The Ideological Perspective of School Principals' Perceptions-Educational Leaders Defining their Roles

Abstract

<p style="text-align:justify">This research describes the perceptions of school principals in the context of their role in leading the professional development of the teaching staff. Their perceptions were examined in reference to three educational ideologies: socialization, acculturation and individuation. Data analysis of semi structured interviews conducted with 20 school principals, revealed a contradiction between the educational ideology that emerged in the context of the overall educational practice and the ideology referred to in the context of their role in teachers professional development. In the context of the educational practice, the majority of principals described an individuation ideology. In the context the principals' role regarding the professional development of the teaching staff, the majority of school principals presented the socialization ideology as their guiding ethos. In addition, the minority of principals demonstrated a combination of these two ideologies. None of the principals presented the acculturation ideology.</p>

Educational Beliefs of Special Education Teachers and Principals Working in Short-Term Emergency Shelter On-Site Schools

“…The main contribution of this study to the limited knowledge of educational beliefs of SETs who work with at-risk, traumatized, and neglected students assigned to ESOSs is to conceptualize these beliefs as continuums rather than as separate and dichotomized belief categories. As the journey of developing a professional identity is an ongoing process, it is important that educators' professional development programs refer to the importance of educational beliefs, and how they shape educators' work (Choi et al, 2021;Dery & Reingold, 2021), es-pecially with students at risk. Although schools cannot undo students' adverse life experiences (Lamponen et al, 2019;McGuire & Jackson, 2018), it is important to enhance educators' beliefs about the therapeutic potential in promoting at-risk students' academic, emotional-behavioral, and social development (Shonkoff et al, 2012).…”

“…Examining different cultural educational beliefs is important to represent the diverse cultures of educators in Israel. Future studies should investigate ESOS educators' beliefs from a variety of cultures worldwide (e.g., Dery & Reingold, 2021). Third, this study used a DQA, a deduction and induction analysis that explores themes based on theoretically driven coding.…”

“…Principals' beliefs can significantly affect teachers' beliefs within the workplace and are key factors in shaping schools' overall environment (Siddiqui et al, 2021). For example, principals' educational beliefs have been shown to be central to leading successful teacher professional development (Dery & Reingold, 2021), special education and inclusive reforms (DeMatthews et al, 2020), as well as enhancing school learning and teaching (Alghamdi & Prestridge, 2015). On the other hand, misalignments between principals' and teachers' educational beliefs may be detrimental, as when principals' beliefs are incongruent with teachers' beliefs and/or when teachers' beliefs are ignored by principals (Claro et al, 2017).…”

The Principal's Leadership Role in Implementation of the Independent Curriculum in Elementary School

“…Government policies toward curriculum changes are inevitable, and school principals and teachers must make many adjustments. Therefore, the role of the school principal is crucial in adjusting and changing the curriculum for himself, the teacher, and the school (Dery, 2021;Lukman et al, 2020). The school principal is the key to the success of the quality of education in his school.…”

Estrategia de mejora del liderazgo directivo y las habilidades gerenciales en el nivel educativo superior

“…Es preciso acotar que el perfil idóneo del directivo requiere un conjunto variado de competencias, destrezas y experiencias ajustados a las exigencias del contexto educativo en el que desempeña su liderazgo, aunado con los conocimientos solidos para evidenciar la eficacia y competencia a fin de que ejecute sus actividades específicas (Dery, 2021;Díaz, Espinoza, Peterson y Kuri, 2019). Un directivo reúne las competencias adecuadas cuando predispone sus habilidades para el buen funcionamiento y rendimiento de cada uno de los recursos con los que cuenta la organización, logrando un impacto significativo y cuyos resultados se evidenciaran en el logro efectivo de las metas educativas organizacionales (Bolívar, 2019;Pérez, 2021) Ciencia Latina Revista Científica Multidisciplinar, Ciudad de México, México.…”