Journal articles: 'Educational administration; Educational leadership; Education'

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

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

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Murphy, Joseph. "The Effects of the Educational Reform Movement on Departments of Educational Leadership." Educational Evaluation and Policy Analysis 13, no. 1 (March 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. The emerging picture is mixed. On the one hand, departments of educational administration have begun to respond to the pressures for change. In addition, for better or worse, discernible patterns in these revisions are generally consistent with the implicit demands for improvement that lace the critical reviews of the field and with the more explicit recommendations contained in the reform reports of the National Policy Board for Educational Administration and the National Commission on Excellence in Educational Administration. On the other hand, the response has been moderate (at best) in intensity and mixed in focus.

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

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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 (August 2008): 149–60. http://dx.doi.org/10.1080/00220620802210913.

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

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

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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 (January 1, 1987): 62–63. http://dx.doi.org/10.1080/00220973.1987.11072010.

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

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Tian, Meng, and Stephan Gerhard Huber. "Mapping educational leadership, administration and management research 2007–2016." Journal of Educational Administration 58, no. 2 (November 19, 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; leadership for educational change, accountability and promoting democratic values; leadership for social justice, equal education and narrowing achievement gaps; principal’s instructional leadership for school improvement; and distributed leadership and its impact on organisational climate and teachers’ attitudes and stress. The content analysis revealed that the EdLAM research from 2007 to 2016 further developed the following research areas: the dynamics between leaders and teachers in leadership work, the potential risks of distributed leadership and the EdLAM challenges brought by the New Public Management and neoliberalism. Originality/value This study depicts state-of-the-art EdLAM research. It confirms the combination of bibliometric and content analyses as a useful approach for large-scale review studies. Finally, this review suggests future research directions.

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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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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 (September 28, 2010): 741–54. http://dx.doi.org/10.1108/09578231011079593.

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Jackson, Barbara L., and Carolyn Kelley. "Exceptional and Innovative Programs in Educational Leadership." Educational Administration Quarterly 38, no. 2 (April 1, 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 (April 2002): 192–212. http://dx.doi.org/10.1177/0013161x02382005.

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Mayo, C. Russell, Perry A. Zirkel, and Brian A. Finger. "Which Journals Are Educational Leadership Professors Choosing?" Educational Administration Quarterly 42, no. 5 (December 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 (April 29, 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 concept of authentic leadership, there is a general discernible trend starting with a focus on self (know thyself, to thine own self be true); to considering and defining self in relationships; to accepting that there is a moral force behind notions of self-fulfillment; to recognising that authentic leaders operate in a real post-modern (perhaps post-post modern) world of pressures, paradoxes and ethical challenges. This is often a world of standards, assessment and accountability for performance outcomes. Originality/value – The paper draws on the author's own research journey and legacy on the topic as well as the contributions of “giants in the field” who have continually pushed the envelope when exploring the topic and closely interrelated topics.

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Hallinger, Philip. "Reviewing Reviews of Research in Educational Leadership." Educational Administration Quarterly 50, no. 4 (October 23, 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 (February 1994): 97–101. http://dx.doi.org/10.1177/0013161x94030001007.

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Wang, Yinying. "Pulling at Your Heartstrings: Examining Four Leadership Approaches From the Neuroscience Perspective." Educational Administration Quarterly 55, no. 2 (September 18, 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 organizational justice) were organized by four different leadership approaches: charismatic, transformational, destructive, and culturally responsive school leadership. Emotions are the common thread weaving through all four leadership approaches. Implications: This study has salient theoretical, methodological, and practical implications for educational leadership. Theoretically, the findings not only accentuate the role of emotions in educational leadership, but also reveal the trade-off between emotions and analytical calculation in leaders’ decision making. Methodologically, the neuroscience methods (e.g., functional magnetic resonance imaging, quantitative electroencephalography, and hormonal analysis) add to the methodological repertoire of educational leadership research. Practically, the findings warrant the emotion training and present the potential of using neurological measurements in school leadership preparation and professional development.

