Leadership Of Headteachers Research Articles

Exploring Head Teacher Leadership as Instructional Resource for Staff: Stories from a School of South Asia

At present, head teachers’ role as an instructional resource for the staff has been given a great emphasis to be carried out worldwide. However, a number of false practices of head teachers are often narrated by the school staffs which have hindered the creation of a motivating working environment. Hence, this paper aims at exploring what experiences the head teacher and teacher have assembled in the course of head teacher leadership practices as an instructional resource for the staff. The paper is based on narrative inquiry where a head teacher and the teacher from the same school were selected purposively as research participants for in-depth interview. From prolonged engagement with the participants, this study explored that head teacher leadership practice which was expected to act as an instructional resource for the staff was found counter-practiced though they narrated their awareness about the discourse. These pitfalls were narrated so considering the head teacher leadership’s major engagement in administrative tasks rather than in instruction pedagogy, instruction practice and CAS evaluation and implementation as inculcated by the three indicators of Step II of Effective Instructional Leadership. Moreover, failure of the head teacher to monitor and supervise the team’s performance was also recounted. Hence, the study implies the practices of head teacher leadership as an instructional resource for the staff as inevitable to help school prosper and strive towards excellence in teaching and learning setting.

Influence of Head Teacher's Leadership Styles and Effective Learning Process in Secondary Schools of Rwanda

Influence of Head Teacher's Leadership Styles and Effective Learning Process in Secondary Schools of Rwanda

Praktik Kepemimpinan Kepala Sekolah dalam Menyupervisi Pendidikan Agama Islam di Sekolah Menengah Pertama

The study was on the back of an accelerating at the SMP Al-Ikhlas Tarokan, with the headteacher's leadership who carried out the supervision of Islamic Religious Education. In this case, researchers observe the headmaster's supervised Islamic Religious Education supervision. The problem with this research includes 1) how does the principal practice leadership in carrying out Islamic Religious Education supervision at the SMP Al-Ikhlas Tarokan? 2) how does the principal's leadership practice implication in supervising Islamic Religious Education at the SMP Al-Ikhlas Tarokan? The research method of this study is a qualitative approach. This study's results were: 1) the headteacher's leadership practice of producing Islamic Religious Education supervisions on the Islamic Religious Education at the SMP Al-Ikhlas Tarokan effective. The principal affects his subordinates with a power referent power that uses leadership with a charismatic leadership style. 2) the implication of the principal leadership practice in performing Islamic Religious Education supervision at the SMP Al-Ikhlas Tarokan is quite good.

PENGARUH KEPEMIMPINAN KEPALA SEKOLAH DAN PENINGKATAN DISIPLIN KERJA GURU TERHADAP PRESTASI BELAJAR SISWA SMK NEGERI 1 BALONGAN KABUPATEN INDRAMAYU

Headteacher leadership, work motivation is a factor in improving work discipline. The motivation factor becomes one that affects the teacher's work discipline in improving its quality because the more motivation a person is more likely to improve his work discipline. This work motivation causes a teacher to be passionate in carrying out duties as an educator because it has fulfilled his needs. The fulfillment of these needs is related to job satisfaction, where among the expectations of teachers are met by the reality provided by the organization. This research method uses descriptive methods of analysis, which look at the relationship between two or more variables through the analysis of the data obtained. This method is also often called descriptive verifiive analysis because it looks for how much influence leadership and work discipline have on students' learning achievement. The results of the study proved that the leadership of the principal has a positive and significant effect on learning achievement. The discipline of the teacher's work has a positive and significant effect on learning achievement. Headteacher leadership and teacher work discipline simultaneously have a positive and significant effect on learning achievement

Effect of Head Teachers’ Leadership Style on Teacher Performance in Public Primary Schools in Turkana Central Sub County, Kenya

