Elementary School Principals Research Articles

Semi‐professional school leadership in Spain: Gender differences

AbstractConstructing the identity of school principals is difficult because being a principal requires carrying out complex functions in challenging contexts. Our research addressed semi‐professional school leadership in Catalonia, Spain, with a particular focus on differences in the managerial styles of men and women. In Spain, the school management system is semi‐professional which means that principals are teachers who take on leadership roles for limited periods. In a descriptive study based on an ad hoc questionnaire administered to a representative sample, we considered the personal and contextual characteristics of elementary school principals. Focusing on the variable of gender, this article analyses principals' reasons for accepting and continuing in their position and principals' priorities when performing their duties; also, their perceptions of various aspects of the school environment that help them in their role. We found significant differences related to gender. While the predominance of male principals in elementary education is declining, female principals, more than their male counterparts, must accept and tackle the challenges associated with contextualized, distributed and pedagogical leadership in conditions leading to overexertion. Many of the principals who were women worked in small, rural or disadvantaged schools. Paradoxically, female principals construct their professional identity in closer alignment with administrative style and with teaching duties than with leadership style. We conclude that these challenges should be taken into account and further investigated to avert the precarious position of women in school leadership.

Enrichment in school principals’ ways of seeing mathematics

This study presents a case of a problem that did not originate in theory but rather ended in theory. It addresses the issue of the prevalent, traditional public view of the nature of mathematics and that of its teaching and learning that might hamper mathematics reform. In this study, we present a five-day professional development programme that was designed and conducted within the context of practice-oriented research to help elementary school principals to enrich their views of mathematics in order to see mathematics in a different way, more aligned with mathematics reform. Data was generated before, during, and at the end of this programme, and results showed significant enrichment in participants’ views of mathematics. By using the Variation Theory of Learning, this study aimed to understand how this programme of short duration can make a difference. The core tenet of Variation Theory is that people learn through experiencing differences and similarities (in this order). The Variation Theory of Learning is used as a lens to see the programme's framework, its activities, and outcomes. The analysis clarified that principals’ ways of seeing mathematics were enriched when they experienced patterns of variations and invariance, in particular, the pattern of contrast.

ANALISIS SUPERVISI KLINIS PENGAWAS DALAM MENINGKATKAN KOMPETENSI MANAJERIAL KEPALA SEKOLAH DASAR NEGERI DI KECAMATAN MEGANG SAKTI

This thesis analyzes the supervisors' clinical supervision in enhancing the managerial competence of the principals of public primary schools in the district of Megang Sakti. The purpose of this study was to analyze the supervisors' clinical supervision in enhancing managerial competence of public elementary school principals in the district of Megang Sakti in terms of the role of supervisors, supervisors guidance, and improvement of the principal's managerial competence after clinical supervision. The method used in this study is descriptive qualitative data collection techniques using observation, interviews, and documentation. The location of this research was conducted at the supervisory office in the education sector of Megang Sakti sub-district and in five public elementary schools in Megang Sakti sub-district. The subjects in this study were two supervisors, five school principals, and five public elementary school teachers in the district holding the magic.
 The conclusion of this research is related to the role of supervisors in providing services to school principals need to conduct an intensive evaluation of supervision conducted both structured and systematic. The analysis related to supervisors conducted by supervisors is viewed from the aspects of supervising, guiding, monitoring, coordinating, and evaluating supervisors, but the methods and strategies have not been optimal, so they must be improved to be more optimal, especially in the aspects of guiding, evaluating and following up. Clinical supervision by supervisors in increasing the managerial competence of school principals has increased, but there is a need for evaluations and follow-up for supervisors regarding supervisors' methods and strategies in conducting guidance to school principals.

