Leadership In Primary Schools Research Articles

Critical Analysis of Principal’s Perceptions and Interpretations of Instructional Leadership in Primary School, in Gauteng Province, South Africa

Critical Analysis of Principal’s Perceptions and Interpretations of Instructional Leadership in Primary School, in Gauteng Province, South Africa

A Comprehensive Review of Research on Head of Panel Leadership in Malaysian Primary Schools

This article provides a clearer understanding of head of panel (HoP) leadership in Malaysian primary schools. The research on HoP leadership is still in its early stages and requires further expansion. Additionally, this paper discusses the role of HoP leadership using the models developed by Turner and Bolam (1998). The research also revealed that the HoP needs to possess the necessary skills to guide the team members and set an example for their roles and responsibilities. Additionally, the HoP plays a crucial role in planning and managing middle-level leadership in schools. This study also significantly benefits the HoP, school administrators, and the Ministry of Education, Malaysia (MoE). Studies also reveal that careful application and management of HoP leadership can positively influence student achievement and school performance under HoP leadership. Keywords: leadership, head of panel, middle leader, competent, head of department, subject leader

Enactment of Transformational School Leadership—Insights from Primary School and System Leaders

Transformational leadership has been proposed as an approach that can inspire effective change. How this is manifest in schools is understudied in Irish primary schools, which have undergone significant change in recent years. The focus of this qualitative research study was primary school and system leaders’ knowledge of transformational school leadership, perceived benefits, limitations, and feasibility, and how transformational school leadership actually manifests in practice. Participants were recruited using purposive sampling. In-depth interviews were carried out with principals, deputy and assistant principals, and former school inspectors, with the interviews aligned to the following research questions: (1) How can we characterize school and system leaders’ knowledge, understanding and perceptions regarding the feasibility of transformational school leadership? (2) How do transformational school-leadership behaviours manifest in primary-school settings? Data analysis yielded the following themes and sub-themes: (1) Understanding of transformational school leadership: (i) transformation, change and growth, (ii) relationships, (iii) vision, mission, and goals, (iv) leading; (2) Perceptions of feasibility of transformational school leadership: (i) realism, (ii) people and relationships, (iii) practical challenges; (3) Benefits of transformational school leadership: (i) aspiration, (ii) culture, (iii) motivation and modelling, (iv) school community, (v) delivering quality learning; (4) Limitations of transformational school leadership: (i) personality, (ii) pressure, (iii) slow process, (iv) unexpected variables; (5) Manifestations of transformational school-leadership: (i) idealised influence, (ii) inspirational motivation, (iii) individualised consideration, (iv) intellectual stimulation, (v) school development, (vi) improving curricular offerings. Participants’ positive disposition to transformational school leadership was encouraging and suggests the need for further research, specifically to examine potential synergies between transformational and distributed school leadership.

Eksplorasi Professional Learning Community (PLC) pada Dimensi Supportive and Leadership di Sekolah Dasar Program Khusus

Supportive leadership in the teacher community in schools has an important meaning for the formation of professional learning communities. The purpose of this study was to explore the experiences of teachers involved in the application of PLCs which were limited to the dimensions of Supportive and shared leadership in Special Program-based primary schools. The research approach used case studies. The source of data in this study was 15 teachers in 2 special program elementary schools located in Boyolali district, Central Java, Indonesia. Data collection using semi-structured interviews. The data in this study was analyzed using thematic analysis techniques. The results of this study found that there are 11 themes that describe the dimensions of supportive and leadership, namely (1) types of leadership support (2) school leadership strategies (3) forms of teacher leadership (4) means of leadership guidance (5) forms of implementing decisions (6) leadership attitudes (7) evaluation of decision implementation (8) teacher collaboration (9) collaboration media (10) forms of teacher responsibility to the community and (11) leadership roles.

“It felt a bit wartime”: Teacher perspectives of social and emotional well‐being support in primary schools during Covid‐19

AbstractAlthough primary schools in the UK were required to provide access to remote learning for pupils during Covid‐19 mandated school closures, there was less clarity for teachers and school leaders about expectations and priorities relating to the provision of social and emotional well‐being support for children at home during this period. Using an existing whole‐school approaches (WSA) framework we aimed to understand the extent to which well‐being support was a priority for primary schools during closures, what structures were in place to support well‐being, what factors facilitated or inhibited provision of remote pastoral care, and how schools supported pupil reintegration following school reopening. Twenty semi‐structured qualitative interviews were conducted with teachers and school leaders in primary schools in three counties of southern England during February and March 2020. A hybrid inductive‐deductive thematic analysis approach was used with a critical realist approach. Findings indicate that school closures were associated with radically disrupted home–school partnerships. Lack of national and local policy guidance limited the extent to which schools adapted remote well‐being provision and maintained contact with families. This disruption contributed to a decline in children's emotional well‐being, particularly for those children from disadvantaged backgrounds. Covid recovery recommendations center on a renewed emphasis on universal, ethos‐focused interventions and a strength‐based focus on curriculum change.

