Principal Leadership Role in Response to the Pandemic Impact on School Process

Dare, Philip Saagyum; Saleem, Atif

doi:10.3389/fpsyg.2022.943442

Cited by 10 publications

(3 citation statements)

References 14 publications

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“…Among these, school principals stand out as pivotal decision-makers, responsible for shaping policies that directly influence the safety and well-being of their students and staff (Reyes-Guerra et al 2021). Navigating the complex landscape of the pandemic, these educational leaders not only contribute to transmission reduction but also guide the implementation of preventive measures and risk management (Dare and Saleem 2022). Their leadership gains particular significance in light of the public awareness imperative and the embrace of precautionary behaviors, underscoring the essential role they play in fostering a secure learning environment amid evolving health challenges (Dare and Saleem 2022;Reyes-Guerra et al 2021).…”

Section: Introductionmentioning

confidence: 99%

Strengthening Professional and Spiritual Education through 21st Century Skill Empowerment in a Pandemic and Post-Pandemic Era

Arifin,

Fauzi,

Wiraatmaja

et al. 2024

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Section: Introductionmentioning

confidence: 99%

Strengthening Professional and Spiritual Education through 21st Century Skill Empowerment in a Pandemic and Post-Pandemic Era

Arifin,

Fauzi,

Wiraatmaja

et al. 2024

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“…Schools whose administrators effectively use technology, communicate with parents, teachers, and students through social media and other tools during remote or hybrid education processes are one step ahead. These have made the technology usage level of a school an important criterion for the effectiveness (Dare & Saleem, 2022;Karakose, Polat & Papadakis, 2021).…”

Section: Introductionmentioning

confidence: 99%

Teachers’ Opinions on Technology Leadership Roles of School Principals During the Covid-19 Pandemic

Simsek,

Sert,

Himmetoglu Dal

2024

Turkish Online Journal of Distance Education

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The main purpose of this study is to examine the opinions of teachers about technology leadership roles of school principals during the Covid-19 pandemic. The study, which utilized qualitative research methods, was designed as a survey study. Sample group of the study constituted of 259 teachers. Data of the study was collected with “Elementary School Principals’ Technology Leadership Role Scale” and analyzed via descriptive statistics, independent sample t-test, one-way ANOVA and Mann Whitney-U test. According to the results, both elementary school teachers and subject matter teachers think that school principals successfully demonstrated the role of technology leadership roles during the Covid-19 pandemic. As a result of the analyses conducted to determine whether teachers' opinions vary according to various variables, it was concluded that there are no differences in terms of the entire scale and its dimensions based on genders and seniority of teachers. In terms of the working domain, it was seen the opinions of elementary school teachers on vision dimension are higher than those of subject matter teachers. Based on the results, some recommendations which can contribute to both implementation and theory have been developed. Accordingly, conducing researches which employ multiple data collection methods and tools to investigate technology leadership roles of school principals is considered important.

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“…Headteachers are responsible for managing people, information, and procedures inside their institutions by efficiently using available resources, monitoring progress, and resolving problems. Adapt to the challenges and opportunities given by a changing context, such as the impact of the pandemic on the daily operations of schools and academic performance (Dare & Saleem, 2022). D 'Innocenzo, Mathieu, and Kukenberger (2016) emphasized that leadership involves one individual influencing other group members to willingly participate in group tasks and objectives over an extended period within a specific organizational context.…”

Section: Introductionmentioning

confidence: 99%

Development and Validation of the Headteachers' Administrative Style Questionnaire (HASQ): A Tool for Assessing Leadership Practices

Sattar

Khurram

Asif

2023

Pak. J. Humanit. Soc. Sci

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This study aimed to develop and validate a headteachers' administrative style questionnaire (HASQ) to assess leadership practices. The questionnaire items were adapted from Northouse's 2014 work, encompassing three administrative styles: Autocratic, Democratic, and Laissez-Faire. The HASQ showcased satisfactory internal consistency, as reflected by an overall Cronbach alpha of 0.837, meeting the acceptable reliability threshold. Consequently, the study underscores the HASQ as a valid and reliable tool for assessing the variety and intensity of headteachers' administrative styles. This study strongly recommends that educational stakeholders such as school authorities, researchers, and policymakers use the headteachers' administrative style questionnaire (HASQ) to assess headteachers' administrative styles. The insights gleaned from this tool could prove crucial for enhancing school management strategies and creating effective educational policies. Moreover, the HASQ could catalyze the promotion of more effective administrative styles, potentially contributing to improved educational outcomes.

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Principal Leadership Role in Response to the Pandemic Impact on School Process

Cited by 10 publications

References 14 publications

Strengthening Professional and Spiritual Education through 21st Century Skill Empowerment in a Pandemic and Post-Pandemic Era

Strengthening Professional and Spiritual Education through 21st Century Skill Empowerment in a Pandemic and Post-Pandemic Era

Teachers’ Opinions on Technology Leadership Roles of School Principals During the Covid-19 Pandemic

Development and Validation of the Headteachers' Administrative Style Questionnaire (HASQ): A Tool for Assessing Leadership Practices

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