Best practices of successful elementary school leaders

Abstract

PurposeThis study is one in a series which aims to examine the theories of actions developed and internalized by school principals that help them serve as successful leaders in the tumultuous accountability climate. The dearth of recent empirical research focusing on best practices of successful school principals in a post‐NCLB nation sets the tone for and drives the study.Design/methodology/approachAn inductive exploratory study was designed to provide insight into how successful elementary school principals facilitate high levels of student achievement. The research was grounded by allowing principals to talk about what their actual practices as leaders.FindingsThe principals provided a wealth of information that helped to identify common themes of practice across all 12 participants. The following categories represent the central themes: leadership with data; honesty and relationships; fostering ownership and collaboration; recognizing and developing leadership; and instructional awareness and involvement.Practical implicationsThis study identified vital practices of successful elementary leaders that enabled them to facilitate high levels of student achievement and to dispel any notions that success is not possible in a high stakes environment. Interviews with the principals identified common themes of practice that, when collectively utilized, have led to high student achievement.Originality/valueThis study is very relevant and contributes to the growing body of research that seeks to define the qualities of effective leaders during times of increased accountability.

Strategies for Efficient Management by School Managers at Elementary Schools.

“…A leadership skill that is important for success of a school manager is a decision making skill. When the employees cowork in making decisions, it is an imperative for their leader to make sure that it has been clearly presented how important are the decisions which influence the school (Crum, Sherman and Myran, 2009 Every school is unique and it functions under different conditions, therefore successful realization of leadership function of school manager is preconditioned by various influences of social community. Within such diversity, more successful school managers will be those who have got appropriate professional qualifications, who conduct quality and successful democratic communication and who work on their professional improvement and development; whilst Resman (2001) emphasizes that professional improvement must not be limited only to organizational matters within school management, but also to pedagogic leadership tasks.…”

Multiple-Oriented Leadership Behavior and School Performance: A Multiple-Case Study

“…They organize professional development activities for teachers by creating professional communities and facilitate group learning (Mulford et al, 2008). They create a culture of trust, honesty, loyalty, and sharing in the school (Crum & Sherman, 2008;Crum et al, 2009;Sanzo et al, 2011). They also develop a collaborative environment by accepting feedback and developing networks and keep their focus on instructional practices.…”

“…Based on what we know, very little research has been done on leadership behaviors in the context of Pakistan. Some studies on leadership have been conducted in business organizations (Chaudhry, Javed, & Sabir, 2012;Ghulam, Javed, Ajmal, & M. Naveed, 2012;Sabir, Iqbal, Rehamn, Shah, & Yasmeen, 2012;Tipu, Ryan, & Fantazy, 2012), in Europe or in countries such as USA, Malaysia, or Australia (Crum & Sherman, 2008;Crum et al, 2009;Mulford et al, 2008;Sufean, 2014). These works are tenuously related to the school environment in Pakistan.…”

“…Therefore, recent literature shows a great deal of interest in exploring leadership behaviors in high performing schools. The purpose of such studies is to document their respective best practices and behaviors to help leaders in struggling and low-performing schools to learn, improve, and subsequently replicate their reported success (e.g., Caldwell & Harris, 2008;Crum & Sherman, 2008;Crum, Sherman, & Myran, 2009;Sanzo, Sherman, & Clayton, 2011).…”

Leadership Behaviour in High- Performing Government Boys Secondary Schools in Quetta: A Grounded Theory Analysis

“…According to the researcher's knowledge, there are a handful of studies on leadership behaviours of school principals in Pakistan in general and in Balochistan in particular. Among the available studies, many are done in business organisations (Chaudhry, Javed, & Sabir, 2012;Ghulam, Javed, Ajmal, & Naveed, 2012;Tipu, Ryan, & Fantazy, 2012), or in countries other than Pakistan (Crum & Sherman, 2008;Crum, Sherman, & Myran, 2009;Mulford et al, 2008). The aim of this study is to explore leadership behaviour in selected high-performing government Boys' Secondary High Schools (GBHS) in Quetta, Balochistan through in-depth qualitative approach.…”