Relevant bibliographies by topics / School principals

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'School principals'

Author: Grafiati
Published: 4 June 2021
Last updated: 30 July 2024

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Journal articles on the topic "School principals"

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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.

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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.
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Savitri, Salma, Selviana Alifvia Wahyu Pratama, Sandi Mirza Putra, Syunu Trihantoyo, and Nuphanudin Nuphanudin. "Penilaian Kinerja Kepala Sekolah dalam Mewujudkan Akuntabilitas di SMPN 34 Surabaya." TSAQOFAH 4, no. 3 (May 3, 2024): 1620–33. http://dx.doi.org/10.58578/tsaqofah.v4i3.2921.

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Assessing the performance of school principals as learning leaders is a necessity that can provide positive, constructive and productive value for school principals and schools in improving school accountability and quality. The performance assessment of school principals is carried out to provide input, guidance and professional development for school principals. The performance assessment of school principals provides information on a map of the strengths and weaknesses of each principal, as a basis for coaching, transfers, promotions and demotions. This research aims to examine how principal performance assessments are carried out in schools that implement an independent curriculum. The research method used is a case study with a qualitative approach. Data was collected through interviews, observation and documentation from SMPN 34 SURABAYA. Observations were carried out to see directly the learning process, interactions and school environment based on the independent curriculum. Documentation is carried out to collect data related to the principal's performance assessment, such as instruments, procedures, results and follow-up. The assessment of the principal's performance also involves various parties, such as teachers, students, parents, school committees and the community. The conclusion of this research is that assessing the performance of school principals as learning leaders can encourage school accountability and quality in implementing the independent curriculum.
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Febyola, Velerisa, Rizki Ananda, Alta Feros, and Citra Wulandari. "Policy Analysis of Principals' Competency in Primary Schools." Edunesia: Jurnal Ilmiah Pendidikan 4, no. 3 (June 12, 2023): 1109–21. http://dx.doi.org/10.51276/edu.v4i3.527.

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Education is one of the most important aspects of the continuity of human life. The role of school principals in educational institutions is crucial and is connected with implementing various elements in carrying out their duties. Various policies under the control of school principals determine the level of educational quality success, which also depends on the school principal's policies. Problems arise when it is known that several school principals throughout the provinces of Indonesia need more competence. The purpose of this research is to investigate the implementation of school principal competency policies in elementary schools. This article is written using a qualitative approach. The results show that a school principal must fulfil and possess comprehensive skills in competency policies, especially at the elementary school level. The school principal must first understand the job description based on competency standards. Each school has its unique vision and mission compared to other schools. The determination of the vision and mission is adjusted to the school principal's goals in directing the school towards specific areas driven and supported by the surrounding school environment factors. The conclusion drawn from the conducted research is that the school principal's competency policies include social competence, supervision, entrepreneurship, managerial skills, and personality.
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Damayanti, Nia Wahyu, Bambang Winarto, and Abdul Hamid Bachtiar. "LOKAKARYA KEPEMIMPINAN KEPALA SEKOLAH LUAR BIASA (SLB)." Jurnal Pengabdian Kepada Masyarakat Bersinergi Inovatif 1, no. 1 (July 10, 2023): 52–57. http://dx.doi.org/10.61674/jpkmbi.v1i1.97.

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Workshop activities is a means of strengthening the leadership of extraordinary school principals. This activity aims to provide an overview of the principal's leadership pattern in the form of a leadership workshop addressed to the Principal of Special Schools. This workshop also aims to improve the quality of inclusive education in special schools which focuses on the role of the principal as the main leader. The service method used is in the form of joint activity forums involving school facilitators and special school principals. Workshops are carried out by holding training sessions for presentation of material, group discussions, questions and answers, and sharing of good practices aimed at developing an understanding of effective leadership in the educational context in principals are actively involved in the workshop process to share experiences, challenges, and their efforts in build an educational environment. This workshop demonstrated that extraordinary school principals play a major role in leading and directing education in their schools. The principal as a leader is a liaison between teachers, students, parents and the community in an effort to create a child-friendly environment. These workshops provide an opportunity for school principals to develop leadership skills in special schools, such as effective communication, wise decision-making, and the ability to motivate and inspire teams in schools. This workshop was the initial initiation of school principals to collaborate with each other to mutually build education in Special Schools.
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Miķelsone, Ilze, Jana Grava, and Lāsma Latsone. "A SCHOOL PRINCIPAL AS A CHANGE LEADER IN EDUCATION." Education. Innovation. Diversity. 2, no. 7 (December 21, 2023): 53–63. http://dx.doi.org/10.17770/eid2023.2.7352.

