Gotowe bibliografie tematyczne / School leadership

Gotowa bibliografia na temat „School leadership”

Autor: Grafiati
Data publikacji: 4 czerwca 2021
Data aktualizacji: 10 marca 2023

Utwórz poprawne odniesienie w stylach APA, MLA, Chicago, Harvard i wielu innych

Wybierz rodzaj źródła:

Spis treści

Zobacz listy aktualnych artykułów, książek, rozpraw, streszczeń i innych źródeł naukowych na temat „School leadership”.

Przycisk „Dodaj do bibliografii” jest dostępny obok każdej pracy w bibliografii. Użyj go – a my automatycznie utworzymy odniesienie bibliograficzne do wybranej pracy w stylu cytowania, którego potrzebujesz: APA, MLA, Harvard, Chicago, Vancouver itp.

Możesz również pobrać pełny tekst publikacji naukowej w formacie „.pdf” i przeczytać adnotację do pracy online, jeśli odpowiednie parametry są dostępne w metadanych.

Artykuły w czasopismach na temat "School leadership"

1

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.

Pełny tekst źródła
Streszczenie:
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.
Style APA, Harvard, Vancouver, ISO itp.
2

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.

Pełny tekst źródła
Streszczenie:
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.
Style APA, Harvard, Vancouver, ISO itp.
3

Starr, Joshua P. "Leadership". Phi Delta Kappan 100, nr 3 (22.10.2018): 62–63. http://dx.doi.org/10.1177/0031721718808268.

Pełny tekst źródła
Streszczenie:
Although most parents favor posting armed school resource officers at schools, district and school leaders must be aware of the pitfalls of police presence. These include a lack of clarity over which officers should take these positions and who is in charge of establishing work guidelines. In addition, officers may become involved in disciplinary actions in ways that go against the school culture.
Style APA, Harvard, Vancouver, ISO itp.
4

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.

Pełny tekst źródła
Streszczenie:
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.
Style APA, Harvard, Vancouver, ISO itp.
5

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.

Pełny tekst źródła
Streszczenie:
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.
Style APA, Harvard, Vancouver, ISO itp.
6

Kovač, Vesna, i Monika Pažur. "Activities and characteristics of instructional school leadership from the perspective of elementary school principals". Školski vjesnik 70, nr 2 (2021): 31–56. http://dx.doi.org/10.38003/sv.70.2.2.

Pełny tekst źródła
Streszczenie:
This paper shows results of an empirical study on characteristics of instructional school leadership conducted on the sample of 30 Croatian elementary school principals. Two research questions were asked: 1. How elementary school principals describe and comment instructional school leadership activities that they conduct in their schools, observing them from their own role’s perspective and instructional goals that they want to achieve and 2. How elementary school principals describe and experience circumstances that have an impact on initiation and implementation of previously described instructional school leadership activities. In regards to set questions, elementary qualitative interpretative research approach was used. Data was gathered using written interview, whereas the results of thematic content analysis revealed two key thematic categories: the list of most conducted instructional school leadership activities and key interactions of principals during the implementation of instructional school leadership. Variabilities in the implementation of instructional school leadership in several aspects were observed, out of which key instructional school leadership’s contents and outcomes focused on the strengthening of students’ and teachers’ capacities are singled out as well as roles and principals’ relationship in interaction with various subjects.
Style APA, Harvard, Vancouver, ISO itp.
7

Menter, Ian. "School leadership". Journal of Education Policy 25, nr 2 (marzec 2010): 289–90. http://dx.doi.org/10.1080/02680930903549104.

Pełny tekst źródła
Style APA, Harvard, Vancouver, ISO itp.
8

Pujiyati, Wresni. "STRENGTHENING OF SCHOOL QUALITY THROUGH SCHOOL PRINCIPAL LEADERSHIP". International Journal of Educational Management and Innovation 1, nr 2 (9.03.2020): 151. http://dx.doi.org/10.12928/ijemi.v1i2.1685.

Pełny tekst źródła
Streszczenie:
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.
Style APA, Harvard, Vancouver, ISO itp.
9

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.

Pełny tekst źródła
Streszczenie:
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.
Style APA, Harvard, Vancouver, ISO itp.
10

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.

Pełny tekst źródła
Streszczenie:
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.
Style APA, Harvard, Vancouver, ISO itp.
Więcej źródeł

Rozprawy doktorskie na temat "School leadership"

1

Mead, Carlton R. 1963. "Encouraging school leadership in elementary schools". Thesis, University of Oregon, 2008. http://hdl.handle.net/1794/8293.

