Professional standards and performance evaluation for principals in China

2016 ◽  
Vol 45 (2) ◽  
pp. 238-259 ◽  
Author(s):  
Shujie Liu ◽  
Xianxuan Xu ◽  
Leslie Grant ◽  
James Strong ◽  
Zheng Fang
Keyword(s):  
School Leadership ◽  
School Leaders ◽  
Compulsory Education ◽  
Professional Standards ◽  
Ministry Of Education ◽  
Interpretive Policy Analysis ◽  
Education Standards ◽  
Current Thinking ◽  
And Performance ◽  
School Leadership Practices

This article presents the results of an interpretive policy analysis of China’s Ministry of Education Standards (2013) for the professional practice of principals. In addition to revealing the evolution of the evaluation of principals in China and the processes by which this policy is formulated, a comparative analysis was conducted to compare it with the Interstate School Leaders Licensure Standards 2008 (ISLLC 2008). The analysis was conducted on the specific standards and indicators across the two documents. The results indicate the presence of both significant similarities and differences in performance expectations for principals: differences are explained by the cultural and national contexts within which school leaders work in both countries. In February 2013 the Ministry of Education in China issued for the first time the national Professional Standards for Compulsory Education School Principals, which provide the specific expectations of quality school leadership. The unprecedented interest in international benchmarking of student academic performance has led to the belief that there are common elements in education policy and school leadership practices. It is hoped that this research sheds new light onto the current thinking on the expectations and evaluation of principal leadership.

Learning to Transform Through Interplay Between the Confucian and Western Cultural Heritages: A Case Study of School Leadership Development in Beijing, China

2019 ◽  
Vol 18 (2) ◽  
pp. 163-182 ◽  
Author(s):  
Haijun Kang ◽  
Qi Sun ◽  
Lei Lyu
Keyword(s):  
Leadership Development ◽  
School Leadership ◽  
Leadership Practices ◽  
School Leaders ◽  
Development Program ◽  
Local School ◽  
School Leadership Development ◽  
School Leadership Practices ◽  
Beijing China

Taking a case study approach and utilizing Hoggan’s transformative learning (TL) typology and criteria as a framework, we examined the self-reported TL experiences of 12 local school leaders in Beijing, China. These local school leaders gained cross-cultural learning from a school leadership development program that was designed to prepare school leaders for education internationalization. Our data analysis indicated that these 12 local school leaders had experienced significant changes in their educational epistemology, self-identity, and school leadership practices. Further examining these changes at the intersection of the Confucian and Western cultural heritages, we discovered that these school leaders had developed an integrated approach to education, started to consciously reflect on what their social- and self-identities entail, and began the process of transitioning from conservative to appreciative school leadership practices.

The criteria and training for the position of school leadership in the United States of America and the Turkish Republic of Northern Cyprus

2018 ◽  
Vol 8 (1) ◽  
pp. 31-38
Author(s):  
Kenan Ozberk ◽  
Gulsun Atanur Baskan
Keyword(s):  
United States ◽  
School Leadership ◽  
United States Of America ◽  
School Leaders ◽  
Document Analysis ◽  
The United States ◽  
Ministry Of Education ◽  
Turkish Republic ◽  
Data Collection Process ◽  
Northern Cyprus

The purpose of this study is to compare and contrast the procedure of choosing and appointment of school leaders in the United States of America and the Turkish Republic of Northern Cyprus (TRNC) and make suggestions regarding the procedures to be followed in TRNC. In the data collection process, the qualitative research method document analysis was used. Dissertations, scientific articles, laws, regulations and websites were searched to collect the data. The training, selection and appointment of school leaders in the United States of America, which has a deep-rooted past regarding the training of school leaders’ and the procedures followed by the TRNC regarding the appointment of school leaders were studied. The procedures followed by the two countries were compared and the dissimilarities were detected. Suggestions were made to the Ministry of Education and Culture of the TRNC for the changes to be made in the appointment of school leaders. Keywords: School, school leader, the United States of America, Turkish Republic of Northern Cyprus, document analysis.  

Honoring the Treaty: School Leaders’ Embrace of Indigenous Concepts to Practice Culturally Sustaining Leadership in Aotearoa**Aotearoa is the Indigenous name for New Zealand.

