Personal values of principals and their manifestation in student behaviour

Abstract

Although there is growing research evidence to support the view that the leadership practice of the school principal is the second-most important influence on student learning behind classroom teaching, there is no clarity about what, exactly, the principal is meant to do to ensure this outcome. Hence, Leithwood et al. (2010) propose that one of the principal’s important influences on student learning is the ‘rational’ path, which includes the issue of school-wide disciplinary climate. This argues that the principal plays a pivotal role in establishing the school-wide disciplinary climate that aids student learning. This article reports upon research conducted in Pakistan that focuses on the disciplinary climate aspect of school leadership by exploring how the personal values of principals are made manifest in student behaviour. Data from this research infers that the establishment of an appropriate school-wide disciplinary climate for improving student learning is influenced by two important factors. First, there needs to be an alignment between personal and organizational values and behaviour throughout the school. Secondly, the consistency of alignment between the values and behaviour of the principal, in particular, is the cornerstone in creating a beneficial school-wide disciplinary climate.

Exploring school principals’ personal identities in Cyprus from a values perspective

“…As a matter of fact, we could argue that, based on this study’s results, school principals’ personal identities seemed to influence, to some extent, their leadership practice. This study’s findings are connected with similar studies, such as the study of Branson et al (2015) who explored school principals’ personal values in Pakistan as they were manifested toward student behavior. Based on their results, there is the consistency of alignment between school principals’ personal values and their behavior for the establishment of a specific environment that enhances students’ academic learning.…”

Principals’ Self-Efficacy Beliefs about Managing Bullying Cases in Secondary Schools

“…However, there seems to be a gap in the management of bullying in schools in Pakistan. The studies show that principals' self-efficacy ___________________________________________________________________________ beliefs are crucial for the success of several school procedures (Goddard & Salloum, 2011;Branson et al, 2015;Versland & Erickson, 2017). Therefore, the research conducted for this paper attempts to investigate the school principal's self-efficacy beliefs regarding bullying management using the lens of Ken Rigby's Bullying Intervention in Schools.…”

“…There is a growing research body focused on studying bullying, its causes, participants, and its consequences in Pakistani schools (Shujja, Atta, & Shujjat, 2014;Branson, Baig, & Begum, 2015;Hartijasti & Afzal, 2017;Shamsi, Andrades, & Ashraf, 2019). However, there seems to be a gap in the management of bullying in schools in Pakistan.…”

School Heads’ Perceptions About Their Leadership Styles

“…Geraki (2014) concluded that the school heads in selected Greek schools mainly focus on monitoring, facilitating and supporting teachers and students in achieving their academic objectives. In the context of Pakistan, Branson, Baig, and Begum (2015) found that the most contributing factor in the students' academic accomplishment is the instructional leadership style of school heads. Rehman, Khan & Waheed Transformational leadership is aimed at bringing about a radical change in a school's existing state of affairs (Watson & Rivera-McCutchen, 2016).…”