School Leaders Research Articles

Examining the status of school improvement program implementation in primary schools: a case study in South Ethiopia region

The implementation of a School Improvement Program (SIP) is a means to enhance the overall quality of education and ultimately improve students’ academic outcomes. Hence, this study aimed to investigate the extent of SIP implementation with respect to its main domains in primary schools of Gamo Gofa Zone, South Ethiopia Region. Accordingly, the current study focuses on four key areas in schools, which include teaching-learning, school leadership and management, parent-community school relations, and healthy school environment. A descriptive survey research design was used with a quantitative research method. From 16 primary schools; 99 teachers, 32 principals, 44 school improvement committees and 396 students were selected using a simple random sampling technique. The research utilized close-ended questionnaires and document reviews as data-gathering instruments. Quantitative data were analyzed using mean, standard deviation, and one-way ANOVA, while qualitative data were analyzed using descriptive narration. The findings revealed that the implementation of SIP in the four main domains was moderate status. However, the domains of teac hing-learning and school leadership exhibited a high level of implemen tation. The study also identified significant differences among districts regarding the extent of implementation in the teaching-learning and community participation domains. Moreover, the results of grade four zonal and grade eight regional examinations indicated that SIP is not yet properly implemented and needs high consideration. Therefore, raising awareness about the revised school improvement Blueprint and framework through short-term training, establishing an incentive system to encourage best practices and implementing formal monitoring and evaluation tools are suggested to boost the status of SIP implementation in the study area.

Assessing the Relationship between School Culture and Student Empowerment: Basis for Students’ Transformational Leadership Program

This study evaluated the relationship between the school's culture and its commitment to student empowerment, which served as the foundation for the students' transformational leadership program and other school-wide activities that focused on student empowerment. The researcher utilized a descriptive, comparative correlational approach, with the objective of obtaining a thorough comprehension of the associations among school culture, empowerment of college students for transformational leadership, and the efficacy of leadership training programs and was participated by was participated by the 543 students from Changsha University of Science and Technology, Hunan University of Science and Technology, Central South University of Forestry and Technology, Shaoyang University, and Hunan Communication Polytechnic. The study shows that female education students influence insights, with significant differences in perceptions of the school's leadership initiatives based on sex, academic program, and grade level, emphasizing the need for a more tailored approach; a strong correlation between empowerment efforts and school culture highlights the importance of further strengthening these initiatives, especially for Chinese students. The researcher recommends to develop targeted, culturally relevant leadership programs that address the needs of female students, diverse demographics, and Chinese students, while strengthening and embedding these initiatives into the school's culture to ensure they are inclusive, effective, and impactful.

Can Decentralized School Systems Pursue Common Ends? An Analysis of Urban Catholic School and System Leaders’ Perceptions of Reform

There has been little research examining how decentralized Catholic diocesan systems have worked toward their stated system-wide goal of keeping urban Catholic schools sustainable. Through a new qualitative analysis of interviews with Catholic school and system leaders, we demonstrate in this article how leaders agreed about the issues preventing urban Catholic elementary schools from becoming operationally sustainable but disagreed about potential solutions to this problem. Our findings indicate these leaders believed decentralized systems constrained their ability to pursue coherent system-wide reforms. We connect these findings to broader calls for decentralization in large urban systems attempting to pursue educational equity initiatives.

Are Aspiring Principals Prepared to Lead for Equity? An Exploratory Analysis of the Principal Fellows Typology in North Carolina

While principals play critical roles in mediating inequitable teaching and learning conditions in their schools, scholars have long argued that some remain unprepared for this responsibility. However, these arguments are often supported by qualitative studies of school leaders, years after their pre-service preparation. Using survey data on two cohorts of Master of School Administration (MSA) graduates, also pre-service principals, across North Carolina, this study analyzes their perceptions about their preparedness to engage in equity-oriented leadership. The study leverages the new Principal Fellows policy in North Carolina, a competitive grant program that awards state funds to principal preparation programs demonstrating exemplary principal program features and a focus on preparing school leaders for equity, as the basis of its evaluation. Overall, MSA graduates reported being very well prepared to enact equity-oriented leadership practices, though this preparedness was significantly higher for graduates across Principal Fellows preparation programs. The main finding from this study is that principal preparation program quality is the most significant predictor of graduates’ preparedness to engage in equity-oriented leadership. The findings from this study offer implications for principal preparation programs, policy, and future research.

