Understanding role conflict and role ambiguity of school principals in Nepal

2022 ◽  
pp. 174114322110734
Author(s):  
Jeevan Khanal ◽  
Subekshya Ghimire
Keyword(s):  
School Leadership ◽  
Role Conflict ◽  
Role Ambiguity ◽  
School Principals ◽  
School Leaders ◽  
Leadership Skills ◽  
Developed Countries ◽  
Power Sharing ◽  
Underdeveloped Countries ◽  
Professional Development Training

In the context of developed countries, a lot of research has been done to uncover and identify the problems school leaders face in their work but little is known about the school leadership of underdeveloped countries. In a quest to discover contextual problems in terms of role conflict and role ambiguity of school leaders, this qualitative study tries to capture the experiences of principals in Nepal through in-depth interviews of six community school principals. The findings reveal that the major sources of role conflict and ambiguity for principals from Nepal are problematic power-sharing, low job autonomy, dual role conflict, limited professional development training, and lack of leadership knowledge. The study has several policy-level implications such as importance of hiring principals with proven leadership skills and increasing the leadership skills of current principals to ensure that they can tackle these challenges.

scholarly journals Leadership as Sustainability: Context and Primary School Principals in Jamaica

2019 ◽  
Vol 29 (2) ◽  
pp. 130-149
Author(s):  
Paul Miller ◽  
Veronica Gaynor ◽  
Collington Powell ◽  
Shernette Powell ◽  
Eugenie Simpson
Keyword(s):  
Primary School ◽  
School Leadership ◽  
School Principals ◽  
School Leaders ◽  
Significant Risk ◽  
Parental Engagement ◽  
Single Individual ◽  
Primary School Principals ◽  
New Form

School leadership is as challenging as it is rewarding. And, in a fast paced educational policy environment, school leaders sometimes are having to play catchup with the latest government mandate. This challenge is exacerbated in environments where economic and social problems and lack of parental engagement in education are a daily occurrence and a significant risk to the effectiveness of schools. While we recognize the notion of sustainable school leadership is continuing its evolution, we also acknowledge it is not a single act and nor is it enacted by a single individual. Reporting findings from a qualitative study of primary school leaders in Jamaica, we argue that sustainable school leadership is not a new form of leadership, but rather a type of leadership that combines multiple practices to produce long-term impacts on members of a school community that are “now” and “futures” oriented.

Role Conflict, Role Ambiguity, and School Principals’ Job Robustness

1985 ◽  
Vol 53 (2) ◽  
pp. 86-90 ◽  
Author(s):  
John E. Eisenhauer ◽  
Donald J. Willower ◽  
Joseph W. Licata
Keyword(s):  
Role Conflict ◽  
Role Ambiguity ◽  
School Principals

Merit selecting school leaders: Australian principals' perspectives

2020 ◽  
Vol 34 (8) ◽  
pp. 1303-1315
Author(s):  
Kevin Steed ◽  
John De Nobile ◽  
Manjula Waniganayake
Keyword(s):  
School Leadership ◽  
Professional Learning ◽  
Online Survey ◽  
School Principals ◽  
School Leaders ◽  
The State ◽  
Head Teachers ◽  
Content Type ◽  
Playing Field ◽  
South Wales

PurposeThis research paper explores the perspectives of Australian school principals in the state of New South Wales (NSW) regarding what they believe constitutes “merit” when selecting deputy principals, assistant principals (primary) and head teachers (secondary).Design/methodology/approachAn online survey was utilised to collect qualitative and quantitative data from school principals across the state of NSW to investigate their understanding of, and approach to, the merit selection of their respective school leadership cadres.FindingsStudy findings indicated a statewide variance in the perceptions of principals when identifying merit for the purposes of recruiting school leadership teams. These findings question the widely held view that candidates compete for school leadership positions on a level playing field.Practical implicationsIn practical terms, the findings indicate that NSW school principals would benefit from more intensive professional learning opportunities designed to enhance their ability to objectively identify and assess merit when selecting school leaders.Originality/valueThis study contributes to an enhanced understanding in an area where there is a paucity of research-based evidence focusing upon the perspectives of school principals regarding their understanding of meritocratic theory and its influence on their school leadership selection practice.

scholarly journals Transformational Leadership Style Training for School Leaders

2020 ◽  
Vol 6 (1) ◽  
pp. 17-34
Author(s):  
Neelam Nisar ◽  
Abid Shahzad ◽  
Mehartab Rabica
Keyword(s):  
Transformational Leadership ◽  
Leadership Development ◽  
School Leadership ◽  
Leadership Style ◽  
School Leaders ◽  
Relevant Literature ◽  
Leadership Skills ◽  
Public And Private ◽  
Quasi Experimental ◽  
Transformational Leadership Style

