Artykuły w czasopismach na temat „School principal”
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Drago-Severson, Eleanor. "The Need for Principal Renewal: The Promise of Sustaining Principals through Principal-to-Principal Reflective Practice". Teachers College Record: The Voice of Scholarship in Education 114, nr 12 (grudzień 2012): 1–56. http://dx.doi.org/10.1177/016146811211401204.
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Background/Context Given the challenging complexity of the modern principalship— including high-stakes testing, standards-based reform, increased accountability, and severe budget cuts—practitioners and scholars emphasize the urgency of supporting principals’ stress-relief and renewal. Purpose/Objective/Research Question/Focus of Study This nationwide study offers insights into how a group of principals renew themselves and prevent burnout, crucial for 21st-century school leaders. This article focuses on how 25 principals supported their own renewal and their yearning to engage in reflective practice with colleagues as a support to their own revitalization, growth, and learning. Research Design Eighty-nine hours of qualitative interviews with a diverse sample of 25 public and private (independent) and Catholic school principals who served in schools with varying levels of financial resources (i.e., high, medium, and low) were conducted, in addition to analyzing field notes and approximately 60 documents. Interviews for the encompassing research study—an investigation of developmentally based principal leadership practices employed to support adult learning—concerned a variety of topics, including principals’ practices for supporting teacher learning and how principals themselves supported their own renewal. Data Collection and Analysis All interviews were transcribed verbatim. Two researchers coded interviews, documents, and field notes for central concepts (theoretical and emic codes were employed). Thematic matrices were developed, and narrative summaries were created. A grounded theory approach was employed, and important literatures informed analysis. Matrices displayed confirming and disconfirming instances of themes, and two researchers conferred on alternative interpretations. Findings Findings reveal that these principals (1) employed a variety of strategies for self-renewal given the complex challenges of their leadership work in the 21st century and (2) expressed a desire for engaging in ongoing reflective practice with colleagues as a to support their own development, sustainability, and renewal. All also expressed that although they were fulfilled by their jobs, the scope seemed vast and overwhelming. Whether they served in high, low, or medium financial resource schools and whether they served in public, independent, or Catholic schools, they emphasized that they needed to develop more effective and frequent strategies for self-renewal. Conclusions/Recommendations These school leaders explained that they yearn for regular, ongoing opportunities to reflect with colleagues and fellow principals on the challenges of leadership, emphasizing that this type of ongoing collegial reflection would help them to more effectively exercise leadership, avoid burnout, and renew themselves. Although all these principals spontaneously voiced the desire to engage in collegial reflection, only 3 were doing so on a regular basis. This research suggests the importance of supporting and retaining principals by using reflection and collegial support for renewal, with serious implications for education policy and school district practices.
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Bartanen, Brendan, Laura K. Rogers i David S. Woo. "Assistant Principal Mobility and Its Relationship With Principal Turnover". Educational Researcher 50, nr 6 (16.02.2021): 368–80. http://dx.doi.org/10.3102/0013189x21993105.
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Assistant principals (APs) are important education personnel, but empirical evidence about their career outcomes remains scarce. Using administrative data from Tennessee and Missouri, we provide the first comprehensive analysis of AP mobility. While prior work focuses on promotions into principal positions, we also examine APs exiting school leadership and transferring across schools. We find yearly mobility rates of 25% to 28%, with 10% of APs leaving school leadership, 7.5% changing schools, and 7.5% to 10% becoming principals. We also document a strong relationship between AP mobility and principal turnover, where higher-performing APs are substantially more likely to replace their departing principal. Finally, principal transitions appear to increase the likelihood that APs exit school leadership and change schools.
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Johnson, Neil A. "The principal and school effectiveness: Principals' perspectives". Journal of Personnel Evaluation in Education 7, nr 4 (grudzień 1993): 339–54. http://dx.doi.org/10.1007/bf00972509.
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Sastramayani, Sastramayani. "Principal Strategy in Partnership Development". Shautut Tarbiyah 27, nr 1 (29.05.2021): 99. http://dx.doi.org/10.31332/str.v27i1.2927.
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This article aims to provide a conceptual overview of the principal's strategy in partnership development. The aspects studied are: 1) various dimensions of strategy; 2) The roles of school principals; and 3) Partnership development. The method used is a literature review, where the authors synthesize and develop various concepts and findings related to the principal's strategy in developing partnerships. The results of the study show that: first, strategy is a prerequisite in carrying out leadership roles. A reliable principal will be seen in his ability to read environmental conditions, internal and external, to formulate a grand design for school development. The concrete form is the formulation of the school's vision, mission, goals, and programs. Second, the roles of principals are increasingly complex in the midst of very fast environmental changes, as well as very tight competition between schools. Not only managerial roles, more than that the principal must appear as a leader who makes a difference. Third, partnership development is a deeper meaning of school quality. That schools do not exist in an empty space, but are directly connected to the community and the world of work as users of educational services. This article suggests the importance of increasing knowledge about strategy for school principals, followed up with technical skills in the strategy stages. Keywords: Strategy, School Management, Partnership, Quality
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Hanafiah, Hanafiah, i Ramazan Ramazan. "Principal Leadership Behavior Impact on The Character Education". JETL (Journal of Education, Teaching and Learning) 7, nr 2 (30.09.2022): 224. http://dx.doi.org/10.26737/jetl.v7i2.3310.
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The principal as the leader directly is a real example in the work activities in the school environment. This study aims to look at the principal's leadership behavior, the relationship between the principal's leadership behaviors towards strengthening the character education of vocational students. This research uses a quantitative approach, using a cross-sectional survey method. The results of this study are based on the results of data processing obtained that five school principals have good leadership behavior with a percentage of 55.56%, and four school principals have reasonably good behavior with a percentage of 44.44%. Partial test results obtained there is a relationship between the principal's leadership behavior towards strengthening the character education of vocational students on the east coast of Aceh, principal's leadership behavior 58.8% to the student's character education. Based on the results of data processing, it is obtained that from 9 vocational high schools in the eastern part of Aceh that were studied, 5 schools (55.56%) principals had good leadership behaviors, and 4 schools (44.44 %) the principal has a fairly good leadership behavior. From the partial test results obtained that there is a relationship between the principal's leadership behaviors towards the education of the character strengthening of vocational students on the coast of East Aceh.
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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.
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This study aims to analyze and find out the implementation of principals 'leadership through school quality with the long-term goal of improving the quality of schools through principals' leadership. The specific target of this research is to develop a principal's leadership model. The research method uses a qualitative approach through case studies through observation, interviews, document studies relating to the principal's leadership and school quality. The general conclusion is that improving school quality is a process towards the realization of quality schools. Principal's leadership in strengthening school quality can be found in (1) Improving school quality (2) Principal's leadership strategy in improving school quality.
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Nusantara, Widya, MV Roesminingsih i Monica Widyaswari. "Analysis of Principal’s Leadership at Unesa Lab School". Tarbawi: Jurnal Keilmuan Manajemen Pendidikan 8, nr 01 (5.05.2022): 37–48. http://dx.doi.org/10.32678/tarbawi.v8i01.5692.
