Role Of School Leaders Research Articles

‘Teachers Value PD if Leaders Value PD’: Role of School Leaders in Professional Development of Teachers in Rural Pakistan

ABSTRACT In educational literature, especially coming from the developed context, the role of school leadership in Professional Development (PD) of teachers has been portrayed in a quite ideal way. However, literature reports little evidence of any contribution of school leaders to PD of teachers in developing contexts specifically in many regions and countries of Asia. Taking Pakistan as a case, this paper reports the findings of a research that explored the role of school leadership in PD of teachers. Using qualitative approach and grounded theory framework, the research examined the views of 46 key participants including teachers, school leaders, PD providers and officials from the education department through focused group interviews. The findings support previous studies in the limited role of school leadership in PD of teachers. However, it identifies some unique influential factors such as less recognition of PD in the system, limited capacity of school leadership and lack of any monitoring and accountability mechanism. The research argues for a shift in the system to enhance the contribution of school leadership in PD of teachers. Such shift should happen in the form of PD-related expectations from school leaders, developing school leaders with a focus on their role in PD and extending ongoing coaching and mentoring support to them.

Peran Kepemimpinan Sekolah dalam Meningkatkan Hasil Belajar Anak Berkebutuhan Khusus di Sekolah Terintegritas

The aim of this research is to determine the role of school leadership in improving the learning outcomes of children with special needs in integrated schools. The method used in this research is descriptive with a qualitative approach. Data collection techniques include: observation, interviews, and documentation. The research subjects or informants were school principals and teachers. The results of interviews conducted by the author with the leadership of SDN 23/VI Rantau Panjang I show that regarding children with special needs at this school, the leadership and parents work together in guiding children so that the achievements of children with special needs can be on par with normal children.

Teachers' Perceptions of the Efficacy of Positive Behavior Support Systems

Purpose: This study aims to explore teachers' perceptions of the efficacy of Positive Behavior Support (PBS) systems in educational settings. Methods and Materials: Employing a qualitative research design, this study conducted semi-structured interviews with 24 teachers who have experience implementing PBS in their classrooms. Participants were selected through purposive sampling to ensure a diverse range of experiences. The interviews were designed to elicit in-depth insights into teachers' perceptions of PBS, focusing on the impact on student behavior, implementation strategies, challenges, and the role of leadership. Data were analyzed thematically to identify key themes and concepts related to the efficacy of PBS. Findings: The analysis revealed six main themes: Impact of PBS on Student Behavior, Implementation Strategies, Perceived Benefits of PBS, Challenges and Barriers, Role of School Leadership, and Teacher Experiences and Perceptions. Teachers reported positive changes in student behavior, including increased engagement and reduced disruptions, as a result of implementing PBS. However, challenges such as resource limitations, the need for ongoing professional development, and the importance of school leadership support were also identified. The findings highlight the multifaceted nature of PBS implementation and its varied impacts on the educational environment. Conclusion: This study underscores the potential of PBS systems to foster positive behavioral changes and improve the educational environment. However, it also highlights the complexities involved in implementing such systems, including the need for adequate resources, continuous teacher training, and strong leadership support. Understanding teachers' perceptions provides valuable insights into the factors that contribute to the success and challenges of PBS, offering guidance for its effective implementation in schools.

Women's effectiveness in school leadership: The case of Awi Nationality administrative zone primary schools, Ethiopia

Research on the effectiveness of women in school leadership roles is plentiful in general literature. However, there is a notable scarcity of studies focusing on the effectiveness of women principals within Ethiopia's primary education system. This study examined the perceived effectiveness of women school principals' vis-à-vis the national professional standards for school principals in Ethiopia. Using a cross-sectional survey design, data were collected from 147 teachers of which 85 male and 62 women selected through a comprehensive sampling procedure. A survey questionnaire was employed to gather relevant information, and both descriptive and inferential statistics were used to analyze the data. The study found that women were perceived positively as effective school leaders across key dimensions of Ethiopia's national professional standards. Furthermore, there was no significant difference in perceptions between male and women teachers in three dimensions (in fostering school vision and community leadership, t(145) = 1.013, p = .313, in instructional leadership, t(145) = .46 and p = .646 and in administrative leadership, t(145) = .791 and p = .43. The findings suggest the importance of boosting more women to pursue leadership roles in schools by encouraging successful women leaders and providing targeted training. These recommendations are particularly relevant for policymakers, practitioners, and researchers interested in promoting gender equality and effective leadership in the education sector.

