Principalship

In 2010, Sweden was the first country in the world to introduce a legal requirement that education should be research-based, placing huge demands on schools. The study’s aim is to explore how, through sensemaking, teachers and principals enact this policy in schools. In total, 272 teachers and 23 principals from pre-schools, leisure-time centers, compulsory schools, and upper secondary schools completed a questionnaire.

The findings show the need for understanding central policy concepts, alignment with previous experiences, and a social context within which the policy can be understood, negotiated, and enacted. Policy enactment was dependent on the support given – professional development, time, and financial resources. Teachers and principals have so far experienced challenges and opportunities – a rewarding if complex process.

Confusion among school leaders regarding how to interpret and implement special education legislation, and specific federal and state policies and mandates such as a free and appropriate public education (FAPE), in the least restrictive environment (LRE) at the school-site level has existed since the 1970s and continues to exist. This metasynthesis explores the literature surrounding sensemaking by which building principals adapt and transform policy as they enact it in their schools. Findings suggest that a phenomenon of internal forces had a more significant influence on the actions that took place throughout their sensemaking of LRE and FAPE.

Among the many challenges facing public schools are high levels of principal turnover. Given the important role that principals play and are expected to play in the improvement process, concerns about principal turnover have resulted in a growing body of research on its causes and consequences. The purpose of this review is to take stock of what we have learned about the sources and consequences of principal turnover, and to identify what gaps remain. The final review included 36 empirical studies. It discusses and categorizes findings relating to the determinants and consequences of principal turnover. The review concludes with a discussion about the implications of those findings and the areas and kinds of research still needed.

Abstract
Purpose – This paper aims to focus on facilitating large-scale quality improvement in health care, and specifically understanding more about the known challenges associated with implementation of lean innovations: receptivity, the complexity of adoption processes, evidence of the innovation, and embedding change. Lessons are drawn from the implementation of The Productive Ward: Releasing Time to Care™ programme in English hospitals.

Design/methodology/approach – The study upon which the paper draws was a mixed-method evaluation that aimed to capture the perceptions of three main stakeholder groups: national-level policymakers (15 semi-structured interviews); senior hospital managers (a national web-based survey of 150 staff); and healthcare practitioners (case studies within five hospitals involving 58 members of staff). The views of these stakeholder groups were analysed using a diffusion of innovations theoretical framework to examine aspects of the innovation, the organisation, the wider context and linkages.

Findings – Although The Productive Ward was widely supported, stakeholders at different levels identified varying facilitators and challenges to implementation. Key issues for all stakeholders were staff time to work on the programme and showing evidence of the impact on staff, patients and ward environments.

Research limitations/implications – To support implementation, policymakers should focus on expressing what can be gained locally using success stories and guidance from “early adopters”. Service managers, clinical educators and professional bodies can help to spread good practice and encourage professional leadership and support. Further research could help to secure support for the programme by generating evidence about the innovation, and specifically its clinical effectiveness and broader links to public expectations and experiences of healthcare.

Originality/value – This paper draws lessons from the implementation of The Productive Ward programme in England, which can inform the implementation of other large-scale programmes of quality improvement in health care.

Data usage-related reforms lead schools to different practices in terms of management. The conceptualization of data usage and data-based management will ensure that robust steps are taken for the future in terms of reforms made or to be made in the name of education. In this direction, this study is developed as a qualitative case study to determine the opinions of school administrators for data-based management on a school basis. The working group consists of 12 administrators, seven of whom are women and five of whom are men, who work in private and public schools. Purposive sampling method was used to determine the participants. Data from the working group were collected through the semi-structured interview form and themes were created by analyzing in NVino 11. In line with the established themes, the opinions of the administrators were also evaluated. According to the research findings, administrators mostly use data on “e-Okul” and “MEBBIS” modules. Administrators use the said data in decision-making processes, to meet the demands of senior management units, to work with stakeholders, to increase student success. While the administrators stated that there is not enough support or software products to use the data more effectively in the management process, they stated that there is a need for a series of trainings and that these trainings should be in the form of hands-on workshops. They also stated that there should be auxiliary personnel and support services for data analysis. Administrators who reported their problems with time management in accessing data stated that they were not proficient in data analysis and had problems with the motivation, quality, and workload of the personnel.

The effectiveness of leadership preparation programs has been contested for a number of years. The purpose of this study was to examine the effectiveness of the identified components that exist within a “high-quality” principal preparation program through the lenses of the members of a principalship cohort at a university-based leadership development program. Qualitative data were collected via online survey. Social Justice theme and the cohort model were identified as most influential factors on leadership development. Findings from this study may assist educational administration departments, program directors, and researchers when evaluating the effectiveness of their graduate-level administrator preparation programs.

