Leadership in My SchoolIn my school, I notice many leadership theories in practice. I see Transformational Leadership, which is about inspiring and motivating (Cahyono et al., 2020). In my school setting, our principal applies this style when sharing a vision for the school's future to get everyone onboard, including teachers and students. I also see Transactional Leadership, which operates basically on a system of rewards and penalties (Quinn, 2023). Our school rewards teachers with bonuses for achieving high student test scores and penalizes them for underperformance, so this is indicative of this leadership style in action.However, the leadership theory that I think would apply the most benefit would be servant leadership, because this is the one that really provides a one-on-one focus, and when others benefit from this they can pass it on and pay it forward. I think the best way to spread leadership is through this approach, because…...

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References

Cahyono, Y., Novitasari, D., Sihotang, M., Aman, M., Fahlevi, M., Nadeak, M., ... & Purwanto,

A. (2020). The effect of transformational leadership dimensions on job satisfaction and organizational commitment: case studies in private university Lecturers. Solid State Technology, 63(1s), 158-184.

Quinn, H. (2023). What is transactional leadership and how can I use it?: Transactional

Critique of Article: Leading for Low-Income StudentsYou summarized effectively the research design of the quantitative study by Brown (et al., 2017), which linked the presence of high-performing school leaders to high-performing schools that better served the needs of low-income and minority students. All schools in the study derived 75% of the population from low-income students. The survey comprised 25 questions, which were then submitted to teachers. Confidence and trust emerged as the key factors in teacher confidence in their principals. You also highlighted a limitation of the study, namely there was no attempt to link teacher perception with actual student performance. Even if teachers may feel positively about their principals, this does not mean that their feelings actually translate into students education gains. There may be a correlation between liking the principals and the schools higher performance, but the principals may not be the main causes. The study did not…...

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ReferenceBrown III, G., Bynum, Y., & Beziat, T. (2017). Leading for low-income students: Results from a study on school leaders in low-income elementary schools. Education, 138 (1), 68-74.

Brandt (2003) offers ten ways to determine if a school indeed meets the criteria of a learning organization. The first characteristic of a learning organization is that it encourages adaptive behavior in response to differing circumstances. The second is that the learning organization has challenging, but achievable objectives and goals. The third is that members of the organization can accurately identify the organizations' stages of development (Brandt, 2003).
The learning organization can collect, process, and act upon information that fits their purposes (Brandt, 2003). Learning organizations have the knowledge base for creating new ideas. The learning organization has the ability to grow and adapt. They are dynamic and in a constant process of evolution. Learning organizations frequently exchange information with external sources (Brandt, 2003). This happens in educational workshops, in-services, and conferences.

Another feature of the learning organization is that is seeks feedback on their products and services (Brandt, 2003). In…...

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References

Anderson, J. (2008). Principals' Role and Public Primary Schools' Effectiveness in Four Latin American Cities. The Elementary School Journal. 109 (1): 36-60.

Beasley, E. (2008). New leadership model for business fits schools too. Statesman Journal. August 26, 2008. Retrieved October 18, 2008 at  http://www.statesmanjournal.com/apps/pbcs.dll/article?AID=/20080826/Business01/808260315/1040/Business 

Berenstein, L. (2006). Team Teaching with Academic Core Curricula Teachers: Using Aviation Concepts. Department of Aviation Technologies. Southern Illinois University. 43 (2): 1- 19. Retrieved October 19, 2008 at  http://scholar.lib.vt.edu/ejournals/JITE/v43n2/pdf/berentsen.pdf 

Brandt, R. (2003). Is this school a learning organization? 10 ways to tell. Journal of Staff Development. Winter 2003. 24 (1). Retrieved October 19, 2008 at  http://www.nsdc.org/library/publications/jsd/brandt241.cfm

Leadership style being employed in the case study covering the City Academy Bristol is what some experts might call participative and/or collaborative leadership. A collaborative leadership style allows for all participants to have a voice, and in this case study, the students are asked to assume the role of leader and participant while engaging in activities that call for collaboration, and participation. As one recent study determined "collaborative leadership practices that involve employees in workplace decision-making have been shown to increase commitment" (Steinheider, Wuestewald, 2008, p. 145), and in this study increasing the commitment level of all the stakeholders (including; students, teachers, administrators and parents) is one of the primary goals of the study.
One of the benefits derived from a collaborative leadership style is that it fosters creativity. Students (and other participants) are often called upon to work together and become highly engaged in projects and the decision-making process. Another…...

