school principals

  • Predicting the Effectiveness of School Principals Based on Fiedler’s Leadership Model

    Author: Seyed Hoseyn Musavinejad
    Author: Naser Nastiezaie
    Year of publication: 2018
    Source: Show
    Pages: 184-191
    DOI Address: https://doi.org/10.15804/tner.2018.51.1.15
    PDF: tner/201801/tner20180115.pdf

    The purpose of this study was to predict the effectiveness of Zahedan elementary school principals based on the triple factors of position in the Fiedler leadership model. The presented study was a descriptive correlational study in which 356 elementary school teachers were studied with stratified randomized sampling through two questionnaires including determining the leadership situation and the effectiveness of school administrators. The correlation coefficient and simultaneous multiple regression were used for data analysis with the help of SPSS software. Based on results, there was a positive and significant relationship between the three factors of leadership position (authority, leader-member relationship, duty structure). The results of multiple regression analysis also showed that the three situational factors can predict the effectiveness of school principals. Therefore, it can be concluded that school administrators should benefit from good authority, have good interactions with teachers and emphasize the structure of tasks to increase their effectiveness.

  • Advance School Leadership, Progress Teaching Approach and Boost Learning: The Case of Indonesia

    Author: Ace Suryadi
    Author: Dasim Budimansyah
    Year of publication: 2016
    Source: Show
    Pages: 76-86
    DOI Address: https://doi.org/10.15804/tner.2016.45.3.06
    PDF: tner/201603/tner20160306.pdf

    The 2013 Curriculum Reform and its effect on school practices remain a challenge for Indonesia since the roles of school leadership remain unaddressed. This study aimed to examine the effect of school leadership on instructional practices and student learning. This cross-sectional survey collected data from 1,082 students and 180 teachers from randomly selected 40 junior secondary school principals. Employing education production function models, this study found that the quality of school leadership had impacts on teachers’ ability to create student-centered instruction and consequently on student learning. Results suggest that school reforms would be even more successful, among other things, through establishing school principals as professional agents of change that help teachers transform their instructional behavior and improve learning.

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