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.

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 Servant Leadership Model of Principal in Junior High Schools

2020 ◽  
Vol 5 (3) ◽  
pp. 29-33
Keyword(s):  
High Schools ◽  
Servant Leadership ◽  
Leadership Style ◽  
Junior High ◽  
School Principals ◽  
School Principal ◽  
Junior High Schools ◽  
Design Development ◽  
Leadership Model ◽  
Addie Model

Servant leadership has been widely applied in various fields, both in educational organizations or companies and reveals that servant leadership is a leadership style that is relevant and suitable for the development of a leadership style in the 21st century where a principal leader must be able to serve the needs of teachers, education staff, and students in accordance with the demands of the development of science and technology which are very dynamic. This research aims to develop a valid, practical, and effective servant leadership model of school principals in Junior High Schools. This research is an R & D research by using the ADDIE model, namely analyze, design, development, implementation, and evaluation that is carried out in junior high schools in Agam Regency. Data collection techniques used instrument sheets, questionnaires, and documentation. Data were analyzed by using qualitative and quantitative analysis. The servant leadership model validation is determined based on expert responses. The practicality of the servant leadership model is determined based on the response of experts and school principals to the practicality of this model. The effectiveness of the servant leadership model is determined by the results of the expanded trial by the principal in Agam regency. The results of this research, it is obtained a principal servant leadership by producing products in the form of model books and school principal manuals that are valid, practical, and effective to use. The principal to improve leadership qualities namely can use the findings in this research, models of servant leadership are humanists, touches the heart in unity work logic, and actions that led to the creation of the atmosphere of the work.

scholarly journals SCHOOL PRINCIPALS’ LEADERSHIP STYLE AND TEACHERS’ SUBJECTIVE WELL-BEING AT SCHOOL

2014 ◽  
Vol 62 (1) ◽  
pp. 40-50
Author(s):  
Mati Heidmets ◽  
Kadi Liik
Keyword(s):  
Public Schools ◽  
Transactional Leadership ◽  
Leadership Style ◽  
Turnover Intentions ◽  
School Principals ◽  
Job Insecurity ◽  
Well Being ◽  
Teaching Profession ◽  
School Principal ◽  
School Teachers

There is a widely recognized concern over the poor reputation of the teaching profession and lack of attractiveness of the school as a workplace. The aim of this study is to ascertain to what extent the leadership style of the school principal is related to the set of variables describing different aspects of teachers’ wellbeing at the school - teachers’ burnout, job insecurity, teachers’ emotional and cognitive identification with the school and turnover intentions. 305 teachers working in 12 public schools in Estonia were surveyed. Results indicate that the more transformational leadership style prevails over transactional leadership style, the stronger affective and cognitive identification with their school teachers perceive, while the level of teachers’ job insecurity and burnout is lower and they consider the likelihood of leaving their school smaller. Thus, the school principals’ leadership style can be considered as a factor shaping the teachers’ wellbeing at school as well as their emotional attachment to the school as a workplace. Key words: burnout, job insecurity, organizational identification, transformational and transactional leadership, turnover intentions.

scholarly journals Effect of Principal Leadership Style Women's and Cultural Organization of Work Ethos Teachers

2021 ◽  
Vol 7 (3) ◽  
pp. 1045
Author(s):  
Bintara Bintara ◽  
Widyamike Gede Mulawarman ◽  
Azainil Azainil
Keyword(s):  
Organizational Culture ◽  
Organizational Learning ◽  
Leadership Style ◽  
Junior High School ◽  
Work Ethic ◽  
School Principals ◽  
School Principal ◽  
Validity And Reliability ◽  
Female Principals ◽  
Data Collection Technique

