Leadership practices of principals of high-performing community high schools: Evidence from Nepal

2019 ◽  
Vol 48 (6) ◽  
pp. 1026-1045
Author(s):  
Jeevan Khanal ◽  
Freya Perry ◽  
Sae-Hoon Park
Keyword(s):  
High Schools ◽  
School Leadership ◽  
Leadership Practices ◽  
Empirical Studies ◽  
Quality Teachers ◽  
High Performing Schools ◽  
Political Activities ◽  
High Performing ◽  
Low Performing Schools ◽  
Short Period

Empirical studies of school leadership in South Asia are limited. This qualitative study examines the ways in which principals in three award-winning community high schools enact leadership practices in their specific contexts in Nepal. The results reveal that the principals used multiple frames of leadership and were proactive towards reforms. High levels of interest, collaboration, prohibition of political activities inside the school, approachability for parents, recruitment of high-quality teachers and innovative programmes proved to be critical for success. This study has implications for how principals enact their role to transform low-performing schools into high-performing schools within a short period.

scholarly journals INSTRUCTIONAL LEADERSHIP PRACTICES OF HEADS OF SENIOR HIGH SCHOOLS IN GHANA

2021 ◽  
Vol 8 (7) ◽  
pp. 424-435
Author(s):  
Michael Amakyi
Keyword(s):  
High Schools ◽  
Instructional Leadership ◽  
Leadership Practices ◽  
Learning Climate ◽  
High Performing Schools ◽  
High Performing ◽  
School Learning ◽  
School Heads ◽  
Leadership Dimensions ◽  
Experimental Survey

A non-experimental survey was conducted to investigate the instructional leadership practices of senior high school heads in Ghana. Data were collected using a closed-ended Likert type items from a simple randomly selected sample of a defined population of school heads of senior high schools in Ghana. Data collected were analysed using rank-ordered means and independent samples test of differences of means. The study findings revealed that the school heads frequently adopt major key practices of instructional leadership. However, the school heads most frequently adopt the practice of communicating the school’s goals. The study further revealed that differences exist the frequency at which heads of high performing schools and those of non-high performing schools adopt instructional leadership dimensions of defining the school’s goals and promoting a positive school learning climate.

Headteacher-teacher relationship and its effect on teacher’s trust in Malaysian high performing schools

2018 ◽  
Vol 32 (3) ◽  
pp. 479-497 ◽  
Author(s):  
Mohammed Borhandden Musah ◽  
Rozanne Emilia Abdul Rahman ◽  
Lokman Mohd Tahir ◽  
Shafeeq Hussain Vazhathodi Al-Hudawi ◽  
Khadijah Daud
Keyword(s):  
School Effectiveness ◽  
Empirical Studies ◽  
Dyadic Relationships ◽  
Role Development ◽  
Dyadic Relationship ◽  
High Performing Schools ◽  
Content Type ◽  
High Performing ◽  
Member Exchange ◽  
Development Processes

PurposeThe purpose of this paper is to examine the relationship between headteachers and teachers and its effects on the role of trust in Malaysian high-performing schools through the dyadic relationship theoretical approach.Design/methodology/approachUsing a survey questionnaire, a total of 199 teachers from five high-performing schools were selected as respondents for data collection. Before proceeding with inferential statistical analysis, teachers were separated into the “in-group” and “out-group”.FindingsThe findings revealed that the teachers from both the groups perceived that their facets of trust are strongly associated with the type of relationship they have with their school leaders. The results also demonstrate that the quality of dyadic relationships between headteachers and teachers moderately influences teachers’ trust.Practical implicationsThe findings suggest that the headteachers should always build good relationships with the teachers to gain teachers’ trust for sustaining school effectiveness. The findings encourage the Ministry of Education, particularly the Teacher Recruitment Division, to require all teachers and headteachers to deepen their knowledge on leader-member exchange (LMX) role-development processes.Originality/valueThe results are of great importance since limited empirical studies have examined LMX role-development processes with reference to teachers and headteachers in the context of Malaysian higher performing schools.

