Elementary School Principals Research Articles

PERSEPI MANFAAT MICRO TEACHING TERHADAP PENINGKATAN KOMPETENSI GURU SEKOLAH DASAR DALAM ASPEK PEDAGOGIK DAN KEPRIBADIAN

This research aims to analyze the perceived benefits of microteaching in increasing the competence of elementary school teachers in pedagogical and personality aspects (Study of Unmus-UNY PPG Students). This is a quantitative descriptive research. The subjects of this research were active students who took part in Micro Teaching lessons at PPG Unmus-UNY, students who had completed the Microteaching course and elementary school principals as well as elementary school teachers who were certified as Teachers in the city of Merauke, with a total of approximately 30 respondents. The sampling technique uses purposive random sampling. Primary data is processed using simple statistics. Data collection was carried out in the form of FGD activities and the data was collected using a questionnaire which distributed via Google Form. The instrument used to obtain research data was by filling out a questionnaire. The data analysis technique used in this research is quantitative analysis. The type of scale used to measure data is the Likert scale. The results of this research found that the benefits of Microteaching for PPG–Unmus students provide great benefits in increasing competence in pedagogical and personality aspects. Most students, 75%, stated that they agreed with the benefits they received, while 0% said they disagreed.

TEACHERS’ OPINIONS ON TECHNOLOGY LEADERSHIP ROLES OF SCHOOL PRINCIPALS DURING THE COVID-19 PANDEMIC

The main purpose of this study is to examine the opinions of teachers about technology leadership roles of school principals during the Covid-19 pandemic. The study, which utilized qualitative research methods, was designed as a survey study. Sample group of the study constituted of 259 teachers. Data of the study was collected with “Elementary School Principals’ Technology Leadership Role Scale” and analyzed via descriptive statistics, independent sample t-test, one-way ANOVA and Mann Whitney-U test. According to the results, both elementary school teachers and subject matter teachers think that school principals successfully demonstrated the role of technology leadership roles during the Covid-19 pandemic. As a result of the analyses conducted to determine whether teachers' opinions vary according to various variables, it was concluded that there are no differences in terms of the entire scale and its dimensions based on genders and seniority of teachers. In terms of the working domain, it was seen the opinions of elementary school teachers on vision dimension are higher than those of subject matter teachers. Based on the results, some recommendations which can contribute to both implementation and theory have been developed. Accordingly, conducing researches which employ multiple data collection methods and tools to investigate technology leadership roles of school principals is considered important.

School- and intervention-related factors associated with institutionalization of health promotion interventions in elementary schools.

Long-term availability of health-promoting interventions (HPIs) in school settings can translate into health benefits for children. However, little is known about factors associated with HPI institutionalization in schools. In this study, we identified correlates of the institutionalization of HPIs offered in elementary schools in Quebec, Canada. In two-part, structured telephone interviews over three academic years (2016-2019), elementary school principals (or their designees) throughout Quebec identified an index HPI offered at least once in their school during the previous three years, and were asked whether it was institutionalized (i.e. explicitly written in the school's educational project, e.g. in the form of educational objectives and means of achieving them). We examined associations between institutionalization and 10 school-related and 16 HPI-related characteristics in univariable and multivariable logistic regression analyses. School key informants (n = 163) reported on 147 different HPIs that had been available in their schools in the past three years, 56% of which were institutionalized. Three aspects of school culture-parent/community engagement with the school, school/teacher commitment to student health and school physical environment-were positively associated with HPI institutionalization. HPI-related characteristics positively associated with HPI institutionalization included number of competencies addressed by the HPI, number of teaching strategies employed, modifications made to the HPI prior to or during implementation and perceived success of the HPI. Inviting families or community groups to participate in the HPI was inversely associated with institutionalization. Better understanding of factors associated with HPI institutionalization may inform the development of school-based HPIs that have the potential for sustainability.