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Successful school management, whose "comprehensive content" includes both administrative and pedagogical aspects, is a decisive factor for the implementation of change in teaching and learning, promotion of pupils' learning achievements and the improvement of the quality of education in general. However, the role of school principal as a change leader gets increasingly emphasized as opposed to traditional principal's role of administrator or manager. This study focuses on the personal experience of school principals and interpretation of their experience, reflecting the principals' understanding of the role, nature and essence of leadership as an aspect of school management. This is a phenomenological research study. Research sample: the principals of general education schools (N=9). The aim of the study is to explore principals' understanding of what it means to be a change leader in a school, what leadership functions are prioritized, and how school principals balance their leadership functions with those of administration and management. The data have been gathered using semi-structured interviews. The results of the study indicate that the implementation of school principal’s role as a change leader is facilitated by: 1) awareness of one's personal qualities; 2) delegation of responsibilities; 3) strengthening of the school culture and its values; 4) implementation of a personalized approach highlighting the individual abilities of each teacher in the organization; 5) strengthening of the school as a “learning organization”.
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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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Nebieridze, Khatuna. "Innovative School Leadership Aspects." Journal of Legal Studies 31, no. 45 (May 18, 2023): 17–37. http://dx.doi.org/10.2478/jles-2023-0002.

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Abstract This study examines the managerial role of five school principals in Tbilisi in sustaining success and innovation. It describes the management and leadership practices of five school principals, who are considered to be innovative, well-managed, with excellent academic results, and highlights the principals’ own contributions for school innovation and success. The study used the case study method based on the qualitative research method. At each school, opinions on school governance were gathered through individual interviews with the school principal, representatives of local resource centers, and other members of the school board. students and members of the school community. This study provides insight into organizational culture and school changes, as well as the principal role of principals in creating and managing a successful and innovative school. The study uses stakeholder perspectives on school leadership and school performance to provide us with insight into school management in each case, as well as draw attention to differences and similarities between different cases. The research findings highlight the importance of principals’ life experiences in determining their management style and values. Innovative principals identify five common aspects of leadership and related behaviors that characterize their leadership style and underpin the success of their schools. Furthermore, innovation schools have common characteristics. A map of how the principal’s management style and school innovation and success, life experience, five managerial aspects and corresponding behaviors, and other elements of school success are related to innovative aspects of management and leadership has been developed. Realizing what works in successful and innovative schools is the preliminary step in determining how to direct the practice of such schools to those parts of the school that require this experience. The current study demonstrates an innovative management style, demonstrating that some principals are very successful in creating an innovative culture, including behavioral patterns that can be learned and used by people aspiring to innovative and successful school management.
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Dufault, Adam. "Assessing the Costs and Benefits of Principal Time Usage and Ohio's EdChoice Scholarship." Journal of Catholic Education 26, no. 1 (April 2023): 45–61. http://dx.doi.org/10.15365/joce.2601032023.

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This study explored the experience of Catholic school principals in Ohio whose schools have participated in the EdChoice Scholarship program. The researcher employed the lens of principal time usage to examine the experiences of Ohio Catholic school principals with EdChoice, with a focus on the direct experiences of principals participating in the program, the principal’s role in the supervisory aspects of operating the program at a school, and on the connections between workload and principal perceptions of the EdChoice program. The research questions were explored through semi-structured interviews with eight Catholic school principals and three administrative designees at those schools. The study concluded that no significant and direct administrative burden was created by the program on the study participants, but that secondary effects are present, such as the potential need for the hiring of a staff member to manage the program and the importance of communication with stakeholders. Additionally, this study illustrated the need for Catholic school principals to remain aware of and engaged in the legislative process in Ohio, as changes made by the government can have a direct effect on the operation of a school.
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Sutomo, Sugiarto, Masduki Ahmad, Matin Matin, and Heni Rochimah. "Strengthening Professionalism of School Principals Through Integrity, Communication Skills, and Teamwork." AL-ISHLAH: Jurnal Pendidikan 15, no. 4 (December 3, 2023): 4650–61. http://dx.doi.org/10.35445/alishlah.v15i4.4428.

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In leading schools, principals often face ambiguity, changes in regulations, and challenges in learning. In dealing with these matters, the principal is required to always act professionally, so strengthening the principal's professionalism becomes important. There are many standards for the professionalism of school principals, including integrity, communication skills, and teamwork. The purpose of this study is to determine how integrity, communication skills, and teamwork affect the professionalism of Banten Province, Indonesia's school principals. This research is a quantitative study, with a sample of 122 school principals involved in Banten Province. The data were examined using multiple regression analysis, t-test, and F-test as hypothesis testing. The research results obtained are: i) Integrity has a positive and significant impact on strengthening the professionalism of school principals; ii) Communication skill has a positive and significant impact on strengthening the professionalism of school principals; iii) Teamwork has a positive and significant impact on strengthening the professionalism of school principals; iv) Integrity, communication skills, and teamwork simultaneously have a positive and significant effect on strengthening the professionalism of school principals by 62.1%. Based on these results, it is hoped that schools, supervisors, and the education office, especially Banten province, will pay attention and routinely carry out programs to strengthen the professionalism of school principals which include discussions on integrity, communication skills, and teamwork.
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Sahuddin, Muhammad Sahuddin, Cheng Jinkuan Cheng Jinkuan, and Verawati Verawati. "Exploring the roles of Special Schools' principals in Student quality improvement: A case study of Special Schools." COMMICAST 4, no. 1 (March 30, 2023): 126–42. http://dx.doi.org/10.12928/commicast.v4i1.8281.

