Analysis of Female School Principal Leadership in Improving Teacher Performance and Student Achievement

Abstract

Female school principal leadership has been an important issue in the last two decades, but not much research has been done on problems dealing with the leadership of female school prinsipal. This qualitative research aims to find out teachers' perceptions about females leadership and how principal leadership of females influences the performance of teachers and students' achievement. Data collection techniques include structured interviews, observations and documentation studies. Sources of research data are principal leadership, vice-principal leadership, teachers, staff, and students. Data were thematically analyzed by the phases of data reduction, data presentation, and conclusion. The results revealed some stakeholder perceptions about the principal leadership of females. In general, they positively assessed the ability of the principal leadership of females to establish communication and enforce discipline. The impact of principal leadership of females is reflected in the improvement of school facilities, well-being, and discipline of stakeholders. Some data also show that the principal leadership style of female influences student achievement. Although the performance at the schools observed was different, the results of this study concluded that the principal leadership style of females made a positive contribution to school progress.

Exploring Students’ and Teachers’ Insights on School-Based Disaster Risk Reduction and Safety: A Case Study of Western Morava Basin, Serbia

“…Additionally, it is possible that they possess higher emotional intelligence or levels of empathy, making them more sensitive to student safety issues [87]. Furthermore, it can be assumed that female teachers perceive greater responsibility for student well-being and consider the safety dimension an important part of their profession [88].…”

“…Furthermore, an analysis of the literature reveals that numerous studies have investigated the effects of disaster risk reduction education programs on students' knowledge, attitudes, and behaviors concerning disaster preparedness and response [83][84][85][86][87][88][89][90][91][92]. These programs often include curriculum integration, training workshops, simulation exercises, and community engagement strategies [2,4,12,15,27,30,42,45,48,52,55,57,90,[93][94][95][96][97][98][99][100][101].…”

“…Diverse quantitative and qualitative research studies have exclusively focused on exploring knowledge related to natural disasters [3,4,81,[93][94][95]108,[112][113][114][115][116][117][118][119][120][121][122]. In numerous studies, various influences, such as gender [86][87][88][89][90][91][92], age [15,25,27,28,30,43,47,48,53,58,62,64,68,75,76,83,89,101,103,113,[123][124][125][126], marital status …”

Exploring Students' and Teachers' Insights on School-Based Disaster Risk Reduction and Safety: A Case Study of Western Morava Basin, Serbia

“…Furthermore, literature analysis reveals that numerous studies have investigated the effects of disaster risk reduction education programs on students' knowledge, attitudes, and behaviours concerning disaster preparedness and response [74][75][76][77][78][79][80][81][82][83]. These programs often include curriculum integration, training workshops, simulation exercises, and community engagement strategies [3,6,18,21,33,36,39,43,46,48,81,[84][85][86][87][88][89][90][91][92][93][94].…”

The Impact of School Principal Leadership, Academic Supervision, and Achievement Motivation on Teacher Performance

“…Previous research has examined principal leadership's impact on enhancing teacher pedagogical competence. An effective principal demonstrates a harmonious blend of managerial and leadership skills (Ar & Sabandi, 2022;Arif et al, 2019;Artasya et al, 2024;Atasoy, 2020;Dacholfany et al, 2024;Meilani et al, 2024;Ramlah et al, 2023;Rohyatun et al, 2020). The principal's leadership is crucial in guiding the school toward educational success.…”