scholarly journals Madrasah Culture Based Transformational Leadership Model

Nadwa ◽  
2017 ◽  
Vol 10 (2) ◽  
pp. 151
Author(s):  
Nur Khoiri
Keyword(s):  
Transformational Leadership ◽  
Organizational Culture ◽  
Instructional Leadership ◽  
Learning Community ◽  
Teaching And Learning ◽  
Teacher Assessment ◽  
School Principal ◽  
Good Service ◽  
Leadership Model ◽  
Good Learning

<p>Leadership is the ability to influence, direct behaviour, and have a particular expertise in the field of the group who want to achieve the goals. Dynamic organization requires transformational leadership model. A school principal as a leader at school aims to actualizing good learning leadership. Leadership learning focuses on learning which components include curriculum, teaching and learning process, assessment, teacher assessment and development, good service in learning, and developing a learning community in schools based on organizational culture as value, assumption, belief evolved from the roots of member thought of the organization and believed by all members of the organization and implemented in everyday life that could give meaning<br />Keywords: leadership, transformational leadership, headmaster, instructional leadership, organizational culture.</p><p><strong>Abstrak</strong><br />Kepemimpinan merupakan kemampuan mempengaruhi, mengarahkan tingkah laku dan memiliki keahlian khusus di bidang yang diinginkan kelompoknya untuk mencapai tujuan. Oganisasi yang dinamis memerlukan model kepemimpinan transformational. Kepala sekolah sebagai pimpinan memiliki tujuan untuk mewujudkan kepemimpinan pembelajaran yang baik. Kepemimpinan pembelajaran memfokuskan pada pembelajaran yang komponen-komponennya meliputi kurikulum, proses belajar mengajar, assesment (penilaian hasil belajar), penilaian serta pengembangan guru, layanan prima dalam pembelajaran, dan pembangunan komunitas belajar di sekolah berbasis budaya organisasi yang berupa nilai, asumsi, kepercayaan yang berkembang dari akar pemikiran anggota organisasi dan diyakini oleh semua anggota organisasi serta dilaksanakan dalam kehidupan sehari-hari .<br />Kata kunci: kepemimpinan, kepemimpinan tranformational, kepala sekolah, kepemimpinan pembelajaran, budaya organisasi.</p>

The Transformational Leader

2021 ◽  
pp. 41-58
Author(s):  
David W. Gaston
Keyword(s):  
Transformational Leadership ◽  
Instructional Leadership ◽  
Learning Community ◽  
Transformational Leader ◽  
Negative Effects ◽  
Leadership Model ◽  
School Communities ◽  
Leadership Models

This chapter provides the reader with background and discussion regarding the transformational leadership model developed by James MacGregor Burns in 1978. The theory was further refined by Bernard Bass through the 1980s and 1990s and has become a hallmark for leaders who wish to embrace change and improve their organization's performance. Collaboration, empathy, trust, and a genuine concern for all employees or followers in the organization are vital to the success of the transformational leader. A comparison of the theory of instructional leadership to transformational leadership provides the reader with an understanding of the differences between these leadership models. Discussion shifts to focus on how trauma negatively affects employees and organizations and how the elements and practices of transformational leadership can work to bring healing and wholeness to school communities and weather the potentially negative effects that change has on a learning community.

Pedagogical Leadership

2021 ◽  
Keyword(s):  
Early Childhood ◽  
Instructional Leadership ◽  
Teaching And Learning ◽  
Professional Status ◽  
Entrepreneurial Leadership ◽  
Leadership Model ◽  
The North ◽  
Academic Capital ◽  
Field Works ◽  
Research And Policy

