Challenges in preparing aspiring principals for instructional leadership: voices from the field

Hayes, Sonya D.; Irby, Beverly J.

doi:10.1080/13603124.2018.1562102

Cited by 15 publications

(16 citation statements)

References 36 publications

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“…However, this does not apply to beliefs. As Araújo, Macedo, Santos and Doroftei [82], Turk and Wolfe [83], Hayes and Irby [84], and Nordholm, Arnqvist and Nihlfors [85] indicated, a belief, specifically with regard to principals, seems to be a very unique and particular factor inherent in each person, which is not often affected by other factors. This would explain the lack of correlation between beliefs and the factors of knowledge and attitudes.…”

Section: Discussionmentioning

confidence: 99%

Principals' Attitudes, Knowledge, and Beliefs Regarding Active Learning Methodologies in Spain

Miravet¹,

Alegre²

2020

ujer

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Section: Discussionmentioning

confidence: 99%

Principals' Attitudes, Knowledge, and Beliefs Regarding Active Learning Methodologies in Spain

Miravet¹,

Alegre²

2020

ujer

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“…PMGs of a more progressive bent seek to validate culturally responsive mentorship in support of minoritized persons and their visibility, issues, concerns, experiences, diversities, identities, empowerment, and advancement (Queener & Ford, 2019). Participation structures are oriented around 'powerful learning,' particular frameworks and philosophies, and attempts to modernize organizational cultures (Hayes & Irby, 2020).…”

Section: Social (In)justice and Inclusionmentioning

confidence: 99%

Dynamics shaping collaborative peer group mentoring among educational leaders

Mullen

Boyles²,

Witcher

et al. 2020

Mentoring & Tutoring: Partnership in Learning

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Group mentoring, an alternative to traditional mentoring, is dynamic, collaborative, and inclusive, yet it is underexplored in the literature. The peer mentoring group (PMG) phenomenon was researched through three educational leadership and administration polyads: (1) the Spirals, consisting of award-winning faculty mentors and novice scholars; (2) the Researcher Development Program, uniting faculty mentors and doctoral students in mentoring; and (3) a doctoral cohort at a Virginia-based research university. The first two yearlong mentoring initiatives are held at the University Council for Educational Administration's convention. A qualitative selfstudy approach was used to narratively investigate the four authors' intersubjective PMG experiences. Document analysis of a literature review; transcribed conversation, researcher field notes, and first-person accounts yielded four themes: justice expressed, change enacted, power distributed, and hierarchy undone. Anyone in search of ideas or strategies favoring effective PMGs should find value in this article that looks to peer group mentorship as offering renewal.

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“…Fourth, the limitations faced by students in carrying out distance learning (online): (a) internet connection; (b) finance for internet quota fees; (c) online learning methods; (d) online learning time: (e) direct communication with teachers; (f) online learning evaluation. Fifth, the assistance provided by the government to support the smooth implementation of distance learning (online) in schools: (a) training assistance for teachers to carry out online learning: (b) training assistance for students to carry out online learning; (c) internet quota fee assistance for teachers; (d) internet quota fee assistance for underprivileged students (Ministry of Religion, 2020; Hayes, & Irby, 2020;Hallinger, 1992;Zuckerman & O'Shea, 2020).…”

Section: What Should the Principal Do As Learning Leaders During The mentioning

confidence: 99%

“…First, the results of Hallinger (1992) show that there are 8.778% of the aspects of the internal dimension that have not provided full support for the principal's learning leadership, both from indicators of school mission determination, learning arrangements, learning practices and from indicators of learning climate. Second, the research results of several researchers show that the potential for learning leadership is a significant role, but not the only role of leaders in schools (Hayes & Irby, (2020) Baştuğ, Özdemir, Tanır, & Salim, (2016). There are still roles of the principal, apart from being the learning leader.…”

Section: Introductionmentioning

confidence: 99%

The Impact of Covid-19: What School Principals as Instructional Leaders Act?

Karwanto

2020

ijebd

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Purpose: The study is conducted to determine, explain, and analyze the role of the principal as a learning leader in the Covid-19 pandemic era. Design/methodology/approach: The research uses a qualitative approach with descriptive methods. Data are obtained through a literature review and analyzed using a qualitative descriptive approach. Findings: The results show that (1) the principal professionally conducted dialogue and discussions about learning during the Covid-19 pandemic; (2) the principal provides an example to the teacher in terms of learning; (3) the principal maintains communication, coordination, collaboration and synergy with teachers during the implementation of the online learning process; (4) school principals monitor and evaluate learning in a planned, programmed and continuous manner and make use of the results of monitoring and evaluation for professional development. Practical implications: In practical implementation, there are several things that the principal needs to do, namely (1) monitoring the progress of the school following the vision of the school; (2) being supportive and corrective when there are deviations in the implementation of activities that do not lead to the school's image; (3) monitoring and evaluating the management of the work structure of teachers and students; (4) increasing the role and function of online learning supervisors to improve the quality of learning practices and student learning outcomes in schools; (5) creating a pleasant climate for educators and educational staff as well as students. Paper type: Research paper

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Challenges in preparing aspiring principals for instructional leadership: voices from the field

Cited by 15 publications

References 36 publications

Principals' Attitudes, Knowledge, and Beliefs Regarding Active Learning Methodologies in Spain

Principals' Attitudes, Knowledge, and Beliefs Regarding Active Learning Methodologies in Spain

Dynamics shaping collaborative peer group mentoring among educational leaders

The Impact of Covid-19: What School Principals as Instructional Leaders Act?

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