Professional development: perceptions of benefits for principals

Hourani, Rida Blaik; Stringer, Phil

doi:10.1080/13603124.2014.904003

Cited by 17 publications

(12 citation statements)

References 20 publications

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“…Among the 62 articles, 89% were empirical (e.g. Arar, 2014, 2016; Badri and Mohaidat, 2014; Elmeski, 2015; Emira, 2010; Hourani and Stringer, 2015; Kanan, 2005; Litz and Scott, 2017; Mattar, 2012, 2016; Shapira et al, 2010, 2011), 8% (5 articles) were commentaries (i.e. Algarni and Male, 2014; Elmelegy, 2015; Gaad et al, 2006; Hammad, 2013; Macpherson et al, 2007), and 3% (2 articles) were conceptual (i.e.…”

Section: Resultsmentioning

confidence: 99%

Knowledge production on educational leadership and management in Arab societies: A systematic review of research

Hallinger¹,

Hammad²

2017

Educational Management Administration & Leadership

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The study that we report in this paper was undertaken within the context of recent efforts to diversify the global knowledge base in educational leadership and management (EDLM). This systematic review of research synthesized trends in EDLM research from Arab societies published between 2000 and 2016. In contrast with Oplatka and Arar's (2017) recent review of theories and findings within the Arab EDLM literature, this review focused on synthesizing trends in knowledge production. The review employed systematic methods to identify 62 articles published in nine core international EDLM journals. Information was extracted from the articles and analyzed using quantitative methods. Trends identified in the review were benchmarked against findings reported in recent reviews EDLM research from other developing societies in Asia and Africa. The review found that the Arab EDLM literature is relatively small, largely of recent vintage, and geographically dispersed. No ‘centers of research excellence’ were identified either in terms of societies or universities within the Arab world. The Arab EDLM literature is composed primarily of empirical studies with few conceptual or review papers. The authors conclude that this is an ‘emerging literature’ which bears similarities to literatures from other developing societies in Asia and Africa. Recommendations for strengthening future EDLM research from this region center on developing research capacity through international networking among Arab scholars and encouraging scholars to conceptualize distinctive features of leading and managing in Arab societies.

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Section: Resultsmentioning

confidence: 99%

Knowledge production on educational leadership and management in Arab societies: A systematic review of research

Hallinger¹,

Hammad²

2017

Educational Management Administration & Leadership

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“…Specific to the lack of alignment of PD to a continuum of PD throughout a principal's career, this data conflicted with leadership development theory which asserts that individuals learn at different rates and in different ways and require specific skill development as they move through that career continuum (Day et al, 2014). As national and international research has demonstrated, even after being on the job for three or more years principals state they require ongoing support and development (Adamowski et al, 2007;Hourani & Stringer, 2015). The data reflected a need for districts to provide a purposeful and systematic process that ensures principal PD throughout a principal's career.…”

Section: Effective Pd Constructs Alignmentmentioning

confidence: 99%

An Examination of Principal Professional Development and its Alignment to Professional Standards and Professional Development Constructs

Rodriguez

Moradian-Watson

Yukhymenko

2021

JSARD

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Principals need and require specific professional development that is rigorous, effective, and aligned to professional leadership standards and effective professional development constructs. This case study examined the professional development strategies, and practices, used by school districts and their alignment to the California Professional Standards for Educational Leaders (CPSEL) and effective professional development constructs. School district administrators and principals representing the Southern San Joaquin Valley, a predominantly rural area of California, participated in this research via interviews and focus groups. This research is critical as rural areas are often underrepresented in educational research. The findings indicate a lack of intentional alignment of principal professional development with professional standards and professional development constructs. The findings call for districts to take an intentional approach to principal development that is aligned with these frameworks to ensure principals are provided with effective and rigorous support for their educational leadership, growth, and development.

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“…Also, the interview is used to determine if the candidateis highly capable in the areas of strategic planning, supervision, decision-making and time management, and knows how to properly conduct a meeting…reveal the level of the candidate’s interpersonal skills, including his or her ability to work with others and consider diverse viewpoints (Al-Taneiji, 2012: 2)Selected candidates must attend training workshops on strategic planning, school supervision, school community, social issues, and assessment and earn a good performance report after one year as a principal. The UAE has also established professional standards for educational leaders (Hourani and Stringer, 2015; Ibrahim and Al-Mashhandany, 2012) and provides various professional development programmes to assist in the development of principals. For example, the Abu Dhabi Education Council founded a programme titled Qiyada designed to educate principals ‘in the development and training in strategic leadership, methods of leading people, organizations and communities’ (Hourani and Stringer, 2015: 307).…”

Section: Literature Reviewmentioning

confidence: 99%

“…The UAE has also established professional standards for educational leaders (Hourani and Stringer, 2015; Ibrahim and Al-Mashhandany, 2012) and provides various professional development programmes to assist in the development of principals. For example, the Abu Dhabi Education Council founded a programme titled Qiyada designed to educate principals ‘in the development and training in strategic leadership, methods of leading people, organizations and communities’ (Hourani and Stringer, 2015: 307).…”

Section: Literature Reviewmentioning

confidence: 99%

Principal selection for Qatar’s government schools: Policy makers’, principals’ and teachers’ perspectives

Romanowski¹,

Sadiq²,

Abu-Tineh³

et al. 2019

Educational Management Administration & Leadership

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Research indicates that principals are critical in school reform since the implementation of policies and practices is to a large extent determined by the role that principals play in educational change. This study examines the principal selection process used in Qatar for the government schools and identifies knowledge and skills necessary for effective principals from the perspectives of policy makers, principals and teachers working in these schools. Qualitative interviews were held with three policy makers, 21 principals and 82 teachers in focus groups. Findings provide insight into the principal selection process and demonstrate that principals should develop their decision-making skills, should advance as instructional leaders and, since government schools are very diverse, principals must be able to manage issues of nationality, culture and equality. Recommendations are offered to improve the principal selection process for principals working in Qatar or other countries in the Gulf Region.

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Professional development: perceptions of benefits for principals

Cited by 17 publications

References 20 publications

Knowledge production on educational leadership and management in Arab societies: A systematic review of research

Knowledge production on educational leadership and management in Arab societies: A systematic review of research

An Examination of Principal Professional Development and its Alignment to Professional Standards and Professional Development Constructs

Principal selection for Qatar’s government schools: Policy makers’, principals’ and teachers’ perspectives

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