A Professional Development Model for School Leadership

Mero-Jaffe, Irit; Altarac, Haia

doi:10.1080/15700763.2020.1777436

Cited by 4 publications

(3 citation statements)

References 33 publications

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“…In Israel, principals’ professional development is ongoing, with continuous learning at all career stages, and includes weaving theory and practice with an emphasis on teaching as a reflective‐practice profession. Thus, the learning frameworks are homogeneous for the professional development of principals (Mero‐Jaffe & Altarac, 2022).…”

Section: Discussionmentioning

confidence: 99%

Principals' systems thinking and teachers' withdrawal behaviours: The intervening role of school structure and principal–teacher gender (dis)similarity

Nadav

Benoliel

Schechter

2022

British Educational Res J

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Relying on the contingency theory, the present study examines the influence of school characteristics and principal-teacher gender (dis)similarity on the relationship between principals' systems thinking (PST) and teacher withdrawal behaviours of absenteeism and intent to leave. Data were collected from two sources: 111 school management team members and 109 teachers (220 participants in total) randomly chosen from elementary schools in Israel. Hierarchical regression analyses showed that principalteacher dissimilarity and a bureaucratic school structure moderate the relationship between PST and teachers' withdrawal behaviours. These findings indicate that the organisational conditions under which principals practise systems thinking can affect teachers' withdrawal behaviours. Therefore, this study may advance theory and practise regarding the implications of PST on withdrawal behaviours, which are an important determinant of teachers' performance and a school's success.

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Section: Discussionmentioning

confidence: 99%

Principals' systems thinking and teachers' withdrawal behaviours: The intervening role of school structure and principal–teacher gender (dis)similarity

Nadav

Benoliel

Schechter

2022

British Educational Res J

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“…When school leadership studies, which have an ever-expanding literature around the world are examined (Gurr, 2015), studies that fill the gap between leadership knowledge and practices (Zepeda et al, 2014) based on the improvable leadership skills of school principals (British Council, 2017;Jaffe, 2020;Şişman & Turan, 2002) appear to be involved in dynamic studies. These studies aim to design the steps that school principals can take in their professional development, to be leaders who can analyse the context they are in, develop school capacity and ultimately improve student and school outcomes (CCSSD, 2008;Gurr, 2015;OECD, 2009;Leithwood, 2013).…”

Section: Behaviors Of School Principal During Leadership Practicesmentioning

confidence: 99%

“…This approach recognizes that leadership characteristics are not fixed and can be developed over time (AITSL, 2018). During the development process, school principals are expected to be aware of their leadership by gaining theoretical thinking skills (Jerborg, 2022), and to be able to adapt to social and environmental change and global trends while leading individual and organizational development (Jaffe, 2020). These studies, which act as a bridge between theory and practice within the scope of the professional development of school principals, aim to serve as a route for school principals to become successful school leaders by enabling them to reveal their leadership potential effectively (Gümüş & Bellibaş, 2016).…”

Section: The Development Of School Leadershipmentioning

confidence: 99%

Okul Müdürlerinin Liderlik Uygulamalarına Yönelik Davranışları

ŞAHİN

2024

joh

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In this research, it is aimed to contribute to professional development studies by determining the behaviors of school principals in school leadership practices. When the research is examined, it is seen that school leadership development frameworks are put forward in the context of the countries' own education system and culture, and dynamic steps are taken within the scope of professional development studies. This article discusses school leadership practices within the framework of the Turkish Education System. Based on the experiences of school principals, the Phenomenology method is adopted to analyse the study group. It is consisted of 15 school principals working at different levels in Gaziantep -Şahinbey and Şehitkamil districts during the academic year of 2022-2023. The school principals participated in the research were determined by the maximum diversity sampling method. An interview was prepared by the researchers to be applied during the interviews with the school principals. The data obtained were analysed with the "descriptive analysis" and "content analysis" techniques. According to the analysis, it was found that school principals carried out leadership practices under 8 themes with 62 different behaviours. It has been suggested that planning should be made for the development of leadership behaviors that emerged in this direction in the professional development process of school principals.

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Trajectory of brain-drain and quality of work-life amongst Nigeria’s university lecturers: academic staff union of universities (ASUU) incessant strike in retrospect

Akinwale,

Kuye,

Akinwale

2023

ITPD

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PurposeBrain-drain insurgency has become pervasive amongst professionals and the last option for everyone in the country to realise a sustainable quality of work-life (QWL). All youths now in the country have perceived migrating to the international workspace as a noble idea. This study investigates the incidence of brain-drain and QWL amongst academics in Nigerian universities.Design/methodology/approachTo sparkle a clearer understanding concerning factors preventing the QWL amongst Nigeria's lecturers, this study utilised a cross-sectional research design to survey the participants across all departments in federal institutions through an explanatory research approach. This study applied an array of adapted scales to evaluate members of academic staff track of what provoked the incidence of brain-drain amongst Nigerian lecturers and possible influence on their QWL. The study surveyed 431 members of academic staff in Nigerian universities to collect useful data and employed a structural equation model (SEM) to analyse the obtained data.FindingsThe outcome of this study highlights that there is a horrible condition of service amongst Nigerian lecturers, a poor compensation system, poor academic research funding and lack of autonomy are bane to the QWL experienced in Nigerian tertiary institutions today. This study indicates that poor staff development and inadequate university funding are part of the justification that provoked brain-drain insurgence, and allowed the government to lose their skilled and competent egg-heads in the university to other foreign nations of the world.Originality/valueThis study demonstrated that brain-drain has become part of Nigeria's national life given that all professionals are seeking better life where their skills, competence and energy would be valued. Brain-drain was not common until these days amongst academics and fewer studies were noted but this study showed a novel paradigm regarding the QWL and brain-drain trajectory.

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A Professional Development Model for School Leadership

Cited by 4 publications

References 33 publications

Principals' systems thinking and teachers' withdrawal behaviours: The intervening role of school structure and principal–teacher gender (dis)similarity

Principals' systems thinking and teachers' withdrawal behaviours: The intervening role of school structure and principal–teacher gender (dis)similarity

Okul Müdürlerinin Liderlik Uygulamalarına Yönelik Davranışları

Trajectory of brain-drain and quality of work-life amongst Nigeria’s university lecturers: academic staff union of universities (ASUU) incessant strike in retrospect

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