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Journal articles on the topic 'School principals'
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1
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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Kumari, H. M. Lalitha. "Instructional Leadership Role of Primary School Principals in Sri Lanka." International Journal of Latest Technology in Engineering, Management & Applied Science XII, no. IV (2023): 08–17. http://dx.doi.org/10.51583/ijltemas.2023.12402.
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This study explores the instructional leadership (IL) role of primary school principals in Sri Lanka. The purpose of this study was to examine the practices of primary school principal’s role as instructional leader. The main research questions of the study were to find out what roles principal’s play as instructional leader in primary schools; Identify how primary school principal fulfill his/her instructional leadership role? And which activities do principals as instructional leaders engage in promoting the education of students and upgrading the pedagogy of teachers in primary schools. The multiple case study method was used in the current study. Accordingly, Semi-structured interview, focus group discussion, observation and document analyses were used as data collecting tools. As the study sample four principals, and four teachers were selected using purposive sampling for interviews. The study found that all principals in the sample experienced in implementing instructional leadership roles. Also, the study shows that the traditional role of principals as school leaders has been changed to instructional leaders. All the primary school principals mentioned that they implement innovative methodologies to overcome challenges that they face when implementing instructional leadership roles in their schools. Also the study found that a significsnt attention was paid on instructional supervision, giving feedback on instruction, provision of instructional materials and incentives for teaching and learning and protection of instructional time by primary schools principals as instructional leaders. The study further revealed that the opportunities available for primary school principals to acquire leadership training at an appropriate stage in their career are limited. It was further revelaed that Irrespective of education Zone the management of curriculum and instructional programs is a shared responsibility of principals and teachers in schools. However, principals should engage in all the roles related to instructional leadership in order to promote effective teaching and learning and thereby transform the school as an organisation into an environment where teachers and students reach their full potential. Therefore it is recommended that the primary school principals need to be trained in school management and leadership in order to be further competent as instructional leaders in primary schools in Sri Lanka.
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Mbua, Emile Monono. "Effectiveness of Instructional School Leadership in Public Secondary Schools in Buea." American Journal of Leadership and Governance 8, no. 1 (March 4, 2023): 1–18. http://dx.doi.org/10.47672/ajlg.1362.
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Purpose: The purpose of this study was to investigate the effectiveness of instructional school leadership in public secondary schools in Buea.
Methodology: This study employed a non-experimental descriptive-correlation research design. The sample included 450 respondents (50 principals, vice principals and 400 teachers). Forty (40) teachers from each school were obtained using the stratified and simple random sampling methods, and the principals and vice principals of the sampled schools were automatically used as respondents. This research study utilized the Principal Instructional Management Rating Scale (PIMRS) survey for teachers to evaluate the public secondary school principal’s instructional leadership capacity. The data collected were analyzed by calculating the percentage, Mean and Pearson r Correlation.
Findings: The study found a significant relationship between teacher’s perceptions of principals’ instructional leadership towards defining school mission (r-cal=3.444, p<0.05). There was significant relationship between teachers’ perception of principals instructional leadership towards managing instructional program (r -cal=3.321, p<0.05). There was a significant relationship between teachers’ perception of principals instructional leadership towards developing school-learning climate (r-cal=3.134, p<0.05).
Recommendation: The study recommend that principals should develop a comprehensive mission that addresses every facet of the school if they are to perform an effective instructional leadership function.
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Markus, Markus, Muhammad Syukri, and Usman Radiana. "Headmaster Leadership in Increasing Effective School (Case Study of Primary School (SDN) 06 Tae Tukong)." JETL (Journal Of Education, Teaching and Learning) 4, no. 2 (September 30, 2019): 408. http://dx.doi.org/10.26737/jetl.v4i2.1928.
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The roles and responsibilities of principals and teachers in achieving school success in preparing learning programs or programs are very important. The purpose of this study is to find out (1) the preparation of effective school planning at SDN Tae Tukong; (2) Principal leadership in implementing effective schools in SDN 06 Tae Tukong (3) Supervision of school principals on the implementation of teachers in SDN 06 Tae Tukong; (3) Evaluation of teacher performance at SDN 06 Tae Tukong conducted by the principal; and (4) Supporting and inhibiting factors that influence the leadership of school principals in achieving effective schools at SDN 06 Tae Tukong. This study uses a qualitative approach with a type of case study research. Research results obtained include (1) Planning for improving effective schools in SD 06 Tae Tukong is included in the medium-term school work plan and annual plans; (2) Empowerment of existing resources in schools has been carried out properly in accordance with their respective duties and responsibilities; (3) The principal has implemented measures to improve effective schools; (4) Factors supporting school principals in improving effective schools are the ability of principals to manage all school planning, adequate school facilities, and support from parents; (5) Inhibiting factors in improving effective schools are related to the performance of principals, learning facilities, and teachers lack discipline. Based on the research conducted, it can be concluded that improving the quality of school education is related to the performance of the principal.
