Tiêu chuẩn đánh giá Hiệu trưởng các trường Trung học cơ sở tại thành phố Hải Phòng Cơ sở xây dựng chương trình chiến lược. (LA tiến sĩ)Tiêu chuẩn đánh giá Hiệu trưởng các trường Trung học cơ sở tại thành phố Hải Phòng Cơ sở xây dựng chương trình chiến lược. (LA tiến sĩ)Tiêu chuẩn đánh giá Hiệu trưởng các trường Trung học cơ sở tại thành phố Hải Phòng Cơ sở xây dựng chương trình chiến lược. (LA tiến sĩ)Tiêu chuẩn đánh giá Hiệu trưởng các trường Trung học cơ sở tại thành phố Hải Phòng Cơ sở xây dựng chương trình chiến lược. (LA tiến sĩ)Tiêu chuẩn đánh giá Hiệu trưởng các trường Trung học cơ sở tại thành phố Hải Phòng Cơ sở xây dựng chương trình chiến lược. (LA tiến sĩ)Tiêu chuẩn đánh giá Hiệu trưởng các trường Trung học cơ sở tại thành phố Hải Phòng Cơ sở xây dựng chương trình chiến lược. (LA tiến sĩ)Tiêu chuẩn đánh giá Hiệu trưởng các trường Trung học cơ sở tại thành phố Hải Phòng Cơ sở xây dựng chương trình chiến lược. (LA tiến sĩ)Tiêu chuẩn đánh giá Hiệu trưởng các trường Trung học cơ sở tại thành phố Hải Phòng Cơ sở xây dựng chương trình chiến lược. (LA tiến sĩ)Tiêu chuẩn đánh giá Hiệu trưởng các trường Trung học cơ sở tại thành phố Hải Phòng Cơ sở xây dựng chương trình chiến lược. (LA tiến sĩ)
Trang 1ASSESSMENT OF THE LEADERSHIP STANDARDS OF THE SECONDARY SCHOOL LEADERS IN HAI PHONG CITY:
BASIS FOR AN INTERVENTION PROGRAM
A Dissertation Presented To The Faculty of the Graduate School Southern Luzon State University, the Philippines
In Collaboration with Thai Nguyen University Socialist Republic of Vietnam
In Partial Fulfillment of the Requirements for the Degree
Doctor of Philosophy In Educational Management
Trang 2APPROVAL SHEET
In partial fulfillment of the requirements for the degree Doctor of Philosophy in Educational Management, this research entitled “Assessment of the Leadership Standards of the Secondary School Leaders in Hai Phong City: Basis for an Intervention Program” has been prepared and submitted by Nguyen Thi Dat Khoa (Lucy) and is hereby recommended for oral examination
DR RICARYL CATHERINE P CRUZ Research Adviser
Approved by the Oral Examination Committee, in partial fulfillment of the requirements for the degree Doctor of Philosophy in Educational Management offered by Southern Luzon State University, Republic of the Philippines in collaboration with Thai Nguyen University, Socialist Republic of Vietnam
Member Member
DR SUSANA A SALVACION
Chairman Dean, Graduate School
Accepted in partial fulfillment of the requirements for the degree Doctor of Philosophy in Educational Management offered by Southern Luzon State University, Republic of the Philippines in collaboration with Thai Nguyen University, Socialist Republic of Vietnam
DR WALBERTO A MACARAAN
Trang 3ACKNOWLEDGMENTS
Writing a doctoral dissertation is a gratifying but difficult and sometimes nerve wrecking endeavor that only few engaged in because it requires a lot of sacrifices and hard work from the researcher However, at the end of the task, one experiences a wonderful feeling of joy, happiness, relief and fulfillment
The researcher would like to extend her sincerest gratitude and thanks to the following people who were very instrumental in the fulfillment of this research
DR CECILIA N GASCON, President of the Southern Luzon State University in the
Republic of the Philippines, for her untiring effort and belief that this collaboration is possible thus enabling her to pursue the Doctor of Philosophy in Educational Management;
DR DANG KIM VUI, President of Thai Nguyen in the Socialist Republic of Vietnam, for his untiring effort and belief that this collaboration is worthy for implementation;
DR NGUYEN THE HUNG, Director of the International Training Center, Thai Nguyen University of the Socialist Republic of Vietnam, for his significant concern to provide the Vietnamese people an opportunity to grow through education;
DR RICARYL CATHERINE P CRUZ, her adviser, for the guidance and endless support for the improvement of this study
DR APOLONIA A ESPINOSA, DR WALBERTO A MACARAAN, DR BELLA R
MUELLO, and DR TERESITA V DE LA CRUZ who composed the Oral Defense Committee, for
their suggestions, comments and corrections to improve this study;
ITC STAFF, for providing the necessary research materials;
Trang 4TABLE OF CONTENTS Title Page
APPROVAL SHEED ;tocorrogitiiidittttottttiittitts|†GGNRARESGgiRGSittssiitttax ACKNOWLEDGMENT
TABLE OE CONTENTN csdtiidtditratttttattqttlsg4GI0383400AIABaDEtiagspgttag LIST OE TA BL/EẾ :icc::ptiipiccGuitiidttdttt lHiittsEGISISNHXMAHSIRiiS4iiqta LIST OF FIGURES
030900 33J39/)(0212 011584 ABSTRACT ;azsoirdtttttrinddttittGI18i10010555301G8AA83SSGES4018t41giA33ã380888gi838E Chapter I INTRODUCTION
Bác kpround 0Ÿ L6 SUY goccnaosdiobliidGGGGãGGaid0 g880guang B]je6tIves Of the SHdY ccna Hypothesis
Signibicance of the Study sccacmsnnmnccmnunmmnimacacan Scope and Limitation of the Study - Definition of Terms
Chapter Il REVIEW OF RELATED LITERATURE AND STUDIES
Related Literature and Study
Conceptual FrameWOFK xen server Research Paradigim tt sskxexekerkrrrerrkekerke
Trang 5Chapter III RESEARCH METHODOLOGY 32 Localesofthes Study v.seisssecussgrestssesasvasvescaypnovsccuesiernveneoreernngert 32 Research Design yscvvscessavusseaseaessesszesesaeevugacerureusnenevecersavussestenys 32 Respondents of the Study cccccseseseseeseeseseseseseseeeeneeeeeees 32 InstrumeribifiOTF svụnssssssoxstsssbsstsgltE000381/1838106351759303431163040158 33 Data Gathering Procedure 5-5-c<c+c++ 34 Statistical TreamETiE ;¿:sssisnnsinistiseeeistix65051001140 01g 34 Chapter IV RESULTS AND DISCUSSION 38 Prolile:oFrespoHIETS csxsosiissnsssosnioio1903510 0308 ta 8atgse 38 Perception of the Respondents on the Current Leadership
Standards of the Secondary School Leaders in Hai Phong
City ccemcenunnmnconanannneccunnamenmnmmanmne nmin: 46 Perception of the Respondents on the Current Leadership
Standards of the Secondary School Leaders in Hai Phong
0 ốc an 55 Proposed Intervention Program 68 Chapter V SUMMARY, CONCLUSIONS AND
