The Principal: Leadership for a Global Society

Whitehead, Bruce M.; Boschee, Floyd; Decker, Robert H.

doi:10.4135/9781544308609

Cited by 22 publications

(21 citation statements)

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“…Results of this study turns out the support to the notion of Whitehead, Boschee, & Decker (2004) which states that an effective leader is a leader who is able to empower their subordinates effectively. This support occurs because the leader who is able to empower their subordinates effectively is gained an opportunity to improve performance according to these research results.…”

Section: Meaning Of Empowerment For Supervisorssupporting

confidence: 50%

A pattern of empowerment in improving the professionalism of school supervisors

Nirwan

2017

AMP

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This study aims to obtain a pattern of empowerment to improve the professionalism of the school supervisors in Jakarta. This study employed the qualitative approach. The research subjects were school supervisors that consisted of key-informant, school supervisors' colleagues, and coordinators of school supervisor. The data were collected through in-depth interviews, participant observation, and document analysis. The data were analyzed using qualitative data analysis techniques by Creswell Model. This study obtained an empowerment pattern of school supervisors to improve professionalism. There are five elements related to the empowerment pattern of school. First, the empowerment is the effort to develop themselves independently based on competencies and main duty. Second, empowerment is done by the implementation of CPD which is focused on the goals of empowerment and benefit in the increase of competencies, professionalism, responsibility, initiative, performance, and job satisfaction. Third, the constraints in the empowerment of school supervisor include the lack of facilities provided and low selfmotivation of the school supervisors. Fourth, the solutions to overcome the constraints of the empowerment in improving the professionalism of the school supervisors include improving the commitment of all parties. Fifth, professionalism is defined as a full-time job, competence-based, having a code of ethics, having professional organization, doing their best, and making decision independently. Keywords: empowerment, professionalism, school supervisor POLA PEMBERDAYAAN DALAM MENINGKATKAN PROFESIONALISME PENGAWAS SEKOLAHAkhmad Nirwan Kemendikbud Jakarta. nirwanakhmad@gmail.com Abstrak Penelitian ini bertujuan untuk menemukan pola pemberdayaan dalam meningkatkan profesionalisme pengawas sekolah di DKI Jakarta. Penelitian ini menggunakan pendekatan kualitatif dengan jenis fenomenalogis. Subjek penelitian ini adalah pengawas sekolah yang terdiri dari pemberi informasi utama, teman sejawat pengawas sekolah, dan koordinator pengawas sekolah. Data dikumpulkan melalui wawancara mendalam, pengamatan partisipasi, dan dokumentasi. Data dianalisis menggunakan model Creswell. Hasil penelitian ini menemukan pola pemberdayaan pengawas sekolah dalam meningkatkan profesionalisme. Ada lima unsur yang terkait dengan pola pemberdayaan pengawas sekolah. Pertama, pemberdayaan adalah usaha mengembangkan diri secara mandiri sesuai kompetensi dan bidang tugas. Kedua, pemberdayaan dilaksanakan melalui Pengembangan Keprofesian Berkelanjutan (PKB) yang fokus pada tujuan pemberdayaan dan bermanfaat untuk meningkatnya kompetensi, profesionalisme, tanggung jawab, prakarsa, kinerja, dan kepuasan kerja. Ketiga, hambatan pemberdayaan adalah belum adanya fasilitas yang memadai dan rendahnya motivasi pengawas sekolah. Keempat, solusi mengatasi hambatan pemberdayaan dalam meningkatkan profesionalisme pengawas sekolah adalah komitmen bersama semua pihak. Kelima, makna profesionalisme adalah kerja penuh waktu, sesuai kompetensi, punya kode etik, ...

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Section: Meaning Of Empowerment For Supervisorssupporting

confidence: 50%

A pattern of empowerment in improving the professionalism of school supervisors

Nirwan

2017

AMP

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“…Whether this rather laissez-faire approach truly supports the effective use of technology in classrooms by teachers and students could be a point of contention in defining an instructional leader's responsibilities. If principals who are instructional leaders provide meaningful feedback to teachers regarding classroom practices that enhance teaching and learning, it could be argued that feedback regarding the use of technology in the classroom would and should be included in the supervision and evaluation process [41] (p. 168). One might also question whether the use of PowerPoint as a classroom management tool or Twitter as a source of professional development and innovation truly addresses "the effective use of technology in the service of teaching and learning" in the classroom and school environment.…”

Section: Preparation To Use Technology To Support Studentmentioning

confidence: 99%

Learning Outside the Classroom: How Principals Define and Prepare to Be Instructional Leaders

Vogel

2018

Education Research International

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This qualitative study surveyed 50 practicing principals in a Rocky Mountain state to explore what elements of their responsibilities these educational leaders identified as part of their instructional leadership roles. The study also examined what experiences these principals identified as helpful in preparing them to assume the role of school instructional leader, specifically in the areas of teacher supervision and evaluation, the use of technology to support student learning, and the use of data to inform instructional practices. These areas have been identified through research as significant elements of instructional leadership. By identifying the specific actions that principals identify as their instructional leadership responsibilities, programs that prepare school leaders and state and district personnel who provide professional development for principals can develop learning experiences that could more effectively support principals’ success as instructional leaders.

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“…Thus, these standards provide both the criteria by which principal preparation programs are approved both nationally and regionally and by which practicing principals are evaluated in all fifty states, providing both consistency of preparation and practice as discussed by Stewart (2013) in her analysis of various nation's school leadership systems. Many principal preparation texts used in American programs are explicitly based on and address each of these instructional leadership standards (Baker and Doran, 2007;Engler, 2004;Green, 2012;Guthrie and Schuermann, 2010;Hanson, 2008;Hessel and Holloway, 2002;Whitehead et al, 2013), creating an intense focus on instructional leadership in principal preparation programs across the country. Research conducted by Waters et al (2003) and Robinson et al (2008) identified specific school leadership characteristics and associated effect sizes through meta-analyses of a plethora of studies over thirty years.…”

Section: American Perspectives Of 21 St Century School Leader Roles Amentioning

confidence: 99%

Values and context: Taiwan principal preparation and practice from an American perspective

Vogel¹

2015

Int. J. Educ. Admin. Pol. Stud.

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This qualitative study explores the preparation and practice of school leaders in Taiwan based on indepth interviews and observations with six Taiwan school directors serving geographically diverse student populations. The journey leading to school leadership and the challenges that this representative group of educational leaders face are discussed and also compared to the preparation of American school leaders and the challenges that U.S. counterparts experience. As educational systems around the globe work toward educating more students to higher standards of achievement in order to increase national productivity, the insights gained through this study can be used to inform conversation regarding the restructuring of school leader preparation programs to answer the persistent question of "How are great school leaders developed?" within specific cultural contexts.

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The Principal: Leadership for a Global Society

Cited by 22 publications

References 0 publications

A pattern of empowerment in improving the professionalism of school supervisors

A pattern of empowerment in improving the professionalism of school supervisors

Learning Outside the Classroom: How Principals Define and Prepare to Be Instructional Leaders

Values and context: Taiwan principal preparation and practice from an American perspective

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