Head master duties and responsibilitiesFousiya O P
The document discusses the key roles and responsibilities of a headmaster or principal at a school. It states that the headmaster is the most important leader at the school and acts as the central figure that oversees all administration, teaching, and activities. The document outlines the headmaster's responsibilities as shaping an academic vision, creating a supportive learning environment, developing leadership in other teachers, improving instruction, and managing resources to facilitate school improvement. It also lists qualities that an effective headmaster should possess such as being dedicated, fair, socially skilled, and able to cultivate leadership in others.
The document discusses the establishment and roles of District Institutes of Education and Training (DIETs) in India. It notes that universal elementary education and adult literacy were goals after independence, with literacy rates rising from 16.7% in 1961 to 52.11% in 1991 and 61% in 2007. DIETs were established to provide academic leadership and improve education quality at the primary and secondary levels in states. The roles and functions of DIET principals, senior lecturers, and lecturers are also the functions of DIETs themselves.
The headmaster is the key leader and overseer of the school. As the educational leader, the headmaster holds the most important position in the school and is responsible for both administration and supervision of teaching staff. The headmaster shapes the vision and culture of the school, ensuring safety, cooperation and improving instruction. They are responsible for managing teachers, data and the overall teaching and learning process to drive school improvement.
International influence is exerted by one person or a group, over other people, to structure the activities and relationships in a group or organization.
A social influencing process, The nature of the influence, The purpose for the exercise of influence and its outcomes. Educational leadership is concerned with formal educational institutions. Leadership is generally not related to a role but viewed as a process.
• Describe the scope of educational leadership.
• Explain the concept of educational leadership in local context.
• Elaborate historical perspectives of educational leadership.
• Discuss the prevailing situation of educational leadership in local context.
• Explain the concept of educational leadership in international perspectives.
Vocationalisation of secondary education and career developmentUttam Sharma
The document discusses the philosophy and need for vocational education at the secondary level in India. It outlines key recommendations from the Kothari Commission in the 1960s that vocational and general education should be blended. The National Policy on Vocational Education was launched in 1988 to introduce vocational training in 10,000 secondary schools. However, vocational education failed to succeed in India due to issues like a lack of trained teachers, insufficient funding, and poor industry linkages.
The document discusses key principles of management. It outlines Henri Fayol's 14 principles of management which include division of work, authority and responsibility, discipline, unity of command, unity of direction, subordination of individual interests, remuneration of personnel, centralization, scalar chain, order, equity, stability of tenure of personnel, initiative, and esprit de corps. It also discusses the basic functions of a manager as setting objectives, organizing, motivating teams, devising measurement systems, and developing people.
Head master duties and responsibilitiesFousiya O P
The document discusses the key roles and responsibilities of a headmaster or principal at a school. It states that the headmaster is the most important leader at the school and acts as the central figure that oversees all administration, teaching, and activities. The document outlines the headmaster's responsibilities as shaping an academic vision, creating a supportive learning environment, developing leadership in other teachers, improving instruction, and managing resources to facilitate school improvement. It also lists qualities that an effective headmaster should possess such as being dedicated, fair, socially skilled, and able to cultivate leadership in others.
The document discusses the establishment and roles of District Institutes of Education and Training (DIETs) in India. It notes that universal elementary education and adult literacy were goals after independence, with literacy rates rising from 16.7% in 1961 to 52.11% in 1991 and 61% in 2007. DIETs were established to provide academic leadership and improve education quality at the primary and secondary levels in states. The roles and functions of DIET principals, senior lecturers, and lecturers are also the functions of DIETs themselves.
The headmaster is the key leader and overseer of the school. As the educational leader, the headmaster holds the most important position in the school and is responsible for both administration and supervision of teaching staff. The headmaster shapes the vision and culture of the school, ensuring safety, cooperation and improving instruction. They are responsible for managing teachers, data and the overall teaching and learning process to drive school improvement.
International influence is exerted by one person or a group, over other people, to structure the activities and relationships in a group or organization.
A social influencing process, The nature of the influence, The purpose for the exercise of influence and its outcomes. Educational leadership is concerned with formal educational institutions. Leadership is generally not related to a role but viewed as a process.
• Describe the scope of educational leadership.
• Explain the concept of educational leadership in local context.
• Elaborate historical perspectives of educational leadership.
• Discuss the prevailing situation of educational leadership in local context.
• Explain the concept of educational leadership in international perspectives.
Vocationalisation of secondary education and career developmentUttam Sharma
The document discusses the philosophy and need for vocational education at the secondary level in India. It outlines key recommendations from the Kothari Commission in the 1960s that vocational and general education should be blended. The National Policy on Vocational Education was launched in 1988 to introduce vocational training in 10,000 secondary schools. However, vocational education failed to succeed in India due to issues like a lack of trained teachers, insufficient funding, and poor industry linkages.
The document discusses key principles of management. It outlines Henri Fayol's 14 principles of management which include division of work, authority and responsibility, discipline, unity of command, unity of direction, subordination of individual interests, remuneration of personnel, centralization, scalar chain, order, equity, stability of tenure of personnel, initiative, and esprit de corps. It also discusses the basic functions of a manager as setting objectives, organizing, motivating teams, devising measurement systems, and developing people.
Educational administration is important for effectively leading educational institutions. It involves understanding theoretical concepts and best practices. Educational administration has aspects in common with other fields of management but also unique characteristics that deserve distinctive treatment. The basic purpose of an educational administrator is to enhance teaching and learning by coordinating programs and resources to achieve shared institutional goals and visions.
This document provides biographical information on several scientists:
- Isaac Newton was an English physicist and mathematician who discovered laws of motion and universal gravitation. He was born in 1643 and made seminal contributions to physics, mathematics, and optics.
- John Dalton was an English chemist who introduced atomic theory. He was born in 1766 and proposed atoms as indivisible particles and that elements combine in simple whole number ratios to form chemical compounds.
- Niels Bohr was a Danish physicist who made fundamental contributions to understanding atomic structure and quantum theory. He was born in 1885 and introduced the Bohr model of the atom in 1913.
- C.V. Raman was an Indian physicist known for his work on
The document discusses the role and responsibilities of a principal in managing a school. It outlines that a principal is responsible for major administrative tasks and supervising all students and teachers. Some key duties of a principal include hiring staff, communicating with parents and faculty, creating policies, planning the academic calendar, handling student admissions, disciplining students, and supervising students and staff. Principals must perform four main functions - planning, organizing, leading, and monitoring. They require skills in conceptual thinking, technical knowledge, and managing human relationships to effectively carry out their role in achieving the school's goals.