The interplay of context and need: unravelling the interwoven threads of teachers’ professional learning/development

AbstractDespite the growing emphasis on professional learning/development, a significant gap exists in the design and implementation of current professional learning/development programs, often failing to integrate the voices of teachers regarding their learning needs and interests. Our study, conducted across primary and secondary schools in the Greater Adelaide region, reveals that these programs dictated by school improvement plans, often sideline teachers’ perspectives. This paper presents practising teachers’ perspectives on their learning needs. It also examines the perceived barriers to addressing these needs, incorporating insights from teachers and school leaders utilising a qualitative approach through in-depth interviews. While aligning with recent literature, our study’s findings uncover complexities in the educational system that influence meeting teachers’ learning needs, using a unique theoretical framework to interpret the data.

How do Danish humanities PhD school leaders constitute their roles? Interactions of biography, place and time

Purpose Increasingly governmental policy around PhD education has resulted in greater university oversight of programs and student experience – often through creating central PhD Schools. While student experience is well researched, the experiences of Heads of these units, who are responsible for creating student experience, have been invisible. This exploratory Danish case study begins such a conversation: its purpose to examine the perceptions of five Heads of PhD Humanities Schools, each responsible for steering institutional decisions within Danish PhD policy landscapes. Design/methodology/approach A qualitative approach integrated three distinct analyses: a review of Danish PhD education policies and university procedures, each university’s job specifications for the Heads of the Schools and the Heads’ views on their responsibilities. Findings The Heads differentiated between their own and today’s PhD student experience. They had held prior leadership roles and fully supported institutional regulations. They cared deeply for the students under their charge and were working to achieve personal goals to enhance PhD experience. Their leadership perspective was relational: enhancing individual student learning through engaging with multiple PhD actors (e.g. program leaders) – when possible at a personal level – to improve PhD practices. Originality/value This study contributes an expanded perspective on how PhD School Heads constitute their roles by empirically linking: macro-national policies and institutional regulations and individuals’ biographies to their support of the PhD regimes – with implications for academic leadership generally. The authors argue research into PhD School leadership is essential, as it is such individuals who create the organisational settings that students experience.

Professional learning communities of school leaders within inter-school networks: opportunities and conditions for sustainable professionalization

Given the challenging and complex task of school leaders to ensure quality education, peer learning is important for both professional and school development. Structural inter-school networks are relevant in the context of collective learning. Initiating quality partnerships between school leaders sustainably is challenging. Using a mixed-methods approach, we examine professional learning communities (PLCs) as a form of formal collective learning developed within existing inter-school networks during a two-year professionalization trajectory, what the experienced (learning) outcomes are, and which variables affect sustainable long-term development. Data collection was based on online surveys and in-depth interviews. Results indicate that the quality of collective learning increased significantly during the two-year trajectory. Most explanatory of the PLC’s continued sustainability as a professional network for school leaders is the PLC’s perceived approach during the PT. The perceived facilitating role of the inter-school network influences structural choices regarding future continuation and approach. It also demonstrates the need to invest in sustainable collective learning. Further longitudinal research into the sustainability of PLCs within inter-school networks and the quality of coaches is recommended.

Relationship between leadership style and committee effectiveness in secondary schools

This study explores how leadership styles, particularly the principal’s approach, influence organisational effectiveness in secondary schools, arguing that structured and supportive leadership fosters committee effectiveness, while laissez-faire or free-reign leadership may undermine collaboration, motivation, and decision-making, ultimately impacting school performance. A quantitative descriptive research design approach was employed. The study used a multistage sampling technique to select 313 participants from secondary schools in Zamfara State, Nigeria. The data collected was analysed using percentage and linear multiple regression analysis to test the hypotheses formulated at a 0.05 significance level. It was found that leadership styles (participatory and free-reign) had a significant negative relationship with the committee system effectiveness, while directive leadership style and committee system effectiveness did not have a significant relationship. Policymakers and educational authorities should address the resource constraints that limit the availability of welfare and feeding committees. School leaders should also adopt balanced management styles that incorporate clear directives and controls while allowing some level of participation and flexibility to foster a positive and effective committee system.

