Second International Handbook of Educational Leadership and Administration
Abstract
The first International Handbook of Educational Leadership and Administration (Leithwood et al.) was published in 1996 and quickly became something of a best seller for reference works within education. Such success, we suggest, was at least partly due to the unprecedented global waves of concern for improving schools launched in the mid 1980's, combined with a widespread belief in leadership as the single most powerful contribution to such improvement. The roots of this belief can be found in evidence produced by the early "effective schools" research, although there is a "romance" with leadership! as an explanation for success in many non-school enterprises, as well. During the two-year period during which this current handbook was being written, activity in the realms of school leadership, school improvement, and leadership development gained further momentum. The English government created its new National College of School Leadership, and several Asian nations announced new initiatives in leadership selection, preparation, and development.
Chapters (14)
In this section we begin the process of unpacking the conceptual foundations of these related terms. We assert that until scholars distinguish more clearly among these terms and their underlying assumptions, it will be difficult to craft appropriate
strategies for either empirical study or practice.
In a rapidly changing environment, leadership for change is a complex undertaking. Leading change in schools concerns decisions about the changes that leaders wish to lead and how best to do so. It involves leadership of those things they do not want to lead but must lead. Finally, it concerns finding ways to connect these decisions coherently in order to make them meaningful to relevant stakeholders as well as for themselves.
During the 1990s, large-scale reform efforts intensified as a strategy to implement educational innovations (Fullan, 2000). Evaluations of innovation efforts from past decades have made clear that these reforms have produced unsatisfactory results
in many cases. In particular, we can conclude from this literature that changes in teaching practice are extremely difficult
to accomplish. Within this context of intensifying educational reforms, it is important to examine the organizational potential
for innovation and capacity of schools to realize large- scale innovations.
Hollywood films such as The Blackboard Jungle, To Sir With Love, Goodbye Mr. Chips, Dead Poet’s Society, Stand and Deliver, Dangerous Minds, and Mr. Holland’s Opus all follow what is now a remarkably predictable story line. Good teaching is shown to be the result of individual character
and will, while schools are portrayed like out-of-touch churches that either ignore or persecute their own saints. Similar
images of schooling exist in non-U.S. movies: In the recent French film, Butterfly, a village teacher is portrayed as a highly
effective educator of children, but is left unprotected by the local population when World War II begins.
This chapter suggests that those responsible for the leadership of schools consider community of such importance that the building and sustaining of community must be seen as an essential part of the curriculum of the school. I suggest that school leaders move beyond the informal curriculum of “building community”, effected by various institutional supports such as schools within schools, or houses or clusters, cooperative learning, student governments, conflict-resolution teams, school assemblies and smaller groups addressing active antiracism and the like — all helpful and desirable in their own right. School leaders should embrace community as an explicit, intentional, and programmatic component of the school curriculum. In the United States, at least, the multicultural, multiliterate and rapidly changing conditions of late modernity make the work of personal and social construction of the self and of community absolutely essential. The curriculum of community requires an explicit presence at the table of curriculum, that it be written in as a main course on the menu, rather than be added on as an after-dinner candy.
This chapter addresses school leadership from two perspectives, both of which provide a context to the process. The first
connects leadership with the core work of schools, namely, teaching and learning, and contextualizes schooling within its
socio-cultural environment. The second draws international comparisons and contrasts between these networks in selected Western
and Asian communities with the purpose of illustrating cross-cultural differences. Two important themes underpin the argument
presented. The first is that leadership is best thought of — not as a separate or discrete set of processes — but in relation
to the myriad activities that take place in school communities. Leadership, above all, is interactive and interdependent.
The second is that much of the existing body of knowledge on school leadership is based on Anglo-American ideas and empiricism
(Dimmock & Walker, 1998a, b). Consequently, relatively little is known about school leadership elsewhere in the world. This second theme centers on leadership
being an essentially social and cultural process.
In contemporary schools, educational reform and change are not just possibilities; they are a given. The question for schools therefore is whether they will be led by the reform agenda of others or whether they will lead
their own agenda for reform. As (1999) argue, the latter requires leadership: “Educational leaders must capture and focus the attention of the professional and
public communities in which they operate, and they must stimulate the imagination of their faculties and staffs with effective
communication regarding their visions of good practice and performance” (p. 482).
Descriptions abound of the complex and demanding nature of the work of educational leaders around the globe. For example,
(1993) reported that the primary stressor for school leaders in Scotland was workload, far surpassing the impact of conflict with
colleagues, interruptions, or conflict with pupils. Similarly, the (1998) observed that principals had heavier workloads and longer workweeks than most other full-time occupations in Canada. Moreover,
the work of educators seems to be intensifying (Alberta Teachers’ Association, 1999; Fullan & Hargreaves, 1991). For example, headlines in one of New Zealand’s leading newspapers declared “Tired principals want to get out” and reported
on a recent survey of 292 school heads that found that almost half said, “They are overburdened with work and would quit their
jobs if they could” (Bodger, 2000, p. Al). Add to this mix the demands on educational leaders in rapidly evolving nations such as Russia where massive societal change
complicates educators’ efforts to achieve what (2000) described as socio-therapeutic, personality development and social adaptation functions. Similar complexity can be observed
in India where educational leaders grapple with ways to respond to Western educational, economic, and technological influences
“in a selective and constructive manner” (Sapre, 2000, p. 297).
This chapter focuses on three aspects of high school functioning in the context of educational reform: leadership and the
school results of organisational learning and student outcomes. A brief review of recent and significant work in these areas
provides a framework for a discussion of what makes a difference to high school performance. The findings of a three-year
study of high schools in two Australian states is used to extend our present knowledge of these areas, and the nature of their
interaction and influence on school processes and outcomes.
The first known reference to distributed leadership was in the field of social psychology in the early-1950s. The concept then lay dormant for more than three decades until it surfaced briefly once again in social psychology, and then again in the early-1990s in organisation theory. Awareness of distributed leadership amongst educationalists also dates from about this time. Roughly a decade later, interest in distributed leadership had quickened to the point where at least one national professional association for school administrators had incorporated the concept into its leadership priorities for the new millennium. The association in question, the Council of Chief State School Officers (CCSSO), was one of two national bodies in the USA, the other being the National Policy Board in Educational Administration (NPBEA), at the forefront of the reform movement during the 1990s to introduce national standards for school leaders. The joint efforts of the CCSSO and the NPBEA finally bore fruit in 1996 when the 24 member states comprising the Interstate School Leaders Licensure Consortium (ISLLC) adopted the document Standards for School Leaders. In its statement of priorities for 2000, the fourth of the six undertakings to which the CCSSO committed itself was to ensure that a range of key educational stakeholders have “leaders working effectively in ‘multiple leadership’ or ‘distributed leadership’ teams” (Council of Chief State School Officers, 2000, p. 5).
There is now a large body of quite recent work across a range of different academic and practical disciplines and fields which
could be grouped under the headings of “Knowledge” or “Learning” in organisations (Burton-Jones, 1999; Organisation for Economic Cooperation and Development, 2000; Prusak, 1997; Davenport & Prusak, 1998; von Krogh, et al., 1998; Choo, 1998). The essence of this research, writing and advocacy has been that the development of organisations through a
conscious attention to knowledge (usually defined in terms of either data and information where there is a heavy information
technology influence, or as a human or social capital, where there is more of a social learning influence) and how such knowledge
can be enhanced through learning (usually a process involving training or on-the-job practices) is a significant and new approach
to strategic and organisational operation.
The literature on organizational learning and its allied fields of research, such as cognitive science, is replete with references
to problem solving (Clark, 1997; Evers & Lakomski, 2000; Lakomski, 1998, p. 407). While researchers suggest links between organizational learning and organizational problem solving, little theoretical
work has been done on their relationship. This may be because even though the idea of problem solving has a very long history,
theoretically developed accounts of the nature of problems and problem solving are rare (Landry, 1995; Smith, 1989). It is common, for example, to read accounts of problem solving that declare problems to be gaps between current and desired
states of affairs. While this account suggests how problems may be recognized, it lacks the conceptual depth needed to show
how gaps, once recognized, may be closed (Smith, 1988).
Reflecting the prevailing sentiment of the public-at-large, governments in many parts of the world show little patience for
the usual pace of educational change. One of the primary reasons for this impatience is the largely uncontested link, in the
minds of many policy makers, between a globally competitive national economy and the quality of a nation’s schools. As one
major consequence of this impatience, governments routinely eschew small scale trials, pilot studies, and research and evaluation
of their preferred policy initiatives, choosing instead to move more or less immediately to large-scale implementation (Hanushek, 1996).
