Search

The study was designed to examine the management problems faced by head teachers of public and private schools at the secondary level. The objective of the study included identifying the management problems faced by both the head teachers of public as well as private schools at the secondary level including the rural and urban areas and suggesting measures to overcome these problems to improve the efficiency of the head teachers, so that they obtain the required objectives of management. This study was delimited to the Headteachers of Multan District. The sample of the study consisted of head teachers of public and private schools including rural and urban areas of Multan. Questionnaires were distributed to 350 head teachers. Questionnaires were collected from 38 rural and 63 urban male public school heads, 30 rural and 35 urban female public school heads and 31 rural and 45 urban male private school heads, 18 rural and 39 urban female Private School heads. Data was analyzed by applying Percentage, mean, and correlation. The findings and Conclusion of the study were arranged. There is a shortage of basic knowledge about Management. It was recommended that effective guidance and training are needed for head teachers to overcome management problems, especially in the public sector. [ABSTRACT FROM AUTHOR]

Objective: Previous research indicates that head teachers in Sweden frequently fail to see school lunch as part of the educational activities of a school. This study contributes to an understanding of how head teachers in Sweden perceive and experience current national policy intentions related to school lunch. Design: Qualitative inquiry. Setting: Ten municipal state schools in Sweden. Method: Individual semi-structured interviews were conducted with 10 head teachers responsible for the compulsory education of 6- to 15-year-olds in state schools. Data from digitally recorded and transcribed interviews were thematically analysed. Results: Head teachers primarily saw school lunch as a means to ensure pupils were fed and energised. Their focus tended to be on what followed after school lunch in the form of academic performance and mood, rather than the stated intentions of national school meal policy. Head teachers stressed the value of a free and nutritious school lunch for social equality, and the importance of good collaboration with food service managers and school meal personnel, despite the difficulty of achieving this. Conclusion: This paper highlights a gap between head teachers' perspectives with respect to school lunch and official intentions stated in Swedish national school meals policy. The meanings head teachers saw as connected to school lunch were those of social equality and ensuring pupils were fed, rather than the wider potential envisioned by the authorities. This paper identifies factors that affect the possibility of realising national policy intentions for school lunch in Sweden. [ABSTRACT FROM AUTHOR]

Effective leadership of head teachers shapes teacher attitudes and school organizational outcomes. This quantitative descriptive research aimed to find out the head teachers' leadership practices perceived by the primary school teachers. There were selected 150 participants through a random sampling technique from public schools. A five-point Likert scale questionnaire was self-developed keeping in view the previous literature and experts' perspectives. The questionnaire was focused on supportiveness, maintaining standards, communication capabilities, and instructional leadership. Data was analyzed through the SPSS 20 version. According to the findings of the study, teachers perceived positive regarding coordinating policy, classroom helpfulness, resource provision, relationship building, and confident interaction. There were 70-80% of the respondents who agreed about head teachers' strengths for monitoring performance, motivation, decision making, shaping direction, and enabling autonomy. Low disagreement levels indicated teachers perceive head teachers as demonstrating competence across diverse leadership competencies. Highest rated areas and lowest regarding managing stress showed public sector heads capably transform restrictive bureaucracies through prioritizing secure environments, and communications, and upholding high instructional expectations enabling performance. Statistically, teachers had decidedly positive perspectives on headteacher leadership practices. Practical recommendations include sustaining areas with already high agreement, improving emotional support, increasing staff participation, enacting distributed leadership, enhancing recognition, and ensuring adequate time for core instructional leadership oversight by assessing administrative burdens on public school heads. [ABSTRACT FROM AUTHOR]

This research study focuses on examining the concept of servant leadership among teachers in government high schools located in South Punjab, a region in Pakistan. The objective of this study was to explore the extent to which servant leadership behaviors are practiced by teachers and their impact on the overall learning environment and student outcomes. By investigating the specific behaviors and characteristics associated with servant leadership in this context, the research aims to contribute to the existing body of knowledge on educational leadership. The research methodology employed a quantitative approach. A survey questionnaire was administered to a sample of teachers working in government high schools in South Punjab, assessing their self-perceived servant leadership behaviors and attitudes. Preliminary findings indicate that servant leadership is indeed present among teachers in government high schools of South Punjab, although the degree of practice varies among individuals. Teachers who adopt servant leadership behaviors prioritize the needs and wellbeing of their students, actively engaging in creating a supportive and nurturing learning environment. By displaying empathy, active listening, and providing guidance and mentorship, servant leaders contribute to student engagement, motivation, and academic success. [ABSTRACT FROM AUTHOR]

