Leading Successful Novice Teachers

Instructional leaders have the ability to set the culture and climate of a school campus to be inviting, welcoming, and collaborative. Therefore, it is important that school leaders provide professional development opportunities to novice teachers that support growth in developing a sense of confidence and competence in content and pedagogy. Hence, the instructional leader becomes an important stakeholder in the life of a novice teacher.

Red for Ed Teacher Movements: Exploring Roles and Symbols in the Politics of the Superintendency

Purpose: In recent years, a new wave of teacher-led political action has erupted resulting in work stoppages in several states across the United States. This study examines how superintendents navigated this Red for Ed movement in two representative states. Methods: Framed as a multisite, embedded case study, we drew from public documents and semistructured interviews with superintendents. We took a deductive approach to data analysis, seeking analytic generalization to the theoretical frameworks adopted herein. Findings: Red for Ed-motivated teacher job actions did create a political dilemma for superintendents. Superintendents addressed the dilemma by utilizing the roles of business manager, instructional leader, and politician as expressed through symbolic politics including assigning responsibility and vaguely supporting the Red for Ed cause. Superintendent responses are consistent with isomorphic tenants of sociological institutionalism. Implications: Considering the modern superintendency’s political nature, superintendents might benefit from preparation in political strategy and tactics.

MANAGEMENT BELIEFS AND PRACTICES OF ELEMENTARY SCHOOL HEADS ON INSTRUCTIONAL LEADERSHIP

This study carry out a content analysis on the features of School Heads Development Program (SHDP) project outputs of school heads in the DepEd Schools Division of Sorsogon Province, Philippines. As part of the content analysis, the SHDP project outputs were categorized for instructional leadership. Also, the management beliefs and practices of school heads on instructional leadership along two-dimensional contracts were out in this study. The statistical tool used were Spearman and computed through the SPSS software program. The results were presented by frequencies in a descriptive way. The date collection technique was survey questionnaire and interview. The results indicated that the features were done, generative, systematic, standard-based and shared manner. School heads’ beliefs are strongly they frequently practiced instructional leadership. It can be concluded also that the management beliefs and practices of school heads on instructional leadership have significant relationship on communicating the school goals to conflict management as leadership process likewise, maintain high visibility to change process, meaning that school heads make use of leadership processes to perform well the instructional leadership function of an instructional leader.

Role of Headteachers as an Instructional Leader

To create a better grasp of the important concepts, topics, and difficulties in the area, this paper evaluates the current theoretical and empirical literature on the headteacher as an instructional leader. We investigated the role of the "headteacher as an instructional leader" in this study. We provided a working definition of instructional leaders, discussed the various roles played by headteachers in educational institutions, identified challenges faced by headteachers, identified gaps in current knowledge in the field, and analysed data collected from workshop participants from across Pakistan. A 19-item questionnaire was utilised as a data-gathering instrument. Analyses were carried out to understand more about the job of the headteacher and the obstacles that he or she faces. The paper concluded with recommendations to address the problems that headteachers encounter in order to improve their efficiency and effectiveness as instructional leaders.

The Assistant Principal as Instructional Leader: The Redesign of the AP Position in the 21st Century

Every campus leader is critical in supporting student achievement, most notably the principal and the often-unnoticed assistant principal (AP). The problem this study addresses is the lack of advancement in the AP’s role as an instructional leader in light of educational reform and the demands of the 21st century. To address this issue, the purpose of this study was to mine the literature to understand the role of the AP. A semi-systematic review of the limited literature on this topic indicated the AP, whose role has historically been a manager and disciplinarian, must be redefined to reflect an instructional and equitable leader actively seeking to ensure access and opportunity for all students. These findings suggest that the AP should be duly prepared and supported as teaching, learning, and educational leadership continue to evolve in these extraordinary times. Based on a synthesis of the literature, we argue for a revision of the outdated AP role to one more reflective of increased awareness regarding instructional leadership, student diversity, equity, and access within the current educational environment of standards-based reform.

