interviews and program documents obtained from participants in a university-based leadership coaching program across three academic years. The study included 22 total participants, including ten assistant principals, nine leadership coaches, and three program staff. Findings – A thematic analysis of the data produced three themes. First, principals controlled coaches’ work with assistant principals both directly and indirectly. Second, the extent of principal control influenced how coaches developed a confidential relationship with the assistant principals and what strategies they used to preserve the confidential nature of the coaching relationship. Third, the focus of the coaching support evolved in response to the assignment of responsibilities and duties to the assistant principals, which were largely outside the assistant principal and leadership coach’s control. The absence of alignment between coaching priorities and leadership responsibilities frustrated coaches. Originality/value – The findings from this study make two significant empirical contributions to the literature. First, the study provides critical new insights about the extent to which politics generated by principals and administrative teams may influence the work of leadership coaches. Second, the study contributes to the sparse literature about leadership coaching for assistant principals, particularly those working in secondary school settings in the USA.

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Mastur, Mastur. "Strategy The principal's Leadership Style in Implementing “Merdeka Belajar” in Schools." Kelola: Jurnal Manajemen Pendidikan 10, no. 1 (June 27, 2023): 10–21. http://dx.doi.org/10.24246/j.jk.2023.v10.i1.p10-21.

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Curriculum changes are part of improving the existing education system in Indonesia. Principal leadership has an important role and position in achieving educational goals. This study aims to discuss the principal's leadership style in implementing "merdeka belajar" in schools. This research uses the literature study method, which collects materials from books, journals, articles, and other sources related to the principal's leadership strategy in realizing Independent Learning in schools. The study results show that implementing the independent curriculum makes teachers more professional through various coaching and training. The principal carries out his role as a mediator and motivator for teacher participation in curriculum training. The principal also acts as a participant in regular meetings or discussions. The principal also supervises evaluators in implementing the independent curriculum. The factor faced by school principals is the lack of smoothness of the internet network as a means for teachers to use technology in learning. School principals consider the expected results of the theories in the research in making decisions to answer problems and improve the quality or quality of education by implementing an independent curriculum.

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Heryanto, Deny, Haris Supratno, Sujarwanto, and Erny Roesminingsih. "Democratic Leadership of the School Principle in Growing Teacher Professionalism." Journal of Law and Sustainable Development 11, no. 6 (September 15, 2023): e929. http://dx.doi.org/10.55908/sdgs.v11i6.929.

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Purpose: Leadership is one of the factors that determine the success of a school. Principals have various references regarding leadership styles. Choosing the right leadership style will encourage teachers to follow the policies set by their superiors to advance the quality of education for their students. The purpose of this study was to describe the democratic leadership style of the principal of Kindergarten Kemala Bhayangkari 13, Kepanjen District, Malang Regency, in fostering teacher professionalism and to see how far the principal's personality supports the democratic leadership style. Method: The descriptive qualitative technique and case study research design are used in this study, while Participant observation, interviews, and documentation studies were employed to obtain data. Results: The findings of this investigation revealed: 1. The principal of Kindergarten Kemala Bhayangkari 13 Kepanjen Malang Regency applies a democratic leadership style, which can be seen from six (six) aspects of activities, including: a. The school principal plans a learning program in conformity with the vision and objective of the school; b. The school principal makes decisions jointly based on deliberation; c. The principal manages school resources to produce optimal resources; d. Principals communicate and cooperate harmoniously; e. The principal is able to manage conflicts that occur in schools until they subside; f. The school principal always gives awards for the achievements of his teacher. Conclusion: The principal of Kindergarten Kemala Bhayangkari 13 Kepanjen has used a democratic leadership style well, as seen from the close relationship between the principal and the teacher which like a big family, so that it can encourage teacher professionalism. This school principal's democratic leadership assessment includes 6 (six) aspects of activity and 5 (five) aspects of personality.

