scholarly journals Mentoring Roles of the School Principals in Turkey: A Literature Review

2021 ◽  
Vol 9 (4) ◽  
pp. 102-113
Author(s):  
Sinem Arslan Dönmez ◽  
Ramazan Gök ◽  
Ahmet Şahin
Keyword(s):  
Professional Development ◽  
Public Schools ◽  
Literature Review ◽  
School Principals ◽  
School Administrators ◽  
Organizational Adaptation ◽  
Graduate Studies ◽  
Vice Principals ◽  
Mentoring Functions ◽  
Education Administrators

It is important to explain the scope of the concept of mentoring, which has been becoming increasingly important in training and supporting the professional development of educational administrators. In this context, the aim of this study is to examine the concept of mentoring, the functions of mentoring, and the studies carried out on the mentoring functions of school administrators in Turkey. For this purpose, the study was designed as a literature review, and the studies which were indexed in the TR index and Council of Higher Education Thesis Center between the years 2000 and 2020 were analyzed. As a result of the analysis, it was found out that there were 16 studies conducted on the mentoring roles of school administrators in Turkey, and they were carried out as graduate studies at Master’s level. It was also concluded that the studies generally focused on the mentoring functions of the education administrators in public schools, the level of mentoring functions of the school administrators, and the correlation between the mentoring functions of the school administrators and the job satisfaction of the teachers and vice-principals, academic optimism, organizational adaptation, and professional development. As a result of the study, it may be suggested that more studies are needed for a better understanding of mentoring among the school principals in Turkey.

scholarly journals Language, Terminology, and Inclusive Education: A Case of Kazakhstani Transition to Inclusion

SAGE Open ◽  
2020 ◽  
Vol 10 (1) ◽  
pp. 215824402090208
Author(s):  
Tsediso Michael Makoelle
Keyword(s):  
Literature Review ◽  
Inclusive Education ◽  
Change Process ◽  
School Principals ◽  
Education Policies ◽  
Research Papers ◽  
The Past ◽  
Inclusive Schools ◽  
Education Administrators ◽  
Equity And Inclusion

Kazakhstan has adopted the idea of inclusive education. The country has embarked on transforming its education at all levels of schooling to reflect the ethos of equity and inclusion. Tremendous success has been registered so far; however, the language used in the realm of its special/inclusive education has not changed much, as it still bears the hallmarks of the past Soviet vocabulary. Therefore, this article provides an analytic perspective on exclusive terminology and vocabulary still being used, which in one way or another perpetuates misconceptions and stereotypes about diversity and difference. The researcher of this study interviewed school principals, teachers, professionals, and parents in 12 inclusive schools. Reviewed literature includes Kazakhstani education policies, research papers, and speeches delivered by education administrators, politicians, educationists, and experts in the field of special/inclusive education. The implications of the use of language and terminology are discussed in the context of transforming education toward an inclusive education system. Lessons are drawn from the empirical study and literature review, thus making recommendations on how to move forward with the language and terminology change process within the emerging discourse of inclusive education in Kazakhstan.

Promoting professional development in new school principals

2014 ◽  
Vol 28 (3) ◽  
pp. 28-30
Keyword(s):  
Professional Development ◽  
School Principals ◽  
School Administrators ◽  
Real Life ◽  
School Principal ◽  
Good Time ◽  
Head Teachers ◽  
Content Type ◽  
New Principal ◽  
The Usa

Purpose – The purpose of this paper is to examine the use of coaching for newly appointed school principals and head teachers as they establish themselves in their new role. Design/methodology/approach – To examine the use of coaching for newly appointed school principals and head teachers as they establish themselves in their new role. Findings – Teachers in a number of countries receive coaching to improve their effectiveness. It is also now being offered to newly appointed school administrators – the school principal in the USA, the head teacher elsewhere – to help them settle into their new role. Surprisingly, there has been little research assessing the effectiveness of executive coaches or find out what benefits – if any – result from coaching. It seems, then, to be a good time to look at new principal coaching and ask what does or doesn't work. And who better to ask than the coaches themselves. Practical implications – Distinguishes between the coaching needs of newly appointed teachers and those of school administrators. Suggests a requirement for more process-oriented training for new principal coaches. Social implications – Highlights the emphasis that these coaches place on process rather than content and discusses their use of real-life, real-time issues to promote reflective enquiry and professional development. Originality/value – Considers coaching from the perspective of the coach. Demonstrates how coaching can support recently appointed school principals as they adapt to their new work environment and develop the skills needed to take on complex tasks.

