scholarly journals Including migrant students in the primary school: perspectives of Italian principals

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Michele Biasutti ◽  
Eleonora Concina
Keyword(s):  
Primary School ◽  
School Principals ◽  
Well Being ◽  
Structured Interview ◽  
School Principal ◽  
Migrant Children ◽  
Future Research ◽  
Migrant Students ◽  
Content Type ◽  
Primary School Principals

PurposeThe aim of this article is to examine the perspectives, experiences, roles and values of Italian primary school principals regarding the inclusion of migrant children.Design/methodology/approachThe method of the study is qualitative and consists of a semi-structured interview, which was carried out with 17 primary school principals and examined using content analysis.FindingsThe following six categories emerged: (1) school organisation and services, (2) projects and activities for inclusion, (3) teaching methods and strategies, (4) assessment, (5) networking and (6) challenges. The findings highlighted the complexity of the principals' role; they have to take on several tasks to foster a positive school experience for migrant students. A student-centred approach was considered relevant for intercultural education to promote inclusion and well-being. Curriculum activities were designed according to student needs.Research limitations/implicationsThe number of participants was limited, and they all worked in a small area of northeast Italy. Future research should examine the perspective of other school stakeholders such as teacher coordinators, the Commission for School Inclusion, teachers and tutors.Practical implicationsThe findings could be used as a framework for defining a model of the organisation of the school useful for discussing the relevance of the activities and for comparing schools in different contexts. The development of reflective practice to analyse the activities inside the schools could be considered.Social implicationsStakeholders could consider the findings before making decisions and developing policy actions countrywide.Originality/valueThe key factors included the awareness of the school principal role in managing the school and of the importance of connecting their school with the local community and external agencies.

Assessing and strengthening instructional leadership among primary school principals in Vietnam

2018 ◽  
Vol 32 (3) ◽  
pp. 396-415 ◽  
Author(s):  
Hảo Thi Nguyễn ◽  
Philip Hallinger ◽  
Chia Wen Chen
Keyword(s):  
Educational Leadership ◽  
Instructional Leadership ◽  
Primary School ◽  
Primary Schools ◽  
Leadership Practices ◽  
School Principals ◽  
Leadership And Management ◽  
Content Type ◽  
Primary School Principals ◽  
Principal Instructional Leadership

Purpose The purpose of this paper is to add to an emerging literature on educational leadership and management in Vietnam by addressing several goals. First, the study sought to translate, adapt, and validate an existing measurement instrument, the Principal Instructional Management Rating Scale (PIMRS) Teacher Form, for use in Vietnam. Next, it aimed to describe patterns of instructional leadership evidenced among a sample of urban and rural primary school principals. Then, the researchers examined if these patterns of principal instructional leadership could be linked to one or more “antecedent variables”: school size, school location (urban/rural), principal’s gender and prior teaching experience. Finally, the paper sought insights from principals and teachers on how instructional leadership could be strengthened in the Vietnamese education context. Design/methodology/approach Both quantitative survey and qualitative methods were used in this study. The sample consisted of 569 teachers and 117 principals working in 117 primary schools located in Ho Chi Minh province of Vietnam. Data collection employed a translated and adapted Vietnamese language form of the PIMRS Teacher Form. An open-ended question posed to both teachers and principals was included in the survey instrument to gather recommendations for strengthening instructional leadership in Vietnam. The research used Rasch analysis, Cronbach’s test of internal consistency, confirmatory factor analysis, t-tests, and analysis of variance in data analysis. Findings The research achieved a preliminary validation of a Vietnamese language Teacher Form of the PIMRS. The analysis of PIMRS data gathered from teachers found that the primary school principals were perceived to be exercising instructional leadership at a surprisingly high level. Consistent with international research findings, selected evidence indicated stronger instructional leadership from the female principals, though the pattern was not strong. None of the other antecedents evidenced a significant relationship with patterns of principal instructional leadership. A number of overlapping recommendations were made by teachers and principals for strengthening instructional leadership in Vietnam. Research limitations/implications Although a Teacher Form of the PIMRS Vietnam was successfully validated, follow-up studies should be conducted with both the Teacher Form and Principal Form of this instrument. More broadly, the high scores on the PIMRS accorded to the principals in this study were deemed “surprising” in light of the lack of prior policy focus and training on this role of the principal in Vietnam. Thus, the authors recommend that this research be extended to a larger cross-level study of schools from different parts of Vietnam in order to provide additional confirmation of these preliminary findings. Practical implications Feedback from principals and teachers indicated a need for system leaders to articulate instructional leadership more explicitly as part of the principal’s role set in Vietnam. Only then will it become part of the formal expectations that shape principals’ practice and the preparation and professional development programs in which they participate. The principals also suggested that instructional leadership could be strengthened by enabling model principals to share instructional leadership practices with colleagues. Finally, teachers and principals highlighted the need to broaden, legitimate, and strengthen sources of instructional leadership within the school beyond the principal. These suggestions are not only consistent with policy actions taken in other societies, but are also grounded in the context of education in Vietnam. Originality/value The first internationally published study of educational leadership and management in Vietnam only appeared in 2012. In the succeeding years, several qualitative studies have emerged describing principal leadership practices in a handful of schools. The current study represents the first published quantitative study of school leadership from Vietnam. Although the results are preliminary in nature, the study provides both baseline data on principal instructional leadership and a validated instrument that can be used in future research.

