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Journal articles on the topic 'Educational leadership|Educational administration|Educational psychology'

Author: Grafiati

Published: 4 June 2021

Last updated: 7 February 2022

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1

Hoy, Wayne K., and C. John Tarter. "Positive Psychology and Educational Administration." Educational Administration Quarterly 47, no. 3 (February 7, 2011): 427–45. http://dx.doi.org/10.1177/0013161x10396930.

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Rogers, Margaret R., and Meryl Sirmans. "Women's Experiences in Educational Leadership." Contemporary Psychology: A Journal of Reviews 41, no. 10 (October 1996): 1022–24. http://dx.doi.org/10.1037/004538.

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3

Flessa, Joseph. "Educational Micropolitics and Distributed Leadership." Peabody Journal of Education 84, no. 3 (August 7, 2009): 331–49. http://dx.doi.org/10.1080/01619560902973522.

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Atkinson, Cathy, and Susan Posada. "Leadership supervision for managers of educational psychology services." Educational Psychology in Practice 35, no. 1 (October 10, 2018): 34–49. http://dx.doi.org/10.1080/02667363.2018.1519633.

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Et al., Sin Ngamprakhon. "Educational Administration: Concept, Theory and Management." Psychology and Education Journal 58, no. 1 (January 29, 2021): 1605–10. http://dx.doi.org/10.17762/pae.v58i1.953.

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The objectives of this research were: 1) to study the concepts and theories of educational administration, 2) to study the model of educational management, and 3) to analyze the theoretical tendency and the educational management model in practice. The primary data were collected from the Tipitaka in Thai version of Mahachulalongkornrajavidyalaya University and Commentaries. The secondary data were collected from Buddhist documents, educational administration, and interviews with 10key informants. The collected data were analyzed by content analysis. The research results indicated that: 1) the concepts and theories concerning academic affairs, teaching and learning management and evaluation by information technology, personnel management are an important part to drive the organization into effectiveness by setting job channel and description, and personnel development in virtue and knowledge. The budget is a factor to make the organization achieve its goal. The institutional environment is to support the management and work performance effectively. Furthermore, the participation in educational administration is a key factor to push the operation according to policy and plan. 2) The educational management model based on the Ministry of Education consisted of 4 aspects; Academic management, Budget management, Personnel, and General administration with stability and relevant to the 20-Year National Strategy and Thailand 4.0, by development and empowerment of potential, opportunity, equality of people, and enhancing people's quality of life with eco-friendly system, and educational system and management development. 3) The analysis of theoretical trends and educational management models into practice in 4 aspects; academic affairs, budget, personnel, and general management in practice is to strengthen the stability and reconciliation relevant to modern administration system with innovation and social network by using the educational administration in the digital age integrated with Buddhist principles to become a professional administrator in the present situation.

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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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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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Alderfer, Clayton P. "Editor's Introduction: Toward Systemic Understandings of Educational Leadership." Journal of Applied Behavioral Science 28, no. 2 (June 1992): 169–72. http://dx.doi.org/10.1177/0021886392282002.

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Pena, Robert A. "Multiculturalism and Educational Leadership: Keys to Effective Consultation." Journal of Educational and Psychological Consultation 7, no. 4 (December 1996): 315–25. http://dx.doi.org/10.1207/s1532768xjepc0704_3.

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Rowland, Kevin. "Effective Leadership and Service Improvement in Contemporary Educational Psychology Services." Educational Management & Administration 30, no. 3 (July 2002): 275–91. http://dx.doi.org/10.1177/0263211x020303003.

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Ramesh, Vani. "Educational Leadership Styles, Secondary School Performance and Learner’s Achievement in Mauritius." International Journal of Psychosocial Rehabilitation 24, no. 4 (February 28, 2020): 5006–18. http://dx.doi.org/10.37200/ijpr/v24i4/pr201600.

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12

Pitner, Nancy J. "Leadership Substitutes: Their Factorial Validity in Educational Organizations." Educational and Psychological Measurement 48, no. 2 (April 1988): 307–15. http://dx.doi.org/10.1177/0013164488482004.

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Kempner, Ken. "Getting into the castle of educational administration." Peabody Journal of Education 66, no. 3 (March 1989): 104–23. http://dx.doi.org/10.1080/01619568909538651.

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Krieg, Susan, Karina Davis, and Kylie Anne Smith. "Exploring the Dance of Early Childhood Educational Leadership." Australasian Journal of Early Childhood 39, no. 1 (March 2014): 73–80. http://dx.doi.org/10.1177/183693911403900110.

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Tierney, William G., and William Foster. "Introduction: Educational leadership and the struggle for mind." Peabody Journal of Education 66, no. 3 (March 1989): 1–4. http://dx.doi.org/10.1080/01619568909538645.

