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The leadership standards of the secondary school leaders essential for analysis are shared vision, culture of learning, management, family and community, ethics, and societal context.. T

ASSESSMENT OF THE LEADERSHIP STANDARDS OF THE SECONDARY SCHOOL LEADERS IN HAI PHONG CITY:

BASIS FOR AN INTERVENTION PROGRAM

A Dissertation Presented To The Faculty of the Graduate School Southern Luzon State University, the Philippines

In Collaboration with Thai Nguyen University

Socialist Republic of Vietnam

In Partial Fulfillment of the Requirements for the Degree Doctor of Philosophy In Educational Management

NGUYEN THI DAT KHOA - (LUCY)

APPROVAL SHEET

In partial fulfillment of the requirements for the degree Doctor of Philosophy in

Educational Management, this research entitled “Assessment of the Leadership Standards

of the Secondary School Leaders in Hai Phong City: Basis for an Intervention Program” has been prepared and submitted by Nguyen Thi Dat Khoa (Lucy) and is hereby

recommended for oral examination

_

DR RICARYL CATHERINE P CRUZ Research Adviser

Approved by the Oral Examination Committee, in partial fulfillment of the

requirements for the degree Doctor of Philosophy in Educational Management offered by

Southern Luzon State University, Republic of the Philippines in collaboration with Thai

Nguyen University, Socialist Republic of Vietnam

Accepted in partial fulfillment of the requirements for the degree Doctor of

Philosophy in Educational Management offered by Southern Luzon State University,

Republic of the Philippines in collaboration with Thai Nguyen University, Socialist Republic

of Vietnam

ACKNOWLEDGMENTS

Writing a doctoral dissertation is a gratifying but difficult and sometimes nerve wrecking endeavor that only few engaged in because it requires a lot of sacrifices and hard work from the researcher However, at the end of the task, one experiences a wonderful feeling of joy, happiness, relief and fulfillment

The researcher would like to extend her sincerest gratitude and thanks to the following people who were very instrumental in the fulfillment of this research

DR CECILIA N GASCON, President of the Southern Luzon State University in the Republic of the Philippines, for her untiring effort and belief that this collaboration is possible thus enabling her to pursue the Doctor of Philosophy in Educational Management;

DR DANG KIM VUI, President of Thai Nguyen in the Socialist Republic of Vietnam, for his untiring effort and belief that this collaboration is worthy for implementation;

DR NGUYEN THE HUNG, Director of the International Training Center, Thai Nguyen University of the Socialist Republic of Vietnam, for his significant concern to provide the Vietnamese people an opportunity to grow through education;

DR RICARYL CATHERINE P CRUZ, her adviser, for the guidance and endless support for the improvement of this study

DR APOLONIA A ESPINOSA, DR WALBERTO A MACARAAN, DR BELLA R MUELLO, and DR TERESITA V DE LA CRUZ who composed the Oral Defense Committee, for their suggestions, comments and corrections to improve this study;

ITC STAFF, for providing the necessary research materials;

HER FAMILY and FRIENDS, for the love and support in one way or the other;

And TO ALL who have contributed to make this study a success

TABLE OF CONTENTS

APPROVAL SHEET

ACKNOWLEDGMENT

TABLE OF CONTENTS

LIST OF TABLES

LIST OF FIGURES

LIST OF APPENDICES

ABSTRACT

ii iii iv vi viii ix x Chapter I INTRODUCTION 1 Background of the Study

Objectives of the Study

Hypothesis

Significance of the Study

Scope and Limitation of the Study

Definition of Terms

3 7 8 8 9 9 Chapter II REVIEW OF RELATED LITERATURE AND STUDIES 12 Related Literature and Study 12

Conceptual Framework 29

Research Paradigm 31

Chapter III RESEARCH METHODOLOGY 32

Locale of the Study

Research Design

Respondents of the Study

Instrumentation

Data Gathering Procedure

Statistical Treatment

32 32 32 33 34 34 Chapter IV RESULTS AND DISCUSSION 38

Profile of respondents

Perception of the Respondents on the Current Leadership Standards of the Secondary School Leaders in Hai Phong City

Perception of the Respondents on the Current Leadership Standards of the Secondary School Leaders in Hai Phong City

Proposed Intervention Program 38 46 55 68 Chapter V SUMMARY, CONCLUSIONS AND RECOMMENDATIONS 76

Summary

Findings

Conclusions

Recommendations

76 76 78 79 BIBLIOGRAPHY 80

APPENDICES 83

CURRICULUM VITAE 123

4 Frequency and Percentage Distribution of the Respondents' Profile in

Terms of Civil Status 39

5 Frequency and Percentage Distribution of the Respondents' Profile in

Terms of Educational Attainment 40

6 Frequency and Percentage Distribution of the Respondents' Profile in

Terms of Monthly Income 42

7 Frequency and Percentage Distribution of the Respondents' Profile in

Terms of Length of Service 43

8 Frequency and Percentage Distribution of the Respondents' Profile in

Terms of Length of Management Experience 43

9 Mean Distribution of the Responses on the Leadership Standards of the

Secondary School Leaders in Hai Phong City in terms of

Shared Vision 46

10 Mean Distribution of the Responses on the Leadership Standards of the

Secondary School Leaders in Hai Phong City in Terms of Culture

of Learning 48

11 Mean Distribution of Responses on the Leadership Standards of the

Secondary School Leaders in Hai Phong City in Terms of

Management 49

12 Mean Distribution of the Responses on the Leadership Standards of

the Secondary School Leaders in Hai Phong City in Terms of

Family and Community 51

13 Mean Distribution of the Responses on the Leadership Standards of the

Secondary School Leaders in Hai Phong City in Terms of Ethics 52

14 Mean Distribution of the Responses on the Leadership Standards

of the Secondary School Leaders in Haiphong City in Terms of

Societal Context 54

15 Correlation of the Responses on Shared vision with profile of Respondent 55

16 Correlation of the Responses on Culture of Learning with profile of Respondent 57

17 Correlation of the Responses on Management with profile of Respondent 60

18 Correlation of the Responses on Family and Community

19 Correlation of the Responses on Ethics with profile of Respondent 64

20 Correlation of the Responses on Societal Context with profile of Respondent 66

LIST OF FIGURES

1 Input-Process-Output on the Perceived Leadership Standards

Of the Secondary School Leaders: Basis for an Intervention 31

LIST OF APPENDICES

C Weighted mean for Gender, age in leadership standards of

Shared Vision; Culture of Learning; Management; Family

D Weighted mean Monthly income, Civil status, Education

attainment in leadership standards of Shared Vision; Culture

of Learning; Management; Family and Community; Ethics;

