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Copyright of Profesorado: Revista de Currículum y Formación del Profesorado is the property of Profesorado: Revista de Curriculum y Formacion del Profesorado 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 Profesorado: Revista de Currículum y Formación del Profesorado is the property of Profesorado: Revista de Curriculum y Formacion del Profesorado 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 Publicaciones s de la Facultad de Educacion y Humanidades del Campus de Melilla (Universidad de Granada, Espana) is the property of Universidad de Granada 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 Publicaciones s de la Facultad de Educacion y Humanidades del Campus de Melilla (Universidad de Granada, Espana) is the property of Universidad de Granada 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 Journal of Social Sciences Institute / Sosyal Bilimler Enstitüsü Dergisi is the property of Bingol University / Rectorate 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.)

The pedagogical and didactic guidance of teachers has been linked, in the relevant literature, to the school management's adoption of the model of pedagogical leadership as well as to the assurance of a series of factors that influence it. This study aims at investigating the pedagogical role of the principal in Greek primary schools. Data were collected through an anonymous questionnaire completed by 133 Greek primary school head teachers. Results show that head teachers consider that their pedagogical role has mainly to do with the pedagogical climate, psychosocial and pedagogical guidance of the school unit. Additionally, the research results show that head teachers carry out their pedagogical role cooperating and communicating mainly with the members of the educational community of the school. Another noteworthy finding of the present study is that the factors that support head teachers in their pedagogical leadership role, are hard to exist in hierarchical educational realities such as Greece. The originality of the paper draws attention to the school's socio-economic environment, which significantly influences school leadership. Conclusions on the implications of the study are made and directions for future research are suggested. [ABSTRACT FROM AUTHOR]

This study explored the outcomes of the Continuous Professional Development (CPD) diploma programme in Effective School Leadership on headteachers' professional performance. It follows a qualitative research design. In-depth interviews and direct observation were used to collect data from a sample of 40 respondents, all purposively selected from Nyabihu district, in the Western Province of Rwanda, including 25 primary and secondary school headteachers, 11 sector education inspectors and four teachers. The study revealed that the programme is relevant to the daily practices of headteachers. It indicated that the acquired knowledge influenced headteachers' approach to leadership, improved existing school leadership practices and new initiatives were undertaken by headteachers after benefiting from the programme. The findings, however, revealed some challenges that need to be addressed to make the programme more effective. Based on the study findings, recommendations were made for an integrated and comprehensive approach by all education partners to address the aforementioned challenges. [ABSTRACT FROM AUTHOR]

This paper introduces an innovative clinical support and supervision project that has its origins in the concern for how senior school leaders are increasingly being expected to manage the escalating demand to care for pupils, families and often the wider community. In response to these pressures we offer a three-stage professional learning model of supervision which encompasses collaboration, reflection and dialogue, while facilitating the development of professional skills within a non-judgemental space for personal and professional reflexivity. Alongside providing the service, the authors undertook two phases of qualitative research over a five-year period. Our findings indicate that support and supervision has been wholly beneficial identifying a positive impact across three broad themes: Professional learning, health and well-being, and wider school culture. The process facilitates headteachers making professionally situated decisions grounded in an understanding of educational purpose. We call for a virtuosity of school leadership – a practice of educational leadership where decision-making is informed by good educational judgements and not by standardisation and punitive accountability measures. Distinctively, clinical support and supervision promotes a virtuosity of school leadership while also meeting the moral obligation to care for school leaders and in doing so those in their care. [ABSTRACT FROM AUTHOR]

As part of the current Review of Education Governance in Scotland, the Headteachers' Charter is perceived as a central policy solution. The Charter changes the responsibilities of the headteacher by altering the relationship between headteacher and local authority, and thereby bringing about changes to the governance of education. If these changes are perceived as the solution, what is the perceived policy problem? This article examines policy documents to explore the policy problem using Bacchi's (2012a) 'what's the problem represented to be' (WPR) approach, which uses a framework of six questions to analyse policy texts. The article begins with a brief overview of the policy programme, the 'Empowerment Agenda'. The article discusses Bacchi's WPR analysis framework and then presents the findings, using this framework. The article ends with a discussion of the impact of the reform of educational governance including the Headteachers' Charter on the role of the headteacher. [ABSTRACT FROM AUTHOR]

