Relationship between the Adherence to National Competency-Based Standards and the Professional Profile of School Heads in Northern Samar, Philippines

School Leadership ◽

School Performance ◽

Leadership Skills ◽

Hr Management ◽

Professional Profile ◽

Competency Based ◽

School Heads ◽

Supervisory Experience

A descriptive study sought to determine the school heads’ adherence to the national competency-based standards and its relationship to the professional profile of the school heads in the Division of Northern Samar was done. This study used the descriptive-correlational research design which the questionnaire was patterned from studies on leadership and National Competency-Based Standards for School Heads (NCBS-SH) TDNA tool. Elementary schools were proportionally sampled by district/municipality while secondary schools were proportionally sampled by legislative districts of the province of Northern Samar. The respondents answered a survey questionnaire developed from the standards of Department of Education. This study found out that most of the school heads have earned master’s degree, are principal’s test passers, had more than 10 years of administrative and supervisory experience and had limited number of exposures to trainings. All the indicators of leadership skills were very highly observed. On the test of relationship between the professional profile of the school heads and their adherence to National Competency-Based Standards, administrative and supervisory experience and NCBS-SH domains on school leadership, instructional leadership, HR management and professional development were found to be significantly correlated. Also, administrative, and supervisory trainings attended and NCBS-SH domains on school leadership, instructional leadership, HR management and professional development were found to be significantly correlated. Respondents’ leadership skills and NCBS-SH domains, leadership skills have significant correlation to all the NCBS-SH domains. From the test of relationship between the professional profile of the school heads and the school performance, only eligibility and administrative and supervisory experience are significantly correlated to SBM level of practice. The test of relationships between school heads’ adherence to national competency-based standards and school performance, the school leadership is significantly correlated to SBM level of practice.

Liderança multifuncional e desempenho escolar: Uma relação mediada pelo empoderamento do gestor

Education Policy Analysis Archives ◽

10.14507/epaa.28.4619 ◽

2020 ◽

Vol 28 ◽

pp. 147

Author(s):

Maria do Carmo Romeiro ◽

Liliane Lima da Silva

Keyword(s):

School Leadership ◽

School Performance ◽

Leadership Skills ◽

Transformative Leadership ◽

Relevant Information ◽

Mediating Role ◽

Structural Relationships ◽

Leadership Structure ◽

Leadership Influence

Specialized approaches to school leadership have shown the school manager’s multifunctional role, which is also connected to the performance of the school. In the last decade, this discussion has reinforced the urgency for inclusive and transformative leadership from key individuals of the school community to promote that performance. There is evidence that the empowered behavior of the manager serves as an instrument to boost leadership skills. This article endeavoured to produce relevant information about the influence of the manager's multifunctional leadership on the performance of the school, mediated by the manager’s empowerment with actions that promote educational quality. This article focused on three aspects of this relationship: (a) the construction of a manager’s multifunctional leadership structure; (b) the identification of indicators to operationalize the manager's empowerment; and (c) a test of structural relationships between the leadership and the performance of the school. Considering the limitations of the study, the results confirmed a multifunctional structure of the manager's leadership to meet the school's multiple demands, as well as the relevance of the mediating role of the manager’s empowerment to the effectiveness of his leadership influence on the school performance.

School Heads Leadership and Attributes and Teachers’ Morale: Its Impication to School Performance

Advances in Social Sciences Research Journal ◽

10.14738/assrj.76.8507 ◽

2020 ◽

Vol 7 (6) ◽

pp. 661-670

Author(s):

Lerma P. Buenvinida ◽

Rea G. Tamayo

Keyword(s):

School Leadership ◽

School Performance ◽

Professional Growth ◽

High Performance ◽

Teacher Morale ◽

Interpersonal Sensitivity ◽

Completion Rate ◽

Professional Attributes ◽

School Heads ◽

The Relationship

This study determined the relationship among the school heads’ leadership and attributes, teachers’ morale and implication to school performance. Respondents of the study were 68 school heads and 532 teachers from public elementary schools of the Division of Laguna. The Level of Teacher’s Morale in terms of Teacher Rapport with Principal scored as good; while in terms of Satisfaction with Teaching was found moderately satisfied. Further, the relationship between school head leadership and professional attributes and teacher’s Morale in terms of rapport and personal and professional attributes are evident using the Chi-Square Test of Independence. The correlation between Building High Performance Team scores and Teacher Morale in terms of rapport comes out to be highly significant. However, School Leadership in terms of Problem Solving and Coordinating with Others and Leading & Managing Changes were not significant. For Interpersonal Sensitivity of School Heads and Teacher Morale in terms of rapport, the correlation is significant at p<.05. There are significant relationships between leading and managing changes to cohort survival, interpersonal sensitivity and completion rate with p<.05; and relationship between Teacher’s Morale in terms of satisfaction to completion rate. School heads need to evaluate and monitor the training needs assessment to address teachers’ professional growth and assist in improvement of the school performance. A similar research can be conducted to determine the validity of the relationship between teacher’s morale and school performance and to verify the results of this study.

