The physiological, psychological and work stress of primary school principals

1996 ◽  
Vol 10 (6) ◽  
pp. 42-55 ◽  
Author(s):  
Paul J. Thornton
Keyword(s):  
Primary School ◽  
Work Stress ◽  
School Principals ◽  
Primary School Principals

The future face of school guidance and counselling: what will it look like in 25 years?

1997 ◽  
Vol 7 ◽  
pp. 23-34 ◽  
Author(s):  
Paul C. Burnett
Keyword(s):  
Professional Development ◽  
Primary School ◽  
School Principals ◽  
Qualitative Survey ◽  
Primary School Principals ◽  
The Future ◽  
School Guidance

A total of 130 guidance counsellors and primary school principals completed a quantitative and qualitative survey which focused on perceptions of what school guidance and counselling would be like in 25 years. There were a few differences noted between the guidance counsellors' and the principals' responses but in general similar beliefs were held by all who participated. All respondents were bullish about the employment outlook for the future, with primary principals the most optimistic. There were a number of similarities between the quantitative and qualitative findings and these are outlined. These included noting the increased importance of technology, counselling, consultation, and professional development.

scholarly journals Women’s Leadership Experiences: A Study of Ivorian Women Primary School Principals

2018 ◽  
Vol 4 (1) ◽  
pp. 148
Author(s):  
Rassidy Oyeniran ◽  
Ishmael Bonjah Anchomese
Keyword(s):  
School Improvement ◽  
Primary School ◽  
Learning Process ◽  
Primary Schools ◽  
School Principals ◽  
Policy Makers ◽  
Female Principals ◽  
Home Based ◽  
Primary School Principals ◽  
Leadership Experiences

Concerns about women educational leaders, their performance within primary schools, their approaches to leadership, including the hindrances experienced in the school headship have received few if any attention in Côte d’Ivoire. This paper analyses how women principals lead their schools and contributed to schools’ advancement in challenging situations that stand in their ways. The authors used a qualitative approach to collect data through in-depth semi-structural interviews with five female principals in Ivorian elementary schools. Findings showed that women influence directly teachers’ commitment and indirectly students’ learning process as well, particularly those who have learning difficulties. Data also revealed that these female used to create an environment and academic support that gives attention to children, as these learning conditions are similar to that of their actual life at home. Based on the findings, we assumed that women leadership could be a significant contribution to students’ learning course, which in turn positively influence the school improvement. That is even consistent with the literature, which remains constant in the assertion that women leaders own some abilities, such as being caring, attentive, patient. In this regard, educational practitioners, policy makers and stakeholders should pay more attention to women primary school principals for empowering them to display their know-how, expertise and talent useful for the students’ learning process. That seems a possible backup for Ivorian education system to reduce the low academic achievement and enhance schools’ performance.

scholarly journals The Structural Model of Indicators of Educational Leadership for Primary School Principals

2021 ◽  
Author(s):  
Phalad Tipsrirach ◽  
Witoon Thacha ◽  
Prayuth Chusorn
Keyword(s):  
Theoretical Model ◽  
Educational Leadership ◽  
Primary School ◽  
Empirical Data ◽  
Goodness Of Fit ◽  
Structural Model ◽  
School Principals ◽  
Factor Loading ◽  
Primary School Principals ◽  
Fit Index

This research aimed at creating a structural model of the indicators of Educational Leadership for Primary School Principals in Thailand, which is considered to be a theoretical model that has been used to test for coherence with the empirical data collected from a sample group of 580 participants, who were selected from 30,719 Primary School Principals from across the country. To create this theoretical structural model, a study of the suitability of the indicators was carried out so that it could be further used in the selection within the model, as well as in the model’s coherence test with the empirical data and in the investigation of the factor loading. The results of the research were as follows: Firstly, all indicators, which had been applied in the research were selected and were then placed into the theoretical structural model because the average and distribution coefficient values were as set in the criteria. Secondly, the theoretical model is coherent with the empirical data as the values of relative Chi-square, Root Mean Square Error of Approximation, Goodness-of-Fit Index, Adjusted Goodness-of-Fit Index, Comparative Fit Index, and Normed Fit Index were as set in the criteria. Finally, the factor loadings of the key elements, sub-elements, and the indicators were as set in the criteria. This showed that the theoretical model from this research can be beneficial for the research population with construct validity.

scholarly journals Unlocking the Potential of School Libraries: What Actions are New Zealand Primary School Principals Taking to Integrate the School Library in Information Literacy Initiatives? Final Report

2021 ◽  
Author(s):  
◽  
Elisabeth Mei-Xing Ngan
Keyword(s):  
New Zealand ◽  
Primary School ◽  
Information Literacy ◽  
Primary Schools ◽  
School Principals ◽  
School Library ◽  
External Support ◽  
Final Report ◽  
Primary School Principals ◽  
Literacy Initiatives

