Perceptions of Israeli school principals regarding the knowledge needed for instructional leadership

2021 ◽  
pp. 174114322110060
Author(s):  
Haim Shaked
Keyword(s):  
Instructional Leadership ◽  
School Principals ◽  
School Level ◽  
Structured Interviews ◽  
Academic Degree ◽  
Level Data ◽  
Leadership Content Knowledge ◽  
Leadership Study ◽  
Study Participants ◽  
Principals Perceptions

Instructional leadership concerns the ongoing deep involvement of school principals in direct efforts to improve learning and achievement for all students. The goal of this study was to explore principals’ perceptions regarding the knowledge required for instructional leadership. Study participants were 38 Israeli school principals, representing the population of Israeli principals in terms of sex, age, seniority, academic degree and school level. Data were collected through semi-structured interviews. Data analysis classified the statements of the study participants according to Shulman’s seven categories of knowledge needed for effective teaching. The findings suggested that General Pedagogical Knowledge plays a key role in instructional leadership, while somewhat reducing the importance of Leadership Content Knowledge. Implications and further research of this study are discussed.

A paradoxical approach to instructional leadership

2020 ◽  
Vol 34 (10) ◽  
pp. 1637-1646
Author(s):  
Haim Shaked
Keyword(s):  
Instructional Leadership ◽  
School Principals ◽  
Instructional Leader ◽  
School Level ◽  
Structured Interviews ◽  
Content Type ◽  
Nature Study ◽  
Conflicting Demands ◽  
Level Data ◽  
Experience Education

PurposePerceptual inhibitors to instructional leadership are based on disagreements with the premises of instructional leadership. This study explored how the paradoxical approach, which advocates “both/and” approach to conflicting demands, may moderate the influence of the perceptual inhibitors of instructional leadership.Design/methodology/approachThe current study is qualitative in nature. Study participants were 30 Israeli school principals, representing the larger body of Israeli principals in terms of sex, age, years of experience, education and school level. Data were collected through semi-structured interviews. Data analysis included a two-step theory-driven coding process.FindingsThis study found that the paradoxical approach allowed school principals to hold conflicting perspectives on instructional leadership simultaneously. Thus, it has reduced the effect of the perceptual inhibitors of instructional leadership, as it permitted principals to delay the decision between the expectation to fulfill the role of instructional leader and their disagreements with it.Originality/valueDespite prolonged pressures, school principals demonstrate limited involvement in instructional leadership, in part because of perceptual inhibitors. The findings of this study can be used in dealing with these inhibitors.

scholarly journals Entrepreneurship Education with Companies: Teachers Organizing School-Company Interaction

2020 ◽  
Vol 10 (10) ◽  
pp. 268
Author(s):  
Kaarina Sommarström ◽  
Elena Oikkonen ◽  
Timo Pihkala
Keyword(s):  
Basic Education ◽  
School Principals ◽  
Education Level ◽  
The Other ◽  
School Level ◽  
Structured Interviews ◽  
School Teachers ◽  
Short Term ◽  
Entrepreneurial Learning

Previous research into entrepreneurial learning has focused mainly on defining its aims; however, there seems to be little discussion on understanding the barriers or incentives involved when carrying out the pedagogical solutions that would enable entrepreneurial learning. In this study, we examine basic education level schools’ cooperation with outside partners, especially from the school principals’ and teachers’ viewpoints. The study aims to understand the perspectives of teachers and principals on planning and organizing school-company interaction. To do this, content analysis was used in this qualitative study. The data were collected via semi-structured interviews with school teachers and principals, involving a total of 35 people working in basic education. The findings of the study show that principals and teachers intentionally select long-term cooperation methods to meet the aims of entrepreneurial learning. On the other hand, teachers that have chosen to apply short-term school-company cooperation methods have highlighted the ease of these methods rather than learning. Finally, our findings suggest that planning and organizing entrepreneurial learning would benefit from school-level commitment where collaboration between teachers and between teachers and company representatives is valued. We believe that would lead to more satisfied teachers and longer-term school-company cooperation, and also believe that short-term school-company cooperation methods would better meet the aims of entrepreneurial learning.

scholarly journals A Route Less Traveled: Principals’ Perceptions of Alternative Licensed CTE Teachers

2018 ◽  
Vol 5 (2) ◽  
pp. 12 ◽  
Author(s):  
Scott R Bartholomew ◽  
Emma P. Bullock ◽  
Louis S. Nadelson
Keyword(s):  
Career And Technical Education ◽  
School Principals ◽  
School Level ◽  
Teacher Licensure ◽  
Principal Support ◽  
Colleges Of Education ◽  
Career And Technical ◽  
Traditionally Prepared ◽  
Alternative Routes ◽  
Principals Perceptions

