Abstract
Leadership and Management Development in Education: Leadership is critical to educational development and specific preparation is vital if leaders are to maximise their effectiveness. In this major new text, Tony Bush draws on his extensive international experience and research to examine the case for leadership development and assess the different modes of preparation used in Europe, including the U.K., North America, Asia Pacific, Australia, New Zealand and Africa. He also examines research on how leadership impacts on school and student outcomes and considers future directions for leadership and management development in education.This text is essential reading for students of educational leadership and management as well as for policy-makers, headteachers and principals.
... Devolution, which sounds familiar to educational decentralisation, refers to the transfer of authority to an autonomous unit that can act independently, or to a unit that can act without first seeking permission (Hanson, 1998;Sharpe, 1996;Gamage, 2006;Bush, 2008). ...
... A key aspect of educational decentralisation is the involvement of school stakeholders and local community in the making of decisions regarding school programs. Many scholars argue that curriculum, instruction and organisation of time, people, facilities and other resources for students should be made by people closest to students, as they are the ones who best understand the contexts and cultures of the schools (Murphy & Beck, 1995;Bush, 2008;Gamage, 1996Gamage, , 2006Sofo et al., 2012). Consequently, this can lead to the perception that educational decentralisation is aimed at empowering school and local communities to develop an effective teaching-learning environment (Gamage, 2006;Gamage & Zajda, 2005;Ainley & McKenzie, 2000;Sharpe, 1996). ...
... This change was also one of the mega-trends in education where public schools would become selfmanaging and the differences between public and private schools would gradually disappear (Sofo et al., 2012, p. 503). Greater decision-making authority at the school level will enable schools to respond more efficiently, effectively, and flexibly to the needs of their students (Sofo et al., 2012;Bush, 2008), and to lead to a proper alignment of responsibility, authority and accountability, and a greater concern for people (Sharpe, 1996, p. 4). ...
Uran, S. I. G. (2017). Leading pedagogically in a decentralised context within East Flores secondary schools, East Nusa Tenggara Province, Indonesia. Researchjournali's Journal Of Education, 5(7), 1-13. https://researchjournali.com/view.php?id=3763.
... Leadership is seen as one person exerting influence over others toward a common goal, with a tendency to reflect personal and professional values (Bush, 2008;Northouse, 2013). ...
... In this study leadership is defined through the strong asset principals are. The strong influence they hold over their subordinates in order to work in unity toward a common purpose (Bush, 2008). ...
... Management is defined as the process of getting people to work together toward a common purpose (Bush, 2008;Botha, 2013). For school management to be effective there needs to be a relationship between aims, performance and the plans of the school (Bush, 2008). ...
... The concepts educational management and leadership were initially popularised by Tony Bush (2006Bush ( , 2007Bush ( , 2008. Although it may be argued that there seems to be insufficient research on the application of educational management and leadership models in the school context, there is a study that was conducted in one Southeast Asian country. ...
... The school principal who uses the managerial leadership model focuses only on performing book already established tasks as outlined in Part V of the Lesotho Education Act of 2010, Section 21, without being creative. Such principal teachers follow orders without introducing any new ideas to the school governance (Bush 2007, Bush 2008. ...
... Discussions are central and decisions are based on a consensus, as a result, all that stakeholders will perform as expected because they share the same values and interests with the principals (Bush 2003, Bush 2007, Sykes 2015. In these models, there is a two way communication and continuous feedback (Bush 2006 andBush 2008). ...
Lesotho secondary school principals are expected to perform a range of activities on a daily basis to ensure that the schools achieve the goals and objectives set. In order
... One still popular leadership theory to emerge in modern times has been transformational leadership, which aims for employee satisfaction, exceptional outcomes and the achievement of organisational, rather than leader, gains; employees' voices are heard but agents need to be motivated by the leader, who relies in part upon charisma to develop a following (Bush, 2008;Bass & Riggio, 2006;Lea, 209;Investors in People, n.d.). Within the educational sector, teachers and leaders are afforded with, and need to exercise, a particularly high level of autonomy in their professional lives as they are responsible for making wide-ranging professional decisions and for the safety and welfare -educationally, socially and otherwise -of their students (Iszatt-White, 2009). ...
... The relationship between the leader and the follower depends upon rules, rewards and 'punishments' in order to control the behaviour of the led and thus also entails the application of methods for monitoring behaviours (Hartog et al.,997;Tabrizi & Rideout,206); leaders are viewed as the authority and have an innate power which is non-distributed. On the other hand, transformational leaders stimulate work engagement through a merging of the motives of leaders and followers, so that all members experience a convergence of morals and values from which proactivity and growth of both the individual and the collective are achieved (Bass & Riggio, 2006;Iszatt-White, 2009;Bush, 2008;Lea, 209). This 'convergence' is brought about by the influence the leader has upon the led -a clear and charismatic leader (Lea,209) who is able, as a minimum, to encapsulate the 'Four I's' (Bass & Riggio, 2006). ...
... The lack of investment from teachers into the 'Values and Behaviours' may lie in the fact that it was drawn up without input from the staff -teachers instinctively felt that their voices were not taken to be part of this new metanarrative. The 'unilateral' drawing up of such a set of morals does not conflict with transformational principles -whilst leaders and staff having a shared interest in a set of values is a prerequisite of transformational leadership (Bush, 2008), it is the charismatic leader who is ascribed with developing the collective interest (Bass & Riggio, 2006, p. 50). However, as values themselves are weak motivators, which depend upon environmental conditions to manifest as action (Lazarus,99), empowerment of teachers (Tabrizi & Rideout,206) and individual investment in shared values without the motivator of a charismatic leader they may not be sufficient to support a successful transformational leadership. ...
The evolution of leadership theory since the Industrial Revolution has been characterised by a shifting of focus from leaders’ qualities to the construction of effective leadership systems and methods. Transformational leadership, as one such theory, has gained traction in educational settings thanks both to its democratic principles and the applicability offered by its value profile modelling. A set of capacities are provided by the theory, with the intention of providing a toolkit for effective leadership which can be adopted by a range of leaders, thus avoiding the need for inherent leadership qualities. The theory continues to face charges of promoting despotism, however, and most importantly of lacking relevance to real-world settings. Through the reflective analysis of a university-based English for Academic Purposes pre-sessional course – a fixed-term, high-stress setting – a grounded assessment of the real-world applicability of transformational leadership theory can be conducted. It is proposed that such courses within the higher education sector pose specific challenges to leadership, due to time constraints, staff retention and pressures on student achievement. The scope for meaningfully engaging staff in structural processes is thus restricted and there is a clear need for an accessible theory which supports a democratic, pluralistic approach to leadership, such as transformational leadership. However, reflective analysis of the leadership methods employed on the course, and an assessment of their correlation to the principles of transformational leadership, reveals a deficit in real-world applicability of the theory and a failure to convincingly avoid the pitfalls of the cult of the leader.
... The nine aspects are related to the knowledge and skills that cover the following i) management; ii) administration; iii) professionalism; iii) education; iv) interpersonal; v) external relations; vi) research and training; vii) supervision and evaluation; viii) self-development; and ix) finance. In this regard, Bush (2008) also stressed that a leader in a school should have personality traits and values in education. Whereas, Robinson (2006); Cherif et al (2009) also stressed the importance of knowledge leaders in managing a school. ...
... Therefore, in the context of education in Malaysia, school leaders, principals and principals who need to be appointed must pass the NPQEL and have the NPQEL qualification certificate as a mandatory condition to become a principal or headmaster (Ministry of Education Malaysia, 2013). Accordingly, in order to form effective leadership then leadership development programs should be implemented as a platform towards improving the competencies of leaders in schools (Bush, 2008;Gentry et al., 2013). In addition, in the effort to develop leadership competencies, there are other approaches that can be used that is through guidance from experienced leaders in addition to following leadership development programs that emphasize the focus on real experiences experienced by leaders (Bush, 2008;DuBrin, 2010). ...
... Accordingly, in order to form effective leadership then leadership development programs should be implemented as a platform towards improving the competencies of leaders in schools (Bush, 2008;Gentry et al., 2013). In addition, in the effort to develop leadership competencies, there are other approaches that can be used that is through guidance from experienced leaders in addition to following leadership development programs that emphasize the focus on real experiences experienced by leaders (Bush, 2008;DuBrin, 2010). In other words, leader competencies can be generated and developed by following a systematically planned leader development program (Bush, 2008). ...
... To triangulate the data collection and strengthen theory building (Bowen, 2009(, the researchers conducted document analysis of BQA's review reports for these schools. The analysis of the school review reports provided documented records from an external body validating the principals' positions, thus limiting possible bias that may occur in selfreported findings (Bush, 2008). The BQA's reports offer what Bush (2008) called "well-grounded evidence" on the impact of school leadership on teaching and learning to improve students' academic achievement. ...
... The analysis of the school review reports provided documented records from an external body validating the principals' positions, thus limiting possible bias that may occur in selfreported findings (Bush, 2008). The BQA's reports offer what Bush (2008) called "well-grounded evidence" on the impact of school leadership on teaching and learning to improve students' academic achievement. ...