Exploring New York City elementary school principals’ language ideologies

School principals are street-level bureaucrats whose sense-making about language policies makes them de-facto policy makers. In turn, their language policy-making is mediated by their language ideologies and contexts. Using a case study methodological framework, this article explores the language ideologies of 11 New York City elementary school principals with high numbers of Emergent Bilinguals. It attempts to answer Ruiz’ call to make language ideologies clear and obvious in order to provide the level of transparency needed to enlighten the process of language policy creation and practice (Ruiz 1984). Analyses of the participating principals’ narratives revealed the existence of three different language ideologies: Resource Instrumental Mobility (RIM), Resource Integrative Democratic (RID), and Language as a Problem (LAP). This paper is an exploration of the RIM and RID language ideologies, which consider language as a resource, but do so for intrinsically different reasons. Thus, the findings expand on Ruiz’ (1984) Orientations in Language Planning by complicating and providing nuance to the concept of Language-as-Resource.

The Extent of Principals’ Empowerment and Their Functions towards Management of Public Elementary Schools

This study examined the relationship between the extent of empowerment of public elementary school principals and their functions towards school management in the District of Aliaga, Nueva Ecija, Philippines. 18 public elementary principals/school heads were involved. Anchored on Zimmerman’s (2000) empowerment theory, both process and outcomes-based empowerment had been carefully assessed. This lens provided principles and framework in looking at processes such as individual action and engagement activities within a particular social context. Survey questionnaire was used involving statements measured through Likert scale. With a six-month period of data gathering, Pearson r was utilized in the analysis. Results revealed that instructional (r=.408, p <0.01) and administrative empowerments (r=.776, p <0.01) established highly significant relationships with school safety and orderliness, opportunities to learn, time on task and instructional leadership respectively. Recommendations on sustainability of quality instruction in relation to school-based management are further taken into account as these might likewise impact the teaching and learning process to enhancing the identity of instructional leadership.

Home-School Partnership: How do Indonesian elementary school principals perceive it?

Home-school partnerships is defined as the collaboration between family and school and to improve students' achievement. Even though many empirical researches have been published in the area of educational management, important gaps in this study in regards toward the analysis in the developing countries including Indonesia. This study utilized interviews with Indonesian school principals in exploring their perspectives and practices of home-school partnership in Indonesian elementary education. The participants were six elementary school principals from six Indonesia elementary schools. The study informs that Indonesian elementary school principals have perceptions which are consistent towards the importance roles of home-school partnership. Besides, they inform the implementation of home-school partnership; however, a parent-teacher association is not established. The school principals involved in this study also informed that parents’ lack of knowledge and insufficient time as the two barriers from home-school relationship. Recommendation and suggestion are offered to tackle the barriers. The results of the study suggest the improvement of training for teachers to build communication with parents various backgrounds of culture and experiences are needed.

Leadership Strategies of Elementary School Principals in Developing Teacher Professionalism

Principal leadership plays a vital role in school effectiveness through its direct effect on teachers. This study aimed to explore the leadership strategies performed by school principals to develop teacher professionalism at elementary schools. The theoretical underpinnings of interpretivism guided this study. It employed in-depth semi-structured interviews and document analysis to collect data. The interviews were conducted with nine elementary school principals in Klaten district, Indonesia. Data were analyzed using the grounded theory data analysis method, specifically the use of constant comparison through open coding. The 'open-coded' data were then analyzed using the analytic induction technique. The results show that the principals employ a wide range of leadership strategies to develop teacher professionalism. The strategies include providing exemplary behavior and attitude, fostering work discipline, motivating teachers, providing educational supervision, and encouraging teachers to participate in continuing professional development programs.