2020 ◽  
Vol 30 (6) ◽  
pp. 588-603
Author(s):  
Jessica T. Shiller
Keyword(s):  
New Zealand ◽  
School Leadership ◽  
Cultural Difference ◽  
School Leaders ◽  
Ways Of Knowing ◽  
Theory And Practice ◽  
Aotearoa New Zealand ◽  
Field School ◽  
Using Data ◽  
School Leadership Practices

As a field, school leadership has maintained a colorblind stance, marginalizing practitioners’ awareness of culturally sustaining practice, and erasing the experiences of Indigenous and other minoritized groups of students, teachers, and families. Looking to research and practice that attempts to embrace racial and cultural difference in order to make schools more culturally sustaining places to be is imperative in order for the field to respond to the growing diversity in schools. This article specifically explores culturally sustaining and Indigenous school leadership practices. Using data collected from interviews with ten school leaders in Aotearoa (New Zealand) as well as school documents, this article presents new insights into the implementation of culturally sustaining school leadership, which has implications for theory and practice in the field of educational leadership, which has been too long dominated by white ways of knowing.

scholarly journals Ethical Leadership Practices and Trust Among Public School Leaders in Malaysia

2021 ◽  
Vol 17 (3) ◽  
pp. 174
Author(s):  
Sharmini Siva Vikaraman ◽  
Azlin Norhaini Mansor ◽  
Mohamed Yusoff Mohd Nor ◽  
Bity Salwana Alias ◽  
Vasanthan Gurusamy
Keyword(s):  
Public School ◽  
School Leadership ◽  
Leadership Style ◽  
Ethical Leadership ◽  
Leadership Practices ◽  
School Leaders ◽  
Structured Interview ◽  
School Teachers ◽  
School Leadership Practices ◽  
Trust In Leader

Abstract: Integrating values in managing a school is crucial to balance the role of school leaders as leaders and managers under one roof. This study highlights the practice of ethical leadership (branch of value-based leadership) based on seven dimensions. Using a mixed method (QUAN-qual) approach, this study i) identifies the level of principal’s ethical leadership practices and trust in leader as perceived by primary and secondary school teachers of Malaysia, ii) explores the relationship between both variables and classifies accordingly the subconstructs of ethical leadership practices that significantly contribute to developing trust in their leaders, iii) ascertain the understanding and practices of ethical leadership style among the principals as perceived by the principals themselves. The quantitative data were collected via Ethical Leadership at Workplace (ELW) and Trust in Leader (TL) questionnaire. A total of 438 public school teachers nationwide responded to the questionnaire. Data were analyzed using descriptive and inferential statistical method. The findings show that principals throughout the country practiced high ethical leadership. The level of teacher's trust in principals was also high. The inference analysis found very strong significant relationship between ethical leadership and teachers' trust on their principals. A semi-structured interview with three school principals was conducted to collect the qualitative data revealed that the Malaysian principals lacked the understanding of ethical leadership style, nevertheless practiced several dimensions of ethical leadership in their school administration. The study suggests ethical leadership to be integrated into current school leadership practices to further understand its impact. Keywords: Ethical leadership, School Leadership, Trust in Leader, Value-based Leadership

School Culture and Educational Leadership

2020 ◽  
Author(s):  
Paula kwan ◽  
Yi-Lee Wong
Keyword(s):  
School Culture ◽  
School Leadership ◽  
Leadership Practices ◽  
School Principal ◽  
Mediating Effect ◽  
School Structure ◽  
Student Culture ◽  
And Performance ◽  
School Leadership Practices ◽  
The Impact

Two commonly researched leadership practices in the education literature—instructional and transformational—can be linked to Schein’s multilevel model on organizational culture. There is a mediating effect of school leadership on the school structure and school culture relationships. The literature related to this subject confirms that the culture of a school, shaped by its principal, affects the competency and capacity of teachers; it also recognizes that school leadership practices affect student academic outcomes. Some studies, however, attempt to understand the impact a school principal can make on its student culture. If school culture is an avenue for understanding the behaviors and performance of school leaders and teachers, then student culture is a platform for understanding the affective and academic performance of students.

Positive school leadership

2017 ◽  
Vol 99 (1) ◽  
pp. 21-24 ◽  
Author(s):  
Joseph Murphy ◽  
Karen Seashore Louis ◽  
Mark Smylie
Keyword(s):  
School Leadership ◽  
Educational Administration ◽  
School Principals ◽  
School Leaders ◽  
National Policy ◽  
Educational Leaders ◽  
Professional Associations ◽  
School Management ◽  
Professional Standards ◽  
Management And Leadership

In November 2015, the National Policy Board for Educational Administration — a coalition of nine professional associations — adopted the Professional Standards for Educational Leaders (PSEL), a set of guidelines for the training, certification, hiring, evaluation, and supervision of school principals and superintendents. While it draws heavily from the earlier standards published by the Interstate School Leaders Licensure Consortium in 2008, PSEL is distinguished by a positive, asset-based approach to school management and leadership.

