scholarly journals School Leaders in Kazakhstan: Perspectives, Roles and Challenges

2020 ◽  
Vol 5 (2) ◽  
pp. 51-61
Author(s):  
Dana Nurmukhanova
Keyword(s):  
School Leadership ◽  
School Leaders ◽  
Educational Leaders ◽  
School Management ◽  
School Development ◽  
Management Systems ◽  
Effective Practices ◽  
Leadership Roles ◽  
International Perspectives ◽  
Global Arena

School leadership is back to fashion and became the major concern for many pieces of research. Expectations from schools and school leaders are changing along with time and society demands. Countries care about the future and its competitive capacity in a global arena, hence, one of the strategic directions is to invest in education. Moreover, current tendencies require reconsidering the activities of educational leaders at all levels. This paper aims at exploring the current situation of school leadership and school leaders in general and research the perspectives, roles, and challenges they face nowadays. The paper also considers international perspectives on school leadership as well as the context of Kazakhstan. The study discusses the variety of leadership roles and challenges the school leaders confront aiming at school development. The findings include the overview of school management systems and existing practices of school development in Kazakhstan. Nevertheless, there is a number of challenges in understanding the concept of school leader and the roles due to the lack of consistent research on effective practices. The paper reveals a number of inconsistencies in terms of the lack of differentiation between the roles, characteristics, and responsibilities of school leaders. The research provides recommendations on conducting larger-scale research to enable the complete picture of school leadership in Kazakhstan.

Principal leadership preparation towards high-performing school leadership in Malaysia

2020 ◽  
Vol 9 (4) ◽  
pp. 425-439
Author(s):  
Donnie Adams ◽  
Ashley Ng Yoon Mooi ◽  
Vasu Muniandy
Keyword(s):  
School Leadership ◽  
Principal Leadership ◽  
School Leaders ◽  
Educational Leaders ◽  
Leadership Preparation ◽  
Leadership Roles ◽  
Professional Qualification ◽  
Content Type ◽  
High Performing ◽  
Comprehensive Plan

PurposeThe purpose of this paper is to examine the Malaysian National Professional Qualification for Educational Leaders (NPQEL), a principal leadership preparation programme and the Malaysian Education Blueprint 2013–2025, a comprehensive plan for a rapid and sustainable transformation of our education system through to 2025 to ensure high-performing school leaders in every school.Design/methodology/approachIn understanding how the NPQEL operates and its effectiveness in preparing high performing school leaders, a research instrument of open-ended questions were administered to 102 principals from government-funded secondary schools, to establish how they were prepared for their leadership roles and their views of their leadership practices.FindingsThe NPQEL programme provides evidence of strong outcomes in preparing school leaders towards high-performing school leadership in Malaysia in combination of a variety of approaches with respect to its designs and competency standards. Findings indicate that the NPQEL contributes towards the development of the school leaders' attributes or skills for their leadership roles; and the NPQEL fulfils the aspirations set out in the Malaysian Education Blueprint 2013–2025.Originality/valueThis paper explores the potential influence of Malaysian NPQEL and the Malaysian Education Blueprint 2013–2025 on preparing high-performing school leaders in every school.

Positive school leadership

2017 ◽  
Vol 99 (1) ◽  
pp. 21-24 ◽  
Author(s):  
Joseph Murphy ◽  
Karen Seashore Louis ◽  
Mark Smylie
Keyword(s):  
School Leadership ◽  
Educational Administration ◽  
School Principals ◽  
School Leaders ◽  
National Policy ◽  
Educational Leaders ◽  
Professional Associations ◽  
School Management ◽  
Professional Standards ◽  
Management And Leadership

In November 2015, the National Policy Board for Educational Administration — a coalition of nine professional associations — adopted the Professional Standards for Educational Leaders (PSEL), a set of guidelines for the training, certification, hiring, evaluation, and supervision of school principals and superintendents. While it draws heavily from the earlier standards published by the Interstate School Leaders Licensure Consortium in 2008, PSEL is distinguished by a positive, asset-based approach to school management and leadership.

scholarly journals Educational Administrators’ Perspectives of Democracy and Citizenship Education: Interviews with Educational Leaders.