Leading Inclusive Schools: Principal Perceptions, Practices, and Challenges to Meaningful Change

Background: For over 50 years, special education has been used as a tool to maintain racial segregation, particularly in schools located in low-income communities of color. This study utilized tenets found in disability critical race theory (DisCrit) and inclusive school leadership literature to examine the perceptions, practices, and challenges associated with meaningful change in inclusive schools. Purpose: The purpose of this article was to understand how six elementary school principals, identified as effective inclusive leaders, perceived students with disabilities within a low-income Mexican American immigrant community along the U.S.–Mexico border. Findings: Our study highlights the important role principals play in creating inclusive schools and the ways in which race, disability, family background, language, and immigration status effect principals in their efforts to promote inclusion. While each principal recognized the noted factors above and confronted a multitude of challenges, they differed in their beliefs and approaches to creating inclusive schools. Some leadership practices were aligned to research focused on effective school leadership while others more closely resembled social justice leadership practices. Conclusion: Findings suggest that principals must take into consideration a variety of factors to create inclusive schools and must draw upon a broad range of practices amid resistance and challenges to meaningful change.

BUDAYA SUPERVISI KEPALA SEKOLAH DENGAN PROFESIONALISME GURU DI SDN TARIK 1 SIDOARJO

This study aims to determine the relationship Supervising Principal with the professionalism of teachers . The study subjects were 13 teachers who serve on SDN I Tarik Village Tarik, Sidoarjo regency. This study is a population. To obtain data on the Supervision of the Principal and Teacher Professionalism, used a questionnaire developed by the researchers. To achieve this goal, the data were analyzed by analysis of the product moment.
 This research is ex post facto. This study is a population, The population of this study were 13. Data were collected by using questionnaires with Likert scale and documentation. The analytical method used is the product moment analysis. For ease of calculation used SPSS Statistics 21 software.
 The results showed that : (1) Supervision Elementary School Principal I Tarik Village Tarik, is quite pretty, and the result is 65.38% (2) Professional Teacher SDN I Tarik Village Tarik, Sidoarjo regency quite well. Percentage of the value of questionnaires 79.23%, in the range of 76% -100% that can mean good. (3) There is a relationship between the Principal Supervising Teacher Professionalism SDN I Tarik Village Tarik, Sidoarjo regency. based on calculations that showed the acquisition of 0.366 which means "r" calculation is greater than the table either 5% significance level = 0.235, while the relationship is relatively weak incurred or low. Because based on the "r" calculation is 0.366 lies between 0.20 to 0.40 which interpretation is weak or low correlation.

UPAYA MENINGKATKAN KOMPETENSI KEPALA SEKOLAH MELAKSANAKAN SUPERVISI AKADEMIK MELALUI METODE MONITORING DAN EVALUASI DI KABUPATEN INDRAGIRI HULU

This research is motivated by the many principals who do not conduct supervision and evaluation of academic supervision in schools so that the quality of learning is low. For this reason, this study aims to improve the competency of principals in carrying out academic supervision through monitoring and evaluation. This research is a school action research conducted on 10 elementary school principals in Indragiri giri district. The instrument used in the form of an observation sheet to observe the implementation of supervision which is used as material for analysis and follow-up improvement in the competency of the principal. The results of the study in the first cycle amounted to 77% meaning that the competence of principals included in the category enough, in the second cycle increased to 88% which included in good categories. Based on the results of the study it can be concluded that the competency of principals in Indragiri upstream districts in implementing academic supervision has increased through monitoring and evaluation.

School-Level Factors Associated with Sun Protection Practices in California Elementary Schools.

This study examined implementation of district sun safety policy in schools and tested correlates of implementation in California public school districts. Principals (N = 118) and teachers (N = 113) in California public elementary schools (N = 118) were recruited and completed a survey on sun protection policies and practices. The sample contained schools whose districts subscribed to the California School Boards Association and adopted Board Policy 5141.7 for sun safety. Principals and teachers reported on implementation of 10 school practices related to BP 5141.7 indicating which practices were implemented in the school. Years in public education (Exponentiated Score (ES) = 0.51, p < .001), years worked in the current district (ES = 0.49, p < .001), perception that parents should take action to protect children from the sun (ES = 0.43, p < .01), and personal skin phenotype (Low Risk ES = 0.55; High Risk ES = 0.09, p < .05) were associated with number of practices implemented in the school using multiple Poisson regression. Policy implementation is more likely among schools with experienced faculty, when parents are seen as important partners in student skin cancer prevention, and when school principals and teachers have a lower personal risk phenotype.

