Leadership In Educational Institutions Research Articles

Introduction to Max Sheller's philosophy of education: reformed governance of higher education as a source of sustainable development of civil society

Max Sheler published his work "University and Public's University" in 1921 in Germany during the period of the history when this state was in a state of social crisis. Having suffered a deep defeat in World War I, Germany gained serious economic, financial and domestic political problems. But the main problem for the then Germany was the crisis of social morality of the German people which had lost the traditional factors of their social integration and solidarity. Max Scheler postulated reformed higher education, that would be able to have positive influence upon the German society, primarily because of its educational influence on representatives of working youth, as a cultural alternative to those fallen factors. According to Max Scheler the reforming of higher education, as constructing a "public's university", had to be carried out primarily through the renewal of the leadership of educational institutions and through the involvement of new young teachers into the educational process whose main work was upbringing of students through the provision of appropriate knowledge. This knowledge must consist in such a way to combine humanitarian and professional disciplines, which will result in the formation of a young worker as an active participant of the development of the post-war German society as democratic one and it will make impossible for any ideology to influence its conscious life. Max Scheler called the personal spirit of a man to be the internal factor that determines his or her pedagogical and educational activities. Those educators who understand the presence of a personal spirit in them will carry out their pedagogical activities, focusing on the idea of spiritual national unity. The result of such pedagogical activities will be the constant constructing of the civil society by a new personality, who was brought up within out-ideological education.

FACTOR ANALYSIS OF STUDENT’S SATISFACTION ON ACADEMIC COURSES AT UNIVERSITAS ADVENT INDONESIA

This study aims to identify factor the affecting student satisfaction in the Southern Asia Pacific Division Higher Education Institutions. Understanding these factors could help leaders in educational institutions to better plan their strategies and further research on student satisfaction. A set of questionnaire was developed and will be distributed to students at a higher education institution (HEI) institutions in Southern Asia Pacific Division Higher Education Institution namely Universitas Advent Indonesia (UNAI) of Indonesia

Formation of management culture of the head of an educational institution: Dialogue technologies and moral guidelines

<p>W artykule rozpatrzono problem wykorzystania technologii dialogowych przy kształtowaniu kultury zarządzania kierownika oświatowej placówki. Kulturę zarządzania jako część działalności zawodowej kierownika w placówce oświatowej charakteryzuje świadomość zachowania oraz działalność ludzi w organizacji. Ważny jest też element kultury pracy oraz element kultury działalności zawodowej. Zauważono, że w szkole wyższej aktualne są technologie dialogowe, które umożliwiają prezentację moralnego sensu i znaczenia walorów oraz tworzą podstawę ich głębokiej analizy. Podkreśla się, że technologia dialogowa przewiduje kolejność etapów, które umożliwiają zrealizowanie głównych zadań dialogu. Są to: głęboka analiza problemu, pojmowanie jego sensu i moralnej treści, rozwój dialogowej kultury. Wyodrębniono: dialog duchowy, dialog refleksywny, dialog motywujący oraz dialog samorealizujący. Sformułowano wniosek, iż cechy dialogu pozwalają na definiowanie go jako: cennej techniki poznawania i rozumienia drugiego człowieka; techniki udzielania pomocy przy rozwiązywaniu problemów psychologicznych oraz stymulowania chęci zmian. Technologie dialogowe są powołane do tego by stworzyć warunki niezbędne dla przyswojenia przez osobę kulturalnego doświadczenia, moralnych wzorców, społecznych norm przeszłości i teraźniejszości oraz dla stanowienia i rozwoju społecznych cech człowieka, które sprzyjają zawodowemu doskonaleniu, samostanowieniu i samorealizacji osobowości.</p>

Formation of the basics of management culture in masters – future leaders of educational institutions

