scholarly journals Impact of School Leadership on Students Personality Development

sjesr ◽  
2020 ◽  
Vol 3 (2) ◽  
pp. 42-49
Author(s):  
Muhammad Asif Kamal ◽  
Dr. Zairab Mahmood ◽  
Dr. Muhammad Ishaq
Keyword(s):  
School Leadership ◽  
School Principals ◽  
Personality Development ◽  
Relevant Literature ◽  
Target Population ◽  
School Principal ◽  
Track Record ◽  
Azad Kashmir ◽  
Promotion Process ◽  
The Impact

The study was to investigate the impact of school leadership on student’s personality development. The objectives of the study were to investigate the characteristics of competent school leadership and to find out the factors which develop students’ personality. The nature of the study was descriptive. There were forty principals (one post was vacant) and two hundred ninety-one senior teachers in forty-one secondary schools in district Mirpur Azad Kashmir. Thirteen principals and a hundred teachers were selected randomly from the target population. A questionnaire of twenty items was developed from the relevant literature. The questionnaire was examined by two experts while the coefficient of reliability was 0.93. Data were collected through personal visits. It was concluded that the school leadership develops the students’ personalities. The study provided suggestions in the recruitment and promotion process of school principals that preference should be given to those candidates who have an ideal track record for promotion as the school principal.

scholarly journals ANALYSIS IMPLEMENTATION PARTNERSHIP PROGRAMS AS EVALUATION MATERIALS FOR EQUATING EDUCATION QUALITY IN INDONESIA

2020 ◽  
Vol 8 (2) ◽  
pp. 93-101
Author(s):  
Widowati Pusporini ◽  
Zamroni ◽  
Mansur Arsyad ◽  
Qomariyatus Sholihah
Keyword(s):  
School Principals ◽  
School Principal ◽  
Education Quality ◽  
Curriculum Management ◽  
School Programs ◽  
Almost All ◽  
The Impact ◽  
Partnership Program ◽  
Made In

Purpose of the study: This research was compiled to analyze the improvement of the quality of education in Indonesia. The purpose of program evaluation is to know for sure whether the achievement of the results, progress, and obstacles encountered in the implementation of the program. Recognizing the low competency of school principals of the principal's partnership programs. Methodology: The type of this research is development, research which aims to produce instruments to evaluate a school principal partnership program. The development design in this study using the Plomp model. The data was analyzed qualitatively as input for improvement of activities in 2018. The following data was collected using questionnaires, interviews, and observations. Main Findings: The data and analysis show that the partnership program has recorded various advances made in the impact schools — both those related to curriculum management and implementation of supervision of learning and strengthening of school ecosystems. The effectiveness of school programs is very dependent on the carrying capacity of each school. However, it is the real result of this program is the change in mindset not only for principals but for almost all stakeholders. Applications of this study: This Study is analyzed based on the school principal partnership program report to become recommendation and references for another partnership programs, improving the competency of school principals, and developing remote area (3T regions/frontier, outermost, and disadvantaged in Indonesia national scale) of Indonesia. Novelty/Originality of this study: The findings imply that the partnership program has a significant impact on the equity growth in remote areas.

scholarly journals PRINCIPAL INSTRUCTIONAL LEADERSHIP FOR IMPROVED STUDENT ACHIEVEMENT

2019 ◽  
Author(s):  
ahmad sabandi
Keyword(s):  
Student Achievement ◽  
Instructional Leadership ◽  
Literature Review ◽  
School Leadership ◽  
Relevant Literature ◽  
School Principal ◽  
Instructional Program ◽  
Three Dimensions ◽  
Learning Climate ◽  
Increase Student Achievement

School leadership factor is an important factor in determining the success of education. Some phenomena show that the role of the school principal indicated unsatisfactory. This is due, still low mastery of competencies principal. In addition, Indonesian student achievement in international areas still indicated a lower category. The purpose of this paper is to describe the principal's leadership influence learning on the success of student learning. This paper is based on relevant literature review covering both conceptual and research. Based on the results of a literature review, there are three dimensions of instructional leadership and each contained subdimensions, such as: defines the school mission: frames the school goals, communicates the school goals; manages the instructional program: supervises and evaluates instruction, coordinates curriculum, and monitors student progress; and to develop a positive school learning climate: protects instructional time, maintains high visibility, provides incentives for teachers, promotes professional development, and provides incentives for learning. The results of the study of instructional leadership principals indicate that the higher the average level of the leadership of higher learning achievement levels of students. The implication of these studies is to increase student achievement can be done through increasing instructional leadership principals.

