Effective School Leadership Research Articles

Influence of Effective School Leadership on Teachers’ Performance: A Systematic Literature Review

This systematic literature review examines the impact of effective school leadership on teachers' performance, focusing on various leadership styles and practices. It has been demonstrated that good leadership has a favorable impact on teachers' performance. This leadership is typified by establishing clear ideas and goals, offering assistance, cultivating a positive school culture, implementing effective communication, and inspiring respect and trust. A dearth of longitudinal studies, contradictory results, and little research conducted in various circumstances are among the notable gaps in the literature that the review points out. Research gaps can be filled, and the scope of the study can be widened so that stakeholders in education have a deeper knowledge of how various leadership methods and styles impact teachers' effectiveness. Using this knowledge, methods to improve school leaders' efficacy will be developed, ultimately improving student learning results.

Investigating the Essential Function of School Leadership in Nurturing Teacher Professional Advancement and Sustaining Long-Term Commitment

This paper investigates the pivotal function that school leadership undertakes, fostering the growth of educators while ensuring their enduring commitment to educational institutions. A thorough investigation uncovers the intricate facets of effective school leadership, spanning the establishment of a context propitious to ongoing advancement. By scrutinizing the dynamic interplay between administrative leadership and the evolution of teaching professionals, the study unveils stratagems for the customization of growth opportunities, enhancing pedagogical efficacy. Additionally, the research addresses the intricacy of sustaining teacher engagement, revealing how adept leadership cultivates a positive organizational atmosphere, acknowledging educators' contributions and cultivating their vocational contentment. Amid the diverse set of challenges encountered, such as temporal limitations and constrained resources, the inquiry charts novel courses toward augmenting leadership competencies. Surveying the educational panorama, this inquiry insinuates trajectories for prospective research, emphasizing the enduring imprint of leadership campaigns and the transformative role of technology. In summation, this examination augments the comprehension of the mutualistic rapport existing between administrative leadership and educator progress, disseminating insights that resonate with educational policy and practice.

PERAN KEPALA SEKOLAH DALAM PENYELENGGARAAN PENDIDIKAN INKLUSIF DI SMP NEGERI 4 JELAI HULU

This research illustrates the important role of the head of school in providing inclusive education in remote areas. School leaders have a central role to play in leading schools towards a vision of inclusive mission, influencing teacher performance, and creating an inclusive educational environment. Effective school leaders are able to analyze situations, make strategic decisions, and design inclusive educational programs that are tailored to the needs of students with special needs. School leaders also play a role in motivating and empowering teachers to support inclusive education. However, challenges such as limited resources and infrastructure in remote areas can affect the implementation of inclusion. Through a qualitative approach with interviews, observations, and documentation, the study obtained data on the role of the head of school in the development of inclusive education programs. The data shows that the head of the school has good managerial skills in managing teachers, designing inclusive programs, and regulating the distribution of teachers' duties. This inclusive education program includes the strengthening of the role of a special accompanying teacher, structured learning for students with special needs, fundraising and facilities, and improved teacher well-being. The leadership of the head of school in this inclusive education also requires close cooperation between all stakeholders, including teachers, parents, and other relevant parties. Despite the challenges, this study demonstrates the importance of the role of the head of school in achieving equal and inclusive education in remote areas

Filipino Work Values and Job Satisfaction among School Heads of Selected Elementary Schools in the Division of Zambales

nderstanding work values and their impact on career behavior is crucial in organizational settings. This study aimed to investigate Filipino work values among school heads in selected elementary schools in the Division of Zambales and its relationship to job satisfaction. Utilizing survey questionnaires, data was collected from school head-respondents to assess their work values and job satisfaction levels. Result showed that Filipino work values were rated as highly important by the school head-respondents, and overall job satisfaction was reported to be high. Significant differences in Filipino work values were observed based on various factors. Specifically, environmental work values varied significantly when grouped according to monthly income, familial work values varied significantly based on position/designation and monthly income, and organizational work values differed significantly when grouped according to sex. However, no significant differences in job satisfaction were found when school head-respondents were grouped based on profile variables such as job security, work environment, job responsibilities, and community linkages/attachments. Based on these findings, it is recommended that the Human Resource Management (HRM) Office may consider thorough evaluation of work values prior to promotion of employees. Furthermore, future researchers may conduct further studies on the strategies on Filipino work values and job satisfaction among school heads involving a wider scope of sample and research locale to validate the findings obtained from this study. Understanding and promoting Filipino work values can lead to a more fulfilled and effective school leadership, ultimately benefiting the educational environment and overall school performance.