1. Dewey discusses key concepts related to how education promotes personal growth, including immaturity, plasticity, and habit formation. He views immaturity not as a negative trait but as a capacity for growth. Plasticity allows people to learn from experiences to form habits, which can positively or negatively impact thought and development.
2. For education to effectively promote growth, educators must understand these concepts and apply instruction in a way that challenges students at appropriate levels and encourages positive habits rather than negative ones. The educational process aims to continually transform the learner through adjusting to new information and experiences.
This document discusses the current problems facing Indian education at the primary, secondary, and higher levels. At the primary level, key issues include apathy of parents, overpopulation, lack of resources, and wastage/stagnation of students. Secondary education struggles with heavy curriculum, rigid timetables, high costs, and an exam-oriented approach. For higher education, the document notes problems like expensive and inefficient colleges, low student effort, low graduation rates, potential issues with online education, campus violence, teaching quality, financing, and educated unemployment. Suggested remedies include improving teacher training, curriculum, examinations, parental attitudes, and providing preferential treatment and vocational options.
This presentation is helpful for students of Graduate and Master Educational programs, Prepared for Course of Elementary School Management AIOU Islamabad Pakistan,.
National Council of Teacher Education (NCTE).pptxMonojitGope
The National Council for Teacher Education (NCTE) was established in 1973 and given statutory status in 1995 to regulate and promote teacher education programs in India. It oversees 15 teacher education programs and sets standards for curriculum, qualifications, infrastructure, and accreditation. Key functions of NCTE include coordinating teacher education, developing norms and standards, approving new institutions and programs, enforcing accountability, and advising governments on teacher education policies. The 2014 NCTE Regulations aim to improve teacher education by increasing program durations, integrating programs, emphasizing school-based learning and ICT/inclusion. NCTE carries out its work through regional committees and standing committees that focus on different levels and types of teacher education.
The document discusses teacher education in comparative perspective. It begins by outlining the objectives of the subject, which include describing the aims and objectives of teacher education, understanding the competency and role of teachers, discussing teacher education in Pakistan and other countries, and explaining the role and responsibilities of teachers from an Islamic perspective. It then provides definitions of comparative education and teacher education. The remainder of the document discusses topics like the need for teacher education, objectives of teacher education programs, applying old and new teaching methods, the relationship between ideology and teacher education, the Islamic perspective on teaching, the relationship between communities and teacher education, and the role of research in teacher education, with examples from Pakistan.
School Record Management in Educational Leadership and ManagementR.A Duhdra
School record includes books/registers, document, discs, CDs, files etc. that contain information pertaining to the development and smooth functioning of the school. This topic encompasses the role of school record to effective educational management, the importance of keeping record in schools, types of school records and characteristics of good record management in schools.
DEVELOPMENT OF TEACHER EDUCATION IN INDIA AFTER INDEPENDENCE.pptxMonojitGope
The document summarizes the development of teacher education in India after independence. It discusses several key events and commissions that shaped policy, including the University Education Commission in 1948, the Secondary Education Commission in 1952-1953, the Kothari Commission in 1964-1966, and the National Policy on Education in 1986 and 1992. It also outlines the establishment of institutions like the National Council for Teacher Education in 1973 and changes made to teacher education programs and institutions over time in response to recommendations from education commissions.
This document discusses the meaning, definition, types, principles, methods, defects, and suggestions regarding school supervision. It defines supervision as overseeing the proper functioning of schools. The main types of supervision discussed are creative, corrective, laissez-faire, coercive, preventive, and democratic. Principles of supervision include impartiality, flexibility, and being constructive. Common methods are school visits, teacher meetings, and demonstration of teaching. Suggested improvements include replacing "inspection" with "supervision", ensuring supervisors have school experience, and providing proper training.
The Rashtriya Madhyamik Shiksha Abhiyan (RMSA) is a government of India scheme launched in 2009 to improve access to and quality of secondary education across the country. It aims to increase secondary school enrollment to 75% by 2017 from 52.26% in 2006, improve infrastructure and facilities in all secondary schools, remove barriers to education, and achieve universal retention in secondary education by 2020. Key activities under RMSA include expanding and upgrading secondary schools, increasing teacher numbers, improving science and English education, providing residential schools in tribal areas, and focusing on improving access for disadvantaged groups.
Changing concept of classroom environmentAthira Athira
Classroom environment continues to evolve with the development of online courses and increased use of technology in learning situations. Classrooms are now networked, expanding the environment beyond physical walls, enabling students to interact via email, video conferencing, and blogs. The addition of technology to the classroom has changed the environment.
This document discusses the importance of maintaining proper school records. It outlines the various types of records that should be kept, including attendance registers, examination records, and enrollment records. Good record keeping is important for student progress and development, classroom management, accountability, and decision making. The document provides tips for new teachers on establishing effective record keeping practices.
School time table for Punjabi University B. Ed. Sem-IISandeep Sharma
The document provides information on the concept, importance, and principles of constructing a school timetable. It defines a timetable as coordinating students, teachers, rooms, and time slots to supply the framework for how the school's work proceeds. The timetable is important as it ensures orderly work, regular progress, and reflects the school's philosophy. Principles for constructing a timetable include considering the school type, availability of time, staff, buildings, subject importance and difficulty, period duration, fatigue incidence, variety, play/recreation, elasticity, equitable workload distribution, and department rules. Factors like climate and geography that affect weather are also important.
The National Council for Teacher Education (NCTE) was established in 1973 as an advisory body and became a statutory body in 1995 to regulate and develop teacher education across India. Its objectives are to achieve coordinated development of teacher education through proper maintenance of norms and standards. NCTE regulates recognition of institutions, develops curriculum frameworks, and sets guidelines for qualifications and infrastructure standards. It works to prevent commercialization of teacher education and advises central and state governments on teacher education policies. NCTE oversees pre-service and in-service teacher training through institutions like DIETs and provides guidance on effective training strategies and evaluation.
Unit 06 elementary teacher education program in pakistanZahid Mehmood
The document discusses teacher education and training programs in Pakistan. It notes that there is a quality deficit in Pakistan's education system due to a lack of qualified teachers. It outlines several steps taken by the government to improve teacher training, including requiring a bachelor's degree plus B.Ed for elementary teachers. Various pre-service and in-service teacher training programs across Pakistan are described, along with their eligibility criteria and subjects of study. International organizations are also assisting the government to meet national education policy objectives of improving teacher education.
The document discusses educational management. It defines educational management as planning, organizing, directing, and controlling educational institutions to effectively accomplish teaching, research, and community engagement. It outlines the functions of educational management as planning, organizing, directing, motivating, evaluating, and decision-making. The objectives of educational management in schools are to achieve institutional objectives, improve planning and implementation, enhance the institution's public image, ensure appropriate use of resources, and create a congenial school environment. Educational management aims to strengthen educational quality by improving ministries of education and institutions.
