scholarly journals School Principals in Spain: Interplay of Leaders, Teachers and Context

2020 ◽  
Vol 12 (4) ◽  
pp. 1469
Author(s):  
Inmaculada García-Martínez ◽  
Elvira Molina-Fernández ◽  
José Luis Ubago-Jiménez
Keyword(s):  
School Improvement ◽  
Secondary School ◽  
Necessary Conditions ◽  
School Principals ◽  
School Principal ◽  
Teaching Staff ◽  
Comprehensive Overview ◽  
Evidenced Based ◽  
Real Practice ◽  
Middle Leaders

This paper analyzes the Spanish school principal figures and their future patterns of leadership and development, according to educational policies in Europe. The first part presents a comprehensive overview of the situation of school principals in Spain, according to the Spanish policy; in the second part, its real practice in a secondary school is evidenced based on the results of a conducted research. The tensions and dilemmas currently faced by school principals in Spain will be analyzed: pedagogical leadership versus management-oriented principals. The interviews carried out reveal the meaning that the different agents give to “leadership”. A climate of trust and collaboration has been established between the management team, middle leaders and teaching staff, necessary conditions for the development of a shared school project and ensure its sustainability for achieve school improvement.

scholarly journals The Power Sources and Influences of Secondary School Principals in Eastern Ethiopia

2020 ◽  
Vol 19 (10) ◽  
pp. 115-133
Author(s):  
Birhanu Sintayehu
Keyword(s):  
School Improvement ◽  
Secondary School ◽  
School Leadership ◽  
School Principals ◽  
Future Research ◽  
Government Officials ◽  
Eastern Ethiopia ◽  
Power Sources ◽  
Secondary School Leadership ◽  
Descriptive Survey

This study aimed to critically examine the power sources and influences of school principals in secondary schools of Eastern Ethiopia. A descriptive survey research design was employed to carry out the study. The participants of the study were 145 teachers, 78 principals, and 41 supervisors who were selected by using stratified and random sampling techniques. The researcher adopted descriptive and inferential statistics to make sound interpretations of data. The results revealed that school principals were mostly used expert, legitimate, and reward sources of power. Likewise, school principals have predominantly exercised a positional basis of power rather than personal power. There was a significant statistical difference in power sources of school principals regarding positions, gender, and service years. The findings also showed that school principals dominantly practiced proactive influencing tactics. Moreover, findings indicated that subordinates carried out school principals' compliance to obtain a prize or avoid punishment by applied reactive influence tactics. The study further discovered that subordinates were inclined to resist school principals' influence. This study suggests secondary principals should rethink how power is managed and deployed to make sound influence over subordinates to assure quality education. Hence, the results of the study may serve as a springboard to improve secondary school leadership and equip novice teachers to bring them a principalship position. Plus, this study may provide a clear picture for policymakers, scholars, and government officials to support and retain principals for long-term school improvement, and it may also a theoretical benefit for future research on the area of study.

US principals’ sensemaking of the future roles and responsibilities of school principals

2020 ◽  
pp. 174114321989607
Author(s):  
David B. Reid
Keyword(s):  
Public School ◽  
School Improvement ◽  
School Principals ◽  
School Principal ◽  
Policy And Practice ◽  
Public School Principals ◽  
Future Role ◽  
Roles And Responsibilities ◽  
The Future

School principals are fundamentally important to school improvement. Due in part to this importance, the roles and responsibilities of school principals are constantly evolving. To explore leader sensemaking about this phenomenon I conducted 30 interviews with 10 public school principals in the US state of New Jersey during the 2018–2019 school year. Specifically, in this study I asked: (a) What are current public school principals’ predictions of the future role of school principals? and (b) In what way(s) do these predictions shape principals’ thinking about remaining in the profession? The findings of this work indicate: (a) principals believe the future of the school principal will focus heavily on safety and security; (b) principals believe the future of the role will include an increased emphasis on supporting student and teacher emotion and mental health; and (c) principals believe their future role as a school leader will evolve in how they interact with parents/guardians. Finally, an analysis of data shows in some cases how principals make sense of the future of the profession shapes their thinking about remaining in or exiting the role of school principal. Implications for policy and practice are discussed.

scholarly journals Duties and Responsibilities of Secondary School Principal and Teachers: Policy Implications