<p>Information literacy is implicit in the national education curriculum’s key competencies for students, yet primary schools lack an explicit path to develop students’ information skills. The literature shows that school library programs can foster information literacy and improve student achievement, with the principal’s support identified as a significant factor. This study investigates the actions of New Zealand primary school principals to integrate the school library in information literacy initiatives. An online survey collected quantitative and qualitative data from a random sample of primary school principals, stratified by decile rating to reflect the school population in microcosm. Sixty-nine responses were collected and the low response rate meant it was not possible to generalise the results of the survey. Key findings of the research were that a majority of principals supported information literacy initiatives through advocacy; professional development; use of external support; student assessment; separate library budgets; and reasonable library opening hours. A minority maintained a separate information literacy policy; adequately resourced the library with trained staff; or promoted collaborative planning between teaching and library staff through flexible scheduling of class library time. Actions were not affected by decile rating but differences by school size and locale were identified, particularly for small and rural schools. Principals’ perceptions of information literacy did not appear to affect their actions. Suggestions for further research are made to expand upon the findings.</p>

scholarly journals Leadership as Sustainability: Context and Primary School Principals in Jamaica

2019 ◽  
Vol 29 (2) ◽  
pp. 130-149
Author(s):  
Paul Miller ◽  
Veronica Gaynor ◽  
Collington Powell ◽  
Shernette Powell ◽  
Eugenie Simpson
Keyword(s):  
Primary School ◽  
School Leadership ◽  
School Principals ◽  
School Leaders ◽  
Significant Risk ◽  
Parental Engagement ◽  
Single Individual ◽  
Primary School Principals ◽  
New Form

School leadership is as challenging as it is rewarding. And, in a fast paced educational policy environment, school leaders sometimes are having to play catchup with the latest government mandate. This challenge is exacerbated in environments where economic and social problems and lack of parental engagement in education are a daily occurrence and a significant risk to the effectiveness of schools. While we recognize the notion of sustainable school leadership is continuing its evolution, we also acknowledge it is not a single act and nor is it enacted by a single individual. Reporting findings from a qualitative study of primary school leaders in Jamaica, we argue that sustainable school leadership is not a new form of leadership, but rather a type of leadership that combines multiple practices to produce long-term impacts on members of a school community that are “now” and “futures” oriented.

Assessing and strengthening instructional leadership among primary school principals in Vietnam

2018 ◽  
Vol 32 (3) ◽  
pp. 396-415 ◽  
Author(s):  
Hảo Thi Nguyễn ◽  
Philip Hallinger ◽  
Chia Wen Chen
Keyword(s):  
Educational Leadership ◽  
Instructional Leadership ◽  
Primary School ◽  
Primary Schools ◽  
Leadership Practices ◽  
School Principals ◽  
Leadership And Management ◽  
Content Type ◽  
Primary School Principals ◽  
Principal Instructional Leadership

Purpose The purpose of this paper is to add to an emerging literature on educational leadership and management in Vietnam by addressing several goals. First, the study sought to translate, adapt, and validate an existing measurement instrument, the Principal Instructional Management Rating Scale (PIMRS) Teacher Form, for use in Vietnam. Next, it aimed to describe patterns of instructional leadership evidenced among a sample of urban and rural primary school principals. Then, the researchers examined if these patterns of principal instructional leadership could be linked to one or more “antecedent variables”: school size, school location (urban/rural), principal’s gender and prior teaching experience. Finally, the paper sought insights from principals and teachers on how instructional leadership could be strengthened in the Vietnamese education context. Design/methodology/approach Both quantitative survey and qualitative methods were used in this study. The sample consisted of 569 teachers and 117 principals working in 117 primary schools located in Ho Chi Minh province of Vietnam. Data collection employed a translated and adapted Vietnamese language form of the PIMRS Teacher Form. An open-ended question posed to both teachers and principals was included in the survey instrument to gather recommendations for strengthening instructional leadership in Vietnam. The research used Rasch analysis, Cronbach’s test of internal consistency, confirmatory factor analysis, t-tests, and analysis of variance in data analysis. Findings The research achieved a preliminary validation of a Vietnamese language Teacher Form of the PIMRS. The analysis of PIMRS data gathered from teachers found that the primary school principals were perceived to be exercising instructional leadership at a surprisingly high level. Consistent with international research findings, selected evidence indicated stronger instructional leadership from the female principals, though the pattern was not strong. None of the other antecedents evidenced a significant relationship with patterns of principal instructional leadership. A number of overlapping recommendations were made by teachers and principals for strengthening instructional leadership in Vietnam. Research limitations/implications Although a Teacher Form of the PIMRS Vietnam was successfully validated, follow-up studies should be conducted with both the Teacher Form and Principal Form of this instrument. More broadly, the high scores on the PIMRS accorded to the principals in this study were deemed “surprising” in light of the lack of prior policy focus and training on this role of the principal in Vietnam. Thus, the authors recommend that this research be extended to a larger cross-level study of schools from different parts of Vietnam in order to provide additional confirmation of these preliminary findings. Practical implications Feedback from principals and teachers indicated a need for system leaders to articulate instructional leadership more explicitly as part of the principal’s role set in Vietnam. Only then will it become part of the formal expectations that shape principals’ practice and the preparation and professional development programs in which they participate. The principals also suggested that instructional leadership could be strengthened by enabling model principals to share instructional leadership practices with colleagues. Finally, teachers and principals highlighted the need to broaden, legitimate, and strengthen sources of instructional leadership within the school beyond the principal. These suggestions are not only consistent with policy actions taken in other societies, but are also grounded in the context of education in Vietnam. Originality/value The first internationally published study of educational leadership and management in Vietnam only appeared in 2012. In the succeeding years, several qualitative studies have emerged describing principal leadership practices in a handful of schools. The current study represents the first published quantitative study of school leadership from Vietnam. Although the results are preliminary in nature, the study provides both baseline data on principal instructional leadership and a validated instrument that can be used in future research.

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