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 The concerns associated with future prospects of the food cart business in Chittagong, Bangladesh: is the concept of halalan tayyiba missing link?

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Ariful Islam ◽  
Sazali Abd Wahab
Keyword(s):  
Food Security ◽  
Urban Areas ◽  
Well Being ◽  
Structured Interview ◽  
Future Research ◽  
Content Type ◽  
Hygiene Practices ◽  
Muslim Countries ◽  
Halal Food ◽  
Role Based

Purpose The informal segment compared to the formal segment is developing rapidly in urban areas of many developing Muslim countries. However, matter of fact, the contribution factor of the food cart business to the economic outline of the country has been vastly overlooked or neglected. The authority, policymakers, social organisations, vendors and the customers together need to play a contributing role based on intervention tactics regarding the major focus areas related to the development of this business segment. As a result, this study aims to explore concerns or issues that are hampering future business prospects considering the philosophy of halalan tayyiba. Design/methodology/approach The study has organised 16 semi-structured interview procedures with relevant food cart vendors of Chittagong, Bangladesh. The study selected participants (food cart vendors) from lower- to medium-income areas occupying at least one high school, one college in relation to several commercial premises (ex-mini shopping malls, offices and small factories) considering 6 out of 41 wards of Chittagong city corporation. All meetings with reflected participants were audiotaped and transcribed verbatim and transcripts were loaded into NVivo for coding and analysis procedure. Findings This investigation revealed that issues with food security, weather, lack of proper legislation, lack of awareness related with halalan tayyiba and erratic policies are the major challenges for the development of the food cart business in Chittagong. This study also advances how street food security well-being and hygiene practices are a piece of the halal idea and should in this way be adjusted by the halal food segment to accomplish halalan tayyiba affirmation. The outcomes also indicate an agenda for future research in this area. Research limitations/implications More reflections from the different stakeholders do have both pertinence and potential for incorporation in suggestions. Practical implications The detected findings may help both authority and other concerned entities to identify the critical dynamics to initiate appropriate strategic activities towards local economic growth considering halalan tayyiba outlines. Social implications It will ensure social well-being and food security. Originality/value This explorative research is one of few studies in the Bangladesh context, which is investigating halalan tayyiba-oriented business development outline for micro entrepreneurs.

Primary school principals ' job satisfaction and occupational stress

2016 ◽  
Vol 30 (1) ◽  
pp. 115-128 ◽  
Author(s):  
Merike Darmody ◽  
Emer Smyth
Keyword(s):  
Job Satisfaction ◽  
Primary School ◽  
Occupational Stress ◽  
Primary Schools ◽  
School Principals ◽  
School Context ◽  
School Level ◽  
School Factors ◽  
Content Type ◽  
Primary School Principals

