Journal articles on the topic 'Principals'
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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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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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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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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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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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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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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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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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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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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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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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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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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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Nets, Mali. "From dialogue to a training field. The next challenge of professional learning of novice school principals in Israel." Yearbook of Pedagogy 41, no. 1 (December 1, 2018): 161–70. http://dx.doi.org/10.2478/rp-2018-0011.
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SummaryYear 2008 was a dramatic turning point in Israel concerning the professional development of school principals. This shift is reflected in the conception of the principal as an „instructional leader”22, thus Israel has formally adopted the integrative approach to principal development that emphasizes principal’s work in the post-modern era alongside the development of individual „managerial identity”; and the reflective abilities to strengthen implicit knowledge23. The professional development of novice principals provides a significant touchstone in the examination of the new training program that has been underway for the tenth year. This program assisting novice principal through two central mechanisms: peer support and personal guidance provided by veteran and retired principals. Key data from the evaluation of the training program for the novice principals in the Northern District will be presented. The main challenges of the current training program will be discussed, with questions to consider changes to increase the impact of personal guidance on the managerial capabilities of novice school principals24.
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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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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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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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Romanowski, Michael H., Hissa Sadiq, Abdullah M. Abu-Tineh, Abdou Ndoye, and Mofed Aql. "Principal selection for Qatar’s government schools: Policy makers’, principals’ and teachers’ perspectives." Educational Management Administration & Leadership 48, no. 5 (July 4, 2019): 893–915. http://dx.doi.org/10.1177/1741143219859006.
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Research indicates that principals are critical in school reform since the implementation of policies and practices is to a large extent determined by the role that principals play in educational change. This study examines the principal selection process used in Qatar for the government schools and identifies knowledge and skills necessary for effective principals from the perspectives of policy makers, principals and teachers working in these schools. Qualitative interviews were held with three policy makers, 21 principals and 82 teachers in focus groups. Findings provide insight into the principal selection process and demonstrate that principals should develop their decision-making skills, should advance as instructional leaders and, since government schools are very diverse, principals must be able to manage issues of nationality, culture and equality. Recommendations are offered to improve the principal selection process for principals working in Qatar or other countries in the Gulf Region.
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Wicoksono, Deni Fajar, Yusrizal Yusrizal, and Nasir Usman. "The Managerial Leadership of Principal in Improving the Teachers` Performances." JPI (Jurnal Pendidikan Indonesia) 11, no. 1 (February 26, 2022): 10–18. http://dx.doi.org/10.23887/jpi-undiksha.v11i1.28547.
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The quality of education can increase because of teachers` optimal performance. However, teachers` performance and teachers` work discipline are currently still low. This study aims to analyze the principal's managerial leadership in improving teachers` performance. This study uses a qualitative approach with a descriptive method. Methods of data collection using observation, interviews, and documentation. The subjects in this study were principals, vice principals, teachers, and supervisors. Data analysis techniques by reducing, presenting, drawing conclusions and verifying data. The results of the study indicate that managerial competence has been implemented well. Principals have programs including school learning planning, teacher supervision, collaboration, work meetings, and workshops. Obstacles faced by principals are teacher discipline, lack of teacher participation in program activities, and many elderly teachers. To anticipate the obstacles that exist in the field, the principal has tried to carry out his duties optimally. The principal's managerial role is quite good, it's just that teachers need special training to improve teacher performance. So it can be concluded that the principal's managerial leadership in improving teacher performance. The implications of this research are expected to improve the managerial leadership of school principals so that teacher performance can increase and learning objectives can be achieved.
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Mbangula, Dr Daniel K., and Dr Isaacs Albert. "Effectiveness of Principals’ Roles on School Performance: Perspective of School Principal-Ship." Research Journal of Education, no. 81 (January 20, 2022): 1–10. http://dx.doi.org/10.32861/rje.81.1.10.
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This paper was about analyses of the principals’ effectiveness on school performance and how principals play a major role to make the school do well in terms of academic results. Furthermore, the paper discussed why it is important to have good leaders (principals) in schools who are able to contribute to the school’s effectiveness in terms of school performance. The mixed-method was employed in this study as both descriptive and statistical data were used. In addition, the study included 30 participants who comprised both principals and teachers. The results revealed that the majority of teachers disagreed that their principals are not highly effective while some principals seem not to be well acquainted with the knowledge of the effectiveness of principals’ roles.
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Lawrence, Ashley, and Carolyn Stone. "Principals’ Perceptions of Transformed School Counselors." NASSP Bulletin 103, no. 2 (June 2019): 139–57. http://dx.doi.org/10.1177/0192636519853029.
