The Principal and the Profession of Teaching

Barth, Roland S.

doi:10.1086/461463

Cited by 27 publications

(18 citation statements)

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“…Bu roller, okulun vizyon ve misyonunu tanımlama, öğretmenler ve öğrenciler için yüksek beklentiler oluşturma, öğretimi denetleme, değerlendirme ve öğrenci başarısını izleme, personel geliştirme, eğitim programını koordine etme, öğrenme ortamını teşvik etme ve destekleyici bir çalışma ortamı yaratma olarak belirlenmiştir ( Barth, 1986;Bergman, 1998;Blase ve Blase, 2004;Çelik, 1999;Fullan, 2002;Hallinger ve Murphy, 1985;Keefe ve Jenkins, 1984;Marks ve Printy, 2003;McEwan, 1998;Murphy, 1988Murphy, , 1990Leithwood, Jantzi ve Steinbach, 1999;Şişman, 2004;Southword, 2002;Wanzare ve Da Costa, 2001;Whitaker, 1997;Wright, 1991;Zepeda, 2004). Öğretimsel liderliğe ilişkin bazı tanımlamaları incelemek gerekirse, Şişman (2004, 53) ÖL'yi, "okul müdürlerinin, okul paydaşlarını etkilemek için kullandıkları güç ve davranışlar"; De Bevoise (1984, 18) "okul liderinin öğrenci başarısını arttırmak için gösterdiği veya öğretmenler tarafından yapılmasını istediği davranışlar"; Wright (1991, s. 115) "okul müdürünün okuldaki öğretimin iyileştirilmesi için öğretmenlere sağlanan kaynak ve destekler" olarak ifade etmişlerdir.…”

Section: öğRetim Liderliği Kavramıunclassified

Examination of Instructional Leadership Research in Turkey

Cansoy¹,

Polatcan²

2018

IOJES

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Section: öğRetim Liderliği Kavramıunclassified

Examination of Instructional Leadership Research in Turkey

Cansoy¹,

Polatcan²

2018

IOJES

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“…During the rise of instructional leadership in the 80´s a strong directive leadership was emphasized since then it has been developed further. The policymakers in US started to promote principals to implement a strong instructional leadership to increase school efficiency (Barth, 1986;Cuban, 1988). The role model was a goal-oriented, hands-on leader with expertise and charisma who liked taking the challenge working direct with the teachers to improve teaching and learning (Bamburg & Andrews, 1990;Cuban 1984, Begley & Cousins, 1990).…”

Section: Instructional Leadershipmentioning

confidence: 99%

School-Based Management with or without Instructional Leadership: Experience from Sweden

Lindberg

Vanyushyn

2013

JEL

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This study sets out to examine schools principals' perception of the importance of school-based management (SBM) and instructional leadership tasks and their assessment of the performance of those tasks in Swedish upper secondary schools. A review of the literature on SBM and instructional leadership results in a list of twenty one tasks grouped into administrative, firefighting, and instructional leadership. Analysis of the survey responses from 234 principals shows that 80% of administrative and 75% of firefighting tasks were seen as highly important and performed well, while 68% of instructional leadership tasks were perceived as of having lower importance and performance. Implications for school principals and policy-makers are discussed and venues for future research are outlined.

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“…R.S. Barth (1989) notes several characteristics that contribute to teacher professionalism: transforming relationships by developing collegiality, engaging in important decisions, developing personal visions, becoming active adult learners, serving as mentors to other teachers, and maintaining quality in their own and others' performances. These characteristics are in evidence in roles taken on by teachers in the BEST program: involvement in program planning, implementation, and evaluation; involvement in the mentoring process; involvement in collegial, professional training; and involvement in peer review processes.…”

Section: How Teachers Are Involvedmentioning

confidence: 99%