scholarly journals Servant Leadership of School Administrators: Proposed Servant Leadership Training Program

2020 ◽  
Author(s):  
Mauro Allan Padua Amparado ◽  
Carmen P. Villarante
Keyword(s):  
Servant Leadership ◽  
Training Program ◽  
Leadership Training ◽  
School Administrators ◽  
Statistical Treatment ◽  
Assessment Instrument ◽  
Teaching Staff ◽  
Leadership Ethics ◽  
High Standards ◽  
Personal Sacrifice

The study determined the Servant Leadership of School Administrators of a University, the findings served as basis for a proposed Servant Leadership Training Program. This study was conducted in University of Cebu Lapu-Lapu and Mandaue, Mandaue City, Cebu, Philippines. The researchers measured the servant leadership of school administrators as perceived by faculty members and non-teaching staff. This study utilized the 42 items of the Servant Leadership Assessment Instrument (SLAI) by Dennis and Bocarnea to measure the extent to which a leader possessed five of these servant leader constructs using a seven-point Likert scale. Statistical treatment used were Simple percentage and Weighted Mean. Findings revealed that the respondents agree (5.52) that the school administrators are exhibiting servant leadership. The top three indicators with the highest means were: My leader shows trustworthiness in me by being open to receive inputs from me (5.76); My leader creates a culture that fosters high standards of ethics (5.75); and My leader empowers me with opportunities so that I develop my skills (5.75).Out of the 42 indicators, this study shows that there are three indicators which are categorized as tend to agree: My leader is not interested in self-glorification (5.06); My leader has endured hardships, e.g. political, “turf wars,” etc. to defend me (5.08); and My leader has made personal sacrifice/s for me (5.10). The other indicators which have low means includes: My leader does not center attention on his or her own accomplishments (5.33); My leader trusts me to keep a secret (5.33); My leader knows I am above corruption (5.35); My leader has made sacrifices in helping others (5.37); My leader seeks to instill trust rather than fear of insecurity (5.37); My leader aspires not to be served but to serve others (5.39); My leader has asked me what I think the future direction will be (5.39).Keywords: Servant Leadership; Ethics; Trustworthiness; Empowerment; Mandaue City, Cebu, Philippines

scholarly journals Intentions And Feedback From Participants In A Leadership Training Program

2011 ◽  
Vol 8 (11) ◽  
pp. 51
Author(s):  
Eleanor D. White ◽  
Ann Hilliard ◽  
Barbara T. Jackson
Keyword(s):  
Public Schools ◽  
Training Program ◽  
Assistant Principals ◽  
Leadership Training ◽  
School System ◽  
School Leaders ◽  
School Administrators ◽  
The United States ◽  
Leadership Positions ◽  
Grant Support

The shortage of school leaders has led several universities to offer training programs to increase the number of qualified and certified individuals prepared to assume future leadership positions in public schools, such as assistant principals and principals. The purpose of this study was to develop, deliver and evaluate a participatory leadership training program so that more qualified individuals would take positions as leaders in the public schools. Armed with data regarding the shortage of leaders being ready to assume leadership positions in schools, a proposal was written and approved for the leadership training program that was established through grant support funding for a small university on the east coast of the United States of America. This study took place in a small suburban university with a student population of less than ten thousand students. The training university collaborated with a large county school system with which it has had partnership programs for more than 15 years. Working in collaboration with the county school system, 16 individuals were chosen in spring 2008 to participant in an educational leadership training program for 18 months. The program ended in spring 2010. The financial aspect of the leadership training program was sponsored by a federal agency. The leadership training program met its objectives satisfactorily. The 15 program participants met the states standards for certification as LeveI I, School Administrators (as assistant principals). This also suggests that the leadership training program adequately prepared participants to assume the roles of school leaders. However, there were areas that needed improvement based on feedback from the participants.

Provision of Security Services in Public Secondary Schools in Enugu East L.G.A. of Enugu State.

2019 ◽  
pp. 172-176
Author(s):  
Otegbulu M. I. ◽  
Ezeagu A. Agbo ◽  
Agbo Genevieve N.
Keyword(s):  
School Environment ◽  
School Administrators ◽  
Teaching Staff ◽  
Human Beings ◽  
Security Threat ◽  
Culture Of Learning ◽  
Learning And Teaching ◽  
Security Issues ◽  
Security Services ◽  
The Government

Security is pre-requisite for the development of human beings and the society. It is a pre-condition for the survival, development and advancement of individuals and groups. The school is an organization that needs to have a planned safety rules and regulations to protect it components so that the culture of learning and teaching is enhanced. Security threat within the school environment could hamper the peaceful atmosphere in the school, and disrupt academic exercises and panic among the personnel in the school. The government, security agents, parents, school administrators and the community has a lot of role to play to make school environment safe and conducive. However, security gadgets and apparatus should be provided to nip these issues in the bud, as well as train the teaching and non-teaching staff on security issues.

scholarly journals EMPOWERING WOMEN AT THE HIGHER INSTITUTIONAL LEVEL: ANALYSIS OF BUSINESS EDUCATION AND LEADERSHIP TRAINING PROGRAM

2021 ◽  
Vol 19 (01) ◽  
pp. 150-169
Author(s):  
Summra Khalid ◽  
Wang Dan ◽  
Amir Sohail ◽  
Wahid Raza ◽  
Bushra Khalid ◽  
...  
Keyword(s):  
Training Program ◽  
Gender Stereotypes ◽  
Leadership Training ◽  
Business Education ◽  
Cultural Context ◽  
Training Programs ◽  
Hard Core ◽  
Rank Test ◽  
Self Perception ◽  
Institutional Level