IMPLEMENTATION OF DIGITAL LEADERSHIP OF SCHOOL PRINCIPALS IN INDONESIA: SYSTEMATIC LITERATURE REVIEW

Digital leadership is strategic leadership that uses technology, particularly digital assets, to further the company's objectives. As for school principals, digital leadership plays a crucial role in anticipating possible issues and in cultivating highly effective educators who are equipped to tackle the demands of 21st-century skills. This study aims to assess Indonesian school principals' digital leadership capabilities. The study discussed in this paper is a systematic literature review (SLR) related to the role of school principals' digital leadership in raising academic standards published within the previous five years. The Preferred Reporting Items protocol for Systematic Reviews and Meta-Analyses (PRISMA) was employed to analyse articles from the Crossref database using Harzing's Publish or Perish software— 40 journal papers were included in this study. The findings of this study show that a school principal's digital leadership skills favour supporting an efficient learning process, which has implications for the accomplishment of previously defined educational goals. The study's findings also suggest that, in order to raise academic standards and meet more ideal learning goals, digital school leadership abilities must be used in the field of education. In order to enhance the implementation of digital leadership in Indonesian schools, stakeholders in education, such as teachers, administrators, and other authorities, can benefit greatly from the research's findings. Furthermore, this study can be used as a springboard for more investigation into this field, which will help us comprehend how to enhance digital leadership to promote innovative and successful learning in Indonesian classrooms. The research's conclusion is that school administrators in Indonesia need more knowledge, assistance, and training when it comes to digital leadership. Due to the swift changes in the educational landscape brought about by technology, stakeholders need to give top priority to enhancing the digital literacy of staff members and principals. This is because integrating ICT to enhance learning and administration requires them to be digitally literate. Additionally, in order to guarantee that the resources and infrastructure required to support the development of effective digital leadership in Indonesian schools are available, cooperation between educational institutions, the government, and training facilities is crucial. By considering these ramifications, we may improve educational outcomes for upcoming generations and create a system of education that is more adaptable to technological advancements.

School principal’s training programs, challenges, and improvement opportunities: rapid review

Effective school leaders, with relevant training programs, high-quality management, and in-service pedagogical training, are recognized for their ability to positively influence student performance (Sanfo, 2020). In this study, we focus on analyzing training programs for school principals, assessing aspects such as their strengths, shortcomings, opportunities, as well as potential challenges. The aim was to identify the most effective models for training and preparing school principals in order to optimize their impact on educational success. To this end, we conducted a rapid review of 27 articles from scientific and gray literature. The results of this rapid review will be discussed with a view to an in-depth reflection on the strengths, challenges and opportunities inherent in the various training methods. The analysis shows that school principals’ training is vital in the sense that it prepares trainees for their demanding and increasingly complex future roles. However, these programs sometimes suffer from shortcomings related to the selection process, the consistency between what is taught and what is experienced in the field, and the incoherence of the content of the training curriculum. The analysis also highlighted some opportunities that could improve these programs if integrated, as well as factors that could be barriers to the correct implementation of these valuable training programs.

Effective School Leadership as a Predictor of School Culture

Effective School Leadership as a Predictor of School Culture

Building Leadership Skills in Educational Leadership: A Case Study of Successful School Principals

This study examined the key characteristics and practices of successful school principals, as perceived by teachers, parents, and students. Four themes emerged from the data: collaborative decision-making, relationship building, continuous professional development, and visionary leadership. Successful principals were found to prioritize collaboration, involving all members of the school community in decision-making processes, and building positive relationships with staff, students, and parents. They also placed a strong emphasis on continuous professional development, both for themselves and their staff, and were able to articulate a clear vision for their school and communicate that vision effectively to all stakeholders. The study highlights the importance of effective school leadership in promoting a positive school culture and improving student achievement. The findings suggest that successful school leaders must be able to work collaboratively, build positive relationships, prioritize ongoing professional development, and articulate a clear vision for their school. These characteristics and practices can serve as a guide for aspiring and current school leaders, as well as for those involved in the recruitment and selection of school principals

Rationalizing the Role of Teacher Leadership in School Development Towards Creative and Sustainable Development Framework

This research endeavors address the intricate interplay between teacher leadership and school development by formulating a robust and sustainable framework that optimizes the role of educators in propelling educational progress. The study encompasses an in-depth analysis of various dimensions, including teacher profiles based on age, gender, and years of teaching experience. Moreover, the research meticulously evaluates the teacher leadership attributes, intricately aligned with professional practice standards encompassing learner development, handling learning differences, cultivating an enriching learning environment, mastering content knowledge, adeptly applying content, skillful assessment techniques, meticulous instructional planning, effective employment of instructional strategies, dedication to continuous professional learning and ethical practice, as well as adept leadership and collaboration skills. This study further explores potential variations in teacher leadership attributes among different profile groupings. It also examines the extent of participation in school development, considering the active engagement in knowledge dissemination, curriculum enhancement initiatives, fostering teacher growth, and effective school leadership and management practices.

