HEADMASTER AS A CHANGE AGENT IN REALIZING THE VISION OF A SUPERIOR SCHOOL
Keywords:
Headmaster, agent change, vision school, visionary LeadershipAbstract
This study aimed to analyze the role of the head of the school as an agent of change in realizing the vision of an excellent school. The research explored the vital characteristics of school leaders and examined the implementation steps to understand how the head of the school positively influenced change within the school. The findings revealed that a director of the school with visionary LeadershipLeadership, practical communication skills, high integrity, and the ability to build strong relationships played a central role in realizing the vision of an excellent school. The implementation steps included effective communication, forming a change team, identifying change needs and opportunities, active participation of stakeholders, providing training and development, and regular monitoring and evaluating change progress. These steps were crucial factors in achieving the objectives of the school's vision for excellence. In conclusion, the head of the school played a critical role as an agent of change. By possessing the qualities above and actively engaging in the implementation process, they inspired and empowered the school community to create a collaborative and supportive environment for positive change. Regular monitoring and evaluation ensured continuous growth and development. Therefore, the head of the school needs to possess strong leadership qualities and actively involve all stakeholders in pursuing the school's vision. Their actions and efforts influenced the school's success, enabling the desired outcomes
Downloads
References
Andriamihaja, O. R., Metz, F., Zaehringer, J. G., Fischer, M., & Messerli, P. (2021). Identifying agents of change for sustainable land governance: land Use Policy, 100, 104882.
Austin, Z., & Sutton, J. (2014). Qualitative research: Getting started. The Canadian Journal of hospital pharmacy, 67(6), 436.
Blackley, S., Wilson, S., Sheffield, R., Murcia, K., Brown, P., Tang, K. S., ... & Williams, P. J. (2021). How have Covid-19-related changes to tuition modes impacted face-to- face initial teacher education students? Issues in Educational Research, 31(2), 421–439.
Block, K., Cross, S., Riggs, E., & Gibbs, L. (2014). Supporting schools to create an inclusive environment for refugee students. International Journal of Inclusive Education, 18(12), 1337–1355.
Christie, P., & Lingard, B. (2020). Teachers and schooling making a difference: Productive pedagogies, assessment, and performance. Routledge.
Davis, J., Fischl, A. H., Beck, J., Browning, L., Carter, A., Condon, J. E., ... & Villalobos, S. (2022). 2022 National standards for diabetes self-management education and support. The science of diabetes self-management and care, 48(1), 44–59.
Day, C., Gu, Q., & Sammons, P. (2016). The impact of LeadershipLeadership on student outcomes: How successful school leaders use transformational and instructional strategies to make a difference. Educational administration quarterly, 52(2), 221-258.
DuFour, R. (2004). What is a" professional learning community"?. Educational leadership, 61(8), 6-11.
Dunne, E., Zandstra, R., Brown, T., & Nurser, T. (2011). Students as change agents: New ways of engaging with learning and teaching in higher education.
Fu, J. (2013). The complexity of ICT in education: A critical literature review and its implications. International Journal of Education and Development using ICT, 9(1), 112–125.
Fullan, M., & Langworthy, M. (2014). A rich seam: How new pedagogies find deep learning.
Ganesh, K., Wu, C., O’Rourke, K. P., Szeglin, B. C., Zheng, Y., Sauve´, C. E. G., ... & Smith, J. J. (2019). A rectal cancer organoid platform to study individual responses to chemoradiation. Nature medicine, 25(10), 1607-1614.
Gravley-Stack, K. E. (2014). Achieving inclusive excellence: The role of change agents and institutional artifacts in diversifying institutions (Doctoral dissertation, North Dakota State University).
Gronn, P. (2008). The future of distributed leadership. Journal of educational administration.
Hallinger, P., & Heck, R. H. (2010). Leadership for learning: Does collaborative LeadershipLeadership make a difference in school improvement? Educational management administration & LeadershipLeadership, 38(6), 654-678.
Hargreaves, A. (2007). Sustainable professional learning communities. Professional learning communities: Divergence, depth, and dilemmas, pp. 181–195.
