Asessment of the leadership standards of the secondary school leaders in hai phong city basic for an intervention program

49 9 Perceived Current Leadership Standards of the Secondary School Leaders in HaiPhong City in terms of Shared Vision 52 10 Perceived Current Leadership Standards of the Secondary Schoo

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BASIS FOR AN INTERVENTION PROGRAM

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A DISSERTATION Presented to the Faculty of the Graduate School Southern Luzon State University, Lucban, Quezon, Philippines

in Collaboration with Thai Nguyen University, Socialist Republic of Vietnam

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The Dissertation of

NGUYEN THI DAT KHOA

entitled

ENHANCING THE COMMUNICATION SKILLS OF EDUCATIONAL

MANAGERS IN VINH PHUC PROVINCE:

BASIS FOR A TRAINING PROGRAM

Submitted in Partial Fulfilment of the Requirements for the Degree

DOCTOR OF PHILOSOPHY IN EDUCATIONAL MANAGEMENT

A program offered by Southern Luzon State University,

Republic of the Philippines in collaboration with

Thai Nguyen University, Socialist Republic of Vietnam

has been approved by Oral Examination Committee

BELLA R MUELLO, EdD

CECILIA N GASCON, PhD

Chairman

Accepted in Partial Fulfilment of the Requirements for the Degree

Doctor of Philosophy in Educational Management

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Writing a doctoral dissertation is a gratifying but difficult and sometimes

a nerve- wracking endeavor that only a few engage in because it requires a lot of sacrifice 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 completion 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 of 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

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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

NTDK

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I dedicate my dissertation work to my family and many friends A special feeling of gratitude to my loving parents I also dedicate this dissertation to my many friends and family who have supported me throughout the process I will always appreciate everything that they have done, especially Dr.Ricaryl Catherine Cruz, my adviser, for the guidance and endless support for the improvement of this study

NTDK

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PAGE

TITLE PAGE ……… i

APPROVAL SHEET ……… ii

CERTIFICATE OF ORIGINALITY ……… iii

ACKNOWLEDGMENT ……… iv

DEDICATION ……… vi

TABLE OF CONTENTS ……… vii

LIST OF TABLES ……… ix

LIST OF FIGURES……… xi

LIST OF APPENDICES ……… xii

ABSTRACT ……… xiii

CHAPTER I INTRODUCTION ……… 1

Background of the Study ……… 4

Objectives of the Study ……… 10

Hypothesis of the Study ……… 11

Significance of the Study ……… 11

Scope and Limitation of the Study ……… 12

Definition of Terms ……… 13

II REVIEW OF LITERATURE ……….……… 16

Conceptual Framework ……… ….……… …… 34

Research Paradigm ……… ….……… 36

III METHODOLOGY Locale of the Study ……….……… 37

Research Design ……….……… 37

Population and Sampling ……….… ………… 38

Research Instrument ……… …….…….… 38

Validation of the Instrument ……… 39

Data Gathering Procedure ……… 40

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IV RESULTS AND DISCUSSIONS ……….… 43

Profile of Respondents ……… 43

Perception of the Respondents on the Current Leadership Standards of the Secondary School Leaders in HaiPhong City ……… 52

Significant Difference on the Current Leadership Standards of the Secondary School Leaders in HaiPhong City when Grouped According to their Profile ……… 63

ProposedIntervention Program ……… 80

V SUMMARY, FINDINGS, CONCLUSIONS AND RECOMMENDATIONS Summary……….……….… 85

Findings ……… 86

Conclusions ……….… 89

Recommendations ……… …… 89

REFERENCES ……… 91

APPENDICES ……… 94

CURRICULUM VITAE ……… 128

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2 Frequency and Percentage Distribution of the Respondents'