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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 (September 5, 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 were calculated for each subscale. Findings Significant relations were found among ethical leadership dimensions and decision making, the leaders’ school type and their seniority. Research limitations/implications This study is based on research in diverse countries, using a common conceptual frame. Its limitation is the sample’s narrow scope. Practical implications The study results may inform the developing ethical qualities in educational leadership. Originality/value The authors recommend widening the scope of the sample examined to further clarify the concept of ethical leadership and its implications to the practice of educational leadership.

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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 (October 31, 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 of utilizing the theory of developmental supervision. The findings of this study are: developmental supervision may improve teachers instruction; the supervisory behaviors may improve teachers ability of problem-solving and decision making, and the supervisor may facilitate teachers as life-long learners.

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Dussault, Marc, and Bruce G. Barnett. "Peer‐assisted leadership: reducing educational managers’ professional isolation." Journal of Educational Administration 34, no. 3 (August 1996): 5–14. http://dx.doi.org/10.1108/09578239610118848.

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Milstein, Mike M. "Reflections on “The Evolution of Educational Leadership Programs”." Educational Administration Quarterly 35, no. 4 (October 1999): 537–45. http://dx.doi.org/10.1177/00131619921968752.

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Murphy, Joseph. "Reculturing the Profession of Educational Leadership: New Blueprints." Educational Administration Quarterly 38, no. 2 (April 1, 2002): 176. http://dx.doi.org/10.1177/0013161x02038002005.

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Murphy, Joseph. "Reculturing the Profession of Educational Leadership: New Blueprints." Educational Administration Quarterly 38, no. 2 (April 2002): 176–91. http://dx.doi.org/10.1177/0013161x02382004.

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Tooms, Autumn K., Catherine A. Lugg, and Ira Bogotch. "Rethinking the Politics of Fit and Educational Leadership." Educational Administration Quarterly 46, no. 1 (December 22, 2009): 96–131. http://dx.doi.org/10.1177/1094670509353044.

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Myran, Steve, and Ian Sutherland. "Defining Learning in Educational Leadership: Reframing the Narrative." Educational Administration Quarterly 55, no. 4 (November 4, 2018): 657–96. http://dx.doi.org/10.1177/0013161x18809338.

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Purpose: The purpose of this article is to reframe our field’s narrative around the science of learning. We seek to (1) describe the patterns within educational leadership and administration that are conceptually tethered to scientific management and highlight the absence of clearly defined conceptions of learning, (2) provide a synthesis of the science of learning, and (3) offer a “progressive problem shift” that promotes such a reframing. Methods: An integration of theory building methods with problem posing/identification strategies is designed to deconstruct the field of educational leadership through a science of learning lens and build toward theory that is more adaptive to our goals of leading for learning. Findings: Our findings stem from the central observation that educational leadership and administration has to date produced no conceptual or explicit operational definition of learning. Lacking such a definition, the field has been vulnerable to outlooks about learning that default to assumptions notably shaped by scientific management. This is in contrast to our review of the learning sciences literature, which emphasizes that learning is dependent on the active and deliberate agency of the learner and a host of introspective outlooks and behaviors and that these individual learning characteristics are situated within complex and dynamic social contexts that serve to mediate and shape learning. Implications and Conclusions: We argue that the future of our field rests, in large measure, on our ability to address the incongruences between our field’s foundations in scientific management and the science of learning.

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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 (October 13, 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 Act, its reauthorizations, and other federal education legislation. ESSA provides an enhanced focus on educational leadership and acknowledges the importance of leaders in achieving federal goals for education. Furthermore, ESSA acknowledges the importance of developing a strong leadership pipeline and, thus, allows states and districts to use federal funds to support leadership development. In this article, we delineate this focus on leadership within ESSA and offer examples of how states are planning to support leadership development. Implications and Conclusion: The important role that school leadership plays in supporting student, teacher, and school-wide outcomes warrants its inclusion within federal education policy. However, the opportunity to realize ESSA’s intended goals around leadership development could be undermined by forces at both the state and federal levels.