The shortage of teachers prepared to teach career and technical education (CTE) courses, or willing to work in certain locations (e.g. inner city, rural), has motivated the desire to explore solutions such as alternative routes to teacher licensure (ARL). Most ARL programs bypass colleges of education and provide a different approach to preparing individuals to teach, leaving many to wonder about the quality and knowledge of these teachers. Specific areas, such as CTE, have seen a large influx of ARL teachers in recent years. We sought to determine school principals’ perceptions of ARL CTE teachers. We found principal support for ARL teachers as well as perceptions of a lack of preparation and effectiveness when compared to traditionally-prepared teachers. We also found differences in perceptions of ARL teachers by the principals’ school level and school SES level.

Systems school leadership: exploring an emerging construct

2014 ◽  
Vol 52 (6) ◽  
pp. 792-811 ◽  
Author(s):  
Haim Shaked ◽  
Chen Schechter
Keyword(s):  
School Leadership ◽  
Systems Thinking ◽  
School Principals ◽  
Structured Interviews ◽  
Effective School ◽  
Content Type ◽  
School Settings ◽  
Direct Observations ◽  
Educational Career ◽  
Principals Perceptions

Purpose – The purpose of this paper is to explore how effective school principals use systems thinking, aiming to present the systems school leadership (SSL) approach – an approach where principals lead schools through the systems thinking concept and procedures. Design/methodology/approach – Participants were 28 Israeli school principals, selected as outstanding leaders by recommendations from their superintendents and according to their schools’ achievements. The study employed semi-structured interviews as well as focus groups. Generating themes was an inductive process, grounded in the various perspectives articulated by participants. Findings – Data analysis generated four main characteristics of SSL: leading wholes; adopting a multidimensional view; influencing indirectly; and evaluating significance. Research limitations/implications – Further research that will explore to what extent and how often principals use systems thinking is required. In addition, replication in various educational contexts is important in order to substantiate the validity of the SSL's characteristics. Beyond principals’ perceptions, more objective measures like direct observations are needed to evaluate actual implementation of SSL in diverse school settings. Practical implications – Identifying the SSL characteristics facilitates the development of practical processes for nurturing SSL in various stages of school leaders’ educational career. Originality/value – This paper provides a useful conceptual and empirical framework to evaluate SSL as a managerial approach.

Holistic School Leadership

2016 ◽  
Vol 100 (4) ◽  
pp. 177-202 ◽  
Author(s):  
Haim Shaked ◽  
Chen Schechter
Keyword(s):  
Instructional Leadership ◽  
Professional Learning Communities ◽  
School Leadership ◽  
High School Principals ◽  
Systems Thinking ◽  
Professional Learning ◽  
School Principals ◽  
School Curriculum ◽  
Data Systems ◽  
Principals Perceptions

As instructional leadership involves attempts to understand and improve complex systems, this study explored principals’ perceptions regarding possible contributions of systems thinking to instructional leadership. Based on a qualitative analysis, systems thinking was perceived by middle and high school principals to contribute to the following three areas of instructional leadership: (1) improvement of school curriculum, (2) development of professional learning communities, and (3) interpretation of performance data. Systems thinking as a potential enabler of instructional leadership is discussed and implications are suggested.

The Ontario Quandary: Principals’ Perceptions of Accountability Policy and Social Justice

2017 ◽  
Vol 27 (3) ◽  
pp. 392-420 ◽  
Author(s):  
Fei Wang
Keyword(s):  
Social Justice ◽  
Qualitative Study ◽  
School Principals ◽  
Structured Interviews ◽  
Mixed Emotions ◽  
Accountability Policy ◽  
Principals Perceptions

This qualitative study examines how accountability policies impact school principals’ social justice commitment. The study involved semi-structured interviews with twenty-two Ontario principals. Findings show that principals responded to the accountability policies with strikingly mixed emotions. Some grudgingly accepted the mandates and reluctantly sought to accommodate directives in their agenda. Some critiqued the reforms by highlighting the inequities and drawbacks in the performance-based tests. Others showed significant resistance to the reform and strategically used their power to navigate toward what they felt was best for their students. Such mixed sentiments among principals revealed a deeper struggle among them in navigating the system.

scholarly journals An Emerging Problem of Shisha Smoking among High School Students in Ethiopia