Pełny tekst źródła
Streszczenie:
xi, 112 p. A print copy of this thesis is available through the UO Libraries. Search the library catalog for the location and call number.
The purpose of this study was to conduct, as a participant observer and district-level regional administrator, three exploratory mini-case studies of elementary schools in the same district attempting to meet the same district improvement goal, imbedded in individual School Improvement Plans (SIP) during the same period of time in the school year. In order to document how each leadership team identifies strategies to meet the goal, how strategies are implemented, how each leadership team interacts with me as their district administrator, and how performance toward meeting the goal is perceived by key actors in the school this research was conducted as an action-research case study. The inter-relationships between school goals and school leadership team behaviors in a large suburban school district and the influence of these teams on the practices of the individuals on each of the three different school teams were the primary focus of this study. This study took place beginning in December 2007 and culminating in March 2008. The researcher kept a field journal of team meetings and staff development activities at each site. Interviews were conducted with principals, teachers, and parents at each site to gain multiple perspectives of school improvement and leadership. Findings of this case study may reveal a close connection between the practices of the regional administrator and school leadership teams and the outcome of school improvement initiatives. Recommendations are made for changes in practice and for future research studies.
Adviser: Diane M. Dunlap
Style APA, Harvard, Vancouver, ISO itp.
2

Mead, Carlton R. "Encouraging school leadership in elementary schools /". Connect to title online (Scholars' Bank) Connect to title online (ProQuest), 2008. http://hdl.handle.net/1794/8293.

Pełny tekst źródła
Streszczenie:
Thesis (Ed. D.)--University of Oregon, 2008.
Typescript. Includes vita and abstract. Includes bibliographical references (leaves 106-112). Also available online in Scholars' Bank; and in ProQuest, free to University of Oregon users.
Style APA, Harvard, Vancouver, ISO itp.
3

Kgwete, Ephraim Matala. "Understanding school leadership : a study of the ACE school leadership programme and leadership practices". Thesis, University of Pretoria, 2014. http://hdl.handle.net/2263/44145.

Pełny tekst źródła
Streszczenie:
The South African Department of Education (DoE) introduced a new threshold qualification, Advanced Certificate in Education (School Leadership), which was the first concrete step towards implementing a compulsory professional qualification for principalship. The qualification is called ACE ‘School Leadership’ but the outcomes in the learning content designed by the DoE tend to focus on ‘management’. Since this qualification was only implemented from 2008, the synchrony between the theory and practice has not yet been investigated. The focus of this paper was to determine whether the ACE promoted leadership practices (ideographic dimensions) rather than just management skills (nomothetic dimensions). This study employed qualitative case study research methods and procedures to investigate the influence of the ACE School Leadership programme on leadership practices. Six principals who had completed the ACE School Leadership programme and their 24 subordinates from Mpumalanga, one of the poorest provinces in South Africa, were purposively selected. The findings display ample evidence of the nomothetic dimensions of the social systems theory outweighing the ideographic dimensions in the principal preparation programme. Principals showed confidence in management and this gave rise to unconscious leadership practices. Subordinates in their schools scored them highly regarding compliance and stated that they were more participative in their approach. The contribution that this research makes is that future preparation programmes be balanced regarding the social systems theory and contain contextual case studies; networking opportunities and strategic and innovative thinking which would result in principals not just being compliant, but competent and capable of leading school improvement. The study suggests a model for future effective leadership preparation programmes. The model outlines the threshold principal roles and the principal primary roles. The study acknowledges the need for more research on how principal leadership preparation programmes influence leadership practices. The ACE school leadership programme demonstrated in this study its ability to develop principals’ management practices and a need to develop principals’ leadership skills more. Findings in this study demonstrate improvement in learner performance for the principals who attended the ACE programme. The refinement of the ACE programme’s curriculum could lead to school leadership improvement
Thesis (PhD)--University of Pretoria, 2015.
tm2015
Education Management and Policy Studies
PhD
Unrestricted
Style APA, Harvard, Vancouver, ISO itp.
4

Seaton, Daniel M. "School board leadership". Diss., Virginia Polytechnic Institute and State University, 1991. http://hdl.handle.net/10919/80019.

