Principal Role Research Articles

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.

The Influence of Principal Leadership, Teacher Performance, Role of School Committees and Organizational Culture on the Implementation of School-Based Management in High Schools and Vocational Schools in Ende Regency, East Nusa Tenggara Province

The aim of this research is to describe the Principal's Leadership, Teacher Performance, Principal's Role and SBM Implementation, analyze the influence of Principal Leadership, Teacher Performance and the Principal's role simultaneously on the implementation of school-based Management, analyze the influence of Principal Leadership, Teacher Performance and Role The School Committee has a partial impact on the Implementation of School-based Management and finds out which of the Principal's Leadership, Teacher Performance and the role of the School Committee have a dominant influence on the Implementation of School-based Management in High Schools and Vocational Schools in Ende Regency. This research method is descriptive with a quantitative approach. The population in this study was 250 respondents. The sampling technique used random sampling so that the total sample in this study was 154 respondents. Data analysis techniques use descriptive analysis and multiple linear regression analysis. The results of this research show that Principal Leadership, Teacher Performance, Role of School Committees and Organizational Culture simultaneously influence the Implementation of School-Based Management, there is a partial influence of the variables Principal Leadership, Teacher Performance, Role of School Committees and Organizational Culture on the Implementation of School-Based Management and The Organizational Culture variable has a dominant influence on the Implementation of School-Based Management in Ende Regency High Schools and Vocational Schools.

Investigating the indirect impact of transformational leadership on performance and work alienation: evidence from school principals navigating COVID-19

PurposeAlthough significant research has examined the concept of transformational leadership, few studies have explored the indirect impact of transformational leadership on individual and organizational outcomes within the context of crisis. Accordingly, this study aims to advance our understanding of the indirect impact of transformational leadership on school performance and principals' work alienation within the context of the COVID-19 pandemic. In doing so, this study contributes to this developing stream of literature by hypothesizing the indirect effect of two relational resources, namely employee trust and relational coordination, which mediate the relationship between transformational leadership, school performance and principals' work alienation.Design/methodology/approachThis study draws on a unique sample of 634 principals from Irish primary schools navigating the COVID-19 crisis. Structural equation modeling (SEM) was performed using Mplus 8.3 to test the hypothesized model.FindingsMixed findings emerged concerning the mediating process of relational resources and their impact on transformational leadership, school performance and principals' work-alienation. In particular, support is found for the critical role of principals whose transformational leadership style can help increase school performance. However, evidence suggests that employee trust does not mediate the relationship between transformational leadership and principals' work alienation.Practical implicationsThis study provides several practical insights for education professionals, policymakers and HRM practitioners across each phase of the crisis management cycle. Firstly, regarding the pre-crisis stage, educational institutions should invest in targeted leadership development programs that prioritize relationship-building and effective communication among stakeholders. Second, during crises, the study emphasizes the role of relational resources in mediating the impact of leadership on school performance. Moreover, the study illustrates the importance of proactively cultivating strong connections with stakeholders, fostering timely, problem-solving-based communication. Finally, in the post-crisis phase, collaboration with government stakeholders is recommended to inform recovery policies.Originality/valueThis study makes several contributions to the literature on leadership and crisis management. First, this study adds new insights suggesting how principals as leaders influence school performance during crisis. Second, by adopting a relational perspective, this study suggests two types of relational resources (i.e. employee trust and relational coordination), as the mediators between transformational leadership, school performance and principals' work alienation. Third, this study moves the existing research on leadership during crisis forward by focusing on the functional effectiveness of leadership while focusing on the principals' work alienation during the pandemic.

