“He's a Nice Man, but it Doesn't Help”: Principal Leadership, School Culture, and the Status of Deaf Children

2006 ◽  
Vol 16 (3) ◽  
pp. 292-318 ◽  
Author(s):  
Jean T. Slobodzian ◽  
Catherine A. Lugg
Keyword(s):  
School Culture ◽  
Principal Leadership ◽  
Educational Administration ◽  
Leadership Behavior ◽  
Ethnographic Study ◽  
Deaf Children ◽  
Deaf Students ◽  
Students With Special Needs ◽  
The Status ◽  
Caring School Community

Building principals are confronted with a host of challenges, particularly when serving children who live outside of the stereotypical mainstream. This article, drawn from a larger ethnographic study, examines the leadership behavior of one building principal who was the administrator for a program serving deaf and nondeaf children. Although students and teachers saw the principal as a caring and highly skilled administrator who made verbal commitments to building an integrated and caring school community, the school culture was ultimately exclusive. The norms of the dominant nondeaf culture went largely unquestioned, and the deaf students were reminded daily of their diminished status. This article concludes with a discussion of deaf education, educational administration, oppressive niceness, and how leadership practices can be moved toward a social justice ethic for students with special needs in general and for deaf students in particular.

Pengaruh Perilaku Kepemimpinan, Motivasi Berprestasi dan Budaya Sekolah Terhadap Kinerja Guru

2019 ◽  
Vol 10 (1) ◽  
pp. 17-27
Author(s):  
Tini Martini
Keyword(s):  
School Culture ◽  
Achievement Motivation ◽  
Principal Leadership ◽  
Leadership Behavior ◽  
Teacher Performance ◽  
Total Effect ◽  
Specific Objective ◽  
Culture Influence

Abstract: The purpose of this study is to analyze the behavior of leadership, achievement motivation and school culture on performance. The specific objective of this study was to analyze (1) the leadership behavior of Principal at SMK Pasundan 3 Bandung; (2) determine the achievement motivation of teachers in teaching; (3) know the culture of the school; (4) determine the teachers performance; (5) determine the effect of principal leadership behavior on teacher performance; (6) the effect of achievement motivation on teacher performance; (7) determine the effect of school culture on teacher performance; (8) the effect of leadership behavior, achievement motivation, and school culture on teacher performance. This research was conducted in area of SMK Pasundan 3 Bandung by taking the respondents 42 teachers. This Research found that leadership behavior including quite well category; achievement motivation including good category; school culture including good category; teacher performance including good category. Behavior influence leadership on teacher performance which is directly was 12.3%, indirectly through achievement motivation was 12.1%, indirectly through was 1.6%, thus the total effect was 26.0%. Achievement motivation influence on teacher performance which is directly was 27.0%, indirectly through leadership behavior was 12.1%, indirectly through school culture was 2.9%, thus the total effect was 42.0% . School culture influence performance which is directly was 6.0%, indirectly through leadership behavior was 1.6%,  indirectly through achievement motivation was 2.9%, thus the total effect was 10.4%. The influence leadership behavior, achievement motivation, and school culture on teacher performance at SMK Pasundan 3 Bandung simultaneously was at 78.4%. It shows that there is a significant effect. Keywords. Abstrak: Tujuan dari penelitian ini adalah untuk menganalisis perilaku kepemimpinan, motivasi berprestasi dan budaya sekolah terhadap kinerja. Tujuan khusus penelitian ini adalah untuk menganalisis (1) perilaku kepemimpinan Kepala Sekolah SMK Pasundan 3 kota Bandung; (2) mengetahui motivasi berprestasi guru dalam mengajar; (3) mengetahui budaya sekolah; (4) mengetahui kinerja guru; (5) mengetahui pengaruh perilaku kepemimpinan kepala sekolah terhadap kinerja guru; (6) mengetahui pengaruh motivasi berprestasi terhadap kinerja guru; (7) mengetahui pengaruh budaya sekolah terhadap kinerja guru; (8) mengetahui pengaruh perilaku kepemimpinan, motivasi berprestasi dan budaya sekolah terhadap kinerja guru. Penelitian ini dilakukan di lingkungan SMK Pasundan 3 kota Bandung dengan mengambil responden 42 orang guru. Penelitian ini menemukan bahwa perilaku kepemimpinan berada dalam kategori cukup baik; motivasi berprestasi termasuk dalam kategori baik; budaya sekolah termasuk kategori baik; kinerja guru termasuk kategori baik. Pengaruh Perilaku kepemimpinan terhadap kinerja guru, yaitu pengaruh langsung 12,3%, pengaruh tidak langsung melalui motivasi berprestasi 12,1%, pengaruh tidak langsung melalui budaya sekolah 1,6%, dengan demikian pengaruh total sebesar 26,0%. Pengaruh Motivasi berprestasi terhadap kinerja guru, yaitu pengaruh langsung 27,0%, pengaruh tidak langsung melalui perilaku kepemimpinan 12,1%, pengaruh tidak langsung melalui budaya sekolah 2,9%, dengan demikian pengaruh total sebesar 42,0%. Pengaruh budaya sekolah terhadap kinerja guru, yaitu pengaruh langsung 6,0%, pengaruh tidak langsung melalui perilaku kepemimpinan 1,6%, pengaruh tidak langsung melalui motivasi berprestasi 2,9%, dengan demikian pengaruh total sebesar 10,4%. Pengaruh Perilaku kepemimpinan, motivasi berprestasi, dan budaya sekolah terhadap kinerja guru SMK Pasundan 3 kota Bandung secara simultan sebesar 78,4%. Hal tersebut menunjukkan bahwa terdapat pengaruh yang signifikan.Kata Kunci. perilaku kepemimpinan, motivasi berprestasi, budaya sekolah dan kinerja guru