The document discusses the State Council of Educational Research and Training (SCERT) and the Kerala Curriculum Framework (KCF) 2007. SCERT prepares syllabi for schools in Kerala and conducts professional development programs for teachers. The KCF 2007 was developed based on the National Curriculum Framework 2005 and aims to promote social justice, environmental awareness, citizenship, nationalism, and vocational skills. It adopts a critical pedagogy approach and issue-based curriculum. Education is divided into pre-school, primary, secondary, and higher secondary stages with a focus on activity-based and collaborative learning. Both SCERT and KCF aim to strengthen and modernize education in Kerala.
The document discusses different types of curriculum designs including subject-centered, activity/experience-based, and core curriculum designs. It provides details on the key aspects of each design such as their organization, advantages, disadvantages, and limitations. Subject-centered designs focus on organizing curriculum around specific subjects. Activity/experience-based designs are based on students' needs, interests, and learning through experiences. Core curriculum designs focus on a set of common and essential learnings for all students.
This document outlines the various roles of a teacher. It identifies 13 key roles: diagnostician, planner, manager, facilitator, monitor, assessor, counselor, role model, guide, developer, catalyst for change, mentor, and communicator. Additional roles discussed include provider of information, surrogate parent, resource provider, organizer, learner, school leader, and social skills/behavior counselor. The document emphasizes that teachers wear many hats and must be able to fulfill different functions to effectively educate students.
Educational administration is important for effectively leading educational institutions. It involves understanding theoretical concepts and best practices. Educational administration has aspects in common with other fields of management but also unique characteristics that deserve distinctive treatment. The basic purpose of an educational administrator is to enhance teaching and learning by coordinating programs and resources to achieve shared institutional goals and visions.
This document provides biographical information on several scientists:
- Isaac Newton was an English physicist and mathematician who discovered laws of motion and universal gravitation. He was born in 1643 and made seminal contributions to physics, mathematics, and optics.
- John Dalton was an English chemist who introduced atomic theory. He was born in 1766 and proposed atoms as indivisible particles and that elements combine in simple whole number ratios to form chemical compounds.
- Niels Bohr was a Danish physicist who made fundamental contributions to understanding atomic structure and quantum theory. He was born in 1885 and introduced the Bohr model of the atom in 1913.
- C.V. Raman was an Indian physicist known for his work on
The document discusses the role and responsibilities of a principal in managing a school. It outlines that a principal is responsible for major administrative tasks and supervising all students and teachers. Some key duties of a principal include hiring staff, communicating with parents and faculty, creating policies, planning the academic calendar, handling student admissions, disciplining students, and supervising students and staff. Principals must perform four main functions - planning, organizing, leading, and monitoring. They require skills in conceptual thinking, technical knowledge, and managing human relationships to effectively carry out their role in achieving the school's goals.
1. Dewey discusses key concepts related to how education promotes personal growth, including immaturity, plasticity, and habit formation. He views immaturity not as a negative trait but as a capacity for growth. Plasticity allows people to learn from experiences to form habits, which can positively or negatively impact thought and development.
2. For education to effectively promote growth, educators must understand these concepts and apply instruction in a way that challenges students at appropriate levels and encourages positive habits rather than negative ones. The educational process aims to continually transform the learner through adjusting to new information and experiences.
This document discusses the current problems facing Indian education at the primary, secondary, and higher levels. At the primary level, key issues include apathy of parents, overpopulation, lack of resources, and wastage/stagnation of students. Secondary education struggles with heavy curriculum, rigid timetables, high costs, and an exam-oriented approach. For higher education, the document notes problems like expensive and inefficient colleges, low student effort, low graduation rates, potential issues with online education, campus violence, teaching quality, financing, and educated unemployment. Suggested remedies include improving teacher training, curriculum, examinations, parental attitudes, and providing preferential treatment and vocational options.
This presentation is helpful for students of Graduate and Master Educational programs, Prepared for Course of Elementary School Management AIOU Islamabad Pakistan,.
National Council of Teacher Education (NCTE).pptxMonojitGope
The National Council for Teacher Education (NCTE) was established in 1973 and given statutory status in 1995 to regulate and promote teacher education programs in India. It oversees 15 teacher education programs and sets standards for curriculum, qualifications, infrastructure, and accreditation. Key functions of NCTE include coordinating teacher education, developing norms and standards, approving new institutions and programs, enforcing accountability, and advising governments on teacher education policies. The 2014 NCTE Regulations aim to improve teacher education by increasing program durations, integrating programs, emphasizing school-based learning and ICT/inclusion. NCTE carries out its work through regional committees and standing committees that focus on different levels and types of teacher education.
The document discusses teacher education in comparative perspective. It begins by outlining the objectives of the subject, which include describing the aims and objectives of teacher education, understanding the competency and role of teachers, discussing teacher education in Pakistan and other countries, and explaining the role and responsibilities of teachers from an Islamic perspective. It then provides definitions of comparative education and teacher education. The remainder of the document discusses topics like the need for teacher education, objectives of teacher education programs, applying old and new teaching methods, the relationship between ideology and teacher education, the Islamic perspective on teaching, the relationship between communities and teacher education, and the role of research in teacher education, with examples from Pakistan.
School Record Management in Educational Leadership and ManagementR.A Duhdra
School record includes books/registers, document, discs, CDs, files etc. that contain information pertaining to the development and smooth functioning of the school. This topic encompasses the role of school record to effective educational management, the importance of keeping record in schools, types of school records and characteristics of good record management in schools.
DEVELOPMENT OF TEACHER EDUCATION IN INDIA AFTER INDEPENDENCE.pptxMonojitGope
The document summarizes the development of teacher education in India after independence. It discusses several key events and commissions that shaped policy, including the University Education Commission in 1948, the Secondary Education Commission in 1952-1953, the Kothari Commission in 1964-1966, and the National Policy on Education in 1986 and 1992. It also outlines the establishment of institutions like the National Council for Teacher Education in 1973 and changes made to teacher education programs and institutions over time in response to recommendations from education commissions.
This document discusses the meaning, definition, types, principles, methods, defects, and suggestions regarding school supervision. It defines supervision as overseeing the proper functioning of schools. The main types of supervision discussed are creative, corrective, laissez-faire, coercive, preventive, and democratic. Principles of supervision include impartiality, flexibility, and being constructive. Common methods are school visits, teacher meetings, and demonstration of teaching. Suggested improvements include replacing "inspection" with "supervision", ensuring supervisors have school experience, and providing proper training.
