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Journal articles on the topic 'Educational Administration and Leadership'

Author: Grafiati

Published: 5 June 2025

Last updated: 16 July 2025

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1

Evers, Colin W., and Gabriele Lakomski. "Methodological individualism, educational administration, and leadership." Journal of Educational Administration and History 45, no. 2 (2013): 159–73. http://dx.doi.org/10.1080/00220620.2013.768969.

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Shams, Shakila, M. Abdus Sobhan, Farruk Ahmed, and Ali Shihab Sabbir. "Educational Management Administration Leadership and its Application Processment Method." International Journal of Science and Research (IJSR) 11, no. 7 (2022): 1085–88. http://dx.doi.org/10.21275/sr22706081951.

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3

Dimmock, Clive, and Cheng Yong Tan. "Educational leadership in Singapore." Journal of Educational Administration 51, no. 3 (2013): 320–40. http://dx.doi.org/10.1108/09578231311311492.

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Ari Gunawan, Hapzi Ali, and Kemas Imron Rosadi. "Factors Affecting Systems Thinking Management: Educational Administration, Educational Organization and Educational Leadership." International Journal of Advanced Multidisciplinary 2, no. 2 (2023): 440–46. http://dx.doi.org/10.38035/ijam.v2i2.321.

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The Influence of Educational Administration, Educational Organization and Educational Leadership on Systems Thinking Management is a scientific article of literature study within the scope of the field of science. The purpose of this article is to build a hypothesis of influence between variables that will be used in future research. Research objects in online libraries, Google Scholar, Mendeley and other academic online media. Research methods with risearch libraries are sourced from e-books and open access e-journals. Qualitative descriptive analysis. The results of this article: 1) Educatio

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Kashaka, Nyiramukama Diana. "The Importance of Mentorship in Educational Administration." Research Output Journal of Education 5, no. 2 (2025): 1–5. https://doi.org/10.59298/roje/2025/521500.

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Mentorship in educational administration is a critical strategy for professional growth, leadership development, and institutional success. In a complex and evolving educational landscape, mentorship provides essential support, guidance, and practical knowledge that bridge the gap between theory and practice. This paper examines the roles, benefits, and challenges of mentorship in fostering effective educational leaders. Key themes include the nurturing of professional skills, the reduction of isolation among new administrators, and the role of mentors in creating a collaborative, trust-based

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6

Millet, Michelle S. "Sources: Encyclopedia of Educational Leadership and Administration." Reference & User Services Quarterly 46, no. 2 (2006): 86. http://dx.doi.org/10.5860/rusq.46n2.86.2.

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Bates, Richard, and Scott Eacott. "Teaching educational leadership and administration in Australia." Journal of Educational Administration and History 40, no. 2 (2008): 149–60. http://dx.doi.org/10.1080/00220620802210913.

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Slater, Robert O. "The Sociology of Leadership and Educational Administration." Educational Administration Quarterly 31, no. 3 (1995): 449–72. http://dx.doi.org/10.1177/0013161x95031003007.

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Jain, Vipin, Sh Sachin Gupta, K. Tara Shankar, and K. R. Bagaria. "A Study on Leadership Management, Principles, Theories, and Educational Management." World Journal of English Language 12, no. 3 (2022): 203. http://dx.doi.org/10.5430/wjel.v12n3p203.

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According to this research, no country can advance above the level of education of its leaders. The goal of this philosophical debate is to look at leadership in a broader context and see how it may drastically enhance school administration. The academic evaluation examines existing theoretical advancements in the area of school administration educational administration. It begins with a brief overview of what leadership is or how research, philosophy, and practice might be used to describe it. After that, there is an examination of leadership theories, ideas, and styles. Every article comes t

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Hamdanah, Hamdanah, and Mar’atus Sholihah. "Implementation of the Islamic Leadership Model in Educational Administration at Madrasah Ibtidaiyah." Southeast Asian Journal of Islamic Education 5, no. 2 (2023): 207–20. http://dx.doi.org/10.21093/sajie.v5i2.6118.