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Griffin, Karin L. "Citation analysis for core journals in educational leadership." Collection Building 35, no. 1 (January 4, 2016): 12–15. http://dx.doi.org/10.1108/cb-07-2015-0014.

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Purpose – The purpose of this paper is to establish a core serials list for “Single doctoral”, Carnegie classification universities offering Doctor of Education (EdD) programs in educational leadership based on a sample of six institutions over a six-year period. Design/methodology/approach – A citation analysis was used using a descriptive research design. The population was all dissertations accepted for the award of the EdD degree in Educational Leadership from 2005 to 2010 at six peer institutions. From this population, 20 dissertations from each institution were randomly selected during the period under study. Data were extracted from the title pages and reference lists. Extracted data were analyzed using descriptive statistics. Serial titles were ranked according to a frequency-weighted index formula, which recorded the serial titles cited by the greatest percentage of students. Findings – It was found that the serials with the highest frequency weight depended, in part, on the period studied. The findings also showed that 84.2 per cent of the serial citations were represented by four Library of Congress classification areas: education (L); social sciences (H); medicine (R) and philosophy, psychology and religion (B). In addition, it was found that EdD students cited serials aged 10 years or less more than other sources of information materials. Originality/value – While other citation analyses of dissertations have been done, including some that compare dissertations at more than one institution, the author could find no other study of EdD dissertations, specifically, across a nationwide group of peer institutions. Further, the author could find no other citation analysis covering as many as six continuous years, which made a difference in the most frequently cited serial titles.

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Et al., Phra Sakda Chanasapo(Sommanawattana). "Development of Spiritual Leadership in Educational Institutions Integrated with Buddhism." Psychology and Education Journal 58, no. 1 (February 18, 2021): 3714–18. http://dx.doi.org/10.17762/pae.v58i1.1369.

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This academic article aimed to propose development of spiritual leadership in educational institutions integrated with Buddhism. Data was collected by using documentary study form the content related to spiritual leadership, educational management and Buddhist principle. Results of the study showed that a successful leader or executive or a good supervisor was one who can apply leadership principle in the management which can adjust the environment in order for subordinates or associates to share their minds to work for the most benefit of the performance. The management has leadership, as can be seen from the confidence and trust in the leader by providing support and assistance from subordinates, giving freedom to work, and hearing opinions from subordinates. Considering current leadership concepts such as visionary leadership, transformational leadership, charismatic leadership, and cultural leadership were found to be coherent in the idea that leaders have sharp vision and a future vision that is growing spiritual leadership. Therefore, it is very popular in today's society because it is sensitive not less than religious aspect. It is an effective leader in educational institutions, thus being able to provide education to excellence in the 21st century which emphasizes virtue, the strength, and deep commitment of the people in the organization which consists of important principles of oneself governance, personnel governance and work control.

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Riyadi, Ivan. "THE CONTRIBUTION OF APPLIED PSYCHOLOGY FOR EDUCATIONAL MANAGEMENT ISSUE." Psychosophia: Journal of Psychology, Religion, and Humanity 1, no. 2 (May 23, 2020): 136–49. http://dx.doi.org/10.32923/psc.v1i2.1153.

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This article discusses education management in frame psychology. The education management is a factual behavior of the psychological discipline that is depicted in through the analysis of the behavior system of the school organization involving a number of components. In the application of psychology in education management is a part of the element that is not stuck in the view of uniformity that practically diversity by each education leadership. Each educational institution is a singularity that relates to the differences in the nature and condition of each component of the psychological system. To get an intact picture in this article, then used a qualitative approach with literature research design. The results of the study indicated that such an understanding is to be aware of educational practitioners of the importance of psychology universally, through culture, and psychology and social. Then the role of education management is very important especially educational institutions tailored to the psychological conditions of managerial and the needs of students.

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Et al., Phrakruwirojkanchanakhet. "Development of Educational Administration Innovation according to Buddhist Principles." Psychology and Education Journal 58, no. 1 (January 15, 2021): 3799–805. http://dx.doi.org/10.17762/pae.v58i1.1397.

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This academic article aimed to propose educational administration model according to Buddhist principles derived from the development of educational administration innovation according to Buddhist principles. Documentary study was used and data were analyzed by using content analysis based on the consistency of Buddhist principles related to educational administration consisted of 3 principles which are the principle of self-control, principle of possession of people, and principles of occupation. Results showed that Buddhism is a religion of wisdom and the practice of all doctrines, mention the truth according to the natural law that the students must use wisdom in study and practice at the same time. The Buddhist principles in Buddhism consist of moral and ethical principles, focusing on being up to the truth of the world and the present life. Innovation or a model for educational administration according to the Buddhist principles are applied in management, both in self-administration of the executives, personnel management, and administration in educational institutions. Therefore, educational administration model was developed based on the teachings of the Lord Buddha that was being applied the management and operation for maximum benefit which composed of 2 important principles, namely 1) Four sublime states of mind (Brahma Viharn IV), and 2) Ten virtues of the King (Tasaphithrajadhamma X). These two important principles are applied for educational administration in Thai educational institutes.

