Shadowing school principals: what do we learn?

2017 ◽  
Vol 47 (1) ◽  
pp. 91-109 ◽  
Author(s):  
Pierre Tulowitzki
Keyword(s):  
School Leadership ◽  
School Principals ◽  
Business Management ◽  
Management Research ◽  
Research Questions ◽  
Leadership Research

While shadowing as a method has been analysed and discussed, these discussions have often been focused on (business) management research as opposed to school leadership research. Additionally, little attention has so far been paid to the parameters of shadowing. Without knowledge of these matters, the validity, merits and difficulties of shadowing and data collected through shadowing are impossible to assess. This contribution aims at tackling these issues. First, it attempts to offer an overview of shadowing. Next, studies on school principals making use of shadowing are analysed, guided by the following research questions: What are the aims of the studies? How is shadowing defined by the author(s)? What are the parameters of the shadowing activities (duration, observers, observed persons)? What are the categories of observation? In conjunction with what other – if any – methods is shadowing used? What – if any – merits or pitfalls of shadowing are discussed? Finally, implications of the current use of shadowing are discussed and suggestions are offered to address desiderata uncovered during the analysis as well as to further develop the method.

Individual Differences and Educational Leadership

2016 ◽  
pp. 1273-1308
Author(s):  
Anna Kanape-Willingshofer ◽  
Sabine Bergner
Keyword(s):  
Emotional Intelligence ◽  
Individual Differences ◽  
Educational Leadership ◽  
Personality Traits ◽  
School Leadership ◽  
School Principals ◽  
Individual Trait ◽  
Leadership Success ◽  
Leadership Research ◽  
Relationship Of

The chapter discusses the relevance of individual differences in personality traits for the study of school leadership, especially with regard to leadership success. Findings from psychological leadership research have shown that, amongst others, personality, cognitive and emotional intelligence, as well as creativity predict leadership outcome variables. The authors investigate how far these traits have been able to predict leadership success across different occupations and also across different situational and methodological conditions. In addition, studies on the relationship of individual trait differences and school principals' effectiveness are discussed. The chapter shows that individual differences research holds potential for educational leadership, but further studies are needed to draw conclusions about the potential cognitive ability, personality traits, emotional intelligence, as well as creativity hold for predicting leadership success of school principals.

Individual Differences and Educational Leadership

2015 ◽  
pp. 171-206 ◽  
Author(s):  
Anna Kanape-Willingshofer ◽  
Sabine Bergner
Keyword(s):  
Emotional Intelligence ◽  
Individual Differences ◽  
Educational Leadership ◽  
Personality Traits ◽  
School Leadership ◽  
School Principals ◽  
Individual Trait ◽  
Leadership Success ◽  
Leadership Research ◽  
Relationship Of

The chapter discusses the relevance of individual differences in personality traits for the study of school leadership, especially with regard to leadership success. Findings from psychological leadership research have shown that, amongst others, personality, cognitive and emotional intelligence, as well as creativity predict leadership outcome variables. The authors investigate how far these traits have been able to predict leadership success across different occupations and also across different situational and methodological conditions. In addition, studies on the relationship of individual trait differences and school principals' effectiveness are discussed. The chapter shows that individual differences research holds potential for educational leadership, but further studies are needed to draw conclusions about the potential cognitive ability, personality traits, emotional intelligence, as well as creativity hold for predicting leadership success of school principals.

scholarly journals Activities and characteristics of instructional school leadership from the perspective of elementary school principals

2021 ◽  
Vol 70 (2) ◽  
pp. 31-56
Author(s):  
Vesna Kovač ◽  
Monika Pažur
Keyword(s):  
Elementary School ◽  
Content Analysis ◽  
School Leadership ◽  
Elementary School Principals ◽  
School Principals ◽  
Research Approach ◽  
Thematic Content Analysis ◽  
Instructional Goals ◽  
Research Questions ◽  
Interpretative Research

This paper shows results of an empirical study on characteristics of instructional school leadership conducted on the sample of 30 Croatian elementary school principals. Two research questions were asked: 1. How elementary school principals describe and comment instructional school leadership activities that they conduct in their schools, observing them from their own role’s perspective and instructional goals that they want to achieve and 2. How elementary school principals describe and experience circumstances that have an impact on initiation and implementation of previously described instructional school leadership activities. In regards to set questions, elementary qualitative interpretative research approach was used. Data was gathered using written interview, whereas the results of thematic content analysis revealed two key thematic categories: the list of most conducted instructional school leadership activities and key interactions of principals during the implementation of instructional school leadership. Variabilities in the implementation of instructional school leadership in several aspects were observed, out of which key instructional school leadership’s contents and outcomes focused on the strengthening of students’ and teachers’ capacities are singled out as well as roles and principals’ relationship in interaction with various subjects.

