Article

The Interaction of Principal and Teacher Instructional Influence as a Measure of Leadership as an Organizational Quality

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Abstract

Purpose: This article presents the design and test of a measure of school leadership as an organizational quality through the interaction of principal and teacher instructional influence. The Organizational Leadership Model hypothesizes four distinct conditions of school leadership, and the analysis investigates the relationship between teacher, principal, and school outcomes; school descriptors; and a school’s category in the Organizational Leadership Model. Theoretical Orientation: Ogawa and Bossert’s conception of leadership as an organizational quality serves as the theoretical foundation of this study, along with contemporary theories of distributed leadership, influence as leadership, and measurement of leadership. Data Source: This study draws teacher, principal, and school restricted-use data from the 2003-2004 Schools and Staffing Survey. The sample consists of 7,950 schools, their principals, and a random sample of teachers from each school. The school is the primary unit of analysis. Analysis: This study is conducted in two phases. In Phase 1, the Organizational Leadership Model (OLM) is tested for its ability to discriminate between teacher, principal, and school outcomes through a series of one-way ANOVA models. In Phase 2, a series of brr weighted ordered logit models explores the predictive power of school descriptors in determining the OLM category of schools. Findings: The analysis finds evidence that the Organizational Leadership Model is a robust measure of leadership as an organizational quality that effectively captures differences in school leadership contexts at the level of principals’ and teachers’ perceptions of their influence that precede task-oriented behaviors. Additionally, the study highlights the troubling relationship between schools serving high-need populations and those typified by low levels of school leadership. Implications for Research and Practice: The article identifies several avenues for future research to extend inquiry on the potential of the Organizational Leadership Model to develop additional nuance in discriminating between relationships among school contexts, leadership conditions, and teacher, principal, and school outcomes. The article further urges those implicit in maintaining the status quo of poor leadership accountability in schools, including those in the research community, to seek interventions at the level of principal and teacher perceptions of and professional standards for their practice.

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... Management system: Which is manifest in actions aimed at organising and structuring the activities carried out, whether related to academic aspects (teachinglearning process, services, counselling, etc.) or Management (extra-curricular, complementary or any other type of activities) based on systematised design, work systems and information management generated by the QMS (Trujillo, 2007;Jackson and Marriott, 2012;Rodríguez-Mantilla and Fernández-Díaz, 2013;Fernández-Díaz et al., 2016). This dimension also includes the policy for support and recognition of the members involved in undertaking the school's activities. ...
... School climate and satisfaction of the education community: Which refers to the efficacy of the QMS to change and improve internal relations among teachers, students, families, administration staff and managers and to increase participation and engagement of everyone in the running of the school and improving quality. A clear reflection of the impact of a QMS is continuous improvement in the results of evaluations and the level of satisfaction of the participants in the educational process (teachers, administration and support staff, students, families, etc.) (Thurler and Maulini, 2010;Lorenzo, 2011;Cetzal et al., 2012;Jackson and Marriott, 2012;Egido et al., 2016;Fernández-Cruz et al., 2015). ...
... The most important aspect of implementing a QMS in a school is that it helps improve teaching and learning processes, thus leading to improved results (Thurler and Maulini, 2010;Rodríguez-Mantilla and Fernández-Díaz, 2013;Fernández-Cruz et al., 2016). Information and communications systems: The Management Team must interact with their teaching staff, their students, parents, etc. (Trujillo, 2007;Cetzal et al., 2012;Jackson and Marriott, 2012). Communication among teachers is a key factor in planning and intervening in student-teaching processes and QMS consider communications to be one of the most important components in schools. ...
Article
Purpose The purpose of this paper is to analyse and compare the impact of implementation of ISO 9001:2008 Standards perceived by Management Teams and Teachers in schools in four autonomous communities in Spain. Design/methodology/approach To assess this impact, the authors used an evaluation instrument made up of 93 items assessing seven major dimensions, whose reliability has been excellent for the full scale (Cronbach’s α = 0.987) and dimensions (α > 0.93). The authors conducted descriptive and differential analyses (ANOVA and t-test for independent samples) of the assessments by professional position (managers and teachers) and other variables (size and type of school, years of implantation, etc.). A factorial analysis of variance was conducted to analyse the interaction effect between these variables in each of the evaluated dimensions. Findings The most significant results show a high impact on the dimension management, medium on communication, learning process and external relations and low impact on climate, support and recognition and satisfaction. Likewise, the authors found that members of the Management Teams valued the impact that ISO 9001:2008 Standards have had on all dimensions at a higher level, except for external relations, where no significant differences between Teachers and Management Team members were found. Practical implications The study makes it possible to conclude that in general terms, the members of the Management Team of the schools perceive a higher impact of the implementation of ISO 9001:2008 Standards than teacher do in the different dimensions evaluated. Originality/value The specialised literature shows the lack of studies related to the impact that the implementation of quality management systems has on organisations. Specifically, this study provides conclusions to the scientific and professional community with objective evidence of the impact ISO 9001:2008 implementation has had on schools, through an indirect system of perceptions of the education community of the changes, which according to them had taken place as a result of implementation. Thus, this study contributes to the development of a new body of knowledge by evaluating this impact.
... (3) Principal leadership and teacher retention: There is moderate evidence that principal leadership behavior has both direct (Bond, 2012;Jackson, 2007Jackson, , 2012Urick, 2012;Weiss, 1999;Williams, 2012) and indirect effects (Stockard and Lehman, 2004;Tickle et al., 2011;Tickle, 2008) on teacher retention. There was limited evidence of a negative association between the amount of principal influence and teacher retention ( Jackson, 2007( Jackson, , 2012 and a positive association between administrative support and teacher retention (Tickle, 2008;Tickle et al., 2011). ...
... (3) Principal leadership and teacher retention: There is moderate evidence that principal leadership behavior has both direct (Bond, 2012;Jackson, 2007Jackson, , 2012Urick, 2012;Weiss, 1999;Williams, 2012) and indirect effects (Stockard and Lehman, 2004;Tickle et al., 2011;Tickle, 2008) on teacher retention. There was limited evidence of a negative association between the amount of principal influence and teacher retention ( Jackson, 2007( Jackson, , 2012 and a positive association between administrative support and teacher retention (Tickle, 2008;Tickle et al., 2011). ...
... (2) Teacher influence and teacher retention: the SASS instructional leadership literature supported significant connections between teacher autonomy and influence and other important teacher factors. There was moderate evidence of teacher autonomy and influence positively impacting teacher retention (Everitt, 2005;Jackson, 2012;Kendall, 2011;Liu, 2007;Smith and Rowley, 2005;Wells, 1993) and moderate evidence of school-level teacher influence having a larger impact than classroom-level influence (Everitt, 2005;Jackson, 2012;Liu, 2007). ...
Article
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Purpose Instructional leadership has been an active area of educational administration research over the past 30 years. However, there has been significant divergence in how instructional leadership has been conceptualized over time. The purpose of this paper is to present a comprehensive review of 25 years of quantitative instructional leadership research, up through 2013, using a nationally generalizable data set. Design/methodology/approach The authors conducted a meta-narrative review of 109 studies that investigated at least one aspect of instructional leadership using the Schools and Staffing Survey (SASS) administered by the US National Center for Education Statistics. Findings There were four major themes of instructional leadership research that analyzed SASS data: principal leadership and influence, teacher autonomy and influence, adult development, and school climate. The three factors most researched in relationship to instructional leadership themes were: teacher satisfaction, teacher commitment, and teacher retention. This study details the major findings within each theme, describes the relationships between all seven factors, and integrates the relationships into a single model. Originality/value This paper provides the most comprehensive literature review to-date of quantitative findings investigating instructional leadership from the same nationally generalizable data set. This paper provides evidence that leadership for learning is the conceptual evolution of 25 years of diverse instructional leadership research.
