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ObjectivesMethodsResultsConclusionsAlthough a principal’s instructional vision is recognized as important for schoolwide improvement efforts, little is known about how principals conceive of mathematics instruction or how professional learning opportunities shape their instructional vision. This article explores principals’ conceptions of mathematics instruction after participating in learning experiences designed to support the development of a vision of high-quality instruction.Through a design-based research approach, we created classroom-based learning experiences for six elementary school principals to develop their vision of high-quality mathematics instruction in the context of a research-practice partnership. Transcripts from the learning experiences and follow-up interviews were analysed qualitatively.Findings illustrate nuances in participating principals’ conceptions of mathematics instruction and how their role shaped their vision. Principals attended to the importance of the teacher in actively shaping learning experiences, but were less consistent in describing other dimensions of high-quality instruction such as mathematics tasks. Findings suggest that principals’ conceptions aligned with features of high-quality instruction to the extent they were discussed or elevated during the professional learning experience.Our analysis highlights the importance of considering principals’ unique perspectives in professional development around high-quality mathematics instruction and has implications for future practice-embedded principal learning opportunities. [ABSTRACT FROM AUTHOR]

This article, titled "Reading to Lead by 30: Books That Shaped My Early Career as a Leader," discusses the author's experience of using books to transform their thinking and improve their leadership skills. The author shares their commitment to reading 12 books a year with a friend to expand their knowledge on various topics. They highlight several books that had a significant impact on their early career, including "The Multiplier Effect" by Liz Wiseman, which emphasized the importance of creating a community of leaders in educational institutions. Other influential books mentioned include "Spark" by John Ratey, "The 12 Week Year" by Brian Moran and Michael Lennington, "Everything is Figureoutable" by Marie Forleo, "The Ruthless Elimination of Hurry" by John Mark Comer, "The Lazy Genius Way" by Kendra Adachi, and "Educator Wellness" by Tina Boogren and Timothy Kanold. The author concludes by emphasizing the power of reading to shape leadership practices and expressing their commitment to continued growth and learning. [Extracted from the article]

A simple parent request unveiled a startling revelation: The principal of Bridgforth Elementary School segregated students by race. Her attempt to establish a culturally responsive framework was met with an Office of Civil Rights (OCR) complaint of racial discrimination. This case will examine the principal's rationale for creating the framework, the parental complaint, the school community response, and two evidence-based options for increasing student outcomes for African American students and other ethnic minorities. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Education Research (1680-6360) is the property of Angle Publishing Co., Ltd. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Elementary school principals play a central role in inducting families into their school communities. As early childhood programs, such as prekindergarten, increasingly become part of elementary schools, this role is expanding. Yet, principals often struggle to establish and maintain such relationships, particularly with many of the historically disenfranchised communities that prekindergarten programs are often designed to serve; these struggles are troubling because success in the early years of schooling can lead to sustained and positive impacts for students as they progress through schooling. Furthermore, few studies have investigated this issue. In this article, we do so by employing Yosso’s Communities of Cultural Wealth to examine how a collection of principals working in Texas described their interactions with the children and families as they entered the early grades of their schools and what these principals hoped these children and families would gain from their early childhood education programs. Our findings revealed strengths and growth areas in their descriptions of fostering the cultural wealth of the children and families entering their schools, which provides an opportunity to consider how to support and train principals as well as the structural changes that need to be addressed to support principals in these activities. [ABSTRACT FROM AUTHOR]

Purpose: Increasingly, school systems are forming improvement networks and using continuous improvement (CI) to realize more ambitious and equitable instruction. Yet networks reside in environments that place formidable demands on school leaders and house multiple, and sometimes contradictory, beliefs about educational goals and practices. Leveraging a framework derived from institutional logics, we investigate how three elementary school principals drew on competing theories, frames, and narratives to interpret and enact CI routines as part of a school turnaround network. Research Methods/Approach: Drawing on data from individual and focus-group interviews from a 3-year research project, we conducted a comparative case-study analysis to understand how three school leaders led CI efforts intended to improve mathematics instruction and student learning. Our qualitative findings emerge from multiple cycles of interview coding to describe how school leaders drew on different theories, frames, and narratives to enact CI. Findings: Despite access to common tools and routines, each principal identified markedly different types of educational problems and enacted substantively different solutions. The variable approaches corresponded to divergent "field-level logics" defined by fundamentally different beliefs about teaching and learning, as well as alternative ways of managing the demands of accountability, academic rigor, and community needs. Implications: A shared instructional infrastructure and networked improvement approach can help align CI efforts in large districts, but for district-based improvement networks to support coherent and sustainable advances to teaching and learning, leaders must cultivate a shared approach to managing the myriad demands of contemporary educational environments that often feature multiple and competing institutional logics. [ABSTRACT FROM AUTHOR]