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Dr. Uthai Satiman, Dr. Thanee Suwanprateep, Dr Phumphakhawat Phumphongkhochasorn,. "Model for the Development of Educational Quality and Standards of Secondary Schools Under Bangkok Under the New Quality Assurance Framework." Psychology and Education Journal 58, no. 1 (January 15, 2021): 3824–31. http://dx.doi.org/10.17762/pae.v58i1.1409.

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The purposes of this research were 1) to study the characteristics of educational quality development and standards of secondary schools under the Bangkok Metropolitan Administration. Under the new educational quality assurance framework. 2) Create a model for quality development and educational standards of secondary schools under the Bangkok Metropolitan Administration. Under the new educational quality assurance framework and 3) evaluate the development of educational quality and standards of secondary schools under the Bangkok Metropolitan Administration Under the new educational quality assurance framework, with 4-step research Namely 1) studying new educational quality assurance characteristics 2) adjusting the quality and educational standards of secondary schools under the Bangkok Metropolitan Administration Under the new educational quality assurance framework With Delphi technique From experts, amount 21 3) Analyze the research elements and 4) Assess the feasibility of the model for quality development and educational standards of secondary schools under the new educational quality assurance framework from the secondary school administrators under Krungthep. May And 210 persons responsible for educational quality assurance. Statistics used for data analysis were percentage, quartile range, mean, standard deviation. Research findings 1. The characteristics of the development of educational quality and standards of secondary schools under Bangkok Metropolis under the new educational quality assurance framework have 5 components which are student result, research and innovation, academic service, art and culture and Thinness and management 2. Model for development of educational quality and standards of secondary schools Ltd. Bangkok, according to a new quality assurance. Must develop the quality and education standards by focusing more on student outcomes and there is research and creation of innovation, academic services management, and quality management. 3. The model for the development of educational quality and standards of secondary schools under the Bangkok Metropolitan Administration under the new framework for educational quality assurance is possible. Yes, and suitable at a high level.

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Wallace, R. C. "Reports on Topic Areas Data-Driven Educational Leadership." American Journal of Evaluation 7, no. 3 (August 1, 1986): 5–15. http://dx.doi.org/10.1177/109821408600700301.

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Drago-Severson, Ellie, and Jessica Blum-DeStefano. "Building a developmental culture of feedback." Journal of Professional Capital and Community 3, no. 2 (April 16, 2018): 62–78. http://dx.doi.org/10.1108/jpcc-06-2017-0016.

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Purpose This paper draws from more than 25 years of research with aspiring and practicing educational leaders to present six strategies for building a culture of feedback in schools, teams, districts, professional learning opportunities, and other educational settings. These strategies reflect key elements of the authors’ new, developmental approach to feedback. The paper aims to discuss these issues. Design/methodology/approach Through the lens of adult developmental theory, the authors highlight foundational learnings from open-ended survey research with 14 educational leaders about their experiences giving and receiving feedback, and prior qualitative, mixed-method, and longitudinal research with principals, assistant principals, teachers, superintendents, and other educational leaders. Findings The authors share six developmentally oriented strategies for establishing trust and building conditions for authentic, generative feedback: finding value in mistakes, modeling vulnerability, caring for the (inter)personal, clarifying expectations, sharing developmental ideas, and building an infrastructure for collaboration. Practical implications This work has implications for leadership and leadership preparation, especially given contemporary emphases on collaboration and high-stakes evaluations as tools for ongoing improvement, enhancing professional capital, and internal, individual, and system-wide capacity building. Originality/value Because a developmental perspective has been noticeably missing from the wider feedback literature and leadership preparation curricula, this work extends and enhances tenets from different fields (e.g. business, developmental psychology, educational leadership and educational leadership preparation), while also addressing urgent calls for educational reform; leadership preparation, development, and practice; and professional capital building.

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Mifsud, Denise. "Circulating power and in/visibility: layers of educational leadership." Journal of Workplace Learning 27, no. 1 (January 12, 2015): 51–67. http://dx.doi.org/10.1108/jwl-09-2013-0065.

