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Journal articles on the topic 'Principalship'

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Author: Grafiati

Published: 4 June 2021

Last updated: 19 February 2023

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1

Wahed, Andi, and Sitti Habibah. "The Implementation of Principalship’s Intructional Supervision (Comparative Study on Elemntery School of Inpres BTN IKIP 1 and Elementery School of Inpres BTN IKIP 2)." JIKAP PGSD: Jurnal Ilmiah Ilmu Kependidikan 4, no. 2 (September 10, 2020): 112. http://dx.doi.org/10.26858/jkp.v4i2.13340.

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This Research was aimed to determine the Implementation of Principalship’s Instructional Supervision on SD Inpres BTN IKIP 1 and SD Inpres BTN IKIP 2 of Makassar city which has implemented Kurtilas (Curriculum 2013). This research background is there policy regulated in implementation curriculum 2013 on which effect to instructional action so then it’s needed role principalship as instructional supervision. An approach used in this research is qualitative method, to describe comparation of both elementary schools. Data collection technique used interview, observation, and documentation technique. Data source derive some informant, activity and document which about instructional supervision activity principalship on SD Inpres BTN IKIP 1 and SD Inpres BTN IKIP 2. The result this research is implementation of instructional supervision based Kurtilas on SD Inpres BTN IKIP 1 Makassar is done by principalship trough some approach and technique that are indirect used individual and group techniques, motivating teachers contextually to continuous improvement them and used model teachers to knowledge transfer to other teachers. While the implementation of instructional supervision based Kurtilas on SD Inpres BTN IKIP 2 Makassar is done by principalship trough some approach and technique that is directly individual and group techniques, teachers’ supervision contextually on visiting class and meeting periodically. The implementation of instructional supervision based Kurtilas on SD Inpres BTN IKIP 1 is done carry out informally (individually) in a relaxed (humanist) style as well as group discussion and teacher empowerment activities as models, while the implementation of supervision based Kurtilas at SD Inpres BTN IKIP 2 is done formally in periodic group discussion activities which are also accompanied by class visits.

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2

Gawlik, Marytza A. "Principalship Socialization in Charter Schools." Journal of School Leadership 29, no. 1 (January 2019): 3–24. http://dx.doi.org/10.1177/1052684618825089.

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This study explores the ways in which charter schools manage principalship socialization of individuals as they move into principalship roles. The topic is important in the context of increasing concerns about the need for quality educational principalship and the pressure charter schools face to demonstrate higher levels of student achievement than traditional public schools. Data were collected from three charter elementary schools in Florida during the 2012–2013 school year. The results reveal variation among the schools with respect to preparation for principalship transitions and subsequent socialization. This study provides a conceptual/analytic framework that can serve as a foundation for future research, which should (1) highlight the practices associated with using socialization as a stepping stone to building-level principalship and (2) compare network-based and stand-alone charter schools with respect to principalship development.

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3

Thomson, Scott D. "Professionalizing the Principalship." International Journal of Educational Reform 2, no. 3 (July 1993): 296–99. http://dx.doi.org/10.1177/105678799300200310.

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4

Kelly, Graham. "The Assistant Principalship as A Training Ground for the Principalship." NASSP Bulletin 71, no. 501 (October 1987): 13–20. http://dx.doi.org/10.1177/019263658707150105.

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5

Whitaker, Kathryn S. "Superintendent Perceptions of Quantity and Quality of Principal Candidates." Journal of School Leadership 13, no. 2 (March 2003): 159–80. http://dx.doi.org/10.1177/105268460301300202.

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This article presents data from a study of superintendents on their perceptions of the quality and quantity of principal candidates in one state. Through a survey, superintendents were asked to provide information about the quantity and quality of candidates for the principalship, level of satisfaction with mentoring/induction programs, and level of satisfaction with professional preparation programs. The respondents were also asked to provide responses to the factors discouraging applicants for the principalship, and suggestions to increase the pool of candidates for the principalship. Follow-up interviews were conducted with 10 superintendents in the state for more in-depth information about the quantity and quality of candidates for the principalship. Recommendations are offered about methods to increase candidate pools and retain quality individuals in principal roles.

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6

Schneider, Alexander, and Einat Yitzhak-Monsonego. "ELEMENTS IN SCHOOL PRINCIPALSHIP: THE CHANGING ROLE OF PEDAGOGY AND THE GROWING RECOGNITION OF EMOTIONAL LITERACY." International Journal of Child, Youth and Family Studies 11, no. 4.2 (December 30, 2020): 37–56. http://dx.doi.org/10.18357/ijcyfs114.2202019987.