... School leaders are responsible for promoting success in schools, including improving the achievement levels of students and enhancing the overall quality of the education process. A large segment of educational literature has proved that school leaders influence students' learning substantially by directing and supervising teachers' performance (Bush et al., 2011;Huggins et al., 2016;Jackson & Marriott, 2012). ...
... While transformational leadership is the most common model in education (Webb, 2014), the impact of instructional leadership on the learning outcomes of students tends to be greater (Leithwood & Sun, 2012). Researchers show that high-performing schools have instructional leaders that focus on enhancing a positive learning environment, managing curricula and teaching, defining the school mission, monitoring and observing instruction, and assessing instructional programs (Jackson & Marriott, 2012;McEwen, 2019). Consequently, leading instructional effort in schools is considered school leaders' prime role. ...
Article
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Egypt and Kuwait are currently executing a large-scale transformation in the national education system. On such time, school leadership capacity building and development is crucial and fundamental. Therefore, the current research seeks to scrutiny leadership components presented in the Education Administration Master program offered in Assiut and Kuwait Faculties of Education to cross match the presented knowledge and competencies with international requirements of highly credited leadership master programs. A comparative analytical study was implemented to compare the leadership models presented in the Assiut and Kuwait master’s programs in educational administration. The intended outcome is to enhance the current master program offered in both faculties. Received: 31 October 2021 / Accepted: 1 December 2021 / Published: 3 January 2022
... Seja por essa ou outras perspectivas, considera-se a liderança como uma habilidade ou conjunto de características desempenhadas em plano individual, mas que também pode ser considerada como uma qualidade da organização, posto que esta é sua maior beneficiária Research, Society and Development, v. 9, n. 3, e191932741, 2020 (CC BY 4.0) | ISSN 2525-3409 | DOI: http://dx.doi.org/10.33448/rsd-v9i3.2741 5 (Zanotto et al., 2016). Outro ponto a ser ressaltado é que a liderança não é um processo individual e sim um fenômeno que faz parte do sistema organizacional pois é o meio escolhe alguém para liderar (Jackson;Marriott, 2012 2) o comportamento de tarefa, onde se mede as habilidades técnicas e conhecimentos na Research, Society and Development, v. 9, n. 3, e191932741, 2020 (CC BY 4.0) | ISSN 2525-3409 | DOI: http://dx.doi.org/10.33448/rsd-v9i3.2741 6 área de atuação, tendo como final a seguinte tabela que auxilia a compreensão dos tipos de liderança situacionais (Hersey & Blanchard, 2015 ...
... Seja por essa ou outras perspectivas, considera-se a liderança como uma habilidade ou conjunto de características desempenhadas em plano individual, mas que também pode ser considerada como uma qualidade da organização, posto que esta é sua maior beneficiária Research, Society and Development, v. 9, n. 3, e191932741, 2020 (CC BY 4.0) | ISSN 2525-3409 | DOI: http://dx.doi.org/10.33448/rsd-v9i3.2741 5 (Zanotto et al., 2016). Outro ponto a ser ressaltado é que a liderança não é um processo individual e sim um fenômeno que faz parte do sistema organizacional pois é o meio escolhe alguém para liderar (Jackson;Marriott, 2012 2) o comportamento de tarefa, onde se mede as habilidades técnicas e conhecimentos na Research, Society and Development, v. 9, n. 3, e191932741, 2020 (CC BY 4.0) | ISSN 2525-3409 | DOI: http://dx.doi.org/10.33448/rsd-v9i3.2741 6 área de atuação, tendo como final a seguinte tabela que auxilia a compreensão dos tipos de liderança situacionais (Hersey & Blanchard, 2015 ...
Article
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As the environmental issues become more pressing, Municipal Environmental Councils started to spread in Brazil over the last 20 years. This non-mandatory consultative and normative body is composed of volunteers from both public and private sector, aiming to discuss and recommend solutions that affect the local environment. Leadership of this council is expected to work as mediators between competitive perspectives. The present paper aims to analyze situational leadership in the Municipal Environmental Council of the city of Santa Maria, in the south of Brazil. Literature in situational leadership and environmental leadership was used to base our discussion. Primary data was collected through both structured forms and semi-structured interviews with two Coordinators of the Council. Results indicate a high level of maturity of the teams, with leaders acting mostly as mediators, with a high level of delegation. As council members tend to be interested and connected to the environmental agenda, a high level of motivation and capabilities is found, creating more mature teams and enabling a more “hands-off” approach from the leader figure.
... According to this approach, school principals are instructional leaders who provide expert support to teachers, guide them, and make critical contributions to their teaching and learning processes (Baker et al., 2020). In this context, the scope of the shared instructional influence between the school principal and teachers is also considered as an important part of a qualified organizational structure (Jackson & Marriott, 2012). In this leadership, roles with expanded responsibilities are defined and the synergy between teachers and school principal supports continuous growth (Urick, 2016). ...
Article
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The aim of this study is to determine the effect of shared instructional leadership and social capital on school effectiveness according to teacher perceptions. The study was designed in a descriptive relational survey model. The sample of the study consists of 403 teachers working in schools in the Odunpazarı and Tepebaşı districts located in the city center of Eskişehir, Turkey in the 2021-2022 academic year. In the study, “Shared instructional leadership scale,” “Social capital scale” and “School effectiveness scale” were used. In the study, it was found that teachers’ perceptions of shared instructional leadership, social capital, and school effectiveness levels were high. It was determined that shared instructional leadership and social capital variables together had a high and significant relationship with school effectiveness. The relative importance of the predictor variables on school effectiveness are shared instructional leadership and social capital variables, and these variables were found to be significant predictors of school effectiveness. School principals can contribute to the strengthening of social capital and school effectiveness by exhibiting shared instructional leadership behaviors such as focusing on student learning, sharing authority and responsibilities, strong dialogue and cooperation.
... Although, Jackson and Marriott (2012) indicated that poorly performing urban schools and struggling free school-lunch-eligible students are often associated with leadership that fails to either understand or implement distributed leadership from an organizational perspective. Brooks, Jean-Marie, Normore, & Hodgins (2007) found that the practice of distributed leadership by formal and informal leaders, especially as it pertains to context-specific and situationally bound issues, has the potential to improve student outcomes within minority-majority schools, and improve 9 social mobility for social justice. ...
... The concept of influence is often coupled with factors such as the ability to achieve compliance and gain leverage through the techniques of persuasion (Kearney & Smith, 2009). Recent research points to the fact that those in authority wield "persuasive" behaviors that influence organizational stakeholders and affect institutional change (Kearney & Smith, 2008;Kearney, Smith & Maika, 2014;Jackson & Marriott, 2012). Notwithstanding, Rod Ogowa and Steven Bossert (1995) assert that influence is not exclusively limited to those in formal leadership roles within an organization, but rather that all stakeholders have both the potential and ability to influence the decisions of others within the institution. ...
Article
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This investigation explores the relationships between principal influence and four facets of organizational climate: institutional vulnerability, collegial leadership, achievement press, and professional teacher behavior. Data were collected from 2,033 teachers at 112 elementary schools in two states from the Southern and Midwestern United States. The results of multiple linear regression analyses show that the independent variables of principal influence, SES, and school size combinedto form a significant portion of the variance in organizational climate. The four facets of organizational climate explored in this study provide insight into specific mechanisms through which influential principals can positively affect schools.
... Teachers having organizational expertise and motivational techniques ensure a quality learning atmosphere among students through their proper feedback, better communication, coordination, loving and positive behavior, discipline and motivational nature (Kimball, 2011). Attitude is a relational mental state which directs individuals' behavior (Jackson & Marriott, 2012). The manifestation of professionalism is basically an attitude (Harrison, Newman & Roth, 2006). ...