The Institutionalisation of Teacher Ethics in Tanzania’s Secondary Schools: A School Heads’ Perspective

Pakistan Journal of Education ◽

10.30971/pje.v35i2.542 ◽

2018 ◽

Vol 35 (2) ◽

Author(s):

Daniel Sidney Fussy

Keyword(s):

Secondary School ◽

Secondary Schools ◽

School Leadership ◽

Veteran Teachers ◽

Professional Conduct ◽

Face To Face ◽

Teachers And Students ◽

School Heads ◽

Teacher Ethics

teacher ethics in Tanzania’s secondary schools. It draws on qualitativedata, generated through in-depth face-to-face interviews and documentanalyses. Secondary school heads, teachers and students from IringaMunicipality were involved in the study. The findings demonstrate thatschool heads employed several strategies to institutionalise teacherethics, which include staff induction, allotment of weekly virtuepractices, supervising and counselling individual teachers, assemblingstaff meetings and posting ethics related placards on staff room noticeboards.The study has shown that most of the practices lacked a profoundimpact on shaping teachers’ professional conduct. The study addsknowledge to school leadership literature from Tanzania, particularly onthe aspect of teacher ethics. Accordingly, the study recommends thatschool heads should institute mentoring programmes where by earlycareerteachers are attached to veteran teachers to regularly enhance theirprofessional knowledge and behaviour. School heads should exemplifyethical conduct within and outside school premises by serving as rolemodels for the teachers to facilitate the promotion of teacher ethics.Furthermore, education officers at the regional and district level shouldprovide professional development programmes for school heads tofurther raise the awareness and confidence of school heads’ professionalobligations

A Psychometric Look at Principal Professional Development

International Journal of Education Policy and Leadership ◽

10.22230/ijepl.2021v17n7a1103 ◽

2021 ◽

Vol 17 (7) ◽

Author(s):

Lee Westberry ◽

Fei Zhao

Keyword(s):

South Carolina ◽

School Leadership ◽

Rank Order ◽

Significant Discrepancy ◽

Additional Information ◽

Professional Development Needs ◽

Current Leadership ◽

Confidence Ratings

This study evaluates aspects related to P12 principals’ professional development needs in South Carolina regarding the three domains of school leadership: management, instructional leadership, and program administration. A survey to rate principals’ current leadership knowledge, rank order their professional development needs, and provide a confidence rating regarding their abilities was given to over 1,100 principals and 85 superintendents. Through examining relationships with a psychometric model, results derived latent leadership ability scores and self-reported confidence ratings of principals as well as the superintendents’ leadership scores and confidence ratings of their principals. This study found a significant discrepancy between principals’ and superintendents’ confidence ratings and their corresponding leadership ability scores, respectively. A further analysis of the rank-ordered professional development needs highlighted instructional leadership to be the most needed topic for professional development. Finally, atypical response patterns regarding principal’s current leadership knowledge are also identified through person-fit analysis to provide additional information regarding P-12 principals’ professional development needs.

A review of state policies on principal professional development

Education Policy Analysis Archives ◽

10.14507/epaa.28.4421 ◽

2020 ◽

Vol 28 ◽

pp. 24

Author(s):

Keith Davis ◽

Deborah Rogers ◽

Martin Harrigan

Keyword(s):

Student Achievement ◽

School Improvement ◽

School Leadership ◽

School Performance ◽

State Level ◽

State Policies ◽

Department Of Education ◽

Principal Professional Development ◽

Multiple Indicators

Although principal professional development (PPD) has been proven to improve school performance at various levels, professional development (PD) for teachers receives more time, resources, and attention at both district and state level. When PPD is provided it often does not meet research-based recommendations. The literature was reviewed and five criteria areas with multiple indicators for effective PPD outlined; these were subsequently revised and validated by experts in the field. The PPD certification policies of each U.S. state that made this information publicly accessible was examined through Department of Education websites, with clarification by phone when necessary. This study revealed that only one state met all indicators, and that most states did not have comprehensive, research-based PPD policies. Given the significant effect school leadership has on student achievement and school improvement, further research on PPD implementation should be prioritized.

School leadership and educational effectiveness

Management Journal of Contemporary Management Issues ◽

10.30924/mjcmi.24.si.2 ◽

2019 ◽

Vol 24 ◽

pp. 17-36 ◽

Cited By ~ 1

Author(s):

Rimantas Želvys ◽

Rita Dukynaitė ◽

Jogaila Vaitekaitis ◽

Audronė Jakaitienė

Keyword(s):

Student Achievement ◽

School Leadership ◽

Power Distribution ◽

School Effectiveness ◽

Educational Effectiveness ◽

The Right ◽

Meta Analyses ◽

School Decentralization ◽

School Heads

This paper examines the links between student learning and school leadership focusing on Lithuania in comparative perspective. Different aspects of school leadership areas are being outlined, but after a more thorough analysis of the educational effectiveness perspective, it seems that the direct link between principal and student achievement is not that clear. In order to explain this, we further analysed the role which school autonomy plays in effective leadership and found that different countries chose different levels of power distribution. After revealing diversity in meta-analyses and reviews about the existing effect sizes of school decentralization we looked into different tasks on which school heads spend their time, and noticed that instructional leadership is most effective in adding value to student achievement. What exactly counts as instructional leadership is debated and may change depending on context. The presumption that leadership and school effectiveness are related, could be valid only if school accountability and autonomy particularities are taken into account, therefore the reforms in selection, recruitment and training of school heads could be expected to drive effectiveness of education systems only as far as the right balance of the three (accountability, autonomy, leadership) are found.