scholarly journals (Trans)Formative Trajectories of Decisions: An Analysis from The Translation Perspective

2020 ◽  
Vol 17 (3) ◽  
pp. 361-391
Author(s):  
Eduardo Guedes Villar ◽  
Karina De Deá Róglio ◽  
Natália Rese
Keyword(s):  
Decision Making ◽  
Narrative Analysis ◽  
Network Theory ◽  
Social Enterprise ◽  
Actor Network Theory ◽  
Ethnographic Study ◽  
Relational Ontology ◽  
Organizational Decision Making ◽  
The Status ◽  
Process Perspective

Motivated by an agenda for empirical research on decisions, we seek to understand how an issue or idea is labelled as a "decision". Based on the relational ontology, we used the Actor-Network Theory as a theoretical frame, and particularly the translation perspective. In order to understand the "process of formation and stabilization of decisions" focused on what makes actors act, we conducted an ethnographic study in a social enterprise for 30 months. Through narrative analysis, we propose the (trans)formative trajectories of decisions in which we describe the trajectory of these hybrid entities achieving the status of relative fixity labelled as "the decision". We understand the trajectory as an ongoing translation journey; thus, we tracked decisions in their trajectories of translation, packaging and legitimation. The elements of the organizational decision-making are re-signified as performative texts, which enter the network of relations. Therefore, decisions are (trans)formed on a journey of mediation among multiple actants. When objectified as crystallized texts, the decisions become performative, because they start to organize and participate in the constitution of the ongoing reality. This theoretical framework allowed us to extend the processual understanding of decision-making aligned with the relational ontology and the time-process perspective.

scholarly journals A Bridge to Portugal: Language and Identity in Bridgeport, CT

2020 ◽  
Vol 5 (2) ◽  
pp. 123-140
Author(s):  
Fabio Scetti
Keyword(s):  
Identity Construction ◽  
Language Contact ◽  
Language Use ◽  
Participant Observation ◽  
American English ◽  
Ethnographic Study ◽  
Language And Identity ◽  
Speech Community ◽  
Structured Interviews ◽  
The Status

Here I present the results of BridgePORT, an ethnographic study I carried out in 2018 within the Portuguese community of Bridgeport, CT (USA). I describe language use and representation among Portuguese speakers within the community, and I investigate the integration of these speakers into the dominant American English speech community. Through my fieldwork, I observe mixing practices in day-to-day interaction, while I also consider the evolution of the Portuguese language in light of language contact and speakers’ discourse as this relates to ideologies about the status of Portuguese within the community. My findings rely on questionnaires, participant observation of verbal interaction, and semi-structured interviews. My aim is to show how verbal practice shapes the process of identity construction and how ideas of linguistic “purity” mediate the maintenance of a link to Portugal and Portuguese identity.

scholarly journals Pengaruh gaya kepemimpinan, budaya sekolah dan motivasi terhadap kinerja guru SMP swasta

2019 ◽  
Vol 6 (1) ◽  
pp. 49-60
Author(s):  
Vivi Candra ◽  
Acai Sudirman ◽  
Pasaman Silaban
Keyword(s):  
Middle School ◽  
School Culture ◽  
Leadership Style ◽  
Principal Leadership ◽  
Teacher Performance ◽  
Principal Leadership Style ◽  
Quantitative Descriptive ◽  
The Impact ◽  
The Relationship ◽  
Descriptive Method

