PhD Student in Educational Leadership (original) (raw)
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International Journal of Managerial Studies and Research
Education is a strategic and useful tool in developing the potential of students to become human beings who have faith and are devoted to God Almighty, noble, healthy, knowledgeable, capable, creative, independent, and become democratic and responsible citizens, as stated in the Law of the Republic of Indonesia Number 20 of 2003 concerning the National Education System. Education also aims to improve the quality of Indonesian human resources through heart processing, taste, and sports, to produce people who are knowledgeable, characterized and cultured, so that they are highly competitive to face global challenges. Therefore, education must continue to be improved to be able to achieve goals effectively and efficiently (Futrell, 2010). According to Taylor (2012), improving teacher performance must continue to be done at each level of education to improve the quality of education graduates to become quality human resources. It is believed that quality human resources are the most decisive factor in spurring growth in various fields of development. The availability of quality human resources will encourage the Indonesian people to be able to achieve excellence in producing quality works and be able to compete with other nations at the global level. However, the reality on the ground is that teacher performance has not yet shown the achievements as expected and still needs improvement and improvement. Based on a preliminary study of A-accredited private junior high school teachers in the Depok City area, obtained some information obtained from the results of teacher performance assessments (PKG) by the School Principal in academic supervision and school supervisors, namely that private Junior High School teachers are accredited A in the region The city of Depok is mostly underperforming with a range of values between 61-75 (adequate category), whereas based on the Regulation of the Minister of Administrative Reform and Bureaucracy No. 16 of 2009 which classifies performance values namely 91-100 in excellent categories (performance above standard), 76-90 categories in good
2015
This study investigated the relationship between principal leadership behaviors and the level of teacher motivation in a specific region of Virginia, within school divisions that have at least one elementary school designated as a focus school. This study will examine whether the relationship between leadership and motivation differs in elementary schools classified as focus, in-improvement and those with no designation as defined by the flexibility waiver received by Virginia Department of Education. Of particular interest are the specific principal behaviors within each leadership style that support increased levels of motivation in elementary teachers. This study was relevant because there were increased accountability measures pertaining to student achievement for public schools due to the federal mandates from No Child Left Behind Legislation (2002), and the revised ESEA waiver (2012). This study found that teachers’ perceptions of principals’ transformational behaviors were mo...
Raising Student Achievement: Building A Model for Teacher Leadership
Research abounds in what makes an effective school but there is limited research on how principals use such research to drive school improvement. This paper draws on the guidance of the school improvement literature and claims that the most pivotal element in raising student outcomes is the classroom teacher (Darling-Hammond & Rothman, 2011; Hattie, 2008). It explores one school’s pathway to improving student learning via focusing on building teacher leadership. In doing so, it offers a guide to Principals and Heads of schools wishing to raise student attainment and improve the learning outcomes of their school community.
Educational Leadership: Empowering Minds, Inspiring Success
Amazon, 2023
In the dynamic field of education, effective leadership is paramount to fostering a culture of growth, innovation, and success. Educational leaders serve as beacons of inspiration, guiding students, educators, and institutions toward their highest potential. They possess the remarkable ability to empower minds, ignite passion, and shape the future of education. With great pleasure, I introduce this book, "Educational Leadership: Empowering Minds, Inspiring Success." This comprehensive and insightful guide delves into the multifaceted world of educational leadership, offering a wealth of knowledge, strategies, and practical advice for aspiring and seasoned leaders alike. The authors of this book have harnessed their deep understanding of educational leadership and their vast experience in the field to create a resource that is both actionable and transformative. They navigate the intricacies of leadership styles, examining the strengths and limitations of each approach and showcasing their applications in educational settings. From transformational leadership to instructional leadership, from ethical leadership to servant leadership, this book comprehensively explores leadership styles that can help educational leaders excel in their roles. Beyond leadership styles, the book dives into critical topics such as promoting equity and inclusion, embracing technological advancements, navigating policy changes, managing limited resources, and fostering parent and community engagement. It also emphasizes the importance of emotional intelligence, self-reflection, and continuous professional growth for effective leadership. With each chapter, the authors provide actionable insights and practical strategies that leaders can implement to create meaningful change and empower students and educators. What sets this book apart is its unwavering focus on student success. The authors recognize leadership's significant impact on student outcomes and highlight the need for leaders to create a student-centered environment. Leaders can inspire minds and propel students toward excellence by fostering a culture of continuous improvement, promoting best practices in teaching and learning, and providing opportunities for student leadership and agency. As I reflect on the importance of educational leadership, I am reminded of leaders' profound influence on shaping the lives of individuals and the broader society. Educational leaders have the power to ignite a spark within students, instilling in them a love for learning, a thirst for knowledge, and the confidence to pursue their dreams. They create inclusive and supportive environments where students can thrive, excel, and contribute meaningfully to the world. I commend the authors for their dedication, expertise, and commitment to excellence in educational leadership. Their collective wisdom and insights will undoubtedly inspire and empower leaders to make a lasting impact in the lives of students and the educational community. To all the educational leaders, administrators, educators, and individuals passionate about creating positive change in education, I urge you to delve into the pages of this book. May it serve as a guiding light, empowering your journey and inspiring you to become the transformative leader our educational system needs. Together, let us embrace the noble mission of educational leadership and empower minds to achieve the extraordinary. Through our collective efforts, we can create a future where every student has the opportunity to flourish, succeed, and become the leader of tomorrow.
2015
This study investigated the relationship between principal leadership behaviors and the level of teacher motivation in a specific region of Virginia, within school divisions that have at least one elementary school designated as a focus school. This study will examine whether the relationship between leadership and motivation differs in elementary schools classified as focus, in-improvement and those with no designation as defined by the flexibility waiver received by Virginia Department of Education. Of particular interest are the specific principal behaviors within each leadership style that support increased levels of motivation in elementary teachers. This study was relevant because there were increased accountability measures pertaining to student achievement for public schools due to the federal mandates from No Child Left Behind Legislation (2002), and the revised ESEA waiver (2012).