scholarly journals Metaphoric Perceptions of School Principal Candidates: Being a School Principal

2021 ◽  
Author(s):  
Hale ERDEN
Keyword(s):  
School Principal ◽  
Principal Candidates ◽  
Perceptions Of School

scholarly journals Rural and Small School Principal Candidates

2018 ◽  
Vol 31 (1) ◽  
Author(s):  
Patricia A. Cruzeiro ◽  
Mike Boone
Keyword(s):  
School Districts ◽  
Rural Schools ◽  
Personal Characteristics ◽  
Rural School ◽  
Research Literature ◽  
School Principal ◽  
Principal Selection ◽  
Rural School Districts ◽  
Small School ◽  
Principal Candidates

This article reports the results of an inquiry into the dynamics of principal selection in rural school districts in two mid-American states with high numbers of rural schools. The study focuses on two questions: (1) are rural school districts experiencing a shortage of qualified applicants for vacant principal’s positions; and (2) what professional and personal characteristics do superintendents seek in selecting principals for rural schools? Data for the study were collected through a review of the relevant research literature and interviews with superintendents of rural school districts. The study confirmed that rural school districts in these two states are in fact not experiencing a shortage of qualified principal applicants and delineates specific professional and personal characteristics superintendents seek in the principals who lead rural schools.  

Principals’ perceptions of school identity: logo, vision and practice

2019 ◽  
Vol 33 (6) ◽  
pp. 1170-1184
Author(s):  
Geva Iftach ◽  
Orly Shapira-Lishchinsky
Keyword(s):  
School Choice ◽  
National Policy ◽  
School Principal ◽  
Content Type ◽  
Vision Statements ◽  
Identity Based ◽  
Principals Perceptions ◽  
Perceptions Of School ◽  
Depth Interviews ◽  
Practical Implications

Purpose The purpose of this paper is to explore the meaning of the concept “school identity” as reflected in principals’ perceptions of their school logo, vision and practice. Design/methodology/approach In-depth interviews were conducted with 24 principals from Israeli elementary, junior high and high schools. The content analysis of principals’ interviews, including open, axial and selective coding and confirmatory qualitative analysis was used to examine the principals’ perceptions regarding the school’s logo, vision and practice. Findings The principals’ perceptions of the logo, vision and practice comprised five main features: academic, traditional, national, organizational and social-ethical. Different types of relationships were found between these features: correspondence by appearance, correspondence by non-appearance and incongruence. Research limitations/implications The study suggests a new theoretical model for generating the concept of school identity. The study demonstrates that incongruent findings may be viewed as complementary rather than conflicting when establishing a school’s identity. Practical implications The findings can promote an understanding of the function of school logos and vision statements in school practice, and help develop and maintain school identity. All these may affect the surroundings that come in contact with the school principal, such as parental decision on school choice and governmental activities. Originality/value To date, no study has investigated the meaning of school identity based on the principals’ perceptions regarding the school logo, vision and practice. The findings can facilitate the development of an ecological approach, which can help in understanding the meaning of school identity and its effect on students, staff, parents, wider community and national policy.

Linking School Level Innovations with an Urban School District's Central Office

1994 ◽  
Vol 4 (1) ◽  
pp. 12-27 ◽  
Author(s):  
Ira E. Bogotch ◽  
Cormell R. Brooks
Keyword(s):  
School System ◽  
Central Office ◽  
Urban School ◽  
School Principal ◽  
School Level ◽  
School Restructuring ◽  
Leadership Perceptions ◽  
Central Office Administrators ◽  
Job Functions ◽  
Perceptions Of School

This descriptive study of school principal-central office relations is framed within the context of school restructuring. It specifically looks at leadership perceptions of school level innovations and reports the level of awareness and support by job functions and location given to such innovations by an urban school system central office. The findings indicate that awareness and involvement were limited to just two specific departments: area superintendents and educational programs. The former has direct supervisory responsibilities over principals; the latter seeks to bring innovative ideas to the school district. Both departments are located as satellite offices of the central office Other central office administrators did not demonstrate the levels of value reorientation needed for school system restructuring.