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This paper examines the changing role of pedagogy and the growing recognition of emotional literacy as an element in school principalship, as perceived by school principals. A model of the “principal’s toolkit” based on three “pillars” of leadership, management, and pedagogy was used, but with the addition of a fourth pillar, emotional literacy. Here we report on a survey of 63 principals and educational executives that was designed to examine principals’ views regarding which tools are required for school principalship, the way they prioritize those tools, and the weight accorded to each. The survey, which took place from September 2009 to July 2010, was conducted through a questionnaire and interviews. Quantitative processing of the questionnaire results was performed, as was content analysis of the open questions and the interviews. The findings clearly define and rate the components of the essential toolkit for principalship as perceived by the principals. Leadership and emotional literacy were rated highest and pedagogy and management lower, which is at odds with the prevailing attempt by the Israeli Ministry of Education to establish pedagogical leadership as the central element in principalship. This paper will explore and explain the phenomenon of change in principalship elements that entails the changing role of pedagogy and the increasing importance of emotional literacy as an element in school principalship.

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7

Schneider, Alexander, and Einat Yitzhak-Monsonego. "ELEMENTS IN SCHOOL PRINCIPALSHIP: THE CHANGING ROLE OF PEDAGOGY AND THE GROWING RECOGNITION OF EMOTIONAL LITERACY." International Journal of Child, Youth and Family Studies 11, no. 4.2 (December 30, 2020): 37–56. http://dx.doi.org/10.18357/ijcyfs114.2202019987.

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This paper examines the changing role of pedagogy and the growing recognition of emotional literacy as an element in school principalship, as perceived by school principals. A model of the “principal’s toolkit” based on three “pillars” of leadership, management, and pedagogy was used, but with the addition of a fourth pillar, emotional literacy. Here we report on a survey of 63 principals and educational executives that was designed to examine principals’ views regarding which tools are required for school principalship, the way they prioritize those tools, and the weight accorded to each. The survey, which took place from September 2009 to July 2010, was conducted through a questionnaire and interviews. Quantitative processing of the questionnaire results was performed, as was content analysis of the open questions and the interviews. The findings clearly define and rate the components of the essential toolkit for principalship as perceived by the principals. Leadership and emotional literacy were rated highest and pedagogy and management lower, which is at odds with the prevailing attempt by the Israeli Ministry of Education to establish pedagogical leadership as the central element in principalship. This paper will explore and explain the phenomenon of change in principalship elements that entails the changing role of pedagogy and the increasing importance of emotional literacy as an element in school principalship.

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8

Bartell, Carol A., and David B. Willis. "American and Japanese Principals: A Comparative Analysis of Instructional Leadership." NASSP Bulletin 71, no. 502 (November 1987): 18–27. http://dx.doi.org/10.1177/019263658707150204.

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What role do Japanese and American principals play in effec tive schools? How do their views of the principalship com pare ? How do their job responsibilities differ? These researchers compare principals and the principalship in two vastly different cultures.

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9

Walker, Allan, and Haiyan Qian. "Review of research on school principal leadership in mainland China, 1998-2013." Journal of Educational Administration 53, no. 4 (July 6, 2015): 467–91. http://dx.doi.org/10.1108/jea-05-2014-0063.

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Purpose – The purpose of this paper is to review English-language publications about school principalship in China published between 1998 and 2013 and to present an overview of the authorship, topics, methodologies and key findings of these publications. Design/methodology/approach – The methodology includes an exhaustive review of journal articles and book chapters about Chinese school principalship published in the English language. In total, 39 articles and 17 book chapters are identified for the 1998-2013 period. Qualitative analysis is conducted to determine the basic patterns of authorship, topics, methods and key findings. The changes or continuities in these patterns during the study period are also discerned. Findings – The paper identifies several continuous and discontinuous patterns in each of the review categories and provides a better understanding of on-going research into the practice of school principalship in China. The results also suggest areas that require deeper exploration. Originality/value – This paper explores the landscape of school principalship in China as reflected in the international literature and indicates the ways that this landscape has changed or remained the same over the years. As such, the paper contributes to the thin knowledge base concerning school principalship in China and sheds light on the enduring local-global tension in the evolution of education systems.

