Principals' Implementation of Collaborative Leadership to Improve Learning Quality

Aryani, Refi Meilia; Haryadi, Rudi

doi:10.59052/edufisika.v8i1.24602

Cited by 3 publications

(1 citation statement)

References 15 publications

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“…Collaboration and team-building skills are important for school principals to improve school learning quality (Aryani & Haryadi, 2023). These skills help strengthen cooperation and communication between principals, teachers, and students leading to improved learning outcomes.…”

Section: Literature Reviewmentioning

confidence: 99%

Principals’ leadership skills to meet the national strategy for education in basic schools

Ajmi

2024

JEELR

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The objective of this study is to investigate the principals' leadership skills in elementary schools to meet the national educational strategy outcomes based on the teachers' views. A quantitative- descriptive approach was applied. The questionnaire was used to collect data. The validity of the questionnaire was measured and the reliability results using Cronbach alpha were 0.948 for educational leadership skills and 0.859 for educational outcomes. The questionnaire was distributed in both male and female schools. A random sample of 385 teachers was included. The collected data were analyzed using descriptive statistics and structural equation modeling to measure the effects of different variables. The findings indicated that the teachers in the sample had five to fifteen years of experience. The teachers showed principals in the elementary schools have moderate educational leadership (3.39). The results showed that the highest trait that existed among the principals was crisis management with a high-weight regression coefficient (0.693), visionary leadership (0.653) and ethical leadership (0.601). The effect of adaptability, communication skills and strategic planning was less. The least common traits among the principals of elementary schools were emotional intelligence and decision-making skills. The research suggested establishing a programme for elementary school principals to develop their leadership skills in order to support the achievement of national educational objectives.

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Section: Literature Reviewmentioning

confidence: 99%

Principals’ leadership skills to meet the national strategy for education in basic schools

Ajmi

2024

JEELR

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Using Instructional Supervision to improve Learners’ Performance in Eswatini High Schools

Phebeni,

Mpofu

2024

EHASS

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The primary objective of this study was to determine how instructional leadership is being used empirically in Eswatini and to establish whether it significantly impacts the performance of high school learners. This research employed a qualitative research methodology to gather data for the investigation. The sample comprised five principals and five deputy principals of five high schools in the Mbabane Hhohho Region, Eswatini. The qualitative data was analyzed using thematic analysis. Weber’s instructional leadership model guided the study’s theoretical framework. From the first research question, the findings revealed that instructional leadership improves school performance, provides adequate support structures for learners, helps manage school resources, and helps monitor and evaluate teaching and learning. The study suggested strategies that instructional supervisors can use to improve student performance by monitoring Curriculum and Instruction, collaborative leadership, and contextualizing instructional practices. Improving communication within the school and encouraging continuous professional development and parent involvement can also be helpful. The study concluded that instructional supervision is not effectively practiced in Eswatini schools. Therefore, the study recommends the appointment of principals on merit, parental involvement, and continuous staff development for principals. The study adds to the body of knowledge on instructional supervision in Eswatini. Several principals are unaware of instructional supervision in Eswatini, and in cases where they are, its implementation is minimal and does not fully constitute instructional supervision. School inspectors are informed on the part of the policy that guides instructional supervision in schools. Keywords: Instructional Supervision, Instructional Practices, Principals, Curriculum and Instructional

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The Roles of Principal in Encouraging Teacher Collaboration at Shools: An Overview

Dinh Nhu Ha,

Thi Ngoc Thuong,

Thanh Binh

et al. 2024

VUJS

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Collaboration between teachers is a significant predictor of outcome variables at the schools, teacher, and student levels. As they are in charge of establishing the work settings for teachers, principals have the power to encourage and develop teacher collaboration. The aim of this case study was to gain insight into how important principals’ roles are in establishing and maintaining a cooperative work environment between teachers. With the document analysis method, the paper is going to discuss principals’ roles in encouraging collaboration between teachers, the benefits of teacher collaboration, and links between principals’ roles and teacher collaboration. Hopefully, it would be a precious source for both principals and teachers to be aware of the importance of collaboration at tertiary level. Keywords: Collaboration; the roles of principals; tertiary level; sustainable development.

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Principals' Implementation of Collaborative Leadership to Improve Learning Quality

Cited by 3 publications

References 15 publications

Principals’ leadership skills to meet the national strategy for education in basic schools

Principals’ leadership skills to meet the national strategy for education in basic schools

Using Instructional Supervision to improve Learners’ Performance in Eswatini High Schools

The Roles of Principal in Encouraging Teacher Collaboration at Shools: An Overview

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