Top PDF The role of leadership in school improvement

The role of leadership in school improvement

The role of leadership in school improvement

such schools could be found. Nothing could have summed up the outlook at the time better than that once ubiquitous phrase: ‘bog-standard comprehensive’. How different the situation is today. We now have a school system where autonomous schools are able to break free from the intellectual and bureaucratic constraints of the past, allowing school leaders to beat a new path of previously unimaginable success. King Solomon Academy was founded in 2009 in one of the most disadvantaged London wards for child poverty. 44% of the pupils are eligible for free school meals - more than 3 times the national average.
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The role of headteacher leadership and community participation in public school improvement in Ghana

The role of headteacher leadership and community participation in public school improvement in Ghana

Currently, the recruitment and appointment of headteachers for public basic schools is based on the grade of teachers in the Ghana Education Service and length of years on the said grade. As the study shows the headteacher is not just there to ensure that teachers are teaching and children are learning (Headteacher Handbook, 2010) but more on how the headteacher leadership inspire and motivate teachers and students, parents and communities in the improvement of the teaching and learning processes. The study shows that the role of the headteacher goes beyond just managing the status quo and demand that the headteacher should have a vision for improvement, ability to motivate and inspire teachers, parents and community to do their best and to support whatever improvement process that are initiated in schools and above all seek for opportunities available to improve schools. It is recommended that appraisal of headteachers for promotion in the Ghana Education Service should be based on evidence of how headteachers play their leadership roles to create environment conducive to effective teaching and learning. For this reason, headteacher leadership training programmes should be continuous and structured around what works in the school system and in what ways, taking the school context into consideration. This will require competencies that the headteacher would employ to interplay the school conditions to improve schools. Emphasis should therefore be on how headteachers can make a difference in improving the conditions to impact students‟ learning than on what they should know as factors for school improvement.
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Using mixed methods to investigate school improvement and the role of leadership: an example of a longitudinal study in England

Using mixed methods to investigate school improvement and the role of leadership: an example of a longitudinal study in England

25 case study data enabled a range of analysis strategies and the development of statistical models and deeper understanding of the role of leadership. The statistical models revealed strong leadership effects on school processes and internal conditions but only weak indirect effects on changes in student attainment outcomes. In addition, the qualitative case studies provided powerful evidence of the perceived importance of leadership in the accounts of school improvement provided by different stakeholders. These different sources of evidence should not be necessarily seen as inconsistent. Leaders seek to set directions, develop staff and take actions that improve internal school conditions. These will have direct effects on the work of various stakeholders, particularly senior and middle leaders. They are also likely to influence teachers and teaching and learning practices.
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Using mixed methods to investigate school improvement and the role of leadership: an example of a longitudinal study in England

Using mixed methods to investigate school improvement and the role of leadership: an example of a longitudinal study in England

25 case study data enabled a range of analysis strategies and the development of statistical models and deeper understanding of the role of leadership. The statistical models revealed strong leadership effects on school processes and internal conditions but only weak indirect effects on changes in student attainment outcomes. In addition, the qualitative case studies provided powerful evidence of the perceived importance of leadership in the accounts of school improvement provided by different stakeholders. These different sources of evidence should not be necessarily seen as inconsistent. Leaders seek to set directions, develop staff and take actions that improve internal school conditions. These will have direct effects on the work of various stakeholders, particularly senior and middle leaders. They are also likely to influence teachers and teaching and learning practices.
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The Place and Role of Distributed Leadership in Functional and Effective  South African Schools: Towards School Improvement

The Place and Role of Distributed Leadership in Functional and Effective South African Schools: Towards School Improvement

A common thread in contemporary research on principal leadership is the ways in which principals take important decisions. These decisions have become increasingly more complex in a system of school-based management. The concept of shared or distributive leadership becomes vital in the process. Distributed leadership implies that leadership is not held by one leader only, but leadership roles are distributed among the rest of the school management team. The idea of leadership as distributed across a group of leaders and situations has proven to be a more useful framework for understanding the realities of schools and how they might be improved. The purpose of this article is to explore how effective distributed leadership contributes to school improvement. The article is based on a qualitative case study in a few South African schools. Ethnographic interviews were conducted with principals from five (n=5) purposefully selected effective or functional schools in a school district in the South African province of KwaZulu-Natal to establish the perspectives of participants on the place and role of distributive leadership in school improvement. The five participants described their experiences of the role of distributed leadership in school improvement and how they have focussed their daily routines on the distribution of leadership tasks to ensure improvement. The outcomes of this study show that distributive leadership serves as a significant contributor to school improvement in functional schools and are of importance to all educational managers as they will be able to provide schools with guidelines to increase positive perceptions regarding the role of distributed leadership in school improvement.
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Role of School Heads’ Leadership Competencies in the Context of School Improvement Initiatives

