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Objective: The aim of this study was to explore the school principal's role in promoting physical activity for inactive children in school settings.Design: Exploratory qualitative interview study.Setting: The study was conducted in seven elementary schools in central Sweden.Method: Data were collected by means of semi-structured interviews with eight school principals. Theories of bioecology and teacher agency informed the study and shed light on the environmental factors and resources affecting school principals' efforts to promote physical activity for inactive children.Result: The most common strategy school principals described was to delegate responsibility for planning organised activities to dedicated school personnel working with the children. In their leadership role, principals described having the power and opportunity to recruit school personnel with positive attitudes towards promoting physical activity, which likely increases inactive children's opportunities to engage in PA.Conclusion: When provided the adequate resources, and by virtue of their management position within the school, principals have the opportunity to make a difference to promote PA for inactive children. Delegating responsibility to school personnel may however create unequal PA opportunities, and if there are no initiators dedicated to this work, inactive children may be left out of PA opportunities in school.

Objective: The aim of this study was to explore the school principal's role in promoting physical activity for inactive children in school settings.Design: Exploratory qualitative interview study.Setting: The study was conducted in seven elementary schools in central Sweden.Method: Data were collected by means of semi-structured interviews with eight school principals. Theories of bioecology and teacher agency informed the study and shed light on the environmental factors and resources affecting school principals' efforts to promote physical activity for inactive children.Result: The most common strategy school principals described was to delegate responsibility for planning organised activities to dedicated school personnel working with the children. In their leadership role, principals described having the power and opportunity to recruit school personnel with positive attitudes towards promoting physical activity, which likely increases inactive children's opportunities to engage in PA.Conclusion: When provided the adequate resources, and by virtue of their management position within the school, principals have the opportunity to make a difference to promote PA for inactive children. Delegating responsibility to school personnel may however create unequal PA opportunities, and if there are no initiators dedicated to this work, inactive children may be left out of PA opportunities in school.

Objective: The aim of this study was to explore the school principal's role in promoting physical activity for inactive children in school settings.Design: Exploratory qualitative interview study.Setting: The study was conducted in seven elementary schools in central Sweden.Method: Data were collected by means of semi-structured interviews with eight school principals. Theories of bioecology and teacher agency informed the study and shed light on the environmental factors and resources affecting school principals' efforts to promote physical activity for inactive children.Result: The most common strategy school principals described was to delegate responsibility for planning organised activities to dedicated school personnel working with the children. In their leadership role, principals described having the power and opportunity to recruit school personnel with positive attitudes towards promoting physical activity, which likely increases inactive children's opportunities to engage in PA.Conclusion: When provided the adequate resources, and by virtue of their management position within the school, principals have the opportunity to make a difference to promote PA for inactive children. Delegating responsibility to school personnel may however create unequal PA opportunities, and if there are no initiators dedicated to this work, inactive children may be left out of PA opportunities in school.

Objective: The aim of this study was to explore the school principal's role in promoting physical activity for inactive children in school settings.Design: Exploratory qualitative interview study.Setting: The study was conducted in seven elementary schools in central Sweden.Method: Data were collected by means of semi-structured interviews with eight school principals. Theories of bioecology and teacher agency informed the study and shed light on the environmental factors and resources affecting school principals' efforts to promote physical activity for inactive children.Result: The most common strategy school principals described was to delegate responsibility for planning organised activities to dedicated school personnel working with the children. In their leadership role, principals described having the power and opportunity to recruit school personnel with positive attitudes towards promoting physical activity, which likely increases inactive children's opportunities to engage in PA.Conclusion: When provided the adequate resources, and by virtue of their management position within the school, principals have the opportunity to make a difference to promote PA for inactive children. Delegating responsibility to school personnel may however create unequal PA opportunities, and if there are no initiators dedicated to this work, inactive children may be left out of PA opportunities in school.