Improving leadership practices outcomes for students have gained attention over recent years. To broaden understanding of effective leadership practice, this study investigated how school leaders improved students’ academic achievement in Bahrain. This qualitative study used interviews and document analysis to examine the practices of ten women leading schools that gained the top student achievement scores in the most recent review by the Bahrain Education & Training Quality Authority (BQA(. Findings revealed these school leaders improved students’ academic achievement through promoting collaboration, creating trust and respect through relationships, focusing on the leadership of learning and teaching, and providing contextualized opportunities for professional learning for leaders and teachers. The significance of gender and culture in leadership and the importance of a moral imperative for leadership were discussed alongside implications for policy and practice.
... Quality schools that provide improved quality education to students require quality principals, among other things. Quality principals cannot be obtained unless there are well-designed fit-for-purpose leadership development programs (Bush, 2008). Such programs need to address the uniqueness of the situation in which these schools operate the socio-economic structure and other relevant factors of the surrounding environment as well. ...
... Thus, the findings of the study are in agreement with the extant literature on school leadership preparation. The findings are also in agreement with Bush (2008) who claims that leadership preparations should be pluralistic involving several models and strategies. ...
The major objective of this study is to assess the most common school leadership practices in the Dire Dawa Administrative region and their relationship with student achievement. To this end, it used a cross-sectional and correlational study design. Sample schools were selected using purposive sampling techniques and principals and vice-principals were selected using the availability sampling method. Accordingly, 16 schools and 48 principals participated in the study. Data was collected using a self-developed questionnaire, interview and document analysis. The reliability of the self-developed questionnaire was .77. Student achievement data for the three years the principal/vice principal was assigned were collected from the regional education bureau data set. The collected data was analyzed using narrative analysis, descriptive and inferential statistics. The relationship between leadership preparation and student achievement was analyzed using correlation and simple regression. The findings indicated strong relationship between leadership development and student achievement with r=0.18 at a p<0.05 level of significance. The relationship is moderate but significant at a p<0.05 level of significance and with rho=0.426. Whereas the most common leadership preparation strategy employed is experience sharing, with other strategies such as short-term training and job assignments being less common.
... There are different aspects of policies and practices associated with the functioning of schools and other educational institutions. Among them, educational management and leadership are the aspects demanding equal priorities and prominence [1,2]. The school leadership and management are the democratic practices for the school improvement, and which should be judged by their effect on the quality and standards of the school at all levels [3]. ...
... Leadership and management of a school in the Nepalese context may also have been playing a major role for contributing to the effectiveness and improvement in the schools. This is equally supported by arguments of scholars like Bush, who considers leadership and management as being distinct but complementary and equally important in ensuring school effectiveness and improvement [1]. ...
... For change to happen specifically for quality education, effective leaders as well as managers play a key role. In many parts of the world, it is believed that schools require quality leaders and managers if they are to provide the best possible education for their students and learners (Tony Bush, 2008). ...
... In many parts of the world, including South Africa, there is recognition that schools require effective leaders and managers if they are to provide the best possible education for their learners (Tony Bush, 2008). The elusiveness of the leadership notion has enticed researchers to interpret, capture and analyze the essence of leadership in higher education from different perspectives. ...
The purpose of this study was to investigate the relationship between middle level managers' quality of leadership and good governance, and organization performance of Wolaita Sodo University. The study employed descriptive survey method and used quantitative approach. College/school Deans, Department heads and Coordinators were source of data. Using availability sampling technique, 61 middle level managers in the university were included in the study. Accordingly, IQAP-Self instrument and demographic variables survey questionnaires were employed to collect data. The data was analyzed using both descriptive and inferential statistics. The result of this study showed that all subscales of a goal statement that identifies a desired organization performance have significant correlation with one another. Finally, the researchers recommended that the university officials should identify whether there are skilled purchasing specialists, system exists to collect feedback from all stakeholders, establishes a reporting and evaluation system to check the effectiveness and efficiency of purchasing activities, takes immediate measures when inconsistencies happen in purchasing of materials, avails sufficient properties in safety stocks to run activities without problems and system exists to check whether or not properties are registered, placed and distributed in a proper and safe manner in order to ensure efficient purchasing and implements systematic procedures to ensure efficient property management and accountability.
... senior leader and what they should do (Huber, 2004;Bush, 2008;DfE 2020c;DfE 2021a). Furthermore, within the literature, the term 'headteacher' and 'leader' are frequently interchanged, hence making the terms 'leader' (the headteacher or senior leader) and 'leadership' (the action of the headteacher, or senior leader, or senior leaders) unclear and complex (Grint, 2005;Shuffler, 2013;Kerns, 2019). ...
... To compound this, most researchers align with the view that the term 'leadership' is also a process of influencing in which an individual exerts intentional influence over others to structure activities and relationships in a group or organisation (Yukl, 2013;Buble et al., 2014) with Bush and Glover (2003) including leadership being exercised by teams as well as individuals. Consequently, there appears to be no clear definition of leadership (Huber, 2004;Bush, 2008) and therefore renders the influence on the team. ...
This study of teamwork explored the different factors which influenced the effective teamwork in senior leadership teams (SLTs) in five English secondary schools. The research identified these factors and their positive, negative, or both positive and negative influence and how that influence was experienced in their teamwork.
The importance of getting communication right, maintaining a work / life balance and the continuing government expectation to deliver results in a political context that is constantly changing, not least in a pandemic (Varela and Fedynich, 2020), illustrate some of the issues faced by SLTs that influence their effective work in running a school.
A mixed methods case study approach, with a dual methodology of survey and semi-structured interview for data collection with the headteacher (HT) and members of each leadership team, was employed, applying both qualitative content analyses to ascertain patterns and themes of influence and quantitative ANOVA statistical analyses to confirm the significance of the factors and their influence.
The research was encapsulated in a conceptual framework which succinctly illustrated the factors internal or external to the team, related to the national and school contexts. Key factors and their influence were univariate and included the government and finances (negative influences) and leadership and support (positive influences), and a bivariate influence, which included the students and staff.
Through a mixed methods study on senior leadership teamwork in schools and the development of a theoretical framework and diagnostic model, this thesis extends the work of previous scholars such as Morgeson et al. (2010) and Herzberg (1959). It provides eight recommendations on how to manage key factors and their influence on teamwork more effectively. Of interest to SLTs in schools, with implications for leadership teams in broader workplace settings, the research findings will be of benefit to academic research, policy makers and practitioners alike.
... Such phenomena have been observed mainly in centralised systems, in which the executives are aligned with the central political line (Cousin, 2019). Similar political intervention in the selection of education executives is found in other education systems, such as Ethiopia (Gurmu, 2020), Nigeria (Oplatka, 2004in Bush, 2008, Turkey (Arar et al., 2017), and Indonesia (Sumintono et al., 2015in Gaol, 2021, while in different contexts, such as Canada, professional criteria rather than political affiliation govern the process (Bush, 2008). According to research findings, it has been shown that 'noises', according to Kahneman et al. (2021), mediating variables, such as social capital and informal networks or political involvement, could affect the judgment of the members of the selection board in terms of grading candidates, promoting inequality. ...
... Such phenomena have been observed mainly in centralised systems, in which the executives are aligned with the central political line (Cousin, 2019). Similar political intervention in the selection of education executives is found in other education systems, such as Ethiopia (Gurmu, 2020), Nigeria (Oplatka, 2004in Bush, 2008, Turkey (Arar et al., 2017), and Indonesia (Sumintono et al., 2015in Gaol, 2021, while in different contexts, such as Canada, professional criteria rather than political affiliation govern the process (Bush, 2008). According to research findings, it has been shown that 'noises', according to Kahneman et al. (2021), mediating variables, such as social capital and informal networks or political involvement, could affect the judgment of the members of the selection board in terms of grading candidates, promoting inequality. ...
The purpose of this study is to investigate whether the principle of fairness as equity, defined by Adams, is applied during the selection of school principals. Our focus was on a secondary education directorate drawing data in two ways. Firstly, a questionnaire was given to candidates who participated in the selection process, in order to investigate to which extent fairness as equity is included both in the process and the selection criteria. Secondly, we examined whether the selection board through the oral interview moved with the respective conditions of fairness as equity through the candidates’ scoring. It seemed that the majority of participants have formed their opinion on fairness as equity based on their ‘incoming capital’ depending on their score, while they consider that the selection board was rather biased in rating their fellow candidates. This is due to previous official or personal relationships with the members of the selection board and party involvement. For the Greek context, the selection of school principals can be characterised as a process that allows the influence of factors clearly non-relating to the principle of fairness as equity. Proposals at the level of educational policy are proposed.
... In making policy and deciding a decision, of course a leader must have a strong foundation and grip, so that the policies or decisions taken can be accounted for (Bush, 2008). In an effort to improve employee performance, leaders must be able to play their communication tools to be able to provide enthusiasm and motivation for their employees because this is such an important thing to apply in the company, achieving work productivity depends on how a leader can influence his subordinates in order to provide the best for the company. ...
... Providing a positive influence on employees is not easy, but it is an obligation for a leader (Bush, 2008). Forms and efforts made by the leadership of the company, namely by developing the capabilities of employees, but this cannot be separated from the control and supervision of leaders to employees through programs or activities carried out. ...