Pełny tekst źródła
Streszczenie:
Local school boards and their presidents provide Americans with the grass roots leadership for public education. Both have been ignored by policy makers and authors. The purpose of the study was to solicit school board members', school board presidents', and past presidents' perceptions of the role as well as the real and ideal leadership attributes of their school board presidents. A survey method was utilized to address the questions inherent in the purpose. The population for this study included the members of local public boards of education in the U.S. The sampling frame consisted of local school board members holding membership in the National School Boards Association. A random stratified sample was selected. Descriptive procedures were used to summarize the data. Additionally, the relationships between school board presidents', past presidents', and board members perceptions and selected demographic variables (i.e. geographic region, gender, community type, school system enrollment, age, number of terms served, education attainment, race, method president is chosen) was explored using cross-tabulation procedures. The response rate was about 27%. School board members perceive their school board presidents to be most active in the board room. Ideally, school board members perceive an expanded role for their president that includes services to board members and superintendent relations. School board presidents perceive a greater role for the school board presidents than do school board members that includes the highly visible board room roles as well as board member services and superintendent relations activities. Past school board presidents' views differ widely from those of school board presidents and slightly from board members, and in most cases tend to give a lower rating of the board president. School board members, school board presidents, and past presidents perceive their school board presidents as displaying few of the leadership attributes of traditional leaders. They agree that ideally these leadership attributes are critical or important. Differences concerning the board president's real and ideal role and real and ideal leadership attributes were found among board presidents by gender and school system enrollment; among past presidents by school system enrollment, and method president is chosen; and among school board members by geographic region, gender, age, school system enrollment, and education attainment. Results should assist school superintendents and professional educators, school board presidents, school board members, and the general citizenry as they work to clarify their respective roles.
Ed. D.
Style APA, Harvard, Vancouver, ISO itp.
5

Hamid, Jamaliah Abdul. "Agency in school leadership". Thesis, University of Cambridge, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.368769.

Pełny tekst źródła
Style APA, Harvard, Vancouver, ISO itp.
6

Anderson, Anne. "Leadership for school improvement". Thesis, Australian Catholic University, 2016. https://acuresearchbank.acu.edu.au/download/cf341520ed4e7b127c8126c5d751581e3ea112f20082fdcc672012d29d217b3a/10920837/Anderson_2016_Leadership_for_School_Improvement.pdf.

Pełny tekst źródła
Streszczenie:
This study has emerged from an international interest and movement towards school improvement. The process of school improvement concerns itself with the concepts of change and accountability within school systems as well as the impact of leadership within these processes. The purpose of this study is to explore the influence of leadership on school improvement in Catholic secondary schools. Specifically, it addresses how leadership was seen to influence both school improvement and the understandings of leadership of people involved in school improvement within Catholic secondary schools in Sydney. The research asked the question: How does leadership influence school improvement? It explored an understanding of the views, experiences and perspectives of teachers, middle managers and executive regarding the influence of leadership practices on school improvement within secondary schools. With this aim in mind the epistemological framework of constructionism was adopted using the theoretical perspective of symbolic interactionism and case study methodology. The case study approach was chosen as it allowed an understanding of the phenomenon of leadership experienced by the participants within school improvement. Multiple data collection methods of survey, semi-structured interviews and documents analysis were employed to allow the researcher to look into and detail the complex and multifaceted interactions of the teachers, middle managers and executive to gain an understanding of how these participants experienced leadership and how it impacted on their role, responsibilities, and sense of ownership of school improvement. This research has shown that certain elements of leadership play a vital role in influencing change for school improvement. A proposed model for school improvement was found that focuses on seven elements of leadership that influence school improvement: establishing a core team to lead the process, identifying a clear vision and strategic direction, priority given to shared leadership which is enhanced by a collaborative approach, commitment and alignment of values, developing a strong learning culture that focuses on continual improvement and support through reflection and evaluation of improvement processes. These elements, when combined, provide a fertile environment in which principals and teachers can take collective responsibility for change to improve schools. Further it recognises that leadership between principals and teachers needs to be shared as both have roles and expertise that can influence change for school improvement.
Style APA, Harvard, Vancouver, ISO itp.
7

Lucas, Stephen Earl. "Transformational leadership : principals, leadership teams, and school culture /". free to MU campus, to others for purchase, 2001. http://wwwlib.umi.com/cr/mo/fullcit?p3013000.

Pełny tekst źródła
Style APA, Harvard, Vancouver, ISO itp.
8

Sharp, Charis Eirene. "Small School Leadership: A Q Method Study of Elements of Leadership Specific to a Small School Setting". [Yellow Springs, Ohio] : Antioch University, 2008. http://www.ohiolink.edu/etd/view.cgi?acc_num=antioch1221152535.

