Last straw: shocks and leaving scripts along the path to teacher turnover

American Public School Administration: A Short Analysis

When the societies are worried about their educative process and they consider get it better, they are planning the progress in all their dimensions. There is the importance to set up politics that tend to have a high quality education. Nevertheless, the efforts in the Soledad township are not enough. In the development plan SOLEDAD CONFIABLE 2016-2019, the community indicated as a main problem the low quality education in the township. That is reflected in the performance levels measured by the ISCE. Hence, the investigation ́s objective is to analyze the continuous improvement processes of the educative quality in the successful schools of Soledad township. In other matters, this investigation used the paradigm quali- quantitative with a descriptive design to explain the academic process and the description of the factors that have influenced on this continuous process. With the help of four tools: documentary review rubric, semi-structured interview script and two questionnaires; it was achieved determine the specific practices that are using the principals and teachers to support the improvement of learnings and the integral development of the students.

Understanding How Structure and Agency Influence Education Policy Implementation and Organizational Change

The main purpose of this study was to map school leaders’ perceptions concerning the cooperation of the leadership team, the distribution of leadership functions and participative decision‐making, and to asses their relative weight in terms of predicting school leaders’ job satisfaction. Also, the effect of demographical and structural school variables (i.e. seniority, job experience, school size, size of the leadership team, school type) on school leaders’ job satisfaction was examined. A sample of 130 school leaders of 46 large secondary schools completed a self‐report questionnaire. The study results indicated that school leaders are highly satisfied with their job. Multiple regression analysis revealed that job satisfaction was significantly related to the cooperation of the leadership team and the school type. The amount of formal distribution of leadership functions and participative decision‐making of teachers in the school policy did not have a significant influence on school leaders’ job satisfaction.

Ethical leadership is increasingly vital in today’s complex world, advancing credibility, trust, reputation, and workplace morale. Yet, it remains uncertain, with no definitive rules guiding principals’ enactment. This paper explores challenges and opportunities for next-generation principals, offering transformative insights to inspire them as agents of ethical leadership in schools, equipping them with innovative ideas to navigate contemporary uncertainties and uphold morally acceptable conduct in educational leadership. Although we approached five schools, seven staff members from three schools agreed to participate in this study. Having employed ethical leadership theory and through thematic analysis, this paper obtained participants’ understanding of ethical leadership, perceptions about transformative ethical leadership (TEL), and inspirational messages for next-generation principals on enacting transformative ethical leadership in schools. The findings, derived from the participants’ messages, indicated that next-generation principals should engage in constant moral learning, apply ethical leadership as a moral influence, and that ethical leaders must be loyal individuals dedicated to ensuring care and justice in schools. The paper recommends that consideration of these messages can assist next-generation principals in appreciating the beauty of ethical leadership in schools. The implications of these inspirational messages suggest that next-generation principals should regularly keep reflective journals regarding their ethical practices, conduct ethics dialogues with other principals, and ensure that school policies are regularly revised and implemented thoroughly. Furthermore, the implication of this study for the literature is that more research should be conducted to explore TEL and its implications for the enactment of ethical leadership in schools.

ABSTRACTWhen considering the management of student behaviour issues, a substantial body of literature, as well as logical common sense, points to the advantages of whole school policy over the individual efforts of teachers. Less is known, however, about the direct or indirect role school leadership plays in the development of well-implemented whole school behaviour management (WSBM) systems and policy in primary schools. This article explores elements of leadership practice likely to promote well-implemented WSBM, using an initial framework developed from related literature and applying it in a study of primary schools. The sample comprised 52 staff members from 31 government and non-government primary schools in 5 states and territories of Australia. Data were obtained from interviews which sought to gather information about how well each school’s WSBM was implemented. Results confirmed the theorised framework of leadership practices that encourage well-implemented WSBM. The article concludes with implications for future research and school leadership.

Dans le contexte des politiques de decentralisations engagees en Indonesie, l'auteur aborde quelques questions majeures liees a cette transformation structurelle. Ainsi au depart, les enseignants eprouvaient-ils le besoin d'accroitre leur autonomie et leur influence au sein de l'ecole ? Possedaient-ils les competences requises et necessaires a la mise en place des changements et des transformations professionnelles selon la demande du Ministere de l'Education et de la Culture ? Quelles etaient les reactions lors de cette decentralisation, dans un pays traditionnellement centralise ? De quelle assistance pouvaient beneficier les enseignants dans l'implementation de ces mesures ? L'auteur en cherchant les reponses a ces interrogations, detaille la procedure de reforme de l'education entreprise en Indonesie, ainsi que les difficultes rencontrees.