Article
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This study focused on classroom organizational skills and the professional attitude of teachers and head teachers as well as students' motivation at Primary school level. The population of the study comprised of all Public and Private Primary Schools teachers and head teachers in district D.I.Khan. With, random sampling, the total 179 respondents were Primary Schools teachers and 54 Primary Schools head teachers). The key purpose was to investigate the relationship between classroom organizational skills and professional attitude of Primary school teachers and head teachers regarding students' motivation in district D.I.Khan. The study was delimited to all-male Public and Private school teachers and head teachers in district D.I.Khan. Three points Likert scale "Yes, No, To Some Extent" was used for the purpose of data collection from the respondents. Data were analyzed through the Chi-Square Online Calculator by using P-value and Chi-Square. The attitudes and organizational skills of professional teachers and head teachers are the key factors and tools to positively motivate their students for better and quality education. Disciplinary: Educational Sciences (Primary Education).
... Indeed, a group of studies that investigated teacher leadership, in a holistic, integrated framework alongside the other leadership models such as principalship, have advanced some understanding on the impacts and effects of teacher leadership (e.g. see Jackson and Marriott, 2012;Sebastian et al., 2016;Supovitz et al., 2010). ...
Article
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Purpose The purpose of this paper is to outline key findings from a contemporary review of the international empirical literature focused upon teacher leadership. It synthesises what is currently known about the nature, practice, conditions and impact of teacher leadership and to outline patterns in the contemporary empirical research base. Design/methodology/approach This review is based on an analysis of 150 empirical articles published in Scopus/SSCI-indexed journals between January 2003 and December 2017. Findings The paper draws upon this contemporary knowledge base to explore: contextual and methodological patterns of teacher leadership research; definitions of teacher leadership; and evidence on the enactment of teacher leadership, factors influencing teacher leadership and impacts of teacher leadership. Originality/value This paper highlights the progress and issues of the empirical research on teacher leadership since 2003 and identifies gaps in the knowledge base as well as areas for future scholarly enquiry.
... They thus attempt to modify or generate a horizontal and vertical communication system that helps achieve the agreed objectives (Robles- García et al., 2005). The managers must interact with their teaching staff (Jackson & Marriott, 2012), their students, parents, etc. Communication among teachers is a key factor in planning and intervening in student teaching processes. 2 Management System: Related especially to the school's Planning Culture, which is manifest in actions aimed at organising and structuring the activities carried out, whether related to academic aspects (teaching-learning process, services, counselling…) or Management (extra-curricular, complementary or any other type of activities) based on systematized design, work systems and information management generated by the QMS. ...
Article
Implementation of Quality Management Systems in educational organisations is a fact in many countries. Therefore, it is necessary to obtain evidence of the improvements and changes that the centres have because of the implementation. Thus, this paper presents the design of a solidly based questionnaire to evaluate the impact of ISO 9001 Standards in schools. Likewise, the analysis of the technical characteristics of the instrument is presented. We analysed the reliability, content and construct validity (the latter by means of Structural Equations Models implemented with Software AMOS 24). Results show that the overall reliability of the questionnaire is very good, with a Cronbach’s α of 0.985 and values higher than 0.93 in each of the six dimensions. The Confirmatory Factorial Analysis showed highly satisfactory results (IFI/ TLI/CF I > 0.90, RMSEA < 0.50, PRATIO > 0.85). The validity of the questionnaire is good, there is consistency between dimensions and sub-dimensions. Thus, the instrument presented combined the necessary technical characteristics for it to be considered a valid and reliable tool.
... 285). Jackson and Marriott (2012) indicated that poorly performing urban schools and struggling free school-lunch-eligible students are often associated with leadership that fails to either understand or implement distributed leadership from an organizational perspective. Brooks, Jean-Marie, Normore, and Hodgins (2007) found that the practice of distributed leadership by formal and informal leaders, especially as it pertains to context-specific and situationally bound issues, has the potential to improve student outcomes within minority-majority schools, and improve social mobility for social justice. ...
Article
This paper presents a comparative analysis of two high schools, one in the Arab Education system in Israel and the other in the English Education system in Europe. The comparative analysis focuses on two principals’ perspectives of how they led their schools, in partnership with the authors from Higher Education Institutions, by implementing a distinctive mark of distributed leadership by an whole school inquiry led inter-cultural change. The change facilitated knowledge exchange, mobilisation, and dissemination activities that empowered staff and young people to become societal innovators for equity and renewal which raised student outcomes between – 17% and 27% The research reveals that shared aims, themes and methods through a distinctive mark of distributed leadership by whole school inquiry develops new inter-cultural understandings and builds respect, trust, and local research priorities and practices in communities of diverse race, ethnicity, cultural, religious, and citizen or refugee status. Members of diverse communities were able to hold each other to account, and became more autonomous in their plans for the future in a context of gaps in status in both contexts.
... Distributed leadership that recognises all groups, including minoritised groups can benefit aspiring and practicing school leaders because it connects the social mission of most schools to realise democracy in education (Dewey, 1916) to the practice of everyday leadership activity (Brooks, Jean-Marie, Normore, & Hodgins, 2007). Jackson and Marriott (2012) indicated that urban schools, which practice leadership in a less distributed way, could end up with disturbing educational outcomes from an equity perspective. For them, poorly performing urban schools and struggling free school-lunch-eligible students, are often associated with leadership that fails to either understand or implement distributed leadership from an organisational perspective. ...
Chapter
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This chapter identifies that distributed leadership is about sharing power for political pluralism. Distributed leadership has a comprehensive commitment to bringing different groups with different interests, different languages and dialects, different knowledge bases, different metaphysical knowledge and different religions, or no religion, together through provisional agreement on key principals of political pluralism. Marginalised groups may not feel like they belong and may be vulnerable to ideologies that give them a sense of being disconnected from community. Such a position stands as a barrier to political pluralism and shared world views. The situation might be ignored in schools because developing political liberalism through participatory, evidence-informed leadership that is logical, moral and ethical requires time, and agents need to be prepared for such identity work. However, the problem cannot be ignored if community members seek to belong with risky gangs, and are vulnerable to radicalisation, which is very dangerous for them and for their communities. Empowering others may be achieved by developing their capability to ask good questions, and apply collaborative critical thinking for solving social and personal problems. Such empowerment requires shifts from hierarchical teaching of standardised knowledge that is right or wrong to doing the right thing as mature citizens in becoming. The chapter also identifies that it cannot be assumed that leaders are willing or able to distribute leadership, or that doing so would be a panacea for navigating the turbulence faced by their schools to empower societal innovators for equity and renewal. Rather, we concur with Leithwood et al. (2008) who advocate for a thoughtful and purposeful approach to developing leadership for school improvement.
... Um líder não é líder simplesmente devido a um papel formal. As posições de líderes e seguidores são dinâmicas como as organizações se envolvem propósitos e atividades variadas necessárias para atingir objetivos organizacionais (JACKSON; MARRIOT, 2012). ...
Conference Paper
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Os estudos sobre liderança direcionam para uma interpretação do líder como aquele que transmite confiança, inspiração e visão aos seus liderados. Assim, o objetivo deste artigo foi identificar a relação entre o perfil de liderança, que visa a preparação e desenvolvimento de docentes, nos estudantes dos programas de pós-graduação stricto sensu mestrado e doutorado de uma universidade Brasileira sediada em Caxias do Sul - RS. Para tanto, realizou-se uma pesquisa de caráter quantitativo, exploratório e descritivo por meio de uma survey. Para tabulação e compilação dos dados realizou-se uma análise fatorial, frequência e desvio padrão operacionalizado com software SPSS versão 20. Os resultados obtidos demonstraram que o perfil de liderança dos discentes estudados revela-se heterogêneo em relação ao estudo original, em decorrência dos aspectos relevantes quanto às características de liderança, e levantando o questionamento acerca do instrumento original e sua aplicabilidade em determinados contextos. Os construtos resultantes da análise fatorial demonstram que o perfil de liderança voltado aos aspectos coletivos do grupo, bem como o comprometimento pessoal em prol do coletivo, o que converge com a proposta do instrumento original, de Kouzes e Posner (2013).