Role of School Heads’ Leadership Competencies in the Context of School Improvement Initiatives

There were 285 teachers and 93 head teachers from tehsil Rawalpindi, Texila and Kotli Satian using the consecutive sampling technique. A questionnaire was developed for quantitative data collection. The study revealed that there is a significant relationship found between leadership competencies of school heads and school annual results. The study also depicted that the head teachers of the schools confront several challenges to improve their school including: lack of strict accountability in the system, heavy administrative duties, overcrowded classes, students affair management, weak result in Maths and Science, lack of trust of people on the education of government institutions, children coming from low socio economic backgrounds and lack of parents participation in the education of their children, lack of subject competent teachers, assessment practices, students drop out, medias’ role in portraying bad image of the government institution.
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Competence of the leadership influence school improvement

Competence of the leadership influence school improvement

The analysis of leadership development programmes (Bush, 2008; Bush, Jack- son, 2008; Pont et al, 2008) allows generating a “content model” for leadership development. Programmes may vary in structure, content and effectiveness. Some of the differences perceived depend on how the role of school leadership is con- ceived. Whether school leadership development focuses on managerial responsibi- lities, including business skills and resource management, and/or on instructional leadership skills will depend on the level of autonomy and decentralisation granted to schools and the roles leaders are asked to play. However, a core curriculum most likely comprises five main themes: Instructional leadership: the topics related to te- achings and learning, pedagogical leadership, managing teaching and learning. Le- aders seek to achieve good outcomes by influencing the motivation, commitment, capability of teachers. they monitor teaching and learning to check that high stan- dards are being achieved. so the course modules on instructional leadership need to address these themes. Law: the purpose of a module is to ensure that leaders understand the main requirements effecting schools and their management. Finan- ce: Principals need skills to set and manage budget, audit spending and ensure that expenditure is targeted and meets school objectives. Managing people: Principals may be responsible for the full range human resource management: staff selection, induction, mentoring, staff development, deployment, appraisal, discipline. Modu- le should include these themes. Administration: administration should be regarded as a function that supports the educational purpose of a school.
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Leadership development and school improvement: contemporary issues in leadership development

Leadership development and school improvement: contemporary issues in leadership development

Given the importance of educational leadership, the development of effective lead- ers should not be left to chance. It should be a deliberate process designed to produce the best possible leadership for schools and colleges. As the NCSL (2007, 17) succinctly argues, “leadership must grow by design not by default”. Van der Westhui- zen and van Vuuren (2007, 431) refer to the “professionalisation” of the principalship, an explicit recognition that school leadership is a different role from teaching and requires separate and specialised preparation. The trend towards systematic prepara- tion and development of school and college leaders, while by no means universal, has advanced to the point where the argument is widely accepted. However, there is continuing and ongoing debate about the nature of such provision.
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The Role of Bounded Rationality in School Improvement

The Role of Bounded Rationality in School Improvement

reconnecting data back to the literature. Having a large dataset, I made choices about what I was focusing on that was of particular relevance to my research question. In this research, my aim was to understand leadership and decision-making about school improvement within the context of the school. A discernable a priori context whether the principal was working in a TS or not. Within Contingency Theory of the Rationality Model of School Effectiveness, my goal was to build a theory about what processes and factors principals spoke about that influenced their decisions related to school improvement. In addressing this broad question, I especially wanted to understand what could be operating to limiting principal’s ability to make decisions. At this point, I revisited Bounded Rationality theorists and their bodies of literature to refresh my conceptual understanding of cognitive decision-making (e.g., Gigerenzer & Selten, 1999; Rubinstein, 1998; Kahneman, 2011). Reading the major theorists’ work in Bounded Rationality allowed me to return to the data with clarity about concept analysis. Within each of the four concept spreadsheets I examined the codes to understand how they relate to each another. I noticed that the codes clustered in what I named “families.” I renamed each code in the family by first stating its family name and then adding a memo about the code. I repeated this process within all concepts.
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Collaborative Inquiry Driving Leadership Growth and School Improvement

