Implications For Principals Research Articles

The Relationship Between Trust in Principal and Teacher Voice

This study aims to determine the relationship between trust in principal and teacher voice according to teachers' perceptions. This descriptive study is designed in the correlational survey model, one of the quantitative research designs. The study's target population consists of 2150 teachers working in primary, secondary and high schools in Bolu city centre. The study sample consists of 342 teachers determined by simple random sampling method. Personal information form, trust in principal scale and teacher voice scale are used to obtain data. Since the collected data do not show a normal distribution, non-parametric tests are used for the study. According to the study results, teachers' perceptions of trust in principal and teacher voice are at a high level and as teachers' perceptions of trust in principal increase, their perceptions of teacher voice change in the same direction. The study offers some significant implications for both principals and teachers.

Mengenal Kesulitan Tenaga Pendidik dalam Manajemen Kelas di sekolah MIS Seroja Dua Sei Rotan

Efforts to improve the quality of learning in schools are a form of challenge that educators must have experienced. One of the main factors that has quite an influence on the quality of learning is the strategy in carrying out classroom management which is still felt to be ineffective. This research aims to identify the difficulties of teaching staff or teachers in classroom management at MIS SEROJA DUA SEI ROTAN. The research method used in this study is a descriptive qualitative research approach. The problem of difficulties in managing classroom management will be an area of ​​our work to be able to dig up information regarding problem analysis and also provide appropriate solutions to the root of the problem. The research results show that implementing effective classroom management strategies helps provide a positive impact on learning. This research offers important implications for teachers, school principals, and educational policy makers. Teachers need to receive training and assistance in implementing effective classroom management strategies.

Parental Perspectives on Principals’ Responses to Homophobic, Biphobic, and Transphobic Bullying in Australian High Schools: An Exploratory Study

AbstractSchool principals may be well-placed to establish safe and affirming school climates for gender and sexuality diverse students by upholding zero-tolerance policies for homophobic, biphobic, and/or transphobic (HBT) bullying. Few qualitative investigations have examined how leaders are perceived, by those with vested interest, to be exercising their powers in this regard. Parents and caregivers (N = 16) completed a qualitative online questionnaire about their experiences navigating school responses to the HBT bullying of their child. Responses were analysed using reflexive thematic analysis. Findings indicate that principals were often either a first point of contact or an option for escalation. Intervention efforts were favourably appraised where empathy for the targeted student was accompanied by quick and decisive action. When this did not occur, participants described the injurious effects of inaction, prejudiced attitudes, and minimisation of the impact of non-physical bullying on both them and their child. We discuss implications for principals and schools with respect to the significant consequences of non-intervention.

Modelling the interplay between resilience, emotion regulation and psychological well‐being among Chinese English language teachers: The mediating role of self‐efficacy beliefs

AbstractWith the rise of positive psychology (PP) in 1954 and its flowering in the last decade of the 20th century, the focus of psychological and educational studies has shifted from examining negative health‐related outcomes to their positive counterparts. In line with this new research agenda, several L2 researchers have studied different positive health‐related outcomes and their predictors among language teachers. Few language studies, however, have been dedicated to examining language teachers' psychological well‐being and its potential predictors. To bridge the lacuna, the current research tried to evaluate the role of emotion regulation and resilience in predicting Chinese EFL teachers' psychological well‐being. This research also strived to find out whether perceived self‐efficacy could mediate the interaction between psychological well‐being, emotion regulation and resilience. For this purpose, 430 English teachers recruited from Chinese EFL classes were asked to respond to four closed‐ended questionnaires. The analysis outcomes exhibited strong and positive associations between resilience, emotion regulation and psychological well‐being. The results also divulged that the psychological well‐being of English language teachers could be meaningfully predicted by their emotion regulation ability and resilience. Additionally, the results indicated that the association between Chinese English teachers' resilience, emotion regulation ability and psychological well‐being could be significantly mediated by their self‐efficacy beliefs. These outcomes may have some useful and instructive implications for educational principals and teacher trainers.