A CRITICAL INCIDENT ANALYSIS OF PARENT-SCHOOL ADMINISTRATORS' CONFLICTS IN PRIMARY SCHOOLS

Examining the disputes that arise between parents, teachers, and students is the goal of this study. The study, which was carried out at the primary school level, where parent-child interaction is high, employed the critical incident analysis method. The typical sampling method was used to select participants for the study, and school principals were required to have at least 5 years of managerial experience. As a part of this research, interviews were conducted with 10 elementary school principals working in the Tuzla district of Istanbul. A semi-structured form, prepared by the researchers in consultation with experts, was used as a data collection tool. As a result of the interviews, themes were identified relating to "reasons of conflict," "conflict resolution methods," "end of conflict," and "impact and change of conflict." Effective communication, active listening, valuing others, seeking support, and displaying a firm stance were identified as conflict resolution methods. The conflicts affected school principals emotionally and influenced them to behave more professionally. The study's conclusions include that school principals should receive training in communication skills, have their legal standing reinforced, and become more professional. Given the critical importance of managing conflicts in educational settings, recommendations for researchers are offered.

Principals’ Conceptions of Their Roles Supporting Self-Contained Programs for Students With Emotional/Behavioral Disorders

Special educators serving students with emotional/behavioral disorders (EBD) depend on their principals’ support, yet prior research has not explored principals’ roles in supporting these programs. Using constructivist grounded theory methods, we analyzed interviews with five elementary school principals about their roles in supporting self-contained programs for students with EBD. Principals held widely varying conceptions of students with EBD, visions for their program, and understandings of their own roles and responsibilities for their programs; collectively, interactions among these gave rise to principals’ senses of agency, both for the program’s capacity to be a causal agent in promoting student growth and their own capacity, as leaders, to improve the program. Our findings indicate the centrality of principals’ conceptions of EBD for how they support self-contained programs for students with EBD, which has important implications for future research and practice regarding principal leadership for special education.

Balancing special education knowledge and expertise in teacher training programs

ABSTRACT Inclusive education is a leading priority of education policymakers and the subject of a recently amended law in Israel. As seen in many countries globally, the shift towards inclusive education in Israel requires a thorough evaluation of the current and suggested proportion of special education expertise and knowledge in teacher training programs. This qualitative study, which included 34 semi-structured interviews, examined the existing and recommended balance of special education expertise and knowledge within general education Bachelor of Education teacher training programs in Israel. The interviewees were four heads of elementary school education programs from four different teacher training colleges, seven pedagogical counselors, six teacher candidates, six elementary school principals, and eleven elementary school teachers. Three major themes related to the existing and recommended balances between special education expertise and general education emerged: a) successful teaching in general education, b) developing special education knowledge in teacher training programs and c) teamwork and cooperation. The findings led to the conclusion that general education educators in schools and academia lack the expertise and knowledge needed to teach children with diverse needs and to instruct the teacher candidates accordingly. Adjusting the special education knowledge and expertise within the general education teacher training programs is required.

Co-Leading Multicultural School Competencies for an Inclusion and Integration Reform in Times of Crisis

ABSTRACT Leading an inclusion and integration reform during COVID-19, educational leaders embraced a multicultural approach responsive to students’ uniqueness. This qualitative study explores how elementary school principals and counselors developed multicultural school competencies (MSC) during the pandemic to promote inclusive multicultural education. Interviews with 25 Israeli educational leaders yielded three main themes: (1) demonstrating multicultural commitment; (2) building relational skills; (3) fostering social-emotional learning. Findings indicate that school counselors played a critical role in developing MSC during the pandemic. We outline a new model that enables multicultural school leaders, principals, and counselors to re-skill and up-skill MSC in a post-pandemic environment.

The “Blusukan” Leadership Style of Elementary School Principals in Kota Lubuklinggau : What Lessons Can Be Learned?

This study aims to reveal the phenomenon of elementary school principals in Kota Lubuklinggau engaging in blusukan leadership. The research employed a qualitative approach with a phenomenology method. The subjects involved were school principals, teachers, and school staff. The data were collected using observations, interviews, and documentation. The obtained data were then analyzed using Miles and Huberman’s interactive models in the following steps: data collection, reduction, display, and conclusion drawing/verification. The results indicated that: 1) the concept of blusukan was performed by the elementary school principals through their willingness to directly supervise the working conditions of their subordinates to get real and accurate information from various sources; such information might be taken as consideration when making a decision; 2) The blusukan leadership style was implemented by encouraging subordinates, hearing and valuing their views, and sustaining close bonds between leaders and subordinates; 3) communication made by leaders was clear and not ambiguous, also easy to understand language, so subordinates can accept messages accurately, 4) due to the other vital obligations of school principals, the blusukan style should not be executed on a daily basis. Blusukan could also be done on the fly to check on subordinates while working. In this digital age, leaders could also utilize technology to support their blusukan by controlling the jobs of their subordinates through CCTV media.