Convergent and Discriminant Validity of the Bafadal`s Leadership Morality Questionnaire in Indonesian Context

Objective: This study aims to address the lack of quantitative, culturally contextualized measures for evaluating moral leadership in Indonesian primary schools. The objectives are threefold: 1) to assess the convergent validity of Bafadal's Leadership Morality Questionnaire (BLMQ) within the Indonesian educational setting; 2) to evaluate the discriminant validity of the BLMQ; and 3) to derive actionable insights for administrators and policymakers based on the findings. Method: A quantitative survey-based approach was employed, gathering data from 362 prospective school principals in East Java, Indonesia. A series of scales including the BLMQ, Moral Foundations Questionnaire (MFQ), Moral Competency Inventory (MCI), Self-Esteem Scale (SES), and Locus of Control (LoC) were administered. Results: The study revealed significant positive correlations between the BLMQ and other moral metrics such as the MFQ and MCI, suggesting convergent validity. On the other hand, low and non-significant correlations were found between the BLMQ and scales like the SES and LoC, which suggests discriminant validity. Notably, the correlation between the BLMQ and MCI was not statistically significant. Conclusion: The BLMQ demonstrates both convergent and discriminant validity, as it aligns closely with other moral metrics like the MFQ but not with unrelated scales like the SES and LoC. However, the non-significant correlation between the BLMQ and MCI suggests that these two instruments may be capturing different facets of moral competency.
 
 Received: 21 September 2023 / Accepted: 4 December 2023 / Published: 5 January 2024

The Role of Transformational Leadership on The Performance of School Principals through Student Discipline and Mentality (Empirical Study of Cilegon City Primary School Leadership Leadership)

<p>Kepemimpinan transformasional merupakan inovasi gaya kepemimpinan melalui visi dan misi organisasi, adaptasi dengan globalisasi, edukatif, dan bertujuan untuk meningkatkan disiplin, dan mental siswa. Tujuan penelitian adalah untuk mengembangkan teori transformasional dalam kepemimpinan sekolah dasar dan berinovasi dalam pengembangan edukatif. Jenis penelitian adalah kuantitatif dengan responden para guru sekolah dasar kota Cilegon. Teknik pengumpulan data melalui survey google form dan terkumpul 180 responden untuk diuji dan dibahas melalui alat <em>statistic structural equation modelling</em> (SEM). Hasil penelitian antara lain: (1) ada pengaruh kepemimpinan transformasional terhadap disiplin; (2) ada pengaruh kepemimpinan transformasional terhadap mental siswa; (3) tidak ada pengaruh kepemimpinan transformasional terhadap kinerja kepala sekolah; (4) tidak ada pengaruh disiplin terhadap kinerja kepala sekolah; serta (5) ada pengaruh mental siswa terhadap kinerja kepala sekolah. Simpulan penelitian ini adalah transformasi kepemimpinan masa depan lebih memfokuskan pada aspek peningkatan disiplin kerja dan mental siswa. <em></em></p>

THE IMPORTANCE OF SELF-EMOTIONAL COMPETENCY MODEL FOR MIDDLE SCHOOL LEADERS IN THE ERA OF SOCIETY 5.0: A PILOT STUDY

The self-emotional competency model can be used as a measurement tool to increase the emotional qualities of school leadership in facing the change in the education era of Society 5.0. However, validation of the self-emotional competency model using exploratory factor analysis (EFA) is still scarce. Therefore, this pilot study is conducted to identify the applicability of the emotional competency model of middle leaders in primary schools through exploratory factor analysis (EFA). This study employed a quantitative approach using a survey method. A questionnaire was used as a research instrument. The instrument contained 18 items. A total of 179 respondents participated in this pilot study. The validity and reliability of the instrument were obtained through descriptive analysis of Cronbach's Alpha reliability and exploratory factor analysis (EFA) using SPSS version 27 software. The overall analysis shows that 13 items meet the EFA fit requirements with Kaiser-Meyer-Olkin (KMO) values of more than 0.6. Bartlett's test values were significant, with item communalities values exceeding 0.3 and Eigen values exceeding 1.0 at a percentages of variance exceeding 60 percent. The Cronbach's Alpha coefficient was above 0.70 for all items. A total of five items were removed. The findings of the study show that the instrument of self-emotional competency instrument has very high validity and reliability and has the potential to be used as a guide in the development of self-emotional competence of middle leaders in Malaysia. A positive impact is essential in generating emotionally intelligent leaders who are competitive and capable to lead the school community towards the era of Society 5.0 especially in primary school in Malaysia.