Pedagogical leadership has been assigned different meanings and conceptualizations in different educational settings and across contexts. In the early childhood sector, the term first emerged in the 1990s. Here, pedagogy is seen as more applicable to the holistic work of early childhood educators in contrast to the term instructional leadership, which is usually associated with the schooling context. Pedagogical leadership is recently gaining more prominence due to the acknowledgment of the importance of leadership in early childhood and its integration into policy and qualifications (e.g., England’s Early Year Professional Status). In the schooling sector, pedagogical leadership was first promoted by Thomas Sergiovanni as an alternative to bureaucratic, visionary, and entrepreneurial leadership. Here, leadership is seen as a form of pedagogy and as being practiced by school leaders and teachers. Proponents of the model argue that pedagogy, especially in contrast to instruction, recognizes the cultural, moral, and societal aspects of learning. It involves a focus on building social and academic capital for students and intellectual and professional capital for teachers. Pedagogical leadership is described as bringing a pedagogical lens to all aspects of teaching and is strongly focused on dialogue with those being led or taught. Pedagogical leadership, as promoted by Sergiovanni, has not found great uptake in policy or research and the author did not further promote or examine the model in his later work. The term pedagogical or pedagogic leadership, however, is often used in research and policy in different contexts with other meanings attached to it. In the North American context, pedagogical leadership is generally used to describe leadership activities specifically focused on the improvement of teaching and learning as an aspect or dimension of a broader leadership model, such as instructional or transformational leadership. In the Scandinavian countries, pedagogical leadership has been used as a term in educational policy since the 1940s; however, it seems to lack a clear conceptualization and, in the schooling sector, is often regarded as the equivalent to instructional leadership, with some noting overlaps to Sergiovanni’s work or extending the earlier conceptualizations. Given the varying conceptualizations and uses of the term pedagogical leadership, this article incorporates sections on the use in each sector and the Scandinavian context. It highlights research published in the field, works that are helpful in understanding overlaps with other models, and works that extended conceptualizations of pedagogical leadership. Finally, sections on journals and books in the field are included.

scholarly journals MODEL KEPEMIMPINAN SEKOLAH KELAS MENENGAH MUSLIM DI YOGYAKARTA

2018 ◽  
Vol 16 (3) ◽  
Author(s):  
Imam Machali
Keyword(s):  
High School ◽  
Transformational Leadership ◽  
Middle Class ◽  
Opportunity To Learn ◽  
School Principal ◽  
Senior High School ◽  
Educational Institutions ◽  
Leadership Model ◽  
Class Society ◽  
Organizational Theories

AbstractSchool principal is the important key in leading Islamic educational institutions to improve and develop to be chosen by Islamic middle-class society as a place to educate their children. This research aimed to observe the leadership model of Islamic Senior High School Principal in Yogyakarta in improving, developing, and preserving the quality of Islamic educational institutions to be chosen by Islamic middle-class society in Yogyakarta. The results in this research explained that the leadership model in Islamic Senior High School is transformational leadership. This leadership model is established through two abilities possessed. First ability is knowledgeable, which means that a school principal is knowledgeable about the organizational theories, the organizational culture, the strategic management, the leadership, and other managerial knowledges.  The wider knowledge and perspective a school principal has, the more open, flexible, inclusive, and open-minded the school principal is, to be able to manage a new knowledge. Second ability is experience, which is something that someone has encountered, undergone, endured, and borne. Experience is highly related with the ability and the will to continuously learn. The more opportunity to learn, the more experience will be achieved. The combination of knowledge and experience will establish a transformational leadership. Abstrak Kepala sekolah menjadi faktor kunci dalam membawa peningkatan dan perkembangan lembaga pendidikan Islam, sehiangga menjadi pilihan masyarakat kelas menengah Muslim untuk menyekolahkan pura putrinya. Penelitian bertujuan melihat bagaimana model kepemimpinan kepala sekolah kelas menengah muslim Yogyakarta dalam upaya meningkatkan, mengembangkan dan menjaga mutu lembaga pendidikan Islam sehingga menjadi sekolah pilihan masyarakat kelas menengah muslim di Yogyakarta. Hasil penelitian menunjukkan bahwa model kepemimpinan sekolah kelas menengah muslim adalah kepemimpinan transformasional. Model kepemimpinan ini terbentuk melalui dua kemampuan yang dimiliki yaitu, pertama, penguasaan pengetahuan (knowledge) seperti teori-teori organisasi, budaya organisasi, manajemen strategic, kepemimpinan, dan pengatahuan managerial lainnya. Semakin luas pengetahuan dan wawasan seseorang pemimpin, maka semakin terbuka, fleksibel, inklusif, mudah menerima masukan (open minded), dan mampu mengolahnya menjadi pengetahuan baru. Kedua adalah pengalamannya. Pengalaman adalah sesuatu yang pernah dialami, dijalani, dirasakan, ditanggung. Pengalaman sangat berhubungan dengan kemampuan dan kesediaan untuk terus belajar. Semakin banyak belajar, maka semakin banyak pula pengalaman yang akan didapat. Penggabungan antara pengetahuan dan pengelaman inilah yang akan membentuk kepemimpinan transformasional.

