The Interpersonal Challenges of Instructional Leadership

Fevre, Deidre M. Le; Robinson, Viviane

doi:10.1177/0013161x13518218

Cited by 71 publications

(27 citation statements)

References 39 publications

(66 reference statements)

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“…The practices of leadership include setting and communicating academic goals; providing necessary resources; planning, co-coordinating, and evaluating the quality of teaching and the curriculum; participating in and promoting teacher learning; and ensuring a school environment that is safe and supportive for both staff and students (Fevre and Robinson, 2015). In addition, the achievement of qualified teaching work is determined by factors, such as how the head leads the teachers.…”

Section: Introductionmentioning

confidence: 99%

Leadership style in the madrasah in Tulungagung: how principals enhance teacher’s performance

Shulhan

2018

IJEM

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Purpose The purpose of this paper is to explore the leadership styles of principals of State Islamic Senior High Schools (MAN), specifically how well the principals motivate, mobilize, direct, and evaluate teachers’ performance to achieve students’ academic attainment. Design/methodology/approach A qualitative study with a multi-site case study was conducted at three MAN in Tulungagung, East Java, Indonesia. Principals of MAN were interviewed, as were administrators and teachers to confirm the principals’ performances and the results of their leadership on professional management, school policies, procedures, and on the implementation of the schools’ dynamic and students’ academic attainments. Findings This study revealed that MAN principals are the central figures in the Islamic schools. In particular, implementation of leadership styles is specified as: motivating: intensive communications, incentives, and transparent administrative management; mobilizing: giving opportunities to study for higher degrees, workshops, internet facilities, and rewards; directing: additional teaching hours, scholarships, briefings, and cooperation with other agencies; and evaluating: class visits, personal meetings, encouraging participation, communicating with madrasah committees, collaborating with foreign universities, and conducting research to improve learning. Effective leadership styles evidently increase students’ academic attainments. Research limitations/implications Limitations are shown in the sites that are in an area of restricted technologies in a developing country. Originality/value This study develops its setting and orientation by integrating Islamic and global values in education management. It shows the prominent role of MAN principals, as the specific cases exemplify leadership and management at secondary schools.

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Section: Introductionmentioning

confidence: 99%

Leadership style in the madrasah in Tulungagung: how principals enhance teacher’s performance

Shulhan

2018

IJEM

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“…This purpose should emphasize, as its focus, growth and improvement of teaching and student learning (Blase & Blase, 1998;Brandon et al, 2018;Robinson, 2011;Timperley, 2011a;Zepeda & Lanoue, 2017). • Supervision should be varied and differentiated so that all teachers are engaged in a range of individual, small group, peer, and collective instructional supervision approaches clearly focused on building and supporting quality professional practice on an ongoing basis (Brandon et al, 2018;Brandon et al, 2016;Glickman, Gordon, & Ross-Gordon, 2017;Le Fevre & Robinson, 2014;Marshall, 2013;Pajak, 2003;Robinson, 2011;Timperley, 2011b;Zepeda & Lanoue, 2017). • Supervision practices should be informed by evidence gathered from multiple sourcesclassroom observations, pedagogic dialogue, artifacts of student workto support professional practice, while at the same time deepening instructional leadership practice (Brandon et al, 2018;Brandon et al, 2016;Glatthorn, 1984;Marshall, 2013;Marzano, Frontier, & Livingston, 2011;Pajak, 2003;Robinson, 2011;Timperley, 2011b).…”

Section: Resultsmentioning

confidence: 99%

A Study of Teacher Growth, Supervision, and Evaluation in Alberta: Policy and Perception

Adams¹,

Mombourquette²,

Brandon³

et al. 2018

ubsw-j-jes.ubiquityjournal.website

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Teacher effectiveness has long been identified as critical to student success and, more recently, supporting students attaining the skills and dispositions required to be successful in the early 21st century. To do so requires that teachers engage in professional learning characterized as a shift away from conventional models of evaluation and judgment. Accordingly, school and system leaders must create "policies and environments designed to actively support teacher professional growth" (Bakkenes, Vermunt, & Webbels, 2010). This paper reports on the Alberta Teacher Growth, Supervision, and Evaluation (TGSE) Policy (Government of Alberta, 1998) through the eyes of teachers, school leaders, and superintendents. The study sought to answer the following two questions: (1) To what extent, and in what ways, do teachers, principals, and superintendents perceive that ongoing supervision by the principal provides teachers with the guidance and support they need to be successful? and, (2) To what degree, and in what ways, does the TGSE policy provide a foundation to inform future effective policy and implementation of teacher growth, supervision, and evaluation? Results affirm international findings that although a majority of principals consider themselves as instructional leaders, only about one third actually act accordingly (OECD, 2016).

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“…Ze twijfelen aan hun eigen capaciteiten. De noodzaak aan training en opleiding voor schoolleiders komt ook in ander onderzoek terug, zowel op vlak van de detectie als aanpak van onderpresteren (Causey, 2010;Le Fevre & Robinson, 2014).…”

Section: Aanpak Van Onderpresteren En Obstakelsunclassified

Onderpresterende vastbenoemde leraren door de ogen van schoolleiders

Ouweland

Vanhoof

Roofthooft³

2016

Pedagogiek

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Underperforming tenured teachers through the eyes of school leaders. An exploratory, qualitative study of their views on underperformance, actions and perceived obstaclesThe performance of teachers largely determines the quality of schools. However, research shows that teachers’ underperformance is not always (adequately) addressed by school leaders. The legal protection of tenured teachers is frequently mentioned as an important obstacle. To obtain more insight in how Flemish primary school leaders deal with underperforming tenured teachers, we interviewed 14 school leaders about their views on teacher underperformance, the actions they take with tenured teachers and the obstacles they come across. The results show that school leaders describe underperformance as a prolonged failing towards students, the team and the school. Causes of underperformance are found in teachers’ attitudinal problems, physical and psychological problems, lack of expertise and lacking professional growth. School leaders adopt a phased and differentiated approach. At first, they offer help and support. If necessary, they proceed to confrontation and try to put pressure on the teacher. Underperforming teachers are also being moved to other positions within and outside the school and sometimes their workload is temporarily alleviated. Furthermore, school leaders are prepared to give them negative evaluations. Yet, for underperforming tenured teachers, they do not believe in the possibility of official sanctions and dismissal. Other obstacles in dealing with tenured underperformers include emotional and relational obstacles, time constraints, limited competencies of school leaders, a negative school climate, a lack of clear evaluation criteria and denial by the teacher. We conclude that school leaders need more support and training to adequately deal with underperforming tenured teachers and discuss the implications of our findings for follow-up research and practice.

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The Interpersonal Challenges of Instructional Leadership

Cited by 71 publications

References 39 publications

Leadership style in the madrasah in Tulungagung: how principals enhance teacher’s performance

Leadership style in the madrasah in Tulungagung: how principals enhance teacher’s performance

A Study of Teacher Growth, Supervision, and Evaluation in Alberta: Policy and Perception

Onderpresterende vastbenoemde leraren door de ogen van schoolleiders

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