Harris, S. L., Handleman, J. S., Kristoff, B., Bass, L., & Gordon, R. (1990). Changes in language development among autistic and peer children in segregated and integrated preschool settings. Journal of Autism and Developmental Disorders, pp. 20, 23–31.
Hassan, A., Gallear, D., & Sivarajah, U. (2018). Critical factors affecting LeadershipLeadership: A higher education context. Transforming Government: People, Process, and Policy.
Hitt, D. H., & Tucker, P. D. (2016). Systematic review of key leader practices found to influence student achievement: A unified framework. Review of educational research, 86(2), 531-569.
Johnson, L., Becker, S. A., Cummins, M., Estrada, V., Freeman, A., & Hall, C. (2016). NMC horizon report: 2016 higher education edition (pp. 1-50). The New Media Consortium.
Jones, P. W. (2018). International policies for third world education: UNESCO, literacy, and development. Routledge.
Leithwood, K., & Mascall, B. (2008). Collective leadership effects on student achievement. Educational administration quarterly, 44(4), 529–561.
Lo´pez-Pastor, V., & Sicilia-Camacho, A. (2017). Formative and shared assessment in higher education. Lessons learned and challenges for the future. Assessment & Evaluation in Higher Education, 42(1), 77-97.
Mapp, K. L., & Kuttner, P. J. (2013). Partners in Education: A Dual Capacity-Building Framework for Family-School Partnerships. Sedl.
McIntosh, K., Kelm, J. L., & Canizal Delabra, A. (2016). In search of how principals change: A qualitative study of events that help and hinder administrator support for school-wide PBIS. Journal of Positive Behavior Interventions, 18(2), 100-110.
Muhammad, A. (2009). Transforming school culture: How to overcome staff division.
Solution Tree Press.
Muji, A. P., Gistituati, N., Bentri, A., & Falma, F. O. (2021). Evaluation of the implementation of the Sekolah penggerak curriculum using the context, input, process, and product evaluation model in high schools. Jurnal Penelitian Pendidikan Indonesia, 7(3), 377-384.
Murillo, J., & Roma´n, M. (2014). Consecuencias del trabajo infantil en el desempen˜o escolar. Estudiantes latinoamericanos de educacio´n primaria.
Popil, I. (2011). Promotion of critical thinking by using case studies as teaching method. Nurse education today, 31(2), 204-207.
Potter, J. (2003). Active citizenship in schools: a good practice guide to developing a whole school policy. Routledge.
Rainer, P., Cropley, B., Jarvis, S., & Griffiths, R. (2012). From policy to practice: Headteachers in primary schools face the challenges of providing high-quality physical education and school sport. Physical education and sport pedagogy, 17(4), 429–446.
Robinson, L. E., Rudisill, M. E., & Goodway, J. D. (2009). Instructional climates in at-risk preschool children. Part II: Perceived physical competence. Research Quarterly for Exercise and Sport, 80(3), 543–551.
Rogan, J., & Aldous, C. (2005). Relationships between the constructs of a theory of curriculum implementation. Journal of Research in Science Teaching: The Official Journal of the National Association for Research in Science Teaching, 42(3), 313–336.
Sergiovanni, T. J. (1992). Moral leadership. NASSP Bulletin, 76(547), 121-121.
Shyamsundar, P., Springer, N. P., Tallis, H., Polasky, S., Jat, M. L., Sidhu, H. S., ... & Somanathan, R. (2019). Fields on fire: Alternatives to crop residue burning in India. Science, 365(6453), 536-538.
Shyamsundar, P., Springer, N. P., Tallis, H., Polasky, S., Jat, M. L., Sidhu, H. S., ... & Somanathan, R. (2019). Fields on fire: Alternatives to crop residue burning in India. Science, 365(6453), 536-538.
Simons, H. (2014). Case study research: In-depth understanding in context. The Oxford Handbook of qualitative research, pp. 455–470.
Skaggs, G., & Bodenhorn, N. (2006). Relationships between implementing character education, student behavior, and student achievement. Journal of Advanced Academics, 18(1), 82-114.
Taylor, S. J., Bogdan, R., & DeVault, M. (2015). Introduction to qualitative research methods: A guidebook and resource. John Wiley & Sons.