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This study investigated the relationship between the Transformed School Counseling (TSC) initiative counselor educator programs, the perceptions of school principals hiring TSC-prepared school counselors, and factors affecting principal’s hiring practices. Results indicated that principal’s value TSC candidates because they: (a) have effective principal-counselor relationships that positively affect students, (b) exemplify leadership qualities, (c) align their work with the mission of the school, (d) have strong communication skills, and (e) do not require additional training.
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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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Wiyono, Bambang Budi, Aan Komariah, Abdulelah A. Alghamdi, Sultoni, and Mochammad Fahlevi. "The Influence of Principals’ e-Leadership on the Effectiveness of Schools’ Public Relations and Organizational Improvement." Sustainability 15, no. 2 (January 10, 2023): 1296. http://dx.doi.org/10.3390/su15021296.
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Principal leadership is the main variable that determines a school’s progress. Schools develop optimally when they are led by a principal who has a good leadership capacity. Related to technology development, the leadership of principals today is also changing, and principals are required to have a good e-leadership capacity. This study aims to examine the effect of principals’ e-leadership on the effectiveness of schools’ public relations and school improvement. The sample of this research was taken randomly, comprising 200 principals in Indonesia. A questionnaire was used for data collection, filled out by all participants. In addition, descriptive statistics and structural equation modeling were used for data analysis. The study results showed that there is a direct influence of principals’ e-leadership on the effectiveness of schools’ public relations. A principal’s e-leadership affects their school’s improvement, both directly and indirectly, and the effectiveness of a school’s public relations has a direct effect on school improvement. Looking at the dimensions, several dominant factors provide support for the constructs of the three variables that were studied. The research findings are discussed in depth in terms of theory and the results of previous studies.
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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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Houchens, Gary, Chunling Niu, Jie Zhang, Stephen K. Miller, and Antony D. Norman. "Do Differences in High School Principal and Assistant Principal Perceptions Predict Student Achievement Outcomes?" NASSP Bulletin 102, no. 1 (March 2018): 38–57. http://dx.doi.org/10.1177/0192636518763105.
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The assistant principal plays a key role in school success but research suggests there are differences between principals and assistant principals in their perceptions of their roles. The 2011 Teaching, Empowering, Leading, and Learning Kentucky survey responses of educator perceptions were statistically analyzed for the statewide sample of principals and assistant principals. Results indicate that principals and assistant principals reported significantly different perceptions regarding teacher leadership and school leadership. Differences in principal and assistant principal responses were not related to student achievement, however. Implications for collaborative engagement between principals and assistant principals as they focus on increasing school leadership and teacher effectiveness are discussed.
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Swen, Carolyn P. "Talk of Calling: Novice School Principals Narrating Destiny, Duty, and Fulfillment in Work." Educational Administration Quarterly 56, no. 2 (April 9, 2019): 177–219. http://dx.doi.org/10.1177/0013161x19840387.
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Purpose: School principals’ commitment and motivation have not been systematically investigated, but concerted research is needed as 25% of principals leave their jobs each year. This article investigates how new school principals make sense of their motivation to challenging work in a high pressure, high turnover field. Understanding principal motivation is important for recruiting and retaining talented educators. How principals understand their motivation may significantly affect their actions, practices, and persistence. Therefore, insight into principals’ motivation is important. Research Methods: Data come from interviews with 35 new principals in Chicago Public Schools. As initial phases of inductive analyses around principal’s career narratives were completed, this grounded theory inquiry focused on how principals use discourses of calling to make sense of their motivation. Data were analyzed through three iterations of coding: open, focused, and closed. Findings: School principals used themes of calling to make sense of their motivation in challenging contexts. Specifically, they described their destiny to work in education, duty to serve students, and fulfillment in work. Calling narratives explain past action and elevate the importance of the work, likely fueling continued motivation. Implications: This work adds a narrative component to research on principals’ motivation and transition, focusing on principals’ efforts to manage challenges. The results provide novel empirical data on principals’ sense-making, efforts to manage multiplying work demands, and on how professionals use calling to make sense of and bolster work motivation. Future work should determine whether calling narratives predict retention among principals.
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Purwati, Purwati, Muhammad Japar, and Hijrah Eko Putro. "The Lack of Interest to do Counseling among Junior High School Students: Evaluation of Principals, Counselors, Teachers, and Peers Factors." Islamic Guidance and Counseling Journal 3, no. 2 (July 15, 2020): 54–60. http://dx.doi.org/10.25217/igcj.v3i2.737.