School Leadership Development for Sustainability in the Post-Digital Era

The role of school leaders must be balanced in attaining educational sustainability in the changing world. Millions of school students worldwide were affected by the COVID-19 shutdown, which accelerated the need for rapid digitalisation. The United Nations Sustainable Development Goals (SDGs) are embedded in 21st-century education. The ability to reorient students to the SDGs is key to achieving sustainable education in the post-digital era. This study examines school leadership development in a post-digital era from the sustainability perspective. To ensure sustainable education, school leaders must have relevant skills and competencies to lead schools in the post-digital age. In striving for a sustainable era, a school leader needs skills and knowledge to be an inspiring role model and motivator. School leaders must reorient students, teachers and all relevant stakeholders according to SDG goals to achieve sustainable education. Hence, continuous school leadership development is essential to accelerating digital transformation using factors such as leadership style, strategic planning, and knowledge management.
 
 

Improving Teacher Performance Through Implementation of School Culture and Leadership Role of the Principal with School Culture as Moderating Variable at State Vocational High School 1 Tanara, Serang Banten Regency

The purpose of this research is to analyze improving teacher performance through implementation of school culture and leadership role of the principal with school culture as moderating variable at State Vocational High School 1 Tanara, Serang Banten Regency. This research was carried out only at State Vocational High School 1 Tanara, Serang Banten Regency. The research approach used is a quantitative approach. Saturated sample where the entire population is sampled, namely 68 people. The data is analyzed using statistical analysis of the SmartPLS version 4 model. The research results show that school culture has a positive and significant effect on teacher performance at State Vocational High School 1 Tanara, Serang Banten Regency. Leadership role of the principal has a positive and significant effect on teacher performance at State Vocational High School 1 Tanara, Serang Banten Regency. Leadership role of the principal has a positive and insignificant effect on school culture at State Vocational High School 1 Tanara, Serang Banten Regency. School culture moderation does not have a significant effect between leadership role of the principal on teacher performance at State Vocational High School 1 Tanara, Serang Banten Regency. Keywords: Teacher Performance, School Culture, Leadership Role of the Principal

Role of ethical school leadership in shaping adolescents’ aggressive attitudes: A doubly latent multilevel SEM analysis

Based on ethical leadership and authoritative school climate theories, the current study used doubly latent multilevel structural equation modeling (M-SEM) to test links between school principals’ ethical leadership and students’ aggressive attitudes through the mediation of authoritative school and classroom climates. Data included three sources: 317 educators (homeroom teachers), 504 teachers and 6589 students from 64 Arab Israeli middle schools (grades 7–9). Results showed that ethical leaders positively affect educators’ perceptions of authoritative school climate (a disciplinary structure of fairness and justness, and student support), which in turn affect their classroom conditions of fairness, justness and student support, as perceived by their students; this then negatively affects students’ aggressive attitudes. Furthermore, ethical leaders negatively affected students’ aggressive attitudes through the mediation of authoritative school climate and educators’ work reflected in classroom climate. Classroom climate was directly and negatively related to aggressive attitudes; however, school climate was not directly related. Further examination of the dimensions of climate separately demonstrated that only classroom fairness and student support (students’ willingness to seek help and teachers’ respect) negatively affect students’ aggressive attitudes. Finally, only a school climate of justness was directly related to students’ aggressive attitudes.

The Role of School Leaders in Developing Teams: Sources and Triggers in School Health Promotion

Although teams are the cornerstone of school health promotion, sources of team learning and the role of school leaders in developing such teams is unknown. It is important to understand the sources and triggers of team learning in order to establish the role of school leadership in the development of such teams. The investigation adopted a qualitative approach and a single case study design. Six members of the school management team and 12 teachers from one school participated. Eight of the 12 teachers were members of health committees responsible for the implementation of health policies in the school. Data were gathered by means of individual and focus group interviews. The findings revealed three sources of team learning that may be regarded as triggers: routine health promoting activities in the school, policies and guidelines for implementation of health programmes, and collaboration with other role players. School leaders were found to play an essential and multi-faceted role in team development, in that they were responsible for establishing developmental training programmes including creating opportunities for evaluation and reflection, managing interpersonal relationships and roles, articulating a vision, and facilitation of an open dialogue about the implementation of the health policy.

