principal leadership
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This study aimed to determine the pattern of principals' leadership in implementing fair and tolerant leadership towards teachers and students who have different ethnicities, races, and religions. This study uses qualitative research methods, with the type of descriptive research. The subjects of this study were 6 teachers and 4 Vocational High School students. This study uses primary data and secondary data as data sources. At the same time, the data collection tools are through interviews, observation, and documentation. Data analysis techniques used are data reduction, data presentation, and concluding. The test of data validity is done by extending the period of observation, triangulation, and careful observation, and conducting member and checks so that the information obtained can be used in research in accordance with what was meant by the informant. Based on the findings, it is obtained that the principal's ethics of justice can be seen through the implementation of policies in his daily life, such as determining rewards and punishments based on fairness and tolerance regardless of race, ethnicity, and religion.

This research aims to determine and analyze; (1) description of the principal's leadership behavior and the teacher's work experience towards the motivation of the achievement of religious teachers; (2) influence of the principal's leadership behavior on the motivation of teacher achievement; (3) the relationship between the teacher's work experience and the motivation of the teacher's performance; (4) Influence of the principal's leadership behavior and teacher work experience on the motivation of the teacher's religious achievement. The study used descriptive analysis survey methods, with a sample of 35 religious teachers and used correlation and regression analysis. The results of the study found that the magnitude of the simultaneous influence between the principal's leadership behavior (X1) and the teacher's work experience (X2) on the teacher's achievement motivation (Y) was 0.746 which was classified as weak. Meanwhile, the simultaneous contribution of the variables (X1) and (X2) to (Y) = R2 x100% or 0.7462 x 100% = 55.7% and the remaining 44.3% is determined by other variables. Then the rise and fall or the size of achievement motivation can be predicted through the regression equation: = 19.766 + 0.2213x1 + 0.9734x2. The results of this study can be drawn several sub-conclusions as follows: (1) the magnitude of the influence of the principal's leadership behavior variable (X1) on teacher achievement motivation (Y) is 0.606% while the contribution of the variable (X1) to (Y) is 36.72%. the remaining 63.28% is determined by other variables. (2) the magnitude of the influence of the teacher's work experience (X2) on the teacher's achievement motivation (Y) is 0.746% while the contribution of the variable (X2) to (Y) is 55.65% and the remaining 44.35% is determined by other variables. (3) the magnitude of the relationship between principal leadership behavior (X1) and teacher work experience (X2) is 0.609 then the contribution of variables (X1) and (X2) is 37.09% while the remaining 52.25%.

This study aims to find out how the principal is in his leadership and how influential the principal's leadership is on teacher performance. The method used in this research is descriptive using a quantitative approach. Data collection was obtained from questionnaires, interviews, and documentation studies. While the data analysis uses percentage techniques for descriptive data and test eta quadrat for quantitative data. The results obtained in this study explain that the principal's leadership is in the very good category with a percentage gain of 94.6%.Teacher performance is in the very good category with a percentage gain 80.5%. The results of linear regression calculations show that the alternative hypothesis (Ha) is accepted and the null hypothesis (H0) is rejected. Principal leadership contributes 37.6% to teacher performance. Which means principals have an important role in teacher performance.

The quality of students graduating from vocational high school can be improved if the principal's leadership and increased industrial participation are supported. The purpose of this study is to analyze. This study employs a quantitative approach and path analysis techniques in conjunction with a survey method. The data collection instrument is a questionnaire. Instruments were thoroughly tested prior to their use in research. Validity and reliability tests are conducted on the instruments. The data analysis in this study was conducted using both descriptive and inferential statistical techniques. This study was conducted at seven State Vocational High Schools in Serang City. Principals' leadership and industrial participation, according to research, have a direct effect on school quality. The principal's leadership directly impacts the school's quality. Industry involvement has a direct positive effect on the quality of education. Principal leadership has a positive effect on labor participation directly. This research implies a shift in perspective regarding the quality of State Vocational Schools in Serang City, particularly at the leadership level as a manager accountable for the graduates' quality. School leaders ensure that collaboration with industry is demonstrated through participation in the development of industry-related curricula.

Lagging student performance in the Sultanate of Oman has, in recent years, led the Ministry of Education to target teachers’ professional learning as a key strategic pillar in its efforts to reform the education system. While international evidence finds principal leadership can make a meaningful difference in teacher engagement in professional learning, this has yet to be studied in Arab societies. The current study collected data from 887 teachers in 78 Omani middle schools with the aim of understanding if and how their principals’ learning-centered leadership influences teacher agency, teacher trust and teacher professional learning. Factor analysis, structural equation modelling, and bootstrapping were used to explore both partial and full mediation models of these relationships. Results validated a partial mediation model in which learning-centered leadership had moderate direct and indirect effects on teacher professional learning. The validated model also highlights the important role that principals can play in creating a climate of trust where teachers believe that investing their time and effort in professional learning will be beneficial for themselves and their schools. The results from Oman are compared with findings from other Asian societies and implications discussed.

