دور النمط القيادي لمدير المدرسة في مستوى الرضا الوظيفي للمعلمين في مدارس إدارة التربية والتعليم بمحافظة النماص = The Role of the Leadership Style of Public School Principals in the Level of Career Satisfaction for Teachers in the Education Department of Schools Province Namas

School principals are fundamentally important to school improvement. Due in part to this importance, the roles and responsibilities of school principals are constantly evolving. To explore leader sensemaking about this phenomenon I conducted 30 interviews with 10 public school principals in the US state of New Jersey during the 2018–2019 school year. Specifically, in this study I asked: (a) What are current public school principals’ predictions of the future role of school principals? and (b) In what way(s) do these predictions shape principals’ thinking about remaining in the profession? The findings of this work indicate: (a) principals believe the future of the school principal will focus heavily on safety and security; (b) principals believe the future of the role will include an increased emphasis on supporting student and teacher emotion and mental health; and (c) principals believe their future role as a school leader will evolve in how they interact with parents/guardians. Finally, an analysis of data shows in some cases how principals make sense of the future of the profession shapes their thinking about remaining in or exiting the role of school principal. Implications for policy and practice are discussed.

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The Role of public school principals in developing students' awareness of environmental education in Ajloun Governorate: دور مديري المدارس الحكومية في تنمية وعي الطلبة بالتربية البيئية في لواء دير علا محافظة السلط بالأردن

المجلة العربية للعلوم ونشر الأبحاث مجلة العلوم التربوية والنفسية ◽

10.26389/ajsrp.r190219 ◽

2019 ◽

Vol 3 (27) ◽

Author(s):

Raeda Hussein Mohammed Sous

Keyword(s):

Public Schools ◽

Public School ◽

Environmental Education ◽

Random Sample ◽

School Principals ◽

Role Of Government ◽

Public School Principals ◽

Descriptive Approach ◽

Level Of Significance

The study aimed at revealing the role of the principals of public schools in developing students' awareness of environmental education in Ajloun Governorate. The researcher used the descriptive approach. To achieve the goal of the study، the researcher constructed a questionnaire and distributed it to a random sample of 168 managers and directors. The role of public school principals in developing students' awareness of environmental education in Ajloun Governorate is estimated at (high)، with an average of 3.67 (5). In terms of the dimensions of the study، the following is the cognitive field، with an average of (3.79). (3.88)، and the affective area with an average of (4.14)، all of which are rated (high). The results also showed no significant differences at the level of significance between the role of government principals in developing students' Ajloun Governorate، due to gender variable. In the light of the results، a number of recommendations and proposals were presented to raise the role of managers in developing students' awareness of environmental education ، ،

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An examination of the fundraising duties of public school principals and governing body chairpersons in three schools in the Newlands West Circuit in the KwaMashu District

10.51415/10321/2759 ◽

2003 ◽

Author(s):

◽

Poobalan Perumal

Keyword(s):

Public School ◽

South African ◽

School Principals ◽

School Funding ◽

Education Department ◽

Public School Principals ◽

Governing Body ◽

Kwazulu Natal ◽

South African Schools Act ◽

To Receive

The provincial education departments in South Africa pay the salaries of educators who are appointed by them. A school governing body pays for all other routine expenses incurred in the operation of a school and the employment of staff. Staff not employed by the provincial education department are paid from its school fund, which is subsidised by the state. This subsidy is based on the Norms and Standards for School Funding (South African Schools' Act No. 84 of 1996), which was implemented in January 2000. It provides for the poorest of schools (numbering approximately 40 % of all public school in Kwazulu-Natal) to receive 60 % of the funds allocated for the operational needs of the schools in Kwazulu-Natal.

