School Leaders Research Articles

An exploratory analysis of Early Adopters in education innovations

Purpose The purpose of this study is to gain a better understanding of the conditions and motivations that influence teachers to adopt innovations. Design/methodology/approach Using Diffusion of Innovation theory (Rogers, 2003) and Self-Determination theory (Ryan and Deci, 2017), data from two surveys (n = 568; n = 108) and qualitative follow-up interviews of Early Adopter teachers (n = 16) were triangulated to discern relationships among their identification as Early Adopters, satisfaction of their basic psychological needs (BPN) and their implementation of an educational innovation. Findings Early Adopters had a positive and statistically significant relationship with the implementation of the innovation. Satisfaction of teachers’ BPN had the largest impact on innovation. Research limitations/implications The findings are preliminary and based on a small sample size of teachers. Reliability of the measure of BPN was not as high as the standard, but it did have the largest impact on implementation. Additional studies should explore the connections among Early Adopter teacher motivation, leadership and the satisfaction of their BPN. Practical implications School leaders should leverage the influence of Early Adopters to support innovation, and they should provide additional time, training and resources to supports teachers’ BPN. Originality/value This study examines how to identify and support Early Adopter teachers as enablers of change within schools. We know of no other studies that have used both Diffusion of Innovation theory and Self-Determination theory to understand the motivations of Early Adopter teachers.

Strategi Efektif dalam Manajemen Organisasi Pendidikan untuk Meningkatkan Kinerja Sekolah

This article aims to examine various effective strategies in the management of educational organizations that can be implemented to improve school performance. The focus of the discussion covers important aspects of school management, such as educational leadership, human resource management, curriculum and learning management, infrastructure management, financial management, and school relations with the community. The qualitative approach used in this research allows researchers to gain an understanding in depth about effective management strategies in improving school performance. By exploring the experiences and views of school leaders and teachers, it is hoped that this research will provide valuable insights that can be used to develop better management practices in other schools. The results of this research reveal that effective management strategies in improving school performance include visionary and inclusive leadership, effective human resource management, positive organizational culture, optimal use of information technology, parent participation, and the ability to adapt and innovate. These findings provide valuable insights that can be used by other schools to develop better management practices and improve overall educational performance. In addition, it is hoped that the results of this research can serve as a guide for educational policy makers in formulating policies that support improving school performance through effective management.

Transformational Leadership and Educational Outcomes

The effect of school leadership on educational outcomes has been widely debated in recent decades. Only a small fraction of available research studies deals with the measurement of the effects of leadership on specific educational outcomes. The paper aims to provide an overview of theory and research on the effect of transformational leadership on educational outcomes. A systematic review of the literature was conducted in an attempt to summarise the past 15 years of research on the link between transformational leadership and educational outcomes. The evidence on the effects of transformational leadership is used as the basis for conclusions and recommendations in relation to future research. These recommendations include the need for addressing methodological problems associated with leadership studies and the need to explore the link between transformational leadership and other leadership models.

Tantangan Kepemimpinan Sekolah pada Peningkatan Profesionalisme Guru

In terms of creating an appropriate learning environment and increasing teacher professionalism, school leadership has an important role. However, on the way to this goal, school principals are often faced with a number of major challenges. From limited resources to conflict management, assuming a school leadership role is never easy. This research method uses a comprehensive literature review approach, this research seeks material from various sources, including research papers, textbooks, and scientific publications. Information was gathered from publications including principal development standards and books on leadership and education. Descriptive data analysis involves identifying major themes, condensing information, and analyzing the results to draw conclusions. The results of this research show that this research looked at a number of challenges that school principals usually face in achieving their goals and potential. Based on this study, several internal and external aspects were identified as the main obstacles in achieving these goals. Challenges in school leadership and increasing teacher professionalism are complex and multifaceted issues. The conclusion is that school leadership has an important role in increasing teacher professionalism, which in turn contributes to improving the quality of education.

