scholarly journals Habilidades de liderazgo instruccional de directores y sus equipos de gestión de escuelas de la región del Biobío, Chile: fortalezas y desafíos

2019 ◽  
Vol 37 (2) ◽  
pp. 487-503
Author(s):  
Felipe Sepulveda ◽  
Carolina Aparicio Molina
Keyword(s):  
Instructional Leadership ◽  
School Principals ◽  
Leadership Skills ◽  
School Management ◽  
Management Team ◽  
Three Dimensions ◽  
Learning Climate ◽  
Educational Organizations ◽  
School Learning ◽  
Definition Of

En esta investigación se describen las habilidades de liderazgo con un enfoque instruccional de directores, equipo de gestión y docentes de establecimientos educativos de la región del Biobío, Chile. Se encuestaron a 64 miembros del equipo de gestión y 424 docentes de 17 establecimientos educativos utilizando el instrumento PIMRS. El análisis de datos demostró que no existen diferencias significativas en la valoración de los encuestados en la implementación de las tres dimensiones establecidas en el PIMRS. Sin embargo, se determinó que los docentes presentan diferencias significativas con respecto a los miembros del equipo directivo en término de las tres dimensiones y diez funciones establecidas en el PIMRS. Al comparar la valoración de los equipos directivos y los docentes, las menores brechas se registran en las funciones asociadas a la definición de la misión de la escuela y las mayores brechas se encuentran en las funciones asociadas al fomento de un adecuado clima de aprendizaje escolar. La valoración de las actividades asociadas a la implementación de liderazgo instruccional de los directores y jefes UTP difiere en términos de los énfasis que se otorgan dependiendo de cada cargo. This research describes leadership skills from an instructional approach of school principals, management team and teachers of educational organizations from the Biobío region, Chile. A sample of 64 members of the school management team and 424 teachers were surveyed using the PIMRS instrument. The data analysis showed no significant differences in the assessment of the respondents in the implementation of the three dimensions established in the PIMRS. However, it was determined that teachers have significant differences with respect to the members of the management team in terms of the three dimensions and ten functions established in the PIMRS. When comparing the assessment of the management teams and the teachers, the smallest gaps are found in the functions associated with the definition of the school’s mission and the biggest gaps are found in the functions associated with the promotion of an adequate school learning climate. The evaluation of the activities associated with the implementation of instructional leadership of principals and pedagogical heads differs in terms of the emphasis that is granted depending on each position.

The west wind vs the east wind: instructional leadership model in China

2017 ◽  
Vol 55 (2) ◽  
pp. 186-206 ◽  
Author(s):  
Haiyan Qian ◽  
Allan Walker ◽  
Xiaojun Li
Keyword(s):  
Instructional Leadership ◽  
Leadership Practices ◽  
School Principals ◽  
Social Contexts ◽  
Three Dimensions ◽  
The West ◽  
Content Type ◽  
West Wind ◽  
East Wind ◽  
Context Specific

Purpose The purpose of this paper is to develop a preliminary model of instructional leadership in the Chinese educational context and explore the ways in which Chinese school principals locate their instructional-leadership practices in response to traditional expectations and the requirements of recent reforms. Design/methodology/approach In-depth interviews were conducted with 22 selected primary school principals in Shenzhen and Guangzhou. A qualitative analysis was conducted to categorize the major leadership practices enacted by these principals. Findings An initial model of instructional leadership in China with six major dimensions is constructed. The paper also illustrates and elaborates on three dimensions with the greatest context-specific meanings for Chinese principals. Originality/value The paper explores the ways in which Chinese principals enact their instructional leadership in a context in which “the west wind meets the east wind”; that is, when they are required to accommodate both imported reform initiatives and traditional expectations. The paper contributes to the sparse existing research on principals’ instructional leadership in non-western cultural and social contexts.

