A CRITICAL EXAMINATION OF THE IMPACTS OF PROFESSIONAL DEVELOPMENT ACTIVITIES ON SHARED PRINCIPAL LEADERSHIP PRACTICES: EVIDENCE OF NINE COUNTRY CASES FROM TALIS 2013

Emmanuel Intsiful

Abstract


In the current dispensation due to accountability measures in schools, there have been enormous pressures on key actors to enhance school effectiveness and improvement. This has put some pressures especially on schools heads/principals and teachers to improve student learning outcome, despite growing policies with respect to professional development of schools principals and teachers. At the same time there are increasing efforts to train and re-train school heads to adopt distributed or shared leadership practices so as improve student learning outcomes and school improvement, however there seems to be limited evidence in three ways. First, with regards to whether or not there is a relationship between professional development activities and principal shared leadership skills. Secondly, whether or not there exist some differences between privately or publicly managed schools with respect to principals shared leadership style and finally if there exists variations between female or male principals regarding shared leadership style. Using the TALIS 2013 for data analysis in nine countries which was conducted by the OECD. The results of the study revealed that there was no statistically mean differences with regards to how gender differ with principals’ shared leadership, secondly there is a difference in variation of mean with both publicly and privately managed school with respect to principals shared leadership and finally the type of professional development that includes courses, conferences, or observational visits had no significant effect on principals’ shared leadership. This paper has some sought of policy lessons for both policy makers and practitioners in the arenas of educational policy with respect to the type of leadership style and type of professional development for enhancing student learning outcomes and school-wide improvement.

 

Article visualizations:

Hit counter

DOI

Keywords


professional development, principal shared leadership, principal, TALIS 2013

Full Text:

PDF

References


Ada, S., and Gumus. S. (2012). The reflection of instructional leadership concept on educational administration master’s programs: A comparison of Turkey and the United States of America. International Online Journal of Educational Sciences. 4 (2): 467–474.

Bridges, E. (1967). Instructional leadership: A concept re-examined. Journal of Educational Administration 5 (2): 136–147.

Bottoms, G., and O’Neill, K. (2001). Preparing a new breed of school principals: It’s time for action. Atlanta, GA: Southern Regional Education Board.

Bryk, A. S., Sebring, P. B. Allensworth, E. Luppescu, S., and Easton J. Q. (2010). Organizing Schools for Improvement: Lessons from Chicago. Chicago, IL: University of Chicago Press.

Brieve, F. J. (1972). Secondary principals as instructional leaders. NASSP Bulletin 56 (368):11– 15.

Carver, C. L. 2010. Principals + Algebra (− Fear) = Instructional Leadership. Journal of Staff Development. 31 (5): 30–33.

Daresh, J. C. (2004). Mentoring school leaders: professional promise or predictable problems? Educational Administration Quarterly 40 (4): 495–517.

DuFour, R. (2002). The Learning-centered principal. Educational Leadership 59 (8): 12–15.

Edmonds, R. (1979). Effective Schools for the Urban Poor. Educational Leadership 37: 15–24.

Evans, P., and Mohr, N. (1999). Professional development for principals: Seven core beliefs. Phi Delta Kappan 80 (7): 530–533.

Fenwick, L., M. Pierce. (2002). Professional development of principals. Washington, DC: ERIC Clearinghouse on Teaching and Teacher Education.

Fullan, M., Bertani, A., and Quinn, J. (2004). New lessons for district-wide reform. Educational Leadership 61 (7): 42–46.

Hallinger, P. (2003). Leading educational change: Reflections on the practice of instructional and transformational leadership. Cambridge Journal of Education 33 (3): 329–352.

Hallinger, P., Bickman, L., and Davis, K. (1996). School context, Principal leadership, and student reading achievement. The Elementary School Journal 96 (5): 527–549.

Hoffman, F. J., and Johnston. J. H. (2005). “Professional development for principals, by principals. Leadership 34 (5): 16–19.

Horng, E., and Loeb, S. (2010). New Thinking about Instructional Leadership. Phi Delta Kappan 66–69. Leithwood, K. A. (1994). Leadership for school restructuring. Educational Administration Quarterly 30 (4): 498–518.

Lindley, F. A. (2009). The portable mentor: A resource guide for entry-year principals and mentors. Thousand Oaks, CA: Corwin Press.

Leithwood, K. A., and Seashore-Louis, K. (2012). Linking leadership to student learning. San Francisco, CA: Jossey Bass Ltd.

Leithwood, K. A., and Riehl, C. (2003). What We Know about Successful School Leadership. Nottingham: National College for School Leadership.

Nelson, B. S. and Sassi, A. (2005). The Effective Principal: Instructional Leadership for High Quality Learning. New York, NY: Teaching College Press, Columbia University.

Nicholson, B., Harris, J, M., and Schimmel, C (2005). Professional development for principals in the accountability era. Charleston, WV: Appalachian Education Laboratory.

Hoffman, F. J., and Johnston, J. H. (2005). Professional development for principals, by principals.” Leadership 34 (5): 16–19.

Marks, H. M. and Printy, S (2003). Principal leadership and school performance: An integration of transformational and instructional leadership. Educational Administration and Quarterly 39 (3): 370–397.

Organization for Economic Co-operation and Development (2014). TALIS 2013 Technical Report. Paris: OECD Publishing

Peterson, K. (2002). The professional development of principals: Innovations and opportunities.” Educational Administration Quarterly 38 (2): 213–232.

Wiseman, A. W. (2005). Principals under pressure: The growing crisis. Lanham, MD: R&L Education.

Zepeda, S. J. (2008). Professional development: What works. Larchmont, NY: Eye on Education.


Refbacks

  • There are currently no refbacks.


Copyright (c) 2018 Emmanuel Intsiful

Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.

Copyright © 2015-2018. European Journal of Education Studies (ISSN 2501 - 1111) is a registered trademark of Open Access Publishing Group. All rights reserved.


This journal is a serial publication uniquely identified by an International Standard Serial Number (ISSN) serial number certificate issued by Romanian National Library (Biblioteca Nationala a Romaniei). All the research works are uniquely identified by a CrossRef DOI digital object identifier supplied by indexing and repository platforms. All authors who send their manuscripts to this journal and whose articles are published on this journal retain full copyright of their articles. All the research works published on this journal are meeting the Open Access Publishing requirements and can be freely accessed, shared, modified, distributed and used in educational, commercial and non-commercial purposes under a Creative Commons Attribution 4.0 International License (CC BY 4.0).