Supportive Leadership, Teacher Wellness, and School Promotion

Effective school leadership contributes to school success by improving student learning and reducing teacher turnover. Prior research has documented that supportive leadership can help retain effective teachers and improve teacher efficacy, thereby reducing the financial and human costs associated with teacher turnover. Within the private Christian school sector, we examined the relationship between supportive leadership, teacher well-being, and teacher willingness to promote the school. Our findings show a significant, robust, meaningful relationship between teachers’ perception of their leaders as supportive, higher levels of teacher well-being, and greater willingness to promote their schools to both prospective families and teachers.

LEADERSHIP OF SCHOOL PRINCIPLE IN DEVELOPING EDUCATION MANAGEMENT STANDARDS AT MTS YASPIDA SUKABUMI

LEADERSHIP OF SCHOOL PRINCIPLE IN DEVELOPING EDUCATION MANAGEMENT STANDARDS AT MTS YASPIDA SUKABUMI

Peran Kepala Sekolah Sebagai Motivator Kinerja Guru di SMP Islam Al Azhar 29 BSB Semarang

Motivation is important because it affects how productive you are at work. Effective school leaders can boost teacher morale and productivity through mentoring and encouragement. This study investigates how the role of the principal affects teacher performance. The research method uses qualitative descriptive. Data collection using interview, observation, and recording techniques. Data analysis using data reduction techniques. The results showed that the role of the principal as a motivator of teacher performance at SMP Islam Al Azhar 29 BSB Semarang has been quite good. The headmaster strives to improve teacher performance in planning (with reference to IMTAQ). The Principal has performed his duties as a motivator of teacher performance well which includes: managing the physical environment, regulating the work atmosphere, instilling discipline, giving rewards, providing encouragement and providing learning resources through the learning resource center.

Promises and challenges for effective school and system leadership

Promises and challenges for effective school and system leadership

Improving Islamic Religious Education Teachers' Performance Through Effective School Leadership

This study focuses on the role of school leadership in enhancing the performance of Islamic Religious Education (PAI) teachers at Madrasah Tsanawiyah. The primary objective of this research is to examine how effective leadership practices by the school principal can influence the professional development and teaching quality of PAI teachers. A qualitative approach with a case study method was employed to gain an in-depth understanding of the dynamics within the school environment. Data were collected through in-depth interviews, observations, and document analysis, and were analyzed using Miles and Huberman’s interactive model, which includes data reduction, data display, and conclusion drawing. The findings reveal that consistent and supportive leadership significantly contributes to the improvement of teacher performance, particularly through professional development, classroom observation, and performance evaluation. The study underscores the importance of structured leadership strategies in fostering an educational environment conducive to both teacher growth and student success. The implications suggest that school leaders should adopt more systematic and frequent evaluation practices to sustain and enhance teacher performance.

Evaluating the Management Skills and Organizational Culture of School Heads in Southern Punjab

Effective school leadership plays a crucial role in promoting a positive organizational culture and enhancing the quality of education in schools. This study aimed to evaluate the management skills and organizational culture of school heads in Southern Punjab. A quantitative research approach was used to gather information from the school head in Southern Punjab. A sample of 294 head teachers from southern Punjab was selected using a random sampling technique. The results showed that school heads in Southern Punjab have moderately high levels of management skills and moderately positive organizational cultures. There was a strong positive correlation between management skills and organizational culture, with management skills being a strong predictor of organizational culture. The findings highlight the importance of effective school leadership in promoting a positive organizational culture and enhancing the quality of education in schools.

Decentralised Strategic Planning and Capacity Development as Drivers of Leadership Performance in Schools

The purpose of this article is to determine the association between decentralised strategic planning and capacity development as driving forces of leadership for improved performance in public high schools in Mpumalanga Province, South Africa. This study used pragmatism as a research paradigm and followed a parallel convergent mixed methods research approach. The sample comprised 170 respondents consisting of 130 school governing body (SGB) members and 40 Department of Education (DoE) officials. Quantitative data were collected from SGB members through a survey while qualitative data were collected from participants using focus group discussions (FGDs) and individual interviews. The qualitative data were analysed using thematic analysis while SPSS software was used to analyse quantitative data. In testing the hypothesis, it was proven that decentralised strategic planning capacity in SGBs was associated with the effectiveness of strategic planning in Mpumalanga’s high schools. The study revealed that the variables, capacity development and decentralised strategic planning, are well associated, and influence leadership for improved performance in high schools. The study also found that school leaders who can develop capacity are able to promote better performance in their schools. Meanwhile, the qualitative results concurrently supported the results of the quantitative study as the influence of capacity development on decentralised school planning proved to have improved school performance and effective decentralised school leadership.