Trang 6Table 10 11 12 13 14 15 LIST OF TABLES Page Scale OŸValu€s nh ky Frequency and Percentage Distribution of the Respondents' Profile in TEMS/GA ĐỐI ¡6š 3 tý 66 5b E00 005060 09D08.308 9 8š XS š š # Ê E š 6 RngU05/809% Frequency and Percentage Distribution of the Respondents' Profile in Terms of Gender 0.0.0 ccc cece ene eee ene Frequency and Percentage Distribution of the Respondents' Profile in TefimS/Gf CIVII SEAÍUS+ š ïr c pc E6 600096006 06206)6)03 68 63 § 6E š 8E E 84g Frequency and Percentage Distribution of the Respondents' Profile in Terms of Educational Attainment Frequency and Percentage Distribution of the Respondents' Profile in Terms of Monthly Income Frequency and Percentage Distribution of the Respondents' Profile in Terms of Length of Service Frequency and Percentage Distribution of the Respondents' Profile in Terms of Length of Management Experlence Mean Distribution of the Responses on the Leadership Standards of the Secondary School Leaders in Hai Phong City in terms of
Shared WiSiOny ¿ tá6i080008/06 06A 6 8 SE 6š 5š § š 8É EiơdLO8AW0(GĐdAA 3š R 8 § š Mean Distribution of the Responses on the Leadership Standards of the Secondary School Leaders in Hai Phong City in Terms of Culture OfLearning SH HH ha Mean Distribution of Responses on the Leadership Standards of the Secondary School Leaders in Hai Phong City in Terms of
Management Mean Distribution of the Responses on the Leadership Standards of the Secondary School Leaders in Hai Phong City in Terms of
Family and Community Mean Distribution of the Responses on the Leadership Standards of the Secondary School Leaders in Hai Phong City in Terms of Ethics Mean Distribution of the Responses on the Leadership Standards of the Secondary School Leaders in Haiphong City in Terms of
Societal Context veviencnsscws aaa soe ou ow sewvenanaverevemnsnes oe 4536 8 ee He Hay Correlation of the Responses on Shared vision with profile of Respondent
Trang 716 Correlation of the Responses on Culture of Learning with profile of Respondent 17 Correlation of the Responses on Management with profile of Respondent 18 Correlation of the Responses on Family and Community
with profile of Respondent
19 Correlation of the Responses on Ethics with profile of Respondent
20 Correlation of the Responses on Societal Context with profile of Respondent
57 60 62
64
Trang 8LIST OF FIGURES
Figure Page
1 Input-Process-Output on the Perceived Leadership Standards
Trang 9Appendix A
B
LIST OF APPENDICES
Letter to Respondents and Questionnaire Raw Data
Weighted mean for Gender, age in leadership standards of Shared Vision; Culture of Learning; Management; Family and Community; Ethics; and Societal Context
Weighted mean Monthly income, Civil status, Education attainment in leadership standards of Shared Vision; Culture of Learning; Management; Family and Community; Ethics; and Societal Context
Weighted mean for Length of service, Length of management experiences in leadership standards of Shared Vision; Culture of Learning; Management; Family and Community; Ethics; and Societal Context
Chi — Square Analysis between Share vision and Profile of the principal asked
Trang 10Title: ASSESSMENT OF THE LEADERSHIP STANDARDS OF THE SECONDARY SCHOOL LEADERS IN HAI PHONG CITY: BASIS FOR AN INTERVENTION PROGRAM
Researcher: NGUYEN THI DAT KHOA - LUCY
Degree Doctor of Philosophy, Educational Management Nam/ Address of the Southern Luzon State University
Institution Graduate School Lucban, Quezon Date Completed April 2014
Adviser DR RICARYL CATHERINE P CRUZ
ABSTRACT
The primary intent of this study was an assessment of the leadership standards of the secondary school leaders in Hai Phong City, as a basis for intervention program The leadership standards of the secondary school leaders essential for analysis are shared vision, culture of learning, management, family and community, ethics, and societal context
Trang 12Chapter 1 INTRODUCTION
Education is the key to sustain development in Vietnam Education is an indispensable means for socio-economic development of the country in the cause of industrialization and modernization The Party and the State always considered education as a top national policy To develop education, educational management plays a key role to determine the quality and effectiveness of the educational activities
Haiphong port city is the first center urban type of national level which has an important position in the socio- economic and security and defense of the northern regions of the country Haiphong has natural area of 1519.2 km2, population of 1842.8 thousand people and 15 administrative divisions Haiphong (7 urban districts and 8 suburban districts) — a key economic center of the northern region with enormous potentiality
XIV" Party Congress Resolution city has identified development goals of the city in 2015, which is: "To promote comprehensive, the potential advantages of the port city, focus all resources to promote the process of industrialization, modernization and international integration, to create a breakthrough development of Haiphong in 2015, a city to become an industrial port services towards civilization, the university; rapid economic development and sustainability; urban development deserve the grade I-national urban centers; cultural development is the spiritual foundation of society; defense-enhanced security; leadership, the political, the battle of the whole Party and the effectiveness and efficiency of the political system continues to be improved; ensure progress, justice, social security; continue to improve and enhance the quality of life of the people "
Trang 136 - year 9 classes) in the direction of forming and enhancing the students’ morality, and broadening the educational scale in a reasonable way
However, in the process of managing the schools, the managers cannot change the school activities themselves because one of the facets of management is the implementation of every activity which can only be done by the efforts of the other people If the managers would like the staffs to participate in the process, the managers have to make them become aware of the policies and accept them For a school, the teachers and staffs are the ones who support and create the potential for the head masters to carry out the changes if they are the right ones It is believed that the teachers and staffs are the people who play the decisive roles for the school successes
If they would like to renovate the educational system to meet the needs of the society, each school has to train and educate the teachers and staffs to become highly qualified ones, who have good political value, good morality, and endless love with the children and the teaching profession Therefore, one of the heaviest duties of the educational managers is to build up a strong force of teachers and staffs for the schools