2018 ◽  
Vol 8 (4) ◽  
pp. 134
Author(s):  
Amos Oyetunde Alabi ◽  
Jesujoba Oluwadara Alabi
Keyword(s):  
Secondary School ◽  
Secondary Schools ◽  
School Principals ◽  
Secondary School Principals ◽  
State Level ◽  
Chief Executive ◽  
School Principal ◽  
Policy Implications ◽  
Chief Executives ◽  
School Communities

This paper discusses the duties and responsibilities of secondary school principals and teachers.  The paper adopts the template of Gulick and Urwick (1937) on the functions of the chief executive of an establishment/institution to highlight the duties and responsibilities of secondary school principals and teachers.  The acronym of the template is POSDCORB which means: Planning, Organising, Staffing, Directing, Coordinating, Reporting and Budgeting.  Principals are the chief executives of secondary schools while the teachers are potential administrators of secondary schools as well hence the application of the template to both of them and more even at their present state/level the template is very relevant to them.  If the principals and teachers understand very well their duties and responsibilities as presented in this paper and do them accordingly, there will be peaceful, harmonious relationship and coexistence within the school and outside the school communities. The schools will be conducive for academic progress of the students and for the professional development of the teachers.  The schools will become ideal, perfect and desired community for everyone to live and contribute to the development of the larger community. The paper highlights some policy issues to be considered and put in place in support of the teachers and principals.

scholarly journals Professional Development of School Principals in the Pilot Program of ‘Pedagogical Flexibility’: The Israeli Case

2017 ◽  
Vol 14 (2) ◽  
pp. 12-21 ◽  
Author(s):  
Mali Nets
Keyword(s):  
Professional Development ◽  
Program Effectiveness ◽  
School Principals ◽  
School Principal ◽  
Teaching Staff ◽  
Main Role ◽  
Pilot Program ◽  
Policy Makers ◽  
The North

AbstractThe past decade constitutes a significant turning point in the orientation of policy makers in the Israeli educational system. This period is characterized by comprehensive structural and pedagogical reforms intended for the promotion of the system’s achievements. ‘Pedagogical Flexibility’, a reform in the professional development of teaching staff implemented in 2015, constitutes a significant breakthrough in the perception of development and learning in Israel. The school principals play a main role in leading the reform and in the development of a new organizational culture in the staff as well. This led to the creation of focused learning frameworks for school principals who sought to improve their knowledge and skill in the leadership of the reform. The article presents the main points of the first pilot program implemented in the North District for the training of 20 school principals in the reform and the main findings from the evaluation of the program, data from a questionnaire, and a focus group. In addition, the article proposes a critical look at the program effectiveness and indicates further focuses for future learning. The article presents a view of the role of the school principal in the leadership of the professional development in Israel and reviews theoretical aspects that arise from the research regarding this issue.

scholarly journals Kinerja kepala sekolah dalam meningkatkan mutu tenaga pendidik

2019 ◽  
Vol 7 (2) ◽  
Author(s):  
Rahmad Rafid ◽  
Agus Tinus
Keyword(s):  
School Principals ◽  
Educational Background ◽  
School Principal ◽  
Teaching Staff ◽  
School Work ◽  
National Education ◽  
Quality Of Teaching ◽  
School Teaching ◽  
Entrepreneurial Activities