3 Frequency and Percentage Distribution of the Respondents'

4 Frequency and Percentage Distribution of the Respondents'

5 Frequency and Percentage Distribution of the Respondents'

6 Frequency and Percentage Distribution of the Respondents'

7 Frequency and Percentage Distribution of the Respondents'

8 Frequency and Percentage Distribution of the Respondents'

Profile in Terms of Length of Management Experience…… 49

9 Perceived Current Leadership Standards of the Secondary

School Leaders in HaiPhong City in terms of Shared Vision 52

10 Perceived Current Leadership Standards of the Secondary

School Leaders in HaiPhong City in Terms of Culture of

11 Perceived Current Leadership Standards of the Secondary

School Leaders in HaiPhong City in Terms of Management 56

12 Perceived Current Leadership Standards of the Secondary

School Leaders in HaiPhong City in Terms of Family and

13 Perceived of the Current Leadership Standards of the

Secondary School Leaders in HaiPhong City in Terms of

14 Perceived Current Leadership Standards of the Secondary

School Leaders in Haiphong City in Terms of Societal

15 Chi - Square Value of the Responses on Shared Vision as to

18 Chi - Square Value the Responses on Family and

19 Chi - Square Value the Responses on Ethics with the Profile

20 Chi - Square Value of the Responses on Societal Context

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1 Perceived Leadership Standards of the Secondary School

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C Weighted mean for Gender, Age in leadership standards

ofShared Vision; Culture of Learning; Management;

D Weighted Mean Monthly Income Civil Status Education

Attainment in Leadership Standards of Shared Vision;

Culture of Learning; Management; Family and

E Weighted Mean for Length of Service Length of

Management Experiences in Leadership Standards of Shared Vision;Culture of Learning; Management; Family

F Chi – Square Analysis between Share vision and

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STANDARDS OF THE SECONDARY SCHOOL LEADERS IN HAI PHONG CITY:BASIS FOR AN INTERVENTION PROGRAM

MANAGEMENT Name and Address

of Institution

: Southern Luzon State University Lucban, Quezon, Philippines and Thai Nguyen University, Socialist Republic of Vietnam

The primary intent of this study is to make an assessment of the leadership standards of the secondary school leaders in HaiPhong 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 HaiPhong 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 mainly from the

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unstructured interview done to cross check the responses of the respondents 203 leaders (principals/headmasters) were used as respondents in the study The weighted mean and the Chi - Square value analysis were employed to analyze the data In the evaluation based on the criteria of leaders, the secondary-school principals in HaiPhong did well in reviewing the contents in general

Based on the findings, the following are the conclusions: (1) that the secondary school leaders based on the current leadership standard are matured, female, married with university degrees ( graduate and bachelor’s degrees), experienced in service and with moderate remuneration; (2) that the perceived current leadership standard of secondary school leaders in HaiPhong City in terms of shared vision, culture of learning, management are evident; (3) Family and community, ethics and societal context are highly evident; (4) that there is commonality in terms of educational attainment and management indicating age and family/community, length of service and family/community, length of management experience and family/community and community indicators; and (5) that there is adherence to the standards of IOWA and the proposed intervention program is ready for tryout

Based on the findings and conclusions, it is recommended to conduct

a research by each respective schools using the 6 Instructional variables (Identify the variables) that would provide specific program for each finding

Chapter I INTRODUCTION

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 theoverall educational process with the goals of developing overall 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, whichcan 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 institute innovations into the educational system in order 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 values, high moral ascendancy, and endless love for the children and the teaching profession Therefore, one of the heaviest duties of the educational managers is to build a formidable teaching force for the schools

Hence, if a school would like to increase the quality of education, the first thing it must have are highly qualified managers, who are morally upright,

knowledgeable and equipped with sufficient and appropriate skills to lead the school The managers have to build a suitable system of managerial policies founded on a solid, good relationship among the school, community and students’ families

The Standard is a public statement which sets out what principals are expected to know, understand and do to accomplish their work and achieve their goals It is represented as an interdependent and integrated model that recognizes three leadership requirements that a principal draws upon within five areas of professional practice The Leadership Standardhas been developed to guide the professional learning and development of aspiring leaders and to encourage teachers to move into leadership positions Educational leadership requires leaders to create and share knowledge with the teams they lead Effective performance management promotes a shared understanding of what needs to be achieved by individuals and teams and supports leading and developing people to ensure objectives are achieved

Leaders of secondary schools are the ones who perform the following:

1 organizeactivities in the school system

2 plan and implement school tasks

3 manage a team of teachers, staff and the students

4 undertake professional issues

5 design the work

6 examine and assess the implementation of tasks by the teachers and policies of the state