So, it is for sure that, if a school would like to increase the quality of education, the first thing it must have is a highly qualified managers, who have good morality, knowledge and skills to lead the school The managers have to build up a suitable system of managerial policies on the foundation of the good relationship between the school, community and students’ families This can be a firm foundation for him/her to form his/her strategic plans
Trang 14Background of the Study
The Vietnamese inherited a high respect for learning Under Confucianism, education was essential for admission to the ruling class of scholar-officials, the Mandarinate Under French rule, even though Vietnamese were excluded from the colonial power elite, education was a requisite for employment in the colonial civil service and for other white-collar, high- status jobs In divided Vietnam, education has continued to be a channel for social mobility in both the North and the South
Before the 1950s, poverty was a major impediment to learning, and secondary and higher education were beyond the reach of all but only a small number of upper class people Subsequently, however, rival regimes in Hanoi and Saigon broadened educational opportunities Both governments accomplished this despite the shortage of teachers, textbooks, equipment, and classrooms, as gravitated by the disruptions of war in the 1960s and the early 1970s The school system was originally patterned after the French model, but the curriculum was revised to give more emphasis to Vietnamese history, language, and literature and, in Hanoi, to the teaching of revolutionary ethics and Marxism-Leninism (http-//countrystudies.us/vietnam/43.htm)
In Vietnam, children enjoyed 12 years of basic education on a half-day basis before they moved on to college or university or began to work Education played a central role in Vietnam Not only was the devotion to study one of society’s core values, but education was, of course, also perceived as a chance of advancement There were huge education needs for Vietnam’s young ones, and the public school system could not always satisfy them In general, families invested a lot of time and money to send their children to a good school and ensured they would have a _ bright future (Attp://vww.internations.org/vietnam- expats/guide/living-in-vietnam- 154 70/education-in-vietnam-3)
Trang 15the required education The government of Vietnam had for some time set the priority of education in terms of its budget In 2008, the Department of Finance and Planning, MOET reported that education occupied approximately 20 percent of all state budget expenditures and accounted for 5.5 percent of GDP (Christopher Runckel, President of Runckel & Associates)
Dr Nguyen Van Trang, Director General of the Secondary Education Department, Ministry of Education and Training stated in his writing entitled Secondary Education in Vietnam that “Vietnam's Education Law dated December 11, 1998 had affirmed that the goals of education were to comprehensively develop Vietnam's human resource, with morality, knowledge, good health, and loyalty to the idea of national independence and socialism; to develop individual personality and capacity for the building and protection of the country
The goals set forth for secondary education are students! all-round development in terms of morality, physical body, arts, and basic skills so that they could be prepared to pursue further studies or to become fully responsible citizens contributing to the building of the
country
There were specific objectives designed for each level within the secondary education Basic secondary education strengthened and enhanced students' achievements gained from lower education, developed their basic knowledge and introduced technical and vocational skills so that they could follow their future studies at high schools, vocational college or go to work High school education further developed students' knowledge after basic secondary education with vocational orientation so that after graduation, high school students could join the university programs or vocational colleges or directly go to work (Oct 12, 2006, http://en.moet.gov.vn/? page=6.7 &view=4402)
Trang 16
These purposes or goals provided the crucial sense of direction to underpin the management of educational institutions Unless this link between purpose and management was clear and close, there was a danger of “managerialism a stress on procedures at the expense of no super-ordinate goals or values of its own The pursuit of efficiency may be the mission statement and objectives which others define” (Educational Management: a Unified Approach of Education, Dr S.L Sharma, Global India Publications Pvt Ltd., 2009)
School leadership had become a priority in education policy agenda across OECD and partner countries It has played a key role in improving school outcomes by influencing the motivations and capacities of teachers, as well as the environment in which they worked At the interface between classrooms, individual schools and the outside world, school leadership is essential to improve the efficiency and equity of schooling
As countries have been seeking to adapt their education systems to the needs of contemporary society, the expectations for schools and school leaders have changed profoundly The role of school leaders has been evolving in response to shifting expectations for schools and educational policies that stress decentralization, autonomy and accountability, as well as new understandings of teaching and learning
Once limited to the functions of bureaucratic administrator or head teacher, school leadership has now been increasingly defined by a far larger and more demanding set of roles including financial and human resource management and leadership for learning In many countries today, the men and women who have run schools are overburdened, underpaid and near retirement, whereby there have been only few people lining up for their jobs