An effective leadership model can influence the personality of the leader himself. Every leader must be able to have aspects that can support efforts in improving good relations with members of the organization. The reality is that leaders must be able to deal with their members (employees) who have different characters, dispositions, and ideologies, the same as individual human traits who have different traits, attitudes, ways of thinking and views. Therefore, the figure of a leader must have the ability to influence the opinions and attitudes of others in order to carry out employee duties professionally. Employee performance really determines the results of the achievement of organizational performance, it is necessary to have a good system to be able to improve employee performance to support success in leading the company. The method in this study uses qualitative research with a descriptive approach. This research uses Aji's theory which includes Ingarso sung tulodo, Ing madyo mangunkarso, and Tut wuri handayani and also uses Bernandin and Russel's theory which covers the amount of work, work quality, work knowledge, creativity, cooperation, initiative, and personality. The results of this study indicate that the leadership model is very influential in improving employee performance and can also provide the best results for the company so that this increase becomes an achievement for all.
... Reviewing research engaging with preparation, induction and professional paths of novice principals, there seems to be a widespread belief that formal principal preparation is a necessity for taking on leadership as a principal (Bush 2018(Bush , 2008. However, the empirical base on how preparation or professional education influence the work of principals in schools is limited and needs further attention (e.g., Darling-Hammond et al., 2010). ...
... Organizational leaders who have a great personality will easily gain trust from employees and in leading the organization (Siti, Nurul, Mohammad, & Monica, 2016). The leader also acts as a guide and motivator for his staff to achieve the organization's goals (Mohd Yatim 2006;Bush 2008). In general, a leader is an individual in a group who has been given the responsibility of directing and coordinating activities to achieve goals in a group. ...
In striving towards the industrial revolution 4.0, the focus now is moving towards to digital transformation of manufacturing/production and related industries, and least usage of manpower. Most of economic activities these days are conducted through online without needing to meet face to face. Somehow this change has opened the window of business opportunity for small business owners and especially to Malaysia citizen.
However, on the other perspective, this change makes the physical movement becoming lesser because most of the activities are conducted in front of computer, smartphone or any devices that can be connected to the internet. With less physical movement while working and having a sedentary life will weaken the muscles and not only that, but it also weakens bone, joint, heart and other body parts. It also can lead to overweight and obesity, where the Body Mass Index (BMI) is above 25 (overweight) and above 30 (obese). Overweight and obesity lead to non-communicable diseases (NCDs) such as diabetes type 2, hypertension, gout, sleep apnoea, cardiomyopathy, cancer, asthmatic and osteoarthritis, to name a few.
This adherence leads to psychological issues such as having greater chance of getting depression compared to people that do not struggle with obesity if not managed seriously. Those with obesity problem will battle with issues related to their mood, self-esteem, quality of life, and body image.
In this study, literatures from current and past research will be used to identify the importance of having exercise specially for those who are having sedentary life and what benefits can be gained from the exercise. The study is expected to provide one of many solutions that exercise can improve to overcome on mental health issues towards Malaysia citizen which is now very terrifying with cases such as rage issues and suicidal due to depression state.
Keywords: Exercise; industrial revolution 4.0; obesity, mental health; depression; non-communicable diseases (NCDs)
... These factors are teacher effectiveness, learning enhancement, collaboration with other teachers, and transformational teaching methods. These educational cultural elements play an important role in public schools' growth, enhancement of maintenance of schools and active learning process (Bush, 2008). Shah (2009) explored that globalizing not only bring change in business and industry but also affects the educational culture of Punjab public schools of Pakistan. ...
The review-based study puts light on globalization in an educational culture like the effect of contemporary global educational culture, the technical effect, and the effect of the corrosion of values in Punjab Public Secondary Schools. This paper also analyzed the support and development of globalization to provide public secondary school education. In addition, the research discussed the opportunities and challenges of globalization in educational culture. The results of the study showed that Pakistanis educational culture at the secondary schools level has become hybrid due to dominant countries' styles adopted by our educational system while taking benefits from the western school system within the dimension of its ideology, moreover, cultural factors are affecting the values and norms as well as the education. The research will be helpful for policymakers, parents and other stakeholders, and heads of public secondary school education.
... [10] On the other hand, the pace of change and the need for compatibility and reactivity to local conditions require managers to be equipped with new methods and skills to improve the quality of education. [11] What matters most is how the education managers and leaders respond to unique organizational problems or circumstances. The education environment is quite complex and one cannot predict whether a single procedure will solve all problems. ...
BACKGROUND: Educational managers at universities of medical sciences are the suppliers of human resources to the healthcare system. Thus, attention to their professional empowerment can play a prominent role in improving the quality of medical science education.
MATERIALS AND METHODS: The present study was implemented through the method of modeling and in the three stages of conceptual, modeling, and validation. The research environment was the medical science universities of Iran and the sampling method was purposive. The two qualitative approaches of literature review and semi-structured interview were used to develop the components of the model. The results were then integrated, the relationships between the components were investigated, and the model was eventually finalized. The resulting scores were analyzed using MicMac software.
RESULTS: Twelve categories and 20 subcategories were identified in the first micro-study (desk research). Qualitative analysis of the interviews in the second stage led to the identification of 21 subcategories and seven categories. Components of the conceptual model were extracted from the results of the two first stages, both of which were aimed at the extraction of concepts relevant to dynamic empowerment of medical science educational managers, and the conceptual model for dynamic empowerment of medical science education managers was designed in the six categories of education, decision-making, organization, belief, dynamic capabilities, and environment after the interactions between the components were studied.
CONCLUSIONS: Results of the present study revealed that dynamic empowerment of the managers is a multifaceted and multidimensional concept, and all of the factors incorporated in the conceptual model for dynamic empowerment of managers must receive special attention.
... The interest in preparation and development of school leaders through their participation in certain professional programs has expanded and strengthened the professional development and learning of school leaders, a trend that is growing internationally. Completing school leadership training is also increasingly becoming a requirement for professional practice of school leadership (Bush, 2008(Bush, , 2018Mourshed et al., 2010). However, training for school leaders varies as leaders' responsibilities and services vary between countries. ...
School leader education as a qualification requirement is a growing trend and influence has been shown. However, principals have also come to understand and use content from educational programs in widely different ways. There is therefore a need to study how participating principals experience learning differently within one and the same program. This empirical study uses qualitative methods to examine fourteen compulsory school principals’ experiences of how the mandatory Swedish National Principal Training Program contributes to their professional development. The findings show how educational elements can be experienced as contributing to professional development of some principals while being experienced as obstacles for others, depending on becoming active or passive driving forces for participants in terms of orientation, reflection, exploration, and interplay. Applying a theoretical framework made it possible to describe and understand their professional development through education in a nuanced way. In terms of analytical generalisation such knowledge may form the basis for educational development concerning school leader education.
... This policy still reproduces the discourses of the 1970s, 1980s, 1990s, and 2000s, which emphasise that a university degree in education is sufficient in beefing up the leadership capacity of these leaders (MoEVT, 2014b). However, the extent to which a university degree in education is adequate for preparing proficient future educational leaders is questionable as argued by Bush (2008) who affirms that: ...
This article examines ideologies, policies, and university practices of educational leaders’ preparation in higher learning institutions in Tanzania and proposes an alternative model for educational leaders’ preparation. It takes stock of the trajectory of graduate educational leaders’ preparation development in Tanzania by situating relevant initiatives in the educational macro-policies and transformations spanning a period of about six decades for possible future educational policy direction. The paper adopted
Narrative Literature Review (NLR) as its methodology. NLR method was deemed relevant for generating new knowledge by synthesizing present knowledge on a particular topic in a specific setting. The paper proposes a model for the robust preparation of educational leaders in higher learning institutions. The model comprises the following variables: context, input, process, and product/output, which are considered as critical for the preparation of educational leaders.
... Distributed leadership helps identify leaders in other levels and groups (Klar et al., 2016). As a result, leadership flows throughout the school, organizational capacity increases, the personal growth of teachers and others are enriched, and student learning improves (Bush, 2008). Put simply, distributed leadership is about developing new ways of understanding leadership in a shared way (Bolívar, 2015;Harris & Jones, 2017). ...
The aim of this paper is to identify the characteristics that leadership must have in order to make a Professional Learning Community sustainable. A review of the literature is carried out from a qualitative perspective allowing us to identify a set of emerging themes from the literature studied. Among the results, it is highlighted that in order to achieve professional learning communities with sustainable leadership, it is necessary to distribute responsibilities, reflect jointly on what is taught and why, establish external relations with other institutions and schools, and care the emotional wellbeing of members of a school community.
... The interest for the dissertation research was driven by a conviction that effective middle leaders are key components for schools to succeed (Bush, 2008), in a new era characterised by "dispersed leadership and school change focused on the personalisation of learning and introduction of 21 st century curriculum and pedagogy" (Gurr and Drysdale, 2013, p.55), although this effectiveness is not often achieved, as these professionals face barriers preventing them from realising their full potential. Such barriers include not having a formal leadership position, nor their roles well-defined, and not being properly supported at work. ...