From Principals to Teachers to Students: Exploring an Integrative Model for Predicting Students’ Achievements

Purpose: This study explored a theoretical model proposing direct and mediated effects for principals’ characteristics—principals’ information-processing mechanisms (PIPMs) and instructional leadership (IL)—with organizational learning mechanisms (OLMs), for schools’ OLMs with teachers’ characteristics—teachers’ affective commitment (TAC), collective teacher efficacy (CTE), and teachers’ job satisfaction (TJS)—and finally, for teachers’ characteristics with students’ achievements on national math and science tests. Design: Data were collected from a multisource survey of a random sample of 130 elementary school principals representing Israel’s full socioeconomic range, 1,700 teachers from those schools, as well as data on those schools retrieved from the Ministry of Education data set. Data were aggregated at the school level for structural equation modeling (SEM) analysis. Findings: Analysis from SEM confirmed that IL emerges as a prominent mediator between PIPMs and OLMs. OLMs emerged as a prominent mediator between IL and the three teachers’ characteristics. TAC and CTE were significantly directly related to students’ math and science achievements. Finally, OLMs promoted students’ math and science achievements only through CTE. Implications: The relationships found for both principal characteristics (PIPMs and IL) with OLMs in schools highlight principals’ potentially important role in promoting collective learning within schools through utilization of OLMs, which can predict critical teacher characteristics (TAC, CTE, TJS), which in turn can predict school effectiveness measures (i.e., students’ achievements).

COMPETENCY OF ENTREPRENEURSHIP AND PERFORMANCE OF THE HEAD OF ELEMENTARY SCHOOL OF KECAMATAN PERANAP INDRAGIRI HULU DISTRICT

This study aims to determine how much entrepreneurial competence influences the performance of the Principal of Elementary Schools in Peranap, Indragiri Hulu District. The method used in this study is a causal method with quantitative research. Data is taken from the distribution of instruments to 34 public elementary school principals from Peranap District, Indragiri Hulu Regency. The results showed that: There was a significant influence between entrepreneurial competence (X) on the Principal's Performance (Y) with a correlation coefficient ry = 0.343 and a regression equation = 71.301 + 0.463X.

Principals' Instructional Leadership Practices in Pakistan Elementary Schools: Perceptions and Implications

Purpose: The purpose of this article is to outline the findings of an empirical study, ‘Principals' instructional leadership practices in Pakistan Elementary schools'. This study aims to explore the instructional leadership practices in elementary schools in Pakistan. This study also intends to examine the conceptualization of instructional leadership within the context of Pakistan. This study categorizes the confines of the existing knowledge established on instructional leadership practices and also for enlightening a preliminary empirical understanding of how principals perceive and ratify their role as instructional leaders in Pakistan. Qualitative research design was used and semi-structured interviews were conducted with 42 elementary school principals in Pakistan. The sample included principals from 14 Government Rural Schools, 14 Government Schools in towns and 14 Government Schools in Urban areas. Initially qualitative data was analyzed inductively and successively coded to generate the findings and conclusions. Outcomes of the study indicated that Pakistani principals overall understood and defined tasks concerning to cultivate instructional practice. Specifically regarding supervision of teachers, how they monitored and evaluated the excellence of teaching and knowledge in their institutions. Data uncovered that more or less obligations and accomplishments related with being principal in Pakistan are mostly compatible with instructional leadership practices even without having the knowledge and recognition of the name of instructional leadership. Above all, monitoring and supervision of teaching and learning combined with leading professional learning were intensely signified in data. There is strong policy desire, delineated in the Pakistan National Education Policy that principals are responsible and answerable for overall improvement in the schools and supposed to be instructional leaders. Evidence indicates principals are ratifying some of the functions related to being an instructional leader but not others. The findings of this study offer some understandings into principals' instructional leadership practices in Pakistan. It also offers a base for morein-depth investigations that can further increase the knowledge regarding principals' instructional leadership practices in Pakistan.

