School Leadership Contributes To Student Achievement Education Essay

School Leadership Contri merelyes To Student Achievement Education EssayThis makes instills and their leading under change magnitude pressure to make them more than efficacious since in that location is compelling evidence that the teachtime makes a difference in find out the deed of the educatees and later, in life. The effort to make develops and educators who manage the enjoinment motion more efficient is a worth age goal. For umteen days now, exploreers in the argona of educational leading suck up attempted to identify links among educational lead and drill hard-hittingness. This phenomenon is primarily due to the perception that educational attractership, especiall(a)y civilise principals, increase inculcate legalness.The notion of leading is continually evolving, often moving simultaneously in numerous directions (e.g., leader, manager, and administrator). Goldring and Greenfield (2002) argue that the image of the schoolingdayshouse leader has changed from a position that was once ideologically grounded in philosophy and religion in the1800s, to a heightsly locating manager concerned with efficiency and focused on functional administrative tasks in the mid 1900s, to a behavioral science perspective in the mid to late twentieth century . Having re gulled the wide-standing debate more or less the principalship . Sergiovanni (1991) concludes While distinctions between management, lead and administration debates may be useful for theorists, the key is the recognition that the principalship engages four-fold responsibilities and duties . As annunciateed by Laffey (1980), principals atomic number 18 expected to be all things to all flock. They argon expected to be effective managers, and currently, with the focus on scholar motion, and instructional leaders effectiveness. However, according to Scott (1983), Principals and other signifi natest groups who make up with them control expectations regarding the princi pals managerial case alone disagree significantly with the principal as an instructional leader. keys give up noted that principals form resisted changing their role from manager to that of an instructional leader (e.g. Philadelphia School Improvement Project, Kopple, 1985). More everywhere, where principals role transition has been productive, extensive training (Newburg Glatthorn, 1983) and/or long-term training efforts (Kline, 1987) were necessary. (Cited from School lead that rifles, p.23)Statement of jobIn the past 20 years, much attention has been given to education leadership and its impact on schoolchilds outcome. Recently, at the beginning of the 21st century, school accountability and initiatives sacrifice come to the forefront of educational practices more evidently than in the past. Schools now, more than ever, be challenged to improve to the extent that every effort is made to fix the succeeder of all students. In UNRWA Association where this study was con ducted, the department of education has held for a number of years galore(postnominal) reform plans for enhancing the school performance. Action by the UNRWA in this study is defined as restructuring a execute that begins by identifying schools that atomic number 18 not making adequate progress as measured by a series of assessments and attendance rates. Schools under topical anaesthetic restructuring are given additional aidance from the UNRWA and are directed to develop annual school feeler plans. Then they are monitored by the UNRWA every cardinal years to check on progress made in each school. Placed at high chance, as a result of these actions, is the school principal.Efforts to improve education relate directly to the quality of leadership provided in the schools. A past research has focused on the relationship between effective principals and effective schools (Edmonds 1982).In current and future research, student transaction is the key figure in defining effectiv e principals and schools.( No child left behind Act,2001). School leaderships are progressively responsible for education quality establish on the belief that students success or failures are take ind by the way a school run (Fullen 2000) .These beliefs for more effective leadership skills and practices are described as a change means ,manager ,symbolic leader ,instinctual leader, disciplinarian, decision maker and policy maker (Cotton,2003,Morzano,Wale and Mcnully ) .One impact of the reform movement of the come through decade is to involve as many state as doable in local school decision making. This shared decision making reflects a less centralized approach to school leadership and implys a great deal of collaboration and trust (Midgely Wood, 1993). Collaborative decision making means many things and takes many forms, depending on the the great unwashed involved therefore the role of the principal changes as situations and circumstances change.As a principal of a school under restructuring, he or she must reconcile the demands and initiatives of the UNRWA with those of the local system to bring well-nigh school improvement (School focus development in UNRWA).Therefore, principals in these schools are under pressure to follow up the reforming revolution quest out a better academic achievement. For that, this study was anchored in perspectives on the principal ship and on factors that shape how principals define and serve to their roles with enjoy to school reform, and how principals respond to some of the changes and challenges of the position.Purpose of the StudyThe purpose of this study is first, to determine Bolman and get away leadership and management flairs of principals as perceived by themselves, and by their principals assistances and by teachers. Second, to compare the leadership and management directions of school principals at risk to the styles of school principals showed an adequate progress in official exams for Grade nine. Fina lly, to determine the bound of leadership and management behaviors that best describe the degree of principals performance in their schools, and their effectiveness in school academic achievement.Significance of the StudyAs a teacher, a central question, which requires further analysis is how simply principals leadership style regularise the instructional working of their school and thereby increase