School Leaders’ Practice of the Ethics of Educational Leadership to Make Decisions

2018 ◽  
Vol 4 (1) ◽  
pp. 10-34
Author(s):  
Mohammed Assiri
Keyword(s):  
Educational Leadership ◽  
Mixed Methods Research ◽  
Qualitative Data ◽  
School Leaders ◽  
Leadership Skills ◽  
Common Factors ◽  
Teaching Experience ◽  
Structured Interview ◽  
School Year ◽  
Ethical Decisions

Abstract This study aimed to investigate the extent to which school leaders practice the ethics of educational leadership to make decisions. A mixed-methods research design was used in this study. The quantitative data of this study were obtained from the participation of 260 teachers, and the qualitative data of this study were collected from nine school leaders. The questionnaire and the semi-structured interview were used to collect the data. The study was conducted during the school year of 2017-2018. The study found that the overall extent to which school leaders practice the ethics of educational leadership to make decisions was classified as “always occurs". The findings showed that there were statistically significant differences between participants with different gender and school levels on the overall and all dimensions of the extent to which school leaders practice the ethics of educational leadership to make decisions, while there were not statistically significant differences between the groups of the participants with different teaching experience. The qualitative findings provided some common factors that influence school leaders’ practice to making ethical decisions. These factors were explained based on two concepts including management knowledge and leadership skills as well as the context of school's culture.

The Teacher in the Mirror: The reflective practices of Basic School Teachers in the Central Region of Ghana

2019 ◽  
Vol 2 (1) ◽  
pp. 35-47
Author(s):  
Dandy George Dampson ◽  
Stephen Kwakye Apau
Keyword(s):  
Central Region ◽  
Qualitative Data ◽  
Teaching Experience ◽  
Structured Interview ◽  
Systematic Sampling ◽  
National Council ◽  
Reflective Practices ◽  
School Teachers ◽  
Quantitative Phase ◽  
Basic School

This study assessed the level of reflection among basic school teachers in the Central Region of Ghana. The mixed method paradigm, employing the concurrent parallel design (Quan-qual) was adopted for the study. A total of 312 basic school teachers were involved in the quantitative phase through a systematic sampling technique. Twelve teachers who participated in the quantitative phase of the study were selected randomly for qualitative data collection. A pre-validated Likert-scale questionnaire made up of 29 items was adopted for the quantitative phase of the study. A semi-structured interview guide was designed by the researchers to gather qualitative data from the respondents. Both descriptive and inferential statistics were used to analyse the quantitative data whilst the interview was analysed thematically. The study revealed that even though the reflective practices of basic school teachers are moderate, they are practical, cognitive, learner-centered, meta-cognitive and critical. The study further established that gender, age and teaching experience predict the reflectivity level of the teachers. The study, therefore, recommends that the National Council for Teacher Education (NCTE) should make reflection a key component of teacher training curriculum in Ghana. Again, in-service training and periodic workshops should be organised by the Ghana Education Service for teachers to be educated on how they can effectively reflect on their classroom practices in order to maximize students learning.

scholarly journals Future Challenges for School Leaders in Implementing the Concept of Learning Organizations in Malaysian Schools: Experts’ Opinions

2020 ◽  
Vol 13 (1) ◽  
pp. 77
Author(s):  
Rosnah Ishak
Keyword(s):  
Data Analysis ◽  
Focus Group ◽  
Learning Organization ◽  
Qualitative Data ◽  
Learning Organizations ◽  
School Principals ◽  
School Leaders ◽  
Group Discussion ◽  
Leadership Skills ◽  
Future Challenges

<p>Based on the idea of learning organization, schools should be a place for everyone to learn, including teachers and the principals themselves. Hence, schools’ leaders should be prepared to face various possibilities in implementing the concept of learning organization in school. This paper discuss about a study aims to identify future challenges for school principals as leaders in learning organizations. A total of eight school principals have been appointed as panel of experts and involved in a focus group discussion. The results from qualitative data analysis show that there are seven main elements forecast to be the challenges for school leaders in developing their schools as learning organizations in future. The implications of the study suggest that school leaders apply a variety of leadership skills as a result of their learning to overcome those challenges.</p>

Teaching Ethics in Educational Leadership Using the Values–Issues–Action (VIA) Model

2019 ◽  
Vol 15 (2) ◽  
pp. 150-163
Author(s):  
Karen D. Jones ◽  
Hellen Ransom ◽  
Crystal R. Chambers
Keyword(s):  
Higher Education ◽  
Professional Development ◽  
Educational Leadership ◽  
School Leaders ◽  
Ethical Dilemmas ◽  
Educational Leaders ◽  
Teaching Ethics ◽  
Education Programs ◽  
Ethical Decisions ◽  
K 12

Educational leaders are faced with multiple ethical decisions every day. This article presents the Values–Issue–Action (VIA) Model as a tool for developing ethical decisions in K-12 schools. The model is presented with three scenarios from K-12 education to practice using the model into practice. The model can be used by current school leaders and those in higher education programs developing future K-12 leaders. The model can also be used in school and district professional development to have leaders examine ethical dilemmas they face daily.