From Perspectival Myopia to Professional Transformation: An Autoethnographic Retrospection of a High School Principal from Nepal

ABSTRACT This paper presents a re-storied account of my (lead author) decade-long (2007–2017) professional journey as a high school principal in diverse educational settings in Nepal. Using an autoethnographic approach, I have theorized my leadership transformation approaches through professional storytelling, employing critical reflexivity to trace intimate leadership experiences where authoritarian approaches to leadership, disparities, and inequalities in schools run rampant. My perspectival myopia, professional vulnerabilities, and the discrepancies between my leadership ideals and behaviors resulted in issues such as perceptions of disengagement, underperformance, and dissatisfaction on the receiving end, prompting me to contemplate professional transformation. While outlining several significant steps and missteps in transforming my actional and cognitive behaviors, this paper explores my evolution toward a more reflective, democratic, ethical, equitable, and participative conceptualization of educational leadership and underscores the transformative potential of personal-professional development through adaptable perspectives and critical self-reflection, offering valuable insights for educational leaders globally.

Exploring leaders' perceptions of school resilience during COVID-19: Constructing the framework for school development

The study aimed to develop a framework for evaluating school resilience, focusing on leaders' perceptions. This framework examined two critical aspects: firstly, how pre-pandemic school development activities influenced schools' response during the COVID-19 remote learning period, and secondly, how experiences gained during the pandemic could shape future practices.Two research questions guided the study: (1) What predictive factors contribute to leaders’ ability to manage daily leadership during distance learning? (2) What factors do leaders identify as enabling schools to enhance their learning capacity for the future?The survey was conducted among Estonian school leaders at the end of the first pandemic wave in June 2020. Two multiple linear regression models were employed to explore the variance in coping with leadership challenges during the remote learning period and the potential impact on future teaching practices.The results show that leaders effectively managed the challenges of the remote learning period, drawing on their pre-pandemic experience with joint discussions and distance teaching practices, established routines working with data and collaboration with parents. Moreover, the perception of the distance learning period as a learning opportunity for the future stemmed from their previous experiences in distance teaching, data-driven decision-making, and joint discussions with colleagues.The developed resilience framework serves as both a research and self-evaluation tool to assess schools' capacity to navigate uncertainty. Additionally, it can be integrated into leadership training or school development programs to bolster schools' resilience and cultivate context-sensitive leadership skills.

Peran Guru Dalam Meningkatakan Efektivitas Pembelajaran Kurikulum 13 Di SMP 2 Negeri Ambulu Kelas 8

In this abstract, we discuss the important role played by teachers in improving the performance of Curriculum 13 in Indonesia. Curriculum 13 Emphasizes project-based learning and scientific approaches to improve student competence. As the main role holder in the learning process, teachers have a big responsibility to design and implement learning in accordance with the principles of this curriculum. This research emphasizes how teachers use learning approaches that increase students' creativity, critical thinking, and social skills. In addition, discussions were held on supporting factors such as adequate training, availability of adequate resources, and support from school leadership to ensure that Curriculum 13 is implemented effectively in all schools.

The implementation of compulsory relationships and sex education in English secondary schools: qualitative research in the 2022–23 school year

ABSTRACT The quality of sex education varies. In England from 2020, the government attempted to improve provision by making lessons a statutory requirement. We assessed implementation in 25 secondary schools in 2022–23, framed by May’s general theory of implementation. This identifies processes of sense-making, cognitive participation, collective action and reflexive monitoring, influenced by an intervention’s capability, stakeholder potential (individual and collective commitment), and institutional capacity (norms, and material and cognitive resources). Interview data from staff leading relationships and sex education (RSE) were coded thematically informed by May’s concepts. Those leading implementation ‘made sense’ of statutory guidance, finding it relevant and clear. ‘Cognitive participation’ among participants was strong, promoted by individual support for RSE but undermined by social norms prioritising academic attainment, limited skills among non-specialist teachers, and lack of ‘collective commitment’ among some staff and students. ‘Collective action’ varied across schools, influenced by availability of material resources and specialist staff. Schools undertook internal the ‘reflexive monitoring’ of provision, supported by school leaders’ awareness work would be assessed by government inspectors. On its own, statutory status is likely insufficient to achieve a step-change in RSE implementation. Other forms of support may be needed including training and offering support to more specialist teachers.

Hubungan Keterampilan di Abad 21 Terhadap Peningkatan Kompetensi Kepala Sekolah di Kota Gorontalo

In the 21st century, school leaders are expected to be able to streamline school administration, including developing the teaching and learning process. School administrators must have special skills and skills that are superior and different from previous school administrators. This research aims to examine the relationship between skills in the 21st century and increasing the competency of Gorontalo City school principals. The research method used is quantitative research with a survey approach. The participants in this research were 30 school principals in Gorontalo City who were chosen randomly. Data was collected through a questionnaire that assessed skills in the 21st century and increased competency of school principals. Data analysis was carried out using correlation statistical techniques to determine the relationship between these variables.