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.

scholarly journals Identifying School Principal Candidates’ Perception on Teacher’s Appointment as School Principal

2021 ◽  
Vol 54 (2) ◽  
pp. 220
Author(s):  
Nunuk Hariyati ◽  
Tarma Tarma ◽  
Dian Fajarwati ◽  
Aditya Chandra Setiawan
Keyword(s):  
High School ◽  
School Quality ◽  
School Principals ◽  
School Principal ◽  
Ministry Of Education ◽  
Principal Candidates ◽  
Significant Difference ◽  
Successful School ◽  
Policy Perceptions ◽  
Principals Perceptions

In order to establish a successful school, prospective school principals' perceptions are crucial. Perception has an effect on school quality because it impacts reaction and decision-making. The aim of this study was to understand prospective school principals' perceptions of the Ministry of Education and Culture Regulation Number 6 of 2018 concerning the Appointment of Teachers as School Principals, which was conducted using a quantitative approach through a survey of 77 prospective school principals from Central and East Java Provinces. The findings revealed that: the age of the prospective school principal does not have a significant effect on policy perceptions;  the length of work as a prospective school principal teacher has no significant effect on policy perceptions; there is a significant difference between the principal candidates for primary school, junior high school and senior high school/vocational high school in perceiving policies; there is no significant difference between male and female principal candidates in their perception of the policy; there is no significant difference between prospective school principals based on tank (from III b to IV b) in perceiving policies; there is a significant difference between prospective school principals with bachelor's and master's degrees in perceiving policies; there is no significant difference between prospective school principals who have not and have read Ministry of Education and Culture Regulation No. 6 of 2018 in perceiving the policy; and that there is no significant difference between prospective school principals who have not and have specifically reviewed Ministry of Education and Culture Regulation No. 6 of 2018 in perceiving the policy.

scholarly journals Teacher’s Readiness in the New Principal Preparation Program (PPP)

2018 ◽  
Vol 2 (2) ◽  
pp. 343
Author(s):  
Ratna Juwita ◽  
Siswandari Siswandari
Keyword(s):  
Time Management ◽  
Principal Preparation ◽  
School Principals ◽  
Education And Training ◽  
School Principal ◽  
Learning Goals ◽  
Learning Readiness ◽  
Principal Candidates ◽  
Principal Preparation Program ◽  
And Training

This descriptive study reports on the learning readiness of teachers in the Indonesia Principal Preparation Programme (PPP). The Republic of Indonesia Ministry of Education and Culture has decreed that school principal candidates are to have school principal certificates before they can be appointed as school principals. The school principal certificate can only be attained by completing the PPP, one of the important stages of which is education and training. As a form of learning, education and training in the PPP demands school principal candidates to exhibit learning readiness. It has long and widely been acknowledged that learning readiness is one of the most important determining factors of success in learning. The PPP itself, in short, is a programme designed to equip teachers with previously determined competencies to enable them to take on the role of school leader and school manager. The PPP consists of several stages, which are: proposal of principal candidates, selection, and education and training. Each stage of the PPP comes with certain requirements. This study focuses on the stage of education and training. The preconditions of this stage determine the success of the process of learning and the achievement of the learning goals. Based on this notion, this paper aims to describe the training readiness of teachers nominated as school principals, with particular regard to their physical, psychological, and material readiness. Further attention is given to proposing possible alternatives to improve PPP training readiness. The method used in this study is the descriptive qualitative method. Data were collected through pre-test and post-test, questionnaires, and document study. Descriptive statistics were employed to analyse the data. The analysis results show that, while teachers’ material readiness for training is relatively high, they lack psychological and physical readiness. Better time management, competent trainers, a contextual curriculum, and a matriculation programme are proposed as alternatives to improve psychological and physical readiness.

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