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This study departs from the limitations of research on how principals, counselors, teachers, and peers in inhibiting students' intention to do counseling. This study aims to determine how principals, counselors, teachers, and peers influence the lack of interest in student to do counseling. 162 students from six Junior High Schools in the city of Magelang, Indonesia were involved as participants after obtaining permission from the schools. The collected data is then analyzed using correlation and path analysis to see how the relationship and influence of principals, counselors, teachers, and peers on student counseling interests, and to see how the role of peers in mediating the relationship between principals with counselors and teacher with counselors. The school principals, counselors, and teachers become serious obstacles as they being categorized in high, while peers become factors in the medium category. Principals, teachers and peers contribute positively to the lack of interest in consulting to counselors. Principal factors and teachers contribute positively to peers. Peers are mediators in the principal's relationship with the counselor and the teacher's relationship with the counselor.
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Service, Brenda, Gulay Erin Dalgic, and Kate Thornton. "Implications of a shadowing/mentoring programme for aspiring principals." International Journal of Mentoring and Coaching in Education 5, no. 3 (September 5, 2016): 253–71. http://dx.doi.org/10.1108/ijmce-03-2016-0031.
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Purpose – The purpose of this paper is to explore the impact of a shadowing/mentoring component of a post-graduate programme designed to prepare deputy and assistant principals for the principalship. Design/methodology/approach – The research design is a qualitative evaluation of the shadowing/mentoring component of a principal preparation programme. The experiences of 13 individual aspiring principals who had taken part in the programme were explored using semi-structured interviews. Findings – The shadowing/mentoring component of this programme allowed the aspiring principals to gain an understanding of the complexity of a principal’s role by shadowing and being mentored by experienced principals in a range of New Zealand schools. In addition to providing them with a network of effective principals, the experience led the aspiring principals to reflect on their leadership development. Research limitations/implications – The study drew on a small sample of 27 students enroled in the programme, 13 of whom were included in the data collection process. Originality/value – This study presents the views of aspiring principals who valued the opportunity to relate theory to practice as part of a post-graduate programme.
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Good, Thomas L. "In the Midst of Comprehensive School Reform: Principals’ Perspectives." Teachers College Record: The Voice of Scholarship in Education 110, no. 11 (November 2008): 2341–60. http://dx.doi.org/10.1177/016146810811001104.
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Background/Context The role of the principal, and especially the role of the principal in promoting school reform to increase student achievement, is a topic with a long and evolving history. Principals are believed to play a critical role in school reform because they have the potential to impact all aspects of school policy, from time allocated to recess to decisions about curriculum and instruction, teacher hiring and evaluation, assignment of students to teachers, and after-school programs. There is a growing and complex literature about the role of principal and teacher leadership in school reform and improvement, and the degree to which the principal's leadership and management can improve academic achievement is actively debated. However, most of this debate occurs on logical grounds because the empirical evidence linking principal leadership to student achievement is sparse. Research Question The interview questions assessed principals’ perceptions about degree of program implementation, school progress, and issues of teacher and student stability, and their beliefs about what policy makers should know about school reform. Population Twenty-one principals of schools involved in Comprehensive School Reform in Arizona. Research Design The research was based on interviews conducted with each of the principals. The focus of this article centers on their discussions of English language learners, teacher turnover, what students are like, teacher effort, parent involvement, budget constraints, and principal expectations for improving achievement. Conclusions Principals described some of the issues they faced in trying to improve student achievement. These issues included high numbers of students (and parents) with limited English skills, high turnover rates of teachers and students, difficulty of involving parents in schooling, inadequate and inflexible budgets, and the various constraints imposed by the pervasive conditions of poverty that surrounded these schools and their students. Yet, despite these obstacles, principals exhibited matter-of-fact and, in most cases, positive postures toward school improvement. Principals did not see their problems—especially those of students’ learning—to be intractable, but they did urge policy makers to have patience and a fuller awareness of the difficulties they face.
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Benoliel, Pascale, and Anit Somech. "A New Perspective for Understanding School Managers’ Roles: The Impact of Principals’ Boundary Activities on the Effectiveness of School Management Teams." Teachers College Record: The Voice of Scholarship in Education 120, no. 3 (March 2018): 1–40. http://dx.doi.org/10.1177/016146811812000301.
