Leadership Strategies of Elementary School Principals in Developing Teacher Professionalism

Principal leadership plays a vital role in school effectiveness through its direct effect on teachers. This study aimed to explore the leadership strategies performed by school principals to develop teacher professionalism at elementary schools. The theoretical underpinnings of interpretivism guided this study. It employed in-depth semi-structured interviews and document analysis to collect data. The interviews were conducted with nine elementary school principals in Klaten district, Indonesia. Data were analyzed using the grounded theory data analysis method, specifically the use of constant comparison through open coding. The 'open-coded' data were then analyzed using the analytic induction technique. The results show that the principals employ a wide range of leadership strategies to develop teacher professionalism. The strategies include providing exemplary behavior and attitude, fostering work discipline, motivating teachers, providing educational supervision, and encouraging teachers to participate in continuing professional development programs.

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Foundations of Superintendent Trustworthiness: Perspectives of Elementary School Principals

Journal of School Leadership ◽

10.1177/1052684620980357 ◽

2020 ◽

pp. 105268462098035

Author(s):

Justin V. Benna ◽

Elyse Hambacher

Keyword(s):

Elementary School ◽

Elementary School Principals ◽

School Principals ◽

Constructivist Grounded Theory ◽

Professional Relationships ◽

Structured Interviews ◽

School Communities ◽

The Core ◽

Purposeful Sampling ◽

The Social

In this article, we draw on the literature on trust to examine how elementary school principals make sense of superintendent trustworthiness. We examine trust in the context of the principal–superintendent relationship because it is the “social glue” needed for effective professional relationships where student learning and success is at the core. We used purposeful sampling and conducted fifteen in-depth, semi-structured interviews with five elementary school principals. Drawing on constructivist grounded theory guidelines, we describe the principals’ foundations of superintendent trustworthiness, including how they conceptualize trust, the importance of superintendent competence, and shared values between both parties. Participants viewed trust as a reciprocal two-way path, requiring vulnerability from both parties and occurring over time. The experiences of the five participants are helpful for principals and superintendents who wish to strengthen trust relations for the purposes of their leadership and for creating healthy, thriving school communities.

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The Managerial and Supervisory Competency Levels of Public Elementary School Principals

KnE Social Sciences ◽

10.18502/kss.v6i2.10029 ◽

2021 ◽

Author(s):

Nurtanio Agus Purwanto ◽

Dwi Esti Andriani ◽

Suyud Suyud

Keyword(s):

Professional Development ◽

Elementary School ◽

Elementary School Principals ◽

School Principals ◽

Continuing Professional Development ◽

School Management ◽

Management Skills ◽

Public Elementary School ◽

Managerial Competency ◽

Competency Level

The aim of this study was to assess the managerial and supervisory competency levels of public elementary school principals in Daerah Istimewa Yogyakarta Province. A questionnaire was used to collect data from 90 public elementary school principals. The data were analysed using a quantitatve approach. The results showed that the managerial competency level of these school principals was good. Continuing professional development (CPD) programs for principals are needed to further improve their competency levels. In addition, these CPD programs should focus on leadership rather than school management skills as the characteristics of the principal job have changed significantly. Keywords: school principals, principal managerial competency, principal supervisory competency

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Use of Social Resources by Elementary Schools in Taiwan and Resource Acquisition Strategies: Perspectives of Outstanding Principals

Journal of Education and Vocational Research ◽

10.22610/jsds.v4i3.741 ◽

2013 ◽

Vol 4 (3) ◽

pp. 107-122

Author(s):

Tzung-Hsien Huang

Keyword(s):

Elementary School ◽

Elementary Schools ◽

Elementary School Principals ◽

School Principals ◽

Social Resources ◽

Social Changes ◽

Sustainable Operation ◽

Acquisition Strategies ◽

Wide Range ◽

School Marketing

Due to rapid social changes and shrinking family size, the management of Taiwan's elementary schools faces many severe challenges. The question of how to enhance school competitiveness has become an important issue that must be addressed by school principals. Looking from the resource-based view and the organizational ecology perspective, the acquisition of social resources by schools is an important mission for today's principals. Because of the great importance of social resources to school operation, and the great lack of research on the effective acquisition of social resources, this study seeks to employ systematic methods to examine how outstanding benchmark principals in Taiwan utilize social resources in order to acquire the resources their schools need for sustainable operation. Hence, the main purpose of this study is to explore how schools use social resources in order to maintain their competitiveness, and their strategies for acquiring social resources, from the perspectives of outstanding principals. The results of this study reveal (1) eight findings concerning how public elementary school principals' perspectives on the use of social resources, such as active interaction with the community, establishment of networks of diverse relationships, obtaining recognition of superior teaching, and school marketing; and (2) ten findings concerning elementary school principals' strategies for acquiring social resources, such as maintenance of personal relationships, establishment of distinctive school features and enhancement of teaching performance, and skillful use of communication to acquire social resources. These important research results reveal a wide range of social resource utilization and acquisition strategies, and suggest the necessity and value of the implicit knowledge and wisdom that principals bring to bear in the workplace.

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Women Principals as Leaders: A Case Study

Journal of School Leadership ◽

10.1177/105268469400400605 ◽

1994 ◽

Vol 4 (6) ◽

pp. 672-707 ◽

Cited By ~ 1

Author(s):

Hope-Arlene Fennell

Keyword(s):

Elementary School ◽

Elementary School Principals ◽

School Principals ◽

Women Principals ◽

Leadership Communication ◽

Structured Interviews ◽

Self Reports ◽

Points Of View ◽

Resolution Data

Discussed in this paper are experiences with leadership and power from the points of view of four women elementary school principals and the teachers with whom they work. Focused on the concepts of leadership, communication, decisionmaking, and conflict resolution, data were collected through semi-structured and unstructured interviews with principals, and surveys and structured interviews with teachers. Interview data were analyzed by transcription to determine emergent themes; survey data were analyzed statistically. Findings included descriptions of principals’ uses of facilitative power from their self reports and the reports of those teachers with whom they worked. The paper also provides examples of power as both a multi-dimensional and multi-directional concept.

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