scholarly journals Bagaimana Inspeksi, Kontrol dan Supervisi mempengaruhi Pembinaan dan Pengembangan dari Pengawas Sekolah: Efek pada Kompetensi Kepala Sekolah

2020 ◽  
Vol 4 (2) ◽  
pp. 255
Author(s):  
Yayah Rahyasih ◽  
Johar Permana ◽  
Liah Siti Syarifah
Keyword(s):  
School Principals ◽  
Educational Institution ◽  
Linear Regression Analysis ◽  
Sampling Technique ◽  
Multiple Linear Regression Analysis ◽  
School Principal ◽  
Significance Level ◽  
The Government ◽  
The Impact ◽  
Inspection Control

Improving the quality of educational institution requires adequate competence from a school principal to develop of school he leads, to help improve the professionalism of the principal, the government appoints an education supervisor whose job is to carry out managerial supervision. This research aims to reinforce the impact of spectrums of educational supervision in coaching and development for school principals. The present study adopted a quantitative approach through surveys. The population in this study were all school principals in Bandung, whereas the sample was a member of the population taken through a saturation sampling technique of 39 people. Assessed through multiple linear regression analysis, the current research also examined primary sources of data collected through fulfilling the interviews and questionnaires covering three spectrums of surveillance activities (aspects of inspection, control, supervision) as well as coaching and development for school principals. The results of analysis demonstrated that Fcount is 51.7 with a significance level of 0.000 ≤ 0.05. Thus, it can be concluded that the managerial supervision carried out by supervisors with inspection, control and supervision delivers a positive and significant impact in the coaching and development activities of school principals. This report presented the findings of research that supervisory must be proportionate, planned, directed and sustainable.

The impact of generative school leadership on student performance: The case of Saudi Arabia

2020 ◽  
pp. 089202062096311
Author(s):  
Abdullah Alghulayqah
Keyword(s):  
Saudi Arabia ◽  
School Leadership ◽  
Student Performance ◽  
High School Principals ◽  
School Principals ◽  
Strong Impact ◽  
Practitioner Training ◽  
Generative Leadership ◽  
High Degree ◽  
The Impact

The primary aim of this study is to facilitate interactions among the generative school leadership of high school principals in Riyadh, Saudi Arabia, to take responsibility for student performance. Existing research suggests that generative leadership is based on the principles of inclusiveness, employee creativity, knowledge transfer and delegation. The sample is based from nine principals from large high schools. To investigate this issue, this qualitative study assesses and analyses interviews and comments from participants. The findings show the high degree of centralisation and traditionalism of the Saudi Arabian educational sector, affecting creativity and inclusiveness, have a strong impact on student performance. The author recommends implementing teacher practitioner training to implement open-ended tasks teaching practices.

scholarly journals Manajemen Kepala Sekolah Dalam Meningkatkan Mutu Pendidikan di SMP Berbasis Pesantren

2020 ◽  
Vol 1 (2) ◽  
pp. 111-120
Author(s):  
Sajidin Sajidin ◽  
Romi Siswanto
Keyword(s):  
Junior High School ◽  
Professional Education ◽  
School Principals ◽  
School Personnel ◽  
School Principal ◽  
Management Process ◽  
Inhibiting Factors ◽  
School Budgets ◽  
The Impact

This article aims to 1) To find out how the process of implementing principal management in increasing educational quality at SMP BP Amanatul Ummah. 2) Knowing what are the supporting and inhibiting factors of the principal management process in improving the quality of education at SMP BP Amanatul Ummah. 3) Knowing the principal management process on the quality of professional education at SMP BP Amanatul Ummah Pacet Mojokerto. This research is qualitative research using descriptive methods, namely research methods to solve actual problems. Data collection was carried out through observation, interviews, and documentation. The management of school principals in order to increase education output at SMP BP Amanatul Ummah the program carried out is to increase the ability of school personnel in resource management and program preparation, encouraging greater community participation to support education in schools, encouraging the use of school budgets according to school needs. functions are implemented by taking four stages, namely: planning, organizing, implementing and supervising. From the results of research and data obtained from the implementation of school principal management, the impact of the implementation of BP Amanatul Ummah Junior High School education, especially the achievement of students, shows high achievement both academic and non-academic achievements. In implementing principal management, it is inseparable from supporting and inhibiting factors, to anticipate inhibiting factors a solution is needed to overcome them.