Centering School Leaders’ Expertise: Usability Evaluation of a Leadership-Focused Implementation Strategy to Support Tier 1 Programs in Schools

Although there are a growing number of implementation strategies to increase the adoption, fidelity, and sustainment of evidence-based practices (EBP), they are often complex and bulky, which can interfere with their widespread application. To address these challenges, the Helping Educational Leaders Mobilize Evidence (HELM) strategy was created as an adaptation of the evidence-based Leadership and Organizational Change for Implementation (LOCI) implementation strategy to enhance elementary school principals’ use of strategic implementation leadership to support the adoption and delivery of Tier 1 (i.e., universal social, emotional, and behavioral) EBP. In service of its iterative development, a human-centered design methodology was employed to increase the successful uptake and use of HELM. The Cognitive Walkthrough for Implementation Strategies (CWIS), a novel mixed-methods approach to evaluate implementation strategy usability, was applied to identify and test HELM strategy tasks of critical importance. A sample of 15 elementary school principals participated in group cognitive walkthrough testing as either school principal recipients or HELM coaches. Both user types rated the strategy as acceptable (principal M = 77.8, SD = 15.5; coach M = 87.5, SD = 7.9). Five usability issues were identified using a highly structured common usability issue framework and provided direction for the generation of redesign solutions to be incorporated in a subsequent version of the HELM strategy. The evaluation of the strategy’s usability improved its alignment with user needs, expectations, and contextual constraints, rendering a more usable strategy and broadly applicable information surrounding the development of psychosocial implementation strategies in real-world settings.

The Level of Prevailing Organizational Culture among Elementary School Principals within the Green Line and its Relationsiph to the Development of Creative Behavior among teachers from Principals and Teachers`

The study aimed at finding out the level of prevailing organizational culture among elementary school principals within the Green Line and its relationship to the development of creative behavior among teachers from principals and teachers` point of view. The descriptive-survey correlational methodology was used. The study population consisted of all elementary school principals and teachers within the green line, which numbered (1600) principals and teachers. The study sample consisted of (387) principals and teachers. The results showed that the level of prevailing organizational culture among elementary school principals in the Northern Triangle region came in a high degree in the total score and in all domains. The results also showed that the development of creative behavior came in a high degree too. The results-indicated that there was a positive significant correlational relationship between the level of prevailing organizational culture and the development of creative behavior.

Effects and Influential Factors on the Performance of State Elementary School Principals in North Sumatra

Many factors are projected to affect the success of elementary school principals. The basis of this research is the impact and factors that influence the central performance of the State Elementary School Principals in North Sumatra Labuhan Batu Regency, especially the variables of organizational culture, interpersonal communication, innovative behavior, work motivation, and performance of the elementary school principal. This research is quantitative research with ex post facto research. The variables analyzed were not controlled and modified by the researcher, but the facts were revealed based on measuring the symptoms that have been owned or testing what will happen. The path analysis technique was used to investigate the pattern of relationships between variables to know the direct and indirect effects between endogenous and exogenous factors. Research results indicated that the exogenous component that had more substantial direct effect on the principal’s work motivation was the innovative behavior of the principle, interpersonal communication abilities, and the relatively less influential variable was the school’s organizational culture. Meanwhile, exogenous characteristics that had more substantial direct effect on the success of school principals are the school’s organizational culture, the principal’s work drive, innovative conduct and the lowest interpersonal communication abilities.

CONCEPÇÕES DE GESTÃO ESCOLAR DEMOCRÁTICA: ESTUDO FENOMENOGRÁFICO COM DIRETORES DE ESCOLAS PÚBLICAS

ABSTRACT: Given the scarcity of empirical studies on democratic school management in Brazil, the objective of this research is to analyze, according to phenomenography, the different conceptions of democratic school management and their implications for management practices of public school principals. Data collection used in-depth individual interviews with 19 principals of municipal elementary schools. Data were analyzed using a phenomenographic protocol established in the literature. We traced three different conceptions of democratic school management: (1) as fulfillment of roles; (2) as input for decision-making; (3) as meeting the needs of the community. The main contribution of this research is to show how these conceptions lead school principals to adopt different democratic management practices. Another contribution is to provide an alternative interpretation of the role of street-level bureaucrats and other actors who modify public policies when implementing them. The findings also show that the promotion of participation, through dialogue, fosters organizational authorship. Finally, phenomenography is presented as a promising research method for the field of school management.