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Madrasah Ibtidaiyah, as an educational institution at the basic level, needs to manage its educational administration to create education that follows the direction of educational goals. Educational administration is necessary to achieve the quality of education; this case must be connected to the role of the madrasah ibtidaiyah principal as a leader in managing the educational administration. Islamic leadership model must be applied so that the implementation of educational administration in madrasah can run as it is supposed to. This study aimed to describe the implementation of the Islamic

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11

Tian, Meng, and Stephan Gerhard Huber. "Mapping educational leadership, administration and management research 2007–2016." Journal of Educational Administration 58, no. 2 (2019): 129–50. http://dx.doi.org/10.1108/jea-12-2018-0234.

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Purpose The purpose of this paper is to examine the development of educational leadership, administration and management (EdLAM) research by identifying thematic strands that hallmark key publications and synthesise major research findings and limitations. Design/methodology/approach This study combines bibliometric and content analysis methods to review 2,347 publications from 15 core EdLAM journals published from 2007 to 2016. Findings The bibliometric analysis identified five EdLAM thematic strands: school leadership for enhancing students’ academic achievement and teachers’ effectiveness;

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Okwir, Nabirye Amina. "Addressing Racial Inequities in School Administration." Research Output Journal of Arts and Management 4, no. 1 (2025): 1–6. https://doi.org/10.59298/rojam/2025/4116.

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Racial inequities in school administration remain a pervasive issue despite increasing diversity in student populations. This paper examines the systemic barriers that prevent racial minorities from attaining leadership roles in education, emphasizing the historical and social contexts that shape current disparities. Through a critical analysis of administrative structures, hiring practices, and leadership representation, this study highlights how school systems perpetuate inequity. Drawing from literature on racial justice, educational policy, and leadership development, the paper identifies

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Novita Sari Nasution, Nurhaliza Ertays Siregar, and Putri Puspitasari. "Kepemimpinan dalam Administrasi Pendidikan." Inspirasi Dunia: Jurnal Riset Pendidikan dan Bahasa 3, no. 3 (2024): 128–34. http://dx.doi.org/10.58192/insdun.v3i3.2256.

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Leadership in educational administration is a crucial aspect in achieving effective and efficient educational goals. This article aims to deeply examine various aspects of leadership in educational administration, including understanding, necessary skills, applied leadership styles, and specific functions that leaders must perform. The research method used is literature review, encompassing analysis of various literature and previous studies related to educational leadership. The research findings indicate that effective leadership in educational administration requires a combination of techni

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Valley, Cr Castro. "Ethical Leadership in Educational Administration: International Perspectives and Lessons Learned." Jurnal Ar Ro'is Mandalika (Armada) 3, no. 2 (2024): 92–100. http://dx.doi.org/10.59613/armada.v3i2.2839.

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   Ethical leadership in educational administration is a crucial component in fostering integrity, accountability, and trust within educational institutions. This article explores international perspectives and lessons learned regarding ethical leadership in educational administration through qualitative analysis, literature review, and library research. By examining various case studies, scholarly articles, and theoretical frameworks, this study elucidates the significance of ethical leadership in promoting organizational effectiveness and student success. The analysis delve

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Nuchanart, Posuwanwattananun, Yapadit Sumitra, Sanitlou Nipitpholt, and Nampradit Anusorn. "Guidelines to Improve Effectiveness of Educational Institution Administration by Using Transformational Leadership of Administrators, Thailand." Education Quarterly Reviews 6, no. 2 (2023): 58–66. https://doi.org/10.31014/aior.1993.06.02.737.

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Today’s global society is full of advancement from the development of high-level technology. The study results shall be used as a guideline for developing educational institution administration to become stable and sustainable learning organizations in the future. This research aimed 1) to study levels of transformational leadership among administrators of private schools, 2) to study levels of effectiveness of educational institution administration among administrators of private schools 3) to study transformational leadership that affects effectiveness of educational institution admini

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WU, HUI-TZU. "Educational Leadership and Supervision’s Administration for Successful Schools." International Journal for Innovation Education and Research 5, no. 10 (2017): 140–52. http://dx.doi.org/10.31686/ijier.vol5.iss10.843.