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Craig, Ian. "Whatever happened to educational management? The case for reinstatement." Management in Education 35, no. 1 (October 7, 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 development, with not all three being subsumed under the banner of ‘leadership’. In particular, the article argues for the re-establishment of management as a major element in the development and training of heads and prospective heads of schools and colleges.

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Wang, Yinying. "Artificial intelligence in educational leadership: a symbiotic role of human-artificial intelligence decision-making." Journal of Educational Administration 59, no. 3 (February 17, 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 and decision-making and neuroscience. Grounded in the intellectual interrelationships between AI and educational leadership since the 1950s, this paper starts with conceptualizing decision-making, including both individual decision-making and organizational decision-making, as the foundation of educational leadership. Next, I elaborated on the symbiotic role of human-AI decision-making.FindingsWith its efficiency in collecting, processing, analyzing data and providing real-time or near real-time results, AI can bring in analytical efficiency to assist educational leaders in making data-driven, evidence-informed decisions. However, AI-assisted data-driven decision-making may run against value-based moral decision-making. Taken together, both leaders' individual decision-making and organizational decision-making are best handled by using a blend of data-driven, evidence-informed decision-making and value-based moral decision-making. AI can function as an extended brain in making data-driven, evidence-informed decisions. The shortcomings of AI-assisted data-driven decision-making can be overcome by human judgment guided by moral values.Practical implicationsThe paper concludes with two recommendations for educational leadership practitioners' decision-making and future scholarly inquiry: keeping a watchful eye on biases and minding ethically-compromised decisions.Originality/valueThis paper brings together two fields of educational leadership and AI that have been growing up together since the 1950s and mostly growing apart till the late 2010s. To explore the role of AI in educational leadership, this paper starts with the foundation of leadership—decision-making, both leaders' individual decisions and collective organizational decisions. The paper then synthesizes the literature that intersects AI, decision-making and educational leadership from multiple disciplines to delineate the role of AI in educational leadership.

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Murphy, Joseph, Karen Seashore Louis, and Mark Smylie. "Positive school leadership." Phi Delta Kappan 99, no. 1 (August 29, 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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Eacott, Scott, and Colin Evers. "New Frontiers in Educational Leadership, Management and Administration Theory." Educational Philosophy and Theory 47, no. 4 (November 12, 2014): 307–11. http://dx.doi.org/10.1080/00131857.2014.977530.

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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 (February 28, 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, Educational Management Administration & Leadership, and Journal of School Leadership) over the past decade and the ties link the concepts that co-occur in an article. The reference frequency and centrality measures were used to identify the influential concepts. Next, the k-core analysis was performed to visualize the interconnections among the concepts. Moreover, a series of network cohesion measures were used to detect the changes in conceptual cohesion over the past decade. Findings: While 295 framing concepts guided the educational leadership empirical studies, a small number of concepts exerted a disproportionately large influence on the research. Furthermore, these influential concepts closely interplay with one another, and the strongest interconnection was seen between the concepts of leadership approaches and organizational perspectives. Last, the increasingly pluralistic theoretical foundation did not yield the growing conceptual cohesion in educational leadership. Implications: This study for the first time elucidates the structure and evolution of the theoretical groundings of educational leadership research, laying the foundation for further theory development and inviting researchers to bring conceptual cohesion to this field through integrating concepts, allowing random ideas to mutate, and developing new theories.

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Pashiardis, Petros. "Democracy and leadership in the educational system of Cyprus." Journal of Educational Administration 42, no. 6 (December 2004): 656–68. http://dx.doi.org/10.1108/09578230410563656.

