Appointment Of Principals Research Articles

The Role of the Binjai Muhammadiyah Regional Leadership Elementary Education Council as Supervisory at MTs Aisyiyah

Identification of the problems in this study are (1) The role of the Majelis Dikdasmen Binjai in the development of institutions at MTs Aisyiyah Binjai, (2) The Majelis Dikdasmen Binjai as the Supervisory Board at MTs Aisyiyah. The research method used in this research is a case study qualitative research. There were 7 research subjects. Research using qualitative methods. Data collection was in the form of interview guidelines, observations, and recording devices to facilitate data collection related to the Role of the Majelis Dikdasmen Binjai as the Supervisory Board at MTs Aisyiyah Binjai. The results of the research show that the role of a Supervisory Board at MTs Aisyiyah has carried out its duties and functions in the development of institutions at MTs Aisyiyah. Carry out supervision of the proposal, appointment and dismissal of school principals, teachers and employees. Plan and approve the Madrasah budget and income. The role of Majelis Dikdasmen Binjai has carried out its role as a supervisory body at MTs Aisyiyah Binjai well.

Perceived Faults that Exist in Laws Governing the Appointment of School Principals in South African Schools

The purpose of the article is to explore the faults that exist in the laws governing the appointment of school principals in schools in South Africa. The article advances an argument that there are numerous flaws in the laws that regulate the appointment of school principals in schools. The article will contribute to the revision and strengthening of the laws that are used in the appointment of school principals. Some sections of South African Schools Act 9) SASA regulate the appointment of school principals and are used to militate against the good intentions of the Department of Basic Education (DBE) to have the best suitable candidates appointed as school principals. The appointment processes of educators in schools are seen as fraught with fraud and corruption. A report emerged in the year 2016 that the process of selecting candidates for appointment in the Education Sector is riddled with inconsistencies. The report emanated from the probe by a Ministerial Task Team into allegations of selling of teachers’ posts. Principals should be selected by means of experienced panels inclusive of a DBE representative. It was recommended that Cadre Deployment be done away with. The appointment of candidates as principals was supposed to be made purely on the basis of merit in terms of the report.

UPAYA KETUA YAYASAN DALAM MENINGKATKAN KINERJA PENGELOLA PENDIDIKAN DI SMK PANTI PAMARDI SIWI (PPS) 2 NGRAMBE

Abstract: The position of the chairman of the foundation as the organizer of an educational institution requires the professionalism of the profession. This requires a new mechanism such as special education to become school principals. Therefore, the appointment of school principals, who have been based on long experience as teachers, should be equipped with special education for school principals. Panti Pamardi Siwi Ngrambe Vocational School is a top-level public education institution that plays a role in guiding the younger generation, especially to become servants who are able to carry out life's tasks in the world. the head of the foundation and the manager of general education, especially in these educational institutions, are responsible for the trust of parents to continue their unfinished education. This study shows how the performance of the chairman of the Panti Pamardi Siwi Ngrambe Vocational School foundation has an effect on improving the performance of managers. The performance can be in the form of academic performance or non-academic performance. Academic performance is a performance related to the results of the evaluation of the principal, including the manager. Meanwhile, non-academic performance can be in the form of non-academic activities that are attended by the manager of Panti Pamardi Siwi Ngrambe Vocational School such as comparative studies, workshops and the like. Based on these efforts, the role of the foundation on the performance of the management of SMK Panti Pamardi Siwi 2 Ngrambe is currently quite satisfactory, both academic and non-academic. Keywords: Panti Pamardi Siwi Vocational School 2 Ngrambe, Chair of the Foundation, and Education Manager.