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10

Díaz-Delgado, Miguel Angel, and Inmaculada Garcia-Martinez. "Estándares para la dirección escolar en España y México: Un estudio comparativo." education policy analysis archives 27 (September 23, 2019): 113. http://dx.doi.org/10.14507/epaa.27.4565.

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Both Spanish and Mexican education systems have been influenced by international standardized assessment programs, to the extent that both identify educational leadership as one of the main factors for school improvement; however, each national context has implemented dissimilar policies for developing standards for school principalship. Contrary to the global trend, in the Spanish context there is no homogeneous policy, each autonomous community determines the processes for access to and permanence in the school principals´ position. In contrast, the Mexican education system has developed robust standardization policies since the 2013 education reform. This study compares the standards for Principalship in the Spanish and Mexican public education systems, to consider (a) the processes for access to and permanence in the position (Gairín, 2010), (b) the institutional bureaucracy (Guiddens Sutton, 2014), and (c) the training for the principalship. This comparative analysis permits an exploration of the standards for school principalship in both education systems, recognizing the prior and current frames of reference in each context.

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11

Davis, Bradley W., Mark A. Gooden, and Alex J. Bowers. "Pathways to the Principalship." American Educational Research Journal 54, no. 2 (January 6, 2017): 207–40. http://dx.doi.org/10.3102/0002831216687530.

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12

Walker, Allan, and Kenneth Stott. "Principalship Mentoring in Singapore." Management in Education 6, no. 3 (September 1992): 6–8. http://dx.doi.org/10.1177/089202069200600303.

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13

Lattuca, Patrick. "The Principalship in Transition." Educational Forum 76, no. 2 (April 2012): 224–33. http://dx.doi.org/10.1080/00131725.2011.653868.

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14

Hackmann, Donald G. "Interviewing for the Principalship." Journal of Cases in Educational Leadership 2, no. 2 (June 1999): 26–30. http://dx.doi.org/10.1177/155545899900200204.

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15

Shen, Jianping, Liliana Rodriguez-Campos, and Rigoberto Rincones-Gomez. "Characteristics of Urban Principalship." Education and Urban Society 32, no. 4 (August 2000): 481–91. http://dx.doi.org/10.1177/0013124500324004.

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16

Portin, Bradley S. "The Changing Urban Principalship." Education and Urban Society 32, no. 4 (August 2000): 492–505. http://dx.doi.org/10.1177/0013124500324005.

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17

Kimball, Kathy, and Kenneth A. Sirotnik. "The Urban School Principalship." Education and Urban Society 32, no. 4 (August 2000): 536–44. http://dx.doi.org/10.1177/0013124500324008.

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18

Marshall, Catherine, Barbara Mitchell, Richard Gross, and Diane Scott. "The Assistant Principalship: A Career Position or a Stepping- Stone to the Principalship?" NASSP Bulletin 76, no. 540 (January 1992): 80–88. http://dx.doi.org/10.1177/019263659207654014.

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19

Montecinos, Carmen, Sergio Galdames, Joseph Flessa, and Juan Pablo Valenzuela. "Pathways to the school principalship: An international scoping review." Educational Management Administration & Leadership 50, no. 2 (March 2022): 285–306. http://dx.doi.org/10.1177/17411432211065341.

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This scoping review of the international literature published over the last 50 years in educational leadership and management journals provides a thematic exploration of factors influencing pathways at the pre-entry stage of a principal’s career. Findings from a thematic analysis of 68 publications show that attention to prospective principals increased after the year 2000 and this was driven by four main concerns: underrepresentation of women and ethnic minorities, principal supply and demand, the principalship as a school improvement lever, and the expansion of leadership posts in schools. Selected articles addressed three dimensions of the pathways before a person is first appointed to this post: (a) micro (individual’s agency), (b) meso (preparation of prospective principals), and (c) macro (policies shaping access to the post). Across time and countries, pathways to the principalship are resourced by individuals’ professional orientations and by contextual factors, formal pre-service preparation may be desirable but not always available or required, and policies frame a conceptualisation of the principalship that shapes the two previous dimensions. The internationalization of research on pathways to the principalship has brought to the forefront normative assumptions that should be critically challenged when considering how to recruit, develop, and support prospective school principals.

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20

Eacott, Scott. "The principalship, autonomy, and after." Journal of Educational Administration and History 47, no. 4 (March 11, 2015): 414–31. http://dx.doi.org/10.1080/00220620.2015.996866.

