scholarly journals The degree of involvement of the educational leader of teachers in decision-making from the viewpoint of teachers in the Zarqa Directorate (First) of Education: درجة إشراك القائد التربوي للمعلمين في اتخاذ القرار من وجهة نظر المعلمين  في مديرية تربية الزرقاء الأولى

2020 ◽  
Vol 4 (33) ◽  
Author(s):  
Amal Muner Mohamed Abo Jhashe
Keyword(s):  
Decision Making ◽  
Teaching Methods ◽  
Educational Leaders ◽  
Point Of View ◽  
Teacher Participation ◽  
Educational Institutions ◽  
Educational Leader ◽  
Teaching Curriculum ◽  
Participation In Decision Making ◽  
Community Decision

This study aimed to identify the ability of the educational leader to apply the principle of participation in decision-making and its impact on the achievement of the educational institution's objectives effectively from the point of view of teachers in the Zarqa Directorate (First) of Education and used the study method descriptive-analytical and the study tool (questionnaire) where it was distributed to a random sample of (110) teachers belonging to the Zarqa Directorate (First) of Education. The study found that the participation of educational leaders in decision-making received an average (2.84 out of 5) verbal (intermediate) ratings, and at the level of fields; Community decision-making average (2.90), teacher participation in decision-making for teachers themselves averaged (2.81) and finally teacher participation in decision-making on the teaching curriculum and teaching methods (2.72), all of which are estimated (2.84), and based on the results, the study recommended the need for teachers to participate in decision-making within educational institutions, which reflects positively on the work of the performance of the institution and improve the type of style possessed by the leader in the institution.

scholarly journals Deaf Academic Leader's Perspective

2020 ◽  
Vol 8 (1) ◽  
pp. 104-114
Author(s):  
Dean J Laury
Keyword(s):  
Decision Making ◽  
Decision Model ◽  
Emotional Responses ◽  
Educational Leaders ◽  
Dual Process ◽  
Emotional Impact ◽  
Educational Leader ◽  
Correct Model ◽  
Decision Making Processes ◽  
New Framework

This article examines the question, “How do the intersectional relationships between the dual process, heuristic/bias, and decision-making models manifest in an educational leader’s decision-making framework when the leader possesses a deaf lens?” Perceptions that could have an emotional impact on the decision-making process are shared. Research in the field is discussed and supplemented by the author’s perspectives, experiences, and document analysis to articulate a proposed framework. The goal of implementing the proposed framework is to increase the probability of obtaining better decisions, given that educational leaders with deaf lenses tend to be visually receptive learners who depend on personal and professional philosophy and experience. The selected perceptions and phrases from the intersectional relationship categories forming the proposed framework were based on: A) information (sought and processing), B) time (as phase), and C) emotional responses. In this article, explored is the perspective of an educational leader with a deaf lens that led to potential influences upon the decision-making processes and validation of a new framework. However, the implication of this was that no single decision model is necessary the correct model or is responsible for any outcome. More significantly, the work demonstrated the proposed framework is to help other educational leaders with a deaf lens improve their knowledge, understanding, and perspective of their decisions since those decisions impact stakeholders. This framework and expertise can be beneficial to prospective educational leaders.

Educational leadership

2017 ◽  
Vol 46 (6) ◽  
pp. 960-979 ◽  
Author(s):  
Margaret Sims ◽  
Manjula Waniganayake ◽  
Dr Fay Hadley
Keyword(s):  
Decision Making ◽  
Policy Reform ◽  
Educational Leaders ◽  
Sense Making ◽  
Policy Reforms ◽  
Top Down ◽  
Educational Leader ◽  
Street Level ◽  
Street Level Bureaucracy

In the Australian early childhood sector the role of educational leader emerged as part of a very large process of policy reform that began in 2009. The position of educational leader was established to drive the quality improvement requirements of the reform, but many organizations did not establish these positions until several years after the reforms were introduced. Lack of clear role descriptions and authority make it difficult for educational leaders to fulfil the expectations held of them. This study examines the sense leaders make of the policy reforms and the street-level bureaucracy they perform to translate the policy into action. This sense-making and street-level bureaucracy is taking place in a neoliberal context where, we argue, the demands for professional discretionary decision-making are in conflict with the top-down standardization inherent in neoliberalism. Educational leaders have the potential to challenge neoliberalism through their professional decision-making but, in the Australian context, many are currently focusing on compliance with their street-level bureaucracy.

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