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References

Hallingera, P. & Heck, R.H.; (2010) Collaborative leadership and school improvement: Understanding the impact on school capacity and student learning, School Leadership & Management, Vol. 30, Issue 2, pp. 95 -- 110

Steinheider, B. & Wuestewald, T.; (2008) From the bottom-up: Sharing leadership in a police agency, Police Practice & Research, Vol. 9, Issue 2, pp. 145 -- 163

This guideline can also be related to that of unifying the followers with a corporate mission. (Phillips, 1996) forth guideline advises the leader to give his followers all the support he can, and act on the presumption that they will do the best they can with what he gives them. (Phillips, 1996) This means that by getting involved in the employees' problems and trying to solve them, the manager will give an example of commitment that will be followed by the employees in regard to solving the company's problems.
The fifth guideline is efficient as it establishes the dominating power of the leader. "Try not to feel insecure or threatened by your followers" (Phillips, 1996) as they will not follow an undetermined person with a weak character.

3. Leadership powers

Leadership in Organizations defines five distinct powers detained by the leader: 1. Reward

2. Coercive

3. Legitimate

4. Expert

5. Referent. (Yukl, 2006)

The reward power can…...

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Bibliography

Yukl, G. (2006). Leadership in organizations 6th ed. Upper Saddle River, NJ: Prentice-Hall, Inc. ISBN-10: 0131494848. ISBN-13: 978-0131494848

Phillips, D.T. (1996). Lincoln on Leadership; Executive Strategies for Tough Times. New York: Warner Books, Inc. ISBN-10: 0446394599. ISBN-13: 978-0446394598.

National Business Research Institute, 2006,   last accessed on October 16, 2007http://www.nbrii.com/Employee_Surveys/Employee_Performance.html ,

Lincoln on Leadership, 2007, at&T Worldnet, last accessed on October 16, 2007http://home.att.net/~coachthee/Archives/Lincoln.html,

Leadership Styles Among Male and Female Principal
It is the intention of this research to study the leadership and cognitive styles of teachers and instructors of both genders within the educational system and their preference for types of leadership in a principal of that institution.

The research will include teachers and educators from all levels of the educational system from grade school to high school. The study will also include teachers and instructors from all major academic fields of study offered in public and private schools. The studies conducted thus far in the educational arena indicate that teachers are equally inclined towards different cognitive styles.

Teachers prefer a mix of idealist, analytical and realistic cognitive styles of leadership in their Principals. Studies have also indicated that teachers prefer that principals are people oriented and task oriented in their approach to running the school or institution. In addition, teachers also prefer that the Principal…...

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Bibliography

Berens, Linda V., and Dario Nardi. Personality Types, Descriptions for Self-Discovery. New York: Telos Publications, 1999.pp.

Blake, R.R., H. Shepherd, and Jane Srygley Mouton. Managing Intergroup Conflict in Industry. Houston, Tx: Gulf Publishing Company, 1964.pp.

Blau, Francine D., Marianne A. Ferber, and Anne E. Winkler. The Economics of Women, Men, and Work. Prentice-Hall Series in Economics. 4th ed. Upper Saddle River, N.J.: Prentice Hall, 2002.pp. xviii, 446

Bossert, S.T., et al. "The Instructional Management Role of the Principal." Educational Administration Quarterly 18.3 (1982): 34-64.

Louis and Smith (1991) identify such congruence as an indicator of the quality of work life influencing levels of teacher engagement with their work."
An appreciation by teachers of a significant gap between their current practices and those implied by the changes being proposed within their schools." perception, on the part of teachers, that participating in the school's change initiative is a significant but achievable challenge. Shedd and Bacharach (1991) argue that teaching provides intrinsic motivation under those restructuring initiatives which conceptualize teaching as a highly complex act and help teachers significantly expand their technical repertoires and their capacities to apply them reflectively and constructively. Contributing to the perception of a goal's achievability are opportunities to learn more about how the goal can be accomplished." perception by teachers that they know, specifically and concretely, what they will need to do (or that such specificity can be developed) eventually to implement…...

