Journal of Pedagogical Sociology and Psychology
Evaluating Principals’ Role in Curriculum Supervision through Effective Transformative Leadership
Josphat Kagema 1 *
More Detail
1 Department of Planning, Administration and Curriculum Development, Karatina University, Kenya
* Corresponding Author
Open Access Full Text (PDF)
ARTICLE INFO

Journal of Pedagogical Sociology and Psychology, 2019 - Volume 1 Issue 1, pp. 1-5

Article Type: Review

Published Online: 20 May 2019

Views: 2083 | Downloads: 1402

ABSTRACT
This paper makes a critical examination of the role of school principals and managers in enhancing curriculum supervision and reinforcing prudent teaching practices. This is through a plethora of activities such as analyzing teacher’s performance, providing meaningful feedback, enhancing collegial approaches in the school and developing instructional strategies that will help to achieve the curriculum goals. The administrators and school management also need to provide the instructional resources required to achieve the learning outcomes. It therefore calls for collaborative efforts between the school and the community within. A focus therefore is made on the nature of leadership that can drive to broadly achieve the overall school’s goals. Effective leadership has been examined by scholars and the concurrence is that there are appendages to it ranging from instructional leadership, transformative leadership, moral leadership, participative, contingency and managerial. A school principal need to blend the six approaches so that they are geared to learner’s achievement, work ethics and values, democratic ideals and social justice. Finally, the paper looks at the emerging concepts and trends in school supervision and how they have shaped the delivery of curriculum goals and directions of schools. It proposes on the direction that educational policy makers should adopt in view of making bringing success to school leadership for effective curriculum delivery.
KEYWORDS
curriculum supervision leadership school policy
In-text citation: (Kagema, 2019)
Reference: Kagema, J. (2019). Evaluating Principals’ Role in Curriculum Supervision through Effective Transformative Leadership. Journal of Pedagogical Sociology and Psychology, 1(1), 1-5.
In-text citation: (1), (2), (3), etc.
Reference: Kagema J. Evaluating Principals’ Role in Curriculum Supervision through Effective Transformative Leadership. Journal of Pedagogical Sociology and Psychology. 2019;1(1), 1-5.
In-text citation: (1), (2), (3), etc.
Reference: Kagema J. Evaluating Principals’ Role in Curriculum Supervision through Effective Transformative Leadership. Journal of Pedagogical Sociology and Psychology. 2019;1(1):1-5.
In-text citation: (Kagema, 2019)
Reference: Kagema, Josphat. "Evaluating Principals’ Role in Curriculum Supervision through Effective Transformative Leadership". Journal of Pedagogical Sociology and Psychology 2019 1 no. 1 (2019): 1-5.
In-text citation: (Kagema, 2019)
Reference: Kagema, J. (2019). Evaluating Principals’ Role in Curriculum Supervision through Effective Transformative Leadership. Journal of Pedagogical Sociology and Psychology, 1(1), pp. 1-5.
In-text citation: (Kagema, 2019)
Reference: Kagema, Josphat "Evaluating Principals’ Role in Curriculum Supervision through Effective Transformative Leadership". Journal of Pedagogical Sociology and Psychology, vol. 1, no. 1, 2019, pp. 1-5.
REFERENCES
  • Bass, A. & Atwater, L. (1996). The transformational and transactional leadership of men and women, Applied Psychology, An International review, 45, 1, 5-34
  • Brint, S. (1994). In an age of experts: The changing role of professionals in politics and public life. Princeton, NJ: Princeton University Press.
  • Clotfelter, C. T., H. F. Ladd, and J. L. Vigdor. 2007. Teacher credentials and student achievement in high school: A cross-subject analysis with fixed effects. Washington, DC: Urban Institute.
  • Darling-Hammond, L. (2006). Assessing teacher education: The usefulness of multiple measures for assessing program outcomes. Journal of Teacher Education, 57(2), 120-138.
