scholarly journals Examining the Role of Contextual Conditions and Leadership Status of School Principals from Multiple Perspectives

2020 ◽  
Vol 7 (1) ◽  
pp. 207
Author(s):  
Kamil Yildirim ◽  
Senyurt Yenipinar
Keyword(s):  
School Leadership ◽  
School Principals ◽  
School Administrators ◽  
Structured Interview ◽  
Multiple Perspectives ◽  
Vice Principals ◽  
Interview Method ◽  
Open Coding ◽  
Axial Coding ◽  
Leadership Actions

Context and leadership actions are closely related, and international research still contains little knowledge about which contextual conditions lead to which type of leadership action. In this study, school administrators’ leadership was evaluated through multiple perspectives. The experiences of teachers, vice principals, supervisors, and school principals were examined by means of external, internal, and self-evaluations. We collected data from 25 participants using a semi-structured interview method and examined it with open coding, axial coding, and selective coding. As a result of the study, the contextual factors formed by national and local factors as obstacles and facilitators of school principals’ leadership were revealed. We discussed the leadership actions regarding the theoretical, operational, and functional dimensions of school leadership.

scholarly journals “Choose Your Own Adventure”: Web-Based Case Studies of Inclusive Education as a Form of Professional Learning for School Principals

2021 ◽  
pp. 194277512110469
Author(s):  
Steve Sider ◽  
Kimberly Maich ◽  
Jacqueline Specht ◽  
Carolyn Treadgold ◽  
Hillary Winger
Keyword(s):  
School Leadership ◽  
Case Studies ◽  
Inclusive Education ◽  
Professional Learning ◽  
School Principals ◽  
School Administrators ◽  
Function Form ◽  
Multiple Perspectives ◽  
Web Based ◽  
Inclusive School

We examine the process of developing web-based case studies, a novel form of professional learning for principals, specifically related to inclusive school leadership. Based on the input from 39 principals, 5 case studies were developed with branching scenarios that provided multiple options for decision-making. These “choose your own adventure” case studies were used in a special education for school administrators course with 109 participants in Ontario, Canada. We consider the authenticity of the cases, the importance of incorporating multiple perspectives, and issues related to function, form, and choice. We incorporate five lessons for developing web-based case studies.

Practitioners’ Involvement and Challenges, they Encountered in Curriculum Development: The Case of Secondary Schools in Amhara Sayint Woreda, Amhara Region, Ethiopia

2020 ◽  
Vol 11 (01) ◽  
Author(s):  
Solomon Melesse ◽  
Mulu Melesse
Keyword(s):  
Secondary Schools ◽  
Curriculum Development ◽  
Secondary School Teachers ◽  
School Principals ◽  
Sampling Technique ◽  
Structured Interview ◽  
Amhara Region ◽  
Vice Principals ◽  
Development Phases ◽  
Perceived Involvement

The purpose of this study was to assess practitioners’ perceived involvement and challenges they encountered in the process of curriculum development in Secondary schools of Amhara Sayintworeda. Mixed research design was employed to provide answer to the basic questions of this research. The sample consisted of 125 secondary school teachers, 3 school principals, 4 vice principals, and 1 supervisor. Proportional random sampling technique was used to select the sample teachers and comprehensive sampling technique was used to select the sample school principals, vice principals, and the supervisor. The data was collected through questionnaire and semi-structured interview. The collected data was analyzed using percentage, one sample t-test and thematic description. The findings indicated low practitioners’ perceived involvement in all the curriculum development phases other than curriculum implementation. Absence of financial and material incentives and practitioners’ lack of motivation were considered as the major inhibiting factors for practitioners’ involvement in the different phases of the curriculum development process. On the basis of the major findings, relevant recommendations are suggested in the paper.