2021 ◽  
Vol 18 (13) ◽  
pp. 7023
Author(s):  
Selamawit Hirpa ◽  
Andrew Fogarty ◽  
Adamu Addissie ◽  
Linda Bauld ◽  
Thomas Frese ◽  
...  
Keyword(s):  
High School ◽  
High School Students ◽  
Smokeless Tobacco ◽  
Addis Ababa ◽  
Capital City ◽  
School Level ◽  
Cluster Sampling ◽  
High Concentration ◽  
School Students ◽  
Study Participants

Shisha smoking is also known as hookah, water pipe, goza, and nargile. Shisha use among the young is increasing globally. Shisha smoke results in a high concentration of carbon monoxide, tar, nicotine, and heavy metals which can be toxic to humans, especially with chronic exposure. This study aims to determine the prevalence and risk factors of shisha smoking among in-school adolescents in Ethiopia. Four regional states in Ethiopia (Oromia, Amhara, Southern Nations, Nationalities, and Peoples’ Region, Tigray) and the capital city (Addis Ababa) were the study areas. A two-stage cluster sampling approach was employed to produce a representative sample. From the sampling frames in the study areas, 36 high schools were selected randomly. A multi-level logistic regression analysis was used to account for cluster-specific random effects, the effect of individuals’, and school-level variables for ever-use of shisha. A total of 3355 secondary school grade 9 and 10 students aged between 13 and 22 years took part in this study. A total of 86 (2.6%) and 20 (0.6%) of the study participants, reported that they had ever smoked or were current smokers of shisha, respectively. Of all study participants, 38.6% perceived shisha as less harmful than cigarettes and 48.5% reported that they do not know which was more harmful to health. Students were more likely to ever use shisha if they had friend/s who smoke shisha (AOR = 16.8, 95% CI: 6.4–44.3), ever smoked cigarettes (AOR = 8.2, 95% CI: 3.4–19.8), ever used khat (AOR = 4.2, 95% CI: 1.9–10.4), ever used marijuana (AOR = 3.9, 95% CI: 1.4–11.1), ever used smokeless tobacco (AOR = 3.1 95% CI: 1.1–8.4), and students had received income from their parents (AOR = 3.1 CI: 1.1–8.8). Prevalence of ever and current use of shisha among high school students is low in Ethiopia compared to many countries in Africa. The majority of adolescents perceived shisha as less harmful to health than cigarette smoking. Health education about the harmful effects of shisha should be delivered to adolescents, along with information on other substances like khat, cigarettes, marijuana, and smokeless tobacco to prevent initiation of substance use.

scholarly journals Diet, Nutrition, and Oral Health: What Influences Mother’s Decisions on What to Feed Their Young Children?

2021 ◽  
Vol 18 (15) ◽  
pp. 8159
Author(s):  
Amit Arora ◽  
Louise Chew ◽  
Kaye Kang ◽  
Lily Tang ◽  
Mohamed Estai ◽  
...  
Keyword(s):  
Young Children ◽  
Food Choices ◽  
Time Constraints ◽  
Birth Cohort Study ◽  
Critical Factors ◽  
Structured Interviews ◽  
Educational Materials ◽  
Nutrition And Health ◽  
Access To Health ◽  
Study Participants

The purpose of this study was to learn about mothers’ experiences with food choices for their pre-school children in underprivileged communities in Greater Western Sydney (GWS). A total of 20 mother-child dyads living in GWS were recruited to a qualitative study from an ongoing birth cohort study. Participants’ houses were visited for semi-structured interviews, which were recorded, transcribed verbatim, and analysed thematically. The interviews yielded five main themes: (i) food choices, nutrition, and health; (ii) accessibility and availability of foods (iii) buying time for parents; (iv) child’s age and their preference on food choices; (v) conditioning certain behaviours by family and cultural factors. Nutrition literacy, child’s preferences, unhealthy food intake by family members, child’s demand, advertising and availability of harmful foods, and time constraints were all mentioned as hurdles to mothers making appropriate meal choices for their children. However, some identified facilitators were promoting parents’ knowledge, increasing access to health educational materials, upskilling mothers to providing healthier alternatives, regulating the marketing of unhealth foods. Although, the present study identified critical factors that influence mothers’ food choices for their young children, making healthy food choices is a complex practice as it is shaped by individual, social and environmental influences.

