Artykuły w czasopismach na temat „Leadership for schools”
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Shiwakoti, Krishna Prasad. "Leading Schools for Innovation and Change: A Case Study of Successful Schools". Journal of TESON 3, nr 1 (31.12.2022): 1–10. http://dx.doi.org/10.3126/jteson.v3i1.51765.
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This study explores the role and leadership management practices of head teachers in public schools. In schools, the leadership goals are for developing innovative and excellent student outcomes. The data were collected from interviews with five head teachers or principals of five schools. The findings showed that the innovative head teachers adopted several leadership strategies to enhance the school's success and quality enhancement. An innovative model for innovative leadership was developed that provided a road map of the influence for their leadership. This study makes clear that head teachers have experienced noticeable success in school’s quality enhancement through establishing innovative cultures. The findings of this study imply that leadership behavioral changes can lead to great positive impacts in improving school’s teaching and learning quality.
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Swart, Christo, Lidia Pottas i David Maree. "Servant School Leadership and Organisational Climate in South African Private Schools". Education Research International 2021 (24.11.2021): 1–13. http://dx.doi.org/10.1155/2021/8568889.
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The leadership of companies influences the organisational climate of companies by creating a cycle of continuous improvement or failing to do so. The same applies to educational leadership in their search for favourable teaching and learning conditions for all learners, especially those of underperforming schools whose academic results are not up to standard. Critical dialogue and new thinking regarding school leadership are mandatory to improve the status quo. It is proposed that the servant leadership paradigm, when practiced by school leadership, may have a significant influence on the school environment. A qualitative approach was utilised to measure the impact of servant school leadership on the organisational climate of private schools in South Africa, with the aim of learning valuable lessons to implement in the public school domain and especially the underperforming school sector. A purposive convenience sampling approach was applied to select participants for three focus group interviews. A theoretical thematic, semantic, and essentialist analytical approach served as the foundation for this study. The focus group interviews confirmed that the participants perceived their school leaderships to implement specific characteristics of servant leadership and organisational climate to enhance a positive school environment for teachers and learners to succeed. The participants also perceived definite links between servant leadership and organisational climate. It is recommended that the servant leadership paradigm and its impact on the organisational climate of underperforming schools be researched and considered for implementation nationally and internationally.
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Smit, Brigitte. "DEVELOPING FEMALE SCHOOL LEADERSHIP IN DISADVANTAGED SCHOOLS". International Journal of Educational Development in Africa 2, nr 1 (28.10.2015): 62–69. http://dx.doi.org/10.25159/2312-3540/22.
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What can we learn from female leadership scholars that can be appropriated in the South Africa educational context? Little research is conducted to trace the qualities that characterise a feminine approach to leadership in contrast to the characteristics of the traditional approach of control, hierarchy, authority and division of labour. This conceptual article draws theoretically on relational leadership as a feminine approach to educational leadership. I argue that educational leadership in disadvantaged settings in South African schools requires strengthened collaboration and development, particularly for female school leadership. Such collaboration and development is possible through relational leadership.
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Camburn, Eric, Brian Rowan i James E. Taylor. "Distributed Leadership in Schools: The Case of Elementary Schools Adopting Comprehensive School Reform Models". Educational Evaluation and Policy Analysis 25, nr 4 (grudzień 2003): 347–73. http://dx.doi.org/10.3102/01623737025004347.
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This is a study of distributed leadership in the context of elementary schools' adoption of comprehensive school reforms (CSR). Most CSRs are designed to configure school leadership by defining formal roles, and we hypothesized that such programs activate those roles by defining expectations for and socializing (e.g., through professional development) role incumbents. Configuration and activation were further hypothesized to influence the performance of leadership functions in schools. Using data from a study of three of the most widely adopted CSR models, support was found for the configuration and activation hypotheses. Leadership configuration in CSR schools differed from that of nonCSR schools in part because of the addition of model-specific roles. Model participation was also related to the performance of leadership functions as principals in CSR schools and CSR-related role incumbents were found to provide significant amounts of instructional leadership. Further support for the activation hypothesis is suggested by positive relationships between leaders' professional development experiences and their performance of instructional leadership.
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Ghavifekr, Simin, i Seng Yue Wong. "Technology Leadership in Malaysian Schools". International Journal of Asian Business and Information Management 13, nr 2 (lipiec 2022): 1–18. http://dx.doi.org/10.4018/ijabim.20220701.oa3.
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Education 4.0 is the answer to the global needs for the advanced integration of humans and technology. Leading school’s technology utilization can be the way forward to support education 4.0 realization. This study aims to investigate the effects and roles of principals’ technology leadership towards teachers’ ICT utilization and students’ academic performance in secondary schools in Selangor, Malaysia. This empirical study uses a set of questionnaires to gather information from respondents who are in the teaching profession. A total of 310 questionnaires were completed and analyzed. The findings have shown significant positive impacts between the effects of the technology leadership roles of principals on teachers’ effective ICT utilization and students’ academic performance. The integration of ICT and technological tools in schools has a great challenge towards the new era of the Education 4.0 system. This suggests that principals who embrace technology will effectively lead their schools to acquire educational resources to enhance student engagement and learning.
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Samsu, Samsu, i Rusmini Rusmini. "The Influence of Principals’ Leadership Styles on School Innovation in Jambi (Case Study in Several Senior High Schools in Jambi)". Al-Ta lim Journal 23, nr 1 (20.02.2016): 52–64. http://dx.doi.org/10.15548/jt.v23i1.154.
