Principals Face Research Articles

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.

Preservice Librarians and Principals' Hiring Practice

Every year, principals face the challenge of hiring staff to fill the open positions on their campus and may only hire one or two school librarians during their tenure. School principals can build a cohesive team to help ensure student success by hiring staff with strong leadership skills. School librarian preparation standards suggest that school librarians be educated to serve as leaders (American Library Association, American Association of School Libraries, & Council for the Accreditation of Educators Preparation, 2019). Moreover, the American Association of School Librarians (AASL) advocates for the leadership role of school librarians in its mission statement (2018). Research indicates that transformational leadership behaviors apply to school librarians because they interact with the entire school community and may serve as change agents to positively transform their school’s culture (Smith, 2011). This study posits that principals often hire preservice school librarians instead of experienced school librarians. Therefore, there is a need to understand the relationship between the hiring criteria identified by principals and the leadership role specified in the school librarian standards. This mixed-methods study examines the criterion principals use to hire librarians and their alignment with the transformational leadership behaviors of preservice librarians.

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.

Navigating egalitarian culture and accountability pressures: shared instructional leadership practices of Danish school leaders

PurposeOur study presents insights from an exploratory qualitative case study conducted in three primary and lower secondary schools in Denmark, a country renowned for its collaborative and egalitarian culture, to unravel the complexities of shared instructional leadership.Design/methodology/approachInterviews with principals, middle leaders, and teachers and document analysis were used to identify themes according to shared and instructional leadership perspectives.FindingsThe study yielded three major findings. First, Danish principals structure schools to prioritize student learning outcomes and distribute responsibility to middle leaders and teachers. Second, reflection among teachers and leaders better prepares them for future demands and obligations. Third, collaboration underpins principals’ vision of reflection and professional development.Practical implicationsThe research team’s reflection on the data collected can be used to build future strategies to address unpredictable student learning progression and poor-performing teachers.Originality/valueTogether, these findings contribute to the broader understanding of shared instructional leadership and demonstrate how principals face external pressure for accountability and how egalitarian culture influences principals’ practices.

Peran Kepala Sekolah Dalam Memastikan Keberhasilan Perencanaan Dan Eksekusi Rapat Madrasah Tsanawiyah Islamiyah Jalan Suluh

This research aims to examine the role of the school principal in planning and implementing meetings at Madrasah Tsanawiyah Islamiyah Jalan Suluh using qualitative and quantitative approaches. The school principal plays a central role in setting relevant meeting agendas, facilitating constructive discussions, and creating an inclusive and collaborative meeting environment. Through in-depth interviews, participant observation, and document analysis, this research found that school principals face the main challenges in the form of limited time and differences of opinion between meeting participants. However, this challenge was successfully overcome through effective facilitation techniques and a participatory approach to decision making. Quantitative analysis revealed that the majority of meeting participants were satisfied with the planning and implementation process of the meeting, with a clear agenda and decisions that could be implemented well. The level of satisfaction of meeting participants shows a positive relationship with the clarity of the meeting agenda, confirming the importance of transparency and effective communication. Active participation from all stakeholders has also been proven to contribute to meeting effectiveness. This research provides several recommendations to increase the effectiveness of school meetings, including: increasing training for school principals in the field of meeting management and leadership, developing a more systematic feedback mechanism from meeting participants, and using technology to increase the efficiency of planning and implementing meetings. It is hoped that the implementation of these recommendations can strengthen the role of school principals in leading meetings, which will ultimately contribute to improving the quality of school management and education in Indonesia. It is also hoped that the results of this research can become a reference for other educational institutions in an effort to improve the quality of meeting management and effective decision making.

From responsibilities to accountabilities: school principals’ expected roles in composing inclusive schools since 1994

ABSTRACT In this paper, we examine the role of principals in making schools more inclusive, which means enabling joint learning of all students. The article draws on empirical investigations from 2700 pages of legal documents on how international policies have been handled in two particular national contexts, Germany and Norway. We regard, in particular, school principals’ responsibilities for inclusive schools. The comparative design reveals the following findings: From a historical perspective, expectations for principals to open their schools for all learners has shifted from low-stake to high-stake governance means starting with solely stating general responsibilities of principals. Since this approach has not resulted in desired outcomes like making school organisations more inclusive, responsibilities have been coupled more with accountability. With this, the work of principals has become more complex and has been coped with differently in different contexts. German principals have wide areas of responsibility in a restricted scope of action because their work is embedded in highly developed but inflexible bureaucratic structures. Norwegian principals face sole responsibility with outcome-oriented accountability and even penalties in case of not achieving certain standards. The latter approach opens schools for “more” children with varying needs but is also more challenging for principals.