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Background/Context Increasingly, educational leadership research has stressed that leadership is not solely embedded in formal roles but often emerges from relationships between individuals. Senior management teams (SMTs) are an important expression of a formal management structure based on the principle of distributed leadership. Such structures may require a reconceptualization of school leadership and the role of the principal in such a way as to better meet new challenges and enable principals to manage SMTs more effectively. Accordingly, it is proposed that to improve effectiveness, principals engage in boundary activities, the principals’ internal activities directed toward the SMT aimed at dealing with internal team matters and the principals’ external activities directed toward external agents in the team's focal environment to acquire resources and protect the team. Purpose/Objective The present study attempts to advance a theoretical model of principals’ internal and external activities toward their SMTs. This study's purpose is twofold: First, the study tries to determine which of the internal and external activities principals engage in more frequently and less frequently and to what extent. Second, the study attempts to determine how these activities are related to the SMT effectiveness outcomes: in-role performance and innovation. Taking on a distributive perspective to school leadership, our goal is to extend our knowledge about the activities that might facilitate SMT effectiveness, by highlighting the principal boundary activities as fundamental. Research Design Quantitative study. Data Collection and Analysis Data were collected from two sources to minimize problems associated with same source bias: 92 SMTs and their principals from 92 public schools in Israel. Principals evaluated the SMTs’ effectiveness through validated surveys of team in-role performance and team innovation, and SMT members evaluated the internal and external activities of the principal. Findings/Results ANOVA analyses indicate significant mean differences between the principal's internal and external activities. Results from Structural Equation Model indicate that internal activities were related to SMT performance, whereas external activities were related to SMT innovation. Conclusions/Recommendations Principals who manage both the internal SMT dynamic by promoting SMT identity and building team trust, while also promoting a common mission, serve the role of coordinator between SMT members and constituencies external to the SMT, enhancing SMT effectiveness. It may be, then, that studying new models of school leadership and management, including the relationship of the principal and the SMT, may deepen our understanding of the increasingly complex role of principals today.
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Prado Tuma, Andrea, and James P. Spillane. "Novice School Principals Constructing Their Role Vis-À-Vis External Stakeholders: (Not) Attempting to Be “All Things to All People”." Educational Administration Quarterly 55, no. 5 (January 8, 2019): 812–40. http://dx.doi.org/10.1177/0013161x18822101.
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Purpose: A school principal’s ability to engage with external stakeholders is critical for achieving a range of school objectives such as involving parents, implementing policy mandates, and accessing resources from the school district. This study examines how novice school principals make sense of different external stakeholders’ demands and their own role in relation to external stakeholders during their first year on the job. Research Approach: We analyze 53 semistructured interviews conducted with 18 novice principals throughout their first year on the job. We use an iterative process of coding and analysis to identify patterns and verify our findings by ensuring interrater reliability in our coding and examining disconfirming evidence. Findings: We find that novice principals struggle to make sense of external stakeholder claims that they perceive to conflict with their own understanding of the goals and values of the school. In particular, conflicting claims elicit sense-making about a new principal’s role vis-à-vis external stakeholders. Across time, a majority of novice principals narrow the scope of their role by coming to terms with taking an unpopular position, setting priorities, and modifying their expectations about the job. Implications for Research and Practice: Our study highlights the cognitive, rather than behavioral, responses that principals have toward conflicting claims. Furthermore, we extend work on the occupational socialization of school principals by showing how conflicting claims shape novice principals emerging understanding of their role vis-à-vis external stakeholders. Our findings have implications for improving principal preparation programs and succession planning.
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Ashlan, Said. "Implementing the Teaching Supervision by Principals in Improving the Performance of Teachers in Aceh Besar." Jurnal Ilmiah Peuradeun 5, no. 1 (January 28, 2017): 25. http://dx.doi.org/10.26811/peuradeun.v5i1.116.
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Teaching supervision by principal in Aceh Besar State High Schools (especially in Excellent Senior High School 2 of Ali Hasjmy and Senior High School 1 Baitussalam) is one of factors to improve the quality of professional teacher performance. The purpose of this study was to identify the activities, techniques, implementations, supporting and inhibiting factors in teaching supervision by principals in improving teacher performance. The subjects of this research were principals, vice principals, and teachers. This study used qualitative approach and descriptive method. Meanwhile, the inhibiting factors of teaching supervision were the principals had other activities outside the school and did not have adequate time for the supervision, principal’s demonstration technique was still conventional, there was lack of fund, and there were teachers who were not creative and some of them were susceptible to illness (age factor).
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Kurniady, Dedy Achmad, Sururi, and Suryadi. "MODEL PENILAIAN KINERJA (PERFORMANCE APPRAISAL) KEPALA SEKOLAH MENENGAH PERTAMA NEGERI." PEDAGOGIA 14, no. 3 (March 30, 2017): 387. http://dx.doi.org/10.17509/pedagogia.v14i3.5896.
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The role of the principal is important for directing school life to achieve school goals. The principal appointment is attained through formal and rational consideration, determined by procedures, requirements, and regulations. This study is concerned with the development of performance appraisal model of junior high school principals and is aimed to achieve the following aims: 1) to detect rules and system regarding principals performance appraisal; 2) to verify and describe components, process and measures results of principals appraisal, and 3) to analyse Performance Based required by principals; and 4) to generate hypothetical models of principal performance appraisals in junior high school level. In order to have principals with all standard criteria, efforts to improve principal professional capacities are needed to conduct in a well-planned manner through continuous quality improvement. These improvements are mapped out intermittently so that principals profiles based on measures results of Principals Performance Appraisal can be put into actual. Performance appraisal is designed to identify data on principals performance.