School Leadership Role in Nurturing a Sense of Responsibility in High Schools: A Comparative Study of Afghanistan and Indonesia

The development of a school and the readiness of teachers to teach with dedication, accountability, and enthusiasm depend significantly on leadership. Afghanistan has been a hub for educational advancement, and teachers' dedication and sense of accountability has been a key problem. The majority of Indonesia's educational administration and leadership challenges in schools, in contrast, have been resolved by professional leadership. Through a comparison of Indonesia and Afghanistan, the current study explored the function of school leadership in fostering a feeling of responsibility in teachers. They conducted interviews with school principals and teachers in both nations using a qualitative research design. The study's findings showed that school leaders were crucial in fostering a sense of responsibility at both research sites. Each nation has its own unique school principal practices and nurturing styles. In terms of fostering a sense of responsibility in school teachers, the leadership styles in both nations may be described as democratic in Indonesia and authoritative in Afghanistan as a result of the findings.

Quality Management of School Education Based on School Principle Leadership Role, Teacher Professionalism, and Community Participation In East Kalimantan

Speaking of education, the first thing that come accross our minds is “school”. In this case school is a public organization that provides education services for the community in order to improve the quality of individual communities. Therefore, it becomes a natural thing when people demand the availability of “good school” which reflected the effectiveness of school performance concerned. This is where the quality of education management in schools requiring the role of school leadership, teachers’ professionalism, as well as optimal community participation. Grade or more commonly known as quality constitutes the picture of whole characteristic of goods or services that show its capacities in satisfying the needs of the users. With regards to education in schools, the quality of education always refer to the specifications of educational services in accordance with the purpose or benefit of education itself. That is why, it can be said that the success of an educational program organized by a school organization would be very difficult to achieve without the alignment of views between the principal, teachers and the community about the true meaning of education, and how should the educational process in the school is implemented. Therefore, as it should be the school leaders that in this case is the principal, teachers and communities will work together in an integrated way to implement each educational ideals to form the next generation of good quality in terms of knowledge, skills, and attitudes and moral.

Educational administrators’ perceptions of influential factors in cultivating and enhancing professional competencies among preschool teachers in the Southeastern region of Vietnam

This study comprehensively explores the intricate factors influencing the management of fostering and developing professional competence among preschool teachers in the Southeastern Region of Vietnam. Examining subjective factors (self-study, leadership roles, decentralization, and coordination) reveals individual perspectives driving effective teacher development. This study has 104 administrators. To ensure a representative sample, a random sampling method was employed for participant selection. The analysis underscores the significance of continuous self-improvement (M = 4.15, SD = 0.99), the pivotal role of school leadership (M = 3.40, SD = 0.79), and collaborative efforts (M= 3.99, SD = 0.87) in advancing professional growth. Simultaneously, the investigation of objective factors (socio-economic conditions, educational renovation, educational science, and institutional diversity) highlights broader systemic influences. The analysis underscores the importance of contextual considerations (M = 2.96, SD = 0.97), evidence-based practices (M = 4.12, SD = 0.82), and varied educational settings (M = 3.12, SD = 0.71) in shaping successful strategies for professional development. The synthesis of these results emphasizes the dynamic interplay between individual viewpoints and systemic forces in the realm of teacher training administration. This research not only enriches our understanding of the nuanced factors influencing professional competence development but also offers actionable insights for informed decision-making within the domain of early childhood education. By capitalizing on these findings, educators, administrators, and policymakers can collectively contribute to the cultivation of skilled preschool teachers, thereby fostering a more robust and impactful early learning environment in the Southeastern Region of Vietnam.

