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School Leadership that Works: From Research to Results
Abstract
What can school leaders really do to increase student achievement, and which leadership practices have the biggest impact on school effectiveness? For the first time in the history of leadership research in the United States, here's a book that answers these questions definitively and gives you a list of leadership competencies that are research-based. Drawing from 35 years of studies, the authors explain critical leadership principles that every administrator needs to know: (1) 21 leadership responsibilities that have a significant effect on student learning and the correlation of each responsibility to academic achievement gains; (2) The difference between first-order and second-order change and the leadership responsibilities--in rank order--that are most important for each; (3) How to choose the right work to focus on to improve student achievement; (4) The advantages and disadvantages of comprehensive school reform models for improving student achievement; (5) 11 factors and 39 actions that help you take a site-specific approach to improving student achievement; and (6) A five-step plan for effective school leadership that includes a strong team, distributed responsibilities, and 31 team action steps.
... Although research has recognized the impact of effective principal leadership on individual student learning and achievement, much of the research regarding the effects of leadership on student learning needs clarification . While research tells us that principals have indirect effects on students and student learning (Marzano et al., 2005), it has ignored the possibility of principals having a direct and profound effect on students' experiences of school. By exploring the topic of leadership through the eyes of the student, we can begin to see whether and how principals are directly impacting students in more concrete ways. ...
... Collaboration is essential for promoting professional growth in schools. Effective principals do this by encouraging reflective practice, communicating with teachers, expanding teachers' professional repertoire, and strengthening professional relationships (Fullan, 1993;Marzano et al, 2005). Instructional leaders' direct and indirect effects on achievement serve to create a school culture characterized by professional collaboration and learning associated with school improvement (Southworth, 2002). ...
... Although research has recognized the impact of effective principal leadership on individual students (Cotton, 1999;Nettles & Herrington, 2007), much of the research regarding the effects of leadership on student learning remains unclear . Researchers have frequently sought to explore the relationship between the instructional behaviors of principals and student achievement (Marzano et al., 2005), yet all but a few have neglected to include, or even consider, the relationships principals have with students as a significant variable. Despite this, there is evidence to suggest that principals know leadership behaviors that focus on student learning are important. ...
The need for principals to have the time and tools to focus on instruction and student
learning has continued to intensify. At the same time, the incongruence between what principals want to do instructionally and have time to do, creates dire consequences for school leaders and their work in making a difference in schools regarding staff and student improvement.
This study examines whether and how principals take their lead from students, and use student voice, to create more responsive schools, and more responsible models of leadership. In order to describe and explain whether and how principals have used students’ perspectives to meaningfully structure their experiences of school and learning, I explore how students can naturally inform the work being done by principals in order to bring students’ attitudes and feelings about school, learning and leadership into the dominant discourse on effective administrative practice.
I consider issues of student agency and voice within four very different elementary
school settings. Further, I consider the challenges students face, and the ways principals are preparing to address these challenges. In this study I address roadblocks to responsive leadership in urban, suburban, and rural schools using a cogenerative qualitative approach that principals and students can use to create new dialogue and shared theories that are focused on improving
both administrative function and the instructional programs of their schools. This approach has revealed a new shared theory which includes students in models of school leadership. Central to this theory is a call for principals to use more student-driven approaches to guiding their principalship, so that students can be empowered as learners and school leaders in their own right.
... Open coding of classroom observational data identified salient features of instruction, while interview and team meeting transcripts fleshed out the descriptions of enacted policies and protocols. Initial coding facilitated the identification of salient topics and the secondary constant comparative coding facilitated our identification, comparison, and sorting of data points according to similarities and differences (Strauss & Corbin, 1990). Categorical analyses were then applied to school-based data (i.e., the artifacts previously mentioned) and the codebook was expanded and revised to accommodate additional data. ...
... While the demands of external compliance are often achieved when teachers and support personnel simply comply with protocols developed in a top-down decision-making model (Marzano, et al., 2005), the CCCC site director (Ms. Cooper) manages the day-to-day operations for the building, with educational coordinators overseeing and supporting the Early Head Start and Head Start classrooms. ...
This research to practice summary describes how an 8-week case study used field notes, interviews, and video-based fieldwork to examine local instructional practices and to investigate the policies and protocols which facilitate these practices. We describe how one Head Start classroom successfully navigated external accountability mandates while privileging students’ academic development and overall well-being when they attended to organizational infrastructure, instructional capacity, and the factors at their intersection. Findings indicate that while policies and protocols necessitated by external mandates impacted the organizational infrastructure, their intentional integration with sound pedagogy and the Center’s mission facilitated instructional capacity in a climate where children thrive. We therefore discuss how such decisions can be replicated in other Head Start locations.
... Leadership is a crucial factor in promoting student success, as noted by multiple researchers [2,51,70,101,102]. Leaders who create a positive school culture and prioritize high-quality teaching practices are more likely to create a learning environment where students can thrive. ...
... Furthermore, parental involvement has been linked to improved student achievement, as noted by Akbar et. al. [103] and Fan and Chen [101] and can be facilitated through strategies like family engagement programs and clear communication between families and schools. ...
This paper aims to provide a systematic review of the literature on school effectiveness, with a focus on identifying the main factors that contribute to successful educational outcomes. The research question that this paper aims to address is: What are the main factors of school effectiveness? The research was interested in several descriptors such as school, effectiveness/efficiency theories, effectiveness/efficiency research, and factors. Studies were reviewed through two databases: JSTOR and ERIC (published within the 2016-2022 period). The paper defines several categories that are exposed within school effectiveness research. Within these categories, various factors that affect the students’ outcomes and the defined effectiveness at school are listed. As the results show, the issue of school effectiveness is a multifaced challenge as the effectiveness of schools is a complex concept that can be measured through various indicators such as academic achievement, student engagement and teacher satisfaction. The review of school effectiveness has revealed that several factors contribute to effective schools, such as strong leadership, effective teaching practices, a positive school culture and parental involvement. Additionally, school resources, such as funding and facilities, can impact school effectiveness, particularly in under-resourced communities.
... They know that these mistakes offer important opportunities for personal and pedagogical growth. According to the research of Marzano, Waters, and McNulty (2001), teacher leaders should be role models not only for their students but also for their colleagues in the educational community. This is not to downplay the significance of sound pedagogical practices; quite the contrary. ...
... This is not to downplay the significance of sound pedagogical practices; quite the contrary. Teacher leaders are held in high esteem by their peers and administrators because of their demonstrated mastery of fundamental teaching concepts and methods, as found in studies by Marzano, Waters, and McNulty (2001). However, it is important to acknowledge that educators can also be regarded as leaders when they exhibit a sense of vulnerability. ...