E Weighted mean for Length of service, Length of management

experiences in leadership standards of Shared Vision; Culture

of Learning; Management; Family and Community; Ethics; and

of the principal asked

Title: ASSESSMENT OF THE LEADERSHIP STANDARDS OF

THE SECONDARY SCHOOL LEADERS IN HAI PHONG

CITY: BASIS FOR AN INTERVENTION PROGRAM

Nam/ Address of the

Institution

Southern Luzon State University

Graduate School

Lucban, Quezon

ABSTRACT The primary intent of this study was an assessment of the leadership standards of the

secondary school leaders in Hai Phong City, as a basis for intervention program The leadership standards of the secondary school leaders essential for analysis are shared vision,

culture of learning, management, family and community, ethics, and societal context

This includes the perception of the respondents on the current leadership standards of the

secondary school leaders in Hai Phong City; determine the problems encountered in the

current leadership standards of the secondary school leaders; ascertain the significant

difference on the problems encountered when the respondents are grouped according to their

profile and propose an intervention program to enhance the leadership standard of the

secondary school leaders in Haiphong City This study used correlation in analyzing the

variables Measurement of the leadership standards of the secondary school leaders is limited

from the questionnaire The questionnaire was used as a major data-gathering instrument and

the unstructured interview was done to cross check the responses of the respondents There

were 203 leaders (principals/headmasters) used as respondents in the study The weighted

mean and the Chi - Square value analysis were used to analyze the data In the evaluation

based on the criteria of leaders, the secondary-school principals in Hai Phong have been good

in reviewing the content in general However, some specific works considered could not have

been well-done For instance: in utilizing researches and/or best practices in improving the

educational program aligning and implementing the educational programs, plans, actions, and

resources with the district's vision and goals; providing leadership for assessing, developing

and improving climate and culture; evaluating staff and providing ongoing coaching for

improvement; articulating the desired school culture and showing evidence about how it is reinforced; recruiting, selecting, inducting, and retraining staff to support quality instruction;

managing fiscal and physical resources responsibly, efficiently, and effectively; proving and

demonstrating appreciation and sensitivity to diversity in the school community; implement

appropriate strategies to reach the desired goals With this, the study has offered improvement

of the quality and efficiency of the principals’ activities, aiming primarily on the weak

contents focusing on the following issues: management of administrators, teachers, and staff;

management of finance and facilities; implementation of the principal evaluation It is

therefore recommended that the principals with their concerted efforts enrich the teacher

characteristics so as to arm them better for a positive learning climate, improve their

technology adeptness’ and that could enhance students’ motivation and self-regulation

Chapter 1

INTRODUCTION

Education is the key to sustain development in Vietnam Education is an indispensable

means for socio-economic development of the country in the cause of industrialization and

modernization The Party and the State always considered education as a top national policy

To develop education, educational management plays a key role to determine the quality and

effectiveness of the educational activities

Haiphong port city is the first center urban type of national level which has an important position in the socio- economic and security and defense of the northern regions of the

country Haiphong has natural area of 1519.2 km2, population of 1842.8 thousand people and

15 administrative divisions Haiphong (7 urban districts and 8 suburban districts) – a key

economic center of the northern region with enormous potentiality

XIVth Party Congress Resolution city has identified development goals of the city in

2015, which is: "To promote comprehensive, the potential advantages of the port city, focus

all resources to promote the process of industrialization, modernization and international

integration, to create a breakthrough development of Haiphong in 2015, a city to become an

industrial port services towards civilization, the university; rapid economic development and

sustainability; urban development deserve the grade I-national urban centers; cultural

development is the spiritual foundation of society; defense-enhanced security; leadership, the political, the battle of the whole Party and the effectiveness and efficiency of the political

system continues to be improved; ensure progress, justice, social security; continue to improve and enhance the quality of life of the people "

The reality of Vietnamese secondary education shows that the educational managers are

the ones who lead and manage the overall educational activities at school This is the all over

educational process with the goals of developing over ally the junior secondary students (year

6 - year 9 classes) in the direction of forming and enhancing the students’ morality, and

broadening the educational scale in a reasonable way

However, in the process of managing the schools, the managers cannot change the

school activities themselves because one of the facets of management is the implementation

of every activity which can only be done by the efforts of the other people If the managers

would like the staffs to participate in the process, the managers have to make them become

aware of the policies and accept them For a school, the teachers and staffs are the ones who

support and create the potential for the head masters to carry out the changes if they are the

right ones It is believed that the teachers and staffs are the people who play the decisive roles for the school successes

If they would like to renovate the educational system to meet the needs of the society,

each school has to train and educate the teachers and staffs to become highly qualified ones,

who have good political value, good morality, and endless love with the children and the

teaching profession Therefore, one of the heaviest duties of the educational managers is to

build up a strong force of teachers and staffs for the schools

So, it is for sure that, if a school would like to increase the quality of education, the first

thing it must have is a highly qualified managers, who have good morality, knowledge and

skills to lead the school The managers have to build up a suitable system of managerial

policies on the foundation of the good relationship between the school, community and

students’ families This can be a firm foundation for him/her to form his/her strategic plans

In order to achieve those goals, the educational and training programs of Haiphong city

need to have the important change The city has to set up its close administration on education with the first work of building up a strong educational management It is now an urgent work

for the researcher to help the city leaders to find out the best policies to train the good head

masters, and to evaluate and manage them This can be a good foundation for the city to

create the strategic plan to develop the education of the city

Background of the Study

The Vietnamese inherited a high respect for learning Under Confucianism, education

was essential for admission to the ruling class of scholar-officials, the Mandarinate Under

French rule, even though Vietnamese were excluded from the colonial power elite, education

was a requisite for employment in the colonial civil service and for other white-collar,

high-status jobs In divided Vietnam, education has continued to be a channel for social mobility in

both the North and the South

Before the 1950s, poverty was a major impediment to learning, and secondary and

higher education were beyond the reach of all but only a small number of upper class people Subsequently, however, rival regimes in Hanoi and Saigon broadened educational

opportunities Both governments accomplished this despite the shortage of teachers,

textbooks, equipment, and classrooms, as gravitated by the disruptions of war in the 1960s

and the early 1970s The school system was originally patterned after the French model, but

the curriculum was revised to give more emphasis to Vietnamese history, language, and

literature and, in Hanoi, to the teaching of revolutionary ethics and Marxism-Leninism