The article examines the issues of administrative culture, its relevance and formation of the foundations of this in future heads of educational institutions. Changes in the life of society reveal many problems. Most of them are connected with the search for mechanisms that increase the effectiveness of social processes regulation, including their management. In conditions of change, there is a great need for a leader capable of implementing such management, which is aimed at harmonizing personal values and meanings, rights and duties of team members, and harmonizing relations among the participants in the process. The notion of culture is opened and a literary review on the work of Russian and foreign teachers is made. According to the authors, management activities require specific personal qualities, since management is always connected with people and can be directed both to oneself and to another person or group of people. As a research task, the authors defined an attempt to assess the problem of forming a management among undergraduates as future heads of educational institutions. Described work experience aimed at developing their reflective sphere as the basis of administrative culture. Authorship and approbated questionnaires were used during the research. Diagnostic materials are presented, as well as a special questionnaire related to determining the level of formation of the foundations of a management among undergraduates of pedagogical areas of training. The dynamics of work with undergraduates is traced and a comment is given, taking into account the peculiarities of the direction of master's training. The image of a successful leader with the eyes of undergraduates of future heads of educational institutions was also defined.

The Big Five Factors of Personality and Its Relation to Emotional Intelligence among Leaders of Educational Institutions in the State of Kuwait

The goal of thesis is to know the relation between the Big Five Factors of Personality and the Emotional Intelligence among Leaders of Educational Institutions in the State of Kuwait. The researcher used Descriptive Approach using following study tools: Big Five Factors of Personality Scale (Researcher translation)-Emotional Intelligence Scale as of Ability (Prepared by Othman AlKhodor). The sample of the study was (93) detailed as follow: (36 male) and (57 female) educational leaders of Kuwait Secondary Schools which belongs to Ministry of Education, Mubarak Al-Kabeer Educational Area. Researcher used SPSS Program (Statistical Pack of Social Science) at data entry and the statistical processing. Also used the following statistical methods: Arithmetic Averages, Standard Deviation, Pearson correlation coefficient, (t-test) Test of the differences between the averages, analysis of variance and Cronbach’s alpha formula for persistence. The results were revealed as follows: 1) Existence of positive relation between four of the Big Five Factors of Personality and was reverse with the empirical factor. 2) There was no existence of a relation between degrees of the Big Five Factors and the degrees of the Emotional Intelligence as ability. 3) There was no existence of a relation between total degrees of the Emotional Intelligence scale and degrees of Emotional Intelligence as ability. 4) There were no differences between male and female in the averages of Emotional Intelligence as ability, in the averages of Emotional Intelligence and in the averages of the Big Five Factors of Personality.

Restorative Justice, Peacebuilding Practice, and Educational Praxis: Critical Analysis of Canadian and United Kingdom Discourses

Over the past two decades, educational contexts have integrated Restorative Justice and Peacebuilding Practice (RJ & PBP) into legislation and policy. RJ & PBP are research-based and developed to ameliorate the climate of educational contexts by prioritizing on relationships. Findings generated by a critical discourse analysis (Foucault, 1965) that investigated legislation, policy, and professional practice texts related to RJ & PBP in educational contexts within Canada and the United Kingdom. The analysis revealed binary relations that reinforced legitimation. The study concludes with suggested amendments to critical RJ&PBP discourse and implications for leadership in educational institutions

Gaya Kepemimpinan berbasis Emotional Intelligence

This paper is intended to provide input to school principals or leaders of educational institutions to not only pay attention to aspects of intellectual and spiritual intelligence in the use of leadership style, but also attention to aspects of emotional intelligence because this aspect has an important role in interacting with subordinates. Emotional intelligence is interpreted as the ability to listen to emotional whispers, and make it an important source of information to understand yourself and others to achieve a goal. If the principal can use this emotional intelligence well, the emotional relationship between the principal and teachers and employees will always be maintained and is expected to improve the performance of subordinates in achieving organizational goals. There are six leadership styles based on emotional intelligence mentioned by Goleman, i.e. visionary , mentor, affiliative, democratic, speed determinant, and authoritarian leadership styles. However, the principle should apply this styles of leadership proportionaly.

Trans* Leadership.

Focusing on emerging literature on trans* and gender-nonconforming students and their leadership, this chapter outlines the ways trans* students are engaged in leadership in educational institutions and outside of them and discusses implications for staff and faculty regarding how to support and engage these students and their leadership.