Tujuan dari penelitian ini untuk menguji dampak gaya kepemimpinan kepala sekolah, budaya sekolah, dan motivasi terhadap kinerja guru di SMP Swasta Sultan Agung Pematangsiantar. Jumlah anggota populasi adalah 31 orang. Oleh karena itu, penelitian ini menggunakan metode deskriptif kuantitatif dengan menggunakan kuesioner atau sensus. Instrumen penelitian dalam penelitian ini adalah kuesioner yang dibagikan secara langsung kepada responden untuk mencari data yang berhubungan dengan penelitian ini. Metode analisis data yang digunakan adalah analisis kuantitatif dan analisis kualitatif. Hasil penelitian dan hasil pengumpulan data menunjukkan bahwa secara parsial, variabel gaya kepemimpinan kepala sekolah berpengaruh signifikan terhadap kinerja guru, variabel budaya sekolah berpengaruh signifikan terhadap kinerja guru, dan variabel motivasi berpengaruh signifikan terhadap kinerja guru. Temuan empiris tersebut mengindikasikan bahwa untuk meningkatkan kinerja guru, maka SMP Swasta Sultan Agung Pematangsiantar perlu memperhatikan faktor-faktor yang mempengaruhi kinerja guru, seperti kepemimpinan kepala sekolah, budaya sekolah, dan motivasi.  Dengan mengetahui pengaruh hubungan tersebut dapat dijadikan sebagai parameter untuk merancang strategi dimasa yang akan datang guna meningkatkan kinerja guru. AbstractThis study aims to examine the impact of principals' leadership style, school culture, and motivation on teacher performance at Sultan Agung Pematangsiantar Middle School. The number of members of the population is 31 people. Therefore, this study uses a quantitative descriptive method using a questionnaire or census. The research instrument in this study is a questionnaire that was distributed directly to respondents to look for data related to this study. The data analysis method used is the quantitative analysis and qualitative analysis. The results of the study and the results of data collection showed that partially, the principal leadership style variable had a significant effect on teacher performance, the school culture variable had a significant effect on teacher performance, and the motivation variable had a significant effect on teacher performance. The empirical findings indicate that to improve teacher performance, Sultan Agung Pematangsiantar Middle School needs to pay attention to the factors that influence teacher performance, such as principals' leadership, school culture, and motivation. Because by knowing the effect of the relationship can be used as a parameter to design a strategy in the future to improve teacher performance.

The Impact of Identity and Culturally Responsive School Leadership: Leaders of Schools and Programs for the Deaf

2019 ◽  
pp. 120-144
Author(s):  
Catherine A. O’Brien
Keyword(s):  
Identity Development ◽  
School Leadership ◽  
Culturally Responsive ◽  
School Leaders ◽  
The United States ◽  
Deaf Culture ◽  
Deaf Children ◽  
Deaf Students ◽  
Schools For The Deaf ◽  
Almost All

This chapter explores the relationship between culturally responsive school leadership and school culture in schools for the deaf. The author demonstrates how Deaf culture, identity, and culturally responsive school leadership intertwine and influence each other. This chapter reports on observations of and interviews with leaders in six schools for the deaf in the United States. Many current school leaders serving Deaf children lack knowledge and understanding of Deaf culture and Deaf identity. Culturally responsive leaders in the schools for the deaf that were studied were almost all part of Deaf culture. If school leaders are to better meet the needs deaf students’ education and identity development, they must recognize the students’ cultures and identities. The author makes a plea for better equipping potential principals and other leaders of schools for the deaf.

A Review of the Literature on the Status of Women and Minorities in the Professoriate in Higher Education

1993 ◽  
Vol 3 (2) ◽  
pp. 121-135 ◽  
Author(s):  
Marylyn W. Granger
Keyword(s):  
Higher Education ◽  
Black Women ◽  
Affirmative Action ◽  
Educational Administration ◽  
Equal Opportunity ◽  
Status Report ◽  
Women In Higher Education ◽  
Male And Female ◽  
The Status ◽  
Status Of Women

Over the past twenty years, the status of women in higher education has improved, but only marginally so. As the political and social climate of the country has become more conservative, the concepts of affirmative action and equal opportunity for women and minorities have been challenged more than ever. In addition, although women are flocking to graduate schools in record numbers, only a small percentage of them are encouraged to seek positions in higher education as administrators or professors. Statistically, the situation is worse, especially for black women. This status report focuses on the following: (1) the role of affirmative action in the hiring and retention of women in higher education; (2) the environment that exists in colleges and universities in regard to women and minorities; (3) policies that adversely affect black women in academia; (4) existing rank and salary inequities of minority male and female professors; (5) a specific look at male and female professors of educational administration; and (6) implications and recommendations.

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