scholarly journals Interplay of Shared Leadership Practices of Principals, Teachers’ Soft Skills and Learners’ Competitiveness in COVID 19 Era: Implications to Economics of Educational Leadership

2021 ◽  
Vol 39 (12) ◽  
Author(s):  
Kanittha Charernnit ◽  
Anshu Mathur ◽  
Kannapat Kankaew ◽  
Joel Alanya-Beltran ◽  
Shradhanvita Singh ◽  
...  
Keyword(s):  
Principal Leadership ◽  
Shared Leadership ◽  
Leadership Practices ◽  
Soft Skills ◽  
Instructional Delivery ◽  
Asian Countries ◽  
Fund Allocation ◽  
Correlational Research ◽  
School Heads ◽  
Positive Results

The COVID 19 pandemic had a significant impact on both the administration and instructional delivery. A close partnership between administrators and teachers is essential to students' overall growth, particularly in this COVID 19 era.  This study employed a descriptive correlational research design. A survey was done using online to selected schools in South East Asian countries. From the study, it can be inferred that the highly positive results are seen on the level of principal shared leadership practices are manifested by the school heads, teachers' soft skills enhancement, and learners' competitiveness. The school heads are capable of exuding shared leadership aspects on effective communication, proper coordination, direction, and influence. Test of relationship showed a positive interplay between principals' shared leadership with the selected variables on teachers' soft skills and learners' competitiveness. Research on the comparative impacts of leadership styles will assist policymakers and practitioners in better understand which leadership techniques are most successful for specific elements of school reform efforts, in our view. Further, the implications of this study will help teachers better their interpersonal and administrative abilities while administrators are urged to continue to improve their leadership techniques. The result of this present study will provide a way for policymakers and other stakeholders to fund allocation and develop a plan of action to strengthen principal leadership in the COVID 19 era.

The Nexus of Autonomy and Instructional Leadership in Selected School Clusters in Zimbabwe

2021 ◽  
pp. 002205742110325
Author(s):  
Jeriphanos Makaye ◽  
Loyiso C. Jita ◽  
Kudakwashe Mapetere
Keyword(s):  
Instructional Leadership ◽  
Student Learning ◽  
Leadership Practices ◽  
And Control ◽  
School Heads ◽  
Improve Student Learning

This article examines the nexus of autonomy and instructional leadership in school clusters in Zimbabwe. Using the Better Schools Programme of Zimbabwe cluster, teachers and school heads were interviewed on their perspectives on how autonomy influences instructional leadership practices. Results established that clusters provide schools with the freedom to determine the activities deemed necessary to improve student learning. However, although autonomy is prescribed in the policy, inadequate resources provided to schools render them less autonomous and ineffective in this endeavor. The article argues for a more deliberate and deeper discourse about the challenges of balancing autonomy and control.

On the Differential and Shared Effects of Leadership for Learning on Teachers’ Organizational Commitment and Job Satisfaction: A Multilevel Perspective

2018 ◽  
Vol 55 (5) ◽  
pp. 705-741 ◽  
Author(s):  
Marcus Pietsch ◽  
Pierre Tulowitzki ◽  
Tobias Koch
Keyword(s):  
Job Satisfaction ◽  
Organizational Commitment ◽  
Shared Leadership ◽  
Leadership Practices ◽  
Structural Equation ◽  
Teaching And Learning ◽  
Structural Equation Models ◽  
Strong Predictor ◽  
Leadership For Learning ◽  
Differential Effects

Purpose: Over the past years “leadership for learning” (LFL) has become popular among educational scholars. LFL refers to the idea that effective leaders demonstrate a contextually contingent mix of instructional, transformational, and shared leadership practices that may have differential effects at various organizational levels. These assumptions have rarely been investigated within a coherent empirical design. We examine the shared and differential effects of LFL on teachers’ job satisfaction and organizational commitment, which are relevant antecedents for learning, improvement, and change on all levels of a school. Method: Drawing on survey data ( nteachers = 3,746, nschools = 126) from Germany and on well-established instruments like the Multifactor Leadership Questionnaire or Teaching and Learning International Survey, multilevel associations of LFL and teachers’ job satisfaction and organizational commitment were explored. This was done by applying doubly latent structural equation models. Findings: Our results indicate that (1) it is statistically necessary to model perceived leadership practices as a multilevel construct, (2) shared leadership is a strong predictor of individual and shared job satisfaction and organizational commitment of teachers whereas (3) individual consideration only shows significant associations on the individual level (4) that LFL is contextually sensitive. Implications for Research and Practice: Findings make a strong case for studying LFL within a multilevel framework and also for applying complex study and analytical designs, which should take the complexity of the theoretical assumptions into consideration all the way along from questionnaire design, through the process of data collection up to the point of data analysis.

