Values-Centered Leadership: Insights from Schools that Underperform (original) (raw)
Related papers
2018
This article reports on the processes and procedures employed to develop a validated questionnaire as an instrument to measure the practice of values-based leadership (VBL) among the school leaders. It was decided that a specially tailored instrument to relevantly measure the practice of VBL among the school leaders in the country needed to be developed although there were existing instruments available. The development of this instrument was based on the management and leadership context of the country. The study objectives were to identify questionnaire items based on specified domains and to assess the reliability of all the items. Content validity, face validity and construct validity have been considered for the study. Based on the literature, there were four main values regarded as the domains for the instrument development namely, Basic Values, Moral Values, Social and Political Values, and Professional Values. The sub-values were then identified and put under each relevant d...
Values-Based Leadership (VBL): Evidences from Selected School Leaders of Samar, Philippines
British Journal of Teacher Education and Pedagogy
In the formidable tasks of school leaders during these years, their challenges encountered in managing schools, teachers, and students, and the dire need to successfully implement quality education underscored the application of values as they lead their respective schools towards the attainment of the national educational goal. Values-based leadership (VBL) generally guides them to overcome daily school operations. Hence, this study was conducted to explore the views and perceptions of school leaders of Samar on values-based leadership (VBL), to examine their experiences as they apply VBL, and to probe their coping mechanisms in difficulties encountered. With phenomenology as the main method of inquiry, all participants ascertained positive views of VBL as it influences and motivates teachers and other school stakeholders. VBL gives assurance to help teachers grow as it is achieved during a heart to heart talk with the concerned teachers. However, conflicting values of teachers and...
The influence of values on educational administration: The School Principals’ perspective
2018
This qualitative study aims to unravel the elementary school principals’ perceptions about the influence of their values on educational administration. Ten school leaders from the town of Alexandroupolis, in Greece, were interviewed in order for data to be obtained. For the data analysis, the qualitative content analysis was used. The findings indicated that the school administrators acknowledged that their values have effects of paramount importance on how they exercise their administrative duties, and consequently, on the whole school function. The influenced domains that were specifically mentioned were almost all the administrative functions, apart from the function of controlling. From the data analysis, the reciprocal effect between school leaders’ values and school culture was also emerged. These findings provide further support for the importance of values in educational administration and for the need for their inclusion in the Greek school principals’ training and selection.
The Values of Principals in Elementary Schools-A qualitative approach
Journal of Advances in Education and Philosophy, 2018
This study explores (a) what Greek school principals value as important both for themselves as principals (desired values) and for other principals in school administration (desirable values), directly and indirectly; and the Greek school principals opinions (b) about the factors affecting their personal and professional values and (c) about the importance of values in educational administration. Twelve principals were invited to decide upon vignettes (hypothetical scenarios) for their values indirectly to be unraveled, whereas semi-structured interviews were applied for the participants‟ values directly to be investigated and the other two research questions to be answered. The data were analyzed with the qualitative content analysis. A consistent finding emerged between the principals‟ desired and desirable values, explored both directly and indirectly, was the prevalence of the values of consequences for immediate clients (students, educators and parents) and collaboration. Regarding the factors impacting on principals‟ personal values, family, friends, and the Christian religion were mentioned as highly influential, while the principals‟ professional values were shaped mostly through their professional experience and their career path in Greek educational administration. However, interestingly, the principals‟ immediate supervisors seemed to affect mainly negatively the participants‟ professional values. These findings were found to reinforce and extend the research indicating the significance of values in educational administration, and they are discussed in terms of their implications for value-led principalship and principals‟ professional development.
Leadership Styles and Value Systems of School Principals
American Journal of Educational Research, 2014
The reforms conducted in the field of education are directed towards the changing manner of school management. The change is expressed in the transition from external supervision of schoolwork to the empowerment of school's staff, with a change of the principal's and teacher's roles. It requires accountability from school's principles and staff inproviding results of teaching and effective functioning of the school. The goal of this paper is to review research literature in order to determine the most effective leadership model in the new conditions of school management. In order to attain this goal, a consistent review of literature was performed on the following subjects: leadership evolution; transformational and transactional leadership styles; the links between a leadership style and organizational variables; the relationship between value systems and leadership styles of school's principles. Approaches, methods, models, and means are analyzed during the examination of leadership evolution. Many studies reveal that leadership behavior is an important predictor of its effectiveness. A comparative examination of transformational and transactional leadership styles gives evidence for preference of transformational style relative to its influence on organizational variables. The literary review indicates that transformational leadership essentially improves the functioning of school and teaching processes. The effect of a value system on leadership styles of school principals is examined. As a result, it is determined that principals with a moral value system lean more towards a transformational leadership style and principals with a pragmatic value system lean more towards a transactional leadership style. Thereby, the review shows that effective leadership can be provided as a result of searching for correlations between the value systems and leadership styles.
