Highly effective school principalship: An investigation of the views of six Solomon Islands' Community High School principals of what constitutes highly effective school principalship and their views on issues that impede their effective practice.
Ruqebatu, C. B. (2008). Highly effective school principalship: An investigation of the views of six Solomon Islands’ Community High School principals of what constitutes highly effective school principalship and their views on issues that impede their effective practice. (Thesis, Master of Educational Leadership (MEdLeadership)). The University of Waikato, Hamilton, New Zealand. Retrieved from https://hdl.handle.net/10289/2496
Permanent Research Commons link: https://hdl.handle.net/10289/2496
Batu velakero iri kenaga, loboro mana vakatikili gira vano muzi (Highly effective leaders are at the front, walk in the middle, and encourage those from behind to catch up) My uncle Zorapa said, while I was on a 'pig-hunting' trip with him some twenty odd years ago, that school principals, like all leaders, can only be called leaders if they make a difference. In modern parlance, one frequently encounters this homespun wisdom in the statement that highly effective schools are led by highly effective principals.This study investigates the perceptions of six practicing principals of the elements of highly effective principalship in Solomon Islands' Community High schools. The study investigates and explores these perceptions and tries to describe the elements of highly effective principalship and the impediments that may prevent principals from becoming effective. The study hopes to contribute towards the possible development of highly effective principalship in the Solomon Islands schools.The finding of this research reveals that although the participating principals were very experienced, their responses indicate that there appeared to be no theory-driven basis for their practice. Similarly, the perceptions expressed reveal the urgent need for the Solomon Islands to pay more attention to leadership development strategies that will see the creation of national, and personal, leadership philosophies and set the process of ongoing leadership development, enhancement and improvement in the country. The proposed strategies must incorporate current international research and literature on educational leadership theories as well as building on current practice in the Solomon Islands that is nationally and culturally appropriate. In addition, the study suggests that current practitioners should be encouraged to engage in educational leadership research and begin to build a national literature base. This study suggests that the process of establishing the notion of highly effective educational leadership in the country's school system should start as soon as possible. Those in policy and decision-making positions must have the courage to implement strategies that will contribute to improved levels of educational leadership in order to raise the quality of education for all learners in the country. The children are the future prosperity of the country.
The University of Waikato
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