Primary School Principals Research Articles

Instructional Leadership Practice among Principals of Chinese Primary Schools in Selangor

Instructional Leadership Practice among Principals of Chinese Primary Schools in Selangor

Middle Leadership in Irish Primary Schools: A Critical Analysis of Principals’ Perspectives

This paper shares some preliminary findings from doctoral research exploring Irish primary school principals’ views regarding middle leadership. This qualitative study used a grounded theory approach to investigating their perspectives, using interviews, observations, and extant documents. The findings reported here relate to interviews conducted with ten principals. Leadership’s centrality to quality schooling is widely recognised, but the demands of school leadership have become too vast for individual leadership. Middle leaders (MLs), situated between senior leaders and teachers, are uniquely positioned to assist with this. Their proximity to the classroom enables them to influence teaching and learning more readily than principals. But their role remains under-researched. Investigating principals’ perspectives is critical to leveraging the ML role because principals can decide its parameters and act as a barrier or support to the role.

Enacting anti-bullying procedures in dynamic school environments: insights from primary school principals in the Republic of Ireland

ABSTRACT This paper explores how primary school principals in the Republic of Ireland engage with the Anti-Bullying Procedures for Primary and Post-Primary Schools (DES 2013b). Informed by theoretical literature on policy enactment, the paper illustrates the complex, context-dependent process of enactment. Through qualitative interviews with ten primary school principals, the research uncovers the challenges they face in enacting standardised anti-bullying procedures in their unique school environments. The findings highlight the crucial role of principals in cultivating a positive school culture and managing the expectations of various stakeholders, including parents and teachers. Although distributed leadership is encouraged, the paper reveals that principals often carry the primary burden of responsibility, leading to feelings of isolation and significant pressure. Additionally, the research identifies considerable gaps in teacher education and professional learning. The paper advocates for more flexible, context-sensitive policies that provide better support for school leaders and recommends improved professional learning, shared leadership, and parental engagement to enhance the effectiveness of anti-bullying efforts. As the Department of Education in Ireland revises its anti-bullying procedures, this paper offers critical insights that can guide the development of more effective, supportive policies tailored to the complex realities faced by school leaders.

Principal–Teacher Relationships Under the Pressure of the COVID-19 Pandemic: Critical Factors and Implications for School Leadership During Crises

This paper aims to present the views of Greek school principals on whether and how working amid the crisis caused by the COVID-19 pandemic affected principal–teacher relationships. It mainly focuses on the factors that contributed to the quality and course of these relationships. A qualitative methodology was adopted. Data were collected from 57 principals of public primary and secondary schools who answered the open-ended questions of an online questionnaire. Written answers were analyzed using the method of thematic analysis. The analysis revealed that, given the adverse working conditions, principal–teacher relationships were affected to varying degrees and in different ways in each school unit. For forty-seven percent of principals, the relationships remained unaffected; for forty percent, the relationships worsened; and for thirteen percent, they became stronger. It was found that teacher-related factors (attitude towards increased duties/obligations and ability to manage stress and fear), as well as work climate-related factors (communication and interaction, togetherness, and pre-existing work climate) contributed to the course of principal–teacher relations amid the pandemic. The findings provide practical and theoretical implications for school leadership and human resources management in a crisis context.

Implementation of Coaching Leadership Style by Principals to Enhance Learner Success

In this empirical study, the researchers argue that immediate attention is required to ensure that principals successfully implement Coaching Leadership Style (CLS) to enhance the sustainability of learning experience learner success. The problem underpinning this study is that the principals face difficulties in implementing CLS. The study is based on in Instructional Coaching Leadership Theory. The major assumption of this theory is that Instructional Coaching Leadership Theory is viewed as a method of providing sustained and personalized support to the principals and emphasizes the fundamental role of active learning, reflection, and feedback in the learning process. The purpose of this study is to evaluate the challenges facing principals in successfully implementing CSL and how principals can mitigate these challenges. This study used qualitative methodology to gather data from three secondary and two primary school principals in Bloemfontein through structured interviews. The findings of the study revealed that principals lamented the lack of training to implement CLS. In the discussion with the participants, the researchers concluded that necessary steps should be taken to empower the principals on CLS. Recommendations for further research and implications for principalship and training programs are provided. This empirical study contributes to the body of knowledge by exploring how can principals practice CLS to achieve the objectives of the study of successfully implementing CLS to enhance learner success and of devising means of mitigating challenges experienced by the principals. Keywords: Implementation, Coaching Leadership Style, Instructional Coaching Leadership Theory, learner success.

