Mississippi Association of Secondary School Principals News HI-Lites

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Similarities and Differences in Role Conflict, Role Commitment, and Job Satisfaction for Female and Male High School Principals

The purpose of this study was to determine the effect of gender, role conflict, role commitment, and job satisfaction on the high school principal. Data were collected from high school principals in three midwestern states. The results indicated that there are differences between female and male high school principals in their personal and professional attributes as well as in role conflict. There were similarities between female and male high school principals in terms of role commitment and job satisfaction

Women High School Principals: Perspectives on Role Conflict, Role Commitment, and Job Satisfaction

This study is an investigation of women high school principals in terms of the challenges they face, role conflicts they experience, their role commitment, and their job satisfaction. The purpose is to describe women high school principals addressing the issue of the continued underrepresentation of women in the high school principalship. Quantitative and qualitative data were collected from women high school principals in Illinois, Minnesota, and Wisconsin. The findings indicate that role conflict impacts career decisions—respondents delayed entering the high school principalship until the demands of raising their children had lessened. Role conflict is inversely related to job satisfaction; the more role conflict, the lower the level of job satisfaction. The number of students in the school affects job satisfaction and role conflict. Women today may have more career mobility than in the past. Encouragement and mentoring are key factors in enabling women to become high school principals

How Successful Secondary School Principals in England Respond to Policy Reforms: The Influence of Biography

© 2018 Taylor & Francis Group, LLC. This article examines how values embedded in the biographies of principals of successful schools influence their responses to systemic policy reforms. Drawing on examples from two secondary principals with similarly strong moral purposes but contrasting value positions, the research found that, despite differences in the cultures, practices, and students’ learning experiences in their schools, they directed and shaped—in remarkably similar ways—how and to what extent external policies were incorporated in preferred, values-led cultures and practices; and that leadership and school-improvement realities in their schools were different from those portrayed in “policy enactment” research in so-called “ordinary” schools

Voices of Women High School Principals

This study presents the challenges women face in educational administration from the perspective of female high school principals. Eight women high school principals participated in the qualitative study that focused on their careers, the conflicts between their personal and professional roles, and the impact of gender on the high school principalship. The participants acknowledged the importance of encouragement and mentoring in their decisions to become high school principals. They continued to be affected by the male image of the high school principal. They sought support from other female leaders as well as offered mentoring to women aspiling to administrative positions. The participants recognized that role conflict was a factor contributing to whether or not women would pursue the high school principalship

Using school performance feedback: perceptions of primary school principals

The present study focuses on the perception of primary school principals of school performance feedback (SPF) and of the actual use of this information. This study is part of a larger project which aims to develop a new school performance feedback system (SPFS). The study builds on an eclectic framework that integrates the literature on SPFSs. Through in-depth interviews with 16 school principals, 4 clusters of factors influencing school feedback use were identified: context, school and user, SPFS, and support. This study refines the description of feedback use in terms of phases and types of use and effects on school improvement. Although school performance feedback can be seen as an important instrument for school improvement, no systematic use of feedback by school principals was observed. This was partly explained by a lack of skills, time, and support

Transformational Leadership Model Of Private Vocational School Principals (A Study on School Principals’ Competences, Organizational Climate and Work Ethics as Determinant Factors of the School Principals Transformational Leadership Amongst the Private V

Transformational Leadership Model of School Principals is constructed from some aspects covering the school principals’ competencies, school organizational climate, and the school principals’ work ethics. The problem is then whether transformational leadership model of the school principals is constructed from the dimensions such as school principals’ competencies, school organizational climate, and school principals’ work ethics. This study aims at finding out the transformational leadership model of private vocational school principals throughout the city of Tegal. The research design used in this study is confirmatory factor analysis. The sample of this research is 122 proportionally selected using random sampling techniques. Besides, the research instrument used is a reliable questionnaire. In addition, this research employes quantitative approach, which clarifies the causality of the research variables through testing the research hypothesis using the Structural Equation Modeling (SEM). From the data analysis, it is found that the conceptual model is considered suitable with (or fit for) the model tested, that is, the transformational leadership of the school principals is significantly affected by the school principals’ competencies (38%), school organizational climate (11,3%) and the school principals’ work ethics (30,5%). The fit leadership model is the one that configures with the school principals’ competencies, school organizational climate, and school principals’ work ethics in which it simultaneously contributes towards the transformational leadership of the school principals (i.e., 69,7%). It then shows that this tested transformational leadership model needs to be developed for the sake of improving the school principals’ competences, school organizational climate, and the school principals’ work ethics. Furthermore, the research findings suggest the school principals to have managerial skill, to refine school organizational climate, and to improve the school principals’ work ethics as well.   Keywords: School principals’ competencies, school organizational climate, school principals’ work ethics and transformational leadership of the school principal

Professional learning for school principals: development in Scotland

This paper discusses the recent origins and development of professional learning and especially preparation programmes for Scottish school principals. Scotland has adopted a 'standards' based approach to continuing professional development and a Framework if Standards has emerged since 1998. A synthesis of the official reports and some of the research available is offered with a view to highlighting the further developments now being advocated and consulted upon under the aegis if a teacher-focused national Continuous Professional Development Advisory Group and its sub-group on leadership