Showing papers in "Educational Management Administration & Leadership in 2018"
TL;DR: The authors explored several types of school contexts (institutional, community, socio-cultural, political, economic, school improvement) and what they have learned about how they shape school leadership practice and found that the need to contextualize leadership highlights deficiencies in modal research.
Abstract: Research on educational leadership and management has resulted in the accumulation of increasingly persuasive findings concerning the impact school leadership can have on school performance. Indeed, there is a growing consensus that there exists a generic set of leadership practices (e.g. goal setting, developing people) which must be adapted to meet the needs and constraints that describe different school contexts. However, to date, researchers have yet to develop a theory or report comprehensive findings on this challenge. This paper explores several types of school contexts (institutional, community, socio-cultural, political, economic, school improvement) and what we have learned about how they shape school leadership practice. The analysis leads to several conclusions and recommendations. First, it affirms, elaborates and extends the assertion made by scholars of the importance of examining leadership in context. Second, the need to contextualize leadership highlights deficiencies in modal research m...
311 citations
TL;DR: In this article, the authors reveal the extent to which different leadership models in education are studied, including the change in the trends of research on each model over time, the most pro...
Abstract: The purpose of this study is to reveal the extent to which different leadership models in education are studied, including the change in the trends of research on each model over time, the most pro...
216 citations
TL;DR: Although the knowledge base on instructional leadership is quite well developed in Western societies empirical studies have only recently begun to emerge in the developing societies of Asia, Africa, and India as discussed by the authors.
Abstract: Although the knowledge base on instructional leadership is quite well developed in Western societies empirical studies have only recently begun to emerge in the developing societies of Asia, Africa...
97 citations
TL;DR: In this article, the authors introduce new perspectives, principles and recommendations for the successful development of teacher leadership, drawing from literature on teacher leadership and work redesign, and on-line learning.
Abstract: This article introduces new perspectives, principles and recommendations for the successful development of teacher leadership. It draws from literature on teacher leadership, work redesign, and on-...
67 citations
TL;DR: In this paper, the authors report the results of a system for diversifying the knowledge base in educational leadership and management (EDLM), which is based on the work of the authors of this paper.
Abstract: Scholars throughout the world are working to diversify the knowledge base in educational leadership and management (EDLM). In concert with this effort, this article reports the results of a systema...
67 citations
TL;DR: This article explored the relations between transformational school leadership, teacher self-efficacy and perceived collective teacher efficacy, using a sample of 120 permanent secondary-school teachers in Serbia, whose average age was 42.5.
Abstract: Although scholars have acknowledged the role of collaborative relationships of teachers in improving the quality of instruction, teacher collective efficacy continues to be a neglected construct in educational research. The purpose of this paper is to explore the relations between transformational school leadership, teacher self-efficacy and perceived collective teacher efficacy, using a sample of 120 permanent secondary-school teachers in Serbia, whose average age was 42.5. The results of the hierarchical regression analysis showed that transformational school leadership and teacher self-efficacy were independent predictors of teacher collective efficacy. The research findings also showed that individually-focused transformational leadership contributed significantly to an explanation of collective efficiency after controlling specific predictor effects of group-focused dimensions of transformational leadership. It is argued that the results have a double meaning. First, this study expanded the understan...
64 citations
TL;DR: The purpose of this systematic review was to further our understanding of educational leadership and management (EDLM) knowledge production in Latin America as discussed by the authors, and we conducted a "topographical review" o...
Abstract: The purpose of this systematic review was to further our understanding of educational leadership and management (EDLM) knowledge production in Latin America. We conducted a “topographical review” o...
52 citations
TL;DR: In this paper, the theoretical framework of Spillane in orde... is used to describe distributed leadership as a dynamic process and reciprocal interaction of the leader, the subordinates and the situation.
Abstract: Distributed leadership is a dynamic process and reciprocal interaction of the leader, the subordinates and the situation. This research was inspired by the theoretical framework of Spillane in orde...
51 citations
TL;DR: In this article, there is an increasing emphasis on teacher leadership of professional development, and there are opportunities for teachers to initiate and facilitate professional learning activities, such as professional development activities.
Abstract: Internationally, there is increasing emphasis on teacher leadership of professional development. This provides opportunities for teachers to initiate and facilitate professional learning activities...
48 citations
TL;DR: In this article, a narrative synthesis of empirical evidence from professional learning communities outside mainstream Western contexts has been provided, with a focus on PLCs outside the mainstream Western context, where the authors provide a qualitative and quantitative analysis.
Abstract: In the last decade, there has been growing interest in professional learning communities (PLCs) outside mainstream Western contexts. In this paper, we provide a narrative synthesis of empirical stu...
45 citations
TL;DR: Contemporary accountability frameworks position school leaders as being essential to improving school performance and driving innovation as mentioned in this paper. But, new accountability demands have forced the school leaders to face new accountability challenges.
Abstract: Contemporary accountability frameworks position school leaders as being essential to improving school performance and driving innovation. Simultaneously, new accountability demands have forced the ...