The achievement of positive outcomes in the classroom is not solely dependent on the acquisition of subject expertise and a strong foundation in pedagogical understanding but also on the ability to inspire, motivate, and provide guidance to students. The utilization of the Authentic Leadership (AL) model is proposed as a framework to establish a systematic approach for inspiring others and linking the principles of teacher leadership to the core principles of English Language Teaching (ELT). The AL framework comprises two fundamental concepts, namely authenticity and leadership. The distribution of an inquiry to instructors through social media was facilitated by employing a Google Form. A sample of 50 English teachers hailing from various cities in Morocco responded to the questionnaire. Considering the feedback that participants provided, it can be inferred that teachers possess a subconscious understanding of the various dimensions associated with authentic leadership. However, they encounter numerous obstacles when attempting to incorporate these dimensions into their instructional practices within the classroom setting. This study proposes the establishment of an additional tier within the educational framework of Moroccan schools. The primary objective of this tier is to offer a comprehensive program of professional development for teachers, with the aim of enhancing their pedagogical skills as well as their psychological well-being. This would be achieved through the implementation of the AL model in a systematic manner.
... Schools are influenced by school leaders in a variety of ways. Among their responsibilities are the supervision of the school's workforce, the creation of a school's culture and traditions, the establishment of school rules, and the supervision of teaching (Marzano & Waters, 2005). In a recent study, Marzano & Waters (2005) asserted that school leadership is associated with several aspects of school success, including the effectiveness of teachers, the ethos of a school, and the effectiveness of learning interventions. ...
... Among their responsibilities are the supervision of the school's workforce, the creation of a school's culture and traditions, the establishment of school rules, and the supervision of teaching (Marzano & Waters, 2005). In a recent study, Marzano & Waters (2005) asserted that school leadership is associated with several aspects of school success, including the effectiveness of teachers, the ethos of a school, and the effectiveness of learning interventions. Principals have been shown to have a significant influence on school performance in several studies (Barth, 2001;Fuller et al., 2007). ...
School leaders have had a significantly increased impact on society since inclusive education was recognized as a need in the pedagogy sector. This study investigates the role of principals in promoting inclusivity and differentiating their leadership styles. The study highlights the inclusive behaviors of successful leaders that prepare them to lead effectively in special education schools. The results demonstrate that principals in inclusive schools have an inherent consciousness of inclusivity that enables them to create a culture of equality in the community. In their efforts to foster an inclusive vision, principals undertake and direct various school reform practices to build the capacity of school staff and create a work environment that facilitates collaboration for instructional modification and educational progress.
... Tais dimensões de práticas permitem estabelecer metas compartilhadas, o desenvolvimento profissional dos docentes e criar condições organizacionais que promovam uma cultura de colaboração (BOLÍVAR, 2010a;BOLÍVAR, 2015). Desta forma, a liderança pedagógica pode estar associada ao desenvolvimento de práticas específicas e a dinâmicas de influência que contribuem para a estabilidade, a qualidade do ensino e a melhoria do rendimento escolar dos alunos (ROBINSON et al., 2008;HALLINGER;MURPHY, 1985;MARZANO et al., 2005;LEITHWOOD et al., 2006). Visto dessa forma, é pertinente representar tal tipo de liderança como uma rede de relações que gera processos de confluência entre diversos atores e práticas educacionais, as quais podem ser evidenciadas no sistema, na organização e nas interações entre os envolvidos. ...
... Um estudo desenvolvido pela Universidade Diego Portales em 2018, sobre as necessidades de formação dos líderes escolares, identificou que em todos os casos estudados (Califórnia/EUA, Reino Unido, Austrália e México) observa-se o desenvolvimento de padrões e que eles podem ser agrupados em, ao menos, quatro domínios ou competências comuns (estratégico, pedagógico, organizacional e de participação), pelo os quais as práticas de gestão escolar devem ser orientadas. Estas mesmas áreas também convergem com o que as pesquisas apontam a respeito daquelas práticas que impactam as condições de ensino, favorecem os aprendizados e, portanto, a qualidade do ensino (MARZANO et al., 2005;JANTZI, 2005;ROBINSON et al., 2008). ...
O presente relatório tem como objetivo descrever a relevância da abordagem da liderança pedagógica para a melhoria educacional, bem como suas possibilidades de materialização nas políticas voltadas ao fortalecimento da liderança escolar. O objetivo é posicionar tal abordagem no Brasil e promover o desenvolvimento de ações que apontem nessa direção, o que, como veremos neste relatório, faz parte de uma visão mais ampla de como a liderança escolar e educacional pode contribuir para a qualidade dos aprendizados.
... The concept "classroom instruction" is defined as "teaching practices including instructional strategies, the usage of data to make instructional decisions and advancing student learning (Marzano et al., 2005;Rayor, 2010). Enhancing the calibre of classroom instruction has emerged as a significant obstacle for both educational scholars and practitioners (Leithwood et al., 2020;Thoonen et al., 2011). ...
... In this study, classroom instruction concentrated on student learning in the realm of EML and composed of research from three literatures linking well-built, high efficacy teaching strategies (Marzano et al., 2005), using students' data to give teaching decisions (Rayor, 2010;Williams, 2011), and employing of technology to facilitate face-to-face education (Means et al., 2010). Starting from this point, we can emphasise that teachers should primarily use effective learning strategies and care about the learning differences of students while they teach effectively in the classroom. ...
The aim of this study is to examine the effect of school leadership on student academic achievement through Pitner’s Model B, including mediator variables between leadership and student achievement. For this purpose, the scales of school leadership, teacher collaboration, classroom instruction, and parental involvement were applied to teachers working in secondary schools. The population consists of 1925 students and 616 teachers from 30 secondary schools in Türkiye in the 2020–2021 academic year. We got data from teachers to determine the level of school leadership, teacher collaboration, classroom instruction, and parental involvement. Additionally, the results of the 2021 High School Entrance System exam was used for students’ academic achievement scores. The relationships between the variables in the study were examined based on two-level structural equation modelling. The results of the research showed that the school leadership behaviours of the school principal have an indirect effect on student achievement through the variables of teacher collaboration, classroom instruction, and parental involvement. Moreover, the findings indicated that principals have a very important role in increasing student achievement by improving variables in rational, organisational, and family pathways.
... Deal and Kennedy (1983) described that strong school culture can improve the education and school effectiveness, and also build consistency internally that makes it easier for the students to learn, teachers to teach, and all the stakeholders to improve the process of instruction. Through participating community, head of the institutions develop positive and safe environment for learning that enhance the performance of institutions (Cotton, 2003;Malik et al., 2022;Marzano et al., 2005). Further, head teachers cultivate the school climate positive and supportive by using the awareness of the leadership, and cultural, political and social dynamics of school community (Kor & Opare, 2017)), treating students fairly and equally, talking and listening to students, encouragement, praising and recognizing students for their achievements, providing safe and secure learning environments, and modeling expectation and respect for all stakeholders (Harris & Lowery, 2002;Ozgenel, 2020). ...