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Purpose – The purpose of this paper is to study circulating power and in/visibility. In the unfolding Maltese education scenario of decentralization and school networking, suffused with entrenched power, with added layers of leadership and more subtle levels of accountability, this paper explores the underlying power relations among the top educational leaders, namely, the College Principal and Heads of School, and among the Heads of School themselves. Design/methodology/approach – Foucault’s theories of power, governmentality and subjectivation are used as “scaffoldings” for the exploration of power relations. This case study research exploring one “college” is carried out through in-depth semi-structured interviews, participant observation of Council of Heads (CoH) meetings, as well as documentary analysis of the policy mandating this reform, explored through narrative analysis. Findings – Analysis shows that layers of hierarchical leadership do translate into layers of “visibility”, with the Principal being rendered the most “visible” actor according to role designation and policy rhetoric. Struggles in the dynamics between tiers of leaders are a reality. Despite a deeply felt presence of the circulation of power, it is the Principal who has the final say. Originality/value – This is expected to contribute to educational leadership literature with regards to the relationship among top educational leaders. Through its provision of a diverse reading of leadership, it is deemed to be of particular relevance to professional work and learning in areas of leadership, of interest to budding scholars, seasoned Foucauldians and practicing educational leaders.

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Stamopoulos, Elizabeth. "The Perceptions of Principals on their Leadership Role in Pre-primary." Australasian Journal of Early Childhood 23, no. 2 (June 1998): 26–30. http://dx.doi.org/10.1177/183693919802300206.

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The incorporation of pre-primary centres into Western Australian government primary schools has shifted the responsibility for leadership from the kindergarten director to the primary school principal. Concerns have been raised that principals who are responsible for appraisal of pre-primary teachers are providing inadequate educational leadership to these teachers because of their lack of theoretical and practical background in early childhood. They have not been provided with professional development to adequately support them in this role. However, to date, it seems that principals have not been asked for their views about their capacities concerning the pre-primary sector. For these reasons this study investigated the question: How do primary school principals perceive they fulfil their administrative, managerial and educational roles in respect to pre-primary centres? The majority of principals in the district surveyed indicated that they considered administration/management to be their most important role in relation to pre-primary education. A greater number of principals indicated inadequate performance in dealing with educational issues. The majority of principals said the system should require pre-primary training for principals, provide each school with materials that outline developmentally appropriate practices; and provide early childhood professional development courses for principals.

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Houtz, John C., Albert Alford, and Hiromi Komura. "What Do Educational Psychology Graduates Do? One Case Study." Psychological Reports 74, no. 2 (April 1994): 547–52. http://dx.doi.org/10.2466/pr0.1994.74.2.547.

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In a study after Wineburg and McGraw, graduates of the doctoral program in Educational Psychology at Fordham University were surveyed as to their current job placements and opinions about their Fordham program. Of 94 questionnaires sent during the 1990–91 academic year, 63 responses were completed and returned by program graduates of the period 1979 through May, 1990. Results were different from those reported in 1987 by Wineburg and McGraw and showed a wider range of career options for graduates. More than 40% of Fordham graduates were employed in schools. The largest single category was psychologist in private practice (21%). School psychologist (17.5%) and college faculty/administration (16%) were the second two most frequent positions. Results are discussed in terms of the diversity of educational psychologists.

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YAP, CAROLE. "ADMINISTRATIVE ROLE AND EDUCATIONAL ADMINISTRATION PROGRAM EFFECTIVENESS: PERCEPTION BY PRINCIPALS." Psychological Reports 69, no. 7 (1991): 929. http://dx.doi.org/10.2466/pr0.69.7.929-930.

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Yap, Carole, Barry Katz, and Terry Tomazic. "Administrative Role and Educational Administration Program Effectiveness: Perception by Principals." Psychological Reports 69, no. 3 (December 1991): 929–30. http://dx.doi.org/10.2466/pr0.1991.69.3.929.

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A survey of 85 graduates from 14 midwestern universities offering doctoral degrees in educational administration was carried out to assess perceptions of graduates regarding their training program. The emphasis of the survey was on how closely their training corresponded to current perceptions of their roles as educational administrators. Most indicated emphasis in graduate training should more closely match the roles of administrators.

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Almubaroq, Hikmat Zakky. "The Role of Educational Leadership to Support National Resilience: An overview of Era 4.0." International Journal of Psychosocial Rehabilitation 24, no. 5 (March 31, 2020): 1248–60. http://dx.doi.org/10.37200/ijpr/v24i5/pr201798.

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Et al., Phrakhrupalad Sangwan Devasaro (Srisuk). "Development of Propagation Administration according to Buddhist Educational Administration for Buddhist Temples in Bangkok." Psychology and Education Journal 58, no. 1 (January 15, 2021): 3747–52. http://dx.doi.org/10.17762/pae.v58i1.1377.