A Comprehensive Study on Effective Administration of University Leadership and Limitations

University leadership means the overall state of the administrative structure of a university which many universities in Bangladesh and the world have failed to meet this demand. In this paper, the researcher goes on to show how effective authority of a university can be built and the survey further shows how important effective authority of a university. University leadership and administration is a serious characteristic as it is about the effective of the whole institution. Leading promoters encourage transformational leadership, moral stewardship, principal as an instructional leader, and principal as a communicator or community builder. Effective and capable administration of the university relies on the principal. Leadership effectiveness is more related to situational leadership style in research universities and in a global framework. Hence, training and advance in university leadership involves a systematic planning which will result to outstanding institution.

Perception of Teachers towards School Principal as Instructional Leader

The title of the article is 'Perception of Teachers towards School Principal as Instructional Leader'. Instructional leadership has become one of the most widely researched topics. This type of leadership has been connected to teacher growth and development, teacher job satisfaction, student achievement, and improving school climate in general. The objective of the study included to determine the role played by principals as instructional leaders in schools through the perceptions of teachers. To achieve this purpose quantitative research methodology was used and the study was survey type in nature. The sample consisted of 436 school teachers of Kathmandu district. A self developed questionnaire was developed using Google Forms and sent to the respondents via email and social networking sites. The data were collected from teachers in emails and social media. The data were analyzed by using different descriptive and inferential statistics. Findings of the study indicated that school principals support creativity, innovation and practice of new skills in the classroom. They also praised to those teachers who use creativity in classrooms to enhance the learning of students. They held meetings with teachers to discuss the students’ performance and solve the problems of teachers as an instructional leaders. The findings suggested that there is no significant difference on perception of instructional leadership of principals on the basis of gender of teachers and subjects they teach but have a significant difference on perception on the basis of their academic qualification. It is recommended that principals may be trained that they can use new innovative methods and ideas to discuss with teachers and they help out the teachers to make the dull topics interesting. Principals may motivate teachers by giving different incentives in the shape of awards for bringing innovation in school.

A paradoxical approach to instructional leadership

PurposePerceptual inhibitors to instructional leadership are based on disagreements with the premises of instructional leadership. This study explored how the paradoxical approach, which advocates “both/and” approach to conflicting demands, may moderate the influence of the perceptual inhibitors of instructional leadership.Design/methodology/approachThe current study is qualitative in nature. Study participants were 30 Israeli school principals, representing the larger body of Israeli principals in terms of sex, age, years of experience, education and school level. Data were collected through semi-structured interviews. Data analysis included a two-step theory-driven coding process.FindingsThis study found that the paradoxical approach allowed school principals to hold conflicting perspectives on instructional leadership simultaneously. Thus, it has reduced the effect of the perceptual inhibitors of instructional leadership, as it permitted principals to delay the decision between the expectation to fulfill the role of instructional leader and their disagreements with it.Originality/valueDespite prolonged pressures, school principals demonstrate limited involvement in instructional leadership, in part because of perceptual inhibitors. The findings of this study can be used in dealing with these inhibitors.

Pola Kepemimpinan Kepala Sekolah dalam Penguatan Karakter di Sekolah Dasar, Kota Sintang-Kalimantan Barat

This study aims to describe the image of principal's leadership patterns in the formation of character values in elementary schools. The research design used a case study research at the Elementary School 07 Sintang, the Islamic Elementary School Sintang, and Elementary School Suluh Harapan Sintang. The subjects of the research used the area sampling method because of consideration of the special characteristics of the schools with reference schools, state Islamic schools and private Catholic schools. Data collection is done through observation, in-depth interviews and document studies. The selection of research subjects using the purposive sampling method. The subjects of these researches were 33 people’s consisting of three principals and 30 teachers. Data validity is done through the triangulation process. The results showed that the dominant leadership patterns in the three schools tended to be dominant in the instructional leader pattern. For the process of forming the students’ character to be more optimized, the principal must do a combination of leadership patterns. Transformative leadership patterns and cultural leadership must be cultivated in strengthening character by innovating strategic programs according to the conditions and abilities of the school. The character strengthening programs that are integrated into students' subjects and extracurricular for students must accommodate the six stages of the pyramid of habituation of character values.