All Systems Go: The Change Imperative for Whole System Reform
Abstract
Based on Fullan’s work with school districts and large systems in the United States, United Kingdom, and Canada, this resource lays out a comprehensive action plan for achieving whole system reform.
... UU). Política educativa que opera sobre la base de un sistema de competencia entre los docentes y en donde se parte del supuesto que la calidad educativa surge de la lógica premio-castigo, cuestión que algunos estudios señalan como una práctica que ha resultado contraria, pues incentiva una competencia por premios y competencia con los pares y un sistema de gestión en el que prima el individualismo, la rivalidad y la rendición de cuentas basada en los resultados de los exámenes de los alumnos (Fullan 2010;Hargreaves, 2013;Ratvich, 2010). ...
... Al respecto Fullan (2010), señala que esta política "es errónea", puesto que la calidad de los profesores no se puede mejorar mediante un sistema de competencia y premios, menos con, la aplicación de un modelo de gestión deficiente en el que cada uno se ocupa únicamente de lo propio, rinde cuentas por sus resultados y compite con sus pares, creando de esta manera rivalidades, feudo y atrincheramiento y ningún incentivo para que los profesionales se ayuden entre sí (Fullan, 2010;citado en Hargreaves, 2013: 21). En cambio, la forma en la que ha operado el sistema formativo en Finlandia ha sido apostar no por la competencia basada en el premio/castigo, sino por la alta preparación de los profesores. ...
... Al respecto Fullan (2010), señala que esta política "es errónea", puesto que la calidad de los profesores no se puede mejorar mediante un sistema de competencia y premios, menos con, la aplicación de un modelo de gestión deficiente en el que cada uno se ocupa únicamente de lo propio, rinde cuentas por sus resultados y compite con sus pares, creando de esta manera rivalidades, feudo y atrincheramiento y ningún incentivo para que los profesionales se ayuden entre sí (Fullan, 2010;citado en Hargreaves, 2013: 21). En cambio, la forma en la que ha operado el sistema formativo en Finlandia ha sido apostar no por la competencia basada en el premio/castigo, sino por la alta preparación de los profesores. ...
RESUMEN: En este avance de investigación se analiza al sistema formativo finlandés, siendo la educación en Finlandia una de las más exitosas, gracias a la figura del Estado benefactor que influye en su cultura, ética, condiciones de equidad e inclusión. Desde el marco teórico-analítico de la Teoría General de los Sistemas Sociales, se explica cómo opera y cómo se ha programado el sistema formativo finlandés. Se concluye que todo sistema social no puede evitar la exclusión y desigualdad al operar, pero sí puede programarse para disminuir las diferencias que se producen, cuestión que Finlandia ha realizado exitosamente. PALABRAS CLAVE: sistema educativo/sistema formativo; código; programación; inclusión/exclusión; selección social ABSTRACT: This research advance analyzes the Finnish educational system, being education in Finland one of the most successful, thanks to the figure of the welfare state that influences its culture, ethics, conditions of equity and inclusion. From the theoretical-analytical framework of the General Theory of Social Systems, it is explained how the Finnish educational system operates and how it has been programmed. It is concluded that every social system cannot avoid exclusion and inequality when operating, but it can be programmed to diminish the differences that occur, something that Finland has done successfully.
... The example from the United Nations report stated that dealing with social justice in education requires strong collaboration (United Nations, 2006), and as the president is not the primary source of leadership, faculty members and employees are vital unsung leaders to keep the organisation operating smoothly behind the scenes (Aderias et al., 2016). Similarly, Fullan's (2010) work highlighted that those outstanding change agents are not loners and that the whole system, from the classroom to the school to the district to the state, should be unified and collectively competent. Therefore, engaging, listening, and empowering stakeholders in the change process is imperative to transform educational organisations. ...
... Although the above leadership skills are vital, another notion worth noting is that many educational practitioners praise data-driven organisational leadership. According to Fullan's (2010) view of the elements of successful reform, mobilising data as a strategic improvement is significant for integrating it as part of a powerful system. Furthermore, Kezar (2008) argued that utilising data as proof is an efficient strategy for overcoming faculty members' objections to diversity agendas and for holding academic leaders responsible. ...
... Therefore, context is vital before selecting any model. According to some prominent research in the field of education, some famous and considered adequate models can lead to positive changes in the organisation (Burnes, 2004;Fullan, 2010). The following change models will be discussed, such as Kotter's (1996) teleological model and Lewin's (1951) model, followed by the justification of which model is better in the Cambodian context. ...
This article examines the role of leadership and change models in addressing inequality in access to higher education for female students from underprivileged groups in Cambodia. Despite efforts by the Cambodian government and development partners, significant barriers persist for these students. Utilising a review of existing documents and reports, this study highlights the importance of effective institutional leadership and evaluates various change models for their relevance to the Cambodian context. The study also discusses strategies for continuous improvement and accountability. By focusing on leadership, the article provides insights into enhancing inclusivity and equity for underprivileged female students in Cambodian higher education and offers practical recommendations for institutional development and policy implementation.
... In its position statement on equity, NAEYC (2019a) said that "advancing the right to equitable learning opportunities requires recognizing and dismantling the systems of bias that accord privilege to some and are unjust to others" (p. 5) and called for interpersonal, institutional, and systemic changes. Leaders are essential to advancing this vision (NAEYC, 2019b), and strong leadership is an integral component of whole-system reform in which all parts of a system function well individually and contribute to improving the system overall (Fullan, 2010). Fullan (2010) argues that, with the right leadership, working to improve practice can provide important insights and ideas that can then drive improvement efforts and mobilize stakeholders to act collectively to achieve system reform. ...
... Leaders are essential to advancing this vision (NAEYC, 2019b), and strong leadership is an integral component of whole-system reform in which all parts of a system function well individually and contribute to improving the system overall (Fullan, 2010). Fullan (2010) argues that, with the right leadership, working to improve practice can provide important insights and ideas that can then drive improvement efforts and mobilize stakeholders to act collectively to achieve system reform. As part of this work, we must identify and address barriers and challenges that disproportionately affect BIPOC children and children with disabilities and create new practices and policies that reflect our commitment to equity and racial justice (Kendi, 2019). ...
... The research and examples provided above demonstrate the complexity of accomplishing systemic change in EI/ECE/ECSE; even with a federal call to action and federal resources, improving states' EI/ECE/ECSE systems will require partnership, advocacy, and support from powerful stakeholders and the public (Connors-Tadros et al., 2021). Leaders who can sustain multidirectional channels of communication, mobilize stakeholders, and build collective capacity across systems will be more effective in bringing about change because members of the system will be informed and have the skills necessary to work toward a shared purpose and improve the overall system (Fullan, 2010). Existing data on suspensions and expulsions highlight significant equity issues and demonstrate that many of our early learning settings are not able to meet the needs of all children. ...