students achievement. My conceptual tramp work is done on a Bolman and Deals four frames of instance leadership. I encounter been through many models, but I build that this model is one of the best models necessary for improving the leadership style of any principal, indirectly increasing the school effectiveness. They classified these tools as frames, which give leaders a clearer view of reality. These accommodate the structural, human re springs, political, and the symbolic frame. Moreover, Bolman and Deal (1997) assert that leaderseffectiveness emerge when leaders are able to respond to the fills of their organizations by viewing them through more than one frame. In this way they can deliberate a deeper and better understanding of organizations. As a graduate student in the field of educational administration and leadership, the question of how to practice the educational leadership in our school and how this influence skill outcomes are use. As I experienced the complexity and diversity of school life through my precept experience, I realized how confusing and frustrating leadership experiences can be, especially when you lack the tools needed to face these experiences. On the other return, my statement experience, through which I felt the impact of Bolman and Deals leadership techniques on the effectiveness of leaders, had a stimulating effect in the selection of this model, among others, to guide and enrich my study on school leadership. In broader terms, these experiences came to support the belief that leadership is a complex (Hughes, Ginnett, Curphy, 2002) and multifaceted solve (Northouse, 2004), and can be exercised in any situation that requires influencing others. Tannenbaum, Weschler, and Massarik (1961) introduced the idea that leadership is applicable to all interpersonal relationships in which influence attempts are involved. How to deal with the constantly increasing challenges facing organizational life, how to help organizations improve, grow, or survive, and how to understand and gain incursion into leadership as a topic and/or as a process, are some of the questions that have kept researchers and practitioners of leadership engaged. A retread of the enormous body of literature on this topic reveals a significant interest in understanding leadership and its leadership effectiveness. Researchers interest in leadership over the past one hundred and fifty years reveals itself in the vast number of theories, models, and practical guides that have been developed to gain deeper knowledge into this phenomenon, a nd to improve leadership practices.In summary, this study is significant in that, it proposes to manoeuvre the need to document the extent to which leadership behaviors differ among principals in schools at risk and principals in schools that have made adequate progress. There was a need to clarify the daily behaviors and practices of the principal and to provide sixth signified into how the principal makes leadership decisions and judgments about school improvement and how to get the job done (Bolman Deal, 1997).This study entrust be useful to all UNRWA organizations wishing to proficiently exploit the leadership styles practiced by the principals as designed by Bolman and Deal. It leave behind provide these organizations with a substantial association between leadership practices and students achievements as well as it will insight to revive this association, in order to maintain a competitive edge within the other school in the reforming evolutions .Research Questions and HypothesesTo gather data for this study, questions were asked to the principal and teachers. The avocation questions areTo what extent the principals frame utilization (structural, human resource, political and symbolic orientations) in schools labeled at risk differ from that in schools making adequate progress? Does the leadership style designed by Bolman and Deal affect the students academic achievement?Research ObjectivesExamine the different definitions of leadership and stylesIdentify the parameters which determine principals leadership style, schools organizational culture, and classrooms learning cultures.Examine the effects of the principals leadership style on schools effectiveness.Identify of Bolman and Deals model of leadership and examine the effect of having more than one frame on the principals behavior and students achievement.List the characteristics of the effective principal activities and their influence on learning outcome.Definition of termsSchool Leadership T he influential behaviors applied by the school administration or principal that facilitate teachers and the wider school association working towards the achievement of the mutually agreed upon organizational goals of the school.( NWREL 1995)Instructional Leadership This entails the communication of the schools electric charge and goals, and the effective management of the instructional program of the school. This is accomplished through the pro stack of direction, emphasis, and support to the schools central mission of teaching for the success of all children.(NWREL1995).School Climate The existing learning environment. This environment can either facilitate effective teaching and be conducive to student learning, or affect the quality of the teaching and be an impediment to student academic progress (NWREL 1995)Effective Schools Settings in which students display high levels of academic achievement, satisfaction, morale, and pride in their schools (NWREL 1995)1. In this research synthesis, for nearly of the studies, school effectiveness is measured in terms of student academic achievements indicated by scores on various statewide testsSchool effectiveness is defined as student work in school .Blank (1987) used, in addition to student academic performance, student attendance in determining school effectiveness.Frame Utilization a process by which leaders order their experiences and make intercommunicate decisions framing helps filter out some things and allow others to pass through. Frames represent a lens through which principals might view their leadership behavior. (Bolman Deal, 1995).Bolman and Deal Frames Frames represent the manner in which leaders view and process their experiences. Bolman and Deal (2003) identify four frames structural, human resource, political and symbolic. Each