managers and
20 educational leaders or administers
beside 50 teachers and senior
teachers working at
schools and education zones and supervision.
We have
tried to talk to representatives of different
layers of the
organizations to make our research
complete. These semi-structured interviews resulted in
qualitative data, which had
been processed and
analyzed using coding technique.
Our research used 2 methods:
One of academic character, and one
of practical
character.
1-The academic purpose is in investigating
relationship
between organizational structure, leadership, and
communication and organizational performance,
i.e. efficiency and
productivity.
2-The practical purpose is in giving analysis-based
recommendations about possible ways to increase
productivity and
efficiency to our educational
organizations.
3-We used interviews, lectures, debates, experiencing,
observations, analysis, synthesis, assessment,
feedback and evaluation.
4-We
held workshops, modeling, training units authentic
field practice in
actual fields and we assessed, followed
and evaluated what we
recommended academically
before. It took 3 months to conduct our
experiences
that we acquired from our professors in East Anglia
University, England.
3- Main Findings / Results
The
results section is where I
reported the findings of
my study based upon the methodologies I
applied to
gather information. I used case studies, interviews and
gathered data at the organizations of schools,
educational associations and zone.
Findings and results:
Learning, teaching and learning are integrally
connected.
Leadership can play a key role in improving
learning outcomes of
learners by setting strategic
direction and goal, influencing teachers’
and facilitators’ behaviors and motivations, mobilizing resources and
support for institutional development and keeping teachers/facilitators
and learners focussed on teaching and learning through monitoring,
support and guidance,
Effective learning is the outcome of effective
leadership. Education systems should have appropriate policies and
programmes to develop educational leaders who embrace /learning’ at the
core of their leadership role, what is referred to as learning
leadership. The hallmark of good leadership in education is to take
responsibility and accept accountability for learning.
Educational leaders have traditionally focused on management roles such
as planning, budgeting, scheduling, maintenance of facilities, teacher
evaluation, etc. Research in education has shown that a particular type
of leadership that makes a difference in learning is instructional
leadership or learning leadership, where leaders are intensely involves
in curricular and instructional issues that have direct bearing on
learner achievement.
Learning leaders are those who prioritize teaching
and learning at the top of their priority, promote the culture of
continuous learning, use evidence or data on learner achievement to make
decisions and set priorities. These leaders are consistently focused on
the core technology of education, which is learning, learner support,
teaching, teacher support, curriculum, learning materials, assessment,
feedback and improvement.
We wrote a report that included our data, solutions and
recommendations we presented.
Our teachers, senior teachers, schools managers
and education organizations leaders learnt the
relation between education and
development through
the key findings and secondary findings we presented.
I
will Present
a result and then explain it, before
presenting the next result then
explaining it, and
so on, then end with an overall synopsis.
This is the
preferred approach as I have multiple
results of equal significance.
It is more common in
longer papers because it helps the reader to
better
understand each finding.
Finding result 1 :
Why Leadership and Policy?
Improving student outcomes, particularly in chronically
under performing
schools that serve poor and minority
students, is a
national priority. To address this
imperative, state and national
education reform efforts
are increasingly focused on improving the
professional
knowledge base and preparation of educational
leaders, as
catalysts of improvement.
This researching study is designed to develop
thoughtful and highly skilled educators,
administrators,
policy analysts, and academic practitioners. A
combination of theory and practice will enable students
to tackle the
complex challenges of current education
policies and procedures.
This program prepares students with the skills,
knowledge, and
real-world experiences to provide
direction within a dynamic educational
landscape as
superintendents or executive leaders.
This study prepares graduates for many types of
school-based leadership
roles including the principal-
ship,instructional coach, data and
evaluation specialist,
or program developer. We also prepare graduates
for
leadership careers outside of schools in roles such as
policy
analyst, social advocate, or educational
entrepreneur.
Learners will :
Understand the complexity of the educational system,
including the
historical, cultural, economic, and social
conditions that may affect
student learning.
Research the effectiveness of policy proposals and
better understand
the implementation of existing
policies, particularly as they affect
outcomes for
traditionally marginalized students. Advocate for the
implementation of different approaches to enhance
student learning for all children.
Finding result 2 :
The difference between educational leadership
and management:
Educational management and educational leadership
are central concepts
in understanding organizing in
educational institutions but their
meaning, the difference
between them and their value in educational organizing
remain the subject of debate. In this article, we analyze
and contrast the two concepts.
