scholarly journals The Initial Managerial Competence of Teachers Nominated as School Principal Candidates and the Response of Educational Authorities to the Policy of Principal Preparation Program

2017 ◽  
Author(s):  
Ratna Juwita ◽  
Ady Saefudin
Keyword(s):  
Principal Preparation ◽  
School Principal ◽  
Preparation Program ◽  
Principal Candidates ◽  
Managerial Competence ◽  
Principal Preparation Program

scholarly journals Benefits of New Principal Preparation Program in Indonesia

2021 ◽  
Author(s):  
Dwi Esti Andriani
Keyword(s):  
Public Schools ◽  
Principal Preparation ◽  
Analysis Data ◽  
School Principal ◽  
Preparation Program ◽  
New Principal ◽  
Self Confidence ◽  
Grounded Theory Method ◽  
Recruitment And Selection ◽  
Principal Preparation Program

This study aimed to examine the benefits of a new principal preparation program (PPP) in Indonesia in this decentralization era. A qualitative interpretive approach was employed. The participants consisted of eight principals of public schools in Yogyakarta who graduated from the new PPP. Data were collected through semistructured interviews and document analysis. Data were then analyzed using the grounded theory method which included open coding and analytic induction. The trustworthiness criteria were used to ensure the quality of the data. The findings showed that the principals who graduated from the PPP felt the benefits of the recruitment and selection system which was standardized and rigorous. Also, the training for the prospective principals helped them to develop their managerial competencies, leadership skills, and self-confidence. Keywords: principal preparation program, school principal

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.

Modeling critical leadership competences for junior high school principals

Kybernetes ◽  
2018 ◽  
Vol 49 (11) ◽  
pp. 2589-2613 ◽  
Author(s):  
Hui-Wen Vivian Tang
Keyword(s):  
High School ◽  
High School Principals ◽  
Junior High School ◽  
Principal Preparation ◽  
Junior High ◽  
School Principals ◽  
School Principal ◽  
Preparation Program ◽  
Content Type ◽  
Principal Preparation Program

Purpose Based on generic reviews of research on school leadership, this study aims to conceptualize an emerging leadership competence model for further prioritizing school leadership training needs by decision-making trial and evaluation laboratory (DEMATEL)-based analytic network process (ANP). Targeting at a specific group of junior high school principals in Taiwan, the synthesized prioritization of core competences and competence indicators computed by DEMATEL-based ANP can be used as a blueprint for systematically developing school principal preparation programs elsewhere based on contextually specific needs and concerns. Design/methodology/approach For the purpose of detecting the priority of competences extracted from a plethora of literature in relation to school leaders’ skills, abilities and knowledge, a hybrid MCDM model, known as DEMATEL-based ANP, is used to snapshot critical leadership competences for tailoring the intended junior high school principal preparation program. Findings Results of global weight computations by DEMATEL-based ANP show that the overall prioritization of the five dimensions in ranking order are “Redesigning the organization,” “Related leadership practices,” “Setting Directions,” “Personal Characteristics” and “Developing People.” Factor-level analysis indicated that “Legality,” “Consensus Building,” “Shared Vision,” “Strategic Management,” “Authoritarianism,” “Modeling Behavior” and “High Performance Emphasis” were prioritized factors to be included in developing the intended school principal preparation program. Research limitations/implications Contextually based findings yielded from DEMATEL-based ANP would only be applicable to the target context under investigation. Generalizing the findings to junior high school principals elsewhere might not be appropriate. Methods introduced in this study are extensible to further studies aiming at shaping leadership trainings in other school settings to achieve maximum impact based on contextually specific needs. Limitations associated with sophisticated mathematical computations involved in performing high-leverage MCDM models would shed light on the importance of interdisciplinary collaborations between scholars, practitioners and methodologists. Practical implications To efficiently deliver training for junior high school principals, the prioritization of core competences and competence indicators solicited by DEMATEL-based ANP can be used as a scenario-based reference for planning the intended school principal preparation program planning, as well as a mechanism for selecting and evaluating potential and incumbent school principals with desired leadership competences. Originality/value This study has used DELATEL-based ANP as a decision-making tool to disclose a plethora of competences extracted from different threads in the literature into a prioritized competence framework that differs from past one-size-fit-all approach to design and plan school principal preparation programs.

Shifting Profile of Leadership Preparation Programs in the 21st Century

2018 ◽  
Vol 55 (2) ◽  
pp. 253-295 ◽  
Author(s):  
Frank Perrone ◽  
Pamela D. Tucker
Keyword(s):  
Educational Administration ◽  
Principal Preparation ◽  
Supply And Demand ◽  
Preparation Programs ◽  
Principal Candidates ◽  
Time Period ◽  
Degree Production ◽  
Effective Principal ◽  
Principal Preparation Program ◽  
K 12

Purpose: A substantial research base focuses on principal preparation program standards, design, and effectiveness. Little is known, however, about which institutions are preparing principal candidates and how many candidates they have produced since 2003. Our study provides the field with a better understanding of the overall preparation landscape and addresses issues of principal supply and demand. Research Methods: We use several national datasets in this exploratory study to track changes in educational administration degree production at the national, state, and university level from 2000 to 2014 as well as how these compare with changing K-12 student populations and principal demand. Findings: Key findings include (a) the number of institutions granting degrees in educational administration increased by 72% this century, (b) the total number of leadership degrees granted doubled over this time period and is substantially larger at all award levels (i.e., postbaccalaureate, master’s, specialist, doctorate) in 2014 than 2000, and (c) the types of institutions offering educational leadership degrees and their production rates have changed dramatically over this time period. Implications: The supply of principal candidates far exceeds the number annual principal openings offering school systems greater choice among candidates. Further research is needed on the issues of readiness and career intentions of the candidates. The majority of growth in program offerings and degrees granted has been generated in less-resourced and less selective institutions. Researchers in the field have argued that adequate resources are critical to providing program components for effective principal preparation thus raising questions about the quality of program candidates.

Characteristics of Teachers Nominated for an Accelerated Principal Preparation Program

2012 ◽  
Vol 3 (2) ◽  
pp. 35-46 ◽  
Author(s):  
Steve J. Rios ◽  
Daniel Reyes-Guerra
Keyword(s):  
Principal Preparation ◽  
Minority Group ◽  
Educational Leaders ◽  
Race To The Top ◽  
Department Of Education ◽  
Master's Program ◽  
Preparation Program ◽  
Chi Square ◽  
Principal Preparation Program ◽  
Initial Statistical Analysis

This article reports the initial evaluation results of a new accelerated, job-embedded principal preparation program funded by a Race to the Top Grant (U.S. Department of Education, 2012a) in Florida. Descriptive statistics, t-tests, and chi-square analyses were used to describe the characteristics of a group of potential applicants nominated to the program by their principals. Demographic and education-related variables for the group were compared to a group of self-selected students enrolled in an existing educational leadership master’s program at the same public university. Initial statistical analysis revealed that more than two-thirds of the nominated teachers belonged to a minority group and had not majored in education as undergraduates. These findings have immediate implications for this new program and for research related to the identification of potential future educational leaders.

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