School leadership writ small: Meetings and school principal practice

2021 ◽  
pp. 174114322110589
Author(s):  
Gopal Midha
Keyword(s):  
School Leadership ◽  
Keyword Search ◽  
School Principal ◽  
Three Dimensions ◽  
Personal Network ◽  
Leadership Practice ◽  
Academic Literature ◽  
Principal Practice ◽  
Academic Publications ◽  
School Principalship

This paper systematically reviews literature on meetings of the principal or principal meetings from 1970 to 2021. Even though meetings comprise the largest percentage of principal time, they have been overlooked as a topic of research. The purpose of this review is to study notations of meetings in academic literature and develop analytical insights on school leadership practice. The systematic literature search used keyword search, snowballing, and personal network references to yield 62 academic publications. The results of the review indicate that educational literature provides limited and often summative notations of principal meetings. Importantly, the limited notations are still able to illuminate and nuance three dimensions of school principalship – bridging, bending, and balancing. Further, three possible conceptualizations of principal meetings as waste of time, familiar events, and intervention tools provide analytical insights into meetings as a microcosm of school principal practice. Implications for theory, practice, and further research are provided.

scholarly journals Successful Leadership Practice in School

2019 ◽  
Vol 29 ◽  
pp. 119-131
Author(s):  
Kamal Prasad Koirala
Keyword(s):  
Secondary School ◽  
School Leadership ◽  
Leadership Practices ◽  
School Principal ◽  
Leadership Practice ◽  
Depth Interview ◽  
Successful Leadership ◽  
Positive Work Environment ◽  
Successful School ◽  
Positive Work

This paper mainly focuses on successful leadership practices in secondary school. It aims to identify the recent models and theories of successful leadership practice in schools, and explore the experience of school principal regarding successful school leadership in the Nepalese context. A qualitative study was carried out in Gorkha district for the collection of data. A successful head teacher was selected for in-depth interview to explore the perception and experience about successful practice of school leadership. The findings of the study reveal that strong interpersonal skills, people-centered leadership, clear communication of vision and goal, focus on academic achievement, co-curricular activities, transparency, creating a positive work environment, knowledge of pedagogical contents, and cooperation and collaboration with various stakeholders are the vital constituents of successful leadership practices.

scholarly journals PRINCIPAL INSTRUCTIONAL LEADERSHIP FOR IMPROVED STUDENT ACHIEVEMENT

2019 ◽  
Author(s):  
ahmad sabandi
Keyword(s):  
Student Achievement ◽  
Instructional Leadership ◽  
Literature Review ◽  
School Leadership ◽  
Relevant Literature ◽  
School Principal ◽  
Instructional Program ◽  
Three Dimensions ◽  
Learning Climate ◽  
Increase Student Achievement

School leadership factor is an important factor in determining the success of education. Some phenomena show that the role of the school principal indicated unsatisfactory. This is due, still low mastery of competencies principal. In addition, Indonesian student achievement in international areas still indicated a lower category. The purpose of this paper is to describe the principal's leadership influence learning on the success of student learning. This paper is based on relevant literature review covering both conceptual and research. Based on the results of a literature review, there are three dimensions of instructional leadership and each contained subdimensions, such as: defines the school mission: frames the school goals, communicates the school goals; manages the instructional program: supervises and evaluates instruction, coordinates curriculum, and monitors student progress; and to develop a positive school learning climate: protects instructional time, maintains high visibility, provides incentives for teachers, promotes professional development, and provides incentives for learning. The results of the study of instructional leadership principals indicate that the higher the average level of the leadership of higher learning achievement levels of students. The implication of these studies is to increase student achievement can be done through increasing instructional leadership principals.

Leadership Performance Model for the Effective School Principal

2017 ◽  
Vol 27 (4) ◽  
pp. 553-580
Author(s):  
Disraeli M. Hutton
Keyword(s):  
School Leadership ◽  
Research Work ◽  
School Principal ◽  
Performance Model ◽  
Effective School ◽  
Leadership Performance ◽  
Leadership Practice ◽  
High Performing ◽  
Effective School Leadership ◽  
Work Done

The article presents a conceptual model of effective school leadership which is based on the experience and knowledge gained from research work done with high-performing principals in the Jamaican school system. The basic and underlying premise is that to understand how leadership works, it is essential to explore the dimensions, components, and elements which shape and inform the behavior of the leaders. The article also presents the conceptual framework for the model and elaborates on the six dimensions which are the basis for analyzing and synthesizing leadership practice. The model would be useful as a diagnostic tool, and a guide for recruiting and developing training programs for principals.

scholarly journals PRINCIPAL INSTRUCTIONAL LEADERSHIP FOR IMPROVED STUDENT ACHIEVEMENT

2019 ◽  
Author(s):  
ahmad sabandi
Keyword(s):  
Student Achievement ◽  
Instructional Leadership ◽  
Literature Review ◽  
School Leadership ◽  
Relevant Literature ◽  
School Principal ◽  
Instructional Program ◽  
Three Dimensions ◽  
Learning Climate ◽  
Increase Student Achievement

School leadership factor is an important factor in determining the success of education. Some phenomena show that the role of the school principal indicated unsatisfactory. This is due, still low mastery of competencies principal. In addition, Indonesian student achievement in international areas still indicated a lower category. The purpose of this paper is to describe the principal's leadership influence learning on the success of student learning. This paper is based on relevant literature review covering both conceptual and research. Based on the results of a literature review, there are three dimensions of instructional leadership and each contained subdimensions, such as: defines the school mission: frames the school goals, communicates the school goals; manages the instructional program: supervises and evaluates instruction, coordinates curriculum, and monitors student progress; and to develop a positive school learning climate: protects instructional time, maintains high visibility, provides incentives for teachers, promotes professional development, and provides incentives for learning. The results of the study of instructional leadership principals indicate that the higher the average level of the leadership of higher learning achievement levels of students. The implication of these studies is to increase student achievement can be done through increasing instructional leadership principals.

