Characteristics Of Principals Research Articles

MANAJEMEN CORPORATE DALAM MENINGKATKAN MUTU LEMBAGA PENDIDIKAN

Education today must keep up with the times that are so rapid. With the existence of technology makes it easy for humans to get information. Good education will be obtained from quality institutions. Educational institutions that have good quality will also produce good products, therefore corporate management is needed by educational institutions. Principals who have entrepreneurial characteristics will make it easier for institutions to achieve their vision and mission. So this journal will discuss corporate management in educational institutions, the characteristics of school principals as entrepreneurs and entrepreneurial strategies for schools. This journal writing uses literature studies obtained from various sources, namely books, articles and various journals

Managerial Characteristics Of Principals: A Panacea For Secondary School Teachers’ Job Performance In Cross River State, Nigeria

Managerial Characteristics Of Principals: A Panacea For Secondary School Teachers’ Job Performance In Cross River State, Nigeria

The Effect of Empowering Leadership Characteristics of School Principals According to Teachers' Perceptions on Teachers' Psychological Ownership and Work Engagement

This study examines the effect of school principals' empowering leadership according to teachers' perceptions of teachers' psychological ownership and work engagement. The study sample consists of 463 teachers. The relational survey model, one of the quantitative research methods, was used in the study. Empowering Leadership Scale, Psychological Ownership Scale and Work Engagement Scale were used to collect the data. As a result of the research, according to teachers' perceptions, the empowering leadership levels of school principals and teachers' psychological ownership and work engagement levels were found to be high. Teachers' psychological ownership and work engagement levels show significant differences according to age, seniority, and education level variables. A significant positive relationship was found between the empowering leadership of school principals and teachers' psychological ownership. A medium-level positive significant relationship was found between the empowering leadership of school principals and teachers' work engagement. Empowering leadership characteristics of school principals significantly positively affect teachers' psychological ownership and work engagement. The study emphasized the role of empowering leadership in understanding teachers' work engagement and psychological ownership. Based on the results, school principals are recommended to demonstrate empowerment leadership behaviors to build an understanding of teachers' work engagement and psychological ownership.

Role Model Of The Education Council On The Performance Of Madrasah Principals And Madrasah Teachers (Private) In Bekasi District

Research on the Role Model of the Education Council on the Performance of Madrasah Principals and Madrasah Teachers, conducted by sampling 9 madrasahs in Bekasi District, utilizes both quantitative (questionnaires) and qualitative (interviews, observations, and document analysis) methods. The study addresses the lack of attention to education in madrasahs from local governments and relevant educational institutions. This lack of attention leads to various issues regarding madrasah services, facilities, curriculum, performance, low student enrollment, and madrasah output. These issues need to be addressed seriously through oversight from institutions overseeing education, including the Education Council. This institution plays a quantitative control role and three qualitative roles: Advice, Support, and Mediator. Implementing teaching approaches tailored to the characteristics of madrasah principals and teachers is essential. The research adopts a descriptive approach with qualitative methods. Data collection procedures include observation, interviews, and documentation. Data analysis is conducted interactively and continuously. The findings indicate that the role of the Education Council in improving education quality in Bekasi District still has many shortcomings due to the lack of implementation of the institution's work programs. In conclusion, the role of the Education Council in enhancing education quality in Bekasi District is not optimally executed. The research benefits from understanding and exploring the extent to which the model of the Education Council's role affects the quality of education services, especially for Islamic educational institutions such as madrasahs at the elementary, junior high, and high school levels.

The contribution of the personal characteristics of school principals in their administrative competence to face pressures in schools in East Jerusalem

The contribution of the personal characteristics of school principals in their administrative competence to face pressures in schools in East Jerusalem

Analysis of the Data on School Principals in the TALIS 2018 Country Note Reports in the Context of the PISA 2018 Results

A vast amount of research has been conducted to investigate the effects and roles of educational leaders on school outcomes using data from international studies. To get a better understanding of the relationship between educational leaders and school outcomes, evaluating international studies together may offer more comprehensive suggestions for educational policies. The purpose of this paper was to examine the data on school principals in the TALIS 2018 country note reports in the context of the PISA 2018 results in order to have a broad perspective on the characteristics of school principals as educational leaders. A document analysis was performed on data derived from the TALIS 2018 country note reports of eight OECD countries and Türkiye, and the collected data was subjected to descriptive analysis. At the end of the data analysis, it was revealed that countries that had high success in the PISA results generally had positive values in the TALIS results. It was shown that school principals in the countries ranked high in the PISA have generally more work experience as principals and are more satisfied with their salaries. In addition, their participation in training programs or courses on school management and professional development activities is high. The present study also confirmed previous research, indicating that individuals who have high job satisfaction show high success, thereby ranking high in the PISA results in the context of this study. Our findings indicated that school principals should be encouraged to participate in training to support their professional development.