Effective principalship has for many years been widely accepted as being a key constituent in achieving school improvement
(Barth, 1988, 1990; Beck & Murphy, 1993; Sergiovanni, 1990; Southworth, 1990; Blase & Anderson, 1995; Caldwell & Spinks, 1992; Duignan & Macpherson, 1992; Fullan 1992b; Hodgkinson, 1991; Leithwood, 1992; Leithwood, Begley, & Cousins, 1992; Leithwood & Jantzi, 1990). Effective principals are leaders whose work transforms the schools in which they work (Leithwood, et al., 1999; McBeath, 1998; Day, et al., 2000b; Harris, et al., 2001). Recently, both the school effectiveness and growing school improvement research movements have highlighted the importance
of leadership in successful school development and change (Teddlie & Reynolds, 2000; Sammons 2000; Mortimore, 2000); and researchers within these movements have confirmed that effective principals are those who focus primarily on promoting
high expectations, teacher motivation and the quality of learning and teaching in the classroom (Eraut, 1994; Hargreaves, 1994; Sammons, et al., 1995; Fullan, 2001; Sergiovanni, 2001).
... Gronn's ideas about leadership change over time. He started with research on distributed leadership [38][39][40] and then explored the literature that shifted his thinking toward hybrid leadership [42,43]. Through this, you will be able to see where his thoughts began, where they were, why, and how they changed. ...
... Gronn [39,40] develops his research on distributed leadership in two directions. Although the two studies are similar in terms of timing, one seeks to solidify the theoretical background of distributed leadership, and the other focuses on forming a unit of analysis. ...
... Gronn [39] argues that distributed forms of leadership will play an important role in explaining and achieving good organizational practices and organizational forms. This is because the distributed perspective reflects the division of labor. ...
... The association among students' outcomes, organizational learning, and leadership competency is explored by recent studies that have emphasized the significance of teachers working in harmony. It has been pointed out that school restructuring and improvement of the standard of schools is necessary (Silns & Mulford, 2002). The absence of these conditions among teachers results in the lack of productive development of children (Silns & Mulford, 2002). ...
... It has been pointed out that school restructuring and improvement of the standard of schools is necessary (Silns & Mulford, 2002). The absence of these conditions among teachers results in the lack of productive development of children (Silns & Mulford, 2002). Other teachers are provided opportunities by teacher leaders to take the necessary decisions and develop the school. ...
... outcomes (Silns et al., 2002). Teacher leaders with sound subject matter knowledge and the ability to gather appropriate and adequate facts related to the lessons are to be planned and delivered, which help to enhance students' knowledge. ...
In spite of the wide acceptance of teacher leadership competency and the support received across the world for teacher leadership competency, it is still in its nascent stage in India. Indian teachers were mainly restricted to the classroom, though they have immense capabilities to become efficient leaders. In certain cases, the teachers are forced to take leadership roles to develop leadership skills without prior training. The government has also failed to take necessary steps to develop leadership skills among teachers. Much of teachers’ roles and responsibilities were centered around their daily chores. The teachers thus, fail to recognize their roles as leaders to students. They do not associate their leadership with teaching skills. This, in turn, may cause dissatisfaction among the teachers, which, in turn, have a cascading effect on student outcomes. In this context, the current study intended to analyze the effect of teacher leadership competency on their job satisfaction and on student outcomes.
The study adopted a descriptive and explanatory research design. The study sample included 500 teachers from the secondary schools of Hassan district, Karnataka. The samples were selected through stratified random sampling technique. Survey was conducted among the study participants with the help of questionnaires to gather quantitative data. Interviews were also conducted among selected Headmaster/Headmistress or Principals for obtaining qualitative data.
The current study found that the various measures of leadership competencies of teachers were possible predictors of teacher leadership competency. The leadership competencies of teachers were also found to have a significant effect on student’s social outcome and academic outcomes. The leadership competencies of teachers have a significant effect on the determinants of job satisfaction among teachers like work groups, mentally challenging work, incentive and rewards, supervision and working conditions. Further, job satisfaction of teachers also determined the social and academic outcome of students.
... Furthermore, in recent year leadership and management have been defined as two distinct constructs. As stated by Gronn (2002) that "leadership is often associated with creating the vision, inspiring and motivating others, while management is associated with establishing systems and day to day operations to accomplish tasks efficiently and effectively" (p.115). Although, Bush (2002) pointed out that "leadership and management skills for leaders in HEls are used and defined differently in diverse countries (p.91). ...
... Although this approach might be of some value in recognising that both situation and a leader's orientation determine the appropriate choice of leader, it is of less value as a selection technique or a tool of research within organisations. However, Gronn (2002) argued that it is a leader's function to clarify pathways for subordinates to achieve their desired rewards. In this sense, when a subordinate recognises that the desired reward is achievable by adopting a particular course of action, then the motivation to achieve that reward should follow by staff and student. ...
... Furthermore, in recent year leadership and management have been defined as two distinct constructs. As stated by Gronn (2002) that "leadership is often associated with creating a vision, inspiring and motivating others, while management is associated with establishing systems and day to day operations to accomplish tasks efficiently and effectively" (p.115). ...
... Distributed leadership has been defined by Gronn (2002) as an emergent property of a group or network of individuals in which expertise is drawn from group members. Spillane (2006), Gressick and Derry (2010), Campbell (2015), and Jones et al. (2012) also defined this type of leadership as one in which leadership tasks are distributed to a number of individuals, and these leaders accomplish tasks by interacting with each other. ...
... Collaborated distribution refers to a distribution of leadership in which the interactions between organizational members and their situations create significant impacts on the outcomes. It should be noted that Gronn's (2002) "holistic" distributed leadership refers to a similar leadership form. Lastly, coordinated distribution refers to the interdependent nature of leadership but also highlights the sequence of activities. ...
... On the other hand, Copland (2003) and Elmore (2000) believed that leadership could be distributed among all school members. Gronn (2002) and Spillane (2006) also discussed cooperation within the leadership team, apart from the formal distribution of leadership functions. Cooperation and social interaction are emergent properties in distributed leadership. ...
This study examined the mediating roles of professional learning communities and job satisfaction in the relationship between distributed leadership and teachers’ commitment to change based on responses from 812 middle school teachers in 18 schools in a northern Chinese city. A direct positive relationship between distributed leadership and teachers’ commitment to change was noted. This finding contributes to understanding the effects of distributed leadership across cultures and improving educational practices in similar contexts.
... Hargreaves (2009) suggests that leadership is "a process and a system," not "a set of personal, trainable, and generic competencies and capacities that individuals possess." Gronn (2002), having considered empirical studies from various organizations, emphasizes interaction as the central aspect of leadership. Typically, the management tasks in an organization are disseminated between several people. ...
... Typically, the management tasks in an organization are disseminated between several people. Gronn (2002) describes holistic management practices that consist of numerous collaboration patterns: spontaneous collaboration, intuitive collaborative relationships (over time), and institutionalized practice or structure. This concept can be easily transferred to the context of the church as an organization. ...
This is a literature-based article on the importance of the pastor for change and growth in the local church. The article discusses five themes derived from a review of the research literature, namely the general leadership literature and the church leadership literature. The contribution of this article is its discussion of the church leadership literature on the role of the pastor, taking into account the general research on the role of a top leader. Six propositions on how the pastor contributes to change and growth in the church are derived: 1) The pastor, as the senior leader, is vital for team development, change, and growth. 2) The personality traits and gifts of the pastors are important. 3) To increase change and growth, the senior pastor must emphasize a change-promoting leadership role and style, moderated by the roles and styles of the leadership team members. 4) A change- and task-oriented style must be moderated and reinforced - probably more so than in other organizations - by a transformational and relational leadership style. 5) The pastor should build an influential top-leader team to create direction, strategy, and change. Diversity facilitates the necessary discussion within the team. A common goal and appealing vision contribute positively to cooperation within the team. 6) Leadership should not only be understood as what the leader or pastor does but also as a complex interaction with other actors and the context. Building trust and good relationships with subordinate leaders and coworkers is thus vital for change and growth. Finally, a model for understanding the connection between the pastor, change, and growth is outlined.
... The research is itself framed by time (McLeod, 2017), and even research that does not explicitly focus on time takes place in and over time in contexts shaping research topics, methods, and ideas of knowing. The literature on school leadership has evolved from mapping the characteristics of the individual leader to identifying the different behaviours and approaches of successful leadership (Blossing & Ertesvåg, 2011;Leithwood et al., 1996Leithwood et al., , 2002, to organisational approaches describing school leadership as interactions of school professionals (Hallinger & Heck, 2010a;Leithwood et al., 2008;Robinson et al., 2008). An important factor when leading school development is the principals' knowledge of the school's history of improvement (Blossing et al., 2015). ...
... In line with the conclusions made by Håkansson Lindkvist et al. (2019), considering school leaders' need for insights on all organisational levels and the importance of the interplay between them, the results of this study actively demonstrate how different educational practices are intrinsically interrelated and complement one another (Kemmis et al., 2012). In that sense, individualistic approaches to leadership (Blossing & Ertesvåg, 2011;Leithwood et al., 1996Leithwood et al., , 2002 may delimit principals' professional learning to encompass the changed knowledge of individuals. Thus, the difficulty of transferring the content to educational practices (Forssten Seiser & Söderström, 2022;Huber, 2010;Jerdborg, 2022), as learning is understood as changes of the individual disconnected from everyday practices. ...