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This qualitative research aimed to explore the principal's role in improving the quality of students at the Southwest Aceh public special school. In particular, this study discusses the role of school principals as educators, managers, administrators, supervisors, leaders, innovators, and motivators in improving student quality with the main research question what is the role of school principals in improving student quality? This research was conducted using a case study design. Data was collected through in-depth interviews with school principals, supervisors, vice principals, and teachers, as well as observing and reviewing existing documents and literature on the role of the principal. The research findings reveal the school principal's role in improving students' quality, namely that the principal cares about harmonization with students, guides, provides motivation and creates learning programs and skills that can improve student quality. In addition, the results of this study also found that the school principal also administered the data of tipped students and provided rewards and punishments for students who violated school rules. In addition, the findings of this study also found that there were obstacles to improving student quality, namely the management of students in the teaching and learning process united in one class, not based on disabilities. Students mixed with deaf, mentally retarded, disabled, and autistic students are in one class taught by one class teacher, so the achievement of learning objectives is very difficult to realize, and the teacher is very difficult to handle students. The findings from this study have significant implications for the role of school principals in improving student quality because school principals are the most crucial element in schools for improving student quality. Therefore, this study recommends increasing the role of school principals in improving the quality of students for the benefit of Indonesia as a whole.
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Dissertations / Theses on the topic "School principals"

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Smith, James David. "Urban school principal leadership preparation [electronic resources] perspective of urban school principals /." Diss., Connect to online resource - MSU authorized users, 2008.

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Gonzalez, Deborah Renée. "Matters of perception : understanding and defining large district support for comprehensive high school principals /." Thesis, Connect to this title online; UW restricted, 2005. http://hdl.handle.net/1773/7901.

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Shaver, Randall R. "The impact of the principal socialization experience on the professional lives of selected Wobegone county schools principals." Greensboro, N.C. : University of North Carolina at Greensboro, 2007. http://libres.uncg.edu/edocs/etd/1482Shaver/umi-uncg-1482.pdf.

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Thesis (Ed.D.)--University of North Carolina at Greensboro, 2007.
Title from PDF t.p. (viewed Feb. 29, 2008). Directed by Ulrich C. Reitzug; submitted to the School of Education. Includes bibliographical references (p. 287-293).
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Pearch, William Jack Laymon Ronald L. "Elementary school principal responsibilities as perceived by school board presidents, superintendents, and principals." Normal, Ill. Illinois State University, 1987. http://wwwlib.umi.com/cr/ilstu/fullcit?p8806864.

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Thesis (Ed. D.)--Illinois State University, 1987.
Title from title page screen, viewed August 29, 2005. Dissertation Committee: Ronald L. Laymon (chair), Robert L. Arnold, Richard L. Berg, Ronald S. Halinski, Larry D. Kennedy. Includes bibliographical references (leaves 95-102) and abstract. Also available in print.
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Lin, Yu-Hsin. "Principal hiring practices: stories the principals tell." Diss., University of Iowa, 2013. https://ir.uiowa.edu/etd/4677.

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In an era in which school principals' jobs are much more complex and demanding than they were a few decades ago, the increasing challenges of the position have affected principal recruitment and selection efforts by school districts nationwide. Moreover, the rapidly increasing rate of principal retirements has exacerbated the problem of a shortage of qualified candidates for principal positions. As a result, it is important to explore current principals' perspectives on how best to attract and retain qualified prospective applicants during the hiring process. In this case study, 16 principals and associate principals from both public and independent schools in three states described their experiences, their reasons for applying for a principalship, their perspectives on the application process. They also gave advice and recommendations for both administrators of hiring processes and for future applicants. One-on-one qualitative interviews with a pre-established interview protocol were conducted as the sole data collection method. Three primary research questions were investigated: How do school principals perceive the existing principal recruitment processes? How do school principals perceive the processes used by the school districts to select them? To what extent do job descriptions, as currently written, systematically cover the realities of the duties of incumbent principals? From analysis of the interviews, the researcher chose to focus on four main topics that emerged from principals' perspectives on the hiring process: (a) the decision to pursue a principalship and searching for openings, (b) going through the process, (c) personal reactions to the process, and (d) recommendations. These topics were compared and contrasted with relevant research reported in the literature to generate the following four major results of the present study. First, standardized and structured interviews not only helped decision making but also won applicants' trust. Second, hiring processes were generally similar to what previous research suggested. Third, deficiencies in hiring processes that were first identified a number of years ago continue to persist. Finally, whether applicant pools are shrinking appeared to be an open question. These findings contribute to the very limited research that has thus far examined principal hiring practices from the perspectives of school principals, and have allowed suggestions to be made for possible areas of improvement in principal hiring processes.
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Larry, Karen Bitonti. "Principal perceptions of the relationship between professional development designs and the qualities, proficiencies, and leadership skills required of West Virginia principals." Huntington, WV : [Marshall University Libraries], 2006. http://www.marshall.edu/etd/descript.asp?ref=664.