... As a visionary leader, the Principal is expected to develop the ideal image of the school and become an agent of change in updating the effectiveness of the Institute for Education. Bush (2008) states that leaders are the ones who set goals, motivate, and crack down on subordinates. The leader is the one who leads and organizes all the activities that run in the school (Smith, 1997). ...
Instructional leadership is strategically used to improve the quality of learning. This leadership style is leadership oriented to improve the quality of learning, instructional leadership policy becomes the parameters of the school in improving the quality of learners' learning outcomes. The purpose of the study was: knowing and analyzing the influence of instructional leadership models, improving learning activity on student learning outcomes. This research uses the quantitative research method. Data collection using research instruments by disseminating questionnaires using google form. The results of this study are: 1.) There is an influence of the instructional leadership model on improving the activeness of learners' learning; 2.) There is an influence of the instructional leadership model on learners' learning outcomes; and 3.) There is an influence of instructional leadership on improving the activeness of learning and learning outcomes of learners. It can be concluded that instructional leadership is effective in improving the quality of learning.
... With this crucial notion, it becomes evident that the quality of management is a decisive element if schools are to provide the greatest possible results. Bush (2008) points out that the 'development of a highly-skilled workforce is a requirement, which leads to welltrained and committed teachers with the support of 'highly effective principals' (p.1). It demonstrates the need for a collaborative educational environment fostered by effective leadership traits. ...
Bu çalışma, öğrenci performansı ve okul atmosferi üzerinde önemli bir etkiye sahip olduklarından dolayı okul öncesi öğretmenlerinin birlikte çalıştıkları okul müdürlerinin liderlik tarzlarını nasıl algıladıklarını araştırmayı amaçlamaktadır. Bu sebeple, devlet okullarındaki 114 okul öncesi öğretmeninden amaçlı rastgele örnekleme yöntemiyle karma yöntem araştırma paradigması kullanılmıştır. Gerekli verileri toplamak için Okul Müdürlerinin Liderlik Tarz Ölçeği, demografik bilgi bölümü ve metafor çıkarım formu ile birlikte uygulanmıştır. Süreçleri eşit olarak tartmak için yakınsayan paralel bir tasarım kullanıldığından, nicel ve nitel veriler bağımsız olarak değerlendirilmiş ve sonuçlar ayrı ayrı yorumlanmıştır. Sonuçlar, okul öncesi öğretmenlerinin algılarına göre birlikte çalıştıkları müdürlerin serbest bırakıcı liderlik tarzını daha fazla gösterdiklerini ortaya koymuştur. Metafor belirleme formundan elde edilen veriler ise, nicel bulgulardan farklı olarak, okul müdürleri için onları bir otorite figürü olarak kabul eden kategorinin en fazla metafora sahip olduğunu ortaya koymuştur. Öğretmen izlenimlerinin tanımlayıcı bulguları çoğu okul müdürünün serbest bırakıcı liderlik tarzına sahip olduğunu gösterse de, metaforlar okul müdürlerini okulda gücü olan, ekibini denetleyen, çeşitli görevleri olan, motive edici ve yenilikçi kişiler olarak tasvir etmektedir. Özetle, etkili liderliğin başarılı organizasyonlar için çok önemli bir gereklilik olduğu ve müdürlerin kariyerlerinde bir adım daha ileri gitmek ve organizasyonlarını daha etkin bir şekilde yönetmek için hazırlık sürecinde aktif rol almaları gerektiği ifade edilebilir. Sonuçlar, okul öncesi öğretmenlerinin algılarına göre birlikte çalıştıkları müdürlerin serbest bırakıcı liderlik tarzını daha fazla gösterdiklerini ortaya koymuştur. Metafor belirleme formundan elde edilen veriler ise, nicel bulgulardan farklı olarak, okul müdürleri için onları bir otorite figürü olarak kabul eden kategorinin en fazla metafora sahip olduğunu ortaya koymuştur. Öğretmen izlenimlerinin tanımlayıcı bulguları çoğu okul müdürünün serbest bırakıcı liderlik tarzına sahip olduğunu gösterse de, metaforlar okul müdürlerini okulda gücü olan, ekibini denetleyen, çeşitli görevleri olan, motive edici ve yenilikçi kişiler olarak tasvir etmektedir. Özetle, etkili liderliğin başarılı organizasyonlar için çok önemli bir gereklilik olduğu ve müdürlerin kariyerlerinde bir adım daha ileri gitmek ve organizasyonlarını daha etkin bir şekilde yönetmek için hazırlık sürecinde aktif rol almaları gerektiği ifade edilebilir.
... Visionary leadership is always likely to be a disciplinary leader who has a competitive knowledge of the discipline. The developed countries are always selecting leaders by evaluating the succession plan submitted by aspiring leaders (Bush, 2008). The leaders are expected to use leadership as a process of ensuring the long-term goals of the organization which depends on how the system prepares the leaders (Nikezic, Puric, & Puric, 2012). ...
This paper has focused on understanding the disciplinary perspectives of FOE of TU to understand how it can be a center of excellence in the field of teacher education and educational research in the SAARC. The study was carried out by reviewing a range of literature books, articles, reports, and websites to explore the disciplinary perspectives of FOE. Further, the study has compared the FOE pro programs and SPPU. The study found that the FOE of TU, as cocomparedith FOE of SPPU, needs to be a true expert educational consultant for the nation, a mini-parliament for educational discussions, educational research and dissemination center, and a pedagogical innovation center. Further, FOE of TU needs to design competitive teacher's education programs for pre-primary to university level teachers, improving FOE's course and program structure and attracting high-caliber students to FOE studies. It is only likely to be achieved when there will be three-dimensional visionary disciplinary leadership.
... School leaders face increasing demands and that these cannot be met effectively without initial, ongoing and specific preparation and development. In developed countries, schools are usually well-equipped, teachers are suitably trained, and budgets are invariably adequate or good (Bush, 2008). A wholly different set of circumstances exists in developing countries. ...
Purpose: This paper aims to overview of the challenges facing new principals in developing country and to explore the provision for leadership and management development for new and experienced school leaders. Design/methodology/approach: Based on recent research and literature, the paper analyses the experience of principals and proposes an induction model for principalship in developing countries. Paper type: Literature review Findings: School principals in developing country face a daunting challenge. They often work in poorly equipped buildings with inadequately trained staff. There is rarely any formal leadership training and principals are appointed on the basis of their teaching record rather than their leadership potential. Induction and support are usually limited. Originality/value: The paper provides an overview of the limited literature and research on new principals in developing country and develops a grounded conceptualisation of their role.
... Leadership has been viewed as an ethical relationship of influence over people directed towards attaining the organisational vision (Bush, 2003;Christie, 2010). This ethical influence over people is perceived to be informed by the vision and communication thereof (Bush, 2008). Similarly, Gardner (2013:17) identifies leadership as "the process of persuasion or example by which an individual or a team induces a group to pursue objectives held by the leader or shared by the leader and his or her followers." ...
It is assumed that individuals' cognitions of who they are in a particular social structure influence their behaviour in that space. Likewise, school principals' cognition of who they are in schools as social structures influences how they behave as leaders. In this article, we use the role identity theory as a framework to analyse novice principals' narratives of lived experiences to understand how they construct themselves as principals in schools and how these constructions influence their execution of leadership. Positioned within the interpretivist paradigm, we adopted the narrative inquiry methodology to engage with the lived experiences of 3 purposively selected novice principals from the Pinetown district in KwaZulu-Natal. The narrative interview was employed to generate field texts, which were subsequently analysed using 2 methods: narrative analysis and analysis of narratives. From our analysis of field texts, 4 themes explaining how the participating novice principals construct themselves as school principals were identified; these themes are: a leader as a learner, re-establishing oneself as a leader, spanning boundaries, and leading to inspire. From these themes, we conclude that a principal's conception of self is dynamic and is a blend of multiple meanings generated prior to becoming a principal and meanings generated during the principalship tenure.
... Leadership is a way of directing the behavior of gathered people in order to achieve a certain goal by effectively using available resources (Ward, 2020). Management is a special scientific discipline, practicaly multidisciplinar, dealing with the problems of managment of jobs, processes and systems (Bush, 2008). This discipline studies management as a complex process, with a series of sub-processes. ...
Planiranje, kako strateško tako i operativno, sine qua non su uspješnog poslovanja.
Postavljanje plana ujedno znači postojanje cilja, a koji mora biti oblikovan vizionarski, a ne
situacijski, što znači da cilj ne može biti „u narednoj godini ostvarit ćemo bolju naplatu“, i
slično. Operativno planiranje rezultat je strateškog planiranja i predstavlja jedan njegov dio koji se uobičajeno promatra u okvirima računovodstvene poslovne godine. Oblik i dinamika planiranja mora prožimati cijelu tvrtku, što znači da je plan tvrtke sukus svih pojedinačnih planova, kako planova odjela, tako i planova svakog zaposlenika. U uvjetima operativnog vodstva uloga controllera je presudna pa će u ovom radu controller i controllersko planiranje biti u fokusu istraživanja. Controller kao „prodavatelj planova i ciljeva“, kako ga A. Deyhle naziva, ima ključnu ulogu u uvjetima donošenja poslovnih odluka koje rezultiraju graničnom dobiti. U uvjetima COVID-19, koji je cijelu svjetsku ekonomiju gotovo bacio na koljena, uloga controllera presudna je u smislu risk menadžmenta i sukladno tome donošenja odluka. Nautički turizam, a u njemu poslovanje marina, dobar su primjer postupanja controllera koji na temelju rezultata 2020. mora projicirati sezonu 2021. Poslovna struktura marina pokazala je dijelove marine koji se dobro nose sa ugrozom, ali i dijelove koji su posve zakazali. Controller, kao dio vodstva marine, mora pristupiti analizi graničnih troškova kako bi predložio menadžeru marine mjere kojima će se štete u 2021. svesti na minimum.