... For a desired change to happen in teaching practice at the school level, support from the local district is necessary. Similarly, for successful implementation at the local level, support at regional or national levels is essential (Fullan 2010;Guhn 2009). Implementation at each level can thus be promoted or hindered by the level above, although success at one level does not automatically lead to results at lower levels (Lasky, Amanda, and Sam 2005;Pyhältö, Soini, and Pietarinen 2011). ...
... Considering the distinctive features of the Finnish educational system, generalising the findings to other contexts internationally must be done with caution. However, since the tri-level nature of educational reforms, as well as the elements of leading teacher professional development, has been evidenced in various educational systems internationally (Fullan 2010;Guhn 2009;Lasky, Amanda, and Sam 2005;Pyhältö, Soini, and Pietarinen 2011), our findings may be applicable in a range of contexts. ...
This study examines elements of leading cooperative professional development (CPD) at different levels of the educational system to support national curriculum reform. While both the tri-level nature of leading large-scale reforms and the significance of teacher learning to support them are widely recognised, we lack understanding of how professional development is led in educational systems to support reform implementation. Abductive qualitative content analysis with a systemic tri-level approach was used to study elements of leading CPD activities at regional, local and school levels. The data consisted of nationwide questionnaires and semi-structured interviews for local and regional CPD coordinators in the Finnish Tutor teacher programme, a national CPD programme aiming to support large-scale curriculum reform. The findings indicate a significant and complex role of leading reform-related CPD at different levels of the educational system. Academic, instrumental and social elements of leading CPD were found to have specific approaches at regional, local and school levels. To our knowledge, this is the first study to examine the phenomenon at several levels of the education system. This systemic approach contributes to the scientific field as well as policy and practice by offering a better understanding of leading CPD to support reform implementation.
... Fullan and Quinn (2016) define cooperation as a specific work culture that involves the mentality and actions of individuals or groups working towards the same goal. Furthermore, Fullan (2010) argues that a whole-system improvement approach can counteract contradictions between education authorities and schools and increase the likelihood that reforms will be permanent when they affect the education system at more than one level and cover more areas. ...
... Other scholars (Fullan & Quinn, 2016;Hopkins et al., 2014) state that such an approach encourages collaboration and creates optimal conditions for cooperative school improvement. Fullan (2010) also argues that this approach can counteract contradictions between education authorities and schools. The findings indicate that municipalities C and D have not developed policies that respond to the growing diversity of students. ...
ABSTRACT
The growing immigrant population in Iceland has had an impact on Icelandic
schools. These changes require that municipalities, schools, and teachers
respond to the educational needs of these students. The aim of this
research is to gain an understanding of how four municipalities in Iceland
organize and structure support for immigrant students and how different
municipal policies are implemented. In the spring of 2019, qualitative data
were collected in interviews with four heads of school offices and
principals of compulsory schools in three of the four municipalities on
issues related to the education of students with an immigrant background.
The findings indicate that two of the municipalities have well-developed
policies and implementation plans while the other two do not. In the
latter, principals and teachers have developed internal strategies to
address issues related to students with an immigrant background, with
limited support from their municipality.
... Students are expected to be curious, enthusiastic, creative, and innovative individuals who can use what they learn at school to solve real-life problems. These demands, which constantly expand the roles of principals and teachers, increase the pressure on schools (Fullan, 2010;Pellegrina & Hilton, 2012;Reid, 2020). The innovative leadership qualities of school principals, the quality of their relationships with teachers, and the quality professional learning activities of teachers can make a difference in meeting these demands. ...
The relationship between teacher professional learning and school leadership has recently attracted great attention from scientists. However, only a few studies have focused on the relationship between innovative school leadership and teacher professional learning. Therefore, this study aimed to draw attention to the mediating role of the principal–teacher relationship in the relationship between innovative school leadership and teacher professional learning. The study used a quantitative method with a correlational, cross-sectional, and mediation design. Data obtained from 357 teachers working in high schools in Eskişehir, Türkiye, were examined with a mediation analysis based on the bootstrap method. The findings showed that teachers perceived their professional learning highly, school administrators perceived innovative school leadership characteristics highly, and principal–teacher relationships had a significant effect. In addition, moderate positive significant relationships were determined between innovative school leadership and teacher professional learning and principal–teacher relationships; low positive significant relationships were determined between teacher professional learning and principal–teacher relationships. It was determined that the principal–teacher relationship mediated innovative school leadership and teacher professional learning. Our results expand the field’s understanding that innovative leadership is practiced in Türkiye, an eastern society, and that school leadership has the potential to improve student outcomes indirectly through teacher professional learning.
... Despite the growing body of research on academic literacy, a notable gap exists in the understanding of how these competencies are implemented in English language teaching, particularly in contemporary learning environments. Modern educational settings emphasise global skills, including collaboration, skilled communication, knowledge construction, real-world problem solving, and ICT-based learning (Fullan, 2010). These prerequisites are critical for students navigating the complexities of an interconnected world. ...
Academic literacy has evolved significantly over the past two decades, expanding beyond basic reading and writing skills to include a broad range of competencies essential for successful modern education. These competencies-skilled communication, critical thinking, collaboration, and digital literacy-are crucial for preparing students to navigate the complexities of an interconnected world. However, the integration of these competencies into English as a foreign language (EFL) teaching in contemporary learning environments remains under-explored. We used an explanatory case study design to investigate the integration of academic literacy into an EFL course at a private university in East Java, Indonesia. Data collection focused on course lesson plans and student worksheets, examining five key aspects: collaboration, skilled communication, knowledge construction, real-world problem-solving, and ICT-based learning. The findings revealed that academic literacy was effectively integrated throughout the course. Students engaged in activities that developed their communication skills, critical thinking abilities, and ability to apply knowledge in interdisciplinary and real-world contexts. The use of digital tools was particularly significant, enhancing students' digital literacy and preparing them for future academic and professional challenges. This study underscores the importance of embedding academic literacy in contemporary EFL learning, particularly in the context of digital literacy. The successful integration of these competencies will help students develop the skills essential for academic success and real-world application, aligning with broader educational objectives. These insights offer valuable guidance for educators and policymakers seeking to enhance the effectiveness of EFL instruction by incorporating key literacy skills, particularly in contexts requiring the application of digital tools and interdisciplinary knowledge.
... However, the central element to any change or improvement process is capacity building. No matter how well funded or innovative the reform might be, it will be bound for failure without building the capacity for change and implementation (Fullan, 2010). Case study schools that managed to successfully sustain improvement did so by committing to building capacity. ...