Importance-Performance Analysis of Principals’Leadership Behavior: Future Prospects for Elementary School Principal Leadership

Importance-Performance Analysis of Principals’Leadership Behavior: Future Prospects for Elementary School Principal Leadership

Best Practices and Management Capability of School Heads in Labo East District

This study was conducted in order to determine the level of management capability of school heads including best practices in Labo East District for the school year 2022-2023. There were twenty seven school heads who served as the respondents. The instrument used in data gathering was questionnaires. The statistical tools applied were percentage technique, frequency, median mode, Somer’s Delta Correlation and the Contingency Coefficient, and Pearson Product Moment Correlation. The findings revealed that the respondents were middle-aged, dominated by males, most of them were married, with units in master’s degree, who had five years and below experienced in the position with sixteen and more faculty members, preferred to attend trainings in the international level and they were inclined to affiliate in Philippine Elementary School Principals Association (PESPA); the level of management capability of school heads and best practices along the domains of Philippine Professional Standards for School Heads were interpreted as outstanding, very satisfactory and satisfactory; there was no significant relationship between the profile and the management capability and best practices.

Academic Supervision Of Elementary School Principals To Improving The Quality Of Learning In The Kampung Cambridge Program Mutiara Cendekia

This research aims to determine the academic supervision process carried out in the implementation of the Kampung Cambridge learning program at the Mutiara Cendekia Integrated Islamic School and its impact on the quality of learning as well as follow-up plans for the results of academic supervision as part of a reflection on maintaining school quality. This research uses a qualitative descriptive method with a case study approach. This research focuses on aspects of planning, implementation and evaluation as well as identifying obstacles to the elementary school principal's academic supervision program in improving the quality of learning in the Kampung Cambridge Mutiara Cendekia program. The research steps carried out began with 1) Identifying and communicating with interested parties, 2) Collecting data, 3) Analyzing research findings, 4) Drawing conclusions. Data collection uses interview, observation and documentation methods. The results of this research found that the principal of SDIT Mutiara Cendekia Lubuklinggau planned academic supervision regularly and actively involved teachers in preparing academic supervision programs and involved students to see the assessment response to the quality of learning. School principals and teachers must have good communication and be motivators to create an interactive learning atmosphere, so training is needed that presents expert speakers to improve teacher competence. The obstacles found in this research were the lack of time for school principals, making it difficult to carry out periodic academic supervision. The solution to this obstacle is to assign senior teachers or expert teachers by involving competent deputy principals as substitutes for the principal's supervisory duties.

Efektivitas Kegiatan Kelompok Kerja Kepala Sekolah Dasar Negeri dalam Penyusunan Rencana Kerja di Desa Lumpatan Kabupaten Musi Banyuasin

Tujuan utama yang hendak dicapai dalam penelitian ini adalah untuk mengetahui Efektivitas Kegiatan Kelompok Kerja Kepala Sekolah Dasar Negeri di Desa Lumpatan Kabupaten Musi Banyuasin. Penelitian yang digunakan adalah penelitian kualitatif. Pengumpulan data dilakukan pada natural setting (kondisi yang alamiah), sumber data primer, dan teknik pengumpulan data lebih banyak pada observasi, wawancara dan dokumentasi. Hasil penelitian menunjukkan bahwa sumber daya manusia yang belum begitu memiliki kinerja dan kompetensi manajerial yang baik dalam mendukung penyusunan rencana kerja kegiatan Kegiatan Kelompok Kerja Kepala Sekolah serta sarana dan prasarana yang kurang memadai; penyusunan rencana Kegiatan Kelompok Kerja Kepala Sekolah dan indikator pendidikan dan pelatihan kurang berjalan dengan efektif; Rendahnya motivasi yang ditunjukkan kepala sekolah berdampak pada pengetahuan kepala sekolah terhadap penyusunan rencana kerja kurikulum sehingga kurang mampu meningkatkan mutu pendidikan disekolah yang di pimpinnya.

