The roles of school principals and head teachers in mitigating potential learning loss in the online setting: calls for change

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Amal Abdulwahab Alsaleh
Keyword(s):  
Learning Environment ◽  
Student Attitudes ◽  
Online Teaching ◽  
School Principals ◽  
Teaching Quality ◽  
Leadership Roles ◽  
Learning Loss ◽  
Head Teachers ◽  
Content Type ◽  
Online Setting

PurposeThis study investigated the roles and perspectives of head teachers and principals in regard to the potential for learning loss in the online setting, with a particular focus on conditions during the coronavirus disease 2019 (COVID-19) pandemic in Kuwait. It also addresses leadership roles and gathered organizational suggestions.Design/methodology/approachStructured interviews were conducted with 25 head teachers and 6 school principals, while open-ended questionnaires were gathered from 10 head teachers. Both were focused on the potential for learning loss and the reasons it may be induced. More specific subjects included leadership roles in preventing learning loss and suggestions for improvement. All interviews and open-ended questionnaires were transcribed for a subsequent inductive thematic analysis.FindingsParticipants reported high levels of learning loss in the context of online teaching during the COVID-19 pandemic. Reasons for this included political decisions made by the Ministry of Education (MoE), student attitudes and the learning environment. Participants also reported substantial involvement in leadership roles aimed at the supervision of online teaching, providing training and support for teachers, and communicating with the administration, district and parents. They also provided several organizational suggestions for reducing learning loss, including the need to improve teaching quality, assess MoE policies, and ensure an ethical online learning environment.Originality/valueThe results contribute to a better understanding of learning loss and the leadership roles that are needed to mitigate this issue both in the Middle East and internationally.

Conceptualizing social justice: interviews with principals

2015 ◽  
Vol 53 (5) ◽  
pp. 667-681 ◽  
Author(s):  
Fei Wang
Keyword(s):  
Social Justice ◽  
Open Space ◽  
School Principals ◽  
Leadership Roles ◽  
Content Type ◽  
Leadership For Social Justice ◽  
Qualitative Research Design ◽  
Starting Point ◽  
The Social ◽  
Research Findings

Purpose – Today, as the understanding of diversity is further expanded, the meaning of social justice becomes even more complicated, if not confusing. The purpose of this paper is to explore how school principals with social justice commitment understand and perceive social justice in their leadership practices. Design/methodology/approach – A qualitative research design is used for this study. In total, 22 school principals in Ontario were interviewed. The interviews glean data on principals’ work context, their perceptions of social justice, and anecdotes, stories, and examples concerning social justice in their practices. Findings – The research findings draw attention to the central importance of awareness of the social injustices in schools – in structure, policy, and practices – and open space for debate on what can be considered as leadership for social justice. They also provide a useful starting point in exploring how leadership roles and practices can be improved to reverse injustices associated with the diversity of students based on race, socioeconomic status, gender, sexual orientation, and ability. Originality/value – What principals perceive may have a significant impact on the actions and practices for social justice. Therefore, it is important to gain insight into principals’ persecutions and perspectives on social justice as they may become norms and criteria that guide their actions.

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.

Peter’s Transition to Headship: What Can We Learn From His Experience About How to Prepare to Make the Transition From Assistant Principal, or Deputy, to Principal or Head Teacher?

2019 ◽  
Vol 22 (3) ◽  
pp. 28-42 ◽  
Author(s):  
Jill Berry ◽  
Andrew Townsend
Keyword(s):  
United Kingdom ◽  
School Principals ◽  
Assistant Principal ◽  
Illustrative Case ◽  
Senior Leadership ◽  
Leadership Roles ◽  
Head Teacher ◽  
Senior Leaders ◽  
Head Teachers ◽  
The United Kingdom

The transition for new head teachers (school principals) can be a difficult and unpredictable one. This article outlines a case of a deputy (assistant principal) in the United Kingdom as he takes up his first headship. We describe some of the challenges involved and prompt readers to consider strategies that could be used and support that may be accessed to negotiate this challenging period. In particular, this illustrative case shows how the lead-in period between appointment and formal assumption of the role can be productively used. This article would be of use to readers aspiring to take on a senior leadership roles. But it would also be relevant for people working at district level and others involved in recruiting, appointing, and supporting senior leaders.