... It is interesting to note that some American literature suggests there is not so much a shortage of qualified people who could fill available administrative roles -the United States generally certifies more administrators than principal vacancies -but rather, the demand is for principals with attributes and skill sets that go beyond merely possessing the relevant administrative credential (Lankford, O'Connell & Wyckoff, 2003;Pounder, Galvin & Sheppard, 2003). This is echoed by others outside the U.S. context, as they identify the need for leadership that manages schools in periods of rapid change, engages school stakeholders and continues to benefit both the school community and their students (Bush, 2008;Brundrett, Fitzgerald & Sommefeldt, 2006). There is clearly a disconnect between qualified candidates for principal positions and job applications, which is resulting in a shortage of candidates for leadership positions. ...
... Eğitim örgütlerinde olumlu etkinliklerin gerçekleştirilebilmesi ve yaygınlaştırılabilmesi liderlerin anlayışı ve etkililiğiyle yakından ilişkili olup (Beycioğlu, 2016;Kavrayıcı, 2021) eğitim örgütlerinin mevcudiyetlerini devam ettirebilmeleri, sıkça yaşanan değişikliklere başarılı biçimde uyum sağlayabilmeleri ve hızla dönüşen günümüz eğitim sistemleri içerisinde karşı karşıya kaldıkları krizlerden çıkabilmeleri için etkili liderlere ihtiyaç duyulmaktadır (Turan ve Bektaş, 2014). Etkili liderler, öğrenci ve öğretmenler ile bu unsurları muhtevasında bulunduran eğitim örgütleri için büyük önem arz etmektedirler (Bush, 2008;Hallinger ve diğerleri, 2019). Çünkü etkili liderler hem öğretimsel görevler hem de öğretimsel olmayan görevler aracılığıyla öğrencilere ilişkin çıktıları birçok açıdan etkileyebilirler (Urick, 2016), eğitim örgütünün başat unsurları arasında yer alan öğretmenlerin karşılaştıkları sorunlarda onlara yardım ederek onların ihtiyaç duydukları desteği sunabilirler (Urick ve Bowers, 2014) ve eğitim örgütünün etkin, verimli ve başarılı olmasını sağlayabilirler (Leithwood ve diğerleri, 2020). ...
Bu araştırmanın amacı Paylaşılan Öğretimsel Liderlik Ölçeği-PÖLÖ’yü (Zhan ve diğerleri, 2020) Türk kültürüne uyarlamaktır. Bu amaç doğrultusunda 2020-2021 eğitim ve öğretim yılında Batman ve Bolu illerinde görev yapan üç farklı katılımcı grubundan veri toplanmıştır. Araştırmanın birinci çalışma grubu, ölçeğin dilsel eş değerliğinin test edildiği 16 İngilizce öğretmeninden; araştırmanın ikinci çalışma grubu, açımlayıcı faktör analizinin (AFA) yürütüldüğü 150 öğretmenden ve araştırmanın üçüncü çalışma grubu ise doğrulayıcı faktör analizinin (DFA) yürütüldüğü 180 öğretmen oluşmaktadır. Analizler sonucunda elde edilen bulgular; ölçeğin dilsel eş değerliğine, yapısal geçerliğine, güvenirliğine işaret etmekte ve alanyazındaki ölçütlerin karşılandığını açıkça göstermektedir. Bununla birlikte orijinali yedi madde ve tek boyuttan oluşan ölçeğin Türk kültürüne uyarlandığında da yedi maddeden oluştuğu ve tüm maddelerinin yine tek boyut altında toplandığı tespit edilmiştir. Araştırma sonunda PÖLÖ’nün Türk okullarında çalışmakta olan öğretmenlerin görüşlerini ortaya koyabilecek yeterli psikometrik nitelikleri barındıran, geçerli ve güvenilir bir ölçme aracı olduğu görülmüştür. Araştırmacılara yönelik birtakım önerilerde bulunulmuştur.
... The roles of supervisor, leader, and manager have different primary responsibilities, tools, and strategies, and can achieve different outcomes (Bono et al., 2007;Bush, 2008;Jackson et al., 2009). Our goal is not to create a hierarchy or to imply that some roles are more important than others when working as part of a dynamic student affairs team, but rather to distinguish between the roles and highlight when each may be most effective. ...
This article offers contextual information for a definition of supervision and articulates the nuanced, yet interconnected, ways supervision is different from administrative functions of leadership and management.
... Over the past few decades, agreement on the definition of leadership has not been reached (Bush, 2008;Ladkin, 2020). Kruse's (2013, p.3) definition of leadership is "a process of social influence, which maximises others' efforts towards the achievement of a goal". ...
Recently, there has been increasing interest in comparing educational leadership measures, such as principal school leadership, using International Large-Scale Assessments (ILSAs) data. However, there are doubts about the uniformity of measurement across countries participating in the ILSAs. There are concerns that the robustness and psychometric characteristics of measures are adversely affected by socio-cultural, economic, political, and linguistic diversity across countries. The current study examines the uniformity of cross-cultural model data for the “principal instructional leadership scale” using the framework and data supplied by the Organization for Economic Cooperation and Development (OECD)’s Teaching and Learning International Surveyis employed to estimate the conceptual measurement model and test measurement invariance across forty-eight countries. Countries are then divided countries into more homogenous groups, based on their socio-demographic characteristics, to test measurement invariance within these sub-groups. The results of this study reveal that, when testing for the fourty-eight countries together, the scale measuring principals’ school leadership is invariant across all countries only at an intermediate level (i.e. metric). This means the factor structures and the factor loadings are equivalent across countries, but the item intercepts are not. However, when testing within sub-groups, improvements in cross-cultural comparability are found. This paper concludes by making suggestions on scale improvement, discussing the implications of this study for policymaking and making recommendations for future research.
Penelitian ini bertujuan untuk mendapatkan deskripsi tentang karakteristik kepemimpinan Kiai generasi ketujuh di Pondok Pesantren Riyadlul Ulum Wadda'wah Tasikmalaya. Deskripsi tersebut meliputi: kepribadian, motivasi, keterampilan, dan karakteristik dominan. Penelitian ini adalah penelitian fenomenologi dengan pendekatan kualitatif. Pengumpulan data dilakukan dengan wawancara, observasi, dan dokumentasi. Teknik analisis data menggunakan model interaktif Miles & Huberman. Hasil penelitian: (1) Karakteristik kepribadian kepemimpinan kiai yaitu tawadhu, dibuktikan dengan sikap kiai yang tidak ingin diposisikan sebagai orang yang memiliki otoritas penuh terhadap segala sesuatu, seperti mengizinkan santrinya untuk menjadi imam shalat fardhu dan khatib shalat Jum’at. (2) Karakteristik motivasi kepemimpinan kiai meliputi motivasi intrinsik dan ekstrinsik. Motivasi intrinsik yaitu kewajiban untuk terus berdakwah lii’laikalimaatillah. Motivasi ekstrinsik yaitu untuk menjalankan amanat dan kepercayaan masyarakat. (3) Keterampilan yang dikuasai oleh kiai meliputi: keterampilan teknis, seperti mengajar, bertani/berkebun, dan beternak; keterampilan interpersonal seperti menjadi teladan dalam beribadah; keterampilan konseptual seperti memunculkan gagasan-gagasan baru dalam pendidikan dan pengajaran. (4) Karakteristik dominan kiai yaitu: tawadhu dan amanah. Kata Kunci: karakteristik kepemimpinan, kepemimpinan kiai THE CHARACTERISTIC OF THE SEVENTH GENERATION KIAI’S LEADERSHIP IN RIYADLUL ULUM WADDA'WAH ISLAMIC BOARDING SCHOOL TASIKMALAYA Abstract This research aims to obtain a description of the characteristics of the seventh generation Kiai’s leadership in Islamic Boarding School of Riyadlul Ulum Wadda'wah Tasikmalaya. The descriptions include: personality, motivation, skills, and dominant characteristics. This is empirical research with a qualitative approach with phenomenology. Data were collected by interviews, observation, and documentation, and then analyzed using data analysis Miles & Huberman interactive model techniques. The results of this research are: (1) The characteristic of leadership personalities of Kiai is tawadhu. It is evidenced by kiai’s attitude that doesn’t want to be positioned as a man has a full directionary to the everythings, such as allowing his santri to become fardhu prayer leader and khatib in Friday prayer. (2) Leadership characteristics motivation of Kiai includes intrinsic and extrinsic motivation. Intrinsic motivation occurs because the obligation to continue to preach lii'laikalimaatillah. The extrinsic motivation are to execute the mandate and public confidence. (3) The skills that are mastered by Kiai include: technical skill, such as teaching, farming/gardening, and livestock; interpersonal skills as an example in worship; conceptual skills as bring new ideas in education and teaching. (4) The dominant characteristics of Kiai are: tawadhu and amanah. Keywords: leadership characteristic, leadership of kiai
