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.

scholarly journals Ensuring Educational Leadership in the Creation and Leadership of Schools

2017 ◽  
Vol 82 (3) ◽  
Author(s):  
Rudzani Israel Lumadi
Keyword(s):  
Instructional Leadership ◽  
School Leadership ◽  
Teaching And Learning ◽  
School Leaders ◽  
Leadership Skills ◽  
Ethics Of Care ◽  
Effective School ◽  
Effective School Leadership ◽  
The Creation ◽  
Effective Teaching And Learning

Researchers have grappled to speculate about why people in almost all societies share a concern with social justice and equity in education. It is increasingly recognized, internationally and in South Africa, that leading and managing teaching and learning is one of the most important activities for principals and other school leaders. This paper shows that managing teaching and learning are often inadequate, and largely fails to improve educational problems facing school communities. A lot was written about arguably the biggest challenge facing today’s teachers and principals. The question remains how schools could be made to work effectively and equitably for all learners in ever more diverse classrooms. This article will attempt to point the way to ensure that there is educational leadership in the creation and management of schools. Quality leadership skills and competencies for effective teaching and learning in schools are also highlighted. The rationale for this study is based on the growing concern that school leadership is not sensitive to the needs of the learners they serve and continue to experience unjustifiable expenditure in relation to community expectations in terms of teaching and learning. Equity theory underpinned this study. It is imperative to note that people feel most comfortable when their relationships are maximally profitable and they are giving and getting exactly what they deserve from their relationships; no more and certainly no less. The ethics of care theory is used as a lens to understand how principals lead and manage schools to improve learner performance. This theory is considered pertinent for this study due to the fact that leaders have authority and power over their subordinates. A leader should possess instructional leadership skills that emphasize the achievement of the core task, teaching and learning, in schools. Effective leaders understand their staff and learners’ unique needs, can create a supportive environment and engage in practices that build on employee self-confidence to enhance their performance. Ethics of care is deemed suitable for this study since school leaders should have a passion to care for teachers and learners they lead. Ethics of care is a suitable way to connect people and emphasize helping others. Leaders should go an extra mile to address, nurture and support the needs of the teachers. The role of caring in a school environment has a more specific aim, which is to establish an environment that is conducive to effective teaching and learning because an environment that is caring enhances productivity. An investigation was conducted to explore effective school leadership through teaching and learning. This effect presents an exhaustive review of the article and suggests a direction for future developments. Based on the study, a qualitative approach was employed to investigate effective school leadership practices as perceived by school leaders. The belief is that schools should be led by the quality of leaders in order to produce good results. It is on this backdrop that schools need effective, dedicated, responsible, accountable school leaders, and staff members, if they are to provide quality education for all learners. It became evident from the findings that effective principals locate learning at the centre of their daily activities and that this can only be achieved if the creation of a conducive environment plays a major role in developing a professional community of teachers who work as a team under effective instructional leadership. Recommendations evolved from the findings.

scholarly journals COMMUNICATION COMPETENCE AS FUNDAMENTAL ASPECT FOR EFFECTIVE SCHOOL LEADERSHIP AND ADMINISTRATION ACHIEVING: A SYNOPTIC THEORETICAL APPROACH

2020 ◽  
Vol 7 (11) ◽  
Author(s):  
Panagiotis J. Stamatis ◽  
Georgios A. Gkoutziamanis
Keyword(s):  
Resource Management ◽  
School Leadership ◽  
Theoretical Models ◽  
School Principal ◽  
Fundamental Aspect ◽  
Research Activity ◽  
Effective School ◽  
Leadership And Management ◽  
Leading Role ◽  
Effective School Leadership

Many theories and definitions regarding the concept of Leadership and Management appear in modern literature, as well as interpretations, references to specific characteristics and related topics. This fact shows that over time, a significant effort has been made to clarify the various dimensions of the concept of Leadership and its distinction from the concept of Management. The whole research activity gradually contributed to the development of an important framework in which various and remarkable theoretical models were developed, in parallel with the broader research that has been developed in the field of "human resource management", intending to study leadership styles and managerial behaviors to which they are connected. Many researchers agree that the position of traditional management is completely taken over today by Leadership, which is a complex but flexible, dynamic and at the same time creative resource management process. As has been observed, each new form of Leadership, developed during the 20th century, took into account the effectiveness of the previous one, both in theory and in practice. In this chapter, through three indicative sections, emphasis is placed on the clarification of the concepts of Leadership and Management, concise, conceptual approaches to Leadership Theories and Management Models are developed. Finally, reference is made to the modern, leading role of the School Principal. The characteristic of communication ability is underlined as a fundamental criterion for achieving effective school leadership and administration. <p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0711/a.php" alt="Hit counter" /></p>

Knowing Leadership: Students of Color (Re)considering Togetherness with Leaders and Authority Figures

2018 ◽  
Vol 28 (6) ◽  
pp. 788-814
Author(s):  
Ty-Ron M. O. Douglas ◽  
Jennifer M. Beasley ◽  
Emily R. Crawford ◽  
Juan A. RÍos Vega ◽  
Cayce McCamish
Keyword(s):  
School Leadership ◽  
Students Of Color ◽  
Research Study ◽  
School Administrators ◽  
Positive Role ◽  
Effective School ◽  
Border Theory ◽  
Perceived Benefit ◽  
Authority Figures ◽  
Effective School Leadership

Drawing on Bauman's (1995) conceptualization of various forms of togetherness and Giroux (2005) and Anzaldúa (2007) explication of border theory, this paper presents findings of a research study that investigates how students of color come to know leaders and authority figures. Findings suggest that students identified “leaders” in part based on their relationships and connections with them and the perceived benefit of such connection. Family members and teachers were considered leaders when students’ relationships with them reflected Bauman's (1995) “being-for” perspective, as characterized by positive role modeling and empathy. In schools, teachers—rather than school administrators—were most often described as leaders. These relationships were commonly associated with disciplinary issues and the enforcement of rules, and a colorblind system. Implications suggest that relationship characteristics in the borderlands of schools influence the perception of effective school leadership and school authority for students of color.

