Professional Development Perspectives of Principals in Australia and Japan

Gamage, David; Ueyama, Takeyuki

doi:10.1080/00131720408984666

Cited by 7 publications

(9 citation statements)

References 8 publications

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“…The questionnaire gathered data on the background of the respondent, headmasters and teachers which is presented in Table 1 below. Source: filed study,2018 Table 1 presents the data of participants in the study, two (2) were headmasters (both males), forty eight (48) were teachers from the two Senior High Schools. The first question in section 'A' which is about sex or gender of respondents have both headmasters as males forty one (41) of the teachers who responded to the questions were also males, whiles seven being females.…”

Section: Bio-data Of the Respondentsmentioning

confidence: 99%

“…Source: Field study, 2018 Table 3 presents the data on the academic and professional qualifications of the respondent teachers and the headmasters. The table shows that none of the teachers and the headmasters held a diploma qualification, forty-eight (48) of then held first degree qualification, while two (2) who were all headmasters were second degree holders.…”

Section: Bio-data Of the Respondentsmentioning

confidence: 99%

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The Impact Of Leadership Styles On Teaching And Learning Outcomes: A Case Study Of Selected Senior High Schools In The Nkronza Districts Of Brong Ahafo Region In Ghana

Aruzie¹,

Adjei²,

Mensah³

et al. 2018

int.jour.sci.res.mana.

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The issue of leadership styles used by school heads and the academic performance of students has recently attracted the attention of the general public and people are exerting energies into research to find its courses and effects. Nkoranza-North district is selected as a result of the fact that the researcher works there and the districts also have two senior high schools for the study. Primarily, the study was to find out the courses and impact of leadership styles on teaching and learning outcomes in the Nkoranza-North district. The study covered a sample size of sixty (60) people comprises of Headmasters, selected teachers and selected students of the two. The researcher employed the descriptive method, while interview schedule and questionnaire were used togather the information. Frequencyand percentage were used to analyse the data. The study also looks at the various leadership styles employed by leaders some of which are Autocratic, Democratic and Laissez-faire. The findings of the study are discussed, conclusion draw and recommendations made.

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Section: Bio-data Of the Respondentsmentioning

confidence: 99%

Section: Bio-data Of the Respondentsmentioning

confidence: 99%

The Impact Of Leadership Styles On Teaching And Learning Outcomes: A Case Study Of Selected Senior High Schools In The Nkronza Districts Of Brong Ahafo Region In Ghana

Aruzie¹,

Adjei²,

Mensah³

et al. 2018

int.jour.sci.res.mana.

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“…There is no equivalent incentive regime in New Zealand to achieve an All Master's profession, although this has long been the case in Finland (Adonis, 2008;Hargreaves, Halász, & Pont, 2007;Ministry of Education Finland, 2007), the USA, and Canada (Young & Grogan, 2008) and adopted as policy in England (Balls, 2008). New Zealand, where about 9-12% hold masters degrees, lags far behind the 44% of Victorian school leaders, 34% in NSW, and 53% in Tasmania that hold postgraduate qualifications in educational leadership (Gamage & Ueyama, 2004;Gurr, Drysdale, & Goode, 2007).…”

Section: Discussionmentioning

confidence: 99%

“…The twin aims of such investment are to enable researchbased learning about leadership and to have threshold competence on appointment. About 44 percent of school leaders in Victoria, 34 percent in New South, and 53 percent in Tasmania hold postgraduate qualifications in educational leadership (Gamage & Ueyama, 2004;Gurr, Drysdale, & Goode, 2007). The equivalent figure in New Zealand is between 9 and 12 percent (V. M. J.…”

Section: The University Of Aucklandmentioning

confidence: 99%

The Professionalization of Educational Leaders through Postgraduate Study and Professional Development Opportunities in New Zealand Tertiary Education Institutions