Modeling the Relationship between Some Leadership Styles on the Cohesion of the Educational Group using PLS modeling – a Field Study on a Sample of Primary Education Teachers in the City of Messaad

Purpose: This study aims to clarify the relationship between the three leadership styles (democratic, authoritarian, and Delegative) of primary school principals and their relationship to educational group cohesion from the point of view of primary education teachers. Design/Method/Approach: The study is an experimental study that reveals the administrative leadership styles of the school principal and their relationship to the cohesion of his group, using the descriptive, relational approach. We also used the questionnaire tool to collect data for 376 male and female teachers in primary education. Findings: Through analyzing the model, we found that there is a direct relationship between the democratic style of primary education principals in the city of Messaad and the cohesion of the educational group from the teachers’ point of view. While the delegative(Laissez-Faire)leadership style and the authoritarian style do not affect the cohesion of the educational group from the point of view of teachers. Theoretical Implications: This paper presents two significant studies on leadership styles, group dynamics, and cohesion, providing a basis for comparison with the findings of the current study. Additionally, it includes comprehensive definitions of the study's key terms. Originality/Value: This study is one of the first studies that was applied in the researchers’ environment, as this study helps school principals and supervisors adopt the appropriate method in managing their institutions in accordance with the needs and requirements of subordinate teachers in order to work efficiently and provide the best performance. Research Limitations/Future Research: This study provides prospects for future research on appropriate leadership styles as well as factors that help maintain group cohesion. Paper Type: Empirical JEL Classification: C93, D23, C92, M12

Antecedents and prevalence of destructive leadership behaviour: the case in primary and middle level schools

ABSTRACT The main purpose of this empirical study was to investigate the antecedents and prevalence of destructive leadership behaviour in primary and middle-level schools of the state of Amhara, Ethiopia. A mixed approach with an embedded research design was employed. Multi-stage stratified sampling was applied to select 748 teacher respondents. One sample t-test, multiple regression and hierarchical multiple regression model were used to analyse the data. The study revealed that antecedents of destructive leadership were moderately exhibited in Primary and Middle-Level Schools. When the prevalence of destructive leadership was regressed on susceptible followers, leader behaviour and conducive environment antecedents of destructive leadership, 61% of the variance in the prevalence of destructive leadership behaviour was accounted for by the interplay of susceptible followers, leader behaviour and conducive environment. Leader behaviour antecedent of DLB contributes more to the prevalence of destructive leadership behaviour among principals in primary and middle schools. Based on the findings of the study it is inferred that the antecedents of destructive leadership were moderately exhibited in the primary and middle-level schools of the study area.

Principals in School Development Planning: Discovering Principal Training and Their Competencies in Primary School

School development planning is an important tool for school improvement. As a unique research perspective, this study will focus on identifying and analyzing how the principal training courses related to school development planning provided by relevant education departments in China for primary school principals in a Province in Southeast China are carried out. The context of this study focuses on public primary schools in in a Province in Southeast China. In relevant training, whether primary school principals still face prominent challenges in school development planning when they practice in real contexts will also be explored and studied. This study supplements the views on principal training related to school development planning and related challenges meeting in school development planning from the perspective of primary school principals. In addition, the samples of this study will involve 17 primary school principals from rural and urban areas in a Province in Southeast China. The data collection is mainly carried out through semi-structured interviews, and documentation. This study will conduct an in-depth analysis and understanding of the principal training courses related to school development provided by relevant departments to primary school principals in a Province in Southeast China and the challenges faced by principals in school development planning competencies. This analysis may help relevant departments understand the rationality and effectiveness of the relevant training design provided to primary school principals in a province in southeast China, and also provide perspectives and directions for relevant departments to improve the effectiveness of principal training in the future.

THE RELATIONSHIP BETWEEN TRANSFORMATIONAL LEADERSHIP, ORGANIZATIONAL CULTURE, MOTIVATION AND COMPETENCY TOWARDS THE PRODUCTIVITY OF PUBLIC PRIMARY SCHOOL PRINCIPALS IN THE FIELD OF PRIMARY EDUCATION DEPARTMENT OF BATAM CITY