Utilization of the Education Management Information System (EMIS) as a Decision Making Means in the Institutional Section of the Regional Office of the Ministry of Religion, Yogyakarta Special Region

This study was conducted to determine the utilization of the education management information system (EMIS) as a means of decision making in the institutional section at the Regional Office of the Ministry of Religion, Yogyakarta Special Region.This research is a qualitative research using data collection techniques in the form of interviews, observations, and documentation. Technical analysis of data using data reduction, data presentation, and drawing conclusions. This research focuses on objective results with research subjects who really know, experience, and understand in this case the head of the madrasa education sector, along with the operator and the head of the SIM institutional section. The results of the study show that the basis for decision making can be completed because it has been accumulated by regulations and adopted the opinion of top managers. If the alternative answers are not satisfactory, the analysis will continue with deliberation with stakeholders and elements of the madrasa.Decision-making and Utilization of EMIS data during the study showed that EMIS plays a role in the distribution of the budget contained in the PIP program (smart Indonesia program), Madrasah BOS, National Examination student data, transfer and appointment of principals, equitable distribution of teachers and madrasa infrastructure, and the contribution of data The EMIS is utilized by the People's and Community Welfare Bureau, and the Provincial Government Legal Bureau. In addition, EMIS also plays a role in providing infrastructure assistance. EMIS development needs to be improved with new innovations. Data updates must be done frequently, always input as long as there are dynamics of data changes so that they are up to date. Reports on development, development, performance improvement should be based on EMIS data. The dynamics in society continue to exist at all times, for example there are students who move, teachers who transfer, teachers who are appointed as acting. Then EMIS must be updated every day.

The ambivalence of comradeship in the appointment of principals: A threat to the provision of quality education

In this article, we problematise the practice of appointing principals on the basis of comradeship instead of excellence, qualifications and competency. The appointment of principals in South Africa has, over the years, become politicised and unionised to the extent that it is contextualised within comradeship narratives, thereby negating the competency and qualifications that are required to champion quality education – education that is essential to empower people. To cement its arguments, the article is couched in decoloniality, a framework that evokes the need to challenge coloniality, which has displaced professionalism and competency as criteria for appointing principals. The data for the study were generated through questionnaires completed by, and interviews with, 19 participants in KwaZulu-Natal (KZN) province. The article reports that most schools with comrade principals face challenges related to competency, learner performance and indiscipline. The article recommends that the Department of Basic Education revisit its appointment policy for principals to ensure that competent principals are appointed, regardless of whether they are comrades or not.

Leadership and motivation for improved academic performance in schools in low socio-economic contexts

PurposeThis paper examines motivational practices and engagements of schools – through strategies developed by principals with the members of the school management team – to improve academic performance.Design/methodology/approachThe research used an interpretive approach within a qualitative design in which schools were purposefully selected. In each of the sampled schools, individual interviews were conducted with the principal as well as a focus group with the school management team and another focus group was identified teachers.FindingsThe main findings reveal that school labelling (where schools are labelled as underperforming schools) as a public notice was identified as the main push towards intrinsic motivation, especially when positive results in learner performance are eventually achieved. Extra classes, teaching collaboration, monitoring and team building were some of the main strategies used. Efforts appear to focus on performance in Grade 12 examinations. Therefore, the study recommends that attention be spread across all grades as a long-term improvement plan for the education system. Furthermore, since these strategies have worked successfully, the national and the provincial education departments should consider developing plans for academic improvement based on these strategies.Research limitations/implicationsThis research contributed to the understanding of school improvement in a specific context of low socio economic and societal context and schools are able to improve in spite of the challenging context. This is specifically in a developing country's context. More research can be conducted about the specific influence of intrinsic motivation and how extrinsic factors can become internalised as intrinsic motivation factors.Practical implicationsThe findings from this project can provide leadership at schools with the necessary information and examples of what can be done to get teachers to improve the performance in a challenging context. The use of extrinsic as well as intrinsic motivational actions can provide the leadership with the necessary guidelines to implement in their schools. The appointment of principals with specific characteristics needed attention in policy as well as the practice of the appointment process.Originality/valueThe research is contributed to the knowledge of school improvement from a perspective of a developing country and is using motivational theories within this context. The limited literature which links motivation to the process of school improvement is advanced from ice perspective of low socio economic context in a developing country.