This research focused on the training of school leaders in transformational leadership - which is recommended for educational leaders all over the world (Alkhasawneh, 2018) - and to determine if it impacts their leadership skills or not. Based on relevant literature and training need analysis, training was planned and given to 120 in-service school heads for one month. The research was quasi-experimental that used a one-group pre-test post-test design because no similar group was available. The experimental group was divided into two groups; public and private, for a comparison. Also, a follow-up study was conducted to keep it nearer to the experimental approach. The training delivered to the school principals comprised of selected content about the concept of leadership and transformational leadership. This content was reinforced by real-world examples and relevant leadership activities. Participants were assessed under pre-defined grading criteria that were their attendance, participation, and performance in quizzes and assignments during the training. After completion, they were observed and evaluated for their leadership skills at their workplaces and awarded with the points. This quantitative data were analyzed by using mean, standard deviation, and paired sample t-test for knowing and comparing the results. It was found that the transformational leadership style training had improved the effectiveness and leadership skills of school leaders. Similar training courses have been endorsed by training participants for enhancing the leadership styles of school leaders. Keywords: School Leadership, Transformational Leadership Development, School Leadership Development, Transformational Leadership in Schools

School principals as leaders: Pre-service and in-service teachers’ perspective

2018 ◽  
Vol 5 (3) ◽  
pp. 146-154
Author(s):  
Pelagia Ant. Stravakou ◽  
Evangelia Ch. Lozgka
Keyword(s):  
Qualitative Research ◽  
Content Analysis ◽  
School Leadership ◽  
Research Method ◽  
School Principals ◽  
Leadership Skills ◽  
School Leader ◽  
Relevant Research ◽  
Leadership Models ◽  
The Ideal

Scholars have highlighted that the existing school leadership models are incomplete and the relevant research is dominated by the principals’ perspective. This study explores the pre-service and in-service teachers’ views about what they want and expect of the school principals as leaders to willingly follow them. The sample consisted of 36 teachers purposefully recruited. Written texts, in which the participants were asked to spontaneously write down their thoughts, were used as a research tool; and content analysis was used as a research method. Overall, the findings indicated that the ideal school leader from the teachers’ perspective predominantly has leadership skills, and rarely has both specific personality traits and enduring goals to pursue, whereas specific necessary qualifications are considered as the least desirable. These findings are discussed in the context of the broad literature on leadership and in relation to the proposed leadership models.   Keywords: School leader, principals, teachers’ perspective, qualitative research.

scholarly journals Future Challenges for School Leaders in Implementing the Concept of Learning Organizations in Malaysian Schools: Experts’ Opinions

2020 ◽  
Vol 13 (1) ◽  
pp. 77
Author(s):  
Rosnah Ishak
Keyword(s):  
Data Analysis ◽  
Focus Group ◽  
Learning Organization ◽  
Qualitative Data ◽  
Learning Organizations ◽  
School Principals ◽  
School Leaders ◽  
Group Discussion ◽  
Leadership Skills ◽  
Future Challenges

<p>Based on the idea of learning organization, schools should be a place for everyone to learn, including teachers and the principals themselves. Hence, schools’ leaders should be prepared to face various possibilities in implementing the concept of learning organization in school. This paper discuss about a study aims to identify future challenges for school principals as leaders in learning organizations. A total of eight school principals have been appointed as panel of experts and involved in a focus group discussion. The results from qualitative data analysis show that there are seven main elements forecast to be the challenges for school leaders in developing their schools as learning organizations in future. The implications of the study suggest that school leaders apply a variety of leadership skills as a result of their learning to overcome those challenges.</p>

Exploring the Influences of Contextual Variables on Beginning Principals

1995 ◽  
Vol 5 (3) ◽  
pp. 231-247 ◽  
Author(s):  
Ira E. Bogotch ◽  
Ric Keaster ◽  
Beatrice Baldwin ◽  
Angel Wonycott
Keyword(s):  
School District ◽  
School Leadership ◽  
Social Issues ◽  
School Principals ◽  
School Leaders ◽  
Beginning Principals ◽  
Contextual Variables ◽  
Context Variable

Beginning school principals work within distinct school district contexts, influencing how they think and act as school leaders. This discussion describes how their perceptions compare across three geo-political contexts: urban, suburban and rural. The results are presented as storylines, emphasizing how contextual variables interact to influence differences in school leadership. As storylines, the implications concern social issues beyond any one school district or any one isolated context variable such as race or gender.