Designing and Compiling the Supervisory Pattern of Instructional and Educational Leaders in Primary Schools

Designing and Compiling the Supervisory Pattern of Instructional and Educational Leaders in Primary Schools

The Impact of Positive Leadership on the Professional Growth of Primary School Teachers

This paper presents the outcomes of a research study that examined the views of heads of schools and teachers on what positive leadership meant to them and the impact positive leadership can have on teachers’ professional growth. The research followed a mixed-methods convergence model approach. Six heads of schools from church and independent schools participated in an online interview, and 106 teachers from all church and independent schools participated in an online questionnaire. The results showed that both heads of schools and teachers agree that positive leadership improves communication, trust and support between them. These factors allow teachers to be more innovative in their practices, which also contributes to their professional development and growth. The findings also highlighted the importance of key practices in positive leadership and revealed valuable information regarding the application of positive leadership in Maltese primary schools. Furthermore, the research also recognised that the impact of positive leadership on teachers’ professional growth also influences the school culture. The research concluded that positive leadership is an effective approach to promoting professional growth in teachers and suggests recommendations for educational leaders to adopt positive leadership practices to support teacher development and enhance school culture.

Discourses Shaping Primary School Leaders’ Approaches to Transition to School in New Zealand

Discourses Shaping Primary School Leaders’ Approaches to Transition to School in New Zealand

Narratives of School Leadership to Support the Well-Being of Teachers in Karachi Pakistan

The teaching profession is one of the professions that leads to challenges, and these challenges impact teachers’ well-being. School leaders play a pivotal role in supporting and brightening teachers’ well-being. This research project which is based on qualitative phenomenological research, seeks to explore the narratives of primary school leaders to foster their teachers' well-being through structured interviews. School leaders belonging to various educational settings were engaged. Structured interviews were used to collect the primary data collection, for a comprehensive exploration of eight primary school leaders of District Korangi Karachi’s perceptions, experiences, challenges, and strategies to support in improve their teachers’ well-being. The main findings divulge extraordinary roles and multifaceted responsibilities of primary school leaders in nurturing the well-being of their educators. School leaders expressed and shared their experiences in providing opportunities for professional development, creating healthy positive organizational cultures, managing workloads and time management, and addressing psychological concerns. School leaders' narratives also enlighten on the ramifications of leadership in administrative challenges and demands. These narratives provide a nuanced understanding of the strategies and initiatives that support teacher well-being. Such insights are instrumental in informing policy.

Instructional Leadership Practices and Challenges: The Case of Primary School Principals in Liban Jawi Woreda of West Shoa Zone

This study was conducted to assess the practices and challenges of instructional leadership in primary schools of Liban Jawi Woreda of the West Shoa Zone. In order to address this objective of the study, a descriptive survey design was employed. About 114 teachers, seven principals, six vice principals, and one vice head of Woreda Education Office (WEO) participated in the study. Questionnaires, interviews, and document analysis were data gathering tools. The results showed that most of the problems instructional leaders have a communication gap with the stakeholders on issues related to the vision, mission, and goals of the schools and had problems in relation to lack of educational management profession. It was concluded that instructional leaders have a gap in taking a measure to overcome problems. Therefore, the study mainly recommended that Ministry of Education (MOE) and other stakeholders should give training to instructional leaders to overcome their leadership knowledge and skills, and also principals should create communication channels to overcome communication problems.

Culturally responsive leadership in a pandemic context: a case study of three primary schools in a low socio-economic area of New Zealand

ABSTRACT This paper discusses the results of a case study investigating the COVID-19 pandemic response of three school leaders in regional primary schools in New Zealand. The leadership practices and decisions made by school leaders in crisis situations, particularly in schools with indigenous and minority students, is an ongoing area of interest for researchers. This study seeks to contribute to the literature in this area through the discussion of case study results that reveal similarities and differences between the leadership practices of school leaders which were influenced by context, technology access and social cohesion. Principals described the tensions they faced, their culturally appropriate responses, and the caring and adaptive leadership approaches required to support the wellbeing of students in a time of crisis.

SCHOOL PRINCIPALS' RESPONSES AND CHALLENGES IN THE IMPLEMENTATION OF PERMENDIKBUDRISTEK NUMBER 40 OF 2021

This study aims to explore principals' responses and understandings related to the implementation of Permendikbudristek Number 40 of 2021 on the assignment of teachers as principals, as well as identify the challenges faced in implementing the policy. The research used qualitative methods involving observation, interviews, and documentation. The results show that the implementation of the policy has been carried out in stages and coordinated. However, in responding to the policy, there are several challenges faced. One of them is the lack of qualified teachers to become principals, which has an impact on the selection and assignment process. Thus, the implementation of Permendikbudristek Number 40 of 2021 has the potential to improve the quality of education in primary schools in Sukabumi district. To overcome the challenges, it is recommended that the government evaluate the burdensome articles. Good coordination between all relevant parties is needed to reach a mutual agreement. This research contributes to the understanding of principals' responses to the implementation of the policy on teacher assignment as principals and identifies the challenges faced. The results of this study can be the basis for developing more effective policies and strategies in improving the quality of principal leadership and education in primary schools.

