Leadership for quality and accountability in education

Olayiwola, Shina

doi:10.1080/13632434.2012.708331

Cited by 5 publications

(3 citation statements)

References 2 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Instead, it seems that the people who control these resources are either unable to take advantage of them or make no effort to use them since the system does not hold their accountable for their decisions. Today, whether schools are located in developed or developing countries, the emphasis is on learning outcomes and quality of education (Bruns, Filmer, & Patrinose, 2011;Fidler, 1997) and the emphasis on quality has made the school leaders more accountable (Olayiwola, 2012). Therefore, school administrators and teachers in Pakistan need a robust accountability mechanism.…”

Section: Discussion and Analysismentioning

confidence: 99%

Head Teachers’ Beliefs and Practices about Teaching and Learning in Pakistani Public Schools

Khan¹

2015

View full text Add to dashboard Cite

Very limited research focusing on instructional contribution of Pakistani public school administrators has emerged from the educational landscape of Pakistan. Therefore, the present study highlights some of the core issues related to the instructional contribution of two head teachers situated in public schools. While focusing on instruction-related practices, the two case studies particularly examine the head teachers' engagements in supervisory processes and in-school capacity development initiatives. The study notes that despite the presence of required human and physical resources, the two head teachers make limited contributions towards the instructional quality of their respective schools. A vague understanding about their roles, a limited capacity building opportunities, and an absence of an accountability mechanism prevent the two head teachers from becoming more involved in the said processes. The study maintains that a new organizational culture needs to be introduced that re-conceptualizes the role of Pakistani head teachers while emphasizing the above-mentioned factors.

show abstract

Section: Discussion and Analysismentioning

confidence: 99%

Head Teachers’ Beliefs and Practices about Teaching and Learning in Pakistani Public Schools

Khan¹

2015

View full text Add to dashboard Cite

show abstract

“…Interest in school-related leadership studies has been especially focused on the school rector and his or her principles (Neil, 2012), pedagogical touch (Trevor & Palaiologou, 2012), goal setting (Waldron, McLeskey, &Redd, 2011), the way of leading curriculum work (Jenkins & Pfeifer, 2012) and action for improving student engagement and school culture (van der Velden, 2012). In all, school leadership is connected to the quality of schooling (Olayiwola, 2012) and can also ignite competition between schools (Pollock & Winton, 2012). Parents certainly compare schools and their values when trying to find the best education for their children (Gillanders, McKinney, & Richie, 2012).…”

Section: What Is Love-based Leadership At School?mentioning

confidence: 99%

Love-based Practice in Education

Uusiautti,

Määttä,

Määttä

2023

IJPE

View full text Add to dashboard Cite

Teachers’ authority relies partly on the mastery of substance but that is not enough if the purpose is to enhance students’ overall growth, self-knowledge and well-being. In today’s schools, a variety of new phenomena (e.g. multiculturalism, exclusion, etc.) challenges teachers’ work and teachers have to be able to cooperate with not only various pupils but also with parents and the community. The purpose of this article is to introduce and discuss a new approach to consider schooling, love-based practices in education. The fundamental aim is to provide activities in education that increase students’ sense of meaning and fulfillment, and with experiences of success. We also discuss how teachers’ love-based practice may enhance the emergence of productive learning partnerships with pupils, parents, and the surrounding community.

show abstract

“…Over the past few decades, increased attention has been directed toward the effectiveness of education with a shift in focus from teaching to student learning. Consequently, many policymakers, administrators, and educators have pushed toward outcome-based models of education with clear assessments and assurances that students have met specified objectives (Bryant and Scherer, 2009;Earl, 2013;Haggis, 2009;Honawar, 2005;Olayiwola, 2012). In some instances, funding has even been tied to measures related to assessment (Banta and Palomba, 2015).…”

Section: Introductionmentioning

confidence: 99%

Assurance of learning: moving from a compliance to an improvement culture

Bennett

Smart

Kumar

2017

AJB

View full text Add to dashboard Cite

Purpose The purpose of this paper is to describe an organizational change effort that the College of Business Administration at a Midwestern university undertook to transform assurance of learning (AoL) from an inefficient process focused on responding to accreditors to the one that embraced continuous improvement focused on student learning. Design/methodology/approach A case study approach was employed along with the analysis of historical documents, interviews with stakeholders in the college, and a review from an external expert to reveal root problematic causes behind the current state of AoL in the college. Lewin’s model of planned change was applied at the beginning of the process to identify the ways to unfreeze the current state of assessment, implement changes, and refreeze by identifying rewards and incentives for faculty to institutionalize the new assessment culture of student learning. Findings Four root problematic areas were revealed behind the current state of AoL in the college: faculty resistance and lack of engagement, structural and communication challenges, inconsistency across degree programs, and misalignment of the college vision and mission with program learning goals. Improved communication and coordination between assessment groups and increasing faculty ownership were identified as the key factors for a successful AoL process. Practical implications Colleges looking to improve coordination of AoL activities and increase faculty engagement in the AoL process can implement many of the initiatives described in this study. Originality/value This case study takes into account new trends in the area of assessment and AoL and addresses common problems that colleges face regarding accreditation in an area where empirical studies do not exist.

show abstract

Leadership for quality and accountability in education

Cited by 5 publications

References 2 publications

Head Teachers’ Beliefs and Practices about Teaching and Learning in Pakistani Public Schools

Head Teachers’ Beliefs and Practices about Teaching and Learning in Pakistani Public Schools

Love-based Practice in Education

Assurance of learning: moving from a compliance to an improvement culture

Contact Info

Product

Resources

About