New Practices for a New Day: Principal Professional Development to Support Performance Cultures in Schools

Zepeda, Sally J.; Jiménez, Albert M.; Lanoue, Philip D.

doi:10.36510/learnland.v9i1.759

Cited by 5 publications

(3 citation statements)

References 14 publications

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“…Advocates and researchers of school leader PD have pointed to the advantages of groups of school leaders participating in collegial and collaborative processes that systematically, over time, allow participants to share expertise (Barnes et al, 2010;Chitpin, 2014;Goldring et al, 2012;Honig & Rainey, 2014;Mintrop & Zumpe, 2019;Psencik & Brown, 2018;Sutcher et al, 2017;Zepeda et al, 2014). In summarizing research and literature specific to effective school leader PD, Zepeda et al (2015) noted collaborative processes that engage groups of school leaders over time are more likely to promote leader reflection, take context into consideration, and lead to actions that address changes in practice.…”

Section: School Leader Copmentioning

confidence: 99%

Exploring School Leaders Communities of Practice and School Improvement

2021

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This case study describes a pilot professional development project in which school leaders met regularly in a community of practice to clarify each other’s identification of a problem of practice followed by development and implementation of a school improvement plan. Findings indicated positive perceptions of and engagement in the community of practice, revealing this process provided a platform for authentic feedback, reflective practice, and means to share ideas. Participants reported improved leadership behaviors associated with school improvement planning and implementation.

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Section: School Leader Copmentioning

confidence: 99%

Exploring School Leaders Communities of Practice and School Improvement

2021

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“…Procedure & Method This study investigates the instructional leadership practices and the level to which these practices measure the students' academic achievement regarding motivation, teacher competency, teacher handling specific corporate challenges, and teachers' self-efficacy. Zepeda et al (2015) state that school principals should promote these practices as instructional leaders. Classroom practices play an essential role in learners' academic achievement, so the practices of instructional leadership among the students by teachers were analyzed and specifically based on the principal's perceptions.…”

Section: Methodsmentioning

confidence: 99%

Instructional Leadership Practices and Students' Academic Achievement

Parveen,

Rubab,

Rahman

et al. 2023

GJSSH

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Instructional leadership practices are essential components to promote a healthy environment and to get students' good performance, abilities, and satisfactory academic results within the classroom. The purpose of this study is to seek the learner's achievement with the help of motivation, teacher competency, self-efficacy, and teachers handling specific corporate challenges through the instructional practices rendered by school heads. A quantitative research design was used to target the data from the participants. The target population of the study was instructional heads of federal public secondary schools in Islamabad. The study sample comprised instructional heads of twenty secondary schools. The survey method was used to get the responses of the participants. A statistical package for social sciences (SPSS) was used to enter the participants' responses. Mean and correlation tests were used to get the participants' results. The study results showed that leadership practices have a positive impact on students' academic achievement. Teachers should encourage the students to promote a healthy environment for learning. Teachers' desires, reward systems, high expectations for students, an organization, and students, as well as teachers' commitment and engagement in classroom activities, are essential practices for student achievement. Curriculum designers must promote productive, continuous motivational & managerial teaching methods in textbooks for learners and teachers.

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“…The work of the principal remains "complex and multidimensional," and "the effectiveness of principals depends, in part, on how they allocate their time across daily responsibilities" (Rice, 2010, p. 2) including prioritizing and focusing on systems that promote the growth and development of both students and teachers (Zepeda, Jimenez, & Lanoue, 2015). Principal leadership is critical in light of accountability (Wallace Foundation, 2013;Zepeda et al, 2015), the focus on student achievement (Louis, Leithwood, Wahlstrom, & Anderson, 2010), and overall efforts to improve schools (Hallinger & Heck 2010). Effective principals support teaching and learning, and they:…”

Section: Introductionmentioning

confidence: 99%