(http://countrystudies.us/vietnam/43.htm)

In Vietnam, children enjoyed 12 years of basic education on a half-day basis before they

moved on to college or university or began to work Education played a central role in

Vietnam Not only was the devotion to study one of society’s core values, but education was,

of course, also perceived as a chance of advancement There were huge education needs for Vietnam’s young ones, and the public school system could not always satisfy them In

general, families invested a lot of time and money to send their children to a good school and

ensured they would have a bright future

(http://www.internations.org/vietnam-expats/guide/living-in-vietnam-15470/education-in-vietnam-3)

Education had always had a central role in Vietnam culture and society It was seen as

the avenue of advancement and families routinely sacrifice much to ensure their offspring get

the required education The government of Vietnam had for some time set the priority of

education in terms of its budget In 2008, the Department of Finance and Planning, MOET

reported that education occupied approximately 20 percent of all state budget expenditures

and accounted for 5.5 percent of GDP (Christopher Runckel, President of Runckel &

Associates)

Dr Nguyen Van Trang, Director General of the Secondary Education Department,

Ministry of Education and Training stated in his writing entitled Secondary Education in

Vietnam that “Vietnam's Education Law dated December 11, 1998 had affirmed that the goals

of education were to comprehensively develop Vietnam's human resource, with morality, knowledge, good health, and loyalty to the idea of national independence and socialism; to

develop individual personality and capacity for the building and protection of the country

The goals set forth for secondary education are students' all-round development in terms

of morality, physical body, arts, and basic skills so that they could be prepared to pursue

further studies or to become fully responsible citizens contributing to the building of the

country

There were specific objectives designed for each level within the secondary education

Basic secondary education strengthened and enhanced students' achievements gained from

lower education, developed their basic knowledge and introduced technical and vocational

skills so that they could follow their future studies at high schools, vocational college or go to

work High school education further developed students' knowledge after basic secondary education with vocational orientation so that after graduation, high school students could join

the university programs or vocational colleges or directly go to work (Oct 12, 2006, http://en.moet.gov.vn/?page=6.7&view=4402)

Dr Sharma (2009) stated that “Educational management is a field of study and practice

concerned with the operation of educational organizations, they had consistently argued that

educational management had to be centrally concerned with the purpose or aims of education

These purposes or goals provided the crucial sense of direction to underpin the management

of educational institutions Unless this link between purpose and management was clear and

close, there was a danger of “managerialism…a stress on procedures at the expense of no

super-ordinate goals or values of its own The pursuit of efficiency may be the mission

statement and objectives which others define” (Educational Management: a Unified

Approach of Education, Dr S.L Sharma, Global India Publications Pvt Ltd., 2009)

School leadership had become a priority in education policy agenda across OECD and

partner countries It has played a key role in improving school outcomes by influencing the

motivations and capacities of teachers, as well as the environment in which they worked At the interface between classrooms, individual schools and the outside world, school leadership

is essential to improve the efficiency and equity of schooling

As countries have been seeking to adapt their education systems to the needs of

contemporary society, the expectations for schools and school leaders have changed

profoundly The role of school leaders has been evolving in response to shifting expectations

for schools and educational policies that stress decentralization, autonomy and accountability,

as well as new understandings of teaching and learning

Once limited to the functions of bureaucratic administrator or head teacher, school

leadership has now been increasingly defined by a far larger and more demanding set of roles

including financial and human resource management and leadership for learning In many

countries today, the men and women who have run schools are overburdened, underpaid and near retirement, whereby there have been only few people lining up for their jobs

Policymakers needed to adapt school leadership policy to new environment by addressing the major challenges that had arisen and intensified over the past decades As

expectations of what school leaders should achieve have been changed, the definition and

distribution of tasks, as well as the levels of training, support and incentives need revision

(www.oecd.org/edu/schoolleadership)

Haiphong was a coastal city in a distance of 102 kilometers to the Northeast of Hanoi

capital, borders with Quang Ninh province to the North, Hai Duong province to the West,

Thai Binh province to the South, and Bac Bo Bay in the East Sea and Hai Nam Island to the

East The city was located in the “two corridors and one belt” of economic cooperation

between Vietnam and China, and had a significant position in the socio-economic

development, national defense and security of the North and the whole country

Haiphong, known as the Red Flamboyant City, was the biggest port and industrial city

in the North of Vietnam, located in the Northern delta area Haiphong was the third largest

city of Vietnam after Ho Chi Minh City and Hanoi capital Haiphong was one of the five cities under direct control of the Central Government, the first-rank central city at national

level together with Da Nang and Can Tho As of December 2011, Haiphong population was

1,907,705 people, of which 46.1% live in urban area while 53.9% in rural area, that made

Haiphong the 3rd crowded city in Vietnam

Currently, there have been 203 secondary schools in Haiphong City providing education

and training for around 88,976 students There have been some changes and progress in the

management of education However, those achievements have not really met the innovation

and development requirements of the society The education quality in some schools was

somehow low A number of managers had slow and low innovation, little creativeness,

careful attention and has not developed strategies for the schools The coordination between

inspection results with professional work, education management and emulation, the appointment, transfer and use of officials and teachers had not achieved the desired results

On October 22, 2009, the Minister of Ministry of Education and Training issued the Circular No 29/2009/TT-BGDDT regarding the standard system of school leaders of every

primary school and secondary schools The purposes of this circular were to let the school

leaders self-assess their skills and capacity, to serve as bases for the governing institutions to

assess and rank the quality of school leaders before they were trained, promoted and

appointed

Objectives of the study

The study was aimed to assess the leadership standards of the secondary school leaders

in Haiphong City;

Specifically, it sought to attain the following objectives:

1 Determine the profiles of the respondents as indicated by:

1.7 Length of Management Experiences

2 Find out the perception of the respondents on the current leadership standards of the

secondary school leaders in Haiphong City in terms of:

3 Ascertain the significant difference on the current leadership standards of the

Secondary School Leaders in Haiphong City when the respondents are grouped according to

their profile

4 Develop an intervention program based on the results of the study

Hypothesis

There is no significant difference on the leadership standards of the secondary school

leaders when the respondents are grouped according to their profile

Significance of the Study

Ministry of Education and Training: The results of the study and the proposed

solutions of the Department of Education and Training of Haiphong City can serve as a good

idea for MOET to consider and request the Department of Education and Training of every

Province and City in Vietnam to assess the current status of the leadership standards of the

school leaders in general and the secondary school leaders in particular Moreover, MOET could think of possibilities to conduct further studies to design a complete training program to

improve the leadership skills of school leaders

Department of Education and Training of Haiphong City: The results of the study might serve as a good basis for the DET to think of possibility to assess the current leadership

standards of the principals of all primary and high schools in Haiphong City DET could

propose proper solutions to the Ministry of Education and Training for the designing of a

complete training program to improve the leadership skills of school leaders

Offices of Education and Training: The results of the study and the proposed

solutions may serve as a good recommendation/suggestion for the OET of districts and wards

in Haiphong City to see the status and problems faced by the secondary school leaders in their

area OETs will then report to DET and request for proper actions

Secondary school leaders: The results of the study and the proposed solutions by the

researcher helped the school leaders see their strengths, weaknesses and they themselves thought to adjust the requests for suitable training programs to improve their leadership

standards

Secondary school teachers: These are the results of the study and the proposed

solutions by the researcher might recommend school leaders methods to improve themselves

and once the leadership standards of the school leaders are improved, the secondary school

teachers might be provided with better environments, conditions and chances to teach The

quality of the teaching would then be improved

The future researchers: The future researchers who may conduct surveys/study in

their areas in order that they could find results on the current leadership standards as well as

problems faced by the school leaders

Scope and Limitation of the Study

The study was conducted to assess the current leadership standards of the secondary

school leaders in Haiphong City A total of 203 leaders (principals) of secondary schools in Haiphong City were selected as the respondents of the study It specifically explored on what

solutions could be introduced to deal with the problems there might be and then improve the

leadership standards of the secondary school leaders The study was limited on the profile of

the respondents in terms of gender, age, monthly income, marital status, educational

attainment, length of service and length of management experiences, as well as the existing

status of the leadership standards of the secondary school leaders in Haiphong City in terms of

shared vision; culture of learning; management; family and community; ethics; and societal

context

The researcher used the questionnaire based on documents in evaluating the school head

masters of Hai Phong city, especially on the implementation of the Circular No

29/2009/TT-BGDDT of the Minister of Ministry of Education and Training and the standard system of school leaders of primary school and junior secondary schools It was conducted on April

2013

Definition of terms

The following terms is hereby defined conceptually and operationally for better

understanding and clarification of the study Below are the terms:

Age refers to the age of the respondents when the study has been conducted Conceptually,

this is the length of time that one has existed; duration of life or One of the stages of

life: (the age of adolescence; at an awkward age.)

Civil status refers to the conjugal status in relation to marriage laws of a school leader in

Vietnam

Culture of Learning according to Edward Tylor maybe defined as the complex whole which

includes knowledge, belief, art, law, morals, custom, and any other capabilities and

habits acquired by man as a member of society Likewise in the present study, culture of

learning refers to the ability of the school leaders in promoting the success of all students by advocating, nurturing and sustaining a school culture and instructional

program conducive to student learning and staff professional development

Educational attainment Is an achievement or the act of achieving; accomplishment Educational attainment refers to the highest educational qualification or academic

degree that a school leader has obtained

Ethics is defined as a moral philosophy or code of morals practiced by a person or group of

people Ethics refers to the ability of the school leaders in promoting the success of all

students by acting with integrity, fairness and in an ethical manner

Family and Community Refers to the ability of the school leaders in promoting the success

of all students by collaborating with families and community members, responding to

diverse community interests and needs and mobilizing community resources One thing that all sides in the educational debate agree upon is that parents and local communities

should be involved in education

Gender Is used to describe the characteristics, roles and responsibilities of women and men, boys and girls, which is socially constructed Gender refers to the personal sexual identity of a school leader, regardless of his/her biological and outward sex

Intervention program may be operationally defined as a proposed program that can enhance the basic standards that the secondary school leaders are required to meet These mayinclude shared vision, culture of learning, management, family and community, ethics and social context

Leadership standards refers to the basic standards that the secondary school leaders are required to meet Moreover, these standards may include shared vision, culture of learning, management, family and community, ethics and social context

Length of management experiences refers to the duration of time that a school leader has held a management position

Length of service refers to the duration of time that a school leader has been working in a school

Management refers to the ability of the school leaders in promoting the success of all students by ensuring management of the organization, operations and resources for a safe, efficient and effective learning environment

Monthly income refers to the total amount of money a school leader has earned in a month Secondary school leaders refer to the principals or headmasters of secondary schools in Haiphong City who have full responsibilities to ensure the smooth operation and high quality of teaching and learning activities

Shared Vision refers to the ability of the school leaders in promoting the success of all students by facilitating the development, articulation, implementation, and stewardship

of a vision of learning that has been shared and supported by the school community Societal Context refers to the ability of the school leaders in promoting the success of allstudents by understanding the profile of the community and, responding to, and influencing the larger political, social, economic, legal and cultural context

Chapter II

REVIEW OF RELATED LITERATURE AND STUDIES This chapter presents the summary of the reviews of literature and studies, which are

found closely related to the study being conducted These are incorporated in order to present

justification of the variables on the leadership standards of secondary school leaders in

Haiphong City, Vietnam This also includes the research paradigm serving as the heart of the

study

School Leadership

Like other complex human activities, leadership is difficult to pin down It might even

be unwise to narrow it unnecessarily Nonetheless, a working definition can provide a useful

frame of reference

At the core of most definitions of leadership are two functions: providing direction and

exercising influence Leaders mobilize and work with others to achieve shared goals This

definition has several important implications:

Leaders do not merely impose goals on followers, but work with others to create a

shared sense of purpose and direction In public education, the ends are increasingly centered

on student learning, including both the development of academic knowledge and skills and

the learning of important values and dispositions

Leaders primarily work through and with other people They also help to establish the conditions that enable others to be effective Thus, leadership effects on school goals are

indirect as well as direct

Leadership is a function more than a role Although leadership is often invested in - or

expected of - persons in positions of formal authority, leadership encom - passes a set of

functions that may be performed by many different persons in different roles throughout a

school

In summary, school leaders are those persons, occupying various roles in the school,

who provide direction and exert influence in order to achieve the school’s goals Formal

leaders are those persons in formal positions of authority - are genuine leaders only to the

extent that they fulfill these functions Leadership functions can be carried out in many

different ways, depending on the individual leader, the context, and the nature of the goals

being pursued

The National Standards for School Leadership formed part of a wider framework of

standards for the whole school workforce and had been drawn up by the Social Partnership,

working with the National College for School Leadership

Given the strong relationship between the quality of school leadership and the outcomes

for pupils, the Standards for School Leadership recognized the key role school leaders play in

providing professional leadership and management in order to improve outcomes for all

pupils

These standards identified the knowledge and understanding, skills and professional

attributes needed by the school’s leadership in order to ensure the school builds leadership

sustainability that was rooted in promotion of excellence, equity and high expectations for all

pupils

According to Beatriz Pont, Deborah Nusche, and Hunter Moorman (2008), in the

context of National Standards for School Leadership professional attributes were behaviors

arising from professional characteristics or qualities The professional attributes within these standards were relevant across the framework and all five areas Effective leaders

demonstrated these attributes appropriately in their day-to-day work and across a range of contexts, both within and beyond the school These leaders showed: a positive, enthusiastic

outlook, embracing risk and innovation; commitment and dedication to social justice, equality

and excellence; engagement in collaborative partnership working, within and beyond the

school; integrity in relation to their own and the school’s practice; courage and conviction to

achieve the best outcomes; respect and empathy towards others; resilience, perseverance and

optimism in the face of difficulties and challenges; decisiveness, consistency and focus on

solutions; drive for improvement and challenging underperformance; and capacity to be

flexible, adaptable and creative

School leadership was an education policy priority around the world Increased school

autonomy and a greater focused on schooling and school results had made it essential to

reconsider the role of school leaders There was much room for improvement to

professionalize school leadership, to support current school leaders and to make school

leadership an attractive career for future candidates The ageing of current principals and the widespread shortage of qualified candidates to replace them after retirement made it

imperative to take action

School leadership had become a priority in education policy agendas internationally It

played a key role in improving school outcomes by influencing the motivations and capacities

of teachers, as well as the school climate and environment Effective school leadership was

essential to improve the efficiency and equity of schooling

Moreover, Beatriz Pont, Deborah Nusche, Hunter Moorman (2008) stated that as

countries were seeking to adapt their education systems to the needs of contemporary society,

expectations for schools and school leaders were changing Many countries had moved

towards decentralization, making schools more autonomous in their decision making and

holding them more accountable for results At the same time, the requirement to improve overall student performance while serving more diverse student population was putting

schools under pressure to use more evidence-based teaching practices

There were concerns across countries that the role of principal as conceived for needs of

the past is no longer appropriate In many countries, principals had heavy workloads; many

were reaching retirement and it was getting harder to replace them Potential candidates often

hesitated to apply, because of overburdened roles, insufficient preparation and training,

limited career prospects and inadequate support and rewards These developments had made

school leadership a priority in education systems across the world Policy makers needed to

enhance the quality of school leadership and make it sustainable

Principals today must also serve as leaders for student learning They must know

academic content and pedagogical techniques They must work with teachers to strengthen

skills They must collect, analyze and use data in ways that fuel excellence They must rally

students, teachers, parents, local health and family service agencies, youth development

groups, local businesses and other community residents and partners around the common goal

of raising student performance And they must have the leadership skills and knowledge to exercise the autonomy and authority to pursue these strategies

Determining the principal’s role was not just an abstract exercise If schools lacked

clarity and consensus about the principal’s mission, they might simply add new duties to an

already extensive list, creating job overload Van Cooley and Jianping Shen (2003) found that

secondary principals reported they were engaged in new roles that had simply been “layered”

over the old job That was, instead of replacing former responsibilities or being integrated into

the job, the new duties were simply added to what was already there

In a standards-oriented age, contemporary visions of leadership could easily be found in

the professional standards established by policymakers, practitioners, and university

professors Foremost among these were the guidelines developed by the Interstate School

Leaders Licensure Consortium (ISLLC), which had gained rapid acceptance The six key themes were as follows: facilitating shared vision; sustaining a school culture conducive to

student and staff learning; managing the organization for a safe, efficient, and effective learning environment; collaborating with families and community members; acting with

integrity, fairness, and in an ethical manner; and influencing the larger political, social,

economic, legal, and cultural context (Larry Lashway, Role of the School Leader, July 2003)

The most instinctive response to the new challenges was simply to work harder Most

school leaders had clearly done this, but might be reaching the point of diminishing returns

Sooner or later, untamed workloads result in declining morale and dimmed enthusiasm In

addition, just trying harder might not help leaders who were confronting issues for which they

had not been trained (and for which there are no clear answers) The list included sexual

harassment of students; guns in school; use of technology; demographic shifts; more rigorous

academic standards (especially No Child Left Behind); and integration of special-needs

students into regular classrooms

By necessity, then, today’s leaders must define themselves as learners, not just doers, constantly scanning the environment for new ideas, tools, and solutions, and reflecting on the

implications Linda Lambert (2002) argued that this search for learning was becoming a

“dominant narrative” for school leaders: Today, leaders attended to the learning of all

members of the educational community Together, they explored current practice, beliefs, and

assumptions that served as a basis for posing inquiry questions These questions were the

signposts in the hunt for evidence and the struggle with dissonance Dissonance was tackled

in dialogue, thereby lowering defenses and increasing shared understanding This journey

resulted in new approaches to student and adult learning, internal school accountability and

shared responsibility, and a commitment to the decisions made for school improvement

We determined the problems encountered in the current leadership standards of the

secondary school leaders in Haiphong City in terms of Shared Vision; Culture of Learning; Management; Family and Community; Ethics; Societal Context

Shared Vision

Many studies were about Shared Vision of Leaders A study made in November 2007

by Iowa’s School regarding leadership standards and criteria has identified Shared Vision In

