scholarly journals Principals, School Library, SL Professionals, Learning Outcomes, Partnerships, and SL Web Advocacy

2021 ◽  
Author(s):  
Marie José Vitorino
Keyword(s):  
Leadership Styles ◽  
School Leadership ◽  
Learning Outcomes ◽  
School Library ◽  
School Principal ◽  
Principal's Role ◽  
Professional Networking ◽  
Learning Success ◽  
Key Factor ◽  
Hard Times

Even within many different school leadership styles, it seems to be an evidence to many SL professionals that Principal’s role is always a key factor for SL services, curriculum enhancement and learning outcomes, valuing or, in the contrary, giving hard times to SL professionals projects and SL teamwork. School Principal ́s role is particulary important concerning teachers-SL cooperation, the very heart of learning success. How could each SL professional and each SL professional team learn to act wisely, improving communication and advocacy skills, managing strategies according to different School Principal’s profiles and contexts? Which are School Principal’s “valued” information sources on SL issues – official, professional, networking, public librarians sources? And which, and how, could be reinforced, locally, nationally and internationally (IASL included)? Web 2.0 is making/could make/should make a difference for these purposes?

scholarly journals Reaching for the Top

2021 ◽  
Author(s):  
Barbara McNeil
Keyword(s):  
School Leadership ◽  
Critical Literacy ◽  
School Library ◽  
Literature Circles ◽  
School Libraries ◽  
School Principal ◽  
Adolescent Boys ◽  
Literacy Engagement ◽  
Teacher Librarians ◽  
Literacy Research

This paper draws attention to the important role school libraries, teacher-librarians, and principals can and need to play in the lives of marginalized adolescent boys in order to advance the goals of social justice and equity, and to make school libraries more relevant to citizens and communities. As an illustration of how teacher-librarians can intervene in the lives of such students, the author presents preliminary insights from a recent literacy research project that involved a school principal, a professor/school library specialist, and a professor in school leadership. Using a modified, contextually tailored version of literature circles, the researchers explored ways of enhancing the critical literacy engagement of marginalized adolescent boys in an urban school in western Canada.

The influence of school leadership styles and culture on students' achievement in Cyprus primary schools

2010 ◽  
Vol 48 (2) ◽  
pp. 218-240 ◽  
Author(s):  
Andreas Kythreotis ◽  
Petros Pashiardis ◽  
Leonidas Kyriakides
Keyword(s):  
Leadership Styles ◽  
School Leadership ◽  
Primary Schools

scholarly journals School Library Team

2021 ◽  
Author(s):  
Penny Moore ◽  
Maureen Trebilcock
Keyword(s):  
Learning Outcomes ◽  
Service Provision ◽  
Teaching And Learning ◽  
School Library ◽  
Information Service ◽  
School Libraries ◽  
Positive Influence ◽  
Team Members ◽  
Parallel Case ◽  
Further Development

In New Zealand school libraries, the nature of educational activities performed by school library staff is unclear. Three parallel case studies were conducted to explore the actual work of school library team members. Ways of working with teachers and each other were explored in interviews and focus groups and the characteristics of information service provision were compared with those reflected in the wider literature. While many practices were affirmed for their positive influence on teaching and learning, areas for further development were identified. These are discussed in terms of creating change and strengthening learning outcomes.

scholarly journals Improving student achievement with smart sheets Media in islamic cultural history lesson at the Elevent grade students of mtsn tarusan

2017 ◽  
Vol 1 (1) ◽  
pp. 154-163
Author(s):  
Sasmini Sasmini
Keyword(s):  
Student Achievement ◽  
Learning Outcomes ◽  
Cultural History ◽  
School Library ◽  
Class Action ◽  
Learning History ◽  
History Of ◽  
Kurt Lewin ◽  
Cooperative Methods ◽  
Improving Student Achievement

To be able to learn something well, we need to hear, see, ask questions about it, and discuss it with others. Not only that, teachers need to "do", which describe something in their own way, showing for example, tried to practice skills and tasks that require p What Knowledge they have earned. Problems to be studied in this research are: a) How improve learning outcomes Islamic cultural history through smart method in class XI sheets MTsN Tarusan in July 2016? b) The steps made in improving the learning outcomes of students of Islamic cultural history? This research is a Class Action Research (PTK), as for the steps to be performed in this PTK model developed by Kurt Lewin as mentioned in Dikdasmen (2003: 18) that the stages or so-called cycle (round) consists of four components which cover : (A) planning, (b) action / acting, (c) observation, (d) reflection. Based on The results of learning activities that have been conducted during the study, and based on all the discussion and analysis that has been done can be summed up as follows: Learning with smart method sheets in Islamic cultural history lesson positively in improving student achievement that is marked by a mastery learning students in learning, namely (97.29%). Application of the method school library media on learning history of Islam have a positive effect, which can increase students' motivation is indicated by an average of 8 0 and from interviews stating that students are interested and interested deng a n cooperative methods Learning the history of Islamic culture so that they become motivated to learn.

