THE INFLUENCE OF MANAGERIAL COMPETENCE AND SOCIAL COMPETENCE ON THE PROFESSIONALISM OF SCHOOL PRINCIPALS IN PEKANBARU CITY

This study aims to determine the influence of variables (1) managerial competence on principal professionalism, (2) social competence on principal professionalism, (3) managerial competence and social competence together on principal professionalism. The research respondents were 176 public elementary school principals in Pekanbaru with a sample of 122. The data was collected through questionnaires as a research instrument. The data analysis used is descriptive analysis, inferential statistical analysis. The instrument reliability coefficient was calculated using the Alpha Cronbach formula. The results showed that there was a positive and significant influence between managerial competence and principal professionalism of 0.643, and there was a positive and significant influence between social competence and principal professionalism of 0.597. Meanwhile, collectively, there is an effect of managerial competence and social competence on the professionalism of school principals of 0.755.

The Managerial and Supervisory Competency Levels of Public Elementary School Principals

The aim of this study was to assess the managerial and supervisory competency levels of public elementary school principals in Daerah Istimewa Yogyakarta Province. A questionnaire was used to collect data from 90 public elementary school principals. The data were analysed using a quantitatve approach. The results showed that the managerial competency level of these school principals was good. Continuing professional development (CPD) programs for principals are needed to further improve their competency levels. In addition, these CPD programs should focus on leadership rather than school management skills as the characteristics of the principal job have changed significantly. Keywords: school principals, principal managerial competency, principal supervisory competency

A Study on the Relationships between Elementary School Principal's Positive Leadership and Teacher's Organizational Citizenship Behavior in Remote Area in Taiwan

The aim of this study was to investigate the current state and related situations of the relationship between principal’s positive leadership and teacher’s organizational citizenship behavior of elementary schools in Hualien County. This study adopted questionnaire survey, using stratified random sampling to select 347 public elementary teachers in Hualien County. The research tool was the “Questionnaire of the Relationship between principal’s positive leadership and Teacher’s organizational citizenship behavior of elementary schools” adapted by the study. A total of 326 valid questionnaires were collected, with the effective recovery rate 93.9%. The data obtained were analyzed and tested with descriptive statistics, t-tests, one-way analysis of variance, product moment correlation, and multiple regression analysis. The following conclusions were reached. 1.The overall current situation of principal’s positive leadership and teacher’s organizational citizenship behavior of elementary schools was good. 2.Principal’s Positive Leadership and Teacher’s organizational citizenship behavior of elementary schools was significantly positively related. Principal’s Positive Leadership of elementary schools could effectively predict Teacher’s Organizational Citizenship Behavior. Finally, based on those findings, the study suggests some implications of administrative authorities, elementary school principals, teachers, and further studies as well

Design of Teachers’ Wellness Program: The Experience of Filipino School Principals

This study was conceptualized to identify how Filipino school principals designed a wellness program as basis for general guidelines for the design of teachers’ wellness program. The researchers used descriptive method, particularly case study method of research. Five public elementary school principals with implemented teachers' wellness programs were chosen as the participants of the study. Instruments used to gather data were prepared by the researchers and has been validated by the experts in the field. Participants were asked to answer questions through interviews. From the results of the interview different strategies emerged and were considered to make the program more effective and successful to the participants such as needs assessments, stakeholders’ involvement, listening to the stakeholders, stakeholders’ consultations, establishment of committee and gathering of resources. As to the outcome of the program, happiness, a healthy lifestyle, a positive attitude, professional growth, and dimensions of wellness should be considered. Stakeholders’ involvement and their willingness make the program possible, successful and well-managed. Their expertise, time and commitment strengthen the program as well as the camaraderie of the stakeholders. The leadership style of the principals also plays a big role to make the program properly designed, implemented and managed. They have the power to influence or make the teachers motivated and committed to their work. Keywords: Guidelines, Principals, Program design, Stress, Teacher wellness

Work-related stress of elementary school principals in Finland: Coping strategies and support

The present study aimed to investigate elementary school principals’ self-reported causes of work-related stress, their coping strategies to deal with stress and the support they need for their leadership. Seventy-six principals filled in the questionnaire, which included open-ended questions. Qualitative content analysis was used to analyse the data. The results showed that the main sources of stress were workload, interpersonal conflicts, a lack of resources and internal pressures. Moreover, principals used emotion-focused, problem-focused and social coping to deal with stress. Additionally, principals reported a need for problem-focused support and social support for their leadership. The results revealed the importance of social support and coping for principals’ occupational wellbeing. A more intimate approach to principals’ perceptions about the causes of occupational stress, their coping strategies and the support they need provides opportunities to consider diverse personal requirements, which may be fundamental in promoting principals’ occupational wellbeing.