The Rashtriya Madhyamik Shiksha Abhiyan (RMSA) is a government of India scheme launched in 2009 to improve access to and quality of secondary education across the country. It aims to increase secondary school enrollment to 75% by 2017 from 52.26% in 2006, improve infrastructure and facilities in all secondary schools, remove barriers to education, and achieve universal retention in secondary education by 2020. Key activities under RMSA include expanding and upgrading secondary schools, increasing teacher numbers, improving science and English education, providing residential schools in tribal areas, and focusing on improving access for disadvantaged groups.
Changing concept of classroom environmentAthira Athira
Classroom environment continues to evolve with the development of online courses and increased use of technology in learning situations. Classrooms are now networked, expanding the environment beyond physical walls, enabling students to interact via email, video conferencing, and blogs. The addition of technology to the classroom has changed the environment.
This document discusses the importance of maintaining proper school records. It outlines the various types of records that should be kept, including attendance registers, examination records, and enrollment records. Good record keeping is important for student progress and development, classroom management, accountability, and decision making. The document provides tips for new teachers on establishing effective record keeping practices.
School time table for Punjabi University B. Ed. Sem-IISandeep Sharma
The document provides information on the concept, importance, and principles of constructing a school timetable. It defines a timetable as coordinating students, teachers, rooms, and time slots to supply the framework for how the school's work proceeds. The timetable is important as it ensures orderly work, regular progress, and reflects the school's philosophy. Principles for constructing a timetable include considering the school type, availability of time, staff, buildings, subject importance and difficulty, period duration, fatigue incidence, variety, play/recreation, elasticity, equitable workload distribution, and department rules. Factors like climate and geography that affect weather are also important.
The National Council for Teacher Education (NCTE) was established in 1973 as an advisory body and became a statutory body in 1995 to regulate and develop teacher education across India. Its objectives are to achieve coordinated development of teacher education through proper maintenance of norms and standards. NCTE regulates recognition of institutions, develops curriculum frameworks, and sets guidelines for qualifications and infrastructure standards. It works to prevent commercialization of teacher education and advises central and state governments on teacher education policies. NCTE oversees pre-service and in-service teacher training through institutions like DIETs and provides guidance on effective training strategies and evaluation.
Unit 06 elementary teacher education program in pakistanZahid Mehmood
The document discusses teacher education and training programs in Pakistan. It notes that there is a quality deficit in Pakistan's education system due to a lack of qualified teachers. It outlines several steps taken by the government to improve teacher training, including requiring a bachelor's degree plus B.Ed for elementary teachers. Various pre-service and in-service teacher training programs across Pakistan are described, along with their eligibility criteria and subjects of study. International organizations are also assisting the government to meet national education policy objectives of improving teacher education.
The document discusses educational management. It defines educational management as planning, organizing, directing, and controlling educational institutions to effectively accomplish teaching, research, and community engagement. It outlines the functions of educational management as planning, organizing, directing, motivating, evaluating, and decision-making. The objectives of educational management in schools are to achieve institutional objectives, improve planning and implementation, enhance the institution's public image, ensure appropriate use of resources, and create a congenial school environment. Educational management aims to strengthen educational quality by improving ministries of education and institutions.
The document discusses the State Council of Educational Research and Training (SCERT) and the Kerala Curriculum Framework (KCF) 2007. SCERT prepares syllabi for schools in Kerala and conducts professional development programs for teachers. The KCF 2007 was developed based on the National Curriculum Framework 2005 and aims to promote social justice, environmental awareness, citizenship, nationalism, and vocational skills. It adopts a critical pedagogy approach and issue-based curriculum. Education is divided into pre-school, primary, secondary, and higher secondary stages with a focus on activity-based and collaborative learning. Both SCERT and KCF aim to strengthen and modernize education in Kerala.
The document discusses different types of curriculum designs including subject-centered, activity/experience-based, and core curriculum designs. It provides details on the key aspects of each design such as their organization, advantages, disadvantages, and limitations. Subject-centered designs focus on organizing curriculum around specific subjects. Activity/experience-based designs are based on students' needs, interests, and learning through experiences. Core curriculum designs focus on a set of common and essential learnings for all students.
This document outlines the various roles of a teacher. It identifies 13 key roles: diagnostician, planner, manager, facilitator, monitor, assessor, counselor, role model, guide, developer, catalyst for change, mentor, and communicator. Additional roles discussed include provider of information, surrogate parent, resource provider, organizer, learner, school leader, and social skills/behavior counselor. The document emphasizes that teachers wear many hats and must be able to fulfill different functions to effectively educate students.
The document discusses the roles and responsibilities of teachers. It defines key terms like role, responsibility, characteristic, competence, function, and quality. It also outlines the various roles of a teacher such as instructional role, administrator role, faculty role, and personal role. The document discusses the desired characteristics of effective nurse educators under various competencies like facilitating learning, learner development, using assessment strategies, curriculum design, pursuing quality improvement, engaging in scholarship, and functioning within the educational environment. It provides examples of qualities that effective teachers should possess.
Duties and responsibility of the principal,teacher and student spptGlenda Papagayo
This document outlines the duties and responsibilities of various members of a school community including principals, teachers, students, parents, and academic non-teaching personnel. For principals, their duties include managing the school efficiently, maintaining a healthy learning environment, and submitting required reports. Teachers are responsible for developing effective lesson plans, evaluating students regularly, maintaining records, and engaging in professional development. Students must uphold academic integrity and school rules, and develop their potential through education. Parents are to support their children's education and cooperate with the school. Academic non-teaching staff should improve professionally and maintain a cordial attitude towards others.
This document discusses school personnel management and classification. It describes the different types of personnel including administrative, teaching, and non-teaching staff. Administrative personnel include principals and head teachers, with duties like assigning teacher loads and building community relationships. Teaching personnel are those engaged in actual teaching, such as teachers and special education teachers. Non-teaching personnel include guidance counselors, librarians, bus drivers, cooks, and others who support school operations and students.
The document outlines rules and regulations for implementing the ARMM Basic Education Act of 2010 in the autonomous region of Muslim Mindanao in the Philippines. It discusses the role and responsibilities of school heads for public elementary and high schools. School heads are to act as both instructional leaders and administrative managers. They are responsible for setting school vision, managing resources, developing educational programs, and encouraging community involvement to deliver quality education programs.
This document discusses staff development in schools. It defines staff development as activities intended to upgrade the knowledge, skills, and behaviors of school staff. The goals are to create positive changes in staff and ensure compliance with school policies. Effective staff development includes in-service training, leadership development, consultation, and evaluation. It benefits teachers by providing current information and benefits schools by helping them achieve their goals. Common types of staff development are induction training, job orientation, in-service education, continuing education, and training for special functions. Today, supervision plays an important role in coaching and guiding staff development.