2018 ◽  
Vol 13 (2) ◽  
Author(s):  
Jordan Long
Keyword(s):  
Public School ◽  
School Leadership ◽  
Citizenship Education ◽  
School Administrators ◽  
Educational Leaders ◽  
School Management ◽  
Structured Interviews ◽  
Learning Program ◽  
Educational Administrators ◽  
Phenomenological Methodology

Little is known about public school educational administrators’ perspectives of democracy and citizenship education and how those perspectives shape the learning that occurs in the schools they lead. This paper presents findings of a qualitative study that used semi-structured interviews of public school educational administrators’ perspectives of democracy and citizenship education in the province of Alberta, Canada. Four participants’ detailed responses were analyzed using an interpretive phenomenological methodology and coded into four themes. While all four participants felt that democratic and citizenship education were important, their conceptualizations varied widely and only one participant was found to lead in a way that encouraged democratically desirable education. Findings suggest that some educational administrators do not necessarily understand their role or responsibility in the education of democracy and citizenship within the schools they lead. Moreover, this study suggests that factors that hinder democratic and citizenship education are: school administrators’ preference to remain obedient to a top-down approach of school management; resource taxing administrative obligations and; a misunderstanding of ‘thick’ democracy. Factors that were found to facilitate democratic and citizenship education include: physical school and learning program design and; democratic school leadership.

White Racism, Antiracism, and School Leadership Preparation

2000 ◽  
Vol 10 (5) ◽  
pp. 374-415 ◽  
Author(s):  
Michelle D. Young ◽  
Julie Laible
Keyword(s):  
School Leadership ◽  
Educational Administration ◽  
School Leaders ◽  
Educational Leaders ◽  
Leadership Preparation ◽  
Leadership Programs ◽  
White Racism ◽  
White School ◽  
Educational Administration Programs ◽  
Administration Programs

This article emerges from a belief that an overwhelming majority of White school leaders do not have a thorough enough understanding of White racism or the ways in which they are perpetuating White racism in their schools, even though most are well-meaning individuals. The lack of understanding or awareness of different forms of racism and how White racism works is highly problematic. Indeed, it has appalling consequences, detrimentally impacting the lives and dreams of millions of children. In this article, we draw from both literature and experience to argue for the incorporation of antiracism in school leadership programs. We begin with the assertion that because Educational Administration programs function as important agents of socialization for our future school leaders, White racism in all its manifestations must be confronted in these programs. After building the case that racism is enacted by teachers and administrators in schools and demonstrating the harmful effects of White racism on both children and adults, we argue that racism is not being adequately addressed in educational administration programs. Subsequently, we offer guidance to our readers for promoting antiracism among future educational leaders.

scholarly journals Unfolding of Filipino School Leadership Experiences in Doha, Qatar

2020 ◽  
Vol 16 (1) ◽  
pp. 97
Author(s):  
Kris Anne Del Rosario ◽  
Inero Ancho
Keyword(s):  
School Leadership ◽  
Lived Experiences ◽  
School Leaders ◽  
International Schools ◽  
School Management ◽  
School Leader ◽  
Capital City ◽  
Educational Institutions ◽  
Leadership Experiences ◽  
Filipino Teachers

Due to internationalization, Qatar is hiring foreign educators and leaders to share expertise in their country. Filipinos are mostly hired as domestic helpers, yet there are also Filipino leaders in educational institutions that exist, particularly in the capital city Doha. The researchers find it significant to examine the experiences of Filipino teachers abroad, due to the rising number of educators and school leaders in Qatar. Romanowski et al. (2018) cited that there is a very few studies regarding principalship and diversity of educators notwithstanding the enormous knowledge of research that emphasize leadership in school and diversity of students. The study attempts to unfold the lived experiences of Filipino school managers in international schools in Doha, Qatar specifically with:  1) the experiences of Filipino school managers in terms of:  (a) Planning; (b) Organizing; (c) Leading and (d) Controlling.   2) The challenges of being a school leader in international schools in Doha. Four (4) themes emerged from the study with subthemes that depicted the experiences and challenges of Filipino school leaders.  Theme 1 explains the Filipino school leaders in complying with mandates and policies.  Theme 2 discusses the Filipino school leaders in adapting with culture.  Theme 3 defines the Filipino school leaders conforming with programs.  Theme 4 depicts the Filipino school leaders in conforming with resources. The study is beneficial to the aspiring and current school leaders not only to Filipinos, but also to other nationalities interested in or are presently managing international schools in Doha. KEYWORDS: school leadership, school management, Filipino principals, experiences, culture

scholarly journals School leadership, school inspection and the micropolitics of compliance and resistance: Examining the hyper-enactment of policy in an area of deprivation

