The Impact of Dual Role Teaching Principals in Small Schools

Teaching principals exist in small schools. These principals have classroom responsibilities, administration duties, and educational instructor duties simultaneously. There are still some uncertainties on the dual role of school principals in small schools due to the lack of studies in this area. It is well-known that principals’ instructional leadership practices are an imperative predictor to the success of small schools. Following this concern, the dual responsibilities taken by principals in small schools must be understood comprehensively. This paper discusses the excellent role of teaching principals in small schools. The objective of this qualitative research is to determine the dimensions of principal’s teaching practices that influence the transformation of ordinary small schools into excellent small schools. Three principals in excellent small schools were interviewed and the themes that emerged from the interviews were matched with the dimensions drawn from the instructional leadership model used in this study. The results suggested that although a dual role teaching principal seemed to be burdened with responsibilities, the principals interviewed took the roles positively and excelled as instructional leaders. The teaching principals interviewed stated that their dual role increased their abilities in providing instructional leadership from many dimensions. The outcomes of this study may assist district school superintendents and preparatory program personnel in developing the right knowledge and in constructing a framework to support teaching principals in small schools in fulfilling their dual responsibilities.

“I’m Not Where I Want to Be”: Teaching Principals’ Instructional Leadership Practices

This paper reports on the ways in which teaching principals in rural schools in Alberta, Manitoba, and Saskatchewan, Canada enact instructional leadership within the five leadership domains conceptualized by Robinson, Lloyd, and Rowe (2008). Although participants suggested that they were “not where they wanted to be” in their efforts to enact instructional leadership, their actions demonstrate exemplary practice in this regard. The nature of the discourse perpetuated by leadership groups and teachers’ associations that equates instructional leadership with classroom visits only has the effect of decreasing teaching principals’ self-efficacy as instructional leaders. We argue for recognition of these leaders’ efforts to support learning, and a reconstitution of the role of the teaching principal such that instructional leadership expectations are realistically manageable for leaders in small rural schools.

Instructional Leadership as a Model for Leadership in Multi-Grade Schools

The chapter aims to examine leadership styles used by multi-grade principals and explore the skills needed by principals in multi-grade schools. The study was guided by the following research questions: (1) What are the leadership styles of multi-grade principals? and (2) What skills are needed for school leadership in multi-grade contexts? The chapter adopted a qualitative design, using interviews and “shadowing” as data collection instruments. The participants were six multi-grade teaching principals. Data obtained from the various sources were analyzed using the thematic analysis method. The findings revealed the prevalence of instructional leadership style among participants with the principal being both the academic leader and the instructional leader. In addition, participants emphasized the importance of collaborative leadership that relies on teamwork among teachers and community members in these small schools to ensure that the vision and the mission of the school is realized.

HUBUNGAN KEPEMIMPINAN PENGAJARAN KEPALA SEKOLAH DAN DISIPLIN KERJA GURU TERHADAP PRESTASI AKADEMIK SISWA

This study aims to know and analyze the relationship of leadership principal teaching and work discipline to student academic achievement in school. This research uses quantitative method, the data is analyzed by using descriptive statistic and inference. Data collection using instruments, instruments compiled from various sources tailored to the research method used. The study was conducted on teachers in elementary schools in Jakarta. The study shows that there is a positive and significant correlation between the principal's teaching leadership and the students 'academic achievement with the correlation correlation value of 0.454, there is a significant correlation between the teacher's work discipline with the students' academic achievement with the correlation value of 0.576. From the results of the study can be concluded that the improvement and improving the quality of student achievement can be done with the improvement and improvement of the leadership quality of teaching the principal and the discipline of teacher work. Student achievement can develop well with the help and touch of a principal through good school management, as well as the discipline of a teacher in carrying out his work as an educator so that will provide a good quality of learning process also with the expected achievement of student learning achievement high in school. Keywords. Leadership Teaching, Principals, Teachers Dicipline, Academic Achievements.