scholarly journals Professional Requirements for Secondary School Principals in The Light Of 21st Century Competencies

2020 ◽  
Vol 11 ◽  
pp. 55-63
Author(s):  
Khaled Thaher
Keyword(s):  
Secondary School ◽  
General Education ◽  
21St Century ◽  
School Principals ◽  
Secondary School Principals ◽  
Thinking Skills ◽  
Educational Process ◽  
Survey Method ◽  
Professional Requirements ◽  
The State Of Kuwait

The research aimed to identifying the professional requirements of secondary school principals in the light of the competencies of the 21st century. The researcher used the descriptive method using the survey method because of its suitability to the nature of the research. The research sample was deliberately selected from technical instructors and secondary school teachers in some general education schools in the State of Kuwait. The sample reached (94) individuals. The researcher concluded that the professional requirements of high school principals must keep pace with the developments of the educational process in light of the competencies of the twenty-first century, which are digital-age literacy skills, Inventive thinking skills, effective communication, and high productivity skills.

scholarly journals Emotional Intelligence and Decision Making: A Correlational Study of School Principals

2021 ◽  
Vol VI (III) ◽  
pp. 128-136
Author(s):  
Nazir Haider Shah ◽  
Muhammad Naqeeb ul Khalil Shaheen ◽  
Sobia Yaseen
Keyword(s):  
Decision Making ◽  
Emotional Intelligence ◽  
Secondary School ◽  
School Principals ◽  
Secondary School Principals ◽  
Demographic Data ◽  
Sampling Technique ◽  
Survey Method ◽  
Decision Making Styles ◽  
Private And Public

The objective of the study was to find out the relationship between emotional intelligence and the decision-making of secondary school principals. The current study was descriptive and quantitative in nature, and a survey method was applied to collect the data.All the secondary school principals working in District Haveli and Punch were the population of the study. The instrument used was a self-developed questionnaire to collect the data. The questionnaire was used comprising of three parts. Part A of the questionnaire was used for demographic data, part B was used to measure emotional intelligence, and Part C of the questionnaire was utilized to measure the decision-making styles. The researcher collected data from all secondary school principals of both districts, District Haveli and District Bagh, including private and public school principals, using a universal sampling technique. Data were analyzed through SPSS by using Pearson's correlation analysis. It is inferred that a significant and strong positive relationship exists between emotional intelligence and decision-making styles of principals.

scholarly journals Creative behavior and its relationship to the administrative leadership of secondary school principals in Al- Karkh/2 district in Baghdad governorate

2021 ◽  
Vol 20 (4) ◽  
pp. 0075
Author(s):  
اريج نهاد حسوبي ◽  
Dr. Israa Fouad
Keyword(s):  
Secondary School ◽  
Educational Administration ◽  
School Principals ◽  
Secondary School Principals ◽  
Survey Method ◽  
Administrative Leadership ◽  
Administrative Work ◽  
Creative Behavior ◽  
Main Cell ◽  
Descriptive Approach

The importance of research lies in the school administration and that the school is the main cell of the educational system and its ultimate goal, and therefore modern education requires the presence of sophisticated leaders represented in educational administration at various levels. Administrative leaderships and the two researchers' belief that the institution’s ability and success or failure depend on a special type of leader who is highly effective and efficient, directing workers ’behavior towards creativity and achievement in order to achieve the goals of the institution in serving the educational bodies, increasing the effectiveness of leadership and developing the creative behavior of secondary school principals in Al-Karkh Al-Thania directorate of education. The aim of the research was to determine the creative behavior of principals and the effectiveness of the administrative leadership of the principals. The two researchers used the descriptive approach in the survey method on a sample of secondary school principals, whose number (20) principle were distributed, and a measure of creative behavior and administrative leadership was prepared. Al-Karkh Al-Thania principles enjoy a good degree of creative behavior as well as they have a good degree of administrative leadership, and the two researchers recommended urging school principals to participate in development courses and conferences that contribute to raising their level in administrative work.