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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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Gulo, Denisman. "PENGARUH KEPEMIMPINAN KEPALA SEKOLAH TERHADAP KINERJA GURU SMK SWASTA KRISTEN BNKP DARO-DARO LAHUSA BALAEKHA." Curve Elasticity: Jurnal Pendidikan Ekonomi 5, no. 1 (February 29, 2024): 39–49. http://dx.doi.org/10.57094/jpe.v5i1.1562.
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Teacher development efforts are heavily influenced by school principals. If school principals can exercise supervision and control and coordinate educational resources, teachers' performance levels will improve. The purpose of this study is to determine the impact of the principal's leadership on the performance of BNKP Darodaro Baraekha Christian Private Vocational School. This type of research is descriptive and based on a quantitative approach. The research instrument was a questionnaire and the population and research sample consisted of her 38 teachers of BNKP Daro-daro Balaekha Christian Pocational School. Research shows that principal leadership influences teacher performance. Conclusion: As a leader, the principal is tasked with mobilizing all available resources within the school. The good performance of teachers in schools mainly depends on the ability of school principals to influence the behavior of teachers in carrying out their duties. Recommendations 1) School principals should strengthen their role as leaders in school educational institutions and improve the quality of their leadership, including providing continuous motivation to teachers. This motivation can be achieved by implementing a reward system for teachers who perform well. This helps improve teacher performance. 2) Teachers should increase their responsibility in carrying out their duties, follow the rules set by the principal as a leader, constantly discuss learning with the principal, and receive opinions and constructive criticism from the principal. We need to emulate the attitude. Always follow the principal's instructions for the student's progress.
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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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Bahadur Bhujel, Chandra. "The Role of Principal in Improvement of School Performance: A Qualitative Study in Community School of Nepal." Research Journal of Education, no. 71 (January 8, 2021): 1–10. http://dx.doi.org/10.32861/rje.71.1.10.
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This study aims to explore the role of the principal’s leadership in the improvement of school performance in community schools and to identify the major challenges faced by principals of community schools while improving school performance. A qualitative approach and phenomenology research design was used in this study. Interview and Focus Group Discussions schedule were used to collect data from the field, 5 principals were the respondents for interview and 20 principals of different community schools were involved in focused group. The data were analyzed using qualitative data management software Atlas ti. The determination and taking self-initiative is a crucial role for community school principals to maintain school enrollments, education quality, and collecting funds for school performance. Principals have adopted several noticeable strategies to increase education quality. Some of the ways and means adopted by the successful schools are maintaining constant discipline in school encouraging students and teachers by rewards and appreciation, consistent observing and supervision of class conduction, student attendance and teacher’s consistency, coaching classes for feeble and interested students, parent-teacher communication, contests and competitions between the cluster and individual. Every principal faces some of the biggest frustrations to control student behavior, recruiting teachers and cooperation between staff, promote personalized learning, improve the teaching and learning environment, student retention, and parents’ support in the improvement of the school. The study further recommended that principals and teachers should be given sufficient training to improve the school’s performance.
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Bahadur Bhujel, Chandra. "The Role of Principal in Improvement of School Performance: A Qualitative Study in Community School of Nepal." Research Journal of Education, no. 71 (January 8, 2021): 1–10. http://dx.doi.org/10.32861/rje.71.1.10.
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This study aims to explore the role of the principal’s leadership in the improvement of school performance in community schools and to identify the major challenges faced by principals of community schools while improving school performance. A qualitative approach and phenomenology research design was used in this study. Interview and Focus Group Discussions schedule were used to collect data from the field, 5 principals were the respondents for interview and 20 principals of different community schools were involved in focused group. The data were analyzed using qualitative data management software Atlas ti. The determination and taking self-initiative is a crucial role for community school principals to maintain school enrollments, education quality, and collecting funds for school performance. Principals have adopted several noticeable strategies to increase education quality. Some of the ways and means adopted by the successful schools are maintaining constant discipline in school encouraging students and teachers by rewards and appreciation, consistent observing and supervision of class conduction, student attendance and teacher’s consistency, coaching classes for feeble and interested students, parent-teacher communication, contests and competitions between the cluster and individual. Every principal faces some of the biggest frustrations to control student behavior, recruiting teachers and cooperation between staff, promote personalized learning, improve the teaching and learning environment, student retention, and parents’ support in the improvement of the school. The study further recommended that principals and teachers should be given sufficient training to improve the school’s performance.
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M. Jali. "Manajemen Kepala Sekolah Sebagai Penggerak Mutu Pendidikan di Madrasah Aliyah Darul Ulum Kubu Raya." Jurnal Ilmiah Edukatif 9, no. 2 (December 3, 2023): 96–105. http://dx.doi.org/10.37567/jie.v9i2.2507.