Primary school principals in Ethiopia: Selection and preparation

2019 ◽  
Vol 48 (4) ◽  
pp. 651-681
Author(s):  
Tesfaye Gemechu Gurmu
Keyword(s):  
Primary School ◽  
School Leadership ◽  
School Principals ◽  
Group Discussion ◽  
Teaching Experience ◽  
Structured Interview ◽  
Grade Point ◽  
Primary School Principals ◽  
And Performance ◽  
And Training

The study is an explanatory qualitative research that seeks to investigate the processes of Ethiopian primary school principals’ selection and training for professionalising principals. The participants are seven faculty members, 11 school principals and five education officials. Data are collected through semi-structured interview, focus group discussion and document analysis that are analysed thematically. Findings of the study show that the denial of principalship to professional graduates and political affiliation lens are scenarios that inform principals’ selection for leadership positions. Selection criteria that give emphasis to university degree Grade Point Average (GPA), teaching experience and performance are deciding who is selected for postgraduate diploma in school leadership (PGDSL) training. These indicate the gap the selection processes have in selecting competent leaders for the training. The study also shows that the duration of the primary school principals’ training is short. Its curriculum lacks depth and breadth. Albeit the training helps trainees to be familiarised with school leading, it is deficient in informing principalship professionalisation. The Ministry of Education, therefore, needs to revisit the selection and training processes so that proper criteria and procedures, inform the selection and training of competent professionals needed in the area.

scholarly journals PENDEKATAN EKSPLORASI MENGENAI PERSEPSI MASYARAKAT DALAM MENGGUNAKAN E-MONEY PADA JALUR TOL DI KOTA MAKASSAR

SIMAK ◽  
2020 ◽  
Vol 18 (01) ◽  
pp. 84-100
Author(s):  
Hendrikus Kadang ◽  
Virginia Rosalia G ◽  
Thomas Th. Abraham ◽  
Nataniel Papalangi
Keyword(s):  
Service Providers ◽  
Structured Interview ◽  
Toll Roads ◽  
Analysis Method ◽  
Risk Levels ◽  
Toll Road ◽  
Interview Method ◽  
Road Users ◽  
Open Coding ◽  
Cross Case Analysis

Various studies on the use of e-money have been conducted and most of them use the positivism approach, so that it is rarely found in the form of an exploration approach especially with regard to toll roads. The purpose of this study is to explore, describe and analyze people's perceptions in using e-money on the toll road in Makassar City. This study uses a semi-structured interview method in the process of collecting data in the analysis unit. The population of this study consists of three categories: toll road users and e-money users, e-money experts, and toll service providers with 10 participants to be interviewed. Data analysis method used is thematic analysis with the help of cross-case analysis. Based on the results of open coding, it can be concluded that e-money is one form of easy transactions and the use of e-money that is safe, efficient payment and saves time, e-money risk levels are lower. Meanwhile, the way to overcome the problem of using e-money on toll roads is to print and save transaction receipts, maintain e-money cards, make compensation, prepare officers, socialize, and register with vendors.

scholarly journals Mentoring Roles of the School Principals in Turkey: A Literature Review

2021 ◽  
Vol 9 (4) ◽  
pp. 102-113
Author(s):  
Sinem Arslan Dönmez ◽  
Ramazan Gök ◽  
Ahmet Şahin
Keyword(s):  
Professional Development ◽  
Public Schools ◽  
Literature Review ◽  
School Principals ◽  
School Administrators ◽  
Organizational Adaptation ◽  
Graduate Studies ◽  
Vice Principals ◽  
Mentoring Functions ◽  
Education Administrators

It is important to explain the scope of the concept of mentoring, which has been becoming increasingly important in training and supporting the professional development of educational administrators. In this context, the aim of this study is to examine the concept of mentoring, the functions of mentoring, and the studies carried out on the mentoring functions of school administrators in Turkey. For this purpose, the study was designed as a literature review, and the studies which were indexed in the TR index and Council of Higher Education Thesis Center between the years 2000 and 2020 were analyzed. As a result of the analysis, it was found out that there were 16 studies conducted on the mentoring roles of school administrators in Turkey, and they were carried out as graduate studies at Master’s level. It was also concluded that the studies generally focused on the mentoring functions of the education administrators in public schools, the level of mentoring functions of the school administrators, and the correlation between the mentoring functions of the school administrators and the job satisfaction of the teachers and vice-principals, academic optimism, organizational adaptation, and professional development. As a result of the study, it may be suggested that more studies are needed for a better understanding of mentoring among the school principals in Turkey.