Trang 17Haiphong was a coastal city in a distance of 102 kilometers to the Northeast of Hanoi capital, borders with Quang Ninh province to the North, Hai Duong province to the West, Thai Binh province to the South, and Bac Bo Bay in the East Sea and Hai Nam Island to the East The city was located in the “two corridors and one belt” of economic cooperation between Vietnam and China, and had a significant position in the socio-economic development, national defense and security of the North and the whole country
Haiphong, known as the Red Flamboyant City, was the biggest port and industrial city in the North of Vietnam, located in the Northern delta area Haiphong was the third largest city of Vietnam after Ho Chi Minh City and Hanoi capital Haiphong was one of the five cities under direct control of the Central Government, the first-rank central city at national level together with Da Nang and Can Tho As of December 2011, Haiphong population was 1,907,705 people, of which 46.1% live in urban area while 53.9% in rural area, that made Haiphong the 3 crowded city in Vietnam
Currently, there have been 203 secondary schools in Haiphong City providing education and training for around 88,976 students There have been some changes and progress in the management of education However, those achievements have not really met the innovation and development requirements of the society The education quality in some schools was somehow low A number of managers had slow and low innovation, little creativeness, careful attention and has not developed strategies for the schools The coordination between inspection results with professional work, education management and emulation, the appointment, transfer and use of officials and teachers had not achieved the desired results
Trang 18assess and rank the quality of school leaders before they were trained, promoted and appointed
Objectives of the study
The study was aimed to assess the leadership standards of the secondary school leaders in Haiphong City;
Specifically, it sought to attain the following objectives: 1 Determine the profiles of the respondents as indicated by:
1.1 Age; 1.2 Gender; 1.3 Civil Status; 1.4 Educational Attainment; 1.5 Monthly Income; 1.6 Length of Service;
1.7 Length of Management Experiences
2 Find out the perception of the respondents on the current leadership standards of the secondary school leaders in Haiphong City in terms of:
2.1 Shared Vision; 2.2 Culture of Learning: 2.3 Management;
2.4 Family and Community; 2.5 Ethics;
2.6 Societal Context
3 Ascertain the significant difference on the current leadership standards of the Secondary School Leaders in Haiphong City when the respondents are grouped according to their profile
Trang 19Hypothesis
There is no significant difference on the leadership standards of the secondary school leaders when the respondents are grouped according to their profile
Significance of the Study
Ministry of Education and Training: The results of the study and the proposed solutions of the Department of Education and Training of Haiphong City can serve as a good idea for MOET to consider and request the Department of Education and Training of every Province and City in Vietnam to assess the current status of the leadership standards of the school leaders in general and the secondary school leaders in particular Moreover, MOET could think of possibilities to conduct further studies to design a complete training program to improve the leadership skills of school leaders
Department of Education and Training of Haiphong City: The results of the study might serve as a good basis for the DET to think of possibility to assess the current leadership standards of the principals of all primary and high schools in Haiphong City DET could propose proper solutions to the Ministry of Education and Training for the designing of a complete training program to improve the leadership skills of school leaders
Offices of Education and Training: The results of the study and the proposed solutions may serve as a good recommendation/suggestion for the OET of districts and wards in Haiphong City to see the status and problems faced by the secondary school leaders in their area OETs will then report to DET and request for proper actions
Secondary school leaders: The results of the study and the proposed solutions by the researcher helped the school leaders see their strengths, weaknesses and they themselves thought to adjust the requests for suitable training programs to improve their leadership standards
Trang 20and once the leadership standards of the school leaders are improved, the secondary school teachers might be provided with better environments, conditions and chances to teach The quality of the teaching would then be improved
The future researchers: The future researchers who may conduct surveys/study in their areas in order that they could find results on the current leadership standards as well as problems faced by the school leaders
Scope and Limitation of the Study
The study was conducted to assess the current leadership standards of the secondary school leaders in Haiphong City A total of 203 leaders (principals) of secondary schools in Haiphong City were selected as the respondents of the study It specifically explored on what solutions could be introduced to deal with the problems there might be and then improve the leadership standards of the secondary school leaders The study was limited on the profile of the respondents in terms of gender, age, monthly income, marital status, educational attainment, length of service and length of management experiences, as well as the existing status of the leadership standards of the secondary school leaders in Haiphong City in terms of shared vision; culture of learning; management; family and community; ethics; and societal context
The researcher used the questionnaire based on documents in evaluating the school head masters of Hai Phong city, especially on the implementation of the Circular No 29/2009/TT- BGDDT of the Minister of Ministry of Education and Training and the standard system of school leaders of primary school and junior secondary schools It was conducted on April 2013
Definition of terms
Trang 21Age refers to the age of the respondents when the study has been conducted Conceptually, this is the length of time that one has existed; duration of life or One of the stages of life: (the age of adolescence; at an awkward age.)