The purpose of this research is to develop "The Scale of a Teacher's Perceived Elementary School Principal Responsible Leadership." First, the researcher proposed the conceptual structure of principal responsible leadership based on the literature review, and developed preliminary scale items accordingly. Then the factor structure and formal scale of responsible leadership were established by performing item analysis, exploratory factor analysis, and reliability analysis in a pretest. Finally, 958 elementary school teachers were sampled for the second order confirmatory factor analysis and cross-validation analysis. The result shows that the scale contains three latent factors: Weaving good relationships between stakeholders, discursive conflict resolution process, and emphasis on sustainability. The scale has a total of 25 items with .982 on Cronbach's α. Also, the second order factor model of the scale demonstrates reasonable goodness of fit, convergent validity, discriminant validity, and cross-sample stability. This research provides a valid and reliable measurement and hopes it can further the development of principal responsible leadership research in Taiwan. [ABSTRACT FROM AUTHOR]

The main purpose of this study is to examine the opinions of teachers about technology leadership roles of school principals during the Covid-19 pandemic. The study, which utilized qualitative research methods, was designed as a survey study. Sample group of the study constituted of 259 teachers. Data of the study was collected with "Elementary School Principals' Technology Leadership Role Scale" and analyzed via descriptive statistics, independent sample t-test, one-way ANOVA and Mann Whitney-U test. According to the results, both elementary school teachers and subject matter teachers think that school principals successfully demonstrated the role of technology leadership roles during the Covid-19 pandemic. As a result of the analyses conducted to determine whether teachers' opinions vary according to various variables, it was concluded that there are no differences in terms of the entire scale and its dimensions based on genders and seniority of teachers. In terms of the working domain, it was seen the opinions of elementary school teachers on vision dimension are higher than those of subject matter teachers. Based on the results, some recommendations which can contribute to both implementation and theory have been developed. Accordingly, conducing researches which employ multiple data collection methods and tools to investigate technology leadership roles of school principals is considered important. [ABSTRACT FROM AUTHOR]

Examining the disputes that arise between parents, teachers, and students is the goal of this study. The study, which was carried out at the primary school level, where parent-child interaction is high, employed the critical incident analysis method. The typical sampling method was used to select participants for the study, and school principals were required to have at least 5 years of managerial experience. As a part of this research, interviews were conducted with 10 elementary school principals working in the Tuzla district of Istanbul. A semi-structured form, prepared by the researchers in consultation with experts, was used as a data collection tool. As a result of the interviews, themes were identified relating to "reasons of conflict," "conflict resolution methods," "end of conflict," and "impact and change of conflict." Effective communication, active listening, valuing others, seeking support, and displaying a firm stance were identified as conflict resolution methods. The conflicts affected school principals emotionally and influenced them to behave more professionally. The study's conclusions include that school principals should receive training in communication skills, have their legal standing reinforced, and become more professional. Given the critical importance of managing conflicts in educational settings, recommendations for researchers are offered. [ABSTRACT FROM AUTHOR]

The available frameworks of instructional leadership do not include functions aimed to ensure that teachers are suited for their position, such as hiring appropriate teachers, placing teachers effectively, and firing ineffective teachers. This study explored how principals link their responsibility of ensuring that existing teachers are the right people for the job with their instructional leadership. Data was collected through interviews with 29 Israeli principals. Findings show that, unlike the available frameworks of instructional leadership, ensuring that the right teachers are on staff was perceived by principals as essential to their instructional leadership. Potential explanations for this gap are discussed. [ABSTRACT FROM AUTHOR]

