scholarly journals Educational Leaders’ Views About School Culture, Climate, Leadership, And Success: A Comparative Study Of New Zealand, Finland, And Ghana

2021 ◽  
Author(s):  
Darko Baafi
Keyword(s):  
New Zealand ◽  
School Culture ◽  
School Leadership ◽  
Relevant Literature ◽  
Educational Leaders ◽  
Symbolic Capital ◽  
Quota System ◽  
School Based ◽  
Education Act ◽  
Students Success

<p><b>This comparative project explored educational leaders’ views, practices, and experiences in relation to school culture, climate, leadership, and student success in three international contexts: New Zealand, Finland, and Ghana. Taking an interpretive methodological stance, the study used policy documents, observations, artefacts, and interviews as data sources. A total of twenty-seven participants (school leaders, university experts, and Ministry officials) took part; nine from each of the three countries. </b></p><p>Key insights from the study include identifying positive aspects from each of the three countries. Generally, each of the cases showed positive relationships between students’ success and teacher-teacher, teacher-students, teacher-principal, shared leadership, teamwork, school-based guidance and counselling, and more. Specifically, for New Zealand, positive impetus for students’ success included, respect for teaching, use of local curriculum, a clear and relevant Education Act, and free tuition. For Finland, the positive variables included respect for teaching, local-based curriculum, school-based psychologists, and free tuition and school meals. For Ghana, these included school-based Christian Chaplains and Imams, a free boarding system which included tuition and meals, and a relevant quota system to encourage minority inclusion in education. </p><p>While partially confirming the relevant literature on effective school leadership and students’ success, the study argues for a deeper understanding of the subject to include issues of global socio-cultural, socio-political, and socio-economic undercurrents and trends; symbolic capital; and hierarchical decision-making models’. </p><p>It is these sociological variables, forms and relationships, and dimensions of a complex education subsystem which act as catalysts for the daily practices of school leadership that influence students’ success. </p><p>The study offers (a) a theoretical framework for analysing school leadership and students’ success and (b) key recommendations for Ministries of Education and school administration and leaders. </p>

scholarly journals EDUCATIONAL LEADERS’ VIEWS ABOUT SCHOOL CULTURE, CLIMATE, LEADERSHIP, AND SUCCESS: A COMPARATIVE STUDY OF NEW ZEALAND, FINLAND, AND GHANA

2021 ◽  
Author(s):  
Darko Baafi
Keyword(s):  
New Zealand ◽  
School Culture ◽  
School Leadership ◽  
Relevant Literature ◽  
Educational Leaders ◽  
Symbolic Capital ◽  
Quota System ◽  
School Based ◽  
Education Act ◽  
Students Success

<p><b>This comparative project explored educational leaders’ views, practices, and experiences in relation to school culture, climate, leadership, and student success in three international contexts: New Zealand, Finland, and Ghana. Taking an interpretive methodological stance, the study used policy documents, observations, artefacts, and interviews as data sources. A total of twenty-seven participants (school leaders, university experts, and Ministry officials) took part; nine from each of the three countries. </b></p><p>Key insights from the study include identifying positive aspects from each of the three countries. Generally, each of the cases showed positive relationships between students’ success and teacher-teacher, teacher-students, teacher-principal, shared leadership, teamwork, school-based guidance and counselling, and more. Specifically, for New Zealand, positive impetus for students’ success included, respect for teaching, use of local curriculum, a clear and relevant Education Act, and free tuition. For Finland, the positive variables included respect for teaching, local-based curriculum, school-based psychologists, and free tuition and school meals. For Ghana, these included school-based Christian Chaplains and Imams, a free boarding system which included tuition and meals, and a relevant quota system to encourage minority inclusion in education. </p><p>While partially confirming the relevant literature on effective school leadership and students’ success, the study argues for a deeper understanding of the subject to include issues of global socio-cultural, socio-political, and socio-economic undercurrents and trends; symbolic capital; and hierarchical decision-making models’. </p><p>It is these sociological variables, forms and relationships, and dimensions of a complex education subsystem which act as catalysts for the daily practices of school leadership that influence students’ success. </p><p>The study offers (a) a theoretical framework for analysing school leadership and students’ success and (b) key recommendations for Ministries of Education and school administration and leaders. </p>

scholarly journals Educational Leaders’ Views About School Culture, Climate, Leadership, And Success: A Comparative Study Of New Zealand, Finland, And Ghana

2021 ◽  
Author(s):  
Darko Baafi
Keyword(s):  
New Zealand ◽  
School Culture ◽  
School Leadership ◽  
Relevant Literature ◽  
Educational Leaders ◽  
Symbolic Capital ◽  
Quota System ◽  
School Based ◽  
Education Act ◽  
Students Success