The purpose of this study was to evaluate the effectiveness of an inservice teachers’ training program imparted by Quaid-e-Azam Academy for Educational Development (QAED), School Education Department, Govt. of Punjab, Pakistan. Six ECE headteachers and six teachers from Punjab's rural and urban districts were selected through a convenient sampling technique. Semi-Structured protocol was developed and validated by five experts in the field. The data from the interviews was obtained using thematic analysis. The study's conclusions brought to light some issues, including a lack of funding, a continuous program for training teachers, ongoing caregiver hiring, a deficiency of rooms and staff, an ongoing monitoring system, and provision of an ECE kit. This study is captivating since it investigates the viewpoints of headteachers and teachers in Punjab's urban and ruler areas. The results have significant implications for how the Punjab government's school education department (QAED) and policymakers should evaluate the current state of early childhood education in the province. The results of this study will motivate researchers to carry out additional research of this type and inspire legislators to create laws that will assist ECE programs in strengthening or changing their present practices. [ABSTRACT FROM AUTHOR]

The purpose of this study was to examine the leadership styles of school heads and find out the relationship between head teachers’ leadership styles and students’ academic achievement in public secondary schools. The study used a quantitative approach. The total population consisted of 19 public girls’ secondary schools, 19 school heads, and 146 female secondary school teachers of district Kech, Balochistan. The study sampled 9 female head teachers and 100 female teachers was selected from 9 respective girls’ secondary schools. The annual results of SSC examinations from 2018 to 2019 were taken from BBISE Quetta as a sample. A random sampling technique was used to collect data. The Likert scale (5 points) was used to collect data from the subjects. The collected data was analyzed using descriptive statistics and inferential statistics. Correlation analysis was conducted at a 0.05 significant level to find out the relationship between the head teachers’ leadership styles and the academic achievement of students’’ in public secondary schools in District Kech. The results revealed that the Democratic leadership style of female head teachers had a significant positive relationship with results from 2018(r=.7.08 and P=0.033) and results from 2019 (r=.8.05 and P=0.009). [ABSTRACT FROM AUTHOR]

The study aimed at finding the impact of school Head teachers' budget management competencies, utilization priorities and relationship with school performance. The objectives of the study were; (i) to identify the budget management competencies among Head Teachers of secondary schools, (ii) to explore the priorities of head teachers regarding the utilization of Budget in secondary schools and (iii) to find out the relationship of secondary schools Head teacher's budget management competency on school performance. The population consisted of 431 head teachers (202 male & 229 female) working in secondary schools of district Sargodha. All 352 head teachers were taken as sample. Two research instruments i.e., questionnaires for head teachers on a five-point rating scale and a checklist on three points were developed. The reliability coefficient Chronback Alpha value was .904. The major findings of the study were; Majority of Headteachers were good enough in budget management competencies and there was a positive and moderate correlation between the financial competencies of head teachers and their school performance. It is recommended that a committee of senior Head Teachers may be notified by the competent authorities for guidelines on financial issues. [ABSTRACT FROM AUTHOR]

This opinion piece proposes a solution to the issue of some head teachers or principals failing in both their words and actions to recognize and acknowledge the importance of teachers and their professional abilities and contributions. [ABSTRACT FROM AUTHOR]

This commentary outlines the views of a current head teacher after receiving increased marketing and persuasive letters from multi-academy trust (MAT) chief executive officers (CEOs) in an attempt to expand their MATs. Following the Department for Education's academisation programme, which aims to convert all schools in England to MATs by 2030, this reflection highlights the implications of the programme and reflects, from an insider's perspective, on the author's concerns about this approach for the communities, which will lose local leaders with autonomy and see them replaced with CEOs who have multiple interests, other than those of the local schools. [ABSTRACT FROM AUTHOR]