School Heads’ Accountability in School Management

School heads are considered persons in authority who manage the school and are considered the pillars of the educational system. Along with their authority, they are accountable for the outcomes of the school operations, programs, and projects. In this context, this paper determined the school heads’ levels of accountability in school management in a District, in a first-class municipality, in Negros Occidental during the School Year 2022-2023. Data needed for this descriptive study was collected from 133 respondents, mostly senior educators with bachelor's degrees, using a self-made survey questionnaire that passed the rigorous test of validity and reliability. The ensuing analysis showed school heads possessing a very high level of accountability in the domain of focusing on teaching and learning. However, in the domain of leading strategically, managing school operations and resources, developing self and others, and building connections, the level of accountability was observed to be high. The perception of school heads' accountability varied based on profile variables such as age, length of service, and highest educational attainment. Younger teachers and those with shorter length of service perceived higher levels of accountability. Moreover, teachers with lower educational attainment attributed higher levels of accountability across all domains. The findings of this study call for the school heads’ and those aspiring to become school heads to the importance of practicing accountability as leaders of the school, for more efficient and effective school leaders and eventually improve the level of school-based management.

Toward agenda 2030 in education: policies and practices for effective school leadership

School leadership has been described as a key target for leveraging the quality of education in relation to sustainable development goal (SDG4) that seeks to ‘ensure inclusive and quality education for all and promote lifelong learning’ as per UNESCO 2030 agenda. This study provides a policy review of school leadership in the State of Qatar, as a case study, but carries out discussions within the global thrive for meeting the demands of Agenda 2030 to achieve quality for public education. It utilized a research instrument developed by UNESCO’s Division for Policies and Lifelong Learning Systems in Paris. The study used personal interview surveying, also called face-to-face surveying, and was completed with high-level policymakers at the Ministry of Education and Higher Education (MOEHE). It consisted of four sections that addressed: (1) the regulatory frameworks governing school leadership; (2) the professional development opportunities offered to school leaders; (3) the degree the school leadership profession was attractive; and (4) the procedures followed to appraise school leaders. Findings underscore the critical role played by school autonomy, instructional leadership, and governance in responding to Agenda 2030. The discussion contributes to the global discourse in meeting the requirements of Agenda 2030.

Tackling educational inequality: Lessons from London schools

This research paper explores the lessons from London schools in driving school improvement and addressing inequalities. Drawing upon evidence from trend attainment data by ethnic background, a literature review of academic research, the London Challenge, Ofsted and London Local Authorities publications, and case studies of schools, the paper will identify areas of good practice that contribute to raising achievement in London schools. The overall findings showed that attainment at GCSE (General Certificate for Secondary Education) has risen much faster in London than nationally since the London Challenge school improvement programme was launched to improve outcome. There are several reasons why London schools are bucking the national trend. The paper identified many success factors and strategies which contributed to the raising achievement and tackling inequalities such as effective school leadership, quality of teaching and learning, use of data, use of multi-ethnic workforce that reflect the community, and effective support for ethnic minorities and EAL pupils and targeted interventions. The overall conclusion of this study is that improvement in schools in London is an exceptional achievement and offers a worthwhile example of a success story that policymakers at both national and international levels can learn from. Lessons from London schools in tackling inequality and the policy and research implications are discussed critically in the final section.

The development of a behavioural competency framework for school principals

Orientation: More than two and a half decades into South Africa’s democracy, the majority of the country’s learners receive low-quality school education, adversely affecting upward social mobility. Ensuring quality education for all South Africans requires a combined approach of equitable resource allocation and effective school leadership that transforms resources into educational outcomes.Research purpose: The objective of the study was to develop a behavioural competency framework for school principals.Motivation for the study: While past studies highlight school leadership and management to be pivotal in the establishment and maintenance of well-performing schools, less is known about the behavioural competencies required by school principals.Research approach and method: Guided by a synthesis of literature on school management, critical incident interviews were conducted with a sample of 10 school principals with good track records. The salience of the literature-derived competencies was established, and the content supplemented by contextualising the competencies with specific behavioural denotations from the interviews.Main findings: Eleven key competencies emerged from the data: creating a school vision and setting strategic direction, setting goals and expectations, developing school staff, influencing and communicating, resourcing strategically, leading with compassion, maintaining a student-centred learning environment, making decisions, managing self, managing teaching and learning, and leading across school boundaries.Managerial implications: The competencies identified provide a blueprint to guide human resource management interventions aimed at establishing effective school leadership.Contribution: The study provides a rich source of information about critical school principal behaviours, explored from an integrated perspective that acknowledges the school context.