“We Don’t Got Time for Grumbling”: Toward an Ethic of Radical Care in Urban School Leadership

2020 ◽  
pp. 0013161X2092589
Author(s):  
Rosa L. Rivera-McCutchen
Keyword(s):  
Critical Race Theory ◽  
School Leadership ◽  
Black Male ◽  
Urban School ◽  
School Principal ◽  
Effective School ◽  
Urban School Leadership ◽  
Effective School Leadership ◽  
Document Review

Purpose: This article presents a case study of a successful Black male public urban school principal, offering a counterstory to discourses of failure in urban schools. I build on scholars’ work in critical caring, the Black principalship, and radical hope to call for an expansion of narrow frameworks of effective school leadership to include an ethic of radical care within urban school leadership. Method: This study represents a counterstory in the tradition of critical race theory, centering the voice and perspectives of a Black male urban school principal. Using ethnographic research methods, this case study was based on prolonged and embedded engagement in the field including observations, informal and formal interviews, and document review. Data were collected and analyzed over a 2-year period. Findings: Five components of effective school leadership emerged from analysis of the data that, taken together, can be described as a radical care framework. These components include the folowing: (a) adopting an antiracist, social just stance; (b) cultivating authentic relationships; (c) believing in students’ and teachers’ capacity for growth and excellence; (d) strategically navigating the sociopolitical and policy climate; and (e) embracing a spirit of radical hope. Conclusion: In addition to highlighting the power of counterstories in educational leadership research, this study reinforces the critical need for leadership preparation that is grounded in antiracism and social justice, and comprises all aspects of an ethic of radical care. Furthermore, the study points to the need for targeted recruitment of Black and Latinx school leaders, particularly in urban contexts.

Knowing Kids Makes a Huge Difference, Part I: Exploring the Principal–Student Relationship

2020 ◽  
pp. 105268462092308
Author(s):  
Jamie Kudlats ◽  
Kathleen M. Brown
Keyword(s):  
School Leadership ◽  
Methodological Approach ◽  
Effective School ◽  
Data Set ◽  
Teacher Student Relationships ◽  
Teacher Student ◽  
Study Results ◽  
Effective School Leadership ◽  
Student Relationship ◽  
New Framework

Teacher–student relationships (TSRs) have important implications for building trust, motivation, and engagement and improving both behavior and academic achievement. What about students’ relationships with principals? Given the scarcity of literature on the PSR, research on the TSR was used to buttress the findings from this empirical study of the PSR to describe more nuanced implications and deeper understandings of the influence and impact principals have on students and vice versa. This work resulted in a two-part series. Part I, included in this issue, focuses heavily on the literature review and detailed findings of the study. Part II, included in a forthcoming issue, embeds the study results more firmly within theoretical underpinnings and extends them toward establishing a new conceptual framework for the PSR and a new dimension of scholarship on effective school leadership. Qualitative narrative inquiry was chosen as the methodological approach. Interviews with four principals and three of their former students along with observations of each principal provided the data set. Findings from Part I, reveal nine dominant themes indicating that the PSR is a primary consideration for many principals not only for the personal satisfaction of interacting with students but also because of the belief that the relationships significantly contribute to principals’ ability to effectively meet their many responsibilities. Part I findings, which expose some of the challenges and complications in developing healthy PSRs, were then integrated with the synthesis of the existing literature in order to briefly propose a new framework for exploring the phenomenon.

scholarly journals KEUNGGULAN SEKOLAH YANG DIKELOLA SECARA EFEKTIF

2020 ◽  
Author(s):  
Idatul Fitri
Keyword(s):  
Student Achievement ◽  
School Leadership ◽  
Management System ◽  
Basic Skills ◽  
School Achievement ◽  
Assessment Model ◽  
Controlled Atmosphere ◽  
Effective School ◽  
High Expectations ◽  
Effective School Leadership

The effective school assessment model is one of the instruments that is expected to be used by education managers to determine the level of success of each school. The results of the assessment can then be taken into consideration for efforts to improve schools. Schools that have a good, transparent and accountable management system, and are able to empower every important component of the school, both internally and externally, in order to achieve the vision and mission goals of the school effectively and efficiently. The concept of an effective school is a school that is able to optimize all the inputs and processes for the achievement of educational output, namely school achievement, especially student achievement marked by having all the abilities in the form of competencies required in learning. The characteristics of an effective school are: 1) the leadership of the principal is strong. 2) high expectations of student achievement, 3) emphasizing basic skills, and 4) orderliness and controlled atmosphere. Effective school leadership by the principal because the principal is a figure (key person) in realizing the vision, mission, and goals of the school, which is an effective and efficient school

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