11. Educational Improvement and Quality Assurance
Paper
Crafting Excellence: A Case Study on Leadership Traits in Distinguished Schools
Asma Abdallah1, Rana Ramadan2, Ahmed Alkaabi2
1Sharjah Education Academy -SEA; 2UAEU
Presenting Author: Abdallah, Asma;
Alkaabi, Ahmed
This study examined the common characteristics of the leadership team, the main practices followed by the leadership team, and the leadership styles that are mostly followed by leaders in an outstanding school. It is partly a systematic review of works related to school leadership and leadership practices. Besides, it includes a field investigation of leadership traits in the selected schools. The qualitative approach was used and semi-structured interviews were developed based on the study’s purpose and objectives and drawing on the literature review. The findings revealed that the most important characteristics of leadership in outstanding schools are represented in inspirational shared vision, commitment, dedication, loyalty, spirituality, and care. Besides, the most common practices followed by the leadership team are represented in developing people, focus on student achievement and well-being, and redesigning the organization. Significantly, the findings reflect that the leaders adopt a highly distributed leadership style that is mixed and supported by both instructional and transformational leadership styles.
Research Question: The study aims to explore the following key areas within an outstanding educational institution:
1- What are the common characteristics of the leadership team in an outstanding school?2- What are the main practices followed by the leadership team in an outstanding school?3- What leadership styles are mostly followed by leaders in an outstanding school
The study is grounded in the leadership literature, drawing from several theoretical perspectives: Leadership, School Leadership, and Leadership Styles.
The study focuses on three main leadership styles as outlined in the literature:
Transformational Leadership, Distributed Leadership, and Instructional Leadership
Draws on research and theories to identify common characteristics and practices of successful leaders
Methodology, Methods, Research Instruments or Sources UsedThe study employs a qualitative approach, utilizing semi-structured interviews to gather data from school leaders. The theoretical framework is applied to analyze the data and interpret the findings in the context of outstanding school leadership.
Conclusions, Expected Outcomes or FindingsThe analysis of the interviews conducted at the outstanding school in the current research reflected that the most common characteristics of the leadership in outstanding schools are represented in the inspirational shared vision. In this respect, all interviewed leaders had a very clear ambitious, and dynamic vision that is led by the founder of the school. Moreover, they adopted the principles of commitment, dedication, loyalty, spirituality, and care.
Significantly, the practices followed by the leadership team included developing people, as all interviewed school leaders talked about how they started their journey as junior teachers. They were trained, mentored closely, and grew professionally inside the campus until they were equipped with the skills and knowledge to hold the leadership positions they were at. They also focus on students’ achievement and wellbeing, and support teachers’ motivation and commitment, through building collaborative cultures and productive relationships with parents and the community. Apart from this, the leads practices and their views reflected that they adopt a highly distributed leadership style that is mixed and supported with both instructional and transformational leadership styles.
Being a case study, the sample size was limited. Therefore, it is recommended that future research should apply the mixed method to take the view of a larger sample. Besides, as the current study focused mainly on three aspects related to characteristics, practices, and leadership styles, future research could include other factors or tackle one of the factors in more depth.
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2.Anizah, A. & Maretta, W. Principal Effective Leadership in Developing Teacher Professionalism. Journal of Educational Management, Leadership, and Supervision, 2(1) (2017) 97-105. https://doi.org/10.31851/jmksp.v2i1.1157
3.Arjanto, P. How is principal leadership related to effective school? International Research-Based Education Journal, 4(2) (2022) 163-174, https://journal2.um.ac.id/index.php/irbej/article/view/27883
4.Bass, B. & Riggio, R. Transformational Leaderhip. Mahwah, NJ: Lawrence Erlbaum Associates (2006).
5.Bolden, R. Distributed Leadership. Discussion Papers in Management. University of Exeter (2007). https://doi.org/10.4324/9780203099643
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8.Bush, T. Assessing successful school leadership: What do we know? Educational Management Administration & Leadership, 49(5) (2021) 687–689, https://doi.org/10.1177/17411432211034675
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11. Educational Improvement and Quality Assurance
Paper
How Does Instilling the Value of School Education Influence Increasing the Level of Academic Achievement of Students of Transitional Age?