Objective: The aim of this study was to explore the school principal's role in promoting physical activity for inactive children in school settings.Design: Exploratory qualitative interview study.Setting: The study was conducted in seven elementary schools in central Sweden.Method: Data were collected by means of semi-structured interviews with eight school principals. Theories of bioecology and teacher agency informed the study and shed light on the environmental factors and resources affecting school principals' efforts to promote physical activity for inactive children.Result: The most common strategy school principals described was to delegate responsibility for planning organised activities to dedicated school personnel working with the children. In their leadership role, principals described having the power and opportunity to recruit school personnel with positive attitudes towards promoting physical activity, which likely increases inactive children's opportunities to engage in PA.Conclusion: When provided the adequate resources, and by virtue of their management position within the school, principals have the opportunity to make a difference to promote PA for inactive children. Delegating responsibility to school personnel may however create unequal PA opportunities, and if there are no initiators dedicated to this work, inactive children may be left out of PA opportunities in school.

The field of educational leadership research has been predominantly focused on school leadership. However, despite the distinctive characteristics of early childhood education, there is limited understanding of educational leadership at this level. Moreover, leadership has been conventionally studied from a traditional masculine perspective, despite the emergence of research literature in issues of female leadership. In this context, the study reported here sought to investigate, from a gender perspective, everyday practices of kindergarten-level headteachers and level coordinators in schools. This qualitative study is based on 24 in-depth interviews with early childhood education headteachers and school level coordinators. In addition, a job shadowing-based technique was carried out to follow the work of six participants over a working week, followed by closing interviews. The results of the study suggest that a leadership of well-being prevails among the participants, which is consistent with their professional ethics. Although this style can enhance their professional identity, from a gender perspective the research outcomes illustrate that this style has a double-edged dimension. The authors warn against the risk of uncritically praising “female leadership” and illustrate the tensions that can arise from perpetuating gender stereotypes. From an ethic of feminist care, the paper concludes proposing challenges in this field of educational leadership., La investigación en el campo del liderazgo educativo ha predominado en la literatura escolar, mientras existe escaso conocimiento al respecto en la educación inicial, a pesar de las distinciones de este nivel. A su vez, el liderazgo se ha estudiado desde una perspectiva tradicionalmente masculina, aunque existe una incipiente literatura en el área del liderazgo femenino. En este contexto, la investigación indaga, desde una perspectiva de género, las visiones y prácticas que ejercen las directoras de jardines infantiles y coordinadoras del nivel en establecimientos escolares. Con el fin de lograr este objetivo se realizó un estudio cualitativo basado en entrevistas en profundidad a 24 directoras/coordinadoras de establecimientos de distintas dependencias y un seguimiento a seis de las entrevistadas a través de un enfoque etnográfico durante la jornada laboral de una semana, a lo que se sumó entrevistas de cierre a las mismas seis directoras/coordinadoras. Los resultados del estudio evidencian que prevalece un liderazgo del bienestar de parte de las agentes directivas, lo que es consistente con su ética profesional en el trabajo con la primera infancia. Aunque este estilo pueda traer beneficios para su identidad profesional, desde una perspectiva de género la investigación da cuenta de que tal tipo de liderazgo implica a su vez un doble filo. Las autoras alertan el riesgo de elogiar de modo acrítico un “liderazgo femenino” y evidencian tensiones al perpetuar estereotipos de género. El texto finaliza proponiendo nuevos desafíos al respecto, desde una ética del cuidado feminista.

Headship (School Principal) is a challenging role within a complex and ever-changing policy climate. This article explores the factors which influence headteacher resilience and their mental health. Existing research focuses on teacher resilience but there is a paucity of literature exploring the factors which influence headteacher resilience. This study was conducted in the United Kingdom (UK). Headteachers (n=16) participated in a semi-structured telephone interview. Participants were asked to categorise their mental health as either good or poor at the time of the interview in relation to the World Health Organisation definition of mental health. Participants represented the primary and secondary phases of education and the research included those who were new to the role and those who were more experienced. Male and female participants were represented in the sample. Participants identified a range of factors which influenced their resilience and mental health. These included individual factors, social/relational factors, implementing actions, exposure to challenges, professional learning and systemic factors. Systemic factors included pressures of managing restricted school budgets and external inspections and policy priorities. Participants emphasised the importance of coaching and access to external professional supervision both to support resilience and professional development. Although external professional supervision is common in health and social care professions, it is less common in the education sector, particularly in the UK. Greenfield’s (2015) model of teacher resilience has been adapted to address the factors which influence headteacher resilience. In conclusion, the study supports the use of external professional supervision and professional coaching for head teachers to support both their mental health and resilience.