Change Processes and Strategies at the Local Level

<p>This study assessed the implementation of the National School Health Policy in Osun State secondary schools. It examined the extent to which Osun State Secondary schools implemented the various components of the National School Health Policies, determined the component with the highest and lowest levels of implementation, and identified the challenges to implementation of the policy in the study area. Employing the descriptive survey research design, using a questionnaire and standardized checklist as instruments for data collection, Principals and teachers, purposively selected from thirty-six schools, were the sample for the study. The data were descriptively analysed using frequency counts, percentages and statistical mean. The study found that there was a low (41.33%) to moderate (53.33%) level of implementation of the National School Health Policy in the study area. Healthful School Environment (53.33%) and Skill-based Health Education (49.67%) were the most implemented components of the policy. School–Home and Community Relationship (43%) and School Feeding Services (41.33%) were the least implemented components of the policy. It was found that challenges to implementation included inadequate funding of policy implementation and inadequate human and material resources. The study recommended that the Government should prioritise funding, policy implementation monitoring and resource allocation for critical components like health personnel to support effective policy implementation. Also, principals as school leaders should contribute their quota to ensuring the effective implementation of the policy in schools.</p><p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0488/a.php" alt="Hit counter" /></p>

School principals are located at the interface between competing demands by a wide spectrum of stakeholders leading to tensions and ambiguities in their role. Understanding principals’ role tensions within organizational and occupational professionalism during Covid-19 crisis is of considerable importance for improving the capacity of school leadership. This qualitative study examines Israeli principals’ considerations and creative mediation strategies while facing competing accountabilities via the theoretical framework of sense-making and sense-giving in times of crisis. Using a collective case study design, data were collected via semi-structured interviews with 16 elementary and high school principals and policy documents, and analyzed thematically via ATLAS.ti software. The analysis surfaced three strategies and two considerations: (1) school leaders’ sense-making processes yielding protective mediation strategies based on retaining moral discretion; and (2) school leaders’ sense-giving processes transferring collaborative and contrived mediation strategies based on establishing the school's moral-professional cultural orientation. The contribution of this study to the research literature suggests contrived mediation as an innovative school leaders’ strategy. We provide practical implications within training and professional development programs for school leaders advocating principalship mentoring valuing uniqueness to experienced and novice principals.

Mejora escolar, liderazgo y reforma sistémica: una retrospectiva (School improvement, leadership and systemic reform: a retrospective)

School Reform: The District Policy Implications of the Effective Schools Literature

The Politics and Economics of Comparison

ABSTRACTThis paper claims a central role for school leaders (principals or head-teachers) in the enactment of social justice policy in schools, who act as key agents or ‘gate keepers’ for what counts as social justice in their contexts of practice. Social justice means different things in different contexts depending on where leaders – who use policy as an opportunity to advance what they think is achievable within the limits of available resources – are positioned in the field and how that defines their stances. Drawing on qualitative data generated through in-depth interviews with ten secondary school principals in two Australian cities, the paper analyses the engagement of school leaders with nationally prescribed equity-related policies. Our analysis shows that, depending on the institutional ethos and resources of schools and their own social justice dispositions, school leaders tend to take different stances towards nationally defined equity agendas. Their responses range from compliance to compromise to contest. The paper suggests that doing social justice in schools can never be unilateral, as policy documents suppose, but is characterised by context-informed policy translation, mediated by a range of interactive forces and interests.

Alternative teacher certification routes in the United States gained recognition in response to the teacher shortage since the 1980s. However, the unique challenges these teachers face result in concerns of quality and retention. The purposes of this study were to (a) investigate novice alternatively certified teachers’ (ACT) perspectives on school leaders’ knowledge of the developmental supports necessary for their classroom success and (b) inform school and higher education leaders about gaps that exist in professional development opportunities for these teachers. Addressing these gaps could lead to the ultimate goal of teacher satisfaction, resulting in quality and retention in the classroom. Novice ACTs perceived their school leaders had limited knowledge regarding alternative certification requirements and preparation, and they identified some efforts of their school leaders to provide professional development. Opportunities were impactful when they were relevant to specific teacher challenges.