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Singapore School Principals.

Author: Zoe Suan Loy Boon
Publisher: Singapore : World Scientific Publishing Co Pte Ltd, 2018.
Edition/Format:   eBook : Document : EnglishView all editions and formats
Summary:

This book is undertaken by the author who has personally walked the journey of a classroom teacher, middle leader and school principal in the Singapore education system. It is a culmination of two  Read more...

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Genre/Form: Electronic books
Additional Physical Format: Print version:
Boon, Zoe Suan Loy.
Singapore School Principals: Leadership Stories.
Singapore : World Scientific Publishing Co Pte Ltd, ©2018
Material Type: Document, Internet resource
Document Type: Internet Resource, Computer File
All Authors / Contributors: Zoe Suan Loy Boon
ISBN: 9789813220263 9813220260
OCLC Number: 1035518463
Notes: Divestiture and retirement in the Singapore context.
Description: 1 online resource (329 pages)
Contents: Intro; Contents; About the Author; Acknowledgments; Dedication; Preface; List of Figures and Tables; Foreword I; Foreword II; Chapter 1 Introduction; Study I and Study II; Purpose of this book; Significance and usefulness; Conceptual framework; Summary; Chapter 2 The Singapore Education System; Evolution of the Singapore education system; Historical background; Phase one: Survival-driven paradigm (1959-1978); Phase two: Efficiency-driven paradigm (1979-1996); Phase three: Ability-driven paradigm (1997-2011); Phase four: Student-centric, values-driven paradigm (2012-present). Career progression frameworkOn becoming a teacher; Accession; Incumbency; Divestiture; Summary; Chapter 3 Literature Review; Leadership formation; Leadership formation and school leadership; Gronn's career model of leadership; Four phases of leadership career; The contextual continuum; The nature of the principal's work; Leadership values and leadership styles; The challenges of beginning principals; Principalship succession and rotation of principals; Working with staff and other stakeholders; Summary; Chapter 4 Research Methodology and Design; Research methodology. Justification for qualitative researchMethodological construct of leadership; A case for situated, individual portrayal; A multi-actor perspective; Researcher as practitioner-investigator; Research design; Selection of sample; Validity and reliability; Development of the interview structure; Confidentiality; Description of sample; Analysis of data; Summary; Chapter 5 The Formative Years; Study I: What beginning principals say; The influence of family; The influence of school; The influence of friends; The impact of religion; Study II: What retired principals say; Summary. Chapter 6 Accession: On Becoming a School PrincipalStudy I: What beginning principals say; The influence of peers, colleagues, and supervisors; The decision to be a principal; Preparation and training; Study II: What retired principals say; Summary; Chapter 7 Incumbency; Study I: What beginning principals say; Headship experiences in government-aided mission schools; Headship experiences in high-performing schools; Headship experiences in newly-established schools; Headship experiences in established neighbourhood schools; Study II: What retired principals say. (A) Values, beliefs, philosophy and school leadership(i) Student-centricity, character education, and academic achievements; (ii) Working with teachers and other stakeholders; (b) The joys of school leadership; (i) Achievement of school goals; (ii) Quality relationships with students; (iii) Quality relationships with staff; (c) Challenges/pains of school leadership; (i) Relating with parents; (ii) Managing teachers; (iii) Students at risk; (iv) Working with superiors; (v) Managing change; (vi) Rotation/succession/divestiture; Summary; Chapter 8 Divestiture.

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