... In relation to the core areas or dimensions that can be used to evaluate the impact of QMS on schools, the specialised literature has used, for example, the Communication System (between Management Team and teachers, between teachers, between the school and families, etc. -Jackson & Marriott, 2012;Fernández-Díaz et al., 2016) and the Management System at the school, characterised by systematisation of the working procedures, information management, and actions aimed at organising and structuring activities (Cetzal, Delgado, & Reche, 2012;Rodríguez-Mantilla & Fernández-Díaz, 2013). This dimension is related to the Support and Recognition Policy of Managers towards teachers for the tasks they perform, and it is a key element of teacher motivation and personal and professional fulfilment . ...
Article
The aim of this study was to analyse the simultaneous effect of a set of predictors of the impact perceived by teachers and managers of implementing two Quality Management Systems (QMS): European Foundation for Quality Management (EFQM) and ISO:9001 STANDARDS. A sample of 2869 subjects from 114 Spanish schools has been taken, to which a 91-item questionnaire has been applied to assess the perceived impact that the implementation of QMS has had on the schools. Data analysis was carried out using hierarchical-linear modelling. Results show a high level of impact in Management and Planning system and medium impact in Communication, the Learning Process and External Relations. The main predictors of the impact are the position and years of service at the school (on Level 1 -Subject-) and ownership, school size and QMS implemented (on Level 2 -Schools-), finding that the impact perceived in schools with EFQM was higher. The specialised literature shows the scarcity of studies on the impact that QMS have on organisations, especially in the education sector. Thus, this study provides conclusions to the scientific and professional community with objective evidence of predictors of the impact perceived by teachers and managers of implementing QMS in schools.
... Um líder não é líder simplesmente devido a um papel formal. As posições de líderes e seguidores são dinâmicas como as organizações se envolvem propósitos e atividades variadas necessárias para atingir objetivos organizacionais (JACKSON; MARRIOT, 2012). ...
Conference Paper
Full-text available
Os estudos sobre liderança direcionam para uma interpretação do líder como aquele que transmite confiança, inspiração e visão aos seus liderados. Assim, o objetivo deste artigo foi identificar a relação entre o perfil de liderança, que visa a preparação e desenvolvimento de docentes, nos estudantes dos programas de pós-graduação stricto sensu mestrado e doutorado de uma universidade Brasileira sediada em Caxias do Sul - RS. Para tanto, realizou-se uma pesquisa de caráter quantitativo, exploratório e descritivo por meio de uma survey. Para tabulação e compilação dos dados realizou-se uma análise fatorial, frequência e desvio padrão operacionalizado com software SPSS versão 20. Os resultados obtidos demonstraram que o perfil de liderança dos discentes estudados revela-se heterogêneo em relação ao estudo original, em decorrência dos aspectos relevantes quanto às características de liderança, e levantando o questionamento acerca do instrumento original e sua aplicabilidade em determinados contextos. Os construtos resultantes da análise fatorial demonstram que o perfil de liderança voltado aos aspectos coletivos do grupo, bem como o comprometimento pessoal em prol do coletivo, o que converge com a proposta do instrumento original, de Kouzes e Posner (2013).
... These studies also showed the positive effects of variables such as "goals shared by the whole team" on learning improvement. In this same direction, other research has emphasized the relevance of a relationship between a school's principal and teachers in improving school's outcomes (Hulpia, Devos and Keer, 2011;Jackson and Marriot, 2012;Price, 2012), corroborating the importance of investigating how teachers perceive and relate to their principals' leadership. Marks and Printy (2003) propose the concept of integrated leadership, bringing together pedagogical (instructional) and transformational leadership. ...
Article
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RESUMO Este estudo ressalta a relação entre um fator intraescolar - a liderança do diretor (percebida pelos professores da escola) - e um fator extraescolar - as políticas de provimento do cargo de direção da escola - com os resultados acadêmicos dos alunos. Utilizando-se dos dados das edições de 2007, 2009 e 2011 da Prova Brasil, o estudo, de natureza quantitativa, inicialmente descreve o perfil dos diretores das escolas avaliadas somente no 5º ano do ensino fundamental. O trabalho envolveu a criação do índice de liderança do diretor por meio da análise fatorial e da variável indicativa do provimento de cargo do diretor. Por fim, desenvolveu-se uma regressão linear buscando relacionar essas variáveis ao desempenho dos alunos do 5º ano (proficiência média em matemática na Prova Brasil). Foi possível verificar que, quando controlado o nível socioeconômico dos alunos, os fatores intraescolar e extraescolar analisados possuem associações estatisticamente significativas com os resultados dos alunos do 5º ano.
... In this sense, the reviewers have figured out that distribution of leadership capacity is heavily subjected to contextual dynamics and factors at schools. It has come out that that particularly social interactions and contextual factors seem to have an influence on shaping the distribution of leadership (Gurr et al., 2005;Hulpia et al., 2011;Jackson & Marriott, 2012;Leithwood et al., 2007;Muijs, 2007;Muijs et al., 2013;Ritchie & Woods, 2007;Vennebo & Ottosen, 2011). Along with tolerance, patience and recognizing strengths and weaknesses (Muijs, 2007), especially mutual trust and open communication were recognized as the most salient emergent themes within the schools' social contexts. ...
Article
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Recently distributed leadership is on the agenda of educational researchers. Considering the remarkable leap in the number of studies conducted for the past ten years, this review focused on the empirical studies in educational institutions carried out between 2005 and 2015, with a cross-cultural perspective. Keeping the conceptual models offered in the literature in mind, the reviewers attempted to shed lights on the reflections of distributed leadership on the ground. Throughout this narrative review, 43 empirical studies conducted in schools from 18 countries were scrutinized through content analysis. Answers were sought for some critical questions on practicing of distributed leadership by presenting the emerging themes and concepts. Furthermore, this article presented practices of distributed leadership at schools on various countries in the lights of the empirical findings of the studies the literature. Additionally, in the final section of the current review, the conceptualization of distributed leadership with empirical outline was discussed, and some recommendations were offered towards sharing school objectives, values in a frame of collective vision for contributing to learning at schools.
... Experiencing burnout inevitably causes decrease in life satisfaction levels of school principals. As Jackson & Marriott, [52]; Demirtas & Ozer [53]; Balyer [54] state in their researches the job and the role of the principals continues to expand in terms of expected duties. As a result a principal may experience role conflict when there are a lot of different role expectations from teachers, students and community members. ...
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... Bu araştırma kapsamındaki makalelerde de liderliğin ön planda olduğu görülmüştür. Örneğin; sosyal adalet liderliği (Furman, 2012), örgütsel liderlik (Jackson veMarriott, 2012), okul liderliği (Peck ve Reitzug, 2012;Notman, 2012;Smith ve Riley, 2012), öğretimsel liderlik (Lee, Hallinger veWalker, 2012;Honig, 2012;Tan, 2012;Sofo, Fitzgerald ve Jawas, 2012), eğitimsel liderlik (Brinia, 2012;Moos, 2012; Gavish ve Oplatka, 2012;), dönüşümsel liderlik (Bi, Ehrich ve Ehrich, 2012), dağıtılmış liderlik (Bush veGlover, 2012) incelenen makalelerde çalışılan liderlik türleri olarak ortaya çıkmıştır. Zepeda vd.'e göre eğitim liderliği ile ilgili son literatür taraması, çalışmalarda eğitim liderliğine hazırlık, sosyalleşme, gelişme, etkililik, değerlendirme ve sürdürme konularının incelendiğini ortaya koymuştur (Parylo, 2012). ...
