School principals’ and supervisors’ leadership practices in teachers’ continuous professional development program: in secondary school of Bahir Dar city, Ethiopia

Leadership model and planning strategies in private Catholic colleges during the COVID-19 pandemic

“…In addition, not only college leaders and lecturers are required to have technical skills to meet the demands of online learning, but they are also required to pay attention to academic needs and build partnerships with students' parents and the community to ensure an inclusive and effective approach to solving learning problems. This illustrates what Dagnew Kelkay (2020) means that the role of leaders in managing higher education is currently increasingly complex, leading to a visionary situational leadership model. Even in a difficult situation due to the pandemic, all elements of education managers must be optimistic about completing their tasks, this is in line with Hallinger et al, (2020) in a systematic review of leadership models, that the most studied leadership model is distributed leadership.…”

“…The role of the leader is not static but dynamic, changing over time. A recent study by Dagnew Kelkay (2020) reports that the role of a college leader has undergone major changes, has become more complex, and shifted from a manager-building role to a visionary situational leader. In terms of improving learning effectiveness, a study by Lochmiller and Mancinelli (2019) contributes to a global body of research examining the enactment of educational leaders' discourses and policy steps towards increasing leader autonomy.…”

Implementers as Filters of Fit and Quality: Toward Indigenous and Locally Responsive Leadership Preparation Program in Ethiopia

“…Limited expertise and capacity among district administrators may hinder the process of modeling effective, developmental, and ongoing professional development for principals, contributing to the deprofessionalization of the field (Gurumu, 2019). Although some parts of Ethiopia have begun to employ Continuous Professional Development (CPD), Kelkay (2020) found that these efforts were largely ineffective because neither the bureaucrats in the central office nor the school leaders were familiar with this professional learning model. Borrowed from Western frameworks of adult learning, CPD assumes that district administrators and principals can contribute equitably to the co-construction of leadership knowledge and sharing of professional experiences.…”

“…As district educational officers are political appointees (Ambo et al 2021), they lack the expertise required to evaluate with fidelity. As a result, the outcome of such evaluation remains ineffective to provide formative and summative input needed to determine the effectiveness of the preparation program (Kelkay, 2020) This paper seeks to add to the limited body of knowledge of empirical research conducted on the continent of Africa, to advance the collective field of education leadership, administration, and management (Asuga et al, 2016). Existing research has been primarily limited to small-scale empirical studies, generally absent of an indigenous theoretical lens, relying on epistemologies from Western-centered scholarship (Asuga et al, 2016).…”

Leadership Style and Principal Supervision in Improving Teacher Performance at State High Schools in Kutai Kartanegara Regency, East Kalimantan Province, Indonesia

“…The process of change depends on the capacity of school leaders to lead the collective learning process in schools through collaborative and informed reflection activities relevant to the needs of the school (Kovačević & Hallinger, 2019). The role of the principal has undergone major changes, has become more complex, and shifted from the role of building manager to that of a visionary instructional leader (Dagnew Kelkay, 2020). The leadership literature talks a lot about models and instruments, describing different leadership styles that are considered important, for example the paradigm of leadership and service leadership (Lorensius, Warman, et al, 2021).…”