School Principal's Role in Facilitating Change in Teaching-Learning Process: Teachers' Attitude. A Case Study on Five Junior Schools in Asmara, Eritrea

Autor/in	Fessehatsion, Petros Woldu
Titel	School Principal's Role in Facilitating Change in Teaching-Learning Process: Teachers' Attitude. A Case Study on Five Junior Schools in Asmara, Eritrea
Quelle	In: Journal of Education and Practice, 8 (2017) 6, S.134-142 (9 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2222-1735
Schlagwörter	Foreign Countries; Learning Processes; Teacher Attitudes; Teaching Methods; Instructional Innovation; Administrator Role; Principals; Questionnaires; Facilitators (Individuals); Program Implementation; Educational Change; Leadership Styles; Educational Administration; Resource Allocation; Supervision; Faculty Development; Organizational Communication; Qualitative Research; Likert Scales; Statistical Analysis; Eritrea + Suchen Sie Ihr Suchwort? Ausland; Learning process; Lernprozess; Lehrerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode; Educational Innovation; Bildungsinnovation; Principal; Schulleiter; Fragebogen; Bildungsreform; Führungsstil; Bildungsverwaltung; Schuladministration; Schulverwaltung; Ressourcenallokation; Qualitative Forschung; Likert-Skala; Statistische Analyse
Abstract	The research tried to examine the role of school principal in facilitating change in teaching-learning process. Moreover, it has focused on the main roles of principal in implementing LCIP. The research employed both quantitative and qualitative methods. The study used a random sample of 62 teachers from a purposefully selected five junior schools in Asmara to ensure the representation of the population with different socioeconomic background. The instrument for collecting data was a questionnaire. Descriptive analysis was utilized based on frequency, percentage, mean and standard deviation to analyze the data collected. For the open ended questions, narrative analysis was used to examine the responses of the teachers. The results of the study revealed that teachers believe that the principals in junior schools in Asmara have been facilitating implementation of the change introduced by the Ministry of Education in LCIP. They believe that principals have been striving on facilitating the change through exerting the proper leadership style, provision and mobilization of resources, playing supervisory role, enhancing the provision of school based training and development programs and creating appropriate communication channels. (As Provided).
Anmerkungen	IISTE. No 1 Central, Hong Kong Island, Hong Kong SAR. Tel: +852-39485948; e-mail: JEP@iiste.org; Web site: http://iiste.org/Journals/index.php/JEP
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01