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Bertl, Mary F. "A Study of the Job Satisfaction of Female Principals and Vice-Principals in Texas Public Schools." Thesis, North Texas State University, 1986. https://digital.library.unt.edu/ark:/67531/metadc330717/.

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This study is designed to determine the degree to which female principals and vice-principals in Texas derive job satisfaction from their work and to identify those factors, both negative and positive, which affect the job satisfaction of these principals and vice-principals. A single questionnaire was used to collect the data for this study. Usable questionnaires were returned by 331 vice-principals and 504 principals. These represented 336 school districts throughout the state. Respondents were compared as to their view of their overall job satisfaction, the importance assigned to intrinsic and extrinsic job facets, their satisfaction with intrinsic and extrinsic job facets, and the differences in facet satisfaction connected with various personal characteristics.
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Barnett, Alan M., University of Western Sydney, College of Arts, and School of Education. "The Impact of transformational leadership style of the school principal on school learning environments and selected teacher outcomes." THESIS_CA_EDU_Barnett_A.xml, 2005. http://handle.uws.edu.au:8081/1959.7/476.

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Much of the recent literature on effective schools has intuitively connected the leadership role of the school principal , and school learning environment, to the achievement of organisational outcomes such as those related to teacher performance. Transformational leadership theory has cast these relations in a new perspective, where advocates have claimed that transformational leaders are more able to manipulate environmental contexts so as to achieve their organisational objectives compared to transactional and laissez-faire leadership styles. This study examines the effects of different types of secondary principals’ leadership behaviours on aspects of a school’s learning environment, and selected teacher outcomes. A synergy was achieved by undertaking two studies drawing upon a multi-method approach. Results are significant for those who exercise leadership authority in schools, and are contrary to the findings suggested by transformational leadership literature. Practitioners will welcome the opportunity to tailor leadership behaviours to achieve specific school learning environment and teacher outcome objectives, while those involved in principal training will recognise the potency of the behavioural aspects of the transformational and transactional paradigms
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Hanks, Jennifer A., and n/a. "School based management: the Principals' perspective." University of Canberra. Education, 1993. http://erl.canberra.edu.au./public/adt-AUC20060207.133742.

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This study details the background to the establishment of Parish School Boards in the Archdiocese of Canberra and Goulburn, and reports and analyses the perceptions of all ACT Catholic, systemic, primary school Principals who operated with a Parish School Board in 1993. The movement towards Parish School Boards finds its genesis in the Second Vatican Council where the Church was invited to collaborate in decision-making based on the belief that all the faithful have gifts, knowledge and a share of the wisdom to bring to the building of the Church. The nature and structure of Catholic education was seen as a suitable vehicle for encouraging communities to engage in shared decision-making and in participatory democracy under the Church model of subsidiarity, collegiality and collaboration. The introduction of Parish School Boards into the Archdiocese can be seen as the implementation of a radical change to the educational mission of the Church and the educational leadership of the faith community. Reflecting 'new management theory' in both the secular and Church worlds, a key stakeholder is the school Principal whose role and relationships change as he or she learns to work within a team, sharing leadership. This study examines the responses of nineteen Principals who were interviewed by the researcher in order to determine how they work with a Parish School Board and what effects the board has on their work. Research studies in the area of School-Based Management and Shared Decision-Making have informed the review, and the Principals' responses from this study have been analysed in the light of secular and Church literature on leadership, devolution and change. The respondents of this study, the school Principals, report the benefits of collegiality and collaboration but their unresolved tensions relate to work overload, lack of clarity of the roles and responsibilities of the various local level decision-making groups, increased administrative complexity, community demand for ever widening consultation and the challenge of consensus decision-making. All Principals report an urgent need for professional development for themselves and for the system to provide a more explicit focus on parish and community formation with the commitment of the necessary resources to sustain this radical change.
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Maziejka, Stanley W. "Future system leadership." Connect to resource online, 2009. http://library2.sage.edu/archive/thesis/ED/2009maziejka_s.pdf.