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School leadership styles that affect school innovation is essential to bring schools’ changes. This study aimed to determine school leadership styles and its effect on school innovation at the senior high school level in Jambi city. This study uses ten leadership styles, they are participative, laissez faire, authoritarian, democratic, charismatic, transformational, situational, trust, grid, and three-dimensional leaderships. The framework of the research are developed by associating ten leadership styles with school innovations including (1) the principal's role in doing innovation in the schools, (2) the forms of innovation implemented in the areas of academic achievement, (3) the form of innovations carried out in the field sports and (4) the form of innovations implemented in the institutional field, and (5) the forms of innovation undertaken in the field of school’ culture. There are 32 teachers and 32 principals were taken as samples. This study used mixed methods research. Data were analyzed using mean, standard deviation, and correlation. The results showed that the overall principal's leadership style is not sufficient to affect senior high school innovation in Jambi city, this is evidenced by there are only three of those ten leadership styles have positive relationship when they are doing school’s innovations in Jambi city. Thus, the principals should give attention to all the leadership styles to do innovation at senior high school in Jambi city to improve the quality of schools.
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Mohamed, Fazleen, i Dr Siti Noor Ismail. "The Concept and Model of Strategic Leadership and Its Importance in Increasing School Achievement". JOURNAL OF SOCIAL SCIENCE RESEARCH 12, nr 1 (13.03.2018): 2568–74. http://dx.doi.org/10.24297/jssr.v12i1.6995.
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Strategic leadership is one of the leaderships practiced by school organizations today. Organizational capabilities and individual characteristics are two key components of strategic leadership that are indispensable to ensure that this strategic leadership can be realized effectively in schools. This article discusses the concept of strategic leadership, domain and elements and theories related to strategic leadership. In addition, this study also attempts to highlight Davies and Davies 2004 strategic leadership model which has nine elements under two key components of strategic leadership i.e. organizational capability and individual characteristics. Furthermore, the final part of the study discusses the importance of strategic leadership in the school organization. An overview of previous studies also shows that strategic leadership has significant relationships with school achievement. Hence, through the practice of strategic leadership that is preached in schools, the line of leadership of the school will be more capable in helping to improve the achievement of their respective schools.
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San Antonio, Diosdado M. "Creating better schools through democratic school leadership". International Journal of Leadership in Education 11, nr 1 (styczeń 2008): 43–62. http://dx.doi.org/10.1080/13603120601174311.
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Wiyono, Bambang Budi, Aan Komariah, Abdulelah A. Alghamdi, Sultoni i Mochammad Fahlevi. "The Influence of Principals’ e-Leadership on the Effectiveness of Schools’ Public Relations and Organizational Improvement". Sustainability 15, nr 2 (10.01.2023): 1296. http://dx.doi.org/10.3390/su15021296.
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Principal leadership is the main variable that determines a school’s progress. Schools develop optimally when they are led by a principal who has a good leadership capacity. Related to technology development, the leadership of principals today is also changing, and principals are required to have a good e-leadership capacity. This study aims to examine the effect of principals’ e-leadership on the effectiveness of schools’ public relations and school improvement. The sample of this research was taken randomly, comprising 200 principals in Indonesia. A questionnaire was used for data collection, filled out by all participants. In addition, descriptive statistics and structural equation modeling were used for data analysis. The study results showed that there is a direct influence of principals’ e-leadership on the effectiveness of schools’ public relations. A principal’s e-leadership affects their school’s improvement, both directly and indirectly, and the effectiveness of a school’s public relations has a direct effect on school improvement. Looking at the dimensions, several dominant factors provide support for the constructs of the three variables that were studied. The research findings are discussed in depth in terms of theory and the results of previous studies.
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Starr, Joshua P. "Leadership". Phi Delta Kappan 99, nr 6 (26.02.2018): 70–71. http://dx.doi.org/10.1177/0031721718762427.
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There is much to admire about community schools, which provide students and their families with wrap-around services focusing on mental health, nutrition, college counseling, and other needs. However, says PDK’s Joshua Starr, the community schools movement needs to address a couple of problems that could undermine its work over the long term — one problem has to do with its use of resources and the other with its use of data.
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Miller, Andrew F., Anna Noble i Patrick McQuillan. "Understanding Leadership for Adaptive Change in Catholic Schools: A Complexity Perspective". Journal of Catholic Education 25, nr 1 (czerwiec 2022): 54–83. http://dx.doi.org/10.15365/joce.2501032022.
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In an era of decline and crisis, Catholic school leaders have been encouraged to find innovative ways to enhance a school’s operational vitality. Yet to this point, most research on educational change in Catholic schools has focused on the technical tasks school principals can take to “save” individual schools. In this article, we apply a complexity perspective to educational change leadership in Catholic education: leadership for adaptive change. Based on a new empirical analysis of the professional experiences of two Catholic school principals working at four different parish schools, we demonstrate in this article how leadership for adaptive change can operate in Catholic elementary parish schools and assess whether and how the attributes of complex adaptive schools were present in these four elementary schools. We also highlight the organizational and social conditions these two principals confronted that both undermined and promoted their ability to lead for adaptive change at these four schools. Ultimately, we suggest in this article the utility of using a “complex adaptive” approach to understanding change leadership in Catholic elementary schools as opposed to “technically rational” approaches commonly found in contemporary Catholic school leadership research.
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Gardner-McTaggart, Alexander. "International schools: leadership reviewed". Journal of Research in International Education 17, nr 2 (sierpień 2018): 148–63. http://dx.doi.org/10.1177/1475240918793955.