TL;DR: In this paper, the role of four US state-recognized high-quality principals in the implementation of change initiatives in their Midwestern schools was examined, focusing on how principals engage staff to create a positive learning environment and how their influence on organizational culture changes classroom practice.
Abstract: This multiple case study examined the role of four US state-recognized high-quality principals in the implementation of change initiatives in their Midwestern schools. Participants were selected based on nomination by the state department of education and district superintendents. The research question guiding the study was: how do principals promote positive school culture to support the implementation of change initiatives? Specifically, the study explored how principals engage staff to create a positive learning environment and how their influence on organizational culture changes classroom practice. Organizational culture and change theories served as the lenses for analysis. Three salient leadership practices of successful principals emerged during data analysis: great principals manage the implementation of multiple initiatives by (1) empowering teachers by cultivating trust, (2) knowing their staff well, and (3) engaging in explicit and purposeful communication.
TL;DR: This paper reviewed 359 research and policy documents related to school leadership in Latin America between 2000 and 2016 and gave a coherent, meaningful shape to what we know and what we don't know about school leadership.
Abstract: School site leadership has commanded the attention of researchers and policymakers in Anglo-American jurisdictions for at least two decades, but little is known about how many other parts of the globe have addressed this topic. This paper reviews published research and policy documents related to school leadership in Latin America between 2000–2016. Applying rapid mapping techniques used for scoping studies, we review 359 research and policy documents and give ‘coherent, meaningful shape’ to what we know and what we don’t know about school leadership in the region. Attention in research and policy to school leadership in Latin America was relatively slow to arrive: whilst it grew steadily in the first decade of this century it remains low compared to other regions of the world. We provide an overview of the school leadership policy environment in several countries, describing recruitment, selection, evaluation, and job responsibilities of principals; relevant leadership frameworks; and requirements for tr...
TL;DR: In this article, the accountability of networks of schools and appropriate arrangements to improve the effectiveness of partnerships are discussed, where the authors unpicking the question of who is accountable to whom and for what in a network of schools is discussed.
Abstract: Quality education is of major public and private interest and, understandably, considerable effort is paid to the quality of schools and improvement of the level of education in society. Many governments recognize the limitations of centralized policy in motivating school improvement and turn to ‘network governance’ to coordinate school systems. Relying on school-to-school collaboration to coordinate education systems has far-reaching consequences for existing accountability structures, most of which were developed to support hierarchical control of individual school quality. This paper reflects on the accountability of networks of schools and on appropriate arrangements to improve the effectiveness of partnerships; our contribution starts with unpicking the question of ‘who is accountable to whom and for what’ in a network of schools? We discuss some common problems in the accountability of networks and describe frameworks to evaluate network-level outcomes and functioning. Examples from the accountabili...
TL;DR: This article explored the mediating role of "absenteeism acceptance" between different leadership styles and school ethical climate on organizational citizenship behaviors (OCB) and voluntary absence among Israeli teachers.
Abstract: The goal of this study was to explore the mediating role of ‘absenteeism acceptance’ between different leadership styles and school ethical climate (SEC) on organizational citizenship behaviors (OCB) and voluntary absence among Israeli teachers. 304 teachers were randomly selected from 304 different mainstream and special-education schools. The model was analyzed using AMOS 18.0 software. We found that ‘absenteeism acceptance’ partially mediated the relationship between transactional leadership, SEC and OCB, and also found that SEC and transactional leadership positively predict OCB. The theoretical contribution of this study is rooted in its integrative approach. While most previous studies focused on a single leadership style, this study focused on the role of ‘absenteeism acceptance’ as a mediator between ethical aspects such as: SEC; leadership styles; and teachers’ behaviors like voluntary absence and OCB. The practical contribution may include developing school principals’ training programs, focusin...
TL;DR: This article investigated the rationales and activities of nine nonprofit intermediary organizations operating in Israeli public schools, under similar missions of promoting school entrepreneurship, and applied a multiple case study qualitative methodology with in-depth interviews and complementary content analysis to investigate how those intermediaries operate and thrive.
Abstract: This article investigates the rationales and activities of nine nonprofit intermediary organizations operating in Israeli public schools, under similar missions of promoting school entrepreneurship. I apply a multiple case study qualitative methodology with in-depth interviews and complementary content analysis to investigate how those intermediaries operate and thrive. I depict how the concept of school entrepreneurship is formed and facilitated and reveal how state policy and intermediaries’ activities interact and shape schools’ realm, as shown in three specific paradoxes emerging from my analysis.
TL;DR: In this paper, the authors give complexity the central place it warrants in school leadership, management and organisational practice and research, and analyse the relevant literature, and present a survey of complexity in education.
Abstract: The rationale for this article is to give complexity the central place it warrants in school leadership, management and organisational practice and research We analyse the relevant literature, par
TL;DR: In the Australian early childhood sector, the role of educational leader emerged as part of a very large process of policy reform that began in 2009 as discussed by the authors, and the position of education leader was established...
Abstract: In the Australian early childhood sector the role of educational leader emerged as part of a very large process of policy reform that began in 2009. The position of educational leader was establish...