The purpose of the study was to establish the effects of head teacher leadership styles on teacher performance in public primary schools. Despite measures taken to capacity build head teachers in leadership and management, teachers have cried foul at the delivery of leadership styles used by their head teachers. Performance of public primary schools in Kenya has been inconsistent due to the inability of teachers to record better performance and also inability of head teachers to sufficiently utilize leadership styles which may be hypothesized as being a hindrance to teacher performance. A causal-comparative research design was employed for the study.Stratified random sampling technique was applied to select 177 teachers and 44 head teachers. Data was collected using questionnaire and document Analysis guide. The obtained data was analyzed using means, percentages and frequencies; hypotheseswere tested using ANOVA.The results showed that there was significant relationship between leadership style and performance of teachers in public primary schools in Turkana Central Sub County. The style adopted by the head teacher defined the school’s work and social culture in the school, which in turn influence the teachers’ commitment to work and to the school activities.

Impact of Head Teacher Leadership Style on the Performance of Teachers at Secondary Level

The main objective of this research study was to find out the impact of headteacher leadership style on the performance of teachers at the secondary level in district Khanewal. The population size of this research study was 3840. The sample size of this research study was 360 teachers. The data was collected by the researcher through visiting the Institutions physically. The findings of this research study show that there is a strong impact of head teacher leadership style on the performance of the teachers, and there was a significant difference in the performance of teachers based on principles leadership style. So based on the findings of this study, it was recommended that HT should behave politely and facilitate the teachers so that teachers' performance may be increased. It was also recommended that a headteacher should not adopt only a single leadership style, but instead,he/she should adopt various leadership styles.

Factors Influencing Head Teacher's Leadership: A Case of Community School in Kathmandu Valley

This study aimed to explore the factors influencing leadership of head teacher. For this purpose, interpretative phenomenology was employed. Five head teachers having more than ten years' experience in different community secondary schools of Kathmandu valley were selected as participants for their lived experience and perception through purposive sampling. Information was collected through participants by in-depth interviews and semi-structured questionnaire to draw the perception and experience of the participants. In interviews, we attempted to interpret respondents' explanations, experiences, struggles, and evidences related to head teacher. Interviews were transcribed as verbatim and coded to generate themes. Themes were analyzed with reference to the essence of transformative leadership theory to reach in conclusion. The study finding showed that size of organization, level of interaction, decision making skill, problem solving skills, and team efforts are influencing factors for effective leadership. Head teacher’s leadership can be positively influenced in small organization but professional development of staffs can be negatively impacted. Frequent collaboration among stakeholders and interpersonal relationship among staff influences the leadership of head teacher positively. The tactful leadership skills for problem solving inspired the head teacher to strengthen the capacity of the organization along with team effort. Thus, the leadership of head teacher in community school needs to be sensitized to apply appropriate size based on stakeholder. The intensity of collaboration is required to be maintained with the principles of rich communication and team effort.

Head teacher leadership style and secondary school students’ academic performance in Abi Local Government Area of Cross River State

This study examines the relationship between head teacher leadership style and mathematics student’s academic performance in Abi local government area of Cross river state, Nigeria. Three null hypothesis were formulated to guide the study. A random stratified sampling technique was used to select or sample one hundred and ninety (190) students and ten (10) head teachers from the population of the study. Two instruments were developed for data collection known as Head Teacher Leadership Style Questionnaire (HTLSQ) and mathematics achievement test (MAT). Pearson product moment correlation coefficient (PPMCC) was used to analyze all the three null hypothesis. The findings revealed that: there is a significant positive relationship between democratic leadership style and student’s academic performance and there is no significant relationship between laissez fair leadership style and student’s academic performance. It was concluded that head teacher leadership style influence student’s academic performance. It was therefore recommended that head teachers should undergo in-service training on leadership style of administration of schools and as a matter of concern use mostly the democratic leadership style.Keywords: head teacher, leadership, democratic, laissez fair, academic performances

Differences in Teacher Variables and Organizational Commitment according to the Emotional Leadership of Head Teacher Perceived by Child-care Teachers