These slides are about Quality Education, this presentation will help you to find the factors, dimensions and approaches of quality education, and will make you aware of issues and problems which are affecting the quality of education
School administration involves planning, organizing, directing, and controlling resources to manage educational institutions. The key functions of administration include planning programs and activities, formulating policies, coordinating activities, providing leadership, and evaluating personnel and programs. The scope of administration encompasses managing personnel, finances, facilities, curriculum, student guidance and discipline, community relations, non-formal education, and evaluating administrative results. Effective administration and supervision should be democratic, cooperative, scientific, based on educational philosophy, creative, evaluated based on results, preventive and constructive, focused on student development, and flexible.
This document provides an overview of Bloom's Taxonomy, which classifies learning objectives into six levels: Knowledge, Comprehension, Application, Analysis, Synthesis, and Evaluation. Each level is defined and examples of learning objectives for that level are given. The document also discusses using Bloom's Taxonomy to design classroom lectures and assessments that target different cognitive abilities.
The document provides information on staff development programs in healthcare settings. It defines various types of staff development like induction training, job orientation, in-service education, and continuing education. It outlines the need, goals, objectives, steps and methods of delivering different staff development programs. It also discusses the potential difficulties in implementing staff development activities and standards for an effective staff development program according to ANA.
The document discusses implementing a quality management system (QMS) based on total quality management (TQM) principles to improve the quality of higher education in Pakistan. It presents research on the current state of education, identifies issues like poor quality and regulatory problems. A seven element model is adopted to design a QMS, applying ISO 9001:2000 standards. The QMS aims to better meet student and employer needs, seek continual improvement, and help Pakistani education contribute more to economic growth.
DepEd's New Vision, Mission and Core Values Bryan Arreo
This document outlines the vision and goals of the Department of Education (DepEd) in the Philippines. It states that DepEd aims to develop learners who passionately love their country and possess values and skills that enable them to reach their full potential and contribute to nation-building. DepEd seeks to continually improve and adapt to better serve the needs of its stakeholders, especially the Filipino learners. The overall goal is to protect and promote every Filipino's right to a quality, equitable, and complete basic education.
This document provides an overview of the organizational structure and educational system in the Philippines. It begins with an organizational chart showing the different bureaus, offices, and agencies that make up the Department of Education. It then discusses key concepts in school administration and supervision including the significance, types, management functions, and how it operates in the Philippine context. The document also contrasts the traditional and modern concepts of administration as well as the values of clinical and traditional supervision.
The document discusses key aspects of an effective learning environment for students. It emphasizes that the learning environment should include a well-arranged classroom with comfortable furniture, adequate space, and displays for student work. The classroom should also be clean, well-lit, ventilated, and free from distractions. Positive interactions between the teacher and students are important to create a conducive atmosphere for learning. An ideal learning environment encourages active learning, discovery of personal meaning, differences in students, tolerance of mistakes, and cooperative self-evaluation.
This study examines the relationship between the instructional leadership of school principals, teacher work discipline, teacher work motivation, and student academic achievement in primary schools in Central Jakarta. The study uses quantitative methods to analyze survey data collected from primary schools. The results showed a significant relationship between the instructional leadership of principals, teacher work discipline, teacher work motivation, and student academic achievement. Strong principal instructional leadership and high teacher work discipline were found to increase teacher work motivation and improve student learning outcomes.
The document discusses educational leadership. It states that educational leadership has improved in understanding how leadership contributes to student achievement. The primary role of educational leaders is to create supportive environments conducive to learning and develop teachers. Educational leaders also allocate resources efficiently, set policies, and work outside the classroom to guide practice effectively. The document outlines various goals, values, and standards of educational leadership, including defining vision/direction, improving teaching/learning conditions, empowering decision making, developing strategic plans, supporting teachers, and building internal/external relationships.
The Principal’s Leadership in Airmadidi Senior High School in North Sulawesi ...Paulus Robert Tuerah
This document summarizes a study on the principal's leadership at SMA Negeri 1 Airmadidi in North Sulawesi, Indonesia. It finds that the principal motivates teachers by praising their work, eating together, providing suggestions, and creating a pleasant work environment. It also discusses factors that support the principal's leadership like strong motivation and awarding high-performing teachers. However, it notes factors that can hinder leadership like a lack of cooperation, facilities, clear instructions, and fair performance evaluations. The principal aims to provide motivation, coaching, discipline, consultation, awards, class visits, and exemplary behavior to promote teacher development.
This document discusses the relationship between instructional leadership behaviors of high school principals and teachers' organizational commitment. It analyzes data collected from 441 teachers across 28 high schools in Istanbul, Turkey. The findings show that principals displayed instructional leadership behaviors most in setting and sharing school goals, and least in supporting and developing teachers. Teachers' organizational commitment was low in compliance but medium in identification and internalization. A negative correlation was found between principal behaviors and commitment in adaptation, while a positive correlation was found for identification and internalization. Establishing an organized instructional environment significantly predicted organizational commitment sub-dimensions.
The document discusses teacher leadership and how it can be developed and supported. It explores emerging teacher leaders working with a local authority and university to improve teaching quality. Teacher leadership is conceptualized as behaviors that positively influence other teachers' practice. Barriers to teacher leadership include structural constraints and lack of support from management and colleagues. Developing leadership from the start of a teaching career in a collaborative culture is seen as important to extending leadership potential in schools.
Teacher’s attitudes and strategies can be influenced by workplace
professional learning, which in turn affects student engagement and learning.
Although educators are accountable for their professional development, the
school must be learning-centered and able to provide resources for all
members of the institution to improve their teaching and learning skills for
the overall development of the school. The project's goal was to perform a
pilot intervention study on the impact of school director-led workplace
professional development for in-service teachers to provide evidence and
recommendations on the impact of school director-led workplace
professional development training for teachers. The intervention study on
school director-led workplace professional development training for teachers
on formative assessment indicates that there were significant changes in
teachers’ understanding and use of formative assessment. The result found
that there is statistical difference between the teacher’s pre- and postintervention
survey response on formative assessment workplace
professional development training. The evidence stands as a
recommendation for school directors, teachers, the ministry of education and
other stakeholders for quality teaching and whole school development.
IntroductionThe purpose of writing this research is to know .docxBHANU281672
Introduction
The purpose of writing this research is to know the impact of a professional development plan on teachers’ improvement in the KSA. In fact, a professional development plan for teacher in the KSA is one of the main problems that faces education there. To improve the education, we should improve teachers to drive the wheel of education toward the best. Teachers should be learners always to develop their abilities, expand their horizons of knowledge, and diversifies their methods. In addition, the evolution and improvement of education after teacher training and development periodically and the impact on education outcomes the KSA is one of the reasons for creating the Continuing professional development program(CPDP) in the KSA to make sure that teachers get benefits and success using new education method. (
عبيد
, 2008).