scholarly journals The Role of the school principal in the professional development of teachers from the school principals’ point of view in Bani Kenana District: دور مدير المدرسة في التنمية المهنية للمعلمين من وجهة نظر مديري المدارس في لواء بني كنانة

2020 ◽  
Vol 4 (19) ◽  
Author(s):  
Yusuf Mohammad Abu Alloush
Keyword(s):  
Professional Development ◽  
Public Schools ◽  
School Principals ◽  
Statistical Significance ◽  
School Principal ◽  
Point Of View ◽  
Or Education ◽  
Female Principals ◽  
Professional Development Of Teachers

The study aimed to reveal the role of the school principal in the professional development of teachers from the point of view of school principals. The study also aimed to know the existence of differences related to statistical significance in the role of the school principal in the professional development of teachers in the school due to gender and educational stage variables. The study sample consisted of all principals of public schools in Bani Kenana District, and the sample was chosen in the (objective- purpose) method. The researcher used a questionnaire located on five levels according to Likert scale, which included (48) items distributed in (6) fields. An analytical descriptive approach was used to suit the study objectives. Statistical processing was carried out using the SPSS program, and the research reached the following results: that the role of the school principal in developing teachers professionally came at a low level, and that female principals give priority to developing teachers in the field of teaching methods and the use of educational methods, while school male principals give this field the last rank, the scientific field occupies the second rank for school female principals, while it takes the first rank for school male principals, and the researcher found through the results that there are no statistically significant differences in the role of the school principal in the professional development of teachers due to gender, or education stage. The researcher recommended paying attention to educating the principal of the school on the importance of his vital role in the professional development of teachers, And to have an active role in guiding and training teachers. That the principal of the school be of high scientific, professional, social and educational experience, and is aware of information, knowledge, skills, and methods that enable him to fulfill his role in the development of teachers. And that he has leadership qualities so that he can influence teachers positively, and provide them with services that help them perform their duties in a manner that is commensurate with the development of knowledge and technological progress.

scholarly journals Examining the Role of Contextual Conditions and Leadership Status of School Principals from Multiple Perspectives

2020 ◽  
Vol 7 (1) ◽  
pp. 207
Author(s):  
Kamil Yildirim ◽  
Senyurt Yenipinar
Keyword(s):  
School Leadership ◽  
School Principals ◽  
School Administrators ◽  
Structured Interview ◽  
Multiple Perspectives ◽  
Vice Principals ◽  
Interview Method ◽  
Open Coding ◽  
Axial Coding ◽  
Leadership Actions

Context and leadership actions are closely related, and international research still contains little knowledge about which contextual conditions lead to which type of leadership action. In this study, school administrators’ leadership was evaluated through multiple perspectives. The experiences of teachers, vice principals, supervisors, and school principals were examined by means of external, internal, and self-evaluations. We collected data from 25 participants using a semi-structured interview method and examined it with open coding, axial coding, and selective coding. As a result of the study, the contextual factors formed by national and local factors as obstacles and facilitators of school principals’ leadership were revealed. We discussed the leadership actions regarding the theoretical, operational, and functional dimensions of school leadership.

Unfolding Teachers’ Professional Development Through Public School Administrators’ Varying Practices For The K-12 Program

2020 ◽  
pp. 10-19
Author(s):  
Shamseda Azis Tabao
Keyword(s):  
Professional Development ◽  
Public Schools ◽  
Financial Support ◽  
Professional Growth ◽  
School Administrators ◽  
Appraisal System ◽  
Knowledge And Skills ◽  
Teachers Professional Development ◽  
K 12 ◽  
School Heads

There is no denying that professionals, including teachers, need to develop their knowledge and skills to be able to deliver their duties exemplarily. As expected, school heads should be supportive of the teachers’ quest. Hence, this study ventured to determine the practices of school heads that foster teachers’ professional development in terms of four aspects: (1) provisions of opportunities for professional growth; (2) assessment of teachers’ training needs; (3) conduct of in-service trainings; and (4) financial support. The investigation also included assessing the teachers’ development in terms of pedagogical knowledge and skills. A total of 172 teachers from seven (7) public high schools representing nine (9) districts of Marawi City, Philippines participated in this study. Data were collected through a survey questionnaire constructed based on the indicators of the Performance Appraisal System for School Administrators under Staff Development and the National Competency-Based Teachers Standards (NCBTS). Based on the findings, the respondents disclosed that their school heads show only moderate support for the first three aspects of professional development, with conducting of in-service trainings receiving the highest support among them. However, financial support for teachers’ professional development was low due to the lack of funds for public schools. These led to the conclusion that professional development is difficult to some teachers, especially in the context of the study, because school heads do not fully support them. Conspicuously, some impeding factors are behind this phenomenon, and immediate solutions are imperative to address such hindrances.