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Nurlaili, Nurlaili, Warman Warman, and Raolah Raolah. "Improvement of principals’ supervision competence through accompaniment in principal working groups." Cypriot Journal of Educational Sciences 16, no. 4 (August 31, 2021): 1704–20. http://dx.doi.org/10.18844/cjes.v16i4.6033.
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A principal’s supervision competency affects the improvement in the teaching and learning process; therefore, it needs to be improved. This study aimed to describe the principal working group (PWG) activities and the principal’s supervision competencies after being assisted by school supervisor in the PWG at Sangkuang Island, East Kutai Regency. This research used a qualitative method and was conducted at state elementary schools. Data collection used interview, observation and documentation techniques. The data were analysed using Miles and Huberman’s model. The results showed that the PWG activities were effective and the principals could exchange ideas and solutions to solve school problems. The school supervisor’s assistance in the PWG activities increased the principal’s supervision competencies. The principals were able to plan supervision programmes properly, conduct standard supervision and implement follow-up supervision according to the needs. This study implies that a school supervisor’s assistance is important to improve the principal’s supervision competence and this can be adopted at other area.
Keywords: Elementary school, principal, supervision competence.
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Truong, Felicia R. "The good principal: A case study of early-career charter principals’ role conceptualizations." Management in Education 33, no. 4 (January 8, 2019): 157–65. http://dx.doi.org/10.1177/0892020618795202.
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Up to 75 percent of charter principals in the United States leave the role within five years. Understanding how early-career principals conceptualize the role could help strengthen principal preparation and in-service training. This study analyzed early-career charter principals’ descriptions of the principalship in order to understand their framework for what it means to be a good principal. A qualitative case study was used, focused on semi-structured interviews with 15 charter school principals. Charter school principals in this study primarily defined being a ‘good’ principal using examples and descriptions of soft skills and personality traits.
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Faridah, Ririn, Haris Supratno, and Mudjito Mudjito. "Leadership style of high-achieving school principals in teacher professionalism." Cypriot Journal of Educational Sciences 17, no. 9 (September 30, 2022): 3160–69. http://dx.doi.org/10.18844/cjes.v17i9.6958.
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This study aimed to describe the implementation of leadership styles of High-Achieving School Principals in teacher professionalism. This research was conducted using a qualitative method and a human instrument. The participants consisted of 1 school principal, 4 deputy principals, and 2 teachers. The data were collected using in-depth interviews, observation, and documentation. The obtained data were analyzed using data condensation, display, and verification. The results found that the leadership style of high achieving school principals did not only comply with one leadership style. Relationship-oriented, participatory, transactional, and transformative leadership styles were mostly applied in collaboration. Such collaborative leadership style became a strategic approach in supporting teacher professionalism. Of the four leadership styles, transformative style had been the most dominant style as the principal’s vision gave a positive energy to the teachers in developing their competence. Keywords: leadership, style, principal, teacher, professionalism;
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Sahertian, Pieter, and Yulius Rustan Effendi. "The role of principal transformational leadership based on Lonto Leok culture Manggarai community for strengthening student character." Masyarakat, Kebudayaan dan Politik 35, no. 3 (August 22, 2022): 321–38. http://dx.doi.org/10.20473/mkp.v35i32022.321-338.
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The role of the principal is crucial to optimize the implementation of the student character strengthening program. Unfortunately, the role of the principal is experiencing obstacles because he has not found the appropriate form of role and approach to make the student character strengthening program effective. This study examines the principal's transformational leadership role based on a local cultural system. A qualitative approach is used in this study, the case study design with the subjects studied were school principals. Participants in this study include three principals, three senior teachers, one parent, and one cultural figure. Data were collected through in-depth interviews, participant observation, and documentation studies to achieve the research objectives. Data analysis employed a modified analytical analysis method. Meanwhile, the validity of the data was based on the level of credibility, transferability, dependence, and confirmability. The study results prove that the principal's transformational leadership role with a local cultural approach has a positive impact on the optimization of character strengthening programs and positive changes in students' moral behavior. The study concludes that the transformational leadership role of local culture-based principals impacts optimizing student character strengthening programs.