Civil status refers to the conjugal status in relation to marriage laws of a school leader in Vietnam
Culture of Learning according to Edward Tylor maybe defined as the complex whole which includes knowledge, belief, art, law, morals, custom, and any other capabilities and habits acquired by man as a member of society Likewise in the present study, culture of learning refers to the ability of the school leaders in promoting the success of all students by advocating, nurturing and sustaining a school culture and instructional program conducive to student learning and staff professional development
Educational attainment Is an achievement or the act of achieving; accomplishment Educational attainment refers to the highest educational qualification or academic degree that a school leader has obtained
Ethics is defined as a moral philosophy or code of morals practiced by a person or group of people Ethics refers to the ability of the school leaders in promoting the success of all students by acting with integrity, fairness and in an ethical manner
Family and Community Refers to the ability of the school leaders in promoting the success of all students by collaborating with families and community members, responding to diverse community interests and needs and mobilizing community resources One thing that all sides in the educational debate agree upon is that parents and local communities should be involved in education
Trang 22Intervention program may be operationally defined as a proposed program that can enhance the basic standards that the secondary school leaders are required to meet These mayinclude shared vision, culture of learning, management, family and community, ethics and social context
Leadership standards refers to the basic standards that the secondary school leaders are required to meet Moreover, these standards may include shared vision, culture of learning, management, family and community, ethics and social context
Length of management experiences refers to the duration of time that a school leader has held a management position
Length of service refers to the duration of time that a school leader has been working in a school
Management refers to the ability of the school leaders in promoting the success of all students by ensuring management of the organization, operations and resources for a safe, efficient and effective learning environment
Monthly income refers to the total amount of money a school leader has earned in a month Secondary school leaders refer to the principals or headmasters of secondary schools in
Haiphong City who have full responsibilities to ensure the smooth operation and high quality of teaching and learning activities
Shared Vision refers to the ability of the school leaders in promoting the success of all students by facilitating the development, articulation, implementation, and stewardship of a vision of learning that has been shared and supported by the school community Societal Context refers to the ability of the school leaders in promoting the success of
Trang 23Chapter II
REVIEW OF RELATED LITERATURE AND STUDIES
This chapter presents the summary of the reviews of literature and studies, which are found closely related to the study being conducted These are incorporated in order to present justification of the variables on the leadership standards of secondary school leaders in Haiphong City, Vietnam This also includes the research paradigm serving as the heart of the study
School Leadership
Like other complex human activities, leadership is difficult to pin down It might even be unwise to narrow it unnecessarily Nonetheless, a working definition can provide a useful frame of reference
At the core of most definitions of leadership are two functions: providing direction and exercising influence Leaders mobilize and work with others to achieve shared goals This definition has several important implications:
Leaders do not merely impose goals on followers, but work with others to create a shared sense of purpose and direction In public education, the ends are increasingly centered on student learning, including both the development of academic knowledge and skills and the learning of important values and dispositions
Leaders primarily work through and with other people They also help to establish the conditions that enable others to be effective Thus, leadership effects on school goals are indirect as well as direct
Trang 24In summary, school leaders are those persons, occupying various roles in the school, who provide direction and exert influence in order to achieve the school’s goals Formal leaders are those persons in formal positions of authority - are genuine leaders only to the extent that they fulfill these functions Leadership functions can be carried out in many different ways, depending on the individual leader, the context, and the nature of the goals being pursued
The National Standards for School Leadership formed part of a wider framework of standards for the whole school workforce and had been drawn up by the Social Partnership, working with the National College for School Leadership
Given the strong relationship between the quality of school leadership and the outcomes for pupils, the Standards for School Leadership recognized the key role school leaders play in providing professional leadership and management in order to improve outcomes for all pupils
These standards identified the knowledge and understanding, skills and professional attributes needed by the school’s leadership in order to ensure the school builds leadership sustainability that was rooted in promotion of excellence, equity and high expectations for all pupils
Trang 25achieve the best outcomes; respect and empathy towards others; resilience, perseverance and optimism in the face of difficulties and challenges; decisiveness, consistency and focus on solutions; drive for improvement and challenging underperformance; and capacity to be flexible, adaptable and creative
School leadership was an education policy priority around the world Increased school autonomy and a greater focused on schooling and school results had made it essential to reconsider the role of school leaders There was much room for improvement to professionalize school leadership, to support current school leaders and to make school leadership an attractive career for future candidates The ageing of current principals and the widespread shortage of qualified candidates to replace them after retirement made it imperative to take action
School leadership had become a priority in education policy agendas internationally It played a key role in improving school outcomes by influencing the motivations and capacities of teachers, as well as the school climate and environment Effective school leadership was essential to improve the efficiency and equity of schooling
Moreover, Beatriz Pont, Deborah Nusche, Hunter Moorman (2008) stated that as countries were seeking to adapt their education systems to the needs of contemporary society, expectations for schools and school leaders were changing Many countries had moved towards decentralization, making schools more autonomous in their decision making and holding them more accountable for results At the same time, the requirement to improve overall student performance while serving more diverse student population was putting schools under pressure to use more evidence-based teaching practices