This article analyzes some of the changes that occurred in Mexican community distance-learning high schools during the COVID-19 pandemic, particularly regarding the conditions of actors within school systems, the new activities associated with distance-learning, and teacher-student relationships. From the perspective of interpretive sociology and through semi-structured interviews, the aim is to take the perspective of head teachers and teachers into account, to show their role in the transformation of the schools. It was found that, even though the pre-existing problems of head teachers and teachers were exacerbated, these actors played a leading role and carried out this teaching work with creativity and commitment. [ABSTRACT FROM AUTHOR]

Abstract This paper aims at exploring the issues related to implementing a formative assessment model namely School-Based Assessment (SBA) at secondary schools in Bangladesh. A qualitative study employing interviews with English teachers of grade 8 and the head teachers and FGDs with students from twelve secondary schools was conducted. Moreover, field notes and document analysis provided valuable data. The findings from the qualitative content analysis showed a dismal condition of implementing SBA in Bangladesh. Some distinct reasons posed challenges to implementing SBA. These are teachers’ insufficient orientation towards SBA, teachers’ negative attitude towards SBA, teachers’ heavy workloads, large class size, large contents of syllabus, no reflection of the marks of SBA in public examinations, lack of honesty and fairness in teachers, lack of validity and reliability of SBA as an assessment tool, poor socio-economic conditions of teachers, and the absence of monitoring and supervision by concerned authorities. This study also provides a comprehensive understanding of how teachers conceptualize and apply strategies of SBA in their classrooms, along with some recommendations and, hence, bears implications for the policy makers, teacher trainers, and other stakeholders involved in the Bangladeshi school education system and elsewhere.

This commentary outlines the views of a current head teacher after receiving increased marketing and persuasive letters from multi-academy trust (MAT) chief executive officers (CEOs) in an attempt to expand their MATs. Following the Department for Education’s academisation programme, which aims to convert all schools in England to MATs by 2030, this reflection highlights the implications of the programme and reflects, from an insider’s perspective, on the author's concerns about this approach for the communities, which will lose local leaders with autonomy and see them replaced with CEOs who have multiple interests, other than those of the local schools.

This research examined leadership practices in the unique context of primary schools with smaller levels of enrolment, specifically small schools in Malaysia. These are schools with an enrolment of up to 150 students that are primarily located in rural areas. This study explored the challenges encountered by experienced head teachers of such schools and, more importantly, identified the strategies head teachers employed to overcome these challenges. This was achieved through a qualitative analysis of interviews conducted with experienced head teachers from five small schools. The findings demonstrate that all five schools faced similar challenges: financial constraints, a dilapidated infrastructure, lack of human resources, and competence-related issues among teachers. All respondents overcame these challenges with creativity and passion. They found alternative methods with which to generate school funds, adopted the role of learner leaders by developing their information and communication technology skills, and served as role models for instructional leadership. The findings will enable policymakers and school leaders, particularly those involved in small schools, to provide quality education for every child. Nevertheless, further studies involving a greater number of respondents are needed to understand the complex challenges involved in managing small schools and the optimal ways of overcoming these. [ABSTRACT FROM AUTHOR]

Historically, Northern Ireland pupils have attended religiously separate schools, however, a movement by parents in the early 1980s to educate them together resulted in integrated schools becoming part of the educational landscape. Some were new and planned (Grant Maintained Integrated (GMI)) and a second group on which this article focuses sought integrated status through a formal, distinctive process of transformation (Controlled Integrated (CI)). Interviews with Head Teachers in nine transformed schools (primary and post-primary) showed varied reasons for transforming; parents were mostly receptive but needed information and reassurance; and teachers' reactions were largely positive, promoting the integrated ethos by addressing difference and meeting the needs of the minority group with concomitant benefits. Changes in leadership style were attributed to different management structures with Boards of Governors, teachers and parents being much more part of decision-making. There were numerous, varied challenges in the Head's new role, although most could be met, and transformation remained a journey rather than a discrete, one-off change. [ABSTRACT FROM AUTHOR]

