scholarly journals A review of state policies on principal professional development

2020 ◽  
Vol 28 ◽  
pp. 24
Author(s):  
Keith Davis ◽  
Deborah Rogers ◽  
Martin Harrigan
Keyword(s):  
Professional Development ◽  
Student Achievement ◽  
School Improvement ◽  
School Leadership ◽  
School Performance ◽  
State Level ◽  
State Policies ◽  
Department Of Education ◽  
Principal Professional Development ◽  
Multiple Indicators

Although principal professional development (PPD) has been proven to improve school performance at various levels, professional development (PD) for teachers receives more time, resources, and attention at both district and state level. When PPD is provided it often does not meet research-based recommendations. The literature was reviewed and five criteria areas with multiple indicators for effective PPD outlined; these were subsequently revised and validated by experts in the field. The PPD certification policies of each U.S. state that made this information publicly accessible was examined through Department of Education websites, with clarification by phone when necessary. This study revealed that only one state met all indicators, and that most states did not have comprehensive, research-based PPD policies. Given the significant effect school leadership has on student achievement and school improvement, further research on PPD implementation should be prioritized.

Linking Principal Leadership to Organizational Growth and Student Achievement: A Moderation Mediation Analysis

2019 ◽  
Vol 121 (9) ◽  
pp. 1-32
Author(s):  
James Sebastian ◽  
Elaine Allensworth
Keyword(s):  
Student Achievement ◽  
School Climate ◽  
School Improvement ◽  
School Leadership ◽  
Principal Leadership ◽  
Mediation Analysis ◽  
School Safety ◽  
Organizational Processes ◽  
Organizational Growth ◽  
School Conditions

Background Although there is a substantial body of literature on school leadership and its relationship with student achievement, few studies have examined how change in leadership is related to organizational growth and school improvement. Also less well studied is the influence of contextual conditions on how leadership and organizational processes evolve to constrain/augment school outcomes. Focus of Study In this study, we use moderation mediation analysis to examine how change in principal leadership relates to achievement growth, mediated via change in multiple organizational processes—parent-teacher trust, school climate (measured by school safety), and professional capacity. We further examine how these mediational relationships are moderated by initial school conditions. Research Design We apply moderation mediation analysis to administrative and survey data of elementary schools from a large urban school district to examine if initial school conditions moderate mediational relationships between school leadership and student outcomes. Conclusions Our results show that improvements in school leadership are related to student learning gains only through improvements in school climate; this relationship is consistent regardless of whether schools initially had strong or weak leadership and regardless of whether schools initially had safe or unsafe school climates.

Funding Staff Development for School Improvement and Student Achievement

1999 ◽  
Vol 83 (610) ◽  
pp. 49-54
Author(s):  
Ann Simpson Applewhite
Keyword(s):  
Professional Development ◽  
Student Achievement ◽  
Staff Development ◽  
School Improvement ◽  
School Reform ◽  
Professional Growth

While staff development is an integral ingredient for encouraging school reform, there may be little funding in district budgets for professional development. Without specific goals and a guiding vision, teachers are often left alone to find classes they need for professional growth or recertification, which may not match the focus established in their school.

scholarly journals Relationship between the Adherence to National Competency-Based Standards and the Professional Profile of School Heads in Northern Samar, Philippines

2021 ◽  
pp. 13-25
Author(s):  
Xavier M. Ultra
Keyword(s):  
Professional Development ◽  
Instructional Leadership ◽  
School Leadership ◽  
School Performance ◽  
Leadership Skills ◽  
Hr Management ◽  
Professional Profile ◽  
Competency Based ◽  
School Heads ◽  
Supervisory Experience