This research aims to obtain information regarding the relationship between independent variables, namely; Transformational leadership (X1), organizational culture (X2), work motivation (X3), and Competency (X4) with the dependent variable being the work productivity of the Principal of the State Elementary School (Y) Primary School Development Sector of the Batam City Education Service, both individually and collectively. The population of this study was all employees of the Head of SDN for Primary School Development at the Batam City Education Department, totaling 145 people. In this study, there was no classification of differences between State Primary School Principals based on type or class status, both types of State Primary School Principals had the same treatment. Samples were taken using simple random sampling techniques. By using the Slovin formula, a sample of 59 people was obtained. The research results show a significant positive influence of transformational leadership (X1), organizational culture (X2), work motivation (X3), and Competency (X4) on the work productivity of State Elementary School Principals (Y) as indicated by the F valuecount amounting to 30,627. This value is much smaller than the F valuecount at the alpha significance level of 0.05, namely 2.95, or F = 30.627 < F0,05(4:57) = 2.54. The relationship pattern of the four variables is expressed by the multiple regression equation = -9,643 + 0,357X1 + 0,328X2 + 0,167X3 + 0.597X4. This means that the better the transformational leadership of the Principal of the State Primary School, the better the organizational culture in which the Principal of the State Primary School works, the higher the work motivation of the Principal of the State Primary School, and the higher the competency received by the Principal of the State Primary School, the higher the work productivity will be. Principal of the State Elementary School. Previously, based on validity and reliability tests, all instruments met the validity and reliability requirements. If calculated per variable, the variable that has the most influence is the organizational culture variable, which has a coefficient of determination of 54.1%. This means that organizational culture is the factor that most influences the work productivity of State Elementary School Principals.

A Research on the Application of Modern Information Technologies in Teaching

This paper examines the use of modern information technologies in Bulgarian pre-school and primary education, focusing on teachers' knowledge and use of technologies and the challenges they face. The study is based on an extensive literature review, which highlights the potential of modern information technologies such as programmable devices, virtual reality (VR) and augmented reality (AR) to improve the quality of education, student engagement and continuous learning. However, the research also identifies persistent barriers to their implementation, including insufficient resources, limited training opportunities and teacher resistance to technological change. The main objective of the study is to assess the level of knowledge and use of technologies among Bulgarian teachers, with a focus on identifying the main barriers to their effective integration into educational practice. The preliminary hypothesis suggests that despite the recognition of the potential benefits of technologies, their use remains limited due to institutional and personal factors. Methodologically, the study used a descriptive survey approach with 205 participants, including pre-school and primary school teachers, principals and education administrators. Data was collected using an online survey platform included in Microsoft Office 365. Key findings show varying levels of knowledge and use of modern technologies among teachers. Although a significant proportion of respondents use technology in their teaching, the level of adoption of more advanced technologies such as programmable devices, VR and AR is significantly lower. Teachers expressed a strong desire for additional information and training on modern technologies, highlighting their potential to enrich learning experiences in a variety of subjects. The study has important implications for the Bulgarian education system. It highlights the gap between the recognised potential of technologies and their practical application in the classroom. Addressing the identified barriers through targeted investment in resources, comprehensive professional development programmes and ongoing support for teachers is crucial. By overcoming these barriers, educational institutions can better prepare students for the challenges of the digital age, improve learning outcomes and create a more dynamic and effective educational environment.

Digital competency – Perspectives of teacher students and primary teachers

Digital transformation is regarded as the foremost priority for public governance reform across all sectors, encompassing the education domain, which has been undergoing its own digital transformation journey spanning from primary to higher education levels. Drawing from five elements of digital competency (DC) derived from conceptual references to competency, professional proficiency, digital technology, and digital transformation frameworks, opinions on these elements were sought from primary teachers and teacher students. The findings reveal disparities in the digital competency levels among teacher students relative to the demands, with notable concerns surrounding digital assessment, security, and safety in cyberspace. It is emphasized that additional emphasis should be placed on integrating digital competency domains into training programs, as digital competencies represent a deficiency in the criteria for teachers, which should be explicitly addressed in program learning outcomes (PLOs). Moreover, the increasing significance of digital competency underscores the necessity for its seamless integration into training programs catering to primary education teacher students. Further research is warranted to explore various aspects of this topic, including its scope, comparative analysis with teacher training in other sectors, and the perspectives of primary school principals.

