The Relationship Between Longevity and a Leader’s Emotional Intelligence and Resilience

The role of an educational leader is complex, challenging and, at times, fraught with adversity. Overcoming the many challenges and hardships, and flourishing as an educational leader, requires resilience and an instinct for survival. According to Maulding, Leonard, Peters, Roberts and Sparkman (2012), understanding how to prevail in the face of difficult conditions, by employing one’s emotional strengths as well as vulnerabilities and how to increase one’s ability to remain resilient, is valuable for an educational leader to succeed in the face of adversity. The purpose of this study was to research Montana educational leaders to discern whether emotional intelligence (EI) is necessary to remain resilient and successful in a leadership role despite adversity. This quantitative research was undertaken as a non-experimental, ex post facto, or after-the-fact research. Participants for this study included sixty-one superintendents, principals, and assistant principals, from a population of 935 educational leaders, who held a leadership position in the State of Montana during the 2017-2018 school year. A linear regression was used to examine the proportion of variance in years in a leadership position that can be explained by emotional intelligence and resilience. This analysis demonstrated that some EI competencies appear to have an effect on the longevity of an educational leader in a position. However, the effects vary between assistant principals, principals, and superintendents, not all competencies were equal. The coefficient of determination showed assistant principals and principals’ years of service is more strongly influenced by all emotional intelligence competencies than is that of the superintendent.

Upaya Kepala Sekolah Menanggulangi Kenakalan Anak Gunung

The quality of an educational institution depends on the principal as an educational leader. The principal has a very important role in advancing the institution he leads, so the madrasa principal serves as a supervisor, supervisor in everything that happens at school. All problems that occur in the madrasa must get the right solution from the head of the madrasa. The problem of student delinquency is no exception, in this case the head of the madrasa must make every effort to suppress student delinquency cases in order to create a conducive learning environment so that educational goals can be achieved. This study aims to: 1) describe the forms of delinquency committed by students of MTs Al Imam Cumedak, 2) describe the factors that cause student delinquency, 3). Describes the efforts and impacts of the madrasa principal in tackling student delinquency at MTs Al Imam Cumedak. And this type of research is descriptive qualitative. From the results of the research that has been carried out, it can be concluded that in general the forms of student delinquency at MTs Al Imam Cumedak, Sumberjambe sub-district, Jember Regency are classified as mild delinquency not breaking the law such as truancy, crowded in class, not wearing uniforms and others. The causes of student delinquency at MTs Al Imam are family and school factors. Meanwhile, what is done by the principal in tackling student delinquency is to increase exemplary behavior and instill the noble values ​​of the teachings of ahlusunnah waljamaah so that students can get used to having akhlaqul karimah wherever they are.

MANAGERIAL COMMUNICATION AND ITS ROLE IN ‎ACHIEVING QUALITY IN EDUCATIONAL INSTITUTIONS‎

Communication is at the core of human relations. It is one of the most ‎important means of achieving human integration. It is present in all areas ‎and in all other circumstances.‎ Today, communication has become an independent knowledge of itself ‎and one of the most important sciences taught in schools, universities, ‎institutes and training centres in order to regulate its rules, acquire its skills ‎and promote its culture in order to achieve an integrated structure in all ‎spheres of life.‎ And what we're interested in in this humble article is effective ‎management communication, that is, communication for and for ‎management, through which the educational leader can achieve many of the ‎goals of the educational institution to create the right environment for ‎successful communication with all those involved in education. This cannot ‎be imagined without the educational leader having a deeply rooted and ‎adequate communication culture to absorb problems and find appropriate ‎solutions.‎ In contrast, when communication is lost, the educational institution is ‎less effective, which exposes it to ill-management and indifference, it is ‎ultimately responsible for failure, infertility in management, well-being and ‎loss of educational security within and outside the institution.‎ In view of the above, the centrality of administrative communication ‎within the educational system, which is essential for raising its value and ‎giving it the status it deserves, we have the right to present the following ‎problems: How willing are educational administrative frameworks to have ‎access to an administrative and educational outreach that is at the level of ‎educational administration in general and Morocco in particular? And what ‎are the impediments to administrative communication? What is the role of ‎effective administrative communication in achieving educational security and ‎quality in educational institutions? All of that we're going to try to answer ‎with this humble intervention, which we're going to split into a group of ‎detectives as required. It is from God that we derive help, compromise and ‎payment‎. Keywords: Communication‎,‎ Administrative‎,‎ Quality‎,‎ Educational Institute.