<p>This study aims to determine the effect of the leadership style of female principals and organizational culture on the work ethic of junior high school teachers in Samarinda. This research is a quantitative study using a correlational method. The total population was 126 teachers and the research sample was 96 teachers consisting of three different schools, namely SMPN 5, 10 and 38 Samarinda. The data collection technique uses a questionnaire that has been tested for validity and reliability. The data analysis technique used descriptive and inferential statistics, with simple linear regression, multiple regression, and correlation analysis. The results showed that the leadership style of female<br />school principals (X1) had a significant effect on 79.4%. This shows that the better the leadership style of the female school principal, the better the work ethic of the teacher will be. It is also known that organizational learning (X2) has a significant effect of 39.4%. This shows that the better the school organizational culture, the better the work ethic of the teacher will be. Simultaneously the competence of school principals (X1) and organizational culture (X2) has a significant effect on teacher work ethics (Y) by 81.8%. This indicates that the better the leadership style of female principals and organizational learning, the more teachers work ethic will be good.</p>

scholarly journals The Implementation of School Improvement Program in Ethiopia: Emphasis on Bahir Dar City Secondary Schools

2020 ◽  
Author(s):  
Jerusalem Yizengaw
Keyword(s):  
School Improvement ◽  
Data Collection ◽  
Secondary Schools ◽  
Private Schools ◽  
School Principals ◽  
Sampling Technique ◽  
Bahir Dar ◽  
Improvement Program ◽  
Leadership And Management ◽  
Management Domain

<p>The main purpose of this research is to establish an assessment of the implementation of school improvement program: a comparative study between government and private secondary schools of Ethiopia in Bahir Dar city administration. In the city administration there are a total of 17 secondary schools of which 11 schools is public and the rest 6 are private owned. Based on proximity, this study purposively took 3 public and 2 private secondary schools. Simple random sampling technique was also used to obtain 85 students from grade 10<sup>th </sup>of the entire population. Out of 85 samples, 56 respondents were taken from government schools and the rest 29 were taken from private schools. Principals, teachers, educational experts and Parent Student Teacher Association (PSTA) were selected by purposive sampling technique. The instruments used for data collection were questionnaire, semi structured-interview and document analysis. The documents included school improvement policies, strategies and practices; with particular reference to recent updated in SIP. This instrument used for analyzing the SIP implementation from inspection checklist, GEQIP reports, and other related publications. The validity analysis of the respondent was done on selected respondents that can be representative of the sample population and also are in a professional level. The respondents of the pilot study have pointed out the shortages of the original data collection instrument by rendering critical suggestions, which are incorporated by revising the survey questionnaire and the calculated Cronbach Alpha for the five Likert-scale items was found to be 0.86 which indicated the reliability of the instrument. The study adopted quantitative and qualitative methodology with a descriptive research design in a comparative perspective.</p> <p> </p> <p>The present study found out that learning environment domain is the top most implemented domain in government and private schools; while, leadership and management domain is the least implemented domain in both government and private schools. There is significance difference with the implementation of learning environment and community involvement domain between government and private schools. While, there is no significance difference in the implementation of leadership and management domain and teaching and learning domain between government and private schools. It was recommended that, government should play the leading roles to create conducive environment to undertake challenges in the implementation of SIP, providing workshops, seminars and training to orient and train all stakeholders, appointment of school principals should be better if it is done based on merits, let school principals to work at one school for some academic years in able to attain consistency of the program implementation. </p>

scholarly journals The Implementation of School Improvement Program in Ethiopia: Focusing on Bahir Dar City Secondary Schools

2021 ◽  
Author(s):  
Jerusalem Yizengaw
Keyword(s):  
School Improvement ◽  
Data Collection ◽  
Secondary Schools ◽  
Private Schools ◽  
School Principals ◽  
Sampling Technique ◽  
Bahir Dar ◽  
Improvement Program ◽  
Leadership And Management ◽  
Management Domain