Collaborative Inquiry Driving Leadership Growth and School Improvement

Thirdly there is the flow-on of the process to other groups within the school. While only some participants cited this as an early outcome, the overall process was seen as empowering in the dealings of leaders with those whom they worked closely or whom they supervised. A final implication is in the role of the university academics as separate participants in this process. Here they are breaking several pre-conceptions: they are not presenting themselves as experts, aware of all the current re- search and so offering professional development for a fee; they are not “asking for something”, such as permis- sion to conduct research to serve their own purposes. However, they are importantly, focused upon process, and lend it an academic authority—that one can explicitly value ideas, inquiry, evidence, and that failure is not only acceptable but it can yield valuable insights.
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The Role of External Diagnosis in School Improvement in an Ontario School District

The Role of External Diagnosis in School Improvement in an Ontario School District

It also depressed teacher efficacy and commitment to school improvement. Positive effects of external diagnosis were facilitated and negative effects mitigated by principals who adopted shared instructional leadership strategies. L’on recommande une analyse externe quand les écoles n’ont pas la capacité d’évaluer leurs besoins. Cette étude qualitative d’un district en Ontario porte sur une comparaison entre 33 écoles élémentaires qui ont entrepris un diagnostic externe et 47 écoles qui ont eu recours à un diagnostic interne. Les diagnostics externes ont créé une pression pour le changement, aidé les écoles à développer un projet qui incluait des besoins auparavant négligés, favorisé la cohérence à l’intérieur des écoles et entre elles, contribué à la culture d’amélioration de l’école et encouragé le partage du leadership de l’enseignement. Ils ont également diminué l’efficacité des enseignants et leur engagement face à l’amélioration de l’école. Les effets positifs des diagnostics externes ont été facilités et les effets négatifs mitigés par les directeurs qui ont adopté des stratégies de partage du leadership de l’enseignement.
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The Power of Two: Sharing Leadership for School Improvement in Indigenous Education

The Power of Two: Sharing Leadership for School Improvement in Indigenous Education

Perception of the Work Undertaken by IEWs/CECs Overall the IEWs’/CECs’ perception of their duties tended to a focus on areas such as student engagement, attendance and achievement. While the greatest single number of principal responses acknowledged the IEW/CEC role in working with students, generally principals saw the IEW/CEC role as most commonly one that provided advice, assistance and information about Aboriginal and Torres Strait Islander people to staff. As such, the above findings do resonate with those found in a survey of the handful of known empirical studies pertaining to the work of IEWs/CECs in Australia (Buckskin & Hignett, 1994; Cahill & Collard, 2003; Funnell, 2012; Gower et al., 2011; Grace &
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The perceptions of teachers and principals in regard to teacher leadership and school improvement

The perceptions of teachers and principals in regard to teacher leadership and school improvement

PURPOSE OF STUDY/PROJECT: The purpose of this study is to gain a better understanding of the perceptions of principals and teachers on the role of teacher leadership and the influence [r]

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Student leadership and school improvement: how can school leaders involve students in the school improvement process through developing students as researchers?

Student leadership and school improvement: how can school leaders involve students in the school improvement process through developing students as researchers?

Findings Impact on students Students initially found conducting the research challenging, but soon settled into their role. All of the student researchers developed research skills as part of their involvement with the programme and this experience was valuable for their broader personal development. For instance, many students were more articulate and displayed greater confidence when relating their findings and recommendations to staff.

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The instructional leadership role of the school principal in the improvement of the quality of education : a case study

The instructional leadership role of the school principal in the improvement of the quality of education : a case study

attend, if you attend a workshop for a day, but is that to be informed or is that to see that I know what I have to go and do? They only organize workshops for educators. I’m not saying they should train me on all learning areas, but at least on one subject of my specialization like Economics in my case. There was a course few weeks ago, but I couldn’t go and leave the school unattended. It was hectic, I … I had six to seven teachers per day not at school. I would go out of my way assisting other principals with my knowledge, with my expertise, with my knowledge that I’ve gained. I … do it. Many of my stuff that I got I distribute it to my staff even if they are not principals, they might still be teachers but it enriches them, it … widens their vision about circumstances because that’s why I went there. And don’t think the school paid for me to go there. I mean the fee was R770, 00, my staying there was more than R600, 00 and my petrol was R1200, 00. It came out of my pocket. So now what’s so difficult about your original question? It’s because I come from a system where we believed you must empower yourself. I mean isn’t it my task to walk in front of my staff and say people this is the way, follow? But it is a very important question you asked, we must be trained. So it’s a hand in glove situation, you cannot isolate … live in isolation as if you are a king on a little island of expertise but then you must also know there are other good people as well and you must get ready to learn from them and also share with them. The Department must sometimes bend over and say to principals we will empower you, especially somebody who has never been a principal”.
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School leadership for systemic improvement in Finland