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Background: A school principal plays an important role in the effective management of the school organization. This research aimed to examine the influences of school principals personality and job satisfaction on their managerial effectiveness and organizational commitment in a tough competitive elementary school industry. Methodology: This research applied a Survey Method that covered a population of 136 private elementary school principals at South Jakarta Indonesia. The data was collected by questionnaire forms and analyzed by path-analysis technique used Partial Least Square -- Structural Equation Modeling. Findings: The research generated findings that school principals' personality and job satisfaction had direct and indirect positive influences on their managerial effectiveness as well as on their organizational commitment. Implications for Research and Practice: Based on the research findings there were some recommendations proposed to the school organizations to increase school principals' managerial effectiveness and organizational commitment through strengthening their personality and job satisfaction in the way to achieve the schools' competitive advantages in the industry. [ABSTRACT FROM AUTHOR]

An appendix is presented of three texts in Kagayanen language, which is a Western Austronesian language spoken in the central Philippines.

Copyright of Jordanian Educational Journal is the property of Association of Arab Universities and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Performance evaluation of leaders is challenging in contexts where production processes are complex and there are conflicting pressures from interest groups. In the education context, school accountability systems assemble rich data and report both categorical rating and the underlying student pass rates that determine it, permitting the investigation of how different information affects labor market outcomes of school leaders. Applying regression discontinuity methods that by design hold effectiveness constant, we find sizable positive impacts on Texas elementary school principal retention and salaries for crossing the unacceptable–acceptable boundary but not for crossing higher rating cutoffs. These patterns suggest that public stigma from receiving an unacceptable rating plays a role in the unequal treatment of equally effective principals. While the labor market penalty could theoretically improve the distribution of principal quality through well-targeted departures, there is substantial overlap in principal value-added distributions across rating categories, and failure to cross the acceptable threshold does not lead to future improvements in school performance. [ABSTRACT FROM AUTHOR]

Objective: The current study was undertaken with the aim of formulating a model for the dimensions of succession in primary school principals through the application of structural equation modeling. Methods: The present study utilized a mixed research design, incorporating both qualitative and quantitative approaches. The qualitative phase employed thematic analysis, while the quantitative phase employed survey methodology. The qualitative sample consisted of units of analysis from Nahj al-Balagheh and experts in religious sciences in this particular field. In contrast, the quantitative sample comprised principals from secondary schools in Tehran. Data collection in the qualitative phase was conducted through interviews with experts, while the quantitative phase gathered information through the use of a questionnaire. Results: The findings revealed the dimensions of succession among school principals as derived from the teachings of Nahj al-Balagheh. These dimensions encompass social capabilities, creative management, specialized capabilities, managerial capabilities, effective management within a meritocratic system, personality traits, and motivation. Furthermore, the model derived from the qualitative data was subjected to testing through structural equation modeling, demonstrating a favorable fit with the data. Conclusions: The findings of this study offer valuable insights to senior education managers in the selection process for primary school principals, ultimately contributing to the enhancement of management skills among this group.

Purpose: This mixed-methods study examined the association between the degree to which principal evaluation systems include intrinsic and extrinsic sources of motivation and principals' perceptions of whether their district's evaluation system promotes leadership change and improvement. We also investigated how principals experience intrinsic sources of motivation in the context of principal evaluation. Research Methods/Approach: For our quantitative analysis, we administered surveys to 82 elementary and middle school principals in 21 districts in Connecticut, Michigan, and Tennessee. We used multiple regression analysis to identify factors associated with principals' perceptions of their district evaluation systems. For our qualitative analysis, we selected six principals from the 82 survey participants. We used the constant comparative method and a consensus approach to coding the interview data; this enabled us to identify linkages between key codes and broader themes. Findings: Our quantitative analyses indicated that principals' perceptions of whether their evaluation system promoted leadership improvement were strongly associated with the degree to which they reported that their evaluation system included intrinsic sources of motivation. Our qualitative analysis revealed clear differences among principals with regard to their interactions with district administrators, the nature of their principal professional development activities, and their experiences with autonomy, feedback, and district expectations. Implications: Principal evaluation and professional development are under-researched topics. This study identified mechanisms through which principals seem to find evaluation intrinsically motivating. This is one of the first studies to empirically test Firestone's argument that evaluation systems that support intrinsic motivation are more effective than those that emphasize extrinsic motivation. [ABSTRACT FROM AUTHOR]