Recruitments Evaluation of Head School Candidates in Education Foundation Darul Mujahidin NW Mataram

The purpose of this study is to describe the recruitment evaluation of head school candidates in Education foundation Darul Mujahidin NW Mataram, starting from the evaluation aspects of planning, organizing, implementing, and monitoring and evaluation. The research method used is descriptive qualitative. Data collection techniques carried out through interviews, observation, and study of documentation. Data analysis techniques used are 1) data reduction, 2) data presentation, 3) conclusion or verification. Based on the results of this study it was concluded that 1) Planning for recruitment of head school candidates was carried out by the Chairperson of the foundation together with the Foundation's management through a foundation meeting or deliberation in order to prepare decisions and policies relating to the recruitment planning and selection of prospective principals, 2) Organizing the recruitment of head school candidates to determine the duties and authority, and the recruitment implementation team through a special meeting and closed the foundation, 3) Implementation of recruitment of of head school candidates by the Foundation board as an analysis of needs and as a person responsible for the implementation of activities, namely administrative selection, and academic selection. Whereas the Chairperson of the foundation as the policy maker determines the graduation or appointment and issuance of a decree on the appointment of school principals, and 4) Monitoring and Evaluation is carried out by the Chairperson of the foundation in accordance with his authority, such as: The Chairperson of the Foundation plays a role in overseeing the planning of needs, supervision of administrative selection, supervision of academic selection, and supervision foundation board meeting to determine the appointment of the principal.

Implementing the Curriculum and Assessment Policy Statement: A Case Study of the Vhembe West District, South Africa

This qualitative study was undertaken to investigate how district officials implemented Curriculum and Assessment Policy Statement in the Vhembe West District in South Africa. Interview data were collected and used for themes identification. The study identified the following challenges that the district officials experienced as they performed their duties: insufficient resources, lack of finances to buy learning and teaching support materials, infrastructure failures, the district’s inadequate support to schools, shortage of district officials in certain disciplines, unclear roles, lack of collaboration, unavailability of follow-up visits, the shortage of computers for the district officials and teacher support materials, bribery and corruption of selling principalship posts, slow filling of district officials posts, and inappropriate skills for school management and leadership. The study concluded that qualified district officials should be appointed, ongoing support from the Department of Basic Education and provision of resources in ensuring smooth curriculum implementation is needed, and bribery and corruption should be stopped when school principal appointments are made. This study also concludes that the district officials should be continuously capacitated so that they should be able to meet curriculum challenges, and the Department of Basic Education should speed up the curriculum delivery by ensuring that the vacancies are filled up.

‘Do I know you?’ – Coming to terms with the complexities of principal internal appointments

‘Do I know you?’ – Coming to terms with the complexities of principal internal appointments

Differences in Leadership Styles of Principals in Public Colleges of Education in Ghana Based on their Personal Characteristics

The study investigated the differences in leadership styles exhibited by principals of public Colleges of Education in Ghana in relation to their sex, age, years of work experience, and academic qualification. The cross-sectional survey design was adopted for the study. The target population was made up of all 46 principals of public Colleges of Education in Ghana. The target population consisted of all 38 public Colleges of Education which were in existence before the absorption of eight private Colleges of Education by the government of Ghana into public system. The purposive sampling technique was used to select 38 principals for the study. The Multifactor Leadership Questionnaire developed by Bass and Avolio (2004) was adapted to collect data. Means, standard deviations, t-test and ANOVA were used to analyse the data. The findings revealed that there were no statistically significant differences in the leadership styles of the principals of public Colleges of Education in Ghana based on their sex, age, and academic qualification. However, there were statistically significant differences in the leadership styles adopted by the principals in relation to their years of work experience. It was therefore concluded that many years of experience of principals of public CoEs in Ghana is critical for good leadership in these colleges. Among the recommendations was that the National Council for Tertiary Education (NCTE) should consider years of work experience in the selection and appointment of principals for public Colleges of Education in Ghana. Additionally, in-service training and refresher courses should be organized regularly by NCTE for principals on the leadership styles suitable for achievement of objectives and goals of their colleges.

