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Multidimensional Perspectives on Principal Leadership Effectiveness

Book Description

Exceptional management skills are crucial to success in educational environments. As school leaders, principals are expected to effectively supervise the school system while facing a multitude of issues and demands. Multidimensional Perspectives on Principal Leadership Effectiveness combines best practices and the latest approaches in school administration and management. Exploring the challenges faced by principals, as well as the impact of new managerial tactics being employed, this book is a comprehensive reference publication for policymakers, academicians, researchers, students, school practitioners, and government officials seeking current and emerging research on administrative leadership in educational settings.

Table of Contents

  1. Cover
  2. Title Page
  3. Copyright Page
  4. Book Series
    1. Mission
    2. Coverage
  5. Editorial Advisory Board and List of Contributors
    1. Editorial Advisory Board
  6. Preface
    1. AN OVERVIEW OF THE SUBJECT MATTER
    2. A DESCRIPTION OF WHERE YOUR TOPIC FITS IN THE WORLD TODAY
    3. A DESCRIPTION OF THE TARGET AUDIENCE
    4. A DESCRIPTION OF THE IMPORTANCE OF EACH OF THE CHAPTERS
    5. HOW THE BOOK IMPACTS THE FIELD AND CONTRIBUTES TO THE SUBJECT MATTER
    6. REFERENCES
  7. Acknowledgment
  8. Section 1: Understanding the Principalship and Principal Preparation: Management Tasks of Principals/Time Management for School Principals
    1. Chapter 1: Principal Preparation
      1. ABSTRACT
      2. INTRODUCTION
      3. METHOD
      4. RESULTS
      5. DISCUSSION AND CONCLUSION
      6. REFERENCES
      7. ADDITIONAL READING
      8. KEY TERMS AND DEFINITIONS
    2. Chapter 2: Reinventing Principal Preparation in Illinois
      1. ABSTRACT
      2. INTRODUCTION
      3. CONTEXT
      4. THE ILLINOIS CASE THROUGH THE LENSES OF CHANGE AND COMPLEXITY THEORIES
      5. DISCUSSION AND IMPLICATIONS
      6. CONCLUSION
      7. REFERENCES
      8. ADDITIONAL READING
      9. KEY TERMS AND DEFINITIONS
    3. Chapter 3: Analysis of the Tasks of School Principals in Secondary Education in Catalonia
      1. ABSTRACT
      2. INTRODUCTION
      3. 1. THE CONTEXT OF STUDY
      4. 2. THE STUDY
      5. 3. RESULTS
      6. 4. DISCUSSION
      7. 5. CONCLUSION
      8. ACKNOWLEDGMENT
      9. REFERENCES
      10. KEY TERMS AND DEFINITIONS
    4. Chapter 4: Considering Latin American School Management from a Skills-Based Perspective
      1. ABSTRACT
      2. INTRODUCTION
      3. COMPETENCIES FOR THE PRACTICE OF MANAGEMENT
      4. COMPETENCIES FOR THE PRACTICE OF MANAGEMENT IN LATIN AMERICAN COUNTRIES
      5. ARGENTINA (AR)
      6. BOLIVIA (BO)
      7. CHILE (CL)
      8. MEXICO (ME)
      9. NICARAGUA (NI)
      10. PANAMA (PA)
      11. PARAGUAY (PY)
      12. PERU (PE)
      13. DOMINICAN REPUBLIC (DO)
      14. URUGUAY (UY)