Inclusionary Leadership-Perspectives, Experiences and Perceptions of Principals Leading Autism Classes in Irish Primary Schools

This study explores the experiences, practices and perceptions of primary school principals currently leading autism classes in Ireland. Autism classes in mainstream primary schools are becoming increasingly common in the Irish education system. The prevalence of autism classes highlights the importance of their role in enabling autistic children to attend mainstream schools. It reflects the increasing number of autistic pupils who require these specialised placements. Primary schools serve all children. It is essential that autistic children are supported in the best way possible so they can reach their full potential. The principal has a pivotal role in all aspects of his or her school, including leading the autism classes. Given the centrality of their role, it is imperative that the principal is supported by the best practices and theory available. This study sought to give the principals time to reflect on their inclusive leadership and decipher what it meant for them in their lived experience and context. Theories of leadership through a socio-cultural lens frame the overall study. A qualitative research design was adopted using semi-structured interviews with 15 primary school principals. Analysis of the data was conducted using a reflective thematic analysis approach. Findings of the research reveal that there are particular leadership styles that align with an inclusive leadership approach. These styles are distributed leadership, transformational leadership and instructional leadership. A positive disposition towards inclusion is an important factor in the principal’s perceptions of their leadership. The idea of inclusionary leadership is borne out of the study. This term indicates that leaders striving for inclusion in their schools do not view it as a destination to be reached but rather a long-term journey they travel. This research is a pathway for further study in the field. It has implications for pupils, principals, school communities and policy makers regarding the value of the work of inclusionary leaders. All participants referred to in this paper have been given two letter pseudonyms to protect their identity.

Leading to succeed: contextual leadership practices of semi-urban school principals in China

ABSTRACT This study investigated the leadership practices of semi-urban middle school leaders in China. A multi-site case study was conducted using a qualitative research design, collecting data through interviews with principals, administrators, teachers, and parents, along with document scanning, observations, and field notes. Qualitative data analysis revealed three distinct themes concerning the contextual practices of the three principals. The findings highlighted that these principals implemented the identified practices in varying ways, directly responding to their specific contextual realities. Key findings indicated a focus on teaching, moral values, teacher development, and labor-intensive activities. The results carry implications for principals, educational practices, and policy matters.

Principal Perceptions and Applications of Professional Learning Communities: Implications for the Future of Physical Education

Purpose: To investigate school principals’ perceptions and applications of professional learning communities (PLCs) and how they interpret the roles of physical educators within these structures. Method: This study was conceptualized as an exploratory interview study. Eight elementary and two secondary school principals across four districts participated in semistructured interviews. Each principal had been trained and was currently utilizing the same PLC framework within their respective schools. Result: Data analysis revealed three overarching themes with supportive subthemes: (a) PLCs are Centered on and Structured for Student Learning, (b) The Roles of Physical Educators Differ in Perception and Function, and (c) Successful PLCs are Facilitated by Team Trust and Disrupted by Drift. Discussion: The findings carry implications for principals, physical educators, and physical education teacher education programs. Principals and physical educators have mutually reinforcing responsibilities in creating an equitable space for physical education in the school PLC community.

How does Transformational Leadership Influence Creativity Through Job Satisfaction?

This research examined how transformational leadership affects creativity through job satisfaction. This study focuses on elementary school teachers as the research subject. A total of 10 elementary schools were selected as the population for the study. This study utilized a total sampling technique, involving all the teachers who work in the ten selected elementary schools as the research participants. In this study, 147 questionnaires were distributed, of which 130 questionnaires completed by teachers were considered usable. This study employed the AMOS 22 application program as the analytical tool for conducting Structural Equation Modelling (SEM) analysis. The analysis revealed that transformational leadership did not directly impact creativity. Transformational leadership had a positive and significant effect on job satisfaction. Job satisfaction had a positive and significant effect on creativity. Transformational leadership positively and significantly affected creativity through job satisfaction with a full mediation. The result has practical and meaningful implications for elementary school principals in fostering teachers’ creativity through transformational leadership and job satisfaction.