Participation is a right that children should have the opportunity to put into practice. Schools are an ideal setting for students to make their voices heard by expressing ideas, making decisions and formulating proposals. With the aim of exploring the options of the students to participate in the school and to point out ways to maximize these options, we conducted a study by means of an ad-hoc questionnaire addressed to all school principals in Catalonia. Specifically, 684 participated and the results indicate that not only do boys and girls give their opinion in class, but also make decisions when they work in groups, in relation to classroom coexistence or by voting their own proposals. In addition, they can influence the school by claiming and defending their interests. In conclusion, the different degrees of student participation reveal an evolution from symbolic or apparent participation towards giving opinions and making decisions, an also having an influence. However, participation in areas traditionally governed by adults and the possibility of establishing participatory mechanisms are rare. It would therefore be appropriate to strengthen the different levels of participation and to promote those types that have hardly been detected in this study. [ABSTRACT FROM AUTHOR]

• The systematic review identified the potential solutions to the challenges faced by leaders of small schools in the UK. • The five challenges included relationship and partner management, and finances and resources. • The five potential solutions included developing relationships and partnerships, and enhanced finances and pooled resources. Small schools often serve an important function in the local community, where their staff can enjoy close relationships with pupils, colleagues, and local community members. As with any leadership role, leaders of small schools can face challenges, some of which are unique to the small school context. To better understand these challenges and identify potential solutions to these challenges, a systematic review of the literature was conducted on the challenges and the potential solutions reported by leaders of small schools in the UK. Seventeen studies published between 2000 and 2023 were included for synthesis, which captured the experiences of headteachers of small primary schools in England, Scotland, and Northern Ireland. From meta-aggregating the extracted findings, five challenges were identified: (a) nature of the leadership role; (b) finances and resources; (c) relationship and partnership management; (d) teaching and learning; and (e) schools' location and accessibility. Five potential solutions to these challenges were noted: (a) inclusive and focused leadership; (b) enhanced finances and pooled resources; (c) developing relationships and partnerships; (d) providing leaders and staff with effective support and Continuing Professional Development (CPD); and (e) enhanced school provision. Suggestions for policy and practice that can help leaders of small schools are discussed. [ABSTRACT FROM AUTHOR]

This article examines the policy construction of leadership at all levels in Scottish education. In the current reforms 'leadership at all levels' is being used to mobilise support around changes to the role of the headteacher and of the local authorities (LAs) to bring about greater system alignment. From a critical policy analysis six themes are reported on: (1) Social Justice Ideology and the Equity Agenda – Perception Versus Reality?; (2) Mobilising Support for Reform – Managing Perceptions of the Public?; (3) Mobilising Support for New Governance – Managing Perceptions of the Teaching Profession?; (4) Mobilising Support for Restructuring – Managing the Middle Tier?; (5) Mobilising Support for Empowerment and Collaboration – Leadership at all Levels?; (6) Policy Rhetoric Versus Practice Realities – System Alignment through Empowerment? [ABSTRACT FROM AUTHOR]

Copyright of Studia Paedagogica is the property of Masaryk University, Faculty of Arts 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 Journal of Contemporary Educational Studies / Sodobna Pedagogika is the property of Association of Slovenian Educationalists 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 mixed-methods study stems from the poor learner performance in secondary schools in Tororo District, Uganda, which connoted low teacher role performance and gaps in headteachers' management styles. Management styles of 28 headteachers and role performance of 294 teachers were investigated. Headteachers mainly used democratic management style, 21 (75.0%); followed by balanced-oriented style, 6 (21.43%); and laissez-faire style, 1 (3.5%). Teachers' role performance was moderate (M = 64.75, SD = 10.80). Significant relationships existed between people-oriented (r =.127, p =.029) and task-oriented (r =.132, p =.024) management and teachers' performance. Recommendations for improvement were advanced. [ABSTRACT FROM AUTHOR]

One of the basic tasks that the provisions of the educational law entrust to the headteacher is to be in an employment relationship with the teachers as employees. This role is determined by the status of the educational institution as a workplace, to which the sources of universally and internally binding labor law apply. They impose a number of obligations on the employer, i.e. the headteacher, which should be interpreted in the light of the unique educational, teaching and tutoring tasks implemented within the units of the education system. Principal autonomy is also influenced by the imperative of implication in the educational reality the clause of the child's good. It is done by application of specific legal provisions, in particular making decisions that create the internal policy of the school staff. [ABSTRACT FROM AUTHOR]