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Jannah, Miftakhul, Riswanti Rini, Hasan Hariri, and Sowiyah Sowiyah. "Principal Situational Leadership: A Literature Review." Edumaspul: Jurnal Pendidikan 7, no. 1 (March 1, 2023): 1300–1304. http://dx.doi.org/10.33487/edumaspul.v7i1.6042.

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The principal's leadership is related to the leadership style he uses, situational leadership style is one of them. This writer aims to collect and analyze articles related to the situational leadership style of school principals. The method used is literature review articles collected through the Google Scholar search engine and articles that meet the criteria are articles that discuss situational leadership and school principals. Articles that the author selected based on the last 5 years. Based on the articles collected, it was found that the situational leadership of the school principal is an effective and flexible leadership style because the principal is able to adapt to the demands of the existing situation.

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Miyazaki, Haruo, and Youichi Seki. "Principal Components and Principal Clusters." Journal of Information and Optimization Sciences 8, no. 2 (May 1987): 189–99. http://dx.doi.org/10.1080/02522667.1987.10698885.

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Jiang, Yi, and Mike W. Peng. "Principal-principal conflicts during crisis." Asia Pacific Journal of Management 28, no. 4 (January 19, 2010): 683–95. http://dx.doi.org/10.1007/s10490-009-9186-8.

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Gedde, Sonja. "Invigorating principal/assistant principal relationships." Phi Delta Kappan 105, no. 8 (April 29, 2024): 44–47. http://dx.doi.org/10.1177/00317217241251881.

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Relationships between and among school administrative team members are critical components of school culture. They serve as a guidepost for the behaviors and attitudes of staff and students. To invigorate these relationships, three embodied practices have high yield not only for the relationships among administrators, but also for fostering a healthy school climate. These practices include intellectual work, communicative collaboration, and inspiration-seeking practices. Sonja Gedde, a high school assistant principal, describes how these practices have been central to the administrative team’s professional relationship with their principal.

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Farnsworth, Shane J., Pamela R. Hallam, and Sterling C. Hilton. "Principal Learning-Centered Leadership and Faculty Trust in the Principal." NASSP Bulletin 103, no. 3 (September 2019): 209–28. http://dx.doi.org/10.1177/0192636519871624.

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Principals are increasingly held accountable for student achievement. Existing research has found principal leadership indirectly affects student achievement. Using the Vanderbilt Assessment of Leadership in Education measurement of principal learning-centered leadership and the Omnibus T-Scale measurement of faculty trust in the principal, researchers sought to better understand the relationship between the perceived learning-centered leadership of principals and faculty trust in those principals. Findings indicated that principal learning-centered leadership was significantly and positively related to faculty trust in the principal.

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RUGAIYAH, RUGAIYAH. "STRATEGI MEMPEROLEH SUMBERDAYA MANUSIA PENDIDIKAN YANG BERMUTU." ALQALAM 27, no. 1 (April 30, 2010): 135. http://dx.doi.org/10.32678/alqalam.v27i1.586.

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Improving the quality ef education management begins with the improvement of human resources schools, principals as school managers need to have a high competence. To assume the principal's office is necessary to prepare the candidates who meet the qualifications and competence Goals of this study to obtain strategy to get quality education through ; first competency mapping pricipal candidate, second; competency mapping for the principal candidates in terms of the total competence of the principal, third competency mapping principal candidate from each principal aspects of competence. Surory approach use for this study data analysis with kuantitatif descriptive. Collecting data principal of competency with instmment by paper and pencil Result of this study to Mapping of Competence Principal Candidate, first Mapping competencies for prospective principals principals only 3% of the candidates included in the category of high competence, and 46% of the principal candidates have been category, 51 % belong to low or very low. Second mapping competencies of principal are acquired 63% of the principal candidates have mastered the managerial competence and social competence, for competence and personal entrepreneurship 4 3% of the principal candidates master the competence, the competence for supervision while the only 26% controlled by the principal candidate. Third Mapping competencies for managerial competence, entrepreneurship, personal, supervision and social, there are some competencies have mastery and any competece have not master. Based on mapping results, the implication of this study are : for the competence of managerial skills development priorities through education and training or workshop activities. For entrepreneurial competencies need to be trained to think of creative and innovative capabilities through case studies. For the supervision competencies need to be trained through simulation. For social competence and personality is only required to guide them through regular meetings. Keywords: Strategy, qualified human resources, headmaster competence-managerial personality-supervision-social entrepreneurship.