Objective: The current study was undertaken with the aim of formulating a model for the dimensions of succession in primary school principals through the application of structural equation modeling. Methods: The present study utilized a mixed research design, incorporating both qualitative and quantitative approaches. The qualitative phase employed thematic analysis, while the quantitative phase employed survey methodology. The qualitative sample consisted of units of analysis from Nahj al-Balagheh and experts in religious sciences in this particular field. In contrast, the quantitative sample comprised principals from secondary schools in Tehran. Data collection in the qualitative phase was conducted through interviews with experts, while the quantitative phase gathered information through the use of a questionnaire. Results: The findings revealed the dimensions of succession among school principals as derived from the teachings of Nahj al-Balagheh. These dimensions encompass social capabilities, creative management, specialized capabilities, managerial capabilities, effective management within a meritocratic system, personality traits, and motivation. Furthermore, the model derived from the qualitative data was subjected to testing through structural equation modeling, demonstrating a favorable fit with the data. Conclusions: The findings of this study offer valuable insights to senior education managers in the selection process for primary school principals, ultimately contributing to the enhancement of management skills among this group. [ABSTRACT FROM AUTHOR]

Introduction: Autistic students have limited access to inclusive classes and activities in their schools. Principals and special education teachers who directly teach and administer programs for autistic elementary students can offer critical insight into factors, such as educators' attitudes, that may impact inclusive opportunities in schools. These attitudes may serve as barriers to or facilitators of promoting an inclusive school setting. Methods: Semi-structured interviews with 26 elementary school principals and 26 special education teachers explored their experiences implementing evidence-based practices for autistic students (pivotal response training, discrete trial training, and visual schedules) in 26 self-contained classrooms in the United States. Autism-specific culture and inclusion emerged as a theme, which was analyzed for this paper. Results: An inductive approach to thematic analysis revealed principals' and special education teachers' perspectives regarding the "autism-specific culture" in the school, including attitudes towards and inclusion of autistic students in self-contained classrooms in the broader school environment. Analysis of text related to "autism-specific culture" detailed aspects of inclusion, factors (i.e., barriers and facilitators) affecting inclusion, principals' and special education teachers' attitudes towards autistic students placed in self-contained classrooms, attitudes of other school staff towards teachers in self-contained classrooms, and recommendations to support an inclusive school environment for autistic students. Discussion: Results suggest that valuing "equal" access to classes and activities for autistic students in self-contained classrooms may not be sufficient for promoting an inclusive school environment, Educators may benefit from targeted strategies to facilitate inclusion. Strategies range from supporting educators' attitudes and knowledge of autism to shifting physical aspects of the school environment (e.g., location of classrooms). Additional implications for supporting the true inclusion (i.e., inclusion that goes beyond physical inclusion) involves of autistic students in self-contained classrooms schools are discussed. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Educational Studies (1673-1298) is the property of Journal of Educational Studies Editorial Office and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of REMIE - Multidisciplinary Journal of Educational Research is the property of Hipatia Press and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This portraiture-informed study by Taeyeon Kim challenges the dominant discourse of accountability, which often focuses on high-stakes policies at the expense of relational aspects of accountability in schools. Building on working theories of accountability, humanizing leadership, and paradox theory, Kim theorizes the "human side of accountability," where leaders simultaneously address the tensions of multiple demands and implement policy mandates in ways that attempt to mitigate their unintended harm to students, particularly minoritized students. Using interviews, shadowing, photo-elicited focus groups, and artifacts generated from a yearlong qualitative study of three US elementary school principals, Kim explores how school principals make meaning of accountability in their daily practices and how they address dilemmas created by competing demands. The analysis suggests that leaders' enactment of accountability can be understood as a daily balancing act of promoting equity to provide missing and overlooked support in policy man dates. This article thus challenges existing policy approaches and provides strategies for rethinking how processes of accountability can be imagined in school settings. [ABSTRACT FROM AUTHOR]

