The role of principal leadership in enhancing personal development: an analysis of bottlenecks, lags, issues and concerns (BLICS)

  Abstract: This study investigated the relationship between principal leadership practices and personal development within a school community. The study utilized a mixed-methods approach, including a survey of teachers and students as well as focus group interviews. The quantitative results indicated that principal leadership practices, specifically idealized influence and inspirational motivation, were positively associated with personal development. The qualitative results identified four themes that were important in promoting personal development: supportive leadership, collaboration and teamwork, a growth mindset, and personalized learning. The findings of this study suggest that the leadership practices of principals play an important role in fostering personal development within the school community. Principals who exhibit idealized influence and inspirational motivation are able to inspire and motivate their staff and students, which in turn leads to greater personal development. In addition, the qualitative findings suggest that creating a supportive environment, promoting collaboration and teamwork, fostering a growth mindset, and providing opportunities for personalized learning are important factors in promoting personal development. The implications of these findings are significant for school leaders and educators. School leaders should focus on creating a supportive environment that fosters collaboration and teamwork, promotes a growth mindset, and provides opportunities for personalized learning. By doing so, they can help to foster personal development within their school community, which can have positive implications for student achievement and well-being. Educators should also be aware of the importance of these factors and work to incorporate them into their teaching practices. This study contributes to the understanding of the relationship between principal leadership practices and personal development within the school community. Further research is needed to explore the specific mechanisms by which principal leadership practices impact personal development and to investigate the long-term effects of personal development on student achievement and well-being

Building Leadership Skills in Educational Leadership: A Case Study of Successful School Principals

This study examined the key characteristics and practices of successful school principals, as perceived by teachers, parents, and students. Four themes emerged from the data: collaborative decision-making, relationship building, continuous professional development, and visionary leadership. Successful principals were found to prioritize collaboration, involving all members of the school community in decision-making processes, and building positive relationships with staff, students, and parents. They also placed a strong emphasis on continuous professional development, both for themselves and their staff, and were able to articulate a clear vision for their school and communicate that vision effectively to all stakeholders. The study highlights the importance of effective school leadership in promoting a positive school culture and improving student achievement. The findings suggest that successful school leaders must be able to work collaboratively, build positive relationships, prioritize ongoing professional development, and articulate a clear vision for their school. These characteristics and practices can serve as a guide for aspiring and current school leaders, as well as for those involved in the recruitment and selection of school principals. Overall, this study provides valuable insights into the key factors that contribute to successful school leadership, and underscores the importance of effective leadership in promoting positive outcomes for students, staff, and the broader school community

Teaching leadership: an examination of best practices for leadership educators

This study explored the leadership perspectives of four school principals on creating a positive school culture and improving student outcomes. Four key themes emerged from the interviews: the importance of relationship building, focus on student learning, emphasis on professional development, and collaboration. The principals highlighted the significance of building strong relationships with staff and students as the foundation for creating a positive school culture. They emphasized the need for regular assessments to monitor student progress and creating a safe and engaging learning environment. The principals recognized the importance of ongoing professional development for themselves and their staff and believed that keeping up to date with new teaching methods and technologies was critical in providing students with the best possible education. Collaboration was also seen as essential, with the principals emphasizing the need to work collaboratively with staff, parents, and the wider community to achieve shared goals. Overall, the study suggests that effective school leadership requires a focus on building strong relationships, a commitment to student learning, ongoing professional development, and collaboration. These findings are consistent with previous research on effective school leadership, emphasizing the need for a collaborative and supportive school culture that prioritizes student learning and teacher development. The study has important implications for school leaders, highlighting the importance of relationship building, ongoing professional development, and collaboration in creating a positive school culture and improving student outcomes

A study of learners’ perceived challenges in reading: implications for developing school reading programs

This study explored the perceived challenges in reading among learners in the Division of Toledo City, Philippines and their implications for developing effective school reading programs. The study utilized a mixed-methods approach, with quantitative data obtained from a survey and qualitative data gathered through interviews and focus group discussions. The findings showed that the majority of participants faced difficulties in decoding, fluency, comprehension, and motivation, with relatively low frequency of reading. Storybooks were the most preferred reading material among participants, followed by comics, magazines, and textbooks. These findings suggest that there is a need for effective reading programs that promote frequent reading habits and provide engaging reading materials to help learners overcome the challenges they face. The qualitative findings provide insights into the specific areas of difficulty faced by learners, including their perceptions of the causes of these challenges, such as lack of interest, inadequate reading skills, and limited access to reading materials. Overall, this study contributes to the growing body of literature on reading challenges among learners and highlights the importance of developing effective reading programs that address the specific needs and challenges of learners. The findings of this study have practical implications for educators and policymakers in designing and implementing effective reading programs that foster a love for reading and enhance the literacy skills of learners