... Head teacher can promote shared leadership in different ways such as encouraging staffs for their own professional development, conducting evaluation of instructional data collectively, and facilitating shared decision making for academic success of all the learners. Mutual leadership develops the trust rapport in which head of institution offers different opportunities for the staff involvement with adopting flexible approaches (Kouzes & Posner, 2017;Marzano et al., 2005). Distributive leadership is essential for school improvement and effective use of resources. ...
The study aimed to examine effect of school climate on performance of schools. School climate includes measuring quality of the schools on various indicators such as dealing with internal and external dynamics, sustaining and fostering the school climate, high expectation and respects, handling conflicts and crisis, and shared decision making. Performance of schools is described as accomplishment of all short-term and long-term educational goals by the students, schools, and teachers. In district Sahiwal, 740 Secondary school teachers were selected randomly by using multistage sampling technique who evaluated their head teachers' performance on quality practices of school climate on Head Teacher Effectiveness Questionnaire adopted for this study. For school performance, scores of student achievement were collected from their institutions along with the data on school performance questionnaire that included factors related to the teacher presence, school cleanliness, functioning of the facilities, and student presence. The data were obtained by reports of monthly visits collected through the evaluation teams of the districts authorities. The study explored that head of the institutions developed school climate effectively, and excellent level of schools performance was also found. The study found reasonable relationship between school climate and performance of schools (r=.57), and 32% variance in performance of school could be explained through school climate. The study also added that climate of school might be evaluated by using these quality practices of head teachers.
... Although not a defn i tive con clu sion, Robinson et al. (2008) and Marzano et al. (2005) found a cor re la tion between greater prin ci pal atten tion on activ i ties related to teach ing and learn ing and greater aca demic gains for stu dents. Many stud ies also have made con nec tions between voucher accep tance, usage, and stu dent aca demic per for mance. ...
... Perhaps there are other driv ers of the deci sion that have not been con sid ered here that would pro duce impor tant rec om men da tions for pol icy that could improve the pro gram. Another poten tial area of fur ther study could con nect the link described by Robinson et al. (2008) and Marzano et al. (2005) between prin ci pal time usage and stu dent achieve ment and the fnd ings of research ers such as Egalite and Wolf (2016) and Figlio and Kar bownik (2016) on achieve ment diff er ences of voucher and nonvoucher stu dents. A future study could seek to explore prin ci pal expe ri ence of time usage and the achieve ment of their stu dents who both receive and do not receive vouch ers. ...
This study explored the experience of Catholic school principals in Ohio whose schools have participated in the EdChoice Scholarship program. The researcher employed the lens of principal time usage to examine the experiences of Ohio Catholic school principals with EdChoice, with a focus on the direct experiences of principals participating in the program, the principal’s role in the supervisory aspects of operating the program at a school, and on the connections between workload and principal perceptions of the EdChoice program. The research questions were explored through semi-structured interviews with eight Catholic school principals and three administrative designees at those schools. The study concluded that no significant and direct administrative burden was created by the program on the study participants, but that secondary effects are present, such as the potential need for the hiring of a staff member to manage the program and the importance of communication with stakeholders. Additionally, this study illustrated the need for Catholic school principals to remain aware of and engaged in the legislative process in Ohio, as changes made by the government can have a direct effect on the operation of a school.
... Teachers are empowered to act with efficacy when they are given the space to affect student learning by contributing to school improvement [65]. One way that leaders can work to build a culture of respect and shared leadership is by acknowledging educators' expertise [66]. This acknowledgment can be explicit, such as naming observed skills and strengths of co-teachers during observations or classroom walk-throughs. ...
School leaders play a pivotal role in fostering change and improvement, including via teacher-led interventions, such as co-teaching. Leaders’ vision and support create the conditions for teachers to maximize the effectiveness of school interventions. However, there is limited understanding of how school leaders provide support for the intervention of co-teaching. This gap in knowledge is crucial because co-teaching has the potential to be transformative, but teachers must actively drive pedagogical changes. We conducted a mixed-methods study involving 150 Norwegian elementary schools participating in a multi-year co-teaching initiative for literacy instruction. We collected data through open and closed survey questions, inquiring about school leaders’ beliefs and support practices regarding co-teaching. Our descriptive analysis examined school leaders’ practices and explored potential associations with their epistemological perspectives. Our findings indicate that leaders who approach co-teaching with cautious optimism tend to provide more thoughtful support compared to those who are overly optimistic and may underestimate implementation challenges. Moreover, most leaders prioritize structural support elements while potentially overlooking psychological and emotional support practices aligned with self-determination theory (SDT). We conclude with practical recommendations for school leaders to offer support to teachers that are grounded in the principles of SDT and organized according to implementation phases.
... However, every school principal's excellence greatly influences student motivation and academic achievement. The quality of leadership matters in determining teachers' encouragement and teaching quality, which subsequently affects students' performance (Fullan, 2001;Leithwood & Jantzi, 2006;Leithwood et al., 2004;Marzano et al., 2001;Sergiovanni, 2001). Labeling education as effective in the Ghanaian concept is based on the student's educational outcomes. ...
Research on principalship has become significant, especially regarding how their roles contribute to students learning. This study explores school principals’ leadership styles and practices and their contribution to students’ educational outcomes. Also, the binding relations between leadership styles and practices and students’ educational outcomes are identified. A qualitative method was employed to collect and analyze data using 3 senior high schools in Ghana. It further utilizes semi-structured interviews and focused group discussions with 201 participants. This study finds that the principals employed distributed, transformational and transactional leadership styles in different situations. Their practices, as a result, positioned them as strategic leaders. In addition, we found a ‘new’ contextual leadership ideology and practice: ‘management by working’ with these principals. The data further showed that the leadership ideologies of these principals were related to students’ educational outcomes through their practices. This research further accentuates the need for well-structured contextual best practices of principals about what works for students’ holistic educational outcomes. Also, the study suggests further empirical studies using schools in other regions to explore the best practices contributing to educational outcomes.
... Professional development, in the context of promoting the effectiveness of teachers and school administrators for student growth and success, is of paramount importance (Hirsh, 2009). Recognizing the crucial role of school leadership in supporting potential changes and enhancing the quality of education is increasingly evident (Kythreotis & Pashiardis, 2006;Marzano et al., 2001). ...
... As the leaders of schools, principals also bear the responsibility of ensuring that all stakeholders are cared, taken into account and given the opportunity to succeed (Sergiovanni, 2005). Thus, the actions of principals directly and indirectly affect both the administrative and instructional processes of schools (Marzano, Waters, & McNulty, 2005). ...