      15. SOLUTIONS AND RECOMMENDATIONS FOR IMPROVING LATIN AMERICAN SCHOOL MANAGEMENT
      16. FUTURE RESEARCH DIRECTIONS
      17. CONCLUSION
      18. REFERENCES
      19. ADDITIONAL READING
      20. KEY TERMS AND DEFINITIONS
      21. ENDNOTES
    5. Chapter 5: Qatar's Educational Reform
      1. ABSTRACT
      2. INTRODUCTION
      3. BACKGROUND
      4. PRINCIPALS AND EDUCATIONAL REFORM
      5. RESEARCH APPROACH AND METHODS
      6. CRITICAL ISSUES FACING PRINCIPALS
      7. SKILLS AND LEADERSHIP STYLES NECESSARY
      8. RECOMMENDATIONS
      9. FUTURE RESEARCH DIRECTIONS
      10. CONCLUSION
      11. REFERENCES
      12. ADDITIONAL READING
      13. KEY TERMS AND DEFINITIONS
    6. Chapter 6: School Leadership and Pedagogical Reform
      1. ABSTRACT
      2. INTRODUCTION
      3. MAIN FOCUS OF THE CHAPTER
      4. BACKGROUND
      5. THE EDUCATIONAL SYSTEM
      6. SCHOOL REFORM AND LEADERSHIP
      7. OVERVIEW OF ONE SCHOOL’S CHANGE PROCESS
      8. EMERGENT MESSAGES AND THE RECONCEPTUALISING OF PEDAGOGY
      9. THE TEACHER EXPERT PRACTITIONER AND 21 CENTURY GAMMA PEDAGOGY
      10. SOLUTIONS AND RECOMMENDATIONS
      11. FUTURE RESEARCH DIRECTIONS
      12. CONCLUSION
      13. REFERENCES
      14. ADDITIONAL READING
      15. KEY TERMS AND DEFINITIONS
    7. Chapter 7: Becoming a Principal
      1. ABSTRACT
      2. INTRODUCTION AND CONTEXTUALISATION
      3. LITERATURE REVIEW
      4. METHODOLOGY
      5. FINDINGS
      6. FUTURE RESEARCH DIRECTIONS
      7. DISCUSSION
      8. CONCLUSION
      9. REFERENCES
      10. KEY TERMS AND DEFINITIONS
  9. Section 2: Understanding School and Teacher Leadership: Theoretical and Organizational Foundations
    1. Chapter 8: Principals' Understandings of Education Based on Research
      1. ABSTRACT
      2. INTRODUCTION
      3. BACKGROUND: THE SWEDISH CONTEXT
      4. EDUCATION BASED ON RESEARCH AND A SCIENTIFIC APPROACH
      5. WHEN POLICY MEETS PRACTICE
      6. CONCLUSION
      7. REFERENCES
      8. KEY TERMS AND DEFINITIONS
    2. Chapter 9: Individual Differences and Educational Leadership
      1. ABSTRACT
      2. 1. INTRODUCTION
      3. 2. INDIVIDUAL DIFFERENCES AND LEADERSHIP
      4. 3. INDIVIDUAL DIFFERENCES AND EDUCATIONAL LEADERSHIP
      5. 4. SOLUTIONS AND RECOMMENDATIONS
      6. 5. FUTURE RESEARCH DIRECTIONS
      7. 6. CONCLUSION
      8. REFERENCES
      9. ADDITIONAL READING
      10. KEY TERMS AND DEFINITIONS
    3. Chapter 10: New Methods Exploring Facial Expressions in the Context of Leadership Perception
      1. ABSTRACT
      2. INTRODUCTION
      3. BACKGROUND
      4. MAIN FOCUS OF THE CHAPTER
      5. IMPLICATIONS, CONTRIBUTIONS, AND FUTURE RESEARCH DIRECTIONS
      6. CONCLUSION
      7. REFERENCES
      8. ADDITIONAL READING
      9. KEY TERMS AND DEFINITIONS
    4. Chapter 11: Emotional Intelligence and Political Skill Really Matter in Educational Leadership
      1. ABSTRACT
      2. 1. INTRODUCTION
      3. 2. DO EMOTIONAL INTELLIGENCE AND POLITICAL SKILL REALLY MATTER IN EDUCATIONAL LEADERSHIP?
