Work environment characteristics that satisfy principals in China, Germany and the USA

Effective school leadership is crucial to a school’s success. Yet throughout the world, attracting and retaining qualified school leaders is often a formidable challenge. To discern ways in which we may recruit and retain competent school leaders, this study compares the extent to which principals in three industrialized countries, China, Germany and the USA, value the characteristics of their positions as principals. Survey responses of principals in these three countries reveal many factors that gratify and some factors that disappoint principals about their work environments. Comparing the similarities and differences of the principals’ responses in these countries provides insights into ways in which we may learn from each other about the factors that influence the recruitment and retention of qualified principals.

KEUNGGULAN SEKOLAH YANG DIKELOLA SECARA EFEKTIF

The effective school assessment model is one of the instruments that is expected to be used by education managers to determine the level of success of each school. The results of the assessment can then be taken into consideration for efforts to improve schools. Schools that have a good, transparent and accountable management system, and are able to empower every important component of the school, both internally and externally, in order to achieve the vision and mission goals of the school effectively and efficiently. The concept of an effective school is a school that is able to optimize all the inputs and processes for the achievement of educational output, namely school achievement, especially student achievement marked by having all the abilities in the form of competencies required in learning. The characteristics of an effective school are: 1) the leadership of the principal is strong. 2) high expectations of student achievement, 3) emphasizing basic skills, and 4) orderliness and controlled atmosphere. Effective school leadership by the principal because the principal is a figure (key person) in realizing the vision, mission, and goals of the school, which is an effective and efficient school

COMMUNICATION COMPETENCE AS FUNDAMENTAL ASPECT FOR EFFECTIVE SCHOOL LEADERSHIP AND ADMINISTRATION ACHIEVING: A SYNOPTIC THEORETICAL APPROACH

Many theories and definitions regarding the concept of Leadership and Management appear in modern literature, as well as interpretations, references to specific characteristics and related topics. This fact shows that over time, a significant effort has been made to clarify the various dimensions of the concept of Leadership and its distinction from the concept of Management. The whole research activity gradually contributed to the development of an important framework in which various and remarkable theoretical models were developed, in parallel with the broader research that has been developed in the field of "human resource management", intending to study leadership styles and managerial behaviors to which they are connected. Many researchers agree that the position of traditional management is completely taken over today by Leadership, which is a complex but flexible, dynamic and at the same time creative resource management process. As has been observed, each new form of Leadership, developed during the 20th century, took into account the effectiveness of the previous one, both in theory and in practice. In this chapter, through three indicative sections, emphasis is placed on the clarification of the concepts of Leadership and Management, concise, conceptual approaches to Leadership Theories and Management Models are developed. Finally, reference is made to the modern, leading role of the School Principal. The characteristic of communication ability is underlined as a fundamental criterion for achieving effective school leadership and administration. <p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0711/a.php" alt="Hit counter" /></p>

Modern Mechanisms For Creating A Pool Of Management Staff In Secondary Schools

School leadership has become a priority in education policy agendas internationally. It plays a key role in improving school outcomes by influencing the motivations and capacities of teachers, as well as the school climate and environment. Effective school leadership is essential to improve the efficiency and equity of schooling. The following article emphasizes the importance of school leadership and managing staff and makes suggestions to strengthen school management.

Knowing Kids Makes a Huge Difference, Part II: Advancing a Conceptual Framework for Positive Principal-Student Relationships

The majority of the scholarly work on school leadership over the past several decades has centered on issues of academic press, while matters involving the social development and support of students have received far less attention. We know that improving students' relationships with teachers has important, positive and long-lasting implications for building trust, increasing motivation and engagement, and improving both behavior and academic achievement, and we know that principals have the second most significant effect on students. So, what about principals' relationships with students? Given a lack of research specifically concerning the principal-student relationship (PSR), this article addresses that gap. The authors conducted a qualitative narrative inquiry of the PSR in order to describe more nuanced implications and deeper understandings of the influence and impact of the phenomenon. This work resulted in a two-part series. Part I, included in a prior issue, focused heavily on the literature review and detailed findings of the study. Part II, included in this issue, embeds the study results more firmly within theoretical underpinnings and extends them toward establishing a new conceptual framework for the PSR and a new dimension of scholarship on effective school leadership. This framework consists of 16 dimensions of the PSR grouped into four categories: Principal Characteristics, Building the PSR, Meaning and Purpose, and Challenges. A short discussion including implications, limitations, and directions for future research is also included.