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This article provides a systematic review of research on leadership in international schools, though not focusing on International Baccalaureate schools which are the focus of a separate paper. International schools are autonomous, private bodies that cater to the globally advantaged. Accordingly, this literature review views them and their leadership through the Bourdieusian concept of distinction. Educational leaders in this context face considerable complexities. International schools thrive on the distinction they confer, it being intrinsic to these schools’ identity. International schools can be understood as existing on a matrix, or spectrum, between conceptions of international and global; equitable and market-place. The review finds that international schools experience considerable unhelpful change and transition, where consistency is highly prized yet difficult to achieve. Along with tensions between their equitable and market orientation, transition emerges as the most significant challenge facing educational leaders in this context.
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Eckert, Jonathan. "Collective Leadership Development: Emerging Themes From Urban, Suburban, and Rural High Schools". Educational Administration Quarterly 55, nr 3 (24.09.2018): 477–509. http://dx.doi.org/10.1177/0013161x18799435.
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Purpose: Applying an analytic model to better understand collective leadership development, this study examines three high schools: one urban, one suburban, and one rural. Each school’s unique structure and context tests the model’s explanatory power. Research Methods: Using a multiple-case study design, data consisting of interviews with teachers and administrators ( n = 64), document analysis, and observations were collected from each of the three high schools to describe and explain variation in collective leadership development, practice, and student outcomes. Findings: Schools’ efforts to develop leadership are organized for cross-case analysis by model constructs. Variation between schools exists in collective leadership capacity, practice, and student outcomes. This variation is explained by antecedent factors that include principal support of teacher leadership, initial teacher capacity, school conditions, work design, and leadership development experiences. Specifically, catalytic principal support, relational trust, professional capital, and views of leadership as work enhance development. Moreover, because of the iterative nature of improvement captured by the model, improved collective leadership practice influences the antecedent constructs. Implications: This study has implications for how schools and districts understand collective leadership development efforts of administrators and teachers. The analytic model facilitates the examination of school contexts to understand the potential and relative success of development efforts.
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Marais, P., i Krishna K. Govender. "The Impact of Purpose as a Principal Leadership Skill on the Performance of Select Township Schools in South Africa". International Review of Management and Marketing 12, nr 6 (23.11.2022): 16–22. http://dx.doi.org/10.32479/irmm.13794.
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This study aimed to investigate the impact of “purpose” as a principal leadership skill on the performance of two township schools using a quantitative research design and collecting data from the school principals, teachers and matric learners, using the 28-scale Servant Leadership Test as well as Gallup’s Q12 Employee Engagement survey. The questionnaires addressed the key objectives, namely, the extent to which the principals of the participating schools exhibited servant leadership and their understanding of “purpose” as one word in leadership and how teachers and learners perceived the impact of a “one-word” purpose-driven leader on the performance of the selected schools. Although no relationship could be demonstrated between ‘’purpose’’ and the performance of the two township schools, it became evident that a significant increase in Servant Leadership leads to a significant increase in engagement and performance, as measured by the matric pass rate. It is recommended that workshops be facilitated with principals and teachers in order to entrench ‘’purpose’’ deeper throughout the schools. In addition, Servant Leadership training has to conduced to increase the leadership ability of the school principals. Future research in the area of ‘’purpose as one word’’, as well as Servant Leadership as a principal skillset within the South Africa’s public school’s leadership is recommended.
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Thapa, Karna Bahadur. "Present and Importance levels leadership competencies of principals in Nepalese Schools". Journal of Advanced Academic Research 3, nr 1 (11.02.2017): 111–22. http://dx.doi.org/10.3126/jaar.v3i1.16621.
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Leadership competency is one of the major qualities of Principal to ensure the performance of schools. Principal is responsible to manage the overall school's environment so that s/he should have effective leadership competency. The study was explored the present level and desired level of leadership competency of principal of Nepalese schools. The study had applied Stratified proportionate sampling to select the 817 respondents from Principal, Teachers and Supervisor. The secondary level schools - government aided, community managed and institutional were selected from the Tarai, Mountain, Hill and Valley. The study found that there was significant difference between the present level and Importance level of leadership competency of Principals of Nepalese schools. The statistical analysis of t-test showed that the mean value of Importance level of competency was significantly higher than the mean value of present level of competency on the basis of types of schools and types of respondents. The study observed that there was need of improvement in present level of leadership competency of principals.
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Madsen, Jean. "Leadership in Decentralized Schools". Journal of School Leadership 7, nr 2 (marzec 1997): 110–37. http://dx.doi.org/10.1177/105268469700700201.
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This article reports on the findings of a study that examined the principals’ leadership in three private schools and its implications for decentralized public schools. With the increase of charter and privatized managed schools, principals will need to redefine their leadership styles. Since private schools are decentralized, these principals offer another perspective in how to establish a collective vision, create an environment for risk taking, facilitate participants to participate in long-range planning, and build a consensus among school members.
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Et al., Abdullah Ibrahim. "The Influence in Principal Leadership Styles and Its Role in the Academic Achievement of Secondary School Students in Malaysia". Psychology and Education Journal 58, nr 1 (15.01.2021): 5120–25. http://dx.doi.org/10.17762/pae.v58i1.2067.
