scholarly journals Efektivitas Kepemimpinan Kepala Sekolah Pada SMK Negeri 4 di Kota Jambi

2019 ◽  
Vol 3 (2) ◽  
pp. 39-55
Author(s):  
Istikomah Istikomah
Keyword(s):  
School Leadership ◽  
Effective Leadership ◽  
Educational Institution ◽  
Phenomenological Approach ◽  
Leadership Theory ◽  
Educational Institutions ◽  
Educational Goals ◽  
Effective School ◽  
Qualitative Design ◽  
Effective School Leadership

To achieve the educational goals required effective school leadership. Now, the development of leadership theory so innovative. By knowing the development of the principal's leadership implementation at SMK Negeri 4 Jambi City it is expected to present solutions in building effective leadership in educational institutions. The study was conducted at SMK Negeri 4 Jambi City using a qualitative design with a phenomenological approach. The focus of research consists of (1) the principal in carrying out his function as the leader of an educational institution; (2) achievement of school goals; and (3) factors that constrain the implementation of the principal's leadership.

scholarly journals Strategies for Effective School Leadership

2015 ◽  
Vol 1 (1) ◽  
pp. 45 ◽  
Author(s):  
John Nikolaros
Keyword(s):  
School Culture ◽  
School Leadership ◽  
School Environment ◽  
Effective Leadership ◽  
Leadership Strategies ◽  
Effective School ◽  
Effective School Leadership ◽  
Different Cultures ◽  
Culture And Climate ◽  
School Culture And Climate

<p>To many, effective leadership is continently appropriate as conscience. The paper identifies strategies that assists schools facilitate a warmer and healthier school environment. The author provides a review of delineated leadership strategies with a narrative for each type. Highlighting different cultures and assumptive impact on school culture and climate is offered.</p>

Cognitive Perspectives on School Leadership

1995 ◽  
Vol 5 (2) ◽  
pp. 115-135 ◽  
Author(s):  
Kenneth Leithwood
Keyword(s):  
Knowledge Base ◽  
School Leadership ◽  
Present Status ◽  
Effective Leadership ◽  
Effective School ◽  
Effective School Leadership ◽  
Cognitive Perspectives

Cognitive perspectives have the potential to make three central contributions to the study and practice of school leadership: to redefine the meaning of effective leadership; to change our understanding of the knowledge base required to exercise effective leadership; and to reform the means for developing effective school leadership. This paper describes the nature of each of these contributions and the present status of efforts to progress with each.

scholarly journals Preparación para ejercer un liderazgo efectivo en Chile: Estudio de opinión a directores a partir del Marco para la Buena Dirección

2019 ◽  
Vol 27 ◽  
pp. 117
Author(s):  
Maria del Rosario Rivero Castro ◽  
Teresa Yañez Cifuentes ◽  
Constanza Hurtado
Keyword(s):  
Student Learning ◽  
School Leadership ◽  
Effective Leadership ◽  
School Principals ◽  
School Leader ◽  
Educational Policies ◽  
Effective School ◽  
International Evidence ◽  
Effective School Leadership ◽  
Leadership Framework

International evidence has placed school leadership as the second most important factor for student learning. Educational national policies have given increasing attention to school principals, advancing in the creation of a Leadership Framework called Marco para la Buena Dirección (MDBLE). This frame traces the practices, knowledge and principles and skills that characterize an effective school leader. This article evaluates the degree of preparation to exercise an effective leadership derived from the MDBLE, based on a survey of 575 principals. Results conclude that the framework is well-known and defines clear and valid "standards" in relation of an effective school leadership definition. Nevertheless, the principals perceive moderate and highly heterogeneity in their preparation to exercise the framework, being highly prepared for some components and thematic dimensions, only 8% of principals perceived highly prepared for all components and dimensions of the framework. This evidence points out challenges for the improved school leadership through an improvement of principal competences and better articulation between educational policies and the framework.

Work environment characteristics that satisfy principals in China, Germany and the USA

2021 ◽  
pp. 174549992110185
Author(s):  
Chuang Wang ◽  
Dawson R Hancock ◽  
Ulrich Müller
Keyword(s):  
School Leadership ◽  
School Leaders ◽  
Work Environments ◽  
Industrialized Countries ◽  
Effective School ◽  
Formidable Challenge ◽  
Effective School Leadership ◽  
The World ◽  
The Usa ◽  
Survey Responses

Effective school leadership is crucial to a school’s success. Yet throughout the world, attracting and retaining qualified school leaders is often a formidable challenge. To discern ways in which we may recruit and retain competent school leaders, this study compares the extent to which principals in three industrialized countries, China, Germany and the USA, value the characteristics of their positions as principals. Survey responses of principals in these three countries reveal many factors that gratify and some factors that disappoint principals about their work environments. Comparing the similarities and differences of the principals’ responses in these countries provides insights into ways in which we may learn from each other about the factors that influence the recruitment and retention of qualified principals.

scholarly journals COMMUNICATION COMPETENCE AS FUNDAMENTAL ASPECT FOR EFFECTIVE SCHOOL LEADERSHIP AND ADMINISTRATION ACHIEVING: A SYNOPTIC THEORETICAL APPROACH

2020 ◽  
Vol 7 (11) ◽  
Author(s):  
Panagiotis J. Stamatis ◽  
Georgios A. Gkoutziamanis
Keyword(s):  
Resource Management ◽  
School Leadership ◽  
Theoretical Models ◽  
School Principal ◽  
Fundamental Aspect ◽  
Research Activity ◽  
Effective School ◽  
Leadership And Management ◽  
Leading Role ◽  
Effective School Leadership