School leadership, teacher’s psychological empowerment and work-related outcomes

2019 ◽  
Vol 33 (7) ◽  
pp. 1501-1514
Author(s):  
Kersti Kõiv ◽  
Kadi Liik ◽  
Mati Heidmets
Keyword(s):  
Job Satisfaction ◽  
School Leadership ◽  
Leadership Style ◽  
Indirect Effect ◽  
School Principals ◽  
Psychological Empowerment ◽  
Content Type ◽  
Work Related ◽  
Perceived Leadership ◽  
The Relationship

Purpose The purpose of this paper is to examine the mediating effect of teacher’s psychological empowerment between school leadership style and teachers’ work-related outcomes. Design/methodology/approach A total of 711 teachers from 31 Estonian schools were surveyed with a questionnaire measuring four dimensions of psychological empowerment (competence, meaning, self-determination and impact), school leadership characteristics (leadership style, leader’s empowering behavior and trust in leader) and teacher’s work-related outcomes (job satisfaction and workplace attachment). AMOS path analysis was used to investigate the direct and indirect relations between the teachers’ perceptions of school leadership, their psychological empowerment and their workplace attachment and job satisfaction. Findings This study found that psychological empowerment (subscales meaning and impact) mediates the relationship between perceived leadership empowerment behavior and teachers’ work-related outcomes. Also, the psychological empowerment (meaning and impact) mediates the relationship between perceived leadership style and teachers’ work-related outcomes. Trust in the principal has direct and indirect effect (through psychological empowerment) on job satisfaction, whereas there only seems to be indirect effect on workplace attachment through two components of psychological empowerment. Practical implications The mediating role of psychological empowerment includes an important message for school principals – in order to empower employees it is not sufficient to merely delegate formal power and decision-making rights. To facilitate the development of psychological empowerment, it is important to provide employees with an opportunity to experience agency, to experience that their voice and opinions are taken into account (perceived impact) and the purpose and targets of the whole organization are discussed with the employees and formulated in collaboration with them (perceived meaning). Originality/value Psychological empowerment as a mediating variable has not been widely researched, especially in school environment. The results will provide important signals for school principals, where and how to find leverage to improve teachers’ job satisfaction and workplace attachment.

scholarly journals School Leadership in Improving the Quality of Education at Integrated Islamic SMP Nurul Fadillah Deli Serdang

2021 ◽  
Vol 4 (1) ◽  
pp. 431-437
Author(s):  
Adlin Damainik ◽  
Ika Muntazah
Keyword(s):  
School Leadership ◽  
School Principals ◽  
Quality Of Education ◽  
Teacher Competence ◽  
Educational Facilities ◽  
Data Presentation ◽  
Analysis Techniques ◽  
Working Together ◽  
Descriptive Approach

This study aims to determine the principal's leadership in improving the quality of SMP IT Nurul Fadhillah, the constraints of the principal's leadership in improving the quality of schools at SMP IT Nurul Fadhilah, and the principal's efforts to improve the quality of schools at SMP IT Nurul Fadhilah. The method used in this research is qualitative research with a descriptive approach and the techniques used are observation, interviews and documentation. The subjects of this study were the principal and teachers. Data analysis techniques use data reduction, data presentation and conclusions. Ensuring the validity of research data uses credibility, transfibility, dependability and conformability. The results of this research are the principal's leadership in improving the quality of education by caring for subordinates, assertiveness, democracy, and supervision. The obstacles faced by school principals in improving the quality of schools are the lack of educational facilities and infrastructure. As for the efforts made by the principal in improving the quality of education, namely developing teacher competence, meeting the needs of school stakeholders and getting used to working together in overcoming problems.