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Robinson, Viviane M. J. "Forging the links between distributed leadership and educational outcomes." Journal of Educational Administration 46, no. 2 (March 21, 2008): 241–56. http://dx.doi.org/10.1108/09578230810863299.

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Cumings Mansfield, Katherine, Anjalé Welton, Pei‐Ling Lee, and Michelle D. Young. "The lived experiences of female educational leadership doctoral students." Journal of Educational Administration 48, no. 6 (September 28, 2010): 727–40. http://dx.doi.org/10.1108/09578231011079584.

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Gronn, Peter, and Peter Ribbins. "Leaders in Context: Postpositivist Approaches to Understanding Educational Leadership." Educational Administration Quarterly 32, no. 3 (August 1996): 452–73. http://dx.doi.org/10.1177/0013161x96032003008.

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McLeod, Scott. "Commentary – Why aren't more educational leadership scholars researching technology?" Journal of Educational Administration 59, no. 3 (May 27, 2021): 392–95. http://dx.doi.org/10.1108/jea-06-2021-263.

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Lunde, Anders. "K–12 Administration of Inclusive Schools in Canada: A Literature Review of Expectations and Qualifications of Formal School Leaders." Exceptionality Education International 30, no. 2 (September 1, 2020): 51–67. http://dx.doi.org/10.5206/eei.v30i2.11081.

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The formal educational requirements for principals in Canada vary significantly between educational jurisdictions. Principals are typically unprepared to lead inclusive schools upon graduation from educational leadership programs, despite the importance of formal education and experience in inclusive education in order to lead inclusive schools. Being unprepared includes lacking knowledge about students with exceptionalities and how they can and should be accommodated. Whether administrators value and support inclusion is imperative to schools being inclusive. Support of inclusion can include the use of teachers’ varied and extensive skill set through distributed leadership. The utilization of a leadership style focused on distributed leadership can be addressed through educational leadership programs, but also through professional development programs such as locally developed programs on mentorship. Educational leadership programs need to change in order to develop leaders for inclusive schools. Until such change occurs, principals are in significant need of professional development on inclusive education and how to lead inclusive schools.

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Eyal, Ori, and Noa Rom. "Epistemological trends in educational leadership studies in Israel: 2000-2012." Journal of Educational Administration 53, no. 5 (August 3, 2015): 574–96. http://dx.doi.org/10.1108/jea-01-2014-0009.

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Purpose – The purpose of this paper is to identify the epistemological trends in the Israeli Educational Leadership (EL) scholarship between the years 2000 and 2012. Design/methodology/approach – The 51 studies included in this review were detected through a systematic search in online academic databases. Abstracts of studies identified as being relevant for this review were read, however, only empirical studies which addressed EL constructs, practices, and processes were ultimately included. As part of data analysis, studies were classified using categorization techniques. To ensure trustworthiness, two independent researchers systematically analyzed all studies. Themes were then compared with thematic trends found in other EL reviews. Findings – Three themes, which reflect conceptual and methodological distinctions, emerged in this review: first, the impact of leadership on school effectiveness; second, the politics of leadership; third, alternative lenses of leadership. Findings revealed a prevalence of studies adopting alternative lenses in the Israeli scholarship, though they represent a blind spot internationally. In addition, findings revealed a blank spot in the Israeli research attributed to few studies which embed leadership into the realm of instruction, though they are prevalent around the world. Originality/value – Theoretically, the findings of this review are valuable for providing a foundation from which to address the blank and blind spots in the field of EL. Practically, its contributions offer insights regarding the cultural complexities of EL-related constructs which may be valuable for local and international EL academics, policymakers, and practitioners, researching or implementing EL scholarship worldwide.

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Wang, Yinying, Alex J. Bowers, and David J. Fikis. "Automated Text Data Mining Analysis of Five Decades of Educational Leadership Research Literature." Educational Administration Quarterly 53, no. 2 (July 20, 2016): 289–323. http://dx.doi.org/10.1177/0013161x16660585.

