Models of successful principal leadership

Gurr, David; Drysdale, Lawrie; Mulford, Bill

doi:10.1080/13632430600886921

Cited by 121 publications

(114 citation statements)

References 11 publications

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“…These results overlap with the view that the school directors' talking to the teacher about their professional experiences and estimating their opinions will increase the success of the school and have positive effects on the quality of education [37,38]. In accordance with the results of this study (conducting meetings with students and paying attention to student satisfaction, Gurr, Drysdale and Mulford [28], in their study, state that the talks between the school directors and the students related to educational topics are effective in student's developing a sense of identity and self-confidence. Thus, these results can be evidence that the results obtained through this study emphasize important points.…”

Section: Discussionsupporting

confidence: 79%

“…When some studies on the duties, roles and responsibilities of the school directors for a modern school are analyzed, it is stated that the roles of school directors, in general, are: as a teaching leader, to support teaching activities; to create a positive learning environment; to coordinate curriculum and activities; to create an effective school culture; to contribute to teachers' career development; to manage the curriculum; to participate in teamwork; to bear new responsibilities caused by the increasing pressure due to student success [17][18][19][20][21][22][23][24][25][26][27][28][29]. In performing these critical duties and in improving the quality of instruction, the school 2658…”

Section: Introductionmentioning

confidence: 99%

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The Analysis of the Opinions of School Directors about Their Knowledge of the Curriculums and Their Support and Control in the Implementation

Özkan¹

2016

ujer

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This study analyses the opinions of school directors related to their levels of recognition, comprehension and explanation, along with their support and their supervisory duties in the process of the implementation of the curriculum. Although this study is designed appropriately to the qualitative research design, phenomenological research design is used in some cases which are well known but a deep comprehension cannot be attained. The research group is determined in terms of simple sampling method and consists of 28 secondary school directors. . The data collected through interviews is analyzed through content analysis. According to the results obtained, in terms of recognition, comprehension and explanation of the curriculum, the school directors are aware of the elements of the curriculum: Objective 89%, Evaluation 75%, Learning situations 57% and Content 54%. In terms of supports given for the implementation of the curriculum, the school directors stated that they had provided support in providing teaching tools, in creating and improving the learning, environment, in conduction meetings with teachers, supporting, encouraging and guiding them, in teaching planning and content organization. In terms of the task of controlling curriculum implementation, the results show that school directors fulfilled their duties in inspection of teacher, in compliance inspection of teaching aids, in inspection of the instructional plan, in the level of success on objectives, in student satisfaction, in inspection of learning environments, etc.

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Section: Discussionsupporting

confidence: 79%

Section: Introductionmentioning

confidence: 99%

The Analysis of the Opinions of School Directors about Their Knowledge of the Curriculums and Their Support and Control in the Implementation

Özkan¹

2016

ujer

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“…He further reiterated the idea that this can be done through the articulation of the vision and mission of the organization. Gurr, Drysdale Mulford [35], reinforced the idea that extensive studies demonstrate that particular leadership styles of school leaders, especially instructional leadership could have positive impacts on teaching and learning environments and processes leading to improvements in students' performance and academic achievements. The Coleman Report [36] demonstrated how the school has little or no effect on students' achievements, concluding that family background was the key factor influencing the students' achievements, but Edmonds [37] refuted this point as he believed school leadership behaviour is critical in determining the quality of education.…”

Section: Academic Performance: Culture and Milieumentioning

confidence: 99%

Instructional Leadership and Its Effect on Students’ Academic Performance

Heaven¹,

Bourne²

2016

Review Pub Administration Manag

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“…Dichos estudios sucesivos han aportado numerosa producción: a) el liderazgo escolar exitoso (Gurr, Drysdale, & Mulford, 2006;Swann, Gurr, Ford, Drysdale, Hardy, & Di Natale, 2003), b) el liderazgo para los agentes sociales de la comunidad; y c) el liderazgo para el aprendizaje y mejora de los resultados de los estudiantes (Mulford, Silins, & Leithwood;Seashore, Anderson y Wahlstrom, 2004). Además, se ha buscado comprender y conocer las concepciones de la cultura y la política (Foster, 1986) así como la perspectiva del liderazgo escolar distribuido (Chi-Kin, & Day 2016a;Spillane, Camburn, & Stitziel, 2007 Estos estudios que ayudaron a configurar la red del ISSPP hallaron cinco elementos comunes que definen un liderazgo exitoso (figura 2): a) un liderazgo para el aprendizaje, b) la importancia de la formación de los directores, c) el…”

Section: Introductionunclassified