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21

Rousmaniere, Kate. "Historical perspectives on the principalship." Journal of Educational Administration and History 41, no. 3 (August 2009): 215–21. http://dx.doi.org/10.1080/00220620903080645.

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22

Pashiardis, Petros, Antonios Kafa, and Christiana Marmara. "Successful secondary principalship in Cyprus." International Journal of Educational Management 26, no. 5 (June 15, 2012): 480–93. http://dx.doi.org/10.1108/09513541211240273.

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23

Chirichello, Michael. "Collective Leadership: Reinventing the Principalship." Kappa Delta Pi Record 40, no. 3 (April 2004): 119–23. http://dx.doi.org/10.1080/00228958.2004.10516420.

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24

Kafka, Judith. "The Principalship in Historical Perspective." Peabody Journal of Education 84, no. 3 (August 7, 2009): 318–30. http://dx.doi.org/10.1080/01619560902973506.

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25

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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26

Höög, Jonas, Olof Johansson, and Anders Olofsson. "Successful principalship: the Swedish case." Journal of Educational Administration 43, no. 6 (December 2005): 595–606. http://dx.doi.org/10.1108/09578230510625692.

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27

Greenfield, William D. "Studies of the Assistant Principalship." Education and Urban Society 18, no. 1 (November 1985): 7–27. http://dx.doi.org/10.1177/0013124585018001002.

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28

Ford, Darryl, and Albert L. Bennett. "The Changing Principalship in Chicago." Education and Urban Society 26, no. 3 (May 1994): 238–47. http://dx.doi.org/10.1177/0013124594026003003.

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29

Rosenberg, Arnold J. "Looking Back at the Principalship." NASSP Bulletin 69, no. 479 (March 1985): 106–7. http://dx.doi.org/10.1177/019263658506947925.

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30

Thomson, Scott D. "Teaching: Foundation for the Principalship." NASSP Bulletin 73, no. 513 (January 1989): 36–42. http://dx.doi.org/10.1177/019263658907351308.

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31

Lyons, James E. "Managing Stress in the Principalship." NASSP Bulletin 74, no. 523 (February 1990): 44–47. http://dx.doi.org/10.1177/019263659007452309.

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32

Howley, Aimee, Solange Andrianaivo, and Jessica Perry. "The Pain Outweighs the Gain: Why Teachers Don't Want to Become Principals." Teachers College Record: The Voice of Scholarship in Education 107, no. 4 (April 2005): 757–82. http://dx.doi.org/10.1177/016146810510700408.

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U.S. schools are facing a crisis of leadership because many school districts are finding it increasingly difficult to recruit new principals. Whereas teachers represent the group from which the largest number of new principals is likely to be drawn, fewer and fewer of them now seem willing to seek administrative positions. Understanding their perspectives provides an important basis for addressing critical shortages. Using survey data from a large Ohio sample, the present study examined the views of teachers with regard to what are commonly perceived as incentives and disincentives associated with the principalship. It also explored the characteristics of teachers that make them more and less receptive to the idea of seeking leadership positions. Results showed that, in general, teachers view the disincentives associated with the principalship as more potent than the incentives. Variables that were significantly associated with the view that the principalship was “worth it” (i.e., that the incentives outweighed the disincentives) included gender (i.e., maleness), administrative licensure, and the tendency to value the practice whereby school leaders groom teachers for leadership positions.

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33

Celikten, Mustafa. "School Principalship in Turkey: Women's View." International Journal of Educational Reform 14, no. 4 (October 2005): 376–91. http://dx.doi.org/10.1177/105678790501400402.

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34

Trnavčevič, Anita, and Silva Roncelli Vaupot. "Exploring Aspiring Principals' Perceptions of Principalship." Educational Management Administration & Leadership 37, no. 1 (January 2009): 85–105. http://dx.doi.org/10.1177/1741143208099331.

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35

Harvey, Michael J. "The Deputy Principalship: Retrospect and Prospect." International Journal of Educational Management 8, no. 3 (June 1994): 15–25. http://dx.doi.org/10.1108/09513549410062407.

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36

Walker, Allan, and Paula Kwan. "Seeking a Principalship: Specific Position Attractors." Leadership and Policy in Schools 8, no. 3 (July 24, 2009): 287–306. http://dx.doi.org/10.1080/15700760802416107.

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37

Moos, Lejf, John Krejsler, Klaus Kasper Kofod, and Bent Brandt Jensen. "Successful school principalship in Danish schools." Journal of Educational Administration 43, no. 6 (December 2005): 563–72. http://dx.doi.org/10.1108/09578230510625665.