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The purpose of this paper is to conduct an empirical observation of SuperVision, a new name for a new strategy of educational leadership, as well as to utilize the theory of developmental supervision. Glickman, Gordon, and Gordon (2001) state that the definition of SuperVision is identical to leadership for the improvement of instruction. Education leaders view that supervision is essential for successful schools. They also believe that it is crucial to improving supervisory behaviors of school leaders. Therefore, the researcher uses clinical supervision as its method to examine its practices

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17

Cunningham, Luvern L. "Educational Leadership and Administration: Retrospective and Prospective Views." Teachers College Record: The Voice of Scholarship in Education 91, no. 6 (1990): 1–18. http://dx.doi.org/10.1177/016146819009100601.

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18

Eacott, Scott. "A social epistemology for educational administration and leadership." Journal of Educational Administration and History 49, no. 3 (2017): 196–214. http://dx.doi.org/10.1080/00220620.2017.1315380.

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19

English, Fenwick W., and Betty E. Steffy. "Using Film to Teach Leadership in Educational Administration." Educational Administration Quarterly 33, no. 1 (1997): 107–15. http://dx.doi.org/10.1177/0013161x97033001006.

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20

Chisholm, Linda. "Gender and Leadership in South African Educational Administration." Gender and Education 13, no. 4 (2001): 387–99. http://dx.doi.org/10.1080/09540250120081742.

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21

Wang, Yinying. "Pulling at Your Heartstrings: Examining Four Leadership Approaches From the Neuroscience Perspective." Educational Administration Quarterly 55, no. 2 (2018): 328–59. http://dx.doi.org/10.1177/0013161x18799471.

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Purpose: This review study aims to bridge neuroscience and educational leadership by exploring the neural mechanisms of the constructs relevant to educational leadership. Research Methods: The reviewed literature includes 69 neuroscience studies and 4 books on neuroscience. The brain activities and neurotransmitters associated with the constructs pertinent to educational leadership were coded to bridge the knowledge base of neuroscience and educational leadership. Findings: The neural mechanisms of the constructs related to educational leadership (e.g., vision, charisma, trust, and organizatio

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22

Murphy, Joseph. "The Effects of the Educational Reform Movement on Departments of Educational Leadership." Educational Evaluation and Policy Analysis 13, no. 1 (1991): 49–65. http://dx.doi.org/10.3102/01623737013001049.

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This article reviews the types of revisions that preparation programs in educational leadership have begun to make in response to three related sets of pressures brought on by the reform movement of the 1980s: pressures bearing on school administrators from the larger reform agenda—that is, improving education across the board, general critiques of and calls for improvement in educational leadership, and specific analyses and demands for change in administrator preparation programs. The results are based on questionnaires completed by 74 chairpersons in departments of educational leadership. T

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23

Miller, Peter, Nathan Wills, and Martin Scanlan. "Educational Leadership on the Social Frontier." Educational Administration Quarterly 49, no. 4 (2013): 543–75. http://dx.doi.org/10.1177/0013161x12471531.

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24

Dinham, Stephen. "Principal leadership for outstanding educational outcomes." Journal of Educational Administration 43, no. 4 (2005): 338–56. http://dx.doi.org/10.1108/09578230510605405.

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25

Fulmer, Connie L. "Redefining Teaching and Learning in Educational Administration." Journal of School Leadership 4, no. 4 (1994): 451–60. http://dx.doi.org/10.1177/105268469400400407.

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Recent attention to alternatives for traditional educational leadership program delivery models is part of an evolutionary process that serves to redefine teaching and learning. The conventional linear relationship between content, teaching, and learning is being transformed by these alternative models. The assumptions and components of an experiential learning model are presented to bring focus to this process and to offer one way to redefine teaching and learning in educational leadership preparation programs. This redefinition describes teaching and learning as a transactional process of cr

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26

Nchaga, Asuma Mariita. "The Role of Gender in Educational Management." RESEARCH INVENTION JOURNAL OF CURRENT RESEARCH IN HUMANITIES AND SOCIAL SCIENCES 4, no. 1 (2025): 61–65. https://doi.org/10.59298/rijcrhss/2025/416165.