It is substantial to reveal how candidates for school leadership
emerge and which factors have impacts of direct and indirect sort
on the said process. This study investigated the relationship
between leadership self-efficacy and desire to become a school
principal and the mediating effect of motivation-to-lead in this
relationship. Individual and environmental variables were also
included in the study as control variables. In the study, the cross�sectional design was utilized. Structural equation modeling was
used in the analysis of data collected from 386 high school teachers
working in Ankara, Türkiye. The findings exhibited that gender
and administrative experience had a significant effect on the desire
to become a principal. The restrictive institutional environment
had no significant effect on the desire to become a principal;
howbeit, role ambiguity had a negative effect, whereas leadership
prototypes had a positive effect. According to the main finding of
the study, leadership self-efficacy affected the desire to become a
principal through motivation-to-lead. Based on the findings of the
study, applying positive discrimination to female teachers to
encourage them on school principalship, integrating the activities
in the job descriptions of school principals in the in-service training
programs of teachers, developing mechanisms enabling teachers to
participate in administrative tasks, granting school principals a
separate legal status independent from those of teachers, making
holding a graduate degree in educational sciences among the basic
criteria for the selection of school principals, and designing the
content of the educational administration certificate programs in a
way to cover predominantly leadership issues were recommended.
... The teacher recruitment process must be carried out carefully to ensure that only the best teachers can join MTsN 1 Pesawaran. In addition to academic competence, aspects of personality and professional ethics must also be considered in teacher selection (Marzano et al., 2001). ...
The implementation of quality control in the professional development of teachers is a very important need. Through quality control, schools can adopt a structured and systematic approach to improving teacher professionalism. In relation to MTsN 1 Pesawaran, this study aimed to analyze quality control practices in the development of teacher professionalism in MTsN 1 Pesawaran. The research method used is a qualitative approach using interviews and observations as data collection tools. Study participants included teachers and school administrators. Collected data were analyzed using qualitative analysis techniques through data reduction, data presentation and data validation. Research results show that quality control practices play an important role in improving teacher professional development. Factors that influence faculty engagement and engagement in implementation include effective communication, planned professional and developmental development, and active participation in decision-making. With increased teacher involvement, the quality of education at MTsN 1 Pesawalan improved. The survey recommends that school leaders pay attention to the importance of establishing effective communication with teachers, organizing planned training, and involving teachers in decision-making about quality control. increase. In summary, the introduction of quality control can be an effective strategy to foster teacher professionalism and improve the quality of teaching at MTsN 1 Pesawaran.
... Administrators emphasizing compliance often implement a topdown decision-making model (Marzano et al., 2005). External compliance is achieved when teachers and support personnel comply with protocols developed and implemented by the administration, with little to no collaborative input. ...
This article describes the antecedents and the implications of the ‘accountability climate’ and associated ‘compliance climate’ in early childhood education through an 8-week case study of one Government-funded preschool in an under-resourced urban community. With attention to the macro- and micro-systems that situates the preschool, this study describes how the preschool achieved compliance with external mandates while maintaining pedagogically sound teaching practices. This article reaffirms that quality early childhood education opportunities are possible acrosseconomic disparities if appropriate supports are made available to teachers, students, and families. The qualitative case study, complemented by video-based fieldwork, examines local instructional practices and investigates the policies and protocols facilitating these practices. The join impact between macro- and microsystems contributed to the teachers’ successfully privileging student academic and social success within a compliance-driven ecological system. This study offers a concrete example of how supports and leadership can contribute to early childhood contexts upholding regulated compliance mandates while privileging children’s needs.
... Leadership is a crucial factor in promoting student success, as noted by multiple researchers [2,48,67,102,103]. Leaders who create a positive school culture and prioritize high-quality teaching practices are more likely to create a learning environment where students can thrive. ...
This paper aims to provide a systematic review of the literature on school effectiveness, with a focus on identifying the main factors that contribute to successful educational outcomes. The research question that this paper aimed to address is “what are the main factors of school effectiveness?”. We were interested in several descriptors such as school, effectiveness/efficiency theories, effectiveness/efficiency research and factors. Studies (published within the 2016–2022 period) were retrieved through two databases: JSTOR and ERIC. This paper defines several categories identified by school effectiveness research. Within these categories, various factors that affect the students’ outcomes and the defined effectiveness in school are listed. As the results show, the issue of school effectiveness is multifaceted, as the effectiveness of schools is a complex concept that can be measured through various indicators such as academic achievement, student engagement and teacher satisfaction. The review of school effectiveness revealed that several factors contribute to effective schools, such as strong leadership, effective teaching practices, a positive school culture and parental involvement. Additionally, school resources, such as funding and facilities, can impact school effectiveness, particularly in under-resourced communities.
... Effective leadership practices have been widely acknowledged as crucial for achieving educational excellence in secondary schools (Marzano, Waters, & McNulty, 2001). This case study aims to explore the influence of enhanced leadership practices on educational excellence in secondary schools, focusing specifically on the diverse educational landscape of the Ghotki District in Sindh. ...
This study examines the impact of enhanced leadership practices on educational excellence in secondary schools in Ghotki District, Hyderabad Sindh, Pakistan. It involves 180 secondary school teachers, 25 head teachers, and 260 students. The aim is to understand the influence of effective leadership practices on academic achievement, and overall school performance. Qualitative and quantitative research methods, including interviews, surveys, and observations, are employed to explore connections between leadership practices and educational outcomes. Factors and strategies employed by effective school leaders that contribute to educational excellence are identified through analysis of perspectives from teachers, head teachers, and students. The study found that enhanced leadership practices have a significant positive effect (β = 0.797, p < .001) on excellence in educational performance. The implications of these findings for educational stakeholders and policymakers contribute to the existing knowledge on leadership's role in achieving educational excellence. This research provides valuable guidance for improving leadership practices in Ghotki District and informs educational policy and professional development initiatives in Hyderabad Sindh, with the ultimate goal of enhancing education quality and creating an optimal learning environment in secondary schools
... • Specific to transformational leadership, Moir et al. (2014) found that teachers preferred transformational leaders who developed engagement through high levels of interpersonal skills such as trust and aligned their staff by placing a premium on student achievement. • Behaviours that impacted student learning the most were those resulting in what Marzano et al. (2005) referred to as 'second-order change' (p. 113). ...
... As Marzano et al. (2001) said that institutions have their own special cultures which are the mixture of some specific qualities, beliefs and feelings. Institutional cultures highlights their insight base in a particular way, for example creating amazing football groups, high SAT scores, trained classrooms and talented auto mechanics. ...
Co-Curricular Activities (CCA) are the part of the students’ life and a way of developing a student holistically. There are different studies which showed that the participation of girls in sports is lower than the boys. Low participation indicates that there are some reasons behind this. As females are an equal and important component of society, therefore, it is essential to enhance the participation of girls in sports for their health and brighter future. The main purpose of the study was to explore the restraining factors in equal gender participation in co-curricular activities in higher education institutions in Sargodha-Pakistan. The current study was mixed method in nature. The population was consisted of all girls who were studying in general public universities of Punjab province. A total of three hundred girls were selected as sample for collecting quantitative data while eight girls were selected for collecting qualitative data. Respondents were selected by multi-stage sampling technique. Data were collected through self-generated questionnaire having forty seven statements and through interview protocol having seven questions. Quantitative data were analysed through SPSS while interviews were analysed through thematic analysis. Percentage, independent sample t-test and one way ANOVA were used for quantitative data analysis. Both the results and discussion visibly showed that there exists familial, institutional and societal barriers involved in equal and fair gender participation of girls in co-curricular. It is recommended that higher education institutions should play their role in making strategic reforms to overcome such barriers which are restraining factors for all girls that make them hesitant to participate in co-curricular activities in universities in Pakistan.