A Fight to Survive in Crisis: A Qualitative Search of the Secondary School Leadership Practices During the Pandemic

A Fight to Survive in Crisis: A Qualitative Search of the Secondary School Leadership Practices During the Pandemic

Kompetensi Pedagogis Digital dalam Meningkatkan Efektifitas Pembelajaran

The beginning of the 21st century seems to signal the need for adjustments and changes in all areas. The same is true in the world of education. The requirements of rapid development of information technology require practical and effective solutions to ensure that all aspects of educational activities do not go off course and are on the right track. One of the possibilities is using information and communication technologies in the teaching and learning process. Teachers must not only have technical competency but also master information and communication technology and be able to incorporate it into their lessons. We have recently begun to recognize these skills as digital teaching skills. Simply put, it is the way teachers use information and communication technology to teach. However, not all teachers in this field have acquired this digital teaching competency. Indonesia's education community continues to implement this competency thoroughly and optimally. The method used in this study is a qualitative approach using interviews, observations, and document analysis as data collection techniques. This study aims to investigate the extent to which this digital pedagogical competency is put into practice. Research results show that teachers' implementation of digital teaching skills is successful. However, they still face obstacles due to paradigms and lack of motivation for teacher skill development. School leaders, teachers, communities, and parents must therefore play an active role in building this capacity to maximize the quality of education in schools.

Teacher Disappointments from Teacher's Perspective

The psychological aspect of teachers in the context of the field of education has attracted significant scholarly attention in recent years due to its potential to enhance the academic achievements of students, teachers, and school leaders, as well as to cultivate a positive learning environment amidst modern uncertainties. Nonetheless, the disappointments experienced by teachers, who hold a crucial position within educational institutions, have been somewhat overlooked. The principal aim of this paper is to gain a comprehensive understanding of teachers' encounters with disappointment, specifically focusing on their daily experiences in school settings. By employing a qualitative research methodology, this investigation adopts a phenomenological framework. The application of thematic analysis enabled an in-depth exploration of teachers' experiences in relation to the phenomenon of disappointment. The analysis was rooted in data collected through semi-structured interviews with 28 teachers from schools in İzmir, Türkiye. The findings of the research reveal that the primary sources of teachers' disappointments include the education system, educational administrators, parents, students, the teaching profession, and colleagues. These key themes were meticulously examined in the study, and both the positive and negative impacts of disappointments on teachers were also deliberated.

Synthesizing lifeworld and system to sustain and grow cross school connections: a consideration of practice architectures

ABSTRACT Policies for cross school collaboration can be devised with intentions to strengthen practices across communities; however, their enactments may vary greatly across contexts. Drawing on the Habermasian theory of communicative action and Kemmis and colleagues’ theory of practice architectures, this article addresses the dynamics of the lived experience of school leaders within a policy context that fosters cross school collaborations and networking. This article examines the interplay between lifeworld dynamics and system logic within an Aotearoa New Zealand policy initiative that emphasizes professional learning, transitions across schooling sectors, and inter-school collaborations. Drawing on interviews with 10 school principals, the research investigates the dynamics produced through professional learning and collaboration across schools. The principals’ experiences reveal both the potential for synergies between lifeworld and system logic in fostering educational collaboration and tensions that arise from the doubleness of the different system demands that layer with lifeworld experiences. The theory of practice architectures is used to highlight the complexities of policy enactment in educational settings. The findings underscore the delicate balance required to navigate the benefits of collaboration and the challenges posed by different systems, ultimately calling for a nuanced understanding of the interdependencies between educational policies, enactments across communities, and professional practices.