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Developing academic goals amongst students is a key aspect for achieving excellence across schools in Malaysia. It is meant to act as a benchmark to determine the effectiveness of a principal’s leadership. The leadership of a principal, and the school’s climate are the main issues which drive the achievement of students across national secondary schools (SMK) in Malaysia. This quantitative study aims to examine the influence and role of a principal’s leadership on the school climate, as well as its impact on the student’s academic achievement in domestic national secondary schools nationals on the East Coast of Malaysia. A total of 348 teachers were selected across vocational schools in the states of Kelantan, Terengganu and Pahang, through the use of simple random sampling, for the purpose of quantitative reviews. The researchers used the Multifactor Leadership Questionnaire (MLQ) to measure the leadership aspects of the principals, and the Organizational Health Inventory (OHI-M) to measure the climate of the school, as well as the achievement of academic students, which was measured using the CGPA of the schools in the examination areas over the last three years. The analysis of descriptive traits, for example, the number, percentage, scoring average, and the standard deviation was used to describe the demographics of the respondents, and analyse the data using regression, Pearson t-test correlations, and ANOVA. This helped to understand several key leadership factors, i.e., the International Transform Leadership, Tran Witness Leadership, Laissez-Faire Leadership, School Climate , and the Academic Achievement of the hypothesis testing, which was built according to the obtained statistics . The findings showed that the principal’s leadership influenced the climate across the school, and the achievement of the students. Therefore, it was proposed that the principal’s leadership needs to adopt the Transformational leadership, Transactional leadership, and Laissez-faire leadership as a guide in managing the school’s climate, especially in ensuring the teacher’s commitments, and the Student Academic Achievements, which can be further enhanced in line with the Malaysian
Education Quality Standards 2010 (SKPM), and the Malaysian Education Development Plan 2013 -2025.
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Shula, Melese, Chris van Wyk i Jan Heystek. "School leadership practice at faith-based schools through a servant leadership lens". South African Journal of Education 42, nr 4 (30.11.2022): 1–10. http://dx.doi.org/10.15700/saje.v42n4a2138.
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In this article we report on an investigation into developing people and serving the community at faith-based schools through a servant leadership theory lens. Relevant literature was reviewed, and data were collected from school leaders by means of individual semi-structured interviews. Twelve participants were purposively selected from schools classified as top performing schools in Gauteng, a province in South Africa. The interviews with these participants were audiotaped and transcribed, and the data analysed by using a process of abductive data analysis. The following measures were employed to review the servant leadership practices of faith-based leaders: being a serving leader, fostering people growth, and enhancing community relationships. Overall, principals were found to be effective leaders involved in a hands-on manner in both task-orientated and person-orientated activities. The servant leadership conception whereby “other” interests are regarded as more important than own interests serves as the basis for people development and there is a clear awareness that the enhancement of community relationships is a key facet in the communication that takes place between school principals and community members. The participants also showed concern for school-led development activities. It was evident that participating school staff were personally involved in facilitating learning activities such as collaborative workgroups and workshops and in creating a supporting structure for staff development. Apart from recommending that principals’ leadership behaviour in the abovementioned areas is consolidated, we strongly support their involvement in related matters such as coping with contextual realities and enhancing community relationships. The improvement of community relationships is eventually a challenging task to be exercised by principals within the social, political and demographic contexts of faith-based schools.
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Sarason, Seymour B. "Leadership and charter schools". International Journal of Leadership in Education 2, nr 4 (październik 1999): 379–81. http://dx.doi.org/10.1080/136031299292959.
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Masekoameng, Morongwa Constance, i Thulani Zengele. "Distributed Leadership in Schools:". International Journal of Educational Sciences 10, nr 3 (wrzesień 2015): 359–69. http://dx.doi.org/10.1080/09751122.2015.11890358.
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Wilson, John. "'Management', 'leadership' and schools". Management in Education 12, nr 4 (wrzesień 1998): 19–20. http://dx.doi.org/10.1177/089202069801200406.
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Alcorn, Margaret. "Leadership in Scottish Schools". Management in Education 18, nr 2 (kwiecień 2004): 25–27. http://dx.doi.org/10.1177/089202060401800206.
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Rhodes, Christopher, i Mark Brundrett. "Leadership succession in schools". Management in Education 19, nr 5 (listopad 2005): 15–18. http://dx.doi.org/10.1177/089202060501900504.
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Keller, Dan. "Leadership of international schools". Educational Management Administration & Leadership 43, nr 6 (21.10.2014): 900–917. http://dx.doi.org/10.1177/1741143214543201.
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Louis, Karen Seashore, Joseph Murphy i Mark Smylie. "Caring Leadership in Schools". Educational Administration Quarterly 52, nr 2 (3.02.2016): 310–48. http://dx.doi.org/10.1177/0013161x15627678.
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Moore, Rock, i Mahmoud Suleiman. "Active Leadership in Schools". Journal of Leadership Studies 4, nr 1 (styczeń 1997): 122–31. http://dx.doi.org/10.1177/107179199700400110.
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Greenfield, William D. "Moral leadership in schools". Journal of Educational Administration 42, nr 2 (kwiecień 2004): 174–96. http://dx.doi.org/10.1108/09578230410525595.
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Starr, Joshua P. "Leadership". Phi Delta Kappan 99, nr 2 (25.09.2017): 72–73. http://dx.doi.org/10.1177/0031721717734196.
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Encouraging and allowing students to enroll in rigorous courses, such as Advanced Placement courses, is a critical first step in providing more equity in high schools. Leaders must deliberately and intentionally change the conditions that restrict access by rewriting the rules, examining the data, supporting students, teachers, and leaders and establishing accountability based on the idea that all students must have access to the highest academic levels a school offers. The author shares his experience as a superintendent in Stamford, Conn., and Montgomery County (Md.) Public Schools to show how these changes can occur and the differences they can make.
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Moswela, Bernard, i Keonyatse Kgosidialwa. "Leadership and school success: Barriers to leadership in Botswana primary and secondary schools". Educational Management Administration & Leadership 47, nr 3 (9.11.2017): 443–56. http://dx.doi.org/10.1177/1741143217739355.