This study investigates how preschool principals learn how to understand and lead the digitalisation process in their preschool organisations collaboratively within an action research initiative. It specifically investigates how perspectives on time affect their understanding of leading digitalisation by exploring time as a discursive arrangement in a principal’s professional learning. The question is what happens when principals and researchers theorise time as a way to understand how to lead digitalisation in education. The study is based on data collected during the first year of action research. It takes its point of departure from the field of practice theory and uses the theory of practice architectures to analyse what happens in conversations when the participating princpals were challenged to shift from an objective time perspective to viewing time in terms of practice processes. The findings describe how a reconceptualisation of time affected the principals’ understandings of digitalisation in educational practice. Furthermore, it affected how the principals related to the teachers and how the principals organised educational change at their local schools.
... There is a presumed positive impact of educational leadership on engagement and achievement (Hallinger & Heck, 1996;Al-Sharija, 2012;Asheim, 2015;Creighton University, 2017). The literature on school capacity building and improvement establishes a link between the principal's leadership, quality of teaching and learning, and staff commitment and motivation (Silins & Mulford, 2002). ...
... This is in line with the position of Bass (1985), who outlined that a leader could transform subordinates' commitment and motivation by inspiring them to enhance performance beyond expectations and via various devices or processes. This is supported by Silins and Mulford (2002), who investigate a causal model, Leadership for Organisational Learning and Student Outcomes (LOLSOs), which examines how leadership affects student participation and engagement via teachers' roles and work and organisational learning. ...
Research on transformational leadership (TL) and human resource management (HRM) typically include looking at how leaders can create a more engaged, productive workforce, and how to manage employee relationships more effectively. This paper establishes the importance of leadership in education. Human Resource Management and its related fields of education and performance are crucial organizational support functions for such development. Organizations that promote superiority in learning and performance have been characterized as having robust HRM cultures. Transformational leadership (TL) is a style of leadership where school administrators and leaders encourage, connect, and inspire instructors and students to bring innovation and transformation to an institute for the sake of development and future success. Leaders in this setting empower and coach stakeholders to exercise authority and make decisions in their allocated roles. Literature-based research is important because it establishes an in-depth understanding and knowledge of the field of study. Therefore, the aim of this research is to provide a review of the literature that focuses on leadership in education and ways to transform the educational systems so that policymakers, educators, scholars, and academics with important perspectives and insights into factors associated with transformational leadership. Three things support this assertion: the foundation of transformational leadership, prior studies supported by evidence, and issues of the leaders' actual work in the field of education.
... In the middle and late 1990s, the United States, Britain and Australia gradually attached importance to distributed leadership, and began to spread it to schools and implement the distributed leadership model in schools. Finally, it was found that this can promote the management effectiveness of schools and improve students' performance to a certain extent (Gronn, 2002). This research mainly wants to explore the role, value, and development strategy of university teachers' leadership based on distributed leadership theory through literature review. ...
... Initially, the concept of "distributed leadership" was proposed by Gibb in 1951 and stated that the roles and responsibilities of leaders can be distributed and shared in organizations and groups (Gronn, 2008). Gronn (2002) points out that leadership behaviour is regarded as the behaviour of a single individual in the traditional leadership theory, but it is evaluated as the behaviour of several different individuals independent of each other or consistent as a whole. It can be seen that the leadership role is no longer limited to individuals in the traditional sense but can be shared and distributed by many people. ...
More and more universities all over the world realize that improving the leadership of university teachers is very important for the development of students and schools. However, at present, most of the leadership models in China University are still based on the traditional leadership theory, and the cultivation of teachers’ leadership ability is neglected. In addition, China University seems to prefer centralized right-based management. So, what is the value and influence of teachers’ distributed leadership on China University? What can China University do in the future to better cultivate and develop teachers’ distributed leadership? This essay will make a detailed comment on the distributed leadership of teachers, the role and value of distributed leadership of teachers, and the obstacles to its implementation, so as to provide reference strategies for the future development of distributed leadership of teachers in China University.
... Leading change in education systems requires determining what changes to lead and how they will be led in today's rapidly changing environment. In addition, it involves establishing a coherent connection between these decisions so that they are meaningful to relevant stakeholders and to themselves (Leithwood & Hallinger, 2002). Leaders are those who lift someone's vision to a higher level, raise their performance quality to a higher standard, and build their personalities beyond their normal limits (Drucker, 2000). ...
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.
... The concepts of leadership, management and headship (or principalship in South Africa) are often used interchangeably in the context of schooling (Bush 2008;Christie and Lingard, 2001;Christie, 2010;Leithwood et al., 2002;Josse-Bass, 2000;MacBeath, 2008). However, there are those who argue that primary schools have a distinctive culture and that their complexity is not well represented in models of organisational management derived from industry and commerce (Southworth, 1987& MacGilchist et al, 1995. ...
... The academic year load is also a hindrance in this area of training but the training program needs can be proposed by fresh researchers and can be launched by government through implementing policy after addition of leadership competency practices. Furthermore, the teacher's leadership competency is also depending upon the academic and professional qualification as well as the on job skills of interacting with learner and senior teachers (Silins and Mulford, 2002). The learner is focused in all kinds learner environment and the person who is in the direct interaction with the learner is teachers himself. ...
The purpose of this article was to investigate how in-service training affected the administrative skills of secondary school teachers. The study was descriptive in nature, and data was gathered through the use of a survey technique. The population consisted of secondary and elementary school teachers from three union councils in Malir Karachi. There were 810 teachers engaged in Malir Karachi's union council. To pick 250 instructors, a stratified random selection approach was applied. Teachers were given a questionnaire based on the requirements of the Teacher Leadership Model (TLMS, 2011). The study discovered that in-service training had an effect on the managerial skills of secondary school teachers. According to the study, there is a substantial difference in male and female responses to leadership skills, but no significant mean difference in teacher tenure when it comes to leadership ability. The findings would be advantageous to serving teachers in enhancing their leadership skills through in-service training programmes. The study recommended conducting a training need analysis of teacher leadership competencies using leadership approaches other than the teacher leadership model, such as distributed leadership, environmental leadership, trait theory, personal-situational theory, exchange theory, humanistic theory, interaction-expectation theory, and so on.
... Distributed leadership is a management theory in which leadership has clear boundaries and is spread throughout the organization (Woods et al., 2004). Distributed leadership has been adopted by stakeholders in the field of education (Gronn, 2002a) and has become a mainstream school leadership theory in the international arena (Wang, 2018). According to this theory, school leadership practices are modeled beyond formal and administrative roles (Harris, 2010) and emerge through group interaction beyond individual roles (Bennett, 2008). ...
Plain language summary
The roles of collective teacher efficacy and commitment in the relationship between Turkish language teachers’ job satisfaction and school principal distributed leadership
Our study is unique in that it examines the relationship between distributed leadership and teacher job satisfaction using collective teacher efficacy as a moderator. Furthermore, this study investigates the role of teacher commitment as a moderator in the relationship between collective teacher efficacy and teacher job satisfaction. Another distinguishing feature of our study that differs from general teacher interpretations is that Turkish language (TLT) teachers are expected to perform tasks that are not officially part of their job descriptions. Unlike other groups of teachers at the school, these teachers plan special days and weeks, promote school-family cooperation, and help students develop high-level communication skills. The curriculum, of course, aims to provide students with high-level communication skills, but TLT teachers aim to develop these skills to a higher level than the curriculum requires. Such circumstances necessitate strong distributed leadership, collective teacher efficacy, and job satisfaction. We used a cross-sectional survey design and data from 338 TLT teachers in Turkey to estimate the empirical links between our study variables using moderate mediation structural equation modeling. The findings revealed a moderate direct relationship between distributed leadership and teacher job satisfaction, as well as an indirect relationship mediated by collective teacher efficacy. Furthermore, teacher commitment plays a positive and significant moderating role in the relationship between collective teacher efficacy and teacher job satisfaction. This helps us to make a generalizable conclusion for teachers with high workload.
... Hence, all aspects of an activity system relate to each other and in this study, we determined how the various subjects (teachers, HoDs, GDE technicians) interacted within this activity (ICT implementation) towards maintaining sustainability in the change process. The subject's position is influenced by the rules of the system, the community, and the division of labour (Barab, Barnett, Yamagata-Lynch, Squire & Keating, 2002;Engeström, 1999;Gronn, 2002;Hardman, 2015). The overall depiction of the objects signifies that the object-orientated actions are characterised by interpretation and potential for change within the system (Engeström, 1999;Leontiev, Mostinsky, Polonsky, Styrikovich & Chernika, 1981) and in this study that was the schools where ICT was integrated. ...