Em meio à incerteza causada pela pandemia vivida no ano 2020, os diretores tiveram que liderar suas escolas. No entanto, há certezas sobre a liderança em tempos turbulentos. Estes incluem a importância de compreender a natureza mutável do contexto, a adaptabilidade do líder, incentivando práticas de liderança distribuídas, desenvolvendo flexibilidade e cuidando do bem-estar social-emo-cional pessoal e comunitário, En medio de la incertidumbre provocada por la pandemia experimentada en el año 2020, los directores han tenido que liderar sus escuelas. Pese a ello se plantean ciertas certezas sobre el liderazgo en tiempos turbulentos. Entre ellas se cuentan; la relevancia de comprender la naturaleza cambiante del contexto, la adaptabilidad del líder; el fomento de las prácticas de liderazgo distribuido, desarrollar la flexibilidad y cuidar el bienestar socioemocional personal y de la comunidad, Amidst the uncertainty created by the pandemics in 2020, schools’ headteachers have had to continue leading their schools. Despite this, some certainties about leadership in troubling times emerged. Among them: the relevance of understanding the nature of inconstant contexts, leaders’ adaptability; promoting distributed leadership practices, developing flexibility, and caring about both the staff and community’s welfare

The current investigation analyzes the effect that the school principal has had on the performance of students. It begins with a review of the literature on the effectiveness of the principal, its characteristics and its particularities in Peru. Then, it develops the empirical section by using longitudinal data from the Young Lives program and its School Survey; and by using educational production functions, implementing instrumental variables, it estimates the effect of the principal on students’ performance on standardized tests of mathematics and language. The principal outcome of the study is linked to a positive effect of the principal on student performance, with an important magnitude, associated with the characteristics of a developing country., La presente investigación analiza el efecto que ha tenido el director de la escuela sobre el rendimiento de los estudiantes. Inicia con una revisión de la literatura sobre la efectividad del director, sus características y sus particularidades dentro de Perú. Luego desarrolla la sección empírica usando los datos longitudinales del Programa Young Lives y su Encuesta Escolar; y, mediante el uso de funciones de producción educativas, empleando variables instrumentales, se estima el efecto del director sobre el rendimiento de los estudiantes en pruebas estandarizadas de matemáticas y lenguaje. Los principales resultados del estudio se relacionan con un efecto positivo del director en el rendimiento estudiantil, con magnitud importante, asociado a las características de un país en vías de desarrollo.

This article deals with leadership in education in the Czech context. First of all, it outlines a number of changes that have occurred since the early 1990s and influenced various aspects of leadership in education. Data on education and schooling are described as related to the work of school leaders (headteachers). Attention is also paid to major initiatives in school leaders’ professional development and their relation to the attempts (albeit unsuccessful) to establish a headteacher career system and standards. Subsequently, data from main research projects focusing on various aspects of school leaders’ work are provided. The article concludes with a view towards future developments in educational leadership in the Czech Republic.

Financial management skills of primary school headteachers has been established to contribute to performance of such schools. However, in Kiambu County, such success has not been registered despite the numerous professional development trainings school managers have undergone and still undergo. Thus, this study investigated influence of headteachers’ professional development training on financial management skills in Kiambu County, Kenya. The study adopted mixed methods approach and thus apply explanatory sequential design. Questionnaires were used to collect data from headteachers and their deputies whereas interviews from staffing officer and sub-county director of education. Data analysis began by identifying common themes. The relevant information was broken into phrases. Qualitative data was analyzed thematically along the study objectives and presented in narrative forms whereas quantitative data was analyzed using descriptive statistics SPSS Version 23 and presented using tables and charts. The study established that training of headteachers can be conducted in different modes which include; on-job, off-job, just-in-time training, mentoring and networking. These forms of training models enhance headteachers’s record-keeping, investment, pricing and costing and budgeting skills. Suitability of training materials enhances headteachers’s record-keeping, investment, pricing and costing and budgeting skills. From the study findings, it is evident that the most important variable in such success is a well-prepared and capable trainer or facilitator. Evaluation of relevance of the training curriculum enhances headteachers’s acquisition of record-keeping, investment, pricing and costing and budgeting skills. The study thus, recommends that training institutions should design and plan quality integrated training programmes to match headteachers work schedule. Training materials need to be specifically designed to suit the content of training programmes to enhance fast