The roles of AI and educational leaders in AI-assisted administrative decision-making: a proposed framework for symbiotic collaboration

AbstractEducation has always been in a state of flux because of technological disruption. As schools head towards a present in which digital technology is normalised as part of the fabric of everyday society, a post-digital paradigm, Artificial Intelligence (AI) is changing the educational administration and leadership. It is crucial to find ways to coexist with AI while striving for a human-centric future. While numerous studies advocate for a collaborative synergy between AI and human leaders in educational governance, there is a gap in explicating the precise roles they undertake. This paper aims to address the void by providing a conceptual framework for the symbiotic roles of AI and educational leaders in the administrative decision-making process. This paper views administrative decision-making in schools as a political process involving negotiations among administrators, teachers, students, and parents. Within the framework, AI shoulders informational roles such as collecting and analysing data with its data analysis capability. Conversely, educational leaders are tasked with establishing the vision, disseminating information, managing conflicts, identifying new opportunities, negotiating and allocating decision-making authority to stakeholders. Moreover, educational leaders should encourage and supervise the implementation of AI in schools. The framework serves as a theoretical lens for prospective studies of AI impacts on education leadership and administration and bears practical implications for the preparation of future school leaders, contributing to the creation of a scenario where AI augments, rather than replaces educational leadership.

Variations in sources of job satisfaction and teacher efficacy between novice and experienced teachers

ABSTRACT Low levels of job satisfaction and teacher efficacy can cause teachers to leave the profession. Few studies, however, have addressed possible differences in sources of job satisfaction and teacher efficacy for teachers in different professional life phases. This study uses data about Norwegian schoolteachers derived from TIMSS 2015 to investigate the relationship between job satisfaction, teacher efficacy in science instruction, support from school leadership, and collegial collaboration among novice and experienced teachers, respectively. The results add new insights to the findings of previous research and show that teacher efficacy in science instruction is related to job satisfaction in both groups. Additionally, the results suggest that support of school leaders plays a critical role in shaping the job satisfaction of novice teachers, whereas experienced teachers’ job satisfaction is more strongly associated with collegial collaboration. Furthermore, the results indicate that support from school leadership and collegial collaboration is especially important for novice teachers’ efficacy beliefs. Practical implications are outlined, and limitations are discussed.

The Quality of Student Leadership in Secondary Schools in Mbarara City North

The Quality of Student Leadership in Secondary Schools in Mbarara City North

What makes a successful whole-school mental health intervention? A comparison of stakeholders’ perspectives and implications for schools and the future of English education

ABSTRACT This small-scale study compares stakeholders’ perspectives regarding what makes a successful whole-school Mental Health Intervention. Four study groups were included from an all-ability coeducational secondary school in south-east England: Students (n = 8), Teachers (n = 5), School-Leaders (n = 3), and YMCA Youth Workers (n = 3). Students took part in a focus group whereas the adult groups participated in semi-structured interviews. Subsequently, all participants ranked potential aspects of what might make a successful whole school Mental Health Intervention. No theme was mentioned consistently across the four groups, suggesting a diversity of perspectives regarding the benefits of Mental Health Interventions. All participants, except teachers, valued student involvement, a feature confirmed by the literature. Teachers occasionally adopted misinformed perspectives – arguably a result of insufficient training. Generally, participants’ job roles informed their responses. However, a loose trend existed whereby School-Leaders’ results were more aligned to an external charity association – the Young Men’s Christian Association (YMCA) – than Teachers’ despite the fact that the Teachers and School Leaders worked in the same context. Although the single context and small sample sizes for this research compromise generalisability, there are clear recommendations to inform future studies and for those who are leading and providing whole-school Mental Health Interventions. This study is set within the political and policy contexts of a competitive, market drive English education system and can comment on the wider system within which this intervention nests.

Potential threats to implementing instructional leadership in Western Cape township secondary schools

This empirical study examines the factors that pose challenges to the implementation of instructional leadership in township secondary schools in the Western Cape province of South Africa. The study adopts Critical Emancipatory Research (CER), which promotes peace, hope, freedom, and social justice, as its theoretical framework. Participatory action research (PAR), utilising focus group interviews, is employed to collect data. PAR is situated within a transformative paradigm, and a qualitative research approach is chosen to align with this paradigm. Data is collected through focus group discussions with the school management team (SMT), consisting of the principal, two deputy principals, and six heads of department. These discussions aim to gather information on threats to instructional leadership and strategies to mitigate these threats. The findings reveal that the local community and its dynamics, along with the prevalence of violence in the neighbourhood, are external factors that significantly impede the smooth operation of the school and negatively affect the implementation of effective instructional leadership. Conversely, factors such as limited interference from the local community, reduced workload, adherence to compliance guidelines and requirements set by the Department of Education, and an unimpeded leadership role for the management team may contribute to the successful implementation of instructional leadership. Therefore, the study recommends promoting effective and transparent communication as well as open engagement among all stakeholders within the school.