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Salim, Moh Agus. "PERAN KEPALA SEKOLAH DALAM MENINGKATKAN MUTU PEMBELAJARAN DI MADRASAH ALIYAH AINUL FALAH BAKEONG GULUK-GULUK SUMENEP." re-JIEM (Research Journal of Islamic Education Management) 5, no. 2 (December 29, 2022): 207–18. http://dx.doi.org/10.19105/re-jiem.v5i2.7206.
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The quality of learning in educational institutions should be improved because all aspects of achieving student satisfaction can improve school achievement but this is not easy to do but requires the role of the school principal in improving the quality of learning at MA Ainul Flah Bakeong Guluk-Guluk Sumenep. This research includes a qualitative approach with a descriptive type. The results of the study showed that the principal's strategy in improving the quality of learning at MA Ainul Falah Bakeong Guluk-Guluk Sumene first increased teacher professionalism. The second thing is optimizing existing educational facilities and infrastructure in schools. The third is carrying out routine supervision which is carried out every week. Implementation of school principals in improving the quality of learning MA Ainul Falah Bakeong Guluk-Guluk Sumenep Principals as educators (educators), Principals as managers, Principals as supervisors Evaluation of the implementation of school principals in improving the quality of learning Evaluations are conducted in the form of monthly meetings at the end of the semester meeting annual.
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Al-Amien, Muhammad Mulya, and Achadi Budi Santosa. "The Leadership Role of The Principal in Increasing Admission of New Students." Tadbir : Jurnal Studi Manajemen Pendidikan 5, no. 2 (December 30, 2021): 265. http://dx.doi.org/10.29240/jsmp.v5i2.3392.
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This study aims to reveal the role of school principals in increasing new student admissions. The method used in this research is qualitative. Collecting data through documentation, observation, and interviews. Respondents include school principals, vice principals, and heads of expertise programs. The results showed that the principal's role in increasing new student admissions was to optimize his function as an educator, which is to always provide guidance, as a manager who always encourages teachers and education personnel, especially those who are included in the committee to carry out their duties in accordance with the plans and rules that have been outlined. in its main duties and functions. As a supervisor, the school principal always monitors, provides input, direction, and motivation to all members of the new student admissions program committee. The principal is also always a role model in discipline, and is always active in establishing relationships with junior high schools in his area. The results of this study are certainly quite inspiring, because the implications can encourage the spirit of school principals in improving the performance of the new student admissions committee in each school.
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Massry-Herzallah, Asmahan, and Khalid Arar. "Gender, school leadership and teachers’ motivations." International Journal of Educational Management 33, no. 6 (September 9, 2019): 1395–410. http://dx.doi.org/10.1108/ijem-02-2019-0054.
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Purpose The research investigates perceptions of teachers in the Arab education system in Israel concerning the effect of their principal’s leadership and gender on their motivation. Relying on Hofstede’s cultural dimensions as an analytic tool to understand the Arab school, the purpose of this paper is to answer the following research questions: first, how do the teachers perceive the leadership style and gender of their principal and what influence do these perceptions have on their motivation? Second, what are the influences of the different dimensions of culture described by Hofstede on the teachers’ motivation? Design/methodology/approach To answer these questions, 18 teachers from different schools in the Arab education system (10 female and 8 male) were interviewed. Findings The research revealed three themes which describe the teachers’ perceptions of their principals’ leadership styles with consideration of the principals’ gender: the principals’ involvement and sharing of school operations and decision making with the teachers; the extent of autonomy given to teachers; and establishment of principal–teacher relationships. Originality/value The paper concludes with implications of these leadership styles for teachers’ motivation for work, and suggestions are given to improve Arab principals’ practices and thus to enhance teachers’ motivation.
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Davis, Stephen H. "Why Principals Lose Their Jobs: Comparing the Perceptions of Principals and Superintendents." Journal of School Leadership 10, no. 1 (January 2000): 40–68. http://dx.doi.org/10.1177/105268460001000104.
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Few studies have compared the perceptions of principals and superintendents regarding the reasons why principals lose their jobs. Perceptual congruence on factors that contribute to principal termination is necessary to ensure accurate, appropriate, and constructive feedback about ineffective leadership behaviors. This study compared the perceptions of 124 California public school principals with those of 99 California public school district superintendents on 22 reasons why principals lose their jobs and on 9 organizational outcomes related to ineffective leadership. Principal and superintendent perceptions varied significantly regarding the primary reasons for termination. Superintendents most often attributed principal failure to internal personal insufficiencies such as poor interpersonal relationships and decision making. In contrast, principals most often attributed failure to external factors such as political interference and conflicts with the superintendent and board of education. An analysis of organizational outcomes found that most superintendents cited a high number of parent complaints as evidence of an at-risk principal, whereas most principals cited poor staff morale.
