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Process Reflection

By nmp701 Apr 15, 2014 565 Words

Educational Administration Articles

The article Principals’ Values in School Administration was written by an assistant professor in Educational Administration at the University of Osmangazi in Turkey. The author’s source was from the Educational Sciences: Theory and Practice journal (Aslanargun, 2012). I found this article interesting because it discussed the values that principals should have. The data was obtained from nineteen principals from different types of schools in Turkey. The results from the study showed that principals should have some common values such as justice, confidence, school rules, and sedulity (Aslanargun et al., 2012). The principals interviewed felt that power should be used as needed, but should also be equal with teachers and parents. Most principals also believed they should treat teachers fairly and keep conversations confidential. The author goes on to state that as professionals, principals should demonstrate certain traits such as honesty, participation, and knowledge (Aslanargun et al., 2012). .

The source of the second article “Instructional Studies of the Rural Teaching Principal: Double the Trouble or Twice the Fun!” is International Studies in Educational Administration journal (Wallin, Newton, 2013). I found this article interesting because I teach in a rural community and wanted to learn more about principals that lead schools in similar communities, as well as, help teach. The authors defined a teaching principal as a principal who has a “double load” or dual roles in teaching and administration (Wallin et al., 2013). Results showed that the teaching principals felt that their role as a teacher and principal helped their leadership skills. Having a double load helped the principals build strong relationships with their students and parents. The principals’ roles helped them focus on characteristics such as honesty, independence, and good work ethic (Wallin et al., 2013).

The authors of the article The Recruitment and Selection of Principals Who Increase Student Learning are Ruth Ash and Patricia Hodge who are educators from the Education Solutions in Alabama, and Peggy Connell is an educator from the department of Graduate Studies at Stanford University. Their source is the Educational Journal, 2013 (Ash, Hodge, Connell, 2013). I was interested in the article because I wanted to learn more about how principals are being selected to increase student learning. The learning and achievement of students relies heavily on principal leadership. This is the second most important need in schools. However, superintendent stress that it is rather difficult to find effective principals. The authors go on to explain the areas principals should be the most effective in: 1) Focus on direction 2) Build a powerful organization 3) Give life to data 4) Ensure student focused vision and action 5) Lead learning (Ash et al., 2013). Research from these critical areas show that effective principals set, maintain, and model high expectations. Effective principals should set an environment that demonstrates safety and order to help student learning. Educational leaders engage in higher order thinking that may be “outside the building” thinking (Ash et al., 2013). They need to support and encourage ideas from teachers and put student learning as a main focus in their schools.     

References
ASLANARGUN, E. (2012). Principals’ Values in School Administration. Educational Sciences: Theory and Practice, 121339-1344.doi: 10.1016/j.ijer.2011.07.001

Wallin, D., Newton, P. (2013). Instructional Leadership of the Rural Teaching Principal: Double the Trouble or Twice the Fun?. International Studies in Educational Administration (Commonwealth Council For Educational Administration & Management (CCEAM)), 41(2), 19-31

ASH, R. C., HODGE, P.H., & CONNELL, P. H. (2013). THE RECRUITMENT AND SELECTION OF PRINCIPALS WHO INCREASE STUDENT LEARNING. Education, 134(1), 94-100.

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