A descriptive study sought to determine the school heads’ adherence to the national competency-based standards and its relationship to the professional profile of the school heads in the Division of Northern Samar was done. This study used the descriptive-correlational research design which the questionnaire was patterned from studies on leadership and National Competency-Based Standards for School Heads (NCBS-SH) TDNA tool. Elementary schools were proportionally sampled by district/municipality while secondary schools were proportionally sampled by legislative districts of the province of Northern Samar. The respondents answered a survey questionnaire developed from the standards of Department of Education. This study found out that most of the school heads have earned master’s degree, are principal’s test passers, had more than 10 years of administrative and supervisory experience and had limited number of exposures to trainings. All the indicators of leadership skills were very highly observed. On the test of relationship between the professional profile of the school heads and their adherence to National Competency-Based Standards, administrative and supervisory experience and NCBS-SH domains on school leadership, instructional leadership, HR management and professional development were found to be significantly correlated. Also, administrative, and supervisory trainings attended and NCBS-SH domains on school leadership, instructional leadership, HR management and professional development were found to be significantly correlated. Respondents’ leadership skills and NCBS-SH domains, leadership skills have significant correlation to all the NCBS-SH domains. From the test of relationship between the professional profile of the school heads and the school performance, only eligibility and administrative and supervisory experience are significantly correlated to SBM level of practice. The test of relationships between school heads’ adherence to national competency-based standards and school performance, the school leadership is significantly correlated to SBM level of practice.

scholarly journals Conservative Perceptions for a Changing Reality. A Critical Look at the Professional Development of School Principals in Israel

2016 ◽  
pp. 517-533
Author(s):  
Mali Nets
Keyword(s):  
Professional Development ◽  
School Improvement ◽  
School Leadership ◽  
School Principals ◽  
Development Program ◽  
The Public ◽  
The Third ◽  
New Challenges ◽  
Future Thought ◽  
Mental Aspect

As a part of the worldwide trend, in Israel the issues of accountability in management, the school improvement, and the learners’ achievements are topics on the public agenda. In the attempt to address these challenges, Israel implemented a reform in the professional development of the principals, which was applied to the system with the establishment of the School Leadership Institute, Avnei Rosha (2007). The theoretical model of the professional development is based on the career stages approach,1 which originated in the research studies on the career circles of teachers2 and principals. These models examined characteristics of different stages in the professional life track of the teacher3 as well as the mental aspect of the principals’ perception of management throughout the career.4 The Israeli model adopted these theories as the basis for the professional development of principals and formed a comprehensive program of learning from the stage of the entry into the role to the stage of the retirement.5 The article will propose a critical look at the professional development program of the school principals from the third year in the role and onwards, on the background of the new challenges with which the Israeli educational system copes. The article will focus on the theoretical and practical aspects of the question of the professional development of principals, will review the influences of recent reforms on the professional development of principals from the third y ear i n t he position, will p resent t he i mmanent g aps of t he I sraeli p rogram a pplied to t hese principals, and will suggest issues for future thought.

scholarly journals Potential of Positive Leadership for School Improvement

2018 ◽  
Vol 2 (2-3) ◽  
pp. 165-180
Author(s):  
Karen Seashore Louis ◽  
Joseph F. Murphy
Keyword(s):  
Professional Development ◽  
Grounded Theory ◽  
School Improvement ◽  
School Leadership ◽  
Empirical Evidence ◽  
Organizational Theory ◽  
Narrative Research ◽  
Leadership Preparation ◽  
Positive Leadership ◽  
Teachers And Students

In this paper, we undertake four formative assignments: (1) We introduce the idea of positive school leadership (PSL) based largely on theory and research conducted outside the educational sector and introduce four orientations that anchor PSL; (2) we develop ideas about how asset-grounded concepts of leadership can be incorporated into schooling; (3) we examine how concepts underlying PSL may affect schools, classrooms, teachers, and students; and (4) using narrative research and grounded theory we introduce an overview of empirical evidence linking PSL and valued outcomes. We conclude by discussing the significance of PSL for organizational theory and leadership preparation and professional development.

Effective leadership can positively impact school performance

2017 ◽  
Vol 25 (2) ◽  
pp. 96-102
Author(s):  
Brandy C. Sirchia Huguet
Keyword(s):  
Student Achievement ◽  
Standardized Testing ◽  
School Leadership ◽  
School Performance ◽  
Effective Leadership ◽  
Review Literature ◽  
Effective School ◽  
Content Type ◽  
Leadership Attributes ◽  
Accountability Measures

