scholarly journals The 21st-Century Professional Leadership Standards of Secondary School Administrators in Nakhon Nayok, Thailand

2019 ◽  
Vol 8 (5) ◽  
pp. 175
Author(s):  
Halima M. Iskak ◽  
Mark Anthony C. Pa-alisbo
Keyword(s):  
Secondary School ◽  
School Leadership ◽  
21St Century ◽  
School Leaders ◽  
School Administrators ◽  
Leadership Characteristics ◽  
Leadership Standards ◽  
Descriptive Research ◽  
Administrative Experience ◽  
Professional Leadership

The 21st Century has brought a lot of challenges in developing the professional leadership characteristics of school leaders. Their roles are no longer limited in implementing educational policies and objectives but have become responsible for raising the generations and qualifying them in a rapidly changing era. However, in Thailand, it was observed that there were Thai principals and school leaders who were not adequately trained for school leadership. This descriptive research surveyed the profile of the school administrators of secondary schools in Nakhon Nayok, Thailand as well as their level of practice of the 21st-Century professional leadership standards. A questionnaire checklist adapted from the frameworks of Kelly Lambert (2001) and The Wallace Foundation (2013) was used to gather data. Data analysis showed that the school administrators are females, with master’s degrees, 55 years and older, and have few years of administrative experience. Further, they highly practiced the different 21st-century professional leadership standards; however, these were not influenced by their profile. Lastly, it was found out that there were no significant differences in the level of practice of the different 21st-century professional leadership standards as indicated by the profile indicators of the school administrators.

scholarly journals Preparing leaders for wicked problems? How the revised PSEL and NELP standards address equity and justice

2019 ◽  
Vol 27 ◽  
pp. 115 ◽  
Author(s):  
Amy N. Farley ◽  
Joshua Childs ◽  
Olivia Johnson
Keyword(s):  
School Leadership ◽  
School Leaders ◽  
School Administrators ◽  
Qualitative Content Analysis ◽  
Professional Associations ◽  
Wicked Problems ◽  
Administrative Authority ◽  
Preparation Programs ◽  
Leadership Standards ◽  
Educational Leadership Preparation Programs

The past 20 years have seen a shift in school leaders’ work that can best be characterized by an increasing complexity in expectations and greater demands for accountabilities. Educational leadership preparation programs and professional associations responded to these shifts, in part, with the development and proliferation of standards for both pre-service (ELCC and NELP) and practicing (ISLLC and PSEL) educational leaders. Both sets of standards have undergone significant revision in the last five years, largely in response to shifts in the work required of school administrators in today’s 21st century schools. However, what remains an open empirical question is whether the leadership standards are robust and pragmatic enough to tackle the various educational issues that school leaders face. In other words, do various school leadership standards prepare and assess school administrators appropriately? Using the wicked problems framework, we examine the extent to which the revised PSEL and NELP standards capture the challenging work required for school leaders to act as inclusive leaders and “equity-oriented change agents” (Maxwell, Locke, Scheurich, 2013, p. 1). We utilize qualitative content analysis (Weber, 1990) to analyze the content of the leadership standards, focusing in particular on the ways those standards represent evolving conceptions of equity and justice. These analyses suggest that although both sets of standards have changed considerably from their predecessors, they may not go far enough to help leaders determine how to implement the proper administrative authority to solve complex issues. This is particularly true as it relates to the persistent, wicked equity problems facing our schools.

