Differences in principals' leadership behavior in high‐ and low‐performing schools

Lindahl, Ronald A.

doi:10.1002/jls.20137

Cited by 8 publications

(6 citation statements)

References 20 publications

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“…Consistent with Noman et al (2018), strong interpersonal skills, people-centered leadership, clear communication of vision and goal, and creating a positive work environment are all vital constituents of successful leadership in school. As reported by Lindahl (2010), teachers in high-rated schools viewed their principals' behavior more positively than did their counterparts in the lower rated schools. Thus, it seems a positive school environment leads to teachers' higher selfefficacy, collective efficacy, and job satisfaction, which are instrumental to improving teaching and learning (Leithwood et al, 2008).…”

Section: Interpretation Of the Findingsmentioning

confidence: 71%

Exploring instructional leadership in Iran: A mixed methods study of high- and low-performing principals

Hallinger¹,

Hosseingholizadeh²

2019

Educational Management Administration & Leadership

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The purpose of this study is to understand and describe patterns of principal instructional leadership practice in Iranian primary schools and to then assess whether there are differences between the high- and low-rated principals. A mixed methods design was used to collect both qualitative and quantitative data from principals and teachers within Iranian primary schools. The quantitative data were collected and analyzed from 535 teachers and 70 principals across the 70 primary schools. Next, we used ratings on the Principal Instructional Management Rating Scale to identify four of the highest and lowest performing principals. We then conducted open-ended interviews with teachers and principals in these schools. The key findings showed that, despite working in a highly centralized context, the highly ranked principals in the sample were also differentiated from their lower ranked peers on specific instructional leadership practices. They appeared to give more emphasis to their role in developing the quality of teaching and learning and monitoring student progress. In this setting, ensuring a collegial and collaborative environment for teachers is commonly articulated by the successful principals in our study as an important aspect of instructional leadership.

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Section: Interpretation Of the Findingsmentioning

confidence: 71%

Exploring instructional leadership in Iran: A mixed methods study of high- and low-performing principals

Hallinger¹,

Hosseingholizadeh²

2019

Educational Management Administration & Leadership

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“…There is increasing evidence that leadership makes a difference in schools (e.g. Hallinger & Heck, 1996;Lindahl, 2010;Louis et al, 2010, Osiname, 2018. Scholars have made sustained contributions to the question of how the behaviors of school leaders contribute to student achievement?…”

Section: Introductionmentioning

confidence: 99%

The Relation Between School Culture Sub-Categories and Expected Results of Learning Process

Eger

Prášilová

2020

PEC

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The aim of the research was to find out what factors of school culture affect the expected results of teaching and learning processes in basic schools. The research evaluated current and desired school culture in selected basic schools to identify culture gaps. Research using School Culture Inventory explored relations among selected sub-categories, namely between the sub-categories focused on shared objectives, trust in school leadership, and on managerial approach and the important sub-categories focused on innovation process and expected results of teaching and learning processes. The independent evaluators were final year students of the Faculties of Education from two universities in the Czech Republic who assessed schools after one month of their position at the selected schools (the research sample included 182 basic schools). The findings provided the evidence of current culture gaps and of a positive association between higher positive evaluations in the sub-category leadership and management and the sub-category expected results of teaching and learning processes. The results brought by the research will help school leaders when they plan to shape or change the culture of the schools they manage. Keywords: culture gaps, school culture, school culture inventory, shaping school culture.

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“…The school administrator is the pivotal element within the school who affects the quality of teacher instruction (Lindahl, 2010) and the height of students' achievement. The school needs the instructional management leadership of the school administrator to keep focus on the activities that paved the way for high student achievement.…”

Section: Improving Instructionmentioning

confidence: 99%

Professional Attributes of School Administrators Towards a Strategic Development

Liang

2023

AJMSS

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This study dealt with the professional attributes of school administrators at Chengdu Sports University, Sichuan, China, towards strategic development. The researcher used the 235 tertiary teachers from the said university who were randomly chosen using the Qualtrics Calculator for a sample with a 5% margin of error from about the 600 teachers during the time of the study. Descriptive- comparative research was used, employing a researcher-made instrument that was validated by experts. The study revealed that the professional attributes of the school administrator in terms of physical and professional characteristics are manifested. It manifested through communication skills, professional relationship skills, commitment to the profession, and the professional attributes of the school administrators. The teacher respondents have different assessments considering their age, whereas the teacher respondents who are between 41and 50 years old have a relatively higher assessment than the other teacher respondents. The teacher respondents have different assessments and the teacher respondents have different assessments considering their length of service, wherein the teacher respondents who have 12 or fewer years of service have a relatively higher assessment than the other teacher respondents. Hence, it is recommended that in developing a strategic development plan: enhance professional attributes through training; foster leadership mentoring and coaching; elevate communication skills with workshops; cultivate cultural sensitivity and diversity by implementing tailored training initiatives focused on enhancing cultural sensitivity and diversity awareness among administrators. Enable them to relate empathetically to diverse take holders by providing workshops that promote understanding, respect, and inclusivity; and facilitate strategic leadership retreats by coordinating strategic leadership retreats for administrators to engage in self-assessment, reflection, and collaborative planning. Guide discussions on long-term objectives, effective leadership strategies, and aligning personal attributes with the institution's strategic development.

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Differences in principals' leadership behavior in high‐ and low‐performing schools

Cited by 8 publications

References 20 publications

Exploring instructional leadership in Iran: A mixed methods study of high- and low-performing principals

Exploring instructional leadership in Iran: A mixed methods study of high- and low-performing principals

The Relation Between School Culture Sub-Categories and Expected Results of Learning Process

Professional Attributes of School Administrators Towards a Strategic Development

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