Experiences Of School Principals Research Articles

Investigating the Relationships between Demographic Factors and School Principals’ Emotional Intelligence in Managing Change

Substantial research has revealed that the emotional intelligence of school leaders is crucial for the development of effective school leadership. The purpose of the study was to investigate the relationships between demographic factors and Principal Change Leadership Emotional Intelligence (PCLEI) in the secondary schools of Malaysia. A total of 615 secondary school principals that were chosen using disproportionate stratified sampling method completed the on-line survey. The findings revealed that, i) PCLEI was reliably related to school type whereas school principals from different locations had no significant difference in their level of PCLEI; ii) PCLEI was not reliably related to both prior experience and on-the-job experience of school principals; and iii) instead of academic qualifications, PCLEI was reliably related to professional qualification. The study provides information and expands our understanding about the importance of the relationship between demographic factors and emotional engagement in enhancing school leaders’ capacity for change.

Study of Instructional Management and Institutional Effectiveness in Relation to Age and Experience of School Principals

The present investigation intends to assess instructional management and institutional effectiveness concerning the age and experience of school principals. The sample comprised twenty schools of Jalandhar and Kapurthala. The researchers used Hallinger’s Instructional Management Rating Scale and a self-prepared Institutional Effectiveness Rating Scale for the investigation. The result of the study reveals that in schools with younger principals, teachers exhibit better behaviour on coordinating the curriculum, protecting instruction time and developing academic standards of instructional management than teachers in schools with older principals. In schools with more experienced principals, teachers exhibit better behaviour concerning instructional management on co-ordinating the curriculum, protecting instruction time, providing incentives for teachers, protecting professional development, developing academic standards, and providing instructions for learning than the teachers in schools with less experience. In schools with older and more experienced principals, teachers exhibit better behaviour on supervising and evaluating instruction dimension of instructional leadership than the teachers in schools with older and less experience, younger and more experienced and younger and less experienced principals. There is no significant difference in the institutional effectiveness of schools with young and old aged principals. There is no significant difference in institutional effectiveness of schools with more and less experienced principals.

Journey of School Principals in Coping the Demands and Challenges of School Development

This transcendental phenomenological study focused on analyzing and scrutinizing the lived experiences of school principals in the City Schools Division of Cabuyao. This study is geared towards achieving the central question of determining the journey of school principals in coping with the demands and challenges they encountered for school development. The researchers deemed that conduct of Key Informant Interview was suitable for attaining the problem’s statement. Since the research problem of this inquiry focused on describing and understanding the lived experience of public school principals, which is a phenomenon in academia, the researchers used phenomenological research design. The study reflected the challenges and demands encountered by the school heads as well as the strategies and techniques they utilized to surpass them all. This study also provided an illumination that the school heads need to extend the horizon and tried their best to attain the acme of school success.

The Managerial Experience and Postgraduate University Training of School Principals: A Comparison of Two Post-Socialist Countries Using TIMSS 2015 and PIRLS 2016 Data

Contemporary research on education policies and practices of post-socialist countries is not expansive. According to our understanding, there are at least several reasons for a rather limited interest of researchers. There is no single, universally accepted theoretical approach to post-socialist development; territorial disputes pose problems to statistical data analysis; some countries with authoritarian regimes tend to play with the data and improve the numbers; there are difficulties of finding the data about non-EU countries. One of the possibilities of conducting comparative studies is the usage of international large-scale assessments (ILSAs). The aim of our study was to highlight the different attitudes toward the training of school principals in Lithuania and Kazakhstan on the basis of a secondary analysis of TIMSS 2015 and PISA 2016 data. Results indicate that there are essential differences between the two countries. The percentage of students in schools where Lithuanian school principals have undergone postgraduate university training exceed the percentage of students in Kazakhstani schools 4 to 5 times. Lithuanian school principals also have, on average, 1.5 times longer professional experience than Kazakhstani school principals. However, data of TIMSS 2015 and PIRLS 2016 show no direct relationship between the level of education and work experience of school principals and student achievement. We assume that higher professionalism and experience of school principals may contribute to the efficiency of school management, while the effectiveness of student learning may be determined by a variety of other factors.

Management of Gossip and Rumor as Informal Communication Tools in Educational Organizations

The main aim of this study is to examine the opinions and experiences of school principals, who work at schools in Eskisehir, about the management of rumor and gossip in schools. The study was designed by using phenomenological method, one of the qualitative study methods. The participants of study consisted of 15 school principals and vice principals. Data, collected with semi-structured interviews, were analyzed with content-analysis method. The results showed that important reasons of rumor and gossip in schools are jealousy, individual differences, interpersonal problems, information gaps, organizational and managerial reasons. The most preferred attitudes and behaviors by participants to deal with rumor and gossip are open communication, giving explanations and ignoring the rumor. The methods mentioned by participants to utilize rumor and gossip effectively are using it as a self-control mechanism, to recognize the characteristics of staff, to increase performance by increasing competition.

The experiences of school principals of teachers living with HIV

The experiences of school principals of teachers living with HIV

Experiences of School Principals With Newcomers from War-Affected Countries in Africa

This article is based on the results of an exploratory study of experiences of 2 urban school principals about leading schools with immigrants from war-affected countries in Africa. It examines how they perceived their preparation for multicultural leadership, and explores lessons that leadership development institutions can learn from their experiences. Data from in-depth interviews revealed that the principals felt inadequately prepared to work with this minority group. With the influx of immigrants in schools, it is vital that leadership development institutions develop pragmatic approaches for preparing principals to work with second language learners, particularly those who face psychosocial challenges arising from experiences with war, poverty, or living in communities where they are prone to crime.

