Educational Leadership and Policy

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Title



Educational leadership



and



Policy




Thesis and Dissertation Binding - PHD Bookbinding





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https://mrgirgis.blogspot.com/


         
 



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موقع عمى أبونا فانوس الأنبا بولا


email-logo – Jenny Brook Bluegrass



E-mail  1  :  girgishannaharoun@yahoo.co.uk




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اضغط هنا لتصل الى فيديوهات موقع ابونا فانوس و تنال بركته




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 in the LORD, and whose hope

 is the LORD.”

Jeremiah 17:7



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When I say I miss school, I 

mean my friends and the 

fun. Not the school.

Use the other  language selector

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through my whole site using any 

native language you speak,

then use the video above to see and 

listen to the same teaching topic in 

text below.



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Next, Use the world site selector on 

my home page above to go to the 

search engine site or the social 

media site you like.




My YouTube Channel: Click: :( Mr. /Girgis H. H).



منهج الانجليزى ثانوية عامة / معكم الاستاذ / جرجس حنا هارون


 /Unit 1: (Writers and stories) Lesson: 1







My Researching




Project



Thesis and Dissertation Binding - PHD Bookbinding






in




Educational leadership




and




Policy 
 



 Time:  April, 2023




Corresponding Authors:


1-Mr. / Girgis Hanna, the senior researcher.


2- 3 of my assistant Colleagues.





Editor


Edited by: Mr./ Girgis Hanna Haroun





Supervisor:

Senior and public supervisors of English


 in Egypt.





The site published on:

www.bchmsg.yolasite.com





Subject:

Educational leadership and policy



What Does Leadership in Education Mean to You? - National Council of  Teachers of English



Online since :  2022




Affiliation:

The Ministry of Education in Egypt.


 



Table of Contents




The Research Structure Plan



Chapter :  1  :  The Research Abstract.


Chapter :  2  :  The Research Introduction.


Chapter :  3  :  The Research Methods and Tools.


Chapter  : 4  :  The Research Results.


Chapter  :  5  :  The Research Outcomes and impact.

 
Chapter  :  6  :  The Research Discussion.


Chapter     7  :  The Research Conclusion.


Chapter  :  8  :  The Research Limitations.


Chapter  :   9 :  The Research Acknowledgement.


Chapter  : 10 :  The Research References.



By :  Mr. / Girgis Hanna Haroun Abdoh.




Research Content






1-Introduction




1-The Research Vision, Mission and Objectives


The vision is (Developing our Education system)..

The mission is Doing research theses

The Objectives are:Solving problems that arise from

 educational leadership which creates conflicts inside

 the education organizations and the educational policy itself.




2-A problem needs a solution

 We faced a problem that needs a an urgent solution.

The problem is: We, the researching group, noticed

 that the learning outcomes of high schools and

colleges are low.


It has been known for decades that teachers


can have a profound effect on the students they teach.



Education policies can make a significant difference


 in a teacher’s work, which in turn affects their students.


 When expert teachers are actively engaged in the


development of education policy and initiatives,


achieving the intended outcomes and avoiding


unintended consequences is more likely.





3-Reasons for the research:


The reason for doing such research is that I and

 my colleagues noticed that some organizations did

not work as efficiently as they could, and senior

 managers have encountered various problems.

Complaints were numersous. People worked in

 terms of only firm accountability and punishment.




There was no vision, no mission, no ogjectives,

 no team work, no love or respect and no good

performance. We have been asked to estimate

the situation, analyze it, and come up with

solutions which could increase efficiency and

 productivity; in other words, increase

organizational performance. After preliminary

interviews with the senior managers and teachers

at schools, we have identified our areas of the

interest: organizational structure, leadership,

and communication.




The teachers worked individually without any


collaboration with their managers or school leaders.


Teachers didn't like change. They used traditional


 method of teaching like the GTM method.


 Learners were just listeners or stores waiting


for being filled with some information that were


 learnt by heart.



Learners knew nothing about any critical thinking


 like practice, analysis, synthesis, evaluation,


imagination, creation or innovation. They didn't use


 technology in learning. There were no meeting


 areas between the organization managers and


the people who  working with them.



The organizations had managers of instructions


and orders not leaders that could lead the education


 process forward through the leading skills that the


 leader should practice and apply.





4- The researching questions:


How do organizational leadership, and communication

 affect productivity and efficiency of schools and educational

organization?