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Sastramayani, Sastramayani. "Principal Strategy in Partnership Development." Shautut Tarbiyah 27, no. 1 (May 29, 2021): 99. http://dx.doi.org/10.31332/str.v27i1.2927.

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This article aims to provide a conceptual overview of the principal's strategy in partnership development. The aspects studied are: 1) various dimensions of strategy; 2) The roles of school principals; and 3) Partnership development. The method used is a literature review, where the authors synthesize and develop various concepts and findings related to the principal's strategy in developing partnerships. The results of the study show that: first, strategy is a prerequisite in carrying out leadership roles. A reliable principal will be seen in his ability to read environmental conditions, internal and external, to formulate a grand design for school development. The concrete form is the formulation of the school's vision, mission, goals, and programs. Second, the roles of principals are increasingly complex in the midst of very fast environmental changes, as well as very tight competition between schools. Not only managerial roles, more than that the principal must appear as a leader who makes a difference. Third, partnership development is a deeper meaning of school quality. That schools do not exist in an empty space, but are directly connected to the community and the world of work as users of educational services. This article suggests the importance of increasing knowledge about strategy for school principals, followed up with technical skills in the strategy stages. Keywords: Strategy, School Management, Partnership, Quality

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Nusantara, Widya, MV Roesminingsih, and Monica Widyaswari. "Analysis of Principal’s Leadership at Unesa Lab School." Tarbawi: Jurnal Keilmuan Manajemen Pendidikan 8, no. 01 (May 5, 2022): 37–48. http://dx.doi.org/10.32678/tarbawi.v8i01.5692.

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Principals have an essential role in realizing schools that excel, excel, and even. A school principal's ability is not only in carrying out his role as a leader and manager but also, more importantly, as a motivator, innovator, and supervisor, including the principal in the Unesa Lab School Environment. This study aims to analyze the performance of school principals in carrying out their functions as innovators, motivators, and supervisors. The research method uses descriptive quantitative. Research respondents included school principals and educators at Lab school Unesa Junior High School (JHS) 1, Unesa Lab school JHS 2, and Unesa Lab school Unesa Lab school JHS 3. The analysis technique used percentages. The results of this study indicate that the principal's leadership is carried out optimally. The data shows that the principal of Unesa Lab school JHS 1 has a score of 4.31, Unesa Lab school JHS 2 has a score of 4.30, and Unesa Lab school JHS 3 has a score of 4.55. In general, the principal's leadership in carrying out the functions of innovator, motivator, and supervisor has been excellent, and this must be maintained and even improved. For this reason, the principal must have the ability to receive and provide information to subordinates and their environment. As innovators, Principals have tips for establishing a harmonious relationship with a new climate of ideas, and they must also be able to integrate every activity. In carrying out his function as a motivator, the principal must be able to encourage a strong will and will with enthusiasm and confidence for teachers, staff, and students in carrying out their respective duties. The principal's supervisory function can be seen in composing and implementing educational supervision programs and taking advantage of the results.

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Pps, Jurnalpps, and Hakam Basori. "PENGARUH GAYA KEPEMIMPINAN DAN KEMAMPUAN SUPERVISI KEPALA SEKOLAH TERHADAP KINERJA GURU SMA NEGERI 2 PROBOLINGGO." Jurnal Manajerial Bisnis 4, no. 3 (August 16, 2021): 190–201. http://dx.doi.org/10.37504/jmb.v4i3.335.

