Responsibilities of Today's Principal: Implications for Principal Preparation Programs and Principal Certification Policies

Lynch, Jeremy M.

doi:10.1177/875687051203100205

Cited by 56 publications

(52 citation statements)

References 22 publications

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“…Although diversity in general is valued, the resources and available supports as well as the balance between the best interests of different stakeholders should be taken into account in the complex formula of organizing everyday school life. It is also clear that principal preparation programs should contain more broadly issues related to the organizing the inclusive education programming (see Lynch 2012).…”

Section: Discussionmentioning

confidence: 99%

Inclusion, integration, or what? A comparative study of the school principals’ perceptions of inclusive and special education in Finland and in Alberta, Canada

Jahnukainen

2014

Disability & Society

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This study explores the perceptions of school principals in terms of organizing inclusive and special education in two well-performing, western school systems in Finland and in Alberta, Canada. The interview data reveal that, in spite of the inclusive rhetoric within education policy documents, most of the principals were still defining their current practices using the language of integration, and the educational decisions were often based on the more traditional idea of the least restrictive environment. The principals' views were surprisingly similar in both jurisdictions despite the different contextual and historical trends.

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Section: Discussionmentioning

confidence: 99%

Inclusion, integration, or what? A comparative study of the school principals’ perceptions of inclusive and special education in Finland and in Alberta, Canada

Jahnukainen

2014

Disability & Society

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“…In fact, the job of a principal is becoming more complex and more demanding due to the increase of local, state, and federal accountability as well as the increase of the number of students in poverty. Principals are asked to handle personnel issues, instruction, finance, paperwork, and public relation [28]. Documented in this investigation was the presence of statistically significant relationship between student enrollment numbers and the number of hours spent working on a variety of activities.…”

Section: Implications For Policy and For Practicementioning

confidence: 90%

Elementary School Size and Differences in What Principals Emphasize and How They Train Their Teachers: A National Analysis

Azaiez

Slate

Lunenburg

et al. 2019

Asian J. Interdiscip. Res.

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In this investigation, differences in what principals emphasized, in how they spent their work time, and how they trained their teachers were examined as a function of student enrollment numbers. Data were acquired from the Early Childhood Longitudinal Study Kindergarten Class of 2010-2011 principal survey. Three school categories were generated with student enrolment data: Small-size schools, Moderate-size schools, and Large-size schools. Inferential statistical analyses revealed the presence of statistically significant differences in the way principals reporting spending their time and the training areas they emphasized. Principals of Large-size schools spent more hours at work, invested more time working with teachers, and emphasized more training their teachers than principals of Small-size schools and Moderate-size schools. Suggestions for future research and implications for policy and practice were made.

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“…They manage personnel, funds, and undertake strategic planning, thus effective school leadership enhances accountability and educational outcomes (Pont, 2020). In contemporary times, they must accept responsibilities associated with being their schools' as well as act as instructional leaders (Lynch, 2017). This is achieved through the effective management of resources and matching work demands with responsibilities to optimize performance.…”

Section: School Leadershipmentioning

confidence: 99%

Teachers' time utilisation and students' enrolment in school certificate examination: implication for school leadership

Inegbedion

Adeyemi

Akintimehin

et al. 2020

Heliyon

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This study investigated the extent to which teachers' time utilisation influences students' enrolment in certificate examination and compared the realized teaching time by teachers in public and private secondary schools in Benin, Nigeria to draw the attention of school leadership to the importance of teachers' time utilisation to the attainment of educational goals. The survey design was employed to elicit data from three hundred and sixty randomly selected senior secondary school students from five public and five private senior schools. Questionnaire served as the data collection instrument and the data were subsequently analysed using Kolmogorov Smirnov test, Mann Whitney U test and Kruskal Wallis test. Results indicate that realised teaching time and time utilisation by the teachers in public secondary schools is significantly lower than what obtains in private secondary schools and significantly lower than the expected teaching time. The realised teaching time and time utilisation also varied significantly within the public and private secondary schools and between classes in public and private secondary schools. Lastly, class sizes were significantly large in uencthe public schools but generally small in the certificate classes, thus implying that teachers' time utilization has a significant impact on students' enrolment. The need for school leaders and administrators to ensure increased teachers' time utilisation for enhanced enrolment in certificate examinations was suggested, among others.

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Responsibilities of Today's Principal: Implications for Principal Preparation Programs and Principal Certification Policies

Cited by 56 publications

References 22 publications

Inclusion, integration, or what? A comparative study of the school principals’ perceptions of inclusive and special education in Finland and in Alberta, Canada

Inclusion, integration, or what? A comparative study of the school principals’ perceptions of inclusive and special education in Finland and in Alberta, Canada

Elementary School Size and Differences in What Principals Emphasize and How They Train Their Teachers: A National Analysis

Teachers' time utilisation and students' enrolment in school certificate examination: implication for school leadership

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