The Practical Relevance of Accountability Systems for School Improvement: A Descriptive Analysis of California Schools

2007 ◽  
Vol 29 (4) ◽  
pp. 319-352 ◽  
Author(s):  
Heinrich Mintrop ◽  
Tina Trujillo
Keyword(s):  
School Improvement ◽  
Descriptive Analysis ◽  
High Growth ◽  
Practical Relevance ◽  
Accountability Systems ◽  
High Performing Schools ◽  
High Performing ◽  
Low Performing Schools ◽  
Definition Of ◽  
California Schools

In search for the practical relevance of accountability systems for school improvement, the authors ask whether practitioners traveling between the worlds of system-designated high- and low-performing schools would detect tangible differences in educational quality and organizational effectiveness. In comparing nine exceptionally high and low performing California middle schools, the authors conclude that if such travelers expected to encounter visible signs of an overall higher quality of students’ educational experience at the high-performing schools, they would be disappointed. Rather, they would have to settle on a narrower definition of quality that is more proximate to the effective acquisition of standards-aligned and test-relevant knowledge. High-growth schools tended to generate internal commitment for accountability and consider it an impetus for raising standards.

scholarly journals Exploring Traits of High-Performing, High-Poverty Schools

2018 ◽  
Vol 6 (5) ◽  
pp. 33-40
Author(s):  
Jerilou J. Moore ◽  
Aubrey Womack ◽  
P. Renee Hill-Cunningham
Keyword(s):  
Constant Pressure ◽  
Common Factors ◽  
High Poverty ◽  
High Poverty Schools ◽  
High Stakes ◽  
High Performing Schools ◽  
High Performing ◽  
Low Performing Schools ◽  
The Past ◽  
The Common

Over the past decade, there has been a significant increase in pressure placed on schools across the nation due to high-stakes accountability policies (Klar, 2014). It comes as no surprise that low performing schools feel constant pressure to raise the measured academic performance of all students. Rarely, do low-performing schools who have overcome challenging circumstances in order to increase academic achievement, get spotlighted. Educators need to identify the common factors attributed to increased student achievement. This can be achieved by examining the lessons and examples of high-performing schools so that all schools can succeed regardless of circumstances.

Student Engagement in High-Performing Schools: Relationships to Mental and Physical Health

2014 ◽  
Vol 116 (13) ◽  
pp. 80-100
Author(s):  
Jerusha Conner ◽  
Denise Pope
Keyword(s):  
High Schools ◽  
Student Engagement ◽  
Physical Health ◽  
High Performing Schools ◽  
High Performing ◽  
Mental And Physical Health

This chapter examines how the three most common types of engagement found among adolescents attending high-performing high schools relate to indicators of mental and physical health.

Linking school leaders’ core practices to organizational school climate and student achievements in Norwegian high-performing and low-performing rural schools

2021 ◽  
pp. 174114322110644
Author(s):  
Hilde Forfang ◽  
Jan M Paulsen
Keyword(s):  
School Climate ◽  
School Leadership ◽  
Rural Schools ◽  
School Leaders ◽  
Cross Sectional Study ◽  
Cross Sectional ◽  
High Performing ◽  
Low Performing Schools ◽  
Core Practices ◽  
Student Achievements

Prior research has suggested that well-performing school leadership clusters around a set of general core practices, which appear to be effective across a range of national, social and cultural contexts, yet contingent of school leaders being responsive to context and responding appropriately to their different contextual demands when they employ these core practices. So far school leadership in rural regions has received only modest attention in leadership research. Therefore, this study was designed to explore the relationship between the core practices of school leaders, organizational school climate and student academic achievement in primary and lower secondary rural schools in a county in Norway. The research design involved a cross-sectional study based on ratings from 275 teachers situated in 20 rural schools, split into two sub-groups of 10 ‘high-performing’ and 10 ‘low-performing’ schools. The results from the multivariate analysis and comparisons between the sub-groups suggest that two distinct core practices of school leadership emerge as critical in Norwegian rural school settings. Further, the results indicate that in the higher performing rural schools, the teachers reported a more positive organizational school climate, with higher level of collaborative learning and self-confidence, than in the opposite sub-group.