2020 ◽  
pp. 174114321989847 ◽  
Author(s):  
Aly Colman
Keyword(s):  
Secondary School ◽  
School Leadership ◽  
School Leaders ◽  
Leadership Teams ◽  
Local Context ◽  
Leadership Roles ◽  
School Inspection ◽  
Policy Enactment ◽  
Insight Into

This paper examines the influence of intense scrutiny from Ofsted on school leadership and policy enactment. Data was collected in a coastal area of deprivation, providing the setting for a detailed case study of school leadership in a state secondary school and a state primary school, both with recent or ongoing experience of intense scrutiny from Ofsted. Seventeen interviews were undertaken with staff involved in leadership roles. The analyses of data and discussion form an understanding of how policy is enacted in relation to the dual responsibility that school leaders negotiate between the local context at Seatown and Ofsted. This paper suggests that Ofsted forces a privileging of a compliant and consistent enactment of policy; a hyper-enactment of policy, that reduces the capacity of school leaders to address the significant social context of the school. Foucault’s work on self-disciplinary technologies provides insight into the micropolitical spaces which open up for some school leaders. The discussion on the micropolitics of compliance and resistance offers insight into the tensions pertinent to school leadership teams and explores issues relevant to those interested in policy and inspection activity, particularly those within areas of deprivation.

The reality of implementing professional development programs for Jeddah Secondary Public Schools Female teachers and means to develop them in light of KSA’s 2030 Vision from Schools Leadership Supervisory Perspectives: واقع تطبيق برامج التنمية المهنية لدى قائدات المدارس الثانوية الحكومية في جدة وسبل تطويرها في ضوء رؤية 2030 من وجهة نظر مشرفات القيادة المدرسية

2021 ◽  
Vol 5 (40) ◽  
pp. 169-149
Author(s):  
Alya Abdullah Al- Saedy Alya Abdullah Al- Saedy
Keyword(s):  
Professional Development ◽  
Public Schools ◽  
Strategic Planning ◽  
School Leadership ◽  
School Leaders ◽  
Educational Leaders ◽  
Mixed Method Research ◽  
Development Programs ◽  
The Status ◽  
Professional Development Programs

This study aimed to discover the status of implementing the professional development programs for female school leaders in secondary public schools in Jeddah from the perspectives of school leadership supervisors as well as the means of improving these programs in light of 2030 Vision. The study adopted the mixed method research design and utilized the questionnaire as a tool to collect data from a sample of (22) school leaders’ supervisors. Findings revealed that secondary school leaders in Jeddah do apply professional development programs in relation to making decision and strategic planning domains in light of 2030 Vision at a moderate level. Also, findings revealed that the effectiveness of professional development programs for educational leaders at schools is manifested in these programs being participatory, have clear and systematic goals, continuous, enriching and sustainable. The study concluded with a recommendation to provide workshops and training programs to support the school leaders, and to encourage and motivate school leaders to continue to follow up on strategic planning practices on monthly and annual basis.

scholarly journals A Call for Rethinking Schooling and Leadership in the Time of COVID-19

2021 ◽  
Vol 5 ◽  
Author(s):  
Rodolfo Rincones ◽  
Isela Peña ◽  
Karina Chantal Canaba
Keyword(s):  
Instructional Strategies ◽  
School Leadership ◽  
School System ◽  
School Leaders ◽  
Educational Leaders ◽  
Educational Materials ◽  
Educational Content ◽  
True Purpose ◽  
Purpose Of Education

COVID-19 forced a sudden closure of schools, prompting a hasty and unplanned reaction of educators to deliver educational content. Inspired by Ivan Illich's book Deschooling Society, where he argues for the delivery of educational content by utilizing technology and forging intentional partnerships with parents and communities to assist in the delivery of educational content, we reflect on how these ideas impact school leadership and preparation of school leaders. This “forced” deschooling has offered educators an opportunity to rethink the true purpose of education, and redesign flexible, creative and innovative instructional strategies for delivering educational materials and knowledge, as well as rethinking the role of and preparation of educational leaders. While we do not offer quick solutions, our intent is to revisit Illich's Deschooling Society as a means to examine and question our school system introspectively and collectively.