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Schools as educational institutions need principals who are able to lead and manage schools professionally. The purpose of this research is to describe the principal's leadership style, principal's supervision ability and teacher performance of Probolinggo High School 2 2019 and to know the significant influence of the principal's leadership style, principal's supervision ability, partially or simultaneously on teacher performance. The population in this study were all teachers of Probolinggo 2 Public High Schools, totaling 44 people. Sampling using census sampling method. The results of the descriptive analysis show that the chief leadership style the mean school of 3,950, the principal supervision ability of the mean 3,740 and the teacher's performance with a mean of 3,580 are already in very good condition (interval). Principal leadership style, principal supervision ability, partially or simultaneously significant effect on teacher performance.

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Geismar, Thomas J., John D. Morris, and Mary G. Lieberman. "Selecting Mentors for Principalship Interns." Journal of School Leadership 10, no. 3 (May 2000): 233–47. http://dx.doi.org/10.1177/105268460001000302.

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An instrument for assisting in the selection of mentors for principal interns was developed using six clusters of basic and high-performing principal competencies and five clusters of mentoring traits. The representative sample included 91 principals from Broward County, Florida public schools. A Likert-type scale rated the percentage of time during the principal's career an influential person had spent exhibiting principal competencies and mentoring traits. All squared multiple correlations, predicting mentoring traits from principal competencies, were significant (p < 0.0001), ranging from 0.63 to 0.89. Predictive discriminant analyses yielded models with significant (p < 0.005) cross-validated classification accuracies for mentors (97%), non-mentors (81%), and the sample (84%).

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Walsh, Elias, and Dallas Dotter. "The Impact on Student Achievement of Replacing Principals in District of Columbia Public Schools." Education Finance and Policy 15, no. 3 (June 2020): 518–42. http://dx.doi.org/10.1162/edfp_a_00279.

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The 2007 Public Education Reform Amendment Act led to 39 percent of the principals in District of Columbia Public Schools (DCPS) being dismissed before the start of the 2008–09 school year, and additional principal exits over the next few years. We measure the impact of replacing these principals on schoolwide student achievement by measuring the changes in achievement that occurred when principals were replaced, and comparing these changes to achievement in comparison schools within DCPS that kept the same principal. We find that after a new principal's third year in a school, average schoolwide achievement increased by 4 percentile points (0.09 standard deviations) compared with how students in the school would have achieved had DCPS not replaced the previous principal. For students in grades 6 to 8, the gains were larger and statistically significant in both math and reading.

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Normore, Anthony H. "Being and Becoming A Principal: Role Conceptions for Contemporary Principals and Assistant Principals." NASSP Bulletin 87, no. 636 (September 2003): 80–83. http://dx.doi.org/10.1177/019263650308763607.

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Sulastri, Sulastri, Nelfia Adi, and Ermita Ermita. "Action Learning-Based Principal Learning Leadership Training in the Industrial Revolution Era 4.0." JMAEL: Journal of Management, Administration and Educational Leadership 1, no. 4 (November 15, 2020): 82–85. http://dx.doi.org/10.51376/jmael.v1i4.181.

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This community service activity is motivated by the lack of optimal learning leadership for the principal. The purpose of this community service is to optimize the learning leadership abilities of principals in the era of the industrial revolution 4.0. The solution to the problem is to provide training to principals on action-based learning leadership, namely 1) real situation analysis, 2) involving teams, 3) conducting deep interviews and reflections, 4) formulating actions, and 5) implementing actions. The topic of training material is adjusted to the needs of the principal, namely the concept of learning leadership, learning activities that are integrated with the curriculum, and teacher professional development. This activity received a tremendous welcome from the principal. There is an increase in the ability and knowledge of the principal in learning leadership. They really want this activity to continue in the future so that the principal's learning leadership is more optimal.