Kepemimpinan Transformatif Perkembangan dan Implementasinya pada Lembaga Pendidikan

Organizations must be seen as an open system today. With the open-ended nature of leaders and leadership is a strategic factor in an organization. The process of leadership in organizations occurs because of the element leader. Leaders are human individuals. Meanwhile, the leadership is inherent to him as a leader. In this case, there are many theories about leadership styles are offered, all have strengths and weaknesses. Theories that are considered effective or superior are the theory of transformational leadership. Namely, a leadership approach to doing business alters consciousness, to excite and inspire subordinates or members of the organization to expend extra effort in achieving organizational goals without feeling pressured or stressed. From the description, assessment of transformative leadership is necessary, including development of leadership transformative with the focus of discussion: 1) the origin of transformative leadership, 2) development of the concept of transformative leadership, 3) the development of the definition of transformative leadership, 4) development of the implementation of transformative leadership in educational institution.

MANAJEMEN SUMBER DAYA MANUSIA DALAM PENINGKATAN MUTU PENDIDIKAN DI PERGURUAN TINGGI

<span style="font-size: 12pt; color: #231f20; font-style: normal; font-variant: normal;"><em>Human resources management is very important in improving the quality</em><span style="font-size: 12pt; color: #231f20; font-style: normal; font-variant: normal;"><em> of education. With the support of qualified resources, the university can go</em><br /><span style="font-size: 12pt; color: #231f20; font-style: normal; font-variant: normal;"><em>forward and develop. Improving the quality of education is determined by the</em><span style="font-size: 12pt; color: #231f20; font-style: normal; font-variant: normal;"><em> leadership of educational institutions in managing their human resources. In</em><span style="font-size: 12pt; color: #231f20; font-style: normal; font-variant: normal;"><em> the management of human resources, university leaders be key in improving</em><span style="font-size: 12pt; color: #231f20; font-style: normal; font-variant: normal;"><em> the quality of education. University leaders are required to always develop</em><span style="font-size: 12pt; color: #231f20; font-style: normal; font-variant: normal;"><em> human resources to create quality education.</em></span></span></span></span></span></span><br style="font-style: normal; font-variant: normal; font-weight: normal; letter-spacing: normal; line-height: normal; orphans: 2; text-align: -webkit-auto; text-indent: 0px; text-transform: none; white-space: normal; widows: 2; word-spacing: 0px; -webkit-text-size-adjust: auto; -webkit-text-stroke-width: 0px;" /></span>

The Mechanism for Appointing Educational Leaders in Educational Institutions in the Capital Municipality

هدفت هذه الدراسة إلى استكشاف آلية تعيين القيادات التربوية في مؤسستين تعليميتين بأمانة العاصمة. اعتمدت الدراسة على منهج البحث الكيفي، حيث تم اختيار مجموعة من المعلمين وصناع القرار في المؤسستين المعنيتين لجمع البيانات من خلال المقابلات المعمقة وتحليل الوثائق. خلصت الدراسة إلى أن تعيينات القيادات التربوية تعتمد بشكل كبير على المجاملات والاعتبارات الشخصية والحزبية والمذهبية والمناطقية، وذلك بسبب نفوذ صناع القرار وانتشار الفساد والمحسوبية وغياب المساءلة والحوكمة. وأشارت النتائج إلى أن الأسباب الكامنة وراء هذه التعيينات غير القانونية تشمل الرشوة، التزوير، وغياب الشفافية. وللحد من هذه التعيينات، أوصت الدراسة بضرورة تطبيق مبدأ سيادة القانون واتخاذ إجراءات رادعة ضد المخالفين، بالإضافة إلى تعزيز الشفافية والمساءلة في عملية التعيين. كما دعت الدراسة إلى وضع معايير موضوعية وعلمية دقيقة لتعيين القيادات التربوية لضمان تحقيق الجدارة والكفاءة في القيادة التعليمية.

Kepemimpinan; Pengembangan Organisasi, Team Building dan Perilaku Inovatif (Studi Kepemimpinan Kepala Sekolah MA Hasyim Asy'ari Jogoroto Jombang)

The school principal was instrumental in increasing the motivation of teachers work. It can not be separated from the responsibility of principals as leaders of educational institutions. The success is the success of the school principal. The main key principals as effective leaders are able to influence and mobilize teachers to participate in school activities in order to realize the vision and mission of the school. The role of the principal in increased motivation of teachers working in MA. Hasyim Asy'ari with techniques namely: as partners, participators, supporters, provide the credentials, make the workplace a pleasant and uswah (example) for teachers MA. Hasyim Asy'ari. The role played by principals above and then move teachers to have the motivation to work is quite high.

