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Cited by 20 publications
(33 citation statements)
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“…As school leaders, heads should disseminate knowledge to deputies on how to lead the school more effectively, particularly to neophyte deputies. Thus, these deputies rely very much on the heads’ knowledge and practice in coaching and mentoring them to be an aspiring school leader (Hilliard and Newsome, 2013; Searby et al, 2017). Heads should also treat their deputies as ‘collaborative friends’ and share practical aspects and ground knowledge on school leadership.…”
Section: Discussionmentioning
confidence: 99%
See 1 more Smart Citation
“…As school leaders, heads should disseminate knowledge to deputies on how to lead the school more effectively, particularly to neophyte deputies. Thus, these deputies rely very much on the heads’ knowledge and practice in coaching and mentoring them to be an aspiring school leader (Hilliard and Newsome, 2013; Searby et al, 2017). Heads should also treat their deputies as ‘collaborative friends’ and share practical aspects and ground knowledge on school leadership.…”
Section: Discussionmentioning
confidence: 99%
“…In school, deputy heads play a critical role in assisting and deputising for school heads, which has implications for the running of the school, since deputies are trusted to execute strategies that are important in realising the school’s visions and objectives (Al-Hazmi, 2010; Brotschul, 2013; Calabrese, 1991; Cheng, 1993; Malika, 2015). However, there remain many aspects of deputyship which have received little scholarly attention (Bukoski et al, 2015; Oplatka and Tamir, 2009; Searby et al, 2017), have attracted few written studies (Jackman, 2009), and are under-researched (Southworth, 1994). Given that the literature focusing on the deputies’ role and capacities is so sparse, despite their roles being deemed essential for school effectiveness (Chagger, 2012; Harvey, 1994a; Oliver, 2013), this topic is deemed worthy of further investigation.…”
Section: Introductionmentioning
confidence: 99%
“…Unfortunately, most school districts do not provide assistant principals with targeted professional development (Petrides et al , 2014). Because many assistant principals are given limited responsibilities, they are prevented from experiencing broader school-wide leadership responsibilities under the guidance of their current principal (Bloom and Krovetz, 2001; Oleszewski et al , 2012; Pounder and Crow, 2005; Searby et al , 2016). In some instances, assistant principals are mentored by other principals who are willing to support and guide their professional development (Kwan and Li, 2016).…”
mentioning
confidence: 99%
“…That is, emotional help given by school principals, suggestions to do their job effectively, and encouraging approaches can be effective tools for reducing tension caused by work intensification. These important roles of school principals have been emphasized by previous studies (Searby et al, 2017;Tahir et al, 2019). On the other hand, when school principals put pressure on assistant principals instead of helping them think through their issues, assistant principals generally felt discouraged and considered quitting (Demirbilek & Bakioğlu, 2019).…”
Section: Coping Strategies For Work Intensificationmentioning
confidence: 91%