scholarly journals A Comparison of Male and Female Saudi School Principals’ Perspectives of Instructional Leadership

2021 ◽  
Vol 1 (4) ◽  
pp. 67-81
Author(s):  
Linda R.
Keyword(s):  
Instructional Leadership ◽  
School Principals ◽  
Male And Female

Enhancing instructional leadership through collaborative coaching: a multi-case study

2017 ◽  
Vol 6 (1) ◽  
pp. 34-49 ◽  
Author(s):  
Gary W. Houchens ◽  
Tom A. Stewart ◽  
Sara Jennings
Keyword(s):  
Instructional Leadership ◽  
Peer Coaching ◽  
School Principals ◽  
Professional Community ◽  
Research Literature ◽  
Self Awareness ◽  
Group Setting ◽  
Content Type ◽  
Self Reflection ◽  
Theories Of Practice

Purpose Executive coaching has become increasingly important for enhancing organizational leaders’ professional effectiveness. The purpose of this paper is to contribute to a growing body of research literature that examines how coaching techniques help school principals improve their instructional leadership. Design/methodology/approach Using a protocol based on a theories of practice framework (Argyris and Schön, 1974) to support principals in deepening their self-reflection, this study added the element of a guided peer-coaching component in a group setting. Findings Results confirmed the effectiveness of the coaching protocol for assisting principals in deepening their self-awareness and critical reflection regarding their leadership, including the way principals’ core assumptions about teaching and leadership shaped the outcomes of their problem-solving strategies. Perceptions of the peer-coaching element were mixed, however. While principals reported feeling affirmed by sharing their leadership challenges with others, and indicated that the group coaching experience contributed to their sense of professional community, there were limitations to principals’ willingness to challenge one another’s core assumptions. Originality/value This study builds on literature that cites theories of practice as a mechanism for enhancing professional effectiveness and represents a further iteration of recent research studies applying the concept to the work of school principals. Findings affirm that a coaching protocol based on theories of practice is well received by principals, serves to deepen self-reflection, and can, in limited cases, contribute to sweeping changes of thinking and practice congruent with the concept of double-loop learning.

scholarly journals Predikcija stavova o menadžerskim i liderskim poslovima ravnatelja kroz analizu broja učenika, broja smjena i tjednog radnog vremena ravnatelja

2013 ◽  
Vol 8 (1.) ◽  
Author(s):  
Željko Burcar
Keyword(s):  
Gender Differences ◽  
Secondary School ◽  
Negative Predictive Value ◽  
Predictive Value ◽  
School Principals ◽  
Secondary School Principals ◽  
T Test ◽  
Regression Analyses ◽  
Male And Female

The aim of this study is to examine principals attitudes toward managerial and leadership jobs, to examine whether there are gender differences in these variables and whether number of shifts, number of student and workload predict managerial and leadership jobs in school. 119 elementary and secondary school principals participated in the study. For this study the scales for managerial and leadership jobs has been constructed. The results show that participants confirm attitudes about managerial and leadership jobs in school and those they exist as planning, organizing, evaluating and leading and they are interrelated. Furthermore, according to the results of regression analyses in the prognosis toward managerial and leadership jobs number of shift have statistically significant negative predictive value. Results of this study, according to the T-test, show that there are no gender differences on attitudes about managerial and leadership jobs between male and female. It could be concluded, with the caution, that principals provides less managerial and leadership jobs in bigger school, what can be logically explained, because of bigger administrative-technical and professional department in bigger multi shift schools and job delegation to that departments.

scholarly journals CULTURAL HISTORICAL ACTIVITY THEORY: EXPLORING PRINCIPALS’ INSTRUCTIONAL LEADERSHIP

2016 ◽  
Vol 4 ◽  
pp. 287-291
Author(s):  
Fulya Damla Kentli
Keyword(s):  
Graduate Students ◽  
Instructional Leadership ◽  
Activity Theory ◽  
School Principals ◽  
Research Question ◽  
Cultural Historical Activity Theory ◽  
Instructional Leader ◽  
Network Activity ◽  
Historical Activity ◽  
Cultural Historical Activity