Reimagining the language of disability and inclusion in primary teacher education through a translanguaging framework

ABSTRACT Whilst words such as ‘disability’ and ‘inclusion’ have some shared meanings across cultural and linguistic contexts, they also have meanings that are fluid and changing according to individual, institutional, and environmental dimensions. Deconstructing these differential understandings in special education needs and disabilities (SEND) provision is essential to challenge deeply-rooted societal deficit-based assumptions and stigmatisation that can have detrimental impacts on children and young people’s life experiences. In this UK-Vietnam collaborative project we aimed to uncover the ‘languaging of disability and inclusion’, using Vietnamese primary teacher education as an illustrative case study with experiential insights gathered from primary school teachers, leaders and teacher educators. This paper presents findings from our six in-depth qualitative interviews. Our analytical framework, informed by key concepts in translanguaging and affective pedagogies, enables us to uncover nuances in meanings that went beyond solely Vietnamese-English linguistic translations, to take account of semiotic understandings, body language, and movement. Key findings revealed a prevailing medical-based terminology associated with SEND, practice-based contradictions attached to bureaucratic recognitions of disability, as well as repertoires associated with ‘circles of friendship’. Our paper opens up an international dialogue that both challenges potentially homogenising and harmful labelling processes and celebrates the sharing of asset-based languaging practices.

Transformational Leadership and Educational Innovation

This study explores the relationship between transformational leadership and educational innovation in primary and secondary schools. The study used a qualitative phenomenological research design and conducted in-depth interviews with six school heads in Toledo City Division. The results of the study show that transformational leadership plays a critical role in promoting and supporting educational innovation in schools. Transformational leaders empower teachers and other stakeholders to participate in the implementation of educational innovation initiatives and create a positive and supportive learning environment that fosters growth and development. The findings of this study provide valuable insights for educational leaders, policy makers, and practitioners on the importance of transformational leadership in promoting and supporting educational innovation in schools.

A Review of Resilience Leadership in Challenging Circumstances: A Case Study of Malaysia Primary School Head Teachers

Educational leaders were faced with the combined difficulty of handling noticeable improvements outside their organisations and all across the ministry of learning plan and execution in addition to reacting to unprecedented requires the social. Education in Malaysia saw an unusual rate and degree of change over some few fortnight in March 2020, trying to equate earlier worldwide trends. The outbreak made it the more crucial to act quickly in the field of education. The syllabus has already been altered, facial expression instruction is in jeopardy, and the public primary school test has already been delayed. Effective school administration is the responsibility of school administrators, especially in basic schools. There were many decisions that needed to be made, conveyed, carried out, and evaluated, all of which called for resilience. Throughout this study, we provide a number of important resilience elements and lessons discovered from the head teachers' perspectives as educational leaders in Malaysian primary schools, both in the now and in the years to come. We depend on the knowledge of six principals of Malaysian public primary schools. Resilient leaders must meet stringent standards in primary schools. The standards are broken down into leadership categories where school leaders' social skills and compassion more towards the school community, parents, and stakeholders should be handled. People as educational leaders gained a fresh appreciation of the resiliency and ingenuity of teachers and elementary school students as a consequence of the ramifications of these responses. In order to prepare for an exceptional event that may emerge in the modern day, we provide illustrations of these classes and topics, as well as suggestions for how to operate the school mostly in "new baseline" of dealing with COVID-19 and help overcome.

Principal instructional leadership and its influence on teachers’ professional development at Vietnamese primary schools

ABSTRACT Principal instructional leadership plays a key role in promoting teachers’ professional learning and development. This paper reports the findings of a qualitative study investigating the principal instructional leadership in Vietnamese primary schools from the perspective of teachers and school principals. The study also examined the relationship between principal instructional leadership and teachers’ professional learning and development. The study was conducted at 12 schools across four provinces of Vietnam. Data included in-depth interviews with 12 principals and 24 teachers. Analysis of the data revealed that teacher professional development was highly recognised and respected by both the principals and the teachers. The teachers were generally satisfied with the principal instructional leadership in their professional learning and development. Moreover, the findings showed a positive effect of principal instructional leadership on teachers’ professional learning and development practices. These findings contribute to the body of knowledge on the status quo of principal instructional leadership and its effects on teachers’ professional learning and development. The implications of these findings provide valuable insights for policy-makers to develop appropriate policies and strategies to enhance principal instructional leadership capacity and the effectiveness of teachers’ professional learning.

Distributed Leadership in Primary Schools, a time for change?

Distributed Leadership in Primary Schools, a time for change?