Strategy, context, and outcomes of competence development of high school principals, a qualitative study
Subject Areas : Educationali jafari rad 1 , adel zahed babolan 2 , massod moradi 3 , eisa samari 4
1 - Mohaghegh Ardebili University
2 - Faculty Member of Mohaghegh Ardebili University
3 - Faculty Member of Zanjan University
4 - : Faculty Member of Mohaghegh Ardabili University
Keywords: strategy, School Principals, Competence, context, outcome,
Abstract :
The lack of school principals competencies has made them fail to show capabilities required leading to their poor performance in their managerial and leadership roles. The current paper aims at identifing the strategy, context, and outcomes of competence development of high school principals in Tehran province. This is a qualitative paper based on Grounded theory. Thus, using a targeted approach and applying theoretical saturation criterion, semi-structured interviews were conducted with 17 individuals (seven expert faculty members specializing in the field of educational management, five educational staff principal in Tehran province and five school principals). The data validity was obtained through two methods for reviewing the participants and reviewing non-participant experts were used in the study. The results of the data analysis during the three stages of open coding, theoretical coding and selective coding represent 12 categories including: the pivotal phenomenon (required knowledge, required attitudes, required skills); strategies (create growth venters, providing direct training, implicit training); context (collaborative work culture, supportive atmosphere, decentralized structure; and outcomes, (improving learning quality, organizational growth, professional development).
Australian Institute for Teaching and School Leadership (2011).Australian Professional Standard for Principals. Available in www.aitsl.edu.au
Bichsel, Jillian Anthony(2008). Professional Development Needs and Experiences of Secondary Principals in Southwestern Pennsylvania. Submitted to the Graduate Faculty of The School of Education in partial fulfillment of the requirements for the degree of Doctor of Education
Bitterová.M. Hašková.A.& Pisonova.M(2014). School Leader`s Competencies in Management Area. Social and Behavioral Sciences.vol.149.pp.114-118
British Columbia Principals’ & Vice-Principals’ Association(2013). Leadership Standards for Principals and Vice-Principals in British Columbia. Available in www.bcpvpa.bc.ca
Bush, Tony (2008). Leadership and Management Development in Education. Sage Publications.
Canole, M., & Young, M. (2013). Standards for educational leaders: An analysis. Washington, DC.
Cavazos, A. J., & Ovando, M. N. (2012). Important competencies for the selection of effective school leaders: principals' perceptions (Doctoral dissertation, University of Texas).
Cox, S, G, (2007). Standards for School Leaders: Considering Historical ,Political and National Organizational Influences. A Dissertation Submitted to the Graduate Faculty of Auburn University, in partial fulfillment of the Requirements for the Degree of Doctor of Education.
Farkas, S., Johnson, J., & Duffett, A. (2003). Rolling up their sleeves: Superintendents and principals talk about what’s needed to fix public schools. New York: Public Agenda.
Farmer, J., Hauk, S., & Neumann, A. M. (2005). Negotiating reform: Implementing process standards in culturally responsive professional development. The High School Journal, 88(4), 59-71.
Greb, W. (2011). Principal leadership and student achievement: What is the effect of transformational leadership in conjunction with instructional leadership on student achievement? (Doctoral dissertation, Marian University).
Griffith, Helen Virginia(2012). The California League of Middle Schools’ Professional Development for Principals: A Model of Coaching and Mentoring. A dissertation submitted to the faculty of San Diego State University. In partial fulfillment of the requirements for the degree Doctor of Educational Leadership.
Karami, M., & Salehi, M. (2009). Competence-Based Management Development: A New Approach to Managers Training and Development. Tehran: Aijiz. (In Persian).
Labadi, Z. , Agha Ali Khani, E. (2013). Factors Affecting the Competency and Competency of Secondary and Secondary School Administrators in Malard City, Journal of Behavioral Sciences, Vol. 4, No. 11. (In Persian).
Mestry, R. &Grobler, B. R. (2004). The Training and Development of Principals to Manage Schools Effectively Using the Competence Approach, ISEA, 32 (3), 2 – 19.
Mestry, Raj and Singh, Prakash(2007). Continuing professional development for principals :a South African perspective. South African Journal of Education, Vol27(3).477–490
Nasiri, Fa., Mohammadi Shahd, E. (2014). A Review of the Relationship Between the Competency of Managers and the Components of the Organizer with Effectiveness of Organizational Management in Islamic Azad University, Hamedan, The two-part management of teaching organizations, Year 2, No. 1. (In Persian).
Pashiardis, Petros & Brauckmann, Stefan(2009). Professional development needs of school principals. Commonwealth Education Partnerships.
Pont, B. (2013). Learning Standards, Teaching Standards and Standards for School Principals: A Comparative Study (No. 99). OECD Working Papers.
Reynolds, M. E. (2010). The effect of context on teachers’ ability to innovate with information and communication technologies in secondary schools (Doctoral dissertation, University of Pretoria).
Safi, Ahmed (2005). The study of standards of school principals in the context of the history of education in Iran, Proceedings of the first scientific conference on standards and standardization in education (with emphasis on human resources standards), Ministry of Education, Office of Quality Improvement and Standards Strategy, Tehran. (In Persian).
Saunders, R. (2014). Effectiveness of Research-Based Teacher Professional Development:. Australian Journal of Teacher Education, 39(4).
Schleicher, A. (2012). Preparing Teachers and Developing School Leaders for the 21st Century: Lessons from around the World, OECD Publishing.
Shyr, W. J. (2017). Developing the Principal Technology Leadership Competency Indicators for Technical High Schools in K-12 in Taiwan. Eurasia Journal of Mathematics, Science and Technology Education, 13(6), 2085-2093.
Strauss, A., & Corbin, J. (2008). The basics of qualitative research (3rd ed.) Los Angeles, CA: Sage.
Supovitz,J.,sirinides,P.,& may,H. (2010).How principals and peer influence teaching and learning.Educational administration Quarterly,46,(1),31-56
Thanomwan.P. Dhatthakan.P(2013). Relationship between Administrators' Competencies and Internal Quality Assurance. Social and Behavioral Sciences.vol.116.pp.808-814
UNESCO. (2012). Pacific professional standards for school principals. Pacific islands forum secretariat.
Viitala . Riitta , (2005).”Perceived Development Needs Of Managers Compared To an Integrated Management Competency Model” , Journal Of WorkPlace Learning ; Vol . 17, No.7.
Waters, T., Marzano, R. J., & McNulty, B. (2003). Balanced Leadership: What 30 Years of Research Tells Us about the Effect of Leadership on Student Achievement. A Working Paper.
Yasini, A. (2010). Assessing the skills and competencies of high school principals in Tehran from the viewpoint of teachers. Master's thesis, Faculty of Education and Psychology, Shahid Beheshti University, Tehran. (In Persian).
Young, T. L. (2016). A qualitative phenomenological study of managers to reduce conflict between flight attendants after a merger (Doctoral dissertation, University of Phoenix).
Zheng, Q., Li, L., Chen, H., & Loeb, S. (2017). What Aspects of Principal Leadership Are Most Highly Correlated With School Outcomes in China?. Educational Administration Quarterly, 53(3), 409-447.
_||_