Pełny tekst źródła
Streszczenie:
Thesis (Ph.D.)--Antioch University, 2008.
Title from PDF t.p. (viewed Oct. 26, 2008). Advisor: Jon Wergin, Ph.D. "A dissertation submitted to the Ph.D. in Leadership and Change program of Antioch University in partial fulfillment of the requirements for the degree of Doctor of Philosophy March, 2008."--from the title page. Includes bibliographical references (p.137-142).
Style APA, Harvard, Vancouver, ISO itp.
9

Abrams, Eric Regier 1955. "Perceptions of successful elementary school principals of effective school leadership practices: A portrait of school leadership". Diss., The University of Arizona, 1998. http://hdl.handle.net/10150/282606.

Pełny tekst źródła
Streszczenie:
This study investigated the perceptions of 11 successful elementary school principals from seven school districts in southern Arizona. The principals were identified by their district superintendent or assistant superintendent as exemplifying the eight characteristics of successful principals described by Joekel, Wendel and Hoke (1994). Qualitative methodology was used to inductively analyze and describe response data collected through in-depth interviews. These interviews consisted of open-ended questions regarding: effective leadership, school culture, vision, school improvement, empowerment, staff motivation, shared decision making, teacher instructional leadership, conflict, the changing nature of the principalship, and educational administration pre-service education. These perceptions were then compared to descriptions of effective practice as described in current literature on transformational leadership, leadership standards accepted by the National Policy Board for Educational Administration, and current literature on educational administration pre-service reform efforts. The following are some findings that emerged from this study. These successful principals placed the needs of students in the center of all their decision making. This appeared to be the prime transformational behavior that awakened intrinsic motivation among staff members. Moreover, they demonstrated transformational leadership behaviors that included meeting intrinsic needs of followers, visionary leadership, building collaborative school cultures, and putting teachers in roles of instructional leadership. However, despite the presence of these behaviors, it appeared that they had a poor objective understanding of the transformational epistemology. Specific recommendations were made to better prepare school leaders to be the transformational leaders that researchers believe are necessary to successfully lead schools as we approach the turn of the century. The principals in this study believed their pre-service educational administration program was inadequate in preparing them for their role as principals. They believed pre-service programs need to define a body of knowledge and create a cohesive curriculum to teach the skills that administrators need to know to be effective leaders in their schools. Specific recommendations were made to improve educational administration graduate programs.
Style APA, Harvard, Vancouver, ISO itp.
10

Malasa, Donald Papaku. "Effective School Leadership: An exploration of the issues inhibiting the effectiveness of school leadership in Solomon Islands' secondary schools". The University of Waikato, 2007. http://hdl.handle.net/10289/2429.

Pełny tekst źródła
Streszczenie:
This study investigates issues impeding effective school leadership in Solomon Islands' secondary schools. In particular, it examines principals' perceptions of those issues that impede their effective leadership of their schools. There is an international literature focusing on this area that has contributed to the study. However, many of the research findings in western contexts are invalid in the context of a developing nation such as the Solomon Islands. Thus contextual specificity was an important underlying factor in the study. The research data was gathered using qualitative methods. Specifically, interviews with five principals were conducted using semi-structured interviews and was analysed using a thematic analysis approach. The research fieldwork was carried out in the Solomon Islands in August 2006. A sample of five participants was used. They were selected from five schools representing Community High Schools (CHS) and senior Provincial Secondary Schools (PSS) in two provinces and the Honiara City Council. The key findings of the study identify a range of factors that inhibit effective school leadership. These included a lack of initial training and support for on-going professional learning, unfavourable conditions of service, poor quality of teachers' professional practice, poor school facilities and infrastructure, poor administrative infrastructure, lack of appropriate and adequate financial resources, lack of support personnel, policy and systemic issues, social and cultural issues, and issues pertaining to school-community partnerships. Based on the findings identified in the study, recommendations were made on how to improve effective leadership of the schools throughout the Solomon Islands. Of particular importance is the establishment of professional development programmes for both newly appointed and servicing principals. Such programmes should enhance the leadership capacity of the principals in the schools and create a more conducive learning environment.
Style APA, Harvard, Vancouver, ISO itp.
Więcej źródeł

Książki na temat "School leadership"

1

Janet, Draper, i Murphy Daniel 1951-, red. School leadership. Wyd. 2. Edinburgh: Dunedin, 2008.