Leading with humour and its effect on resilience in the workplace: The perspectives of principals in Kuwaiti secondary schools

2022 ◽  
pp. 089202062110722
Author(s):  
Meznah Saad Alazmi ◽  
Salem Saad Alhajeri
Keyword(s):  
Secondary School ◽  
Secondary Schools ◽  
Leadership Training ◽  
School Principals ◽  
Secondary School Principals ◽  
School Principal ◽  
It Impacts ◽  
The State Of Kuwait ◽  
Training Programmes ◽  
Perceptions Of School

This study aimed to explore the extent to which the principals of secondary schools in the State of Kuwait said they practiced leadership with humour and if it impacts on their level of resilience in the workplace. The study sample consisted of 121 male and female secondary school principals from six educational districts in Kuwait who were selected using the random stratified method. The study findings showed that the perceptions of school principals regarding the extent to which they practice leadership with a sense of humour were moderate in all fields. The study also found that school principals enjoy high resilience in their workplace, especially when solving a problem. Finally, the results showed that the more a school principal used humour the more resilient he/she would be in the workplace. The study concluded that humour should be considered as one factor in effective leadership and that leadership training programmes should include this dimension. The level of resilience can be clearly predicted by identifying the extent to which school principals claim to practice leading with humour.

Self-Perceived Competence of Secondary School Principals to Serve As School Leaders in Collaborative-Based Educational Delivery Systems

1999 ◽  
Vol 20 (4) ◽  
pp. 233-243 ◽  
Author(s):  
Regina M. Foley ◽  
Julia A. Lewis
Keyword(s):  
Secondary School ◽  
General Education ◽  
School Principals ◽  
School Administrators ◽  
Secondary School Principals ◽  
Leadership Skills ◽  
Perceived Competence ◽  
National Sample ◽  
Few Data ◽  
Educational Delivery

Collaboration appears to be an increasingly important component in the design and delivery of school and community-based services. However, few data are available to describe the leadership skills of school administrators of collaborative-based programs serving students with and without disabilities. The purpose of this study was to describe the self-perceived competence of secondary school principals to function as leaders in collaborative-based systems and to identify factors contributing to their leadership skills. A national sample of secondary school principals was asked to rate their level of competence to serve as leaders of collaborative-based programs. The results indicated that principals view their leadership skills for guiding collaborative-based programs to be within the average range. The three significant predictors of secondary school principals' self-perceived competence in collaboration were number of clock hours of non-credit-generating professional development activities, academic degrees, and number of years teaching in general education. Implications for research and practice are discussed.

Secondary school principals as change agents in Kuwait: Principals’ perspectives

2020 ◽  
pp. 174114322092509 ◽  
Author(s):  
Mohammed Alsharija ◽  
James J Watters
Keyword(s):  
Developing Countries ◽  
Young People ◽  
Secondary School ◽  
21St Century ◽  
School Principals ◽  
Secondary School Principals ◽  
Change Agents ◽  
Change Strategy ◽  
Knowledge And Skills ◽  
Current Change

Kuwait is seeking to diversify its sources of income by modernizing the education system and providing its young people with the knowledge and skills needed for life in the 21st century. To this end, it is constantly trying to improve the whole educational system by introducing developmental projects and policies. Central to this process is the role played by school principals. However, contextual issues and challenges have limited the success of these initiatives. The present study investigates how secondary school principals describe their role as change agents and what supports they need as change agents. Therefore, the study has investigated in some depth the views and concerns of a group of secondary school principals about this role and the challenges associated with the implementation of change. The findings reveal four major demands from the participants, namely, (1) enhance planning practices (2) build trust with the educators, (3) autonomy/decentralization and (4) restructuring schools. The study suggests that the current change strategy adopted should be revised to include appropriate procedures and supports. The recommendations proposed here could provide support to principals, considered here as implementers, and could contribute to the guidance of neighbouring countries, which are also undergoing major educational changes. It is hoped that other developing countries may benefit from by learning about the change strategy investigated in this research.

scholarly journals THE DEGREE OF EFFECTIVENESS ORGANIZATIONAL CONFLICT MANAGEMENT BY SECONDARY SCHOOL PRINCIPALS IN THE NORTHERN REGION WITHIN THE GREEN-LINE