<p>The main purpose of this research is to establish an assessment of the implementation of school improvement program: a comparative study between government and private secondary schools of Ethiopia in Bahir Dar city administration. In the city administration there are a total of 17 secondary schools of which 11 schools is public and the rest 6 are private owned. Based on proximity, this study purposively took 3 public and 2 private secondary schools. Simple random sampling technique was also used to obtain 85 students from grade 10<sup>th </sup>of the entire population. Out of 85 samples, 56 respondents were taken from government schools and the rest 29 were taken from private schools. Principals, teachers, educational experts and Parent Student Teacher Association (PSTA) were selected by purposive sampling technique. The instruments used for data collection were questionnaire, semi structured-interview and document analysis. The documents included school improvement policies, strategies and practices; with particular reference to recent updated in SIP. This instrument used for analyzing the SIP implementation from inspection checklist, GEQIP reports, and other related publications. The validity analysis of the respondent was done on selected respondents that can be representative of the sample population and also are in a professional level. The respondents of the pilot study have pointed out the shortages of the original data collection instrument by rendering critical suggestions, which are incorporated by revising the survey questionnaire and the calculated Cronbach Alpha for the five Likert-scale items was found to be 0.86 which indicated the reliability of the instrument. The study adopted quantitative and qualitative methodology with a descriptive research design in a comparative perspective.</p> <p> </p> <p>The present study found out that learning environment domain is the top most implemented domain in government and private schools; while, leadership and management domain is the least implemented domain in both government and private schools. There is significance difference with the implementation of learning environment and community involvement domain between government and private schools. While, there is no significance difference in the implementation of leadership and management domain and teaching and learning domain between government and private schools. It was recommended that, government should play the leading roles to create conducive environment to undertake challenges in the implementation of SIP, providing workshops, seminars and training to orient and train all stakeholders, appointment of school principals should be better if it is done based on merits, let school principals to work at one school for some academic years in able to attain consistency of the program implementation. </p>

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.

The Role of Teacher Leaders in School Improvement Program: The case of Atse Naod primary school.

2021 ◽  
Vol 7 (12) ◽  
pp. 408-423
Author(s):  
Tesfamariam Shimekit ◽  
Getnet Tizazu
Keyword(s):  
School Improvement ◽  
Teacher Leadership ◽  
Teacher Leaders ◽  
Leadership Role ◽  
Improvement Program ◽  
Policy Makers ◽  
Education Leaders ◽  
Improvement Process ◽  
Field Notes ◽  
School Improvement Process

The purpose of this study was to understand teacher leaders’ role in school improvement program. More specifically, examined how teacher leaders formally or informally lead school improvement; what potential challenges they face when attempting to lead school improvement; and what strategies /mechanisms they employ to improve teacher leadership role in school improvement process were the basic questions of the study. In-depth interviews with five teacher leaders and field notes were used to collect data. The data were tape recorded and then transcribed. Categories themes and patterns from data i.e. inductive analysis were used for data analysis. The findings revealed that, teacher leaders lead school improvement by different methods like collaboration, effective planning, and experience sharing, influencing others by their hardworking habit and, communicating with school community. Besides, teacher leaders face different challenges in leading school improvement such as lack of leadership and management skill, time constraints and absence of recognition and incentive. In sum, the school improvement process is not being led by teacher leaders due to different challenges. Therefore, education leaders should enhance teacher leadership by promoting and supporting teacher leadership role and Policy makers should develop a platform for teacher leadership to enhance teacher leaders’ role in school improvement program.

scholarly journals An Association with the Participative Leadership Style Influence on Job Satisfaction and Affective Commitment and Continuous Head Junior High School in the City of Medan

2016 ◽  
Vol 4 (1) ◽  
pp. 101
Author(s):  
Humuntal Banjarnahor
Keyword(s):  
High School ◽  
Job Satisfaction ◽  
Leadership Style ◽  
Junior High School ◽  
Affective Commitment ◽  
Junior High ◽  
School Principal ◽  
High School Principal ◽  
Participative Leadership ◽  
Participatory Leadership