scholarly journals Contextualizing Educational Disparities and the Evaluation of Teacher Quality

2020 ◽  
Author(s):  
Dara Shifrer
Keyword(s):  
Teacher Quality ◽  
Economic Status ◽  
Value Added ◽  
Social Institutions ◽  
Urban District ◽  
High Performing Schools ◽  
High Performing ◽  
Low Performing Schools ◽  
Statistical Estimates ◽  
Insight Into

Abstract Value added scores, statistical estimates of teacher quality, are representative of neoliberal logic. The higher average scores of teachers of socially advantaged students raise concerns that scores are inaccurate and unfair, and propagate decontextualized neoliberal understandings of the nature of learning and teachers’ work. This study uses longitudinal data from roughly 4,500 teachers in a large urban district between 2007–08 through 2012–13 to follow individual teachers as they switch into schools of different “performance levels” over time. Fixed-intercept models tracking individual teachers between 2007–08 and 2012–13 showed scores increased for teachers who switched into high-performing schools and decreased for teachers who switched into low-performing schools. Particularly indicative of scores biased by contextual factors outside teachers’ control, score changes for mobile teachers are partially attributable to shifts in the economic status and race of students in teachers’ classrooms and schools. Understanding how neoliberalism operates within education provides sociological insight into how neoliberalism is legitimated and perpetuated in other central social institutions, such as the criminal justice system, the environment, gender, sexuality, and health.

scholarly journals A Comparison of Collaborative Practice and Teacher Leadership Between Low-Performing and High-Performing Rural Kentucky High Schools

2018 ◽  
Vol 35 (3) ◽  
Author(s):  
Meagan R. Musselman ◽  
Meg A. Crittenden ◽  
Robert P. Lyons
Keyword(s):  
High Schools ◽  
Standard Deviation ◽  
Teacher Leadership ◽  
The United States ◽  
United States Department ◽  
Act Scores ◽  
High Performing Schools ◽  
High Performing ◽  
Rural High Schools ◽  
Community Stakeholders

This article reports the findings of the 2011 results of ‘very rural’ Kentucky high schools on the Teaching, Empowering, Leading and Learning (TELL) Survey to determine whether differences existed between high and low performing rural schools across specific survey items. Schools with ACT scores one standard deviation (or more) above their predicted value were compared to rural high schools where students’ ACT scores were one standard deviation (or more) below their predicted value. Beale Codes of seven through nine from the United States Department of Agriculture were used to identify very rural Kentucky high schools. Very rural high schools identified as high-performing demonstrated significantly different results on survey items related to a culture of collaboration and teacher leadership than rural high schools identified as low performing. The survey suggested that in high-performing schools, the principal and teachers supported each other in their development as instructional leaders, and established communication and collaboration skills with families and community stakeholders.  

scholarly journals A Comparative Analysis of High and Low Performing Schools in Agriculture in Eswatini

2019 ◽  
Vol 26 (3) ◽  
pp. 72-85
Author(s):  
Alfred Tsikati ◽  
Sanele Motsa
Keyword(s):  
Academic Performance ◽  
Comparative Analysis ◽  
Agricultural Education ◽  
Work Practice ◽  
Ministry Of Education ◽  
Agriculture Teachers ◽  
High Performing Schools ◽  
High Performing ◽  
Low Performing Schools ◽  
Teachers And Parents