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Principals have an essential role in realizing schools that excel, excel, and even. A school principal's ability is not only in carrying out his role as a leader and manager but also, more importantly, as a motivator, innovator, and supervisor, including the principal in the Unesa Lab School Environment. This study aims to analyze the performance of school principals in carrying out their functions as innovators, motivators, and supervisors. The research method uses descriptive quantitative. Research respondents included school principals and educators at Lab school Unesa Junior High School (JHS) 1, Unesa Lab school JHS 2, and Unesa Lab school Unesa Lab school JHS 3. The analysis technique used percentages. The results of this study indicate that the principal's leadership is carried out optimally. The data shows that the principal of Unesa Lab school JHS 1 has a score of 4.31, Unesa Lab school JHS 2 has a score of 4.30, and Unesa Lab school JHS 3 has a score of 4.55. In general, the principal's leadership in carrying out the functions of innovator, motivator, and supervisor has been excellent, and this must be maintained and even improved. For this reason, the principal must have the ability to receive and provide information to subordinates and their environment. As innovators, Principals have tips for establishing a harmonious relationship with a new climate of ideas, and they must also be able to integrate every activity. In carrying out his function as a motivator, the principal must be able to encourage a strong will and will with enthusiasm and confidence for teachers, staff, and students in carrying out their respective duties. The principal's supervisory function can be seen in composing and implementing educational supervision programs and taking advantage of the results.
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Markus, Markus, Muhammad Syukri i Usman Radiana. "Headmaster Leadership in Increasing Effective School (Case Study of Primary School (SDN) 06 Tae Tukong)". JETL (Journal Of Education, Teaching and Learning) 4, nr 2 (30.09.2019): 408. http://dx.doi.org/10.26737/jetl.v4i2.1928.
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The roles and responsibilities of principals and teachers in achieving school success in preparing learning programs or programs are very important. The purpose of this study is to find out (1) the preparation of effective school planning at SDN Tae Tukong; (2) Principal leadership in implementing effective schools in SDN 06 Tae Tukong (3) Supervision of school principals on the implementation of teachers in SDN 06 Tae Tukong; (3) Evaluation of teacher performance at SDN 06 Tae Tukong conducted by the principal; and (4) Supporting and inhibiting factors that influence the leadership of school principals in achieving effective schools at SDN 06 Tae Tukong. This study uses a qualitative approach with a type of case study research. Research results obtained include (1) Planning for improving effective schools in SD 06 Tae Tukong is included in the medium-term school work plan and annual plans; (2) Empowerment of existing resources in schools has been carried out properly in accordance with their respective duties and responsibilities; (3) The principal has implemented measures to improve effective schools; (4) Factors supporting school principals in improving effective schools are the ability of principals to manage all school planning, adequate school facilities, and support from parents; (5) Inhibiting factors in improving effective schools are related to the performance of principals, learning facilities, and teachers lack discipline. Based on the research conducted, it can be concluded that improving the quality of school education is related to the performance of the principal.
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Walsh, Elias, i Dallas Dotter. "The Impact on Student Achievement of Replacing Principals in District of Columbia Public Schools". Education Finance and Policy 15, nr 3 (czerwiec 2020): 518–42. http://dx.doi.org/10.1162/edfp_a_00279.
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The 2007 Public Education Reform Amendment Act led to 39 percent of the principals in District of Columbia Public Schools (DCPS) being dismissed before the start of the 2008–09 school year, and additional principal exits over the next few years. We measure the impact of replacing these principals on schoolwide student achievement by measuring the changes in achievement that occurred when principals were replaced, and comparing these changes to achievement in comparison schools within DCPS that kept the same principal. We find that after a new principal's third year in a school, average schoolwide achievement increased by 4 percentile points (0.09 standard deviations) compared with how students in the school would have achieved had DCPS not replaced the previous principal. For students in grades 6 to 8, the gains were larger and statistically significant in both math and reading.
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Helmi, Helmi, Manap Somantri i Zakaria Zakaria. "Principal Social Sensitivity: A Descriptive Study at Rejang Lebong State High School". Journal of Educational Management and Leadership 1, nr 1 (27.06.2020): 1–10. http://dx.doi.org/10.33369/jeml.v1i1.11173.
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As a leader, the principal must have several competencies. Social competence is one of the competencies that must be possessed by the principal as a leader in the school. This is directly related to the way the principal communicates with all school residents. If the school principal has sensitivity towards all school members, there will be no obstacles, so the aims and objectives of the school will be more easily achieved. Therefore, researchers are interested in conducting research on how the principal's social sensitivity to citizens or community groups in schools. The purpose of this study is to describe the principal's social sensitivity towards other people or groups. By knowing this, principals can consider better behavior patterns. The results of the study revealed that social competence in terms of social sensitivity to other people or other groups, the principal of SMA Negeri (State High School) 11 Rejang Lebong was able to play a role as a decision maker, especially in overcoming various problems that occur at school, creative and able to offer solutions, involving religious leaders, the community, and government in resolving various problems, being objective or not taking sides in resolving internal conflicts, being sympathetic or considerate and empathizing with others. Researchers provide advice to school principals to continue the efforts on social sensitivity to other people or other groups, especially in high school 11 Rejang Lebong.
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Mbangula, Dr Daniel K., i Dr Isaacs Albert. "Effectiveness of Principals’ Roles on School Performance: Perspective of School Principal-Ship". Research Journal of Education, nr 81 (20.01.2022): 1–10. http://dx.doi.org/10.32861/rje.81.1.10.
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This paper was about analyses of the principals’ effectiveness on school performance and how principals play a major role to make the school do well in terms of academic results. Furthermore, the paper discussed why it is important to have good leaders (principals) in schools who are able to contribute to the school’s effectiveness in terms of school performance. The mixed-method was employed in this study as both descriptive and statistical data were used. In addition, the study included 30 participants who comprised both principals and teachers. The results revealed that the majority of teachers disagreed that their principals are not highly effective while some principals seem not to be well acquainted with the knowledge of the effectiveness of principals’ roles.
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Grissom, Jason A., Richard S. L. Blissett i Hajime Mitani. "Evaluating School Principals: Supervisor Ratings of Principal Practice and Principal Job Performance". Educational Evaluation and Policy Analysis 40, nr 3 (29.06.2018): 446–72. http://dx.doi.org/10.3102/0162373718783883.
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Numerous studies investigate high-stakes personnel evaluation systems in education, but nearly all focus on evaluation of teachers. We instead examine the evaluation of school principals at scale using data from the first 4 years of implementation of Tennessee’s multiple-measure administrator evaluation system. We focus specifically on the rubric-based practice ratings given by principals’ supervisors that constitute one half of principals’ overall evaluation scores. We find that supervisors’ ratings are internally consistent, relatively stable over time, and predictive of other performance measures, such as student achievement growth and teachers’ ratings of school leadership quality. However, raters fail to differentiate dimensions of principal practice, and ratings may be biased by factors, such as school poverty, outside the principal’s control.
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Ozmusula, Mustafa. "To What Extent Do the School and School Principal Variables Predict the Principal Job Satisfaction?" New Trends and Issues Proceedings on Humanities and Social Sciences 3, nr 3 (22.03.2017): 275–81. http://dx.doi.org/10.18844/gjhss.v3i3.1570.
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Pps, Jurnalpps, i Hakam Basori. "PENGARUH GAYA KEPEMIMPINAN DAN KEMAMPUAN SUPERVISI KEPALA SEKOLAH TERHADAP KINERJA GURU SMA NEGERI 2 PROBOLINGGO". Jurnal Manajerial Bisnis 4, nr 3 (16.08.2021): 190–201. http://dx.doi.org/10.37504/jmb.v4i3.335.
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Schools as educational institutions need principals who are able to lead and manage schools professionally. The purpose of this research is to describe the principal's leadership style, principal's supervision ability and teacher performance of Probolinggo High School 2 2019 and to know the significant influence of the principal's leadership style, principal's supervision ability, partially or simultaneously on teacher performance. The population in this study were all teachers of Probolinggo 2 Public High Schools, totaling 44 people. Sampling using census sampling method. The results of the descriptive analysis show that the chief leadership style the mean school of 3,950, the principal supervision ability of the mean 3,740 and the teacher's performance with a mean of 3,580 are already in very good condition (interval). Principal leadership style, principal supervision ability, partially or simultaneously significant effect on teacher performance.