Peneltian ini fokus mengkaji sejarah kepemimpinan Kharismatik, model kepemimpinan, dan model manajerial/manajemen ketenagan SDM oleh Tuanguru di pondok pesantren Kabupaten Lombok Timur NTB, fokus ini bertujuan untuk: menemukan model kepemimpinan dan manajemen ketenagaan SDM yang tepat diterapkan di pondok pesantren. Kerangka teori yang digunakan teori tentang hirarki kepemimpinan, teori kepemimpinan spiritual, kepemimpinan manajerial. Untuk menganalisis fokus masalah, digunakan pendekatan fenomenologi. Penelitian ini menemukan: (a) berdirinya pondok pesantren dibangun dengan modal kepercayaan dan kharismatik, spiritualitas Tuanguru(b) Model kepemimpinan di pondok pesantren, model kepemimpinan yang kolektif-demokratis. (c) manajemen SDM dilakukan dengan memperhatikan latar belakang pendidikan, kompetensi dan rasio kebutuhan pengembangan pondok Pesantren
Penelitian ini bertujuan untuk mengetahui seberapa besar pengaruh gaya kepemimpinan kepala madrasah terhadap budaya kerja di MIN 2 Samarinda. Jenis penelitian ini merupakan penelitian kuantitatif. Populasi dari penelitian terdiri dari 50 staff dan guru sebagai objek penelitian. Dalam pengambilan sampel menggunakan keseluruhan populasi sebagai sampel dengan pertimbangan tertentu. Pengumpulan data dilakukan menggunakan observasi, dokumentasi, dan angket. Instrumen angket digunakan untuk memperoleh data variabel X (gaya kepemimpinan kepala sekolah) dan data variabel Y (budaya kerja), adapun dokumentasi digunakan untuk menguatkan data penelitian. Hasil pengumpulan data tersebut selanjutnya dianalisis menggunakan regresi linear sederhana. Hasil penelitian berdasarkan analisis data, diperoleh persamaan regresi Ŷ = 43.773+0,540X. Diperoleh nilai R sebesar 0, 646 berada posisi “kuat” dengan interpretasi antara 0,60 - 0,799. t hitung (5,872) > t tabel (1,677) yang berarti terdapat pengaruh yang signifikan gaya kepemimpinan kepala madrasah terhadap budaya kerja di MIN 2 Samarinda. Nilai R Square (R2 ) menunjukan sebesar 41,7% sedangkan 58,3% lainnya dipengaruhi oleh variabel-variabel lainnya.
Based on the results of observations, that the level of absenteeism is still low, employee absences continue to increase every year, especially for the criteria for absences, sick, late and going home. This shows that the leadership is less than optimal in supervising its employees, it is found that there are still many employees who do not come to work due to permits, illness and are late for work and even go home early. Based on the Government Regulation of the Republic of Indonesia Number 53 of 2010 concerning Discipline of Civil Servants Article 3 Point 11 which states that entering work and obeying the provisions of working hours. As a result, employees do not complete the work and often make mistakes over and over again. The purpose of this study in general is to analyze and describe the significant direct or indirect positive influence of leadership style, supervision and organizational culture on employee performance through motivation as an intervening variable. The research method used is to use path analysis (Part Analysis) to determine the direct or indirect effect of the variables studied. It is then used to analyze the extent to which the work motivation variable is able to mediate an increase in the quality of management information systems to improve employee performance and to what extent the work motivation variable is able to mediate the effect of leadership style on improving the performance of the Serang Regency Education and Culture Office Employees. The results obtained after the research was carried out were: 1) Based on the calculation results of SPSS v.25 Beta value due to the direct influence of leadership style on performance β = 0.000 the indirect effect of motivational mediating factors on the influence of leadership style on the performance of the employees of the Education and Culture Office of Serang Regency obtained value of β = 0.215. The comparison of the value of direct effect is smaller than the value of indirect effect which causes work motivation to be able to mediate the influence of leadership style on employee performance. 2). Based on the calculation results of SPSS v.25 Beta value due to the direct influence of supervision on performance β = 0.155. the indirect effect of the mediating motivational factor on the influence of supervision on the performance of the employees of the Department of Education and Culture of Serang Regency obtained the value of β = -0.046. Comparison of the value of direct effect is greater than the value of indirect effect which causes motivation to be unable to mediate the effect of supervision on employee performance. 3). Based on the calculation results of SPSS v.25 Beta value due to the direct influence of organizational culture on performance β = 0.000. the indirect effect of the mediating motivational factor on the influence of organizational culture on the performance of the employees of the Department of Education and Culture of Serang Regency obtained the value of β = 0.243. Comparison of values direct effect is smaller than value indirect effect that causes motivation to be able to mediate the influence of organizational culture on employee performance.
The role of the headmaster's leadership in supporting the culture and quality of the school is very influential for the quality of the school. This leadership is oriented to how the role of the headmaster's leadership in supporting the interactive learning process, conducive schoolenvironment, cultured and quality community. The purpose of the research is: (1) describe how the role of the headmaster's leadership in supporting the culture of SMPK Angelus Custos II Surabaya (2) describes how the role of the headmaster's leadership in supporting the quality of SMPK Angelus Custos II Surabaya. This research uses Qualitative research method. Data collection using research instruments with participant observation methods, in-depth interviews, documentation and literature reviews. The results of this study are: (1) the role of the principal leadership at SMPK Angelus Custos II Surabaya in supporting the culture and quality of education is considered as an important element and optimal enough in determining the direction of school success. (2) The impact of the principal's support in improving the culture and quality of education at SMPK Angelus Custos II Surabaya is quite maximal. It can be concluded that the role of the headmaster's leadership in supporting the culture and quality of the school is very influential in improving the quality of the school.
Antrenörler, sporcularıyla yakın iletişim ve etkileşim kurarak onları belirlenen hedeflere yönlendirmek durumunda olan spor liderleri olarak kabul edilirler. Spor Fakültelerinin Antrenörlük Eğitimi bölümleri, lisanslı antrenör yetiştiren bölümler olmakla birlikte, bu okullardaki Beden Eğitimi ve Spor Öğretmenliği ile Spor Yöneticiliği bölümü mezunlarına da antrenör lisansı verilmektedir. Hâlbuki bu bölümlerde antrenörlük ve liderlik becerisine ilişkin farklı içerikte ve sayıda alana özgü öğretim programları uygulanmaktadır. Bu durumun öğrencilerin antrenörlüğe yaklaşımlarını ve beraberinde antrenör davranış tercihlerini farklı biçimlerde etkilemesinin kaçınılmaz olacağı düşünülmektedir. Ayrıca alan yazında sporcu ya da öğrenci sporcuların antrenör davranış tercihlerinin çeşitli değişkenler esasında farklılaştığı ortaya konulmaktadır. Bu bağlamda, çalışmanın amacı Spor Bilimleri Fakültesi öğrencilerinin antrenörlük davranış tercihlerinin cinsiyet, bölüm, sınıf düzeyi, bir spor kulübünde aktif spor yapmış/yapıyor olma ve liderlik becerisine ilişkin bir ders alıp almama durumlarına göre farklılık gösterip göstermediğinin incelenmesi amaçlanmaktadır. Betimsel bir desenin kullanıldığı nicel bir araştırma olarak tasarlanan araştırmanın çalışma grubunu 2020-2021 akademik yılında Türkiye'deki çeşitli spor fakültelerinin Antrenörlük Eğitimi, Beden Eğitimi ve Spor Öğretmenliği ile Spor Yöneticiliği bölümlerinde okuyan 498 üniversite öğrencisi oluşturmaktadır. Araştırma sonuçları, Spor Fakültesi öğrencilerinin antrenör davranış tercihlerinin cinsiyet, spor kulübünde aktif spor yapmış/yapmakta olma ve öğrenim görülen bölüm değişkenleri açısından anlamlı farklılık göstermediğini ortaya koymuştur. Ancak liderlik becerisine ilişkin ders alma değişkeni ile sınıf düzeyi açısından bakıldığında, gruplar arasında istatistiksel olarak anlamlı bir farklılığa rastlanmıştır. Farkların liderlik becerisine ilişkin ders alanlar ve birinci-üçüncü sınıflar ile birinci-ikinci sınıflar arasında birinci sınıflar lehinde olduğu sonucuna ulaşılmıştır. Araştırma sonuçları alan yazın temelinde tartışılmış ve uygun önerilerde bulunulmuştur.