In 2015, a Member of the Executive Council (MEC) of the Gauteng provincial legislature, South Africa, introduced the “Classroom of the Future” programme in previously disadvantaged schools, allowing an integration of information and communication technology into classrooms. In this article we focus on the sustainability of ICT in these schools. We regard sustainability as meeting one’s needs without compromising the ability of future generations to meet their own needs. The sample constituted 18 participants from 6 disadvantaged schools in the Classroom of the Future initiative. Semi-structured face-to-face and telephonic interviews were employed for data collection. Our results show that ineffective teacher professional development for ICT, and inconsistent and timeous service delivery from the Gauteng Department of Education (GDE) technicians/teacher trainers were a major deterrent to effective ICT implementation. Additionally, the phasing-in approach to the rollout of ICT was a serious challenge to ICT sustainability in schools. We recommend improved teacher professional development initiatives pertaining to ICT to be instituted in schools where heads of departmenti take responsibility for empowering post-level one (PL 1) teachers on ICT to improve classroom learning. We also advocate for new improved service delivery from GDE technicians/teacher trainers, who are held accountable for fulfilling their mandates.
... To say it in other words, making such an environment gives support to innovation. Silns and Mulford (2002) contend that if schools are to become better at enhancing pupil learning, they should produce multiple opportunities for teachers to improve, innovate, and learn. To put it another way, The outcomes of students are more likely to become better when leadership is distributed across the school and its community; when teachers are given powers and their self-esteem and importance are recognized and elevated (Crowther, 2000). ...
The purpose of the study was to examine the administrative authority and student-teacher ratio as parameters that affect quality education in public sector at secondary schools. The focus of the study was to examine the parameters that affect quality education in terms of principals' administrative authority and student-teacher ratio in the public sector secondary schools. The population of the study comprised of teachers of 96 public secondary schools of districts Mardan and Swabi. Through random sampling technique, 10 teachers from each of the 96 schools were included in the 0sample hence the sample consisted of 960 teachers. The data was collected from the respondents through questionnaires. The data were analyzed using descriptive and inferential statistical techniques such as frequency, Percentage and ANOVA by using SPSS. The findings of the study revealed that the teachers prefer corporal punishment for their students, teachers preferred to maintain the discipline of the students, teachers cared about the uniform of the students and teachers help the slow learner in academic affairs which are the significant parameters of quality education. Students obey teachers' orders in school matters, teachers help in solving administrative problems for the principals, there is a cordial relationship between the principal and teachers and there is a cordial relationship between teachers and students which are significant parameters of quality education. The standard class size (30-35), the number of science teachers in school, the number of arts teachers in school, the overall number of teachers 4169 | Muhammad Tayyab Opinions Of Teachers Regarding The Administrative Authority And Student-Teacher Ratio: Parameters That Affect Quality Education In Public Sector At Secondary Schools in school, and the students-teachers ratio in school are the significant parameters of quality education.
... In this study, where GPs focus on implementation and follow-up of medical investigations and treatments, and frequently depend on assessment by other specialist physicians and implementation by home care nurses, the result is a hybrid leadership practice that is more coordinated and aggregated than collaborative and holistic. 24 From the theoretical perspective of DAC outcomes, characterized by healthcare providers who are more dependent and independent than interdependent. 25 A stronger commitment to collaboration and implementation in hands-on work and a broader set of service offerings is required from GPs if patients in this municipality are to experience collective efforts that contribute to a patient-centered experience of integrated care. ...
Objective
This study explores how the collaboration between elderly multimorbid patients and general practitioners contributes to the patient’s experience of integrated care in the municipality. The research also investigates whether the municipality’s integrative mechanisms creating integrated care can be understood as distributed leadership.
Method
In this qualitative study, we conducted a thematic analysis of semi-structured interviews with twenty elderly multimorbid patients living at home and their general practitioners.
Results
Analysis of patients’ and general practitioners’ experience of healthcare service characterized by collective efforts identified four themes: 1) an impression of collective processes as difficult for patients to access and influence; 2) that the fluidity and location of leadership is dependent on the individual patient and his or her health condition; 3) that collective implementation of healthcare services is separated in time, geography and between organizations; and 4) that patients experience individual healthcare workers as specialized and unable to support the medical and holistic goals of the collective. The Direction, Alignment, and Commitment or DAC framework, is used to investigate the capabilities of the collective.
Conclusion
To promote distributed leadership and create a patient experience of integrated care in the municipality, healthcare organizations must develop collective processes that enhance patient participation to a greater extent. General practitioners and other healthcare personnel should be encouraged to play a more central role in solving elderly multimorbid patients’ healthcare needs in the municipality.
... The academic year load is also a hindrance in this area of training but the training program needs can be proposed by fresh researchers and can be launched by government through implementing policy after addition of leadership competency practices. Furthermore, the teacher's leadership competency is also depending upon the academic and professional qualification as well as the on job skills of interacting with learner and senior teachers (Silins and Mulford, 2002). The learner is focused in all kinds learner environment and the person who is in the direct interaction with the learner is teachers himself. ...
... Strategy implementation literature accepts that the central players in strategy implementation phase are the middle-and the lower-level employees who are directly involved in implementing the strategy (Balogun & Johnson, 2004;Floyd & Wooldridge, 1992;Huy, 2002;Nurcholis, 2021;Westley, 1990). Conversely, this research takes the notion of strategy as practice forward and examines strategy implementation as the work of leaders and, in this regard, strategy implementation can be conceptualized as a unidirectional process (Gronn, 2002;Johannsdottir et al., 2015). ...
A series of recent studies have theoretically articulated the importance of organizational learning in formulating and implementing corporate social responsibility (CSR) strategies. Yet, there is dearth of empirical investigations to examine the relevance of learning regarding the link between CSR strategy implementation and organizational performance. This research fills this gap. In so doing, it does not only investigate the direct link between CSR strategy implementation and firm performance but also examines the facilitatory role of organizational learning for the above-stated relationship. These relationships were examined by collecting data from the CSR strategists including CEOs, CSR committee members, designated officials, and human resource managers of the leading organizations of Pakistan. Exploratory factor analysis was conducted on 391 responses. For the confirmatory factor analysis and partial least squares structural equation modeling, the final sample size consisted of 269 respondents. The results of this study have shown positive and direct relationship for CSR strategy implementation and organizational performance. With respect to the organizational learning, this study has found that learning has been an important underlying mechanism for the link between CSR strategy implementation and organizational performance. Moreover, this finding adds to the existing but limited empirical evidence regarding the pertinence of organizational learning in contemporary organizations. Our findings imply that CSR enablers and managers should devote attention and resources to develop appropriate organizational learning mechanisms to facilitate the implementation of their intended CSR strategies so that organizations can sustain their competitive advantages.
... A constructively framed narrative pedagogy situates the instructor, the learner, and their respective conceptions of leadership within broader cultural contexts and influences (Clarke & O'Donoghue, 2017;Dimmock & Walker, 2005;Lumby & Foskett, 2008;Slater, 2011). Large-scale research projects such as the International Successful School Principal Project (ISSPP) and the International Study of School Preparation (ISPP) have revealed significant di erences in school systems, leadership preparation and leadership practice which reflect national cultural, political, economic, and social characteristics (Huber, 2010;Jacobson, 2011;Moos, 2002;Moos & Johansson, 2009;Slater, 2011). Previous research in the disciplines of sociology and business management has provided evidence of how respective cultural norms and traditions influence how leaders interact with stakeholders in their organizations (Fisher, 2015;Hofstede, 1980Hofstede, , 2010House, Hanges, Javidan, Dorfman, & Gupta, 2004;House, Javidan, Hanges, & Dorfman, 2002;Javidan, Dorfman, De Luque, & House, 2006;Mendenhall, Osland, Bird, Oddou, & Maznevski, 2008). ...
This is the first volume in the re-imagined series Research and Theory in Educational Administration. The volume includes a variety of perspectives written by university professors in the field of educational administration, which moves our thinking beyond the traditional scope of organizational theory and institutional analysis. It is this combination of theory, of new directions in leadership preparation and new narratives of participation that we hope will contribute to a more engaging volume for its readers—graduate students, researchers, and practitioners. The volume will provide evidence of and explanation for changing patterns of institution production explored through academic and epistemic drift. It also provides a deeper understanding of how state regulation is related to the school administrator pipeline or pathways. The concepts explained and illustrated in the volume hopes to provide a better framework for understanding how administrator preparation is unfolding across the U.S. and internationally, as well as the direction of the field of educational administration in the future.
... La construcción de una visión apelante compartida por todos es un elemento fundamental presente en diversos modelos de liderazgo existentes. Esta práctica (Silins & Mulford, 2002). Formular una visión apelante es un elemento clave para la articulación de las actividades dentro de la organización (Locke, 2002). ...
El presente artículo propone una definición de liderazgo pedagógico. Así mismo, presenta un análisis crítico del enfoque por competencias y del enfoque por prácticas aplicados a dicho concepto, con un especial énfasis en las bondades del segundo. Se presenta el Ontario Leadership Framework 2012 (Marco de liderazgo de Ontario) como un referente útil para el debate sobre políticas y como insumo para el diseño de planes de formación de directivos escolares.