While the superintendent may feel or even firmly believe that they have covered all of the bases on expenditures and other relevant issues in school budgeting, the failure to connect to other stakeholders throughout the district, who may or may not add to the data that the superintendent has prepared for presentation, is likely to result in some among those stakeholders feeling slighted or ignored and often lead to complicated budgeting which could have been avoided through simply opening the communication channels during this critical process of school administration.
SUMMARY & CONCLUSION

This work in writing has related the various aspects of the school budgeting process which are the responsibility of the school superintendent as well as relating the various concerns of school budgeting and the importance of staying connected to the stakeholders in the community of the school district throughout the entire process of school budgeting. This work has related…...

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BIBLIOGRAPHY

Davis, Stephen, Darling-Hammond, Linda, LaPointe, Michelle, and Meyerson, Debra (2005) School Leadership Study: Developing Successful Principals. Stanford Educational Leadership Institute. (SELI). 2005. Online available at:  http://www.srnleads.org/data/pdfs/sls/sls_rr.pdf 

Joynt, T. (2002, December). School budgeting: Cost cutting through onion layers. The School Administrator. Accessed May 16, 2005 at www.aasa.org/publications/sa/2002/focJoynt.htm

Howley, C. (2003, October). Sustaining small rural high schools. The School Administrator, 9(60), 16-1.

Almack, John Conrad (1970) Modern School Administration, Its Problems and Progress. Ayer Publishing, 1970.

businesswire.com).
National Educational Technology / State Leadership: The State Educational Technology Directors Association (SETDA) has released its 7th annual National Educational Technology Trends Report and it indicates that technology is playing "an increasingly important role" in K-12 school improvement efforts. Leadership in technology training in schools is vital if the future needs of all students are to be met, according to an article in Yacht Charters Magazine (Marketwire, 2010). The article quotes Secretary of Education Arne Duncan: "Schools can't be throw-backs to the state of education fifty, twenty, even ten years ago."

Peabody Faculty Recognized for Research, Leadership: Several faculty members from Vanderbilt University's Peabody Research Institute have been selected as American Education Research Association Fellows due to the leadership they demonstrated in scientific and scholarly educational research initiatives (Vanderbilt University). Meanwhile Robert Rodosky, who is adjunct professor of Leadership Policy and Organizations at Vanderbilt, has won the 2010 Excellence in Educational…...

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Works Cited

Brown, Linnea. (2010). Kaplan University Launches New Online Programs, Including Two New

Master's Degrees. Business Wire. Retrieved April 20, 2010, from http://www.businesswire.com.

Court, Marian. (2007). Changing and/or Reinscribing Gendered Discourses of Team Leadership

In Education? Gender and Education, 19(5), 607-626.

Leadership and Accountability
Today's urban schools face problems, which may affect the quality of education that school administrators must overcome in order to effectively, educate the youth of our nation. Goldberg and Morrison (2002) state, "successful leaders are those who manage to rally local efforts around national purpose, and who make national purpose fit local needs" (p.61). This statement describes a leadership vision where national efforts are focused upon local needs. Each urban school encounters special student demographics that should be considered when implementing program reform.

In order to properly prepare students for real-world life experiences such as work, higher education, and responsible citizenship, schools must strive to improve the equality of public education. The authors state that "preparation for life" is more complex than providing instruction in core subjects. The public school system is now expected to provide knowledge and understanding to the students concerning careers, higher science and math skills,…...

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Reference

Goldberg, B. & Morrison, D.M. (2002). Co-nect. In J. Murphy and A. Datnow (Eds.),

Leadership lessons from comprehensive school reforms (p. 57-82). New York: Sage

Publications.

Education leaders note barriers to effective leadership with are unique to the educational setting. Politics and bureaucracy, fear of litigation, teacher unions and school boards are all noted by superintendents and principals as elements which hamper organizational excellence (Finn, 2002). In the same survey, leaders also noted a lack of freedom to accomplish managerial tasks, like hiring and firing or even rewarding outstanding performers. A review of job descriptions posted for superintendent and principal jobs across the United States demonstrates the wide variety of skill required for these positions. Samplings of descriptions include "experience as a principal"; "earned doctorate from an accredited institution"; there also exist a long list of complex organization and managerial tasks which accompany these basic requirements. As a result, the number of individuals completing Ed D. degrees has increased significantly. esearch completed in 2007 (Baker, Orr and Young, 2007) reported the number of programs offering educational…...