Znajdź pełny tekst źródła
Style APA, Harvard, Vancouver, ISO itp.
2

O'Brien, Jim. School leadership. Wyd. 2. Edinburgh: Dunedin, 2008.

Znajdź pełny tekst źródła
Style APA, Harvard, Vancouver, ISO itp.
3

Richards, Gill, i Chris Wheatley. Innovative School Leadership. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003104698.

Pełny tekst źródła
Style APA, Harvard, Vancouver, ISO itp.
4

Sugrue, Ciaran. Unmasking School Leadership. Dordrecht: Springer Netherlands, 2015. http://dx.doi.org/10.1007/978-94-017-9433-6.

Pełny tekst źródła
Style APA, Harvard, Vancouver, ISO itp.
5

Howard-Vital, Michelle. Entering school leadership. Dubuque, Iowa: Kendall/Hunt Pub., 1997.

Znajdź pełny tekst źródła
Style APA, Harvard, Vancouver, ISO itp.
6

Payzant, Thomas W. Urban school leadership. San Francisco: Jossey-Bass, 2010.

Znajdź pełny tekst źródła
Style APA, Harvard, Vancouver, ISO itp.
7

Ethical school leadership. Lanham, Md: Scarecrow Press, 2002.

Znajdź pełny tekst źródła
Style APA, Harvard, Vancouver, ISO itp.
8

Deborah, Nusche, Moorman Hunter, Hopkins David 1949-, Organisation for Economic Co-operation and Development. i SourceOECD (Online service), red. Improving school leadership. Paris: OECD, 2008.

Znajdź pełny tekst źródła
Style APA, Harvard, Vancouver, ISO itp.
9

Dosen, Anthony J., i Barbara S. Rieckhoff. Catholic school leadership. Charlotte, NC: Information Age Publishing, Inc., 2016.

Znajdź pełny tekst źródła
Style APA, Harvard, Vancouver, ISO itp.
10

1968-, Augustine Catherine H., i Rand Education (Institute), red. Improving school leadership: The promise of cohesive leadership systems. Santa Monica, CA: RAND, 2010.

Znajdź pełny tekst źródła
Style APA, Harvard, Vancouver, ISO itp.
Więcej źródeł

Części książek na temat "School leadership"

1

Mukhopadhyay, Marmar. "School Effectiveness". W Academic Leadership, 1–20. London: Routledge India, 2023. http://dx.doi.org/10.4324/9781003376545-1.

Pełny tekst źródła
Style APA, Harvard, Vancouver, ISO itp.
2

Jones, Andrew, i Michael C. Nagel. "School Leadership in Cambodian Schools". W Education in the Asia-Pacific Region: Issues, Concerns and Prospects, 155–73. Singapore: Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-16-8213-1_9.

Pełny tekst źródła
Style APA, Harvard, Vancouver, ISO itp.
3

Mukhopadhyay, Marmar. "School Effectiveness Audit". W Academic Leadership, 181–97. London: Routledge India, 2023. http://dx.doi.org/10.4324/9781003376545-13.

Pełny tekst źródła
Style APA, Harvard, Vancouver, ISO itp.
4

Makoelle, Tsediso Michael. "School leadership and teacher leadership". W School Leadership for Democratic Education in South Africa, 102–15. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003121367-7.

Pełny tekst źródła
Style APA, Harvard, Vancouver, ISO itp.
5

Shaked, Haim, i Chen Schechter. "Holistic School Leadership". W Systems Thinking for School Leaders, 47–51. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-53571-5_5.

Pełny tekst źródła
Style APA, Harvard, Vancouver, ISO itp.
6

Leithwood, Kenneth, Diana Tomlinson i Maxine Genge. "Transformational School Leadership". W International Handbook of Educational Leadership and Administration, 785–840. Dordrecht: Springer Netherlands, 1996. http://dx.doi.org/10.1007/978-94-009-1573-2_23.

Pełny tekst źródła
Style APA, Harvard, Vancouver, ISO itp.
7

Eacott, Scott. "Rethinking School Leadership". W Educational Leadership Relationally, 85–106. Rotterdam: SensePublishers, 2015. http://dx.doi.org/10.1007/978-94-6209-911-1_6.

Pełny tekst źródła
Style APA, Harvard, Vancouver, ISO itp.
8

Walls, Jeff, i Jamie Kudlats. "Caring School Leadership". W The Palgrave Handbook of Educational Leadership and Management Discourse, 1891–906. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-99097-8_109.