... The principal should be a planner, coordinator, supervisor, official, legal expert, gatekeeper, and empowering individual. Principals in symbolic roles are viewed as historians, detectives, anthropologists, visionaries, symbolists, poets, actors, and leaders (Fullan, 1996;Narvaez, 2006). An openness to involvement, variety, disagreement, reflection, and making mistakes are all qualities that Deal and Peterson (1992) argue are essential in a leader. ...
Character education reinforcement in secondary schools is one of the educational programmes aimed at anticipating the tendency of moral perversion as a result of moral decadence. Various forms of moral deviations that occur among high school students result in them being alienated from life because they conflict with cultural norms, school discipline, and life ethics in society. In this article we aim to discuss the relation of character value reinforcement and the principal's transformational leadership strategy to shape students' characters in a descriptive-critical manner. The objective of this study was investigating school strategies for optimising the implementation of character education reinforcement. In this research we used a qualitative method with a case study design. The data validity measurement was based on the levels of credibility, transferability, dependability, and confirmability. The results emphasise the importance of shaping student character as an anticipatory step to minimise moral distortions among high school students, and the effectiveness of the principal's transformational leadership role in optimising the implementation of education programmes for the strengthening of students' characters in schools.
... La presencia y permanencia de redes colaborativas en unidades y sistemas educativos constituye una oportunidad y un desafío para el accionar de las escuelas y su mejora, tanto en Chile como en otras latitudes (Hallinger & Heck, 2014;Leithwood, 2002;Queupil & Montecinos, 2020), en especial en contextos y coyunturas adversas, tales como la que ha conllevado la pandemia por COVID-19. Este estudio examina este escenario en una muestra de escuelas chilenas. ...
Las relaciones colaborativas en educación han sido impactadas por el desarrollo de la pandemia de COVID-19 en diversas latitudes del orbe, lo cual invita a su análisis para contextos en Latinoamérica. Este estudio analiza el impacto de la pandemia en la colaboración de tres establecimientos educativos en Chile. Para ello, se utiliza un enfoque exploratorio descriptivo con base en la teoría y metodología del análisis de redes sociales (ARS), la cual permite cuantificar los cambios en las relaciones colaborativas entre y dentro de las unidades educativas examinadas, distinguiendo entre roles y atributos de 77 integrantes en total. Los resultados muestran que la cola-boración cambió durante la pandemia, destacando una mayor distribución de esta entre diversos roles y cargos, lo que da luces sobre las implicancias del impacto de la emergencia sociosanitaria en estas relaciones cooperativas.
Collaborative relationships in Education have been impacted by the advancement of the COVID-19 pandemic in various latitudes of the world, making it important to explore its impact in Latin American contexts This study analyzes the impact of the pandemic on collaboration patterns of three schools in Chile. The analysis has an exploratory descriptive approach, following a Social Network Analysis (SNA) methodology, which allows the quantification of changes in collaborative relationships between the 77 schools members being analyzed. The results show that collaboration pat-terns changed during the pandemic, highlighting a wider distribution among educational actors’ positions and roles, and showing that the socio-sanitary emergency had an impact on their collaborative relationships.
... The academic year load is also a hindrance in this area of training but the training program needs can be proposed by fresh researchers and can be launched by government through implementing policy after addition of leadership competency practices. Furthermore, the teacher's leadership competency is also depending upon the academic and professional qualification as well as the on job skills of interacting with learner and senior teachers (Silins and Mulford, 2002). The learner is focused in all kinds learner environment and the person who is in the direct interaction with the learner is teachers himself. ...
... Robbinson (2008) equally notes that leadership means leaders' influence on organizational members which is linked to goals and objectives of the organization. Gronn (1999Gronn ( , 2000Gronn ( , 2002aGronn ( , 2002bGronn ( & 2008 stresses that there has been increasing dissatisfaction and disagreement with the domination of a single or solo (hero?) leader in most of the leadership literature, but very little rigorous studies on leadership alternatives were conducted in those days. However, time has changed whereby more studies on the alternatives of solo or focused leadership have cropped up and more studies are beginning to support the role of distributed as opposed to solo leadership in term of performance (Iles & Feng, 2011). ...
The purpose of this study is to investigate the influence of distributed leadership (DL) on school effectiveness (SE) in junior secondary schools in Katsina state, Nigeria. The study also investigates if teachers' commitment (TC) mediates the relationship between DL and SE. The study sampled three hundred and one (301) teachers. SPSS version (16.0) and Analysis of Moment Structure (AMOS) version (16.0) were used to analyze the data collected. The results indicated that there is a statistically significant relationship between DL and SE (with standardized coefficient .68). In addition, TC influences SE (with standardized coefficient 0.38). Moreover, TC mediates the relationship between DL and SE (standardized coefficient 0.22). The implication of the study is that all stake holders; head teachers, zonal office staff, ministry officials among others are now better informed about the mediating role of TC on DL and SE. The results contributes to the existing body of knowledge in Nigeria. Very few studies investigate the relationship between DL and SE, in Katsina state in particular, and Nigeria in general.
... Scheerens (2012) charakterizuje líderstvo ako ovplyvňovanie aktivít organizovanej skupiny v jej úsilí o vymedzenie a dosiahnutie ich cieľov. Iní autori ho chápu predovšetkým v rovine správania jednotlivca, ktorým sú riadené aktivity skupiny ľudí (zamestnancov, nasledovníkov) smerujúce k dosiahnutiu daného spoločného cieľa (Leithwood, 1996). Dosahovanie spoločného cieľa je zdôrazňované o.i. ...
... Destacada de la actividad matemática o de sustancias agregadas (que es el impacto total de varias personas que contribuyen con su impulso y capacidad de diversas maneras a una reunión o asociación), la actividad concertada se trata de lo extra poderoso que es el resultado del movimiento conjunto. (Gronn, 2002). Además, la autoridad diseminada propone receptividad de los límites de la iniciativa. ...
Introduction. Pedagogical leadership is an idea that is socially constructed not only in an educational way, therefore, its development in the current context should not be neglected through remote education by teachers. Objective. Review articles related to pedagogical leadership in times of pandemic. Materials and methods. The main academic databases EBSCO, Scopus, Web of Science, Redalyc and Scielo were selected; The search was carried out based on the subject and also having the digital object identifier DOI. In relation to the number of articles retrieved, these amount to 20 articles indexed in the different databases. Results. The pandemic will mark education in the coming years, for which political, technical and economic decisions will be made that modify educational processes and in addition to teaching- learning processes where pedagogical leaders play a very important role. The transformation of leadership in schools should be contemplated, towards professional communities that adopt a form of distributed leadership where the voices of teachers are invited even more in a pandemic context where a distributed cooperative work is required so that educational processes can be effective.
... Like all organizations, educational organizations also need a leader and leadership to realize organizations' objectives. Various studies have put forward the influence of leadership in the success of educational organizations (Gunter, 2001;Lakomski, 2008;Leithwood & Jantzi, 1999;Sillins & Mulford, 2002). When those studies on leadership in schools as educational organizations have been examined, it is seen that school principals are generally the focal points of the studies. ...
The research aims to determine the relationship between public primary school principals' paternalistic leadership behaviours and teachers' organizational creativity and organizational dissent perception levels according to primary school teachers' perceptions. A quantitative correlational design was utilized in the research. The research sample consists of 1059 public primary schoolteachers selected by stratified sampling method in Mardin city center and eight districts of Mardin during the 2016-2017 academic year. The data of the research were obtained by using the "Headmasters' Paternalistic Leadership Behaviours Scale," "Organizational Creativity Scale," and "Organizational Dissent Scale. "The data analysis revealed the following findings: There was a positive and significant correlation between the paternalistic leadership behaviours of primary school administrators and teachers' perceptions toward organizational creativity and organizational dissent. Also, paternalistic leadership behaviours of primary school administrators were found to be a significant predictor of teachers' perceptions toward
organizational creativity and organizational dissent. The principals should exhibit benevolent leadership behaviours that enhance the teachers' organizational creativity perceptions, such as endeavouring to create a family milieu in school, being tolerant of teachers, and supporting teachers to take the initiative.
... Paylaşılan liderlik eğitim bilimleri içinde en az çalışılan liderlik türlerinden birisidir. Liderliğin resmi yetkili yöneticinin yanında çalışanlar ile de paylaşılmasını esas alan bir liderlik türü olan paylaşılan liderlik, eğitim bilimleri alanında oldukça önemli görülmektedir (Gronn, 2002). Okullarda öğretmenlerin yöneticiler ve birbirleri arasındaki ilişki çok yoğun olduğundan işbirliği oldukça önem taşımaktadır. ...