Decentralization of school management to boards of governors in secondary schools in Kenya: a case of Trans-Nzoia County

The concept of decentralization of school management to Boards of Governors was adopted by the Teachers Service Commission in an attempt to infuse community participation in the administration of schools. It has also been proposed as the solution to challenges facing the education sector including eliminating government bureaucracy, increasing efficiency and accountability, and improving the quality and relevance of education. In this study we attempt to explore the impact of decentralization of educational services to Boards of Governors on the management of secondary schools in Kenya. The study utilized qualitative data collected from twenty public secondary schools in Trans-Nzoia County, where the views and experiences of school principals on school management by boards were sought. This article reports that while decentralization has many positive aspects, it also has numerous demerits that need to be remedied. It particularly recommends the genuine professionalization of the composition of the boards. The implications of the findings are considered within the wider context of management of education in Kenya.

Multi-faceted feedback for organisational heads for self and organisational development: experiences of school principals in India

The design and use of multi-faceted feedback as a developmental tool for organisational heads is the focus of this paper. A customised feedback instrument was designed for school principals to enable assessment by self and various stakeholders. The instrument was designed to assess principals’ administrative, managerial and leadership competencies and school policies and systems that are designed, regulated, supervised and/or controlled by the principal. The multi-faceted feedback made it possible to provide a comparison of principals’ own evaluation of their efficacy with reference to that of the relevant stakeholders. The feedback received is analysed and interpreted to aid in the preparation of a developmental plan for future action. Insights obtained from this experience are used to discuss issues in the use, design and administration of multi-faceted feedback for organisational heads. The underlining concern is to fine-tune each aspect of the feedback process to maximise gains for the receiver of the feedback and the organisation.

Current and predicted staffing patterns in post‐primary schools: the perception and experience of school principals

Evidence suggests that teacher shortages in Western Society, largely attributable to social and economic change, are threatening the future of school education in many developed economies. Questions concerning the subject areas affected and the impact teacher shortages have on schools and on pupil learning are topics of mounting speculation. In contrast to the increasing body of research undertaken to explore these issues in other parts of the UK, much less is known about staffing patterns in post‐primary schools in Northern Ireland. This paper seeks to inform the debate and to present findings from the perceptions and experiences of 136 post‐primary school principals. Results suggest that most principals have experienced recruitment difficulties in a range of subjects; those most frequently cited include the sciences, particularly physics, mathematics, technology and design, home economics and ICT. Principals believe that staff shortages not only have a negative impact on teaching and learning but are also set to increase. This paper discusses these findings and argues the need for intervention and a change in government policy to break this self‐perpetuating cycle.

Progress in the Desegregation of Schools in South Africa: Experiences of School Principals

The desegregation of schools, which followed the 1954 Brown v Topeka court ruling, was not a reform movement limited to the United States of America, but a worldwide trend. This was also the case in post-1994 South Africa, where it became a cornerstone of governmental education policy and a sine qua non for the provision of equal education opportunities. In an attempt to gather information on a grossly under-researched area of South African education, this paper investigates how principals of schools in KwaZulu-Natal have experienced the course of desegregation in recent years. On the basis of these data, an overall assessment is ventured, problematic areas are identified, and recommendations are made to address these problems. In conclusion, follow-up research is suggested, especially with regard to the problems identified and with regard to deficiencies of the instrument used in this research.

Unveiling the Mirror: Afro‐Brazilian Identity and the Emergence of a Community School Movement

Previous articleNext article No AccessUnveiling the Mirror: Afro‐Brazilian Identity and the Emergence of a Community School MovementAdjoa Florência Jones de AlmeidaAdjoa Florência Jones de Almeida Search for more articles by this author PDFPDF PLUSFull Text Add to favoritesDownload CitationTrack CitationsPermissionsReprints Share onFacebookTwitterLinkedInRedditEmail SectionsMoreDetailsFiguresReferencesCited by Comparative Education Review Volume 47, Number 1February 2003Special Issue on Black Populations GloballyGuest Editor: Kassie Freeman Sponsored by the Comparative and International Education Society Article DOIhttps://doi.org/10.1086/345836 Views: 136Total views on this site Citations: 7Citations are reported from Crossref © 2003 by the Comparative and International Education Society. All rights reserved.PDF download Crossref reports the following articles citing this article:Nafees M. Khan Slavery in Secondary History Textbooks from the United States and Brazil, Peabody Journal of Education 96, no.22 (Apr 2021): 150–165.https://doi.org/10.1080/0161956X.2021.1905338Tricia Niesz, Aaron M. Korora, Christy Burke Walkuski, Rachel E. Foot Social Movements and Educational Research: Toward a United Field of Scholarship, Teachers College Record: The Voice of Scholarship in Education 120, no.33 (Mar 2018): 1–41.https://doi.org/10.1177/016146811812000305Vera Lúcia Benedito Equal Opportunity Policy in Brazil: Black Activism and the State, (Jan 2015): 73–94.https://doi.org/10.1057/9781137485151_4Riad Nasser, Irene Nasser Textbooks as a vehicle for segregation and domination: state efforts to shape Palestinian Israelis’ identities as citizens, Journal of Curriculum Studies 40, no.55 (Oct 2008): 627–650.https://doi.org/10.1080/00220270802072804Robert C. Williamson Education: A Continuing Challenge, (Jan 2006): 195–228.https://doi.org/10.1007/978-1-137-09592-3_9Flavia M. C. Bastos “Tupy or Not Tupy?” Examining Hybridity in Contemporary Brazilian Art, Studies in Art Education 47, no.22 (Dec 2015): 102–117.https://doi.org/10.1080/00393541.2006.11650488Charl C Wolhuter Progress in the Desegregation of Schools in South Africa: Experiences of School Principals, Education as Change 9, no.11 (Jul 2005): 108–126.https://doi.org/10.1080/16823200509487106