Liderazgo en los directivos de educación primaria

El presente estudio tuvo como objetivo determinar las características de liderazgo del directivo en las instituciones educativas de la Parroquia Juan Ignacio Montilla, municipio Valera, estado Trujillo, el cual se sustenta teóricamente en los planteamientos teóricos de Robbins (2008), Martí (2008), Cáceres (2006), Romero (2006), Ramírez (2009), Moreno (2007), entre otros. La investigación fue de tipo descriptiva con diseño no experimental de campo, teniendo como población a ocho directivos y 65 docentes cuya sumatoria es igual a 73 sujetos. La recolección de información se realizó por medio de la técnica de la encuesta, bajo la presentación de un cuestionario con preguntas cerradas con una escala de estimación, el cual fue validado por un panel de expertos y alcanzada la confiabilidad por medio del coeficiente de Cronbach, cuyo valor fue 0,91. Una vez aplicado el instrumento se procedió a realizar el análisis estadístico por medio de la frecuencia y el porcentaje; ello condujo a identificar que el directivo no desarrolla plenamente las características de liderazgo, comunicación, motivación o apertura al cambio; por ello, se puede concluir que la interacción con el personal se ve afectada por barreras comunicacionales, escasamente se reconoce e incentiva la labor desarrollada por los docentes y demás miembros de la comunidad; asimismo, existe una resistencia por parte del directivo a asumir las políticas educativas, lo cual impide aunar esfuerzos para posicionar a las instituciones hacia las transformaciones en el quehacer escolar propuestas por el Ministerio del Poder Popular para la Educación.

A Avaliação Externa de Escolas na perspetiva dos Coordenadores de Autoavaliação

Em Portugal a Avaliação Externa de Escolas é consagrada pela Lei nº 31/2002, de 20 de fevereiro, tendo sido implementada, a partir de 2005/06, pela Inspeção Geral de Educação e Ciência. Este modelo constitui-se como um identificador de boas de práticas organizativas, procedimentais e pedagógicas das instituições educativas. Pretende criar de forma duradoura e sistemática uma cultura de qualidade e melhoria através da criação de níveis de eficiência e eficácia que permitam a contextualização e interpretação dos resultados com vista à credibilização e ao sucesso do sistema educativo. A Avaliação Externa de Escolas (AEE) surge enquadrada em políticas educativas nacionais e internacionais que promovem a legitimação do conceito de avaliação colocando a accountability, a qualidade, a melhoria, a eficácia, a eficiência e os resultados como objetivo primordial na avaliação de instituições. Neste contexto surge a questão: Quais as consequências da AEE na perspetiva dos coordenadores das equipas de autoavaliação de escolas da região norte de Portugal?. Para a compreensão do conceito de avaliação recorreu-se à análise de diferentes definições, sendo que a análise de conteúdo das entrevistas dos coordenadores da equipa de autoavaliação (n=2) de agrupamentos de escola da região norte de Portugal, baseia-se na perspetiva de avaliação de Nevo (2007) que considera que a avaliação compreende cinco funções: tomada de decisão, melhoria, accountability, profissionalismo e certificação. Através da análise das entrevistas verifica-se uma relação entre a AEE e as funções apontadas por Nevo (2007), na medida em que é um processo que legitima a tomada de decisões das lideranças intermédias das instituições educativas na busca da melhoria, responsabilizando os diversos atores e certificando aos olhos da sociedade as práticas organizativas, pedagógicas e curriculares desenvolvidas pelas escolas. Os dados do estudo apontam para a importância do contexto no desenvolvimento da equipa de autoavaliação, bem como no reconhecimento e no trabalho desenvolvido pelas equipas.