PENGARUH KEPEMIMPINAN KEPALA SEKOLAH DAN KINERJA GURU TERHADAP PRESTASI PESERTA DIDIK DI MA NURUL FURQON KECAMATAN CIBINONG KABUPATEN BOGOR

2019 ◽  
Vol 1 (2) ◽  
pp. 149-163
Author(s):  
Qomarudin Qomarudin ◽  
Nanat Fatah Natsir ◽  
Mohamad Jaenudin
Keyword(s):  
Principal Leadership ◽  
Research Method ◽  
Quantitative Method ◽  
Teacher Performance ◽  
School Teacher ◽  
Positive Influence ◽  
School Principal ◽  
Quality Of Education ◽  
Positive Results

ABSTRACTThe problem of this research is about improving the quality of education output which is reflected in the achievements of the students, is the expectation of all schools starting from the principal and also teachers who teach as well as both parents, but in reality there are still many students who actually have achievements but not yet seen or even do not know the achievements in themselves, so they can and have the achievements as expected. The problem in this study is limited around the principal's leadership and teacher performance, as well as the achievement of the students themselves.The research method used in this study is a quantitative method. This research is correlational because this study seeks to investigate the effect of school principal leadership and teacher performance on student achievement.The results showed that (1) there was a positive influence between the principals' leadership variables on the achievement of students obtained the value of the analysis of 2.464 so that the positive results were concluded, the level of strong influence. (2) there is a positive influence between teacher performance on student achievement obtained value of 2.868 so that concluded positive results, the level of influence is strong. (3) simultaneously the leadership of the school principal and the performance of the teacher have a very significant effect on the achievement of students in MA NurulFurqon, Cibinong District, Bogor Regency.keywords of Education, Leadership, school, teacher, achievement

scholarly journals Shared leadership in voluntary sector organisations: exploring practice and theory development

2021 ◽  
Author(s):  
Henry Mumbi ◽  
Demola Obembe
Keyword(s):  
Qualitative Study ◽  
Stakeholder Theory ◽  
Shared Leadership ◽  
Leadership Practices ◽  
Theory Development ◽  
Collective Responsibility ◽  
Voluntary Sector ◽  
Leadership Practice ◽  
Low Level ◽  
High Level

This article investigates leadership practice in voluntary sector organisations (VSOs). Drawing on stakeholder theory and evidence from a qualitative study involving UK VSOs, it explores the manifestation of shared leadership practices and proposes a framework for more inclusive practices that enhance trust, accountability and collective responsibility. We find that certain stakeholders are more detached from processes of shared leadership than leaders in formal positions. Furthermore, involvement in leadership activity varies with status, with shared practices diminishing from trustees through to employees and volunteers, as trustees and employees are mainly involved in ‘high-level activities’ of the organisation while volunteers are involved in ‘low-level activities’. Our study poses a challenge to unitary and linear leadership models that present shared leadership as equally distributed in organisations.

scholarly journals Leadership practices for Professional assistance of teachers in secondary schools

2018 ◽  
Vol 2 (4) ◽  
pp. 6-10
Author(s):  
Fakhra Aziz ◽  
Uzma Quraishi ◽  
Moafia Nader
Keyword(s):  
School Leadership ◽  
Leadership Practices ◽  
Teaching And Learning ◽  
Active Role ◽  
Experienced Teachers ◽  
Innovative Strategies ◽  
The Government ◽  
Professional Assistance ◽  
Effective Leadership Practices ◽  
School Heads