Liderlik, hedef belirleme, belirsizlikle baş etme, sorumluluk üstlenme gibi 21. yy becerilerini kapsayan bir üst beceridir. Bu çalışmada, öğretmenlerin liderlik yapmaları ile öğrencilerin liderlik becerilerini edinimleri arasındaki ilişkide okulların bağlamsal özelliklerinden tür, düzey ve büyüklüğün aracı etkisi incelenmiştir. Literatüre dayalı üç farklı hipotez geliştirilerek bunlara uygun modeller test edilmiştir. Araştırmanın verileri 2020-2021 öğretim yılında Aksaray il merkezindeki okullarda görevli toplam 575 öğretmenden elde edilmiştir. Katılımcılara, çok aşamalı (tabakalı, oransal, tesadüfi) örnekleme yöntemiyle erişilmiştir. Araştırmacıların daha önce geliştirmiş oldukları liderlik potansiyeli ölçme aracı kullanılarak veriler toplanmıştır. Verilerin analizinde tanımlayıcı istatistikler, korelasyon analizi, bağımsız örneklemler için t testi, tek yönlü varyans analizi, açımlayıcı faktör analizi ve yol analizi kullanılmıştır. Test edilen hipotezlerden ikisi doğrulanırken, okulların aracı etkisini öneren hipotez reddedilmiştir. Çalışmada, öğretmenlerin liderlik yapma sıklığının öğrencilerin liderlik edinimini anlamlı şekilde yordadığı bulunurken; okulun bağlamsal özelliklerinin anlamlı bir aracı etkisinin olmadığı bulgusuna ulaşılmıştır. Araştırma sonunda, okulların özel ya da devlet okulu olması, büyük ya da küçük okul olması, ilkokul veya ortaokul ya da lise olması fark etmeksizin öğrencilerin liderlik becerileri edinmelerinde en önemli etkinin öğretmenlerin liderlik davranışları sergilemesi olduğu sonucuna ulaşılmıştır. Bu araştırmanın sonuçları temel alınarak liderlik eğitimini iyileştirici, destekleyici öneriler geliştirilmiştir.
In today's world, where material and spiritual resources are consumed much faster, different leadership roles of
school administrators come to the fore in the success and effectiveness of schools. One of these leadership roles
is sustainable leadership characteristics. In this research, the effect of school administrators' self-efficacy beliefs
on sustainable leadership characteristics was examined. 615 school administrators (238, 38.7% principal, 377
61.3% vice principal) and 883 teachers who work in state primary, secondary and high schools in Turkey
participated in the research voluntarily. In the research, a self-efficacy scale was applied to school administrators
so that it could be possible to determine the self-efficacy beliefs of school administrators. The sustainable
leadership characteristics of the school administrators were tried to be determined by asking the teachers
working in the same school about the sustainable leadership characteristics of the school administrators.
According to the research findings, it was determined that there is a statistically significant relationship between
school administrators' self-efficacy beliefs and sustainable leadership characteristics. This significant
relationship has led to the conclusion that the self-efficacy belief of school administrators can be considered as a
predictive variable (20%) of sustainable leadership characteristics. Suggestions were made to strengthen the
sustainable leadership characteristics of school administrators and to work with different variables.
Keywords: School Administrator, Self-Efficacy, Sustainable Leadership, Teacher
Salesian youth ministry in the post-Vatican II period changed from a faithful and repetitive education towards a critical and future-centered approach. This paradigm shift brought multiple risks and limitations. Focusing on organizational aspects, we analyze the underlying theories and their anthropological models, especially Management by Objectives. Then we turn back to the original and permanent criterion for any renewal – the experience of Don Bosco in the Valdocco Oratory. His leadership and management qualities, recent leadership concepts, solid bases of the Salesian Youth Ministry and creative experiments are sewn creatively together in an innovative proposal:
1. Creation of an integral anthropological framework;
2. Development of a set of virtues-qualities at the level of action mentality, shared leadership and operative management;
3. Proposal of a transformational project cycle that merges planning, community building and discernment.
In Cambodia, although school leadership and management are not systematically established, some school directors have effectively led and managed schools with positive results. Understanding the best practices of these successful directors would contribute significantly to improving both the theoretical and practical aspects in this field. Hence, this research aims to identify the leadership and management practices of good school directors. Three directors were selected from the six primary school directors who received ‘good school director’ rewards within the academic years 2013–14 to 2017–18 in order to document and propose a practical model of effective leadership and management practices in primary schools. A qualitative multiple case study method was employed for this study to explore key stakeholders’ in-depth insights and experiences in leading and managing schools. A triangulated data collection method of interviews and a focus group discussion, documents and observations were used to collect case evidence from the three selected primary schools. The results revealed that effective school directors are able to effectively translate policies and best practices to develop their schools and child-centric. Specifically, the personal values and drive of school directors are the central factors for school directors to effectively exercise their leadership and management in schools.
This chapter adopts a critical perspective designed to develop alternative, more diverse understandings of factors behind longstanding international concerns over an apparent headteacher recruitment crisis (Bush in Leadership and Management Development in Education, Sage, 2008). Despite policy rhetoric in Scotland, the case study country, understandings are limited with little interrogation or framing of key ideas (Forde and Torrance, School Leadership and Management 41:22–40, 2021). The development of the constructivist theoretical design foundations from which this research project is constructed, has at its core narratives of educational leadership within a participatory action research approach (PAR). This coming together of distinct methods provides a multifaceted approach, designed to stimulate new thinking by involving participants in the research design and analysis of findings: at a macro level, with policy constructions around the problem(s) of ‘headship’ using the Bacchi approach; at the meso level, with communities of practice using the Delphi technique to map out underpinning concepts of headship development; and at a micro level, from life history through narrative autobiographies, harnessing experiences and motivations. Here our methods of data gathering and of data analysis seek to build a participatory approach leading to the co-production of knowledge in which we use a combination of thematic and creative analytical approaches. Our intention is to raise significant questions about prevailing policy and practice, in order to generate a provocative dialogue in educational leadership, by presenting ‘different’ knowledge co-produced by researchers and participants and presenting this knowledge ‘differently’. And in so doing, to enrich an ongoing conversation (Barone, Qualitative Inquiry 13:354–379, 2007).
تناول البحث الحالي تطوير أداء مديري التعليم العام بمحافظة البحر الأحمر في ضوء القيادة التعليمية، هدف هذا البحث إلي: التعرف على الأسس النظرية والفكرية للقيادية التعليمية في الأدبيات الإدارية المعاصرة، والكشف عن واقع تطبيق القيادة التعليمية بمدارس التعليم العام بمحافظة البحر الأحمر وسبل تفعيلها من وجهة نظر الموجهين والوكلاء والمعلمين ومعوقات تطبيقها من وجهة نظر المديرين أنفسهم، وكذلك الكشف عن إدراك هذه الفروق بين واقع التطبيق تبعا لموقع المدرسة من السلم التعليمي (ابتدائي، إعدادي، ثانوي)، وتكونت عينة البحث من(1068) فردًا شملت (73 موجهًا، 120 وكيلاً، 318 معلمًا بالمرحلة الابتدائية ، 297 معلمًا بالمرحلة الإعدادية، 260 معلمًا بالمرحلة الثانوية)، واستخدم البحث المنهج الوصفي لملاءمته لطبيعة الموضوع، كما استعان الباحثان بمدخل بحوث الطرائق المركبة (كمًا ونوعًا) في إجراء الدراسة الميدانية، واعتمد الباحثان علي استبيان واقع القيادة التعليمية، ومقابلة مفتوحة مقننة مع بعض مديري مدارس والموجهين والوكلاء والمعلمين بمدارس التعليم العام بمحافظة البحر الأحمر ويوصي البحث بتوفير برامج التنمية المهنية اللازمة لتفعيل وتطوير القيادة التعليمية بكافة أبعادها (تحديد ومشاركة أهداف المدرسة، إدارة البرامج التربوية والعمليات التعليمية، قياس العمليات التعليمية والطلاب، دعم المعلمين وتنميتهم المهنية، خلق بيئة ومناخ للتدريس- التعلم المنظم جيدًا، إدارة وقت التعلم).
Despite the growing academic interests in educational leadership recently, hardly any of it has focused on post-conflict situations. This paper seeks to generate an understanding of the perspectives of primary school leaders in post-conflict Cambodia on the issues they face in the process of educational reconstruction and development and the strategies they adopt to deal with those issues. A qualitative research approach within the interpretivist paradigm was adopted to guide the study. Semi-structured interviews were used to collect data with 20 primary school leaders. Data were analysed using grounded theory data analysis methods, namely, open coding and analytic induction. The study argues that while there has been substantial progress in educational reconstruction generally in post-conflict Cambodia, primary school leaders face multiple issues in their day-to-day work. Some of the issues may be specifically attributed to the legacies of armed conflict and genocide while others may refer to the broader context of the developing world. The findings have implications for policy and practice in educational leadership and further research in the post-conflict and developing-country contexts.
This paper examines the impact of one leadership development programme, drawing on a model developed by Leithwood and Levin (200420.
Leithwood , K. and
Levin , B. 2004. Approaches to the evaluation of leadership programs and leadership effects, London: Department for Education and Skills. View all references) for the Department of Education and Skills. The New Visions programme, offered by the National College for School Leadership, is aimed at new headteachers and adopts a process rich approach to leadership development. The paper uses evidence from the authors' evaluation to show that the programme had a significant impact on participants' knowledge and skills, and on their leadership practices, but a more limited effect on classroom practice and pupil outcomes.
