The preparation of Fijian school leaders: a framework for principal preparation in a South Pacific context

Devi, Mohini; Fernandes, Venesser

doi:10.1080/00220620.2018.1515186

Cited by 7 publications

(6 citation statements)

References 11 publications

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“…Other research in this vein proffers critiques and some scepticism regarding leadership preparation (Lumby, 2014). The other overarching, parallel body of research in leadership preparation holds that research dependent on context (Devi and Fernandes, 2019; Eacott and Asuga, 2014; Moorosi and Grant, 2018; Okoko, 2018) provides an important insight into the roles both context and culture play. This includes research on national policy contexts concerning leadership preparation (Harris and Jones, 2018) and reflections on leadership preparation in particular cultural contexts (Gurr and Drysdale, 2015; McCarthy, 2015; Ng, 2017), an important perspective given the significance of context in scholarship on educational leadership more broadly (Clarke and O’Donoghue, 2017; Hallinger, 2018).…”

Section: Introductionmentioning

confidence: 99%

Leadership preparation, career pathways and the policy context: Irish novice principals’ perceptions of their experiences

Murphy¹

2020

Educational Management Administration & Leadership

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Given recent large-scale reform of school leadership and management policy with implications for leadership preparation, the Republic of Ireland is an interesting context in which to explore leadership preparation. Although policy reforms have influenced the preparation and development of school leaders at all levels in the system, there is little available research on principals’ perceptions of their preparation to lead schools in the contemporary policy context. Addressing this gap in the research, in this study 12 recently appointed, novice primary and post-primary principals’ perceptions of their preparation to become a school leader and the reformed policy context are documented and analysed. Thematic analysis of principals’ accounts exposes a range of dualities they must navigate owing to recent reforms. Their accounts also paint their diverse pathways towards the principalship, illuminate challenges and complexities on this pathway and in their current position. Their perspectives inform a more dynamic framework of leadership preparation than that of the leadership pipeline, a common metaphor in leadership preparation, with relevance for many actors in the system, including policy-makers, researchers, practitioners and those involved in selection and appointment. Implications are drawn for the Irish context but may also be relevant to other jurisdictions considering or implementing reform of school leadership preparation.

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Section: Introductionmentioning

confidence: 99%

Leadership preparation, career pathways and the policy context: Irish novice principals’ perceptions of their experiences

Murphy¹

2020

Educational Management Administration & Leadership

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“…While independence may have promised self-direction in education, most of the colonial education practices and structures remained (Crossley et al, 2017). For example, in Fiji, 98% of schools are operated and managed by non-government organizations, of which the most predominant are church groups that have existed since colonialization (Devi & Fernandes, 2019).…”

Section: Teaching In the Pacific Islandsmentioning

confidence: 99%

“…Beyond the structure of the education system, the geography of the Pacific Islands has, according to Devi and Fernandes (2019), overwhelming implications for the delivery of a 'quality education':…”

Section: Teaching In the Pacific Islandsmentioning

confidence: 99%

Policy borrowing and teacher professionalism: Tensions in reforming systems in response to SDG4c in the Pacific Islands

Hogan¹,

Thompson²,

Chandra³

2022

EPAA

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This article examines attempts to professionalize the teaching workforce in the Pacific Islands (PI) in response to the United Nation Sustainable Development Goal 4c – Increase the Supply of Qualified Teachers in Developing Countries. The experience of PI educators provides insight into the clash between global standard agendas, driven by targets and indicators, and distinct local realities or vernaculars. Questionnaire data from 82 teacher and principal participants in seven Pacific Island nations and six interviews with education bureaucrats and teacher union officials in Fiji suggest that the goal of enhancing teacher professionalism through credentialism can lead to paradoxical deprofessionalization and Indicator 4.c.1, limit the possibilities of teacher professionalization because of the narrowness of the indicator and the enactment of this in specific systems. The Pacific Islands is an under-researched context that highlights the problems with policy borrowing, particularly regarding the idea that developing countries can measure their way to professionalism. Indeed, more voice needs to be given to local practitioners to better understand their needs and aspirations and how the vernaculars of culture and place can enhance (not diminish) teacher professionalism.

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“…Much attention is paid to achieving efficiency and improving the school by means of advanced training courses for administrative personnel (Devi & Fernandes, 2019).…”

Section: Literature Reviewmentioning

confidence: 99%

A Comparative Study of the Qualities of School Teachers and Their Teaching Practice

Utemov¹

2019

ARPHA Proceedings

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There is no doubt that the characteristics of the pedagogical community influence the quality of school education: its problems are often associated with the effectiveness of teachers training and their professional growth. On the other hand, the quality of the school environment and the conditions of pedagogical work are important factors for both the positive education of schoolchildren and its real results. In this perspective, the effectiveness of the education system becomes apparent in comparison with similar systems. That is why the data of international empirical studies aimed at studying the quality of education today are extremely important both for the country as a whole and for its different regions. To take measures for the development of the pedagogical community of the Kirov region, we made a comprehensive analysis of the teaching staff of the regional pedagogical community. The concept is based on materials from the third international study Teaching and Learning International Survey (TALIS 2018). The purpose of this article is to compare the qualities of regional school teachers and their pedagogical practice with similar indicators in foreign countries. The author of the article, on the grounds of the comparison of working conditions, professional education and development of teachers, justifies the need for administrative decisions in personnel policy. The leading research methods here are the collection of data, obtained by questioning in maintaining feedback from teachers, analyzing the conditions of pedagogical practices, modeling and statistical processing of research results. As a result of a study conducted in 2018-2019, in which 1025 teachers of secondary schools from the Kirov region took part, the author of the article found: teachers spend, on the average, 44 astronomical hours per week to perform their duties, besides it takes urban teachers 4 hours more to make their work as compared with rural teachers; the teaching load of the younger age group teachers is 1.5 times greater than that of the older age group teachers; foreign teachers spend 6 hours a week less to perform their official duties in comparison with teachers of the Kirov region; teachers spend most of their time on individual planning, preparing for lessons, and on general administrative work, while participating in extracurricular activities and communicating with parents takes the least amount of time in the structure of official duties. The professional knowledge of teachers acquired in the process of their education is estimated below the average level from the level of full preparedness to perform their professional duties; every fifth educator notes a high interest in learning the technologies of individual teaching, teaching children with special needs and class supervision issues. The theoretical significance of the article is due to its contribution to the * Corresponding author. E-mail address: vv_utemov@vyatsu.ru Vyacheslav V. Utemov / Proceedings IFTE-2019 development of scientific ideas about the quality...

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The preparation of Fijian school leaders: a framework for principal preparation in a South Pacific context

Cited by 7 publications

References 11 publications

Leadership preparation, career pathways and the policy context: Irish novice principals’ perceptions of their experiences

Leadership preparation, career pathways and the policy context: Irish novice principals’ perceptions of their experiences

Policy borrowing and teacher professionalism: Tensions in reforming systems in response to SDG4c in the Pacific Islands

A Comparative Study of the Qualities of School Teachers and Their Teaching Practice

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