Ways of Effective School Management: The Role of School Principals in Building of Quality and Effective School
Keywords:
School effectiveness, leadership, school principals, transformational leadership, emotional recognitionAbstract
Effective school management is an important responsibility for principals around the globe, for this purpose different organizations create workshops, responsibility divisions, and training programs to be able to maintain a well-organized environment. Among the many opinions regarding the role of school principals, few can argue that they are the driving force behind the most effective and academically rigorous schools in the country. School principals need to be financially responsible too, and in order to be successful in this area, it is critical to have the support of parents, students, and the community. School management productively becomes a support for creating a generation of high achievers and for the implementation of a school culture that adapts to society's needs. Principals who understand the challenges associated with leadership are more likely to build excellent school culture. This paper aims to contribute experience and ideas of effective school management, not only for the principal but also for the school's improvement and effectiveness. It will also explore the nature and essence of effective school management. This study will follow a quantitative research methodology; the literature review will discuss the factors affecting school management and the role of the principal in this regard. This study will help other researchers to understand the issues related to school management and the effectiveness of principals as leaders. This study further aims to examine whether the principals' emotional intelligence makes them more effective transformational leaders (specifically, their ability to recognize emotional states in others), as demonstrated by how emotions are framed. For the research purpose, a total of 69 randomly selected primary school's data were analyzed for their principals and teachers. The principals took part in a performance task that assesses their ability to identify and communicate emotions. Among the teachers' samples, half reported on principal leadership behaviors. In contrast, others commented on teachers' subjective perceptions of principals, as displaying leadership behaviors that reinforce teachers' reframing of unfavorable emotions into more positive ones. Teachers' emotional reframing, and principals' ability to recognize emotions, were associated with principals' transformational leadership behaviors [1].
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[2] E. Edition, "The school principal as leader: Guiding schools to better teaching and learning," 2013.
[3] A. Nir and D. Inbar, "School principals in the Israeli educational system: From headteachers to professional leaders," Selecting and developing heads of schools: Twenty-three European perspectives, pp. 137-148, 2003.
[4] D. Gibton, "Post-2000 law-based educational governance in Israel: From equality to diversity?," Educational Management Administration & Leadership, vol. 39, pp. 434-454, 2011.
[5] R. Bogler and A. E. Nir, "The contribution of perceived fit between job demands and abilities to teachers’ commitment and job satisfaction," Educational Management Administration & Leadership, vol. 43, pp. 541-560, 2015.
[6] Y. Feniger, I. Livneh, and A. Yogev, "Globalisation and the politics of international tests: The case of Israel," Comparative Education, vol. 48, pp. 323-335, 2012.
[7] O. Ichilov, The retreat from public education: Global and Israeli perspectives: Springer Science & Business Media, 2009.
[8] I. Timoštšuk and A. Ugaste, "The role of emotions in student teachers’ professional identity," European Journal of Teacher Education, vol. 35, pp. 421-433, 2012.
[9] A. C. Frenzel, "Teacher emotions," 2014.
[10] B. de Souza Lessa, K. F. Spier, and L. F. M. do Nascimento, "Barriers for Sustainability in Management Schools: A Bourdieusian Explanation/Barreiras para Sustentabilidade em Escolas de Administracao: uma explicacao Bourdieusiana," Administração: Ensino e Pesquisa–RAEP, vol. 19, 2018.
[11] M. Al-Momani, Z. Allouh, and M. Al-Homran, "Teachers Implementation of Effective Classroom Management from Vocational Education Students' Perspectives," International Journal of Education, vol. 4, p. 137, 2012.
[12] J. M. Brooks, K. O. Gangel, P. A. Blewett, R. J. Radcliffe, C. Tompkins, J. Lingenfelter, et al., "Leadership can be taught: A bold approach for a complex world," Christian Education Journal, vol. 4, p. 366, 2007.
[13] B. Suryosubroto, "Manajemen Pendidikan di Sekolah, Jakarta, 2002. Tim Dosen Administrasi Pendidikan UPI," Manajemen Pendidikan, 2010.
[14] M. Pidarta, Supervisi pendidikan kontekstual: Rineka Cipta, 2009.
[15] B. Bergeron, Essentials of knowledge management vol. 28: John Wiley & Sons, 2003.
[16] T. Anne, "Handbook for projects: Development," Management and Fundraising, 2001.
[17] M. Bayat, Teaching exceptional children: Foundations and best practices in inclusive early childhood education classrooms: Taylor & Francis, 2016.