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Educational management is a vital aspect of the schooling system, responsible for ensuring the delivery of quality education through effective administration. However, gender disparities persist in leadership roles within educational institutions, limiting the representation and influence of women in decision-making positions. This paper investigates the historical evolution of gender in educational management, current disparities in leadership, challenges faced by women in these roles, and strategies for promoting gender equity. Despite progress in gender inclusivity, women remain underrepres

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27

Carvalho, Juliana, Filipe Sobral, and Juliana Mansur. "Exploring shared leadership in public organizations: evidence from the educational arena." Revista de Administração Pública 54, no. 3 (2020): 524–44. http://dx.doi.org/10.1590/0034-761220190319x.

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Abstract Collective leadership, reflecting the representative and participatory character of bureaucracies, is known to have a good fit for public organizations. Despite the importance of the topic, very few studies have examined what triggers the emergence of shared or participative leadership in public organizations and how these plural forms of leadership translate into team outcomes. To fill this gap, this study explores whether the existence of an organizational climate characterized by participative safety (a climate characterized by shared purpose, social support, and voice) can facilit

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28

Craig, Ian. "Whatever happened to educational management? The case for reinstatement." Management in Education 35, no. 1 (2020): 52–57. http://dx.doi.org/10.1177/0892020620962813.

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‘Leadership’ has now become one of the most over-used terms in school organisation, so much so that it is now difficult to find mentions of ‘management’ and ‘administration’ in school organisation literature. Papers published in Educational Management, Administration and Leadership and Management in Education over the last few years confirm this view. This article argues that although there is a significant overlap between them, leadership, management and administration are different from each other and this should be recognised when talking and writing about school organisation and developmen

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29

Hallinger, Philip. "Reviewing Reviews of Research in Educational Leadership." Educational Administration Quarterly 50, no. 4 (2013): 539–76. http://dx.doi.org/10.1177/0013161x13506594.

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Slater, Robert O. "Symbolic Educational Leadership and Democracy in America." Educational Administration Quarterly 30, no. 1 (1994): 97–101. http://dx.doi.org/10.1177/0013161x94030001007.

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Sherman, Whitney H., Danna M. Beaty, Karen S. Crum, and April Peters. "Unwritten: young women faculty in educational leadership." Journal of Educational Administration 48, no. 6 (2010): 741–54. http://dx.doi.org/10.1108/09578231011079593.

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32

Jackson, Barbara L., and Carolyn Kelley. "Exceptional and Innovative Programs in Educational Leadership." Educational Administration Quarterly 38, no. 2 (2002): 192. http://dx.doi.org/10.1177/0013161x02038002006.

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Jackson, Barbara L., and Carolyn Kelley. "Exceptional and Innovative Programs in Educational Leadership." Educational Administration Quarterly 38, no. 2 (2002): 192–212. http://dx.doi.org/10.1177/0013161x02382005.

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34

Mayo, C. Russell, Perry A. Zirkel, and Brian A. Finger. "Which Journals Are Educational Leadership Professors Choosing?" Educational Administration Quarterly 42, no. 5 (2006): 806–11. http://dx.doi.org/10.1177/0013161x05282603.

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A. Duignan, Patrick. "Authenticity in educational leadership: history, ideal, reality." Journal of Educational Administration 52, no. 2 (2014): 152–72. http://dx.doi.org/10.1108/jea-01-2014-0012.

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Purpose – The purpose of this paper is to undertake a personal, historical, analytical and interpretive investigation of the evolution of the concept of authentic leadership in educational administration/leadership over a number of decades. Design/methodology/approach – The paper includes the author's reflections on his own journey on the topic as well as an analysis of the contributions of great researchers, theorists and writers since early in the twentieth century but, especially, since the early 1960s. Findings – While there is no coherent body of literature on the development of the conce

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36

Wang, Yinying. "Artificial intelligence in educational leadership: a symbiotic role of human-artificial intelligence decision-making." Journal of Educational Administration 59, no. 3 (2021): 256–70. http://dx.doi.org/10.1108/jea-10-2020-0216.

