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.

scholarly journals Relevance Of A Leadership Development Programme To Develop The Leaders Work-Integrated Learning Competencies

2014 ◽  
Vol 13 (6) ◽  
pp. 1213
Author(s):  
Prakash Singh ◽  
Christopher Malizo Dali
Keyword(s):  
Leadership Development ◽  
School Leadership ◽  
School Principals ◽  
Education Institution ◽  
Development Programme ◽  
Power Relationships ◽  
Research Approach ◽  
Integrated Learning ◽  
Learning Competencies ◽  
Work Integrated Learning

Today, more than ever, leaders need to demonstrate appropriate work-integrated learning competencies (WILCs) to process and manage emotional dynamics intelligently in their work environment. The challenge is to develop these leaders WILCs that can enable them to understand the contextual environments and the power relationships among employees in their organization. This study, therefore, explored the extent to which WILCs, including their emotional intelligence, can be developed and employed in their organizations to enhance collegial leadership practices. Consequently, this study focused specifically on the adequacy of the Advanced Certificate in Education (ACE) school leadership (SL) programme as a leadership development programme (LDP) offered by a higher education institution (HEI) to develop the WILCs of school principals. The LDP is intended to provide the principals, as leaders, with the opportunity to develop a deeper holistic commitment to their studies in a working school situation. Ideally, the LDP would provide a basis upon which school principals acknowledge the complexity of learning across multiple epistemic sites, rather than from a reductionist view with university modules and schools as separate entities. To investigate this, the qualitative research approach was appropriately used in this study. The findings on the interpersonal WILCs revealed that the school principals acknowledged their awareness of their employees feelings, needs and concerns and were adept at inducing desirable responses in them. Evidently, the findings of this study have confirmed the need for leaders to have interpersonal WILCs that can empower them to succeed in creating the necessary collegial climate in their organisations.

Work environment characteristics that satisfy principals in China, Germany and the USA

2021 ◽  
pp. 174549992110185
Author(s):  
Chuang Wang ◽  
Dawson R Hancock ◽  
Ulrich Müller
Keyword(s):  
School Leadership ◽  
School Leaders ◽  
Work Environments ◽  
Industrialized Countries ◽  
Effective School ◽  
Formidable Challenge ◽  
Effective School Leadership ◽  
The World ◽  
The Usa ◽  
Survey Responses

Effective school leadership is crucial to a school’s success. Yet throughout the world, attracting and retaining qualified school leaders is often a formidable challenge. To discern ways in which we may recruit and retain competent school leaders, this study compares the extent to which principals in three industrialized countries, China, Germany and the USA, value the characteristics of their positions as principals. Survey responses of principals in these three countries reveal many factors that gratify and some factors that disappoint principals about their work environments. Comparing the similarities and differences of the principals’ responses in these countries provides insights into ways in which we may learn from each other about the factors that influence the recruitment and retention of qualified principals.

Enabling Professional Development with E-Portfolios

2012 ◽  
Vol 2 (1) ◽  
pp. 37-52 ◽  
Author(s):  
Simon Lygo-Baker ◽  
Stylianos Hatzipanagos
Keyword(s):  
Professional Development ◽  
Digital Technology ◽  
Academic Development ◽  
Continuing Professional Development ◽  
Development Programme ◽  
Career Progression ◽  
Learning Space ◽  
Learning And Teaching ◽  
Personalised Learning ◽  
Presentation Tool

Portfolios have been used for assessment in higher education as an alternative to exams and assignments. E-portfolios offer staff a digital technology that can be both a personalised learning space, owned and controlled by the learner, and a presentation tool which can be used for formal assessment purposes. However, this can result in a tension between process and product, where e-portfolios become electronic repositories of resources that simply tick boxes for career progression. The paper reports on a project that investigated the use of e-portfolios by teaching practitioners developing a critical portfolio of evidence for an award-bearing academic development programme. An e-portfolio had been adopted to address criticisms that conventional assessment fails to take account of the context in which teaching practitioners operate. The project aimed to enable teaching practitioners to access and gain familiarity with pedagogically sound e-portfolio opportunities. In addition, it aimed to foster a reflective approach, promote critical thinking focused on learning and teaching and enhance continuing professional development.

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.

Refusing Relevance: School Administrator Resistance to Offering Professional Development Addressing LGBTQ Issues in Schools

2017 ◽  
Vol 54 (2) ◽  
pp. 183-215 ◽  
Author(s):  
Elizabethe C. Payne ◽  
Melissa J. Smith
Keyword(s):  
Professional Development ◽  
School Leadership ◽  
School Leaders ◽  
Evaluation Studies ◽  
Development Program ◽  
School Personnel ◽  
School Administrator ◽  
School Contexts ◽  
Bisexual And Transgender ◽  
Field Notes

Purpose: The purpose of this article is to provide insight to the multiple ways that school leaders resist, avoid, or block LGBTQ (lesbian, gay, bisexual, and transgender, queer, and questioning) professional development for their staff and, thus, resist the conversations around school responsibility to these students and families. Research Method: The data presented in this article include interviews and field notes drawn from evaluation studies of the Reduction of Stigma in Schools© professional development program and are related to a single emergent theme. Findings: School leaders who resisted LGBTQ professional development claimed such training was not relevant to their school contexts, the training would attract community backlash, the school board would not approve the training, or school personnel would not be interested in learning about LGBTQ students. Implications: The authors conclude that increasing LGBTQ content in educational leadership training is a necessary step for convincing school leadership that LGBTQ-competence is necessary for creating a positive school climate for all.

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