From policy to practice: how schools implement German language support policy in Austria

ABSTRACT In 2018/2019, the Government of Austria instituted a new language support model to Austrian schools that included segregated language support measures for non-fluent German-speaking students. The central research aim of the paper is to investigate how the implementation of this new language support model compares to the policy requirement by examining different models of implementation. In the framework of the initial phases of the project ‘A multi-perspective study on German language support’, 12 interviews with German language support teachers and school principals were conducted. Following a prototypical case study analysis, four models of implementation were identified: (1) Segregationmodel, (2) Mixed segregated and integrated model, (3) Individualized language support, and (4) Inclusive support model. Given that thisis the first study in Austria to show the concrete implementation models of German language support in schoolsFindings highlight important implications for school principals and educational policy makers.

An investigation into teachers’ occupational well-being and education leadership during the COVID-19 pandemic

IntroductionThe COVID-19 pandemic has necessitated rapid adjustments by teachers to ensure effective education. This shift in circumstances has created a more challenging working environment for teachers, leading to growing concerns about their occupational well-being both nationally and globally. While adapting to change and sustaining professional well-being are crucial for teachers, it is equally important to address their well-being during the pandemic. This study aims to contribute to the existing literature by employing questionnaires and semi-structured interviews to explore the occupational well-being of in-service teachers in Hanoi, Vietnam. Additionally, it seeks to examine their perceptions of school leaders’ efforts to enhance teachers’ well-being during the COVID-19 pandemic.MethodsConvenience sampling was utilized to collect questionnaire data from 103 in-service teachers and lecturers in Hanoi, Vietnam, between 2021 and 2022. Moreover, a purposive sampling approach was employed to select eight participants for semi-structured interviews. The questionnaires and interviews formed the primary methods of data collection for this study.ResultsThe findings of this study indicate that, overall, the participants exhibited a moderate level of occupational well-being. It was also observed that the participants received support from school leaders in terms of professional development, flexibility, and well-being activities during the COVID-19 pandemic. These results provide valuable insights for teachers to understand their personal occupational well-being and contribute to institutional awareness.DiscussionThe outcomes of this study have significant implications for teachers and principals. They shed light on the promotion of teachers’ occupational well-being during this critical period. Furthermore, the study illustrates how education stakeholders can play a role in enhancing teachers’ well-being. The discussion delves into the importance of personal occupational well-being and institutional awareness, emphasizing the need for collaboration among various stakeholders to create a conducive environment for teachers.

EXPLORING THE ROLES OF SCHOOL HEADS IN THE IMPLEMENTATION OF READING PROGRAMS

The study dealt with the exploration of the roles of school heads in the implementation of reading programs of the Department of Education. A qualitative research design was used to analyze the data gathered from the interview of school heads and school reading coordinators. Purposive sampling was used to identify the respondents. This study sought to answer the perception of school heads in their roles in the implementation of DepEd reading programs as well as their teachers perceptions in their roles. The findings from the research provide principals and division leaders with a collection of best practices on strategies for the implementation of a successful reading program. It revealed that in the implementation, principals gave regular technical assistance, mentoring, and coaching to provide resources. They lead in the planning and implementation of reading activities empowering and motivating teachers, partners, and learners. Implications for school leaders and principals are shared as well as suggestions for future research. KEYWORDS: Comprehension, Implementation, Reading , Perception

Promoting Digital Citizenship among Student-Teachers: The Role of Project-Based Learning in Improving Appropriate Online Behaviors

Due to the widespread use of the Internet, digital space has now pervaded schools. This study aimed to investigate student-teachers’ perspectives and experiences of digital citizenship through project-based learning in a teacher institution in Indonesia. A case study research design was employed using content analysis to analyze the data from semi-structured interviews, observation, and daily journal report. The results showed that technology overuse requires moral guidance in terms of digital citizenship. The student-teachers viewed that digital citizenship provides some principles that encompass knowledge, skills, and appropriate behavior to use technology safely and responsibly. They asserted that digital citizenship is a necessary skill for prospective teachers, particularly considering the growing demand for schools to develop character education programs that address the topic of student technology use. After engaging in digital-issue-driven project-based learning, the student-teachers opined that project-based learning will be beneficial to learners’ autonomy engagement in constructing an understanding of the digital world. Project-based learning also provides opportunities for learners to advance and grow digital skills that are relevant to the 21st century within a real-world context. This study has implications for educators, school principals, and policymakers in ensuring that youths access curricula at all grade levels for them to be able to show appropriate and responsible behavior in both online and offline environments.