Financial management skills of primary school headteachers has been established to contribute to performance of such schools. However, in Kiambu County, such success has not been registered despite the numerous professional development trainings school managers have undergone and still undergo. Thus, this study investigated influence of headteachers’ professional development training on financial management skills in Kiambu County, Kenya. The study adopted mixed methods approach and thus apply explanatory sequential design. Questionnaires were used to collect data from headteachers and their deputies whereas interviews from staffing officer and sub-county director of education. Data analysis began by identifying common themes. The relevant information was broken into phrases. Qualitative data was analyzed thematically along the study objectives and presented in narrative forms whereas quantitative data was analyzed using descriptive statistics SPSS Version 23 and presented using tables and charts. The study established that training of headteachers can be conducted in different modes which include; on-job, off-job, just-in-time training, mentoring and networking. These forms of training models enhance headteachers’s record-keeping, investment, pricing and costing and budgeting skills. Suitability of training materials enhances headteachers’s record-keeping, investment, pricing and costing and budgeting skills. From the study findings, it is evident that the most important variable in such success is a well-prepared and capable trainer or facilitator. Evaluation of relevance of the training curriculum enhances headteachers’s acquisition of record-keeping, investment, pricing and costing and budgeting skills. The study thus, recommends that training institutions should design and plan quality integrated training programmes to match headteachers work schedule. Training materials need to be specifically designed to suit the content of training programmes to enhance fast

Financial management skills of primary school headteachers has been established to contribute to performance of such schools. However, in Kiambu County, such success has not been registered despite the numerous professional development trainings school managers have undergone and still undergo. Thus, this study investigated influence of headteachers’ professional development training on financial management skills in Kiambu County, Kenya. The study adopted mixed methods approach and thus apply explanatory sequential design. Questionnaires were used to collect data from headteachers and their deputies whereas interviews from staffing officer and sub-county director of education. Data analysis began by identifying common themes. The relevant information was broken into phrases. Qualitative data was analyzed thematically along the study objectives and presented in narrative forms whereas quantitative data was analyzed using descriptive statistics SPSS Version 23 and presented using tables and charts. The study established that training of headteachers can be conducted in different modes which include; on-job, off-job, just-in-time training, mentoring and networking. These forms of training models enhance headteachers’s record-keeping, investment, pricing and costing and budgeting skills. Suitability of training materials enhances headteachers’s record-keeping, investment, pricing and costing and budgeting skills. From the study findings, it is evident that the most important variable in such success is a well-prepared and capable trainer or facilitator. Evaluation of relevance of the training curriculum enhances headteachers’s acquisition of record-keeping, investment, pricing and costing and budgeting skills. The study thus, recommends that training institutions should design and plan quality integrated training programmes to match headteachers work schedule. Training materials need to be specifically designed to suit the content of training programmes to enhance fast

This paper examines the importance of principals/headteachers in the effectiveness of schools, and aims to contribute to the growing body of literature in this area. The research focuses on a developing country and uses panel data taken from the Young Lives Program in Peru and its School Survey. Educational production functions are used to estimate the impact of principals on the scores of fourth-grade students in mathematics and language. The findings of this study support the international evidence on the importance of principals in school effectiveness, especially in terms of supervision and monitoring., Este trabajo analiza la importancia del director en la efectividad de la escuela, y tiene como objetivo contribuir a la creciente literatura en esta área. La investigación se centra en un país en desarrollo y utiliza datos de panel extraídos del Programa Niños del Milenio en el Perú y su Encuesta Escolar. Mediante el uso de funciones de producción educativas se estima el efecto del director sobre el puntaje en matemáticas y lenguaje de los alumnos de cuarto de primaria. Los resultados de este trabajo confirman la evidencia internacional acerca de la importancia de los directores en la efectividad de la escuela, específicamente la supervisión y monitoreo.

