Principals’ Schema: Leadership Philosophies and Instructional Leadership

Zuckerman, Sarah J.; O'Shea, Cailen

doi:10.1177/1052684620966063

Cited by 9 publications

(3 citation statements)

References 65 publications

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“…Fourth, the limitations faced by students in carrying out distance learning (online): (a) internet connection; (b) finance for internet quota fees; (c) online learning methods; (d) online learning time: (e) direct communication with teachers; (f) online learning evaluation. Fifth, the assistance provided by the government to support the smooth implementation of distance learning (online) in schools: (a) training assistance for teachers to carry out online learning: (b) training assistance for students to carry out online learning; (c) internet quota fee assistance for teachers; (d) internet quota fee assistance for underprivileged students (Ministry of Religion, 2020; Hayes, & Irby, 2020;Hallinger, 1992;Zuckerman & O'Shea, 2020).…”

Section: What Should the Principal Do As Learning Leaders During The mentioning

confidence: 99%

The Impact of Covid-19: What School Principals as Instructional Leaders Act?

Karwanto

2020

ijebd

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Purpose: The study is conducted to determine, explain, and analyze the role of the principal as a learning leader in the Covid-19 pandemic era. Design/methodology/approach: The research uses a qualitative approach with descriptive methods. Data are obtained through a literature review and analyzed using a qualitative descriptive approach. Findings: The results show that (1) the principal professionally conducted dialogue and discussions about learning during the Covid-19 pandemic; (2) the principal provides an example to the teacher in terms of learning; (3) the principal maintains communication, coordination, collaboration and synergy with teachers during the implementation of the online learning process; (4) school principals monitor and evaluate learning in a planned, programmed and continuous manner and make use of the results of monitoring and evaluation for professional development. Practical implications: In practical implementation, there are several things that the principal needs to do, namely (1) monitoring the progress of the school following the vision of the school; (2) being supportive and corrective when there are deviations in the implementation of activities that do not lead to the school's image; (3) monitoring and evaluating the management of the work structure of teachers and students; (4) increasing the role and function of online learning supervisors to improve the quality of learning practices and student learning outcomes in schools; (5) creating a pleasant climate for educators and educational staff as well as students. Paper type: Research paper

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Section: What Should the Principal Do As Learning Leaders During The mentioning

confidence: 99%

The Impact of Covid-19: What School Principals as Instructional Leaders Act?

Karwanto

2020

ijebd

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“…They are assigned to create a school environment that allows teachers to provide quality instruction to students, also known as instructional leadership (Lochmiller & Cunningham, 2019). This leadership is driven by the school leaders' mental model and strategies of leadership that drive their practice (Zuckerman & O'Shea. 2020).…”

Section: Introductionmentioning

confidence: 99%

Untitled

2022

IMRJ

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Instructional leaders' mental model of leadership and its implementation are of importance in augmenting the quality of the teaching and learning process. Assessing and monitoring teacher development are embedded in their practices. Yet less is proposed on resolving the usually passive role of teachers in their performance assessment using common standards that can limit the consultative skills of both parties. Hence, this study aimed to contextualize the Hamline Plan originally used in teaching the Liberal Arts with integrated Habermasian Public Spheres to exemplify discursive action between teachers and instructional leaders in the assessment process using autoethnographic research design. The study merged the concepts of the Hamline Plan and Public Spheres by Habermas in the context of instructional leadershipcapitalizing on the personal observation and experiences of the author as a teacher and as an instructional leader aiming to ameliorate the involvement of teachers in the teaching performance assessment. Thus, this is recommended to be rolled out and undergo cycles of implementation to possibly promote transformational instructional leadership in the country.

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Section: Introductionmentioning

confidence: 99%

Fostering Transformational Instructional Leadership Vis-À-Vis Recalibrated Hamline Plan Through Assimilated Habermasian Public Spheres

Jr¹

2022

IMRJ

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Instructional leaders’ mental model of leadership and its implementation are of importance in augmenting the quality of the teaching and learning process. Assessing and monitoring teacher development are embedded in their practices. Yet less is proposed on resolving the usually passive role of teachers in their performance assessment using common standards that can limit the consultative skills of both parties. Hence, this study aimed to contextualize the Hamline Plan originally used in teaching the Liberal Arts with integrated Habermasian Public Spheres to exemplify discursive action between teachers and instructional leaders in the assessment process using autoethnographic research design. The study merged the concepts of the Hamline Plan and Public Spheres by Habermas in the context of instructional leadership capitalizing on the personal observation and experiences of the author as a teacher and as an instructional leader aiming to ameliorate the involvement of teachers in the teaching performance assessment. Thus, this is recommended to be rolled out and undergo cycles of implementation to possibly promote transformational instructional leadership in the country.

show abstract

Principals’ Schema: Leadership Philosophies and Instructional Leadership

Cited by 9 publications

References 65 publications

The Impact of Covid-19: What School Principals as Instructional Leaders Act?

The Impact of Covid-19: What School Principals as Instructional Leaders Act?

Untitled

Fostering Transformational Instructional Leadership Vis-À-Vis Recalibrated Hamline Plan Through Assimilated Habermasian Public Spheres

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