The past decades have witnessed a remarkably consistent effort by educational policy makers and the Ministry of Education of Bahrain to reform schools by holding them more publicly accountable for enhancing student performance and overall school improvement. With the establishment of the Education & Training Quality Authority (BQA) in 2008, public schools went under intensive inspection reviews conducted by the BQA. Public schools are currently under their fourth cycle of school reviews (with each cycle averaging 4 years). Within the period of the school review cycles, were underperforming schools able to improve to good or better? If so, what are the best practices and common trends of these turnaround schools? This study aims to utilize a qualitative multiple case study approach to gain a better understanding of how the district, school leadership and staff managed to successfully turn schools around. In order to better understand the mechanisms behind school success it is vital to make comparisons between successful and ‘failing’ schools. As such, this study also includes case studies of ‘stuck’ schools which are public schools that are continuously judged as ‘inadequate’ (4) by the BQA inspection agency for three cycles of review from the period of 2009 to 2019. The study identifies the main external and internal factors that have either promoted or inhibited improvement in the case study schools such as leadership, building capacity and collaboration, many of which overlap with school turnaround and school effectiveness literature. This is aligned with concepts espoused in Fiedler’s Contingency Theory, that emphasize that what makes an organization or school effective is dependent on contextual (contingency factors) that can be both internal and external to the organization. The findings from this study contribute to a better understanding of school improvement and turnaround, more specifically within the context of a more centralized system within the Arab Region.
... Research indicates that school director positions in Cambodia are often treated as lifetime appointments, with insufficient mechanisms for accountability and ongoing assessment (Bo, 2021;Kheang, 2011;Khy & Bo, 2020;Om et al., 2019). Strengthening performance-based evaluation systems is essential for promoting effective leadership and ensuring continuous improvement in school management (Cambridge University, 2023;Fullan, 2010). ...
This study examines the characteristics, challenges, and strategies of school leadership in Cambodian high schools, with a focus on leadership in resource-constrained settings. Using a qualitative case study approach, the research investigates how principals in six northwestern provinces implement leadership practices to improve educational outcomes. Data were collected through semi structured interviews with 21 principals and analyzed via thematic analysis. Key findings reveal that visionary approaches, collaborative cultures, data-driven decision-making, and resilience characterize effective leadership. Challenges such as limited resources, variable teacher quality, and insufficient professional development hinder progress. The study contributes to educational leadership theory by highlighting the critical role of tailored leadership development programs and resource management in transforming underperforming schools. Practical implications include recommendations for policymakers to expand leadership training, enhance community engagement, and prioritize funding for underperforming schools. This research offers valuable insights for improving leadership in post conflict and resource-limited educational contexts.
... Su objetivo es describir los procesos de transformación identificados por líderes directivos (participantes) durante su formación especializada en gestión y liderazgo en establecimientos educacionales. El trabajo sobre liderazgo escolar se enmarca en la pedagogía crítica de Paulo Freire y aporta un vasto estado del arte sobre estudios de liderazgo, formas, tipos y estilos: Bellei et al. (2014Bellei et al. ( , 2015, Bolívar (1997Bolívar ( , 2010Bolívar ( , 2015, Cámara (2006), Fullan (1996Fullan ( , 2010, Harris (2012), Leithwood et al. (1990Leithwood et al. ( , 2007, Muñoz y Marfán (2011), Murillo (2004Murillo ( , 2005, Rojas y Gaspar (2006) y Weinstein (2002Weinstein ( , 2016. ...
Este texto trata dos conceptos que emergen de prácticas docentes, investigacio-nes participativas y experiencias de extensión universitaria en Brasil, Chile y Uruguay. La educación intercultural y la ciencia popular, términos hermanados, conjugan su acervo a través de procesos de enseñanza-aprendizaje, las relaciones materia-materia, ciencia-saber popular y universidad-territorio. Desde la perspectiva latinoamericana, la educación intercul-tural y la divulgación científica son cuestionadas ante una cuestión fundamental político-éti-co-cultural, económico-ambiental y epistémico-educativa, cuyo origen da cuenta del proceso de colonización de América, pero se extiende hasta la actualidad como consecuencia de las dictaduras militares, las crisis económicas, la deuda externa, los estados totalitarios y el avance progresivo de la polarización de las sociedades. Entre los principales resultados alcanzados se destaca la construcción de una pedagogía ético-política, colectiva, participativa, horizontal, intercultural, dialógica y solidaria entre educadores-investigadores, sujetos y estudiantes. Se concluye que cada proyecto de investigación-acción participativa forma parte de la metodo-logía de la praxis territorial, educativa, interdisciplinaria y aporta a los procesos de educación intercultural, dialógica cuya transformación social es inmanente.
... Su objetivo es describir los procesos de transformación identificados por líderes directivos (participantes) durante su formación especializada en gestión y liderazgo en establecimientos educacionales. El trabajo sobre liderazgo escolar se enmarca en la pedagogía crítica de Paulo Freire y aporta un vasto estado del arte sobre estudios de liderazgo, formas, tipos y estilos: Bellei et al. (2014Bellei et al. ( , 2015, Bolívar (1997Bolívar ( , 2010Bolívar ( , 2015, Cámara (2006), Fullan (1996Fullan ( , 2010, Harris (2012), Leithwood et al. (1990Leithwood et al. ( , 2007, Muñoz y Marfán (2011), Murillo (2004Murillo ( , 2005, Rojas y Gaspar (2006) y Weinstein (2002Weinstein ( , 2016. ...
Este texto trata dos conceptos que emergen de prácticas docentes, investigaciones participativas y experiencias de extensión universitaria en Brasil, Chile y Uruguay. La educación intercultural y la ciencia popular, términos hermanados, conjugan su acervo a través de procesos de enseñanza-aprendizaje, las relaciones materia-materia, ciencia-saber popular y universidad-territorio. Desde la perspectiva latinoamericana, la educación intercultural y la divulgación científica son cuestionadas ante una cuestión fundamental político-ético-cultural, económico-ambiental y epistémico-educativa, cuyo origen da cuenta del proceso de colonización de América, pero se extiende hasta la actualidad como consecuencia de las dictaduras militares, las crisis económicas, la deuda externa, los estados totalitarios y el avance progresivo de la polarización de las sociedades. Entre los principales resultados alcanzados se destaca la construcción de una pedagogía ético-política, colectiva, participativa, horizontal, intercultural, dialógica y solidaria entre educadores-investigadores, sujetos y estudiantes. Se concluye que cada proyecto de investigación-acción participativa forma parte de la metodología de la praxis territorial, educativa, interdisciplinaria y aporta a los procesos de educación intercultural, dialógica cuya transformación social es inmanente.