Pełny tekst źródła
Style APA, Harvard, Vancouver, ISO itp.
9

Hallinger, Philip. "School Leadership Development". W International Handbook of Educational Research in the Asia-Pacific Region, 1001–13. Dordrecht: Springer Netherlands, 2003. http://dx.doi.org/10.1007/978-94-017-3368-7_69.

Pełny tekst źródła
Style APA, Harvard, Vancouver, ISO itp.
10

Roy, Debarshi. "Empathic School Leadership". W Empathy-Driven School Systems, 128–49. London: Routledge India, 2022. http://dx.doi.org/10.4324/9781003262268-10.

Pełny tekst źródła
Style APA, Harvard, Vancouver, ISO itp.

Streszczenia konferencji na temat "School leadership"

1

Hamad Al.Oraifan, Amthal. "School Leadership". W 3rd International Conference on Teaching, Learning and Education. ACAVENT, 2021. http://dx.doi.org/10.33422/3rd.ictle.2021.02.116.

Pełny tekst źródła
Style APA, Harvard, Vancouver, ISO itp.
2

Filer, Janice. "INTENTIONAL SCHOOL LEADERSHIP IN UNCERTAIN TIMES". W International Conference on Education and New Developments. inScience Press, 2022. http://dx.doi.org/10.36315/2022v2end103.

Pełny tekst źródła
Streszczenie:
"In this study of elementary and secondary school administrators, interviews were conducted to determine effective strategies before, during, and after online learning during the pandemic. California public schools began whole school online learning during March 2020 and most schools returned to in person learning one year later in 2021. Challenges during online learning included providing sufficient technology to all students, the online learning platform, and academic rigor. When students returned to school one year later many students suffered academically and socially. School leaders were required to refocus and plan accordingly. Administrators shared their strategies and philosophy for success in times of continued uncertainty."
Style APA, Harvard, Vancouver, ISO itp.
3

Gunawan, Imam, Ibrahim Bafadal, Ahmad Nurabadi i Juharyanto. "School Leadership Strategy in Excellent Schools". W 6th International Conference on Education and Technology (ICET 2020). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.201204.038.

Pełny tekst źródła
Style APA, Harvard, Vancouver, ISO itp.
4

Rosani, Meilia, Misdalina i Tri Widayatsih. "Free School Leadership". W International Conference on Education Universitas PGRI Palembang (INCoEPP 2021). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210716.100.

Pełny tekst źródła
Style APA, Harvard, Vancouver, ISO itp.
5

Akcil, Umut, Zehra Altinay, Gokmen Dagli i Fahriye Altinay. "THE ROLE OF TECHNOLOGY LEADERSHIP: INNOVATION FOR SCHOOL LEADERSHIP IN DIGITAL AGE". W eLSE 2019. Carol I National Defence University Publishing House, 2019. http://dx.doi.org/10.12753/2066-026x-19-115.

Pełny tekst źródła
Streszczenie:
Recent developments in information and communication technologies have moved schools into digital platforms. For this reason, in our digital-age, technology-based leadership has an important place increasing the quality of expected education in the environment of the new generation students, who we call digital natives. The Technology Leadership that emerged at this point is an important type of leadership that should be adopted for the school administrators in the digital age. In this context, the aim of this study is to evaluate the role of technology leadership self-efficacy on educational processes in the digital age in the context of Technology Acceptance Model (TAM). In the study, a semi-structured interview form was employed as the data collection tool. The study was conducted in the academic year of 2018 and a total of 20 school administrators engaged in the secondary education level under the ministry of national education were included in the study. The views obtained from the administrators were analyzed with content analysis. The results were evaluated utilizing TAM model. In light of the views of administrators which are analyzed according to "perceived ease of use" and "perceived usefulness" defined by TAM model, it is concluded that the technology leadership self-efficacy has an impact on technology integration to the education process, promoting effective use of technology for learning, communicating effectively with all the stakeholders and creating social interaction based on trust.technology leadership, technology acceptance, digital age, school administrators, digital natives technology leadership, technology acceptance, digital age, school administrators, digital nativestechnology leadership, technology acceptance, digital age, school administrators, digital natives
Style APA, Harvard, Vancouver, ISO itp.
6

Komariah, Aan, Mawardi Mawardi i Abubakar Abubakar. "School Effectiveness - Situational Leadership and School Cultures". W 1st International Conference on Educational Sciences. SCITEPRESS - Science and Technology Publications, 2017. http://dx.doi.org/10.5220/0007050409010906.