Firefighters or deputy lead learners? Organizational, deputy and principal in-situ perspectives on the role of secondary deputy principals

ABSTRACT There is a dearth of research examining secondary school deputy principals’ in situ educational leadership practices. This study explores deputies’ educational leadership and engagement with the Australian Professional Standards for Teachers (benchmarking standards). Interviews with seven system and policy leaders from regulatory and jurisdictional organizations provided background for interviews with five principals, 11 deputies and analysis of 24 school documents in five schools. Although sensitive to instructional and transformational leadership, this qualitative study is primarily inductive and sought understanding of deputies in diverse school contexts. Thematic analysis provided insight into contextualized leadership practices through an Australian secondary deputy lens. A spectrum of educational leadership was often hampered by managerial responsibilities. Opportunities for practicing instructional and transformational leadership varied and were often constrained by socialization into the deputy role and a Taylorist approach to role allocation. System and policy leaders identified the importance of deputy engagement with ‘the Standards’, but in-school engagement depended largely on individual schools allocating deputies’ duties. Findings illustrate how instructional and transformational leadership theories do not always address deputies’ onsite practice and require integration with organizational and socialization theories. These five schools revealed heavy dependence on school context, historical conventions and local socialization into deputy roles.

Conflict Management and Organizational Behavior: Principal Strategies

This study aims to explore conflict management strategies and organizational behaviour within educational institutions, specifically focusing on the role of school principals in addressing conflicts between teachers and staff. The research addresses the pressing need for effective conflict resolution in school environments to uphold organizational goals and foster a conducive learning atmosphere. Employing a qualitative approach with a descriptive design, the study utilizes observation, interviews, and documentation as primary data collection methods. Through direct observation and interviews with key stakeholders, the research delves into the intricacies of conflict resolution strategies employed by school principals. The study identifies conflicts between teachers and educational staff stemming from disputes over values, interests, and perceptions. Principals adopt collaborative strategies, including coaching and mediation, to resolve conflicts and promote mutual understanding among conflicting parties. However, resistance from individuals driven by personal agendas hinders conflict resolution efforts. Limitations are acknowledged, particularly in areas with restricted technologies, such as some educational institutions in developing countries. These limitations may affect the implementation of conflict resolution strategies and organizational behavior management. This study contributes to the literature by providing insights into effective conflict management strategies within educational settings. By highlighting the pivotal role of school principals and exploring innovative approaches to conflict resolution, the research offers practical implications for enhancing organizational dynamics in schools. Future research could further explore the impact of cultural and contextual factors on conflict management strategies and investigate novel approaches to mitigate conflict in diverse educational contexts.

Peran Kepala Sekolah dalam Pembinaan Karakter Siswa di SMAK Gabriel Wanibesak

The purpose of this study was to find out the role of the school principal in building student character at Gabriel Wanibesak High School, Lorotolus Village, Malaka District, Wewiku District, and the factors that support and hinder the role of school principals in building student character. This study used a qualitative method. Data collection techniques were carried out using observation, interviews, and documentation. The results of this study are as follows: First, the role of the principal at Gabriel Wanibesak High School as a leader and example for subordinates and all students of Gabriel Wanibesak High School. As a simple example shows, the two principals set a good example for all teachers, staff, and students. Always arriving on time to school, fostering, managing, and supervising school programs so they can run well, as evidenced by a teaching and learning process at school. The three school principals can perform additional roles as education managers, leaders, supervisors, and administrators. This proves that the principal's role in developing student character at SMAK Gabriel Wanibesak plays a good role.

The Role of Principals in Developing Students' Life Leadership Skills from the Point of View of Principals and Teachers within the Green Line

The study aimed at identifying the role of principals in developing students life leadership skills from the point view of principals and teachers within the green line, as well as its differences according to demographic variables. A survey descriptive methodology using survey method was used to collect data from the research sample which was chossen randomly. The research sample consisted of (432) principals and teachers in the North Regions. The results revealed that the total level of the leadership and its kills were moderate (management skills, social skills, emotional skills, perception skills). Additionally, the results indicated that there were significant differences in life leadership skills for job title among teachers, unlike other variables such as sex and school level.