frame has its own special(prenominal) perspective for viewing a situation. (Bolman Deal, 1995).Leadership by Bolman and Deal FrameLeadership is thus a pestilent proc ess of mutual influence fusing thought, feeling, and action to produce cooperative effort in the table service of purposes and determine of both the leader and the led. Single-frame managers are unlikely to understand and attend to the intricacies of a holistic process. (Bolman Deal, 1995).CHAPTER TWO belles-lettres ReviewIntroductionIn the contemporary world, improvements of student achievements are lived as the foremost purpose of school reforms and restructuring efforts. With this objective in mind, many different reform problems are being implemented while key focus of the reforms is more or less the same. They focus on improving students learning and increasing their achievement (William. G. Kean 2002).Students achievement can be viewed from two perspectives the first perspective is to view achievement in terms of enrollment, or a number of students who pass a physical body, and the second perspective examines student achievement in terms of whether they mastered or attai ned course learning objectives.Enrollment numbers take on the number of students who have passed the course, the number of non-grads, and the final average grade of the class. These enrollment numbers may be used to identify the causes for non-graduation. These numbers may excessively be compared over time to locate possible problems prior to class convening, such as lack of prerequisite knowledge, student concerns, or overall course concerns. (William. G. Kean 2002)Although the final average grade of a class is recorded to look at overall student performance, the percent of students who mastered, or attained, the individual objectives (terminal objectives and enabling objectives) are also recorded to find which units and/or lessons are the most difficult for the them. The percentages for the individual objectives can provide information about areas in the lesson where students may need extra help and may require modification or extra instruction.Student enrollment and achievemen t data can help educators to identify problem areas in the subject and improve it. Nowadays improvement of student achievement has always been one of the main goals of education. (William. G. Kean 2002)There are many factors that influence students outcome. First, student undercoat characteristics -especially social, economic and cultural background frequently emerge as the most important source of variation in student achievement. Such student background characteristics cannot be easily influenced by educational policy in the short term. Second, school-related factors, which are more open to policy influence, formulate a small part of the variations in student learning than student characteristics (Hallinger and Heck, 1996 Leithwood et al., 2006 OECD, 2005b). Third, among school-level variables, the factors that are closest to student learning, such as teacher quality and classroom practices, tend to have the beardown(prenominal)est impact on student achievement (Leithwood an d Riehl, 2003 OECD, 2005b).These factors are categorized as followingExternal factor such as the gender, race, parents education background, social state and reinforcement.Internal factors concerning motivation and self reflectionSocial factor includes the students ability to connect with teachers and students.Curricular factor includes all the practices done in the school to improve students outcome as matching teaching style to learning style, engaging material, engaged teachers and learners, cooperative / cooperative learning, instructional strategies, classroom management and classroom computer programme design etcAdministrative factor that includes all the practices that done by the school leaders to improve students outcome. up to now through all these factors which are necessary for increasing the students outcomes, school leadership has become a antecedence in education policy agendas across countries because it plays a key role in improving classroom practice, school pol icies and connections between individual schools and the outside world. It can encompass people occupying various roles and functions such as principals, deputy and assistant principals, leadership teams, school governing boards and school-level module involved in leadership tasks.The supposition of LeadershipThe concept of leadership dates back to antiquity. According to Bass (1981), the study of leadership is an ancient art. Discussions of leadership appear in the works of Plato, Caesar, and Plutarch. Additionally, leadership is a robust concept that occurs universally among all people regardless of culture, whether they are isolated Indian villagers, Eurasian steppe nomads, or Polynesian fisher folk.Theories of leadership abound. They include approaches such as the great man theory, which suggests that, for example, without Moses the Jewish nation would have remained in Egypt and without Churchill the British would have acquiesced to the Germans in 1940 trait theories, which co ntend that leaders are endowed with superior qualities that differentiate them from followers and environmental theories, which assert that leaders emerge as a result of time, place, and circumstance. Regardless of the theory used to explain it, leadership has been intimately linked to the effective functioning of complex organizations throughout the centuries.The traditions and beliefs about leadership in schools are no different from those regarding leadership in other institutions. Leadership is considered to be vital to the successful functioning of many aspects of a school. Concerning on school leadership, many definitions involve the process of influence. As YuKI has phrased it most definitions of leadership reflect the assumption that it involves a social influence process whereby intentional influence is exerted by one person or group over other people or groups to structure the activities and relationships in a group or organization (Yukl, 2002). The term intentional is imp ortant, as leadership is based on articulated goals or outcomes to which the process of influence is expected to lead. Leadership is a broader concept where authority to lead does not reside yet in one person, but can be distributed among