This paper examines the importance of principals/headteachers in the effectiveness of schools, and aims to contribute to the growing body of literature in this area. The research focuses on a developing country and uses panel data taken from the Young Lives Program in Peru and its School Survey. Educational production functions are used to estimate the impact of principals on the scores of fourth-grade students in mathematics and language. The findings of this study support the international evidence on the importance of principals in school effectiveness, especially in terms of supervision and monitoring., Este trabajo analiza la importancia del director en la efectividad de la escuela, y tiene como objetivo contribuir a la creciente literatura en esta área. La investigación se centra en un país en desarrollo y utiliza datos de panel extraídos del Programa Niños del Milenio en el Perú y su Encuesta Escolar. Mediante el uso de funciones de producción educativas se estima el efecto del director sobre el puntaje en matemáticas y lenguaje de los alumnos de cuarto de primaria. Los resultados de este trabajo confirman la evidencia internacional acerca de la importancia de los directores en la efectividad de la escuela, específicamente la supervisión y monitoreo.

This paper examines the importance of principals/headteachers in the effectiveness of schools, and aims to contribute to the growing body of literature in this area. The research focuses on a developing country and uses panel data taken from the Young Lives Program in Peru and its School Survey. Educational production functions are used to estimate the impact of principals on the scores of fourth-grade students in mathematics and language. The findings of this study support the international evidence on the importance of principals in school effectiveness, especially in terms of supervision and monitoring., Este trabajo analiza la importancia del director en la efectividad de la escuela, y tiene como objetivo contribuir a la creciente literatura en esta área. La investigación se centra en un país en desarrollo y utiliza datos de panel extraídos del Programa Niños del Milenio en el Perú y su Encuesta Escolar. Mediante el uso de funciones de producción educativas se estima el efecto del director sobre el puntaje en matemáticas y lenguaje de los alumnos de cuarto de primaria. Los resultados de este trabajo confirman la evidencia internacional acerca de la importancia de los directores en la efectividad de la escuela, específicamente la supervisión y monitoreo.

This paper examines the importance of principals/headteachers in the effectiveness of schools, and aims to contribute to the growing body of literature in this area. The research focuses on a developing country and uses panel data taken from the Young Lives Program in Peru and its School Survey. Educational production functions are used to estimate the impact of principals on the scores of fourth-grade students in mathematics and language. The findings of this study support the international evidence on the importance of principals in school effectiveness, especially in terms of supervision and monitoring., Este trabajo analiza la importancia del director en la efectividad de la escuela, y tiene como objetivo contribuir a la creciente literatura en esta área. La investigación se centra en un país en desarrollo y utiliza datos de panel extraídos del Programa Niños del Milenio en el Perú y su Encuesta Escolar. Mediante el uso de funciones de producción educativas se estima el efecto del director sobre el puntaje en matemáticas y lenguaje de los alumnos de cuarto de primaria. Los resultados de este trabajo confirman la evidencia internacional acerca de la importancia de los directores en la efectividad de la escuela, específicamente la supervisión y monitoreo.

Financial management skills of primary school headteachers has been established to contribute to performance of such schools. However, in Kiambu County, such success has not been registered despite the numerous professional development trainings school managers have undergone and still undergo. Thus, this study investigated influence of headteachers’ professional development training on financial management skills in Kiambu County, Kenya. The study adopted mixed methods approach and thus apply explanatory sequential design. Questionnaires were used to collect data from headteachers and their deputies whereas interviews from staffing officer and sub-county director of education. Data analysis began by identifying common themes. The relevant information was broken into phrases. Qualitative data was analyzed thematically along the study objectives and presented in narrative forms whereas quantitative data was analyzed using descriptive statistics SPSS Version 23 and presented using tables and charts. The study established that training of headteachers can be conducted in different modes which include; on-job, off-job, just-in-time training, mentoring and networking. These forms of training models enhance headteachers’s record-keeping, investment, pricing and costing and budgeting skills. Suitability of training materials enhances headteachers’s record-keeping, investment, pricing and costing and budgeting skills. From the study findings, it is evident that the most important variable in such success is a well-prepared and capable trainer or facilitator. Evaluation of relevance of the training curriculum enhances headteachers’s acquisition of record-keeping, investment, pricing and costing and budgeting skills. The study thus, recommends that training institutions should design and plan quality integrated training programmes to match headteachers work schedule. Training materials need to be specifically designed to suit the content of training programmes to enhance fast