Many theories and definitions regarding the concept of Leadership and Management appear in modern literature, as well as interpretations, references to specific characteristics and related topics. This fact shows that over time, a significant effort has been made to clarify the various dimensions of the concept of Leadership and its distinction from the concept of Management. The whole research activity gradually contributed to the development of an important framework in which various and remarkable theoretical models were developed, in parallel with the broader research that has been developed in the field of "human resource management", intending to study leadership styles and managerial behaviors to which they are connected. Many researchers agree that the position of traditional management is completely taken over today by Leadership, which is a complex but flexible, dynamic and at the same time creative resource management process. As has been observed, each new form of Leadership, developed during the 20th century, took into account the effectiveness of the previous one, both in theory and in practice. In this chapter, through three indicative sections, emphasis is placed on the clarification of the concepts of Leadership and Management, concise, conceptual approaches to Leadership Theories and Management Models are developed. Finally, reference is made to the modern, leading role of the School Principal. The characteristic of communication ability is underlined as a fundamental criterion for achieving effective school leadership and administration. <p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0711/a.php" alt="Hit counter" /></p>

Knowing Leadership: Students of Color (Re)considering Togetherness with Leaders and Authority Figures

2018 ◽  
Vol 28 (6) ◽  
pp. 788-814
Author(s):  
Ty-Ron M. O. Douglas ◽  
Jennifer M. Beasley ◽  
Emily R. Crawford ◽  
Juan A. RÍos Vega ◽  
Cayce McCamish
Keyword(s):  
School Leadership ◽  
Students Of Color ◽  
Research Study ◽  
School Administrators ◽  
Positive Role ◽  
Effective School ◽  
Border Theory ◽  
Perceived Benefit ◽  
Authority Figures ◽  
Effective School Leadership

Drawing on Bauman's (1995) conceptualization of various forms of togetherness and Giroux (2005) and Anzaldúa (2007) explication of border theory, this paper presents findings of a research study that investigates how students of color come to know leaders and authority figures. Findings suggest that students identified “leaders” in part based on their relationships and connections with them and the perceived benefit of such connection. Family members and teachers were considered leaders when students’ relationships with them reflected Bauman's (1995) “being-for” perspective, as characterized by positive role modeling and empathy. In schools, teachers—rather than school administrators—were most often described as leaders. These relationships were commonly associated with disciplinary issues and the enforcement of rules, and a colorblind system. Implications suggest that relationship characteristics in the borderlands of schools influence the perception of effective school leadership and school authority for students of color.

“We Don’t Got Time for Grumbling”: Toward an Ethic of Radical Care in Urban School Leadership

2020 ◽  
pp. 0013161X2092589
Author(s):  
Rosa L. Rivera-McCutchen
Keyword(s):  
Critical Race Theory ◽  
School Leadership ◽  
Black Male ◽  
Urban School ◽  
School Principal ◽  
Effective School ◽  
Urban School Leadership ◽  
Effective School Leadership ◽  
Document Review

Purpose: This article presents a case study of a successful Black male public urban school principal, offering a counterstory to discourses of failure in urban schools. I build on scholars’ work in critical caring, the Black principalship, and radical hope to call for an expansion of narrow frameworks of effective school leadership to include an ethic of radical care within urban school leadership. Method: This study represents a counterstory in the tradition of critical race theory, centering the voice and perspectives of a Black male urban school principal. Using ethnographic research methods, this case study was based on prolonged and embedded engagement in the field including observations, informal and formal interviews, and document review. Data were collected and analyzed over a 2-year period. Findings: Five components of effective school leadership emerged from analysis of the data that, taken together, can be described as a radical care framework. These components include the folowing: (a) adopting an antiracist, social just stance; (b) cultivating authentic relationships; (c) believing in students’ and teachers’ capacity for growth and excellence; (d) strategically navigating the sociopolitical and policy climate; and (e) embracing a spirit of radical hope. Conclusion: In addition to highlighting the power of counterstories in educational leadership research, this study reinforces the critical need for leadership preparation that is grounded in antiracism and social justice, and comprises all aspects of an ethic of radical care. Furthermore, the study points to the need for targeted recruitment of Black and Latinx school leaders, particularly in urban contexts.

Knowing Kids Makes a Huge Difference, Part I: Exploring the Principal–Student Relationship

2020 ◽  
pp. 105268462092308
Author(s):  
Jamie Kudlats ◽  
Kathleen M. Brown
Keyword(s):  
School Leadership ◽  
Methodological Approach ◽  
Effective School ◽  
Data Set ◽  
Teacher Student Relationships ◽  
Teacher Student ◽  
Study Results ◽  
Effective School Leadership ◽  
Student Relationship ◽  
New Framework

Teacher–student relationships (TSRs) have important implications for building trust, motivation, and engagement and improving both behavior and academic achievement. What about students’ relationships with principals? Given the scarcity of literature on the PSR, research on the TSR was used to buttress the findings from this empirical study of the PSR to describe more nuanced implications and deeper understandings of the influence and impact principals have on students and vice versa. This work resulted in a two-part series. Part I, included in this issue, focuses heavily on the literature review and detailed findings of the study. Part II, included in a forthcoming issue, embeds the study results more firmly within theoretical underpinnings and extends them toward establishing a new conceptual framework for the PSR and a new dimension of scholarship on effective school leadership. Qualitative narrative inquiry was chosen as the methodological approach. Interviews with four principals and three of their former students along with observations of each principal provided the data set. Findings from Part I, reveal nine dominant themes indicating that the PSR is a primary consideration for many principals not only for the personal satisfaction of interacting with students but also because of the belief that the relationships significantly contribute to principals’ ability to effectively meet their many responsibilities. Part I findings, which expose some of the challenges and complications in developing healthy PSRs, were then integrated with the synthesis of the existing literature in order to briefly propose a new framework for exploring the phenomenon.

Sign in / Sign up

Export Citation Format

Share Document