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This research aimed 1) to study and analyze the propagation administration status according to the Buddhist educational administration of temples in Bangkok, 2) to study the propagation administration model according to the Buddhist educational administration for temples in Bangkok, and 3) to present a model of propagation administration according to Buddhist educational administration for temples in Bangkok. Action research and qualitative research were used for research design. Data were collected both qualitative data and quantitative data that related to conceptual framework by interview 10 key informants, focus group discussion with 10 experts, and survey 224 sample using questionnaires. The research results were found that 1) the status of the propagation administration according to the Buddhist educational administration of temples in Bangkok with SWOT analysis of strengths, weaknesses, opportunities and obstacles were found in the principles of (1) the development of the management model, (2) the planning model, (3) the organization model, and (4) the propagation model according to the Buddhist principles. 2) The propagation administration model according to the Buddhist educational administration for temples in Bangkok consisted of (1) the status of the propagation administration according to the Buddhist educational administration integration with Buddhist principles and the concept of propagation theory, (2) develop an integrated Buddhist administration model adhere to the principles of Buddhism and modern ideas, (3) planning by connection modern concept and principles of Buddhism, (4) administration and organization for efficiency in a holistic manner, and (5) emphasize the Buddhism guidelines for propagation. 3) A model of propagation administration according to Buddhist educational administration for temples in Bangkok consisted of 4 aspects which were (1) Santhasana clarifies and explains the reasons, (2) Samatapana gives advice to value and importance, train the mind, accept and be ready to act, (3) Samuttechana creates motivation, motivation, enthusiasm, encouragement, and build confidence in the heart to achieve success, and (4) Sampahangsana creates emotions aesthetically delight the mind by pointing out its benefits and ways to advance towards success as expected in the future.

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Kotlyar, M. L. "Representation of the socio-psychological situation in the educational institution in the various participants of the educational process." Psychological-Educational Studies 6, no. 1 (2014): 298–309. http://dx.doi.org/10.17759/psyedu.2014060132.

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The article deals with the socio-psychological situation in educational institutions of various types. As a hypothesis, we suggested that socio- psychological situation is a phenomenon with complex structure, substantially reflected in the representations of the main participants of the educational process, which can help to define homogeneity of representation of students and teachers, as well as specifics of the socio-psychological situation in each educational institution. The study was conducted in secondary educational institutions in Moscow. The respondents were students of tenth grades, their teachers and administration. The study revealed that in a particular educational institution, the representations of the main participants of the educational process are uniform and consistent (p<0.05), and significant differences are shown between the various institutions (p<0.01). We reveal an interaction between the elements of the socio-psychological situation (p<0.01). The results obtained can be used in practice of educational psychology during psychological support of educational institutions.

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Woods, Glenys J., and Philip A. Woods. "Democracy and spiritual awareness: interconnections and implications for educational leadership." International Journal of Children's Spirituality 13, no. 2 (April 16, 2008): 101–16. http://dx.doi.org/10.1080/13644360801965891.

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Popova, L. V., and N. V. Meshkova. "Representations of administrators of educational institutions of gifted students." Psychological-Educational Studies 7, no. 1 (2015): 97–110. http://dx.doi.org/10.17759/psyedu.2015070110.

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We substantiate the necessity of targeted training of school administrators in the organization of work with gifted students, consider foreign experience of such training. We present a study of representations of administrators of the Moscow schools, conducted by the City Resource Center of Giftedness, Moscow State University of Psychology and Education, within the research to identify the conditions of the educational environment for gifted students. The results of interviews and questionnaires of administration officials in 24 schools showed that the majority of the administration are not sufficiently aware of the giftedness and of the range of problems faced by gifted students. We revealed tasks, main directions and training requirements for administrators of educational institutions needed to target the organization of work with gifted students. Provided are practice-oriented recommendations for the preparation of training programs for administrators of educational institutions.

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Et al., Phra Somporn Pabhassaro (Kaewmanee). "A Model of Participation in Educational Administration of Phrapariyattidhamma for the General Education Section in Sangha Administration Region 1." Psychology and Education Journal 58, no. 1 (January 15, 2021): 3719–23. http://dx.doi.org/10.17762/pae.v58i1.1370.

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The purposes of this research article were 1) to study the educational status of Phrapariyattidhamma for the General Education Section in temples of Sangha Administration Region 1, 2) to study participation in educational administration of Phrapariyattidhamma for the General Education Section in Sangha Administration Region 1, and 3) to propose a model of in educational administration of Phrapariyattidhamma for the General Education Section in Sangha Administration Region 1. Mixed methods research was used for the design. In quantitative research, data was collected from 136 samples and was analyzed by using percentage, mean, standard deviation. Qualitative data was collected by interview 15 key informants and focus group discussion with 10 experts. Results indicated that 1) the educational status of Phrapariyattidhamma for the General Education Section in temples of Sangha Administration Region 1 showed that administrative conditions still did not conducive to development, lack funding or did not receive enough budget to manage the current condition, also depended on the abbot or a director with a position of governing the clergy. However, there was a tendency to use the participatory administration by controlling the administration of Phrapariyattidhamma for the General Education Section. 2) Participation in educational administration of Phrapariyattidhamma for the General Education Section in the Sangha Administration Region 1 consisted of 1) participation in awareness and community needs, 2) participation in organizing activities, 3) participation in decision-making and administrative efficiency, 4) participation in control and keep track of accuracy by integrating with Buddhist principles. 3) A model of in educational administration of Phrapariyattidhamma for the General Education Section in the Sangha Administration Region 1 consisted of 4 components which were 1) pleased to participate in planning (Chanta), 2) indefatigable action (Viriya), 3) correct and appropriate decision making (Jitta), and 4) follow-up and solve the problem (Vimangsa).