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The learning sciences clarify how people learn best under which conditions and how human variability influences outcomes. Despite great advancements in some learning sciences over the past 30 years, there has been relatively little change in educational science, a sub-field of the learning sciences. To determine why knowledge from the learning sciences has not had a greater impact on educational policy, this study considered evidence from the learning sciences through a previously published systematic review of the literature followed by a Delphi panel of experts on the learning science (Tokuhama-Espinosa, 2017). This was compared with a literature review of the trends in leadership decision-making models (data-based; context; distributed; transformative; goal-orientated, results-oriented) (Appendix A in Supplementary Material). This review found 30 current educational policies that contradict evidence from the learning sciences, suggesting a disconnect between educational science and other learning sciences. While there are some initiatives underway in a small number of educational leadership sectors to incorporate more learning science data into decision-making, it is not a norm. The current business-oriented model in educational policy design may explain this divide. The analysis of these results considers how switching from a business to a learning science model may result in different educational priorities. Such a vision offers a distinct and possibly more universally acceptable measure of “quality” education, detached from the immediate social and political goals and independent of the historical times in which they are taken. This paper suggests further research into this new learning sciences evidence-based framework on which educators base policy decisions.
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The learning sciences clarify how people learn best under which conditions and how human variability influences outcomes. Despite great advancements in some learning sciences over the past 30 years, there has been relatively little change in educational science, a sub-field of the learning sciences. To determine why knowledge from the learning sciences has not had a greater impact on educational policy, this study considered evidence from the learning sciences through a previously published systematic review of the literature followed by a Delphi panel of experts on the learning science (Tokuhama-Espinosa, 2017). This was compared with a literature review of the trends in leadership decision-making models (data-based; context; distributed; transformative; goal-orientated, results...
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Against the background of the recently published Policy on the South African Standard for Principals, the aim of this article is to determine whether distributed leadership is catered for in the South African regulatory and policy framework. It is argued that due to the accountability demands of a fundamentally bureaucratic education system, distributed leadership with its heterarchical features will most likely not be applied by South African public school principals. In addition, the article argues that there is ambiguity in the leadership/management function principals are expected to perform. This is manifested in the existence of a policy–practice gap, conceptual (con-) fusion pertaining to the actions of school management and leadership, a managerial mind-set of education authorities and a divergence of top-down and bottom-up expectations of a principal’s role. Furthermore, the post-apartheid capacity deficit and the contextual diversity of schools will require development of new attitudes, skills and knowledge by principals, staff members and district and provincial officials for distributed leadership to be a viable approach.
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School leadership can be developed and strengthened from many approaches, including, but not limited to, transformational, instructional, distributed, and social justice leadership. This article presents an alternative perspective to develop school leadership from the social network perspectives. Drawing upon the growing body of research on social networks in school leadership, this article elucidates the evidence-based school leadership practices from four facets: social ties, network structure, social influence, and school culture. These four facets influence one another as the school leaders emerge, exercise leadership, and build a nurturing school culture through forging social ties, shaping network structure, and gaining social influence.
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This chapter discusses secondary data analysis and identifies several of the most prominent data sets used in education policy and leadership research. Existing, generalizable data allow researchers to address pressing national and systemic issues in educational leadership and policy. These common data sets provide an opportunity for comparison and replication of findings across studies. These data sets also provide more options for advanced statistical analysis. Indeed, once researchers learn how to analyze one of these main data sets, this knowledge can be applied across additional years of the same data set, extended to other available national/international surveys, and can provide an example of how future original data collections may be shared with other researchers.
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The qualitative study reported on was, undertaken from a distributed leadership perspective, and was an attempt to provide understanding of how heads of department (HoDs) develop educators within the organisational context of different schools and subject departments. The findings are related to the current policy framework for professional development in South African schools. Two fee-paying and two non-fee-paying schools were selected and interviews were conducted with HoDs from single subject (unitary) and multi-subject (federal or confederate) departments in each school. The data was transcribed, coded, analysed and related to the research question. The findings confirmed that HoDs are a key link between principals and the educators in their classrooms. This supports the view that HoDs have formal responsibilities and accountabilities and they wield a horizontal and a vertical influence. Recommendations are made to improve professional development practice by HoDs in particular and in the education system in general.
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Purpose: Teacher empowerment involves investing teachers with the right to participate in the determination of school goals and policies as informed by their professional judgment. By empowering teachers, teachers can discover their potential and limitations for themselves as well as developing competence in their professional development. This makes teacher empowerment a crucial issue. The primary aim of this research is to determine school administrators’ roles in empowering the teachers at their schools. Research Method: In this study, the researcher used a qualitative research design. The data were analyzed in accordance with the content analysis method. The researcher interviewed 20 teachers through over the course of this study. The researcher chose the respondents according to the purposive sampling method. Results: The results reveal that administrators have empowered these teachers by providing opportunites for shared decision-making, improving their status, making schools more attractive places, building relationships on principles of trust and creating good communication among teachers. However, administrators do not adequately support their professional development, develop their self-efficacy, support their autonomy or employ them in some managerial roles. Implications for Research and Practice: One main conclusion arising from the research is that administrators empower teachers by providing shared decision-making, improving their status, making schools more attractive places, building relationships depending on trust and creating good communication among teachers. However, administrators do not support their professional development adequately, develop their self-efficacy, support their autonomy or employ them in some managerial roles.
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School principals can play an important role in promoting teacher leadership by delegating authority and empowering teachers in ways that allow them influence in key organizational decisions and processes. However, it is unclear whether instruction and student learning are enhanced by promoting teacher influence in all aspects of school organization or whether it is better for principals to directly work on certain processes while delegating influence on others. We compare pathways from principal leadership through school organizational processes to student outcomes that include teacher influence as a mediating factor to pathways that do not include teachers’ influence. Our results suggest that effective principals use teacher leadership to improve the school learning climate while they work directly on professional development and school program coherence. [Forthcoming by American Journal of Education in November 2016]
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Technical Report
Federal, state, and district leaders are increasingly focusing on the quality of educational leadership and how leaders are prepared for practice. High-quality leadership preparation and development are essential to high-quality practice, which in turn optimizes the capacity of schools and central offices to support student engagement and learning. Schools and school systems reflect the collective efforts of many individuals working towards a common set of goals. Competent, committed leaders determine the accomplishments of that collective vision, talent, and energy through their actions and expertise. Leaders throughout the organization, whether in the classroom, school, or school district, are the catalysts for success in educating our nation’s students. Standards are intended to identify and articulate the knowledge and skills that contribute to that leadership expertise. Careful examination of existing standards and how they contribute to quality preparation and practice is foundational to the knowledge building required to strengthen our nation’s educational leadership pipeline. This report addresses several important questions with regard to improving the preparation of educational leaders, specifically: 1. How do the various program standards compare and contrast in their content and approaches, and how are they leveraged to improve the quality of education leader preparation programs? 2. To what degree can standards, and how they are used, have the potential to improve program quality? 3. Are there alternative approaches to strengthening education leader preparation programs? Based on a review and comparison of commonly used educational leadership preparation, policy and practice standards, a review of literature on the impact of preparation program improvement policy and professional levers, and examination of Educational Leadership Constituent Council (ELCC) review data, and a survey of educational leadership faculty, this report addresses the above questions and provides recommendations for immediate action and future areas of inquiry. The report has four primary sections: (1) Standards for Educational Leadership Preparation; (2) an Assessment of the Research Base Anchoring the Standards; (3) an Assessment of How Influential Standards Have Been in Improving Preparation Program Quality, and (4) Recommendations for Strengthening Educational Leadership Preparation.