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Driving schools and school principals are the foundation of hope for education, and teachers are the driving force to achieve the goals of quality education. The school principal's leadership is a determining factor in driving organizational change and management in schools; its existence is not only a symbol but also a determinant of the success and quality of education in schools. This research aims to determine the management of school principals as a driver of educational quality at MA Darul Ulum Kuala Dua. This research uses a qualitative approach with a descriptive research type. Data collection techniques were carried out using interviews, observation, and documentation. Primary data sources are principals, and secondary data sources are teachers, students, books, and relevant research journals. The results of this research show that the Principal of MA Darul Ulum School can improve the quality of education based on the following points: human resource management, student management, building and yard management, and the principal's supervisory duties.
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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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MAULANA, Muh Abdillah, Lia YULIANA, Bayu SYALIHIN, and Khatibul Umam SALAM. "Analysis of School Principals' Cohesion on the Sekolah Penggerak Program As a Catalyst to Realize the Vision of Indonesian Education in the City of Yogyakarta." Eurasia Proceedings of Educational and Social Sciences 33 (January 3, 2024): 34–39. http://dx.doi.org/10.55549/epess.1413295.
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The implementation of the Sekolah Penggerak Program since the 2021/2022 academic year has given rise to various adjustment dynamics, one of which is the competence of school principals. This research aims to examine: (1) the cohesion of school principals towards the implementation of the Sekolah Penggerak Program which relies on the school principal, and (2) the supporting and inhibiting factors for implementing the Sekolah Penggerak Program as a catalyst to realize the vision of Indonesian education. Developing the competency of school principals in Yogyakarta City. This research was conducted in schools that have implemented the Sekolah Penggerak Program in the city of Yogyakarta. Qualitative data collection was carried out by observation, documentation and interviews. The data analysis technique uses three activity flows, namely: 1) data reduction, 2) data presentation, and 3) conclusions. The research results show that: (1) Implementation refers to the guidelines of the minister of national education. (2) Organizing is carried out by registering the Principal as a participant in the school mobilization program (3) Implementation is carried out through workshops, internal training, In House Training (IHT), Collaborating in a Community of Practice with other Mobilizing School Principals, school principals receive management and leadership training Instructional (4) Control is carried out through supervision of activities by expert trainers and supervisors. (5) The supporting factors are: first, the school has a budget for program development. Second, the principal's high motivation in participating in the training program. Third, the school has quality leaders. The four principals have the right strategy in the school development process, especially learning management. The inhibiting factors are; First, school principals must adapt quickly so that program implementation is fast. Second, the school principal is bored studying a lot of material. Third, the age factor of the principal who has to learn from the start to adapt to the program. Fourth, the school principal is not ready to face program changes. Fifth, the school principal is not ready to implement the Sekolah Penggerak Program.
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Fadilah, Rahmi, Fitria Ose, Idris Idris, Nellitawati Nellitawati, and Yahya Yahya. "Gaya Kepemimpinan Kepala Sekolah Dalam Meningkatkan Motivasi Kerja Tenaga Kependidikan." Jurnal Kepemimpinan dan Pengurusan Sekolah 9, no. 1 (March 30, 2024): 109–14. http://dx.doi.org/10.34125/jkps.v9i1.98.
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The principal is the highest leader in an educational institution, has an important role in increasing the work motivation of educational staff. Leadership is the key to effective educational implementation. School principals can lead schools towards improving quality and service by choosing the right leadership style. This research examines the leadership style of school principals to increase the work motivation of educational staff. This research uses a systematic literature review. The results of this research are that the school principal's leadership style on the performance of educational staff has a big influence which includes several aspects of the principal's leadership style, namely: (a) the daily behavior of the principal shows an attitude that is caring, open, cheerful, firm, wise, disciplined and committed, as well as stable emotions; (b) assignments are distributed fairly and instructions are provided; (c) decision making is carried out collectively or jointly; and (d) appropriate and consistent supervision. To improve the performance of educational staff, school principals motivate by providing incentives and giving awards.
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Mujahidin, Mujahidin. "Peningkatkan Kinerja Guru Melalui Penerapan Gaya Kepemimpinan Kepala Sekolah yang Efektif di SMA Primaganda Jombang." At Tadbir: Islamic Education Management Journal 1, no. 2 (November 2, 2023): 110–21. http://dx.doi.org/10.54437/attadbir.v1i2.1314.