A teacher is the most significant point in education because that educators have to improve teacher’s role and develop it but, before that they should believe in how greatness their role in the society. A teacher should take continuing training to make sure that s/he gets the benefits of training. Training should have a new professional styles for teaching and education (
النجادى
, 2001).
Educators know the important impact of teachers on the students for that they always search for the new method to qualify teachers. When teachers get a best training and qualifying that means the education objectives will be achieved (
النجادى
, 2001).
History of the professional development plans in the KSA:
In 1954, the professional development (PD) plans in the KSA started, but it was not for all the areas in the KSA. Some 1025 teachers benefited from the PD. Every time, the PD lasted 1 – 3 weeks, and it was given during the summer time. (
General Directorate of Training and Scholarship, 2002).
from 1955 to1973, the Ministry of Education designed the professional development plans in many subjects to provide teachers with their subject’s materials, but the programs still in some areas not for the whole country (General
Directorate of Training and Scholarship, 2002).
In 1974, the general directorate for training and scholarship was established, so the professional development plans have become one of the task the GDTS.
In 1997, the teachers were increased. In addition, there was not training in all the KSA areas the GDTS built centers for the professional development plans to provide as many as they can of teachers by the professional development plans (
General Directorate of Training and Scholarship,2002).
In 2006, the MOH used KING ABDULLAH PROJECT’s to develop education and teachers as the most important part of education. The program is developing until now
(KAAPEDP, 2010).
Questions
I have asked some questions for teachers,
Do you know what is the professional development plan?
where do you work?
What do you teach?
How important do you think the professional development plan is ...
the impact of the professional development plan on teachers in KSA.docxkailynochseu
the impact of the professional development plan on teachers in KSA
Introduction
The purpose of writing this research is to know the impact of a professional development plan on teachers’ improvement in the KSA. In fact, a professional development plan for teacher in the KSA is one of the main problems that faces education there. To improve the education, we should improve teachers to drive the wheel of education toward the best. Teachers should be learners always to develop their abilities, expand their horizons of knowledge, and diversifies their methods. In addition, the evolution and improvement of education after teacher training and development periodically and the impact on education outcomes the KSA is one of the reasons for creating the Continuing professional development program(CPDP) in the KSA to make sure that teachers get benefits and success using new education method. (
عبيد
, 2008).
A teacher is the most significant point in education because that educators have to improve teacher’s role and develop it but, before that they should believe in how greatness their role in the society. A teacher should take continuing training to make sure that s/he gets the benefits of training. Training should have a new professional styles for teaching and education (
النجادى
, 2001).
Educators know the important impact of teachers on the students for that they always search for the new method to qualify teachers. When teachers get a best training and qualifying that means the education objectives will be achieved (
النجادى
, 2001).
History of the professional development plans in the KSA:
In 1954, the professional development (PD) plans in the KSA started, but it was not for all the areas in the KSA. Some 1025 teachers benefited from the PD. Every time, the PD lasted 1 – 3 weeks, and it was given during the summer time. (
General Directorate of Training and Scholarship, 2002).
from 1955 to1973, the Ministry of Education designed the professional development plans in many subjects to provide teachers with their subject’s materials, but the programs still in some areas not for the whole country (General
Directorate of Training and Scholarship, 2002).
In 1974, the general directorate for training and scholarship was established, so the professional development plans have become one of the task the GDTS.
In 1997, the teachers were increased. In addition, there was not training in all the KSA areas the GDTS built centers for the professional development plans to provide as many as they can of teachers by the professional development plans (
General Directorate of Training and Scholarship,2002).
In 2006, the MOH used KING ABDULLAH PROJECT’s to develop education and teachers as the most important part of education. The program is developing until now
(KAAPEDP, 2010).
Questions
I have asked some questions for teachers,
Do you know what is the professional development plan?
where do you work?
What do you teac.
The document outlines Ram Bahadur Hamal's presentation at the University of Macau Leadership Symposium on June 16, 2019. The presentation covers conceptualizations of teacher leadership, paradigms and models of teacher leadership, teachers' roles inside and outside the classroom, and challenges of transforming teacher leadership. It also defines key terms like head teacher and discusses their roles and responsibilities as school leaders. The presentation discusses head teacher leadership practices and the dimensions of visioning and goal setting, building school culture, supporting learning, cultivating leadership in others, managing resources, and promoting continuous improvement.
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goals and objectives using the quantitative methodology. The study adopted the descriptive survey design. The
target population comprised of all secondary school teachers from Chikomba District in Mashonaland East
Province in Eastern Zimbabwe. The sample consisted of 120 teachers randomly sampled and of these, 64 were
female and 56 male. All the information was collected through a questionnaire which largely had close-ended
questions and two-open ended questions. The study revealed that the majority of teachers were not confident
with the leadership provided by their heads. The study recommends that the Ministry of Primary and Secondary
Education should prioritise training or retraining of heads on leadership skills.
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This study aims to explore: (1) the performance of teachers at Junior High School (SMP) Muhammadiyah in Medan; and (2) whether the class management influence on the performance of Muhammadiyah Junior High School teachers in Medan. Teacher is one important factor in the organization of teaching in schools. The performance of teachers in the school will be easier achieved if teachers can apply the function of class management properly. With the Class Management, the teacher is easy to see and observe any progress / development achieved by students, especially students who are classified as slow as well as facilitating the important issues raised for discussion in the classroom for the improvement of teaching in the future. Subjects were Muhammadiyah Junior High School teacher in the city of Medan with a total sample of 171 people. Sampling was done by proportional random sampling. The research method is the path analysis aimed at obtaining the effect of exogenous variables on endogenous variables. The results of this study are expected to provide benefits to the schools in order to improve the factors that can affect school performance. As an input for the interested parties, especially the Branch Manager and education affair of Muhammadiyah and generally the Educational Office of Medan, in order to improve the quality of schools
American Journal of Multidisciplinary Research and Development is indexed, refereed and peer-reviewed journal, which is designed to publish research articles.
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School as organization by Mr. Jefferson LeronaIreneGumiran
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1) The document presents a literature review on educational leadership in an international context. It examines research on leadership styles, the impact of teacher qualification levels, and the effects of principal leadership styles.
2) Research has found that transactional and transformational leadership styles can impact school performance. Higher teacher qualification levels are also linked to better student achievement.