... On the one hand, TROs consider themselves partners in facilitating teachers' professional learning and development, leveraging their expertise to provide content-specific support and on-site guidance with a strong emphasis on offering practical examples of what 'best practice' or 'effective practice' is and how teachers can implement it. Making such knowledge widely available and accessible to teachers is critical for enhancing their individual and collective capacity (Fullan 2010). ...
... For example, seeBarber and Mourshed (2007),Fullan (2010),Hargreaves and Shirley (2012),Levin (2008),OECD (2015) and. 2 See also,Bruns and Schneider (2016),Mourshed et al. (2010) andShrestha et al. (2019). 3 The Chief of Staff is the head of a Minister's private office and is also known as the Principal Private Secretary in the United Kingdom. 4 In Australia, government schools are generally referred to as "public schools". ...
... Michael Fullan's framework for change leadership combines key elements that are crucial for effective and sustainable organizational transformation. According to Fullan (2010) having a moral purpose is the driving force behind meaningful change emphasizing the importance of making a difference. Acknowledging the complexities of change including its psychological impacts on individuals is essential for navigating through transformation (Fullan, 2007). ...
This paper takes a deep dive into leadership and change management models used in education, offering an in-depth look at ten significant theories and frameworks, each model brings a different perspective on managing change. The research question explores how various frameworks can be applied to educational settings to enhance leadership and change processes. By analyzing the strengths and limitations of each model, the paper aims to provide educational leaders with actionable insights. The purpose of this study is to offer a comprehensive understanding of how different approaches can be integrated to develop effective strategies for managing change in educational institutions.
... This interdependence between different factors is also noted by Fives and Buehl (2012) in their review of the literature on teacher beliefs, while these researchers also point out that the programs used in schools are among the contextual factors to be considered. Substantial evidence indicates that the professional learning experiences of in-service teachers, particularly their involvement in action research studies, hold the potential to stimulate instructional change and the implementation of evidence-based teaching practices (Fullan, 2010;Manfra, 2019). Action research is increasingly recognized as transformative due to its emphasis on inquiry into everyday practices, placing teachers at the forefront of research-into-practice initiatives. ...
The current study reports on an action research project taking place in two Quebec adult education centres and aiming to create learning opportunities for LESLLA learners of French to pursue their literacy development journey beyond the advancement of their technical skills. More specifically, our research objective was to highlight the challenges and affordances faced by the participating teachers during the study in order to show how instructional change in favour of a more balanced approach to literacy instruction can occur during an action research project involving close mentoring for teachers. To do so, we first described the participating teachers’ meaning-focused literacy teaching practices during non-participant observation sessions in four teachers’ classrooms over the course of 6 weeks, totalizing 25 hours of observed teaching practices. Although the vast majority of all practices observed were code-focused, some instances of meaning-focused teaching practices were identified. During two training sessions, these practices acted as a starting point for exploring new meaning-focused practices that were then piloted with their students. We observed that, in the course of an action research project consisting of iterative cycles of reflection, action, and evaluation, implementing activities aligned with a more balanced approach to literacy instruction seems possible among teachers who typically rely on code-focused activities.
... Good communication can facilitate conversations about teaching and learning, and agreement on common goals (Fullan, 2010;Díez, Villa, López & Iraurgi, 2020). ...
The integrated education of family, kindergarten, and community is crucial for children’s development. However, in China’s ethnic regions, preschool education faces significant shortcomings, with limited community involvement and consideration of ethnic characteristics. This study aims to address these gaps by proposing a conceptual framework tailored for ethnic areas, focusing on the Ulanqab region. Drawing on domestic and international research, we develop a model comprising family, preschool, and community inputs, emphasising the importance of community participation. The model includes educational inputs, educational processes, and target outcomes, with the goal of improving preschool education quality. Through this research, we seek to understand the effectiveness of preschool education in ethnic areas and provide insights for creating a high-quality education system benefiting all children.
... At the macro level, it involves integrating public policies and bridging the gap between academia and educational institutions, ensuring that such research is meaningful and accessible. The schools are vital spaces that, with approaches focused on justice, can contribute to social transformation (Fullan, 2010), and thus, this research also aims to influence the pedagogical practices of educators, fostering awareness by listening to the voices of children, who are directly affected by the environmental neglect of previous generations. Water is a vital resource that should not be a privilege for the few. ...
Teaching in times of crisis is a challenge for the current educational system, and the impact of the environmental crisis on the global framework is affecting the quality of life of children. Diminishing rainfall in South America and Chilean water private rights are threats that impact them strongly. Children are aware of the increasingly severe water shortage in Chile, and from their standpoint, they understand the environmental problem and propose solutions. The purpose of this study is to reveal and describe the social representations of preschoolers regarding water care. These social representations were investigated using a qualitative study with visual methods, with a sample of N = 33 children aged from 5 to 6 years old attending kindergarten in Santiago, Chile. The social representations were detected through a structural analysis to later establish findings from the narratives about drawings made in various school activities. The results indicate that children positively value water as a critical element for ecological balance, are aware of the environmental crisis, and express concerns derived from the water shortage in the country. Today, preschoolers will soon grasp the concept that water is a vital national resource. However, our endeavor should be toward fostering a society that acknowledges and asserts water as a fundamental human right.
... The system's capacity for EIC also calls upon the collective capacity of professionals working together to make evidence-informed changes to improve practice through mutual support, accountability, and challenge (Fullan, 2006;Harris, 2011). Collective dispositions, shared feelings, emotions, and relations among team members define a social system's capacity for change (Fullan, 2010). For example, teachers' collective efficacy (a team's feeling that together they can handle change) greatly influences the acceptance, implementation, and sustainability of change initiatives (Monahan et al., 1994;Vanlommel et al., 2023). ...
Evidence-informed change (EIC) has gained attention recently because it is seen as a lever to enhance the effectiveness and sustainability of educational change. Important questions are: how is EIC conceptualized, what counts as evidence, and what factors can support EIC in practice? Because of the complexity of EIC, we aimed to understand these factors from a systems perspective. Different parts of the educational system (e.g. policy, practice of teachers’ and school leaders, research) are interrelated and need to be aligned for effective and sustainable change. Based on our scoping review we propose a model that conceptualizes EIC, identifies and defines different sources of evidence, and discusses influencing factors describing a system's readiness and capacity for EIC. Our results are an important step forward in understanding and supporting EIC in practice and developing targeted policy. This article also defines a common ground for future research, bringing together insights in an integrated framework of evidence-informed change.
... student participation, teacher development) depend on leaders' cognition and interpretation (Chapman and Harris, 2004;Leiding, 2013;Murphy, 2009). Researchers (Fullan, 2010;Harris et al., 2023;Meyers and Hitt, 2017;Woulfin and Weiner, 2019) highlight essential turnaround leadership strategies, including facilitating meaningful staff dialog to create a culture of change, securing resources/opportunities to improve teaching/learning and establishing authentic collaboration for sustained support and improvement. School turnaround depends heavily on external intervention through accountability and support (McMahon, 2017;Potter et al., 2002). ...