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This research aims to analyze the impact of implementing an effective principal's leadership style on improving teacher performance at Primaganda High School. School principals play an important role in establishing a positive work climate, providing clear direction, and providing motivation and support to teachers. This research involves case studies in several schools as a basis for analyzing the relationship between school principal leadership styles and teacher performance. The research method used is qualitative with data collection techniques in the form of interviews, observation and documentation. These three techniques were used to collect data from teachers regarding their perceptions of the principal's leadership style and understand the deeper views of principals and teachers. This data is then analyzed to identify patterns and possible relationships between leadership styles and teacher performance. The results of this research indicate that school principals who implement effective leadership styles, such as providing ongoing support, providing clear direction, and encouraging teacher professional development, tend to have a positive influence on teacher performance. Teachers who feel strong support and direction from their principal tend to be more motivated, innovate, and produce better learning outcomes. To improve teacher performance, school principals always motivate teachers and employees. Obstacles faced by school principals in improving teacher performance through situational leadership include resistance to change, identification of teacher readiness levels and the need for appropriate time management.
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Delport, WK, Leentjie van Jaarsveld, and Branwen Challens. "Personality and self-leadership of school principals as determinants of school performance." Journal of Education, no. 85 (December 31, 2021): 1–19. http://dx.doi.org/10.17159/2520-9868/i85a11.
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In this article, we argue that personality and self-leadership are determinants that play a role in the performance of a school. We consider aspects such as the leadership style of the principal, motivation, and support in this regard. We followed a qualitative phenomenological approach in the interpretivist paradigm. We conducted semi-structured interviews with eight principals in both performing and underperforming schools. We found that the principals of both kinds of schools had the same types of personality and concluded that the personality of a principal does not determine whether a school is performing or underperforming. Self-leadership occurs more naturally in the principals of performing schools than in those of underperforming schools. Furthermore, the self-leadership of principals in underperforming schools is suppressed because of their particular circumstances. It is recommended that principals practise and develop self-leadership.
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Pujiyati, Wresni. "STRENGTHENING OF SCHOOL QUALITY THROUGH SCHOOL PRINCIPAL LEADERSHIP." International Journal of Educational Management and Innovation 1, no. 2 (March 9, 2020): 151. http://dx.doi.org/10.12928/ijemi.v1i2.1685.
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This study aims to analyze and find out the implementation of principals 'leadership through school quality with the long-term goal of improving the quality of schools through principals' leadership. The specific target of this research is to develop a principal's leadership model. The research method uses a qualitative approach through case studies through observation, interviews, document studies relating to the principal's leadership and school quality. The general conclusion is that improving school quality is a process towards the realization of quality schools. Principal's leadership in strengthening school quality can be found in (1) Improving school quality (2) Principal's leadership strategy in improving school quality.
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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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Liza, Liza, Erny Roesminingsih, and Nunuk Hariyati. "School Supervisor Competence in Assessing Performance Principal of Junior High School Level." IJORER : International Journal of Recent Educational Research 5, no. 3 (May 13, 2024): 574–84. http://dx.doi.org/10.46245/ijorer.v5i3.581.
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Objective: This study aims to describe and analyze data on the competence of school supervisors in carrying out school principals' performance assessments to create effective education units (Phenomenological Study in Sidoarjo). Method: This research uses a qualitative approach with the research subject, namely the Sidoarjo Regency Education Service supervisor at the Junior High School Level. The data collection technique in this research uses three data collection techniques, namely participant observation, in-depth interviews, and study of documents. Results: The assessment results show that the performance of school principals is critical in realizing an effective school. The school supervisor oversees the school principal's performance appraisal process. They start from collecting, processing, analyzing, and interpreting data about the quality of the school principal's work according to his duties as a school principal. School supervisors conduct managerial supervision to correct weaknesses in target schools through intensive training. School supervisors are one of the parts that are very influential in improving the quality of education in target schools. School supervisors always try to improve the ability of school management personnel in all aspects in order to obtain optimal quality education. Novelty: This study shows five competencies of school supervisors in carrying out performance assessments of school principals, namely personality, managerial supervision, academic supervision, educational evaluation, research and development, and social competence.
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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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Khan, Farid Ullah, Munir Khan, and Abdul Wahab. "Unlocking Academic Success: Exploring the Impact of Distributed Leadership on Schools' Climate and Students' Achievement at Secondary Level in District Kohat." Global Social Sciences Review VIII, no. I (March 30, 2023): 385–95. http://dx.doi.org/10.31703/gssr.2023(viii-i).35.
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This study examines the correlation between distributed leadership practices of principals, the academic performance of students, and the school climate in government secondary schools in Kohat, Pakistan. It investigates the relationship between the distributed leadership approach of principals and the school atmosphere, as well as its impact on academic achievement. The research involves 30 principals and 198 teachers who completed surveys on distributed leadership practices and school climate. Descriptive statistics, Pearson correlation coefficient, and regression models were used for data analysis. The study found a significant correlation between the adoption of distributed leadership by principals and the overall school climate. Furthermore, a moderate correlation was observed between students' academic achievements and the distributed leadership approach of the principal. The research suggests that a principal's distributed leadership positively affects school climate and leads to improved student achievement, although it also indicates a negative impact on students' academic performance.