Perspectives of teachers’ on the selection and the development of the school leaders in the United Arab Emirates

2020 ◽  
Vol 34 (1) ◽  
pp. 56-69
Author(s):  
Solomon Arulraj David ◽  
Abdulai Abukari
Keyword(s):  
School Improvement ◽  
School Leadership ◽  
Cultural Values ◽  
United Arab Emirates ◽  
School Leaders ◽  
Group Discussion ◽  
Public And Private ◽  
Content Type ◽  
Professional Development Training ◽  
Teachers Perspectives

Purpose The purpose of this paper is to examine teachers’ perspectives on school leaders’ selection and development strategies in order to propose/recommend strategies that are relevant to the context of the United Arab Emirates. Design/methodology/approach The study gathered data through group discussion of school teachers who attended the module “leadership for school improvement” taught by the researchers. The teachers who participated in this study include local and expat teachers who are currently working in both public and private schools in the UAE. The reports of the group discussion were used as transcripts and thematic analysis was used to analyse the results. Findings The results indicate that there is a strong aspiration for setting better standards for the selection of the school leaders. There is great interest in engaging experts and instrumenting accredited continued professional development training on developing school leaders. The respondents emphasised on the required qualifications, experiences and knowledge, and the need for mentorship approach. Research limitations/implications The key limitation of the study is the smaller sample size. Practical implications The outcome of the study offers necessary insight to the decision makers on the selection and development of school leaders in the UAE. Social implications The study insists that the social and cultural values of the UAE to be considered in the selection and development of school leaders in the UAE. Originality/value The study offers potential gap and scope for further research on school leadership in the UAE that could be further explored with many samples and cases for broader understanding.

scholarly journals The centrality of ethical leadership

2015 ◽  
Vol 53 (2) ◽  
pp. 197-214 ◽  
Author(s):  
Lisa C. Ehrich ◽  
Jessica Harris ◽  
Val Klenowski ◽  
Judy Smeed ◽  
Nerida Spina
Keyword(s):  
School Leadership ◽  
Ethical Leadership ◽  
Leadership Practices ◽  
School Principals ◽  
School Leaders ◽  
Small Body ◽  
Ethical Framework ◽  
Structured Interviews ◽  
Content Type ◽  
Use Of Data

Purpose – The central argument in this paper is that ethical school leadership is imperative in a context of increasing performance-driven accountability. The purpose of this paper is to focus on school principals’ perceptions of how they understand ethical leadership and how they lead the ethical use of data. Design/methodology/approach – This study utilises semi-structured interviews with six state school principals (one primary and six secondary) to explore their perceptions of ethical leadership practices; and how they balance current competing accountabilities in a context of performance-driven accountability. Findings – There were four key findings. First, principals used data to inform and direct their practices and their conversations with teachers. Second, while ethics was a central consideration in how principals’ led, practising in an ethical manner was identified as complex and challenging in the current context. Third, Starratt’s (1996) ethical framework proved to be relevant for interpreting principals’ practices. Finally, all of the principals referred to dilemmas they faced as a result of competing priorities and all used a variety of strategies to deal with these dilemmas. Originality/value – While there is a small body of research that explores school leaders’ understandings of ethical tensions and dilemmas, there is little research that has focused on school leaders’ understandings of the ethical use of data. This study, then, contributes to this area as it provides a discussion on school principals’ leadership practices in the current climate driven by data use.

Principals’ views on continuing professional development programmes: Evidence from Malaysia

2021 ◽  
pp. 174114322198895
Author(s):  
Lokman Mohd Tahir ◽  
Mohammed Berhandden Musah ◽  
Mohd Fadzli Ali ◽  
Abdul Halim Abdullah ◽  
Mohd Hilmi Hamzah
Keyword(s):  
Professional Development ◽  
Leadership Development ◽  
School Leadership ◽  
Financial Management ◽  
School Principals ◽  
School Leaders ◽  
Continuing Professional Development ◽  
Development Programme ◽  
Effective School ◽  
Knowledge And Skills

This study reports on the professional development and school leadership programmes requested by principals in Malaysian schools. A total of 557 principals provided feedback on their preferred school leadership and professional development programmes which they believed as essential to be effective school leaders. Based on their feedback, mentoring was named the most needed leadership development programme as it allowed access to the guidance, knowledge and skills of senior principals. As for school leadership courses mentioned by school principals, financial management was considered as most useful. The study concludes by recommending suggestions to improve principals’ professional development programmes in Malaysia.

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