Purpose
While recognizing networking as a powerful means of school turnaround, most studies focus on governments’ and schools’ roles in promoting collaborative turnaround rather than the complexity of external providers and their behaviors. This study explores multiple external providers’ complex roles in networked school turnaround.
Design/methodology/approach
This study employed a qualitative case study approach and collected data through document analysis, observation and interviews in a Shanghai public junior secondary school’s turnaround network.
Findings
This study revealed three patterns in external providers’ interactions with the school (direction leader, solution supplier and method instructor) corresponding to three types of external providers (universities, private enterprises and public institutions). While providing support at different levels (i.e. macro, meso and micro), different external providers shared common strategies for addressing policy requirements and school needs and co-constructing turnaround strategies.
Originality/value
This study offers new insights into external providers’ supporting roles in Chinese school turnaround and expands the scant international knowledge base on external providers in educational improvement.
... Because education is so important, various educational reform initiatives have facilitated change processes in public education in order to increase teaching quality and promote change through educational innovations. Innovative projects or programs try to change attitudes, ideas, cultures, or teaching methods (Kauffeld et al., 2019;Benz-Gydat et al., 2021;Civis et al., 2019;Fullan, 2010;Jütte et al., 2017). Research has concentrated on improving teaching at many levels (Hasanefendic et al., 2017) and promoting student learning (Kaufeld et al., 2019, Feixas et al., 2018. ...
... Educational quality and the question of learning have been at the centre of much educational research in the past decades. From school-effectiveness research attempting to identify the factors that make good education work, to more sociologically minded approaches to schooling that highlight how social, cultural and economic dynamics affect school practices and learning, to attempts at bridging the two, and yet others concerned with the scaling-up of good practice (Fullan, 2010;Pritchett, 2015), comparatively little attention has been paid to the political economy of education reform. And it is precisely here -in the nature and interests of state elites, in their capacity for negotiation and for ensuring necessary degrees of legitimacy for reforms to work, as well as in the nature and strength of institutions -that the sustainability of educational improvement hinges on (Gershberg, 2020). ...
In this paper, we explore the political economy of education reforms in Peru through an analysis of the recent history of education policies in the country. Starting in 1995, arguably the inception point for quality-oriented reforms, we follow policy developments in three selected areas-curriculum, teachers and assessment-up to 2020, the year when the study was conducted. Through a detailed reconstruction of policies and policy changes that was based on documentary analysis and in-depth interviews with key stakeholders, we analyse the changing nature of agendas throughout this period and the factors that may explain changes and continuities.
... (Mm. Fullan 2003Fullan , 2010 ...
Tarkastelemme tässä artikkelissa rehtoreiden kokemuksia muutoksista sekä muutosten vaikutuksista johtamiseen ja rehtoreiden tarpeeseen kehittää osaamistaan. Teoreettinen viitekehys on kompleksisuusajattelussa, joka kuvaa toimintaympäristöä ja johtamisen toteuttamisen olosuhteita sekä jaetun johtamisen käytäntöjä. Analysoimme perusopetuksen rehtoreille (N=230) syksyllä 2020 tehdyn kyselyn aineistoa pääosin tilastollisesti. Koulujen johtamisessa muutosta koettiin suhteellisen vähän, vaikka aineiston keruun aikana elettiin niin sanottua koronavuotta (covid-19-pandemia). Vastanneista rehtoreista vähän yli puolet koki muutosta johtamassaan koulussa, ja pienten koulujen rehtorit kokivat muutosta vähiten. Muutosta koulun johtamiseen oli tuonut opetussuunnitelman perusteiden uudistukset, digitalisaation kehittyminen sekä koronapandemia. Oppilasmäärän pieneneminen sekä ympäristöasiat, kuten ilmastokriisi, vaikuttivat vähiten kokemukseen muutoksesta. Vertaistuki koulun henkilöstöltä ja muilta rehtoreilta koettiin tärkksi. Lisää osaamista puolestaan tarvittiin jaetun johtamisen käytäntöihin. Muuttuviin tarpeisiin vastaaminenedellyttää yksittäisten johtamistoimenpiteiden seurausvaikutuksien analysointia sekä keskeisten muutostekijöiden suhteiden ja riippuvuuksien tunnistamista kunkin koulun kontekstissa. Johtaminen muutoksessa tarvitsee tuekseen myös laajempaa systeemistä näkökulmaa koulun yhteiskunnallisesta merkityksestä nyt ja tulevaisuudessa.
... Esses desafios podem impactar negativamente não apenas a implementação de programas de saúde nas escolas, mas também o ambiente de aprendizagem como um todo. Esses programas podem incluir workshops, seminários, cursos online e outras atividades de desenvolvimento profissional que visam promover uma compreensão mais ampla e integrada da interdisciplinaridade (Fullan, 2010). ...
A integração dos temas de saúde na educação básica é fundamental para promover o bem-estar dos alunos e prepará-los para uma vida saudável. Nesse contexto, a interdisciplinaridade na formação de docentes emerge como uma estratégia essencial. Este estudo aborda os desafios enfrentados pelas escolas ao tentarem incorporar a educação em saúde em seus currículos e destaca a necessidade de uma abordagem interdisciplinar na formação dos professores para superar essas barreiras. Ao promover a colaboração entre diferentes disciplinas, os docentes podem oferecer uma educação mais holística, abordando não apenas aspectos biológicos, mas também sociais, emocionais e comportamentais da saúde. A interdisciplinaridade na formação de docentes permite a construção de conexões entre os conceitos de saúde e outras áreas do conhecimento, como ciências, matemática, linguagem e artes, enriquecendo assim a experiência educacional dos alunos. Além disso, essa abordagem prepara os educadores para lidar com as complexidades da saúde de forma integrada, promovendo uma compreensão mais profunda e uma abordagem mais eficaz para a promoção da saúde na escola. Portanto, investir na formação interdisciplinar de docentes é essencial para enfrentar os desafios da integração dos temas de saúde na educação básica e garantir que os alunos adquiram conhecimentos e habilidades necessários para uma vida saudável e sustentável.
... Tworzenie demokratycznego środowiska szkolnego wpływa na zaangażowanie obywatelskie uczniów w przyszłości [Hess, 2009] . 118 Szkoły stanowią zalążek życia społecznego [Dewey, 1966] , przestrzeń dla rozwoju kompetencji społecznych i społeczeństwa obywatelskiego [Kurczewska, 2006] , rozwoju wartości demokratycznych i postaw obywatelskich [Fullan, 2010] oraz stwarzają szanse na spotkanie się uczniów "ze światem" [Biesta, 2019] . ...
