Secondary School Leaders Research Articles

Examining the Impact of PBIS Experience on MTSS Implementation in Secondary Schools: A Mixed Methods Study

This sequential explanatory mixed methods study with a complementarity rationale examined the differential experiences of MTSS implementation in three Positive Behavior Interventions and Supports (PBIS)-implementing and three non-implementing secondary schools in the Midwestern United States. Using a survey and follow-up interviews with a sample of 25 secondary school leadership team (SLT) members, this study sought to understand (1) their beliefs and attitudes toward MTSS prior to implementation and (2) unique barriers and facilitators to MTSS implementation in secondary education following initial MTSS implementation. Overall, the results of this study indicated that generally, SLT members had positive beliefs and attitudes toward MTSS prior to implementation which were maintained a year later at follow-up. Additionally, several differential barriers and facilitators to implementation emerged between PBIS and non-PBIS schools, though shared barriers and facilitators were also evident. Lastly, experience with PBIS differentially impacted the experiences of SLT members from PBIS and non-PBIS schools. Implications for secondary school practitioners, schools, and local educational agencies are discussed.

중국 중등학교의 분산적 리더십 진단도구 개발 및 타당화

Purpose: This study was to explore the concept and components of distributed leadership in secondary schools, and to develop and validate a scale that can objectively measure distributed leadership components. Methods: In this study, a two-step Delphi survey was conducted to develop the distributed leadership concept, components, and questions, and 298 preliminary and 842 main surveys were conducted for secondary school teachers to validate the scale. Results: In this study, distributed leadership is defined as leadership that is not limited to the capabilities or systems of individual leaders under a common vision, but is distributed in a community of practice formed by the action of three elements: leader, member, and situation. Distributed leadership in secondary schools consists of four elements: school's vision, leader, member, and situation, and the final development questions were found to be five questions for the school's vision, six questions for leader, seven questions for member, and eight questions for situation. Conclusion: The distributed leadership scale in secondary schools developed in this study was an empirical study that could clarify differences in various individual variations related to distributed leadership and explore structural relationships between range of factors affecting distributed leadership in secondary schools.

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

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

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

Creating Space for Teachers as Curriculum Leaders in Secondary Schools

Although the inclusion of teachers in curriculum leadership is essential for efficient teaching and learning, opportunities for teacher participation remain sparse. To address this gap, the present study aims to examine how school principals create opportunities for teachers as curriculum leaders (TCL) in secondary schools in South Africa. Employing a qualitative research approach through a multiple case study design, eight school principals were purposively (study was on principals) and conveniently selected (those who were willing to participate). Principals were individually interviewed and some school meetings were observed to obtain the empirical data. The thematically analysed data revealed that principals create opportunities for teachers to serve as curriculum leaders through teacher empowerment (teachers being delegated to analyse whole-school results). Principals also create participative decision-making structures (in which teachers freely suggest solutions to problems and principals share their visions through open communication). The findings also revealed that, through the professional development (PD) of teachers (time allocated for continuous PD and platforms provided for teacher collaboration), principals create opportunities for TCL. The implications of this study are that these strategies provide opportunities for teacher inclusion in matters such as curriculum development processes, as teachers are better informed of students’ needs. The study contributes to the knowledge of effective means of conducting and improving teachers’ PD that will culminate in desired student outcomes. Further research is recommended with a larger sample that may permit the generalisation of findings. Future studies could seek teachers’ perceptions on their preferred strategies for creating these opportunities.

The influence of work-related stress on emotional and psychological well-being and performance of secondary school leadership in Vulindlela Circuit

The problem this study investigated was high rates of school leaders’ work-related stress results with mental illness and death. The primary objective of the study was to investigate the influence of work-related stress on emotional and psychological well-being and performance of school leaders in Vulindlela Circuit. The study was premised within interpretivism, and we used interviews qualitative technique, to elicit data from 25 secondary school leaderships about their reflections and experiences with work-related stress. The interview transcripts were analysed using NVivo version 14, a program for qualitative data analysis, analyzing the reoccurring themes and patterns of the study, supplemented with narratives. The study discovered that role conflict, role ambiguity, and overload were common workplace stressors affecting the emotional and psychological well-being of school leaderships. The findings are important because they will serve as awareness and mitigation of school leaders’ work-related stress. The study recommends the rolling out of tailormade wellness programmes that will promote mental wellness, and support well-being and stress-reduction techniques through greater task clarity. This study contributes education research on school leadership workplace stressors in Vulindlela Circuit and larger South African context, by laying the groundwork for future studies on interventions to improve school leaderships' performance and well-being.

