What Successful Principals Do

Author(s):  
Franzy Fleck
Nadwa ◽  
2014 ◽  
Vol 9 (1) ◽  
pp. 39
Author(s):  
Mulyawan Safwandy Nugraha

<p>This study discusses the implementation of the academic supervision conducted by principal of Private Madrasah Aliyah of Cisaat Sukabumi. The results of this study concluded that the implementation of the academic supervision conducted by the principals are not systematic and not preprogrammed, so that teachers do not feel any relief from the headmaster in improving the quality of learning. This is due to the low competence of the principals in academic supervision and they tended to judge and find fault with teachers without providing advice and solu-tions. however, the principals have a plan/program of supervision, commitment and high motivation, seek to meet the performance assessment of supervisors. Based on the above, it needs guidance in the form of education and training to increase the competence of the principals of the madrasah, and giving reward to the successful principals.</p><p><strong>Abstrak</strong></p><p>Penelitian ini membahas tentang pelaksanaan supervisi akademik kepala Madra-sah di Madrasah Aliyah Swasta Kecamatan Cisaat Kabupaten Sukabumi. Hasil penelitian ini menyimpulkan bahwa pelaksanaan supervisi akademik yang dila-kukan oleh kepala madrasah tidak sistematis dan tidak terprogram, sehingga guru-guru tidak merasakan adanya bantuan dari kepala madrasah dalam peningkatan kualitas pembelajaran. Hal ini disebabkan oleh kompetensi supervisi akademik kepala madrasah yang rendah dan cenderung menilai dan mencari kesalahan guru tanpa memberikan saran dan solusi. Walaupun demikian, kepala madrasah memi-liki rencana/program supervisi, komitmen dan motivasinya tinggi, berupaya untuk memenuhi penilaian kinerja kepala madrasah dari pengawas madrasah. Berda-sarkan penjelasan di atas, maka perlu diadakan pembinaan berupa pendidikan dan pelatihan untuk peningkatan kompetensi kepala madrasah, dan pemberian reward terhadap Kepala Madrasah yang berprestasi.</p>


2019 ◽  
Vol 15 (4) ◽  
pp. 303-329 ◽  
Author(s):  
David E. DeMatthews ◽  
Stephen Kotok ◽  
Amy Serafini

This qualitative study examines the preservice learning experiences of principals who created inclusive schools for students with disabilities. Two research questions guided the study: (1) How do successful principals describe their university-based principal preparation in the area of special education as well as leading inclusive schools for students with disabilities? and (2) What are the leadership practices, skills, and beliefs principals identify that are central to leading special education and inclusive reforms and how were they learned? Findings focus on principal beliefs and values, knowledge and expertise, and instructional leadership practices. The article concludes with implications for leadership preparation programs.


2009 ◽  
Vol 8 (3) ◽  
pp. 359-371 ◽  
Author(s):  
Jorunn Møller ◽  
Gunn Vedøy ◽  
Anne Marie Presthus ◽  
Guri Skedsmo

This article reports on selected findings from the project ‘Revisiting Successful Principals’. The authors revisited some of the schools which participated in the International Successful School Principalship Project (ISSPP) five years ago. In this article they focus on how the principals are positioning themselves as leaders, and how they are involved in the construction of a public self, while responding to questions about fostering learning and sustained improvement. The study confirms that a principal may have a significant influence on a school's policy and in particular the preferred strategies. In addition, the study revealed that, despite the new expectations which are raised towards schools in society, there was also extensive continuity at the local school.


2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Cristina Moral Santaella

PurposeThe purpose of this article is to present the results obtained from the investigations that have been carried out within the International Successful School Principalship Project (ISSPP) project in the Spanish for social justice.Design/methodology/approachTwelve case studies have been carried out within the three lines of research proposed by ISSPP: successful principals, underperforming principals and principal leadership identity. All but one school were in challenging contexts. The methodological approach followed is based on multiple perspective case studies using a mixture of qualitative methods (interviews, focus groups and observations).FindingsResults show that successful principals not only believe in social justice through simple empathy with the concept of social justice, but also use strategies that combine transformational and instructional leadership processes and manage to reverse the bad situation of their disadvantaged schools, seeking excellence from equity. The leadership identity of successful principals is characterized to look to the future with hope, adopting a realistic utopian attitude to interpret their surrounding reality.Originality/valueFrom the case studies carried out, valuable information is obtained, which helps to understand the possibilities of implementing the ISSPP successful school leadership model in heterogeneous and disadvantaged context for equity and social justice.


2011 ◽  
Vol 21 (3) ◽  
pp. 390-421 ◽  
Author(s):  
Samantha M. Paredes Scribner ◽  
Gary M. Crow ◽  
Gerardo R. López ◽  
Khaula Murtadha

2013 ◽  
Vol 5 (3) ◽  
pp. 124-156 ◽  
Author(s):  
Anja Sautmann

This paper experimentally tests the predictions of a principalagent model in which the agent has biased beliefs about his ability. Overconfident workers are found to earn lower wages than underconfident ones because they overestimate their expected payoff, and principals adjust their offers accordingly. Moreover, the profit-maximizing contract distorts effort by varying incentives according to self-confidence, although only the most successful principals use this strategy. These findings have implications for the labor market; in particular, self-confidence is often correlated with gender, implying that principals would prefer to hire men over women simply because they are more overconfident. (JEL D82, D83, D86)


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