scholarly journals COMMUNICATION COMPETENCE AS FUNDAMENTAL ASPECT FOR EFFECTIVE SCHOOL LEADERSHIP AND ADMINISTRATION ACHIEVING: A SYNOPTIC THEORETICAL APPROACH

2020 ◽  
Vol 7 (11) ◽  
Author(s):  
Panagiotis J. Stamatis ◽  
Georgios A. Gkoutziamanis
Keyword(s):  
Resource Management ◽  
School Leadership ◽  
Theoretical Models ◽  
School Principal ◽  
Fundamental Aspect ◽  
Research Activity ◽  
Effective School ◽  
Leadership And Management ◽  
Leading Role ◽  
Effective School Leadership

Many theories and definitions regarding the concept of Leadership and Management appear in modern literature, as well as interpretations, references to specific characteristics and related topics. This fact shows that over time, a significant effort has been made to clarify the various dimensions of the concept of Leadership and its distinction from the concept of Management. The whole research activity gradually contributed to the development of an important framework in which various and remarkable theoretical models were developed, in parallel with the broader research that has been developed in the field of "human resource management", intending to study leadership styles and managerial behaviors to which they are connected. Many researchers agree that the position of traditional management is completely taken over today by Leadership, which is a complex but flexible, dynamic and at the same time creative resource management process. As has been observed, each new form of Leadership, developed during the 20th century, took into account the effectiveness of the previous one, both in theory and in practice. In this chapter, through three indicative sections, emphasis is placed on the clarification of the concepts of Leadership and Management, concise, conceptual approaches to Leadership Theories and Management Models are developed. Finally, reference is made to the modern, leading role of the School Principal. The characteristic of communication ability is underlined as a fundamental criterion for achieving effective school leadership and administration. <p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0711/a.php" alt="Hit counter" /></p>

scholarly journals HASIL BELAJAR FISIKA DITINJAU DARI KECERDASAN EMOSIONAL SISWA SMA NEGERI 2 SEKAMPUNG

2018 ◽  
Vol 1 (1) ◽  
pp. 110
Author(s):  
Ayang Kinasih
Keyword(s):  
Emotional Intelligence ◽  
Social Skills ◽  
Success Rate ◽  
Learning Outcomes ◽  
Self Regulation ◽  
Higher Learning ◽  
Self Awareness ◽  
Learning Success ◽  
Learn Physics ◽  
High Emotional Intelligence

Abstrak: Tujuan penelitian ini adalah mendeskripsikan tingkat keberhasilan belajar fisika ditinjau dari kecerdasan emosional, kontribusi kecerdasan emosional terhadap hasil belajar, kesesuaian hasil belajar dengan tingkat kecerdasan emosional, pola dukungan subvariabel kecerdasan emosional yang terbentuk pada variasi kategori hasil belajar. Populasi pada penelitian ini adalah seluruh siswa SMA Negeri 2 Sekampung, sampel diambil 20% dari populasi atau sebanyak 35 siswa. Data diperoleh melalui metode tes dan angket kecerdasan emosional. Kesimpulan: (1) Siswa yang memiliki kecerdasan emosional tinggi maka tingkat keberhasilan belajar paling besar, (2) kontribusi kecerdasan emosional terhadap hasil belajar sangat besar, (3) hasil belajar sesuai dengan kecerdasan emosional, (4) pola dukungan subvariabel kecerdasan emosional pada hasil belajar tinggi, yaitu siswa memiliki kesadaran diri, pengaturan diri, turut merasakan (empati), dan keterampilan sosial tinggi, pola dukungan subvariabel kecerdasan emosional pada hasil belajar sedang, yaitu siswa memiliki kesadaran diri, pengaturan diri, turut merasakan (empati), dan keterampilan sosial sedang, pola dukungan subvariabel kecerdasan emosional pada hasil belajar rendah, yaitu siswa memiliki kesadaran diri, pengaturan diri, turut merasakan (empati), dan keterampilan sosial rendah. Subvariabel kecerdasan emosional yang dominan mendukung hasil belajar adalah turut merasakan (empati).Abstract:  The purpose of this study was to describe the success rate to learn physics in terms of emotional intelligence, emotional intelligence contribute to learning outcomes, learning outcomes conformity with the level of emotional intelligence, emotional intelligence subvariabel support pattern formed on the variation of categories of learning outcomes. The population in this study were all students of SMA Negeri 2 Sekampung, samples taken 20% of the population, or as many as 35 students. Data obtained through the method of emotional intelligence tests and questionnaires. Conclusions: (1) Students who have high emotional intelligence the greatest learning success rate, (2) contribution of emotional intelligence to the learning outcomes is very large, (3) learning outcomes in accordance with emotional intelligence, (4) a pattern of emotional intelligence subvariabel support the results higher learning, the students' self-awareness, self-regulation, also feel (empathy), and high social skills, emotional intelligence subvariabel patterns support the learning outcomes were, the students have self-awareness, self-regulation, also feel (empathy), and skills social being, patterns support emotional intelligence subvariabel low learning outcomes, the students have self-awareness, self-regulation, also feel (empathy), and low social skills. Subvariabel emotional intelligence is the dominant support learning outcomes also feel (empathy).