Education inequality has been a challenging issue worldwide, and disparity across schools constitutes a significant proportion of total inequality. Effective policies to turn around low-performing schools (LPS) are therefore of great importance to both governments and students. The Elite School Education Group (ESEG) policy is an emerging one, and it has quickly become very influential in China, a country with one of the largest and most diversified education systems in the world. Under this policy, elite public schools (EPS), which have exceptionally enriched educational resources (i.e., high-quality teachers, strong principal leadership, excellent school cultures, etc.), are encouraged by the government to build school groups with LPS. Within the school group under the elite school brand, branch schools (i.e., the previous LPS) can share all kinds of resources from the EPS (including teachers and principals), and they may even utilize the prestige of the brand itself as a means to attract high-performing students. The ESEG policy enables the delivery of multiple turnaround interventions to LPS in an autonomous way, through building partnerships between EPS and LPS. While some LPS are successfully turned around, some are not. It depends on the effectiveness of the reforms undertaken in the branch schools. Of particular importance is the access to strong principal leadership, excellent teachers, and the school cultures from EPS. Incentives for EPS to participate in this reform include obtaining flexibility in personnel management, expanding school scale and influence, and mobilizing other resources. Despite the potential positive influence on the branch schools, the ESEG policy may have a more complex influence on the entire education ecology than initially expected. Indeed, there are now some concerns that the ESEG is creating new LPS, because more and more high-performing students are drawn out of normal schools and attracted to the ESEG-partnered schools during admission. Thus, the effectiveness of the ESEG policy should not be solely based on attracting high-performing students, but on improving overall education quality.

<p>The persistent educational achievement gap and historically haphazard nature of progress for students in impoverished contexts in New Zealand primary schools is a deep-seated problem needing urgent attention. This multifaceted and interconnected problem has no distinct origin and no clear solution and is continuing to harm individual and collective futures. This thesis explores principal leadership practice and how it intersects with the low socio-economic context, to improve outcomes for vulnerable students.  Using a case study approach, two principals and their schools are holistically described using a theoretical framework grounded in complexity theory. Both the approach and theory uniquely explores principal practice as an individual and collective phenomenon, as a living, evolving network of self-organisation where both parts and wholes are significant, and as practice grounded in context.  The theory also offers a unique way to arrange and interpret findings. The study findings identified local notions of educational success as a way of understanding the trajectory of the ecosystem whole. The broad principal leadership patterns of practice included: building the network; integrating multiple perspectives; facilitating cohesion; and confronting and addressing injustices. These patterns evidenced a tight coupling between theory and practice. In the spirit of complexity theory, principal leadership practice is additionally explained as a sum greater than its parts. The capability of the network is described through concepts of stability and flow and shows, that no matter how competent the principal leader and their network, the contribution to education reform grapples to be transformational.  Recommendations are made for principal leaders, professional development providers, as well as the Ministry of Education and policymakers that offer hope and contribute to disrupting the current trajectory, so transformational change is more likely. Areas of instability and important leverage points, include professional learning and development, community-school connections and resourcing.</p>

<p>The persistent educational achievement gap and historically haphazard nature of progress for students in impoverished contexts in New Zealand primary schools is a deep-seated problem needing urgent attention. This multifaceted and interconnected problem has no distinct origin and no clear solution and is continuing to harm individual and collective futures. This thesis explores principal leadership practice and how it intersects with the low socio-economic context, to improve outcomes for vulnerable students.  Using a case study approach, two principals and their schools are holistically described using a theoretical framework grounded in complexity theory. Both the approach and theory uniquely explores principal practice as an individual and collective phenomenon, as a living, evolving network of self-organisation where both parts and wholes are significant, and as practice grounded in context.  The theory also offers a unique way to arrange and interpret findings. The study findings identified local notions of educational success as a way of understanding the trajectory of the ecosystem whole. The broad principal leadership patterns of practice included: building the network; integrating multiple perspectives; facilitating cohesion; and confronting and addressing injustices. These patterns evidenced a tight coupling between theory and practice. In the spirit of complexity theory, principal leadership practice is additionally explained as a sum greater than its parts. The capability of the network is described through concepts of stability and flow and shows, that no matter how competent the principal leader and their network, the contribution to education reform grapples to be transformational.  Recommendations are made for principal leaders, professional development providers, as well as the Ministry of Education and policymakers that offer hope and contribute to disrupting the current trajectory, so transformational change is more likely. Areas of instability and important leverage points, include professional learning and development, community-school connections and resourcing.</p>

<p><span>This study aimed to see whether there is an influence of school principal leadership, organizational culture, and teacher competence on teacher performance. Another aim was to see how much influence these factors have on teacher performance either partially or simultaneously. The research used a quantitative approach with survey methods. Analysis of the data used was multiple regression. Participants involved in the study were 385 teachers in Bandung high school by using proportional stratified random sampling. The results of the study showed that there was a significant influence on the school principal leadership variables, organizational culture, and teacher competence on teacher performance. Statistically the amount of contribution from all independent variables was 68.12%, so the remaining 32.88% was determined by other variables not measured in the study. This research was also useful to find out the factors that can improve teacher performance, so that it is expected to be a theoretical or practical consideration in schools in order to improve the quality of teachers and schools.</span></p>