Leadership role of kindergarten principals: Insights from teachers’ expectations and experiences

Leadership role of kindergarten principals: Insights from teachers’ expectations and experiences

The Impact of Principal on Teacher Motivation in Secondary Schools

The Impact of Principal on Teacher Motivation in Secondary Schools" by Amizur Nachshoni delves into the significant influence that principals wield in fostering teacher motivation within the Israeli educational setting. This research study focuses on the perceptions and practices of principals in arousing teacher motivation, as well as the resulting impact on the overall school environment. Through a questionnaire administered to a diverse group of principals, insights were gathered on the strategies employed to enhance teacher motivation, such as encouraging autonomy, providing support, and creating a positive work atmosphere. The findings underscore the pivotal role of principals in cultivating a culture of motivation among teachers, ultimately leading to improved student outcomes and a conducive learning environment. This study sheds light on the crucial link between effective principal leadership and teacher motivation, highlighting the importance of supportive and inspiring leadership in driving educational excellence.

Analysis of managerial roles of secondary school Principals in implementing Competency Based Curriculum (CBC) in Tigania West Sub-county, Meru, Kenya

The study sought to analyze roles of secondary school principal in implementing Competency Based Curriculum (CBC) in Tigania west Sub County. The objectives of the study were; determining leadership skills possessed by principals in secondary schools; establishing availability of resources used by principals; examining how principals involve teachers in monitoring and evaluation; and establishing ways in which principals are involving parents in implementation of competency based curriculum. The study was conducted using descriptive survey design. The target population in the study was 867 participants; 51 principals, 255 HoDs, 510 teachers, and 51 parents in the study area. The sample size of 10 principals, 30 HoDs, 60 teachers and 10 parents were selected using Yamene sample size tables. The test instruments used to collect data were questionnaires, observation checklists and interviews. Quantitative data was analyzed using descriptive statistics while qualitative data was coded analyzed and interpreted using statistical packages for social sciences version 20.0 and summarized into frequency tables, pie charts and bar charts. The response rate was 98.5%. The findings of the study revealed that; principals use democratic and transformational leadership styles which inspire teachers to interact with other teachers; enhance cluster setting of exams, marking and attending workshops together which enhance assessment of learners. In addition, parents are involved in junior secondary school because since CBC had not started in senior Secondary schools. From the findings, the study concluded that, 80% of the secondary school principals are not ready to implement the Competency Based Curriculum due to resource constraints and in-service training of teachers. The study also found that, parents are not much involved on the implementation of Competency Based Curriculum (CBC) in the secondary schools in Tigania West Sub- County in Kenya

The Net of Life, a short story: Intricate patterns of gene flows across hundreds of extant genomes, all the way to LUCA

Over the past quarter-century, the field of evolutionary biology has been transformed by the emergence of complete genome sequences and the conceptual framework known as the 'Net of Life.' This paradigm shift challenges traditional notions of evolution as a tree-like process, emphasizing the complex, interconnected network of gene flow that may blur the boundaries between distinct lineages. In this context, gene loss, rather than horizontal gene transfer, is the primary driver of gene content, with vertical inheritance playing a principal role. The 'Net of Life' not only impacts our understanding of genome evolution but also has profound implications for classification systems, the rapid appearance of new traits, and the spread of diseases. Here, we explore the core tenets of the 'Net of Life' and its implications for genome-scale phylogenetic divergence, providing a comprehensive framework for further investigations in evolutionary biology.

Use of in silico approaches, synthesis and profiling of Pan-filovirus GP-1,2 preprotein specific antibodies.

Intermolecular interactions of protein-protein complexes play a principal role in the process of discovering new substances used in the diagnosis and treatment of many diseases. Among such complexes of proteins, we have to mention antibodies; they interact with specific antigens of two genera of single-stranded RNA viruses belonging to the family Filoviridae-Ebolavirus and Marburgvirus; both cause rare but fatal viral hemorrhagic fever in Africa, with pandemic potential. In this research, we conduct studies aimed at the design and evaluation of antibodies targeting the filovirus glycoprotein precursor GP-1,2 to develop potential targets for the pan-filovirus easy-to-use rapid diagnostic tests. The in silico research using the available 3D structure of the natural antibody-antigen complex was carried out to determine the stability of individual protein segments in the process of its formation and maintenance. The computed free binding energy of the complex and its decomposition for all amino acids allowed us to define the residues that play an essential role in the structure and indicated the spots where potential antibodies can be improved. Following that, the study involved targeting six epitopes of the filovirus GP1,2 with two polyclonal antibodies (pABs) and 14 monoclonal antibodies (mABs). The evaluation conducted using Enzyme Immunoassays tested 62 different sandwich combinations of monoclonal antibodies (mAbs), identifying 10 combinations that successfully captured the recombinant GP1,2 (rGP). Among these combinations, the sandwich option (3G2G12* - (rGP) - 2D8F11) exhibited the highest propensity for capturing the rGP antigen.

