Tiêu chuẩn đánh giá Hiệu trưởng các trường Trung học cơ sở tại thành phố Hải Phòng Cơ sở xây dựng chương trình chiến lược. (LA tiến sĩ)

Tiêu chuẩn đánh giá Hiệu trưởng các trường Trung học cơ sở tại thành phố Hải Phòng Cơ sở xây dựng chương trình chiến lược. (LA tiến sĩ)Tiêu chuẩn đánh giá Hiệu trưởng các trường Trung học cơ sở tại thành phố Hải Phòng Cơ sở xây dựng chương trình chiến lược. (LA tiến sĩ)Tiêu chuẩn đánh giá Hiệu trưởng các trường Trung học cơ sở tại thành phố Hải Phòng Cơ sở xây dựng chương trình chiến lược. (LA tiến sĩ)Tiêu chuẩn đánh giá Hiệu trưởng các trường Trung học cơ sở tại thành phố Hải Phòng Cơ sở xây dựng chương trình chiến lược. (LA tiến sĩ)Tiêu chuẩn đánh giá Hiệu trưởng các trường Trung học cơ sở tại thành phố Hải Phòng Cơ sở xây dựng chương trình chiến lược. (LA tiến sĩ)Tiêu chuẩn đánh giá Hiệu trưởng các trường Trung học cơ sở tại thành phố Hải Phòng Cơ sở xây dựng chương trình chiến lược. (LA tiến sĩ)Tiêu chuẩn đánh giá Hiệu trưởng các trường Trung học cơ sở tại thành phố Hải Phòng Cơ sở xây dựng chương trình chiến lược. (LA tiến sĩ)Tiêu chuẩn đánh giá Hiệu trưởng các trường Trung học cơ sở tại thành phố Hải Phòng Cơ sở xây dựng chương trình chiến lược. (LA tiến sĩ)Tiêu chuẩn đánh giá Hiệu trưởng các trường Trung học cơ sở tại thành phố Hải Phòng Cơ sở xây dựng chương trình chiến lược. (LA tiến sĩ)

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)

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

Member Member

DR SUSANA A SALVACION

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

DR WALBERTO A MACARAAN

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 Title Page

APPROVAL SHEED ;tocorrogitiiidittttottttiittitts|†GGNRARESGgiRGSittssiitttax

ACKNOWLEDGMENT

TABLE OE CONTENTN csdtiidtditratttttattqttlsg4GI0383400AIABaDEtiagspgttag

LIST OE TA BL/EẾ :icc::ptiipiccGuitiidttdttt lHiittsEGISISNHXMAHSIRiiS4iiqta

LIST OF FIGURES

030900 33J39/)(0212 011584

ABSTRACT ;azsoirdtttttrinddttittGI18i10010555301G8AA83SSGES4018t41giA33ã380888gi838E

Chapter I INTRODUCTION

Bác kpround 0Ÿ L6 SUY goccnaosdiobliidGGGGãGGaid0 g880guang

B]je6tIves Of the SHdY ccna

Hypothesis

Signibicance of the Study sccacmsnnmnccmnunmmnimacacan

Scope and Limitation of the Study - -

Definition of Terms

Chapter Il REVIEW OF RELATED LITERATURE

AND STUDIES

Related Literature and Study

Conceptual FrameWOFK xen server

Research Paradigim tt sskxexekerkrrrerrkekerke

Page

ii iii

Chapter III RESEARCH METHODOLOGY 32

Localesofthes Study v.seisssecussgrestssesasvasvescaypnovsccuesiernveneoreernngert 32 Research Design yscvvscessavusseaseaessesszesesaeevugacerureusnenevecersavussestenys 32 Respondents of the Study .cccccseseseseeseeseseseseseseeeeneeeeeees 32 InstrumeribifiOTF svụnssssssoxstsssbsstsgltE000381/1838106351759303431163040158 33 Data Gathering Procedure -5-5-c<c+c++ 34 Statistical TreamETiE ;¿:sssisnnsinistiseeeistix65051001140 01g 34 Chapter IV RESULTS AND DISCUSSION 38

Prolile:oFrespoHIETS csxsosiissnsssosnioio1903510 0308 ta 8atgse 38 Perception of the Respondents on the Current Leadership