7 implementthese tasks based on the systematic operation of the school In like manner, implement appropriate strategies in meeting

the desired goals; complete and direct the development and implementation of strategies and planning for each stage of education and implement the quality assurance system Moreover, the secondary school managers strengthen the supervision and inspection of education Hence, itis assured that innovations can come along this way considering that all strategic measures are in place

In fact, secondary school leaders as headed by the principal should be responsibleto the higher authorities in managing school affairs because they exert a greater influence in terms of healthy competition and sense of accountability in the school environment This encompasses both the internal and the external ecology of the institutions

Furthermore, the secondary school managers must exercise bench marking in generating programs, plans and activities for adoption and implementation in the school Consequently, it will encourage the schools to meet ASEAN educational standards in order to be more globally competitive The school leaders must be committed and educationally aware of aligning and implementing educational programs, plans, activities and resources to meet the district vision, missions and goals which if fully implemented by dynamic school leaders can lead the way towards a more realistic socio-economic development in the country With this in mind, educational reforms can create a management structure which is truly advantageous to the people in general and along with it ,managers can also

management in all schools

The Common Core of Leading School Leadership Standards serves as the foundation for a variety of state functions, including leadership preparation program accreditation, licensure assessment, school administrator evaluation and professional development from induction through the professional certificate

In order to achieve these goals, the educational and training programs

of Hai Phong City have to implement certain changes The city has to focus more and set its eyes on building a strong educational management Therefore, in this context, It is imperative for the researcher to help the city leaders find out the best policies for training, managing and evaluating the good headmasters This in effect will lay down a good foundation for the city’s strategic plans for educational development in a bigger scale

Background of the Study

School leadership has become a priority in education policy agenda across OECD and partner countries It has played a key role in improving school outcomes by motivating and exploring the capacities of teachers, as well as the environment in which they work 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 policies 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)

In the world, there are many school which designed standards for evaluating principals, standards are based on the current status of the schools

Florida Principal Leadership Standards have ten standards grouped into categories, which can be considered domains of effective leadership Standards include: student learning results; student learning as a priority; instructional plan implementation; faculty development; learning environment;

communication and professional and ethical behaviors

The Program in Educational Leadership uses the ISLLC standards as a requirement for the Student's Learning Portfolio There are six standards

Each standard is followed by the knowledge required for the standard, the dispositions or attitudes manifested by the accomplishment of the standards, and performances that could be observed by an administrator who is accomplished and knowledgeable in his line of specialization

Standard 1: A school administrator is an educational leader who

promotes the success of all students by facilitating the development, articulation, implementation, and stewardship of a vision of learning that is shared and supported by the school community

Standard 2: A school administrator is an educational leader who

promotes the success of all students by advocating, nurturing, and sustaining

a school culture and instructional program conducive to student learning and staff professional growth

Standard 3: A school administrator is an educational leader who

promotes the success of all students by ensuring management of the organization, operations, and resources for a safe, efficient, and effective learning environment

Standard 4: A school administrator is an educational leader who

promotes the success of all students by collaborating with families and community members, responding to diverse community interests and needs, and mobilizing community resources

Standard 5: A school administrator is an educational leader who

promotes the success of all students by acting with integrity, fairness, and in

an ethical manner

Standard 6: A school administrator is an educational leader who

promotes the success of all students by understanding, responding to, and influencing the larger political, social, economic, legal, and cultural context

Iowa Standards for School Leaders include the following:

Standard 1: An educational leader promotes the success of all students

by facilitating the development, articulation, implementation, and stewardship

of a vision of learning that is shared and supported by the school community (Shared Vision)

Standard 2: An educational leader promotes 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)

Standard 3: An educational leader promotes the success of all students

by ensuring management of the organization, operations and resources for a safe, efficient and effective learning environment (Management)

Standard 4: 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)

Standard 5: An educational leader promotes the success of all students

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

Standard 6: An educational leader promotes 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)

On October 22, 2009, the Viet Nam 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.It consists of three criteria: 1 Political quality and professional ethics;2.Professional competencies, 3.Pedagogical and school management capacity

Hai Phong is a coastal city, 102 kilometers northeast of Hanoi capital, 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 is located in the “two corridors and one belt” of economic cooperation between Vietnam and China, and has a significant position in the socio-economic development, national defense and security of the North and the whole country