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Reitzug, Ulrich C., i Kimberly Kappler Hewitt. "“The Click-Clack of Her Heels and the Jingle of Her Keys”: Exploring the Tensions in the Leadership of a Successful Turnaround Principal". Journal of School Leadership 27, nr 4 (lipiec 2017): 491–520. http://dx.doi.org/10.1177/105268461702700402.
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This qualitative case study explores the practices and tensions of being an effective principal in a turnaround school through an in-depth analysis of one principal who has been successful in several turnaround settings. Although principals have long been cited as foundational to a school's success, being the principal of a turnaround school is a significantly different enterprise than being a principal of a non-turnaround school. Newly appointed turnaround principals are expected not only to generate significant improvement in achievement in schools that have been low-achieving for many years, but to do so in a short period of time. To gain insight into the leadership practices of a principal who was successful in accomplishing school turnaround, we conducted interviews with 21 of the principal's current and past colleagues, observed her in practice, analyzed documents related to her leadership, and interviewed her three times. In this report, we describe her leadership practice and conclude that it was characterized by four dynamic tensions that resulted in the turnaround of the schools she led: • The tension between focusing on mission and focusing on personal connection; • The tension between high expectations and high trust and respect; • The tension between strong principal presence and strong staff presence; and • The tension between disrupting complacency and continuity. We conclude by arguing that a key to effective practice for turnaround principals lies in their creating ongoing dynamic tensions in their schools.
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Good, Thomas L. "In the Midst of Comprehensive School Reform: Principals’ Perspectives". Teachers College Record: The Voice of Scholarship in Education 110, nr 11 (listopad 2008): 2341–60. http://dx.doi.org/10.1177/016146810811001104.
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Background/Context The role of the principal, and especially the role of the principal in promoting school reform to increase student achievement, is a topic with a long and evolving history. Principals are believed to play a critical role in school reform because they have the potential to impact all aspects of school policy, from time allocated to recess to decisions about curriculum and instruction, teacher hiring and evaluation, assignment of students to teachers, and after-school programs. There is a growing and complex literature about the role of principal and teacher leadership in school reform and improvement, and the degree to which the principal's leadership and management can improve academic achievement is actively debated. However, most of this debate occurs on logical grounds because the empirical evidence linking principal leadership to student achievement is sparse. Research Question The interview questions assessed principals’ perceptions about degree of program implementation, school progress, and issues of teacher and student stability, and their beliefs about what policy makers should know about school reform. Population Twenty-one principals of schools involved in Comprehensive School Reform in Arizona. Research Design The research was based on interviews conducted with each of the principals. The focus of this article centers on their discussions of English language learners, teacher turnover, what students are like, teacher effort, parent involvement, budget constraints, and principal expectations for improving achievement. Conclusions Principals described some of the issues they faced in trying to improve student achievement. These issues included high numbers of students (and parents) with limited English skills, high turnover rates of teachers and students, difficulty of involving parents in schooling, inadequate and inflexible budgets, and the various constraints imposed by the pervasive conditions of poverty that surrounded these schools and their students. Yet, despite these obstacles, principals exhibited matter-of-fact and, in most cases, positive postures toward school improvement. Principals did not see their problems—especially those of students’ learning—to be intractable, but they did urge policy makers to have patience and a fuller awareness of the difficulties they face.
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Yan, Rui. "The Influence of Working Conditions on Principal Turnover in K-12 Public Schools". Educational Administration Quarterly 56, nr 1 (4.04.2019): 89–122. http://dx.doi.org/10.1177/0013161x19840391.
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Purpose: During the past two decades, principal turnover issues have raised nationwide concerns about leadership stability and student performance. With national data from National Center for Education Statistics, this study examines how principal working conditions influence the probability of different types of principal turnover (mover, promoted, demoted, leaver, and retired). Research Method: This study utilizes data from 2011 to 2012 Schools and Staffing Survey and 2012-2013 Principal Follow-up Survey, and performs multinomial logistic regressions with region fixed effects to examine how principal working conditions are associated with principal turnover, while controlling for principal characteristics and school context. Findings: This study finds that principals with beneficial job contracts, tenure system, and higher salary were less likely to transition. Additionally, positive disciplinary environment lowered the odds of principals moving to another school, especially in schools with high concentrations of students of color. Moreover, more influences on determining teacher professional development and budgeting were associated with lower odds of principals leaving education, but more influence on setting performance standards showed the opposite direction. Implications: This study could assist policy makers in providing positive working conditions to support and retain principals for long-term school improvement. Moreover, school districts could facilitate building positive school disciplinary environment to lower principal turnover in underserved schools.
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Hariyati, Nunuk, Tarma Tarma, Dian Fajarwati i Aditya Chandra Setiawan. "Identifying School Principal Candidates’ Perception on Teacher’s Appointment as School Principal". Jurnal Pendidikan dan Pengajaran 54, nr 2 (17.07.2021): 220. http://dx.doi.org/10.23887/jpp.v54i2.33186.
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In order to establish a successful school, prospective school principals' perceptions are crucial. Perception has an effect on school quality because it impacts reaction and decision-making. The aim of this study was to understand prospective school principals' perceptions of the Ministry of Education and Culture Regulation Number 6 of 2018 concerning the Appointment of Teachers as School Principals, which was conducted using a quantitative approach through a survey of 77 prospective school principals from Central and East Java Provinces. The findings revealed that: the age of the prospective school principal does not have a significant effect on policy perceptions; the length of work as a prospective school principal teacher has no significant effect on policy perceptions; there is a significant difference between the principal candidates for primary school, junior high school and senior high school/vocational high school in perceiving policies; there is no significant difference between male and female principal candidates in their perception of the policy; there is no significant difference between prospective school principals based on tank (from III b to IV b) in perceiving policies; there is a significant difference between prospective school principals with bachelor's and master's degrees in perceiving policies; there is no significant difference between prospective school principals who have not and have read Ministry of Education and Culture Regulation No. 6 of 2018 in perceiving the policy; and that there is no significant difference between prospective school principals who have not and have specifically reviewed Ministry of Education and Culture Regulation No. 6 of 2018 in perceiving the policy.
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Nurlaili, Nurlaili, Warman Warman i Raolah Raolah. "Improvement of principals’ supervision competence through accompaniment in principal working groups". Cypriot Journal of Educational Sciences 16, nr 4 (31.08.2021): 1704–20. http://dx.doi.org/10.18844/cjes.v16i4.6033.
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A principal’s supervision competency affects the improvement in the teaching and learning process; therefore, it needs to be improved. This study aimed to describe the principal working group (PWG) activities and the principal’s supervision competencies after being assisted by school supervisor in the PWG at Sangkuang Island, East Kutai Regency. This research used a qualitative method and was conducted at state elementary schools. Data collection used interview, observation and documentation techniques. The data were analysed using Miles and Huberman’s model. The results showed that the PWG activities were effective and the principals could exchange ideas and solutions to solve school problems. The school supervisor’s assistance in the PWG activities increased the principal’s supervision competencies. The principals were able to plan supervision programmes properly, conduct standard supervision and implement follow-up supervision according to the needs. This study implies that a school supervisor’s assistance is important to improve the principal’s supervision competence and this can be adopted at other area.
Keywords: Elementary school, principal, supervision competence.
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Meladih, Muhamad, Nanat Fatah Natsir i Amie Primarni. "PERAN KEPEMIMPINAN KEPALA SEKOLAH DALAM IMPLEMENTASI MANAJEMEN BERBASIS SEKOLAH DI SDIT AL IMAN BOJONGGEDE". Jurnal Dirosah Islamiyah 1, nr 2 (20.11.2019): 183–200. http://dx.doi.org/10.47467/jdi.v1i2.84.