Crisis events external to schools can present challenges for teaching and learning, and the ways that school leaders respond to these challenges both immediately and over time can have implications that extend beyond the crisis itself. Drawing on responsible leadership theory (Maak, 2007; Maak & Pless, 2006; Pless, 2007; Pless & Maak, 2011), our qualitative interview study with 26 elementary school principals in 14 states explores how school leaders facilitate learning in a time of crisis. We find that leaders who built and sustained relationships both within their immediate community of stakeholders and beyond with the local district and networks of principal peers ultimately addressed the immediate needs of students as well as created the conditions to support these needs over time. These positive changes impacted all students, but specifically benefitted the schools' most vulnerable learners, including students receiving special education and English language service. These findings draw attention to the importance of understanding the role that responsible leadership plays in school crisis leadership, specifically the necessity of weaving and brokering relationships that help leaders achieve not only their school-level goals but societal goals, including more equitable learning outcomes, while highlighting the implications of what we identify as role expansion for school leaders. [ABSTRACT FROM AUTHOR]

This study examines experiences and perceptions concerning the provision of Japanese language support for ethnic minority school children between the ages of 6 and 12 enrolled in public elementary schools in a city located in the Kansai region of Japan (hereinafter referred to as "City M"). This paper will focus in particular on interpreting the experiences and perspectives of language support teachers, volunteer interpreters, mother-tongue language supporters (hereafter referred to as MTLS) as well as three principals of three public elementary schools located in particularly different areas of the City M. Each of the school's history, backgrounds and current situations are varied and unique. One-on-one interviews of 40 to 60 min in length were conducted with a total of 9 participants consisting of public elementary school principals and Japanese language support teachers. These results of the data collection provided a deeper understanding and explanation of the reasons behind current trends and challenges regarding the accessibility, implementation, provision, and practice of language learning support for ethnic minority school children. The findings from this research will increase awareness of current issues faced by practitioners supporting ethnic minority children in their learning. The research findings also provide insight into what obstacles need to be overcome in order to provide adequate, sufficient, and sustainable educational support for children from different cultural and linguistic backgrounds within the mainstream Japanese education system. [ABSTRACT FROM AUTHOR]

The present study aimed to investigate elementary school principals' self-reported causes of work-related stress, their coping strategies to deal with stress and the support they need for their leadership. Seventy-six principals filled in the questionnaire, which included open-ended questions. Qualitative content analysis was used to analyse the data. The results showed that the main sources of stress were workload, interpersonal conflicts, a lack of resources and internal pressures. Moreover, principals used emotion-focused, problem-focused and social coping to deal with stress. Additionally, principals reported a need for problem-focused support and social support for their leadership. The results revealed the importance of social support and coping for principals' occupational wellbeing. A more intimate approach to principals' perceptions about the causes of occupational stress, their coping strategies and the support they need provides opportunities to consider diverse personal requirements, which may be fundamental in promoting principals' occupational wellbeing. [ABSTRACT FROM AUTHOR]

This research is motivated by the ability of school principals who are less able to prepare School Work Plans and are less able to utilize the results of Quality Reports in making School Work Plans so that there is no synchronization betweenQuality Reports and School Work Plans. This study aims to determine the contribution of understanding the quality report cards and the principal's leadership to preparing school work plans in public elementary schools (SD) of West Pasaman Regency. This study uses the Proportional Stratified Random Sampling, with a population of 252 principals and a sample of 82 people from the total population taken from the principal at the State Elementary School in West Pasaman Regency. The type of data used is primary data. The results of the study stated that the understanding of the quality report card and the principal's leadership together contributed to the preparation of the school work plan by 34.3%, this explains that the better understanding of the quality report card and the leadership of the principal has an impact on the better quality of the preparation of school work plans. The respondent's level of achievement for the Quality Report Understanding variable is 89.85% in theexcellent category, the achievement level for the principal's leadership variable is 92.66% which is in the very good variety, and the achievement level in thePreparation of School Work Plans is 92.96 is in the very good category. [ABSTRACT FROM AUTHOR]