      4. 3. SUGGESTIONS FOR EDUCATIONAL POLICY AND PRACTICE
      5. 4. SUGGESTIONS FOR FUTURE RESEARCH
      6. 5. CONCLUSION
      7. REFERENCES
      8. KEY TERMS AND DEFINITIONS
    5. Chapter 12: Teacher Leadership
      1. ABSTRACT
      2. INTRODUCTION
      3. DEFINING TEACHER LEADERSHIP
      4. TEACHER LEADERSHIP ROLES
      5. INFLUENTIAL FACTORS ON TEACHER LEADERSHIP
      6. THE RELATIONSHIP BETWEEN TEACHER LEADERSHIP AND CLASSROOM AND SCHOOL IMPROVEMENT
      7. FUTURE RESEARCH AREAS ON TEACHER LEADERSHIP
      8. CONCLUSION
      9. REFERENCES
      10. ADDITIONAL READING
      11. KEY TERMS AND DEFINITIONS
    6. Chapter 13: Exploring Distributive Leadership in South African Public Primary Schools in the Soweto Region
      1. ABSTRACT
      2. INTRODUCTION
      3. TRADITIONAL MODELS OF LEADERSHIP
      4. BACKGROUND AND RATIONALE FOR THE CURRENT TREND TOWARDS DISTRIBUTIVE LEADERSHIP
      5. CONCEPTUALISING DISTRIBUTIVE LEADERSHIP
      6. RESEARCH INTO DISTRIBUTIVE LEADERSHIP
      7. RESEARCH METHODOLOGY
      8. CONCLUSION AND RECOMMENDATIONS
      9. REFERENCES
      10. ADDITIONAL READING
      11. KEY TERMS AND DEFINITIONS
      12. ENDNOTES
    7. Chapter 14: Continuous Change in Educational Organizations
      1. ABSTRACT
      2. INTRODUCTION
      3. CONCEPTUAL BASES OF CONTINUOUS CHANGE
      4. CONTINUOUS CHANGE IN EDUCATIONAL ORGANIZATIONS
      5. FUTURE RESEARCH DIRECTIONS
      6. CONCLUSION
      7. REFERENCES
      8. ADDITIONAL READING
      9. KEY TERMS AND DEFINITIONS
  10. Section 3: School Leadership Effects and Student Achievement
    1. Chapter 15: Transformational Leadership and Principals' Innovativeness
      1. ABSTRACT
      2. INTRODUCTION
      3. BACKGROUND
      4. FOCUS OF THE STUDY
      5. FUTURE RESEARCH DIRECTIONS
      6. CONCLUSION
      7. SOLUTIONS AND RECOMMENDATIONS
      8. REFERENCES
      9. ADDITIONAL READING
      10. KEY TERMS AND DEFINITIONS
      11. APPENDIX
    2. Chapter 16: Exploring the Impact of School Leadership on Student Learning Outcomes
      1. ABSTRACT
      2. INTRODUCTION
      3. ISSUES, CONTROVERSIES, PROBLEMS
      4. REFERENCES
      5. ADDITIONAL READING
      6. KEY TERMS AND DEFINITIONS
    3. Chapter 17: The Relationship between Emotional Competence and Instructional Leadership and Their Association with Learner Achievement
      1. ABSTRACT
      2. INTRODUCTION
      3. BACKGROUND TO THE RESEARCH PROBLEM
      4. THE CONSTRUCT OF EMOTIONAL COMPETENCE
      5. A FRAMEWORK FOR INSTRUCTIONAL LEADERSHIP
      6. LEARNER ACHIEVEMENT
      7. RESEARCH METHODOLOGY
      8. SAMPLE
      9. THE ANALYSIS OF DATA REGARDING EMOTIONAL COMPETENCE
      10. THE ANALYSIS OF DATA REGARDING INSTRUCTIONAL LEADERSHIP
      11. LEARNER ACHIEVEMENT
      12. THE STRUCTURAL EQUATION MODEL INVOLVING THE FACTORS FOUND IN EMOTIONAL COMPETENCE, INSTRUCTIONAL LEADERSHIP AND THE LINK WITH LEARNER ACHIEVEMENT
      13. IMPLICATIONS OF THE FINDINGS FOR SCHOOL LEADERSHIP
      14. FUTURE RESEARCH DIRECTIONS
      15. CONCLUSION
      16. REFERENCES
      17. ADDITIONAL READING
      18. KEY TERMS AND DEFINITIONS
  11. Compilation of References
  12. About the Contributors