The study investigated head teachers, and, education administrators' view of the Home Grown School Feeding Program and the associated sociodemographic variables. The study adopted a descriptive cross sectional design. Fifty-four government owned primary schools in Ebonyi State, Nigeria, participated in the study. Head teachers and education secretaries completed a paper-and-pen questionnaire and described their perception about Home Grown School Feeding Program impact on pupil registration, presence, retention, dropout, and the problems that may be associated with the program implementation. SPSS version 23 was used to interpret the data. Results showed that head teachers perception on HGSFP was good on its effect on pupils' enrolment, attendance, retention, and dropout. Nonexistence of lawful framework and strategy for sustenance of HGSFP, insufficient funding, inability to monitor food preparation, inadequate teaching space and equipment to deal with extra admission were challenges perceived. Sociodemographic factors such as age, sex, education level, and location were not significant (p >.05). Head teachers perception was good though they have their concerns on aspects of implementation. Program implementation agencies should improve funding, monitoring, and educational infrastructure for the smooth running of the program. [ABSTRACT FROM AUTHOR]

The educational quality is highly dependent upon the quality teachers, having ample amount of knowledge, dispositions, skills and honesty when it comes to their teaching profession. Quality teaching is directly proportional to the learners’ high level of performance. In order to enhance the process of quality teaching and learning, the government of Pakistan with the help of UNESCO launched National Professional Standards (NPSTs) on 23rd February 2009. The present study was aimed to figure out the practices of head teachers and English as Second Language (ESL) public sector teachers at primary level. The study also aimed to explore the differences between the teaching practices of male and female public sector primary level head teachers and English language teachers. The study employed a qualitative research approach. Qualitative in-depth structured interview questions were developed by the researcher after reviewing the document of NPSTs. It was concluded that there were no significant differences among the teaching practices of male and female English language teachers and head teachers of public sector at primary level. It was also seen that all of the teachers and head teachers were seen to be observing NPSTs in their classrooms even if they have not gotten more trainings on it. [ABSTRACT FROM AUTHOR]

Leaders have a significant impact on people around them and devote much time and effort to fostering a sense of trust among their subordinates and subordinates' subordinates. The following objectives to find out the relationship between teachers morale and the leadership practices of Head teachers, to measure the impact of head teachers’ leadership practices on the teachers’ morale and to find out the difference of mean of the teachers opinion on the basis of gender regarding the teacher morale and leadership practices of head teacher at secondary level were designed. This study intended to use descriptive correlational research design. All the ten thousands (10000) Teachers of Secondary level Schools of Public sector of District Lahore were the population of the study. According to the purpose of the study, four hundred (400) SSTs’ were selected as a sample through random sampling technique. The validated questionnaire was used for collecting the data. It was concluded that majority of the secondary school teachers did not favour that teachers participate in decision making in this school and the head teacher promotes a sense of belonging among the teachers in the school and majority of the secondary school teachers did not favour that the head teacher cares about teacher’s need and concerns and the head teacher tries to make me feel comfortable while visiting my class and the comments of head teacher provide energy to the staff. On the basis of findings and conclusion,some recommendations were given by the researcher that the head teachers may employ the democratic style of leadership for achieving the desires goals of the institutions. The head teachers may provide the chance for teachers to be involved in different matters concerning school progress. [ABSTRACT FROM AUTHOR]

The study explores the school transformation process as evidenced by the opinions of head teachers. The main goal of the research was to present a content analysis study of the Polish educational environment on the basis of primary and secondary head teachers' views on the risks and perspectives brought by the global Covid-2019 lockdown. The conceptual framework was based on the theoretical perspective (the cognitive and affective processes in multimedia learning, the theory of motivation, and goal setting) as well as the model of the school as a learning organization and the assumptions of Emergency Remote Teaching. The categorized interviews with the head teachers were conducted using a categorized interview questionnaire and the respondents considered various categories problems within educational practice related to the functioning of schools during the pandemic. The selection of study participants was deliberate using the snowball sampling method, 18 head teachers participated in this study. The research conducted allowed the specification of the different areas of influence of Emergency Remote Teaching on the transformation of the school as a learning organization (e.g. the functioning of the school in mutual internal and external network cooperation, the dissemination and extending of communication areas using information technologies, the strengthening of the network interaction through information technologies, and other areas). The paper contains numerous recommendations that can improve the school's functioning in the future, based on the experience gained during Emergency Remote Teaching. These experiences can accelerate the organizational and didactic development of the school as a learning organization. [ABSTRACT FROM AUTHOR]

