Preparing School Leaders for the 21st Century

Huber, Stephan Gerhard

doi:10.1201/b16981

Cited by 86 publications

(76 citation statements)

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“…According to the school administrators' opinions, different criteria should be taken into consideration in school principal appointments. Similar results have been revealed in previous studies, such as "objective criteria on academic careers in educational administration" (Akbaşlı & Balıkçı 2013), "interview score, leadership features, communication skills and individuals' merits" (Özmen & Kömürlü, 2010), "administrator selection exam score and administrative performance score" (Cemaloğlu 2005), "leadership features and predisposition to teamwork" (Çelik 2003), "in-service training" (Ereş 2009), "human relations and fairness" (Gümüşeli 2001), "administrative performance score and innovativeness" (Huber 2005), "leadership features, job seniority and administrative seniority" (Korkmaz 2005) and "academic career in educational administration" (Okçu 2011). …”

Section: Resultsmentioning

confidence: 99%

School Administrators’ Opinions on Frequently Changing Regulations Related to Appointments and Relocation: A New Model Proposal

2016

EDUC SCI-THEOR PRACT

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The purpose of this study is to reveal school administrators' opinions on frequently changing regulations related to appointments and relocation and to offer a new model. A qualitative research design was employed.The study participants were 20 school principals and 20 vice principals working in the Ordu, Giresun and Trabzon city centres during the 2014-2015 academic year. They were selected through a criterion sampling method. Semi-structured interviews were used as the data collection tool. One main theme with six sub-themes was determined to identify the positive aspects of frequently changing regulations, and 13 sub-themes were used to identify the negative aspects. The main theme of the positive aspects was motivation and clarity. The main themes for the negative aspects were (i) favouritism and (ii) administrative problems. Seventeen criteria were determined with regard to school administrators' appointment and relocation. The main themes for these criteria were (i) administrative skills, (ii) training and experience and (iii) scoring. The findings showed that the school administrators' opinions are generally negative related to frequently changing regulations. The findings revealed that the frequently changing regulations cause favouritism and administrative problems in the appointment process for school administrators. A new model is also offered in this study. Keywords

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Section: Resultsmentioning

confidence: 99%

School Administrators’ Opinions on Frequently Changing Regulations Related to Appointments and Relocation: A New Model Proposal

2016

EDUC SCI-THEOR PRACT

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“…how two major preoccupations of politicians can be accommodated: on the one hand school level decision-making and strong local involvement in the direction of schools, on the other, some guarantees that the government is ensuring a supply of trained and suitable experienced candidates will be available to manage the stock of schools (Huber andWest, 2002: 1092). While Huber and West examined formal leadership roles, the policy focus now is on building leadership capability on a much broader level.…”

Section: Cohesive Leadership Systemsmentioning

confidence: 99%

“…Huber and West (2002) in their survey of school leadership development across ten countries (in Australasia, Asia, Europe and USA) compared the degree of centralisation. While in more centralised systems school leadership development was 'standardised, closely monitored, mostly mandatory and national or federal governments maintain close involvement in quality assurance' (Huber andWest, 2002: 1091), in decentralised systems, there was school autonomy and considerable variety of provision in leadership development. A third group was identified where significant school autonomy sat alongside a centralised approach to school leadership development This third group illustrates:…”

Section: Introductionmentioning

confidence: 99%

Developing a coherent strategy to build leadership capacity in Scottish education

Hamilton

Forde

McMahon

2018

Management in Education

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Leadership is central to policy ambitions for improvement in Scottish education: 'Highly effective leadership is key to ensuring the highest possible standards and expectations are shared across a school to achieve excellence and equity for all' (Scottish Government, 2016a: 4). To foster teacher engagement in and leadership of change and to prepare enough teachers for headship, building leadership capacity is crucial. The question we explore is how do you design a career-long leadership development strategy to secure this capacity necessary to fulfil these policy intentions while, at the same time, foster the autonomy of teachers in professional learning. We examine firstly, leadership development in the reform agenda and secondly, the task of balancing system and individual needs in career-long leadership development. We then detail the approaches used to build a cohesive leadership system and its ongoing development.