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Reference

Kotter, JP, Force for Change: How Leadership Differs From Management, the Free Press, 1990.

Kotter, JP. "What Leaders Really Do," in J.T. Wren (Ed.), the Leaders Companion, the Free Press, 1995, pp. 114-123.

Goffee R, Jones R. (2000) Why should anyone be led by you? Harv Bus Rev 5; 62-70

Finn, CE. (2002) Bureaucracy and school leadership - policy research organization Public Agenda survey on finding strong leaders for schools. Reason. Accessed online at  http://findarticles.com/p/articles/mi_m1568/is_1_34/ai_84841777

And when the parent comes to an event held in the classroom, it makes good sense to have interpreters available, and "invite the extended family," which of course is a very welcoming act of kindness and good judgment. The other parent in this list of "types" is the "Busy Parent," who is a person with a work schedule that is hard to get a hold of, or plan meetings for. Get the cell phone number of parents like this, and the email addresses, and "continue to send home their children's work on a regular basis, including writing samples, artwork, and test copies" - and even consider taking digital photos of class activities and attaching those pictures to emails that go to parents.
On a more serious note, the literature on school administration duties as far as training staff to be parent-active and family-friendly offers an article called "here's the Ministry…...

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Works Cited

Beaudoin, Nelson. (2006). Giving Stakeholders a Voice. Educational Leadership, 63(8), 74-75.

Flannery, Mary Ellen. (2005). A field guide to parents: famed for its vast appetite for information

And ability to protect its offspring, the parent genus has nonetheless eluded scientific study.

Until now. NEA Today, 24(2), 36-38.

This single entity can also more consistently value the differences of both the students and teachers in a meaningful, useful way. "Good leaders seek to bring together sets of different realities to form a holistic identity for the organization" (Walker & Quong, 1998) it is through the acknowledging and valuing of differences that this leadership can empower teachers to commit fully to the task of self-appraisal, realizing that they all have different strengths and weaknesses and that's valid and to even be expected in any school setting. it's using these differences as a springboard to motivate continuous improvement on behalf of the teachers that presents the most real and significant challenge.
Finally, it needs to be acknowledged that even the most effective form of leadership is a dynamic animal and is not something that is static. Leadership suffers when it is not supported; even the best leaders still need professional…...

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References

Earl, L., & Katz, S. (2010). Creating a Culture of Inquiry. In a. Blankenstein, & P. Cole, Data Enhanced Leadership (pp. 9-30). Thousand Oaks: Corwin Press.

Gronn, P. (2008). The Future of Distributive Leadership. Journal of Educational Administration, 141-153.

Robinson, V., & Le Fevre, D. (2011). Principals' Capability in Challenging Conversations. Journal of Educational Administration, 227-255.

Santamaria, L. (2011). Applied Critical Leadership in Education. New York: Routledge.

Leadeship Skills Impact Intenational Education
CHALLENGES OF INTERNATIONAL EDUCATION

Pactical Cicumstances of Intenational schools

THE IMPORTANCE OF LEADERSHIP IN EDUCATION

What is Effective Leadeship fo Today's Schools?

Challenges of Intecultual Communication

Challenges of Diffeing Cultual Values

Impotance of the Team

Leadeship Style

LEADERSHIP THEORIES

Cuent Leadeship Reseach

Tansfomational Leadeship

Skills-Authoity

Contingency Theoies

APPLYING LEADERSHIP IN AN INTERNATIONAL SETTING

Wagne's "Buy-in" vs. Owneship

Undestanding the Ugent Need fo Change

Reseach confims what teaches, students, paents and supeintendents have long known: the individual school is the key unit fo educational impovement, and within the school the pincipal has a stong influence upon the natue of the school, the conditions unde which students lean, and upon what and how much they lean. Despite this ageement about the cental ole of the pincipal, thee is little eseach concening the chaacteistics of pincipals associated with effective leadeship and with pupil accomplishment, and even less insight about how these chaacteistics might be developed and by what means, paticulaly fo intenational school settings.…...

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reference:

http://mason.gmu.edu/~lshafer/schoolsetting.html].