scholarly journals Enhancing Continuing Professional Teachers’ Development in High Schools through Support and Monitoring Offered to Communities of Practice by Stakeholders

2020 ◽  
Vol 10 (6) ◽  
pp. 253
Author(s):  
Adeola Folasade Akinyemi ◽  
Vuyisile Nkonki
Keyword(s):  
High Schools ◽  
Communities Of Practice ◽  
Quantitative Data ◽  
Mixed Methods Research ◽  
Qualitative Data ◽  
Structured Interview ◽  
Team Work ◽  
Depth Information ◽  
Research Approach ◽  
Regular Class

This study is located in pragmatic research paradigm and adopted mixed methods research approach to get in-depth information from participants on enhancing continuing professional teachers’ development in high schools through support and monitoring offered to communities of practice by stakeholders. Semi-structured questionnaires and semi-structured interview were used as the research instruments to solicit information from seventy-nine participants selected as samples. The participants were purposely selected because of their involvement in communities of practice activities in their schools. The data were analysed descriptively using simple percentage tables for quantitative data while qualitative data were analysed thematically based on the themes that emerged. The findings of the study show that teachers received lot of support from education district officials and facilitators of communities of practice. The type of support received include organising content gap workshop for teachers, encouraging team work, helping teachers in difficult areas of their subjects and assist in difficult areas of facilitation. The findings of the study also indicate that support and monitoring measures in communities of practice helped teachers get feedback that assist them to know areas of their subject matter they need to address and improve on. Recommendations were made that district officials should go on regular class visits to monitor teachers to check if they are implementing what they have learnt in the communities of practice and regular on-site support should be provided for teachers by subject advisors.

scholarly journals Motivation, self-efficacy beliefs, and speaking anxiety in language MOOCs

ReCALL ◽  
2021 ◽  
Vol 33 (2) ◽  
pp. 143-160
Author(s):  
Zsuzsanna Bárkányi
Keyword(s):  
Foreign Language ◽  
Self Efficacy ◽  
Mixed Methods Research ◽  
Qualitative Data ◽  
Course Completion ◽  
Efficacy Beliefs ◽  
Speaking Anxiety ◽  
Research Questions ◽  
Anxiety Levels

AbstractThis paper examines the role of motivation, anxiety, and self-efficacy beliefs and their interplay with regard to speaking on beginners’ Spanish LMOOCs. It answers three research questions: (1) what are learners’ motivations and goals for joining these LMOOCs and how do these relate to foreign language speaking anxiety; (2) how do learners’ self-efficacy beliefs and anxiety levels change as a result of course completion; and (3) is there a correlation between motivation, foreign language speaking anxiety, and self-efficacy beliefs in this context? A mixed-methods research design used quantitative and qualitative data gathered from self-reflective questionnaires and forum discussions. The results reveal that learners with intrinsic motivation are more likely to complete the courses than those who sign up to manage a personal situation or advance in their career or studies. No direct correlation was, however, found between motivation and the other variables under scrutiny. Learners present higher self-efficacy beliefs at the end of the courses than at the beginning, while anxiety levels are affected to a much smaller degree by course completion. Although spoken interactions in this learning environment are not synchronous, apprehension and anxiety prevent many learners from fully participating in the speaking activities.

Leading the flock: Examining the characteristics of multicultural school leaders in their quest for equitable schooling

2021 ◽  
pp. 136548022199913
Author(s):  
Brian Vassallo
Keyword(s):  
Educational Leadership ◽  
Critical Race Theory ◽  
Multicultural Education ◽  
Critical Incident ◽  
School Leaders ◽  
Daily Routine ◽  
Management Scenarios ◽  
Culturally Responsive Leadership ◽  
Routine Tasks ◽  
Core Characteristics

The quest for educational leaders to enact social and equitable schooling requires ongoing critical transformations that cannot be alienated from contemporary educational discourses and practices. Enacting social justice and equitable schooling poses an unparalleled challenge on the shoulders of risk-taking visionaries, who meticulously attempt to transmit their believes and values into the daily routine tasks at school, rather than plotting futuristic management scenarios. The study seeks to explore the multifaceted role of primary school leaders in the daily struggle to diffuse the principles of Multicultural Education for more just and equitable schooling. For this purpose, qualitative data measures were employed to determine the extent of which participants in the study mirrored the review of literature and research questions. The Critical Incident Technique was particularly useful as it allowed the collection for a large number of incidents occurring over a number of years, from a small number of people in a relatively short time. Analyses proceeded by identifying culturally responsive leadership practices and the application of critical race theory. Results identified seven core characteristics, present in school leaders who professed strong adherence to the principles of Multicultural Education. This suggests the need for emerging models of educational leadership to effectively respond to the increased diversity in our schools and to further establish the connections between multicultural educational leadership and equity schooling.