A New Perspective for School Management in the Digital Age

2014 ◽  
Vol 6 (4) ◽  
pp. 1-13
Author(s):  
Eren Kesim
Keyword(s):  
School Principals ◽  
Rapid Change ◽  
Digital Age ◽  
School Management ◽  
Transformation Process ◽  
First Century ◽  
Digital Culture ◽  
Educational Organizations ◽  
Restructuring Process ◽  
New Perspective

All nations throughout the world have been influenced by rapid developments and transformations in the twenty first century. Throughout this process of rapid change, in which newly developed technologies and globalization gained momentum, all social establishments are being restructured. The restructuring process may only be realized with the involvement of individuals raised and trained in accordance with the age we live in, thus the strategic importance of educational organizations has risen. For educational organizations to fulfill the expectations of the responsibilities assigned to them, they must be managed in accordance with the requirements of this era. School principals are laden with important responsibilities throughout this process. One of the foremost variables of the transformation process enabled by digital technologies in the digital age is the concept of digital culture. This concept must be analyzed regarding its repercussions in educational organizations. This study analyzes the digital culture which has emerged in the digital age regarding its repercussion in schools and school management from a conceptual perspective.

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 INSTRUCTIONAL LEADERSHIP PRACTICES OF HEADS OF SENIOR HIGH SCHOOLS IN GHANA

2021 ◽  
Vol 8 (7) ◽  
pp. 424-435
Author(s):  
Michael Amakyi
Keyword(s):  
High Schools ◽  
Instructional Leadership ◽  
Leadership Practices ◽  
Learning Climate ◽  
High Performing Schools ◽  
High Performing ◽  
School Learning ◽  
School Heads ◽  
Leadership Dimensions ◽  
Experimental Survey

A non-experimental survey was conducted to investigate the instructional leadership practices of senior high school heads in Ghana. Data were collected using a closed-ended Likert type items from a simple randomly selected sample of a defined population of school heads of senior high schools in Ghana. Data collected were analysed using rank-ordered means and independent samples test of differences of means. The study findings revealed that the school heads frequently adopt major key practices of instructional leadership. However, the school heads most frequently adopt the practice of communicating the school’s goals. The study further revealed that differences exist the frequency at which heads of high performing schools and those of non-high performing schools adopt instructional leadership dimensions of defining the school’s goals and promoting a positive school learning climate.

scholarly journals PRINCIPAL’S INSTRUCTIONAL LEADERSHIP AND ITS RELATION TO TEACHERS’ COMMITMENT IN HIGH PERFORMANCE SCHOOLS (HPS) IN SEREMBAN DISTRICT

2019 ◽  
Vol 4 (33) ◽  
pp. 107-121
Author(s):  
Rozila Md. Yusof ◽  
Jamalul Lail Abdul Wahab
Keyword(s):  
Instructional Leadership ◽  
School Leadership ◽  
High Performance ◽  
Rating Scale ◽  
Sampling Technique ◽  
Three Dimensions ◽  
Survey Method ◽  
Learning Climate ◽  
Validity And Reliability ◽  
Very High

The transformation of education in Malaysia now focuses on the changes in school leadership. Therefore, this research aims at identifying the Principal’s Instructional Leadership in relation to teachers’ commitment in High Performance Schools (HPS) or Sekolah Berprestasi Tinggi (SBT) in Seremban district, Negeri Sembilan. The level of Principal’s Instructional Leadership is assessed from various dimensions which are defining, creating school’s objectives, organizing instructional programmes in school and encouraging school’s learning climate. On the other hand, the level of teachers’ commitment is assessed from three dimensions which are acceptance of objectives and organization values, readiness to achieve the objectives and willingness to stay in the organization. The researcher chose the research survey method and it is a quantitative nature that used questionnaire forms in which the validity and reliability are tested with the value of 𝛼=0.985. The strata random sampling technique was used to collect data among the population of teachers in High Performance Schools (HPS) in Seremban district, Negeri Sembilan and the size of the samples is a total of 127 persons. Research analysis used descriptive statistics and inferences to find answers for research enquiries. The research data was gathered and collected by using Principal Instructional Management Rating Scale (PIMRS) by Hallinger and Murphy (1987). This research found that the overall level of Principal’s Instructional Leadership was at a very high score of min= 4.40. Meanwhile, teachers’ commitment value showed that it was at a very high score of min=4.15. Besides, this research found that there was a significant relationship between Principal’s Instructional Leadership and teachers’ commitment which showed a strong correlation that is r = 0.687. This research gave an impression of Principal’s Instructional Leadership styles impacts teachers’ commitment in terms of executing tasks at school therefore contributes to effectiveness of an organization in High Performance Schools (HPS) or Sekolah Berprestasi Tinggi (SBT).