This paper aims at exploring the issues related to implementing a formative assessment model namely School-Based Assessment (SBA) at secondary schools in Bangladesh. A qualitative study employing interviews with English teachers of grade 8 and the head teachers and FGDs with students from twelve secondary schools was conducted. Moreover, field notes and document analysis provided valuable data. The findings from the qualitative content analysis showed a dismal condition of implementing SBA in Bangladesh. Some distinct reasons posed challenges to implementing SBA. These are teachers' insufficient orientation towards SBA, teachers' negative attitude towards SBA, teachers' heavy workloads, large class size, large contents of syllabus, no reflection of the marks of SBA in public examinations, lack of honesty and fairness in teachers, lack of validity and reliability of SBA as an assessment tool, poor socio-economic conditions of teachers, and the absence of monitoring and supervision by concerned authorities. This study also provides a comprehensive understanding of how teachers conceptualize and apply strategies of SBA in their classrooms, along with some recommendations and, hence, bears implications for the policy makers, teacher trainers, and other stakeholders involved in the Bangladeshi school education system and elsewhere. [ABSTRACT FROM AUTHOR]

Disorderly behavior is accelerating day by day and is increasing with passage of time. Its causes are nourishing in the shape of unwanted results like inadequate skills power and inadequate behavior formation. Public and Private schools are affected with this problem. The study was descriptive in nature. The Population of the study was based on the Public and Private Secondary School female and male teachers, heads and students of District D.I.Khan, Lakki Marwat, & Karak (Zone-IV of KP). Out of (N=304) respondents, (n=230) respondents, 230 head teachers (132 males and 98 females were taken as sample of the study by applying multistage sampling techniques through Kerjcie and Morgan (1970) formula. Data was accumulated via quantitymethod through selfdeveloped questionnaire of 5-Points Likert scale. The key purpose of the study was to know the perceptions of head teachers regarding students' disorderly behavior in classroom at secondary levels in district D.I.Khan, Lakki Marwat, and Karak. The study was delimitated merely head teachers of both genders (males and females) at Secondary level in Southern districts of KP (D.I.Khan, Lakki Marwat, and Karak). Results and conclusions were drawn in the study and recommendations were given at the end for further improvement in the study. [ABSTRACT FROM AUTHOR]

The purpose of this study was to investigate the role of head teachers in the process of implementing primary school educational programs. The research approach was qualitative with content analysis method. For this purpose, using purposive sampling, 13 teachers from the north of West Azerbaijan province in the academic year of 1398-99 were selected and semi-structured interviews were conducted until complete data saturation. In order to ensure and validate the accuracy of the data, the method of self-review and receiving feedback from respondents was used. In data analysis, a combined three-step process consisting of King and Harrock (2010), Brown and Clark (2006) and Atrid-Sterling (2001) methods was used. The findings showed that in the themes network, the concept of education strategist is an inclusive theme that describes the position of head teachers with 5 organizing themes(teacher knowledge management, core Assistants, teaching research, professionalism and programming) and 30 basic themes Explains.

This article looks at three primary Head Teachers’ experience of working in COVID-19 lockdown in Scotland. The theoretical framework of this paper builds on Nel Noddings’ ethics of care, with a particular focus on reciprocity, empathy, communication, and community. The three Head Teachers were interviewed during the pandemic lockdown. These interviews are part of a larger study that interviewed teachers and Head Teachers during COVID-19 lockdown in Scotland, asking how this lockdown challenged and influenced their identity as educators. The focus on care is important as during lockdown in Scotland the focus of home learning was on pupils and families’ well-being and care, rather than on performative acts of learning. This paper argues that the pandemic provided an alternative space for the Head Teachers to re-negotiate their caring role and identity in their understanding of being an educational leader.

This study aims to examine the relationship between secondary school head teacher's leadership practices and school effectiveness. The study also investigates the differences between the perceptions of government secondary school head teachers and teachers about principals' leadership practices and school effectiveness. Quantitative research approach was used to test the hypotheses. Descriptive method was used to collect the data from 100 head teachers and 500 teachers of government secondary schools in district Dir lower through self-developed questionnaires. Data were analyzed by using mean, standard deviation, t-test and Pearson product moment correlation. It was found that statistical significant differences were found between the perceptions of secondary school head teachers and teachers about principals' leadership practices and school effectiveness. A positive moderate significant relationship exists between the perceptions of secondary school head teachers' leadership practices and school effectiveness. The study recommended that secondary school head teachers must set directions, involve teachers in decision making process, adopt distributive leadership styles, establish different committees for various tasks, maintain good relationship with students, teachers, parents, and community, and provide a trustworthy, supportive, and pleasant environment for teaching-learning process to ensure the maximum learning of the students at school. [ABSTRACT FROM AUTHOR]