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Thesis (E.Ed.)--The Sage Colleges, 2009.
"A Doctoral Research Project presented to Associate Professor Daniel Alemu, Doctoral Research Committee Chair, School of Education, Sage Graduate School." Suggested keywords: superintendent shortage; job satisfaction; leadership capacity; pathways to leadership; knowledge of superintendency; mentoring. Includes bibliographical references: (p. 67-71).
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Books on the topic "School principals"

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Sidney, Morrison, ed. School principals. Mankato, Minn: Bridgestone Books, 1999.

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Murray, Julie. Principals. Edina, Minn: ABDO Pub. Col, 2011.

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Richardson, Michael D. School principals and change. New York: Garland, 1993.

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Josie, Stewart, and Hartman David ill, eds. What a school! Columbus, Ohio: Seedling Publications, 1992.

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Office, Northern Ireland Audit. Pay flexibilities for school principals and vice-principals. Belfast: Stationery Office, 2000.

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J, Kealey Robert, and National Catholic Educational Association. Dept. of Elementary Schools., eds. Some things assistant principals do. Washington, D.C: National Catholic Educational Association, 2002.

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Scott, Boldt, and Marino Institute of Education, eds. Principals and principalship: Astudy of principals in voluntary secondary schools. Dublin: Marino Institute of Education, 1994.

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Harvard University. Graduate School of Education. Programs in Professional Education. Principals as resources directory. Cambridge, Mass: Harvard University, Graduate School of Education, The Principals' Center, 1985.

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Association, Ontario Catholic School Trustees'. Presentation to the Ministry of Education & Training Consultation Group on: Principals and vice-principals. Ontario: The Association, 1998.

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Ronald, Thorpe, ed. The first year as principal: Real world stories from America's principals. Portsmouth, NH: Heinemann, 1995.

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Book chapters on the topic "School principals"

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Portin, Bradley S. "Principals." In Encyclopedia of Cross-Cultural School Psychology, 758–60. Boston, MA: Springer US, 2010. http://dx.doi.org/10.1007/978-0-387-71799-9_333.

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Vican, Dijana, Renata Relja, and Toni Popović. "Principals’ Educational Leadership." In School Effectiveness and Educational Management, 87–106. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-29880-1_6.

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Adams, Donnie, Kenny Cheah Soon Lee, Bambang Sumintono, Alma Harris, and Michelle Jones. "Principals' instructional leadership practices." In School Leadership in Malaysia, 80–92. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003098584-6.

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Darling-Hammond, Linda, Marjorie E. Wechsler, Stephanie Levin, Melanie Leung-Gagné, Steven Tozer, and Ayana Kee Campoli. "Principal Learning and School Outcomes." In Developing Expert Principals, 65–79. New York: Routledge, 2023. http://dx.doi.org/10.4324/9781003380450-4.

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Bailey, Lucy, and Mark T. Gibson. "International school principals in Malaysia." In School Leadership in Malaysia, 47–61. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003098584-4.

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Rogers, Laura K., Ellen B. Goldring, Mollie Rubin, Michael Neel, and Jason A. Grissom. "Managing time? Principal supervisors' time use to support principals." In How School Principals Use Their Time, 110–25. London: Routledge, 2021. http://dx.doi.org/10.4324/9780429327902-7.

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Gunter, Helen M., Steven J. Courtney, David Hall, and Ruth McGinity. "School Principals in Neoliberal Times." In The Wiley Handbook of Global Educational Reform, 113–30. Hoboken, NJ, USA: John Wiley & Sons, Inc., 2018. http://dx.doi.org/10.1002/9781119082316.ch6.

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Møller, Jorunn. "Norway: Researching Norwegian Principals." In A Decade of Research on School Principals, 77–101. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-23027-6_5.

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Lantela, Lauri, Ville Pietiläinen, and Saana Korva. "Examining Contradictions for the Development of Competencies in School Leadership." In Leadership in Educational Contexts in Finland, 257–79. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-37604-7_13.

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AbstractThis study examined the challenges school principals face at work, and their support needs for professional development. The study drew on cultural-historical activity theory (CHAT) and approached as contradictions principals’ work, the schools in which they operate as activity systems and the challenges they face. The research data consists of three data sets collected from principals: data from a quantitative survey (n = 47), data from workshops for principals (n = 8) and data from individual interviews (n = 5). Three main contradictions were formed from the data and named as (1) inadequate tools in relation to the object of activity, (2) hierarchical structure and tradition of schools and (3) fragmentation of the subject. The results reveal that the work of the principal and the organizational environment are increasingly complex—principals must solve unique problems that are new both to them and in society. The results point towards a shift in problem-solving and learning from an individual perspective towards the communal and inter-organizational view. A CHAT framework can be used as a tool in the development of these collaborative structures, practices and culture.
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Ärlestig, Helene, Christopher Day, and Olof Johansson. "International School Principal Research." In A Decade of Research on School Principals, 1–9. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-23027-6_1.