Newly qualified teachers as a resource in school in a micropolitical perspective

ABSTRACT It is well known that newly qualified teachers (NQTs) need support during their induction period. However, emphasising support can be perceived as a deficit approach. Going beyond deficit thinking, this study investigates how NQTs are perceived as a resource in schools in a micropolitical perspective. Based on interview data collected from NQTs, mentors and school leaders in Norwegian upper secondary schools, findings show that NQTs’ contributions include a high level of commitment, flexibility, an outside perspective and new knowledge. Furthermore, the study reveals some differences between the groups in terms of how they perceive NQTs as a resource. The study concludes that the notion of NQTs as a resource is influenced by micropolitics in the school. Finally, we address the implications of the study.

The enactment of distributed leadership in secondary schools in Aotearoa New Zealand

School leaders have a significant impact on student outcomes (Grissom et al., 2021; Leithwood et al., 2020); however, there has been a shift from viewing school leadership as the actions of an individual, to seeing leadership as a collaborative endeavour, including in New Zealand (Youngs, 2020). The traditional heroic model of leadership is making way for a new leadership paradigm which considers leadership as the actions of many rather than the few (Spillane 2005) and promotes the construct of distributed leadership. This research study, using an interpretive qualitative design, focused on the experiences of secondary school principals in their attempts to distribute leadership. Moreover, the study aimed to connect principal’s interpretations of distributed leadership with their practice of the construct. The findings highlight the challenges in defining and enacting distributed leadership. Nine recommendations for principals who are considering distributed leadership as a tool for effectively distributing leadership and improving student outcomes are presented. These are designed to provide principals with a starting point when considering distributed leadership and to stimulate further discussion on the topic.

Competencies of Secondary School Principals in Cameroon

We investigated the professional competencies, encompassing both knowledge and management practices, employed by secondary school leaders in Cameroon. A total of 73 principals from both public and private francophone-sector establishments participated in this study, providing responses to a comprehensive 38-item questionnaire. Employing exploratory factor analysis, we identified five distinct factors (competencies) associated with these principals. The findings reveal that, beyond the conventional competencies linked to their pedagogical responsibilities and the management of material and financial resources, school principals have also acquired and refined skills pertinent to the effective management of school communities and the promotion of diversity within their respective educational institutions.

Leadership Communication Style and Teacher Work Culture towards Collaborative Management

Limitations of the leader's communication style with work performance, teacher job satisfaction, teacher commitment, and teacher motivation and teacher ability as a positive work culture have yet to show collective participation. The existence of harmony between theoretical expectations and reality urges a review to analyze leadership communication styles and teacher work culture towards collaborative management. The research method used is quantitative with a descriptive plan. The subjects were teachers and school leaders, totaling 310 respondents. Supervised data collection techniques by developing instruments based on research indicators. Technical analysis using SPSS Version 26.0 with correlation analysis. The results show that there is a positive and significant relationship between the level of the principal's basic tendency to power, the basis of expert power, the level of the basic tendency of the principal's coercive power, the level of the basic tendency of the principal's legitimate power, the principal's supervisory communication style, the teacher's work culture, the level of teacher competence, an organizational structure with a level of collaborative management at the level. The research conclusions show a negative and significant relationship between the age of leadership in secondary schools, the education level of school principals, and the level of collaborative management. The implications of this research can provide a positive picture and impact for leaders to communicate and collaborate massively and actively with teachers.

Culturally Responsive Middle Leadership for Equitable Student Outcomes

Middle leaders are important conduits for school policy and are often required to lead, champion and monitor change initiatives in their departments. This paper examines secondary school middle leaders’ self-reported theories, promotion and leadership of culturally responsive teaching approaches for student equity. The study participants (n = 170) are curriculum leaders in state secondary schools throughout New Zealand, serving a range of diverse populations, including Indigenous Māori students. The quantitative and qualitative data for this project were thematically analysed to inquire into middle leaders’ articulation of their culturally responsive theories, practices, and pedagogical and curriculum leadership to assist members of their departments in supporting Māori student educational success. The study found that although middle leaders could clearly articulate culturally responsive, sustaining and revitalising pedagogies and leadership in alignment with government policies and expectations, they were less clear about the measures they used to evidence these practices. In addition, less than 30% of the middle leader participants mentioned academic achievement as an element of Māori student success, and few mentioned the importance of systematic monitoring of achievement data, or using them to support better learning outcomes for Māori students (184).

Who am I? – Exploring secondary education school leaders’ professional identity

This study explored school leaders’ professional identity by examining the guiding standards school leaders pursue in their jobs and the professional roles they identify themselves with. Using professional roles in school leadership that were formulated in (inter)national frameworks, 36 Dutch school leaders in secondary education provided their identity standards and their professional role identification. Standards were grouped per topic for each professional role. Role identification was visualized and grouped using radar charts. Results showed that in general ‘interactions and interpersonal contact’ formed significant aspects of these school leaders’ professional identities. Identity standards covered all professional roles and were mostly formulated in terms of contact and interaction. School leaders sometimes identified themselves primarily with a specific social or analytical role. Some school leaders identified themselves with multiple professional roles. Additionally, a new role, focusing on performing practical ‘hands on’ tasks, emerged. The identity standards as well as the identification patterns can be used in helping school leaders to gain more insight into their personal leadership preferences and their motivation for certain dimensions in their work and how these relate to specific demands and expectations in the work context.

