The paper aims to provide insights into the work of beginning principals in their first year through the experiences of one beginning principal during his first year in post.
Abstract
Purpose
The paper aims to provide insights into the work of beginning principals in their first year through the experiences of one beginning principal during his first year in post.
Design/methodology/approach
In order to illuminate the problems of beginning principals the paper sets out to answer the personal question: “What can I say about my experiences that can benefit other beginning principals?” To this end, it details a personal exploration of a beginning principal's first year in post using an action learning methodology.
Findings
The paper describes some of the major problems faced and asserts that the key issue which emerged was how much or how little change beginning principals should implement in their first year on the job. The paper also suggests a personal generic framework for dealing with this and other issues in situ.
Originality/value
This paper provides a unique insight into the work of beginning principals and their work problems. It also contributes a model that may stimulate reflection on key issues faced by a beginning principal.
Details
Keywords
Masoumeh Pourrajab, Ramli Basri, Shaffe Mohd Daud and Soaib Asimiran
The purpose of this paper is to identify the level of resistance to change in implementation of total quality management (TQM) in Iranian schools and investigate the influence of…
Abstract
Purpose
The purpose of this paper is to identify the level of resistance to change in implementation of total quality management (TQM) in Iranian schools and investigate the influence of principals’ and teachers’ gender and years of experience on resistance to change.
Design/methodology/approach
This study presents the results of survey research carried out in Iran. The participants of this study are secondary school principals and teachers. The researchers employed descriptive analysis on data collected. Independent sample t-test was used to determine the difference in resistance to change based on teachers and principals gender, and one-way ANOVA and Kruskal-Wallis H-test were applied to determine the difference in resistance of teachers and principals based on years of experience.
Findings
The researchers found that the level of resistance to change in Iranian schools is medium; the most important factor for resistance to change is confidence in the status quo. Gender has an effect on resistance to change only for teachers. Years of experience do not have an effect on resistance to change.
Originality/value
The study identifies some useful points for school’s principals and teachers to implementation of TQM in school.