Trang 26limited career prospects and inadequate support and rewards These developments had made school leadership a priority in education systems across the world Policy makers needed to enhance the quality of school leadership and make it sustainable
Principals today must also serve as leaders for student learning They must know academic content and pedagogical techniques They must work with teachers to strengthen skills They must collect, analyze and use data in ways that fuel excellence They must rally students, teachers, parents, local health and family service agencies, youth development groups, local businesses and other community residents and partners around the common goal of raising student performance And they must have the leadership skills and knowledge to exercise the autonomy and authority to pursue these strategies
Determining the principal’s role was not just an abstract exercise If schools lacked clarity and consensus about the principal’s mission, they might simply add new duties to an already extensive list, creating job overload Van Cooley and Jianping Shen (2003) found that secondary principals reported they were engaged in new roles that had simply been “layered” over the old job That was, instead of replacing former responsibilities or being integrated into the job, the new duties were simply added to what was already there
Trang 27The most instinctive response to the new challenges was simply to work harder Most school leaders had clearly done this, but might be reaching the point of diminishing returns Sooner or later, untamed workloads result in declining morale and dimmed enthusiasm In addition, just trying harder might not help leaders who were confronting issues for which they had not been trained (and for which there are no clear answers) The list included sexual harassment of students; guns in school; use of technology; demographic shifts; more rigorous academic standards (especially No Child Left Behind); and integration of special-needs students into regular classrooms
By necessity, then, today’s leaders must define themselves as learners, not just doers, constantly scanning the environment for new ideas, tools, and solutions, and reflecting on the implications Linda Lambert (2002) argued that this search for learning was becoming a “dominant narrative” for school leaders: Today, leaders attended to the learning of all members of the educational community Together, they explored current practice, beliefs, and assumptions that served as a basis for posing inquiry questions These questions were the signposts in the hunt for evidence and the struggle with dissonance Dissonance was tackled in dialogue, thereby lowering defenses and increasing shared understanding This journey resulted in new approaches to student and adult learning, internal school accountability and shared responsibility, and a commitment to the decisions made for school improvement
We determined the problems encountered in the current leadership standards of the secondary school leaders in Haiphong City in terms of Shared Vision; Culture of Learning; Management; Family and Community; Ethics; Societal Context
Shared Vision
Trang 28shared and supported by the school community The administrator: a) in collaboration with others, used appropriate data to establish rigorous, concreted goals in the context of student achievement and instructional programs; b) used research and/or best practiced in improving the educational program; c) articulated and promoted high expectations for teaching and learning; d) aligned and implemented the educational programs, plans, actions, and resources with the district’s vision and goals; e) provided leadership for major initiatives and changed efforts; and f) communicated effectively to various stakeholders regarding progress with school improvement plan goals
School leaders were willing and able to take the lead in developing world-class education systems that met the needs of all students, as this report demonstrates System leadership could build capacity in education; share expertise, facilities and resources; encourage innovation and creativity; improved leadership and spread it more widely; and provided skills support The collective sharing of skills, expertise and experience would create much richer and more sustainable opportunities for rigorous transformation than could ever be provided by isolated institutions
In this new environment, schools and schooling were being given an ever bigger job to do Greater decentralization in many countries was being coupled with more school autonomy, more accountability for school and student results, and a better use of the knowledge base of education and pedagogical processes It was also being coupled with broader responsibility for contributing to and supporting the schools’ local communities, other schools and other public services
Trang 29And it implied strengthening training and development approaches to help leaders face these new roles
In terms of “leading strategically”, creating and delivering a shared, corporated strategic vision, which motivated and inspires pupils, staff, governors and all members of the school community was critical to school leadership The vision should be underpinned by shared values, moral purpose and principles of sustainability It should drive the strategic plan and subsequent actions to secure continuous school improvement and quality outcomes for all pupils School leaders were required to have knowledge and understanding of: a) developments in education at local, national and global levels; b) models of effective leadership and organizational structures; c) new technologies and their potential impact; d) strategic planning processes, tools and techniques; e) ways of achieving stakeholder and community engagement; f) leading change, creativity and innovation; and g) ways of achieving social inclusion, diversity and access and skills to: a) think strategically, analytically and creatively; b) build capacity and achieve sustainability; c) deal with complexity and uncertainty; d) build a vision and communicate clear purpose and sense of direction; e) model the vision and values of the school; f) anticipate, lead & manage change; g) use research to support and challenge practice; h) inspire, challenge, motivate & empower others to attain challenging outcomes; i) work strategically with governing body; j) celebrate achievement and acknowledge excellence; and k) demonstrate political acumen
Culture of Learning
Trang 30provided leadership, encouragement, opportunities and structure for staff to continually design more effective teaching and learning experiences for all students; d) monitored and evaluated the effectiveness of curriculum, instruction and assessment; e) evaluated staff and provided ongoing coaching for improvement; f) ensured staff members have professional development that directly enhanced their performance and improves student learning; g) used current research and theory about effective schools and leadership to develop and revised his/her professional growth plan; h) promoted collaboration with all stakeholders; i) was easily accessible and approachable to all stakeholders; j) was highly visible and engaged in the school community; and k) articulated the desired school culture and showed evidence about how it is reinforced (Standard 2)
According to Florida Principal Leadership Standards, “Effective school leaders demonstrate that student learning is their top priority through leadership actions that build and support a learning organization focused on student success” (Standard 2: Student Learning as a Priority.)