The Effect of School Principals' Agile Leadership Behaviors on Entrepreneurial Teacher Behaviors through Innovative Organizations

The purpose of this study is to reveal the mediating role of innovative organizations in the effect of school administrators' agile leadership behaviors on entrepreneurial teacher behaviors. Based on the relationship between the variables, a model was proposed and the proposed model was tested. Before testing the SEM model, the relational survey model was used to determine the relationship between the variables and the model was tested. The study group of the research consists of 479 teachers working in Kartal, Tuzla, Maltepe and Sultanbeyli districts of Istanbul in 2023. According to the research findings, the agile leadership characteristics of school principals positively affect the entrepreneurial behaviors of teachers and the innovative structure of schools. As a result of the analysis of SEM model, innovative organizations have a partial mediating role between agile leadership behaviors of school principals and entrepreneurial teacher behaviors. This research contributes both theoretically and practically to the effect of agile leadership on teachers' entrepreneurial behaviors and innovative organizational structure of organizations, and the effect of innovative organizations on entrepreneurial teacher behaviors. In the light of the findings, implications related to agile leadership, teachers' entrepreneurial behaviors and innovative organizational structures are discussed and suggestions are made for future research.

Peningkatan Kompetensi Guru Dalam Menyusun Perangkat Pembelajaran RPP Melalui Workshop

Based on the Regulation of the Minister of Education and Culture Number 6 of 2018 concerning Education and Training (Training) for Candidates for Principals is the preparation of competency for prospective school principals to strengthen insights, knowledge, attitudes, values and skills in leading schools, which aims to: (1) provide experience learning that integrates attitudes, knowledge, and skills on the dimensions of personality, managerial, entrepreneurial, supervision, and social competencies with empirical (contextual) experience according to the characteristics of prospective principals (2) develops the ability of prospective principals in identifying learning problems to improve learning outcomes learners. This research is an action research of school principals. The subjects in this study were Guppy Palangkaraya Middle School teachers. The stages of this research are planning, implementation, observation and reflection. From the results of the analysis of the ability of the teacher cycle 1 reached 95.45% and cycle 2 increased to 100%. there has been an increase of 4.55%. Competency improvement based on AKPK can improve supervisory competence of prospective school principals. The implementation of compiling RPP learning tools from home can improve student achievement.

Defying Logic? Exploring the Multiple Network Pathways for Principals’ Institutional Logics

Purpose: The increasing complexity of principals’ roles, including focusing both on learning outcomes and equity issues, requires having the flexibility to view novel problems through multiple lenses. In this article, we draw on institutional theory and social network research to understand the factors enabling and constraining the cognitive repertoire principals draw on when solving problems. Methods: The data come from a field simulation of how 52 principals respond to and seek advice for two problem scenarios. Along with principals’ personal and school characteristics, we examine how the characteristics of principals’ professional networks are related to their problem-solving and reliance on institutional logics. Findings: Some imprecision in the model estimates notwithstanding, in this exploratory study intended to illuminate potential patterns for study in future research. We find evidence that principals draw on four institutional logics when solving problems: democratic and family logics, bureaucratic logics, professional logics, and market logics. Principals’ reliance on these institutional logics appears to be related to the closeness of the colleagues in their advice networks as well as the nature of the problem they are solving. Implications: One key contribution is to research is to reveal the subtlety of the social sensemaking involved in interpreting and taking action in institutional environments. The results also highlight which network characteristics might help principals respond more flexibly to new and complex problems in institutional contexts, such as racial equity.

The Contribution of Individual Leadership Attributes towards Academic Performance, Arusha City Public Primary Schools, Tanzania: A Conceptual Analysis

Leadership attributes are a fundamental aspect of organizational success. It is argued here that children’s academic performance is linked to the individual leadership characteristics of school principals. School principals promote and enhance positive attitudes toward school, increasing student engagement, and ultimately improving academic performance. This paper sought to examine the contribution of individual leadership attributes to children’s academic performance. Eleven individual leadership attributes: dependability, straight forwardness, fair-mindedness, inspirational, forward thinking, competence, honesty, creativity, supportiveness, intelligence and broad mindedness, are considered. This study adopted the Trait and Skills theories of leadership attributed to Thomas Carlyle and Mumford et al. A mixed methods research approach was employed.