... School administrators have official duties to enforce discipline in their schools, to overcome disciplinary problems and to ensure the continuity of the disciplinary process. Studies have highlighted the importance of principals' role in building and maintaining safe and positive learning environments (Marzano et al., 2001;Sebastian & Allensworth, 2012). Principals make key disciplinary decisions in their schools and are responsible for creating fair schools (DeMatthews et al., 2017). ...
This research is a predictive correlational study aimed at examining the relationship between students' sense of school belonging, principals' perceptions of school discipline, and teachers' perceptions of school safety. In this research, Türkiye data of the fifth and eighth-grade students in TIMSS 2019 used. The study included 3991 fifth-grade students from 180 different schools and 4077 eight grade students from 181 schools. This study used HLM analysis to determine whether students' school belonging could be predicted by teachers' perceptions of school safety and principals' perceptions of school discipline using nested, hierarchical data. The first hypothesis of the study aims to examine whether students' school belonging differs within and among schools. According to the results of the study, the school belonging of fifth and eighth grade students differs among schools. The second hypothesis analyzed whether science and mathematics teachers' perceptions of school safety predicted student belonging levels. In the study, it was inferred that only eighth grade science teachers' perceptions of school safety significantly predicted their students' belonging levels. The third hypothesis analyzed whether principals' perceptions of school discipline predicted student belonging levels. It was observed that principals' perceptions of school discipline did not predict the belonging levels of students. In the last hypothesis of the study, it was examined whether science and mathematics teachers' perceptions of school safety and principals' perceptions of school discipline together predicted students' level of belonging to school. It was detected that science and mathematics teachers' perceptions of school safety and principals' perceptions of school discipline together did not predict students' level of belonging to school.
... When the Power Index Method (Sun & Leithwood, 2017) is applied, the indirect effect of school leadership on student learning through teacher trust is 0.20. This synthesis complements the work of Hattie (2009) and Marzano and his associates (Marzano et al., 2005) by examining the effect of school leadership on a mediator and, at the same time, the effect of the mediator on student learning, pointing to a hypothetical path through which school leadership influences student learning. ...
Purpose: The purposes of this study were to (1) meta-analyze the effects of teacher trust, and of each trust dimension on student learning in aggregate and in each of the six learning subjects; (2) meta-analyze the effect of school leadership, of each leadership domain, and of different leadership styles on teacher trust; and (3) examine whether school level, subjects, trust dimensions, and leadership styles moderate these abovementioned effects. Research Methods/Approach: Standard meta-analysis techniques were used to review 83 studies and examine the multiple relationships between school leadership, teacher trust, and student learning mentioned above. Heterogeneity analysis was conducted to identify moderators. Publication bias in these analysis results was also examined. Findings: The study shows that teacher trust had a moderate effect on student learning. School leadership had a large effect on teacher trust. Teacher trust in students and parents contributed to student learning more than the other dimensions of trust. All five domains of school leadership were related to teacher trust, with the effect sizes being large or moderate. Supportive, collegial types of school leadership had the largest effect on the teachers’ trust. Implications for Research and Practice: To improve student learning, school leaders need to enlist all effective practices in order to build trust in schools and pay equal attention to improving teachers’ trust as they do other efforts to improve instructional programs and teaching practices. More efforts are needed from principals to help build teachers’ trust in parents and students.
... In addition, previous researchers also acknowledged that there is no uniformity in the implementation of instructional leadership in schools (Davis, 2019). Although there are weaknesses in the implementation of instructional leadership in schools but MOE stated this leadership should be runed in schools since it can improve school performance (Shafinaz, 2017;Baharin et al., 2017;KPM, 2013;Robert et al., 2005). ...
... There are many responsibilities of school leaders mentioned by Marzano et al. (2005) that can promote better implementation of globalisation in education: 1) Affirmation: Affirmation is the extent to which the leader recognises and celebrates school accomplishments and acknowledges failures. ...
EU funds as grants encourage the reduction of regional inequalities through the development of less developed areas. Most of the stakeholders are gravitating to the ideal situation, in which whole available funds will be attracted and implemented, therefore efficacy of territorial unit is most often and simplest measured by the number of projects, and by the amount of money implemented through this projects. More development projects do not necessarily mean more benefits for a particular area. It is necessary to direct resources well in order to achieve maximum effects. This paper shows the importance of smart planning and strategic thinking through the analysis of the impact of funded projects on development. The survey was conducted through a survey questionnaire on a sample of 78 consultants for EU funds where their experiences and impacts of the projects in which they participated were analyzed.
... Several studies have shown the positive impact of school leadership on education outcomes. Effective school leadership is associated with higher student achievement, improved teacher performance, and increased teacher job satisfaction Marzano et al., 2005). Leaders who prioritize creating a positive school culture, providing instructional leadership, and fostering teacher collaboration have a greater impact on student outcomes (Leithwood et al., 2010). ...
Effective school leadership is crucial for creating a positive school environment to improve teacher performance and enhance student outcomes. This article highlights the importance of prioritizing school leadership development and investing in training and support for school leaders in Nepal and its selected neighbors. It also establishes a theoretical link between school leadership development and achieving SDGs in education. The methodology used for this study was secondary data analysis of the literature from various sources, such as research papers, reports, and other relevant documents. The article attempts to contribute to the body of knowledge on school leadership development providing useful insights for policymakers and educators to improve educational outcomes.
... This theory for career development is particularly helpful within the area of career counseling, where counselors provide guidance to others in a way that matches them to the most appropriate career path. According to studies done by Waters et al. (2003) and Marzano, et al. (2005), effective leadership practices can significantly influence student achievement. The Wallace Foundation (2013) goes further by saying that the leadership influence on student achievement is second only to classroom instruction. ...
Within Georgia schools, leadership certification requirements have significantly changed to address increasing demands for more experienced and competent leaders. It is unclear how these changes affect principalships. A quantitative survey was disseminated to Georgia principals to determine possible influences in their leadership certification choices. The survey was created from the Principal Job Survey. This study investigated the extent law reforms affected their leadership decisions. This involved information on several independent variables about job choice (i.e., objective, subjective, work itself, school context, and critical contact) and one dependent variable based on the job desirability index. Hierarchical regression modeling and correlational statistics were used to analyze data collected from the job surveys. Relationships between job choice factors, demographics, certification requirements, and job desirability all indicated several significant influences.