Allen, K.E., Bordas, J., Robinson Hickman, G., Matusek, L.R., & Whitmire, K.J. (1998). Leadership in the twenty-first century. Rethinking Leadership Working Papers. Academy of Leadership Press. http://www.academy.umd.edu/scholarship/casl/klspdocs/21stcen.html

Bennis, W.G. (1997). "The secrets of great groups." Leader to Leader, No.3. The Peter F. Drucker Foundation for Nonprofit Management. http://www.pfdf.org/leaderbooks/L2L/winter97/bennis.html

Crowther, F., Kaagan, S., et. al. (2002). Developing Teacher Leaders. Thousand Oaks: Corwin Press.

School Principal
udgetary Reform

This work intends to address the situation of budgeting problems within the context of a fictitious school for purposes of this work, which will be called Highbridge Day Care. This is a school that receives State allocations for funding in part as well as allocations from other sources. The school budget is set and fixed prior to budget submission to the board each year.

Too many times waste in the school budget can be traced back to abstract and poorly defined expenditures allocated to poorly defined functions of administration. However, the realization of this has some district resolving the problem.

Resolution of School udget:

Streamlining administration / support-service expense.

The school principal is ethically as well as administratively responsible to oversee budgetary concerns, not only in preparation, but as well in the carrying out of those allocations approved by the governing committee for the school. The key for streamlining administration is…...

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Bibliography:

"Priority on Learning: Efficient Use of Resource's (2004) ERIC Digest 100 [Online] available at: http://eric.uoregon.edu/publications/digests/digest100.html

Prager, Karen (1993) 'Collegial Process vs. Curricular Focus: Dilemma for Principal Leadership: Brief to Principals 'No. 5 ERIC Digest ED356550 [Online] available at: http://130.111.64.3:86/search/o?SEARCH=ED356550

"A Practical Look at School Leadership" (2003) Center on Reinventing Public Education (2003 Sept 13) located [Online] at:   hl=en& ie=UTF-8http://64.233.161.104/search?q=cache:ocx-wPj5gFUJ:www.crpe.org/pubs/pdf/MakingSensePortin_brief.pdf+school+principal+tasks+budget+resources& ;

"Priority on Learning: Efficient Use of Resource's (2004) ERIC Digest 100

Topic 1: The Impact of Action Research on Teacher Development

How does action research empower teachers to improve their instruction and student learning?
Examine the role of action research in fostering reflective practice and self-directed learning for teachers.
Analyze how action research supports teachers in identifying and addressing challenges in their classrooms.

Topic 2: Action Research as a Catalyst for School Improvement

Describe how action research can facilitate data-driven decision-making in schools.
Explore the transformative potential of action research in addressing systemic issues and improving school culture.
Analyze the impact of action research on school leadership, collaboration, and student outcomes.

Topic 3:....

Effective Use of Additional School Funding to Enhance Educational Outcomes

Additional funding allocation to schools presents an invaluable opportunity to bolster educational outcomes for students. By judiciously utilizing these resources, schools can implement transformative initiatives that address critical areas of need and support the holistic development of every learner.

1. Enhancing Teacher Quality and Development:

Recruitment and Retention: Provide competitive salaries and benefits to attract and retain highly qualified teachers.
Professional Development: Offer ongoing professional development opportunities to enhance teacher skills and knowledge in evidence-based practices.
Mentoring and Coaching: Establish mentorship and coaching programs to support novice teachers and foster excellence.

2. Reducing....

Title: Teachers' Perception on Work-Life Balance
Introduction
Work-life balance has become an increasingly important topic in the modern workforce, as individuals strive to maintain a healthy equilibrium between their professional responsibilities and personal life. This balance is particularly crucial for teachers, who often face high levels of stress and burnout due to the demanding nature of their profession. Understanding teachers' perceptions on work-life balance can provide valuable insights into the challenges they face, as well as potential solutions to support their well-being and job satisfaction.
Literature Review
A study by Adamson and Darling (2017) examined the perceptions of teachers on work-life balance and found....

Factors Influencing Teachers' Perceptions of Work-Life Balance
Teachers face unique challenges in maintaining a healthy work-life balance due to the demanding nature of their profession. Several factors contribute to their perceptions of this balance, including:
1. Workload and Time Demands:
The heavy workload of teachers, including lesson planning, grading, and meetings, can significantly impact their work-life balance.
Long working hours and weekend work are often required, leaving less time for personal and family responsibilities.
2. Emotional Investment and Job Stress:
Teachers are emotionally invested in their students' well-being, which can lead to stress and burnout.
Dealing with challenging students, parents, and administrative responsibilities....