scholarly journals THE IMPORTANCE OF A TRANSFORMATIONAL LEADERSHIP MODEL IN MANAGING ORGANIZATIONAL CULTURE

2020 ◽  
Vol 2 (1) ◽  
Author(s):  
Salsabiila Astari Putri ◽  
Alif Mirzania ◽  
Dr. Dody Hartanto, M.Pd
Keyword(s):  
Transformational Leadership ◽  
Organizational Culture ◽  
Organizational Change ◽  
Change Management ◽  
Positive Relationship ◽  
Leadership Model ◽  
Significant Positive Relationship ◽  
Complex Processes ◽  
Change Leaders ◽  
The Right

In today's world conditions, everything can change very quickly. Change management is a series of systematic and complex processes that must be carried out by an organization to survive. Changes in the organization must be able to be managed properly to achieve the goals desired by the organization. Besides that, the organization as a complex unit also consists of various cultures. In this case, one of the right steps, so that management of organizational change can be managed properly, is by determining change leaders with transformational leadership models. Through review journals, a significant positive relationship between transformational leadership and the management of change within the organization will be presented.

Between Venus and Mars: Sources of gender differences in instructional leadership

2017 ◽  
Vol 47 (2) ◽  
pp. 291-309 ◽  
Author(s):  
Haim Shaked ◽  
Zehavit Gross ◽  
Jeffrey Glanz
Keyword(s):  
Instructional Leadership ◽  
Gender Gap ◽  
Teaching And Learning ◽  
Meta Analysis ◽  
School Principal ◽  
Structured Interviews ◽  
Female Principals ◽  
Wide Range ◽  
Gender Theories ◽  
Gap Data

Instructional leadership can be explained as an educational leadership approach whereby the school principal engages in a wide range of activities aiming to improve teaching and learning for all students. A recent meta-analysis found that female principals engaged in more active instructional leadership than male counterparts. The current qualitative study sought to understand this gender gap. Data were collected through 59 semi-structured interviews with 36 female principals and 23 male principals from Israel. Data analysis was a four-stage process – condensing, coding, categorizing, and theorizing. Findings showed that female participants, more frequently than their male counterparts, reported possessing two capabilities that are necessary for instructional leadership: (1) instructional expertise; (2) attention to relationships. Gender theories are employed to explain these findings. Practical implications and further research are discussed.

Integrated Leadership: How Principals and Teachers Share Transformational and Instructional Influence

2009 ◽  
Vol 19 (5) ◽  
pp. 504-532 ◽  
Author(s):  
Susan M. Printy ◽  
Helen M. Marks ◽  
Alex J. Bowers
Keyword(s):  
Transformational Leadership ◽  
Content Analysis ◽  
Instructional Leadership ◽  
Case Studies ◽  
Teaching And Learning ◽  
Curriculum And Instruction ◽  
Quality Teaching ◽  
Shared Instructional Leadership ◽  
Integrated Leadership ◽  
Interdependent Relationships

Transformational leadership by the principal appears to be a precondition of shared instructional leadership in schools, but it does not guarantee that principals and teachers will collaborate on curriculum and instruction. The present study, a content analysis of existing case studies, explores the ways in which teachers respond to transformational leadership by the principal, with attention paid to the influence and conditions that activate interdependent relationships and enhance shared transformational leadership and shared instructional leadership. A contrast school, where shared instructional leadership did not take hold, suggests that structures and processes that organize teachers’ work differently do not automatically result in the kinds of interactions associated with quality teaching and learning.

Principals’ leadership in Mexican upper high schools: The paradoxes between rules and practices

2017 ◽  
Vol 46 (2) ◽  
pp. 301-317 ◽  
Author(s):  
Claudia A Santizo Rodall ◽  
Sylvia B Ortega Salazar
Keyword(s):  
Decision Making ◽  
Transformational Leadership ◽  
High Schools ◽  
Instructional Leadership ◽  
School Principal ◽  
Management Model ◽  
Future Research ◽  
Structured Interviews ◽  
Centralized Management ◽  
Competency Based

This article discusses the type of organization and leadership that underlies a competency-based management rule established in Mexico (2008) applicable to principals in public upper high schools. This rule, identified as the 449 Agreement, describes competencies and communicates expected behavior. Implementation, however, is mediated by the principals’ interpretation, as found in the semi-structured interviews conducted with a group of selected acting principals. The analysis of this management rule is based on a theory of decision-making and a theory of organizations where different assumptions on peoples’ behavior are made. We provide evidence to support the contention that each school principal acts according to its context, and that compliance with the Agreement is not facilitated by its rules design. We conclude that the rules design of the competency-based management model in question is dominated by a perspective of personal heroic leadership that assumes an omniscient and omnipresent manager and that also promotes a centralized management model for all schools. In future research, inquiry could focus on the question of whether transformational leadership based on motivation and instructional leadership based on guidance and coaching for teachers could also be nurtured by rules compatible with the pervasive normative leadership type.