Leadership practices of school principal through a distributed leadership lens: a case study of a secondary school in urban Pakistan

2020 ◽  
Vol 16 (4) ◽  
pp. 411-422
Author(s):  
Ali Nawab ◽  
Muhammad Mujtaba Asad
Keyword(s):  
School Improvement ◽  
Secondary School ◽  
School Leadership ◽  
Distributed Leadership ◽  
School Leaders ◽  
Original Data ◽  
School Principal ◽  
Leadership Roles ◽  
Content Type

PurposeUnless the expertise of multiple teachers is availed, it is very unlikely for an individual leader to bring improvement especially at classroom level. This realization had led to the emergence of distributed leadership which is about engaging multiple individuals in leadership roles. The purpose of this study is to explore the role of school leadership in distributing leadership to teachers in a private secondary school in an urban context of Pakistan.Design/methodology/approachUsing qualitative approach and case study method, the research collects data from school leaders and teachers involved in leadership roles through interviews.FindingsIt was found that leadership facilitates distributed leadership through formulating a vision to develop teachers, enhancing the capacity of individuals involved in leadership roles, establishing a culture of trust, and creating opportunities for interaction and collaboration among teachers.Practical implicationsSchool leadership should distribute leadership to teachers in order to utilize the potential of multiple individuals which will ultimately lead to school improvement through initiatives from within. Educational reformers should incorporate the concept of distributed leadership in the professional development programmes designed for school leaders and teachers.Originality/valueThe study is first of its nature which reports on distributed leadership from a private sector school of Pakistan based on original data.

scholarly journals Black leaders matter

2018 ◽  
Vol 12 (2) ◽  
pp. 183-196 ◽  
Author(s):  
Paul Miller ◽  
Christine Callender
Keyword(s):  
Critical Race Theory ◽  
School Leadership ◽  
Generational Differences ◽  
School Leaders ◽  
Teaching Profession ◽  
Early Career ◽  
Leadership Roles ◽  
Personal Agency ◽  
Black Leadership ◽  
Content Type

Purpose The purpose of this study is to evaluate factors that contribute to black male school leaders’ career progression and sustenance within the teaching profession. This, because the progression of black and minority ethnic (BME) teachers in Britain has been the subject of much debate. Fewer BME teachers are in leadership roles in education, and there are only 230 BME headteachers of approximately 24,000 primary and secondary headteachers. Design/methodology/approach The headteachers’ professional lives are explored through the lenses of critical race theory and interpretivism. In doing so, it illuminates the journey towards and the realities of a group whose views are currently unrepresented in research on school leadership or that of the experiences of male BME teachers in England. Findings This study finds that whereas personal agency and determination are largely responsible for keeping these black headteachers in post, “White sanction” (Miller, 2016) has played a significant role in career entry and early career development. Furthermore, participants experience both limiting and facilitating structures as they negotiated their roles into headship and as headteachers. Limiting structures are those which constrain or hinder progression into leadership, whilst facilitating structures enabled participants to navigate and negotiate gendered racism, make progress in their careers and achieve success in their respective roles. Both limiting and facilitating structures include personal agency and contextual factors. Research limitations/implications The paper also makes the point that more research is needed on current BME school leaders to examine the factors that motivate and enable them. Additionally, more research is needed on the limiting and facilitating structures identified in this study and on the potential generational differences that may exist between more established and newly appointed male BME school leaders. Studying generationally different school leaders may help to illuminate the salience of race and racism across an increasingly diverse population. Practical implications Furthermore, this paper also suggests that more BME school leaders are needed, thereby making the leadership teams of schools more representative, as well as raising aspirations and interest among BME teachers and therefore making black leadership sustainable. Originality/value This paper is an original piece of research that adds fresh insights into not only how black school leaders get into teaching and leadership but also significantly what keeps them there.

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