Principals' Perceptions Pertaining to the Policy Engagement of Driving Organizations (NGOs) in Advancing Education Quality: Curriculum Reform Study

Non-governmental organizations (NGOs) have assumed a prominent role within the academic landscape of numerous countries. Recently, governmental authorities have granted authorization for NGOs to actively participate in augmenting the quality of educational endeavours. The present research aims to delve comprehensively into the perspectives of school principals regarding the active engagement of NGOs in elevating educational standards within the context of Indonesia. Employing qualitative research methods, the study conducted in-depth interviews with a cohort of five elementary school principals located in Surabaya. This investigative approach underscores the acknowledgment of a multifaceted, dynamic, and contextual reality, marked by inherent subjectivity and fluidity, intertwined within the socio-cultural and political milieu. Employing inductive processes, the research employs techniques of data condensation, encoding, categorization, and theorization to facilitate the analysis of the collected data. The resultant findings from this empirical inquiry have revealed the emergence of three overarching thematic constructs: firstly, the formulation of partnership policies involving driving organizations or NGOs; secondly, the cultivation of shared educational responsibilities; and lastly, the discernible benefits stemming from the active involvement of NGOs. The unfolding of an innovative model, borne out of the collaborative policy framework with NGOs, serves as a distinctive political and institutional approach that facilitates the orchestration of collective efforts. This model notably substantiates its efficacy in fostering mutually beneficial collaborations, thereby introducing novel paradigms, methodologies, and educational resources.

Principals’ Managerial Skills in the Elementary Schools of Southern Papua

This study aimed to describe teachers’ perceptions of principals’ managerial skills in the elementary schools of southern Papua, Indonesia. We used a survey research approach to explore the elementary school teachers' perceptions of school principals' managerial skills. To attain the objective, one survey questionnaire was distributed to 1277 respondents, conveniently picked from amongst the elementary school teachers in Southern Papua, Indonesia. All respondents were asked to give their perceptions on a four-point Likert scale by providing a checking mark (√) on each given item that they value to be the most appropriate to describe the situation. The descriptive statistical analysis technique was performed by generating frequency and mean scores to describe teachers’ perceptions of their school principals’ managerial skills. The descriptive statistical analysis revealed that the elementary school principals’ managerial skills were perceived as moderately low by the respondents as the general mean of the data is 2.6924E3 with a standard deviation of 174.34789 and a general mode of 2. Based on the result of descriptive statistical analysis, it is recommended that educational policymakers in Southern Papua to recruit school principal candidates based on the national standard required for a qualified school principal

Comparison of the Opinions of School Management and Students of the Faculty of Sports on the Use of School Spaces for Physical Activity

Statutory and by-law regulations determine the functioning of the primary school, and within this also define the way these premises are used. Within the framework of the project Designing guidelines for the quality design of modern school architecture with the aim of supporting a comprehensive sustainable way of living and working in school, an important goal is to establish opportunities for a movement-friendly school. The goal was to check the attitude of school leaders (with many years of experience) and the future professional sports public (without many years of experience) to the use of different school facilities for the realization of supporting physical activity. Questionnaires were filled out by 21 elementary school principals and 72 students in the third year of first-level studies and the first year of second-level studies at the Ljubljana Faculty of Sports. Both groups would make significantly better use of the existing spaces for physical activity, but in comparison, managements are more in favor of the occasional use of school spaces such as classrooms, corridors and multi-purpose halls, outdoor children's and outdoor sports grounds for sports activities; the managements estimate that there are not enough toilets, shower cubicles, hand basins in their schools, both found a lack of foot basins; students notice more that students do not shower after practice; a slightly smaller proportion of management would practice athletics, gymnastics, football and handball in gyms; the proportion of managers who would dedicate corridors and a multi-purpose hall to football in the future is higher, and the proportion of those who plan athletic content on the outdoor children's playground is lower.

How Social Justice Leadership Complements Instructional Leadership

ABSTRACT Instructional leadership (IL) needs other frameworks to complement it. This qualitative study examined how social justice leadership (SJL), which involves understanding school inequities and taking action to eliminate them, might complement IL. The participants were 36 Israeli elementary school principals. Data collection included semi-structured interviews and focus groups, and data analysis included sorting, coding, and categorizing. The findings revealed that principals perceived SJL as providing answers to three main questions about IL: for whom (whose achievements should be improved), how (in what way should student achievements be improved), and with whom (who should the partners be for improving student achievements).