Merit selecting school leaders: Australian principals' perspectives

2020 ◽  
Vol 34 (8) ◽  
pp. 1303-1315
Author(s):  
Kevin Steed ◽  
John De Nobile ◽  
Manjula Waniganayake
Keyword(s):  
School Leadership ◽  
Professional Learning ◽  
Online Survey ◽  
School Principals ◽  
School Leaders ◽  
The State ◽  
Head Teachers ◽  
Content Type ◽  
Playing Field ◽  
South Wales

PurposeThis research paper explores the perspectives of Australian school principals in the state of New South Wales (NSW) regarding what they believe constitutes “merit” when selecting deputy principals, assistant principals (primary) and head teachers (secondary).Design/methodology/approachAn online survey was utilised to collect qualitative and quantitative data from school principals across the state of NSW to investigate their understanding of, and approach to, the merit selection of their respective school leadership cadres.FindingsStudy findings indicated a statewide variance in the perceptions of principals when identifying merit for the purposes of recruiting school leadership teams. These findings question the widely held view that candidates compete for school leadership positions on a level playing field.Practical implicationsIn practical terms, the findings indicate that NSW school principals would benefit from more intensive professional learning opportunities designed to enhance their ability to objectively identify and assess merit when selecting school leaders.Originality/valueThis study contributes to an enhanced understanding in an area where there is a paucity of research-based evidence focusing upon the perspectives of school principals regarding their understanding of meritocratic theory and its influence on their school leadership selection practice.

scholarly journals Students' readiness for e-learning during the COVID-19 pandemic in a South-East Asian university: a Rasch analysis

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Donnie Adams ◽  
Kee Man Chuah ◽  
Bambang Sumintono ◽  
Ahmed Mohamed
Keyword(s):  
Learning Environment ◽  
Online Teaching ◽  
Sudden Change ◽  
Student Diversity ◽  
Future Research ◽  
Field Of Study ◽  
Content Type ◽  
Level Of Education ◽  
E Learning ◽  
Mode Of Instruction

PurposeUniversities have shifted from face-to-face learning environments to e-learning in response to the COVID-19 pandemic. However, the sudden change to online teaching has raised concerns among lecturers about students' readiness for e-learning. This study investigates students' readiness for e-learning during the COVID-19 pandemic and specifically assesses any significant differences between students' gender, age, ethnicity, level of education, field of study and their readiness for an e-learning environment.Design/methodology/approachThe study employed a non-experimental quantitative research design. Data were gathered from a sample of 298 undergraduate and 101 postgraduate students. WINSTEPS Rasch model measurement software was used to determine the reliability and validity of the research instrument. Descriptive, inferential statistics and differential item functioning (DIF) test were used to assess students' readiness for an e-learning mode of instruction with the latter specifically analysing students' demographic factors and their readiness for an e-learning environment.FindingsFindings identified that most students are ready for an e-learning mode of instruction. Further analysis indicated that there were differences in students' readiness for e-learning based on their demographic profiles.Research limitations/implicationsThis study provides insights on students' readiness towards e-learning, discusses implications for e-learning practices in higher education institutions during the COVID-19 pandemic and offers recommendations for future research.Originality/valueThis study provides evidences of students' readiness for e-learning in respect to their gender, age, ethnicity, level of education and field of study. This information could help lecturers to reflect on their own teaching practices, adjust their teaching approaches and subsequently, develop appropriate e-learning methods that best suit the student diversity in their classrooms.

scholarly journals Teaching IFRS: evidence from course experience and approaches to learning in China

2020 ◽  
Vol 33 (1) ◽  
pp. 234-251 ◽  
Author(s):  
Riccardo Natoli ◽  
Zi Wei ◽  
Beverley Jackling
Keyword(s):  
Deep Learning ◽  
Learning Environment ◽  
Approaches To Learning ◽  
Teaching Quality ◽  
Financial Accounting ◽  
Accounting Students ◽  
Deep Approach ◽  
Content Type ◽  
Approach To Learning ◽  
Deep Approach To Learning

Purpose The introduction of International Financial Reporting Standards (IFRS) has brought about renewed calls for the learning environment to foster a deep approach to learning by students. Given this, the purpose of this paper is to determine what aspects of the learning environment, as measured by the Course Experiences Questionnaire, created in two semester-long financial accounting classes, influence students’ approaches to learning, as perceived by Chinese accounting students. Design/methodology/approach A logistic regression model based on responses from 497 accounting students across two universities in China is used to address this issue. Findings The findings provide original empirical evidence of the Chinese accounting students’ expectations of deep learning. The main results showed that teaching quality and clear goals and standards were significantly associated with a deep approach to learning. Research limitations/implications As two universities are included in the study, the findings are not necessarily generalisable to all accounting degree courses across China. There are practical implications for the teaching of IFRS in the financial accounting unit in China, and particularly for the two universities. Specifically, instructors need to foster students’ learning environment and inspire an enhanced approach to deep learning by focusing more on communicating their expected academic standards and improving their quality of teaching to reverse the passive approach taken by the vast majority of Chinese accounting students. Originality/value As one of the few studies from a Chinese accounting classroom context with respect to the learning approaches to teaching IFRS, this study will contribute to extend the existing knowledge of the learning environment of Chinese universities.