scholarly journals Successful Leadership Practice in School

2019 ◽  
Vol 29 ◽  
pp. 119-131
Author(s):  
Kamal Prasad Koirala
Keyword(s):  
Secondary School ◽  
School Leadership ◽  
Leadership Practices ◽  
School Principal ◽  
Leadership Practice ◽  
Depth Interview ◽  
Successful Leadership ◽  
Positive Work Environment ◽  
Successful School ◽  
Positive Work

This paper mainly focuses on successful leadership practices in secondary school. It aims to identify the recent models and theories of successful leadership practice in schools, and explore the experience of school principal regarding successful school leadership in the Nepalese context. A qualitative study was carried out in Gorkha district for the collection of data. A successful head teacher was selected for in-depth interview to explore the perception and experience about successful practice of school leadership. The findings of the study reveal that strong interpersonal skills, people-centered leadership, clear communication of vision and goal, focus on academic achievement, co-curricular activities, transparency, creating a positive work environment, knowledge of pedagogical contents, and cooperation and collaboration with various stakeholders are the vital constituents of successful leadership practices.

scholarly journals Transformational school leadership as a key factor for teachers’ job attitudes during their first year in the profession

2018 ◽  
Vol 48 (1) ◽  
pp. 106-132 ◽  
Author(s):  
Laura Thomas ◽  
Melissa Tuytens ◽  
Geert Devos ◽  
Geert Kelchtermans ◽  
Ruben Vanderlinde
Keyword(s):  
Transformational Leadership ◽  
Beginning Teachers ◽  
School Leadership ◽  
Self Efficacy ◽  
Job Attitudes ◽  
School Level ◽  
Dropping Out ◽  
First Year ◽  
Collegial Support ◽  
Key Factor

Teacher attrition is a global concern that is particularly prevalent among beginning teachers. Teachers’ intrinsic motivation to teach, affective organisational commitment and job satisfaction are considered job attitudes that stop them from dropping out of the profession. This study explores the interplay between factors at the school level (i.e. transformational leadership of the principal, professional collegial support) and the teacher level (i.e. self-efficacy) influencing these job attitudes. A sample of 292 first-year primary-school teachers participated. The results of the path analysis demonstrated that transformational leadership of the principal is directly related to teachers’ job attitudes in a positive way. Moreover, transformational leadership of the principal is also indirectly related to these attitudes, via both professional collegial support and teachers’ self-efficacy. Implications for the supportive role of the principal in the teachers’ first year in the profession are discussed.

COVID-19, School Leadership in Crisis?

2021 ◽  
Vol 4 (2) ◽  
pp. 332-341
Author(s):  
Aslamiah ◽  
Muhyani Rizalie ◽  
Celia Cinantya ◽  
Rizky Amelia
Keyword(s):  
Elementary School ◽  
Transformational Leadership ◽  
Elementary Schools ◽  
School Leadership ◽  
School Principal ◽  
Elementary School Principal ◽  
Leadership Strategies ◽  
Data Presentation ◽  
Analysis Techniques ◽  
The Subject

This study aims to describe the pattern and leadership strategies of principals in elementary schools in dealing with the crisis in the Covid-19 pandemic.  The method used in this study is qualitatively descriptive. The subject of this study was the principal and teacher at Sabilal Muhtadin Elementary School in Banjarmasin City. The data collection techniques used are interviews, observations, and documentation studies.  Test the validity of the data using the triangulation technique. Data analysis uses Miles & Huberman analysis techniques that consist of data reduction, data presentation, and conclusion. This research shows that the principal has a working philosophy that is to work for worship. Strategies implemented in its leadership include transparency, empowerment of teachers and employees, communication, and motivation. The conclusion is that elementary school principal Sabilal Muhtadin is transformational leadership based on Islam. The strategies used for its implementation are transparency, empowerment of teachers and employees, communication, and motivation to maintain excellence when facing crises in the Covid-19 pandemic.

scholarly journals School Library Design, Facilities and Resources for Sustainable Cognitive and Social Development of Students: An Evaluative Case Study

2016 ◽  
Author(s):  
Paulette Stewart
Keyword(s):  
Social Development ◽  
Positive Impact ◽  
School Administrators ◽  
School Library ◽  
School Principal ◽  
School Librarian ◽  
Ministry Of Education ◽  
Educational Impact ◽  
Study Approach

The purpose of this study was to examine the circumstances that prompted the school administrators to construct a new library that included modern library spaces, resources and facilities, to find out the strategies used to build the new library and to determine the perceived effects that the new spaces, resources and facilities have on students’ cognitive and social development. This research took an evaluative case study approach. Purposive sampling was used to select the school principal, the school librarian and eight students. The principal and school librarian were interviewed and open ended interview schedules were administered to the students. The findings revealed that the design of the library, the resources and the facilities had a positive impact on students’ cognitive and social development. It was recommended that the Ministry of Education Youth and Information re-design or construct similar school libraries on a phase basis because of the positive educational impact.

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