Salima Shalenova, Ainur Amanbayeva
Nazarbayev intellectual school, Kazakhstan
Presenting Author: Shalenova, Salima;
Amanbayeva, Ainur
Values are central to both the theory of education and the practical activities of schools in two ways. First, schools and individual teachers within schools are a major influence, alongside the family, the media and the peer group, on the developing values of children and young people, and thus of society at large. Secondly, schools reflect and embody the values of society; indeed, they owe their existence to the fact that society values and seeks to exert influence on the pattern of its own future development through education. However, the values of society are not as uniform or unchanging as this suggests. Many groups within society have a legitimate claim to a stake in the educational process parents, employers, politicians, local communities, leaders of industry and taxpayers, as well as teachers and children themselves and within each of these groups there is a wide diversity of political, social, economic, religious. ideological and cultural values.
(J. Mark Halstead).
Instilling the value of school education is a key factor that positively affects the level of academic achievement of transition-age students. Ensuring that students perceive the value of the knowledge and skills they acquire helps them better adapt to the learning process, set goals, and strive to achieve success.
This diversity of values within society poses challenges for schools and educators. They must navigate the competing interests and perspectives of different stakeholders while also ensuring that the education provided is aligned with societal values and objectives.
Parents often have a strong influence on the values instilled in their children and may have particular expectations of what they want schools to prioritize in their education. Employers may emphasize the development of certain skills or knowledge that align with workforce needs. Politicians may have their own agendas and ideologies that they want to promote through the education system. Local communities may have specific cultural or religious values that they want schools to respect and uphold.
At the same time, teachers and students themselves bring their own values and beliefs into the educational environment. Students may come from diverse backgrounds and have different perspectives shaped by their family, culture, and experiences. Teachers also have their own values that influence their teaching approaches and decisions.
Managing these diverse values requires a delicate balance. Schools must strive to be inclusive and respectful of different perspectives, while also upholding certain core values that are essential for the functioning of a democratic and pluralistic society, such as respect for human rights, equality, and critical thinking.
Additionally, schools have a role in shaping values and promoting social cohesion. They can provide opportunities for students to engage in discussions and debates that foster understanding, empathy, and respect for different viewpoints. Schools can also promote values such as fairness, compassion, and social justice through their curriculum, policies, and the way they handle disciplinary issues and conflicts within the school community.
Methodology, Methods, Research Instruments or Sources UsedMethods for assessing the impact of instilling values in students on improving academic performance in adolescence
Adolescence is considered one of the most difficult periods in a person’s life, especially in the field of education. During this period, students face many changes and challenges, both physical and emotional. They begin to build their personality, form values and beliefs that contribute to their further development.
One of the key values that can be instilled in students to improve academic performance is the value of education. It is important to interest and motivate students so that they understand that education has not only academic value, but also allows them to achieve success in the future.
Assessing the impact of instilling the value of education on improving student achievement can be done using the following methods:
Questioning. Creating a questionnaire that allows students to express their views on the importance of education and its impact on their success. The survey questions should be aimed at identifying the extent to which students understand the importance of education and strive to achieve good results.
Observation. Observing students' behavior in and outside the classroom to determine their level of participation and interest in learning materials. Observations may include assessment of participation in the lesson, accuracy in completing tasks, and the exercise of initiative and self-discipline.
Interview. Conducting interviews with students to find out what values they associate with education and how they see the connection between these values and their success. Interviews can be conducted individually or in a group.
Performance analysis. Examining data on student achievement before and after teaching the value of education. This allows us to assess the extent to which the instilled value influences the improvement of academic performance and the achievement of important educational goals.
Qualitative and quantitative research. Conducting research using a variety of methods, including surveys, observations, and data analysis. This approach allows us to obtain comprehensive information about the impact of instilling values on improving the achievement of students in adolescence.
Conclusions, Expected Outcomes or FindingsInstilling the value of school education is a key factor that positively affects the level of academic achievement of transition-age students. .
One of the main goals of school education is to develop a positive attitude towards learning in students. When students realize that education gives them the opportunity to expand their horizons, achieve success and realize their potential, they become more motivated and interested in learning. This in turn helps improve their academic achievements.