scholarly journals Explicating the Experience of Beginner Vocational Teachers

TEM Journal ◽  
2021 ◽  
pp. 719-723
Author(s):  
Nur Kholifah ◽  
Herminarto Sofyan ◽  
Pardjono Pardjono ◽  
Putu Sudira ◽  
Muhammad Nurtanto
Keyword(s):  
Work Experience ◽  
Professional Competence ◽  
School Administrators ◽  
Descriptive Analysis ◽  
Vocational School ◽  
Vocational Teachers ◽  
Use Of Technology ◽  
Teachers Experiences ◽  
Open Coding ◽  
Axial Coding

The limitations of teachers in vocational schools have been discussed and debated. This situation is contrary to professional teachers and teacher quality. Thus, vocational school administrators have to have standards to become vocational teachers. The experience of novice teachers is constructed to provide several information and input to vocational education providers. Qualitative research with a descriptive analysis approach was carried out. A total of 11 vocational teachers who are beginners in their careers (1-3 years of teaching) were selected to be participants. Open coding and axial coding were used in data analysis. The findings in the study that teachers' experiences are identified in four aspects, namely understanding, activities, problems, and the use of technology in their work. The important finding is that increasing the age of work experience increases social and professional competence and the age of beginner vocational teachers to have better technology closeness.

The impressions of school managers on psychological counseling and guidance services: A descriptional study

2021 ◽  
Vol 9 (1) ◽  
pp. 160-167
Author(s):  
Bedri Hatunoğlu ◽  
Keyword(s):  
School Administrators ◽  
Field Studies ◽  
Structured Interview ◽  
Support Service ◽  
Psychological Counseling ◽  
Guidance Services ◽  
Vice Principals ◽  
School Guidance ◽  
One Year ◽  
Counseling And Guidance

School guidance and counselling is a programme that is complementary to the education process and is seen as a support service for the pupil. The aim of this study is to examine the primary school administrators' views on psychological counseling and guidance services in their schools. The research was carried out with 20 school principals and vice principals who have been working in schools for at least one year with a psychological counselor. In the study, a semi-structured interview form developed by the researchers was used as a data collection tool. Considering the field studies, studies were carried out on three main principles: educational guidance, personal / social guidance, and vocational guidance, and three categories of studies, evaluations and suggestions for each theme. According to the findings, school guidance services were it is not considered sufficient in many respects and it is emphasized that the system has deficits. The main deficiencies mentioned can be expressed as the lack of expert personnel in the field, problems arising from infrastructure and central structure and equipment.

The translation of leadership standards into leadership practices

2016 ◽  
Vol 54 (5) ◽  
pp. 593-608 ◽  
Author(s):  
Augusto Riveros ◽  
Carolyne Verret ◽  
Wei Wei
Keyword(s):  
School Leadership ◽  
Leadership Practices ◽  
School Administrators ◽  
Structured Interviews ◽  
Leadership Standards ◽  
Content Type ◽  
Vice Principals ◽  
Field Notes ◽  
Emerging Themes ◽  
Emergent Identity

Purpose – The guiding question of this study is: how is the Ontario Leadership Framework (OLF) translated into practices in elementary and secondary schools in the province of Ontario? The purpose of this paper is to provide a contextual account of the processes by which school leadership standards are incorporated into the practices of school administrators in the province of Ontario, Canada. Design/methodology/approach – This qualitative exploratory case study focusses on the incorporation of the OLF into the practices of school administrators in four secondary and five elementary schools in two large school boards. The data were collected through document analysis, observations registered in a field notes journal, and semi-structured interviews with principals and vice-principals. The data were coded into analytical categories and analyzed to identify emerging themes and patterns. Findings – The analysis identified two emerging themes that illustrated how school leaders translate leadership standards into practices: the first theme, the school leader as an emergent identity, demonstrated the intersections between standards and professional identities. The analysis showed that standards contribute to the configuration of the leader as a political actor in the school. The second theme, standards, and the configuration of leadership practices, offered insights about the intersections and disconnections between standards and leadership practices in the participant schools. Originality/value – This study aims to inform conversations between policy makers, practitioners, and scholars about leadership standards in schools. Given the saliency of the topic, this research aims to illuminate the often-unexplored nexus, policy-leadership, as well as to expand and enrich theoretical understandings of educational leadership by recasting leadership as a policy-bounded phenomenon.