How we make education organizations perform

well and learning outcomes high?




5-The problem solutions

Employers and employees must learn academically

 and practice actually the roles played by leadership,

 organizational culture, motivation and commitment.




6-Objectives:

Education Policy Drives Social Change. ...

 Policy Studies track prepares educators and other

professionals to serve as leaders in education

 organizations. Students gain the knowledge and

 skills in leadership, policy, law, economics, and

research to effectively administer education programs

 and policies at all levels.


The Policy Studies track prepares teachers and


other professional to serve as leaders in organizations


 - including federal and state education agencies,


school districts, and nonprofits - that implement


education policies and programs.


In addition to leadership, policy, legal, economic,


 and research skills, the track emphasizes the data


analysis and performance management skills needed


 to administer education programs and policies.



The Educational Leadership and Policy (ELP) program

 is devoted to the study and development of policy,

 leadership, change, social diversity, ethics and values

 in PK-12 education. It is designed to develop thoughtful

 and highly skilled educators, administrators, policy

analysts, and academic practitioners.




Educational Leadership and Policy Studies (ELPS)

 program gives you the tools to tackle challenges at all

 levels within an educational system, whether you are

 an aspiring principal, district leader, or policy maker.

Build critical skills through intensive academic and

 field-based experiences.


 



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.

 




 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 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.

 



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.

 



2-Materials and Methods



In order to find out the answer to the research question

 and to fulfill both purposes of the research, we have

conducted a qualitative research.We used types of

qualitative research methods like an in-depth interview,

 focus groups, ethnographic research, content analysis

 and case study research that are usually used.




This has been done by interviewing twenty schools

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.




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

 standards, tests, and other measures of student

development.



 




   6-Limitations




The empirical results reported herein


should be considered in the light of some


limitations.”





1-Time constraints


Just as researchers have deadlines to turn in their


 class papers, academic researchers also must meet


the deadline for submitting a research manuscript


 to a journal. Therefore, the time available to study


 a research problem and to measure change over


 time is constrained by the deadline of my


“assignment.”



I should have Made sure I choose a research 

problem that I will be able to complete well before 

the assignment’s deadline. If time constraints 

negatively impacted my study in any way, 

acknowledge this impact by mentioning a

 need for a future study.




2-Conflicts arising from cultural bias and


other personal issues




Researchers might be biased views due to their


 cultural backgrounds or perspectives of certain


phenomena, and this can affect a study’s 


legitimacy.


Also, it is possible that researchers will have


 biases toward data and results that only support


their hypotheses or arguments.


In order to avoid these problems, the author(s) of


 a study should examine whether the way the


 problem was stated and the data-gathering


process were carried out appropriately.


I found a difficulty , but I did it .




3-More study:


I suggest additional studies in the future as the subject

 of my research is of a national importance to my great

 country. Leading a multicultural team is very 

important.



 In conclusion, I provide a brief conclusion that ties

 each of the findings together and provides a narrative 

bridge to the discussion section of the your paper. We

 reached to the objectives we set before and the vision

 we dreamed of through implementing our mission,

goals and objectives.

 



7-Conclusion





In conclusion, I provide a brief conclusion that ties each

 of the findings together and provides a narrative bridge

 to the discussion section of the your paper.

We reached to the objectives we set before and the

 vision we dreamed of through implementing our

mission, goals and objectives.





Through conclusion, I give my recommendations.

All people at any organization should know and

 practice their work according to the organization

principles, values, vision, mission, goals and

objectives. All people became loyal to their

organization in terms of proper leadership, right

educational policy, communication, responsibility,

tolerance, understanding, good relation,

teamwork,love, respect, the ideal atmosphere that

paved the way to creation and innovation.




Also, the leaders worked in terms of communication,

sharing, rewards, listening to complaints and speaking,

 justice, responsibility, equality, solving problems,

Democracy, commercial awareness and technical

skills.


     
Finally, the conceptual model draws attention to the

fact that successful school leadership must be

understood (and studied) in terms of its particular

context. The instructional management role of the

principal. Educational Administration Quarterly.

Schools are embedded in particular community and

institutional contexts.



Scholars have elaborated on this understanding of the

‘context for leadership’ by calling attention to ways that

socio - cultural norms and institutional structures vary

from nation to nation .Contrasting effects of

instructional leadership practices on student learning

 in a high accountability context. Journal of Educational
 
Administration.

 


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