This study examined the roles and tasks of school heads in promoting quality education in community secondary schools in Tanzania. Specifically, it assessed the contribution of school principals' administrative roles and tasks, as well as their supervision of classroom pedagogical practices. The study adopted a qualitative approach, utilizing a…

This qualitative case study looks at school improvement through the on-the-ground experiences of principal supervisors. Beginning with a review of literature on how systems are organized for success, the role of district central offices, and the impact of leadership on improvement, I investigate the work of principal supervisors as they develop…

The study examined the influence of school heads' clinical supervision practices on teachers' professional competency development in public secondary schools in Tanzania. It was a mixed-methods research approach that involved Tanzanian school heads and teachers. Survey data from 94 participants were quantitatively analysed, and narrative data from…

In "From Tinkering to Transformation," Meredith Honig and Lydia Rainey call on superintendents and other district leaders to rethink the very premises that underlie the long-standing ways of working in their central offices. Based on the results of nearly two decades of research from districts of 2,000 to 200,000 students, Honig and…

This study aims to develop a program on giving effective feedback (GEFP) which is designed to improve principals' feedback capacities that support teachers' in-class teaching and to examine the impact of this program. The program covers leadership, supervision, classroom observation, trust, active listening, feedback and statistical analysis…

This cross-case synthesis gives voice to evaluators in EC-12 and higher education settings who are enacting a state-mandated system of teacher evaluation and support by examining their perceptions of the Texas Teacher Evaluation and Support System (T-TESS). Questions addressed included: How do differently situated school administrators and…

How do principal learning opportunities need to change, and who should be leading this change effort? The school district central office plays a vital role in principal learning by providing supervision and support for principals. Just as teachers need ongoing learning opportunities and support from their principals to provide high-quality…

The purpose of this narrative inquiry is to hear stories from principals in relation to their assistant superintendent supervision and coaching and professional development through principal professional learning communities and resulting efficacy, particularly during times of crisis such as the COVID-19 pandemic. The literature from the field has…

Background and Purpose: District school improvement efforts have increasingly focused on improving the quality of support principals receive from the central office. This study uses the theoretical lens of recoupling to examines efforts by one urban district in the midst of change to revise the role of principal supervisors. Analysis focuses on…

This study explores how Norwegian school leaders develop their capacity for instructional leadership, a leadership style that is strongly related to school effectiveness and school improvement across a range of national school systems. The concept captures important aspects of Norwegian school leaders' task preferences. To gain further insight…

The author highlights increasing district efforts to provide greater on-the-ground supports to help principals succeed as instructional leaders amid the many challenges of their job. The article looks in particular at district mentorship and supervision programs for principals that, according to initial studies and principal experiences, have…

"Supervising Principals for Instructional Leadership" specifies the conditions that district leaders can implement to help principal supervisors take a teaching and learning approach to their work. In particular, Meredith I. Honig and Lydia R. Rainey explore how these supervisors can most effectively support principals in becoming…

The purpose of this qualitative phenomenological study is to explore the topic of principal coaching using principal supervisors. In the past, the traditional model of principal supervision focused on monitoring principals as building managers who hired and guided staff, cared for the building, and supervised the budget. However, today principals…

The aim of this research is to examine the roles and competencies of school principals working in project schools in terms of accountability, based on the views of school principals. This is a qualitative research which is based on the phenomenology design. The working group is chosen among the most well-known project schools in Istanbul using the…

Principals' instructional leadership bolsters and supports teaching and learning. The study aimed to explore the principals' classroom observation practices and their influence on teaching and learning in public secondary schools in Machakos Sub-County, Kenya. Weber's (1996) instructional leadership model served as the foundation for the study.…