National contexts influencing principals' time use and allocation: economic development, societal culture, and educational system

Lee, Moosung; Hallinger, Philip

doi:10.1080/09243453.2012.678862

Cited by 99 publications

(84 citation statements)

References 51 publications

(60 reference statements)

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“…Moreover, system-level aims and structures also appeared to shape how principals allocate time to instructional leadership, administration and community interaction. Lee and Hallinger (2012) concluded that, 'principals in more structured education systems reportedly allocated less of their time for administration. Greater formalization may reduce uncertainties in addressing administrative duties ' (p.17).…”

Section: Institutional Contextmentioning

confidence: 99%

Bringing context out of the shadows of leadership

Hallinger¹

2016

Educational Management Administration & Leadership

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Research on educational leadership and management has resulted in the accumulation of increasingly persuasive findings concerning the impact school leadership can have on school performance. Indeed, there is a growing consensus that there exists a generic set of leadership practices (e.g. goal setting, developing people) which must be adapted to meet the needs and constraints that describe different school contexts. However, to date, researchers have yet to develop a theory or report comprehensive findings on this challenge. This paper explores several types of school contexts (institutional, community, socio-cultural, political, economic, school improvement) and what we have learned about how they shape school leadership practice. The analysis leads to several conclusions and recommendations. First, it affirms, elaborates and extends the assertion made by scholars of the importance of examining leadership in context. Second, the need to contextualize leadership highlights deficiencies in modal research methods that focus on mean effects and either ignore context effects or relegate them to the shadows. Finally, the field needs to refine current research methods and explore new approaches that enable us to better study how successful leadership responds and adapts to different contexts.

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Section: Institutional Contextmentioning

confidence: 99%

Bringing context out of the shadows of leadership

Hallinger¹

2016

Educational Management Administration & Leadership

Self Cite

374

338

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“…In their work, Lee and Hallinger (2012) found that Indonesian principals placed their main emphasis on school management and administration rather than leadership or development. Two further quantitative studies conducted in Sumatra, Lampung (Hariri et al, 2012) and Padang (Damanik, 2014) respectively, revealed that teachers' job satisfaction could be improved if the principals' decision-making style was less coercive and bureaucratic.…”

Section: Principal Development and Selectionmentioning

confidence: 99%

Becoming a principal in Indonesia: possibility, pitfalls and potential

Sumintono

Sheyoputri

Jiang

et al. 2015

Asia Pacific Journal of Education

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The preparation and development of school leaders is now considered to be fundamental to school and system improvement. In the pursuit of educational change and reform, the leadership of the principal is deemed to be of critical importance. This qualitative study is part of a large scale research project that is exploring principal preparation and development in seven different countries. In particular, this article focuses on how public secondary school principals in Indonesia are prepared, developed and selected for their role. Disappointingly little is known from the empirical literature about being a principal in Indonesia or about principal preparation and development. Therefore this contemporary, descriptive, non-experimental qualitative study focused on a purposive sample of 18 public secondary school principals in four different provinces in Indonesia. The initial findings reveal that even though principal training has been standardized in Indonesia and is now a compulsory part of a principal certification process, micro-political influences still currently govern the appointment of school principals.

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“…This common positioning of the aforementioned countries could be attributed to their relative commonalities with regards to macro-context factors which have impact on the administration model adopted by school principals according to comparative research (Lee & Hallinger, 2012). Such factors are: the level of economic development, the culture of social relationships in organizational settings, and tradition and structure of its educational system (e.g.…”

Section: The Transformative-instructional Modelmentioning

confidence: 99%

Job realities of primary school principals in Greece: similarities and variations in a highly centralized system

Dimopoulos

Dalkavouki

Koulaidis

2014

International Journal of Leadership in Education

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This study aims at investigating primary school principals' work on a daily basis in order to understand the ways in which the centralized educational system affects their practices. Four typical cases of principals were selected and asked to keep daily records for a period of four months. Data from logs were complemented with data collected through semistructured interviews with the principals as well as through discussions with the teaching staff. Results show that the transactional-bureaucratic model in line with the current legislation and administration tradition shapes principals' activities to a large extent. School administration, school organization and internal relationships are the most important areas of principals' activities. Educational-pedagogic issues constitute only a marginal area of their activities. The homogenization of principals' activities is so high that they do not seem to be affected either by school contextual factors or by the individual principals' personal traits. However, features pointing towards a more transformative-instructional model of leadership were identified. These features are: (a) the democratic-participative nature of decision-making, (b) the intimate relationships existing in most schools and (c) the motivation that some principals have towards creating a unique identity of their school and communicate it to the hierarchy and the community.

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National contexts influencing principals' time use and allocation: economic development, societal culture, and educational system

Cited by 99 publications

References 51 publications

Bringing context out of the shadows of leadership

Bringing context out of the shadows of leadership

Becoming a principal in Indonesia: possibility, pitfalls and potential

Job realities of primary school principals in Greece: similarities and variations in a highly centralized system

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