Match or Mismatch? Assistant Principals’ Roles and Their Perceptions of the Evaluation System

Purpose: We examine the extent to which assistant principals’ time spent in different leadership roles (instructional leadership, student affairs, and school management) is associated with their perceptions of the evaluation system. We focus on this outcome because individuals are more likely to engage with evaluation feedback if they have positive perceptions of their evaluations. Research Method: We use survey data from assistant principals in Tennessee, where assistant principals are evaluated using a state-wide leadership evaluation system. We use regression analysis to determine the relationship between assistant principals’ roles and their perceptions of this evaluation system. Findings: On average, assistant principals in our sample spend 29% of their time on instructional leadership, 46% of their time on student affairs, and 25% of their time on school management. Those that spend more time on instructional leadership have more positive perceptions of the evaluation system. Perceptions of the evaluation system are also related to previous evaluation scores, the principal–assistant principal relationship, and novice assistant principal status. Implications: Our work raises important questions about the potential misalignment between assistant principals’ roles and their evaluations. This misalignment has potential implications for assistant principals’ development and career advancement. States and districts might consider if assistant principals’ evaluation systems are well-aligned with assistant principals’ roles and developmental needs. Further research is needed on the topic of assistant principals' evaluation systems.

Exploring Ukrainian ECE principals’ views about their role and approach to work: a case study

ABSTRACT In an era of ongoing transformation in the Ukrainian education system, school leaders play an important role in implementing educational reforms. However, their role and practice of leadership are poorly understood. This qualitative case study explored facets of approaches to educational leadership and key challenges faced by four female principals (M age = 52 years, SD = 7.7) of average-sized public kindergartens, serving middle-class families. In-depth interviews were conducted. Results revealed important similarities and differences in principals’ views about their role and approach to work. All four principals were focused on their primary responsibilities, most prominently organisation of educational processes and relationships with teachers and parents. Differences in how they viewed their role, however, may affect their behaviours at work. While two principals focused on maintaining ongoing processes and strictly adhering to the hierarchy within their institution and with local educational authorities, the other two principals invested in motivating staff to increase their personal commitments and in developing trusting relationships with teachers and parents to create a shared identity for their institution. Implications for early childhood education principals in Ukraine are discussed.

School Bullying Is Not a Conflict: The Interplay between Conflict Management Styles, Bullying Victimization and Psychological School Adjustment.

It has been argued that adaptive conflict management styles may protect students against bullying victimization and against negative effects of ongoing victimization on psychological school adjustment. Moreover, maladaptive conflict management styles may lead to victimization or intensify negative effects of victimization on school adjustment. Mediation and moderation models were computed to test these effects. Furthermore, a person-oriented approach compared noninvolved students, victims, and bully-victims regarding conflict management styles and school adjustment. A total of 172 individuals (77.2% female, mean age: 22.7 years) completed a retrospective online questionnaire about conflict management styles, bullying victimization and school adjustment during their school years. In the mediation model, conflict management styles were not associated with victimization, but there was a positive direct effect of the integrating style on school adjustment. In the moderation model, the integrating style moderated the negative effect of victimization on school adjustment but did not buffer against the negative effects when victimization was high. Person-oriented comparisons showed that victims used the obliging style more often than bully-victims. Furthermore, victims and bully-victims showed lower school adjustment than noninvolved students. Overall, results corroborate the view that school bullying is qualitatively different from normal peer conflicts. Implications for researchers, policymakers, school principals and teachers are discussed.