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ABSTRACTThe importance of the principal's role in managing and developing the quality of education in the education unit, a school if managed with good school management will certainly make the school a quality school and has a good output. This research aims to 1. To Know the Role of School Principals in Empowering SD IT AL IMAN Bojonggede teachers for the creation of a quality learning process, 2. To find out the Role of School Principals in establishing cooperation with the community / SD IT AL IMAN Bojonggede committees 3. To find out the Role of the Principal Schools in applying the principles of SBM in SD IT AL IMAN Bojonggede, 4. To find out the role of the School Principal in monitoring and evaluating SBM in SD IT AL IMAN Bojonggede, this study is descriptive qualitative, object studied by foundations, principals, teachers, staff and committee. The method of data collection is observation, interviews, and documents. The interactive data analysis model starts with data collection, data presentation, reduction and conclusion drawing. The results of this study indicate that 1. There is an effort from the School Principal in empowering and increasing the competence of SD IT AL IMAN Bojonggede teachers by holding seminars, training in motivational training by bringing in resource persons, following teachers in MGMP activities, 2. There is good collaboration between schools and community / commitment with the participation of the Community in school management and social activities. 3. In his leadership the school principals apply the principles of school-based management including independence of school staff in managing schools in various aspects, there is justice in school management, among which the headmaster is fair in deciding suatau permaslahan, being fair placement and assignment of teachers and staff, openness, the leadership of the school is open to all parties, including foundations, teachers / staff and the committee both in terms of administration and finance. 4. there is monitoring and supervision conducted by school principals in the application of school-based management among school program monitoring, administrative monitoring, learning monitoring, teacher and staff disciplinary monitoring.Keywords: Leadership, Principal. Management, Integrated Islamic Elementary School.
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Cray, Martha, i Spencer C. Weiler. "Principal Preparedness: Superintendent Perceptions of New Principals". Journal of School Leadership 21, nr 6 (listopad 2011): 927–45. http://dx.doi.org/10.1177/105268461102100608.
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National advocacy groups have undertaken significant efforts to define the performance capacities needed by principals to lead schools in this era of continuous improvement and accountability. There has been little articulation between the core skills essential to new principals and the leadership capacities of experienced peers. This study focused on the needs of new principals as noted by superintendents. This study posed an open-ended question to superintendents asking for a list of challenges observed in newly hired school principals. Superintendents identified three discrete areas of deficit: experience with and understanding of the range of demands faced by principals, understanding differentiated instructional practices and best practices, and functional use of personnel management strategies.
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Grissom, Jason A., i Brendan Bartanen. "Principal Effectiveness and Principal Turnover". Education Finance and Policy 14, nr 3 (lipiec 2019): 355–82. http://dx.doi.org/10.1162/edfp_a_00256.
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Research demonstrates the importance of principal effectiveness for school performance and the potentially negative effects of principal turnover. However, we have limited understanding of the factors that lead principals to leave their schools or about the relative effectiveness of those who stay and those who turn over. We investigate the association between principal effectiveness and principal turnover using longitudinal data from Tennessee, a state that has invested in multiple measures of principal performance through its educator evaluation system. Using three measures of principal performance, we show that less-effective principals are more likely to turn over, on average, though we find some evidence that the most effective principals have elevated turnover rates as well. Moreover, we demonstrate the importance of differentiating pathways out of the principalship, which vary substantially by effectiveness. Low performers are more likely to exit the education system and to be demoted to other school-level positions, whereas high performers are more likely to exit and to be promoted to central office positions. The link between performance and turnover suggests that prioritizing hiring or placing effective principals in schools with large numbers of low-income or low-achieving students can serve to lower principal turnover rates in high-needs environments.
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Helmi, Helmi, Manap Somantri i Zakaria Zakaria. "Principal Social Sensitivity: A Descriptive Study at Rejang Lebong State High School". Journal of Educational Management and Leadership 1, nr 1 (27.06.2020): 1–10. http://dx.doi.org/10.33369/jeml.1.1.1-10.
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As a leader the principal must have several competencies. Social competence is one of the competencies that must be possessed by the principal as a leader in the school. This is directly related to the way the principal communicates with all school residents. If the school principal has sensitivity towards all school members, there will be no obstacles, so the aims and objectives of the school will be more easily achieved. Therefore, researchers are interested in conducting research on how the principal's social sensitivity to citizens or community groups in schools. The purpose of this study is to describe the principal's social sensitivity towards other people or groups. The benefits of the research are expected by knowing this, principals can consider better behavior patterns. The results of the study revealed that social competence in terms of social sensitivity to other people or other groups, the head of SMA Negeri (State High School) 11 Rejang Lebong was able to play a role as a decision maker, especially in overcoming various problems that occur at school, creative and able to offer solutions, involving religious leaders, the community, and government in resolving various problems, being objective / not taking sides in resolving internal conflicts, being sympathetic / considerate and empathizing with others. Researchers provide advice to school principals to continue efforts to social sensitivity to other people or other groups, especially in SMA Negeri 11 Rejang Lebong.
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ERTÜRK, Ramazan, i Nuri AKGÜN. "Teacher Perceptions on the Concepts of Principal and Deputy Principal". International Journal of Psychology and Educational Studies 8, nr 4 (31.10.2021): 39–54. http://dx.doi.org/10.52380/ijpes.2021.8.4.515.
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When the literature is examined, in some studies where the school administrator is considered a variable, only the school principal is considered the school administrator. In some studies, the views of the manager and assistant managers are evaluated together under the manager variable. This study aimed to reveal the metaphorical perceptions of teachers towards the principal and deputy principal to determine whether there is a difference between them and shed light on the scientific studies to be conducted. The research is qualitative, designed as a case study. The study group was formed by 289 teachers working in 9 public primary schools, 9 secondary schools and 7 high schools. The data of the study was collected by interview method and analysed by content analysis. According to the research results, there is a high level and significant difference between the concepts of principal and deputy principal according to the teachers' opinions. For this reason, these two concepts should be evaluated as two separate variables in scientific studies where the school administrator is taken as a variable.
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Lee, Daphnee Hui Lin, i Chi Shing Chiu. "“School banding”". Journal of Educational Administration 55, nr 6 (4.09.2017): 686–701. http://dx.doi.org/10.1108/jea-02-2017-0018.
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Purpose The purpose of this paper is to explore how principals’ leadership approaches to teacher professional development arise from school banding and may impact upon teacher professional capital and student achievement. Design/methodology/approach The case study is situated within the context of school-based management, comprising reflective accounts of nine school principals selected by stratified sampling from a sample of 56 Hong Kong schools to represent Bands One, Two, and Three schools. The reflective accounts were triangulated with observations of teachers and analysis of school websites. Findings First, under school-based management, principals remain obliged to recognize the power of state-defined examinations in determining the schools’ future priorities. Second, the exercise of school autonomy in response to this obligation varies, depending upon the competitive advantage schools have in the school banding system. Ideally, effective school-based management is dependent upon the principal’s capacity to facilitate good instructional practices. However, principals need to adjust their leadership practices to school contextual demands. Third, adaptations to contexts result in the varied developments of teacher capacities in schools, corresponding with the types of principal leadership adopted. Originality/value While statistical studies have identified attributes of exemplary principal leadership, few studies have examined the qualitative reasons for the exemplification of these attributes, and the influence of the school context in shaping these attributes. Departing from assumptions that leadership attributes are intrinsic to individuals, this paper considers how principals contextualize leadership in teacher professional development to the schools’ student academic achievement.