Hai Phong, known as the Red Flamboyant City and the third largest city of Vietnam after Ho Chi Minh City and Hanoi capital is the biggest port and industrial city in the North of Vietnam, located in the Northern Delta area

It is one of the five cities under the direct control of the Central Government, the first-ranking central city at national level together with Da Nang and Can Tho As of December 2011, Haiphong population reached1,907,705 of which 46.1% live in the city and 53.9% in the rural area, making Hai Phong the

3rd most populated city in Vietnam

Currently, there are 203 secondary schools in Hai Phong 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 notwithstanding that the quality of education in some schools is quite low A number of managers are not really innovative, less creative, not very focused and have not developed any new 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 so far have not achieved the desired results

The application of Circular No 29/2009/TT-BGDDT in Hai Phong City was done according to prescribedprocedures The principals are evaluated and classified for the principal, the vice principal, Party Committees, Union Executive Board and Executive Committee of Ho Chi Minh Communist Youth Union; officials, teachers, staff members; Offices of Education and Training However, the criteria are general and difficult to assess specifically The application is not uniform in the city, and not highly effective

Thus, buildingAssessment of the Leadership Standards of the Secondary School Leaders in Hai Phong City and Effective Application Deployment is very important and necessary Thus, the theme of

"Assessment of the Leadership Standards of the Secondary School Leaders

in Hai Phong City: Basis for an Intervention Program” is chosen as the

primary basis of this study

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 MOETto 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 possibilities to assess the current leadership standards of the principals of all primary and high schools in Haiphong City DETcould 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 good recommendations/suggestions for theOET of districts and wards in Hai Phong City to see the status and problems faced by the secondary school leaders in their area OETs will then report to DETand 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 proposed measures 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 researchermightrecommendto 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 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 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 Hai Phong City in terms of

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

The researcher used thequestionnaire 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 in April

2013

Definition of Terms

The following terms are 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.) (tratu.coviet.vn/hoc-tieng-anh/tu-dien/lac-viet/all/age.html)

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 (1871)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 programmay be operationally defined as a proposed program

that can enhance the basic standards that the secondary school leaders are required to meet.These may include 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 all students by understanding the profile of the community and, responding to, and influencing the larger political, social, economic, legal and cultural context

ChapterII REVIEW OF LITERATURE

This chapter presents the summary of the reviews of literature and studies, which arefound 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 Hai Phong City, Vietnam This also includes the research paradigm serving as the heart of the study

Leadership Standards

According to Christa Boske (2009), chief school executives (leader/CSE) must promote school practices that go beyond conventional didactic, individual and whole-class methodologies National leadership standards focus on the need to create a world-class education system The vision upholds CSEs to the standard of creating global perspectives within their school communities, which are critical to solving contemporary societal context CSEs are in key positions to address intercultural issues through the creation of policies that meet the needs of all children One means of promoting these pertinent issues is to create opportunities for candidates to immerse themselves in their field of study Preparedness programs must encourage the investigation and critical examination of privilege, oppression and power within school communities As school leadership norms change, so too must preparation programs Scholars preparing leaders need to create culturally diverse learning communities in which they claim to be preparing their students to serve

In "Ethical Standards and Global Leadership", the integrity of a leader

is demonstrated in two arenas: (1) external activities through which a manager represents his or her company to the outside world, and (2) activities within the company itself, as leaders interact with other managers and with employees The leader can maintain his or her standards, recognizing that this may result in the company being placed at a competitive disadvantage via others that are not bound to the same ethical standards Integrity is essential for effective global leadership When operating in a global context, leaders often face difficult and recurring pressures to modify their own personal ethics and change their organization’s standards If they do so, their ability to lead effectively in the long run will suffer, and their school will not prosper Nothing can ruin a career faster - certainly not lapses in business judgment or laziness – than unethical behavior

In "How Professional Standards Guide Practice for School Principals", Standardization rests on a number of presuppositions, including the notion that all school contexts are basically identical and we already know everything

we need to know about leading schools These presumptions support the contention that success for schools can be realized if only we could codify a known set of leader behaviors and implement them with greater fidelity Standards are often developed in a thoughtful and meaningful manner.Findings that indicate principals are focused on “collaboration” or