School Leaders’ Leadership Practices and Their Influence on Crisis-Related Problem-Solving and Decision-Making: A Multi-Site Case Study

This study explores how the leadership practices of school leaders influence their ability to solve problems and make decisions effectively in times of crisis. It employs a qualitative research design where a series of semi-structured interviews were carried out with six secondary school leaders, ages 55 to 59, from three different education district offices (Pejabat Pendidikan Daerah or PPDs) in a northern Malaysian state. Each participant has at least 30 years of experience in education and has served in the position of school leader for at least three years. From the thematic analysis of the interview data, four leadership practices on problem-solving and decision-making during crises were identified, i.e., providing guidance and direction; inspiring and empowering; collaborative problem-solving and decision-making; and adopting a service-oriented approach, which is an eclectic approach to leadership. The findings highlight the critical importance of strategic problem-solving and decision-making in overcoming challenges faced by schools. It also highlights how effective leadership ensures the resilience and success of a school, its community, and relevant stakeholders by fostering a supportive and collaborative environment, promoting proactive problem-solving, and prioritising service to students and staff during crisis. This research provides valuable insights for school leaders and policymakers seeking to enhance leadership effectiveness in crisis management.

Practice of visionary leadership in secondary schools from the perspective of teachers

The current study aimed to identify the degree of practicing visionary leadership in secondary school leadership from the point of view of teachers in Jerash Province. To achieve the goals of the study and answer its questions, a descriptive survey approach was used to develop the questionnaire. The study sample consisted of 315 teachers who were chosen randomly. The questionnaire was used as a study tool consisting of 31 items consisting of three areas (vision, communication vision, enabling vision) after its validity and reliability had been confirmed. The results showed that the degree of practicing visionary leadership of the secondary school leadership from the point of view of teachers in Jerash Governorate was an average degree. The current study recommended the importance of developing the visionary leadership of secondary school principals in all areas by holding specialized training courses on school leadership. This study provides a different perspective on visionary leadership among leaders in schools, as it captures teachers' perspectives on leaders' practice of visionary leadership. Keywords: Leadership; secondary school leadership; teachers; visionary leadership.

Behavior and Competence in Leadership of Student Leaders

This research utilizing quantitative non-experimental descriptive correlational design tested the significant influence of public leadership behavior to competence of student leaders in secondary schools in a certain municipality of Davao del Norte Division. Purposive-quota sampling enumerating all officers of the student council except for the president were chosen as respondents and the president as the subject of the study. Statistical tools used to describe both the variables were weighted mean while Pearson-r was used to test the significant influence of public leadership behavior on competence of student leaders. Results showed that both public leadership behavior and leadership competence were very high. It was found out that there is a significant relationship between the two variables.

Assessing the Effectiveness of Women in Secondary School Leadership Positions: A Case of Kafue District

The purpose of this study was to assess the effectiveness of women in secondary school leadership positions. The objective was to examine how women in secondary school positions are able to ensure effective leadership. This study was conducted in the selected secondary schools in Kafue district, Lusaka province of Zambia. Participants included the Head teachers, Deputy Head teachers, HoDs as well as teachers. A mixed method design employing both quantitative and qualitative approaches was used. The sample consisted of 595 participants comprising 5 Head teachers, 5 Deputy Head teachers, 20 Heads of Departments and 25 teachers (5 from each selected school). Data was collected through semi-structured questionnaires, interviews, and document analysis guide. The quantitative data was analysed manually suing a calculator, while the qualitative data was analysed using thematic analysis. Findings revealed that women supervisors tend to have good relationships with other members of staff in the school. Despite challenges that women encounter in their daily school leadership endeavours, findings on various components, such as personality, experiences and training, emotional intelligence, communication skills and ability, are testimonies that women have the potential to discharge leadership duties efficiently and effectively given the necessary support and resources. Basing on the research findings, the following recommendations are made: (i) the government should promote leadership continuous professional development among the women in secondary schools (ii) the government should re-emphasize on sensitizing the general public and secondary school teachers in particular, on gender stereotype against women in secondary school leadership positions. (iii) There should be gender balance in terms of numbers of teachers in secondary school leadership positions to maximize the benefits and strengths of the leadership styles of each gender.