Standard 1, an educational leader promoted the success of all students by facilitating the

development, articulation, implementation, and stewardship of a vision of learning that was

shared and supported by the school community The administrator: a) in collaboration with

others, used appropriate data to establish rigorous, concreted goals in the context of student

achievement and instructional programs; b) used research and/or best practiced in improving

the educational program; c) articulated and promoted high expectations for teaching and

learning; d) aligned and implemented the educational programs, plans, actions, and resources

with the district’s vision and goals; e) provided leadership for major initiatives and changed

efforts; and f) communicated effectively to various stakeholders regarding progress with

school improvement plan goals

School leaders were willing and able to take the lead in developing world-class education systems that met the needs of all students, as this report demonstrates System

leadership could build capacity in education; share expertise, facilities and resources;

encourage innovation and creativity; improved leadership and spread it more widely; and

provided skills support The collective sharing of skills, expertise and experience would create

much richer and more sustainable opportunities for rigorous transformation than could ever be

provided by isolated institutions

In this new environment, schools and schooling were being given an ever bigger job to

do Greater decentralization in many countries was being coupled with more school

autonomy, more accountability for school and student results, and a better use of the

knowledge base of education and pedagogical processes It was also being coupled with

broader responsibility for contributing to and supporting the schools’ local communities, other schools and other public services

As a result, there was a need to redefine and broaden school leaders’ roles and responsibilities This meant changing the way school leadership was developed and

supported It implied improving incentives to make headship in particular more attractive for

existing heads and for those who would be taking up school leadership positions in the future

And it implied strengthening training and development approaches to help leaders face these

new roles

In terms of “leading strategically”, creating and delivering a shared, corporated

strategic vision, which motivated and inspires pupils, staff, governors and all members of the

school community was critical to school leadership The vision should be underpinned by

shared values, moral purpose and principles of sustainability It should drive the strategic plan

and subsequent actions to secure continuous school improvement and quality outcomes for all

pupils School leaders were required to have knowledge and understanding of: a)

developments in education at local, national and global levels; b) models of effective leadership and organizational structures; c) new technologies and their potential impact; d)

strategic planning processes, tools and techniques; e) ways of achieving stakeholder and

community engagement; f) leading change, creativity and innovation; and g) ways of

achieving social inclusion, diversity and access and skills to: a) think strategically,

analytically and creatively; b) build capacity and achieve sustainability; c) deal with

complexity and uncertainty; d) build a vision and communicate clear purpose and sense of

direction; e) model the vision and values of the school; f) anticipate, lead & manage change;

g) use research to support and challenge practice; h) inspire, challenge, motivate & empower

others to attain challenging outcomes; i) work strategically with governing body; j) celebrate

achievement and acknowledge excellence; and k) demonstrate political acumen

Culture of Learning

About Culture of learning, Iowa’s School regarding leadership standards and criteria

showed that an educational leader promoted the success of all students by advocating, nurturing and sustaining a school culture and instructional program conducive to student

learning and staff professional development (Culture of Learning) The administrator: a)

provided leadership for assessing, developing and improving climate and culture; b)

systematically and fairly recognized and celebrated accomplishments of staff and students; c)

provided leadership, encouragement, opportunities and structure for staff to continually

design more effective teaching and learning experiences for all students; d) monitored and

evaluated the effectiveness of curriculum, instruction and assessment; e) evaluated staff and

provided ongoing coaching for improvement; f) ensured staff members have professional

development that directly enhanced their performance and improves student learning; g) used

current research and theory about effective schools and leadership to develop and revised

his/her professional growth plan; h) promoted collaboration with all stakeholders; i) was

easily accessible and approachable to all stakeholders; j) was highly visible and engaged in

the school community; and k) articulated the desired school culture and showed evidence

about how it is reinforced (Standard 2)

According to Florida Principal Leadership Standards, “Effective school leaders

demonstrate that student learning is their top priority through leadership actions that build and

support a learning organization focused on student success” (Standard 2: Student Learning as

a Priority.)

“Effective school leaders work collaboratively to develop and implement an

instructional framework that aligns curriculum with state standards, effective instructional

practices, student learning needs and assessments” (Standard 3: Instructional Plan

Implementation)

“Effective school leaders structure and monitor a school learning environment that

improves learning for all of Florida’s diverse student population” (Standard 5: Learning Environment)

Educational Leadership Policy Standards: ISLLC 2008 by the Council of Chief State School Officers, Washington, DC recommended the first standards that “A school

administrator was an education leader promoted the success of every student by facilitating

the development, articulation, implementation, and stewardship of a vision of learning that

was shared and supported by all stakeholders

Functions:

A Collaboratively develop and implement a shared vision and mission

B Collect and use data to identify goals, assess organizational effectiveness, and promote

organizational learning

C Create and implement plans to achieve goals

D Promote continuous and sustainable improvement

E Monitor and evaluate progress and revise plans”

And in the second standard, a school administrator had following functions:

“A Nurture and sustain a culture of collaboration, trust, learning, and high expectations

B Create a comprehensive, rigorous, and coherent curricular program

C Create a personalized and motivating learning environment for students

D Supervise instruction

E Develop assessment and accountability systems to monitor student progress

F Develop the instructional and leadership capacity of staff

G Maximize time spent on quality instruction

H Promote the use of the most effective and appropriate technologies to support teaching and

learning

I Monitor and evaluate the impact of the instructional program”

In terms of “leading teaching and learning”, with the whole school workforce, school

leaders played a central role in raising standards of teaching and learning School leaders had

a responsibility to set high expectations, created the conditions for effective teaching and

learning to flourish and to evaluate the effectiveness of learning outcomes Leaders acknowledged the high status, value and importance of teaching and learning and in creating a

learning culture which enabled pupils to become effective, enthusiastic and independent,

life-long learners School leaders were required to have knowledge and understanding of: a)

curriculum design and management; b) principles of quality learning, teaching and

assessment including school review and self-evaluation; c) ways of applying effective

practice and research evidence to improve outcomes; d) use of external support and expertise;

e) behaviour and attendance management; f) new technologies to support learning and

teaching; g) political impact of external, community or family factors on learning; h)

strategies for improving outcomes and achieving excellence for all; and i) tools for data

collection and analysis and skills to: a) designed, developed and delivered the curriculum; b)

demonstrated equality and diversity in teaching and learning; c) achieved the best possible

learning outcomes for all; d) used developmental models for teaching and learning; e)

engaged parents in children's teaching and learning; f) managed and used performance data; g) developed whole school culture of best practice in teaching and learning; h) created

flexible and comprehensive learning opportunities for all pupils; i) capitalized on appropriate

sources of external support and expertise; j) deployed technology to support teaching and

learning; k) developed and used effective assessment and moderation systems; and l)

evaluated, reviewed and developed systems and structures

Iowa’s School regarding leadership standards and criteria claimed management is an

important standard of leader in Standard 3 An educational leader promoted the success of all

students by ensuring management of the organization, operations and resources for a safe,

efficient and effective learning environment (Management) The administrator: a) complied

with state and federal mandates and local board policies; b) recruited, selected, inducted, and

retained staff to support quality instruction; c) addressed current and potential issues in a timely manner; d) managed fiscal and physical resources responsibly, efficiently, and

effectively; e) protected instructional time by designing and managing operational procedures

to maximize learning; and f) communicated effectively with both internal and external

audiences about the operations of the school

Moreover, Florida (2011) identified in Standard 4: Faculty Development “Effective

school leaders recruit, retain and develop an effective and diverse faculty and staff”; in