[18] C. L. Kwek, T. C. Lau, and H. P. Tan, "Education quality process model and its influence on students' perceived service quality," International Journal of Business and Management, vol. 5, p. 154, 2010.
[19] J. M. m. Asmani, "Tips Membangun komunitas belajar di sekolah," ed: Jogjakarta: Diva Press, 2014.
[20] D. Satriadi, "Pengaruh kepemimpinan kepala sekolah terhadap kinerja guru," Jurnal Benefita, vol. 1, pp. 123-133, 2016.
[21] S. N. M. Ali, C. Z. Harun, and A. Djailani, "Gaya Kepemimpinan Kepala Sekolah Dalam Meningkatkan Kinerja Guru Pada SD Negeri Lambaro Angan," Jurnal Administrasi Pendidikan: Program Pascasarjana Unsyiah, vol. 3, 2015.
[22] L. M. Dreiss, J.-M. Hessenauer, L. R. Nathan, K. M. O’Connor, M. R. Liberati, D. P. Kloster, et al., "Adaptive management as an effective strategy: interdisciplinary perceptions for natural resources management," Environmental management, vol. 59, pp. 218-229, 2017.
[23] P. Efere, "Management styles," London: Trans-Atlantic college, 2003.
[24] L. A. Petrides and T. R. Nodine, "Knowledge management in education: defining the landscape," 2003.
[25] M. D. Ingle, "Managing programs & projects for effectiveness and sustainability: The logical framework approach," Portland State University, Portland, Oregon, USA, 2009.
[26] B. Pont, D. Nusche, and H. Moorman, Improving school leadership, Volume 1: Policy and practice: OECD publishing Paris, 2008.
[27] J. M. Alig-Mielcarek, "A model of school success: Instructional leadership, academic press, and student achievement," The Ohio State University, 2003.
[28] M. Fullan, "Three Keys to Maximizing Impact," ed: Jossey-Bass and Ontario Principal’s Council, Toronto, 2014.
[29] M. Eliophotou-Menon and A. Ioannou, "THE LINK BETWEEN TRANSFORMATIONAL LEADERSHIP AND TEACHERS'JOB SATISFACTION, COMMITMENT, MOTIVATION TO LEARN, AND TRUST IN THE LEADER," Academy of Educational Leadership Journal, vol. 20, p. 12, 2016.
[30] K. Leithwood and C. Day, "Starting with what we know," in Successful principal leadership in times of change, ed: Springer, 2007, pp. 1-15.
[31] Y.-D. Lee and C.-T. Kuo, "PRINCIPALS'TRANSFORMATIONAL LEADERSHIP AND TEACHERS'WORK MOTIVATION: EVIDENCE FROM ELEMENTARY SCHOOLS IN TAIWAN," International Journal of Organizational Innovation, vol. 1, 2019.
[32] P. Hallinger, "Leading educational change: Reflections on the practice of instructional and transformational leadership," Cambridge Journal of education, vol. 33, pp. 329-352, 2003.
[33] R. Bollen, B. P. Creemers, D. Hopkins, N. Lagerweij, D. Reynolds, and L. Stoll, Making good schools: Linking school effectiveness and improvement: Routledge, 2005.
[34] S. Habegger, "The principal’s role in successful schools," Principal, September/October, 2008.
[35] J. Scheerens, "What is effective schooling? A review of current thought and practice," 2013.
[36] D. Reynolds, P. Sammons, B. De Fraine, J. Van Damme, T. Townsend, C. Teddlie, et al., "Educational effectiveness research (EER): A state-of-the-art review," School effectiveness and school improvement, vol. 25, pp. 197-230, 2014.
[37] E. Drago-Severson, "New opportunities for principal leadership: Shaping school climates for enhanced teacher development," Teachers college record, vol. 114, pp. 1-44, 2012.
[38] R. C. Kelley, B. Thornton, and R. Daugherty, "Relationships between measures of leadership and school climate," EDUCATION-INDIANAPOLIS THEN CHULA VISTA-, vol. 126, p. 17, 2005.
[39] W. Keys, "Successful leadership of schools in urban and challenging contexts. Summary report," 2003.
[40] K. S. Louis, J. Murphy, and M. Smylie, "Caring leadership in schools: Findings from exploratory analyses," Educational administration quarterly, vol. 52, pp. 310-348, 2016.
[41] G. J. Previts, "WEATHERHEAD SCHOOL OF MANAGEMENT CASE WESTERN RESERVE UNIVERSITY: ACCT 601 SEMINAR SYLLABUS: Development of Accounting Thought—PreClassical, Classical and Contemporary Periods," The Accounting Historians Journal, vol. 42, pp. 129-138, 2015.