Celem głównym badania jest poznanie rozumienia społeczeństwa obywatelskiego przez uczniów krakowskich szkół średnich. Szkoła to instytucja, która poza nauczaniem i tworzeniem przestrzeni dla uczenia się uczniów pełni inne funkcje społeczne, w tym socjalizacyjną i rozwoju podmiotowości. Szkoła to pierwsza wspólnota życia społecznego, która może być przestrzenią dla rozwoju kompetencji społecznych, demokratycznych i obywatelskich. Punktem wyjścia jest poznanie modeli mentalnych uczniów w zakresie konstruktu społeczeństwa obywatelskiego. Przeprowadzono badania ilościowe wśród 308 uczniów szkół ponadpodstawowych z Miasta i Gminy Kraków. Młode pokolenie rozumie społeczeństwo obywatelskie jako aktywnych obywateli, którzy tworzą zaangażowaną, niezależną wspólnotę ukierunkowaną na cel.Badania pokazują, że to pojęcie rozumiane jest różnie i wymaga deliberacji i konstruktywnej rozmowy wśród młodych obywateli. Autorki postawiły także cel praktyczny jakim było wypracowanie rekomendacji dla szkół dotyczących sposobów wspierania aktywności obywatelskiej uczniów.
... Teacher leadership has been identified as a significant factor in driving school improvement efforts (Harris et al., 2017). According to Fullan (2010), teacher leadership is closely related to schools that practice collaborative school culture and provide professional support to teachers. The literature highlighted that a collaborative school culture promotes teamwork among teachers and encourages active participation and collective efforts from all members of the school community to achieve the school's short-term and long-term planning goals (Tallman, 2019). ...
Despite the impact of school culture on teacher leadership was well-theorised in literature, the extent to which the principal support strengthening the relationship between school culture on teacher leadership remains unknown. This study aims to examine the influence of collaborative school culture on teacher leadership with the four dimensions of principal support (professional support, emotional support, instrumental support and assessment support) as moderators. This study used an explanatory sequential mixed-methods design. Three hundreds and sixty teachers were the samples from 45 secondary schools in the states of Kedah, Perlis and Penang. Meanwhile, 18 secondary teachers participated in the semi-structured interviews. The quantitative findings revealed a significant influence of collaborative school culture on teacher leadership. The relationship between collaborative school culture and teacher leadership was stronger when the principal’s instrumental support was higher compared to its counterpart. However, there was no moderating effect of professional support, emotional support, and assessment support on the relationship between collaborative school culture and teacher leadership. The qualitative findings informed the impact of collaborative school culture on teacher leadership could be enhanced with support from the local social community, effective communication between leaders and teachers, and teacher engagement in academic and non-academic activities. Implications of the study and future studies are presented.
... Sources of teacher leadership influence can be grouped into two broad categories: human capital and social capital. The former includes a teacher leader's expertise and experience (e.g., Allen, 2016;Avidov-Ungar & Shamir-Inbal, 2017;Hatch et al., 2005), whereas the latter places an emphasis on the teacher leader's professional relationships with peers including social networks (e.g., Fairman & Mackenzie, 2015; Firestone & Martinez, 2007;Fullan, 2010;Hargreaves & Shirley, 2020;Smylie & Hart, 1999). ...
Science, Technology, Engineering, Arts and Mathematics (STEAM) education taught through Project- Based Learning (STEAM PBL) has expanded across 22 states in the United States in the last two years. The literature on STEAM teaching is just emerging with most of the studies having focused on descriptions of newly established STEAM schools and how the teaching methods have been incorporated in classrooms. These studies have mainly used qualitative research or case study design. While the majority of the studies have described what is going on in terms of STEAM teaching, little is known about what type of school leadership can best facilitate the implementation of STEAM PBL. This study explores this gap by examining the source, process, practices, and effect of teacher leadership in relation to the implementation of STEAM PBL. Data from 18 interviews with teachers in eight middle schools in a southern low-performing district point to the importance of ongoing, hands-on professional development, effective professional learning teams of teachers, and teacher leadership for the effective implementation of STEAM PBL teaching.
... Vor dem Hintergrund der zunehmenden regionalen Vernetzung von Schulen und Bildungseinrichtung (bspw. Chrispeels und Harris 2006;Jackson 2006;Fullan 2010;Otto et al. 2015) besteht allerdings die Chance, dass verschiedene Funktionsbereiche des Personalmanagements an Bedeutung gewinnen und somit auch zu zentralen Aufgaben der Schul-und Clusterleitungen werden. Diese zunehmende Vernetzung verspricht in vielen Fällen auch »echte« Personalhoheit an die Schulen bzw. in die entsprechenden Bildungsregionen zu bringen. ...
Modern education increasingly emphasizes the holistic development of students' potential, recognizing the diverse intelligences each individual possesses. Howard Gardner's Multiple Intelligence (MI) theory posits that individuals have distinct intelligences that can be nurtured through tailored educational approaches. At SMA Negeri 3 Seram Bagian Barat, this concept has been adopted to foster students' interests and talents, creating a supportive learning environment that maximizes their potential. Despite the benefits, the implementation of MI-based activities faces challenges such as the lack of systematic programs and adequate facilities, which hinder comprehensive student development. This study employs a mixed-method approach to understand the application of MI concepts in educational settings. Key activities include intensive workshops for teachers, mentoring, program development, facility enhancements, and continuous evaluation and monitoring. The results indicate significant improvements in both academic and non-academic performance among students, increased teacher competence, and a more conducive learning environment. The success of the MI program is attributed to effective educational management practices that prioritize personalized learning, continuous professional development for teachers, strategic infrastructure investments, and robust evaluation mechanisms. These elements collectively contribute to an educational ecosystem that supports holistic student development and continuous improvement in educational practices. The findings underscore the importance of integrating innovative educational strategies with effective management practices to create dynamic and inclusive learning environments that cater to the diverse needs of all students, ultimately leading to better educational outcomes.