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Conference papers on the topic "School principals"

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Tikerperi, Mari-Liis. "From Distant Target Groups to Involved Stakeholders: Developing Dialogic School Communication." In 81th International Scientific Conference of the University of Latvia. University of Latvia Press, 2023. http://dx.doi.org/10.22364/htqe.2023.15.

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Knowingly planned communication activities are an essential asset in the performance of organisations, including public schools. In this paper, the core premise is that communication management in general education schools is an important field which currently lacks scholarly attention as well as practical guidance for school management. Numerous communication management definitions and models have been proposed following different paradigms and perspectives. Still, they all have one aspect in common: the audience to whom the messages are directed. Some theorists suggest that communication does not exist without the recipient, and effectively planned communication should be based on their interests or, moreover, involving them for the institution’s success. Thus, it is crucial to map schools’ target groups and stakeholders to explain the nature of school communication in general. In this qualitative study, in-depth interviews were conducted with 19 Estonian school principals to understand their views about the role various target groups and stakeholders have on public elementary and high school communication. By applying a targeted sampling strategy, the most diverse representation of participants was ensured based on the profiles of both schools and school leaders. During the interviews, a projective technique was used enabling the principals to schematically position school’s stakeholders in accordance to social circles, importance, and communication intensity. The results showed that although the stakeholders of the schools are similar, the positioning of the stakeholders may differ even in between similar school types. School principals’ assessments of the intensity, importance, or quality of relationships depend on the school’s organisational culture, goals, current issues (e.g., school renovation), or sometimes the principal’s personal contacts. In addition, communication practices are influenced by the initiative and attitudes of external stakeholders towards the school.
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Pavicic, Jurica. "School Principals as Jugglers." In 2nd International Conference on Advanced Research in Education. Acavent, 2019. http://dx.doi.org/10.33422/2nd.educationconf.2019.11.799.

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At daily basis school principals need to balance between needs and wishes of different stakeholders. As the most important stakeholder stands out pupils from which is expected to perform at high level all the time. Another very important stakeholders are teachers which (often) are not motivated enough (financially, emotionally, socially) to give the best in the classrooms. Also, there are parents which expect that their children are exposed to best knowledge; government who expect that school system in general is at internationally competitive level; and also, companies who wishes to have people / labor force who know what to do when faced with problems. To be able to satisfied all parties involved, school principals need to juggle between them and at the same time ensure that school, as an organization, is function immaculately. Our paper focus on school principals and how marketing and management knowledge can help in juggling between the stakeholders. Context of our paper is Croatia – country that had good primary and secondary school systems but by entering EU and exposing to different kind of practice and demands, needed to adopt them. In that new environment business, and especially marketing and management knowledge, become crucial for school principals.
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Kiris, Kaspars. "School Climate in General and Vet Schools in Latvia: Principals’ Perspective." In 81th International Scientific Conference of the University of Latvia. University of Latvia Press, 2023. http://dx.doi.org/10.22364/htqe.2023.19.

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During OECD TALIS research in years 2013 and 2018 high level of school evaluation was found from principals and teachers’ viewpoint. Despite several external problems, principals and teachers found their schools as a very good working place that could be suggested to other colleagues. This opinion points to a good school climate. Such a factor leads to a good learning environment and increases the learning outcomes of students. The international survey OECD TALIS 2013 had an additional national level survey adapted for vocational education and training schools (TALIS PROF). Despite some differences in levels general and vocational schools provide, there are some issues of education management that might indicate the overall climate in schools of Latvia, including general and vocational education. As TALIS PROF was not continued in next OECD TALIS research cycle in year 2018, the additional survey for principals of vocational schools was provided in year 2022. The additional survey was adapted from the survey OECD TALIS 201, including specific vocational education targeted questions and actual education environment and climate questions from survey of OECD TALIS 2018. The aim of this research was to find school principals’ attitude to questions regarding school climate. In order to find best answers regarding the school climate, resources were analysed. Independent sample tests were provided to find out differences between groups of principals. The study compared the opinions expressed by general and vocational school principals of survey year 2013 in order to find whether there were differences between their opinions on school climate questions. To find if there were differences between opinions on school climate questions, general and vocational school principals’ views of survey year 2018 and results of the adapted survey 2022 were compared. The research found that principals of schools in survey cycles year 2013, 2018, 2022 evaluated highly the school climate. Mainly there is no crucial difference between general and vocational education principals’ opinions regarding questions on the school climate.
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Adair, Angela. "School Principals and Well-Being." In 2023 AERA Annual Meeting. Washington DC: AERA, 2023. http://dx.doi.org/10.3102/2005417.

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Saeed Bn-Nasir Al-Khazramy, Ahmad, Naila Bint Sulaiman, and Ali Bn Saif Al-yaraby. "The degree of availability of governance principles in the schools of North and South Al Sharqiyah Governorate from the point of view of school principals in the Sultanate of Oman." In 11th International Conference of Economic and Administrative Reform: Necessities and Challenges. University of Human Development, 2022. http://dx.doi.org/10.21928/icearnc/10.