Results showed subjective choice, work-itself, Georgia Professional Standards Commission certification probability, and Tier II certification probability all predicted willingness for principalship. Cost and time did have an influence on what educators would do to obtain professional leadership certification. The findings help stakeholders and policymakers in education know how changes in Georgia certification laws actually impact aspirations for leadership. More awareness and incentivization are recommended for those who face challenges due to these changes.
https://arpcnet.org/authors-guidelines/
Keywords: leadership, principals, certification, choice, job desirability
Citation: Reed, J. J., Bochenko, M. J., Mammadov, S., Pate, J. L., Lairsey, J. D., Nobles, K., & Dreger, K. C. (2023). The principal rules: Applying job choice and certification reform to educational leaders in North Georgia. Journal of Liberal Arts and Humanities, 4(4), 1-13. https:/doi.org/10.48150/jlah.v4no4.2023.a1
... However, Singaporean principals are hesitant to engage teachers in school change decisions (Walker & Hallinger, 2015). In a qualitative study of principals who were once part of a LEP cohort, Ng (2008) reports that principals spent less than 10% of their time on functions traditionally defined as instruction (such as classroom observations and professional development for teachers), making it a challenge to continuously spearhead curricular innovation (Marzano, Waters, & McNulty, 2005). This view was similarly corroborated in the report Leadership Matters by the National Association of Secondary School Principals (2013). ...
... Leaders should inspire the teachers to make the vision a success. If traditions and beliefs surrounding leadership are considered, it is easy to understand that leadership is vital to the effectiveness of a school (Marzano, Waters and Mcnulty, 2005). The effectiveness of secondary schools is dependent on the outcome of the students in national examinations at the end of four-year course. ...
The principal's main role is to promote academic performance. This role can only be executed with the required administrative strategies hence the need for principals to have sound administrative strategies that ensure a good leadership model. The purpose of the study was to investigate principals' administrative strategies and influence student performance in Mount Elgon Sub County Secondary schools. The study was guided by the Max Weber theory on division of labour. The study population comprised of 72 principals and 1,280 teachers serving 72 secondary schools within the Sub County. The data was collected through questionnaire administered to teachers and principals. The study found out that performance of public secondary schools in the sub county had been below average for the past five years (2014-2018). Further, the study discovered that the application of various administrative strategies influenced performance of schools. Institutions that used participative strategies performed better in academic performance than those that used non-participative strategies. The study recommends that training needs to be provided to principals on management and leadership styles that are critical for performance improvement in their schools. In addition, teachers need to be continuously involved in decision making in schools.
... Over the years, schol ars have writ ten about the cru cial impor tance lead er ship plays in school (Bush & Glover, 2016;Fullan, 2020;Marzano et al., 2005;Moorosi & Bush, 2019). Indeed, as Amakyi (2022) writes, "[l]eadership is seen as the key to suc cess in any insti tu tion" (p. 1). ...
This qualitative study used a phenomenological approach and the Marianist characteristics as a conceptual framework to understand the experiences of six lay Marianist educational leaders during COVID-19. Findings indicated that during the pandemic leaders were faced with challenges pertaining to receiving an excess of information, inequity in technology, serving students with various learning needs, and the socioemotional health of students and teachers. Despite these difficulties, these leaders were able to uphold the Marianist characteristics of educating for adaptation and change, educating in family spirit, and for formation in faith. This study is significant because it provides the unique perspectives of how leaders of a Marianist urban high school were able to advance their mission during the global health pandemic. This study also adds to the crisis and Marianist leadership bodies of literature.
... Building administrators are essential to successful student learning and student achievement (Grissom et al., 2021;Marzano et al., 2005). For school districts investing large amounts of time and money into new curriculum materials, districts need to position leaders with agency to reinforce best practices and empower teachers on a cohesive district instructional vision. ...
To optimize teacher support, administrators need subject-specific knowledge, skills, and beliefs to lead, not just manage, instructional change. Professional development (PD) is needed with the many roles administrators are already called to fill. In this study, 38 elementary administrators participated in PD in mathematics instructional leadership. Findings from the Administrator Self-Efficacy Survey for Mathematics, derived from the Principal Self-Efficacy Survey (Smith & Guarino, 2005), show that subject-specific, district-led PD designed around sources of self-efficacy (Bandura, 1977, 1982, 1986) had a significant impact on increasing administrators’ mathematics instructional leadership self-efficacy. Specifically, administrators increased their beliefs to influence effective mathematics practice, apply district PD to instructional leadership practices, and justify change during reform. These results show promise for future mathematics-specific instructional leadership development. Results from this study can inform PD design for districts and leaders aiming to promote and support school administrators as instructional leaders and advocates for evidence-based practice.
... Researchers come to common conclusions about the relationship between leadership approaches and effectiveness regarding the leading of the school leadership to school effectiveness (Brauckmann and Pashiardis, 2011;Marzano et al., 2005). Currently, Karla (OECD, 2020) defined that the coronavirus crisis and education regarding the priorities of the global educational systems. ...
This study examined the impact of teacher collaboration and school context on teaching practices and student outcomes along with the mediating effects of Instructional Leadership. In particular, this study is a part of a larger research study. The data collected from 81 Primary SchoolsPrincipals, 139 teachers and 1553 students. Data analysis based on Structural Equation Models(SEM). The results demonstrate that teacher collaboration and school characteristics have a direct,
positive and statistically significant impact on the teaching practices and an indirect impact on student outcomes. Additionally, indicate that Instructional Leadership adopted by the principals according to improve teachers’ practices and student achievement. Overall, the research implicates the need for utilizing the school context to increase the student’s outcomes.
... Feedback is the most significant tool in the educational system as Marzano, Waters, and McNulty (2005) identified the need to create a system that serves feedback as its essence for observing and evaluating students. Also, Hattie (2009) found that feedback is among the most important factors that influence students' learning process. ...
Creating a supportive classroom environment through effective feedback is an essential component of teaching and learning in higher education. Feedback provides students with the guidance and support they need to achieve their learning goals and enhances their motivation and engagement in the learning process. This research study aims to explore the ways in which a supportive classroom environment can be created through effective feedback. The current research addresses the major question: What are the attitudes and perceptions of students towards feedback in the classroom, and how can these be addressed to create a more positive learning environment? A qualitative approach is used in data collection methods. The sample consists of teachers and students from department of English at BS levels at Ghazi University. Data were collected through surveys, interviews, and classroom observations. The findings of this research study contribute to the understanding of how feedback can be used to create a supportive classroom environment and promote positive student outcomes. It also provides teachers with tips and strategies about how to use feedback and praise effectively to reach the desired outcomes. The study also provides insights into the challenges and ethical considerations that need to be taken into account in providing feedback. The results of this study can be used to inform teacher training and professional development programs at Ghazi University and other educational institutions, with the aim of promoting a supportive and effective learning environment for students.
... He identified the principal's skills and capabilities as contributions of school performance. More recent work similarly noted that effective educational leaders can positively impact student and school success (Cistone & Stevenson, 2000;Darling-Hammond & Post, 2000;Marzano, Waters, & McNulty, 2005). However, despite the critical nature of principals' or superintendents' roles, a disproportionately low number of women occupy these positions (Loder, 2005;Young & McLeod, 2001). ...
