A study of Finnish and Estonian principals’ perceptions of strategies that foster teacher involvement in school development

2021 ◽  
pp. 1-24
Author(s):  
Eve Eisenschmidt ◽  
Raisa Ahtiainen ◽  
Berit Silvia Kondratjev ◽  
Reet Sillavee
Keyword(s):  
School Development ◽  
Teacher Involvement ◽  
Principals Perceptions

scholarly journals Involving teachers in school development

2009 ◽  
Vol 41 (2) ◽  
pp. 315-330 ◽  
Author(s):  
Dejan Stankovic
Keyword(s):  
Professional Identity ◽  
Primary Schools ◽  
School Development ◽  
Teacher Participation ◽  
Teacher Involvement ◽  
Organizational Level ◽  
Complex Combination ◽  
Long Run ◽  
The World ◽  
Contemporary Approach

One of the key messages of the contemporary approach to school development is that teacher participation is a necessary precondition for the successfulness of this process. Experience from the world, however, shows that broad and active participation of teachers in school development is neither easy to achieve nor to sustain in the long run. Similarly, the first experiences with school developmental planning in Serbia from the first half of this decade also pointed out to the differences with respect to readiness of teachers to take over this new role. The research that will be presented in this paper was conducted with the aim of discovering and determining the levels and ways in which different factors influence teacher involvement in developmental activities in school, whereby those activities are of cooperative and leadership character. The research was conducted on the sample of 385 teachers from 51 primary schools in Serbia. The findings indicate that teacher involvement in school development is a product of a complex combination and interaction of numerous personal and contextual factors, bearing in mind that harmony of personal and professional identity and meanings ascribed to changes in school is of primary importance. The final part of the paper provides recommendations for system and organizational level in order for teacher involvement in school development to become a widespread and sustainable practice.

An Evaluation of the School Development Program Model at a Charter High School

2007 ◽  
Author(s):  
Christina Buelna ◽  
Ann Levett ◽  
Liza Cariaga-Lo ◽  
Christine Emmons
Keyword(s):  
High School ◽  
Development Program ◽  
School Development ◽  
Program Model ◽  
School Development Program

Administrasi layanan khusus

2020 ◽  
Author(s):  
nurul atika
Keyword(s):  
Learning Process ◽  
Educational Administration ◽  
Teaching And Learning ◽  
Teacher Involvement ◽  
Literature Study ◽  
Library Administration ◽  
Special Services ◽  
Special Service ◽  
Specialized Service ◽  
Literature Material

Abstrak- In general, this research aims to find out and analyze what is administration in various specialized service fields. This research uses the literature study method by collecting literature (material materials) sourced from books, journals, and other sources related to the science of Educational Administration. Special service administration, namely providing special services or a business that is not directly related to the teaching and learning process in the classroom. But specifically given by schools to students so that they are more optimal in implementing the learning process. The types of special services are libraries, labor, UKS, cafes, religious facilities and dormitories. There are several roles of a teacher in the administration of special services, namely: Teacher involvement in library administration for example introducing books to students, knowing the types and mastering general criteria that determine the merits of a library of books, and promoting the library both for use and for guidance.

An Alternative Approach to School Development: the children are the evidence

FORUM ◽  
2013 ◽  
Vol 55 (1) ◽  
pp. 121 ◽  
Author(s):  
MARY JANE DRUMMOND ◽  
SUSAN HART ◽  
MANDY SWANN
Keyword(s):  
School Development ◽  
Alternative Approach

Black Women: Perceptions and Enactments of Leadership

2019 ◽  
Vol 30 (2) ◽  
pp. 146-165
Author(s):  
Tiffany S. Aaron
Keyword(s):  
Black Women ◽  
Women Leaders ◽  
School Leadership ◽  
Women Principals ◽  
Student Centered ◽  
Black Women Leaders ◽  
Depth Interview ◽  
Black Women Principals ◽  
Perceptions Of Leadership ◽  
Principals Perceptions

This critical in-depth interview study examined four Black women principals’ perceptions, descriptions, and enactments of school leadership as it relates to their intersectional identities as being both Black and women. The tenets of Black feminist epistemology and the theory of intersectionality form the conceptual framework of this study. Research demonstrates that Black women leaders’ multiplicative identity as Black and women influences their experiences and perceptions of leadership. The principals’ perceptions of school leadership developed into several categories and two themes: student-centered leadership and perceptions of racial stereotypes and deconstructing perceptions about Black women.

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