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Yang, Yingxiu. "Principals’ transformational leadership in school improvement". International Journal of Educational Management 28, nr 3 (4.03.2014): 279–88. http://dx.doi.org/10.1108/ijem-04-2013-0063.
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Purpose – The purpose of this paper is to contribute experience of and ideas for transformational leadership, not only for the principal who wants to improve leadership himself or herself, but also for the school at critical periods of improvement, through summarizing the forming process and problems during the course, and key factors that affect the course. Design/methodology/approach – Using the case study method, the paper draws some conclusions from the improvement of principal leadership skills, by choosing two typical cases that show transformational leadership of principals in primary schools, and rethinking the practice of school improvement profoundly. Findings – There were three periods: embryonic stage, basically forming stage and mature stage. Discovering problems, understanding the relationship between the problems and finding solutions are the major considerations in the process. The transformational leadership skills of a principal can be seen in forming ideas, building a shared vision, power sharing, gaining credence and experiencing success. Practical implications – This paper provides references for the principal to recognize the importance of transformational leadership during the school improvement so as to force the principal to improve their transformational leadership in practice. Originality/value – At first, the paper puts forward that transformational leadership is the core of leadership; proves that the principal's transformational leadership is very important in school development through the fact of a home-school cooperation study and emphasizes that the principal's transformational leadership should play a key role during the critical period of school improvement. Principal transformational leadership work should be based on different school members’ actual situations and the fact of different school periods, and then find different solutions.
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Delport, WK, Leentjie van Jaarsveld i Branwen Challens. "Personality and self-leadership of school principals as determinants of school performance". Journal of Education, nr 85 (31.12.2021): 1–19. http://dx.doi.org/10.17159/2520-9868/i85a11.
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In this article, we argue that personality and self-leadership are determinants that play a role in the performance of a school. We consider aspects such as the leadership style of the principal, motivation, and support in this regard. We followed a qualitative phenomenological approach in the interpretivist paradigm. We conducted semi-structured interviews with eight principals in both performing and underperforming schools. We found that the principals of both kinds of schools had the same types of personality and concluded that the personality of a principal does not determine whether a school is performing or underperforming. Self-leadership occurs more naturally in the principals of performing schools than in those of underperforming schools. Furthermore, the self-leadership of principals in underperforming schools is suppressed because of their particular circumstances. It is recommended that principals practise and develop self-leadership.
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Grissom, Jason A., Susanna Loeb i Hajime Mitani. "Principal time management skills". Journal of Educational Administration 53, nr 6 (7.09.2015): 773–93. http://dx.doi.org/10.1108/jea-09-2014-0117.
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Purpose – Time demands faced by school principals make principals’ work increasingly difficult. Research outside education suggests that effective time management skills may help principals meet job demands, reduce job stress, and improve their performance. The purpose of this paper is to investigate these hypotheses. Design/methodology/approach – The authors administered a time management inventory to nearly 300 principals in Miami-Dade County Public Schools, the fourth-largest school district in the USA. The authors analyzed scores on the inventory descriptively and used them to predict time-use data collected via in-person observations, a survey-based measure of job stress, and measures of perceived job effectiveness obtained from assistant principals and teachers in the school. Findings – Principals with better time management skills allocate more time in classrooms and to managing instruction in their schools but spend less time on interpersonal relationship-building. Perhaps as a result of this tradeoff, the authors find that associations between principal time management skills and subjective assessments of principal performance are mixed. The authors find strong evidence, however, that time management skills are associated with lower principal job stress. Practical implications – Findings suggest that building principals’ time management capacities may be a worthwhile strategy for increasing time on high-priority tasks and reducing stress. Originality/value – This study is the first to empirically examine time management among school principals and link time management to key principal outcomes using large-scale data.
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Adaileh, Adnan Abdessalam, i Jamal Fawaz Al-Omari. "The Reality of Practicing the Decision-Making Process in Public Schools for Boys in the Directorate of Education Amman Brigade". Journal of Educational and Social Research 10, nr 3 (10.05.2020): 96. http://dx.doi.org/10.36941/jesr-2020-0049.
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This study aimed to identify the reality of decision-making practice in public schools for boys in the Directorate of Education Amman Brigade. To achieve the goal of the study the researchers used the descriptive survey method, and the questionnaire was applied to a study sample consisted of (62) principals of public schools for boys for the academic year 2018/2019. The study results showed that, the degree of school principals practicing decision-making in public schools came with a moderate degree. The most frequently practiced phrases were: I care about decisions that make the school a better environment for the educational process, the decisions I make are subject to the school external environment conditions, and I specify the goals of the decision before issuing it. Where the highest obstacles facing principals in decision-making in public schools are the large burdens placed on the principal, the lack of participation in decision-making, the scarcity of training courses for school decision-making processes, and the lack of powers granted to the principal in decision-making. The study recommended that teachers must participate with the principal in the school decision-making process. When selecting school principal, it is preferable to be a holder of a master's or a doctorate in the field of educational administration, to hold special programs for preparing school principals according to the requirements of school accreditation
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Kempa, Rudolf, Marthen Ulorlo i Izaak Hendrik Wenno. "Effectiveness Leadership of Principal". International Journal of Evaluation and Research in Education (IJERE) 6, nr 4 (1.12.2017): 306. http://dx.doi.org/10.11591/ijere.v6i4.10774.
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<p>Effective principal leadership is a leadership that can foster cooperative efforts and maintain an ideal working climate in schools. The purpose of this research is to know the effectiveness leadership of the principal of the 2<sup>nd</sup> State Junior High School of Ambon, with qualitative approach. Data sources include school principals, vice principals, heads of administration, heads of affairs, library coordinators, teacher subject coordinators, counselors coordinators, and school supervisors. Data collection techniques through Focus Group Discussion, Interview, Observation, and documentation study. The analysis technique used is descriptive narrative. The results concluded that the leadership style of principal in the 2<sup>nd</sup> State Junior High School of Ambon has not been effective.</p>
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Januar, Syafrudin, Rahmad Soe’oed i Laili Komariyah. "Management of Principles in Improving the Quality of Teachers in Sekolah Penggerak in the City of Samarinda". EduLine: Journal of Education and Learning Innovation 2, nr 3 (22.08.2022): 248–54. http://dx.doi.org/10.35877/454ri.eduline1123.
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The purpose of this study is to describe the management of school principals in improving the quality of teachers in sekolah penggerak, which will specifically look at how the planning by principals in sekolah penggerak at every level, namely by looking at comparisons at each level. levels, namely Elementary School Level, Junior High School Level and High School Level which have been appointed as the driving school for Batch 1 in Samarinda City. This research uses a qualitative approach with a case study method, and the subject of this research is the principal. Data were collected by interview, observation, and documentation. With informants in each school consisting of three people, the principal as a key informant, then two other informants namely the Deputy Principal and the teacher. Data validity was obtained by using data triangulation, namely source triangulation and technical triangulation at each school level studied. The data analysis method used is interactive data analysis developed by Miles & Huberman which consists of data reduction, display, and verification or drawing conclusions. The results of this study are that the principal's management in improving the quality of teachers in driving schools at different levels has similarities.
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Warman, Warman. "Principal Managerial Competence and Academic Supervision on Vocational Teacher Performance". EduLine: Journal of Education and Learning Innovation 2, nr 4 (1.11.2022): 436–46. http://dx.doi.org/10.35877/454ri.eduline1286.