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38

Hansford, Brian, and Lisa C. Ehrich. "The principalship: how significant is mentoring?" Journal of Educational Administration 44, no. 1 (January 2006): 36–52. http://dx.doi.org/10.1108/09578230610642647.

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39

Ewington, John, Bill Mulford, Diana Kendall, Bill Edmunds, Lawrie Kendall, and Halia Silins. "Successful school principalship in small schools." Journal of Educational Administration 46, no. 5 (August 15, 2008): 545–61. http://dx.doi.org/10.1108/09578230810895483.

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40

Mulford, Bill, Bill Edmunds, John Ewington, Lawrie Kendall, Diana Kendall, and Halia Silins. "Successful school principalship in late‐career." Journal of Educational Administration 47, no. 1 (January 30, 2009): 36–49. http://dx.doi.org/10.1108/09578230910928070.

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41

Allison, Donald G. "Coping with stress in the principalship." Journal of Educational Administration 35, no. 1 (March 1997): 39–55. http://dx.doi.org/10.1108/09578239710156971.

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42

Karataş, İbrahim Hakan. "Principles of Professionalism in School Principalship." Universal Journal of Educational Research 7, no. 2 (February 2019): 588–99. http://dx.doi.org/10.13189/ujer.2019.070232.

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43

Griffith, Allison I., and Svitlana Taraban. "Mentoring Narratives ON-LINE:Teaching the Principalship." education policy analysis archives 10 (May 17, 2002): 27. http://dx.doi.org/10.14507/epaa.v10n27.2002.

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The need to develop new models for preparation of school administrators has been a prominent concern in educational discourse in the last decade. Having been criticized for the inadequate preparation of the school leadership cadre, academic departments responsible for training future school administrators have had to revisit their approaches and to reframe their teaching philosophies to ensure the readiness of their graduates for the challenges and complexities of school leadership. This article reports on the new model of principals' training that has been used in York University's Principals' Qualification Program (PQP) from the late 1990s onward. One component of the program brings traditional case methodology into a computer-mediated/on-line environment. The on-line cases are narratives from the everyday lives of the Ontario school administrators who serve as mentors in the on-line environment. Situating our discussion within the context of the rapidly changing educational landscape of Ontario, we focus on the PQP model to explore experientially generated case narratives as one method for teaching and learning the work of the local school administrator. We focus particularly on the teaching and learning embedded in computer-mediated or on-line case narratives used in training teachers for school leadership. We argue that the complexities of school leadershipthe social, cultural, relational, ethical and moral context of school leadershipcan be taught effectively through the reflective processes of on-line case narratives. We seek to contribute to the ongoing dialogue on the potential of new pedagogies and new technologies to help prepare the competent and responsible leaders for tomorrow's schools.

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44

Li, Shuhe, and Weiying Zhang. "Optimal assignment of principalship in teams." Journal of Economic Behavior & Organization 44, no. 1 (January 2001): 105–27. http://dx.doi.org/10.1016/s0167-2681(00)00148-7.

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45

Holloman, Hal L. "The First Days of the Principalship." Journal of Cases in Educational Leadership 9, no. 1 (March 2006): 12–24. http://dx.doi.org/10.1177/1555458905284832.

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46

Murphy, Joseph. "Redefining the Principalship in Restructuring Schools." NASSP Bulletin 78, no. 560 (March 1994): 94–99. http://dx.doi.org/10.1177/019263659407856013.

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47

Evans, Dennis L. "Some Reflections on Doing the Principalship." NASSP Bulletin 79, no. 567 (January 1995): 4–15. http://dx.doi.org/10.1177/019263659507956703.

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48

Cistone, Peter J., and Joseph M. Stevenson. "Perspectives on the Urban School Principalship." Education and Urban Society 32, no. 4 (August 2000): 435–42. http://dx.doi.org/10.1177/0013124500324001.

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49

Cooley, Van E., and Jianping Shen. "Factors Influencing Applying for Urban Principalship." Education and Urban Society 32, no. 4 (August 2000): 443–54. http://dx.doi.org/10.1177/0013124500324002.

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50

Howley, Philip. "The Assistant Principalship— Changes, Speculations Offered." NASSP Bulletin 69, no. 477 (January 1985): 88–89. http://dx.doi.org/10.1177/019263658506947714.

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