scholarly journals Practices, Challenges and Implications of Teaching and Assessment of Cognitive Skills in Higher Education

2018 ◽  
Vol 35 (1) ◽  
Author(s):  
Malik Ghulam Bhehlol ◽  
Wasyl Cajkler
Keyword(s):  
Problem Solving ◽  
Cognitive Skills ◽  
Qualitative Data ◽  
Structured Interview ◽  
Education Standards ◽  
Effective Feedback ◽  
Mixed Method Design ◽  
Open Coding ◽  
Axial Coding ◽  
Pre Service Teacher

The key research questions of the study were to check understanding,practices and challenges in teaching and assessment of higher orderthinking skills to students enrolled in pre-service teacher educationprogram. Sequential mixed method design was applied to collectquantitative and qualitative data with the help of structured questionnairescale and semi-structured interview. Descriptive statistics were appliedby calculating percentages and means; and thematic analysis was carriedout by open coding, axial coding, analytical coding and selective coding.Quantitative and qualitative data was integrated to draw findings andconclusions of the study. The major conclusions of the study are thatfaculty in UK conceptualise Cognitive Skills (CS) as processinginformation, constructing understanding, application of knowledge,problem solving and thinking activity. They also incorporate CSs inteaching problem solving and reflective learning practices in whichlearners retrieve, generate, organise, and validate information. Theyassess CSs by open book examination, moderation of assignments,matching and comparing against Teacher Education Standards, and alsoprovide effective feedback. However, faculty do not focus on‘construction of theory’ and linking theory to practice in teaching andassessment.

scholarly journals Kepemimpinan yang Menebus di Sekolah Lentera Harapan Curug [Redemptive Leadership at Sekolah Lentera Harapan Curug]

2017 ◽  
Vol 13 (2) ◽  
pp. 37
Author(s):  
Janwar J Juriaman ◽  
Dylmoon Hidayat
Keyword(s):  
Qualitative Research ◽  
Grounded Theory ◽  
School Leadership ◽  
Holistic Education ◽  
Leadership Characteristics ◽  
Christian School ◽  
Open Coding ◽  
Axial Coding ◽  
Bahasa Indonesia

<p>The Lentera Harapan Christian School in Curug has a vision and mission to proclaim the preeminence of Christ and to be actively involved in the redemptive restoration of all things through Him using holistic education. In leadership, the school has implemented redemptive leadership that is in line with the vision and mission of the school. The purpose of this research was to determine the understanding of the school's leaders of redemptive leadership characteristics. The study used a grounded theory of qualitative research. The instruments were interviews, documents, and open ended questionares. The data was collected from ten leaders and analyzed by open coding, axial coding, and selective coding. The research revealed four characteristics of redemptive leadership at the school: leadership that develops sin awareness, Christ-centered leadership, leadership that glorifies God, and leadership aimed at discipleship.</p><p class="Default">BAHASA INDONESIA ABSTRAK:Sekolah Kristen Lentera Harapan Curug memiliki visi dan misi untuk menyatakan keutamaan Kristus dan terlibat aktif dalam pemulihan yang bersifat menebus segala sesuatu di dalam Dia melalui pendidikan Holistis. Dalam hal kepemimpinan, sekolah ini menerapkan kepemimpinan yang menebus yang sejalan dengan visi dan misi sekolah. Tujuan dari penelitian ini adalah untuk mengetahui pemahaman <em>leaders </em>mengenai gambaran kepemimpinan yang menebus. Penelitian ini menggunakan <em>grounded theory</em> yang merupakan bagian dari penelitian kualitatif.<em> </em>Data diperoleh dari hasil wawancara sepuluh <em>leaders</em> dan diolah dengan analisis koding terbuka, koding aksial, dan koding selektif. Hasil penelitian menngungkap 4 gambaran mengenai kepemimpinan yang menebus dalam penerapannya di sekolah tersebut yaitu kepemimpinan yang menyadarkan keberdosaan, kepemimpinan yang berpusat pada Kristus, kepemimpinan yang memuliakan Tuhan, dan kepemimpinan yang bertujuan untuk pemuridan.</p>

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