THE INFLUENCE OF IMPRESSION MANAGEMENT OF SCHOOL LEADERS ON FOLLOWERS: A CASE STUDY IN A SECONDARY SCHOOL IN MAURITIUS

2017 ◽  
Vol 3 (1) ◽  
pp. 741-760
Author(s):  
Nathalie Congo-Poottaren ◽  
Keyword(s):  
Secondary School ◽  
Impression Management ◽  
School Leaders

scholarly journals School leadership, school inspection and the micropolitics of compliance and resistance: Examining the hyper-enactment of policy in an area of deprivation

2020 ◽  
pp. 174114321989847 ◽  
Author(s):  
Aly Colman
Keyword(s):  
Secondary School ◽  
School Leadership ◽  
School Leaders ◽  
Leadership Teams ◽  
Local Context ◽  
Leadership Roles ◽  
School Inspection ◽  
Policy Enactment ◽  
Insight Into

This paper examines the influence of intense scrutiny from Ofsted on school leadership and policy enactment. Data was collected in a coastal area of deprivation, providing the setting for a detailed case study of school leadership in a state secondary school and a state primary school, both with recent or ongoing experience of intense scrutiny from Ofsted. Seventeen interviews were undertaken with staff involved in leadership roles. The analyses of data and discussion form an understanding of how policy is enacted in relation to the dual responsibility that school leaders negotiate between the local context at Seatown and Ofsted. This paper suggests that Ofsted forces a privileging of a compliant and consistent enactment of policy; a hyper-enactment of policy, that reduces the capacity of school leaders to address the significant social context of the school. Foucault’s work on self-disciplinary technologies provides insight into the micropolitical spaces which open up for some school leaders. The discussion on the micropolitics of compliance and resistance offers insight into the tensions pertinent to school leadership teams and explores issues relevant to those interested in policy and inspection activity, particularly those within areas of deprivation.

How Immigrant Parents and Local Parents Were Involved in Children's Education in Macau

2021 ◽  
pp. 105678792110472
Author(s):  
Shun W. Ng ◽  
Ka W. Cheong
Keyword(s):  
Decision Making ◽  
Secondary School ◽  
Cultural Differences ◽  
School Leaders ◽  
Mainland China ◽  
The Other ◽  
Immigrant Parents ◽  
Children's Education ◽  
At Home

The objective of this case study is to analyze how two groups of parents, a group who have newly arrived in Macau from Mainland China and the other who have resided in Macau for more than three decades, interact with the class teachers at the levels of “two-way communication,” “supervision of children at home,” and “participating in decision making” in a secondary school. The findings will redound to the benefits of school leaders, teachers, and indirectly the parents in a sense that looking closely at the ethnic and cultural differences between parents can promote effective cooperation between parents and teachers.

scholarly journals The challenges of ethical leadership: a case study of secondary school leader's experiences in Kenya

2021 ◽  
Author(s):  
◽  
Truphena Oduol
Keyword(s):  
Secondary School ◽  
Ethical Leadership ◽  
Ethical Decision Making ◽  
Good Governance ◽  
School Leaders ◽  
Single Case ◽  
The State ◽  
Value Systems ◽  
Ethical Challenges

<p>Research has shown that school leaders today face more numerous ethical challenges than before, however little is known about the ethical challenges school leaders in Africa, and more specifically Kenya, encounter. This single case study investigated the nature of the ethical challenges that secondary school leaders face in conforming to the demands for ethical leadership and professionalism. It explores the perspectives of school leaders using semi-structured individual interviews: five school principals, 16 heads of department, five school boards of governors, and five school bursars, in five categories of secondary schools. The views and perspectives of nine parents on the leaders' ethical decision-making were also sought through interviews, because as stakeholders they are recipients of decisions made by the leaders. Drawing on a social constructivist theoretical framework and Eurocentric and Afrocentric paradigms for analysis and interpretation, the study revealed that the school leaders' ethical problems emanated from dealing with the realities of the context which creates conflicting demands for ethical conduct. A critical analysis of these themes using Foucauldian concepts of subjectification, power and governmentality illustrated that school leaders' ethical challenges were intensified because of their forced accommodation to Euro-western global policies. These policies, in particular the Structural Adjustment Programmes policy, the Education For All policy and the Good Governance Agenda are geared towards attaining the utopian dream of development. In view of this goal, the Kenyan state and school leaders are exposed to global interventions propagated on terms of discourses of improvement. The thesis argues that ethical challenges are intensified and persist because school leaders and the State have failed to critically reflect on these external influences, and allowed international global bodies to define the nation's needs, values and destiny. This study recommends that the State and education policy makers need to take a lead in developing their own value systems and policies, taking into account local Kenyan contextual needs and giving greater valence to Afrocentric values.</p>

scholarly journals The challenges of ethical leadership: a case study of secondary school leader's experiences in Kenya

2021 ◽  
Author(s):  
◽  
Truphena Oduol
Keyword(s):  
Secondary School ◽  
Ethical Leadership ◽  
Ethical Decision Making ◽  
Good Governance ◽  
School Leaders ◽  
Single Case ◽  
The State ◽  
Value Systems ◽  
Ethical Challenges