The Instructional Goals of the School Leadership Program: Future School Leaders’ and Educational Leadership Professors’ Perspectives1

1999 ◽  
Vol 9 (1) ◽  
pp. 79-91
Author(s):  
Jianping Shen ◽  
Chia-Lin Hsieh
Keyword(s):  
Educational Leadership ◽  
School Leadership ◽  
School Leaders ◽  
National Sample ◽  
Leadership Program ◽  
Instructional Goals ◽  
Future School

Through analyzing data from 147 professors of educational leadership and 457 future school leaders in a national sample, the study (a) inquired into the di mensionality of the instructional goals of the school leadership program and (b) com pared the importance of these instructional goals as perceived by the two groups. It was found that the respondents perceived there were multidimensions to the instruc tional goals of the school leadership program and that there was more similarity than difference between the two groups. Implications of the findings were discussed in terms of developing and improving the school leadership program.

Efektivitas Prinsip Komunikasi Islam Guru dalam Pembinaan Karakter Komunikasi Siswa Kelas X MAN Rantauprapat

2021 ◽  
Vol 13 (1) ◽  
pp. 78
Author(s):  
Junita Junita ◽  
Zainuddin Zainuddin ◽  
Ibnu Hajar ◽  
Rahma Muti’ah ◽  
Marlina Siregar
Keyword(s):  
Qualitative Research ◽  
Data Analysis ◽  
Role Models ◽  
Qualitative Data ◽  
Structured Interview ◽  
Communication Process ◽  
Tenth Grade ◽  
The Subject ◽  
Depth Interviews ◽  
The Way

This study aims to obtain a concrete picture of the effectiveness of the application of the principles of teacher Islamic communication in fostering the character of tenth grade students of Madrasah Aliyah Negeri Rantauprapat. The communication process in education is not only understood as a one-way knowledge transfer process, however, there must be a serious effort on the part of the educator / teacher, as a communicator, to be able to provide good role models. Qualitative research methods try to understand a phenomenon as the understanding of the respondents studied, with an emphasis on the subjective aspects of one's behavior. Qualitative research provides an opportunity for researchers to understand the way respondents describe the world around them based on the way they think. The researcher tries to enter the conceptual world of the subject under study to capture what and how things happen. Data collection techniques used in this study were interviews in this study researchers used a semi-structured interview (semitructure interview), namely: interviews in the category of in-depth interviews. Data about the application of teacher Islamic communication and the communication character of tenth grade students, data analysis used in this study during the field using the Miles and Huberman Model, namely the activities in qualitative data analysis are carried out interactively and continue continuously until completion, so that the data is already saturated.

scholarly journals What supports Females in Higher Education Progression? A Pakistani Public University Context

2020 ◽  
Vol 20 (1) ◽  
pp. 89-106
Author(s):  
Muhammad Amin ◽  
Muhammad Islam ◽  
Humera Amin
Keyword(s):  
Higher Education ◽  
Quantitative Data ◽  
Qualitative Data ◽  
Structured Interview ◽  
Female Students ◽  
Islamic Perspective ◽  
Global Trend ◽  
Societal Context ◽  
Pragmatic Paradigm ◽  
Structured Questionnaire

The paper is focused on exploring the factors that support females’ progression in higher education. The mixed methods approach is taken to conduct the research, consequently the study falls in pragmatic paradigm. The structured questionnaire is used to collect quantitative data from 200 university female students, and semi-structured interview protocol is used to generate qualitative data from 15 female students of the same university. Descriptive statistics (frequency and percentage) has been used to analyse quantitative data, whereas content analysis has been used to analyse qualitative data. The data highlight that literate parents, global trend of females’ acquisition of higher education, media, availability of jobs and scholarships are supportive factors in females’ progression in higher education. An interesting finding revealed from the data is that ‘Islamic Perspective’ of education is also considered as encouraging factor; generally in Pakistani societal context, especially in remote areas, people use ‘Islamic Perspective’ in a distorted way to restrict their girls from getting higher education.

scholarly journals Promoting pre-service EFL teacher reflection: An investigation of reflection levels in Thai context

2019 ◽  
Vol 9 (2) ◽  
Author(s):  
Rosukhon Swatevacharkul
Keyword(s):  
Mixed Methods Research ◽  
Teaching Practice ◽  
Structured Interview ◽  
Teaching Techniques ◽  
Teaching Improvement ◽  
Efl Teacher ◽  
Efl Teachers ◽  
Past Experiences ◽  
Professional Teaching ◽  
Program Data

Reflection is essential for the teaching practice course since it enhances life-long professional teaching development of the teachers. Capacity to reflect needs to be developed. The objectives of this study were 1) to investigate the levels of learning reflection of pre-service EFL teachers at the end of the teaching practice course, and 2) to explore how reflection contributes to changes of the reflection levels.  This study took the form of an embedded experimental mixed methods research design using a close and open-ended questionnaire and semi-structured interview to collect data from 13 international students at an MA ELT program.  Data analysis was performed by a t-test and thematic content analysis.  The findings revealed that 1) on average, the level of Habitual Action, Understanding, and Critical Reflection at the beginning and the end of the course was not significantly different. However, the level of Reflection was significantly different at the end of the course.  Three themes: 1) Revision of past experiences for teaching improvement; 2) Thinking and writing skills development, and 3) Change of beliefs and teaching techniques were generated causing such reflection capacity changes.  Recommendations were provided for further research in this area.

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