Effective Leadership for School Improvement

Harris, Alma; Day, Christopher; Hopkins, David; Hadfield, Mark; Hargreaves, Andy; Chapman, Christopher

doi:10.4324/9780203754849

Cited by 136 publications

(118 citation statements)

References 2 publications

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“…As a consequence of this changing discourse and what we are seeing as evidence of counter standards movements in schools and tertiary educational programs, and in accord with social constructivist underpinnings, initial teacher education programmes and schools working with new teachers are reshaping professional development towards a greater concern for the importance of enabling professional development cultures to flourish in order to build teacher efficacy (Elmore, 2002;Little, 2006;Sachs, 2001). A renewed interest in sustaining a central focus on the teacher as a learner (being in) and noticing (seeing) their learning, and the associated and critical role for supporting new teachers in their learning, shifts the discourse on teacher quality to how school leaders and teachers can work together to build enabling school professional development cultures that foster professional growth (Harris et al, 2003). More recent developments in professional development have moved the discourse towards a more integrated view of leaders and teachers being immersed in professional development called "job-embedded staff development" (Huffman, Hipp, Pankake, & Moller, 2001, p. 1).…”

Section: Some Understandings Around Professional Development For New mentioning

confidence: 99%

'Being in' and 'feeling seen' in professional development as new teachers: The ontological layer(ing) of professional development practice

Bills

Giles

Rogers

2016

AJTE

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Section: Some Understandings Around Professional Development For New mentioning

confidence: 99%

'Being in' and 'feeling seen' in professional development as new teachers: The ontological layer(ing) of professional development practice

Bills

Giles

Rogers

2016

AJTE

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“…Headmaster leadership excellence as a leader of high-performing school organizations (Ministry of Education Malaysia, 2014;Harris et al, 2013;Ibrahim & Wahab, 2012) was a major factor that can improve student learning outcomes. Headmasters need to understand the significant role in influencing commitment and teacher job satisfaction towards creating an excellent school.…”

Section: Problem Statementmentioning

confidence: 99%

“…Many previous studies on schools' management found that schools that achieve high success in academics is led by the principal/headmaster who has the qualities of effective leadership (Pont, 2014;Harris et al, 2013;Ibrahim & Wahab, 2012;Harris & Chapman, 2002;Marzuk, 1997;Mortimore, 1995). Commitment of teachers towards the tasks entrusted to them start with the comfort and enjoyment of their work.…”

Section: Introductionmentioning

confidence: 99%

Headmasters’ Transformational Leadership and Their Relationship with Teachers’ Job Satisfaction and Teachers’ Commitments

Wahab¹,

Fuad²,

Ismail³

et al. 2014

IES

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This study aimed to determine the level of transformational leadership practices by headmasters in the primary national schools in the district of Temerloh, Malaysia. The four dimensions of Transformational Leadership studied were fostering the ideal influence, inspirational motivation, intellectual stimulating and individual consideration. The study also looks at the level of teachers' job satisfaction and teachers 'commitments as well as the relationship with the practice of transformational leadership by headmasters. The respondents consisted of 240 teachers working in 10 primary schools in the district of Temerloh, Pahang. The data obtained was processed using SSPS program version 12.0 and were analyzed using descriptive and multivariate. The result of the study showed that the practice of transformational leadership by headmasters in the district of Temerloh, Malaysia, was at a high level and teacher's job satisfaction was high too, and there exist a significant relation between the level of transformation leadership and teachers' job satisfaction while teachers' commitments were average. However, the results of the study showed a significant relation between the level of transformational leadership and teachers work commitment. The implication of this study is that leaders should always ensure their high performance leadership to have a significant relationship with staff's satisfaction and school staff's commitment.

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“…Stoll, Bolam, and Collarbone (2002) argued that the capacity-building role of the school leader is necessary for an ever-changing world. Harris (2003) noted that sustained educational reform can only occur when leadership is concerned with growing the social and academic capital of people within schools. Harris also suggested that leadership for school improvement should focus on "developing capacity and the conditions to generate and sustain improvement" (p. 3).…”

Section: Principals As Leadership Capacity Buildersmentioning

confidence: 99%

Developing Leadership Capacity in Others: An Examination of High School Principals' Personal Capacities for Fostering Leadership

Huggins

2017

IJEPL

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In this multisite case study, we examine the personal capacities of six high school principals who have developed the leadership capacities of other leaders in their respective schools. Participants were purposefully selected by two teams of researchers in two states of the United States, one on the east coast and one on the west coast, who engaged their professional networks of current and former educational leaders to obtain recommendations of high school principals known for developing the leadership capacities of formal and informal leaders in their schools. The findings indicate that the principals possessed a strong commitment to developing leadership capacity, that they understood leadership development as a process, and that they tolerated risk. This study adds to the rapidly growing corpus of literature focused on distributed leadership; it does so by illustrating the complexities of developing leadership capacity in attempts to increase organizational leadership capacity, and by highlighting the relevant characteristics of principals who have intentionally sought to do so.

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Effective Leadership for School Improvement

Cited by 136 publications

References 2 publications

'Being in' and 'feeling seen' in professional development as new teachers: The ontological layer(ing) of professional development practice

'Being in' and 'feeling seen' in professional development as new teachers: The ontological layer(ing) of professional development practice

Headmasters’ Transformational Leadership and Their Relationship with Teachers’ Job Satisfaction and Teachers’ Commitments

Developing Leadership Capacity in Others: An Examination of High School Principals' Personal Capacities for Fostering Leadership

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