scholarly journals Investigating the Existence of Mentoring Support to School’s New-Entrant Substitute Teachers in the Greek Educational Context: The Role of School Leadership

2020 ◽  
Vol 5 (3) ◽  
Keyword(s):  
School Leadership ◽  
Substitute Teachers ◽  
Educational Context ◽  
Mentoring Support

Philosophical and Pedagogical Views of Yu. F. Samarin

2019 ◽  
Vol 54 ◽  
pp. 209-218
Author(s):  
Lev E. Shaposhnikov
Keyword(s):  
National Identity ◽  
Social Development ◽  
Educational Policy ◽  
Critical Evaluation ◽  
Educational Process ◽  
Educational Context ◽  
The Government ◽  
Role Of Religion

The paper analyses the evolution of Yu. Samarin’s ideas from rationalism to “holistic knowledge”. Special attention is paid to the philosopher’s conceptualization of the key role of religion for a nation. The author also examines the scholar’s position concerning the promotion of patriotism as an important impetus for social development. Emphasis is made on analyzing the interaction of universal and national aspects in the educational process, as well as on the value of national identity in the field of humanities. The article also presents Yu. Samarin’s critical evaluation of the government educational policy and his suggestions on increasing its effectiveness. The author notes the relevance of Yu. Samarin’s views for the contemporary philosophical and educational context.

A New Perspective for Understanding School Managers’ Roles: The Impact of Principals’ Boundary Activities on the Effectiveness of School Management Teams

2018 ◽  
Vol 120 (3) ◽  
pp. 1-40
Author(s):  
Pascale Benoliel ◽  
Anit Somech
Keyword(s):  
Public Schools ◽  
School Leadership ◽  
Structural Equation ◽  
Equation Model ◽  
Management Teams ◽  
Role Performance ◽  
New Perspective ◽  
Mean Differences ◽  
The Impact

Background/Context Increasingly, educational leadership research has stressed that leadership is not solely embedded in formal roles but often emerges from relationships between individuals. Senior management teams (SMTs) are an important expression of a formal management structure based on the principle of distributed leadership. Such structures may require a reconceptualization of school leadership and the role of the principal in such a way as to better meet new challenges and enable principals to manage SMTs more effectively. Accordingly, it is proposed that to improve effectiveness, principals engage in boundary activities, the principals’ internal activities directed toward the SMT aimed at dealing with internal team matters and the principals’ external activities directed toward external agents in the team's focal environment to acquire resources and protect the team. Purpose/Objective The present study attempts to advance a theoretical model of principals’ internal and external activities toward their SMTs. This study's purpose is twofold: First, the study tries to determine which of the internal and external activities principals engage in more frequently and less frequently and to what extent. Second, the study attempts to determine how these activities are related to the SMT effectiveness outcomes: in-role performance and innovation. Taking on a distributive perspective to school leadership, our goal is to extend our knowledge about the activities that might facilitate SMT effectiveness, by highlighting the principal boundary activities as fundamental. Research Design Quantitative study. Data Collection and Analysis Data were collected from two sources to minimize problems associated with same source bias: 92 SMTs and their principals from 92 public schools in Israel. Principals evaluated the SMTs’ effectiveness through validated surveys of team in-role performance and team innovation, and SMT members evaluated the internal and external activities of the principal. Findings/Results ANOVA analyses indicate significant mean differences between the principal's internal and external activities. Results from Structural Equation Model indicate that internal activities were related to SMT performance, whereas external activities were related to SMT innovation. Conclusions/Recommendations Principals who manage both the internal SMT dynamic by promoting SMT identity and building team trust, while also promoting a common mission, serve the role of coordinator between SMT members and constituencies external to the SMT, enhancing SMT effectiveness. It may be, then, that studying new models of school leadership and management, including the relationship of the principal and the SMT, may deepen our understanding of the increasingly complex role of principals today.

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.

scholarly journals Multicultural Educational Practices: School Women Leaders Perspectives And Contextual Realities For Promoting Intercultural Harmony In Schools

2013 ◽  
Vol 7 (1) ◽  
pp. 99-109
Author(s):  
Tayyaba Zarif ◽  
Aziz un Nisa
Keyword(s):  
Multicultural Education ◽  
Women Leaders ◽  
School Leadership ◽  
School Environment ◽  
Qualitative Data ◽  
Classroom Practices ◽  
School Leaders ◽  
School Level ◽  
Teaching Learning

The increasing diversity of cultural, ethnic, racial and tribal composition of societies in general and schools in particular signify the importance of multicultural education at all levels of education. In this context the roots of such a concept can be strengthened at school level in any community. Here the role of school leadership is imperative towards promoting intercultural harmony in the school environment in general and the curriculum and classroom practices in particular. This research sheds light on the perspectives of school leadership and the actual scenarios at school level to integrate intercultural education into mainstream curriculum and teaching-learning practices at schools. For this reason altogether 30 School leaders were selected through purposive-random sampling from a sample of 30 private schools of Karachi selected with the help of convenient sampling. The most experienced School leaders were selected for this study. The perspective of School leadership regarding Multicultural Education and their practices in everyday schooling was collected through interviews by using an open ended questionnaire so the study is completely qualitative in nature. The theme analysis of qualitative data was done. The theme analysis depicts that the principals in-general seem to possess a positive understanding of multicultural education and that they preferred a very neutral approach for multicultural education.