scholarly journals School Management from the Voice of Their Protagonists in Spain

2019 ◽  
Vol 1 (79) ◽  
Author(s):  
Antonia López Martínez
Keyword(s):  
Qualitative Methodology ◽  
School Principals ◽  
School Management ◽  
School Principal ◽  
Management Team ◽  
Management Model ◽  
Management Competencies ◽  
Structured Interviews ◽  
Advantages And Disadvantages ◽  
The Voice

This study gathers the contributions of school principals’ professional skills, their access to the role as heads and the main advantages and disadvantages of being a school principal. The study involved 20 principals from the province of Seville. A qualitative methodology was used, through semi-structured interviews and content analysis. From the analysis of the results, specific aspects are deduced in the categories studied such as: access to the principal position, competencies, advantages, difficulties, management model. Most of the principals interviewed assured that accessing the position is assumed with willingness to face challenges, and that management competencies, capacity to listen and empathy are essential for the role. Their work is facilitated by their relationships with their co-workers and a good management team, followed by the support of the educational community. On the other hand, they stated that their duties are hindered mainly by families who are not involved and discipline issues.

scholarly journals MODEL KEPEMIMPINAN INSTRUKSIONAL KEPALA SEKOLAH

2015 ◽  
Vol 3 (3) ◽  
Author(s):  
Husaini Usman
Keyword(s):  
Instructional Leadership ◽  
School Principals ◽  
Participant Observation ◽  
Sampling Technique ◽  
Snowball Sampling ◽  
Leadership Model ◽  
Vice Principals ◽  
Definition Of ◽  
Depth Interviews ◽  
Snowball Sampling Technique

Abstrak: Penelitian ini bertujuan untuk menemukan model kepemimpinan instruksional kepala sekolah. Penelitian ini menggunakan pendekatan kualitatif dengan jenis multikasus. Instrumen penelitan adalah peneliti sendiri. Teknik pengumpulan data yang digunakan adalah wawancara mendalam, observasi partisipasi, dan dokumentasi. Subjek penelitian adalah kepala sekolah, wakil kepala sekolah, dan guru secara snowball. Informan kunci dalam penelitian ini adalah kepala sekolah. Objek penelitian adalah pelaku, konsep, tempat, dan kegiatan. Langkah-langkah dan analisis data menggunakan model Creswell (2014). Keabsahan data dilakukan dengan kriteria kredibilitas, transferabilitas, dependabilitas, dan konfirmabilitas. Pada penelitian ditemukan model kepemimpinan instruksional kepala sekolah dengan siklus: pemahaman definisi kepemimpinan instruksional; tujuan dan manfaat kepemimpinan instruksional; indikator kepemimpinan instruksional yang efektif; strategi kepemimpinan instruksional; carapraktis melaksanakan kepemimpinan instruksional. Kata Kunci: kepemimpinan, instruksional, kepala sekolah THE SCHOOL PRINCIPALS’ INSTRUCTIONAL LEADERSHIP MODEL Abstract: This study was aimed to find a school principals’ instructional leadership model. This study used the multicase qualitative approach. The instrument was the researcher himself. The data were collected using the in-depth interviews, participant observation, and documentation. The subjects were the school principals, vice principals, and teachers taken using the snowball sampling technique. The key informants were the school principals. The object of the study was the persons, concept, places, and activities. The stages and the data analysis used Creswell’s (2014) model. The data validation was carried out using the credibility, transferability, dependability, and confirmability criteria. The findings showed that the school principals’ instructional model followed the following cycle: an understanding of the definition of instructional leadership, the objectives and benefits of instructional leadership, indicators of effective instructional leadership, and practical ways of implementing the instructional leadership. Keywords: instructional, leadership, principal