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"The study aimed to identify the degree of availability of governance principles in the schools of the North and South Al Sharqiyah governorates from the point of view of school principals. The researchers used the descriptive analytical method, and the questionnaire as a tool, by applying it to a sample of (100) principals, and the study reached the following results: The degree of availability of governance principles in the schools of North and South Al Sharqiyah governorates was moderate in most of its axes, except for one axis that came to a high degree, so the phrases in all axes varied between weak and medium. Al-Sharqiya came in general with a medium degree, where it was ranked as follows: the principle of integrity with a mean of (2.38), and after that came the axis of the principle of responsibility with a mean of (2.25), and the principle of justice came in the third place with a mean of (2.04), and finally came the pivotal principles of the principle of accountability and the principle of disclosure and transparency with an average of My Account (1.99), and the study confirmed that there are no statistically significant differences in the principles of governance in the schools of North and South Sharqiya governorates, due to the variables (gender, location), and the researchers recommend the need to create a legal culture around the principles of governance and make it easy and clear to access them. "
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Saeed Bn-Nasir Al-Khazramy, Ahmad, Naila Bint Sulaiman, and Ali Bn Saif Al-yaraby. "The degree of availability of governance principles in the schools of North and South Al Sharqiyah Governorate from the point of view of school principals in the Sultanate of Oman." In 11th International Conference of Economic and Administrative Reform: Necessities and Challenges. University of Human Development, 2022. http://dx.doi.org/10.21928/uhdicearnc/10.

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"The study aimed to identify the degree of availability of governance principles in the schools of the North and South Al Sharqiyah governorates from the point of view of school principals. The researchers used the descriptive analytical method, and the questionnaire as a tool, by applying it to a sample of (100) principals, and the study reached the following results: The degree of availability of governance principles in the schools of North and South Al Sharqiyah governorates was moderate in most of its axes, except for one axis that came to a high degree, so the phrases in all axes varied between weak and medium. Al-Sharqiya came in general with a medium degree, where it was ranked as follows: the principle of integrity with a mean of (2.38), and after that came the axis of the principle of responsibility with a mean of (2.25), and the principle of justice came in the third place with a mean of (2.04), and finally came the pivotal principles of the principle of accountability and the principle of disclosure and transparency with an average of My Account (1.99), and the study confirmed that there are no statistically significant differences in the principles of governance in the schools of North and South Sharqiya governorates, due to the variables (gender, location), and the researchers recommend the need to create a legal culture around the principles of governance and make it easy and clear to access them. "
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Ferayanti, Medira, Sunardi, and Siswandari. "Mentoring Prospective School Principals in Indonesia." In ICLIQE 2020: The 4th International Conference on Learning Innovation and Quality Education. New York, NY, USA: ACM, 2020. http://dx.doi.org/10.1145/3452144.3453836.

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Mayger, Linda. "Developing and Supporting Community School Principals." In 2020 AERA Annual Meeting. Washington DC: AERA, 2020. http://dx.doi.org/10.3102/1576424.

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Wakishta, Yugamini J. W., and K. G. S. K. Perera. "A Study on the Perception of the Principals Regarding the Difficulties in the Implementation of Online Education in Rural Small Schools." In SLIIT International Conference on Advancements in Sciences and Humanities 2023. Faculty of Humanities and Sciences, SLIIT, 2023. http://dx.doi.org/10.54389/bmjj6922.

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This study examines the challenges faced by principals in rural small schools when implementing online education in response to the COVID-19 pandemic. The Main objective was to understand the nature of the online education in these schools and identify specific difficulties encountered by the principals. The study used a mixed-method, sequential explanatory research design. Forty eight school principals were selected randomly out of 130 schools according to the research criteria (n=48). Data was collected through online questionnaires and qualitative interviews. Findings indicated that although principals have a basic understanding of online education, further development is needed. It was found that practical problems and difficulties hindered the effective implementation of online education in rural small schools. Recommendations included implementing a formal awareness program for all school stakeholders and mobilizing necessary resources.
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Yotyodying, Sittipan. "Predicting Strong Family-School Partnerships in German Schools: The Roles of School Principals and Teachers." In 2020 AERA Annual Meeting. Washington DC: AERA, 2020. http://dx.doi.org/10.3102/1574266.

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Reports on the topic "School principals"

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Hanushek, Eric, Andrew Morgan, Steven Rivkin, Jeffrey Schiman, Ayman Shakeel, and Lauren Sartain. The Lasting Impacts of Middle School Principals. Cambridge, MA: National Bureau of Economic Research, July 2024. http://dx.doi.org/10.3386/w32642.