Attuning to Children’s Layered Life-Making Through Relational Learning and Assessment

Interweaving my thinking with childhood stories of schooling, familial narratives, and experiences as a teacher alongside children, this article makes visible how my pedagogical approaches and desires for children to experience belonging shape my intentional work to recraft marginalizing curricula and assessment practices. In sharing my learning, unlearning, and continued growth, I endeavor to prompt a rethinking of how we, pre-service teachers, fellow educators, and school leaders, support children’s life‑making and wellbeing on school landscapes and offer approaches for all children to be centered as knowledge holders.

When a Black man is in the principal’s office: Black male leaders navigating racialized spaces

This study describes the experiences of fourteen Black male principals or heads of school navigating racialized spaces, including the politics of race, and experienced racism in educational settings as well as in school leadership. Data analysis utilized a critical race theory (CRT) and culturally sensitive methodological and interpretive framework. The data analysis revealed themes associated with identity scrutiny, right to lead, meritocracy and color evasiveness, all falling within the white gaze paradigm. However, the results also suggest a demonstrable pathway for Black leaders to successfully navigate the pitfalls of the white gaze and experienced negative professional and personal reactions to this phenomenon. This self-developmental journey is marked by increasing self-awareness, self-efficacy and a growing Black identity. A developmental model is proposed which could be deployed to coach and develop these school building-level leaders and accelerate the learning curve. Thus improving leader’s sense of positive well-being, leadership impact, while decreasing retention risks.

Christian school leaders’ perspectives on identifying and hiring high-quality teachers

Teacher quality is one of the most important factors influencing a student’s educational outcomes, yet scant research has examined teacher hiring and quality in Protestant Christian schools. In this qualitative work, we thematically analyze interviews about Christian schools’ teacher hiring practices with a group of 12 leaders from 10 member schools in the Association of Christian Schools International. We find that these 10 schools generally follow a standard hiring process. The qualifications they seek in teachers could be arranged into a pyramid, where the base—the most fundamental quality—is demonstration of authentic belief in Protestant Christian doctrines. After faith, school leaders desired teachers to demonstrate Christian virtue and to be a good “fit” for their school culture; at the tip of the pyramid is the category of professional and pedagogical skills. While there was some heterogeneity in the top three tiers among school leaders, all agreed on the importance of Christian school teachers having “a heart for Christ and a heart for kids.”

Exploring Aspiring K-12 School Leaders' Understanding of Culturally Responsive School Leadership

Exploring Aspiring K-12 School Leaders' Understanding of Culturally Responsive School Leadership

Addressing issues about building the consciousness of environment protection for contemporary Vietnamese students

Introduction. Protecting the environment and proactively adapting to climate change is not just a call but has become one of humanity's most urgent tasks. Building the consciousness of environmental protection for Vietnamese high school students, who shape the country’s future, is important to protect the environment and adapt to climate change effectively. It has theoretical and practical significance, contributing to Vietnam's well-being and happy development. Research methodology. The article uses the method of synthesis – analysis of secondary documents to systematize theoretical issues and explain the problems raised in building awareness of ecological environment protection for students. The comparison and contrast method provides a multi-dimensional perspective when analyzing and evaluating about building awareness of environmental protection for students in Vietnam and other countries around the world. In addition, this method also helps the author compare and discuss with other authors about building awareness of environmental protection for students in Vietnam today. The expert interview method is used to obtain in-depth analysis from the experts' perspectives on the problem of building awareness of ecological environmental protection for students in Vietnam. Sociological survey method: This method is used to survey and collect information through questionnaires to survey the current situation of the problem of building awareness of ecological environment protection for students born in Vietnam. At the same time, the article uses a scale: To evaluate the level of perception, in the questionnaires, the topic uses a 5-level Likert scale. Data were processed using SPSS statistical software. Results. Addressing issues about building the consciousness of environment protection for contemporary Vietnamese students: Firstly, the authorities at all levels are not fully aware of the importance of educating Vietnamese students about environmental protection. Secondly, the content, programs, and teaching methods of environmental education are often dense and lengthy, failing to meet the current requirements. Thirdly, training and fostering teachers in environmental education have not met the current requirements. Fourthly, there are still many inadequacies between theory and practice in educating Vietnamese students about environmental protection today. Practical significance. Building the consciousness of environmental protection among Vietnamese high school students is new, but important and urgent. Therefore, its implementation is not a simple matter and requires close coordination between school leaders, teachers, and all students. Especially, it must be carried out synchronously, regularly, and continuously. It is necessary to promote the initiative of Vietnamese high school students to raise awareness of environmental protection and preserving the green planet.