scholarly journals Reflective Habits of the Mind: A Systematic Literature Review

2021 ◽  
Author(s):  
Celinmar Montes Cornito ◽  
Manuel Caingcoy
Keyword(s):  
Professional Development ◽  
Transformational Leadership ◽  
Literature Review ◽  
Reflective Practice ◽  
Systematic Literature Review ◽  
School Environment ◽  
Professional Growth ◽  
Teaching And Learning ◽  
School Principals ◽  
Critical Role

The principal as a reflective leader plays a critical role in today's fast-paced school environment. Although the growing role of principals in improving decisions through reflection, few researchers have studied the reflective habits of the minds that involved principals. Hence, the study intends to review existing literature on reflective habits of the minds among principals and to track what was contributed to understanding reflection and its effect on ethical leadership and decision-making. A comprehensive search of major databases was undertaken which identified 32,896 studies on the topic; 13 met the inclusion criteria. Using a systematic literature review, data were extracted and analyzed using thematic analysis. Three themes emerged from the analysis: reflective habits for teaching and learning, reflective habits for professional development, and reflective habits towards authentic and transformational leadership. Studies focused on the heart of the reflective practice of school principals as an instructional leader as a critical tool for learning and professional growth. It also shows the inspiring ways of how authentic and transformational leadership through reflective practice could change the educational system. As a result, the literature review pointed to the following discussion points, which are the areas that require further research: (1) diverse reflective practices among school principals in instructional leadership, (2) continuous reflective professional development activities, and (3) reflection-inaction towards transformational leadership.

scholarly journals Q & A

2016 ◽  
Vol 1 (2) ◽  
pp. 5-8
Author(s):  
Troy Mooney ◽  
Herbert O’Neil
Keyword(s):  
Public Schools ◽  
Assistant Principals ◽  
School Principals ◽  
School Leaders ◽  
Development Program ◽  
Educational Institutions ◽  
Development Programs ◽  
Broward County ◽  
Chief Academic Officer ◽  
Vice Principals

The ever-changing demands placed on school principals have necessitated the development of formal programs for improving the capacity of both existing school principals and those in the pipeline (i.e., assistant principals, vice-principals, and other aspiring school leaders). While there are several well-known development programs such as LEAD at Denver Public Schools and Broward County Public Schools in Florida, other school districts and educational institutions in other locales throughout the country have programs that have begun to emerge. In Dallas, Texas, Troy Mooney, Chief Academic Officer of Life Schools and Herbert O’Neil, Chief Talent Officer of Life Schools have developed a preparation guide and development program to meet the demanding needs of 21st-century school leaders.

scholarly journals Educational Leadership to Create Authentic Inclusive Schools: The Experiences of Principals in a Canadian Rural School District

2010 ◽  
Vol 20 (2) ◽  
Author(s):  
Angela Irvine ◽  
Judy Lupart ◽  
Tim Loreman ◽  
Donna McGhie-Richmond
Keyword(s):  
Professional Development ◽  
School Leadership ◽  
Inclusive Education ◽  
School Principals ◽  
School Administrators ◽  
Rural School ◽  
Students With Special Needs ◽  
Rural School District ◽  
Effective Inclusion ◽  
Diverse Groups

Inclusive education—based on the premise of social justice—advocates equal ac-cess to educational opportunities for all students. This research provides insight into the inclusive experiences of school principals in a Canadian rural school dis-trict through quantitative and qualitative inquiries. A survey was administered to 16 school administrators, and following initial data analysis, individual inter-views with four school principals were carried out as part of a multi-perspective case study of students with special needs. Overall, inclusion was viewed in a posi-tive light and extended beyond classroom placement to meeting the needs of diverse groups of students within the regular classroom. The responsibilities and strategies of the principals that support inclusion are outlined and other factors that contribute to effective inclusion identified. Key factors include collaboration among key players in the students’ education and opportunities for professional development. The results have implications for school leadership preparation and professional development of school administrators.

