Relevant bibliographies by topics / Educational leadership and management / Journal articles
To see the other types of publications on this topic, follow the link: Educational leadership and management.

Journal articles on the topic 'Educational leadership and management'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 February 2022

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles

Select a source type:

Consult the top 50 journal articles for your research on the topic 'Educational leadership and management.'

Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.

You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.

Browse journal articles on a wide variety of disciplines and organise your bibliography correctly.

1

Zainal, Khalim. "Educational Leadership and Management." International Journal of Learning: Annual Review 15, no. 5 (2008): 211–18. http://dx.doi.org/10.18848/1447-9494/cgp/v15i05/45742.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Sims, Margaret, Manjula Waniganayake, and Dr Fay Hadley. "Educational leadership." Educational Management Administration & Leadership 46, no. 6 (June 15, 2017): 960–79. http://dx.doi.org/10.1177/1741143217714254.

Full text
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 established to drive the quality improvement requirements of the reform, but many organizations did not establish these positions until several years after the reforms were introduced. Lack of clear role descriptions and authority make it difficult for educational leaders to fulfil the expectations held of them. This study examines the sense leaders make of the policy reforms and the street-level bureaucracy they perform to translate the policy into action. This sense-making and street-level bureaucracy is taking place in a neoliberal context where, we argue, the demands for professional discretionary decision-making are in conflict with the top-down standardization inherent in neoliberalism. Educational leaders have the potential to challenge neoliberalism through their professional decision-making but, in the Australian context, many are currently focusing on compliance with their street-level bureaucracy.
APA, Harvard, Vancouver, ISO, and other styles
3

Thomson, Pat. "Deconstructing educational leadership and management." Journal of Educational Administration and History 43, no. 3 (August 2011): 203–6. http://dx.doi.org/10.1080/00220620.2011.586453.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Bush, Tony. "Editorial: Educational Leadership and Management." Educational Management Administration & Leadership 33, no. 1 (January 2005): 5–7. http://dx.doi.org/10.1177/1741143205048166.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Tovkanets, O. S. "Leadership concept in educational management." Scientific Bulletin of Mukachevo State University Series “Pedagogy and Psychology”, no. 2(8) (2018): 39–43. http://dx.doi.org/10.31339/2413-3329-2018-2(8)-39-43.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Ph.D, TamukongNdifor Mariana Ngeche,. "Educational Leadership: Implications for Quality Management in the Development of Cameroon Higher Education." International Journal of Trend in Scientific Research and Development Volume-2, Issue-2 (February 28, 2018): 756–68. http://dx.doi.org/10.31142/ijtsrd9534.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Thang, Truong, and Kabini Sanga. "Conflict Management in Vietnamese Educational Leadership." International Journal of Organizational Diversity 16, no. 2 (2016): 1–12. http://dx.doi.org/10.18848/2328-6261/cgp/v16i02/1-12.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Bush, Tony. "Research on educational leadership and management." Educational Management Administration & Leadership 46, no. 3 (February 20, 2018): 359–61. http://dx.doi.org/10.1177/1741143218758555.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Ribbins, Peter. "On Redefining Educational Management and Leadership." Educational Management & Administration 27, no. 3 (July 1999): 227–38. http://dx.doi.org/10.1177/0263211x990273001.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Connolly, Michael, Una Connolly, and Chris James. "Leadership in Educational Change." British Journal of Management 11, no. 1 (March 2000): 61–70. http://dx.doi.org/10.1111/1467-8551.00151.

Full text
APA, Harvard, Vancouver, ISO, and other styles
11

MOOS, LEJF. "Educational leadership: leadership for/as Bildung?" International Journal of Leadership in Education 6, no. 1 (January 2003): 19–33. http://dx.doi.org/10.1080/1360312022000038522.

Full text
APA, Harvard, Vancouver, ISO, and other styles
12

Pashiardis, Petros. "Women in educational leadership." Management in Education 16, no. 4 (September 2002): 22–23. http://dx.doi.org/10.1177/089202060201600407.

Full text
APA, Harvard, Vancouver, ISO, and other styles
13

Diko, Nolutho. "Women in educational leadership." Educational Management Administration & Leadership 42, no. 6 (July 25, 2014): 825–34. http://dx.doi.org/10.1177/1741143214537228.

Full text
APA, Harvard, Vancouver, ISO, and other styles
14

Sfakianaki, Eleni, Anna Matsiori, Dimitrios A. Giannias, and Ioanna Sevdali. "Educational leadership and total quality management: investigating teacher leadership styles." International Journal of Management in Education 12, no. 4 (2018): 375. http://dx.doi.org/10.1504/ijmie.2018.095165.