<p><em>Commitment to the organization and job satisfaction was an indicator of the success principals in leading the school as an organization. Being good as an educator (affective commitment), accepting the norms and rules of the school (commitment normative) and willing to work hard for school (continuous commitments) are formed of loyalty of a principal. Good or not on a value of teaching and learning in school is influenced by the ability of the principal to manage each component of the school<br />(who’s behind the school). The facts show that the commitment of a principal still tends to be low and the leadership has not been demonstrated into an achievement of a goal to improve the quality of the education itself. The other thing about the process of the recruitment of some teachers who had been given for additional duties as a principal has not been done well.</em></p><p><em>The goal of research: to investigate the relation on a participative leadership style (X1) and job </em><em>satisfaction (X2) and the influence againsts the affective commitment (X3) and continuous (X4) of the </em><em>principal in Medan. The analysis data technique was the analysis of regression and ways analysis. The </em><em>samples research were 164 principals were selected randomly by using a random number of 348 heads </em><em>of Junior high school in Medan. The instrument of data had taken consists of 14 items instruments X1, </em><em>15-point X2, 16 items X3, and 16 grains of instrument X4 that meet the criteria, i.e., rij&gt;0.30. The </em><em>reliabilty Coefisient of each are: 0.83; 0.76; 0.77; and 0.82.</em></p><p><em>The description of an analysis turns out the average and standard deviation: 1=2,81; S1=0.91; </em><em>2=2.94; S2=0.89; 3=2.90; S3=0.80; 4=2.87; S4=0.76. Kolmogorove-Smirnove test turns all four </em><em>normally distributed variable data. By taking it through the curve fit method and anova, the linear </em><em>relations between variables and a row of data are independent. Hypothesis of test results turned out to </em><em>be a participatory leadership and job satisfaction partially directly affect the significantly restricted ap affective commitment and continuous. As a concurrent job satisfaction does not function positively </em><em>mediating on a participative leadership influenced on the affective and continuous commitment to</em><br /><em>junior high school principal in city of Medan. The Total direct influence participatory leadership of the </em><em>affective and continuous commitment to junior high school principal city of Medan, respectively was </em><em>11.69%, 11.15%. The implications of the research, leadership style worthy of being part of the policy as</em><br /><em>teacher who was assigned as a recruitment for some teachers who was given things as principal, but it </em><em>want to be called this way with the job satisfaction in Junior high school principal in Medan.</em></p>

A study on effective principal leadership factors in China

2014 ◽  
Vol 28 (6) ◽  
pp. 716-727 ◽  
Author(s):  
Hechuan Sun ◽  
Xiaodong Wang ◽  
Sailesh Sharma
Keyword(s):  
School Improvement ◽  
Principal Leadership ◽  
School Principals ◽  
Mainland China ◽  
School Principal ◽  
Chinese Teachers ◽  
Effective School ◽  
Content Type ◽  
Good School ◽  
Human Skills

Purpose – The purpose of this paper is to find out what are the effective school principal leadership (ESPL) factors or indicators that Chinese teachers consider or expect. It explains how and why ESPL factors are important for effective school improvement (ESI). It tries to expand the domain knowledge of ESPL. Design/methodology/approach – The questionnaires consisted of eight factors and 40 indicators. The rating instrument was a five point Likert Scale (from 1 to 5). In total, 100 school teachers in Liaoning Province of mainland China were participated and surveyed. Factor analysis, t-test and one-way analysis of variance (ANOVA) were used to analyze the collected data. Findings – This study provides empirical insights about what ESPL factors that Chinese teachers considered. According to the results of t-test and one-way ANOVA, there were no significant differences between and among the respondents’ gender, areas and years of teaching experiences in rating the ESPL factors. The findings argue that the 16 extracted ESPL indicators have not only revealed the expectations of Chinese teachers toward their school principals, but also have drawn a three-dimensional-image of what a good and effective school principal should be. From the Chinese teachers’ eyes, a good school principal should not only possess good managerial skills in the aspects of time and routine work (such as self management, time management, influence, decision making and commitment) but also should possess good emotional intelligence, human skills, more attentiveness and consideration toward the needs of their followers (such as comfort, communication skills and empathy, etc.). Practical implications – This study provides implications for all school stakeholders, particularly for school principals, school leaders and educational managers both in and outside of schools. A good school principal should possess good ESPL characters/factors. If not, at least he/she should be aware of the ESPL characters/factors and actively adopt or adapt them. Thus the ESPL factors or indicators extracted from this study can be served as a mirror and a useful knowledge. Originality/value – This study belongs to very few of this kind of researches carried out in mainland China. Its findings have made some contributions to the ESPL research in mainland China, to the research of school leadership and ESI.

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