Göçmen çocuklar ve okul kültürleri: Bir bütünleştirme çalışması

2016 ◽  
Vol 3 (1) ◽  
pp. 65-81 ◽  
Author(s):  
Halis Sakız
Keyword(s):  
Public Schools ◽  
School Culture ◽  
Social Acceptance ◽  
School Administrators ◽  
Migrant Children ◽  
Eastern Region ◽  
Structured Interviews ◽  
Negative Attitudes ◽  
School Cultures ◽  
Inclusive School

Bu makale, Türkiye’de yoğun göç almakta olan Güneydoğu Anadolu Bölgesi’ndeki okullarda, göçmen çocukların okullara dâhil edilmesine yönelik olarak idarecilerin düşünce, inanç ve tutumlarını inceleyen nitel bir araştırmanın sonuçlarını bildirmektedir. Araştırma özelde, okul yöneticilerinin göçmen çocukların kendi okullarında eğitilmesine yönelik tutumlarını, bu eğitimin önünde duran ve okul ikliminden kaynaklanan engelleri ve göçmen çocukların kendini ait hissettikleri bütünleştirici okul iklimleri inşa edilebilmesi için eğitim sistemindeki mevcut fırsatları ortaya koymayı amaçlamıştır. Araştırmada, 18 okul yöneticisinden nitel araştırma yöntemlerinden olan yarı-yapılandırılmış görüşmeler kullanılarak veri toplanmış ve bu veriler tematik analiz yöntemiyle çözümlenmiştir. Araştırma sonucunda (i) okul yöneticilerinin göçmen çocuklara ayrıştırılmış ortamlarda eğitim verilmesini desteklediği ve kendi okullarında eğitim görmelerine dair olumsuz tutumlar beslediği, (ii) yapısal yetersizliklerin ve düşük toplumsal kabul düzeyinin göçmen çocukların eğitimine yönelik olumsuz tutumları önemli ölçüde etkilediği ve (iii) bütünleşik okul kültürlerinin oluşması için paydaşların psiko-sosyal ve yapısal anlamda desteklenmesi gerektiği ortaya çıkmıştır. ENGLISH ABSTRACTMigrant children and school cultures: A suggestion for inclusionThis article reports on the findings of an empirical research investigating the thoughts, beliefs and attitudes towards the inclusion of migrant children in the South-eastern region of Turkey which is currently exposed to intensive migration waves. Specifically, the article explores the attitudes of school administrators towards the education of migrant children in their schools, the barriers to this education stemming from the school culture and the opportunities in the education system to build inclusive school cultures in which migrant children can feel belonging to. The research employed 18 school administrators, utilized semi-structured interviews to collect qualitative data and analyzed them through thematic analysis. Findings showed that (a) school administrators supported education of migrant children in segregated environments and possessed negative attitudes towards their education in public schools; (b) structural limitations and low social acceptance levels affected the negative attitudes towards the education of migrant children and (c) stakeholders needed to be provided with psycho-social and structural support in order to establish inclusive school cultures.  Keywords: Migrant children; inclusive school culture; qualitative research; Turkey 

Practitioners’ Involvement and Challenges, they Encountered in Curriculum Development: The Case of Secondary Schools in Amhara Sayint Woreda, Amhara Region, Ethiopia

2020 ◽  
Vol 11 (01) ◽  
Author(s):  
Solomon Melesse ◽  
Mulu Melesse
Keyword(s):  
Secondary Schools ◽  
Curriculum Development ◽  
Secondary School Teachers ◽  
School Principals ◽  
Sampling Technique ◽  
Structured Interview ◽  
Amhara Region ◽  
Vice Principals ◽  
Development Phases ◽  
Perceived Involvement

The purpose of this study was to assess practitioners’ perceived involvement and challenges they encountered in the process of curriculum development in Secondary schools of Amhara Sayintworeda. Mixed research design was employed to provide answer to the basic questions of this research. The sample consisted of 125 secondary school teachers, 3 school principals, 4 vice principals, and 1 supervisor. Proportional random sampling technique was used to select the sample teachers and comprehensive sampling technique was used to select the sample school principals, vice principals, and the supervisor. The data was collected through questionnaire and semi-structured interview. The collected data was analyzed using percentage, one sample t-test and thematic description. The findings indicated low practitioners’ perceived involvement in all the curriculum development phases other than curriculum implementation. Absence of financial and material incentives and practitioners’ lack of motivation were considered as the major inhibiting factors for practitioners’ involvement in the different phases of the curriculum development process. On the basis of the major findings, relevant recommendations are suggested in the paper.

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