Full text
APA, Harvard, Vancouver, ISO, and other styles
15

Matsiori, Anna, Eleni Sfakianaki, Ioanna Sevdali, and Dimitrios A. Giannias. "Educational leadership and total quality management: investigating teacher leadership styles." International Journal of Management in Education 12, no. 4 (2018): 375. http://dx.doi.org/10.1504/ijmie.2018.10013412.

Full text
APA, Harvard, Vancouver, ISO, and other styles
16

Schulz, John. "Research methods in educational leadership and management." International Journal of Research & Method in Education 36, no. 2 (May 2013): 204–5. http://dx.doi.org/10.1080/1743727x.2012.752206.

Full text
APA, Harvard, Vancouver, ISO, and other styles
17

Campbell, Carol. "Educational Leadership and Management: the Research Agenda." Management in Education 15, no. 4 (October 2001): 6–7. http://dx.doi.org/10.1177/08920206010150040401.

Full text
APA, Harvard, Vancouver, ISO, and other styles
18

Heck, Ronald H., and Philip Hallinger. "The Study of Educational Leadership and Management." Educational Management Administration & Leadership 33, no. 2 (April 2005): 229–44. http://dx.doi.org/10.1177/1741143205051055.

Full text
APA, Harvard, Vancouver, ISO, and other styles
19

Glatter, Ron, and Lesley Kydd. "`Best Practice' in Educational Leadership and Management." Educational Management & Administration 31, no. 3 (July 2003): 231–43. http://dx.doi.org/10.1177/0263211x03031003002.

Full text
APA, Harvard, Vancouver, ISO, and other styles
20

Bush, Tony. "Editorial: Educational Leadership and Management: Whose Vision?" Educational Management & Administration 31, no. 2 (April 1, 2003): 123–26. http://dx.doi.org/10.1177/0263211x0303102100.

Full text
APA, Harvard, Vancouver, ISO, and other styles
21

Wong, Kam-Cheung. "Contextual Impact on Educational Management and Leadership." Journal of Educational Change 7, no. 1-2 (March 2006): 77–89. http://dx.doi.org/10.1007/s10833-006-0014-3.

Full text
APA, Harvard, Vancouver, ISO, and other styles
22

BUSH, TONY, and GOR SARGSYAN. "EDUCATIONAL LEADERSHIP AND MANAGEMENT: THEORY, POLICY, AND PRACTICE." Main Issues Of Pedagogy And Psychology 3, no. 3 (February 28, 2020): 31–43. http://dx.doi.org/10.24234/miopap.v3i3.255.

Full text
Abstract:
There is great interest in educational leadership in the early part of the 21st century because of the widespread belief that the quality of leadership makes a significant difference to school and student outcomes. There is also increasing recognition that schools require effective leaders and managers if they are to provide the best possible education for their learners. Schools need trained and committed teachers but they, in turn, need the leadership of highly effective principals and support from other senior and middle managers. While the need for effective leaders is widely acknowledged, there is much less certainty about which leadership behaviors are most likely to produce favourable outcomes. I examine the theoretical underpinnings for the field of educational leadership and management, assess different leadership models, and discuss the evidence of their relative effectiveness in developing successful schools.
APA, Harvard, Vancouver, ISO, and other styles
23

Dytrt, Zdenek, and Radomir Serek. "Leadership - Management of Management." Business and Economic Research 10, no. 1 (February 25, 2020): 274. http://dx.doi.org/10.5296/ber.v10i1.16523.

Full text
Abstract:
The dynamic development of the world is characterized by changes of the current state, that is by innovations, which are supposed to bring desirable economic effects. However, unethical intentions could also deliver the results fast but in an undesirable way. Unethical goals are mostly based on quantitative values and do not respect the existence of qualitative values and cannot satisfy the needs of the whole society. Therefore, it is desirable to apply responsible management which respects both, quantitative as well as qualitative values. Formation of the ethical environment is a long-term task which requires managers who act as ethical leaders according to the certain principles. Management aims to change the status quo - thus management is the management of the innovation process. Management of management (leadership) is an innovation of the management theory and practice. The converging strategic goals should be a company’s Goodwill and Corporate Culture. To reach these goals it will be necessary a cooperation between the business and educational and scientific organizations, as well as respecting the rules of the innovation process which includes continuity, timeliness, complexity and consistency.
APA, Harvard, Vancouver, ISO, and other styles
24

Želvys, Rimantas, Rita Dukynaitė, Jogaila Vaitekaitis, and Audronė Jakaitienė. "School leadership and educational effectiveness." Management 24 (May 29, 2019): 17–36. http://dx.doi.org/10.30924/mjcmi.24.si.2.