“vision” vs those focused on “policy” reinforces a leadership dichotomy previously discussed That is, leadership is too often viewed in a dichotomous manner – either transactional or transformational This research elucidates that the newly devised standards emphasizes leadership that edifies either

transactional or transformational leadership We submit that framing leadership in such a binary manner is highly problematic

Nihar (2004) cited that, various steps of Six Sigma framework are outlined below:

1) Define (D) Selection of appropriate projects, development of project plans and identification of the relevant process The Supplier-Input-Process-Output-Customer (SIPOC) mapping exercise can be used effectively to describe the process

2) Measure (M) Measurement of process variables through data quality checks, repeatability and reproducibility (R&R) studies, and addressing process stability

3) Analyze (A) Usage of graphical techniques to analyze the process behavior

4) Improve (I) Improvement of the existing process through experimentation and simulation techniques

5) Control (C) Development of the control plan for process improvement 6) Reporting (R).Reporting of the benefits of the re-engineered process

We determined the problems encountered in the current leadership standards of the secondary school leaders in Haiphong City in terms of

Community;Ethics; Societal Context

Shared Vision

Many studies are 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 promotes 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, uses appropriate data to establish rigorous, concreted goals in the context of student achievement and instructional programs; b) use research and/or best practiced in improving the educational program; c) articulate and promote high expectations for teaching and learning; d) align and implement the educational programs, plans, actions, and resources with the district’s vision and goals; e) provide leadership for major initiatives and change efforts; and f) communicate effectively to various stakeholders regarding progress with school improvement plan goals

School leaders are willing and able to take the lead in developing world-class education systems that meet 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; improve leadership and spread it more widely; and provide 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 are being given an ever bigger job to do Greater decentralization in many countries is now being equated with more school autonomy, more accountability for school and student results, and a better use of the knowledge base of educationand pedagogical processes It is coupled with broader responsibility for

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

As a result, there is a need to redefine and broaden school leaders’ roles and responsibilities This means changing the way school leadership has to be developed and supported It implies 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 implies strengthening training and development approaches to help leaders face these new roles

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

corporate strategic vision which motivates and inspires pupils, staff, governors and all members of the school community is 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 are 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 promotes 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) provides leadership for assessing, developing and improving climate and culture; b) systematically and fairly recognize and celebrate accomplishments

of staff and students; c) provide leadership, encouragement, opportunities and structure for staff to continually design more effective teaching and learning experiences for all students; d) monitor and evaluate the effectiveness of curriculum, instruction and assessment; e) evaluate staff and provide ongoing coaching for improvement; f) ensure that staff members have professional development that directly enhances their performance and improves student learning; g) usescurrent research and theory about effective schools and leadership to develop and revise his/her professional growth plan; h) promote collaboration with all stakeholders; i) is easily accessible and approachable to all stakeholders; j) is highly visible and engaged in the school community; and k) articulate the desired school culture

and show 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 is an education leader who promotes

the success of every student by facilitating the development, articulation, implementation, and stewardship of a vision of learning that is 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 play a central role in raising standards of teaching and learning School leaders have a responsibility to set high expectations, create the conditions for effective teaching and learning to flourish and to evaluate the effectiveness of learning outcomes Leaders acknowledge 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 are 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) design, develop and deliver the curriculum; b) demonstrate equality and diversity in teaching and learning; c) achieve the best possible learning outcomes for all; d) use developmental models for teaching and learning; e) engage parents in children's teaching and learning; f) manage and use performance data; g) develop whole school culture of best practice in teaching and learning; h) create flexible and comprehensive learning opportunities for all pupils; i) capitalize on appropriate sources of external support and expertise; j) deploy technology to support teaching and learning; k) develop and use effective assessment and moderation systems; and l) evaluate, review and developsystems and structures

Iowa’s School regarding leadership standards and criteria claimed management is an important standard of leader in Standard 3 An educational leader promotes 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) complies with state and federal mandates and local board policies; b) recruits, selects, inducts, and retains staff to support quality instruction; c) addresses current and potential issues in a timely manner; d) manages fiscal and physical resources responsibly, efficiently, and effectively; e) protects instructional

time by designing and managing operational procedures to maximize learning; and f) communicates 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”;inStandard 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, are 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 remains fit for the 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 have 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 who 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