Analysis of the school performance in external Agriculture examination showed that there were schools that consistently performed well and those constantly performing poorly in Eswatini. Unfortunately, there is no study that has sought to analyze the characteristics of the high performing and low performing schools in agriculture in Eswatini. Thus, the purpose of the study was to analyze the high and low performing schools in Agriculture in Eswatini. A comparative analysis targeting 27 schools: 15 high performing and 12 low performing schools was conducted. All the 38 teachers and 26 teachers from high and low performing schools respectively, participated in this study. A questionnaire was used in data collection. Three experts from the Department of Agricultural Education and Extension at University of Eswatini and two agriculture teachers validated the questionnaire. Thirty agriculture teachers who were not involved in the study were used in pilot testing to establish inter-item reliability using Cronbach’s Alpha and the reliability coefficient was .82. Data were analyzed using descriptive statistics. Findings revealed that high performing schools possessed the following features over low performing schools: motivation of learners to excel in academic work, practice farming in school garden, student making consultations with teachers, provision of extra lessons for students, monitoring class attendance and absenteeism, and teachers attending classes regularly. Also, the Ministry of Education and Training, headteachers, agriculture teachers and parents were more involved in high performing schools than in low performing schools. Therefore, the study recommended that special attention should be made to assist all stakeholders in low performing schools improve the academic performance. Keywords: academic performance; agriculture; comparative analysis; low performing school; high performing school

“Hoe ik tot de politieke theologie kwam”. Pater Brauns kijkt terug op de beweegredenen voor zijn publieke leven

2009 ◽  
Vol 68 (1) ◽  
pp. 78-93
Author(s):  
Luc Vandeweyer
Keyword(s):  
Third Reich ◽  
Nineteen Sixties ◽  
Right Wing ◽  
Extreme Right ◽  
National Socialist ◽  
Political Activities ◽  
Holy Trinity ◽  
Short Period ◽  
The Third Reich ◽  
Voor Zijn

Pater-jezuïet Marcel Brauns (1913-1995) heeft tijdens een korte periode in de jaren zestig een vrij belangrijke rol gespeeld in de herleving van het Vlaams-nationalisme op politiek vlak. Zijn religieuze staat hielp vele katholieke gelovigen een keuze voor de partij Volksunie legitimeren. Zijn keuze voor deze politieke activiteiten werd gemotiveerd door zijn denkbeelden die hij zijn “politieke theologie” noemde. In deze brontekst legt hij uit hoe zijn persoonlijke opvatting van de werkzaamheid van de goddelijke Drievuldigheid in de geschiedenis bepalend was voor zijn handelen. In zijn ogen was het anti-belgicisme van de Vlaams-nationalisten een verwezenlijking van de wil van God. Daarbij legitimeerde hij ook het moorddadige optreden van Vlaamse, nationaal-socialistische collaborateurs in dienst van het Derde Rijk tijdens de oorlog 1940-1945. Omwille van die uiterst-rechtse opstelling werd hij al snel uit de Volksunie geweerd. Hij zette zijn leven verder als spilfiguur van een kleine drukkingsgroep op de extreme rechtervleugel van het Vlaams-nationalisme.________"Hoe ik tot de politieke theologie kwam". Father Brauns looks back at the motivation for his public lifeDuring a short period in the nineteen-sixties the Jesuit Father Marcel Brauns (1913-1995) played a fairly important role in the revival of Flemish nationalism in the political arena. The fact that he was a religious helped many Catholic faithful to legitimise their vote for the party of the Flemish People’s Union. His involvement in these political activities was motivated by the concepts that he described as his political theology. In this source text he explained how his personal interpretation of the activity of the Holy Trinity in history had determined his actions. According to him the anti-Belgian attitude of the Flemish-Nationalists was a fulfilment of the will of God. At the same time he also legitimised the murderous actions of Flemish national socialist collaborators in the service of the Third Reich during the war 1940-1945. Because of that extreme-right position he was soon to be barred from the People’s Union. He carried on as a key figure of a small lobby on the extreme right wing of Flemish nationalism.

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