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Article
Publication date: 1 December 1997

Nadyne Guzmán

Describes a multiple case analysis of six elementary school principals considered to be successful as leaders of inclusive schools. Analyses the structural and behavioural factors…

2430

Abstract

Describes a multiple case analysis of six elementary school principals considered to be successful as leaders of inclusive schools. Analyses the structural and behavioural factors present in six elementary schools considered to have successfully included students with disabilities in regular classroom programmes. Outlines several factors which were found to be common among the principals of the six schools. Each principal: established a system of communication that allowed staff members to disagree with policies and practices and to make recommendations for changes; was actively involved in the IEP development process; was personally involved in dialogue with the parents of students with disabilities; worked with staff to agree collaboratively on a building philosophy of inclusion; established policies for addressing specific discipline issues arising from students with disabilities; followed a personal plan of professional development regarding issues of inclusion; demonstrated skills in data gathering; and demonstrated skills in problem solving.

Details

Journal of Educational Administration, vol. 35 no. 5
Type: Research Article
ISSN: 0957-8234

Keywords

Article
Publication date: 1 January 1984

JUDITH D. CHAPMAN

This paper reports on the design of an attitude scale to be used in studies investigating relationships between principals and members of school councils in Victoria. The scale…

Abstract

This paper reports on the design of an attitude scale to be used in studies investigating relationships between principals and members of school councils in Victoria. The scale, which is composed of twenty‐four items, measures attitudes toward principal domination of council. The Likert method of scale construction was used. Item analysis demonstrated that all items discriminated between high and low scorers (Edwards t≥3.17). Internal consistency, estimated by using Kuder Richardson and Cronback's Alpha, yielded a coefficient of .80705. The corrected split‐half reliability based on the responses of 297 principals and council members was .72835. Test‐retest reliability was .69314.

Details

Journal of Educational Administration, vol. 22 no. 1
Type: Research Article
ISSN: 0957-8234

Article
Publication date: 1 January 1977

DOUG OGILVIE

At role conferences, high school deputy principals are continually re‐examining their role in the schools. Increasingly, in school level co‐operative evaluation programmes they…

Abstract

At role conferences, high school deputy principals are continually re‐examining their role in the schools. Increasingly, in school level co‐operative evaluation programmes they are analyzing their work and its contribution to school effectiveness. This paper attempts to develop a classification that would provide a useful framework within which, at both system level and school level, they might examine their behaviour and consider modifications. From a Queensland study, five dimensions of leader behaviour are identified. They are Consideration, Classroom Facilitation, Staff Utilization, Authoritarianism and Routinisation. Other behaviours identified from the literature are Teacher Classroom Contact and School Management Maintenance tasks. These seven behaviours can involve interaction with either of two groups of people; clients and colleagues, thus providing a 14 segment grid that deputies might use to classify their behaviour when considering what they are doing in schools and what might be done better.

Details

Journal of Educational Administration, vol. 15 no. 1
Type: Research Article
ISSN: 0957-8234

Article
Publication date: 1 October 1998

Mary M. Harris and Donald J. Willower

Hypotheses on principals’ optimism, teacher perceptions of that optimism, and of school effectiveness were tested. The school was the unit of analysis. Teachers and principals in…

1294

Abstract

Hypotheses on principals’ optimism, teacher perceptions of that optimism, and of school effectiveness were tested. The school was the unit of analysis. Teachers and principals in 50 secondary schools responded to two standard measures. To avoid same respondent bias, about half of the teachers in each school completed one instrument, half the other. Teacher perceptions of their principal’s optimism and of their school’s effectiveness were correlated, but the principal’s self‐reported optimism was not a predictor of perceived effectiveness. The congruence of teacher perceptions of the principal’s optimism and the measured optimism was associated with perceived school effectiveness. Teachers saw the principals to be less optimistic than the principals scored; however, teacher perceptions of optimism and self‐reported optimism were correlated across schools. We suggested explanations for this unusual combination of significant difference with significant correlation, and for other findings

Details

Journal of Educational Administration, vol. 36 no. 4
Type: Research Article
ISSN: 0957-8234

Keywords

Article
Publication date: 1 January 1993

Richard D. Bingham, Paul A. Haubrich and Sammis B. White

Explores the question of why principals rate their schools morehighly than do their own teachers. Following the work of others, showingthat disagreements between teachers and…

Abstract

Explores the question of why principals rate their schools more highly than do their own teachers. Following the work of others, showing that disagreements between teachers and principals stem mainly from disagreements on discipline, reports on results which show that views on disciplinary policy are the only factor which is strong enough to overcome the somewhat biased grading by principals. Concludes that, if a principal wants higher teacher morale and higher grading of their school, efforts must be made to develop greater congruence between teacher and principal expectations and actions on discipline.

Details

Journal of Educational Administration, vol. 31 no. 1
Type: Research Article
ISSN: 0957-8234

Keywords

Article
Publication date: 1 January 1990

Ellen B. Goldring

The elementary school principal, the chief administrator at thelocal school level, occupies the boundary‐spanning role. One aspect ofthe principal′s role as boundary spanner is to…

Abstract

The elementary school principal, the chief administrator at the local school level, occupies the boundary‐spanning role. One aspect of the principal′s role as boundary spanner is to engage with parents. The principals′ interactions with parents in terms of their boundary‐spanning functions are described. Interviews of 113 suburban elementary school principals suggest they are concerned with buffering and bridging between the school organisation and their parental clientele as boundary spanners. When buffering, principals mediate between angry parents and their superiors at central office and moderate the impact of complaining parents on their schools. When bridging, principals aim at obtaining parental support through promoting public relations.