Full text
Abstract:
This paper examines the links between student learning and school leadership focusing on Lithuania in comparative perspective. Different aspects of school leadership areas are being outlined, but after a more thorough analysis of the educational effectiveness perspective, it seems that the direct link between principal and student achievement is not that clear. In order to explain this, we further analysed the role which school autonomy plays in effective leadership and found that different countries chose different levels of power distribution. After revealing diversity in meta-analyses and reviews about the existing effect sizes of school decentralization we looked into different tasks on which school heads spend their time, and noticed that instructional leadership is most effective in adding value to student achievement. What exactly counts as instructional leadership is debated and may change depending on context. The presumption that leadership and school effectiveness are related, could be valid only if school accountability and autonomy particularities are taken into account, therefore the reforms in selection, recruitment and training of school heads could be expected to drive effectiveness of education systems only as far as the right balance of the three (accountability, autonomy, leadership) are found.
APA, Harvard, Vancouver, ISO, and other styles
25

Crippen, Carolyn. "Servant-Leadership as an Effective Model for Educational Leadership and Management:." Management in Education 18, no. 5 (December 2004): 11–16. http://dx.doi.org/10.1177/089202060501800503.

Full text
APA, Harvard, Vancouver, ISO, and other styles
26

Ylimaki, Rose Marie, and Leslie J. McClain. "Wisdom‐centred educational leadership." International Journal of Leadership in Education 12, no. 1 (January 2009): 13–33. http://dx.doi.org/10.1080/13603120802361006.

Full text
APA, Harvard, Vancouver, ISO, and other styles
27

Nikitina, Eleonora, Marina Mikhailovna Borisova, Aleksey Valerievich Kudryashov, Elena Begunova, and Buyandalger Banzragch. "Educational Project Management and Competitive Advantages of Educational Programs." SHS Web of Conferences 79 (2020): 02017. http://dx.doi.org/10.1051/shsconf/20207902017.

Full text
Abstract:
The article presents the study results of students’ involvement in the transformation and development of intra-group interaction in the process of mastering an educational program. The key tool is students’ project work aimed at solving significant educational problems. Project management in the educational program is based on distributed leadership. However, based on the results of surveys, interviews, and product analysis of students ’project activities, the problem of students’ unwillingness to interact in the project group is revealed. The study purpose is to identify the impact of student engagement on the development of intra-group interaction in project groups. The correlation analysis has shown that students’ lack of readiness for interaction correlates with a low level of their involvement in project activity, which leads to the process formalisation and project activity results. The solution to this problem gives the educational program competitive advantages due to the formation of students’ competencies of interaction in project groups and distributed leadership.
APA, Harvard, Vancouver, ISO, and other styles
28

Gunter, Helen M. "Conceptualizing Research in Educational Leadership." Educational Management Administration & Leadership 33, no. 2 (April 2005): 165–80. http://dx.doi.org/10.1177/1741143205051051.

Full text
APA, Harvard, Vancouver, ISO, and other styles
29

Bisschoff, Tom. "Book Review: Developing Educational Leadership." Educational Management Administration & Leadership 33, no. 4 (October 2005): 487–88. http://dx.doi.org/10.1177/1741143205057583.

Full text
APA, Harvard, Vancouver, ISO, and other styles
30

Fielding, Michael. "Public Space and Educational Leadership." Educational Management Administration & Leadership 37, no. 4 (June 19, 2009): 497–521. http://dx.doi.org/10.1177/1741143209334950.

Full text
APA, Harvard, Vancouver, ISO, and other styles
31

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.

Full text
Abstract:
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.
APA, Harvard, Vancouver, ISO, and other styles
32

Bush, Tony. "Distributed leadership and bureaucracy: Changing fashions in educational leadership." Educational Management Administration & Leadership 47, no. 1 (December 3, 2018): 3–4. http://dx.doi.org/10.1177/1741143218806704.

Full text
APA, Harvard, Vancouver, ISO, and other styles
33

Eacott, Scott. "Leadership strategies: re-conceptualising strategy for educational leadership." School Leadership & Management 31, no. 1 (February 2011): 35–46. http://dx.doi.org/10.1080/13632434.2010.540559.