TL;DR: This article reviewed the literature and explored the institutional and systemic factors that help and/or hinder change and innovation across school systems, with a focus on evidence from England, and found that systemwide change is possible, but requires strong and sustained political support and capacity building within a values-based framework that allows for local agency and adaptation.
Abstract: This article reviews the literature and explores the institutional and systemic factors that help and/or hinder change and innovation across school systems, with a focus on evidence from England. A number of authors have argued that schools and school systems need to become more innovative and adaptive if they are to meet the needs of 21st-century societies and economies. Quasi-market models premised on school autonomy, parental choice and vertical accountability have been seen as the best way to secure innovation, but the evidence of success remains thin. The article analyses four examples of change and finds that system-wide change is possible, but requires strong and sustained political support and capacity building within a values-based framework that allows for local agency and adaptation. It concludes by drawing out three implications: the need to prioritise ‘professional’ as well as ‘structural’ autonomy; the potential for vertical accountability frameworks to condition the ways in which parents pe...
TL;DR: In discussions about transformational leadership theory, three conceptions frequently emerge: (a) principals’ transformational behavior is more prevalent in national contexts that are... as mentioned in this paper, and (b) principals' transformational behaviour is more common in countries that are more stable.
Abstract: In discussions about transformational leadership theory, three conceptions frequently emerge: (a) principals’ transformational leadership behaviours are more prevalent in national contexts that are...
TL;DR: In a context characterised by triple sources of accountability demands, principals in Chile are required to mobilise change to raise performance indicators as mentioned in this paper, which is a complex endeavou....
Abstract: In a context characterised by triple sources of accountability demands, principals in Chile are required to mobilise change to raise performance indicators. School improvement is a complex endeavou...
TL;DR: In this article, the authors examine how school principals perceive cultural diversity and management, and conduct qualitative research for one semester in four secondary schools to examine how they perceive diversity and diversity.
Abstract: The aim of this article is to examine how school principals perceive cultural diversity and management. To this end, qualitative research was carried out for one semester in four secondary schools ...
TL;DR: In this article, the knowledge of how school leaders influence teach-ers' emotions, attitudes, and behaviours is discussed. But, the authors do not consider the influence of teachers' emotions and attitudes on teachers' behaviours.
Abstract: Educational leadership plays a significant role in school success, through its effects on teachers’ emotions, attitudes, and behaviours. However, the knowledge of how school leaders influence teach...
TL;DR: In this paper, the recognition that breaking existing patterns of collegial interaction (or lack thereof) might necessitate some level of leaguewide leaguescrimination is discussed.
Abstract: Emerging from concerns about “contrived collegiality” in schools is also the recognition that breaking existing patterns of collegial interaction (or lack thereof) might necessitate some level of l...
TL;DR: In this paper, the authors report the results of a cross-country educational research project that uses quantitative methods to identify school leadership practices and contextual characteristics that contribute to explain student achievement in Chile.
Abstract: The article reports the results of a cross-country educational research project that uses quantitative methods to identify school leadership practices and contextual characteristics that contribute to explain student achievement in Chile, considering international comparisons. The results question previous evidence about a common repertoire of effective leadership practices and suggest that local context will affect the type of leadership that is required for a specific educational system to improve, and therefore the definition of principals’ effective practices. For Chile, the article points out that the principals’ leadership practices that contribute the most to improve teacher performance are those related to ensuring that teachers’ work and professional development are in accordance with the teaching goals of the school, as well as monitoring student work and classroom activities. Nevertheless, Chilean principals are more likely to get involved in the former practices (related to the school teaching...
TL;DR: In this paper, the authors identified school leadership as a key function to assuring quality in education and pointed out that principal's leadership can have a direct effect on students' learning by improving teaching, or an indirect effect on learning.
Abstract: School leadership has been identified as a key function to assuring quality in education. Principals’ leadership can have a direct effect on students’ learning by improving teaching, or an indirect...
TL;DR: In this article, the authors aim to complement the recent efforts of researchers in identifying the context-based leaders, and propose a framework to support the identification of context-aware leaders. But, the study of context based leadership practices has gained currency during the last decade.
Abstract: The study of context-based leadership practices has gained currency during the last decade. This study aims to complement the recent efforts of researchers in identifying the context-based leadersh...
TL;DR: Transformational leaders are often charismatic who are able to have an exceptional influence on their followers, compelling them to share the leader's vision and to take actions beyond their specified responsibilities.
Abstract: Transformational leadership is a process of transforming the organizational behavior, the culture and the individuals; simultaneously transforming the leader himself. Transformational leaders constantly articulate new visions to motivate the organization, they exhibit high passion and confidence in their beliefs, they give importance to ethics and values while setting accountable standards in the organization. Transformational leaders are often charismatic who are able to have an exceptional influence on their followers, compelling them to share the leader’s vision and to take actions beyond their specified responsibilities. Transformational leader’s exhibit good organizational abilities, they are able to align the individual aspirations and motivations to that of organization’s vision.