Differences in Teacher Variables and Organizational Commitment according to the Emotional Leadership of Head Teacher Perceived by Child-care Teachers

Liaison Between Leadership Styles of Principal and Job Performance of Staff

Leadership seems to be the most operational tool of influencing people so that they strive willingly and enthusiastically towards the accomplishment of goals. The present study was to explore relationship between head teacher leadership styles and teachers’ job performance. A quantitative approach was used. Correlation research design was used to conduct this study by survey method. The population of the study was consisted of secondary schools teachers. A sample of two hundred students was selected by conveniently sampling technique. Researchers collected data by self-developed questionnaire on five point likert scale related to leadership practices and teachers’ self-efficacy. The analysis of the data was carried out by using Pearson r, t-test, percentages, mean, and ANOVA. It is concluded that there was strong association between autocratic leadership style and job performance in spite of other variables. There was no significant difference in scores of male and female teachers regarding autocratic and democratic leadership style. Head teachers may adopt suitable and appropriate leadership style and treat equally to staff members. This thing may helpful to enhance the job performance of teaching faculty. Keywords: Head Teachers, Leadership Styles, and Teachers Job Performance. DOI : 10.7176/IEL/9-5-01 Publication date :June 30 th 2019

A Study on the Effects of Head Teacher's Leadership Styles on the Organizational Effectiveness in Child-care Centers

A Study on the Effects of Head Teacher's Leadership Styles on the Organizational Effectiveness in Child-care Centers

Enabling adaptive system leadership

Internationally, there is increasing emphasis on teacher leadership of professional development. This provides opportunities for teachers to initiate and facilitate professional learning activities beyond their own schools. There is a need for theoretical tools to analyse their leadership activity and how to support it. Constructs from complexity leadership theory and the concept of teacher system leadership are used to develop a framework to analyse the purposes and practices of teacher professional development leaders supported by a national programme for mathematics teacher professional development in England. I argue that the teachers’ activities constitute a form of adaptive leadership involving innovating and organising professional development within arenas of leadership, through the processes of mobilising, brokering and the creation of networks. This required engaging in ‘system work’ to fulfil purposes connected to both local and system-wide concerns. The teachers were supported by the enabling leadership of headteachers and by national warrants for exercising leadership. The study demonstrates the value of the analytical framework and indicates that a cadre of teacher system leaders can be developed by attending to the interplay of professional development leadership and a wider system-orientated professional identity and by specific support to develop adaptive leadership capacities and skills.

Pedagogical leadership in action: two case studies in English schools

This paper explores the construct of pedagogical leadership in action in two case-study schools in England. Both schools investigated had headteachers who were recognized as excellent practitioners who had led their schools from a failing position to being judged as ‘outstanding’ and had successfully sustained and extended this status. Their behaviours thus corresponded to the ideals of pedagogical leadership which had been developed in the previous research by the authors. This approach is an extension of ideas pertaining to learner-centred leadership where the key focus is on the personalization of education for the benefit of the learner. Pedagogical leaders take this further, however, and ensure they are equally responsible to the local community and the larger education system when determining appropriate action to support learning in their schools. The research reported here is based on interviews conducted with members of the school community (including students) to establish to how these pedagogical leaders determine effective action. The examination of data identifies six categories of leadership activity which contribute to the continued growth of these schools: establishing a success culture, managing external expectations, selection and induction of staff, managing a robust supportive environment, sustaining effective internal relationships and headteacher leadership behaviour.