The Influence of the Role of Driving Teachers and Principals’ Academic Supervision Management on the Success of the Project for Strengthening the Profile of Pancasila Students in Samarinda

The research objectives are: (1) To determine the influence of the role of driving teachers on the success of the Project for Strengthening the Profile of Pancasila Students in Samarinda, (2) To determine the influence of the principal's academic supervision management on the success of the Project for Strengthening the Profile of Pancasila Students in Samarinda, (3) To determine the influence the role of driving teachers and academic supervision management together in the success of the Strengthening Pancasila Student Profile Project in Samarinda. The method used is a survey with a quantitative approach that is causal (cause and effect). The total population was 133 people with a sample of 100 people. The data collection technique uses a rating scale which has been tested for validity and reliability. Data analysis techniques use descriptive and inferential statistics with simple linear regression formulas and multiple linear regression. The research results show that: (1) The role of the driving teacher influences the success of the Pancasila student profile by 51%. (2) The school principal's academic supervision management influences the success of the project to strengthen the profile of Pancasila students by 61.9%. 3) The role of the driving teacher and the principal's academic supervision management together influenced the success of the project to strengthen the profile of Pancasila students by 65.4%. This means that the more the role of teacher motivators and principals' academic supervision management increases, the greater the success of the project to strengthen the profile of Pancasila students.

Optimizing myocardial cell protection with xanthine derivative KMUP-3 potentiates autophagy through the PI3K/Akt/eNOS axis.

Autophagy can have either beneficial or detrimental effects on various heart diseases. Pharmacological interventions improve cardiac function, which is correlated with enhanced autophagy. To assess whether a xanthine derivative (KMUP-3) treatment coincides with enhanced autophagy while also providing cardio-protection, we investigated the hypothesis that KMUP-3 treatment activation of autophagy through PI3K/Akt/eNOS signalling offered cardioprotective properties. The pro-autophagic effect of KMUP-3 was performed in a neonatal rat model targeting cardiac fibroblasts and cardiomyocytes, and by assessing the impact of KMUP-3 treatment on cardiotoxicity, we used antimycin A-induced cardiomyocytes. As determined by transmission electron microscopy observation, KMUP-3 enhanced autophagosome formation in cardiac fibroblasts. Furthermore, KMUP-3 significantly increased the expressions of autophagy-related proteins, LC3 and Beclin-1, both in a time- and dose-dependent manner; moreover, the pro-autophagy and nitric oxide enhancement effects of KMUP-3 were abolished by inhibitors targeting eNOS and PI3K in cardiac fibroblasts and cardiomyocytes. Notably, KMUP-3 ameliorated cytotoxic effects induced by antimycin A, demonstrating its protective autophagic response. These findings enable the core pathway of PI3K/Akt/eNOS axis in KMUP-3-enhanced autophagy activation and suggest its principal role in safeguarding against cardiotoxicity.

Using Founder’s syndrome to explore leadership in one Zimbabwean school funded by tourism

ABSTRACT In Zimbabwe, a range of actors are involved in education due to ongoing challenges of resourcing and funding schools. There are complex socio-political arrangements that result from private–public partnerships in the education system. Some schools are created and funded by individuals, and little is known about the tensions these funding structures create for school leaders and teachers. This qualitative study examined one school in Matabeleland North, using semi-structured interviews and observations across one term. It argues there are complexities created through the position of being a school ‘founder’ that shape a school’s administration and leadership structures. Using the example of the school principal's role and two tensions that result from relationships between the principal and school founders, this paper argues that more attention needs to be made towards the arrangements of school funding and the conflicts and tensions that result from complex relationships of power between school founders and teachers.

