Leadership is very significant in education, and it is one of the most important skills an educator and any school personnel should have. In addition, being an effective school leader is extremely important to successful teaching and learning process, and effective leadership plays an important role in the whole school achievement. The purpose of this study is to know the behavior of a Cape Verdean private school leader, his ability of communication, organization, and self-assessment in order to identify if he has an efficient style of leadership and if so, to demonstrate if his leadership actually works as an added value in institutional terms.
The participant of this study is a Director of a private education institution that promotes educational activities from 1st cycle (7th and 8th grade) to the 3rd cycle (9th, 10th, 11th and 12th grade) of secondary education. This research focused on qualitative data collection and the data was collected through semi structured interviews. After analyzing and discussing the obtained data, the results demonstrated that the characteristics of the private educational institution and the director interviewed are consistent, and the characteristics of the director are the most suitable for the leadership of a private educational institution. In addition, the results demonstrated that the existence of supervision and control over activities, teaching methods and pedagogical practices is very important, in order to guarantee a high standard of satisfaction and good school results.
Table of Contents
1. Introduction
2 Literature Review
2.1 Literature Review
3. Methodologies
3.1 Sample population
3.2 Plan for data analysis
4 Data Analysis
5. Conclusion
6. References
Objectives and Research Themes
This study aims to examine the leadership behavior of a director at a Cape Verdean private school, specifically focusing on communication, organization, and self-assessment skills, to determine if his leadership style adds institutional value.
- Analysis of school leadership paradigms and management styles.
- Exploration of pedagogical director practices within a private education context.
- Investigation of the relationship between leadership, school climate, and student success.
- Evaluation of the importance of parental engagement and supervision in private schooling.
- Assessment of the director's ability to navigate institutional challenges and demands.
Excerpt from the Book
2.1 Literature Review
Managing an educational institution has been a challenge for any school leadership, given the ongoing social, scientific and technological transformations, as well as the values, beliefs and ideals of a society in transition, which guides the mission of education today in its socio-pedagogical responsibility.
In this thematic leadership is focused as the central axis of all the discussion that follows, seeing it as an administration tool within an educational context is my goal. To do so, we must first understand the term Leadership. Not with the intention of exhausting it in all its scope, since several literatures have been committed in this sense, but to direct it to the specificity of my research.
The term today, after several surveys, takes on a less centralized proportion, embedded in the relationships of behavior and organizational climate developed in the companies and emerges to the school as a factor of restructuring of this process, in order to improve the exercise of administrative management. The search for the explication of the term leads scholars of different areas to reinvent the concept within their epistemological conceptions.
The definition of leadership is subjective and arbitrary, as Yukl (quoted by Bush and Middlewood, 2011) states, and although there are definitions for each context in which it is used, it cannot be said that there is “the” correct definition. Rather than establishing a definition of leadership, Bush and Middlewood (2011) consider three dimensions that underlie the idea of leadership: a process of influence on a group, a solid set of personal and professional values, and the development and articulation of a vision for the organization.
Summary of Chapters
1. Introduction: Outlines the significance of school leadership and defines the research aim of analyzing a Cape Verdean private school director's leadership behavior.
2 Literature Review: Discusses various leadership paradigms, management styles, and the evolution of educational leadership within modern social and organizational contexts.
2.1 Literature Review: Provides a focused exploration of leadership definitions and the specific challenges of managing private educational institutions.
3. Methodologies: Details the qualitative research approach, including the semi-structured interview method used for data collection.
3.1 Sample population: Describes the specific private school setting, including its student cycles, history, and the director's profile.
3.2 Plan for data analysis: Explains the use of content analysis to organize interview data into key thematic dimensions.
4 Data Analysis: Presents the findings regarding the director's professional trajectory, perception of the school, faculty, and his unique leadership approach.
5. Conclusion: Summarizes how the director's participatory leadership style aligns with best practices for private educational management and contributes to institutional success.
6. References: Lists the academic literature and sources consulted throughout the research process.
Keywords
Educational leaders, Educational leadership, Educational organizations, Leadership paradigms, Leadership type and styles, Private education institutions, School management, Pedagogical direction, Qualitative research, Institutional climate, Student success, Teacher supervision, Cape Verdean education.
Frequently Asked Questions
What is the primary focus of this research?
The research examines the leadership behavior of a pedagogical director at a private school in Cape Verde to identify his style and assess how it contributes to the school's institutional value.
Which leadership paradigms are explored in the paper?
The paper reviews several paradigms, including dispersed leadership, transformative pedagogy, and the distinction between hard and soft power in educational management.
What is the main objective of the study?
The objective is to characterize the leadership practices used by the director, understand the projects and partnerships implemented, and evaluate the strategic vision fostering school identification.
What methodology does the author employ?
The study utilizes a qualitative research methodology, collecting data through semi-structured interviews and employing content analysis to interpret the findings.
What aspects of the school are covered in the main body?
The main body covers the director's professional background, his perception of the school environment, faculty management, and the strategies used to ensure student success.
Which keywords best describe the work?
Key terms include Educational leadership, Private education institutions, Leadership styles, and Pedagogical direction.
How does the director handle disruptive student behavior?
The director focuses on communication and understanding the causes of behavior, while actively promoting extracurricular activities to keep students engaged and minimize indiscipline.
What challenges does the private school currently face?
The main challenges cited include the need to prove the value of education to parents and managing a decrease in demand for private schooling.
What is the conclusion regarding the director's leadership style?
The conclusion identifies his style as participatory and open, effectively fostering a positive relational climate and maintaining a high standard of pedagogical practice.
- Quote paper
- Ernania Fortes (Author), 2017, School Leadership. A Qualitative Analysis in a Cape Verdean Private School, Munich, GRIN Verlag, https://www.grin.com/document/497072