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Purpose: The purpose of this study is to describe the underlying topics and the topic evolution in the 50-year history of educational leadership research literature. Method: We used automated text data mining with probabilistic latent topic models to examine the full text of the entire publication history of all 1,539 articles published in Educational Administration Quarterly ( EAQ) from 1965 to 2014. Given the computationally intensive data analysis required by probabilistic topic models, relying on high-performance computing, we used a 10-fold cross-validation to estimate the model in which we categorized each article in each year into one of 19 latent topics and illustrated the rise and fall of topics over the EAQ’s 50-year history. Findings: Our model identified a total of 19 topics from the 1965 to 2014 EAQ corpus. Among them, five topics—inequity and social justice, female leadership, school leadership preparation and development, trust, and teaching and instructional leadership—gained research attention over the 50-year time period, whereas the research interest appears to have declined for the topic of epistemology of educational leadership since the 2000s. Other topics waxed and waned over the past five decades. Implications: This study maps the temporal terrain of topics in the educational leadership field over the past 50 years and sheds new light on the development and current status of the central topics in educational leadership research literature. More important, the panoramic view of topical landscape provides a unique backdrop as scholars contemplate the future of educational leadership research.

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Lindle, Jane Clark. "Ensuring the Capacity of University-Based Educational Leadership Preparation: The Collected Works of the National Commission for the Advancement of Educational Leadership Preparation." Educational Administration Quarterly 38, no. 2 (April 2002): 129. http://dx.doi.org/10.1177/0013161x02038002002.

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Sherman, Whitney H., and Danna M. Beaty. "The use of distance technology in educational leadership preparation programs." Journal of Educational Administration 45, no. 5 (August 21, 2007): 605–20. http://dx.doi.org/10.1108/09578230710778222.

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Foster, William P. "The Decline of the Local: A Challenge to Educational Leadership." Educational Administration Quarterly 40, no. 2 (April 2004): 176–91. http://dx.doi.org/10.1177/0013161x03260360.

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Gardiner, Mary E. "Book Review: Educational Leadership at 2050: Conjectures, Challenges, and Promises." Educational Administration Quarterly 49, no. 3 (July 3, 2013): 528–38. http://dx.doi.org/10.1177/0013161x12469984.

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Cañas, Carla, Caitlyn Keeve, Carmen Ramos, Jocelyn Rivera, and Michelle Samuel. "Women in Higher Educational Leadership: Representation, Career Progression, and Compensation." American Journal of Undergraduate Research 16, no. 3 (December 29, 2019): 5–13. http://dx.doi.org/10.33697/ajur.2019.026.

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Men in university administration repeatedly outnumber women in leadership positions. The problem under investigation is that this gender gap exists due to barriers to advancement and discrimination in both the hiring process and in the workplace. With less representation of women in higher education leadership, there is a higher risk of bias for women in this field. This study used an ex-post facto methodology and gathered public data from the University of California (UC) Annual Payroll Compensation database. Three separate studies were run to determine the level of gender differences in the representation of educational leaders, compensation, and career progression. Significant differences in gender equity existed, with more men represented at several levels of educational leadership. Significant differences were also found in compensation levels, where men earned more money than women in the same position. Lastly, a small effect, although not significant, was observed when comparing early career gender representation to non-early career gender representation. There are more women recent graduates than men in leadership positions. Together these results suggest that while there are gender gaps in representation and compensation, there may be slow progress towards better representation in early career leadership positions in the UC system. The implication of this research supports further research into factors which impact the compensation of women leaders in academia. Higher education hiring professionals and candidates for leadership positions could benefit from further development of theories around gender equity and representation. KEYWORDS: Gender Representation; Gender Equity; Higher Educational Leadership; Women; Higher Education; Psychology; Wage Gap; Higher Education Administration

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Fallon, Gerald, and Jerald Paquette. "Rethinking conceptions of educational leadership within a First Nations setting in Canada." Journal of Educational Administration 52, no. 2 (April 29, 2014): 193–209. http://dx.doi.org/10.1108/jea-10-2012-0115.

