Author:
Abouelanein Ahmed ElSayed,Hossni Mohamed
Abstract
AbstractThis paper aimed to investigate successful practices of school leadership that lead to school improvement. To achieve this, the paper adopted the mixed-method approach and utilized two instruments: The first instrument is teachers’ and leadership members’ perceptions of school improvement questionnaire to collect quantitative data, the second instrument is a semi-structured interview with the school principal for the qualitative data. The analysis of both collected data led to a conclusion that school principal careful and professional practices have a significant impact on the overall school improvement. These practices include parents’ engagement, curriculum reform, teachers’ well-being, and professional development for both teachers and leadership members. This case study is an evidence-based guideline for educators and decision makers seeking quality education in their personalized- context learning community.
Publisher
Springer Nature Switzerland
Reference37 articles.
1. Apple, M., & Jungck, S. (2014). Official Knowledge: Democratic Education in a Conservative Age. London: Routledge.
2. Barzanò, G., & Grimaldi, E. (2013). Discourses of merit: the hot potato of teacher evaluation in Italy. Journal of Educational Policy, 28(6), 767–791.
3. Bowen, G. (2009). Document analysis as a qualitative research method. Qualitative Research Journal, 9(2), 27–40.
4. BUiD, The impact of leadership styles on teachers’ professional development: a study of a private school in Dubai (2016). https://bspace.buid.ac.ae/bitstream/1234/925/1/2014201047.pdf. Accessed 27 May 2019
5. Bush, T. (2007). Educational leadership and management: theory, policy, and practice. South African Journal of Education, 27(3), 391–406.