Full text
APA, Harvard, Vancouver, ISO, and other styles
34

Crawford, Megan. "Book Review: Handbook of Educational Leadership and Management." Educational Management Administration & Leadership 32, no. 4 (October 2004): 460–61. http://dx.doi.org/10.1177/174114320403200408.

Full text
APA, Harvard, Vancouver, ISO, and other styles
35

Cubillo, Leela, and Marie Brown. "Women into educational leadership and management: international differences?" Journal of Educational Administration 41, no. 3 (June 2003): 278–91. http://dx.doi.org/10.1108/09578230310474421.

Full text
APA, Harvard, Vancouver, ISO, and other styles
36

Mukhtarova, Anar. "EARLY SCHOOL LEADERSHIP CHALLENGES IN KAZAKHSTANI EDUCATIONAL MANAGEMENT." CBU International Conference Proceedings 1 (June 30, 2013): 82–90. http://dx.doi.org/10.12955/cbup.v1.18.

Full text
Abstract:
The importance of the school leadership has increased significantly in the last decades. Leadership, especially effectiveness of the principal may play a key role in the success and sustainability of a school. The aim of this study was to identify the first year principalship challenges in the comprehensive schools of Kazakhstan. The small-scale study conducted in 2011 utilized a blend of qualitative and quantitative methodology approach with mixed-method techniques: the questionnaire and the semi-structured interview. The total number of the participants was 49 (43 questionnaire respondents and 6 interviewees); representatives of rural, suburban and urban schools. While some key findings of the study replicated previous research results, some other findings were indicated as unique to the Kazakhstani context. Specifically, the need for prior and after appointment trainings, especially in budget and finance areas, allocation of teaching hours among the staff and changing parental attitude towards the schooling were the most challenging issues of the principals in their first year of headship. The perceived gap between the government’s desires to integrate into the global educational arena and the schooling status quo demands rethinking and reviewing the current school leadership development. Although the findings are based on a limited sample, there is persuasive evidence for the necessity of a new systematic and strategic approach to the school leaders’ preparation and training which will take into account values of the post-soviet Kazakhstan people and needs of a modernized world.
APA, Harvard, Vancouver, ISO, and other styles
37

Jones, Tracy. "Book review: Perspectives on Educational Management and Leadership." Management in Education 23, no. 1 (January 2009): 41–42. http://dx.doi.org/10.1177/0892020608099080.

Full text
APA, Harvard, Vancouver, ISO, and other styles
38

Merrill, Steve. "Theories of Educational Leadership and Management, 3rd edn." Journal of In-service Education 30, no. 1 (June 1, 2004): 173–92. http://dx.doi.org/10.1080/13674580400200457.

Full text
APA, Harvard, Vancouver, ISO, and other styles
39

Taysum, Alison. "Book Review: Coaching Educational Leadership: Building Leadership Capacity through Partnership." Educational Management Administration & Leadership 37, no. 3 (May 2009): 422–24. http://dx.doi.org/10.1177/1741143209103913.

Full text
APA, Harvard, Vancouver, ISO, and other styles
40

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.

Full text
Abstract:
‘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.
APA, Harvard, Vancouver, ISO, and other styles
41

Brooks, Jeffrey S., and Anthony H. Normore. "Qualitative research and educational leadership." International Journal of Educational Management 29, no. 7 (September 14, 2015): 798–806. http://dx.doi.org/10.1108/ijem-06-2015-0083.

Full text
Abstract:
Purpose – The purpose of this paper is to highlight issues relayed to appropriate design and conduct of qualitative studies in educational leadership. Design/methodology/approach – The paper is a conceptual/logical argument that centers around the notion that while scholars in the field have at times paid attention to such dynamics, it is important that issues special to the field are considered by all. Findings – The major findings indicate that researchers/analysts need to determine not only the existence and accessibility of the qualitative research design and its various data collection strategies for leadership studies but also its authenticity and usefulness, taking into account the original purpose, the context in which it is produced and the intended audience. Originality/value – Certain aspects of the paper relate to general issues of sound and generally accepted standards of research practice, but the authors also consider several issues that make educational leadership scholarship unique. The originality of the paper draws attention to certain dynamics that scholars should consider when designing and conducting qualitative research on educational leadership. In doing so, the authors not only draw on the literature but also on their own experience designing, conducting and publishing qualitative research on educational leadership.
APA, Harvard, Vancouver, ISO, and other styles
42

H.A., Poliakova, and Danylenko I.S. "THE DEVELOPMENT OF TEAM LEADERSHIP IN THE EDUCATIONAL ENVIRONMENT OF AN EDUCATIONAL INSTITUTION." Collection of Research Papers Pedagogical sciences, no. 92 (January 29, 2021): 14–20. http://dx.doi.org/10.32999/ksu2413-1865/2020-92-2.