Details

Journal of Educational Administration, vol. 28 no. 1
Type: Research Article
ISSN: 0957-8234

Keywords

Article
Publication date: 1 April 1999

Mahmood Abolghasemi, John McCormick and Robert Conners

Investigates how high school department heads may play a role in the alignment of teachers with a principal’s vision for the school. A survey study based on a theoretical position…

1189

Abstract

Investigates how high school department heads may play a role in the alignment of teachers with a principal’s vision for the school. A survey study based on a theoretical position of the high school as a loosely‐coupled system consisting of departments with distinct subcultures and department heads who are influential leaders is reported. As expected, principal components and multiple regression analyses suggest that behaviours of the principal which emphasise and reinforce the school vision, predict the extent to which teachers support the principal’s vision. However, the congruence of department heads and the principal, in terms of school vision, is a much stronger predictor of teachers’ support for the vision. To a lesser extent, stronger structural coupling between departments also contributes to teachers’ support of the school vision.

Details

International Journal of Educational Management, vol. 13 no. 2
Type: Research Article
ISSN: 0951-354X

Keywords

Open Access
Article
Publication date: 7 May 2024

Amy Fahy, Steven McCartney, Na Fu and Joseph Roche

Although significant research has examined the concept of transformational leadership, few studies have explored the indirect impact of transformational leadership on individual…

Abstract

Purpose

Although significant research has examined the concept of transformational leadership, few studies have explored the indirect impact of transformational leadership on individual and organizational outcomes within the context of crisis. Accordingly, this study aims to advance our understanding of the indirect impact of transformational leadership on school performance and principals' work alienation within the context of the COVID-19 pandemic. In doing so, this study contributes to this developing stream of literature by hypothesizing the indirect effect of two relational resources, namely employee trust and relational coordination, which mediate the relationship between transformational leadership, school performance and principals' work alienation.

Design/methodology/approach

This study draws on a unique sample of 634 principals from Irish primary schools navigating the COVID-19 crisis. Structural equation modeling (SEM) was performed using Mplus 8.3 to test the hypothesized model.

Findings

Mixed findings emerged concerning the mediating process of relational resources and their impact on transformational leadership, school performance and principals' work-alienation. In particular, support is found for the critical role of principals whose transformational leadership style can help increase school performance. However, evidence suggests that employee trust does not mediate the relationship between transformational leadership and principals' work alienation.

Practical implications

This study provides several practical insights for education professionals, policymakers and HRM practitioners across each phase of the crisis management cycle. Firstly, regarding the pre-crisis stage, educational institutions should invest in targeted leadership development programs that prioritize relationship-building and effective communication among stakeholders. Second, during crises, the study emphasizes the role of relational resources in mediating the impact of leadership on school performance. Moreover, the study illustrates the importance of proactively cultivating strong connections with stakeholders, fostering timely, problem-solving-based communication. Finally, in the post-crisis phase, collaboration with government stakeholders is recommended to inform recovery policies.

Originality/value

This study makes several contributions to the literature on leadership and crisis management. First, this study adds new insights suggesting how principals as leaders influence school performance during crisis. Second, by adopting a relational perspective, this study suggests two types of relational resources (i.e. employee trust and relational coordination), as the mediators between transformational leadership, school performance and principals' work alienation. Third, this study moves the existing research on leadership during crisis forward by focusing on the functional effectiveness of leadership while focusing on the principals' work alienation during the pandemic.

Details

Leadership & Organization Development Journal, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 0143-7739

Keywords

Article
Publication date: 1 May 1995

M.T. Hewitson

Reports on a research project which investigated the preparation ofbeginning principals in Queensland primary and secondary governmentschools. Thirty‐six principals completed a…

349

Abstract

Reports on a research project which investigated the preparation of beginning principals in Queensland primary and secondary government schools. Thirty‐six principals completed a questionnaire, a return rate of about 80 per cent. Of these principals, 13 were surveyed early in the second year of their principalship, and 23 in August of their first year. Six of the first‐year principals were interviewed in the following month. Presents an overview of the findings, along with some general observations on their practical implications and recommendations for action.

Details

Journal of Educational Administration, vol. 33 no. 2
Type: Research Article
ISSN: 0957-8234

Keywords

Article
Publication date: 1 March 2024

Yongmei Ni, Bichu Li, Yu Su and Jiangang Xia

As responsibilities of high school principals continue to expand, their workweeks become longer, and their attention is stretched in multiple directions. How principals from…

Abstract

Purpose

As responsibilities of high school principals continue to expand, their workweeks become longer, and their attention is stretched in multiple directions. How principals from various school types use their time is influenced by their organizational structures and external policies. To gain deeper insights into the workload, priorities and constraints faced by high school principals, this study examines principal time use (PTU) patterns across different school types, including traditional public schools (TPSs), charter schools, Catholic schools and non-Catholic private schools.

Design/methodology/approach

Drawing on the national representative data from the High School Longitudinal Study of 2009 in the USA, this study examines and compares PTU in various leadership tasks across different school types, controlling for school and principal characteristics.

Findings

Among various high school types, principals in TPS had the longest workweeks. However, the extended workweek did not necessarily result in significantly more hours or a larger proportion of their time dedicated to instructional leadership. Instead, TPS principals allocated more time to administrative tasks and student affairs than principals in other school types.

Originality/value

By examining PTU of different school types, this study adds new evidence on the influence of contextual factors on leadership behavior. It also offers policy implications to enhance principals’ capacities, alleviate their workload and to prioritize time use in different leadership domains.

Details

Journal of Educational Administration, vol. 62 no. 2
Type: Research Article
ISSN: 0957-8234

Keywords

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