Exploratory Analysis Study and Correlations between the Principal’s Leadership Style and the School’s Digitalization System in Bandar Lampung City

Abstract: Exploratory Analysis Study and Correlations between the Principal’s Leadership Style and the School’s Digitalization System in Bandar Lampung City. Objectives: This study aimed to describe the influence of the principal’s leadership style on the school digitalization system according to school’s accreditation and status. Methods: This research method used exploratory survey method with a questionnaire completed by 30 elementary school teachers in Bandar Lampung City. The data were analysed using descriptive statistics and non-parametric correlations test. Findings: The situational leadership style that elementary school principals generally applied in Bandar Lampung is the selling style. Nevertheless, the principals still showed 3 other leadership styles, namely: telling, participating and delegating; with proportions that are not much different. Unlike the digitalisation system, schools generally are still not optimal in implementing digital systems in schools. Conclusions: The principal’s leadership style did not have a significant relationship to the school digitalization system. Keywords: principal’s leadership style, school’s digitalization, correlation. Abstrak: Studi Analisis Eksplorasi dan Korelasi antara Gaya Kepemimpinan Kepala Sekolah dan Sistem Digitalisasi Sekolah di Kota Bandar Lampung. Tujuan: Penelitian ini bertujuan untuk menggambarkan pengaruh gaya kepemimpinan kepala sekolah terhadap sistem digitalisasi sekolah sesuai dengan akreditasi dan status sekolah. Metode: Metode penelitian ini menggunakan metode survei eksploratif dengan kuesioner yang diisi oleh 30 guru sekolah dasar di Kota Bandar Lampung. Data dianalisis menggunakan statistik deskriptif dan uji korelasi non-parametrik. Temuan: Gaya kepemimpinan situasional yang diterapkan oleh kepala sekolah dasar di Bandar Lampung adalah gaya penjualan. Meskipun demikian, kepala sekolah masih menunjukkan 3 gaya kepemimpinan lainnya, yaitu: mengatakan, berpartisipasi, dan mendelegasikan dengan proporsi yang tidak jauh berbeda. Berbeda dengan sistem digitalisasi, sekolah umumnya masih belum optimal dalam menerapkan sistem digital di sekolah. Kesimpulan: Gaya kepemimpinan kepala sekolah tidak memiliki hubungan yang signifikan dengan sistem digitalisasi sekolah. Kata kunci: gaya kepemimpinan kepala sekolah, digitalisasi sekolah, korelasi. DOI: http://dx.doi.org/10.23960/jpp.v10.i2.202017

Problem matter differences of private elementary school principals by school size: An analysis

In this investigation, the degree to which differences were present between private elementary school principals at Small-size schools (i.e., less than 250 students) and private elementary school principals at Large-size schools (i.e., 250 or more students) in problem matters that occurred on their school campus was addressed. Data were acquired from the Early Childhood Longitudinal Study-Kindergarten Class of 2010-2011 Principal Survey. Statistically significant differences were revealed in four of the eight areas private elementary school principals rated in frequency as a problem matter that occurred on their school campus. Principals of Large-size schools emphasized statistically significant more problem matters in children bringing in or using illegal drugs, vandalism of school property, student bullying, and class cutting than principals of Small-size schools. Suggestions for future research and implications for policy and practice were made.