Bu araştırmanın amacı, yeni okul müdürlerinin göreve atandıkları dönemde yönetim
görevlerinin hangi yönlerini ne kadar zor bulduklarına ve bu zorluklara ne düzeyde hazırlıklı olduklarına ilişkin görüşlerini belirlemek, bu görüşlerin onların ve görev yaptıkları okulun bazı özelliklerine göre anlamlı farklılık gösterip göstermediğini ortaya koymak ve elde edilen bulgulara dayalı olarak hem uygulayıcılar hem de araştırmacılar için öneriler geliştirmektir.
Araştırmanın örneklemi; 2021-2022 eğitim-öğretim yılında Somali’nin Mogadişu
Şehri ve Puntland Bölgesinin Las Anod şehrindeki kamu ve özel ilkokul, ortaokul ve liselerde çalışan 181 yeni atanan okul müdüründen oluşmaktadır. Araştırma verileri, Webber vd. (2014) tarafından geliştirilen "International Study of Principal Preparation (ISPP) Survey" kullanılarak toplanmıştır. Çalışmada, 22 alt probleme cevap aranmıştır. Veriler; aritmetik ortalama, standart sapma, t-testi, Kruskal Wallis, ANOVA, LSD, Kruskal Wallis ve Mann-Whitney U testleriyle analiz edilmiştir. Araştırmadan elde edilen bulgular aşağıdaki gibi özetlenebilir.
Araştırmaya katılan yeni okul müdürlerinin, göreve atandıkları dönemde meslekleriyle
ilgili olarak ölçek genelinde “katılıyorum” düzeyinde zorluk yaşadıkları saptanmıştır. Yeni okul müdürlerinin en fazla problemi "Çevreyle ilgili zorluklar" boyutunda yaşadığı görülmektedir.
Onu sırasıyla "Sistemle ilgili zorluklar", "Okul paydaşlarıyla ilgili zorluklar" ve "Kendisiyle ilgili zorluklar" boyutları izlemektedir. Yeni okul müdürlerinin göreve atandıkları dönemde mesleklerinin hangi yönlerini ne düzeyde zor bulduklarına ilişkin algılarının bütün boyutlar ve ölçek genelinde onların cinsiyet, yaş, göreve atandıkları dönemdeki yaş, müdürlük kıdemi, müdür yardımcılığı kıdemi, şu anda yürütmekte oldukları müdürlük görevinden önce toplam mesleki kıdemi (öğretmenlik + müdür
yardımcılığı) ve okuldaki kayıtlı öğrenci sayısı değişkenleri açısından anlamlı farklılık
göstermediği ortaya çıkmıştır.
Lisans mezunu yeni okul müdürlerinin göreve atandıkları dönemde “Kendisiyle ilgili
zorluklar” ve “Sistemle ilgili zorluklar” boyutları ile ölçek genelinde yüksek lisans mezunu olanlardan daha fazla zorluk yaşadıkları, ancak ölçeğin diğer boyutlarındaki zorluklar konusunda öğrenim düzeyi değişkeni açısından anlamlı bir farklılığın olmadığı görülmüştür.
Kentsel bölgelerdeki yeni okul müdürlerin göreve atandıkları dönemde ölçek genelinde ve ölçeğin tüm boyutlarında kırsal bölgelerdeki okullara atanan yeni müdürlerden meslekleriyle ilgili problemlerde istatistiksel olarak daha fazla zorluk yaşadıkları görülmektedir. Ortaokul ve liselere atanan yeni müdürler, göreve başladıklarında "Çevreyle ilgili zorluklar" boyutunda ilkokullarda görev yapan yeni müdürlerle karşılaştırıldığında daha fazla sorun yaşamaktadırlar.
"Okul paydaşlarıyla ilgili zorluklar" boyutuna bakıldığında, liselerdeki yeni okul müdürlerinin, ilkokullardakilere nazaran, daha fazla sıkıntı yaşadıkları anlaşılmaktadır. Ölçek geneli değerlendirildiğinde hem ortaokul hem de liselerde görev yapan yeni müdürlerin ilkokullardaki yeni müdürlere kıyasla daha fazla güçlük yaşadıkları gözlenmektedir. Ancak, yeni okul müdürlerinin, ölçeğin "Kendisiyle ilgili zorluklar" ve "Sistemle ilgili zorluklar" boyutlarındaki zorluklara ilişkin algıları arasında görev yaptıkları okulun düzeyi açısından anlamlı bir farklılık bulunmamaktadır.
Göreve yeni başlayan okul müdürlerinin mesleklerinin zorluklarına ölçek genelinde
“katılıyorum” düzeyinde hazırlıklı hissettikleri anlaşılmaktadır. Ölçek boyutlarına ait puan ortalamaları incelendiğinde, yeni okul müdürlerinin en fazla "Çevreyle ilgili" zorluklara hazır hissettikleri görülmektedir. Bu boyutu sırasıyla "Sistemle ilgili zorluklara hazırlık", "Okul paydaşlarıyla ilgili zorluklara hazırlık" ve "Kendisiyle ilgili zorluklara hazırlık" boyutları izlemektedir.
Yeni okul müdürlerinin göreve atandıkları dönemde mesleklerinin zorluklarına ne
düzeyde hazırlıklı olduklarına ilişkin algılarının onların yaş, müdürlük kıdemi, müdür
yardımcılığı kıdemi, şu anda yürütmekte oldukları müdürlük görevine başlamadan önceki toplam mesleki kıdem (öğretmenlik + müdür yardımcılığı), görev yaptıkları okuldaki kayıtlı öğrenci sayısı ve görev yaptıkları okulun bulunduğu bölge eğişkenleri açısından ölçeğin hem genelinde hem de boyutlarında anlamlı bir farklılık bulunmamaktadır. Yeni atanan erkek okul müdürlerinin göreve yeni başladıkları dönemde mesleklerinin yalnızca “Çevreyle ilgili” zorluklarına kadın okul müdürlerine oranla daha hazırlıklı hissettikleri anlaşılmaktadır. Ancak ölçeğin genelinde ve diğer boyutlarında ele alınan zorluklara, göreve yeni başlayan kadın ve erkek okul müdürlerinin benzer düzeyde hazırlıklı oldukları inancını taşıdıkları görülmektedir.
Lisans mezunu yeni okul müdürleri, lisansüstü eğitimi tamamlamış yeni okul müdürleriyle kıyaslandığında, “Okul paydaşlarıyla ilgili” zorluklara daha hazırlıklı olduklarına inanmaktadırlar. Ölçeğin genelinde ve diğer boyutlarında yer alan yönetimsel zorluklara hazırlık konusunda okul müdürlerinin öğrenim düzeyi, anlamlı bir farklılık yaratmamaktadır. Göreve başladıklarında 25 yaş altı ile 25-34 yaş aralığında olan okul müdürleri, ölçek genelindeki zorluklar ile “Kendileriyle” ve “Sistemle” ilgili zorluklara, göreve başladıkları zaman 45 ve üstü yaşa sahip üdürlere nazaran, daha hazırlıklı olduklarına inanmaktadırlar. Yeni okul müdürlerinin göreve başladıkları dönemde mesleklerinin zorluklarına ne düzeyde hazırlıklı olduklarına ilişkin algıları arasında, okul düzeyine göre, ölçeğin genelinde ve “Çevreyle ilgili
zorluklar” boyutunda anlamlı bir farklılık saptanmamıştır. Ancak diğer boyutlarda söz konusu değişken, yeni müdürlerin görevlerinin başlangıcında karşılaştıkları zorluklara hazır olma düzeyinde anlamlı bir farklılık yaratmıştır. Hem ilkokullarda hem de ortaokullarda çalışan yeni okul müdürleri, liselerde görev yapanlarla kıyaslandığında, “Kendileriyle” ve “Sistemle” ilgili zorluklara daha hazır olduklarını düşünmektedirler. Ayrıca ortaokullarda görev yapan yeni okul müdürleri, “Okul paydaşlarıyla” ilgili zorluklara, liselerdekilerden daha hazırlıklı olduklarına inanmaktadırlar.
Anahtar Kelimeler: Yeni okul müdürü, göreve yeni atanan okul müdürü, yönetimsel
zorluklar, yönetimsel zorluklara hazırlık, okul müdürü yetiştirme, okul müdürü hazırlık
programı.
This paper examines the vision, strategy and leadership support structures for Irish primary schools where leadership is specifically referenced, with focus on links to transformational and distributed school leadership. Of particular interest is how transformational and distributed leadership models could aid effective and sustainable leadership enactment in times of exceptional change. This article offers new insights into primary school and system leaders’ perceptions of transformational school leadership and the factors that facilitate and/or inhibit transformational school leadership for the whole school community with a qualitative study. The overarching research question comprised: what are the perceptions of primary school and system leaders relating to the facilitating and inhibiting factors affecting the implementation of transformational school leadership, and is this model perceived to build relations with parents and the wider school community? The data highlight several factors that transcend both transformational and distributed leadership and, with previous research by these authors, inform the construction of a synthesised model of transformational and distributed school leadership for the whole school community aligned with the most recent Irish primary school policy document—‘Looking at Our School 2022: A Quality Framework for Primary Schools and Special Schools (LAOS)’. The authors also accompany this model with a roadmap that may support approaches to school leadership practice for the whole school community, at the primary and post-primary levels, in Ireland.