Mentoring and coaching plays an important in management process. Personal and professional developments require an essential for capacity development. This research focused on evaluating and analyzing mentoring and coaching applications in primary schools of Northern Cyprus. This study examines the importance of mentoring and coaching applications in order to increase managerial roles of head teachers. Complexity of being "new", "inexperienced" or "young" can directly or indirectly affect their performances at early years of their careers. There are many methods for improving quality of this inexperienced teacher's teaching experiences in developed countries. One of these applications is mentoring and coaching relationship and this kind of head teacher - newly qualified teacher relationship is greatly preferred. Study sheds a light on developing, supporting, mentoring or coaching for Northern part of Cyprus teachers insufficient. Research relies on qualitative which concentrate on experiences, working styles. Qualitative data is collected from semi structured interviews and document research. Study sample is consisted from primary schools based on rural areas of Northern part of Cyprus which is based on purposive sampling. Interviews were conducted with 20 head teachers. Thematic analysis was conducted and themes that are mentoring and coaching. The research study revealed that mentoring and coaching is important, their managerial roles were developed. [ABSTRACT FROM AUTHOR]

The study is one of the outputs of the project APVV -- 16--0573 Application of the Model of Andragogical Counselling in the context of professionalization of the teaching profession. The aim of this part of the research was to find differences in life satisfaction of teachers and compare them depending on their position -- managerial position vs. non-managerial position. The study is based on the conception of professional development as a continuous process including all dimensions of teacher personality development. The contribution presents results obtained from a modified Questionnaire of Life Satisfaction, while concentrating on identification of various factors in eight areas of the professional life of teachers at the given time for participants of continuing education (N 228, average age 43 years). It was found that respondents reported average to above average satisfaction in all areas studied. The highest level of satisfaction was expressed in the areas of health and relationship with pupils. They were least satisfied with their remuneration. [ABSTRACT FROM AUTHOR]

This article argues that headteachers of primary schools have been at the forefront of the marketing/entrepreneurship interface since attempts to introduce competitive market forces into the maintained education system. It examines primary school headteachers' marketing strategies and compares them to those of owner managers of small firms. Case studies of ten schools illustrative of a variety of provision and market conditions provided the empirical data over a five year period. The headteachers shared many of the marketing problems of owner-managers of small firms. Kingston University Headteachers found that the most effective marketing strategies consisted of: i) marketing to improve relationships with existing parents, staff and governors as an essential precursor to any external marketing effort; ii) parental involvement in the school which improved the likelihood of word of mouth recommendations; and iii) influencing such recommendations by marketing to improve parental and other involvement in the school. As word of mouth is also the most important source of new business for small firms, there are opportunities for lessons from the public to the private sector. [ABSTRACT FROM AUTHOR]

There is no doubt these days that knowledge of different forms of motivation and its implementation in the work environment is a prerequisite for improving the quality of work results and subsequent achievement of organizational goals. Every head teacher meets this phenomenon. A lack of motivation is behind a number of unfulfilled tasks, unwillingness to look for efficient work practices, absence, disloyalty to their own society, refusing overtime, not accepting necessary changes, ignoring requests for assistance, and more. It is not easy to find a way to solve these problems. However, theory and practice go hand in hand and together it creates the perfect symbiosis which looks at the ailments mentioned and gradually finds answers. Where to start in order to be successful in this quest? We should first recognize the meaning and importance of motivation in the work process. The role of the head teacher is to know teachers to have a positive impact on their behaviour and entrust them with such tasks corresponding to their knowledge and skills. Work motivation is focused on carrying out a work obligation and should lead to the required working behaviour. Motivation to work is also connected to the work environment and climate in which teachers work. In general, we can say that teachers’ satisfaction at work determines their personal relationships outside the workplace as well.