School leadership for systemic improvement in Finland

This means that municipal leadership takes on extraordinary importance, in the words of the Department staff, as it “tries to support every school to be successful.” Social and health authorities have to work together within municipalities and so do schools. Indeed, cooperation within municipalities is on the increase, as we will explain in the next chapter. According to the background report for this study (Ministry of Education Finland, 2007) in their own curriculum document, schools are obliged to present how they cooperate with other schools. Exactly how they do so varies, however, as there are different approaches across municipalities. In the city of Javenpaä, for example, all comprehensive schools follow the municipal level common curriculum which has been created in a city-wide cooperative effort with the participation of several hundreds of teachers, led by the municipal department of education. In other cases, such as Helsinki and Tampere, although the municipality plays a very active role in supporting the preparation of school level curricula as well as encouraging intensive cooperation in this area among schools, this does not go as far as planning a common city-level curriculum.
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THE ROLE OF SCHOOL SUPERVISION IN INSTRUCTIONAL IMPROVEMENT

THE ROLE OF SCHOOL SUPERVISION IN INSTRUCTIONAL IMPROVEMENT

Principals’ perceived capacity and perceived effectiveness of instructional supports is not shaped by demographic and contextual factors. Therefore, instruc- tional leadership training may be designed uniformly to meet principals’ learning needs regardless of differences in principals’ background and school context within which they work. Supervisory function should be designed on the continuous process rather than one that responds only to personnel problems. Administrators with supervi- sory responsibility have the opportunity to have tremendous influence on the school program and help ensure the benefits of a strong program of instruction for children.
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Improvement of global oral health - the leadership role of the World Health Organization

Improvement of global oral health - the leadership role of the World Health Organization

Over the last few years the feature most frequently commented upon by readers of CDH has been the ‘Grand Circle’ historical photographs and brief narratives containing names of key figures in the development of dentistry and dental public health. The Editor of this feature has been my friend and colleague Professor Robin O’Sullivan, Professor of Anatomy in Bahrain Medical School and an enthusiastic anthropologist. It is indeed fitting that this final contribution from Prof. O’Sullivan should depict the earliest known dentist, Hesire, who lived about 4,600 years ago! I would like to take this opportunity to thank Robin for his help for this novel feature of our journal and readers will no doubt be glad to hear that the new editor, Professor Mike Lennon is making arrangements to continue this feature.
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LEADERSHIP FOR SCHOOL IMPROVEMENT

LEADERSHIP FOR SCHOOL IMPROVEMENT

accountability to standards: low capacity schools, compliant schools, complacent schools, and high capacity schools. The model further developed associated strategies for moving schools in each category towards developing or sustaining high capacity. Where relational trust was lower within the school communities studied, leaders tended to retain decision-making, disrupting cycles nurturing organic school improvement, as described by Bryk and Schneider (2002). Associated with low relational trust, the hording of leadership functions impacted the dimension of accountability to standards, resulting in an external locus of control. Externally imposed standards or accountability structures sometimes resulted in compliance but standards misaligned with individual or cultural values detracted from the resource of relational trust and undermined the emergence of self-sustaining, high capacity individuals and schools. Similarly, whenever standards and/or accountability were lower, this study uncovered evidence of schools exhibiting a complacent form of relatively higher relational trust unsupported by corresponding merit. Conversely, this study also uncovered evidence of escalating cycles of relational trust and mutual accountability to shared standards of excellence at all three independent schools studied.
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THE ROLE OF LEADERSHIP IMPROVEMENT WITH SUCCESSION PLANNING

THE ROLE OF LEADERSHIP IMPROVEMENT WITH SUCCESSION PLANNING

6 Study opportunity 134.201 -3.031 .324 .157 .025 22.122 .000 7 Promotion 128.254 3.654 .420 .178 .007 22.915 .000 Conclusions Generally, succession planning concentrate on top positions in the organizational structure whereas, leadership development typically start execute the preparation programs of the middle management. The results seems interesting especially when it refer to the weak link of leadership development on succession planning. The succession planning need specific types of training. The senior leaders in organization should play a significant role to prepare the future leaders through provide them a training that give them a necessary skills. Moreover the promotion criteria should be clear and the evaluation process should made in transparency climate. Appraisal process also should include the bosses opinion regarding the skills needed for the employees which make the stepping up to the next level of responsibility. The participation of employees in decision making process appear not effective. There is variance between ages regarding the interactive with the leadership programs because the younger are more effective than older employees. Higher educated are more accepted and are well prepared to step up.
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