The chapter discusses the relevance of individual differences in personality traits for the study of school leadership, especially with regard to leadership success. Findings from psychological leadership research have shown that, amongst others, personality, cognitive and emotional intelligence, as well as creativity predict leadership outcome variables. The authors investigate how far these traits have been able to predict leadership success across different occupations and also across different situational and methodological conditions. In addition, studies on the relationship of individual trait differences and school principals' effectiveness are discussed. The chapter shows that individual differences research holds potential for educational leadership, but further studies are needed to draw conclusions about the potential cognitive ability, personality traits, emotional intelligence, as well as creativity hold for predicting leadership success of school principals.
Principals lead schools amidst complex and contested educational times with fluid and rapidly changing challenges related to the pandemic, externalized accountability policies, competition with private schools, increasingly diverse demographics, new and perennial tensions around social inequities, and teacher shortages. In this context, school success is defined by student well-being and equity as well as academic outcomes. In this chapter, we consider how successful principals in the USA lead and manage in these complex contexts. The chapter begins with a description of the contexts school leaders face today in Arizona and the US schools as well as a review of the extant literature on effective and successful school principalship. We then briefly describe the revised theoretical framework and methodology for the ISSPP that we used in our case study. Specifically, the chapter highlights examples of an Arizona school principal whose values-led adaptive leadership amidst the contemporary complexities supported and nourished relationships, school success, and school development. The paper ends with a discussion of the findings in relation to the literature and new framing as well as our conclusions about the ways in which the new ISSPP direction with this example case provides new knowledge about successful schools and leadership.
Policy expectations for the role of research evidence in educational decision-making have grown exponentially in the U.S. and globally, yet there has been limited attention to school capacity to engage in evidence-informed improvement. In this paper, I address this gap by first conceptualizing principal leadership for evidence use and, second, use this conceptual lens to examine large-scale survey data about school evidence use practices and capacity. Drawing on data from a national survey of more than 4000 educators in 134 schools in the US, I explore school practices and capacity to use research and surface opportunities and needs for principal leadership in evidence-informed improvement. Findings suggest that there is an opportunity to improve the role of research in school improvement decision-making, and that principals may contribute to school capacity in specific ways that relate to developing human capital, influencing culture, leveraging resources, and shaping decision-making. Data reveal moderate evidence of research use in agenda setting and of organizational routines that support research use, but lack of uptake of those routines for research use as well as limited investment in resources (e.g., time). Further, decision-making was distributed across a wide range of improvement initiatives, with evidence of a lack of clarity about goals. Although principals report confidence and experience with using research, overall school staff also reported limited experience with prior research, including coursework or participation in research, and low confidence in critically consuming research. Implications point to the need to strengthen principals’ own evidence use capacity as well as focus on dimensions school capacity as part of evidence use initiatives. Recommendations suggest strategies for developing principals’ knowledge and skills around leadership for evidence-informed improvement.
This study aims to describe the century-long trajectory of educational leadership research (ELR), including changes over time in its main and subsidiary themes, as well as its most influential authors, papers, and journals. The study combines the bibliometric performance and science mapping analysis of 7282 articles retrieved from the Scopus and WoS databases. SciMAT software (version 1.1.04) was used to analyze changes over four sequential time periods and to exhibit the thematic evolution of the field—Period 1 (1907 to 2004), Period 2 (2005 to 2012), Period 3 (2013 to 2019), and Period 4 (2020–2023). Research during Period 1 focused on principals and included efforts to distinguish between their administrative functions and forms of ‘strong’ leadership contributing to school improvement. Period 2 included research aimed at understanding what strong principal leadership entailed, including the development and testing of more coherent models of such leadership. While instructional and transformational leadership models were prominent during Periods 1 and 2, Period 3 research invested heavily in conceptions of leadership distribution. Early research about ‘social justice leadership’ appeared during this period and eventually flourished during Period 4. While principals were an active focus through all Periods, the leadership of others gradually dominated ELR and accounted for the broader leadership theme found in all four periods. The results point to the evolutionary nature of ELR development, which eventually produced a relatively robust knowledge base. Experiences with the COVID-19 pandemic suggest that crises such as this might prompt more revolutionary orientations in the ELR field.
Parte da literatura sobre liderança no setor de educação se encarregou de traçar perfis ideais de liderança sem levar em conta o que os professores consideram como características essenciais deste líder. Ademais, são raros os estudos que tratam especificamente das expectativas dos liderados em relação aos diretores. Tomando como ponto de partida tais lacunas, o objetivo da pesquisa foi captar a percepção de professores do ensino médio de colégios privados sobre as relações estabelecidas com os diretores, as lideranças nesse caso. Quanto ao método, foi desenvolvida pesquisa qualitativa envolvendo a realização de doze entrevistas com professores de escolas privadas de quatro estados brasileiros. Os achados empíricos apontam que o relacionamento é considerando um aspecto crítico para uma liderança eficaz no ambiente escolar, na visão unânime dos professores entrevistados. Aspectos relacionais emergiram nas respostas da maioria das questões de pesquisa, seja sobre o que é ser líder; seja em relação às habilidades requeridas ao diretor; seja quanto aos impactos do líder no desempenho dos docentes. Os achados apontam ainda que o líder, na visão dos entrevistados, é quem fornece a direção considerando as necessidades e expectativas dos diferentes liderados. Portanto, quando há uma preocupação em ouvir a perspectiva do liderado, pressupõe-se que a liderança só se concretiza na relação com o outro. Ou seja, líder e liderado não existem independentemente, mas sim em uma relação de troca, aspecto central na abordagem relacional de liderança.
In the education field, professional learning communities (PLCs) are regarded as an effective method for fostering professional development for teachers, enhancing student learning and achievement, and promoting school reform. Quality leadership and management are understood to be essential for schools to become effective PLCs. Mainly proposed by Western scholars, existing PLC frameworks explicitly or implicitly assume that PLCs should be initiated and led by teachers themselves, following a bottom-up approach. The goal of this conceptual overview paper is to challenge certain taken-for-granted core principles of Western PLC frameworks by analyzing the current approach to PLCs adopted by preschools in mainland China, which follow a top-down leadership and management approach. We review multiple research streams, including policy frameworks and regulations, as well as the most relevant conceptual, theoretical, and empirical studies published in recent years. After reviewing China’s core socio-cultural traditional values, we describe the recent policies that have mandated the establishment and implementation of PLCs in Chinese preschools. We then review several recent studies that demonstrate that, despite profound differences toWestern frameworks, PLCs in Chinese preschools are effective in benefitting teachers and highly regarded by the relevant stakeholders. The literature shows that Chinese preschools enact culturally situated versions of PLCs, characterized by some standard PLC principles (e.g., shared vision, collaboration, and collective responsibility) alongside features that resonate with Confucian values (e.g., strong hierarchical structure, guidance of external experts, internal leadership support, and greater emphasis on ecological support rather than personal agency and autonomy). We conclude that Chinese preschools merit international attention, as their approach to leadership and management allow us to reconsider certain core principles ofWestern PLC frameworks. Future directions for PLC policy and practice are suggested.
Transformational Leadership is widely discussed area of leadership which has various aspects to influence job satisfaction of teachers under their control. The present study is speaking the principals' transformational leadership style impact on teachers' job satisfaction. Main objective of this study was to find out the impact of transformational Leadership on job satisfaction of teachers. Data was collected through questionnaire distribution from 50 teachers of 23 secondary schools of shahfaisal town, Karachi and results analyzed through SPSS version-25 with graphs. It was found that the hypothesis is rejected on basis of regression analysis and proved that there is significant impact of tranformational leadership on teachers' job satifaction in secondary schools of shahfaisal town, karachi. On the basis of ANOVA results, the overall model is significant.It is recommended Government should initiate policy and training programs for teachers' career productivity.
The knowledge of the enhancement of the journey to educational leadership in the Further Education (FE) sector in the United Kingdom (UK) has attracted the attention of academics. The majority of the experiments reviewed illustrate the formal educational mechanisms that leaders have experimentally learned via their experiences in FE. However, this study proposed that in order to lead admirably, senior academic leaders need additional assistance for their training and hands-on leadership experience. With an emphasis on Gronn’s theory of leadership model, the major objective is to critically evaluate educational leadership development at FE institutions in the UK. This supports the recognition of leadership in Gronn’s model in career terms and explores the significant impacts of the four phases of Gronn’s model in the development of academic leaders. Additionally, this study is interested in learning about leaders’ experiences and how they view leadership in FE in general. This study used a mixed-method approach to ensure that the two main research questions were consistently addressed. Twelve leaders at the FBT participated in face-to-face interviews for the data-gathering process, while 61 leaders in the UK completed a questionnaire. The results showed that developing into an effective leader requires a number of factors, or what Gronn’s concept of the leadership journey refers to as four sequential phases. Four areas of critical impact were identified during the professional pathway: family influence, educational influence, influential people, and significant experiences. The leader’s major experiences, character traits, and leadership aspirations were all shaped by fostering knowledge. The research on educational leadership supports the idea that a school leader’s capacity is greatly influenced by their leadership, which is the implication of this study.
