Suchergebnisse

Achieving the kind of balance that encourages all children to learn, work, and contribute to their fullestpotential has been a continuing challenge as the world grows more complex and our communitiesenveloped with various challenges of socio-political and economic disintegration. With rapid changesin technology and global competition in all facets of human endeavour, it is more crucial than ever thatadolescents are fully equipped to compete for knowledge and technology based jobs. When studentsare not well prepared for the challenges ahead most especially from the secondary school stage ofeducation, the cost to individuals and the implication to the society can better be imagined. Forexample, the transition from high school to university is very stressful for most individuals (McLaughlin,Brozovsky & McLaughlin, 1998; Perry, Hladkyj, Pekrum & Pelletier, 2001; Pratt et al, 2000). Themajority of high school students who go on to post-secondary institutions withdraw before graduation(Gerdes & Mallinckrodt, 1994; Pancer, Hunsberger, Pratt & Alisat, 2000). First-year university studentsface a variety of stressors: making new relationships, modifying existing relationships with parents andfamily (e.g. living apart), and learning to cope with the new academic environment. Furthermore, theymust learn to function as independent adults (e.g. budgeting time and money). Failure to master thesefamiliar tasks appears to be the most common reason for undergraduate students withdrawing fromuniversity (Blanc, DeBuhr & Martin, 1983).

Educators, principals, and teachers alike, are being challenged with higher demands and requirementsin preparing our future generations for the 21st century. Professional development for teachers is a keyfocus in school transformation efforts. School transformation in today's educational system isdependent, in part, by how well teachers work together with their principal and colleagues (Louis,Leithwood, Wahlstrom, & Anderson, 2010). Recent research has focused on the role of the schoolprincipal and other site-based leaders in the implementation of professional development initiatives(Pedersen, Yager, & Yager, 2010). Principals play a key role in supporting and encouraging teachers'professional development needs. Successful principals establish the work conditions that enableteachers to be better teachers. The ability to share with others and collaborate for the purpose ofproviding instruction that is conducive to enhance student development is critical given the manydemands that are being put upon the system.