Analysis of the principal's position in the implementation of quality management in education

The role of transformational principal leadership in developing educational quality principals can motivate teachers, students, and other stakeholders to work together to achieve quality improvement if they are able to articulate a strong vision, foster innovation in learning, and create an inclusive and collaborative school culture. This study aims to analyze the principal's leadership role in developing strategies and policies that support improving education quality, identify the barriers and challenges principals face in implementing programs to improve education quality, and examine the influence of principal leadership on teachers' participation and their involvement in efforts to improve education quality. A qualitative case study approach was used in this research. Interviews, observations, and analysis of related documents were used to collect data. The findings showed that principal leadership plays a very important role in developing strategies and policies that support educational quality improvement. Principals need to have a strong commitment and be able to formulate appropriate strategies to improve the quality of education in the school. In addition, principals are also faced with several barriers and challenges in the implementation of quality improvement programs, such as limited resources, resistance to change by some teachers, and lack of time. Principals need to manage resources effectively, establish effective communication with staff, and manage administrative tasks efficiently. The results also showed that principal leadership is associated with improved instruction.

CHALLENGES OF PRIMARY SCHOOL PRINCIPALS IN SUPPORTING THE DEVELOPMENT OF LESSONS THROUGH THE INTEGRATION OF ICT

The topic of this research has to do with the challenges of the principals of the primary schools of the municipality of Istog in supporting teachers for the development of lessons through the integration of ICT. Considering the state of many schools in Kosovo, the many changes and reforms in the education system, and the necessity of ICT integration to meet the demands of these reforms, I think that this research is useful and important to understand what challenges school principals face in order to create the necessary conditions for teachers and students to hold lessons using ICT. In order to achieve the most effective and accurate results, quantitative methods were used during this research - questionnaires for teachers and qualitative methods - interviews for the leaders of primary schools in the municipality of Istog. The research was carried out in the municipality of Istog from a total of 25 schools (ShFMU), with 5 principals and 140 corresponding teachers of these schools. At the end of the realization of this research, the challenges of school leaders in the integration, cooperation and initiation of teachers for the use of technology in the teaching process have been identified, as well as contributing to new leaders who will research in this field.

Flourishing among Canada’s outstanding principal award recipients: the critical role of resilience

ABSTRACT School leaders in Canada face increasing social, political, economic, educational, and professional demands, which often lead to increased workload, stress, burnout, decreased well-being, and lack of work-life balance. Research demonstrates that school principals with high levels of resilience are better at coping with stress and crisis, are generally more effective as leaders, are more connected to schools and districts, and have lower levels of compassion fatigue. Examining the challenges that school principals face can both prevent conditions that decrease their well-being and help understand coping strategies and resilience-building approaches necessary for successful school leadership. Drawing from the study of flourishing among the national award-winning principals in the Canada’s Outstanding Principals (COP) program, in this article we describe the participants’ perceptions regarding their resilience as school leaders, the conditions that discouraged school principals in their role, and the approaches that allowed them to develop their personal resilience. The article offers recommendations on how school administrators can overcome the challenges and flourish by fostering resilience and growing a resilient mind-set.

The multidimensional role of the principal in post-apartheid-South-Africa

The end of apartheid in 1994 brought about radical changes in the South African education system, especially for school principals to manage their own affairs as promulgated in the South African Schools Act. These developments have changed the principal's position irrevocably. However, these changes did not result in the expected outcome in the majority of schools for a number of reasons. Teachers are frequently unsure whether the anticipated changes will have the desired impact in schools. Moreover, principals and teachers have different views on how these changes will affect schools and their work. This paper adopts a conceptual approach that draws on various theories and concepts from the literature on school leadership and management. Understanding the challenges of the school principal's job after apartheid was the aim of the research. The Standards for School Principalship (2015) provided the theoretical framework and basis for this conceptual paper. It should be noted that principals are the most crucial persons in education since they serve as managers and major delivery agents in the educational system. They are the driving force behind improved educational outcomes in South Africa after apartheid. However, it is increasingly uncommon for principals to carry out their multifaceted tasks alone because of how significantly their positions have altered since 1994. All the parties concerned with running a school should receive training and orientation in this respect. The main findings of this paper are that, since the end of apartheid, principals face various challenges in their role, such as lack of resources, support, autonomy, accountability, collaboration, diversity, equity, quality, innovation, and professionalism.