Purpose – The purpose of this paper is to explore the factors associated with occupational stress and job satisfaction among Irish primary school principals. A principal’s job has become increasingly demanding and complex in recent decades. However, there is little current research into their levels of stress and job satisfaction, particularly based on nationally representative data. In order to understand how principals perceive their job and how best to support them, new insights into factors contributing to job satisfaction and stress of school principals are warranted. Design/methodology/approach – The paper draws on an analysis of Growing up in Ireland data, a national representative study of nine-year-old children in Ireland. In order to explore the simultaneous impact of individual and school factors on stress and job satisfaction of principals in Irish primary schools, multivariate analysis was used. Analyses in this paper are based on responses from principals in 898 schools. Findings – The results of the study indicate that a significant number of primary school principals in Ireland are not very satisfied and feel stressed about their job. Regression analysis revealed that job satisfaction and occupational stress were related to a complex set of personal characteristics, working conditions, school context and teacher climate. Research limitations/implications – The data are limited to primary school principals. However, this is in itself an advantage since it allows for greater insights into variation across principals in job satisfaction and stress, holding the effect of school level constant. Originality/value – This is the first study of its kind in the Irish context that explores the simultaneous effect of a number of factors on school principals’ stress and job satisfaction.

scholarly journals AN INVESTIGATION OF PRIMARY SCHOOL PRINCIPALS' VIEWS ON JOB STRESS

2021 ◽  
Vol 9 (58) ◽  
Keyword(s):  
Primary School ◽  
Job Stress ◽  
Primary Schools ◽  
School Principals ◽  
School Principal ◽  
Point Of View ◽  
Study Group ◽  
Primary School Principals ◽  
Study Results ◽  
Public Primary School

This study's aim was to determine public primary school principals' views on job stress. It is observed that there are deficiencies in the literature in terms of evaluating the concept of job stress qualitatively from the point of view of school principals. It is assumed that this study is important for determining the job stress arising from the point of view of public primary school principals and its causes and guiding policymakers in education. A case study, one of the qualitative research methods, was used in line with the aim of the study. The study group was determined by homogeneous sampling, one of the purposeful sampling methods. Ten volunteer school principals working in public primary schools in Odunpazarı district of Eskişehir province constituted the study group. The interview form consisting of semi-structured open-ended questions was used to determine the views of school principals working in public primary schools on their job stress. The data were collected by employing the semi-structured interview technique, and categories and themes were created using the qualitative data analysis program MAXQDA. According to the study results, it was determined that public primary school principals experienced job stress. The sources of job stress of public primary school principals were explained, and how job stress affected them, how they coped with job stress, and their general views on job stress were revealed. Keywords: Public Primary School, School Principal, Job Stress

Perspectives on principal instructional leadership in Vietnam: a preliminary model

2017 ◽  
Vol 55 (2) ◽  
pp. 222-239 ◽  
Author(s):  
Philip Hallinger ◽  
Allan Walker ◽  
Dao Thi Hong Nguyen ◽  
Thang Truong ◽  
Thi Thinh Nguyen
Keyword(s):  
Instructional Leadership ◽  
Primary School ◽  
School Leadership ◽  
School Principals ◽  
Qualitative Inquiry ◽  
Instructional Leaders ◽  
Content Type ◽  
Primary School Principals ◽  
Preliminary Model ◽  
Principal Instructional Leadership

Purpose Worldwide interest in principal instructional leadership has led to global dissemination of related research findings despite their concentration in a limited set of western cultural contexts. An urgent challenge in educational leadership and management lies in expanding the range of national settings for investigations of instructional leadership. The current study addressed this challenge in the context of Vietnam, a nation with a very limited formal knowledge base in school leadership (Hallinger and Bryant, 2013b; Hallinger and Truong, 2014). The purpose of this paper is to describe the perspectives of Vietnamese primary school principals toward their role as instructional leaders, illuminate instructional leadership practices perceived as important by the principals, and develop a preliminary model of instructional leadership within the Vietnamese education context. Design/methodology/approach This study was a qualitative inquiry that sought to illuminate the perspectives of Vietnamese principals toward their role as instructional leaders. The research employed semi-structured interviews with 27 primary school principals. Data analysis employed grounded theory in order to synthesize results gathered from the principals into a preliminary conceptual model. Findings The study yielded a preliminary model of principal instructional leadership in Vietnam. The authors’ model evidences similarities to western models of instructional leadership by including dimensions focusing on setting direction, managing curriculum and instruction and developing the school learning climate. Differences also emerged in terms of two additional constructs, building solidarity and managing external relationships. Other distinctive practices of Vietnamese instructional leaders also emerged in the findings which the authors suggest can be linked to the institutional, political and socio-cultural context of education in this society. Research limitations/implications Key limitations arise from the focus on primary schools, small size of the sample, absence of data from the Northern region of Vietnam, and lack of verification of principals’ perspectives with data from other stakeholders. Originality/value This study is one of the first empirical studies of Vietnamese school leadership submitted for publication in international refereed journals and the first study that has that sought to conceptualize the instructional leadership role of principals in Vietnam. Moreover, the study illustrates how conceptualizations of school leadership are shaped by features of specific societies. This lends credence to scholarly admonitions concerning the lack of universality of leadership theories.

