scholarly journals School Leader Relationships

2016 ◽  
Vol 1 (2) ◽  
pp. 19-26
Author(s):  
Kara Lasater
Keyword(s):  
Professional Development ◽  
School Leadership ◽  
School Leaders ◽  
School Leader ◽  
Relationship Development ◽  
Complex Nature ◽  
Stakeholder Groups ◽  
Explicit Training ◽  
Meaningful Relationships ◽  
Difficult Situations

An important aspect of school leadership is relationship development, but developing meaningful relationships as a school leader is challenging. School leader relationships are challenged by diverse stakeholder groups, varied contexts, and difficult situations. The complex nature of school leader relationships necessitates explicit training for leaders on relational skills. The purpose of this paper is to provide professional development recommendations for school leaders regarding three aspects of relationships: rapport, trust, and communication. Specific ideas for school leaders regarding how to establish rapport, trust, and effective communication are discussed. Finally, the use of structured role-play is discussed as the recommended approach to professional development for school leader relationships.

Confronting methodological challenges in studying school leader time use through technological advancements

2017 ◽  
Vol 46 (4) ◽  
pp. 659-678 ◽  
Author(s):  
Craig Hochbein ◽  
Bridget V Dever ◽  
George White ◽  
Linda Mayger ◽  
Emily Gallagher
Keyword(s):  
School Leadership ◽  
Time Use ◽  
Overall Response Rate ◽  
School Leaders ◽  
New Technology ◽  
Extended Period ◽  
School Leader ◽  
Sampling Methodology ◽  
The Hours

Among the multitude of studies that have examined an array of variables related to school leadership, only a small percentage have rigorously examined how school leaders spend their time. The complex role of school leaders poses challenges to common methods of collecting data about school leader time use, which subsequently threaten the validity of researchers’ claims. In this study we identified three prevalent challenges to studying school leader time use, and applied technological advancements in an event sampling methodology framework to mitigate the challenges associated with studying school leader time use. We used new technology and event sampling methodology to collect data, between the hours of 8 a.m. and 8 p.m. during 28 consecutive days, on the time use of 11 school leaders. Our system of notification and response achieved an overall response rate of 85% and enabled the collection of school leaders’ perceptions of their time use as they worked in multiple locations over an extended period of time. Finally, we have proposed a research agenda to study rigorously the time use of school leaders.

Refusing Relevance: School Administrator Resistance to Offering Professional Development Addressing LGBTQ Issues in Schools

2017 ◽  
Vol 54 (2) ◽  
pp. 183-215 ◽  
Author(s):  
Elizabethe C. Payne ◽  
Melissa J. Smith
Keyword(s):  
Professional Development ◽  
School Leadership ◽  
School Leaders ◽  
Evaluation Studies ◽  
Development Program ◽  
School Personnel ◽  
School Administrator ◽  
School Contexts ◽  
Bisexual And Transgender ◽  
Field Notes

Purpose: The purpose of this article is to provide insight to the multiple ways that school leaders resist, avoid, or block LGBTQ (lesbian, gay, bisexual, and transgender, queer, and questioning) professional development for their staff and, thus, resist the conversations around school responsibility to these students and families. Research Method: The data presented in this article include interviews and field notes drawn from evaluation studies of the Reduction of Stigma in Schools© professional development program and are related to a single emergent theme. Findings: School leaders who resisted LGBTQ professional development claimed such training was not relevant to their school contexts, the training would attract community backlash, the school board would not approve the training, or school personnel would not be interested in learning about LGBTQ students. Implications: The authors conclude that increasing LGBTQ content in educational leadership training is a necessary step for convincing school leadership that LGBTQ-competence is necessary for creating a positive school climate for all.

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 Current Trends In Educational Leadership For Student Success Plus Facilities Planning And Designing

2011 ◽  
Vol 4 (1) ◽  
pp. 1 ◽  
Author(s):  
Ann Hilliard ◽  
Barbara Talbert Jackson
Keyword(s):  
No Child Left Behind ◽  
Leadership Development ◽  
School Leadership ◽  
School Safety ◽  
School Leaders ◽  
Daily Basis ◽  
School Leader ◽  
Leadership Standards ◽  
Use Of Technology ◽  
Special Programs

Many school leaders today are experiencing many challenges to ensure that their schools are successful.  Since the passage of No Child Left Behind Act, school leaders have been faced with making sure that all students, regardless of language and/or background, are successful on the state assessment test.  If students do not make AYP Annual Yearly Progress based on set standards, the school leader is viewed as not being effective.  The school leader/administrator is at the front-line for their school’s progress on a daily basis and just to name a few items, school safety, appropriate curriculum and accommodations for students, high quality instruction service to all students and utilizing technology to enhance instruction and management tasks (Lashway, 2003).  This research paper will discuss aspects and trends in leadership in the following areas:  leadership standards, leadership development, shared leadership, support for school leadership, change in mission, facility planning and designing, classroom configuration, use of school time, early programs, special programs, school transfer, use of technology and virtual schools.