Full text
Abstract:
The work is devoted to the problem of transition to a new concept of management (from administration and management to leadership). The purpose of the article is to highlight the features of team leadership as a form of management of an educational institution, to identify factors and tools that affect its development, to outline the factors of the influence of the educational environment on the formation of the management team. It is emphasized that team leadership is a promising form of educational institution management, as it is able to respond adequately and quickly to changes in both internal and external environment of the educational institution, to ensure more effective collegial management of educational institutions in conditions of instability and constant changes. It was found that team leadership is based on the principles of delegation of power and cooperation, the use of a matrix organizational structure of management, the formation of a management team, effective teamwork in performing management functions to achieve goals of development and competitiveness of educational institutions in the market of educational services. It is proposed a model of development of team leadership in an educational institution, which provides for the implementation of targeted, meaningful, organizational, effective components, taking into account changes in the external and internal environment. It is determined that the development of the internal educational environment of the educational institution will promote the development of management teams and the transition to team management through a number of factors related to target orientations, socio-psychological support, introduction of a number of actions and measures for team building and leadership development. It is paid the attention to the introduction of trainings on team building and the development of leadership in the educational institution. It is given the general stages of the organization and carrying out of such training for administrative staff, members of pedagogical, scientific and pedagogical staff of educational institutions.Key words: leadership, management, team leadership, educational institution, educational environment. Робота присвячена проблемі переходу до нової концепції управління (від адміністрування та менедж-менту до лідерства). Метою статті є висвітлення особливостей командного лідерства як однієї з форм управлін-ня закладом освіти, визначення факторів та інструментів, що впливають на його розвиток, окреслення факторів впливу освітнього середовища на формування управлінської команди. Актуалізовано, що командне лідерство є перспективною формою управління закладом освіти, оскільки воно здатне адекватно й оперативно реагувати на зміни як у внутрішньому, так і у зовнішньому середовищі закладу освіти, забезпечувати більш ефективне колегіальне управління закладом освіти в умовах нестабільності та постійних змін. Результати. З’ясовано, що командне лідерство гуртується на принципах розподілу влади та відповідальності, співробітництва, викорис-танні матричної організаційної структури управління, побудові управлінської команди, ефективній командній взаємодії під час виконання функцій управління для досягнення цілей розвитку та конкурентоспроможно-сті закладу освіти на ринку освітніх послуг. Запропоновано модель розвитку командного лідерства в закладі освіти, яка передбачає реалізацію цільового, змістовного, організаційного, результативного компонентів з ура-хуванням змін зовнішнього та внутрішнього середовища. Визначено, що розвиток внутрішнього освітнього середовища закладу освіти сприятиме розвитку управлінських команд та переходу до командного управління через низку факторів, пов’язаних із цільовими орієнтаціями, соціально-психологічною підтримкою, запровад-женням ряду дій та заходів щодо командоутворення і розвитку лідерства, створенням комфортних умов функ-ціонування. Приділено увагу запровадженням тренігів із командоутворення та розвитку лідерства в закладі освіти. Наведено загальні етапи організації та проведення такого тренінгу для управлінських кадрів, членів педагогічного і науково-педагогічного колективів закладів освіти.Ключові слова: лідерство, управління, командне лідерство, заклад освіти, освітнє середовище.
APA, Harvard, Vancouver, ISO, and other styles
43

Díaz-Gibson, Jordi, Mireia Civís Zaragoza, Alan J. Daly, Jordi Longás Mayayo, and Jordi Riera Romaní. "Networked leadership in Educational Collaborative Networks." Educational Management Administration & Leadership 45, no. 6 (July 18, 2016): 1040–59. http://dx.doi.org/10.1177/1741143216628532.