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Febyola, Velerisa, Rizki Ananda, Alta Feros, and Citra Wulandari. "Policy Analysis of Principals' Competency in Primary Schools." Edunesia: Jurnal Ilmiah Pendidikan 4, no. 3 (June 12, 2023): 1109–21. http://dx.doi.org/10.51276/edu.v4i3.527.

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Education is one of the most important aspects of the continuity of human life. The role of school principals in educational institutions is crucial and is connected with implementing various elements in carrying out their duties. Various policies under the control of school principals determine the level of educational quality success, which also depends on the school principal's policies. Problems arise when it is known that several school principals throughout the provinces of Indonesia need more competence. The purpose of this research is to investigate the implementation of school principal competency policies in elementary schools. This article is written using a qualitative approach. The results show that a school principal must fulfil and possess comprehensive skills in competency policies, especially at the elementary school level. The school principal must first understand the job description based on competency standards. Each school has its unique vision and mission compared to other schools. The determination of the vision and mission is adjusted to the school principal's goals in directing the school towards specific areas driven and supported by the surrounding school environment factors. The conclusion drawn from the conducted research is that the school principal's competency policies include social competence, supervision, entrepreneurship, managerial skills, and personality.

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Helmi, Helmi, Manap Somantri, and Zakaria Zakaria. "Principal Social Sensitivity: A Descriptive Study at Rejang Lebong State High School." Journal of Educational Management and Leadership 1, no. 1 (June 27, 2020): 1–10. http://dx.doi.org/10.33369/jeml.v1i1.11173.

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As a leader, the principal must have several competencies. Social competence is one of the competencies that must be possessed by the principal as a leader in the school. This is directly related to the way the principal communicates with all school residents. If the school principal has sensitivity towards all school members, there will be no obstacles, so the aims and objectives of the school will be more easily achieved. Therefore, researchers are interested in conducting research on how the principal's social sensitivity to citizens or community groups in schools. The purpose of this study is to describe the principal's social sensitivity towards other people or groups. By knowing this, principals can consider better behavior patterns. The results of the study revealed that social competence in terms of social sensitivity to other people or other groups, the principal of SMA Negeri (State High School) 11 Rejang Lebong was able to play a role as a decision maker, especially in overcoming various problems that occur at school, creative and able to offer solutions, involving religious leaders, the community, and government in resolving various problems, being objective or not taking sides in resolving internal conflicts, being sympathetic or considerate and empathizing with others. Researchers provide advice to school principals to continue the efforts on social sensitivity to other people or other groups, especially in high school 11 Rejang Lebong.

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Warman, Warman, Wilis Haryo Sumantri, and Rahmat Soe’oed. "Social Competence of School Principals in Improving the Quality of Education at Kutai Kartanegara Vocational High School." EduLine: Journal of Education and Learning Innovation 4, no. 1 (January 22, 2024): 23–35. http://dx.doi.org/10.35877/454ri.eduline2350.

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This research aims to describe the social competence of school principals in planning, and implementing, obstacles and solutions for improving the quality of education at Kutai Kartanegara Vocational High School. This research uses a descriptive qualitative approach. Data collection in the research involved three informants, namely the principal, deputy principal, and teacher. The data collection methods used were observation, interviews, and documentation. The data analysis process is carried out through the stages of reduction, presentation, and drawing conclusions. The results of this research show that: 1) The social competence of school principals in planning to improve the quality of education is the principal's ability to lead the school community, especially teachers, starting from an integrated approach which is divided into three, namely communication, collaboration and cooperation with internal and external parties. external school; 2) The implementation of the school principal's social competence in improving the quality of education is carried out by the principal through implementation and supervision of current and future programs as well as the principal providing training and modules for teachers that are relevant to the programs occurring in the field; 3) Obstacles to the social competence of school principals in improving the quality of education, namely financial limitations, discipline and priority scale; 4) The solution to the social competence of school principals in overcoming financial limitations is to carry out intensive communication and approaches, overcome disciplinary obstacles by carrying out internal and external collaboration, while the solution to priority scale obstacles is to provide training and development, as well as a long-term approach to programs implemented in school.