Governing bodies, headteacher performance and pay: the role of external advisers

This article reports on the role of the external adviser to school governing bodies in relation to headteacher performance management (HTPM) in England. School leaders are crucially important for the effective functioning of schools and there is an ever-growing body of inspection and research evidence which shows this to be the case – leadership matters, in particular principal or headteacher leadership. Oversight of the performance of school leaders is therefore crucial in the English educational system due to current initiatives promoting school autonomy coupled with tight, centralised accountability. Researchers in other countries have noted the lack of systematic understanding of the performance management of senior school leaders. The same applies to England; however, current changes to the educational system, including increased school autonomy and the centrality of school improvement, linked to inspection, make the stakes much higher than elsewhere. Understanding HTPM, especially the role of the external adviser or school improvement partner, is crucial given the evolving structure of the educational system and the shifting relationship between the state and schools. The role of the external adviser is especially pronounced in helping the governing body set objectives for its headteacher and make decisions about remuneration and salary increases. The article considers the degree to which outside assistance enables governing bodies to complete their key role in relation to managing the performance of headteachers and it outlines the main constraints under which external assistance and support operates. The article considers the role of external advisers as critical friends and concludes that good governing is at the heart of effective HTPM; the two are complementary. Governing bodies and boards of trustees will play a key role in the future, a role which can be made easier with the help of effective external advisers.

Analysis of Relationship between School Workload Management and Teacher Transfer Intention in Public Secondary Schools in Mbita and Suba Sub-Counties, Kenya

In Kenya since 2001, Teachers’ Service Commission (TSC) has school-based teacher recruitment system that assumes that teachers apply for employment in schools of choice intended to mitigate teacher Transfer Intention which impedes professionalism and destabilizes staff if realized. Teacher transfer requests in Mbita and Suba Sub-counties {formally one district named Suba by 2012} were at a high average, fluctuating from 29(29.5%) in 2009, 21(20%) in 2010, 27(22.7%) in 2011, 43(17%) in 2012, and 62(29%) in 2013. This was above the highest Homabay County average of 12.2% in the said period. The foregoing data reveals that despite such government effort, Mbita and Suba Sub-counties still face many teacher transfer requests, indicating a high level of teacher Transfer Intention. According to literature, chief among the determinants of teacher perception of their work environment, that may both influence them to interact negatively to their learners’ disadvantage and to inspire teacher intention to transfer, is School Workload Management. Hence there was need to investigate the relationship between School Workload Management and teacher Transfer Intention. The study was anchored on Theory of Planned Behaviour (Ajzen, 1991) which stipulates that intentions are precursors of actual behaviour. Transfer intention was determined based on Mobley’s Employee Turnover Intention Model (Mobley, 1977) to identify actual relevant teachers for the study population in a baseline survey. Saturated sampling technique was then used to select the 252 teacher with transfer intention respondents and 29 teachers without transfer intention; Purposive Sampling technique for 28 headteachers and one County Staffing Officer (CSO). Questionnaire and interview were used for data collection. Piloting was done ascertain reliability of instruments. Regression analysis was used for quantitative inferential data while qualitative information was considered according to themes in an on-going process. Study response rate was 222(97%) teachers with transfer intention, 23(88%) teachers without transfer intention, 23(82%) headteachers and 1(100%) County Staffing Officer. The study concluded that at 0.4% proportion, there was no significant relationship between School Workload Management and teacher Transfer Intention in Mbita and Suba Sub-counties. It recommended that to address teacher Transfer Intention, school administrators should consider lesson distribution by employing more teachers. However, other factors besides School Workload Management as revealed by reasons for Transfer Intention may include: school facilities, and poor headteacher leadership; or factors outside school work environment such as lack of proper housing for teachers in school surrounding, insecurity, putting up better schools for teachers’ children, and improving on electrification.

Reorienting Leadership Styles for Sustainable Education

Reorienting Leadership Styles for Sustainable EducationThis paper describes the leadership style which can sustain education in Botswana community junior secondary schools (CJSS). The concept was examined based on the policy of education in Botswana, Botswana's vision for 2016 and the current situation in schools. Data was collected by means of a questionnaire and semi-structured interviews from a random sample of community junior secondary school teachers and head-teachers in Botswana. The data suggests that the head-teacher's leadership style affects teachers' and pupils' attitude towards a job and studies and that a participatory leadership style promotes sustainable education in schools. These findings can be useful for education policy makers, school administrators and researchers seeking to promote sustainable improvement in education.