scholarly journals Motivación en educación artística. Tiempo y variables

2020 ◽  
pp. 56-61
Author(s):  
Inés López Manrique
Keyword(s):  
Arts Education ◽  
Educational Context ◽  
Artistic Practice ◽  
Comfort Zone ◽  
Education Students ◽  
Fundamental Factor ◽  
Artist Studios ◽  
Student Today ◽  
Work Done

Motivation is a fundamental factor for all kinds of activities, highlighting in it the role of emotions. Motivation is present, both in artistic practice and in the educational context, classifying as extrinsic or intrinsic. Reviewing fundamental authors on motivation directed to arts education students, variables such as time, resources, passion and the environment were found. Other strategies consist of evaluating: the importance of emotions, spaces, experimentation, recognition of the work done, reinforcement of the feeling of value and creative abilities, ideas, the introduction of new tools, unexpected objects and unexpected people. The importance of teamwork, getting out of the comfort zone, visiting artist studios or inviting artists to participate in classes is also defended. Attention is paid to the rhythms of each student, some faster, others calmer, giving them the necessary time according to the rhythm of each student. Today the increase in digitization also affects motivation in Art Education

scholarly journals Metode dan Materi Pendidikan Islam dalam Hadis Jibril

2021 ◽  
Vol 17 (1) ◽  
pp. 25-49
Author(s):  
Agusri Fauzan ◽  
Ilham Syukri ◽  
Syahidin Syahidin
Keyword(s):  
Role Models ◽  
Islamic Education ◽  
Educational Context ◽  
Teaching Materials ◽  
Current Generation ◽  
Knowledge Transformation ◽  
Hermeneutic Approach ◽  
Teachers And Parents ◽  
The Mind

As a process of knowledge transformation that will underlie the attitude of life of a Muslim, a qualified strategy is needed to teach the true teachings of Islam to the younger generation. The challenge for the current generation (millennial) is the opening of all channels of information that are very easy to obtain but not accompanied by good assistance from teachers and parents, so they are prone to absorb wrong information or even information that is not suitable for the size of the mind and soul. The next problem that occurs at this time is the reduced role of a teacher in shaping character and providing teaching materials that they should receive. This paper will invite to explore how the process of transformation of Islamic education was exemplified by the Prophet Muhammad and the Archangel Jibril before his companions regarding the methods used and what materials should be taught as the basis of Islamic knowledge. This research will use the literature method through the hadith literature and books that recite the hadith. The author also uses a philosophical and hermeneutic approach in understanding this hadith to get a new understanding but not out of an educational context. The research results from the understanding of this hadith are that a teacher plays a central role in the process of Islamic education so that teachers are expected to be able to appear as role models in front of their students, not display disgrace and personal ugliness, show friendly behavior to their students, have healthy scientific interactions, and teach basic things that are important in Islam according to the capacity of the soul and mind of the student.

scholarly journals Transformational Leadership and Instructional Quality during the COVID-19 Pandemic: A Moderated Mediation Analy

2021 ◽  
Vol 30 (2) ◽  
pp. 181-202
Author(s):  
Irena Burić ◽  
Maja Parmač Kovačić ◽  
Aleksandra Huić
Keyword(s):  
School Leadership ◽  
Online Teaching ◽  
Online Survey ◽  
Instructional Quality ◽  
Moderated Mediation ◽  
Protective Role ◽  
Mediation Analyses ◽  
Mediating Role ◽  
Digital Competencies

The school lockdown caused by the COVID-19 pandemic pushed teachers to online teaching literally overnight, which put their performance at risk. Transformational school leadership (TSL), teacher self-efficacy (TSE) and digital competencies might have played a protective role in such burdening conditions. Therefore, the present study aimed to examine the mediating role of TSE in explaining the relationship between TSL and instructional quality. Additionally, the moderating role of digital competencies in explaining the interrelations between TSL and TSE as well as between TSE and instructional quality, or the proposed mediating mechanism, was tested. The study was conducted via online survey in Spring 2020 and involved 1655 Croatian teachers. The mediation and moderated mediation analyses revealed that TSL was positively related to instructional quality both directly and indirectly via TSE. Teacher digital competencies did not moderate the proposed relationships or the mediating mechanism.

The Role of Students' Personality Traits in the Effective Use of Social Networking Sites in the Educational Context

2016 ◽  
pp. 1205-1224
Author(s):  
Josip Burusic ◽  
Mia Karabegovic
Keyword(s):  
Academic Achievement ◽  
Academic Performance ◽  
Social Networking ◽  
Social Networking Sites ◽  
Short Review ◽  
Educational Context ◽  
Personality Psychology ◽  
Positive Attitudes ◽  
Effective Use

By critically reviewing the theory and previous research in the domains of education, personality psychology, and Social Networking Sites (SNS), this chapter investigates the implications of educational SNS use for students with different personality structures. Conscientiousness is shown to be crucial for academic performance, with indications that neuroticism, agreeableness, and openness are important as well. With regard to SNS use in schools, the authors give a short review of the existing studies, which yielded contradictory findings when it comes to SNS's effect on academic achievement, but are fairly in agreement about students' positive attitudes toward their use in schools. As the main purpose, the authors present personality-related findings and make predictions about the benefits of educational SNS use for introverted and highly neurotic students and those with low self-esteem. They conclude that introducing SNS into the educational context would be valuable for all students, especially with regard to giving them equal chances in realizing their potential.

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