School principal's self-regulated learning: a conceptual framework of learning-centered leadership

Mowafaq Qadach*, Chen Schechter, Rima'a Da'as

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review

Abstract

Purpose: This study explores a conceptual framework that addresses a school principal's self-regulated learning (SPSRL) as well as possible avenues for future conceptualization of, and research into this issue. Design/methodology/approach: The conceptual framework of SPSRL is based on an extensive literature review of the research on student’s and teacher’s self-regulated learning models. Findings: A novel conceptual and practical SPSRL framework for planning, performing, monitoring and self-reflection is elaborated. Research limitations/implications: This novel SPSRL conceptual framework provides school principals with a means to shape and develop processes, strategies and structures to monitor and evaluate their learning, enabling them to react effectively in uncertain and dynamic environments. This framework may open the way to future research into possible contributions of the SPSRL construct with other variables related to principal effectiveness. The suggested framework should be examined empirically in various sociocultural contexts, possibly substantiating its conceptual validity. Originality/value: The SPSRL conceptual framework can improve school learning, which might connect the individual (the school principal) and organizational (teachers) learning levels.

Original languageAmerican English
Pages (from-to)812-827
Number of pages16
JournalInternational Journal of Educational Management
Volume36
Issue number5
DOIs
StatePublished - 3 Jun 2022

Bibliographical note

Publisher Copyright:
© 2022, Emerald Publishing Limited.

Keywords

  • School principal's self-regulated learning (SPSRL)
  • Self-regulated learning context
  • Self-regulated learning model
  • Self-regulated learning strategies

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