3) Effective principal leadership is important for instructional quality and attracting high-quality teachers. Principals that support teachers and focus on instructional goals can positively influence student learning.
Principal as Education Leader (Case Study at YPK Ransiki Junior High School)Paulus Robert Tuerah
This document summarizes a study that examined the principal's leadership at YPK Ransiki Junior High School. It described the school context and outlined the research questions. The study used a qualitative case study approach involving interviews with the principal, vice principals, teachers, and committee members. Key findings were that the principal strived to develop teachers through training opportunities, acted neutrally to address issues, collaborated well within the school and community, and motivated teachers to continue improving.
Objective:
Identify the skills and characteristics of an instructional leader;
Apply the concepts and news about instructional leadership;
Analyse the roles and function of the principal as instructional leader;
Reflect on how the teacher can become an instructional leader; and Make a career plan
Credit to PhySci 3
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Leadership characteristics of excellent headmaster
1. Journal of Education and Practice www.iiste.org
ISSN 2222-1735 (Paper) ISSN 2222-288X (Online)
Vol.5, No.23, 2014
Leadership Characteristics of Excellent Headmaster
Md Mohtar B Manan
Fakulty of Technical and Vocasional Education, Universiti Tun Hussein Onn Malaysia,
Beg Berkunci 101, 86400 Parit raja, Batu Pahat
Abstract
Excellent Headmaster are privileged position awarded by the State Education Department to selected
headmasters, who successfully passed the requirements set by the Ministry of Education. The office is a
testament to the skill of the teacher, whether in terms of school management, teaching experience or competence
in dealing with students and teachers. Journal discusses conceptual leadership characteristics that must be
included in an Excellent headmaster to be role models and role model to school teachers as a guide to further
enhance the teaching profession and to uphold the excellence of the education system.
Keywords: Leadership, Excellent Headmaster, School
120
Introduction
The Government has launched the Education Development Plan (MECC) from 2013 to 2025 to uphold
the country's education system in line with technological developments and the government's desire to achieve a
developed nation status (MOE, 2013). Consequently a lot of changes, whether it involves changing the education
curriculum, student progress or development of teachers. All these initiatives are being taken to Malaysia to
enjoy the glory of the education system. To achieve this goal in the management of educational institutions
should be streamlined so that all the planning in advance of planned government fully internalized. At the school
level, teachers play a big role in determining the direction and administration of the school (Marzuki, 2001).
Furthermore, if one of the teachers was promoted to the post of Headmaster Excellent (GBC), of course a lot of
tasks and responsibilities that should be assumed as the GBC usually housed in schools of a large capacity or
high performance. All policies and programs introduced by the ministry designed and implemented in schools by
intelligence belonging to the administration, especially the headmaster.
In Core Education Services, among the elements that enhance headmaster leadership is determined to
raise the service, work responsibly, work to eliminate self, serve with goodwill and friendliness, work toward
advancing the people's thinking and development, partnering in the fight weakness and enemies of the state and
adhere to religious teachings (KPM, 2013). Such is the importance of leadership to be adopted by the headmaster
of Excellence in improving the quality of work and excellence as a powerful chief school level.
Headmaster Leadership Excellence based on previous studies
Headmaster is the most responsible person in the school whether it is related to the management, administration
or implementation of all the policies and practices of schooling (Ramaiah, 2003). A great teacher in dire need of
leadership quality to manage and administer the school to launch the school management in order to create a
generation of quality. Similarly, the effective implementation of all policies with effective and innovative
education at the school level, are in dire need of an effective teacher leadership. Head teachers should be forward
looking, proactive and dare to make changes in the interest and future students in the development and
appropriateness of time, and then guiding and working to boost the capacity of the school to its most glorious
(Mat Zin, 1996). Mahmood (2002), argues that the success of the school lies in the hands of teachers. This means
that teachers must have a range of abilities, apart from having the ability to teach can be an example and a guide
for teachers. Teachers should also be able to interpret the changes in the school, skilled use of leadership style
are the relevant and accurate in different situations, able to motivate teachers, staff and students to be more
interested and committed to the affairs and activities of the school.
According to the Institut Aminuddin Baki (2006), in a study of school leadership in peninsular Malaysia,
found the leadership characteristics of excellent headmasters is to give serious attention to the aspects of
leadership such as leadership styles, cultural knowledge and thinking, collaboration, motivation and
encouragement , leadership, curriculum and leadership empowerment in the workplace. Based on the findings,
then these aspects were determined as an indicator of performance by school inspectors to measure the
effectiveness of headmaster leadership in schools. In addition, the Excellent headmasters should also be able to
obtain cooperation from local communities in order to develop and build a school environment conducive to
teaching and learning in the creation of a student as a first class human capital in school. In order to determine
the effectiveness and success of the school, the headmaster leadership always be the main focus of the society.
We can not escape the fact that parents put faith to the school if they have faith in the leadership of the
headteacher.
Sahali (2008), highlighted four major styles of headmaster leadership directed style, leadership style and
2. Journal of Education and Practice www.iiste.org
ISSN 2222-1735 (Paper) ISSN 2222-288X (Online)
Vol.5, No.23, 2014
thoughtful, participative leadership style and success-oriented leadership style. Between leadership style, the
most important is the leadership style of the great teacher oriented. It is in the nature of leadership style demands,
where headmaster set achievement goals for ourselves and are always looking for ways to improve performance.
Teachers are required to perform the task at a high level and teachers have to put a very high confidence in the
teachers in the achievement of the set goals. Ramaiah (2003), the state leadership of the headmaster is as a
process that influences the teachers to implement the responsibility to achieve the goals set. All plans and
programs undertaken by the headmaster has a clear target and high achievement, and he will also ensure that all
teachers efforts for the achievement of goals and objectives that it sets.
Isa (2004) noted in his study of headmaster leadership is seen as the responsibility of leaders to plan the
organization's mission, set goals, priorities and levels of achievement. Headmaster Leadership in dire need of
knowledge, efficiency, experience in teaching and administration are high. Teacher education manager at the
school to be a key factor to the success of a school, even with the leadership and management of the mission and
vision can determine the direction of the national institutions entrusted to him (Akmaliah, 2001). According to
Marzuki (2001), teachers are important people in the school because they are leaders, managers and leaders. As a
leader, a teacher should have the ability to influence the teachers in implementing the tasks at school.
Headmaster of the school's ability to lead and implement change in schools is also an indicator that distinguishes
the school is successful or not (Muhammad, 2000).