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Everson, Susan Toft. "A Professional Doctorate in Educational Leadership: Saint Louis University's Ed.D. Program." Peabody Journal of Education 84, no. 1 (February 6, 2009): 86–99. http://dx.doi.org/10.1080/01619560802679740.

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Clark, Donald C., and Sally N. Clark. "Addressing dilemmas inherent in educational leadership preparation programs through collaborative restructuring." Peabody Journal of Education 72, no. 2 (March 1997): 21–41. http://dx.doi.org/10.1207/s15327930pje7202_2.

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D'Augelli, Anthony R. "Lesbians and gay men on campus: Visibility, empowerment, and educational leadership." Peabody Journal of Education 66, no. 3 (March 1989): 124–42. http://dx.doi.org/10.1080/01619568909538652.

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Et al., Verónica Johana Suárez Molina. "Pedagogical leadership and educational management in the teaching practice of SENA - Colombia." Psychology and Education Journal 58, no. 1 (January 20, 2021): 5613–22. http://dx.doi.org/10.17762/pae.v58i1.2182.

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The purpose of the research was to determine the influence of pedagogical leadership and educational management on the teaching practice of the SENA's technical and technological training centers in Colombia. The study has a mixed approach, in the quantitative approach it was the non-experimental design and in the qualitative approach it followed the phenomenological-hermeneutic design. For the quantitative study, the population was made up of 201 professional instructors, located in 33 regions of Colombia where the SENA is present, and for the qualitative study, 8 teaching directors. The application instruments were a questionnaire and a semi-structured interview guide. In conclusion, there is a relationship between the influence of the pedagogical leadership of the direction and the educational management in the teaching practice of the SENA training centers in Colombia

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Et al., Phramaha Santichai Abhisanti Phonsrisom. "The Administration Model Complexity of School Under the Secondary Educational Service Area Office." Psychology and Education Journal 58, no. 1 (January 15, 2021): 4439–43. http://dx.doi.org/10.17762/pae.v58i1.1531.

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The purposes of this research were 1) to study the state of problem in complex administration of School Under the Secondary Educational Service Area Office, 2) to develop and propose the administration model complexity of school under the Secondary Educational Service Area Office. Mixed methods research was used for research design. In qualitative research was conducted by using documentary study, in-depth interview with 5 key informants and focus group discussion with 9 experts. Research tools were documentary record form and interview form. In quantitative research, 400 samples of secondary school administrators and teachers were used for data collection and was selected by multistage random sampling. Research tool was questionnaires. Qualitative data was analyzed by content analysis whereas quantitative data were analyzed by percentage, frequency, mean, and standard deviation. Results indicated that 1) the state of problem in complex administration of School Under the Secondary Educational Service Area Office consisted of 4 aspects and overall has shown the balanced level of complexity that was the problem solving consisted of (1) to encourage community to have strong academic administration in academic management, (2) to set up fund raising of resources to support education in financial management, (3) to set human resource planning for educational personnel in human management, and (4) to conduct research for policy and plan development in general administration. 2) The administration model complexity of school under the Secondary Educational Service Area Office consisted of 5 components which were (1) the principle of complexity, (2) the objective of complex administration, (3) process of complex administration, (4) model utilization, and (5) key success factors. Results of validation based on 4 standards in overall was at high level.

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Shipps, Dorothy, and Judith Kafka. "Introduction to the Special Issue on the New Politics of Educational Leadership." Peabody Journal of Education 84, no. 3 (August 7, 2009): 279–82. http://dx.doi.org/10.1080/01619560902973423.

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Cline, T. "Survey of the Use of Information Technology for Administration in LEA Educational Psychology Services." Educational Psychology in Practice 7, no. 3 (October 1991): 173–79. http://dx.doi.org/10.1080/0266736910070309.

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Bjergkilde, Dorethe, and Paul Stenner. "Producing and managing continuous change in an educational context: liminal affective technologies and leadership." Subjectivity 14, no. 1-2 (June 2021): 53–72. http://dx.doi.org/10.1057/s41286-021-00115-2.