Purpose – The research study aims to assess the women’s Business education and leadership training program at a higher institutional level in order to examine how the program impacts and contributes to women’s empowerment. Further, this research sought to explore women’s leadership training aspect that has not explicitly elucidated. Besides, this study looks upon women’s self-perception by empowering them with skills and leadership capabilities to change hard-core gender stereotypes in society. Research methodology – The sample size comprised of 82 enrolled female students in the training program. The qualitative statistics (i.e., three focus groups) evaluated with the Kirkpatrick model. The Wilcoxon signed-rank test was applied to compare pre-and post-training quantitative data (i.e., questionnaire). Effect size is measured to check the effectiveness of the training program. Findings – The post-training evaluation revealed higher scores in knowledge, tools, and leadership skills. The training program encouraged women to bring change in self-perception and gain confidence for transformative changes in society. Findings support the effectiveness of leadership education and training programs. Research limitations – This research conducted in a Pakistani patriarchal cultural context and one region of Pakistan (Punjab). Hence the results are carefully generalised. The long term outcomes of this leadership training program and women’s performance in the job market are not studied. Practical implications – Findings suggest that a training program positively affects women’s learning, knowledge, and behaviour. Training programs empower women with practical tools for self and business development. The program encouraged women to gain better insight into work-life challenges and enhance personal competencies to gain equal rights. Originality/Value – This research will significantly contribute to the relatively scarce literature on the effectiveness of women’s business education and leadership training programs at a higher institutional level in the Pakistani context for women empowerment.

Servant leadership behavior

2021 ◽  
Vol 3 (1) ◽  
pp. 269-281
Author(s):  
Nur Basuki
Keyword(s):  
Servant Leadership ◽  
Leadership Training ◽  
Social Practice ◽  
Leadership Behavior ◽  
Phenomenological Approach ◽  
Symbolic Capital ◽  
Cultural Economic ◽  
Leadership Practice ◽  
2Nd Generation

This research is based on the reality of the high leadership achievements of the participants of the Supervisory Leadership Training (PKP) of the Human Resources Development Agency (BPSDM) of DKI Jakarta Province in 2020 and the length of change in one's leadership. This study aims to describe the servant leadership behavior of the alumni of Supervisory Leadership Training. This research departs from the perspective that leadership behavior is formed through social processes. The theory used as an analytical tool and to explain the leadership behavior of PKP alumni is the theory of social practice from Pierre Bourdieu. According to this theory, leadership behavior depends on the habitus, capital and arena of leaders. This qualitative research categorized as a case study was conducted on 19 purposively selected PKP alumni informants of the 2nd generation. Data were collected by written interview and analyzed by ideal type approach. Field findings show that the leadership behavior of alumni varies depending on the habitus formed, the capital they have and the arena that surrounds them. In conclusion, the informants have behaviors that are in accordance with the characteristics of servant leadership. Informants have a new leadership habitus and a confirmed habitus of the existing leadership practice. The informants also have a variety of capital in the form of social, cultural, economic and symbolic capital. Finally, there are two kinds of arenas owned by the informants, namely the arena of the Official Responsible for Technical Activities (PPTK) and the arena of the Budget User Authority (KPA). As a recommendation, this research is continued with a phenomenological approach to dig deeper into leadership serving the informants.  

Creating Communities of Support Within Alternative Settings: Perspectives of Practicing Alternative School Administrators

2019 ◽  
Vol 30 (1) ◽  
pp. 23-41
Author(s):  
Richard T. (RT) Duke ◽  
Penny L. Tenuto
Keyword(s):  
Public Schools ◽  
Professional Practice ◽  
Teaching And Learning ◽  
Alternative School ◽  
School Administrators ◽  
School Personnel ◽  
Policy And Practice ◽  
Traditional Public Schools ◽  
High Standards ◽  
Alternative Settings

Much can be learned from practicing school leaders, including how they describe their roles navigating between policy and practice with a focus on meeting students’ needs. This article considers how alternative school administrators work with school personnel to create communities for supporting students once considered at risk in traditional public schools. Findings include (1) creating a culture of high standards, (2) adopting a personalized or caring approach to leadership, (3) exploring and implementing innovative practices for teaching and learning, and (4) managing students as a collaborative and individualized process. For further understanding, authors apply emergent themes to a model for advancing democratic professional practice in education.

Leadership and Intercultural Dynamics

2005 ◽  
Vol 15 (2) ◽  
pp. 178-195 ◽  
Author(s):  
John Collard ◽  
Ting Wang
Keyword(s):  
Training Program ◽  
Leadership Training ◽  
Developing Nations ◽  
Cross Cultural ◽  
Intercultural Understanding ◽  
Explanatory Framework ◽  
Cultural Perspectives ◽  
Training Courses

This article explores issues related to the delivery of leadership training courses by Western universities in developing nations. It argues that past theories, including cross-cultural perspectives, are too limited to comprehend the complexity of the processes involved. Instead it posits a more dynamic concept of intercultural understanding as an explanatory framework. It also argues that the pedagogy employed is a more powerful instrument of change than subject content. This is illustrated through analysis of responses from 52 participants in a leadership training program conducted in China in 2002.

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