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Zidane Ardiansyah, Julia Julia, and Cucun Sunaengsih. "Rangkap Jabatan Kepala Sekolah Dan Pengaruhnya Terhadap Manajemen Sekolah Dasar: Studi Kasus Di Kota Cirebon." Jurnal Elementaria Edukasia 6, no. 2 (June 10, 2023): 490–505. http://dx.doi.org/10.31949/jee.v6i2.5280.
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The rise of school principals with multiple positions in Indonesia raises concerns about the quality of the schools they lead, especially their duties as school managers. This study aims to find out cases of dual school principals and their effects on elementary school management. This study uses a qualitative method with multiple case study designs. Data collection used an open interview instrument with 4 school principals with multiple positions in Cirebon City, West Java. The research questions will include (1) Why do cases of multiple positions occur? (2) What are the duties of the school principal with multiple positions? (3) What is the influence of the multi-position school principal on elementary school management? As for the data analysis used is thematic analysis. The results showed that school principals with multiple positions occurred because there was no replacement principal when the previous principal died or retired so that another principal was used as a temporary replacement. This substitute principal continues to carry out his duties as a normal principal. However, with this double burden, substitute principals experience physical and mental fatigue, thereby reducing work effectiveness, besides that there is no significant effect on school principals who hold concurrent positions on the quality of school management. With this research, it is hoped that it will be able to become a new point of view regarding school principals with multiple positions in Indonesia.
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Meladih, Muhamad, Nanat Fatah Natsir, and Amie Primarni. "PERAN KEPEMIMPINAN KEPALA SEKOLAH DALAM IMPLEMENTASI MANAJEMEN BERBASIS SEKOLAH DI SDIT AL IMAN BOJONGGEDE." Jurnal Dirosah Islamiyah 1, no. 2 (November 20, 2019): 183–200. http://dx.doi.org/10.47467/jdi.v1i2.84.
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ABSTRACTThe importance of the principal's role in managing and developing the quality of education in the education unit, a school if managed with good school management will certainly make the school a quality school and has a good output. This research aims to 1. To Know the Role of School Principals in Empowering SD IT AL IMAN Bojonggede teachers for the creation of a quality learning process, 2. To find out the Role of School Principals in establishing cooperation with the community / SD IT AL IMAN Bojonggede committees 3. To find out the Role of the Principal Schools in applying the principles of SBM in SD IT AL IMAN Bojonggede, 4. To find out the role of the School Principal in monitoring and evaluating SBM in SD IT AL IMAN Bojonggede, this study is descriptive qualitative, object studied by foundations, principals, teachers, staff and committee. The method of data collection is observation, interviews, and documents. The interactive data analysis model starts with data collection, data presentation, reduction and conclusion drawing. The results of this study indicate that 1. There is an effort from the School Principal in empowering and increasing the competence of SD IT AL IMAN Bojonggede teachers by holding seminars, training in motivational training by bringing in resource persons, following teachers in MGMP activities, 2. There is good collaboration between schools and community / commitment with the participation of the Community in school management and social activities. 3. In his leadership the school principals apply the principles of school-based management including independence of school staff in managing schools in various aspects, there is justice in school management, among which the headmaster is fair in deciding suatau permaslahan, being fair placement and assignment of teachers and staff, openness, the leadership of the school is open to all parties, including foundations, teachers / staff and the committee both in terms of administration and finance. 4. there is monitoring and supervision conducted by school principals in the application of school-based management among school program monitoring, administrative monitoring, learning monitoring, teacher and staff disciplinary monitoring.Keywords: Leadership, Principal. Management, Integrated Islamic Elementary School.
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Willyarto, Mario Nugroho, and Anggaripeni Mustikasiwi. "Principals’ Challenges to Implement School Based Management in English-Speaking Schools Setting." Humaniora 11, no. 3 (November 30, 2020): 161–68. http://dx.doi.org/10.21512/humaniora.v11i3.6462.
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The aim of the research was to identify and map the school principals’ competence in English-speaking schools setting, according to the Decree of Ministry of Education no 13/2007 regarding competence standard for school principals and in implementing school-based management (SBM). The research applied a qualitative descriptive method, although the data were processed in a quantitative way. The data were gathered through structured questionnaires collected from ten principals and 74 teachers from ten schools. Data validation was conducted through interviews with ten school principals, two teachers per school, and the board’s representatives. The result of the research is the recommendations of the school principals’ competence development program as an alternative solution for the schools. The result shows that the school principals’ competencies have met the government standard competence. In the implementation of SBM, the school principals need to improve their five dimensions of principal competence (personal, managerial, entrepreneurship, supervision, and social). Especially the essence of SBM through training programs are principals’ roles and responsibilities, developing school profiles, school visioning, financial and school facilities management, strategic planning, school as a learning community, academic supervision, monitoring and evaluation, school marketing and branding, and nontraining programs.