Full text
Abstract:
Educational Collaborative Networks (ECNs) aim to achieve educational goals at the community level and base their actions on collaborative partnering between schools and community organizations. These approaches are an emergent and innovative leadership and policy strategy being used increasingly across the globe, given the interconnected and pervasive nature of issues facing education. The enthusiasm and promise of such community-based initiatives are accompanied by concerns related to its leadership. This paper describes the insights of networked leadership as a driver, which facilitates ECN outcome achievement. This article examines the experience of leaders involved in the current leadership of 18 high-performing ECNs in Barcelona (Spain). The results stress that networked leadership may become a key driver of change in educational contexts, capable of building a collaborative culture to optimize the educational performance in every specific community.
APA, Harvard, Vancouver, ISO, and other styles
44

Connolly, Michael, Chris James, and Michael Fertig. "The difference between educational management and educational leadership and the importance of educational responsibility." Educational Management Administration & Leadership 47, no. 4 (December 20, 2017): 504–19. http://dx.doi.org/10.1177/1741143217745880.

Full text
APA, Harvard, Vancouver, ISO, and other styles
45

Aswaruddin, Aswaruddin, and Novita Sari. "Leadership Skills at Islamic Educational Institutions." EDUTEC : Journal of Education And Technology 4, no. 4 (June 30, 2021): 650–58. http://dx.doi.org/10.29062/edu.v4i4.227.

Full text
Abstract:
The purpose of this research is to discuss leadership skills in mi, MTs and MA educational institutions, this research method is a library review, the results of this study is the ability of Madrasah leadership through technical, conceptual and social skills in implementing Madrasah-based Management. The indicators are: 1) Technical Skills (Technical Skills) indicators are the ability to apply technical procedures and use special skills in carrying out certain tasks, as well as the ability to empower teachers, 2) Human Skills (Human Skills) indicators are the ability to cooperate, able to establish harmonious relationships with the community, able to apply leadership principles in accordance with the maturity level of teachers and other employees in madrasah, able to work with the management team. Conceptual Skills indicators are the ability to think analytically and solve problems in an integrated manner, the ability to realize the objectives of madrasah.
APA, Harvard, Vancouver, ISO, and other styles
46

Vampa, Magdalini. "Cultural Influence on Educational Leadership in Albania." European Journal of Social Sciences Education and Research 9, no. 1 (January 21, 2017): 62. http://dx.doi.org/10.26417/ejser.v9i1.p62-67.

Full text
Abstract:
Leadership theories, the "Great Man” theory, charismatic theory of leadership, contingency theories, the theory of attributes, etc. help us understand and explain the leadership process and the role of leader, but none of them treats the complexity of human interaction in the leadership phenomena. Implicit theory began to draw some conclusions in early 90s, by defining leadership from the perspective of subordinates when leadership attitude is manifested, and more specifically how cultural groups "prepare" and respond to leadership. The main aim of this paper is to describe some aspects of management styles of school organizations in Albanian society, by taking in consideration the cultural influence on management effectiveness. Implicit theory of leadership developed by Lord - Maher, as well as the results of the prestigious GLOBE project, guided the elaboration of this work. Cultural dimensions used by researchers in GLOBE project, are reused in data collection of this study, but in a narrow context: only for educational organizations, in a Region in Albania. Concerning literature, we have tried to explain how school management practices are built upon an epistemological relationship and empirical life experience, which is qualitatively distinct from north to south and from east to west.
APA, Harvard, Vancouver, ISO, and other styles
47

Levačić, Rosalind. "Educational Leadership as a Causal Factor." Educational Management Administration & Leadership 33, no. 2 (April 2005): 197–210. http://dx.doi.org/10.1177/1741143205051053.

Full text
APA, Harvard, Vancouver, ISO, and other styles
48

Arar, Khalid. "Book Review: Women and Educational Leadership." Educational Management Administration & Leadership 40, no. 5 (September 2012): 641–43. http://dx.doi.org/10.1177/1741143212450269.

Full text
APA, Harvard, Vancouver, ISO, and other styles
49

Torrance, Deirdre, and Walter Humes. "The shifting discourses of educational leadership." Educational Management Administration & Leadership 43, no. 5 (August 8, 2014): 792–810. http://dx.doi.org/10.1177/1741143214535748.

Full text
APA, Harvard, Vancouver, ISO, and other styles
50

Robbins, Steven. "Educational leadership programmes in the UK." Management in Education 27, no. 2 (April 2013): 50–55. http://dx.doi.org/10.1177/0892020613476730.

Full text
APA, Harvard, Vancouver, ISO, and other styles
You might also be interested in the bibliographies on the topic 'Educational leadership and management' for other source types:
Dissertations / Theses Books
We offer discounts on all premium plans for authors whose works are included in thematic literature selections. Contact us to get a unique promo code!

To the bibliography