Standard 6: Decision Making “Effective school leaders employ and monitor a

decision-making process that is based on vision, mission and improvement priorities using facts and

data”; in

Standard 7: Leadership Development “Effective school leaders actively cultivate, support,

and develop other leaders within the organization”; in Standard 8: School Management

“Effective school leaders manage the organization, operations, and facilities in ways that

maximize the use of resources to promote a safe, efficient, legal, and effective learning

environment”

Kenneth Leithwood and Carolyn Riehl (2003) identified a number of “core practices” that seemed consistent with the standards: setting directions, which included identifying and

articulating a vision, fostering the acceptance of group goals, and creating high performance

expectations; developing people, which involved offering intellectual stimulation, providing

individualized support, and providing an appropriate model; and redesigning the organization,

which included strengthening school cultures, modifying organizational structures, and

building collaborative processes

Beyond these core roles (which are probably similar to leadership roles in many other

types of organizations), Leithwood and Riehl noted that the current education-reform

environment might require principals to carry out several roles that are specifically related to

accountability Those included: creating and sustaining a competitive school (market

accountability); empowering others to make significant decisions (decentralization accountability); providing instructional leadership (professional accountability); developing

and executing strategic plans (management accountability)

Management

In terms of “leading the organization”, school leaders should ensure that the school,

with the people and resources in it, were organized and managed to provide an efficient,

effective and safe learning environment Using self-evaluation and problem solving

approaches, school leaders should also seek to improve organizational structures and

functions so the school remained fit for purpose

Today, education leaders must not only manage school finances, keep buses running on

time, and make hiring decisions, but they must also be instructional leaders, data analysts,

community relations officers, and change agents They had to be able to mobilize staff and

employ all the tools in an expanded toolbox (Educational Leadership Policy Standards:

ISLLC 2008 by the Council of Chief State School Officers, Washington, DC)

Standard 3 of ISLLC claimed that “a school administrator is an education leader

promotes the success of every student by ensuring management of the organization, operation, and resources for a safe, efficient, and effective learning environment

Functions:

A Monitor and evaluate the management and operational systems

B Obtain, allocate, align, and efficiently utilize human, fiscal, and technological resources

C Promote and protect the welfare and safety of students and staff

D Develop the capacity for distributed leadership

E Ensure teacher and organizational time is focused to support quality instruction and student

learning”

Family and Community

Standard 4 of Iowa’s School said that an educational leader promotes the success of all

students by collaborating with families and community members, responding to diverse community interests and needs and mobilizing community resources (Family and

Community) The administrator: a) engaged family and community by promoting shared responsibility for student learning and support of the education system; b) promoted and

supported a structure for family and community involvement in the education system; c)

facilitated the connections of students and families to the health and social services that

support a focus on learning; and d) collaboratively established a culture that welcomed and

honored families and community and sought ways to engage them in student learning And,

Florida (2011) supplemented in Standard 10: Professional and Ethical Behaviors “Effective

school leaders demonstrate personal and professional behaviors consistent with quality

practices in education and as a community leader”

ISLLC supplemented in Standard 4

“A school administrator is an education leader promotes the success of every student by

collaborating with faculty and community members, responding to diverse community

interests and needs, and mobilizing community resources

Functions:

A Collect and analyze data and information pertinent to the educational environment

B Promote understanding, appreciation, and use of the community’s diverse cultural, social,

and intellectual resources

C Build and sustain positive relationships with families and caregivers

D Build and sustain productive relationships with community partners”

In terms of “leading people”, a school leader worked with and through others, building

and sustaining effective relationships and communication strategies are important School

leaders sought to improve their own performance through professional development To

enable others to develop and improve by creating a professional learning culture within the

school Through performance management and effective professional development practice,

school leaders supported all staff to achieve high standards School leaders took account of issues surrounding work-life balance and recognized and valued all staff and teams in the

school School leaders were required to have knowledge and understanding of: a) significance of interpersonal relationships, including impact on teacher performance and pupil

learning; b) performance management, continuous professional development and sustained

school improvement; c) building motivation, including the importance of celebrating

achievement; d) building and sustaining a learning community within a diverse workforce;

e) own performance, ways of obtaining feedback and how to improve; and f) support and

development systems for individuals and teams and skills to: a) created a culture which

encouraged ideas and contributions from others; b) developed awareness,

self-management and self-confidence and use effectively; c) listened, reflected and communicated

effectively; d) negotiated and managed conflict, providing appropriate support; e) gave

feedback and provided support to improve performance; f) hold people to account and

challenge under performance; g) developed a culture of learning and continuous professional

development; h) received and acted on feedback to build on strengths and improve personal

performance; i) fostered an open, fair and equitable culture; and j) motivated, developed, empowered and sustained individuals and teams

Standard 9: Communication of Florida added “Effective school leaders practice

two-way communications and use appropriate oral, written, and electronic communication and

collaboration skills to accomplish school and system goals by building and maintaining

relationships with students, faculty, parents, and community”

Ethics

In Standard 5 of Iowa’s School, An educational leader promoted the success of all

students by acting with integrity, fairness and in an ethical manner (Ethics) The

administrator: a) demonstrated ethical and professional behavior; b) demonstrated values,

beliefs, and attitudinized that inspire others to higher levels of performance; c) fostered and

maintained caring professional relationships with staff; d) demonstrated appreciation for and sensitivity to diversity in the school community; and e) was respectful of divergent opinions

