Comparative study of school principals’ leadership practices: Lessons for Chile from a cross-country analysis

2017 ◽  
Vol 46 (2) ◽  
pp. 279-300 ◽  
Author(s):  
Javiera Marfan ◽  
Javier Pascual
Keyword(s):  
School Leadership ◽  
Leadership Practices ◽  
Quantitative Methods ◽  
International Comparisons ◽  
Local Context ◽  
Teaching Goals ◽  
School Teaching ◽  
Cross Country ◽  
Anglo American ◽  
Effective Leadership Practices

The article reports the results of a cross-country educational research project that uses quantitative methods to identify school leadership practices and contextual characteristics that contribute to explain student achievement in Chile, considering international comparisons. The results question previous evidence about a common repertoire of effective leadership practices and suggest that local context will affect the type of leadership that is required for a specific educational system to improve, and therefore the definition of principals’ effective practices. For Chile, the article points out that the principals’ leadership practices that contribute the most to improve teacher performance are those related to ensuring that teachers’ work and professional development are in accordance with the teaching goals of the school, as well as monitoring student work and classroom activities. Nevertheless, Chilean principals are more likely to get involved in the former practices (related to the school teaching goals) than in those related to teachers’ work in the classroom, resulting in their actions being more powerful in mobilizing teachers’ attitudes and professional practices than their teaching, which reduces their potential to promote teachers’ performance. The results have implications for educational leadership research and policy making, especially in non-Anglo-American countries.

scholarly journals Leadership practices for Professional assistance of teachers in secondary schools

2018 ◽  
Vol 2 (4) ◽  
pp. 6-10
Author(s):  
Fakhra Aziz ◽  
Uzma Quraishi ◽  
Moafia Nader
Keyword(s):  
School Leadership ◽  
Leadership Practices ◽  
Teaching And Learning ◽  
Active Role ◽  
Experienced Teachers ◽  
Innovative Strategies ◽  
The Government ◽  
Professional Assistance ◽  
Effective Leadership Practices ◽  
School Heads

The present study aimed to explore the leadership practices for  professional assistance of secondary school teachers.It was assumed that leadership active role in various types of  teachers’ professional assistance can enhance their job performance which in turn promotes quality in teaching and learning process. The study reports  that school heads play a significant role in teachers’ professional assistance but it was limited to instructional  and professional areas only.  Teachers’ emotional side also required active and effective leadership practices of professional assistance for quality performance. Further School heads in public sector  facilitate their teachers more as compare to those in private sector. Similarly experienced teachers reports more support from their heads as compare to newly inducted teaches. Gender differences in professional assistance of  experienced and newly inducted teachers were  also found.Female newly inducted teachers receive more facilitation from their heads  as compare to male . Same case is reported for professional assistance of experienced teachers.   The present study suggests a need based training  program for school leadership to adopt innovative strategies for assistance of their teachers alongwith sound measures taken by the government

scholarly journals Applying the Best-Fit Framework to Assess and Strengthen National Extension and Advisory Services

2017 ◽  
pp. 80-90 ◽  
Author(s):  
Kristin Davis ◽  
David J. Spielman
Keyword(s):  
Value Chain ◽  
Local Context ◽  
Small Scale ◽  
Extension Agents ◽  
Performance Incentives ◽  
Advisory Services ◽  
Innovative Solutions ◽  
Cross Country ◽  
Small Scale Farmers ◽  
Best Fit

Agricultural extension and advisory services are critical to supporting technological and institutional changes that can improve the livelihoods of small-scale farmers in developing countries. However, many extension services are under-resourced, out of date, and need of structural and content changes. However, efforts to systematically strengthen local extension systems often fall into the trap of promoting blueprints that are insufficiently adapted to local context. To that end, researchers developed the best-fit framework in the 2000s to provide impetus for pursuit of more locally-tailored extension solutions. Today, almost a decade later, researchers test the framework under real-world conditions in a cross-country application. This paper examines the application of this framework across six dimensions and seven countries to formulate a set of best-fit recommendations that are also broadly appreciable. The findings show that it is possible to apply the framework to the analysis of EAS across countries while also maintaining a very localized perspective on recommendations. Across the seven countries, certain obvious commonalities exist: The growth in pluralism in extension providers, the persistence of weak incentives for extension agents, and the lack of enabling policies. At the same time, innovative solutions to many of the challenges held in common—ICT-enabled extension, performance incentives, and value-chain oriented extension—are heterogeneous. The framework allows users to pursue change processes in EAS in response to their own local realities.