This paper serves as a review of the research literature on gender issues in K-12 educational leadership, with a primary focus on the principal and superintendency positions in the United States. The prominent common themes or topics found in the literature are discussed. More specifically, barriers to gender equity in educational leadership are identified, and qualities or strategies used by successful female administrators where such barriers have been broken are noted.
... Sumado a lo anterior, el exceso de cambios en el quehacer, principalmente administrativo de los docentes se ha indicado como un factor que limitaría el éxito de las reformas. Especialmente al predominar la poca conexión entre las organizaciones que mandatan una reforma, la cultura de las instituciones y las personas implicadas en su aplicación (Hargreaves & Fullan, 2014;Marzano, Waters, & McNulty, 2005;Spillane, 2005). ...
La educación chilena atraviesa por un proceso de cambios estructurales impulsados por nuevas reformas educacionales. La apropiada implementación del cambio educativo necesariamente ocurre a través de los principales actores encargados de la implementación de las reformas: los docentes. Las investigaciones sobre el tema coinciden en que la implementación de reformas introduce elementos de tensión entre el profesorado, situación que se suma a los desafíos que enfrentan los establecimientos educacionales situados en comunidades educativas con altos índices de vulnerabilidad socioeconómica. Esta investigación cualitativa, basada en un estudio de caso, explora el discurso de los docentes en ejercicio con respecto a su experiencia de trabajo colaborativo con sus pares contemplando los factores facilitadores y obstaculizadores del mismo. La información obtenida permite interpretar que la colaboración entre pares y su implicancia a lo largo del desarrollo profesional de los docentes se vincula a las distintas etapas vitales y de inserción laboral.
This study explores the implementation and effectiveness of Visible Learning strategies in primary schools, focusing on understanding how these strategies work to enhance student learning outcomes. Visible Learning, as proposed by Hattie (2009), emphasizes making learning processes explicit and visible to students, enabling them to engage in their learning journey actively. The study investigates the practical application of Visible Learning techniques in primary school classrooms, examining the impact on student achievement, motivation, and teacher-student interactions. The findings highlight the importance of feedback, clear learning intentions, and teacher-student dialogue in creating a conducive learning environment. This study contributes valuable insights into the practical implementation of Visible Learning strategies, providing a roadmap for educators aiming to enhance the educational experience in primary schools.
This research aims to analyze the impact of curriculum policies on teacher performance in the context of early childhood education. The research method used in this study is policy analysis. Data was collected through literature study, interviews with education stakeholders, and direct observation of teacher performance. The collected data was then analyzed qualitatively to identify the impact of curriculum policies on teacher performance. The research results show that curriculum policies have a significant influence on the performance of early childhood education teachers. Implementing a clear and comprehensive curriculum helps teachers develop learning plans that suit children's needs. Apart from that, a curriculum that is closely linked to teacher competency standards also encourages improvements in teachers' skills and knowledge in teaching. However, this research also identified several challenges faced by teachers in dealing with curriculum policies. This research concludes that curriculum policy plays an important role in improving the performance of early childhood education teachers. To maximize the positive impact, greater efforts need to be made to increase the support and resources available to teachers, as well as improve their training and understanding regarding the implementation of the new curriculum. Thus, it can be hoped that the quality of early childhood education will continue to improve.
Servant leadership is one of the most important forms of leadership and some authors and experts even consider servant leaders to be among the best leaders. The purpose of this quantitative research study is to examine the relationship between teachers’ perceptions of their principals’ servant leadership style and teacher job satisfaction. The target population of the study was teachers. There are eight public schools in this district; all are similar with respect to the school buildings, curricula, number of teachers and students, and their socioeconomic status. Two separate survey instruments were used for this study: Liden et al.’s (2008) Servant Leadership Questionnaire (SLQ), which is a validated survey instrument that identifies seven dimensions of servant leadership characteristics. Mohrman et al.’s (1977) Mohrman–Cooke–Mohrman job satisfaction survey (MCMJSS) also was administered to measure the teachers’ job satisfaction. The data was formatted using Qualtrics survey software and all data were analyzed in SPSS v. 24. The results from the data analysis indicated that teachers do perceive their school leaders’ behavior reflects servant leadership characteristics and also showed a significant positive correlation between teachers’ perceptions of their principals’ servant leadership and their job satisfaction. The findings of this study indicate that the positive correlation between servant leadership and job satisfaction. This field of research can continue to examine if this relationship exists as an embedded part of specific cultures or if it is inherently true that those who lead through service contribute to a greater sense of job satisfaction despite any differences in job category, pay scales, or cultural differences. Moreover, the results were consistent with the theoretical framework with respect to servant leadership theory and job satisfaction, and with the results of previous research.
The aim of this research is to analyze the educational needs of school administrators based on professional competencies and to propose a model that corresponds to the demands of the Training Needs Analysis (TNA) literature according to the results of this application. This research was designed with the help of multi-disciplinary strategies, and applied concurrent embedded design from multi-mixed methods research approaches (MMMR). Accordingly, “SACIK (School Administrators Competence Inventory according to Katz theory)” and “SACQK Questionnaire (School Administrators Competence Questionnaire according to Katz theory)” were developed and applied, adapting for teachers, parents, and school administrators and were used at the macro level for quantitative research techniques; as qualitative research techniques, CIT (Critical Incident Technique) and phenomenology were used at the micro-level. As a quantitative sample, all primary, secondary, and Anatolian high schools in the Yenimahalle district of Ankara city center were included in the sample and qualitative application. The sample came from a disadvantaged school in which the sample group is determined by the critical sampling method. As a TNA model, The Training Needs Analysis Model according to Professional Competencies (TNAMPC) developed within this research is approved according to the TNA literature demands, and commits to reliable learning goals by determining the training needs of school administrators. According to the results, “Developing cooperation and partnerships with other institutions,” which belongs to the conceptual main competence area, is seen as the top priority training need of school
administrators. In addition, in this field, “Managing change and adaptation” is a priority training need according to the common data results. In the technical/managerial main competence area, “Organizing the institution” and “Planning” are the primary training needs. In the field of human main competence, “Performing emotion control” has been identified as a priority training need. Although the number of technical/managerial main competencies
areas is predominant, it is seen that the priority training need is the conceptual competence
area.
While developing and promoting a shared vision is an important role for educational leaders, an increasing body of evidence demonstrates that leaders face a number of obstacles in promoting an equity-centered vision. These challenges include navigating varying perspectives on what equity means as well as leading in polarized contexts that question or oppose equity ideas and initiatives. In this chapter, the author draws upon scholarship and a decade of school and district leadership experiences to offer six questions for educational leaders to consider in developing or revising an equity vision.