scholarly journals The Power Sources and Influences of Secondary School Principals in Eastern Ethiopia

2020 ◽  
Vol 19 (10) ◽  
pp. 115-133
Author(s):  
Birhanu Sintayehu
Keyword(s):  
School Improvement ◽  
Secondary School ◽  
School Leadership ◽  
School Principals ◽  
Future Research ◽  
Government Officials ◽  
Eastern Ethiopia ◽  
Power Sources ◽  
Secondary School Leadership ◽  
Descriptive Survey

This study aimed to critically examine the power sources and influences of school principals in secondary schools of Eastern Ethiopia. A descriptive survey research design was employed to carry out the study. The participants of the study were 145 teachers, 78 principals, and 41 supervisors who were selected by using stratified and random sampling techniques. The researcher adopted descriptive and inferential statistics to make sound interpretations of data. The results revealed that school principals were mostly used expert, legitimate, and reward sources of power. Likewise, school principals have predominantly exercised a positional basis of power rather than personal power. There was a significant statistical difference in power sources of school principals regarding positions, gender, and service years. The findings also showed that school principals dominantly practiced proactive influencing tactics. Moreover, findings indicated that subordinates carried out school principals' compliance to obtain a prize or avoid punishment by applied reactive influence tactics. The study further discovered that subordinates were inclined to resist school principals' influence. This study suggests secondary principals should rethink how power is managed and deployed to make sound influence over subordinates to assure quality education. Hence, the results of the study may serve as a springboard to improve secondary school leadership and equip novice teachers to bring them a principalship position. Plus, this study may provide a clear picture for policymakers, scholars, and government officials to support and retain principals for long-term school improvement, and it may also a theoretical benefit for future research on the area of study.

scholarly journals “Choose Your Own Adventure”: Web-Based Case Studies of Inclusive Education as a Form of Professional Learning for School Principals

2021 ◽  
pp. 194277512110469
Author(s):  
Steve Sider ◽  
Kimberly Maich ◽  
Jacqueline Specht ◽  
Carolyn Treadgold ◽  
Hillary Winger
Keyword(s):  
School Leadership ◽  
Case Studies ◽  
Inclusive Education ◽  
Professional Learning ◽  
School Principals ◽  
School Administrators ◽  
Function Form ◽  
Multiple Perspectives ◽  
Web Based ◽  
Inclusive School

We examine the process of developing web-based case studies, a novel form of professional learning for principals, specifically related to inclusive school leadership. Based on the input from 39 principals, 5 case studies were developed with branching scenarios that provided multiple options for decision-making. These “choose your own adventure” case studies were used in a special education for school administrators course with 109 participants in Ontario, Canada. We consider the authenticity of the cases, the importance of incorporating multiple perspectives, and issues related to function, form, and choice. We incorporate five lessons for developing web-based case studies.

scholarly journals Supervisi Pendidikan

2019 ◽  
Author(s):  
Trisvi
Keyword(s):  
School Leadership ◽  
Teaching And Learning ◽  
School Principals ◽  
Implementation Process ◽  
Teaching Profession ◽  
Administrative Staff ◽  
Continuous Assessment ◽  
Basic Principles ◽  
Starting Point ◽  
Educational Supervision

Supervision is guidance given to all school staff so that they can improve their ability to develop better teaching and learning situations. The person who carries out supervision is called a supervisor. Supervision can be interpreted as coaching. While the target of coaching can be for school principals, teachers, administrative staff. But what becomes the target of supervision also means teacher guidance.The aim of educational supervision is to develop better teaching and learning situations through coaching and enhancing the teaching profession. The functions and objectives of educational supervision include: As the direction of education, goals as an end point, goals as a starting point to achieve other goals. In this case, the educational objectives of one another are inseparable.Supervision has a very important goal to achieve, therefore supervision certainly has very important benefits. Among the benefits of supervision are Coordinating all school businesses, Equipping school leadership, Extending the experience of teachers, Stimulating creative school businesses, Providing continuous assessment and facilities and many more benefits or functions of the educational supervision. In addition to having goals and functions, supervision also has basic principles in the implementation process. Then supervision also has various types, among which are autocracy, democratic, pseudo-democratic, diplomatic manipulation of Laissez-faire

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