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Lockwood, Adam B., Karen Sealander, Thomas J. Gross, and Christopher Lanterman. "Teacher Trainees’ Administration and Scoring Errors on the Kaufman Test of Educational Achievement." Journal of Psychoeducational Assessment 38, no. 5 (August 29, 2019): 551–63. http://dx.doi.org/10.1177/0734282919871144.

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Achievement tests are used to make high-stakes (e.g., special education placement) decisions, and previous research on norm-referenced assessment suggests that errors are ubiquitous. In our study of 42 teacher trainees, utilizing five of the six core subtests of the Kaufman Test of Educational Achievement, Third Edition (KTEA-3), we found that while most trainees make errors, they do not make a large number per person with the exception of a few error-prone trainees. In addition, Wilcoxon signed-rank tests indicated that reading comprehension was the most prone subtest to administration ( T = 120; p < .001) and clerical ( T = 45; p < .01) errors. However, subtests pairwise comparisons indicated nonsignificant differences between error rates across subtests. Based on these findings, we recommend that training programs focus extra attention on reading comprehension and remediating students who make a disproportionate number of errors. Implications for future research are also noted.

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Sternberg, Robert J. "WICS: A Model of Positive Educational Leadership Comprising Wisdom, Intelligence, and Creativity Synthesized." Educational Psychology Review 17, no. 3 (September 2005): 191–262. http://dx.doi.org/10.1007/s10648-005-5617-2.

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Et al., Phramaha Yannawat Thitavaddhano. "Development of Academic Administration Graduate of Faculty of Education Mahachulalongkornrajavityalaya University." Psychology and Education Journal 58, no. 1 (January 16, 2021): 3894–99. http://dx.doi.org/10.17762/pae.v58i1.1428.

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The purpose of this research article was to propose development of academic administration graduate in Faculty of Education Mahachulalongkornrajavidyalaya University. Mixed methods research with three steps was conducted. Step 1 was to study academic administration graduate in Faculty of Education Mahachulalongkornrajavidyalaya University using documentary study and interview 15 administrators and lecturers. Step 2 was to study the process of academic administration graduate using seminar with 12 experts. Step 3 was to develop and evaluate process of academic administration graduate using focus group discussion with 5 experts, and evaluated by conducting try out in Faculty of Education. There were 30 administrators and lecturers as a target group and were selected by purposive sampling. Research results indicated that process of academic administration graduate in Faculty of Education Mahachulalongkornrajavidyalaya University was eight methods of administration (Atthavithi) which consisted of 1) curriculum administration, 2) learning process management, 3) educational media, innovation and technology administration, 3) management of learning sources, 5) learning assessment, 6) educational supervision, 7) research for educational quality development, and 8) quality assurance system. Evaluation results for process of academic administration graduate in Faculty of Education Mahachulalongkornrajavidyalaya University was shown overall at the highest level

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Baskan, Gulsun Atanur. "Editor message." Contemporary Educational Researches Journal 7, no. 1 (July 24, 2017): 1. http://dx.doi.org/10.18844/cerj.v7i1.2028.

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Dear Readers, It is the great honor for us to publish seventh volume, first issue of Contemporary Educational Researches Journal. Contemporary Educational Researches Journal welcomes original empirical investigations and comprehensive literature review articles focusing on educational issues. The journal is an international peer-refereed journal that promotes the researches in the field of contemporary teaching and learning approaches and theories. The scope of the journal includes, but is not limited to; the following major topics as they relate to: Active Learning, Administration of Education, Adult Education, Affective Learning, Classroom Assessment, Classroom Management, Classroom Teacher Education, Collaborative Learning, College and Higher Education, College and Higher Education, Constructivist Learning, Content Development, Distance Learning, High School Teacher Education, History Education, Instructional Design, Learning and Teaching Research Methods, Learning Assessment and Evaluation, Learning Assessment and Evaluation, Learning Psychology, Lifelong Learning Strategies, Learning Skills, Vocational Education, Measurement and Evaluation in Education, New Learning Environments, Portfolio Assessment, Professional Development and School Administration. A causal relationship model for teachers’ organizational citizenship behaviour, administrators’ leadership in school, guidelines for educational administration, Russian regional studies as new disciplines in higher education system and ways for a better school organizational performance topics have been included into this issue. The topics of the next issue will be different. You can make sure that we will be trying to serve you with our journal with a rich knowledge in which different kinds of topics are discussed in 2017 Volume. A total number of twelve (12) manuscripts were submitted for this issue and each paper has been subjected to double-blind peer review process by the reviewers specialized in the related field. At the end of the review process, a total number of five (5) high quality research papers were selected and accepted for publication. We present many thanks to all the contributors who helped us to publish this issue. Best regards, Prof. Dr. Gulsun Atanur Baskan Editor – in Chief

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Maliszewski, Norbert, Anna O. Kuźmińska, Grażyna Wieczorkowska-Wierzbińska, and Anna Werner-Maliszewska. "The impact of explicit and implicit power motivation on educational choices." Polish Psychological Bulletin 45, no. 3 (September 1, 2014): 275–85. http://dx.doi.org/10.2478/ppb-2014-0034.