2021 ◽  
Vol 03 (02) ◽  
pp. 87-97
Author(s):  
Jamal S. ZAID
Keyword(s):  
Secondary School ◽  
Conflict Management ◽  
School Principals ◽  
Secondary School Principals ◽  
Survey Method ◽  
Organizational Conflict ◽  
Green Line ◽  
Study Results ◽  
Avoidance Strategies ◽  
Cooperation Strategy

The study aimed to reveal the degree of effectiveness of the organizational conflict management among secondary school principals in the Triangle area within the Green Line from the point of view of the teachers. The study adopted the using the descriptive survey method, the school community is made up of all secondary school teachers (2177) in the Triangle area within the green line. the sample of the study was (372) teachers, who were chosen by the simple random sampling. The study results showed that the degree of organizational conflict management among secondary school principals was high. The results showed also that the most used conflict strategy was cooperation strategy, followed by settlement, withdrawal, competition and avoidance strategies. There are significant differences at the organizational conflict management degree among secondary school principals du the variables of "academic qualification" at the compromise strategy and cooperation strategy in "Bachelor" only. Depending on the study results, the researcher recommends that the need to work to increase the knowledge and awareness of secondary school principals of conflict management strategies in general, and to urge them to use cooperation and settlement strategies in particular, and to avoid competition and avoidance strategies, through holding meetings and training courses. Paying attention to conflict situations and researching their causes, following the positive strategy best suited to the situation and making use of it in strengthening relationships, belonging and improving performance.

scholarly journals The Study of Competencies of Secondary School Principals in 21st Century

2019 ◽  
Vol 8 (2) ◽  
pp. 1
Author(s):  
Lek Khaminkhiew ◽  
Somkid Sroinam ◽  
Nawattakorn Homsin
Keyword(s):  
Secondary School ◽  
21St Century ◽  
Empirical Data ◽  
Strategic Change ◽  
School Principals ◽  
Secondary School Principals ◽  
Core Competencies ◽  
Structure Model ◽  
Chi Square ◽  
Core Components

This study aims to develop the competency indicators of secondary school principals in the 21st century and to examine the consistency of competency indicators structure model of secondary school principals in 21st century with empirical data. There are two stages in the process of research. Step 1 is conducting theoretical structure model of secondary school principals in the 21st century by documentary synthesis, gathering draft models of the theoretical indicators structure and the in-depth interview with nine experts were used to formulate a theoretical model. The instrument was the interview questionnaire titled, “the competency indicators of secondary school principals in 21st century”. Data is analyzed by applying interview results for data organizing, data displaying and interpretation, conclusion, and the summary of theoretical indicator structure model. Step 2 is the checking the consistency of structure model of competency indicators of the secondary school principals in 21st century. The population were 933 secondary school principals under the Office of Secondary Educational Service Area 19 – 33 in academic year 2017, and 500 of them were the samples selecting by Two-Stage Random Sampling. The instrument were created by using indicators and components obtained from Step 1 to create the 5 – rating scale questionnaire. Reliability value was .996 and data analysis use Computer Software. The study findings were as follows: The competencies of secondary school principals in 21st century consisted of 6 core competencies and 23 sub-components including: 1) Modern management core components consists of 3 sub-components; Strategic change management, Empowerment of assigning decision responsibility, and Using resources efficiency, 2) Team work core components consists of 5 sub-components; Participative management, Cooperation, Accompany with assigning strategic and goal setting, Creating mutual trust and Communication, 3) Individual and personnel development core components consists of 3 sub- components; Emotional management, Self and personnel understanding, and Ethics and virtue, 4) Administrative Innovation for development core components consists of 4 sub- components; Creating innovation management, Using technology for management, Making organization of learning, and Knowledge management, 5) Thinking development core components consists of 4 sub-components; Creative thinking, Critical thinking, Analytical thinking and Systems thinking, 6) Academic leadership core competency consists of 4 sub-components; School Curriculum development, Learning process development, Supervision in school ,and Student development and then the adjusted model is good consistent with empirical data, considering from the chi-square test which is statistically significant at 176.06, with no statistical significance, df = 153. Chi-Square is 0.15 GFI, 0.97 AGFI is 0.95 CFI = 1.00 SRMR is 0.02, RMSEA is 0.02, and CN is 552.38. It shows that the Equation of Equation Consistent with empirical data.

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