Social justice leadership, instructional leadership, and the goals of schooling

2020 ◽  
Vol 34 (1) ◽  
pp. 81-95
Author(s):  
Haim Shaked
Keyword(s):  
Social Justice ◽  
Instructional Leadership ◽  
Teaching And Learning ◽  
School Principals ◽  
School Leaders ◽  
Teaching Quality ◽  
Social Justice Leadership ◽  
Content Type ◽  
New Research ◽  
School Principalship

Purpose School principals should see themselves as social justice leaders, who have the ability to allow all students to succeed, regardless of their characteristics and backgrounds. At the same time, school principals are also called upon to demonstrate instructional leadership, which emphasizes the teaching and learning aspects of school principalship. The purpose of this paper is to examine the relations between these two roles of today’s school principals. Design/methodology/approach To investigate the relations between social justice leadership and instructional leadership, this paper adds the question of the goal of schooling to the mix. After identifying possible goals of schooling, the paper conceptualizes social justice leadership and instructional leadership, respectively, while also examining their relations with schools’ major goals. Possible commonalities and contradictions between social justice leadership and instructional leadership are discussed. Findings The prevalent expectation that school leaders should give top priority to ongoing improvement of teaching quality and academic outcomes may be seen as reducing school leaders’ involvement in some aspects of social justice leadership, such as nurturing students’ active citizenship. Research limitations/implications This paper opens new research avenues. Based on the findings of this paper, the connection between principals’ perceptions regarding the goals of schooling and their leadership behaviors should be explored. Practical implications It seems advisable to discuss the interplay between social justice leadership and instructional leadership with prospective and current principals, as well as with other school stakeholders. Originality/value Insofar as the relations between social justice leadership and instructional leadership have not been explored so far, this paper narrows a gap in the available knowledge.

A fit for purpose pedagogy: Online learning designing and teaching

2020 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Jay Andrew Cohen
Keyword(s):  
Online Learning ◽  
Learning Environment ◽  
Online Teaching ◽  
Practical Implication ◽  
Online Learning Environment ◽  
Learning Material ◽  
Learning Design ◽  
Content Type ◽  
Face To Face ◽  
Fit For Purpose

Purpose As online learning becomes more ubiquitous and particularly in consideration of the current need to move classroom based teaching online given Covid-19, it seems opportune to address the pedagogical differences between online and face-to-face teaching, so that online delivery moves beyond the paradigms of its face-to-face counterpart, such as the lecture. 10; 10;This paper explores the need for a fit for purpose pedagogical approach for online learning, as opposed to one in which a classroom based pedagogy is applied, often rather clumsily to an online learning environment. Design/methodology/approach The engagement of students in an online learning environment is closely associated with student success. The argument is that students who are actively engaged are more likely to learn and to achieve greater success. Student engagement is facilitated through the design and arrangement of the learning material, and by the presence, attitude and the facilitation of learning by the online teacher or trainer. Findings Rather than presenting any research findings this paper simply explores concepts relating to online learning design and online teaching. Practical implications The practical implication of this paper are better alignment between teaching/training interventions and learning design. Originality/value This paper is a viewpoint paper and is original. This paper has not been submitted elsewhere. 10; 10;This paper would be a valuable resource for those new to online learning or those looking to establish a fit for purpose approach to online learning.

scholarly journals Evaluation of Online Teaching Quality: An Extended Linguistic MAGDM Framework Based on Risk Preferences and Unknown Weight Information

Symmetry ◽  
2021 ◽  
Vol 13 (2) ◽  
pp. 192
Author(s):  
Hui Lin ◽  
Jianxin You ◽  
Tao Xu
Keyword(s):  
Online Teaching ◽  
Virus Disease ◽  
Risk Preferences ◽  
Teaching Quality ◽  
Indicator System ◽  
Partial Ranking ◽  
Evaluation Indicator ◽  
Linguistic Term ◽  
Evaluation Indicator System ◽  
Two Stages

Evaluation of online teaching quality has become an important issue because many universities are turning to online classes due to the Corona Virus Disease 2019 (COVID-19) pandemic. In this paper, online teaching quality evaluation is considered as a linguistic multi-attribute group decision-making (MAGDM) problem. Generally, the evaluation sematic information can be symmetrically or asymmetrically distributed in linguistic term sets. Thus, an extended linguistic MAGDM framework is proposed for evaluating online teaching quality. As the main contribution, the proposed method takes into account the risk preferences of assessment experts (AEs) and unknown weight information of attributes and sub-attributes. To be specific, the Delphi method is employed to establish a multi-level evaluation indicator system (EIS) of online teaching quality. Then, by introducing the group generalized linguistic term set (GLTS) with two risk preference parameters, a two-stage optimization model is developed to calculate the weights of attributes and sub-attributes objectively. Subsequently, the linguistic MAGDM framework was divided into two stages. The first stage maximizes the group comprehensive rating values of teachers on different attributes to obtain partial ranking results for teachers on each attribute. The latter stage maximizes the group comprehensive rating values of teachers to evaluate the overall quality. Finally, a case study is provided to illustrate how to apply the framework to evaluate online teaching quality.

Sign in / Sign up

Export Citation Format

Share Document