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Purpose – The purpose of this paper is to provide to First and non-First Nation educators, scholars, and policy makers alternative perspectives that can reshape research on educational leadership in First Nation education with new imaginings that question fundamentally the cultural-political-economic-space defined by Euro-centred notion of modernity. Design/methodology/approach – The paper addresses two questions in dealing with issues of conceptions of educational leadership in a First Nations setting: first, in what socio-cultural paradigm and epistemic framework, should the paper ground the view of relations among persons and between them and their environment, in a way that opens up spaces for prospects for action of those located outside a Euro-centric epistemic and ontological field; second, how could this paradigm assist us in formulating a conception of educational leadership that increases the leverage of First Nations education in constructing alternative sociocultural and educational worlds not grounded in the Eurocentric modernity? Findings – For non-First Nation educators, power brokers, and policy makers who want to create alliances with First Nation people, this paper outlines the necessity to consider cross-cultural dialogue about conceptions of educational leadership as an “opportunity to challenge conventional assumptions about knowledge, power, and a sense of place” (Marker, 2006, p. 21). Originality/value – The originality of this paper resides in its presentation of alternative conceptual horizons for educational leadership, horizons that acknowledge power inequities between mainstream societies and institutions on the one hand and First Nations peoples and their institutions on the other.

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Fitri, FITRI. "PERILAKU ORGANISASI DAN KEPEMIMPINAN SEBAGAI SEBUAH SISTEM." Adaara: Jurnal Manajemen Pendidikan Islam 6, no. 1 (June 1, 2018): 484–97. http://dx.doi.org/10.35673/ajmpi.v6i1.277.

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Abstract: In the last decade Islamic educational institutions have evolved as an increasingly complex institution that requires a well-ordered organization. The complexity of Islamic educational institutions is particularly evident from the need for management of educational implementation by management approach. That is the need to use management science approach in educational institutions especially Islamic educational institutions to be absolute. So the development of educational administration becomes an interesting part for practitioners and educational experts until now. In educational institutions, the relationships between leadership, management, administration and organization are mutually demanding and have an important role in advancing Islamic education institutions. Therefore, these four components can not be separated in educational institutions. Kata Kunci: Organizational Behavior and Leadership

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Parker, Laurence, and Octavio Villalpando. "A Racecialized) Perspective on Education Leadership: Critical Race Theory in Educational Administration." Educational Administration Quarterly 43, no. 5 (December 2007): 519–24. http://dx.doi.org/10.1177/0013161x07307795.

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Oplatka, Izhar. "The professoriate in the field of educational administration." Journal of Educational Administration 48, no. 3 (May 11, 2010): 392–412. http://dx.doi.org/10.1108/09578231011041071.

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PurposeBased on a qualitative content analysis of 57 curricula vitae of authors who published their work in the major journals of the educational administration (EA) field, this paper seeks to display the career of EA authors and to suggest some epistemological implications for the field.Design/methodology/approachThe analysis is based on both quantitative and qualitative modes of inquiry, according to which the curricula vitae is seen as a document that is susceptible to textual analysis.FindingsEA authors receive their academic degrees in a host of disciplines from many countries and universities, usually work in the compulsory educational system, and hold many academic roles in their university. They teach courses, conduct research and publish works on a host of topics, three of which are very widespread: leadership, managerial processes, and organisational aspects.Originality/valueThe analysis acquaints the reader with some of many aspects of the professoriate in diverse countries, and helps probe the uncertainty and fragmented nature of the field of EA. It ends with scholarly implications for the recruitment of new field members.

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Journal articles on the topic 'Educational administration; Educational leadership; Education'

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