Designer Leadership: The Emerging Global Adoption of Preparation Standards

2002 ◽  
Vol 12 (5) ◽  
pp. 552-578 ◽  
Author(s):  
Peter Gronn
Keyword(s):  
School Leadership ◽  
School Leaders ◽  
School Administrators ◽  
Leadership Preparation ◽  
New Approach ◽  
Leader Preparation ◽  
Normative Basis ◽  
Recruitment And Selection ◽  
The Uk ◽  
The U.S

This article discusses designer leadership, a new approach to producing school leaders. Designer leadership is the product of the customization of leader preparation through the adoption of standards-based accreditation and licensing of school administrators. Designer leadership preparation is discussed in relation to its historical precursors, ascriptive and meritocratic leadership. The article contrasts the UK and the U.S. approaches to standards and highlights some significant discrepancies between the language of designer leader standards and the realities of practice. As part of what it will mean to play the new leadership game introduced by new standards regimes, the article foreshadows the emergence of a series of tensions for policymakers and practitioners concerned with school leadership career demographics, recruitment and selection, and the normative basis of standards.

scholarly journals Current Trends In Educational Leadership For Student Success Plus Facilities Planning And Designing

2011 ◽  
Vol 4 (1) ◽  
pp. 1 ◽  
Author(s):  
Ann Hilliard ◽  
Barbara Talbert Jackson
Keyword(s):  
No Child Left Behind ◽  
Leadership Development ◽  
School Leadership ◽  
School Safety ◽  
School Leaders ◽  
Daily Basis ◽  
School Leader ◽  
Leadership Standards ◽  
Use Of Technology ◽  
Special Programs

Many school leaders today are experiencing many challenges to ensure that their schools are successful.  Since the passage of No Child Left Behind Act, school leaders have been faced with making sure that all students, regardless of language and/or background, are successful on the state assessment test.  If students do not make AYP Annual Yearly Progress based on set standards, the school leader is viewed as not being effective.  The school leader/administrator is at the front-line for their school’s progress on a daily basis and just to name a few items, school safety, appropriate curriculum and accommodations for students, high quality instruction service to all students and utilizing technology to enhance instruction and management tasks (Lashway, 2003).  This research paper will discuss aspects and trends in leadership in the following areas:  leadership standards, leadership development, shared leadership, support for school leadership, change in mission, facility planning and designing, classroom configuration, use of school time, early programs, special programs, school transfer, use of technology and virtual schools.

scholarly journals School leadership, school inspection and the micropolitics of compliance and resistance: Examining the hyper-enactment of policy in an area of deprivation

2020 ◽  
pp. 174114321989847 ◽  
Author(s):  
Aly Colman
Keyword(s):  
Secondary School ◽  
School Leadership ◽  
School Leaders ◽  
Leadership Teams ◽  
Local Context ◽  
Leadership Roles ◽  
School Inspection ◽  
Policy Enactment ◽  
Insight Into

This paper examines the influence of intense scrutiny from Ofsted on school leadership and policy enactment. Data was collected in a coastal area of deprivation, providing the setting for a detailed case study of school leadership in a state secondary school and a state primary school, both with recent or ongoing experience of intense scrutiny from Ofsted. Seventeen interviews were undertaken with staff involved in leadership roles. The analyses of data and discussion form an understanding of how policy is enacted in relation to the dual responsibility that school leaders negotiate between the local context at Seatown and Ofsted. This paper suggests that Ofsted forces a privileging of a compliant and consistent enactment of policy; a hyper-enactment of policy, that reduces the capacity of school leaders to address the significant social context of the school. Foucault’s work on self-disciplinary technologies provides insight into the micropolitical spaces which open up for some school leaders. The discussion on the micropolitics of compliance and resistance offers insight into the tensions pertinent to school leadership teams and explores issues relevant to those interested in policy and inspection activity, particularly those within areas of deprivation.

scholarly journals School leadership and multilingualism

2012 ◽  
Vol 6 (1) ◽  
Author(s):  
Fred Carlo Andersen
Keyword(s):  
Secondary School ◽  
Social Integration ◽  
Minority Students ◽  
School Leadership ◽  
School Leaders ◽  
First Language ◽  
Upper Secondary ◽  
Students First ◽  
Language For Learning ◽  
Common Vision

The purpose of this article is to explore school leaders’ perceptions about multilingualism with regard to learning and social integration for minority students in an upper secondary school. The analysis is based on interviews with school leaders and a social adviser. For the analysis, I used traditional methods of qualitative analysis with a to-and-fro process between the field data and key theoretical points. The findings are discussed within an inclusive leadership approach and they suggest that there is little support for the use of minority students’ first language for learning. There are also indications of a lack of common vision and shared understanding of multilingualism among the school leaders. The study contributes to the field of research by combining a critical school leadership approach with research on knowledge about multilingualism with regard to learning and social integration for minority students.