Healthcare assistants’ experiences on forensic mental health wards

2018 ◽  
Vol 20 (3) ◽  
pp. 179-190
Author(s):  
Stacey Boardman ◽  
Jane Clarbour ◽  
Kelly Rayner
Keyword(s):  
Mental Health ◽  
Clinical Decision Making ◽  
Well Being ◽  
Clinical Decision ◽  
Structured Interview ◽  
Future Research ◽  
Role Clarity ◽  
Forensic Mental Health ◽  
Holistic View ◽  
Content Type

Purpose In forensic mental health wards, patients spend more time with healthcare assistants (HCAs) than qualified nurses. Despite this, there is no universally utilised standardised HCA training. The purpose of this paper is to assess the HCAs’ experiences in the HCA role in order to better understand how to build on the HCA role to ensure safe practice, and enhance staff well-being. Design/methodology/approach HCAs working on low and medium secure NHS forensic mental health units were recruited through purposive methods. HCAs engaged in a semi-structured interview, with questions surrounding their support needs, clinical decision making and perception of risks in the role. Template analysis was used, applying an a priori template based on the existing literature to interview transcripts. Findings The participants described the HCA experience to be defined by two master themes: “HCA factors” and “organisational factors”. HCAs valued a holistic patient view which prized patients’ experiences. The participants described a lack of role clarity which may be defined through ward expectations and professional experience. Originality/value HCAs seek a holistic view of the patient; however, some overlooked patient offences in order to do their job. Future research should address how looking past offences impacts security and HCAs’ well-being long term.

Examining the role of emotional intelligence and political skill to educational leadership and their effects to teachers’ job satisfaction

2015 ◽  
Vol 53 (5) ◽  
pp. 642-666 ◽  
Author(s):  
Nikoletta Taliadorou ◽  
Petros Pashiardis
Keyword(s):  
Job Satisfaction ◽  
Emotional Intelligence ◽  
Educational Leadership ◽  
Leadership Styles ◽  
Structural Equation Models ◽  
School Principals ◽  
Political Skill ◽  
School Principal ◽  
Future Research ◽  
Content Type

Purpose – The purpose of this paper is to examine whether emotional intelligence and political skill (PS) of school principals influence the way they exercise leadership and the job satisfaction of their teachers. Design/methodology/approach – As regards to the methodology, quantitative research methods were used to conduct the research. Specifically, the data analysis was performed with the statistical program SPSS and the EQS program for the development of structural equation models. Participants were 182 principals of Cyprus public elementary schools and 910 teachers. Findings – The findings indicated that the emotional intelligence and PS of school principals are related to the educational leadership styles they use and to teachers’ job satisfaction. Such a relationship highlights the social skills of principals as an important area for further research. Research limitations/implications – Future research may benefit from developing and validating an investigating tool which rates school principals’ Emotional-Political Capacity because, as revealed from the current research, this new construct directly affects the leadership radius and teachers’ job satisfaction. Practical implications – This research provides important feedback to those organizations interested in educational leadership and reform, as it can further illuminate (unknown until now) qualities that an effective school principal must have. Originality/value – The importance of this research and its contribution to science, is illustrated by the fact that this is one of the first research efforts undertaken, which indicates that the emotional and political skills may be factors that shape effective educational leadership styles.

The future face of school guidance and counselling: what will it look like in 25 years?

1997 ◽  
Vol 7 ◽  
pp. 23-34 ◽  
Author(s):  
Paul C. Burnett
Keyword(s):  
Professional Development ◽  
Primary School ◽  
School Principals ◽  
Qualitative Survey ◽  
Primary School Principals ◽  
The Future ◽  
School Guidance

A total of 130 guidance counsellors and primary school principals completed a quantitative and qualitative survey which focused on perceptions of what school guidance and counselling would be like in 25 years. There were a few differences noted between the guidance counsellors' and the principals' responses but in general similar beliefs were held by all who participated. All respondents were bullish about the employment outlook for the future, with primary principals the most optimistic. There were a number of similarities between the quantitative and qualitative findings and these are outlined. These included noting the increased importance of technology, counselling, consultation, and professional development.

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