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To reach educational success, it is crucial to have skilled teachers. The goal of this study is to illustrate how school administrators in Samarinda City's vocational high schools have increased professionalism through their administrative skills and academic oversight. Using a descriptive qualitative methodology, this study. Six informants, including two principals, two vice principals, and two teachers from two distinct vocational high schools, served as the sources for the data. In order to improve teacher professionalism, the collected data were analyzed based on the study's objectives and research questions, and categories were created using conceptualized codes of managerial competence, academic supervision of principals, and other codes of inductive and interpretive reading. The findings of this study show that the principal's managerial competence is in line with school planning in the teacher professionalism improvement program because the principal oversees facilities and infrastructure, students, curriculum, school finance, monitoring, evaluation, and reporting in addition to school organization, resource empowerment, school management, teacher and staff empowerment, and empowerment of teachers and staff. The need to address issues with learning aids, lesson plans, learning materials, classroom management, evaluation of learning results, teacher discipline, and character education implementation led the principal to introduce academic supervision. The principal attempts to develop positive relationships with teachers in order to effectively supervise them by developing a sense of kinship, talking with them and sharing information, motivating them, and setting a good example.
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Ikbal, Taufik. "PENGARUH PERAN KEPALA SEKOLAH DAN BUDAYA ORGANISASI TERHADAP KEUNGGULAN SEKOLAH". MANAGERE : Indonesian Journal of Educational Management 3, nr 1 (4.04.2021): 52–61. http://dx.doi.org/10.52627/ijeam.v3i1.101.
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The role of the principal and organizational culture has a strong influence on school excellence. Principals who are professional and good organizational culture will have a positive impact and fairly basic changes in reforming the education system in schools. This study aims to determine the effect of the role of school principals on school excellence and organizational culture on school excellence in SD Muhammadiyah throughout Bandar City. Lampung. This research uses associative quantitative research with a total population of 123 teachers and a sample of 94 teachers. The data collection technique uses a questionnaire. The data were analyzed using simple linear regression analysis and multiple linear regression analysis. The results showed that the influence of the principal's role and organizational culture on school excellence was 59.4% while the remaining 40.6% was influenced by other factors. So it can be concluded that the better the role of the principal and organizational culture on school excellence, the higher the school excellence.
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Öngel, Gülay, Erkan Tabancalı i Mithat Korumaz. "Leadership Roles for Mindful Schools: Examining Relationships Between Different Leadership Roles of School Principals and School Mindfulness". International Education Studies 15, nr 1 (17.01.2022): 63. http://dx.doi.org/10.5539/ies.v15n1p63.
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The purpose of this study is to reveal leadership roles of school principals having impact on school mindfulness. This quantitative study with correlational design involves 389 teachers from secondary and high schools in Buyukcekmece, Istanbul province. The researchers used the ‘School Mindfulness’ and ‘Leadership Roles of School Principals’ scales. In the study descriptive statistics, correlation and regression analyses were used to reveal the prediction level. The findings showed that visionary and transformational leadership roles of school principals strengthen school mindfulness and the sub-categories of faculty and school principal mindfulness. In addition, instructional leadership roles of school principals predict principal mindfulness. However, cultural leadership was found to have no effect on school mindfulness.
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DeMatthews, David E., David S. Knight i Jinseok Shin. "The Principal-Teacher Churn: Understanding the Relationship Between Leadership Turnover and Teacher Attrition". Educational Administration Quarterly 58, nr 1 (13.11.2021): 76–109. http://dx.doi.org/10.1177/0013161x211051974.
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Purpose: Principals are critical to school improvement and play a vital role in creating inclusive and high-performing schools. Yet, approximately one in five principals leave their school each year, and turnover is higher in schools that serve low-income students of color. Relatedly, high rates of teacher turnover exacerbate challenges associated with unstable learning environments. Our study examines the extent to which principal turnover influences teacher turnover. We build on past work by exploring how the relationship between teacher and principal turnover differs in urban, high-poverty settings and by examining the effects of chronic principal turnover. Research Methods/Approach: We draw on a student- and employee-level statewide longitudinal dataset from Texas that includes all public K-12 schools from school years 1999–2000 to 2016–17. We estimate teacher-level models with school fixed effects, allowing us to compare teacher turnover in schools leading up to and immediately following a principal exit, to otherwise similar schools that do not experience principal turnover. Findings: Teacher turnover spikes in schools experiencing leadership turnover, and these effects are greater among high-poverty and urban schools, in schools with low average teacher experience, and in schools experiencing chronic principal turnover. Implications: Improving leadership stability, especially in urban schools experiencing chronic principal turnover may be an effective approach to reducing teacher turnover. Principal and teacher turnover and their relationship with each other requires further investigation. The field would benefit from qualitative research that can provide important insights into the individual decisions and organizational processes that contribute to principal turnover.
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Farr, Bridget, Mackenzie Gandomi i David E. DeMatthews. "Implementing Restorative Justice in an Urban Elementary School: A Principal’s Commitment and Experiences Eliminating Exclusionary Discipline". Journal of Cases in Educational Leadership 23, nr 3 (28.05.2020): 48–62. http://dx.doi.org/10.1177/1555458920922888.
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Principals play a critical role in creating safe, inclusive, and equitable schools. Unfortunately, many schools maintain a legacy of exclusionary discipline and racial bias. In such contexts, principals can work collaboratively with school personnel and community members to interrogate existing policies, practices, and outcomes to inform subsequent school improvement efforts. In this case, a principal in an urban school district situated within a gentrifying school–community identifies her school’s legacy of racial bias and works to enact restorative justice. However, the principal confronts challenges and resistance during the implementation process.
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Nasib, Nasib, Helena Louise Panggabean, Rafida Khairani, Zulia Rifda Daulay i Widy Hastuty HS. "Increasing Brand Trust through Marketing Communication and Its Impact on School principal's Loyalty". Budapest International Research and Critics Institute (BIRCI-Journal): Humanities and Social Sciences 4, nr 2 (4.05.2021): 2208–16. http://dx.doi.org/10.33258/birci.v4i2.1913.
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The purpose of this study is to determine the effect of communication marketing on school principal loyalty through brand trust. The approach in this research was quantitative. The data were obtained through a questionnaire with the Likert scaling technique. The population and sample in this study was 45 principals of high school, vocational and Aliyah private schools in Binjai and Langkat district. The sampling technique was accidental sampling was 45 respondents. The results showed that 1) marketing communication has a significant effect on brand trust. 2) Marketing communication has no effect on principal loyalty. 3) Student brand trust has a significant effect on the principal's loyalty. 4) Marketing communication has a significant effect on principal loyalty through brand trust.
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Al-Amien, Muhammad Mulya, i Achadi Budi Santosa. "The Leadership Role of The Principal in Increasing Admission of New Students". Tadbir : Jurnal Studi Manajemen Pendidikan 5, nr 2 (30.12.2021): 265. http://dx.doi.org/10.29240/jsmp.v5i2.3392.
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This study aims to reveal the role of school principals in increasing new student admissions. The method used in this research is qualitative. Collecting data through documentation, observation, and interviews. Respondents include school principals, vice principals, and heads of expertise programs. The results showed that the principal's role in increasing new student admissions was to optimize his function as an educator, which is to always provide guidance, as a manager who always encourages teachers and education personnel, especially those who are included in the committee to carry out their duties in accordance with the plans and rules that have been outlined. in its main duties and functions. As a supervisor, the school principal always monitors, provides input, direction, and motivation to all members of the new student admissions program committee. The principal is also always a role model in discipline, and is always active in establishing relationships with junior high schools in his area. The results of this study are certainly quite inspiring, because the implications can encourage the spirit of school principals in improving the performance of the new student admissions committee in each school.
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Usman, Hamza. "Principals’ Effective Task Performance: A Tool for Proper Education Delivery in Nigerian Secondary Schools". Journal of Islamic Economics and Social Science (JIESS) 1, nr 2 (1.12.2020): 74. http://dx.doi.org/10.22441/jiess.2020.v1i2.003.