The Mediator Role of Employee Voice in the Effect of Agile Leadership on Teachers’ Affective Occupational Commitment

The research aims to reveal the effect of teachers’ agile leadership perceptions on their affective occupational commitment and how employee voice plays a mediating role in this effect. The study group of the research consists of 354 teachers working in Istanbul in 2021. The research is carried out according to the relational survey model. Correlation analysis is carried out and tested using the suggested mediation model based on the relationship between the variables to determine the relationship between variables. According to the research findings, the agile leadership characteristics of school principals positively affect their affective occupational commitment. Additionally, mediation analysis showed that employee voice is a partial mediator between agile leadership characteristics and affective occupational commitment. This research contributes to the theory by revealing the important effects of the agile leader in the school. In the light of the findings, the implications of the agile leader, employee voice, and occupational commitment of teachers were discussed, and suggestions were made for future research.

Liderazgo femenino: experiencia de directoras de escuelas primarias de Panamá

This work presents the characteristics of primary school principals from a need to know how female leadership is built in school contexts from a simple random sample of principals in Panama. The quantitative study contemplates a questionnaire applied to a random sample of directors of the Ministry of Education in Panama that contemplates the characteristics of academic leaders from a gender perspective and under the Likert psychometric scale. The qualitative study recovers the feelings and actions of the principals in their schools in schools in Panama. The interviews were conducted with digital tools through zoom and video calls and provided the particularities and characteristics of female leadership in Panama. As important findings are the intentions of female leadership permeated by a strong sense of belonging to the group and convening and convincing skills. The other face that we show is the gender inequalities in female management positions, the eternal feminized management with the glass ceiling that does not allow ascending in the hierarchies of power, as well as greater teaching, administrative and salary inequality to access a position. directive as opposed to directors.

Leadership in the eye of the beholder: stakeholder’s perspectives on principals as leaders improving schools in challenging contexts in South Africa

ABSTRACT The article explored the characteristics of principals as leaders in schools in deprived socio-economic contexts in South Africa. The qualitative research was conducted in four provinces; four schools per province were purposefully sampled, and in each school, individual interviews were conducted with the principal, one member of the school management team, one senior teacher and a focus group with grade 12 learners. The research concluded that leadership characteristics such as motivation and creating a vision are important. Many principals were described as strict but they were taking care of specifically the learners in very difficult situations and that makes the difference that the schools in difficult socio-economic contexts are also able to perform. Principals are able to lead schools to improve the academic results by focusing on a people-orientated leadership approach with strong relationships between leaders and followers and intrinsic motivation as the key factors.

A Study on the Impact of Teachers’ Online Teaching and Principals’ Digital Leadership During Covid 19

The most recent change to the educational system is the integration of digital technology, particularly in light of the COVID-19 epidemic. The Indian Ministry of Education (MOE) has taken the initiative to lead initiatives to increase students' digital technology skills and potential. The major goal of this study was to determine the characteristics of principals' digital leadership that predict the level of teachers' digital teaching, as well as the level of teachers' digital teaching practises. This study involved about 400 secondary school teachers in the Dimapur District of Nagaland. The results of this study demonstrate that teachers' digital teaching practises and principals' digital leadership are both at a high level. The two do have a moderately positive link, though. Only digital citizenship was proven to be a reliable indicator of teachers' digital instruction by multiple regression. The results demonstrate that, despite the COVID-19 pandemic crisis, the capacity to create and coordinate digital leadership programmes is significant and can aid in enhancing students' academic achievement.

Who Leads Turnaround Schools? Characteristics of Principals in Tennessee's Achievement School District and Innovation Zones

Purpose: While previous research has examined the impact of school turnaround models, less is known about the principals who lead these turnaround schools. This study examines the personal demographics, experience, educational background, prior school performance, salaries, and turnover of principals who led two turnaround models in Tennessee's lowest performing schools: a state-run Achievement School District (ASD) that has not yielded positive nor negative effects and local Innovation Zones (iZones) that averaged positive effects on student achievement over six years. Methods: We analyze longitudinal, administrative data from the Tennessee Department of Education from 2006–2007 to 2017–2018 to compare pre- and post-reform means and trends in principal characteristics between ASD, iZone, and similarly low-performing comparison schools. Results: ASD schools had higher principal turnover rates and lost principals whose schools performed higher while iZone schools retained more principals and lost principals whose schools performed lower. Moreover, iZone schools employed more experienced principals, more Black principals, and principals with higher graduate degree attainment and paid their principals more than ASD schools. Salary differences between ASD and iZone schools were not explained by principals’ characteristics, such as years of experience. Implications: Our findings reveal differences in leadership characteristics between iZone and ASD schools that were consistent with differences in the effectiveness of the two turnaround approaches.