Principals as instructional leaders: an exploration of school context factors that affect principals’ competence at primary schools in Tarcha town, Ethiopia

ABSTRACT The purpose of this study was to investigate school context-related factors that affect principals’ instructional leadership competence in primary schools in Tarcha Town, Ethiopia. A qualitative case-study research design was used. The data were collected through semi-structured interviews and document analysis. Twelve senior principals were included in the study through purposive sampling. Interviews were used to collect in-depth data. The data was analyzed thematically. The findings of the study indicated that primary school principals face both internal and external challenges. Internally, they face limited knowledge and skills, a lack of courage and commitment, and administrative work overload. Their external challenges included negative attitudes from parents and teachers, a lack of instructional materials, and little support from local education authorities. Consequently, they can’t serve effectively as instructional leaders or resource people. Based on the findings, it is recommended that the Ministry of Education, South West Regional Education Bureau, Dawuro Zone Education Department, and Tarcha Town Administration Education Officers and Cluster Supervisors regularly monitor and support school leaders and prepare and provide pertinent teaching materials and training so that the principals can lead in the capacity that is appropriate for the position.

DEVELOPMENT OF A LEADERSHIP COMPETENCY MODEL FOR PRINCIPALS IN PRIMARY SCHOOLS IN SHANGHAI, CHINA

The effective running of schools requires principals to possess leadership competence. In the Chinese context, the selection of principals is based on criteria established by the government, not necessarily the demonstration of leadership ability. Therefore, school principals may still need to enhance their leadership competencies. The goal of this study is to create a leadership competency model specifically for primary school principals in Shanghai. The study was structured around four key objectives: 1) To determine the leadership competencies needed for primary school principals; 2) To determine the factors that affect principal leadership competency development in primary schools in Shanghai; 3) To find the gap between current and needed leadership competencies for primary school principals in Shanghai; and 4) To develop a model of leadership competencies for primary school principals in Shanghai. We used an exploratory mixed-methods design, utilizing both interviews with principals and a survey of 1,113 teachers. The qualitative content analysis revealed eight competencies from the literature: collaboration, communication, educational administration, time management, adaptability, diversity and inclusion, self-awareness, and well-being. Factors that affect competency development were discovered during interviews with principals. Results of the Priority Needs Index (PNI) found that the top three competencies in need of development were collaboration, communication, and educational administration competence. Expert intuition facilitated the development and validation of a model. This model aims to serve as a guide for primary school principals in Shanghai, enhancing their leadership competencies.

The school principals' role in developing the professional capital of teachers: evidence from principals and teachers

PurposeAlthough building professional capital improves student learning and the effectiveness of schools in educating students, it needs to be explored in the area of primary schools in Ethiopia. Thus, this study was conducted to explore the practices of primary school principals to develop the professional capital of teachers and the associated challenges.Design/methodology/approachA case study was used to collect data from nine teachers and five principals of Ethiopian primary schools using a maximum variation sampling. Data obtained from interviews and two focus groups were subjected to thematic analysis.FindingsPrincipals and teachers reported that to develop the human capital of teachers, principals provided teachers with opportunities to attend training, encouraged informal collaboration for professional improvement and encouraged the practice of continuous professional development programs. For the development of social capital among teachers, the principals also formed various social groups, encouraged frequent interactions between school stakeholders and created a caring school culture to strengthen the interactions between school stakeholders. For building the decision-making capital of teachers, principals promoted an environment in which teachers' professional judgment and wisdom are respected and so forth. The challenges to develop professional capital were related to teachers and principals, schools and education bureaus.Originality/valueBuilding teachers' professional capital increases school effectiveness, although primary schools still need to investigate this further. Therefore, by improving knowledge and information on approaches to building professional capital in teachers, this study is important to administrators and other relevant school stakeholders. This also helps principals transform their leadership behavior to be more pedagogical in leading teaching and learning and enhance teachers' ability to build and exercise effective social and professional behaviors towards their students in their daily practices.

درجة ممارسة القيادة الأخلاقية لدى مديري المدارس الابتدائية في منطقة عرعرة النقب من وجهة نظر المعلمين

This study aimed at investigating the degree of moral leadership practice among primary school principals in Ar'arat an-Naqab region from teachers' point of view. The study sample consisted of (63) primary school teachers in Ar'arat an-Naqab region, chosen by available method. The study used descriptive approach by build a questionnaire consisted of (26) items. And its validity and reliability were verified. The finding of the study shows that the degree of moral leadership practice among primary school principals in Ar'arat an-Naqab region from teachers' point of view was medium. However, there was no statistical significant difference in the degree of moral leadership practice among primary school principals in Ar'arat an-Naqab region from teachers' point of view due to gender and specialization, and there statistical significant difference in the degree of moral leadership practice among primary school principals in Ar'arat an-Naqab region from teachers' point of view due to years of experience, in favor of those with (5 years - less than 10 years) experience, and those with (10 years or more) experience.

