scholarly journals Comprehensive or Implementable? A Review of Y. Bouchamma, M. Giguère and D. April’s, Pedagogical Supervision Standards: A Conceptual Framework

2021 ◽  
pp. 95-99
Author(s):  
Darryl Hunter
Keyword(s):  
Conceptual Framework ◽  
School Principals ◽  
Instructional Supervision

I argue in this book review that the authors have created a readily implementable framework for school principals' in their instructional supervision tasks, by virtue of not attempting to become comprehensive.

scholarly journals Interrelations between policymakers’ intentions and school agents’ interpretation of accountability policy in Israel

2017 ◽  
Vol 25 ◽  
pp. 84
Author(s):  
Lisa Amdur ◽  
Irit Mero-Jaffe
Keyword(s):  
Mixed Methods ◽  
Institutional Theory ◽  
Conceptual Framework ◽  
Case Studies ◽  
School Principals ◽  
Institutional Isomorphism ◽  
New Institutional Theory ◽  
Accountability Policy ◽  
Tightly Coupled

The study examined the interrelations between policymakers’ intentions for test-based accountability policy, and school agents’ perceptions and actions with regard to this policy. Mixed-methods were used and encompassed 24 policymakers, 80 school principals, 168 teachers and case studies of four schools. New institutional theory, including the concept of “environmental shift” (Powell & Di Maggio, 1991) and the metaphor of “coupling” (Weick, 1976), served as the conceptual framework. Findings indicate that the interrelations between intentions, perceptions and actions are mainly tightly coupled. These are discussed by invoking three types of institutional isomorphism (DiMaggio & Powell, 1983): coercive, mimetic and normative. 

Performance Skill Development of the Aspiring Principal Integrated into Principal Preparation

1994 ◽  
Vol 4 (1) ◽  
pp. 52-68
Author(s):  
Dennis W. Van Berkum
Keyword(s):  
Program Evaluation ◽  
Conceptual Framework ◽  
Educational Administration ◽  
School Principals ◽  
School Administrators ◽  
Skill Development ◽  
Program Model ◽  
Performance Skills ◽  
Knowledge And Skills ◽  
Initial Program

The preparation of school administrators, particularly school principals, has become a topic of discussion by many groups. Common to all discussions is the question “What knowledge and skills should aspiring administrators have and how should they be prepared?” Bennis (1989) indicated “how we translate this knowledge into action—is both complex and deep, as well as chronically elusive” (p. 30). The purpose of this article is to describe how an educational administration program model blends a knowledge base of educational administration and the performance skills needed for effective practice. The discussion focuses on the performance skill development of the aspiring administrator using the conceptual framework of the program model. It also offers performance-based illustrations and initial program evaluation.

scholarly journals Principals’ Instructional Supervision Practices: Key to Kiswahili Academic Performance

2018 ◽  
Vol 14 (28) ◽  
pp. 128
Author(s):  
Rose Mwanza ◽  
Lucia Musyoka
Keyword(s):  
Academic Performance ◽  
Secondary School ◽  
Secondary Schools ◽  
Random Sampling ◽  
School Principals ◽  
Poor Performance ◽  
School Principal ◽  
Instructional Materials ◽  
Instructional Supervision ◽  
Supervision Practices

This study evaluated the principals’ instructional supervision practices as key to Kiswahili academic performance in public day secondary schools in Nairobi County, Kenya. Secondary school principals’ instructional practices are paramount in enhancing academic performance among secondary school students. Quality and relevant instruction ensures excellent academic Kiswahili achievement of students. Through instructional supervision offered by the principals, teachers are stimulated, supported and motivated to instruct the students well. For instructional supervision to fully benefit schools, both the principals and the teachers need to play a meaningful and effective role. The improvement of school through instructional supervision has been a concern for education stakeholders in Kenya during colonial and after colonial periods. As a result, Education Commissions which were formed to evaluate the education system in Kenya addressed the status of Kiswahili. The education Commissions included Phelps Commission of 1924 which recommended the use of vernacular and Kiswahili for teaching practical subjects, and Presidential Working Party for the Establishment of Second University of 1981 which called for teaching of Kiswahili as a compulsory and examinable subject in both primary and secondary schools. The current study targeted 26 public day secondary schools, 26 principals, 26 heads of department of Kiswahili and 2664 students. Both probability and nonprobability sampling techniques were used in the study. The objectives of the study included: What instructional materials are used by Kiswahili teachers to ascertain performance in Kiswahili; what measures are put in place by secondary school principal to realize performance in Kiswahili; what are the strategies directed towards enhancing Kiswahili teachers’ skills in public day secondary schools in Nairobi County. Descriptive research design was adopted for the study. Data analysis techniques included stratified random sampling, proportional allocation, simple random sampling design and purposive sampling designs. Instruments for data collection included two sets of questionnaires and interview guide. Statistical Package for Social Sciences (SPSS) was used to calculate frequencies and percentages. The key findings of the study were that lack of the instructional materials may have contributed to poor performance in Kiswahili; school principals executed their duties properly as concerns Kiswahili teachers’ lesson attendance and that lack of concern of principals in what students learn in school may have led to poor performance in Kiswahili.

scholarly journals Effectively Dealing with Bullying in Elite Schools: Principals' Perceptions and Practices

2021 ◽  
Vol VI (III) ◽  
pp. 1-10
Author(s):  
Sana Butt ◽  
Yaar Muhammad ◽  
Sajid Masood
Keyword(s):  
Qualitative Research ◽  
Conceptual Framework ◽  
School Principals ◽  
Sampling Technique ◽  
Educational Institutions ◽  
Framework Analysis ◽  
Problematic Situation ◽  
Qualitative Research Design ◽  
Elite School ◽  
Principals Perceptions

The purpose of this study was to explore principals' perceptions and practices to deal with students who show disruptive and aggressive behavior in schools by using qualitative research methods. The conceptual framework of the study was based on six different approaches to effectively deal with bullying in educational institutions. A basic qualitative research design was used, and twelve elite school principals were selected through the purposive sampling technique. The framework analysis of the interview data revealed that principals' understanding of what could be done to address bullying was not limited. They were well acquainted with the alternatives or options to deal with a problematic situation, and they creatively mixed different approaches according to their own perceptions and the nature of the problem. However, most of the participants dealt with students while strengthening their confidence and making them independent through counselling techniques.

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