School Principals' Self-Perceptions of Their Roles and Responsibilities in Six Countries (original) (raw)
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By comparing the roles and responsibilities of principals from the city of Rzeszow (Poland) and the Atlanta area (Georgia, U.S.A.), this study contributes to a better understanding of school leadership in the two countries. Participating principals included 148 from the United States of America, and 74 from Poland. A researcher designed a Likert-scale questionnaire on the roles and responsibilities of principals in seven leadership areas: character, professional knowledge, professional skills, administrative style, administrative duties, personnel management, and student affairs management. This was supplemented by a survey of three open-ended questions on the principals' major responsibilities, challenges, and fulfillment. The mul-tivariate analysis of covariance was used for data analyses with gender and age as control covariates. The results of the data analysis indicated significant differences between Poland and the United States in overall responses and three leadership areas: principals' knowledge, styles, and duties.
The Functional Tasks of School Principals in Improving Educational Outcomes
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This research uses the descriptive survey method to demonstrate school principals' functional tasks' role in improving educational outcomes. A questionnaire was applied to the sample comprising (n=311) individual, who was selected using a random cluster method. The respondents reported that school administrations have a moderate role in improving educational outcomes on all axes. School administrations perform their functional role at a high level, while teachers believe school administrations perform their role at a medium level. Technical and administrative functional tasks were the most performed by the school administration and at a moderate level. The school administration's fourth axis related to parents was the least performed. The findings also showed that School principals are working to improve educational outcomes to a medium degree and that the knowledge outputs field topped the axes, followed by the skills field. The emotion field ranked last. However, the r...
Analysis Principals' Perception of Their Role as School Leader in Relation to School Effectiveness
A series of studies in the literature on educational leadership and school effectiveness have placed school leadership at the center of school effectiveness and school improvement. This research seeks to explore the perceptions of a small number of principals regarding their role in relation to school leadership and school effectiveness. Taking a qualitative approach, data was collected through semi-structured interviews with the principals of A-accredited schools located on Lombok Island, Indonesia. The research was guided by three research questions: What is the perception of school principals’ on their role as school leaders and do how they undertake it in practice? How is school effectiveness understood by the principals? What is the relationship of their role to school effectiveness? Several limitations were faced in this study. The first is that socio-economic status (SES) was not considered, as it only examined principals from A-accredited schools and did not look into B and C-accredited schools as well. Furthermore, it did not include teachers, students and parents as participants who experience the effectiveness of the school. The research suggests that firstly, the interrelation between a principal’s perception and their role strongly influences effectiveness within the school. Secondly, it is suggested that efforts to create school effectiveness have been linked with ideas of democratic leadership, strong academic emphasis, and the strong involvement of teachers, staff and students within the school context, and the principals had a collegiate management style and shared responsibilities. These findings enable suggestions for improvement, and offer a recommendation to develop a national policy for principals which can also be used by the higher education institutions to develop training and a framework for principals to continue their professional development in Indonesia.
International Journal of Humanities Social Sciences and Education (IJHSSE), 2018
The paper appraises the principals’ role and the perception of teachers in selected public secondary schools in Osun State of Nigeria. The paper specifically investigates the principals’ role performance and the teachers’ perception of the same role (instructional, administrative and human relations) in the selected public secondary schools. The survey research design was used for the study. The population consisted of the principals and the teachers in public secondary schools in Osun State, Nigeria. Altogether 210 respondents were sampled comprising 175 teachers and 35 principals randomly selected from the six geo-political zones (Iwo, Ikirun, Ife, Ilesa, Osogbo and Ede) in Osun State. Thirty-five (35) schools were randomly selected from the list of all the secondary schools in the six zones in Osun State. Two sets of questionnaire were used for data collection. These were: Principals’ Role Performance Questionnaire and Teachers’ Rating of the Principals’ Role Performance Questionnaire. The data collected were analysed using descriptive statistics. The results showed that about 78% of the principals claimed to perform the administrative role very well while 62.5% and 59.4% performed the human relations and the instructional roles respectively. However, the rating of teachers showed that only 37.5% of the principals actually performed the instructional role, 70.9% performed the administrative role while 64.5% performed the human relations role in the schools. The general view of the teachers on the principals’ actual performance of their role is that principals perform more of administrative role and human relations role than instructional role in the school. It was concluded that promoting and intensifying the instructional role of the principal is capable of enhancing the students’ academic performance in schools.
School Principals’ Administrative Characteristics and the Effects on the Development of Students
European Journal of Education Studies, 2018
This study aiming to determine the managerial characteristics of the school principals and to reveal the effects on the development of the students was planned in a qualitative case study model. The study group was 16 undergraduate students. The semi-structured letters were used as a means of collecting data in this study written by undergraduate students to the school principals. The findings were analyzed by using content analysis technique. The findings show that school principals exhibit both positive and negative personal characteristics. The most frequent positive personal characteristics of the school principals were good-humored, neat, sympathetic, fair, tolerant, and respectful. The most frequent negative personal characteristics were authoritarian, punitive, normative, strict, and distant attitudes. The school principals exhibit positive administrative features such as to display solution-focused management, to create positive school culture, to make staff feel valuable, a...
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By comparing principal profiles in China and the United States) this study would contribute to a better understanding of school leadership in the two countries. Participating principals included 144 from two states in the United States and 77 from seven provinces of China. A researcher designed Likert-scale questionnaire covered the principals) profiles in seven leadership areas: character) professional knowledge) professional skill) administrative style) administrative duties) personnel management) and student affairs management. This was supplemented by a survey of three open-ended questions on principal's responsibilities) challenges) and fulfillment. The findings of quantitative data were compared with those of qualitative data. Results of data analysis indicated significant differences in four leadership areas: principals) administrative skills) duties) personnel management) and student affairs management. In almost all areas of the profile) Chinese principals were found t...
Psychology and Education: A Multidisciplinary Journal, 2024
This study aimed to determine the principals’ managerial roles as correlates to school performance which served as basis for an enhanced management training workshop during the school year 2023-2024. The perception of the two groups of respondents on the managerial roles of school principals. The school administrator-respondents obtained a grand weighted mean of 3.63, while the teacher-respondents obtained 3.65, which were both verbally interpreted as Strongly Agree. Significant difference between the perceptions of the two groups of respondents as regards the managerial roles of school principals. There is no significant difference between the perceptions of the two groups of respondents as regards the managerial roles of school principals except in the aspect of teamwork.School performance rating during the school year 2022-2023.The school performance rating achieved was 4.31 which was given an adjectival rating of Very Satisfactory.Significant relationship between the managerial roles of the principals and the school performance. There is no significant relationship between the managerial roles of the principals and the school's performance.