Ortalama Okullaşma Yılı, Beklenen Okullaşma Yılı ///
Altıncı Bölüm: GELENEKSEL VE GÜNCEL EĞİTİM GÖSTERGELERİ ///
İlçeler için Ortalama Okullaşma Yılı Veri Seti https://disk.yandex.com.tr/i/GogFU8YhZYOGMw adresindedir
Interactive mobile technologies such as iPads, Chromebooks, and other handheld
computing devices are becoming increasingly pervasive in K–12 classrooms in the United States. How can these tools be used to support ambitious learning and teaching goals, particularly in mathematics in the early grades? In November 2014, 35 education researchers, district and school leaders, and teachers met in Auburn, Maine, as part of the Research + Practice Collaboratory, a five-year project funded by the National Science Foundation to share knowledge and ideas about the opportunities that interactive mobile technologies currently offer to support mathematics learning among young students. Focusing on learning and teaching issues rather than on technology infrastructure requirements, participants at the
Interactive Mobile Technologies Inquiry Group, or ITIG, also discussed the
learning approaches and arrangements that may be needed to maximize
these opportunities. From this meeting emerged a set of preliminary
guidelines to promote mathematical thinking among young students with access to
interactive mobile technology in their classrooms. This report presents these guidelines, the rationale behind them, and additional resources.
This study examines how urban school principals use EI to lead. A convenient sampling procedure selected two hundred (200) heads from different institutions in Lahore Pakistan. The study found that urban school administrators' leadership effectiveness depends on EI. High-EQ principals lead schools better, according to the study. They understand and regulate their emotions and those of their staff and students. Effective leaders are better at communication, dispute resolution, and connection building. The study also found that EI increases school principals' job satisfaction. Higher EI makes workers happier. This improves school outcomes. The study also showed that school directors need to be self-aware, have empathy, and have good social skills in order to be good leaders. These skills help school principals succeed. The study suggests that developing EI competencies should be a priority for aspiring school leaders and schools and districts when selecting and training leaders. By developing EI, schools can improve leadership, job satisfaction, and intellectual environment.
ESD aims at educating individuals to have competencies that enable them to think about the effects of their activities globally and locally, economically, socially, and environmentally and contribute to sustainability with their behaviors and also advance their society towards SD with their ideas and participation. School leadership plays a vital role in implementing and promoting ESD projects and initiatives. The ability of school leaders to effectively communicate with the school community and gain the commitment of students and staff is a critical component of the success of transforming education to tackle sustainable development issues. Therefore, to lead the change in their contexts, educational leaders must possess several critical competencies concerning the topic of ESD, including skills in strategic management, strategic and systemic thinking, an appropriate mindset, an open, broad view, and also the ability to envision school and education in a positive light, especially when it comes to ESD.
This study examines the managerial role of five school principals in Tbilisi in sustaining success and innovation. It describes the management and leadership practices of five school principals, who are considered to be innovative, well-managed, with excellent academic results, and highlights the principals’ own contributions for school innovation and success. The study used the case study method based on the qualitative research method. At each school, opinions on school governance were gathered through individual interviews with the school principal, representatives of local resource centers, and other members of the school board. students and members of the school community. This study provides insight into organizational culture and school changes, as well as the principal role of principals in creating and managing a successful and innovative school. The study uses stakeholder perspectives on school leadership and school performance to provide us with insight into school management in each case, as well as draw attention to differences and similarities between different cases. The research findings highlight the importance of principals’ life experiences in determining their management style and values. Innovative principals identify five common aspects of leadership and related behaviors that characterize their leadership style and underpin the success of their schools. Furthermore, innovation schools have common characteristics. A map of how the principal’s management style and school innovation and success, life experience, five managerial aspects and corresponding behaviors, and other elements of school success are related to innovative aspects of management and leadership has been developed. Realizing what works in successful and innovative schools is the preliminary step in determining how to direct the practice of such schools to those parts of the school that require this experience. The current study demonstrates an innovative management style, demonstrating that some principals are very successful in creating an innovative culture, including behavioral patterns that can be learned and used by people aspiring to innovative and successful school management.
This study aimed to identify the degree of school administration’s practice of transformational leadership dimensions: (ideal influence, inspiring influence, intellectual influence, individual consideration, and empowerment). The researchers used the descriptive approach, by designing a questionnaire that was distributed to a random sample of (162) teachers from Basic Education Schools in Al-Mahra governorate during the academic year 2019-2020 AD. The results revealed that the degree of school administration practice of the five transformational leadership dimensions was high, with the average response of the sample on the questionnaire as a whole (4.06), and a percentage (81.26%). The sample response has varied on the dimensions of transformational leadership, where the inspirational influence dimension came first, with an average (4.12), followed by the intellectual influence dimension, with an average (4.11), then the ideal influence dimension, with an average (4.07), followed by the individual consideration dimension, with an average (4.02). ), And in the last order came the empowerment dimension, with an average of (3.83). Thus there were no statistically significant differences between the sample's response averages on the transformational leadership dimensions due to variables (gender, academic qualification, and years of experience). Based on the results of the study, the researchers presented a set of recommendations and suggestions to activate the school administration's practice of transformational leadership dimensions in Al-Mahra governorate and all public education schools in the Republic of Yemen.//
هدفت الدراسة إلى التعرف على درجة ممارسة الإدارة المدرسية لأبعاد القيادة التحويلية: (التأثير المثالي، التأثير الإلهامي، التأثير الفكري، الاعتبار الفردي، التمكين) واستخدم الباحثون المنهج الوصفي، من خلال تصميم استبانة تم توزيعها على عينة عشوائية بلغ عددها (162) معلماً ومعلمة من مدارس التعليم الأساسي بمحافظة المهرة خلال العام الدراسي 2019-2020م، وكشفت النتائج أن درجة ممارسة الإدارة المدرسية لأبعاد القيادة التحويلية الخمسة كانت بدرجة عالية، حيث بلغ متوسط استجابة العينة على الاستبانة ككل (4.06)، وبنسبة مئوية (%81.26)، وقد تفاوتت استجابة العينة على أبعاد القيادة التحويلية، حيث حل في الترتيب الأول بُعْدُ التأثير الإلهامي، بمتوسط (4.12)، يليه في الترتيب الثاني بُعْدُ التأثير الفكري، بمتوسط (4.11)، ثم بُعْدُ التأثير المثالي، بمتوسط (4.07)، يليه بُعْدُ الاعتبار الفردي، بمتوسط (4.02)، وفي الترتيب الأخير جاء بُعْدُ التمكين، بمتوسط (3.83)، كما لم يكن هناك فروق ذات دلالة إحصائية بين متوسطات استجابة العينة على أبعاد القيادة التحويلية تعزى لمتغيرات (الجنس، والمؤهل الدراسي، وسنوات الخبرة). واستنادا لنتائج الدراسة قدم الباحثون جملة من التوصيات والمقترحات لتفعيل ممارسة الإدارة المدرسية لأبعاد القيادة التحويلية في محافظة المهرة وعموم مدارس الجمهورية اليمنية.
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