Perceptions of teachers and school management teams of the leadership roles of public school principals

One of the reasons attributed to the continuous decline in student performance and low educational outcomes in public schools is the poor leadership displayed by many principals. Despite the fact that there are no stringent criteria for the appointment of school principals or prerequisite qualifications, principals do have the potential to lead and manage efficient and successful schools. In this paper, I argue that principals can develop exemplary leadership practices when subjected to sound training and professional development programmes. The Department of Education and Higher Education institutions have emphasised the importance of formal qualifications for enhancing career development programmes for practicing and aspiring principals in South Africa. Using questionnaires, I explore the perceptions of teachers and school management team (SMT) members of the leadership qualities exhibited by principals who acquired the professional qualification referred to as the Advanced Certificate in Education: School Leadership and Management (ACESLM). Findings revealed that leadership development for principals is crucial for school improvement because of active teaching and learning. Leadership capacity requires principals to participate with relevant stakeholders skilfully, and where there is high leadership capacity, instructional leadership develops into sound leadership practices. Keywords: effective leadership; instructional leadership; leadership practices; professional development; school improvement; school leadership

The Irish Education System and Implications for the Turkish Education System

The purpose of the current study is to make a detailed introduction to the Irish education system and to come up with some implications latter through comparing it with the Turkish education system. Accordingly, the literature was reviewed. A general introduction was made to Ireland and its education system was examined considering its goals, structure and process dimensions. Similar and different aspects of the Irish and Turkish education system were discussed, and various suggestions were developed. The Irish and Turkish education systems have many similarities in terms of having a centralized structure, students’ obligation to take a general exam at the end of secondary education, financing of schools mostly by public resources, dominance of external inspection at schools and control of higher education by higher education councils such as YÖK and HEA. On the other hand, these two systems differ from each other in terms of administrative structure of schools, time of compulsory education, secular structure of education, rights to send children to whichever school they wish and to educate children at home, financial resources allocated for education, appointment of school principals and participation of stakeholders in administration. As a result of the comparison of these two education systems, it can be said that more opportunities should be provided for stakeholders to take part in administrative processes, psychologists should be included in inspection units, more emphasis should be put on self-assessment and more guidance and counseling should be offered to students so that the education system in Turkey can develop more.

Evaluation of SMKN Unggul Terpadu Anak Tuha In Lampung Province

The policy of the establishment of SMKN Unggul Terpadu by the Provincial Government of Lampung is a form of commitment to education development in the region. This policy needs to be followed up properly, so that the initial purpose of establishing the vocational school can be realized. Evaluation is done to know the existing condition, learning process, and educational process achievement in school. This study was conducted with qualitative approach with descriptive method. Evaluation results indicate Provincial Governments need to strengthen human resource policies, especially the provision of qualified teachers and education personnel; selection and appointment of school principals; strengthening school management by optimizing the Internal Quality Assurance System (SPMI) and the External Quality Assurance System (SPME); arrangement of financial management; support of practical facilities and laboratories; and encourage the splitting of land status that is still integrated with BPPT.

Policy and praxis of principals’ appointment: The case of Palestinian-Arab minority education in Israel

The research investigated the appointment of principals in the Arab education system (AES) in Israel and the challenges they facing candidate. Interviews gathered from 40 currently serving principals and six rejected principalship candidates. Findings indicated that principalship candidates were motivated to become principals due to their quest for self-realization, a sense of social mission, professional advancement and managerial promotion. The research identifies outside interventions that frequently overcome professional criteria including political priorities. A filtering process is recommended before the principals’ course as part of the appointment process. Further conclusions and implications are discussed.

The Research for the Principal Appointment Policy in Korea On the Basis of Public Justification

The Research for the Principal Appointment Policy in Korea On the Basis of Public Justification

The Greek Education System and Implications for the Turkish Education System

The purpose of the current study is to make a detailed introduction to the Greek education system and to compare it with the Turkish education system to come up with some implications for the latter. To this end, the literature was reviewed. A general introduction was made to Greece and its education system was examined considering its goals, structure and process dimensions. Similar and different aspects of the Greek and Turkish education system were discussed and various suggestions were developed. The Greek and Turkish education systems have many similarities such as having a centralized structure, students’ obligation to take a general exam to get a place at university, provision of the primary and secondary education by the state. On the other hand, these two systems differ from each in many respects such as conception of secular education, duration of compulsory education, financing of higher education, administrative structure of schools, prevalence of evening classes, appointment of principals and inspection of schools. As a result of the comparison of these two education systems, in short it can be said that: If teachers’ opinions are taken into consideration in the appointment of school principals, greater importance is attached to self-assessment, development-oriented inspection is put into effect and inspectors are obliged to have a master’s degree to be an inspector in Turkey, then some important contributions can be made to the development of the Turkish education system.