New teachers enter schools with already established beliefs about principals.This paper reports on the nature and primary influences on what a group of Hong Kong preservice teacher participants believe about principals. The nature of beliefs reflect underlying personal constructs that relate to interpersonal communication and management. Influences include past school principals, school leaders and parents. Beliefs were attained using a modified personal construct
interview and analyses of participant stories. Findings highlight a close association between the leadership/management style of the principal whom participants would like to be and mothers, and the interpersonal behavior of fathers and
the principal whom participants would not like to be. The authors argue that reforms are needed in the course design of teacher education, teacher induction and programmes of professional development for principals. These reforms must
address the influence personal history has on an individual’s thinking about teaching, interpersonal communication and leadership – a reform process that begins with teacher educators and principals reframing their beliefs and associated
practices.

Brooks, J. S. & Kensler, L. A. W. (2011). Distributed leadership and democratic community. In F. W. English (Ed.), The SAGE handbook of educational leadership: Advances in theory, research, and practice (2nd Edition, pp. 55-66). Thousand Oaks, CA: SAGE Publishing.

Better understanding reform and the application of innovative practice has the potential to improve educational outcomes.  Principals, in particular, have been increasingly tasked and held responsible for implementing reform efforts as well as fostering climates that support innovative practices.  However, what remains understudied in the reform equation are the relationship between and among principals in underperforming systems.  In responding to this gap, we examine the relationships between perceptions of trust and innovative climate and the social networks of principals in three school districts that are engaged in reform efforts.  Findings suggest that perceptions of trust and innovative climate among the principals significantly explained the principals’ ability to effectively and efficiently connect to other principals in terms of exchanging advice related to reform.  This chapter offers a useful and unique contribution the broader trust and innovative climate literature as well as to our understanding of the relational patterns between principals.

School principals are charged with complex responsibilities that can include developing a school vision and culture, supporting teacher effectiveness, managing challenges and crises, communicating with the greater community, and more. However, recent research and surveys of school administrators indicate that principal preparation programs do not adequately prepare graduates to cope with school realities. In response to concerns about the state of initial principal preparation, The Wallace Foundation established the University Principal Preparation Initiative (UPPI), a four-year effort to redesign seven universities' principal preparation programs according to evidence-based principles and practices. Each university collaborates on the redesign with high-need school districts and a state partner, and is supported by a mentor program. The report summarized in this document focuses on the implementation of UPPI in its first year, from fall 2016 to fall 2017. The authors report on UPPI progress and identify cross-cutting themes in the UPPI implementation effort that can help other university principal preparation programs and their partners undertake their own principal preparation system improvement efforts.

The paper presents survey research that examines how educational leadership capacity is developed by university programs and by practicing school administrators in the U.S. and internationally, and the influence of external mandates. To face adaptive challenges, we must more holistically support leadership development that builds on adult learning principles and the social-emotional dimensions of leadership in our preparation programs and in professional development that occurs at the school site.

The purpose of the study was to understand the perceptions of the school administrators and psychological guidance
counselors towards guidance service for early childhood education. The main objective of the study was
to comprehend the perceptions of the administrators, and guidance counselors in regards to the psychological
services given in pre-school. This study was qualitative in nature and data collection was conducted using qualitative
methods. Data collection was conducted through the collection of personal information and open-ended
questions on a survey. A descriptive content analysis method was used in analyzing the data and each author
carried this out. The authors agreed on the main themes that emerged from the data. The findings suggest that
the psychological counselors and administrators had not received enough education to apply counseling to
pre-school child. Especially at the undergraduate level, courses were very limited and insufficient in preparing
counselors for that particular age group. Specific training is needed for that age level so that guidance counselors
feel confident that they may be able to provide knowledgeable guidance services in the early childhood age
group. This is crucial because we know that there are many advantages to early intervention. This type of service
is necessary if we want children to develop to their full potential.

The school counselor and principal have vital roles within a school which have a significant impact upon the way a school functions. One area of pressing conflict within principal-counselor relationships is disagreement over the appropriate role and function of the counselor. In order to investigate perceptions of the counselor role, as well as the elements of healthy relationships between principals and counselors, the authors conducted an extensive literature review. The following themes were found within the literature and are discussed: 1) school counselor roles and responsibilities, 2) principal and school counselor collaboration, and 3) characteristics of effective school counselor/principal relationships.

This paper provides a synopsis of the findings of a national survey of headteachers conducted during 1999 by means of a self-completion postal questionnaire.  The survey sought to establish the perceptions of English headteachers with regard to their state of readiness on taking up the role.  Where respondents reported themselves as well prepared or extremely well prepared for aspects of their role they were asked to attribute their perceived state of readiness to training, experience, or a combination of the two.  In addition respondents were asked to complete open-ended questions which asked them to identify activities and support which would help the induction of newly appointed headteachers working in the special education sector.