<p><b>This comparative project explored educational leaders’ views, practices, and experiences in relation to school culture, climate, leadership, and student success in three international contexts: New Zealand, Finland, and Ghana. Taking an interpretive methodological stance, the study used policy documents, observations, artefacts, and interviews as data sources. A total of twenty-seven participants (school leaders, university experts, and Ministry officials) took part; nine from each of the three countries. </b></p><p>Key insights from the study include identifying positive aspects from each of the three countries. Generally, each of the cases showed positive relationships between students’ success and teacher-teacher, teacher-students, teacher-principal, shared leadership, teamwork, school-based guidance and counselling, and more. Specifically, for New Zealand, positive impetus for students’ success included, respect for teaching, use of local curriculum, a clear and relevant Education Act, and free tuition. For Finland, the positive variables included respect for teaching, local-based curriculum, school-based psychologists, and free tuition and school meals. For Ghana, these included school-based Christian Chaplains and Imams, a free boarding system which included tuition and meals, and a relevant quota system to encourage minority inclusion in education. </p><p>While partially confirming the relevant literature on effective school leadership and students’ success, the study argues for a deeper understanding of the subject to include issues of global socio-cultural, socio-political, and socio-economic undercurrents and trends; symbolic capital; and hierarchical decision-making models’. </p><p>It is these sociological variables, forms and relationships, and dimensions of a complex education subsystem which act as catalysts for the daily practices of school leadership that influence students’ success. </p><p>The study offers (a) a theoretical framework for analysing school leadership and students’ success and (b) key recommendations for Ministries of Education and school administration and leaders. </p>

scholarly journals EDUCATIONAL LEADERS’ VIEWS ABOUT SCHOOL CULTURE, CLIMATE, LEADERSHIP, AND SUCCESS: A COMPARATIVE STUDY OF NEW ZEALAND, FINLAND, AND GHANA

2021 ◽  
Author(s):  
Darko Baafi
Keyword(s):  
New Zealand ◽  
School Culture ◽  
School Leadership ◽  
Relevant Literature ◽  
Educational Leaders ◽  
Symbolic Capital ◽  
Quota System ◽  
School Based ◽  
Education Act ◽  
Students Success

<p><b>This comparative project explored educational leaders’ views, practices, and experiences in relation to school culture, climate, leadership, and student success in three international contexts: New Zealand, Finland, and Ghana. Taking an interpretive methodological stance, the study used policy documents, observations, artefacts, and interviews as data sources. A total of twenty-seven participants (school leaders, university experts, and Ministry officials) took part; nine from each of the three countries. </b></p><p>Key insights from the study include identifying positive aspects from each of the three countries. Generally, each of the cases showed positive relationships between students’ success and teacher-teacher, teacher-students, teacher-principal, shared leadership, teamwork, school-based guidance and counselling, and more. Specifically, for New Zealand, positive impetus for students’ success included, respect for teaching, use of local curriculum, a clear and relevant Education Act, and free tuition. For Finland, the positive variables included respect for teaching, local-based curriculum, school-based psychologists, and free tuition and school meals. For Ghana, these included school-based Christian Chaplains and Imams, a free boarding system which included tuition and meals, and a relevant quota system to encourage minority inclusion in education. </p><p>While partially confirming the relevant literature on effective school leadership and students’ success, the study argues for a deeper understanding of the subject to include issues of global socio-cultural, socio-political, and socio-economic undercurrents and trends; symbolic capital; and hierarchical decision-making models’. </p><p>It is these sociological variables, forms and relationships, and dimensions of a complex education subsystem which act as catalysts for the daily practices of school leadership that influence students’ success. </p><p>The study offers (a) a theoretical framework for analysing school leadership and students’ success and (b) key recommendations for Ministries of Education and school administration and leaders. </p>

scholarly journals Indigenous Urban School Leadership: A Critical Cross-Cultural Comparative Analysis of Educational Leaders in New Zealand and the United States

2014 ◽  
Vol 43 (1) ◽  
Author(s):  
Lorri Santamaría ◽  
Andrés Santamaría ◽  
Melinda Webber ◽  
Hoana Pearson
Keyword(s):  
United States ◽  
New Zealand ◽  
Primary School ◽  
School Leadership ◽  
Educational Leaders ◽  
The United States ◽  
Qualitative Inquiry ◽  
Cross Cultural ◽  
Model Framework ◽  
Leadership Practice

This qualitative inquiry compares the practice of one Māori primary school leader of urban education for indigenous multicultural multilingual learners in New Zealand (NZ), to research on the practices of nine educational leaders of colour in the United States (US). This study identifies and compares leadership practices for leaders struggling with ways to positively impact learner outcomes in similar settings (e.g., UK, Canada). From a critical comparative perspective, this school principal shares her leadership practice and lessons learned to inform leadership practice in similarly multifaceted urban settings. This research is undertaken by a collaborative cross-cultural team of educational leaders and scholars from the US and NZ, from the local university and urban primary school. The research team comprises multiple perspectives, the basis for global comparative discourse on school leadership. This contribution offers a cross-cultural model, framework, and way of doing educational research to increase understanding of leadership in different societies.