Financial management skills of primary school headteachers has been established to contribute to performance of such schools. However, in Kiambu County, such success has not been registered despite the numerous professional development trainings school managers have undergone and still undergo. Thus, this study investigated influence of headteachers’ professional development training on financial management skills in Kiambu County, Kenya. The study adopted mixed methods approach and thus apply explanatory sequential design. Questionnaires were used to collect data from headteachers and their deputies whereas interviews from staffing officer and sub-county director of education. Data analysis began by identifying common themes. The relevant information was broken into phrases. Qualitative data was analyzed thematically along the study objectives and presented in narrative forms whereas quantitative data was analyzed using descriptive statistics SPSS Version 23 and presented using tables and charts. The study established that training of headteachers can be conducted in different modes which include; on-job, off-job, just-in-time training, mentoring and networking. These forms of training models enhance headteachers’s record-keeping, investment, pricing and costing and budgeting skills. Suitability of training materials enhances headteachers’s record-keeping, investment, pricing and costing and budgeting skills. From the study findings, it is evident that the most important variable in such success is a well-prepared and capable trainer or facilitator. Evaluation of relevance of the training curriculum enhances headteachers’s acquisition of record-keeping, investment, pricing and costing and budgeting skills. The study thus, recommends that training institutions should design and plan quality integrated training programmes to match headteachers work schedule. Training materials need to be specifically designed to suit the content of training programmes to enhance fast

This paper examines the importance of principals/headteachers in the effectiveness of schools, and aims to contribute to the growing body of literature in this area. The research focuses on a developing country and uses panel data taken from the Young Lives Program in Peru and its School Survey. Educational production functions are used to estimate the impact of principals on the scores of fourth-grade students in mathematics and language. The findings of this study support the international evidence on the importance of principals in school effectiveness, especially in terms of supervision and monitoring., Este trabajo analiza la importancia del director en la efectividad de la escuela, y tiene como objetivo contribuir a la creciente literatura en esta área. La investigación se centra en un país en desarrollo y utiliza datos de panel extraídos del Programa Niños del Milenio en el Perú y su Encuesta Escolar. Mediante el uso de funciones de producción educativas se estima el efecto del director sobre el puntaje en matemáticas y lenguaje de los alumnos de cuarto de primaria. Los resultados de este trabajo confirman la evidencia internacional acerca de la importancia de los directores en la efectividad de la escuela, específicamente la supervisión y monitoreo.

There are relatively few studies of how representations of teachers, schools and educational administrators in popular films and television might be, and are, used in leadership preparation. This paper seeks to add to this small body of work; it reports on an exploratory study of the representation of headteachers in contemporary children's fiction. Thirty-one texts are analysed to ascertain key themes and the major characterisations. The paper draws on children's literature scholars to argue that both the historical school story and its contemporary counterpart focus heavily on the power of the head to control the micro-world of the school. Because these fictional accounts deal with issues of power and justice more openly than many mainstream educational administration texts, this makes them particularly useful in the preparation of potential school leaders.

There are relatively few studies of how representations of teachers, schools and educational administrators in popular films and television might be, and are, used in leadership preparation. This paper seeks to add to this small body of work; it reports on an exploratory study of the representation of headteachers in contemporary children's fiction. Thirty-one texts are analysed to ascertain key themes and the major characterisations. The paper draws on children's literature scholars to argue that both the historical school story and its contemporary counterpart focus heavily on the power of the head to control the micro-world of the school. Because these fictional accounts deal with issues of power and justice more openly than many mainstream educational administration texts, this makes them particularly useful in the preparation of potential school leaders.

There are relatively few studies of how representations of teachers, schools and educational administrators in popular films and television might be, and are, used in leadership preparation. This paper seeks to add to this small body of work; it reports on an exploratory study of the representation of headteachers in contemporary children's fiction. Thirty-one texts are analysed to ascertain key themes and the major characterisations. The paper draws on children's literature scholars to argue that both the historical school story and its contemporary counterpart focus heavily on the power of the head to control the micro-world of the school. Because these fictional accounts deal with issues of power and justice more openly than many mainstream educational administration texts, this makes them particularly useful in the preparation of potential school leaders.