EducationalLeadership and Policy

Title

Educational leadership

and

Policy

Thesis and Dissertation Binding - PHD Bookbinding

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is the LORD.”

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then use the video above to see and

listen to the same teaching topic in

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

My Researching

Project

Thesis and Dissertation Binding - PHD Bookbinding

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.