The article provides an account of the 'Impact Project': a small-scale, short-term research project, focusing on the development of a conceptual framework to help teachers to plan, track and assess the impact of their development work. This includes impact on their own and others' professional learning and organisational development as well as on pupils' learning. The article begins with a rationale for teacher-led development work, centring on the concept of teacher agency as key to school improvement. This is followed by an account of the developing methodology of the research, in which interviews with teachers leading development work are used to test a conceptualisation of impact. The outcome of the first stage of the project is presented in the form of the conceptual framework that has been refined through the research. This is now being used as the basis for materials and instruments to support the planning and evaluation of teacher-led development work.
This paper examines the extent to which the technicist-rational approach to school development planning, advocated by OfSTED inspection guidelines, is appropriate for primary schools. The issue is investigated through case studies of nine primary schools, deemed by OfSTED to be educationally effective and efficient. The external pressures on schools to adopt a technicist-rational approach to management have been intensified by application of the OfSTED inspection guidelines. The school development plan and its implementation now form a crucial part of the evidence which inspectors use to judge the management and efficiency of the school. Schools that are deemed educationally effective and efficient by OfSTED inspectors may therefore be expected to show high levels of technicist-rational planning. This was not found to be the case, and a more sophisticated typology of planning approaches, drawing on distinctions between strategic and development planning, and between technicist and guiding plan, is developed to accommodate the findings.
An individual's participation in school, it is argued, can be analysed on four levels—the individual, the team, inter-team coordination and the management of the school's interaction with the environment. These levels represent different intensities of participation and levels of complexity in the commitment of the individual. This paper explores each of these levels and also inter-level dynamics which entail that an intervention at any one level will have effects at the other levels, with attendant consequences for the management of change.
This article will examine the transference of transformational leadership models to an English educational context in the light of both globalisation pressures, and of the current UK Government's response to these. It will be argued that this response is predicated upon its perception of the need to develop a highly skilled, technologically proficient workforce, and that the creation of this workforce cannot be left to the vagaries of a market-based approach. A highly directed system of education has therefore been developed, in which success by school headteachers is increasingly defined as the achievement of centrally-imposed outcome measures. However, the article also presents evidence to suggest that this situation has been exacerbated at both headteacher and teacher level by professional cultures which collude with Government legislation to further prevent such transformation realisation. This article therefore argues that those advocating a genuinely transformational model of leadership may have considerable difficulty in getting their model adopted in the UK, or in other states adopting similar approaches and with similar teacher cultures. More generally, then, the need for a more culturally and politically contextualised approach to models of leadership is suggested.
The French school is changing from a pyramid-like structure where all schools are conceived as units executing decisions made at the top into one organized on a network basis with schools as basic units linked together through 'conventions'. There are conventions between schools on how to allocate specialized options and clientele in each catchment area, conventions between schools and local political authorities or firms concerning resources, etc. This article examines the evolving relationship between these two models from the beginning of the 1980s. It first points out their limits: while the increase in the power of local political authorities over schools through the allocation of complementary subsidies is an undeniable fact, initiatives concerning actual teaching activities remain quite modest. Secondly, it shows that the state has progressively abandoned the idea of reaching local consensus on education-related values in favour of a more pragmatic view of local compromises on certain key measures. Finally, the article examines the link between school autonomy and educational equality.
This paper will explore some of the tensions that arise for Ghanaian headteachers in trying to resolve traditional and tribal expectations with ‘Western’ conceptions of leadership roles and competencies. These are particularly acute in rural communities where expectations of school leaders often reflect, and are constrained by, ascribed status in the tribe or village. Gender issues illustrate these tensions as successive governments initiate strategies to ensure that gender equality concerns are integrated into all their policies and programmes. The starting point for this paper—the process of research itself—sets the scene for an exploration of a complex multi-faceted leadership culture.
Re-engineering, or, to call it by its correct name, business process re-engineering, has been sweeping the business world for the last few years. But does it have any implications for education? Puts forward the view that a re-engineering approach is a valuable way of rethinking the nature of school leadership and management to meet the challenge of the twenty-first century. Suggests more appropriate ways of leading and managing to meet the challenges ahead.
Investigates the role of women in educational management in China using case studies on urban and rural schools in the Shaanxi province. Finds that in the majority of the case-study schools men outnumbered women in senior management positions. Addresses the reasons for this inequality and the perception of women as managers. (CMK)
Examines the daily responsibilities and challenges of leadership in charter schools, presenting results from a survey of charter school principals in Colorado. Most respondents had prior experiences as a principal or in a related position in a traditional school. Many also had formal training in educational leadership. Results suggest that most charter school principals in Colorado are veteran educators. (SM)
Explores how secondary schools in China are managed using the results from case studies at three schools in the Shaanxi province while simultaneously comparing the findings to schools in Britain. Addresses the structure of the schools, the principal's role, the school's decision-making, and management techniques for the curriculum, finance, and admissions. (CMK)
In assessing educational leadership dimensions for 2020, one must consider the effects of technology and automation in education, important influences of changes in society, and progress in developing and understanding administrators' personal/professional needs. Conscience, creative imagination, and interpersonal skill development are essential leadership qualities. (MLH)
This paper argues that for schools to be able to respond to fundamental changes in their environment a profound re-conceptualisation of leadership is necessary. Using Sergiovanni's notion of a mindscape, the article argues that the current formulations influencing the language of leadership are archaic and inappropriate. Drawing on a range of sources, alternative models are proposed using concepts such as intellectualism, artistry, moral confidence, etc. The article argues for a closer linkage between the language of leadership and the language of learning, in contrast to the vocabularies of management and the curriculum. The overarching theme of the article is that it is only through changing language that we can change conceptualisations and so behaviour.
This article surveys changes at the economic, philosophic, social and political levels to argue that a new agenda for educational policy is taking place in the western world, particularly in the UK and the USA. Driven by the needs for a high tech rather than a low wage economy, by perceived breakdown in the social fabric of society (partly as a consequence of previous New Right policies) and with an underpinning argument at the philosophic level which argues for a new orientation to the conception of the nature of moral thinking, this article argues that what is emerging is an approach to education based upon the notions of communitarianism and character education. Whilst such an approach has the potential to re‐invigorate individuals’ sense of responsibility to their communities, as well as provide a greater sense of meaning and direction to policy aims, it is argued in this article that it also has the possibility of centralising decision making, of increasing the likelihood of illiberalism towards minority beliefs and of neglecting present needs of the underprivileged. It concludes by suggesting that whilst many of these ideas originated in the USA, paradoxically they are likely to have their greatest effect in the UK
Wide-ranging changes in the education system have rendered many serving school principals ineffective in the management of their schools. Many of these serving principals lack basic management training prior to and after their entry into headship. Changes in education thus increase their problems and this causes untold harm to the education of the learners. This research deals with the quantitative data and qualitative analysis about the perceptions of 172 principals and 28 district/circuit managers in the Mpumalanga Province on their satisfaction with the programme and its effectiveness in facilitating learning.Questionnaires were used to gather the above data that was subsequently analysed using mean scores, frequencies and percentages. Responses from open-ended questions, in addition to the structured questionnaires, were recorded and categorised for the purpose of qualitative analysis.Results of the research show that principals and district/circuit managers were satisfied to very satisfied with the quality and adequacy of their training and agreed that the training was effective to very effective. A general tendency of higher mean scores among district/circuit managers than among principals was observed. Findings from the qualitative analysis supported and elaborated on the findings of the quantitative data.
In order to better understand the process of privatisation of education as a new phenomenon in the Czech educational system the paper starts with a description of the pre-revolution characteristics of the system as a highly centralised administration based on the totalitarian Communist ideology and describes the main consequences of this system. The paper briefly shows the main changes in education after 1989: the de-politisation of education, the breaking up of the State monopoly, the recognition of the rights of pupils, the decentralisation in management and administration and the introduction of formula funding. It characterises non-state schools in the Czech Republic from various aspects: quantitative, qualitative, public and also the OECD experts' views.
Incl. bibl., abstract. The links between educational development and economic capability are widely recognised and have provided part of the rationale for the shift to market concepts of education in many countries. As more functions have been devolved to school level, it has become increasingly evident that principals require training and development to carry out their new responsibilities and to lead improvement in their schools. In Singapore, aspiring principals take a 1-year training course which includes mentoring by an established principal. In England and Wales, the new National Professional Qualification for Headship is undertaken on a part-time basis and adopts a quasi competence model without a mentoring dimension. This article compares the two approaches and concludes that training is likely to be more effective if mentoring is a central component of the process.
Most school heads in England, especially secondary heads, once appointed remain in their schools until retirement. However, recent years have seen a considerable increase in opportunities for head teachers to undertake other forms of education-related work. The range of these new opportunities is examined with particular attention given to ‘consultant leaders’ and the growing role they are playing or will play in implementing government strategies, such as the New Relationship with Schools, the leadership strategy of the London Challenge and the National Primary Strategy. Drawing on a recent evaluation of the London Leadership Strategy directed by the authors, the paper examines what is known about consultant leaders and raises a number of issues that need consideration. As the importance of consultant leaders is likely to grow in the near future, there is a clear need for further research in this area.