School effectiveness and improvement practices in excellent schools in Malaysia and Brunei

Ghani, Muhammad Faizal A.; Siraj, Saedah; Radzi, Norfariza Mohd; Elham, Faisol

doi:10.1016/j.sbspro.2011.03.355

Cited by 12 publications

(16 citation statements)

References 5 publications

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“…Sammons et al (1995) not only validated earlier studies but extended them and provided a detailed image of factors contributing to the success of high-performing schools. In line with the aforementioned studies, recent works show increasing research interest in exploring the characteristics of highperforming schools in order to be informed about the contributing factors in their success (Demie & Lewis, 2010;Demie & McLean, 2007;Lewis & Demie, 2015;Muhammad Faizal, Saedah, Norfariza, & Faisol, 2011;Shannon & Bylsma, 2007). However, one of the common factors found in these studies is a "strong, purposeful, and shared leadership" with a strong determination for school change and improvement.…”

Section: Malaysian Online Journal Of Educational Management (Mojem)mentioning

confidence: 85%

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Multiple-Oriented Leadership Behavior and School Performance: A Multiple-Case Study

Bahadur¹,

Bano²,

Waheed³

et al. 2017

MOJEM

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Constant efforts have been made to improve the quality and performance of schools in Pakistan. Research has shown that leadership is a driving force in bringing about revolutionary changes in schools. This qualitative multiple-case study explores the task-oriented, relationoriented, and change-oriented leadership behaviors in selected highperforming schools in Quetta, Balochistan, Pakistan. Data were collected through in-depth semi-structured interviews from a total of 12 participants selected via purposive sampling. The participants included principals, assistant principals, and teachers from two high-performing schools. Data were analyzed using the grounded theory approach involving open coding, axial coding, and selective coding. The findings showed that leaders in selected high-performing schools exhibited adaptive leadership behaviors. The effective and continuous monitoring, proper planning, assigning and clarifying tasks, and efficiently distributing budgets were some of the task-oriented leadership behaviors in selected high-performing schools. The relation-oriented leadership behaviors were determined to be shared decision-making, establishing a friendly and trusting relationship, being open and honest, and recognizing contributions. Being active and ambitious, having strong vision, and commitment to change were the change-oriented leadership behaviors shared across selected schools. The findings of this study can be of use to the Ministry of Education Pakistan and the Education Department of the Government of Balochistan.

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Section: Malaysian Online Journal Of Educational Management (Mojem)mentioning

confidence: 85%

“…They also encourage and motivate teachers to be innovative and creative. These types of school principal behaviors influence school performance (Marks & Printy, 2003;Muhammad Faizal et al, 2011).…”

Section: Leadership In Schoolsmentioning

confidence: 99%

Multiple-Oriented Leadership Behavior and School Performance: A Multiple-Case Study

Bahadur¹,

Bano²,

Waheed³

et al. 2017

MOJEM

View full text Add to dashboard Cite

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“…School effectiveness is the all efforts of schools to make changes to improve level of students' achievements, and this term has been widely used since the 1960s [1]. Instructional leadership c. High visibility is maintained.…”

Section: Instructional Leadershipmentioning

confidence: 99%

The Relationship between Instructional Leadership Style, Trust and School Culture

Şenol¹,

Lesinger²

2018

Leadership

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School culture is a phenomenon that is created by students, teachers, administrators, parents, and other school staff members. It is formulated and operated by the school administrators. School culture is acquired in form of habits, beliefs, perceptions, behaviors, and norms, and influences every aspect of how a school functions, including the methods of communication and the style of leadership of the school. Organizational trust in schools may not be formulated without school culture and the stakeholders of education are the key actors, who play crucial roles at the provision of organizational trust. Quality of the communication among administrators and other stakeholders plays an important role in constructing trust in a school, increasing motivation, and creating opportunities to express the needs and expectations to each other. Different perceptions among teachers and school administrators on educational leadership may cause problems regarding the organization of the school. This may in turn become a source of organizational conflict. This chapter involves the definition of instructional leadership, general features of an instructional leader, reconceptualization of instructional leadership as distributed leadership; concept of school culture and its features; and concept of institutional trust and role of instructional leadership in constructing school culture and trust in schools.

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“…Gerencia, Año 26 No. 93, 2021 dependen en gran medida de la tecnología (Faizal et al, 2011). Cuando existe una nueva técnica y las empresas tienen que decidir su adopción, toman una decisión tecnológica en aquellos casos donde se aumenta la eficiencia y se obtienen beneficios (Gradwell, 1999).…”

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“…Cuando existe una nueva técnica y las empresas tienen que decidir su adopción, toman una decisión tecnológica en aquellos casos donde se aumenta la eficiencia y se obtienen beneficios (Gradwell, 1999). Faizal et al, (2011), agregan que los investigadores sugieren una mayor observancia de las tendencias tecnológicas, que permita reducir la probabilidad de falla ante la falta de continuidad tecnológica. Además, de identificar el nivel de tecnología y su madurez como factores decisivos de la inteligencia tecnológica en el contexto de cambio.…”

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Uso de las tecnologías de la información en los procesos decisorios: un análisis bibliométrico

Valle

Walle-Vazquez

Alvarez-Aros

2021

RVG

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Se llevó a cabo un estudio bibliométrico para examinar la incidencia de las tecnologías de la información en los procesos de toma de decisiones; para lo cual se efectuó una búsqueda de los artículos presentes en publicaciones Scopus. La búsqueda arrojo 1220 artículos a los que se les calculó los indicadores de cantidad, calidad y de estructura. Los resultados muestran una dispersión del conocimiento con tendencia creciente en la generación de investigación en la toma de decisiones tecnológicas en Estados Unidos, China y Reino Unido. Además, esta tendencia está dada por autores con densidad de colaboración, producción e influencia, dispersos en China, Estados Unidos, Reino Unido, Canadá, Corea del Sur, España, Alemania y Australia. Se concluye que la investigación sobre toma de decisiones con apoyo en las tecnologías se enfoca en subtemas como toma de decisiones multicriterios, topsis, evaluación de tecnología sanitaria, energía renovable, sustentabilidad y evaluación de tecnología, lo que demuestra que las investigaciones al respecto se focalizan a partir de las necesidades de mercado.

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School effectiveness and improvement practices in excellent schools in Malaysia and Brunei

Cited by 12 publications

References 5 publications

Multiple-Oriented Leadership Behavior and School Performance: A Multiple-Case Study

Multiple-Oriented Leadership Behavior and School Performance: A Multiple-Case Study

The Relationship between Instructional Leadership Style, Trust and School Culture

Uso de las tecnologías de la información en los procesos decisorios: un análisis bibliométrico

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