The language of leadership: principal rhetoric in everyday practice

2014 ◽  
Vol 52 (4) ◽  
pp. 446-468 ◽  
Author(s):  
Rebecca J. Lowenhaupt
Keyword(s):  
Comparative Analysis ◽  
School Improvement ◽  
School Leadership ◽  
Rhetorical Analysis ◽  
School Principal ◽  
Content Type ◽  
Principal Practice ◽  
Rhetorical Form ◽  
Linguistic Structures

Purpose – The purpose of this paper is to call for a rhetorical turn in the study of school leadership and discusses how principals use language to enact school improvement. The key purpose is to explore how talk is action in leading and managing school reform. Design/methodology/approach – This paper presents a rhetorical framework and methodology for interpreting principal practice through language. As a model, the language use of one urban school principal is examined through a rhetorical analysis of 650 instances of principal talk in 14 administrative meetings. The paper reports on the form and content of principal rhetoric, including analysis of logos, pathos, and ethos, and comparative analysis across meeting contexts. Findings – The paper demonstrates the importance of rhetorical form and content and highlights the role of audience in principal talk. In the present example, each of three rhetorical forms was used to transform school practice. Logos was used most frequently; emotional and ethical arguments were also integral to principal talk. Comparative analysis showed that the principal's rhetoric varied by audience. The principal's use of language did not just explain practice, but also defined and shaped ongoing practices. Research limitations/implications – The author proposes future cross-case research to develop an understanding of how leadership language varies across individuals and contexts, as well as interaction analyses of the co-performance of discourse and rhetoric in schools. Practical implications – The author argues that principal preparation would benefit from the incorporation of the linguistic concepts and forms of rhetoric, particularly in the context of school improvement. Originality/value – While many have turned to principal practice as an area of research, few have focussed on the underlying linguistic structures. This paper emphasizes the importance of language in principal practice and offers a specific methodology with which to study it.

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

2020 ◽  
Vol 7 (11) ◽  
Author(s):  
Panagiotis J. Stamatis ◽  
Georgios A. Gkoutziamanis
Keyword(s):  
Resource Management ◽  
School Leadership ◽  
Theoretical Models ◽  
School Principal ◽  
Fundamental Aspect ◽  
Research Activity ◽  
Effective School ◽  
Leadership And Management ◽  
Leading Role ◽  
Effective School Leadership

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>

School leadership practice and preparation

2013 ◽  
Vol 51 (1) ◽  
pp. 6-23 ◽  
Author(s):  
Rose Ylimaki ◽  
Stephen Jacobson
Keyword(s):  
School Leadership ◽  
Leadership Practice

COVID-19, School Leadership in Crisis?

2021 ◽  
Vol 4 (2) ◽  
pp. 332-341
Author(s):  
Aslamiah ◽  
Muhyani Rizalie ◽  
Celia Cinantya ◽  
Rizky Amelia
Keyword(s):  
Elementary School ◽  
Transformational Leadership ◽  
Elementary Schools ◽  
School Leadership ◽  
School Principal ◽  
Elementary School Principal ◽  
Leadership Strategies ◽  
Data Presentation ◽  
Analysis Techniques ◽  
The Subject

This study aims to describe the pattern and leadership strategies of principals in elementary schools in dealing with the crisis in the Covid-19 pandemic.  The method used in this study is qualitatively descriptive. The subject of this study was the principal and teacher at Sabilal Muhtadin Elementary School in Banjarmasin City. The data collection techniques used are interviews, observations, and documentation studies.  Test the validity of the data using the triangulation technique. Data analysis uses Miles & Huberman analysis techniques that consist of data reduction, data presentation, and conclusion. This research shows that the principal has a working philosophy that is to work for worship. Strategies implemented in its leadership include transparency, empowerment of teachers and employees, communication, and motivation. The conclusion is that elementary school principal Sabilal Muhtadin is transformational leadership based on Islam. The strategies used for its implementation are transparency, empowerment of teachers and employees, communication, and motivation to maintain excellence when facing crises in the Covid-19 pandemic.

Using Narrative Inquiry to Explore “Wicked Problems” in Educational Leadership in the Anthropocene

2019 ◽  
pp. 144-167
Author(s):  
Nandakumar Mayakestan ◽  
Gopinathan Sarvanathan
Keyword(s):  
Educational Leadership ◽  
Narrative Inquiry ◽  
School Leadership ◽  
Wicked Problems ◽  
Human Condition ◽  
Validity And Reliability ◽  
Leadership Practice ◽  
Critical Issues ◽  
Viable Approach ◽  
Leadership Research

A highly contested issue in educational leadership research is the place of narrative inquiry to study school leadership practice. While the study of narratives has had long epistemological roots in the works of Dewey, Bruner, Clandinin, and Connelly, its potential for revealing the human condition and providing deeper insights into critical issues like power, inequity, social justice, and oppression is often underestimated. Moreover, the method has also drawn much debate for its limitations ranging from its highly reflexive nature to issues of validity and reliability of “storied” experiences. This chapter outlines some arguments for the use of narrative inquiry and suggests a nuanced and expanded understanding of the method as a viable approach to study “wicked” problems in the age of Anthropocene. The chapter also aims to inspire further discussions of how narrative inquiry could be further re-conceptualized to study educational leadership in the anthropogenic era.

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