Leadership and Student Outcomes: Are Secondary Schools Unique?

Robinson, Vmj; Bendikson, Linda; Hattie, John

doi:10.4135/9781446288931.n10

Cited by 12 publications

(14 citation statements)

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“…Second, this study involved primary deputies whose workloads and stress experiences may differ from those of their colleagues who are secondary deputies and who receive much better preparation in terms of their academic qualifications and courses before being appointed as secondary deputies. In this sense, previous researchers (Bossert et al, 1982; Robinson et al, 2012) have warned about providing generalisations from studies in primary schools for secondary schools due to their significant differences in terms of size, departmental structure and student age and maturity. Regarding comparisons, it is strongly suggested that future studies on deputies’ stress experiences should include secondary deputies to provide a more broadly-based conclusion about whether deputy heads in Malaysia experience stress and uncertainties when dealing with their educational superiors.…”

Section: Discussionmentioning

confidence: 99%

Primary school leadership in Malaysia: The experience of stress among deputy heads

Tahir¹,

Musah²,

Panatik³

et al. 2018

Educational Management Administration & Leadership

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Unquestionably, studies focusing on school leaders’ stress while managing schools have received extensive attention. However, there is still a lack of research focusing on deputies’ stress, even though deputies play an essential role in a school’s improvement process. Despite deputies’ dual roles, it is an accepted fact that deputies do experience stress while simultaneously dealing with their ‘superiors’, fulfilling their administrative tasks and helping teachers to work at their fullest capacity. Based on these two noteworthy premises, this mixed-methods study was designed to explore and address whether dealing with educational superiors causes stress to primary deputies. Regarding the sample, 120 deputies from across 45 primary public schools in two urban districts were selected as respondents for the study. Regarding the quantitative data, the non-parametric and descriptive statistics were employed in determining deputies’ views of their superiors. Further, eleven deputies were interviewed, and their anonymity was also protected to sustain the ethical considerations of the study. As expected, truculent attitudes and criticisms from school inspectors and parents were highlighted by deputies as contributing to their experiences of stress, with the levels of stress being classified as ‘moderate’ based on their demographic differences. Surprisingly, primary deputies revealed that they do not face much stress when working with their own head teachers; in fact, primary deputies informally revealed that their heads were quite open and understanding of their viewpoints and lenses.

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Section: Discussionmentioning

confidence: 99%

Primary school leadership in Malaysia: The experience of stress among deputy heads

Tahir¹,

Musah²,

Panatik³

et al. 2018

Educational Management Administration & Leadership

View full text Add to dashboard Cite

show abstract

“…The principal responded to this problem by strengthening the capacities of middle-level leaders, by offering his detailed comments, and by sometimes participating as a teacher to be observed. It should be noted that this approach to LSLC was a breakthrough of the barrier to vision and reforms in many secondary schools owing to compartmentalization of subjects (Ainscow et al, 1988;Robinson et al, 2011).…”

Section: Discussionmentioning

confidence: 99%

“…Moreover, further discussion is needed regarding how to build up a common vision, language and practice beyond compartmentalization of subject departments in secondary-school leadership. This difficulty has been pointed out (Ainscow et al, 1998;Robinson et al, 2011), and is still to be overcome.…”

Section: Issues In Previous Researchmentioning

confidence: 98%

Lesson study as an instrument for school reform

Saito¹,

Sato²

2012

Management in Education

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This article describes the case of a Japanese junior high school that experienced a turn-around in three years from one of the worst schools to one of the best by utilizing lesson study for learning community (LSLC) as a managerial tool. It will focus on how the principal: (i) established a vision of reform, (ii) organized LSLC to involve the entire school and (iii) overcame problems in the process of implementing school reform based on LSLC. The principal placed top priority on making learning more collaborative and on including not only cognitive but also social and ethical aspects. He subsequently implemented LSLC beyond subject boundaries with special attention to joint observation of and reflection on lessons. Further, the principal interacted with the teachers individually and developed both collegiality among the teachers and the capacities of middle-level leaders.

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“…Shared decisions are likely to be better informed and are also much more likely to be implemented effectively than decisions reached individually. Research into collegiality in British schools shows that it is a common model in primary schools and some institutes of higher education, but that it is hardly applied in secondary schools (Brown, Boyle, & Boyle, 1999;Little, 1990;Robinson, Bendikson, & Hattie, 2011). The collegial model has a strong ethical dimension: it is regarded as appropriate to involve people directly in the decisions which affect their personal and professional lives (Williams, 1989).…”

Section: Deliberation In Schoolsmentioning

confidence: 97%

Towards transformative leadership in education

Oord

2013

International Journal of Leadership in Education

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Leadership and Student Outcomes: Are Secondary Schools Unique?

Cited by 12 publications

References 0 publications

Primary school leadership in Malaysia: The experience of stress among deputy heads

Primary school leadership in Malaysia: The experience of stress among deputy heads

Lesson study as an instrument for school reform

Towards transformative leadership in education

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