scholarly journals THE EFFECT OF CAPACITY BUILDING AND SCHOOL PRINCIPAL LEADERSHIP TOWARDS TEACHERS’ PERFORMANCE

2020 ◽  
Vol 2 (2) ◽  
pp. 130-142
Author(s):  
Nur Eni S ◽  
Yasir Arafat ◽  
Mulyadi Mulyadi
Keyword(s):  
Primary School ◽  
Capacity Building ◽  
School Leadership ◽  
Principal Leadership ◽  
Significant Influence ◽  
School Principals ◽  
School Principal ◽  
Sampling Techniques ◽  
Purposive Sampling

Capacity building is part of improving the quality of performance. This research aimed at determining the effect of capacity building and leadership of school principals on teachers’ performance in Primary School of Pulau Rimau. The population and sample in this study were teachers who taught at Primary School of Pulau Rimau, sampling was conducted using purposive sampling techniques. The results obtained there is positive and significant effect of capacity building on the performance of teachers; there is positive and significant influence of school leadership on the performance of teachers; and there is positive and significant influence of capacity building and leadership of school principals on the performance of teachers.

School principals’ understandings of student difference and diversity and how these understandings influence their work

2019 ◽  
Vol 34 (3) ◽  
pp. 518-534
Author(s):  
Katina Pollock ◽  
Patricia Briscoe
Keyword(s):  
School Leadership ◽  
Professional Learning ◽  
School Principals ◽  
School Principal ◽  
Local Context ◽  
Multiple Sources ◽  
School Site ◽  
Preparation Programs ◽  
Content Type ◽  
Global Citizens

Purpose The purpose of this paper is to explore how Ontario principals make sense of difference within student populations and how this sensemaking influences how they do their work. Design/methodology/approach The paper reports on a qualitative study in Ontario, Canada that included 59 semistructured interviews with school principals from English public, secular school districts in Southern Ontario. Findings Four themes emerged in principals’ descriptions of student populations: perceiving everyone as the same, or homogeneous; perceiving visible differences associated with particular religions, race and cultures; perceiving invisible or less visible differences, such as academic differences, socioeconomic status, mental health issues, gender identity and sexual orientation; and perceiving both visible and less visible differences through an inclusive lens. When asked about how their understanding of difference influenced how they did their work, principals’ responses varied from not influencing their work at all to influencing practices and activities. Participants’ context – both personal and local – influenced some of the work they did in their role as school principal. Lastly, multiple sources of disconnect emerged between how principals understood difference and the practices that they engage in at their school site; between their sensemaking about difference and diversity and preparing students for the twenty-first century competencies as global citizens; and between principals’ understanding of difference and diversity and existing provincial policy. Research limitations/implications Study insights not only contribute to an existing body of literature that examines principals’ sensemaking around difference, but also extend this line of inquiry to consider how this sensemaking influences their professional practice. These findings pose additional research questions about how to approach principal professional learning for inclusive and equitable education. For example, even though principals are contractually responsible for students in their care, why is it that their efforts toward equitable and inclusive schooling appear to be limited to the school site and not the wider community? Practical implications Study findings can be used to inform principal preparation programs and professional learning opportunities. Namely, these programs should provide the skill development required as well as the time needed for principals to reflect on their local context and beliefs, and to consider how their local context and beliefs are connected to larger societal efforts to create a more inclusive and equitable society. Social implications School leadership is integral to creating and building more inclusive and equitable public education that improves all students’ success at school. As Ontario’s general population becomes increasingly diverse, it is imperative that principals support success for all students; this can only happen if they understand the complexity of difference within their student populations and beyond, how to address these complexities and how their own understandings and beliefs influence their leadership practices. Originality/value Although other papers have examined how principals make sense of difference and diversity in student bodies, this paper also explores how this sensemaking influences how school leaders do their work.