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Reitzug, Ulrich C., and Kimberly Kappler Hewitt. "“The Click-Clack of Her Heels and the Jingle of Her Keys”: Exploring the Tensions in the Leadership of a Successful Turnaround Principal." Journal of School Leadership 27, no. 4 (July 2017): 491–520. http://dx.doi.org/10.1177/105268461702700402.

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This qualitative case study explores the practices and tensions of being an effective principal in a turnaround school through an in-depth analysis of one principal who has been successful in several turnaround settings. Although principals have long been cited as foundational to a school's success, being the principal of a turnaround school is a significantly different enterprise than being a principal of a non-turnaround school. Newly appointed turnaround principals are expected not only to generate significant improvement in achievement in schools that have been low-achieving for many years, but to do so in a short period of time. To gain insight into the leadership practices of a principal who was successful in accomplishing school turnaround, we conducted interviews with 21 of the principal's current and past colleagues, observed her in practice, analyzed documents related to her leadership, and interviewed her three times. In this report, we describe her leadership practice and conclude that it was characterized by four dynamic tensions that resulted in the turnaround of the schools she led: • The tension between focusing on mission and focusing on personal connection; • The tension between high expectations and high trust and respect; • The tension between strong principal presence and strong staff presence; and • The tension between disrupting complacency and continuity. We conclude by arguing that a key to effective practice for turnaround principals lies in their creating ongoing dynamic tensions in their schools.

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Loeb, Susanna, Demetra Kalogrides, and Eileen Lai Horng. "Principal Preferences and the Uneven Distribution of Principals Across Schools." Educational Evaluation and Policy Analysis 32, no. 2 (June 2010): 205–29. http://dx.doi.org/10.3102/0162373710369833.

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Harris *, Sandra, Julia Ballenger, and John Leonard. "Aspiring principal perceptions: are mentor principals modeling standards‐based leadership?" Mentoring & Tutoring: Partnership in Learning 12, no. 2 (August 2004): 155–72. http://dx.doi.org/10.1080/1361126042000239910.

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Collins, AB, and D. Alcock. "Principal." Injury Prevention 18, Suppl 1 (October 2012): A160.3—A160. http://dx.doi.org/10.1136/injuryprev-2012-040590m.21.

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Grissom, Jason A., Hajime Mitani, and David S. Woo. "Principal Preparation Programs and Principal Outcomes." Educational Administration Quarterly 55, no. 1 (July 18, 2018): 73–115. http://dx.doi.org/10.1177/0013161x18785865.

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Purpose: Concerns about variation in the quality of preservice preparation provided by many university-based principal preparation programs (PPPs) has led to calls to use outcomes of program graduates to hold PPPs accountable. Little research, however, has assessed the degree to which different outcomes for PPP graduates in fact vary systematically by program. Research Methods: Using administrative data from Tennessee, we link approximately a decade’s worth of PPP graduates to their schools, licensure examination scores, and multiple measures of job performance in their first 3 years as principals, including supervisors’ practice ratings on the state evaluation system, teacher and assistant principal ratings of school leadership on a statewide survey, and measures of student achievement growth. We use which PPP a principal completed to predict these outcomes using a regression approach with different sets of covariates. Findings: Although we are able to associate PPPs with high and low principal performance, we find that programs’ rankings vary by outcome measure, and we are unable to identify PPPs that perform consistently well or poorly across outcomes. Moreover, we find that Tennessee PPPs vary substantially in the characteristics of the schools into which their principals are hired and that taking these characteristics into account is important in ordering PPPs based on outcomes. In addition, even over a fairly long time frame, some programs produce too few graduates who later become school leaders to allow for reliable estimates. Implications: Although the use of graduates’ outcomes to differentiate PPPs holds promise, the methodological challenges to drawing valid and reliable conclusions about PPPs from graduates’ job outcomes are substantial. Policymakers and researchers may arrive at very different assessments of which PPPs are successful depending on which outcomes are chosen and what modeling approaches are employed.