MacPherson¹

2010

Journal of Research on Leadership Education

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retirements and turnover. Case studies of current programs identified six urgent policy issues: the need for research-based provisions in early childhood education (ECE); potential conflicts of interest for university faculties contracted to deliver government professional development (PD), consultancy, and support services; the preparatory needs of first-time team and executive leaders in schools and centre leaders in ECE; blending optional assessment of PD activities with postgraduate study programs; national investment needed to triple participation in the professionalization of educational leaders, and removing conditions antithetical to the systematic professionalization of leadership while creating incentive regimes that will sustain leadership capacity building. Five conclusions appear warranted. Each institution should provide effective professorial leadership to their research, teaching, and advisory teams in educational leadership or withdraw from the field. Market leaders in ECE might form a consortium with national stakeholders to articulate a research-based and career-related leadership development framework. The latent demand for professionalization exceeds supply by a factor of about three requiring Ministerial reform of incentives and national investment in educational leadership. Educational leaders in New Zealand are poorly educated in leadership compared to their international counterparts and need fresh incentives to become an All Master's profession. Finally, New Zealand's professional associations should play a much more significant role in the professionalization of leaders by setting aside past differentiation and competitive strategies, recognizing all colleagues in designated leadership roles, combining into one national peak body, and engaging in the governance of the professionalization services provided by tertiary education institutions.

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“…Findings from this pioneering comparative study of school principals in the U.S. and China were presented at international conferences and generated great interests among participating scholars from different countries. Subsequently, the conceptual framework and methods for this study were adapted and replicated in Australia (Su et al, 2003b;Su et al, 2005), Sweden, Japan, South Korea, Taiwan and Hong Kong (see, for example, Gamage & Ueyama, 2004;Gamage & Hansson, 2006;Gamage & Pang, 2006). However, all of these studies have focused on principals in urban schools, not in rural schools, largely because of the researchers' focus on and access to schools in urban areas.…”

Section: Literature Reviewmentioning

confidence: 99%

Reforming Schools: A Comparison of Chinese Urban vs. Rural School Principals’ Values, Views & Visions

Xia

Wang

et al. 2021

Beijing International Review of Education

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Principal as the key to school reform has been a frequently discussed topic in the research literature. However, few studies have investigated principals’ own values, views and visions and how these may affect reform in their schools. The study reported in this paper intends to fill this void. It is a joint effort by American and Chinese education scholars to explore and examine the profiles, preparation and perspectives of urban and rural principals in China, based on the conceptual framework and research methodology of the American national Study of the Education of Educators and the earlier comparative study of Chinese, American and Australian school principals. A comprehensive principal survey was administered to several hundred urban and rural school principals in China and interviews were conducted with selected principals. Our study findings reveal both similarities and differences in values, views and visions between urban and rural school principals, and a huge gap in the quality and equality of education between urban and rural schools. Although Chinese principals are in general progressive and liberal in their fundamental beliefs and values, they perceive great difficulties in realizing their visions for ideal schools and recognize major obstacles to reform because of the existing school conditions, the national examination system, and certain policy restrictions on their autonomy and decision-making power in schools. Findings from this study provide special insight to policy makers and education reformers and urge them to create necessary policies, improve conditions, and increase autonomy and decision-making power for principals to manage and effect changes in their schools, especially those in rural and minority areas.

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Professional Development Perspectives of Principals in Australia and Japan

Cited by 7 publications

References 8 publications

The Impact Of Leadership Styles On Teaching And Learning Outcomes: A Case Study Of Selected Senior High Schools In The Nkronza Districts Of Brong Ahafo Region In Ghana

The Impact Of Leadership Styles On Teaching And Learning Outcomes: A Case Study Of Selected Senior High Schools In The Nkronza Districts Of Brong Ahafo Region In Ghana

The Professionalization of Educational Leaders through Postgraduate Study and Professional Development Opportunities in New Zealand Tertiary Education Institutions

Reforming Schools: A Comparison of Chinese Urban vs. Rural School Principals’ Values, Views & Visions

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