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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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Mulyani, Heni, Danny Meirawan, and Annisa Rahmadani. "INCREASING SCHOOL EFFECTIVENESS THROUGH PRINCIPALS’ LEADERSHIP AND TEACHERS’ TEACHING PERFORMANCE, IS IT POSSIBLE?" Jurnal Cakrawala Pendidikan 39, no. 2 (June 13, 2020): 279–92. http://dx.doi.org/10.21831/cp.v39i2.28864.
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Efforts to achieve educational goals can’t be separated from the performance of schools in realizing these goals, to achieve this involves many parties and factors that influence it. This study aims to describe the impact of principal’s leadership and teacher’s teaching performance in an effort to increase school effectiveness. This research uses a quantitative approach with a survey method. Population are 466 schools, samples of 210 schools were taken by proportionated stratified random sampling technique, and a total of 2,730 respondents consisted of principals, teachers, students, and school committees. The instrument used was a questionnaire, data processing techniques using the Structural Equation Model. The results indicate that principals’ leadership and teachers’ teaching performance positively and significantly influence school effectiveness, which means that school effectiveness directly determined by the presence of effective principal’s leadership and high teacher teaching performance. The principal's leadership as a driver variable is proven to be able to trigger the teaching performance of teachers to increase school effectiveness. The high effectiveness of this school is inseparable from the effective teacher’s teaching performance. Teachers' teaching performance must be continuously improved to improve school effectiveness. This teaching performance can be improved through the principal's leadership role.
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Ozer, Niyazi. "Trust Me, Principal, or Burn Out! The Relationship Between Principals’ Burnout and Trust in Students and Parents." Alberta Journal of Educational Research 59, no. 3 (June 30, 2014): 382–400. http://dx.doi.org/10.55016/ojs/ajer.v59i3.55725.
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The purpose of this study was to determine the primary school principals’ views on trust in students and parents and also, to explore the relationships between principals’ levels of professional burnout and their trust in students and parents. To this end, Principal Trust Survey and Friedman Principal Burnout scales were administered on 119 primary school principals (F=7, M=112) working in Malatya, a city located in the eastern part of Turkey. Research results revealed that principals’ views on trust in students differ significantly in terms of school size. It was revealed that principals working in small schools get the lowest scores from burnout scale, while principals working in big schools get the highest. It was also found that, contrary to the burnout, principals working in small schools get the highest scores from “trust in students” subscale, while principals working in big schools get the lowest. Results also showed that principal trust in parents and students variables altogether account for approximately 21% of the total variance in exhaustion, 22 % of the total variance in depersonalization, and 6% of the total variance in accomplishment.
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Huang, Tiedan, Craig Hochbein, and Jordan Simons. "The relationship among school contexts, principal time use, school climate, and student achievement." Educational Management Administration & Leadership 48, no. 2 (September 27, 2018): 305–23. http://dx.doi.org/10.1177/1741143218802595.
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While the significance of principals’ roles is widely recognized, and the impactful behaviors of principals are empirically delineated, little is known about whether principals spend time in an impactful way, whether principals’ time use varies across different school contexts, or whether principals’ time use is related to critical school conditions and outcomes such as school climate and student outcomes. We made an attempt to respond to these questions by conducting a secondary analysis of Trends in International Mathematics and Science Study data. We found that American middle school principals’ job continues to be administration-bound, spontaneous and fragmented. In general, American principals could be classified into two major clusters: Eclectic Principals versus Balanced Principals. Higher school poverty, higher concentration of English language learners and more urbanity were associated with a higher incidence of Eclectic Principals. Nevertheless, except for teacher engagement, schools led by different clusters of principals did not differ in terms of parent/student engagement or student behavior. Although schools led by Balanced Principals tend to outperform those led by Eclectic Principals, this achievement difference was not statistically significant at .05 level. With a large national representative sample, the study fills knowledge gaps associated with small samples and limited attention to situational determinants of principal leadership activity.
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Suleiman, Yusuf, Mustapha Adam Ishola, and Adetunji Lukman. "Principals’ Administrative Behaviour in Nigerian Secondary Schools: Challenges and Remedies." Organization Theory Review 3, no. 2 (May 10, 2022): 01–21. http://dx.doi.org/10.32350/otr.0302.01.