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Ding, Peng, and Jiannan Lu. "Principal stratification analysis using principal scores." Journal of the Royal Statistical Society: Series B (Statistical Methodology) 79, no. 3 (June 28, 2016): 757–77. http://dx.doi.org/10.1111/rssb.12191.

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Anderson, D. D., and C. Jayaram. "Principal element lattices." Czechoslovak Mathematical Journal 46, no. 1 (1996): 99–109. http://dx.doi.org/10.21136/cmj.1996.127274.

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Siregar, Maju. "Analysis of the principal's position in the implementation of quality management in education." JPPI (Jurnal Penelitian Pendidikan Indonesia) 10, no. 2 (May 10, 2024): 100. http://dx.doi.org/10.29210/020243855.

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The role of transformational principal leadership in developing educational quality principals can motivate teachers, students, and other stakeholders to work together to achieve quality improvement if they are able to articulate a strong vision, foster innovation in learning, and create an inclusive and collaborative school culture. This study aims to analyze the principal's leadership role in developing strategies and policies that support improving education quality, identify the barriers and challenges principals face in implementing programs to improve education quality, and examine the influence of principal leadership on teachers' participation and their involvement in efforts to improve education quality. A qualitative case study approach was used in this research. Interviews, observations, and analysis of related documents were used to collect data. The findings showed that principal leadership plays a very important role in developing strategies and policies that support educational quality improvement. Principals need to have a strong commitment and be able to formulate appropriate strategies to improve the quality of education in the school. In addition, principals are also faced with several barriers and challenges in the implementation of quality improvement programs, such as limited resources, resistance to change by some teachers, and lack of time. Principals need to manage resources effectively, establish effective communication with staff, and manage administrative tasks efficiently. The results also showed that principal leadership is associated with improved instruction.

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Hanafiah, Hanafiah. "Diagnosis of Student Character Education Through the Contribution of Principal Interpersonal Communication and Teacher Performance." AL-ISHLAH: Jurnal Pendidikan 14, no. 2 (June 8, 2022): 1947–56. http://dx.doi.org/10.35445/alishlah.v14i2.1219.

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This study aims to investigate the principal's interpersonal communication and teachers' performance, the relationship of the principal's interpersonal communication to students' character education, the relationship of teachers' performance to students' character education, and the mutual relationship between the principal's interpersonal communication and teachers' performance on character education of high school students in Langsa. This study utilized a quantitative approach, using a cross-sectional survey method. The population and samples in this study were five senior high schools in Langsa. This study found that three principals scored 56.83%, meaning that the principal possessed good interpersonal communication, and two principals scored 43.17%, implying that the principal had excellent interpersonal communication. Furthermore, 35 of 92 teachers scored 38.04% in the good category, and 57 teachers scored 61.96% in the excellent category. Then, the partial test results obtained a relationship between the principal's interpersonal communication on students' character education (0.041), and there was a relationship between teachers' performance and students' character education (0.029). Furthermore, simultaneous test results obtained that there was a jointly significant relationship between the principal's interpersonal communication and teacher's performance on students' character education (0.01), where X1 variable (Principal interpersonal communication) and X2 variable (Teacher performance) influenced for 58.8% on Y variable (students' character education). In comparison, other variables influenced 41.2% of high school students’ character education in Langsa.

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Lumati, Jessica, and Kwang-Ho Lee. "Principal and Teacher Perceptions of Principal's Competencies in Nigeria." Institute of Brain-based Education, Korea National University of Education 10, no. 4 (December 31, 2020): 453–64. http://dx.doi.org/10.31216/bdl.2020.10.4.453.

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Journal articles on the topic 'Principal'

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