Pełny tekst źródła
Style APA, Harvard, Vancouver, ISO itp.
7

Saleniece, Ilze, i Dace Namsone. "SPECIFYING SCHOOL LEADERSHIP PRACTICE DIMENSIONS TO DEVELOP SCHOOL LEADERSHIP COMPETENCE FRAMEWORK FOR LATVIA". W 12th annual International Conference of Education, Research and Innovation. IATED, 2019. http://dx.doi.org/10.21125/iceri.2019.1860.

Pełny tekst źródła
Style APA, Harvard, Vancouver, ISO itp.
8

Lethole, Lieketseng, June Palmer i Edwin de Klerk. "EXPLORING THE IMPLEMENTATION OF TEACHER LEADERSHIP IN LESOTHO HIGH SCHOOLS". W International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end133.

Pełny tekst źródła
Streszczenie:
Whilst teacher leadership is an evolving concept with a potential that has yet to be realized, the fostering of teachers’ leadership growth remains a sustainability element in education worldwide. Teacher leadership for sustainability indicates a fresh and extended consideration of leadership emphasising sustainability principles and providing leadership that transforms the school environment while engaging in collaborative efforts to do so. Located in the interpretive paradigm, this qualitative study sought to elicit the views of Heads of department (HoDs) and District Education Managers (DEMs) in Lesotho high schools to explore the views they consider most relevant in developing teacher leadership skills to ensure leadership succession as sustainable practice. The findings reveal that to achieve sustainable teacher leadership, there is a need to withdraw from a top-down hierarchical model of leadership towards more flexible, transformative, and empowering approaches to leadership. Furthermore, in order to maintain sustainable teacher leadership, HoDs and DEMs must be innovative in providing reflective plans for professional development that can sustain teachers throughout their careers and foster learning environments that are healthy for teachers, learners, and the school. The study recommends that school leaders should mobilise the leadership expertise of teachers in their schools in order to create more chances for transformation and capacity building. Sustainable teacher leadership can help bring about great improvements in a school, including extending the scope of leadership beyond what the HoDs and DEMs cannot achieve alone, and building their relationship capacity to become collaborative change agents.
Style APA, Harvard, Vancouver, ISO itp.
9

Rand, Jawanza. "Frameworks for Ethical School Leadership". W 2020 AERA Annual Meeting. Washington DC: AERA, 2020. http://dx.doi.org/10.3102/1588269.

Pełny tekst źródła
Style APA, Harvard, Vancouver, ISO itp.
10

Kołodziejczyk, Jakub. "INFLUENCE OF SCHOOL HEADS LEADERSHIP ON SCHOOL BULLYING". W 12th annual International Conference of Education, Research and Innovation. IATED, 2019. http://dx.doi.org/10.21125/iceri.2019.2749.

Pełny tekst źródła
Style APA, Harvard, Vancouver, ISO itp.

Raporty organizacyjne na temat "School leadership"

1

Field, Adrian. Menzies School Leadership Incubator: Insights. Australian Council for Educational Research, lipiec 2021. http://dx.doi.org/10.37517/978-1-74286-637-6.

Pełny tekst źródła
Streszczenie:
The Menzies School Leadership Incubator (the Incubator) is a national trans-disciplinary initiative to design, test and learn about transformative innovations that will support lasting systems change in Australian schools’ leadership. This review explores the successes, challenges and learning from work in the Incubator to date, from the perspective of a collaborative seeking longstanding systems change. The design of the review is informed by thinking in the innovation literature, principally communities of practice and socio-technical systems theory. This review was undertaken as a rapid exploration of experiences and learning, drawing on interviews with eight individuals from within the Incubator (six interviews) and collaborating partners (two interviews).
Style APA, Harvard, Vancouver, ISO itp.
2

Laing, Derek, Steven Rivkin, Jeffrey Schiman i Jason Ward. Decentralized Governance and the Quality of School Leadership. Cambridge, MA: National Bureau of Economic Research, marzec 2016. http://dx.doi.org/10.3386/w22061.

Pełny tekst źródła
Style APA, Harvard, Vancouver, ISO itp.
3

Elliott, Kerry, Hilary Hollingsworth, Aiden Thornton, Liz Gillies i Katherine Henderson. School leadership that cultivates collective efficacy: Emerging insights 2022. Australian Council for Educational Research, listopad 2022. http://dx.doi.org/10.37517/978-1-74286-694-9.