A Phenomenological Study of Health Requirements regarding School Activity in Post-Corona Period

Background: In Iran, from the academic year 2021-2022, it was decided to reopen all schools. It is of great importance that the activities of schools be accompanied by principles, solutions, and requirements; so, concerns about students and school staff contracting this disease will be reduced. The present investigates the experiences of elementary school principals in Roodan city, in Hormozgan Province, Iran, about health requirements of school activity during post-corona era.
 Methods: This was a qualitative and phenomenological study. Data were analyzed by Smith's method after theoretical saturation of data obtained from an in-depth semi-structured interview. The interview contained 12 principals of elementary schools in Roodan city in the academic year of 2021-2022, who were selected through purposive sampling.
 Results: The experiences of elementary school principals about school activities were obtained in the form of 3 main themes including executive measures (provision of disinfectants, improvement of school infrastructure, absence of sick students and teachers in school, safe distance, creating a happy and safe environment for students to attend, and seeking support from benefactors and parents counseling sessions), educational and promotion-interventional measures (holding classes and remedial measures, teaching health issues to students, informing parents, environmental and virtual information, and counseling sessions), and supervisory measures (supervision of students, teachers, principals, and assistants of the school).
 Conclusions: The results of examining the experiences of elementary school principals about reopening of schools in the post-corona period showed that there is a need for many facilities and measures. Moreover, capable principals face various challenges and need to work with organizations, officials, students, and families.

How do the principals perceive the challenges of integration of immigrant students into Slovenian primary school educational space

Education is a fundamental human right and essential to enable people to maximize their abilities to settle in a new country, adapt to a new environment, and become participating community members. As part of the challenges posed by immigration, the society aims to provide at least primary education to the children of immigrants. Statistical data show that in recent years, the number of students from other countries has increased in Slovenia. Slovenian educational institutions are confronted with a larger number of immigrant and refugee children with different cultural and linguistic backgrounds than Slovenian children. In order to explore what the challenges are in integrating immigrant students into Slovenian primary schools, we will try to answer the main research question of what challenges principals face in integrating immigrant children into primary education. This will be researched through an empirical analysis methodologically based on semi-structured interviews with school principals in selected primary schools.

The Challenges that Special Education School Principals Face: The Case of Türkiye

This article addresses the challenges that special education school principals face in Türkiye. The literature indicated that there are a variety of challenges that impact school principals and school management. Most of these challenges were based on school personnel. Shortage and attrition of Special Education (SPED) teachers, lack of teaching and knowledge on teaching students with disabilities, some work-related challenges, and lack of collaboration and advocacy among school staff were the challenges indicated in the literature. There are few Turkish studies that explore the challenges that SPED school administrators face. Therefore, the purpose of this study was to explore what challenges Turkish SE school principals face and whether these challenges are different from those reported in the literature. A semi-structured interview was conducted with 12 school principals. The results of this study indicated that some challenges that Turkish SPED principals have been facing were consistent with the literature, while others were not indicated in the literature. Implications for practice and directions for future research are presented.

Self-Awareness as a Key Emotional Intelligent Skill for Secondary School Principals’ Leadership Toolkit

This study explores the importance of self-awareness as a fundamental emotional intelligence skill for the school principals’ leadership toolkit. Globally, school principals face complex challenges and responsibilities in the education system. Failure to manage these educational challenges effectively may result in failure as a principal. However, self-awareness as an emotional intelligence skill for school leadership demonstrates promising results in dealing with these difficulties. This qualitative study was conducted at six Motheo districts, Free State, South Africa secondary schools. Participants totaled 19, comprising six school principals, two deputy principals, three Heads of Departments (HODs), and eight teachers. The findings revealed that self-awareness as an emotional intelligence skill might have positive and significant results for school principals in managing and dealing with educational challenges and overall school leadership. The results indicated that self-awareness should be necessary for school principals. Improving the sub-skills of self-awareness, such as emotional awareness, self-regard, self-confidence, assertiveness, and independence, may give school principals the edge for school and principalship success. It is strongly recommended that principals and staff consider self-development and workshops or seminars on emotional intelligence, specifically self-awareness.

Exploring Whole-Person Education Reform From Principals Perspective on High-Stakes Testing

Whole-person education is undeniable and indispensable for student benevolence and lifelong building. However, the high test score is the central issue in Chinese education. The purpose of this descriptive qualitative inquiry is to explore the high-test score issue by analyzing principals’ experiences in advocating the whole-person education in leading the school reform in China. A total of 12 participants of principals ( N = 12) were employed in this study. There are six female ( N = 6) and six male ( N = 6) principals from the six private ( N = 6) and public ( N = 6) schools in Beijing through semi-structural and open-ended interview protocols. This study found that principals face three major challenges, including (1) high test score causes distrust, unfairness, and separation between school stakeholders, (2) high test score causes academic pressure, and (3) high test score limits student competency and educators’ academic freedom. This study found that principals use three major strategies to form a school reform and student development, including (1) communication for whole-person education, (2) correlation between the whole-person education and student individual career plan, and (3) pathway from high school to college through cooperation project. Finally, the proposed study of using a basic qualitative research inquiry through semi-structural and open-ended interviewing with a total of 60 participants, including principals ( N = 12), teachers ( N = 12), parents ( N = 12), students ( N = 12), and superintendents ( N = 12), would be employed to investigate what challenges the schools face, how the schools should be, and what strategies should implement for lifelong student learning, suggested.