“We Don’t Got Time for Grumbling”: Toward an Ethic of Radical Care in Urban School Leadership

Purpose: This article presents a case study of a successful Black male public urban school principal, offering a counterstory to discourses of failure in urban schools. I build on scholars’ work in critical caring, the Black principalship, and radical hope to call for an expansion of narrow frameworks of effective school leadership to include an ethic of radical care within urban school leadership. Method: This study represents a counterstory in the tradition of critical race theory, centering the voice and perspectives of a Black male urban school principal. Using ethnographic research methods, this case study was based on prolonged and embedded engagement in the field including observations, informal and formal interviews, and document review. Data were collected and analyzed over a 2-year period. Findings: Five components of effective school leadership emerged from analysis of the data that, taken together, can be described as a radical care framework. These components include the folowing: (a) adopting an antiracist, social just stance; (b) cultivating authentic relationships; (c) believing in students’ and teachers’ capacity for growth and excellence; (d) strategically navigating the sociopolitical and policy climate; and (e) embracing a spirit of radical hope. Conclusion: In addition to highlighting the power of counterstories in educational leadership research, this study reinforces the critical need for leadership preparation that is grounded in antiracism and social justice, and comprises all aspects of an ethic of radical care. Furthermore, the study points to the need for targeted recruitment of Black and Latinx school leaders, particularly in urban contexts.

Knowing Kids Makes a Huge Difference, Part I: Exploring the Principal–Student Relationship

Teacher–student relationships (TSRs) have important implications for building trust, motivation, and engagement and improving both behavior and academic achievement. What about students’ relationships with principals? Given the scarcity of literature on the PSR, research on the TSR was used to buttress the findings from this empirical study of the PSR to describe more nuanced implications and deeper understandings of the influence and impact principals have on students and vice versa. This work resulted in a two-part series. Part I, included in this issue, focuses heavily on the literature review and detailed findings of the study. Part II, included in a forthcoming issue, embeds the study results more firmly within theoretical underpinnings and extends them toward establishing a new conceptual framework for the PSR and a new dimension of scholarship on effective school leadership. Qualitative narrative inquiry was chosen as the methodological approach. Interviews with four principals and three of their former students along with observations of each principal provided the data set. Findings from Part I, reveal nine dominant themes indicating that the PSR is a primary consideration for many principals not only for the personal satisfaction of interacting with students but also because of the belief that the relationships significantly contribute to principals’ ability to effectively meet their many responsibilities. Part I findings, which expose some of the challenges and complications in developing healthy PSRs, were then integrated with the synthesis of the existing literature in order to briefly propose a new framework for exploring the phenomenon.

Conceptualising the mediating paths linking effective school leadership to teachers’ organisational commitment

The present study is a developmental review that aims to conceptualise, using empirical data, the mediating paths connecting effective school leadership (i.e. transformational leadership and distributed leadership) to teachers’ affective and normative organisational commitment. The review is based on empirical studies on teachers’ organisational commitment published in peer-review journals during two decades. Data analysis resulted in an integrative conceptual model where two central paths – socio-affective factors and teachers’ psychological capital – mediated the impact of effective school leadership on teachers’ organisational commitment. This synthesised model, with its higher-level generalisability, extends the scope of previous research and may stimulate interest in new empirical explorations in effective school leadership research.

Efektivitas Kepemimpinan Kepala Sekolah Pada SMK Negeri 4 di Kota Jambi

To achieve the educational goals required effective school leadership. Now, the development of leadership theory so innovative. By knowing the development of the principal's leadership implementation at SMK Negeri 4 Jambi City it is expected to present solutions in building effective leadership in educational institutions. The study was conducted at SMK Negeri 4 Jambi City using a qualitative design with a phenomenological approach. The focus of research consists of (1) the principal in carrying out his function as the leader of an educational institution; (2) achievement of school goals; and (3) factors that constrain the implementation of the principal's leadership.