Pełny tekst źródła
Streszczenie:
The work of the Menzies School Leadership Incubator suggests we need a new approach to leadership that supports school leaders to better manage transformational change and deepen collaborative capacity necessary to cultivate collective efficacy to improve student learning outcomes. This paper provides a description of the work of the Menzies School Leadership Incubator (“the Incubator’) and insights generated so far. The Incubator has identified five leadership domains which underpin the leadership of Collective Efficacy: Understanding Collective Efficacy; Systems Leadership; Change Leadership; Team Leadership; and Collaborative Capacity.
Style APA, Harvard, Vancouver, ISO itp.
4

Supovitz, Jonathan. Building a Lattice for School Leadership: Lessons from England. Consortium for Policy Research in Education, marzec 2015. http://dx.doi.org/10.12698/cpre.pb15-1.2015.

Pełny tekst źródła
Style APA, Harvard, Vancouver, ISO itp.
5

Vergara, Victor. Culturally Responsive School Leadership For Latino/a Students Success. Portland State University Library, styczeń 2000. http://dx.doi.org/10.15760/etd.5654.

Pełny tekst źródła
Style APA, Harvard, Vancouver, ISO itp.
6

Supovitz, Jonathan, i Matthew Riggan. Building a Foundation for School Leadership: An Evaluation of the Annenberg Distributed Leadership Project, 2006-2010. Consortium for Policy Research in Education, sierpień 2012. http://dx.doi.org/10.12698/cpre.2012.rr73.

Pełny tekst źródła
Style APA, Harvard, Vancouver, ISO itp.
7

McDanel de García, Mary Anne. THE REST OF THE SCHOOL. Mission, Climate, Culture, and Leadership. Institución Universitaria Colombo Americana, 2018. http://dx.doi.org/10.26817/paper.03.

Pełny tekst źródła
Style APA, Harvard, Vancouver, ISO itp.
8

Elliott, Kerry, i Hilary Hollingsworth. A case for reimagining school leadership development to enhance collective efficacy. Australian Council for Educational Research, czerwiec 2020. http://dx.doi.org/10.37517/xyqs1429.

Pełny tekst źródła
Style APA, Harvard, Vancouver, ISO itp.
9

Huber-Dilbeck, Darleen. A Study of Principals' Leadership Behavior in One Suburban School District. Portland State University Library, styczeń 2000. http://dx.doi.org/10.15760/etd.1310.

Pełny tekst źródła
Style APA, Harvard, Vancouver, ISO itp.
10

Emerson, Sue, Lesley Ferkins, Gaye Bryham i Mieke Sieuw. Young People and Leadership: Questions of Access in Secondary Schools. Unitec ePress, wrzesień 2016. http://dx.doi.org/10.34074/ocds.0291.

Pełny tekst źródła
Streszczenie:
There is seemingly an abundance of leadership opportunities available to youth within school environments, including sport captaincy, sport coaching, prefect roles, and assigned arts or cultural leadership. For many students, the opportunity to captain a sports team, or lead an event or activity is perceived as their first taste of leadership action. However, as evidenced in a growing body of literature (Jackson & Parry, 2011), leadership is increasingly being conceived as much more than an assigned formal position. Furthermore, there is some evidence to suggest that formal leadership roles may be presenting barriers for students wishing to access leadership opportunities in a more informal capacity (McNae, 2011). In this conceptual article, we examine the value and nature of informal leadership practices, and from this, identify questions of access to leadership for youth in secondary school settings. Specifically, the aim of our paper is to advance current conceptualisations about youth leadership and to offer future research directions (via questions) to establish a deeper evidence base for better understanding access to leadership for youth. To achieve this, we explore three interrelated themes: leadership practices and accessibility for youth; learning through leadership for youth; youth access and the notion that leadership belongs to everybody. As a result of the platform provided by our conceptualising, a series of questions are presented for future research. Directions for future research relate to understanding more about formal and informal leadership opportunities in the secondary school context, what we will hear when we listen to the student’s voice about access to these opportunities, and how informal leadership opportunities might influence overall access to leadership for students.
Style APA, Harvard, Vancouver, ISO itp.
Możesz być także zainteresowany rozszerzonymi bibliografiami na temat „School leadership” dla poszczególnych typów źródeł:
Artykuły w czasopismach Rozprawy doktorskie Książki
Oferujemy zniżki na wszystkie plany premium dla autorów, których prace zostały uwzględnione w tematycznych zestawieniach literatury. Skontaktuj się z nami, aby uzyskać unikalny kod promocyjny!

Do bibliografii