Instructional leadership activities are significant for school development. Although many researchers in this field consider leadership activities relating to the work of school principals, in effect, leadership is a network activity that includes all school staff. This study aims to show this interdependence network activity within Cultural Historical Activity Theory. The research question is “what are the activities of an instructional leader?” in order to understand instructional leadership activities in school from perspectives of Turkish graduate students and Cultural Historical Activity Theory. The answers are conceptualized within the framework of an Activity Theory. The students were asked to write about the activities of an instructional leader in the first and last course of the semester. Eighteen graduate students participated in this study.

scholarly journals Instructional Leadership Potential among School Principals in Pakistan

2014 ◽  
Vol 7 (6) ◽  
Author(s):  
Muhammad Niqab ◽  
Sailesh Sharma ◽  
Leong Mei Wei ◽  
Shafinaz Bt A. Maulod
Keyword(s):  
Instructional Leadership ◽  
School Principals ◽  
Leadership Potential

The west wind vs the east wind: instructional leadership model in China

2017 ◽  
Vol 55 (2) ◽  
pp. 186-206 ◽  
Author(s):  
Haiyan Qian ◽  
Allan Walker ◽  
Xiaojun Li
Keyword(s):  
Instructional Leadership ◽  
Leadership Practices ◽  
School Principals ◽  
Social Contexts ◽  
Three Dimensions ◽  
The West ◽  
Content Type ◽  
West Wind ◽  
East Wind ◽  
Context Specific

Purpose The purpose of this paper is to develop a preliminary model of instructional leadership in the Chinese educational context and explore the ways in which Chinese school principals locate their instructional-leadership practices in response to traditional expectations and the requirements of recent reforms. Design/methodology/approach In-depth interviews were conducted with 22 selected primary school principals in Shenzhen and Guangzhou. A qualitative analysis was conducted to categorize the major leadership practices enacted by these principals. Findings An initial model of instructional leadership in China with six major dimensions is constructed. The paper also illustrates and elaborates on three dimensions with the greatest context-specific meanings for Chinese principals. Originality/value The paper explores the ways in which Chinese principals enact their instructional leadership in a context in which “the west wind meets the east wind”; that is, when they are required to accommodate both imported reform initiatives and traditional expectations. The paper contributes to the sparse existing research on principals’ instructional leadership in non-western cultural and social contexts.

The Degree of Islamic Education Teachers' Commitment for the Teaching Career Ethics from the School Principals' Viewpoint in Jerash Governorate: درجة التزام معلمي التربية الإسلامية بأخلاقيات مهنة التعليم من وجهة نظر مديري المدارس في محافظة جرش

2021 ◽  
Vol 5 (28) ◽  
pp. 38-24
Author(s):  
Ahmad Ahmoud Al-Harahsheh Ahmad Ahmoud Al-Harahsheh
Keyword(s):  
Analytical Method ◽  
School Principals ◽  
Islamic Education ◽  
Local Society ◽  
Teaching Career ◽  
Male And Female ◽  
Level Of Education ◽  
Education Experience ◽  
High Degree ◽  
The Relationship

The study aims to recognise "The Degree of Islamic Education Teachers' Commitment for the Teaching Career ethics from the School Principals' Viewpoint in Jerash Governorate. The researcher uses the analytical method. The sample is 80 male and female school principals who are chosen randomly. The questionnaire consists of 54 paragraphs divided into four fields. These fields are the relationship between Islamic Education Teachers and their career (paragraphs 1_14), their relationship with their students (paragraphs 15_30), their relationship with their colleagues (paragraphs 31_44), and the fourth field is the relationship between Islamic Education Teachers and the local society (paragraphs 45_54), The study finds that "The Degree of Islamic Education Teachers' Commitment for the Teaching Career Ethics from the School Principals' Viewpoint in Jerash Governorate" comes generally with high degree. The average of the fields come in the following ascending order: the relationship between Islamic Education Teachers and local society, their career, their students, their colleagues. Also, the results show there are no differences with statistical evidence in their degree of commitment for teaching career ethics according to gender, level of education, experience or the type of university. The study recommends to hold courses and workshops for teachers, school principals and supervisors to enlighten them with the importance of the commitment of teaching career ethics. In addition, it recommends to prepare an ethical charter for new teachers to follow it from the beginning of their work.

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