SCHOOL CULTURE AND CLIMATE, FACTORS FOR AN EFFECTIVE SCHOOL

2018 ◽  
Vol 28 (3) ◽  
pp. 757-760
Author(s):  
Besa Dogani
Keyword(s):  
School Culture ◽  
School Leadership ◽  
Resistance To Change ◽  
Teaching Staff ◽  
Ministry Of Education ◽  
Effective School ◽  
Teacher Student ◽  
Controlled Systems ◽  
Adult Culture ◽  
Culture And Climate

The need for change is particularly expressed in educational organizations. In education, the changes are always associated with the reforms required by the Ministry of Education and Science, and much less often seen as a permanent process that is initiated and continues throughout each school. That is exactly why the school, especially at this time of decentralization, should appear as the initiator of the change. However, it must be noted that in the teaching, non-teaching staff, and in the school leadership, there is resistance to school changes. Hence the idea that resistance to change would be reduced if the director and employees feel the need for change, if they are the initiators of the change or at least participate in the planning and execution of the change. The complexity of the school stems from the everyday relations of a teacher - student, teacher - teacher, and pupil - student. The most frequent occurrence of this is the so-called collision of generations. It practically means a clash of two cultures - climates, an adult culture (teachers), and a culture of youth (students). It all takes place in an environment with its own surrounding called school. This environment and this surrounding are characterized by certain traditions, customs, norms, habits, achieved results, manners of behaviour and communication, religion and so on. All this together with all its complexity, dynamism and openness we call the culture of the school. The word culture has a Latin origin - colare, which means nurturing, developing and embellishing. Culture and climate are interactive states of common characteristics of group influence on the environment. The paradigm of school culture goes hand in hand with the paradigm of inequality and the option of greater autonomy in schools. According to several authors, schools should not be forced to produce quick results, only for the benefit of politicians and for public satisfaction. This means that the educated results should be held accountable by the school principals, not the ministers. This practically means penetration into management, from slow changes to controlled systems (top-down changes), to school support systems (bottom-up changes). It is important to note that each school has its own recognizable culture. The school's culture can be increased in different ways. Basically, it is a content of mutually divided values. Divided values can also be experienced in the form of rituals and repetition ceremonies. This paper aims to show that through the improvement of school culture and school climate, a positive atmosphere of order and discipline, a way of communicating staff, established vision for development will be ensured, and all this towards the construction of an effective and efficient school.

Centering “Grace”: Challenging Anti-Blackness in Schooling Through Motherwork

2021 ◽  
Vol 31 (1-2) ◽  
pp. 142-157
Author(s):  
Terri N. Watson ◽  
Gwendolyn S. Baxley
Keyword(s):  
Black Women ◽  
School Leadership ◽  
School Leaders ◽  
Black Children ◽  
The United States ◽  
Black Girls ◽  
Racial Biases ◽  
Black Girlhood ◽  
Patricia Hill Collins ◽  
Educational Advocacy

Anti-Blackness is global and present in every facet of society, including education. In this article, we examine the challenges Black girls encounter in schools throughout the United States. Guided by select research centered on Black women in their roles as mothers, activists and school leaders, we assert that sociologist Patricia Hill Collins’ concept of Motherwork should be an essential component in reframing the praxis of school leadership and in helping school leaders to rethink policies, practices, and ideologies that are anti-Black and antithetical to Blackness and Black girlhood. While most research aimed to improve the schooling experiences of Black children focuses on teacher and school leader (mis)perceptions and systemic racial biases, few studies build on the care and efficacy personified by Black women school leaders. We argue that the educational advocacy of Black women on behalf of Black children is vital to culturally responsive school leadership that combats anti-Blackness and honors Black girlhood. We conclude with implications for school leaders and those concerned with the educational experiences of Black children, namely Black girls.

School leadership in Indonesia: A systematic literature review

2021 ◽  
pp. 174114322110108
Author(s):  
Nasib Tua Lumban Gaol
Keyword(s):  
School Leadership ◽  
Asia Pacific ◽  
Principal Selection ◽  
Selection Procedures ◽  
Leadership And Management ◽  
Sustainable Solutions ◽  
Selection Processes ◽  
High Quality Journal ◽  
School Leadership Practices ◽  
Social Sciences Citation Index

This paper reviews systematically literature on school leadership in the context of Indonesian education from 2004 to 2019. Its purpose is to investigate major issues which exist in the school leadership practices in Indonesia and propose some sustainable solutions so that educational policymakers, stakeholders and scholars can improve their awareness and knowledge of school leadership. Eight core international EDLM (educational leadership and management) journals were used as the source of the literature. Additionally, a high-quality journal with the indexation of Scopus and Social Sciences Citation Index, Asia Pacific Journal of Education (APJE), was included. The literature search yielded 16 articles that were reviewed. This study reports several crucial issues that need to have serious attention paid to them, including a lack of capacity to lead and manage schools, insufficiency of published studies, and the inappropriateness of principal selection processes. The suggested solutions for these problems consist of developing principal training centres in all the provinces of Indonesia, conducting more collaboration with overseas scholars, and improving principal selection procedures. Contributions for theory, practices and further study are provided.

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