Leadership Characteristics of Female School Principals According to Female Teachers

Although the number of female teachers in schools is higher, this is not evident when looking at leadership levels. Various studies have examined this situation. In this study, the perspectives of female teachers working in private schools who are gradually raising their educational levels are discussed in depth about female head teachers. For this purpose, semi-structured interviews were conducted with 37 female teachers working in private schools in the Anatolian part of Istanbul. The data were analysed using content analysis, one of the qualitative analysis methods. As a result of the research, three main themes were found among the characteristics of female leaders, the competencies of female leaders, and the impact on the work environment. Under the theme of characteristics of female leaders, there are five categories: being selfish, forming problematic working relationships, being detail-obsessed, being jealous, acting emotionally; under the theme of competencies of female leaders: they lead well, their leadership skills are weak, they cannot be fair and impartial, they are not solution-oriented. The theme of the impact of female leaders on the work environment is a chaotic environment; communication is important, supportive environment.

Exploring the characteristics of successful principals of elementary schools in Mashhad: A case study

Exploring the characteristics of successful principals of elementary schools in Mashhad: A case study

Instructional school leadership scenarios from the perspective of croatian high schools principals

This paper presents the results of an empirical study conducted on a sample of high school principals in Croatia. The study has focused on the description and understanding of instructional school leadership (ISL) characteristics as well as certain specific circumstances that could, according to principals’ opinion, affect ISL practice. In order to set research questions, a basic qualitative interpretative approach has been chosen. Data was gathered using a written interview that encompassed a purposive sample of 16 high school principals in Croatia. Thematic content analysis was conducted while an inductive approach was used in order to identify two key thematic categories and associated themes, subthemes, and their variations in practice. The first category reveals characteristics of ISL priority activities focused on strengthening students, teachers, and schools’ capacities, which can also reflect characteristics of either principals’ development-competitive or prevention-corrective instructional activities. The second category reveals circumstances that can affect ISL characteristics which are referred to as those that can leave an impact on either school or education policy level. The results of this study describe and explain in more detail several instructional school leadership scenarios present in Croatian high schools that can be used in order to understand and interpret circumstances that can affect the development of various ISL characteristics.

The Effects of High School Principals on Student Achievement

With this study, it was tried to reveal which leadership characteristics of school principals are effective in ensuring and increasing students' academic, cultural and sportive school success and the effects of these characteristics on student development. There are many factors and reasons for students to be successful not only in the academic field but also in the field of culture and arts, and school principals are perhaps the most important of these factors and reasons. The influence and importance of the principal cannot be overlooked in the efforts of teachers, students, staff and even parents in a school to work on the success of the students. The school principal can influence the stakeholders in his school with the work he has done and fulfills an important role in ensuring the success of the students in these effects. Teachers and students who are in the school to realize the learning can achieve significant success in learning thanks to the leadership qualities of the school principal. The characteristics of school principals as leaders may vary, but it is possible to say that all leadership qualities are united in the provision of successful education and training, which is the aim of the school.

Personality and resilience characteristics of preschool principals: an iterative study

PurposeThis article reports findings from an investigation of the personality traits and resilience of a sample of preschool principals in Greece. It parallels an earlier investigation of primary school principals and compares the findings. As before, the investigation was designed to search for relationships between respondents’ personality characteristics and resilience strengths, and also for differences associated with sex, age, and years of service in the principalship. Once again, the “Big-Five Inventory” and the “Leadership Resilience Profile” were used. These outcomes, together with the demographics of the sample, suggested that Greek preschool principals may have unique dispositions, and therefore, may have unique professional-development needs and leadership preferences.Design/methodology/approachA quantitative survey was used to gather the data from a sample of 100 pre school teachers. The “Big Five Inventory” and the “Leadership Resilience Profile” were the instruments used.FindingsIt was found that the sample’s personality characteristics and resilience strengths differed somewhat from norms reported in the literature. Furthermore, the findings concerning relationships between resilience and personality did not align clearly with other researchers’ findings.Originality/valueResilience and personality characteristics as determinants of successful school leadership.