Principals Use Research-Based Techniques for Facilitating School Effectiveness (original) (raw)
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IMRaD Journal, 2019
The increasingly complex environment of today’s schools makes a more challenging leadership role. The purpose of the study was to determine the initiating innovations and changes towards expanding knowledge and skills as a cross-sectional analysis of the principals’ leadership practices. The principals were found to be doing well or strong areas of leadership practices, particularly in expanding knowledge and skills and initiating innovations and changes. The perceptions of principals and teachers on principals’ leadership practices differ on initiating innovations and changes and expanding knowledge and skills. For the implications of the findings, the principals may need to improve the leadership practices, and making the stakeholders witnesses of these practices. The principal, as a leader on the school front, carries much of the leadership responsibility for an effective school program. Other factors affecting the leadership practices of principals as well as its effect on the school climate and culture and students’ achievement must be explored in future researches.
Implementing Innovations in Schools: A Concerns-Based Approach
1979
Tim Concerns-Based Adoption Model (CBAM) has been designed to describe change as it affects individuals and to prompt more successful change efforts. CBAM views the teacher as the focal point in schcol improvement efforts, yet also acknowledges social and organizational influences. This paper describes the application of the model to a curriculum implementation effort in revising the science curriculna in grades three to six in the 80 elementary schools of Jefferson County (Colorado). The design for curricula' implementation was based on an understanding of teachers' concerns and how they change over time. Two CBAM measures of teacher change i" *
A Model for Implementation of Innovations for Teachers
2007
Implementation of innovations for classroom use is a common requirement for educators. An understanding of change theory research and its relationship to implementing innovations is critical to facilitating adoption of innovations by teachers. After a careful analysis of the change literature and experience with implementing change programs, the authors developed a model for implementing innovations with teachers that considers the nature of change, the stages of change, and the interrelationships that occur during the stages of change. This includes the adoption and re-invention during implementation of an innovation. The Helm-Katz Model also addresses issues such as drivers of change, willingness to participate, the role of the change agent, and the effect of complexity on intention.
1982
A study of the effect of implementing educational innovations in local schools across the country explored several factors affecting successful improvement. This paper provides a general overview of the interrelation among these factors, with illustrative diagrams. Particular attention is paid to innovations requiring major changes in teacher behavior, involving 88 teachers at 48 sites. To develop an individually-focused model, researchers tested perceived benefits, degree of change, the level of use of the innovation, and fidelity to the criginal innovation concept. Possible predictors included elapsed time, hiring of additional staff, demanas of the innovation affecting practice, and readiness to implement the innovation. Potential factors affecting these variables included the teacher's use of time, the teacher's commitment, teacher characteristics, staff cohesiveness, group opinion of the practice, and financial and material support. Also considered were the sources of assistance available to teachers responsible for implementing changed. Results of the study showed teacher commitment and use of time as key factors. Researchers also developed a school-focused model, considering such additional factors as institutionalization of the innovation, plans for continuation, organizational change, the principal's role, teacher control of the innovation, and the institutional environment. Results stressed the principal's importance. (PGD)
1981
Researchers have only recently recognized that assertions by various educators that they have implemented educational innovations do not all_ mean the same thing or bear the same weight, according to the autfibrs of this report. Efforts made by the Research and Development Center for Teacher Education at the University of Texas at Austin to,formalize research on the implementation of innovations led to the development of two measurement concepts. The first of these, used when assessing the degree to which innovations have been implemented, is called levels of use of the innovation; the second, establishing a perspective from which to define an implemented innovation's operational form, is called innovation configurations. This report discusses several alternative perspectives from which implementation can be viewed, then details the characteristics of the innovation configurations approach. Several conceptual, methodological, and practical issues emerging from this way of defining the status of innovations are explored in the report's final section. (Author/PGD)
Results show dimensions of transformational leadership and participation in decision making along with teachers' feelings of uncertainty and professional development activities to influence the extent to which teachers change their practices according to the principles of the current innovation program and also the extent to which teachers agree with the principles. It is argued that school improvement research should pay more attention to the complex relationships between the conditions fostering innovation. The importance of analyzing conditions in the context of different innovation programs and the importance of recognizing feelings of uncertainty for school improvement research are discussed in greater detail.
Leading Schools for Innovation and Change: A Case Study of Successful Schools
Journal of TESON
This study explores the role and leadership management practices of head teachers in public schools. In schools, the leadership goals are for developing innovative and excellent student outcomes. The data were collected from interviews with five head teachers or principals of five schools. The findings showed that the innovative head teachers adopted several leadership strategies to enhance the school's success and quality enhancement. An innovative model for innovative leadership was developed that provided a road map of the influence for their leadership. This study makes clear that head teachers have experienced noticeable success in school’s quality enhancement through establishing innovative cultures. The findings of this study imply that leadership behavioral changes can lead to great positive impacts in improving school’s teaching and learning quality.
The Impact of Principal Training in Diffusion of Innovation Theory on Fidelity of Implementation
2010
The Impact of Principal Training in Diffusion of Innovation Theory on Fidelity of Implementation Districts and schools are constantly trying to find ways to increase student achievement. Research has shown a significant correlation between principal leadership skills and increased student achievement. Research has also shown a correlation between fidelity of implementation of new innovations and positive outcomes. This purpose of this study is to examine the correlation, if any, between principal knowledge of diffusion of innovation theory and the level of fidelity of implementation of a new innovation in the school. Since the significance of the quality of principal leadership is already established, and a link between successful implementation and improved outcomes recognized, then a correlation between the principal's ability to efficiently diffuse an innovation during the implementation phase of that innovation in classrooms would be significant to schools when adopting new programs or practices. A quantitative measure will be used to determine the level of fidelity of implementation in classrooms with principals receiving training on the theory and in classrooms with principals that had not received additional training. Recommendations on professional development of principals and stages of implementation will be made based on the outcomes of the study.