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Purpose – Decades of research on different leadership styles shows that effective school leadership is the degree of influence or synergy between teachers and principals around the core business of schools, instruction. While various styles, such as transformational, instructional, shared instructional, point to the similar measures of high organizational quality, the inconsistency in how these styles are defined and relate make it unclear how principals systematically improve schools. The paper aims to discuss these issues. Design/methodology/approach – This study used the 1999-2000 schools and staffing survey, n=8,524 of US principals, since it includes a nationally representative sample of administrators who responded to a comprehensive set of leadership measures around a time of school restructuring reforms. Confirmatory factor analysis was used to identify different styles, and to measure the extent of their relationship. These factors were used to test a theory about why principals practice each of these styles to a different degree based on levels of shared instructional leadership. Findings – Based on the theoretical framework, principals should have a similar high influence over resources, safety and facilities regardless of degree of shared instructional leadership since these tasks address foundational school needs. However, principal and teacher influence over these resources differed across levels of shared instructional leadership more than principal-directed tasks of facilitating a mission, supervising instruction and building community. Originality/value – Differences in the practice of styles by shared instructional leadership did not fit changing, higher ordered needs as theorized instead seemed to vary by a hierarchy of control, the way in which principals shared influence with teachers.
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Regarding the development of current chemical industry, reducing costs are primary for a chemical manufacturer making profits. Nevertheless, pursuing low costs and merger strategies does not always work. In the knowledge economic era, a company could maintain the competitiveness by reinforcing and effectively managing the innovative capabilities of the company. In the democratised and diversified times, the participation of organisational members is emphasised, and the appropriate empowerment of a leader allows them well using the talent and sharing the leader rights; besides, creating the teamwork and highly reliable atmosphere could have the members be willing to follow. Apparently, leadership styles present profound effects on organisational performance. CAPCO, with annual yield up to 1.42 million t, is the first purified terephthalic acid (PTA) manufacturer in Taiwan and the largest single PTA producing factory globally. Aiming at CAPCO, the leadership and management levels and the employees are investigated in this study. Total 500 copies of questionnaires are distributed, and 343 valid copies are retrieved, with the retrieval rate 69%. On the basis of the research results the following conclusions were derived: (i) distributed leadership presents significantly positive effects on organisational citizenship behaviour; (ii) organisational citizenship behaviour shows remarkably positive effects on organisational performance; (iii) distributed leadership reveals notably positive effects on organisational performance. The empirical research could provide reference of leadership and management for domestic chemical industry.
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Little research has been conducted to uncover factors that potentially affect public school principal and teacher influence on curriculum and instruction policy. Employing data collected by the National Center for Education Statistics for the 1999-2000 School and Staffing Survey, the study investigates this question using survey responses of a national sample of 9,190 principals and 42,086 teachers from all 50 states and the District of Columbia. The study employs structural equation modeling to examine principal and teacher influence on curriculum and instruction policy within their schools and in relation to the influence of state departments of education, local school boards, district staffs, school councils, parents, district context, region, and gender. Two models are examined: the first based on principals' perception of teacher influence on school policy, and the second on teachers' perceptions of their own influence on school policy. The findings suggest that as state influence increases, principal and teacher influence decreases, and as district staff, school site council, and parent association influence increases, principal and teacher influence increases. The findings also suggest that principals may not be granting as much decision-making authority to teachers in their buildings as principals believe.
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The analysis focuses upon the control aspects of organizations. Organizations are characterized as orderly arrangements of individual human interactions, in which control is essential ingredient. A major assumption is that the total amount of control or influence in an organization is not a constant, fixed amount, but that it may vary. Increasing the influence of one group (e.g., the workers) in an organization does not necessarily imply decreasing that of others (e.g., supervisors and managers). Some evidence is presented to suggest that increased control exercised by all levels of the organization hierarchy is associated with increased organizational effectiveness. A relatively high level of total control may reflect increased participation and mutual influence throughout the organization and a greater degree of integration of all members. This is likely to result in the enhancement of ego-involvement, identification, motivation, and job satisfaction of members, Some of the psychological costs of increased control and responsibility on the part of workers and management are noted.
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Although the is little disagreement conquering the belief that principals have an impact on the lives of teachers and students, both the nature and degree of this effect continues to be open to debate. The relationship is complex and not easily subject to empirical verification. This article reviews the empirical literature on the relationship between the principal's role and school effectiveness during the period from 1980 to 1995. We specifically focus on the conceptual underpinnings of several theoretical models to study the role, the relationship between models and methods of investigation, an4 consequently, to what has been learned about the nature of the principal impact. We conclude by framing a possible research agenda for the next generation of studies on the effects of school administration.
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This article reports the results of a study guided by a conceptualization of leadership as an organizational quality. The study examines the relationship between the leadership exerted by principals, teachers, secretaries, and parents; four functions of effective organizations; and several measures of school effectiveness. The results of path analyses revealed the following: The total amount of leadership in schools was associated with two organizational functions, which in turn were associated with four measures of school performance. The leadership of principals and the leadership of groups of teachers were positively related to organizational latency, or commitment, which was positively associated with the perceived effectiveness of schools and negatively associated with teacher turnover. Finally, the leadership of parents was positively associated with student achievement, whereas the influence of secretaries was negatively associated with student achievement. Full text: http://eaq.sagepub.com/content/31/4/564.short
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This article presents the findings of an exploratory study of the development of new working relationships between teacher leaders and their principals. Using a micropolitical perspective, this study documents the interests and prerogatives that teacher leaders and principals bring to these new relationships and the strategies that they use to shape these relationships in ways consistent with those interests and prerogatives. The findings raise important issues concerning the principals' role in teacher leadership development as well as the broader social and normative contexts of schools in which principal-teacher leader work relationships develop and function.
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In this article, we revive work redesign theory, specifically Hackman and Oldham's Job Characteristics Model (JCM), to examine distributed leadership initiatives. Based on our early observations of six schools engaged in distributed leadership reform and a broad review of literature, including empirical tests of work redesign theory, we retrofit the JCM by: (1) adding more transition mechanisms to explain how changes in work could lead to the widespread performance of leadership functions; (2) accounting for distributed leadership reform as a group work redesign; and (3) enumerating relevant contextual variables that should impact the development, shape, and success of such reforms.
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This article examines the relationship between trust and the development of distributed leadership. It presents a theoretical argument with supporting evidence from longitudinal fieldwork examining distributed leadership development in comparative cases of two secondary schools. The analysis suggests that trust matters in the design, performance, and perceptions of distributed leadership; that the relationship between trust and distributed leadership development is dynamic and mutually reinforcing; that an initial level of positive or provisional trust may be necessary; and that principal leadership and the trust relationship between principal and teachers are especially important to distributed leadership development. (Contains 1 footnote.)
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School‐level conditions and school leadership, in particular, are key issues in efforts to change instruction. While new organizational structures and new leadership roles matter to instructional innovation, what seems most critical is how leadership practice is undertaken. Yet, the practice of school leadership has received limited attention in the research literature. Building on activity theory and theories of distributed cognition, this paper develops a distributed perspective on school leadership as a frame for studying leadership practice, arguing that leadership practice is constituted in the interaction of school leaders, followers, and the situation.
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Of all the “big” ideas now on the landscape of educational leadership, few are more prominent than “distributed leadership.” In a matter of a few short years, the idea of distributed leadership has evolved from a theoretical consideration of naturally-occurring social influence processes in school organization (e.g. Gronn, 2000; Spillane et al., 2001) to a mantra for reshaping leadership practice. More and more schools and school systems are attempting to develop distributed leadership. Increasingly, state education agencies and national education organizations are encouraging them to do so. Among the best known of these efforts in the United States has been the State Action Education Leadership Projects (SAELP), funded and promoted by the Wallace Foundation, the Education Commission of the States, and the Council of Chief State School Officers. At the time that this chapter was being prepared, many of the states that received SAELP grants were actively promoting the development of distributed or teacher leadership as part of these projects.