Οι απόψεις των διευθυντών σχολικών μονάδων και των γονέων ως προς τη συμμετοχή των τελευταίων στη σχολική ζωή των παιδιών τους στην πρωτοβάθμια εκπαίδευση

This survey was conducted in order to explore the views of primary school principals and parents regarding their participation in children"s school life. The sample of the survey consists of 6 primary school principals in Greece and 6 parents whose children attend these schools. The results of the survey showed a positive interaction relationship, which nevertheless shows room for improvement. The principals consider the parents as equal partners in the prosperity of the school with their meetings taking place at regular intervals. The disproportionality in the number of parents-principal as well as the daily challenges that arise affect the frequency and quality of their meetings. In addition, negative attitudes and lack of interest on the part of parents create barriers to communication, thus creating a negative climate.

How Can the Inclusive School Leader Promote a Democratic Society? The Case of Greek Schools

School is a key factor in promoting democratic citizenship to all children, who are the future citizens of society. This article focuses on the role of the inclusive school leader and the good practices followed to promote equality and democracy for all children in the school. Six primary school principals from Greece, specifically from schools in Athens and Thessaloniki, participated in the research. The results of the survey showed that good practices adopted by inclusive school leaders promote equality and democracy among all children through actions implemented in cooperation with the local community. The article concludes with a discussion, with limitations and suggestions for strengthening the democratic culture of all children in order to promote social inclusion.

Practices, behaviours and actions of highly trusted primary school principals in Cyprus: An in-depth examination

Faculty trust in educational leadership is a linchpin of schools’ functionality and efficacy. Teachers’ trust in their school leaders can significantly influence the work environment, teacher retention and student achievement. Our study, which employed a comprehensive mixed-methods approach, including 1320 questionnaires and interviews with 40 teachers and 5 principals, has identified eight practices, behaviours and actions (Fairness, Respect, Consistency-Reliability, Trusting the Teachers, Setting the Example, Competence – Organisation, Confidentiality, Open Door – Support) that foster robust trust in school leaders. These findings are not just insights but practical suggestions that school principals can implement to enhance faculty trust. By applying these insights, school principals can create a more trusting environment, improving teacher retention and student achievement. Furthermore, policymakers can use these insights to develop training initiatives that promote the growth of trustworthy educational leaders locally and internationally.

Examining Principals’ Practices of Participative Management in Primary School Governance: A Case Study of The Tshwane-West District

This article aimed to investigate how much participatory management techniques aid in enhancing primary school governance. The main question of this article is, “To what degree do principals practice participative management in primary schools’ governance in the Tshwane-West District?’’ In this article, the quantitative methodology was applied. Information on the post-positivistic and interpretivist viewpoints was gathered via a questionnaire. The information in the questionnaire was strengthened by thoughtfully applying the knowledge gleaned from the literature review. A pilot study was conducted to validate the questionnaire. The triangulation of data from sources like literature reviews and questionnaires was the main method of reliability used in this study. All primary school principals (n=98) in the District of Tshwane-West area of the Gauteng Province of the Republic of South Africa made up the research population. The data were defined using the quantitative approach, which comprised explanatory techniques, inferential statistics like factor analysis and Cronbach's alpha coefficient, and descriptive statistics like frequencies and mean scores.

Primary school principals’ experiences of the implementation of educational policy change

In the study reported on here we explored the experiences of primary school principals in the implementation of educational policy change from an educational policy implementation (hereafter, EPI) theory perspective. With the study we aimed to provide a deeper understanding of the challenges, facilitators, and complexities encountered by school principals when navigating the implementation of educational policy change within their respective schools. Data were gathered using a qualitative research approach through in-depth interviews with purposively sampled primary school principals selected based on their direct involvement in the implementation of educational policy changes after which the data were thematically analysed. The findings of this study shed light on the multi-faceted nature of policy implementation within primary schools highlighting the pivotal role of school principals as key actors in the process. Additionally, we discovered a range of challenges faced by school principals including their missing voice in the development of educational policies, resource constraints, conflicting stakeholder interests, a lack of support and training, and resistance to change. Nevertheless, the study offers valuable insights into ways in which policy implementation unfolds within the unique context of primary schools. It further suggests a practical policy implementation model for policymakers, educational leaders, and practitioners, offering guidance on how to navigate the complexities of implementing educational policy changes effectively. Ultimately, this study contributes to the broader discourse on educational policy implementation and advances our understanding of the experiences of primary school principals as they navigate the dynamic landscape of policy change within their educational setting.