Critical Reflection on the Maltese Legal Framework and the Policy Documents in Relation to the Role of the Educational Leader

In Malta, the core role of the educational leader is to be a curricular leader whilst attending to student matters, teaching personnel, home-school-community links, administration and finance. Research recommends that such expectation can be best fulfilled through the adoption of a distributed leadership style. However, when analyzing the Maltese legal contextual background laid out in the Laws of Malta - Education Act, the subsequent Government documents and the job description for the post of Head of School (HOS) to identify whether the theoretical stance and what is requested in practice align, the findings indicate that the suggested styles in the legal framework do not align clearly well with the policy documents and the practice thus possibly creating certain conflicts and confusion. The point being made is that notwithstanding being knowledgeable about what should be the core business of the school leader if the laws state otherwise, then the educational practitioners will end in a dilemma between the theory and the practice. Consequently, here, it will be emphasized that the legal documentation’s expectations of the system guiding the work of the educational leaders should not only be adjourned but more importantly, should promote more the distributed leadership role more clearly and allow the school leaders to fulfill what they are expected to do by reducing, or better still, removing unnecessary administrative work that alienates them from their core business.

Primary Head Teachers’ Construction and Re-negotiation of Care in COVID-19 Lockdown in Scotland

This article looks at three primary Head Teachers’ experience of working in COVID-19 lockdown in Scotland. The theoretical framework of this paper builds on Nel Noddings’ ethics of care, with a particular focus on reciprocity, empathy, communication, and community. The three Head Teachers were interviewed during the pandemic lockdown. These interviews are part of a larger study that interviewed teachers and Head Teachers during COVID-19 lockdown in Scotland, asking how this lockdown challenged and influenced their identity as educators. The focus on care is important as during lockdown in Scotland the focus of home learning was on pupils and families’ well-being and care, rather than on performative acts of learning. This paper argues that the pandemic provided an alternative space for the Head Teachers to re-negotiate their caring role and identity in their understanding of being an educational leader.

¿Cuándo Podemos Descansar? When Can We Rest?

The author uses testimonio as a way to situate the barriers and successes she has experienced as a Latina educational leader in Northern Colorado for 25 years. The setting is based in the backdrop of several worldwide issues in 2020 which created a dire need to address diversity, equity, and inclusion (DEI) and social justice within industries and organizations, including educational systems. 1) National political division, 2) disparate access to healthcare and the disproportionate numbers of deaths to COVID-19, and 3) murders of Black Americans by law enforcement have re-affirmed the dehumanization of Black and Brown Americans. Solutions and recommendations are shared based on her shared experiences in moving a DEI educational agenda forward.

WOMEN IN EDUCATIONAL LEADERSHIP FROM ISLAMIC PERSPECTIVES

The capacity of women to become leaders has always been the main question questioned by various groups when the discourse on women's leadership develops in public, especially when debates are related to an Islamic perspective. For women who lead educational institutions, they must be able to lead the institution, be responsible for the achievement of the institution, and are also expected to become leaders and innovators in the institution. Besides that, one must also have leadership skills and human relations and leadership skills that are good to apply the model according to its characteristics, because the real success of an institution lies in the efficiency and effectiveness of the appearance of a leader. This study uses a qualitative approach to literature study methods. From the results of the author's analysis, it can be concluded that: (1) Women have the spirit, skills, and qualities that are not less than men; (2) Requirement for an educational leader is that the educational leader must be able to lead the organization/ institution, is responsible for the achievement of the organization/ institution, is also expected to be leaders and innovators in organizations/ institutions; and (3) both one's biological factor that men and women are not the main requirements in educational leadership

Educational leadership from a philosophical and Islamic perspective

An educational leader must comprehend educational leadership theory to perform good leadership. A lot of educational practitioners have not understood yet. What does educational leadership mean? How does philosophical and Islamic view see educational leadership? This research aims at explaining them to society mainly for those who contribute to Islamic institutions by applying a library research approach, moreover for the source of data the author takes documentation in form of a notebook, journal article, and other written data or documents. Based on the philosophical view, educational leadership shall suit ontology, epistemology, and axiology theories. The varieties of philosophical leadership are coming from Plato, Aristoteles, and Machiavelli. While in the Islamic view, the leader requires to have prophet Muhammad's characters, for instance: sidiq/honest; amanah/trustworthy; tabligh/communicative; and fathonah/intelligent.