The deputy principal instructional leadership role and professional learning

2017 ◽  
Vol 55 (1) ◽  
pp. 33-48 ◽  
Author(s):  
Ann Leaf ◽  
George Odhiambo
Keyword(s):  
Instructional Leadership ◽  
Professional Learning ◽  
Ad Hoc ◽  
Team Building ◽  
Leadership Role ◽  
Instructional Leaders ◽  
Structured Interviews ◽  
Content Type ◽  
Practical Implications

Purpose The purpose of this paper is to report on a study examining the perceptions of secondary principals, deputies and teachers, of deputy principal (DP) instructional leadership (IL), as well as deputies’ professional learning (PL) needs. Framed within an interpretivist approach, the specific objectives of this study were: to explore the extent to which DPs are perceived as leaders of learning, to examine the actual responsibilities of these DPs and to explore the PL that support DP roles. Design/methodology/approach The researchers used multiple perspective case studies which included semi-structured interviews and key school document analysis. A thematic content analysis facilitated qualitative descriptions and insights from the perspectives of the principals, DPs and teachers of four high-performing secondary schools in Sydney, Australia. Findings The data revealed that deputies performed a huge range of tasks; all the principals were distributing leadership to their deputies to build leadership capacity and supported their PL in a variety of ways. Across three of the case study schools, most deputies were frequently performing as instructional leaders, improving their school’s performance through distributing leadership, team building and goal setting. Deputy PL was largely dependent on principal mentoring and self-initiated but was often ad hoc. Findings add more validity to the importance of principals building the educational leadership of their deputies. Research limitations/implications This study relied upon responses from four case study schools. Further insight into the key issues discussed may require a longitudinal data that describe perceptions from a substantial number of schools in Australia over time. However, studying only four schools allowed for an in-depth investigation. Practical implications The findings from this study have practical implications for system leaders with responsibilities of framing the deputies’ role as emergent educational leaders rather than as administrators and the need for coherent, integrated, consequential and systematic approaches to DP professional development. Further research is required on the effect of deputy IL on school performance. Originality/value There is a dearth of research-based evidence exploring the range of responsibilities of deputies and perceptions of staff about deputies’ IL role and their PL needs. This is the first published New South Wales, Australian DP study and adds to the growing evidence around perceptions of DPs as instructional leaders by providing an Australian perspective on the phenomenon. The paper raises important concerns about the complexity of the DP’s role on the one hand, and on the other hand, the PL that is perceived to be most appropriate for dealing with this complexity.

scholarly journals Pharmacists in advanced clinical practice roles in emergency departments (PARED)

2021 ◽  
Author(s):  
David Terry ◽  
Shalini Ganasan ◽  
Matthew Aiello ◽  
Chi Huynh ◽  
Veronica Wilkie ◽  
...  
Keyword(s):  
Emergency Departments ◽  
Phase 1 ◽  
Career Transition ◽  
Support Service ◽  
Clinical Activity ◽  
X Rays ◽  
Structured Interviews ◽  
Clinical Supervisors ◽  
Practitioner Training ◽  
Study Participants

AbstractBackground Following evidence published in the Pharmacists in Emergency Departments (PIED 2016) study Health Education England funded novel advanced clinical practitioner training for pharmacists (ACP-p), to support service delivery.Objective To explore experiences and clinical activity of trainee ACP-p, and opinions and recommendations of both trainees and clinical supervisors.Setting Five Urgent/Emergency Care Departments in London UK.Method Longitudinal mixed-methods study in three phases of registered UK pharmacists appointed as trainee ACP-p. Phase 1 (May-July 2019) – early semi-structured interviews and focus group using an experiences, opinions and recommendations (EOR) framework, Phase 2 (January-December 2019) – prospective recording of trainee clinical activity, standardised using bespoke spreadsheet, Phase 3 (November-December 2019) – as Phase 1 but at conclusion of training.Main outcome measure Experiences, clinical activity, opinions and recommendations of study participants.Results Twelve (92 %) eligible trainee ACP-p and five supervisors were recruited. Identified themes were: trainee personality, educational components, length of programme, support/supervision, career transition, university and placement training alignment, recommendations. Success was dependent on effective support and supervision. Clinical supervisors should be allocated adequate supervision time. Trainees, their supervisors and emergency department staff should be given a clear brief. Study participants agreed that the programme could be successful. Trainee ACP-p reported that they could manage 82 % of 713 pre-selected clinical presentations. Additional training needs include: ECGs, X-rays and CT scans.Conclusions Pharmacists can successfully train as ACP-p in this setting over a two-year period. This career transition needs careful management and clear structures. Training ACP-p is a useful way of enhancing skills and supporting clinical services to large numbers of patients.

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