scholarly journals Instructional Leadership: Its Role in Sustaining School Improvement in South African Schools

2021 ◽  
Vol 1 (2) ◽  
pp. 117-133
Author(s):  
George. N. Shava ◽  
Jan Heystek ◽  
Thompson Chasara
Keyword(s):  
South Africa ◽  
Qualitative Research ◽  
School Improvement ◽  
Instructional Leadership ◽  
Learning Community ◽  
South African ◽  
Teaching And Learning ◽  
Sampling Technique ◽  
Research Approach ◽  
North West

Recent studies conducted around the world have revealed a clear link between the instructional position of principal leadership and school improvement. Instructional leadership, which aims to foster a teaching and learning community, is seen as a key component of successful teaching and long-term school improvement. The rise in site-specific management roles, which are based on instructional leadership experiences, is one of the initiatives launched by the South African government to reform education. In South Africa, school principals are responsible for academic development. This qualitative research aimed to learn more about the role of principals in sustaining school improvement in the North West Province of South Africa. Premised in the qualitative research approach, a purposive sampling technique was used to select six schools that had sustained school improvement for some years. Findings from the study revealed that principals play a crucial role in sustaining school improvement. The study findings reinforce recent literature that identifies instructional leadership as a cornerstone for school improvement.

scholarly journals Principal leadership and school performance: Intergrating instructional and transformational leadership in South African schools context

2021 ◽  
Vol 3 (1) ◽  
pp. 1-12
Author(s):  
George Nervious Shava
Keyword(s):  
Transformational Leadership ◽  
School Improvement ◽  
School Leadership ◽  
School Performance ◽  
Teaching And Learning ◽  
Structured Interviews ◽  
Leadership Model ◽  
Learner Performance ◽  
Leadership Models ◽  
Quality Learning

This study aimed to examine the integration of instructional and transformational models of leadership in sustaining school improvement. The question of how the integration of instructional and transformational leadership in schools can influence learners' performance has received a significant amount of interest among researchers. Literature reviews have found two key approaches: educational and transformational leadership models to establish the most appropriate school leadership model. Therefore, this article reports on qualitative research used to arrive at an in-depth understanding of integrating instructional and transformational leadership in enhancing school performance. Data was collected through semi-structured interviews with principals in one educational province. Purposive sampling techniques were used to select participants for the study. Findings from the study established that integrating the two models had the potential to enhance learner performance. This study has shown that the integration of instructional and transformational leadership models led to a climate that promotes a culture of teaching and learning, hence increasing quality learning outcomes.

Instructional leadership as a controlling function in secondary schools in Rangwe Sub County, Kenya: Influence on students’ learning outcomes

2021 ◽  
pp. 174114322110152
Author(s):  
John James Juma ◽  
Zachary N Ndwiga ◽  
Milcah Nyaga
Keyword(s):  
Instructional Leadership ◽  
Secondary Schools ◽  
Learning Outcomes ◽  
Teaching And Learning ◽  
Teacher Perception ◽  
School Principals ◽  
Student Learning Outcomes ◽  
School Principal ◽  
Leadership Roles ◽  
Research Article

This research article reports on instructional leadership as a controlling function in secondary schools. All the 41 secondary schools in Rangwe Sub County were included in the study and the targeted respondents were teachers and principals. A purposive sampling method was used to select the respondents from each school. A principal self-rating questionnaire, a teacher perception questionnaire, and a document analysis checklist were used for data collection. The collected data was analyzed using descriptive statistics, independent samples T-test, and regression analysis test. The study found that school principals engaged their deputies, heads of department, and directors of studies to conduct their day-to-day instructions in their schools. It was also revealed that classroom visits and observation of teaching and learning significantly influence student learning outcomes in secondary schools. The study concluded that involving the expertise of immediate juniors in day-to-day instructions is an effective way of implementing instructional leadership roles of the school principals in secondary schools. The study, therefore, advocates for the school principal becoming the overall instructional supervisor and instructional improvement catalyst.

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