Rethinking School Principals' Leadership Practices for an Effective and Inclusive Education

Alkaabi, Ahmed M.; Abdallah, Asma Khaleel; Ibrahim, Hosam Rashad; Badawy, Hesham R. I.; Almammari, Suhair A.

doi:10.4018/978-1-6684-4680-5.ch004

Cited by 29 publications

(9 citation statements)

References 27 publications

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“…The school principal plays a leading role in creating a teaching and learning environment that thrives with ICT integration. According to Alkaabi et al (2022), the school principal as an instructional leader, performs the following duties: supervising curriculum implementation, promoting the development of teachers, supervising teachers, and establishing an environment that is conducive to learning, among many others. Therefore, this paper explored the factors influencing the leadership strategies of rural school principals in the integration of ICTs in teaching and learning in their schools.…”

Section: Statement Of the Problemmentioning

confidence: 99%

Rural primary school principals’ leadership strategies for ICT integration

Nhlumayo

2024

RESSAT

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This paper explored the factors influencing the leadership strategies of school principals in rural primary schools regarding the integration of information and communication technologies (ICTs) in the process of teaching and learning in their schools. School principals are responsible for ensuring that there is ICTs integration in their schools’ teaching and learning processes. Embedded within the theory of learning-centred leadership (LCL), school principals have a responsibility to lead, foster, manage, and support the learning process for teachers and learners in their schools. Thus, school principals need to be well acquainted with innovative technologies for teaching and learning amidst the Fourth Industrial Revolution (4IR), which is global, complex, and fast-paced, to lead learning through ICT integration. Underpinned by the interpretive qualitative approach and using a multiple case study as a research design, this study generated data from three selected South African rural primary schools through face-to-face interviews with the three school principals. Data were analysed thematically. Findings revealed that school principals’ leadership strategies are influenced by their attitudes towards ICT integration into teaching and learning, their exposure to ICT workshops, and their own judgements of their abilities in using ICT. The paper recommends customised in-service training for school principals and teachers to alter and improve their exposure to, attitudes, perceptions toward ICT integration in teaching and learning.

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Section: Statement Of the Problemmentioning

confidence: 99%

Rural primary school principals’ leadership strategies for ICT integration

Nhlumayo

2024

RESSAT

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“…In 2006, the UAE government launched the "School for All" Program under Federal Law No. 29. This program was introduced to promote inclusive education and ensure that learners with disabilities, referred to as "students of determination", have equal access to educational opportunities in all public, private, and other educational institutions in the UAE [16].…”

Section: Research Contextmentioning

confidence: 99%

“…This leadership imperative extends beyond adherence to policy. Inclusive leaders must effectively create schools that prioritize equity and nurture the academic achievement of all learners and their families within the community [28][29][30]. This requires setting a clear strategic vision, focusing on human and organizational development, and embracing a culture of inclusion at every level [28].…”

Section: Literature Reviewmentioning

confidence: 99%

A Qualitative Study on Dubai’s Inclusive Education Policy from School Leaders’ Perspectives

Massouti,

Al-Rashaida,

Alhosani

2024

Sustainability

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Inclusive education recognizes the diverse needs of students and ensures that each student has equal opportunities to learn and succeed. The Dubai government has implemented an inclusive education policy aimed at promoting equity and inclusivity in schools. This study aimed to investigate school leaders’ understanding, implementation, and perspectives of the Dubai Inclusive Education Policy Framework (DIEPF). To gather data, a qualitative study was conducted using semi-structured interviews with ten school leaders from private schools located in Dubai, United Arab Emirates (UAE). The findings show that school leaders have a strong understanding of the policy and deem it significant. This study also found evidence of effective strategies implemented by school leaders to promote inclusive education. However, challenges in the UAE resonate with those worldwide, such as inadequate funding, high student–teacher ratios, a shortage of specialized staff, and limited training opportunities for teachers. These findings emphasize the significance of ongoing professional development and training of educators involved in inclusive education. Implications for practice and suggestions for future research are provided.

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“…This result is not unexpected as several studies have stressed the importance of developing written rules to precisely define the tasks and duties of principal supervisors and set up a structure to continually direct their focus toward the highest standards. [7,21,29,38]. According to the study, principal supervisors' duties are changing to place a greater focus on instructional leadership [18].…”

Section: Vague Guidelines and Lacking Standards Of Practicementioning

confidence: 99%

The Roles, Challenges, and Needs of Principal Supervisors: A Case Study

Alkaabi¹,

Abdulla²,

Alriyami³

2023

Business, Management and Economics

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A crucial component of boosting, maintaining, and improving school performance is instructional leadership. In order for instructional leadership to thrive, leaders must be thoroughly supported and well-trained in the best practices of supervision. This chapter dives into the initiatives that the Abu Dhabi Education Council (ADEC) launched over a decade ago in the United Arab Emirates to help principal supervisors grow from being traditional enforcers of district policy to being supervisors involved in helping their principals develop their instructional leadership practices. A case study design will be employed to investigate principal supervisors’ perceptions of their day-to-day operations in leading the principals to whom they are assigned. Three overarching themes, which derived from a thematic analysis of the interview findings, will serve as a guide for the presentation of information contained in this chapter: (1) the duties and responsibilities of principal supervisors, (2) the obstacles principal supervisors face in fulfilling their obligations, and (3) the circumstances principal supervisors require for optimal leadership performance. At the close of the chapter, the authors offer suggestions to improve principal leadership practices as well as implications for further research.

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Rethinking School Principals' Leadership Practices for an Effective and Inclusive Education

Cited by 29 publications

References 27 publications

Rural primary school principals’ leadership strategies for ICT integration

Rural primary school principals’ leadership strategies for ICT integration

A Qualitative Study on Dubai’s Inclusive Education Policy from School Leaders’ Perspectives

The Roles, Challenges, and Needs of Principal Supervisors: A Case Study

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