Mass School Shootings and the Short-Run Impacts on Use of School Security Measures and Practices: National Evidence from the Columbine Tragedy

ABSTRACTFollowing high-profile school shootings, policymakers and educators seek ways to prevent such shootings, but there has been little research on school-level responses in the immediate aftermath of such events. This study examines how school-level security measures and practices changed after the 1999 Columbine shooting using a nationally representative sample of elementary school principals from the Early Childhood Longitudinal Study (N = 810). Exploiting variation in the timing of survey completion relative to the Columbine shooting, we used regression analysis to examine the use of seven security measures and practices before and after Columbine. Elementary schools were 16 percentage points more likely to lock exits after Columbine and, over time, were more likely to use visitor sign in procedures. School racial/ethnic composition had a moderating effect in some models. Implications for policy and schools are discussed.

The extent to which primary school principals apply TQM standards in education in Riyadh from the point of view of school administrators

Study entitled "The importance of implementing the principals of elementary schools to the standards of comprehensive quality management on education at Riyadh city from the point of school management supervisors view.&#x0D; The study aimed at knowing the degree of implementing the principals of elementary schools principals to the standards of comprehensive quality management on education at Riyadh city from the point of school management supervisors view, knowing the requirements of implementing the standards of comprehensive quality management of education at Riyadh city from the point of school management supervisors view, knowing the most of obstacles on implementing standards of comprehensive quality management of education at Riyadh city from the point of school management supervisors view.&#x0D; The researcher has utilized the analytical descriptive methodology, questionnaire as the tool to collect the data that appropriate to the population of study which consisting of the total of elementary school management supervisors on education at Riyadh city. The sample of study has been conducted on (54) supervisor of the school management in elementary school at Riyadh city. The most results of study:The virtual fact to implement the principals of elementary schools to the standard of comprehensive quality management in education, encourages the humanitarian to relations in schools, attends the teachers with courses on comprehensive quality management, delegation of powers and spreads the culture. One of obstacles on implementing the elementary school managers to the standards if comprehensive quality management in education, is shortage of qualified staff on the field of comprehensive quality management, weakness of participation the schools principals on taking decision about the implementation of comprehensive quality management.

Analysis of happiness components in Islam and its validation to create and develop happy schools

The purpose of this study was to identify the components of happiness in Islam and to validate it in order to promote happiness in schools using a mixed research approach. In the qualitative stage of the research, the thematic analysis method was used, and in the quantitative stage the survey method was used. The statistical population of the study consisted of Islamic sources and texts in the qualitative stage, and the elementary school principals of Iran in the quantitative stage. The sampling method was purposive in the qualitative stage of the research, and random sampling in the quantitative stage. The research data were analyzed in qualitative stage through text analysis technique and according to the data analysis process in thematic analysis method (coding, theme extraction and drawing thematic network); and in the quantitative stage, the confirmatory factor analysis approach was used to validate the measurement tool. In order to validate the data at the qualitative stage of the study, two methods of rich description and providing audit records and independent coders were used. Content validity (face and content validity ratio) and construct validity were used in the quantitative stage. The findings of the qualitative stage of the study indicated that the concept of happiness in Islam was divided into three global themes: happiness-oriented insights (divine, metaphysical and material insights), happiness-oriented life (spiritual and physical life), and happiness-oriented actions (ritual, emotional, and social actions). The findings of the quantitative stage of the research indicated that convergent and divergent validity indices proved the validity of the tools for measuring components of a happy Islamic school.

Prevalence and Characteristics of Student Attitude Surveys Used in Public Elementary Schools in the United States.

There is anecdotal evidence of an increase in school administrators’ use of surveys of students to obtain school climate information even though it is difficult to obtain valid measurement from student self-report. To better understand the context, this research estimated the prevalence of the use of student surveys in elementary schools and reviewed the types of questions and response options currently used in applied settings. A survey was administered to a nationally representative sample of 300 public elementary school principals (34% response rate). Approximately half of the schools use surveys of students in their schools, with rates of surveying depending on the grade. A qualitative review of example surveys suggests that many typically-used questions may be problematic, given research on best methods of attitude measurement. Suggestions for practice and future research directions are provided.