A theoretical review on the interplay of EFL/ESL teachers' career adaptability, self-esteem, and social support.

Second/foreign language education has been considered a complex profession due to the interaction of numerous internal and external factors. Owing to such complications, the teaching profession is seen as a tough task, for which L2 teachers must be psychologically ready. To provide effective education, teachers need to have career adaptability to manage the challenges and the transition of roles in academia. This ability may be affected by many factors like teachers' self-esteem and perceived social support. Despite the significance of these three constructs, few (if any) studies have focused on their interaction. Against this lacuna, this study presented a theoretical review of the concepts, definitions, dimensions, and related studies to EFL/ESL teachers' CA, self-esteem, and social support. The study also offers some implications for teachers, trainers, school principals, and researchers trying to increase their awareness of psycho-social factors involved in L2 education.

Toward the Impact of Job Satisfaction and Collective Efficacy on EFL Teachers' Professional Commitment.

Since the success of any educational system is tied to the teachers’ professional commitment, discovering the determinants of this construct seems vital. In line with this, a huge number of inquiries have evaluated the effects of personal, contextual, and professional variables on teachers’ professional commitment. However, the impacts of job satisfaction and collective efficacy have remained unclear. Against this backdrop, the current review article seeks to theoretically explain the impacts of these constructs on EFL teachers’ professional commitment using the available documents. The review findings illuminated that EFL teachers’ professional commitment heavily relies on their job satisfaction and collective efficacy beliefs. The implications for educational principals and teacher educators are finally discussed.

The Influence of EFL Teachers' Hope and Trust on Their Academic Grit: A Theoretical Review.

The role of emotions in second/foreign language education has been exponentially highlighted in the literature. However, the interplay of English as a foreign language (EFL) teachers’ hope, trust, and grit has witness a scant attention among L2 researchers. Against this shortcoming, the present mini-review article made an effort to offer a theoretical analysis of the theoretical and empirical underpinnings of these three constructs. In so doing, it presented the definitions, conceptualizations, dimensions, theories, related studies, and the way these variables can influence one another. Drawing on scientific findings in the literature, this study proposed some implications for EFL teachers, teacher trainers, principals, and scholars to enhance their knowledge of psycho-emotional factors and how establishing an environment based on hope and trust can generate success in L2 education. Finally, some recommendations for future research are made to drive this line of research forward.

The Role of EFL Teachers' Optimism and Commitment in Their Work Engagement: A Theoretical Review.

Teachers' emotional states such as optimism and commitment have long been approved influential in second/foreign language education. Although many correlational investigations have been conducted on teacher optimism and commitment, their interaction and kinship with teachers' work engagement have been largely ignored in the literature. Considering this situation, the present mini-review aims to present the theoretical underpinnings, definitions, dimensions, and conceptualizations of these three important variables taken from positive psychology. Moreover, the present review can offer a number of practical implications for EFL teachers, teacher educators, program designers, school principals, and L2 researchers, and raise their awareness of the impact of inner emotions on teachers' academic performance. Finally, research gaps and future directions are provided for eager researchers to run similar and complementary studies in EFL contexts.

Contemporary communication conduit among exemplar school principals in Malaysian schools

Digital Leadership is relatively a new field of leadership study which focuses on leveraging the technology and Internet in support of one’s leadership practice. Currently, very little is known how Malaysian school principals practice Digital Leadership particularly in support of their communication practice. Therefore, this qualitative study was undertaken with the aim of understanding Digital Leadership among principals from four High Performing Schools (HPS) in Malaysia. Semi structured interviews were employed involving four exemplar school principals as the main respondents and 12 school staff as secondary respondents to the study. Findings of the study indicate that social media have become the contemporary communication conduit among exemplar Malaysian school principals and this medium has become more prominent than face-to-face interaction. Findings have also suggested that it may have a positive relation with job performance and productivity. The aforesaid findings have meaningful implications for all school principals to better integrate social media in their communication practice within members of the schools and those outside the school, including the stakeholders.