The Ministry of Education (MOE) has set up guidelines to ensure that leaders are appointed from among those who are knowledgeable, skillful and competent but many related studies have found that some of the principals in Malaysia do not fulfil the criteria. On the contrary, there are High Performing School (HPS) with exceptional principals who have proven their leadership by sustaining their performance over several years. Thus, characteristics and practices of these HPS principals should be investigated and be used as a guide by other principals to attain success for their own schools. This study aimed to identify the characteristics and leadership practices of HPS principals. This study used a qualitative methodology with a case study design. The key subjects were three principals of three selected HPS in Malaysia. There were also three groups of HPS informants comprising a senior assistant, teacher, school staff, student and chairman of the Parent Teacher Association (PTA) from each school. Data were collected through interviews, observations and analysis of relevant documents and reports and analyzed through several stages of coding, categorizing, cross-case analysis and interpretation using N-VIVO10. The findings of the study revealed that the HPS principals practised Transformational Leadership by using strategies such as setting the direction, developing people, redesigning organization, managing instructional process or programme and high performing management.

This paper reports on the data gathered through a self-completion questionnaire administered to a sample of headteachers in England who took up post in September, 2000.  The survey is part of a larger, international study  (The International Beginning Principals Study – IBPS) which aims to investigate and report on the experiences of beginning headteachers and principals during their first two years in post.  Research teams are undertaking parallel studies in other countries, including Belgium, Canada, Netherlands and USA.  Six research questions underpin the design of questionnaires used in all countries, thus allowing for data to be compared across the countries whilst allowing each questionnaire to reflect linguistic, cultural and structural differences between school systems.  The research questions are:

1. What are the similarities and differences in the work of school headteachers/principals in different countries?
2. What encourages and discourages people from aspiring to the headship/principalship?
3. How do new headteachers/principals perceive and deal with external influences?
4. What learning experiences help new headteachers/principals adjust to their role?
5. How do new headteachers/principals become socialised into their role?
6. How does the culture of the school evolve with the arrival of a new headteacher/principal?

This paper investigates the data that can be applied to how the beginning headteacher deals with external influences.  The paper also reviews the sources of support perceived by respondents as being helpful to them when dealing with these external influences.

The education reform called the New Secondary School Curriculum (NSS) was first launched by the Education Bureau of Hong Kong (EDB) in 2001. The reform was intended for the improvement of all aspects of education for primary and secondary school students. Thus, when such reform is achieved, the stakeholders of education would benefit in terms of achieving globalization. The ultimate goal of NSS is to cultivate a self-regulatory study mode that focuses on learning instead of mono-induction of knowledge. Upon the directions mapped by the EDB, the implementation was established in three phases. The short-term phase (from the periods 2001–2002 to 2005–2006) was prescribed for all schools to formulate and integrate their school-based curricula with the elements, ideologies, and generic skills suggested by the EDB. Subsequently, the second phase (from the periods 2006–2007 to 2011–2012) was the intermediate stage for facilitating and piloting the NSS curriculum into the secondary school setting. Eventually, the long-term phase (beyond 2011–2012) was the preliminary evaluative stage that further consolidated the teaching practice to enhance its efficacy and also provided the schools with opportunities to evaluate critically the catalysts and obstacles affecting student learning outcomes because the first batch of graduates should have had their examination results announced by July 2012. Few studies examine the leadership styles of schools who serve students with Special Education Needs (SEN) and Specific Learning Difficulties (SpLD) during the NSS education reform, including the effects of their leadership models. In this essay, the author will first provide a background of the NSS education reform with Burke’s four concepts of change: content, context, process, and change participants. Based on NSS and Bush’s leadership models, this paper will present the prerequisite of one of the local special secondary schools in Hong Kong (HK), that is, Tung Wah Group of Hospitals (TWGHs) Mr. and Mrs. Kwong Sik Kwan College (KSKC) and how the two principals of KSKC, Principals Chow and Ng, manage the team with their leadership in this education reform. After identifying their leadership type, the author will analyze whether such educational leadership styles are applicable to this special school, as well as make suggestions to address the opposition encountered by school seniors. Aside from being the author of this case analysis, the writer was also one of the middle managers in this school, having been serving in the English Panel for six years, during which time he had experienced the leadership of these two principals. Both leadership styles were proactively deployed to the NSS education reform, although their consequences differed.

Four experienced teaching-principals, two men and two women, administering very small schools in Victoria, Australia completed three repertory grids, which provide the means for semi-structured interviews about their work as leaders. The grids were concerned with work tasks, professional relationships and school events. The major finding was that these four experienced teaching-principals perceived themselves to be professional and related to their schools as communities rather than organisations, and this concept was underpinned by three ideas. Each participant strongly identified with the idea of themselves as classroom teachers, each was an extremely efficient and effective manager of time, and they each controlled and nurtured a shared school agenda. Sergiovanni’s stewardship model, with its emphasis on community and professionalism, has much to recommend it as a template for individuals appointed to a teaching-principalship. For these school leaders in the present study any system-wide innovation is likely to be anticipated in terms of what it may mean for their students, their current school priorities, and the effect it may have on their school community.