Financial Management Challenges and Strategies of Public Secondary School Leaders in Davao City, Philippines: A Phenomenological Multiple Case Study

Utilizing financial resources wisely has been one of the education policy objectives to achieve quality education. However, school leaders in their respective school size faced financial management issues that inspired them to utilize financial management strategies. Hence, this study sought to examine their financial management challenges and strategies under the cases of small, medium, large, and mega schools. Six research questions guided the paper which employed phenomenological multiple case study. The sample size of 12 with three school leaders per case in Davao City, Philippines was drawn using the stratified convenience sampling technique. The researchers conducted one-shot in-depth interview and gathered the School Monitoring, Evaluation, and Adjustment (SMEA) document. Employing Colaizzi’s technique and cross-case analysis, the researchers analyzed and clustered responses into themes for single cases which led to the systematic analysis of the multiple cases. Results revealed that school leaders’ financial management challenges involved inadequate staff assistance in small school; delayed release of funds in medium school; high needs and priorities in large school; and difficult Maintenance and Other Operating Expenses (MOOE) liquidation in mega school. In terms of similarities, all cases experienced limited funds and balance and adjustment pressure. Regarding the financial management strategies, school leaders utilized prioritization in small school; prompt liquidation and SMEA in medium school; strict and continuous implementation in large school; and shared governance in mega school. In common, they shared the same strategies which were develop financial plan, ensure transparency, and engage stakeholders. Concerning the financial management insights, they conveyed similar realizations such as competence and honesty. Thus, the theories that governed this study were affirmed. Given these findings, the researchers encouraged school leaders to gain knowledge and improve best practices like financial plan development, transparency, and coordination with stakeholders. DepEd leaders might also consider the enhancement of the MOOE guidelines and policies. Moreover, teaching and non-teaching personnel as well as the stakeholders could take part in financial management through collaboration. Finally, future researchers are encouraged to pursue a related study quantitatively to clearly define the types of strategies that school leaders utilized.

Teacher and student interpretations of global citizenship education in international schools

This study explores conceptualisations of global citizenship education expressed by teachers and students in international schools. Using qualitative research, three schools were investigated in the Netherlands, Finland, and Australia. Data for this study was drawn from phenomenological interviews with secondary school students, teachers, and school leaders. The study’s findings show that young people experience global citizenship through feelings of a global community, by participating in curriculum-based community service, within charity frameworks, but also in student activism. Teachers and school leaders displayed conceptual uncertainty of global citizenship education and tended to stay within their comfort zones. The article concludes that international schools could benefit from more social justice oriented approaches to global citizenship education.

Experiences of women in middle leadership – barriers and enablers

ABSTRACT This article reports on research regarding the leadership experience of women middle leaders in secondary schools. Previous research has focused on women in senior leadership in schools. Internationally, the teaching profession tends to be dominated by women, and yet in most countries, women do not occupy a commensurate proportion of senior leadership roles. Therefore, given middle leadership is a steppingstone to senior leadership, we need to further identify and understand the barriers and enablers for women navigating this layer of leadership. This qualitative study answers the following questions: Are there barriers for women to access middle leadership? If so, what? What enables women to access middle leadership? The data for this study was collected through 65 interviews with leaders undertaken in 33 non-government Australian secondary schools. A thematic analysis of the transcripts of interviews, revealed several barriers and enablers for women accessing middle leadership. The identified barriers included family and caring responsibilities, informal networking that excluded women and assumptions made by others. Enablers included structural and strategic actions by senior leaders to promote women, mentoring and relevant leadership programmes.

School Leaders’ Ethnographic Reflections: Lessons for Bridging Through the Post-Pandemic Era

In the context of the evolving educational landscape, school leaders hold a pivotal position in ensuring quality education in the post-pandemic. To explore this phenomenon, the researcher employed ethnographic method and thematic analysis to interpret the reflections of secondary school leaders in Masbate province. Key themes and cultural patterns emerged from the data analysis. Along with curriculum and learning, the key theme is the implementation of diverse learning modalities and strategies to address the challenges brought by the pandemic. Health protocols and guidelines were observed. Adaptability within the education sector aligns with the values of Filipino. Further, leadership and governance, such as leadership practices that encompass modeling behavior, investing in teacher potential, and supporting teachers’ initiatives and collaboration, are the cultural patterns. Moreover, continuous improvement highlights the significance of ongoing projects, particularly those who struggle with literacy and numeracy. Passion for crafting projects, data analysis, and technology in forming project designs and enhancing students’ performance is also needed. The strong commitment came out as a cultural pattern. Lastly, with managing resources, prioritize resources for the teaching and learning process, provide opportunities for professional development, allocate financial resources to priority areas, and manage human resources equitably. Flexibility in adapting to changing circumstances while emphasizing accountability and transparency.
 Hence, a resilient-collaborative leadership model was crafted to support the existing situation of education in the post-pandemic. However, further studies are encouraged about this phenomenon.