Selection Process of School Principals in Turkey and Some Other Countries: A Comparative Study

The purpose of this study is to analyze the process of school principal selection and appointment in Turkey and some other developed countries in a comparative way. The specific purpose is to make suggestions in order to improve the school principal selection process in Turkey by comparatively analyzing school principal selection process in Turkey and some developed countries. The focus is on the principal selection processes in the USA, Germany, and Finland, and it makes a comparison with the current situation implemented in Turkey. In most of the states in the USA, in order to be a principal, a certificate, a master's degree, and being an actual teacher are required. In the study methodology, official papers and documents have been analyzed in the context of research review in order to study the existing materials that do not require collecting through a data collection tool. These documents include related official reports, graduate thesis, articles, proceedings, National Education Councils conclusions, and legislative texts consisting of official regulations. The findings indicate that there are various selection methods used for this purpose. District Board of Education is in charge at selection procedures. In Germany, there is a variety of selection procedures among the states. The states' Education Ministries and administrators are in charge of selection and appointment of principals and modifications of selection procedures. The state exams and regular official performance assessments by superiors are decisive in the centralized selection process in most federal states. In Finland, a certificate and teaching qualification are required to be a principal. Interviews and tests are used in the selection procedures. Administrators and educational committee members are in charge of the highly decentralized selection process. There are some common and varied features in principal selection process between Turkey and the mentioned countries in the study. In Turkey, school principality is regarded as a secondary role to a teacher and the principal selection processes, procedures, and rules change very frequently in time.

公立中・高等学校の女性校長の登用とキャリア : 第1号への質的調査に基づいて

公立中・高等学校の女性校長の登用とキャリア : 第1号への質的調査に基づいて

The Opinions of School Administrators and Teachers about Assistant Principal Appointments

The purpose of the present study was to examine the opinions of school principals, assistant principals and teachers about the standards, process and possible consequences of the assistant principal appointments in Turkey. We have conducted a qualitative research by using phenomenological design. The study group includes fifteen participants (five principals, five assistant principals, and five teachers) determined by using maximum variation. Research data has been collected from a researcher-developed interview form for obtaining the opinions of participants about assistant principal appointments performed upon school principals’ request and necessary qualifications for choosing them elaborately. We have found that most of the participants have expressed positive views on appointing assistant principal upon the principals’ request. However, all participants have expressed negative views on principal appointments. Furthermore, participants have mentioned that assistant principals should contribute to the school and have mostly some qualifications such as being good at communication and social relationship; being able to work in harmony and together as a team; administrative and leadership skills. Participants’ opinions have revealed that assistant principal appointments can have positive outcomes such as becoming a team, harmony, coordination, working together, collaboration, making tasks easier etc. However, participants have asserted that these appointments can also lead to negative effects such as being emotional, indebtedness, acceptance of all request from principals, heavy workload, external interventions etc.

MODEL PENILAIAN KINERJA (PERFORMANCE APPRAISAL) KEPALA SEKOLAH MENENGAH PERTAMA NEGERI

The role of the principal is important for directing school life to achieve school goals. The principal appointment is attained through formal and rational consideration, determined by procedures, requirements, and regulations. This study is concerned with the development of performance appraisal model of junior high school principals and is aimed to achieve the following aims: 1) to detect rules and system regarding principals performance appraisal; 2) to verify and describe components, process and measures results of principals appraisal, and 3) to analyse Performance Based required by principals; and 4) to generate hypothetical models of principal performance appraisals in junior high school level. In order to have principals with all standard criteria, efforts to improve principal professional capacities are needed to conduct in a well-planned manner through continuous quality improvement. These improvements are mapped out intermittently so that principals profiles based on measures results of Principals Performance Appraisal can be put into actual. Performance appraisal is designed to identify data on principals performance.