Penelitian ini bertujuan untuk mengetahui kinerja kepala sekolah dalam meningkatkan mutu Tenaga Pendidik, faktor yang mempengaruhi dan upaya yang dilakukan kepala sekolah. Penelitian ini menggunakan pendekatan naturalistik kualitatif dengan jenis deksriptif yang bertempat di Sekolah Menengah Atas (SMA) Negeri 1 Latambaga, Kabupaten Kolaka, Sulawesi Tenggara dengan menggunakan teknik pengumpulan data observasi, wawancara, dan dokumentasi. Hasil penelitian menunjukan bahwa: 1). Kinerja Kepala Sekolah secara umum sudah menunjukan kinerja yang baik dan optimal serta memenuhi standar dan indikator yang telah ditetapkan. Hal ini dijelaskan dalam “rencana kerja sekolah (RKS)” sebagai perencanaan Kepala Sekolah dalam menjalankan program kerja dan meningkatkan tenaga pendidik di sekolah. 2) Ada beberapa faktor yang mempengaruhi kinerja Kepala Sekolah dalam meningkatkan mutu tenaga pendidik diantaranya kondisi geografis sekolah, tenaga pendidik yang mengajar tidak sesuai latar belakang pendidikan, dan lingkungan yang kondusif. 3) Kepala Sekolah telah melakukan upaya-upaya yang dapat meningkatkan mutu Tenaga Pendidik melalui kegiatan-kegiatan pemberdayaan dan program sekolah seperti supervisi, musyawarah guru matapelajaran (MGMP), evaluasi diri (EDS), In House Training (IHT) dan kegiatan kewirausahaan yang diperuntukan bagi tenaga pendidik dan siswa. Berdasarkan pada hasil penelitian dapat disimpulkan bahwa kepala sekolah telah melakukan tugasnya secara optimal dalam meningkatkan mutu tenaga pendidik melalui kegiatan-kegiatan penunjang peningkatan mutu tenaga pendidik dan berdasarkan pada standar nasional pendidikan. Kata kunci: Kinerja kepala sekolah, mutu pendidikan, tenaga pendidikPerformance of school heads in increasing education qualityAbstractThis study aims to determine the performance of school principals in improving the quality of Educators, influencing factors and efforts made by school principals. This study uses a qualitative naturalistic approach with descriptive types which are located in Latambaga 1 Senior High School, Kolaka Regency, Southeast Sulawesi by using observation, interview and documentation data collection techniques. The results showed that: 1). Principal's performance in general has shown good and optimal performance and meets established standards and indicators. This is explained in the "school work plan (RKS)" as the Principal's plan for carrying out work programs and increasing teaching staff in schools. 2) There are several factors that affect the performance of school principals in improving the quality of teaching staff including the geographical condition of the school, teaching staff who teach not according to their educational background, and a conducive environment. 3) The School Principal has made efforts that can improve the quality of Educators through empowerment activities and school programs such as supervision, teachers' lesson meetings (MGMP), self-evaluation (EDS), In House Training (IHT) and entrepreneurial activities intended for educators and students. Based on the results of the study it can be concluded that the principal has performed his duties optimally in improving the quality of teaching staff through supporting activities to improve the quality of teaching staff and based on national education standards.Keywords: Principal performance, education quality, educators

scholarly journals Principals’ Instructional Supervision Practices: Key to Kiswahili Academic Performance

2018 ◽  
Vol 14 (28) ◽  
pp. 128
Author(s):  
Rose Mwanza ◽  
Lucia Musyoka
Keyword(s):  
Academic Performance ◽  
Secondary School ◽  
Secondary Schools ◽  
Random Sampling ◽  
School Principals ◽  
Poor Performance ◽  
School Principal ◽  
Instructional Materials ◽  
Instructional Supervision ◽  
Supervision Practices

This study evaluated the principals’ instructional supervision practices as key to Kiswahili academic performance in public day secondary schools in Nairobi County, Kenya. Secondary school principals’ instructional practices are paramount in enhancing academic performance among secondary school students. Quality and relevant instruction ensures excellent academic Kiswahili achievement of students. Through instructional supervision offered by the principals, teachers are stimulated, supported and motivated to instruct the students well. For instructional supervision to fully benefit schools, both the principals and the teachers need to play a meaningful and effective role. The improvement of school through instructional supervision has been a concern for education stakeholders in Kenya during colonial and after colonial periods. As a result, Education Commissions which were formed to evaluate the education system in Kenya addressed the status of Kiswahili. The education Commissions included Phelps Commission of 1924 which recommended the use of vernacular and Kiswahili for teaching practical subjects, and Presidential Working Party for the Establishment of Second University of 1981 which called for teaching of Kiswahili as a compulsory and examinable subject in both primary and secondary schools. The current study targeted 26 public day secondary schools, 26 principals, 26 heads of department of Kiswahili and 2664 students. Both probability and nonprobability sampling techniques were used in the study. The objectives of the study included: What instructional materials are used by Kiswahili teachers to ascertain performance in Kiswahili; what measures are put in place by secondary school principal to realize performance in Kiswahili; what are the strategies directed towards enhancing Kiswahili teachers’ skills in public day secondary schools in Nairobi County. Descriptive research design was adopted for the study. Data analysis techniques included stratified random sampling, proportional allocation, simple random sampling design and purposive sampling designs. Instruments for data collection included two sets of questionnaires and interview guide. Statistical Package for Social Sciences (SPSS) was used to calculate frequencies and percentages. The key findings of the study were that lack of the instructional materials may have contributed to poor performance in Kiswahili; school principals executed their duties properly as concerns Kiswahili teachers’ lesson attendance and that lack of concern of principals in what students learn in school may have led to poor performance in Kiswahili.