The translation of leadership standards into leadership practices

2016 ◽  
Vol 54 (5) ◽  
pp. 593-608 ◽  
Author(s):  
Augusto Riveros ◽  
Carolyne Verret ◽  
Wei Wei
Keyword(s):  
School Leadership ◽  
Leadership Practices ◽  
School Administrators ◽  
Structured Interviews ◽  
Leadership Standards ◽  
Content Type ◽  
Vice Principals ◽  
Field Notes ◽  
Emerging Themes ◽  
Emergent Identity

Purpose – The guiding question of this study is: how is the Ontario Leadership Framework (OLF) translated into practices in elementary and secondary schools in the province of Ontario? The purpose of this paper is to provide a contextual account of the processes by which school leadership standards are incorporated into the practices of school administrators in the province of Ontario, Canada. Design/methodology/approach – This qualitative exploratory case study focusses on the incorporation of the OLF into the practices of school administrators in four secondary and five elementary schools in two large school boards. The data were collected through document analysis, observations registered in a field notes journal, and semi-structured interviews with principals and vice-principals. The data were coded into analytical categories and analyzed to identify emerging themes and patterns. Findings – The analysis identified two emerging themes that illustrated how school leaders translate leadership standards into practices: the first theme, the school leader as an emergent identity, demonstrated the intersections between standards and professional identities. The analysis showed that standards contribute to the configuration of the leader as a political actor in the school. The second theme, standards, and the configuration of leadership practices, offered insights about the intersections and disconnections between standards and leadership practices in the participant schools. Originality/value – This study aims to inform conversations between policy makers, practitioners, and scholars about leadership standards in schools. Given the saliency of the topic, this research aims to illuminate the often-unexplored nexus, policy-leadership, as well as to expand and enrich theoretical understandings of educational leadership by recasting leadership as a policy-bounded phenomenon.

scholarly journals Needs Assessment for Development of Primary School Administrators’ Attributes in 21st Century

2020 ◽  
Vol 10 (2) ◽  
pp. 158
Author(s):  
Kuljira Raksanakorn ◽  
Prayuth Chusorn ◽  
Phra Honda Khemma ◽  
Pramook Chusorn
Keyword(s):  
Primary School ◽  
Needs Assessment ◽  
21St Century ◽  
Random Sampling ◽  
Interpersonal Relations ◽  
School Administrators ◽  
Structured Interviews ◽  
Average Standard Deviation ◽  
Descriptive Research ◽  
Medium Level

The objective of this research was to study the current condition, the desired condition, needs assessment, and guidelines of the development of primary school administrators’ attributes in the 21st century. This is descriptive research, and the research’s sample group consisted of 370 school administrators and teachers; they were selected using stratified random sampling. The research tools were semi-structured interviews and questionnaires, which have 0.98 of precision and 0.60-1.00 of IOC. The statistical measurements which were used in this research were frequency, percentage, average, standard deviation, and the value of needs assessment using the Priority Need Index (PNI_modified). The research found that the overall current conditions and conditions in each dimension were at a medium level, whereas the overall desired conditions were at the highest level, which later were analyzed for the needs assessment of the primary school administrators’ attributes in the 21st century in the following dimensions: 1) creativity and innovations, 2) visions, 3) being a desirable leader, 4) interpersonal relations, and 5) relations with work. Guidelines of the development of primary school administrators’ attributes in 21st century comprise of: 1) the development of creativity and innovations, 2) opportunity provision to reach the 21st century’s standards together in terms of the organization’s visions, 3) reinforcement of 21st century leadership’s attributes, 4) reinforcement of 21st century interpersonal relation’s attributes, and 5) increase of the effectiveness of services which relate to the work within the 21st century organizations.