School Principal Management in Implementing Madrasah Curriculum Operations

Damage to the education management system is often caused by ineffective school principal leadership. The success of educational institutions depends greatly on the ability of madrasa heads to carry out management functions such as planning, organizing, directing, and controlling. This research uses qualitative methods by collecting data through interviews, observation, and documentation at State Islamic High School 3 Central Tapanuli. Next, the data was analyzed through the stages of reduction, analysis, and drawing conclusions. The results of this research identify several important points related to management at State Islamic High School 3 Central Tapanuli. First, analyze the role of school principals in improving institutional performance through good leadership. Second, strategic planning involving staff participation contributes to the establishment of clear educational goals. Third, optimal organization with a structured division of tasks increases coordination and operational efficiency. Fourth, inspirational guidance from the madrasa head motivates teachers and staff to contribute optimally. Lastly, regular control ensures that the quality of education is maintained through continuous evaluation and improvement. Overall, this research confirms that the success of educational institutions is highly dependent on the effective implementation of management functions.

IMPLEMENTATION OF MANAGEMENT GUIDANCE COUNSELING IN BUILDING SELF ACCEPTACE THROUGH INFORMATION SERVICES AT MADRASAH ALIYAH NEGERI CITY OF BINJAI

This study examines the important role of school principals in improving educational standards at Al-Jihad Private Islamic Middle School, Medan City. This research aims to understand how school principals lead to improve the quality of learning in Islamic educational institutions. In this effort, it is important for school principals to create a learning environment that supports the development of students' creative and innovative talents. This research methodology uses a qualitative approach with data collection techniques including observation, interviews and documentation studies. The findings from this research reveal three related findings: 1) the role of the principal as a leader in improving the quality of learning at Al-Jihad Private Islamic Middle School in Medan City, which includes innovators, motivators and administrators; 2) principal programs to improve the quality of learning at Al-Jihad Private Islamic Middle School in Medan City including active participation in social and community organizations, education and training (diklat), study assignments, seminars, workshops and conferences, as well as the creation of works scientific, and mobilization of the teacher evaluation team; 3) Supporting factors for school principals include: a) government and foundation support, b) internal madrasa support (principals, teachers and students), c) alumni support, d) collaboration with the private sector. Inhibiting factors include: a) lack of mastery of technology and teacher creativity, b) lack of research or scientific work by teachers, c) excessive administrative burden for teachers rather than focusing on developing the quality of learning.<p> </p>

Associations between Polish school principals' health literacy and implementation of the Health Promoting School approach during the COVID-19 pandemic.

The coronavirus pandemic has contributed to increasing the responsibility of school principals for the health of all school community members. Moreover, evidence confirms the significant role of school principals' health literacy (HL) for health promotion in schools. Therefore, the presented study aims to evaluate the associations between Polish school principals HL and the implementation of the Health Promoting School (HPS) approach in Polish schools. The present study was conducted as part of an international survey on the global COVID-HL network (www.covid-hl.eu) between June 2021 and December 2021. Three subscales of the HPS were considered and an exploratory analysis were used in this study. Associations between the median split of each subscale of HPS (outcome) and health literacy (predictor) were performed using logistic regression. Research results showed that the highest level of HPS implementation was directed at pupils. Principals perceived themselves as having the highest HL on the 'accessibility' subscale and these respondents had significantly higher odds of implementing learning opportunities for students. The study suggests that principals with adequate HL may be more likely to effectively implement HPS strategies in schools. This research could provide insights into the complex interplay between HL and the HPS approach and inform the development of more effective strategies for promoting health and HL in schools.

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.

The Role of Principals in Integration Students with Special Needs in Arab School within the Green Line

The Role of Principals in Integration Students with Special Needs in Arab School within the Green Line