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This paper explored two issues as follows: the influence school leaders have on school performances and factors that hinder school leaders’ efforts to achieve school success in Botswana secondary and primary schools. The subjects of the study were 199 teachers and 21 members of the senior management team in primary and secondary schools in Botswana. The participants were to analyse, through semi-structured interviews and a closed-ended questionnaire, the leadership patterns of their leaders and the barriers to effective leadership in schools. The findings revealed that, generally, leaders in Botswana schools practise democratic leadership although not without barriers. Chief among the barriers are the imposition of policies through numerous directives from the Ministry of Education and drug abuse by students supplied by some adults in society. The study ends with a conclusion that draws from the discussion of the findings and relevant studies to the subject being discussed.
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Taufik. "Quality Culture-Oriented Leadership Model Head of Islamic State Senior High School in Palu". International Journal of Scientific Research and Management 9, nr 09 (21.09.2021): 1881–87. http://dx.doi.org/10.18535/ijsrm/v9i09.el03.
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Three schools implementing a quality culture-oriented leadership model are MAN 1, MAN 2, and MAN Insan Cendekia in Palu. This research aims to find and explain the development of culturally oriented leadership models in improving education quality in Islamic schools in Palu. This research has been conducted through interview techniques, documentation, and observations in which data results are studied and analyzed based on leadership theory. The result of this research finding is that the successful application of quality culture-oriented leadership occurs because the head of Islamic schools can develop three models of leadership in their schools: (1) transactional leadership model oriented to the ability of the head of Islamic school in meeting the needs of teachers, education staff, and students to improve the progress and quality of Islamic school education; (2) transformative leadership model that provides the understanding of the head of Islamic school on the school’s need and appreciation for the efforts made by education implementers to advance the education in Islamic school; (3) Visionary leadership model that can make Islamic school can realize the achievements of their vision well in the process of organizing education. Through these three models, quality-oriented leadership was developed in MAN 1, MAN 2, and MAN Insan Cendikia in Palu.
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Adhikari, Narayan Prasad. "Instructional Leadership of Principals on Students' Achievement in Public Schools in Nepal". Interdisciplinary Research in Education 7, nr 1 (5.09.2022): 103–14. http://dx.doi.org/10.3126/ire.v7i1.47503.
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The purpose of this study is to find out the impact of principals' instructional leadership on students' achievement. School head teachers act as a leader and also a manager that determines students' achievements both directly and indirectly. Instructional leadership can significantly influence the quality of teaching and learning in the schools and consequently students' achievement, by improving the working conditions of the schools Literature shows that transformational leadership and instructional leadership determine the preferred styles of school improvement. This study shows that effective school leadership is the authority to lead the school. There is a growing understanding that leadership is surrounded in various organizational contexts within school communities, not centrally vested in a person or an office. The real challenge facing most schools is no longer how to improve but, more importantly, how to sustain improvement. Sustainability will depend upon the school’s internal capacity to maintain and support developmental work and sustaining improvement requires the leadership capability of the many rather than the few.
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Min, Sookweon, Marsha E. Modeste, Jason Salisbury i Peter T. Goff. "Heeding the CALL (Comprehensive Assessment of Leadership for Learning)". Journal of Educational Administration 54, nr 2 (11.04.2016): 135–51. http://dx.doi.org/10.1108/jea-07-2014-0075.
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Purpose – The purpose of this paper is to examine what school leadership practices are associated with a school’s level of instructional collaboration among school professionals and also investigates what school characteristics are linked to the level of instructional collaboration in a school. Design/methodology/approach – This study drew data from the Comprehensive Assessment of Leadership for Learning (CALL) survey. CALL is a multi-source measure of distributed leadership, comprised of five domains of school leadership practices. Responses from 3,767 teachers and 167 administrators working at 129 schools were analyzed using ordinary least squares regression analysis. Findings – The findings show that there are significant relationships between school leadership practices and the extent of instructional collaboration taking place within schools, both in terms of quantity and quality. In particular, school leadership practices that are closely related to facilitating instruction and allocating resources are associated with a school’s instructional collaboration, whereas a leadership practice related to environmental factors tends not to be significantly correlated with a school’s collaborative culture. This study also found that leadership perspectives on instructional collaboration are an important predictor of both quantity and quality of collaboration among school professionals. Originality/value – This study clarifies the importance of school leadership in a collaborative culture and also provides empirical evidence of what specific practices of school leadership predict the frequencies of professional collaborative activities in school as well as their quality. In addition, this study demonstrates how schools’ contextual factors are related to the level of instructional collaboration among professionals.
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Amakyi, Michael. "INSTRUCTIONAL LEADERSHIP PRACTICES OF HEADS OF SENIOR HIGH SCHOOLS IN GHANA". Advances in Social Sciences Research Journal 8, nr 7 (4.08.2021): 424–35. http://dx.doi.org/10.14738/assrj.87.10594.
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A non-experimental survey was conducted to investigate the instructional leadership practices of senior high school heads in Ghana. Data were collected using a closed-ended Likert type items from a simple randomly selected sample of a defined population of school heads of senior high schools in Ghana. Data collected were analysed using rank-ordered means and independent samples test of differences of means. The study findings revealed that the school heads frequently adopt major key practices of instructional leadership. However, the school heads most frequently adopt the practice of communicating the school’s goals. The study further revealed that differences exist the frequency at which heads of high performing schools and those of non-high performing schools adopt instructional leadership dimensions of defining the school’s goals and promoting a positive school learning climate.
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Aggarwal, Jyoti. "Collaborative school leadership: managing a group of schools". School Leadership & Management 40, nr 4 (7.01.2020): 373–76. http://dx.doi.org/10.1080/13632434.2019.1709166.
