Headteacher

Tomlinson, Harry

doi:10.4324/9780203416242_chapter_11

Cited by 9 publications

(3 citation statements)

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“…This concern has been addressed differently in varied settings depending on the prevailing economic, political, social and technological conditions. In the USA for example, there is a variety of state standards for school principals (Starratt, 2004; Tomlinson, 2004). According to Tomlinson, school leadership training developed in the mid twentieth century, particularly from 1947 when the National Conference of Professors of Educational Administration was formed as one of the first major leadership training forums.…”

Section: Introductionmentioning

confidence: 99%

Mapping principal preparation in Kenya and Tanzania

Onguko

Abdalla

Webber

2008

Journal of Educational Administration

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PurposeThe purpose of this paper is to present an overview of the principal preparation programming available to school leaders in Kenya and Tanzania.Design/methodology/approachThe authors analyzed information about the educational leadership programmes offered by a range of public and private institutions in East Africa. Data were gathered primarily through document analyses based on publicly available information describing certificate, diploma, and degree programs related to principal preparation in Kenya and Tanzania.FindingsA description is offered of the intended client group for leadership preparation programmes along with an overview of programme content, structure, delivery modes, and credentialing. Gaps were noted in the areas of instructional leadership, educational technology, and visioning. Further, the authors noted the insufficient capacity of educational institutions in East Africa to prepare new principals or to offer ongoing professional development.Research limitations/implicationsThe study was limited to publicly available documents. There is a marked need for more detailed empirical reports of principal preparation in sub‐Saharan Africa.Practical implicationsThe suitability of the content of existing principal preparation programs warrants closer examination.Originality/valueThis report contributes to the understanding of principal preparation in sub‐Saharan Africa in terms of its capacity, content, and delivery modes.

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Section: Introductionmentioning

confidence: 99%

Mapping principal preparation in Kenya and Tanzania

Onguko

Abdalla

Webber

2008

Journal of Educational Administration

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“…Interventions to improve teachers' work performance and help them deal with institutional problems usually include school leadership's direction-setting, counselling services, mentoring, coaching, and faculty development (Saleem et al, 2020). Tomlinson (2013) and Phuc et al (2020) both state that good leaders prepare their instructors for future problems and vision. School Principals made efforts to improve teachers' competence by giving them more autonomy in the classroom.…”

Section: Literature Reviewmentioning

confidence: 99%

Factors Affecting the Female School Principals’ (in Pakistan) Leadership and Management Styles

Haroon Gill,

Khokhar

2024

Voyage Journal of Educational Sciences

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The number of female teachers and principals in Pakistan, in both public and private sectors, has significantly increased. However, there are very few studies that have focused on how female principals lead and manage their schools, as well as the factors influencing their leadership behaviors and practices. The study aims to investigate the barriers and factors that affect women's leadership and management styles in the context of Pakistan. The research collected data from school principals from three major cities of Pakistan: Rawalpindi-Islamabad, Lahore, and Karachi. The individual interviews were conducted online using Zoom and Google Meet. Research participants were selected through a convenience sampling strategy. The interview data was analyzed and categorized into themes such as family and peer support, social, cultural, and religious associations, and their influence on school principals' perspectives and leadership value systems. This study finds a connection between family and peer support and their influence on the transition of teachers into school principals. This study also found that the social, cultural, and religious belief systems also contributed to the growth of female principals' development and played a crucial role in nurturing their leadership skills.

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“…England, which embraces this pattern, has promoted increased state control of the head teacher role over the past few decades (Møller and Schratz 2008) and produced a state head teachers' training program with mandatory national licensing (Brundrett and Crawford 2008). In 2000, England established the National College for School Leadership (NCSL) with the aim of developing school leaders (Tomlinson 2004). The NCSL promoted the National Professional Qualification for Headship (NPQH), which in 2009 became a mandatory requirement for all new aspiring head teachers (Rhodes et al 2009).…”

Section: Typology Of Ptl Regulation Modelsmentioning

confidence: 99%

Neoliberal Governance and the “New Professionalism” of Israeli Principals

Berkovich¹

2014

Comparative Education Review

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The Israeli Ministry of Education has recently initiated a program of reform in the training of public school principals that aims to expand state licensing regulations for educational leaders. This article suggests that the principals' training and licensing (PTL) reform should be linked to the attempt by Israeli policymakers to institutionalize evaluative neo-liberal governance in the Israeli education system. To support this suggestion, the article traces the historical development of PTL policies in Israel to set the new centralized reform in its neo-liberal context, and links it to the rise of "new professionalism" in Israeli educational administration. The innovative framework presented here links educational governance and PTL policies together to facilitate a systematic analysis of licensing regulation policies and reforms in other national contexts.

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Headteacher

Cited by 9 publications

References 0 publications

Mapping principal preparation in Kenya and Tanzania

Mapping principal preparation in Kenya and Tanzania

Factors Affecting the Female School Principals’ (in Pakistan) Leadership and Management Styles

Neoliberal Governance and the “New Professionalism” of Israeli Principals

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