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Purpose: The purpose of this study was to examine the relative impact of different types of leadership on students' academic and nonacademic outcomes. Research Design: The methodology involved an analysis of findings from 27 published studies of the relationship between leadership and student outcomes. The first meta-analysis, including 22 of the 27 studies, involved a comparison of the effects of transformational and instructional leadership on student outcomes. The second meta-analysis involved a comparison of the effects of five inductively derived sets of leadership practices on student outcomes. Twelve of the studies contributed to this second analysis. Findings: The first meta-analysis indicated that the average effect of instructional leadership on student outcomes was three to four times that of transformational leadership. Inspection of the survey items used to measure school leadership revealed five sets of leadership practices or dimensions: establishing goals and expectations; resourcing strategically; planning, coordinating, and evaluating teaching and the curriculum; promoting and participating in teacher learning and development, and ensuring an orderly and supportive environment. The second meta-analysis revealed strong average effects for the leadership dimension involving promoting and participating in teacher learning and development and moderate effects for the dimensions concerned with goal setting and planning, coordinating, and evaluating teaching and the curriculum. Conclusions and Implications for Research and Practice: The comparisons between transformational and instructional leadership and between the five leadership dimensions suggested that the more leaders focus their relationships, their work, and their learning on the core business of teaching and learning, the greater their influence on student outcomes. The article concludes with a discussion of the need for leadership research and practice to be more closely linked to the evidence on effective teaching and effective teacher learning. Such alignment could increase the impact of school leadership on student outcomes even further.
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Background: The term distributed leadership is now widely used among scholars and practitioners in the field of educational leadership. Major actors in the nonprofit sector promote and financially support the development of distributed leadership. Unfortunately, there is confusion and ambiguity about what distributed leadership means, and there is no strong link between distributed leadership and two primary goals of the educational leadership field: school improvement and leadership development. Purpose: The author inventories usages of distributed leadership and exposes some of the key fault lines between these meanings and the implicit disagreements that underlie them. The author's objective in this exercise is to catalyze discussions about how to keep research around distributed leadership both theoretically anchored and connected to problems of practice central to the field. Findings: There are four common usages of the term distributed leadership , which include the original descriptive theoretical lens and three prescriptions for how sharing leadership in schools can improve practice. Each usage has its strengths and weaknesses, though two of the prescriptive usages are actually contradicted by empirical research. Conclusions: While not dismissing any particular definition, the author encourages those who use the descriptive definition to focus more on making connections to school improvement and leadership development. The author also encourages those who use the prescriptive definitions to use theoretically and empirically grounded research frames and offers suggestions about how to link research on distributed leadership to the practical concerns of the field.
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Incl. bibl., abstract. Focusing on school leadership relations between principals and teachers, this study examines the potential of their active collaboration around instructional matters to enhance the quality of teaching and student performance. The analysis is grounded in two conceptions of leadership-transformational and instructional. The sample comprises 24 nationally selected restructured schools-8elementary, 8middle, and 8high schools. In keeping with the multilevel structure of the data, the primary analytic technique is hierarchical linear modeling (HLM). The study finds that transformational leadership is a necessary but insufficient condition for instructional leadership. When transformational and shared instructional leadership coexist in an integrated form of leadership, the influence on school performance, measured by the quality of its pedagogy and the achievement of its students, is substantial.
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School-level conditions, and school leadership in particular, are key in any effort to fundamentally change instruction. While new organizational structures and new leadership roles matter to instructional innovation efforts, what seems most critical are the ways in which leaders enact their roles and interact with school personnel and clients. Yet, the practice of school leadership has received scant attention in the empirical literature. Building on activity theory and theories of distributed cognition, this paper develops a distributed perspective on school leadership as a conceptual frame for studying leadership practice. The goal of this work is to make the "black box" of leadership practice in elementary schools more transparent by revealing and analyzing how together leaders think and practice to improve teachers' practice. The distributed perspective goes beyond considering a division of labor for leadership functions to the realization that the thinking and practice of school leadership is enabled and constrained by a range of leaders and by the material and symbolic artifacts in the environment. A distributed perspective treats the situation not simply as an influence on practice but as an integral and constituting component of that practice.
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Teacher professionalization—the movement to upgrade the status, training, and working conditions of teachers—has received a great deal of interest in recent years. This report is concerned with the effects of teacher professionalization on elementary and secondary teachers in the United States. The analysis assesses the effects of teacher professionalization by examining the relationships between a selected set of characteristics, traditionally associated with professions and professionals, and one of the most important aspects of the quality and performance of teachers: their commitment to their teaching careers.
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What difference does the amount of decision-making power exercised by teachers in schools make for how well schools function? This article reports on a study that used national data to examine the effects of two kinds of decision-making power that teachers wield in regard to core educational issues in high schools--the faculty's collective influence over school policy and the autonomy of individual teachers in the classroom--on the degree of conflict among teachers, students, and administrators. The results indicate that increases in both faculty influence and teachers' autonomy are significantly associated with decreases in school conflict, but that the strength of the relationship depends on the issues that are controlled. In particular, the results draw attention to the importance of teachers' power over activities concerned with the crucial, but often overlooked, sorting and socialization functions in schools.
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The article summarizes the common wisdom regarding leadership that informs our present understanding of leadership. It articulates a new understanding of leadership, referred to as the postindustrial paradigm of leadership; comments on this new paradigm; contrasts it with the industrial paradigm of leadership; and ends with some comments on leadership as an episodic affair.
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Purpose: This study aimed to estimate the impact of collective, or shared, leadership on key teacher variables and on student achievement. As well, it inquired about the relative contribution of different sources of such leadership and whether differences among patterns of collective leadership were related to differences in student achievement. Methods: Evidence included 2,570 teacher responses from 90 elementary and secondary schools in which four or more teachers completed usable surveys. Student achievement data in language and math averaged over 3 years were acquired through school Web sites. Data were analyzed using path-analytic techniques. Findings: Collective leadership explained a significant proportion of variation in student achievement across schools. Higher-achieving schools awarded leadership influence to all school members and other stakeholders to a greater degree than that of lower-achieving schools. These differences were most significant in relation to the leadership exercised by school teams, parents, and students. Principals were awarded the highest levels of influence in schools at all levels of achievement. Implications: Influence seems to be an infinite resource in schools. The more those in formal leadership roles give it away, the more they acquire.
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Purposes: This study aimed to improve our understanding of the nature, causes and consequence of school leader efficacy, including indirect influences on student learning. We asked about district contributions to school leader efficacy, whether leader self- and collective efficacy responded to the same or different district conditions and the effects of leader efficacy on conditions in the school and the learning of students. Methods: Evidence for the study was provided by 96 principal and 2,764 teacher respondents to two separate surveys, along with student achievement data in language and math averaged over 3 years. Path analytic techniques were used to address the objectives for the study. Findings: In this study, school leaders' collective efficacy was an important link between district conditions and both the conditions found in schools and their effects on student achievement. School leaders'sense of collective efficacy also had a strong, positive, relationship with leadership practices found to be effective in earlier studies. Implications: These results suggest that district leaders are most likely to build the confidence and sense of collective efficacy among principals by emphasizing the priority they attach to achievement and instruction, providing targeted and phased focus for school improvement efforts and by building cooperative working relationships with schools.
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This review of related literature and research prompted the development of a framework for understanding the role of the principal as an instructional manager. A number of links between school-level variables and student learning are proposed. The discussion includes consideration of instrictional organization, school climate, influence behavior, and the context of principal management.