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Perceptions of Beginning Public School Principals

Journal of School Leadership ◽

10.1177/105268469300300207 ◽

1993 ◽

Vol 3 (2) ◽

pp. 186-202

Author(s):

James E. Lyons

Keyword(s):

Public School ◽

Time Management ◽

School Principals ◽

Beginning Principals ◽

New Principals ◽

Local School ◽

Principal's Role ◽

Public School Principals ◽

School Operations

This study was designed to determine the level of competency that beginning principals perceived they had in their primary areas of responsibility when appointed to the position. Secondarily, the study determined what beginning principals perceived to be their greatest challenges and frustrations, most familiar and most unfamiliar areas of responsibility, and who was most and least helpful to them as new principals. The findings indicated that beginning principals are challenged by the following: delegating responsibilities and becoming familiar with the principal's role, the local school, and school operations. Their major frustrations were role adjustment, the (large) amount of responsibility, and time management.

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Leadership Styles of Public Schools Principals in the City of Hail in the Kingdom of Saudi Arabia: أنماط القيادة لدى مدراء مدارس التعليم العام في مدينة حائل في المملكة العربية السعودية

المجلة العربية للعلوم ونشر الأبحاث مجلة العلوم التربوية والنفسية ◽

10.26389/ajsrp.m060321 ◽

2021 ◽

Vol 5 (41) ◽

pp. 161-138

Author(s):

Fahad Husain Alshammari Fahad Husain Alshammari

Keyword(s):

Public Schools ◽

Leadership Style ◽

School Principals ◽

Statistical Significance ◽

Point Of View ◽

Years Of Experience ◽

Public School Principals ◽

Low Degree ◽

Study Population ◽

High Degree

This study aimed to: Identify the leadership style prevailing among public school principals in Hail from the teachers ’point of view, and to reveal the statistical significance of the differences in the estimates of the study sample individuals of the leadership style prevailing among school principals, which may due to variables of (educational stage, number of years of experience, and specialization). The researcher used the descriptive method, and prepared a questionnaire consisting of (24) statements distributed to (3) dimensions, which are: Democratic style, authoritarian style and chaotic style. The current study population included all the teachers of public education schools in Hail, who numbered (9390) teachers. The questionnaire was applied to a random sample of (296) teachers. The study found a set of results, the most important of which are: The prevailing leadership style among school principals is the democratic style, followed by the authoritarian style, and then the chaotic style. Where the democratic style obtained a mean (4.18) and a high degree of approval from the study sample, while the domineering style obtained a mean (1.83) and a low degree of approval from the study sample, and the chaotic style obtained an average (1.73) and a low degree of approval. Very members of the study sample. The results also showed that there are statistically significant differences in the degree of the study sample’s estimates of the leadership style prevailing among school principals due to the variable of years of experience, while there are no statistically significant differences in the degree of the study sample’s estimates of the leadership style prevailing among school principals due to the variables of the educational stage or specialization. In light of these results, the researcher recommended organizing training courses for school principals to enlighten them about the modern trends in educational leadership, and urged school principals to follow the democratic style of administration.

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Stress and Coping Among Public School Principals in a Midwest Metropolitan Sample

SAGE Open ◽

10.1177/2158244019829549 ◽

2019 ◽

Vol 9 (1) ◽

pp. 215824401982954 ◽

Cited By ~ 1

Author(s):

Jason A. Kaufman

Keyword(s):

Decision Making ◽

Public School ◽

Elevated Level ◽

School Principals ◽

Coping Skills ◽

Stress And Coping ◽

Future Research ◽

Public School Principals ◽

Leading Schools ◽

And Coping

The present study sought to investigate perceptions of stress and coping among public school principals. School principals are daily called upon to make decisions regarding a range of unscripted events. The position can be stressful, and stress is known to interfere with sound decision making. It was predicted that present samples of school principals would report a mean level of elevated stress. Contrary to expectations, school principals did not report an elevated level of stress. They instead reported an ostensibly effective reliance on problem-focused and emotion-focused coping skills. It remains unclear how the school principals developed such adaptive means for coping with the stress of leading schools. It is recommended that future research explore this question so that such skills may be transmitted to principals-in-training.

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