Experiences of learning within a twentieth‐century radical experiment in education: Prestolee School, 1919–1952

Prestolee School, at Kearsley, near Bolton in Lancashire, UK, was the site of an experiment in education between 1919 and 1952 under the leadership of head teacher, Edward Francis O’Neill (1890–1975). The school attracted much national and international attention over three decades owing to the unorthodox methods practised by O’Neill and the extraordinarily rich learning environment set amidst the industrial poverty of this small mill town. However, we know very little about the experience of learning within such a radical experiment in education. This article examines the experiences of the pupils through two main sources: archive documents produced between 1925 and 1945 and oral testimony recorded in 2008. Consideration is given to the methodological challenges and opportunities of mixed method research—in this case, combining cross‐disciplinary enquiry with oral testimony and documentary analysis. Reading the school building as a text, the changes in the design of learning spaces over time are foregrounded. Neither a history of school architecture and design nor a social history rooted in memory and the documentary record, the article represents a methodological departure from architectural history and the social history of schooling.

New Labour and the logic of practice in educational reform

The paper draws on data and theorising from the Knowledge Production in Educational Leadership (KPEL) Project where we have investigated New Labour's education policy and investment in headteachers as school leaders in England. New Labour took up office in May 1997 with a modernisation agenda and the leadership of schools is central to this strategy. There have been a number of changes to the status and work of headteachers and a national training programme run by a new National College for School Leadership has been established. The KPEL project gathered data by interviewing policymakers and headteachers and this paper reports on the policy process. Specifically, the project used Bourdieu's thinking tools to identify a logic of practice and how ministers, civil servants, advisors (including some headteachers) and private consultants developed policy. Through this we intend to show how Bourdieu's thinking tools can be used to describe, understand and explain headteacher leadership as a social practice at a time of centralised interventions and reforms.

A study of leadership effectiveness in a large VET institution in Australia

PurposeThis paper aims to focus on a study of the effectiveness of head teacher leadership within TAFE NSW.Design/methodology/approachQuantitative and qualitative methods were employed to identify and measure the effective leadership attributes of the head teachers. The research sample consisted of head teachers and teachers.FindingsThe results suggest that the effectiveness of head teachers' leadership needs to be improved substantially. More specifically, there was a significant difference between the self‐perceived leadership effectiveness of the head teachers and the leadership effectiveness perceived by the teachers. The study also showed that the effects of gender, length of service as a head teacher, length of service in the position and the educational discipline area did not have a substantial effect on head teacher leadership effectiveness. However, emergent issues such as workload, lack of support and training, and the gap between the head teacher and higher‐level management were significant factors affecting head teacher leadership.Practical implicationsThe findings suggest leadership development programs should be initiated to assist in developing the leadership areas in need of improvement, and additionally the need for better succession planning of the organization.Originality/valueA study of the nature and scale, focused on the head teacher leadership effectiveness has not been undertaken before, within the Australian context, and this paper presents some useful information for future workforce planning of VET institutions and significant addition to the existing stock of knowledge.

Leading Teaching and Learning in the Primary School

Case study data from six primary schools are drawn upon to examine the reality of primary headteacher leadership. Three alternative theoretical models of leadership are used to analyse the ways in which it has changed since the Education Reform Act (1988) and the implications of these changes for leading teaching and learning. Prior to 1988 primary headteachers as ‘educative leaders’ were involved in teaching and direct working relations with children and classteachers. However, in the current educational climate ‘educative leadership’ appears unsustainable. Although ‘instructional leadership’ is an effective model for achieving compliance with government reforms and achieving a narrow standards agenda, it stifles teachers’ creativity and constrains school innovation. It is argued that ‘pedagogical leadership’, as exemplified by two headteachers in the study, appears to offer much greater possibilities for developing teaching and promoting both pupil and teacher learning. While the practice of ‘pedagogical leadership’ is viewed as conflicting with aspects of ‘instructional leadership’, it has value congruence with ‘educative leadership’ and can therefore develop from it.