An Analysis of the Professional Development Needs and Preferences of Jamaican School Principals

2006 ◽  
Vol 15 (4) ◽  
pp. 436-449
Author(s):  
Henrietta Stewart ◽  
Elizabeth K. Davenport ◽  
Ghazwan Lufti
Keyword(s):  
Professional Development ◽  
School Principals ◽  
Professional Development Needs

scholarly journals INCREASING THE COMPETENCE OF SCHOOL PRINCIPALS IN IMPLEMENTING SCHOOL DEVELOPMENT PLANS (RPS) THROUGH THE CLCK GUIDANCE MODEL (EXAMPLE, EXERCISE, CONTROL, INDEPENDENT WORK) BASED ON INTENSIVE ASSISTANCE IN EAST SERAM DISTRICT, MALUKU PROVINCE

2021 ◽  
Vol 2 (1) ◽  
pp. 10-16
Author(s):  
Jotty Sartje Haumahu
Keyword(s):  
Professional Development ◽  
Elementary Schools ◽  
Best Practice ◽  
School Principals ◽  
School Development ◽  
Average Score ◽  
Professional Development Needs ◽  
Development Plans ◽  
Independent Work ◽  
Guidance Model

This study aims to increase School Principals' Competence in Implementing School Development Plans (RPS) through the CLCK Guidance Model (Example, Exercise, Control, Independent Work) Based on Intensive Assistance for fourteen elementary schools' principals in East Seram District, Maluku Province. This study was built from the author's findings on school principals who implement RPS without AKPK (Professional Development Needs Analysis) but based on experiences from other schools in the vicinity.  This research is a Best Practice that is carried out in 3 stages, namely OJT 1, IST, and OJT 2. After OJT 2 in the knowledge aspect, the average participant score is 83.78 with predicate B, the attitude aspect the average participant score is 86.66.  with an A predicate, and the average score of participants in the skills aspect of 86.57 with an A predicate. This study's results indicate that the intensive mentoring-based CLCK guidance model (Example, Exercise, Control, Independent Work) can improve the ability of school principals in implementing RPS (School Development Plan).

scholarly journals The Professional Development Needs of Rural High School Principals

2018 ◽  
Vol 28 (3) ◽  
Author(s):  
Pamela S. Salazar
Keyword(s):  
Professional Development ◽  
High School ◽  
No Child Left Behind ◽  
School Improvement ◽  
High School Principals ◽  
School Principals ◽  
Rural School ◽  
Leadership Capacity ◽  
Rural High School ◽  
Professional Development Needs

The increased emphasis on standards-based school accountability since the passage of the No Child Left Behind Act of 2001 is focusing critical attention on the professional development of school principals and their ability to meet the challenges of improving student outcomes. While rural school districts are dealing with many of the same issues facing urban districts, there are unique challenges that rural school principals face. However, effective professional development that addresses the unique needs of rural school leaders can build essential leadership capacity that supports school success. This article discusses the results of a study on the professional development needs of rural high school principals for school improvement. These findings provide direction for the development of professional development activities that will enhance the leadership skills that principals need to guide school reform and reach higher standards of student achievement.  

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.

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