This descriptive correlational survey aimed to investigate how principal's managerial skills and teacher's job satisfaction related to teacher's performance in remote areas. Using combined random-and-cluster sampling, this study involved 109 elementary schools. Data on principal's managerial skills and teacher's satisfaction were obtained through the use of questionnaires, whereas data on teaching performance were collected from observation. The results indicate that there was a significant relationship between the two variables of managerial skills and job satisfaction, which were of fair level, and teacher performance.
The International Successful School Principalship Project (ISSPP) has been actively conducting research about the work of successful principals since 2001. Findings from four project books and eight models derived from this project are synthesised into a model of successful school leadership. Building on Gurr, Drysdale and Mulford’s earlier model, the work of school leaders is described as engaging within the school context to influence student and school outcomes through interventions in teaching and learning, school capacity building, and the wider context. The qualities a leader brings to their role, a portfolio approach to using leadership ideas, constructing networks, collaborations and partnerships, and utilising accountability and evaluation for evidence-informed improvement, are important additional elements. The model is applicable to all in leadership roles in schools.
In the last two to three decades teachers? work has been plagued by problems internationally. These problems include a growing dissatisfaction of teachers about their working conditions (characterized by heavy workloads and low salaries), the growing attempts by governments to control teachers? work and the increasing negative public image of the teaching profession. This negative public image of teaching is manifested in the failure of the profession to attract enough students and the fact that those who are already in the profession want to leave. These factors had, inter alia, lead to a collapse of professionalism amongst teachers in general.
There are, however, also other factors that have an influence on the professionalism of school teachers. It is argued in this article that the management role of the school principal is a crucial factor that influences teacher professionalism. This influence can be either positive or negative, depending to a large extent on how effectively the principal is managing the school. This article, derived from an empirical case study undertaken among a number of secondary schools in the Eastern Cape Province of South Africa, is an attempt to conceptualise the important and pivotal managerial role of the principal in promoting professionalism amongst teachers in this province.
When we think about school principals, most of us imagine a figure of vague, yet intimidating authorityâfor an elementary school student, being sent to the principalâs office is roughly on par with a trip to Orwellâs Room 101. But with School Principal, Dan C. Lortie aims to change that. Much as he did for teachers with his groundbreaking book Schoolteacher, Lortie offers here an intensive and detailed look at principals, painting a compelling portrait of what they do, how they do it, and why. Lortie begins with a brief history of the job before turning to the daily work of a principal. These men and women, he finds, stand at the center of a constellation of competing interests around and within the school. School district officials, teachers, parents, and students all have needs and demands that frequently clash, and it is the principalâs job to manage these conflicting expectations to best serve the public. Unsurprisingly then, Lortie records his subjectsâ professional dissatisfactions, but he also vividly depicts the pleasures of their work and the pride they take in their accomplishments. Finally, School Principal offers a glimpse of the future with an analysis of current issues and trends in education, including the increasing presence of women in the role and the effects of widespread testing mandated by the government. Lortieâs scope is both broad and deep, offering an eminently useful range of perspectives on his subject. From the day-to-day toil to the long-term course of an entire career, from finding out just what goes on inside that office to mapping out the larger social and organizational context of the job, School Principal is a truly comprehensive account of a little-understood profession.
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Frederick C Wendel
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Pola Pendidikan dan Pelatihan yang Efektif untuk Guru dengan Tugas Tambahan Kepala Sekolah
Dan I Nyoman Rudi Kurniawan
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Preparing Principals for Changing World
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The Principal s School Manager
William L Sharp
James K Walter
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Persepsi Guru tentang Kompetensi Manajerial Kepala Sekolah di Sekolah Dasar Negeri Kecamatan Padang Timur
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