The Repositioned Role of School Leadership on Learning to Thrive in the Post-COVID-19 Pandemic Era: A Narrative Review of Uganda’s Context

The COVID-19 pandemic has caused disruptions in the education system and has worsened inequality within and between nations. The competitive power in academic achivement across nations including Uganda rests on pedagogy followed by school leadership. School leadership alone explains up to 27% of the differences in students' learning achievement across regions. While there is glaring literature on school leadership, and its role in learner achievement, the repositioned role of school leadership to match the demands of the post –COVID19 pandemic era has not been given the attention it deserves. Therefore, this narrative review specifically answered the role of school leadership in ensuring learning to thrive in the post-COVID-19 era. This role of education as a very powerful tool for socio-economic growth, development and transformation is clearly spelt out in a number of documents including; Uganda’s vision 2040 and the National Development Plan III. Despite of thorough planning, a number of weaknesses in the education system have been exposed by the COVID-19 pandemic which indicated the need for learning to thrive whereby learners are able to think, provide solutions, and adopt. School leaders have a duty beyond the managerial role and the post COVID-19 era demands re-evaluation of the processes to ensure quality and inclusive education while considering the 21st Century demands. Therefore, school leadership has an instructional, distinct, and systemic role to foster learning to thrive in the post-pandemic era. This can be supported by working more collaboratively to share knowledge and best practices with other schools and communities.

Leadership of The School Principle in Improving Teacher Performance in Elementary Schools

The role of school leadership in improving teacher performance is an important thing to do to produce professional teachers. School principals must have the necessary skills to fulfill their roles effectively and efficiently, maximizing school resourcesThis study employs a purely quantitative methodology. The research subjects include the school principal and three teachers from SD Negeri 5 Juli. Regardless of the method, data collection is carried out through observation, conversation, and documentation. The information is then analyzed by means of data editing, data presentation, and the drawing of conclusions and verification. The purpose of this study is to provide a detailed description of the role of the school principal in boosting teacher performance. Research findings indicate that the role of the head can be improved through teacher competence enhancement (both formally and informally), extensive academic supervision, the development of a productive school culture, and the provision of rewards based on performance. In addition, it's crucial to have resources that aid instructors in their teaching.

Integrated leadership for coherent school improvement in Ethiopia: The moderating role of transformational leadership on the relationship between instructional leadership and student academic achievement mediated by school improvement process

AbstractUnfortunately, the role of school leadership in fostering school improvement in non‐Western countries, especially African countries, is relatively little discussed. The present study sheds light on the contextual role of instructional leadership (IL) and transformational leadership (TL) in promoting the Ethiopian School Improvement Program (SIP), which is intended to enhance student academic performance. Hence, this study aimed to extend the integrated leadership model by conceptualizing the moderating mediation effect of IL on student academic achievement in public primary schools. A cross‐sectional study was performed by distributing a survey to 1280 public primary school teachers in Addis Ababa. Surprisingly, the study's findings affirmed that unlike previous studies, IL and TL significantly directly affect student academic performance, and TL plays a significant role as a moderator of the indirect effect of IL on student academic achievement.

Transnational women in globalised times: exploring glass ceilings, glass walls and other fragile metaphors of leading education

ABSTRACT This paper explores the experiences of transnational women educators, who lead in education institutions in globally imbricated home and host schooling contexts, focusing on how they negotiate glass ceilings and borders in their work and their life choices. The purpose is to extend scholarship on women in educational leadership, which is often framed as a binary of national and international scales, thereby omitting large numbers of educators who work and exist transnationally. Women continue to represent a large portion of the education profession globally, whose roots and routes criss-cross over national borders defining them in the process as transnational. Yet there remains a dearth of research addressing their experiences as transnational women educators, and in educational leadership positions in particular. This study uses narratives of transnational women to explore the professional life and personal reflections of six women who have worked across diverse school leadership roles. The findings of the study highlight the simultaneity of women’s lives and leadership practice across borders, and indicates scope for further research to move beyond binarised understandings of space.

The Role of School Leadership and Sponsor on Students’ Discipline in Public Catholic Sponsored Secondary Schools in Loitokitok, Kajiado County, Kenya

The Role of School Leadership and Sponsor on Students’ Discipline in Public Catholic Sponsored Secondary Schools in Loitokitok, Kajiado County, Kenya

Building Career Paths for Ph.D., Basic and Translational Scientists in Clinical Departments in the United States: An Official American Thoracic Society Workshop Report.