Mohd Yusof (2010), argue that leadership qualities Excellent Headmasters at the school include
teaching leadership and leadership education. Educational leadership requires a touch of instructional technology
to produce the management of teaching and learning towards producing outstanding students in academics
(Zakaria, 2005). Head teachers should have high teaching skills in order to provide effective guidance in
teaching the teachers. With a high degree of knowledge and extensive experience in teaching, it is affecting the
impact of teachers and headmasters leadership will be more respected. Mahmood (2002), the study found that
teacher leadership is the main driving force for the success of a school. (Marzuki, 2001) said many studies in
Malaysia which proves that the leadership of the teacher plays an important role to produce an excellent school.
Ahmad (2003), found that the level of trust the headmaster of the school teachers could have an impact on
teachers' commitment to duty and commitment to the school.
Leadership qualities Excellent Headmaster
Mahmood (2002), lists the roles of a Headmaster should have to contribute to the success, excellence and quality
of schools, namely:
i. Have a vision of school
ii. Setting the philosophy, mission and goals and objectives of the school
iii. Explaining his vision to all staff and students including parents and the community
iv. Setting objectives and teaching strategies and curriculum
v. Supervising, monitoring and evaluating the curriculum and instructional program
vi. Coordinate instructional programs and extracurricular activities of the school
vii. Monitoring of students' learning time
viii. Encourage and support professional development for teachers
ix. Assist and support teachers in teaching and provide intensive and resource
x. Controlling the quality of teaching in schools
xi. Creating a school climate that is conducive to enhance the learning process
Johar (2008), tells of a Excellence Headmaster should have the quality and features as follows:
i. Have a vision for the organization.
ii. Ability to communicate a vision to obtain the commitment of staff.
iii. Converting vision into action.
iv. Open but firm management style.
v. Believe in the abilities of staff.
vi. Determination to set challenging objectives.
vii. Ability to plan with flexibility.
viii. Ability to acquire all the resources, especially human resources.
121
i. Ability to motivate staff.
Institut Aminuddin Baki (2006) conducted a study on the effectiveness of leadership in schools. They have
identified eight features available in great Headmaster can manage and administer the school effectively. Eight
features are:
i. Showing a sense of responsibility towards the school's aims.
ii. Creating a climate of high expectations.
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iii. Serves as the head of the institution.
iv. Ready to talk effectively with other partners.
v. Can create an atmosphere of order and discipline.
vi. Capable of moving sources.
vii. Could use a good time.
viii. Can evaluate the results.
Recommendations for Excellent Teachers
In improving the quality of service, changes must be made to strengthen the role of the outstanding Headmasters
in the management of the affairs of the school. The formula must be found so that each administrator mainly
Excellent Headmaster can adopt the same standards in performing the tasks entrusted to them. Thus here
proposed a set of guidelines that can be adopted by the Excellent Headmaster to improve the competence of
administrative tasks:
i. Excellent Headmaster as the main driver should always strive to improve in shape by participating in
competency courses while taking into account the practice of management and leadership styles of others so that
they can develop the educational system for the better.
ii. Excellent Headmaster should have the legal force of creative and innovative thinking to the practice of
management and leadership will be more effective. With this mindset, teachers will have more respect for
subordinates leadership of their teachers due to the excellent management and leadership.
iii. Excellent Headmaster should be concerned about the needs and welfare of teachers and always support so
that they are motivated. Teachers who are highly motivated will feel satisfaction and pleasure to work and
indirectly will put the interests of the tasks on the main level.
iv. Excellent Headmaster should create a conducive climate and harmonious school that teachers can work in a
team and help each other to each other and the students are able to students through the learning process
effective and enjoyable.
Conclusion
Excellent post as headmaster is a trust given by the government to the headmaster of the school selected to drive
excellence either by increasing student performance or smoothness and perfection of the work done by the
school teachers. Leading by example is the best example that should be highlighted by each headmaster
Excellent in managing teacher. They will be more fun to perform the duties of encouragement and guidance
should come from the head of the governing them. Many leadership theories that have been listed by the figure
of leadership and an experienced writer in the leadership and management of the school. Teachers should
therefore take a chance on dumping Excellent knowledge served by these scholars to apply it in their daily work
so that they can increase the efficiency and performance even office Excellent teachers arguably have reached
the pinnacle of his career as a teacher.
References:
Abdullah, A. S. (2005). Pengurusan organisasi: Perspektif pemikiran dan teori. Kuala Lumpur : Dewan Bahasa
dan Pustaka.
Ahmad, R. (2003). Tingkah laku dan amalan profesionalisma di kalangan pentadbir pendidikan di Malaysia.
Konvensyen Nasional Pendidikan. Kuala Lumpur.
Akmaliah, Z. (2001). Pentadbiran pendidikan. Kuala Lumpur : Fajar Bakti.
Institut Aminudin Baki. (2006). Jurnal Pengurusan dan Kepimpinan Pendidikan. Jilid 16 Bil. 01/2006.
Kementerian Pelajaran Malaysia. Kuala Lumpur.
Isa, Y. (2004). Guru berkualiti : Cabaran dan harapan. Kuala Lumpur. Berita Publishing.
Johar, S. S. (2008). Gaya kepimpinan guru besar dan hubungannya dengan tahap motivasi guru-guru di sekolah
menengah daerah Kota Tinggi, Johor : Universiti Teknologi Malaysia.
KPM. (2013). Blue Print Laporan Pembangunan Pendidikan Malaysia 2013-2025. Kementerian Pelajaran
Malaysia. Kuala Lumpur.
Mahmood, H. (2002). Kepemimpinan dan keberkesanan sekolah. Dewan Bahasa Dan Pustaka, Kuala Lumpur.
Marzuki, C. (2001). Artikel dan Jurnal Institut Pengetua. Universiti Malaya. Kuala Lumpur: Terbitan Februari.
Mat Zin, R. (1996).Kepimpinandalampengurusan.Kuala Lumpur: Utusan Publications.
Mohd Yusof, A. (2010). Kepimpinan di sekolah : Siri analisis psikologi. Kuala Lumpur : Dewan Bahasa dan
Pustaka.
Muhammad, J. (2000). Kepemimpinan di sekolah dan keberkesanan di sekolah. Kuala Lumpur : Dewan Bahasa
dan Pustaka.
Ramaiah, A. I. (2003). Kepimpinan pendidikan : Cabaran masa kini. Petaling Jaya. IBS Buku Sdn. Bhd.
Sahali, B. (2008). Pengaruh gaya kepimpinan guru besar terhadap penarafan sekolah berdasarkan standard
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kualiti pendidikan Malaysia. Universiti Teknologi Malaysia.
Zakaria, A. (2005). Indikator kepimpinan cemerlang, satu analisis pengurusan. Jurnal Pengurusan Pendidikan,
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14-30. Institut Aminuddin Baki.
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