Purpose The purpose of this paper is to review literature about effective leadership’s impact on school performance, as a basis for schools to focus on, to encourage similar results in like school settings. Educational professionals are commissioned with the extraordinary task of instructing students with the acquisition of knowledge that will serve them in all future endeavors. In recent years, education has come under attack and has been scrutinized with the implementation accountability measures, in the form of standardized testing, to produce increased success in populations that have previously been underachieving. Design/methodology/approach The approach to compiling this literature was reflective in nature with identification of effective leadership attributes on school performance. Findings Many schools have used various strategies that have had positive impacts on student achievement. To enhance student achievement, the schools’ leadership should be trustworthy administrators who encourage collaboration and teacher leadership, as well as employment of educators who are genuinely passionate about teaching and love children. Examination of characteristics leading to school success may serve as a foundation for other schools. Originality/value The value of this review of literature is the compilation of numerous studies highlighting effective school leadership and structures used to impact student achievement.

scholarly journals Principal leadership and school performance: Intergrating instructional and transformational leadership in South African schools context

2021 ◽  
Vol 3 (1) ◽  
pp. 1-12
Author(s):  
George Nervious Shava
Keyword(s):  
Transformational Leadership ◽  
School Improvement ◽  
School Leadership ◽  
School Performance ◽  
Teaching And Learning ◽  
Structured Interviews ◽  
Leadership Model ◽  
Learner Performance ◽  
Leadership Models ◽  
Quality Learning

This study aimed to examine the integration of instructional and transformational models of leadership in sustaining school improvement. The question of how the integration of instructional and transformational leadership in schools can influence learners' performance has received a significant amount of interest among researchers. Literature reviews have found two key approaches: educational and transformational leadership models to establish the most appropriate school leadership model. Therefore, this article reports on qualitative research used to arrive at an in-depth understanding of integrating instructional and transformational leadership in enhancing school performance. Data was collected through semi-structured interviews with principals in one educational province. Purposive sampling techniques were used to select participants for the study. Findings from the study established that integrating the two models had the potential to enhance learner performance. This study has shown that the integration of instructional and transformational leadership models led to a climate that promotes a culture of teaching and learning, hence increasing quality learning outcomes.

A bibliometric analysis of research on principal leadership and student achievement

2019 ◽  
Vol 6 (7) ◽  
pp. 55-61
Author(s):  
Nedim Ozdemir
Keyword(s):  
Student Achievement ◽  
School Improvement ◽  
School Leadership ◽  
Bibliometric Analysis ◽  
Principal Leadership ◽  
Temporal Analysis ◽  
School Principal ◽  
Leadership And Student Achievement ◽  
Bibliometric Review ◽  
And Performance

This study aims to explore the bibliometric review of research on principal leadership and student achievement. The study consists of 473 articles indexed in the Web of Science database between 1992 and August 2019. This database provides access to bibliographic data of publications. Data were analysed by using VOSviewer software to create co-authorship, keyword and citation map. Descriptive statistics and social network analysis were used for data analysis. There are 93 items that are mentioned at least four times in 473 articles. These keywords grouped into nine clusters. The most common keywords are achievement, school leadership, principal, school improvement, instructional leadership, teachers and performance. The temporal analysis finds that recent interest revolves around teacher evaluation, teacher professional development, trust and collaboration. Researchers can do a similar study in the field of school leadership and school culture. Keywords: School principal, academic achievement, bibliometric analysis.

scholarly journals School improvement through government agencies: Loose or tight coupling?

2016 ◽  
Vol 20 (1) ◽  
pp. 35-47
Author(s):  
Tony Bush
Keyword(s):  
School Improvement ◽  
School Leadership ◽  
South African ◽  
Teacher Development ◽  
Department Of Education ◽  
Loose Coupling ◽  
Tight Coupling ◽  
Leadership Management ◽  
20Th Anniversary ◽  
Two Bodies

In seeking to improve student outcomes, governments may choose to exercise direct control over schools, as in many centralised systems, or to provide frameworks for intermediate bodies to engage in improvement activities. One such body is the National College for School Leadership (NCSL), now the National College for Teaching and Leadership (NCTL) in England. The Department of Education of the South African province of Gauteng (GDE) has also chosen to implement its school improvement programmes partly through two specialist units, the Sci-Bono Discovery Centre, which focuses on maths, science and technology (MST), and the Matthew Goniwe School of Leadership and Governance (MGSLG), which specialises in school leadership, management, governance and teacher development. The purpose of this article is to report on an evaluation of the work of these two bodies, commissioned by the GDE as part of its 20th anniversary commemorations, through an analysis of relevant documents and interviews with 11 key actors in the operation of these specialist bodies. The article adopts loose coupling as its theoretical framework.

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