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The failure to ensure that the nation’s classrooms, especially those in disadvantaged schools, are all staffed with qualified teachers is one of the most important problems in contemporary American education. The conventional wisdom holds that these problems are primarily due to shortages of teachers, which, in turn, are primarily due to recent increases in teacher retirement and student enrollment. Unable to compete for the available supply of adequately trained teachers, poor school districts, especially those in urban areas, the critics hold, end up with large numbers of underqualified teachers. The latter is, in turn, held to be a primary factor in the unequal educational and occupational outcomes of children from poor communities. Understandably, the prevailing policy response to these school staffing problems has been to attempt to increase the supply of teachers. In recent years, a wide range of initiatives has been implemented to recruit new candidates into teaching, especially to disadvantaged settings. This report investigates the possibility that other factors – those tied to the characteristics and conditions of schools – are behind the teacher shortage crisis. Unlike earlier research, this analysis focuses on those kinds of schools deemed most disadvantaged and the most needy – those serving rural and urban, low-income communities. The data utilized in this investigation are from the Schools and Staffing Survey and its supplement, the Teacher Follow-up Survey conducted by the National Center for Education Statistics, the data collection arm of the U.S. Department of Education. This is the largest and most comprehensive source of data on teachers available.
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Most school restucturing initiatives assume significant capacity development on the part of individuals, as well as whole organizations; they also depend on high levels of motivation and commitment to solving the substantial problems associated with the implementation of restructuring initiatives. Transformational approaches to leadership have long been advocated as productive under these conditions, and evidence suggests that transformational practices do contribute to the development of capacity and commitment. Much less evidence is available, however, about whether these socio-psychological effects actually result in organizational change and enhanced organizational outcomes. Survey data from an achieved sample of 1,762 teachers and 9,941 students in one large school district were used to explore the relative effects of transformational leadership practices on selected organizational conditions and student engagement with school. Results demonstrated strong significant effects of such leadership on organizational conditions, and moderate but still significant total effects on student engagement.
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This report serves as the survey documentation for the design and implementation of the 2003-04 Schools and Staffing Survey. Topics covered include the sample design, survey methodology, data collection procedures, data processing, response rates, imputation procedures, weighting and variance estimation, review of the quality of data, the types of SASS data files, and user notes and cautions. Appendixes include: (1) Key Terms for SASS [Schools and Staffing Survey]; (2) Questionnaire Availability; (3) Report on 2001-02 SASS Pretest and Recommendations for 2003-04 SASS; (4) Report of Findings from a Test on the SASS Teacher Listing Instrument; (5) Report on SASS Cognitive Interviews of Teachers in Two Panels; (6) Report on a Follow-Up Cognitive Testing to the 2003-04 SASS Teacher Questionnaire; (7) Report on SASS Focus Groups; (8) Results of the Cognitive Pretest on SASS Public School Questions; (9) Report on a Follow-Up Cognitive Testing to Select 2003-04 SASS Principal Items; (10) Results of the Cognitive Pretest on SASS School Library Media Center Questions; (11) Details of SASS Frame Creation and Sample Selection Procedures; (12) Report on Results of Special Contact Districts; (13) School District Experiment Findings; (14) Results From the Quality Control Reinterview of the 2003-04 Schools and Staffing; (15) Quality Assurance for Keying and Mailout Operations Survey; (16) Changes Made to Variables during the Computer Edit, by Data File; (17) Imputation Changes to Variables, by Data File; (18) Weighting Adjustment Cells; (19) Response Variance in the 2003-04 Schools and Staffing Survey; (20) Frame and Created Variables; (21) Crosswalk among Items in the 1987-88, 1990-91, 1993-94, 1999-2000, and 2003-04 SASS; and (22) Main Teaching Assignment Variable.
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This report is intended to give the reader an overview of the Schools and Staffing Survey(SASS) data for the school year 2003-04 through tables of estimates for public, private, and Bureau of Indian Affairs (BIA)-funded schools and their staff. The tables contain estimates from schools, teachers, principals, districts, and school library media centers for public, private, and BIA-funded schools, as applicable. All tables for public and private schools show breakdowns by school type (public schools: traditional or charter; private schools: Catholic, other religious, or nonsectarian), community type (urbanicity), school level (elementary, secondary, or combined), and student enrollment. Tables containing district reports show breakdowns by district size (number of schools in the district), community type (urbanicity), district K-12 enrollment, and the percent of K-12 students who were approved for free or reduced-price lunches. (Contains 47 tables and Appendix A contains 47 additional tables.) Appended are: (1) Standard Error Tables; (2) Methodology and Technical Notes (3) Description of Variables; and (4) Glossary of Terms.
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Contemporary educational theory holds that one of the pivotal causes of inadequate school performance is the inability of schools to adequately staff classrooms with qualified teachers. This theory also holds that these school staffing problems are primarily due to shortages of teachers, which, in turn, are primarily due to recent increases in teacher retirements and student enrollments. This analysis investigates the possibility that there are other factors—those tied to the organizational characteristics and conditions of schools—that are driving teacher turnover and, in turn, school staffing problems. The data utilized in this investigation are from the Schools and Staffing Survey and its supplement, the Teacher Followup Survey conducted by the National Center for Education Statistics. The results of the analysis indicate that school staffing problems are not primarily due to teacher shortages, in the technical sense of an insufficient supply of qualified teachers. Rather, the data indicate that school staffing problems are primarily due to excess demand resulting from a "revolving door"—where large numbers of qualified teachers depart their jobs for reasons other than retirement. Moreover, the data show that the amount of turnover accounted for by retirement is relatively minor when compared to that associated with other factors, such as teacher job dissatisfaction and teachers pursuing other jobs. The article concludes that popular education initiatives, such as teacher recruitment programs, will not solve the staffing problems of such schools if they do not also address the organizational sources of low teacher retention.
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Drawing on the work of several prominent scholars, the author describes the evolution of quantitative critical inquiry and compares this perspective to traditional research paradigms.
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This article explores the relationship between distributed leadership and organizational change. It draws upon the existing literature to consider whether distributed forms of leadership influence development and change in schools. The article examines the research base relating to distributed leadership and organizational outcomes. It focuses on how different patterns or configurations of distributed leadership contribute to organizational development. The article concludes by highlighting issues that require further study and more empirical confirmation.
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Incl. bibl., abstract, tables. This study revisits the existing scholarly debate on the possible impact of the principal's leadership on student achievement. Both 'direct effect' and 'indirect effect' models are discussed. A quantitative meta-analysis examines to what extent principals directly affect student outcomes. The small positive effects found in this meta-analysis confirm earlier research findings on the limitations of the direct effects approach to linking leadership with student achievement. Finally, lines of future research inquiry are discussed.
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Photocopy. Thesis (Ph.D)--University of Utah. Dept. of Educational Administration. Includes bibliographical references (leaves [455]-484).
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Many of the fundamental ideas underlying studies of the effect of communications, persuasion, the shaping of attitudes, and the formation of voting intentions can be generalized in terms of a common idea: the concept of influence. The development of effective concepts of wide applicability, like establishing a formal garden in the wilderness, necessarily involves a great struggle to bring order out of obscurity and chaos, and a great deal of systematic planting and cultivation after the initial clearing and pruning have been done. This article is not light reading and some readers will find it easier at least to skim the comments by James Coleman and Ray Bauer before they proceed very far into the main article. Talcott Parsons is Professor of Sociology and formerly Chairman of the Department of Social Relations at Harvard University. He has long been a foremost leader in development of sociological theory. Many of the outstanding social researchers today were at one time his students. Raymond A. Bauer is Professor of Business Administration at the Harvard Graduate School of Business Administration. James S. Coleman is Professor of Sociology and Chairman of the Department of Social Relations at The Johns Hopkins University. This article and the comments on it are based upon a paper presented at the meeting of the American Association for Public Opinion Research at Lake George, New York, on May 19, 1962, and the invited discussion of that paper.
The role of sensemaking and trust in developing distributed leadership Distributed leadership, studies in educational leadership The Netherlands: Springer. Retrieved from http Principal leadership and school performance: An integration of transformational and instructional leadership
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Distributed leadership in practice
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Spillane, J. P., & Diamond, J. B. (Eds.). (2007). Distributed leadership in practice. New York: Teachers College Press.