  • Darling-Hammond, L., & Sykes, G. (1999). Teaching as the learning profession: Handbook of policy and practice. San Francisco, CA: Jossey-Bass.
  • Elmore, R., & Burney, D. (1999). Investing in teacher learning: Staff development and in- structional improvement. In Darling-Hammond, L. & Sykes, G. (Eds.), Teaching as the learning profession: Handbook of policy and practice. San Francisco: Jossey Bass.
  • Davis, S.; Darling-H,.Dammond, L.; LaPointe, M.; & Meyerson, D. (2005). School leadership study:Developing successful principals (Review of Research). Stanford, CA: Stanford University, Stanford Educational Leadership Institute.
  • Geijsel, F., Sleegers, P., Leithwood, K., & Jantzi, D. (2003). Transformational leadership effects on teachers’ commitment and effort toward school reform. Journal of Educational Administration, 41, 228-256.
  • Gordon, R., Kane, T. and Staiger, D. (2006). Identifying effective teachers using performance on the job. Washington, DC: The Brookings Institution.
  • Ivancevich, J. M., Konopaske, R., & Matteson, M. T. (2011). Organizational behavior and management. New York, NY: McGraw-Hill.
  • Judith, H. & Lauren, S. (2013). Predicting Performance: A Comparison of University Supervisors’ Predictions and Teacher Candidates’ Scores on a Teaching Performance Assessment. Journal of Teacher Education, 63, (1) ,40-50.
  • Leithwood, K., & Jantzi, D. (2006). Transformational school leadership for largescale reform: Effects on students, teachers, and their classroom practices. School Effectiveness and School Improvement, 17, 201-227
  • Lezotte, L. (1991). Correlates of effective schools: The first and second generation. Okemos, MI: Effective Schools Products, Ltd.
  • Karen, O. (1999). Foreword, in Susan Sullivan and Jeffrey Glanz, Supervision That Improves Teaching: Strategies and Techniques; Thousand Oaks, CA: Corwin Press.
  • Kruse, S. D., & Louis, K. S. (2009). Building strong school cultures: A Guide to leading change. Thousand Oaks, CA: Corwin Press.
  • Moolenaar, N. M., Daly, A. J. & Sleegers, P. J. C. (2010). Occupying the principal position: examining relationships between transformational leadership, social network position, and schools’ innovative climate. Educational Administration Quarterly, 46(5), 623– 670.
  • Munby, H., Russell, T., & Martin, A. K. (2001). Teachers knowledge and how it develops. In V. Richardson (Ed.), Fourth handbook of research on teaching (pp. 877-904). Washington, DC: American Educational Research Association.
  • Nguni, S., Sleegers, P. J. C. & Denessen, E. (2006). Transformational and transactional leadership effects on teachers’ job satisfaction, organizational commitment, and organizational citizenship behavior in primary schools: The Tanzanian case. School Effectiveness and School Improvement, 17, 145-177.
  • Northouse, P. G. (2001). Leadership theory and practice. Second Edition. Thousand Oaks, CA: Sage Publications, Inc.
  • Peterson, K. D. (2002). The professional development of principals: Innovations and opportunities. Educational Administration Quarterly. 38(2), 213-232.
  • Rivkin, S., Hanushek, E., Kain, J. (2005). “Teachers, schools, and academic achievement”. Econometrica 73(2), 417–458.
  • Shanoski, L., & Hranitz, J. (1992). Learning from America's Best Teachers: Building A Foundation for Accountability Through Excellence, 2004
  • Shulman, L. S. (1987). Knowledge and teaching: Foundations of the new reform. Harvard Educational Review, 57, 1-22.
  • Wagner, M., Newman, L., Cameto, R., & Levine, P. (2006). The academic achievement and functional performance of youth with disabilities: A report from the National Longitudinal Transition Study-2 (NLTS2). Menlo Park, CA: SRI International
  • Yammarino, F. J., Spangler, W. D. & Bass, B. M. (1993). Transformational leadership and performance: a longitudinal investigation. Leadership Quarterly, 4(1), 81-102.
  • Zajda, J. (2009). Decentralization, School-based management, and quality. New York, NY: Springer.
LICENSE
This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.