Innovatus interregnum: waiting for a paradigm shift

Purpose– The purpose of this paper is to establish the case that innovation in the theory and practice of educational administration/leadership is very unlikely to occur within the existingdoxaof our times. By innovation is meant a novel conceptual or practical change in the field of practice. Bydoxais meant the unquestioned rules of the game and the linkage between the agencies and organs of government and foundations supporting research in the field. An approach toward thinking outside of the prevailingdoxais presented and explained as one possible antidote to the current dominant model.Design/methodology/approach– The paper is a conceptual/logical analysis of the reasons why the current paradigm dominant in the study and the practice of educational administration/leadership is inadequate. The paradigm has not predicted anything currently unknown or understood yet its continued dominance in the field will not lead to any new discoveries or innovation but only continued verification of what is already known.Findings– The major findings are that the boundaries of behavioral empiricism and social science methods impose an orthodoxy of approach in examining matters of administrative and leadership practice. Subsequently, it not only limits but also prohibits any new breakthroughs in understanding or predicting novel thinking about administration and leadership in educational institutions. Breaking out of this conceptual and theoretical box will be difficult as it is embraced by an interlocking apparatus of agencies and institutions and enshrined in most research journals in the field.Research limitations/implications– It is unlikely that true new discoveries in understanding educational leadership will occur without a restoration of the full range of human emotions and motivations which inspire and sustain leaders. New visions of leadership are required which will lead to what Lakatos has called a progressive research program in which prediction is enhanced and novel aspects of leadership emerge. These are not likely to occur given the tradition of inquiry currently in use. To use Lakatos’ term, the current research program is de-generative or regressive and lags behind the actual practice of school leadership. Thus, the authors perpetuate the theory-practice gap.Practical implications– The continued employment of social science protocols anchored in behavioral empiricism and the scientific method are unlikely to lead to any new breakthroughs in the practice of educational administration/leadership. The lens of behavioral empiricism prohibits a complete understanding of the practice of leadership where that practice becomes “subjective” and/or essentially artistic in nature. Practice, therefore, is anchored only in what is considered “rational” and the non-rational aspects marginalized or eliminated.Social implications– Researchers working in the dominant social science perspectives using hard behavioral empirical traditions embodied in the usual perspective regarding the scientific method will continue to miss or marginalize the emotional and intuitive side of leadership, aspects which are hard to quantify and assess. Leaders not only act but they feel as well. Without emotion in leadership it is extremely hard to build trust in an organization. The moral responsibilities of leaders are also anchored in emotion and values held by the leader. These elements continue to be understated or marginalized in check list approaches to preparation and licensure.Originality/value– The originality of the paper synthesizes the parallel perspectives of William Foster, Karl Popper, Paul Feyerabend, Michel Foucault, Pierre Bourdieu, and Imre Lakatos as it pertains to explaining why the current theory of knowledge is not likely to lead to any new breakthroughs in the practice of educational administration/leadership. One different approach to thinking of leadership as connoisseurship is presented as a potential perspective from the arts as a way of viewing leadership as a form of performance in which emotion and intuition are recognized aspects of practice.

Distributed Leadership in Educational Institutions

In recent years, many studies are conducted about shared leadership process. Distributed leadership (DL) approach addresses leadership along with teams, groups and organizational characteristics. In practice, this approach objects the supposition that an individual should take the lead in order to ensure change. Proponents of this idea claim that shared leadership is required since educational institutions are too complex to be managed with only one individual. Responsibility for managing various complex tasks in organizations is distributed among a myriad of individuals with different roles. The basic principle advocated in this approach is based on the futility of efforts to ascertain a series of best single leader characteristics or best single leader behaviors. Current study aims to provide information on distributed leadership and discuss the applicability of the concept in educational organizations.

Comprehension as a Component of the Future Leader’s Professional Competence in the Field of Innovative Management of Educational Institution (as Far as the Leaders` Activity at Educational Institutions of the Carpathians)