Considering the Language Disorder Label Debate From a School Speech-Language Pathology Lens

2020 ◽  
Vol 5 (1) ◽  
pp. 47-54
Author(s):  
Kimberly A. Murza ◽  
Barbara J. Ehren
Keyword(s):  
Language Impairment ◽  
Specific Language Impairment ◽  
Language Disorder ◽  
Public Awareness ◽  
Developmental Language Disorder ◽  
Speech Language Pathology ◽  
Speech Language Pathologist ◽  
School Based ◽  
Language Pathology ◽  
Education Act

Purpose The purpose of this article is to situate the recent language disorder label debate within a school's perspective. As described in two recent The ASHA Leader articles, there is international momentum to change specific language impairment to developmental language disorder . Proponents of this change cite increased public awareness and research funding as part of the rationale. However, it is unclear whether this label debate is worthwhile or even practical for the school-based speech-language pathologist (SLP). A discussion of the benefits and challenges to a shift in language disorder labels is provided. Conclusions Although there are important arguments for consistency in labeling childhood language disorder, the reality of a label change in U.S. schools is hard to imagine. School-based services are driven by eligibility through the Individuals with Disabilities Education Act, which has its own set of labels. There are myriad reasons why advocating for the developmental language disorder label may not be the best use of SLPs' time, perhaps the most important of which is that school SLPs have other urgent priorities.

SCHOOL CULTURE AND CLIMATE, FACTORS FOR AN EFFECTIVE SCHOOL

2018 ◽  
Vol 28 (3) ◽  
pp. 757-760
Author(s):  
Besa Dogani
Keyword(s):  
School Culture ◽  
School Leadership ◽  
Resistance To Change ◽  
Teaching Staff ◽  
Ministry Of Education ◽  
Effective School ◽  
Teacher Student ◽  
Controlled Systems ◽  
Adult Culture ◽  
Culture And Climate

The need for change is particularly expressed in educational organizations. In education, the changes are always associated with the reforms required by the Ministry of Education and Science, and much less often seen as a permanent process that is initiated and continues throughout each school. That is exactly why the school, especially at this time of decentralization, should appear as the initiator of the change. However, it must be noted that in the teaching, non-teaching staff, and in the school leadership, there is resistance to school changes. Hence the idea that resistance to change would be reduced if the director and employees feel the need for change, if they are the initiators of the change or at least participate in the planning and execution of the change. The complexity of the school stems from the everyday relations of a teacher - student, teacher - teacher, and pupil - student. The most frequent occurrence of this is the so-called collision of generations. It practically means a clash of two cultures - climates, an adult culture (teachers), and a culture of youth (students). It all takes place in an environment with its own surrounding called school. This environment and this surrounding are characterized by certain traditions, customs, norms, habits, achieved results, manners of behaviour and communication, religion and so on. All this together with all its complexity, dynamism and openness we call the culture of the school. The word culture has a Latin origin - colare, which means nurturing, developing and embellishing. Culture and climate are interactive states of common characteristics of group influence on the environment. The paradigm of school culture goes hand in hand with the paradigm of inequality and the option of greater autonomy in schools. According to several authors, schools should not be forced to produce quick results, only for the benefit of politicians and for public satisfaction. This means that the educated results should be held accountable by the school principals, not the ministers. This practically means penetration into management, from slow changes to controlled systems (top-down changes), to school support systems (bottom-up changes). It is important to note that each school has its own recognizable culture. The school's culture can be increased in different ways. Basically, it is a content of mutually divided values. Divided values can also be experienced in the form of rituals and repetition ceremonies. This paper aims to show that through the improvement of school culture and school climate, a positive atmosphere of order and discipline, a way of communicating staff, established vision for development will be ensured, and all this towards the construction of an effective and efficient school.