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Cravens, Xiu. "School Leadership in International Schools: Perspectives and Practices". Peabody Journal of Education 93, nr 5 (20.10.2018): 584–88. http://dx.doi.org/10.1080/0161956x.2018.1515818.
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Lee, Moosung, i Allan Walker. "School Leadership in International Schools: Perspectives and Practices". Peabody Journal of Education 93, nr 5 (20.10.2018): 465–67. http://dx.doi.org/10.1080/0161956x.2018.1515828.
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Maheshwari, Greeni. "School Leadership: A Narrative Review of Literature". Journal of Intercultural Management 13, nr 3 (1.09.2021): 47–74. http://dx.doi.org/10.2478/joim-2021-0066.
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Abstract Objective: The purpose of this paper is to present an overview of empirical studies on school leadership across the globe and then specifically for public high schools in Vietnam. There are very few studies done on the leadership of school leaders in Vietnamese public schools and how leadership can affect the school’s overall performance. Hence this review aims to address this gap and provide a review of leadership practices, the effect of school leadership which might enhance the leadership at public high schools in Vietnam Methodology: Narrative systematic review was conducted by identifying the papers published in educational journals were analyzed using different databases and based on the main findings of those papers, the review of the literature was written. Findings: The review suggested that there are differences in the leadership styles practiced in Vietnam as compared to the rest of the world. The leaders in Vietnamese schools do not have full autonomy to make the decisions and MOET (Ministry of Education and Training) plays a significant role in making decisions. Value added: This review of literature has aimed to fill the gap regarding the educational leadership system in the Vietnamese high school context whereas very limited studies have focused on this and how leadership can impact school performance in general. Recommendations: This review can prove to be an effective document for government authorities in Vietnam and other worldwide schools where the leaders might not be given the full autonomy to make the decisions and hence might have an effect on teachers and students’ satisfaction levels in the schools. Hence, it is important to provide some autonomy to leaders at least at micro-level.
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Hermawan, Agus. "Examining the leadership styles among High School teachers at Dominican schools in Indonesia". International Journal of Humanities and Innovation (IJHI) 4, nr 4 (30.12.2021): 154–61. http://dx.doi.org/10.33750/ijhi.v4i4.133.
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Spiritual leadership in the education field is not something new. However, it has not been deeply examined. The studies on spiritual leadership are more easily found in the non-educational than in educational fields (Scott & Tweed, 2016). For that reason, drawing on spiritual leadership and Dominican spirituality, the researcher examined how Dominican Schools in Indonesia integrate Dominican spirituality and leadership in their teaching performances. A leadership styles (Lewin’s leadership styles) questionnaire and collaborative leadership survey through Google form was conducted to collect data from 114 high school teachers of six Dominican Schools in Indonesia. The study results were a) Dominican spirituality provides unity of leadership styles among the high school teachers at Dominical Schools, b) leadership styles adopted by teachers are in line with Dominican spirituality leadership. Therefore, a positive correlation between Dominican spirituality and educational leadership was rooted in the values and vision of Dominican Educational Institution and became an educational leadership identity among high school teachers. The researcher suggests that curriculum designers and education facilitators collaborate to include and practice Dominican spiritual leadership as one of the principles and visions in Dominican educational institutions. It can also be used to describe other institutions with similar charisms. This study also advises that future researchers perform a poll on "Dominican Spiritual Leadership" using quantitative research methodologies. It is necessary to investigate the relationship between Dominican spiritual leadership and other educational characteristics in-depth. Educational levels, teaching experience, gender, community culture, and other factors may influence stakeholders in Dominican schools and other educational institutions worldwide.
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Johnson, Susan Moore, Stefanie Reinhorn, Megin Charner-Laird, Matthew Kraft, Monica Ng i John P. Papay. "Ready to Lead, but How? Teachers’ Experiences in High-Poverty Urban Schools". Teachers College Record: The Voice of Scholarship in Education 116, nr 10 (październik 2014): 1–50. http://dx.doi.org/10.1177/016146811411601005.
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Background/Context Many strategies to improve failing urban schools rest on efforts to improve leadership within the school. Effective school-based leadership depends not only on the activities of the principal, but also on teachers’ efforts to address school-wide challenges. Research has shown that the principal is pivotal in such ventures, but we know little about how teachers conceive of their role in leadership, how they respond to opportunities provided or denied by their principal, or how they initiate leadership on their own. Purpose We studied how teachers in six high-poverty urban schools participate in leadership beyond their classroom. We asked: What role do teachers in high-poverty urban schools play in their school's improvement? How do principals conceive of teachers’ potential for leadership and how do they act on it? How do teachers respond to the opportunities and constrains they encounter as they seek to exercise leadership in their schools? Research Design We interviewed 95 teachers and administrators in six high-poverty schools of one large urban district (two elementary schools, one K–8 school, one middle school, and two high schools). The schools, which served large proportions of low-income and minority students, had varying records of student performance. Data Collection and Analysis In each school, we interviewed the principal, other administrators, and a broad sample of teachers. We reviewed documents and observed day-to-day practices. After writing a structured, thematic summary for each respondent and school, we coded all transcripts and analyzed themes and practices within and across schools. Findings Teachers were willing and ready to address their school's challenges. They conditionally granted their principal discretion in setting the agenda, based on the perceived authority and expertise of the principal and teachers’ opportunities for engagement as partners. When the principal took an instrumental approach to their contributions, teachers resented it, withdrew to their classrooms, and considered leaving the school. When the principal took an inclusive approach, demonstrating genuine interest in their views and contributions, teachers invested in school-wide reforms. Conclusions/Recommendation Although a principal may develop a strategic plan for improvement, that plan cannot simply be “rolled out.” Doing so without teachers’ contributions and endorsement likely means that the plan is incomplete and will be rejected outright or adopted perfunctorily. District administrators should select and develop principals who take an inclusive approach to teacher leadership. Policy makers and researchers should go beyond assessing the success of specific reforms and study the process of change within schools as reforms are developed and implemented.