This article reports on research into headteacher performance management in England. The English school system couples organisational autonomy with close scrutiny of educational outcomes. The management of the performance of headteachers is a central aspect of such a system. The research involved a systematic literature review and the collection of data via national surveys, expert interviews and case studies. The findings point to three overarching conditions essential for what we identify as 'performance leadership': relational trust between the headteacher and the governing body; situational awareness by the governing body of the school's circumstances and the headteacher's lived experience of the role; and a systems perspective shared by the headteacher and governing body of performance management as one aspect of a comprehensive, interactive system of internal accountability, not merely an annual rite of passage. The study found that capacity in any two conditions offers a foundation for developing capability in the third. It also revealed the dominant role played by middle-tier structures in defining what constitutes 'effective' performance for any school or group of schools. The article offers insight into the changing landscape of performance expectations, for school leaders as well as for those who oversee their work. [ABSTRACT FROM AUTHOR]

Copyright of Pamukkale University Journal of Education is the property of Pamukkale University Journal of Education 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.)

iDecide is a KA3 - Support for policy reform project with partners from public and private sectors- from Cyprus, Romania, Greece, Ireland and Portugal. iDecide was conceptualised with the aim of supporting school leaders and teachers in their efforts marginalised groups, and to support their learning in their everyday decision-making. The iDecide toolkit supports the decision-making processes that the majority of schools face every day in all aspects of school life (visits and excursions, school projects, parental involvement, school canteen, homework, students’ council etc). The iDecide toolkit has the capacity to provide teachers and school leaders with practical guidelines for these common decisions in straightforward, simple language. It also gives school leaders the opportunity to retrieve pupils’ and parents' opinions through online polls and forum discussions. This short paper describes the iDecide toolkit functions. [ABSTRACT FROM AUTHOR]

In England, school leadership preparation has shifted from the National College and local authorities to teaching schools, their alliances and multi-academy trusts. Against this changing educational landscape, we investigate opportunities presented to men and women in secondary school leadership teams (SLTs). Drawing on interview data from a British Educational Leadership, Management and Administration Society funded investigation, we report on leadership preparation and development opportunities, aspiration to headship, headteachers’ support of ‘in house’, regional and national preparation programmes, coaching and mentoring involvement as well as access to formal and informal networks. Our analysis of SLTs as sites of potential for headship demonstrated some variability in women’s and men’s reported experiences. Accredited courses, higher degrees and workplace-based preparation provided access to leadership preparation and development opportunities; access was not transferrable from school to school. We identified a fragmented system and suggest policy and cultural changes to allow SLTs to offer inclusive and sustainable opportunities for succession planning. [ABSTRACT FROM AUTHOR]

Copyright of Zeitschrift für Erziehungswissenschaft is the property of Springer Nature 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.)

Quality physical education (QPE) in primary school optimises children’s well-being. However, international research indicates that the preparation of classroom teachers is impeded by systemic barriers, resulting in low-classroom teacher confidence, competence and subsequent interest. This empirical research investigates school principal [headteacher] perceptions of how quality physical education in primary schools is implemented. The 73 principal [headteacher] participants were randomly selected to represent a cross-section of Government Primary School communities, in a region, where PE responsibility lies with classroom teachers; New South Wales (NSW), Australia. Data were gathered using ex-post facto surveys embedded within an interpretivist paradigm. The questionnaire formulated open-ended questions providing principals [headteachers] with the opportunity to express themselves, and closed-ended questions where they chose the category that best described their school. Findings suggest the largest barrier for QPE in primary schools is the qualifications and preparation of teachers. It is recommended that opportunities for developmentally appropriate primary education PE specialisms be provided within degrees, allowing every primary school over time to have a sustainable infrastructure of PE expertise and advocacy. This recommendation will in time provide QPE experiences for all children; offering global direction for learning in the physical dimension and consequently, optimise holistic education.

This study aims to raise awareness of the need for headteachers to be able to practice school leadership, especially in schools in underprivileged areas. A mixed methodology approach was used, including a survey of a sample of 282 teachers and interviews with 14 headteachers from disadvantaged schools in western Andalusia. Most of the headteachers interviewed display good school leadership, but there is still a tendency towards so-called academic freedom and individualism in teaching practice. The age of the teachers and their length of experience influence headteacher's supervision of teaching. Headteachers should be given greater powers and specific continuous training should be provided for those in charge of disadvantaged schools to enable them to implement collaborative culture. [ABSTRACT FROM AUTHOR]

Copyright of Napredak is the property of Croatian Pedagogical-Literary Society 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.)