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Borden, Allison M. School Principals in Latin America and the Caribbean: Leaders for Change or Subjects of Change? Inter-American Development Bank, April 2002. http://dx.doi.org/10.18235/0011018.

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The purpose of this paper is to analyze three broad themes related to school principals: (1) the role of the school principal, (2) the preparation of principals to assume new roles, and (3) directions for future research on principals and their work.
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Dell'Olio, Franca, and Kristen Anguiano. Vision as an Impetus for Success: Perspectives of Site Principals. Loyola Marymount University, 2009. http://dx.doi.org/10.15365/ceel.policy.2.

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Findings from the first two years of a 3-year evaluation of the PROMISE Model pilot are presented in this policy brief that seeks to understand the extent to which school principals know, understand, and act upon research-based principles for English Language Learners (ELL) and their intersection with the California Professional Standards for Educational Leadership related to promoting ELL success. Surveys and focus groups were used to gather data from school principals at fifteen schools throughout Southern California including early childhood, elementary, middle, and high schools. School principals identified several areas where PROMISE serves as a beacon of hope in promoting and validating critical conversations around a collective vision for success for all learners including ELL, bilingual/biliterate, and monolingual students. Educational and policy recommendations are provided for the following areas: 1) recruitment and selection of personnel and professional development; 2) accountability, communication and support; and 3) university-based educational leadership programs. This policy brief concludes with a call for school principals to facilitate the development, implementation, and stewardship of a vision for learning that highlights success for English Learners and shared by the school and district community.
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Weston, Allan. Vision, Interpersonal Orientation and Personal Values in Elementary School Principals. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.1176.

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Okilwa, Nathern, and Bruce Barnett. What school principals do is crucial to students’ emotional wellbeing. Edited by Chris Bartlett. Monash University, January 2023. http://dx.doi.org/10.54377/fe1f-1a0c.

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Glewwe, Paul, and Kenn Chua. Learning Environments under COVID-Induced School Closures: Evidence from Vietnam. Research on Improving Systems of Education (RISE), March 2023. http://dx.doi.org/10.35489/bsg-rise-ri_2023/056.

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The COVID-19 pandemic has disrupted the education of over 1.5 billion students globally. A majority of students live in countries where schools were either fully closed or were operational only through remote access. As school disruptions are likely to have lasting impacts on children’s human capital accumulation, data documenting how schools and households have adapted to this new learning environment have the potential to provide information on how to curb the adverse effects of school closures on children’s educational progress. Using a telephone survey, the RISE Vietnam country research team (CRT) collected data from 134 school principals from a nationally representative sample of 140 primary schools (a response rate of 95.7 percent). A telephone survey was also conducted of 2,389 parents of Grade 3 and 4 students enrolled in these 140 primary schools; this survey covers all 140 schools, with an average of 17 parents per school. Principals were asked what schools did to provide instruction while schools were closed in early 2020, while parents were interviewed regarding children’s weekday activities as well as the types of instruction the children received during this period. The telephone interviews with school principals and parents were conducted between July and September of 2020. In 2020, Vietnam was in many ways an outlier in that it flattened its epidemic curve early in that year, thereby allowing schools to reopen as early as May 4, 2020—roughly three months after schools were first directed to shut down. Vietnam’s schools continued to stay open and ended its 2019-2020 school year towards the end of June. While the period of school closure in Vietnam was brief, the country’s example may provide lessons for other nations that faced, and are still facing, the educational consequences of the pandemic.
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Campoli, Ayana, and Linda Darling-Hammond. Principal learning opportunities and school outcomes: Evidence from California. Learning Policy Institute, August 2022. http://dx.doi.org/10.54300/438.376.

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This study looks at the relationship between principals’ learning opportunities (both preservice preparation and in-service professional development) and key outcomes for the teachers and students in their schools. It examines both teacher retention and student achievement gains in English language arts and mathematics. It offers a new perspective on the efficacy of professional learning by using detailed data from a large, representative sample of principals directly linked to individual-level information from the teachers and students in their schools.
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Brennan, Brigid. Investing in Residencies, Improving Schools: How Principals Can Fund Better Teaching and Learning. Prepared To Teach, September 2017. http://dx.doi.org/10.61625/leoy1156.

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School leaders can structure budgets to make room for innovative programs, creative staffing plans, and new initiatives. Principals have the opportunity to do the same when it comes to residencies—and when they do, it’s not only aspiring teachers who benefit. The entire community sees positive impacts. Using funding models from California public schools, this report explores where there might be room for co-teaching in every public school classroom.
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Huber-Dilbeck, Darleen. A Study of Principals' Leadership Behavior in One Suburban School District. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.1310.

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Azzahra, Nadia, and Latasha Safira. The Importance of Financial Management and Entrepeneurship Competencies for School Principals. Jakarta, Indonesia: Center for Indonesian Policy Studies, 2022. http://dx.doi.org/10.35497/555486.

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