scholarly journals Successful Leadership Practice in School

2019 ◽  
Vol 29 ◽  
pp. 119-131
Author(s):  
Kamal Prasad Koirala
Keyword(s):  
Secondary School ◽  
School Leadership ◽  
Leadership Practices ◽  
School Principal ◽  
Leadership Practice ◽  
Depth Interview ◽  
Successful Leadership ◽  
Positive Work Environment ◽  
Successful School ◽  
Positive Work

This paper mainly focuses on successful leadership practices in secondary school. It aims to identify the recent models and theories of successful leadership practice in schools, and explore the experience of school principal regarding successful school leadership in the Nepalese context. A qualitative study was carried out in Gorkha district for the collection of data. A successful head teacher was selected for in-depth interview to explore the perception and experience about successful practice of school leadership. The findings of the study reveal that strong interpersonal skills, people-centered leadership, clear communication of vision and goal, focus on academic achievement, co-curricular activities, transparency, creating a positive work environment, knowledge of pedagogical contents, and cooperation and collaboration with various stakeholders are the vital constituents of successful leadership practices.

The Evolution of Effective Leadership Practices in Botswana Horticulture Council

2015 ◽  
pp. 158-172
Author(s):  
Cheneso Bolden Montsho ◽  
Dama Mosweunyane
Keyword(s):  
Leadership Practices ◽  
Crop Production ◽  
Management Practices ◽  
Extension Service ◽  
Technical Knowledge ◽  
Horticultural Crop ◽  
Extension Services ◽  
Knowledge And Skills ◽  
Marketing Efficiency ◽  
Effective Leadership Practices

Botswana Horticultural Council was formed by District Horticultural Associations. It represents and advocates for the interest and development of horticultural farmers. Botswana Horticultural Council leads the associations by acting as their voice, protecting their interest, advocating for conducive and favourable horticultural policies, working closely with the Ministry of Agriculture for promoting and facilitating sound extension services for horticulture farmers in the country. Extension Service provides technical knowledge and skills for improved horticultural crop production that ensures good quality products. Botswana Horticultural Council creates linkages by networking with other relevant organizations within the country and outside. It promotes sustainability of the horticultural business in the country by ensuring improved management practices, conformity to the required production standards, good handling and packaging of products, proper records keeping and marketing efficiency. It plays a leading and coordinative role in horticultural crop production in Botswana.

Green School Leadership

2019 ◽  
pp. 328-341
Author(s):  
Cornelia Ndahambelela Shimwooshili Shaimemanya ◽  
Sadrag Panduleni Shihomeka
Keyword(s):  
Secondary School ◽  
School Leadership ◽  
Leadership Practices ◽  
School Principals ◽  
School Management ◽  
Environmental Knowledge ◽  
Future Generations ◽  
Sustainable Living ◽  
School Project ◽  
Green School

The purpose of the chapter was to examine the leadership practices of school principals whose agenda is to green the schools in an effort to achieve sustainability in Namibia and build environmental knowledge of the Namibian secondary school learners. The study was qualitative and used a purposive sampling of eight teachers and environmental clubs at three selected schools in the Khomas education region. The results revealed that these teachers hold a non-remunerative position of coordinating for the Environmental Club as an extra-mural responsibility and they were doing it because of their natural love for the environment and interest in educating the young and future generations about sustainability/sustainable living. The chapter recommends that the school management should provide maximum support to the practicing and responsible green school project coordinators at various schools to motivate and guide them when necessary.

Embracing and Harnessing Uncertainty

2021 ◽  
pp. 21-40
Author(s):  
Camilla Ellehave ◽  
Erin Wilson Burns ◽  
Dave Ulrich
Keyword(s):  
Leadership Practices ◽  
Effective Leadership ◽  
Emotional Reactions ◽  
Positive Outcomes ◽  
Customer Needs ◽  
Effective Leaders ◽  
The Future ◽  
Effective Leadership Practices ◽  
Reactions To Change ◽  
Insight Into

This chapter offers insight into how change and uncertainty challenges effective leadership practices and offers guidance on how leaders can successfully lead in uncertain times. It adds to the existing field of studies by offering leaders a framework and specific ways to understand and consequently embrace and harness uncertainty. With the turmoil of 2020 as backdrop, effective leaders will need to master 3 tasks: 1) to pace the changes to which their teams are exposed, 2) to shape how changes are perceived by their team, and 3) to manage the team's emotional reactions to change. As leaders envision the future, guide choices, tame apprehension, regulate expectations, experiment nimbly, and collaborate frequently, they will be able to channel the pressures of change to create positive outcomes for their teams and organizations. More importantly, organizations that create routines and processes that encourage, develop, and enable these behaviors internally will lead in a world where customer needs, employee demands, and shareholder expectations are continuously evolving.

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