Standard 5 of ISLLC said that “A school administrator is an education leader promotes the success of every student by acting with integrity, fairness, and in an ethical manner

Functions:

A Ensure a system of accountability for every student’s academic and social success

B Model principles of self-awareness, reflective practice, transparency, and ethical behavior

C Safeguard the values of democracy, equity, and diversity

D Consider and evaluate the potential moral and legal consequences of decision-making

E Promote social justice and ensure that individual student needs inform all aspects of

schooling”

One of school leaders’ new roles was increasingly to work with other schools and other

school leaders, collaborating and developing relationships of interdependence and trust

System leaders, as they were being called, care about and work for the success of other

schools as well as their own Crucially they were willing to shoulder system leadership roles

because they believed that in order to change the larger system you had to engage with it in a meaningful way (Beatriz Pont, Deborah Nusche, David Hopkins, Improving School

Leadership - Volume 2: Case Studies on System Leadership, 2008)

School leaders, who had provided guidance throughout this activity, had agreed from

the start that effective school leadership was not exclusive to formal offices or positions;

instead it should be distributed across a number of individuals in a school Principals,

managers, academic leaders, department chairs, and teachers could contribute as leaders to the

goal of learning-centered schooling The precise distribution of these leadership contributions

could vary Such aspects as governance and management structure, amount of autonomy

afforded at the school level, accountability prescriptions, school size and complexity, and

levels of student performance could shape the kinds and patterns of school leadership Thus

principals must be not only managers but also leaders of the school as a learning organization They interacted with teachers to create a productive, cohesive learning community

In terms of “leading in the community”, with schools at the centre of their communities, school leadership had a crucial role to play in working with the community and other services

to improve outcomes for, and the well-being of, all children Placing families at the centre of

services, schools and leaders should work with others to tackle all the barriers to learning,

health and happiness of every child School leaders shared responsibility for the leadership of

the wider educational system and should be aware that school improvement, community

development and community cohesion were interdependent School leaders were required to

have knowledge and understanding of: a) multi-agency work (including the team around the

child), benefits and risks of multi-agency working; b) extended service provision,

commissioning and contracting; c) the diversity of professional cultures and ways of

working; d) diversity and community cohesion issues; e) collaboration and partnership

working (including school, home, community and business partnerships); f) strengths,

capabilities and objectives of other schools, services and agencies; and g) wider curriculum

beyond the school and opportunities it provides and skills to: a) established and engaged in partnerships, including working with multi-agency teams; b) collaborated and worked within

and across the community; c) engaged the community in systematic evaluation of the school's

work and act on outcomes; d) took a leadership role within and across the community; e)

consulted, engaged and communicated with staff, pupils, parents and careers to enhance

children's learning; f) engaged in cross phase working and transition issues; g) engaged in

school-to-school collaboration and contribute to leadership in the wider education system; h)

contributed to achievement of community cohesion; and i) broker and commission services

Societal Context

In Standard 6 of Iowa’s School, An educational leader promoted the success of all

students by understanding the profile of the community and, responding to, and influencing

the larger political, social, economic, legal and cultural context (Societal Context) The administrator: a) collaborated with service providers and other decision-makers to improve

teaching and learning; b) advocated for the welfare of all members of the learning community; and c) designed and implemented appropriate strategies to reach desired goals

In Standard 6 of ISLLC, “A school administrator is an education leader promotes the

success of every student by understanding, responding to, and influencing the political, social,

economic, legal, and cultural context

Functions:

A Advocate for children, families, and caregivers

B Act to influence local, district, state, and national decisions affecting student learning

C Assess, analyze, and anticipate emerging trends and initiatives in order to adapt leadership

strategies”

Some countries had all types of provision running in parallel, while others provided

only one or two types England, Finland, Northern Ireland, Israel and Slovenia offered

leadership development training at all steps in a principal’s career Chile, Ireland, the

Netherlands and Norway have in-service education programs The remaining countries relied

on either pre-service preparation or induction or a combination of the two to ready leaders for

their posts Overall, of the 22 countries/regions analyzed, a majority had pre-service training,

in most cases as a pre-requisite for the job Additionally, twelve countries had induction

courses for already selected principals In most cases, induction programs were at the

discretion of the municipality or local area government, except for Austria, where they were

part of the national requirements to become a “full-fledged principal” For in-service training

the trends are less clear, with some countries showing the key role it could play and others

barely providing opportunities to strengthen practice

The Institute for Educational Leadership's (IEL) Task Force on the Principal ship

declares and specifies three key roles that the principals of the 21st century should fulfill:

Instructional leadership that focuses on strengthening teaching and learning, professional development, data-driven decision making and accountability;

Community leadership manifested in a big-picture awareness of the school's role in society; shared leadership among educators, community partners and residents; close relations

with parents and others; and advocacy for school capacity building and resources; and

Visionary leadership that demonstrates energy, commitment, entrepreneurial spirit,

values and conviction that all children will learn at high levels, as well as inspiring others with

this vision both inside and outside the school building

The following sets of standards incorporate, in one form or another, the proposition that

all "principals do-establishing a vision, setting goals, managing staff, rallying the community,

creating effective learning environments, building support systems for students, guiding

instruction and so on-must be in service of student learning." (IEL 2000)

Conceptual Framework

School leadership had become a priority in education policy agendas internationally It played a key role in improving school outcomes by influencing the motivations and capacities

of teachers, as well as the school climate and environment Effective school leadership was

essential to improve the efficiency and equity of schooling

There were concerns across countries that the role of principal as conceived for needs of

the past was no longer appropriate In many countries, principals had heavy workloads; many

were reaching retirement and it was getting harder to replace them Potential candidates often

hesitated to apply, because of overburdened roles, insufficient preparation and training,

limited career prospected and inadequate support and rewards These developments had made

school leadership a priority in education systems across the world Policy makers needed to

enhance the quality of school leadership and make it sustainable (Beatriz Pont, Deborah

Nusche, Hunter Moorman, Improving School Leadership Volume 1: Policy and Practice, 2008)

By necessity, then, today’s leaders must define themselves as learners, not just doers, constantly scanning the environment for new ideas, tools, and solutions, and reflecting on the

implications Linda Lambert (2002) argued that this search for learning was becoming a

“dominant narrative” for school leaders: Today, leaders attended to the learning of all

members of the educational community Together, they explored current practice, beliefs, and