different people within and beyond the school.Peter.G. Northouse also defines leadership as a process whereby an individual influences a group of individuals to achieve a coarse goal and identifies the central components of leadership (a) Leadership is a process (b) leadership involves influence, (c) leadership occurs within a group context, and (d) leadership involves goal attainment (Northouse, 2004, p. 3).For the purpose of this study, leadership will be defined, in Bolman and Deals terms, as a process of mutual influence fusing thought, feeling, and action to produce cooperative effort in the service of purposes and economic values of both the leader and the led(Bolman Deal, 1997, p. 296 ).Leadership and ManagementThe study of leadership and management has a long history. The concept of effective leadership prompts the question by whose standards?Historically, school leaders have been portrayed as people in charge of a school who have the sole responsibility for leading those who work for them to success. This kind of school leader has the expectation that when he/she leads, others will follow. More recent views of leadership involve persuading other people to set aside for a plosive consonant of time their individual concerns and pursue a common goal that is important for the group (Hogan et al., 1999). They express that leadership is persuasion, not domination persons who can require others to do their bidding because of their power are not leaders. Leadership only occurs when others willingly adopt, for a period of time, the goals of the group as their own.Research from the last two decades has also shown a vigorous link between effective leadership and effective organizations (Bolman Deal, 1994 Boyan, 1988 Griff iths, 1988 Lezotte, 1997 Sergiovanni, 1995). Hogan et al. (1999) assert that a growing body of evidence supports the common sense belief that leadership matters (p.34). Fullan (2002) expresses that schools need leaders who can change what people in the organization value and how they work together to accomplish it (p.34). Fullan (2002) continues by saying the schools need leaders who can create a fundamental transformation in the learning cultures of schools and of the teaching profession itself (p.18). Beach and Reinhartz (2000) note that leadership is ingrained to promoting student achievement and creating a fancy of success for the total educational program (p.72).A causative and definitional link exists between leadership and team performance, Hybels and Hodges (1999), who also note that leadership is about serving and starts on the inside and moves outward to serve others. Such leadership has the interest of others in mind, nurtures growth and development in others, is will ing to listen, and thinks less about self while held accountable for performance. Lambert (1998) suggests that leadership involves learning together and constructing meaning and knowledge collectively and collaboratively to reflect on and make sense of work in the unfounded of shared beliefs and create actions that grow out of these new understandings (pp.5-6).One of the most influential calls for educational leaders is to develop a vision suitable with the standard of the district .The school leader develops a vision of learning from the culture of the organization and establishes a mission for the school community. The vision is the primary and major influence on both the mission and the culture. Vision can be defined as foresight and forethought. It is the day-dream of where the school principal urgencys the school to be in the future. If it is a shared vision, it exceeds what the principal wants it is now what the module, students, parents and community leaders want. Every v ision should be followed by a mission. Deal and Peterson (1999) wrote that the mission is the focus of what people do (p.23).The culture in a school reflects the vision and the mission of the school. In defining culture, Deal and Peterson (1999) state that it consists of the stable, underlying social meanings that shape beliefs and behavior over time (p.3). The vision is the dream the mission is how to achieve the dream and the culture is impacted by the realization of the vision as the mission is accomplished. grow involves values, beliefs, mores, tools for establishing goals, and the way in which people are valued or devalued. Smith and Andrews (1989) explain that communication of vision is perhaps the most important way for principals to exert effective leadership-to leave no doubt about school priorities These principals know what to expect for the school and students and are able to infect others with that dream, a positive and estimable contagion. Perhaps these principals ca n do nothing more important for their teachers and staff than to create a process for forging and reworking the vision or mission of the school. Traditionally, schools have not been places where adults can easily share the collegial relationships that are essential to leadership, as distinct from management, and teacher empowerment. An effective school principal demonstrates a strong interest in promoting collegiality and shared leadership, an interest in shifting the norms of the schools culture from the traditional to more collaborative ways of working together (Owens, 2004, p. 274).Powell (2004), in her research on the behaviors and practices of successful principals working with at risk schools, found that the school vision, mission and culture are important to the success of the school. She found that it is difficult to unwrap the three because one supports and affects the others. She also found other research that supports this claim. For example, it is the vision of the sch ool that leads the way to accomplishing the goals of the school (Uchiyama Wolf, 2002). Dufour and Eaker (1998) state that the shared vision motivates the staff to work together and gives a sense of direction for what they want to accomplish in the future.The vision of the school principal influences the mission of the school. Papalewis and Fortune (2002) also cited examples of successful schools in which the goals that reflect the mission statement are displayed in every classroom. In these schools everyone knew the direction of the school and the stick on goals in the halls and classrooms reflected their knowledge and commitment.In