We conclude that educational management
entails
carrying the responsibility for the proper functioning of
a
system in an educational institution in which others
participate.Carrying
a responsibility of this kind is a
state of mind and does not
necessitate actions, though
it typically and frequently does.
In
contrast, educational leadership is the act of
influencing others in
educational settings to achieve
goals and necessitates actions of some kind.
4- Results / Secondary
Findings
I
will Present
a secondary result or finding and then
explain it, before presenting the next result then
explaining it, and so on, then end with an overall
synopsis.
This is the
preferred approach as I have multiple
results of equal significance.
It is more common
in longer papers because it helps the reader to
better
understand each finding.
Secondary Finding result 1 :
Policy leadership and
complex social change
An investigation of
leadership for school improvement
and student achievement would be
incomplete if it did
not attend to the role of the states.
Over the past
three decades, the states have played
an increasingly active role in
promulgating policies to
promote change in the education systems for
which
they have constitutional responsibility.
In addition, policy
makers and educators have viewed
policy initiatives in light of their
obligation to foster
economic growth and social goals.
But in matters of
K- 12 education, the United States
has a long tradition of local
autonomy, and muscular
new efforts to launch systemic reform have not
always
been received with enthusiasm by schools and districts.
Leadership at the state level entails dealing with
policies and
practices that may seem far removed from
people whose interest in
schools is immediate and
concrete—individual students and parents, for
example.
State-level leaders are charged with formulating policies
that
will frame practice in districts and schools more
broadly, according to
the public interest, and to provide
incentives and sanctions for local
implementation of
those policies. Tensions have been inevitable in these
efforts, which have left no state untouched.
How might these
efforts be characterized? Scholarship
about the relationship between
policy leadership and
complex social change presents three main images.
A
technical policy perspective is found in most policy
analysis texts; it is generally associated with rational
choice models.Policy leaders should, according to this
perspective, focus on rational
choices to be made once
a policy issue is on the agenda. Another image
emphasizes a
political perspective, focusing on a
naturalistic explanation of how policies are made.
The indeterminate nature of
leadership in the course
of policy making, and the slippage that occurs
as
policy refinements accrue during implementation,
help to explain how
policies succeed or fail.
Particular
instruments used to reformulate policy are less
important, according to this perspective, than
understanding how a particular
policy issue got the
governor‘s or the legislative
committee‘s attention
in the first place.
A third image, the
practitioner perspective, emerges
from studies of
public sector administrators; it examines
the tendency of administrators
to seek flexibility and
autonomy in interpreting policies, and ways in
which
this tendency affects the broader process of change.
Secondary Finding result 2 :
Distribution of leadership to include teachers, parents,
and district staff is needed in order to improve student
achievement.
School and district leaders should,
as a matter of policy and practice,
extend significant
influence to others in the school community as a
foundation for their efforts to improve student
achievement.
Such an
expansion of influence to others will in no way
diminish their own
influence.
District-level and state policy makers must assume
the
responsibility for nurturing principals’ dispositions
toward the
distribution of leadership.
Promoting productive forms of
distributed leadership
in schools creates new challenges for principals,
and without sustained encouragement and support
from outside the school
it is unlikely to become
common practice. Distributing leadership
more
widely in schools is definitely not a means of
reducing principals‘
workload, as has sometimes
been suggested; neither is it likely to
diminish the
principal‘s own influence. This conclusion brings us
back
to our second point about the need for serious
consideration of
redesigning principals‘ jobs.
Policy makers and practitioners should avoid promoting
conceptions of instructional leadership which adopt an
exclusive or
narrow focus on classroom instruction.
Our study suggests that
successful school-level
leadership involves significant attention to
classroom
instructional practices, but it also includes attention
to
other issues critical to the health and welfare of
schools.
Furthermore,
school leaders can have a significant
influence on teachers‘ classroom
practices through
their efforts to motivate teachers and create
workplace
settings compatible with instructional practices known
to be
effective.
5-Discussion
The purpose of the discussion is to interpret and
describe the
significance of our findings in light of
what was already known about
the research
problem
being investigated and to explain any new
understanding or
insights that emerged as a result of
our study of the problem.
DISCUSSION provides the explanation and
interpretation of results or
findings by comparing with
the findings in prior studies. Then, I can
say that:
compared to the previous study about (Educational
leadership and policy), I say that my research is
different .
My research recommended the following:
Implications for Practice
School improvement requires the participation of all
leaders.
Our findings complement those of Part I, where
distributed
leadership effects on student achievement
were among the most
significant. In most states,
there are few forums for creating dialogue
that might
influence how people at all levels make sense of state