School teachers’ perceived knowledge and affordances for using technology in teaching

Teachers’ knowledge about technology and teaching with technology is decisive for how affordances of technology integration are taken up. Two questionnaires were administered in 21 high schools in Kazakhstan: one about types of teacher knowledge based on technological pedagogical content knowledge framework and one about affordances of technology integration. The analyses show a relatively high level of all types of teacher knowledge and a large variation in perceived affordances, with relatively low scores for support from the school leader and time available to design and plan technology integration in class. Furthermore, different types of knowledge were related to different affordances, which means that a focus on a high level of all types of teacher’s knowledge of technology might help best to benefit from most of the affordances. Limitations and directions for future research are discussed.

B.S. Zhukov in the history of Russian archaeology: to the scientist’s anniversary

B.S. Zhukov is one of the key figures in Russian archaeology of the 1920s. Palaeoethnological field of research at Moscow University was established by D.N. Anuchin who suggested his famous triad, a synthesis of prehistoric archaeology, anthropology and ethnography. In the early 1920s, Zhukov, his disciple, went further and put the teacher’s ideas into practice by proposing a research programme and building a team of young researchers – archaeologists, anthropologists, ethnologists, and experts in other areas. The leader of the palaeoethnological school, B.S. Zhukov did not only absorbed Anuchin’s idea of an interdisciplinary approach to the study of humans in their past and present development, but also implemented it in the course of large-scale complex expeditions and in-depth research. Zhukov’s school as a special research direction was developing for a short period in the mid and second half of the 1920s. However, it raised a generation of archaeologists, anthropologists and ethnologists, who made an invaluable contribution to the development of Russian and world science.

The Roles, Opportunities, and Challenges of PAI Teacher's Leadership in Senior High Schools

The Roles, Opportunities, and Challenges of PAI Teacher's Leadership in Senior High Schools

Leader Member Exchange as a Mediator of the Relationship Between Schools’ Openness to Change and Political Skills of School Principals

In today’s competitive and complex environment, school leaders require social influencing skills to mobilize schools to enable them to adapt to change. The schools’ openness to change (SOC) is affected by the direction and strength of relationships between teachers and principals in the school. In particular, the political skills of school principals can play a prominent role in mobilizing employees for change. This research investigates the impact of school principals’ political skills on schools’ openness to change, with a focus on the mediating role of leader member exchange (LMX) quality. The sample group was obtained by simple random sampling from 613 state teachers working in the Kocaeli province in Turkey in the 2019 to 2020 academic year. This study is based on quantitative data collected through the “Leader-Member Exchange Scale,”“Schools’ Openness to Change Scale,” and “Political Skill Inventory.” The measurement models of the latent variables (political skill, LMX, and SOC) were confirmed via running Confirmatory Factor Analysis (CFA). Afterward, Structural Equation Modeling (SEM) was used to test the structural model. The results reveal that the political skills of school principals significantly predict the SOC and the LMX. Political skills of school principals affect schools’ openness to change positively, and leader-member exchange positively effects the relationship between political skills and openness to change. It’s recommended that activities supporting the quality of leader member interactions in schools be carried out.

Experiential Leadership Learning: Narratives of a Multiple Case Study of Mexican School Leaders Appointed to Indigenous Schools

Experiential Leadership Learning: Narratives of a Multiple Case Study of Mexican School Leaders Appointed to Indigenous Schools

Effective Elementary School Leadership: Does Teacher Perception of Leadership Effectiveness Matter to the Academic Performance of Elementary School Students?

Effective Elementary School Leadership: Does Teacher Perception of Leadership Effectiveness Matter to the Academic Performance of Elementary School Students?