scholarly journals THE LEADERSHIP OF A SCHOOL UNIT

2019 ◽  
Vol 7 (11) ◽  
pp. 559-569
Author(s):  
George F. Zarotis ◽  
Dimitrios Ntalossis ◽  
Maria Koukoli
Keyword(s):  
School Leadership ◽  
Cognitive Abilities ◽  
School Environment ◽  
School Change ◽  
School Effectiveness ◽  
Local Community ◽  
Relevant Literature ◽  
School Principal ◽  
Educational Work ◽  
And Performance

The school principal has a specific role in the school environment, which for the most part is bureaucratic. However, given the constantly changing environment in which the school operates and given the relationship between the school and the local community, the school principal needs to undertake additional responsibilities and moreover also possess specific skills in order to fulfil his or her role as a principal-leader. The ultimate research goal is to determine the purpose of leadership within the school unit. The method adopted for the study was a review of the relevant literature. In light of the present study, it is evident that in order for educational organizations, or otherwise educational units, to accomplish their purpose, effective management is a prerequisite. As regards the factors that contribute to school effectiveness, researches have shown that there is an inseparable link between school unit leadership and school effectiveness. An effective school principal-leader assists and supports teachers, while overseeing the educational work, and also encourages and promotes the involvement of teachers and parents in the decision-making process, which leads to the commitment of teachers to the school organization and increases their job satisfaction and performance. Furthermore, teachers should be able to teach all children, both those with high cognitive abilities and those with a low level of academic skills. An important role in this process plays the principal of the school. However, teachers, on the other hand, should not simply accept the principal’s vision, especially if they want to be an integral part of the process of school change. Instead, teachers should create a vision for the school together with the principal, and not just act as executors of his/her vision. Finally, four factors characterize the successful process of improving the school unit. These factors are: recognition of the improvement process by the school leadership, interaction and communication both between school members and between the school unit and the local community, the existence of a system of values, as well as cooperation between school members, and between them and society, to design and implement the selected strategies.

scholarly journals The influence of life experience on leadership practices: A case study of Indonesian school principals

2021 ◽  
Author(s):  
◽  
Dwi Purwestri Sri Suwarningsih
Keyword(s):  
Role Models ◽  
Leadership Practices ◽  
School Effectiveness ◽  
Life Experience ◽  
School Principals ◽  
School Principal ◽  
Structured Interviews ◽  
The Impact

<p>The purpose of this research study was to explore how individuals’ life-stories impact on their leadership development and affect their educational leadership practices. The context for the study is the Nusa Tenggara Timur Province of Indonesia, where the overall educational achievement statistics rank very low compared to other provinces. There is currently a lack of appropriate educational policy or strategy in this province to enhance academic results. Previous research has identified that the quality of leadership may have an impact on school effectiveness and student outcomes, particularly the leadership of the school principals. Thus, this current research focuses on leadership practices of school principals. This qualitative study employed a case study design and semi-structured interviews and document analysis were used. Data were collected from six school principals from the highest achieving schools in Nusa Tenggara Timur Province, Indonesia and analysed used thematic analysis. Four factors identified from principals’ life experience that appeared to influence leadership practices were: childhood experiences; previous leadership experiences; learning from role models; and values. This study highlights the impact on life experiences on leadership practices such as setting goals and strategies, ensuring the quality of teaching, supporting teachers’ professional development, and creating healthy and safe environments. This study contributes to the existing literature regarding school principal leadership practices, and also makes recommendations to the Nusa Tenggara Timur Province government on the selection processes for educational leaders.</p>

School Culture and Educational Leadership

2020 ◽  
Author(s):  
Paula kwan ◽  
Yi-Lee Wong
Keyword(s):  
School Culture ◽  
School Leadership ◽  
Leadership Practices ◽  
School Principal ◽  
Mediating Effect ◽  
School Structure ◽  
Student Culture ◽  
And Performance ◽  
School Leadership Practices ◽  
The Impact

Two commonly researched leadership practices in the education literature—instructional and transformational—can be linked to Schein’s multilevel model on organizational culture. There is a mediating effect of school leadership on the school structure and school culture relationships. The literature related to this subject confirms that the culture of a school, shaped by its principal, affects the competency and capacity of teachers; it also recognizes that school leadership practices affect student academic outcomes. Some studies, however, attempt to understand the impact a school principal can make on its student culture. If school culture is an avenue for understanding the behaviors and performance of school leaders and teachers, then student culture is a platform for understanding the affective and academic performance of students.

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