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Supriyatno, Triyo, i Wan Hasmah Wan Mamat. "Akhlaq leadership and Islamic schools in Malang Indonesia". International Journal of Academic Research 6, nr 1 (30.01.2014): 296–300. http://dx.doi.org/10.7813/2075-4124.2014/6-1/b.40.
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Anwar, Khoirul, Agus Sholahuddin i Sebastian Koto. "Model of Principal Leadership in Environment Boarding Schools". Scholars Journal of Arts, Humanities and Social Sciences 4, nr 7 (lipiec 2016): 814–19. http://dx.doi.org/10.21276/sjahss.2016.4.7.10.
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Starr, Joshua P. "Leadership". Phi Delta Kappan 100, nr 1 (27.08.2018): 38–39. http://dx.doi.org/10.1177/0031721718797121.
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Parents often have strong opinions about their children’s schools, and they’re not always shy about expressing them. Josh Starr describes his own experiences with vocal parents who opposed district policies and explains that school and district leaders would do well to seek out opinions from the less vocal parents.
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Riveros, Augusto, Carolyne Verret i Wei Wei. "The translation of leadership standards into leadership practices". Journal of Educational Administration 54, nr 5 (1.08.2016): 593–608. http://dx.doi.org/10.1108/jea-09-2015-0084.
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Purpose – The guiding question of this study is: how is the Ontario Leadership Framework (OLF) translated into practices in elementary and secondary schools in the province of Ontario? The purpose of this paper is to provide a contextual account of the processes by which school leadership standards are incorporated into the practices of school administrators in the province of Ontario, Canada. Design/methodology/approach – This qualitative exploratory case study focusses on the incorporation of the OLF into the practices of school administrators in four secondary and five elementary schools in two large school boards. The data were collected through document analysis, observations registered in a field notes journal, and semi-structured interviews with principals and vice-principals. The data were coded into analytical categories and analyzed to identify emerging themes and patterns. Findings – The analysis identified two emerging themes that illustrated how school leaders translate leadership standards into practices: the first theme, the school leader as an emergent identity, demonstrated the intersections between standards and professional identities. The analysis showed that standards contribute to the configuration of the leader as a political actor in the school. The second theme, standards, and the configuration of leadership practices, offered insights about the intersections and disconnections between standards and leadership practices in the participant schools. Originality/value – This study aims to inform conversations between policy makers, practitioners, and scholars about leadership standards in schools. Given the saliency of the topic, this research aims to illuminate the often-unexplored nexus, policy-leadership, as well as to expand and enrich theoretical understandings of educational leadership by recasting leadership as a policy-bounded phenomenon.
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Praseno, Ignatius Rio, i Agustinus Supriyadi. "PENERAPAN MODEL KEPEMIMPINAN MENURUT ROBERT K. GREENLEAF DALAM KEPEMIMPINAN SEKOLAH-SEKOLAH KATOLIK DI KOTA MADIUN". JPAK: Jurnal Pendidikan Agama Katolik 22, nr 2 (15.10.2022): 322–38. http://dx.doi.org/10.34150/jpak.v22i2.400.
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Today, Catholic schools are called to serve and educate human beings to become integral persons, and to achieve their fulfillment in Christ. Therefore, the servant leadership model should be applied to the leadership of Catholic schools. The reason is that servant leadership is a leadership model taught by Jesus Himself. This paper uses the theory of servant leadership according to Robert K. Greenleaf. The problems: Do the leaders of Catholic schools understand the concept of servant leadership? How is the model of servant leadership applied in Catholic schools? This study aims to answer this problem. This study uses a qualitative research method with the interview method. The results showed that all the leaders of Catholic schools understood the basic concept of servant leadership. The servant leadership model has been well applied in various activities, policies, programs, and attitudes displayed by the leaders of Catholic schools. The implementation is based on ten characteristics of servant leadership.
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Mohd Kasim, Norhisham, i Mohd Nazri Zakaria. "THE SIGNIFICANCE OF ENTREPRENEURIAL LEADERSHIP AND SUSTAINABILITY LEADERSHIP (LEADERSHIP 4.0) TOWARDS MALAYSIAN SCHOOL PERFORMANCE". International Journal of Entrepreneurship and Management Practices 2, nr 8 (12.12.2019): 27–47. http://dx.doi.org/10.35631/ijemp.28003.
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School performance is the main agenda in school organizations in achieving the vision and mission as well as the main objectives of the Ministry of Education. Issues on performance in the context of school organizations are based on leadership management. The main issues highlighted are based on leadership in achieving the ultimate goal of the Ministry of Education (MOE). This study examines the leadership among the headmasters and principals in schools in improving the performance of schools in Malaysia. From the concept of leadership, the leadership that forms the leadership of entrepreneurship among teachers in every school leader plays an important role in the education system to deal with changes and challenges. Entrepreneurial leadership is a leader who is classified to achieve the same goal of using entrepreneurial behavior. Hence, this study focuses entirely on entrepreneurial leadership relationships with school performance in Malaysia. This study also tests the sustainability leadership as a second variable. Supported by the Model Leader-Member Exchange theory, this study proposes a framework by outlining the factors that exist in entrepreneurial leadership and sustainable leadership A total of 171 school organization from public schools have participated in this study. Data for this study variables were collected through a self-administered survey. Partial Least Square - Structural Equation Modeling (PLS-SEM) is the main statistical technique used in this study. The findings show that some variables such as entrepreneurial leadership and sustainability leadership are significant in relation to school performance. The findings will contribute to future research that researchers can research deeply on leadership 4.0 towards the performance of public or private schools in Malaysia.