The present study aimed to explore the leadership practices for  professional assistance of secondary school teachers.It was assumed that leadership active role in various types of  teachers’ professional assistance can enhance their job performance which in turn promotes quality in teaching and learning process. The study reports  that school heads play a significant role in teachers’ professional assistance but it was limited to instructional  and professional areas only.  Teachers’ emotional side also required active and effective leadership practices of professional assistance for quality performance. Further School heads in public sector  facilitate their teachers more as compare to those in private sector. Similarly experienced teachers reports more support from their heads as compare to newly inducted teaches. Gender differences in professional assistance of  experienced and newly inducted teachers were  also found.Female newly inducted teachers receive more facilitation from their heads  as compare to male . Same case is reported for professional assistance of experienced teachers.   The present study suggests a need based training  program for school leadership to adopt innovative strategies for assistance of their teachers alongwith sound measures taken by the government

scholarly journals Influence and Influenced Between Self-Efficacy and Principal Leadership: A Systematic Review

2021 ◽  
Vol 15 ◽  
pp. 157-166
Author(s):  
Tubagus Ali Rachman Puja Kesuma ◽  
Sudjarwo Sudjarwo ◽  
Pargito Pargito ◽  
Ridwan Ridwan ◽  
Rias Tusianah ◽  
...  
Keyword(s):  
Systematic Review ◽  
Job Satisfaction ◽  
Literature Review ◽  
Principal Leadership ◽  
Self Efficacy ◽  
Growth And Development ◽  
Leadership Practices ◽  
Review Article ◽  
The Self ◽  
Research Articles

This literature review article aims to look at the variables that influence, are influenced, and mediated by the leadership practices of principals in schools. The authors reviewed 16 research articles from European countries and a small part of Asia and America. The researchers concluded that: 1) Self-efficacy can affect variables such as emotional exhaustion, job satisfaction, normative commitment, and including motivation not to resign. 2) Self-efficacy can fluctuate, influenced by experience, which at that time can also be influenced by the opinions of others. Therefore, a leader is responsible for the development and growth of job satisfaction and teacher self-efficacy. 3) Self-efficacy can be a mediator for the growth and development of other variables. The psychological atmosphere you feel at that moment also adds another variable. The self-efficacy variable can also determine the improvement and achievement of other variables. This study provides new insights into how to manage people for maximum results.

scholarly journals Becoming skillful leaders: American school principals’ transformative learning

2018 ◽  
Vol 48 (2) ◽  
pp. 353-378
Author(s):  
Taeyeon Kim
Keyword(s):  
Leadership Development ◽  
Transformative Learning ◽  
Principal Leadership ◽  
Leadership Practices ◽  
School Principals ◽  
School Leaders ◽  
The United States ◽  
Multiple Dimensions ◽  
Dimensions Of Learning ◽  
Actual Change

In this study, I explore how school principals experience transformative learning in relation to leadership development and how these experiences influence their leadership practices and perceptions. Transformative learning is critical for school leaders because it can lead to meaningful learning that qualitatively changes their leadership practices. Assuming that personally significant incidents are important for transformative learning, I analyzed qualitative data collected from 12 school principals in the United States. Analysis revealed that with these transformative learning experiences, school principals established strong foundations of leadership assumptions and strategies by changing and expanding their views of themselves and others. My findings suggest that education for principal leadership development should provide opportunities to explore multiple dimensions of learning, how relationships and school contexts influence leadership decision making, and how principals perceive themselves as leaders. This study contributes to a more dynamic understanding of how school leaders make actual change in their leadership practices.

Principal leadership practices, professional learning communities, and teacher commitment in Hong Kong kindergartens: A multilevel SEM analysis

2021 ◽  
pp. 174114322110152
Author(s):  
Ken Hang To ◽  
Hongbiao Yin ◽  
Winnie Wing Yi Tam ◽  
Chrysa Pui Chi Keung
Keyword(s):  
Hong Kong ◽  
Professional Learning Communities ◽  
Learning Communities ◽  
Professional Learning ◽  
Principal Leadership ◽  
Leadership Practices ◽  
Structural Equation ◽  
Teacher Commitment ◽  
Equation Modeling ◽  
Principal Leadership Practices

In response to the needs for kindergarten principals to foster teachers’ capacities and commitment, this study examined the relationships between professional learning communities, principal leadership practices, and teacher commitment to kindergartens among 2106 teachers from 153 Hong Kong kindergartens, analyzing by using multilevel structural equation modeling. The result showed that principal leadership practices facilitated the development of professional learning communities at school and teacher levels, and exerted a direct effect on teacher commitment at the teacher level. However, the mediating effects of different professional-learning-community components were found distinctive. Implications for leading kindergartens in the reform time are discussed.

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