Educating the Reflective School Leader

1993 ◽  
Vol 3 (2) ◽  
pp. 152-164
Author(s):  
Carl R. Ashbaugh ◽  
Katherine Kasten
Keyword(s):  
Professional Development ◽  
Reflective Practice ◽  
Professional Practice ◽  
Conceptual Analysis ◽  
School Leaders ◽  
Professional Preparation ◽  
School Leader ◽  
Preparation Programs ◽  
Instructional Methodologies ◽  
Problems Of Practice

This paper presents a conceptual analysis of the nature of reflective practice and an argument for emphasizing reflective practice in the preparation and professional development of school leaders. The authors argue that professional preparation that develops reflective practice is one way to resolve the theory-practice dichotomy and to improve professional practice. Further, they assert that preparation programs have the instructional methodologies that encourage and nurture reflection on the messy problems of practice.

scholarly journals School Autonomy and Leadership in Lithuania: Can School Leaders Help Schools to Take a Step forward ?

2013 ◽  
Vol 6 (1) ◽  
pp. 61-78 ◽  
Author(s):  
Marlies Honingh ◽  
Jolanta Urbanovič
Keyword(s):  
School Leadership ◽  
School Leaders ◽  
School Organization ◽  
Strategic Thinking ◽  
School Leader ◽  
School Autonomy ◽  
Head Of School ◽  
General Management ◽  
Clear Vision ◽  
Further Development

Abstract In the literature, the school leader (head of school) is considered a key figure in strengthening school autonomy and stimulating the further development of the school organization. To improve the functioning of school leaders a centralized assessment of all candidates who want to become school leaders was introduced in Lithuania in 2011. The findings of a qualitative study into the first experiences with the assessment provide a deeper understanding of current school leadership problems in Lithuania. A comparison of these findings with the literature on school leadership and the assumptions underlying the recently changed school-leader appointment procedure reveal the lack of a clear vision on school leadership. Some general management competences - such as managing and motivating people, making decisions and strategic thinking - are underdeveloped.

scholarly journals The Application Degree of Participative School Leaderships at Al-Ihsa Governorate and Its Correlation with Teachers’ Professional Development

2019 ◽  
Vol 12 (12) ◽  
pp. 101
Author(s):  
Fathi Mohammed Abu Nasser
Keyword(s):  
Professional Development ◽  
School Leadership ◽  
School Leaders ◽  
Statistical Significance ◽  
Participative Leadership ◽  
Arithmetic Means ◽  
School Year ◽  
Education Leaders ◽  
Total Process ◽  
Teachers Professional Development

Participative leadership is one of the most important human trends of school leadership and institutions of education. The study aimed to identify the degree of application of participative leadership by school leaders at Ihsa governorate, Saudi Arabia, and its correlation to teacher’s professional development in the light of some variables. The study sample comprised (241) education leaders from both sexes throughout the school year 2018/2019. To collect data, an important three-part instrument developed incorporating participative leadership and its correlation to teacher’s professional development. Cronbach coefficient of instrument validation was (0.97). In analyzing data, arithmetic means, standard deviations, one way ANOVA, and correlation coefficient were calculated. Results of the study showed that the degree of application of the total process was high. They also showed that there was a relation with statistical significance at the level (0.01) between participative leadership with its dimension and professional development. The results also showed that there were no differences with statistical significance in answers of sample members which might be attributed to study variables at the level (α=0.01). The study recommended intensifying training courses for school leaders with regard to participative leadership, in addition to, supporting and widening teachers’ participation in school leadership.

scholarly journals The Effectiveness of Motivational Practices in Public and Private Secondary Schools in Pakistan: A Case Study of Two Administrators

2012 ◽  
Vol 3 (2) ◽  
pp. 35-47
Author(s):  
Asif Khan
Keyword(s):  
Professional Development ◽  
School Leadership ◽  
Private School ◽  
School Leaders ◽  
School Administrators ◽  
School Administrator ◽  
Development Programs ◽  
Public And Private ◽  
Different Dimensions

This empirical study investigated the efforts of two Pakistani school administrators in dealing with the issues related to teachers’ motivation. This study exclusively examined how the two administrators embedded in their practices different ways of increasing the productivity of their staff. The researcher used the following three lenses to examine the motivational behavior adopted by the school leaders: 1) degree of teachers’ empowerment; 2) nature of rewards and recognition to honor teachers; and 3) pattern of communication between administrators and school staff. The study maintained that the private school administrator, unlike his public school counterpart, had a more updated knowledge in the field of education due to his exposure to professional development programs. This knowledge, which gave him a better understanding of the link between the motivational level of the teachers and the teachers’ productivity, led him to initiate certain measures. Unfortunately, only a limited quantity of research explores different dimensions of school leadership in the educational context of Pakistan. Therefore, this study attempted to address related issues, such as the recruitment of school leaders and the availability of professional development opportunities.

Principals’ views on continuing professional development programmes: Evidence from Malaysia

2021 ◽  
pp. 174114322198895
Author(s):  
Lokman Mohd Tahir ◽  
Mohammed Berhandden Musah ◽  
Mohd Fadzli Ali ◽  
Abdul Halim Abdullah ◽  
Mohd Hilmi Hamzah
Keyword(s):  
Professional Development ◽  
Leadership Development ◽  
School Leadership ◽  
Financial Management ◽  
School Principals ◽  
School Leaders ◽  
Continuing Professional Development ◽  
Development Programme ◽  
Effective School ◽  
Knowledge And Skills

This study reports on the professional development and school leadership programmes requested by principals in Malaysian schools. A total of 557 principals provided feedback on their preferred school leadership and professional development programmes which they believed as essential to be effective school leaders. Based on their feedback, mentoring was named the most needed leadership development programme as it allowed access to the guidance, knowledge and skills of senior principals. As for school leadership courses mentioned by school principals, financial management was considered as most useful. The study concludes by recommending suggestions to improve principals’ professional development programmes in Malaysia.

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