scholarly journals The Effectiveness of Motivational Practices in Public and Private Secondary Schools in Pakistan: A Case Study of Two Administrators

2012 ◽  
Vol 3 (2) ◽  
pp. 35-47
Author(s):  
Asif Khan
Keyword(s):  
Professional Development ◽  
School Leadership ◽  
Private School ◽  
School Leaders ◽  
School Administrators ◽  
School Administrator ◽  
Development Programs ◽  
Public And Private ◽  
Different Dimensions

This empirical study investigated the efforts of two Pakistani school administrators in dealing with the issues related to teachers’ motivation. This study exclusively examined how the two administrators embedded in their practices different ways of increasing the productivity of their staff. The researcher used the following three lenses to examine the motivational behavior adopted by the school leaders: 1) degree of teachers’ empowerment; 2) nature of rewards and recognition to honor teachers; and 3) pattern of communication between administrators and school staff. The study maintained that the private school administrator, unlike his public school counterpart, had a more updated knowledge in the field of education due to his exposure to professional development programs. This knowledge, which gave him a better understanding of the link between the motivational level of the teachers and the teachers’ productivity, led him to initiate certain measures. Unfortunately, only a limited quantity of research explores different dimensions of school leadership in the educational context of Pakistan. Therefore, this study attempted to address related issues, such as the recruitment of school leaders and the availability of professional development opportunities.

The Impact of Technology on School Leadership

2012 ◽  
pp. 847-862
Author(s):  
John K. Hope
Keyword(s):  
School Leadership ◽  
School Leaders ◽  
Future Perspectives ◽  
Leadership Standards ◽  
Personal Qualities ◽  
Impact Of Technology ◽  
The Impact ◽  
Near Future ◽  
School Leadership Standards ◽  
Future School

Past, present, and future perspectives on the impact of technology on school leadership are included, viewed through the framework of published school leadership standards. The chapter concludes with comment about technology induced issues likely to be faced by school leaders in the near future, followed by advice about the personal qualities required for future school leaders to confront these issues.

Leadership practices of school principal through a distributed leadership lens: a case study of a secondary school in urban Pakistan

2020 ◽  
Vol 16 (4) ◽  
pp. 411-422
Author(s):  
Ali Nawab ◽  
Muhammad Mujtaba Asad
Keyword(s):  
School Improvement ◽  
Secondary School ◽  
School Leadership ◽  
Distributed Leadership ◽  
School Leaders ◽  
Original Data ◽  
School Principal ◽  
Leadership Roles ◽  
Content Type

PurposeUnless the expertise of multiple teachers is availed, it is very unlikely for an individual leader to bring improvement especially at classroom level. This realization had led to the emergence of distributed leadership which is about engaging multiple individuals in leadership roles. The purpose of this study is to explore the role of school leadership in distributing leadership to teachers in a private secondary school in an urban context of Pakistan.Design/methodology/approachUsing qualitative approach and case study method, the research collects data from school leaders and teachers involved in leadership roles through interviews.FindingsIt was found that leadership facilitates distributed leadership through formulating a vision to develop teachers, enhancing the capacity of individuals involved in leadership roles, establishing a culture of trust, and creating opportunities for interaction and collaboration among teachers.Practical implicationsSchool leadership should distribute leadership to teachers in order to utilize the potential of multiple individuals which will ultimately lead to school improvement through initiatives from within. Educational reformers should incorporate the concept of distributed leadership in the professional development programmes designed for school leaders and teachers.Originality/valueThe study is first of its nature which reports on distributed leadership from a private sector school of Pakistan based on original data.

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