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[43] E. Al-Safran, D. Brown, and A. Wiseman, "The Effect of Principal's Leadership Style on School Environment and Outcome," Research in Higher Education Journal, vol. 22, 2014.
[44] S. Mizrahi and N. Cohen, "Privatization through centralization in the Israeli health care system: The case of the national health insurance law and its amendments," Administration & Society, vol. 44, pp. 412-437, 2012.
[45] M. Wróbel, "Can empathy lead to emotional exhaustion in teachers? The mediating role of emotional labor," International Journal of Occupational Medicine and Environmental Health, vol. 26, pp. 581-592, 2013.
[46] D. F. Barone, P. S. Hutchings, H. J. Kimmel, H. L. Traub, J. T. Cooper, and C. M. Marshall, "Increasing empathic accuracy through practice and feedback in a clinical interviewing course," Journal of Social and Clinical Psychology, vol. 24, pp. 156-171, 2005.
[47] W. J. Ickes, Empathic accuracy: Guilford Press, 1997.
[48] F. N. Mohammad, L. T. Chai, L. K. Aun, and M. W. Migin, "EMOTIONAL INTELLIGENCE AND TURNOVER INTENTION," International Journal of Academic Research, vol. 6, 2014.
[49] A. H. Metwally, N. El-Bishbishy, and Y. S. Nawar, "The impact of transformational leadership style on employee satisfaction," The Business & Management Review, vol. 5, p. 32, 2014.
[50] S. A. Vella, L. G. Oades, and T. P. Crowe, "Validation of the differentiated transformational leadership inventory as a measure of coach leadership in youth soccer," The sport psychologist, vol. 26, pp. 207-223, 2012.
[51] V. Manera, A. C. Samson, C. Pehrs, I. A. Lee, and J. J. Gross, "The eyes have it: The role of attention in cognitive reappraisal of social stimuli," Emotion, vol. 14, p. 833, 2014.
[52] I. Berkovich and O. Eyal, "Principals’ emotional support and teachers’ emotional reframing: The mediating role of principals’ supportive communication strategies," Psychology in the Schools, vol. 55, pp. 867-879, 2018.
[53] K. Niven, P. Totterdell, D. Holman, and T. Headley, "Does regulating others' feelings influence people's own affective well-being?," The Journal of Social Psychology, vol. 152, pp. 246-260, 2012.
[54] A. Somech, "Relationships of participative leadership with relational demography variables: a multi?level perspective," Journal of Organizational Behavior: The International Journal of Industrial, Occupational and Organizational Psychology and Behavior, vol. 24, pp. 1003-1018, 2003.
[55] G. Yukl and C. Chavez, "Influence tactics and leader effectiveness," Leadership, vol. 1, pp. 139-165, 2002.
[56] R. Kark, B. Shamir, and G. Chen, "The two faces of transformational leadership: Empowerment and dependency," Journal of applied psychology, vol. 88, p. 246, 2003.
[57] B. L. Kirkman, G. Chen, J.-L. Farh, Z. X. Chen, and K. B. Lowe, "Individual power distance orientation and follower reactions to transformational leaders: A cross-level, cross-cultural examination," Academy of management journal, vol. 52, pp. 744-764, 2009.
[58] R. D. Meyer, T. V. Mumford, C. J. Burrus, M. A. Campion, and L. R. James, "Selecting null distributions when calculating rwg: A tutorial and review," Organizational Research Methods, vol. 17, pp. 324-345, 2014.
[59] A. Miller, J. Tobias, E. Safak, J. V. Kirwan, N. Enzinger, M. Wickstrom, et al., "Preservice teachers’ algebraic reasoning and symbol use on a multistep fraction word problem," 2017.
[60] I. Buri?, "The role of emotional labor in explaining teachers' enthusiasm and students' outcomes: A multilevel mediational analysis," Learning and Individual Differences, vol. 70, pp. 12-20, 2019.
[61] K. J. Preacher, M. J. Zyphur, and Z. Zhang, "A general multilevel SEM framework for assessing multilevel mediation," Psychological methods, vol. 15, p. 209, 2010.
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2021-08-19
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Mammadzada, M. . (2021). Ways of Effective School Management: The Role of School Principals in Building of Quality and Effective School. International Journal of Sciences: Basic and Applied Research (IJSBAR), 60(1), 66–82. Retrieved from https://www.gssrr.org/index.php/JournalOfBasicAndApplied/article/view/13003
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