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The principal administrative behavior serves as a motivator whose effectiveness in school business requires focus and commitment. Actualizing the organization goal often poses severe challenge toadministrators. This paper is therefore designed to examine the various challenges facing principals’ administrative behavior in Nigerian secondary schools. The paper focuses on concept of principal administrative behavior, school principals’ tasks in the realization of educational aims, factors hindering principals’ administrative behavior in school administration, relevance of principals’ administrative behavior in school administration. Based on this, it was recommended that conferences, seminars and workshops and other staff development programs should be sponsored by the government to serve as motivational strategies for secondary school principals. Also, persistent change in educational policies should be guided against by the government to ensure consistency in educational system.Government should endeavor to provide to schools the educational resources which will improve principals’ administrative behavior effectively and efficiently.
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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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Öngel, Gülay, Erkan Tabancalı, and Mithat Korumaz. "Leadership Roles for Mindful Schools: Examining Relationships Between Different Leadership Roles of School Principals and School Mindfulness." International Education Studies 15, no. 1 (January 17, 2022): 63. http://dx.doi.org/10.5539/ies.v15n1p63.
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The purpose of this study is to reveal leadership roles of school principals having impact on school mindfulness. This quantitative study with correlational design involves 389 teachers from secondary and high schools in Buyukcekmece, Istanbul province. The researchers used the ‘School Mindfulness’ and ‘Leadership Roles of School Principals’ scales. In the study descriptive statistics, correlation and regression analyses were used to reveal the prediction level. The findings showed that visionary and transformational leadership roles of school principals strengthen school mindfulness and the sub-categories of faculty and school principal mindfulness. In addition, instructional leadership roles of school principals predict principal mindfulness. However, cultural leadership was found to have no effect on school mindfulness.
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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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Reyes-Rodríguez, Ana Carolina, Angel Alberto Valdés-Cuervo, José Angel Vera-Noriega, and Lizeth Guadalupe Parra-Pérez. "Principal’s Practices and School’s Collective Efficacy to Preventing Bullying: The Mediating Role of School Climate." SAGE Open 11, no. 4 (October 2021): 215824402110525. http://dx.doi.org/10.1177/21582440211052551.
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Differences in bullying rates between schools could be explained by school efficacy. This study examined the relationships among teachers’ perceptions of principals’ practices, school climate, and school collective efficacy to prevent bullying. The sample comprises 403 Mexican elementary-school teachers; 35% were male, and 65% were female. The teaching experience ranged from 2 to 35 years ( M = 13.2 years, SD = 9.1). Teachers answered self-report measures. A latent variable structural equation modeling (SEM) approach was used. SEM model indicated that principal’s bullying prevention was directly related to a positive school climate, but they did not influence teachers’ perceptions of school collective efficacy. Also, principals’ support for teachers’ antibullying practices positively affected school climate and school collective efficacy. Both principal involvement and support had an indirect relationship with school collective efficacy. Overall, findings suggest that the principal has a critical role in promoting teachers’ perceptions of school collective efficacy in bullying prevention.
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Afzal, Ayesha, Iffaf Iqbal, and Umera Iftikhar. "ROLE BASED EVALUATION OF SCHOOL PRINCIPALS: PERCEPTIONS OF SECONDARY SCHOOL STUDENTS IN PUNJAB." Journal of Social Research Development 3, no. 02 (December 31, 2022): 329–44. http://dx.doi.org/10.53664/jsrd/03-02-2022-15-329-344.
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The study focuses on perception of student specifically about their principal. How the students perceive their principal’s behavior from their own capacity in school is the main objective of this study. A qualitative approach was used to document and analyze perceptions of secondary school students about their principal in context of Punjab culture. A descriptive method was used to carry out study. An interview protocol was developed to use for the interview of students. Interviewees were both male and female students of secondary schools. Fifty-five interviews with secondary school students, five private school located in Lahore were conducted to capture their perception exactly about principal and generally about schooling. These general perceptions of students about schooling were considered relevant with specific perceptions about principals. Study concludes that students’ perceptions about principal is the matter which can not only help educationist to resolve many issues regarding dropping out, dissatisfaction, changing schools and restlessness among students rather it can bring a tremendous change in principal’s role as an instructional leader.
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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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Mulyani, Heni, and Heraeni Tanuatmodjo. "Role of School Leadership to Improve School Quality Through Hidden Curriculum." Jurnal Pendidikan Akuntansi & Keuangan 9, no. 1 (January 31, 2021): 53–63. http://dx.doi.org/10.17509/jpak.v9i1.29245.
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AbstractThis study aims to explore the leadership role of school principals in maintaining and developing a hidden curriculum to improve school quality. The research was conducted in schools in the city of Bandung using a survey method. Data collection techniques used an open questionnaire. The results showed that the key to the success of school principals in achieving the objectives of the hidden curriculum refers to two aspects: (a) related to the character of school principals which can be seen in the integrity of female principals, leadership styles, managerial abilities of principals and competence of school principals related to the determinants of the success of the hidden curriculum which includes the authority of the school principal, the role of teachers in overseeing the implementation of the hidden curriculum, support from parents and school autonomy. Hidden curriculum that is formed the school character will improve the quality of the school.
