Perceptions of School Administrators on the Educational Leadership Training Programs in Oman

2014 ◽  
Vol 11 (1) ◽  
pp. 1-14
Author(s):  
Salim S. Al Ganboosi ◽  
Omer H. Ismail
Keyword(s):  
Educational Leadership ◽  
Leadership Training ◽  
Training Programs ◽  
School Administrators ◽  
Perceptions Of School

School Administrators and Physical Educators: A Scoping Review of Perceptions and Partnerships From 2000 to 2020

2021 ◽  
pp. 105268462199061
Author(s):  
Scott McNamara ◽  
Matthew Townsley ◽  
Kelly Hangauer
Keyword(s):  
Scoping Review ◽  
School Administrators ◽  
Physical Educators ◽  
Inclusion Criteria ◽  
Comprehensive Overview ◽  
Physically Active ◽  
Full Inclusion ◽  
Teachers Perceptions ◽  
Scoping Reviews ◽  
Perceptions Of School

Physical education (PE) is an academic subject that delivers students a standards-based program designed to foster the knowledge and skills needed to be physically active for a lifetime. Although there is a dearth of research that has examined school administrators’ perceptions and interactions with PE, it has been reported that school administrators often are a barrier that disrupts effective PE programming. This study aimed to conduct a scoping review of the literature to capture a comprehensive view of the peer-reviewed research that has focused on physical educators’ collaboration with and perceptions of school administrators, and literature related to school administrators’ collaboration and perceptions of physical educators. Preferred Reporting Items for Systematic Reviews extension for Scoping Reviews Checklist guided this investigation. Seven databases were searched, and 29 articles met the full inclusion criteria. This scoping review provides a comprehensive overview of the evidence and research trends; nonetheless, the heterogeneity of the studies and limited literature on this topic make it difficult to form any substantial conclusions. The need for additional research is especially true for research examining PE teachers’ perceptions and interactions with school administrators, as only three of the identified studies in this review focused on this topic. The recognition of these gaps in the literature may be important to the fields of educational leadership and PE, as it may lead to more concerted efforts to examine how these fields interact and how they can collaborate more effectively.

scholarly journals EMPOWERING WOMEN AT THE HIGHER INSTITUTIONAL LEVEL: ANALYSIS OF BUSINESS EDUCATION AND LEADERSHIP TRAINING PROGRAM

2021 ◽  
Vol 19 (01) ◽  
pp. 150-169
Author(s):  
Summra Khalid ◽  
Wang Dan ◽  
Amir Sohail ◽  
Wahid Raza ◽  
Bushra Khalid ◽  
...  
Keyword(s):  
Training Program ◽  
Gender Stereotypes ◽  
Leadership Training ◽  
Business Education ◽  
Cultural Context ◽  
Training Programs ◽  
Hard Core ◽  
Rank Test ◽  
Self Perception ◽  
Institutional Level

Purpose – The research study aims to assess the women’s Business education and leadership training program at a higher institutional level in order to examine how the program impacts and contributes to women’s empowerment. Further, this research sought to explore women’s leadership training aspect that has not explicitly elucidated. Besides, this study looks upon women’s self-perception by empowering them with skills and leadership capabilities to change hard-core gender stereotypes in society. Research methodology – The sample size comprised of 82 enrolled female students in the training program. The qualitative statistics (i.e., three focus groups) evaluated with the Kirkpatrick model. The Wilcoxon signed-rank test was applied to compare pre-and post-training quantitative data (i.e., questionnaire). Effect size is measured to check the effectiveness of the training program. Findings – The post-training evaluation revealed higher scores in knowledge, tools, and leadership skills. The training program encouraged women to bring change in self-perception and gain confidence for transformative changes in society. Findings support the effectiveness of leadership education and training programs. Research limitations – This research conducted in a Pakistani patriarchal cultural context and one region of Pakistan (Punjab). Hence the results are carefully generalised. The long term outcomes of this leadership training program and women’s performance in the job market are not studied. Practical implications – Findings suggest that a training program positively affects women’s learning, knowledge, and behaviour. Training programs empower women with practical tools for self and business development. The program encouraged women to gain better insight into work-life challenges and enhance personal competencies to gain equal rights. Originality/Value – This research will significantly contribute to the relatively scarce literature on the effectiveness of women’s business education and leadership training programs at a higher institutional level in the Pakistani context for women empowerment.

When is it Ethical to Inform Administrators about Student Risk-Taking Behaviors? Perceptions of School Counselors

2012 ◽  
Vol 15 (3) ◽  
pp. 2156759X1201500 ◽  
Author(s):  
Michael S. Moyer ◽  
Jeremy R. Sullivan ◽  
David Growcock
Keyword(s):  
United States ◽  
School Counselors ◽  
Risk Taking ◽  
School Administrators ◽  
The United States ◽  
Student Risk ◽  
Risk Taking Behaviors ◽  
Perceptions Of School

School counselors from across the United States responded to a survey asking when they should break confidentiality and report student risk-taking behaviors to school administrators. Generally, counselors believed it to be more ethical to break confidentiality when the behaviors were directly observed (as opposed to reported by students) and when the behaviors occurred on school grounds during school hours. Results also suggest counselors were more willing to break confidentiality when their school had a written policy guiding their actions. All behaviors showed some variance among respondents, suggesting a lack of agreement regarding when it is appropriate to break confidentiality and report risk-taking behaviors to administrators. This article discusses implications and suggestions for school counselors.

Preparing the Right Physicians to be Exceptional Leaders in the 21st Century

2018 ◽  
pp. 56-70
Author(s):  
Kenneth R. Cohen ◽  
Kenneth Hanover
Keyword(s):  
Leadership Styles ◽  
Leadership Training ◽  
Return On Investment ◽  
Training Programs ◽  
Three Dimensional ◽  
Evidence Based ◽  
Alternative Strategies ◽  
Physician Leaders ◽  
The Right ◽  
Formal Leadership

This chapter describes evidence-based strategies found to most effectively maximize the Return On Investment (ROI) of physicians' formal leadership training programs. Recognizing that no two prospective physician leaders are exactly the same, formal leadership training programs cannot be most effective if these do not allow for organizational and situational differences as well as critical differences among physicians' demonstrated personalities and leadership styles. When selecting prospective physician leaders, the authors advocate for an individualized process which requires “Diagnosis Before Treatment,” “Three Dimensional Screening,” and the application of “More Effective Alternative Strategies” in order to avoid committing the “12 Deadly Sins.”

Providing Students With Leadership Training Programs

1991 ◽  
Vol 75 (537) ◽  
pp. 129-131
Author(s):  
Judi Findorff
Keyword(s):  
Leadership Training ◽  
Training Programs
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