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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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Mansur, Sopian, Imam Tholkhah, and Mohamad Jaenudin. "OPTIMALISASI PEMBINAAN KEPALA SEKOLAH DALAM MENINGKATKAN KOMPETENSI GURU DI SMK CITEUREUP." Jurnal Dirosah Islamiyah 1, no. 2 (November 20, 2019): 164–84. http://dx.doi.org/10.47467/jdi.v1i2.82.
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ABSTRACTThe purpose of this study is to find a portrait of optimizing the development of principals, including: Teacher competence; Teacher discipline; and Responsibility of teachers at Vocational High School PGRI Citeureup Bogor. Next is to find out the form of strategy undertaken by the principal in improving teacher competence. This research uses a qualitative descriptive approach through interviews, observation and documentation. The subjects of this study were the principal, teachers and all staff at SMK PGRI Citeureup Bogor. To reflect the results of the study found: a portrait of optimizing the development of school principals in improving teacher competence is very harmonious. All teachers greatly increase competence when seen in implementing the rules, discipline, and responsibility towards their profession as a teacher. As for the form of the principal's strategy in increasing teacher competency in SMK PGRI Citeureup using formal and informal strategies, namely: involving teachers in seminars, training, conducting supervision, promoting discipline and motivating teachers from the principal to motivate teachers to improve improvements in educational innovation as tangible form of developing teacher competence. It is expected that principals can provide encouragement and coaching in teacher performance regarding competence, discipline and teacher responsibility in an effective and efficient manner so as to improve performance both professionally or by teacher competence in schools.Keywords: Optimization, Coaching, School Principals, And Teacher Competencies.
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Blose, Sibonelo, Bongani Nhlanhla Mkhize, Sihle Siyabonga Ngidi, and Phumlani Erasmus Myende. "Construction of self as a principal: Meanings gleaned from narratives of novice school principals." South African Journal of Education 42, no. 2 (May 31, 2022): 1–10. http://dx.doi.org/10.15700/saje.v42n2a2018.
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It is assumed that individuals’ cognitions of who they are in a particular social structure influence their behaviour in that space. Likewise, school principals’ cognition of who they are in schools as social structures influences how they behave as leaders. In this article, we use the role identity theory as a framework to analyse novice principals’ narratives of lived experiences to understand how they construct themselves as principals in schools and how these constructions influence their execution of leadership. Positioned within the interpretivist paradigm, we adopted the narrative inquiry methodology to engage with the lived experiences of 3 purposively selected novice principals from the Pinetown district in KwaZulu-Natal. The narrative interview was employed to generate field texts, which were subsequently analysed using 2 methods: narrative analysis and analysis of narratives. From our analysis of field texts, 4 themes explaining how the participating novice principals construct themselves as school principals were identified; these themes are: a leader as a learner, re-establishing oneself as a leader, spanning boundaries, and leading to inspire. From these themes, we conclude that a principal’s conception of self is dynamic and is a blend of multiple meanings generated prior to becoming a principal and meanings generated during the principalship tenure.
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Isnawan, Muhamad Galang, and Sudirman Sudirman. "Principal competency model development: Phenomenological design with coaching techniques in Sekolah Penggerak." Tarbawi: Jurnal Keilmuan Manajemen Pendidikan 8, no. 01 (May 7, 2022): 59–68. http://dx.doi.org/10.32678/tarbawi.v8i01.5867.
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Sekolah Penggerak is one of the best episodes of the many Merdeka Belajar episodes. A separate curriculum known as Kurikulum Merdeka was prepared to support the program. The change in the principal’s competency model then became one of the unique phenomena in the curriculum change. The facts reveal that school principals cannot adapt quickly to this phenomenon, so this study aims to help school principals adapt more quickly to changes in competency models with coaching techniques. This study uses a phenomenological design because it wants to know the experiences that principals experience regarding the use of coaching techniques in responding to the phenomenon of changing competency models. The participants were three principals (51-55 years old) with 2-5 years of experience as principals. The instruments used are coaching questions developed in Sekolah Penggerak. Data is collected online through Google Meet and analyzed using qualitative data analysis techniques. The study results then revealed that coaching techniques could to assist school principals in developing a model of school leadership competence, especially self-development and other people’s development, as well as learning leadership. This study also hopes that the principal will actively involve parents or guardians of students as mentors and learning resources.
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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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Syuhada, Syuhada. "The Influence of Principal Leadership, Rewards and Punishment from Principals on Teacher Discipline in Elementary Schools." Journal of Educational Sciences 6, no. 1 (January 24, 2022): 128. http://dx.doi.org/10.31258/jes.6.1.p.128-142.