The author analyses philosophical, linguistic, psychological, sociological andmanagement approaches to the content of comprehension and peculiarities of comprehension as aconstituent of the future leader`s professional competence in the innovative management of theeducational institution. The problem under consideration is sure to be relevant due to the questionelaboration connected with the implementation of the innovative management means the exactawareness of the specific character of practical application of the new management forms at theeducational institution. The question of general terms is a constituent of the problem ofcomprehension. According to the national Frame of skills competence is a person`s ability toperform particular kind of activity via knowledge, comprehension, skills, values and otherpersonal qualities. In other words it is a dynamic combination of knowledge, comprehension,skills, values and other personal qualities. From this it can be concluded that comprehensionalongside knowledge, skills and values is the component of innovative management competence.Psychology treats comprehension as a complex analytic-synthatic mental activity which tends toreveal and realise the inner essence of the objects, processes and phenomena as well as links,relations, and dependence reflected in it. In the innovative management of educational institutionsmanagement decisions and problem solving activity, setting new objectives, tasks and methodspresuppose the necessity for changing the leader`s way of thinking. The subject of comprehensivesociology is adeliberateaction, connected with the subjective predictable sense. The development ofthe innovative e management competence is determined by the appropriate realization of all theaspects of the professional management. The Carpathians are famous for natural, ecological,technical, organizational, economic, social, cultural and ethnic peculiarities. The specific ones arethose which should be realized and taken into consideration by the leaders of educationalinstitutions in the Carpathians: their being densely populated, the distance between the places ofresidence and schools, household, unique ethnic and handicraft traditions.

Mujeres líderes en la academia, estereotipos y género

El presente trabajo indaga sobre las características de liderazgo propias de las mujeres directivas en instituciones de educación superior, partiendo de un enfoque literario particular y de investigaciones encontradas respecto a dicha temática. Se fundamenta en las construcciones subjetivas de dualidad social entre los géneros masculino y femenino y sus atributos en las relaciones sociales de poder. Asimismo, dentro del marco conceptual se estudia el liderazgo como construcción social y, por tanto, su dependencia a las diversas tipificaciones sociales. Para el cumplimiento del objetivo se establecieron cuatro temáticas que permitieron la categorización de la revisión literaria, a saber: liderazgo y su evolución; género y estereotipos; liderazgo y género; y para culminar, el liderazgo femenino en instituciones de educación. Por último, se presentan los resultados de la pesquisa literaria, donde se evidencian los estilos de liderazgo transaccional, transformacional, participativo y autoritario; de los cuales el transformacional, que caracteriza a las mujeres, es el más demandado en cargos de poder y dirección en las instituciones de educación superior.

Plus Minus of ICT Usage in Higher Education Students

Information and Communication Technology (ICT) was created in hopes to help people communicate more efficiently and effectively, including the production, dissemination and understanding information. The effectiveness of ICT in education is demonstrated by the achievement of communication objectives, while efficiency is showed by saving cost, time and effort. In use in the educational process, theoretically, ICT would bring positive benefits. For all education participants, both teachers and students, ICT helps to provide a huge and various knowledge as well as up to date and easily accessible in a relatively rapid and in some cases even is free of charge. ICT also help academic community to fulfill one of the obligations of education is to distribute/communicate science to the public for prosperity. ICT helps distribute knowledge very quickly, with an unlimited geographical coverage, and in some cases it is also free of charge. However, what is the use of ICT in higher education always brings positive benefits? This article describes the use of ICT does not always bring positive benefits or utilized. It was discovered in the institution of higher education in Indonesia, that there is a minus value of the use of ICT. This is due to several reasons but the important one is mental attitude among the leaders of educational institutions, which are associated with organizational policy and student's mental attitudes related to the use of ICT. The result is a low quality of science, the relation between teacher and student is bad, and of course the quality of graduates is low.

Integrating Technology with the Classroom Experience: Learning and Leadership in the Internet Change World of Today

Today, in a changed world brought forth by the internet, questions arise on the matters of learning and leadership in educational institutions. To answer these questions, the inductive approach is taken up entailing the surfing of the internet to look for the relevant materials. Through the analysis done over a section of these materials, the following is found: the emergence of a new mode of learning and teaching with Web 2.0 tools; the development of new policies in the education system of a number of countries; and, the multitude of challenges faced by those with interest in integrating technology with the classroom learning experience. The challenges of concern are internet access, teachers’ education, teachers/lecturers modeling for the students, new additional skills or literacies and alternative paths in integrating technology with the classroom experience. Several forms of assistance could however be developed to help teachers/lecturers to bring technology into the classrooms. Also, to ensure smooth integration of technology in the classroom, the collaborative or shared leadership style appears to be the most appropriate for those concerned.