Leadership practices of school principals: the case of the multicultural city of Melilla, Spain

ABSTRACT Increasingly, school principals face unique challenges to improve the educational quality of their schools. Given the vital role of educational leaders in this process, this study presents the case of a city with distinctive features due to its geographical location bordering Africa and Europe: Melilla, Spain. Based on a literature review and in-depth interviews with primary and secondary school principals, this study analyses the initial and continuing training, requirements, and procedures to become a school principal, as well as the motivations, skills, and knowledge required of educational leaders in principalship positions. The results reveal that the training school principals receive in educational leadership is often scarce and not very useful for addressing the realities they encounter in their schools. In addition, the interviewees highlight the multitude of administrative tasks they are required to perform, which often precludes them from engaging in pedagogical practices and exercising educational leadership.

DIFFICULTIES OF PRINCIPALS WITH CARRYING OUT SCHOOL ACTION RESEARCH: A PHENOMENOLOGICAL ANALYSIS

Conducting research is important in supporting the development of an individual and institutional competencies. School action research is considered as a form of school improvement that can be undertaken by school principals. This research examines the difficulties school principals face with carrying out school action research and their impact. This research is a qualitative research design with a phenomenological approach. The participants in this study consisted of 11 school principals in the Special Region of Yogyakarta. Purposive sampling technique where participants were determined based on criteria, namely a school principal at one of the Muhammadiyah Elementary Schools in Yogyakarta Province who had served at least 4 years. Data collection was done through in-depth interviews and documentation. Data analysis used data reduction procedures, data presentation, and data interpretation. Data validity was carried out using source triangulation by cross-checking back to the informants regarding the questions and answers previously given. The findings of this research conclude that school action research should be carried out by school principals due to several factors. First, principals’ knowledge of research needs to be improved. Second, motivation for research should be improved. Third, School principals have not carried out much research due to lack of motivation. Fourth, there are age factors and physical and psychological fatigue, as well as a lack of supporting competence. Fifth, there is a lack of understanding of the benefits of research for schools and a lack of outreach and facilities in conducting research. This research still has limitations regarding research subjects, locations and designs. Future research could overcome the limitations of this study.

Leading schools during a pandemic and beyond: Insights from principals in the Philippines

The Philippines is one of very few countries in the world where schools have continuously remained closed since the coronavirus pandemic began in 2019. There is little known about how school principals face the challenges that arise from the pandemic, and the future goals for the new normal. The purpose of this article is to explore the school principals’ management practices, leadership styles, challenges encountered, and future goals in response to the pandemic in the context of Philippine schools. This study employed a qualitative research approach using an open-ended online survey with 52 school principals. Findings rendered a contextualisation of their school management practices, leadership styles, challenges encountered during the pandemic, and future goals for the new normal. This study contributes to the knowledge base on school leadership during the pandemic by providing unique insights into the Philippines.

UPAYA SEKOLAH DALAM MENGHADAPI TANTANGAN GLOBALISASI

The purpose of this study is to find out how the efforts of school principals face the challenges of globalization. This research is the result of field research conducted in several sub-districts in Tangerang Regency, this research is descriptive analysis using an empirical approach. Data collection techniques are taken as primary data and secondary data obtained through interviews and observation. With research steps: Data collection, classification and analysis, data processing, conclusions and reports. The informants in this study were 4 people consisting of 3 heads and 1 school supervisor in Tangerang district. The results of the research in the form of descriptive interviews and observations said that: schools must master IT in order to be able to keep up with globalization, school principals are required to have entrepreneurial competence, so that they can give birth to various creativity and innovations from teachers and students in schools, supervision or supervision, and provide training or workshops.

The Whole Story: A Black Principal’s Experience With Race, Racism, and Racial Trauma

Principal Harris, a new Black male principal at Merion High School, has found himself under fire for allegedly promoting critical race theory (CRT). He has received several forms of pushback as he navigates district and state mandates, racial trauma, invisible taxes, and microaggressions. Unfortunately, his best intentions are not good enough. This case is designed to display the various factors Black principals face in schools and districts amid ongoing public health crises (e.g., COVID-19 and racism). I describe the layered role of race, racism, and racial trauma on Principal Harris through his reflections and responses to stakeholders.