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PurposeArtificial intelligence (AI) refers to a type of algorithms or computerized systems that resemble human mental processes of decision-making. This position paper looks beyond the sensational hyperbole of AI in teaching and learning. Instead, this paper aims to explore the role of AI in educational leadership.Design/methodology/approachTo explore the role of AI in educational leadership, I synthesized the literature that intersects AI, decision-making, and educational leadership from multiple disciplines such as computer science, educational leadership, administrative science, judgment an

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37

Arar, Khalid, Ibrahim Haj, Ruth Abramovitz, and Izhar Oplatka. "Ethical leadership in education and its relation to ethical decision-making." Journal of Educational Administration 54, no. 6 (2016): 647–60. http://dx.doi.org/10.1108/jea-11-2015-0101.

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Purpose The purpose of this paper is to investigate ethical leadership in the context of the Arab educational system in Israel. It questions the relations of ethical leadership dimensions with decision making as well as background characteristics of the educational leaders. Design/methodology/approach Arab educational leaders (n=150) from diverse Arab schools responded to valid research tool of 40 items constructed of six subscales: three ethical leadership dimensions (critique, justice and care) and three leadership work aspects (ethical sensitivity, climate and decision making). Averages wer

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Tashanov, Abdukholiq. "Opinions of Central Asian Thinkers on Educational Leadership." International Journal of Early Childhood Special Education 14, no. 1 (2022): 555–60. http://dx.doi.org/10.9756/int-jecse/v14i1.221068.

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The article explains many of the qualities, requirements, laws and regulations that are unique to rulers and officials in Central Asian states. The gradual development of the requirements for leaders for the system of public administration in the first states formed in Central Asia is analyzed on the basis of the works of medieval Muslim scholars. One of the most famous thinkers of the Eastern Renaissance, Farobi studied the management of a noble society, the 12 qualities and attributes that a leader should possess, the conditions of suitability and unworthiness for the position of executive l

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Guthrie, James, Rodney J. Reed, and Lloyd G. Cooper. "Educational Administration and Policy: Effective Leadership for American Education." NASPA Journal 24, no. 3 (1987): 62–63. http://dx.doi.org/10.1080/00220973.1987.11072010.

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40

Dean, Diane R. "Second International Handbook of Educational Leadership and Administration (review)." Review of Higher Education 27, no. 4 (2004): 578–79. http://dx.doi.org/10.1353/rhe.2004.0009.

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41

Eacott, Scott, and Colin Evers. "New Frontiers in Educational Leadership, Management and Administration Theory." Educational Philosophy and Theory 47, no. 4 (2014): 307–11. http://dx.doi.org/10.1080/00131857.2014.977530.

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Cozoğlu, Tuğba, and Engin Aslanargun. "Emerging topics and research in educational administration and leadership." Journal of Teacher Development and Education 2, no. 1 (2024): 19–33. https://doi.org/10.5281/zenodo.12509324.

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43

Young, Michelle D., Kathleen M. Winn, and Marcy A. Reedy. "The Every Student Succeeds Act: Strengthening the Focus on Educational Leadership." Educational Administration Quarterly 53, no. 5 (2017): 705–26. http://dx.doi.org/10.1177/0013161x17735871.

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Purpose: This article offers (a) an overview of the attention federal policy has invested in educational leadership with a primary focus on the Every Student Succeeds Act (ESSA), (b) a summary of the critical role school leaders play in achieving the goals set forth within federal educational policy, and (c) examples of how states are using the opportunity afforded by the focus on leadership in ESSA. Findings: Through the examination of federal policy and existing research in this arena, we review the level of attention paid to educational leadership within Elementary and Secondary Education A

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Wang, Yinying. "The Panorama of the Last Decade’s Theoretical Groundings of Educational Leadership Research: A Concept Co-Occurrence Network Analysis." Educational Administration Quarterly 54, no. 3 (2018): 327–65. http://dx.doi.org/10.1177/0013161x18761342.

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Purpose: Given the essential role of theories in research, this study aims to identify the theories and concepts undergirding educational leadership research, illuminate the interconnections among them, and examine the evolution of the theoretical groundings of the field from 2005 to 2014. Methods: This study constructed a concept co-occurrence network, in which the nodes represent all the framing concepts that theoretically framed the 1,328 articles published in four leading educational leadership research journals ( Educational Administration Quarterly, Journal of Educational Administration,

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45

Ashu, Frederick, Richard Etongwe, and Christopher Fuaty. "CAMEROON PROFESSIONAL STANDARDS FOR EDUCATIONAL LEADERS Supporting leadership, management and administration development." International Journal of Leadership and Governance 1, no. 2 (2021): 32–65. http://dx.doi.org/10.47604/ijlg.1428.