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Ibrahim, Mohammed Gunu. "Distributed Leadership and Positive Behaviour Management in Ghanaian High Schools: Contextualisation of theory and practice". International Journal of Social Science Research and Review 5, nr 9 (28.09.2022): 503–13. http://dx.doi.org/10.47814/ijssrr.v5i9.611.
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There is an increasing interest in school leadership's ability to maintain school discipline whilst protecting students' rights and dignity as well as self-esteem. The accelerating interest in school leadership's ability to maintain a disciplined school is anchored on the belief that school discipline determines student learning outcomes. Whilst there is the need for effective leadership behaviour to propel Positive Behaviour Management in Secondary is widely acknowledged, there is no accessible literature on the leadership behaviour which can produce the desired behaviour. This research aimed to explore the theoretical underpinning of Distributed Leadership and Positive Behaviour Management and the empirical evidence of using these concepts in developing successful schools. The findings of the research demonstrated that the link between Distributed Leadership and Positive Behaviour Management is positive and significant. This understanding has implications for how Positive Behaviour Management is conceptualized and implemented in schools by school leaders and teachers.
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Kwadzo Agezo, Clement. "Female leadership and school effectiveness in junior high schools in Ghana". Journal of Educational Administration 48, nr 6 (28.09.2010): 689–703. http://dx.doi.org/10.1108/09578231011079557.
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PurposeThe purpose of this research is to examine female principal leadership practices that are considered crucial in the effectiveness and improvement of schools and school administration in Ghanaian junior high schools.Design/methodology/approachThe study was qualitative and interpretive. Five principals of junior high schools were interviewed, their schools observed over a period of three months, and schools' records examined.FindingsThe schools had shared visions and missions that were well articulated by the principals and other stakeholders. The principals created a work environment that encouraged creative thinking; designed and implemented new and cutting edge programs; and challenged the status quo.Research limitations/implicationsAs a male researching into female leadership, the researcher's gender might influence some of the findings. The sample size is not large enough for any meaningful generalization to be made beyond similar context and geographical contexts.Practical implicationsThe female principals were transformational leaders, a leadership style demanded in organizations during the twenty‐first century.Originality/valueAt the time that this research was conducted, it was the first study on female principal leadership in junior high schools in Ghana.
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Malinga, Cynthia B., Loyiso C. Jita i Abiodun A. Bada. "COMPARING THE ORGANIZATIONAL INFRASTRUCTURE FOR INSTRUCTIONAL LEADERSHIP IN NATURAL SCIENCES TEACHING AMONG FORMERLY SEGREGATED SCHOOLS IN GAUTENG". International Journal of Educational Best Practices 6, nr 1 (29.04.2022): 1. http://dx.doi.org/10.31258/ijebp.v6n1.p1-29.
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School organizational conditions influence teaching and learning. Instructional leadership is context-based, and the practices of the leader are contingent upon the school’s organizational context. In this paper, we examine how different schools create the organizational infrastructure for teaching and learning natural sciences (NS) and the adequacy thereof in providing a supportive environment for the teachers and students in the subject. Using a mixed methods approach, we compare the extent to which the organizational infrastructures in schools enable and/or constrain NS instruction and its leadership. We use survey data on NS teachers and their heads of department on school conditions and infrastructures, management and administrative processes, and subject leadership practices. A total of 77 schools and 15 participants responded to the questionnaire and participated in the interview/observation respectively, from 4 districts in the Gauteng province of South Africa. The data obtained were analyzed using descriptive statistics and content analysis. The findings showed that schools sharing similar socio-economic contexts have similar organizational infrastructures and arrangements around which the core work of teaching and learning was organized. The study concludes that school organizational infrastructures (shaped by contexts) may either promote or constrain effective instructional leadership for NS. We recommend that schools need to review their organizational arrangements and infrastructures to support instructional leadership and enhance their capacity to strengthen NS instruction more effectively.
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Huguet, Brandy C. Sirchia. "Effective leadership can positively impact school performance". On the Horizon 25, nr 2 (8.05.2017): 96–102. http://dx.doi.org/10.1108/oth-07-2016-0044.
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Purpose The purpose of this paper is to review literature about effective leadership’s impact on school performance, as a basis for schools to focus on, to encourage similar results in like school settings. Educational professionals are commissioned with the extraordinary task of instructing students with the acquisition of knowledge that will serve them in all future endeavors. In recent years, education has come under attack and has been scrutinized with the implementation accountability measures, in the form of standardized testing, to produce increased success in populations that have previously been underachieving. Design/methodology/approach The approach to compiling this literature was reflective in nature with identification of effective leadership attributes on school performance. Findings Many schools have used various strategies that have had positive impacts on student achievement. To enhance student achievement, the schools’ leadership should be trustworthy administrators who encourage collaboration and teacher leadership, as well as employment of educators who are genuinely passionate about teaching and love children. Examination of characteristics leading to school success may serve as a foundation for other schools. Originality/value The value of this review of literature is the compilation of numerous studies highlighting effective school leadership and structures used to impact student achievement.
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Kılıçoğlu, Derya. "Understanding Democratic and Distributed Leadership: How Democratic Leadership of School Principals Related to Distributed Leadership in Schools?" Educational Policy Analysis and Strategic Research 13, nr 3 (29.09.2018): 6–23. http://dx.doi.org/10.29329/epasr.2018.150.1.
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