Training programmes are evaluated to verify their effectiveness, assess their ability to achieve their goals and identify the areas that require improvement. Therefore, the target of evaluators is to develop an appropriate framework for evaluating training programmes. This study adapted Kirkpatrick’s four-level model of training criteria published in 1959 to evaluate training programmes for head teachers according to their own perceptions and those of their supervisors. The adapted model may help evaluators to conceptualise the assessment of learning outcomes of training programmes with metrics and instruments. The model also helps to determine the strengths and weaknesses of the training process. The adaptation includes concrete metrics and instruments for each of the four levels in the model: reaction criteria, learning criteria, behaviour criteria and results criteria. The adapted model was applied to evaluate 12 training programmes for female head teachers in Saudi Arabia. The study sample comprised 250 trainee head teachers and 12 supervisors. The results indicated that the adapted Kirkpatrick evaluation model was very effective in evaluating educational training for head teachers.

Spiritual leadership gains attention amongst researchers for closing the gap between achieving personal and organisational goals. Despite documentations that spirituality undergirds head teacher's actions leading inclusive schools, research still remains thin in understanding how spirituality underpins leadership for inclusive education. This paper draws on the philosophy of critical realism to offer a conceptual tool that identifies head teachers' spiritual actions in their efforts to include ethnic minority students. This is done through multiple qualitative methods collection from an in-depth case study at a multicultural primary school in Cyprus. The critical realist framework helps uncover head teacher's spiritual actions in a more systematic, structured and holistic way. It reveals that head teachers' spirituality supports the goals of inclusion and occurs in at least four interrelated and emergent ontological levels (psychological, social, cultural and policy levels) which are set in four scaler levels from microscopic to macroscopic (sub-individual, micro, meso and macro levels). This framework problematises mono-dimensional and reductionist understandings of spirituality in leadership. The paper concludes by suggesting solutions to enrich leadership programmes for inclusive education with fostering leaders' spirituality at different ontological levels. [ABSTRACT FROM AUTHOR]

The article discusses the phenomenon of managing the process of self-evaluation as it is realized in the segment of secondary vocational education and training in Slovenia. First, we outline the theoretical starting points for assessing and assuring quality in education as well as the scientific findings on self-evaluation made so far, which form the theoretical basis for the empirical research study presented in the second part of the article. The central aim was to examine school self-evaluation practices and needs for expertise in order to carry out and manage the process of self-evaluation. The key findings of the empirical research study (with 231 participating teachers) demonstrate that there are differences in the dimensions of perceiving the self-evaluation process among the schools. The empirical study confirms the presupposition about the need for greater expert support and encouragement of school authorities to managing school quality and establishing the culture of self-evaluation, which are the foundations of the school system for (more) effective and successful quality assessment, monitoring and assurance.

In the literature on the subject there occur two approaches to describing mutual relationships between leadership and management. One of them perceives these phenomena as incompatible and evaluated as either positive or negative. Nowadays there is a general agreement that leadership and management are processes which cannot be separated from one another. It is emphasized that at the level of practical applications, it is impossible to separate the functions of leadership and the functions of management. From this perspective, the following questions are worth considering: in what manner do men of practice - head teachers define the notions of leadership and management within the context of their professional duties and what similarities and differences do they notice between these two notions? In order to answer these questions, we have analysed qualitative data collected during interviews with 171 head teachers of Polish schools. The results indicate that the respondents define management consistently based on the classical approach to the management functions. The definitions of leadership are more varied in their content, with a common core comprising a leader’s vision and determination to realize such a vision.

This article considers the professional work, identity and recruitment of head teachers (HTs) in Wales. Drawing on the sociology of professions, the article illustrates how intensive educational policy reform post‐2011 has restricted HTs’ professional agency and re‐orientated the head teacher role towards organisational professionalism. Drawing on semi‐structured interviews (n=30) with both head and deputy head teachers, the article argues that issues with the recruitment and retention of HTs in Wales can, in part, be explained by the promotion of managerial and technicist approaches to professional practice. This role reconfiguration is the result of myriad and, at times, overlapping accountability mechanisms. The article illustrates how these changes to HT professional roles and identity are more intense within a small education system where HTs had, traditionally, enjoyed an elite professional status. To ameliorate these issues, the article proposes policy initiatives which the Welsh Government could introduce to foster the agency of HTs within a revised professional framework for educational leadership in Wales. [ABSTRACT FROM AUTHOR]