In this study, the relations between value-based leadership and distributed leadership behaviors of school principals were defined on the basis of the views of the primary school teachers. A casual research was designed for this. 225 primary school teachers were took part in study group determined the maximum variation sampling method. Data were gathered by scale of Values-Based Leadership and Distributed Leadership Inventory. Confirmatory and exploratory factor analyses were used to define construct validity of the scales. Pearson’s Product Moment Correlation and Multiple Linear Regression Analysis techniques were used in the analysis processes. Findings showed that there were .74 positive correlation between Value Based Leadership and Distributed Leadership. The results of regression analysis indicated that the distributed leadership was explained by value-based leadership from 27% to 43%. Four dimensions for distributed were leadership were team work (41%), support (47%), vision creating (43%) and control (27% of).
Exploring Leadership Practices in the Lens of School Leaders at Primary Level
Leadership is a critical aspect of any organization, and educational institutions are no exception. School leaders play a vital role in shaping the vision and direction of a school, creating a positive school culture, and providing effective leadership to teachers and staff. Effective school leadership has been linked to improved student achievement, teacher satisfaction, and a positive school climate. However, leadership in the context of educational institutions is complex and multifaceted, and there is still much to be understood about the role of school leaders and their impact on school success. This research paper aims to explore the concept of leadership in the context of school leaders, including their roles, qualities, and challenges. This study used a qualitative research methodology, interviews were conducted with a total of four school leaders (head teachers) from different schools in the same town. Data was analyzed through systematically (organizing, transcribing, coding, categorizing) and using thematic analysis. The results of this study show that effective school leaders possess a combination of skills, qualities, and knowledge that enable them to manage the complexities of the education system, build relationships, and inspire others. This investigation yielded five school leadership practices: development of school plans, handling teammate suggestions, presence adds value, criticism handling, and task delegation. It is recommended that the administration and all stakeholders recognize the importance of motivating school leadership/headmasters/headmistresses and providing them with a smooth environment and the necessary resources to implement innovative approaches in their schools that improve quality teaching/learning. Furthermore, additional mixed method research on this issue is proposed in order to reach in-depth insights and aspirations.
Unpacking the effective school leader
2017
Cummins, 2013) that the 'school leader' (the principal or Head) remains the most influential force in optimising schooling outcomes and in bringing about the required circumstances for school improvement agendas. Compared to the past a contemporary school leader is required to navigate and work within multifaceted and increasingly complex contexts (Markow, Marcia, & Lee, 2013; Mulford, 2008). To maximise effectiveness in the multi-dimensional school environment Fullan (2014) posits an effective school leader requires a repertoire of skills the acumen to synchronously act as an agent of change able to move people, a leader of learning able to model and shape conditions for learning and be a systems player able to benefit from and contribute to systems improvement (p.3). In summary, an effective leader is someone who is able to "pull all the pieces together and not leave anyone working in isolation" (Harvey et al., 2013 p.22). So, what constitutes effective school leadership? In this article, educational researchers, experienced school leaders and education practitioners share their insights into school leadership. These insights culminate the 2016 Tokyo International Education Conference (IJICC, 2016) themed on Global Leadership. To explore such a question, the authors have chosen five elements for discussion. These themes centre around leaders embracing a moral purpose and creating conditions for change; leading learning in the school; the changing role of leadership in a complex and multi-facetted context and finally leading collaboration of all stakeholders. This detailing provides a foundation for the exploration of school leadership from the perspective of all stakeholders. 1. Embracing of a Moral Purpose A deeply considered moral purpose informs leaders and teachers who wish to effect sustainable change in their schools (Hargreaves & Fullan, 2012). Communicated clearly, consistently, and inclusively, a moral purpose becomes a guide for the stakeholders of a community to reference and evaluate their decisions and actions. Fields (2007) points out that when leaders articulate and