Many of the schools continued to maintain or further improve their results in subsequent years. The ability to continue to improve or to sustain effectiveness over longer periods is an indicator that improvement has become embedded in the school’s work. Schools are successful in improving pupil performances through who they are – their values, virtues dispositions, attributes and competences – the strategies they use, and the specific combination and timely implementation and management of these strategies in response to the unique contexts in which they work. Associations between heads’ educational values, qualities and their strategic actions and improvement in school conditions leading to improvements in pupil outcomes. The results confirm and go beyond the model of successful leadership practices identified in the project literature review (Leithwood et al., 2006) that involve Creating Vision and Setting Directions, Restructuring the Organization and Redesigning Roles and Responsibilities, Developing People and Managing Teaching and Learning in schools in more challenging contexts, heads give greater attention to establishing, maintaining and sustaining school wide policies for pupil behavior, motivation and engagement, teaching standards, the physical environments, improvements in the quality of teaching and learning and establishing cultures of care and achievement.
Successful leaders draw on the same repertoire of basic leadership values, qualities and practices. Policy and Training Implications such evidence provides a justification for framing basic leadership standards and leadership development programmes around these categories, but providing, within each category, a number of levels in order to track developments in leadership expertise. Effective leaders apply strategies in ways that are sensitive to school and student background characteristics, to nationally defined needs and to their core educational ideals for maximizing pupils’ achievement across a range of academic, social and personal competencies.
By: Mrs. Gina A. Torres | Teacher III | Sto. Niño Biaan Elementary School | Mariveles, Bataan