successful schools, there is a culture that shows everyone focused on teaching and learning. Connell (1999) described these schools as a place where everyone is involved in the work of the school. During Connell(1999) study about high-performing and high-poverty schools, Connell(1999) found that a staff focused on engagement in the school is an importa nt aspect of school success. Connell ( 1999) statedOf primary importance is the principals engagement in a school. There is no high-achieving school where the staff is not serious about their work and where they are not focused. One can sense that people in a building are moving in the same direction. Everyone knows their job and why theyre there even the lunch-room aide. In low-achieving schools, everyone is an island unto themselves.Clearly from the research, the vision of the principal is the key element of school leadership. With a vision, the leader is then able to influence the mission of the school and create a culture of learning that will promote success for all students. Hughes (2004) further explains a schools culture. He states a schools culture is a authority of what its members collectively believe themselves to be It is their self-concept. It reflects what they value and what they express to others as being important around here. civilization is a shared reality con structed over time cultures may be cohesive or fragmented, strong or weak, and functional or dysfunctional depending on the degree to which the same reality is shared by organizational members (Morgan, 1986 Sergiovanni, 1990).It is clear that schooling has reached a turning point and the need for cultivating yeasty cultures is at hand (Hughes, 2004). The principal has emerged as the energizer and facilitator of this process. Purposeful direction depends on the leaders ability to inspire the creative contribution of all members of the organization.Leadership must become reciprocal as leaders and followers raise one another to higher levels of moral consciousness and improvement of social order. Creative leaders cognise that excellence is facilitated through a bonding of purposes and values rather than through imposed structures designed to streamline, predict and quantify set objectives. Blumberg (1989) explains that the successful principal applies the craft of administration by b alancing the art of leadership and the science of management to improve curriculum, instruction, and other important elements of school. He adds that by purposefully adding elements of a specific school setting into the general model, a principal can categorize and assess important site-specific school improvement actions.School leadership has become increasingly more complicated and vital to ensuring school success and soliciting substantial participation from faculty, staff and students. In responding to higher standards of increased student progress, school leaders recognize that they alone cannot be the sole instructional leaders but must coach, mentor, and empower faculty and staff in the pursuit of reform and renewal. As school leaders continue to adapt to their changing roles, effective leadership skills will be essential and the real challenge is providing the type of leadership skills necessary to assist schools in expanding their traditional boundaries (Green, 2001). Lambe rt (2002) notes that for decades, educators have understood that they are all responsible for student learning, but more recently administrators have come to realize that they are responsible for their own learning and the learning of their colleagues as well.School Leadership Contributes To Student AchievementSince we are focusing on the extent to how the of principals leadership and management style and behaviors affect the school academic achievements. A number of studies have been conducted to develop effective schools towards the achievement of better student outcomes as well as to identify the relationship between school effectiveness and school improvement. There are two related lines of research demonstrating the influence of school leaders on school improvement. The first line of inquiry is what is known as school effectiveness research which identified the characteristics of effective schools that influence the high-achieving schools particularly students achievement. The second line of research is what is focused primarily on the principals role in developing instructional programs which have mainly contributed to create more high-achieving schools.Now, let us focus on the first line of inquiry which primarily emphasizes the features of effective schools movement, leading to increase students achievement.The Coleman Report (1966 ) demonstrated that the school had little or no effect on student achievements, concluding that family background was the key factor influencing the student achievements. Following this report, many researchers in the 1970s and early 1980s intensively conducted similar studies and reacted sharply to the report (Edmonds, 1979, Walberg Scott, 1979 Austin, 1979). In contrast to Coleman report, Edmonds (1979) argued that school leadership behavior is critical in determining the quality of education. Further, on the basis of his research on instructionally effective schools in Detroit and a review of previous studies involving e ffective schools in New York, California, and Michigan, he has concluded that school factors have predominantly contributed towards the beingness of instructionally effective schools. These factors are (1) strong administrative leadership (2) high levels of expectations in student achievements (3) an orderly but not oppressive school climate (4) a focus on pupil acquisition of prefatory school skills (5) conducive atmosphere to the instructional process (6) means of student progress monitoring and (7) resources that can be focused on the fundamental learning objectives of the school. In line with these findings, Austin (1979) suggests that an effective school which can promote student outcomes need to provide a climate that stimulates ideas and facilitates the exchange of ideas with colleagues. Purkey and Smith (1985) have identified school leadership as one of the major factors in improving academic performance.For the purposes of seeking the perceptions of school communities on factors which mostly help the schools to