Kebijakan Instruksi Pengurangan Beban merupakan strategi untuk meningkatkan manajemen mutu pendidikan dengan mengurangi beban kognitif yang tidak relevan pada siswa dan guru. Berbasis pada Cognitive Load Theory Sweller (1988), kebijakan ini menekankan pentingnya penyederhanaan instruksi dan fokus pada kompetensi inti guna memaksimalkan kapasitas memori kerja siswa. Selain itu, Instructional Design Theory Merrill (2002) memberikan kerangka sistematis dalam desain pembelajaran berbasis pengalaman siswa, demonstrasi konsep, dan aplikasi praktis. Penelitian mendukung efektivitas kebijakan ini, seperti yang ditunjukkan oleh Chandler & Sweller (1991) yang mengungkapkan bahwa materi yang dirancang dengan prinsip pengurangan beban kognitif meningkatkan pemahaman siswa. Implementasi kebijakan ini melibatkan kurikulum yang relevan, teknologi pembelajaran, dan pengurangan tugas administratif. Namun, pelaksanaannya menghadapi tantangan, seperti resistensi perubahan dan keterbatasan sumber daya. Workload Theory (Wickens & Hollands, 2000) relevan dalam mengidentifikasi tekanan kerja yang tidak produktif pada pendidik dan siswa. Studi menunjukkan bahwa kebijakan ini mampu meningkatkan efisiensi pembelajaran, hasil belajar siswa, dan keseimbangan kerja guru. Kesimpulannya, kebijakan ini memberikan pendekatan holistik dalam reformasi pendidikan untuk menciptakan pembelajaran yang lebih produktif, relevan, dan berkelanjutan.
An examination of the literature on faculty professional development, finds that little research has been done on faculty development at international schools worldwide. Such research is important because the international school setting is a more complex and demanding environment for teachers, academically, socially, and psychologically, due to the cultural context and the high degree of mobility inherent in international communities. Different approaches to this type of research are discussed, including constructivist learning theory, and Sparks and Loucks-Horsley’s models of professional development. Any discussion of professional development must involve the issue of school leadership, which emphasizes that theory must be linked to practice. The creation of an appropriate learning environment that involves faculty input and feedback all within a supportive culture is important for a successful implementation of faculty development programs. When teachers are provided with tools and resources to pursue their goals while being encouraged to take ownership of their professional development, they feel that they have a voice and that their input is valued, rather than having a top-down approach by administrators. Encouraging collaboration and building a culture of support in international schools can ensure that teachers are continuously growing while contributing to a positive, collaborative culture.
As the education industry undergoes rapid changes, vocational education faces unprecedented demands and challenges. A high-quality teaching staff is crucial for educational institutions’ success and sustainable development. This study explores the impact of teaching team building and demographic factors on employee performance in vocational education schools. Data was collected through an online questionnaire and analyzed using SPSS. The research finds that teaching team building and demographic factors significantly affect employee performance. Collaboration and team spirit, sharing teaching resources, and learning atmosphere and environment are essential for building a competent teaching team. Demographic factors such as age, education level, and work experience also affect employee performance. These findings provide valuable insight into the sustainable development of vocational education schools. Keywords: teaching team building, demographic factors, employee performance
Educational leaders in schools face numerous challenges due to the rapid pace of social and economic changes. Therefore, the purpose of this study was to identify the barriers and challenges of educational leadership in elementary schools. This research was conducted using an exploratory strategy. The statistical population of this study included all elementary school principals, educational management experts, and professionals in West Azerbaijan Province. The sampling method was purposive, based on the criterion of theoretical saturation, and employed a snowball technique, resulting in a sample size of 19 individuals. Data were collected through semi-structured interviews. Data analysis was conducted using open, axial, and selective coding. The results of this study identified eight main barriers to educational leadership: lack of specialized and skill-based competencies of leaders, structural barriers, lack of meritocracy, inadequate quantity and quality of facilities and equipment, financial barriers, inefficiency and ineffectiveness of educational staff, educational barriers, and social barriers. The necessary strategies to overcome these barriers and challenges facing leaders in elementary schools include aligning equipment, students, and teachers; evaluating educational quality; fostering creativity and innovation in education; delegating authority to leaders; developing educational programs and enhancing the knowledge of educational leaders; attracting and developing competent leaders; providing social support; securing funding; and empowering teachers.
This study aims to achieve four main objectives: (1) to identify the characteristics of turnaround leadership among Cambodian upper secondary school principals; (2) to investigate the factors influencing turnaround leadership; (3) to examine principals' roles in implementing turnaround leadership in provincial schools; and (4) to explore actionable recommendations for improving turnaround leadership in low-performing schools. The study uses a qualitative case study approach to investigate the dynamics of turnaround leadership in upper secondary schools across six northwestern provinces of Cambodia: Battambang, Pursat, Pailin, Banteay Meanchey, Oddor Meanchey, and Siem Reap. The data were collected through semi-structured interviews with 21 school principals recognized for their effective turnaround leadership. The findings provide insights into best practices and formulate recommendations to enhance turnaround leadership in Cambodian high schools. The findings provide insights into best practices and formulate recommendations to improve turnaround leadership in Cambodian high schools.
Using the professional literature surrounding change knowledge, this study assesses Utah public school districts’ response to Utah Senate Bill 64 (USB64) that was passed in 2012. USB64 required school districts to ensure that principals were evaluating teacher performance through the use of a chosen evaluation tool. The chosen evaluation tool needed to include evaluation rubrics tied to the state teacher standards. USB64 was passed with the intent to improve classroom instruction and thereby improve student learning in Utah schools. Utah school districts complied with USB64 requirements and timelines. Districts successfully identified and adopted observation tools that principals could use to assess teacher effectiveness. Once these tools were identified, districts provided training to principals covering the Utah Effective Teaching Standard Indicators so those principals could demonstrate understanding of how to use the observation tools to evaluate teacher performance. Districts then ensured principals were certified to conduct classroom observations using the relevant observation tool, a requirement set out within USB64 required in USB64, to conduct classroom observations using the adopted tool. Finally, districts successfully created systems to make sure the required number of observations were completed on time by each administrator for all teachers in all school locations. Thirteen district administrators who were responsible for their district’s implementation of USB64 were interviewed for this study. Districts of all sizes were represented. Analysis of these interviews found that district implementation efforts were driven by a compliance-based approach to the legislation rather than an attempt to improve the system of learning for students. One common reason for this approach is it is an effective coping strategy that district leaders have used to balance district-initiated improvement efforts and annual state-mandated legislation like USB64.
The purpose of this study was to investigate the effectiveness of school principal’s leadership in school improvement program in Wolaita Zone government secondary schools. Descriptive survey research design was employed to describe the phenomena to the study. In Nine woreda , ten secondary schools were selected through simple random sampling. 10 students’ representatives under sample woreda and 30 principals were selected through availability sampling technique. Furthermore, 120 teachers participated in the study by using simple random sampling technique. Questionnaire was prepared for teachers and principals. Focus group discussion and document analysis were also used to validate the data gathered through questionnaires. Frequency, percentage, standard divisions, means and person’s correlations were used to determine the relationship between variables. The result of the study indicated that educational leaders ineffectively providing textbooks and other teaching/learning materials mission, and goals of the school, creating a Conducive environment to facilitate supervisory activities in the school by organizing all necessary resources, curriculum monitoring and evaluation and low participation of stake holders improving SIP implementation for effectiveness of principal’s leadership. Besides this, principals used several approaches in supervising the implementation of instructional practices. Some approaches like use of students to monitor teacher lesson attendance and visiting class to observe a teacher were rarely used. Most principals involved their subordinates in decision making. Schools faced challenges that include inadequate trained teachers and learning/ teaching materials, inadequate science laboratories and lack of time to check on the teachers’ and students’ work by principals. Study recommends that the school provide more learning materials and facilities like science laboratories and libraries. The woreda education office have better to employ more teachers to the schools with understaffing in order to relieve the current teacher of the work load and ensure timely syllabus coverage as this will significantly impact to effectiveness of principals. Principals have better to delegate mores duties to their stake holders in order to save time to assess both the students’ and teachers’ commitment to their work.