Authentic leadership as a mediator between professional identity, ethical climate, citizenship behavior and political behavior

PurposeThe purpose of this paper is to explore the mediating effect authentic leadership (AL) has on professional identity (PI), ethical climate (EC) and organizational citizenship behaviors (OCB) and political behavior (PB) among elementary school principals in Israel.Design/methodology/approachFour hundred and ten elementary principals from various Israeli districts participated in the study. The research is based on principals' self-report questionnaires. The analysis focused on SEM using AMOS software.FindingsResults indicated that AL fully mediates the relationships between PI and OCB and PB while partially mediates the relationships between EC and OCB and PB.Research limitations/implicationsThis study could contribute to the design of an integrative model not previously researched, while exploring relationships between behaviors perceived as mutually opposite. This study suggested that to increase OCB and decrease PB, authentic leadership among elementary school principals should be enhanced by educational leaders.Originality/valueThe new model is likely to help school principals to deal with political behaviors while fostering citizenship behaviors during their work. Educational leaders may design professional training for principals in order to encourage the development of the positive aspects of OCB and PB.

Activities and characteristics of instructional school leadership from the perspective of elementary school principals

This paper shows results of an empirical study on characteristics of instructional school leadership conducted on the sample of 30 Croatian elementary school principals. Two research questions were asked: 1. How elementary school principals describe and comment instructional school leadership activities that they conduct in their schools, observing them from their own role’s perspective and instructional goals that they want to achieve and 2. How elementary school principals describe and experience circumstances that have an impact on initiation and implementation of previously described instructional school leadership activities. In regards to set questions, elementary qualitative interpretative research approach was used. Data was gathered using written interview, whereas the results of thematic content analysis revealed two key thematic categories: the list of most conducted instructional school leadership activities and key interactions of principals during the implementation of instructional school leadership. Variabilities in the implementation of instructional school leadership in several aspects were observed, out of which key instructional school leadership’s contents and outcomes focused on the strengthening of students’ and teachers’ capacities are singled out as well as roles and principals’ relationship in interaction with various subjects.

The Development of Instructional Leadership Scale of Elementary School Principals in Indonesia

This research aims to develop a scale to measure the practice of instructional leadership of elementary school principals in Indonesia. A sequential mixed-methods approach was chosen involving 238 school principals at public elementary schools in Bogor regency, Indonesia. The new instructional leadership scale showed appropriate levels of reliability and validity. The reliability of the developed scale was 0,875. The construct validity was examined; second-ordered confirmatory factor analysis was at a satisfactory level, Chi-square χ2=434.489, CFI =.934, p=.113, TLI=.928, RMSEA=.019, SRMR=.046. Convergent and discriminant validity were at an acceptable level as well. Qualitative results concluded that there were three identities of instructional leadership: instructional knowledge, attitude, and skills. By providing a new scale to measure instructional leadership roles, it could help navigate effectively that the roles of school leaders for learning reforms.

Foundations of Superintendent Trustworthiness: Perspectives of Elementary School Principals

In this article, we draw on the literature on trust to examine how elementary school principals make sense of superintendent trustworthiness. We examine trust in the context of the principal–superintendent relationship because it is the “social glue” needed for effective professional relationships where student learning and success is at the core. We used purposeful sampling and conducted fifteen in-depth, semi-structured interviews with five elementary school principals. Drawing on constructivist grounded theory guidelines, we describe the principals’ foundations of superintendent trustworthiness, including how they conceptualize trust, the importance of superintendent competence, and shared values between both parties. Participants viewed trust as a reciprocal two-way path, requiring vulnerability from both parties and occurring over time. The experiences of the five participants are helpful for principals and superintendents who wish to strengthen trust relations for the purposes of their leadership and for creating healthy, thriving school communities.