Fostering Cultural Responsiveness in an Urban High School: A Case Study

2021 ◽  
pp. 019263652110365
Author(s):  
Jay Paredes Scribner ◽  
Donna H. Weingand ◽  
Karen Leigh Sanzo
Keyword(s):  
School Culture ◽  
School Leadership ◽  
Culturally Responsive ◽  
Cultural Responsiveness ◽  
Future Research ◽  
Student Needs ◽  
Theoretical Frameworks ◽  
Teacher Needs

Scholars and practitioners have increasingly recognized the role of culturally responsive school leadership (CRSL). However, few studies have applied recent comprehensive CRSL theoretical frameworks. This in-depth case study explores how a school leader understands and shapes a school culture to be increasingly culturally responsive to students. Utilizing recent conceptualizations of CRSL as a lens, two major findings were developed. First, the principal’s understanding of what it means to be a culturally responsive leader is centered on the student experience: meeting basic needs, seeking “vertical” engagement, and transforming student world views. Second, to meet those student needs the principal practiced differentiated instructional leadership according to individual teacher needs and oriented to fostering a culturally responsive school culture. We suggest future research carefully examine (1) the interplay of beliefs, dispositions, and values in CRSL play, and (2) how CRSL (where it exists) manifests as an organizational.

School‐Based Bullying Intervention Programs in Australia and New Zealand

2021 ◽  
pp. 510-526
Author(s):  
Donna Cross ◽  
Amy Barnes ◽  
Melanie Epstein ◽  
Natasha Pearce ◽  
Kevin Runions ◽  
...  
Keyword(s):  
New Zealand ◽  
Intervention Programs ◽  
Bullying Intervention ◽  
School Based

scholarly journals Pengaruh Gaya Kepemimpinan Kepala Sekolah dan Budaya Sekolah terhadap Kinerja Guru

2019 ◽  
Vol 3 (2) ◽  
pp. 244-256
Author(s):  
Aulia Darmawan
Keyword(s):  
Regression Analysis ◽  
School Culture ◽  
Multiple Regression Analysis ◽  
School Leadership ◽  
Leadership Style ◽  
Significant Influence ◽  
Qualitative Method ◽  
Teacher Performance ◽  
Vocational Teachers ◽  
The City

Abstrak Tujuan penelitian adalah menganalisis dan menguji hipotesis tentang pengaruh gaya kepemimpinan kepala sekolah, dan budaya sekolah, terhadap kinerja guru. Hipotesis penelitian diuji meliputi: Terdapat pengaruh gaya kepemimpinan kepala sekolah terhadap kinerja guru, terdapat pengaruh budaya sekolah terhadap kinerja guru, dan terdapat pengaruh gaya kepemimpinan kepala sekolah dan budaya sekolah terhadap kinerja guru. Penelitian menggunakan metode kualitatif deskriptif. Dan dilakukan analisis dengan analisis regresi berganda. terdapat kesimpulan dari hasil pengujian hipotesis, sebagai berikut. Terdapat pengaruh signifikan gaya kepemimpinan kepala sekolah terhadap kinerja guru SMK rumpun pariwisata di Kota Tangerang. Dibuktikan dengan nilai Sig. = 0,000 < 0,05 dan t0 = 9,606. Terdapat pengaruh yang signifikan budaya sekolah terhadap kinerja guru SMK rumpun pariwisata di Kota Tangerang. Dibuktikan dengan nilai Sig. = 0,000 < 0,05 dan t0 = 4,391 Terdapat pengaruh yang signifikan gaya kepemimpinan kepala sekolah dan budaya sekolah secara bersama-sama terhadap kinerja guru SMK rumpun pariwisata di Kota Tangerang. Dibuktikan dengan nilai Sig. = 0,000 < 0,05 dan Fo = 3471,597. AbstractThe study aims to analyze and test the truth of the hypothesis of the influence of the style of school leadership and school culture, the performance of teachers. The research hypotheses were tested include influences of the principal's leadership style on teacher performance, there is the influence of school culture on teacher performance, and there are a style influence school leadership and school culture on teacher performance. The study was conducted with descriptive qualitative method. Were analyzed using multiple regression analysis. The hypothesis testing results obtained the following conclusions. There is a significant effect of the leadership style of principals on teacher performance SMK clump of tourism in the city of Tangerang. Evidenced by the Sig. = 0.000 <0.05 and t0 = 9.606. There is a significant effect on the performance of the school culture vocational teachers clump of tourism in the city of Tangerang. Evidenced by the Sig. = 0.000 <0.05 and t0 = 4.391 There is a significant influence style of school leadership and school culture together on teacher performance SMK clump of tourism in the city of Tangerang that Evidenced by the Sig. = 0.000 <0.05 and Fo = 3471.597.    

Sign in / Sign up

Export Citation Format

Share Document