As researching principals of entrusted alternative schools being operated depending on unique educational belief, philosophy, and values, this study has a purpose to certify leadership characteristics of the principals, which appear in the school fiel...
As researching principals of entrusted alternative schools being operated depending on unique educational belief, philosophy, and values, this study has a purpose to certify leadership characteristics of the principals, which appear in the school field. Even though a leader of an organization would be ethics, it is not necessary that all members of them is ethical, but it is highly true that an organization led by a corrupt leader would be corrupt. Therefore, the leader in an organization is very important person and his or her qualification is also important. Especially, the entrusted alternative schools are small so that the role of a principal could influence performance of the school absolutely. Therefore, after this study researched the role of principals, who lead organizations of the entrusted alternative schools, this study is to analyze characteristics of their leadership that is given to the schools and members.
In order to achieve the research objectives, this study set subjects for inquiry as follows. First, what are the position and role of principals in entrusted alternative schools? Second, what are characteristics of a leadership of principals in entrusted alternative schools? Third, what is educational meaning of the leader ship’s characteristics of principals in charge of entrusted alternative schools? This study conducted qualitative researches in order to verify the issues.
In chapter 4 and section 1, this study examined positions and roles of principals in entrusted alternative schools. As considering the positions of entrusted alternative school’s principals within the public education category and within the organization category, this study researched what is their role that the principals are conducting within each category. In chapter 4 and section 2, this study examined the characteristics of leadership that principals in entrusted alternative schools show. Based on data of in-depth interviews, this study researched the leadership of principals, which appears in various cases. This study classified the analyzed characteristics of leadership depending on types of leadership theory.
In chapter 4 section 3, this study considered educational meaning of the leader ship’s characteristics of principals in charge of entrusted alternative schools. In a process to analyze the characteristics of leadership that have been shown in many cases, this study comprehended entrusted alternative schools and researched meaning of the roles of principals.
The deducted results from the researches are summarized as follows. The research participants were in a place of assistant to the public education category and in a place of manager to the organization category. As they are assistant to the public education, they took tasks that school administrators should do and administrative works, related to student’s entrustment, which is a main task of an entrusted alternative school. In the organization, they took in charge of tasks that find and solve various problems due to operating schools. Also, as the results of analyzing in-depth interviews, e-mails, and diary in leadership characteristics analysis, they are shown as ‘a principal who leads members of an organization with strong charisma’, ‘a principal who help members with a warm heart’, ‘and a principal who serve members of an organization depending on ethics and moral values’. This study could categorize them into some categories such as a transformational leadership, a servant leadership, and honest leadership. In the school field, principals with the leadership prevented problem student’s deviations, provided proper alternative education to students, and suggested a new school model utilizing local communities.
Based on the results, this study found some problems to be solved in order to make the principals exert their leadership. First, consulting about the leadership of principals in entrusted alternative schools and systematic leadership improvement programs are needed. Second, teacher training for teachers who work in entrusted alternative schools is needed. It is because some teachers who have short teacher careers showed some weak points to handle problem students. Third, it is difficult for the principals who operate entrusted alternative schools to implement a long-term educational philosophy with a system for newly designated students every year in the school field where students are entrusted for a long time. For that, this study suggested institutional supplement was necessary for the entrusted process related to the entrusted alternative schools. Fourth, continuity of the entrusted alternative schools could not be secured in reality that most of them depend on donation for operation. Therefore, realistic budget support is needed for the entrusted alternative schools. Fifth, flexible close cooperation of administrative processes between government departments should be needed in order to utilize various facilities and programs for problem