Evaluating the Implementation of the Sekolah Penggerak Policy In Cianjur, Indonesia: Addressing Challenges And Enhancing Outcomes

The Program Sekolah Penggerak (PSP) is a priority initiative launched by Indonesia’s Ministry of Education, Culture, Research, and Technology (Kemendikbud) to drive rapid school transformation and foster collaboration within the educational ecosystem at the regional level. Despite these efforts, 2,504 schools in the first cohort of the program were deemed unsuccessful after three years of receiving targeted support and funding. This study aims to assess the implementation of the PSP Batch 2, which has been operational for over two years in Cianjur Regency, Indonesia, through a retrospective analysis. The findings are critical for formulating policy recommendations to address the weaknesses identified in the implementation process. A descriptive qualitative case study approach was employed, utilizing snowball sampling for data collection and analysis. The results provide insights into (1) the chronology of PSP Batch 2’s implementation in Cianjur Regency, (2) policy violations and challenges, including the lack of supporting local policies and frequent changes in school leadership during ongoing mentorship, and (3) recommendations for future PSP implementations, offering three key alternatives: centralization of the program, enhanced inter-ministerial collaboration, and the development of region-specific policies. This study presents valuable guidance for policymakers in decentralized education systems and calls for further research in other regions to evaluate the PSP’s implementation mechanisms.

The Role of School Leaders on Students’ Academic Achievement in Secondary Schools of Wolisso Town

School leaders are the primary figures in school settings. And, the success of schools is largely ascertained by the efforts of their school leaders. Therefore, the main objective is to reveal the role of school leaders in students’ academic achievements in secondary schools of Woliso town. A mixed approach and descriptive design that was accompanied by survey method has been utilized. Three primary schools in the town were selected using purposive sampling. From a total of 200 staff in the designated primary schools, 142 participants were recruited using a proportional simple random sampling and availability method in 2023. Data was collected using questionnaires and interviews. The numerical statistics were examined using expressive statistical methods. Mean, ratio and standard deviation are supported by SPSS version 26. The findings show that school leaders’ roles should be considered and taken into account. Developing parents' participation and community involvement, communicating with parents about students' result, facilitating communication between the school and parents regarding academic matters, assigning properties on behalf of appropriate operation and success of school visualization and aims, fulfilling facilities like text books, table, chairs, black boards and other materials to improve academic achievement of students’, facilitate teachers’ adequate workspace for preparation such as library and staff. The government and other interested parties should set priority to work strongly toward improving school leaders’ role and other aforementioned factors sequentially for the success of the students’ academic achievement.

The influence of self-efficacy on decision-making competency through strategic thinking among school leaders in Malaysia

Introduction: The importance of self-efficacy in decision-making plays a vital role, whereas strategic thinking creates a bridge between self-efficacy and decision-making in enhancing decision-making competency. Objective: The study aims to determine the influence of self-efficacy on decision-making through the mediating role of strategic thinking among school leaders. Methodology: The nature of the study is quantitative and the unit of analysis is individual level. The current study focuses on the Malaysian education sector. The survey method was used to collect data through a questionnaire and the target population was the Malaysia National Professional Qualifying for Education Leadership (NPQEL) program. The total population was 3516 and the sample selected from the population is 275. Result: Data was analyzed through SEM-PLS and the results revealed that self-efficacy and strategic thinking had a significant influence on decision making. Similarly, the result of mediation also revealed that strategic thinking contributes to the significant influence between self-efficacy and decision-making. Conclusion: These findings highlight the importance of cultivating self-efficacy among school leaders to enhance decision-making capability and improve educational outcomes. This research provides valuable understanding for policymakers and practitioners in educational leadership and suggests an approach for future research