It is also important to consider that instilling the values of schooling helps transition-age students develop critical thinking and analytical skills. The pursuit of knowledge and understanding stimulates their interest in academic subjects and promotes the development of analytical thinking, which helps improve their academic performance.
In addition, introducing the values of school education helps to develop self-regulation and responsibility skills in transition-age students. They begin to understand that regularly completing homework, attending classes, and being involved in the learning process contributes to their success.
Introducing the value of school education also has a positive impact on the development of social skills of transition-age students. Schooling provides them with the opportunity to learn how to work in a group, develop communication and team skills, and learn how to resolve conflicts and communicate tolerantly with other people. All this contributes not only to their educational process, but also to their future career, where communication and socialization skills play an important role.
Thus, the introduction of the value of school education significantly influences the increase in the level of academic achievements of transition-age students. It promotes the development of a positive attitude towards learning, increased motivation and interest in learning, and the development of critical thinking and analytical skills.
References1) Halstead, M. (2005). Values and values education in schools. In Values in education and education in values (pp. 3-14). Routledge.
2) Halstead, J. M. Values and Values Education in Schools. PUB TYPE, 11.
3) Postman, N. (2011). The end of education: Redefining the value of school. Vintage.
4) Behrendt, M., & Franklin, T. (2014). A review of research on school field trips and their value in education. International Journal of Environmental and Science Education, 9(3), 235-245.
5) Meyer, R. H. (1997). Value-added indicators of school performance: A primer. Economics of education Review, 16(3), 283-301.
6) Taylor, M. J. (2005). Values education: Issues and challenges in policy and school practice. Institutional Issues, 231-254.
7) Meyer, R. H. (1996). Value-added indicators of school performance. Improving America’s schools: The role of incentives, 197-223.
8) Postman, N. (2011). The end of education: Redefining the value of school. Vintage.
11. Educational Improvement and Quality Assurance
Paper
The High Performing Schools Programme - impact of a school improvement programme in the Netherlands
Daniel Muijs1, Orhan Agirdag2
1Queen's University Belfas, United Kingdom; 2Katholieke Universiteit Leuven, Belgium
Presenting Author: Muijs, Daniel
Many industrialized countries face an alarming decline in pupils' academic performances as reported by cross-national studies, such as PISA, PIRLS, and TIMSS. For instance, in the Netherlands—where this study was conducted—the trends of the PISA study from 2003 through 2018 show that the average levels of reading and math performance decreased by at least the equivalent of half a year of schooling (OECD, 2019).
Educational policymakers and schools in many countries are looking for ways to reverse this declining trend and improve achievement levels for all pupils. While the literature on school effectiveness and school improvement provides an impressive account of the factors that may contribute to students' academic achievement (see Hopkins & Reynolds, 2001; Muijs & Reynolds, 2003, 2017), validated evidence of the impact of specific school improvement programmes generally yields very mixed results (Coe, 2009). School improvement studies that focus on specific leadership development programs are rather scarce (see Greany & Earley, 2021).
In this study, we examined the effectiveness of the High Performing Schools (HPS) program, which focuses on improving school leadership and setting up professional learning communities (PLCs) informed by the educational, psychological, and sociological scientific literature.
The HPS improvement programme was developed by scholars and educators at the Academica University of Applied Sciences in the Netherlands, drawing upon the principles of high-performing organization theory, as informed by the studies of De Waal (2006), Senge (2006), and Hill et al. (2016). The programme has three key elements: whole-school CP{D, focussed on the development of knowledge and skills in teaching and learning, leadership development, based on the Zenger-Folkman model (Zener & Folkman, 2014), and the development of professional learning communities. The theory of change proposes that through the development of high quality professional learning at the school level (using professional learning communities and CPD for both teachers and leaders), we can improve teaching quality, which in turn will improve learning outcomes. In this way we combine insights from research on school improvement, teacher and school effectiveness and professional development.
The study is confirms within a Dutch context that internationally recognized factors can contribute to effective school improvement programmes here as well, although as mentioned above the primary focus on CPD in HPS makes it relatively straightforward to implement compared to some other approaches which require greater structural change.
