Kako ravnatelji_ce zaznavajo fzicni ucni prostor kot dejavnik pouka?

School leaders are a central factor of the quality of learning and teaching in schools. It is generally believed that the staff model their behavior on leaders, which means if school leaders understand the physical school environment to be an important factor of learning, school staff (teachers and other professional staff) will also do so. To discover how school leaders assess the school environment as a factor of learning, 150 school leaders in primary education in Slovenia were invited to complete an online questionnaire. They were asked about their views regarding to what extent their school as physical environment encouraged certain factors. Fourteen listed factors were assessed on five-point numeric scales. The results show that in their school environment, school leaders assessed ecology, movement, and respect the highest, and feelings, imagination, and space the lowest. Their estimates of the assessed factors differ depending on the type of school building (new, old, renovated) only on the factors of movement, creativity, and logic and mathematics in favour of old schools. The results provide interesting information especially for school policy and everyone involved in the planning, building, or renewal of school premises. (DIPF/Orig.

Educational Leadership Coaching as Professional Development

As the burden of school leadership continues to increase in complexity, the need for reflective, collaborative leadership surges in tandem. The collaborative approach of educational leadership coaching develops school leaders and teacher leaders into meta-cognitive, reflective practitioners. Shoho, Barnett, and Martinez (2012) posited, Many school systems are embracing coaching as a way to influence and enhance leaders\u27 skill development, cognitive abilities, and emotional intelligence (p. 165). These skilled educational leaders can then seek solutions that allow for the complexity of the school systems while generating positive student outcomes, relational trust, and increased teacher efficacy

Preparing a New Breed of School Principals: It's Time for Action

Defines the challenge in preparing and developing effective school leaders and considers a number of changes for strengthening the certification, selection, and support of school leaders. Includes an action plan to improve school leadership

The Future of Education Reform: The Role of Emotional Intelligence for School Leaders

With the demands for better outcomes and greater change from school leaders such as superintendents, principals, central and building-level administrators, there is a need to understand how emotional intelligence can help these leaders meet new demands in the near future. There are three models of emotional intelligence from Daniel Goleman, Salovey, Mayer and Caruso, and Bar-On that may have benefits to offer school leaders. The facilitators currently teach in an Executive Leadership Doctoral Program and wish to gain insights from program graduates who are current leaders in their fields. However, before a study is developed, it would be helpful to discuss and gather advice from others interested in this topic to best capture ideas and perceptions on the study of Emotional Intelligence to enhance training for school leader

Teacher Leader Administrators: Part 3 Of A Symposium On Teachers As Leaders

In this latest continuation of our multipart symposium on teacher leadership, we examine what happens when self-defined teacher leaders become school administrators. Do teacher leaders who become administrators maintain a teacher identity? Can they remain committed to their vision of teacher leadership when they take on the normative requirements and responsibilities of school administration? Through a conversation with three teachers leaders, we explore the rewards and trials of teaching, the choice to become teacher leaders and then administrators, and the unique challenges that face administrators who deeply value the professional, political, and collaborative work of teachers

Education Governors for the 21st Century

Provides guidance for state leaders on how they can promote education reform through strategic alliances with educators, business leaders, and communities. Includes examples of leaders who have taken different approaches to school improvement

Preparing For the Crossfire: Equipping Evangelical Leaders for Service in Public Schools

This article addresses the preparation and support needed by evangelicals who serve as administrators and teacher leaders in public school settings. Educational leadership is lonely, demanding, and draining. This article explores the unique challenges evangelical leaders face because of the ongoing conflict between conservative Christians and public schools. Work-related conflicts that evangelicals experience in the workplace due to faith and the cultural dynamics that fuel this conflict are described. Strategies are proposed for Christian colleges and universities to prepare school leaders for the cultural crossfire