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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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Green, Terrance L. "School as Community, Community as School: Examining Principal Leadership for Urban School Reform and Community Development." Education and Urban Society 50, no. 2 (December 21, 2016): 111–35. http://dx.doi.org/10.1177/0013124516683997.
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For decades, reform has been a persistent issue in urban schools. Research suggests that urban school reforms that are connected to equitable community development efforts are more sustainable, and that principals play a pivot role in leading such efforts. Yet, limited research has explored how urban school principals connect school reform with community improvement. This study examines principal leadership at a high school in the Southeastern United States where school reform was linked to improving community conditions. Using the case study method, this study draws on interviews and document data. Concepts from social capital theory are used to guide the analysis. Findings indicate that the principal’s actions to support urban school reform and community improvement included the following: positioned the school as a social broker in the community, linked school culture to community revitalization projects, and connected instruction to community realities. The study concludes with implications for practice and future research.
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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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Hedges, Samantha, Anne-Maree Ruddy, Lori Boyland, Jeff Swensson, and Jenna Kennedy. "The Uncharted Nature of Licensure Requirements for Charter School Principals: Implications and Possibilities for Policy Action." Journal of Research on Leadership Education 15, no. 1 (April 27, 2018): 3–27. http://dx.doi.org/10.1177/1942775118765499.
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The authors drew upon state policy documents and other public sources to review licensure requirements for charter school principals. The results indicate that few states have adopted licensure requirements for charter school principals compared with traditional public school principals, and many exempt charter school principals from licensure altogether. They found that training and support for charter school principals is available, but is concentrated in the states with the highest number of charter schools. These findings have significant implications for policy makers, charter school advocates, and authorizers. These implications are discussed and related to the existing literature regarding principal preparation and licensure.
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Hamdani, Husni. "PENINGKATAN KOMPETENSI KEPALA SEKOLAH MELALUI DIKLAT PENGUATAN." Jurnal Tata Kelola Pendidikan 2, no. 1 (March 6, 2021): 21–30. http://dx.doi.org/10.17509/jtkp.v2i1.32554.
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The assignment of teachers as school principals is stipulated in Permendikbud Number 6 of 2018. One of the points is that school principals who are wearing and do not have a certificate of completion of the training, prospective school principals are required to attend and pass training to strengthen school principals. This training is also to develop attitudes, knowledge, skills in the dimensions of personality, managerial, entrepreneurship, supervision, and social, according to the Regulation of the Indonesian Minister of Education Regulation Number 13 of 2007 concerning the standards of school / madrasah principals. The main objective of this study is to obtain significant differences in the competence of school principals before and after participating in strengthening training. The method used in this research is descriptive method with a quantitative approach using ex post facto that explores an event that has occurred. The sample used was all school principals who had participated in strengthening training as many as 41 people at elementary schools in Cikancung District. The data technique used a questionnaire method and documentation study. The results of the calculation of the Average Weight Score (WMS) show that the competence of the principal before the training received a score of 3.53, including the high category, and the competence of the principal before the training received a score of 4.41 which was in the very high category. The results of the normality test on the data distribution show that the principal's competency variables are normally distributed. Analysis of comparative data using Paired Sample T Test, obtained an average score of competence before training 125.7073, while after training strengthening 158.2683. Then the test results obtained 𝑡count 15.551 𝑡𝑡𝑎𝑏𝑒𝑙 2.021, which is a significant difference in the competence of school principals before and after participating in strengthening training.
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Khoarane, Jeremiah. "Exploring school principals' leadership practices of serving the learners." Eureka: Journal of Educational Research 2, no. 2 (January 24, 2024): 78–89. http://dx.doi.org/10.56773/ejer.v2i2.23.
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There is an emerging interest in applying servant leadership theory in leading the school. Little is known about school principals' practices of Servant leadership to learners. The purpose of this paper is to explore school principals’ practices of servant leadership focusing on learners. The information is derived from a large project focused on the practices of servant leadership among school principals. This paper is situated within the interpretive paradigm and employs a qualitative approach to comprehend the leadership practices of school principals in serving learners. Data was generated through interviews with school principals and teachers from two Lesotho high schools. We held individual face-to-face interviews with each of the two principals. One focus group of teachers was interviews from each school. Each focus group was made up of eight teachers. The two school principals were interviewed individually The Findings suggest that school principals served learners in various ways. Findings indicate that learners were served through motivation, cherishing of self-efficacy, development of child friendly school environment, and enhancing high academic performance. We argue that servant leadership necessitates a paradigm shift in the relationship between formal leaders, such as the principal, and learners. School principals must prioritize learners, placing them at the center, where they become more important than the principal as a leader.