“Effective school leaders work collaboratively to develop and implement an instructional framework that aligns curriculum with state standards, effective instructional practices, student learning needs and assessments” (Standard 3: Instructional Plan Implementation)
“Effective school leaders structure and monitor a school learning environment that improves learning for all of Florida’s diverse student population” (Standard 5: Learning Environment)
Trang 31Functions:
A Collaboratively develop and implement a shared vision and mission
B Collect and use data to identify goals, assess organizational effectiveness, and promote organizational learning
C Create and implement plans to achieve goals D Promote continuous and sustainable improvement E Monitor and evaluate progress and revise plans”
And in the second standard, a school administrator had following functions: “A Nurture and sustain a culture of collaboration, trust, learning, and high expectations B Create a comprehensive, rigorous, and coherent curricular program
C Create a personalized and motivating learning environment for students D Supervise instruction
E Develop assessment and accountability systems to monitor student progress F Develop the instructional and leadership capacity of staff
G Maximize time spent on quality instruction
H Promote the use of the most effective and appropriate technologies to support teaching and learning
I Monitor and evaluate the impact of the instructional program”
Trang 32assessment including school review and self-evaluation; c) ways of applying effective practice and research evidence to improve outcomes; d) use of external support and expertise; e) behaviour and attendance management; f) new technologies to support learning and teaching; g) political impact of external, community or family factors on learning; h) strategies for improving outcomes and achieving excellence for all; and i) tools for data collection and analysis and skills to: a) designed, developed and delivered the curriculum; b) demonstrated equality and diversity in teaching and learning; c) achieved the best possible learning outcomes for all; d) used developmental models for teaching and learning; e) engaged parents in children's teaching and learning; f) managed and used performance data; g) developed whole school culture of best practice in teaching and learning; h) created flexible and comprehensive learning opportunities for all pupils; i) capitalized on appropriate sources of external support and expertise; j) deployed technology to support teaching and learning; k) developed and used effective assessment and moderation systems; and 1) evaluated, reviewed and developed systems and structures
Towa’s School regarding leadership standards and criteria claimed management is an important standard of leader in Standard 3 An educational leader promoted the success of all students by ensuring management of the organization, operations and resources for a safe, efficient and effective learning environment (Management) The administrator: a) complied with state and federal mandates and local board policies; b) recruited, selected, inducted, and retained staff to support quality instruction; c) addressed current and potential issues in a timely manner; d) managed fiscal and physical resources responsibly, efficiently, and effectively; e) protected instructional time by designing and managing operational procedures to maximize learning; and f) communicated effectively with both internal and external audiences about the operations of the school
Trang 33Standard 6: Decision Making “Effective school leaders employ and monitor a decision- making process that is based on vision, mission and improvement priorities using facts and data”; in
Standard 7: Leadership Development “Effective school leaders actively cultivate, support, and develop other leaders within the organization”; in Standard 8: School Management “Effective school leaders manage the organization, operations, and facilities in ways that maximize the use of resources to promote a safe, efficient, legal, and effective learning environment”
Kenneth Leithwood and Carolyn Riehl (2003) identified a number of “core practices” that seemed consistent with the standards: setting directions, which included identifying and articulating a vision, fostering the acceptance of group goals, and creating high performance expectations; developing people, which involved offering intellectual stimulation, providing individualized support, and providing an appropriate model; and redesigning the organization, which included strengthening school cultures, modifying organizational structures, and building collaborative processes
Beyond these core roles (which are probably similar to leadership roles in many other types of organizations), Leithwood and Riehl noted that the current education-reform environment might require principals to carry out several roles that are specifically related to accountability Those included: creating and sustaining a competitive school (market accountability); empowering others to make significant decisions (decentralization accountability); providing instructional leadership (professional accountability); developing and executing strategic plans (management accountability)
Management
Trang 34approaches, school leaders should also seek to improve organizational structures and functions so the school remained fit for purpose
Today, education leaders must not only manage school finances, keep buses running on time, and make hiring decisions, but they must also be instructional leaders, data analysts, community relations officers, and change agents They had to be able to mobilize staff and employ all the tools in an expanded toolbox (Educational Leadership Policy Standards: ISLLC 2008 by the Council of Chief State School Officers, Washington, DC)
Standard 3 of ISLLC claimed that “a school administrator is an education leader promotes the success of every student by ensuring management of the organization, operation, and resources for a safe, efficient, and effective learning environment
Functions:
A Monitor and evaluate the management and operational systems
B Obtain, allocate, align, and efficiently utilize human, fiscal, and technological resources C Promote and protect the welfare and safety of students and staff
D Develop the capacity for distributed leadership
E Ensure teacher and organizational time is focused to support quality instruction and student learning”
Family and Community
Trang 35honored families and community and sought ways to engage them in student learning And, Florida (2011) supplemented in Standard 10: Professional and Ethical Behaviors “Effective school leaders demonstrate personal and professional behaviors consistent with quality practices in education and as a community leader”
ISLLC supplemented in Standard 4
“A school administrator is an education leader promotes the success of every student by collaborating with faculty and community members, responding to diverse community interests and needs, and mobilizing community resources
Functions:
A Collect and analyze data and information pertinent to the educational environment
B Promote understanding, appreciation, and use of the community’s diverse cultural, social, and intellectual resources
C Build and sustain positive relationships with families and caregivers D Build and sustain productive relationships with community partners”
Trang 36e) own performance, ways of obtaining feedback and how to improve; and f) support and development systems for individuals and teams and skills to: a) created a culture which encouraged ideas and contributions from others; b) developed self-awareness, self- management and self-confidence and use effectively; c) listened, reflected and communicated effectively; d) negotiated and managed conflict, providing appropriate support; e) gave feedback and provided support to improve performance; f) hold people to account and challenge under performance; g) developed a culture of learning and continuous professional development; h) received and acted on feedback to build on strengths and improve personal performance; i) fostered an open, fair and equitable culture; and j) motivated, developed, empowered and sustained individuals and teams