<p>Research has shown that school leaders today face more numerous ethical challenges than before, however little is known about the ethical challenges school leaders in Africa, and more specifically Kenya, encounter. This single case study investigated the nature of the ethical challenges that secondary school leaders face in conforming to the demands for ethical leadership and professionalism. It explores the perspectives of school leaders using semi-structured individual interviews: five school principals, 16 heads of department, five school boards of governors, and five school bursars, in five categories of secondary schools. The views and perspectives of nine parents on the leaders' ethical decision-making were also sought through interviews, because as stakeholders they are recipients of decisions made by the leaders. Drawing on a social constructivist theoretical framework and Eurocentric and Afrocentric paradigms for analysis and interpretation, the study revealed that the school leaders' ethical problems emanated from dealing with the realities of the context which creates conflicting demands for ethical conduct. A critical analysis of these themes using Foucauldian concepts of subjectification, power and governmentality illustrated that school leaders' ethical challenges were intensified because of their forced accommodation to Euro-western global policies. These policies, in particular the Structural Adjustment Programmes policy, the Education For All policy and the Good Governance Agenda are geared towards attaining the utopian dream of development. In view of this goal, the Kenyan state and school leaders are exposed to global interventions propagated on terms of discourses of improvement. The thesis argues that ethical challenges are intensified and persist because school leaders and the State have failed to critically reflect on these external influences, and allowed international global bodies to define the nation's needs, values and destiny. This study recommends that the State and education policy makers need to take a lead in developing their own value systems and policies, taking into account local Kenyan contextual needs and giving greater valence to Afrocentric values.</p>

Leadership practices of school principal through a distributed leadership lens: a case study of a secondary school in urban Pakistan

2020 ◽  
Vol 16 (4) ◽  
pp. 411-422
Author(s):  
Ali Nawab ◽  
Muhammad Mujtaba Asad
Keyword(s):  
School Improvement ◽  
Secondary School ◽  
School Leadership ◽  
Distributed Leadership ◽  
School Leaders ◽  
Original Data ◽  
School Principal ◽  
Leadership Roles ◽  
Content Type

PurposeUnless the expertise of multiple teachers is availed, it is very unlikely for an individual leader to bring improvement especially at classroom level. This realization had led to the emergence of distributed leadership which is about engaging multiple individuals in leadership roles. The purpose of this study is to explore the role of school leadership in distributing leadership to teachers in a private secondary school in an urban context of Pakistan.Design/methodology/approachUsing qualitative approach and case study method, the research collects data from school leaders and teachers involved in leadership roles through interviews.FindingsIt was found that leadership facilitates distributed leadership through formulating a vision to develop teachers, enhancing the capacity of individuals involved in leadership roles, establishing a culture of trust, and creating opportunities for interaction and collaboration among teachers.Practical implicationsSchool leadership should distribute leadership to teachers in order to utilize the potential of multiple individuals which will ultimately lead to school improvement through initiatives from within. Educational reformers should incorporate the concept of distributed leadership in the professional development programmes designed for school leaders and teachers.Originality/valueThe study is first of its nature which reports on distributed leadership from a private sector school of Pakistan based on original data.

The utility of non-formal education in addressing the school dropout phenomenon : a case study of Asifundeni Secondary School in Makonde District Zimbabwe

2020 ◽  
Vol 1 (3) ◽  
pp. 41-69
Author(s):  
Francis Muchenje ◽  
◽  
Pedzisai Goronga
Keyword(s):  
Secondary School ◽  
Formal Education ◽  
Sampling Technique ◽  
School Dropout ◽  
School Level ◽  
Research Approach ◽  
Community Members ◽  
Group Discussions ◽  
Secondary School Level

The study sought to explore students' views on the utility of non-formal education in addressing the school dropout phenomenon at secondary school level. Qualitative research approach was adopted and a case study design was utilised. The population consisted of all the students in the non-formal programme at the school from which a sample of 11 students (2 male and 9 female) was selected through purposive stratified sampling technique. Data were gathered through structured in-depth interviews and focus group discussions. Non-formal education was seen to address the school dropout phenomenon by providing school drop outs with an opportunity to continue their education and hence becomes a form of empowerment. A number of challenges such as lack of adequate tuition in some subjects, lack of conducive learning environment as well as negative perception of non-formal education held by pupils in the formal stream and community members were identified. The study recommends that the Ministry of Primary and Secondary Education should review the staffing situation in schools to ensure the availability of teachers in the various subjects in the non-formal stream. Schools should make an effort to provide appropriate learning facilities for students in the nonformal stream. Furthermore, schools should conscientise their communities on the importance of non-formal education.

scholarly journals Project-Based Learning in a Transinstitutional Research Setting: Case Study on the Development of Sustainable Food Products

2019 ◽  
Vol 12 (1) ◽  
pp. 233 ◽  
Author(s):  
Hartmut Derler ◽  
Simon Berner ◽  
Daniela Grach ◽  
Alfred Posch ◽  
Ulrike Seebacher
Keyword(s):  
Secondary School ◽  
Food Products ◽  
Research Process ◽  
Project Based Learning ◽  
Sources Of Information ◽  
Research Setting ◽  
School Students ◽  
Sustainable Food ◽  
Problem Solving Skills

Project-based learning (PBL) has been thoroughly integrated in university sustainable development curricula, but has not been well-established in curricula used at pre-university educational levels. Integrating real-world settings into the teaching of secondary school students can help to promote problem-solving skills and competencies at younger ages, which is a crucial task in sustainability education. Therefore, in this article we describe the results of a case study on the development of sustainable food products that involved a university and two secondary schools in Austria. The methods used in this case study were drawn from the transdisciplinary case study (TCS) and the PBL literature. Data were collected by carrying out participatory research methods such as photovoice, focus group discussions, food diaries, student evaluations, and surveys. We divided the study design into three phases: (1) exploration, (2) product ideation, and (3) product prototyping and optimisation. The case study illustrates that the use of PBL research approaches by students at different levels of education provides promising results, if the research process is clearly structured and managed. When a demand for learning is encountered by students, secondary school teachers and university researchers must provide the students with additional sources of information. The establishment and management of a transinstitutional research setting is a promising, yet time-consuming endeavour.

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