Leadership is a concept applicable in all fields and beneficial to all. The benefits individuals receive from leaders heavily depend on the leadership styles that leaders use. Hackett stated that leadership is the most critical competency for any organization that aims to develop its people. School leadership is a salient part of students learning in all educational institutions, and as such, the type of leadership that is practiced in schools is crucial to the teaching, classroom procedures, and the school environment as these impact student performance. Bass states that transformational leadership is how leaders' behaviours impact their followers. Bass and Avolio stated that the transformational leadership style allows individuals to feel valued and gives them a sense of purpose, respect, and trust in their leaders. This chapter focuses on the impact of transformational leadership styles on educational stakeholders.
Dönüşümsel Liderlik, Okul Etkililiği, Öğretmen Liderliği, Kolektif Öğretmen Yeterliği
The endeavor to produce a book such as this Highlighting Education Simulacrum in Pandemic through Contemporary Research, is an extensive thought of personal task. Many colleagues from the education and nursing communities have inspired me to write something which could be my legacy as a researcher with experience in practice and education.
The recent situation of pandemic commences the love for research towards education as it viewed the system in the new context. Numerous challenges and significant circumstances arose as we go through with education in the new normal milieu. As a researcher, those would be potential research topics aiming to produce varied and substantial outcomes.
The book is arranged according to chapters which are as follows:
I. Teaching Interventions
II. School Governance
III. Teachers’ Welfare
IV. Learners’ Welfare
It is hoped that the use of this book would contribute to the improvement of research culture and in educational sector as well. This will also serve as findings dissemination of the researches conducted in this time of pandemic. Teachers should always be equipped with real-time evidence-based practices to capacitate themselves with a strong knowledge, competent skills, and an altruistic and humble attitude.
Distributed leadership (DL) is defined as the degree of contact and involvement of various people in making choices or carrying out responsibilities, and is an increasingly used concept among researchers, policymakers, and educationalists worldwide. However, few studies have investigated the cross-cultural comparability of the distributed leadership scale for school principals, and few have ranked countries according to their levels of distributed leadership. This study employs an innovative alignment optimisation approach to compare the latent means of distributed leadership, as perceived by school principals, across 40 countries, using data from the OECD Teaching and Learning International Survey (TALIS, 2018). We found that South Korea, Colombia, Shanghai (China), and Lithuania had the highest levels of distributed leadership in school decisions, from the perspective of school principals. In contrast, the Netherlands, Belgium, Argentina, and Japan had the lowest levels. Our findings may serve as guidance for education stakeholders over which nations they could learn from in order to enhance school principal distributed leadership.
This study aims to discuss sustainable re-education of physical education teachers by deriving the types of self-development through novice physical education teachers’ experiences of teacher learning community activities. A qualitative research method was used with six physical education teachers from six middle schools located in the Seoul metropolitan area (Seoul, Gyeonggi, and Incheon) in Korea, from which the following types of self-development were obtained: The first category of self-development is “to copy.” They accept everything as new and follow along. The second category is “to critique.” They compare, analyze and criticize each other’s classes with their community members. The third category is “to share.” They proactively share their ideas to transform “what is mine” into “what is ours.” The fourth category is “to create.” They build a new community that is suitable for them and create a process of giving and receiving help. In conclusion, we emphasized that teacher community learning activities of novice physical education teachers in Korea can provide an environment for the re-education of teachers that supports not only continuous self-development but also continuous professional development. As a follow-up study, we suggest a longitudinal study that will enable the understanding of physical education teachers’ continuous teacher learning community activities based on their stage of career growth as teachers. It will include a study on the continuity of re-education of physical education teachers according to the size of a teacher learning community or the relationships between members.
Satisfactory learners′ performance in primary schools is faced by many challenges. One of these challenges is the School Management Teams′ (SMTs) competencies in the management, leadership, administration, monitoring and assessment of curriculum implementation. In an attempt to contribute towards improving the learners′ performance, this research study focused on exploring the SMTs′ competencies in the management, leadership, administration, monitoring and assessment in the management of curriculum implementation. The main focus group of the study was the heads of department (HODs) due to the fact that they are deemed as curriculum managers and are therefore well positioned to ensure successful curriculum implementation which yields good learners′ performance in schools.
A qualitative case study design was adopted to explore the SMTs curriculum management competencies. This design was used because of its ability to document multiple perspectives, exploring contested viewpoints, its usefulness for exploring and understanding the process and dynamic of change as well as its potential to engage participants in the research process (Simon, 2009:23). The case study allowed the researcher to use interviews and document study in the case schools as sites of the research study and hence this facilitated triangulation. Interviews and document study were used as methods of collecting data from the participants. The population of the study was composed of 88 SMT members from 22 primary schools in Phokwane Circuit, Limpopo. Four primary schools were purposively sampled and from each of the schools four members of SMT namely, the principal, deputy principal and two HODs formed the study sample. The total study sample was therefore sixteen. Data collected was then analysed by content analysis method of analysis.
The research findings revealed that the SMTs and HODs in particular lack competencies in the management, leadership, administration, monitoring and assessment of curriculum implementation. The study further revealed that there was lack of teamwork among members of SMTs, overcrowding of learners and insufficient of learner and teacher support materials (LTSM) in the primary schools. The study therefore recommended that the SMTs and HODs in particular be extensively trained in the management, leadership, administration, monitoring and assessment through unique, intensive and well tailored programmes by service providers. Furthermore, the study recommended that the HODs be thoroughly developed in educational legislative frameworks and policies in order to ensure appropriate application of the documents.
Key Words: School Management Team, competencies, curriculum implementation, management, administration, leadership, monitoring and
Every society thrives and progresses through the hard work of talented
and learned people. The developed countries all over the world have
achieved supremacy through research and education. Effective
supervision and administration play a fundamental role in the learning
process. The objective of this study was to identify the serious
administrative problems of head teachers in secondary schools in
(Tehsil Kallar Syedan-Rawalpindi) Pakistan. Non probability purposive
sampling from eighty two head teachers of government, public and
private secondary schools of (Tehsil Kallar Syedan-Rawalpindi)
Pakistan, through questionnaire used SPSS to analyze the
administrative problems. Both male and female head teachers were
participated in the study. The results of the study reveals that the heads
teacher‟s of educational institution are facing problems like, shortage of
teaching aid material, political pressure, shortage of funds and parent‟s
attitude. To promote the head teachers and overcome the administrative
problems, it is suggested and recommended that the essential
educational facilities should be provided to the head teachers.
Aims: This paper explores contrasts in education and psychological practice with implications for social justice: punitive, within-person deficit models vs. attachment-led, restorative approaches. Advantages of the latter are considered as a means of pursuing equity and social justice in education. Method: The authors engaged in reflective practice dialogue and literature review, to compare theory and international experiences with current progressive contexts in Scottish education. Key conceptual reference points include attachment-related support needs, restorative approaches, and relevant inequalities. A specific example of equitable educational practice in Scotland is discussed as a vignette supported by quantitative data. Findings: A more hopeful and equitable model for young people can be offered through a shift in perspective to progressive, relationships-based approaches in education, therein a vehicle for improved social justice. The school described has achieved promising results for young people through transformational change toward these aims. Limitations: This is a philosophical article based largely on research literature and personal experiences. The authors did not carry out an empirical study, though data provided by the exemplar school are used as reference points. Conclusions: Progressive, restorative models of education can mitigate risks associated with adverse experiences and inequalities. The exemplar school is a practical illustration of social justice in education. Future directions for educational psychologists' involvement in social justice are discussed.
This chapter examines the impact of ontological racialising and socialising over time of Black, Asian and Minority Ethnic (BAME) school leaders as minorities. At a time when systemic racism globally has been thrust into sharp relief, it argues that the continued systematic racialisation and minoritisation of Black, Asian and other people of the Global Majority is a form of neo-colonialism. It examines how an invitation to address the under-representation of Black, Asian and Minority Ethnic (BAME) school leaders in London schools became a provocation to reclaim and reframe critical discourses about the role of leadership by people of the Global Majority. Aspiring leaders accepted the invitation to collectively identify as Global Majority educators, rejecting a minoritising mindset in order to confront the challenging structural experiences of being racialised within the British education system. The leadership programme Investing in Diversity was grounded in critical theory and Black liberatory movements that centred leaders as situated, conscious, thinking and knowing, intentional actors within a systemically racist system. The aim was to challenge labelling that served to divide, minoritise and subordinate to an undefined white norm, relegating identities, epistemologies and lived experiences to the margins of professional identities. The chapter explores how identifying as belonging to the Global Majority assisted in building a collective consciousness that was transformative, empowering and disruptive.
ResearchGate has not been able to resolve any references for this publication.