Problems Faced by Novice Principals in Malaysia: An Exploration Study

Saidun, Ramnan; Tahir, Lokman Mohd; Musah, Mohammed Borhandden

doi:10.5901/mjss.2015.v6n4s3p562

Cited by 11 publications

(19 citation statements)

References 7 publications

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“…Principals have to do a lot of work in a limited time because of the official correspondence that is required to be answered quickly. As a matter of fact, the intensive use of information technologies in school administrative work increases the workload of principals (Pollock and Hauseman, 2019;Saidun et al, 2015).) A research study in Canada showed that in primary and secondary schools, intensive e-mail volume, time devoted to meetings, teachers' reluctance for school work, guidance in the profession or to new beginners, time spent during the preparation of teachers' lesson plans, efforts to solve discipline problems in the school, and the selection of the right personnel for the school increased the workload (Leithwood and Azah, 2014).…”

Section: Resultsmentioning

confidence: 99%

“…Likewise, statutory audits, legal expansion of principals' responsibilities (Royal, 2008;Wells, 2013), some new tasks arising from education reforms (McGuinn, 2012;Miller, 2015), high level of community participation in schools (Hauseman, Pollock and Wang, 2017), dealing with uncertainty (Starr and White, 2008) and mandatory implementation of new practices through legal tasks and guidelines (Klocko and Wells, 2015) cause inflated workload. In addition, bureaucratic work (Şahin, 2007), community pressure (Royal, 2008), school-based management (Wylie, 1997), and intensive use of information technologies in school management (Pollock and Hauseman, 2019;Schiller, 2003;Crawford, 2012;Saidun, Tahir and Musah, 2015), reducing the number of assistant principals due to budgetary constraints, accountability policies and demands of local policy makers may increase workload of principals (West, Peck, Reitzug and Crane, 2014).…”

Section: Introductionmentioning

confidence: 99%

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School Principals’ Opinions on the Meaning and Sources of Workload

Türkoğlu

Cansoy

2022

Int. J. of Cont. Edu. Res.

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The purpose of this research is to examine various factors affecting workload of principals including psychological effects and coping strategies. A semi-structured interview was conducted with 13 principals. Participants consisted of primary and secondary school principals in a province in the Western Black Sea Region, Turkey. According to the research, principals perceive workload as work that limits the time, they want to devote to improving education. Therefore, the main sources of workload were perceived as having to run errands at school, time pressure, human resource-based problems, unnecessary formal daily routines and high email volume. Finally, it was found that principals' coping strategies were not effective, and that workload caused work-family conflict, stress and emotional wear and tear. Thus, this research contributes to the theoretical framework related to workload. It is suggested to organize bureaucratic procedures in schools, share leadership, establish training programs for principals, raise awareness of principals on time management, and employ assistant principals and other technical personnel where there is staff shortage.

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Section: Resultsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

School Principals’ Opinions on the Meaning and Sources of Workload

Türkoğlu

Cansoy

2022

Int. J. of Cont. Edu. Res.

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“…The increasing pressures placed on them can only lead to what Freudenberger (1974) termed burnout syndrome: ‘a state of mental and physical exhaustion caused by one’s professional life’ (160). With the stress imposed by accountability systems in which school performance is tied to student achievement especially with the increase of such accountability and standardization in recent years in western countries (Oplatka and Hemsley-Brown, 2012; Philips et al, 2007; Saidun et al, 2015; Starr, 2011) very few educators are interested in becoming principals (Byrne-Jiménez and Orr, 2012). Increasing pressure, daily stress and other various factors also contribute to an increasing shortage of principals (Buchanan, 2002; Howley, Andrianaivo, and Perry, 2005) and overall low performance (Leithwood et al, 2008; Maslach et al, 2001; Ten Bruggencate et al, 2012).…”

Section: Introductionmentioning

confidence: 99%

Principals and stress: Few coping strategies for abundant stressors

Mahfouz¹

2018

Educational Management Administration & Leadership

114

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Various job demands continue to be very stressing and exhausting for school administrators who have to work under unprecedented pressure. This qualitative study explores the various stressors school administrators experience and the coping strategies they utilize to manage their stress. Findings show that the various stressors experienced by the school administrators do affect their job performance and their own wellbeing. Principals mentioned three main types of stressors related to work, relationships and time. They also experienced some unpleasant feelings in response to these stressors such as guilt, a sense of unfairness, loneliness, or disappointment. However, their coping strategies comprised of spending time with loved ones and having an outlet outside work. Implications for social emotional skills-based professional development programmes for school administrators are discussed.

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“…In addition, to achieve the educational objectives a principal must prepare educational programs related to social activities (Berkes & Ross, 2013;de Morais & Rapsová, 2019). Social activities will later form the school's self-expression in carrying out the programs and activities that have been prepared (Bedell, Coster, Law, Liljenquist, Kao, Teplicky, … & Khetani, 2013;Saidun, Tahir, & Musah, 2015). With this social activity, the school will have more appeal to the community, especially in participating actively in supporting the learning independency policy in schools.…”

Section: The Principal's Efforts To Increase Community Participation mentioning

confidence: 99%

The Principals’ Efforts in Facilitating the Freedom to Learn by Enhancing Community Participation in Indonesia

Maisyaroh

Juharyanto

Bafadal

et al. 2021

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The latest ‘freedom to learn’ policy, issued by the Minister of Education and Culture of the Republic of Indonesia, must be implemented by educational institutions at various levels. The principals played significant roles such as community empowerment to utilize all resources in the schools to support the policy. The research aimed to describe the principals’ efforts in improving community participation in the school and to describe the social involvement in facilitating the freedom to learn at schools. This study employed a qualitative approach with a multi-case research design, and it was conducted in Indonesia, particularly in Tana Tidung Regency in North Kalimantan, Bondowoso Regency in East Java, and Malang City in East Java. The data collection techniques included in-depth interviews and document studies, and to validate the data used a credibility technique. The data validation through the credibility technique was carried out by conducting triangulation, checking members, and improving the persistence and adequacy of reference materials. The cross-case data analysis in this study applied a constant comparative method. The analysis was conducted in all three cases resulted in the provisional findings, continued by data comparison that would later be found by the three cases. The results of this research were the principals’ efforts in enhancing community participation through cooperation with several related parties. The principals were regarded as role models in supporting the ‘freedom to learn’ policy and building cooperation with related partners. The kind of community participation varied based on the uniqueness of each region.

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Problems Faced by Novice Principals in Malaysia: An Exploration Study

Cited by 11 publications

References 7 publications

School Principals’ Opinions on the Meaning and Sources of Workload

School Principals’ Opinions on the Meaning and Sources of Workload

Principals and stress: Few coping strategies for abundant stressors

The Principals’ Efforts in Facilitating the Freedom to Learn by Enhancing Community Participation in Indonesia

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