Taking a Distributed Perspective to the School Principal's Workday

Spillane, James P.; Camburn, Eric M.; Pareja, Amber Stitziel

doi:10.1080/15700760601091200

Cited by 180 publications

(190 citation statements)

References 11 publications

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“…The Vice-Chancellor contributes to institutional improvement by developing a collaborative team approach to school decision making process and problem solving. The administrator should employ a distributive approach to routine operations of the institution to ensure maximum involvement of other internal and external stakeholders (Spillane, Camburn & Pareja, 2007). Adopting a distributive approach involving other internal and external stakeholders in the management of affairs could enhance the efficiency and effectiveness of the decision making process of the institution for improved policy implementation and better learning outcomes of students.…”

Section: The Role Of Different Stakeholders In Improving Quality Univmentioning

confidence: 99%

Improving Quality Higher Education in Nigeria: The Roles of Stakeholders

Asiyai¹

2014

IJHE

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This paper discusses the roles of stakeholders in improving quality of university education in Nigeria. Internal and external stakeholders are identified and the various roles they could play in improving the quality of university education are discussed. The paper contends that continuous and holistic improvement in university education system requires the collaborative efforts of various stakeholders both internal and external. Collaboration will help to trigger improvement in university education system. Such collaboration could be achieved through universities establishing a close link or relationship with employers of labour and other external stakeholders such other educational institutions, non-governmental organizations, private sectors. Universities can also collaborate with firms/industries by utilization of their technologies and expertise to influence improvement through staff training. Thus, quality can only be attained in university education through cost sharing among stakeholders such as government, universities and public/private sector. University administrators and university board management committee could ensure continuous improvement in university education system by ensuring constant training and retraining of teachers and other staff via professional development programmes of high quality. In this way, excellence and high standards is attainable in university education systems in the country.

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Section: The Role Of Different Stakeholders In Improving Quality Univmentioning

confidence: 99%

Improving Quality Higher Education in Nigeria: The Roles of Stakeholders

Asiyai¹

2014

IJHE

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“…The literature surveyed indicated that IL is a significant factor in facilitating, improving and promoting teachers' classroom instructional practices and the academic progress of students (Spillane, Camburn & Pareja, 2007;Pustejovsky, Spillane, Heaton & Lewis, 2009;Spillane & Zuberi, 2009). International empirical studies also affirm that IL plays a central role in shifting the emphasis of school-level activities more onto instructional improvements that lead to students learning better (Elmore, 2000;Spillane, Halverson & Diamond, 2000;Day, Harris, Hadfield, Tolley & Beresford, 2000;King, 2002).…”

Section: Literature Reviewmentioning

confidence: 99%

Instructional Leadership: The Role of Heads of Schools in Managing the Instructional Programme

Manaseh¹

2016

IJELM

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Scholars and practitioners agree that instructional leadership (IL) can be one of the most useful tools for creating an effective teaching and learning environment. This paper investigates the instructional leadership practices engaged in by heads of secondary schools to enhance classroom instruction and students learning, particularly the way they manage the school instructional programme. Two objectives guided the study: to explore the informants’ understanding on the concept of instructional leadership; and to examine the role played by heads of schools (HoSs) in managing the instructional programme to enhance teachers’ classroom instruction and students’ learning. It draws on the qualitative data generated from interviews, focus group discussions, and observations. The informants for this study were HoSs, senior academic masters/mistresses, teachers and students. The study findings confirm that HoSs, SAMs, teachers and students were not familiar with the concept of instructional leadership. On the other hand the instructional programme was not effectively managed as heads of departments were not involved in curriculum coordination, syllabi were not covered on time, and HoSs did not undertake classroom observations or engage in review of curriculum materials. The paper, however, concludes that without an effective management of the instructional programme in favour of promoting teachers’ classroom instruction and students’ learning, efforts to that effect are doomed to fail.

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“…Though in no way undermining the role of the school principal, this recognition argues for thinking about leadership as something that potentially extends beyond those with formally designated leadership and management positions (Heller & Firestone, 1995;Ogawa & Bossert, 1995;Pitner, 1988;. Recent empirical work underscores the need for moving beyond an exclusive focus on formally designated leaders in studies of school leadership to identifying others who take responsibility for this work (Camburn, Rowan, & Taylor, 2003;Spillane, Camburn, & Pareja, 2007). Second, some scholars have called for attention to the practice of leadership in organizations as distinct from focusing exclusively on structures, roles, and positions (Eccles & Nohria, 1992;Gronn, 2003;Heifetz, 1994;Spillane, Halverson, & Diamond, 2004;Spillane & Diamond, 2007).…”

mentioning

confidence: 99%