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Secondary schools have nowadays become more complex than ever before. This is because of the ever growing number of students and population of the staff. The school principal should possess certain qualities that would enable him to face the administrative tasks efficiently and effectively in order to achieve the school goals and objectives. This paper therefore, reviewed the Principals’ Effective Task Performance as tool for proper Education Delivery in Nigerian Secondary Schools. The tasks of the principal in meeting these challenges were examined as the chief executive, relating to system and human relation theories. Qualities of an ideal school principal were highlighted, emphasizing on transformational leadership qualities. Tasks of the principal were also highlighted; instructional supervision, and motivation of staff. The paper concluded that, leadership qualities are strong determinants of principals’ tasks performance effectiveness in proper delivery of secondary schools education in Nigeria. Principals’ leadership qualities influence effective school administration. Finally recommended that, the principals should be well prepared; knowledgeable, professionally and administratively competent for the challenges involved in the mantle of leadership. Government should from time to time be organising conferences and workshops for the principals. Sponsorship is a mark of encouragement.
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Sufrida, Sufrida, Yusrizal Yusrizal i Nasir Usman. "Implementation of Principal Managerial Supervision in Improving School Performance at The State Vocational School of Aceh Besar Regency". AL-ISHLAH: Jurnal Pendidikan 14, nr 4 (21.09.2022): 5423–30. http://dx.doi.org/10.35445/alishlah.v14i4.1501.
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Principals as supervisors are required to have knowledge, attitudes, and skills in management and leadership so that they can carry out their duties, in this case carrying out managerial supervision. This study aims to explain the principal's managerial supervision program in improving school performance, implementation of managerial supervision, evaluation of the implementation of managerial supervision, and factors that influence the success and obstacles in implementing managerial supervision in schools. This study uses a descriptive qualitative approach, with data collection techniques through observation, interviews and documentation studies. The research subjects were the principal, vice principal, teachers and school supervisors. The research results show that: (1) The school program is prepared or planned at the time of the new school year work meeting, which contains the principal's supervision program. The supervision program includes a schedule for the implementation of supervision; (2) managerial supervision by the principal in its implementation has not been so maximal; (3) Evaluation of managerial supervision is carried out by looking at the performance of teachers and staff. Meanwhile, the follow-up actions taken are verbal warnings, other than personal reprimands will also be delivered at a general meeting; (4) Supporting factors include support from the local government, the education office and school supervisors as well as the willingness of school residents to learn and improve their quality. Inhibiting factors include the limited time of the principal and also the lack of community support for the school.
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Myung, Jeannie, Susanna Loeb i Eileen Horng. "Tapping the Principal Pipeline". Educational Administration Quarterly 47, nr 5 (21.04.2011): 695–727. http://dx.doi.org/10.1177/0013161x11406112.
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Purpose: In light of the difficulty many districts face finding quality principal candidates, this article explores an informal recruitment mechanism of teachers to become principals, which the authors call tapping. The authors assess the extent to which current teachers are being approached by school leaders to consider leadership and whether this tapping prompts these teachers to consider pursuing leadership positions. Research Design: This study uses survey and administrative data on teachers and principals from the Miami-Dade County Public Schools from the 2007–2008 school year. The authors describe the extent to which principals tap teachers to become school leaders. They use multiple regression with and without school fixed effects to model which teachers are most likely to be tapped and which principals are most likely to tap teachers. They also estimate the extent to which tapping is effective at motivating teachers to become school leaders. Findings: A vast majority of principals report having been tapped by their own principal when they were teachers. The authors find that principals tend to tap teachers who feel better equipped to take on the principalship and who have more school-level leadership experience, but they also disproportionately tap teachers who are male and share their ethnicity. Conclusions: The findings provide evidence that principals are capable of effectively identifying and encouraging teachers with strong leadership potential to enter the principal pipeline, although additional training and a succession management plan may help ensure that teachers are selected based on clear leadership competencies.
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Ozmusul, Mustafa. "To What Extent Do the School and School Principal Variables Predict the Principal Job Satisfaction?" New Trends and Issues Proceedings on Humanities and Social Sciences 3, nr 3 (22.03.2017): 275–81. http://dx.doi.org/10.18844/prosoc.v3i3.1570.
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The purpose of this study was to answer the question, “To what extent do the school and school principal variables predict the principal job satisfaction?†Using the TALIS (Teaching and Learning International Survey) data deriving from OECD, 902 school principals at the schools where 15-year-olds students were enrolled, multiple regression analysis was performed to predict the job satisfaction by the other independent variables related to school context and school principal background. The independent variables deriving from the OECD database in the regression analysis lacked pedagogical personnel/index, lack of material resources/index, school delinquency and violence, school climate-mutual respect, age, gender, year(s) working as a principal at this school, year(s) working as a principal in total, year(s) working in other school management roles, year(s) working as a teacher in total, year(s) working in other jobs, professional development duration, instructional leadership, teacher - pedagogical support personnel ratio, teacher - administrative or management personnel ratio, student - teacher ratio. The results revealed that the job satisfaction was moderately correlated with the independent variables. The strongest association existed between the principal job satisfaction and school climate-mutual respect which were positively and lowly associated. The school and school principal variables accounted for approximately 14% of the variance of the job satisfaction.Keywords: principal job satisfaction; school background; multiple linear regression analysis; TALIS
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Grissom, Jason A., Brendan Bartanen i Hajime Mitani. "Principal Sorting and the Distribution of Principal Quality". AERA Open 5, nr 2 (kwiecień 2019): 233285841985009. http://dx.doi.org/10.1177/2332858419850094.
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Numerous studies document the inequitable distribution of teacher quality across schools. We focus instead on the distribution of principal quality, examining how multiple proxies for quality, including experience, teachers’ survey assessments of leaders, and rubric-based practice ratings assigned by principals’ supervisors, vary by measures of school advantage, using administrative data from Tennessee. By virtually every quality measure, we find that schools serving larger fractions of low-income students, students of color, and low-achieving students are led by less qualified, less effective principals. These patterns persist across urban, suburban, and rural settings. Both differential hiring/placement and differential turnover patterns by principal quality across school characteristics contribute to these patterns. Simulation evidence suggests that hiring and turnover vary in relative importance to principal sorting patterns according to the measure of quality examined and that differential principal improvement across contexts may matter as well. Complementary analyses of national survey data corroborate our main results.
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Idami, Maya Shaumi, Cut Zahri Harun i Khairuddin Khairuddin. "Principal's Strategy for Increasing Accreditation in Junior High Schools". AL-ISHLAH: Jurnal Pendidikan 14, nr 4 (26.10.2022): 6687–94. http://dx.doi.org/10.35445/alishlah.v14i4.1354.
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Principals, as policymakers in schools, must function optimally. As a leader in educational institutions, the principal must be able to improve school accreditation in an effort to improve the quality of education. The purpose of this study was to obtain data and information regarding (1) the principal's strategy in increasing accreditation which was reviewed on the quality of graduates; (2) the principal's strategy in increasing accreditation through the learning process; (3) The principal's strategy in improving the accreditation status of teacher quality. The research approach is a descriptive method. The data collection techniques used were observation and interview. The research subjects were school principals and teachers, which consisted of six samples. The data analysis used was reduction techniques, data presentation, data interpretation and data verification. The results showed that the Principal of a state junior high school in Want Jaya in improving the accreditation status, improves the quality of three main components including (1) the quality of graduates is improved by focusing on increasing religious activities in schools, creating a bullying-free environment, improving skills, collaboration, critical thinking, and improve learning achievement; (2) the learning process is actively improved, holding remedial/enrichment programs, and moving the school literacy movement program (GLS); and (3) teacher quality improvement is carried out by increasing the ability to develop learning plans and continuous professional development. In addition, in realizing increased accreditation, the principal places himself as an educator, manager, administrator, supervisor, leader, and motivator. Each role is carried out as well as possible so that the role carried out by the principal can be achieved in accordance with the provisions.