Distributed Leadership in Schools: The Case of Elementary Schools Adopting Comprehensive School Reform Models

Educational Evaluation and Policy Analysis ◽

10.3102/01623737025004347 ◽

2003 ◽

Vol 25 (4) ◽

pp. 347-373 ◽

Cited By ~ 181

Author(s):

Eric Camburn ◽

Brian Rowan ◽

James E. Taylor

Keyword(s):

Elementary Schools ◽

School Reform ◽

School Leadership ◽

Distributed Leadership ◽

Comprehensive School ◽

Comprehensive School Reform ◽

School Reforms ◽

Using Data

This is a study of distributed leadership in the context of elementary schools' adoption of comprehensive school reforms (CSR). Most CSRs are designed to configure school leadership by defining formal roles, and we hypothesized that such programs activate those roles by defining expectations for and socializing (e.g., through professional development) role incumbents. Configuration and activation were further hypothesized to influence the performance of leadership functions in schools. Using data from a study of three of the most widely adopted CSR models, support was found for the configuration and activation hypotheses. Leadership configuration in CSR schools differed from that of nonCSR schools in part because of the addition of model-specific roles. Model participation was also related to the performance of leadership functions as principals in CSR schools and CSR-related role incumbents were found to provide significant amounts of instructional leadership. Further support for the activation hypothesis is suggested by positive relationships between leaders' professional development experiences and their performance of instructional leadership.

Ensuring Educational Leadership in the Creation and Leadership of Schools

Koers - Bulletin for Christian Scholarship ◽

10.19108/koers.82.3.2328 ◽

2017 ◽

Vol 82 (3) ◽

Author(s):

Rudzani Israel Lumadi

Keyword(s):

School Leadership ◽

Teaching And Learning ◽

School Leaders ◽

Leadership Skills ◽

Ethics Of Care ◽

Effective School ◽

Effective School Leadership ◽

The Creation ◽

Effective Teaching And Learning

Researchers have grappled to speculate about why people in almost all societies share a concern with social justice and equity in education. It is increasingly recognized, internationally and in South Africa, that leading and managing teaching and learning is one of the most important activities for principals and other school leaders. This paper shows that managing teaching and learning are often inadequate, and largely fails to improve educational problems facing school communities. A lot was written about arguably the biggest challenge facing today’s teachers and principals. The question remains how schools could be made to work effectively and equitably for all learners in ever more diverse classrooms. This article will attempt to point the way to ensure that there is educational leadership in the creation and management of schools. Quality leadership skills and competencies for effective teaching and learning in schools are also highlighted. The rationale for this study is based on the growing concern that school leadership is not sensitive to the needs of the learners they serve and continue to experience unjustifiable expenditure in relation to community expectations in terms of teaching and learning. Equity theory underpinned this study. It is imperative to note that people feel most comfortable when their relationships are maximally profitable and they are giving and getting exactly what they deserve from their relationships; no more and certainly no less. The ethics of care theory is used as a lens to understand how principals lead and manage schools to improve learner performance. This theory is considered pertinent for this study due to the fact that leaders have authority and power over their subordinates. A leader should possess instructional leadership skills that emphasize the achievement of the core task, teaching and learning, in schools. Effective leaders understand their staff and learners’ unique needs, can create a supportive environment and engage in practices that build on employee self-confidence to enhance their performance. Ethics of care is deemed suitable for this study since school leaders should have a passion to care for teachers and learners they lead. Ethics of care is a suitable way to connect people and emphasize helping others. Leaders should go an extra mile to address, nurture and support the needs of the teachers. The role of caring in a school environment has a more specific aim, which is to establish an environment that is conducive to effective teaching and learning because an environment that is caring enhances productivity. An investigation was conducted to explore effective school leadership through teaching and learning. This effect presents an exhaustive review of the article and suggests a direction for future developments. Based on the study, a qualitative approach was employed to investigate effective school leadership practices as perceived by school leaders. The belief is that schools should be led by the quality of leaders in order to produce good results. It is on this backdrop that schools need effective, dedicated, responsible, accountable school leaders, and staff members, if they are to provide quality education for all learners. It became evident from the findings that effective principals locate learning at the centre of their daily activities and that this can only be achieved if the creation of a conducive environment plays a major role in developing a professional community of teachers who work as a team under effective instructional leadership. Recommendations evolved from the findings.