Standards of the Secondary School Leaders in Hai Phong

City ccemcenunnmnconanannneccunnamenmnmmanmne nmin: 46 Perception of the Respondents on the Current Leadership

Standards of the Secondary School Leaders in Hai Phong

0 ốc an 55 Proposed Intervention Program 68 Chapter V SUMMARY, CONCLUSIONS AND

RECOMMENDATIONS 76 SUMMALY: sasccmeeeemmcamen msn QMEVHGSISSUIEH0A 76 Findings: swansea 76 COTID]USIOTS sunsgggxv 60910064603 ED9531146355100151658G8513914319583333998549988 78 RecomrrendaHODR ;ss:iisspssces01604190445010558136100305307188988598030868 79 BIBLIOGRAPHY 80 APPENDICES 83 CURRICULUM VITAE 123

Frequency and Percentage Distribution of the Respondents' Profile in

TEMS/GA ĐỐI ¡6š 3 tý 66 5b E00 005060 09D08.308 9 8š XS š š # Ê E š 6 RngU05/809%

Frequency and Percentage Distribution of the Respondents' Profile in

Terms of Gender 0.0.0 ccc cece ene eee ene

Frequency and Percentage Distribution of the Respondents' Profile in

TefimS/Gf CIVII SEAÍUS+ š ïr c pc E6 600096006 06206)6)03 68 63 § 6E š 8E E 84g

Frequency and Percentage Distribution of the Respondents' Profile in

Terms of Educational Attainment

Frequency and Percentage Distribution of the Respondents' Profile in

Terms of Monthly Income

Frequency and Percentage Distribution of the Respondents' Profile in

Terms of Length of Service

Frequency and Percentage Distribution of the Respondents' Profile in

Terms of Length of Management Experlence

Mean Distribution of the Responses on the Leadership Standards of the

Secondary School Leaders in Hai Phong City in terms of

Shared WiSiOny ¿ tá6i080008/06 06A 6 8 SE 6š 5š § š 8É EiôdLO8AW0(GĐdAA 3š R 8 § š

Mean Distribution of the Responses on the Leadership Standards of the

Secondary School Leaders in Hai Phong City in Terms of Culture

OfLearning SH HH ha

Mean Distribution of Responses on the Leadership Standards of the

Secondary School Leaders in Hai Phong City in Terms of

Management

Mean Distribution of the Responses on the Leadership Standards of

the Secondary School Leaders in Hai Phong City in Terms of

Family and Community

Mean Distribution of the Responses on the Leadership Standards of the

Secondary School Leaders in Hai Phong City in Terms of Ethics

Mean Distribution of the Responses on the Leadership Standards

of the Secondary School Leaders in Haiphong City in Terms of

Societal Context veviencnsscws aaa soe ou ow sewvenanaverevemnsnes oe 4536 8 ee He Hay

Correlation of the Responses on Shared vision with profile of Respondent

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

17 Correlation of the Responses on Management with profile of Respondent

18 Correlation of the Responses on Family and Community

with profile of Respondent

19 Correlation of the Responses on Ethics with profile of Respondent

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

LIST OF FIGURES

1 Input-Process-Output on the Perceived Leadership Standards

Of the Secondary School Leaders: Basis for an Intervention 31

2 Administrative Map of Hai Phong City 37

Weighted mean for Gender, age in leadership standards of

Shared Vision; Culture of Learning; Management; Family

and Community; Ethics; and Societal Context

Weighted mean Monthly income, Civil status, Education

attainment in leadership standards of Shared Vision; Culture

of Learning; Management; Family and Community; Ethics;

and Societal Context

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

Societal Context

Chi — Square Analysis between Share vision and Profile

of the principal asked

Title: ASSESSMENT OF THE LEADERSHIP STANDARDS OF

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

Researcher: NGUYEN THI DAT KHOA - LUCY

Degree Doctor of Philosophy, Educational Management

Nam/ Address of the Southern Luzon State University

Institution Graduate School

Lucban, Quezon Date Completed April 2014

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

XIV" 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 (Attp://vww.internations.org/vietnam- expats/guide/living-in-vietnam- 154 70/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 3 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:

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 1) evaluated, reviewed and developed systems and structures

Towa’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 self-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)

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