However, what is noteworthy from the international evidence base is that while the core elements of effective school improvement are known, it is nonetheless common for school improvement initiatives to fail (Coe, 2009; Benoliel & Berkovich, 2020; Bryk, 2010). This study can help shed some light on this important question. The findings suggest that, firstly, there is a need to fully integrate all elements of effective school improvement, including teacher collaboration, and, secondly, support the importance of teacher participation and collaboration to make school improvement work. This suggestion, which joins a growing body of research on implementation of school improvement, implies that school improvement requires sustained and intensive focus to succeed (Kyriakides et al., 2021; Supovitz et al., 2019).
Methodology, Methods, Research Instruments or Sources UsedIn this study we used a quasi-experimental design in which we evaluated the effectiveness of the HPS intervention by comparison with other schools in the population.
The primary sample for this study comprises 47 primary schools that participated in the HPS programme between 2018 and 2021, which we compared with the population of other primary schools in the Netherlands (N = 6,110). For this purpose, we utilized publicly available data on the academic achievement of pupils in Dutch primary schools provided by the Department for the Implementation of Education at two time points. Specifically, we used national data on the results of the high-stakes final test (Eindtoets Basisonderwijs) that all pupils in the country must take at the end of primary school (grade 8), covering reading, writing and mathematics. We examined schools' academic achievement levels at T1 for the school year 2021-2022 while controlling for the achievement levels at T0 at school year 2017-2018.
Since participation in the HPS programme is voluntary, there is no random assignment between the intervention and control conditions. As such, it is crucial to ensure that there are no apparent selection effects that can bias the analyses. Therefore, before exploring the effects of the HPS programme, we examine whether there are differences at baseline between schools that participated in the HPS programme and the comparison group. The main analyses were conducted using ANCOVA models.
Conclusions, Expected Outcomes or FindingsOverall, the analysis of public data on school achievement suggests that the HPS programme has had a positive impact on overall achievement in the 47 participating schools. Schools that participated in the HPS programme demonstrated greater progress on average than the comparison schools. Furthermore, while a decrease in achievement is evident in the comparison group of schools during the Covid-19 pandemic period, the achievement of schools that participated in the HPS programme did not decline; instead, it improved during the COVID-19 pandemic period.
However, the size of the effects varied among the subject areas (math, reading, and writing) and among the two types of HPS programme. We found significant effects for math and writing, while no significant effect was found for reading. There are two explanations for these differences.
Comparing different implementation models we found that full implementation of all elements was necessary for positive effects to occur.
ReferencesBenoliel, P., & Berkovich, I. (2021). Learning from intelligent failure: an organizational resource for school improvement. Journal of Educational Administration, 59(4), 402-421.
Coe, R. (2009). School Improvement: Reality and Illusion. British Journal of Educational Studies, 57(4), 363-379.
De Waal, A. A. (2006). The Characteristics of High Performance Organization. SSRN. http://dx.doi.org/10.2139/ssrn.931873
Hill, A., Mellon, L., Laker, B., & Goddard, J. (2016). The One Type of Leader Who Can Turn Around a Failing School. Harvard Business Review, 20. Available at: https://hbr.org/2016/10/the-one-type-of-leader-who-can-turn-around-a-failing-school
Hopkins, D., & Reynolds, D. (2001). The Past, Present and Future of School Improvement: Towards the Third Age. British Educational Research Journal, 27, 459-475.
Greany, T., & Earley, P. (Eds.). (2021). School leadership and education system reform. Bloomsbury Publishing.
Kyriakides, L., Panayiotis, A., & Dimosthenous, A. (2021). Does the duration of school interventions matter? The effectiveness and sustainability of using the dynamic approach to promote quality and equity. School Effectiveness and School Improvement, 32(4), 607-630.
Muijs, D., & Reynolds, D. (2017). Effective Teaching: Evidence and Practice. London: Sage.
OECD. (2019). PISA 2018 Results (Volume I). What Students Know and Can Do. OECD.
Senge, P. M. (2006). The Fifth Discipline: The Art & Practice of the Learning Organisation. London: Random House.
Supovitz, J. A., D'Auria, J., & Spillane, J. P. (2019). Meaningful & sustainable school improvement with distributed leadership. CPRE Research Reports. Retrieved from https://repository.upenn.edu/cpre_researchreports/112
Zenger, J., & Folkman, J. (2014). The Skills Leaders Need at Every Level. Harvard Business Review, 7.
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