Enhancing Educational Leadership: Exploring the Enneagram's Impact on Interpersonal Relationships

This study examines the impact of the Enneagram on enhancing educational leadership by exploring its influence on interpersonal relationships. Through qualitative interviews with educational leaders, the study investigates three key themes: self-awareness and leadership style, understanding and valuing individual differences, and conflict resolution and team cohesion. The findings reveal that the Enneagram framework plays a crucial role in enhancing self-awareness among educational leaders. By understanding their Enneagram type, leaders gain insights into their strengths, weaknesses, communication styles, and decision-making processes. This self-awareness enables them to make conscious choices in their leadership approach, adapt their styles to connect with and support team members, and foster effective communication. Additionally, the Enneagram facilitates understanding and valuing individual differences within educational leadership teams. Recognizing the diverse motivations, fears, and communication preferences associated with each Enneagram type, leaders create an inclusive environment where differences are appreciated, and conflicts are approached constructively. This understanding fosters empathy, respect, and collaboration among team members, promoting team cohesion and harnessing the collective potential of the team. Moreover, the Enneagram proves instrumental in conflict resolution by providing a framework for understanding the underlying dynamics of conflicts. Leaders approach conflicts with empathy, seeking common ground and resolutions that address core concerns. This approach creates a safe space for open and constructive discussions, strengthening relationships and advancing team objectives. This study highlights the transformative power of the Enneagram in enhancing educational leadership and emphasizes the importance of self-awareness, understanding differences, and effective conflict resolution in creating positive learning environments. It recommends integrating the Enneagram into leadership development programs and suggests avenues for future research to explore the experiences of different stakeholders and the long-term impact of the Enneagram on leadership effectiveness

The role of servant leadership in creating a positive school climate

This study investigates the role of servant leadership in creating a positive school climate. A quantitative research design was used to examine the relationship between servant leadership and school climate, including the effects of servant leadership on student academic achievement, teacher job satisfaction, and school culture. The study was conducted in several schools in a particular district, and data were collected using a survey questionnaire from 40 teachers and 1000 students. Data were analyzed using descriptive and inferential statistics. The findings suggest that there is a significant positive correlation between servant leadership and teacher job satisfaction (r = 0.55, p < 0.01), school culture (r = 0.62, p < 0.01), and academic achievement (r = 0.45, p < 0.01). The results indicate that servant leadership practices contribute to the development of a positive school climate. The study provides support for the notion that servant leadership is a viable leadership approach in schools that can contribute to the development of a positive school climate. The results suggest that schools should consider implementing servant leadership practices as a way of improving teacher job satisfaction and school culture. By prioritizing the needs of their followers and creating a supportive environment, servant leaders can contribute to the development of a positive school culture that fosters growth and development for teachers and students alike. However, the study had several limitations, including the limited sample size and the reliance on self-reported data. Future research should aim to address these limitations by conducting longitudinal studies with larger and more diverse samples. Overall, this study highlights the importance of servant leadership in creating a positive school climate, and provides important insights for school leaders and policymakers seeking to improve the quality of education in their schools

Quality performance of teachers: work environment, work attitude, and principal supervision: qualitative investigation

One of the most important factors in the face of the educational system is the quality of teachers’ performance. The goal of this study is to ascertain whether the teachers’ high-quality performance is actually impacted by the work environment, work attitude, and principal supervision. In this qualitative investigation, the Heideggerian Phenomenology design was employed. This study seeks to comprehend the phenomenon from the participant’s point of view and through their experiences. In this study, the purposive method was employed, and participants were chosen to expound on their experiences as general education teachers at PAU Excellencia Global Academy Foundation, Inc., teaching in an inclusion classroom. It has been discovered that the key to creating a positive learning environment in the classroom is workgroup encouragement, especially having good relationships with the principal. How frequently teachers must deal with unruly and aggressive students have largely defined teaching obstacles. A teacher’s perception of the supportive environment at school improved as he or she gained experience

Leadership in Education: Theory and Practice

Leadership in education plays a crucial role in determining the success of schools and educational institutions. A systematic review of the literature was conducted to identify the most prominent theories and models of leadership in education and to better understand their implications for practice. The theories and models included Transformational Leadership, Situational Leadership, Full-Range Leadership, and Contingency Theory. The review found that effective leadership in education requires flexibility and adaptability, as well as the ability to inspire and motivate followers through behaviors such as charisma, idealized influence, and individualized consideration. Each of the theories and models reviewed provided important insights into effective leadership, but also had limitations and areas for improvement. Overall, the systematic review of the literature highlights the importance of ongoing research and professional development for educational leaders, in order to continue to build their knowledge and skills and drive positive outcomes for their schools and students. The findings of this review provide valuable insights for practitioners and researchers alike, and can help to inform the development of more effective leadership practices in education. &nbsp