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Abstract The aim of three studies was to examine the differences between business majors and non-business majors, in their level of implicit (measured by an Implicit Association Test [IAT], Greenwald, McGhee, & Schwarz, 1998) and explicit power motivation (measured by Power Motivation and Helping Power Motivation scales, Frieze & Boneva, 2001).It was predicted that there are no differences between these two groups in the general (implicit) level of power motivation, but that differences exist in the way it is explicitly expressed: through desire for leadership and prominence vs. desire for helping. Results of Study 1 indicated that business majors (management, N=79) declared a higher leadership motive and a lower helping motive than non-business majors (history, psychology, linguistics, N=62).Study 2 addressed question whether the above differences in power motivation stem from socialization at the university level or from pre-selection. The relationship between high school students’ (N=134) academic major preferences and their power motivation was tested. It was found that the more they were business-oriented, the higher their scores were on leadership, and lower on helping scales. In Study 3, business majors (economics, N=75) and non-business majors (psychology, N=82) completed the same questionnaire as participants in previous studies, as well as performed the IAT. Non-business majors declared stronger explicit helping motive, while business majors expressed stronger prominence and leadership motives. Furthermore, for non-business majors, IAT results could be predicted by their helping score. Implications and possible limitations of the presented results are discussed.

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Stan, Simona Nicoleta, and Străteanu Amalia-Gianina. "Study on Thinking Paradigms Changes in Environmental Educational Systems." Annals ”Valahia” University of Targoviste - Agriculture 13, no. 1 (April 1, 2019): 25–28. http://dx.doi.org/10.2478/agr-2019-0006.

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Abstract The current major concerns of mankind with regard to biodiversity, food safety and security, demographic growth, pollution, the energy crisis, ecosystem productivity, environmental protection and environment are only a part of the contemporary concerns that environmental education must say the word. An analysis of the situations that generates global environmental problems highlights the need for an extensive environmental curriculum with studies on human behavior, crisis and disaster management, bioeconomics, psychology of thinking styles, neuroscience, etc. The design of new programs should be directed to proactive behaviors and leadership, to entrepreneurship and innovation, with a direct impact on the ability to find solutions to solve environmental problems.

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Kuravsky, L. S., L. G. Vasina, and V. V. Sokolov. "Creating Special Educational Environments for Students with Visual Impairments at the Moscow State University of Psychology and Education: Practical Outcomes." Психологическая наука и образование 23, no. 2 (2018): 89–101. http://dx.doi.org/10.17759/pse.2018230210.

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The paper describes practical outcomes of implementing a model of special educational settings for students with visual impairments enrolled in bachelor’s programmes in Mathematical Support and Administration of Information Systems and Applied Computer Science. These outcomes suggest that project-based learning, special educational settings, active involvement in research and participation in finding solutions to relevant practical tasks promotes high quality training in students with disabilities.

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MOXNES, PAUL. "Learning Group Psychology, Leadership and Anxiety Coping by use of Fairy Tales as an Educational Guide." Nordic Psychology 58, no. 1 (January 2006): 5–21. http://dx.doi.org/10.1027/1901-2276.58.1.5.

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Mukan, Nataliya, Marianna Havrylyuk, and Lesia Stolyarchuk. "Theoretical Framework of Leadership in Higher Education of England and Wales." Comparative Professional Pedagogy 5, no. 1 (March 1, 2015): 39–45. http://dx.doi.org/10.1515/rpp-2015-0019.

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Abstract In the article the theoretical framework of leadership in higher education of England and Wales has been studied. The main objectives of the article are defined as analysis of scientific and pedagogical literature, which highlights different aspects of the problem under research; characteristic of the theoretical fundamentals of educational leadership, and presentation of classification of leadership models in educational sphere. Leadership in higher education has been studied by foreign and domestic scientists: methodology of comparative education (C. Bargh, N. Bidyuk, N. Mukan, A. Sbruyeva); continuous professional education (J. Barge, A. Kuzminskyy, N. Nychkalo, P. Lorange); leadership in education (J. Bareham, L. Danylenko, L. Karamushka, N. Kolominskyy, O. Marmaza); leaders’ training (A. Borysova, V. Ilromovyy) etc. In Ukraine this problem has not been studied yet. The research methodology comprises theoretical (comparative and historical method, logical method, analysis and synthesis), and applied (conversations and dialogues) methods. The research results have been presented: the comprehensive integration of leadership theories in the sphere of philosophy, sociology, psychology, pedagogy, management has been justified; the definition of leadership and distributed leadership, and their characteristic have been provided; the leadership models in higher education of England and Wales have been determined.

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