scholarly journals Principal Leadership Practices in High Poverty K-5 Model Schools in Oregon

2000 ◽  
Author(s):  
Janice Adams
Keyword(s):  
Principal Leadership ◽  
Leadership Practices ◽  
High Poverty ◽  
Model Schools ◽  
Principal Leadership Practices

Principal leadership practices, professional learning communities, and teacher commitment in Hong Kong kindergartens: A multilevel SEM analysis

2021 ◽  
pp. 174114322110152
Author(s):  
Ken Hang To ◽  
Hongbiao Yin ◽  
Winnie Wing Yi Tam ◽  
Chrysa Pui Chi Keung
Keyword(s):  
Hong Kong ◽  
Professional Learning Communities ◽  
Learning Communities ◽  
Professional Learning ◽  
Principal Leadership ◽  
Leadership Practices ◽  
Structural Equation ◽  
Teacher Commitment ◽  
Equation Modeling ◽  
Principal Leadership Practices

In response to the needs for kindergarten principals to foster teachers’ capacities and commitment, this study examined the relationships between professional learning communities, principal leadership practices, and teacher commitment to kindergartens among 2106 teachers from 153 Hong Kong kindergartens, analyzing by using multilevel structural equation modeling. The result showed that principal leadership practices facilitated the development of professional learning communities at school and teacher levels, and exerted a direct effect on teacher commitment at the teacher level. However, the mediating effects of different professional-learning-community components were found distinctive. Implications for leading kindergartens in the reform time are discussed.

scholarly journals Principal leadership practices and school effectiveness in Niger State, Nigeria

2021 ◽  
Vol 41 (3) ◽  
pp. 1-12
Author(s):  
Ombuguhim Salman Umar ◽  
Husaina Banu Kenayathulla ◽  
Kazi Enamul Hoque
Keyword(s):  
Secondary School ◽  
Secondary Schools ◽  
Principal Leadership ◽  
Leadership Practices ◽  
School Effectiveness ◽  
Secondary School Teachers ◽  
Centre Of Excellence ◽  
Principal Leadership Practices ◽  
Professional Development Needs ◽  
Training Programmes

In the study reported on here, we investigated the effectiveness of principal leadership practices in secondary schools in Niger State, Nigeria. Surveys were conducted with 154 principals, 269 heads of the department and 25 members of staff from the Secondary Education Board in Niger State. The findings indicate that the extent of principal leadership practices and school effectiveness attributes in secondary schools in Niger State is high. The result of multiple regressions shows that about 14% (R2 =0.14) of the variation in school effectiveness accounted for leadership practices. We recommend that the Federal and State Ministries of Education in Nigeria focus on issues other than leadership practices, such as training programmes for secondary school teachers to enhance school effectiveness. There is also a compelling need for secondary school principals to identify and promote the professional development needs of teachers and to ensure that teachers are effectively trained to enhance the development of secondary schools into centre of excellence.

Successful leadership in a rural, high-poverty school: the case of County Line Middle School

2014 ◽  
Vol 52 (4) ◽  
pp. 422-445 ◽  
Author(s):  
Hans W. Klar ◽  
Curtis A. Brewer
Keyword(s):  
Middle School ◽  
Service Learning ◽  
Low Income ◽  
Leadership Practices ◽  
Leadership Strategies ◽  
High Poverty ◽  
Content Type ◽  
School Principalship ◽  
Successful School

Purpose – In this paper, the authors present a case study of successful school leadership at County Line Middle School. The purpose of the paper is to identify how particular leadership practices and beliefs were adapted to increase student achievement in this rural, high-poverty school in the southeastern USA. Design/methodology/approach – After purposefully selecting this school, the authors adapted interview protocols, questionnaires, and analysis frameworks from the International Successful School Principalship Project to develop a multi-perspective case study of principal leadership practices at the school. Findings – The findings illustrate the practices which led to students at this school, previously the lowest-performing in the district, achieving significantly higher on state standardized tests, getting along “like a family,” and regularly participating in service learning activities and charity events. A particularly interesting finding was how the principal confronted the school's negative self-image and adapted common leadership practices to implement a school-wide reform that suited its unique context. Research limitations/implications – While the findings of the study explicate the specific ways the principal adapted leadership strategies to enhance student learning, this study also highlights the need to understand how principals become familiar with their community's needs, cultures, norms, and values, and exercise leadership in accordance with them. Practical implications – The case offers an example of the need for context-responsive leadership in schools. In particular, it illustrates how this principal enacted leadership strategies that successfully negotiated what Woods (2006) referred to as the changing politics of the rural. To realize this success, the principal utilized his understanding of this low income, rural community to guide his leadership practices. Critically, part of this understanding included the ways the community was connected to and isolated from dominant sub-urban and urban societies, and how to build enthusiasm and capacity through appeals to local values. Originality/value – While it is widely acknowledged that school leaders need to consider their school and community contexts when making leadership decisions, less research has focussed on understanding how this can be achieved. This case provides rich examples of how this was accomplished in a rural, high-poverty middle school.

scholarly journals Influence and Influenced Between Self-Efficacy and Principal Leadership: A Systematic Review

2021 ◽  
Vol 15 ◽  
pp. 157-166
Author(s):  
Tubagus Ali Rachman Puja Kesuma ◽  
Sudjarwo Sudjarwo ◽  
Pargito Pargito ◽  
Ridwan Ridwan ◽  
Rias Tusianah ◽  
...  
Keyword(s):  
Systematic Review ◽  
Job Satisfaction ◽  
Literature Review ◽  
Principal Leadership ◽  
Self Efficacy ◽  
Growth And Development ◽  
Leadership Practices ◽  
Review Article ◽  
The Self ◽  
Research Articles

This literature review article aims to look at the variables that influence, are influenced, and mediated by the leadership practices of principals in schools. The authors reviewed 16 research articles from European countries and a small part of Asia and America. The researchers concluded that: 1) Self-efficacy can affect variables such as emotional exhaustion, job satisfaction, normative commitment, and including motivation not to resign. 2) Self-efficacy can fluctuate, influenced by experience, which at that time can also be influenced by the opinions of others. Therefore, a leader is responsible for the development and growth of job satisfaction and teacher self-efficacy. 3) Self-efficacy can be a mediator for the growth and development of other variables. The psychological atmosphere you feel at that moment also adds another variable. The self-efficacy variable can also determine the improvement and achievement of other variables. This study provides new insights into how to manage people for maximum results.

scholarly journals Becoming skillful leaders: American school principals’ transformative learning

2018 ◽  
Vol 48 (2) ◽  
pp. 353-378
Author(s):  
Taeyeon Kim
Keyword(s):  
Leadership Development ◽  
Transformative Learning ◽  
Principal Leadership ◽  
Leadership Practices ◽  
School Principals ◽  
School Leaders ◽  
The United States ◽  
Multiple Dimensions ◽  
Dimensions Of Learning ◽  
Actual Change

In this study, I explore how school principals experience transformative learning in relation to leadership development and how these experiences influence their leadership practices and perceptions. Transformative learning is critical for school leaders because it can lead to meaningful learning that qualitatively changes their leadership practices. Assuming that personally significant incidents are important for transformative learning, I analyzed qualitative data collected from 12 school principals in the United States. Analysis revealed that with these transformative learning experiences, school principals established strong foundations of leadership assumptions and strategies by changing and expanding their views of themselves and others. My findings suggest that education for principal leadership development should provide opportunities to explore multiple dimensions of learning, how relationships and school contexts influence leadership decision making, and how principals perceive themselves as leaders. This study contributes to a more dynamic understanding of how school leaders make actual change in their leadership practices.

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