Rationale: To identify barriers and opportunities for Ph.D., basic and translational scientists to be fully integrated into clinical units. Objectives: In 2022, an ad hoc committee of the American Thoracic Society developed a project proposal and workshop to identify opportunities and barriers for scientists who do not practice medicine to develop successful careers and achieve tenure-track faculty positions in clinical departments and divisions within academic medical centers (AMCs) in the United States. Methods: This document focuses on results from a survey of adult and pediatric pulmonary, critical care, and sleep medicine division chiefs as well as a survey of workshop participants, including faculty in departmental and school leadership roles in both basic science and clinical units within U.S. AMCs. Results: We conclude that full integration of non-clinically practicing basic and translational scientists into the clinical units, in addition to their traditional placements in basic science units, best serves the tripartite mission of AMCs to provide care, perform research, and educate the next generation. Evidence suggests clinical units do employ Ph.D. scientists in large numbers, but these faculty are often hired into non-tenure track positions, which do not provide the salary support, start-up funds, research independence, or space often associated with hiring in basic science units within the same institution. These barriers to success of Ph.D. faculty in clinical units are largely financial. Conclusions: Our recommendation is for AMCs to consider and explore some of our proposed strategies to accomplish the goal of integrating basic and translational scientists into clinical units in a meaningful way.

Framing K-12 School Leaders’ Roles and Competencies in Times of Crisis

This qualitative study explores school leaders’ (principals and assistant principals) perspectives on crisis leadership roles and their competencies in responding to and managing a crisis. The role of school leaders has become increasingly disrupted by unexpected incidents that are diverse and complex in nature. As such, their knowledge of crisis leadership roles and competencies is critical for schools’ effectiveness in an era of crisis management. The study draws on complex adaptive system theory (CAST) to explore the roles necessary for school leaders to become crisis leaders and analyze school leaders’ experiences and responses to crises in the educational setting. This study investigates qualitative interview data from 20 principals and assistant principals who were knowledgeable of safety protocols and experienced a crisis in one southern K-12 school district in the United States. Data analysis yielded three main leadership roles: (a) agile decision-maker, (b) influencer, and (c) coordinator. Each role is supported with interview data and literature to describe the competencies that guide the action of leaders as they respond to and manage a crisis. The roles support school leaders in reshaping their understanding of a crisis leader, and the competencies explain the actions during crisis response for a school leader. Exploring school leadership roles to manage a crisis in the K-12 system contributes to the literature on crisis leadership in the educational setting during a crisis.

واقع مجتمعات التعلم المهني ة في المدارس الثانوي ة األردنية ودور القيادة المدرسي ة في دعمها، من وجهة نظر المعلمين

The study aimed at investigating the reality of professional learning communities in Jordanian secondary schools, and the role of school leadership in supporting them, from the teachers’ viewpoint, using the descriptive-analytical approach. The researcher designed a questionnaire based on a previous related literature review. The questionnaire consisted of (40) items distributed over two dimensions: the reality level of professional learning communities, and the role of school leadership in supporting these communities. In this study, the researcher administered the questionnaire on a random sample of (1208) out of (18,325) teachers with a percentage of (6.5%). The results of the study revealed that the reality of professional learning communities in Jordanian secondary schools was of medium level, as well as the role of school leadership in supporting them, with statistically significant differences in the gender variable in the field of the reality of professional learning communities in secondary schools in favor of females. The study recommended training the school leaderships in order to adopt the culture of professional learning communities and to give it importance in the structural organization of schools.

Improving Islamic Religious Education Teachers' Performance Through Effective School Leadership

This study focuses on the role of school leadership in enhancing the performance of Islamic Religious Education (PAI) teachers at Madrasah Tsanawiyah. The primary objective of this research is to examine how effective leadership practices by the school principal can influence the professional development and teaching quality of PAI teachers. A qualitative approach with a case study method was employed to gain an in-depth understanding of the dynamics within the school environment. Data were collected through in-depth interviews, observations, and document analysis, and were analyzed using Miles and Huberman’s interactive model, which includes data reduction, data display, and conclusion drawing. The findings reveal that consistent and supportive leadership significantly contributes to the improvement of teacher performance, particularly through professional development, classroom observation, and performance evaluation. The study underscores the importance of structured leadership strategies in fostering an educational environment conducive to both teacher growth and student success. The implications suggest that school leaders should adopt more systematic and frequent evaluation practices to sustain and enhance teacher performance.