Chracteristics of Effective School Principals

The second quality of an effective leader is to have a vision. The vision should also include the schools missions, purpose and goals. The principal should be progressive and constantly looking for ways to keep the staff and students motivated to work towards a common goal. As an effective leader you must continuously promote the vision. This could be done with a school created slogan that fits the community. Most people want to belong and feel a part of something successful or on the path to greatness. It is a wonderful feeling to be a member of a successful school community where people really

Academic director: Creating a climate hospitable to education. Inculcating leadership in others. Managing pupils, data and processes. Improving indolent School Leadership

Every person has a different definition of what makes a leader. Some feel a leader is inspirational, while others regard leadership as someone who can give criticism and make the tough decisions. Each definition is unique, and each is vague. This is why the definitions of leadership people use aren’t always accurate. Bolman and Deal, however, do an excellent job of presenting four frames of leadership people use to successfully—or unsuccessfully—support and lead a group of people. The four frames presented by the authors are: human resource, symbolic, structural, and political. The human resource frame is used by leaders to empathize with their followers, the symbolic frame is used to inspire and unite followers around a vision, the structural frame is used to emphasize the importance of a process, and the political frame establishes competition and focuses on creating allies.

Number of studies have asserted that teaching experience of principal positively associates with his/her instructional leadership (Eberts & Stone, 1988; Glasman, 1984; Hallinger, 1983; Leithwood et al., 1990). Studies have identified personal values of principal to indirectly shape his/her attention to varying aspects of educational programs (Barth, 1980, 1990; Cuban, 1988; Glasman, 1984; Leithwood et al., 1990, 1992). “Research on effects of principal leadership on student learning draws its conceptual lineage more directly from research on school effectiveness and school improvement.” (Hallinger, Bickman and Davis,

As a principal, one must be an effective leader to create a school environment that enables your faculty and staff to improve student achievement, the main objective of

Similar to other leadership settings, educational leadership has a reliance on individual traits such as respect, trustworthiness, and fairness. Similarly, skills are essential since they determine the effectiveness of headship. Cooperation of staff members requires leaders to have strong awareness and understanding of their complex organizational environment. Concurrently, choice of management style is essential while focusing on maximum effectiveness of educational leadership. Lastly, as postulated, educational leadership is a great influencer towards students

This study seeks to examine a principal leadership style and its effects on teacher job

Using the 21 leadership responsibilities, which are based in research as being correlated with student achievement as the basis for a strong and balanced leadership framework. What has become clear to me is that just as we ask teachers to be intentional and show the purpose of their lessons, we too as leaders need to be very clear about creating a purposeful learning community. In their interviews with principals, it was said that none were outstanding leaders when they started. It was the only attained by working hard overtime. Patters started to emerge across these highly successful leaders and through qualitative analysis six common traits were identified: deep conviction & moral purpose, a selfless, iron will to improve performance, a deep reservoir of optimism, emotional intelligence & relationship building, a commitment to self-improvement and less mystery, more

This paper explores numerous published articles discussing research on implications of different leadership techniques and effective school systems. Discussions of various leadership strategies and their real-world applications within school systems are implemented throughout this paper along with considerations of teacher retention and multiculturalism. Personal experience is also a key element of discussion in this paper. With all faculty and staff of school systems considered and being represented.

A successful principal is going to learn to combine their roles as managers and leaders and understand the importance of both roles. I think many administrators mistakenly view themselves as leaders. In my experience, some staff

According to the authors of this article (Donaldson, Marnik, Mackenzie, & Ackerman, 2009), principals need to concentrate on the development of skills and behaviors in order to be successful in motivating, leading, and changing the direction of a school. The successful principal understands that there exists a fine balance of caring for others and the need to accomplish specific tasks (Donaldson, Marnik, Mackenzie, & Ackerman, 2009).

From the different readings and resources different concepts and ideologies about leadership have been developed. From these different resources, one thing that resonates is that leadership involves guiding effort and resources and influencing decision making among different people in order to induce action. In agreeing with this analysis of leadership, it is also important to note that the manner in which different people lead others depends totally on their perception on values and their cultural upbringing. In this regard, different people may define leadership in different ways. However, the best definition according to me is the one brought forth by Bass (2009). He suggests that leadership is majorly viewed as the interaction between different members of a group involving the structuring and restructuring of different ideas and concepts in order to come up with particular decisions that influence actions. Different leadership styles have brought about different styles and types of leadership. The different readings suggest that leadership can be used in different concepts. Leadership can be applied in educational settings, spiritual settings, business settings and social settings. Whichever setting leadership is applied in the main concepts of influencing action is applied.

Effective school leadership today must combine the traditional school leadership duties such as teacher evaluation, budgeting, scheduling, and facilities maintenance with a deep involvement with specific aspects of teaching and learning. Effective instructional leaders are intensely involved in curricular and instructional issues that directly affect student achievement (Cotton, 2003). The writer of this paper acknowledges that school principals should play the role of instructional leaders, not just a school manager. The reality is that are many demands on a principals time and management skills making it difficult for most of them to spend time in classrooms, when performing teacher evaluation. Principals often make sure that teachers

The concept and practice of teacher leadership have gained momentum in the past two decades. Teachers are assuming more leadership functions at both instructional and organizational levels of practice. Empirical literature reveals effects of teacher leadership practice, teacher leader characteristics, and conditions that promote and challenge teacher leadership.

There is a positive correlation between leadership styles and the job-satisfaction in education providers. The determinants of job satisfaction, leadership is viewed as an important predictor and plays a central role. Leadership is a management function, which is mostly directed towards people and social interaction, as well as the process of influencing people so that they will achieve the goals of the organization.Leader is leading the human resource function, collaborating with other functions and providing leadership to them, setting and enhancing the standards for strategic thinking (Armstrong (2006). Leadership effectiveness many different types of outcomes havebeen used, including the performance and growth of the leader’s group or organization, its preparedness to deal with challenges or crises, follower satisfaction with the leader, follower commitment to the group objectives, the psychological well-being and development of followers, the leaders’ possession of high status in the group, and theleader’s advancement to higher positions of authority in the organization (Oad, 1999).