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This research is a quantitative research with the Expost Facto method which aims to analyze and describe the influence of Principal Leadership, Rewards and Punishment from Principals on Teacher Discipline either partially or simultaneously. Data were collected using an instrument in the form of a closed questionnaire which was distributed to 93 respondents consisting of public elementary school teachers in the Dumai city after being tested for validity and reliability first. The results of the study show that partially Principal Leadership has a significant and positive effect on Teacher Discipline by 24.25% and it was the most dominant factor in influencing teacher discipline in this study. Reward from the Principal has a significant and positive effect on Teacher Discipline by 4.41%. Whilst, punishment from the Principal has a significant and positive effect on Teacher Discipline by 20.46%. Meanwhile, simultaneously the Principal's Leadership, Reward from Principal, and Punishment from Principal have a significant and positive effect on Teacher Discipline by 49.1%, while the remaining 50.9% is influenced by other variables outside of this study. This indicates that the principal’s leadership, reward and punishments from the principal do have an influence toward teacher discipline.
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Rainey, Meredith I. Honig &. Lydia R. "A teaching-and-learning approach to principal supervision." Phi Delta Kappan 102, no. 2 (September 22, 2020): 54–57. http://dx.doi.org/10.1177/0031721720963234.
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Principal supervisors often find themselves drawn into managing logistical and operational matters, instead of helping principals become more effective instructional leaders. Yet Meredith Honig and Lydia Rainey contend that principal supervisors need to make principals’ instructional leadership their primary focus. Drawing on their work with central offices, they explain how the principal supervisors who were most effective at promoting equity and improved instruction took a teaching-and-learning approach to their work with principals. They helped principals lead their own learning and used modeling and other instructional moves to help them along the way.
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Okorji, Perpetua N., Innocent C. Igbokwe, and Carol O. Ezeugbor. "Relatıonshıp Between School Clımate And Prıncıpals’ Job Performance In Secondary Schools." European Scientific Journal, ESJ 12, no. 4 (February 28, 2016): 55. http://dx.doi.org/10.19044/esj.2016.v12n4p55.
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This study investigated the relationship between school climate and principals’ job performance in secondary schools in Enugu State, Nigeria. It adopted a correlational study design. Five research questions and five hypotheses guided the study. The population of the study embraced all the principals from 283 secondary schools in the six education zones of Enugu State. Out of the population, a sample of 177 principals was selected through simple random sampling technique. The instruments used to collect data were Organizational Climate Index and Principal Self-Assessment Questionnaire, adapted and developed by the researcher, respectively. The two sets of questionnaires were duly validated by experts in Measurement and Evaluation, and Educational Management and Policy. Cronbach Alpha method was used to determine the reliability coefficient of the instruments which yielded 0.83 for the Organizational Climate Index and 0.94 for the Principal Self-Assessment Questionnaire. . Pearson Product Moment correlation coefficient was used for data analysis. The findings showed among others that: there was a moderate positive relationship existing between the two variables- school climate and principal’s job performance. Based on the findings of the study, it was recommended that principals should embrace the collaborative and collegial style of administration where teachers are included and free to share ideas and concepts for managerial and school effectiveness. It was also recommended that principals should create an atmosphere that is supportive, comfortable, friendly, productive, and relaxed, to motivate students’ greater participation in learning and achieving educational goals.
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Lee, Daphnee Hui Lin, and Chi Shing Chiu. "“School banding”." Journal of Educational Administration 55, no. 6 (September 4, 2017): 686–701. http://dx.doi.org/10.1108/jea-02-2017-0018.
Full textAbstract:
Purpose The purpose of this paper is to explore how principals’ leadership approaches to teacher professional development arise from school banding and may impact upon teacher professional capital and student achievement. Design/methodology/approach The case study is situated within the context of school-based management, comprising reflective accounts of nine school principals selected by stratified sampling from a sample of 56 Hong Kong schools to represent Bands One, Two, and Three schools. The reflective accounts were triangulated with observations of teachers and analysis of school websites. Findings First, under school-based management, principals remain obliged to recognize the power of state-defined examinations in determining the schools’ future priorities. Second, the exercise of school autonomy in response to this obligation varies, depending upon the competitive advantage schools have in the school banding system. Ideally, effective school-based management is dependent upon the principal’s capacity to facilitate good instructional practices. However, principals need to adjust their leadership practices to school contextual demands. Third, adaptations to contexts result in the varied developments of teacher capacities in schools, corresponding with the types of principal leadership adopted. Originality/value While statistical studies have identified attributes of exemplary principal leadership, few studies have examined the qualitative reasons for the exemplification of these attributes, and the influence of the school context in shaping these attributes. Departing from assumptions that leadership attributes are intrinsic to individuals, this paper considers how principals contextualize leadership in teacher professional development to the schools’ student academic achievement.