Standard 9: Communication of Florida added “Effective school leaders practice two- way communications and use appropriate oral, written, and electronic communication and collaboration skills to accomplish school and system goals by building and maintaining relationships with students, faculty, parents, and community”
Ethics
In Standard 5 of Iowa’s School, An educational leader promoted the success of all students by acting with integrity, fairness and in an ethical manner (Ethics) The administrator: a) demonstrated ethical and professional behavior; b) demonstrated values, beliefs, and attitudinized that inspire others to higher levels of performance; c) fostered and maintained caring professional relationships with staff; d) demonstrated appreciation for and sensitivity to diversity in the school community; and e) was respectful of divergent opinions Standard 5 of ISLLC said that “‘A school administrator is an education leader promotes the success of every student by acting with integrity, fairness, and in an ethical manner Functions:
Trang 37C Safeguard the values of democracy, equity, and diversity
D Consider and evaluate the potential moral and legal consequences of decision-making E Promote social justice and ensure that individual student needs inform all aspects of schooling”
One of school leaders’ new roles was increasingly to work with other schools and other school leaders, collaborating and developing relationships of interdependence and trust System leaders, as they were being called, care about and work for the success of other schools as well as their own Crucially they were willing to shoulder system leadership roles because they believed that in order to change the larger system you had to engage with it in a meaningful way (Beatriz Pont, Deborah Nusche, David Hopkins, Improving School Leadership - Volume 2: Case Studies on System Leadership, 2008)
School leaders, who had provided guidance throughout this activity, had agreed from the start that effective school leadership was not exclusive to formal offices or positions; instead it should be distributed across a number of individuals in a school Principals, managers, academic leaders, department chairs, and teachers could contribute as leaders to the goal of learning-centered schooling The precise distribution of these leadership contributions could vary Such aspects as governance and management structure, amount of autonomy afforded at the school level, accountability prescriptions, school size and complexity, and levels of student performance could shape the kinds and patterns of school leadership Thus principals must be not only managers but also leaders of the school as a learning organization They interacted with teachers to create a productive, cohesive learning community
Trang 38the wider educational system and should be aware that school improvement, community development and community cohesion were interdependent School leaders were required to have knowledge and understanding of: a) multi-agency work (including the team around the child), benefits and risks of multi-agency working; b) extended service provision, commissioning and contracting; c) the diversity of professional cultures and ways of working; d) diversity and community cohesion issues; e) collaboration and partnership working (including school, home, community and business partnerships); f) strengths, capabilities and objectives of other schools, services and agencies; and g) wider curriculum beyond the school and opportunities it provides and skills to: a) established and engaged in partnerships, including working with multi-agency teams; b) collaborated and worked within and across the community; c) engaged the community in systematic evaluation of the school's work and act on outcomes; d) took a leadership role within and across the community; e) consulted, engaged and communicated with staff, pupils, parents and careers to enhance children's learning; f) engaged in cross phase working and transition issues; g) engaged in school-to-school collaboration and contribute to leadership in the wider education system; h) contributed to achievement of community cohesion; and i) broker and commission services Societal Context
In Standard 6 of Iowa’s School, An educational leader promoted the success of all students by understanding the profile of the community and, responding to, and influencing the larger political, social, economic, legal and cultural context (Societal Context) The administrator: a) collaborated with service providers and other decision-makers to improve teaching and learning; b) advocated for the welfare of all members of the learning community; and c) designed and implemented appropriate strategies to reach desired goals
Trang 39Functions:
A Advocate for children, families, and caregivers
B Act to influence local, district, state, and national decisions affecting student learning C Assess, analyze, and anticipate emerging trends and initiatives in order to adapt leadership strategies”
Some countries had all types of provision running in parallel, while others provided only one or two types England, Finland, Northern Ireland, Israel and Slovenia offered leadership development training at all steps in a principal’s career Chile, Ireland, the Netherlands and Norway have in-service education programs The remaining countries relied on either pre-service preparation or induction or a combination of the two to ready leaders for their posts Overall, of the 22 countries/regions analyzed, a majority had pre-service training, in most cases as a pre-requisite for the job Additionally, twelve countries had induction courses for already selected principals In most cases, induction programs were at the discretion of the municipality or local area government, except for Austria, where they were part of the national requirements to become a “full-fledged principal” For in-service training the trends are less clear, with some countries showing the key role it could play and others barely providing opportunities to strengthen practice
The Institute for Educational Leadership's (IEL) Task Force on the Principal ship declares and specifies three key roles that the principals of the 21st century should fulfill:
Instructional leadership that focuses on strengthening teaching and _ learning, professional development, data-driven decision making and accountability;
Trang 40Visionary leadership that demonstrates energy, commitment, entrepreneurial spirit, values and conviction that all children will learn at high levels, as well as inspiring others with this vision both inside and outside the school building
The following sets of standards incorporate, in one form or another, the proposition that all "principals do-establishing a vision, setting goals, managing staff, rallying the community, creating effective learning environments, building support systems for students, guiding instruction and so on-must be in service of student learning." (IEL 2000)
Conceptual Framework
School leadership had become a priority in education policy agendas internationally It played a key role in improving school outcomes by influencing the motivations and capacities of teachers, as well as the school climate and environment Effective school leadership was essential to improve the efficiency and equity of schooling
There were concerns across countries that the role of principal as conceived for needs of the past was no longer appropriate In many countries, principals had heavy workloads; many were reaching retirement and it was getting harder to replace them Potential candidates often hesitated to apply, because of overburdened roles, insufficient preparation and training, limited career prospected and inadequate support and rewards These developments had made school leadership a priority in education systems across the world Policy makers needed to enhance the quality of school leadership and make it sustainable (Beatriz Pont, Deborah Nusche, Hunter Moorman, Improving School Leadership Volume 1: Policy and Practice, 2008)