scholarly journals МАГИСТР В ШКОЛЕ: БЫТЬ ИЛИ НЕ БЫТЬ

2020 ◽  
Author(s):  
Lyubov Nikitina
Keyword(s):  
Secondary Schools ◽  
School Principals ◽  
School Management ◽  
Management Team ◽  
Point Of View ◽  
Fundamental Importance ◽  
School Teachers ◽  
Multi Level ◽  
Research And Design ◽  
Level Training

Рассматривается вопрос о положении магистров в школе и позиции руководителей общеобразовательных школ по отношению к магистерской подготовке. На основе изучения вопросов, связанных с затруднениями в процессе обучения в магистратуре, установлено, что в школе не создаются условия для успешного обучения, поскольку руководители не проявляют заинтересованности именно в магистерской подготовке педагога. По результатам анкетирования руководителей общеобразовательных школ установлено, что работодатели не видят принципиальной значимости в многоуровневой подготовке педагога, поскольку нормативно не закреплены функции и виды деятельности магистров в школе. При этом директора школ готовы создавать условия для обучения педагогов в магистратуре, привлекать к исследовательской и проектно-управленческой деятельности, к педагогическому сопровождению работы по совершенствованию деятельности педагогов школы, включать их в состав команды по управлению в школе. Обозначена проблема набора с точки зрения распределения контрольных цифр приема в магистратуру, обусловленная отсутствием заинтересованности работодателей в магистерской подготовке педагога.In this article, the author considers the issue of the position of masters in school and the position of the heads of secondary schools for master’s training. Based on the study of difficulties in the process of studying at a magistracy, the author found that the school does not create conditions for successful learning, because the leaders do not show interest in the master’s training of a teacher. Based on the results of a survey of the heads of secondary schools, the researcher concludes that employers do not see fundamental importance in the multi-level training of the teacher, since the functions and types of activities of masters in the school are not legally fixed. At the same time, school principals are ready to create conditions for the training of teachers in the magistracy, to involve in research and design and management activities, in pedagogical support of work to improve the activities of school teachers, to include them in the school management team. The author outlines the problem of recruitment from the point of view of the distribution of master figures for admission to the magistracy, which is caused by the lack of interest of employers in the master’s training of the teacher.

scholarly journals INSTRUCTIONAL LEADERSHIP: THE EFFECT OF TEACHING SELF-EFFICACY

2019 ◽  
Vol 3 (1) ◽  
pp. 35-43
Author(s):  
Muflih Ma’mun ◽  
Asep Suryana
Keyword(s):  
Instructional Leadership ◽  
Self Efficacy ◽  
School Principals ◽  
Teaching Efficacy ◽  
School Management ◽  
Pedagogical Knowledge ◽  
Instructional Leaders ◽  
Principal's Role ◽  
Analysis Techniques ◽  
Management Capabilities

The principal as leader who has the role to support and facilitate the needs of teachers in teaching activities. When the principal's role can be carried out properly, it will have an impact on the teaching efficacy of teachers. This study examines the effect of instructional leadership on the teaching self-efficacy of teachers by taking a sample of 147 teachers. Data analysis techniques using regression analysis. The results showed that instructional leadership had a significant effect on the teaching self-efficacy despite its low effect. As a recommendation, school principals as instructional leaders in improving teaching efficacy should not only be equipped with pedagogical knowledge, but must also be strengthened by knowledge school management capabilities..

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