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“…Düzenlenecek okul yöneticisi eğitimlerinde, (hem hedef grubun yetenekleri hem de karşılaştıkları problemlerin çözümü için ihtiyaç duydukları öğrenme ihtiyaçları dikkate alındığında) katılımcı deneyimlerinin eğitimsel süreç için önemli bir kaynak olması; içerik ve yöntemin katılımcıların gereksinim ve ilgilerine göre belirlenmesi ve eğitimin -konu tabanlı değil-problem merkezli olması ve tüm sorumluluğun sadece eğitimci tarafından değil öğrenenin de üstlenmesinin sağlanması önemli hususlardır (Huang, 2002;Huber, 2004;Knowles, Holton ve Swanson, 2005;Kesim, 2009;Altın ve Vatanartıran, 2014). Bu nedenle, düzenlenen programların -örgütsel gelişme ve yönetim alanlarında sıkça kullanılan-yetişkin eğitimi yaklaşımı kapsamında ele alınması gerekmektedir.…”

Section: çAlışmanın Amacıunclassified

“…In the training sessions for the school administrators, it is essential to ensure that the experiences of the participants are an important source for the educational process, to determine the contents and method according to the needs and interests of the participants and to ensure that the education is problem based not topic based and the whole responsibility is taken not only by the educators but also by the learners (Altın & Vatanartıran, 2014;Huang, 2002;Huber, 2004;Kesim, 2009;Knowles, Holton, & Swanson, 2005). Therefore, the scope of adult education should be take into account in training programs which is commonly used in the fields of organizational development and administration.…”

Section: Purpose Of the Researchmentioning

confidence: 99%

Effectiveness of web-based problem-based school administrator training program and its effect on participants' attitudes towards web-based learning

Karabatak¹,

Turhan²

2017

Pegegog

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Original Title of Article:Effectiveness of web-based problem-based school administrator training program and its effect on participants' attitudes towards web-based learning Turkish Title of Article:Web tabanlı problem temelli okul yöneticisi eğitim programının uygulamadaki etkililiği ve katılımcıların web tabanlı öğrenmeye yönelik tutumlarına etkisi The aim of this study is to determine the effectiveness of a web-based problem-based school administrator training program (WB-PBSAT) in practice and the effect of training on participants' attitudes towards web based learning. Mixed method approach was used in this study. While the quantitative dimension of the study was conducted within the framework of one group pre-test post-test experimental design, focus group interviews was performed in the qualitative dimension. Participants of the experimental and the control groups were determined by purposive sampling. Attitudes Toward Web-Based Learning (ATWBL) Scale was used to determine the participants' attitudes towards web-based learning, and the Program Assessment Scale was used to evaluate the training process. According to the findings it was concluded that the training process positively affected the attitudes of the participants towards web-based learning and training process has also provided significant contributions to participants' establishing the link between theory and practice and self-directed learning. Based on these results, some suggestions for educational policy makers and practitioners were developed for the use of a web-based problem-based learning in school administrators' pre-service and in-service training programs. 664 IntroductionThe problems related to training of school administrators are largely due to the program and course contents (Coffin, 1997;Donaldson, 2008;Drago-Severson, Asghar, Blum-DeStefano, & Welch, 2011;Hoff, Yoder, & Hoff, 2006;Petzko, Clark, Valentine, & Hackmann, 2002; Young, Crow, Murphy, & Ogawa, 2009, p. 4) or the methods and techniques used in the training process (Ağaoğlu, Gültekin, & Çubukçu, 2002; Celep, Ay, & Gögüs, 2010;Copland, 2000;Çelik, 2002; Hallinger, 2005, pp.211-212;Korkmaz, 2005;Oyman & Turan, 2014;Özmen, 2002;Recepoğlu & Kılınç, 2014; Şişman & Turan, 2002;Yavaş, Aküzüm, Tan, & Uçar, 2014; Young et al., 2009, p. 14). In particular, the fact that the programs organized for the professional development of school administrators are mainly based on theoretical knowledge, develops only the theoretical knowledge of the administrators and undermines their implementation aspects (Ağaoğlu et al., 2002;Chapman, 2005;Darling-Hammond, LaPointe, Meyerson, Orr, & Cohen, 2007;Hallinger & Lu, 2011;Şimşek, 2002;Versland, 2013;Yan & Catherine Ehrich, 2009). Thus, theoretically gained knowledge may fail to resolve (be able to resolve) many administrative problems occurring in the administration process (Bridges & Hallinger, 1995Hallinger, 1992Hallinger, , 1999. Therefore, the use of effective methods and techniques-for individuals who are different from each other in ever...

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Preparing School Leaders for the 21st Century

Cited by 86 publications

References 0 publications

School Administrators’ Opinions on Frequently Changing Regulations Related to Appointments and Relocation: A New Model Proposal

School Administrators’ Opinions on Frequently Changing Regulations Related to Appointments and Relocation: A New Model Proposal

Developing a coherent strategy to build leadership capacity in Scottish education

Effectiveness of web-based problem-based school administrator training program and its effect on participants' attitudes towards web-based learning

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