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Purpose: Effective leadership is about executing the organisation's vision (or redefining and improving it, in some cases), setting direction and the culture for that particular organization, developing people, engaging communities, and creating conditions for successful teaching and learning. But what does that leadership management and administration look like? The recently updated Cameroon Professional Standards for Educational Leaders (CPSEL) identify what an educational leader must develop the ability to Influence Others, Transparent to an Extent., Encourage Risk-Taking and Innovation, Va

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Striepe, Michelle, and Christine Cunningham. "Understanding educational leadership during times of crises: a scoping review." Journal of Educational Administration 60, no. 2 (2021): 133–47. http://dx.doi.org/10.1108/jea-03-2021-0057.

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PurposeThis paper presents a review of empirical research on educational leadership during times of crises in K–12 schools. This review aimed to map the recent literature and identify key characteristics of educational leadership during crises to understand how this type of leadership is different from current understandings.Design/methodology/approachA scoping review of empirical research from 2010 to 2020 on how school leaders have managed and responded to crises in K-12 was completed. The empirical research was analysed and synthesised by using the preview, question, read and summarise (PQR

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Murphy, Joseph, Karen Seashore Louis, and Mark Smylie. "Positive school leadership." Phi Delta Kappan 99, no. 1 (2017): 21–24. http://dx.doi.org/10.1177/0031721717728273.

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In November 2015, the National Policy Board for Educational Administration — a coalition of nine professional associations — adopted the Professional Standards for Educational Leaders (PSEL), a set of guidelines for the training, certification, hiring, evaluation, and supervision of school principals and superintendents. While it draws heavily from the earlier standards published by the Interstate School Leaders Licensure Consortium in 2008, PSEL is distinguished by a positive, asset-based approach to school management and leadership.

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Amina G., Kagaba. "Ethical Considerations in Educational Leadership." RESEARCH INVENTION JOURNAL OF RESEARCH IN EDUCATION 5, no. 2 (2025): 24–30. https://doi.org/10.59298/rijre/2025/522430.

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In the realm of education, leadership transcends administrative efficiency to encompass a profound ethical dimension that impacts students, teachers, and communities. This paper examines the critical role of ethical leadership within educational settings, outlining foundational theories such as utilitarianism, deontological ethics, and virtue ethics. It highlights the growing complexity of ethical decision-making as educational institutions become more culturally diverse and politically influenced. The study examines the significance of values in educational leadership, the recurring ethical d

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Phakamach, Phongsak, Darunee Panjarattanakorn, and Autsanee Seenonlee. "Innovative Leadership for Professional Education Administrators in the Digital Age." Journal of Education and Learning Reviews 2, no. 3 (2025): 153–70. https://doi.org/10.60027/jelr.2025.1765.

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Background and Aim: Innovative leadership for professional education administrators in the digital age is an activity of professional education administrators in leading groups or educational organizations that require knowledge and ability to define a vision and exchange that vision with others for willing compliance, the provision of ICT systems, innovation, new knowledge, and methods for accepting change, coordinating and balancing the conflicting interests of members and stakeholders, and doing so to inspire members to act in a way that creates commitment to achieving the goals of educatio

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Zulfakar, Zulfakar. "Scientific Inquiry in Educational Administration." International Journal of Multicultural and Multireligious Understanding 7, no. 6 (2020): 100. http://dx.doi.org/10.18415/ijmmu.v7i6.1740.

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I build my argument on two key points, first, the centrality of administration in our understanding of the social world, and second, the intellectual gaze of the embedded actor, to argue for a re-thinking of scientific inquiry in educational administration. As with Bourdieu, I seek to cast doubt on orthodoxy, or, to make the familiar strange. This is a necessary, and important, task when working in the social world that the researcher is involved. Importantly, such a move requires explicit attention to the epistemological break of the embodied agent, and the construction of the research object

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