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Hasibuan, Nini Syafriani, Warjio Warjio i Isnaini Isnaini. "Kepemimpinan Kepala Sekolah Dasar Negeri 14 Rantau Utara Kecamatan Rantau Utara Kabupaten Labuhan Batu". Journal of Education, Humaniora and Social Sciences (JEHSS) 4, nr 4 (1.05.2022): 2416–28. http://dx.doi.org/10.34007/jehss.v4i4.1090.
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This article discusses the analysis of the leadership role of the principal of the 14 Rantau Utara State Elementary School, Rantau Utara District, Labuhan Batu Regency. This type of research is a type of field research (field research) with a qualitative approach. The sources of data for this research are the principal, school teachers in their respective fields, school operators, representatives of several parents. Data collection methods used are observation, interviews and documentation. Then the presentation of the data goes through four stages, namely: data reduction, analyzing data, compiling data and drawing conclusions. The results of this study indicate that, the principal's leadership on school management in terms of the principal's leadership has been fairly effective, in addition to placing himself as a headmaster leader as well as a role model who always provides motivation, direction and advice to students. subordinates both to teachers and staff as well as to their students. Principals in elementary schools maintain order and school discipline, and strive for the progress of the school. In the management of facilities and infrastructure, it is still considered inadequate or not enough because the principal is constrained by funds so that he has not been able to cover the shortcomings in the school, but the principal is still trying to cooperate with the government in the progress and development of the school and can meet the needs of the school. especially in learning.
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Indra, Ristapawa, i Martin Kustati. "Effective School Performance Stages at Public Senior High Schools in Indonesia". Al-Ta lim Journal 23, nr 2 (19.07.2016): 100–113. http://dx.doi.org/10.15548/jt.v23i2.230.
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The purpose of this study is to evaluate the stages of effective school performance based on 11 characteristics of effective schools as well as to evaluate the level of correlation between individual characteristics of effective schools and the contribution of the school principal leadership to an effective school. 60 school principals and 105 teachers in 16 schools became sample of the research. The number of teachers took as many as 7 to 10 people for each school. The quantitative data were obtained through a set of instruments on 11 characteristics of effective schools. The data were then analyzed descriptively using frequency, min score, percentage, standard deviation, and inferential statistics (Pearson’s correlation, simple linear regression). Findings showed the stages of effective school performance of Public Senior High Schools in Padang as perceived by the principals and teachers were very high. There was a significant correlation between the professional principal leadership with the realization of 11 characteristics of effective schools. The professional principal leadership contributed as much as 58.5% to the realization of 11 characteristics of effective schools in Public Senior High Schools in Padang while the other percentage was contributed by other variabels not included in this study. The principal leadership was an important factor for the realization of 11 characteristics of effective schools in Public Senior High Schools in Padang.
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Heck, Ronald H. "Principals’ Instructional Leadership and School Performance: Implications for Policy Development". Educational Evaluation and Policy Analysis 14, nr 1 (marzec 1992): 21–34. http://dx.doi.org/10.3102/01623737014001021.
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Currently, many districts and states are pursuing reforms that focus on holding principals accountable for school performance. While effective schools research has established that strong principal leadership affects school academic achievement at least indirectly, this relationship is more complex than originally thought. Personnel decisions about principal effectiveness made by educational policymakers or lay-controlled school site councils should be made only after careful consideration of research on the relationship between principal instructional leadership and school outcomes. This article presents data from a study to determine whether principal instructional leadership is predictive of school outcomes and discusses the implications of the research for developing school improvement strategies.
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J. Lowenhaupt, Rebecca. "The language of leadership: principal rhetoric in everyday practice". Journal of Educational Administration 52, nr 4 (1.07.2014): 446–68. http://dx.doi.org/10.1108/jea-11-2012-0118.
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Purpose – The purpose of this paper is to call for a rhetorical turn in the study of school leadership and discusses how principals use language to enact school improvement. The key purpose is to explore how talk is action in leading and managing school reform. Design/methodology/approach – This paper presents a rhetorical framework and methodology for interpreting principal practice through language. As a model, the language use of one urban school principal is examined through a rhetorical analysis of 650 instances of principal talk in 14 administrative meetings. The paper reports on the form and content of principal rhetoric, including analysis of logos, pathos, and ethos, and comparative analysis across meeting contexts. Findings – The paper demonstrates the importance of rhetorical form and content and highlights the role of audience in principal talk. In the present example, each of three rhetorical forms was used to transform school practice. Logos was used most frequently; emotional and ethical arguments were also integral to principal talk. Comparative analysis showed that the principal's rhetoric varied by audience. The principal's use of language did not just explain practice, but also defined and shaped ongoing practices. Research limitations/implications – The author proposes future cross-case research to develop an understanding of how leadership language varies across individuals and contexts, as well as interaction analyses of the co-performance of discourse and rhetoric in schools. Practical implications – The author argues that principal preparation would benefit from the incorporation of the linguistic concepts and forms of rhetoric, particularly in the context of school improvement. Originality/value – While many have turned to principal practice as an area of research, few have focussed on the underlying linguistic structures. This paper emphasizes the importance of language in principal practice and offers a specific methodology with which to study it.
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Adams, Curt M., Jentre J. Olsen i Jordan K. Ware. "The School Principal and Student Learning Capacity". Educational Administration Quarterly 53, nr 4 (1.03.2017): 556–84. http://dx.doi.org/10.1177/0013161x17696556.
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Purpose: The purpose of this study was to define student learning capacity and to examine the role of the school principal in nurturing it. Method: The study used cross-sectional data from 3,175 students in 70 schools located in a metropolitan area of a Southwestern city. We tested three hypotheses by following a conventional modeling building process in HLM 7.0: Hypothesis 1—Principal Support for Student Psychological Needs (PSSPN) is related to school differences in student-perceived autonomy-support; Hypothesis 2—PSSPN is related to school differences in student-perceived competence-support; Hypothesis 3—Student-perceived need-support mediates the relationship between PSSPN and grit. Results: Evidence aligns with our initial theorizing about student learning capacity and principal support for student psychological needs. Student-perceived need-support, as a social characteristic of capacity, manifests itself through teacher–student interactions in the learning process. Need-supporting interactions varied significantly across schools, and principals played a critical role in developing an instructional environment that students experienced as nurturing autonomy and competence. Implications: PSSPN highlights the transformative effects that regular principal–teacher social exchanges can have on instructional practices. School principals who interacted with teachers about student psychological needs and need-supporting instructional practices contributed to a learning environment that students experienced as autonomy-supporting and competence-supporting.
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Owings, William A., Leslie S. Kaplan i John Nunnery. "Principal Quality, ISLLC Standards, and Student Achievement: A Virginia Study". Journal of School Leadership 15, nr 1 (styczeń 2005): 99–119. http://dx.doi.org/10.1177/105268460501500105.
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A significant relationship exists between principals’ quality at certain grade levels and student achievement on the Virginia Standards of Learning tests. A statewide study finds principals rated higher on school leadership as measured by an Interstate School Leadership Licensure Consortium (ISLLC) Standards rubric. These schools have higher student achievement than comparable schools headed by lower rated principals controlling for socioeconomic status. Implications for increasing student achievement, developing and keeping a school achievement culture, and improving principal leadership are discussed.