scholarly journals Effectiveness of Leadership Role in Taking Accountability Measures for School Improvement in Punjab

sjesr ◽  
2021 ◽  
Vol 4 (1) ◽  
pp. 493-504
Author(s):  
Ishra Batool ◽  
Dr. Seema Arif ◽  
Muhammad Nadeem
Keyword(s):  
School Improvement ◽  
Leadership Style ◽  
School Principals ◽  
Monitoring And Evaluation ◽  
School Principal ◽  
Leadership Role ◽  
Participative Leadership ◽  
Improvement Program ◽  
Accountability Measures ◽  
Whole School

There is little research on the school principal leadership role for monitoring and evaluating school performance, while Pakistan being the signatory of Sustainable Development Goals, is committed to achieving quality education. Planned changes are undergoing in the governance structures (school accountability) affecting schools in general, particularly school principals. The province of Punjab has excelled in implementing School Reform Roadmap (a whole school improvement program) and conducting a monthly assessment to monitor and evaluate Literacy and Numeracy Drive (LND), an initiative to measure 3rd graders' educational attainment.  This research was conducted to review how the leadership role impacts achieving policy-mandated initiatives (LND) for schools' improvement. A case study method was opted for exploring the opinions of school principals from one district of Punjab. A self-constructed questionnaire comprising closed-ended items was used to get opinions from 194 elementary and primary school principals, while were interviewed to get detailed insight into barriers to school improvement and suggestion for better monitoring and evaluation. The case concludes that the participative leadership style is more prevalent among school principals, but the delegative style is more effective for school improvement.  Most of the infrastructural facilities are now available in schools, but unfortunately, computer lab and computer teachers are not available in most primary and elementary schools, which is the necessity of LND. The results inform that student attendance is still problematic for schools, and this challenge alone can negatively affect School Sector Reform goals.

scholarly journals Impact of Leadership Traits on School Improvement of Secondary School Principals in Azad Jammu and Kashmir

sjesr ◽  
2020 ◽  
Vol 3 (3) ◽  
pp. 275-282
Author(s):  
Maria Noureen ◽  
Dr. Nazir Haider Shah ◽  
Dr. Ziarab Mahmood
Keyword(s):  
School Improvement ◽  
Secondary School ◽  
Secondary School Teachers ◽  
School Principals ◽  
Secondary School Principals ◽  
Sampling Technique ◽  
Leadership Traits ◽  
Major Purpose ◽  
Jammu And Kashmir ◽  
Descriptive Research

The major purpose of the research was to examine the effects of leadership traits of secondary school principals on school improvement. A descriptive research method was used to conduct the study. All 2270 secondary school teachers and 317 principals of division Mirpur were the population of the study. A universal sampling technique was used for the selection of samples. A questionnaire was developed which was focused on the objectives of the study. The instrument was based on the effects of leadership traits on school improvement. The instrument was validated from two experts of the field and the reliability of the questionnaire was measured through Cronbach's alpha. The reliability of the instrument was found .823 which was excellent for using the tool. The researcher used mean and linear regression tests for the analysis of data. It was found that the leadership traits of secondary school principals had a positive effect on school improvement. Therefore, it is recommended that school principals are proposed to practice different leadership traits in their school management to enhance school improvement.

Leading with humour and its effect on resilience in the workplace: The perspectives of principals in Kuwaiti secondary schools

2022 ◽  
pp. 089202062110722
Author(s):  
Meznah Saad Alazmi ◽  
Salem Saad Alhajeri
Keyword(s):  
Secondary School ◽  
Secondary Schools ◽  
Leadership Training ◽  
School Principals ◽  
Secondary School Principals ◽  
School Principal ◽  
It Impacts ◽  
The State Of Kuwait ◽  
Training Programmes ◽  
Perceptions Of School

This study aimed to explore the extent to which the principals of secondary schools in the State of Kuwait said they practiced leadership with humour and if it impacts on their level of resilience in the workplace. The study sample consisted of 121 male and female secondary school principals from six educational districts in Kuwait who were selected using the random stratified method. The study findings showed that the perceptions of school principals regarding the extent to which they practice leadership with a sense of humour were moderate in all fields. The study also found that school principals enjoy high resilience in their workplace, especially when solving a problem. Finally, the results showed that the more a school principal used humour the more resilient he/she would be in the workplace. The study concluded that humour should be considered as one factor in effective leadership and that leadership training programmes should include this dimension. The level of resilience can be clearly predicted by identifying the extent to which school principals claim to practice leading with humour.

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