「學習領導下的學習共同體」推動計畫已邁入第三個年頭，過去兩年在推動團隊、縣市教育局、試點學校及試辦班級師生的共同協力下，本土化的學習共同體模式已漸漸發芽、茁壯。本計畫於2014 年6 月12 日出版的推動手冊1.1 版，在協助教師釐清概念與掌握入門方法上起了很大的作用。由於各界索取熱烈，已全部發送完畢。在考量再版的同時，推動團隊結合實踐經驗與各界反饋，緊鑼密鼓的產出更多幫助教師實施學習共同體的工具。具體而言，從過去的推動經驗中，我們深知為達成課堂改變的目的，教師合作有其相當的重要性。尤其，在共同備課、公開授/觀課、共同議課，以及學習活動的設計上，教師們需要更系統化的支持，也因此，本計畫在「教師學習共同體」課堂教學研究三部曲的精進與探究上，著墨不少。為回應教育現場的需求，本1.2 版手冊將原1.1 版的內容做部分微調，並新增工具表格。
This study delves into the transformative journey of reshaping social structures through evolving perspectives in education. The exploration focuses on key themes such as equity-centered education, culturally responsive pedagogy, technology as an educational equalizer, critical digital literacy, and global citizenship education. In the pursuit of cultivating inclusive pedagogies, educators underwent continuous professional development, enhancing cultural competency to create environments that validate diverse perspectives. Digital literacy education was seamlessly integrated into curricula at all levels, equipping students with critical skills for responsible online engagement. The promotion of interdisciplinary learning experiences became a focal point, fostering holistic understanding and sharpening critical thinking skills. Additionally, the establishment of community-school partnerships enriched learning experiences, fostering shared responsibility and bridging the gap between classrooms and real-world contexts. Notably, the globalization of education for global citizenship emerged as a major recommendation, encouraging schools to incorporate international perspectives, offer exchange programs, and leverage technology for virtual collaborations. This comprehensive approach guides educational stakeholders and policymakers in creating a more inclusive, technologically adept, and globally conscious educational system, actively contributing to reshaping positive social structures.
This chapter is about school improvement. It specifically showcases an approach to school improvement by exploring a program developed and implemented in a remote Indigenous school in Australia. The program, known as the Global Talent Initiative (GTI), sought to engage a school’s global community, what is referred to as the ‘collective talent’ in the program, to deal with a significant localised school-based challenges. The chapter is less about Indigenous education and more about providing instructive guidance for those involved in school improvement in complex circumstances. The GTI is thus a strategy for how school improvement can be undertaken in such contexts. To deliver on such a goal, and more specifically to explain the GTI, we describe and locate a set of school improvement design considerations in this chapter. These considerations include the global school community, leadership and talent management, community of practice and the use of adaptive solutioning. We discuss each in turn as a conceptual model, before providing an insight into how the GTI, as an example of such elements in action, was enacted in a remote Indigenous school and the outcomes that were achieved. We turn first to a brief discussion about the GTI as context for an outlining of its associated elements.
State and local education agencies continue to make an effort to systematically assess school climate through student surveys. These assessments typically collect data from individual students about their perceptions of different components of the school and their relationship to individuals in the school and aggregate those responses to the school level. To date, few researchers have examined the extent to which aggregating students’ perceptions of climate is a valid and reliable way to understand climate as a characteristic of the school. If this hypothesis is true, there are opportunities for school and district leaders to use this information to improve and sustain school climate practices. This study used middle and high school-grade student-level responses from the Georgia Student Health Survey and tested the extent to which the different dimensions of school climate varied across school and were associated with school behavioral data. Our findings suggest that student perceptions of climate are multi-dimensional at the student level at the student level, but not necessarily at the school level. Indeed, school climate appears to be uni-dimensional at the school level and is robustly associated with administrator-reported behavioral data. This study supports efforts to include student perceptions of school climate and school climate ratings as valid assessments of school climate. School and district leaders can use school climate ratings as a valid way to measure, improve, and sustain practices that build capacity and support school improvement.
The objective of the chapter is to characterize the trends in the training of educational leadership in order to promote quality educational management in institutions. The relevance of leadership continues as it continues to be considered one of the factors that influences school improvement. In the new normal, leadership is characterized by promoting change management by continuously incorporating the use of digital tools so that they are the means that promote the comprehensive training of the student. Thus, the existence of leadership practices based on three categories is required: cognitive resources, social resources, and psychological resources. The conclusion is to promote leadership training at the postgraduate level due to the strategic function it has in the generation of human talent.
If schools are to meet the needs of students and achieve educational success, to achieve this, simultaneously, should provide opportunities for teachers to innovate, share experiences and learn together. Schools should thus be configured as Professional Learning Communities (PLCs). This article is linked to building the collective capacity of the school through distributed leadership. It combines in a mixed design description of the situation in Elementary and Secondary schools of Andalusia, with in-depth case studies, properly selected; they can show progress in their levels of educational success, according to the degree of distributed leadership development that promotes the development of the school as a Professional Learning Community. We are interested more than good practices in practices that evidence success in education achievements. We would like to identify and describe the conditions and processes in which direction´s leadership makes possible to development schools as PLCs is one of the principal aims of the research proposal.
Government efforts to provide equal and quality education in rural schools has yielded minimal change in South Africa since the dawn of democracy in 1994.Growing inequalities and recent economic constraints exacerbated by the COVID 19 pandemic have further exposed and deepened resource scarcity among rural communities and schools. The South African Schools Act (1996) is clear that, through school stakeholders such as School Governing Bodies (SGB’s), schools are required to supplement resources provided by the State. However, there is a paucity of research that explores resource mobilisation challenges experienced by school stakeholders in rural schools of South Africa. The article is based on a qualitative research study, supported by the Asset-based theory and Resource mobilisation theory. To collect data, we used participatory approaches such as the Free Attitude Interviews (FAI) and SWOT analysis. Four main findings emerged from the data, which were used to make recommendations to address and improve the quality of education in rural communities.
